An Analysis of Direct Language Learning Strategies in Writing Skill Used by English Education Department Students

Abstract

For students, studying English as a foreign language is a challenge. Students' achievement while learning English is influenced by effective language learning strategies, particularly when it comes to writing. Students benefit from direct strategies since they help in the storing and retrieval of knowledge. The aim of this study is to identify the different types of direct language learning strategies that English language education students use when writing analytical exposition texts, as well as the extent to which these strategies are applied. This study is qualitative research. Data were gathered via interviews and questionnaires. There are three different strategies categorized. Based on Oxford (1990) classified direct strategies into three categories: memory, cognitive, and compensatory. These strategies are applied directly. The second-year English Education Department students of Bung Hatta University in Padang are the focus of this study. There were 28 students involved in this research. The findings demonstrated that most students used memory strategies. The majority of the time, the students employed memory strategies to commit terms from analytical exposition texts to memory. The compensation strategies that are classified as often utilized come next. In order to keep creating analytical exposition texts, students employ compensatory strategies. They swap out challenging terms for synonyms or more comparable ones. The next kind of cognitive strategies are those that are utilized sometimes. As a result, students employ memory strategies the most frequently. Through the use of several direct strategies, students can develop their writing fluency in analytical exposition texts