ISSN: 2222-6990
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Language rules, otherwise known as grammar, play an important role in determining the accuracy of a message delivered verbally and non-verbally. Some learners gain new language easily while others may face difficulties. The different pace in their language acquisition may be attributed to the different learning strategies that they adopted. Past research has revealed how learners acquired their grammar knowledge, but little has been related to specific Language Learning Strategies (LLS). Thus, in this study, the Strategy Inventory for Language Learning (SILL) Version 7.0 by Oxford (1990) was utilized to identify, analyze, and explore the LLS commonly used by the learners in the Year 6 class of a primary school in Sarawak in learning English grammar. A survey consisting of 30 questions with a Likert scale of 1 to 5 was administered to 30 pupils who were selected through purposive sampling. The pupils were all living in suburban areas and that put them in a homogenous group. The data was obtained through in-class questionnaires and SPSS Version 25 was used to analyze the mean of each strategy. The results of the study uncovered that cognitive strategy is the most used LLS while memory strategy is the least used LLS by the Year 6 pupils of a primary school in Sarawak in learning English grammar.
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In-Text Citation: (Lim et al., 2021)
To Cite this Article: Lim, T. M., Sze, D. W. L., Raki, D., Lim, L. M., Sani, S., & Hashim, H. (2021). Year 6 Pupils’ Language Learning Strategies in Learning English Grammar. International Journal of Academic Research in Business and Social Sciences, 11(4), 1196–1209.
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