AKNOWLEDGEMENTS
Bissmillahirrahmaanirrahim,
All praise is due to Allah, the Lord of the worlds, who gives me all
strengths to finish all kinds of task including this paper. Shalawat may always be
to the Messenger of Allah, Muhammad saw, the noble man to be followed until
the end of the day.
This writing is indeed a long-yet-enjoyable struggle for the writer. In the
journey of the writing, many valuable experiences are faced as a starting point to
get better pieces of life. Therefore, I would like to say thanks to many people
involved in the accomplishment of this writing.
First and foremost, I would like to express my sincere gratitude to my
parents as they have provided me with a-never-ending love as well as prayers and
support to let me walk in this path. Their wisdom sets the light when it grows
dark.
Then, my deepest gratitude is for my great supervisors, Prof. Dr. Nenden
Sri Lengkanawati, M.Pd and Budi Hermawan, S.Pd., M.PC who always help and
encourage me to finish this challenging task. May Allah gives back every single
support that they have given me in much better ways.
After that, I also wish to thank Rd. Karunia Swandarini, S.Pd., M.Pd. as
Then, my special thanks are also for my best friends in English Education
Program, Wildan Nurul Aini, Susi Fitria, and Anna Nur Annisa. For the cheers we
have had, the struggle we have faced, as well as the sadness and fear we have met
together, I thank God for having you all. May Allah always keeps you all in the
right path perpetually.
I extend my truthful thanks to my best friend Sekar Sulistyatuningsih,
S.Fam, my extraordinary friends in an awesome class ‘Big Edu B’, all dear friends
in English Education Department 2008, along with all my beloved friends in
RUMUS Cimahi for their precious encouragements and prayers. I also thank to all
friends and people who have directly or indirectly involved in this task. May
Allah guide them now and forever.
ABSTRACT
The study entitled Language Learning Strategies Used by Learners in Learning
Speaking is a descriptive study aiming to investigate the learners’ use of LLS in
learning speaking in an exemplary class of a senior high school in Cimahi as well as the strategy differences used by the high and low achievers of the class. Since both quantitative and qualitative data are obtained, a mixed method design is employed. A modified questionnaire of SILL, score recording, and interviews are used as the data collections to answer the current research problems. Both quantitative and qualitative analyses are purposely involved in this design of study. The findings show that for the overall learners, compensation strategies (M=3,48) are the most frequently used strategies among others. By contrast, memory and affective strategies are the least frequently used strategies (M=2,64). Meanwhile differences in the high and low achievers in speaking are found in terms of the frequency of use, strategy category, and variety of strategy.
Keywords: Language learning strategy, speaking, exemplary class, high achiever,
TABLE OF CONTENTS
AKNOWLEDGEMENTS... i
ABSTRACT ... ii
TABLE OF CONTENTS ... iv
LIST OF TABLES ... vi
LIST OF DIAGRAM ... vii
LIST OF FIGURES ... viii
LIST OF APPENDICES ... ix
CHAPTER I INTRODUCTION ... 1
1.1. Background ... 1
1.2. The statements of problem ... 4
1.3. Aims of the study ... 4
1.4. Scope of the study ... 5
1.5. Significance of the study ... 5
1.6. Methodology ... 6
1.7. Clarification of terms ... 7
1.8. Organization of the paper ... 8
BAB II THEORETICAL FOUNDATION ... 10
2.1. The framework of language learning strategies ... 10
2.1.1 Definition of language learning strategies ... 10
2.1.2 Characteristics of language learning strategies ... 12
2.1.3 Classification of language learning strategies ... 16
2.2. Language learning strategies and speaking skills ... 29
2.3. Review of previous studies ... 31
2.3.1 The studies of language learning strategies in learning speaking ... 31
BAB III METHODOLOGY ... 34
3.1. Research design ... 34
3.2 Research site and participants ... 35
3.3. Data collection techniques ... 36
3.4. Data collection procedure ... 40
3.5. Data analyses ... 41
3.5.1 Analyzing quantitative data ... 42
3.5.2 Analyzing qualitative data ... 43
BAB IV FINDINGS AND DISCUSSION ... 45
4.1. The language learning strategies used by learners in an exemplary class in learning speaking ... 46
4.1.1 The six categories of language learning strategies used by the learners in learning speaking ... 46
4.1.2 The details of every strategy category of the questionnaire ... 52
