Skripsi Erpina Newnew-2

AN ANALYSIS ON ENGLISH LANGUAGE LEARNING STRATEGIES
USED BY SECOND YEAR STUDENTS OF ENGLISH DEPARTMENT AT
UNIVERSITAS MARITIM RAJA ALI HAJI TANJUNGPINANG
SKRIPSI
Submitted to fulfill part of the requirements to achieve a Bachelor of

Education degree (S.Pd.)
By:
ERPINA
NIM 160388203028
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS MARITIM RAJA ALI HAJI
TANJUNGPINANG
2021
INTELECTUAL PROPERTY STATEMENT
i
HALAMAN PERSETUJUAN
ii
APPROVAL SHEET
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APPROVAL SHEET
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MOTTO
“KULIAH BUKAN HANYA TENTANG MIMPIMU TAPI MIMPI KEDUA
ORANG TUAMU, MIMPI TEMAN-TEMAN DAN JUTAAN ORANG
YANG TIDAK SEBERUNTUNG KAMU SAAT INI”
(“RESEARCHER”)
“BAHAGIAKAN KEDUA ORANG TUAMU”
(“MY BROTHER: AFRIZAL”)
“LEBIH BAIK GAJI 10 JUTA TAPI HALAL DARIPADA GAJI 3 JUTA
TAPI HALAL”
(“MY SPECIAL HUMAN: FAJRI DESVA RISKI”)
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ACKNOWLEDGEMENTS
Alhamdulillahirabbil „aalamiin, the researcher expresses to the Almighty
God Allah subhanahuwata‟ala for the grace, love, mercy, health, help, and
opportunity to finished this thesis, entitled “An Analysis on English Language
Learning Strategy used by second year students of English Department at
Universitas Maritim Raja Ali Haji Tanjungpinang” Presented as partial fulfillment
of the Requirements for the Attainment of a sarjana pendidikan Degree in English
Language Education in Universitas Maritim Raja Ali Haji.
In the completion of this skripsi, the researcher does realize that there are a
lot of peoples have provided some contribution such, advice, motivation and
support, and help every day. In this valuable chance the researcher would like to
express her gratitude and appreciation to all of them.
1. To beloved parents, this deepest appreciation goes to her beloved parents,
her mother and father for the endless love, pray, advice, and everything
and for the tasty and delicious food as well for the entire weeks of her life
so that the researcher had enough energy to finish the skripsi.
2. Prof. Dr. Agung Dhamar Syakti, S.Pi., DEA, as the rector of Universitas
Maritim Raja Ali Haji.
3. Assoc. Prof. Dr. H. Abdul Malik, M.Pd. as the Dean of the Teacher
Training and Education Faculty, Universitas Maritim Raja Ali Haji.
4. Mrs. Dewi Nopita, S.Pd., M.Pd., as the Head of English Education
Department of Universitas Maritim Raja Ali Haji.
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5. Mrs. Rona Elfiza, S.PD., M.Pd and Sir Gatot Subroto, S.S., M.Pd, as the
first advisor and second advisor who give a lot of suggestion and advice,
which really help the researcher to finish this skripsi under her guidance,
and give some advice, great explanation to solve the problem until the
completion of this skripsi.
6. Sir Muhammad Candra, M.Ed as well as Mrs. Nana Raihana Askurny,
S.Pd., S.H., M.Hum as the first and second examiner which give a lot of
suggestions and contribution to the researcher as well as guidance on the
completion of this skripsi.
7. All of the lecturers of English Education Department for all of the
guidance and knowledge and endless motivation for the whole semester.
8. To my brother Pardiman and Afrizal who‟s been always supporting me
and keeping me in suspense, and my big family always giving me good
wish. To Fajri Desva Riski who is always supportive, the ride will have to
be out of college soon and convince myself that I can and his family
always giving me a good wish.
9. To my best ever classmate friends, prisca, sandra, vevi, nadilla, too many
of them I couldn‟t mention, thanks for always be with me from the first
semester and thanks for all of your kindness, let‟s graduate together! You
guys can make it.
10. To all of my beloved PBI friends, A, B, C class. Especially for sandra,
prisca, who always believe in me and for the endless support, and always
the potted one, advice and help. Thanks a lot for sharing guys.
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11. To All of our friends who are fighting this final semester may be fired
upon and always be unyielding.
Tanjungpinang, February 22th 2021
The researcher
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TABLE OF CONTENT
INTELECTUAL PROPERTY STATEMENT ................................................... i

HALAMAN PERSETUJUAN ............................................................................. ii
APPROVAL SHEET ........................................................................................... iii
APPROVAL SHEET ........................................................................................... iv
MOTTO ..................................................................................................................v
ACKNOWLEDGEMENTS ................................................................................ vi
TABLE OF CONTENT ....................................................................................... ix
LIST OF FIGURE ............................................................................................... xi
LIST OF TABLE ................................................................................................ xii
LIST OF APPENDICES ................................................................................... xiv
ABSTRAK ............................................................................................................xv
ABSTRACT ........................................................................................................ xvi
CHAPTER I ...........................................................................................................1
INTRODUCTION..................................................................................................1
1.1 Background of the Problem ....................................................................... 1
1.2 Identification of the problem ......................................................................... 5
1.3 Limitation of the Problem ............................................................................. 5
1.4 Research Question ......................................................................................... 6
1.5 Purposes of the Research ............................................................................... 6
1.6 Benefit of the Research ................................................................................. 6
1.7 Definition of Key Terms ............................................................................... 7
CHAPTER II ..........................................................................................................8
REVIEW OF RELATED LITERATURE...........................................................8
2.1 Learning Strategies ........................................................................................ 8
2.1.1 Definition of Learning Strategies ............................................................8
2.1.2 Kinds / Types of Learning Strategies ......................................................9
2.2 Language Learning Strategies ..................................................................... 10
2.2.1 Defintion of Language Learning Srategies ............................................10
2.2.2 The Kinds /Types of Language Learning Strategies .............................11
2.3 The Function of Language Learning Strategies .......................................... 13
2.4 Definition of Speaking ................................................................................ 15
2.4.1 The components of Speaking.................................................................15
2.5 Analysis of Language Learning Strategies .................................................. 16
2.5.1 Definition Analysis ................................................................................16
2.4.2 Types of Data Analysis language learning strategies ............................17
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2.5 Review of Related Findings ........................................................................ 18
2.6 Conceptual Framework ............................................................................... 21
CHAPTER III ......................................................................................................24
RESEARCH METHOD ......................................................................................24
3.1 Research Design .......................................................................................... 24
3.2 Time and Place of the Research .................................................................. 24
3.3 Research Participant .................................................................................... 25
3.4 Instruments of the Research ........................................................................ 25
3.5 Data Collection Procedures ......................................................................... 28
3.6 Data Analysis Procedures............................................................................ 28
3.7 Research Schedule ....................................................................................... 31
CHAPTER IV .......................................................................................................32
FINDINGS AND DISCUSSION .........................................................................32
4.1 Research Findings ....................................................................................... 32
4.1.1 Data Description ....................................................................................32
4.1.2 Data Analysis .........................................................................................40
4.2 Discussion ................................................................................................... 53
CHAPTER V ........................................................................................................56
CONCLUSION & SUGGESTION .....................................................................56
5.1 Conclusion .................................................................................................. 56
5.2 Suggestion .................................................................................................. 56
BIBLIOGRAPHY ................................................................................................58
APPENDICES ......................................................................................................60
AUTOBIOGRAPHY ...........................................................................................96
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LIST OF FIGURE
Figure 2.1 Conceptual framework …………………………………………..…23
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LIST OF TABLE
Table 3.1 Descriptions of the questionnaires………………………………….26
Table 3.2 Strategies set classification of English language learning

strategies………………………………………………………………………27
Table 3.3 Description on table in Microsoft Excel……………………………28
Table 3.4 Research schedule…………………………………………………..31
Table 4.1Description on table in Microsoft Excel…………………………….32
Table 4.2Total student‟s responses using language learning Strategies………34
Table 4.3Total score questionnaires of respondents…………………………..41
Table 4.4Total score questionnaires of respondents………………………….41
Table 4.5Total score questionnaires of respondents…………………………..41
Table 4.6 Total score questionnaires of respondents……………………….. ..42
Table 4.7 Total score questionnaires of respondents………………………….42
Table 4.8 Total score questionnaires of respondents………………………….42
Table 4.9 Total score of questionnaires (separate of each category)……….....43
Table 4.10 First student answer from question of interview…………………..44
Table 4.11 Second student answer from question of interview………………..44
Table 4.12 Third student answer from question of interview…………….........44
Table 4.13 Fourth student answer from question of interview…………………45
Table 4.14 Fifth student answer from question of interview…………………. 46
Table 4.15 Sixth student answer from question of interview………………… 46
Table 4.16 Seventh student answer from question of interview……………….47
Table 4.17 Eighth student answer from question of interview…………………48
Table 4.18 Ninth student answer from question of interview………………….48
Table 4.19 Tenth student answer from question of interview ……………........49
Table 4.20 Eleventh student answer from question of interview………………49
Table 4.21 Twelfth student answer from question of interview………………..50
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Table 4.22 Thirteenth student answer from question of interview…………......51
Table 4.23 Fourteenth student answer from question of interview ………........52
Table 4.24 Fifteenth student answer from question of interview ………...........52
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LIST OF APPENDICES
1.1 Appendix statements of questionnaires …………………………………….61
2.2 Appendix question of interview ………………………………………….....64
2.3 Raw Data from English language learning strategies (Microsoft Excel)…...66
3.4 English language learning strategies the data after processing……………..68
4.5 Total score of questionnaires (separate of each category)…………………..80

5.6 Transcripts data from interview …………………………………………….83
6.7 Documentation capture via whatsApp ……………………………………...90
7.8 Permission letters of research………………………………………….….....95
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ABSTRAK
Erpina, 2021. An Analysis on English Language Learning Strategies Used by

