· web viewthis study indicates that the students use all direct and indirect strategies in...
TRANSCRIPT
LANGUAGE LEARNING STRATEGIES AND WRITING PROFICIENCY(A Descriptive Study at SMP Islam Gondang, Tulungagung)
Rosanita Tritias Utami, M.Pd.Dosen STKIP PGRI Tulungagung
ABSTRACT
Many people still believe that the success of learning is absolutely determined by teacher's factor in terms of his/her teaching strategy. In fact, learning strategies are one of the most factors accounting for individual differences in second language acquisition. In other words, language learning strategies determine one's language proficiency. Researchers have also stressed that effective learners use a variety of different strategies and techniques in order to solve problems that they face while acquiring or producing the language. This study aims to examine the kinds of strategies used by junior high school students in learning English as a foreign language, particularly in improving their writing proficiency. It also aims to identify the relationships between the students' writing related language learning strategies and their writing proficiency.
There are 84 students of SMP Islam Gondang Tulungagung, East Java, were selected as sample using total sampling technique. Data were gathered using a modified SILL questionnaire to collect data on the use of language learning strategies, and three writing tests were used to collect data on writing proficiency. Data were analyzed using SPSS, Statistical Package for Social Sciences version 12.0. Pearson coefficient correlation and Spearman rank order formulas were used to identify the relationships between the students' wiring related language learning strategies and their writing proficiency. The first formula was employed to identify the overall correlation of students' writing related LLS and their writing proficiency, while the second one was used to identify good language learners' writing related LLS and their writing proficiency.
This study indicates that the students use all direct and indirect strategies in improving their writing proficiency. The use of language learning strategies by the students can be categorized or considered as a moderate use, indicated with overall mean score (2.71), and the range of the mean scores of the six categories of strategies was from 2.39 to 3.10. Another finding of this study was that metacognitive strategies were reported to be the most frequently used, while compensation were the ones which were the least frequent. Furthermore, it was also found
Rosanita Tritias Utami: Language Learning Strategies And Writing Proficiency 135
that the students' writing related language learning strategies and their writing proficiency were significantly positive correlated. However, the good language learners' LLS did not correlate significantly with their writing proficiency. Further research involving more participants and learners' variables (gender, learning style, and level of proficiency), is recommended, particularly in experimental design, to enrich empirical data on language learning strategies study and to examine the effectiveness of learning strategies on writing proficiency. Moreover, qualitative approach is required to deepen the investigation.
Background of the Study
In the 1960s, there was a
gradual but significant shift within the
field of education, from teacher-
centered to learner-centered approach
(Nunan, 1988). One consequence of
this shift was an increasing awareness
and interest in resources for learning
styles and language learning strategies
in foreign and second language teaching
and learning. This was supported by the
nature ofclassroom practice that was
found by teachers and researchers. They
found that many students appear to be
more successful in learning than others
(Ambrosi Randić and
KostićBobanović, 2008).
Researchers such as Oxford
(1990); Cohen (1987); and O'Mallay
and Chamot (1990) have also stressed
that effective learners use a variety of
different strategies and techniques in
order to solve problems that they face
while acquiringor producing the
language. Moreover, Fedderholdt (1997
cited in Rasyid, 2007) argues that a
language learner who is capable of
using a wide variety of language
learning strategies appropriately can
improve his language skills in a better
way.
Language learning strategies are
very important in learning language
since it can help students to be more
active and self directed (Oxford,
1990:10). The self direction is necessary
for learners for developing
communicative competence, since
teachers are not always able to help
them to use the language outside the
classroom.
Besides developing the
communicative competence of the
students, teachers who train students to
use language learning strategies can
help them become better language
learners. Helping students understand
good languagelearning strategies and
Rosanita Tritias Utami: Language Learning Strategies And Writing Proficiency 136
training them to develop and use such
good language learning strategies can
be considered to be the appreciated
characteristics of a good language
teacher (Lessard-Clouston 1997:3
quoted by Hismanoglu, 2000).
The use of language learning
strategies is related to increased
language achievement and proficiency.
(Oxford and Nyikos, 1989; O’Malley
and Chamot, 1990; Oxford, 1993.
