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This research focuses on students’ personality and language learning strategies on students’ English achievement at undergraduate program of University of Muhammadiyah, academic year 2013-2014. It was conducted in quantitative design. From the total of population 159 students, 55 students are chosen as sample based on probability sampling methods particularly simple random sampling in which the population has exactly the same chance of being included in the sample by drawing lottery numbers at random from the population. To collect the data, the study used three instruments: documents of students score, questionnaire of Eysenck personality Questionnaire (EPQ-S), Strategy inventory for language learning (SILL).Version for speakers of other language learning English version 7.0 ESL/EFL©Rebecca Oxford 1990 The findings of this study showed that learning strategies has the contributed the development of students’ comprehension and learning the language but there is almost no contribution on students’ personality. In other words there is no enough evidence to conclude that the students’ personality influences the students learning strategies on their English achievement. Moreover the students’ learning strategies give the contribution to the students’ English achievement.