1 LANGUAGE LEARNING STRATEGIES OF ESL LEARNERS AT MURRAY STATE UNIVERSITY IN IMPROVING THEIR ENGLISH LANGUAGE SKILLS Rusnadi, M.Pd.I., MA A Lecturer of English Education Department at Faculty of Tarbiyah and Teachers Training, IAIN Antasari Banjarmasin ABSTRACT This mini research is intended to know the language learning strategies used by ESL students to improve their English language skills, and whether or not there is a different between male and female in the use of the strategies. The data were collected from 25 participants by using survey technique. The collected data were analyzed by using multiple regression analysis which includes Coefficients of Discrimination (r squared), Intercept Coefficients (the constant), and Variable Coefficients (slope), and then concluded inductively. The result of this study shows that strategies of language learning have significant influence to the improvement of students’ language Skills, specifically for listening, speaking and reading. It is also conclude that there is no significant influence of strategy of learning to the improvement of vocabulary and writing skills. There is no significant difference of using strategy in relation with different genders (male & female). However, there is a slight difference between male and female in the use of reading strategies. Key words: Language learning strategies, ESL Learners, language skills Language learning strategies have been long becomes the subject of research. However, the majority of studies and overviews have been based on classroom contexts, and less attention has been paid to strategies used by the students in improving their language skills. The students’ effort, autonomy, and independency in improving their English should be taken into account in ESL or EFL learning, because learning a language is a gradual process. In English language learning and teaching, strategy of learning is seen as one of the most important factors which will lead students to be successful language learners. It is expected that the learners will find the quickest and easiest ways to learn the target language. Therefore, implementing some strategies of learning may possibly give chances as well as opportunities for the learners to succeed in achieving their goals in learning and using the target language. Murray State University through its Institute for International Studies (IIS) has been long time provides English as a Second Language (ESL) for international students. Many international students from different countries in the world come to this institute for learning ESL before they are actually enrolled into their program at the university. The English learning and teaching process in this institute is believed will be able to help students to succeed in studying in the university. The students need to improve their English in order to 2 be successful learners and to compete with other students at the university level. Therefore, it is important to know and investigate the strategies of ESL learners in improving their English language skills, specifically those who are studying at the IIS of Murray State University, Murray, Kentucky. Specifically, this research is aimed to find out some strategies used by those learners to improve their vocabulary, listening, speaking, reading, writing, and grammar or structure. Besides, whether or not gender difference, country of origin, and age influence the use of the learning strategies the students use to improve their language skills. LANGUAGE LEARNING STRATEGIES Language learning strategies has become one of the objects of discussion in the field of second or foreign language acquisition. It is seen not only as an integral element in language proficiency, but also as a means of achieving learner’s autonomy in language learning process. However, there is no agreement among linguists concerning the definition of this term yet. Strategy here means specific techniques used to learn something new better, as Oxford stated that “learning strategies are specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations” (Oxford, 1990). The students must have some effective and strategies in order to succeed in learning English as a second or foreign language. They also need to apply those strategies consistently in order to improve their English language skills. Many researchers have defined the term of language learning strategies. Cynthia White stated that “language learning strategies are commonly defined as the operations or processes which are consciously selected and employed by the learner to learn the TL or facilitate a language task” (Hurd & Lewis, 2008, p. 8). Additionally, in relation with second language learning, Oxford acknowledged that L2 learning strategies are the goal-oriented actions or steps (e.g. plan, evaluate, analyze) that learners take, with some degree of consciousness, to enhance their L2 learning (Hurd & Lewis, 2008, p. 41). The definitions above clearly explained that language learners should actually do some conscious and serious efforts or activities through gradual processes in order to learn the target language or a new language. It is obvious that there is a combination between