THE ROLE OF
STUDENTS’
LANGUAGE LEARNING STRATEGIES
IN SPEAKING AT THE SECOND YEAR
OF SMA MUHAMMADIYAH 2
BANDAR LAMPUNG
By
ANNISA OCTA ELVIRA ALI
A Script
Submitted in a Partial Fulfillment of The Requirement for S-1 Degree
in
The Language and Arts Education Department of The Faculty of Teacher Training and Education
TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITY OF LAMPUNG
Research Title : THE ROLE OF STUDENTS’ LEARNING
STRATEGIES IN SPEAKING AT THE SECOND YEAR OF SMA MUHAMMADIYAH 2
BANDAR LAMPUNG Student’s Name : ANNISA OCTA ELVIRA ALI Student’s Number : 0913042002
Department : Language and Arts Education Department Study Program : English Education
Faculty : Teacher Training and Education
APPROVED BY Advisory Committee
Supervisor I Supervisor II
Prof. Ag. Bambang Setiyadi. M.A., Ph.D. Dr. Muhammad Sukirlan M.A. NIP 19590528 1986101 001 NIP 19641212 1990031 003
The Head of
Language and Arts Education Department
ADMITTED BY
1. Examination Committee
Chairperson : Prof. Ag. Bambang Setiyadi. M.A., Ph.D...
Examiner : Drs. Hery Yufrizal, M.A., Ph.D ...
Secretary : Dr. Muhammad Sukirlan, M.A. ...
2. The Dean of Teacher Training and Education Faculty
Dr. H. Bujang Rahman, M.Si. NIP 19600315 198503 1 002
CURRICULUM VITAE
Annisa Octa Elvira Ali was born on October 24th, 1991 in Bandar Lampung. She is the daughter of the late Hi. Alisyahbana, S.E., M.M., and Dra.Eliwati. She is the second child of two children. She has one brother named M. Fitra Muktiarsyah Ali.
She graduated from Al Munawarrah Kidergarten school in 1997. Then she continued to SDN 1 Pahoman Bandar Lampung and graduated in 2003. Having graduated from the elementary school she countinued to SMPN 5 Bandar Lampung, and graduated in 2006. In 2009 she graduated from SMAN 4 Bandar Lampung.
I dedicate this research paper to:
The late of my beloved father Hi. Alisyahbana SE.M.M.,
My dearest mother Dra. Eliwati,
and also my dearest brother M. Fitra Muktiarsyah Ali
Motto :
“Work hard, respect your around people
and the success will come to you”
ACKNOWLEDGEMENT
Assalamu’alaikum Wr.Wb.
Alhamdulillahi rabbil‘alamin, in the name of Allah SWT the most merciful. Peace and blessing upon His most beloved messenger, Muhammad SAW who saves human life from destruction into safety. Due to this, the researcher could complete this research paper entitled “The Role of Students’ Learning Strategies in Speaking” as one of the requirements in accomplishing the S-1 Degree at the Department of Language and Arts of Teachers Training and Education Faculty, the University of Lampung.
Indeed, there are many obstacles during the process of the accomplishment. The researcher realizes that without the other people’s help, it is impossible to finish this research paper. Here, the researcher gives her immeasurable gratitude to: 1. Dr. H. Bujang Rahman, M.Si, as the Dean of School of Teacher Training and
Education, and Dr. Muhammad Fuad, M. Hum., as the Head of Language Arts Education Department of Lampung University, who have given permission to the researcher to write her research,
2. Prof. Ag. Bambang Setiyadi, M.A., Ph.D., as the first advisor for his great help, who patiently gives valuable guidance, encouragement and criticism, 3. Dr. Muhammad Sukirlan, M.A., as the second advisor who has patiently
helped her in guiding and completing her research,
5. All lecturers in English department for their guidance, during the study at this university,
6. Hj. Iswani, as the headmaster of SMA Muhammadiyah 2 Bandar Lampung, and Zuniawati, S.Pd, as the English teacher, for the permission to get the data as well as supported to do the research,
7. Her beloved parents, Hi. Alisyahbana S.E., M.M. (Alm) & Dra. Eliwati, for their love, guidance, support, prayer, tears, and for encouraging her to be all that she is and never short of her dreams,
8. Her beloved brother, M. Fitra Muktiarsyah Ali, for his love, support, and for everything that he has given to her,
9. Her grandmother, aunts, and uncles for their support and prayers that they have given to her,
10. Her closest friends Septri Y and The High Heels; Rizki Bunga, Dede Jihan, Elsya Rivana, Irene Brainnita, Eva Rachmania, Tyas Desita, Rachma Patria, Ketrin Viollita, Intan Hamzah, Meutia Rachmatia, Triya Heny, Ayu Pratami, Tyas Febiani, and Sundora Putri, Thanks for their friendship, support, togetherness, smile, sweetest memory and stupidity,
11. Her sweet friends in B class and all her friends in English Department; for their help and sharing her confusions,
Finally, the researcher wants to thank for all people who could not be possibly mentioned for their unforgotten contributions during the research paper writing process. The researcher realizes that this paper still has some weakness. Therefore, criticism and suggestion are invited for its improvement. Hopefully, this research project can give benefit to the readers as well as those who want to carry out further research.
Wassalamu’alaikum Wr.Wb.
Bandar Lampung, March 2013
Abstract THE ROLE OF
STUDENTS’ LANGUAGE LEARNING STRATEGIES IN SPEAKING AT THE SECOND YEAR
OF SMA MUHAMMADIYAH 2 the target of speaking without having an effective learning strategies. Therefore, the objectives of this research are to find out the significant difference of speaking among low and high frequency users of learning strategies and to investigate the most frequent strategy used by high performer in speaking.
This research was a quantitative analysis. The research design was one way ANOVA design. The samples of the research were selected by using simple random sampling from the students of the second year. There were 29 students taken as sample of research. The data were categorized into two levels, high and low frequency users in learning strategies towards their speaking performance. The data were analyzed by using SPSS at the significant level 0.05.
Based on the data analysis, the result showed that there was a significant difference of speaking among high and low frequency users in learning strategies (p < 0.05; p= .000). The result of the data analysis showed that the Fvalue was
higher than Ftable (74.32 > 2.76). It means that there was a significant difference of
students’ speaking among high and low frequency users in learning strategies. The results also showed that high frequency users used cognitive strategies the most in speaking ability.
Appendix 1
Nama: ……….
