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LANGUAGE LEARNING STRATEGIES OF ENGLISH

EDUCATION DEPARTMENT OF FITK

(A Comparison Descriptive Study at the Fourth and the Sixth Students)

By

Nurliana Oktaviani Lestari

109014000087

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHER

S’

TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

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ABSTRACT

Nurliana Oktaviani Lestari (NIM: 109014000087). Language Learning Strategies of English Education Department of FITK (A Comparison Descriptive Study at the Fourth and the Sixth Students). Skripsi, Department of English Education, Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University, Jakarta, 2015.

Keywords: Language Learning Strategies, SILL

The objective of this research was to describe learning strategies employed by the students of English Education Department in UIN Syarif Hidayatullah Jakarta which pursue in the fourth semester and sixth semester. They were chosen based on their different academic levels. There are sixty students from the Department of English Education that are divided into thirty students for each semester. The participants were examined through Strategy Inventory for Language Learning (SILL) questionnaire version 7.0 as the measurement instrument to check the learning strategy preference. The data were processed and analyzed through SPSS (22.0) to find the most and the least strategy used by the students. The result of the study reveals the FITK students used all learning strategies, including memory, cognitive, compensation, metacognitive, affective and social. For the most frequently used by the students of the fourth semester students and the sixth semester students is metacognitive strategy. Whereas, the least frequently used by the 4th semester students is memory strategy and by the 6th semester is social strategy.

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Deskriptif Komparasi di Siswa Semester Empat dan Siswa Semester Enam). Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, UIN Syarif Hidayatullah, Jakarta, 2015.

Kata Kunci: Strategi Pembelajaran Bahasa, SILL

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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful. All praises be to Allah, Lord of the world who has given the Mercy and Blessing upon the writer in

completing this “Skripsi”. Peace be upon Him, our prophet Muhammad, who has

guided us the way of truth and brought us to the real light of life.

In this occasion, the writer would like to express her greatest appreciation, honor and gratitude to her beloved parents (Nursalam, S.Ip., and Wahjuni Lestari), for their valuable supports and moral encouragements in motivating the writer to finish her study. And also her beloved sisters and brother (Nurul Dyah Anggraeni, Okky Permatasari and Mohammad Iqbal Setiawan) for their supports to the writer

in writing this “Skripsi”.

The writer also would like to express her deepest gratitude to Drs. Nasifuddin Jalil, M.Ag., and Teguh Khaerudin, M.App.Ling., for their

advices, guidance, corrections, and suggestions for this “Skripsi”.

Her gratitude also goes to:

1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of the Faculty of Tarbiyah and Teachers’ Training.

2. All lecturers of Department of English Education who have taught and educated the writer during her study at UIN Syarif Hidayatullah Jakarta. 3. Dr. Alek, M.Pd., as the Head of Department of English Education.

4. Zaharil Anasy M.Hum., the secretary of Department of English Education. 5. All of her friends in C Class 2009 the Department of English Education at Syarif Hidayatullah State Islamic University Jakarta, especially Irani Nurislam, Elma Helvia, Rusda Ayu, Priska Aprilianti and Findri Hardianti for their support and assistance.

6. Her best friends, Fitri Sani Najiha, Nurul Fauziah, Niza Ayu Hanifah and Siti Nurfajri Subharani who always give her support.

7. Her spesial partner, Aryo Wijatmoko, who always beside the writer to give support, help and moral encouragement in finishing her study.

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May Allah bless them for all of what they have done.

Finally, the writer feels that it is really pleasure for her to receive critics and

suggestions to make this “Skripsi” better. She also hopes that this “Skripsi” would

be beneficial, particularly for her and for those who are interested in it.

Jakarta, August 26th 2015

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TABLE OF CONTENT

COVER ... i

PAGE OF APPROVAL ... ii

ENDORSEMENT SHEET ... iii

SURAT PERNYATAAN KARYA SENDIRI ... iv

ABSTRACT ... v

ABSTRAK ... vi

ACKNOWLEDGEMENT ... vii

TABLE OF CONTENT ... ix

LIST OF FIGURES ... xii

LIST OF TABLES ... xiii

LIST OF APPENDICES ... xiv

CHAPTER I. INTRODUCTION ... 1

A. Introduction of the Study ... 1

B. Research Focus ... 3

C. Research Question... 3

D. Research Objectives ... 3

E. Significance of the Study ... 4

CHAPTER II. THEORETICAL FRAMEWORK ... 5

A. Learning Strategies ... 5

1. Definition of Learning Strategy ... 5

2. Kinds of Learning Strategy ... 6

B. Language Learning Strategies ... 7

1. Definition of Language Learning Strategies ... 7

2. Characteristic of Language Learning Strategies ... 7

3. Kinds of Language Learning Strategies ... 9

C. The Function of Language Learning Strategies ... 11

1. Memory Strategies ... 11

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6. Social Strategies ... 14

D. The Importance of Language Learning Strategies ... 14

E. Previous Related Studies ... 15

CHAPTER III. RESEARCH METHODOLOGY ... 18

A. Time and Place of the Study ... 18

B. Research Design ... 18

C. Participants ... 19

D. Instrument of the Study ... 19

1. Questionnaire ... 19

a. Background Questionnaire ... 19

b. Oxford’s Strategy Inventory for Language Learning (SILL) ... 19

E. Checking the Validity and Reliability of the Instrument ... 20

1. Validity ... 21

2. Reliability ... 21

F. Data Collection Procedures ... 22

G. Data Analysis Procedures ... 22

H. Trustworthiness ... 23

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ... 24

A. Research Finding... 24

1. Data Description ... 24

2. Data Analysis ... 26

B. Discussion ... 29

CHAPTER V. CONCLUSION AND SUGGESTION ... 32

A. Conclusion ... 32

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xii

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xiii

LIST OF TABLES

Table 3.1 Description of the SILL ... 20 Table 3.2 Interpretation Table ... 22 Table 4.1 The Number of Students Using Language Learning Strategies .... 24 Table 4.2 Overall Learning Strategy Used by the 4th Semester Students and 6th

Semester Students ... 27 Table 4.3 Learning Strategy Based Oxford Learning Strategy Category Used

by the 4th Semester Students and 6th Semester Students ... 28 Table 4.4 The Comparison of Learning Strategy between the 4th Semester

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Appendix 2 Individual Learning Strategy Use ... 46

Appendix 3 “Surat Bimbingan Skripsi” ... 52

Appendix 4 “Surat Permohonan Izin Penelitian” ... 53

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CHAPTER I

INTRODUCTION

A.Introduction of the Study

Language learning has been a crucial issue in education field. There are many factors influencing language learning, involving cognitive, psychological, sociological ones, and so on. To find out the factors influencing language learning, some studies have already conducted to investigate some factors, such as motivation, aptitude, etc. These factors are considered as essential factors involving individual differences in language learning to know how learners could achieve success at language learning.1

Some previous studies have explored learning strategies and the effect of learning strategy in English learning. Those studies have shown about learning strategies that play crucial and significant role in the process of learning including in improving the language learning. Furthermore, previous researchers did compile the collection of research studies on learner strategies and concluded that learning strategies have an important role in acquisition language learning.2 Therefore, it is cleared that numerous studies have already examined and validated that the efficiency of language learning strategies could ensure successful learning.

