ENGLISH LEARNERS’ STRATEGIES IN LEARNING SPEAKING SKILL

(UNDERGRADUATE THESIS)

Arranged by :

Alifian Agus Nurulloh

2223180123

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF SULTAN AGENG TIRTAYASA

2023

i
ii
 CHAPTER I

INTRODUCTION

1.1 Background of the Problem

English is the most essential language in the world. In Indonesia all students is

learned English from kindergarten up to university level. It is because English is

used as the first language in Indonesia. When communicating through language,

both the interlocutor and the recipient are involved. Two essential processes: the

transmission of ideas and the interpretation of the message produced. According

Juniardi (2020) some researchers defined language capacity as a collection of

language skills. There are several organized teaching and testing resources. a

particular such suggestion, that of the four abilities in speaking, listening, reading,

and the four talents paradigm is still in use, and writing Despite its absence, it is

nevertheless instructive today. The backing of empirical results.

Speaking is a critical component of second language acquisition and

instruction. As a productive skill, speaking skill is necessary to generate a result

of language processing, Tadzkiroh (2017: 1). "Mastery of English speaking skills

is a priority for many second-language or foreign language learners," writes

Richards (2008: 19). Based on the above statement, it is feasible to conclude that

speaking skills are an important aspect of communicating in English. One of the

success elements in the use of foreign languages is the skill to speak them.

iii
Despite its importance, teaching speaking has been devalued for many years, and

English language teachers have continued to teach speaking solely through drill

repetition or memorizing of dialogues. However, in today's society, the purpose of

speaking instruction must be to enhance students' communicative abilities, as only

then will students be able to express themselves and learn how to obey the social

and cultural rules that apply to each communicative setting. “Speaking is a key

element of second language and teaching,” writes Kayi (2006) in Ampa (2013: 3).

It is connected to Rokhmawati's (2010: 20) remark that teaching speaking skills is

an important component of second language learning since speaking is part of

second language learning and teaching. The goal of teaching speaking is to

enhance students' communications skills and make them more efficient.

Recently, speaking has become an increasingly significant mode of

communication in second/foreign language settings as a means of daily

communication. Among the four skills, speaking seems to be an important skill

that a learner should acquire since one of the major responsibilities of any teacher

working with English language learners is to enable students to communicate

effectively through oral language. According to Tarone (2005: 485), speaking is

usually viewed as “the most complex and difficult skill to master”.

Each student has unique abilities and learning styles. However, there are

various levels of achievement in terms of speaking skill. Ahmad Wael,

Muhammad Nur Ashar Asnur, and Ibrahim Ibrahim (2018). This research goal

iv
was to examine learning strategies used by learners in speaking performance by

using qualitative design. Some of them are proficient speakers because they have

strong grammar, a sufficient vocabulary, and proper pronunciation. Astrit Itania in

2014. In this research, The researcher used the qualitative method

while others are using a qualitative and quantitative by Wendy Wirawan (2017).

The research was conducted in SMAN 1 Binduriang Bengkulu and the analysis

was performed using a qualitative and quantitative approach in which twenty

students from the second grade were selected as a sample. Fifty questionnaire

items were presented to the participants to verify the preference for the learning

strategy. in English due to a lack of vocabulary and poor grammar. In order to

learn to speak, students must first understand what they are saying.

1.2 Identification of Problems

From the explanation about the background of this research, the researcher

can identify the problems, there are:

1. Most students thought learning speaking was a difficult subject in learning

English.

2. Learning speaking in online classes after a pandemic Covid-19 was difficult.

3. Students often get difficulties in the way their speaking/presenting their word.

v
 1.3 Limitation of the Study

The research covers only on the learning strategies in improving speaking

skill used by an English department student especially the learning strategies in

improving component of speaking especially vocabulary, pronunciation,

grammar, fluency, comprehension. The subject of the study is limited to an

English Department students of University of Sultan Ageng Tirtayasa in the sixth

semester.

1.4 Formulation of the Problems

The general objective of this study is to describe the learning strategies in

improving speaking skill used by sixth semester student of English department.

Based on the problem statement above the specific objectives of the research are to

investigate the strategies used to:

1. What kind of learning strategies do the students often use?

2. How do the learning strategies affect their speaking skills?

1.5 The Objectives of the Research

The general objective of this study is to describe the learning strategies in

improving speaking skill used by sixth semester student. Based on the problem

statement above the specific objectives of the research are to investigate the

strategies used to:

vi
 1. To find out the strategies in learning speaking that used by 6 th semester of

English Department of UNTIRTA

2. To find out how learning strategies affect student speaking skills.

1.6 Significance of the Research

This research will give some contributions to English Learner quality.

