Skripsi Annisa Febrianti

AN ANALYSIS OF ENGLISH DEPARTMENT STUDENTS'
STRATEGIES IN LEARNING SPEAKING SKILLS AT HOME
A thesis
Submitted to the English Education Study Program

Tarbiyah and Teacher Training Faculty of State Islamic Institute of Palopo
Fulfillment of Requirement for S.Pd Degree of English Education
Composed by :
ANNISA FEBRIANTI
Reg. Num. 16 0202 0170
ENGLISH EDUCATION STUDY PROGRAM

TARBIYAH AND TEACHER TRAINING FACULTY
STATE ISLAMIC INSTITUTE OF PALOPO
2021
AN ANALYSIS OF ENGLISH DEPARTMENT STUDENTS'
STRATEGIES IN LEARNING SPEAKING SKILLS AT HOME
A thesis
Submitted to the English Education Study Program

Tarbiyah and Teacher Training Faculty of State Islamic Institute of Palopo
Fulfillment of Requirement for S.Pd Degree of English Education
Composed by :
ANNISA FEBRIANTI
Reg. Num. 16 0202 0170
Under Supervisions:
Dr. Jufriadi, S.S., M.Pd
Muhammad Iksan, S.Pd., M.Pd
ENGLISH EDUCATION STUDY PROGRAM

TARBIYAH AND TEACHER TRAINING FACULTY
STATE ISLAMIC INSTITUTE OF PALOPO
2021
ii
CONSULTANT APPROVAL
Thesis Entitled : An Analysis of English Department Students’ Strategies in

Learning Speaking Skills at Home.
Written By :
Name : Annisa Febrianti
Reg. Number : 16.0202.0170
Faculty : Tarbiyah and Teacher Training
Study Program : English Education
Has been corrected and approved to be examined.
Palopo, December 22, 2020
Consultant I Consultant II
Jufriadi, S.S., M.Pd Muhammad Iksan, S.Pd.,M.Pd

NIP. 19720727 200604 1 002 NIP. 19860327 201801 1 001
iii
NOTA DINAS PEMBIMBING
Lamp :- Palopo,23 Desember 2020
Hal : Skripsi
KepadaYth.
Dekan Fakultas Tarbiyah dan Ilmu Keguruan
Di-
Tempat
Assalamu ‘AlaikumWr. Wb
Setelah melakukan bimbingan, baik dari segi isi, bahasa, maupun teknik penulisan
terhadap skripsi mahasiswa tersebut di bawah ini :
Nama : Annisa Febrianti
NIM : 16.0202.0170
Prodi : Pendidikan Bahasa Inggris
Fakultas : Tarbiyah dan Ilmu Keguruan
Judul : An Analysis of English Department Students’ Strategies

in Learning Speaking Skills at Home.
Menyatakan bahwa skripsi tersebut sudah layak diajukan untuk diujikan.
Demikian untuk diproses selanjutnya.
Wassalamu ‘AlaikumWr. Wb
Pembimbing I
Jufriadi, S.S., M.Pd

NIP: 19720727 200604 1 002
iv
NOTA DINAS PEMBIMBING
Lamp :- Palopo,22 Desember 2020
Hal : Skripsi
KepadaYth.
Dekan Fakultas Tarbiyah dan Ilmu Keguruan
Di-
Tempat
Assalamu ‘AlaikumWr. Wb
Setelah melakukan bimbingan, baik dari segi isi, bahasa, maupun teknik penulisan
terhadap skripsi mahasiswa tersebut di bawah ini :
Nama : Annisa Febrianti
NIM : 16.0202.0170
Prodi : Pendidikan Bahasa Inggris
Fakultas : Tarbiyah dan Ilmu Keguruan
Judul : An Analysis of English Department Students’ Strategies

in Learning Speaking Skills at Home.
Menyatakan bahwa skripsi tersebut sudah layak diajukan untuk diujikan.
Demikian untuk diproses selanjutnya.
Wassalamu ‘AlaikumWr. Wb
Pembimbing II
Muhammad Iksan, S.Pd.,M.Pd

NIP: 19860327 201801 1 001
v
HALAMAN PERSETUJUAN TIM PENGUJI
Skripsi berjudul An Analysis of English Department Students’ Strategies in
Learning Speaking Skills at Home yang ditulis oleh Annisa Febrianti Nomor
Induk Mahasiswa (NIM) 16 0202 0170, Mahasiswa Program Studi Pendidikan
Bahasa Inggris Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam
Negeri Palopo, yang telah diujikan dalam seminar hasil penelitian pada hari Rabu,
6 Januari 2020 telah diperbaiki sesuai catatan dan permintaan Tim Penguji, dan
dinyatakan layak untuk diajukan pada sidang ujian munaqasyah.
TIM PENGUJI
1. Amalia Yahya, S.E., M. Hum ( )
Penguji I tanggal: 5 Februari 2021
2. Andi Tenrisanna Syam, S.Pd., M.Pd ( )
Penguji II tanggal: 6 Februari 2021
3. Dr. Jufriadi, S.S., M.Pd ( )
Pembimbing I/Penguji tanggal: 6 Februari 2021
4. Muhammad Iksan, S.Pd., M.Pd ( )
Pembimbing II/Penguji tanggal: 6 Februari 2021
vi
Palopo, 2 April 2021
vii
ACKNOWLEDGMENTS
Bismillahirrahmanirrahim. Alhamdulillahi Rabill' Alamin, the researcher
expresses her highest gratitude to Allah SWT. for the blessing, health, and mercy
to complete this undergraduate thesis. Shalawat and salam to our Prophet
Muhammad Saw. who had delivered the truth to the human being in general and
Muslim in particular. This thesis entitled "An Analysis of English Department
Students' Strategies in Learning Speaking Skills at Home" submitted as a
compulsory fulfillment of the requirements for the undergraduate degree of
English Education Study Program at Tarbiyah and Teacher Training Faculty, State
Islamic Institute of Palopo. Many people have provided motivation, support,
advice, and many valuable things in arranging this thesis. Therefore, the
researcher would sincerely thank :
1. Prof. Dr. Abdul Pirol, M.Ag as the Rector of IAIN Palopo.
2. Dr. Nurdin Kaso, M.Pd. as the dean of Tarbiyah and Teacher Training
Faculty of IAIN Palopo and Mr/Mrs. Vice deans I, II, III of the Tarbiyah
and Teacher Training Faculty of IAIN Palopo.
3. Amalia Yahya, S.E., M.Hum as the head of the English Education
Study Program of IAIN Palopo.
4. Dr. Jufriadi, S.S., M.Pd and Muhammad Iksan, S.Pd., M.Pd as the
consultant I and consultant II for the time, guidances, helps, corrections,
suggestions, and kindness during completing and finishing this thesis.
viii
5. Amalia Yahya, S.E., M.Hum, and Andi Tenrisanna Syam, S.Pd., M.Pd as
the examiner I and examiner II for the corrections and suggestions gave to
the researcher that make this thesis better.
6. All the lecturers in the English Education Study Program of IAIN Palopo
which have educated the researcher during her study.
7. The researcher's beloved parents, brother, and sisters for the endless love,
prayer, and support that always motivate the researcher to finish this thesis.
8. The researcher's friends who have always been a great supporting system
through the good and hard times, especially the researcher's high school
friends, BIG C 2016, BIG Solidarity16 and the other friends that can’t
mentioned one by one. Thank you for your presence.
Finally, the researcher would like to thank everybody who has
essential roles in finishing this thesis. This thesis is far from perfect, but it
expected to be useful for the researcher and the readers. For this reason,
thoughtful suggestions and critics are welcomed.
The Researcher
Annisa Febrianti
ix
TABLE OF CONTENTS
TITLE PAGE ...........................................................................................................i

THESIS APPROVAL ..............................................................................................ii
CONSULTANT APPROVAL .................................................................................iii
NOTA DINAS PEMBIMBING...............................................................................iv
EXAMINER APPROVAL ......................................................................................vi
PRONOUNCEMENT ..............................................................................................vii
ACKNOWLEDGMENTS .......................................................................................viii
TABLE OF CONTENTS .........................................................................................x
LIST OF TABLES ...................................................................................................xii
ABSTRACT ..............................................................................................................xiii
CHAPTER I INTRODUCTION
A. Background .........................................................................................................1
B. Problem Statement ..............................................................................................3
C. Objective of The Research ..................................................................................3
D. Significance of the Research ...............................................................................4
E. Definition of Key Terms .....................................................................................4
F. Scope of the Research .........................................................................................5
CHAPTER II REVIEW OF RELATED LITERATURE

A. Previous Related Findings ..................................................................................6
B. Theories of Speaking ..........................................................................................11
C. Review on Learning Strategy..............................................................................14
D. Learning Speaking Strategy ................................................................................24
CHAPTER III RESEARCH METHODOLOGY
A. Research Method ...................................................................................................26

B. Population and Sample ..........................................................................................26
C. Instrument of The Research...................................................................................27
D. Procedure of Collecting Data ................................................................................29
E. Technique of Data Analysis...................................................................................29
CHAPTER IV FINDING AND DISCUSSION

A. Finding ..................................................................................................................47
B. Discussion .............................................................................................................49
x
CHAPTER V CONCLUSIONS AND SUGGESTIONS
A. Conclusions ...........................................................................................................47
B. Suggestions ............................................................................................................48
BIBLIOGRAPHY ....................................................................................................49
APPENDICES
xi
LIST OF TABLES
Table 3.1 Description of the SILL .............................................................................28
Table 3.2 SILL Worksheet .........................................................................................30
Table 4.1 The Raw Data of the Questionnaire Result ................................................31
Table 4.2 The Result of Memory Strategies ..............................................................35
Table 4.3 The Result of Cognitive Strategies ............................................................36
Table 4.4 The Result of Compensation Strategies .....................................................37
Table 4.5 The Result of Metacognitive Strategies .....................................................38
Table 4.6 The Result of Affective Strategies .............................................................39
Table 4.7 The Result of Social Strategies ..................................................................40
Table 4.8 The Result of Most Frequently Used of Individual Strategies...................41
Table 4.9 The Result of Most Used Strategies Category ...........................................41
Table 4.10 The Result of Students as the Users of LLSs ...........................................42
xii
ABSTRACT
Annisa Febrianti, 2020. "An Analysis of English Department Students'

