The Relationship between Language Learning Strategies used by Vocational Students and Level of Proficiency

Abstract

The vocational college students instructed by the teacher to used self-
directed learning in learning English outside classroom or during the
internship. Due to the requirement of graduation which they should pass
the TOEFL test after the internship. The self-directed learning is
exercised by managing students’ Language Learning Strategies (LLS)
which known could improve language proficiency. Hereby, this study
identifies: (1) the language learning strategy used by vocational college
learners based on high and low proficient, (2) the relationship between
language learning strategy and English proficiency of high proficient,
(3) the relationship between language learning strategy and English
proficiency of high proficient. The participant of this study is 52
students of Politeknik Kota Malang which willing to complete the
Strategy Inventory of Language Learning (SILL) and done the TOEFL
test. This study employed correlational research design to identify the
relationship between variables which is multiple regression analysis
employed in this study. There are six strategies of language learning
strategies by Oxford (1990) as the independent variables (predictors)
and English proficiency (criterion) as the dependent variable. The result
showed that Although, language learning strategy cannot
simultaneously predict the English proficiency of high proficient and
low proficient, compensation strategy reported as high frequently used
by high proficient learners. While metacognitive strategies reported
used by low proficient learners.