ABSTRACT

Nurcahyaningsih, Ariyatna. 2024. An Analysis of Student’s Language Learning Strategies in Oral Presentation Problemsof English Language Education Study Program Batch 2020 at Lambung Mangkurat University. Sarjana’s Thesis, English Department, Faculty of Teaching Training and Education, Lambung Mangkurat University, Banjarmasin. The first advisor: Prof. Dr. Abdul Muth’im, M. Pd., the second advisor: Nasrullah, M. Pd. B.I

Keywords: Language Learning Strategies, Oral Presentations Problems.

Oral presentations are important in developing communication skills because they are an effective and useful method to increase students’ awareness of communication skills to prepare them for their future and academic careers. However, many students face a variety of challenges in oral presentation, such as content or ideas, personal characteristics, linguistics, and external factor. Therefore, students must be aware of learning strategies because they will struggle if they do not know how to establish comfortable, efficient, and easy learning environments using the appropriate strategies. This research was to find out the language learning strategies used by students in oral presentations.

This research used a descriptive qualitative method. The subjects were five students of English department batch 2020 at Lambung Mangkurat University. The instruments of this research are questionnaire and interview. The researcher conducted preliminary research to find out the problems they faced in oral presentation. Then, in questionnaire, the researcher found out strategies used by students in oral presentation problems. Then, interviewed them to ensure a deeper understanding or reason in the learning strategies they had filled in on the questionnaire.

The findings showed that students used all of the language learning strategies in oral presentation problems, but the most frequently used are cognitive and compensation strategies. Students make important notes, practice, and arrange the materials according to cognitive strategies. Students predict questions and answer sessions, creating material based on their understanding, using gestures, and using synonyms in compensation strategies.