Strategies in Learning Speaking Skills at Home". A thesis of The
English Departement Study Program of Tarbiyah and Teacher
Training Faculty State Islamic Institute of Palopo. Supervised by:
Jufriadi, Muhammad Iksan.
This research attempted to find out the speaking learning strategies used by the
fifth semester students of English Education Study Program of IAIN Palopo. This
research applied the descriptive quantitative method. The researcher used the
Strategy Inventory for Language Learning (SILL) questionnaire conducted by
Oxford (1990) that was translated into Bahasa Indonesia and adapted by
Muhammad Iksan (2015) to find out the learning strategies used by students. This
research population were the students in the fifth semester of English Education
Study Program of IAIN Palopo. The sample was taken by using purposive
sampling technique. The number of the sample were 30 students. The data
analysis showed that students used all of the six learning categories of Oxford
strategies; memory strategies, cognitive strategies, compensation strategies,
metacognitive strategies, affective strategies, and social strategies. But for the
most frequently used strategies were metacognitive strategies with mean score
was 4.09. The reason was because metacognitive strategies is a flexible learning
strategies for students and help them to become independent leaners. The students'
types as the Language Learning Strategies user categorized as the medium user
with the mean score was 3.48 with 18 students classified as the high user learners,
12 students classified in the medium level, and none of the students classified as
the low user.
Keyword: Speaking Skills, Learning Strategies.
xiii
CHAPTER I
INTRODUCTION
A. Background
English has increasingly become the medium for every field of
communication in this era of globalization. As an outcome, there is a demand in
every country for speakers who can use English effectively. It makes English
recognized as a Universal Language, and as the second language in many
countries around the.world.
Speaking is considered an essential skill among the four keys to language
abilities that must be mastered to learn a new language. Mastering speaking skills
is the single most important component of learning a foreign language for most
individuals. In terms of success, the ability to maintain a conversation in that
language is evaluated1.
Speaking is an essential part of daily interaction and sometimes become
the first factor that people use to determine their English ability. The interest of
students in learning the second language is influenced by context and how the
teacher teaches them. Therefore, if the teacher wants to improve the language
mastery of the students, they must be aware of the circumstances of the students
and create a supportive learning environment in the classroom. The teacher should
motivate the students to conciously speak while teaching speaking. Students will
1
David Nunan, Language Teaching Methodology: A Textbook for Teachers (New York: Prentice
Hall International, Ltd, 1991).
1
2
be motivated to speak if they feel interested2.
Teachers' roles in the classroom are essential to determine whether the
students are motivated or less motivated in learning. To achieve the teaching
goals, Teachers need to be more concerned about every aspect that might help to
motivate students in learning, like what they want and need.
Based on current conditions, it is quite hard for students to depend only on
the teacher in learning English. As the spreading of Covid-19 comes as a
pandemic, there are significant changes in many aspects of human life, especially
in the education aspect. In Indonesia, the government makes a regulation for
education where the teaching and learning process has to do from home. It forces
students to learn many things independently from home because the new learning
system can't provide perfect learning as the regular system does.
It goes the same for English Department Students of IAIN Palopo. As the
major is English study, students have to improve their four skills that need to be
mastered in English, which are listening, speaking, reading, and writing. For the
speaking aspect, there are difficulties in learning alone from home because it
needs more interaction than the other three skills, so the students have to look for
other strategies where they still can improve their speaking skills even by learning
independently from home.
According to the problem above, the researcher tries to find out the
strategies used by English Department Students in learning Speaking skills at
2
Jeremy Harmer, The Practice of English Language Teaching, Fourth (London: Longman, 1991).
3
home. These strategies might be different from each of the students, so it can be a
useful reference for others who finds struggles in learning from home, especially
in learning speaking skills.
B. Research Question
Based on the problem discussed in the background above, the researcher
formulates the research question as follows:
1. What are the strategies used the most by the students in learning
speaking skills at home?
2. What are the reason students choose the learning strategies?
3. What types of users are the students in using the speaking skills
strategies at home?
C. Objective of the Research
Concerning the statement of problems above, the researcher states the
specific objectives of the research, as follows:
1. To find out the strategies used the most by the students in learning
speaking skills at home.
2. To find out the reason student choose the learning strategies
3. To find out what types of users are the students in using the speaking
skills strategies at home.

