Tidak Pernah 2. Hampir Tidak Pernah Kadang-kadang 4. Sering Grammar Vocabulary Fluency Comprehension Pronunciation Fluency

92 Appendix 1 Nama: ……………………………………. KUESIONER Strategi Belajar Bahasa Inggris Petunjuk Pengisian: 1. Di bawah ini adalah beberapa strategi belajar berbicara dalam Bahasa Inggris. 2. Jawablah sesuai apa yang biasa anda lakukan dan sebenarnya, karena akurasi kuesioner ini sangat ditentukan oleh jawaban anda. 3. Silanglah kolom yang menurut anda paling tepat sesuai kondisi anda. 4. Tidak ada jawaban benar atau salah dalam menjawab kuesioner ini.

1. Tidak Pernah 2. Hampir Tidak Pernah

3. Kadang-kadang 4. Sering

5. Selalu

No Pertanyaan 1 2 3 4 5 1 Saya menggunakan sajakrima untuk mengingat kata-kata baru dalam Bahasa Inggris. 2 Saya mencoba mengucapkan kata-kata baru dalam Bahasa Inggris. 3 Saya mengucapkan katakalimat Bahasa Inggris beberapa kali untuk mengingatnya. 4 Saya belajar pola-pola baru kalimat dengan mengucapkannya secara lisan. 93 5 Saya mencoba menerjemahkan Bahasa Indonesia ke dalam Bahasa Inggris dan mengucapkan secara lisan 6 Saya mencoba mengingat kata-kata Bahasa Inggris dengan mengetahui persamaannya dalam Bahasa Indonesia. 7 Saya merekam kalimat-kalimat Bahasa Inggris yang saya ucapkan. 8 Saya menggabungkan kata-kata Bahasa Inggris dan Bahasa Indonesia, bila saya tidak mengetahui kata tersebut dalam Bahasa Inggris 9 Saya menaruh kata-kata Bahasa Inggris ke dalam pola tata bahsa yang saya ketahui dalam berbicara Bahasa Inggris. 10 Sebelum menjawab sebuah pertanyaan secara lisan, saya menuliskan jawabannya terlebih dahulu. 11 Saya mencoba mengoreksi kesalahan-kesalahan saya dalam berbicara Bahasa Inggris. 12 Saya mencoba berlatih berbicara dengan diri sendiri untuk meningkatkan kemampuan berbicara Bahasa Inggris saya. 13 Saya mencoba mengevaluasi kalimat-kalimat Bahasa Inggris yang saya ucapkan setelah berbicara. 14 Saya mengetahui kesalahan-kesalahan saya dalam berbicara Bahasa Inggris dan memperbaikinya. 15 Saya menyiapkan sebuah topik dan pola-pola tata bahasa dalam berlatih berbicara Bahasa Inggris. 16 Saya meminta seseorang untuk mengevaluasi saya ketika berbicara Bahasa Inggris. 17 Saya berlatih berbicara Bahasa Inggris dengan teman-teman atau guru-guru saya. 18 Saya berlatih berbicara Bahasa Inggris dengan orang asing. 94 19 Saya bertanya dalam Bahasa Inggris. 