1. Theoritically

In this point of view, the writer thinks that strategies in learning speaking skill

could help the students theoretically by allocating the result of the research

2. Practically

This research result used for students to represent the strategies in learning speaking

skills and also make the students feel easier for their learning speaking related to the

strategies.

1.7 The Operational Definition

Operational definition refers to the get the explanation, it was to clarify the

terms that used in this research. There are the definition of speaking, and learning

strategies.

vii
Speaking

Speaking is one of language skill which is very important in learning a

language (Syafryadin, et al. 2013). In order to master a language, a learner must be

able to speak that language because speaking skill clearly indicates that the learner

knows to use that language. For most people mastering speaking skill is the most

important aspect of learning a foreign language, and the success is measured in terms

of the ability to carry on a conversation in that language (Nunan, 1991, p. 39).

Learning Strategies

According to Mayer (2009:283), learning strategies can be defined as the

behaviors of a learner that are intended to influence how the learner processes

information”. It is define by Allwright (1990:9) state that learning strategies can

also enable students to become more independent, autonomous, life-long learner.

Thus, the strategies used by the students’ English learning in speaking

skill is figured out and described by researcher.

viii
 CHAPTER II

THEORETICAL REVIEW

2.1 Definition of speaking

Speaking is the productive skill. This is an activity of producing words or

sentences orally. By that skill, people can deliver their ideas, thought and opinion

about the world. Through speaking, people can communicate with others directly or

indirectly. It is like what Brown and Yale (89: 14) state that speaking expresses need-

request, information, service, etc. Mackey (2007: 13) defines speaking as oral

expression that involves not only the use of right patterns of rhythm and intonation

but also that of right words order to convey the right meaning. In addition, Harmer

(2007) states that speaking is a skill which becomes the important part of daily life

that it is the way for people to create social relationship as human being.

Furthermore, if students want to be able to speak fluently and correctly, they

must have sufficient vocabulary and should be able to organize their sentences so that

they can be understood. Brown (2001) states that there are some aspects of speaking

such as pronunciation, vocabulary, fluency, accent, and grammar, that should be

mastered in order to be able to speak well. As a complex activity, speaking has three

main aspects as follows:

ix
 1) Accuracy As Marry Spratt and friend stated, accuracy in speaking is the use

of correct form of grammar, vocabulary and pronunciation. Those three parts involve

together in making accurate utterance. Pronunciation is a basic quality of language

learning especially in speaking ability. It concerns the way we say, articulate,

assimilate, intonate, and stress words. Having poor pronunciation skill can obscure

communication and prevent us from making meaningful utterances. Harmer (2007)

states that pronunciation teaching is not only making the students are able to

differentiate sounds and sound features, but also improving their speaking ability

immeasurably such as to concentrate on sounds and be aware of using stress when

producing sound. Vocabulary is a foundation of a language. To create meaningful

utterance or sentences, it needs to use appropriate vocabulary to express something.

In other words, the requirement for students who want to have a good speaking

ability is mastering vocabulary. McCarty (1990) states that the biggest component of

any language courses is vocabulary. In addition, Harmer (2007) says that if the

students have more vocabularies or at least 1000 words, they can communicate

fluently. They do not take a long time in expressing what they are going to say

because they know the words that describe their ideas. Grammar is very important in

speaking accuracy. According to Nunan (2003:154) grammar usually can be thought

as a set of rules specifying the correct pattern of words at sentence level. If our

conversation is full of grammatical mistakes, your ideas will not get across so easily.

Studying grammar rules will certainly help students speak more accurately. Those

x
three parts are very important elements to accomplish the accuracy in the effort of

being able to speak well.

2) Fluency

Fluency according to Mary Spratt and friends (2005:34) is speaking at a

normal speed without hesitation, repetition and with smooth use of connected speech.

It deals with how comfortable students are when they speak, how easily the words

come out and whether there are great pauses and gaps in the student’s speaking. It is a

parameter of students‟ speaking ability goal. It deals with the quality of the way they

speak fluently. 3) Accent Language accent of one speaker and other is different. This

is because every person has their own way in saying words depending on the cultures

the speakers have. Roach (2009) states that there is no speaker who can be taken to

represent a particular accent or dialect in this world.

3) Accent

Language accent of one speaker and other is different. This is because every

person has their own way in saying words depending on the cultures the speakers

have. Roach (2009) states that there is no speaker who can be taken to represent a

particular accent or dialect in this world.

If all above things are done, the students surely will be able to speak well and

their listeners will get the message correct and easily.

xi
 2.2 Definiton of Learning Strategy

The term of “learning styles” speaks to the understanding that every student

learn differently. Technically, an individual’s learning style refers to the preferential

way in which the student absorbs, processes, comprehends and retains information.

There are number definitions of the term “learning styles” according to the experts.

