LEARNING STRATEGY USED BY TENTH GRADE ACCELERATION STUDENTS IN LEARNING ENGLISH At SMAN 1 PURWOSARI

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LEARNING STRATEGY USED BY TENTH GRADE ACCELERATION STUDENTS IN LEARNING ENGLISH At SMAN 1 PURWOSARI

THESIS

By:

MEITA WULAN SARI 09360057

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG

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LEARNING STRATEGY USED BY TENTH GRADE ACCELERATION STUDENTS IN LEARNING ENGLISH At SMAN 1 PURWOSARI

THESIS

This thesis is submitted to meet one of requirements to achieve Sarjana Degree in English Education

By:

MEITA WULAN SARI 0930057

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG

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This thesis written by Meita Wulan Sari was approved on 3rdAugust 2013.

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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

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MOTTO AND DEDICATION

َﻦﯾِﺮِﺑﺎﱠﺻ

_{َﻊ َﻣ}

َﮫّﻠﻟا

_{ﱠن ِإ}

#

ِﺮ ْﺒﱠﺼ ﻟﺎِﺑِةَﻼ ﱠﺼ ﻟاَو

َﻦﯾِﺬﱠﻟاْاﻮُﻨﯿِﻌَﺘْﺳا

ْاﻮ ُﻨَﻣ آ ل ا

ﺎَﮭﱡﯾَأ ﺎَﯾ

O you who believe! seek assistance through patience

and prayer; surely Allah is with the patient

. (QS. Al

Baqoroh : 153).

Always Do Believe That Allah will give A Great Barokah For

Each His Servants/ Creatures

Dedication:

I dedicate this thesis to:

My Blissful Ayah and Ibuk

My Gorgeous Big Brother

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ACKNOWLEDGMENTS

In the name of Allah SWT, the Almighty and the most merciful in this world always give the writer His Blessing and Divine during her life, including this thesis arrangement process. No the best word except, Alhamdulillah, Praise for you Allah. Then, the endless idol, Prophet Muhammad, who guides all Moslems into Nurul Islam.

There are many persons involved and give their helps and motivation to the writer in making this work, because of that reason, the writer with her honesty would like to say thank very much for them whose has been involved in making this thesis.

The writer owes deep gratitude and thankful to Rina Wahyu Setyaningrum, M.Ed. as a first advisor and Hartono, M.Pd. as a second advisor who both has given the advices, suggestion, additional ideas, and patience in completing this thesis.

The writer extends her highest gratitude and appreciation Drs. Heru Wahyudi M.Pd. as a headmaster, Mr. Drs. Joko Pitono as a chief curriculum committee, Mrs. Diana Herawati S.Pd. as the acceleration English teacher and all the teachers of SMAN 1 Purwosari who had given a permission to conduct the research in that school. Then, not forget to say thanks to tenth grade acceleration students who have spent the precious time becoming a subject for this research.

The writer gives a deep bow for my first love, Ayah, my true-superhero, Ibuk my supermom. Thanks for always giving support, patience, prays, EVERYTHING during all my life. This is my pleasure to present this thesis for them as a best gift in making you two proud to your naughty daughter with all her weaknesses. For mas, my promise becomes a boast lil’sist with all my weaknesses. (Be endless forever for

wedding, mas!! Barokalloh).

The special thanks belong to her friends when she is in kindergarten, elementary, junior, senior high school till now. Special thanks to AyKiMei (Aik Schmeho, Qndut), wat Dikung (thanks udah sering dengar haru-biru saya :D). All my

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Friends, Gals! Thanks for advices, tears, happiness, togetherness and EVERYTHING! (ayo Kumpul! Askum Menunggu!), special thanks for Diana, who always yelling me out with a great support, special for you who can’t be mentioned,

thanks for filling my collage time preciously and fascinatingly, end with a sweetest

farewell :’) (Sukses yyah + mohon maaf semua salah saya!), All PPL’s friend in

SMK Muhammdiyah 1 Kota Malang, KKN 78 (I miss you guys, forgive me for whole mistakes, ayo kumpul yuuk! ).