4.2. Differences in the language learning strategies used by high achievers and low achievers in speaking ... 55
4.2.1 The questionnaire result of the six strategies used by the high and low achievers ... 55
4.2.2 Analysis of individual strategy category in the questionnaire for high and low achievers in speaking ... 61
4.2.3 Interview analysis of strategy use by high and low achievers in speaking ... 66
BAB V CONCLUSION ... 73
5.1. Conclusion ... 73
LIST OF TABLES
Table 2.1 Experts’ classification of language learning strategies ... 17
Table 3.1 SILL Profile of Results by Oxford (1990) ... 42
Table 4.1 The all learners’ strategy usage by six strategy category ... 46
Table 4.2 The average score (Mean) of the overall strategy usage ... 51
Table 4.3 The detail of the more specific strategy used by all learners ... 53
Table 4.4 The average of the overall strategy usage of high and low achievers ... 56
Table 4.5 The average of the six strategy usage of the high and low achievers . 57 Table 4.6 Rank of strategies by the high achievers and the low achievers ... 59
Table 4.7 The detail of the more specific strategy used by the high and low achievers ... 61
LIST OF DIAGRAM
Diagram 2.1 The language learning strategy system by Oxford (1990) ... 17
Diagram 2.2 The Classification of Memory Strategies ... 19
Diagram 2.3 The Classification of Cognitive Strategies ... 20
Diagram 2.4 The Classification of Compensation Strategies ... 22
Diagram 2.5 The Classification of Metacognitive Strategies ... 24
Diagram 2.6 The Classification of Affective Strategies ... 26
LIST OF FIGURES
Figure 4.1 Language Learning Strategies Used by Learners
in Learning Speaking ... 48
LIST OF APPENDICES
Appendix A Mean of overall SILL
Appendix B The result of SILL
Appendix C The questionnaire of a modified SILL in Bahasa Indonesia
Appendix D Learners’ speaking test result
Appendix E Individual items of the questionnaire result of all learners
Appendix F Individual items of the questionnaire result of high achievers
and low achievers
Appendix G The learners’ questionnaire of a modified SILL
Appendix H The interview transcript of the high and low achievers
CHAPTER I
INTRODUCTION
This chapter presents an introduction of the paper. It covers the background of
the study, the statements of problems, the aims of the study and the scope of the
study. It then presents the significance of the study, the methodology, and the
clarification of terms. The last part of this chapter provides the organization of the
paper.
1.1 Background
In the practice of teaching and learning English, speaking is one of the
fundamental skills to be developed as the function of language is to communicate.
Among other skills, speaking has a critical function as a key for communication
(Florez, 1999). Consequently, developing English speaking skills is indispensable
for all learners to be able to effectively communicate in the language.
Communicating in a foreign language, in this case English, usually creates
anxiety for learners. Sometimes the necessity to speak English in every classroom
activity tends to create panic and fear among them. Oxford (1990) supports this by
confirming that speaking can be, in fact, very frustrating for them. Yet, this fact
does not eliminate the importance of the skill itself. Dubin and Olshtain (1991) as
cited in Sesma (2008) say that English is the most requested language around the
To have sufficient English speaking skill to successfully communicate using
the language is, in fact, not an easy matter for most learners. Attempts to help
learners in this matter have been developed among teachers and researchers.
Interest has been shifting from what learners learn or the outcome for the language
learning to how learners gain the language or referring to process orientation
(Oxford, 1990). Language learning strategies (LLS) becomes part of this shifting
interest since these strategies are an aspect in the learning process (see Dornyei,
2005; Takac, 2008).
Language learning strategies are an aspect to consider because these
strategies are essential for developing communicative competence that is needed
in speaking (Oxford, 1990). Developing language learning strategies is also a way
to establish conscious learning as a tool in obtaining better proficiency especially
in speaking. Language learning strategies as it is believed by Hsiao and Oxford
(2002) is a “[…] useful tool kit for active and conscious learning, and that these
strategies pave the way toward greater proficiency, learner autonomy, and
self-regulation” (Dornyei, 2005:195).
