English Learning Strategies in Rural Public Secondary School
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Abstract
This study aims to investigate the learning strategies employed by English language students at rural public secondary school in Indonesia. The research examines the navigation of language learning in a resource-limited rural setting. A survey study was used within a quantitative case study design as research methods. Data were collected from 58 rural public secondary school students and analyzed using descriptive analysis by using SPSS applications. The study identified that the students in the rural public secondary school are the medium-strategy users with metacognitive and social strategies as the most frequently used. With the unique environment, the students learn English by applying self-regulation strategy and followed by doing collaboration with other. This research contributes to the understanding of how rural students adapt their learning strategies in challenging environments and provides insights for enhancing English language teaching in similar contexts. Limitations of the research are discussed, along with suggestions for future exploration, including expanding the sample size and examining the role of teachers and resources in supporting language acquisition.
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