intention and action while applying a strategy of learning. In this case, learners should aware of their needs, preferences, goals, and problems while learning a language. Many researchers have done some studied concerning to the topic of language learning strategies and its relation with students’ achievement in their language learning process. Some of them revealed that students at all levels reported the use of an extensive variety of learning strategies. Geramia & Baighloub in their study indicated that successful EFL students used a wider range of learning strategies and different from those often preferred by their unsuccessful peers. The former often used metacognitive strategies while the latter tended to use surface level cognitive strategies. The results of this study can be beneficial for Iranian language teachers in terms of raising their awareness on narrowing the gap between the students' language learning strategies and their teaching methodologies preferences (Geramia & Baighloub, 2011). 3 Furthermore, Ehrman and Oxford (1995) indicated that successful students preferred to use cognitive strategies more frequently in their study. Green and Oxford (1995) discovered that high achieving students used all kinds of language learning strategies more frequently than low-achieving students. Qingquan, Chatupote & Teo found that successful students used a wider range of learning strategies for EFL learning significantly more frequently than unsuccessful students. It was also found that the strategies often employed by the successful students are different from those often preferred by their unsuccessful peers. The former often used deep, L2-based, association, active participation, language use, positive attitude taking and learning-process monitoring strategies that are likely to make more contributions to successful L2 learning while the latter tended to use surface, L1- based, word-level, rote memory and gesture strategies (Qingquan, Chatupote, & Teo, 2008). Other researchers found out that significant positive correlation was found between language learning strategy use and self-efficacy beliefs. Students’ language learning strategy use is found to be positively correlated with their self-efficacy level in language learning. Students who reported to use more language learning strategies have higher self-efficacy, in other words, were more confident in their language learning abilities. Therefore, there would be a significant and positive correlation existed between language learning strategy use and perceived self- efficacy; highly self-efficacious learners would use more strategies than those with lower self-efficacy (Hsun Su & Duo, 2012). Furthermore, Su & Duo suggested that there is significant positive correlation was found between language learning strategy use and self-efficacy beliefs. Students’ language learning strategy use is found to be positively correlated with their self-efficacy level in language learning. Students who reported to use more language learning strategies have higher self-efficacy, in other words, were more confident in their language learning abilities. Therefore, there would be a significant and positive correlation existed between language learning strategy use and perceived self-efficacy; highly self-efficacious learners would use more strategies than those with lower self-efficacy (Hsun Su & Duo, 2012). In addition to that, Hashemi in his study to Iranian EFL students about cognitive and social strategies concluded that cognitive and social strategies were the popular strategies used by Iranian learners and that such strategies could be related to gender, cultural and educational background differences. It is clear that language learning strategies could facilitate the learning of the target language by the language learner. Language learners in general use language learning strategies in the learning process. Since the factors like age, gender, personality, motivation, self-concept, life-experience, learning style, etc. affect the way in which language learners learn the target language, it is not reasonable to assume that all language learners use the same good language learning strategies or should be trained in using and developing the same strategies to become successful learners (Hashemi, 2011). Relating to gender issue, it is seen that gender is an issue with important theoretical and pedagogical implications in second language learning, it has received some attention in language learning strategy research (e.g., Oxford, 1993; Oxford, Young, Ito & Sumrall, 1993; Oxford, 1995; Young & Oxford 1997). These studies have found that gender can have a significant impact on how students learn a language. An emerging theory for this gender difference proposes that although sometimes males surpassed females in the use of a particular strategy, females employ more learning strategies or employ strategies more 4 effectively (Erhman and Oxford, 1989; Nyikos, 1990; Oxford, 1994; Sheorey, 1999). Ehrman and Oxford (1990) stated that women at the Foreign Service Institute definitely reported more use of strategies. Also Green and Oxford (1995) reported concluded that females used strategies