4
D. Significance of The Research
The findings of this research are expected to be theoretical and practical
references, as follows :
This thesis expects to provide theoretical information by giving students
new information about strategies that can be used in learning speaking skills at
home. The researcher hopes this research will contribute in the development of the
education aspect.
Furthermore, this research can be practical information for all students too
as an alternative model on learning speaking independently at home by trying the
different strategies that might help to improve students speaking skills after
applying the strategies. And also that students can have a new experience in
learning English. Besides, this research can also be a practical reference for
lecturers or teachers in teaching and motivate them to be more creative in teaching
English, especially speaking.
E. Definition of Key Terms
a. Speaking
Speaking is an interactive meaning-building process involving the
creation of reception and processing of information3.
3
H. Douglas Brown, Language Testing Book: Principles and Classroom Practice, Book (London:
Longman, 2004).
5
b. Learning Strategies
Learning strategies are basic thoughts or action used by people to
help them understand, learn, or maintain new data 4.
F. Scope of The Research
To focus on the study, the researcher limits the study on the Students'
strategies in learning speaking skills and the students' type of user in using the
language learning strategies at home. It explains about learning strategies and
speaking skill. This research describes the learning speaking strategies used by the
fifth semester of English Department students of IAIN Palopo.
4
J. Michael O’Malley and Anna Uhl Chamot, Learning Strategies in Second Language
Acquisition (Cambridge: Cambridge University Press, 1990).
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Related Findings
In this research, the researcher sums up some relevant findings from other
researchers who have conducted previous research concerning learning-speaking
skills strategies.
The first research is "Exploring Students' Learning Strategies in Speaking
Performance" written by Ahmad Wael, Muhammad Nur Ashar Asnur, and
Ibrahim Ibrahim (2018). This research goal was to examine learning strategies
used by learners in speaking performance by using qualitative design. This study
found that the English department students on the third semester often used
memory strategies in learning speaking skills. The second was metacognitive
strategies preceded in the third rank by social strategies. The fourth was affective
strategies, and compensation strategies in the fifth rank, followed by cognitive
strategies in the last rank. Furthermore, the other factors also influence students'
learning strategies in speaking learning, such as psychological factors, the role of
teacher, task, environment, and social factors5.
The second related finding is "Learning Strategies Used by Student of
Acceleration Class in Speaking English at MAN 3 Tulungagung" conducted by
Astrit Itania in 2014. In this research, The researcher used the qualitative method,
5
Ahmad Wael, Muhammad Nur Ashar Asnur, and Ibrahim Ibrahim, ‘Exploring Students’
Learning Strategies in Speaking Performance’, International Journal of Language Education, 2.1
(2018), 65 <https://doi.org/10.26858/ijole.v2i1.5238>.
6
7
and the subject was the 10th-grade students of Acceleration Class at MAN 3
Tulungagung, which consisted of 15 students. The researcher collected the data by
using qualitative interviews, observation, and documentation. As a result, it found
that the student of the acceleration class's strategy is speaking English. To help
their English learning, they used learning speaking strategies because it is more
manageable than other strategies. Hence, they choose speaking strategies and
apply them in daily activities, especially in the classroom6.
The third research is "Analysis of Learning Strategies in Speaking Class at
the Second Grade Students of Senior High School" written by Wendy Wirawan
(2017). The research was conducted in SMAN 1 Binduriang Bengkulu and the
analysis was performed using a qualitative and quantitative approach in which
twenty students from the second grade were selected as a sample. Fifty
questionnaire items were presented to the participants to verify the preference for
the learning strategy. The information was processed and analyzed through
product-moment correlation via SPSS to classify learning strategies most
commonly used by students and to find out the correlation between learning
strategy and the ability of students to communicate. The result showed that the
students used six different language learning strategies, including; meta-cognitive,
memory affective, social, cognitive, and compensation7.
The fourth study is "Students' Learning Strategies for Developing
Speaking Ability" conducted by Sofyan A. Gani, Dian Fajrina, and Rizaldy
6
Astrit Itania, ‘Learning Strategies Used By The Student Of Acceleration Class In Speaking
English At MAN 3 Tulungagung’ (IAIN Tuluangung, 2014).
7
Wendy Wirawan, ‘Analysis of Learning Strategies in Speaking Class At the Second Grade
Students’ of Senior High School’, Journal of Chemical Information and Modeling, 2017
<https://doi.org/10.1017/CBO9781107415324.004>.
8
Hanifa in 2015. This research study was conducted at SMAN 3 Banda Aceh. The
second-year students at SMAN 3 Banda Aceh who had either low or high
speaking performance results were the subject of this study. This study showed
that the high-performance speaking students had a good compromise when using
all the varieties of learning strategies to enhance their speaking abilities; with low-
performance speaking students, the result was different. In addition, high
performance speaking students have actively and appropriately employed more
learning strategies compared to low-performance speaking students8.
The fifth study was conducted by M. Iksan and Duriani (2015). The title is
"A Survey of Students ' Language Learning Strategies and Their English
Achievement in SMA Negeri 1 Palopo". This research aimed to investigate the
dominant language learning strategies (LLSs) used by students and investigate the
correlation between students' dominant LLSs and their English achievement. This
research population was the students of SMA Negeri 1 Palopo from grade 1 to
grade 3. The total number population is 943 students from whole levels. This
research employed a correlational research method that involves the collection of
data. In collecting the data, the writer used two kinds of instruments, and they are
(1) Adapted Strategy Inventory For Language Learning (SILL) version 7.0 and (2)
English achievement test. The result shows that the students of SMA Negeri 1
Palopo used all the categories of LLSs. The finding also reveals that the high
achiever students in SMA Negeri 1 Palopo are dominantly used both cognitive
strategies and metacognitive strategies. Metacognitive strategies are also the most
8
Sofyan A. Gani, Dian Fajrina, and Rizaldy Hanifa, ‘Students’ Learning Strategies for Developing
Speaking Ability’, Studies in English Language and Education, 2.1 (2015), 16
<https://doi.org/10.24815/siele.v2i1.2232>.
9
frequently used strategies by the low achiever students, followed by affective
strategies. The correlation between the dominant LLSs used and students' English
achievement found no statistical correlation between the dominant categories of
LLSs students used with their English achievement9.
The sixth finding is "The Influence of the Economic Students' Motivations
and Language Learning Strategies towards Their English Achievement in STIE
Muhammadiyah Palopo" written by Muhammad Iksan and D. Dirham (2018).
This study involved the first-year students of three study programs in STIE
Muhammadiyah Palopo that analyzed students' motivation and strategies that
students used in English learning by using a correlational research method that
analyzed the relationship between those two factors in English learning
achievement of students. The instruments used are motivation and SILL
questionnaire and also an achievement test of students. As a result, the students
have high motivation to learn English, and the most frequent use strategies are
metacognitive. Besides, both students' motivation and learning strategies
significantly influence their English achievement10.
The last finding is “Language Learning Strategies of Language E-Learners
in Turkey”written by Ekrem Solak and Recep Cakir (2015). The aim of this
research was to asses the language learning strategies by the e-learners and to
understand wether there were any relations between language learning strategies
9
Muhammad Iksan and Duriani, ‘A Survey of Students ’ Language Learning Strategies and Their
English Achievement in SMA Negeri 1 Palopo’, IDEAS Journal, 3.December 2015 (2015), 12.
10
Muhammad Iksan and Dirham Dirham, “The Influence of the Economic Students’ Motivations
and Language Learning Strategies towards Their English Achievement in STIE Muhammadiyah
Palopo.” Ethical Lingua: Journal of Language Teaching and Literature 5, 5.1 (2018), 110–21
<https://doi.org/10.30605/ethicallingua.v5i1.737>.
10
and English achievement. The Turkish version of Stragey Inventory of Language
Learning (SILL) was used as a data collection instrument. The result revealed that
they preferred to take advantage of metacognitive strategies the most. It also
found that using the language learning strategies had an effect of academic
achievement11.
The research above has something similar in common: the aim is to find
out the strategies used by students in English learning, especially speaking, but
there are some differences in each of the research. The first research explored the
speaking strategies used by students in speaking performance. The second finding
was to focus on students in the acceleration class. The third research analyzed the
learning-speaking strategies and knew the correlation between learning strategy
and students' speaking ability. The fourth research was to differentiate the
strategies using by students who had either low or high speaking performance
results. The fifth finding analyzed the relationship between the students' language
learning strategies and their English achievement. It also presented a brief
description of the language learning strategies and the English achievement of the
students. The sixth finding aimed to find the students' motivation and strategies in
English learning and whether it influences their English achievement. Meanwhile,
the last one also analyzed the correlation between language learning strategies and
English achievement.
In this research, the researcher also aims to find out the strategies used by
students in learning speaking skills. Still, the difference is that in this research, the
11
Ekrem Solak and Recep Cakir, ‘Language Learning Strategies of Language E-Learners in Turkey’,
E-Learning and Digital Media, 12.1 (2015), 107–20
<https://doi.org/10.1177/2042753014558384>.
11
researcher focuses the study on the strategies that are not only used at school or
university but also at home, related to nowadays condition where students have to
study from home. And also, this research focuses the subject on English
department students.
B. Theories of Speaking
a. Definitions of Speaking
There are many definitions of speaking stated by different experts, as
follows :
1. Chaney & Burk (1998) stated that speaking is the process of constructing and
communicating meaning in different contexts through verbal and non-verbal
symbols 12.
2. Huebner (1960) defined speaking as someone’s ability to communicate in
everyday life, wether at school or outside. The capacity, mainly neuromuscular
and not an intellectual mechanism, needs several repetitions. Its competence in the
transmission and reception of a message 13.
3. Lado (1961) states speaking as an ability to fluently converse or communicate a
set of ideas14.
4. Tarigan (1985) clarified that speaking is the ability to communicate, tell,
demonstrate, and think about concepts, teach, and feel articulations, sounds, or
phrases15.
12
Ann L. Chaney and Tamara L. Burk, Teaching Oral Communication in Grades K-8 (Boston:
Allyn and Bacon, 1998).
13
Theodore Huebner, Audio Visual Technique in Teaching Foreign Language (New York:
Cambridge University Press, 1960).
14
Robert Lado, Language Testing: The Cinstruction And Use Of Foreign Language Tests, A
Teacher’s Book (London: Longman Group Limited, 1961).
12
From some of the experts' statements above, the researcher can conclude
that speaking is an essential tool for communicating and express our idea in daily
life. It can help us to understand what others intended to say and help us to gain
informations.
b.Aspects of Speaking
Based on the accomplishment, speaking can be divided into two types:
good speaking and poor speaking. Based on the elements of speech, speaking can
be said to be good or poor. Speaking is not simply verbally voicing something.
Students, however, need to learn some speaking elements to have good speaking
abilities.
As proposed by Brown, those aspects are pronunciation, fluency,
vocabulary, and accuracy. Brown refers to the Longman dictionary for the
definition of those four aspects.
The first one, pronunciation explained as the manner in which a spesific
sound or sounds are made. It covers the manner in which speakers create simple
language when they speak. In order to connect efficiently, speakers need to
convey a consistent message to listeners. Teaching pronunciation including stress,
rhyhtm, and intonation is essential in speaking. Fluency, as the standard or state of
becoming fluent, is the next factor. A set of lexemes, consisting of single words,
compound words, and idioms that are commonly used when talking is the third
15
Henry Guntur Tarigan, Pengajaran Semantik (Bandung: Angkasa, 1985).
13
aspect, which is vocabulary . The last aspect is accuracy, explained as an ability
to use proper grammar to generate sentences or utterances.
On the other side, Harris and P says that there are five aspects of language:
pronunciation, grammar, vocabulary, fluency, and comprehension.
Pronunciation is the manner in which words are pronounced. Ones who learns
English as a foreign language has to be able to use the language’s English
pronunciation and other skills. In a language, grammar is a set of laws, or a
system of units and language patterns. The words used in a language are
vocabulary. Without vocabulary, we cannot speak at all. Fluency a parameter of
someone’s speaking level. Someone who has strong fluency can easily and
quickly implement or use the language in the correct language order. The last
element, which is comprehension, denotes the capacity to comprehend the
purpose and generel sense of the speakers. Effective understanding refers to good
comprehension. If someone’s comprehension of language is good, it can influence
their ability to communicate16.
Based on the theories from experts above, the researcher concludes that
some aspects can be determined whether our speaking is good or not; they are
vocabulary, grammar, pronunciation, fluency, and comprehension. These aspects
are essential and correlate to each other, so we can't only master one aspect if we
wanted to be a good speaker. Even there is an aspect which if we don't master it,
we can't speak at all.
16
Harris and David P, Testing English as a Second Language (New York: McGraw-Hill, 1969).
14
C. Review on Learning Strategy
a. The definition of Learning Strategy
Barnwell, O'Malley, and Chamot (1991) note that learning methods are
basic thoughts or habits that people use to help them understand, learn, or
maintain new data17. Oxford (1990:8) also points out that learning strategies are
generally described as practices or processes that the learner selects and employs
conciously (or unconciously) to learn the target language or promote a language
assignment 18 . White (1999) in Hurd & Lewis (2008) states that Learning
strategies are generally described as practices or processes that the learner select
an employs conciously (or unconciously) to learn the target language or to
promote a language assignment 19 . Aside from that, Macaro (2001) defines
Learning Strategies methods, tactics, or international behavior taken by students
to facilitate learning and recall knowledge from both linguistic and content areas.
The language learning process will progress greatly with the use of the right
techniques. Appropriate strategies for language learning contribute to better, faster
language proficiency. In the course of acquiring a language, language learnig
strategies play an important role20.
17
David Barnwell, J. Michael O’Malley, and Anna Uhl Chamot, ‘Learning Strategies in Second
Language Acquisition’, Language, 1991 <https://doi.org/10.2307/415153>.
18
Rebecca L. Oxford, Language Learning Strategies: What Every Teacher Should Know (New
York: Newbury House, 1990).
19
Cynthia White, Language Learning Strategies in Independent Language Learning: An Overview,
ed. by T. W. Lewis and M. S. Hurd, Language Learning Strategies in Independent Settings (North
York: Multilingual Matters, 2008).
20
Ernesto Macaro, Learning Strategies in Foreign and Second Language Classrooms (New York:
Continuum, 2001).
15
In conclusion, learning strategies are tools by learners in the processing of
knwoledge to enhance their understanding, learning, or retention of new
information. To solve their language problems and help them understand new
knowledge, learners also use learning strategies.
b. Category of Language Learning Strategies
Many researchers have classified language learning strategies, for example,
by O "Malley and Chamot (1990) and Oxford (1990).
O "Malley and Chamot divide language learning strategies into three main
subcategories: Metacognitive strategy, Cognitive strategy, and Socio-affective
strategy.
a.) Meta-cognitive strategy
Metacognitive strategies are higher-order reasoning abilities that students
use to navigate their language learning. Metacognitive strategies include
preparation after an activity is completed for learning, monitoring, an asseing
learning. Metacognitive strategies go beyond the cognitive process and enable
learners to organize their learning. It allows them to effectively schedule their
language learning. O'Malley and Chamot also divided Metacognitive Strategies
into three sets of strategies: centering your learning, arranging and planning your
learning, and evaluating your learning. The aim of centering learning is to focus
on the learner to direct toward certain language activities or skills. Arranging and
planning to learn helps learners organize to get the maximum benefit from their
energy and effort. Evaluating learning helplearners with issues such as error
monitoring and progress evaluation.