Second Year Students of English Department at Universitas Maritim Raja Ali Haji
Tanjungpinang. Skripsi.Tanjungpinang: Program Studi Pendidikan Bahasa
Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Maritim Raja Ali
Haji. Dosen Pembimbing 1: Rona Elfiza S.Pd., M.Pd, Pembimbing II: Gatot
Subroto S.S., M.Pd.
Kata Kunci: Strategi Pembelajaran Bahasa Inggris, Siswa, Keterampilan

Berbicara.
Tujuan penelitian ini adalah untuk menggambarkan preferensi strategi

pembelajaran bahasa Inggris yang digunakan oleh mahasiswa Jurusan Bahasa
Inggris Universitas Maritim Raja Ali Haji. Metode yang digunakan metode
kualitatif yang datanya dilayani oleh data deskriptif. Desain penelitian adalah
desain analisis deskriptif melibatkan 34 siswa di G.02. Penelitian ini
menggunakan teknik pengumpulan data seperti kuesioner dan wawancara.
Kuesioner disusun berdasarkan skala Likert. Teknik pengumpulan data dalam
penelitian ini adalah wawancara. Penelitian ini menyelidiki strategi pembelajaran
bahasa Inggris dalam keterampilan berbicara. Data yang dianalisis menggunakan
Microsoft Excel, Berdasarkan analisis strategi pembelajaran bahasa Inggris,
peneliti menemukan rata-rata 545,33, median 535,00, modus 509,00, dan
simpangan baku 77,85. Hasil penelitian menunjukkan bahwa total skor kuesioner
responden untuk strategi memori 636, strategi kognitif 625, strategi kompensasi
509, strategi metakognitif 432, strategi afektif 509, dan strategi sosial 561. Dari
total skor kuesioner, dikatakan bahwa strategi tertinggi yang digunakan oleh
semester ketiga Departemen Bahasa Inggris adalah strategi memori. Dari
wawancara strategi pembelajaran yang paling sering digunakan adalah strategi
kognitif 49, diikuti strategi sosial 20, strategi metakognitif 16, memori 9,
kompensasi 6, dan terakhir adalah strategi afektif 3.Kognitif yang menunjukkan
semakin tinggi data dari wawancara. Oleh karena itu, ada 2 strategi yang
digunakan oleh para siswa, yaitu strategi memori dan strategi kognitif.
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ABSTRACT
Erpina, 2021. An Analysis on English Language Learning Strategies Used by

Second Year Students of English Department at Universitas Maritim Raja Ali Haji
Tanjungpinang. Thesis. Tanjungpinang: English Education Study Program,
Faculty of Teacher Training and Education, University of Maritim Raja Ali Haji.
First Advisor: Rona Elfiza S.Pd., M.Pd, Second Advisor: Gatot Subroto S.S.,
M.Pd.
Keyword: English Language Learning Strategies, Students, Speaking skill.
The purpose of this research is to describe English language learning

strategies preference used by students of English Department students Universitas
Maritim Raja Ali Haji. The method that is used qualitative method which the data
is served by descriptive data. The research design is descriptive analysis design
involves 34 students in G.02. This research used data collection techniques such
as questionnaires and interview. The questionnaire was arranged based on a Likert
scale. Data collection techniques in this research was the interview. This research
investigated the English language learning strategies in speaking skill. The data
analyzed using Microsoft Excel, Based on the analysis English language leaning
strategies, the researcher found the mean 545.33, median 535.00, modus 509.00,
and standard deviation 77.85. The result indicates that total score questionnaires
respondents for memory strategies 636, cognitive strategies 625, compensation
strategies 509, metacognitive strategies 432, affective strategies 509, and social
strategies 561. From total score of questionnaires, it is said that the highest
strategy used by third semester of English Department is memory strategy. From
the interview the most frequently used of learning strategy is cognitive strategy
49, followed social strategy 20, metacognitive strategy 16, memory 9,
compensation 6, and last is affective 3.Cognitive strategy that indicates the higher
of the data from interview. Therefore, there are 2 strategies used by the students,
namely memory strategies and cognitive strategies.
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CHAPTER I
INTRODUCTION
1.1 Background of the Problem
Language is very important for a human being. According to Smaradipha,
(2005), it provides two definition of language. The first language is understanding
conveys language as a communication device between the members of society as
a symbol of sound produced by the human speech. Second, is an arbitrary system
of communication in which vowels (speech sound) are used.So, many people
learning another language to be able to communication to others.
English as the subject that students should master, it is shown as English
becomes one of several subjects in National examination at junior high school and
senior high school. In Indonesia curriculum, English has been taught for six years,
started secondary until higher level of education. People Indonesia do not use it
for daily communication. They use bahasa indonesia for communication to each
other. Besides, the four basic skill of learning English namely listening, speaking,
writing, and reading are considered as a difficult skill to learn, and the students
need motivation like strategy during learning process. They are not considered as
successful learners if they can‟t communicate in English effectively as they are
expected to. These condition, should need to study longer to undestand more in
English without any correction.
As applied to education, curriculum is the series of things that students
must do and experience by way of developing abilities to do the things well that
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adults do in life, and to be in all ways the people that they should be as adults. As
a program desigsn, curriculum is the best of learning process where success and
failure depends is measured in relation to the understanding of the curriculum
being used.
In the 2013 curriculum, on the third basic competency in English subject,
stated that the eight grade students of junior high school are required to be able to
mention, state the ask for a particular topic by using verbal or written. The
governments hope this curriculum can improve the students ability in learning
English. English has four skills, namely listening, speaking, reading and writing.
Based on the competence based curriculum, speaking is one of the four basic
competences that students should gain well, it has an important role in
communication.
In English learning process, the students sometimes find some problem.
Some of students felt difficult in following the learning process. Students think
that they will be learning a higher level class, they think that if we learn english
language in the same way learn our first language (bahasa indonesia). Every
learner has deal with speaking skill. As a language learner, we decide our goal,
want it to be smashed up by things or we smash the things being inhibitor in
learning process up. So, they feel bored when they are studying English and it
cause the students cannot understand the learning material well. The students have
to use the strategy to improve knowledge and motivate itself to interest in the
English learning.
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Teaching strategy is a generalized plan for a lesson which includes
structure, instructional objectives and an outline of planned tactics, necessary to
implement the strategies (Stone and Morris in Issac, 2010). Furthermore
Issac,(2010), explains that teaching tactics are that behaviour of the teacher which
he manifest in the class development of the teaching strategies, giving proper
stimulus for timely responses, drilling the learn responses, increasing the
responses by extra activities and so on. It means that strategies in learning process
are defined as an activity designed by the teacher, in order to provide convenience
to the learners to achieve the learning objectives.
This research is about learning strategies, learning strategies refers to
methods that students use to learn. This ranges from techniques for improved
memory to better studying or test-taking strategies. Learning strategies is very
important to study because without strategy something will didn‟t work. By
knowing their learning strategies students will be able to improve their strategies.
Besides that, learner will also be aware of the strategies that might be more
beneficial to be used and which strategies that do not really give significant
influence. Some students think that English very difficult to learn especially if
don‟t know vocab, grammar, and tenses. Based on the interview one by one
especially students of English Department second year of Universitas Maritim
Raja Ali Haji think that study english is very difficult to learn. So, the students
need to strategy when they want to get a better second language acquisition.
Strategy is important because the ressources available to achieve these goals are
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usually limited. This strategy is useful for learner when it is suitable with the
learner‟s task with the learner‟s learning style.
The researcher is interested in doing research in Universitas Maritim Raja
Ali Haji. Based on the researcher interview, Some of students in third semester
think that learning English is difficult especially speaking, because English not as
mother tongue and they did not use English to communicate in daily activity.
Beside that many students are minimal master the vocabulary so that the
difficulties in understanding English. Based on the researcher interview, the
students get the different achievements because they used different learning
strategies in learning English. However, based on descriptions above, the
researcher is going to see what English language learning strategy is used by
English Department students of Universitas Maritim Raja Ali Haji,
Tanjungpinang.
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1.2 Identification of the problem
Based on background of the study above, problem can be identified:
1. The students feel bored when they are studying English and it cause the
students cannot understand the learning material well
2. The students have to use the strategy to improve knowledge and motivate
itself to interest in the English learning.
3. The students think that English very difficult to learn especially if don‟t
know vocab, grammar, and tenses.
4. The students need to strategy when they want to get a better second
language acquisition.
5. Some of students in third semester think that learning English is difficult,
because English not as mother tongue and they did not used English to
communicate in daily activity.
6. The students get the different achievements because they used different
learning strategies in learning English.
1.3 Limitation of the Problem
This study is limited on the study of English language learning strategies
of the second year or third semester students in Universitas Maritim Raja Ali Haji
2020/2021 academic year. Researcher choose the third semester students as the
subject because in the advance level, and adaptation in learn at university.

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1.4 Research Question
Based on the background of the study above, the researcher proposes a
question as follow. “What learning strategies do the English Department students
of Universitas Maritim Raja Ali Haji Tanjungpinang use in English language
learning?”
1.5 Purposes of the Research
The purposes of this research is to describe English language learning
strategies preference used by students of English Department students Universitas
Maritim Raja Ali Haji.
1.6 Benefit of the Research
1. Theoritical Benefit
a) This research is expected to be significance as an input in English
language learning process.
b) This study is also expected to give profitable description for an further
researcher who wants to study the same case.
c) This study becomes helpful information and useful reference to the next
study.
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2. Practical Benefit
a) The result of this research will be helpful for students to reduce the
problem in English language learning.
b) This research is expected can give the ideas for students about how to
strategy of English Language Learning Strategies well.
1.7 Definition of Key Terms
1. Language Learning Strategies
Language Learning Strategies are pack of tricks to help learners to
learn the language effectively. Its means, speaking learning strategy is a
set of strategies to help language learners enhance and to boost and to
boost their learning process.
2. Speaking
Speaking defined as an interactive process of conveying, and
expressing ideas, feeling and sharing information to other people. It is a
formally action that people do in their daily life. Main goal of speaking is
to communicate.
3. Analysis
Analysis is the process of breaking a complex topic or substance
into smaller parts in order to gain a better understanding of it.

CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 Learning Strategies
2.1.1 Definition of Learning Strategies
Learning strategies is refers to methods that students use to learn. the
students understand the meaning of language learning strategies is important in
learning and teaching English. It can help to have more understanding in language
learning strategies better. According to Schumaker & Deshler, (2006), learning
strategy as “an individual‟s approach to task. It includes how a person thinks and
acts when planning, executing, and evaluating performance one task and its
outcomes”. Much of this thinking about leaning is done unconsciosly. In
education, the concept of strategy has big influence on it.
Based on Darmansyah (2010), learning strategies is all about perspective,
thought, patterns, ad direction that taken for gaining effective learning. Based on
Oxford, (1990),defined that learning strategies are “ steps, behaviours, specific
actions or techniques” such as making conversation, solving, tought problem in
language learning.
So, based on explanation above it can be concluded that learning strategies
are related action, steps, behaviour, techniques, and solve the problem in process
language learning.
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2.1.2 Kinds / Types of Learning Strategies
Associated to the definition of learning strategies, the next discussion is
about the kinds of learning strategies. Many experts have different opinions about
kinds of learning strategies. According to Warr & Allan, (1998),distinguish
between three categories according to the kind of resources used in regulation of
behavior :
1) Cognitive learning strategies: skills in rehearsing a material to be learnerd
or in organizing it into main theme.
2) Behavioural learning strategies : preferences for seeking help from others.
For trial and error for written instruction.
3) Self- regulating strategies: controling emotions, motivation, and
comprehension.
According to Reigeluth& INyoman Sudana, (2000),there are three kinds of
learning strategy:
1) Organizational strategy: a way to organize the content of field of study. It
refers how learning and teaching materials were presented.
2) Delivery strategy: reffering to teching media and how the learners can
understand the media that being used.
3) Management strategy: it is how to organize the interaction between
learners and learning strategy variables, which are organizationalstrategy
and delivery strategy. It refers in scheduling, activities, and allocation of
teaching that organized.

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These are learning strategies which are explained by the experts. Experts
have their own opinion to understand about learning strategy. However, to
effortless acquire the materials to the learns mind, every learner has their beliefs,
thinking, and behavior in learning process.
2.2 Language Learning Strategies
2.2.1 Defintion of Language Learning Srategies
Rubin (1987), defined language learning strategies as behaviours, steps, or
technique that language learners apply to facilitate language learning. Moreover,
the definition of Oxford (1990), also included cognitive, emotional, and social
aspects of language learning strategies that enhance learners‟ language learning
proficiency and self confidence. According to Ghani & Mohammad A, (2003),
defined language learning strategies as a specific actions, behaviours, steps, or
technique that students frequently use to improve their progress in L2 developing
skills; these can facilitate the internalization, storage, retrieval, or use of new
language. Razmjo & Ardekani, (2011), one of those language learning strategies
theories for students in university.
Based on explanation definition about language learning strategies it can
be conclude that language learning strategies are all the actions involving
behavior, steps, techniques and thought of the learners during the language
learning in order to achieve better learning language.

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2.2.2 The Kinds /Types of Language Learning Strategies
There are kinds of language learning strategies based on the journal of
language learning strategies among EFL/ESL learners: A review of literature,
language learning strategies have been classified into five groups by Stern‟s,
(1992), which are:
a) Management and planning strategies which allow learners to connect with
learner‟s purpose to control his own learning.
b) Cognitive strategies which refer to procedures and activities which
learners apply to learn or remember the materials and solve the problems.
c) Communicative strategies which involve the use of verbal or nonverbal
instrument for the useful transfer of knowledge.
d) Interpretational strategies which monitor the learners‟ development and
evaluates their performance.
e) Affective strategies which make learners aware of emotions such us
unfamiliarity or confusion, and try to build positive feelings towards the
target language in the learning activities.
According to Oxford, (1990), English learning strategies consist of
six categories:
1. Cognitive strategies
Cognitive strategies enable the learner to manipulate the language material
in direct ways, for example: through reasoning, analysis, note taking,
summarizing, synthesizing, outlining, reorganizing information to develop

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stronger schema (knowledge structure), practicing in naturalistic setting, and
practicing structure and sounds formally.
2. Metacognitive strategies
Metacognitive strategies like identifying one‟s own learning style
preferences and needs, planning, for an L2 task, gathering and organizing
material, arranging a study space and a schedule, ,monitoring mistakes,
evaluatizng task succes, and evaluating the succes of any type of learning
strategy. All those strategies are employed overall.
3. Memory- related strategies.
Memory- related strategies help learners link one L2 item or concept
with another, but do not necessary involve deep understanding. Various,
memory- related strategies are acronyms, rhyming, images, combination of
sound images, total phsycal response, and flascards.
4. Compensantory strategies
Compensantory strategies consist of guessing from context in listening
and reading, using synonims and talking around the missing word to aid
speaking and writing, using gestures or pause words. They help the learners
make up missing word knowledge.
5. Affective strategies
Affective strategies such as identyfying one‟s mood and anxiety level,
talking about feelings, rewarding oneself for good performance, and using
deep breathing or positive self task, have been shown to be significantly
related to L2 proficiency.
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6. Social strategies
Social strategies such as asking questions to get verification, asking for
help in doing language task, talking with a native speaking conversation
partner, and exploring cultural and norms. They help the learner work with
others and understand the target culture as well as the language.
2.3 The Function of Language Learning Strategies
According to Oxford (1990), the function of kinds/ types language
learning strategies, below is detailed description of them:
1. Memorization
Memorization strategies are technique used to remember more
effectively, to retrieve and transfer information needee for future language
use. Memorization helps students to store in memory important
information gathered from their learning. When the information is needed
for usein the future, these strategies help the students to get the
information back. For example, the semantic map of a group of nouns or
verbs that shows the relationship between the words.
2. Cognitive
Cognitive strategies are employed by the students to manipulate
the target languageor task correctly by using all their processes. They
include reasoning, analysis, and drawing conclusions. For example, the
use of drillsto practice the language and the use of dictionary to find
difficult word.
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3. Compensation
Compensation strategies are employed by the students to
compensate the missing knowledge in the target language due to lack of
vocabulary. The strategies help to allow the students to use the language to
speak and write in the target language even when their vocabulary is
limited. For example, the use of linguistics clues to guess the meaning or
by inventing words to the use of linguistics clues to guess compensates
their or lack of vocabulary.
4. Metacognitive strategies
Metacognitive strategies are employed by the students to help
them coordinate the learning process by centerring , arranging, planning,
and evaluating their learning, this help to control their own learning.
Students will be able to plan what their learning strategies should be and
change them if they are not suitable. For example, overviewing with
already known material and deciding in advance on what to pay attention
to.
5. Affective strategies
To help students control their emotions, attitudes, motivation, and
values. These strategies have a powerful influence on language learning
always because they allow the students to manage their feelings. For
example, students may use laughter to relax and praise to reward
themselves for achievement.

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6. Social strategies
Social strategies are activities that students engage in to seek
opportunities to be exposed to an environment where practice is possible.
These strategies are important because language learning always involves
other people, it is a form of social behaviour. For example, questionning
for understanding or facts and work together with peers or speakers of the
target language including native and native like speakers in order to
upgrade their laguage skills.
2.4 Definition of Speaking
According to Arends & Richard I (2008), Speaking is one the skill that has
to be mastered by students in learning English, in speaking people tend to be
getting something done, exploring ideas, working out some aspects of the word,
or simply being together.
2.4.1 The components of Speaking
According to Fulcher & Davidson (2006), state that are five components
of speaking skill that can be defined as follows:
1. Pronunciation; is the way in which a word is pronounced. This is how
people produce language clearly when they are engage in speaking.
2. Grammar; is the whole system and structure of a language or of languages
in general, usually taken as consisting of syntax and morphology
(including inflection) and sometimes also phonology and semantics. This
component is needed for speaker in arranging correct sentences in
conversation in both written r spoken form.

16
3. Vocabulary; the body of word used in a particular language. Vocabulary is
necessary needed their ideas to other effectively if they don‟t have
sufficient vocabulary.
4. Fluency; the ability to express oneself easily and articulately. Signs for
those fluent learners can be seen in their ability in to read, speak, or write
easily, smoothly and expressively. In speaking, the sign of fluency
includes a properly fast speed of speaking and less thy pause by using
“ums” and “ers”.
5. Comprehension; the ability to understand something. This point is about
how well people understand a language, about their ability to formulate
representation the meaning of sentences.
2.5 Analysis of Language Learning Strategies
2.5.1 Definition Analysis
Before we are going to Analysis of language learning strategies, we can
start the definition of Analysis. According to Robert & Audi (1999), Analysis is
the process of breaking up a concept, proposition, linguistics complex, or fact into
its simple or ultimate constituents. Based on Dictionary of philosophy and
psychology by Morgan et al, (2015) Analysis is the isolation of what is more
elementary fom what is more complex by whatever method. However, According
to Oxford Dictionary of philosophy by Addison et al, (1999), defined Analysis is
the process of breaking a concept down into more simple parts, so that its logical
structure is displayed.
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Based on the explanation above it can be concluded that definition of
analysis is the process of breaking a complex topic substance into smaller parts in
order to gain a better understanding of it. However, learning strategies in speaking
skill are the steps to develop speaking skills by using some strategies, this
research used theory of speaking learning strategies proposed by Oxford (1990).
Language learning uses analysis in at least two ways: to identify the components
of particular (qualitative analysis), and to identify the proportions of components
(quantitative analysis).
2.4.2 Types of Data Analysis language learning strategies
According to Scoot & Usher, (2011), posits that a typical qualitative
analytical approach may include the following aspects:
1. Coding or classifying field notes, observations or interview transcripts by
either inferring fromthe words being examined what is significant, or from
the repeated use of words (phrases) whether a pattern is developing (i.e.
that all activities which have been recorded are beingunderstood in a
similar way).
2. Examining the afore said classifications to identify relationships between
them yet concurrently beginning the process of understanding those
relationships in general terms, sothat they have credibility beyond the
boundaries of the case beingexamined. Researcher draw upon previous
knowledge about the world that has enabled them to distinguish between
objects and between occurrences in their life.

