T1 392014504 BAB III

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This chapter shows the result of the research about the types of learning strategy

used by participants. The participants were 36 non English major students. All the

participants had studied English formally for 6 years in junior and senior high

schools. The participants had English lessons once a week and 90 minutes for each

class. The survey was conducted during the regular English class in the last month of

the first semester in 2014-2015 academic years.

To get the result of language learning strategy researcher followed some steps.

The SILL was distributed to the participants and told them that there is no right or

wrong answers to any statements and that their confidentiality was secured, and their

response would be used for research purposes only. The participants were informed

that their participation was entirely voluntary. They did not give their names.

Participants were asked to respond to each item based on an honest assessment of

their language learning strategy use. They were required to indicate by responding

statements provided and allocated time was 30 minutes to complete the SILL.

Researcher analyzed and converted it into data as a result or findings. As stated in

previous chapter, the responds to the statements were scored from (1) never to (5)

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worksheet and the data from each part were representing from each types of learning

strategy. After getting specific number from each part, it was continued by summing

up the whole part of strategy. From the SILL worksheet, researcher got the picture or

profile kinds of Learning Strategy used and the overall average which described the

frequency of the learning strategy used.

3.1.The Frequency of Learning Strategy Used.

In order to find the frequency of learning strategy used, the data was analyzed by

using Oxford’s Graph of Learning Strategy. The graph tells about the frequency of

learning strategy in each part and the overall average of learning strategy used. The

result can be seen below.

Figure 1Oxford’s Graph of Learning Strategy

2.81 3.02 2.99

3.64

3.33 3.35

3.18

1 1.5 2 2.5 3 3.5 4 4.5 5

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From figure 1, shows the score that have averaged above 3 means dominant

strategy that the participant’s used. Though participants were high in one strategy, it

did not mean that they did not employ other strategies. The score is a reflection of the

strategy which they use.

Moreover, the dominant strategy with highest average score of learning strategy

is part D (M=3.64). It indicates that the dominant strategy that the participant used

was Metacognitive strategy. On the other hands, it is followed by part F with Social

Strategy (M=3.35), part E with Affective Strategy (M=3.33), and part B with

Cognitive strategy (M=3.02). These four strategies are categorized as dominant

strategy which participants employ. However, there is 1 participant who scored 2

strategies at the same points which mean this participant uses both strategies equally (see

Appendix 1). Figure 1 also illustrates the frequency of overall average of learning

strategy used by participants were (M=3.18), which was approximately at a medium

degree.

3.2.Oxford’s Six Category of Learning Strategy.

Researcher focuses to discuss on statements which scored 5 points of responds.

Based on SILL Likert scale from 1 to 5 on the previous chapter, it means participants

always use the statements which described how true to the statements. Below are the

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1. Memory Strategy (Part A)

No. Statements Number of participants who

gave 5 points of responds

1

I think of relationships between what I already know and new things I learn in English.

1

2 I use new English words in a sentence

so I can remember them. 1

3

I connect the sound of a new English word and an image or picture of the word to help me remember the word.

1

4

I remember a new English word by making a mental picture of a situation in which the word might be used.

4

5 I use rhymes to remember new

English words. 5

6 I use flashcards to remember new

English words. 3

7 I physically act out new English

words. 7

8 I review English lessons often. 0

9

I remember new English words or phrases by remembering their

location on the page, on the board, or on a street sign.

5

Table 3.2.1 participants respond

Table 3.2.1 illustrates the statements of memory strategies and total

participants who gave 5 score in every statement. As stated in the previous

chapter, the acts of how learner remember and recall the information are the

main focus on the memory strategy. Learners are required to process the

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As seen in the table 3.2.1, it can be concluded that there were some

statements chosen relatively high by participants. Those statements were “I

use rhymes to remember new English words”, “I physically act out new

English words”, “I remember new English words or phrases by remembering

their location on the page, on the board, or on a street sign”. Those statements

are the dominant of memory strategies that the participants used. In which,

those statements are represented from the character of memory strategies.

There is one statement that represent in character of applying images and

sound by representing sound in memory, “I use rhymes to remember new

English words”. Learners are using techniques to remember new words which

are sound based association, phonetics spelling between new information and

already known information. It helps them memorize easily and effectively.

