Wael

EXPLORING STUDENTS’ LEARNING STRATEGIES IN SPEAKING
PERFORMANCE ON THE THIRD SEMESTER OF ENGLISH DEPARTMENT

AT UNIVERSITY OF MUHAMMADIYAH SORONG
THESIS
Submitted to fulfill requirement for thesis writing of

Department of English Education
By
AHMAD WAEL
NIM. 1308066086
DEPARTMENT OF ENGLISH EDUCATION

GRADUATE SCHOOL
UNIVERSITY OF MUHAMMADIYAH PROF. DR. HAMKA
JAKARTA
2016
ABSTRACT
Ahmad Wael, Exploring Students’ Learning Strategies in Speaking Performance on

the Third Semester of English Department at University of Muhammadiyah Sorong.
Thesis. Jakarta. Department of Magister of English Language Education, University
of Muhammadiyah Prof. DR. HAMKA, 2016.
This research attempts to discover what strategies employ by the students in

learning speaking, the factors influence students‟ learning strategies in speaking
performance and the role that the lecturer does in enhancing their speaking
performance at third semester of English department at University of Muhammadiyah
Sorong.
The research was conducted by using qualitative approach and the data were
collected by means of students‟ journal, interview and questionnaire. The total of the
participants of this research were twelve which were representative from two classes
and they were selected by their grade in speaking.
The result of this research showed that students frequently used memory
strategies in their learning; the second is metacognitive followed by social strategies
in the third rank. The fourth is affective strategies and compensation strategies in the
fifth rank and followed by cognitive strategies in sixth rank. Moreover, the other
findings of this research is the other factors that also influence students‟ learning
strategies in learning speaking such as psychological factor, the role of teacher, factor
of task, factor of environment, social factor and also the roles that the lecturer as
feedback provider, participant and the last is lecturer as prompter.
i
EXPLORING STUDENTS’ LEARNING STRATEGIES IN SPEAKING ..., Ahmad Wael, MPB Inggris, 2016.
ABSTRAK
Ahmad Wael, Exploring Students’ Learning Strategies in Speaking Performance on

the Third Semester of English Department at University of Muhammadiyah Sorong.
Thesis. Jakarta. Department of Magister of English Language Education, University
of Muhammadiyah Prof. DR. HAMKA, 2016.
Penelitian ini bertujuan untuk menegetahui strategi apa yang digunakan oleh
siswa dalam pembelajaran speaking, faktor-faktor apa yang mempengaruhi stratgi
pembelajaran siswa dalam speaking dan peran yang dosen lakukan di dalam
meningkatkan hasil speaking mereka pada semester tiga program bahasa Inggris di
Universitas Muhammadiyah Sorong.
Penelitian ini dilakukan dengan menggunakan pendekatan kualitatif dan data

penelitian ini didapatkan melalui beberapa instrumen penelitian seperti journal siswa,
wawancara dan kuesioner. Peserta di dalam penelitian ini berjumlah 12 yang
mewakili dua kelas, mereka dipilih berdasarkan nilai mereka pada mata kulia
speaking.
Hasil penelitian ini menunjukan bahwa siswa cenderung menggunakan

memory strategies di dalam pembelajaran mereka, yang ke dua adalah metacognitive
strategies diikuti oleh social strategies pada urutan ke tiga. Yang ke empat adalah
affective strategies dan compensation strategies pada urutan ke lima dan di ikuti oleh
cognitive strategies di urutan ke enam. Selain itu, temuan-temuan lain dalam
penelitian ini adalah factor-faktor yang mempengaruhi strategi pembelajarannya
siswa dalam pembelajaran speaking seperti faktor psychology, faktor guru/dosen,
faktor tugas, faktor lingkungan dan faktor sosial dan juga peran dosen yang sebagai
penyedia umpan balik, pengambil bagian dan sebagai juru bisik.
ii
iii
iv
ACKNOWLEDGEMENTS
Bismillahirohmanirrohim
I would like to say Alhamdulillah for the greatest chance that Allah Almighty
God has given pleasant to continue my study at UHAMKA which is one of the
famous Muhammadiyah University not only in Jakarta but also in Indonesia.
Moreover, I would like to give first gratitude to Prof. Dr. H. Suyatno, M.Pd as
the rector who has given me chance to continue my study at UHAMKA. The second
gratitude to Prof. Dr. Abd. Rahman A. Ghani, M.Pd as director of Post Graduate
UHAMKA who has given me permission to study at English Department and give
me full opportunity to ask many things from the lecturer.
Furthermore, the third gratitude that I would like to give to Dr. Ir. Suciana
Wijirahayu, M.Pd as the chairperson of Department of English Education in Master
Degree of Post Graduate UHAMKA. The fourth gratitude to Dr. Santi Chairani
Djonhar, M.A/Tesol as my first advisor who kindly guides and gives the benefit ideas
in writing this thesis. The fifth gratitude to Dr. Tri Wintolo Apoko, M.Pd as my
second advisor who patiently and kindly answers my question and gives me solution
in writing this thesis.
In addition, my greatest thankful for my lovely friends in non-reg class who

have given me support in facing many obstacles in writing this thesis. I should never
forget to give thanks to my lovely friends in English Department of University of
Muhammadiyah sorong who always support me to finish this study.
Jakarta, 2016
The Writer
v
TABLE OF CONTENT
TITLE ………………………………………………………………………... !
ABSTRACT ………………………………………………………………….. i
ABSTRAK …………………………………………………………………… ii
ACKNOWLEDGEMENTS…………………………………………………... iii
THESIS ADVISOR APPROVAL …………………………………………… iv
THESIS COMMITTEE APPROVAL ……………………………………….. v
TABLE OF CONTENT ……………………………………………………… vi
TABLE LIST ………………………………………………………………… ix
APPENDIX LIST ……………………………………………………………. x
CHAPTER I: INTRODUCTION …………………………………………….. 1

A. Background of the Research ………………………………………… 1
B. Identification of the Problems………………………………………... 4
C. Limitation of the Problems ………………………………………….. 5
D. Research Questions………………………………………………….. 5
E. The Objective of the Research………………………………………. 6
F. Significance of the Research………………………………………… 6
CHAPTER II: THEORETICAL FRAMEWORK …………………………… 8
A. Review of the Previous Research……………………………………. 8

B. Theoretical Framework ……………………………………………… 17
1. The Concept of Learning Strategies ………………………............ 17
a. Definition of Learning Strategies …………………………….. 17
b. The Objective of Learning Strategies…………………………. 20
1. Types of Learning Strategies ……………………………… 22
2. Learner Involvement ………………………………………. 25
vi
c. The Factors Influence Students‟ Learning Strategies………… 26
d. Target Language Use…………………………………………. 32
e. The roles of Teacher in Speaking Activity……………………. 33
2. The Concept of Speaking…………………………………………. 34
a. Definition of Speaking………………………………………… 34
b. The Objective of Speaking……………………………………. 37
c. Speaking Performance………………………………………… 38
CHAPTER III: RESEARCH METHODOLOGY …………………………… 45

A. Place and Time of the Research …………………………………….. 45
B. Research Design …………………………………………………….. 45
C. Research Participants ………………………………………………... 46
D. Research Instruments ………………………………………………... 47
E. Data Collection and Analysis ……………………………………….. 49
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSIONS ………….. 52

A. Research Findings …………………………………………………… 52
1. Students‟ Learning Strategies …………………………………….. 52
2. The Factors Influence Students‟ Learning Strategies ……………. 90
3. The Lecturer Roles in Speaking Performance ……………………. 96
B. Discussions ………………………………………………………….. 101
CHAPTER V: CONCLUSIONS AND SUGGESTIONS …………………… 109
A. Conclusions ………………………………………………………….. 109

B. Suggestions ………………………………………………………….. 111
BIBLIOGRAPHY …………………………………………………………… 112
vii
APPENDICES ……………………………………………………………….. 116
STATEMENT LETTER …………………………………………………….. 135
CURRICULUM VITAE …………………………………………………….. 136
viii
TABLE LIST
Table 1: The Classification of the Participants …………………………… 52

Table 2: The Classification of Learning Strategies Used by the Students
based on frequency………………………………………………. 88
Table 3: The Classification of Learning Strategies Used by the Students
based on percentage……………………………………………… 89
Table 4: The Result of Students‟ Interview on Factor of Psychology ……. 90
Table 5: The Result of Students‟ Interview on Factor of Teacher ……….. 91
Table 6: The Result of Students‟ Interview on Factor of Task …………… 93
Table 7: The Result of Students‟ Interview on Factor of Environment …... 94
Table 8: The Result of Students‟ Interview on Social Factor …………….. 95
Table 9: The Result of Students‟ Interview on Lecturer Roles …………… 96
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APPENDIX LIST
Appendix 1: Students‟ Journal ……………………………………………. 116

Appendix 2: Student‟s Interview 1 ……………………………………….. 118
Appendix 3: Student‟s Interview 2 ……………………………………….. 120
Appendix 4: Syllabus …………………………………………………….. 122
Appendix 5: The Questionnaire ………………………………………….. 126
Appendix 6: The Analyzing of the Result of Questionnaire ……………... 127
Appendix 7: The Result of the Questionnaire Analyzes …………………. 129
Appendix 8: Documentation of the Research …………………………….. 131
Appendix 9: Inquiry Letter to Conduct the Research …………………….. 133
Appendix 10: The Letter of Clarification from University ……….. ………. 134
Appendix 11: Statement Letter …………………………………………….. 135
Appendix 12: Curriculum Vitae …………………………………………… 136
x
CHAPTER I
INTRODUCTION
This Chapter is concerned with background of the research, the identification
of problems, limitation of the problems, research problems, the objectives of the
research, and significance of the research as elaborated in the following sections.
A. The Background of the Research
As a developing country, Indonesia has faced the globalization and
competition with the other countries. Considering that problem, Indonesian
citizen need to know English orally and in written form because in facing the
globalization most of the countries use English as their communication, although
Indonesian citizen use English as a second language (L2) or foreign language
(FL).
Considering that fact, teaching and learning English in Indonesia has
been starting from kindergarten up to the university, yet most students cannot
acquire English well. In acquiring English as a second language or foreign
language, students need a lot of exposure and practice in order to reach their
successful objectives. However, nowadays there are many problems that
Indonesian students encounter during the process of learning English in order to
become independent learners.
2
Teaching and learning English cannot be separated from four skills
which exist on how someone is able to master English, such as, speaking,
reading listening and writing. Those four skills become a challenge to all
teachers of English in Indonesia to be more creative in providing the appropriate
teaching technique in order to make students feel enthusiastic and motivated to
study English as well as they can. Moreover, students need to be encouraged and
raised their desire to learn English enthusiastically.
English is used as the communication tools to deliver or report
information. Speaking as one of the part from four skills of English, it can be
considered as a crucial part of English as successful communication. Therefore,
in reaching good communication students should be able to carry out and dig
their deep understanding about how they can use English orally as well as they
can.
In providing students‟ ways to speak English well, it is not such an easy
way for teacher. The teachers should prepare the goals to encourage the students
in learning speaking. Students do not feel confident and feel shy to express or
convey their ideas in front of the class. This not only happens to the students in
junior or senior high level but also happens to the students who are in university
level.
Hence, based on the information that the researcher gained from the
students concerning teaching and learning process in speaking class that teaching
and learning process is often as a centered-learning in the classroom. Lecturer
3
also did ineffective teaching methods and techniques in the classroom;1 it will
reduce their enthusiastic and desire to learn speaking.
Students at the university level do not feel confident to speak English
inside or outside the classroom even though they are from English department
particularly in the first, second or third semester. The main point should be
considered because they lack of exposure and practice especially when they were
in senior high school. Thus, it is related to some factors which make them to
speak English well.
However, most students choose their own learning strategies to make
them aware of learning English and the difference of learning strategies can be
employed by them as language learners. The learning strategies are necessary to
build students‟ motivation because by having their own learning strategies,
students are able to know and manage their own way of learning and goals that
will make them become independent in learning English. 2
Furthermore, students need to learn with their appropriate learning
strategies and some factors also can influence them on learning process.
Therefore, it can be assumed that to become independent learners, students need
to choose their own learning strategies to enhance their learning.
1
The transcript of primary data
2
Sabine Jones. 1998. Learning Styles and Learning Strategies: Towards Learner
Independence ELT for Modern Language Studies. Vol. xxx No. 2. p., 114-129.
http://fmls.oxfordjournals.org/ (Access on August 25, 2015)
4
Derived from the explanation above; the researcher would like to
conduct this research concerning students‟ learning strategies in enhancing their
speaking performance and the factors influencing student‟s learning strategies in
learning speaking. This research was conducted in University of Muhammadiyah
Sorong at English department of third semester.
This research focused on students‟ learning strategies in students‟
speaking performance. The researcher conducted this research to observe
students‟ learning strategies, the factors influencing students‟ learning strategies
and the roles that the lecturer does in speaking performance.
B. Identification of the Problems
Based on the background of the research above, the following problems were
identified:
1. Students lack of motivation to speak English. In an effective teaching and
learning process, students should be motivated by the teacher, because it can
rise their awareness to encourage themselves to become autonomy.
2. Teachers do ineffective teaching methods and techniques. Many teachers or
lecturers are not providing the appropriate teaching methods and techniques
which gain the students to become autonomous in improving their speaking
skill.
3. The learning process in a teacher-centered classroom. Insufficient teachers
convey the methods and teaching techniques by time limitation instead of
5
controlling the classroom and creating an active environment by involving the
students as participants.
4. There are students‟ challenges to find another way to improve their speaking
skill out of the classroom.
5. Students have difficulties to find out the solution to overcome their problem in
having motivation and self-confident to speak English independently.
C. Limitation of the problems
Derived from the identification of the problem above, the writer would
like to limit this study by considering a few points which state in research
problem and identification. This study was focused on: (1) students‟ learning
strategies in speaking performance. (2) the factors influencing students‟ learning
strategies in speaking performance. (3) the roles that lecturer does in students‟
speaking performance.
D. Research Questions
Based on the limitation above, the main points that focused were students‟
learning strategies in speaking performance; the factors influencing students‟
learning strategies and the lecturer roles in speaking performance. Therefore, the
research questions posted in this research were:
1. What strategies are employed by students in enhancing their speaking
performance?
6
2. What factors influence the students‟ strategies in speaking performance?
3. What roles does the lecturer do in enhancing students‟ speaking performance?
E. The Objective of the Research
The objective of the research was to formulate based on the research
problems above, the purpose of this research were:
1. To identify students‟ learning strategies in speaking performance.
2. To find out the factors influencing students‟ learning strategies in speaking
performance.
3. To discover the roles that lecturer does in students‟ speaking performance.
F. Significance of the Research
Generally, this present research has fundamental significance on
theoretically and practically:
Theoretically, the findings of this research were expected to support the
existing theories concerning with the learning strategies in learning speaking, the
factors influencing learning strategies in enhancing students‟ speaking
performance and the roles that teacher/lecturer does in learning speaking.
Practically, the findings of this research were expected to the teachers
and lecturer of English speaking or other skills to facilitate an effective teaching
and learning process concerning students‟ learning strategies to improve their
speaking performance. Hence, students would feel self-confident and motivate in
7
having an effective method and teaching technique to learn speaking.
Considering the learning strategies and teaching techniques which will create the
effective teaching and learning in center of successful communication.
CHAPTER II
THEORETICAL FRAMEWORK
This chapter is divided into two headings: (A) the related literature discussing
about literature related to present research and the principles underlying it, and (B)
the theoretical framework discussing about the concept of learning strategies, factors
influencing students‟ learning strategies and lecturer roles in students‟ speaking
performance.
A. Review of the Previous Research
Learning strategies are very important in enhancing students‟ speaking
skill in learning the language because by having own learning strategies students
are able to select their goals and strategies towards their learning. They will know
and understand what they are going to do as language users in order to become
independent learners.
There are some researchers conducted the research concerning learning
strategies in language learning. In this section, the researcher reviewed and
discussed the previous research on learning strategies. Therefore, the researcher
would discuss factors concerning students‟ learning strategies, the factors
9
influences students‟ learning strategies and the roles that lecturer does in
enhancing students‟ learning strategies.
There are some researchers who conduct the research concerning learning
strategies. Griffiths and Parr 3 conducted a research concerning language-learning
strategies theory and perception. Griffiths and Parr assumed that the theory and
language learning strategies (LLS), as used by speaker of other languages (SOL),
has developed alongside other theories of language teaching and learning, then
they conducted a research which took place at some schools in New Zealand
consisting 569 participants from beginner to advance in ages from 14 to 64 and 30
teachers were involved. The rank from six (most frequent) to one (least frequent).
The purpose of their research was to explore how language-learning strategy
theory relates to the practice in terms of learners‟ and teachers‟ perceptions.
The data of their research were collected by means of questionnaire. The
result of their study showed that students report using memory strategies were
least. Most frequently used are social strategies, followed by metacognitive
strategies. Students rank compensation and cognitive strategies in the middle
frequency range, while affective strategies come only one rank higher than
memory strategies. It was discovered that the students identified and reported
using an extensive variety of learning strategies, but that teachers were generally
unaware of their students‟ strategies.
3
Carol Griffiths and Judy M. Parr. 2001. Language-learning strategies : theory and
perception. ELT Journal Volume 55/3 July 2001. Oxford University Press., p. 247-254
10
Meanwhile, the teachers report using affective strategies were least. Most
frequently used are memory strategies, and followed by cognitive strategies in the
second rank. Teachers rank social and metacognitive strategies in the middle and
compensation strategies come one rank higher than affective strategies.

