EXPLORING STUDENTS’ LEARNING STRATEGIES FOR SPEECH COMPETITION PREPARATION AT SMAN 1 KEDIRI

Amelia, Yunita (2026) EXPLORING STUDENTS’ LEARNING STRATEGIES FOR SPEECH COMPETITION PREPARATION AT SMAN 1 KEDIRI. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

This research was motivated by the importance of speaking skills in English language learning, particularly in speech competitions that require students to communicate ideas clearly, critically, and confidently. Students employ various learning strategies to improve their speaking performance during the preparation process. The research problems were: (1) What learning strategies are used by the first, second, and third winners in preparing for the English speech competition at SMAN 1 Kediri? (2) How do the students implement those learning strategies during the preparation process? (3) Which learning strategies are the most dominantly used by the students during the preparation for the English speech competition? This research used a qualitative approach with a case study design involving the first, second, and third winners of the English speech competition at SMAN 1 Kediri and the English teachers who acted as mentors. The research was conducted using observation, interviews, and documentation as the instruments of data collection. The data were analyzed through data reduction, data display, and conclusion drawing. Source triangulation was used to ensure the trustworthiness of the data. The conclusions of this research were: (1) the students employed six learning strategies in speech competition based on Oxford’s Language Learning Strategy Taxonomy, namely memory, cognitive, compensation, metacognitive, affective, and social strategies; (2) the strategies were implemented in the aspects of content, language, and delivery during speech competition preparation; and (3) cognitive and metacognitive strategies were identified as the most dominant strategies used by the participants. Based on these conclusions, it is recommended that: (1) students apply a combination of memory, cognitive, compensation, metacognitive, affective, and social strategies according to their learning needs to improve their speaking performance; (2) teachers provide guidance, constructive feedback, and opportunities for students to develop speech content, language accuracy, and speech delivery through meaningful speaking activities; and (3) future researchers further investigate the effectiveness of cognitive and metacognitive strategies in different educational contexts or with a larger number of participants.

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