18
3. Making explicit these patterns, commonalities and differences – in brief,
making sense of thedata, and taking these by now more developed
theoretical constructs into the field to test orrefine them.
4. Elaborating a set of generalisations, which suggest that certain
relationships hold firm in thesetting being examined, and affirming that
these cover all the known eventualities in the dataset.
5. Formalizing these theoretical constructs and making inferences from them
to other cases inplace and time.
2.5 Review of Related Findings
Many research already conducted about language learning strategy. In this
part of disscussion, the researcher explained about how this research study is
related findings research.
The first research related study was writtenby Lailatul Rohmalia(2017)
entitled “A Study of English Language Learning Strategies at the Eight Grade
students in Mts N Filial Popongan 2014/2015 Academic year”. In her research
focus on process of language learning strategies at the eighth grade in MTs
Negeri Filial Popongan and this study are describe the process, the students
response, and the advantages and disadvantages of learning strategies for the
eighth grade students of MTs Negeri Filial Popongan in the Academic year
2014/2015. The research uses the descriptive qualitative data which provide an
accurate description of observation of the phenomena in from of the words. The
instrument in this research is observation, interview, and document, the researcher

19
used to lesson plan to research findings discuss describe about the students‟
learning strategies in English learning process, and also the advantages and
disadvantages of implemented the learning strategies for eight grade junior high
school.
Second related study is written by Nurliana Oktaviani Lestari (2015)
entitled “Language Learning Strategies of English Education Department of
FIFTK (A comparison Descriptive Study at the fourth and Sixth Students)”. In her
researchfocused to described what language that learners of English Education
Department students‟ use in the 4th and 6th students. The research design used
descriptive to answer the question of this research. Meanwhile, this research also
performed using survey design. The instrument of this research is questionnaire,
there are two types of questionnaire: simple background questionnaire and
Oxford‟s Strategy Inventory for Language Learning (SILL), research findings
analyzed using SPSS to get the result, a mean score between 3.5 and 5.0 indicates
the learning strategy is highly used by the participants. Whereas, a mean score
between 2.5 and 3.4 indicates that the learning strategy is moderately used by the
participant, and a mean score smaller than 2.4 indicates the learning strategy is
rarely used by the participant. It is shown that 4th and 6th semester in both and
individually is moderate users of learning strategy.
The third research is was written by Wendy Wirawan (2017) entitled “
Analysis of Learning Strategies in Speaking Class at the Second grade students‟
of Senior high school”. This research focused to find out the strategies of
language learning that are used by the students, focus find out the students‟
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speaking ability, and focus find out the correlation between students‟ language
learning strategies with students‟ speaking ability. The research design used
qualitative and quantitative research is process inquiry aimed at understanding
human behavior by building complex, holistic picture of social media and cultural
setting in which such behavior occurs. Qualitative is used to find out the kinds of
language learning strategies. While quantitative is used to find out the correlation
between language learning strategies and students‟ speaking ability. Research
instrument is questionnaire, sheet, and test. Research findings result showed that
the students used six kinds of difference language learning strategy, including
metacognitive (3.56), memory (2.95), affective (2.85), social (2.82), cognitive
(2.77), compensation (3.11). The average score of students‟ speaking ability is
(68.05), while the aspects of speaking are: vocabulary (72.5), comprehension
(72.5), Pronunciation (66.5), fluency (66.5), and grammar (62.5). Based on the
result it was known that average score of vocabulary and comprehension were the
highest one. There was a significant correlation between language learning
strategies with students‟ speaking ability where value was 0.562.
The similarity of the related research study above to this research is focus
of study based on learning strategies. The differences of related findings above,
the first research focus on describe process, student‟s responses and advantages
and disadvantages of learning strategy, second Researchfocus what language that
learners of English Education Department students‟ use in the 4th and 6th student,
it‟s mean that comparison between fourth semester and sixth semester. The last
research focus on find out the strategies of language learning that are used by the
21
students, focus find out the students‟ speaking ability, and focus find out the
correlation between students‟ language learning strategies with students‟ speaking
ability. With this research also having difference, the difference is in subject and
data sources. This research focus on described what English Language Learning
strategy is used by English Department students of Universitas Maritim Raja Ali
Haji.
2.6 Conceptual Framework
Refers the theories above, the researchers assumes that language learning
strategies has a big role in students‟in reality, the conceptual framework of my
research was selected from the Oxford‟s theory customized into direct strategies
consisting of memory strategies, cognitive strategies and compensation strategies
and indirect strategies including metacognitive strategies, affective strategies and
social strategies. Sample of the research is 37 students.
All of selected participant first are required to answer the questionnaires
about the English language learning strategies which have done into English.
Secondly, researcher will interview some of the students in order to ensure what
they will be answered in the Oxford‟s SILL questionnaire of Oxford(1990) is very
accurate and trustful in order to ensure the data of those students from diferent
classes are knowledge and reliable.The interview questions describe about the
students learning strategies in English learning process of speaking.From this
interview to analyze English language learning strategies is used by second year
students English Department.

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After the analyzing the researcherthat the majority class G.02 of English
Department students Universitas Maritim Raja Ali Haji preferred working with
the choice of direct strategiesand the indirect strategies. Furthermore, it is
anticipated that after the research project students can work well with English
language through employing new learning strategies which are effective.

23
LANGUAGE LEARNING
STRATEGIES
LANGUAGE LEARNER
LANGUAGE SKILLS
LISTENING SPEAKING READING WRITING
SPEAKING COMPONENTS
Vocabulary, Pronunciation,
Comprehension, Grammar,
Fluently
INTERVIEW QUETIONNAIRES
ENGLISH LANGUAGE
LEARNING
STRATEGIES
ENGLISH LANGUAGE
LEARNING STRATEGIES
IN SPEAKING SKILL
Figure 2.1 Conceptual framework

CHAPTER III
RESEARCH METHOD
3.1 Research Design
The design of this research is a qualitative study in which the data were
analyzed by using descriptive analysis. descriptive analysis to answer the question
of the study. Descriptive analysis will chose due the type of the study which is to
know the learning strategies of the English Education Department students.
Descriptive research can be either quantitative and qualitative. According to Ary,
(2010), descriptive research is designed to obtain information of phenomenon by
describing the situations, subjects, behavior or phenomenon. The goal of
descriptive research is to describe a phenomenon and its characteristics. This
research is more concerned with that rather than how or why something has
happened. The researcher used descriptive qualitative approach because the data
was presented mainly in a description of words in order to show students speaking
learning strategies.
3.2 Time and Place of the Research
This research undertaken at Universitas Maritim Raja Ali Haji
Tanjungpinang on November 2020, after researcher finished her seminar.
24
25
3.3 Research Participant
The participants of this research were the third semester students of
English Department students at Universitas Maritim Raja Ali Haji. The researcher
choose G.02 class in order to collect the data, it consisted of 37 students in online
class.
3.4 Instruments of the Research
This research instrument used by researcher are questionnaires and
interview. The questionnaires write from Oxford‟s strategy Inventory for language
learning (SILL) Oxford (1990). The questionnaires was developed by constructing
the theory of language learning strategies, which cover memory, cognitive,
compensation, metacognitive, affective, and social strategies. This questionnaires
use a five-point likert scale (1=Never, 2= Seldom, 3= Sometimes,4= Usually, 5=
Always). Students were asked to respond to each item according their honest
answer.The researcher also conducted an interview in order to strengthen the data
gained through questionnaires. The interview used open – ended question to gain
information about the speaking strategies used by the students.
The questions from interview were asked 5 questions, namely:
1. What do you do to improve your pronunciation?
2. What do you do to improve your vocabulary?
3. What do you do to make your grammar better?
4. What do you do to improve your fluency in speaking?
5. What do you do to improve your comprehension in speaking?

26
Table 3.1 Descriptions of the questionnaires
No English Language Learning Strategies Questionnaires

1. Memory Strategies 1, 2 , 3, 4, 5
2. Cognitive Strategies 6, 7, 8, 9, 10
3. Compensation Strategies 11, 12, 13, 14, 15
4. Metacognitive Strategies 16, 17, 18, 19, 20
5. Affective Strategies 21, 22, 23, 24, 25
6. Social Strategies 26, 27, 28, 29, 30
After the questionnaire from strategy inventory language learning (SILL)
handed out to the students, the researcher employed an interview section in the
end of the students. The interview questions describe about the students learning
strategies in English learning process. The questions as follows: What do you do
to improve your pronunciation, What do you do to improve your vocabulary,
What do you do to make your grammar better, What do you do to improve your
fluency in speaking, What do you do to improve your comprehension in speaking.
From this questions interview to analyze English language learning strategies is
used by second year students English Department. The interview is going to be
conducted using a voice note or audio via whatsApp, since it was not possible in
person. The researcher followed a guide strategies set from Oxford, (1990), can be
seen following table below:

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Table 3.2 Strategies set classification of English language learning strategies
Categories Strategy Strategies set
Memory strategy a. Creating mental linkages
b. Applying images and sounds
c. Reviewing well
d. Employing action
Cognitive strategy a. Practicing
b. Reviewing and sending and message
c. Analyzing and reasoning
d. Creating structure for input and output
Compensation strategy a. Guessing intelegence
b. Overcoming limitations in speaking and writing
Metacognitive strategy a. Lowering your anxiety
b. Encouraging yourself
c. Taking your emotional temperature
Affective strategy a. Centering your learning
b. Arranging and planning your learning
Social strategy a. Asking question
b. Cooperating with others
c. Emphasizing other
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3.5 Data Collection Procedures
In this research have data collection procedures did following steps below:
1. Asking permission of the dean and English Education Department third
semester to conduct this research.
2. Distributing the questionnaire all of them of Oxford Strategy Inventory
Language Learning (SILL) and interview one by one only 15 people of
students from English Education Department of the third semester.
3.6 Data Analysis Procedures
In analyzing the questionnaires involved some steps as follows:
1. After the respondents answered all the items, the researcher inputted all
the respondents‟ responses questionnaires into Microsoft Excel. The items
questionnaires was coded part 1, part 2, part 3, part 4, part 5, part 6, part 7,
part 8, part 9, part 10, until part 34.The following table below illustrate the
data:
Table 3.3 Description on table in Microsoft Excel
Number of questionnaires
No
1 2 3 4 5 6 7 8 9 10 ….
Part 1
Part 2
Part 3
Part 4
Part 5
Part 6
Part 7
Part 8
Part 9
Part 10
……
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2. After all the data are inputted into Ms.Excel questionnaires to be analyzed
higher, lower, mean, median, modus, and standard deviation. The formula
from mean, median, modus, and standard deviation can be seen below:
Mean
According Sugiyono, (2010),
𝑋𝑖
𝑀𝑒/𝑥 =
𝑛
Index;
Me /𝑥 =mean
𝑋𝑖 = amount of data drom 1st data (i) till n data
n= amount of subject
Median
According Sugiyono, (2010),
1
𝑛−𝐹
2
𝑀𝑑 = 𝑏 + 𝑝
𝑓
Index;
Md = median
𝑏 = lower limit
𝑝 = lengt of class interval
F = total frekuensi
n= amount of subject
f = frequency class median

