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All Journal Voices of English Language Education Society EDUKATIF : JURNAL ILMU PENDIDIKAN
Yakob Metboki
Universitas Kristen Artha Wacana, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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A Descriptive Study On Millennial Students’ Preferred Learning Strategies At Eesp Of Artha Wacana Christian University Alfred Snae; Yakob Metboki; Nadya Foenale
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 3, No 3 (2021): June Pages 631-1091
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (487.47 KB) | DOI: 10.31004/edukatif.v3i3.486

Abstract

EESP millennial students, based on the result of preliminary study, expecting preferred learning strategies to be applied by the EESP lecturers, especially in pandemic situation. Relating to this, a study conducted to find out the English Education Study Program millennial students’ preferred learning strategies by referring to learning preferences on millennial’s theory suggested by Krishnan (2020). A questionnaire distributed to 120 millennial students of EESP as the participants of this research, and then the descriptive qualitative method applied to analyze the data gotten. The result showed that the strategies mentioned in the theory that are customized content based on individual learning preferences, learn new concepts to practically apply to different scenarios, cross-functional learning with strong feedback loops, preference for non-structured learning environments, and group learning to explore, engage, enquire and achieve as the strategies to teach the millennial students, preferred by the EESP millennial students at Artha Wacana Christian University. Besides, they also prefer more chances to have inquiry-based learning, more activities that engage them in communicative learning, more group discussion, and more audio-visual materials. Therefore, EESP educators and non-EESP educators need to consider and apply those prefer strategies to meet the needs of the millennial students in learning
Learning Preferences and Self-Directed Practices among Female EFL Learners in an Indonesian Residential School Eltina Agustina Maromon; Jofret Umbu Soru Peku Djawang; Yakob Metboki; Alfred Snae
VELES Voices of English Language Education Society Vol 10 No 2 (2026): August 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i2.35604

Abstract

The learning preferences of female English as a foreign language (EFL) learners in economically disadvantaged and culturally diverse secondary-school settings remain underexamined, particularly in relation to self-directed learning. This study investigated the predominant learning-style modality among female students and examined how their preferred learning activities supported self-directed learning. Employing a quantitative descriptive design, the study involved 30 female students purposively selected from a Christian residential secondary school in East Nusa Tenggara, Indonesia. Data were collected using a 23-item questionnaire covering visual, auditory, and kinesthetic learning activities alongside self-directed practices and rated on a five-point frequency scale. Descriptive percentage analysis showed that kinesthetic activities received the highest combined proportion of “always” and “often” responses (53%), followed by visual (48%) and auditory activities (47%). Particularly strong endorsement was recorded for preparing drafts before completing tasks (83.3% always/often), learning through experimentation and using task examples (70.0% each), revising and evaluating completed work (66.7%), elaborating learning materials at home (66.7%), and maintaining a home-study schedule (63.3%). These practices indicate that active engagement was intertwined with planning, task execution, monitoring, and evaluation—core processes of self-directed learning. Nevertheless, the distributions across all three modalities reveal a multimodal rather than exclusively kinesthetic profile. The findings therefore support instructional designs that combine visual resources and oral explanation with substantial opportunities for practice, experimentation, planning, and reflection.
Co-Authors Djawang, Jofret Umbu Soru Peku Eltina Agustina Maromon Nadya Foenale Snae, Alfred