20 Bila dalam sebuah percakapan Bahasa Inggris saya tidak tahu kata yang tepat untuk mengucapkannya, maka saya menggunakan gerak isyarat. Cited from English Learning Strategies in an EFL Setting in Indonesia, 2011. Terima Kasih atas Kerjasama Anda 95 Appendix 2 SPEAKING TEST CONVERSATION: On Vacation Mike: Hi, Celia~ how was your trip tomorrow? Celia: It was wonderful I really enjoyed it. Mike: How long were you there? Celia: I was there for three weeks. Mike: Great And did you go to Kyoto? Celia: Yes, it is a beautiful city. Mike: What did you do there? Celia: Well, i visited some temples. They’re really fantastic And then i went to a sumo match in Osaka. That was fun. Mike: And did you like Japanese food? Celia: Yes, I did, but i didn’t like sushi. Mike: Oh really? I love it Celia: By the way, dod you want to see my photos? Mike: Sure After you hear the conversation, now you should work in pair with your friend telling about your last vacation by adding these questions: 1. Where did you stay? 2. What did you buy? 3. With whom did you go there? 4. How did you go there? You are given 10 minutes to prepare you performance 96 Appendix 3 The Result of students’ Learning Strategies Questionaire in Speaking ‘ 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 TOTAL Student 1 3 3 5 3 3 3 4 3 5 4 36 3 2 4 3 4 16 5 5 2 5 3 20 72 Student 2 5 2 2 2 5 5 5 5 2 2 35 5 2 2 2 2 13 5 5 2 2 2 16 64 Student 3 4 4 4 4 3 4 4 4 4 4 39 4 4 4 4 4 20 4 4 4 3 4 19 78 Student 4 4 3 4 3 2 2 4 4 4 4 34 4 2 4 2 4 16 4 4 4 4 2 18 68 Student 5 5 4 4 4 5 5 5 5 4 4 45 5 4 3 4 3 19 5 5 2 3 5 20 84 Student 6 4 2 2 2 4 4 4 4 2 2 30 4 2 3 2 2 13 4 4 2 2 2 14 57 Student 7 4 2 2 2 4 4 4 4 2 2 30 4 2 2 2 2 12 4 2 2 2 4 14 56 Student 8 4 4 4 4 4 3 5 4 4 4 40 4 4 4 4 4 20 4 4 3 4 3 18 78 Student 9 4 2 2 2 3 4 4 4 2 2 29 4 2 2 2 2 12 4 4 2 2 2 14 55 Student 10 3 5 5 3 4 5 4 5 3 5 42 5 5 3 5 3 21 5 3 5 3 3 19 82 Student 11 4 3 4 3 4 4 3 4 3 3 35 4 4 4 4 4 20 4 4 3 3 4 18 73 Student 12 3 4 4 4 5 3 4 5 4 4 40 4 4 3 3 4 18 4 5 3 4 4 20 78 Student 13 4 2 2 2 4 4 4 4 2 2 30 4 2 2 2 2 12 4 4 2 2 2 14 56 Student 14 4 3 4 3 4 4 3 4 4 4 37 4 4 4 4 4 20 4 4 3 4 3 18 75 Student 15 2 5 5 5 2 2 2 2 5 2 32 2 5 5 5 5 22 2 2 5 5 5 19 73 Student 16 4 4 2 4 4 3 4 4 4 4 37 4 4 4 4 4 20 4 4 4 5 5 22 79 Student 17 4 2 4 4 4 4 4 4 4 4 38 4 3 4 4 4 19 3 4 4 4 3 18 75 Student 18 4 4 4 4 3 4 5 4 4 4 40 4 4 4 4 4 20 4 4 4 4 4 20 80 Student 19 4 2 2 2 4 4 4 4 2 2 30 4 2 3 2 2 13 4 4 2 2 2 14 57 97 Student 20 3 4 4 4 4 3 5 4 4 3 38 3 4 4 4 3 18 3 4 3 4 3 17 73 Student 21 4 2 2 2 4 4 4 4 2 2 30 4 2 2 2 2 12 4 4 2 2 2 14 56 Student 22 4 4 4 4 4 4 4 4 4 4 40 4 4 3 4 4 19 4 4 4 4 4 20 79 Student 23 5 4 4 4 5 5 5 5 4 4 45 5 3 4 4 4 20 5 4 4 4 3 20 85 Student 24 1 2 2 4 1 1 1 1 2 2 17 1 4 3 4 4 16 4 4 4 4 5 21 54 Student 25 5 4 4 4 5 5 5 5 4 4 45 5 4 4 3 4 20 5 5 3 4 4 21 86 Student 26 4 4 4 4 4 4 