SKRIPSI (Chani Nadya FIX)

CHAPTER I
INTRODUCTION
This chapter will discuss the background of the study, problem statement,
and limitation of the problem, objective of the research, research question and
assumption, and benefits of the research.
A. Background of the Study

English language consists of four skills, namely: listening, speaking,
reading, and writing. Listening and reading are input competence, and speaking
and writing are output competence. Listening and speaking competence prefer to
be more important in human communication daily life. One of them which are
elaborated more is speaking. Speaking is a crucial part of the language learning
process, it is a key of active communication. In addition, speaking has become
more important skill for English teacher or candidate of English teacher.
Spoken English is different from written English but it has a good relation
in the midst of listening. The ability to listen to English effectively is very
significant, because good listening is also an important step to good speaking
(Zhang, 2009: 201). In addition, students of English Education Department of
Universitas Islam Nusantara have little chance to communicate with native
speaker because almost student in this university are Indonesian. They have to
practice more in speaking English. Such speaking activities as split information
tasks, interview, and ranking, making decision, strip story and problem-solving
role play require learners not only to repeat language items but also produce the
generative use of the language (Meng, 2009: 223).
There are many researchers who have conducted research focusing on
speaking, among others are: Learning Strategies Used by English Department
Students in Learning Pronunciation by Wulandari (2016), Strategy for Developing
Speaking Skill Used by Students of English Education Department: Case Study
by Darwanto (2014) and Language Learning Strategies of English Education
Department of FITK by Lestari (2015). In speaking context, research in learning
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speaking strategies is conducted rarely. That is why, the writer will conduct a
research focusing on learning speaking strategies. Moreover, the present study
investigates the students of English Education Department’ effort in getting best
of their strategies for developing their speaking skills that have been unexplored
by the previous study.
Speaking is communication process between at least two people and
speaking is a way to express someone’s idea. Speaking seems to be easy to do, but
we do not only speak, we also communicate each other with people by using
language. Since English is a foreign language in Indonesia, most of the students
might feel difficult to speak English.
In speaking skill, the students often find some problems. The problem
frequently found that their first language causes them to get difficulty in using the
second language. In order to become successful in speaking, the students need
particular learning strategies. Some students are good and some they are failed. It
might be caused by the language learning strategies. Since learners have their own
characteristics, they would exploit different learning strategies that are useful and
comfortable to them.
In School of Teacher Training and Education Faculty of UNINUS,
English Education Department is a good department in UNINUS. Therefore, it is
important to conduct a research in strategies for developing speaking skill used by
students of English Education Department. Students of English Education
Department of UNINUS are as foreign language learners, their ability in
understanding English are developing. Moreover, the researcher wants to
contribute for the development of communication in English Education
Department of UNINUS by conducting research in speaking skills’ strategies. The
researcher is interested in conducting this research to know what strategies are
used by students of English Education Department of UNINUS to develop their
speaking skills.
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B. Problem Statement
There are many possible reasons why students think that speaking English
is difficult to learn. In Indonesian context, According to Umamah (2008) and
Novitasari (2009) found students with higher speaking proficiency use social
strategies more frequently than students with lower speaking proficiency. The
researchers is motivated by weakness some students who do not have a strategy in
learning speaking when they are do speaking class. The weakness are the students
fell confuse when will note taking in the class, and the students fell confuse
knowing the limits of their ability to learn English. Therefore researchers
considers that it important to investigate the problem.
C. Limitation of problem
In this research, the writer focuses on the strategies for developing speaking
skill including pronunciation, vocabulary, intonation, and fluency are used by
three students of fifth semester of English Education Department of UNINUS.
D. Objectives of the Research

The objective of this research is divided into two parts; they are general
objective and specific objectives.
1. General objective
The general objective of this research is to analyze of O’Malley
learning strategies applied by students of English department while engaging
in speaking activity.
2. Specific objectives
The specific objectives of this research are:
a. To find out the problems that may encounter by students in speaking
activities.
b. To find out how the students apply their learning strategies in speaking
practice.
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c. To classify the learning strategies based on Metacognitive, Cognitive, and

Socio-Affective.
E. Research Question and Assumption
1. Research Questions
Based on the background of the study, this research will be
conducted to answer these question:
a. Are the strategies undertaken by students included in the
classification of Metacognitive, Cognitive, and Socio-affective?
b. How students apply their learning strategies in speaking activities?
2. Assumption
According to O’Malley learning strategies are defined as process
which are consciously selected by learners. The researcher has
assumption that learning strategy is important to student, because with the
appropriate strategy student will easily achieve goals. Thus, based on
researcher experience some students who have good speaking skills, have
a specific method in learning speaking.
3. Benefits of the Research

The researcher expects that the result of this research will give benefits to
many aspects in the field of English language learning in general and specifically
to the teachers, students, and other researchers. The researcher delivers some
benefits and practical benefits.
1. Theoretical Benefits
a. For Teachers
For the teachers, hopefully this research can give contribution
to develop strategy in learning speaking through metacognitive
strategies.
b. For Students
For the students, hopefully by using O’Malley strategies the
students can give more knowledge about strategy in learning
speaking.
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c. For Other Researchers

For other researchers, hopefully this research can be used as
overview and description to doing some research.
2. Practical Benefits
a. For Teachers
O’Malley strategies can be an innovation for teaching
speaking skill.
b. For Students
For the students, this research hopefully help students to learn
speaking skill.
c. For Other Researchers
For the other researchers, this strategy can be used one of
references, because this strategy can give innovation for researchers
who want to do same research.
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CHAPTER II
LITERATURE REVIEW
In this chapter researcher describes some theories of learning strategies,

language learning strategies, speaking learning, O’Malley learning strategies as a
one of language learning strategies, and previous research.
A. Learning Strategy
The definition of language learning stated by Cohen (1998: 4), he defines
language learning as a process consciously selected by learners and which may
result in action taken to enhance the learning or use of a second language, through
storage, retention, recall and application of information about language. While
according Rabinowitz and Chi, in Budiarti (2012) “Strategies are complex skills,
person attempting to apply unfamiliar strategies to a demanding task will have
difficulties in controlling processing that can be anticipated from performing two
complex task simultaneously.
To understand the meaning of language strategy is important in learning

and teaching English. Based on Brown (2007), strategy is a specific method in
approaching a problem or manipulating information to achieve goals. In
education, gradually the concept of strategy has a big influence in learning.
Based on Darmasyah (2010), learning strategy is all about perspective,

thought, patterns, and direction that taken for gaining effective learning.
Meanwhile, O’Malley and Chamot (2003), learning strategy is the special thought
and behavior that individuals use to help them comprehend, learn, or retain new
information. Learning strategies is also defined by Cook (2008) as the learner’s
choice in using and learning the language.
Based on the Cambridge Advanced Learner’s Dictionary, strategy is a

detailed plan for achieving success in situations such as war, politics, business,
industry, or sport, or the skill of planning for such situations. “Strategies are
complex skills, person attempting to apply unfamiliar strategies to a demanding
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task will have difficulties in controlled processing that can be anticipated from
performing two complex task simultaneously“ (Rabinowitz and Chi, in Budiarti,
2012: 11).
Learning a language is not complete without learning speaking strategy.
According to Lazaraton (in Fauziati, 2010: 17). There are four numbers of
features that interact to make speaking a challenging task for foreign language
learners. 1) Fluent speech contains reduced forms, such as contractions, vowel
reduction, and elision. 2) Slang and idioms are often used in speech. 3) Learners
must acquire the stress, rhythm, and intonation of English speaking. 4) the most
difficult aspect of spoken English is that it is almost always accomplished via
interaction with at least one other speaker.
Based on the explanation above, it can be seen that learning strategy is
what learners taken in order to complete learning tasks and effective learning.
B. Language Learning Strategy in Speaking
English learning strategies are complex procedures that individuals apply
to tasks, consequently, they may be represented as procedural knowledge
which be acquired through cognitive associative and autonomous stages of
learning, (Serri, Aliakbar,Boroujeni & Hesabi, 2012) in early stages of learning
the strategies may be conscious and later be showed unconsciously. There are
some learning strategies according to expert:
1. Rubin’s Classification
According Rubin (in Fauziati, 2010: 152) to the criteria of whether
the strategy contributes directly or indirectly to learning, Rubin proposed a
classification scheme that subsumes learning strategies under two primary
groupings and a number of subgroups. She describes a typology of three
major kinds of strategies: learning, (interactive) communication, and social
strategies. Learner strategies “contribute to the development of the language
system and affect learning directly”. Language learning strategies are further
categorized in cognitive and meta-cognitive strategies, which directly affect
the development of the language system constructed by the learner. Rubin’s
cognitive strategies include: clarification/verification, guessing/inductive
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inference, deductive reasoning, practice (e.g. repetition, rehearsal,

