Abstrak
ABSTRACT Rezki Akbar, Reg. No. 2230104032, entitled: “Indirect Language Learning Strategies used by Students in Preparing Speech Presentation (A Study of the Sixth Semester Students of English Teaching Department at UIN Mahmud Yunus Batusangkar in the Academic Year 2025/2026).” English Teaching Department Faculty of Tarbiyah and Teacher Training State Islamic University (UIN) Mahmud Yunus Batusangkar. This study was motivated by the importance of indirect language learning strategies in helping students prepare effective speech presentations. Preparing a speech presentation requires students not only to master the presentation materials but also to organize their learning, regulate their emotions, and interact with others during the preparation process. However, students may use different types and levels of indirect language learning strategies depending on their learning preferences and experiences. Therefore, the objective of this study was to analyze the indirect language learning strategies used by sixth-semester students of the English Teaching Department at UIN Mahmud Yunus Batusangkar in preparing speech presentations. The type of this research was quantitative research with a descriptive cross-sectional design. The population of the study consisted of 35 sixth-semester students of the English Teaching Department at UIN Mahmud Yunus Batusangkar in the Academic Year 2025/2026. Since the population was relatively small, total sampling was applied, so all 35 students participated in this study. Data were collected through a 36-item questionnaire representing metacognitive, affective, and social strategies. Before being used to collect the data, the questionnaire was tested for validity and reliability. The content validity was assessed using Aiken’s V by two validators and obtained an overall coefficient of 0.90, which was categorized as very high validity. The reliability test was conducted using Cronbach’s Alpha and resulted in a coefficient of 0.911 for 36 items, indicating excellent reliability. The collected data were analyzed descriptively by calculating the mean, percentage, frequency, and standard deviation with the assistance of SPSS version 22. The results of the descriptive analysis showed that the overall mean score of students’ indirect language learning strategies was 144.20, with an achievement percentage of 80.11%. Based on the class interval analysis used in this study, the overall level of students’ indirect language learning strategy use was categorized as Medium. Among the three categories, affective strategies obtained the highest mean score of 49.77 (34,51%), followed by metacognitive strategies with a mean score of 47.57 (32,99%), and social strategies with a mean score of 46.86 (32,50%). These results indicate that students used all three types of indirect language learning strategies in preparing their speech presentations.