Exploring the English Learning Strategies of an Indigenous Papuan Student of Indonesia

Abstract

Language learning strategies are crucial for learning English as a foreign language (EFL). This study sought to reveal language learning strategies used by Daniela, an Indigenous Papuan student, in developing her knowledge and skills in English. To gain this objective, a case study (Kohlbacher, 2006) using an in-depth interview was employed. Collected data were qualitatively analyzed using descriptive analysis techniques. Results of data analysis revealed two main categories of learning strategies used by Daniela in solving her learning problems, namely direct and indirect learning strategies. In direct learning strategies Daniela dealt with memory, cognition, and compensation strategies, while in indirect learning strategies she dealt more with metacognitive, affective, and social strategies. Apart from these findings, this study also revealed Daniela’s performance in English is mostly influenced by her reading hobby, internal motivation, positive attitude towards English, her personality (diligent and independent), and her dream to become a vocational English teacher. Results of this study may be useful for the head of school to encourage English teachers to provide learners with diverse learning tasks to elicit the use of various learning strategies.