THE ANALYSIS OF EFL STUDENTS’ LEARNING STRATEGY BASED ON THEIR MYERS-BRIGGS TYPE INDICATOR (MBTI) OF 5th SEMESTER AT ENGLISH EDUCATION STUDY PROGRAM IN UIN RADEN INTAN LAMPUNG ACADEMIC YEAR OF 2025/2026

Serli, Sasmytha (2026) THE ANALYSIS OF EFL STUDENTS’ LEARNING STRATEGY BASED ON THEIR MYERS-BRIGGS TYPE INDICATOR (MBTI) OF 5th SEMESTER AT ENGLISH EDUCATION STUDY PROGRAM IN UIN RADEN INTAN LAMPUNG ACADEMIC YEAR OF 2025/2026. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT Learning English as a foreign language is a complex process and students often face different challenges in developing their learning progress. Language learning strategy used by students also showed how students developed and used their process of learning, which then led to different progress and result. There is growth research that has conducted personality plays a crucial role in influencing how people grow and develop this learning preference. Hence, this research entitled “The analysis of students’ language learning strategy based on their Myers-Briggs Types Indicator (MBTI)” aimed to know the use of language learning strategy by sensing-intuitive students. Qualitative method was used in this research to conduct the process of data collection, data reduction, data display, and drawing a conclusion. Semi-structured interview was conducted with the population of EFL Students of 5th semester of English Education Study Program at UIN Raden Intan Lampung in the Academic Year of 2025/2026 to gather insights into their language learning strategy in English learning experience. Further, the theoretical framework, which Myers-Briggs Types Indicator and Oxford’s Language Learning Strategy were used to guide the analysis by providing lens to interpret the results within the research. The results revealed the use of language learning strategy used by sensing and intuitive students was direct strategy and indirect strategy, involves; memory strategy, cognitive strategy, compensation strategy, metacognitive strategy, and affective strategy. The sensing students tend to memorize through a fact while intuitive students memorize through symbols or words in memory strategy. In cognitive strategy, sensing students observe through five senses while intuitive students perceive indirectly through imagination. In compensation strategy, the sensing students were preferred to focus on the concrete information with data, fact, and experience whereas intuitive students prefer to see the overall theory and broader context first. In metacognitive strategy, sensing students tend to prioritize accuracy and detailed information whereas intuitive students tend to see the big picture thinking. Sensing students prefer to use standard method, in contrast with sensing, intuitive students tend to look for new and innovative method in affective strategy.

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