Abstract
This research investigated the connection between language learning strategy (LLS) preferences utilized by monolingual Malaysian Malay students and bilingual Indonesian students who are specializing in English language and in the second year of their studies. The study was conducted among 50 Yogyakarta State University (Indonesia) students and 50 University Putra Malaysia (Malaysia) students. Strategy Inventory for Language learning (SILL), Version 7.0(ESL/EFL) by R. Oxford 1989 was utilized to measure the types of learning strategies used by the undergraduates of both the universities. The data was analyzed by using the t-test. The researcher wanted to investigate what language learning strategies do monolingual and bilingual students use and if there were differences in the use of language learning technique between the two set of students. The findings of this study indicated that monolingual and bilingual undergraduates majoring in English employed a wide selection of language learning methodology to learn English. The t-test indicated that there were obvious distinctions between monolingual and bilingual learners. Anyhow the monolinguals in this study were more prone to use cognitive, meta-cognitive and social language learning techniques. This reporting of greater strategies used by monolinguals that was not consistent with past studies, give some reinforce for the new argument that monolinguals demonstrate advanced skills when learning a new language. This is an important insight as it has pedagogical implications in terms of curriculum and assessment design for undergraduate programs related to language learning.