Brown (2007: 119) states that style is the terms refer to the consistent and rather

enduring tendencies or preferences within an individual. More, Brown (2000: 210)

defines that styles related to the personality such as extroversion, self-esteem, and

anxiety or to cognitive such as left/ right brain orientation, ambiguity tolerance, and

field sensitivity that differentiate one person to another in learning.

Learning is an activity undertaken with the aim of acquiring knowledge,

mastering certain competencies and forming student attitudes. The success of learning

can be seen from the changes in behavior and student learning outcomes. Learning

activities will run smoothly when students have the motivation to learn. According to

Sardiman (2012), motivation can be interpreted as the driving force that arises in the

students that lead to learning activities, ensuring the continuity of the learning

process, and provide guidance in the learning process so that the learning objectives

can be achieved. Motivation to learn is one of the decisive factors in the achievement

of learning objectives. Through learning motivation, students will have the drive to

follow the ongoing learning process.

xii
 2.3 The Classification of Language Learning Strategies

Speaking for understanding was rather difficult for students since they

did not have many English vocabularies. Oxford (1990) emphasized that

learning strategies consist of direct strategy; direct strategies cover memory

strategies, cognitive strategies, and compensation strategies while indirect

strategies cover metacognitive, affective, and social strategies. Students needed

to understand the meaning of word in order to understand the meaning of an

English text. The implication of this problem was probably for teaching. A

theory of teaching in harmony with the integrated understanding of the students

and of the subject matter to be learnt, will point the way to sucessful procedures

on a given day for given students under the various contrains of the particular

context of learning (skinner in Brown, 2008:8). In other words, this theory could

be mean that the understanding and the problem of learning process could be

solving by various strategy of teaching and learning in the context.

1. Cognitive Strategies

Cognitive strategies enable the learner to manipulate the language material in

direct ways, e.g., through reasoning, analysis, note-taking, summarizing,

synthesizing, outlining, reorganizing information to develop stronger schemas

(knowledge structures), practicing in naturalistic settings, and practicing structures

and sounds formally. Cognitive strategies were significantly related to L2 proficiency

in studies by Kato (1996), Ku (1995), Oxford and Ehrman (1995), Oxford, Judd, and

xiii
Giesen (1998), and Park (1994), among others. Of these studies, three were

specifically in EFL settings: Ku (Taiwan), Oxford, Judd, and Giesen (Turkey), and

Park (Korea). The other two studies involved the learning of Kanji by native English

speakers (Kato, 1996) and the learning of various foreign languages by native English

speakers (Oxford & Ehrman, 1995).

2. Metacognitive Strategies

Metacognitive strategies are employed for managing the learning process

overall. Among native English speakers learning foreign languages, Purpura (1999)

found that metacognitive strategies had "a significant, positive, direct effect on

cognitive strategy use, providing clear evidence that metacognitive strategy use has

an executive function over cognitive strategy use in task completion" (p. 61). Studies

of EFL learners in various countries (e.g., in South Africa, Dreyer & Oxford, 1996;

and in Turkey, Oxford, Judd, & Giesen, 1998) uncovered evidence that metacognitive

strategies are often strong predictors of L2 proficiency.

3. Memory-related strategies

Help learner’s link one L2 item or concept with another but do not necessarily

involve deep understanding. Various memory-related strategies enable learners to

learn and retrieve information in an orderly string (e.g., acronyms), while other

techniques create learning and retrieval via sounds (e.g., rhyming), images (e.g., a

mental picture of the word itself or the meaning of the word), a combination of

xiv
sounds and images (e.g., the keyword method), body movement (e.g., total physical

response), mechanical means (e.g., flashcards), or location (e.g., on a page or

blackboard) (see Oxford, 1990 for details and multiple examples). Memory-related

strategies have been shown to relate to L2 proficiency in a course devoted to

memorizing large numbers of Kanji characters (Kato, 1996) and in L2 courses

designed for native-English speaking learners of foreign languages (Oxford &

Ehrman, 1995). However, memory-related strategies do not always positively relate

to L2 proficiency. In fact, the use of memory strategies in a test-taking situation had a

significant negative relationship to learners' test performance in grammar and

vocabulary (Purpura, 1997). The probable reason for this is that memory strategies

are often used for memorizing vocabulary and structures in initial stages of language

learning, but that learners need such strategies much less when their arsenal of

vocabulary and structures has become larger.

4. Compensatory Strategies

Compensatory strategies (e.g., guessing from the context in listening and

reading; using synonyms and “talking around” the missing word to aid speaking and

writing and strictly for speaking, using gestures or pause words) help the learner

make up for missing knowledge. Cohen (1998) asserted that compensatory strategies

that are u

xv
 sed for speaking and writing (often known as a form of communication

strategies) are intended only for language use and must not be considered to be

language learning strategies. However, Little (personal communication, January,

1999) and Oxford (1990, 1999a) contend that compensation strategies of any kind,

even though they might be used for language use, nevertheless aid in language

learning as well. After all, each instance of L2 use is an opportunity for more L2

learning. Oxford and Ehrman (1995) demonstrated that compensatory strategies are

significantly related to L2 proficiency in their study of native-English-speaking

learners of foreign languages.