KUESIONER
Strategi Belajar Bahasa Inggris
Petunjuk Pengisian:
1. Di bawah ini adalah beberapa strategi belajar berbicara dalam Bahasa Inggris.
2. Jawablah sesuai apa yang biasa anda lakukan dan sebenarnya, karena akurasi kuesioner ini sangat ditentukan oleh jawaban anda.
3. Silanglah kolom yang menurut anda paling tepat sesuai kondisi anda. 4. Tidak ada jawaban benar atau salah dalam menjawab kuesioner ini.
1. Tidak Pernah
1 Saya menggunakan sajak/rima untuk mengingat kata-kata baru dalam Bahasa Inggris.
2 Saya mencoba mengucapkan kata-kata baru dalam Bahasa Inggris.
3 Saya mengucapkan kata/kalimat Bahasa Inggris beberapa kali untuk mengingatnya.
5 Saya mencoba menerjemahkan Bahasa Indonesia ke dalam Bahasa Inggris dan mengucapkan secara lisan 6 Saya mencoba mengingat kata-kata Bahasa Inggris
dengan mengetahui persamaannya dalam Bahasa Indonesia.
7 Saya merekam kalimat-kalimat Bahasa Inggris yang saya ucapkan.
8 Saya menggabungkan kata-kata Bahasa Inggris dan Bahasa Indonesia, bila saya tidak mengetahui kata tersebut dalam Bahasa Inggris
9 Saya menaruh kata-kata Bahasa Inggris ke dalam pola tata bahsa yang saya ketahui dalam berbicara Bahasa Inggris.
10 Sebelum menjawab sebuah pertanyaan secara lisan, saya menuliskan jawabannya terlebih dahulu. 11 Saya mencoba mengoreksi kesalahan-kesalahan
saya dalam berbicara Bahasa Inggris.
12 Saya mencoba berlatih berbicara dengan diri sendiri untuk meningkatkan kemampuan berbicara Bahasa Inggris saya.
13 Saya mencoba mengevaluasi kalimat-kalimat
Bahasa Inggris yang saya ucapkan setelah berbicara. 14 Saya mengetahui kesalahan-kesalahan saya dalam
berbicara Bahasa Inggris dan memperbaikinya. 15 Saya menyiapkan sebuah topik dan pola-pola tata
bahasa dalam berlatih berbicara Bahasa Inggris. 16 Saya meminta seseorang untuk mengevaluasi saya
ketika berbicara Bahasa Inggris.
17 Saya berlatih berbicara Bahasa Inggris dengan teman-teman atau guru-guru saya.
19 Saya bertanya dalam Bahasa Inggris.
20 Bila dalam sebuah percakapan Bahasa Inggris saya tidak tahu kata yang tepat untuk mengucapkannya, maka saya menggunakan gerak isyarat.
Appendix 2
SPEAKING TEST
CONVERSATION: On Vacation
Mike: Hi, Celia~ how was your trip tomorrow? Celia: It was wonderful! I really enjoyed it. Mike: How long were you there?
Celia: I was there for three weeks. Mike: Great! And did you go to Kyoto? Celia: Yes, it is a beautiful city.
Mike: What did you do there?
Celia: Well, i visited some temples. They’re really fantastic! And then i went to a sumo match in Osaka. That was fun.
Mike: And did you like Japanese food? Celia: Yes, I did, but i didn’t like sushi. Mike: Oh really? I love it!
Celia: By the way, dod you want to see my photos? Mike: Sure!
After you hear the conversation, now you should work in pair with your friend telling about your last vacation by adding these questions:
1. Where did you stay? 2. What did you buy?
3. With whom did you go there? 4. How did you go there?
Appendix 3
The Result of students’ Learning Strategies Questionaire in Speaking
‘ 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 TOTAL
Student 1 3 3 5 3 3 3 4 3 5 4 36 3 2 4 3 4 16 5 5 2 5 3 20 72
Student 2 5 2 2 2 5 5 5 5 2 2 35 5 2 2 2 2 13 5 5 2 2 2 16 64
Student 3 4 4 4 4 3 4 4 4 4 4 39 4 4 4 4 4 20 4 4 4 3 4 19 78
Student 4 4 3 4 3 2 2 4 4 4 4 34 4 2 4 2 4 16 4 4 4 4 2 18 68
Student 5 5 4 4 4 5 5 5 5 4 4 45 5 4 3 4 3 19 5 5 2 3 5 20 84
Student 6 4 2 2 2 4 4 4 4 2 2 30 4 2 3 2 2 13 4 4 2 2 2 14 57
Student 7 4 2 2 2 4 4 4 4 2 2 30 4 2 2 2 2 12 4 2 2 2 4 14 56
Student 8 4 4 4 4 4 3 5 4 4 4 40 4 4 4 4 4 20 4 4 3 4 3 18 78
Student 9 4 2 2 2 3 4 4 4 2 2 29 4 2 2 2 2 12 4 4 2 2 2 14 55
Student 10 3 5 5 3 4 5 4 5 3 5 42 5 5 3 5 3 21 5 3 5 3 3 19 82
Student 11 4 3 4 3 4 4 3 4 3 3 35 4 4 4 4 4 20 4 4 3 3 4 18 73
Student 12 3 4 4 4 5 3 4 5 4 4 40 4 4 3 3 4 18 4 5 3 4 4 20 78
Student 13 4 2 2 2 4 4 4 4 2 2 30 4 2 2 2 2 12 4 4 2 2 2 14 56
Student 14 4 3 4 3 4 4 3 4 4 4 37 4 4 4 4 4 20 4 4 3 4 3 18 75
Student 15 2 5 5 5 2 2 2 2 5 2 32 2 5 5 5 5 22 2 2 5 5 5 19 73
Student 16 4 4 2 4 4 3 4 4 4 4 37 4 4 4 4 4 20 4 4 4 5 5 22 79
Student 17 4 2 4 4 4 4 4 4 4 4 38 4 3 4 4 4 19 3 4 4 4 3 18 75
Student 18 4 4 4 4 3 4 5 4 4 4 40 4 4 4 4 4 20 4 4 4 4 4 20 80
Student 20 3 4 4 4 4 3 5 4 4 3 38 3 4 4 4 3 18 3 4 3 4 3 17 73
Student 21 4 2 2 2 4 4 4 4 2 2 30 4 2 2 2 2 12 4 4 2 2 2 14 56
Student 22 4 4 4 4 4 4 4 4 4 4 40 4 4 3 4 4 19 4 4 4 4 4 20 79
Student 23 5 4 4 4 5 5 5 5 4 4 45 5 3 4 4 4 20 5 4 4 4 3 20 85
Student 24 1 2 2 4 1 1 1 1 2 2 17 1 4 3 4 4 16 4 4 4 4 5 21 54
Student 25 5 4 4 4 5 5 5 5 4 4 45 5 4 4 3 4 20 5 5 3 4 4 21 86
Student 26 4 4 4 4 4 4 4 4 2 4 38 4 3 4 4 3 18 4 4 4 3 3 18 74
Student 27 5 4 4 4 5 5 5 5 4 4 45 5 4 4 4 4 21 5 5 4 4 4 22 88
Student 28 5 2 5 2 5 5 5 5 5 2 41 5 5 3 5 5 23 4 5 5 4 2 20 84
Appendix 5
RESULT OF SPEAKING ABILITY AND LEARNING
STRATEGIES
No Speaking Ability Learning Strategies Gain
Reliability of Questionnaire
Case Processing Summary
29 100.0
0 .0
29 100.0 Valid
Excludeda
Total Cases
N %
Listwise deletion based on all v ariables in the procedure. a.