Moreover, many empirical studies
particularly in university student
context, have investigated the
relationships between learners’ L2
proficiency and strategy use with the
majority indicating that conscious,
customized use of strategies is related
to language achievement and
proficiency, and successful learners
employ a wider variety of strategies to
improve their language skills and
performance (Oxford 1996: xi;
Bialystok’s, 1981; Oxford and
Nyikos,1989 Ehrman and
Oxford’s ,1989; Dreyer and Oxford’s,
1996; Kaylani, 1996; Lengkanawati,
1996; Wharton’s, 1997; Park, 1997;
Bremner, 1999; Yu, 2003; Shmais,
2003; Yang, 2007.
Meanwhile, the young English
learners' (ESL/EFL) voices are still rare.
The research conducted by Lan and
Oxford (2003) investigated students of
elementary school in Thailand, Sugeng
(1997) studied 240 Indonesian
elementary students indicate that there
is a significant correlation between
students' language learning use and
their language proficiency.
However, some research
findings reveal a different story
regarding relationship between strategy
use and proficiency. Green (1991 cited
Bedell & Oxford 1996: 49) studied 213
students of English and found that high
proficiency students used more
strategies than low proficiency ones, but
moderately proficient students used
more strategies than either high or low
proficiency students, thus a curvilinear
pattern. The study by Mullines (1992
cited in Bedell & Oxford 1996: 50) on
110 English majors in Thailand failed to
reveal significant correlation between
any of the three proficiency measures
and overall strategy use although they
did correlate with certain strategy
categories.
Concerning the problem above,
Rosanita Tritias Utami: Language Learning Strategies And Writing Proficiency 137
this study aims to investigate the
languagelearning strategies used by
students, particularly Junior High
School students, in Indonesian context
to find the relationship between the
students' language learning strategies
and their language proficiency,
particularly in writing.
The objective of the research is
to find the correlation between the
students' language learning strategies
and their writing proficiency. In
examining the correlation, the present
study chooses null hypothesis (Ho).
Therefore, the hypothesis is formulated
as follows: there is no significant
correlation between the students'
writing related language learning
strategies and their writing proficiency.
2. Review of Related Literature
In addition, the term 'language
learning strategy' has also been defined
by Wenden (1991:7) as techniques,
tactics, potentially consciously plans,
consciously employed operations,
learning skills, functional skills,
cognitive abilities, language processing
strategies, problem solving procedures.
Wenden and Rubin define learning
strategies as "... any sets of operations,
steps, plans, routines used by the learner
to facilitate the obtaining, storage,
retrieval, and use of information."
(1987:19). Richard and Platt (1992:
209) state that learning strategies are
intentional behavior and thought used
by learners during learning so as to
better help them understand, learn, or
remember new information. There are
10 theoretical underpinnings and
assumptions on learning strategies (ubin
in Wenden and Rubin, 1987: 15). The
first is that some languagelearners are
more successful than others. Teachers
and researchers have all observed that
some students approach the language
learning task in moresuccessful than
others in learning a second and foreign
language. The learningstrategy
literature assumes that some of this
success can be attributed to particular
sets of cognitive and metacognitive
behaviors which learners engage in. It is
assumed that successful learners will
differ to some extent in the particular
sets of cognitive processes and
behaviors which they use to enable
them to be successful. The second is
that the learning process includes both
explicit and implicitknowledge.
Rosanita Tritias Utami: Language Learning Strategies And Writing Proficiency 138
Research into learning strategies rests
on the assumption that bothexplicit and
implicit knowledge can contribute to
learning (the process ofobtaining or
getting, storing, retrieving, and using
information). A number of researchers
support a model of learning in which
the process of learning is not limited
to information gotten in an unconscious
manner (Bialystok, 1978; Smith,
1981; and McLaughlin, 1978 all cited in
Wenden and Rubin, 1987. The third is
that consciousness rising is not
incidental to learning. It is assumed that
making learning decisions conscious
can lead both poorer and better to
improve the obtaining, storing,
retrieving and using of information, that
is, can lead them to learn better. Not all
learners do their best by approaching
the learning task through an intuitive,
subconscious, natural process. For
example, although cognates may be
deliberately used in language texts, if
they are not explained many students
never see the relationship of these
cognates to words in their own
language. The forth is that successful
strategies can be used to good effect by
less effective learners. The fifth is that
teacher can promote strategy uses.The
sixth is that students become the best
judge of how to approach the learning
task after training.The seventh is that
self direction promotes learning both
inside and outside the classroom. The
eight is that language learning is like
other kinds of learning.The ninth is that
the success of learner training in other
subjects is applicable to language
learning. The tenth is that the critical
faculty used by all humans in
communicating is important in
language learning.