4
Kemala conducted a research concerning an analysis of autonomous
learning strategies used by senior high school students. The objective of her
research was to find out the characteristics of autonomous learners used learning
strategies in learning English. The strategies were applied by the autonomous
learners that stated by Oxfords contain memory strategies, cognitive strategies,
compensation strategies, metacognitive strategies, affective strategies and social
strategies.
The data of her research were collected by means of questionnaire,
observation, interview, and document analysis. The results of her study indicated
that learners tend to show low autonomy in learning was 52 of 62 included in non-
autonomous learner. It means that only eleven students were included in
autonomous learners, so it can be concluded that there were still minimum
autonomous learners in second grade of Senior High School. Students also
implied four strategies towards their learning namely, memory strategies, social
strategies, cognitive strategies, and metacognitive strategies,
4
Zia Keamala. 2014. An Analysis of Autonmous Learning Strategies Used By Senior High
School Students. (Unpublished Thesis. Bandung UPI 2014)., p. 1-77
11
Furthermore, Gursoy 5 conducted the research concerning the investigating
language learning strategies of EFL children for the development taxonomy. The
aims of his research are to identify language learning strategies memory
strategies, cognitive strategies, compensation strategies, metacognitive strategies,
affective strategies and social strategies are used by children at third, fourth, and
fifth grade in two private schools in Turkey. In addition, it aims to develop a
taxonomy for language learning strategies of the group by using oxford‟s
classification of learning strategies as a basis.
The subject of his research is 54 EFL children, 17 from third grade, 14
fourth grades and 23 fifth grade, the classes were randomly selected. The result of
his study indicates that not all the strategies were used by children as mentioned
in his literature which is identified by oxford. Another result of his study
emphasize that children differ from adults and adolescents in terms of their
strategy use.
6
Chen also conducted a research regarding age differences in the use of
language learning strategies. The purpose of her research was to investigate
language learning strategies used by English as foreign learning strategies. She
used three different levels of her samples in Taiwan. The samples of her study
5
Esim Gursoy. 2010. Investigating Language Learning Strategies of EFL Children for the
Development of a Taxonomy. ELT Journal. Published by Canadian Center of Science and Education.
Volume 3, No. 3; September 2010., p. 164-175. www.ccsenet.org/elt (Access on 1st October. 2015).
6
Mei-Ling Chen. 2014. Age Differences in the Use of Language Learning Strategies. ELT
Journal. Published by Canadian Center of Science and Education. Volume 7. No. 2; January 2014., p.
144-151. www.ccsenet.org/elt (Access on 1st October 2015)
12
were 245 junior high school students, 249 senior high school students and 279
tertiary students, in which the samples were in different age.
She employed quantitative approach in her research by using strategy
inventory language leaning to collect the data. The result showed that statically
significance relationship between different age groups and the use of strategies
were identified by Oxford. Secondary and university students reported using
compensation strategies more frequently than primary students (p=.000). Tertiary
students used social and affective strategies more frequently than did other age
groups.
7
In addition, Shah at al also conducted a research concerning language
learning strategies of English for specific purposes students at a public university
in Malaysia. The purpose of their research was to investigate the patterns of
language learning strategies (LLS) as a reported by the students according to
gender, courses, and their program.
The respondents of their research were 312 Malay-speaking
undergraduates a public English-medium university in Malaysia. They were
students from the faculties of economics and management taking English for
occupational purposes (EOP), human sciences (English majors) taking English for
7
Mohamed Ismail Ahmad Shah, Yusof Ismail, Zaleha Esa and Ainon Jariah Muhamad. 2013.
Language Learning Strategies of English for Specific Pueposes at a Public University in Malaysia.
ELT Journal. Published by Canadian Center of Science and Education. Volume 6. No. 1 : December
2013., p. 153-161. www.ccsenet.org/elt (Access on 1st October 2015)
13
academic purposes (EAP) and engineering taking English for occupational
purposes (EOP).
The result showed that the female students tend to use higher level of the
learning strategies compared to their male counterpart are associated with English
courses studied, namely, EAP, EOP for engineering students and EOP for
economics and managements science students.
Derived from the researches above, there are some major points that need
to be emphasized. Firstly, the research which was conducted by Griffiths and
Parr8 was not interview to know students‟ interaction with teachers in the
classroom as stated by Cheng 9 and Wall 10, if we wish to know whether an exam
can bring about changes in classroom teaching and learning, we must first
examine the classroom itself, where most teachers/students interaction occurs”.
The dominant strategies based on the students‟ perception are social
strategies, and followed by metacognitive strategies. Compensation strategies are
in the third rank followed by cognitive strategies in the fourth rank. Affective
strategies are in the fifth rank followed memory strategies in the last rank.
11
Secondly, the research conducted by Kemala concerning the students
learning strategies used by senior high school students was general. In addition,
8
Carol Griffiths and Judy M. Parr. 2001. loc.cit
9
Liying Cheng. 2005. Changing Language Teaching Through Language Testing: A Wash
back Study. Cambridge: Cambridge University Press.
10
Dianne Wall. 2005. The Impact of high-stakes examinations on classroom teaching.
Cambridge: Cambridge University Press.
11
Zia Kemala. 2014. loc.cit
14
She also did not mention and use document analysis which contains research
instrument provided by her in research method as it is used in collecting data, and
then there were not data from document analysis on her findings.
According to her findings, it can be concluded that the dominant strategies
were used by the autonomous learners are memory strategies, and followed by
social strategies. Cognitive strategies were in third place followed by
metacognitive strategies in last rank. Based on the findings in her research above,
it can be seen that autonomous learners applied only four strategies out of six
strategies from Oxford‟s theory. Students use memory and social as dominant
strategies to recall what they have been learned and practiced communicative
interaction with other people.

12
Thirdly, the research conducted by Gursoy concerning investigating
language learning strategies of EFL children for the development of a taxonomy.
The researcher would like to highlight the subject and the use of all language
skills in his study. He used children within all strategy types and language skills.
Children are in lower stages of development and limited world knowledge

13
experience, and then they cannot do as older learners. As stated by Moon that
“children are still at earlier stages of their cognitive development because they do
not have access to metalanguage as do older learners”.
12
Esim Gursoy. 2010. loc.cit
13
J. Moon, 2000. Children Learning English. China: Mcmillan Heinemann., p. 165
15
The strategies in his research indicated that the most frequently strategies
used by children are memory strategies, and followed by cognitive strategies.
Metacognitive strategies are in the third, and followed by social strategies in
fourth rank.
14
Fourthly, the research conducted by Chen concerning age differences in
the use of language learning strategies. The researcher would like to highlight two
main points in her study. Firstly, the use of samples in her study, she used junior
high students compare with senior and tertiary students to see each learning
strategies used by them. The use of learning strategies at junior, senior and tertiary
students are different, the cognitive development of junior high students are not
same as tertiary students. Secondly, the use of research design of her study was
quantitative, nevertheless, researcher uses qualitative approach in his research to
see students‟ learning strategies.
The higher strategies are used in their study is memory strategies, and
followed by cognitive strategies. Compensation strategies are in third rank, and
followed by metacognitive, metacognitive strategies are in the fourth rank and
social strategies were least used by the students.

15
Fifthly, the research who conducted by shah at al concerning language
learning strategies of English for specific purposes students at a public university
in Malaysia. The researcher emphasizes that the researcher also uses language
14
Mei-Ling Chen. 2014. loc.cit
15
Mohamed Ismail Ahmad Shah, Yusof Ismail, Zaleha Esa and Ainon Jariah Muhamad.
2013. loc.cit
16
learning strategies in his research, but they used quantitative approach in their
research, meanwhile the researcher uses qualitative approach in this research.
The dominant strategies are used on their study is social strategies, and
followed by compensation strategies. Cognitive strategies are in third rank, and
followed by affective strategies, metacognitive strategies are in the fourth rank
and memory strategies were least used by the students.
Therefore, the researcher attempted to limit this research purpose into
three major points; what learning strategies are employed by the students in
speaking performance, what factors influence students‟ strategies in speaking
performance and what roles does that teacher do in enhancing students‟ speaking
performance.
This researcher used speaking as particular English skill to see the various
learning strategies use by the students. The researcher used students‟ journal to
discover learning strategies in learning speaking. This journal was used to answer
first research question. Furthermore, interview was used to answer second and
third research questions concerning the factors influencing students‟ learning
strategies and the roles that the lecturer does in speaking performance.
Questionnaire is used as the second instrument to support the third research
question concerning the roles that lecturer does in speaking performance.
17
B. Theoretical Framework
1. The Concept of Learning Strategies
a. Definition of Learning Strategies
Learners need to have own learning strategies and methods to obtain
their communicative competence in order to develop their learning activities;
students try to acquire their knowledge concerning the available information.
The successful language learners are essentially students who are able to
manage their learning strategies in their learning situation. Strategies are
especially important ways for language learning because they are such tools
for active language users in self-directed involvement that is crucial for
developing techniques and approaches to communicate competence. As stated
by Chamot,16 “learning strategies are techniques, approaches or thoughtful
actions that students take to facilitate the learning and recall both linguistic
and content area information”.

17
According to Wenstein and Mayer, “learning strategies as the
behaviors and thoughts that a learner used in during learning that are intended
to influence the learner‟s encoding process”. It means that learning strategies
can be viewed also as the manner and critical idea which are used by the
16
A.U. Chamot. 1987. The Learning Strategies of ESL Students, in A. Weden and J. Rubin
(eds) Learner Strategies in Language Learning, Hemel Hempstead: Prentice-Hall, 1987, p. 71-81.
17
Weinstein, C. and Mayer, R. 1986. The Teaching of Learning Strategies, in M. Wittock
(ed.) Handbook for Research on Teaching, New York: Macmillan. in E. Macaro (ed),, p.17
18
students in order to help them in sustaining and influencing their learning
process.
In addition, Wenden 18 also argues concerning learner strategies;
“… Learner strategies refers to language learning behaviors

learners actually involve in to learn and manage the learning
of a second language . . . what they know about the
strategies they use. . . . what they know about the parts of
their language learning other than the strategies they use”.
From wenden‟s statements above, and also the definition which are
given by Wensten and Mayer, it can be concluded that learners identifying
learning strategies not only as techniques, methods, ways or goals to help the
students in establishing or creating their own learning, but also learning
strategies can be considered as the behavior and critical thought that learners
used in comprehending the process of learning.

19
In addition, Cohen also stated that “second language learner
strategies encompass both second language learning and second language use
strategies; taken together they constitute the steps or actions consciously
selected for second language learners”. In this case, the learners use learning
strategies to create their own learning in order to gain the goals of their
learning in second language.
18
A. Wenden. 1991. Incorporating learner training in the classroom, in A. Wenden and J.
Rubin, Learner Strategies in Language Learning, Hemel Hempstead: Prentice-Hall, p. 6.
19
A. Cohen. 1998. Strategies in Learning and Using a second Language, London: Longman.,
p. 5
19
Some other points that can be accomplished towards learning
strategies should include communication strategies or language use. Firstly,
the strategies that learners use are to connect the meaning when he/she
sometimes finds the difficulty in learning the language. Secondly, learners‟
strategies are approachable skills and process such as, memorizing, practicing,
20
preparing oneself to speak, organizing one‟s learning, etc. Hence, it would
be difficult to deny that there is a process of learning on going simultaneously
by having the approaches of learning strategies.
The effective independent learners are aware of their types of learning
strategies to have their own learning process which attempt to make them
21
become autonomous learners. Sinclair et al argue that “the effective
learners are aware of the process underlying their own learning strategies,
attempt to use appropriate strategies to manage their own learning, and are
able to reflect on and articulate these aspects of learning”
Derived from the definition of learning strategies above, it shows that
the students select their own learning to make them become learner‟s
autonomy to develop their communicative competence in learning speaking,
and then the researcher would like to see from various learning strategies
employed by the students in learning speaking. Learning strategies are action
20
Ernesto Macaro. 2001. Learning Strategies: in foreign and second language classroom.
London and New York, p. 18.
21
Barbara Sinclair, Ian McGrath and Terry Lam. 2000. Learner Autonomy, Teacher
Autonomy: Future Directions. Longman Pearson Education Limited Press., p. 10
20
to control the learning by learners themselves to plan and organize their
learning process because by having their own learning strategies students
know what they are going to do on their learning.
b. The objective of exploring learning strategies
Since the concept of learning strategies lead to the managing students‟
own learning and goals in language learning, then this research attempts to the
strategies adopted by the students in learning speaking. Considering some
concepts, courses and arguments, learning strategies are used to explore
The exchanging time being in the classroom in having effective
objective in language learning, students are allowed to create and improve
their own learning strategies, because by allowing them to choose their own
goals and learning strategies, it will spontaneously make them becoming
autonomous learners.
Learning strategies are actions that can make the students enjoy their
learning by choosing their learning strategies which can help them to sustain
22
their speaking performance. As stated by Oxford, “learning strategies are
specific actions taken by the learner to make learning easier, faster, more
enjoyable, more self-directed, more effective and more transferrable to new
situation”.
22
Rabbeca L. Oxford. 1990. Language Learning Strategies What Every Teacher Should Know
(Boston, Mass, 1990)., p. 8
21
23
Harmer, states that “to compensate for the limits of classroom time
and boost the chance for successful language learning and acquisition,
students need to be encouraged to develop their own learning strategies so that
as far as possible they become autonomous learners”. In this case, students
need more time to develop their own learning strategies in order to have
successful language learning that students can be obtained out of the
classroom time.
Students are able to set their own learning strategies and know exactly
how learning process is, because through this process learners eventually
know to establish their own goals, strategies which will be based on the
appropriate theory to set up their own learning strategies. Furthermore,

24
Harmer also argues that “to develop an awareness of language learning
theory, students are able to adopt learning strategies from themselves”.

25
In addition, James argues that “a basic goal of English language
teaching is that “students will apply outside the classroom what they have
learnt inside the classroom”. This means that students are not always inside
the classroom to acquire a better understand in language teaching, but students
should be allowed to apply what they obtained inside the classroom as far as
they do, they become autonomous learners.
23
Jeremy Harmer. 2001. The Practice of Language Teaching. Essex: Longman Press., p. 394
24
Ibid
25
Mark James. 2006. Teaching for Transfer in ELT. ELT Journal Volume 60/2. 2006, p. 151
22
From these definitions above, it can be assumed that to make the
students autonomous learners, students are need to be able to choose and set
up their own goals, learning strategies, materials in order to encourage their
development of awareness in language learning and to learn independently.
1. Types of Learning Strategies
The appropriate language learning strategies are oriented towards the
goals of developing on learning process. These learning strategies are
employed by the students to enhance their speaking skill in learning
speaking. Oxford,26 proposed two types of learning strategies, they are

27
“direct strategies and indirect strategies”. Hence, Rubin also “classified
learning strategies into two categories; direct and indirect strategies”.
a. Direct Strategies
Direct strategies are the strategies directly affected to the learning
process, which involve clarification/verification, monitoring, memorization,
guessing/inductive reasoning, deductive reasoning and practice.28 In these
direct strategies which consist of memory, cognitive and compensation
strategies refer to Language Learning Strategies (LLS) that directly involve
26
loc.cit , p, 23.
27
J. Rubin. 1981. Study of Cognitive Progress in Second Language Learning. Applied
Linguistics, 11(2)., 117-131
28
Ibid
23
target language, the target language use in language learning. Hence, Oxford
29
emphasizes concerning direct strategies as:
1). Memory strategies
Memory strategies are indicated as using imagery, words and structure
review which is used auditory and visual connection to remember new
language information based on its sound.
2). Cognitive strategies
Cognitive strategies, such as analysis deductive reasoning and contrastive
analysis which strengthen grammatical accuracy and highly useful
understanding and producing new language. It concerns to repeat the
sound concerning (pronunciation, intonation, recorded, etc.).
3). Compensation strategies
Compensation strategies involve guessing words when the meaning is not
known or using synonym, selecting the topic and gesture to express the
meaning of unknown words. It also uses to set up for shortage of the
appropriate grammatical knowledge.
b. Indirect Strategies
Indirect strategies are the strategies contributed indirectly to the
learning process, which involve creating practicing opportunities and using
29
Rabecca L. Oxford. 1990. Op.cit
24
production tricks.30 In these indirect strategies are containing metacognitive,
affective, and social strategies. These strategies are viewed as indirectly to
learn, they develop language learning without any instances directly involve
31
to the target language. As stated by Oxford concerning indirect strategies
involve:
1). Metacognitive strategies
Metacognitive strategies, such as paying attention and self-monitoring,
help learners to regulate their own cognition and to focus, plan, and
evaluate their learning progress.
2). Affective strategies
Affective strategies, such as learners decrease their anxiety, taking
control of their emotions, attitudes and motivations which can be viewed
learning in important way.
3). Social Strategies
Social strategies include communication and interact with people, asking
for clarification from teacher, friend and family and doing cooperation
with language users.
Thus, by using the appropriate learning strategies, it will raise
students‟ proficiency and achievement in particular language skill, because
they know what they are going to do, and set up their own goals and
30
J. Rubin. 1981. loc.cit
31
Rabecca L. Oxford. 1990. loc.cit
25
objectives. It will enable for them to know their way of learning a
language.
2. Learner Involvement
This refers to the involvement of the learners to establish the development
and responsibility to learning process which shows from learners‟ goals and
objectives. In this study, students will be involved in having some
understanding regarding learning strategies by giving them an instruction.