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Modus
AccordingSugiyono, (2010)
𝑏1
𝑀𝑜 = 𝑏 + 𝑝
𝑏1 + 𝑏2
Index:
Mo = Modus
𝑏 = llimit of class interval with the most frequency
𝑝 = lengt of interval class
Standard deviation
According Sugiyono, (2013)
𝑥𝑖 − 𝑥 2
𝑆𝐷 =
𝑛−1
Index:
SD = standart deviation
Σ = total
𝑥𝑖 = value of first x untill n
𝑥 = mean
n = amount of subject
3. Next step, the researcher analyzed data from interview manually writes
down in paper.
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3.7 Research Schedule
This research started in February 2020. Details of the research activity
schedule can be seen in the following table:
Table 3.4 Research Schedule
Year of 2020 / 2021

No Activities Feb March Sep Octo Des Jan
1. Title submission
2. Writing Proposal
3. Proposal Guidance
4. Submission Proposal
5. Proposal Seminar
6. Data Collection
7. Data Analysis
8. Skripsi Guidance
9. Skripsi Assembly
CHAPTER IV
FINDINGS AND DISCUSSION
4.1 Research Findings
Data findings present the result of this research. The instrument used by
the researcher was SILL by Oxford (1990) and question of interview make by
researcher. The questionnaires and interview was distributed only one class in
seven days. From one class with contain of 37 students, only 34 students
answered the questionnaires the rest 3 students were not submitted by Google
form and interview questionnaires only 15 students were available to be analyzed.
4.1.1 Data Description
4.1.1.1 Data from Questionnaires
The description of the data taken from questionnaires is presented in the
table which describes the number of students used learning strategies below:
Table 4.1 Description on table in Microsoft Excel
Part Questioner Answer

No. QN 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
1 part 1 4 4 5 4 4 4 4 4 4 4 4 4 4 4 4
2 part 2 4 5 3 3 2 2 5 5 3 5 5 3 5 5 5
3 part 3 4 3 4 3 3 3 4 4 3 3 3 2 4 3 3
4 part 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5
5 part 5 4 5 4 4 4 4 4 5 4 4 4 4 4 4 4
6 part 6 3 4 5 4 4 4 5 4 4 4 3 4 4 4 4
7 part 7 3 3 4 3 3 3 3 2 4 3 4 3 3 3 5
8 part 8 4 5 4 3 3 3 5 3 4 3 3 3 4 4 3
9 part 9 4 4 5 3 2 2 5 3 4 5 4 4 4 3 5
10 part 10 3 4 3 2 3 3 3 3 3 2 4 4 4 3 2
11 part 11 3 5 5 4 3 3 5 3 3 4 5 2 4 4 5
12 part 12 3 5 3 3 3 3 5 5 5 3 3 2 2 3 2
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33
13 part 13 3 5 5 5 4 4 5 3 3 4 5 1 4 4 4
14 part 14 4 3 4 3 4 4 3 3 3 3 4 4 4 4 3
15 part 15 4 5 4 4 4 4 4 4 4 4 4 4 4 4 4
16 part 16 4 4 5 5 4 4 4 4 4 4 3 4 4 3 3
17 part 17 4 3 4 3 3 3 4 3 4 4 4 4 4 4 4
18 part 18 3 3 4 3 4 3 4 3 3 2 2 2 3 3 3
19 part 19 3 3 2 3 2 2 3 2 3 3 2 3 3 3 3
20 part 20 3 4 4 4 4 4 3 4 3 4 4 4 4 4 4
21 part 21 3 4 4 3 3 3 4 4 4 4 3 3 3 4 4
22 part 22 3 4 4 4 4 4 4 3 3 4 3 3 3 3 3
23 part 23 4 4 5 4 4 3 3 4 4 3 4 5 5 5 5
24 part 24 3 4 3 3 3 3 4 3 4 3 4 3 3 3 4
25 part 25 3 5 4 3 4 4 5 4 3 3 4 4 4 4 4
26 part 26 3 4 3 3 3 3 3 3 3 3 3 3 3 3 3
27 part 27 3 5 3 5 3 3 5 5 3 5 5 5 5 5 5
28 part 28 5 4 4 4 3 3 4 3 3 5 5 4 5 3 5
29 part 29 4 3 3 3 3 3 4 3 2 5 5 5 5 4 3
30 part 30 4 5 5 3 5 5 4 5 3 4 3 2 5 3 5
31 part 31 5 5 5 5 5 5 5 4 5 5 4 2 5 5 5
32 part 32 3 3 4 3 3 3 4 3 3 4 3 3 3 3 3
33 part 33 3 5 5 3 3 3 5 3 3 3 5 2 5 5 5
34 part 34 3 4 3 3 3 3 4 3 4 3 4 4 4 4 4
Part Questioner Answer

No.
QN 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
1 part 1 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
2 part 2 5 3 3 5 2 5 5 5 5 4 3 3 2 5 5
3 part 3 4 5 4 4 3 3 3 3 4 3 2 4 5 5 3
4 part 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5
5 part 5 4 4 4 4 5 4 4 5 4 4 4 4 5 4 4
6 part 6 4 4 4 3 4 3 3 3 3 3 3 4 4 4 4
7 part 7 3 3 4 3 3 2 3 1 2 2 1 3 1 3 4
8 part 8 4 5 4 2 3 2 2 4 4 3 1 2 3 3 3
9 part 9 3 4 3 3 3 3 3 3 4 3 3 4 5 4 3
10 part 10 4 4 3 3 2 3 2 3 4 4 1 5 5 4 4
11 part 11 5 5 4 3 1 4 4 5 5 2 3 5 5 4 4
12 part 12 4 3 4 4 3 3 3 3 4 3 2 2 1 4 4
13 part 13 3 3 5 4 4 1 1 3 5 3 1 3 5 5 4
14 part 14 4 3 3 4 4 3 3 3 3 3 3 4 4 3 4
15 part 15 3 3 5 4 4 3 4 5 4 4 3 5 5 4 4
16 part 16 3 4 3 4 4 4 4 4 5 5 4 5 5 5 5
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17 part 17 3 3 4 4 4 4 3 3 4 4 4 4 4 4 3
18 part 18 2 3 3 3 3 3 3 3 3 3 3 4 2 3 3
19 part 19 3 3 2 2 2 2 2 3 3 2 2 3 3 3 2
20 part 20 4 4 4 4 5 4 4 4 4 3 4 4 4 4 4
21 part 21 3 3 3 3 3 3 3 3 3 3 2 3 4 3 3
22 part 22 3 4 3 3 3 3 3 3 3 3 3 3 3 3 3
23 part 23 4 4 4 4 3 4 3 4 4 4 3 2 5 4 5
24 part 24 4 4 3 3 4 3 3 4 3 3 2 4 4 3 3
25 part 25 4 4 3 3 3 4 4 4 4 4 3 3 4 3 4
26 part 26 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
27 part 27 5 5 5 5 4 5 5 4 5 3 5 3 5 1 5
28 part 28 4 5 5 5 5 4 4 3 4 5 3 5 5 5 4
29 part 29 3 4 4 3 4 4 4 4 4 4 1 2 3 3 3
30 part 30 5 2 1 1 1 4 4 5 3 2 1 4 3 1 5
31 part 31 5 5 5 5 5 3 3 4 5 5 5 4 5 5 5
32 part 32 3 3 4 3 3 3 4 3 3 3 4 3 3 3 3
33 part 33 4 5 3 3 3 2 4 5 5 4 2 5 5 4 4
34 part 34 4 4 3 3 4 4 4 4 4 3 3 4 4 3 3
Index:
Part : Participant
QN : Questioner Number
Table 4.2 Total Student’s Responses Using Language Learning Strategies
The Number of
Strategy
items of the Never Seldom Sometimes Usually Always
Category
questionnaires
1. Memory - - 18 13 3
2. Memory - - 8 13 13
3. Memory - 1 8 14 11
4. Memory - 1 19 9 5
5. Memory - 3 16 12 3
6. Cognitive - 3 18 10 3
7. Cognitive - - 7 15 12
8. Cognitive - 2 16 10 6
9. Cognitive - 1 17 13 3
10. Cognitive - 2 12 13 7
11. Compensation - 2 10 14 8
12. Compensation 1 7 9 13 4
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14. Compensation - - 14 14 6
16. Metacognitive - 1 12 15 6
17. Metacognitive - 1 12 13 8
18. Metacognitive 1 1 13 13 6
21. Affective 1 4 14 12 3
22. Affective 1 - 15 11 7
23. Affective - 1 10 15 8
24. Affective - 4 16 10 4
25. Affective 6 6 13 6 3
26. Social - 4 10 13 7
27. Social 2 2 7 9 14
28. Social 2 - 13 12 7
29. Social - 1 12 14 7
30. Social - - 16 9 9
4.1.1.2 Data from Interviews
Data taken from interviews was taken only 15 students from third semester
English Department. First students said to improve pronunciation by watch a
movie and to improve vocabulary by also open side to study, to improve grammar
better dreaming yourself we exercise because speak in grammar is that difficult,
and to improve fluency and comprehension in speaking with only on vocabulary
and then continue practice listening of terms especially in movies so that I can be
like them. Second students said to improve pronunciation sometimes talk with my
friends always use speak English not often complete in sentence always use word
by word, to improve vocabulary sometimes watch movie and listen to music, then
look the subtitle what the says and see the words that know and then search the
meaning, last is read the novels or short story use English. To improve grammar
better sometimes ask my old teacher to teach me again and talk with my friends
use grammar to improve grammar better and share with friends how to use
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grammar, to improve fluency in speaking usually talk in front of the mirror, and
last to improve comprehension in speaking just talk nothing with the
comprehension.
Third students said to improve pronunciation speak slowly, pay attention
to the practical pronunciation and listen your pronunciation practice, to improve
vocabulary reading habit, use dictionary and playing games, to improve grammar
better learn basic grammar, to improve fluency in speaking only speak and revise
your conversation, last is to improve comprehension in speaking only listen often
as possible and something to enjoy. Fourth students said to improve pronunciation
listen to music, watching movies make it habit to speak English every day, to
improve vocabulary daily speaking sometimes see YouTube to practice learn, and
I repeat the books in English, to improve grammar better took course and study a
lot grammar, to improve fluency in speaking just try in everyday to be smooth,
last to improve comprehension in speaking find out the meaning do you want to
say for us and I often use the synonyms of the word. Fifth students said to
improve pronunciation always read things word in English and read oxford
dictionary, find many example like download many interesting, usually start
conversation with my friends, to improve vocabulary read aloud and find out the
difficult word, to improve grammar better took listen when teacher give learning
grammar especially, to improve fluency in speaking make a plan and make a
conversation learning, last to improve comprehension in speaking onlykeep
practicing.
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Sixth students said to improve pronunciation with read the book and
practice more and more and I read story in English, improve vocabulary learn
more vocabulary from internet and dictionary, improve grammar better focus
English skills and learn a little bit and understand it yet. Improve fluency in
speaking usually speak anywhere and keep practicing, last is improve
comprehension in speaking usually continue to study. Seventh students said to
improve pronunciation continue to practice speaking in English or sometimes
listen to music while following the lyrics, so that the pronunciation can be correct,
improve vocabulary by memorizing, understanding and trying it on the other
person and repeating it again, improve grammar better using grammar better is to
improve vocabulary is not correct to became more correct vocabulary, improve
fluency in speaking by talking to in front of the mirror using English or reading
back journal that have been given by lecturer, improve comprehension in speaking
by when talk with friends must be understood well and also have to use language
that is easy to understand is not complicated for people who are listening to
understand the meaning of what is being said.
Eight student said to improve pronunciation by watching movies, hearing
music and play games to better pronunciation, also read dictionary and keep
practicing my pronunciation, to improvevocabulary same like improve
pronunciation watching movies, playing games and talk to other people in other
country with one language and read books, improve grammar better by would
learn more, go to library or ask someone about grammar like teacher or lecturer,
improve fluency in speaking by just have to committed yourself to speak others

