Compensation Strategies The Function of Language Learning Strategies

learning language which can make learners improve the knowledge of the language.

E. Previous Related Studies

Many researchers already conducted about language learning strategy. In this part of discussion, the researcher explained about how this study is related to the previous study. The first study is entitled Learning Strategies Associated with Gender Differences and Strategy Choices: A Case Study of Taiwanese Students in English Medium Programs by Lee. The purpose of this study is to investigate the learners of Taiwanese learning strategies, examine the gender differences, and learning strategy according to students with different academic levels. The participants of this study were 214 Taiwanese students in the International College of Ming Chuan University MCU. This study used mixed-method approaches. The instruments involved survey which is about the participants’ background and revised questionnaire adopted from Oxford’s learning strategy SILL version 7.0 and interview. The result of this study reveals that Taiwanese college students moderately employ learning strategies in English learning. Moreover, there is significant difference in learning strategy use between female and male. Male students tend to employ more learning strategies than female counterparts. However, students with different academic levels do not have significance difference on their strategy use. In this case, the difference in this previous study with this study is the purposes. The similarity of this study, both of the previous researcher and the writer used SILL and interview as their instrument. In this study, the writer focuses on investigating the learners learning strategies based on academic level of the students, which are 4 th semester students and 6 th semester students. 28 28 Jia-Jing Lee, “Learning Strategies Associated with Gender Differences and Strategy Choices: A Case Study of Taiwanese Students in English Medium Programs, Department of Applied English, Ming Chuan University, 2010, ” Thesis, retrieved at http:ethesys.lib.mcu.edu.twETD-dbETD-searchgetfile?URN=etd-0615110- 123328filename=etd-0615110-123328.pdf. The second study is entitled The Role of Gender and Language Learning Strategies in Learning English by Aslan. In this study, the focus is about to investigate learning strategies used by EFL, to find the amount of strategies and the domain differences that strategy used, to reveal the link between strategy use and success levels, to find out the difference in strategy use between gender, and its influence on their achievement. The participants were 257 153 males and 104 females students of Atilim University English Preparatory School. The data were gathered through SILL of Oxford 1990 and analyzes through SPSS 15.0, independent t-test, and ANOVA test. The findings revealed that use of language learning strategies are positively effective and females are more successful than males in terms of achievement test. It shows that there is significant connection between gender, achievement, and language learning strategies. In this case, the difference of the second previous study is also the subject. The writer only wants to examine the learning strategies used by English learners based on academic level. 29 The last study is titled Language Learning Strategies: Investigating the Effect of Explicit L1 Strategy Instruction in English Language Learning of King Saud University Female Students in Saudi Arabia by Abdulaziz. This study aim is to investigate the relationship between explicit first language strategy instruction and language learning among the female learners, to examine whether any differences in strategy use after strategy instruction, and to investigate the effect of strategy course on subject language proficiency levels by the end of semester. The participants of this study were female English major students of ‘level two’ at the College of Languages and Translation. The research design is quasi- experimental and questionnaire of the SILL. The finding shows that there was no significant improvement in strategy use. Moreover, students from the experimental group had significant decrease in metacognitive strategy use. In this 29 Oktay Aslan, “The Role of Gender and Language Learning Strategies in Learning English, English Language Teaching Department, Middle East Technical University, 2009, ” Thesis, retrieved at https:etd.lib.metu.edu.trupload12611098index.pdf.