A Study of English Language Learning Beliefs, Strategies, and English Academic Achievement of the ESP Students of STIENAS Samarinda
Abstract: This research aimed
to investigate; students’ English academic achievement, beliefs about English
language learning, English language learning strategies,and the relationship of
them. Descriptive and correlational design,quantitative methods were applied in
this research. The students’ finalEnglish scores of the first year, BALLI, and
SILL were used as theinstruments. The samples of this research were sixty
six-first year students majoring Management at STIENAS Samarinda. The data of
the research were analyzed using descriptive statistic, multivariate
correlation, andPearson Product Moment correlation. The students’ beliefs about
motivation and expectation were the most beliefs held by the students (M=3,65)
followed by the nature of language learning (M=3,35), foreign language aptitude
(M=2,97), learning and communication strategy (M=2,86) and the difficulty of
language learning (M=2,74) . The most preferred strategy used by the students
was metacognitive (M=3,35) followed bymemory (M=3,28), cognitive (M=3,28),
affective (M=3,24), social (M=3,28),and compensation (M=3,18). There was a
positive and weak correlation of beliefs and strategies with students’ English
academic achievement (R .035). Positive and insignificant correlation was found
between English academic achievement and beliefs about English language
learning (r = .145, p 0.245 > 0.05) and negative and significant correlation
between English languagelearning strategies and English academic achievement (r
= -.144, p 0,248 >0.05).
Keywords: ESP, achievement,
beliefs, learning strategies, Beliefs about Language Learning Inventory
(BALLI), Strategies Inventory for Language Learning (SILL)
Author: Noor Hayati
Journal Code: jppendidikangg150162