experimentation, and application of rules, imitation, attention to detail),
memorization, and monitoring.
Meta-cognitive strategies involve various processes such as planning,
prioritizing, setting goals, and self-management. Communication strategies
are less directly related to language learning since they focus on the process
of participating in a conversation and getting the speaker understood or
clarifying his original intention. Social strategies, which contribute indirectly
to language learning, are described by Rubin as activities affording them
opportunities to be exposed to and practice their knowledge. They include:
questions to fellow students/teachers/native speakers, initiating
conversations, listening to L2 media etc.
2. Oxford’s Classification
Oxford has developed a system of language learning strategies that is
more comprehensive and detailed than earlier classification models.
However, as Oxford herself concedes, there is no agreement on the basic
definitions of the terms ‘direct’ and ‘indirect’, nor on “exactly what strategies
are; how many strategies exist; how they should be defined, demarcated, and
categorized”. Direct strategies, which “involve direct learning and use of the
subject matter, in this case a new language” are subdivided into three groups:
memory strategies, cognitive strategies and compensation strategies.
Indirect language learning strategies, which “contribute indirectly but
powerfully to learning”, are also subdivided into three groups: meta-cognitive
strategies, affective strategies and social strategies. According to Oxford
(1990), memory strategies such as creating mental linkages and employing
actions, aid in entering information into long-term memory and retrieving
information when needed for communication. Cognitive strategies, such as
analyzing and reasoning, are used for forming and revising internal mental
modes and receiving and producing messages in the target language.
Compensation strategies, such as guessing unknown words while listening
and reading or using circumlocution in speaking and writing, are used by
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learners when a language task is beyond their reach, to make up for their
incompetence in the target language so as to continue the communication.
Meta-cognitive strategies help learners to regulate their learning
through planning, arranging, focusing, and evaluating their own learning
process. Affective strategies enable learners to control feelings such as
confidence, motivations, and attitudes related to language learning. Social
strategies, such as asking questions and cooperation with others, facilitate
interaction with others, often in a discourse situation. Although many factors
might influence the degree to which and the way in which language learners
use specific strategies, generally speaking, they will apply all the different
strategies depending on their cultural and ethnic background, personality,
gender, proficiency, language learning purpose, cognitive style, the task at
hand, etc. And all these types of strategies are important to good language
learning.
As Oxford put it, “strategies are especially important for language
learning because they are tools for active, self-directed involvement, which is
essential for developing communicative competence.”
C. Speaking Practice
Speaking is an interactive process of constructing meaning that
involves producing and receiving and processing information (Brown, 1994;
Burns & Joyce, 1977). Its form and meaning are dependent on the context in
which it occurs, including the participants themselves, their collective
experiences, the physical environment, and the purposes for speaking.
However, speech is not always unpredictable. Speaking requires that learners
not only know how to produce specific points of language such as grammar,
pronunciation, or vocabulary, but also that they understand when, why, and in
what ways to produce language. According to Brown (1994) there are six
possible task categories in speaking practice:
a. Imitative
Drills in which the learner simply repeats a phrase or structure for
clarity and accuracy.
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b. Intensive
Drills or repetitions focusing on specific phonological or
grammatical points, such as minimal pairs or repetition of a series of
imperative sentences.
c. Responsive
Short replies to teacher or learner questions or comments, such as a
series of answers to yes/no questions.
d. Transactional
Dialogues conducted for the purpose of information exchange,
such as information-gathering interviews, role plays, or debates.
e. Interpersonal
Dialogues to establish or maintain social relationships, such as
personal interviews or casual conversation role plays; and
f. Extensive
Extended monologues such as short speeches, oral reports, or oral
summaries.
D. O’Malley Language Strategies as a Language Learning Strategies
O’Malley et al, divide language learning strategy into three main
subcategories, namely: metacognitive strategies, cognitive strategies, and socio-
affective strategies (O’Malley et al, in Fauziati. 2010: 153).
1) Metacognitive strategies
Metacognitive strategies refer to a term used in information-
processing theory to indicate an “executive” function that is the strategies
which involve planning for learning, thinking, about learning process as it
is taking place, monitoring of one’s production or comprehension, and
evaluating learning after an activity is completed.
Metacognitive strategies are classified into eight subcategories those
are advance organizer, directed attention, selective attention, self-
management, functional planning, self-monitoring, self-evaluation, and
delayed production.
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a. Advance Organizers
Advance organizers are making in general but
comprehensive preview of the organizing concept or principle in
an anticipated learning activity (O’Malley et al, in Fauziati,
2010:153).
b. Directed Attention
Directed attention is deciding in advance to attend in
general to a learning task and to ignore irrelevant distracters
(O’Malley et al, in Fauziati, 2010:153).
c. Selective attention
Selective attention is deciding in advance to attend specific
aspects of language input or situational details that will cue the
retention of language input (O’Malley et al, in Fauziati,
2010:153).
d. Self-Management
Self-management is understanding the conditions that one
learn and arranging for the presence of those conditions
e. Functional Planning
Functional planning is planning for and rehearsing
linguistic components necessary to carry out an upcoming
language task (O’Malley et al, in Fauziati, 2010:153).
f. Self-Monitoring
Self-monitoring is correcting one’s speech for accuracy in
pronunciation, grammar, vocabulary, or for appropriateness
related to the setting or to the people who are present (O’Malley et
al, in Fauziati, 2010:153).
g. Delayed Production
Delayed production is consciously deciding to postpone
speaking in order to learn initially through listening
comprehension (O’Malley et al, in Fauziati, 2010:153).
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h. Self-Evaluation
Self-evaluation is checking the outcomes of one’s own
language learning against an internal measure of completeness
and accuracy (O’Malley et al, in Fauziati, 2010:153).
2) Cognitive Strategies
Cognitive strategies are more limited to specific learning tasks and
they involve more direct manipulation of the learning material itself.
Cognitive strategies are classified into fourteen subcategories those are
repetition, resourcing, translation, grouping, note taking, deduction,
recombination, imagery, auditory representation, key word,
contextualization, elaboration, transfer, and inferencing.
a. Repetition
Repetition is imitating a language model, include overt
practice and silent rehearsal (O’Malley et al, in Fauziati,
2010:153).
b. Resourcing
Resourcing is using target language reference materials
c. Translation
Translation is using the first language as a base for
understanding and/or producing the second language (O’Malley et
al, in Fauziati, 2010:153).
d. Grouping
Grouping is reordering or reclassifying, and perhaps
labelling the material to be learned based on common attributes
e. Note taking
Note taking is writing down the main idea, important
points, outline, or summary of information presented orally or in
writing (O’Malley et al, in Fauziati, 2010:153).
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f. Deduction
Deduction is consciously applying rules to produce or
understand the second language (O’Malley et al, in Fauziati,
2010:153).
g. Recombination
Recombination is constructing a meaningful sentence or
larger language sequence by combining known elements in new
way (O’Malley et al, in Fauziati, 2010:153).
h. Imagery
Imagery is relating new information to visual concepts in
memory via familiar, easily retrievable, visualizations, phrases, or
locations (O’Malley et al, in Fauziati, 2010:153).
i. Auditory Representation
Auditory representation is retention of the sound or a
similar sound for a word, phrase, or longer language sequence
j. Key word
Key word is remembering a new word in the second
language by identifying a familiar word in the first language that
sounds like or otherwise resembles the new word and generating
easily recalled images of relationship between the new word and
the familiar word (O’Malley et al, in Fauziati, 2010:153).
k. Contextualization
Contextualization is placing a word or phrase in a
meaningful language sequence (O’Malley et al, in Fauziati,
2010:153).
l. Elaboration
Elaboration is relating new information to other concepts in
memory (O’Malley et al, in Fauziati, 2010:153).
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m. Transfer
Transfer is using preciously acquired linguistic and/or
conceptual knowledge to facilitate a new language learning task
n. Inferencing
Inferencing is using available information to guess meaning
of new items, predict outcomes, or fill in missing information
3) Socio-Affective Strategies
Socio-Affective strategies have to do mediating activities and
interacting with others. Socio-Affective strategies are classified into two
subcategories those are cooperation and question for clarification.
a. Cooperation
Cooperation is working with one or more peers to obtain
feedback, pool information, or model a language activity
b. Question for clarification
Question for clarification is asking a teacher or native
speaker for repetition, paraphrasing, explanation, and/or examples
(O’Malley et al, in Fauziati, 2010:153)
E. Previous Research
Related to this research, there are some previous study had been done,
and they are different problem and object with this study.
a. The first research is conducted by Hermin Dwi Wulandari (2016) entitle is
“Learning Strategies Used by English Department Students in Learning
Pronunciation.” The purpose of the research is to observe what learning
strategies used in learning pronunciation, and how the strategy help
English department students to master English pronunciation. She using
qualitative research. She applied basic interpretative research and there
were 7 students participated in this research in which they belonged to the
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students who have good pronunciation. Purposive sampling was used in

