1

LANGUAGE LEARNING STRATEGIES IN IMPROVING

SPEAKING SKILLS USED BY THE THIRD SEMESTER

STUDENTS OF ENGLISH LANGUAGE EDUCATION

DEPARTMENT AT THE UNIVERSITY OF

MUHAMMADIYAH MALANG

THESIS

By:

Desi Ani Indraswati

NIM. 201610100311172

ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

2020

LANGUAGE LEARNING STRATEGIES IN IMPROVING

SPEAKING SKILLS USED BY THE THIRD SEMESTER

STUDENTS OF ENGLISH LANGUAGE EDUCATION

DEPARTMENT AT THE UNIVERSITY OF

MUHAMMADIYAH MALANG

THESIS

This thesis is submitted to meet one of the requirements to achieve a Sarjana

Degree in English Language Education

By:

Desi Ani Indraswati

NIM. 201610100311172

ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

2020

Mottos

“Effort makes you. You will regret someday if you don’t do your best now. Don’t

think it’s too late to keep working on it” – Jungkook BTS

Dedication

This thesis specially dedicated to my beloved parents, my big family, and

all my friends that always support me and give me endles pray for my

success.

LANGUAGE LEARNING STRATEGIES IN IMPROVING SPEAKING

SKILLS USED BY THE THIRD SEMESTER STUDENTS OF ENGLISH

LANGUAGE EDUCATION DEPARTMENT AT THE UNIVERSITY OF

MUHAMMADIYAH MALANG

ABSTRACT

In learning a second language or foreign language, strategies are considered

as a crucial part of developing the learning progress. The learning strategy may thus

be defined as a plan and roadmap in implementing a series of activities arranged to

achieve such learning goals, understand other materials, and improve students’

learning. This research investigates language learning strategies in improving

speaking skills used by the third semester students of English Language Education

Department, at the University of Muhammadiyah Malang. The study addressed

what strategies the students used and the benefits of the implementation of those

strategies. In this study, the researcher applied a survey research design. The study

population and sample was taken from the third semester students, academic year

2019-2020, of English Language Education Department using a cluster random

sampling technique. It employed two techniques to collect the data information,

with a questionnaire (N =48) and interview surveys (N = 6). The finding shows that

various language learning strategies were applied by individual students to help and

support their own learning process. The strategies they use were memory, cognitive,

compensation, metacognitive, affective, and social strategies. The most frequently

used strategy in this study was metacognitive (M = 3.92). In addition, the results of

the data showed that three students use more than one strategy equally in learning

English speaking. Some of the general benefits discovered from the six language

learning strategies are very useful and helpful towards students’ learning process.

The students asserted that they can strengthen their memory system to store new

information in long-term memory (Memory), habituate themself at monitoring and

evaluating their learning (Metacognitive), gain much information from the other

friends while practicing together (Social), and also make learning speaking more

enjoyable and easier.

Key words: Language Learning Strategies, Speaking.

ACKNOWLEDGMENTS

All praises to Allah SWT for his guidance throughout the process of

research to complete this thesis successfully. Sholawat and salam shall always be

praised to prophet Muhammad SAW who set us in right way.

I would like to express my deepest gratitude to Mrs. Nina Inayati, S.Pd.,

M.Ed and Mrs. Rahmawati Khadijah Maro, S.Pd., M.PEd as my thesis advisors for

guidance, ideas, and feedback given to me all this time. Thanks to the generous help

from both parties, I was able to successfully complete this research under their

guidance.

Finally, I would like to say thank you so much to my family who always

support me both financially and mentally, especially my beloved parents, my

younger brothers and also my older sister. I will never forget to say many thanks to

my classmates, especially Indria, Zia, Elsa, Marisa, Cindyta, Dea, and others. Also

my beloved roommates, Suci and Lisa. Thank you very much for supporting and

assistancing at certain stages during the process of writing this thesis.

Malang, October 20, 2020

Desi Ani Indraswati

TABLE OF CONTENTS

Approval ............................................................................................................... iii

Mottos and Dedication ........................................................................................... v

Author’s Declaration of Originality ...................................................................... vi

Acknowledgments .............................................................................................. viii

Table of Contents .................................................................................................. ix

List of Tables ........................................................................................................ xi

List of Appendices ............................................................................................... xii

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

1.1 Research Background ................................................................................. 1

1.2 Research Problems ..................................................................................... 4

1.3 Research Objectives ................................................................................... 5

1.4 Scope and Limitation ................................................................................. 5

1.5 Research Significance ................................................................................ 5

1.6 Definition of Key Terms ............................................................................ 6

CHAPTER II: REVIEW OF RELATED LITERATURE ..................................... 7

2.1 Language Learning Strategy ..................................................................... 7

2.2 Taxonomy of Language Learning Strategy by Experts .............................. 8

a. Rubin’s Taxonomy of Language Learning Strategies ...........................8

b. O’Malley’s Taxonomy of Language Learning Strategies .................... 9

c. Oxford's Taxonomy of Language Learning Strategies ........................ 9

d. Brown’s Taxonomy of Language Learning Strategies ....................... 11

2.3 Speaking Skills ......................................................................................... 14

2.4 Strategies for Learning Speaking ............................................................. 15

CHAPTER III: RESEARCH METHOD ............................................................. 20

3.1 Research Design ....................................................................................... 20

3.2 Population and Sample ............................................................................. 21

3.3 Data Collection ......................................................................................... 23

3.3.1 Techniques and Instruments ......................................................... 23

3.3.2 Procedure .............................................................................. ....... 27

3.4 Data Analysis ........................................................................................... 27

CHAPTER IV: FINDING AND DISCUSSION .................................................. 30

4.1 Finding ...................................................................................................... 30

4.1.1 Learning Strategies Used in Learning English Speaking ............. 30

4.1.2 The Benefits of Each Strategy in Learning English Speaking ..... 37

4.2 Discussion

4.2.1 Learning Strategies Used in Learning English Speaking ............. 41

4.2.2 The Benefits of Each Strategy in Learning English Speaking ..... 42

CHAPTER V: CONCLUSION AND SUGGESTIONS ...................................... 47

5.1 Conclusion ................................................................................................ 47

5.2 Suggestions ............................................................................................... 48

REFERENCES ..................................................................................................... 50

APPENDICES ...................................................................................................... 53

LIST OF TABLES

Table 2.1. Taxonomy of language learning strategy by experts

Table 2.2. Average Percentage of Speaking Strategies Used by Indonesian Tertiary

Students

Table 2.3. The Strategies Used by Indonesia's EFL Speaking Class

Table 3.1. Items of SILL Questionnaire

Table 3.2 .The Strategies Used by the 3rd Semester Students

Table 3.3. The Benefits of Each Strategy in Learning English Speaking

Table 4.1. Language Learning Strategies Used by the Third Semester Students

Table 4.2. The Students Used More Than One Strategy

Table 4.3. The Benefits of Each Strategy in Learning English Speaking

LIST OF APPENDICES

APPENDIX I : Questionnaire Form

APPENDIX II : The Results of the Questionnaire

APPENDIX III : Speaking Strategy Interview

APPENDIX IV : Transcription of the Interviews

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