5
LANGUAGE LEARNING STRATEGY OF INTEGRATED COURSE
STUDENTS AT ENGLISH DEPARTMENT OF SATYA WACANA
CHRISTIAN UNIVERSITY
students?” Thirty two students from IC class were selected to be the participants. The data were collected through the questionnaire. The result of this study showed that the affective and social strategy were the most frequently used strategy of the participants in learning IC.Key words: Integrated Course (IC), Learning Strategy, Language Learning Strategy
Introduction
Integrated Course (IC) is one of the courses offered by English Department Satya Wacana Christian University. IC has the biggest credit (8 credits) among the other courses. In the beginning of the academic year, new students have to take IC and they have to pass it as a pre-requisite for the higher level. IC is a course that combines 4 English skills; speaking, reading, writing, and listening. Unfortunately, there are always students who cannot pass this course, and they have to re-take this course in the following semester. There are some reasons of why students cannot pass IC. Students may not have sufficient skill in learning English; other reason is probably they do not know the strategy to learn IC.
6
some language learning strategies used by IC students were examined in the study. Thus, the purpose of this study was to describe language learning strategies used by Integrated Course students. To achieve this purpose, the research question was: “What are the language learning strategies used by the Integrated Course students?”
The findings of this study could help teachers to make the students aware of some learning strategies that mostly used by the IC students. Furthermore, teachers could teach students the appropriate learning strategies to learn IC. For the students, the results may be helpful information for them about learning strategies that can be used to learn IC. Besides, students may also be aware of their learning strategy profile by the results of this study.
Literature Review of Language Learning Strategy
Students and their learning process cannot be separated. In order to accomplish their learning goals, students have their own strategies. Learning strategies are steps made by students in order to accomplish their learning goals. Learning strategies are among the main factors that indicate how well the students learned something. A good language learner usually has some steps and strategies to absorb the materials well. According to Oxford (1990), learning strategies are steps taken by the learner to make language learning more successful, self-directed and enjoyable. It is important for the students to have some basic knowledge about the nature of language and the language learning process.
7
Strategic language learners have knowledge about their own thinking and learning approaches; a good understanding of what a task entails, and the ability to orchestrate the strategies that best meet both the task demands and their own learning strengths (Chamot, 2004). From her explanation, Chamot wants to show that the language learning strategies influence on how well the language learners learn a language. A good language learner who has a strategy can know well about their own ability in learning, what kind of task they will face, and how to orchestrate the strategy based on their needs.
In language learning strategy, there are two categories, which are direct and indirect strategy. According to Oxford (1990), there are 62 language learning strategies that are usually used by the language learners. She divided them into two groups, direct and indirect. When the language learner use the strategy directly in dealing with new language, then it can be said that they are using direct strategies. There are three groups that belong to direct strategies: memory, cognitive, and compensation. Indirect strategies are used for general management of learning. Indirect strategies comprise metacognitive, affective, and social strategies.
Direct strategy involves the mental process in absorbing the materials. According to Oxford (1990), direct strategies require mental processing of the language (Oxford, 1990). These strategies help learners to produce language even when there is a gap in knowledge (Samida, 2004). The direct strategies are also used to understand and use the new language. Below are the descriptions of direct learning strategies:
1. Memory Strategies
8
action (Zare, 2012). These strategies are often used when learners face some difficulty in learning new vocabulary. The words and phrases can be associated with visual images that can be stored and retrieved for communication. Many learners make use of visual images, but some find it easy to connect words and phrases with sound, motion or touch (Zamida, 2004).
2. Cognitive Strategies
Cognitive strategies require conscious ways of handling the target language and fall into four sets which include: a. practicing, b. receiving and sending messages, c. analyzing and reasoning, and d. Creating structure for input and output (Zare, 2012).
