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Two different contextual backgrounds may yield other influences. This research aimed to examine the difficulties of the English Language Education Department (ELED) students and non-English Language Education Department (non-ELED) in learning English language and their strategies to cope with their difficulties. This research utilized a qualitative approach and employed interviews as a means to gather data. In this research, the researcher involved 6 participants 3 from ELED and non-ELED, respectively. Both ELED and Non-ELED Students shared common problems in learning English related to the issues of vocabulary shortage, grammar difficulties, pronunciation problems, low speaking and listening skills. The noticeable difference was seen on the difficulty in developing ideas that is only faced by ELED students while difficult in all aspects of writing skills faced by non-ELED students. The strategies implemented by both ELED and non-ELED students included jotting down the unknown words, learning English using Google, learning English through social media, reading journals, using subtitles, watching movies that use English as a medium of communication, listening to English movies, singing English songs, joining English courses, making imitation, and practising their English writing and speaking skills. The strategies to deal with the difficulties that were implemented by ELED students were reading online comic, memorizing vocabulary, reading English article or essays, listening to podcast, telling a story using English language, increasing confidence, and memorizing form of verbs. Meanwhile, the strategies that just implemented by non-ELED students are joining English activity programs, doing English exercises, getting used to the English language, and using the correct English language.

Difficulties and Strategies in Learning English: An Analysis of Students From English and Non-English Education Department in Indonesia