The Correlation between English Language Learning Strategies and Thinking Styles Intensity

Khasanah, Mustafidatul

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dc.contributor.author	Khasanah, Mustafidatul
dc.date.accessioned	2022-11-04T02:18:52Z
dc.date.available	2022-11-04T02:18:52Z
dc.date.issued	2022-08-22
dc.identifier.uri	http://repository.unisma.ac.id/handle/123456789/5801
dc.description.abstract	English is one of subject that compulsory in senior high school. Learning English is not easy for students’ who did not like this subject. In Indonesia, English regarded as foreign language so students can not practice English everywhere. Students need the appropriate language learning strategy and thinking styles to make them more comprehend in English. Learners should be aware to know the strategies that appropriate with themselves. Besides, learners have differently language learning strategies for themselves. It means that all learners have different learning strategies to improve their ability in study about English. They have own strategies that appropriate for them. By knowing their language learning strategies will assist them to resolve their English problems. Language learning strategies encourage learners to be autonomous, and make learners learning language better and more effective. Thinking is important thing in learning process. Students’ thinking style encourage them to think freely as they wish, it makes them comfortable when they think clearly. In learning process, students who thinks enjoyable they can capture the material easily. In contrast, students’ who think of fear in learning make them having difficulties and feels uncomfortable in the class. Students thinking style help student to process the information and solve the problem. The aim of this research was to investigate the relationship between English language learning strategies and thinking styles intensity. The researcher used quantitative approach in this research. The researcher took 30 participants from third grade students who take linguistic major in senior high schools. The questionnaire was used as instrument in this research. In analyzing the data, the researcher used SPSS version 26. The finding of this research showed that the third-grade students mostly applied social strategy (M = 7.27) in language learning strategy context and legislative style as thinking styles most used by students’ (M = 8.20). The Pearson product-moment correlation analysis indicated a statistically significant correlation between language learning strategies and thinking styles at significant value .000. It indicates there is correlation between language learning strategies and thinking styles intensity. To sum up, language learning strategies and thinking styles encourage students to learn English more effectively. Key Words: Language Learning Strategies, Thinking Styles	en_US
dc.language.iso	en	en_US
dc.publisher	Universitas Islam Malang	en_US
dc.subject	Teacher Training and Education	en_US
dc.subject	English Education	en_US
dc.subject	Language Learning Strategies	en_US
dc.subject	Thinking Styles	en_US
dc.title	The Correlation between English Language Learning Strategies and Thinking Styles Intensity	en_US
dc.type	Other	en_US