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LEARNING STRATEGY: IDENTIFYING STRATEGY USED BY LANGUAGE LEARNERS (FOR TOEFL, IELTS, AND GLOBAL ENGLISH LEARNERS)

English proficiency test is the most widely taken for many purposes. Most of people take TOEFL, IELTS, and global English as learning fields to achieve their learning purposes. However the score for these proficiency tests are low. Consequently, they need to find solution to increase the score, for instance using learning strategies. There are several language strategies can be used to help them to achieve it. This study focuses on identifying which strategies used by language learners for learning IELTS, TOEFL, and global English and the frequency of using the strategies. The study proposes two research questions, first, what are strategies mostly used by the language learners in learning IELTS, TOEFL, and global English? Second, how often do the learning strategies used by the learners? The study is conducted in descriptive statistics, collected the data through SILL questionnaires consist of 35 statements, and includes 27 respondents from Bandung, West Java. This study found that learners used the learning strategies to help them in learning language proficiency, however they used it instability and inconsistency. Overall, to achieve the learning purposes, learners are suggested to trigger themselves to use learning strategies in consistent and regularly.


INTRODUCTION
Learning a language takes effort, especially learning English as a foreign language. English language becomes a compulsory subject that should be taught in the classroom in any level of schools. English becomes the International language that is learned most by the people around the world. English proficiency becomes a need for people, in this century.
Mastering the language proficiency is such an obligation in this digital era. Several well-known of English proficiency tests are TOEFL and IELTS. People learn TOEFL, IELTS, and global English has different purposes, for instance, for job requirements, scholarship, immigrant, employment, international registration, and for academic purposes.

Source: www.ielts.org
This data explained about the rank score for Indonesian who had taken IELTS test in 2015 (Demographic 2015). There is a data score for TOEFL iBT test that explains about the average of score gained by Indonesian test-takers: The main purpose of TOEFL and IELTS is to pass the test and get the target scores. However, the purposes of global English are commonly to understand the language, to communicate, and to use the language appropriately. Therefore, to overcome those needs, learning the language proficiency can be accessed easily, for example in learning institution, named course. We can find there are some English courses are available as additional learning places for developing students' knowledge of language.
In a course, students can learn as much as they want, because in a course, the interaction is more work out between students and teachers or instructors. There are some advantages of studying in courses, one of them is a course consists of a small number of students. Jacques (as cited in Guun, 2007) mentioned that teaching and learning in small group has a valuable part in all-around education, such as allowing students to discuss meaning, express themselves, establish relation to people around and to develop listening skill, presenting ideas, and encouraging 1 . Small group is a learning group that decided to some students, for instance, if a class has 50 students, in this group would be defined 5-10 groups which consist of 5-10 students for each group 2 . Davis (as cited in Postholm, 2010) supported about learning in a small group, because he believed that a small group provides an opportunity for direct interaction that can promote metacognition and students selfregulation 3 .
Reflected from the data above, to help them in learning TOEFL, IELTS for getting the target scores and to help global English learners, they decided to take courses in order to get easy strategies and simulations regarding the English proficiency. Moreover, each of the learners will choose their own way as the easiest tools to help them to get the learning goals, such as get a target score for TOEFL, IELTS, and English in common. In the other word, they have their own strategy to get their own purposes.
For instance, in TOEFL, according to (ETS, 2016), they distinguished some strategies that are suitable to be used in TOEFL iBT skills. In reading, learners can improve by practicing frequently and reading many types of reading text, such as journals, magazines, etc. Enhancing reading skill, they can use flashcard to increase vocabulary, read carefully and skim some parts of passage, build the ability to skim quickly, guess meaning of unfamiliar words, practice to make inferences, create outline, create orally, and paraphrase individual sentences. For listening skill, they are suggested to focus on the content of materials, notice what speakers say or they can practice by watching English movie in English. In speaking skill, learners do practicing with friends to speak up and practice to give 10 minutes response, hence, learners can talk about an easy issue or topic. And the last is writing skill. Writing skill can be improved by practicing to paraphrase frequently and take notes.
Talking about theoretical of strategy, Griffiths (2003b) has been explained and developed some theories regarding the language learning strategies in his dissertation 4 . Rubin and Stren (as cited in Griffiths, 2003b) had explained about how to become successful language learners 5 . They stated that the key of being successful language learners relates to how students do about the task or exercise. The study aimed to investigate the relationship between the frequency used of language learning strategy and the English proficiency targets or goals, such as in placement test, TOEFL, and IELTS. He used SILL and ELLSI for gaining the data from participants of his study,