Classification of Language Learning
Strategies
Language learning strategies are
classified into (1) metacognitive
strategies, e.g. directed attention, self-
management, self evaluation; (2)
cognitivestrategies, e.g. repetition, note-
taking, deduction, and (3)
social/affective strategies, e.g. co-
operation, question for clarification.
There are a total of 25 strategies with 8
for the metacognitive, 15 for the
cognitive and 2 for the social/affective
category (O’Malley and Chamot, 1987).
Identification of Language Learning
Strategies
Rosanita Tritias Utami: Language Learning Strategies And Writing Proficiency 139
There are a number of
procedures that are used in examining
LLS. Some of the most important
strategy assessment approaches are
observation, interview, think aloud
procedures, note taking, diaries or
journals, self report surveys and the
SILL. First is observation. Many
language learning strategies occur
mentally and cannot be observed. For
example, associating / elaborating,
using imaginary, and guessing
intelligently are invisible or mental
strategies in term of standard
observation schemes. Strategy which
can be directly observed are cooperating
with peers, asking for clarification or
verification, and overcoming limitations
in speaking through gesture or mime
(Oxford, 1990:194). Second is think
aloud interview. Third is note taking.
There are three note taking techniques
for strategy inventory (Oxford, 1990:
197). Fourth is diaries or journals.
Diaries or journals are forms of self
report which allow learners to record
their thoughts, feelings, achievements,
and problems as well as their
impressions of teachers, peer students,
and nativespeakers (Oxford, 1990:
198). Fifth is a self report survey. Sixth
is Strategy Inventory for Language
Learning (SILL).
Factors Influencing the Choice of
Second Language Learning Strategies
Oxford (1990) points out many factors
that contribute to the choice of
strategies used among students learning
a second or foreign language. They are
degree of awareness, stage of learning,
task requirements, teacher expectation,
age, sex, nationality/ethnicity, learning
style, personality traits, motivation, and
purpose of learning the language.
Writing
Pinter (2006: 74) defines writing as a
complex skill that grows from the level
of copying familiar words and phrases
to the level of developing awareness of
text structures, genres, the process of
drafting and editing, and writing for a
reader. Meanwhile, Abisamra (2001)
states that a well written piece can be
described as integrating writing
elements in such a way that a reader is
able to experience the author's proposed
meaning, understand the author's idea,
accept or reject the author's point of
view. Every piece of text has its own
purpose(s). For instance, it is aimed at
Rosanita Tritias Utami: Language Learning Strategies And Writing Proficiency 140
summarizing the main points of another
text in a condensed form; expressing a
view point on a topic in an effort to
convince others; narrating story,
evaluating something to determine its
value based on a set of criteria;
analyzing a topic into its component
parts to examine the relationship among
the parts; responding in a direct
dialogue with another text; examining a
topic to discover facts that are not
widely known or accepted; observing
the reader to see and understand a
person, place, object, image or event
that reader has directly experienced
through detailed sensory descriptions
(Weida, 2007). The competence in
writing, particularly at responsive and
extensive levels, can be assessed
through three approaches, holistic,
primary trait, and analytical (Brown,
2004).
Research on Language Learning
Strategies and Language Proficiency
Many researches indicated that there is
a significant relationship between
students' language learning strategies
and their proficiency (Park, 1987;
Dreyer and Oxford, 1996; Sugeng,
1997; Lengkanawati, 1997; Shmais,
2000; Kim, 2000; Vidal, 2002; Carol,
2003; Lan and Oxford, 2003; Griffiths,
2003; Hou, 2008). However, research
on the relationship between language
learning strategies and specific language
skills or specific classroom tasks are
still limited. Some research findings on
the relationship between language
learning strategies and specific language
skills are mentioned that there is a
significant positive relationship between
language learning strategies and
students' speaking proficiency.
3. Research Design
This study belongs to descriptive study.
It is a non experimental research which
is used to describe and interpret recent
phenomena or correlation between
variables (Best, 1977 cited in
Lengkanawati, 1997). Furthermore, this
descriptive study used an ex post facto
design, since it looks at the strength of
correlation between independent and
dependent variable without considering
what went on in the process. In
addition, the present study is largely
quantitative. The quantitative
procedures employed were descriptive
statistics and correlational statistics.
