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A STUDY ON LANGUAGE LEARNING STRATEGIES
APPLIED BY FIRST YEAR STUDENTS IN MASTERING
GRAMMAR AT ENGLISH DEPARTMENT UNIVERSITY OF
MUHAMMADIYAH MALANG
THESIS
By:
AYU PUTRI DWI EKSATASARI
201010100311126
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
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A STUDY ON LANGUAGE LEARNING STRATEGIES
APPLIED BY FIRST YEAR STUDENTS IN MASTERING
GRAMMAR AT ENGLISH DEPARTMENT UNIVERSITY OF
MUHAMMADIYAH MALANG
THESIS
By:
AYU PUTRI DWI EKSATASARI
201010100311126
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
iii
A STUDY ON LANGUAGE LEARNING STRATEGIES
APPLIED BY FIRST YEAR STUDENTS IN MASTERING
GRAMMAR AT ENGLISH DEPARTMENT UNIVERSITY OF
MUHAMMADIYAH MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
AYU PUTRI DWI EKSATASARI
201010100311126
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
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This thesis written by Ayu Putri Dwi Eksatasari was approved on 30th April
2014
By:
Advisor II
Wahyu Taufiq, M.Ed
Advisor I
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This thesis was defended in front of the examiners of the Faculty of Teacher Training and Education of University of Muhammadiyah Malang
and accepted as one of the requirements to achieve Sarjana Degree in English Education
on 30th April 2014
Approved by:
Faculty of Teacher Training and Education University of Muhammadiyah Malang
Dean,
Dr. Poncojari Wahyono, M.Kes
Examiners: Signatures:
1. Rinjani Bonavidi, S.Pd., M.Ed., Ph.D 2. Santi Prastiyowati, S.Pd
3. Dr. Masduki, M.Pd 4. Wahyu Taufiq, M.Ed
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MOTTO AND DEDICATION
“Allah akan meninggikan orang-orang yang beriman di antaramu dan orang-orang yang diberi ilmu pengetahuan beberapa derajat. Dan Allah Maha Mengetahui apa
yang kamu kerjakan”.
(Q.S. Al-Mujaadillah:6)
Belajar bukan hanya ketika belajar, tetapi belajar justru saat berbuat. Teori bukan satu-satunya guru, kesalahanpun adalah guru yang bijak
~ M.Agung Wibowo~
DEDICATION:
I dedicated this thesis to:
My beloved father and mother,
My sisters, all my friends,
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ACKNOWLEDGMENTS
In the name of Allah, the merciful and compassionate. Alhamdulillah, by the blessing and guidance of Allah, the researcher can finish her thesis although there are still many weaknesses that will be revised after getting many advises from any sides.
In this chance, the researcher would like to express her sincere gratitude and appreciation to her advisor Dr. Masduki, M.Pd and Wahyu Taufiq, M.Ed who give valuable guidance, assistance, suggestion, and encouragement in arranging her thesis.
She also wants to express her deeply gratitude to all participants who give their time to participate at this research. Her special gratitude addressed to her parents, sister and friends who always give their support and motivation to finish her thesis.
Malang, 30th April 2014 The researcher
Ayu Putri Dwi Eksatasari
viii
CHAPTER II REVIEW OF RELATED LITERATURE 2.1. Learning Strategies... 8
2.2. Classification of Language Learning Strategies ... 9
2.2.1 Direct Strategies ... 10
2.2.1.1Memory Strategies ... 10
2.2.1.2Cognitive Strategies ... 12
2.2.1.3Compensation Strategies ... 16
2.2.2 Indirect Strategies... 19
2.2.2.1. Metacognitive Strategies ... 20
2.2.2.2. Affective Strategies ... 24
2.2.2.3. Social Strategies ... 27
2.3. Factor Influencing Strategies Choice ... 30
2.3.1. Motivation ... 30
2.3.2. Sex or Gender ... 31
2.3.3. Learning Style ... 32
2.3.4. Age ... 32
2.3.5. Language Proficiency... 33
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CHAPTER IV FINDING AND DISCUSSION 4.1. Findings ... 43
4.1.1 The Language Learning Strategies Used by First Years Student in mastering grammar at English department of University Muhammadiyah Malang ... 43
4.1.2 The Way of the Student Applying the Language Learning Strategies... 51
4.1.3 The Factors Influence Students to Choose the Language Learning Strategies... 53
4.2. Discussion ... 56
CHAPTER V CONCLUSION AND SUGGESTION 5.1. Conclusion ... 60
5.2. Suggestion ... 61
REFERENCES ... 63
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LIST OF APPENDIX
Appendix I : Questionnaire ... 65
Appendix II : Observation Checklist ... 80
Appendix III : Observation Field Note ... 94
Appendix IV : Interview Guideline ... 107
Appendix V : Interview Transkrip ... 110