I. Literature Review
In this literature review, researcher mentioned several theories regarding language learning strategy and the English proficiency, such as TOEFL, IELTS, and global English. Those theories would enrich definition, classifications, and as basic foundations of the study conducted.

a. Language Learning Strategy
Wenden and Rubin (as cited in Mattarima, 2011) defined learning strategy as any set of operations, steps, plans, routines, that used by learners to facilitate their knowledge information 6 . Moreover, Cohen (as cited in Dörnëy, 2008) highlighted the definition language learning strategies as specific strategies that are used to analyze materials through several ways, for instance, categorizing word, visualizing the content, memorizing, and doing assignment or practicing 7 .
Learning strategy is one of the most important things used in language learning and teaching process. In teaching, teachers use several teaching strategies to deliver the knowledge. Moreover, students also use a learning strategy to help themselves to achieve learning targets and goals. Furthermore, gaining learning's goals can be accomplished by increasing learners' motivation. It was mentioned in a research regarding learning strategy conducted in Indonesia which supports learners' motivation. The researcher investigated how teachers can influence students' motivation through learning strategy by considering their differences and include the process of designing the learning activity in classroom. In conclusion, it is found that motivation and learning strategy have similar portion in term of influencing students learning strategy, such as giving the similar chance to ask questions, learn, discussion, etc 8 . There are several experts defined the definition of learning strategy term. According to Griffiths (2008), he mentioned that learning strategies are influential and powerful tools that can help and support students' achievement 9 . Rubin mentioned that a learning strategy is a technique uses to acquire the knowledge, and Stren through her article defined a learning strategy as a "personal learning style" 10 .
According to Scarella and Oxford (1992, p. 63) "learning strategy is specific actions, behaviors, techniques used by students to enhance their own learning". A strategy will be useful in some conditions, such as the strategy relates to the L2, a strategy fits to the particular students' learning style, and student decides the strategy to have link with another relevant theories. Those conditions can enhance students' willingness to get their learning purposes. Allwright says "learning strategies can also enable students to become more independent, 6  autonomous, and lifelong learners" 11 . Students decide their own way to learn language. When a student decides the strategies, then it will help them in their learning achievement. Therefore, the strategies should be used by students frequently and consistently to get the better personal achievement in language competency.
It is stated that language learning strategies refer to the actions taken by learners to improve their process of learning. Also the language strategies are used in order to facilitate different language skills, such as listening, speaking, writing, and reading 12 .
Rigney, O'Malley, and his colleagues (1973) mentioned "language learning strategies" as "a set of steps used by the pupils that will help them to get acquisition, understanding, and re-set of information". Oxford (1990) defined language learning strategy is about a specific action taken by the learners to make learning easier, faster, enjoyable, self-directed, effective, and more transferable into a new situation in order to gain the knowledge by their own way 13 . Language learning strategies are also defined as several activities that have been chosen consciously by learners for the purpose of learners' self-regulation of their own language learning 14 .
Another experience, learning strategy has been promoted and emphasized by the teachers to the students. In this case, researcher promoted "self-regulated" to develop students' competency in managing their own learning. "Self-regulated" learning includes learning strategies and metacognitive approach, means, students decide their own learning by themselves 15 .
Dornyei and Skehan (2003) explained the strategy leads to the activation of learners' learning ways that involve cognition, metacognition, motivation, behavioral and also environmental aspects used by learners to promote their learning 16  In addition, there were some researches regarding the language learning strategies that influenced different fields, for instance, a research from Anna (2004) who found the relation between the language strategies with the learning variables (age, genders, etc). She found that the strategies are very influential tools in terms of successful or less-successful learners 18  students. Those are elaboration, resourcing, repetition, keyword method, transfer, inferencing, translation, questions for clarification, cooperation, and self-monitoring 19 . Grenfell and Harris (1999) stated that learning strategy is important in second language learning because if two major aspects: 1). By examining the strategies used, we have insight into metacognitive, social, cognitive, and affective social aspects. Then,2). If there are unsuccessful learners, teacher can teach and promote new strategies to them and help them to be better language learners 20 .
The investigation about the effect of using learning strategy for language proficiency is positive. In another research Nunan (1997) said that these strategy instructions can lead to enrich EFL learners motivation, and it was supported by Chamot, et. al (1996) who said that native also uses greater strategy and self-efficacy 21 .
Regarding the language learning strategy, Oxford (1990) has been classified learning strategies into two major terms, they were: direct and indirect strategies. Direct strategies refer to memory, cognitive, compensation strategy, while indirect strategies refer to metacognitive, affective, and social strategy. Direct strategies involve the target language and acquire the process for internalize the language 22 , on the other hand indirect strategies are strategies that support and manage language learning without involving target language consciously 23 Oxford (Oxford, 1996(Oxford, , 2003and supported by (Cheng, 2015) had classified the strategies into six broader terms, as follows: 1. Memory Strategies relate how students remember the language. This strategy involves how learners gain the information. Such as, it is gained from sound (rhyme), imaging (picture, word, meaning), mechanical means (flashcard), etc. 2. Cognitive strategies stimulate students to manipulate the language directly. In the other word, cognitive strategy refers to how learners think about their learning, for instance, reasoning, analyzing, summarizing, note taking, etc. 3. Compensation strategies refer to strategies that lead learners to overcome the limited or missing knowledge. The examples are guessing the context in listening and reading, using synonym in writing, etc. 4. Metacognitive strategies refer to manage learners' learning process. In a simple word, this metacognitive strategy relates to how students manage their learning, such as evaluating task, planning the materials, doing self-evaluation one's progress, monitoring errors, etc. 5. Affective strategies are about learners' feeling and mood (self-reward, nervous when speak up, etc.) 6. Social strategies lead to the interaction between learners and other learners, moreover, these strategies also lead learner to know the other learners' culture (asking question, pair work, discussing, talking to each other, etc.)