5. Affective Strategies

Such as identifying one’s mood and anxiety level, talking about feelings,

rewarding oneself for good performance, and using deep breathing or positive

selftalk, have been shown to be significantly related to L2 proficiency in research by

Dreyer and Oxford (1996) among South African EFL learners and by Oxford and

Ehrman (1995) among native English speakers learning foreign languages. However,

in other studies, such as that of Mullins (1992) with EFL learners in Thailand,

affective strategies showed a negative link with some measures of L2 proficiency.

One reason might be that as some students progress toward proficiency, they no

longer need affective strategies as much as before. Perhaps because learners’ use of

cognitive, metacognitive, and social strategies is related to greater L2 proficiency and

xvi
self-efficacy, over time there might be less need for affective strategies as learners

progress to higher proficiency.

6. Social Strategies

Social strategies (e.g., asking questions to get verification, asking for

clarification of a confusing point, asking for help in doing a language task, talking

with a native-speaking conversation partner, and exploring cultural and social norms)

help the learner work with others and understand the target culture as well as the

language. Social strategies were significantly associated with L2 proficiency in

studies by the South African EFL study by Dreyer and Oxford (1996) and the

investigation of native-English-speaking foreign language learners by Oxford and

Ehrman (1995).

2.4 Previous Studies

In this section, some studies pertinent to the factors influencing speaking skill

are reviewed. Park and Lee (2005) investigated the connection between second

language learners’ anxiety, self-confidence, and speaking performance. One hundred

and thirty two Korean learners participated in this research. The results obtained from

this research showed that students’ anxiety level had a negative relationship to their

oral performance. Boonkit (2010) carried out a study on the factors increasing the

development of learners’ speaking skill. The results represented that the use of

appropriate activities for speaking skill can be a good strategy to decrease speakers’

xvii
anxiety. The results also revealed that the freedom of topic choice urged the

participants to feel comfortable, persuaded to speak English, and increased the

speaking confidence among EFL learners. Ali Dincer and Savas Yesilyurt (2013)

carried out a study towards teachers’ beliefs on speaking skills based on motivational

orientations. The results of their study indicated that the teachers had negative

opinions about speaking instruction though they believed that it was of great

significance in speaking skill. The results also revealed that the teachers felt unskilled

in oral communication though they had various motivational orientations towards

speaking English. The researchers indicated that that learners have different opinions

about the significance of speaking skill in English language and this difference is

related with the learners’ motivational orientations and their competent/incompetent

feelings in speaking skill. The results demonstrated that learners’ self-assessment

about their speaking skill was negative and they expressed themselves as incapable

speakers of English. Just some of them expressed that they had a good position in

taking part in speaking tasks. Tanveer (2007) examined the factors caused anxiety for

learners in learning speaking ability and the impact of anxiety on target language

communication. The obtained results indicated that learners’ feeling of stress and

anxiety stop their language learning and performance abilities. The researcher

emphasized that the high anxiety lowers the learners’ speaking performance. Urrutia

and Vega (2010) demonstrated that learners’ oral performance was influenced by

their lack of vocabulary, diffidence, and fear of being despised. It was also indicated

that learners’ cooperation, self-confidence, vocabulary knowledge, and the class

xviii
environment encouraged them to improve their speaking skills. Prieto (2007)

performed a study about the cooperative learning tasks. The findings of her study

showed that one way to improve speaking skill is to interact with others, learn from

others, and the choice of the topics based on the learners’ interests in order to

encourage them. Bozorgian (2012) investigated the relationship between listening

skill and the other language skills. The results revealed that there is a close correlation

between listening comprehension and language proficiency. That is, the higher the

listening score, the better the speaking score. Lukitasari (2003) carried out a study

towards learners’ strategies in overcoming their speaking problems. The results

obtained from this study show that learners face a lot of speaking difficulties such as

inhibition, nothing to say, low participation, and mother tongue use in their speaking

classes. The other result of this study demonstrate that learners did not better their

speaking skill because they had not learnt three components of speaking called

vocabulary, grammar, and pronunciation.

xix
 CHAPTER III

RESEARCH METHODOLOGY

3.1 Research Method

Qualitative research is an inquiry process of understanding based on

distinct methodological traditions of inquiry that explore a social in a natural

setting. The data can be written documents, films, videos, or any type of

interpretable communication media. In addition, McRoy (2007:1) states that

qualitative research is concerned with no statistical method of acquiring of

analysis of social phenomena. Thus, in study, wrote documents, and picture were

examples of data to be analyzed.