4 4 2 4 38 4 3 4 4 3 18 4 4 4 3 3 18 74 Student 27 5 4 4 4 5 5 5 5 4 4 45 5 4 4 4 4 21 5 5 4 4 4 22 88 Student 28 5 2 5 2 5 5 5 5 5 2 41 5 5 3 5 5 23 4 5 5 4 2 20 84 Student 29 4 4 2 4 2 4 4 2 4 4 34 4 3 4 4 4 19 2 4 4 4 4 18 71 98 Appendix 4 SCORE OF SPEAKING TEST No R1 R2 average 1 76 80 78 2 68 70 69 3 82 82 82 4 72 68 70 5 89 83 86 6 60 64 62 7 60 62 61 8 80 80 80 9 60 60 60 10 88 84 86 11 76 80 78 12 84 80 82 13 60 60 60 14 78 74 76 15 76 72 74 16 84 80 82 17 80 76 78 18 84 80 82 19 64 62 63 20 74 76 75 21 58 54 56 22 80 84 82 23 88 86 87 24 60 60 60 25 90 88 89 26 78 74 76 27 90 86 88 28 86 90 88 29 78 78 78 Total 2203 2173 2188 Means 76 75 75 99 Appendix 5 RESULT OF SPEAKING ABILITY AND LEARNING STRATEGIES No Speaking Ability Learning Strategies Gain Student 1 78 72 6 Student 2 69 64 5 Student 3 82 78 4 Student 4 70 68 2 Student 5 86 84 2 Student 6 62 57 5 Student 7 61 56 5 Student 8 80 78 2 Student 9 60 55 5 Student 10 86 82 4 Student 11 78 73 5 Student 12 82 78 4 Student 13 60 56 4 Student 14 76 75 1 Student 15 74 73 1 Student 16 82 79 3 Student 17 78 75 3 Student 18 82 80 2 Student 19 63 57 6 Student 20 75 73 2 Student 21 56 56 Student 22 82 79 3 Student 23 87 85 2 Student 24 60 54 6 Student 25 89 86 3 Student 26 76 74 2 Student 27 88 88 Student 28 88 84 4 Student 29 78 71 7 Total 2188 2090 98 Means 75 72 3,37931 Appendix 6 100 Reliability of Questionnaire Case Processing Summary 29 100.0 .0 29 100.0 Valid Excluded a Total Cases N Listwise deletion based on all v ariables in the procedure. a. Reliabi lity Statisti cs .906 20 Cronbachs Alpha N of Items Appendix 7 101 Reliability of Speaking Score Correlati ons 1 .952 . .000 29 29 .952 1 .000 . 29 29 Pearson Correlation Sig. 2-tailed N Pearson Correlation Sig. 2-tailed N Teacher Researcher Teacher Researcher Correlation is signif icant at the 0.01 lev el 2-tailed. . Appendix 8 102 Frequencies of Speaking Descriptives Descriptive Statistics 29 56.00 89.00 75.4483 10.05196 29 Speaking ability Valid N listwise N Minimum Maximum Mean St d. Dev iation Frequencies Statistics Speaking ability 29 75.4483 78.0000 82.00 10.05196 101.042 33.00 56.00 89.00 2188.00 Valid Missing N Mean Median Mode St d. Dev iation Variance Range Minimum Maximum Sum Speaki ng ability 1 3.4 3.4 3.4 3 10.3 10.3 13.8 1 3.4 3.4 17.2 1 3.4 3.4 20.7 1 3.4 3.4 24.1 1 3.4 3.4 27.6 1 3.4 3.4 31.0 1 3.4 3.4 34.5 1 3.4 3.4 37.9 2 6.9 6.9 44.8 4 13.8 13.8 58.6 1 3.4 3.4 62.1 5 17.2 17.2 79.3 2 6.9 6.9 86.2 1 3.4 3.4 89.7 2 6.9 6.9 96.6 1 3.4 3.4 100.0 29 100.0 100.0 56.00 60.00 61.00 62.00 63.00 69.00 70.00 74.00 75.00 76.00 78.00 80.00 82.00 86.00 