LEARNING STRATEGIES USED BY A MEMBER OF EDSO IN GAINING SPEAKING SKILL ACHIEVEMENT:
(A CASE STUDY)
PUBLICATION ARTICLE
Submitted as a Partial Fulfillment of the Requirements for Getting Bachelor Degree of Education
in English Department
by:
PARAHYTHA T P A 320 120 195
ENGLISH EDUCATION DEPARTMENT
SCHOOL OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF SURAKARTA
LEARNING STRATEGIES USED BY A MEMBER OF EDSO IN GAINING SPEAKING SKILL ACHIEVEMENT:
(A CASE STUDY) by:
Parahytha TunjungBiru Putri, Aryati Prasetyarini English Department, Muhammadiyah University of Surakarta
e-mail: parahytha@gmail.com ABSTRACT
Parahytha T P. A 320 120 195. LEARNING STRATEGIES USED BY A MEMBER OF EDSO IN GAINING SPEAKING SKILL ACHIEVEMENT: (A CASE STUDY). Research Paper. School of Teacher Training and Education. Muhammadiyah University of Surakarta. 2016
This research is aimed at describing the learning strategies used by a member of EDSO in gaining speaking skill achievement. This is done by classifying the data taken from the observation and the interview using the theory of learning strategies by Rebecca L Oxford. The type of this research is a case study which belongs to a qualitative research. This research is dealing with an observation and an in-depth interview to the subject to collect the data. The subject of this research is a member of EDSO in Muhammadiyah University of Surakarta. This research‟s result shows that the subject uses almost all the indirect strategies classified by Oxford in gaining speaking skill achievement. The subject uses 23 indirect strategies; 10 metacognitive strategies, 7 affective strategies, 6 social strategies.
Keywords: Language learning, Strategy, Learning Strategies. ABSTRAK
Penelitian ini bertujuan untuk mendeskripsikan strategi belajar yang digunakan oleh salah satu anggota EDSO dalam mendapatkan prestasi di bidang kemampuan berbicara. Penelitian ini dilakukan dengan cara mengklasifikasi data yang didapat melalui observasi dan wawancara menggunakan teori strategi belajar yang dirumuskan oleh Rebecca L oxford. Tipe penelitian ini adalah penelitian studi kasus yang bisa dikatagorikan ke dalam penelitian kualitatif. Peneliti melakukan kegiatan observasi dan wawancara dalam mengumpulkan data yang akan dianalisis. Subjek dari penelitian ini adalah salah satu anggota EDSO di Universitas Muhammadiyah Surakarta.
A.Introduction
English nowadays is undeniably important for facing the globalization that grows rapidly. The various changes in the world industry make people learn how to master it by finding many kinds of ways. One of the ways that could be the best choice is learning English language, since English language is a global language used by almost people all over the world to communicate.
The need of people in learning English for facing the globalization leads to what is called with the language learning. Before defining language learning as a whole, the researcher wants to explain both words one by one first. According to Concise Columbia Encyclopedia, as cited by Brown (2000: 4-5), language is a systematic communication by vocal symbols. Then Pinker in Brown (2000: 5) defined language as a complex skills develop spontaneously in an individual without he/she notices it. Both definitions imply that language is an individual‟s skill about detail symbol of communication. The second one is learning, Brown (2000: 7) stated that learning is acquiring or getting knowledge of a subject or a skill by study, experience, or instruction. By those definitions, language learning is the involvement of an individual in the process of learning in which he/she tries to study and to experience about symbols of communication in a certain language. Learning English language is becoming more relatively difficult because of the fact that there are some skills to be mastered in it. English language has many aspects or skills to be learnt; listening, speaking, reading, and writing. Since those four skills are a unity, people have to learn all at once in order to master the language. For example; a person should be a good listener in order to be a good speaker (listening-speaking) or a person can be a good writer for they read a lot of books before (reading-writing). All the skills support one to another and can‟t stand alone though four of them may have its own way on what people will use them in daily life.
