Setiyadi, Ag. Bambang (2016) Language Learning Strategy Questionnaire (LLSQ) A Measurement to Identify Students’ Learning Strategies and Prepare the Success of Learning English in the Indonesian Context (Empirical Evidence). In: Language Learning Strategy Questionnaire (LLSQ) A Measurement to Identify Students’ Learning Strategies and Prepare the Success of Learning English in the Indonesian Context (Empirical Evidence). Graha Ilmu, Yogyakarta, pp. 1-114. ISBN 9786022625674 E-ISBN: 9786022625681

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Abstract

This book reports on studies intended to introduce a language strategy measurement developed in the EFL setting and the contribution of language learning strategies to the success in learning English a tertiary setting in the Indonesian context. The studies focus on the use of language learning strategies used by university students for whom English was learned as a foreign language. This book is a continuing process of an embryo introduced in a study on survey of the use of learning strategies of EFL learners (Setiyadi, 2000). This book is also motivated by the writer's experience of the need to provide English teachers with insights into how to assist Indonesian students learn English successfully. Besides revealing that learning strategies affected the language achievement, this study has found that metacognitive strategies proved to be the best predictor of success in learning English. The findings of this study also revealed that motivation was an individual difference that was related with the use of language learning strategies. Since in this investigation it has been shown that low achievers employed strategies that are predictive of success less frequently than high achievers, teachers should provide opportunities for their students to employ self-evaluation and self-correction to enable students to use their metacognitive strategies optimally. Teachers should provide opportunities for their students to be involved in the highest level of mental processes: metacognitive strategies. Students should also have analytical skills in the linguistic forms in order to be able to compare their actual performance and the expected performance in order for the metacognitive strategies to work optimally. This can be done by, to some extent, providing students with formal study grammar for the conscious monitor. Teachers may also provide opportunities for students to develop more positive attitude and higher motivation since students with more positive attitude and higher motivation can be expected to utilize language learning strategies more frequently Chapter one justifies the study of language learning strategies by discussing the conditions of English learning and teaching in Indonesia. In this chapter a potential problem in learning English is identified. Chapter two addresses previous studies on language learning strategies. Numerous studies on language learning have been conducted but the studies used measurements developed in Western settings and in ESL contexts. Chapter three proposes a taxonomy which is a relatively new in the context of EFL setting (Setiyadi, 2001). In this chapter a new classification of language learning strategies is introduced (Setiyadi, 2004). Chapter four identifies how the use of language learning strategies plays an important role in the success of acquiring English as a foreign language. In this chapter it is discussed how the use of learning strategies significantly contributes to learning outcomes. Chapter five proposes the distinction between the successful and unsuccessful learners in using language learning strategies (Setiyadi at al., 2016). In this chapter empirical evidence is provided how successful learners employed learning strategies. Chapter six identifies how students’ motivation is related to the use of language learning strategies. This chapter addresses how language learning strategies is influenced by students’ motivation in learning English (Setiyadi & Sukirlan, 2016). Chapter seven introduces a relatively revised design of learning strategy taxonomy. This chapter justifies a taxonomy which classifies language learning strategies under three categories, namely cognitive, metacognitive and social strategies (Setiyadi, 2014). Chapter eight justifies the newly developed taxonomy, which is named Language Learning Strategy Questionnaire or the LLSQ, is an alternative measurement for Indonesian learners. This measurement has been developed in an EFL setting in the Indonesian context.

Item Type: Book Section
Subjects: L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Fakultas Keguruan dan Ilmu Pendidikan (FKIP) > Prodi Bahasa Inggris
Depositing User: AGUSTINUS BAMBANG SETIYADI
Date Deposited: 01 Oct 2018 03:15
Last Modified: 01 Oct 2018 03:15
URI: http://repository.lppm.unila.ac.id/id/eprint/8847

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