b. IELTS, TOEFL, and Global English
In learning English, students have variety of purposes. As mentioned before, learning English becomes the most powerful and helpful tools to enhance our knowledge. Learning English becomes necessary target for this global-era. Therefore, there are several purposes and reasons why people learn English and decide their own way to learn it. These are several purposes of learning English, such as for IELTS, TOEFL, and English in global, besides some other carrier purposes or even tourism purposes, etc. Therefore, in this study, researcher conducted the study and focused on the strategy used by learners in IELTS, TOEFL, and global English.

a. IELTS
IELTS stand for International English Language Testing System. It is a common test for measuring the English proficiency. IELTS has two types, first: IELTS for Academic and second IELTS for General Training. IELTS for academic is for people who applying for higher education or professional registration in English speaking environmental. While, IELTS for general training test is for those who are going to English speaking country for continuing studies or work experience (IELTS, 2017). IELTS test consists of four sections and for each section has own characteristics and strategy to answer the questions.
There is a research conducted by Jordan ( 2005) about an investigation of strategies used by international students in the process of developing skill to pass IELTS examination. The research found that how successful learners used the learning strategy; it represents their successful learning achievement. This research provided some strategies, such as use media, talk to native speakers, use vocabulary to improve reading, etc. Furthermore, this research indicated that the successful learners refer to the learners who use strategies frequently. Moreover, a preparation course for IELTS is worth in increasing students' score in IELTS test. As happened in Hong Kong, there was a research which focused on the significant implication and influence of having IELTS preparation class and the effectiveness of IELTS performance. In this case, the researcher mentioned that in the preparation class, students are encouraged to learn through some strategies, such as watching English movie without subtitles, talking to native, practicing, using magazines, etc. It is believed that students had opportunity to pass the IELTS exam,