significantly more often than males. Yabukoshi and Takeuchi found out that females reported more use of strategies than males, and interestingly enough, that no positive relationship was found between English proficiency and strategy use (Yabukoshi & Takeuchi, 2009). It is also believed that age and level of proficiency have significant influence to the use of strategies in language learning. Some studies regarding to this issues found out that students in lower grade showed clearer preferences for particular types of strategies than older students, and the relationship between learning strategies and EFL grades was stronger in younger students (Tragant & Victori, 2012). Regarding to the perception of teachers and students to the use of language learning strategies, it was found out that teachers perceive that course level and learning strategies are significantly correlated and it is highly important (Griffiths, 2007). Furthermore, students view that language learning strategies is very useful and students tended to believe in the usefulness of all four groups of strategies but seemed more often to use use-focused ones. Correlations were found between perceptions of the usefulness and perceived use of the strategies (Zhang & Goh, 2006). RESEARCH QUESTIONS To that purpose, this research questions is focused on the following: 1. What strategies do ESL learners use to improve their English language skills? 2. Is there any different between male and female in using the learning strategies? METHOD OF RESEARCH Participants This study is conducted at the Institute for International Studies (IIS) of Murray State University, Murray, Kentucky. The participants of this study are 25 ESL students who are studying ESL at the institute and which are taken randomly from different gender, age and nationality (table 1). Almost all of them have been studying English between 5 – less than 10 years (84%), while the rest have been studying English between 2 – less than 5 years (16%). Table 1 Demographic Description of Participants n % Gender: Male Female 13 12 52% 48% Age: 20 or under 21 – 25 26 – 30 30 or older 6 11 6 2 24% 44% 24% 8% Nationality: 5 Saudi Arabia China Korea Central America Indonesia Japan Thailand Vietnam 8 6 4 2 2 1 1 1 32% 24% 16% 8% 8% 4% 4% 4% Instrument The data of this research are collected through survey questionnaire which consist of 20 statements each describing the use of one strategy, and which grouped into 5 categories of strategy: vocabulary, listening, speaking, reading, and writing. Each participant had to indicate their attitude toward 20 key statements of language learning strategies by rating them using a 4 Likert scale; very often, often, rarely, and never. Data Presentation and Analysis The collected data from the survey are categorized based on scale very often, often, rarely, and never. In order to be able to analyze the data this scale is then scored based on assumption that very often = 100, often = 75, rarely = 50, and never = 0. Based on that score the collected data will be presented and the analyzed. The data are analyzed using multiple regression analysis which includes Coefficients of Discrimination (r squared), Intercept Coefficients (the constant), and Variable Coefficients (slope). DISCUSSION AND ANALYSIS Strategies of ESL learners to improve their English language skills Listening Strategies Based on the result of the survey for the Listening Strategies, it is found out that there are four strategies that ESL students use to improve their listening skills. They are attending out- of-class events where English is spoken (strategy 1); listening to song, talk shows, news, and watching movies (strategy 2); listening to people in a restaurant or a store (strategy 3); and listening to people who are having conversation in English (strategy 4). The following table shows the result of the data regarding to the Listening Strategies. Table 2. Listening Strategies Respondent Y strategy 1 strategy 2 strategy 3 Strategy 4 1 75 75 50 100 75 2 62.5 50 75 75 50 3 81.25 75 100 100 50 4 87.5 100 75 100 75 5 75 75 50 75 100 6 87.5 75 75 100 100 6 7 31.25 0 75 50 0 8 75 50 100 75 75 9 75 100 100 0 100 10 68.75 50 100 50 75 11 50 75 75 0 50 12 81.25 100 75 50 100 13 81.25 100 100 50 75 14 75 75 100 75 50 15 75 75 100 50 75 16 75 50 100 75 75 17 93.75 100 75 100 100 18 75 75 100 50 75 19 31.25 0 75 0 50 20 68.75 50 100 50 75 21 43.75 50 75 0 50 22 50 75 75 0 50 23 81.25 100 75 50 100 24 81.25 100 100 50 75 25 56.25 75 100 0 50 Based on Statistical analysis for the Listening Strategies, the Coefficient of discrimination (r2) that will explain how fits the subset of model multiple liner regression give a result equal to 1 (r2 = 1). It means that the equation of this data can explain completely the dependent variable. The following are the intercept coefficients (the Constant) for the independent variables (the slope) of the Listening Strategies: Coefficients Intercept -7.10543E-15 Strategy 1 0.25 Strategy 2 0.25 Strategy 3 0.25 Strategy 4 0.25 Model: y =  + βх1 + βх2 + βх3 + βх4 y = -7.10543E-15 + 0.25x1 + 0.25x2 + 0.25x3 + 0.25x4 Based on the regression model, it can be concluded that the subset of the interdependent variables (listening strategy 1 -4) have the same influence toward the improvement of listening skills (dependent variable), since the slope of each variable is just the same (0.25). Therefore, each interdependent variable coefficient contributes a 25% probability in improving the students’ listening skills, and since the intercept coefficients of this data has a big minus (-7.10543E-15), so it can be said that students will not be able to improve their listening skills unless they employ one or more strategies above. 