LANGUAGE LEARNING STRATEGIES OF HIGH PROFICIENCY STUDENTS IN THEIR ORAL PRESENTATION AT ENGLISH LANGUAGE EDUCATION OF PGRI RONGGOLAWE UNIVERSITY TUBAN

• Main Authors: Christina I.T. Panggabean, Ingelia Kesuma
• Format: Article
• Language: Arabic
• Published: Center of Language Development, Institut Agama Islam Negeri (IAIN) Madura 2017-12-01
• Series: Okara: Jurnal Bahasa dan Sastra
• Subjects: language learning strategy; high proficiency students; oral presentation
• Online Access: http://ejournal.iainmadura.ac.id/index.php/okara/article/view/1501
• ISSN: 1907-624X; 2442-305X

<p><em>This study is intended to describe 1) the </em><em>language </em><em>learning strategies used by male and female students with high speaking performance in their </em><em>oral </em><em>presentation</em><em> and 2) their reasons of using certain language learning strategies. </em><em>This study used descriptive qualitative method. </em><em>The subject of the study were ten high proficiency students consisting of </em><em>four male </em><em>students</em><em> and six female students</em><em>. </em><em>Q</em><em>uestionnaire and interview </em><em>were</em><em> used to collect the data. </em><em>The </em><em>data from the </em><em>questionnaire and the interview were </em><em>analyzed </em><em>descriptively.</em><em> </em><em>The result indicated that all of the students from </em><em>high </em><em>proficiency </em><em>level </em><em>used all learning strategies, including memory strategy, cognitive strategy, compensation</em><em> </em><em>strategy, metacognitive strategy, affective strategy, and social strategy</em><em>. The students</em><em> </em><em>were</em><em> categorized as medium user</em><em>s</em><em> of </em><em>language </em><em>learning strategy. </em><em>High </em><em>proficiency</em><em> male students</em><em> </em><em>used </em><em>compensation strategy</em><em> (3.85)</em><em> </em><em>the </em><em>most frequent</em><em>ly, followed by meta-cognitive strategy (3.63) and social strategy (3.37). Meanwhile, high proficiency female students used c</em><em>ognitive strategy </em><em>(4.02) the </em><em>most frequent</em><em>ly,</em><em> </em><em>followed by compensation strategy (3.77) and metacognitive strategy (3.72). Both male and female students had some different and similar reasons of using certain language learning strategies for their oral presentation task.</em></p>