38
people in that specific language, play online games this speak many people
outside, improve comprehension in speaking by have to hear more and hear
carefully what that other people said. Ninth students said to improve
pronunciation by would hear music or watch movie than practice it know how to
pronounce them, improve vocabulary by would reading books or practicing new
word in conversation with friends and use dictionary and to know more about
synonyms and also antonyms too, improve grammar better b would read som
books, listen to what other people says and then practice it, improve fluency in
speaking by just relax and take a depth phrase then correct word when speak,
improve comprehension in speaking by would listen some music or video with
text or speak with my foreign or native speaker my social media like facebook or
etc. Tenth students said to improve pronunciation by study well and study
speaking English with better more, improve vocabulary by keep practicing,
improve grammar better by ability to learn English, improve fluency in speaking
by be able to understand in learning English until now, last improve
comprehension in speaking by understand a little also not completely.
Eleventh students said to improve pronunciation by speak slowly, listen to
yourself, listen to your pronunciation and pay attention to space word in
intonation speaking English certainly, to improve vocabulary by read something
like novels, magazine, newspaper the more word you will learn, make your
dictionary, learn one words everyday and conversation with your friends, improve
grammar better don‟t be afraid to make mistake, learn about structure other
sentence with more English and writing practice, improve fluency in speaking by
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talk to yourself using English, hear more native speaker, speaking join in English
community, consistent continue practice exercise, last improve comprehension in
speaking by improve language skill, increase vocabulary by reading and writing a
load, practice listening skill, learn to understand and appreciate other people point
audio with open mind and try to sitting from another perspective avoid
communication in emotional situation. Twelfth students said to improve
pronunciation by listening to English, songs, movies, podcast and etc, speaking
English with pay attention to the grammar first, focus know to pronounce the
word in English also confident what says, improvevocabulary by listen to
language from movies, songs also read of tense get new vocabulary and memorize
it, improve grammar better by keep learning it grammar, try to understand all the
tenses and formula, sentence forms and also learn from native speaker, improve
fluency in speaking by speak continue usually using English and the key is
practice speak always, last is improve comprehension in speaking by improve
listening comprehension, then read vocabulary to be able easy to understand the
context of conversation and to be confident in my abilities.
Thirteenth student said to improve pronunciation by listen music, watching
movie and write book or article and I practice it did by myself, usually learn from
YouTube and listen to be carefully, improve vocabulary by reading book, article,
news and then getnew verb, new vocabulary and practice it, improve grammar
better by watching from YouTube video then comprehension the meaning,
structure and learn about grammar, improve fluency in speaking by listen,
practice, confident is speak with others, last to improve comprehension in

40
speaking by more listen and practice comprehension speaking, should always to
understand what listen and watching. Fourteenth student said to improve
pronunciation by will try to impression be actors movie and try to find out how to
pronounce in Google and I learn by others too, improve vocabulary by read
English back, watching movies, listen music, learn on social media other people,
improve grammar better by learn from books and lecturer then practice it, improve
fluency in speaking by try to speak well with friends and confident too, last
improve comprehension in speaking by talking to native speakers and from
Google. Last subject, Fifteenth students said to improve pronunciation by try to
listen music certainly I heard and always spell it that word and have been trying to
remember what I heard also I write new word to add my pronounce, improve
vocabulary by read novels, comics, Webtoon in English , improve grammar better
b writing in whiteboard in my house, open dictionary about how to use tenses,
improve fluency in speaking by always to practice speaking and remember new
word and chatting with friends, last to improve comprehension in speaking by
listen carefully, ask friends to repeat and slowly.
4.1.2 Data Analysis
The questionnaires were administrated to 37 students only 34 students
answered of English Department that comes from third semester of second year in
Universitas Maritim Raja Ali Haji. It was consisted of 30 statements that divided
into 6 learning strategy category which are memory strategy, cognitive strategy,
compensation strategy, metacognitive strategy, affective strategy, and social

41
strategy. After obtaining data from the questionnaires, the data is calculated. The
Researcher used questionnaires in order to collect the data of the SILL. The result
was analyzed using Microsoft Excel to get the result of analysis appropriately. In
this section, mean, median, modus and standard deviation for the overall learning
strategy use in the SILL were presented to show learning strategy used by third
semester or second year. The result according overall total questionnaires of six
categories can be seen below:
Table 4.3 Total score questionnaires of respondents
Total score questionnaires

Category
1. 2. 3. 4. 5. Gt
Strategies
Memory
121 141 137 120 117 636
Strategies
Table 4.4 Total score questionnaires of Respondents

Category
6. 7. 8. 9. 10. Gt
Strategies
Cognitive
115 141 122 120 127 625
Strategies
Table 4.5 Total score questionnaires of Respondents

Category
Gt
Strategies 11. 12. 13. 14. 15.
Compensation
130 114 4 128 133 509
Strategies
42
Table 4.6 Total Score Questionnaires of Respondents

Category
16. 17. 18. 19. 20. Gt
Strategies
Metacognitive
4 113 109 105 101 432
Strategies

Category
21. 22. 23. 24. 25. Gt
Strategies
Affective
102 109 115 101 82 509
Strategies

Category
26. 27. 28. 29. 30. Gt
Strategies
Social
109 116 109 114 113 561
Strategies
Based on the result above of the six learning strategy is illustrated in table
above total score questionnaires of respondent. Total score questionnaires
respondents for memory strategies 636, cognitive strategies 625, compensation
strategies 509, metacognitive strategies 432, affective strategies 509, and social
strategies 561. From total score of questionnaires, it is said that the highest
strategy used by third semester of English Department is memory strategy.
After discovering the highest strategies used by third semester students, it
can be found also mean, modus, and standard deviation separate of each category
can be seen below:

43
Table 4.9 Total score of questionnaires (Separate of each category)
Total Score of
Questionnaires
Categories
(Separate of Each
Categories)
1. 636
2. 625
3. 509
4. 432
5. 509
6. 561
Higher 636
Lower 432
Total 3272
Mean 545.33
Median 535.00
Modus 509.00
Standard Deviation 77.85
The total score of questionnaires (separate of each category)use of the six
learning strategy found that mean, median, modus, and standard deviation. Based
on result, mean 545.33, median 535.00, modus 509.00, and standard deviation
77.85. Third semester of students English Department the most frequently used of
learning strategy is memory strategy 636, followed cognitive strategy 625, social
strategy 561, compensation strategy and affective strategy 509, and finally
metacognitive strategy 432.
Next step, researcher analyzed student‟s answer from data interview.
The interview used open – ended question to gain information about the speaking
strategies used by the students. The questions from interview were asked 5
questions, namely :What do you do improve your pronunciation, What do you do
to improve your vocabulary, What do you do to make your grammar better, What
44
do you do to improve your fluency in speaking, What do you do to improve your
comprehension in speaking. Students answered from interview 15 respondents
online via whatsApp application voice note can be seen following table below:
Table 4.10 First students answer from question of interview
No Question Answer Category Strategies

