Research on English Language Education Vol.
7 No.
1 Edisi April 2025
P-ISSN : 2715-1638
E-ISSN : 2828-5522
ANALYSIS OF LEARNING STRATEGIES IN SPEAKING ENGLISH AT THE
TENTH GRADE STUDENTS OF SMA NEGERI 1 MANIAMOLO
Ries Clara Alverin Zagoto1 1Teacher at SMK Negeri 1 Maniamolo .
rieszagoto@gmail.
Abstract This study dealt some students in tenth grade have a wide variety and uniqueness in speaking English.
The purpose of this study is to find out the learning strategies in speaking English.
This research used qualitative research.
The data was taken from questionnaire filled out by students.
The data source is the tenth grade Cut Nyak Dien class students of SMA Negeri 1 Maniamolo Academic Year 2023/2024.
The researcher used questionnaire of strategy inventory of language learning (SILL) and interview to collect data of the research.
The finding shows that, language learning strategies based on six strategies divided into memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies and social strategies.
The content component with an average score and rating qualities cognitive strategies 4.
91, metacognitive 15, and memory strategies 3.
14 including high and medium level used by Component with an average score compensation strategies 2.
09, affective 10 and social strategies 2.
10 including low level used by students.
From the result of the data, only 3 learning strategies are classified as a dominant used by students.
Lastly, the result of data analysis of students learning strategies in speaking English tenth grade cut nyak dien class students of SMA Negeri 1 Maniamolo used cognitive strategies, metacognitive strategies and memory strategies in speaking English.
It is suggested that can applied are learning strategy appropriately for themselves in speaking.
Keywords: Learning.
Learning Strategies.
Speaking English Abstrak Penelitian ini membahas beberapa siswa di kelas sepuluh memiliki variasi dan keunikan dalam berbicara bahasa inggris.
Tujuan dari penelitian ini adalah untuk mengetahui strategi pembelajaran dalam berbicara bahasa inggris.
Penelitian ini menggunakan penelitian kualitatif.
Data diambil dari kuesioner yang diisi oleh siswa.
Sumber data adalah siswa kelas sepuluh cut nyak dien SMA Negeri 1 Maniamolo tahun ajaran 2023/2024.
Peneliti menggunakan kuesioner inventori strategi pembelajaran bahasa (SILL) dan wawancara untuk mengumpulkan data penelitian.
Hasil penelitian menunjukkan bahwa, strategi pembelajaran bahasa berdasarkan enam strategi yang dibagi menjadi memori strategi, kognitif strategi, kompensasi strategi, metakognitif strategi, afektif strategi, dan social strategi.
Komponen konten dengan skor rata-rata dan kualitas penilaian kognitif Copyright .
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Research on English Language Education P-ISSN : 2715-1638 Vol.
7 No.
1 Edisi April 2025
E-ISSN : 2828-5522
strategi 4,91, metakognitif strategi 3,15 dan memori strategi 3,14 termasuk tingkat tinggi dan sedang yang digunakan siswa.
Komponenen kompensasi strategi dengan skor rata-rata 2,09, afektif strategi 2,10 dan sosial strategi 2,10 termasuk tingkat rendah yang digunakan oleh siswa.
Dari hasil tersebut, hanya 3 strategi belajar yang tergolong dominan digunakan oleh siswa.
Terakhir, hasil analisis data strategi belajar siswa kelas sepuluh SMA Negeri 1 Maniamolo menggunakan strategi kognitif, strategi metakognitif dan strategi memori dalam berbicara bahasa inggris.
Disarankan agar siswa dapat menerapkan strategi belajar yang tepat untuk diri mereka sendiri dalam berbicara.
Kata kunci: pembelajaran, strategi pembelajaran, berbicara bahasa inggris.
Introduction implemented to express humanAos idea, and Learning is the process of picking up emotion.
Language can be expressed in written or spoken from which can be Interaction comprehended and accepted by human in between students, teachers, and learning their social life.
It goes without saying that resources in a classroom setting constitutes individuals would find it impossible to the process of learning.