One of the skills that seem to matter most toward the globalization is speaking skill. Speaking skill is needed by people to be engaged with the outside world in order to get in touch with the social life. In the smaller scope it is the learners in formal education that soon will be engaged on how to speak the English language well, since the learners are ones to whom the teacher gives the knowledge about the language. Besides, in formal education learners may find many sources for enhancing their ability of speaking English language that is; student organization.
learners still have to learn maximal in order to get the maximum amount of knowledge from the organization. Due to the reason learners can apply several learning strategies that will help them to gain more, the application of it is important because basically learning strategies help learners to be well-prepared and to be well-organized in learning.
Oxford (2006: 1) defined learning strategies as “steps taken by students to enhance their own learning. Strategies are especially important for language learning because they are tool for active, self-directed involvement, which is essential for developing communicative competence. Appropriate language learning result in improved proficiency and greater self-confidence.” Further a strategy is useful for learner if it suits well with the learner‟s task, fits with the learner‟s learning style, and links it with another relevant strategy (Fauziati, 2010: 150). As stated by Oxford and Fauziati it‟s clear that learners have to know what learning strategies are and what learning strategies which fit them best. There are plenty of learning strategies which can be chosen by the learners themselves since the learning strategies are “learning process which are consciously selected by the learner” (Cohen, 1998: 4). And anywhere the learners probably at or anytime the learners probably in such as; in the student organization, they must have been used certain learning strategies though they are not fully aware of it.
Based on the above explanation the researcher has a need to do a research in finding out the learning strategies that might be used by one of the members of the student organization in Muhammadiyah University of Surakarta named EDSO (English Department Student Organization). The reasons why the researcher chose the organization because, it has several activities or events that can indirectly enhance the members‟ academic achievement, the activities such as; competition in English (debate competition, speech contest, etc), seminars like PPKM (Pelatihan Program Kreativitas Mahasiswa), PIMPEL (Pekan Ilmiah Pelajar), and so on. Also, it‟s a common thing to see whenever people meet a person from the organization and he/she always has that confident, that courage, and that determination to present his/her self in front of the public without doubt and anxiety. Those were things that finally made the researcher curious and decided to do an observation to a person in organization.
The subject of this research is SA who is currently registered as one of the members of the student organization. There‟re reasons why the researcher decided to take only one subject and when she does activities in the organization not when in classes of English Department. Firstly, the previous researches usually observed the learning strategy done in class and this researches‟ researcher wanted to conduct a bit different research by observing the learning strategies done in organization. Secondly, the researcher thought it‟d be too difficult to do an observation on more than one subjects in a relatively short period, and since each member of an organization usually has different schedule. Thirdly, SA actually is a high-achiever learner for she has got mostly good scores in each semester and had been the one to whom the organization entrusted many events to.
researcher decided to examine this research under the title Learning Strategies Used by a Member of EDSO in Gaining Speaking Skill Achievement: (A Case Study).
B.Research Method
The type of this research is a case study which actually belongs to a qualitative research. According to Dornyei (Fauziati 2009: 243) qualitative research involves data collection procedures that result primarily in open-ended, non-numerical data which then analyzed primarily by non-statistical method. Fauziati (2009: 243) stated, qualitative research attempts to describe what is being observed, it means that qualitative research is more interested in the process.
Mulyana (2004: 201) defined a case study as a comprehensive explanation about an individual, a group, a community, a program, or a social situation. Further he explained that the researcher of kind of research often use types of method such as; interview, observation, document research, survey, or any other data to analyze a case (Mulyana 2004: 201) .
The object of this research is the learning strategies used by a member of EDSO, SA. The learning strategies used by SA are being analyzed by using Rebecca L Oxford‟s theory of learning strategies and only focuses on the indirect strategies.