which the students were chosen based on their score for both
pronunciation and speaking courses and achievement for their GPA and
ESC’s level. The results showed that the students used various strategies in
learning pronunciation. Those the strategies are conducted to improve
English pronunciation inside and outside of classroom and to solve
pronunciation difficulty. Based on the result, the students improve their
pronunciation through various strategies which are categorized into six
types. Those are cognitive, memory, compensation, and metacognitive,
social, and affective strategy. All the students apply more than one
strategies so that they can learn pronunciation from different strategies.
This research shows that in terms of the students’ perspectives, most of
them argues that learning pronunciation through those who use English as
mother tongue or native speaker is the best way. She state that native
speaker is the credible sources and standard of English which must be
followed. Based on the problem above, the researcher chosen this article to
be previous research. The problem above have some similarity with the
problem to be studied that is observation learning strategies that used in
students English Department. Then, She used qualitative research same
with this research. But, there two differences that are the problem above
observation pronunciation, while this research observation speaking.
b. The second is conducted by Agung Darwanto (2014), entitle is “Strategy
for Developing Speaking Skill Used by Students of English Education
Department: Case Study.” He investigates strategies for developing
speaking skill used by students of English Education Department of
Muhammadiyah University of Surakarta. The purpose of this study is to
describe the strategies in developing speaking skill. Type of the research
conducted by the writer is case study. In this research, the object of the
research is strategies for developing speaking skills which are used by 3
students of third semester of English Education Department of UMS. The
data of this research are elicited by field note and interview. The result of
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this research shows that the students applied almost all of the strategies
proposed by O’Malley et al including meta-cognitive strategies, cognitive
strategies, and socio-affective strategies in mastering their speaking skill.
In meta-cognitive strategies, the students use seven to eight strategies,
namely: advance organizer, selective attention, self-management,
functional planning, self-monitoring, and self-evaluation. In cognitive
strategies, the students used twelve to fourteen strategies, namely:
repetition, resourcing, grouping, note taking, deduction, recombination,
imagery, auditory representation, key word, contextualization, elaboration,
and inferencing. And in socio-affective strategies, the students used two
strategies, namely: cooperation and question for clarification. Based on the
problem above, the researcher chosen this article to be previous research.
The problem above have some similarity with the problem to be studied
that is observation learning strategies that used in students English
Department. Then, he used qualitative research same with this research
especially using case study. But, the differences is previous research above
used old theory about learning strategy, this research using the latest
theory.
c. The third research is conducted by Nurlina Oktaviani Lestari (2015),
entitle is “Language Learning Strategies of English Education Department
of FITK.” This research was to describe learning strategies employed by
the students of English Education Department at UIN Syarif Hidayatullah
which pursue in the fourth. The participants were examined through
Strategy Inventory for Language Learning (SILL). She used descriptive
research design to answer the question of study. The result of the study
reveals the FITK students used all learning strategies. Based on the
problem above, the researcher chosen this article to be previous research.
The problem above have some similarity with the problem to be studied
that is observation learning strategies that used in students English
Department. But, she used quantitative research to answer the question,
while this research using qualitative.
CHAPTER III
RESEARCH METHODOLOGY
This chapter provides research approach, research design, data

collection, data analysis and participants.
A. Research Approach
The research method in this research is qualitative method.
According (Cresswell, 2012:16) Qualitative research is the best suited to
address a research problem in which you do not know the variables and
need to explore. The literature might yield little information about the
phenomenon of study, and you need to learn more from participants
through exploration. In other word, qualitative research deals with how the
students understand about the material given.
According (Creswell, 1998:15) Qualitative research involves the
studied use and collection of a variety of empirical materials-case study,
personal experience, introspective, life story, interview, observational,
historical, interactional, and visual texts that describe routine and
problematic moments and meaning in individuals lives.
Qualitative research is an approach that rival particularly social
situation by describing reality correctly, form by the word based on
techniques of collecting and analyzing relevant data obtained from a natural
situation.
The study is indicated the fact that student’s whether using
O’Malley strategy as strategy in learning speaking or not, and then how the
use of strategy in learning speaking. The researcher uses qualitative
approaches to explore the behavior, perspectives, feelings and experiences
of students. So, the researcher concludes by observing the learning
speaking activities of students in the classroom, using their strategies.
In this research, the researcher uses qualitative method to
understand about using O’Malley strategies in speaking activities in class.
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B. Research Design
This research is using qualitative approach to answer the research
questions. A case study is a problem to be studied, which will reveal an in-
depth understanding of a “case” or bounded system, which involves
understanding an event, activity, process, or one or more individuals
(Creswell, 2002: 61). Meanwhile, Emilia (2005) who states that a case
study design is employed in “a small scale, a single case”, focus on one
particular instance of educational experience or practice. The researcher
decision to use this method was based on the researcher’s intention to get
an in-depth strategy used in learning speaking.
The grounded case study mainly focuses on goals and ambitions
within corporation. This method is often built on some kind of
organizational model (Heath 2005). Stake (1995) presents three types of
case studies: a) Instrumental case studies, b) intrinsic case studies, c)
collective case studies. The researcher use instrumental case study to
describe certain circumstance or research question of interest.
The researcher starts to make an instrument to get the data to find
out the strategy used by students through O’Malley strategies.
C. Data Collection
1. Technique(s) of Collecting the data
Data collection for the individual case studies follows those rules
and guidelines for collecting data relevant to each of types of data to be
used. The researcher has to organize the data were obtained by
observation, and interview to get a valid information of data. According to
Cresswell (2012:238) that organization of the data is critical in qualitative
research because of the large amount of information gathered during a
study. In collecting data the researcher using two techniques, which are
observation and interview. The researcher using observation to know
whether the strategy is used by participant or not. The researcher enter the
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class to observe the participant while doing speaking class. For interview
the researcher made 24 question about O’Malley strategy that will be
asked to the participant.
a. Observation
The researcher conducted observation to find out what the
participants apply the strategies in speaking activities. The researcher did
observation in three students of fifth semester in English Department of
UNINUS. The observation did on October, 1 2018 at 16.40 pm in
teaching speaking class.
b. Interview
The researcher conducted the interview to find out and ask to the
interviewee about 24 questions about O’Malley strategies classification.
There are three participants to be ask about 24 questions about O’Malley
strategies classification. The interview conducted at class of PAUD at
11.00 pm on October, 2 2018.
2. Instrument of the Research
The instruments used to collect data were the interviews,
questionnaire, and observations.
a. Observation Sheet
Observation is the process of gathering the information by
observing the people and place of the research objective
(Cresswell, 2008). In this research the researcher would like to
observation how three students doing speaking in class especially
in speaking class.
The researcher applied some process in conducting the
observations. Regarding to what Cresswell (2008) proposed, that
the researcher could obtain more understanding of the site
proposed and individuals by conducting multiple observations, the
researcher conducted four times observations in order to gain more
information. In the observations, field notes and recording were
also conducted. They helped the researcher to recheck the data
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easily in categorizing the theory with the implementations of

theory.
b. Interview Guidance
One of the instruments applied in collecting data was
interview. Interview is an appropriate method to get deeper
information in qualitative research (Cresswell, 2008). The
interview was conducted in one-on-one interview where researcher
asked the question directly to one interviewee in collecting the data
(Cresswell, 2008).
The researcher choose interview because by doing
interview, the researcher can get deeper information that cannot be
obtained in observation. Interview can help researcher to know
what the strategies are used by students. The interview was
conducted in one-on-one interview where researcher asked 24
questions directly to one interviewee. The researcher records
answers supplied by the participant in the study during the
interview. The interview is consisting of twenty four questions
about O’Malley strategies. There are eight question about
metacognitive strategies, fourteen questions about cognitive
strategies, and two questions about socio-affective strategies. After
interview the researcher will group into each strategy.
D. Validity and Reliability
This research applies triangulation methodology that uses more
than one research method or data collection techniques. According to
Creswell (2012:259) triangulation is the process that involves the multiple
sources in gathering the data in order to reinforce the evidence. The
triangulation is used to investigate the data.
Validity is an important consideration of a research instrument.
Fraenkel, Wallen, and Hyun (2012:112) states that it permits researcher to
draw warranted conclusions about the characteristics of the individuals
studied, and a reliable instrument is one that give consistent results.
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Fraenkel, Wallen and Hyun, (2012) states the concepts of validity

and reliability as the apply to the use of instrument in educational research.
There are two important concepts in qualitative research, in this research
the researcher applying the observation and interview.
E. Data Analysis
The data will be analysed were observation and interview .The data
will be analysed by the researcher qualitatively. The qualitative data
analysis is used to analyse the data from observation and interview.
1. Analyzing Observation
Observation is method of collecting data using observation to the

research object. Object that observed are the activities of learning
strategies activities and the activities of the subject research in the
classroom. There are three students of fifth semester of English Education
Department of Universitas Islam Nusantara. The researcher used the
observation sheet in observing class condition in learning process. In
observation stage, the researcher has been helped by the teacher observing
the whole activities in the class during the lesson from opening until
closing. In addition, the writer also observed what was going on in the
classroom and observed.
2. Analyzing Interview
An interview is a conversation where questions are asked and
answers are given. In common parlance, the word "interview" refers to
a one on one conversation with one person acting in the role of
the interviewer and the other in the role of the interviewer The
interviewer asks questions, the interviewee responds, with participants
taking turns talking. This is probably the most common method used in
qualitative research. It aims to find common patterns across a data set.
It usually follows these steps:
- Getting familiar with the data (reading and re-reading).
22
- Coding (labeling) the whole text.