87.00 88.00 89.00 Total Valid Frequency Percent Valid Percent Cumulat iv e Percent Appendix 9 103 Frequencies of Learning Strategies Descriptives Descriptive Statistics 29 54.00 88.00 72.0690 10.71691 29 Learning Strat egies Valid N listwise N Minimum Maximum Mean St d. Dev iation Frequencies Statistics Learning Strategies 29 72.0690 74.0000 56.00 a 10.71691 114.852 34.00 54.00 88.00 2090.00 Valid Missing N Mean Median Mode St d. Dev iation Variance Range Minimum Maximum Sum Mult iple modes exist. The smallest v alue is shown a. Learning Strategies 1 3.4 3.4 3.4 1 3.4 3.4 6.9 3 10.3 10.3 17.2 2 6.9 6.9 24.1 1 3.4 3.4 27.6 1 3.4 3.4 31.0 1 3.4 3.4 34.5 1 3.4 3.4 37.9 3 10.3 10.3 48.3 1 3.4 3.4 51.7 2 6.9 6.9 58.6 3 10.3 10.3 69.0 2 6.9 6.9 75.9 1 3.4 3.4 79.3 1 3.4 3.4 82.8 2 6.9 6.9 89.7 1 3.4 3.4 93.1 1 3.4 3.4 96.6 1 3.4 3.4 100.0 29 100.0 100.0 54.00 55.00 56.00 57.00 64.00 68.00 71.00 72.00 73.00 74.00 75.00 78.00 79.00 80.00 82.00 84.00 85.00 86.00 88.00 Total Valid Frequency Percent Valid Percent Cumulat iv e Percent Appendix 10 104 One Way ANOVA of Speaking and Learning Strategies Descriptives Speaking N Mean Std. Deviation Std. Error 95 Confidence Interval for Mean Minimum Maximum Lower Bound Upper Bound 1 6 86.1667 2.22860 .90982 83.8279 88.5054 82.00 88.00 2 16 78.0625 4.94596 1.23649 75.4270 80.6980 69.00 89.00 3 7 60.2857 2.21467 .83707 58.2375 62.3339 56.00 63.00 Total 29 75.4483 10.05196 1.86660 71.6247 79.2718 56.00 89.00 ANOVA Speaking Sum of Squares df Mean Square F Sig. Between Groups 2407.973 2 1203.987 74.320 .000 Within Groups 421.199 26 16.200 Total 2829.172 28 Post Hoc Tests Multiple Comparisons Speaking Scheffe I Strats J Strats Mean Difference I-J Std. Error Sig. 95 Confidence Interval Lower Bound Upper Bound 1 2 8.10417 1.92678 .001 3.1027 13.1057 3 25.88095 2.23926 .000 20.0683 31.6936 2 1 -8.10417 1.92678 .001 -13.1057 -3.1027 3 17.77679 1.82395 .000 13.0422 22.5113 3 1 -25.88095 2.23926 .000 -31.6936 -20.0683 2 -17.77679 1.82395 .000 -22.5113 -13.0422 . The mean difference is significant at the 0.05 level. Means Plots 105 Appendix 11 106 One Way ANOVA of Speaking and Cognitive Strategies Descriptives Speaking N Mean Std. Deviation Std. Error 95 Confidence Interval for Mean Minimum Maximum Lower Bound Upper Bound 1 13 83.4615 4.27425 1.18546 80.8786 86.0444 75.00 89.00 2 14 70.2143 8.38661 2.24141 65.3720 75.0566 56.00 82.00 3 2 60.0000 .00000 .00000 60.0000 60.0000 60.00 60.00 Total 29 75.4483 10.05196 1.86660 71.6247 79.2718 56.00 89.00 ANOVA Speaking Sum of Squares df Mean Square F Sig. Between Groups 1695.585 2 847.792 19.445 .000 