Reliabi lity Statisti cs
.906 20
Cronbach's
Alpha N of Items
Reliability of Speaking Score
Correlati ons
1 .952**
. .000
29 29
.952** 1
.000 .
29 29
Pearson Correlation Sig. (2-tailed) N
Pearson Correlation Sig. (2-tailed) N
Teacher
Researcher
Teacher Researcher
Correlation is signif icant at the 0.01 lev el (2-tailed). **.
Frequencies of Speaking
N Minimum Maximum Mean St d. Dev iation
Frequencies of Learning Strategies
N Minimum Maximum Mean St d. Dev iation
One Way ANOVA of Speaking and Learning Strategies
*. The mean difference is significant at the 0.05 level.
One Way ANOVA of Speaking and Cognitive Strategies
*. The mean difference is significant at the 0.05 level.
One Way ANOVASpeaking by Metacognitive Strategies
*. The mean difference is significant at the 0.05 level.
One Way ANOVA of Speaking and Social Strategies
I. INTRODUCTION
This chapter presents the background of the research, formulation of the problem, objectives of the research, uses of the research, scope of the result, and the definition of term; clarified as the followings.
1.1Background of the Problem
One of the objectives of teaching English is to make the students able to communicate using the language in the form of oral and written communication. Speaking is one of the oral communications that is learned by students from elementary school to senior high school. Speaking is considered the most difficult language skill by students because they should have lots of vocabularies, they have to be able to pronounce the words correctly, and they have to be able to use them in appropriate context. In this case, the students must study hard to master it and the teacher should create a good atmosphere in the class. The problem is that the students are afraid of making mistakes, of being laughed at by their friends and of having lack of confidence in their ability (Hamer, 2007).
and its supplement, the emphasis of the curriculum is that the students are able to communicate in English by mastering the whole skills. However, the difficulty of each skill is relative because it depends on the students.
Speaking is a process of communication between at least two people and it is a way to express someone’s idea. In speaking English, students might have
enough vocabulary but they seem awkward in expressing what is in their minds. Therefore, students should be able to find suitable, effective, and efficient attempts to do what is required.
It seems that students get difficulties to achieve the target of speaking without having effective learning strategy. Learning how to speak English fluently and accurately is considered a grand task for students. To overcome these language barriers, they need to utilize learning strategies. Learning strategies is a set of actions either conscious or subconsciously to achieve a learning goal, i.e. to able to apprehend, internalize, and use the target language (Hassan et al. 2005:13). Students have to use their strategies when they attempt to find ways to cope with task they face. It will be able to make the students learn English more successfully if they use the strategies in learning English.
Based on the researcher’s pre-observation, when conducting teaching practice
students were feeling afraid of making mistakes in the way they conveyed what they wanted to say. The problems which might hinder the students to learn speaking English might be categorized into three classifications.
First is cognitive, for example students do not have an organization skill when they are speaking and they lack rehearsal activity for what they want to say. The second is metacognitive, for example, the students’ lack of planning, monitoring and evaluating which students make when they are going to speak. The last is social, for example students are feeling afraid of making mistakes when they speak and they do not know the way how to pronounce certain word.
Students can improve their language skills in a better way if they are capable of using a wide variety of language learning strategies. The more students use a greater variety and number of learning strategies, the more proficient they would be. Therefore, it is important to understand what kinds of language learning strategies that students employ to their oral performance. Under their circumstance, it may be assumed that in some cases using appropriate learning strategy has correlation towards students’ speaking achievement. Using
different strategy will characterize their achievement.
Sabuncuoglu’s study showed that a good language learner tries to find ways to
use these strategies to succeed in language learning. These strategies usually make learning more successful if they make use of learning strategies while learning a foreign language. The study shows that most students used metacognitive strategies and cognitive strategies in learning English although not many of them used social strategies in speaking. It shows that they do not tend to cooperate with proficient users or others.
Concerning the students’ problem in speaking English, the researcher
1.2Formulation of the Problem
Based on the background above, the researcher formulated the problem as follows:
1.2.1 Will be there any significant differences between:
a) High and low frequency users of learning strategies and their speaking ability?
b) High and low frequency users of cognitive strategies and their speaking ability?
c) High and low frequency users of metacognitive strategies and their speaking ability?
d) High and low frequency users of social strategies and their speaking ability?
1.2.2 What type of language strategy do the students most frequently used in speaking skill at the second year students of SMA Muhammdiyah 2 Bandar Lampung?
1.3Objectives of the Research
This research is conducted in aids to achieve several objectives:
1.3.1 To find out whether there are significant difference of speaking ability among high and low frequency users of learning strategies at the second year students of SMA Muhammdiyah 2 Bandar Lampung. 1.3.2 To explore learning strategies that students use in speaking at the
1.4Uses of the Research
The results of the research are expected to give several contributions both theoretically and practically.
1.4.1 Theoretical Uses
The result of the research is expected to be used to confirm the previous theory about the learning strategy which students use towards their speaking ability.
1.4.2 Practical Uses
- The finding of the research will be useful especially as the information to the readers about some strategies mostly used by students in speaking ability.
- After knowing the strategies used, it is hoped that students can employ the most appropriate strategies and it gives consideration for teachers in improving students’ speaking ability.
1.5Scope of the Result
users of learning strategies. In this research, the researcher investigated the students’ speaking ability in the way of they made a conversation telling about
past activities. This research was conducted in SMA Muhammadiyah 2 Bandar Lampung at the second year students in year 2013/2014.