Finally, thanks for her boarding house’s friend in kosan “CANTIK” and

“DEPAN”, Mami cantik and Fams’, Bu Darmi and Fams. All my mbak kos (mbak

Tum, mbak Yuli, mbak Icha, mbak Bila, mbak Mpok), Laskar Tlogomas consist of: Unyil (Turu dewe lho!) Enok, Mbak Par (langgeng yah ma pasangannya masing2, makasih menjadi teman senasib saya hihihihi), Vina (minta folbek Dody Firmansyah gih :D!), Wuri (hore! Gg bayar listrik lagi!!), Lisma (langgeng yah ma pasangannya), Lilis (moga jualan bajunya laris), Memey (cepet pulkam bawa gelar sarjana!), Jejong (moga bisa ketemu idolanya :D), Risma (cie..bis nich dipanggil “mbak” dikos), Lutpi

(minum appeton, biar gemuk) , Ratna n Ari (bikin PKM yang menghasilkan uang banyak yah!).

At last but not least, great thanks for the others who cannot be mentioned one by one, thank you very much for your help and support.

Malang, July 2013

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LIST OF TABLE AND PICTURE

Picture 1 Renzulli’s Three Rings Conception of Giftedness ………18

Table 2.1 The Characteristics and Description of Metacognitive Strategies ... 9

Table 2.2 The Characteristics and Description of Cognitive Strategies ... 11

Table 2.3 The Characteristics and Description of Socio-affective Strategies... 12

Table 3.1 The Distribution of Items for Questionnaire on Factor Affecting Learning Strategies Choice ... 27

Table4.1.1.1 Analysis of “Yes” answer in Metacognitive Strategy... 31

Table 4.1.1.2 Analysis of “Yes” answer in Cognitive Strategy... 32

Table 4.1.1.3 Analysis of “Yes” answer in Socio-affective Strategy ... 33

Table 4.1.1.3 Analysis of “Yes” answer in Internal Factor Table 4.1.1.3.1a Age Factor... 35

Table 4.1.1.3.1b Personality Factor ... 36

Table 4.1.1.3.1c Language Aptitude ... 36

Table 4.1.1.3.1d Intrinsic Motivation ... 37

Table 4.1.1.3.1e Attitudes Factor ... 38

Table 4.1.1.3.1f Intelligences Factor ... 39

Table 4.1.1.3.2 Analysis of “Yes” answer in External Factor Table 4.1.1.3.2a Education Factor ... 39

Table 4.1.1.3.2b Culture Factor ... 40

Table 4.1.1.3.2c Learning Styles ... 41

Table 4.1.1.3.2d Extrinsic Motivation ... 42

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REFERENCES

Arikunto, Suharsimi. 2006.Prosedur Penelitian: Suatu Pendekatan Praktek.

Jakarta: PT. Rineka Cipta.

Ary, Donald. 2010.Introduction to Research in Education (8th Edition).New York: Hott, Rinhart and Wirston.

Brown, H.Douglas. 2006.Principle of Language Learning and Teaching 5th Edition.New York: Pearson Education Inc.

Depdiknas. 2007. Penatalaksanaan Psikologi Program Akselerasi. Jakarta:

Direktorat Jenderal Manajemen Pendidikan Dasar dan Menengah. Hartatik, Sri. 2008. A Study On Learning Strategies Employed By High

Achiever Students Of English Department At University Of Muhammadiyah Malang. Malang: Unpublished Thesis.

Hawadi, Reni A. 2006. “Program Percepatan Belajar bagi Anak Berbakat Intelektual Ditinjau dari Sisi Psikologis.” Dalam Hawadi (Ed.),

Akselerasi, A-Z Informasi Percepatan Belajar dan Anak Berbakat Intelektual(hlm. 31-42). Jakarta: PT. Grasindo.

Iskandarwassid and Dadang Sunendar. 2011. Strategi Pembelajaran Bahasa.

Bandung: PT Remaja Rosda Karya.

