Abstrak
ANISA NURUL AMRI, Reg. NO. 21 301 040 07 entitled: “INDIRECT STRATEGIES USED BY STUDENTS IN SPEAKING FOR ACADEMIC PURPOSES CLASS”, English Teaching Department, Faculty of Tarbiyah and teacher Training. State Islamic University (UIN) Mahmud Yunus Batusangkar 2025. The indirect strategies have been applied in the Speaking for Academic Purposes class, but they have not yet been described comprehensively in terms of their overall use, and specifically in relation to metacognitive, affective, and social strategies. Therefore, the purpose of this study is to describe the use of indirect strategies by students in the Speaking for Academic Purposes class in general, and to describe them based on the three components of indirect strategies, namely metacognitive, affective, and social strategies. This research aimed to investigate the indirect strategies used by students in the Speaking for Academic Purposes class at UIN Mahmud Yunus Batusangkar, both in general and in terms of metacognitive, affective, and social strategies. A descriptive quantitative approach with a survey design and cross-sectional method was employed. The population of the study consisted of 46 fifth-semester students of the English Teaching Department, selected using total sampling. However, only 45 students participated in data collection due to one student being inactive. The main instrument was a closed-ended questionnaire with 55 items based on Oxford’s (1990) Strategy Inventory for Language Learning (SILL), presented in Bahasa Indonesia. The validity test using Aiken’s V yielded a coefficient of 0.77 (valid), and the reliability test using Cronbach’s Alpha resulted in 0.975, indicating perfect reliability. Data were analyzed using descriptive statistics. The findings showed that students “usually” used indirect strategies in speaking for academic purposes. The overall mean score was high, with metacognitive strategies (M = 117.07), affective strategies (M = 49.29), and social strategies (M = 45.80) all falling into the “usually used” category according to Oxford’s classification. These results indicate that students frequently planned, monitored, and evaluated their speaking performance, managed emotions and motivation effectively, and engaged in cooperative learning and social interaction to support their speaking skills.