1.6Definition of Terms
Based on the description above, the researcher provide some definition of terms that can across often during the research. The term below will guide the reader in reading and understanding the thesis.
Language Learning Strategy
It means the steps or actions taken by language learners in the process of learning to learn another language.
Cognitive strategy
It deals with the all activities that take place in the brain in order to acquire a foreign language.
Metacognitive strategy
Social strategy
It concerned with the nature and form of social interaction and how people come to influence one another’s behavior.
Speaking
II. LITERATURE REVIEW
This chapter reviews some theories that were be used to support the research. The theories of speaking in general, learning strategy, and learning strategy use in speaking will be discussed in this chapter,
2.1Concept of Speaking
There are many different ways that people can do to communicate what they think. Some people prefer telling what they want by gesture, note, or even eye-contact. Meanwhile, some others prefer conveying their intension by words or speaking. Speaking is the primary skill of language and it can be developed from the beginning when someone was born, from the first contact with the language.
involves the productive skill and receptive skill of understanding. In other words, one tries to communicate with each other to send his/her message to the second person.
It is not extremely easy to convey the message in English. The problem might be caused by the factor that speaking requires several aspects to consider such as the language use, pronunciation, stress, intonation, tenses and choice of words. Hamer (2007) states that to be able to speak easily, well and quickly, students have to able to pronounce phonemes correctly, use stress and intonations pattern appropriately, and speak in connected speech.
In order to be fluent speakers, those who speak fluently and accurately, the students need mental or physical effort. It is because to be able to speak fluently, they have to speak and think at the same time. It implies that we need to monitor what we say and correct any mistake when we speak. Pinter (2006) states that there are so many things which have to be learned to be fluent speaker such as the appropriate to say in certain situation, how to manage conversation and how to interrupt their own contribution
fluently in foreign language we need a lot of practice. It is what proverb says “practice makes better”.
Speaking is defined as the ability to express ideas, feeling, opinions, and wishes in carrying out speaking task in the class room. Brown (2001:271) says that speaking ability in a language class is the ability to perform the language in a task. If students want to be able to communicate in English well, they need to able to pronounce the words correctly, use appropriate stress and intonation, and use a language in a range of different genre and situation (Hamer, 2007).
There are some criteria in speaking skill. Welty (1976:47) states that speaking is one of four basic skills of language and it has important role in daily life because it is the main skill in communication. Speaking must fulfill these following criteria, they are:
1. Pronunciation
Pronunciation refers to the ability to produce easily comprehensible articulation.
2. Grammar
3. Vocabulary
Vocabulary refers to selection of words that suitable with content. There are thousands of words with rule of combining them make up the language that students should master.
4. Fluency
Fluency is the smoothness of flow which sounds, syllables, words and phrases are joined together when speaking.
5. Comprehension
Comprehension is the study how well students understand language, or that helps them to improve their understanding of it.
On the other hand, different from the five categories by Welty’s (1976),
Heaton (1991) states that there are three aspects to be tested. The three aspects are:
1. Pronunciation
Pronunciation refers to the ability to produce easily comprehensible articulation (Syakur: 1987). Heaton (1978:5) in Putria’s study (2011:14) defines grammar as the students’ ability to manipulate structure and to distinguish appropriate grammatical form in appropriate ones is needed for students to arrange correct sentences in conversation.
2. Fluency
means that when a person makes a dialogue with another person, the other person can give respond well without difficulty.
3. Comprehension
Comprehensibility denotes the ability of understanding the speakers’ intension and general meaning (Heaton, 1991:35). It means that if a person can answer or express well and correctly, it shows that she/he comprehends or understand well (Putria, 2011:14).
From the two different definitions above, the researcher used the oral ability scale proposed by Heaton. It is because the study proposed by Heaton (1991) is simple. The three aspects proposed by Heaton’s have already covered the
five aspects in Welty’s study.
2.1.1Types of speaking
There are many kinds of speaking that students might use in their life activity. Brown (2001:250) says that much of our language teaching is devoted to instruction in mastering English conversation. Brown classifies the type of oral language in two parts, monologue and dialogue. Monologue is divided in two parts planned and unplanned. Dialogue is divided in two parts interpersonal and transactional.
Monologue
The first is monologue. Monologue means that when one speaker uses spoken language, as in speeches, lectures’ readings, new broadcast, and the like, the
hearer must process long stretches of speech without interrupting—the stream of speech will go on whether or not the hearer comprehends. In planned, as it opposed to unplanned, monologue differs considerably in their discourse structures (Harris, 1969:81). For the example there are 5 kinds of monologue, they are narrative, recount, procedure, descriptive and report. Planned monologue means that the students speak and telling something by writing the text before, while unplanned monologue means that the learners tell about something spontaneously or they have already known about the story before.
The example below is one of the examples of monologue with topic past activity.
Student 1: Hello, good morning my friends. Here, I want to tell you about my vacation last week. Last vacation, my boyfriend and I went to Ancol. We went to Ancol to see the Sea World. We went at 9 a.m. from my house by taxi. On the way, we bought Aqua and snacks at Indomart. In Ancol, first we went to the Sea World. There was much kind of fish we saw. We were sometimes afraid of seeing very
big fish. At 4 o’clock, we went home. The trip was tiring, but my
boyfriend and I enjoyed the trip very much.
Dialogue
The second is dialogue. Dialogue involves two or more speakers and can be subdivided into those exchanges that promote social relationship (interpersonal) and those for which the purpose to convey proportional or factual information (transactional). Transactional dialogue, which is carried out for the purpose of conveying or exchanging specific information is an extended from of responsive language.
The example of dialogue is below with topic accepting and refusing an offer.
Angga : Good morning, could I speak with Annisa please? Annisa : Yes, I am Annisa.
Angga : Oh, Hi Annisa. This is Angga. Are you busy tonight? I mean.. Would you like to come to my house tonight?
Annisa : What is the occasion?
Angga : Well, my mom is cooking Rendang. You said that you would like to try West Sumatra food.
Annisa : Yes. What time do you want me to come? Angga : At seven o’clock.
Annisa : Thank you. See you tonight, Angga.
From the explanation above, the researcher comes to the consideration that dialogue is the best type of speaking that will be analyzed in this research. Because speaking by using dialogue type students can communicate in front of the class with her/his partner and it also can build students’ confidence speaking in front of many people.
2.2Concept of Learning Strategies
form. Many approaches have been introduced in developing students’ English
proficiency in order to motivate students in learning English. But those approaches are not enough in mastering English. Students should have the effective strategies that can make them learn the language more effectively.
