Electronic Theses and Dissertation

The objectives of this research are to find out the types of language learning strategies employed by higher and lower achieving students in speaking skill and to find out the impacts of language learning strategies employed by them. Questionnaires and interview were used as the instruments of the study. The samples of this research were 82 students who were chosen based on the criteria: (1) the students already passed all the speaking classes (Speaking I-IV), (2) the students are those higher achieving students who got high score (?B), and lower achieving students are those who got low score (?C), and (3) the students allowed the researcher to know their speaking scores. Thus, purposive sampling was used here. In this research, Strategy Inventory for Language Learning (SILL) by Oxford (2003) was used as the instrument along with the interview guide. The result revealed that the higher achieving students used memory, cognitive, compensation, metacognitive, affective and social strategies in learning speaking. On the other hand, the lower achieving students generally did not use the learning strategies in learning activities. The learning strategies bring the impact on the students’ speaking skills. For the higher achieving students, various strategies used helped them to improve their speaking ability. Their learning strategies bring the positive effects on their speaking skill. Meanwhile, the lower achieving students did not really pay attention on strategies used in learning speaking. As the impact of this learning habit, they do not have good speaking ability and achieve low scores in speaking class

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