Korelasi Antara Strategi Belajar dan Performa Akademik Mahasiswa EFL level C1 CEFR di Minahasa Utara = The Correlation Between Learning Strategies and Academic Performance of Level C1 CEFR EFL University Students in North Minahasa

This study examines the Correlation between language learning strategies and academic performance among CEFR C1-level EFL university students in North Minahasa. The investigation focuses on (1) identifying the profile of language learning strategies employed by the students, (2) determining the most dominant strategy category, and (3) analyzing the correlation between strategy use and academic performance. A quantitative descriptive–correlational design was employed. Data were collected from 82 participants using Oxford’s (1990) Strategy Inventory for Language Learning (SILL) and the students’ final English examination scores as the measure of academic performance. Strategy use was interpreted using a five-point Likert scale, while achievement followed the institution’s 100-point grading system. Descriptive analyses showed that students reported medium to high usage across all strategy categories, with Metacognitive Strategies obtaining the highest mean score (M = 3.64). Pearson correlation analysis revealed that Cognitive Strategies (r = .268, p = .015) and Metacognitive Strategies (r = .256, p = .020) had positive and statistically significant relationships with academic performance. This suggests that analytical processing and self-regulation meaningfully contribute to English achievement. Meanwhile, Memory, Compensation, Affective, and Social Strategies demonstrated positive but non-significant correlations (p > .05). The overall strategy mean also showed a positive, significant, yet weak correlation with academic performance (r = .243, p = .028). These findings highlight that the correlation between learning strategies and academic performance is multidimensional, with Cognitive and Metacognitive Strategies playing central roles at advanced proficiency levels.