3. Compensation Strategies
Compensation strategies are employed by learners when facing a temporary breakdown in speaking or writing (Oxford, 1990). These strategies are divided into two sets: a. guessing intelligently and b. overcoming limitations in speaking and writing. When learners do not know new words and expressions, they guess the meaning and bring their own life experience to interpret data by guessing.
Oxford (1990) explains that indirect learning strategies help learners control the learning process. These strategies support and manage language learning without direct engagement, and therefore called as indirect strategies (as cited in Samida, 2004). Below are the descriptions of indirect learning strategies:
1. Metacognitive Strategies
9
2012). Oxford divided metacognitive strategies into three sets: a. centering your learning, b. arranging and planning your language, c. evaluating your learning (as cited in Samida, 2004). 2. Affective Strategies
The affective factors like emotion, attitude, motivation, and values influence learning in an important way (Samida, 2004). Three sets of strategies that belong to this group are: a. lowering the anxiety, b. encouraging self, and c. taking emotional temperature.
3. Social Strategies
According to Oxford (1990), social strategies are very important in language learning because language is used in communication between people (as cited in Samida, 2004). Three sets of strategies that belong to this group are: a. asking questions, b. cooperating with others, empathizing with others.
Previous Studies of Language Learning Strategy
10
(Al-Jabali, 2012). Zhou (2012) also made a similar study with Liu and Chang and Al-Jabali, but he conducted his study in senior high school context. The findings reveal that Chinese senior high school students use compensation strategies most frequently; that significant differences exist between male students and female students with female students using strategies more frequently than males; and that differences also exist in the strategy use among the three grades (Zhou, 2012).
The Study
This study used a descriptive method. It described the language learning strategies used by English Departments’ students in IC. The participants of the study were 32 students of IC
class in semester 2 academic year 2013/2014. 22 students were from English Education program and the others were from the English Literature program.
The instrument of the study was a questionnaire. Oxford’s strategy inventory for language learning (SILL) (1989) was modified and used to make the questionnaire that was appropriate to the context of the study. Oxford’s SILL was an effective way to track the learning strategies used by students and how often they used them by scaling the strategies from always (5) to never (1). The questionnaire was modified by scaling the strategies from always (4) to never (1). The rationale of the modification was to simplify the scale by joining “somewhat true of me” (scale 4) and “usually true of me” (scale 5) into “often used”. The Likert scale that was
initially used from 1.0 (low) to 5.0 (high) was modified into 1.0 (low) to 4 (high), as seen below: High Always or almost always used 3.5 to 4.0
Medium Sometimes used 2.5 to 3.4 Low Generally not used 1.5 to 2.4
11 Below are the classifications of the questionnaire items:
Memory items 1,2,3,4
Cognitive items 5,6,7,8
Compensation items 9,10,11,12
Metacognitive items 13,14,15,16
Affective items 17,18,19,20
Social items 21,22,23,24
The questionnaire items were also modified from the original SILL. There were two to four items that were reduced from each part of the SILL. The rationale was to simplify the questionnaire into the shorter one. Another rationale was, the original SILL focused on the language learning strategy in English as a second language context, since the study was conducted in English as a foreign language context, some items were selected and reduced based on the study’s context. The questionnaires were administered to all of the IC students after class
with the permission from the teacher. The students took about 10 minutes to complete the questionnaire. After that, all of the answer sheets were collected and analyzed.
Results and Discussion
The section below present data analysis obtained from the questionnaire Overall strategy use
12
Figure 1. Strategy used by all participants
2.5 2.55 2.6 2.65 2.7 2.75 2.8 2.85
Overall Strategy Use
Figure 1 show that the most commonly used strategy by the participants was affective and social, which was at an average of 2.80 on the Likert scale. It was below the 3.5 threshold for high usage. Memory, Cognitive, Compensation, and Metacognitive learning all fall near, or on the Likert scale 3.00, which shows medium level usage, or sometimes used. Cognitive strategyappeared to be the least used strategies. The findings show that the participants preferred to use indirect strategy than direct strategy. Based on figure 1 the participants also tend to involve their emotion, attitude, motivation and also their relationship with others in dealing with their language learning problems in IC.