What do you do to improve
1. by watch a movie cognitive strategy
your pronunciation?
What do you do to improve by also open side to
2. cognitive strategy
your vocabulary? study
Dreamingyourself we
What do you do to make exercise because
3. memory strategy
your grammar better? speak in grammar is
that difficult.
4. only on vocabulary cognitive strategy
your fluency in speaking?
Continue practice
What do you do to improve listening of terms
5. your comprehension in especially in movies cognitive strategy
speaking? so that I can be like
them.
Table 4.11 Second students answer from question of interview
No. Question Answer Category Strategies

sometimes talk with
my friends always use
What do you do improve speak English not
1. social strategy
your pronunciation? often complete in
sentence always use
word by word
watch movie and
listen to music, then
look the subtitle what
the says and see the
2. words that know and cognitive strategy
your vocabulary?
then search the
meaning, last is read
the novels or short
story use English
What do you do to make ask my old teacher to
3. social strategy
your grammar better? teach me again and
45
talk with my friends

use grammar to
improve grammar
better and share with
friends how to use
grammar.
What do you do to make usually talk in front of
4. metacognitive strategy
your grammar better? the mirror
just talk nothing with
5. your comprehension in cognitive strategy
the comprehension
speaking?
Table 4.12 Third students answer from question of interview

speak slowly, pay
attention to the
What do you do improve
1. practical pronunciation Metacognitive strategy
your pronunciation?
and listen your
pronunciation practice
By reading habit, use
What do you do to
2. dictionary and playing Cognitive strategy
improve your vocabulary?
games.
What do you do to make
3. learn basic grammar Affective Strategies
your grammar better?
What do you do to make Only speak and revise

4. compensation strategy
your fluency in speaking? your conversation.
What do you do to
only listen often as
improve your
5. possible and affective strategy
comprehension in
something to enjoy
speaking?
Table 4.13 Fourth Students answer from question of interview

listen to music, watching
1. movies make it habit to cognitive strategy
your pronunciation?
speak English every day
daily speaking
What do you do to
2. sometimes see YouTube cognitive strategy
improve your vocabulary?
to practice learn, and I
46
repeat the books in

English
What do you do to make better took course and
your grammar better? study a lot grammar
What do you do to make speaking just try in
your fluency in speaking? everyday to be smooth
What do you do to find out the meaning do
improve your you want to say for us
comprehension in and I often use the
speaking? synonyms of the word
Table 4.14 Fifth Students answer from question of interview

Always read things
word in English and
read oxford dictionary,
What do you do improve find many example like cognitive strategy
1.
your pronunciation? download many social strategy
interesting.
start conversation with
my friends
What do you do to vocabulary read aloud
2. improve your and find out the cognitive strategy
vocabulary? difficult word
took listen when
What do you do to make
3. teacher give learning social strategy
grammar especially
What do you do to make make a plan and make a
your fluency in speaking? conversation learning
What do you do to
improve your
5. only keep practicing cognitive strategy
comprehension in
speaking?
Table 4.15 Sixth Students answer from question of interview

What do you do with read the book and
1. improve your practice more and more cognitive strategy
pronunciation? and I read story in English
What do you do to improve vocabulary by
improve your learn more vocabulary
47
vocabulary? from internet and

dictionary
What do you do to Focus English skills and
metacognitive
3. make your grammar learn a little bit and
strategy
better? understand it yet.
What do you do to
usually speak anywhere social strategy
4. make your fluency
keep practicing cognitive strategy
in speaking?
What do you do to
speaking usually continue
improve your
5. to study cognitive strategy
comprehension in
speaking?
Table 4.16 Seventh Students answer from question of interview

continue to practice
speaking in English or compensation
1. sometimes listen to strategy
your pronunciation?
music while following cognitive strategy
the lyrics
By memorizing,
What do you do to
understanding and trying
2. improve your memory strategy
it on the other person and
vocabulary?
repeating it again.
Using grammar better is
What do you do to make to improve vocabulary is metacognitive
3.
your grammar better? not correct to became strategy
more correct vocabulary.
By talking to in front of
What do you do to make the mirror using English
metacognitive
4. your fluency in or reading back journal
strategy
speaking? that have been given by
lecturer.
By what we talk about
must be understood well
and also have to use
What do you do to
language that is easy to
improve your metacognitive
5. understand is not
comprehension in strategy.
complicated for people
speaking?
who are listening to
understand the meaning
of what is being said.
48
Table 4.17 Eighth Students answer from question of interview

Watching movies,
hearing music and play
games to better
1. pronunciation, also read cognitive strategy
your pronunciation?
dictionary and keep
practicing my
pronunciation.
same like improve
pronunciation watching
movies .
What do you do to cognitive strategy
2. playing games and talk
improve your vocabulary? social strategy
to other people in other
country with one
language.
by would learn more
What do you do to make go to library or ask cognitive strategy
3.
your grammar better? someone about grammar social strategy
like teacher or lecturer.
have to committed
yourself to speak others
What do you do to
people in that specific
4. improve your fluency in social strategy
language, play online
speaking?
games this speak many
people outside
What do you do to
By have to hear more
improve your
5. and hear carefully what cognitive strategy
comprehension in
that other people said.
speaking?
Table 4.18 Ninth Students answer from question of interview
No. Question Answer Category Strategy

pronunciation by would hear
What do you do to
music or watch movie than
1. improve your cognitive strategy
practice it know how to
pronunciation?
pronounce them.
-reading books
-cognitive strategy
-or practicing new word in
-social strategy
conversation with friendsand
What do you do to -memory strategy
2. -use dictionary
improve your vocabulary? -compensation
-and to know more about
strategy
synonyms and also antonyms
too
49
What do you do to would read some bookslisten to

cognitive strategy
3. improve your grammar what other people says and then
Social strategy
better? practice it.
What do you do to by just relax and take a depth
4. improve your fluency in phrase then correct word when affective strategy
speaking? speak
-by would listen some music or
What do you do to
video with text.-or speak with
improve your cognitive strategy
5. my foreign or native speaker
comprehension in social strategy
my social media like facebook
speaking?
or etc.
Table 4.19 Tenth Students answer from question of interview

What do you do to By study well and study
1. improve your speaking English with cognitive strategy
pronunciation? better more.
What do you to improve
2. by keep practicing cognitive strategy
your vocabulary?
What do you to improve by ability to learn
your grammar better? English
What do you do to by be able to understand
4. improve your fluency in in learning English until memory strategy
speaking? now.
What do you do to
improve your by understand a little
5. memory strategy
comprehension in also not completely.
speaking?
Table 4.20 Eleventh Students answer from question of interview
No. Question Answer Category strategies

by speak slowly, listen to
yourself, listen to your
What do you do to
pronunciation and pay
1. improve your cognitive strategy
attention to space word in
pronunciation?
intonation speaking English
certainly.
-by read something like
novels, magazine, newspaper
What do you do to the more word you will
cognitive strategy
2. improve your learn, make your dictionary,
social strategy
vocabulary? learn one words everyday
-conversation with your
friends
50
Don‟t be afraid to make

What do you do to
mistake, learn about structure compensation
3. improve your grammar
other sentence with more strategy
better?
English and writing practice.
-by talk to yourself using
English -metacognitive
What do you to -hear more native speaker, strategy
4. improve your fluency speaking join in English -socialstrategy
in speaking? community -metacognitive
-consistent continue practice strategy
exercise.
-by improve language skill
-increase vocabulary by
reading and writing a load,
practice listening skill
-metacognitive
What do you do to -learn to understand
strategy
improve your -And appreciate other people
5. -cognitive strategy
comprehension in point audio with open mind
-memory strategy
speaking? and try to sitting from
-affective strategy
another perspective avoid
communication in emotional
situation
Table 4.21 Twelfth Students answer from question of interview
Category
No. Question Answer
strategies
-By listening to English, songs,
movies, podcast and etc
-cognitive
What do you do to -speaking English with pay
strategy
1. improve your attention to the grammar first,
-metacognitive
pronunciation? focus know to pronounce the
strategy
word in English also confident
what says.
-vocabulary by listen to
-cognitive
What do you do to language from movies, songs
strategy
2. improve your also read of tense get new
-memory
vocabulary? vocabulary and
strategy
-memorize it.
-by keep learning it grammar -cognitive
-try to understand all the tenses strategy
What do you to improve
3. and formula, sentence forms -metacognitive
and strategy
-also learn from native speaker. -social strategy
51
What do you do to By speak continue usually using

cognitive
4. improve your fluency in English and the key is practice
strategy
speaking? speak always.
-By improve listening
-metacognitive
comprehension
What do you do to strategy
-then read vocabulary
improve your -cognitive
5. -to be able easy to understand
comprehension in strategy
the context of conversation and
speaking? -memory
to be confident in my abilities.
strategy
Table 4.22 Thirteenth Students answer from question of interview

-by listen music,
watching movie and
write book or article and -cognitive strategy
What do you do to
-I practice it did by -metacognitive
1. improve your
myself strategy
pronunciation?
-usually learn from -cognitive strategy
YouTube and listen to be
carefully.
By reading book, article,
What do you do to news and then get new
improve your vocabulary? verb, new vocabulary
and practice it.
-By watching from
YouTube video then
What do you do to -cognitive strategy
comprehension the
3. improve your grammar -metacognitive
meaning
better? strategy
structure and
-learn about grammar
What do you do to -by listen, practice, and
-cognitive strategy
4. improve your fluency in confident
-social strategy
speaking? -speak with others
by more listen and
What do you do to
practice comprehension
improve your
5. speaking, should always cognitive strategy
comprehension in
to understand what listen
speaking?
and watching.
52
Table 4.23 Fourteenth Students answer from question of interview

by will try to impression
What do you do to be actors movie and try
1. improve your to find out how to cognitive strategy
pronunciation? pronounce in Google and
I learn by others too.
by read English back,
What do you do to watching movies, listen
improve your vocabulary? music, learn on social
media other people.
-by learn from books and
What do you do to impove -cognitive strategy
3. -lecturer and Google then
your grammar better? -social strategy
practice it.
What do you do to by try to speak well with
4. improve your fluency in friends and confident social strategy
speaking? too.
What do you do to
by talking to native
improve your
5. speakers and from social strategy
comprehension in
Google.
speaking?
Table 4.24 Fifteenth Students answer from question of interview

