Izyan Safwani Binti Ismail (P76364)

In the learning process, one might find that some people can learn English language very quickly and some people have problems learning the language. This is happened mainly because people are individually different and this brings to different styles and strategies in learning language.

The objective of this study is to identify the Language Learning Strategies (LLS) employed by successful English language learners at the University Kuala Lumpur Institute of Medical Science Technology (UniKL MESTECH).

Respondents 10 participants from University Kuala Lumpur Institute of Medical Science Technology (UniKL MESTECH) in Kajang were chosen as the respondents of this study because they are considered as successful language learners based on their grades for their English paper in Sijil Pelajaran Malaysia (SPM).

Instrumentation Oxford’s (1990, version 7.0) 50-item version of Strategy Inventory for Language Learning (SILL), a version designed for learners of English as a second or foreign language, was used in this study to measure learner strategy use

The SILL was distributed to the selected participants and they were given 30 minutes to respond to the SILL. Data of this study was analyzed using descriptive statistics (frequencies, means) using Statistical Package for the Social Sciences (SPSS). To determine the frequency of language learning strategies used, an interpretation mean score was employed. The rating of the frequency of language learning strategy used adapted from Oxford.

PartStrategy CategoryMeanFrequency of UseRank of Use AMemory3.10Medium 5 BCognitive3.81High 3 CCompensatory3.81High 2 DMetacognitive3.96High 1 EAffective2.89Medium 6 FSocial3.70High 4 Overall3.55High Overall Strategy Use

The overall strategy used is M= 3.55, slightly above high strategy use level. It indicates that successful language learners are high strategy users because the respondents’ high level of frequency for four categories; cognitive strategy, compensation strategy, metacognitive strategy and social strategy; with the mean scores ranging from M= 3.70 to M= The most frequently used strategy is the metacognitive strategy (M= 3.96). The least frequently used strategy is the memory strategy as it showed the least mean score (M= 3.10).

Overall Individual Strategy Use PartStrategy CategoryMost Frequent Strategy Used AMemory ‘I use new English words in a sentence so I can remember them’ BCognitive ‘I watch English language TV shows or go to movies spoken in English’ CCompensatory ‘If I can’t think of an English word, I use a word or phrase that means the same thing’ DMetacognitive ‘I notice my English mistakes and use that information to help me do better’ ‘I pay attention when someone is speaking English’ EAffective ‘I encourage myself to speak English even when I am afraid of making a mistake’ FSocial ‘If I do not understand something in English, I ask the other person to slow down or to say it again’

Based on the finding of this study, we can see that the successful language learners who were participated in this study are high strategy learners because they have high level of frequency for four categories; cognitive strategy, compensation strategy, metacognitive strategy and social strategy. Metacognitive strategy is the most frequently used by the successful language learners in this study.

Based on the SILL, metacognitive strategies are: I try to find as many ways as I can to use my English. I notice my English mistakes and use that information to help me do better. I pay attention when someone is speaking English. I try to find out how to be a better learner of English. I plan my schedule so I will have enough time to study English. I look for people I can talk to in English. I look for opportunities to read as much as possible in English. I have clear goals for improving my English skills. I think about my progress in learning English.

One encouraging finding from this study is that participants used social strategies quite often, as the category is indicated as high strategy used by learners, indicating active language learning. Less use of the memory strategy by the respondents -Asian countries are frequently related to memorizing skill. Another potential area of research might be conducted qualitatively by interviewing the learners on how the strategies are actually used and why they chose to use them

Since the frequency of strategy use by respondents are generally falls within the high and medium range, a need arises for providing learners with further opportunities to practice a wide variety of strategies that are appropriate to the different instructional tasks and activities that establish an essential part of the second language classroom learning experience

(Rubin, 1975; Stern, 1975; Rubin and Thompson, 1994) to describe good language learners in terms of personal characteristics, styles, and strategies. They believe that good language learners: 1. Find their own way, taking responsibility for their own learning, 2. Organize information about language, 3. Are creative, and try to feel the language by experimenting its grammar and words, 4. Create opportunities for practice in using the language inside and outside the classroom, 5. Learn to live with uncertainty by not getting confused and by continuing to talk or listen without understanding every word, 6. Use memory strategies to bring back what has been learned, 7. Make errors work for them and not against them, 8. Use linguistic knowledge, including knowledge of the first language, in learning a second language, 9. Use contextual cues to help them in comprehension, 10. Learn to make intelligent guesses, 11. Learn chunks of language as wholes and formalized routines to help them perform “beyond their competence”, 12. Learn to use certain tricks to keep conversations going, 13. Learn certain production strategies to fill in gaps in their own competence, 14. Learn different styles of speech and writing and learn to vary their language regarding the formality of the situation.

Memory Strategy 1. I think of relationships between what I already know and new things I learn in English. 2. I use new English words in a sentence so I can remember them. 3. I connect the sound of a new English word and an image or picture of the word to help me remember the word. 4. I remember a new English word by making a mental picture of a situation in which the word might be used. 5. I use rhymes to remember new English words. 6. I use flashcards to remember new English words. 7. I physically act out new English words. 8. I review English lessons often. 9. I remember new English words or phrases by remembering their location on the page, on the board, or on a street sign.

Cognitive Strategy 10.I say or write new English words several times. 11.I try to talk like native English speakers. 12.I practice the sounds of English. 13.I use the English words I know in different ways. 14.I start conversations in English. 15.I watch English language TV shows or go to movies spoken in English. 16.I read for pleasure in English. 17.I write notes, messages, letters, or reports in English. 18.I first skim an English passage (read it quickly) then go back and read carefully. 19.I look for words in my own language that are similar to new words in English. 20.I try to find patterns in English. 21.I find the meaning of an English word by dividing it into parts that I understand. 22.I try not to translate word-for-word. 23.I make summaries of information that I hear or read in English.

Compensatory Strategy 24.To understand unfamiliar English words, I make guesses. 25.When I can’t think of a word during a conversation in English, I use gestures. 26.I make up new words if I do not know the right ones in English. 27.I read English without looking up every new word. 28.I try to guess what the other person will say next in English. 29.If I can’t think of an English word, I use a word or phrase that means the same thing.

Metacognitive Strategy 30.I try to find as many ways as I can to use my English. 31.I notice my English mistakes and use that information to help me do better. 32.I pay attention when someone is speaking English. 33.I try to find out how to be a better learner of English. 34.I plan my schedule so I will have enough time to study English. 35.I look for people I can talk to in English. 36.I look for opportunities to read as much as possible in English. 37.I have clear goals for improving my English skills. 38.I think about my progress in learning English.

Affective Strategy 39.I try to relax whenever I feel afraid of using English. 40.I encourage myself to speak English even when I am afraid of making a mistake. 41.I give myself a reward or treat when I do well in English. 42.I notice if I am tense or nervous when I am studying or using English. 43.I write down my feelings in a language learning diary. 44.I talk to someone else about how I feel when I am learning English.

Social Strategy 45.If I do not understand something in English, I ask the other person to slow down or to say it again. 46.I ask English speakers to correct me when I talk. 47.I practice English with other students. 48.I ask for help from English speakers. 49.I ask questions in English. 50.I try to learn about the culture of English speakers.

Language learning strategy plays an important role in language learning. Yet, since the use of language learning strategies differ by learners’ variable factors, researchers and teachers must consider these learner variables as well as their individual differences. As the learners employ different learning strategies in learning language, we should focus more on the strategies used by the successful language learners. They may be used the strategies that are more effective in learning language. Later, we can introduce those strategies to all language learners so that all learners can be successful in their language learning.