Furthermore, applying good learning strategies help learners to improve communicative skill. Lessard-Clouston in Hismanoglu has affirmed learning strategies contributed to the development of the communicative competence of the student.3 Also, Oxford states that language learning strategies are important factors for students in order to improve active learning in classroom and

1

Individual Differences in Second Language Learning. Retrieved from http://www.zoltandornyei.co.uk/uploads/2003-dornyei-skehan-hsla.pdf, p. 589, accessed January 2nd , 2014, 11:34 AM.

2

Zoltan Dornyei, The Psychology of the Language Learner–Individual Differences in Second Language Acquisition, (New Jersey: Lawrence Earlbaum Associate, Inc., 2008), p. 167.

3

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directed movement which is essential in developing communicative competence.4 According to Chamot, learning strategies are the thoughts and actions that learners use to accomplish a learning goal.5 Furthermore, Weinstein and Mayer in Clouston defined learning strategies as behaviors and thoughts that a learner engages in during learning.6 It means that, besides learning strategy can improve the communicative skill, the term of strategy also characterizes the relationship between thoughts and action which is based on a view of learners as responsible agents who are aware of their needs and goals when engage the learning process. As Rubin in Hong-nam and Alexandra also reinforced, “… strategies that contribute to the development of the language system which the learners construct and (which) affect learning directly. 7

Language learning strategy also has contribution to independent language learning which leads to improve learners’ language learning. Hurd stated that foreign learners are developing learner autonomy, which involves deciding on using learning strategies and tactics that are relevant to their tasks and goals to enhance their language learning.8 Furthermore, she also stated that, independent learning involves developing the attitudes, beliefs, knowledge and strategies for learner to take action dealing with their own learning. She adds that the independent learning is to enhance the learning process of the learners.9 It can be concluded that learning strategy is related to autonomous learning and may help learner to enhance their language learning.

Nevertheless, aside from the importance of learning strategy, it is necessary to explore what learning strategies were employed by learners. Based on many previous studies, it was shown that learners do not employ as many

4

Rebecca L. Oxford, Language Learning Strategies–What Every Teacher Should Know,

(Boston: Heinle & Heinle Publishers, 1990), p. 1.

5

Anna Uhl Chamot, Issues in Language Learning Strategy Research and Teaching,

Electronic Journal of Foreign Language Teaching, Vol. 1, No. 1, 2004, p. 14.

6

Michael Lessard-Clouston, Language Learning Strategies: an Overview for L2 Teachers, The Internet TESL Journal, Vol. III, No. 12, 1997.

7

Kyungsim Hong-nam & Alexandra G. Leavell, Language Learning Strategy use of ESL Students in an Intensive English Learning Context, Science Direct Journal, System 34, 2006, p. 400.

8

Stella Hurd & Lewis, T, Language Learning Strategies in Independent Settings, (Great Britain: Cromwell Press Ltd., 2008), p. 41

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strategies as they could do to support their learning. It is still doubtful that the learners are aware and understand about learning strategy. Furthermore, about the learners employ good language learning strategies is also questioning. Besides, it is important the future teacher, to make learners aware of the strategy involved in language learning and to help them find environments that suit the learners need best.

Based on the problems and conditions were conducted above, this investigation will be continued under the title Language Learning Strategies Of English Education Department Of FITK (A Comparison Descriptive Study at the

Fourth and the Sixth Students).

B.Research Focus

In this study, the writer focuses on learning strategies employed by the students of English Education Department in UIN Syarif Hidayatullah Jakarta. C.Research Question

As the problem stated in the introduction, the writer formulates the research questions as follows:

1. What were the strategy that used by English Education Department students of FITK?

2. What were the most and the least strategy used by English Education Department students of FITK?

D.Research Objectives

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E.Significance of the Study

The result of this study hopefully can give some benefits not only theoritically but also practically go to;

1. Teacher educators.

Theoretically, teacher educators may add variety concepts of horizon of learning strategy used by English learners as a foreign language. Practically, teacher educators may practice the concepts and understanding related to learning strategy for understanding the learners better.

2. Students.

Theoritically, students understand kinds of learning strategy in learning English in order to accelerate and enhance their comprehension. Practically, the benefits for the students may practice the concepts for understanding learning English to get satisfaction result.

3. Other researchers.

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CHAPTER II

THEORETICAL FRAMEWORK

A.Learning Strategies

1. Definition of Learning Strategy

To understand the meaning of language learning strategy is important in learning and teaching English. It can help to have more understanding in language learning strategies better. The word strategy comes from Greek which means high level plan to achieve one or more goals.1 Based on Brown, strategy is a specific method in approaching a problem or manipulating information to achieve the goals.2 In education, gradually, the concept of strategy has a big influence on it.

Based on Darmasyah, learning strategy is all about perspective, thought, patterns, and direction that taken for gaining effective learning.3 Meanwhile, Yongqi Gue stated that to complete a learning task by the students, learning strategy must be carried out.4Based on O’Malley and Chamot, learning strategy is the special thought and behavior that individuals use to help them comprehend, learn, or retain new information.5 Learning strategies is also defined by Cook as

the learner’s choice in using and learning the language.6

Based on the explanation above, it can be seen that learning strategy is what learners taken in order to complete a learning task and enables effective learning.

1

Strategy. Retrieved from http://en.wikipedia.org/wiki/Strategy, accessed at January, 16th 2015. 10:42 AM.

2

H. Douglas Brown, Principles of Language Learning and Teaching (Fifth Edition),

(New York: Pearson Education, 2007), p. 119.

3

Darmasyah, Strategi Pembelajaran Menyenangkan Dengan Humor, (Jakarta: Bumi Aksara, 2010), pp. 20—21.

4

Yongqie Gue, Vocabulary Learning in a Second Language: Person, Task, Context, and Strategies, TESL_EJ, Vol. 7, 2003, p. 3.

5 J. Michael O’Malley and Anna Uhl Chamot,

Learning Strategies in Second Language Acquisition, (USA: Cambridge University Press, 1995), p. 1.

