STUDENTS’ LEARNING STRATEGY AND ITS EFFECT ON ENGLISH LEARNING ACHIEVEMENT AT THE ELEVENTH GRADE OF SMA N 4 PURWOREJO IN 2013/2014 ACADEMIC YEAR

Abstract

This research aimed to describe the students’ learning strategies, to describe the English learning achievement and to find out whether how far the effect of students’ learning strategieson English learning achievement at the Eleventh Grade Students of SMA N 4 Purworejo. The total number of population of this research was 192 students from 6 classes. The sample of this research was 64 students from 2 classes. The sampling technique which was used by the researcher was simple random sampling. In collecting data, the researcher distributed questionnaire for getting the data of students’ learning strategies and document the midterm test result for getting the data of students’ learning achievement. Distributing questionnaire was conducted at 24-25 April 2014 and the researcher took 45 minutes for each research. Statistically, the researcher analyzed data by using correlation analysis and regression analysis. The result of the research revealed that the metacognitive strategies was the dominant strategies that used by the students. The highest achievement was on the students who used cognitive strategies. The learning achievement (68.85) in overall falls in good category. The result of the correlation computation was 0.677, so it was on the interval of 0.60 – 0.799. It means that between students’ learning strategies and learning achievement had a strong correlation. The result of determinant coefficient (r2) was 0.458 (46%). It can be concluded that there was positive effect of students’ learning strategies on English learning achievement at the Eleventh Grade Students of SMA N 4 Purworejo in 2013/2014 Academic Year as much as 46%.