Conclusions CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

strategy in part B is using resources for receiving and sending messages, formally practicing with sounds and writing systems, recognizing using formulas and pattern, practising naturalistically, and repeating. The third part is part C which represented ‘compensation strategy’. There are six statements in part C. Based on the finding, the most dominant strategy in part C is using a circumlocution or synonym, using mime or gesture, guessing intelligently, and switching to the mother tongue. The fourth part is part D which represented ‘metacognitive strategy’. There are nine statements in part D and almost all statements in part D results in good mean score. This means that almost all strategies in metacognitive strategy are mostly used by respondents. The most dominant strategy in part D is finding out about language learning, paying attention, self-monitoring and self-evaluating, and seeking practice opportunities. The fifth part is part E which represented ‘affective strategy’. There are six statements in part E. The most dominant strategy in part E is lowering anxiety and encouraging yourself. The last part is part F which represented ‘social strategy’. There are six statements in part F. The most dominant strategy in part F is asking for clarification or verification and cooperating with peers. The second research question is ‗How do students apply the learning strategies to improve their English?‘. This can be answered by the interview result. Based on the interview result, some information is obtained on how respondents use learning strategies on their learning. First of all, almost all respondents stated they know only little information about learning strategy. Some respondents were also unaware that they had already used learning strategy before. There were seven respondents joining the interview. Most respondents stated that they prefered to follow what their lecturers told them what to do, for example doing tasks and reading course book. The findings also show that media have strong influence on respondents‘ English learning. All respondents stated they used various media like TV programme, internet browsing, music, and books to help them improve their English. On the other hand, the findings disclosed that almost all respondents mostly spent their time using English at campus and they spent only little time outside. The findings reveal that there are some factors affecting this. The first one is the campus atmosphere. The condition in campus made learners feel free to use English without any pressure as they share their feeling with their classmates. The second is learning peers or capable friends. Learners can easily find many friends to practice at campus than outside. Then the last one is learners‘ passion. At campus, learners were demanded to use English more, but outside campus there were no demand of using English.

B. Implications

The implications of the study can be describes as follows. 1. Based on the finding from this study, of the two large groups of learning strategies, the indirect strategy group results in higher average mean score than the direct strategy group. This implies that learners tend to deal with strategies which were not directly involved to the target language. Thus, the findings show that the mean score of direct strategy group is in the category of ―sometimes used‖. This implies that learners still need more guidance from teachers and self motivation to their learning. It also implies that learners still have fewer activities which are applying direct strategy. 2. The second conclusion is many respondents claim they know only a little about learning strategies, but the fact shows they have already applied some strategies to their learning. This implies that most students still need more information about learning strategies. They also need to know where they can access any information regarding to learning strategies and how to apply these strategies to their learning. The findings further imply that most respondents are still not aware the importance of learning strategies. Most respondents do not use various activities where learning strategies are applied, but they prefer monotonous learning activities which they regularly do.

C. Suggestions

Suggestions from this study will be described as follows.

1. To learners

As it has been mentioned above, learners need more understanding of learning strategies. These included, what kinds of learning strategies are suitable for them, how they apply these strategies on their learning, who can assist them to deal with a certain learning strategy, and where to get more information about learning strategies that they need. This hopefully will make them able to apply these strategies on their learning to make their learning more effective. Also, learners need more time to deal actively with English, where real communication is