ANALYSIS OF LEARNING STRATEGIES IN WRITING SKILLS OF ENGLISH EDUCATION DEPARTMENT STUDENTS BATCH OF 2023 UIN SALATIGA

MARTI, ANNISA DWI (2025) ANALYSIS OF LEARNING STRATEGIES IN WRITING SKILLS OF ENGLISH EDUCATION DEPARTMENT STUDENTS BATCH OF 2023 UIN SALATIGA. Other thesis, IAIN SALATIGA.

	Text ANNISA DWI MARTI - 23030210006 - TBI'2021.pdf Download (4MB)
	Text ANNISA DWI MARTI - 23030210006 - TBI'2021.pdf Download (4MB)
	Text ANNISA DWI MARTI - 23030210006 - TBI'2021.pdf Download (4MB)

Abstract

ABSTRACT Marti, A.D. 2025. “Analysis of Learning Strategies in Writing Skills English Education Department Batch of 2023 UIN Salatiga ”. A Graduating Paper, Faculty of Teacher Training and Education. English Education Department. Salatiga State Islamic University. Counselor: Rr. Dewi Wahyu Mustikasari, S.S.,M.Pd., Ph.D. This study aims to (1) identify the English writing strategies used by the students of the English Education Department batch of 2023, at UIN Salatiga, and (2) to determine whether there are differences in learning strategy used based by on gender. This research employed a descriptive qualitative method using a semi-structured remote interview technique, which involved online interviews guided by open-ended questions to allow for in-depth and flexible data exploration. The participants consisted of 10 students, comprising 3 males and 7 females. The results revealed that students actively employed six categories of strategies based on Oxford’s (1990) classification: memory, cognitive, compensation, metacognitive, affective, and social strategies. Memory strategies helped in recalling vocabulary through note-taking, repetition, and contextual association. Cognitive strategies were used to organize ideas, paraphrase, and revise writing. Compensation strategies were applied to overcome vocabulary limitations using synonyms, digital tools, and peer assistance. Metacognitive strategies included time management, planning, and self- evaluation. Affective strategies helped manage anxiety and maintain motivation, while social strategies involved collaboration, discussions, and peer feedback. Findings showed there is no difference in the selection of strategies between male and female. This suggests that learning preferences and academic needs have a greater influence on strategy selection than gender. Keywords: Writing Strategies, Gender, English Education, Qualitative Research, Semi- Structured Remote Interview

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