16
1. Advance Organizers
It previews the key ideas and principles of the content to be learned by
skimming the text for the guiding principle. For instance, before they go into class,
students review.
2. Directed Attention
It decides to participate in a learning task in general and ignore irrelevant
distractors in advance.
3. Functional Planning
It is preparing and rehearsing the required components of linguistic to
execute an upcoming language mission. A student, for instance, makes a review of
the materials to prepare for the final test.
4. Selective Attention,
It chooses to answer particular aspect of input, often by searching for
keywords, definitions, or linguistic markers. For starters, it help to memorize the
dialogue by choosing the familliar topic to practice English orally or by writing
some important words.
5. Self-Management
recognizes and circumstances that support students and coordinate the
life of those circumstances. For instance, while studying in the classroom or
outside class, the students create a clam condition.
6. Self-Monitoring
During listening or reading, it test one’s understanding or verivies the
consistency and appropriateness of one’s moral or written development while it

17
takes place. For instance, when they memorize something, the students ask their
friens to check the correct and the wrong words.
7. Self-evaluation,
After it has been done, it tests the effects of one’s language learning
against a standard. The students try to talk to international visitors, for instance,
for practice speaking skill.
Metacognitive strategies apply to the actions of learners in concentrating,
organizing, preparing and measuring their learning. Metacognitive strategies
include (a) paying attention; (b) delaying the production of speech to focus on
listening; (c) organizing; (d) setting priorities and goals; (e) preparation for
language tasks; (f) self-monitoring; and (g) self assesment.
b.) Cognitive strategy
Cognitive methods include the use of various techniques to recall new
terms and phrases, the deduction of grammar rules, the application of previous
laws by learners, the guessing of the meaning of unfamiliar words, and the use of
different ways to arrange more knowledge and relate the new information to the
language previously studies, operate directly on incoming information,
manipulating it in ways that enhance learning. Cognitive strategies also divided
into four sets by O’Malley and Chamot: practice, receive, and send messages,
evaluate and reason, and construct the input an output structure. The most
important thing is repetition, which can be done by repeating, enganging with
sounds, and using pattern. When learners attempt to find the main idea by
skinning and scamming, receiving and sending messanges are used. Adult learners
18
typically use techniques for assesing and reasoning. These are used to
comprehend the essence of the target language. These are to make new
expressions as well.
1. Resourcing Translation
It uses target language referenge materials in the target language,such as
dictionaries, ensyclopedias, or textbooks, as a basis for second language
comprehensioan and development. Students, for example, check in the dictionary
for new words.
2. Repetition
It imitates a model of language, including open practice and silent
rehearsal. The students repeat the pronunciation, for example, before it is
mastered.
3. Grouping
It the grouping of terms, terminology, or concepts according to their
characteristic or significance. Students identify the words with the same meaning
to memorize the words.
4. Deduction
It applies rules based on language analysis to understand or create a
second language or make up rules.
5. Imagery
It uses viusal images to comprehend or recall new knowledge (either
mental or real). For examle, students use an analogy that is relevant to the subject
to memorize more quickly.

19
6. Auditory representation
The sound of an expression, sound, or more prolonged language series is
being designed back in one’s mind. When you try tolearn how to say something,
for instance, talk it first in your head.
7. Keyword method
In the second language, it recalls a new words by (1) defining a familiar
word that sounds like or otherwise resembles the new word in the first language
and (2) creating easily remembered images of any relationship between the
homonym of the first language and the second language’s new word. Identyfing
commons term that students hear, for instance.
8. Elaboration
It applies additional information to previous knowledge, applies different
parts of new data to each other, or creates substansive personal relationships with
new information. Students apply new knowledge to other concepts of memory, for
instance.
9.Transfer
to aid understanding or development, it uses prior linguistic experience or
previous skills. Suppose, for instance, the student speak about something he/she
alreay knows (in English). Al he/she has to do in that case is remember the data
and try to place it in Bahasa Indonesia.

20
10. Inferencing
To guess the meaning of new objects, forecast effects, or fill in the missing
information, it uses available data. The students think of the whole sense of the
expressions, and they can get the meaning of new words.
11. Note-taking
Keywords or concepts are written down while listening or reading in
abbreviated verbal, visual, or numerical form. The students, for example, prepare
a book to collect all the materials when listening to the segment.
12. Summarizing
Making a mental, oral, or written summary of new data gained by listening
or reading.
13. Recombination
By combining new elements in a new manner, it construct a meaningful
sentence or more extensive language sequence.
14. Translation
It uses the first language as a framework for a second language and for
creating it.
c.) Social Affective Strategies
it is a large grouping that includes either contact with another person or
influence over the impact through ideation. They are usually considered
applicable to a wide range o activities. These techniques inclue approaches used
by students to cotnrol their thoughts, motivation, and attitude to language learning.
In learning a language, social-affective techniques are important because language

21
is used in communication, an communication occurs between individuals. The
socio-affective strategies of O’Malley and Chamot are divided into three groups
of strategies: asking question, cooperating with others, and empathizing with
others.
1. Cooperation
It works to solve a problem with peers, to pool information, to check notes,
or to get feedback on a learning activity. Students, for example, work with their
friends to discuss choosing a suitable person.
2.Questioning for clarification
it requires additional explanation, rephrasing, or example of language
learning problems from a teachers or peers. For example, stuents ask their friends
or private teachers for the correct pronunciation.
3. Empathizing with others
It means putting yourself in the role of someone else to understand the
point of view of another person. To improve cultural awareness an become
mindfulof the thoughts and feeling of others, learners may use social srategies.
Affective strategies refer to how learners can minimize their anxieties, control
their movement, and how they motivate their learning, based on the description.
Social strategies refer to learner's activities involving other people, such as asking
questions to their teacher or their colleagues, cooperating with peers, and asking
for a correction.
On the other side, Oxford introduced strategies inventory for language
learning (SILL). This inventory classifies the general language learning strategies
22
(LLS) that learners employ to help them learn a new language. These LLS
classified into six types, as follows :
a.) Memorization Strategies
To more efficiently remember and pass knowledge required for potential
language usage, memorization techniques are used. Memorizaton enbale the
learners to retain essential memory data obtained from their learning. If the data is
needed for future use, these methods allow the students to get the data back. For
example, the semantic map of a group of nouns or verbs shows the relationship
between the words.
b.) Cognitive Strategies
Cognitive strategies help students use all their mechanisms to corretcly
manipulate the target language or task. These include logic, interpretation, an
conclusion. Drills, for instance, are used to learn the language and to identy
challenging words using a dictionary.
c.) Compensation Strategies
The students employ compensation strategies because of a lack of
vocabulary to compensate fot the missing information in the target language. Even
when the vocabulary is limited, the strategies help students use the language to
talkand write in the target language. Using linguistic cues to guess, for example,
compensate for their lack of vocabulary.

23
d.) Metacognitive Strategies
by focusing, scheduling, preparing, and assesing their learning, students
use metacognitive strategies to organize the elarning process. This allows learners
to regulate their learning. Students may also plan and adjust what theur learning
methids should be and wether they are not acceptable. For example, overviewing
with already known material and deciding in advance on what to pay attention to.
e.) Affective Strategies
Affective strategies are tools for helping students to regulate their
thoughts, emotions, motivations, and beliefs. Such methods have strong effect on
language learning because they help students to control their emotions. Studens,
for example, may use laughter to relax and celebrate their accomplishment to
reward themselves.
f.) Social Strategies
Social Strategies are practices in which students seek opportunities to be
exposed to an atmosphere in which it is possible to practice. These strategies are
important because other indiviuals are often interested in language learning; it is a
social behavior.
Oxford taxonomy of language learning strategies divides these strategies
into two main classes, direct and indirect strategies, according to their contribution
to the process of language learning. The first class is the direct strategy employed
by language learners. Direct strategies include memorization, cognitive, and
compensation strategies. Indirect strategies include metacognitive, affective, and
social strategies.
24
D. Learning Speaking Strategy
Speaking is a way of interacting with other people; in monologues or
dialogues, it can be achieved. Thus, speaking in human life is important because
without interacting with other people, humans can not naturally live. Speaking is a
part of everyday life that individuals take for granted. Ten of thousands of words a
day are produced by the average individual. Some people, however, such as
auctioneers or politicians, may make it even more than natural and integral
because people forget how they once struggled to achieve this ability, until they
have to learn how to do it all over again in a foreign language 21.
Many English students complain that even though they understand English,
they do not feel secure enough to engage in a conversation. There are many
explanations for this, incluing the effort to translate student from their native
language to English. Due to nervousness, lack of trust, ect., output blocking
accurs. Rather than using plain words to explain what it means, the speaker is
searching for particular phrase. In or outside the class, there are not enough
conversation opportunities. The training for the exam only focuses on grammar,
vocabulary, and leave no time for constructive use. To be fluent in speaking
English, many individuals whose mother tongue is not English need to learn more.
In learning to speak, several strategies might be useful in improving
students' speaking skill, as the research results that conducted by researchers in
previous findings, as follows :
21
Scott Thornburry, How to Teach Speaking. (Essex: Stenton Associates, 2005).
25
The first one is a cooperation strategy. It found that students use this
strategy to improve their speaking ability. To improve their ability to
communicate, the key point is the activities of the students, especially their
English communication practices. According to the result, the students try to ask
their peers to help them memorize sentences or vocabularies in speaking skills.
The second strategy is a memory strategy. This strategy uses an auditory
and visual connection to get some information to make students remember some
vocabulary, making them easy to learn to speak. Students watched the movies
that used English as the first language and watched a tutorial video about speaking
English on YouTube and remembering some vocabularies from the video.
The other strategy that might be effective to use is the metacognitive
strategy. Students can use this strategy to overcome the difficulties that appeared
during their speaking preparation and enhanced their confidence in speaking
English.
In brief, there are plenty of strategies that might be useful in speaking
learning. Not only has mentioned above, but students can also make the strategy
to help them understand and be compatible with their condition. In case each
student's condition is different, it is an important way first to understand what kind
of strategy they need and enjoy, especially by learning speaking at home. Because
they have to learn independently at home, it makes them more flexible in
choosing the strategy that might be useful for themselves.

