ABSTRACT
This research aims to explore (1) the strategies being used by students in speaking; (2) the way students use the learning strategies; and (3) the students’ reasons in using the learning strategies.
This research was conducted in a private vocational high school in Kawedanan, Magetan. The subjects of the research were eight students of the eleventh grade. Purposive sampling technique was used as a method in selecting the subjects. A qualitative case study approach was employed and the data were taken through questionnaire, interview, observation, and document analysis. In analyzing the data, the interactive model of data analysis proposed by Miles and Huberman was used.
The finding shows that (1) the students use six strategies from both direct and indirect strategies, yet the students have moderate awareness of using learning strategies. The six strategies are memory, cognitive, compensation, metacognitive, affective, and social strategies. Those six groups of strategies are used in different form of specific strategies and the frequency in using them is also different; (2) there are three ways in using the learning strategies: conscious, effortful, and effective ways; (3) students’ reasons in using the learning strategies were concerning the usefulness of the strategies to enhance speaking achievement, overcoming speaking difficulties, controlling learning environment, and enjoyment of the strategies to be applied.
The result of this research implies that students need to be more aware in using learning strategies. It is also important for the students to make better how they should accomplish the strategies and consider more the necessity of using learning strategies when speaking English in class.
Keywords:learning strategies, strategies accomplishment, speaking, case study