LANGUAGE LEARNING STRATEGIES AND STUDENTS THINKING STYLE: A CASE STUDY OF MARGINAL CHILDREN AT RELAWAN ANAK SUMATERA SELATAN (RASS)

This research explores the relationship between language learning strategies and the thinking styles of marginalized children under the care of the Relawan Anak Sumatera Selatan (RASS) community. The research aims to identify how these students, who face various socio-economic challenges, adopt specific language learning strategies and how their unique thinking styles influence these choices. Through qualitative methods using field Observations and in-depth interviews, the research uncovers the dominant language learning strategies used by the children and how these strategies align with their cognitive preferences. Findings show that marginalized students often use social and memory strategies due to resource constraints and external support, and their thinking styles, which are largely concrete and practical, significantly shape their approach to learning. The implications of these findings suggest that educational interventions for marginalized children should be tailored to their specific cognitive styles and resource limitations to enhance language acquisition effectiveness. This research contributes to the broader discourse on inclusive education by highlighting the importance of adaptive teaching methods that address the diverse cognitive and socio-economic backgrounds of students.