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SKRIPSI ANALYSIS OF INDIRECT LANGUAGE LEARNING STRATEGIES IN WRITING USED BY THE TENTH GRADERS OF SMK CITRA MEDIKA MAGELANG

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This research aims to analyze the types of indirect language learning
strategies and to identify the most frequently used strategies in writing used by the
tenth graders at SMK Citra Medika Magelang. The study is motivated by students’
common difficulties in writing, such as developing ideas, organizing sentences into
coherent texts, and maintaining motivation. Indirect strategies are believed to
support students’ writing performance by regulating learning processes, managing
emotions, and facilitating interaction.
This study employed a descriptive qualitative method. Data were collected
through questionnaires adapted from Oxford’s (1990) Strategy Inventory for
Language Learning (SILL) and semi-structured interviews. The participants were
students from the tenth-grade nursing class 3. Questionnaire data were analyzed
using descriptive statistics, while interview data were analyzed using thematic
analysis. Investigator triangulation was applied to ensure the trustworthiness of the
findings.
The results showed that students used all three types of indirect language
learning strategies. Metacognitive strategies were categorized as high (69.57%),
affective strategies as high (62.19%), and social strategies as medium (57.29%).
The interview findings confirmed that students commonly planned their writing,
organized their environment, focused on specific aspects of writing, monitored their
mistakes, and evaluated their work. Affective strategies, such as relaxing,
encouraging themselves, and discussing feelings with trusted peers, were also used,
though less consistently. Social strategies were applied primarily through asking for
help and cooperating with peers and teachers. Overall, metacognitive strategies
were identified as the most frequently used among students.
In conclusion, the tenth graders of SMK Citra Medika Magelang applied all
categories of indirect strategies in writing, with metacognitive strategies being the
dominant type. These findings suggest that teachers can support students’ writing
development by integrating activities that enhance planning, emotional regulation,
and collaborative learning. Future researchers are encouraged to explore indirect
strategies in different contexts or through intervention-based studies.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

INGGRIS RAM A 2026

Penerbit

MAGELANG : UNIVERSITAS TIDAR., 2026

Deskripsi Fisik

XIV;155 HLM;29 CM

Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

420

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PRODI_S1_PENDIDIKAN_BAHASA_INGGRIS
FAKULTAS_FKIP

Info Detail Spesifik

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Pernyataan Tanggungjawab

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Versi lain/terkait

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