THE ENGLISH LEARNING STRATEGY OF LOW ACHIEVERS (A CASE STUDY AT A SECONDARY SCHOOL IN SURAKARTA)

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THE ENGLISH LEARNING STRATEGY OF LOW ACHIEVERS (A CASE STUDY AT A SECONDARY SCHOOL IN SURAKARTA)

A THESIS

By:

DEVINTA RIZKY UTAMI K22113018

Submitted to the Teacher Training and Education Faculty of Sebelas Maret University to Fulfill One of the Requirements for Achieving Undergraduate

Degree of Education in English Education Department

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY

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THE ENGLISH LEARNING STRATEGY OF LOW ACHIEVERS (A CASE STUDY AT A SECONDARY SCHOOL IN SURAKARTA)

By:

DEVINTA RIZKY UTAMI K22113018

A THESIS

Submitted to the Teacher Training and Education Faculty of Sebelas Maret University to Fulfill One of the Requirements for Achieving Undergraduate

Degree of Education in English Education Department

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY

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vi ABSTRACT

Devinta Rizky Utami. K2213018. THE ENGLISH LEARNING STRATEGY OF LOW ACHIEVERS (A CASE STUDY AT A SECONDARY SCHOOL IN SURAKARTA). Thesis, Surakarta: Teacher Training and Education Faculty, Sebelas Maret University, November 2017.

This research is aimed at (1) investigating the English learning strategy used by the low achievers; and (2) finding out the low achievers’ awareness of using English learning strategies.

This research uses qualitative case study method. The research was carried out in April to May 2016 in SMA Negeri 2 Surakarta which is located at Jl. Monginsidi 40, Gilingan, Banjarsari, Surakarta. The sources of the data were events, informants, and documents. The data were collected through observation, interviews, questionnaires, and document analysis. The low achievers’ learning activities were observed and noted. The data were analyzed using interactive model of qualitative data analysis technique, which includes data reduction, data display, and drawing a conclusion.

Based on the observation, interviews, questionnaires, and document analysis, it can be concluded that: (1) English learning strategy used by the low achievers covers six Oxford’s classification which shows that the most strategy used is social strategy; asking question and cooperating with others. Their memory strategies is reviewing. Their cognitive strategies are practicing, receiving and sending messages, analyzing and reasoning and creating a structure for input and output. Their metacognitive strategies is setting goals and objectives. Their affective strategies is lowering anxiety using music. Their least used strategy is compensation strategy such as guessing intelligently and overcoming limitations in speaking. (2) The low achievers are not totally aware of the use of English learning strategy. The low achievers often cannot understand the message in the sentence and still also find difficulties in doing English test and learning tasks. Actually, the low achievers want to be successful learners, but they are not willing to put more effort to achieve the learning goals.

Keywords: Language learning strategies, low achievers, awareness of learning strategies

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vii ABSTRAK

Devinta Rizky Utami. K2213018. STRATEGI BELAJAR BAHASA INGGRIS DARI SISWA BERPRESTASI RENDAH (STUDI KASUS DI SEKOLAH MENENGAH SURAKARTA). Skripsi, Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret. Oktober 2017

Tujuan penelitian ini adalah (1) menginvestigasi strategi belajar Bahasa Inggris yang digunakan oleh para siswa yang berprestasi rendah; dan (2) mengidentifikasi seberapa jauh kesadaran para siswa berprestasi rendah akan penggunaan strategi belajar Bahasa Inggris.

Penelitian Penelitian ini menggunakan metode kualitatif studi kasus. Penelitian ini dilakukan pada bulan April sampai Mei 2016 di SMA Negeri 2 Surakarta yang terletak di Jl. Monginsidi 40, Gilingan, Banjarsari, Surakarta. Sumber data meliputi peristiwa, wawancara, dan analisis dokumen. Data dikumpulkan melalui observasi, wawancara, kuesioner, dan analisis dokumen. Aktivitas belajar yang berprestasi rendah diamati dan dicatat. Data dianalisis menggunakan teknik analisis kualitatif model interaktif yang meliputi reduksi, tampilan data, dan penarikan kesimpulan.

