The Correlation Between Students' Learning Strategies and Students' Thinking Style Toward Their English Learning Outcome

Abstract

This study aims to determine the correlation between students’ learning strategies and their thinking styles toward their English learning outcomes. As English becomes increasingly important as a global skill and a key to academic success, understanding how students learn and process information is crucial for improving instructional practices. The research was conducted among 32 seventh-grade students at a junior high school using a quantitative correlational method. Data were collected through validated questionnaires measuring learning strategies and thinking styles, while students’ English learning outcomes were obtained from their academic records. The results showed a significant positive relationship between learning strategies and English learning outcomes. This indicates that students who apply effective learning strategies tend to achieve better academic results. Furthermore, a relationship was also found between thinking styles and learning outcomes, particularly among students who demonstrate specific cognitive approaches in their learning processes.The study concludes that learning strategies and thinking styles play an important role in students’ success in learning English. These findings emphasize the importance for educators to understand students’ learning characteristics in order to design more effective and appropriate teaching methods. Further research is recommended to explore this relationship in broader educational contexts and to support the development of adaptive, student-centered learning strategies.