32
Cotterall argues that “learners who are involved in building choices and
decisions about aspects of the program are also likely to feel more secure in
their learning”.
It means that activities can be carried out in order to establish their
awareness of involvement in the classroom which allows the learner choose
and set up their goals and material that can make them raise their motivation
to learn, in having such kinds of activities in learning process will make
learners active to what they learn. However, if the learners enjoy their
learning, then it will make them find out their way which can help them to
learn any time inside or outside the classroom. This process can encourage the
learners to become autonomous learners spontaneously.
32
Sarah Cotterall. 1995. Developing A Course Strategy for Learner Autonomy. ELT Journal
Volume 49/3 July 1995. Oxford University Press., p. 219
26
33
According to Tumposky cited in Cotterall , “own selected materials and
strategies create interest and courage in learners‟ mind as individual learners
differ in their choice, ability, needs and needed practice”. In other words,
students are choosing their own learning material and strategies, which make
them know what they are going to do in enhancing their need and ability
towards learning independently as autonomous learner.
c. The Factors Influence Students’ Learning Strategies
Language Learners are aware of selecting their own goals and learning
strategies to make them become independent in learning process, such
awareness raising is a vital part of language learner, but not the only goals and
learning strategies which can make them become independent learners, it is
also reflecting by various factors on their learning process which can make
them learn independently.

34
As stated by Ellis and Sinclair, “raising learners‟ awareness of learning
strategies is not enough on its own, learners also benefit from reflecting on the
various factors which affect their learning”. In other words, it is not enough to
raise students‟ awareness on learning strategies towards their learning, but it is
necessary also influenced by various factors to the their learning in order to be
33
Mariam Jamila. 2013. Use of Learner Autonomy in Teaching Speaking by Tertiary Level
English Language Teachers in Private Universities of Bangladesh. ELT of IOSR Journal Humanities
and Social Science (IOSR-JHSS) Canadian center science and education Volume 18 Nov-Dec 2013.,
p. 32
34
G. Ellis and B. Sinclair. 1998. Learning to Learn English Cambridge. Cambridge
University Press., p, 11
27
able to learn on their own way of learning to become independent learners.
Hence, these factors influence students‟ learning strategies as follows:
a. Learner Themselves (Factor of Psychology)
Independent learners tend to exercise and take control over psychology
factors. Psychological factors also can influence students‟ learning strategies
in learning, because the psychology appears from students him/herself which
can raise their desire to take control regarding their own goal, strategies and
the responsibility towards their learning. This psychological factor also can
prompt them to question and search which enable them to adapt and apply the
knowledge they require. According to Benson 35:
“…..a „psychological view‟ of autonomy focuses on the importance

of the psychology or „internal‟ capacities of the learner, such as
cognitive and learning styles, motivation, attitudes, aptitude and so
on, its goal is, unlikely, the learners‟ responsibility for their own
learning success and failure in learning”.
36
He also emphasizes “psychological aspects and which focuses on the
individual learner‟s responsibility for their progress”. In other words,
psychological factors lead to the students own responsibility to develop their
progress towards their learning.
The psychology of learner can encourage them to take responsibility
concerning their own learning which makes them become independent
35
P. Benson. 1996. Concepts of autonomy in language learning in Pemberton et al. (eds) 27-
34. :in Barbara Sinclair, Ian McGrath, Terry Lamb . 2000. Learner Autonomy, Teacher Autonomy:
Future Directions., p, 12.
36
Ibid
28
37
learners. Furthermore, Benson also argues “psychological autonomy is a
capacity-a construct of attitudes and abilities which allow learners to take more
responsibility for their own learning”. It means that the psychological is the
attitude and individual ability which can influence learners to have more
responsibility for own learning process.
b. Factor of Teachers
Teachers play an important role in helping students to learn towards the
process involved in learning. This process creates supportive and simulating
learning achievement. The most important things in language teaching is to
help students become independent learners.
Teachers can also raise students‟ motivation to become independent
learners in providing good way of learning in every course design. As stated
by Harmer, 38 “most teachers are keen to talk to students about the importance
of becoming autonomous learners, but just telling them that autonomy is in
some ways a good thing will help little effect unless it is part of wider course
design”. In other words, learners are aware to have their own learning
strategies, and learners also need instruction and motivations which can
encourage them become autonomy in any course.
37
P. Benson. 1997. The philosophy and politics of learner autonomy’ in Benson, P. and
Voller, P. (eds) Autonomy and Independence in Language Learning. London. Longman Press. p, 18-34
38
Jeremy Harmer. 2001. loc cit., p. 395
29
39
Meanwhile, Cotterall argues “students are unlikely to be able to
accomplish their own learning if they have no idea of how learning works”.
This means that students need teachers in order to lead them to the way on how
they are able to accomplish their own learning. When students have no idea to
carry out their learning, it is very important for the teachers to take the
initiative by giving them exposure and appropriate technique in order to raise
their awareness in learning.

40
Hence, Djonhar emphasizes “the importance of autonomous learning as
method used by English language learners seek exposure and practice outside
the classroom”. Teachers also play an important role to encourage students to
apply their own learning in order to become autonomous learners.
c. Factor of Task
Students will get a lot of tasks from their teacher to be done. Those tasks
can influence them to have their own learning strategies to manage their
learning. Therefore, task can make students aware to create their own learning
strategies in their learning process.
Aiming towards independence learning that means moving the emphasis
regarding the learners and allowing more and more room for the development
39
Sara Cotterall. 2000. loc. Cit.
40
Santi C. Djonhar. Let’s Talk About EFL Learning: A Teacher’s Perspective. A Seminar
Pursuing Good Practices in Teaching and Learning at UHAMKA International Seminar, October 19,
2010., p.7
30
of responsibility. Nunan 41 argues that “a learner – centered approach involves
a basic trust in the learner‟s willingness and ability to cope with the various
learning task, and respect for his or her person and choices”.
42
Furthermore, Dressel and Thompson argue that “independent study is
the student‟s self-directed pursuit of academic competence in as autonomous a
manner as he is able to exercise task at any particular time”. Therefore, self-
study is the way of students‟ to search any single task that will make him/her to
become independent learner.
d. Factor of Environment
Environment can also influence the students to learn independently. It is
very important for the teachers to create the learning environment. Learning
environment is not always in the classroom but learning environment can be in
out of classroom. Independent learners‟ environment does not mean a
comfortable classroom, independent learners‟ environment can obtain in depth-
understanding to take initiative and to build non-threatening environment in
language learning independently.43

44
Furthermore, Sinclair et al also state “the capacity to make informed
decisions about learning can be developed in different learning contexts and
41
David Nunan. 1992. Collaborative Language Learning and Teaching. Cambridge
University Press., p, 32.
42
Dressel and Thompson. 1973. Independent Study: a new Interpretation of concepts.
Practices and Problems. San Fransisco: Jossey-Bass., p. 54
43
Mariam Jamila. 2013. loc.cit., p. 32.
44
Barbara Sinclair, Ian McGrath and Terry Lam. 2000. loc cit., p. 11
31
variety of different learning modes, including classroom instruction, self-
access learning, distance learning, self-instruction”. Meaning that, learners can
make their own decision to develop their strategies in language learning
through the different learning contexts in order to sustain their speaking.
e. Social Factor
The learners can obtain their useful learning by having interaction with
other or in the collaboration with their peers which can help them learn
effectively and independently. According to Vygotsky,45 “insisting
independent learners are achieved only through interaction with others, under
adults‟ guidance or in collaboration with more capable peers”. He also argues
that “this rapid sketch of a social-interactive view of cognition, learning
implies a polar relationship between autonomy and dependence”.46
Social context and interaction can be very important to raise students‟
strategies in learning the language, because learners make interaction with
other to help them in acquiring the language in order to become independently.

47
Sinclair et al state that “social context and interaction play a vital role and
stimulating and shaping the cognitive processes that underlie developmental
learning and language acquisition”.
45
L. S, Vygotsky. 1986. Thought and Language. Cambridge, Ma: MIT Press. in Barbara
Sinclair, Ian McGrath, Terry Lamb . 2000. Learner Autonomy, Teacher Autonomy: Future Directions.
p, 18.
46
Ibid
47
Barbara Sinclair, Ian McGrath, Terry Lamb. 2000. Op.cit., p. 17
32
Derived from those factors above, it can be assumed that language
learning strategies can be encouraged by other factors. The factors can develop
students‟ learning strategies in their learning process, because learning
strategies can be achieved in their learning in order to become students‟
autonomy in which they can manage their own of learning.
d. Target Language use
Target language in enhancing learners‟ speaking performance is very
important because the learner only speak the language. As asserted by
“Little48 the important of using target language is to make the students become
autonomy in improving their speaking skill, because students can only learn
by speaking the language”. In other words, the learners use target language,
because it will make them become independent learners to enhance their
speaking performance in their learning.

49
Furthermore, Richards and Renandya stated that “different cultural
assumptions about the purpose of particular interactions and expected
outcomes of encounters also affect communication”. It means that, the
different cultural also affect to the aims of the interactions which will be
expected to the learners result of the target language.
48
David Little. 2005. Learner Autonomy: Drawing together the threads of self-assessment,
goals, setting and reflection . (ELP-TT)., p. 1
49
Jack C. Richards and Willi A. Renandya. 2002. Methodology in Language Teaching: And
Anthology of Current Practice. Cambridge University Press., p. 204
33
In addition, the researcher uses of target language in the classroom in
order to explore students‟ learning strategies in speaking performance is,
because the learners also get some factors which will influence them for the
language they are learning and raise their motivation to learn speaking.
e. The Roles of Teacher in Speaking Activity
The roles of teacher in speaking class are very important in encouraging
students‟ motivation and enthusiasm to learn speaking. Most teachers want
their students to speak English well, though they try to provide an effective
50
teaching which can get students‟ to speak English. Hence, Harmer provides
three roles of teacher which have particular relevance when teacher is trying
to get students to speak fluently:
1. Prompter
Students sometimes get lost, they cannot think what to say next, or in
some other way lose their fluency. Teacher can actually leave them to
struggle out of such situations on their own. However, teacher may be
able to help them and the activity to progress by offering discrete
suggestions. If it can be done supportively, it will stop the sense of
frustration that some students feel when they come a dead end of
language ideas.
50
Jeremy Harmer. 2001. Op.cit., p. 347-348
34
2. Participant
Teacher should be good animators when asking students to produce
language. Sometimes it can be achieved by setting up an activity clearly
and with enthusiasm. At other times, teachers may want to participate in
the class activity. However, they have to be careful that they do not
participate too much, thus dominating the speaking and the attention to
themselves.
3. Feedback Provider
The feedback in speaking activities is given by considering carefully the
effect of possible different approaches. When students are in the middle
of a speaking activity, over-correction may inhibit them and take the
communicativeness out of the activity. Everything depends upon our fact
and the appropriacy of the feedback the teacher gives in particular
situations. Teacher will respond to the content of the activity as well as
the language use.
2. The concept of Speaking
a. Definition of Speaking
Speaking can be considered as a productive skill of the oral
communication which involves other people in conveying the information
by pronunciation the words. Besides speaking is taught in academic level,
speaking is also used to deliver the idea which aims to gain the information.
35
Learners need to be able to know English orally to enhance their English
competence, because in common sense of people‟s viewing, speaking is

51
one of the crucial part Nation and Newton define speaking “as part of
work or academic study may include presenting reports or presenting a
viewpoint on a particular topic”.
According to Richards and Renandya,52 “speaking a language is
especially difficult for foreign language learners because effective oral
communication involves the ability to use the language properly in social
interaction”. In other words, speaking can be considered as the difficult part
for foreign learners because it needs appropriate skill to do the interaction in
communication.
Hence, they also argue that “learners need explicit instruction in
speaking, which like any language skill generally has to be learned and
practiced”.53 In other words, speaking is not only how we produce the words
orally in communication, but learners should be paying attention to the
context and provide appropriate language to the social content, and then
learners need to be able to gain the particular instruction to learn and
practice the language gradually.
51
I.S.P. Nation and Jonathan Newton. 2009. Teaching ESL/EFL Listening and Speaking: ESL
& Applied Linguistics Series. UK., p. 122.
52
Jack C. Ricahrds and Willy A. Renandya. 2002. loc.cit
53
Ibid
36
Furthermore, Thornbury 54 argues that “speaking is so much a part of
daily life that we can take it for granted”. In other words, speaking can be
considered as an important part for human, because speaking can help us in
term of communication in every day.
In addition, Brown55 asserts that “speaking is a productive skill that
can be directly and empirically observed, those observations invariably
colored by the accuracy effectiveness of a test-taker‟s listening skill”. In
other words, speaking is a skill that can be directly practical and obtain the
accuracy of the effective communication between speaker and interlocutor.
Derived from definition above, it can be concluded that speaking
plays an important role of human daily life. Speaking becomes important
because speaking is considered as a skill that can make people easily
understand to what things explained. Speaking is used as means of
communication between speaker and interlocutor. Hence, native or non-
native speakers use speaking to achieve their goals of communication in
which they can use speaking to deliver the information.
Speaking is the process of giving and accepting information which
involves other people in a communication. Speaker and interlocutor should
understand each other in giving and accepting information because speaking
is also used as the ability to achieve the objectives of communication.
54
Scott Thornbury. 2005. How To Teach Speaking. Harlow: Pearson Longman Education.,p.2
55
H. Douglas Brown. 2004. Language Assessment Principles and Classroom Practices. New
York. Pearson Longman Education., p. 140
37
b. The Objective of Teaching Speaking in a Foreign Language
Language learners study English to establish their competence in
speaking proficiency in speaking. Most of students try to speak English
well, even though to speak a second or foreign language is very complex
task but, the most important things is to understand concerning the nature of
what can appear to be involved in oral communication. This refers to the
role of teacher in providing an effective teaching technique to stimulate
them in order to raise their motivation to learn speaking, and teachers should
give them exposure and practice gradually.
According to Richards and Renandya56 that “speaking is used for
many different purposes, and each purpose involves different skills”.
Meaning that, learning speaking is not only for one purpose but also
speaking can be used for many different kinds of purposes involving
different skills that language users have.
Furthermore, Thornbury57 suggests that “the teaching of speaking
depends on there being a classroom culture of speaking, and that classrooms
need to become „talking classrooms”. In other words, students will be much
more confident and their speaking abilities will improve if this kind of
speaking activation is a regular feature of lessons.
56
Jack C. Richards and Willy A. Renandiya. 2002. op.cit., p. 201
57
Scott Thornbury. 2005. loc.cit., p. 131
38
Teachers need to be able to have their students can communicate by
using English, and then they always provide their strategies to enhance
58
students‟ desire to learn English effectively. Hence, harmer provided the
three main reasons for getting students to speak English.
“…First, speaking activities provide rehearsal opportunities-

chances to practice real-life in the safety of the classroom.
Second, speaking tasks in which students try to use any or all
of the languages they know provide feedback for both teacher
and students. Third, the more students have opportunities to
activate the various elements of language they have stored in
their brains, the more automatic their use of these elements
become”.
From Harmer‟s statement above, it can be concluded that to get
students to speak English, they should have many opportunities to involve
and practice themselves regarding the development of their competence in
speaking. This, how teachers give them exposure and practice in order to
make them activate such kind of element of skill on their brain that will be
used by them in practicing their English.
c. Speaking Performance
Speaking is as the crucial part that most students are encouraging by
their English teacher. The students are expected to acquire speaking as
verbal communication, so they can use speaking as communication
effectively. Hence, types of classroom speaking performance as follows:
58
Jeremy Harmer. 2007. How to teach English. Pearson Longman., p. 123
39
1) Fluency
Fluency is one of the important parts of speaking skill which
should be taught by every teacher to the students intensively. As stated
by Lado59, “speaking ability is described as ability to report acts or
situation in precise words or the ability to converse or to express a
sequence of ideas fluently”. In other words, fluency plays an important
role in speaking ability to convey the information or the ideas to the
particular situation fluently.