In this research, the researcher used case study. The study aims to

analyzed one or several cases within their limitation such as place, time, and

others (Yildirim & Simsek, 2006). Thus, the data for this study were collected by

xx
 using some techniques, i.e ; Observation, interview and questionaire.

3.2 Research Site and Participant

To choose the population of this school the researcher following the

theory from Creswell (2012) states that the population is a category of

individuals who have the same characteristic. This research was conducted in

University of Sultan Ageng Tirtayasa (FKIP) in Serang city on jl. Raya

ciwaru no. 25 Kota Serang. This subjects of the research are students at

University of Sultan Ageng Tirtayasa in the academic year 2022 students.

3.3 Data Collection Technique

In this research, to answer the research question, the Researcher used research

instrument, observation, and a questionnaire, discussion with the teacher, take

documentation, and focus group discussion. According to Hughes in Isnawati

(2012:14), achievement assessments aim to determine how effective individual

students, groups of students, or courses have been in achieving objectives. Arikunto

(2006:127) states, “...test is a series question, exercise or other means which are used

to measure the skill, knowledge, intelligence, ability or talent that have by individual

or group”.

1. Closed – response Questionnaire

A closed-response questionnaire was employed to find out the most Speaking

Learning Strategies commonly used by the students. In questionnaire, there can be

xxi
two types of items. Closed-responses items and open-responses items. The researcher

used a closed-response questionnaire in order to generate the frequency for the

analysis purposes. This questionnaire was formalize set of questions for obtaining

information from the participants and the participants were asked to choose a range of

responses. This subject of the research are students at University Of Sultan Ageng

Tirtayasa in the academic year 2020 students.

2. Non –participants Observation

The researcher conducted an observation to find out Language Learning

Strategies that most commonly used by the students reflected in the classroom

speaking activities. The researcher come direcly to the speaking class two times. The

researcher observed teaching and learning process with three students that were

selected based on the different level of using language learning strategies in speaking

skill. The participants identified as student 1 , student 2, student 3.

3. Semi structured Interview

The semi-structured interview was employed after the whole observation and

questionnaire have been collected, it was intended to triangulate the data and to

obtained in-depth answers on learning strategies in speaking skill that commonly used

by the students. The researcher asked some questions to the selected participants and

they freely express thought around particular topics about speaking learning

strategies. It was in line with purpose, semi-structured interviews are known to have

xxii
such characterictic, as they allow the researcher to ask follow-up questions and

further probe the responses of the participants (Kvale, 2007:58).

3.4 Reasearch Instrument

The instrument serves a valuable purpose in this study. The instrument is an

important step in carrying out this study. As a result, during the data collection

process, the Researcher must choose an instrument. A research instrument is a

technique used to gather data to create a method for this research. According to

Arikunto (2006:126), “the unit used by the researcher to gather data is referred to as

an instrument.” The instrument is crucial in this study. The instrument is an important

step in carrying out this study.

3.4.1 Questionnaire

To answer the research question of How do Students' Responses to the Use

Of Learning Strategies In Learning Speaking Skill, the Researcher used a

questionnaire containing questions to students about difficulties in learning grammar

and several questions related to this research that collected in a google form. This

questionnaire use closed-ended questions with a dichotomous scale, yes or no

question. There are 6 parts of learning of learning strategies.

3.4.2 Observation

xxiii
 The observation guide is used to observe the whole process of classroom

learning, the process of developing teaching materials, learning models, and learning

methods. School responses in the grammar learning process using the media that will

be used in this research, and the results obtained from development it does. The

learning process in the classroom includes things that teachers and students do from

the beginning of the lesson to the end of class hours, from the first meeting to the last

meeting.

3.4.3 Interview Guidelines

The interview guide is an instrument used to guide the interview. In this

study, the interview guidelines used include a list of questions about the personal data

of learning objectives, learning models, learning methods. The interview guidelines

proposed to students cover the entire process of grammar learning, student attitudes in

grammar learning, student attitudes in their social environment, and the results of

curriculum development in English lessons. Interviews are divided into 2 types,

namely structured interviews, and unstructured interviews. A structured interview is

an interview that has carefully planned questions to be asked, time, and place of the

interview. As for the interview unstructured done without the creation of a list of

questions will also not determine the time and place of the event interview

3.5 Data Analysis Technique

xxiv
 Furthermore, the steps that must be carried out after the data collection technique

completed is a data analysis technique. In this research, the data analysis stage is done

by searching for information, both from questionnaire and observations which is then

arranged to be shared with others. Thus, qualitative data analysis during the data

collection process and then researcher can make a conclusion. The collected data

were analyzed using Microsoft Excel. For each item on the survey, the frequencies of

the responses were calculated in percentages. The means and standard deviations also

were determined for the 50 statements listed in the questionnaire. Researchers use

paper-based to share questionnaires. It not help facilitated because it can not be

automatically summed up the result but manually to collect the data.