According to Oxford (1990) language learning strategies are classified into
six categories. They are memory, cognitive, compensation, metacognitive,
affective, and social strategies. Different learning strategies used by learners
reflect learners’ variation in terms of gender, level of proficiency, learner’s belief
etc. (Dornyei, 2005). The choice as well as the way of combining and sequencing
The need to give attention to individual’s differences in learners, whether
they are high or low achievers, reflects on the understanding of their language
learning strategies. However, there must be some powerful strategies to use in
learning, particularly in learning speaking because as Savile (2006) stated that not
all strategies are equal. There are some strategies that are more effective than the
others. Thus it is required to know which language learning strategies are used by
successful learners or the high achievers, as they show that their learning is,
somehow, effective.
Related to certain strategies to use in learning, previous studies have shown
that good language learners are those who used particular strategies consistently,
such as guessing meaning from the context (Naiman, Fröhlich, Stern, & Todesco,
1975; Rubin, 1975 as cited in Oxford, 2003). While in another study, it was found
that poor learners used strategies in a random, unconnected, and uncontrolled
manner (Abraham & Vann, 1987; Chamot et al., 1996, cited in Oxford 2003).
However it was found that a very few research has been done in accordance
with learners’ language learning strategies in learning particular skills, for
example in learning speaking. Hsiao and Oxford (Maftoon et all, 2011),
nevertheless, investigated that good language learners often concentrated on
fluency rather than accuracy and looked for communicative opportunities since
they realize that language is a means for communication. In terms of strategy use
in learning speaking, Cabaysa and Baetiong (2010) found that metacognitive,
Carrying the issues stated above as the point of departure, the present study
takes as its main view at the language learning strategies used by learners in
learning speaking. Learners in an exemplary class were taken as participants to
observe since learners in the exemplary class investigated have varied English
speaking proficiency level. This is suitable for the purpose of the current study.
1.2 Statements of problems
Regarding the issues mentioned earlier, the current study seeks to address
the following questions.
1. What language learning strategies are employed by learners in an
exemplary class of twelfth grade in one of senior high schools in Cimahi
in learning speaking?
2. What are the differences of the language learning strategies used by the
high achievers and the low achievers in speaking in an exemplary class
of twelfth grade in one of Senior high schools in Cimahi?
1.3 Aims of the study
Related to the issues investigated, the aims of the present study are
1. To examine what learning strategies employed by learners in an
exemplary class of twelfth grade in one of senior high schools in Cimahi
2. To discover the differences of the language learning strategies used by
the high achievers and the low achievers in speaking in an exemplary
class of twelfth grade in one of senior high schools in Cimahi.
1.4 Scope of the study
The present study focuses on the language learning strategies in learning
speaking used by learners in an exemplary class in one of senior high schools in
Cimahi and the differences of the language learning strategies used by the high
achievers and low achievers in speaking.
1.5 Significance of the study
The present study is expected to bring benefits in several aspects.
1. Theoretical benefits
1. Provide information for further research regarding language learning
strategies used by learners in an exemplary class in learning speaking.
2. Provide information for further research regarding differences of
language learning strategies used by high achievers and low achievers
in learning speaking
2. Practical benefits
1. Provide information on what learning strategies that are used by
learners in an exemplary class in one of senior high schools in Cimahi
2. Provide information on language learning strategies used by the high
achievers of speaking skills in an exemplary class in one of senior
high schools in Cimahi in learning speaking.
3. Provide information on language learning strategies used by the low
achievers of speaking skills in an exemplary class in one of senior
high schools in Cimahi in learning speaking.
4. Provide information on differences between the use of language
learning strategies by the high achievers and low achievers in learning
speaking.
3. Professional benefits
1. Provide considerable information for further strategy training in
learning speaking.
1.6 Methodology
A descriptive study is chosen to be employed in the current study. This
particular type of study as Fraenkel and Walen (2006) suggest is expected to
describe situations as completely and carefully as possible.
The present study also employs a mixed method design as a means to
provide answers to the recent issues investigated. Mixed method, quantitative and
qualitative design as Cresswel (2010) states is a research design that collects and
The data in the present study are collected from different data sources
containing both qualitative and quantitative data. The data are obtained by
questionnaire, score recording and interviews. The Questionnaire and the score
recording contain quantitative data, while the interviews contain qualitative data.
These different data types require different analyzing processes to be employed.
Hence mixed method design is applied. The more thorough explanation is
provided in chapter III.