Berdasarkan observasi, wawancara, kuesioner, dan analisis dokumen, dapat disimpulkan bahwa: (1) Strategi pembelajaran bahasa Inggris yang digunakan oleh kelompok berprestasi rendah mencakup enam klasifikasi Oxford yang menunjukkan bahwa strategi yang paling banyak digunakan adalah strategi sosial; mengajukan pertanyaan dan bekerja sama dengan orang lain. Strategi ingatan mereka sedang ditinjau. Strategi kognitif mereka berlatih, menerima dan mengirim pesan, menganalisis dan berpikir dan menciptakan struktur untuk input dan output. Strategi metakognitif mereka adalah menetapkan tujuan dan sasaran. Strategi afektif mereka adalah menurunkan kecemasan menggunakan musik. Strategi mereka yang paling jarang digunakan adalah strategi kompensasi seperti menebak dengan cerdas dan mengatasi keterbatasan dalam berbicara. (2) Para siswa berprestasi rendah tidak sepenuhnya sadar akan penggunaan strategi belajar bahasa Inggris. Orang yang berprestasi rendah seringkali tidak dapat memahami pesan dalam kalimat dan masih juga mengalami kesulitan dalam melakukan tes bahasa Inggris dan tugas belajar. Sebenarnya, berprestasi rendah ingin menjadi pembelajar yang sukses, namun mereka tidak mau berusaha lebih keras untuk mencapai tujuan pembelajaran.

Kata kunci: Strategi belajar bahasa, siswa berprestasi rendah, kesadaran akan penggunaan strategi belajar

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MOTTO

QS. AL- BAQARAH : 216

Boleh jadi kamu membenci sesuatu, padahal ia amat baik untukmu,

dan boleh jadi (pula) kamu menyukai sesuatu, padahal ia amat buruk bagimu.

ALLAH MENGETAHUI, sedang kamu tidak mengetahui.

Kalau ALLAH bolehkan aku memilih sendiri, aku pasti

memilih sesukaku tanpa tahu mana yang BAIK buatku.

Tapi ALLAH tak ijinkan

Dia selalu mau yang TERBAIK buatku, maka dari itu

dipilihkanNYA apa-apa untukku. Selalu yang TERBAIK.

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DEDICATION

This thesis is whole-heartedly dedicated to :

MAMA PAPA

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ACKNOWLEDGEMENT

First of all, the writer would like to thank ALLAH SWT for his blessing poured to her and for giving her grace, faith, guidance and everything during working on the thesis.

The writer also receives much help from others. Many people supported to finish this thesis that she would like to express her sincere gratitude to:

1. The Dean of Teacher Training and Education Faculty of Sebelas Maret University;

2. The Head of English Department of Teacher Training and Education Faculty of Sebelas Maret University;

3. Prof. Dr. Joko Nurkamto M.Pd, the first consultant and her academic consultant for all his patience.

4. Kristiandi, SS., MA., for his time, advice, motivation, enthusiasm, immense knowledge and patience to make this thesis better. His guidance is motivated and helped the writer a lot; His guidance helped the writer in all the time of research and writing of this thesis;

5. All the lecturers, administrative staff, and her friends in the English Education Department of Sebelas Maret University for the assistance so she could enjoy the time during her learning in the English Education Department;

6. Drs. Sutikno, M.M, the Headmaster of SMA Negeri 2 Surakarta who allows the writer to carry out the research in his school;

7. Drs. Nurhadi, the English teacher of SMA Negeri 2 Surakarta, who has helped and given a chance to accomplish the research;

8. Beloved Father and Mother: Karsuli, Prapti Handayani, Brothers: Decky Wismoyohadi for their massive supports, loves, patience and guidance throughout my life

9. Mbak Anggra kamu terbaaiiikkk !!! Thankyou so much <3 without you I’m nothing. Terimakasih sudah memberi semangat, ilmu, waktunya, perhatiannya dan semuanya 

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10. Fatin Fauziyyah yg menerima segala kekuranganku :’) terimakasih sudah membuka pintu rumah :D wkwk

11. THREE MUSTKETEERS : CAROL & VITA , I love you I hate you I need you

12. The entire members of English Education Department, especially for EED 2013 for the friendship and happiness that we have spent with