60
Furthermore, Harmer stated that the way in which we respond
the students when they speak in fluency activity will have a significant
bearing not only how well they perform at the time, but also on how
they behave fluency activities in the future”. It means that we need to
respond the students in their content, and not just to the language form.
We need to describe the problems that the student faced.
2) Pronunciation
Pronunciation is one of the crucial parts which plays an important
part in English speaking skill. Pronunciation is described as a significant
part in communicative oral expression in the classroom or out of the

61
classroom. As stated by Thornbury, “pronunciation refers to the
59
Robert Lado. 1961. Language Testing: the construction and use of foreign language test.
London. Longman Pearson., p. 204
60
Jeremy Harmer. 2007. loc.cit., 145
61
Scott Thornbury. 2005. Op.cit., p. 128-129
40
students‟ ability to produce compressible utterances to fulfill the task
requirements”. Meaning that, pronunciation is also can be described as
the crucial part in English skill that students‟ ability in produce the
utterances.
Furthermore, Harmer provides more issue related to
pronunciation, he asserts that pronunciation involves pitch, intonation,
individual sounds, sound and spelling, and stress.62 In other words,
pronunciation becomes important because it gives meaning to what is
being said. Wrong pronunciation or spelling may cause
misunderstanding or people involved in a conversation are offended.
3) Grammar
Grammar is one of the important in English skill, dealing with
communicative or writing activities related to constructing the sentences
and making a short utterance. Students need to be able to know the
correct sentences which it is depend on the correct grammar.
As stated by Brown,63 grammar is the system of rules governing
the conventional arrangement and relationship of words in a sentence”.
He also asserts the relation to contexts; a speaker should consider the
following things:
62
Jeremy Harmer. 2001. Op.cit., p. 28-33
63
H. Douglas Brown. 2001. Teaching by Principles An Interactive Approach To Language
Pedagogy. San Francisco University. Longman Press., 322
41
a. Who the speaker is

b. Who the audience is
c. Where the communication takes place
d. What communication takes place before and after a sentence in
question
e. Implied versus literal meaning
f. Styles and registers
g. The alternative forms among which a produce can choose.
64
Furthermore, Harmer suggests that since the knowledge of
grammar is essential for competent user of a language it is clearly
necessary for our students”. In other words, grammar is an important
component of the language user, and then it is clear that grammar is also
necessary for our students.
4) Vocabulary
Vocabulary is also an important part which plays the crucial part
in generating spoken language. As stated by Harmer,65 language
students need to learn the lexis of the language”. In other words,
students need to know what words that they using in communicative or

66
writing the language. Hence, Thornbury suggests three usual things
used by speaker in what they are being said:
a. When people speaking, they are involving high proportion of
words and expressions that express their attitude (stance) to what
is being said.
64
Jeremy Harmer. 1998. The Practice of English Teaching. Edinburg Longman Pearson., p. 25
65
Jeremy Harmer. 2007. Op.cit., 35
66
Scott Thornbury. 2005., loc.cit., 22
42
b. Speakers usually employ words and expressions that express
positive and negative appraisal because a lot of speech has an
interpersonal function, and by identifying what people like and
dislike, they are able to express solidarity.
c. Speech also usually employs deictic language, i.e. words and
expressions that point to the place, time, and participants in the
intermediate or a more distant context.
5) Interactive Communication
Interactive communication need to be built in speaking skill,
because by understanding an interactive communication the speaker and
interlocutor are easy to understand each other in producing the language.
As stated by Thornbury,67 “interactive communication refers to the
ability of a candidate to interact with the interlocutor and the other
candidates by initiating and responding appropriately and at the required
speed and rhythm to fulfill the task requirements”. In other words,
interactive communication is the ability that speaker and interlocutor
should have, because in having communication they respond
appropriately to get effective communication.
Hence, Brown68 emphasizes that “the most difficulties faced by
students in speaking are the interactive nature of communication”. It
67
Scott Thornbury. 2005. Op.cit., p. 129
68
H. Douglas Brown. 2001. loc.cit., p. 269
43
means that, students get many difficulties in interactive communication
which they try to communicate effectively.
6) Appropriateness
The appropriateness is very important in communication, because
by knowing the appropriate communication it will become the easiest
way to speaker and interlocutor. Therefore, Harmer stated that the term
of appropriateness is related to some variables. When people
communicating they have to see what effects to achieved the
communicative purpose. Those variables are: 69
a. Setting
b. Participants
c. Gender
d. Channel
e. Topic
70
Furthermore, Pawlak emphasizes that “appropriateness is the
degree to which the parties of a communicative situation regard it as
appropriate and effective”. In other words, appropriateness is also a
step which related to effective communication and effective situation.
Concerning speaking phase of speaking performance above,
learners can acquire effective communication, if they try to learn and
raise their motivation in order to obtain language knowledge, because
69
Jeremy Harmer. 2001. loc.cit., p. 24
70
Miroslaw Pawlak. 2015. Issues in Teaching, Learning and Testing Speaking in a Second
Language. New York. Springer Heidelberg., p. 72
44
this can make them become autonomous learners and reach their
effective goals of learning the language.
Speaking performance is a productive skill that human use to
produce the language in meaningful context by understanding the
phase of performance in communication. Speaking cannot be separated
from pronunciation that learners should encourage them to learn the
English sound.
CHAPTER III
RESEARCH METHODOLOGY
This chapter refers to the methodology of this research that will be described
the supporting and thinking of the procedure in taking decision to achieve the
objective of the research. It covers, setting of the research, research design, research
participants, research instruments, data collection and data analysis.
A. Place and Time of the Research
This research took place at third semester of English Department in
University of Muhammadiyah Sorong, which has 85 in total number of the
students in 2015, and most of the students come from different culture. This
research was focused on the third semester of English department. Why the
researcher chooses students of third semester as research participants because
due to the academic calendar that the following semester is in odd semester, then
the researcher uses the third semester as the participants of this research to see
students‟ learning strategies in speaking performance. This research was
conducted in November – January 2016, which was taken only from speaking
class.
B. Research Design
This research employed qualitative approach by exploring students‟
learning strategies, the factors influencing students‟ learning strategies and the
45
46
roles of teacher/lecturer in speaking performance. This research was designed in
attempting to understand human problem and also conducted in natural setting.
This research was conducted under the qualitative study in which the data
were taken from the students‟ journal, interview and questionnaire concerning the
focuses of this research was to see the strategies were used by students in
speaking performance. Journals, interview and questionnaire were used to
discover the objective of this research.
C. Research Participants
The participants of this research were students at third semester of English
department in university of Muhammadiyah Sorong, which consists of 12 students
which involved getting the data. The researcher used the purposive sampling in
71
this research. Mackey et.al stated “The purposive random sampling is the
process of selecting the individuals based on their knowledge of the population
and in order to elicit data which they are interested”. The students were chosen by
the researcher from three levels, high, moderate and low of two different classes
to see their learning strategies in learning speaking. Students had passed speaking
one and two with the expected score, then it is easy for the researcher to get detail
and accurate data from the participants. In addition, the participants of this
research chosen by researcher is based on the objective, which is to find out the
71
Alison Mackey and Susan M.Gass.2005. Second Language Research Methodology and
Design. New Jersey. Lawrence Erlbaum Associates,p.122
47
students‟ learning strategies, the factors influencing student‟s learning strategies
and teacher/lecturer roles in students‟ speaking performance.
D. Research Instruments
Since the focused of this research was to find out students‟ learning
strategies, the factors influencing students‟ learning strategies and the lecturer
roles in students‟ speaking performance. Researcher attempted to employ three
primary instruments in order to have comprehensive data taken from each
research instrument. The first instrument was document based-data (students‟
journal), this students‟ journal was used to answer first research question which
focuses on students‟ learning strategies in speaking performance. This study
implied students‟ journal was to obtain the accurate data from the participants
concerning learning strategies after following speaking class which make them to
become independent learners.
The researcher used students‟ journal to reflect students‟ activities in
learning speaking by choosing their own learning strategies in order to achieve
successful learning in speaking performance. As stated by Jamila, 72 that “ journal
provides an opportunity for students to reflect their learning such as what is easier
or difficult on how they achieve the successful to learn language”.
Meanwhile, the second instrument was interview based-data, this interview
was used to answer second and third research question which focuses on the
72
Mariam Jamila. 2013. Op.cit.
48
factors influencing students‟ learning strategies and the roles that lecturer does in
enhancing speaking performance. This interview was to gain the students‟
experience concerning the factors influence students‟ learning strategies and the
lecturer roles in speaking performance. According to Khotari, 73 “the interview is
meant to focus attention on the given experience of the respondent and its‟
effect”.
In addition, the third instrument was questionnaire based-data, this
questionnaire was used as the secondary data to support the interview concerning
third research question containing the roles that lecturer does in enhancing
students‟ speaking performance. As stated by Brown in Alison, “questionnaire are
written instruments that present respondents with a series of questions or
statements to which they are writing out their answers or selecting them among
existing answer”.74
Those instruments lead to see the various learning strategies; the factors
influence students‟ learning strategies and the lecturer roles in speaking
performance. The data taken from the first, second and third instruments
concerning the objective of the research and it implies to obtain the
comprehensive result on findings.
Furthermore, the instruments that the researcher used in this research were
asked by the questions specifically on the use of learning strategies that can be
73
C. R. Khotari. 2004. Research Methodology: Methods and techniques (2nd revised edition).
New Age International Publisher., p. 97
74
Alison. 2005. loc.cit
49
seen in appendix 1 on page 116 and the factors influence students‟ learning which
make them to be aware to develop their strategies in learning speaking that can be
seen in appendix 2 on page118. The instruments in the third research question
were focused on how teacher or lecturer provides the roles in enhancing students‟
speaking performance and develops their learning strategies which can be seen in
appendix 3 on page 120 and 126.
E. Data Collection and Analysis
1. Data Collection
Based on the research instruments above, the researcher used those
instruments in collecting data. First, document based-data (students‟ journal)
were distributed to the students after each meeting in speaking class, the total
students‟ journal were twelve for twelve students as the participants of this
research.
The researcher prepared the questions on the journal and the journals were
given to the students in every meeting. The students were asked to fulfill that
journal concerning the strategies they used in speaking performance with the topic
which discuss in each meeting. The topic discussed in the meeting was based on
the syllabus.
Second, the interview based-data as the second instrument; interview was
conducted to gain the detail data concerning the objective was to find out the
factors influencing students‟ learning strategies and the roles that the lecturer does
50
in speaking performance. The students were asked based on the interview
guidelines with some questions in order to get the data from the participants as
needed by the researcher.
Third, the questionnaire based-data as the secondary data was used to
obtain and to support the interview concerning the objective of third research
question was to discover the roles that lecturer does in enhancing students‟
speaking performance. The questionnaire was distributed to the total twelve
students as the participants of this research. The questionnaire was adapted from
Arafat 75 about “the roles of English teachers”. The participants were asked to fill
out the questionnaire by answering five type of answers containing highly agreed,
agreed, hesitate, disagreed and extremely disagreed.
2. Data Analysis
After collecting the data, the researcher analyzed the data from the
instruments. Firstly, the data from students‟ journal were tabulated in accordance
and analyzed them systematically concerning the objective of the first research
question which contains students‟ learning strategies as their own way of learning
that is done by the students in speaking class.
Secondly, the data from interview guidelines were transcribed and sort
them into microsoft sheet, then, the researcher classifies them into each item in
75
Susane Arafat. 2005. The Roles of English Teachers as Perceived by Learners of English as
Foreign Language. Vol. 19. No. 2. 2005. An-Najah National University. Nablus, Palestine., 680-722.
Retrieved 9 October 2015.
51
order to discover each objective of the second and third research questions
concerning the factors that influencing the students‟ learning strategies and the
roles that lecturer does in speaking performance.
Thirdly, the questionnaire also was tabulated and sort them to each item to
support the objective of the third research question concerning the roles that
lecturer does in enhancing students‟ speaking performance. The data from those
instruments were put forward systematically and accordingly in order to gain the
comprehensive result of this research.
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
This chapter deals with two major points. First, the findings of data analysis
in which the data of students‟ journal, interview and questionnaire are presented in
this part of the research. The second part is the discussions; it is the interpretation
about the data analysis. The result of the data analysis and discussions are elaborated
in the following section.
A. Findings of Data Analysis
1. The Strategies Employed by the Students in Enhancing their Speaking
Performance.
Table 4.1: The classification of the participants
Grade in the
No Initial Name Gender Class Semester
2nd semester
1 AR Female C 3 A
2 AF Male C 3 A
3 AJCS Female C 3 B
4 HLM Male C 3 B
5 IIAQ Female C 3 C
6 SWMA Female C 3 C
7 MYRD Male D 3 A
8 SNIL Female D 3 A
9 MSS Female D 3 B
10 RN Female D 3 B
11 OL Female D 3 C
12 NR Female D 3 C
52
53
Based on the table above, the researcher classifies the participants in
order to gain the comprehensive data on their grade containing three categories
levels of students‟ achievement in speaking by stating high with grade A,
moderate with grade B and low with grade C.
The researcher used the first data analysis to answer the first research
question concerning what strategies are employed by students in enhancing their
speaking performance. The findings of students‟ journal are in the following:
a. Students’ Journal
Before distributing students‟ journal, the researcher gave the explanation
regarding the journals for this research. The question and the data needed were
presented in English language with the purpose to see the students various kinds
of learning strategies in speaking performance.
The result of students‟ journal stated by the students concerning their
learning strategies in speaking performance, the transcription of students‟
journal can be seen as follows:
Journal 1:
Student 1:
The researcher asked the students by giving them journal to fill out
that journal on the topic guiding that the students learned for speaking; and
student 1 answers the journal as follows:
“Need preparation to talk and to add the new words,

the preparation of the material will be taught by the
lecturer” (students‟ journal, November 25, 2015)
54
From the answer of student 1, it can be seen on her learning strategies
that student 1 tends to prepare herself before learning speaking. Student 1 needs
to prepare the addition words concerning the material that will be taught by the
lecturer. It means that student 1 on journal 1 tends to use metacognitive
strategies.
Meanwhile, she also mentioned that:
“Listen to music to add new words that I just listen.

(students‟ journal, November 25, 2015)
Based on the data from student 1 on her journal, it can be seen that
she also listened to the music in learning speaking; it is used to add her
vocabulary. This means that she also used affective strategies.
Student 2:
Student 2 said concerning his learning in speaking as follows:
“I must prepare myself to believe that I can learn speaking”.

“I must prepare dictionary to help me, if I don’t understand
what the lecturer says”.
“I must prepare the vocabulary for speaking every day”.
From the data that the researcher got from student 2, it can be seen
that he tends to prepare and organize his learning concerning learning speaking.
Therefore, it is briefly to state that student 2 on journal 1 tends to use
metacognitive strategies in his learning. He also said that:
“I usually get the vocabulary to speak English from watching

movies, listening to music and the others to improve my
speaking ability”. (students‟ journal, November 25, 2015)
55
The data above shows that student 2 also use meaningful of visual
imagery and sound to help him in getting the vocabulary which can help him to
learn speaking. It can be stated that student 2 on journal 1 tends to use memory
strategies in learning speaking.
Student 3:
Student 3 said on her journal concerning her learning in speaking as
follows:
“Before learning speaking, I learned to speak alone or with

friends as well. Although it is just a greeting”
“Try to practice with the other friends and discuss the last
material before”.
“if I get the problems in learning speaking I will ask more
detail to lecturer and to friends who know”. (students‟
journal, November 25, 2015)
From the data above, it shows that student 3 learn speaking by
practicing with her friend even though just say hello or greeting. She also asks
the lecturer concerning the material; it can help her to study especially
speaking. It is briefly to state that student 3 on journal 1 tends to use social
Student 4:
Student 4 stated on his journal concerning learning strategies in
learning speaking as follows:
“I usually learn tenses”

“Trying to know and understanding the grammar”
56
“Learning material that will be discussed in the class”

From the data above, student 4 tends to prepare himself before coming
to the class concerning learning speaking. He tries to prepare the material that
will be discussed in speaking class. Therefore, it can be concluded that student 4
on journal 1 tends to use metacognitive strategies.
Student 5:
Student 5 stated on her journal concerning her learning strategies in
speaking as follows:
“First, I prepare myself to be brave to speak in front of my

friends and be self-confidence”
“Second, I prepare the material and prepare many vocabularies”
“I prepare myself for not being afraid and brave to speak
with the lecturer” (students‟ journal, November 25, 2015)
The data above shows that student 5 tries to reduce her anxiety to
learn speaking. She tries to learn speaking bravery by controlling her
motivation wisely. It is briefly to state that student 5 on journal 1 tends to use
affective strategies in learning speaking.
Student 6:
Meanwhile, student 6 stated concerning her learning in speaking class
as follows:
“I prepare myself for not being afraid, I ask question to

the lecturer. “Practice with my friends” understanding to
make a sentence. “Asking to the lecturer or friends”
(student‟s journal, November 25, 2015).
57
The data of student 6 on her journal shows that she needs other people
to get involved in her learning which help her to learn speaking. She frequently
needs lecturer or friends to help her in speaking activity. Therefore, it can be
concluded that student 6 on journal 1 tends to use social strategies in her
learning.
Student 7:
Student 7 stated on his journal about his strategies in learning
speaking, the data can be seen as follows:
“Listening to the music of west song”

“I usually watch west movie for example: cartoon movie”
The data shows that student 7 uses the music and watch movies to
make him better in preparing himself in speaking class. It is briefly to state that
student 7 tends to on journal 1 use memory strategies in her learning.
Student 8:
Meanwhile, student 8 stated concerning her learning in speaking
subject as follows:
“I train myself to make a dialogue with my friends by using

English” (students‟ journal, November 25, 2015)
The data shows that student 8 tries to practice her English with her
friends. It means that she needs other people to help her in learning speaking.
Therefore, it is briefly to state that student 8 on journal 1 use social strategies.
58
Student 8 also used other strategies in learning speaking, it can be seen as
follows:
“I also watched the movies which use English as the first

language”. “I also watched tutorial video about speaking
English on YouTube. (students‟ journal, November 25,
2015)
Based on the data above, it can be stated that student 8 also used
auditory and visual connection to get some information to make her remember
some vocabularies which make her easy to learn speaking. Therefore, It is
briefly to state that student 8 also used memory strategies in her learning.
Student 9:
Student 9 stated concerning her learning in speaking, it can be seen
as follows:
“Training myself to talk with a friend”