c. Global English
Global English refers to the English learning process which occurs usually. In this global English, students are taught about English language, such as grammar, speaking, basic reading, language function, pronunciation, etc. In this global English, most of them refer to learn English for enhancing their knowledge in understanding English features and elements.
In learning global English, students take their opportunity to increase their ability and understanding regarding English language and its function. There are many ways to learn English in their daily life and activities, such as practicing, memorizing, categorizing, stimulating, and reading a lot. Those strategies come up with the common stages or ways that had been implemented in common. 24  Language learning strategy is important to be owned by the language learners, especially for English proficiency learners. They can refer their learning achievement and progress based on their consistency and their self-regulation regarding learning process. Unconsciously, learners implemented their strategies during the learning activities, because they decided their own way of learning as they need. It can be concluded that learning English proficiency, such as TOEFL, IELTS, and global English, unconsciously takes such a big portion of the strategies used to achieve their learning purposes. As mentioned by Griffiths (2008) that learning strategies are important tools for increasing learning achievement. As Stern (1983) highlighted that learning outcomes are much influenced from learning process and the process is affected by the learners' internal characteristics and learning circumstances 27 . All in all, Presley & Associates (1990) emphasized that learning strategy is strongly related to students' achievement and proficiency 28 . Therefore, this study aimed to find out which strategies used by the language learners to realize their goals and how often they used them in their learning process.

II. Research Methodology
Obtaining the data to answer the first research question about learning strategy used, researchers used the questionnaire with close-ended question from SILL (The Strategies Inventory for Language Learning). SILL was designed, firstly, for assessing the frequency of language learning strategies by learners in California. SILL has been acknowledged as the only language strategies questionnaire that has been extensively checked the reliability and validity for the last ten and fifteen years 29 . SILL has been used for several studies to measure and investigate learning strategy.
SILL measured by using five Likert-Scales response (1-5 described as: never or almost never use it, do not usually use it, sometimes use it, usually use it, and always or almost use it), as cited from (Oxford, 1996) and supported by (Hafsa Ruba, 2014), (Ho, 2011), and (Griffiths, 2003b). The questionnaire sheets had been given to the respondents from TOEFL, IELTS, and English global learners in the English courses.
To gather data, researcher decided to conduct the study in an English course which concerns on IELTS, TOEFL, and global English as the curriculum. In the course, there are 9 students for TOEFL, 10 students for IELTS, and 8 students for global English. Totally, the participants consist of 27 English proficiency learners.
After getting the data, it was analyzed statistically into percentage through Mc. Excel and described it descriptively. Therefore, the study used descriptive statistics. Statistics is defined as a science that deals with the collection, classification, analysis, and interpretation of data 30 ).
The statistic data showed the frequency of strategy used into tables based on the categories mentioned previously by Oxford (2003). In addition, the data would be classified 27  into six broader categories as mentioned, they are: memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies.

