Abstract:

Abstract: The correlation between speaking performance and grammatical competence has been a debatable issue. It is also believed that cognitive learning styles and learning strategies are two of the many factors that influence students' language achievement. This study aims to see the relationship between the argumentative speaking score variable and the multiple choice grammar test on 30 students of Economics at STIE Malangkuceswara. The results showed that there was no significant correlation between speaking performance and grammatical competence between cognitive learning styles and the Strategy Inventory for Language Learning (SILL). However in small differences, independent field students (FI) outperformed in speaking, whereas field-dependent students (FD) outperformed grammar competencies. Additionally, the study found that the students who scored higher on either the speaking or grammar tests used cognitive and meta-cognitive strategies more often than those who scored lower.

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