This research is experimental testing of Language Learning Strategies to improve student presentation at the Indonesian Department of Education, University of Siliwangi Tasikmalaya. Learning stage presentations using Language Learning Strategies are as follows. (1) preparation, (2) presentation, (3) practice, (4) evaluation, (5) expansion activities. In each stage been LLS is eclectic in accordance with the needs of learning, good learning objectives, material characteristics, and the characteristics of the students. There is a significant difference between the mean score of the pretest to posttest mean score in the experimental class and there is a significant difference between the mean score of posttest in the experimental class with a mean score of posttest in control classes. This proves that effective language learning strategies to improve student presentation.

This study aims to describe ways that can be used to improve students' self-efficacy in speaking learning. This research uses a descriptive qualitative method with literature study techniques. One of the causes of student speaking difficulties is anxiety. Anxiety is associated with low self-efficacy. Self-efficacy is an individual's belief in his ability to complete a task or achieve a predetermined goal. Therefore, so that students' anxiety when speaking is reduced so that students can speak well, it is necessary to do ways to improve student self-efficacy in the learning process through four sources of self-efficacy, namely (1) mastery experience, (2) representative experience, (3) verbal persuasion or social persuasion, and (4) physiological and affective conditions. The source of self-efficacy used in learning is tailored to the needs, both the condition of students and existing facilities. Self-efficacy can be improved in each step of learning, both in pre-activity, core activities (preparation steps, presentation practice steps, speech/presentation steps, and presentation evaluation steps), and post-activity learning.