CHAPTER III
RESEARCH METHODOLOGY
This chapter describes the research method, population, sample,
instrument of the research, and data analysis technique.
A. Research Design
This research used a descriptive quantitative method to answer the
questions of the study. Descriptive quantitative choose due to the study's aim,
which is to find out the strategies used by students collected through the
questionnaire and the calculation presented in the table.
B. Population and Sample
1.Population
The population of this research were the English Department students in
the fifth semester of IAIN Palopo. The researcher chooses the fifth semester based
on consideration that they have got enough experience in learning speaking. The
total numbers of the population were 152 students.
2. Sample
Sample is part of the population that can represent all of the population. In
this case, the researcher used purposive sampling technique, which described as a
random selection of sampling units within the population segment with the most
26
27
information on interest characteristics22. This technique determines the research
sample with specific considerations to make the data obtained more representative.
In this research, the researcher used a characteristic of choosing the sample, which
has good motivation to learn English, especially speaking, so the researcher
focused this study on D class. The sample of this research were 30 students from
D class.
C. Instrument of the Research
1. Questionnaire
The first instrument on this research was questionnaire. Questionnaire is a
technique of collecting data by delivering or distributing a questionnaire to the
respondent to respond to the questionnaire. For the questionnaire in this research,
the researcher used The Strategy Inventory for Language Learning (SILL) to
assess the Learners' Language Learning Strategies (LLSs). It was developed by
Oxford (1990) that was translated into Bahasa Indonesia and adapted by
Muhammad Iksan (2015). Several items were selected as instruments for
assessing the learners' language learning strategies in improving their speaking
skills. The questionnaire will be accessed by a student from google form. The
questionnaire consisted of six parts: (a) remembering more effectively (memory
strategies), (b) using mental processes (cognitive strategies), (c) compensating for
missing knowledge (compensation strategies), (d) organizing and evaluating
22
Jacqueline M. Guarte and Erniel B. Barrios, ‘Estimation Under Purposive Sampling’,
Communications in Statistics - Simulation and Computation, 2006, 277–84
<https://doi.org/10.1080/03610910600591610>.
28
learning (metacognitive strategies), (e) managing emotions (affective strategies),
and (f) learning with others (social strategies). The SILL"s 5-point scale was
ranged from "never" to "always". The overall average indicated how often the
learner tended to use the learning strategies in general, while the averages for each
part of the SILL showed which strategy group(s) the learner tended to use most
frequently.
Table 3.1 Description of the SILL
Category Total number Items in the questionnaire
of item
Memory strategies 9 1,2,3,4,5,6,7,8,9
Cognitive 14 10,11,12,13,14,15,16,17,18,19,20,21,22,23
strategies
Compensation 6 24,25,26,27,28,29
strategies
Metacognitive 9 30,31,32,33,34,35,36,37,38
strategies
Affective strategies 6 39,40,41,42,43,44
Social strategies 6 45,46,47,48,49,50

29
2. Interview
This research used a stuctured interview, which is one of the data
collection technique where researcher gives the same question to each respondent.
In this research, the researcher asked several of the chosen respondents about the
reasons of choosing the learning strategies which they have filled in the
questionnaire.
D. Procedure of Collecting Data
The Procedure for collecting the data is arranged in the following steps:
1. The researcher explained how to fill the questionnaire.
2. The researcher distributed the link to access the questionnaire.
3. The researcher collected the questionnaire filled by students, analyzed it, and
made conclusions as the research results.
E. Technique of Data Analysis
After collecting the data, the researcher analyzed the data with the
following steps:
1. Processed the data gained through questionnaires by using Microsoft Excel.
Each of the students' result were tabulated in the following table:

30
Table 3.2 SILL Worksheet
Part A Part B Part C Part D Part E Part F
1… 1… 1… 1… 1… 1…
2… 2… 2… 2… 2… 2…
Etc. Etc. Etc. Etc. Etc. Etc.
Sum … Sum … Sum … Sum … Sum … Sum …
÷9 ÷ 14 ÷6 ÷9 ÷6 ÷6
Dominant LLSs
2. Calculated the data of questionnaire gained through Microsoft excel through the
Statistical Packages for the Social Science (SPSS) Version 20. Descriptive
statistics including frequencies, means, standard derivation, and ranking were
implemented to investigate the data and the use of language learning strategies.
3. Writing report. The writer presented the data from the questionnaire in the form
of table. Then, in the data discussion, the writer discussed the result.
CHAPTER IV
FINDINGS AND DISCUSSIONS
A. Findings
This chapter focuses on presenting the findings of the research based on
the result of the questionnaire. In other words, this chapter presents the answer of
the research question. Besides, it also presents the discussion based on the related
theories to clarify the findings.
As explained in the previous chapter, the researcher used a questionnaire
to collect the data, which are grouped into memory strategy(A), cognitive
strategy(B), compensation strategy(C), metacognitive strategy(D), affective
strategy(E), and social strategy(F).
1. Data Description
The description of the raw data taken from the questionnaire is presented in the
table below:
Table 4.1 The Raw Data of the Questionnaire Result
The number Strategy Never Rarely Sometimes Usually Always
of items of Category do this do this do this do this do this
the
questionnaire
1 Mem 1 3 11 9 6
2 Mem 1 8 10 8 3
3 Mem 4 7 11 1 7
31
33
32
the
questionnaire
4 Mem 2 6 8 10 4
5 Mem 6 9 9 1 5
6 Mem 8 13 8 1 -
7 Mem 3 8 9 7 3
8 Mem - 3 16 8 3
9 Mem 1 7 5 7 10
10 Cog - 3 8 11 8
11 Cog - 1 6 13 10
12 Cog - - 2 9 19
13 Cog 4 3 9 6 8
14 Cog 2 6 18 4 -
15 Cog - 2 12 10 6
16 Cog 2 3 15 6 4
17 Cog 3 7 14 3 3
18 Cog - 4 12 8 6
19 Cog 1 3 8 9 9
20 Cog 1 7 11 7 4
21 Cog 1 6 12 5 6
33
the
questionnaire
22 Cog - 1 12 13 4
23 Cog 2 5 15 5 3
24 Comp 1 1 9 8 11
25 Comp - 3 5 9 13
26 Comp 1 8 8 6 7
27 Comp 1 5 11 10 2
28 Comp 1 3 12 7 7
29 Comp 1 7 7 8 13
30 Meta - 2 8 5 15
31 Meta - 2 4 9 15
32 Meta - - 2 5 23
33 Meta - - 3 7 21
34 Meta 4 4 8 8 6
35 Meta 1 3 9 9 8
36 Meta 4 4 12 8 2
37 Meta - - 2 8 20
38 Meta - - 3 4 23
39 Aff - 2 8 8 12
34
the
questionnaire
40 Aff 1 1 5 12 11
41 Aff 4 7 6 5 8
42 Aff 2 3 6 4 15
43 Aff 14 18 6 2 1
44 Aff 5 10 7 4 4
45 Soc - 1 6 11 12
46 Soc 11 6 3 3 6
47 Soc - 1 12 9 8
48 Soc 10 9 6 3 2
49 Soc - 6 18 5 1
50 Soc 5 5 7 9 4
Mem (Memory strategies); Cog (Cognitive strategies); Comp(Compesation
strategies); Meta(Metacognitive strategies; Aff(Affective strategies); Soc(Social
strategies)
35
2. Data Analysis
a. The Result of Language Learning Strategies Used
1.) Memory Strategies
Table 4.2 The Result of Memory Strategies
Strategies N Minimum Maximum Mean S.D Rank
MEM1 30 1 5 3.53 1.04 2
MEM2 30 1 5 3.13 1.04 5
MEM3 30 1 5 3.00 1.33 6
MEM4 30 1 5 3.27 1.14 4
MEM5 30 1 5 2.67 1.32 8
MEM6 30 1 4 2.07 0.82 9
MEM7 30 1 5 2.97 1.15 7
MEM8 30 2 5 3.37 0.80 3
MEM9 30 1 5 3.60 1.27 1
Based on the table above, for memories strategies, the students choose
"remember new English words or phrases by remembering their location on the
page, on the board, or a street sign" as the most frequent strategy used (MEM9).
The least chosen strategy is to "use a flashcard to remember new English words"
(MEM6).
36
2. ) Cognitive Strategies
Table 4.3 The Result of Cognitive Strategies
COG10 30 2 5 3.80 0.96 3
COG11 30 2 5 4.07 0.82 2
COG12 30 3 5 4.57 0.62 1
COG13 30 1 5 3.37 1.35 8
COG14 30 1 4 2.80 0.76 14
COG15 30 2 5 3.67 0.88 5
COG16 30 1 5 3.23 1.04 10
COG17 30 1 5 2.87 1.07 13
COG18 30 2 5 3.53 0.97 7
COG19 30 1 5 3.73 1.11 4
COG20 30 1 5 3.20 1.06 11
COG21 30 1 5 3.33 0.99 9
COG22 30 2 5 3.67 0.75 6
COG23 30 1 5 3.07 1.01 12
Based on the result of the cognitive strategies above, it shows that
students' most used strategy is "practice the sound of the English words" (COG12).
And for the least frequently used strategy is "start a conversation in English"
(COG14).
37
3.) Compensation Strategies
Table 4.4 The Result of Compensation Strategies
COMP24 30 1 5 3.90 1.06 3
COMP25 30 2 5 4.07 1.01 1
COMP26 30 1 5 3.33 1.21 5
COMP27 30 1 5 3.23 0.93 6
COMP28 30 1 5 3.53 1.07 4
COMP29 30 1 5 4.03 1.06 2
For compensation strategies, students mostly choose "use gestures"
(COMP25). Furthermore, in the least strategy used, they choose "read English
without looking up every new word" (COMP27).

38
4.) Metacognitive Strategies
Table 4.5 The Result of Metacognitive Strategies
META30 30 2 5 4.10 1.02 6
META31 30 2 5 4.27 0.94 5
META32 30 3 5 4.70 0.59 1
META33 30 3 5 4.63 0.61 3
META34 30 1 5 3.27 1.31 8
META35 30 1 5 3.67 1.09 7
META36 30 1 5 2.97 1.09 9
META37 30 3 5 4.57 0.67 4
META38 30 3 5 4.67 0.66 2
As we can see from the table of the metacognitive strategies above, it
shows that students tend to use "pay attention when someone is speaking English"
(META32). The least strategy used is "look for opportunities to read as much as
possible in English" (META36).

