Abstract
Abstract
 Language learning strategies (LLS) are perceived as tools for teacher to educate the learners behave self-directed learning. It also known, improving language proficient. In the case of vocational college students, they practically use self-directed learning in learning English outside classroom since they should pass the TOEFL test after the internship as the requirement of graduation. Hereby, this study identifies: (1) the frequently language learning strategy used by vocational college learners, (2) the relationship between language learning strategy and English proficiency, (3) the strategy used by learners which could predict learners proficient. The participant is 52 students of Politeknik Kota Malang in 2016- 2017 academic year which done the TOEFL test and willing to complete the Strategy Inventory of Language Learning (SILL). This study employed quantitative approach and correlational research as the research design to identify the relationship between variables. There are six strategies of language learning strategies by Oxford (1990) as the independent variables (predictors) and English proficiency (criterion) as the dependent variable. Therefore, multiple regression analysis employed in this study. The result showed that metacognitive strategy reported highly used by learners. While compensation, cognitive, social strategies reported medium used by learners. The low strategy used was affective and memory strategies. Although, language learning strategy cannot simultaneously predict the English proficiency there is one strategy that can be used to predict English proficiency, namely compensation strategy.
 Keywords: Language Learning Strategies, EFL Learners, English Proficiency.
Highlights
English language learning in the university experienced paradigm from teacher centered learning to students centered learning
Based on table 1, there were six kinds of Language learning strategies (LLS) use employed by EFL learners
Dai (2016) stated that affective strategy had no significant relationship with English proficiency, providing similar patterns as found in this study. This present study revealed that all the EFL learners used strategies directly and indirectly
Summary
English language learning in the university experienced paradigm from teacher centered learning to students centered learning. The teacher leads learners to build self-directed learning. It is important for the teacher to guide learners to exercise their self-directed learning. The tool used by learners in practicing their self-directed learning is language learning strategy (Min and Pey, 2010). Hao and Nai (2015) stated that the instructor should provide the language learning strategies to fulfill the learners’ needs since the learners precede information in different ways and different learning goals. The process of building the language learning’s material and the material development should start with an investigation on the learner’s language learning strategies in order to designate learner-centered learning (Dabaghi and Akvan, 2014). Learners should determine their priority needs in learn English and the teacher should investigate the learners’ strategy in learning a language
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