Findings from each classification
Some figures below present the results of the study based on the strategy classification: memory, cognitive, compensation, metacognitive, affective, and social.
Memory strategy
13 2. Use flashcards to remember new English words 3. Review English lessons often
4 Remember the new words or phrases by remembering their location on the page
The table below shows the questionnaire items of memory strategy and their average score: Table 1. Score of memory strategy
No Questionnaire item Score
1 Use new English words in sentence 2.75
2 Use Flashcards to remember 1.68
3 Review English lesson often 2.81
4 Remember the new words by remembering the location 2.62
Average Score 2.46
In memory strategy, the average score for all of the questionnaire items is 2.46. That means the participants were the medium users of this category. The table shows that the most frequently used strategy in the compensation category was strategy 3, ‘review English lesson often’. On the other hand, the least frequently used strategy was strategy 2, ‘use flashcards to remember’. The other two strategies which were ‘use new English words in sentence’ and ‘remember the new words by remembering the location’ were on the 2nd
and 3rd position. From the result, it is clear shown that although ‘review English lesson’ becomes the most frequently
14
Cognitive strategy
The questionnaire items belonged to cognitive strategy are: 1. Say or write new English words several times
2. Watch TV shows with English 3. Read for pleasure in English
4. Write notes, messages, letters, or reports in English
The table below shows the questionnaire items of cognitive strategy and their average score: Table 2. Score of cognitive strategy
No Questionnaire item Score
1 Say or write new English words several time 2.81
2 Watch TV shows with English 2.87
3 Read for pleasure in English 2.50
4 Write notes, messages, letters, or reports in English 2.34
Average Score 2.63
In cognitive strategy, the average score for all of the questionnaire items is 2.63. That means the participants were the medium users of this category. The table above shows that in cognitive strategy, the most frequently used strategy was strategy 2, ‘watch TV shows with English’. On the other hand, the least frequently used strategy was strategy 4, ‘write notes, messages, letters, or reports in English’. The other two strategies, ‘say or write new English
words several time’ and ‘read for pleasure in English’ were on the 2nd and 3rd position. From the result, it can be concluded that most of the participants enjoyed watching TV with English. This activity helped them to learn English better and made them be able to absorb the lesson.
15
Compensation strategy
The questionnaire items belonged to compensation strategy are: 1. Make guesses when understanding unfamiliar English words 2. Use gesture during conversation
3. Make up new words if do not know the right ones in English 4. Read in English without looking up every new word
The table below shows the questionnaire items of compensation strategy and their average score: Table 3. Score of compensation strategy
No Questionnaire item Score
1 Make guesses 3.21
2 Use gesture during conversation 2.81
3 Make up new words 2.15
4 Read in English without looking up every new word 2.37
Average Score 2.64
In compensation strategy, the average score for all of the questionnaire items is 2.64. That means the participants were the medium users of this category. The table above shows that in compensation strategy, the most frequently used strategy was strategy 1, ‘make guesses’. On the other hand, the least frequently used strategy was strategy 3,’make up new words’. The other two strategies, ‘use gesture during conversation’ and ‘read in English without looking up every
16
Metacognitive Strategy
The questionnaire items belonged to metacognitive strategy are: 1. Notice the mistakes and made them as information
2. Make a plan for studying English 3. Look for people that can talk in English 4. Have clear goals for improving English skills
The table below shows the questionnaire items of metacognitive strategy and their average score: Table 4. Score of metacognitive strategy
No Questionnaire item Score
1 Notice the mistakes 3.00
2 Make a plan for studying English 2.21
3 Look for people that can talk in English 2.81
4 Have clear goals for improving English skills 3.09
Average Score 2.77
In metacognitive strategy, the average score for all of the questionnaire items is 2.77. That means the participants were the medium users of this category. The table above shows that in metacognitive strategy, the most frequently used strategy was strategy 4, ‘have clear goals for improving English skills’. On the other hand, the least frequently used strategy was strategy 2, ‘make a plan for studying English’. The other two strategies, ‘notice the mistakes’ and ‘look for
17
score of strategy 4 does not reach the high usage score, but most of the participants chose it as their strategy to plan their language learning in an efficient way.