Learning is a tool that teachers use to help students achieve In this age of globalization, in their goals and gain knowledge, master particular, communication skills and develop their character, and form exchanging ideas and obtaining a wide attitudes and beliefs.
However, learning is range of information from others.
However, the process that aids pupils in doing well in listening, speaking, reading, and writing their studies.
Learning is a persistent are the four key language abilities that we behavioral shift, or the ability to behave in a need to be proficient in.
The way that language learners address activities or experience or other forms of practice issues that arise during the process of (Schunk, 2012:.
learning a language, particularly when needs to interact each other, and language .
Stated techniques to comprehend, acquire, or serving as human companions, need to retain new information when it is offered in interact with people on a more social levelAy.
the language classroom.
Learning strategies Language is a tool of communication to their pupils perceive the environment, operatively accomplish specific tasks, often Language provide educators with hints about how AuPeopleAos everyday lives aiming to co- interact one differently, language learning strategies is the most important aspect in human Antona speaking, can be inferred from their Every human being in this world are designed to help people achieve their objectives or find solutions to issues.
Put Copyright .
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Research on English Language Education Vol.
7 No.
1 Edisi April 2025 another way, speaking difficulties among preparation or to provide evidence of their application of learning tools.
Drawing from progress toward that mastery.
The majority the aforementioned explanation, it can be of students view developing their speaking inferred that learning is the process of abilities as the most crucial part of learning students and teachers interacting to acquire new behaviors, abilities, information, and composed of five elements: grammar, vocabulary, comprehension, fluency, and instruction, and training.
For have a lot of ideas about what they will say in their heads before they speak since they should know before they talk.
Speaking a by the average person.
but, some peopleAi foreign language, however, is a difficult such as politicians or auctioneersAimay ability for learners to acquire.
Speaking in a produce considerably more.
Speaking is so foreign language requires a great deal of inherent and natural that, until we have to courage and preparation, thus they view it relearn how to do it in a foreign language, as the hardest skill to master.
Speaking also we forget how hard it was to develop this skill in the first place.
Consequently, the proficiency in English.
A learner has methodology that has been employed in mastered the language if he can speak it classrooms throughout history has been to speaking is how people assess someone's goal of every foreign language teaching understood by the students.
They should of thousands of words are produced daily These elements must be fundamental form of communication.
Tens P-ISSN : 2715-1638
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required for class competency in these areas.
Fluency is In this situation, having a strong prioritized over accuracy in speaking in learning strategy is essential for students to modern approaches.
The speaking exercises speak well since it can help them get in a foreign language school often fall into beyond any obstacles they may encounter.
regulated, or awareness-raising activities.
strategy is good, two would be even betterAy (Reid & Friends, 2013:.
Every student achieve the necessary level of subject before they practice speaking.
AuIf one other educational setting, attends classes to of action to take before speaking, even individual who is enrolled in a school or individuals can plan the appropriate course A student is primarily defined as an challenges are not the same for every kid.
instructor, and dedicates their free time to Some students can speak English smoothly complete any assignments the instructor Copyright .
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because they have solid grammar, a P-ISSN : 2715-1638
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opinions, thoughts, and ideas.
Speaking is very important in learning a language In order to master a language, a learner must because they lack confidence, anxiety, or be able to speak that language because The ability to acquire knowledge speaking skill clearly indicates that the through introspection and to possess a learner knows to use that language.
variety of capacities that vary in their most people mastering speaking skill is the experience, knowledge, and knowledge most important aspect of learning a foreign derived from outside sources and stimuli is language, and the success is measured in known as individual learning.
It is essential to life as we know it.
conversation in that language.
In the difficulties in developing effective English speaking abilities.
strategies are employed by learners to However, in practice, students often face take an active role in managing their vocabulary, and fluent speaking skills.
Using strategy is one method that students have a good understanding of grammar, that students are responsible for solving.
in tenth grade, students are expected to technique is required to solve the problem Different context of secondary education, especially Therefore, the appropriate learning Saljios in Rossum and Hamer .
describe the concept of learning as Because language learning strategies have an impact on students' effective learning Learning as the increase of knowledge.
outcomes, they are an appropriate means of Learning as memorizing.
helping students solve difficulties and Learning as the acquisition of facts, finish assignments.
