STUDENT SELF-DIRECTED LEARNING STRATEGIES IN IMPROVING ENGLISH SPEAKING SKILLS IN SENIOR HIGH SCHOOLS

Rifka, Rifka (2025) STUDENT SELF-DIRECTED LEARNING STRATEGIES IN IMPROVING ENGLISH SPEAKING SKILLS IN SENIOR HIGH SCHOOLS. Other thesis, UNIVERSITAS NURUL JADID.

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Abstract

Rifka. 2025. Students’ Self-Directed Learning Strategies in Improving English Speaking Skills in Senior High Schools. Undergraduate Thesis, English Education Department, Faculty of Humanities and Social Sciences, Nurul Jadid University. Advisor: Bradiansyah Tri Suryanto, S.S., M.Pd.

Keywords: Self-Directed Learning (SDL), English Speaking Skills, Learning Strategies, High School Students.

In the era of digital information, the ability to manage one’s own learning process has become a critical determinant of linguistic success. This research investigates the Self-Directed Learning (SDL) strategies employed by senior high school students to enhance their English speaking skills. Utilizing a qualitative narrative inquiry approach, the study explores students’ personal trajectories in planning, implementing, and evaluating their independent learning activities. Data were gathered through in-depth interviews, observations, and document analysis, focusing on how learners navigate study routines, curate learning resources, and mitigate speaking-related anxieties.

The findings reveal that students adopt a multifaceted combination of cognitive, metacognitive, and socio-affective strategies. Specifically, learners utilize techniques such as shadowing native speakers, self-recording for self-correction, engaging in informal peer conversations, and leveraging AI-based digital applications.

The study identifies that intrinsic motivation, self-discipline, and self-confidence serve as pivotal internal catalysts, while technology and access to digital repositories act as essential external enablers. The research concludes that SDL significantly improves students’ fluency, accuracy, and communicative confidence, particularly when the strategies are aligned with individual learning styles. These results suggest that educators should foster learner autonomy by providing students with the tools and psychological support necessary to manage their own language development outside the formal classroom.

Item Type:	Thesis (Other)
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General) L Education > LB Theory and practice of education P Language and Literature > PE English
Divisions:	Fakultas Sosial dan Humaniora > S1 Pendidikan Bahasa Inggris
Depositing User:	Saiful Ghazi
Date Deposited:	07 Feb 2026 07:31
Last Modified:	07 Feb 2026 07:31
URI:	https://repository.unuja.ac.id/id/eprint/2013

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