Tesis

Islamic boarding school students\' language learning strategies in English learning / Irhas Rahmat Syarif

Abstrak
The limited use of Language Learning Strategies (LLS) hinders students rsquo language proficiency. Research shows that higher-proficiency learners use more strategies (Hab oacute k et al. 2022) while lower-proficiency learners use fewer (Alfian 2018). This raises the question of what specific strategies distinguish high-achieving students from others. Drawing on Bandura rsquo s Social Learning Theory (1977) high-achieving students can be viewed as role models whose effective behaviors can be observed imitated and adopted by other learners to enhance their performance. However the limited research specifically examining how high-achieving students in Islamic Boarding Schools (IBS) use LLS and the factors that influence them represents an important gap for further investigation. This study aims to identify the English learning strategies used by high-achieving students in an Islamic boarding school and to uncover the factors that influence their use. The two main questions addressed in this study are (1) what LLS do high-achieving students in IBS use and (2) what factors influence their use of these learning strategies This study employed a mixed approach with data collected through the Oxford Strategy Inventory for Language Learning (SILL) questionnaire (1990) and in-depth interviews. The participants in this study were nineteen high-achieving students based on their TOEFL Junior scores who achieved a Superior predicate and a mean English test score of (A) with a minimum score of 92. The results of the SILL questionnaire were analyzed to identify the average score for the use of six categories of LLS cognitive metacognitive compensatory affective social and memory. Meanwhile interview data were analyzed thematically based on Oxford s (2017) theory which divides factors influencing learning strategies into two main groups internal (personal) and external (contextual) factors. The results indicate that compensation strategies were the most frequently used with a mean score of 3.43 (moderate category). This result aligns with the analysis showing that students rely on contextual reasoning when encountering unfamiliar vocabulary such as guessing word meanings using gestures reading without checking every new word or using synonyms when they do not know the exact term. Cognitive strategies were also widely used with a mean score of 3.12 (moderate category) as reflected in activities such as practicing pronunciation watching English-language media reading for pleasure avoiding word-for-word translation and attempting to speak like native speakers. Social strategies (mean 2.83) affective strategies (mean 2.71) and metacognitive strategies (mean 2.77) were used at moderate levels. Meanwhile memory strategies (mean 2.40) were the least frequently employed indicating that techniques such as repetition or structured memorization have not become part of students rsquo habitual learning practices. Interview findings revealed that internal factors such as motivation metacognitive awareness learner autonomy self-regulated learning and self-efficacy played significant roles in strategy selection. Motivation emerged as the primary driving factor whether academic motivation (e.g. aspirations to study abroad) personal enjoyment or social motivation to communicate with foreign speakers. In addition several external factors were identified including the learning environment access to resources and technology interactive teaching practices and family support. Interview data showed that the Islamic boarding school environment provides support through teachers and programs such as the Cambridge Class although some students reported a dual language burden from studying both Arabic and English as well as limited opportunities for authentic language practice which may impede the development of certain strategies such as social and metacognitive strategies. Technology also played an important role as most students relied on digital media such as YouTube videos films and music to enhance their English proficiency. This study offers practical implications suggesting that the success of high-achieving students is not determined solely by intelligence but also by their ability to select and combine appropriate learning strategies. In this study students tended to rely more heavily on direct strategies such as compensation and cognitive strategies indicating the need for strengthening indirect strategies namely metacognitive affective and social strategies to ensure learning becomes more planned reflective and sustainable. This study has several limitations including a small number of participants the focus on a single Islamic boarding school and the use of SILL and interview instruments that capture only momentary conditions. Future research is recommended to involve larger and more diverse samples include different school contexts and incorporate additional methods such as classroom observations or longitudinal studies.

Informasi Detail

DDC

Rt 420.76 SYA i

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2025.

Deskripsi Fisik

xVI, 100 lembar : ilus. ; 30 cm.

Bahasa

No Reg

00865/RT/25

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2025

Subjek

1. BAHASA INGGRIS - STUDI DAN PENGAJARAN
2. BAHASA INGGRIS - MODEL PEMBELAJARAN
3. ENGLISH - STUDY AND TEACHING

Pembimbing

1. Prof. Drs. Bambang Yudi Cahyono, M.pd, M.a., Ph.d.; 2. Dr. Lestari Setyowati, M.pd

Lampiran Berkas