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
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
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.
In 2009, the researcher then continued her study at Lampung University majoring
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
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.
TABLE OF CONTENTS
Objectives of the Research ... 5
Uses of the Research ... 6
Reliability and Validity of the Instrument ... 42
Research Procedure... 46
Data Analysis ... 47
IV. RESULT AND DISCUSSION
Result of the Research ……….. 50
Discussion ………...……….. 69 V. CONCLUSION AND SUGGESTION Conclusion ……… 83
Suggestions ...86
REFERENCES ...88
LIST OF TABLE
1. The Rubric of Grading System ………...………. 41
2. The Reliability of Learning Strategies ……….…… 52
3. The scores of Learning Strategies ……… 53
4. The Descriptive Statistics ……… 54
5. The Reliability of Speaking Score …………...……… 55
6. The result of Students’ Speaking Ability ………... 55
7. The Frequency of Students’ Score in Each Component of Speaking…... 57
8. One Way ANOVA of Speaking and Learning Strategies ...………. 60
9. One Way ANOVA of Speaking and Cognitive Strategies …………..…. 63
10.One Way ANOVA of Speaking and Metacognitive Strategies...……. 65
11.One Way ANOVA of Speaking and Social Strategies …………..….… .67
APPENDICES
1. Learning Strategies Questionnaire in Speaking 2. Speaking Test
3. The Result of Students’ Learning Strategies Questionnaire in Speaking 4. Score of Speaking Test
5. Result of Speaking Ability and Learning Strategies 6. Reliability of Questionnaire
7. Reliability of Speaking Score 8. Frequency of Speaking
9. Frequencies of Learning Strategies
10.One Way ANOVA of Speaking and Learning Strategies 11.One Way ANOVA of Speaking and Cognitive Strategies 12.One Way ANOVA of Speaking and Metacognitive Strategies 13.One Way ANOVA of Speaking and Social Strategies
14.Research License from Lampung University
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
(PPL), it was found that student’s speaking ability is still low. The students
got difficulties in expressing their ideas. They thought speaking was the most
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.
Speaking is a productive skill, it is believed that the more they practice, the
better they would be. Students’ speaking proficiency is highly varied. There
are a number of students whose speaking skill is already good. On the other
hand, there are a number of students whose speaking is not sufficient. The
potential problem is that students do not have any strategies when they learn
speak. Cohen (1998: 18-19) states that there are many strategies that can be
used by students to improve speaking, for example before-speaking strategies
lowering anxiety, preparing and planning, predicting what is going to happen
and planning possible. The difference of the leaning strategy shows that there
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
analyzed the difference of speaking among high and low frequency users in
using language learning strategies. Therefore, this research attempts to
investigate the role of language learning strategies in speaking at the second
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
This research was a quantitative in nature. The major or independent variable
is learning strategy. There are three major learning strategies that were
investigated namely cognitive, metacognitive, and social strategies.
Meanwhile, the dependent variable is students’ speaking ability. The focus of
this research covers the identification of learning strategies used by the
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
It refers to the study of the ways in which people monitor and control their
Social strategy
It concerned with the nature and form of social interaction and how people
come to influence one another’s behavior.
Speaking
It is an activity of interacting and communicating among people in social life.
Speaking is also the ability that the learners have to communicate, to convey
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.
Speaking is a productive skill in which the speaker produces and uses the
language by expressing a sequence of ideas and at the same time he/she tries
to get the ideas or the massage across (Putria, 2011:13). Speaking is not
merely saying words but also using language to deliver meanings in order that
listener can make sense of them (Cameron, 2001). We try to communicate
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
Speaking requires not only the knowledge how to produce form of language
such as grammar, pronunciation and vocabulary, but also the comprehension
about when, why and what ways to produce language (Brown, 2001). To
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
Grammar refers to the study of language rules it is a kind of regularity of
sound structure that nobody could learn language without grammar. Grammar
is the set of logical and structural rules that govern the composition of
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
Fluency can be defined as the ability to speak fluently and accurately. 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
English is one of the main subjects that should be taught to the students since
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:
a. contribute to the main goal, communicative competence.
