<![CDATA[Abstrak:Penelitianinibertujuanuntukmenggambarkanfrekuensipenggunaanstrategipembelajaranbahasa yang digunakanolehmahasiswasaatmembaca text berbahasainggris. Partisipandalampenelitianiniadalahmahasiswa semester lima yang kuliah di program studibahasainggrisFakultasKeguruandanIlmuPendidikan di UniversitasTanjungpuraangkatan 2013/2014. Didalampenelitianini, datadiperolehmelaluiangketdan interview untukmendapatkaninformasi yang lebihdalamdanakurat.Data penelitiandianalisismenggunakanperhitungan rata-rata yang kemudiandikategorikanmenjadikategoritinggi, sedang, danrendah.Menuruthasilpenelitiandapatdiketahuibahwapenggunaanstrategibelajarpadasaatmembaca text berbahasainggristergolongkedalamkategorisedang.Selainitu, data menunjukanstrategi metacognitivesebagaistrategi yang palingseringdigunakandengan mean score 3,6 yangkemudiandiikutiolehstrategibelajarlainnya yang meliputi:strategicognitive (3.5), strategicompensation (3.4), strategi social (3.1), strategiaffective (3.0), and strategi memory (2.9). Â Kata kunci: Strategi Pembelajaran Bahasa, EFL Abstract: This research aims to describe the frequency of language learningstrategies used by students in EFL reading. The participants in this research are the fifth semester students of English Study Program of Teacher Training and Education Faculty (FKIP) Tanjungpura University in Academic Year 2013/2014. The data were derived through questionnaire and interview for getting deeper and sharper information. The data was analyzed by using mean score calculation which is followed by ranking every category into high user, medium user, and low user. The finding reveals that it puts the students in overall at medium category user. Also, the result highlights metacognitive strategy as the most frequent strategy used with average 3.6, and followed respectively by cognitive (3.5), compensation (3.4), social (3.1), affective (3.0), and memory strategy (2.9). Â Key Words: Language Learning Strategies, EFL Â ]]>