“Asking to my lecturer about what I did not understand”
“Asking to my friends who already know or understand”
The data shows that student 9 particularly needs her friends in order to
ask them to practice her speaking. She also asked her lecturer concerning the
material the she does not know or understand. Therefore, it can be stated that
student 9 on journal 1 tends to use social strategies in her learning especially
speaking.
59
Student 10:
Student 10 stated concerning her learning especially learning speaking, it
can be seen from the data below:
“Memorize vocabulary”
“Listening to the music”
“Watching cartoon movies” (students‟ journal,
November 25, 2015)
From the data above, it can be stated that student 10 frequently
memorizes vocabulary. She uses auditory visual connection to help her in
learning speaking. She also watches movie to make her remember the
vocabularies. Therefore, it can be concluded that student 10 on journal 1 tends to
use memory strategies in her learning.
Student 11:
Student 11 stated concerning her learning in speaking, it can be seen
as follows:
“Learned to memorize vocabulary”

“I was watching a video about listening”
“I learn to hear the audio and I try to write words that I did
not understand” (student‟s journal, November 25, 2015)
The data above shows that student 12 uses visual imagery and sound
and she tries to remember the vocabulary in her learning. She also tries to review
words which used auditory and visual connection by writing those vocabularies
that she does not understand. It can be concluded that student 11 tends to use
memory strategies in her leaning strategies.
60
Student 12:
Student 10 stated concerning her strategies in learning speaking as
follows:
“When I got a problem in speaking, I will ask my friends”

“Because it can help me to complete my problem and I also
ask to the lecturer” (students‟ journal, November 25, 2015)
The data above shows that student 12 needs other to help her in
learning speaking. She asked to her friend and the lecturer that make her to know
or practice her English. It can be seen that student 12 on journal 1 tends to use
social strategies.
Journal 2:
In students‟ journal 2, which discusses on the topic giving direction,
the researcher gave the students journal at the end of speaking class. The
students fill out that journal concerning their learning strategies in speaking
class. The researcher used that journal to see their various learning strategies in
Student 1:
Student 1 stated on her journal concerning the learning strategies in
speaking class that can be shown as follows:
“Before coming to the classroom and studying, I heard

songs, watching TV in order to find new words that I listen
and then I translate them, watching and listening to the
music are one of my alternatives to prepare myself to learn
speaking”. (Students‟ journal, December 02, 2015)
61
The data above shows that student 1 uses auditory visual connection to
prepare herself in speaking class. She tries to listen to the music and watching
TV in order to obtain new words. In other words, it can help her to learn English
and she tries to speak English. Therefore, it is briefly to state that student 1 on
journal 2 tends to use memory strategies in learning speaking.
Student 2:
Student 2 stated concerning his learning strategies in speaking
performance showed on his journal as follows:
“Get a new vocabulary from paper, magazine, books and

etc. make me to be brave to learn speaking. “I try to make
my mouth to speak well” (student‟s journal, December 02,
2015).
The data above shows in journal 2 that student 2 tries to prepare himself
concerning the preparation in speaking class. He prepares himself by finding
some vocabularies, planning to the target language task in speaking class. It can
be seen that student 2 on journal 2 uses metacognitive strategies in learning
speaking. Meanwhile student 2 also stated on his journal that:
“If I don’t understand what the lecturer says, so I will ask

to lecturer”. “I will ask my friends to help me”. (student‟s
journal, December 02, 2015).
From the data above, it can be seen that student 2 needs others to help
him concerning speaking activity. He asks the lecturer or his friends to help him
if he does not understand what the lecturer says. Therefore, it can be concluded
that student 2 on journal 2 also uses social strategies in his learning.
62
Student 3:
Student 3 shows her learning strategies in speaking performance stated
on her journal which can be seen as follows:
“Training by myself with the ma how to tell the way for

someone. “Trying to understand by myself by to review the
topic”. (students‟ journal, December 02, 2015)
The data above shows that student 3 sets up the objective and prepare
her learning. She tries to prepare herself to understand the material given by the
lecturer. Therefore, it can be seen that student 3 on journal 2 tends to use
metacognitive strategies.
Student 4:
Student 4 stated concerning his learning strategies in speaking
performance, it can be seen as follows:
“I used to learn from dictionary, find some vocabularies

and grammar roles. “Learning the materials that will be
studied in the class later. “I set up my strategy to face
speaking subject”. (students‟ journal, December 02, 2015)
The data above shows that student 4 tries to prepare himself to add
his knowledge concerning the appropriate grammar by finding the vocabularies
from dictionary. He also sets up his own strategy to face in speaking class. It is
briefly to state that student 4 on journal 2 tends to compensation strategies in
63
Student 5:
Student 5 shows on her journal concerning her strategies in learning
speaking, it can be seen as follows:
“I prepared myself by studying many vocabularies, and so,

I pronounce together with lecturer and friends, I am not
doubtful I must prepare my mental, physical, and so be
brave to speak in front of the lecturer and friends. I
prepare dictionary that can help me in learning speaking.
I prepare my ear to be able to hear well”. (student‟s
The data above shows that student 5 prepare herself for not being
afraid to speak in front of the lecturer and her friends. She tries to pronounce the
words together with lecturer and her friends. Therefore, it can be concluded that
student 5 in journal 2 tends to use cognitive strategies.
Student 6:
speaking performance, the data can be seen as follows:
“I make a short conversation about asking the way.

“Practicing with my friends. “I prepare myself for not
being afraid. I ask the question to the lecturer. “learning
about sign way”. Asking to the lecturer”. (student‟s
The data above shows that student 6 tries to practice the conversation
with her friends. She also tries to ask the lecturer if she does not understand
concerning speaking material. Therefore, it can be concluded that student 6
on journal 2 uses social strategies in her learning.
64
Students 7:
Student 7 stated on his journal concerning his strategies in learning
“Memorizing vocabulary. “I always practice by myself in

front of the mirror. “I always listen to the music of west
song.” (student‟s journal, December 02, 2015).
The data shows that student 7 tries to decrease his anxiety by
practicing in front of the mirror. He believes that this can help him to speak
English confidently. He also uses the music especially west music, therefore,
it can be concluded that student 7 on journal 2 tends to use affective strategies
in her learning.
Student 8:
Student 8 shows her strategies on journal 2 that can be seen as
follows:
“As habitually, I always listen to the music and

memorize vocabulary and I also use the internet to
search everything about learning speaking, I search the
new material for the next meeting. I also find the
information about learning speaking material in other
class. So, I can prepare as well as I can. I add my
knowledge of grammar and I learn how to make a good
and correct sentence”. (student‟s journal, December 02,
2015).
The data above shows that student 8 tends to prepare herself
concerning speaking activity. She tries to find some information or material
about learning speaking. She also tries to set up the goals and objectives,
65
planning to the target language task, comprehending and evaluate the
learning. It can be concluded that student 8 in journal 2 tends to use
metacognitive strategies in learning speaking.
Student 9:
Student 9 stated on her journal concerning her strategies in learning
“To prepare myself, I usually memorize vocabulary. I

usually listen to the audio conversation on YouTube
and read the task of conversation. Maybe, I will join
English club to improve my speaking kill”. (student‟s
The data above shows that student 9 uses meaningful of visual
imagery and sound and remember words. She tries to read the conversation in
order to improve her speaking. Therefore, it can be concluded that student 9
on journal 2 tends to use memory strategies.
Student 10:
Student 10 stated on her journal about her learning strategies in
learning speaking, the data can be seen as follows:
“I prepare myself very well in learning speaking.

“I will ask the lecturer”.
“I will ask my friends”.
The data above shows that student 10 tends to need others to help her
learning speaking. She frequently needs lecturer and friends in speaking
activity. Therefore, it is briefly to state that student 10 on journal 2 tends to
use social strategies in learning speaking.
66
Student 11:
Student 11 stated on the journal concerning her strategies in learning
speaking that is shown as follows:
“I have to understand the topic in speaking and

memorize vocabulary”.
“Watching movie from YouTube and watching west
movie”.
“Listening to the music in west song and understand the
words”. (student‟s journal, December 02, 2015).
The data above shows that student 11 tries to learn by audio visual
connection to remember new language information that based on its sound.
She watching movie because by watching movie especially west movie, it
will make her get some vocabularies. Therefore, it is briefly to state that
student 11 on journal 2 tends to use memory strategies.
Student 12:
Student 12 stated on her journal concerning learning strategies in
“I prepare my new vocabularies”

“I prepare to understand what my lecturer will teach us”.
“I prepare myself to speak English”. (student‟s journal,
December 02, 2015).
From the data above, it can be seen that student 12 tends to prepare
herself concerning the learning process especially in speaking class. She tries
to plan and organize her learning process by preparing some vocabularies and
to have an understanding concerning the material that the lecturer teaches. It
67
is frequently to state that student 12 on journal 2 tends to use metacognitive
strategies.
Journal 3:
In this student‟s journal 3, which discusses about describing
appearance, the researcher gave that journal for the participants at the end of
speaking class. The participants are expected to fill out that journal
concerning their learning strategies in speaking class.
Student 1:
“I’ve prepared from home by listening to the music and

watching TV. It is my way to get new words that I
heard”. (student‟s journal, December 09, 2015).
The data shows that student 1 on journal 3 tends to prepare herself in
learning speaking by listening to the music and watching TV in order to gain
new words that she heard. It is briefly to state that student 1 on journal 3 uses
memory strategies in learning speaking.
Student 2:
Student 2 stated on his journal concerning his learning strategies in
“I learn from watching movies, listening to the music.

Read new sentence may be from magazine, paper, books
and etc. usually I speak by myself in English” and
getting the vocabulary from dictionary”. (student‟s
68
From the data above, it can be seen that student 2 tends to use
auditory visual connection and identify language material or words into
meaningful units. It can be stated that student 2 on journal 3 uses memory
Student 3:
Student 3 stated her journal about her learning strategies in learning
speaking as follows:
“Before starting the lesson I learned about adjectives

and characteristic of an object”.
“Practice describing my friend’s bag next to me. Trying
to describe someone” and learning more vocabulary to
describe something”. (student‟s journal, December 09,
2015).
The data above shows that student 3 tends to prepare herself
concerning learning speaking. She plans about learning to gain the effective
objectives. Therefore, it is briefly to state that student 3 on journal 3 uses
Student 4:
Student 4 stated about on his journal concerning his learning
strategies, the data can be shown as follows:
“Preparing a material”.
“Learning about the materials that the lecturer gave to
us. Set up a strategy to speak in front of the class.
Prepare a dictionary and materials that we wrote
before”. (student‟s journal, December 09, 2015).
69
The data shows that student 4 frequently prepare the materials
concerning the learning speaking. He also tries to set up his goal and
objective contains the strategies in learning speaking. Therefore, it is briefly
to state that student 4 on journal 3 tends to use metacognitive strategies.
Student 5:
Student said on her journal concerning learning strategies in learning
“I prepare myself for not being afraid when I ask the

question to the lecturer and take a note to help me when
I speak. I prepare some words to add my knowledge and
I come to campus. I use English with my friends when I
meet my them and also I pay attention to the
pronunciation in my speaking”. (student‟s journal,
December 09, 2015).
The data above shows that student 5 tends to comprehend and produce
the language. She also tries to repeat the sound which focuses on
pronunciation, identify and taking notes because it will help her to learn
speaking well. Therefore, it is briefly to state that student 5 on journal 3 tends
to use cognitive strategies in learning speaking.
Student 6:
“I prepare myself for not being afraid when I ask question

to the lecturer and my friends. When I meet my friends, I
also pay attention to the pronunciation in any speaking. I
need to be brave and prepare myself”. (student‟s journal,
December 09, 2015).
70
The data above shows that student 6 tries to prepare herself
concerning the learning speaking. She tries to have big attention in
understanding pronunciation. Therefore, it is briefly to state that student 6 on
journal 3 tends to use cognitive strategies.
Student 7:
Student 7 said on his journal concerning his learning strategies in
“I have to study at home before going to campus and

practice speaking with others that I can do”. I usually
memorize vocabulary and practice my vocabulary by
using conversation”. I try to speak well little by little”. I
usually review the subject at home, I try to understand
which one is the point that I didn’t understand”. (student‟s
The data shows that student 7 tends to practice speaking; she tries to
plan the learning process. She also evaluate and taking control of his learning
at home. Therefore, it is briefly to state that student 7 on journal 3 uses
Student 8:
“I always listen to the music every time, especially west

music so I will get the new vocabulary from that song. I
also watch west movies and take the conversation and
then use it in my daily conversation. I also make
discussion with my friends about the material or the next
material”. (student‟s journal, December 09, 2015).
71
From the data above, it can be seen that student 8 tends to use
auditory visual imagery and sound to review well words or vocabulary and
identify words into meaningful units. It is briefly to state that student 8 on
journal 3 tends to use memory strategies in learning speaking.
Student 9:
“Trying to communicate with my friends using English

language”. I will join English club”.
“Trying to communicate with tourist”. Asking to my
lecturer about the material that has not been
understood”. (student‟s journal, December 09, 2015).
From the data above, it can be seen that student 9 needs other to help
her in learning speaking. She tries to communicate with her friend and also
she communicates with tourist. It is briefly to state that student 9 on journal 3
tends to use social strategies in learning speaking.
Student 10:
Student 10 said on her journal about her learning strategies in learning
“I prepare myself very well in every meeting. I always

focus on the topic. I prepare my conversation book”.
“I will describe about anything for practicing”. (student‟s
journal, December 09, 2015)
The data above shows that student 10 tends to prepare herself to the
learning speaking. She tries to set up the goals in order to gain the target
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language task. She also comprehends and evaluates the learning process. It
can be said that student 10 on journal 3 tends to use metacognitive strategies
in learning speaking.
Student 11:
“I learned to memorize vocabulary. I listen to the English

song and I write the words that I do not know it yet”.
“I translate one by one about the words in the story that I
read”. (student‟s journal, December 09, 2015).
From the data above, it can be said that student 11 tends to use music
to get the vocabulary and making writing language contains the words that
she does not know yet. It is briefly to state that student 11 on journal 3 tends
to use affective strategies.
Student 12:
Student 12 said on her journal about her learning in learning speaking,
the data can be seen as follows:
“I prepare to find new vocabularies”.

“I prepare to understand what the lecturer says”.
“I prepare my speaking well”. (student‟s journal,
December 09, 2015).
The data above shows that student 12 tries to prepare herself about
learning speaking. She also takes control of her learning process, self-
monitoring and self-evaluation. It can be concluded that student 12 on journal
3 tends to use metacognitive strategies.
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Journal 4:
In this journal 4, the researcher gave the journal on the topic daily
activity and expressing surprise for the participants. The participants are
expected to fill out the journal concerning their learning strategies in learning
speaking.
Student 1:
Student 1 said on her journal concerning her learning strategies in
“Before entering the classroom to learn. I’ve prepared

from home by listening to songs and watching TV it is on
my way to get new words that I heard”. (student‟s
Meanwhile, student 2 said on his journal that:
“Watching west movies, because it has many

conversations that we can get the vocabulary and practice
listening to the west music and practice to sing a song”.
(student‟s journal, December 16, 2015).
From the data above, it can be seen that student 1 and 2 tend to use
audio visual connection and visual imagery sound to remember the
vocabularies. It is briefly to state that student 1 and 2 on journal 4 tend to use
Student 3:
Student 3 stated on his journal about his learning strategies in learning
74
“Write my daily activities and tell to my friends in front of

the class. Learning the exact location of conjunctions.
Learn about the tenses which are used to tell daily
activities. Practicing with friends before”. (student‟s
From the data above, it can be seen that student 3 tends to learn
speaking in specific topic or selecting topic. She tries to understand the
appropriate grammatical contains the topic. It can be said that student 3 on
journal 4 tends to use compensation strategies in learning speaking.
Student 4:
Student 4 stated on his journal concerning his learning strategies in
“I usually prepare my dictionary, especially oxford

dictionary. Prepare my material that I learnt before. Set
up my strategies to speak in front of the class”.
The data above shows that student 4 tends to prepare himself
concerning the learning speaking. He tries to organize his learning and setting
up the goals and objectives of the learning. It is briefly to state that student 4
on journal 4 uses metacognitive strategies.
Student 5:
Meanwhile, student 5 said on her journal about her learning strategies
in learning speaking, it can be seen as follows:
“I prepare myself to talk much with some friends every

day. And also at home, I always speak with my sister in
order that I am not shy to speak in campus”. (student‟
75
From the data above, it can be viewed that student 5 needs other to
help her in order to practice her speaking. It can be concluded that student 5
on journal 4 tends to use social strategies in learning speaking.
Student 6:
learning speaking, the data can be viewed as follows:
“Understanding the material about daily activity or

guessing words and practice by myself”.
“Understanding the vocabulary”. (student‟s journal,
December 16, 2015).
From the data above, it can be seen that student 6 tends to pay
attention to the particular term or topic. Therefore, it is briefly to state that
student 6 on journal 4 uses metacognitive strategies in learning speaking.
Student 7:
“I practice with my friends in the class. I will ask my

lecturer.”
“I ask my smart friends in the class.” (student‟s journal,
December 16, 2015).
The data above shows that student 7 tends to need other to help him in
learning speaking. He practices speaking with his friends and asks from his
friend. Therefore, it can be concluded that student 7 on journal 4 uses social
strategies.
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Student 8:
“I will ask my lecturer when I get problems in my

comprehension about speaking. I will ask my lecturer
about the material that I don’t understand. I will ask my
friends about the part that I still confused and make a
small discussion”. (student‟s journal, December 16
2015).
The data above shows that student 8 tends to ask her lecturer or
friends and clarify on learning speaking. She needs others in her learning, it
can be concluded that student 8 on journal 4 tends to use social strategies in
learning speaking.
Student 9:
learning speaking that can be seen as follows:
“I usually listen to the music”.