Within Groups 1133.588 26 43.600 Total 2829.172 28 Post Hoc Tests Multiple Comparisons Speaking Scheffe I Cog J Cog Mean Difference I-J Std. Error Sig. 95 Confidence Interval Lower Bound Upper Bound 1 2 13.24725 2.54324 .000 6.6456 19.8489 3 23.46154 5.01533 .000 10.4429 36.4802 2 1 -13.24725 2.54324 .000 -19.8489 -6.6456 3 10.21429 4.99139 .144 -2.7422 23.1708 3 1 -23.46154 5.01533 .000 -36.4802 -10.4429 2 -10.21429 4.99139 .144 -23.1708 2.7422 . The mean difference is significant at the 0.05 level. Means Plots 107 Appendix 12 108 One Way ANOVASpeaking by Metacognitive Strategies Descriptives Speaking N Mean Std. Deviation Std. Error 95 Confidence Interval for Mean Minimum Maximum Lower Bound Upper Bound 1 4 84.0000 6.73300 3.36650 73.2863 94.7137 74.00 88.00 2 18 78.9444 6.59298 1.55398 75.6658 82.2231 60.00 89.00 3 7 61.5714 3.95209 1.49375 57.9164 65.2265 56.00 69.00 Total 29 75.4483 10.05196 1.86660 71.6247 79.2718 56.00 89.00 ANOVA Speaking Sum of Squares df Mean Square F Sig. Between Groups 1860.514 2 930.257 24.969 .000 Within Groups 968.659 26 37.256 Total 2829.172 28 Post Hoc Tests Multiple Comparisons Speaking Scheffe I Meta J Meta Mean Difference I-J Std. Error Sig. 95 Confidence Interval Lower Bound Upper Bound 1 2 5.05556 3.37399 .341 -3.7026 13.8137 3 22.42857 3.82575 .000 12.4978 32.3593 2 1 -5.05556 3.37399 .341 -13.8137 3.7026 3 17.37302 2.71884 .000 10.3155 24.4305 3 1 -22.42857 3.82575 .000 -32.3593 -12.4978 2 -17.37302 2.71884 .000 -24.4305 -10.3155 . The mean difference is significant at the 0.05 level. Means Plots 109 Appendix 13 110 One Way ANOVA of Speaking and Social Strategies Descriptives Speaking N Mean Std. Deviation Std. Error 95 Confidence Interval for Mean Minimum Maximum Lower Bound Upper Bound 1 4 79.7500 13.52467 6.76233 58.2292 101.2708 60.00 89.00 2 19 79.3158 5.38571 1.23557 76.7200 81.9116 69.00 88.00 3 6 60.3333 2.42212 .98883 57.7915 62.8752 56.00 63.00 Total 29 75.4483 10.05196 1.86660 71.6247 79.2718 56.00 89.00 ANOVA Speaking Sum of Squares df Mean Square F Sig. Between Groups 1728.984 2 864.492 20.430 .000 Within Groups 1100.189 26 42.315 Total 2829.172 28 Post Hoc Tests Multiple Comparisons Speaking Scheffe I Social J Social Mean Difference I-J Std. Error Sig. 95 Confidence Interval Lower Bound Upper Bound 1 2 .43421 3.57852 .993 -8.8548 9.7232 3 19.41667 4.19896 .000 8.5171 30.3162 2 1 -.43421 3.57852 .993 -9.7232 8.8548 3 18.98246 3.04624 .000 11.0751 26.8898 3 1 -19.41667 4.19896 .000 -30.3162 -8.5171 2 -18.98246 3.04624 .000 -26.8898 -11.0751 . The mean difference is significant at the 0.05 level. 111 Means Plots 1

