Indirect Learning Strategy: a cStudy of fluent speakers at MA Bilingual Sidoarjo in Practicing English Speaking Skill

This study aims to discover the indirect learning strategies of fluent speakers and describe how they implement those indirect learning strategies in practicing their English speaking skills. The participants of this study were fluent speakers of MA Bilingual Sidoarjo, which was determined through a fluency test. The findings of fluent speakers indirect learning strategies stated that they use (1) centering the learning, arranging and planning the learning, and lowering the anxiety in metacognitive strategy, affective strategy and social strategy in practicing English speaking skills, (2) lowering the anxiety, encouraging the own self, taking the emotional temperature in an affective strategy, (3) and asking questions, cooperating with others and empathizing with others in a social strategy. Other than that, fluent speakers implement the first strategy that is a metacognitive strategy in centering the learning by overviewing known material, being attentive, and delaying speech. In arranging and planning the learning, fluent speakers find about the language learning, establishing goals, making plans and looking for practice opportunities. Meanwhile in lowering the anxiety, they do self-monitoring and self-evaluating. Second, in affective strategy, fluent speakers lower the anxiety by having relaxation. In encouraging the own self, they use positive claims, taking risks wisely and giving self-rewards. They pay attention to the body, and talk about their feelings with someone taking the emotional temperature. In social strategy, fluent speakers ask for correction, and cooperating with peers. In empathizing with others, they increase cultural understanding and recognition of others' feelings. This study suggests that by knowing various indirect learning strategies can help students to choose appropriate strategies according to their learning style in learning English speaking.