THE INFLUENCE OF STUDENTS’ LANGUAGE LEARNING STRATEGIES AND SELF EFFICACY ON ENGLISH SPEAKING ABILITY AT LANGUAGE DEVELOPMENT CENTRE UIN SYAHADA PADANGSIDIMPUAN

Abstrak

This research was aimed to examine the influence of students’ language learning strategies and self-efficacy on English speaking ability. The data were collected through students’ language learning strategies questionnaire, students’ self-efficacy questionnaire and document of speaking test score. This research was correlational research design using quantitative method. The subject of the research was the third semester at Language Development Centre consisting of 4 classes. The research sample was taken by using proportional random sampling method from 4 classes. The total population was 104 students and the total sample was 52 students. Simple linear regression and multiple regression formula were used to analyze the data. The research findings showed that first, that there was a significant influence of students’ language learning strategies on English speaking ability with score (0.00<0.05) with the dominant social strategy used in English speaking ability and not dominant used strategy was metacognitive strategies. However, if metacognitive strategy is used, English speaking ability would be good. Second, there was a significant influence of students' self-efficacy on English speaking ability with score (0.00 < 0.05). It meant that, the higher was self-efficacy, English speaking ability was good or lower self-efficacy, English speaking ability was low. Third, there was significant influence of students’ language learning strategies and self-efficacy 0.01 < 0.05 at Language Development Centre UIN SYAHADA Padangsidimpuan. Thus, students’ language strategy was average with 65.37 and supported by average self-efficacy with 67.13 that would make average English-speaking ability with 11.73. It can be concluded that if students’ language strategies were high and supported by high self-efficacy, students’ Englishspeaking ability would be good.