6

Vivian Cook, Second Language Learning and Language Teaching (Fourth Edition),

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2. Kinds of Learning Strategy

Associated to the definition of learning strategy, the next discussion is about the kinds of learning strategy. Many experts have different opinions about learning strategy. Based on Reigeluth and Degeng, there are three kinds of learning strategy:

a. Organizational strategy: a way to organize the contents of field of a study. It refers on how learning and teaching materials were presented.

b. Delivery strategy: referring to teaching media and how the learners can understand the media that being used.

c. Management strategy: it is how to organize the interaction between learners and learning strategy variables, which are organizational strategy and delivery strategy. It refers in scheduling and allocation of teaching that organized. 7

Those are learning strategies based on Reigeleuth and Degeng’s view. On the other hand, QUT library has another opinion about learning strategies. Based on it, learning strategies are:

a. Outline: refers on giving the learners a framework in which the learners itself can add details to comprehend what they are learning.

b. Divide: refers to dividing the task of the study into a smaller task.

c. Vary: the learners allow changing the environment in order to avoid losing concentration.

d. Incubate: allow learners to learning more, but in needs process.

e. Revise: allow learners to revise the material for more understanding the learning process.8

These are learning strategies which are explained by the experts. They have their own opinion about the kinds of learning strategies. However, to effortlessly acquire the materials to the learners mind, every learner has their beliefs, thinking, and behavior in learning process.

7

Made Wena, Strategi Pembelajaran Inovativ Kontemporer –Suatu Tinjauan Konseptual Operasional, (Jakarta: Bumi Aksara, 2009), pp. 5—6.

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B.Language Learning Strategies

1. Definition of Language Learning Strategies

Before going to the language learning strategies, the writer would like to introduce the definition of it. According to Weinstein and Mayer in Macaro stated that language learning strategies are what learners engage during learning involving behaviors and thoughts.9 Meanwhile, Cohen stated that language learning strategies constituted the steps or actions consciously that selected by the learners.10

According to Oxford, a comprehensive about language learning strategies is specific actions, behaviors, steps, or techniques that student use to improve their own progress in developing skills in a second or foreign language.11 These strategies can facilitate the student retrieving or using new language.

Based on some explanation by the experts above, it can be summarized that the definition of language learning strategies are all the actions involving behavior, steps, techniques and thoughts of the learners during the language learning in order to achieve better learning language.

2. Characteristic of Language Learning Strategies

In learning a new language, communicative competence becomes the main goal and strategies involve in the way to accomplish it. Oxford defined some basic features of learning strategies emphasizing in strategies that are not only focused on the development of communication competence in foreign language learning that can be seen on bellow: 12

9

Ernest Macaro, Learning Strategies in Foreign and Second Language Classroom,

(Great Britain: CPD, Ebbw Vale, 2011), p. 17.

10

Ibid.

11

Rebecca L. Oxford, Language Learning Strategies–What Every Teacher Should Know,

(Boston: Heinle & Heinle Publishers, 1990), p. 8.

12

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Figure 2.1

Characteristic of Language Learning Strategies

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situation. It depends on students’ flexibility in the way their learning activities. In addition, language learning strategies are affected by many factors, inside and outside the learners like motivation.

3. The Kinds of Language Learning Strategies

There are many linguists differentiate on the categorization of learning strategies. They have different opinion on classifying it. The following discussion discusses about different beliefs of learning strategies classification.

In the journal of Language Learning Strategies Among EFL/ESL Learners: A Review of Literature, language learning strategies have been classified into five groups by Stern’s, which are:

a. Management and planning strategies which allow learners to connect with learner’s purpose to control his own learning.

b. Cognitive strategies which refer to procedures and activities which learners apply to learn or remember the materials and solve the problems.

c. Communicative strategies which involve the use of verbal or nonverbal instrument for the useful transfer of knowledge.

d. Interpretational strategies which monitor the learners’ development and evaluates their performance.

e. Affective strategies which make learners aware of emotions such us unfamiliarity or confusion, and try to build positive feelings towards the target language in the learning activities. 13

On the other hand, Rubin as the pioneer of learning strategy categorized learning strategies into three major. The first is learning strategies. Learning strategies have two main types; cognitive learning strategies and metacognitive learning strategies. In cognitive learning strategies, it refers to problem-solving that required deeper analysis about learning materials. While metacognitive learning strategies, it refers to self-direct language learning.14 The second is communication strategies which used by the learners when faced difficulty in

13

Pezhman Zare, Language Learning Strategies Among EFL/ESL Learners: A Review of Literature, International Journal of Humanities and Social Science, Vol. 2, No. 5, 2012, p. 166.

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understanding the meaning of the speakers.15 The last is social strategies which the objective is to expose target language and practice it. 16

Another opinion is based on O’Malley and Chamot that defined the kind of learning strategies is divided into three types, metacognitive, cognitive, and socio-affective strategies.

a. Metacognitive strategies

This strategy involves process such as planning for learning, thinking about their learning process, self-correctness, and evaluating learning after an activity is completed. The example of this strategy is planning and self-monitoring.

b. Cognitive strategies

This strategy involves direct learning process about the learning material itself and have limited specific learning task. The example of this strategy is repetition and making inference.

c. Socio-Affective strategies

This kind of strategy has close relationship with social activity and interacting with the other. The example of socio-affective strategies is cooperation and question for clarification. 17

Another kind of language learning strategies came from Oxford. Based on her, language learning strategies are divided into two types; direct strategies and indirect strategies. In direct strategies, it divided into three which are memory strategies, cognitive strategies and compensation strategies. While in indirect strategies also divided into three, which are metacognitive strategies, affective strategies and social strategies. 18

15

Ibid.

16

Ibid.

17 J. Michael O’Malley and Anna Uhl Chamot,

Op.Cit., p. 44—45.

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11

Figure 2.2

Diagram of the Strategy System: Overview

Based on the beliefs above, it can be seen that Oxford’s kinds of language learning strategies are more comprehensive, detail and systematic rather than the others. Moreover, these kinds of strategy become the main source which the research grounded that called Strategy Inventory for Language Learning (SILL) made by Oxford.

