STUDENTS' ENGLISH LANGUAGE LEARNING STRATEGIESAND THEIR ENGLISH ACHIEVEMENT:A Quantitative Study toward Eleventh Grade Students in a Public Senior High School in Bandung

• Main Author: Ihyaul Layli Hasanah, - (Author)
• Format: Book
• Published: 2012-04.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/86922/1/S_ING_0706033_Title.pdf; http://repository.upi.edu/86922/2/S_ING_0706033_Chapter%201.pdf; http://repository.upi.edu/86922/3/S_ING_0706033_Chapter%202.pdf; http://repository.upi.edu/86922/4/S_ING_0706033_Chapter%203.pdf; http://repository.upi.edu/86922/5/S_ING_0706033_Chapter%204.pdf; http://repository.upi.edu/86922/6/S_ING_0706033_Chapter%205.pdf; http://repository.upi.edu/86922/7/S_ING_0706033_Appendix.pdf
• Keywords: L Education (General)

This study investigated the English language learning strategies which were mostly employed by 42 eleventh graders in a public senior high school in Bandung. It also sought for the strategies most frequently used by the highest and the lowest English achievers among those 42 students. Furthermore the correlation between students' language learning strategies and their English aannroVflrentfWaS T™** afterwards This ^ employed a quantitative approach in form of an ex post facto design. Quantitative statistical procedures were used to analyze the data by means of descriptive statistics and correlational statistics. The data were obtained from questionnaire, English achievement documentary, and interviews. The findings revealed that metacognitive and cognitive strategies were the strategies mostly used by the students and mostly used by the highest English achievers whereas the lowest English achievers mostly employed memory and affective strategies when learning English Moreover, there was asignificant correlation between students' language learning strategies and their English achievement at significant level of p < 005 Regarding each strategy, cognitive, metacognitive, compensation and social ZTof r<\TTntlLTdated t0 EngllSh achievem-t at asignificant level of p < 0.05. Nevertheless, memory and affective strategies were not significantly correlated to English achievement since the values of their Pearson correlate rwere smaller than rcritical. Hopefully, the findings of this study could be a starter of next research regarding language learning strategies such as teaching the strategies to students in a classroom