Exploring Self-Learning Strategies for Bilingual Proficiency Among EFL Students at the Universitas Muhammadiyah Gresik: Insights into Frequency and Effectiveness

Abstract

This study investigates the self-learning strategies employed by English as a Foreign Language (EFL) students at the Universitas Muhammadiyah Gresik to acquire proficiency in both English and Indonesian, thereby becoming bilingual. The research aims to explore the frequency and effectiveness of these strategies in facilitating language acquisition among foreign students in Indonesia. Through qualitative analysis, the study examines the utilization of self-learning strategies such as group work, content-based language instruction, maintaining positive relationships with peers, and setting clear expectations about language usage. Data collected from four participants reveal variations in the coverage and discussion of these strategies, highlighting individual differences in learning preferences and experiences. Findings indicate that group work emerges as a prominent strategy for promoting linguistic cross-pollination, with participants recognizing its benefits in facilitating language practice and interaction. Content-based language instruction also shows promise in enhancing language learning experiences, though participants differ in their preferences for integrating language learning with subject-specific content. Furthermore, the study underscores the importance of maintaining positive relationships with peers and establishing clear expectations about language usage for effective language learning. Fostering a supportive and inclusive learning environment is identified as crucial for promoting collaboration and peer interaction, while providing students with clear guidance on language usage helps create a structured learning environment conducive to language proficiency and fluency. Overall, this research contributes valuable insights into the self-learning strategies employed by bilingual foreign students, emphasizing the significance of considering these strategies in language education settings. The findings provide implications for educators and policymakers in designing more effective language education programs tailored to the diverse needs of bilingual learners. Future research could explore additional factors influencing language acquisition and evaluate the effectiveness of different instructional approaches in promoting language learning outcomes.