Effective learners try to take charge of their own education by using retained/and/or utilized in practice.
the right learning strategies because they Learning as the abstraction of meaning.
understand the learning process and who Learning as an interpretative process they are as learners.
aimed at the understanding of reality.
Based on the opinion above, it can SMA Negeri 1 Maniamolo is a senior high school that prepares graduates to have good skills to continue their education or who choose a career in the world of work.
This research focuses at procedures that collectively influence the studentsAo learning strategies in speaking at Learning strategies are specific actions competency to express or communicate taken by the learner to make learning Speaking Learning Copyright .
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Research on English Language Education Vol.
7 No.
1 Edisi April 2025 easier, faster, more enjoyable, more selfdirected.
P-ISSN : 2715-1638
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this from the learning strategies used by transferable to new situation (Oxford.
Based on the background of the 1990, p.
In the education term, problem above, the research question of learning strategies are very necessary.
this research is formulated as Auwhat are the The learning strategy is focused on how strategies used by students at the tenth and what strategies are used by students grade of SMA Negeri 1 Maniamolo in in learning.
Students should be able to learning speaking?Ay mastering the learning materials and improve their abilities by understanding Research Finding and Discussion the learning strategies used.
In addition.
This research used a descriptive learning strategies can determine what qualitative method to reveal and describe learning styles students have.
the object of research based on facts that According to Oxford .
appear or as they are.
In order to obtain learning strategies divided into two insight into a specific phenomenon of types: direct strategies and indirect interest, qualitative research involves the In direct Strategies, it divided gathering, analysis, and interpretation of into three strategies: memory strategies, cognitive strategies and compensation nonnumerica.
data (Gay et al.
, 2012:.
While in indirect strategies, it qualitative research design is one where the .
data are collected in the form of words and observations, as opposed to numbers," strategies and social strategies.
states Partington .
According to Some students in tenth grade Anderson .
, "Qualitative research is have a wide variety and uniqueness in multi-method interpretive, naturalistic approach to its students introduce themselves in front of subject matter.
" The qualitative approach the class and spell their nicknames, they allows the researcher to gain in depth are use creative facial expressions and insights into how students use learning body movements to add confidence in strategies, the challenges they face, and the speaking English.
Adding elements of approaches that are effective in improving humor or light anecdotes to create a their speaking skills.
English.
Especially relaxed atmosphere in the classroom.
This research was conducted at the Therefore, it is important to conduct in tenth grade especially at Cut Nyak Dien depth analysis and discuss the different strategies of learning used by tenth academic year 2023/2024.
This research had grade students because researchers see
been conducted on Monday, 22nd April
SMA
Negeri Maniamolo Copyright .
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Data sources of this study are the P-ISSN : 2715-1638
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the questionnaire.
This process ensured tenth grade students of SMA Negeri 1 that the questionnaire was fit for purpose Maniamolo.
The data in this research is and could provide valid and reliable data.
primary data.
Primary data is the collected directly from the original source.
The researcher collected data from the results of questionnaire and interview.
Table.
1 Description of the SILL the questionnaire the researcher used The Category Number of items learners .
0, 80 item.
, as the Memory Strategies Cognitive Strategies Compensation Strategies Metacognitive Strategies Affective Strategies Social Strategies participants in this study are ESL/EFL Source: Researcher, 2024 Oxford Strategy Inventory for Language Learning was utilized by the researcher in the questionnaire (SILL).
There are two questionnaire that are used by the sill.
The first is for English as a first language Simill version 7.
0 was used in this This questionnaire used five point likert The language learning strategies in the sill are broken down into six categories:
Sometimes, 4 = Often, 5 = Alway.
Here the .
memory strategies, which comprise nine researcher used the theory of Oxford .
as follows:
Table 2.
Rating Qualities of the Learning .