In real definition, “strategy” is often used in military which means preparation
and management of troops in order to reach victory in fighting. Meanwhile, in teaching learning process, strategy can be defined as learner’s actions to reach
the learning goal. The use of language learning strategies significantly predicts success on learning English. Setiyadi (2011:45) says that teachers should introduce learning strategies to their students and provide opportunity for their students to implement the strategies which have been proved to be more effective than other strategies. Learning is the conscious process used by the learners to achieve the objectives, while learning strategy is the steps taken by language learners to enhance any aspect of their language.
To achieve the target of learning, the students should have the learning strategies. Chamot (2004:14-26) defines learning strategies is the conscious thoughts and actions that students take in order to achieve a learning goal. Oxford (1990: 8) defines learning strategies as “specific actions taken by the
learner to make learning easier, faster, more enjoyable, more self-directed and more transferable to new situations.” She suggests that language learning
strategies have the following features:
c. expand the role of teachers. d. are problem-oriented.
e. are specific actions taken by the learner.
f. involve many aspects of the learner, not just the cognitive. g. support learning both directly and indirectly
f. are always observable. g. are often conscious. h. can be taught. i. are flexible.
j. are influenced by a variety of factors.
Concerning to Oxford’s definition (1990a), learning strategies refer to
conscious activities since students seem to be aware what actions or steps they are taking to enhance their learning process to acquire another language.
The definition implies that learning strategies are conscious activities because students are learning a language while they are conscious of the process. Leaning strategy is the thoughts and actions that students use to accomplish a learning goal. The thoughts and actions are expected to develop competence in the target language.
In addition, Hosenfeld and Wenden (1987:71) describe some steps in defining a learning strategy, they are:
1. Learners can choose how to use resources.
4. Learners may plan what their learning strategies should be and change them if they are not successful.
By identifying learning strategies, students use in speaking and identifying the strategies that make them learn speaking more successfully, it is expected that teacher will provide students with situation that encourages their students to use the effectiveness strategies.
2.2.1 Factors that influencing the Learner’s use of Learning Strategies There are some factors that influenced the learners’ learning strategy. Oxford (1990) in Sabuncouglo’s study (2011) synthesized existing research on how
the following factors influence the choice of strategies used among students learning a second language.
1. Motivation
More motivated students tended to use more strategies than less motivated ones, and the particular reason for studying the language (motivational orientation, especially as related to career field) was important in the choice of strategies.
2. Gender
Females reported greater overall strategy use than males in many studies (although sometimes males surpassed females in the use of a particular strategy).
3. Cultural Background
backgrounds. Certain other cultures also appeared to encourage this strategy among learners.
4. Attitudes and Beliefs
These were reported to have a profound effect on the strategies learners choose, with negative attitudes and beliefs often causing poor strategy use or lack of orchestration of strategies.
5. Type of Task
The nature of the task helped determine the strategies naturally employed to carry out the task. Students of different ages and stages of L2 learning used different strategies, with certain strategies often being employed by older or more advanced students.
6. Learning Style
Learning style (general approach to language learning) often determined the choice of L2 learning strategies. For example, analytic-style students preferred strategies such as contrastive analysis, rule-learning, and dissecting words and phrases, while global students used strategies to find meaning (guessing, scanning, predicting) and to converse without knowing all the words (paraphrasing, gesturing).
Students who were more tolerant of ambiguity used significantly different learning strategies in some instances than did students who were less tolerant of ambiguity.
From the explanation above, the researcher assumes that motivated learners tend to use variety learning strategies that the unmotivated ones. Many researchers found that female learners used more kind of strategies that male students that shows that female learners study language easier that male learners. The last, the background of language has an influence in using learning strategy.
2.3Categories of Learning Strategies
Different researchers might use different taxonomy of language learning strategies, since there are many classifications of language learning strategies proposed. Oxford (1990:8) states that learning strategy is specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective and more transferrable to new situations. It means that to know the learners’ successful in target learning, it can be observed by their
strategies because by using strategies their teaching learning activity become easier, faster and more enjoyable. Besides, students can use the strategies in any situations.
1990; Oxford, 1990). Cognitive strategies relate to the learner’s thinking in
processing English materials. Metacognitive strategies relate to the learner’s way in facing and processing the english materials. Social strategies relate to how the learners and their friends work together to reach the learning goal. And affective strategies relate to the attitude and the feeling in facing the teaching learning english process.
The following are the classifications of learning strategies proposed by several experts’ studies in the matter of concern.
2.3.1Rubin’s Classification of Learning Strategies
First classification of learning strategy was proposed by Rubin. Rubin (1975:45-8) classifies language learning strategies into seven categories of ‘good (successful) language learners’ use in learning language skill, they are:
1. The good language learner is a willing and accurate guesser.
2. The good learner has a strong drive to communicate, or to learn from a communication.
3. The good learner is often not inhibited; he is willing to appear foolish if reasonable communication results.
4. The good language learner is constantly looking for patterns in the language.
5. The good language learner practices.
6. The good language learner monitors his own and the speech of others. 7. The good learner attends to meaning.
The second classification of learning strategy was proposed by Naiman et al. Similar to Rubin’s study, the study of Naiman et al. (1978) also focused on the
strategies of successful language learners used in learning a second language categorized into five common strategies. The strategies are:
1. The active task approach,
2. The realization of language as a system,
3. The realization of language as a means of communication and interaction 4. Management of affective demands,
5. Monitoring of L2 performance.
Based on the description above, it can be inferred that the good learners have their own strategies in mastering the skill that they want to achieve. Green and Oxford (1995) define strategies as a specific actions or techniques that students use to improve their progress in developing L2 skills. By using proper strategies, students know what they are doing and what they are supposed to do in the process of learning.
2.3.3Fillmore’s Classification of Learning Strategies
2.3.4O’Malley et al.’s Classification of Learning Strategies
Slightly, different from Rubin and Naiman, who merely classify the strategies used by the good language learner; Oxford proposed more specific categorization of learning strategies. Oxford (1990) as quoted in Setiyadi (2011:17) proposes six categories, namely cognitive strategy, memory, compensation, metacognitive strategy, affective strategy, and social strategy. On the other hand, O’Malley et al.’s study (1985) is different from Oxford’s
study. O’Malley et al. introduced categories that involved self awareness. In
O’Malley et al’s study (1985), the classification consist of three categories,
namely: metacognitive, cognitive, and social strategies.
