Exploring Learning Strategies Used by Organizational Learners to Sustain English Academic Achievement: A Qualitative Study

Abstract

This study investigates how organizational learners sustain their English academic achievement while actively participating in campus organizations. The research aims to explore the strategies used by well-managed organizational learners and to identify the challenges and coping strategies they employ in balancing academic and organizational responsibilities. A qualitative approach with a narrative inquiry design was applied. The participants were three students from the Faculty of Teacher Training and Education at Universitas Islam Malang who were actively involved in campus organizations and had maintained a minimum GPA of 3.25. Data were collected through in-depth interviews and supported by academic transcripts to verify sustained achievement. The findings reveal that organizational learners utilize meta-cognitive and resource management strategies including practicing English through organizational roles such as being masters of ceremonies, participating in English discussion programs, and joining competitions. Meta-cognitive strategy involves time management and goal clarity, resource management including self-regulation and managing external distractions. Although participants faced challenges such as fatigue and limited study time, they successfully coped through prioritization, scheduling, and clear academic goals. The study concludes that well-managed organizational involvement can positively support English academic achievement when accompanied by effective learning strategies.

Keywords: Organizational Learners, English Learning Strategies, Academic Achievement, Time Management, EFL