= Never, 2= Seldom, 3 = Strategies strategies, which comprise fourteen items and represent using mental processes.
Rating compensation strategies, which comprise Qualities six items and represent making up for 5 Ae 5.
High usage 5 Ae 3.
Medium usage strategies, which comprise nine items and 0 Ae 2.
Low usage .
Interpretation represent organizing and evaluating the Source: Oxford .
affective strategies, which comprise six items and represent managing conversation in which two people exchange and .
social strategies, which information in order to gather information comprise six items and represent learning (Gay with others.
This questionnaire is the result questions in a structured interview format of in-depth discussions with the supervisor, were employed by the researcher.
who has provided valuable input to refine elaborate response and elaboration are and ensure the relevance and accuracy of permitted in open-ended questions.
The 2012:.
Open-ended Copyright .
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researcher conducted an interview with P-ISSN : 2715-1638
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of learning strategies in speaking English SMA Negeri 1 Maniamolo's tenth grade used by students.
However, frequency The researcher will interview some degree from every learning strategies used students the tenth grade of SMA Negeri 1 by tenth grade students of SMA Negeri 1 Maniamolo to find out why they use these Maniamolo were various.
In every learning strategies in speaking English.
strategies in speaking English, there was Research Finding and Discussion found that there are tenth grade who never.
At this stage, researcher reads and seldom, sometimes, often and always used learns the questionnaire that made by the learning strategies in speaking English by Then, the researcher analyzed the students of SMA Negeri 1 Maniamolo in Based on the analysis that which the number of the students was 35.
has been done, the researcher found some Compensation Compensation Compensation in questionnaire learning strategies in Compensation Metacognitive speaking English in the table as bellow:
Metacognitive Metacognitive Table 3.
Frequency Degree On The Use Of Metacognitive Learning Strategies In Speaking English At Metacognitive The tenth grade students of SMA Negeri 1 Metacognitive Metacognitive Maniamolo Metacognitive Metacognitive The Number The Number of Students in Learning Strategies use Strategy Affective of strategies Indicator Always Often Sometimes Seldom Never14 Affective Questionnaire Memory 2Affective 2 Affective Memory Affective Memory Affective Memory Social Memory Social Memory Social Memory Social Memory Social Memory Social Cognitive Here is the summary of the students score Cognitive Cognitive Cognitive Cognitive Cognitive Cognitive Cognitive Cognitive Cognitive Cognitive Cognitive Cognitive Cognitive Compensation Compensation 5Source: Researcher 6 Table 4.
Result 10 of Speaking Strategies grade2students of SMA 12 Used by tenth Negeri 1 Maniamolo 4 Learning Strategies Mean Score Level of Usage 9 Memory Strategies Medium used Cognitive Strategies High used Low used 4 Compensation 9Strategies 6 8 Metacognitive Strategies Medium used 12 Affective Strategies Low used Copyright .
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Social Strategies Low used P-ISSN : 2715-1638
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Source: researcher, 2024 used .
Metacognitive strategies help students The researcher interview the tenth grade students of SMA Negeri 1 Maniamolo to found why they used English, such as confusion in choosing learning strategies in speaking English.
the right word or correct sentences Cognitive strategies in speaking can enrich their vocabulary and choose the .
Metacognitive strategies helps students right words to convey their ideas clearly improve their understanding of English structures and how they are used, themselves using cognitive strategies, which in turn can improve fluency and students can reduce their anxiety in accuracy in speaking.
speaking English.
Metacognitive strategies in speaking Cognitive strategies in speaking English manage their feelings and emotions help students process and understand during communication, and help reduce information received in English better.
anxiety and tension in speaking English.
Cognitive Metacognitive fluency such as concept mapping or prediction, students can improve their improve their speaking English over speaking speed and fluency.
Memory strategies help students reduce Based on the result on the table 4.
pauses in conversation because they showed that cognitive strategies, memory more easily remember the words they strategies and metacognitive strategies is want to use.
most frequently learning strategies in Memory strategies in speaking involves speaking English used by tenth grade the mental process for storing new students of SMA Negeri 1 Maniamolo.
information and retrieving them when Cognitive strategies in speaking English need, most of respondents used this strategy by memorizing the key word remember words, and construct sentences and also they are practicing speaking more fluently and accurately.
