A STUDY ON THE STUDENTS’ LEARNING STRATEGIES IN WRITING AT THE TENTH GRADE OF SMAN 1 BADEGAN IN ACADEMIC YEAR OF 2018/2019

This research aimed to investigate the English language learning strategies in writing skill used by the students and explained the relationship between students’ English language learning strategies and their writing performance in academic year of 2018/2019.
This was a qualitative descriptive study, and it was conducted at tenth-grade students of SMAN 1 Badegan. The instruments used to collect the data were a questionnaire, interview, and documentation. The close-ended questionnaire distributed to the 33 students to see the English language learning strategies in writing skill that they used and 29 students answered the questionnaire. Besides that, the interview distributed to the English teacher in the class. For the documentation like students’ grade transcript to investigate the impact of the learning strategies to their writing performance and photographs of the research activities to support the research to be more credible and reliable.
The research finding showed that all of the students used learning strategies in their writing. There were 69% participants used compensation, 59% participants used metacognitive, 50% participants used social, 47% participants used cognitive, 47% participants used affective, and 34% participants used memory strategies. The data showed that some students with a good score preferred to combine the six strategies in their writing. The strategies were compensation, metacognitive, social, cognitive, affective, and memory strategies. While, some other students combine four or five strategies in their writing. It also affects their writing performance. As a result, learning strategies used by the students in their writing influenced their writing score.
The conclusion from this research, students should be aware of their learning strategies, so they can improve their writing skill. Moreover, teachers also should be aware that students have different preferences to learn, so that teachers need to be prepared to conduct a variety of teaching strategies in their classrooms.