1.7 Clarification of terms
To avoid misconception, clarification of terms in the present study is
provided as follow.
1. Language learning strategy
Oxford (1990) states that language learning strategies are specific
actions taken by the learner to make learning easier, faster, more
enjoyable, more self-directed, more effective, and more transferrable to new
situations. The concept of learning strategies covers ways that learners use
to enhance their capability and skill level as well as their effectiveness in
learning.
To avoid misconception of classification of learning strategies that has
invoked different perceptions in experts’ beliefs, the classification of
learning strategies in this paper is classified in terms of memory, cognitive,
2. English Speaking skills
English speaking skills in the present study refer to skills that are
involved in English speaking activity. The skills stress the function of
language as a means for communication.
3. High achievers
High achievers are identified as learners who are successful in their
foreign language learning (Chamot et all., 1999). In the present study, they
are seen more specifically from their English speaking scores that they get.
In the present study, the high achievers are five learners who get the highest
score in the speaking test.
4. Low achievers
Low achievers are in the opposite sides of the high achievers. In the
present study, they refer to learners who have lower English speaking
scores. They are five learners who get the lowest score in the speaking test.
1.8 Organization of the paper
The paper has been divided into five parts that is organized based on the
following sequence:
Chapter I
The paper begins with chapter one that provides an introduction of the paper. It
the research methodology is presented in this chapter followed by the clarification
of terms and the organization of the paper.
Chapter II
This section covers the theoretical foundation consisting of the framework of
language learning strategies as well as the relationship of the strategies to
speaking skills. This chapter also provides review of previous studies and
synthesis.
Chapter III
Chapter Three presents the methodology used consisting of the research design,
the research site and participants, the data collection technique, the data collection
procedure, and the data analyses.
Chapter IV
This section presents the findings related to the statements of problems mentioned
in chapter one followed by the discussion.
Chapter V
This last chapter covers the conclusion and the suggestions given towards the
CHAPTER III
METHODOLOGY
This chapter presents the methodology of the study. It covers the
elaboration of research design, the research site and participants, as well as the
data collection techniques. The next part of this chapter provides the data
collection procedures and the data analyses.
3.1. Research Design
The present study was designed to find out the learning strategies used by
the learners in an exemplary class in one of senior high schools in Cimahi as well
as differences in the strategies used by the high achievers and low achievers of the
class. The present study is a descriptive study. This particular type of study is
expected to describe situations as completely and carefully as possible (Fraenkel
and Walen, 2006).
Mixed method, quantitative and qualitative design has also been applied in
the present study. Quantitative data (quantifiable data) and qualitative data
(words) were collected and analyzed to find answers to the current research
problems. Creswell (2010) suggests that mixed method designs are procedures for
collecting, analyzing, and mixing both quantitative and qualitative data in a single
was also applied because the next data gathering instrument used was interviews.
The data obtained in the interview session were not in numerical data, but in the
forms of words. Creswell (2010) affirms that in qualitative method, the data are in
words and they are obtained from a small number of individuals. Therefore to
present the answers to the current study, the quantitative results followed by
deeper exploration of qualitative data were presented in mixed method design.
The design sequence of the present mixed method design used is
explanatory design. This design was employed because the qualitative data in the
present study were used to explore information deeper after the quantitative data
had been obtained. In relation to this, Lodico et al. (2006) claims that in
explanatory design, the data are collected in two phases, with the quantitative data
are collected first and qualitative data are collected at a later time. Often the
quantitative data are emphasized and the qualitative data are used to follow up or
refine the quantitative findings.
3.2. Research Site and Participants
The present study was conducted in one of senior high schools in Cimahi.
The participants were 32 learners in an exemplary class of twelfth grade. To
differentiate the high and low achievers in speaking, as it is stated previously, five
learners for both categories of learners were chosen based on their speaking score.
Five top speaking scorers were taken as the high achievers. On the contrary, five
The participants consisted of 11 male learners (34,4%) and 21 female
learners (65,6%). The participants in the class were selected because of two main
considerations. Firstly, the class was an exemplary class in one of senior high
school in Cimahi. The learners have been in the exemplary class since they were
in eleventh grade. In the twelfth grade, apart from having two English classes in a
week, they also had an additional class focusing on speaking skills once in a
week.
