High Achieving and Low Achieving Students’ Language Learning Strategies In Makassar Private School: A Case Study

Abstract

This research investigates the learning strategies employed by high and low achiever students in a private secondary school in Makassar, with a specific focus on their English skills. Drawing on the theoretical framework of language learning strategies, the study employs a qualitative approach, utilizing thematic analysis. Participants include one high and one low achiever student from the school. The research addresses the question: "What learning strategies do high and low achiever students use to enhance their L2 skills?" to identify and describe the strategies employed by these students in their lessons. The significance lies in exploring strategies that contribute to English proficiency, offering insights for second language learners. The study reveals key findings in four areas: Vocabulary Acquisition and Comprehension, Informal Learning, Self-Assessment of Language Proficiency, and Language Learning Challenges. High performers exhibit diverse strategies across memory, cognitive, metacognitive, and social domains, while low achiever primarily rely on memory and comprehension strategies. The high achiever student's broader strategy engagement correlates with their higher English proficiency. Implications suggest the importance of structured language learning opportunities, deliberate vocabulary learning techniques, and interventions to build confidence in speaking situations. The study contributes to addressing the nuanced challenges faced by secondary school students in enhancing their English proficiency, offering practical insights for language educators and learners alike.