LEARNING STRATEGY APPLIED BY THE 5TH SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM AT UNIVERSITAS BENGKULU IN THE CLASS OF SPEAKING FOR DISCUSSION

The aims of this research were to find out language learning strategy which most frequently applied and to analyze the reasons of language learning strategy most frequent applied by the 5th semester students of English Education Study Program in the class of Speaking for Discussion. The design of this research was mixed (descriptive quantitative and qualitative). The population of this research was the 5th semester students of English Education Study Program in academic year 2017/2018 at Universitas Bengkulu. The data of this research was collected by using questionnaire and interview as the instruments. The questionnaires consist of 45 items adapted from Oxford’s Strategy Inventory of Language Learning (SILL) version 7.0 strategies that categorized into six kinds of strategies; memory, cognitive, compensation, metacognitive, affective, and social strategy. The result of this study showed that the most frequently strategies applied by students was social strategies with the mean score (3.5), followed by memory strategy (3.2), compensation strategy (3.1), affective strategy (3.0), cognitive strategy (3.0), and metacognitive strategy (3.0). There were four reasons why the students used social strategy, but the researcher can concluded that many of them used social strategy to get correction from others. Students believed by asking someone to correction can minimize misunderstanding while discussion. Correction from others also helped students in self-improvement. Therefore, it can be concluded that the fifth semester students used social strategy as the most frequent language learning strategy in the class of Speaking for Discussion with the main reason was to get correction from others. Suggested for future researchers were to conduct research in different subject or different language skills such as listening, reading and writing