Analyzing Metacognitive Learning Strategy of Secondary School Students at EFL Classroom
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The study aims to analyze the language learning strategies used by students at ELF Classroom in Surabaya which implemention learning to freedoom curriculum, including identifying learning strategy types and the reasons, the way to overcome disadvantages in facing the EFL Class. A qualitative case study design od this sudy uses document analysis, interviewm and questionnaire was adapted from the Strategy Inventory for Language Learning (SILL) that assesse memory, cognitive, compensation, metacognitive, affective, and social strategies categorised. The data analysis technique follows the steps proposed by Miles and Huberman (2014), which include data collection, data condensation, data display and interpretation, and drawing conclusion. The expected findings of this research are to use by the outstanding students and to provide implications for language teachers and learners. As a result, this study showed that the students mostly used metacognitive strategies in ELF learning with affective strategies being less common but still high, among six other language learning strategies with the average score of 3.32 which categorize as very high. Each student had unique approaches to learning, with varying methods to overcome challenges, highlighting that language learning strategies are personal and dynamic. This means that all the participant selected in this research were living up their names as outstanding students. In line with that, metacognitive strategy coming out as the most used strategy because this strategy enables the students to plan their steps further ahead to pursue their certain goals. For instance, achieving a specific score in English test like TOEFL, TOEIC, IELTS, GMAT, or even DET. Whilst planning, they could also consider several factors such as their strengths and weaknesses, their preferred learning styles, and the available resources.
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