Abstract
This study described and examined on the current English language learning strategies used by Indonesian Students English Education Department enrolled at State Islamic University of Sultan SyarifKasim Riau in Indonesia. The subjects of the study were (99) male and female students still studying for their Undergraduate degree in English Education Department. The study investigates the frequency of strategies use among these students according to gender and proficiency variables. Proficiency is reflected by students’ learning level (i.e., sophomore, junior, senior), self-reported proficiency in English (i.e., the students’ university average in English courses) and language self-efficacy (i.e,. how good the students perceived themselves as English learners). The collecting data used Questionnaire adopted from Oxford (1990a), Mohammad Amin Embi (1996) danPolitzer (1993), interview lecturers about the language learning strategies used by students. The results of this study showed that State Islamic University of Sultan SyarifKasim, English Education Department used learning strategies with high to medium frequency, and that the highest rank (79.6%) was for Metacognitive strategies while the lowest (63%) was for compensation strategies and the others used cognitive, memory, affective and social. In general, the results showed that gender and proficiency had no significant differences on the use of strategies. Based on these findings, the researcher recommends that more training should be given in using Cognitive, Memory, Affective, social and Compensation strategies by embedding them into regular classroom activities or teaching and learning process
Highlights
English instruction in Indonesian context has been in line with the existence of this country
“Others” strategies (OTH) which include a group of 10 different strategies items that the researcher added to the above six strategy groups on Oxford’s Strategy Inventory for Language Learning (SILL)
The results indicate that the differences were all in favor of Metacognitive strategies
Summary
English instruction in Indonesian context has been in line with the existence of this country. In the phase of 1945 until 1984 (almost forty years), the main target of learning English was to understand the reading passages with a strong support from vocabulary items and sentence structure. The teacher/lecturers and the students concentrated to the pattern of the sentence (sentence formula) in order to acknowledge the existing ideas in the written text. In this era, it was really rare of the students to be able to speak and to write in English. Brian Tomlinsonsummarized the English instruction setting was that after six years of learning the language, most of the learners could not achieve
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