Speaking English allows students to advance and be successful in their chosen fields, as it enables effective communication and the expression of ideas, emotions, and viewpoints. In addition, research suggests that the issues with language learning are with the learner, not the instructional methods used by teachers. Given the significance of speaking skills and the learner’s active role in the process, language learners need purposeful tools referred to as Language Learning Strategies (LLS) to help them understand, retain, and recall new information in a structured way. Regarding the importance of speaking and LLS, the present study aimed to find out about the correlation between the two using a correlational research design. The research involved 55 fifth-semester students from specific purpose classes in 2021/2022 that were selected using random sampling. The instrument of this research was the SILL questionnaire adapted from Oxford (1990). The research data were analysed by descriptive statistics, which were calculated by the Pearson Correlation Product Moment and Multiple Regression methods through SPSS. The first finding showed that the speaking ability of fifth-semester students was classified as very good. The second finding showed that the language learning strategy of students can be divided into two classifications: a) strategy that is usually used and b) the strategy that is sometimes used. Finally, regarding the correlation results between language learning strategies and speaking ability, it showed that overall, they were significantly correlated. In addition, when using regression to identify the relationship and contribution, metacognitive and memory strategies had significant and positive contributions to speaking ability. The researcher suggested that students should boost their cognitive, compensation, affective, and social strategies while continuing to excel in metacognitive and memory strategies to be able to achieve a more balanced and effective approach to improving their speaking ability.