39
5.) Affective Strategies
Table 4.6 The Result of Affective Strategies
AFF39 30 2 5 4.00 0.98 2
AFF40 30 1 5 4.03 0.99 1
AFF41 30 1 5 3.20 1.42 4
AFF42 30 1 5 3.90 1.32 3
AFF43 30 1 5 2.00 1.14 6
AFF44 30 1 5 2.73 1.28 5
Based on the table above, for affective strategies, the students mostly use
"encourage oneself to speak English" (AFF40) as the frequent strategy used. On
the other hand, students choose "write down their feeling in a language learning
diary" (AFF43) as the least strategy used.

40
6.) Social Strategies
Table 4.7 The Result of Social Strategies
SOC45 30 2 5 4.13 0.86 1
SOC46 30 1 5 2.47 1.57 5
SOC47 30 2 5 3.80 0.88 2
SOC48 30 1 5 2.27 1.23 6
SOC49 30 2 5 3.00 0.74 4
SOC50 30 1 5 3.07 1.31 3
For the social strategies, learners prefer to "ask the other person to slow
down or say it again" (SOC45) strategy. Furthermore, most students choose "ask
for help from the English speaker" (SOC48) as the least strategy used.
Besides the result from each of the strategies category used, the researcher
also analyzes the most frequently used strategies from a total of 50 questions, as
shown in the table below:

41
Table 4.8 The Result of Most Frequently Used Individual Strategies
Strategies N Mean S.D
META32 30 4.70 0.59
META38 30 4.67 0.66
META33 30 4.63 0.61
COG12 30 4.57 0.62
META37 30 4.57 0.67
META31 30 4.27 0.94
The result shows five individual strategies chosen under the metacognitive
strategies and one individual strategy chosen under the cognitive strategies. After
analyzing the individual strategies used by students, the result of the most
frequently used strategies among six groups of language learning strategies will
show in the table below:
Table 4.9 The Result of Most Used Strategies Category
Strategies Mean SD Rank
Memory 3.06 0.62 6
Cognitive 3.49 0.48 3
Compensation 3.68 0.62 2
Metacognitive 4.09 0.58 1
Affective 3.31 0.71 4
Social 3.12 0.77 5

42
From the result above, it can be seen that social and memory language
learning strategies are the least frequently used by the students. On the other hand,
the highest scores occur in metacognitive strategies, and the second-highest scores
occur in compensation strategies. But it shows that students use all of the six
categories of strategies in learning speaking skills at home. However, even though
the students use all of the LLSs, the frequency of each student in using the LLSs
at home are various, as shown in the table below:
Table 4.10 The Result of Students as the Users of LLSs
Respondents Average Score Types
R01 2.98 Medium User
R02 3.60 High User
R03 4.32 High User
R06 3.68 High User
R07 3.62 High User
R10 3.82 High User
R12 4.20 High User

43
Respondents Average Score Types

R15 3.50 High User
R16 3.50 High User
R17 3.72 High User
R20 3.56 High User
R22 3.66 High User
R23 4.02 High User
R24 3.64 High User
R25 3.80 High User
R26 4.24 High User
R27 3.60 High User
R28 3.54 High User
R29 3.96 High User
Mean Score : 3.48 (Medium User)
As shown from the data above, from 30 students who filled the
questionnaire, 18 students were classified as high user learners, 12 students were
classified as medium users, and none were classified as low users. The mean score,
44
which is 3.48, shows that students are the medium user of language learning
strategies.
B. Discussions
In this subchapter will be discussed about the findings. The findings have
shown the result of the strategies used by English Department Students in learning
speaking and the students type of user in using the speaking skill strategies.
As stated by Oxford, there are six categories of learning strategies, which
are Memory Strategies, Cognitive Strategies, Compensation Strategies,
Metacognitive Strategies, Affective Strategies, and Social Strategies. The result
from the finding shows that students used all of the six strategies classified by
Oxford. Still, metacognitive strategies are the most frequently employed strategies
among the other five categories, followed by compensation strategies, cognitive
strategies, affective strategies, social strategies, and memory strategies at last.
The popularity of metacognitive strategies were supported with the data on
the result, which shows that the mean score of metacognitive strategies is 4.09 and
also five individual strategies of metacognitive placed in the six most used
strategies from the total of 50 strategies from the questionnaire with the mean
score is 4.27 and above. The six frequently used strategy were (1) paying
attention when someone is speaking English, (2) thinking about the progress in
learning English, (3) trying to find out how to be a better learner of English, (4)
practicing the sounds of English, (5) having clear goals for improving the English
skills, and (6) noticing the English mistakes and use that information to do better.
45
The six popular strategies used show that students tend to monitor their learning
process and evaluate what and how well they had learned.
Based on the interview with several students about the reason why did
they choose metacognitive strategies as the most used learning speaking strategies
at home, it found that students are more comfortable to choose their own way of
learning and they feel that metacognitive strategies are flexible and suitable for
that. They prefer to seek new methods of learning, which according to them can
help in improving their speaking skills. Besides that, according to the conditions
of this pandemic, their socialization are limited. Therefore they must be able to be
independent in learning. That is the reason they prefer to mostly use
metacognitive strategies in learning speaking from home.
The other found was the types of students as the user of the LLSs, which
showed that Eglish Department students on the fifth semester of IAIN Palopo is
the medium user of the LLSs, presented in table 4.10 with the mean score is 3.48
that categorized students as the medium user.
This research's findings were systemically related to the earlier researches
about English learning strategies associated with the previous research findings.
Among seven of the previous related researches, all of the findings show that the
six categories of LLSs were all used by the students. On the other hand, there are
also differences between this research's findings and several previous researches.
46
Wael et al., (2018) ; Itania (2014) have contrast finding with this research.
The result shows that students frequently used memory strategies in their learning.
It explained that students commonly use imagery and visual connection. The other
reason is students think that memory strategies are the straightforward strategies
to use. With memory strategies, they can control their speaking design properly.
They can memorize a variety of vocabulary quickly, and it makes them easier to
talk because they can capture what their friends are talking about. Besides, they
can apply the strategy in daily activities, such as watching a movie, and it is easier
to remember the vocabulary from the movie that they can use when they are
speaking.
Wirawan (2017) ; Gani et al., (2015) ; Iksan & Duriani (2019) ; Iksan &
Dirham (2018) ; Solak and Cakir (2015) ; Nisbet et al., (2005) Chayma et al.,
(2018) have similar finding with this research about the frequently used
strategies, which are metacognitive strategies. It showed that metacognitive
strategies tend to be popular and the most used strategies by students.
Metacognitive strategies categorized as "centering your learning, arranging and
planning your learning and evaluating your learning." Metacognitive strategies,
therefore, facilitate learners to self-control to their learning process. If they feel
what they have planned doesn’t work well, they might re-organize according to
the best fit. It shows that there is a clear link between being an independent
English learner and metacognitive strategies (Manzanares, 1985).

47
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Based on the findings and discussions in the previous chapter, it can be
concluded that:
1. The English Department Students on the fifth semester of IAIN Palopo, in the
process of learning speaking at home, using all of the learning strategies
conducted by Oxford (1990), which are: memory strategies, cognitive strategies,
compensation strategies, metacognitive strategies, affective strategies, and social
strategies. But for the most used strategies category were metacognitive strategies
with mean score 4.09 followed with compensation strategies in the second place
with mean score 3.68, then cognitive strategies with mean score 3.49, affective
strategies with mean score 3.31, social strategy with mean score 3.12, and the
least used learning strategies were memory strategies with mean score 3.06.
Metacognitive strategies became the most popular strategy used; it showed that
students tend to arrange and plan their English learning, especially speaking.
Nowadays, students have to study at home, so they have to find the best way to
keep practicing and learning to develop their speaking skills independently at
home.
2. The reason students choose metacognitive strategies are because they feel it as
a flexible learning strategies for learning speaking at home. With nowadays
condition where the sosialication are limited, students have to become an

48
independent learner, and they assume that metacognitive are suitable for that
because they can arrange and make plan with their own way of learning.
3. The English Department Students on the fifth semester of IAIN Palopo shown
as the medium user of the Language Learning Strategies (LLSs). Because, as
explained previously, students used all of the learning strategies and also the data
shows that the mean score of 30 students in the using of the LLSs is 3.48 which
categorized them as the medium user. It means that students keep trying to find a
way to practice their speaking skills at home.
B. Suggestions
It is essential to use the various learning strategies in the process of
learning a foreign language. Because learning itself is not easy to do, the students
can choose the best strategies that fit them well and improve their skills in
learning a foreign language, especially learning English. As related to nowadays
condition where students have to study at home, they have to keep practicing their
English, especially for English department students because they major in English
education program, so they have obligations to master English.
The lecturers, especially of the English Education Study Program of IAIN
Palopo, have to be more concerned about students' needs. They must know about
the students' characteristics in learning English to apply a suitable method for
students. Besides, with nowadays conditions where the teaching and learning
process is held from home, the lecturers have to monitor the students' learning
process and help them overcome their difficulties, give a clear explanation,
solution, and example for the learning strategies.

49
BIBLIOGRAPHY
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for Developing Speaking Ability’, Studies in English Language and
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Strategies in Second Language Acquisition’, Language, 1991
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Chaney, Ann L., and Tamara L. Burk, Teaching Oral Communication in Grades
K-8 (Boston: Allyn and Bacon, 1998)
Chayma, Ben Osmane, and Slimani Nesrine. Investigating EFL Learners’ Use of
Language Learning Strategies Case of 1st year students at M’sila University.
Diss. 2018.
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Longman, 1991)
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McGraw-Hill, 1969)
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(New York: Cambridge University Press, 1960)
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Motivations and Language Learning Strategies towards Their English
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Dirham Dirham. 2018. “The Influence of the Economic Students’
Motivations and Language Learning Strategies towards Their English
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Language Teaching and Literature 5, 5.1 (2018), 110–21
<https://doi.org/10.30605/ethicallingua.v5i1.737>
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Strategies and Their English Achievement in SMA Negeri 1 Palopo’, IDEAS
Journal, 3.December 2015 (2015), 12
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Itania, Astrit, ‘Learning Strategies Used By The Student Of Acceleration Class In

Speaking English At MAN 3 Tulungagung’ (IAIN Tuluangung, 2014)
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Classrooms (New York: Continuum, 2001)
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Language Acquisition (Cambridge: Cambridge University Press, 1990)
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Students’ Learning Strategies in Speaking Performance’, International
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51
STRATEGY INVENTORY FOR LANGUAGE LEARNING (SILL)
© Rebecca Oxford, 1990
PETUNJUK PENGISIAN
✓ Isian STRATEGY INVENTORY FOR LANGUAGE LEARNING (SILL) ini

ditujukan bagi mahasiswa yang mempelajari Bahasa Inggris sebagai bahasa
kedua atau bahasa asing.
✓ Tentukan pilihan tanggapan anda pada setiap pertanyaan dengan memilih opsi
1, 2, 3, 4, atau 5 yang menunjukkan tingkat kesesuaian diri anda dengan
pernyataan yang diberikan dan dihubungkan dengan pembelajaran speaking
secara online di rumah, dengan indikator sbb:
1. Never (Tidak pernah atau hampir tidak pernah saya lakukan)

2. Rarely (Jarang saya lakukan)
3. Sometimes (Kadang-kadang saya lakukan)
4. Usually (Biasa saya lakukan)
5. Always (Selalu saya lakukan)
Never berarti pernyataan tersebut sangat jarang anda lakukan.