13. And anyone that has prayed and helped her to accomplish this thesis. Teman-teman SDN 16 SKA, SMPN4 SKA, SMAN4 SKA, SOLO MENGAJAR, PAGUYUBAN PUTRAPUTRISOLO, 1000GURU SOLO

14. KKN DESA SEGARAN Delanggu Klaten, JULI-AGUSTUS 2016 : Rabbani ichsan, Mugi, Fendy, Irma, Lanti, Vitry, Ajeng, Mona, Agnes

15. PPL SMAN2 SURAKARTA SEPTEMBER-NOVEMBER 2016

16. Teman-teman yg hadir di semester genting, “yang selalu memberi kekuatan”, “yang pernah memberi semangat dan motivasi”, yang pernah menolong saat rasa semangat dan percaya diri sedang jatuhjatuhnya : Raras praba, Fatin fauziyyah, Hernindra, Aziz mustolih, Makna, Desi mutiara, Rahdia shella, Tito Hadyan, Luthfi naufal, Imam dipsa, nunung pratmulia

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xii TABLE OF CONTENTS COVER ... i PRONOUNCEMENT ... ii TITLE ... iii APPROVAL OF CONSULTANTS ... iv

APPROVAL OF THE BOARD OF EXAMINERS ... v

ABSTRACT ... vi

ABSTRAK ... vii

MOTTO ... viii

DEDICATION ... ix

ACKNOWLEDGEMENT ... x

TABLE OF CONTENTS ... xii

LIST OF TABLES ... xiv

LIST OF FIGURES ... xv

LIST OF APPENDICES ... xvi

CHAPTER I INTRODUCTION ... 1

A. Background of the Study ... 1

B. Problem Statement ... 4

C. The Objective of the Study ... 4

D. Benefits of the Research... 5

CHAPTER II LITERATURE REVIEW AND THEORETICAL FRAMEWORK ... 6

A. Learning ... 6

B. Language Learning ... 6

C. Language Learning Strategies ... 7

1. Definition of Language Learning Strategies ... 7

2. Classification of Language Learning Strategies ... 7

3. Factors Influencing the Choice of Second Language Learning Strategies ... 13

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E. Characteristics of Low Achievers... ... 15

F. Review of Related Studies ... 16

G. Rationale ... 17

CHAPTER III RESEARCH METHODOLOGY ... 19

A. Contex of the Research ... 19

B. Research Design ... 19

C. Sources of the Data ... 19

D. Data Collection ... 20

E. Validation of the Data ... 21

F. Data Analysis ... 22

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ... 24

A. Research Findings ... 24

1. English Learning Strategies of Low Achievers at Secondary School in Surakarta in Academic Year 2016/2017 ... 24

2. What Extent are Low Achievers Aware of Using English Learning Strategies ... 38

B. Discussion ... 43 CHAPTER V CONCLUSION ... 46 A. Conclusion ... 46 B. Suggestion ... 49 BIBLIOGRAPHY ... 50 APPENDICES ... 52

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LIST OF TABLES

Table 2.1 The Classification of Language Learning Strategies ... 8

Table 2.2 The Classification of Language Learning Strategies ... 12

Table 4.1 The Result of SILL (Strategy Inventory for Language Learning) Questionnaire ... 28

Table 4.2 Percentage of Memory Strategy Use ... 29

Table 4.3 Percentage of Cognitive Strategy Use ... 30

Table 4.4 Percentage of Compensation Strategy Use ... 33

Table 4.5 Percentage of Metacognitive Strategy Use ... 35

Table 4.6 Percentage of Affective Strategy Use ... 36

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LIST OF FIGURES

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LIST OF APENDICES

Appendix 1 Surat Izin Menyusun Skripsi ... 53

Appendix 2 Surat Permohonan Izin Penelitian ... 54

Appendix 3 Surat Permohonan Izin Penelitian ... 55

Appendix 4 Surat Keterangan ... 56

Appendix 5 Transcript Interwiew siswa NS dan teman... 55

Appendix 6 Transcript Interwiew siswa NK dan teman ... 55

Appendix 7 Transcript Interwiew siswa KA dan teman ... 98

Appendix 8 Transcript Interwiew Guru ... 115

Appendix 9 Strategy Inventory for Language Learning (SILL) ... 120

Appendix 10 Leger Nilai ... 121