Rosanita Tritias Utami: Language Learning Strategies And Writing Proficiency 141
Descriptive statistics was used to
identify trends of writing related
language learning strategies used by the
students (Independent variable) and to
identify their writing proficiency
(dependent variable), while correlation
statistics wasemployed to identify the
correlation coefficient of the two
variables.
Data Collection Technique
The research was conducted at an SMP
Islam Gondang in Tulungagung East
Java. The population observed in this
study is of the eight year students of the
school academic year 2012-2013. There
are 87eighth graders of this school
spreading into three classrooms. There
are 87 students of class two in that
school, so by using total sampling
technique, the present study involved 87
eighth graders of that school.
Unfortunately, there were only 84
students who were able to fully
participate in this study.
Based on the research questions, this
study employed two research
instruments, a modified SILL and
writing tests.Before giving the students
the modified SILL questionnaires, the
researcher explained to them that there
was no right or wrong response to
statements. Moreover, they were
allowed to ask the researcher in case
they found difficulty in understanding
the questionnaires. These were done in
order that they were relaxed, and in
turn, they responded honestly to the
questionnaires.
Writing Tests. After identifying
students' language learning strategies,
one month laterthe researcher gave the
students writing tests to examine their
writing proficiency. Students' writing
proficiency was identified from their
three writing test scores which had been
scored by their teacher and the
researcher in order to get reliability.
Data AnalysisThere are two kinds of
data employed in this study: the SILL
scores and writing scores. First,
students' language learning strategy
scores were analyzed based on the
intensity of use by the students. The
SILL uses a 5 Likert-scale for which the
learners are asked to indicate their
response (1,2,3,4,5) on each item. They
refer to never or almost never true of
me, usually not true of me, somewhat
true of me, usually true of me, and
always or almost true of me,
Rosanita Tritias Utami: Language Learning Strategies And Writing Proficiency 142
respectively). Data of students' SILL
responses were counted to find the
frequency of strategies used by the
students, then classified into very high,
high, medium, low, and very low
(Oxford, 1990) see also Brown (1994,
2001). Moreover, the data of students'
language learning strategies (LLS)
revealed which strategies are more often
used by the students. Meanwhile,
students' writing proficiency was
obtained from the score of three writing
tests which have been marked by the
researcher and their teacher by using
holistic or impression method of scoring
writing. The students' writing works
were scored based on five-scale (1, 2, 3,
4, and 5) as proposed by Cohen (1994:
327-328). The scores of students'
writing tests, which had been marked by
the two raters, were summed up, and
then, divided by two in order to get
mean scores. After inter-rater reliability
analysis had been conducted, the mean
scores of the three tests were summed
up then divided by three in order to get
students' writingscores. After
identifying the students' writing
proficiency, the next step was
examining the normality and linearity.
They are the prerequisite for the
application of And finally, Pearson
Product Moment formula. The formula
was used to identify the degree of
correlation between students' learning
language strategies and their writing
proficiency. The Statistical Package for
Social Sciences (SPSS) version 12.0
was used to analyze and calculate the
data. The SPSS was used in identifying
linear regression, normality, reliability
and correlation.4. Research Findings
and Discussion
Overall Students' LLS Profile
The overall students' LLS profile is
identified by counting the overall
average of the SILL sores. The overall
average is obtained by computing total
sum by number of items of
questionnaires (see Appendix 1). They
consist of 27 items involving the six
strategy groups, Memory, Cognitive,
Compensation, Metacognitive,
Affective, and Social.
The research result shows that the six
language learning strategies both direct
and indirect strategies were used by
the students. The use of the six strategy
groups was almost the same. They
belong to medium level, except for
Rosanita Tritias Utami: Language Learning Strategies And Writing Proficiency 143
compensation strategies which belong
to low level. The overall average is
2.71. It belongs to medium level,
which means that the students
sometimes use the language learning
strategies. Moreover, the table indicates
that Metacognitive strategies were the
ones which were widely used by the
students (3.10) followed by Affective
strategies, Social strategies, Memory
strategies, Cognitive strategies, and
Compensation strategies (score 2.96,
2.72, 2.52, 2.50, and 2.39, respectively).
