Learning Strategies Used by Extroverted and Introverted English Language Education Program (ELEP) Students to Learn English

Abstract

This study is intended to identify the learning English strategies used by extroverted and introverted students from the 2017 Academic Year in English Language Education Program, FLA-UKSW. The qualitative approach was adopted in this study to process two kinds of questionnaires and interview sections. The first questionnaire was the personality questionnaire by Sudibyo (2011) which aimed to collect the personality of each participant. The second questionnaire was the Strategy Inventory for Language Learning (SILL) questionnaire by Oxford (1989) which was used to identify the participants’ learning English strategies whether they used the memory, cognitive, compensation, metacognitive, affective, or/and social strategy to learn English in averages. To develop more information, the qualitative approach was also applied to interview several participants. Three extroverted participants and three introverted participants were selected to be interviewed about the application of their learning English strategies in more detail. The research shows that there was no significant difference between extroverted and introverted learners. The compensation, metacognitive, and social strategies were the three most frequently applied strategies by both extroverted and introverted participants, although those were in a different order. The compensation strategy became the first strategy commonly used by the extroverted participants, and the metacognitive strategy as the first strategy commonly applied by the introverted participants.