should not hesitate and change their answers. The questionnaires were collected and the responses were entered into the computer for data analyses.
They were also informed that there were no right and wrong of what they said and that the important thing was effectively reporting what was going on in their
minds.
V. CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on the data analysis, the writer conclude the research as follow: a.
Students of SMA N 1 Terbanggi Besar of the third year used combination strategies in learning language. Based on the cut off points stated in the
scoring sheet of the questionnaire, with a mean score of 3.55 and 36271 was the one related to metacognitive strategies. Cognitive strategies
ranked the second with an average of 3.36 and 3.38. Finally, the least preferred strategies were the social strategies ones as their score was 3.07
and 3.19 in learning reading Indonesia and English Language in reading subject.
b. There were many correlation but not to significant between language
learning strategies and reading achievement. 5.2. Suggestion.
a. On the contrary, teachers should make use of such findings to adopt the
most appropriate teaching strategies. Of course, adopting teaching techniques that will cater the needs of all the students might be difficult
but if teachers become sensitive to their students learning style and balance their instruction by making use of a wide variety of tasks in the classroom,
they will have treated the students equally.
b. The further research on the relationship between achievement and
strategies might focus on the factors such as motivation, career orientation, performance, and the length of exposure to the language which might
influence the perceptual learning strategy use of the language learners. What is more, strategy-training sessions might be designed to assess
whether designing such training sessions has an impact on the
achievement of the students.
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