- Searching for themes with broader patterns of meaning.
- Reviewing themes to make sure they fit the data.
- Defining and naming themes.
- The write-up (creating a coherent narrative that includes quotes
from the interviewees).
The researcher collecting the data by interview. The researcher
makes 24 specific questions. The question will find out all about learning
strategies in learning speaking of 3 students of English Department
Students which deals with speaking. There are 24 questions that consists
of three main subcategories of language learning strategy, namely: meta-
cognitive strategies, cognitive strategies, and socio-affective strategies. In
addition, the writer is able to get the information which may be unable
found in observation.
F. Participants
In order to be able answer the research questions, selecting of
participant must be appropriate. The sampling design is based on the
judgement of the researcher as to who will provide the best information to
succeed for the objectives study.
The research is conducted at Universitas Islam Nusantara, in fifth
semester regular class. There are three students in Universitas Islam
Nusantara participated in this research in which they belonged to the
students who have good speaking. The data including the students’ attitude
in learning English speaking skill, their behaviors toward English speaking
skill, and their habits of using the strategies in learning English specially
to master speaking skill. The secondary sources come from their peers,
teacher and their surrounding where the researcher may get additional
information. Purposive sampling is used in which the students were
chosen based on their score for speaking in class.
23
CHAPTER IV
RESEARCH FINDINGS AND INTERPRETATION
This chapter presents data analysis and interpretation of the findings

gained from observation and interview. The analysis of those findings cover
research subject description, research findings, interpretation of research findings.
The findings were analyzed based on the data collection techniques in order to
gain a comprehensive analysis and valid data conclusions.
A. Research Subject Description

This observation was taken at Universitas Islam Nusantara Bandung. The
University located at Jl. Soekarno Hatta no. 530, Bandung. The participants of the
study is the 5rd semester/ 3rd grade of English Department students. The researcher
following one time learning process in class.
This research was conducted in once observation, 1x 2 JP (90 minutes).
Before conducting the observation, the writer make instruments, those are:
observation, and interview.
Based on the interview and observation done by writer with the three
students (W, F and G) which are students of fifth semester of English Education
Department of UNINUS on October 1, 2018 in campus UNINUS, the writer
collects the data which refers to answer research questions. It is about learning
strategies in speaking which deals with O’Malley et al theory including meta-
cognitive strategies, cognitive strategies, and socio-affective strategies.
B. Research Findings
The data were analyzed which are in line with research question
formulated in chapter I and analysis formulated in chapter III. The data are
analyzed to answer the research question “Are the strategies undertaken by
students included in the classification of Metacognitive, cognitive and socio-
24
affective?”, And “How students apply their learning strategies in speaking

activities?” Instrumental case study is used as the research method in this study
and the data are analyzed qualitatively. The data are presented based on the data
collection techniques and research question and the data from observation, and
interview, and questionnaire.
 Interview
1. Meta-cognitive strategies
a. Advance Organizers
Advance organizers are making in general but comprehensive preview of
the organizing concept or principle in an anticipated learning activity
(O’Malley et al, in Fauziati, 2010:153). Based on the description of advance
organizers above, the writer has the same question which deals with advance
organizers and the answer are:
Participant 1
No Question Answer
1. Do you make a note or concept Yes, I often make concept for

before presenting in the class? speaking lesson, because from the
concept I made I will understand the
material
Participant 2
No Question Answer
1. Do you make a note or concept I often make concept, but only for
before presenting in the class? certain material. Example, the
lecturer has told the material to be
studied, and then I made the
concept.
Participant 3
No Question Answer
1. Do you make a note or concept I make concept depend on what is

25
before presenting in the class? the material of speaking. If the

material of speaking not
complicated I’m not make concept.
From the research findings above, it can be show that the three students
applied the advance organizer learning strategy in mastering their speaking skill
by making concept before they are learning speaking in the class.
b. Directed Attention
Directed attention is deciding in advance to attend in general to a learning
task and to ignore irrelevant distracters (O’Malley et al, in Fauziati, 2010:153).
Based on the description of directed above, the writer has some questions which
deals with directed attention for all the informants and the answer are:
Participant 1
No Question Answer
1. Do you always focus with the I listen the distorted things, because
material in the class? I think the distorted things it might
be a learning reference or
experience
Participant 2
No Question Answer
1. Do you always focus with the I stay focused on the material

material in the class?
Participant 3
No Question Answer
1. Do you always focus with the I more focus on special things, so

material in the class? not on deviate things
In the result of interview there are two students who apply directed
attention learning strategy in mastering speaking skill. While the student one
preferred to did not apply directed attention in mastering her speaking skill.
26
Based on the result above, it can be show that the students did not only
concentrate on hearing the lecturer’s explanation, but also did not ignore it too.
c. Selective attention
Selective attention is deciding in advance to attend specific aspects of
language input or situational details that will cue the retention of language input
(O’Malley et al, in Fauziati, 2010:153). Based on the description of selective
attention above, the writer has some questions which deals with selective
attention for all the informants and the answer are:
Participant 1
No Question Answer
1. Do you make a special concept? I focused on general skill first.

For example the concept for Because the specific skill is
learning pronunciation. depending on general skill
Participant 2
No Question Answer
1. Do you make a special concept? I’m more focused to specific skill

For example the concept for because it is more detailed
learning pronunciation.
Participant 3
No Question Answer
1. Do you make a special concept? I’m more focused on specific skill.

For example the concept for Especially in pronunciation and
learning pronunciation. intonation when I speak in front of
class.
From the research findings above, it can be show that the students applied
the selective attention learning strategy in mastering their speaking skill. They
are focusing first on general skill including theme and topic then focusing on the
specific skill including pronunciation, intonation, and expression.
d. Self-Management
27
Self-management is understanding the conditions that one learn and

arranging for the presence of those conditions (O’Malley et al, in Fauziati,
2010:153). Based on the description of selective attention above, the writer has
some questions which deals with self-management for all the informants and the
answer are:
Participant 1
No Question Answer
1. Do you know your capability in Yes, I have to know my abilities

learning speaking? and then decided what kind of
learning strategy suits me
Participant 2
No Question Answer
1. Do you know your capability in I know my limit of capabilities.

learning speaking? From that I learned from YouTube
to watching conversation native
speaker
Participant 3
No Question Answer
1. Do you know your capability in I know my limit capabilities. I’m

learning speaking? nervous if I’m in front of class, but
my strategy is with breath my
nervousness is gone.
From the research findings above, it can be show that the students applied
the self-management learning strategy in mastering their speaking skill by
knowing their skills bound first, then they try to do something that helps them to
improve their speaking skill.
e. Functional Planning
Functional planning is planning for and rehearsing linguistic components
necessary to carry out an upcoming language task (O’Malley et al, in Fauziati,
2010:153). Based on the description of functional planning above, the writer has
28
some questions which deals with functional planning for all the informants and
the answer are:
Participant 1
No Question Answer
1. Do you make some learning Yes, before presentation or talking

plans before enter the class? with friends discuss something.
Participant 2
No Question Answer
1. Do you make some learning Sometimes it depends on the

plans before enter the class? material.
Participant 3
No Question Answer
1. Do you make some learning Yes, for example with prepare what
plans before enter the class? things will be asked to the lecturer.
From the research finding above, it can be show that the students applied
the functional planning learning strategy in mastering their speaking skill
through prepare their self with some plans that will they do in the class of
speaking.
f. Self-Monitoring
Self-monitoring is correcting one’s speech for accuracy in pronunciation,
grammar, vocabulary, or for appropriateness related to the setting or to the
people who are present (O’Malley et al, in Fauziati, 2010:153). Based on the
description of self-monitoring above, the writer has some questions which deals
with self-monitoring for all the informants and the answer are:
Participant 1
No Question Answer
1. What do you do to monitoring In pronunciation usually by read a

yourself in mastering speaking book and then I record to know the
skills? pronunciation. If in grammar I
29
asked friend, and then in vocabulary

usually I listen music and watching
movie.
Participant 2
No Question Answer
1. What do you do to monitoring In pronunciation I like to talk alone

yourself in mastering speaking in front of the mirror, in vocab read
skills? a book and then translate it, if
grammar asked friends or the
lecturer.
Participant 3
No Question Answer
1. What do you do to monitoring I like listen Taylor Swift’s song, so

yourself in mastering speaking through the song I learned
skills? pronunciation, if grammar I read in
internet, and if vocab I learned
while listen the song.
Based on research findings above, it can be show that the students applied
the self-monitoring learning strategy in mastering their speaking skill by using
some manners such as asking lecturer, searching in dictionary, watching movie,
and consulting with their friends.
g. Delayed Production
Delayed production is consciously deciding to postpone speaking in order
to learn initially through listening comprehension (O’Malley et al, in Fauziati,
2010:153). Based on the description of delayed production above, the writer has
some questions which deals with delayed production for all the informants and
the answer are:
Participant 1
No Question Answer
1. If you are lag the material in the Yes, listen. Because when I listen I
class, what will you do? can add our material when I start
speaking
30
Participant 2
No Question Answer
1. If you are lag the material in the For me listen is important, because
class, what will you do? from listen I can get other resources
to start debate, and to build our
argument become stronger.
Participant 3
No Question Answer
1. If you are lag the material in the Yes, I did because if we not listen
class, what will you do? we will confused what we want talk
about.
From the research findings above, it can be show that before the students
ready to speak, they prepared their self by listening first. It will help students to
mastering their speaking skill, and also the students learn from experience and
make their speeches better than before.
h. Self-Evaluation
Self-evaluation is checking the outcomes of one’s own language learning
against an internal measure of completeness and accuracy (O’Malley et al, in
Fauziati, 2010:153). Based on the description of self-evaluation above, the
writer has some questions which deals with self-evaluation for all the
informants and the answer are:
Participant 1
No Question Answer
1. Do you do evaluate yourself to Usually I evaluation with my

know how far you’re speaking friends like give feedback
skill ability increase? How to?
Participant 2
No Question Answer
1. Do you do evaluate yourself to Yes, I did. Because evaluation is

know how far you’re speaking important to know our weakness
31
skill ability increase? How to? and advantages. I usually ask for
friend’s opinions
Participant 3
No Question Answer
1. Do you do evaluate yourself to Yes, we have to know where it is

know how far you’re speaking the lack. Usually the lecturer tells us
skill ability increase? How to? where we are lack and what to do.
Based on research findings above, the writer concludes that they used self-
evaluation learning strategy to mastering their speaking skill. They are used
feedback from their friends and advice from lecturer.
2. Cognitive Strategies
a. Repetition
Repetition is imitating a language model, include overt practice and silent
rehearsal (O’Malley et al, in Fauziati, 2010:153). Based on the description of
repetition above, the writer has some questions which deals with repetition for all
the informants and the answer are:
Participant 1
No Question Answer
1. Do you imitate someone’s dialect Yes, I like imitate one of lecturer or

to mastering your speaking skill? YouTuber from native speaker
dialect. I also imitate British dialect.
Participant 2
No Question Answer
1. Do you imitate someone’s dialect Yes, I did imitate other dialect

to mastering your speaking skill? because it is important.
Participant 3
No Question Answer
1. Do you imitate someone’s dialect Yes, I did imitate other people’s