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REFERENCES
Alduais, Ahmed Mohammed Saleh. 2013. „Main School of Grammar, Grammar in Schools and Pedagogical Grammar‟. International Journal of English
Language Education. Vol.1 No.1. 35-48. www.macrothink.org/ijele
Ary, Donald et.al . 2006. Intorduction to Research in Education Seventh Edition. Thomson Wadsworth Corporation. Canada
Bostrom, Lena. 2011. „Students‟ Learning Styles Compared with their Teachers' Learning Styles in Secondary Schools‟. Institute for Learning Styles Journal. Vol.1. 13-78
Brown, H. Douglas. 2007. Principle of Language Learning and Teaching Fifth
Edition. Pearson Education Inc. United States of America
Chamot, Anna Uhl. 2004. „Issues In Language Learning Strategy Research and Teaching‟. Electronic Journal of Foreign Language Teaching. Vol.1, No 1, PP.14-26. http://e-flt.nus.edu.sg/
Douglas, Dan. 2000. Assessing Language for Specific Purposes. Cambridge University Press. United Kingdom
Ellis, Nick C. 1994. Implicit and Explicit Learning of Languages. Academic Press. United Kingdom
Fraenkel, Jack R and Wallen, Norman E. 2009. How to Design and Evaluate
Research in Education Seventh Edition. McGraw-Hill. New York
Griffiths, Carol. 2004. Language Learning Strategies: Theory and Research. Occasional Paper No. 1. www.crie.org.nz
Hartatik, Sri. 2008. A Study on Learning Strategies Employed By High Achiever
Students of English Department At University Muhammadiyah Malang.
Unpublished thesis. Malang
Hismanoglu, Murat. 2000. „Language Learning Strategies in Foreign Language
and Teaching‟. The Internet TESL Journal. Vol. VI No.8.
http://iteslj.org/Articles/Hismanoglu-Strategies.html
Hornby, A S. 2003. Oxford Learner`s Pocket Dictionary Third Edition. Oxford
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Lucas, Rochelle Irene. 2010. „A Study on the Intrinsic Motivation Factors in Second Language Learning Among Selected Freshman Students‟. Philippine ESL Journal, Vol. 4. 3-23
Mahbudi, Ali et.al. 2013. „The Use of Language Learning Strategies by Iranian
Students as Compared to the Learners of Other Ethnic Groups‟. Journal
of Studies in Education. Vol.3 No.1. 67-75. www.macrothink.org/jse
Nelson, Gerald and Greenbaum, Sidney. 2002. An Introduction Into English
Grammar. Pearson Education. Malaysia
Oxford, L Rebecca. 1990. Language Learning Strategies. Heinle & Heinle Publisher. Bostom
Raftari, Shohreh et.al. 2013. „Language Learning Strategy Research, a Review‟.
Journal of Studies in Education. Vol.3, No.1. www.macrothink.org/jse
Rahimi, Mohammad et.al. n.d. „An Investigation Into The Factors Affecting The
Use of Language Learning Strategies by Persian EFL Learners‟. Vol.11
No.2. http://www.aclacaal.org
Richards, Jack C and Lockhart, Charles. 1996. Reflective Teaching in Second
Language Classrooms. Cambridge University Press. United States of
America
Riley, Kathryn and Parker, Frank. 1998. English Grammar. Pearson Education Company. United States of America
Rosalina, Irene. 2010. The Language Learning Strategies Used by High Achieving Extrovert and Introvert Students in Speaking Class at SMPN 02 Batu. Unpublished thesis. Malang
Taguchi, Tatsuya. 2002. „Learner Factors Affecting the Use of Learning Strategies in Cross-Cultural Contexts‟. Vol. 17, No. 2.
www.ameprc.mq.edu.au
Wahyuni, Sari. 2012. Qualitative Research Method: Theory and Practice. Salemba Empat. Jakarta Selatan
Waskito, Agung. 2005. A Study on Learning Strategies of Vocabularies Employed By English Department Students at Muhammadiyah University of
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Zare, Pezhman. 2012. „Language Learning Strategies Among EFL/ESL Learners: A Review of Literature‟. International Journal of Humanities and Social
1 CHAPTER I
INTRODUCTION
1.1. Background of The Study
Learning a second language is a complex work. It needs many specific ways and strategies which involve both learners` struggle and language skill in acquiring process. It is widely believed that all of students employ their various ways and strategies once they learn a second language. These various ways are wrapped in a term named as learning strategies. Oxford (1990) defined learning strategies as steps or plans highly taken by students to facilitate learning activity to be easier, faster, more effective, more enjoyable, and more self- directed. Learning strategies are consciously chosen by learners based on their learning goal which is concerned on written or spoken language.
