THE CORRELATION BETWEEN STUDENTS' LEARNING STRATEGY AND STUDENTS' ENGLISH ACHIEVEMENT TO THE EIGHTH GRADE STUDENTS OF SMPN H. WUKIRSARI

Speaking has been put in a high priority as far as English language mastery is concerned. It is widely used as a measurement for language achievement at not only schools but also companies. In particular cases, however, speaking is viewed as a more demanding and threatening skill compared to listening, reading, and writing as it is a product of a language learning process rather than simply language learning (NCLRC, 2004). This research was aimed to figure out classroom activities which play a vital role in the teaching-learning process as it is through these that students acquire, learn, and practice the skills. The subjects of this research were the speaking class students. This research was a descriptive qualitative. Based on the research, it was found that since speaking skills are vital for students to learn, we – teachers of English -  have to make every endeavor to help students master them. Classroom activities are parts of language learning process that we can handle and design to meet the above needs. With appropriate activities within stimulating classroom environment, it is expected that we can provide triggers for our students to speak.