The Relationship between Language Learning Strategies and English Enlish Proficiency of EFL Students in Papua

Rommy D.B. Rambet(1*)

(1) Cendrawasih University, Jayapura, Indonesia
(*) Corresponding Author


Having plenty evidence about the effect of various factors on Language learning strategies (LLSs) use in hand, the present study aimed at describing strategies students prefer to use in English as a foreign language (EFL) learning and find out whether the strategies have correlation to their English proficiency. 32 EFL sophomores participated in this study. The main instrument was the Oxford’s SILL test version 7.0. The data were analyzed using the SPSS statistical software. Significant correlations at the level of 0.05 were found between (0.006 < 0.05), Compensation Strategies (0.021 < 0.05), and Social Strategies (0.021 < 0.05). In contrast, Memory Strategies, Cognitive Strategies, and Affective Strategies were not significantly correlated to English proficiency. This result provides area for future research to seek the effect of LLSs to students’ academic performance.


Language Learning Strategies, EFL learning, Proficiency, Performance

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