Author (Penulis)

YUANITA SUKMAWATI
Universitas Nusantara PGRI Kediri

Author Identity (NPM)

13.1.01.08.0119

Abstract

Abstract Yuanita Sukmawati: An Analysis of Students’ Learning Strategies in English Speaking of Second Grade at MTsN 1 Kediri Academic Year 2016/2017, Skripsi, English Department, Faculty of Teacher Training and Education, UN PGRI Kediri, 2017. Key words : Learning strategies, speaking Speaking is the most important skill that is needed to communicate with others. Because by speaking, students can share their idea or meaning to another so they can understand each other. In learning English speaking, people need a language learning strategy to make the learning running well. In reality, the students do not realize what learning strategies are suitable to mastery speaking and also most of them do not apply their strategies in the right way in speaking. The students still ignore about their language learning strategies for speaking. It make them face many problem in learning English. The aims of the study to find the typical language learning strategies and the way how students applied these strategies. The researcher used qualitative approach. This research is descriptive research. The subject of this research are two students who have high score in VIII B superclass at MTsN 1 Kediri. The instruments to collect the data were interview, observation and documentation. Then, to analyze the data the researcher used data reduction to reducing by making summary data, data display by making explanation, conclusion could answer the research question. The result of the research showed that from six types of learning strategies based on Oxford theory, the students who have high score in English speaking used all types of learning strategies. Although, the types of learning strategies that are used by high score students 1 and 2 were same types and there were also some different types of learning strategies that they used. The types of language learning strategies that mostly used by the student 1 and 2 are indirect strategies (Metacognitive strategy, affective strategy and social strategy). Then, students 1 and 2 applied these strategies in different ways. The students who have high score applied these strategies appropriate based on sub indicators but they used different sub indicators of each strategy to increase their English speaking. From the finding above, this research will give valuable contribution for the English teacher to find teaching strategies that are suitable with the students’ learning strategies. The researcher hopes this research is thus important to be conducted in order to inform teachers and learners to enhance better learning qualities.

Keyword

a

Reference

PUBLISHED

2017-08-11

JOURNAL

Simki-Pedagogia

ISSN

2599-073X

ISSUE

Vol. 01 No. 07 Tahun 2017

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