32
to mastering your speaking skill? dialect, moreover in terms of accent
Based on research findings above, the writer conclude that they used
repetition strategy to mastering their speaking skill. Besides, the writer also
conducts the observation on the students in speaking class. The result of
observation showed that, the G’s dialect looked different between the W and F’s
dialect. The F’s dialect is good and the sound is nice to be heard. From the result
above, the writer concludes that the application of the repetition learning
strategy is good in improving speaking skill.
b. Resourcing
Resourcing is using target language reference materials (O’Malley et al, in
Fauziati, 2010:153). Based on the description of resourcing above, the writer has
some questions which deals with resourcing for all the informants and the answer
are:
Participant 1
No Question Answer
1. Do you often use other material I prefer references from YouTube

references in learning speaking? compared to books because it is
clearer to learn speaking
Participant 2
No Question Answer
1. Do you often use other material Usually from YouTube search

references in learning speaking? channel about speaking.
Participant 3
No Question Answer
1. Do you often use other material For material references I like read a
references in learning speaking? book and watching YouTube.
33
Based on the research findings above, it can be show that the students
applied the resourcing learning strategy in mastering their speaking skill. It
could be proven that the students W, F, and G not only depend on the material
from the lecturer but also depend on the other material, especially from internet
and book.
c. Translation
Translation is using the first language as a base for understanding and/or
producing the second language (O’Malley et al, in Fauziati, 2010:153). Based on
the description of resourcing above, the writer has some questions which deals
with translation for all the informants and the answer are:
Participant 1
No Question Answer
1. Do you translate Indonesian into It’s depends on the material, if the

English before speaking? material is easy I’m not translate.
Participant 2
No Question Answer
1. Do you translate Indonesian into Sometimes, it depends on the

English before speaking? material
Participant 3
No Question Answer
1. Do you translate Indonesian into I do not like to translate into two

English before speaking? language because the structure of
both language is different. So it
make me confuse.
In the case, student W and F sometimes using translation strategy because

it will help understand in the show. While student G avoid translating
Indonesian language into English first because it will make confuse. Besides,
the writer also conducts the observation on the students in speaking class. The
result of the observation shows that that student W and F more active in
speaking than student G. From the result above, the writer concludes that the
34
application of translation learning strategy is not good in improving speaking

skill. Speaking skill will develop if the students speak in English directly.
d. Grouping
Grouping is reordering or reclassifying, and perhaps labelling the material
to be learned based on common attributes (O’Malley et al, in Fauziati, 2010:153).
Based on the description of grouping above, the writer has some questions which
deals with grouping for all the informants and the answer are:
Participant 1
No Question Answer
1. Do you often make grouping in Yes, I did grouping to be structured.

speaking material? If yes, How
to?
Participant 2
No Question Answer
1. Do you often make grouping in No, I not did because I like all in
speaking material? If yes, How one.
to?
Participant 3
No Question Answer
1. Do you often make grouping in No, I not did because I like all in
speaking material? If yes, How one.
to?
Based on research findings above, there only student W who applied the
strategy in mastering her speaking skill. While student F and G did not applied
the strategy.
e. Note Taking
Note taking is writing down the main idea, important points, outline, or
summary of information presented orally or in writing (O’Malley et al, in
Fauziati, 2010:153). Based on the description of note taking above, the writer has
35
some questions which deals with note taking for all the informants and the answer
are:
Participant 1
No Question Answer
1. Do you take a note in the class? Yes, I did only on the important
point.
Participant 2
No Question Answer
1. Do you take a note in the class? Yes, I did note taking and then
developed.
Participant 3
No Question Answer
1. Do you take a note in the class? Yes, I did note taking
Based on research findings above, it can be show that students applied the
note taking strategy in mastering their speaking skill by writing the points or
something important about the material and making something which helps
them to understand the materials such as making a chart of concept that will be
develop.
f. Deduction
Deduction is consciously applying rules to produce or understand the
second language (O’Malley et al, in Fauziati, 2010:153). Based on the
description of deduction above, the writer has some questions which deals with
deduction for all the informants and the answer are:
Participant 1
No Question Answer
1. Do you often apply the rules of It is depend on the conditions, if

grammar in learning speaking? talking with friends not use
grammatical. But if talking with
lecturer I use grammatical
36
Participant 2
No Question Answer
1. Do you often apply the rules of In my opinion grammatical is not

grammar in learning speaking? too important, the important thing is
the person you are talking is
understand with what we are talking
about.
Participant 3
No Question Answer
1. Do you often apply the rules of Yes, I did because it is important to

grammar in learning speaking? make our grammatical better.
From the research findings, only student G who applied the deduction
strategy in mastering her speaking skill. While student W and F ignore the
grammatical rules.
g. Recombination
Recombination is constructing a meaningful sentence or larger language
sequence by combining known elements in new way (O’Malley et al, in Fauziati,
2010:153). Based on the description of recombination above, the writer has some
questions which deals with recombination for all the informants and the answer
are:
Participant 1
No Question Answer
1. Do you often use different words Yes I did, to develop language

in sentences? style.
Participant 2
No Question Answer
1. Do you often use different words Yes, I did to make sentence good.
in sentences?
37
Participant 3
No Question Answer
1. Do you often use different words Yes, I did to avoid bored and also
in sentences? develop vocabulary skill
recombination strategy in mastering their speaking skill.
h. Imagery
Imagery is relating new information to visual concepts in memory via
familiar, easily retrievable, visualizations, phrases, or locations (O’Malley et al,
in Fauziati, 2010:153). Based on the description of imagery above, the writer has
some questions which deals with imagery for all the informants and the answer
are:
Participant 1
No Question Answer
1. Do you connect the new concept Yes, I did, because to know

to the concept you learned weakness and advantages old
earlier? concepts and new concepts.
Participant 2
No Question Answer
1. Do you connect the new concept Yes I did, because I don’t want
to the concept you learned know the old concepts so I must
earlier? improve the new material.
Participant 3
No Question Answer
1. Do you connect the new concept Yes, I did to be sustainable learning.

to the concept you learned
earlier?
38
From research findings above, it can be show that the students applied the
imagery learning strategy in mastering their speaking skill by connecting the
new information with their concept.
i. Auditory Representation
Auditory representation is retention of the sound or a similar sound for a
word, phrase, or longer language sequence (O’Malley et al, in Fauziati,
2010:153). Based on the description of auditory representation above, the writer
has some questions which deals with auditory representation for all the
Participant 1
No Question Answer
1. Do you often remember the word Yes, I did, because to know

sound to improve your speaking weakness and advantages old
skill? concepts and new concepts.
Participant 2
No Question Answer
1. Do you often remember the word Yes, I did by spontaneously

sound to improve your speaking remembering it.
skill?
Participant 3
No Question Answer
1. Do you often remember the word Yes, I did usually through watching
sound to improve your speaking movie in order to the pronunciation
skill? is correct.
Based on research finding above, each student use the same strategy but
there are different activities to apply the strategy. Student W apply the strategy
using electric dictionary to remember the sound of words. Second student F
preferred to remember the sound of words by spontaneously. Last, student G
chose to remember the sound of words by watching movie. The writer conclude
39
that students applied the auditory representation learning strategy in mastering

their speaking skill.
j. Key word
Key word is remembering a new word in the second language by
identifying a familiar word in the first language that sounds like or otherwise
resembles the new word and generating easily recalled images of relationship
between the new word and the familiar word (O’Malley et al, in Fauziati,
2010:153). Based on the description of key word above, the writer has some
questions which deals with key word for all the informants and the answer are:
Participant 1
No Question Answer
1. Do you learn new words in the Yes, I did because there are several
second language by identifying similar words in Indonesian and
them in the first language? English so I have to identification.
Participant 2
No Question Answer
1. Do you learn new words in the Yes, I did first is search the
second language by identifying meaning of the word.
them in the first language?
Participant 3
No Question Answer
1. Do you learn new words in the Yes, I did identification strategy.