The second consideration was the difference between the high and low
achievers in speaking skills was considerably high. It was seen from the standard
deviation between the high and low achievers from the speaking test result
conducted by the English teacher (SD = 25,7). As Fraenkel and Wallen (2006)
stated that the standard deviation (SD) is the most powerful index of variability
that represents the spread of a distribution. The high difference was also
confirmed by the teacher in the interview. Even two of five high achievers had
won some high school English competitions in storytelling and news casting
contest.
3.3. Data Collection Techniques
The data were collected through three different data collection techniques.
The first data collection technique was distributing a questionnaire to the learners.
The questionnaire used was a modified questionnaire developed by Oxford
Language Learning (SILL) for speakers of other languages learning English
version 7.0. Questionnaire is used since it is considered to be very suitable to find
out language learning strategies. Most of these strategies are not observable.
Hence asking the learners is the only way to find out (Chamot, 2004).
SILL had been chosen since it was specifically designed to measure
language learning strategies. It was also more comprehensive, systematic and
detailed (Oxford, 1990). In addition SILL has been used around the world to find
out the use of language learning strategies for learners of English as second or
foreign language (Oxford & Nyikos, 1989; Oxford & Burry-Stock, 1995 cited in
Huang, 2009).
SILL was modified by the researcher to gather specific information on
language learning strategies used by learners in learning speaking. Thirty three
from the overall fifty items of statements in SILL were modified and used for the
purpose of the study. These thirty three items were particularly selected because
they could measure strategies in learning speaking. These items were modified for
obtaining the participants’ better understanding towards the items by adding
examples of the strategy in particular items. Next, seven items were added for
completing each category of strategies proposed by Oxford (1990) in learning
speaking. Therefore each item in the modified questionnaire represented each
strategy category in learning speaking proposed by Oxford (1990).
The questionnaire model used was Likert’s scale model. In this model,
items are presented in a multiple choice format. For every item, participants are to
position stated in the item (Crano and Brewwer, 2002). This model of
questionnaire has a number of strengths. It proves not only efficient in terms of
time and resource expenditure, but also effective in developing scales of high
reliability (Crano and Brewwer, 2002). In the current questionnaire, the
participants had to read the items and select 5 for always, 4 for often, 3 for
sometimes, 2 for seldom, and 1 for never. To avoid misunderstanding of each
item, the questionnaire was translated to Bahasa Indonesia.
The second data collection technique was recording learners’ English
speaking scores. It is suggested that “[r]ecords are special kind of documents on
which notations are made in an effort to keep track of certain facets of school life”
(Hatch, 2002, p.118). These data were used to identify the high achievers and low
achievers of the class in terms of their English speaking skills. The data were
obtained by the researcher from the English teacher.
To make sure that the data were accurate, particularly in the categorization
of the high and low achievers, interview to the teacher had been conducted. The
interview was particularly purposed to assure that the learners taken as the high
achievers in the present study were truly the best students in speaking English as
well as the lowest scorers were the students with the lowest speaking ability. The
interview was recorded by a voice recorder and transcribed.
After selecting the high and low achievers for the present study,
differences in the strategies used by both categories of learners were found
to the high and low achievers was also done. Conducting interview was the third
data collection technique in the present study.
The interview to the learners was employed purposely to gain deeper
information on the strategies used by the high achievers and low achievers. As
Scott and Morrisan (2006) argue that interview is “[…] to seek in-depth
understandings about the experiences of individuals and groups, commonly
drawing from a small sample of people”. This instrument was intentionally
employed in the present study along with the questionnaire to clarify and expand
specific answers particularly the ones that were important on revealing (see
Fraenkel, 2006).
The interview used to the learners in the current study was a
semi-structured interview. This kind of interview was chosen since it was very suitable
for the purpose of the current study. As Oxford (1990) believes that to gather
learners’ language learning strategies, a semi-structured interview is very helpful.
It was a kind of interview that “...although researchers come to the interview with
guiding questions, they are open to follow the leads of informants and probing
into areas that arise during interview interactions” (Hatch, 2002, p.94). Thus deep
and detailed information of the learners’ language learning strategies usage could
be acquired. This interview was then recorded by a voice recorder and transcribed
to make the analysis easier and more accurate.
To make sure that the questionnaire and the interview were understandable
by the participants, a pilot study was conducted. The pilot study is the antecedent
distributed to five learners out of the participants in the real study, while the
interview was done to two of them. During the pilot study, any confusing items of
both instruments were noted and improved.