7 Vocabulary Strategies The result of the research shows that there are five vocabulary strategies which are used by the participants in order to improve their vocabulary skills. Those strategies are memorize every new words (strategy 1), list new words with other words that are related to them (strategy 2), group the words based on parts of speech (strategy 3), use flash card in a systematic ways to learn new words ((strategy 4), and use or practice new words and familiar words in different ways (strategy 5). The result of the collected data for the vocabulary learning strategy can be seen in the following table. Table 3. Vocabulary Strategies Responden ts Y strategy 1 strategy 2 strategy 3 strategy 4 Strategy 5 1 90 75 100 75 100 100 2 40 50 50 50 0 50 3 60 75 50 0 75 100 4 90 100 75 75 100 100 5 75 75 100 50 75 75 6 80 75 75 75 100 75 7 50 50 75 75 0 50 8 70 75 75 50 50 100 9 65 75 75 50 50 75 10 75 75 100 50 75 75 11 90 100 75 75 100 100 12 65 75 75 50 50 75 13 90 75 100 75 100 100 14 55 75 75 0 50 75 15 80 100 75 75 75 75 16 65 75 50 50 75 75 17 80 75 50 100 75 100 18 80 75 100 75 75 75 19 75 75 50 75 75 100 20 80 100 75 75 75 75 21 90 100 75 75 100 100 22 65 75 75 50 50 75 23 90 75 100 75 100 100 24 55 75 75 0 50 75 25 80 100 75 75 75 75 Based on Statistical analysis for the Vocabulary Strategies, the Coefficient of discrimination (r2) that will explain how fits the subset of model multiple liner regression give a result equal to 1 (r2 = 1). It means that the equation of this data can explain completely the dependent variable. 8 The following are the intercept coefficients (the Constant) for the independent variables (the slope) of the vocabulary strategies: Coefficients Intercept 3.55271E-15 Strategy 1 0.2 Strategy 2 0.2 Strategy 3 0.2 Strategy 4 0.2 Strategy 5 0.2 Model: y =  + βх1 + βх2 + βх2 + βх4 + βх5 y = 3.55271-E15 + 0.20x1 + 0.20x2 + 0.20x3 + 0.20x4 + 0.20x5 Based on the regression model, it can be concluded that the subset of the interdependent variables of vocabulary strategies have the same influence toward the improvement of vocabulary skills (dependent variable), since the slope of each variable is just the same (0.20). Therefore, each interdependent variable coefficient contributes a 20% probability in improving the students’ vocabulary skills, and since the intercept coefficients of this data is positive (3.55271E-15), so it can be said that students will be able to improve their vocabulary skills without employing one or more strategies above. However, if the students apply one or more of those five strategies, they will surely improve their vocabulary with 20% probability for each strategy. Speaking Strategies The result of the research shows that there are four speaking strategies which are used by the participants in order to improve their speaking skills. Those strategies are practice saying new expressions/sentences (strategy 1), initiate conversation in English as much as possible (strategy 2), seek out opportunity to speak with native speakers (strategy 3), and ask questions as a way to be involved in the conversation (strategy 4). The table below will show you the result of the collected data for the speaking strategies. Table 4. Speaking Strategies Respondent s Y strategy 1 strategy 2 strategy 3 strategy 4 1 75 75 50 100 75 2 56.25 75 50 50 50 3 68.75 75 50 100 50 4 87.5 75 100 75 100 5 75 75 75 75 75 6 81.25 100 75 75 75 7 43.75 50 75 0 50 8 50 75 50 0 75 9 9 87.5 100 100 75 75 10 87.5 75 100 75 100 11 81.25 100 75 75 75 12 87.5 75 100 75 100 13 62.5 75 50 50 75 14 93.75 100 100 75 100 15 68.75 75 50 75 75 16 56.25 50 50 75 50 17 81.25 100 75 75 75 18 62.5 75 75 50 50 19 68.75 75 50 75 75 20 87.5 75 100 75 100 21 81.25 100 75 75 75 22 87.5 75 100 75 100 23 62.5 75 50 50 75 24 93.75 100 100 75 100 25 68.75 75 50 75 75 Based on Statistical analysis for the speaking strategies, the Coefficient of discrimination (r2) that will explain how fits the subset of model multiple liner regression give a result equal to 1 (r2 = 1). It means that the equation of this data will be able to explain completely the dependent variable. The following are the intercept coefficients (the Constant) for the independent variables (the slope) of the speaking strategies: Coefficients Intercept -7.10543E-15 Strategy 1 0.25 Strategy 2 0.25 Strategy 3 0.25 Strategy 4 0.25 Model: y =  + βх1 + βх2 + βх2 + βх4 y = -7.10543E-15 + 0.25x1 + 0.25x2 + 0.25x3 + 0.25x4 Based on the regression model, it can be concluded that the subset of the interdependent variables of speaking strategies have the same influence toward the improvement of student’ speaking skills (dependent variable), since the slope of each variable is just the same (0.25). Therefore, each interdependent variable coefficient contributes about 25% in improving the students’ speaking skills, and since the intercept coefficients of this data is a big minus/negative (-7.10543E-15), so it can be said that students will not be able to improve their speaking skills without employing one or more strategies above. 