3.5.1 Data Reduction

First, the master of data has to be organized and somehow meaningfully

reduced orreconfigured. Miles and Huberman (2012) describe this first of their three

elements of qualitative data analysis as data reduction. "Data reduction refers to the

process of selecting, focusing, simplifying, abstracting, and transforming the data that

appear in written up field notes or transcriptions." Not only do the data need to be

condensed for the sake of manageability, they also have to be transformed so they can

be made intelligible in terms of the issues being addressed.

Closed-response Questionnaire

xxv
 The data collected from the questionnaire were calculated by using a

quantitative data to gain a mean from all the learning strategies in speaking skill. To

know each student’s learning strategies in speaking skill, the questionnaire was

scored based on their response to each item provided in the questionnaire. The

scoring for each respond as follows :

RESPONSES SCORE

Very disagree 1

Disagree 2

Neither agree nor disagree 3

Agree 4

Very agree 5

3.5.2 Data Display

If the data have been collected, and then the researcher design displays with

the extended the text and other display such table and graphic. “These data from the

questionnaire and observational sheet were displayed in the form of tables and

graphic and it can be seen in Appendix. Futhermore, the data from field notes and

interview that have been gained also was displayed by using narrative description.

xxvi
3.6 Truthworthiness of the Research

Every research requires a standard to see the degree of belief or truth in the

results of the research. In the qualitative research, these standards are often referred to

as data validity (trust). Checking the validity of the data (trust) is a step to reduce

errors in the data acquisition process research which certainly has an effect on the

validity of the final results of a study research. Trustworthiness or rigor of

a study refers to the degree of confidence in data, interpretation, and methods used to

ensure the quality of a study (Pilot & Beck, 2014). Credibility of the study, or the

confidence in the truth of the study and therefore the findings, is the most important

criterion (Polit & Beck, 2014). In this research, researcher will use Triangulation this

research.

3.7 Research Procedure

The research was conducted through those procedure :

1. Determining research subject

2. Dividing research questionnaires

3. Analysing the research questionnaire to find out the students choice of

language learning strategies in speaking skill

xxvii
 4. Conducting the observation to confirm the students choice of language

leaning strategies in speaking skill

5. Analysing the observation sheet

6. Conducting the interview with some students with the highest, moderate,

and lowest using of learning strategies in learning speaking skill to find out

the factors of the students choices and to obtain more accurate data deeper

understanding of the responses from the participants

7. Interpreting the result of the questionnaire, observation, and interview

8. Drawing conclusion

QUESTIONNAIRE

Direction :

Part I

This part contains questions about some of your personal information relevant

to this study. The information collected from this part will be used purely for data

xxviii
analysis purposes. It will not appear in the purposes. It will not appear in the report of

the results of the study.

Part II

This part contains statements about learning English speaking skills, some of

which are adapted from the Strategy Inventory for Language Learning (SILL)

Version 7.0 (ESL/EFL) designed by Oxford (1990). Please read each statement and

show your response by giving symbol (√) to 1,2,3,4 or 5 that tells HOW TRUE OF

THE STATEMENT IS.

NEVER OR ALMOST NEVER TRUE OF ME means that the statement is very

rarely true of you.

USUALLY NOT TRUE OF ME means that the statement is true less than half the
time.

SOMEWHAT TRUE OF ME means that the statement is true of you about

half the time.

USUALLY TRUE OF ME means that the statement is true more than half the time.

ALWAYS OR ALMOST ALWAYS TRUE OF ME means that the statement is

true of you almost always.

Answer in terms how well the the statement describes you. Do not answer

how you think you should be, or what other people do. There are no right or

wrong answer to these statements. Work as quickly as you can without being

xxix
EXAMPLE

I actively seek out opportunities to talk with native speakers in English.

On this page, put an "X" in the blank underneath the statement that best describes
what you actually do in regard to English now. Do not make any marks on the
Worksheet yet.

Always or
Never or Generally Not Somewhat Generally Almost Always
Almost Never True of Me True of Me True of Me True of me

1 2 3 4 5

If you have answered the question above, you have just completed the example item.

Now wait for the teacher to give you the signal to go on to the other items.
When you answer the questions, work carefully but quickly. Mark the rest of
your answers on the Worksheet, starting with item 1.

xxx
 Strategy Inventory For Language Learning

Version 7.0 (ESL/EFL)

© R. Oxford, 1990

l. Never or almost never true of me

2. Usually not true of me
3. Somewhat true of me
4. Usually true of me
5. Always or almost always true of me

(Write answers on Worksheet)

PART A

1. I think of relationships between what I already know and new things I learn in
English.
2. I use new English words in a sentence so I can remember them.

