The Role of Language Learning Strategies in Enhancing English Proficiency Among Islamic Boarding School Students
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Abstract
ABSTRACT
This study aims to identify language learning strategies that can enhance the English speaking proficiency of senior high school students in an Islamic boarding school. Utilizing a descriptive qualitative approach, data were gathered through dormitory observations, in-depth interviews, and documentation analysis. The findings reveal that students' speaking performance is influenced by both linguistic and non-linguistic factors. The primary linguistic challenges include limited academic vocabulary, pronunciation difficulties, and weak grammatical structure. Meanwhile, the non-linguistic barriers consist of low self-confidence, excessive anxiety during presentations, and a lack of topic familiarity. The study also highlights that high school-aged students frequently rely on literal translation from Indonesian to English, which further hinders their speaking fluency. To overcome these challenges, students employ various adaptive autonomous strategies, such as repetitive reading, utilizing digital dictionaries, watching educational YouTube videos, and actively seeking guidance from more knowledgeable peers or mentors.
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