I. INTRODUCTION

This chapter presents the background of the research, formulation of the problem, objectives of the research, uses of the research, scope of the result, and the definition of term; clarified as the followings.

1.1 Background of the Problem

One of the objectives of teaching English is to make the students able to communicate using the language in the form of oral and written communication. Speaking is one of the oral communications that is learned by students from elementary school to senior high school. Speaking is considered the most difficult language skill by students because they should have lots of vocabularies, they have to be able to pronounce the words correctly, and they have to be able to use them in appropriate context. In this case, the students must study hard to master it and the teacher should create a good atmosphere in the class. The problem is that the students are afraid of making mistakes, of being laughed at by their friends and of having lack of confidence in their ability Hamer, 2007. Speaking is the most important skill that should be mastered by students in building a good communication. According to the 2006 English Curriculum 2 and its supplement, the emphasis of the curriculum is that the students are able to communicate in English by mastering the whole skills. However, the difficulty of each skill is relative because it depends on the students. Speaking is a process of communication between at least two people and it is a way to express someone’s idea. In speaking English, students might have enough vocabulary but they seem awkward in expressing what is in their minds. Therefore, students should be able to find suitable, effective, and efficient attempts to do what is required. It seems that students get difficulties to achieve the target of speaking without having effective learning strategy. Learning how to speak English fluently and accurately is considered a grand task for students. To overcome these language barriers, they need to utilize learning strategies. Learning strategies is a set of actions either conscious or subconsciously to achieve a learning goal, i.e. to able to apprehend, internalize, and use the target language Hassan et al. 2005:13. Students have to use their strategies when they attempt to find ways to cope with task they face. It will be able to make the students learn English more successfully if they use the strategies in learning English. Based on the researcher’s pre-observation, when conducting teaching practice PPL, it was found that student’s speaking ability is still low. The students got difficulties in expressing their ideas. They thought speaking was the most difficult part in learning English as a foreign language. Besides, it seemed that 3 students were feeling afraid of making mistakes in the way they conveyed what they wanted to say. The problems which might hinder the students to learn speaking English might be categorized into three classifications. First is cognitive, for example students do not have an organization skill when they are speaking and they lack rehearsal activity for what they want to say. The second is metacognitive, for example, the students’ lack of planning, monitoring and evaluating which students make when they are going to speak. The last is social, for example students are feeling afraid of making mistakes when they speak and they do not know the way how to pronounce certain word. Speaking is a productive skill, it is believed that the more they practice, the better they would be. Students’ speaking proficiency is highly varied. There are a number of students whose speaking skill is already good. On the other hand, there are a number of students whose speaking is not sufficient. The potential problem is that students do not have any strategies when they learn speak. Cohen 1998: 18-19 states that there are many strategies that can be used by students to improve speaking, for example before-speaking strategies lowering anxiety, preparing and planning, predicting what is going to happen and planning possible. The difference of the leaning strategy shows that there are many different levels of learning difficulties of each personal. 4 Students can improve their language skills in a better way if they are capable of using a wide variety of language learning strategies. The more students use a greater variety and number of learning strategies, the more proficient they would be. Therefore, it is important to understand what kinds of language learning strategies that students employ to their oral performance. Under their circumstance, it may be assumed that in some cases using appropriate learning strategy has correlation towards students’ speaking achievement. Using different strategy will characterize their achievement. Sabuncuoglu’s study showed that a good language learner tries to find ways to use these strategies to succeed in language learning. These strategies usually make learning more successful if they make use of learning strategies while learning a foreign language. The study shows that most students used metacognitive strategies and cognitive strategies in learning English although not many of them used social strategies in speaking. It shows that they do not tend to cooperate with proficient users or others. Concerning the students’ problem in speaking English, the researcher analyzed the difference of speaking among high and low frequency users in using language learning strategies. Therefore, this research attempts to investigate the role of language learning strategies in speaking at the second year students of SMA Muhammadiyah 2 Bandar Lampung. 5

1.2 Formulation of the Problem

Based on the background above, the researcher formulated the problem as follows: 1.2.1 Will be there any significant differences between: a High and low frequency users of learning strategies and their speaking ability? b High and low frequency users of cognitive strategies and their speaking ability? c High and low frequency users of metacognitive strategies and their speaking ability? d High and low frequency users of social strategies and their speaking ability? 1.2.2 What type of language strategy do the students most frequently used in speaking skill at the second year students of SMA Muhammdiyah 2 Bandar Lampung?

1.3 Objectives of the Research

This research is conducted in aids to achieve several objectives: 1.3.1 To find out whether there are significant difference of speaking ability among high and low frequency users of learning strategies at the second year students of SMA Muhammdiyah 2 Bandar Lampung. 1.3.2 To explore learning strategies that students use in speaking at the second year students of SMA Muhammadiyah 2 Bandar Lampung 6

1.4 Uses of the Research

The results of the research are expected to give several contributions both theoretically and practically.

1.4.1 Theoretical Uses

The result of the research is expected to be used to confirm the previous theory about the learning strategy which students use towards their speaking ability.

1.4.2 Practical Uses

- The finding of the research will be useful especially as the information to the readers about some strategies mostly used by students in speaking ability. - After knowing the strategies used, it is hoped that students can employ the most appropriate strategies and it gives consideration for teachers in improving students’ speaking ability.

1.5 Scope of the Result

This research was a quantitative in nature. The major or independent variable is learning strategy. There are three major learning strategies that were investigated namely cognitive, metacognitive, and social strategies. Meanwhile, the dependent variable is studen ts’ speaking ability. The focus of this research covers the identification of learning strategies used by the students and the difference of speaking ability among high and low strategy 7 users of learning strategies. In this research, the researcher investigated the students’ speaking ability in the way of they made a conversation telling about past activities. This research was conducted in SMA Muhammadiyah 2 Bandar Lampung at the second year students in year 20132014.