Rarely berarti pernyataan tersebut anda lakukan kurang dari separuh
perkiraan jumlah strategi yang anda lakukan.
Sometimes berarti pernyataan tersebut anda lakukan sekitar separuh dari
Usually berarti pernyataan tersebut anda lakukan sekitar lebih dari separuh
Always berarti pernyataan tersebut selalu anda lakukan.
✓ Berikan jawaban berdasarkan seberapa jauh pernyataan tersebut sesuai

dengan diri anda.
✓ Jangan memilih jawaban berdasarkan fikiran bahwa anda semestinya seperti
itu, atau seperti yang orang lain lakukan.
✓ Jika ada pertanyaan, sampaikan kepada peneliti.
STRATEGY INVENTORY FOR LANGUAGE LEARNING (SILL)
© Rebecca Oxford, 1990

Bagian A
1. Saya memikirkan hubungan antara apa yang telah saya ketahui dengan hal
baru yang saya pelajari dari Bahasa Inggris.
2. Saya menggunakan kata-kata Bahasa Inggris yang baru saya pelajari dalam
membuat kalimat sehingga saya dapat mengingatnya.
3. Saya menghubungkan pengucapan kata-kata dalam Bahasa Inggris yang baru

saya pelajari dengan sebuah gambar untuk membantu saya mengingat kata-
kata tersebut.
4. Saya mengingat kata-kata Bahasa Inggris yang baur saya pelajari dengan cara
membuat gambaran situasi dimana saya bisa menggunakan kata-kata tersebut.
5. Saya menggunakan irama untuk mengingat kata-kata Bahasa Inggris yang

baru saya pelajari.
6. Saya menggunakan ‘flash card’ untuk mengingat kata-kata Bahasa

Inggris yang baru saya pelajari.
7. Saya mendemonstrasikan secara fisik kata-kata Bahasa Inggris yang baru

saya pelajari.
8. Saya selalu mengulangi pelajaran Bahasa Inggris.
9. Saya mengingat kata-kata Bahasa Inggris yang baru saya pelajari dengan
mengingat letak penulisannya di dalam buku pelajaran, di papan tulis, atau di
jalan raya.
Bagian B
10. Saya mengatakan atau menuliskan kata-kata Bahasa Inggris yang baru saya
pelajari beberapa kali.
11. Saya berusaha untuk berbicara seperti penutur asli Bahasa Inggris.
12. Saya berlatih mengucapkan secara benar kata-kata Bahasa Inggris yang baru
saya pelajari.
13. Saya menggunakan Bahasa Inggris yang saya ketahui dengan berbagai cara
yang berbeda.
14. Saya selalu memulai percakapan dengan menggunakan Bahasa Inggris.
15. Saya menonton program TV atau film berbahasa Inggris.
16. Saya membaca bacaan berbahasa Inggris untuk mencari kesenangan dalam
Bahasa Inggris.
17. Saya menulis catatan kecil, pesan, surat atau laporan yang berbahasa Inggris.
18. Saya pertama-tama membaca semua paragraf dengan cepat kemudian

kembali lagi membaca dari awal dengan hati-hati.
19. Saya mencari padanan kata Bahasa Inggris yang baru saya pelajari
dengan kata dalam Bahasa Indonesia
20. Saya mencoba mencari pola Bahasa Inggris
21. Saya mencari arti kata Bahasa Inggris dengan cara memilahnya menjadi
beberapa bagian (Adjective, Adverb, Noun, verb) yang saya ketahui.
22. Saya berusaha untuk tidak menerjemahkan kata per kata.

23. Saya membuat ringkasan tentang informasi yang saya dengar atau yang saya
baca.
Bagian C
24. Saya menggunakan teknik menerka untuk memahami arti kata Bahasa Inggris
yang tidak saya ketahui.
25. Ketika saya tidak menemukan kata yang tepat untuk menyampaikan maksud
saya saat melakukan percakapan dalam Bahasa Inggris, saya menggunakan
bahasa tubuh.
26. Saya mengarang sebuah kata bila tidak tahu padanannya yang tepat dalam
Bahasa Inggris.
27. Saya membaca teks berbahasa Inggris tanpa mencari arti dari setiap
kata yang belum saya ketahui.
28. Saya berusaha menerka apa yang akan selanjutnya dikatakan seseorang dalam
Bahasa Inggris.
29. Ketika tidak mengetahui suatu kata dalam Bahasa Inggris, saya menggunakan
kata atau frasa yang memiliki arti sama dengan kata yang saya maksud.
Bagian D
30. Saya berusaha mencari sebanyak mungkin cara untuk menggunakan Bahasa
Inggris saya.
31. Saya memperhatikan kesalahan saya dalam berbahasa Inggris dan

menggunakan informasi tersebut untuk menjadi lebih baik.
32. Saya memperhatikan ketika seseorang sedang berbicara dalam Bahasa Inggris.
33. Saya berusaha mencari tahu cara untuk menjadi seorang pebelajar Bahasa
Inggris yang lebih baik.
34. Saya mengatur jadwal saya agar saya memiliki waktu yang cukup untuk
belajar Bahasa Inggris.
35. Saya mencari teman yang dapat saya ajak untuk bercakap menggunakan
Bahasa Inggris.
36. Saya mencari waktu untuk membaca sebanyak mungkin bacaan berbahasa
Inggris.
37. Saya memiliki tujuan yang untuk meningkatkan kemampuan berbahasa

Inggris saya.
38. Saya selalu berfikir tentang perkembangan saya dalam mempelajari Bahasa
Inggris.

Bagian E
39. Saya berusaha untuk tenang ketika saya merasa takut untuk menggunakan
Bahasa Inggris.
40. Saya selalu mendorong diri saya untuk berbahasa Inggris bahkan ketika saya
merasa takut untuk membuat kesalahan.
41. Saya memuji atau menghadiahi diri saya sendiri ketika berhasil menggunakan
Bahasa Inggris.
42. Saya menyadari bahwa saya merasa tegang atau gugup saat saya belajar atau
menggunakan Bahasa Inggris.
43. Saya mencatat semua perasaan saya dalam sebuah catatan harian mengenai
pembelajaran bahasa saya.
44. Saya memberitahukan kepada orang lain tentang perasaan saya ketika sedang
belajar Bahasa Inggris.
Bagian F
45. Jika saya tidak mengerti sesuatu dalam Bahasa Inggris, saya meminta orang
tersebut untuk berbicara lebih perlahan atau mengualangi perkataannya.
46. Saya meminta penutur asli Bahasa Inggris untuk mengoreksi saya ketika saya
berbicara.
47. Saya berlatih Bahasa Inggris dengan siswa lain.
48. Saya meminta bantuan kepada penutur asli Bahasa Inggris.
49. Saya bertanya dengan menggunakan Bahasa Inggris.
50. Saya berusaha mempelajari budaya penutur asli Bahasa Inggris.

