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Appendix 6. She said that “I can” was a positive statement that she always said to herself. Therefore, it is concluded that the majority of the students did all
examples of affective strategies.
6. Social Strategies
These are strategies that help learners to be able to communicate with many people by giving them opportunities to practice their speech production
Oxford, 1990. Interact with friends such as having temporary pair or small group and interacting with skilled and experienced language users such as having
conversation with native speakers outside the classroom are the examples of social strategies. The questionnaire result indicates that 16 students or 72 did the
strategy in the thirteenth statement while six 6 students or 28 did not do it. It means that practicing speaking ability with friends such as having temporary pair
or small group was done by most students. Student B said that she often had conversation in English with ELESP and English Letters students who are also her
friends in boarding house to practice her speaking. She and her friends also gave positive feedback to each other which was very useful for improving their
speaking ability. Nevertheless, there were only few students who did strategy in the
fourteenth statement. The table 4.1 shows that 13 students or 59 did not practice their speaking by having conversation with native speakers that they met outside
the classroom. On the other hand, there were still other nine 9 students or 41 who did that. Student C said that doing grammatical mistakes when having
conversation with native speakers was the thing she often did. However, she kept PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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being enthusiastic to have conversation because those mistakes made the native speakers give feedback about the correct grammar which should be used. It shows
that Oxford’s theory is true that by having conversation with experienced language users, learners can ask questions about their speaking and get feedback
from them 1990. Therefore, it is concluded that most students only did one of two examples of social strategies.
B. The Use of the Strategies in Relation to the Students’ Self-efficacy
This section is to answer the research question number two which is about the use of language learning strategies in relation to their self-efficacy. Based on
the questionnaire result number 19 as can be seen in Appendix 4, 21 students or
95 agreed that their speaking ability was improved after doing some language learning strategies while one student or 5 disagreed. It means that the strategies
were useful for speaking improvement of all the students. The improvement was reflected in their speaking performance after applying language learning
strategies. The researcher did not determine whether their performance was really improved by seeing their performance directly, but by understanding their
reflection. It means that the researcher tried to gain deeper understanding by trying to make meaning on their perception of their speaking ability after applying
some language learning strategies. The researcher also conducted an interview with three students to support
the results of the questionnaire. The interview results can be seen in Appendix 6. Student B and student C were the interviewees who agreed that their speaking