10 Reading Strategies Based on the result of the research, it is known that there are four reading strategies which are employed by the ESL students to improve their reading skills. Those strategies are reading as much as possible in English (strategy 1), finding magazines or novel to read for pleasure (strategy 2), finding materials that are at or near students’ level (strategy 3), and read a story or dialog several times until understand it (strategy 4). The presentation of the data for the reading strategies can be seen in the following table. Table 5. Reading Strategies Respondents Y strategy 1 strategy 2 strategy 3 strategy 4 1 75 75 50 100 75 2 56.25 75 50 50 50 3 68.75 75 50 100 50 4 87.5 75 100 75 100 5 75 75 75 75 75 6 81.25 100 75 75 75 7 43.75 50 75 0 50 8 50 75 50 0 75 9 87.5 100 100 75 75 10 87.5 75 100 75 100 11 81.25 100 75 75 75 12 87.5 75 100 75 100 13 62.5 75 50 50 75 14 93.75 100 100 75 100 15 68.75 75 50 75 75 16 56.25 50 50 75 50 17 81.25 100 75 75 75 18 62.5 75 75 50 50 19 68.75 75 50 75 75 20 87.5 75 100 75 100 21 81.25 100 75 75 75 22 87.5 75 100 75 100 23 62.5 75 50 50 75 24 93.75 100 100 75 100 25 68.75 75 50 75 75 Based on Statistical analysis for the reading strategies, the Coefficient of discrimination (r 2) that will explain how fits the subset of model multiple liner regression give a result equal to 1 (r2 = 1). It means that the equation of this data will be able to explain completely the dependent variable. 11 The following are the intercept coefficients (the Constant) for the independent variables (the slope) of the reading strategies: Coefficients Intercept -7.10543E-15 Strategy 1 0.25 Strategy 2 0.25 Strategy 3 0.25 Strategy 4 0.25 Model: y =  + βх1 + βх2 + βх3 + βх4 y = -7.10543E-15 + 0.25x1 + 0.25x2 + 0.25x3 + 0.25x4 Based on the regression model, it can be concluded that the subset of the interdependent variables of reading strategies have the same influence toward the improvement of student’ reading skills (dependent variable), since the slope of each variable is just the same (0.25). Therefore, each interdependent variable coefficient contributes about 25% in improving the students’ reading skills, and since the intercept coefficients of this data is a big minus/negative (-7.10543E-15), so it can be said that students will not be able to improve their reading skills without employing one or more strategies above. Writing Strategies Based on the survey research it is known that there are 3 different strategies that students used to improve their writing skills. Those three strategies are: practice writing English by keeping journal or diary (strategy 1), try to writing different kinds of texts in English (e.g personal notes, messages, letters, and course papers) (strategy 4), and take class note in English as much as possible (strategy 5). The data about students’ strategies to improve their writing skills are presented in the following table. Table 6. Writing Strategies Respondents Y strategy 1 strategy 2 strategy 3 1 83.3 100 75 75 2 75 50 100 75 3 58.3 50 50 75 4 83.3 75 75 100 5 66.67 50 75 75 6 83.3 75 100 75 7 58.3 50 50 75 8 58.3 0 75 100 9 83.3 75 75 100 10 75 50 100 75 11 58.3 50 50 75 12 83.3 75 75 100 13 58.3 0 75 100 12 14 83.3 75 75 100 15 75 50 75 100 16 66.67 50 75 75 17 83.3 75 75 100 18 66.67 50 75 75 19 66.67 50 75 75 20 83.3 75 75 100 21 75 50 75 100 22 66.67 50 75 75 23 83.3 75 75 100 24 66.67 50 75 75 25 83.3 75 75 100 Based on Statistical analysis for the writing strategies, the Coefficient of discrimination (r 2) that will explain how fits the subset of model multiple liner regression give a result equal to 1 (r2 = 1). It means that the equation of this data will be able to explain completely the dependent variable. The following are the intercept coefficients (the Constant) for the independent variables (the slope) of the writing strategies: Coefficients Intercept 5.32907E-14 X Variable 1 0.333333333 X Variable 2 0.333333333 X Variable 3 0.333333333 Model: y =  + βх1 + βх2 + βх3 y = -7.10543E-15 + 0.25x1 + 0.25x2 + 0.25x3 Based on the regression model, it can be concluded that the subset of the interdependent variables of writing strategies have the same influence toward the improvement of reading skills (dependent variable), since the slope of each variable is just the same (0.20). Therefore, each interdependent variable coefficient contributes a 20% probability in improving the students’ speaking skills, and since the intercept coefficients of this data is positive (3.55271E-15), so it can be said that students will be able to improve their speaking skills without employing one or more strategies above. However, if the students apply one or more of those five strategies, they will surely improve their vocabulary with 33% probability for each strategy. 