PUTRI, RIZKA and Agust, Satria and Nopita, Dewi (2026) SECOND-SEMESTER STUDENTS’ PERCEPTIONS OF LEARNING STRATEGIES FOR SPEAKING SKILLS. S1 thesis, Universitas Maritim Raja Ali Haji.

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Abstract

This research aimed to investigate second-semester students’ perceptions of learning strategies for speaking skills in the English Education Study Program at Universitas Maritim Raja Ali Haji. This study employed a quantitative descriptive research design using a survey method. The population consisted of 109 second-semester students, and 52 students were selected as the sample using the Slovin formula with a 10% margin of error and simple random sampling. The data were collected through a 35-item questionnaire using a five-point Likert scale. The questionnaire covered four learning strategy indicators: Cognitive Learning Strategies, Metacognitive Learning Strategies, Social Learning Strategies, and Affective Learning Strategies, as well as Overall Perceptions of Learning Strategies for Speaking Skills. The data were analyzed using descriptive statistics and presented in the form of percentages and mean scores. The findings revealed that students had positive perceptions of learning strategies for improving their speaking skills. The Overall Perception indicator obtained the highest percentage of 79.69% with a mean score of 3.98. Social Learning Strategies and Affective Learning Strategies both obtained 79.29% with a mean score of 3.96. Cognitive Learning Strategies obtained 78.70% with a mean score of 3.94, while Metacognitive Learning Strategies obtained 77.98% with a mean score of 3.90. All indicators were categorized as positive. These findings indicate that second-semester students perceived the use of cognitive, metacognitive, social, and affective learning strategies positively in supporting the development of their English-speaking skills. Therefore, the integration of various learning strategies can help students improve their speaking performance, confidence, motivation, and learning autonomy.

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