Ariani, Winda (2016) Students’ Strategies in Learning English at International Class of Diploma Program of Nursing Muhammadiyah University Banjarmasin in Academic Year 2015/2016. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

Winda Ariani. 2016. Students’ Strategies in Learning English at International Class of Diploma Program of Nursing Muhammadiyah University Banjarmasin in Academic Year 2015/2016, Thesis. English Education Department, Faculty of Tarbiyah and Teachers Training. Advisors: (I) Drs. Saadillah, M. Pd, (II) Nani Hizriani, M.A. Keywords: learning English, learning strategies, International Class of Diploma Program of Nursing. Learning strategy is known for individual specific action to learn easier, faster, enjoyable, self-directed, effective, and transferable in learning knowledge (Oxford, 1990). The startegies involve in how students learning activities so that they can attain higher proficiency level. This study is conducted to investigate several issues relates learning strategies including: 1) the usage of learning strategies, 2) the most used strategies, 3) several factors that affect language learning strategies preference, among International Class of Diploma Program of Nursing Muhammadiyah University. This is descriptive research. The subjects of this research are 12 International Class of Diploma Program of Nursing students batch 2014. While the object is the learning strategies that used by the ICN students. Strategy Inventory for Language Learning (SILL) was used to collect the data. Data processing in this research is divide into four phases: reduction, scoring and interpretation, data display, and drawing conclusion. All collected data will be interpreted and analyzed qualitative-descriptively in order to report the strategies used and preference. The result of this research is ICN students use six categories of language leearning strategies in various frequencies starting from rarely, sometimes, and often. Then, the most used strategy is metacognitive strategies (p=71.7%) which was similar with some previous research, while the least frequently strategy is memory startegies. It is also reported that there are nine factors that affect learning strategies preference such as: gender, age, cultural background, duration of learning language, learning other language, experiences in language learning, motivation, learning style, and personality types.

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