Teaching strategies for teaching English as a Second Language (ESL) have seen a substantial change in recent years. Since 21st-century education emphasizes the learning process as opposed to the learning outcome, the significance of Language Learning Strategies (LLS) is undeniable. As a language skill, reading is a vital component of language proficiency since it concerns information and communication. However, pupils encounter various difficulties while comprehending their reading depending on how well they can read, especially those in rural schools. Therefore, this study was conducted to investigate the LLS that rural Primary 6 ESL pupils found to be the most helpful in terms of enhancing their reading comprehension. A survey questionnaire based on the Oxford (1990) Strategy Inventory for Language Learning (SILL) was given out to 30 rural primary 6 pupils in a school in the Perak district through random sampling. Descriptive analysis was employed, utilizing the mean score as an indication. The findings showed that the pupils are likely to use social strategies most and metacognitive strategies least in reading comprehension. It is hoped that with this information, teachers, especially those in rural areas, will help pupils become more aware of their preferred LLS in order to enhance their reading comprehension.
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