mainlybasedonRebeccaL.

Oxfords(1990)
StrategyInventoryforLanguageLearners(SILL)version7.0

STUDENTSLANGUAGELEARNINGSTRATEGIES
EMPLOYEDBYHIGHSCHOOLSTUDENTS
INMAYAPISNACIANJUR
ANDITSRELATIONTOSTUDENTSLANGUAGE
ACHIEVEMENTINENGLISHSUBJECT

11.22.0031

MegawatiSetiawan

 Dardjowidjojo ascitedfromMuttaqin (2015)assumesthatthenumberofhoursa

studentspendsinsecondaryschoolandtheoptionalhoursinelementaryschoolshould
atleasthaveresultedinahighabilityinEnglishbythetimestudentsgraduatefrom
seniorhighschool.Theoutcome,however,isfarfromtheexpectation.Itseemsthata
highschoolgraduateisunabletocommunicateintelligiblyinEnglish

Musthafa ascitedfromMuttaqin (2015)listedreasonsfortheproblemsinEnglish

LanguageTeaching(ELT)suchaslimitedtimeallocatedforteachingEnglish;lack
opportunitytoactuallypracticespeakingEnglishintheclassroomduetofocuson
grammarandsyntaxandtheuseofL1/mothertongue;lessauthenticmaterialsandlack
opportunitytosocializeEnglishoutsidetheclassroom.

Suherdi (2009:1)statedthatinthehistoryofeducationinallcountries,learninga
foreignlanguage,especiallyEnglish,hasbecomeastrategictoolandastrategytobuild
humanresourcesfromtimetotime.

BackgroundoftheResearch

 ResearchQuestions
1. Whatlearningstrategiesaremostlyemployedbythestudents?
2. DoeslearningstrategycloselyrelatetothestudentsachievementinEnglish?
Hypothesis
Basedonthesecondresearchquestion:
1. Thenullhypothesis(Ho)inthisstudystatesasthereisnorelationship
betweenstudentslanguagelearningstrategiesandstudentslanguage
achievementinEnglishinthepopulationofMAYapisna Cianjur.
2. Thealternativehypothesis(Ha)inthisstudystatesasthereisrelationship
betweenstudentslanguagelearningstrategiesandstudentslanguage
achievementinEnglishinthepopulationofMAYapisna Cianjur.

ResearchQuestionsandHypothesis

Oxford(1990):
DirectStrategies:
1. MemoriesStrategies
creatingmentallinkage,applying
imagesandsounds,reviewingwell
andemployingactions
2. CognitiveStrategies
practicing,receivingandsending
messages,analyzingandreasoning,
andcreatingstructureforinputand
output
3. CompensationStrategies
enablelearnerstousethenew
languageforeithercomprehension
orproductiondespitelimitationin

IndirectStrategies:
4. MetacognitiveStrategies
centeringyourlearning,arranging
andplanningyourlearningand
evaluatingyourlearning
5. AffectiveStrategies
loweringanxiety,selfencouraging,
andtakingemotionaltemperature
6. SocialStrategies
askingquestions,cooperatingwith
others,andempathizingwithothers

knowledge

LanguageLearningStrategies

 CorrelationCoefficient(r)is0.31707548
thecriticalr is.2172
coefficientr >criticalr
variance (v)=.10053686
howstrongthesetwovariablesarecorrelatedis10%.

themostfrequentlyusedlearningstrategies wasmetacognitive
strategies

Findings

 thisstudyhasalsoproventhatthereisalinearrelationshipbetween
strategiesuseandstudentslanguageachievement.

Languagelearningstrategiesindeedmakeadifference,by10%,in
languagelearningachievement.

Theevidencetothefirstresearchquestionofwhichlearning
strategiesstudentsfrequentlyuse,mostofthestudentsprefer
strategyD(metacognitivestrategy).

Conclusion