C.The Function of Language Learning Strategies 1. Memory Strategies

Memory strategy involves the mental process for storing new information in the memory and for retrieving them when needed. This strategy has four categories; creating mental linkages, applying images and sounds, reviewing well, and employing action. Creating mental linkages can be applied through 1) grouping or classifying language materials into meaningful units based on the topic, 2) associating or elaborating new language information to the concept that already in memory, or 3) placing new words into a meaningful context. In

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physical response or action, or 2) using mechanical techniques in moving or changing something in order to remember the language. 19

2. Cognitive Strategies

This strategy is a conscious way in processing the target language. It involves four categories as well; practicing, receiving and sending messages, analyzing and reasoning, and creating structure for input and output. Practicing

consists of 1) repeating, rehearsing, and imitating the language, 2) formally practicing sounds and writing system, 3) aware in recognizing and using formula or patterns, 4) recombining known elements in a new ways, and 5) practicing the new language in natural ways. In receiving and sending messages involves 1) getting the idea quickly by skimming and scanning, and 2) using print or non-print resource to understand incoming and producing messages. Analyzing and reasoning includes 1) using general rules and applying them to the target language in order to reasoning deductively, 2) analyzing expression in order to understand the meaning of the whole expression, 3) analyzing contrastively, such as comparing elements like sounds, vocabulary, or grammar to determine the similarities and differences, 4) translating as the basic for understanding and producing the language, and 5) transferring the knowledge, concepts, or structure from one language to another. And the last is creating structure for input and output which requires 1) taking notes specific ideas or topics, 2) making a summarize, or 3) highlighting important information in the passage. 20

3. Compensation Strategies

Compensation strategies enable learners to use the language either in speaking and writing even lack of the knowledge. In this strategy consists of guessing intelligently, and overcoming limitations in speaking and writing.

Guessing intelligently can be achieved by 1) using linguistic clues such as seeking and using language-based clues for guess the meaning what is heard or read in the language, or 2) using other clues such as seeking and using clues that not language-based in order to guess the meaning of the language. Next is overcoming

19

Ibid., pp. 39—43.

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limitations in speaking and writing can be achieved by 1) switching to the mother tongue, 2) asking someone for help, 3) using mime or gesture, 4) avoiding communication partially or totally, 5) selecting the topic in order to direct communication, 6) adjusting or approximating the message, 7) coining the words to communicate the desire idea, and 8) using synonym. 21

4. Metacognitive Strategies

It allows learners to control their cognitive in order to coordinate the learning process. This strategy consists of centering your learning, arranging and planning your learning, and evaluating your learning. In centering your learning

includes 1) overviewing materials and link it with what already known, 2) paying attention, or 3) delaying speech to focus on listening. Arranging and planning your learning steps can be achieved by 1) find out how language works, 2) organizing the condition of learning to becoming optimal learning, 3) setting aims for language learning, 4) identifying the purpose of language task, 5) planning for language task, or 6) seeking practice for opportunities. And in evaluating your learning involves self-monitoring and self-evaluating. 22

5. Affective Strategies

Affective strategy assists learners to manage their emotions, motivation, and attitudes toward learning process. It consists of lowering anxiety, encouraging yourself, and taking your emotional temperature. In lowering anxiety can be describe as 1) using technique to alternate the tense by deep breathing or meditation, or 2) using music, or 3) using laughter. While encouraging yourself

includes of 1) making positive statements, 2) taking risk wisely, or 3) give reward for yourself. Last is taking emotional temperature can be achieved by 1) understand the condition of yourself, 2) use checklist to discover feelings, attitudes and motivation, 3) writing a language learning diary, or 4) discuss your feeling with other. 23

21

Ibid., pp. 49—51.

22

Ibid., pp. 138—140.

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6. Social Strategies

This strategy facilitates language learning through interaction with others. It consists of asking questions, cooperating with others, and empathizing with others. Asking questions can be described as 1) asking clarification or verification, or 2) asking for correction. Meanwhile, cooperating with others can be applied by 1) cooperating with peers, or 2) cooperating with proficient user or native speaker of the language. And last is empathizing with others involves 1) developing

cultural understanding, and 2) becoming aware of others’ thoughts and feelings. 24

D.The Importance of Language Learning Strategies

Knowing the importance of language learning strategies is a significant thing for the learners. Many people are not aware that learning strategies are important aspects in learning foreign language. Those learners just follow the teacher’s instruction. Only a few learners are aware the importance of language learning strategies that can make an effective way in learning the language. As

many researchers like Oxford, Cohen, O’Malley and Chamot in Shmais’s journal

have emphasized that effective learners used many different strategies in order to solve the problem that they face or producing the language.25 Moreover, many earlier researchers also confirm that good learners employ language learning strategies in learning the language. 26

Using language learning strategies appropriately can make improvement in

learners’ language skills. Hismanoglu stated that language learning strategies help

language teachers about how their student assess their situation in learning process, plan, select skills so as to understand, learn, or remember information in the language classroom.27 It can be viewed that language learning strategies is important aspect in learning foreign language because it is the basic aspect in

24

Ibid., pp. 146—147.

25

Effective Learners. Retrieved from http://www.tesl-ej.org/wordpress/issues/volume7/ej26/ej26a3/, accessed at January 20th, 2015,

12.57 pm.

26

Michael Lessard-Clouston, Language Learning Strategies: an Overview for L2 teachers, The Internet TESL Journal, Vol. III, No. 12, 1997.

27

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learning language which can make learners improve the knowledge of the language.

E.Previous Related Studies

Many researchers already conducted about language learning strategy. In this part of discussion, the researcher explained about how this study is related to the previous study.

The first study is entitled Learning Strategies Associated with Gender Differences and Strategy Choices: A Case Study of Taiwanese Students in English

Medium Programs by Lee. The purpose of this study is to investigate the learners of Taiwanese learning strategies, examine the gender differences, and learning strategy according to students with different academic levels. The participants of this study were 214 Taiwanese students in the International College of Ming Chuan University (MCU). This study used mixed-method approaches. The instruments involved survey which is about the participants’ background and revised questionnaire adopted from Oxford’s learning strategy (SILL version 7.0) and interview. The result of this study reveals that Taiwanese college students moderately employ learning strategies in English learning. Moreover, there is significant difference in learning strategy use between female and male. Male students tend to employ more learning strategies than female counterparts. However, students with different academic levels do not have significance difference on their strategy use. In this case, the difference in this previous study with this study is the purposes. The similarity of this study, both of the previous researcher and the writer used SILL and interview as their instrument. In this study, the writer focuses on investigating the learners learning strategies based on academic level of the students, which are 4th semester students and 6th semester students. 28

28

Jia-Jing Lee, “Learning Strategies Associated with Gender Differences and Strategy Choices: A Case Study of Taiwanese Students in English Medium Programs, Department of Applied English, Ming Chuan University, 2010,” Thesis, retrieved at

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The second study is entitled The Role of Gender and Language Learning Strategies in Learning English by Aslan. In this study, the focus is about to investigate learning strategies used by EFL, to find the amount of strategies and the domain differences that strategy used, to reveal the link between strategy use and success levels, to find out the difference in strategy use between gender, and its influence on their achievement. The participants were 257 (153 males and 104 females) students of Atilim University English Preparatory School. The data were gathered through SILL of Oxford (1990) and analyzes through SPSS (15.0), independent t-test, and ANOVA test. The findings revealed that use of language learning strategies are positively effective and females are more successful than males in terms of achievement test. It shows that there is significant connection between gender, achievement, and language learning strategies. In this case, the difference of the second previous study is also the subject. The writer only wants to examine the learning strategies used by English learners based on academic level. 29

