NEVER TRUESOMETIMES TRUEUSUALLY TRUEALWAYS TRUE Listen attentively to English Language teacher during the lesson. 0 (0%) 7 (43.75%)9 (56.25%) Listen to songs, to talk shows on the radio, watch TV shows, or see movies in the target language. 0 (0%)2 (12.5%)0 (0%)14 (87.5%) Listen to the correct way of the pronunciation by the e-dictionary. 0 (0%)7 (43.75%)3 (18.75%)6 (37.5%) Listen in on people who are having conversations in the target language to try to catch the gist of what they are saying. 1 (6.25%) 6 (37.5%)8 (50%) Listen for the key words that help me to understand the target language. 0 (0%)4 (25%)3 (18.75%)9 (56.25%) Listen for specific details to see whether I can understand. 0 (0%)2 (12.5%)8 (50%)6 (37.5%) Try to predict what the other person is going to say based on what has been said so far. 0 (0%)2 (12.5%)4 (25%)10 (62.5%) Ask a native speaker/English Language teacher about unfamiliar sounds that I hear. 1 (6.25%)3 (18.75%)8 (50%)4 (25%) Ask speakers to repeat/slow down what they said if wasn't clear to me 0 (0%)4 (25%)7 (43.75%)5 (31.25%)

 revealed that ‘listen to songs, to talk shows on the radio, watch TV shows, or see movies in the target language’ was the highest listening strategy used by the respondents (87.5%).  the lowest percentage in listening strategy use was 25% which ‘ask a native speaker/English Language teacher about unfamiliar sounds that I hear’.

NEVER TRUESOMETIMES TRUEUSUALLY TRUEALWAYS TRUE Practice and try to imitate the way native speakers talk.0 (0%)3 (18.75%)6 (37.5%)7 (43.75%) Plan out in advance what I want to say.0 (0%)3 (18.75%)7 (43.75%)6 (37.5%) Regularly seek out opportunities to talk with native speakers. 0 (0%)6 (37.5%)7 (43.75%)3 (18.75%) Encourage others to correct errors in my speaking.1 (6.25%)4 (25%)5 (31.25%)6 (37.5%) When I can’t think of the word or phrase that I want to say, I use words from my own language. 2 (12.5%)1 (6.25%)3 (18.75%)10 (62.5%) When I can’t think of the word or phrase that I want to say, I use my hands or body/ gesture so the person will understand me. 2 (12.5%)1 (6.25%)10 (62.5%)3 (18.75%) I speak English at home with my parents/siblings.2 (12.5%)10 (62.5%)0 (0%)4 (25%) While speaking in English I correct myself when I know that I have made mistakes. 0 (0%)3 (18.75%) 10 (62.5%) When speaking in English I think of what I want to say in English without thinking it first in my own language. 1 (6.25%)4 (25%) 7 (43.75%) When speaking in English I think first what I want to say in my own language (e.g: Malay, Chinese, Tamil) and then translate it into English 4 (25%)6 (37.5%)3 (18.75%)

 two strategies have shared the same percentage (62.5%) that the respondents always used.  ‘When I can’t think of the word or phrase that I want to say, I use words from my own language’  ‘While speaking in English I correct myself when I know that I have made mistakes’

NEVER TRUESOMETIMES TRUEUSUALLY TRUEALWAYS TRUE I read English language materials such as novels, magazine, story books, and newspaper. 0 (0%)4 (25%)3 (18.75%)9 (56.25%) Skim and scan for the main idea and then go back and read it more carefully. 0 (0%)3 (18.75%)7 (43.75%)6 (37.5%) Guess the meaning by using the key words/clues from the context of the reading material. 0 (0%)1 (6.25%)8 (50%)7 (43.75%) Use English-Malay language dictionary to understand difficult words 1 (6.25%)5 (31.25%) Use a target language dictionary to see how words are defined by means of other language words. 1 (6.25%)4 (25%)8 (50%)3 (18.75%)

 exposed that ‘read English language materials such as novels, magazine, story books, and newspaper’ was the highest reading strategy used by the respondents which the percentage was 56.25%.  the lowest percentage in reading strategy use was 18.75% which ‘use a target language dictionary to see how words are defined by means of other language words.’

NEVER TRUESOMETIMES TRUEUSUALLY TRUEALWAYS TRUE Practice writing the alphabets or new words in the target language. 2 (12.5%)7 (43.75%)4 (25%)3 (18.75%) Try to write different kinds of texts in target language (e.g: personal notes, formal letter, informal letter, message) 0 (0%)5 (31.25%)7 (43.75%)4 (25%) Copy the good essay until I can write exactly like the way good essay being wrote. 3 (18.75%)6 (37.5%)3 (18.75%)4 (25%) Use reference materials such as a glossary, dictionary, or thesaurus to help find or verify words in the target language. 0 (0%)2 (12.5%)6 (37.5%)8 (50%) Try to write the essay using the same style of the good writers. 0 (0%)4 (25%)8 (50%)4 (25%) Revise my writing once or twice to improve the language and content. 0 (0%)4 (25%)6 (37.5%) Try to get feedback from others, especially native speakers of the language 0 (0%)6 (37.5%) 4 (25%)

 exposed that ‘use reference materials such as a glossary, dictionary, or thesaurus to help find or verify words in the target language’ was the highest reading strategy used by the respondents which the percentage was 50%.  the lowest percentage in writing strategy was % which ‘practice writing the alphabets or new words in the target language.’

NEVER TRUESOMETIMES TRUEUSUALLY TRUEALWAYS TRUE I group the words by type (nouns,verb,adverb)4 (25%)7 (43.75%)1 (6.25%)4 (25%) I use rhymes to remember new words.6 (37.5%) 3 (18.75%)1 (6.25%) I write new words in my 'vocabulary' book.6 (37.5%)5 (31.25%)1 (6.25%)4 (25%) I write new words in a sentence.3 (18.75%)4 (25%)5 (31.25%)4 (25%)

 3 strategies have shared the same percentage (25%)that the respondents always used.  ‘group the words by type (nouns,verb,adverb)’  ‘write new words in my 'vocabulary' book’  ‘write new words in a sentence’.  However, strategy ‘use rhymes to remember new words’ was the less used by the respondents which the percentage was 6.25%.

 Identified several main features of language learning strategies for each skill that were parallel to the previous studies done in this field.  To be a successful English language learner, learners must employ various language learning strategies.  Knowledge about the learners’ language learning strategies provide the educators opportunity to assist them in learning the language better by exposing learners to various language learning strategies. As a result, learners can explore different language learning strategies and choose strategies that suit with their learning styles. Once learners have their own language learning strategies, they will become autonomous learners that can acquire the language independently.  This knowledge also help educators to review and prepare appropriate activities to suit the learners’ language learning strategies.