Affective Strategy
The questionnaire items belonged to Affective strategy are: 1. Try to relax whenever feel afraid of learning English 2. Notice the nervousness in learning English
3. Write down the feelings on the diary 4. Talk to someone else
The table below shows the questionnaire items of affective strategy and their average score: Table 5. Score of affective strategy
No Questionnaire item Score
1 Try to relax whenever feel afraid of learning English 3.15
2 Notice the nervousness in learning English 3.06
3 Write down the feelings on the diary 2.12
4 Talk to someone else 2.75
Average Score 2.77
In affective strategy, the average score for all of the questionnaire items is 2.77. That means the participants were the medium users of this category. The table above shows that in affective strategy, the most frequently used strategy was strategy 1, ‘try to relax whenever feel afraid of learning English’. On the other hand, the least frequently used strategy was strategy 3, ‘write down the feelings on the diary’. The other two strategies, ‘notice the nervousness in
18
used the strategy 1. The result shows that whenever they feel afraid in learning IC, they will try hard to make themselves relaxed.
Social Strategy
The questionnaire items belonged to Social strategy are: 1. Ask the speaker to slow down or say the words again 2. Practice English with friends
3. Ask help from native speakers 4. Ask questions in English
The table below shows the questionnaire items of social strategy and their average score: Table 6. Score of Social strategy
No Questionnaire item Score
1 Ask the speaker to slow down or say the words again 3.09
2 Practice English with friends 3.15
3 Ask help from native speakers 2.18
4 Ask questions in English 2.81
Average Score 2.80
In social strategy, the average score for all of the questionnaire items is 2.80. That means the participants were the medium users of this category. The table above shows that in social strategy, the most frequently used strategy was strategy 2, ‘practice English with friends’. On the
other hand, the least frequently used strategy was strategy 3, ‘ask help from native speakers’. The other two strategies, ‘ask the speaker to slow down or say the words again’ and ‘ask questions in English’ were on the 2nd
19
felt more confidence and comfortable to learn with their peers. Through practicing together with friends, IC students can share their difficulties and help each other.
From the findings above, the study shows that affective and social strategy were the most frequent strategies that were used by the participants in learning Integrated Course. It means, The IC students tend to be more effective on their learning process by involving things that are not directly related with the subject. They learn how to manage their emotion and attitude toward the IC class and learn some difficult tasks and lessons by asking their friends, telling their feelings, and also practicing English with some friends that have similar difficulties. Affective and social strategies belong to indirect strategy that was classified by Oxford (1990). Oxford (1990) explained later that indirect learning strategies help learners control the learning process. From the result of the questionnaire and the theory from Oxford, it can be told that the participants tend to manage their language learning in IC without direct engagement.
20
Conclusion, Limitation, and Suggestion
Some language learning strategies used by IC students has been examined and the study showed that the most frequent learning strategy used by them were the affective and social strategy, which belong to Indirect learning strategy. These strategies could help the IC students in lowering the anxiety, encouraging self, taking emotional temperature, asking questions, cooperating with others and empathizing with others. On the other hand, the least frequently learning strategy used was cognitive strategy, which belongs to direct learning strategy. The result from this study is expected to be useful to ED students to utilize some of the listed learning strategies that can be used to learn IC. The result of this study could also make students aware with their learning strategy profile by knowing the mean score of their strategy use. Since the questionnaire was only distributed for 32 participants (all of them were English Department students of Satya Wacana Christian University) and it was done only once time, therefore this study has a limitation and the result cannot be used as the generalization for other similar studies. For further study, some continuous analysis could be examined; like how the language learning strategy affects the score’s improvement of the students? And is there any significance difference
21
Acknowledgment
First and foremost, praise and thanks goes to my savior Jesus Christ for the many blessing undeservingly bestowed upon me. Secondly, my sincere gratitude goes to my advisor, Pak Gusti Astika, for his guidance, encouragement, and tremendous patience during the research and thesis writing. Also for my examiner, Bu Athriyana, for her help, correction, and also the useful suggestion.