The last study is titled Language Learning Strategies: Investigating the Effect of Explicit L1 Strategy Instruction in English Language Learning of King

Saud University Female Students in Saudi Arabia by Abdulaziz. This study aim is to investigate the relationship between explicit first language strategy instruction and language learning among the female learners, to examine whether any differences in strategy use after strategy instruction, and to investigate the effect of strategy course on subject language proficiency levels by the end of semester. The participants of this study were female English major students of ‘level two’ at the College of Languages and Translation. The research design is quasi-experimental and questionnaire of the SILL. The finding shows that there was no significant improvement in strategy use. Moreover, students from the experimental group had significant decrease in metacognitive strategy use. In this

29

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case, the difference of this study is also the subject. The writer did not focus on gender at all. 30

From the previous study above, it can be seen that language learning strategy has a big impact for students to learning the language better. Moreover, there are so many facts that interesting that need to be investigate, like gender and achievement. In the first and second previous studies show that achievement has an important role in the use of learning strategy. Additionally, all of them also mention that they wanted to examine were there any difference between males and females with learning strategy. It can be seen that achievement and gender have a special issues in language education. However, in this study, the writer only focused to describe what language that the learners of English education department students’ use in the 4th and 6th semester students.

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18 A.Time and Place of the Study

This research was implemented in Mei 2015 in English Education Department of Syarif Hidayatullah State Islamic University.

B.Research Design

This research was conducted using descriptive research design to answer the questions of the study. Descriptive study was chose due to the type of the study which is to know the learning strategies of the English education department students. As Rangarajan and Shields elaborate that descriptive research is a tool to describe data and characteristics of the population or phenomenon being studied.1 Based on the explanation before, this research design is appropriate for the present study.

Meanwhile, this research was also performed using survey design. Creswell defined survey is a procedure in research which investigators administer a survey to a sample or to the entire population of people to describe the attitudes, opinions, behaviors, or characteristics of the population.2 Moreover, Gay et. al., explained that descriptive research is significant as surveys abound in educational research and are utilized by many writers as an investigative tool to collect data in order to address educational questions.3

In conclusion, it can be seen that the descriptive study research describes about population and phenomenon that happened in real. The insight being investigated was related on English education department students’ learning strategy.

1

Patricia M. Shields and Nandhini Rangarajan, A Playbook for Research Methods: Integrating Conceptual Frameworks and Project Management, (USA: New Forums Press, 2013), pp. 109—158.

2

John W. Cresswell, Research Design-Qualitative, Quantitative, and Mixed Method Approaches (Third Edition), (USA: SAGE Publications, Inc., 2009), pp. 145—146.

3

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19

C.Participants

The participants of this research were focused on the English Education Department of Syarif Hidayatullah State Islamic University, Jakarta. The total participants of this research were 60 learners based on the 4th and 6th semester using purposive sampling. The participants were chosen based on their different academic levels. The precise numbers of the participants were 30 learners of the 4th semester students and 30 learners of the 6th semester students.

D.Instrument of the Study 1. Questionnaire

Questionnaire is the main instrument of this research. There are two types of questionnaire; simple background questionnaire and Oxford’s Strategy Inventory for Language Learning (SILL). Both questionnaires were translated into Bahasa Indonesia in order to make them easier to be understood and to avoid misinterpretation.

a. Background Questionnaire

The background questionnaire was designed to provide personal information from the participants. The purpose is to understand the background of the subject. There were four items relating to personal information. These consisted of students’ name, class, gender, and age. For the details, it will show in the Appendices section (Appendix 1).

b. Oxford’s Strategy Inventory for Language Learning (SILL)

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frequently used in studies worldwide.4 Also, the SILL appears to be the only language learning strategy instrument that has been checked for reliability and validated in multiple ways.5 In the SILL, language learning strategies grouped into six categorized of assessment: (a) memory strategies (9 items) which represent to remembering effectively, (b) cognitive strategies (14 items) which represent using mental process, (c) compensation strategies (6 items) which represent compensating for missing knowledge, (d) metacognitive strategies (9 items) which represent organizing and evaluating the learning, (e) affective strategies (6 items) which represent managing emotion, and (f) social strategies (6 items) which represent learning with others.

Table 3.1

Description of the SILL

Category Number of

Items

This questionnaire use a five-point Likert scale (1 = tidak pernah, 2 = jarang, 3 = I kadang-kadang, 4 = sering, 5 = selalu). Students were asked to respond to each item according their honest answer.

E.Checking the Validity and Reliability of the Instrument

Before gaining the data through questionnaire, the writer checked the validity and reliability of the questionnaire through pilot study. The participants of

4

Kevin Chi-Him Tam, A Study on Language Learning Strategies (LLSs) of University Student in Hong kong, Taiwan Journal of Linguistic, 2013,Vol. 11.2, p. 11.

5

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21

the pilot study were asked to fill in the SILL questionnaire. There are thirty learners of English Education Department that chose randomly that participated in the pilot study. The result measured the reliability through the answers. The participants that took this questionnaire were not the target population which the writer intended to investigate.

1. Validity

In checking the validity of the questionnaire, the writer used construct validity technique. According to Wahyuni, construct validity technique is validity that construct validity concerns the degree of truth of an instrument with reference to the theory.6 Besides, the writer also used content validity technique which has been estimated by measuring the test using rational analysis or professional judgment of an expert7, since lecturer is considered as an expert in this study area, therefore, this instrument was planned and consulted continuously with the lecturer (Mr. Teguh Khaerudin, MAppLing) and considered valid. Moreover, this questionnaire is already used by many experts all around the world.

2. Reliability

To measure the reliability of the questionnaire as an instrument of this study, the writer used the Statistical Packages for the Social Science (SPSS) version 20.

After finding the reliability, the writer used the standard of reliability of the questionnaire, as stated below: 8

6

Sari Wahyuni, Qualitative Research Method: Theory and Practice, (Jakarta: Salemba Empat, 2012), p. 36.

7

Ibid., p. 40.

8

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Table 3.1 Interpretation Table

Points Interpretation

α ≥ 0.9 Excellent

0.7 ≤α < 0.9 Good

0.6 ≤α < 0.7 Acceptable

0.5 ≤α < 0.6 Poor

α < 0.5 Unacceptable

Based on the calculation, the result of (reliability) was 0.93 and showing that the reliability of the instrument was excellent.

F. Data Collection Procedures

In collecting the data needed in this study, the writer required some steps: 1. Asking permission to conduct the study.

