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This thesis aims to find out the whether introvert students and extrovert students had significant different result in speaking skill at second semester of computerized program of LP3I Polytechnic Bekasi. This thesis also aimed to find out whether the use of memory strategies and social strategies gave significant different result in speaking skill at second semester of computerized program of LP3I Polytechnic Bekasi. The other purpose was to investigate whether there was a significant interaction between learning style differences and the use of learning strategies in speaking skill at second semester of computerized program of LP3I Polytechnic Bekasi. Two hundred (200) students were asked to complete the Style Analysis Survey (SAS) questionnaires. The SAS was used to get the data of students learning style. With the questionnaires, researcher expected the data of sample group extrovert students and introvert students. The combinations of extrovert and introvert group were given different treatment, the one with social strategies and the other one with memory strategies. Fortyfour students (40) were randomly chosen to get the data of whose styles were extreme introvert and extreme extrovert. Based on style tendency, 40 students were divided in 2 groups; 20 extrovert students and introvert students and their level of introversion and extroversion ranges from the most extreme one. Furthermore, the data were analyzed descriptively and inferentially. Descriptive analysis covered the mode, median, range, mean, standard deviation of data and the distribution of frequency in histograms. The result from descriptive analysis was meant to give information concerning the students’ scores. Inferential analysis was done by using a two-way ANOVA for hypotheses testing. The research findings showed that there was significant different effect of speaking test between extroverts and introvert. Extroverts performed better in speaking skill. The other finding was that there was not a significant different between using social strategies and memory strategies. As a result of insignificant of using learning strategies in improving speaking skill, it was also found that there was not a significant interaction between language learning style and language learning strategies toward students’ speaking skill.