A lot of thanks also go to my beloved parents, Robertus Suharto and Nurweni Artiningsih, thank you for turning my fears of failure into desires to success. For my sister and brother, Dorothea Rahardani and Yanuar Tesla who always encourage me to finish the study on time, thank you for always there beside me.
22 References
Al Jabali, M. (2012). Language Learning Strategy Use and Concept. International Journal of Education, 4, 1, 161-180.
Chamot, A. U. (2004). Issues in Language Learning Strategy Research and Teaching. Electronic Journal of Foreign Language Teaching, 1, 1, 14-26.
Liu, H. J., & Chang, C. H. (2013). A Study on Language Learning Strategy Use and Its Relation to Academic Self-Concept: The Case of EFL students in Taiwan. Journal of Language Teaching and Research, 4, 2, 260-268.
Oxford, R. L. (1990). Language learning strategies: What Teacher Should Know. Boston: Heinle & Heinle.
Oxford, R. L. (2003). Language Learning Styles and Strategies: An Overview. Gala.
Saamida, D. K. (2004). Language Learning Strategies. Journal of Hokkaido Bunkyo University, 5, 1-7.
Scarcella, R., & Oxford, R.L.(1992):The Tapestry of Language Learning: The Individual in The Communicative Classroom. Boston: Heinle & Heinle.
Zare, P. (2012). Language Learning Strategies Among EFL/ESL Learners: A Review of Literature. International Journal of Humanities and Social Science, 2, 5, 162-169.
23 Appendix
Kuesioner Strategi Belajar Bahasa Inggris
Kuesioner ini berisi tentang 24 strategi belajar. Kuesioner ini bertujuan untuk mencari informasi tentang strategi yang dipakai dalam mempelajari bahasa Inggris. Lengkapilah kuesioner di bawah ini dengan memberikan tanda centang (√) pada kolom yang tersedia. Pilihlah jawaban 1. Saya menggunakan kata-kata dalam Bahasa Inggris
dalam kalimat sehingga saya bisa mengingat semuanya.
2. Saya menggunakan flashcards (kartu berisi gambar) untuk mengingat kata-kata baru yang saya pelajari. 3. Saya seringkali mengulang kembali apa yang telah
saya pelajari.
4. Saya mengingat kata-kata atau frase baru dengan mengingat tempat kata-kata itu dipakai dalam buku. 5. Saya menulis dan mengucapkan kata-kata baru yang
saya pelajari berulang kali.
6. Saya menonton televisi dalam Bahasa Inggris. 7. Saya senang membaca buku berbahasa Inggris. 8. Saya membuat catatan, pesan, surat, atau laporan
dalam bahasa Inggris.
24
10. Saya menggunakan gerakan tubuh ketika saya tidak dapat menjelaskan dalam kata-kata.
11. Saya membuat kata baru ketika tidak tahu kata yang benar dalam Bahasa Inggris.
18. Saya sadar ketika gugup berbicara Bahasa Inggris. 19. Saya menuliskan perasaan-perasaan saya dalam
mempelajari Bahasa Inggris ke dalam buku harian. 20. Saya berbicara dengan teman mengenai apa yang
saya rasakan ketika belajar Bahasa Inggris.
21. Jika saya tidak mengerti, saya meminta lawan bicara untuk memperlambat bahasanya.
22. Saya berlatih Bahasa Inggris dengan teman-teman di kelas maupun di luar kelas.
23. Saya meminta bantuan untuk belajar dari penutur asli (native speaker).
