<![CDATA[The aims of the study are to investigate the Language Learning Strategy (LLS) used by Senior High School students and analyze the influence of the LLS on their English achievement. The research had been done in two Senior High School in Purworejo. There were 117 participants in the study. Strategy Inventory and Language Learning (SILL) questionnaire and documentation were used to collect the data. The data were analyzed using descriptive and inferential analysis. To test the hypothesis, correlation product moment and linear regression were applied. The result of the study shows that metacognitive strategy is the most frequently used by the students. It is followed by compensation, cognitive, memory, social and effective strategy. The second finding shows that there is a positive and significant correlation between the use of LLS and English achievement as the r-value is 0.562 with the sig. 0.000. The regression test shows that LLS contributes 31.5% to the achievement while 68.5% was contributed by other factors. The implication of the study is it is important to develop teaching models which provide students the opportunity to practice the LLS during the learning process. The English teachers can also use Strategy-based Instruction for teaching LLS which is integrated into the learning tasks.]]>
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