2.3.5. Oxford’s Classification of Learning Strategy
Figure 1. Oxford’s LLS Taxonomy (1990a)
a. Memory Strategy
Memory strategy is used by the learners by using their experience and knowledge that they had before, such as grouping, imagery, rhyming, and structured reviewing. This strategy use memory most, for example the learners repeat the lesson that they had at school before, including the sound that they heard before or the movement thet they ever seen before.
b. Cognitive Strategy
Cognitive strategy is the whole learners’ actions in teaching learning process relate to the use of learners’ tthinking capacity. This strategy can be formed as
activities such as reasoning, analyzing, summarizing (all reflective of deep processing) as well as general practicing.
Compensation strategy is used by the learners who have a very high skill. This strategy is usually used to compensate for limited knowledge, such as guessing meanings for the context in reading and listening and using synonyms and gestures to convey meaning when the precise expression is not known.
d. Metacognitive Strategy
Metacognitive strategy is learners’ actions that relate to the ways of they face and process the teaching learning materials, such as paying attention,consciouslysearching for practice opportunities, planning for language tasks, self-evaluating one’s progress, and monitoring error.
e. Affective Strategy
Affective of emotional,motivation-related strategy is the strategy which relate to the attitude and the feeling in facing the teaching learning english process, such as anxiety reduction, self-encouragement, and self-reward.
f. Social Strategy
Social strategy is the strategy which relates to how the learners and their friends work together to reach the learning goal, such as asking questions, cooperating with natives peakers of the language, and becoming culturally aware.
From the taxonomies above, the researcher is going to use the O’Malley et al.’s (1985) study. Based on Setiyadi’s book (2011:26), it is stated that there
strategy. It is better to analyze the three main categories in students’ speaking ability which is considered as the effective learning strategies in speaking.
2.4Learning Strategies in Speaking
There are many strategies that students can use to promote their language skills. In speaking skill, it was found that there are several learning strategies which can be used by the students. As mentioned previously, all taxonomies of learning strategies reflect more or less the same categorizations.
From the taxonomies above, the researcher found that the study of O’Malley et al. (1985) is the appropriate study that will be adapted in analyzing students’ strategies in speaking ability. Considering the focused strategy in
this study, the research will analyze the cognitive, metacognitive and social strategy as the students’ strategies in practicing speaking in order to increase
their speaking achievement.
O’Malley introduced categories that involved self awareness. In O’Malley et
al.’s study (1985) the classification consists of three categories, namely:
metacognitive strategy, cognitive strategy, and social strategy.
1. Metacognitive Strategy
metacognitive strategies include: centering learning, arranging and planning learning, and evaluating learning.
In Zakin’s study (2007) of metacognitive strategies, students would be taught
to recognize the strengths and weaknesses of their own thinking processes and how to target their common pitfalls. They would learn how to internalize such comments as, “OK, here is where I usually make the mistake of…” “What is
the question I need to ask myself here?” and, “I know I often confuse….with ….., so I need to go slow now.” Once students feel comfortable with general
questioning techniques as well as those that address their specific difficulties, they would engage in partner and small group sharing, scaffolding their peers in self-questioning techniques tailored to individual needs. Ongoing metacognitive training assisted by inner speech would enable students to internalize the self-guiding, self-monitoring, and self-correcting skills required for complex problem solving.
O’Malley and Chamot’s study (1985) as cited in Setiyadi (2011:15-16) say
that this strategy relates to the awareness of learning, it requires planning for learning, thinking about the learning place, monitoringof one’s production of
comprehension, and evaluating learning after an activity is completed.
1. Centering your learning (for example, identifying one’s own learning style
preferences.
2. Arranging and planning your learning (for example, arranging a study schedule, planning for an L2 task, setting goals and objectives).
3. Evaluating your learning (for example, evaluating the success of any type of learning strategy self monitoring, evaluating task success).
Several studies have shown that metacognitive strategies correlated with language learning (Brown et al., 1986 and Gu and Johnson, 1996).
2. Cognitive Strategy
A cognitive strategy is all activities that take place in the brain in order to acquire a foreign language. In O’Malley and Chamots’s study (1990) it
clarified that cognitive strategy include: rehearsal, organization, inferencing, summarizing, deducing, imagery, transfer and elaboration. Cognitive strategy refers to all the mental process, except processes that involve self-monitoring and self evaluating, in order to learn another language (Setiyadi, 2011:16) The word cognitive means thought. So, “cognitive styles” refers to thought patterns. Studies of cognitive styles suggest that people fall into open-minded and closed-minded categories. The open-minded person seeks out information before making a decision. They are more likely to see the “relatedness of issues.” They admit that they don’t have all of the answers, and
ignores the rest. They accept information only if it conforms to their established mindset.
Cognitive strategies enable the learner to understand and produce new language.
- Practicing (for example, using formulas and patterns).
- Receiving and sending messages (for example, focusing on the main idea of a message and outlining).
- Analyzing and reasoning (for example, analyzing expressions).
- Creating structure for input and output (for example, taking notes).
3. Social Strategy
In social strategy, students have to work with other language learners to obtain feedback and information (cooperation). Besides, they are questioning for clarification and self talk. Stratton and Hays (1988) states social strategy is the nature of social interaction, how people come to influence one another’s behavior. Social strategy is the way that students use towards their learning process that take place in groups. Social strategy includes asking questions, cooperating with others, and empathizing with others.
help in doing a language task) and empathizing with others (for example, developing cultural understanding and exploring cultural and social norms).
Social strategy includes joining a group and acts as if you understand what is going on, give the impression with a few well chosen words that you speak the language, and count on your friends for help (Fillmore, 1979). Oxford (1999:9) in Hismanoglu (2003:3) states that social strategy relates to the way for gauging emotional reactions and personality traits to learning and for lowering anxieties, and social strategies for enhancing learning. Student needs other students in order to achieve their learning improvement. This strategy deals with social activities involved in learning a second/foreign language (Fillmore, 1979). The example of social strategy is like public speaking or debate.
2.4.1Identification of Learning Strategies
This research used questionnaire in identifying students’ use of learning strategies, since it is line to Chamot (2004:2) who cites that the most frequent and efficient method for identifying students’ learning strategies is
questionnaire.
strategy (Setiyadi, 2011:40). Further, the items of questionnaires have been developed by using Likert-Scale and used extensively as a standardized measure.