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.
Many researchers classify the learning strategy into four categorizations,
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
The third classification of learning strategy was proposed by Fillmore.
Fillmore (1979) classifies language learning strategies under two categories,
the first category was called social strategy and the second was called
cognitive strategy. In general, different studies have uncovered different
findings. It can be argued that the different studies of language learning
strategies have revealed what language learners do to acquire a foreign
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
Firstly, Oxford (1990) divides the learning strategy into two categorizations,
namely direct and indirect strategy. Then the categorizations are classified
again in details, direct strategy is divided to memory strategies, cognitive
strategy, and compensation strategy; while indirect strategy is divide to
metacognitive strategy, social strategy, and affective strategy. Therefore, there
are 6 broad learning strategy categories by Oxford, namely memory strategy,
cognitive strategy, compensation strategy, metacognitive strategy, social
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
In practicing speaking skill, sometimes students convey the words what they
have in their mind. In order to monitor before they convey what they want to
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.
Metacognitive strategies allow learners to control their own learning through
organizing, planning and evaluation and are employed for managing the
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
they need to learn more before they can draw a conclusion. The closed-minded
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.
Social strategies will help learners work with and interact with other people.
Asking questions (for example, asking for clarification or verification of a
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.
This research made use of The Language Learning Strategy Questionnaire or
LLSQ proposed by Setiyadi (2011:39). The validity and reliability of
questionnaires have been evidently reviewed statically. The reliability of the
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
Many studies showed the relationship between language learning strategies
and language proficiency, and Juan Zhao (2004) found the result that there
was a positive correlation was found between the use of language learning
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
their ability, students have to use their strategies in speaking. There are many
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.
In Indonesia, there are three major strategies used, namely: cognitive strategy,
metacognitive strategy, and social strategy. In this research, the researcher
used O’Malley et al.’s (1985) study where the study is considered as the
appropriate study to be adopted by the researcher in analyzing students’
learning strategies and their speaking ability. The researcher chose dialogue as
the speaking type because the researcher thought that by speaking in front of
the class with partner, it can built students’ confidence and they can work
cooperatively with their friends. By dialogue type, the researcher could
analyze what kind of strategy that the students used in their speaking ability.
From the frame of theories above, the researcher came to the assumption that
there would be difference of speaking ability among high frequency users of
learning strategy and low frequency users. Besides, these integrated learning
strategies would encourage students to extend their use of learning strategies
to new situations. Finally, it made students possible to improve their
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
There were five classes of the second years of SMA Muhammadiyah 2 Bandar
Lampung in the academic year of 2013/2014. They were XI Science 1, XI
Science 2, XI Social 1, XI Social 2, and XI Social 3. The sample was taken
through probability sampling by using simple random sampling, where every
individual in population had a chance to be chosen as sample. For this
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
The measurement of learning strategies (T1) was carried out through
questionnaire. The questionnaire consisted of 20 items where each of them
referred to cognitive strategies, metacognitive strategies, and social strategies.
Items 1-10 were cognitive strategies, 11-15 were metacognitive strategies, and
16-20 were social strategies. The Likert Scale was used by the researcher in
this research where each item has five alternative answers that were 1, 2, 3, 4,
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.
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
Every research is in terms of validity and reliability of the instrument.
Therefore, in this research the researcher tried to measure the validity and
reliability of the instrument as well as the kind of tests that can be said as valid
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
speaking English. It was believed that this questionnaire had content validity
since this test had been already applied many times by other researchers who
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
strategies and the range of 0. to 1. The higher Alpha is the more reliable the
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
Zuniyawati, S.Pd, who had experiences in teaching English more than five
years and graduated from university in English major, and the second rater