Jeremy, Harmer. 2007. The Practice of Language Teaching and Learning 4th Edition.England: Pearson Education Limited.

Lubis, Ulya L. 2006. “Manajemen Penyelenggaraan Pendidikan untuk

Program Akselerasi di SLTP dan SMU Lab School-Jakarta”. Dalam Hawadi (Ed.), Akselerasi, A-Z Informasi Percepatan Belajar dan Anak Berbakat Intelektual(hlm. 118-128). Jakarta: PT. Grasindo.

Nasichin. 2006. “Kebijakan Pemerintah dalam Pembinaan Sekolah Penyelenggara Program Percepatan Belajar”. Dalam Hawadi (Ed.),

Akselerasi, A-Z Informasi Percepatan Belajar dan Anak Berbakat Intelektual(hlm. 19-30). Jakarta: PT. Grasindo.

Noor,Idris HM. 2009. “Pelaksanaan Program Akselerasi di Sekolah”.Jurnal

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Nulhakim, T Rusman. 2008. “Program Akselerasi Bagi Siswa Berbakat Akademik”. Jurnal Pendidikan dan Kebudayaan No.073 tahun ke-14, Juli 927-941.

Ormrod, Jean E. 2003.Educational Psychology Developing Learners 6th edition.Pearson: Merrill Prentice Hall.

Parson, Richard D,dkk. 2001.Educational Psychology, A Practitioner

Researcher Model of Teaching.Wadsworth : Thomson Learning Inc. Richards, Jack C. 2001.Curriculum Development in Language Teaching.

United Stated of America: Cambridge University Press.

Renzulli, Joseph and Sally Reis. 2012.Gifted Education.The Gale Group.

(http:/www.education.com/reference/article/gifted-education/) (accessed 23rdJanuary 2013).

Santrock, John W. 2011. Educational Psychology 5th Edition. New York : Mc Graw-Hill Companies Inc.

Tomlinson,Brian. 2005. “English as A Foreign Language: Matching Procedures To The Context of Learning.Dalam Hinkel (Ed.).

Handbook of Research in Second Language Teaching and Learning. London: Lawrence Erlbaum Associates.

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CHAPTER I

INTRODUCTION

This chapter presents such topic as background of the study, statement of the

problems, and purpose of the study, significance of the study, scope and limitation,

and definition of the key terms. Each section is presented as follows.

1.1. Background of the Study

According to Brown (2007: 1) learning English, whether as a second language

or foreign language, is such a complex and long duty. The learning English is not

only understanding and memorizing the grammar rules and some vocabulary words

but also using the ideas and concepts in daily physical activities in four basic of

English skills. Thus, learning English as a foreign language cannot be managed in a

short time. Foreign language students need to learn English deeper because it is not

their habit to use English daily. Therefore, learning a foreign language needs some

appropriate strategies to make students understand the contents, meanings, ideas and

concepts of English.

Learning strategy is made to help students develop and use skills necessary to

acquire, store, and express content. Basically, it focuses on “how to learn something

that is aimed at understanding the material”. The differences of using kinds of

strategy in each student depend on their goal, need and preference. Those are affected

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types: internal and external factors. The internal factors consist of age, personality,

language aptitude, intrinsic motivation, attitudes, and intelligences. The external

factors are education, culture, learning style, extrinsic motivation, and technology.

In recent education era, there is a new way to get a good education in a short

time. It is well-known as acceleration program. The acceleration program that is

particularly offered by formal junior and senior public school is intended to help

students finish their study faster. By joining the acceleration program, they can finish

their study in two years instead of three.

Not all schools in Indonesia have the acceleration program. It is due to certain

factors such as the curriculum standard of the acceleration program. The curriculum

standard is needed to provide the teacher with a direction in teaching. In fact, schools

with the acceleration program develop their own curriculum. Because there is no

curriculum standard for the acceleration program, automatically teacher and students

must have appropriate strategies to deal with the program.

In addition, acceleration students are admitted as special students. This because

the acceleration students are gifted; they have better competencies, creativities,

intelligences and interests in academic or non-academic zones than regular students.

