LEARNERS’ BELIEFS AND COMPENSATION STRATEGIES USE IN ENGLISH LEARNING

Abstract

This study aimed at determining the level of learners’ beliefs about English learning, the dominant beliefs of the learners, the difference in the beliefs based on gender, the level of compensation strategies use, and the correlation between the students’ beliefs and their compensation  strategy use. The respondents were 102 learners of a private high school in North Sulawesi. This study employed quantitative, descriptive, comparative, and correlative approaches. The researchers adapted Horwitz’s (1987) BALLI to investigate the learners’ beliefs and adopted Bawengan’s (2013) questionnaire to investigate their compensation strategies use.   The data were analyzed through the Mean scores, ANOVA, and Pearson Correlation Analysis. The results showed that the learners had high level of beliefs about English learning, moderate level of compensation strategies use, and a significant correlation between the learners’ beliefs and compensation strategies use. It also showed communication strategies as the dominant type of beliefs.