a. Finding
The learning strategies, as mentioned in Oxford (1990Oxford ( , 2003, have been classified into six categories. Those six categories were classified in tables. These following tables represented the finding from the data analyses from questionnaire given to the respondents.. To be readable, the researcher distinguished the finding into percentage based on the six categories of strategy, as follow:  3. I use the English words I know in different ways (items 10) 4. I start conversations in the English (items 11) 5. I watch English language TV shows spoken in English or go to movies spoken in English (items 12) 6. I read for pleasure in the English (items 13) 7. I write notes, messages, letters, or reports in the English (items 14) 8. I first skim an English passage (read over the passage quickly) then go back and read carefully (items 15) 9. I try to find patterns in the English (items 16) 10. I look for words in my own language that are similar to new words in the English (items 17) 11. I find the meaning of an English word by dividing it into parts that I understand (items 18) 12. I try not to translate word for word (items 19) Based on the table, it conclude that 37,96% TOEFL learners used cognitive strategy sometime and often, then 28,33% IELTS learners used cognitive strategy also sometime and often, and the highest percentage, 40,63% global English learners usually used cognitive strategy.  Based on the table, it concluded that 48,15% TOEFL learners usually use metacognitive strategy, then 31,67% IELTS learners usually use metacognitive strategy also, and the last one, 39,58% global English learners usually use metacognitive strategy. Based on the table, it concluded that 42,22% TOEFL learners, sometime, use social strategy, then 40,00% IELTS learners also use the social strategy sometime, and the highest score in 45,00% from global English learners also use social strategy sometime.

b. Discussion
After finding the result through questionnaire, the data have been analyzed through descriptive statistics and represents by percentage. In this section, researcher focused on displaying the analysis result from previous chapter. According to the table, we can conclude that most of strategies used by the language learners in order to help them in learning TOEFL, IELTS, and Global English are various. Learners decided by themselves as their needs. Then, we may look at the frequency of using it. The learners use it inconsistency and unstable.
In data analysis, the researcher put learning strategy statement based on its categories. To be simple, those learning strategies are classified into six categories as mentioned by Oxford (1990) which consisted of memory strategy, cognitive strategy, compensation strategy, metacognitive strategy, affective strategy, and social strategy. Furthermore, in discussion part, the information is provided in addressing both research questions of the study.
The first research question is "what strategies are mostly used by the language learners for learning, TOEFL, IELTS, and Global English?" Answering the first research question, the researcher found that there were several strategies mostly used by the language learners. For TOEFL learners, the highest number is 48,15% for metacognitive strategy. For IELTS learners, they have similar percentage between compensation strategy and social strategy in 40.00%. The third was from global English learners which has 56,25% for compensation strategy.
Answering the second research question, actually the big problem in this phenomenon is about the inconsistency of learners in using the strategy. For example, they use 4th item usually and use item 10 th rarely. Therefore, the researcher highlighted that there was different frequency of using learning strategies. From TOEFL learners, the highest percentage came from metacognitive (48,15%) which used "usually use". Meanwhile IELTS learners get the highest percentage (40,00%) of using compensation strategy in "sometime and usually use" and (40,00%) of using social strategy in "sometime use", then global English learners got (56,25%) of using compensation strategy by using "sometime and usually use." In conclusion, the problem found from this data was about learners' inconsistency and instability. This phenomenon was also identified in Griffiths' (2008) whom mentioned that the lower language learners come from students who use learning strategy inconsistency or in lower frequent.
On the other hand, we have to consider that students use several learning strategies because they learn language. Sometimes, the topic does not match on such strategy then learners change to other strategies to cover their learning achievement. Moreover, to help their success in learning TOEFL, IELTS, and global English, teacher should take a big part to promote and encourage students to achieve greater autonomy by using several useful learning strategies to achieve students' learning goals 31 .

CONCLUSION AND RECOMMENDATION a. Conclusion
At the end of this study, we can conclude that each learner has their own style in learning. English language, as a most widely used in the world as a communication tool, demands the generations to learn it for requirements or academic purposes, for instance, TOEFL, IELTS, and global English. Therefore, to achieve the purposes, the language learners decided to learn language by their own strategies. They decided by themselves.
Teachers cannot force students to use a particular strategy. Based on research findings, those respondents chose various of learning strategies which are helpful to gain their different goals and it triggers them to activate their metacognitive and self-regulation although they used it inconsistency and unstable.