English Learning Strategies among Students in an English Specialization Program
A Study in an Indonesian EFL Context
DOI:
https://doi.org/10.24256/foster-jelt.v7i4.510Keywords:
English Specialization Class, Learning Strategies, Merdeka CurriculumAbstract
Language learning strategies (LLS) are fundamental determinants of academic achievement among EFL learners, particularly within the learner-centered pedagogical framework promoted by the Indonesian Merdeka Curriculum. Several studies have examined EFL instruction in English Language Specialization programs. However, there has been no research on English Language Specialization programs at the high school level. Therefore, this study sought to examine the English language learning strategies used by students in the English Language Specialization program at MAN 8 Jakarta. The research design used a quantitative descriptive approach, with a 30-item questionnaire drawn from the Strategy Inventory for Language Learning (SILL). The instrument was distributed to a census-based sample of 72 12th-grade students in the 2025/2026 academic year. The findings showed a consistent increase in the level of strategy engagement across all categories. Cognitive strategies emerged as the most frequently used (mean = 4.07), while social strategies recorded the lowest frequency of application (mean = 3.65). The results concluded that students demonstrate high levels of learning autonomy, and teachers should design structured classroom activities that actively enhance social-based learning. These targeted interventions are crucial for developing comprehensive communicative competence.
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