second language by identifying
them in the first language?
Based on research findings above, the writer concludes that the key word
learning strategy helped students in adding their vocabulary to support them in
mastering speaking skill.
k. Contextualization
Contextualization is placing a word or phrase in a meaningful language
sequence (O’Malley et al, in Fauziati, 2010:153). Based on the description of
40
contextualization above, the writer has some questions which deals with
contextualization for all the informants and the answer are:
Participant 1
No Question Answer
1. Do you use the words you just Yes, I did but sometimes I prefer
learned in speaking? use the usual words.
Participant 2
No Question Answer
1. Do you use the words you just Yes, I did to remember the
learned in speaking? vocabulary
Participant 3
No Question Answer
1. Do you use the words you just No, I did not because I prefer use
learned in speaking? the usual words
According to the result of interview, it can be show that student W and F

apply their new vocabularies to avoid the forgetfulness, while student G prefer
to use the word that she ever use only. The writer concludes that
contextualization learning strategy has similar function with key word strategy.
It helped students in adding new vocabulary to support them in mastering
speaking skill.
l. Elaboration
Elaboration is relating new information to other concepts in memory
(O’Malley et al, in Fauziati, 2010:153). Based on the description of elaboration
above, the writer has some questions which deals with elaboration for all the
Participant 1
No Question Answer
1. To improve you’re speaking skill, Yes, the old concepts and new
41
Do you connect the new concepts play a role in the

information to the concept you development my speaking skill
learned before?
Participant 2
No Question Answer
1. To improve you’re speaking skill, Yes, I did connect the old concept
Do you connect the new and new concept to be combined.
information to the concept you
learned before?
Participant 3
No Question Answer
1. To improve you’re speaking skill, Yes, I did because the old concepts
Do you connect the new and new concepts is important.
information to the concept you
learned before?
elaboration learning strategy in mastering their speaking skill by connecting the
new information with the new concept.
m. Transfer
Transfer is using preciously acquired linguistic and/or conceptual knowledge
to facilitate a new language learning task (O’Malley et al, in Fauziati, 2010:153).
Based on the description of transfer above, the writer has some questions which
deals with transfer for all the informants and the answer are:
Participant 1
No Question Answer
1. Do you transfer your mother No, I did not because English and
tongue knowledge when you mother tongue is different, in terms
speak English? pronunciation and grammatical
42
Participant 2
No Question Answer
1. Do you transfer your mother Yes, I did if I understand I’m none

tongue knowledge when you transfer the language.
speak English?
Participant 3
No Question Answer
1. Do you transfer your mother No, I did not, because mother

tongue knowledge when you tongue and second language is
speak English? different.)
Based on research findings above, it can be show that the students did not
apply the learning strategy in mastering their speaking skill, because is very
different between first language and second language especially in grammatical
and pronunciation.
n. Inferencing
Inferencing is using available information to guess meaning of new items,
predict outcomes, or fill in missing information (O’Malley et al, in Fauziati,
2010:153). Based on the description of inferencing above, the writer has some
questions which deals with inferencing for all the informants and the answer are:
Participant 1
No Question Answer
1. When you do not understand a Yes, I often guess moreover in

pronunciation or vocabulary, do examination, because it’s
you often guess the meaning? If impossible to open dictionary so I
yes, why? guess it.
Participant 2
No Question Answer
1. When you do not understand a Yes, I did to know where the fault is
pronunciation or vocabulary, do and from the mistake I can keep
43
you often guess the meaning? If remembering.

yes, why?
Participant 3
No Question Answer
1. When you do not understand a Yes, I did to know where the fault
pronunciation or vocabulary, do is and from the mistake I can keep
you often guess the meaning? If remembering.
yes, why?
From research findings above, it can be show that student applied the
inferencing strategy in mastering their speaking skill, by guessing the meaning
from the context that students understand.
3. Socio-Affective Strategies
a. Cooperation
Cooperation is working with one or more peers to obtain feedback,
pool information, or model a language activity (O’Malley et al, in Fauziati,
2010:153). Based on the description of cooperation above, the writer has some
questions which deals with cooperation for all the informants and the answer are:
Participant 1
No Question Answer
1. Do you do English conversation Yes, I often did it, usually with

practices in daily activities to classmates or the other friends in
improve you’re speaking ability? different campus. Sharing using
English and also improve my skill
Participant 2
No Question Answer
1. Do you do English conversation Yes I often talking with my friends

practices in daily activities to using English
improve you’re speaking ability?
Participant 3
No Question Answer
44
1. Do you do English conversation Yes I did, usually talking with

practices in daily activities to friend so it’s not ashamed if I
improve you’re speaking wrong.
ability?
Based on the result, the student applies the cooperation strategy in

mastering their speaking skill. Besides, the writer also conducts the observation
on the student’s activities in classroom. The students apply the cooperation
strategy with their friends. The writer concludes that the cooperation strategy is
useful to help students in mastering their speaking skill.
a. Question for Clarification
Question for clarification is asking a teacher or native speaker for
repetition, paraphrasing, explanation, and/or examples. Based on the description
of question for clarification, the writer has some questions which deals with
question for clarification for all the informants and the answer are:
Participant 1
No Question Answer
1. Do you often ask lecturers or More often talking to friends

friends to ask for unclear because is not ashamed. If talking to
material? lecturer it would awkward.
Participant 2
No Question Answer
1. Do you often ask lecturers or I like to share or ask to friend and

friends to ask for unclear we evaluate each other.
material?
Participant 3
No Question Answer
1. Do you often ask lecturers or Sometimes I ask to lecturer.

friends to ask for unclear
material?
45
Based on research findings above, the writer also conducts the observation
on the student’s activities in the classroom. The result show that the student W
and F preferred to ask about materials that they do not understand with their
friends, while the student G active to ask about the speaking materials to the
lecturer in the class
 Questionnaire
Table 4.1 Students’ questionnaire
Questions Disagree Neutral Agree
Note taking is helpful to your learning √
Make a concept before study or enter the class √
Self-evaluation is important to evaluate your √

capabilities
Listening is important to helpful your learning √
Imitate someone’s dialect is important to improve √

your speaking skill
Participant 1
Translate is helpful to your learning √
Apply grammar rules is important in learning √

speaking
Guess the missing meaning of word or sentence in √

examination
Practice English conversation in daily activity to √

improve your speaking skill
Ask the lecturer for unclear material √

46
The table showed that the students agreed that note taking is
helpful in learning. The student was agreeing that make a concept before
study can help students to prepare their material in the class. Self-
evaluation help student to evaluate their capabilities in learning speaking.
The student was agreeing that listening is important to helpful your
learning because listening make the students ready to speak in front of
class. And then apply grammar rules is important in learning speaking
because grammar make students understand about what the grammar they
use. The student was agreeing that practice English conversation in daily
activity because is important to improve their speaking skill.

capabilities

your speaking skill
Participant 2

speaking

examination

47
The table showed that the students agreed that note taking is
helpful in learning. The student was disagree that make a concept before
study can help students to prepare their material in the class. Self-
evaluation help student to evaluate their capabilities in learning speaking.
The student was disagree that translate strategy is not helpful the student
in learning speaking because with translate strategy it make their
confused because In Bahasa and English is different structure. The
students was disagree about apply grammar rules is important in learning.
The student was agreeing that practice English conversation in daily
activity because is important to improve their speaking skill.

capabilities

your speaking skill
Participant 3

speaking

examination

48
The table showed that the students agreed that note taking is helpful in
learning. Self-evaluation help student to evaluate their capabilities in learning
speaking. The student was disagree that translate strategy is not helpful the
student in learning speaking because with translate strategy it make their
confused because In Bahasa and English is different structure. The students
was disagree about apply grammar rules is important in learning. The student
was agreeing that practice English conversation in daily activity because is
important to improve their speaking skill.
C. Interpretation
From the research findings, the writer finds out that in mastering speaking
skill the students use many strategies. In this research, the writer analyzes learning
strategies which is used by the students in developing their speaking skill with
O’Malley et al theory including meta-cognitive strategies, cognitive strategies,
and socio-affective strategies.
The first strategies is meta-cognitive. Meta-cognitive refer to a term used

in information processing theory to indicate an “executive” function that is the
strategies which involve planning for learning, thinking, about learning process as
it is taking place, monitoring one’s production of comprehension, and evaluating
learning after an activity is completed. The writer will discuss about strategies
which are used by students based on research findings in meta-cognitive
strategies.
The first is advance organizers. Advance organizers are making a general

but comprehensive preview of the organizing concept or principle in anticipated
learning activity. According to the result from interview and observation, the
students applied the advance organizers strategies in mastering speaking skill by
49
making concept before enter the speaking class. That concept helped students in
order to make them ready in learning speaking. Based on this research, the writer
concludes that advance organizers is appropriate learning strategy in mastering
speaking skill.
The second is directed attention. Directed attention is deciding in advance
to attend in general to a learning task and to ignore irrelevant distracters.
According to the research findings, the student W preferred to do not ignore the
things which deviate from learning process because they think it is an additional
knowledge to develop their speaking. While student F and G preferred to ignore
the things which deviate from learning process because it could disturb the
concentration in paying attention the lecturer’s explanation. From the result, the
writer concludes that directed attention is not appropriate learning strategy in
mastering speaking skill.
The third strategy is selective attention. Selective attention is deciding in
advance to attend to specific aspects of language input or situational details that
will cue the retention of language input. Based on result interview, in learning
speaking the student chose the topic and described it then made some concepts
which related to speaking material. From the result above, it can be how that the
students applied the selective attention learning strategy in mastering speaking
skill.
The fourth strategy is self-management. Self-management is
understanding the conditions that help one learn and arranging for the presence of
those conditions. Based on interview, the students tried to knowing their skill
bound, after that they do something that helped them to improve their speaking
skill. The students did some activities such as watching YouTube, and manage
their nervous in front of class when speaking. Self- management helped students
to measure their ability and made them to create some activities which develop
their speaking skill.
The fifth strategy is functional planning. Functional planning is planning
for and rehearsing linguistic components necessary to carry out an upcoming
language task. According to the result of interview, the writer concludes that
50
students applied the functional planning learning strategy in mastering their

