THE CORRELATION BETWEEN ENGLISH ACADEMIC SELFCONCEPT AND LANGUAGE LEARNING STRATEGIES OF THE ENGLISH EDUCATION DEPARTMENT LEARNERS AT MULAWARMAN UNIVERSITY

Abstract

This research aims to found out the correlation between learners’ English academic self-concept and language learning strategies. The method used in this study was correlation research under quantitative approach. There were 67 learners of the fourth semester learners of English Education Department of Mulawarman University as sample of this study. The instrument of this study used questionnaires: Academic Self- Concept (ASC) was adopted from (Liu and Wang, 2005) in Liu (2009), which was used to find learners’ English self-concept. Strategy Inventory of Language Learning (SILL) was adopted from Oxford (1990) in Yang (2007) which was used to assess learners’ language learning strategies. The first findings showed that English academic self- concept of learners was in a moderate level. Second, language learning strategies of the fourth learners was a medium level which metacognitive strategy and affective strategy were most frequently use and compensation strategy was the least strategies use by the learners. Eventually, regarding to the correlation between English academic self- concept and language learning strategies, through Pearson correlation coefficients, it was conclude that English acdemic self-concept correlated with affectice strategy. While, there were no correlation between English academic selfcncept to memory strategy, cognitivestrategy, compensation strategy, metacognitive strategy and social strategy. It can be note that moderate level of English academic self-concept only influenced learners in managing and centering their emotions in learning. However, it would be better to go further to investigate learners’ English academic self-concept towards affective strategies and give the deeper impact of affective strategies to learners’ English academic self-concept.