INTRODUCTION
Background
Problem statement
Objective of the study
Significance of the study
Scope of the study
Preview Research Findings
Third, Imam Suyitno (2017), a student of Universitas Negeri Malang Indonesia, in his research entitled "The use of cognitive strategies in reading comprehension and its contributions to student achievement" The results of this research explain that cognitive strategies are used widely by students for it. understand Indonesian texts. Fifth, Gopalan Aroo (2019), students of Asie University, Malaysia, in his research titled "Effect of Cognitive Strategies Instruction on Malaysian ESL University Student's Reading Comprehension: Focusing on Emphasis and Note-Taking Strategies ".
Some Partinent Ideas
In short, this research is very different from that type of study in the idea of cognitive strategies. Then the last definition of cognitive strategy is presented by Cohen (1986) Practicing cognitive strategies in reading can help readers to understand reading well.
Conceptual Framework
To find out the kind of cognitive strategies in learning to speak, the researcher made classroom observations and selected four students to be interviewed. After conducting observations and interviews, the researcher categorizes the types of cognitive strategies students use and then describes them. By involving teachers, friends, etc., the strategy describes the learning actions that students use to understand the material.
After analyzing the types of cognitive strategies used by students to learn to speak, the researcher also wants to know the impact of these strategies on the speaking performance of students. The researcher found out from the data that the cognitive strategy used affected the students' speaking performance. Second, the researcher found that message receiving and sending strategies also contributed to students' speaking skills.
Based on the explanation, the researcher concluded that the application of cognitive strategy in learning to speak had a positive influence on the speaking performance of students. Respondent: When I learn English, especially when I speak, what do I do (….) the text given by the teacher, then I practice the speaking skills and also record myself and see how I speak.
RESEARCH DESIGN
Research Design
The researcher took that because this class has great potential to find student preferences when using cognitive strategies in the speaking class. When observing, the researcher pays attention to the way students speak when they are instructed to speak. After the data is presented in the form of narrative text, the researcher then provides an interpretation so that conclusions can be drawn and the students' cognitive strategies in speaking can be proven.
Based on interviews and observations, the researcher found that students tried to analyze the speaker's expression while speaking. Before the researcher started the discussion about the impact of the cognitive strategy on students' speaking, the researcher first showed the result of the observation which was described as follows. The researcher observed the activity of the students in the classroom during the observation. There was a general response from the students when asked about practice in the lecture.
Based on the above description, the researcher concluded that the third semester students of Makassar State Islamic University have great potential in learning English, especially speaking, as they try to improve their speaking skills, and one of the efforts that emerged is the use of cognitive strategies. Based on the analysis of the results of the study and the discussion, the researcher found that almost all the students used the cognitive strategies proposed by the Oxford theory, including practicing, receiving and sending messages, analyzing and thinking, and creating a structure for input and output. to help them in the learning process to speak.
Population and Sample
Research Instrument
Iin Tri Rahayu & Tristiardi (2004) In semi-structured interview, the interviewer uses the interview, the interviewer asks questions to be asked, but how the questions are asked and the interview conveys the interview to the interviewer. Within that framework, he has the freedom to answer rationally and distinctively with flexible exams, so that the interviewer remains in charge of the interview. Interview was used to gather information about cognitive strategies used by learners, and observation is used to help the researcher find more valid information.
In observation, the researcher takes non-participant observation (external observation) where the researcher is not directly involved in the situation being observed. Researchers only observe and record behavior but will not interact with or participate in the background life being studied (Gay, Mills & . Airasian, 2006). Additionally, an audio recorder is required to record students during the interview and conduct observations.
Data Collection
After completing the observation, the researcher asked the students for their consent to interview as many as 4 people one by one. Then the researcher created a WhatsApp group, then sent 7 questions and asked the students to record the answers for 3-8 minutes for each student. The questions that are asked are related to the cognitive strategies used in the speaking class.
The type of interview used is a structured interview which also functions as a speaking test for students to make it easier to find out what type of strategies are used by students.
