DISERTASI dan TESIS Program Pascasarjana UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

Indonesian EFL Learners’ Learning Strategies to Develop Speaking Skill

Annysa Dwi Cahyani




Cahyani, Annysa Dwi. 2016. Indonesian EFL Learners’ Learning Strategies to Develop Speaking Skill.Thesis. Graduate Program in English Language Teaching. State University of Malang. Advisors: (I) Prof. Dr. Nur Mukminatien, M.Pd., (II) Dr. Emalia Iragiliati, M.Pd.


Keywords: learning strategies, speaking skill.

This study aims to investigate the learning strategies (LSs)employedby EFL learners to develop their speaking skill in university level of freshmen and sophomores. This study used descriptive research design. The instruments used in this study were LSs questionnaire adapted from Oxford (1990) and Wahyuni (2013) and interview protocol guide. There were 158 English Department students who consisted of 79 freshmen and 79 sophomores participating in this study. The data obtained from questionnaire were analysed using SPSS 20 while the data from interview were transcribed and synthesized.

The findings show that generally EFL learners use 42 strategies of both direct and indirect strategies. They include 3 memory strategies, 14 cognitive strategies, 3 compensation strategies, 9 metacognitive strategies, 7 affective strategies, and 6 social strategies.The results from independent samples t-test show that there are significant differences in the use of 4 LSsnamely ‘trying to be better learner of English’ (metacognitive), ‘talking to someone else about how I feel when I am learning to speak in English’ (affective), ‘asking other people to repeat or slow down when I do not understand’ and ‘practicing to talk in English with other friends’ (social). Freshmen reportedly employed those strategies more frequently than sophomores. Meanwhile, for overall strategies use, there is no significant difference. Pertaining to the most and the least preferred strategy group, the findings show that freshman prefer social strategies the most. As for sophomore, compensation strategies are the most preferred. For specific strategies, both freshman and sophomore prefer ‘trying to be better learner of English’ the most. Additionally, sophomore also prefer ‘noticing mistakes and using the information to do better in speaking’ the most. The least preferred strategies of freshmen and sophomores are ‘giving myself reward/ treat when I do well in speaking’ and ‘using loud voice if I’m anxious when speaking English’ respectively. Furthermore,it was found that generally EFL learners employ certain LSs because of four main reasons: usefulness of the strategies, practicality of the strategies, comfort in using strategies, and pleasure in using strategies.

Some suggestions are addressed to Speaking lecturers and other researchers. For Speaking lecturers, they are suggested to raise learners’ awareness of the importance of LSs in the learning process. It is necessary to introduce LSs to enrich learners’ knowledge. The knowledge of LSs and how to use them will be helpful to assist the learners in the learning process and lead them to autonomous learning, which would improve their ability in speaking. For other researchers, future studies can be directed to LSs use in other English skills or English components. They might also investigate the difference of LSs use based on other aspects such as level of proficiency, motivation, anxiety, or self-efficacy. Since this study investigates the LSs use among freshman and sophomore learners only, further studies could involve learners from all levels including freshman, sophomore, junior, and senior year. In addition, this study mainly relies on self-reported data from questionnaire and interview. Thus, it is suggested that the further research elicit the data from other sources such as observation or learners’ journal for more comprehensive results.