The next character is employing action, the statement which have this

character is “I physically act out new English words”. By involving

meaningful movement or action for example learners express the word

“smile”, learners do expressing smile in order to help to remember the word

easily. It also has character creating mental linkages, in “I remember new

English words or phrases by remembering their location on the page, on the

board, or on a street sign”. In this character learners tried to remember the

words where it is usually associated with (e.g. Stethoscope usually seen in a

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2. Cognitive Strategy (Part B)

10 I say or write new English words

several times 3

11 I try to talk like native English

speakers 3

12 I practice the sounds of English. 5

13 I use the English words I know in

different ways 3

14 I start conversations in English 1

15 I watch English language TV shows

or go to movies spoken in English 17

16 I read for pleasure in English 3

17 I write notes, messages, letters, or

reports in English 2

18

I first skim an English passage (read it quickly) then go back and read carefully

6

19

I look for words in my own language that are similar to new words in English

2

20 I try to find patterns in English 1

21

I find the meaning of an English word by dividing it into parts that I

understand

1

22 I try not to translate word-for-word 4

23 I make summaries of information that

I hear or read in English 3

Cognitive strategies are related to deep process of producing, forming,

and analyzing the target language. This strategy is responsible for learners to

practice, analyze cause and effect, and produce the idea. From table 3.2.2

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The statements are “I practice the sounds of English”, “I watch English

language TV shows or go to movies spoken in English”, and “I first skim an

English passage (read it quickly) then go back and read carefully”. From the

character of cognitive strategy, practicing character is matched with “I

practice the sounds of English”. It can be see that learners need to practice the

sounds which can be the pronunciation or intonation in variety of ways.

Learners can also learn by using media such as watching movie spoken in

English or reading English language book. They can take notes or

summarizing what they have got from reading and watching. Based on the

explanation the character in this cognitive strategy is creating structure for

input and output by taking notes or summarizing, which can be seen in “I

watch English language TV shows or go to movies spoken in English”

statement. Beside that there is getting idea quickly from “I first skim an

English passage (read it quickly) then go back and read carefully”. By read

the text quickly to find the main ideas, it helps learners to understand what

they are going to read about.

3. Compensation strategies (Part C)

24 To understand unfamiliar English

words, I make guesses 5

25

When I can’t think of a word during a conversation in English, I use gestures

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26 I make up new words if I do not

know the right ones in English 2

27 I read English without looking up

every new word 4

28 I try to guess what the other person

will say next in English 3

29

If I can’t think of an English word, I use a word or phrase that means the same thing

7

Strategy to use guessing and gesture are dominant in this strategy. When

learners learn new things, they may found many difficulties. This strategy

have important role on overcoming the difficulties of the language learning.

From table 3.2.3 above, some statements can be categorized have high

responds in “To understand unfamiliar English words, I make guesses”, and

“If I can’t think of an English word, I use a word or phrase that means the

same thing”.

The statements “To understand unfamiliar English words, I make

guesses” can be considered has guessing intelligently character from

compensation strategies. This is one of the techniques from this strategy to

overcoming the difficulties by making guesses. On the other side learners

could also use the synonym of the words or phrases which has same meaning

to replace the difficult words or phrases. It can be seen on the “If I can’t think

of an English word, I use a words or phrase that means the same thing” which

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4. Metacognitive strategies (Part D)

30 I try to find as many ways as I can to

use my English. 11

31 I notice my English mistakes and use

that information to help me do better. 13

32 I pay attention when someone is

speaking English. 15

33 I try to find out how to be a better

learner of English. 15

34 I plan my schedule so I will have

enough time to study English. 4

35 I look for people I can talk to in

English. 8

36 I look for opportunities to read as

much as possible in English. 3

37 I have clear goals for improving my

English skill. 14

38 I think about my progress in learning

English. 16

As mentioned in previous chapter, metacognitive strategy is strategy that

helps learners indirectly on learning target language. This strategy conducts

on planning, focusing, and evaluating on learners learning. The number of

participants who scored 5 points based on table 3.2.4 is really high. These

statements are “I try to find as many ways as I can to use my English”, “I

notice my English mistakes and use that information to help me do better”, “I

pay attention when someone is speaking English”, “I try to find out how to be

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have clear goals for improving my English skill”, and “I think about my

progress in learning English”.

