STUDENTS LEARNING STRATEGY IN INCREASING ENGLISH SKILLS

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CO VER

STUDENTS’ LEARNING STRATEGY IN INCREASING ENGLISH SKILLS

BY:

AHMAD SYAIFURROHMAN CHILMY NIM 201232052

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY

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ii LOGO

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TITLE

STUDENTS’ LEARNING STRATEGY IN INCREASING ENGLISH SKILLS

SKRIPSI

Presented to the Muria KudusUniversity

In Partial of the Requirements for Completing the Sarjana Program In the Department of English Education

BY:

AHMAD SYAIFURROHMAN CHILMY NIM 201232052

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY

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MOTTO AND DEDICATION

Motto

Good willing will produce good result. Live with attitude

Dedication

The final project is dedicated to:

 His beloved parents (Mr. Muhammad Najib and Mrs. Sri Nasiroh), who always support him and give love and pray.

 His only one beyonce, for her support.

 His big family.  His beloved friend.

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ACKNOWLEDGEMENT

First of all, thanks to The Almighty Allah SWT who gives the writer his blessing so that the writer can finish this skripsi entitled “Students’ Learning Strategy In Increasing English Skills”

However, this success would not be achieved without those support, guidance, advice, help and encouragement from individual and institution, during this moment, the writer would like to convey her spesial gratitude to:

1. Drs. Slamet Utomo, M.Pd as the dean of Teacher Training and Education Faculty of Muria Kudus University.

2. Diah Kurniati, S.Pd., M.Pd as the head of English Education Department of Teacher Training and Education Faculty of Muria Kudus University. 3. Dra, Sri Endang Kusmaryati, M.Pd and Aisyah Ririn Perwikasih Utari,

S.S, M.Pd. as the first and second advisor, who has guided and supported in finishing this skripsi research with a great patience.

4. Farid Noor R, S.Pd.,M.Pd and Aisyah Ririn P.S.S.,M.Pd. as the lecturers of the third semester students for their permission to held research on their class

5. The writer’s beloved family, his mother, father, and sister who always give spirit, support, and love.

6. All people involved during the writing of this study.

Finally, the writer believes that there is nothing perfect in the world and this skripsi is still far from being perfect. Therefore, suggestions and critisme are

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always needed for the betterment. Hopefully this skripsi will be useful and give benefit

Kudus, January 2017 The writer,

Ahmad Syaifurrohman Chilmy NIM 2012-32-052

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ABSTRAK

Chilmy, Ahmad Syaifurrohman. 2017. Strategi Belajar Siswa Untuk Meningkatkan Kemampuan Dalam Berbahasa Inggris. Skripsi. Pendidikan Bahasa Inggris Fakultas Kegururan Dan Ilmu Pendidikan Universitas Muria Kudus. Pembimbing: (i)Dra, Sri Endang Kusmaryati, M.Pd., (ii) Aisyah Ririn Perwikasih Utari, S.S, M.Pd.

Kata kunci: strategi belajar, kemampuan berbahasa inggris

Untuk mencapai suatu tujuan, dibutuhkan sebuah usaha dan strategi. Adanya usaha tanpa didukung dengan strategi yang baik akan membuat tujuan tidak bisa dicapai, begitupun sebaliknya. Dalam tujuan menguasai kemapuan bahasa inggris dengan benarjuga di butuhkan usaha dan strategi. Usaha dalam menguasai kemampuan bahasa inggris adalah belajar. maka dalam menguasai bahasa inggris dibutuhkanlah strategi belajar yang paling baik untuk siswa.

Strategi belajar adalah sebuah karakter atau kebiasaan dalam tindakan untuk mendapatkan dan memproses ilmu pengetahuan yang membuat pembelajar merasa nyaman dalam situasi belajar untuk meningkatkan perkembangan kemampuan dalam proses belajar. Strategi belajar adalah cara terbaik, ternyaman, dan cara yang paling menyenangkan yang biasanya digunakan siswa dalam mencapai keberhasilan dalam proses belajar. Sedangkan kemampuan berbahasa inggris adalah kemampuan seseorang dalam menguasai bahasa inggris. Ada empat kemampuan dalam menggunakan bahasa inggris: kemampuan berbicara, kemampuan menulis, kemampuan membaca, dan kemampuan mendengarkan.

Tujuan dari penelitian ini adalah untuk mengetahui bagaimana strategi belajar mahasiswa semester tiga pendidikan Bahasa Inggris Universitas Muria Kudus Tahun ajaran 2016/2017 secara langsung dan tidak langsung.

Penilitian ini menggunakan pendekatan kualitatif deskriptif, penelitian ini dilaksanakan di semester tiga pendidikan Bahasa Inggris Universitas Muria Kudus Tahun ajaran 2016/2017. Teori yang digunakan dalam penelitian ini adalah teori dari Rebecca L. Oxford (1990) dalam bukunya beliau membagi strategi belajar menjadi dua: strategi belajar langsung dan tidak langsung, strategi belajar langsung dibagi menjadi tiga:strategi memory, strategi cognitive, dan strategicompensasi. Begitupun dengan strategi belajar tidak langsung yang juga dibagi menjadi tiga: strategi metacognitive, strategi affective, dan strategi sosial. Dalam mendapatkan hasil penelitian, penulis menggunakan kuesioner.

Setelah melakukan peneitian, penulis mendapatkan hasil yang menunjukkan bahsa mahasiswa semester tiga jurusan Bahasa Inggris lebih suka menggunakan strategi belajar tidak langsung dengan nilai rata-rata = 3,4822 lebih tinggi dari hasil dari strategi belajar langsung yang mendapat nilai rata-rata = 3,2987. Nilai rata-rata tertinggi dalam penggunaan strategi belajar secara langsung dalam urutan pertama, strategi kognitif dengan nilai rata-rata = 3,3765 kedua,

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penggunaan strategi belajar secara tidak langsung dengan nilai tertinggi pertama adalah strategi sosial dengan nilai rata-rata = 3,5976, kedua adalah strategi metakognitif dengan nilai rata-rata = 3,573, dan terakhir dengan nilai rata-rata terendah adalahstrategi afektif dengan rata-rata = 3, 2761

Berdasarkan fakta fakta diatas, para dosen bisa menggunakan hasil penelitian ini sebagai pertimbangan dalam membuat desain pembelajaran yang baik dan cocok untuk diaplikasikan bagi para mahasiswa,para mahasiswa dapat menggunakannya sebagai bahan penilaian terhadap diri mereka masing-masing, untuk peneliti yang akan datang dan tertarik dengan strategi belajar bisa mencoba untuk melakukan penelitian terhadap hubungan strategi belajar dengan usia pembelajar atau meneliti faktor-faktor yang mempengaruhi strategi belajar yang digunakan para pembelajar.

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ABSTRACT

Chilmy, Ahmad Syaifurrohman. 2017. Students’ Learning Strategies in Increasing English Skils. Skripsi. English Education Department, Teacher Training and Education Faculty, Muria Kudus University. Advisor: (1)Dra, Sri Endang Kusmaryati, M.Pd., (2) Aisyah Ririn Perwikasih Utari, S.S, M.Pd.

Keyword: Learning Strategies, English Skills.

To reach an aim, actions and strategies are very needed. Actions without using good strategies will make the aim unreachable. In increasing English skills, strategies are needed. And learning is the only one action in increasing English skills. So, learning strategies are very important in increasing English skills.

Learning strategies are an individual characteristic way or specific behavior in action of getting and processing information to make them comfortable to feel, and behave in learning situations to improve their progress in learning proccess. Learning strategy is the best, fun, and comfortable way that usually used by sudents in learning to gain their success in learning process. English skillsare someone ability in mastering English language. The four basic skills are speaking, writing, reading, and listening.

This research aims to identify the direct learning strategy of the third semester students of Muria Kudus University in academic year 2016/2017, and to identify the indirect learning strategy of the third semester students of Muria Kudus University in academic year 2016/2017.

This research is a qualitative descriptive research which was conducted in the third semester of Muria Kudus University English Education Department Teacher Training and Educational Faculthy. The subjects of this research were The third semester students. This study was conduted To identify the direct and indirect learning strategy of the third semester students of Muria Kudus University in academic year 2016/2017.In this research, the writer used Rebecca L. Oxford theory (1990)learning strategy divided into two: direct and indirect. Direct learning strategy divided into three: memory, cognitive, and compensation strategy. Indirect learning strategy divided into three: metacognitive, affective, and social strategies. To get the data, the writer used questionnaire which fulfilled by the students.

After conducting the research, the researcher found the result that the third semester students of English Education Department prefer to use indirect learnings trategies with average score = 3.4822 than direct learning strategies with average score = 3.2987, direct learning strategies that students use to increase their four English skills are cognitive strategies with the average score = 3.3765. The second are compensation strategies with the average score = 3.3738. Then

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semester students with the lowest average score = 3.1460.Indirect learning strategies most used by the students are Social stratgies with the average score=3.5976, and the second high ismetacognitive strategy with the average score=3.573. Then the last afective strategies with the average score = 3.2761.

Based on the fact above, writer hopes that this researh will help everyone. The lecturers can use this research result to make a good teaching and learning design that suitable with their students. For the third semester students of Muria Kudus University. They can use this research result as a reflection for themselves. For the further researchers who are interested with students learning strategies. it will be very useful if they try to investigate the correlation of students learning strategies with students ages or to investigate the factor that influence the use of learning strategies by the students.

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TABLE OF CONTENTS

COVER ... i

LOGO ... ii

TITLE ... iii

MOTTO AND DEDICATION ... iv

ADVISORS’ APPROVAL ... v

ACKNOWLEDGEMENT ... vii

ABSTRAK ... ix

ABSTRACT ... xi

TABLE OF CONTENTS ... xiii

LIST OF APPENDICES ... xv

CHAPTER I ... 1

INTRODUCTION ... 1

1.1 Background of the Research ... 1

1.2 Statementof the Problem ... 4

1.3 Objective of the Research ... 4

1.4 Significance of the Research ... 4

1.5 Scope of the Research ... 5

1.6 Operational Definition ... 6

CHAPTER II ... 7

REVIEW TO RELATED LITERATURE ... 7

2.1 Learning Strategy ... 7

3.1.1 Direct Learning Strategies ... 9

3.1.2 Indirect Learning Strategies ... 13

2.2 Four Language Skills. ... 16

2.3 Review of Previous Research ... 19

2.4 TheoreticalFramework ... 20

CHAPTER III ... 22

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3.2 Data and Data Source... 23

3.3 Data Collecting ... 24

3.4 Data Analysis ... 25

CHAPTER IV ... 28

RESEARCH FINDING ... 28

4.1 The Direct Learning Strategy of theThird Semester Students of Muria Kudus University in Academic Year 2016/2017 ... 29

4.2 The Indirect Learning Strategy of the Third Semester Students of Muria Kudus University in Academic Year 2016/2017 ... 33

CHAPTER V ... 38

DISCUSSION ... 38

5.1 Direct Learning Strategiesof the Third Semester Students of Muria Kudus University in Academic Year 2016/2017 ... 39

5.2 Indirect Learning Strategiesof The Third Semester Students of Muria Kudus University in Academic Year 2016/2017 ... 48

CHAPTER VI ... 54

CONCLUSION AND SUGGESTION ... 54

6.1 Conclusions ... 54 6.2 Suggestions ... 55 REFERENCES ... 57 APPENDICCES ... 58 STATEMENT ... 58 CURRICULUM VITAE ... 58

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LIST OF APPENDICES

SILL Original Copy... Questionnaire... Students Answer Sheets...