Skripsi

ENGLISH LEARNING STRATEGIES USED BY NON-ENGLISH EDUCATION STUDENTS A STUDY AT PGPAUD STUDY PROGRAM

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This study aims to explore the English language learning strategies employed by students of the PG-PAUD (Early Childhood Teacher Education) Study Program at the Faculty of Teacher Training and Education, Sriwijaya University—students who are not from an English education background. A quantitative descriptive method was used, involving a total population of 163 students from the 4th and 6th semesters who had completed English courses. Data were collected using the Strategy Inventory for Language Learning (SILL) version 7.0 by Oxford (1990), which categorizes strategies into memory, cognitive, compensation, metacognitive, affective, and social. The findings revealed that the most frequently used strategies were metacognitive, memory, and affective, indicating strong internal motivation, reflection, and emotional regulation. Meanwhile, cognitive, compensation, and social strategies were moderately applied. The results suggest that PG-PAUD students predominantly rely on internal, self-directed strategies to learn English, while social interaction and adaptive communication strategies are less frequently employed. These findings contribute to the understanding of English learning among non-English majors and highlight the importance of promoting balanced strategy use in language instruction Keywords: English learning strategies, non-English majors, PG-PAUD students, SILL, metacognitive strategies.

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Detail Information

Series Title

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Call Number

T1898792025

Publisher

Indralaya : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan Universitas Sriwijaya., 2025

Collation

ix, 53 hlm.; ilus.; tab.; 29 cm.

Language

Indonesia

ISBN/ISSN

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Classification

372.210 7

Content Type

Text

Media Type

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Carrier Type

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Edition

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Subject(s)

Prodi Pendidikan Bahasa Inggris
Pre School

Specific Detail Info

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Statement of Responsibility

MI

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