ENGLISH LANGUAGE LEARNING STRATEGIES EMPLOYED BY THE STUDENTS AT THE ACCELERATION CLASS OF MAN 1 TULUNGAGUNG

FANISA NURUL JANNAH, 126203201022 (2024) ENGLISH LANGUAGE LEARNING STRATEGIES EMPLOYED BY THE STUDENTS AT THE ACCELERATION CLASS OF MAN 1 TULUNGAGUNG. [ Skripsi ]

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Abstract

Jannah, Fanisa Nurul. Student Registered Number 126203201022. 2024. English Language Learning Strategies Employed by The Students at The Acceleration Class of MAN 1 Tulungagung. Sarjana Thesis. English Education Departement. Faculty of Tarbiyah and Teacher Training. State Islamic University (UIN) of Sayyid Ali Rahmatullah Tulungagung. Advisor: Dr. Arina Shofiya, M. Pd. Keywords: English Language Learning Strategies (LLS), the students at the acceleration class English language learning has become increasingly essential in the globalized world, especially in Indonesia where English serves as a key academic and professional tool. In accelerated learning programs, such as those in MAN 1 Tulungagung, understanding the strategies employed by students to enhance their language skills is crucial. The focus on learning strategies helps students cope with the intensive pace of study and achieve proficiency in a shorter period. Examining these strategies provides insight into how students can best manage their learning processes and improve their language competency. This study seeks to address two primary research questions: (1) What is the most dominant English language learning strategy used by the students at the acceleration class in MAN 1 Tulungagung? (2) What is the perceived contribution of language learning strategy to their language competency? By exploring these questions, this research aims to fill a gap in understanding how specific strategies affect language acquisition in accelerated educational settings. The research was conducted using a mixed method for complementary data design with a case study approach. The participants in the study were the students at the acceleration class in MAN 1 Tulungagung, selected based on their enrollment in the acceleration program. Data were collected using Oxford's (1990) Strategy Inventory for Language Learning (SILL) questionnaire, which used to determine the frequency of language learning strategy usage. Additionally, interviews and classroom observations were conducted to support the data obtained from the questionnaire. The analysis focused on identifying how the students use the learning strategy and their perceived contribution to students' language development. The findings show that metacognitive strategy is the most prevalent among the students, significantly aiding their language proficiency. Those six strategies contribute to the improvement of the students' fluency and comprehension, particularly in speaking and writing. The study concludes that an intentional and structured use of learning strategies is key to fostering language competency in accelerated education programs.

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