STUDENTS’ LEARNING STRATEGIES TO IMPROVE SPEAKING SKILL S. Sintiawati S. Kadiri Islamic University Email: sintiwung26@gmail.com Abstract The aim of this journal is to investigating the learning strategies in speaking. Speaking is important to helps students building a good communication with their friends Every great result needs process, and every process needs strategy. This also applies to learning strategies in speaking, especially speaking English. For this reason, we need a study to investigate learning strategies of speaking. Students are face a lot of difficulties when they were speaking English in public. Students have a several strategies to make them feeling confidence and comfortable when speaking, especially speaking English in public. Those learning strategies such as memory strategy and social strategy are related with true thing that we ever found in real life. This study was using journal library research. In order to have good speaking skills, a student should have learning strategies that make them feel comfortable. Strategic learning will have an impact on the final result of their speaking skill. Key words : students, learning strategies, speaking skill. INTRODUCTION English is an international language that used by academic communities around the world (Nada and Hind, 2013). English has become the media in every communication, both in local and global contexts. (Sofyan, Dian and Rizaldy, 2015). English is a global need because it works as the language used as the main communication. It’s also one of the things that many people in the world are interested in, especially in learning and education. There are four skills that must be improve to have a skills in learning language, i.e: listening, speaking, reading and writing (Sri, 2015). Hanifa (2018) as cited in Ita, Wayan, and Putu (2020) said that speaking is important to learn by student. It’s also supported by Amoah and Yeboah (2021) that speaking is one of the most important qualities to improve when learning a foreign language. Speaking skills are important, not only in companies, but also in schools, university, and even societies. Speaking material already studied at the Senior High School although not detail enough. To helps students to build a good communication with other people either in casual or public communication, it needs supporting competency in speaking (Saputra & Wargianto, 2015) as cited in Ita, Wayan and Putu (2020). It consists of several supporting competency such as grammar, fluency, pronunciation, and also content of their speaking (Abbaspour, 2016) as cited in Ita, Wayan and Putu (2020). Students must learn and understand these supporting competencies. Student have to learn the supporting competency, so they can at least communicate with their classmates. Ita, Wayan and Putu (2020) said that, students are more active in the classroom if they master at supporting competency of speaking. According to Ita, Wayan and Putu (2020) from Jacobs & Haysvier (2016), speaking competency is their only way to express their ideas and concept during the process of teaching and learning in the classroom. If these speaking skills are successfully implanted and realized by students, an active class atmosphere will be created because of the discussions in it. Students are required to be able to express their opinions, especially in a small class discussion. Therefore, speaking ability will greatly affect class activity. The current education curriculum in Indonesia requires students to be active and creative in class discussion. However, there are some students who have difficulty with their speaking skills, and they not even interested in learning it. There are several students who didn’t have motivation to start speaking in the classroom (Ita, Wayan & Putu, 2020). Students might face problems in learning to speak as they have different social background, educational background, no language training, and too much influence from mother language (Asif, Bashir, & Zafar, 2018 as cited in Ita, Wayan and Putu, 2020). Students will not want to learn about speaking skills if they still have something that is holding them back. In addition, research on what learning strategies is very needed. It’s because, the learning strategies are need to build students’ motivation and help them to be independent in learning English (Jones, 1998 as cited in Wael, Ashar and Ibrahim, 2018). Based on this theory, there is a high possibility that learning strategies will greatly affect student interest in speaking skill. The purpose of this study is to learning strategies in speaking skill. The research problems are solved by comparing, finding and discussing theories from two International Journal. Additionally, this study is also equipped with the theories written by experts who also conduct the same research in the field of speaking competency. METHOD This section below provides the research method of the study. It involves research design, technique, sources, and process of