Abstract
Abstract:This research aimed to investigate; students’ English academic achievement, beliefs about English language learning, English language learning strategies, and the relationship of them.Descriptive and correlational design, quantitative methods were applied in this research. The students’ final English scores of the first year, BALLI, and SILL were used as the instruments. The samples of this research were sixty six-first year students majoring Management at STIENAS Samarinda. The data of the research were analyzed using descriptive statistic, multivariate correlation, and Pearson Product Moment correlation.The students’ beliefs about motivation and expectation were the most beliefs held by the students (M=3,65) followed by the nature of language learning (M=3,35), foreign language aptitude (M=2,97), learning and communication strategy (M=2,86), and the difficulty of language learning (M=2,74) . The most preferred strategy used by the students was metacognitive (M=3,35) followed by memory (M=3,28), cognitive (M=3,28), affective (M=3,24), social (M=3,28), and compensation (M=3,18). There was a positive and weak correlation of beliefs and strategies with students’ English academic achievement (R .035). Positive and insignificant correlation was found between English academic achievement and beliefs about English language learning (r = .145, p 0.245 > 0.05) and negative and significant correlation between English language learning strategies and English academic achievement (r = -.144, p 0,248 > 0.05).
Highlights
Through Beliefs about Language Learning Inventory (BALLI), Strategy Inventory for Language Learning (SILL), and English achievement from documentations, namely from students’ school report book which analyzed using Pearson Product Moment correlation, it was found that beliefs about language learning and language learning strategies was significantly correlated to English achievement of 160 eleventh grade students
The result of the current study revealed that belief of foreign language aptitude correlated insignificantly and positively with English academic achievement
The beliefs about motivation and expectation were the top beliefs held by the students followed by the nature of language learning, foreign language aptitude, learning and comunication strategies and the least was belief about the difficulty of language learning
Summary
The mean scores the students perceived for overall BALLI was 3.02 While the mean score of belief 1 (Language Learning Aptitude) was 2.97, belief 2 (The Difficulty of Language Learning) was 2.74, belief 3 (The nature of Language Learning) was 3.35 belief 4 (Learning and Communication Strategy) was 2.86, and belief 5 (Motivation and Expectation) was 3.65. It can be concluded that the highest one among the five factors of beliefs about language learning that the students held was motivation and expectation followed by the nature of language learning, language learning aptitude, learning and communication strategy, and the difficulty of language learning. B. Strategy Inventory for Language Learning (SILL) In order to find out which learning strategies that the first year students majoring Management of STIENAS Samarinda preferred to use, descriptive statistics of the two major categories (direct, indirect) were first calculated
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