Speaking is one of the most important skills to learn when learning a new language. It is important to find the best teaching strategy to help students learn the material Many different ways to learn English can be used by students, and they need to be aware of this. The purpose of this study was to find out what strategies students use to learn English and to identify the factors that influence their choice of learning method. Participants in this study were students in the third semester of the English semester. The data was collected through questionnaires and interviews. The results show that English seminar students predominantly used learning strategies based on metacognitive, cognitive, and social influential strategies when learning to speak. Almost half of the students used taking notes (51.4%) as their most common strategy, while only (19.6%) of students used translating. On the other hand, the male student's strategy was cooperation (16.8%) and self-assertiveness. These learning strategies can be used to help the student achieve their learning goals.

Improving the ability of teachers in making teaching aids through academic supervision at the private junior high school, Gema Bukit Barisan, Tanjung Morawa sub-district. In the educational philosophy of Ki Hajar Dewantara, Ing Ngarso Sung Tulodo, Ing Madya Mangun Karso, Tut Wuri Handayani, it means that learning is student-centered. However, until now, the learning that takes place in the research-assisted schools is more teacher-centered. This is because the teacher still does not want to take the time to make teaching preparations. The time of the research is carried out in semester 1 of the 2021/2022 academic year starting the first week of October and ending in the fourth week of December. The research was carried out in one of the schools that was supervised by the supervisor, namely the Gema Bukit Barisan Private Junior High School Tanjung Morawa. Indicators of success in this study are (1) increasing the ability of teachers in making teaching aids, (2) increasing student motivation in learning. From the supervision I did to the three teachers at the private SMP, Gema Bukit Barisan, Tanjung Morawa District, they have begun to understand how important it is to make teaching aids in learning activities in the classroom. Previously, they had never made or used teaching aids. With my direction and guidance, they understand and can use it according to the subject or material that is understood.

This study aims to explain the basic structure of Riau Malay clauses using a linguistic typology approach. Data obtained from oral and written data. The method used is Sudaryanto (2005). The discussion is based on the opinion of Jufrizal (2012). The results showed that the basic clauses of BMR were in the form of (1) non-verbal basic clauses whose predicates are nouns (pronouns), adjectives, numerals, and prepositions which are located one argument before the predicate (2) verbal clauses in the form of transitive and intransitive forms. Verbs that occupy the predicate position in the two clauses are marked morphologically with affixes and some can stand alone without affixes. The BMR intransitive clause has one argument that comes before the predicate (verb). There are transitive clauses that have two or three arguments.

This study aims to describe the study of morphological typologies of Riau Malay and Deli languages. The Riau Malay language emphasizes more on its use for harmonious social relations, courtesy, noble character among themselves. Deli Malay is geographically located in Sumatra, to be precise in North Sumatra and is included in parts of the Sumatran language group which in its development are still used in daily communication. In this study a descriptive approach was used because it was in accordance with the research objectives, namely to describe form, meaning, and function in affixation, reduplication, and composition in Riau and Deli Malay. The analysis in this study uses descriptive techniques, according to one of the characteristics of descriptive research. This means that the data analyzed is descriptive in the form of words that contain morphological processes, both single words and complex words contained in the morphological processes of Deli and Riau Malay. As a result of research on the morphology of the Riau Malay language, it can be concluded that, in general, morphology and syntax have many similarities with the morphology and syntax of the Indonesian language. This is because the two languages are the same family. Meanwhile, Deli Malay at first glance is similar to Indonesian with a thick Malay accent and shorter and faster pronunciation.

Based on the concept presented in the introduction, it can be concluded that there are many difficulties students encounter when learning the English language, especially as a foreign language because the language is used in any condition and certain people which is not in daily activities. Therefore, I interest to dig deeper into that obstacle experienced by students on language skills, especially on speaking skill, which is about the student‟s barriers in speaking English. This research, an exploratory sequential mixed method research (MMR) design was selected in order to broadly explore students' barriers in speaking English. The observations showed that students‟ main barrier was individual barriers; nervous, lack of vocabulary, feel unable to speak precisely,  grammar error, underestimated in presenting information in order, lack of confidence. The students confirmed that individual barrier was the main barriers they face, and then language barrier, environment also interpersonal barriers followed. Since they did not feel able to speak English in a natural way, and thinking about how to pronounce correctly a word or how to use the correct grammar structures, they said that it was difficult to grow the confident.