STRATEGI BELAJAR BAHASA INGGRIS SEBAGAI BAHASA ASING KAITANNYA DENGAN FAKTOR-FAKTOR DEMOGRAFIK PADA PEMBELAJAR DEWASA

Abstrak / Ringkasan

This article deals with a study on a learning strategy
profile for adult learners when they learn English as a foreign
anguage. It attempts to explore (1) what the general learning
trategy profile is in terms of six strategy categories, namely, the
memory, cognitive, compensation, metacognitive, affective, and
ocial strategies; (2) how gender, age, educational background and
rea of knowledge influence use of learning strategies; and (3)
whether there are any interactions among those learner factors in use
flearning strategies. A total of 154 respondents who were course
akers at P3B UNY were invited to complete a set of questionnaires
bout use of learning strategies. To analyze the obtained data,
escriptive statistics were administered to describe the general
earning strategy profile; univariate statistical analyses were
mployed to showthe influence ofthe individual factorson strategy
se, and multivariate analyses were also applied to examine the
nteractions among the learner factors. Based on the analyses, some
indings were obtained as follows. First, in general, respondents
eported use of the six strategy categories above themean line of the
nstrument scale.Quantitatively, themetacognitive strategywas the
most frequently used strategy (Mean = 3,4430), followed
onsecutively by the affective strategy (Mean = 3,3026), the
ompensation strategy (Mean = 3,3019), the memory strategy
Mean = 3,0426), the cognitive strategy (Mean = 2,9859), and the
ocial strategy (Mean = 2,8571). Second, no significant differences
were found in strategy use among respondents across the four
actors. Third, five interactions were found among the factors: (1)
espondentswith S-2 educational background reportedhigher use of
he compensation strategy than other respondents; (2) female

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