3. I connect the sound of a new English word and an image or picture of the word to
help remember the word.
4. I remember a new English word by making a mental picture of a situation in which
the word might be used.
5. I use rhymes to remember new English words.
6. I use flashcards to remember new English words.
7. I physically act out new English words.
8. I review English lessons often.
9. I remember new English words or phrases by remembering their location on the
page, on the board, or on a street sign.

PART B

10. I say or write new English words several times.

11. I try to talk like native English speakers.

12. I practice the sounds of English.

13. I use the English words I know in different ways.

31
 l. Never or almost never true of me
2. Usually not true of me
3. Somewhat true of me
4. Usually true of me
5. Always or almost always true of me

(Write answers on Worksheet)

14. I start conversations in English.

15. I watch English language TV shows spoken in English or go to movies spoken in

English.

16. I read for pleasure in English.

17. I write notes, messages, letters, or reports in English.

18. I first skim an English passage (read over the passage quickly) then go back and read
carefully.

19. I look for words in my own language that are similar to new words in English.

20. I try to find patterns in English.

21. I find the meaning of an English word by dividing it into parts that I understand.

22. I try not to translate word-for-word.

23. I make summaries of information that I hear or read in English.

Part C

24. To understand unfamiliar English words, I make guesses.

25. When I can' t think of a word during a conversation in English, I use gestures.

26. I make up new words if I do not know the right ones in English.

27. I read English without looking up every new word.

28. I try to guess what the other person will say next in English.

29. If I can' t think of an English word, I use a word or phrase that means the same thing.

32
 l. Never or almost never true of me
2. Usually not true of me
3. Somewhat true of me
4. Usually true of me
5. Always or almost always true of me

(Write answers on Worksheet)

Part D

30. I try to find as many ways as I can to use my English.

31. I notice my English mistakes and use that information to help me do better.

32. I pay attention when someone is speaking English.

33. I try to find out how to be a better learner of English.

34. I plan my schedule so I will have enough time to study English.

35. I look for people I can talk to in English.

36. I look for opportunities to read as much as possible in English.

37. I have clear goals for improving my English skills.

38. I think about my progress in learning English.

PART E

39. I try to relax whenever I feel afraid of using English.

40. I encourage myself to speak English even when I am afraid of making a mistake.

41. I give myself a reward or treat when I do well in English.

42. I notice if I am tense or nervous when I am studying or using English.

43. I write down my feelings in a language learning diary.

44. I talk to someone else about how I feel when I am learning English.

33
 l. Never or almost never true of me
2. Usually not true of me
3. Somewhat true of me
4. Usually true of me
5. Always or almost always true

of me (Write answers on

Worksheet)

Part F

45. If I do not understand something in English, I ask the other person to slow
down or say it again.

46. I ask English speakers to correct me when I talk.

47. I practice English with other students.

48. I ask for help from English speakers.

49. I ask questions in English.

50. I try to learn about the culture of English speakers.

34
 OBSERVATION SHEET AND FIELD NOTES

Implementation
No Aspect to Observation
Yes No

1 Students are active in English Learning

Students show a happy attitude in English

2
Learning

Students read quickly and precisely in English

3
Learning

Students create a harmonious atmosphere in

4
English Learning

5 Students speak well in English Learning

Students master the material delivered by the

6
teacher in English Learning

7 Students listen to material in learning English

Students understand the material in Learning

8
English

9 Students think critically in English Learning.

10 Students pay attention in English Learning

35
 INTERVIEW PROTOCOL

List of questions:

1. In your opinion, are there any strategies to learn English? (If

any), please give me example

{Menurut pendapat anda, apakah ada strategi tertentu untuk belajar

Bahasa Inggris? (Jika ada), tolong berikan saya satu contoh }

2. Do you use any strategies to learn ‘listening’, ‘reading’,

‘speaking’, and ‘writing’? (if so), please describe the strategies

{Apakah anda menggunakan strategi tertentu untuk belajar ‘listening’,

‘reading’, ‘speaking’, dan ‘writing’,? Jika iya, Tolong dijelaskan}

3. What strategies do you use to learn to speak English?

{Strategi apa saja yang anda gunakan untuk belajar berbahasa Bahasa

Inggris?}

4. Do you practice speaking English with other people especially

your friend?

{Apakah anda mempraktikan berbicara Bahasa Inggris dengan orang

lain terutama dengan temanmu?}

36
5. When you do not know an English word in the midst of an

English conversation, what do you do?

{Ketika anda tidak tahu kata Bahasa Inggris di tengah berbicara Bahasa

Inggris, apa yang anda lakukan?}

6. In your opinion, does your mother tongue help you learn to

speak English?

