Institutional Repository | Satya Wacana Christian University: A Study of Language Learning Strategies Used by College EFL Learners in Language Training Center (LTC) UKSW Salatiga T1 392014504 BAB IV
CHAPTER IV
CONCLUSIONS
4.1. Conclusions
To produce a successful learner, a good strategy is needed. Those strategies are
used to learn effectively and it is recommended for learner in this learning strategy
area. In this case is not only for students who seek for appropriate learning strategy
but also for teachers who guide them. A teacher, who knows well their students
learning strategy, might help their students to be a good language learner.
This research has aimed at exploring the types of language learning strategies
used by learners. Researcher draws some conclusion based on the results. The results
showed that the students from Hubungan International (HI) and General English (GE)
Class in Language Training Center (LTC) UKSW use variety of Language Learning
Strategy. These Strategies are Metacognitive, Social, Affective, and Cognitive
strategies, in which Metacognitive Strategies have the highest rate of Learning
Strategy Used.
Firstly, from memory strategy learners to be found using phonetic spelling sound,
expressing the words and relating the word with the context where usually it is used
in order to remember easily and effectively. Second, practicing and using the media
such as watching TV or reading book to learn English are characters in cognitive
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22
strategy that many learners used. The third strategy is compensation, if learners face
difficulties in using the language, they tend to use guessing and find the synonym of
the words or phrases in order to overcoming the difficulties.
The fourth strategy found to be used by students is metacognitive strategy. Many
students indicate that they are focusing in improving language skill and evaluating
their progress which they have set in planning their goals in learning. The next fifth
strategy is affective, in order to control the emotions learners be likely to encourage
their selves by giving reward or if they feel nervous they tried to calm down. The last
strategy to be used is social strategy. On this strategy when learners have problem
they will ask more proficient language user to help them by asking questions and
some them are aware of other difficulties.
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4.2. Recommendations
For the further researches on the same area, there are some recommendations.
The future research might focus on the findings out on the Learning Strategy Used by
another foreign Language. It can be more challenging when the subject is not only
learners who learn English but also learners who learn Indonesian as their foreign
language. It also can be more interesting to conduct the research on the larger scale
by involving large number of participants. The participants can be learners who have
good education background in foreign language and expert on the area in the
Language Learning by finding out what are the dominant types of their Learning
Strategies.
CONCLUSIONS
4.1. Conclusions
To produce a successful learner, a good strategy is needed. Those strategies are
used to learn effectively and it is recommended for learner in this learning strategy
area. In this case is not only for students who seek for appropriate learning strategy
but also for teachers who guide them. A teacher, who knows well their students
learning strategy, might help their students to be a good language learner.
This research has aimed at exploring the types of language learning strategies
used by learners. Researcher draws some conclusion based on the results. The results
showed that the students from Hubungan International (HI) and General English (GE)
Class in Language Training Center (LTC) UKSW use variety of Language Learning
Strategy. These Strategies are Metacognitive, Social, Affective, and Cognitive
strategies, in which Metacognitive Strategies have the highest rate of Learning
Strategy Used.
Firstly, from memory strategy learners to be found using phonetic spelling sound,
expressing the words and relating the word with the context where usually it is used
in order to remember easily and effectively. Second, practicing and using the media
such as watching TV or reading book to learn English are characters in cognitive
21
22
strategy that many learners used. The third strategy is compensation, if learners face
difficulties in using the language, they tend to use guessing and find the synonym of
the words or phrases in order to overcoming the difficulties.
The fourth strategy found to be used by students is metacognitive strategy. Many
students indicate that they are focusing in improving language skill and evaluating
their progress which they have set in planning their goals in learning. The next fifth
strategy is affective, in order to control the emotions learners be likely to encourage
their selves by giving reward or if they feel nervous they tried to calm down. The last
strategy to be used is social strategy. On this strategy when learners have problem
they will ask more proficient language user to help them by asking questions and
some them are aware of other difficulties.
23
4.2. Recommendations
For the further researches on the same area, there are some recommendations.
The future research might focus on the findings out on the Learning Strategy Used by
another foreign Language. It can be more challenging when the subject is not only
learners who learn English but also learners who learn Indonesian as their foreign
language. It also can be more interesting to conduct the research on the larger scale
by involving large number of participants. The participants can be learners who have
good education background in foreign language and expert on the area in the
Language Learning by finding out what are the dominant types of their Learning
Strategies.