Data Analysis
After the researcher analyzed all the aspects she encountered during the research in the previous section, it turned out that there were different types of cognitive strategy performance by students. When the study was conducted, the researcher found that students were not using these three strategies. Based on the results of interviews and observations, the researcher found that practicing, receiving and sending messages, analyzing and reasoning, and structuring input and output had a positive or positive effect on students' speaking performance.
Finally, the researcher found that the input and output structuring strategy also succeeded in helping students' learning process. Based on the explanation before, interview and observation results showed the students' classification or criteria in speaking. Depending on the purpose, notes can be taken in the target language or the students' language (Oxford, 1990).
In addition, the summary teaches the students how to reduce the text or what they bring to the key ideas. According to the result of the study, the use of those strategies above had a positive impact on the students' speaking performance.
FINDINGS AND DISCUSSION
Findings
This research question is based on the researcher's desire to discover the phenomenon of how English students at Alauddin State Islamic University, Makassar successfully use speaking learning strategy in EFL. From the 4 students who were interviewed, the data shows that the exercise can help them understand the language as they all use the exercise. Moreover, the students also try to translate what they hear, I usually try to make an illustration of the material (student D, interviewed on 20/10/2020).
The researcher took a note during the observation in the class and without opening the voice and camera in google meet, so that the researcher does not disturb the teacher and the students. The lecturer started by greeting and asking about students' feelings about previous lessons, and students provided feedback by responding to the lecture greeting in the classroom. The instructor asked the students who want to practice first, and there are some students who raise their hands, but there are some students who don't, so if there is still time, but no more participants, the speaker calls the students' names and asks them to practice the conversation.
After practicing conversation, the lecture gives the material, and the student listens to it, when the lecture explains the material, all the students do not open the voice from google meet so as not to disturb their lecture. After explaining the material, the lecturer gives a task to the students and wait a minute, who will practice first.
Discussion
There were three types of this strategy that the students applied in learning speaking which were analyzing expression, analyzing contrastively and translating. It involved analyzing elements of the new language to determine similarities and differences compared to one's native language. According to Oxford (1990) translation can be a useful strategy in early language learning, as long as it is used carefully.
It allowed students to use their own language as a basis for understanding what they heard in the new language. According to the results of the research, the students used two methods based on this strategy, which we write down and summarize. Note-taking has often been thought of as an advanced tool used at a high level of proficiency, such as when students are listening to spoken material.
Students have to decide what is the most important information in the text and what ideas they can leave out. The students had good speaking criteria which were good in accuracy, fluency and comprehensibility.
Conclusion
Suggestion
Since students who spoke successfully in this semester used strategies, it is recommended that students increase awareness to apply language learning strategies, especially cognitive strategies, in the right way to improve their English speaking skills. It is recommended that other researchers conduct the same research with larger respondents by modifying certain strategies as necessary to cover the strategies that students may use, but not only the language learning strategies suggested by Oxford, but other experts may be used. It is recommended that other researchers collect data using other techniques in spoken language learning strategies such as diaries or think alouds which would be useful ways to gain more insight into the use of strategies.
Respondent: Cognitive strategies are also a (…….) thought process, where students learn to construct knowledge (……) based on facts or principles they know. Respondent: To understand the material I have to read the given text carefully and work on it immediately later when I understand what the text means. Also, I have to be careful and understand the material. Respondent: In my opinion, the cognitive strategy method makes us more critical. It requires us to use our brains to the maximum and (……) ourselves in dealing with our problems.
Respondent : I can read material or listen to an explanation, but practice is important. Respondent: I listen and sometimes discuss with a friend until I understand the material and then practice with a friend. Respondent : After searching on Google about the definition of cognitive strategies, I found that cognitive strategies are ways or methods that an English learner uses to solve a learner's problem when learning something.
Respondent: I usually use repetition technique in cognitive strategies that I told about the (…….) I usually repeat or imitate the native speaker about what exactly they said and I imitate them.