According to Parsons (2001: 129) giftedness is a category in special education that

defines individuals who give an evidence of high-performance capability in certain

areas. The acceleration students are hoped to fulfill the characteristic of the gifted;

such as (1) high ability, including high intelligence, (2) high creativity or ideas, and

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There are previous studies that concern about learning strategies used by

acceleration students. Lestari (2008) investigated the using of learning strategy used

by tenth grade students of acceleration class at SMAN 3 Malang in academic year of

2006-2007. The subjects of the study consisted of 30 students in acceleration class.

They were given the Likert Scale on the research. The result was the most

dominant learning strategies used among three strategies employed by gifted students

in learning English were Cognitive strategy with the mean score of 79.7 which was

appropriate with their intellectual characteristics. The mean score of

Meta-cognitive strategy was 73.8 and Socio-affective strategy was 68.6 which were in the

average of usage. Moreover, Hartatik (2008) conducted a study of the learning

strategies employed by high achiever students of English department at University of

Muhammadiyah Malang. The result was the high achiever students used all of

learning strategies in learning English skills. Besides, factors affecting the high

achiever students in choosing learning strategies were internal and external factors.

So, the high achiever students used various strategies based on their characteristics.

From previous researches above, both of researches are explained that every students

use difference strategy in order to reach their own goal, based on their own need.

Based on the description, researcher is interested in conducting a study on the

learning strategy used by acceleration students in SMAN 1 Purwosari because of

some reasons. Firstly, the acceleration class has been carried out for three years at

SMAN 1 Purwosari. Only a few students can be accepted in this class. In first year,

only 14 students are registered in the program. In the second year, only 17 students

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Secondly, the students who are registered in the acceleration class have better

competence than those who are accepted in regular classes. Thirdly, no researcher

has conducted a study in this class. So, it is very important to conduct a research on

learning strategies used by tenth grade students and factors affecting them in

choosing learning strategy at SMAN 1 Purwosari.

1.2 Statements of the Problems

Based on the background of the study above, the research problems are

formulated as follows:

1. What strategies do the tenth grade acceleration students used in

learning English at SMAN1 Purwosari?

2. What strategy is dominantly used by the tenth grade acceleration

students in learning English at SMAN 1 Purwosari?

3. What factors affect the tenth grade acceleration students in choosing

the learning strategies they use in learning English at SMAN 1

Purwosari?

1.3 Research Objectives

As revealed by research problems, the purpose of the study can be stated as

follows:

1. To describe strategies used by the tenth grade acceleration students in

learning English at SMAN 1 Purwosari.

2. To explain the strategy dominantly used by the tenth grade

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3. To describe the factors which affect the tenth grade acceleration

students in choosing the strategies in learning English at SMAN 1

Purwosari.

1.4 Scope and Limitation

This research focuses on the learning strategies used by students of SMAN 1

Purwosari. The researcher limits the focus of this research to tenth grade

acceleration students at SMAN 1 Purwosari. The tenth grade of acceleration class

now is only one class which consists of 19 students.

1.5 Significance of the Study

The result of the study is expected to provide useful information for school,

especially for English teachers, students, and further researchers.

For English teachers, the result of research is expected to make a short

description about students’ strategy in learning English. By knowing the students’

strategy in the acceleration class, the teachers can easily and precisely determine

the suitable teaching techniques, and methods.

For students, especially for acceleration students, it is hoped that they get the

knowledge about learning strategies, and then they can determine a suitable

learning strategy in acquiring English subject, because the acceleration class has

heavier duty in learning all of subjects than regular classes.

For further researchers, it can be used as a reference in conducting a similar

research related to learning strategy used by students. Moreover, it is better when

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1.6 Definition of the Key Terms

In order to avoid misunderstanding, there are several key terms related to the

study that must be clarified as follows:

 Language learning strategies are commonly deﬁned as the operations or processes

which are consciously selected and employed by the learner to learn the target

language or facilitate a language task (White,2008: 9).

 Acceleration students are educating gifted students by placing them in grade levels