2.4.2The Frequency of Using Learning Strategies
In this study, students’ frequency of using learning strategies relates to amount
as of how frequent they use learning strategies will be shown by the total score of the questionnaire. Students’ frequency of using learning strategies will
become one of the concerns of this research, because there is an assumption said that when students use a great number of learning strategies, more proficient they will be.
In this study, students’ frequency of using learning strategies will be measured
by questionnaire. The questionnaire is developed by using Likert-Scale, in which it provides the students with these following optional answers:
1 = Never or almost never true of me. 2 = Usually not true of me.
3 = Somewhat true of me. 4 = Usually true of me.
5 = Always and almost always true of me.
The questionnaire is used to identify students’ strategies in learning speaking.
means usually not true of me; 3 somewhat true of me; 4 means usually true of me and 5 means always or almost true of me.
Students’ speaking ability and learning strategies should be correlated because
using appropriate language learning strategies often results in improved proficiency or achievement overall or in specific skill areas (Oxford et al., 1993; Thompson & Rubin, 1993). Beside that, the successful language learners tend to select strategies that work well together in a highly orchestrated way, tailored to the requirements of the language task (Chamot & Kupper, 1989). These learners can easily explain the strategies they use and why they employ them (O'Malley & Chamot, 1990).
Another study states that in speaking ability, cognitive (e.g., translating, analyzing) and metacognitive (e.g., planning, organizing) strategies are often used together, supporting each other (O'Malley & Chamot, 1990).
2.5Review of the Related Research
Language Proficiency and Language Learning Strategies Use
grades and self-efficacy. The students were medium users of overall strategies, Compensation Strategy was the most frequently used, and Memory Strategy category was the least used. Another prove was shown in Candradewi’s study. Based on Candradewi’s study (2008), there was difference among students who were in the level of high, medium and low mark in speaking got different score when they used the learning strategies.
Based on the results above, it can be concluded that there was a significant correlation between learning strategies and students’ ability in Engllish.
Besides, there were also differences of speaking among high and low frequency users in learning strategies. That was the reason why the research was conduct in order to prove by the researcher herself that there was a significant difference of speaking among high and low freqeuency user in students’ learning strategies.
2.6Theoretical Assumption
As a means of communication, students have to communicate using the language both in oral and written form. In oral form, many students have a good and bad skill in speaking. To practice their speaking, students need another student since speaking is the process of communication between at least two people as the way of expressing someone’s idea. In order to improve
Several taxonomies have been described from the different studies. Oxford (1990a) proposes six categories of learning strategies, namely: cognitive strategy, memory, compensation, metacognitive strategy, affective strategy, and social strategy. Whereas, O’Malley et al.’s (1985) study categorizes
learning strategy into three namely: cognitive strategy, metacognitive strategy, and social strategy. Another study is Fillmore’s (1979) taxonomy which
classifies language learning strategies under two categories, namely: social strategy and cognitive strategy.
2.7Hypotheses
Based on the assumption, the researcher has a hypothesis:
III. RESEARCH METHODOLOGY
This chapter provides seven topics. They are research design, population and sample, research instrument, reliability and validity of the instruments, research procedure, data analysis and, hypothesis testing.
3.1Research Design
The research is intended to find out the learning strategy which is the most frequently used by the students and the significant difference of speaking among high and low frequency users in learning strategies of the second year students of SMA Muhammadiyah 2 Bandar Lampung. Therefore, the research was conducted through quantitative analysis by using one way ANOVA design. That was a study which looked at the current situation without giving any treatment.
T1
T2
T1 = Strategies in learning speaking T2 = Speaking skill
The data of this study were students’ language learning strategies and
speaking ability score. The variables intended for the study were dependent variable and independent variables. Dependent variable was the speaking skill and independent variable were language learning strategies use with levels (O’Malley et al., 1985): cognitive, metacognitive and social strategy. To
process data, the researcher could see the significant difference of speaking ability among high and low frequency users in learning strategies.
3.2Population and Sample 3.2.1Population
The population of this research was the second year students of SMA Muhammadiyah 2 Bandar Lampung in academic year 2013/2014. This research was conducted when the new academic year began. There were five classes with the total number 150 students of the second year of SMA Muhammadiyah 2 Bandar Lampung in academic year of 2013/2014.
3.2.2Sample
The procedures were:
- The researcher collected the data based on the absent, there were five classes of second year students of SMA Muhammadiyah 2 Bandar Lampung.
- The researcher wrote five names of the classes in the rolled papers and put it into a bottle.
- The bottle was shaken and poured until one rolled paper came out.
- Finally, the rolled paper writer XII Science 1 with 29 students in it.. Therefore, these students were as the sample of this research
3.3Research Instrument
In order to collect the data of variables T1 and T2 (learning strategies and speaking ability), the researcher used questionnaire applying Likert scale to measure students’ learning strategies (T1), while for measuring students’
ability in speaking the researcher conducted a test where it was subjective test (T2). For the technique, the researcher made pair work technique.
3.3.1Test of Language Learning Strategies
Below is the list of statements dealing with the alternative scored:
1. I use rhymes to remember new English words. 2. I try to remember new English words by
pronouncing them.
3. I speak a word or a sentence several times to remember it.
4. I try to learn a new pattern by making sentences orally.
5. I try to translate Indonesian sentences into English sentences and produce them orally. 6. I try to remember what the English word
equivalent to Indonesian word is. 7. I tape record the sentences I produce.
8 I mix Indonesian words and English words if I do not know the English words.
9. I put words into rules that I know in speaking. 10. Before I respond orally to questions, I write out
the answers.
11. I try to correct my mistakes that I produce orally. 12. I try to speak with myself to improve my
speaking.
13. I try to evaluate my utterance after speaking. 14. I notice my English mistakes, and use that
information to help me do better.
15. I prepare a topic or grammatical rules in speaking practice.
16. I ask somebody to correct me when I talk. 17. I practice speaking with my friends or my
teachers.
18. I practice English with native speakers. 19. I ask questions in English.
20. If I cannot think during a conversation in English, I use gestures.
3.3.2 Speaking Test
In this test, the researcher matched the test with the syllabus of the second year of SMA students based on school curriculum or KTSP. The researcher conducted the speaking test for 90 minutes. The students were guided to make a short dialogue in pairs by the given topic. Finally, the teacher invited the pairs one by one to perform their dialogue in front of the class. This is subjective test. The scoring system of student’s speaking ability was given
based on the oral ability scale proposed by Heaton (1991) concerning 3 aspects namely pronunciation, fluency, and comprehensibility.
