ABSTRACT

Septiani, Nur Annisa. 2021. The Correlation between Language Learning Strategies and English Achievement of English Department Students in Academic Year 2019. Sarjana’s Thesis. English Department, Faculty of Teacher Training and Education, Lambung Mangkurat University, Banjarmasin. Advisor (I) Dr. Rina Listia, M.Pd. Advisor (II) Emma Rosana Febriyanti, M.Pd.

Keywords: Correlation, Language Learning Strategies, English Achevement.

This study focuses on describing  the students’ language learning strategies used and investigating whether there is a correlation between language learning strategies and English achievement of English Department students in academic year 2019 of Lambung Mangkurat University through quantitative type of data. The study uses a correlative method as it explores the frequency of strategy used and individual differences in language learning. Seventy-six students were taken as the sample by using total population sampling. 

To collect the data, the instruments that used by the researcher were questionnaire and the students’ English achievement documentation. There were 50 questionnaire items adapted from Oxford (1990) which were already valid and reliable to use. From the data analysis, it was found that the most used language learning strategy is metacognitive strategy (43,4%), followed by social strategy (19,7%), compensation strategy (18, 4%), cognitive strategy (9,2%), affective strategy (7,9%), and the least used memory strategy (1,3%). The finding also showed that there is a correlation between the two variables (students’ language learning strategies and their English achievement. 

To conclude, the most used language learning strategy by English Department students batch 2019 is metacognitive strategy. As the specific character of the metacognitive strategy that was used to create their language learning, arrange and plan, and the last plan their language learning by self- monitoring and self- evaluating. Meanwhile, the affective strategy, as the least frequently used by students showed that the students don’t express how they feel about language learning. The students keep their problem in English learning and try to find out the answer to their problem by themselves. So, it is suggested for both students and lecturers to take part in teaching and learning strategies in order to reduce existing weaknesses in learning English.