By try to listen music
certainly I heard and always
What do you do to improve your spell it that word and have
pronunciation? been trying to remember
what I heard also I write new
word to add my pronounce.
What do you do to improve your By read novels, comics,
vocabulary? Webtoon in English.
By writing in whiteboard in
What do you do to improve your metacognitive
3. my house, open dictionary
grammar better? strategy
about how to use tenses.
-By always to practice
What do you do to improve your speaking and remember new -memory strategy
4.
fluency in speaking? word and -social strategy
-chatting with friends.
-By listen carefully
What do you do to improve your -cognitive strategy
5. -ask friends to repeat and
comprehension in speaking? - social strategy
slowly
53
Based on result students answered the interview section third semester or
second year students of English Department UniversitasMaritim Raja Ali Haji the
most frequently used of learning strategy is cognitive strategy 49, followed social
strategy 20, metacognitive strategy 16, memory 9, compensation 6, and last is
affective 3.Cognitive strategy that indicates the higher of the data from interview.
Meanwhile, total score of questionnaires is memory strategy whereas total data
from interview is cognitive strategy.
4.2 Discussion
Based on the description about the result of the questionnaires above, the
researcher takes the highest final average of each strategy. The result shows that
memory strategy has the highest one final average with 636 as high level (usually
used). That means the respondents involve other people in learning speaking
Oxford, (1990).The second top strategy used by respondents is cognitive strategy
with 625 as its final total. According to Oxford,(1990), learning strategies are
“steps, behaviours, specific actions or techniques” such as making conversation,
solving, tought problem in language learning. While for the second year students
at senior high school, the research which reported by Prabawa, (2016), memory
strategies were dominantly used by the students in speaking learning. In the third
place, there is social strategy with 561 its final total. (Ras & Hadrina, 2005),
found that were apply social strategies as their rarely used strategies for their
language learning of speaking. On the other hand, there is compensation strategy
with 509 and affective strategy too. That means students were coining words or
use an appropriate synonym, mime, gesture to carry on the conversation and

54
speaking learning. Ras & Hadrina(2005), in his journal found that the students
were sometimes use compensation strategy and affective strategy as their
language learning strategies in speaking skill. This strategy refers to emotions,
attitude, motivation, and values. Last strategies that were commonly used by the
respondents is metacognitive strategy with 432. That means the respondent
concern with their speaking learning or realistically monitoring their errors
Oxford (1990), Metacognitive strategy is rarely used by respondents.
Through the data from interview, it became apparent that students with
highest one of learning strategies is cognitive strategy and the lowest learning
strategy is affective. According to Oxford, (1990), cognitive strategies with score
49 are employed by the students to manipulate the target language or task
correctly by using all their processes. They include reasoning, analysis, and
drawing conclusions. Student says by watch a movie and vocabulary by also open
side to study fluency and, only on vocabulary and then continue practice listening
of terms especially in movies so that I can be like that, listen to music. However,
second top students used is social strategy with score 20, students says usually
speak anywhere, sometimes talk with my friend and always use speak English not
often complete in sentence always use word by word. Metacognitive strategies
with score 16, students say speaking usually talk in front of the mirror, for
grammar better students took course and study a lot grammar. Next, memory
strategy with 9, students says by memorizing, understanding and trying it on the
other person and repeating it again, be able to understand in learning English until
now. Compensation strategy with 6 student says just speaks and revises your
55
conversation, make a plan and conversation learning. Last is affective strategy
with 3, the lowest learning strategy student says, just listen often as possible and
something to enjoy, just relax and take a depth phrase then correct word when
speak. In brief, the use of appropriate language learning strategies gave a greater
contribution for the development of competence in speaking. There are 2
strategies used by the students, namely memory strategies and cognitive
strategies.
CHAPTER V
CONCLUSION & SUGGESTION
5.1 Conclusion
Based on the research findings in Chapter IV, the use of English
language learning strategies in learning especially in speaking of English
Department students, it can be concluded that there are 2 strategies used by the
students namely memory strategies and cognitive strategies. The result also shows
that respondents of data from questionnaires frequently used memory strategies as
it has total score memory with 636 and cognitive strategies with 625. While
compensation strategies and affective strategies reported same total score with
509, metacognitive strategies with 432, last social strategies with 561. Necessary,
data from interview frequently used cognitive strategies as it has total score 49,
social strategies 20, metacognitive strategies with 16. While memory strategies
with 9, compensation strategies as it has total score with 6, last affective strategies
with score 3.
5.2 Suggestion
1. To the English Lecturer
It is important to lecturer improve the teaching and learning process
especially speaking. The lecturer should be find suitable teaching method to
be used in teaching speaking skill and designed learning materials that lead to
research that is memory strategies and cognitive strategies. It can be students
will be motivated and interested in the teaching and learning process of
56
57
speaking. If students are motivated and interested in teaching and learning
process of speaking, the students can experience speaking practice happily.
2. To the Students
The students should improve their grammar, vocabulary,
pronunciation, fluency, comprehension by using dictionary or many references
that can be easily used in their speaking activity.
3. To other researcher
For other, the next researchers can conduct a study about speaking
skill, and also add the solution of the problem in speaking that can make the
students gain the success in English, especially in speaking.

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60
APPENDICES
61
Appendix statements of
question
62
63
64
Appendix question of interview
65
66
Raw data from English language learning
strategies (Microsoft excel)
67
68
English language learning strategies the
data after processing
69
70
71
72
73
74
75
76
77
78
79
Total score of questionnaires 80
(separate of each categories)
81
82
83
Transcript data from interview
84
85
86
87
88
89
90
Documentation capture via
WhatsApp
91
92
93
94
95
Permission letters of Research
96
AUTOBIOGRAPHY
Erpina was born in Buyu, Kabupaten Lingga on Mey 29, 1998. She grows up in
the Moslem family. Her father is Gani and her mother is Kamasarah. She is the third
daughter in her family. She has two brother which name is Pardiman and Afrizal. She
graduated from SD Negeri 016 Senayang, Lingga in 2009 and continued her study in SMP
10 SATAP Senayang, Lingga and graduated in 2012. After graduated from junior high
school, and continued her study in SMA Negeri 3 Senayang, Lingga graduated in 2015.
After passed from senior high school continued her study in Universitas Maritim Raja Ali
Haji Tanjungpinang, she went to English Department in 2016 and graduated in 2021. She
finished the study on January 28, 2021 with skripsi entitled “An Analysis on English
Language Learning Strategies Used by Second Year Students of English Department at
Universitas Maritim Raja Ali Haji Tanjungpinang”.

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AN ANALYSIS ON ENGLISH LANGUAGE LEARNING STRATEGIES

USED BY SECOND YEAR STUDENTS OF ENGLISH DEPARTMENT AT

UNIVERSITAS MARITIM RAJA ALI HAJI TANJUNGPINANG

Submitted to fulfill part of the requirements to achieve a Bachelor of

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITAS MARITIM RAJA ALI HAJI

“KULIAH BUKAN HANYA TENTANG MIMPIMU TAPI MIMPI KEDUA

ORANG TUAMU, MIMPI TEMAN-TEMAN DAN JUTAAN ORANG

YANG TIDAK SEBERUNTUNG KAMU SAAT INI”

“BAHAGIAKAN KEDUA ORANG TUAMU”

(“MY BROTHER: AFRIZAL”)

“LEBIH BAIK GAJI 10 JUTA TAPI HALAL DARIPADA GAJI 3 JUTA

(“MY SPECIAL HUMAN: FAJRI DESVA RISKI”)

Alhamdulillahirabbil „aalamiin, the researcher expresses to the Almighty

opportunity to finished this thesis, entitled “An Analysis on English Language

Learning Strategy used by second year students of English Department at

Universitas Maritim Raja Ali Haji Tanjungpinang” Presented as partial fulfillment

of the Requirements for the Attainment of a sarjana pendidikan Degree in English

Language Education in Universitas Maritim Raja Ali Haji.

express her gratitude and appreciation to all of them.

1. To beloved parents, this deepest appreciation goes to her beloved parents,

so that the researcher had enough energy to finish the skripsi.

Maritim Raja Ali Haji.

Training and Education Faculty, Universitas Maritim Raja Ali Haji.

4. Mrs. Dewi Nopita, S.Pd., M.Pd., as the Head of English Education

Department of Universitas Maritim Raja Ali Haji.

completion of this skripsi.

6. Sir Muhammad Candra, M.Ed as well as Mrs. Nana Raihana Askurny,

suggestions and contribution to the researcher as well as guidance on the

completion of this skripsi.

7. All of the lecturers of English Education Department for all of the

8. To my brother Pardiman and Afrizal who‟s been always supporting me

and keeping me in suspense, and my big family always giving me good

always giving me a good wish.

guys can make it.

10. To all of my beloved PBI friends, A, B, C class. Especially for sandra,

upon and always be unyielding.

Tanjungpinang, February 22th 2021

INTELECTUAL PROPERTY STATEMENT ................................................... i

Figure 2.1 Conceptual framework …………………………………………..…23

Table 3.1 Descriptions of the questionnaires………………………………….26

Table 3.2 Strategies set classification of English language learning

Table 3.3 Description on table in Microsoft Excel……………………………28

Table 3.4 Research schedule…………………………………………………..31

Table 4.1Description on table in Microsoft Excel…………………………….32

Table 4.2Total student‟s responses using language learning Strategies………34

Table 4.3Total score questionnaires of respondents…………………………..41

Table 4.4Total score questionnaires of respondents………………………….41

Table 4.5Total score questionnaires of respondents…………………………..41

Table 4.6 Total score questionnaires of respondents……………………….. ..42

Table 4.7 Total score questionnaires of respondents………………………….42

Table 4.8 Total score questionnaires of respondents………………………….42

Table 4.9 Total score of questionnaires (separate of each category)……….....43

Table 4.10 First student answer from question of interview…………………..44

Table 4.11 Second student answer from question of interview………………..44

Table 4.12 Third student answer from question of interview…………….........44

Table 4.13 Fourth student answer from question of interview…………………45

Table 4.14 Fifth student answer from question of interview…………………. 46