speaking skill through prepared their self with some plans that would they do in in
the class of speaking.
The fifth strategy is self-monitoring. Self-monitoring is correcting one’s
speech for accuracy in pronunciation, grammar, vocabulary, or for
appropriateness related to the setting or to the people who are present. In this case,
the students had to understand what they need in speaking such as grammar,
pronunciation, vocabulary, and expression. The students did some activities which
helped them to measure their accuracy in using grammar, pronunciation,
vocabulary and expression such as asking lecturer, consulting with their friends,
and searching in dictionary.
The seventh strategy is delayed production. Delayed production is
consciously deciding to postpone speaking in order to learn initially through
listening comprehension. The main point of delayed production is correct or
incorrect that the student did listening activities before speaking. In the class the
students prepared their self by listening first in order to help them more ready than
before. Based on this result, the writer concludes that delayed production learning
strategy helped the students in improving their speaking skill.
The last strategy is self-evaluation. Self-evaluation is checking the
outcomes of one’s own language learning against an internal measure of
completeness and accuracy. In this strategy the students needed to evaluate their
speaking skill. They evaluated by having conversation with their friends to get
some suggestion in developing their speaking skill and by listening the lecturer’s
advance. According to the result, the writer concludes that they used self-
evaluation learning strategy in mastering their speaking skill.
Second, cognitive strategies are more limited to specific learning tasks and
they involve more direct manipulation of the learning material itself. In cognitive
strategies there are strategies repetition, resourcing, translation, grouping, note
taking, deduction, recombination, imagery, auditory representation, key word,
contextualization, elaboration, transfer, and inferencing are the most important
51
cognitive strategies. The writer will discuss the strategies which are used by
students based on the research findings in cognitive strategies.
The first strategy is repetition. Repetition is imitating language model,

include overt practice and silent rehearsal. In this research, the students explained
about their speaking dialect in daily activities. They used their own dialect, or
imitate the other people dialect, in this case the student imitate lecturer dialect and
native speaker in YouTube. According to the result interview and observation, the
writer concludes that the application of the repetition learning strategy is good in
improving speaking skill because the student learned the foreign and they had to
imitate dialect from foreigner in mastering their speaking skill.
The second strategy is resourcing. Resourcing is using target language

reference materials. From the research findings, it can be show that the students
applied the resourcing learning strategy in mastering their speaking skill. It could
be proven that the students W, F and G not only depended on the material from
lecturer, but also depended on the other materials.
The third strategy is translation. Translation is using the first language as a

base for understanding and/or producing the second language. The students
explained about the manner in speaking. Student W and F explained that they
spoke in English directly. While student G avoided translating Indonesian
language into English first because it would make confuse. According to the result
interview and observation, the writer concludes that the application translation
learning strategy is not good in improving speaking skill. Speaking skill will
develop if the students speak in English directly.
The fourth strategy is grouping. Grouping is reordering or reclassifying,

and perhaps labelling, the material to be learned based on common attributes. The
students explained about their manner to arrange their speaking skill. Student W
preferred to group their speaking materials. While student F and G preferred did
not to group their speaking materials.
52
The fifth strategy is note taking. Note taking is writing down the main
idea, important points, outline, or summary of information presented orally or in
writing. According research findings, the writer concludes that the students
applied the note taking learning strategy in mastering their speaking skill by
writing the points or something important about the material. The points or outline
help them to understand the materials such as making a chart of concept that will
be develop.
The sixth strategy is deduction. Deduction is consciously applying rules to

produce or understand the second language. The student W and F ignore the rules
of grammar because they think grammar is not too important. They wanted their
listeners understood what they said without the rules of grammatical. While the
student G said that the rules of grammatical language are important, so she had to
apply the rules. The writer concludes that deduction learning strategy is useful to
help the students in learning speaking because by applying the rules of
grammatical language the students have the guidance in speaking correctly.
The seventh strategy is recombination. Recombination is constructing a

meaningful sentence or larger language sequence by combining known elements
in a new way. In this case the students explained about their vocabulary use in
making sentences. According to the research findings above, the students applied
the recombination strategy because they said with recombination strategy it
helped the students improve their vocabulary and speaking skill. The writer
concludes that the students applied the recombination learning strategy to solve
their problem about limit f vocabulary master.
The eight strategy is imagery. Imagery is relating new information to

visual concepts in memory via familiar, easily retrievable, visualizations, phrases,
or locations. The main points in this case is about the concept which is made by
the students in their effort of developing their speaking skill. Based on the result
of interview, the writers conclude that imagery learning strategy helped the
students in combining the students’ concept to learn speaking materials.
53
The ninth strategy is auditory representation. Auditory representation is

retention of the sound or a similar sound for a word, phrase, or longer language
sequence. In this case, the students explained about their effort in remembering
the sound of words that they learned. Student W chose to remember the sound of
words by searching in electronic dictionary first then practiced it in her daily
activities. Student F preferred remember the sound of words by spontaneously in
her daily activities. While student G remember the sound of words by watching
English movie. Based on the results, the writer concludes that auditory
representation helped students in adding vocabulary in mastering their speaking
skill.
The tents strategy is key word. The main point of key word is
remembering a new word in the second language by identifying a familiar word in
the first language that sounds like or otherwise resembles the new word. Based on
the results of interview all of students use key word strategy because key word
strategy is important in remember vocabulary to mastering their speaking skill. So
the writer concludes that key word learning strategy helped students in adding
their vocabulary to mastering their speaking skill.
The eleventh strategy is contextualization. Contextualization is placing a

word or phrase in a meaningful language sequence. In this case, the students
explained about their effort in adding vocabularies. Student W and G preferred to
use the word that they ever used only. While student F preferred to apply her new
vocabulary to avoid the forgetfulness.
The twelfth strategy is elaboration. Elaboration is relating new information

to other concepts in memory. In this case, the students explained about the effort
in developing speaking skill by connecting their new information to their old
concept. From the result of interview, all of students used the elaboration strategy.
The writer concludes that elaboration strategy helped students to develop their
speaking skill by connecting the information with the concept.
54
The thirteenth strategy is transfer. Transfer is using preciously acquired

linguistic and/or conceptual knowledge to facilitate a new language learning task.
In this case, student W and G agreed to do not transfer the knowledge in the first
language with the second language because the rules of grammatical and the
pronunciation were very different. While student F chose to used transfer strategy
because her think transfer strategy would help to understand the material.
The last strategy is inferencing. Inferencing is using available information

to guess meaning of new items, predict outcomes, or fill in missing information.
The main point was guessing the meanings that did not understand by the students
in sentences. From the results of interview, it can be show that the students
applied the inferencing learning strategy in mastering their speaking skill by
guessing the meaning from the context of the sentences and through summarizing
the word that students understand.
Last strategy is socio-affective, this strategy have to do mediating

activities interacting with others. Cooperation and question for clarification are the
main socio-affective strategies. The writer will discuss the strategies which are
used by the students based on the research findings in socio-affective strategies.
The first strategy is cooperation. Cooperation is working with one or more

peers to obtain feedback, pool information, or model a language activity. The
main point is the students’ activities, especially their English conversation
practices in daily activities to improve their speaking ability. Based on the result,
the students really want to practice their speaking and there have big chance to
speak English each other’s. Then, they preferred to practice their speaking with
their classmates.
The last strategy in socio-affective strategies is question for clarification.

