English (United Kingdom)

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One of the prominent skills to be acquired by English language learners is Language Learning Strategies (LLSs), which is significant to enhance communicative competence. Although individual’s differences in using the strategies depict their understanding on LLSs, very little research has been done in accordance with learners’ language learning strategies especially in NonEnglish Department classroom. For this reason, this descriptive qualitative case study aimed to document the dominant LLSs used by ten successful students or achievers in English class who have the criteria of achieving English score above 90. The present study was carried out in English reading classroom at the Department of Management Dakwah (Islamic Preaching) of UIN Mataram (State Islamic University). Grounded in the data garnered from documentation, questionnaire, and interview, it was unveiled that that the students used all LLSs and created their own learning opportunities. Only HN did not use social strategy though he used all other strategies. Accordingly, all LLSs are significant for building up their language learning. In addition, the dominant types of LLSs used are compensation, memory and metacognitive strategy. Those strategies are good for inferencing the unfamiliar words, memorizing and retaining the vocabulary in mind, and creating best setting for them to learn, respectively. To this end, all English teachers need to be aware of students’ language learning strategies in order to be more effective. To support the significance of LLSs in EFL context, further study might be conducted to investigate teachers’ and students’ perception and attitude towards LLSs.

Dominant Language Learning Strategies Used by Managemen Dakwah Department Students at UIN MATARAM