1.6 Definition of Terms

Based on the description above, the researcher provide some definition of terms that can across often during the research. The term below will guide the reader in reading and understanding the thesis. Language Learning Strategy It means the steps or actions taken by language learners in the process of learning to learn another language. Cognitive strategy It deals with the all activities that take place in the brain in order to acquire a foreign language. Metacognitive strategy It refers to the study of the ways in which people monitor and control their own cognitive strategy. 8 Social strategy It concerned with the nature and form of social interaction and how people come to influence one another’s behavior. Speaking It is an activity of interacting and communicating among people in social life. Speaking is also the ability that the learners have to communicate, to convey and to have meaningful conversation in English. 9

II. LITERATURE REVIEW

This chapter reviews some theories that were be used to support the research. The theories of speaking in general, learning strategy, and learning strategy use in speaking will be discussed in this chapter,

2.1 Concept of Speaking

There are many different ways that people can do to communicate what they think. Some people prefer telling what they want by gesture, note, or even eye-contact. Meanwhile, some others prefer conveying their intension by words or speaking. Speaking is the primary skill of language and it can be developed from the beginning when someone was born, from the first contact with the language. Speaking is a productive skill in which the speaker produces and uses the language by expressing a sequence of ideas and at the same time heshe tries to get the ideas or the massage across Putria, 2011:13. Speaking is not merely saying words but also using language to deliver meanings in order that listener can make sense of them Cameron, 2001. We try to communicate with each other and use our language to make other people understand. Byrne 1948:8 defines speaking as two processes between speaker and listener and it 10 involves the productive skill and receptive skill of understanding. In other words, one tries to communicate with each other to send hisher message to the second person. It is not extremely easy to convey the message in English. The problem might be caused by the factor that speaking requires several aspects to consider such as the language use, pronunciation, stress, intonation, tenses and choice of words. Hamer 2007 states that to be able to speak easily, well and quickly, students have to able to pronounce phonemes correctly, use stress and intonations pattern appropriately, and speak in connected speech. In order to be fluent speakers, those who speak fluently and accurately, the students need mental or physical effort. It is because to be able to speak fluently, they have to speak and think at the same time. It implies that we need to monitor what we say and correct any mistake when we speak. Pinter 2006 states that there are so many things which have to be learned to be fluent speaker such as the appropriate to say in certain situation, how to manage conversation and how to interrupt their own contribution Speaking requires not only the knowledge how to produce form of language such as grammar, pronunciation and vocabulary, but also the comprehension about when, why and what ways to produce language Brown, 2001. To master speaking skill is not easy and short process. To be able to speak 11 fluently in foreign language we need a lot of practice. It is what proverb says “practice makes better”. Speaking is defined as the ability to express ideas, feeling, opinions, and wishes in carrying out speaking task in the class room. Brown 2001:271 says that speaking ability in a language class is the ability to perform the language in a task. If students want to be able to communicate in English well, they need to able to pronounce the words correctly, use appropriate stress and intonation, and use a language in a range of different genre and situation Hamer, 2007. There are some criteria in speaking skill. Welty 1976:47 states that speaking is one of four basic skills of language and it has important role in daily life because it is the main skill in communication. Speaking must fulfill these following criteria, they are: 1. Pronunciation Pronunciation refers to the ability to produce easily comprehensible articulation.

2. Grammar

Grammar refers to the study of language rules it is a kind of regularity of sound structure that nobody could learn language without grammar. Grammar is the set of logical and structural rules that govern the composition of sentences, phrases, and words in any given natural language. 12

3. Vocabulary

Vocabulary refers to selection of words that suitable with content. There are thousands of words with rule of combining them make up the language that students should master.

4. Fluency

Fluency is the smoothness of flow which sounds, syllables, words and phrases are joined together when speaking.

5. Comprehension

Comprehension is the study how well students understand language, or that helps them to improve their understanding of it. On the other hand, different from the five categories by Welty’s 1976, Heaton 1991 states that there are three aspects to be tested. The three aspects are:

1. Pronunciation

Pronunciation refers to the ability to produce easily comprehensible articulation Syakur: 1987. Heaton 1978:5 in Putria’s study 2011:14 defines grammar as the students’ ability to manipulate structure and to distinguish appropriate grammatical form in appropriate ones is needed for students to arrange correct sentences in conversation.

2. Fluency

Fluency can be defined as the ability to speak fluently and accurately. Fluency refers to the ease and speed of the flow of the speech Harris, 1974:81. It 13 means that when a person makes a dialogue with another person, the other person can give respond well without difficulty.

3. Comprehension