There are many benefits of employing learning strategies. Firstly the potential benefit of learning strategies is to build students` independent and self regulated ability develops in an orderly way (Wenden, 1991 cited in Ellis, 1994). Moreover, language learning strategies encourage students to have self-direction because they will not always be guided by the teacher all the time outside the classroom (Oxford, 1990). Despite that, it is also important for the teacher to know what language learning strategies are used by their students in mastering a lesson, because it will help the teacher to decide the appropriate teaching strategies or methods in a class.
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whether in conscious or unconscious behavior (Fedderholdt, 1997 cited in Hismanoglu, 2000; Hismanoglu, 2000). The behavior above might also happen in learning English grammar that most of learners consider it as the most difficult English skill rather than writing, speaking, listening and reading. In reality, the implementation of learning strategies may appear in contradictory. Students are faced with many difficulties while they are learning English slowly behave as mature as adult persons. This phase encourages them to adapt from the senior high school education, where they were accustomed to be spoon fed, to be new independent students at university. This transition forces them to be accustomed to the new educational environment, especially on learning strategies. Hence, in this case the researcher wants to analyze the learning strategies applied by first year students to cope the situation on the new education environment, particularly on grammar skill.
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social strategies, mnemonic strategies and semantic strategies to learn vocabulary. Meanwhile, the frequent learning strategies employed by the students were semantics strategies. Semantic strategies were focused on the students` ability to guess and infer language meaning. Based on the finding above, the researcher concluded that the semantic strategies were frequently used because these strategies supported students understanding and remembering particularly on vocabulary mastery. Besides, those strategies enhanced students` creativeness to guess the meaning of words and apply them on the sentences.
Furthermore, Hartatik (2008) investigated the learning strategies employed by high achiever students and the most affecting factor of it. This research study was also conducted at English Department of University Muhammadiyah Malang. In this research she found that cognitive strategies, meta-cognitive strategies, memory related strategies, compensatory strategies, affective strategies and social strategies were used by high achiever students in mastering English language. Moreover, the external factors were the dominant factor on students learning strategies choice. It was concluded that the success of high achiever students were not only influenced by their internal factors, such as motivation and skill, but also external factors.
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collected in the form of words rather than numbers. This research is concerned on language learning strategies applied by first year students, especially second semester students at English Department of University Muhammadiyah Malang, on mastering grammar.
The reason for choosing English Department of University Muhammadiyah Malang is because it has a high standard of education which is proved by the qualified English lectures. Moreover, English department is able to produce skilled English teachers with many supporting excess such as translators, entrepreneurs, tourist guides and English teachers for young learner. From all points above, it can be concluded that English department of University Muhammadiyah Malang is a perfect choice for conducting this research study.
1.2. Statements of Problem
For guiding this study the researcher formulates the problems as follows: a. What are the language learning strategies applied by first year students in mastering grammar at English department University of Muhammadiyah Malang?
b. What are the factors influencing first year students to choose the language learning strategies in mastering grammar at English department University of Muhammadiyah Malang?
1.3. Purposes of Study
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a. to find out the language learning strategies applied by first year students in mastering grammar at English department University of Muhammadiyah Malang
b. to find out the factors influence first year students to choose the language learning strategies in mastering grammar at English department University of Muhammadiyah Malang
1.4. Significance of The Study
The researcher`s objective of this study is to give accurate explanation about the language learning strategies used by students in learning grammar and the factor influence it, specifically for them who got the average score >80 and <69 in grammar subject. The result of this study hopefully can be considerable information for all.
First of all, the significance is for English teachers, especially on grammar subject. It can be employed as guideline to choose appropriate teaching techniques, strategies or methods to facilitate students in attaining their learning goal.
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Additionally, this research is able to give beneficence and reference for future researchers. It can support them to conduct another research study on language learning strategies.
The last significance of this research is for the readers. It is purposed to drive their interest in educational field, moreover it can give considerable knowledge about teaching and learning, especially on second language acquisition.
1.5. Scope and Limitation
To have straight and unbiased study, the researcher confines the study on certain topic. Among the language component, the researcher bounds the scope of this study on the language learning strategies applied in mastering grammar skill and the factor influence students to choose the language learning strategies. The researcher does not restrict the grammar on certain subject because it will provide a narrow scope.
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1.6. Definition of Key Terms
The researcher defines the key terms related to the title of this research; the aim is to get exact interpretation. The key terms are defined as follow: 1. Language Learning Strategy
Oxford (1990, p.8) defines “learning strategy as specific steps and actions taken by the learner to make the learning process easier, faster, more enjoyable, more self-directed, more effective, and more transferable to
new situation.” Furthermore, as cited in Zare (2012, p.163) O`Malley and Chamot (1990) defines that “learning strategy is a special thoughts or behaviors that individuals use to help them comprehend, learn, or retain
new information.”
2. Grammar
Wales (2001, cited in Alduais, 2013 p.37) defines grammar as “a level or component of language subsumed under the general level of form, distinct from meaning and sound, specifically the words, phrases and clauses of
