AN APPRAISAL TOWARD THE LEARNING STRATEGIES USED BY ENGLISH EDUCATION STUDENTS OF STATE UNIVERSITY OF YOGYAKARTA IN THE ACADEMIC YEAR OF 2013

There are two objectives in this study. The first one is to assess learning strategies used by students of English education study programme State University of Yogyakarta on their first year study. Then the second one is to present evidence and validate the first objectives. In this study the researcher involved two lecturers and five classes. This research applied the principle of mixed-method research. The subjects of this study were 88 students of English Education Study Programme academic year 2013/2014 State University of Yogyakarta which were divided into five classes. They are Class J, K, O, F, and P for quantitative research. Then for qualitative research there were seven respondents from two different classes. The data were collected using two instruments. The first one is questionnaire which taken from Oxford’s (1990) SILL (Strategy Inventory for Language Learning) version for speakers of other languages learning English. Then the second instrument is interview guide which is also derived from Oxford’s SILL and Oxford’s language learning strategy theory (1990). The data were collected by asking participants to fill in the questionnaire and having some respondents to join in a structured one-to-one interview. The quantitative data were in the form of questionnaire result which later processed by computer programme SPSS Data Editor 16.0 for windows and later presented in the form of list of tables. Then qualitative data were in the form of interview transcripts. The findings of the study for quantitative research showed that of the two large groups of learning strategy proposed by Oxford (1990), the indirect strategies showed higher average result than the average result of direct strategies. This means that students tend to deal more with strategies which are not directly involved to the target language than strategies which directly deal with the target language. This reflects that students are being less active in working with activities which applied direct strategies. Then, the qualitative method revealed that some respondents were still not having good understanding toward learning strategies. Almost all respondents claimed they know only little about learning strategies. Thus, the finding reflected that some respondents were still unaware if they had already used learning strategies on their learning