The Higher Achiever Students’ Strategies in English Learning
Bin-Tahir, Saidna Zulfiqar
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Learning strategies are one of the factors that are of importance in learning a foreign language. They could affect the learners' achievement in the learning process which could be divided into the high achiever and low achiever. The aims of this study are to know the learning strategies and its role in high achiever students' achievement and what we can take advantages of their strategies. This study meets mixed method research which is a combination between the quantitative method that refers to the statistical analysis and qualitative method which refers to the descriptive analysis. The results of this study show that high achiever students used all six categories of learning strategies style by Oxford (1990). The frequency scale is in medium to the high category; this means that they used it sometimes or always. Based on the frequency and popularity, metacognitive strategies are placed as most frequently used (M=3.99), while memory strategies placed at the last with medium scale (M=3.10). It is also found that learning strategies take a role in high achiever students' achievement by affecting their way of thinking and motivation.