These findings corroborate Vidal
(2000) study which indicates that
metacognitive strategies were most
frequently used by the students of
Brazilian. Those scores are interpreted
as Medium – sometimes used by the
students, except compensation
strategies whose score was 2. 39. The
score belongs to low level, which means
that the students were generally unused
the strategies.
Metacognitive strategies involve
exercising "executive control" over
one's language learning through
planning, monitoring, and evaluating.
They are techniques that are used for
organizing, planning, focusing and
evaluating one's learning. In general,
these strategies help learners to gain
control over their emotions and
motivations related to language learning
through self-monitoring. The high use
of Metacognitive strategies among the
students is similar to that observed
among students from Asian countries
like Japan, China, Korea and Taiwan
(Shmais, 2003).Meanwhile,
compensation strategies were the ones
said to be the least favored (2.39). It
means that compensation strategies are
rarely used by the students. Among the
most used Metacognitive strategies are:
arranging and planning learning,
indicated by seeking practice
opportunities, which reflected in item
no.15 and evaluating learning, indicated
by self monitoring and self evaluating
as reflected in item no.16. I notice my
English mistakes and use that
information to help me do better", were
both said to be more frequently used.
As far as Affective strategies are
concerned, lowering anxiety which item
no. 21 item no. 23, modified from " I
notice if I am tense or nervous when I
am studying or using English", were
reported to be more frequent.
Rosanita Tritias Utami: Language Learning Strategies And Writing Proficiency 144
Students' Writing Proficiency
Profiles
To obtain the overall students'
writing proficiency, the researcher
administrated three writing tests based
on the English curriculum of KTSP for
eighth grader of junior high school, in
line with the Decree of the Minister of
National Education (Permendiknas) No.
22, 2006 on Standard of Content, and
No 23, 2006 on Standard of Graduate
Competence for SMP/MTs. The
students were asked to write three
compositions of different kinds of text;
i.e. procedure, recount, and descriptive
texts.
The Correlation between the
Students' LLS and Their Writing
Proficiency
The coefficient correlation showed
0.69. This finding indicates that there is
a correlation between the students'
writing-related language learning
strategies and their writing proficiency.
This was proven with the comparison
between r observed and r table, where
the r observed was greater than r table.
It means that the relationship between
the two research variables is substantial.
From the analysis of multiple
regressions, it was found that
Metacognitive
(Sig. 018) and Cognitive strategies
(Sig. 0.20) were significantly related to
the students' writing proficiency since
the significance score of the two
strategies were less than 0.05 (critical
value). Meanwhile, the other four:
Memory, Compensation, Affective, and
Social strategies were not related to
students' writing proficiency, since the
significance scores were more than
0.05.
The Good Language Learners' LLS
and Their Writing proficiency
Correlation
The correlation of good
language learners LLS and their writing
proficiency was obtained by applying
Spearman Rank Order formula. The
correlation coefficient of good language
learners' LLS and their writing
proficiency was 0.52. This indicates that
there is a correlation between good
language learners' writing related
language learning strategies and their
writing proficiency. However, after
consulting the rho table, it was found
that the rho critical (0.54) was bigger
than rho-observed (0.52). It indicates
Rosanita Tritias Utami: Language Learning Strategies And Writing Proficiency 145
that the correlation was not significant
at two-tailed test with degree of
freedom (df) 15, and level of
significance 0.05. After identifying the
correlation between writing related
language learning strategies and writing
proficiency, the next step was testing
the hypothesis. The hypothesis to be
tested in this study is the null hypothesis
(Ho) which states that there is no a
significant correlation between students'
writing-related language learning
strategies and their writing proficiency.
Based on the statistical data result, the
researcher concluded that with df = 82
at two-tailed test of α 0.05 level of
significance, the r-obtained was greater
than r-table. Thus, the null hypothesis
was rejected. It means that there is a
significant correlation between students'
writing-related language learning
strategies and their writing proficiency.
5. Conclusion and Suggestion
Considering the first research
question above, it is found that the six
groups of strategies both direct and
indirect were used by students in
improving their writing proficiency.
The use of writing related language
learning strategies was categorized
medium. It means that the students
sometimes use those strategies.