Question for clarification is asking a teacher or other native speaker for repetition,
paraphrasing, explanation, and/or examples. According to the results of interview
and observation, student G active to ask about the speaking material to lecturer in
the classroom, while student W and F preferred to ask bout materials that they did
55
not understand to their friends. Based on the results above, question for
clarification is helped students in clarifying the speaking materials that they do not
understand.
According to the subject of the research, those are 3 students of fifth
semester of English Education Department of UNINUS, namely: W, F, and G.
Based on the result of observation in the class of speaking and the speaking class’
lecturer opinion. The speaking ability of student W is better than student F, and
the speaking ability of student F is better than student G.
Based on the result research findings, the strategies which is used by
student W, F, and G are not too different. After analyzing the result of research
findings and discussion, the data showed that student W has good skill in speaking
because her effort in mastering speaking skill is harder than student F and G
effort. The difference effort in mastering speaking skill between W, F and G sold
on directed attention and self-monitoring strategies in meta-cognitive strategy;
translation, grouping, and deduction strategies in cognitive strategy; and
cooperation learning in socio-affective strategy.
In functional planning learning strategy, student W prepare the planning
by talking with friend and talk something. Student F sometimes make a planning
depend on the material. While student G make a list question which will ask to the
lecturer.
In self-monitoring learning strategy, student W measured her accuracy in
pronunciation, intonation, and grammar by asked friend and listen English song,
while student F using strategy self-monitoring by read a book, and asked lecturer.
Student G using strategy self-monitoring by listen English song, and searching
material in internet.
In repetition learning strategy, student W choose to imitate British dialect
while students F and G preferred to use their own dialect. That is why, the
student’s W pronunciation and speaking fluency is better than student F and G. In
grouping learning strategy, student W always making note based on the material,
while student F and G did not using grouping in their strategy. In auditory
representation learning strategy, student W and G had good method in
56
remembering vocabularies, while student F had no method in remembering

vocabularies.
In cooperation learning strategy, student W more practiced in English than
student F and G. student W often practiced her English with her friend’s via media
social with her friend in the other campus. It is the reason why student W has
good skill in speaking better than F and G. Based on the results above, the writer
concludes that bad or good the speaking skills of someone are depend on effort
someone.
57
CHAPTER V
CONCLUSIONS AND RECCOMENDATION
This chapter presents Conclusion and Recommendation drawn from

the result of the research.
A. Conclusion
Based on the analysis of the research findings and discussion, the writer
concludes that students applied almost all of strategies proposed by O’Malley et al
theory including meta-cognitive strategies, cognitive strategies, and socio-
affective strategies in mastering their speaking skill. While, the students used
same learning strategies, they had different activities in using the strategies.
In meta-cognitive strategies, from eight strategies there is a strategy that is
not appropriate in developing speaking skills. The writer concludes that the
students preferred to do not ignore something which deviates from teaching
learning process because they had thought that it was an additional knowledge to
develop their speaking skill.
In cognitive strategies, from fourteen strategies, there are two strategies
that are not appropriate in developing speaking skill, that are: translation and
transfer learning strategy. Translation strategy was not appropriate in speaking
skill because speaking skill will develop if the students spoke directly. While
transfer learning strategy was not appropriate in developing speaking skill because
the knowledge in the first language was very different from the knowledge in the
second language especially in pronunciation and grammatical.
In socio-affective strategies, there was no strategy which was not
appropriate in mastering speaking skill because the students had to practice lot in
speaking English and if they did not understand about the material, they had to
ask the teacher or their smarter friends to explain the material in detail.
58
B. Recommendation
Based on the research findings and some conclusions above, the writer
creates some recommendation for the students, the lecturers, and the other
researchers.
1. For the students
a. English students have to more practice in speaking English and learn
English seriously.
b. English students have to prepare their self with materials, dictionary,
and a concept or plan before coming to the speaking class.
c. English students should do evaluation in mastering speaking skills in
order to be better than before.
2. For the lecturers
a. English lecturers should teach English seriously and make their student
more active in speaking English.
b. English lecturers have to motivate the students and inspire the students
to be better than before.
3. For the other researchers.
For the other researchers, the writer hopes that the result of this
research will be useful for another researcher in future and also inspire
another researcher to conduct in similar complete
59
REFERENCES
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Fraenkel, J. R., Wallen, N. E. and Hyun, H. H. (2012). How to Design and
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Khosravi,M. (2012). A Study of Language Learning Strategies Used By EFL
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61
APPENDIX
Form Interview:
A. Metacognitive strategies
No Questions Answer
1. Do you make a note or concept - P1:
before presentating in the - P2:
class? - P3:
2. Do you always focus with the - P1:
material in the class? - P2:
- P3:
3. Do you make a special - P1:

concept? For example the - P2:
concept for learning - P3:
pronunciation.
4. What do you do to improve - P1:
your speaking skills? - P2:
- P3:
5. Do you make some learning - P1:

plans before enter the class? - P2:
- P3:
6. What do you do to monitoring - P1:

yourself in mastering speaking - P2:
skills? - P3:
7. If you are lag the material in - P1:

the class, what will you do? - P2:
- P3:
8. Do you do evaluate yourself to - P1:

know how far you’re speaking - P2:
skill ability increase? How to? - P3:
B. Cognitive Strategies
No Questions Answer
1. Do you imitate someone’s - P1:

dialect to mastering your - P2:
speaking skill? - P3:
62
2. Do you often use other - P1:

material references in - P2:
learning speaking? - P3:
3. Do you translate Indonesian - P1:

into English before speaking? - P2:
- P3:
4. Do you often make grouping - P1:

in speaking material? If yes, - P2:
How to? - P3:
5. Do you take a note in the - P1:

class? - P2:
- P3:
6. Do you often apply the rules - P1:

of grammar in learning - P2:
speaking? - P3:
7. Do you often use different - P1:

words in sentences? - P2:
- P3:
8. Do you connect the new - P1:

concept to the concept you - P2:
learned earlier? - P3:
9. Do you often remember the - P1:

word sound to improve your - P2:
speaking skill? - P3:
10. Do you learn new words in - P1:

the second language by - P2:
identifying them in the first - P3:
language?
11. Do you use the words you - P1:

63
just learned in speaking? - P2:

- P3:
12. To improve you’re speaking - P1:

skill, Do you connect the new - P2:
information to the concept - P3:
you learned before?
13. Do you transfer your mother - P1:

tongue knowledge when you - P2:
speak English? - P3:
14. When you do not understand - P1:

a pronunciation or - P2:
vocabulary, do you often - P3:
guess the meaning? If yes,
why?
C. Sosio-Affective strategies
No Questions Answer
1. Do you do English - P1:

conversation practices in - P2:
daily activities to improve - P3:
you’re speaking ability?
2. Do you often ask lecturers or - P1:

friends to ask for unclear - P2:
material? - P3:
Note: P1 (Participant 1)
P2 (Participant 2)
P3 (Participant 3)
64
Form Questionnaire
Table Students’ questionnaire
Note taking is helpful to your learning
Make a concept before study or enter the class
Self-evaluation is important to evaluate your

capabilities
Listening is important to helpful your learning
Imitate someone’s dialect is important to improve

your speaking skill
Participant 1
Translate is helpful to your learning
Apply grammar rules is important in learning

speaking
Guess the missing meaning of word or sentence in

examination
Practice English conversation in daily activity to

Ask the lecturer for unclear material

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CHAPTER I

A. Background of the Study

D. Objectives of the Research

c. To classify the learning strategies based on Metacognitive, Cognitive, and

3. Benefits of the Research

c. For Other Researchers

In this chapter researcher describes some theories of learning strategies,

To understand the meaning of language strategy is important in learning

Based on Darmasyah (2010), learning strategy is all about perspective,

Based on the Cambridge Advanced Learner’s Dictionary, strategy is a

inference, deductive reasoning, practice (e.g. repetition, rehearsal,

students who have good pronunciation. Purposive sampling was used in

This chapter provides research approach, research design, data

easily in categorizing the theory with the implementations of

Fraenkel, Wallen and Hyun, (2012) states the concepts of validity

Observation is method of collecting data using observation to the

- Coding (labeling) the whole text.

RESEARCH FINDINGS AND INTERPRETATION

This chapter presents data analysis and interpretation of the findings

A. Research Subject Description

affective?”, And “How students apply their learning strategies in speaking

1. Do you make a note or concept Yes, I often make concept for

1. Do you make a note or concept I make concept depend on what is

before presenting in the class? the material of speaking. If the

1. Do you always focus with the I stay focused on the material

1. Do you always focus with the I more focus on special things, so

1. Do you make a special concept? I focused on general skill first.

1. Do you make a special concept? I’m more focused to specific skill

1. Do you make a special concept? I’m more focused on specific skill.

Self-management is understanding the conditions that one learn and

1. Do you know your capability in Yes, I have to know my abilities

1. Do you know your capability in I know my limit of capabilities.

1. Do you know your capability in I know my limit capabilities. I’m

1. Do you make some learning Yes, before presentation or talking

1. Do you make some learning Sometimes it depends on the

1. What do you do to monitoring In pronunciation usually by read a

asked friend, and then in vocabulary

1. What do you do to monitoring In pronunciation I like to talk alone

1. What do you do to monitoring I like listen Taylor Swift’s song, so

1. Do you do evaluate yourself to Usually I evaluation with my

1. Do you do evaluate yourself to Yes, I did. Because evaluation is

1. Do you do evaluate yourself to Yes, we have to know where it is

1. Do you imitate someone’s dialect Yes, I like imitate one of lecturer or

1. Do you imitate someone’s dialect Yes, I did imitate other dialect

1. Do you imitate someone’s dialect Yes, I did imitate other people’s

to mastering your speaking skill? dialect, moreover in terms of accent

1. Do you often use other material I prefer references from YouTube

1. Do you often use other material Usually from YouTube search

1. Do you translate Indonesian into It’s depends on the material, if the

1. Do you translate Indonesian into Sometimes, it depends on the

1. Do you translate Indonesian into I do not like to translate into two

In the case, student W and F sometimes using translation strategy because

application of translation learning strategy is not good in improving speaking

1. Do you often make grouping in Yes, I did grouping to be structured.

1. Do you take a note in the class? Yes, I did note taking

1. Do you often apply the rules of It is depend on the conditions, if

1. Do you often apply the rules of In my opinion grammatical is not

1. Do you often apply the rules of Yes, I did because it is important to

1. Do you often use different words Yes I did, to develop language

1. Do you connect the new concept Yes, I did, because to know

1. Do you connect the new concept Yes, I did to be sustainable learning.

1. Do you often remember the word Yes, I did, because to know

1. Do you often remember the word Yes, I did by spontaneously