3.4. Data Collection Procedure
In the present study, the data collection procedure was done in three phases.
The first phase was to find out language learning strategies used by learners. The
questionnaire was distributed to all learners in which these learners respond to the
items of the questionnaire by marking the answers. In filling the questionnaire,
learners were able to ask about any vague item in the questionnaire.
The second phase was to collect information about the categorization of the
high achievers and low achievers in speaking English. It was done by analyzing
teacher’s record on learners’ speaking score. To make sure the data obtained were
accurate, teacher’s interview was carried out. This interview was conducted by the
permission of the teacher referring to the speaking score record that had been
previously acquired. The recorded interview data were then transcribed to be
analyzed.
Then five learners for both categories were taken to do the learners’
interview. It was the third phase of the data collection procedure. As it was written
previously, this interview was to find out in depth information about the language
learning strategies used by both categories of learners. The interview was
interview, learners were allowed to ask for clarification when they find any
interview questions that confuse them. The time and place of the interview were
arranged to be comfortable for the learners to do the interview.
3.5. Data Analyses
Mixed method design requires different analyses for each collected data. As
it has been stated previously, there were two types of collected data in the present
study, quantitative data and qualitative data. Parallel mixed analysis was used to
analyze both types of data. Teddlie & Tashakkori (Onwuegbuzie and Combs,
2010) state this particular analysis involves two separate processes, in which a
quantitative analysis was used for the quantitative data and a qualitative analysis
was used for the qualitative data.
The quantitative analysis involves statistical analysis. In line with this,
Muijs (2004) and Elliot (2005) affirm that quantitative data are analyzed in
mathematically based method using particular statistics. In the meantime the
qualitative analysis involves analyzing and synthesizing the obtained information
(Fraenkel and Wallen, 2006). The analyzing process itself was carried out in
several steps. The analyses of both types of data are provided thoroughly in the
3.5.1. Analyzing Quantitative Data
The questionnaire result was analyzed by counting the average score (M)
referring to Oxford’s (1990) profile of results on the strategy inventory for
language learning (SILL) version 7.0
.
As it can be seen above, the principle of counting the average score
proposed by Oxford (1990) is basically the same as the principle of counting
Mean score (M). Mean is one of the ways to measure the central tendency (see
Kranzler and Moursund, 1999; Dornyei, 2004; Cresswel, 2008). Measures of
central tendency in statistical analysis are summary numbers representing a single
value in a set of scores (Vogt, 1999 as cited in Cresswel, 2008). Thus the average
score (M) essentially is represented the result of all scores.
Obtaining the average score (M) that was used particularly to know
information on the language learning strategies used by the learners, the table 3.2
is presented. The average scores (M) of language learning strategies were then
presented to be interpreted.
Level of
Strategy Use Description of Frequency
Average Score of Strategy Use
High always or almost always used 4.5 to 5.0
usually used 3.5 to 4.4
Medium sometimes used 2.5 to 3.4
Low generally not used 1.5 to 2.4
never or almost never used 1.0 to 1.4 SUM of scores
Average Score =
The other quantitative data were obtained through the speaking score
recording. The data in the score record were analyzed to differentiate the high
achievers and low achievers. Firstly the speaking score was collected. Then, the
learners’ scores were sequenced from higher to lower to identify the high
achievers and low achievers. Five learners obtained the highest score were
categorized as the high achievers. On contrary, Five learners obtained the lowest
score were taken as the low achievers.
3.5.2.Analyzing Qualitative Data
The second type of data, which was qualitative data, was obtained by using
the interviews. As stated previously, these interviews were conducted to the
English teacher and the learners. After the data were obtained from the interviews
by recording them, they were transcribed. These qualitative data were then
analyzed.
The analysis began with reading through the overall transcribed data. It was
done to get the general sense of the data, drawing ideas, thinking about the
organization of the data, and considering whether or not more data were required
(Cresswell, 2008). In this initial process, the researcher tries to get the sense of the
whole data. It is not done by reading the data in detail instead the researcher reads
the data through and then jot down words and phrases that capture important
aspects (Lodico et al., 2004).
Then the researcher starts to code the data. Coding is the process of
(Creswell, 2010). He develops the process of coding through several steps as
follow:
1. Divide the text into segments of information,
2. Label the segments of information with codes,
3. Reduce overlap and redundancy of codes, and
4. Collapse codes into themes.
Identifying themes is done after the codes are obtained since themes carry
bigger ideas resulting from several codes combined. Lodico et al. (2004) support
this by stating that themes are typically big ideas that unite several codes in a way
that allows the researcher to examine the research problems. In other words,
themes provide the organizing ideas that will be used to explain what has been
attained from the study.
The present study presents the results in the form of description since it is a
descriptive study. Sandelowski (2000) states that all description entails
interpretation. The next steps, then, are to interpret the data. The findings were
interpreted by the researcher. Cresswel (2010) suggests that interpretation means
the researcher moves back and draw some larger meaning about the personal
views, comparison with other studies, or both. Finally the findings were reported
in a narrative discussion. A narrative discussion as Cresswel (2010) suggests is a
written passage in which the author summarizes in detail the results of his or her
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusion of the current study. Going further
suggestions are also presented.
5.1. Conclusion
There is numerous research found investigating language learning strategies
used by learners. However, only few studies have been done related to specific
skill in learning English, especially in learning speaking. Moreover the majority
of the research found in speaking skill area is focused more on the communication
strategies, the strategies in speaking, rather than in the strategies in learning
speaking.
This study tries to fill the gap by finding what language learning strategies are
used by learners in learning speaking and what are the differences found in the
language learning strategies by the high achievers and low achievers in English
speaking. The participants involved were twelfth grade learners in an exemplary
class in one of senior high schools in Cimahi.
The findings show that in learning speaking the overall language learning
strategies were sometimes used or in medium level of usage. Compensation
strategies were found as the most frequently used strategies by the learners. On
the other hand, both memory strategies and affective strategies were the least
As the specific character of compensation strategies that were used to
overcome limitations and problems, this finding suggests that the learners
investigated often found limitations and problems in speaking. Meanwhile,
memory strategies as the least frequently used ones reflect that the learners are not
young learners anymore as they have gone beyond the basic level of learning,
namely memorizing. Similarly affective strategies as the least frequently used
ones demonstrate that these learners did not count affective factors as essential
strategy to use in learning speaking.
In terms of individual strategy used by the overall learners, the strategies
used the most are adjusting the message, paying attention, switching to the mother
tongue, and delaying speech production to focus on listening. These strategies
were in high level of use or ‘usually used’. On contrary writing a language
learning diary concerning events and feelings was the least frequently used
strategies by the learners.
Several differences have been found in language learning strategies used by
the high achievers and low achievers in speaking. These differences are shown in
terms of the frequency of use, the strategy category, and the variety of strategy.
Generally the high achievers showed harder attempt in learning speaking
compared to the low achievers.
The high achievers were basically dominant in all six categories of strategy.
They were more dominant in indirect strategies while the low ones were more
while their counterpart used metacognitive strategies. The high achievers also
used more various strategies than their counterpart to memorize vocabularies,
relearn materials from school, practice their knowledge and skills in speaking as
well as taking care of emotional feelings and problems.
5.2. Suggestions
The findings of the present study offer several pedagogical implications to
consider. There are several things to think about in attempts of better learning to
acquire English speaking skill.
First of all it is important to make learners aware of what they can do in
learning, particularly in learning to speak English. Thus they can utilize various
strategies to combine, choose, and sequence. By being familiar with lots of
strategies, they can better search for suitable strategies to be used.
Secondly, though the use of language learning strategies is influenced by a
variety of learners’ factors, it is worth to note what successful learners have done
in their learning so that they can obtain good learning outcomes. By knowing
what they do in learning speaking, learners can set priorities to try these strategies.
Next, teachers are suggested to be more aware of the presence of these
strategies. Moreover they should help, facilitate, and guide students in the
utilization of these strategies. Language learning strategies are able to be changed
and modified by strategy training because these strategies are teachable.
Not only making learners aware of the strategies, teachers should also pay
speaking show harder attempt in learning. Hence, the frequency of strategy use is
as much important as the choice itself. Therefore basically, increasing the
frequency of strategies is indeed important.
The current study also offers suggestions for further study. As the present
study only focuses on the learning speaking, a comprehensive study for each
language skill, not only in speaking, but also in listening, reading, and writing is
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