The data of this research is the information about learning strategies used by SA. The researcher gets the data from the field-note and the interview during the observation. The observation had been done by observing the learning strategies used by the subject in gaining speaking skill achievement. Besides, the researcher had done the interview to the subject by asking questions related to the learning strategies she used in gaining speaking skill achievement. The data taken from the observation and the interview started on April 18th 2016 are being analyzed by using the theory of learning strategies of Rebecca L Oxford.
The researcher does the qualitative analysis and to analyze the collected data the researcher uses a case study, the researcher will take these following steps conducted by Miles and Huberman (1994) namely; data reduction, data display, & conclusion drawing and verification.
C.Research Finding and Discussion
In this part the researcher presents the description of the finding‟s analysis about the learning strategies used by a member of EDSO in gaining speaking skill achievement. The researcher found several learning strategies used by the subject related to the indirect strategies classified by Oxford. The discussion is being shown below.
1. Metacognitive Strategies
Table 4.1
Metacognitive Strategies
No Learning Strategies Yes No
1. Centering Learning
a. overview and linking with already known material
b. paying attention
c. delaying speech production to focus on listening
2. Arranging and Planning Learning
a. Finding out about language learning
b. Organizing
c. Setting goals and objectives
d. Identifying the purpose of a language
task (purposeful
listening/speaking/reading/writing)
e. Planning for a language task
f. Seeking practice opportunities
3. Evaluating Learning
a. Self-monitoring
b. Self-evaluating
SA‟s English ability is quite impressing. When she unconsciously practiced her English outside the classroom such as; in the organization, and other environments, she tried to be well-prepared and it‟s proven by the usage of almost all metacognitive strategies shown in the table above. SA used those strategies effectively though in case there were only several strategies that was caught by the eye of the researcher during the observation and done mostly by SA namely; paying attention, delaying speech production to focus on listening, and seeking practice opportunities. Other strategies such as; finding out about language learning, organizing, setting goals and objectives, identifying the purpose of the language learning, and self-monitoring are rarely done by her. She actually said on the interview that she ever done those strategies but the researcher decided to refer to the truth of the observation that while the observation she only used ones that are marked as „‟ in the column of „Yes‟ part above and those are six strategies.
occasions well. The good continuity she had in doing her activity makes her became an activist that can maximize her activity so that she‟s able to enhance her English.
According to the previous researches conducted by Triana, Khasanah, and Nur Khasanah metacognitive strategies classified by O‟malley and Chamot are strategies that help learners to assist their learning. In this research the metacognitive strategies used by SA show that these are helpful for her in focusing and in being well-prepared in her learning process. To sum up, the previous researches and also this current research have similarity in the usage of the metacognitive strategies. The strategies are used to be an aid for learners to learn maximal.
2. Affective Strategies
[image:10.595.141.533.371.619.2]Based on the finding presented earlier, the researcher presents the summary of the affective strategies used by the subject in gaining speaking skill achievement. The use of affective strategies by the subject is shown in the table below.
Table 4.2 Affective Strategies
No Learning Strategies Yes No
1. Lowering Anxiety
a. Using progressive relaxation, deep breathing, or meditation
b. Using music
c. Using laughter
2. Encouraging Self
a. Making positive statements
b. Taking risks wisely
c. Rewarding yourself
3. Taking Emotional Temperature
a. Listening to body
b. Using checklist
c. Writing a language learning diary
d. Discussing feeling with someone else
listening to body, and writing a language diary. Other strategies such as; making positive statement, using checklist, and discussing feeling with others, she said on the interview that she ever done those strategies but the researcher decided to refer to the truth of the observation that while the observation she only used ones that are marked as „‟ in the column of „Yes‟ part above and those are four strategies.
Based on the theory of Oxford (2006) affective strategies have a function to control the emotions within the learners‟ self during the time of learning the second language or the target language. The affective strategies can be very influential to the learners‟ success or failure in learning the language. That‟s due to the fact that the feeling inside the learners can affect on their behavior during the learning process. SA knows best how to react on her affective side in facing her activity outside the classroom. It‟s proven during the observation that SA was always enjoy everything she faced outside the classroom and it made her to become learner who‟s good in her affective side.
