Language learning strategy is one of the main factors that help determine how
well our students learn a second or foreign language (Oxford, 2003). Research has
shown that more effective language learners use more and better learning
strategies than poorer language learners (Rubin, 1975; Stern, 1975). This research
investigates the difference in ESL learning strategies used by students with
different levels of ESL learner motivation and how gender plays a role in both.
Strategy Inventory of Language Learning (SILL; Oxford, 1990) and English
Language Learner Motivation Scale (ELLMS; Ardasheva, Tong and Tretter,
2012) were used and adopted to measure English language learning strategies and
English language learner motivation, by employing 65 male students and 75
female students from Budi Utama Junior High School as participants. The data
analyzed showed that there was significant difference in ESL learning strategies
used by the students with different levels of ESL learner motivation but there is no
significant role of gender in ESL learner motivation and ESL learning strategies