| dc.description.abstract | This study aimed to explore the grammar learning strategies most frequently
used by Indonesian EFL learners in general and grammar learning strategies
frequently used by successful and less successful students in learning grammar.
This study also investigated to know whether there was a significant difference in
grammar learning strategies use between successful and less successful learners.
The researcher conducted a comparative research design from a quantitative
approach. The sample of this study was 70 students of the second year of the English
education department of Universitas Islam Malang. The data of the study were
collected by using the GLSI questionnaire and grammar test administered in an
online way by google form. The data were analyzed by using SPSS version 20 in
the form of descriptive statistics and independent T-test.
The result of the study showed that EFL students used social strategies
(GLSI_D) (M=3.683) more frequently than the other strategies followed by
GLSI_B4 (cognitive strategies used to deal with corrective feedback on errors on
the production of the grammar), metacognitive strategies (GLSI_A), cognitive
strategies used to assist the production and comprehension of grammar in
communication task (GLSI_B1), cognitive strategies (GLSI_B), affective strategies
(GLSI_C), cognitive strategies used to develop explicit knowledge of grammar
(GLSI_B2), the least frequently was the cognitive strategies used to develop
implicit knowledge of grammar (GLSI_B3) (M=3.333).
The other finding showed that successful learners use social strategies
(GLSI_D) more frequently than other strategies (M=3.775). While less successful
learners used GLSI_B1 (cognitive strategies used to assist the production and
comprehension of grammar in communication tasks) more frequently than other
strategies (M=3.637). Moreover, the GLSI_B3 (cognitive strategies used to develop
implicit knowledge of grammar) became the last rank of grammar learning
strategies used by both successful and less successful EFL learners.
The finding was also proved that the researcher’s hypothesis (H₁) was
rejected because of the sig. (2-tailed) of the independent T-test was .291 (> .05).
All in all, social strategy become the most frequently use grammar learning
strategies for overall learners and successful learners. Successful and less successful
use all the grammar learning strategies, and they were only different in the order of
frequency use. Therefore, the result showed that there was no significant difference
in using grammar learning strategies by successful and less successful.
Based on the finding of the study, it was suggested for the English teachers
to allow and give opportunities for the students to using social strategies
(GLSI_D) in the grammar learning process. However, EFL learners should be
aware of what learning strategies more effective and appropriate in learning
English grammar. Future researchers also hoped can conduct further study under
grammar learning strategy use and grammar proficiency. | en_US |