{Menurut anda, apakah bahasa ibu membantu anda belajar berbicara

Bahasa Inggris}

7. Do you still learn to speak English when you are not in the

classrooms? What do you do?

{Apakah anda tetap belajar berbicara Bahasa Inggris ketika tidak

sedang berada di kelas? Apa yang anda lakukan?}

8. Do you monitor the progress of your learning to speak English?

{Apakah anda memonitor perkembangan belajar bicara anda?}

9. Do you feel anxious when you learn to speak English? What do

you do?

{Apakah anda merasa takut atau gugup ketika pada waktu belajar

berbicara Bahasa Inggris? Apa yang anda lakukan?}

37
10. Do people around you help you learn to speak English? Who

are they?

{Apakah orang-orang di sekitar anda membantu anda belajar

berbicara Bahasa Inggris? Siapa saja mereka?}

38
 REFERENCES

Alfian, A. (2016). The Application of Language Learning Strategies of High School

Students In Indonesia. IJEE (Indonesian Journal of English Education), 3(2),
140–157. https://doi.org/10.15408/ijee.v3i2.5509

Amir, M. (2018). Language Learning Strategies Used by Junior High School EFL
Learners. Language and Language Teaching Journal, 21(1), 94–103.
https://doi.org/10.24071/llt.2018.210110

Bruen, J. (2001). Strategies for Success: Profiling the Effective Learner of German.
Foreign Language Annals, 34(3), 216–225. https://doi.org/10.1111/j.1944-
9720.2001.tb02403.x

Chaney, A. (1998). Teaching Oral Communication in Grades K-8. USA. A Viacom

Company.

Clifford, R. T. (1987). Language Teaching in the Federal Government: A Personal

Perspective. Annals, AAPSS, 490.

Davies, P., & Pearse, E. (2000). Success in English Teaching. Oxford University
Press.

Efrizal, D. (2012). Improving Students’ Speaking through Communicative Language

DTeaching Method at Mts Jaalhaq, Sentot Ali Basa Islamic Boarding School
of Bengkulu, Indonesia. International Journal of Humanities and Social
Science, 2(20), 127-134.

Eissa, A., Misbah, & Najat, A. (1988). Problems of Using English as a Medium of
Instruction and Communication at the College of Science, Kuwait University.
Educational Journal, 4(15), 47-94.

39
Gailea, N., Pahamzah, J., Juniardi, Y., & Nikmah, I. F. (2020). The Correlation of
Students ’ Learning Styles , Learning Motivation , and Speaking Ability. 3(2),
73–81.

Gustiana, V. (2012). Learning strategies adopted by the students in learning English

language at the English education study program of FKIP Universitas
Bengkulu in the 2011/2012 academic year. (Undergraduate thesis: Universitas
Bengkulu).

Hikmat, M.H., & Dewi, Y.C.. (2012). Is students’ different mstery of English
speaking skills influenced by their learning strategies?.VariaPendidikan,
24(1), 15-22

Khalid. (2005). English learning strategies used by the diploma three (D3) English
department students of Universitas Bengkulu. (Undergraduate thesis:
Universitas Bengkulu).

Liao, P.S., & Chiang, M.Y..(2004). College students’ learning strategies in

developing English speaking skills Retrieved December 28, 2016 from
https://www.academia.edu/51416 83/College_Students_Learning_Str
ategies_in_Developing_English_Sp eaking_Skills

Mistar,J., & Umammah, A.(2014). Strategies of learning speaking skill by Indonesian

learners of English and their contribution to speaking proficiency. TEFLIN
Journal, 25(2), 203-216.

Nofriansyah. (2005). The differences of individual learners in using learning

strategies to learn English structure. (Undergraduate thesis :Universitas
Bengkulu)

Nunan, D. (1991). Language Teaching Methodology A Textbook for Teacher. Upper

Saddle River, NJ: Prentice Hall.

40
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language
acquisition. Cambridge: Cambridge University Press.

Oxford, R. L. (1989). Use of language learning strategies: A synthesis of studies with

implications for strategy training. System, 17(2), 235–247.
https://doi.org/10.1016/0346-251X(89)90036-5

Richards, J. C. (2008). Teaching Listening and Speaking From Theory to Practice.

Cambridge: Cambridge University Press.

Shi, H. (2017). Learning Strategies and Classification in Education. Institute for

Learning Styles Journal •, 1(1), 24–36.

Wael, A., Asnur, M. N. A., & Ibrahim, I. (2018). Exploring Students’ Learning
Strategies in Speaking Performance. International Journal of Language
Education, 2(1), 65–71. https://doi.org/10.26858/ijole.v2i1.5238

Yulianti, D. B. (2018). Learning strategies applied by the students in writing English

text. Journal on English as a Foreign Language, 8(1), 19–38.
https://doi.org/10.23971/jefl.v8i1.583

41