13 The difference between male and female in using strategies of learning to improve their English language skills Listening Strategies Notes: Strategy 1: Attending out-of-class events where English is spoken Strategy 2: Listening to song, talk shows, news, and watching movies Strategy 3: Listening to people in a restaurant or a store Strategy 4: Listening to people who are having conversation in English The above bar chart shows that there is no significant difference in the use of strategies of learning between male and female in improving their listening skills. The most frequent strategy that is used by both genders was the strategy 2; listening to song, talk shows, news, and watching movies with 80.77% and 89.58% for male and female in turn. On the contrary, the least frequent strategy that is used by both female and male was the strategy 3; listen to people in a restaurant or a store, which 63.46% of males use it and only 41.67%of females use it to improve their listening skills. 14 a. Vocabulary Strategies Notes: Strategy 1: Memorize every new words Strategy 2: List new words with other words that are related to them Strategy 3: Group the words based on parts of speech Strategy 4: Use flash card in a systematic ways to learn new words Strategy 5: Use or practice new words and familiar words in different ways Just like the listening strategies, the chart shows that there is no significant difference between both genders; male and female in the use of strategies of learning to improve their vocabulary skills. Strategy 5 and strategy 2 were considered as the most frequent strategies are used by 82.68% and 78.85% of males in turn. For female, there are about 83.33% of them use strategy 1 and strategy 5 more frequently compared to the other strategies. In contrast, the least frequent strategy used by both female and male was the strategy 3 with only 57.69% of males use it and about 60.46%of females use it to improve their vocabulary skills. 15 b. Speaking Strategies Notes: Strategy 1: Practice saying new expressions/sentences Strategy 2: Initiate conversation in English as much as possible Strategy 3: Seek out opportunity to speak with native speakers Strategy 4: Ask questions as a way to be involved in the conversation It can be seen clearly from the chart that there is no significant difference between both genders; male and female in the use of strategies of learning to improve their speaking skills. Strategy 1 and strategy 4 were considered as the most frequent strategies are used by both genders. About 78.85% and 75% of males use strategy 1 and strategy 4 to improve their speaking skills, while for female there are about 81.25% and 79.17% of them use strategy 1 and strategy 4 in turn. Similarly, the two other strategies (strategy 2 and strategy 3) were also used by the same percentage of males and female, which is just about 70s% of them, and interestingly, only 63.48% of male use strategy 3 to improve their speaking skills. 16 Reading Strategies Notes: Strategy 1: Reading as much as possible in English Strategy 2: Finding magazines or novel to read for pleasure Strategy 3: Finding materials that are at or near students’ level Strategy 4: Read a story or dialog several times until understand it The chart above shows that in reading strategies, there are slight difference learning strategies used by both genders; male and female in improving their reading skills. The most frequent strategy that is used by both genders was the strategy 1; reading as much as possible in English with 80.77% and 79.17% of male and female in turn. On the contrary, the least frequent strategy that is used by female was strategy 3 (only 68.75%), and while by male were strategy 3 and strategy 4 (only 67.31% of them). While strategy 2 was used by almost the same number of participant from both genders (71.15% of male and 72.19% of female). 17 Writing Strategies Notes: Strategy 1: Practice writing English by keeping journal or diary Strategy 2: Try to writing difference kinds of texts in English Strategy 3: Take class note in English as much as possible Just like listening, vocabulary, and reading strategies, the above chart shows that there is no significant difference in the use of the three strategies for writing between the two genders. Both male and female used strategy 3 more frequently than the two other strategies to improve their writing skills (84.62% of male and 89.58% of female). Strategy two was used by 75% of both female and female, while strategy 1 is considered as the least frequent strategy used by the two genders (only 53.85% of male and 60.42% of female). CONCLUSION 1. Strategies of language learning have significant influence to the improvement of students’ language Skills, specifically for listening, speaking and reading. It is also conclude that there is no significant influence of strategy of learning to the improvement of vocabulary and writing skills. 2. There is no significant difference of using strategy in relation with different genders (male & female). However, there is a slight difference between male and female in the use of reading strategies. LIMITATION OF THE STUDY AND RECOMMENDATION 1. 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