The previous researches conducted by Triana, Khasanah, and Nur Khasanah presented no detail about affective strategies, instead those researches presented it along with the social strategies. According to the previous researches the affective works alongside with the social strategies. The learners‟ affective will eventually enhanced as the social of the learners is being enhanced too. On the other hand, the affective strategies once Oxford had classified says that it works more on the inner side of the learners. It‟s related with the learners‟ emotion. It‟s proven by this research that SA often did things that could make her inner emotion more relaxed and in control.
3. Social Strategies
[image:11.595.144.533.532.718.2]Based on the finding presented earlier, the researcher presents the summary of the affective strategies used by the subject in gaining speaking skill achievement. The strategies used are shown in the table below.
Table 4.3 Social Strategies
No Learning Strategies Yes No
1. Asking Questions
a. Asking for clarification or verification
b. Asking for correction
2. Cooperating with Others
a. Cooperating with peers
b. Cooperating with proficient users of the new language
3. Empathizing with Others
a. Developing cultural understanding b. Becoming aware of others‟ thought and feelings
new language, developing cultural understanding, and becoming aware of others‟ thoughts & feelings. And the strategies frequently used by SA are; cooperating with peers, developing cultural understanding, and becoming aware of others‟ thought. One strategy that the researcher didn‟t find her using it while the observation was, asking for correction. She confessed on the interview that she ever did it but the researcher decided to refer to the truth of the observation that she didn‟t do it. The strategies she used are 5 strategies in total. In doing her activities in EDSO or other activities outside the classroom, it can be said that she deals with cooperating with her peers. In cooperating with peers, a learner also has to learn about the culture of other learners they have a relation with, and by the time learners learn the culture they will gradually know how to be aware of others‟ thought and feelings too.
Social strategies help learners gain more by being in the middle of society. Through these sets of strategies they could be the part of the society without making them introverted ones. SA used all the social strategies classified by Oxford. It can‟t be denied that social strategies are needed to build communication in the society. In the interview SA confessed that by joining EDSO she learns how to communicate in such a good way as it should be.
Joining organization makes us learn how to speak especially in front of many people. Being able to communicate with people isn‟t an instant process, I learn it step by step. Like when I am in the middle of a meeting I learn how to deliver my opinion in front of a view person and I get my confidence. The confidence then gradually increases until I get a lot of confidence and able to speak in front of many people. (Interview number 3)
Joining such an organization can enhance the learners learning process, especially one that related to the speaking ability. The more learners engage their self to the organization the better their confident will be. SA learns more in organization about developing her personality, and apparently she was once an introverted and less-confident person. It made her a bit difficult in catching up the classes‟ activity. Since SA joined EDSO, she learns more how to be in the middle of the team-work (society), how to speak her mind out in front of many people, and so on. All that she‟d gained from EDSO had made her person with such a good confident and it helps her with her speaking ability at the end. The social side of the subject was enhanced a lot more through this social strategies.
to speak well now I‟m able to control myself with all the confidence to speak fluently. (interview number 6)
According to the previous researches by Triana, Khasanah, and Nur Khasanah the socio-affective strategies classified by O‟Malley and Chamot only deal with the surface relation of the learners‟ in socializing such as; cooperation and question for clarification. On the other hand, the social affective strategies classified by Oxford offered deeper relation in socializing. It‟s proven through this research that SA not only did cooperation or question for clarification, but also she tried to develop cultural understanding and tried to become aware of someone else‟s thoughts and feelings too.
To sum up, the researcher is presenting the indirect strategies used by SA in gaining speaking skill achievement, the presentation is as follows:
a. SA used 6 metacognitive strategies in gaining speaking skill achievement; overview and linking with already known material, paying attention, delaying speech production to focus on listening, identifying the purpose of a language task, planning for a language task, seeking practice opportunities.
b. SA used 4 affective strategies in gaining speaking skill achievement; using progressive relaxation-deep breathing or meditation, using music, using laughter, taking risks wisely.
c. SA used 5 social strategies in gaining speaking skill achievement; asking for clarification or verification, cooperating with peers, cooperating with proficient users of the new language, developing cultural understanding, becoming aware of others‟ thought and feeling.
