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This thesis intends to explore language learning strategies of EFL young learners in speaking performance. The objectives of the research are to identify the language learning strategies in speaking used by low performance EFL young learners, to identify the language learning strategies in speaking used by high performance EFL young learners and to know whether EFL young learners aware of language learning strategies that can help them overcome problems in speaking performance. The research employed an explanatory mixed method approach and the data were collected by means of speaking test results taken from the previous semester of their speaking performance test, SILL questionnaire and interview. The research participants were fifth grader of Azhari Elementary School, Lebak Bulus. From the total fifty students, the researcher classified 20% of low performance EFL young learners and 20% of high performance EFL young learner. So, there were 20 participants involved in this research. The result of this research showed that there were three similar language learning strategies which mostly used by both low and high performance EFL young learners. These findings showed that metacognitive strategies, followed by cognitive and compensation strategies are on the top three level of language learning strategies used. The next learning strategies used by high performance young learners are memory strategies, affective strategies and social strategies, while EFL young learners with low performance in speaking used social strategies, memory strategies and affective strategies. Those high performance EFL young learners seem to be more aware of their language need. To help them master English as Foreign Language, high performance young learners tended to utilize all of language learning strategies through practising, interpreting, as well as analyzing result. In addition, they also spent time to learn, exercise and take control of their motivation.