Abstrak
Language Learning Strategies (LLSs) is known with its benefit to learners and play<br />an influental role in the process of language learning. In this regards, this paper aims<br />to describe the language learning strategies used by high achievement learners with<br />different science background enrolled in non English Education Departments (EEDs)<br />of State Institute of Islamic Studies (IAIN) Batusangkar registered in 2015/2016<br />academic year. Through probability sampling 134 respondents were selected. The<br />data collected by modifying the Strategy Inventory for Language Learning (SILL)<br />questionnaire that derived into six strategies. This study examines the level usage of<br />LLSs in 3.5 level usage or in high level usage. More specifict, memory strategies used<br />by high achievement students of non English Education Departments is medium<br />usage with the mean score 3.4.Cognitive strategies was medium usage with the mean<br />score 3.3. Compensation strategies was high usage with the mean score 3.5.<br />Metacognitive strategies was high usage with the mean score 3.8. Affective strategies<br />was medium usage with the mean score 3.4. Social strategies was high usage with the<br />mean score of students‟ response 3.5.