2. Distributing the questionnaire to 60 students taken in English education department in the 4th and 6th semester.

G.Data Analysis Procedures

In analyzing the data, the writer did following steps:

1. Processing the data gained through questionnaires by using Microsoft Excell 2007.

The writer gave score for each answer in the questionnaire. The scores were grade from five to one; Selalu (5), Sering (4), Kadang-kadang (3), Jarang (2),

Tidak Pernah (1).

2. Calculating the questionnaire through the Statistical Packages for the Social Science (SPSS) version 20.0.

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23

strategy use and the least strategy use, the study followed by Oxford (1990) score ranges to categorize learning strategies into three scales: (1) ‘High use’ (3.5-5.0), (2) ‘Medium use’ (2.5-3.4), and ‘Low use’ (1.0-2.4).9

3. Writing report.

The writer presented the data from the questionnaire in a form of table. Then, in the data discussion, the writer discussed the result and also relating them with the experts’ theory.

H.Trustworthiness

1. Method: this research method is fit with the way and pattern of non quantitative survey genre.

2. Data collecting procedures: in this part, the data collecting procedures has followed the pattern or method of qualitative research by following signs or patterns in the tradition of qualitative research.

3. Source: the source obtained from the participants that participate in this research by using purposive sampling based on their different academic level. 4. Data analysis procedures: in this section, the data analysis procedures in this

research follow the tradition of qualitative data analysis.

9

Rebecca L. Oxford, Language Learning Strategies-What Every Teacher Should Know,

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24

This chapter presents and discusses the finding of the research based on the data obtained during this research. Additionally, the writer discusses and explains about language learning strategy used by students of English Education Department in 4th and 6th semester specifically. But before it, the writer derived the data from the SILL questionnaire.

1. Data Description

The description of the data taken from questionnaire is presented in the table which describes the number of students used learning strategy below:

Table 4.1

The Number of Students Using Langugae Learning Strategies

The number

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25

(40)

The number

Mem (Memory strategies); Cog (Cognitive strategies); Comp (Compensation strategies); Meta (Metacognitive strategies); Aff (Affective strategies); Soc (Social strategies)

2. Data Analysis

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27

SILL. The result was analyzed using SPPS to get the result of analysis appropriately. In this section, means and standard deviation for the overall learning strategy use in the SILL were presented to show the general picture of learning strategy used by the 4th semester and the 6th semester students. Next, means and standard deviation for the six categories and all the strategy items in the SILL were also presented to determine learning used by individual.

The result according overall learning strategy that used by both semesters can be seen bellow:

Table 4.2

Overall Learning Strategy Used by the 4th Semester Students and 6th Semester Students

N Min Max Mean SD

4th semester 6th semester All students

30 30 60

2.52 2.66 2.52

4.20 4.22 4.22

3.42 (medium use) 3.20 (medium use) 3.31 (medium use)

0.40 0.37 0.40

A mean score between 3.5 and 5.0 indicates the learning strategy is highly used by the participants. Whereas, a mean score between 2.5 and 3.4 indicates that the learning strategy is moderately used by the participants, and a mean score smaller than 2.4 indicates the learning strategy is rarely used by the participants. Based on the result above, it is shown that 4th and 6th semester in both and invidually are moderate users of learning strategy.

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Table 4.3

Learning Strategy Based on Oxford Learning Strategy Category Used by the 4th Semester Students and 6th Semester Students

Strategy Category Mean SD Rank

Mem (Memory strategies); Cog (Cognitive strategies); Comp (Compensation strategies); Meta (Metacognitive strategies); Aff (Affective strategies); Soc (Social strategies)

The average use of the six learning strategy categories is illustrated in indirect strategies, including metacognitive, affective and social strategy are used frequently as shown by its means score at 3.28. It can be concluded that students employ both direct and indirect strategies in learning the language.

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29

Table 4.4

The Comparison of Learning Strategy between the 4th Semester Students and the 6th Semester Students

Strategy

Mem (Memory strategies); Cog (Cognitive strategies); Comp (Compensation strategies); Meta (Metacognitive strategies); Aff (Affective strategies); Soc (Social strategies).

The students in the 4th semester are reported as moderate users of learning strategy. The most frequently used of learning strategy is metacognitive strategy (M = 3.87), followed by compensation strategy (M = 3.47), cognitive strategy (M and social strategy (M =2.68)

B.Discussion

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According to the result on Table 4.3, it was shown that metacognitive become the most depending learning strategy that used by FITK students. Memory and social strategies become the most rarely used by FITK students. In addition, the result also shows that metacognitive strategies become the most prefered strategy used individually by both semesters (Table 4.4). However, the least strategy used by both group is different. The 4th semester students used memory strategy as the rarely one. And the 6th semester students seldomly used social strategy. Moreover, the memory strategy also become one of the two bottom line of the least strategy used by 6th semester students. Surprisingly, based on the result of individually learning strategies (see on Appendix 2), it shows that memory strategy is the least frequently used of learning strategy.

Metacognitive strategy, such as overviewing, organizing, paying attention setting goals and objectives, considering the purpose, self monitoring, and so on, can help students become an effective learner in learning the language. As in

Liu’s study1

explored a variety of learning strategies used by technological English major students in China, he found that the participants of his study preferred using metacognitive strategy the most. The present study suport his finding. A possible explanation about why metacognitive become the most preffered strategies because it allows the learners to overview the lesson, to pay attention in the classroom and to self-monitoring and self-evaluating the language learning.

In memory strategies involving creating mental linkages, applying images and sounds, reviewing the lesson well, and employing action in memorizing the language, are reported to be the least strategy used individually by the participants. This may be happened because the participants are more easy to understand the lesson with paying attention in the classroom since they are tend to use metacognitive starategy more. Meanwhile, in social strategy such as asking questions, cooperating, and emphasizing with others is a learning strategies that facilitate language learning through interaction with others. The social strategy

1 Dongyue Liu, “EFL Proficiency, Gender and Language Learning Strategy Use Among a

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31

allows learners to interact with each other. From the result of the analysis, it can be concluded that the students are not really interested to learn the language with each other The result of the present study also related to the previous study of

Lee’s 2and Liu’s 3

studies.

2

Jia-Jing Lee, “Learning Strategies Associated with Gender Differences and Strategy Choices: A Case Study of Taiwanese Students in English Medium Programs, Department of Applied English, Ming Chuan University, 2010,” Thesis, retrieved at

http://ethesys.lib.mcu.edu.tw/ETD-db/ETD-search/getfile?URN=etd-0615110-123328&filename=etd-0615110-123328.pdf.