study. The explanation will be started by explaining about research design of the study. Research Design This study was using journal library research. The journal is designed to knowing about learning strategies of speaking. Research Technique This library analysis journal was used two journals. The process of collecting data was from articles from national and international journal that has topic that almost same. Then, the researcher analyze, describe and comparing it. Sources This study was collected data from national journal and international journal. The national journal is from Ahmad Wael, Muhammad Nur Ashar Asnur and Ibrahim Ibrahim (2018) titled Exploring Students’ Learning Strategies in Speaking Performance. Then, the international journal is from Ita Suryani, I Wayan Suarnajaya and Ni Putu Astiti Pratiwi (2020) titled Investigating the Inhibiting Factors in Speaking English Faced by Senior High School Students in Singaraja. It’s also using another journal for references. Process of the Research The data from journals was analyzed based on the theory needed to support this study. Then it was compared with other theories. After that, the researcher will find the result and conclusion. FINDING AND DISCUSSION Theories related to the research of the study will be explained in the following section. Each theory is presented in accordance with the research study. Here is the theories related to students’ learning strategies in speaking. Students’ Speaking Learning Strategies In According to Henry Minzberg (1987) as cited in Sergio Jofre (2011), strategy is a carefully intended course of action whose resulting behaviour can be identified. Robert Gagne (1985) states that learning is a process to gain motivation in my knowledge, skills, habits, and behavior. A Learning Strategy was an approach in learning and using information (Syafryadin, 2020). From those theories, we can conclude that learning strategies is an action to gain motivation in learning. Learning strategies is very crucial to help students in their learning process. It’s supported by Bruen (2001) as cited in Syafryadin (2020) that students used learning Strategies to help them understand information and solve problems Successfully of learning can be happen because of learning strategies (Wegner, Lea and Friederike, 2013). Students that don’t using right learning strategies can be passively when learn and it can be fail in their study (Syafryadin, 2020). Every great result needs process, and every process needs strategy. This also applies to speaking techniques, especially speaking English. Speaking skills certainly taking times to process in learn it. For this reason, a good strategies is needed in order to achieve a good final result. Wael, Ashar and Ibrahim (2018) states that there are six strategies that students’ use in speaking. They are memory strategies, metacognitive strategies, social strategies, affective strategies, compensation strategies and cognitive strategies. The next paragraph will talking about these learning strategies. Memory strategies is the first factor that we will talking in here. Based on data from Wael, Ashar and Ibrahim (2018), watching random videos or movie which using English language include in this type. Auditory and visual connections provide information related to some of the new vocabulary they received, which will then be remembered. (Wael, Ashar and Ibrahim, 2018). Some people feels that it’s easier to capture or receive information through visual media, such as movies, songs, and even random videos. The large number of vocabulary received will make a person feel more confident and easy to convey the intent and purpose. Wael, Ashar and Ibrahim (2018) states from data that there are students who open the dictionary to help them. They also states that there are students who must prepare themselves before speaking. These opinions show that some students didn’t master a lot of vocabularies and it’s become a problem, which is relate to the topic that we talking before. But, some of them try to looking for a meaning of difficult words. They use dictionary to help him understanding the word. This shows that there are students who chose metacognitive strategies when they are speaking. The next strategies is social strategies. There are students who take advantages of their environment by learn to speak with their friends, even it just greeting and try to communicate or talking about the last material (Wael, Ashar and Ibrahim, 2018). They are needs other person to help them (Wael, Ashar and Ibrahim, 2018). Aristoteles states in his teachings that humans are zoon politicons. Meaning that humans, as creatures, basically always want to get along in society. This theory from Aristoteles was related with social strategies. Humans always need another human to help them. It’s also happens at learning strategies in speaking which using another person to listening our speaking or to discuss about last or difficult materials. Affective strategies