A Learning Strategy Profile of Indonesian Elementary School Students

Abstract

Five research questions are asked concerning the profiles of students' learning strategies in terms of general categories and subordinate categories. Three hypotheses are proposed concerning the influences of Language, Gender, and Grade on students' learning strategies. Observation was conducted by trained student observers using a modified guide (Oxford, 1990) involving a total of 240 elementary school students. Percentages were used as the statistics for the descriptive analyses. For hypothesis testing a three-by-four multivariate analysis of variance (MANOVA) was used, followed by three-way analyses of variance (ANOVA) for the four strategy categories. Correlation was calculated for the four strategy categories and non- parametric ANOVA was conducted for the metacognitive category. Use of the students' learning strategy is as follows: cognitive (63.31 %), affective (23.79%), social (9.05%), and meta-cognitive (3.85%). A significant main effect is found for Grade ( p = 0.0001), and Language ( p = 0.0126). A significant interaction is found for Grade and Language ( p = 0.0001). For metacognitive a significant interaction is found between Grade and Gender ( p = 0.0012). A significant main effect of Grade was found for cognitive ( p = 0.0009) and for affective ( p = 0.01).