3

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32 A.Conclusion

Based on the data analysis and findings above, it can be summarized as follows: (1) the FITK students used all learning strategies, including memory, cognitive, compensation, metacognitive, affective and social strategy with categorized as a medium user of learning strategy. (2) metacognitive strategy become the most depending learning strategy that used by FITK students. Memory and social strategies become the most rarely used by FITK students. Also, based on the result of each semester, it proves that the 4th semester students used more learning strategy rather than the 6th semester students. For the most frequently used by both semester students are similar, which are metacognitive strategy. Whereas, the least frequently used by the 4th semester students is memory and by the 6th semester is social strategy.

Therefore, it can be concluded that language learning strategy is the foundation of every learner to become an ultimate success in language learning.

To enhancing students’ learning strategy, it required to practice more about how

to use the learning strategy itself. Moreover, students also need to acknowledge their learning strategy so the learning process may be effective.

B.Suggestion

Based on the conclusion above, it can be delivered some suggestions go to: 1. Teachers.

For the teachers, this study may enhance their horizon related to various strategy, approach, model, and technique in teaching and learning in English for foreign language.

2. Students.

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33

3. Readers.

For the readers, this study may help the readers to improve their knowledge about English teaching and learning.

4. Other Researchers.

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34

BIBLIOGRAPHY

Abumelha, May Abdulaziz. “Language Learning Strategies: Investigating the

Effect of Explicit L1 Strategy Instruction in English Language Learning of King Saud University Female Students in Saudi Arabia. English Department, King Saud University, 2008.

Aslan, O. “The Role of Gender and Language Learning Strategies in Learning

English.” English Language Teaching Department, Middle East Technical University, 2009.

Brown, H. Douglas. Principles of Language Learning and Teaching (Fifth Edition). New York: Pearson Education, 2007.

Chamot, Anna U. “Issues in Language Learning Strategy Research and

Teaching.” Electronic Journal of Foreign Language Teaching. Vol. 1, No. 1, 2004.

Clouston, Michael L. “Language Learning Strategies: an Overview for L2

Teachers.” The Internet TESL Journal. Vol. III, No. 12, 1997.

Cook, Vivian. Second Language Learning and Language Teaching (Fourth Edition). UK: Hodder Education, 2008.

Cresswell, John W. Research Design-Qualitative, Quantitative, and Mixed Method Approaches (Third Edition). USA: SAGE Publications, Inc, 2009.

Darmasyah. Strategi Pembelajaran Menyenangkan Dengan Humor. Jakarta: Bumi Aksara. 2010

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Dornyei, Z and Peter Skehan, “Individual Differences in Second Language

Learning”

http://www.zoltandornyei.co.uk/uploads/2003-dornyei-skehan-hsla.pdf, [accessed January 2nd, 2014]

Gay, L. R, Mills, Geoffrey E. & Airasian, P. Educational research: Competencies for analysis and applications – Tenth Edition. New Jersey: Pearson Education, Inc. 2012.

Gue, Yongqie. “Vocabulary Learning in a Second Language: Person, Task, Context, and Strategies.”TESL_EJ, Vol. 7, 2003.

Hismagnolu, M. “Language Learning Strategies in Foreign Language Learning

and Teaching.” The Internet TESL Journal. Vol. VI, No. 8, 2000.

Hong-nam, Kyungsim & Alexandra G. Leavell. “Language Learning Strategy use of ESL Students in an Intensive English Learning Context”. Science Direct Journal, System 34, 2006.

Hurd, Stella & Lewis, T. Language Learning Strategies in Independent Settings.

Great Britain: Cromwell Press Ltd., 2008.

Johnson, K. Expertise in Second Language Learning and Teaching. New York: Palgrave Macmillan, 2005.

Lee, Jia-Jing. “Learning Strategies Associated with Gender Differences and Strategy Choices: A Case Study of Taiwanese Students in English Medium Programs”. Department of Applied English, Ming Chuan University, 2010.

Liu, Dongyue. “EFL Proficiency, Gender and Language Learning Strategy Use Among a Group of Chinese Technological Institute English Majors.

Annual Review of Education, Communication and Language Sciences,

Volume 1, 2004.

Macaro, Ernest. Learning Strategies in Foreign and Second Language Classroom.

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O’Malley, J. Michael and Anna Uhl Chamot. Learning Strategies in Second Language Acquisition. USA: Cambridge University Press, 1995.

Oxford, Rebecca L. Language Learning Strategies–What Every Teacher Should Know. Boston: Heinle & Heinle Publishers, 1990.

Shmais, Wafa A. “Language Learning Strategy Use in Palestine.

http://www.tesl-ej.org/wordpress/issues/volume7/ej26/ej26a3/ [accessed at January 20th, 2015]

Tam, Kevin Chi-Him. “A Study in Language Learning Strategies (LLs) of University Students in Hongkong.” Taiwan Journal of Linguistics, Vol. 11.2, 2013.

Wahyuni, Sari. Qualitative Research Method: Theory and Practice. Jakarta: Salemba Empat, 2012.

Wena, Made. Strategi Pembelajaran Inovativ Kontemporer – Suatu Tinjauan Konseptual Operasional. Jakarta: Bumi Aksara. 2009.

Zare, Pezhman. “Language Learning Strategies Among EFL/ESL Learners: A

Review of Literature.” International Journal of Humanities and Social Science, Vol. 2, No. 5, 2012.

Zeynali, S. “Exploring the Gender Effect on EFL Learners’ Learning Strategies.

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Appendix 1 Questionnaire of the SILL (translated)

Language Learning Strategies Used by

Indonesian Learners of English: A

Case Study in English Education

Department UIN Jakarta

Angket untuk Siswa

Angket ini bertujuan untuk mengumpulkan data perihal Strategi Pembelajaran Bahasa yang digunakan oleh Siswa dan Siswi dalam belajar Bahasa Inggris di Universitas Islam Negeri, Jakarta. Informasi yang diperoleh melalui angket ini akan digunakan sebagai bahan dalam menyusun skripsi yang sedang dilaksanakan oleh Peneliti. Angket ini TIDAK MENGUJI pengetahuan Anda. Dimohon Anda menjawab angket ini dengan pernyataan yang sesuai dengan gambaran Anda yang didasarkan pada pengalaman Anda selama belajar Bahasa Inggris. Mohon agar memberikan jawaban Anda sejujurnya.

Atas perhatian dan waktu yang Anda luangkan untuk mengisi Angket ini, Peneliti mengucapkan terimakasih.

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39

Background Questionnaire

1. Nama : ... 2. Kelas : ... 3. Jenis Kelamin : Laki-laki/Perempuan *

4. Umur : ... *Coret yang tidak perlu

Strategy Inventory for Language Learner (SILL)

Cara pengisian: Berilah tanda (√) pada salah satu kolom selalu, sering, kadang -kadang, jarang atau tidak pernah pada butir pernyataan.

