AN ANALYSIS OF LANGUAGE LEARNING STRATEGIES IN LEARNING ENGLISH FOR SIXTH GRADE AT MI NAHDLATUL ULAMA MERAH PUTIH KEDUNGSALAM MALANG

ABSTRACT Badriyah, Evi Ismawati Student Registered Number. 12203173073. 2022. An Analysis of Students’ Language Learning Strategies in Learning English at 6th grade of MI Nahdlatul Ulama Merah Putih Kedungsalam Malang Sarjana Thesis. English Education Department, Faculty of Tarbiyah and Teacher Training, Islamic State Institute of Tulungagung. Advisor: Dr. H. Nursamsu, M.Pd. Keywords: students’ language learning strategies Language learning strategies are specific actions, behaviors, steps, or techniques students use consciously or unconsciously to facilitate them in learning process and improve their progress in comprehending and finishing English task. Students need to know and understand what the appropriate strategies that can be used in learning process based on information. The research problems in thie research were: 1) What are the learning strategies used by the students grade 6th of MI Nahdlatul Ulama Merah Putih Kedungsalam Malang? 2) How are the strategies used by the students grade 6th grade of MI Nahdlatul Ulama Merah Putih Kedungsalam Malang? The objective of the research was to find out the students’ dominant language learning strategies used in learning English at 6th grade of MI Nahdlatul Ulama Merah Putih Kedungsalam Malang. This research used quantitative descriptive research design. The subjects of this research were 6A and 6B class at MI Nahdlatul Ulama Merah Putih Kedungsalam Malang. The researcher chose the subjects of 6A and 6B class because they had almost the same average score in English lessons. The instruments of this research are questionnaires and interviews. Based on the analysis of questionnaire and interviews, the researcher concludes that all of the students had positive responses to the Language Learning Strategy implementation by the teacher at 6th grade of MI Nahdlatul Ulama Merah Putih Kedungsalam Malang. The most strategy used by the students was socioaffective strategy. From the highest percentage was metacognitive strategy 100%, cognitive 95% and metacognitive 91,7%