Ramadhana, Diba. 2019. Language Learning Strategies Used by English Department Students batch 2016 of Lambung Mangkurat University. Sarjana’s Thesis. English Department, Faculty of Teacher Training and Education, Lambung Mangkurat University, Banjarmasin. The first advisor: Dr. Cayandrawati S, M.A, the second advisor: Nasrullah, M.Pd.B.I.

Keywords: Achievement, Language Learning, Language Strategy, SILL,

            This research describes the students’ language learning strategies used by English Department batch 2016 of Lambung Mangkurat University. The study used descriptive quantitative as a method. Fifty-five students were taken as the sample by using total sampling. In collecting data, the researcher used questionnaire, students’ GPA documentation, and interview. There were 48 questionnaire items about language learning strategy, which were already valid and reliable to use. In analysing the data, the researcher calculated the result of all questionnaire items to find out the language learning strategy of English Department student batch 2016.

 The collection of the data used questionnaire adapted from Oxford (1990), students’ GPA score, and the interview guide adopted from Chamot and Kupper (1989). The findings of this study showed that English Department batch 2016 students used learning strategies for the highest rank (22%) was for metacognitive strategy while for the lowest (12%) was affective strategy and the others used compensation, social, cognitive, and memory. Moreover, the findings showed that their strategies influenced the students’ achievement. The students with high scores showed metacognitive strategy (22%) as their language learning.

On the other hand, the students who had medium scores showed that their strategy was compensation (40%). Considering all findings, it can be concluded that although indirect strategies get higher means from the participants but they do not only focus on using indirect strategies. They combine those with direct strategies. Further, to make students more successful on their learning, the institution including lecturers and the academic community should take part in the effort of teaching learning strategies to help in eliminating their weakness in learning English.