Moreover, metacognitive strategies
were the ones which were mostly used
by the students, while compensation
strategies were the ones which were
unused by the students. With regard to
the second research problem, there are
two kinds of correlation investigated in
this study, i.e. the overall correlation
and good language learners' correlation.
For the first correlation analysis, it was
found that there is a significantly
positive correlation between the
students' writing related language
learning strategies and their writing
proficiency. The correlation coefficient
belongs to moderate correlation.
Meanwhile, for the second correlation,
it was found that there is no significant
correlation between good language
learners' writing related language
learning strategies and their writing
proficiency. Based on the findings, it
can further be stated that there are two
points that can be drawn: First, there is
a potency of language learning
strategies to influence writing
proficiency although the influence is not
Rosanita Tritias Utami: Language Learning Strategies And Writing Proficiency 146
cause and effect relationship. Those
who frequently use the strategies may
be better in writing than those who do
not use or rarely use the strategies.
Second, metacognitive strategiesare the
most popular ones among the students.
This may be due to their nature in
boarding school, where most of them
live in. They must follow many
activities from early morning until
night. They are used to arranging
schedule, selecting and planning
activities, and evaluating their progress
in learning. Meanwhile, the least use of
compensation strategies may be due to
their limitation in vocabularies. Besides,
they seemed unconfident of taking risk
in practicing language.
Based on conclusions mentioned
above, the researcher tried to offer some
suggestions as follows: 1. The present
study focuses merely on the use of
language learning strategies in relation
to writing proficiency at junior high
school and involves limited
participants. Therefore, further studies
may involve other school levels,
learners' variables, and more
participants. In addition to this,
experimental design is recommended in
order to investigate theeffectiveness of
language learning strategies on students
writing proficiency. Moreover,
qualitative approach is required to
deepen the investigation.2. The
findings of the present study
recommend teachers to provide a fair
learning activity. The activity of writing
exercise in schools especially in junior
high school (SMP) under study seems
to have a little proportion compared to
other language activities. More various
writing activities need to be provided to
the students. Furthermore, teachers'
understanding on language learning
strategies and the implementation of the
strategies in teaching and learning
process should be improved.
References
Andersen, Oinstein E.2010. Grammatical Error Prediction. Cambridge: University of Cambidge Press.
Andi, Pardiyono. 2001. Bahasa Inggris 16 Tenses. Yogyakarta: Andi Offset.
Arifin, S. Zaenal. 2011. Konsep dan Model Pengembangan Kurikulum. Bandung: PT Remaja Rosdakarya.
Ary, Donald. 2002. Introduction To Research In Education. USA: Wadsworth Group.
Rosanita Tritias Utami: Language Learning Strategies And Writing Proficiency 147
Azar, Betty Schrampfer. 1992. Fundamentals of English Grammar. New Jersey: Regent/Prentice Hall.
Brown, H.D. 2000. Principles of Language Learning and Teaching. New York: Pearson Education
Fachrurrazy.1993. Teaching English Language Skills and Components. Malang: UM Press.
Halim, Nasim. 2004. Kesalahan Umum Penggunaan Bahasa Inggris dan Solusinya. Jakarta: Puspa Swara.
Harris, David P.1969. Testing Writing As A Second Language. New York: Mc Graw. Hill.
Mifflin, Houghton. 1984. Grammar and Composition. USA: Houghton Mifflin Company.
Moleong , Lexy J. 2002. Methodology Penelitian Kualitatif . Bandung: PT Remaja Rosdakarya.
Mulyasa, E. 2007. Kurikulum Tingkat Satuan Pendidikan. Bandung: Rosda Karya.
Oshima, Allice and Ann hogue. 2006. Writing Academic English: Pearson Education.
Oxford University Press. 2003. Oxford Learner’s Pocket Dictionaries. New York: Oxford University Press
TIM DOSEN STKIP PGRI TULUNGAGUNG, 2011.Pedoman Penulisan Skripsi. Tulungagung: UPPM STKIP PGRI Tulungagung
Wahyuni, Sari. 2012. Qualitative Research Method. Jakarta: Salemba Empat.
Wishon, George E and Julia M. Burks. 1980. Let’s write English. New York: Litton Educational Publishing International.
Yuliani, Marta and Bachtiar Bima M.2011. Bahasa Inggris. Klaten : Intan Pariwara.
Rosanita Tritias Utami: Language Learning Strategies And Writing Proficiency 148