Academic journal article Asian Social Science

Outstanding Students' Learning Strategies in Learning English at Riau University, Indonesia

Academic journal article Asian Social Science

Outstanding Students' Learning Strategies in Learning English at Riau University, Indonesia

Article excerpt

Abstract

The aim of this study was to evaluate and validate language learning strategies used by excellent students based on gender, socio-economy, types of school, and academic background in the English Studies Programme at Riau University, Pekanbaru. This study investigates students' reading strategies in terms of memory, cognitive, compensation, metacognitive, affective and social. This study comprehensively investigates excellent students' learning strategies in reading. One hundred and one subjects who are studying and doing well in the English Education programme were recruited for this study. The data were analyzed using a descriptive statistic with min. For this study the data were collected using questionnaire to explore the learning strategies of excellent students. A pilot study was conducted to increase the reliability of the instrument used and was assessed using cronbach alpha and value was between 0.82 and 0.91. The findings show different language learning strategies among the students based on gender, ethnic group, parents' income, and academic results in secondary school. It was found that there was no significant difference in learning strategies among excellent students based on types of school. This study This finding has important implications for various parties in educational sector to cooperate in their effort to develop and improve the students' learning strategies in order to produce quality human capital.

Keywords: learning strategies, excellent students, English language, University

1. Introduction

This article consists of the research background, the purpose of the study, the conceptual framework of the study, literature review, research methodology, findings, conclusions, and implications of the findings. Language learning strategies (SBB) has become a part of the learning process of various subjects offered in English Language Study Program Guidance and Counseling University of Riau, Indonesia. English courses can be categorized into these subjects: Skill Courses (SC), Method Courses (MC), and Content Courses (CC). Language learning strategies has particularly been a subject in the programme called Teaching English as a Foreign Language (TEFL). The subject is incorporated into the MC with the purpose to familiarize the students with the content so that they are able to adapt with relevant language learning strategies. Thus, students can find these solutions when they face problems in their learning. An impact is that students will be more independent in solving any problems that are found in the lecture program, which is the rate of 145 units per semester. Correspondingly, the lecturers, as facilitators or co-communicators would provide assistance only when needed by the students.

There are 202 outstanding students who are taking English Studies Programme at the University of Riau, who have a performance index (IP) ranging from 3.00 s / d 4:00. Based on a simple interview about the use of language learning strategies, the following language learning strategies were used:

a. following lectures on a regular basis,

b. performing work in accordance with instructions,

c. reviewing what is taught in class,

d. discussing lecture materials with students who are more intelligent,

e. singing songs in leisure time,

f. taking advantage of time-offeach day,

g. getting adequate support from family funds, and

h. living in a common room at the hostel students.

These strategies do not reflect the language learning strategies held by the students as reflected in the Strategy Inventory for Language Learning (SILL) (Oxford; 1989). SILL consists of 6 aspects: memory, cognitive, compensation, metacognitive, affective, and social.

Based on the above phenomenon, language learning strategies used by outstanding students must be thoroughly identified. The data clearly show the use of language learning strategies have a positive impact on English lecturers and the outstanding student themselves. …

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