The researcher has three previous researches as the references since those were also observed about the learning strategies used by the learners. Thus the researcher wants to combine this research with the previous ones in order to compare them. The researcher is only comparing the high-achiever learners since the focus of this research is only a high-achiever learner. The first research was conducted by Triana (2012) Learning Strategies in Reading Used by the Second Year Students of SMA Muhammadiyah 1 Sura karta. Triana had three subjects who used the learning strategies classified by O‟Malley and Chamot in improving their reading skill, but the researcher is taking one of them to be compared to this research. The research result showed that the first subject who had high mark used 11 learning strategies, the subject used metacognitive strategies: advance organization, self-evaluation, & self management, cognitive strategies: resourcing, note taking, deduction, imagery, elaboration, & inferencing, social and affective strategies: questioning for clarification, and cooperation.
classified the aspect of developing the reading skill into three aspects, namely: developing vocabulary skill, developing pronunciation skill, and developing understanding implicit information. The research result showed that the high-achiever subject used 7 meta-cognitive and 10 cognitive learning strategies to develop vocabulary skill, 6 meta-cognitive and 7 cognitive learning strategies to develop pronunciation skill, 6 meta-cognitive and 6 cognitive learning strategies to develop understanding implicit information.
The third research was conducted by Nur Khasanah (2015) entitled Learning Strategies Used by a Students of Muhammadiyah University of Surakarta (A Case Study). Khasanah only had one subject to be observed who used the learning strategies classified by O‟Malley and Chamot, and she observed the English ability of the subject generally. The research result showed that the subject whose named KRD used 12 strategies; 5 metacognitive strategies (advance organizer, directed attention, self management, self monitoring, and self evaluation), 7 cognitive strategies (imitating, note taking, imagery, keyword, elaboration, transfer, and inferences), and no socio-affective strategies used by KRD.
[image:14.595.139.534.557.750.2]The researcher is presenting both on the quality and the quantity side of the researches‟ result. The quality side of the researches‟ result that is the comparison on how each high-achiever learner used the strategies. And on the quantity side that is the comparison on the total amount of the learning strategies used by the high-achiever subjects of each research. The theory of learning strategies classified by O‟Malley and Chamot provide three classifications; meta-cognitive strategies, cognitive strategies, and socio-affective strategies. While the ones proposed by Oxford have three classifications too but with different name in one of the classifications; metacognitive strategies, affective strategies, social strategies. The researcher found four metacognitive strategies and two social strategies of each classification of Oxford and O‟Malley and Chamot that are similar one to another. The strategies are shown on the tables below:
Table 4.4
Metacognitive Strategies
Oxford O’Malley and Chamot
1. Paying attention 1.Directed attention 2. Delaying speech production to
focus on listening
2.Delayed production
3. Organizing 3.Advance organizer
4. Planning for a language task 4.Functional Planning
Table 4.5
Social Strategies/Socio-affective Strategies
Oxford O’Malley and Chamot
1. Asking for Clarification/ verification
2. Cooperating with peers 2.Cooperation
Firstly, it‟s the comparison of the quality side. All three researches each conducted by Triana (2012), Khasanah (2014), and Nur Khasanah (2016) focused on the activity inside the classroom. While this current research conducted by Parahytha (2016) focused on the activities outside the classroom. The usage of metacognitive and social strategies by the previous research‟s subjects was tended to relate to a class-related stuff. For example, in using directed attention strategy all the subjects from previous ones tend to use it to listen to what teacher was explaining in class. And in using cooperation strategy all the subjects from previous ones tend to use it to cooperate with peers in discussing a class-related assignment. On the other hand, the usage of metacognitive and social strategies by this research‟s subject is more relating to an outside-class-related stuff. Like in using paying attention strategy the subject tend to use it to catch well what her friends are saying in the middle of conversation or explanation. And in using cooperating with peers strategy the subject tend to use it while socializing with friends or while discussing something about an organization-related stuff or any other things but class-related stuff.