“Read the texts of conversation”.
“Train myself to talk to a friend”. (student‟s journal,
December 16 2015).
The data above shows that student 9 uses the music in her learning.
She takes control of her motivation to train by herself. It is briefly to state that
student 9 on journal 4 tends to use affective strategies in learning speaking.
Student 10:
learning speaking, it can be seen as follows:
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“Exactly, I always build my vocabulary to improve my

speaking. I try to download some applications of
conversation and I learn from those applications to
improve my speaking”. (student‟s journal, December 16,
2015).
The data above shows that student 10 tends to manage her learning.
She also tries to set up her learning objectives in order to help her in learning
speaking. Therefore, it can be viewed that student 10 on journal 4 tends to use
Student 11:
Student 11 stated on her journal concerning her learning strategies ing
“I was preparing myself; because when I speak with other

people I am always shy and when I stand in front of my
classroom I can’t speak well. I always get nervous if
someone looked at me when I speak”. (student‟s journal,
December 16, 2015).
The data above shows that student 11 tends to take control of her
emotion and attitudes. She tries to decrease her anxiety in order to be able to
speak English. Therefore, it can be concluded that student 11 on journal 4
tends to use affective strategies.
Student 12:
Meanwhile, student 12 stated on her journal concerning her learning
strategies in learning speaking, it can be seen as follows:
“I try to find the new vocabulary. I try to make a new

sentence. I will open my dictionary, if there are
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vocabularies that I don’t know”. (student‟s journal,

December 16, 2015).
The data above shows that student 12 cares concerning lack of
vocabularies of the appropriate vocabulary. Therefore, it is briefly to state that
student 12 on journal 4 tends to use compensation strategies in learning
speaking.
Journal 5:
In this journal 5, the researcher gave journal on the topic expressing
surprise and feeling for participants at the end of speaking class. The
participants are asked to fill out that journal concerning their learning
Student 1:
“As usual, before entering the classroom to learn I’ve

prepared from home by watching TV. It is my way to get
new words that I heard”. (student‟s journal, December
23, 2015).
The data above shows that student 1 tends to use her imagery and
visual connection in learning speaking. She watches movies to gain new
vocabulary. Therefore, it is briefly to state that student 1 on journal 5 uses
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Student 2:
Student 2 said on her journal about his learning strategies in learning
“Open dictionary in the morning and get some

vocabularies. I speak by myself to make me brave. I
listen to the music and get some vocabularies from that.
It makes me to be brave to learn speaking”. (student‟s
The data above shows that student 2 tends to decrease his anxiety and
taking control of his emotion in learning speaking. He also uses music to gain
some vocabularies. Therefore, it can be concluded that student 2 on journal 5
tends to use affective strategies in his learning.
Student 3:
Student 3 stated on her journal about her strategies in learning
“Trying with my friends by giving something and look

their expression. Known what kinds of expression.
Learning and practicing how to show my expression”.
From the data above, it can be said that student 3 organizes and
evaluates her learning. She tries to set up her goals and objectives in learning
speaking, self-monitoring and self-evaluating. It can be concluded that
student 3 on journal 5 tends to use metacognitive strategies in learning
speaking.
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Student 4:
Student 4 stated on his journal concerning his strategies in learning
“I usually learn the tenses and prepare my knowledge

about grammar, a material from the lecturer”.
The data above shows that student 4 tends to his knowledge about
grammatical and also some vocabularies. Therefore, it can be concluded that
student 4 on journal 5 tends to use compensation strategies in learning
speaking.
Student 5:
Meanwhile, student 5 stated on her journal concerning her strategies
in learning speaking, the data can be seen as follows:
“I prepare to speak better and I have to be brave to speak,

so I can speak in front of the lecturer.
“And prepare my expression for not being afraid. I must
be self-confidence”. (student‟s journal, December 23,
2015).
From the data above, it can be seen that student 5 tends to decrease
her anxiety, taking control of her emotions, attitudes in learning speaking. It
can be concluded that student 5 on journal 5 tends use affective strategies.
Student 6:
Student 6 stated on her journal concerning her strategies in learning
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“Practice with my friends and asking to the lecturer,

repeat the material and also asking to my friends”.
Meanwhile, student 7 stated his strategies in learning speaking; it can
be seen as follows:
“I often practice at home to speak with my brother. If I

don’t understand I will ask my lecturer to explain again
and I will ask my friends”. (student‟s journal, December
23, 2015).
The data above shows that student 7 tends to use or need others to
help him in learning speaking. Therefore, it is briefly to state that student 7
on journal 5 uses social strategies in learning speaking.
Student 8:
Student 8 stated on his journal about his strategies in learning
“I listen to the music especially west music to add my new

vocabulary. “I watch movie especially west movie
because there are many conversations that I can take
from the movie”. (student‟s journal, December 23,
2015).
Meanwhile, student 9 said on her journal that:
“Memorize some vocabularies every day”.

“Watching the west movies and watching TV”. (student‟s
In addition, student 10 also stated on her journal that:
“Memorize some vocabularies every day to make me easy

to speak with other person”.
82
“I often watch west movie to improve my pronunciation

when I’m speaking”. (student‟s journal, December 23,
2015).
The data above show that students 8, 9 and 10 tend to use auditory
visual connection in their learning to remember and gain the vocabularies on
it. Therefore, it can be concluded that 8, 9 and 10 on journal 5 use memory
Student 11:
“I was preparing new vocabulary”.

“Studying at my house before learning in the class.
“I try to speak well and fluently”. (student‟s journal,
December 23, 2015).
The data above shows that student 11 tends to plan and organize her
learning. She tries to set up her goal and objective of her learning, it can be
said that student 11 on journal 5 frequently uses metacognitive strategies in
her learning.
Student 12:
“I try to watch movies about expressing feeling”.

“I try to use the vocabulary that I get about expressing
feeling. I memorize that vocabulary.” (student‟s journal,
December 23, 2015).
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The data above shows that student 12 tends to use visual and imagery
connection in her learning. She memorizes the vocabulary from the movies.
Therefore, it can be concluded that student 12 tends to use memory strategies
Journal 6:
In this journal 6, the researcher gave the participants journal on the
topic command and expressing ideas at the end of speaking. The participants
are asked to fill out that journal concerning their learning strategies in
learning speaking.
Student 1:
“Watching TV, it’s on my way to get new words that I

heard and then I can get familiar words and also I can
translate those new words”. (student‟s journal, January
06, 2016).
Meanwhile, student 2 stated concerning his learning strategies in
speaking:
“Watching west movies, because there are many

conversations that we can get the vocabulary and
practice it. I have to train my mouth to speak well,
because if we speak something, it must be right”.
(student‟s journal, January 06, 2016).
The data above shows that student 1 and 2 tend to use auditory, visual
connection and imagery sound to get the vocabulary that could help her in
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learning speaking. Therefore, it can be seen that student 1 and 2 on journal 6
use memory strategies in learning speaking.
Student 3:
“Learning some vocabularies for telling how to make

something. Looking for the words in dictionary and
practice with friends. Make simple command and tell to
my friends”. (student‟s journal, January 06, 2016).
The data above shows that student 1 tends to plan and organize her
learning process. She plans to gain the target language task in learning
speaking. Therefore, it can be concluded that student 3 on journal 6 uses
Student 4:
Student 4 said on her journal concerning his learning strategies in
“Learning the material again and asking to the lecturer

“Asking to my friends, shared with my friends about the
problem of the material”. (student‟s journal, January 06,
2016).
The data above shows that student 4 needs others to help her in
learning speaking. She asks the lecturer and her friends in order to clarify
about learning process. Therefore, it can be concluded that student 4 on
journal 6 tends to use social strategies.
85
Student 5:
“I prepare myself and I must be confidence to prepare

the sentence, and then I always study speaking every day
to prepare myself to speak with my friends tomorrow”.
The data above shows that student 5 tends to prepare herself and
decrease her anxiety to speak English. She tries to take control of her
emotion and motivation in learning speaking. Therefore, it can be said that
student 5 on journal 6 uses affective strategies in learning speaking.
Student 6:
Student 6 stated about her learning strategies in leaning speaking, it
can be seen as follows:
“Before learning speaking, I prepared to make a simple

command. Looking for in dictionary about new word and
practice by myself”. (student‟s journal, January 06,
2016).
The data above shows that student 6 tends to prepare the sentence
concerning the topic. She tries to organize and plan her learning, it can be
concluded that student 6 on journal 6 frequently uses metacognitive strategies
Student 7:
86
“I will study and memorize vocabulary that has related to

our topic”.
“I will come to speaking class and focus to our topic”.
Meanwhile, student 8 stated on her journal that:
“I listen to the music, especially west music because they

are many vocabularies that I can take from that song. I
watch TV/movies, especially west movie because there
are many conversations that I can take from the movie”.
“I memorize the new vocabulary”. (student‟s journal,
January 06, 2016).
From the data above, it can be seen that student 7 and 8 use his
imagery in and visual connection in learning speaking. They try to memorize
that vocabulary which contains on the topic and in the movies. Therefore, it
can be concluded that student 7 and 8 on journal 6 tend to use memory
strategies.
Student 9:
“Preparing myself to continue to learn speaking well to

add my vocabulary and maybe I trained to speak by
myself in front of a mirror and to continue practicing to
learn in order to be able to speak English”. (student‟s
journal, January 06, 2016).
The data above shows that student 9 tends to plan, organize and
monitor her learning. She takes control of her learning; it is briefly to state
that student 9 on journal 6 tends to use metacognitive strategies in learning
speaking.
87
Student 10:
“I must focus when the lecturer explains in front of the

class so that I get the point easily and more memorize
vocabulary to improve my speaking. I will try to
memorize what is the lecturer is talking about”.
Meanwhile, student 11 stated on her journal that:
“I prepared myself first, and I memorize new

vocabulary”.
“I try to speak at my house and try to sing a song and then
I memorize the lyric of the song”. (student‟s journal,
January 06, 2016).
The data above shows that student 10 and 11 use their imagery and
visual connection in learning speaking. Therefore, it can be concluded that
student 10 and 11 on journal 6 tend to use memory strategies in learning
speaking.
Student 12:
“I prepare my new vocabularies. I prepare how to speak

with friends. I prepare how to understand what our
lecturer will teach us”. (student‟s journal, January 06,
2016).
The data above shows that student 12 plans and organizes her learning
independently. She tries to set up her goals and objectives of the learning.
88
Therefore, it can be said that student 12 on journal 6 tends to use
Based on the information above, it is describe the classification of
learning strategies used by the students at third semester of English
department. The classification can be seen in the table as follows:
Table 4.2: The Classification of Learning Strategies

Used in Learning Speaking of Third Semester Based on Frequency
Direct Indirect
Strategies Strategies
Compensation
Metacognitive
Strategies
Strategies
Strategies
Strategies
Strategies
Strategies
Cognitive
Affective
Students
Memory
Sum
Social
Student 1 5 1 1 7
Student 2 4 1 1 1 1 8
Student 3 1 4 1 6
Student 4 2 3 1 6
Student 5 2 3 1 6
Student 6 1 2 3 6
Student 7 2 1 1 2 6
Student 8 4 1 2 6
Student 9 2 1 1 2 6
Student 10 3 2 1 6
Student 11 2 2 2 6
Student 12 1 1 3 1 6
Total 24 3 8 18 9 14 75
From the table above, the researcher found on student‟s journal given
to the participants of this research six times in learning speaking, the researcher
concludes that students more frequently use memory strategies in enhancing
their speaking performance followed by metacognitive strategies. Moreover, the
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third rank is social strategies and then followed by affective strategies, and the
next is compensation strategies followed by cognitive strategies at the last rank.
Table 4.3: The Classification of Learning Strategies

Used in Learning Speaking of Third Semester Based on Percentage
Direct Indirect
Strategies Strategies
Percentage
Compensation
Metacognitive
Strategies
Strategies
Strategies
Strategies
Strategies
Strategies
Cognitive
Affective
Memory
Students
Social
Student 1 71% 0% 14% 0% 14% 0% 0.42%
Student 2 50% 0% 15.5% 15.5% 15.5% 15.5% 0.48%
Student 3 0% 0% 16% 66% 0% 16% 0.36%
Student 4 0% 0% 33% 50% 0% 16% 0.36%
Student 5 0% 33% 0% 0% 50% 16% 0.36%
Student 6 0% 16% 0% 33% 0% 50% 0.36%
Student 7 33% 0% 0% 16% 16% 33% 0.36%
Student 8 66% 0% 16% 0% 0% 33% 0.36%
Student 9 33% 0% 0% 16% 16% 33% 0.36%
Student 10 50% 0% 0% 33% 0% 16% 0.36%
Student 11 33% 0% 0% 33% 3% 0% 0.36%
Student 12 16% 0% 16% 50% 0% 16% 0.36%
Total
2.88% 0.36% 0.96% 2.16% 1.08% 1.68%
Occurrence
The table above, it can be seen the percentage of using the strategies
on each participant in learning speaking. It shows that students frequently use
memory strategies in their learning with total occurrence 2.88%, followed by
metacognitive strategies as the second rank with total occurrence 2.16%.
Furthermore, social strategies as the third rank with the total occurrence 1.68%
and then followed by affective strategies in the fourth rank with 1.08%. In
90
addition, the fifth rank is compensation strategies with the total occurrence
0.96%, and the sixth rank is cognitive strategies with 0.36%.
2. The Factors Influence the Students’ Strategies in Speaking
Performance.
In this part, the researcher used interview to know the factors which
influence students‟ strategies in learning speaking. The result of data analysis on
interview as follows:
a. Learner themselves (factor of psychology)
In this factor, students raise their desire to take control and individual
learners‟ responsibility towards their learning. The following is the data on
the psychological factor.
Table 4.4: The result of students’ interview

Towards factor of psychology
Students Students’ Interview

My motivation to learn speaking is I want to be a
Student 1
good teacher. R#1
Student 2 My motivation is to be tour guide. R#2.
Student 3 I want be someone can speak English better and
have the good communication with the others.
R#3.
Student 4 My motivation to learn speaking is I want to be a
good in English especially in speaking and the
second is I want to be an operator radio; the
operator needs to speak more than just writing or
anyone else. R#4.
Student 5 I want to be able to speak English and I
understand about English language. R#5.
Student 6 My motivation to learn speaking is to understand
and I can speak English well. R#6.
91
Student 7 My motivation to learn speaking is I want to be a

teacher because English language is very
important in the world. R#7
Student 8 I want to get job in the future and I want to make
myself can speak fluently. R#8
Student 9 My motivation to learn speaking is I want to be
able to speak English well, fluently and others to
get the job. R#9
Student 10 My motivation is in order to get job and be able to
share my knowledge. R#10
Student 11 My motivation is I want to speak with the other
people. R#11
Student 12 My motivation is I want to learn speaking to
become a teacher. R#12
From the result of interview on the table above, it can be concluded
that factor of psychology can also influence students‟ strategies in learning
speaking because that factor comes from students themselves. Students have
motivation to learn speaking appears for them and then it can raise and
encourage their desire to learn speaking.
b. Factor of Teacher
In this factor, the teacher plays an important role to help student and
enhance their strategies in learning speaking. The result of students‟
interview can be seen as follows:

Towards factor of teacher

Every meeting, she (lecturer) gives motivation for us.
Student 1
R#1
Student 2 If I cannot pronounce some words, the lecturer will
help me how to pronounce the words well. R#2
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Student 3 If I have a problem the lecturer can help me to give

problem solving and tell me how to make the problem
become true. R#3
Student 4 When she (lecturer) gives us the material to speak
and if I don’t know she comes to help me and solve
the problem. R#4.
Student 5 My lecturer always tries to make me understand
about what she gives and then my lecturer always
helps me in the classroom. R#5
Student 6 If I have the problem, I ask my lecturer and gives me
solution. R#7
Student 7 If I get problem in learning speaking my lecturer can
help me to explain and then gives the problem solving.
R#7
Student 8 She (lecturer) gives me some practice, make
conversation with my friends. R#8
Student 9 When I get problem in speaking, I ask the lecturer,
the lecturer responds by answering my question. R#9
Student 10 The lecturer also helped us in speaking and I ask the
lecturer. R#10
Student 11 If we have problem in the class my lecturer always
helps us. R#11
Student 12 Lecturer also helps me in speaking. R#12
The result of students‟ interview on the table above, shows that the
lecturer also helps and enhancing the students‟ strategies concerning their
learning process in speaking class. The lecturer also provides the motivation
to motivate students and encouraging their learning strategies in speaking
performance. The influences of the lecturer can help students in learning
speaking.
93
c. Factor of Task
In this factor, the lecturer gave the students task in enhancing their
strategies in learning speaking. The result of students‟ interview concerning
the task can be seen as follows:

Towards factor of task

Student 1 We practice directly every meeting. R#1
In every meeting, we always make conversation so
Student 2
with the conversation I think it could help us R#2
In every meeting my lecturer always gives task
Student 3 and we practice in the class with other friends.
R#3
When she gives me the task so she told me that
Student 4
describes the task so I describe by speaking. R#4
I didn’t have good speaking but I can or practice
Student 5
with my friends in the classroom. R#5
Student 6 We are given the task and practicing. R#6
We always make conversation related to the topic
Student 7
and then we practice with friends. R#7
She (lecturer) gives me task like make a
Student 8
conversation, practice about the material. R#8
The task of making audio conversation with friend
Student 9
in making sentences. R#9
The lecturer gives the task and it can help me to
Student 10
learn speaking. R#10
The tasks from my lecturer get me more active to
Student 11
learn speaking. R#11
I am given the task by lecture that can help me.
Student 12
R#12
Meanwhile, the result of students‟ interview of factor of task on the
table above shows that the task also can influence student‟s strategies in
learning speaking. The tasks can encourage them to have their own learning
94
strategies in order to manage their learning. The task given by the lecturer
makes the students care about the improvement of their speaking
performance and it can encourage them to become independent learner
d. Factor of Environment
In this factor, it can influence students to learn speaking and
encourage them in enhancing their way of learning. The environment can
also play an important role for the students to learn speaking. The result of
interview can be seen as follows:

Towards factor of environment

Student 1 I like to learn speaking in classroom. R#1
English meeting club, because there I can improve my
Student 2
speaking ability and in classroom. R#2
Student 3 My friends and I always speak English in some moment,
like on Friday we always use speaking in the classroom.
R#3
Student 4 The first is English club and the second is at my house with
my father or my uncle. R#4
Student 5 I think in the classroom and my house. R#5
Student 6 I like to learn speaking in the classroom. R#6
Student 7 My friends help me to practice my English; I like to study
English in the classroom. R#7
Student 8 I like to learn speaking in campus, classroom and canteen.
Sometimes I speak English in canteen. R#8
Student 9 I like to learn speaking in English club and classroom. R#9
Student 10 The environment are campus and in the class. R#10
Student 11 Reading book, listening to music that make me know many
knowledge about English, I like to learn speaking in the
classroom. R#11
Student 12 I like to learn speaking in the campus. The environment is
in the class. R#12
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The result of students‟ interview of factor of environment on the table
above shows that the environment also can influence students‟ learning
strategies in learning speaking. Students like to study and practice their
speaking in particular place that can make them comfortable to learn
speaking.
e. Social Factor
In this factor, students are obtaining an interaction with other or
collaboration with their peers which can help them to learn speaking. The
result of students‟ interview can be seen as follow:

Towards social factor

I do every practicing, stand up in front of the class
Student 1
with my friend and my friend help me. R#1
My friends, if we meet in outside I always talk to
Student 2
them to speak English. R#2
Student 3 Some people, they help me to learn speaking like
my friends, classmates and my lecturer. R#3
Student 4 My father, maybe once in a week my father tells to
me about speaking about the things that he said in
English so, I replied him with English too. R#4
Student 5 My family and my friends always speak with me.
R#5
Student 6 When I don’t know the vocabulary I ask to my
friends. R#6
Student 7 If I want to practice my English my friends will
help me. R#7
Student 8 My friends and my uncle because my uncle is an
English teacher. R#8
Student 9 I practice to speak English with friends. R#9
Student 10 Sometime I speak English with friends. R#10
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Student 11 When my teacher comes to the class, my teacher

always says and speaks English with us. R#11
Student 12 They (friends) sometime speak English with me.
R#12
In addition, the result of students‟ interview of social factor on the
table above shows that social factor also influence students‟ learning
strategies in learning speaking. Students try to improve their speaking by
having the interaction to clarify the information or ask some questions in
order to help them in learning speaking.
3. The Roles the Lecturer does in Enhancing students’ speaking
performance
In this section, the researcher used interview and questionnaire in
order to answer and get the data. The result of students‟ interview and
questionnaire can be seen as follows:
a. Result of Interview
Table 4.9: The result of students’ interview concerning

Lecturer’s roles in speaking activity
Students Lecturer’s Roles Students’ Interview

I think the lecturer needs to encourage
Prompter
students’ participation. R#1
The lecturer gives us opportunity to ask
Student 1 Participant
question. R#1
Feedback The lecturer tells me where my mistake is or
Provider corrects my mistake. R#1
We need motivation and suggestion from the
Prompter lecturer, so in the class the lecturer must give
Student 2
us the suggestion or motivation. R#2
Participant The participation from the lecturer will make
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us focus on the study especially in speaking.

R#2
Maybe like pronunciation, I make mistake of
Feedback
pronouncing some words so the lecturer
Provider
corrects my mistake. R#2
The lecturer always gives suggestion in every
Prompter
meeting. R#3
Sometimes the lecturer improves the
Student 3 Participant atmosphere in class like we make a group and
have a discussion with another friends. R#3
Feedback Our lecturer gives some tasks she corrects
Provider where is our mistake. R#3
The lecturer must give us material to
Prompter
encourage our learning process. R#4
The lecturer makes funny situation in the class
of learning speaking. R#4
Feedback When we have mistaken so the lecturer can
Provider correct our mistake. R#4
The lecturer always gives the suggestion every
Prompter
meeting in classroom. R#5
When we all bored in the class the lecturer
tries to improve the atmosphere. R#5
Feedback My lecturer always corrects me if I have
Provider mistaken in learning speaking. R#5
She (lecturer) always gives suggestion in
Prompter
every meeting. R#6
Usually the lecturer makes group and
discusses in the classroom. R#6
Feedback The lecturer tells me where my mistake is. R#6
Provider
I think that my lecturer interact the students to
Prompter
participate in learning process. R#7
We always practice with our friends and the
Participant other friends; the participation from the
Student 7
lecturer makes class active. R#7
She always gives me feedback and corrects
Feedback
our mistake if we make mistake in learning
Provider
speaking. R#7
It can make the students more active and it can
Prompter
improve students’ ability in speaking. R#8
Student 8
She (lecturer) makes a group and we are
Participant
discussing about the topic. R#8
98
She always gives me feedback and correct our

Feedback
mistake if we make mistake in learning
Provider
speaking. R#8
The lecturer gives suggestion at any time not
Prompter
just we needed. R#9
She always asks us to make conversation with
friends and participate in front of class. R#9
Feedback When I speak English my lecturer corrects my
Provider sentences. R#9
I think that the lecturer makes conversation in
Prompter
every meeting with my friends. R#10
Student She (lecturer) always gets participation in
Participant
10 learning speaking. R#10
Feedback She (lecturer) always gives feedback and
Provider corrects our mistake. R#10
My lecturer always gives me suggestion every
Prompter
meeting. R#11
I think that the lecturer should participate as
Student
Participant equal in an activity because it makes me easy
11
to speak. R#11
Feedback If I have a mistake my lecturer always corrects
Provider my mistake till I understand. R#11
When I ask the lecturer and she will give
Prompter
suggestion for me. R#12
Student The lecturer always participates with my
Participant
12 friends and the other friends. R#12
Feedback She (lecturer) always gives me feedback and
Provider corrects my mistake. R#12
b. Questionnaire
The questionnaire was given to the students to know the lecturer‟s
roles in teaching speaking. This instrument was used as the secondary
data to answer and support the interview data. There were nine items of
questionnaire give to the twelve students as the participants of this
research at third semester of English department, the whole items of the
99
questionnaire were about the lecturer or teacher roles in speaking activity
consists of three items contain nine statements. The researcher analyzed
the questionnaire based on the likert scale, there were 5 scales answers
used by the researcher it can be seen in appendix 5.
Based on the result of the questionnaire in appendix 7, the
researcher found that in the first item of the questionnaire were the
statements about lecturer as a prompter in teaching speaking, the total
number of students score was 124, it included in the third rank of the
lecturer role used in enhancing students‟ speaking performance at the
third semester of English department.
Furthermore, the second item of the questionnaire concerning the
statements about the lecturer as a participant in teaching speaking, the
total number of the students score was 145, it included in the second rank
of the lecturer role used in enhancing students‟ speaking performance at
the third semester of English department.
In addition, the third item of the questionnaire were about the
statements contains the lecturer as feedback provider in teaching
speaking, the total number of the students score was 150, it can be
concluded as the first rank of the lecturer role used in enhancing
students‟ speaking performance ate the third semester of English
department.
100
Therefore, from the result of questionnaire was analyzed by the
researcher above, it can be concluded that the role the lecturer does in
speaking class to enhance students‟ speaking performance at the third
semester of English department was a feedback provider. In this first
rank, the lecturer tried to act as feedback provider in order to make
students active and help the students when they make something mistake
contains pronunciation, grammar mistake and accuracy in learning
speaking.
The second rank of the lecturer role on speaking activity in
enhancing students‟ speaking performance was as a participant. The
lecturer role as the participant in enhancing students‟ speaking
performance was the second rank answered by the students. The lecturer
tried to participate and involve directly in speaking activity in order to
make students active in speaking class.
Meanwhile, the third rank of the lecturer role on speaking activity
in enhancing students‟ speaking performance was a prompter. In the third
rank of lecturer role in speaking activity, the lecturer encourage the
students by giving them suggestion and motivation to learn speaking
effectively. The lecturer also tries to give them conversation in order to
make them active and to train them in learning speaking.
101
B. Discussions
In this case, the researcher discussed concerning the comparison
of the result of this research with the theory and the previous research
stated in chapter two after the researcher found the result of student‟s
journal, interview and questionnaire in findings above.
1. The Strategies Employed by the students in Enhancing their
Speaking Performance.
Based on the data analyzes in findings of the research above, it is
reflected in answering first research question, what strategies are
employed by the students in enhancing their speaking performance. The
researcher knows that; the first rank of the strategies frequently used by
the students was memory strategies. The students used memory strategies
in order to prepare themselves or to gain some vocabularies which can
help them to practice their speaking. Most students form the participants
more watch west movies and memorize vocabularies to make them more
confident in speaking.
The second rank of the strategies used by the students in
enhancing their speaking performance was social strategies. The students
use social strategies in enhancing their speaking performance such as
asking the lecturer and their friends to clarify concerning the material that
they did not understand. The third rank of the strategies used by the
102
students in enhancing their speaking performance was metacognitive
strategies. This strategies is reflected that the student tend to plan and
organize their learning objective to gain the target language task.
The fourth rank of the strategies used by the students in enhancing
their speaking performance was affective strategies. Students try to
decrease their anxiety and taking control with their emotion. Students
also listen to the music and relaxing in order to get new vocabulary. The
fifth rank of strategies were used by the students was compensation
strategies. This strategy reflected the student to pay attention on their
grammatical and lack of the appropriate vocabulary insufficient
knowledge of the target language. The sixth rank of the strategies used by
the students was cognitive strategies. This strategy reflected students in
focusing on their pronunciation, intonation and repeats the sound in order
to comprehend and produced the language.
Furthermore, from the strategies were used by the students in
enhancing their speaking performance. Students choose their own
learning strategies because they know what they are going to do with
their strategies, so that they can become autonomous learner. In addition,
it can be said that learning strategies are techniques and approaches,
students are able to manage their own goals and objectives towards their
103
learning. This is in line with the theory stated by Chamot,76 “Learning
strategies are technique, approaches or thoughtful actions that students
take to facilitate the learning and recall both linguistic and content area
information”. The strategies used by the students also in line with theory
stated by Oxford,77 learning strategies as direct and indirect strategies.
The classification of the participants and the result of data
analysis on students‟ strategies in speaking performance indicated that
participants with grade A in speaking performance used memory
strategies in learning speaking. It is influencing students‟ strategies,
because the participants with grade A particularly rely on their imagery
and visual connection as their own learning strategies to develop their
learning.
The participants with grade B in speaking performance used
metacognitive strategies. It is influencing their learning strategies
because the participants in grade B was categorized as moderate in
speaking performance. It is indicated that students need to plan their
learning objective and evaluate their own learning in speaking. It can
develop students‟ their own strategies towards their learning speaking.
Meanwhile, the participants with grade C was categorized as low
in speaking performance also high in using metacognitive strategies in
76
A. U. Chamot. 1987. loc.cit
77
Rabecca L. Oxford. 1990. loc.cit
104
learning speaking. The participants tend to plan what they are going to
learn in order to make them ready in their learning. They also care
concerning their learning objective in learning speaking which make
them particularly evaluate their learning process.
Therefore, after analyzing the findings of the research, the writer
concluded that the dominant strategies used by students in speaking
performance were memory strategies. The students at third semester of
English department used memory strategies in enhancing their speaking
performance; this is in line with the research conducted by Kemala,78
concerning the students learning strategies towards autonomous learner.
Gursoy,79 concerning investigating language learning strategies of EFL
children for the development of taxonomy and the research conducted by
Chen,80concerning age differences in the use of language learning
strategies.
2. The Factors influence the Students’ Strategies in Speaking
Performance.
Based on the research findings, as the factors influence students‟
learning strategies in speaking performance, the research asked the
participants by interviewing them. The results show that first was factor
78
Zia Kemala. 2014. loc.cit
79
Esim Gursoy. 2010. loc.cit
80
Mei-Ling Chen. 2014. loc.cit
105
of psychology, the students have motivations which come from
themselves to learn speaking such as they learn speaking because they
want to become an English teacher, tourist guide and to speak English
fluently. This factor makes them aware to develop their learning
strategies in learning speaking. It is also influencing their learning
strategies in speaking performance. This is in line with the theory stated
by Benson,81 “psychological aspects and which focuses on the individual
learner‟s responsibility for their progress”.
The second was factor of teacher also help students in enhancing
their speaking performance. The students also need the lecturer in order
to help them in enhancing their speaking. The lecturer gave the
motivation and guides them if they get the difficulties in learning
speaking that make them develop their learning strategies. The lecturer
influences them to be aware to select their own learning strategies in
learning speaking. This is in line with the theory stated by Harmer,82
“most teachers are keen to talk to the students about the important of
becoming autonomous learners, but just telling them that autonomy is in
some ways a good thing will help little effects unless it is part of wider
course designed”. Coterall,83 “students are unlikely to be able to
81
P. Benson. 1996. loc.cit
82
Jeremy Harmer. 2001. loc.cit
83
Sara Cotterall. 2001. loc.cit
106
accomplish their own learning if they have no idea of how learning
works”.
Furthermore, the third was factor of task also enhancing students‟
learning strategies in speaking performance. Students mentioned that task
can influence their learning strategies. The lecturer gave them task and
they directly practice in front of the class which makes to develop and
motivate them learn speaking with their own learning strategies, this in
line with the theory stated by Nunan,84 “a learner –centered approach
involves a basic trust in the learner‟s willingness and ability to cope with
the various learning task, and respect for his or her person and choices”.
The fourth was factor of environment also influence students‟
learning strategies in speaking performance. The environment can help
students to learn effectively. It mentioned by the students such as English
club, classroom and canteen that can encourage them learn English with
their own learning strategies. Those environments influence students to
be aware to develop their own learning strategies; this in line with the
85
theory stated by Sinclair et al., “the capacity to make informed
decision about learning can be developed in different learning contexts
and variety of different learning modes, including classroom interaction,
self-access learning, distance learning, and self-instruction”.
84
David Nunan. 1992. loc.cit
85
Barbara Sinclair, Ian McGrath, Terry Lamb. 2000. loc.cit
107
In addition, the fifth was social factor also influence the students‟
learning strategies in speaking performance. Students mentioned that the
lecturer, friends and also their family help them in learning speaking,
because by helping from them students are encouraging to learn with
their own learning strategies. It influences students‟ learning strategies
and it can make them aware to develop their learning strategies in
learning speaking. This is in line with the theory by Sinclair et al.,86
“social context and interaction play a vital role, stimulating and shaping
the cognitive process that underline developmental learning and language
acquisition”.
3. The Roles does the Lecturer do in Enhancing Students’ Speaking
Performance
In this section, the result of interview and questionnaire to answer
third research question, the roles that the lecturer does in enhancing
students‟ speaking performance. The students also mentioned concerning
their strategies which they obtained in learning speaking, it can be seen
appendix 3 on page 120. It showed that first role the lecturer frequently
used to be feedback provider to help and enhancing students‟ speaking
performance. Students felt improvement and enjoyable with the lecturer
86
Barbara Sinclair, Ian McGrath, Terry Lamb. 2000. loc.cit
108
feedback in learning speaking because it can help and encourage them to
enhance their speaking.
The second role was a participant, the lecturer used to be a
participant to get involve directly in enhancing students‟ speaking
performance. The lecturer participates and takes part in speaking activity
in order to make students motivate and them to learn speaking. The
lecturer takes a part in learning process to help students in developing a
discussion with the students in speaking class which makes them enjoy
the learning.
Furthermore, the third role was a prompter, the lecturer also tried
to be a prompter in enhancing students speaking performance. The
lecturer gave students motivation and encourages them to learning
speaking. Therefore, the findings of the third research question in line
with the theory stated by Harmer,87 “provides three roles of teacher
which have particular relevance when teacher is trying to get students to
speak fluently”.
87
Jeremy Harmer. 2001. loc.cit
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter consists of two major points, conclusions and suggestions. The
conclusions and suggestions are elaborated in the following sections.
A. Conclusions
1. The students’ learning strategies in speaking performance
Based on the first research question, what strategies are employed by
students in enhancing their speaking performance, the researcher concludes
that the first strategies most frequently used by the students was memory
strategies in their speaking performance. The students commonly use imagery
and visual connection on their learning.
The second strategies used by the students were metacognitive
strategies. The students tend to plan, organize and set the goals of their
learning. The third strategies used by the students were social strategies. In
this strategy the students asked for clarification from their friends, lecturer
and family. The forth strategies used by the students were affective strategies.
In this strategy the students decrease their anxiety, taking control of their
emotion and using music in their learning.
The fifth strategies used by the students were compensation strategies.
This strategy indicated students to focus on their grammatical and selecting
the topic. The sixth strategies used by the students were cognitive strategies.
109
110
This strategy reflected the students to repeat the sound and focus on their
pronunciation in learning speaking.
2. The factors influence students’ learning strategies
Based on the first research question, what factors influence students‟
learning strategies in enhancing their speaking performance, the researcher
concludes that the factors influence students‟ learning strategies were factor
of psychology (learner themselves). This factor influences students‟ learning
strategies. The second was the factor of teacher; the teacher also plays an
important role in enhancing students‟ speaking performance.
The third was the factor of task, the task that given by the lecturer also
influences students‟ learning strategies in enhancing their speaking
performance. The fourth was the factor of environment; students need the
suitable environment to practice their speaking in order to make them active
in speaking. The fifth was the social factor, in which the students asked for
clarification to their lecturer, friends and family concerning their learning in
order to make understand.
3. The lecturer roles in speaking performance
Based on the third research question, what roles the lecturer does in
enhancing students‟ speaking performance, the researcher concludes that the
first lecturer role in enhancing students‟ speaking performance was as a
111
feedback provider. The lecturer most frequently used to be feedback provider
to help students in enhancing their speaking performance.
The second role of the lecturer in enhancing students‟ speaking
performance was as a participant. The lecturer also participates directly to
help students in enhancing their speaking performance. The third role of the
lecturer was as a prompter. The lecturer helps the students in giving them
motivation and raises their desire in enhancing their speaking performance.
B. Suggestions
1. To the lecturer
It is expected to the lecturer to know students‟ learning strategies and
enrich them by giving them exposure and practice in order to make them
learn speaking independently. The lecturer should encourage students to
manage their own learning strategies, because by having their own learning
strategies students are able to know what they are going to do with their
learning such. The lecturer might pay attention to the other factors which
influence their learning strategies.
2. To the students
It is suggested to the students to be able to use their own learning
strategies from the various of learning strategies. Because by having their
own learning strategies they can plan and manage their own goals to get the
effective learning especially in learning speaking.
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Appendix 1
Student’s Journal
STUDENTS’ JOURNAL
117
118
Appendix 2
Students’ Interview 1
R : Researcher
S : Student
R : Hello how are you?