There are three statements that include in character of centering the

learning, ”I try to find as many ways as I can to use my English”, “I try to find

out how to be a better learner of English”, and “I pay attention when someone

is speaking English”. Learners are focusing on what they learn and give more

attention how to improve their skills. And they use such method in learning to

improve not only listening skill but learning how to pronounce every word

correctly. The next character is arranging and planning your learning. The

statements that categorized in this character are “I look for people I can talk to

in English” and “I have clear goals for improving my English skills”. That

mean learners are arranging the way how they can improve their skill by talk

to other people. Besides that, they also make a plan of their learning like what

is the purpose of their learning, how to make their learning easy and effective.

The last character is evaluating your learning. Learners have to solve their

difficulties in their learning by themselves or when they make a mistake in

their learning. They should correction their mistake so they can get the best

information to get better understanding. Based on the last explanation about

the character of metacognitive strategies, it is matched with items “I notice my

English mistakes and use that information to help me do better” and “I think

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5. Affective strategies (Part E)

39 I try to relax whenever I feel afraid

of using English 10

40

I encourage myself to speak English even when I am afraid of making a mistake

10

41 I give myself a reward or treat when

I do well in English 7

42

I notice if I am tense or nervous when I am studying or using English

13

43 I write down my feelings in a

language learning diary 3

44 I talk to someone else about how I

feel when I am learning English 4

Affective strategy has important role on controlling the emotion when

learners have problem in learning. This strategy will active when learners

need to handle the feelings. From table 3.2.5 shows some statements which

considered as high in the number of participants responds. These statements

are “I try to relax whenever I feel afraid of using English”, “I encourage

myself to speak English even when I am afraid of making a mistake”, and “I

notice if I am tense or nervous when I am studying or using English”.

Encouraging yourself in one of the character in this affective strategy,

there are two statements which indicate from this character. “I encourage

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give myself a reward or treat when I do well in English” are learner’s effort

to give self-encouragement reward in order to keep the handle the feelings in

order to motivate their selves. Learners in a good feeling would help them in

the confidence which also help the learning activity keep on the track. A

certain amount of anxiety sometimes helps learners to reach their best

performance, but too much anxiety creates difficulties in learning process.

The statement which is suit with this is “I try to relax whenever I feel afraid of

using English”. And when the problem of anxiety is too much, it can create

emotions of nervous, worry, fear, stress, and anger. However the emotion can

be positive too such as pleasure, happiness, and calmness. It is clearly shown

on the statement “I notice if I am tense or nervous when I am studying or

using English”.

6. Social strategies (Part F)

45

If I do not understand something in English, I ask the other person to slow down or to say it again

14

46 I ask English speakers to correct me

when I talk 13

47 I practice English with other students 4

48 I ask for help from English speakers 12

49 I ask questions in English 2

50 I try to learn about the culture of

English speakers 8

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Cooperate with other are basic characteristics of social strategy. This

strategy is involving others in learning. Many statements found to be high in

participants responds. Some high responds of statements can be seen from

table 3.2.6, the statements are “If I do not understand something in English, I

ask the other person to slow down or to say it again”, “I ask English speakers

to correct me when I talk”, “I ask for help from English speakers”, and “I try

to learn about the culture of English speakers”.

This social strategy has basic characteristics which is interaction with

other by asking questions. Asking questions can help learners to get better

understanding of what they want to be corrected or clarified. There are two

statements which represent this character “If I do not understand something in

English, I ask the other person to slow down or to say it again” and “I ask

English speakers to correct me when I talk”. The next characteristic is

cooperating with people who more proficient in using English language can

be found in “I ask for help from English speakers”. Becoming aware of

someone difficulties in learning, might be come up with sense of empathic.

Learners help others difficulties from sense of emphatic that they aware of

others feelings or thoughts. Empathizing with other is one of the characters of

social strategy can be seen in statement “I try to learn about the culture of