In addition.
English cognitive strategies also help them solve remember it and recorded in their mind.
Memory strategies help students feel more confident in using English because understanding of the material they are they are have quick access to relevant Memory strategies in speaking words and phrases.
English help them remember vocabulary Copyright .
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It can also help boost their P-ISSN : 2715-1638
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the researcher analyzed the data in confidence when speaking because they chapter iv the researcher conclude this have the vocabulary to construct sentences study reveals that tenth grade students of This finding also indicated that SMA Negeri 1 Maniamolo use a variety of all the strategies which was described in strategies in speaking English.
Cognitive oxford .
and used by students in Strategy included information processing, speaking English it can be seen from the result of questionnaire.
overcoming difficulties, and improving Based on the findings above that the fluency in conversation.
The findings show tenth grade students of SMA Negeri 1 Maniamolo facilitates better understanding, increases confidence, and helps students overcome language rules in conversation, memory Barriers in communication in strategies to remember vocabulary and English.
The implications of this study sentences structures, and metacognitive suggest the importance of supporting the strategies to organize and monitor their development of cognitive strategies in the understanding and use of English.
learning of English speaking in tenth grade utilizing these three strategies together, expand student language skills holistically.
students can improve their speaking more Results the research shows that the effectively and confidently and then this strategies to improve memory and listener students to be more aware of their own comprehension to help them monitor and learning process, improve their ability to organize their overall understanding and organize and control communication in production when speaking English.
Oxford English, and overcome the challenges they view is that language learning involves not The implication of the findings is the only the acquisition of structures and need to strengthen the development of metacognitive strategies in the English understanding and using certain strategies language learning at the tenth grade, to to improve proficiency language.
Thus, the help student effective and independent relationship with the theories and related speaking skills.
The findings show that the use of foundation in understanding why students choose to certain strategies in acquiring English vocabulary, and improve speaking fluency learning context.
in English.
The implication of these results is the need to support and facilitate the use Conclusion and Suggestion of memory strategies.
Effective memory in Copyright .
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Research on English Language Education Vol.
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English language learning at the tenth
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Application .
Ed.
New Jersey:
grade, to improve students ability to Pearson.
communicate more fluently and accurately.
Harefa.
Based on the conclusion above, the Between .
The StudentsAo Relationship Interest researcher hoped that this research gives Learning And Mathematics Learning benefit for all practice as follow:
Outcomes.
Afore : Jurnal Pendidikan For students, the students who want to Matematika, 2.
, be fluent in speaking English can https://doi.
org/10.
57094/afore.
speaking and can Harefa.
Exploring Local Wisdom Values Of South Nias For The Development Of A ConservationBased Science Curriculum.
TUNAS :
Jurnal Pendidikan Biologi, 5.
, 1-10.
https://doi.
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Harefa.
Preservation Of Hombo Batu: Building Awareness Of Local Wisdom Among The Young Generation Of Nias.
HAGA : Jurnal Pengabdian Kepada Masyarakat, 3.
, 110.
https://doi.
org/10.
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Harefa, .
Strengthening Mathematics And Natural Sciences Education Based On The Local Wisdom Of South Nias: Integration Of Traditional Concepts In Modern Education.
HAGA : Jurnal Pengabdian Kepada Masyarakat, 3.
, https://doi.
org/10.
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Harefa.
The Influence Of Local Wisdom On Soil Fertility In South Nias.
Jurnal Sapta Agrica, 3.
, 18-28.
https://doi.
org/10.
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Harefa.
Hombo Batu A Traditional Art That Can Be Explained With The Laws Of utilizing online resources such as videos and audio in English.
For understand the learning strategies that are most effective and preferred by students in improving English speaking This help in the customization of teaching methods that are more in line with student needs.
For researchers wish to undertake similar research, they can use this study as a reference to conduct real research on kids' learning practices.
Reference