Secondly, the researcher then explains about the quantity side of the researches‟ result. The first up to the third previous researches, the high -achiever subjects always used at least a half or more of the whole 24 learning strategies proposed by O‟Malley and Chamot. Triana‟s subject ALW used 11 strategies. Khasanah‟s subject used 17, 13, & 12 strategies each for developing vocabulary, developing pronunciation, and understanding implicit meaning. Nur Khasanah‟s subject used 12 strategies. Meanwhile, the high-achiever subject of this research used 15 learning strategies from the whole 27 indirect strategies proposed by Oxford. What can be seen from the total amount of the learning strategies used by the high-achievers of each research‟s subject give a conclusion that there always have been so many strategies used by the subject who has a good ability in the language in order to get an achievement in learning the language.
Sauvé (2016, in http://www.davis.k12.ut.us) defined high-achiever learners as those who know what it takes to be successful in school and are willing to put in the time and effort. Further, Kingore (2016, in
http://www.bertiekingore.com) stated that high-achiever learners are those
who notice for their on-time, neat, well-developed, and correct learning product. Both of them then mention characteristics of high-achiever learners, the characteristics are as follows:
a. High-achiever learner according to Sauvé; 1) Is interested
2) Is attentive
3) Commits time and effort to learning 4) Listens with interest
b. High-achiever learner according to Kingore; 1) Works hard to achieve
2) Enjoy the company of age peers 3) Enjoy school often
4) Is pleased with own learning 5) Is able
As can be seen above, those are characteristics of high-achiever learners. And the researcher wants to correlate it with subjects of the researches had been conducted and also this current research. All of the subjects of the researches are ones with good capability in learning the language. ALW, AP, & KRD were ones that capable in learning the language in class, for example in directing their attention to what teacher was explaining the implication is that they interested and attentive enough so that they could get the maximal outcome in learning the language. SA who does her activity outside the class in learning the language also pays attention to what her friends are saying in order to grasp what they meant. About their present in time they did the activities whether it‟s in the class our outside the class also implies that they do commit time and effort to learning and tried to enjoy school as much as they could. The last, all high-achievers tend to use and apply more strategies and give all they have in achieving achievements.
D.Conclusion
After analyzing and discussing the data that were taken from the case study about the learning strategies used by a member of EDSO, the researcher then take a conclusion. This research‟s subject used the indirect strategies classified by Oxford effectively. She used almost all the indirect strategies in her learning process in EDSO or in other places.
From the observation SA used the affective strategies and the social strategies more often than the metacognitive strategies. It‟s due to the situation of the learning process she‟s in, an informal situation of learning process. She engaged her self more into the organization and other informal activities and that made her had to be more social and aware to the society. That‟s why she used the affective strategies and the social strategies often.
The learning strategies used by SA in gaining speaking skill achievement are 15 strategies, the use of the strategies is broken down below:
1. Metacognitive Strategies
SA used 6 metacognitive strategies during her learning process in gaining speaking skill achievement. Three strategies of centering learning; overviewing and linking with already known material, paying attention, and delaying speech production to focus on listening.
Three strategies of arranging and planning learning; identifying the purpose of a language task, planning for a language task, and seeking practice opprtunity. 2. Affective Strategies
relaxation, deep breathing, or meditation, using music, using laughter. One strategy of encouraging yourself; taking risks wisely.
3. Social Strategies
SA used 5 social strategies during her learning process in gaining speaking skill achievement. One strategy of asking questions; asking for clarification or verification. Two strategies of cooperating with others; cooperating with peers, cooperating with proficient users of the new language. Two strategies of empathizing with others; developing cultural understanding, becoming aware of others‟ thoughts and feelings.
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