relate with anxiety. It’s support by Wael, Ashar and Ibrahim, 2018. They states that the students who use this kind of strategies are trying to reduce their anxiety to learn speaking. They also states that, the students who use this strategies will prepare themselves to be brave and be confidence when speaking. Not only that, they will prepare the material and a lot of vocabularies to be perfect when speaking. This strategies is good because it possible that the result is satisfying. But, this kind of strategy is dangerous too because it can be a boomerang for them. It caused of the feeling to be perfect will make them feeling anxiety and it can make us didn’t believe to themselves. Compensation strategies having a little bit equality with social strategies. Wael, Ashar and Ibrahim (2018) states that there are students who like to writing their daily activities, tell about it to their friends, and learn about tenses and conjunction. Wael, Ashar and Ibrahim (2018) also states that this type of students are lik to learn in specific topic and trying to understanding the grammatical contains the topic. Actually, this kind of strategy liked by the person who always feeling curious. There are students who determined themselves to be brave in telling their opinion. It’s supported by Wael, Ashar and Ibrahim (2018), they states that the students will prepare to be brave in asking to their lecturer and their friends. It’s also stated by Wael, Ashar and Ibrahim (2018) that they tries to have a big attention in understanding pronounciacion. Actually, this type can be found easily because in one class, there is always one person who stands out and always tries to prepare everything well. This type also classified as a students who behaved to be a perfectionist. From those theories, it can be conclude that the students have a several strategies to make them feeling confidence and comfortable when speaking, especially speaking English in public. All of them are related with true thing that we ever found in real life. So, which one is your strategy? CONCLUSION According to this study, we can conclude that students have some learning strategies to speaking English. The researcher found several strategies that used by students. They are use imagery and visual connection as the commonly way to learning. The second strategy were metacognitive strategies. The next is social strategy. The students asked for clarification from their social environment such as friends, teachers, and family in social strategy. The fourth is affective strategy. In this strategy the students’ anxiety have been decreased. They also can taking emotional of themselves. The fifth strategies used by the students were compensation strategies. This strategy is focused on grammatical of topic. The sixth strategies used by the students were cognitive strategies. This strategy focused on the speaking performance, which is pronunciation. REFERENCES Syafryadin. 2020. Students’ Strategies in Learning Speaking: Experience of Two Indonesian Schools. Bengkulu. VISION: JOURNAL FOR LANGUAGE AND FOREIGN LANGUAGE LEARNING, 2020 VOL.9, NO.1, 34-47. ISSN 2541-4399 Wael Ahmad, Muhammad Nur Ashar Asnur, & Ibrahim (2018). Exploring Students’ Learning Strategies in Speaking Performance. South Sulawesi. International Journal of Language Education. Suryani Ita, I Wayan Suarnajaya, & Ni Putu Astiti Pratiwi (2020). Investigating the Inhibiting Factors in Speaking English Faced by Senior High School Students in Singaraja. Buleleng. International Journal of Language Education. Jofre, Sergio (2011). Strategic Management: The theory and practice of strategy in (business) organizations. DTU Management. DTU Management 2011 No. 1 Gagne, Robert (1984). Learning Outcomes and Their Effects Useful Categories of Human Performance. Florida. American Psychological Association, Inc Vol. 39, No. 4. 377 - 385 Wegner, Class, Lea Minnaert & Friederike Strehlke. 2013. The importance of learning strategies and how the project ‘KolumbusKids’ promotes them successfully. Germany. European Journal of Science and Mathematics Education Vol. 1, No. 3, 2013. Al Qasim, Nada & Hind al Fadda. (2013). From Call to Mall: The Effectiveness of Podcast on EFL Higher Education Students’ Listening Comprehension. Saudi Arabia. Visual Post: English Language Teaching; Vol. 6, No. 9; 2013, DOI: 10.5539/elt.v6n9p30 Gani, Sofyan A., Dian Fajrina, Rizaldy Hanifa. 2015. Students’ Learning Strategies for Developing Speaking Ability. Banda Aceh. Studies in English Language and Education, 2(1), 16-28, 2015. DOI: https://doi.org/10.24815/siele.v2i1.223 2. ISSN: 2461-0275 Amoah, S., & Yeboah, J. (2021). The speaking difficulties of Chinese EFL learners and their motivation towards speaking the English language. Journal of Language and Linguistic Studies, 17(1), 5669. Doi: 10.52462/jlls.4 Wiyanah, S. (2015). Improving Listening Skill Using Podcast for English Department Students of UPY. Yogyakarta. Universitas PGRI Yogyakarta. ISBN: 978-602-73690-30