Pernyataan

1. Dalam belajar bahasa Inggris, saya menghubungkan apa yang baru saya pelajari dengan apa yang sudah saya ketahui sebelumnya

2. Saya menggunakan kosakata bahasa Inggris yang baru saya ketahui dalam bentuk kalimat supaya saya bisa mengingatnya

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Pernyataan

T

id

ak

Per

n

ah

Jar

an

g

Kad

an

g

-k

ad

an

g

Ser

in

g

Selalu

4. Saya mengingat kosa kata baru dalam bahasa Inggris dengan cara membayangkan sebuah situasi dimana kata tersebut dapat digunakan

5. Saya menggunakan rima untuk mengingat kosakata baru (rice-ice, no-know, etc)

6. Saya menggunakan flash card untuk mengingat kosakata baru

7. Saya memperagakan secara fisik kosa kata bahasa Inggris yang baru saya pelajari

8. Saya sering mengulang kembali pelajaran Bahasa Inggris 9. Saya mengingat kosa kata atau frasa baru dengan mengingat

dimana saya melihat kosa kata tersebut (halaman buku, papan tulis, dll)

10.Saya mengucapkan atau menulis kosakata baru untuk beberapa kali

11.Saya berusaha berbicara seperti seorang penutur asli (native speaker)

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41

Pernyataan

T

id

ak

Per

n

ah

Jar

an

g

Kad

an

g

-k

ad

an

g

Ser

in

g

Selalu

13.Saya menggunakan kata-kata bahasa Inggris yang saya tahu dengan berbagai cara yang berbeda

14.Saya biasa memulai percakapan dalam bahasa Inggris 15.Saya menonton acara TV atau film di bioskop yang

menggunakan bahasa Inggris

16.Saya membaca bacaan-bacaan ringan yang berbahasa Inggris

17.Saya menulis catatan, surat, atau laporan dalam bahasa Inggris

18.Saya membaca tulisan berbahasa Inggris dengan skimming,

setelah itu membaca kembali dengan teliti

19.Saya mencari kata-kata dalam bahasa Indonesia yang mirip dengan kata-kata bahasa Inggris

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Pernyataan

T

id

ak

Per

n

ah

Jar

an

g

Kad

an

g

-k

ad

an

g

Ser

in

g

Selalu

21.Saya mengartikan sebuah kata bahasa Inggris dengan cara membaginya menjadi bagian yang saya mengerti (ex: disobedient, solvable – prefix and suffix)

22.Saya mencoba untuk tidak mengartikan kata-per-kata dalam sebuah kalimat

23.Saya membuat ringkasan dari informasi berbahasa Inggris dari apa yang saya baca atau dengar

24.Untuk memahami kosakata yang tidak familiar, saya suka menebak-nebak

25.Didalam percakapan, ketika saya tidak bisa menemukan kata-kata yang pas, saya menggunakan gesture

26.Saya mengarang kata-kata baru ketika saya tidak tahu kata yang seharusnya digunakan dalam bahasa Inggris

27.Saya membaca bahasa Inggris tanpa perlu mengecek makna setiap kosa kata baru

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43

Pernyataan

T

id

ak

Per

n

ah

Jar

an

g

Kad

an

g

-k

ad

an

g

Ser

in

g

Selalu

29.Ketika saya kesulitan dalam memikirkan kata-kata bahasa inggris yang pas, saya suka menggunakan kata-kata atau phrase yang maknanya hampir sama

30.Saya mencari-cari kesempatan untuk dapat menggunakan bahasa Inggris

31.Saya mencari tahu kesalahan bahasa Inggris saya untuk memperbaiki bahasa saya

32.Saya memperhatikan ketika seseorang berbicara dalam bahasa Inggris

33.Saya selalu mencari tahu supaya bisa menjadi pembelajar bahasa Inggris yang baik

34.Saya merencanakan jadwal saya supaya bisa mengoptimalkan waktu belajar bahasa Inggris

35.Saya mencari teman atau partner yang bisa saya ajak untuk berbicara bahasa Inggris

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Pernyataan

T

id

ak

Per

n

ah

Jar

an

g

Kad

an

g

-k

ad

an

g

Ser

in

g

Selalu

37.Saya mempunyai tujuan yang jelas untuk bisa meningkatkan kemampuan bahasa Inggris

38.Saya memikirkan tentang kemajuan saya dalam belajar bahasa Inggris

39.Saya mencoba untuk rileks ketika saya takut dalam menggunakan bahasa Inggris

40.Saya mendorong diri saya untuk berbicara bahasa Inggris bahkan ketika saya takut membuat kesalahan

41.Saya memberikan hadiah untuk diri saya ketika saya bisa menggunakan bahasa Inggris dengan baik

42.Saya sadar ketika gugup atau tegang sewaktu belajar atau menggunakan bahasa Inggris

43.Saya menuliskan tentang perasaan saya di dalam buku harian belajar bahasa Inggris

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45

Pernyataan

T

id

ak

Per

n

ah

Jar

an

g

Kad

an

g

-k

ad

an

g

Ser

in

g

Selalu

45.Ketika saya tidak mengerti suatu ucapan atau perkataan dalam bahasa Inggris, saya memintanya untuk memperlambat atau mengulangi perkataannya

46.Saya meminta penutur asli bahasa Inggris untuk mengkoreksi saya ketika saya berbicara

47.Saya berlatih bahasa Inggris dengan teman atau murid yang lain

48.Saya meminta bantuan dari penutur asli bahasa Inggris

49.Saya mengajukan pertanyaan dalam bahasa Inggris

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Appendix 2 - Individual Learning Strategy Use

Strategy Category

Strategy No

Strategy Statement Rank Mean

Meta

Saya memperhatikan ketika seseorang berbicara dalam bahasa Inggris

Saya memikirkan tentang kemajuan saya dalam belajar bahasa Inggris

Saya mencoba untuk rileks ketika saya takut dalam menggunakan bahasa Inggris

Saya mencari tahu kesalahan bahasa Inggris saya untuk memperbaiki bahasa saya

Saya selalu mencari tahu supaya bisa menjadi pembelajar bahasa Inggris yang baik

Saya sadar ketika gugup atau tegang sewaktu belajar atau menggunakan bahasa Inggris

Dalam belajar bahasa Inggris, saya menghubungkan apa yang baru saya pelajari dengan apa yang sudah saya ketahui sebelumnya

Untuk memahami kosakata yang tidak familiar, saya suka menebak-nebak

Ketika saya kesulitan dalam memikirkan kata-kata bahasa inggris yang pas, saya suka menggunakan kata-kata atau phrase yang maknanya hampir sama

Gambar

Figure 2.2  Diagram of the Strategy System: Overview .................................
Table 3.1 Description of the SILL ................................................................
Figure 2.1 Characteristic of Language Learning Strategies
Figure 2.2
+5

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