Nabilah Qomarina Ramadhani, 121111060 (2015) The Relationship between Language Learning Strategies and English Inside Title Page Language Proficiency Test Score of First Semester Students of English Department at Universitas Airlangga. Skripsi thesis, UNIVERSITAS AIRLANGGA.

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	Text 2. TABLE OF CONTENTS.pdf Download (256kB)
	Text 3. ABSTRACT.pdf Download (187kB)
	Text 4. CHAPTER I INTRODUCTION1.1.pdf Download (214kB)
	Text 5. CHAPTER II LITERATURE REVIEW.pdf Restricted to Registered users only until 20 May 2023. Download (333kB) | Request a copy
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	Text 9. REFERENCES.pdf Download (197kB)
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Abstract

Practicing is an important factor in learning a second language. People learn their first language and also their second language by doing some practices with other people. Yet different people may use different ways of learning, which is known as learning strategies. This study is concerned with Language Learning Strategies used by first semester English department students of Faculty of Humanities in Universitas Airlangga. It aims to observe the language learning strategies used by first semester students of English Department and its relationship with their English proficiency.This study used Rebecca Oxford theory who defined Language Learning Strategies as “steps or actions taken by learners to improve the development of their language skills” and Strategy Inventory for Language Learning (SILL) to find the most frequently used strategies. The result shows that the most frequently Language Learning Strategies used by first semester English department students is metacognitive strategies with level of LLS use 4.1 which mean the use of metacognitive strategies is high. The total average score among all Language Learning Strategies use is 3.5 which mean that first semester English department students use language learning strategies on their learning process in high level intensity. So, all type of Language Learning Strategies is used by first semester of English department students. The result revealed that there is no significant relationship between students’ Language Learning Strategies and their English Language Proficiency score. In another word, the correlation is very weak. As the learning strategies are used more often, it does not automatically influence English Language Proficiency Test score to increase as well.

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