S : I am fine
R : Ok. What is your name?
S : My name is Alosius Finanlampir
R : May I ask you some questions?
S : Ohh. Sure
R : Ok. Do you like to learn speaking?
S : Yes
R : Why?
S : Because for me speaking is good and with the speaking I can speak with
native speaker
R : Do you want to speak English fluently?
S : Yes
R : Why?
S : Because now my speaking ability is not really good
R : Ok. What is your motivation to learn speaking?
S : Oh. My motivation is to be tour guide.
R : Ok. Tour guide. Does your lecturer help you to overcome the problem in
learning speaking?
S : Yes
R : For example?
S : For example is like if I cannot pronounce some words, so the lecturer
will help me how to pronounce the words well.
R : Ok. Does your lecturer raise and motivate you to learn speaking?
S : Yes
R : For example?
S : For example the lecture always guide me in every meeting
R : Ok. Do the tasks which are given by the lecturer could help you in
enhancing your speaking?
S : Yes
R : For example like what?
S : Like, in every meeting we always make conversation, so with the
conversation I think it could help
R : Does the conversation from the lecturer?
S : Yes
R : Does your lecturer provide the effective task in enhancing your
119
speaking?
S : No.
R : Why?
S : Because in every meeting we always practice, only practice.
R : Only practice, ok. Does the environment help you in learning speaking?
S : No.
R : No. Why?
S : Because like in my family we always speak like mother tongue.
R : Never use English?
S : Yes. Never use English
R : What kind of environment could help you in learning speaking?
S : May be like English meeting club, because in there I can improve my
speaking ability and in classroom.
R : Do people around you help you in learning speaking?
S : Yes
R : For example?
S : For example like my friends if we meet in outside I always talk to them
to speak English.
R : Do you get significant improvement in speaking when you talk with
people around you?
S : Yes
R : For example?
S : For example if I meet my friend, I will like we talking about something
and we get some significant with the problem.
R : I think that‟s all, thank you very much
S : Ok. you are welcome
120
Appendix 3
Students’ Interview 2
R : Researcher
S : Student
R : Hello how are you

S : I am fine
R : What is your name?
S : My Siti Nur Insi Latuconsina
R : May I ask you some questions?
S : Sure
R : Where do you know your strategies in learning speaking?
S : I know it from my lecturer and sometime I share with my friend
R : Do you think that the lecturer needs to encourage students to participate
in learning process?
S : Yes
R : For example?
S : It can make the students more active and it can improve students‟ ability
in speaking
R : Do you think the lecturer gives suggestion only when you needed?
S : No
R : Why?
S : If I ask something to my lecturer than she will give suggestion
R : Does the lecturer participation improve the atmosphere in class?
S : Yes
R : For example?
S : She (lecturer) makes a group and we are discussing about the topic
R : Do you think that the lecturer should not try to dominate the activity?
S : Yes
R : Why?
S : She (lecturer) gives attractive method, in the classroom we are practicing
R : Does the lecturer always give you feedback and correct your mistake?
S : Yes
R : For example?
S : She (lecturer) always give me feedback and correct our mistake if we
make mistake in learning speaking
R : Do you think that the lecturer should be able to find out how well
students‟ performed?
S : Yes
R : For example?
121
S : It is very important because the lecturer should know how far the
students can speak well
R : Thank you very much
S : You are welcome
122
Appendix 4
SILABUS
Fakultas : Keguruan dan Ilmu Pendidikan

Program Studi : Pendidikan Bahasa Inggris
Mata Kuliah&Kode : Speaking III/ BHI-20333B
Jumlah Sks : 2 SKS
Semester :3
Dosen : Heriyanti, S.Pd.,M.Pd.
I. DESKRIPSI MATA KULIAH
This subject aims to develop demonstrate/perform formal English (sometimes

informal English is explained) to express their ideas, feelings, and thoughts in
various situations and speaking skills using various topics and activities based on
basic communication competence that has to be mastered. The activities are
mostly speaking practices. Assessment is conducted through class performances,
mid-term test and final term test.
II. STANDAR KOMPETENSI MATA KULIAH
Upon the completion of the course, the students are expected to:
1. acquire the knowledge and the skills on various public speaking events
2. be more motivated to speak in a certain public speaking event
3. be more confident to perform in a public speaking event
4. be able to demonstrate/perform formal English (sometimes informal English is
explained) to express their ideas, feelings, and thoughts in various situations.
5. be able to perform daily conversation in formal and informal situation based on
various topics and activities in basic communication competence.
123
III. POKOK BAHASAN DAN RINCIAN POKOK BAHASAN

Minggu Ke Pokok Bahasan Sub Pokok Bahasan Waktu
1 Orientasi. 120 Menit

2 Formal Introduction 120 Menit
and Conversation,
Nominating small
talk
3 Expressing likes - Expressing likes/dislikes 120 Menit

/dislikes - Asking someone‟s
/pleasure/displeasure likes/dislikes
- Talking about hobbies
and habits
4 Stating /Enquiring - Asking whether one 120 Menit

whether one knows knows or doesn‟t
or does not know know
a person, thing or - Stating whether one
fact knows or doesn‟t
know
5 Formal meeting (role - Expressing agreement 120 menit

play) with a statement
Telling about favourite
sport
6 Guiding - Advising someone to 120 Menit

do something
- Encouraging someone
to do something
124
7 Mid Test 120 Menit

8 Asking for and - Asking questions 120 Menit
giving factual - Answering
information
questions
- Asking for
direction
- Giving direction
9 Describing appearance - Describing people 120 Menit

appearance
- Describing the
different appearances
10 Expressing surprised - Expressing surprised in 120 Menit

a dialogue
- Expressing surprised to
someone
11 Daily activity - Telling daily activities 120 Menit

using a correct tense
- Telling someone‟s daily
activates using a correct
tense
12 Showing command in - Expressing command 120 Menit

procedural way - Instructing or directing
someone to do/say
something
- Showing someone to do
something in a
procedural way
125
13 Expressing idea - Expressing ideas 120 Menit

- Enquiring about ideas
14 - Final test 120 Menit
IV. REFERENSI/ SUMBER BAHAN
A. Wajib :
Blundell, J. et al. 1982. Functions in English. Oxford: OUP

Goodale, M. 1995. The Language of Meetings: Effective and Efficient Role-
Taking in English Speaking Meetings). Jakarta: PT Gramedia
Harmer, J. 1998. How to Teach English. Essex, England: Longman
B. Anjuran :
Klippel, F. 1984. Keep Talking. Cambridge: CUP

Thornburry, S. 2005. How to Teach speaking. Essex, England: Longman
Articles from the internet
V. EVALUASI
No KomponenEvaluasi Bobot (%)

1 Partisipasi Kuliah 10
2 Tugas-tugas 30
3 Ujian Tengah Semester 30
4 Ujian Semester 30
Jumlah 100
126
Appendix 5
The Questionnaires to know the lecturer roles in enhancing students’ speaking

performance.
1. Extremely disagreed
2. Disagreed
3. Hesitate
4. Agreed
5. Highly Agreed
Frequency Scale
No Items Statements
1 2 3 4 5
The lecturer needs to encourage 1 2 3 4 5
students to participate in learning
process
Lecturer as The lecturer needs to make 1 2 3 4 5
1
prompter suggestions on how students may
proceed in an activity
The lecturer gives suggestion only 1 2 3 4 5
when we needed
The lecturer participation improves 1 2 3 4 5
the atmosphere in class
Lecturer as The lecturer should participate as 1 2 3 4 5
2
participant equal in an activity
The lecturer should not try to 1 2 3 4 5
dominate the activity
The lecturer can use video for whole 1 2 3 4 5
class feedback
Lecturer as
The lecturer always gives us 1 2 3 4 5
3 feedback
feedback and corrects our mistakes
provider
The lecturer should be able to find 1 2 3 4 5
out how well the students performed
127
Appendix 6
The analyzing of the Result of Questionnaire
Frequency Scale
No Items Statements
1 2 3 4 5
The lecturer needs to encourage 8 4
students to participate in learning
process
Lecturer as The lecturer needs to make 1 10 1
1
prompter suggestions on how students may
proceed in an activity
The lecturer gives suggestion only 10 1 1
when we needed
The lecturer participation improves 10 2
the atmosphere in class
Lecturer as The lecturer should participate as 1 10 1
2
participant equal in an activity
The lecturer should not try to 1 10 1
dominate the activity
The lecturer can use video for whole 1 10 1
class feedback
Lecturer as
The lecturer always gives us 1 7 4
3 feedback
feedback and corrects our mistakes
provider
The lecturer should be able to find 1 9 3
out how well the students performed
A. Rating scores
Determining of score answer
No Scale of the answers Score

1 Highly agree (HA) 5
2 Agree (A) 4
3 Hesitate (H) 3
5 Disagree (D) 2
6 Extremely disagree (SD) 1
128
B. The ideal score

Minimum score * the number of participants
Formulation Scale
5x12=60 HA
4x12=48 A
3x12=36 H
2x12=24 D
1x12=12 ED
C. Rating scale
The Score of answer Scale

49-60 HA
37-48 A
25-36 H
13-24 D
0-12 ED
129
Appendix 7
The Result of questionnaire analyzes
The The answer Cate TO

Res
Item Statements answer scale*score gory TA Categor
ult
scale scale scale L y item
The lecturer EA 4x5 20 HA
needs to A 8x4 32
encourage H
students to D
participate in ED Third
learning process. Total number 52 HA rank
The lecturer EA 1x5 5 A +A used in
Lectur needs to make A 10x4 40 +H teaching
er as a suggestions on H = speakin
promp how students may D g
ter proceed in an ED 124
activity. Total number 45
The lecturer gives EA H
suggestions only A 1x4 4
when we needed. H 1x3 3
D 10x2 20
ED
Total number 27
participation A 10x4 40
improves the H Second
atmosphere in D Rank
class. ED HA used in
Total number 50 +A teaching
Lectur The lecturer EA 1x5 5 A +A speakin
er as should participate A 10x4 40 = g
partici as equal in an H 1x2 2 145
pant activity. D
ED
Total number 47
The lecturer EA 1x5 5 A
should not try to A 10x4 40
dominate the H 1x3 3
130
activity. D
ED
Total number 48
The lecturer can EA 1x5 5 A
use video for A 10x4 40
whole class H
feedback. D 1x2 2
ED A First
Total number 47 HA rank
The lecturer EA 4x5 20 HA +H used in
Lectur always gives us A= teaching
A 7x4 28
er as feedback and 150 speakin
H
feedb corrects our g
D 1x2 2
ack mistakes ED
provid
er Total number 50
should be able to A 9x4 36
find out how well H
the students D 1x2 2
performed. ED
Total number 53
131
132
133
134
135
136

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EXPLORING STUDENTS’ LEARNING STRATEGIES IN SPEAKING

PERFORMANCE ON THE THIRD SEMESTER OF ENGLISH DEPARTMENT

Submitted to fulfill requirement for thesis writing of

DEPARTMENT OF ENGLISH EDUCATION

Ahmad Wael, Exploring Students’ Learning Strategies in Speaking Performance on

This research attempts to discover what strategies employ by the students in

Ahmad Wael, Exploring Students’ Learning Strategies in Speaking Performance on

Penelitian ini dilakukan dengan menggunakan pendekatan kualitatif dan data

Hasil penelitian ini menunjukan bahwa siswa cenderung menggunakan

In addition, my greatest thankful for my lovely friends in non-reg class who

CHAPTER I: INTRODUCTION …………………………………………….. 1

CHAPTER II: THEORETICAL FRAMEWORK …………………………… 8

A. Review of the Previous Research……………………………………. 8

CHAPTER III: RESEARCH METHODOLOGY …………………………… 45

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSIONS ………….. 52

CHAPTER V: CONCLUSIONS AND SUGGESTIONS …………………… 109

A. Conclusions ………………………………………………………….. 109

BIBLIOGRAPHY …………………………………………………………… 112

STATEMENT LETTER …………………………………………………….. 135

CURRICULUM VITAE …………………………………………………….. 136

Table 1: The Classification of the Participants …………………………… 52

Appendix 1: Students‟ Journal ……………………………………………. 116

This Chapter is concerned with background of the research, the identification

of problems, limitation of the problems, research problems, the objectives of the

research, and significance of the research as elaborated in the following sections.

A. The Background of the Research

As a developing country, Indonesia has faced the globalization and

competition with the other countries. Considering that problem, Indonesian

globalization most of the countries use English as their communication, although

Indonesian citizen use English as a second language (L2) or foreign language

Considering that fact, teaching and learning English in Indonesia has

acquire English well. In acquiring English as a second language or foreign

successful objectives. However, nowadays there are many problems that

Indonesian students encounter during the process of learning English in order to

become independent learners.

Teaching and learning English cannot be separated from four skills

teachers of English in Indonesia to be more creative in providing the appropriate

teaching technique in order to make students feel enthusiastic and motivated to

raised their desire to learn English enthusiastically.

English is used as the communication tools to deliver or report

considered as a crucial part of English as successful communication. Therefore,

In providing students‟ ways to speak English well, it is not such an easy

and learning process is often as a centered-learning in the classroom. Lecturer

reduce their enthusiastic and desire to learn speaking.

Students at the university level do not feel confident to speak English

speak English well.

However, most students choose their own learning strategies to make

employed by them as language learners. The learning strategies are necessary to

build students‟ motivation because by having their own learning strategies,

will make them become independent in learning English. 2

Furthermore, students need to learn with their appropriate learning

Therefore, it can be assumed that to become independent learners, students need

to choose their own learning strategies to enhance their learning.

Derived from the explanation above; the researcher would like to

conduct this research concerning students‟ learning strategies in enhancing their

speaking performance and the factors influencing student‟s learning strategies in

learning speaking. This research was conducted in University of Muhammadiyah

Sorong at English department of third semester.

This research focused on students‟ learning strategies in students‟

speaking performance. The researcher conducted this research to observe

students‟ learning strategies, the factors influencing students‟ learning strategies

and the roles that the lecturer does in speaking performance.

B. Identification of the Problems

1. Students lack of motivation to speak English. In an effective teaching and