SILL WORKSHEET
Part A Part B Part C Part D Part E Part F Whole SILL
1. ____ 10. ____ 24. ____ 30. ____ 39. ____ 45. ____ SUM Part A ____
2. ____ 11. ____ 25. ____ 31. ____ 40. ____ 46. ____ SUM Part B ____
3. ____ 12. ____ 26. ____ 32. ____ 41. ____ 47. ____ SUM Part C ____
4. ____ 13. ____ 27. ____ 33. ____ 42. ____ 48. ____ SUM Part D ____
5. ____ 14. ____ 28. ____ 34. ____ 43. ____ 49. ____ SUM Part E ____
6. ____ 15. ____ 29. ____ 35. ____ 44. ____ 50. ____ SUM Part F ____
7. ____ 16. ____ 36. ____
8. ____ 17. ____ 37. ____
9. ____ 18. ____ 38. ____
19. ____
20. ____
21. ____
22. ____
23. ____
SUM ____ SUM ____ SUM ____ SUM ____ SUM ____ SUM ____ SUM ____
÷ 9 = ____ ÷ 14 = ____ ÷ 6 = ____ ÷ 9 = ____ ÷ 6 = ____ ÷ 6 = ____ ÷ 50 = ____
(Overall Average)
INTERVIEW TRANSCRIPTS
A. Question: Berdasarkan hasil dari questionnaire tentang strategi belajar
speaking dari rumah, metacognitive strategy menjadi strategi yang paling banyak
di gunakan. Metacognitive sendiri merujuk kepada peningkatan kesadaran belajar
dengan memantau, merancang, dan merefleksikan proses belajar. Apa alasan anda
memilih lebih banyak menggunakan strategi tersebut dalam belajar speaking dari
rumah?
B. Answer
Respondent I: Jadi alasanku kenapa pakai strategi metakognitif, karena
menurut saya.. eh, itu toh lebih mudah untuk saya. Lebih mudah untuk saya
belajar bahasa Inggris karena bisaka atur diriku sendiri. Karena lebih saya suka
saya temukan caraku sendiri untuk belajar dibandingkan eh.. orang lain yang atur
ka begitu. Karena saya yang akan belajar, saya yang berusaha pahami jadi lebih
kusuka cari caraku sendiri. Kayak itu yang poin “memperhatikan kesalahan saya
dalam belajar bahasa Inggris dengan menggunakan informasi tersebut untuk
menjadi lebih baik”, eh seringka kayak misalnya kudapat eh sesuatu dari buku, oh
ternyata begini pale yang betulnya, selama ini yang saya bilang salah. Biasa saya
terapkan ke diri ku, oh berarti kalau begini ka tidak boleh ka lagi bilang begitu.
Terus, selaluka sebenarnya cari cara untuk menjadi seorang pembelajar bahasa
Inggris yang lebih baik, dan lewat apa postingan postingan di ig tentang akun-
akun bahasa Inggris biasa saya ambil kalau main ig ka. Kulihat lagi ada informasi-
informasi atau materi-materi yang bisa berguna untuk saya. Terus eh, ada itu poin
yang saya mengatur jadwal agar saya memiliki waktu yang cukup untuk belajar
bahasa inggris, karena kan sibuk ka toh diwarung ka biasa, jadi saya cari sendiri
curi curi waktu begitu. Saya siasati dengan itumi dengan baca kayak yang ada
bahasa Inggrisnya, even tidak saya tau apa artinya atau tidak pahamka, yang
penting saya baca. Paling tidak adalah satu dua kata yang bisa saya serap begitu.
Menurutuku ini cara yang efektif untuk saya belajar karena, eh waktunya itu lebih
fleksibel. Bisaka atur sendiri waktu ku, terus lebih gampang saya cerna begitu.
Respondent II: jadi alasanku pilih metakognitif itu karena selama belajar
dari rumah itu lebih sedikit waktuta untuk bersosialisasi, jadi haruski pilih sendiri
cara ta untuk belajar bahasa Inggris, apalagi speaking. Jadi dari situ metakognitif
menurutku yang paling cocok karena sesuai dengan kebutuhanku sebagai
mahasiswa bahasa Inggris. Kayak misalnya ada itu poin yang saya selalu berfikir
tentang perkembangan saya dalam belajar bahasa Inggris, itu karena ada tujuan
yang mauka capai, yaitu tingkatkan speaking ku, makanya kalau tidak
perkembangan itu saya selalu cari cara lain lagi dalam belajar yang lebih cocok
sama saya.
Respondent III: oke jadi perkenalkan nama saya A. Huzni, saya dari
kelas Big D semester 5. Jadi eh kenapa saya memilih metode metakognitif karena
saya merasa bahwa saya suka untuk mencoba segala cara, mencoba segala
metode-metode yang saya fikir cocok untuk saya. Saya suka mencoba hal-hal
yang baru. Maka dari itu saya selalu mencari tahu apa yang saya fikir cocok
dengan saya. Nah juga em, saya tidak bisa belajar bahasa Inggris secara monton,
maka dari itu saya menggunakan cara metakognitif, karena metakognitif kesannya
lebih fleksibel dan juga eh, lebih ke kognitif. Lebih ke metode belajar yang selain
dari, yang kinestetik maksud saya. Maka dari itu saya memilih metode
metakongnitif. Terimakasih.
Respondent IV: jadi ada beberapa hal atau beberapa alasan saya memilih
strategi metakognitif. Yang pertama saya sangat sengang mendengarkan
percakapan bahasa Inggris, baik itu ketika dilakukan oleh diri saya sendiri
maupun ketika dilakukan oleh orang lain. Karena dari hal tersebut saya bisa
melihat ekspresi, saya dapat mendengarkan pronounciation, dan juga saya dapat
mempelajari ciri khas dari masing masing orang ketika melakukan percakapan
bahasa Inggris. Nah hal ini lebih mempermudah saya untuk mengingat vocabulary,
mengingat sentence yang pernah mereka katakan. Berbeda halnya ketika saya
hanya melihat teks tanpa melihat ekspresi dan juga mengengarkan pronounciation.
Nah yang kedua, eh saya sangat senang mencari metode-metoe baru dalam sistem
pembelajaran bahasa Inggris. Sebagai contoh, eh saya membuat sebuah akun
dimana akun tersebut hanya memfollow kegiatan-kegiatan bahasa Inggris. Atau
kegiatan kegiatan yang dapat mengimprove kemampuan saya dalam bahasa
Inggris. Hal ini sangat berguna karena sebagian besar waktu saya di zaman online
sekarang lebih banyak berselancar di dunia maya, lebih banyak melakukan
kegiatan googling, dan sebagainya. Jadi eh meskipun saya melakukan kegiatan
bersosial media dalam waktu yang lama, ada hal-hal yang dapat saya pelajari.
Walaupun itu hanya sepatah dua kata, tapi itu dapat mengimprove dan juga
menambah wawasan saya dalam berbahasa Inggris. Yang ketiga, saya juga selalu
berfikir tentang perkembangan saya dalam bahasa Inggris. Bagaimana saya

kedepannya, bagaiman eh bobot saya kedepannya, saya sangat memperhatikan itu,
jadi saya selalu mengoreksi hal hal yang keliru pada diri saya. Saya selalu mencari
metode-metode baru, mencari hal-hal baru, yang kiranya dapat menambah dan
juga memerbaiki kemampuan saya dalam bahasa Inggris. Eh saya rasa sekian,
terimakasih.
Respondent V: jadi alasan saya memilih strategi metakognitif yaitu
karena saya orang yang cenderung tidak bisa menerima pelajaran dengan baik
ketika saya tidak merasa nyaman dengan cara belajar saya. Saya cenderung lebih
menyukai cara belajar yang saya dapatkan sendiri dan saya akan mecarinya
sendiri. Mulai dari mencari sendiri makna kata yang tidak saya pahami di google,
atau mencari teknik-teknik berbahasa Inggris yang baik di internet ataupun
menonton video yang dapat menunjang bahasa Inggris saya di youtube.

CURRICULUM VITAE
Annisa Febrianti, usually called nisa/ica
was born on February 17th, 1999 in Luwu
Utara. The writer is the daughter of Drs.
Rugani Ngalle, M.Si and Jumallo. The
writer is the second child of four siblings.
The writer completed her education in
elementary level at SDN 054 Kanandede
in 2010. In 2013, she graduated from
SMPN 1 Baebunta and graduated from
SMAN 1 Baebunta in 2016.
In the same year, the writer continued her study in State Islamic
Institute of Palopo (IAIN PALOPO) at the Tarbiyah and Teacher Training
Faculty of English Education Study Program. In the final stage of completing
the study, the writer compiles a thesis under the title "An Analysis of English
Department Students’ Strategies in Learning Speaking Skills at Home" as a
requirement to obtain the bachelor's degree in the undergraduate program (S1).
In her free time, the writer mostly spend it by watching movie, listening to the
music, reading, and cooking.

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Skripsi Annisa Febrianti

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AN ANALYSIS OF ENGLISH DEPARTMENT STUDENTS'

STRATEGIES IN LEARNING SPEAKING SKILLS AT HOME

Submitted to the English Education Study Program

ENGLISH EDUCATION STUDY PROGRAM

Submitted to the English Education Study Program

ENGLISH EDUCATION STUDY PROGRAM

Thesis Entitled : An Analysis of English Department Students’ Strategies in

Name : Annisa Febrianti

Reg. Number : 16.0202.0170

Faculty : Tarbiyah and Teacher Training

Study Program : English Education

Has been corrected and approved to be examined.

Palopo, December 22, 2020

Jufriadi, S.S., M.Pd Muhammad Iksan, S.Pd.,M.Pd

Lamp :- Palopo,23 Desember 2020

Dekan Fakultas Tarbiyah dan Ilmu Keguruan

Nama : Annisa Febrianti

Prodi : Pendidikan Bahasa Inggris

Fakultas : Tarbiyah dan Ilmu Keguruan

Judul : An Analysis of English Department Students’ Strategies

Menyatakan bahwa skripsi tersebut sudah layak diajukan untuk diujikan.

Demikian untuk diproses selanjutnya.

Jufriadi, S.S., M.Pd

Lamp :- Palopo,22 Desember 2020

Dekan Fakultas Tarbiyah dan Ilmu Keguruan

Nama : Annisa Febrianti

Prodi : Pendidikan Bahasa Inggris

Fakultas : Tarbiyah dan Ilmu Keguruan

Judul : An Analysis of English Department Students’ Strategies

Menyatakan bahwa skripsi tersebut sudah layak diajukan untuk diujikan.

Demikian untuk diproses selanjutnya.

Muhammad Iksan, S.Pd.,M.Pd

Skripsi berjudul An Analysis of English Department Students’ Strategies in

Induk Mahasiswa (NIM) 16 0202 0170, Mahasiswa Program Studi Pendidikan

dinyatakan layak untuk diajukan pada sidang ujian munaqasyah.

1. Amalia Yahya, S.E., M. Hum ( )

Penguji I tanggal: 5 Februari 2021

2. Andi Tenrisanna Syam, S.Pd., M.Pd ( )

Penguji II tanggal: 6 Februari 2021

3. Dr. Jufriadi, S.S., M.Pd ( )

Pembimbing I/Penguji tanggal: 6 Februari 2021

4. Muhammad Iksan, S.Pd., M.Pd ( )

Pembimbing II/Penguji tanggal: 6 Februari 2021

Bismillahirrahmanirrahim. Alhamdulillahi Rabill' Alamin, the researcher

to complete this undergraduate thesis. Shalawat and salam to our Prophet

Muslim in particular. This thesis entitled "An Analysis of English Department

Students' Strategies in Learning Speaking Skills at Home" submitted as a

compulsory fulfillment of the requirements for the undergraduate degree of

Islamic Institute of Palopo. Many people have provided motivation, support,

researcher would sincerely thank :

1. Prof. Dr. Abdul Pirol, M.Ag as the Rector of IAIN Palopo.

and Teacher Training Faculty of IAIN Palopo.

3. Amalia Yahya, S.E., M.Hum as the head of the English Education

Study Program of IAIN Palopo.

consultant I and consultant II for the time, guidances, helps, corrections,

suggestions, and kindness during completing and finishing this thesis.

the researcher that make this thesis better.

which have educated the researcher during her study.

mentioned one by one. Thank you for your presence.