3.3.2.1 Speaking Topics
The teaching material was taken from the syllabus. The researcher and the English teacher at that school asked the students to work I pairs in order to make them learn some things when they were working with partners.
In the test, the students were asked to make a dialogue about past activity. The first asked the questions using W5H questions and another was answering the questions. Moreover, the researcher recorded their conversation by using recording with cellphone while they were speaking. The result of this test was considered as the data of students’ speaking ability.
3.3.2.2 Speaking Scoring System
and the English teacher should score. Each pair had 3 minutes to speak. During the speaking test was going on, the researcher was helped by her friend to record their conversation using cellphone.
The following table is the oral ability scale proposed by Heaton (1991) that will be used as the scoring standard for the students’ speaking ability.
Table1. Rubric of Grading System
Range Pronunciation Fluency Comprehensibility
no serious
3.4Reliability and Validity of the Instruments
3.4.1Validity of the instrument
A test can be said valid, if the test measures the object that should be measured and it must be suitable with the criteria. In Hatch and Farhady (1982:251), it is stated that there are two basic types of validity content and construct validity. To measure whether the test has good validity or not, the researcher analyzed from content and construct validity. Content validity is concerned with whether or not the content of the test is sufficiently representative and comprehensive for the test to be valid measure it is supposed to measure. While construct validity focuses on the kind of test that is used to measure the ability.
3.4.1.1Validity of Questionnaire
The validity test is used to know whether there are questions of the questionnaire that should be replaced or removed because it is not relevant. The aim of the kind of Language Learning Strategy Questionnaire (LLSQ) is to know the kind of language learning strategy, which is divided into cognitive strategies, metacognitive strategies, and social strategies. To get the content valid, the test was adapted from Likert Scale which was developed by Setiyadi (2011, p.35). In this questionnaire, the researcher gave 20 questions which each item had the purposed to measure students’ learning strategies in
3.4.1.2Validity of Speaking test
To guarantee the validity of speaking test, the researcher took the topic that has been discussed in the class. It was about interpersonal dialogue where the students gave information to their other friend about their past activities. The material was taken from English text book and also relevance on English curriculum. Validity of speaking test dealt with the aspect the researcher wanted to measure. The researchers applied oral ability scale proposed by Heaton (1991) which scored the test by the pronunciation, fluency, and comprehensibility. The teacher asked the students to work in pairs then they were asked to make a dialogue about past activities by using the questions that the teacher already wrote on the whiteboard.
3.4.2Reliability
3.4.2.1Reliability of Questionnaire
Reliability is an instrument to measure a questionnaire which is the indicator of variable or construct. Shohamy (1985:70) states that reliability refers to the extent to which the test is consistent in its score, and it gives an indication of how accurate the test score. A questionnaire is said reliable if someone’s answer of the question is consistence or stable from time to time.
To make sure whether the instrument were reliable or not, the researcher used the Crobanch’s Alpha using SPSS. It was counted based on the learning
George and Mallery (2009) in ‘SPSS for Windows Step by Step: A Simple
Study Guide and Reference, 17.0’ have a suggestion in evaluating the Alpha
Cronbach coefficient: > 0.9 = very high reliability > 0.8 = high reliability > 0.7 = medium reliability > 0.6 = low reliability > 0.5 = very low reliability
From the calculation of reliability analysis, the alpha was 0.906. It means that the questionnaire had very high reliability. It can be interpreted that the questionnaire is proper to be used for a research.
3.4.2.2 Reliability of Speaking test
For speaking test, to ensure the reliability scored and to make the score more acceptable and avoid the subjectivity of the research, the researcher used inters rater reliability in scoring students’ performances. Inter rater reliability means that there was another person who gave score beside the researcher herself.
In the researcher’s consideration, the first rater was the English teacher named
3.5Research Procedures
In conducting the research, the writer used the steps as follows : 1. Stating research problem
The research problem of this research was to find out the correlation between students’ learning strategy and their English speaking ability of
second year students at SMA Muhammadiyah 2 Bandar Lampung. 2. Determining the objectives
The objectives of this research were to investigate whether there was significant correlation between language learning strategy and English speaking ability and to investigate which one of language learning strategies was most frequently used by students to their speaking ability at SMA Muhammadiyah 2 Bandar Lampung.
3. Determining the subject of the research
The writer took the second year students at SMA Muhammadiyah 2 Bandar Lampung. There were 5 classes with the total number of 150 students. The writer chose one of the classes as the sample by using lottery.
4. Constructing research instrument a. Test of Language Learning Strategy
b. Test of speaking ability
The test used dialogue as the type of speaking. The students had to tell their past activities in pairs in the form of dialogue/conversation.
5. Administrating language learning strategy test
The writer gave a questionnaire of language learning strategy to the students.
6. Administrating English speaking test
The writer conducted English speaking test by recording the result. The record result was rated by the inter rater.
7. Collecting the data
After administrating the tests, the data from both tests were collected. 8. Analyzing the data
The data was analyzed by using SPSS 16 to investigate whether there was any correlation or not.
3.6Data Analysis
the dependent variable because the ability was influenced by learning strategies.
After collecting the data of speaking ability, the score of students’ speaking test and questionnaire test were categorized into three, 1 was high frequency users, 2 was medium frequency users, and 3 was low frequency users. The researcher calculated it by using SPSS. To know the significant difference between high, medium and low students in using strategies, the researcher used ANOVA.
3.7Hypothesis Testing
To conclude a possible difference of students’ speaking ability, the researcher
used the criterion of the hypothesis acceptable to determine whether the first hypothesis was accepted or rejected. The criterion was ANOVA. There are two types of ANOVA, namely one way ANOVA and two way ANOVA. This research was analyzed by using one way ANOVA.
The dependent variable is speaking ability and the independent variable was the learning strategies which have three levels namely cognitive strategy, metacognitive strategy, and social strategy.
The students’ questionnaire results were categorized into high frequency
If the output of ANOVA showed the Fvalue was higher than Ftable at .000 level
of significant, it could be concluded that there was a significant difference between high, medium and low frequency users in speaking.
F
value> F
tableH1: There was a significant difference of speaking ability among high,
V. CONCLUSION AND SUGGESTIONS
In this chapter, the researcher comes to the conclusion and suggestions of this research.
5.1 Conclusion
As stated by some studies that learning strategies are the factor that can influence students in acquire language. It means that the students should use some strategies in order to achieve their goal in target language.
Based on the result of the data analysis and discussion, there is sigificant difference of speaking achievement among high and low frequency students in learning strategies, the following conclusions are:
