i
THE CORRELATION BETWEEN LANGUAGE
LEARNING STRATEGIES AND STUDENTS’ THINKING
STYLES
(A Study of the Ninth Semester of English Education Department of IAIN Salatiga in Academic Year 2018/2019)
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the requirements for the degree of Sarjana Pendidikan (S.Pd)
English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga
By:
ISNAINI NAILIL FARIH
113 14 074
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
v MOTTO
“All growth depends upon activity. There is no development physically or intellectually without effort, and effort means work”
vi
DEDICATION
I hereby dedicate this graduating paper for:
1. My God the Most Merciful
2. My beloved parents. Thank you for everything you give to me. Thanks for
your patience in every second. May Allah always and loves you both
whenever and wherever you are.
3. My beloved family ( Nasichun Family)
4. My best friend.
5. My closest friends ( JarePiknik)
6. My friends in PPNQ Nurul Qur‟aniy
7. All of my friends inEnglish and Education Department of Teacher
Training and Education Faculty at State Institute for Islamic Studies
(IAIN) Salatiga 2014.
vii
ACKNOWLEDGEMENT
In the name of Allah, The Most Gracious and The Most Merciful, The
Lord of Universe. Because of Him, the writer could finish this graduating paper
entitled THE CORRELATION BETWEEN LANGUAGE LEARNING
STRATEGIES AND STUDENTS THINKING STYLES as one of the requirement for the Degree of Educational Studies (S.Pd.) at English Education
Department of Teacher Training and Education Faculty at State Institute for
Islamic Studies (IAIN) Salatiga in 2018.
Secondly, peace and salutation always be given to our Prophet
Muhammad SAW who has guided us from the darkness into the lightness.
However, this paper would not be finished without those supports,
advices, guidance, helps and encouragement from individual and institution, and I
somehow realize that an appropriate moment for me to express gratitude for:
1. Dr. RahmatHariyadi, M.Pd., as the rector of State Institute for Islamic Studies
(IAIN) Salatiga.
2. Suwardi, M.Pd., as the Dean of Teacher Training and Education of IAIN
Salatiga.
3. Noor Malihah, Ph.D., as the Head of English Education Department, and also
as the writer‟s counselor who has always educated, supported, directed, and
viii
ix
TABLE OF CONTENTS
TITLE PAGE ...i
DECLARATION ...ii
AUTENTIVE COUNSELOR‟S NOTES...iii
CERTIFICATION PAGE...iv
MOTTO ...v
DEDICATION ...vi
ACKNOWLEDGMENT ...vii
TABLE OF CONTENTS...ix
LIST OF TABLE………...xii
LIST OF APPENDICES………...xiv
ABSTRACT ...xv
CHAPTER I INTRODUCTION A. Background of the Study…...1
B. Question of The Research...5
x
D. Limitation of the Research………...5
E. Significances of the Research...6
F. Definition of The Key Terms...7
G. Organization of the Graduating Paper...8
CHAPTER II THEORETICAL FRAMEWORK A. Previous Research ...10
B. Theoretical Framework ...12
1. Language Learning Strategies………...……….12
a. Direct Strategies……….15
b. Indirect Strategies………..17
2. Students‟ Thinking Styles………...………...19
C. Hypothesis of the Research...26
CHAPTER III RESEARCH METHODOLOGY A. Research Design...28
B. Research Settings and Participant...29
1. Location of the Research………...29
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3. Population and Sample………...30
C. Variables of The Research…...31
1. Independent Variables………32
2. Dependent Variables………...………....32
D. Research Instrument……...32
1. Questionnaire……….………32
E. Test of The Research Instrument...34
1. Validity………...……34
2. Reliability………...36
F. Technique of The Data Analysis………...………...38
CHAPTER IV RESEARCH FINDING AND DISCUSSION A. Data Description……...40
1. Language Learning Strategies and Students‟ Thinking Styles Scores...40
a. The Profile of Language Learning Strategies…………...45
b. The Profile of Students‟ Thinking Styles……….46
B. Data Analysis……...47
1. Correlation Result………47
xii
3. Hypothesis Testing……….……..…49
C. Discussion………...51
CHAPTER V CLOSURE
A. Conclusion...53
B. Suggestion ...53
REFERENCES
xiii
LIST OF TABLE
Table 3.1 The Validation Result of Questionnaire Language Learning
Strategies... 33
Table 3.2 The ValidationResult of Questionnaire Students Thinking Styles ... 34
Table 3.3 The Reliability of Questionnaire Language Learning Strategies………..………..…36
Table 3.4 The Reliability of Questionnaire Students Thinking Styles... 36
Table 3.5 The Coefficient Correlation... 38
Table 4.1The Scores of Language Learning Strategies...40
Table 4.2The Scores of Students Thinking Styles...42
Table 4.3 The Profile of Language Learning Strategies …………... 45
Table 4.4The Profile of Students Thinking Styles …... 46
Table 4.5The Coefficient Correlation between Language Learning Strategies and Students Thinking Styles... 46
xiv
LIST OF APPENDICES
Appendix 1 Research Questionnaire
Appendix 2 Placement of the Questionnaire
Appendix 3 The Score of Language Learning Strategies
Appendix 4 The Score of Students Thinking Styles
Appendix 5 The Validation Values of Language Learning Strategies
Appendix 6 The Validation Value of Students Thinking Styles
Appendix 7 SKK
Appendix 8 Lembar Konsultasi Skripsi
xv ABSTRACT
Farih, Isnaini Nailil. 2018.The Correlation Between Language Learning Strategies and Students Thinking Styles, Graduating Paper, Theacher Training and Education Faculty. English Education Department. State Institue for Islamic Studies (IAIN) Salatiga. Counselor: Noor Malihah, S. Pd., Ph.D.
Key Words :Correlation, Language Learning Strategies, Students Thinking Styles.
The writer conducted the research about the correlation between language learning strategies and students‟ thinking styles in IAIN Salatiga. The writer took 47 students as the participant in this research. This research design was correlational method. The data in this research was taken using questionnaire.
There are 2 kinds of questionnaire in this research. The first questionnaire is about language learning strategies (X) and it consist 12 questions. The second questionnaire is about students thinking styles (Y) it consisted 26 questions. The total amount of question in this research is 38 questions. The writer has demonstrated two kinds of the questionnaire.
The research data were analyzed using SPSS 20.0 program. This program was used to find out whether or not there is correlation between language learning
1 CHAPTER I
INTRODUCTION
In this chapter the researcher presents background of the research,
questions of the research, objectives of the research, significances of the research,
definition of the key terms and the organization of the graduating paper.
A. Background of the study
English is the world prime language which is used in diplomacy,
education, business, economy, politic, social and culture. Many
information used English right now. English in Indonesia is a foreign
language that almost every people learn about that to grow up like the
other country. Many schools in Indonesia make English as their
compulsion lesson in junior and senior high school. Moreover, many
Islamic boarding schools like Pondok Modern Gontor Darussalam, MAPK
MAN 1 Surakarta they apply English Language as their daily and all of the
students have to practise that. From that habit, students that actually do not
like English they try to understand that and they apply English language as
their daily language.
English is an international language which is used by people
almost in the whole world. Richards and Rodgers (2001: 3) state that today
English is the most widely studied foreign language in the world.
However, in Indonesia, English is just known as the first foreign language
2
There are many ways and factors to improve English language skill and
depends in the students‟. Every students‟ have their own way to think, to
accept what they get, to process what they receive. The environment of
students‟ also make impact for students to get an information.
The successful learning process is not only by the good learning
strategies and methods also depends on students‟ thinking styles. The
correct students thinking styles make an impact for learning process. There
are good and bad factors that influenced Students learning in the class.
Nyikos and Oxford (1993: 11) state that even with the best teachers and
methods, students are the only ones who can actually do the learning.
From the problems above the researcher knows that the factors that
influenced the learning process depends on how is the students thinking
styles. Dweck (2006) say that there are 2 kinds of approach in students
thinking styles; they are fixed mindset and growth mindset. In a fixed
mindset, students always feels anxious and nervous to setbacks or
criticisms. Students with growth mindset feels eager to learn to boost her
performance and enjoy exploring, experimenting and stretching themself.
Students have a minds which is branched, and it called as their brain is
started to grow up but still not maximal. Usually students learn more to get
new information, science and from this process students can develop their
brain again. Students who can focus on the learning process usually they
3
According to Williams (2011) technology, for example, the use of
mobile phone can distract the students learns. This opinion is also
supported by Fried (2006) who report that computer as one form of
technologies, give negative effects in the learning process. Therefore the
researcher is eager to investigate about whether or not technology cause
negative effect in the process of learning.
Even English language is the world wide prime language in this
world do not mean that there are no people who do not like English. Not
all of the students of English Education Departmen in IAIN Salatiga is
truely like English. Some students take English Education Departmen just
like to fill empty time, to do what their parents want or it can be a form
from a release when she took in another university but she get ignored.
Students with that type usually when the class is begin they are busy with
what they want to do or come late to the class. Often they are playing her
smartphone in the class rather than listening to her lecturer. In this
problems it can be solved when the student interest in the strategy of
learning and from that strategy the students can change her mindset.
Furthermore, Drozdenko, Tesch, Coelho (2011) state that there are two
factors that can disturb students‟ focus in the class, that is internal and
external factors. Internal factor is coming from her own self like talking to
others, sending a message, playing a handphone, listening to music in her
4
can be from her friend, teacher is that hard to understand or it can be from
outside of the class.
The way that students act can explain how they think. Every
student have differences about what they need in language learning
process and their own way to think. From this problem the researchers see
they have their own strategy to accept an information. There are some
strategies in language learning strategy that is Cognitive Learning
Strategies, Metacognitive Learning Strategies, Communication Strategies
and Social Strategies. Naiman (1978:1) state that all kind of language
learning can grow well if we have enough knowledge about learners and
process of learning and teaching. Concerning with those problems, lecturer
as the main component of education is challenged to be as creative as
possible to provide opportunities for students to expose and to reinforce
student skills. To encourage students to practice their language, the
researcher tries to help teacher to solve the problems of students.
In this research the researcher is aimed to find out the significant
relationship between language learning strategies and students thinking
styles by sharing questionnaire to the university students of IAIN Salatiga
as participants of this research especially for language education
department. For this reason, the researcher predicts that sharing
questionnaire might be useful to find out the result. Based on the
arguments that had been discussed, the researcher thinks that it is
5
students thinking styles. That is why the researcher chooses the title “The
Correlation Between Language Learning Strategy and Students Thinking Styles”
B. Question of The Research
Based on the phenomenon of study, in order to learn more obvious
and more directed the researcher formulates the problems of the study as
follows:
1. How is the Profile of Language Learning Strategies?
2. How is the Profile of Students Thinking Styles?
3. Is there any significant correlation between language learning strategy
and students thinking styles?
C. Objectives of The Research
Responding with the statement of the problems, the objectives of
the research are stated as follows:
1. To find out the Profile of Language Learning Strategies.
2. To find out the Profile of Students‟ Thinking Styles.
3. The significant correlation between language learning strategy and
student‟s thinking styles
D. Limitation of the Research
The writer limits the research to the ninth semester of English
Education Departmen of IAIN Salatiga in Academic Year 2018/2019. This
research conducted to find out whether or not there is correlation between
6 E. Significant of the Research
Research is something that important to be done in science
development, especially for the English language learning. Hopefully this
result of the research give some benefits for the readers. It can be used in
order to develop their information. The researcher deliver the significant of
the research as theoretically and practically:
1. Theoretically
By this research, the researcher hopes that it give more information
to the readers about the correlation between language learning strategy
and students thinking styles.
2. Practically
a. For the writer
The result of this research is hopefully can improve the
motivation of the writer to do another research another time.
b. For the learner
1. The result of this study can increase the student
intelligences about the language learning strategies and
students thinking styles.
2. The results of this study can be useful in the English
learning especially in improving Language skill.
7
This study can helps the readers or other researchers to do
the same related research. The result of this research also can
be the reference for other research.
d. For The Institution
The result of this research hopefully can support the
institution to improve and increase the quality of the students
especially in English language learning
F. Definitions of the Key Terms
In this section, the researcher briefly delivers the definition of key
terms to make understandable meaning. The researcher delivers to
avoiding some incorrect interpretation of this research title, the writer
would like to clarify and explain the terms used.
1. Language Learning Strategies
According to Weden (1987), language learning strategies can be
defined from the aspect of language learning behaviors such us
learning and regulating the meaning of the second or foreign language,
cognitive theory such us learners strategic knowledge of language
learning and the effective view such us learners motivation, attitude,
etc. It‟s argued that the three point of views can improve language
learning. Language learning strategies as mean to facilitate the
acquisition of language and the use of information they receive, store
and recall to language learners uses.
8
According to Sternberg (1997: 8) a thinking style is not an
aptitude, but rather the way one chooses to use one's aptitudes. The
way how they think can improve their knowledge. Students‟ thinking
styles is a students‟ way to giving a value and conclusion about
something with their own way. Every students‟ have their own way to
think about something. What make the differences with the way they
think is how much they understand and how fast they receive an
information. The way students‟ think also influenced by emotion,
education, experience. From this all can measure how adult that
students.
G. Organization of the Graduating Paper
In order to make a systematic research, the researcher organizes this
research into five chapters, they are as follows:
1. Chapter I: Introduction
The first chapter is the researcher writes the Introduction
that contains background of study, statement of the problems,
objectives of study, the benefits of the study, limitation of the
study, definitions of key term and outline of the graduating paper.
2. Chapter II :Theoretical Framework
The second chapter is literature review is discussed which
contain of the explanation based on the theory of definition and
type learning and explains about the correlation between language
9
3. Chapter III : Research Methodology
The third chapter contain of research method and data
presentation. Concerning to the research method is the general
discution about the profile IAIN Salatiga, Setting of the research,
Subject of the research, type of the research, procedure of the
research, technique of the date and technique of analyzing data.
4. Chapter IV : Research Findings and Data Analysis
The fourth chapter consists of implementation of the study.
Such as is data analysis cullected data, It consists of each cycle
and its analysis. Of The correlation between language learning
strategies and students‟ thinking style.
5. Chapter V: Closure
The fifth chapter is Closure which carries the explanation
about the conclusion and the suggestion from the research. And the
10 CHAPTER II
THEORITICAL FRAMEWORKS
In this chapter consists of underlying theories and previous research. The
researchers present some theoretical frameworks that is used in this research in
which aimed to get relevant knowledge underlined the research. Additionally, the
researcher also delivers several previous related researchers which is aimed to
give more information about this research.
A. Previous Research
In this research the researchers takes several reviews of related
literature from previous research as comparison. The first research was
written by Mahmood (2013), in his research he used questionnaire and a self
report test to analyze the correlation. In his research the objectives of his
study is to find out positive relationship between language learning
strategies employed by Iranian (EFL) university students and their thinking
styles, to find out positive relationship between language learning strategies
employed by Iranian (EFL) university students and their gender and to find
out a positive relationship between thinking styles employed by Iranian
(EFL) university students and their gender. The results obtained from the
present study are more revealing that there is a significant difference
between males and females in terms of strategy choice. It was found that the
differences between the strategy use of male and female are meaningful for
11
used more memory, cognitive, compensation and metacognitive strategies
compared with females, but there was no significant difference between
males and females with regard to the affective and social strategy use.
The different between Mahmood, Hashemnezhad and Javidi (2013)
and this research is, in this research the participants is from several
university students of IAIN Salatiga especially in language department.
While in Mahmood, Hashemnezhad and Javidi (2013) is Iranian EFL
learners. In Mahmood, Hashemnezhad and Javidi (2013) research the
objectives of the study is to find out positive relationship between language
learning strategies employed by Iranian (EFL) university students and their
thinking styles, to find out positive relationship between language learning
strategies employed by Iranian (EFL) university students and their gender
and to find out a positive relationship between thinking styles employed by
Iranian (EFL) university students and their gender. And in this research is to
know what is the relationship between language learning strategies and
student‟s thinking styles, to know the effect of learning strategy towards
student‟s thinking styles and the significant correlation between language
learning strategy and student‟s thinking styles.
The second research was written by Ahmadi, Gorjian and Pazkhah
(2014). In his research he focused on the extent of their association with
reading comprehension among university students. The aim of his research
was to find out the significance relationship between thinking styles and use
12
predict their preference of language learning strategies. There was also a
positive and meaningful correlation between legislative and judicial thinking
styles and the total scores of language learning strategies and reading
comprehension performance.
B. Theoretical Framework
The theoretical faremwork involve the discussion of Language
learning strategy and students thinking styles.
1. Language Learning Strategies
Learner should learn their own strategies to learn English well.
Research on language learning strategies has increased significantly
since the 1970 (Alhasony, 2017). In fact, language learners develop their
own ways and use various activities to learn consciuosly and
unconsciously (Alfian, 2016) Language learning strategies have received
a considerable amount of significance since early 1970s for the crucial
role they are playing in language learning. Many researcher defined
language learning strategies differently.
Hardan (2013: 1725) defines language learning strategies as steps,
behaviours and techniques used by learners to enhance and facilitate the
language acquisition. The concept of language learning strategies has
received a considerable amount of significance since early 1970 century
for the crucial role they are playing in the processes of language learning
13
Ghani (2003: 121) had a extensive study on the area of language
learning strategies, she defined these strategies as: specific actions,
behaviours, steps, or techniques that students (often intentionally) use to
improve their progress in developing second language skills. According
to her, these strategies can facilitate the internalization, storage, retrieval,
or use of the new language
An early definition given by Rigeney (1978: 20) who defines
language learning strategies as the often-conscious steps or behaviors
used by language learners to enhance the acquisition, storage, retention,
and use to new information. Oxford, Lavine and Crookal (1989) cited in
Hardan (2013: 1714) have the same idea as Rigeney (1978 : 20) about
language learning strategies. They stated that language learning strategies
are used to enhance and to facilitate language acquisition. They referred
to language learning strategies as "actions, behaviors, steps, or techniques
such us seeking out the target language conversation partners, or giving
oneself encouragement to tackle a difficult language task used by
learners to enhance learning.
Differ with Wenden (1987: 15), she stated language learning
strategies can be defined from the aspect of language learning behaviors,
such as learning and regulating the meaning of a second or foreign
language, cognitive theory, such as learners strategic knowledge of
language learning, and the effective view, such as learners motivation
14
learning. As stated earlier about language learning strategy, Rubin (1994
: 25) suggested that language learning strategies are routines, plans and
operations used by the learner to facilitate the acquisition, storage,
retrieval and use of information.According to them the objective in using
language learning startegies is to memorize language information, recall
that information and use it in a different situation. In other words,
language learning staregies refer to what students do to learn and to
regulate their learning.
According to Oxford (1990: 56) learners are being encouraged to
learn and use a board range of language learning strategies that can be
tapped throughout the learning process. This approach is based on the
belief that learning will be facilitated by making this students aware of
range of strategies from which they can choose during language learning
and use. Every learner have their strategies in language learning. Some
students learn words by breaking them down into their components and
some of them consciously use guessing when they read (Oxford, 1990:
43)
Language learning strategies has been categorized into several
clarification by the experts. One of the most comprehensive and complete
classifications is the classification by Oxford (1990 : 10). She mentioned
that strategies are prominent for language learning because they are tools
for active, self-directed involvement, which is essential for developing
15
learning strategies into direct and indirect strategies. The strategies used
directly in dealing with a new language are called direct strategies.
Oxford‟s direct strategies consist of three parts, memory strategies,
cognitive strategies, and compensation strategies. Oxford‟s indirect
strategies include metacognitive strategies, affective (emotional,
motivation-related) strategies, and social strategies.
The categories of language learning strategies and the language
learning strategies is an essential role in language learning process
(Alfian: 2016). It represents one of the most critical components in
language learning. Language learning strategies very important for
language learning because they are tools for active, selfdirected
movement, which is essential for developing communicative competence
(Oxford, 1990 : 14). Furthermore, Gursoy (2010) cited in Alfian (2016)
who has stated that language learning strategies can also create a
productive, student-centred learning environment in which students are
encouraged to be autonomous or independent learners – learners who can
take control of their learning.
The researcher summarize the direct and indirect strategies by
Oxford (1990: 18) as follows:
a. Direct strategies
According to Oxford (1990: 17) the direct strategies are
beneficial to the students because they help store and recover
16
even when there is gap in knowledge. They also help to understand
and use the new language.
1. Memory strategies
Oxford (1990: 17) states memory strategies are based on
simple principles like laying things out in order, making
association, and reviewing. These principles are employed
when a learner faces challenge of vocabulary learning. 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.
2. Cognitive strategies
Oxford (1990: 17) states cognitive strategies is the most
popular strategies with language learners. The target language
is manipulated or transformed by repeating, analyzing or
summarizing. The four sets in this group are: Practicing,
Receiving and Sending Messages, Analyzing and Reasoning,
and Creating Structure for Input and Output.
3. Compensation Strategies
Oxford (1990: 17) states learners use compensation
strategies for comprehension of the target language when they
have insufficient knowledge of the target language. These
17
vocabulary. When learners do not know new words and
expressions, they guess the meaning. A learner brings own life
experience to interpret data by guessing.
b. Indirect strategies
Oxford (1990: 17) states indirect language learning
strategies work together with the direct strategies. They help
learner regulate the learning process. These strategies support and
manage language learning without direct engagement and therefore
called indirect strategies(Oxford, 1990).
1. Metecognitive Strategies
Oxford (1990: 17) states metacognitive strategies are
aspects associated with planning, monitoring, and evaluating
the language learning process (Fewell, 2010: 66).
Metacognitive strategies go beyond the cognitive mechanism
and give learners to coordinate their learning. This helps them
to plan language learning in an efficient way. When new
vocabulary, rules, and writing system confuse the learner, these
strategies become vital for successful language learning. Song
(2004) cited in Alfian (2016: 151) found that metacognitive
strategies were most frequently used by the students when
comparing to cognitive strategies.
18
Oxford (1990: 17) states affective strategies are concerned
with the learners emotional requirements such as confidence
and perseverance needed for learners to involve themselves
actively in language learning, for example, lowering anxiety
levels by laughing at their own mistakes ( Vlckova, 2013: 154).
The affective factors like emotion, attitude, motivation, and
values influence learning in an important way. Three sets of
strategies are included in this group: Lowering Your Anxiety,
Encouraging Yourself, and Taking Your Emotional
Temperature. Good language learners control their attitudes
and emotions about learning and understand that negative
feelings retard learning. Teachers can help generate positive
feeling in class by giving students more responsibility,
increasing the amount of natural communication, and teaching
affective strategies.
3. Social Strategies
Oxford (1990: 17) states language is a form of social
behaviour; it is communication, and communication accure
between and among people (Oxford: 1990: 144) social
strategies are very important in learning a language because
language is used in communication and communication occurs
between people. Three sets of strategies are included in this
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empathy with others. Among the three, asking questions is the
most helpful and comes closest to understanding the meaning.
It also helps in conversation by generating response from the
partner and shows interest and involvement. Cooperation with
others eliminates competition and in its place brings group
spirit. Studies show that cooperative learning results in higher
self-esteem, increased confidence, and rapid achievement.
2. Students Thinking Styles
Thinking is an important part of the learning process. According to
Nasrah (2012: 341) by understanding the diversity of thinking styles our
students possess, we are able to insure that students understand what we
are teaching even if they have very different styles from our own.
Zhang (2011: 157) states that thinking styles refer to students‟
preferred ways of using the abilities that they have. Students‟ thinking
styles could predict students‟ course satisfaction and their learning
involvement. Differ with Batoret (2007: 1211) states thinking styles are,
in principle, value-free, for the same thinking style can serve on person
beautifully in one situation, but may fail the same person miserably in
another situation. Understanding thinking styles can help student to
understand well why some activities fit them and others don't, and even
why some students‟ fit them and others don't.
Sternberg (1997: 20) in mental self-governing theory defines 13 styles
20
a. Function (including the legislative, executive, and judicial styles).
1. Legislative Styles
According to Sternberg (1997: 20) legislative people like to
come up with their own ways of doing things, and prefer to
decide for themselves what they will do and how they will do
it. Legislative people like to create their own rules and prefer
problems that are not prestructured and prefabricated. Example
Ben was a legislative stylist. Some of the preferred kinds of
activities of a legislative stylist are writing creative papers,
designing innovative projects, creating new business or
educational systems, and inventing new things. Some of the
kinds of occupations that legislative prefer are creative writer,
scientist, artist, sculptor, investment banker, policy maker, and
architect.
2. Executive Styles
According to Sternberg (1997: 21) executive people like to
follow rules and prefer problems that are prestructured or
prefabricated. They like to fill in the gaps within existing
structures rather than to create the structures themselves. Some
of the kinds of activities they are likely are solving given
mathematical problems, applying rules to problems, giving
talks or lessons based on other people's ideas, and enforcing
21
thinkers are certain types of lawyer, police officer on patrol,
builder of other people's designs, soldier, and administrative
assistant.
3. Judicial Styles
According to Sternberg (1997: 21) judicial people like to
evaluate rules and procedures, and prefer problems in which
one analyzes and evaluates existing things and ideas. The
judicial stylist likes activities such as writing critiques, giving
opinions, judging people about their work, and evaluating
programs. Some of their preferred kinds of occupations are
judge, critic, program evaluator, consultant, admissions officer,
grant and contract monitor, and systems analyst.
b. Forms (including the hierarchical, oligarchic, monarchic, and
anarchic styles).
1. Hierarchical Styles
According to Sternberg (1997: 22) the hierarchic person has
a hierarchy of goals and recognizes the need to set priorities, as
all goals cannot always be fulfilled, or at least fulfilled equally
well. This person tends to be more accepting of complexity and
recognizes the need to view problems from a number of angle
22
2. Oligarchic Styles
According to Sternberg (1997: 23) the oligarchic person is
like the hierarchic person in having a desire to do more than
one thing in time. But unlike hierarchic people, oligarchic
people tend to be motivated by several, often competing goals.
Often, these individuals feel pressured in the face, the
competing demands on their time and other resources. They are
not always sure what to do first, or how much time to allot to
each of the tasks they need to complete. They can become as
effective or even more effective than people with other styles.
3. Monarchic Styles
According to Sternberg (1997: 23) a monarchic person is
someone who is single-minded and driven. The individual
tends not to let anything get in the way of his or her solving a
problem. Monarchic people can be counted on to get a thing
done, given that they have set their mind to it.
4. Anarchic Styles
According to Sternberg (1997: 23) the anarchic person
seems to be motivated by a potpourri of needs and goals that
can be difficult for him or her, as well as for others, to sort out.
Anarchic people take what seems like a random approach to
23
and to fight back at whatever system they see as confining
them.
c. Levels (including the global and local styles).
1. Global Styles
According to Sternberg (1997: 24) global individuals prefer
to deal with relatively large and abstract issues. They ignore or
do not like details, and prefer to see the forest rather than the
trees. Like to deal with big picture, generalities, and
abstractions.
2. Local Styles
According to Sternberg (1997: 24) local individuals like
concrete problems requiring working with details. They tend to
be oriented toward the pragmatics of a situation, and are
down-to-earth. The danger is that they may lose the forest for the
trees. However, some of the worst system failures, such as in
aviation and rocketry, have occurred when people have ignored
what seemed at the time to be small details. Thus, almost any
team requires at least some local individuals.
d. Scopes (including the internal and external styles)
1. Internal Styles
According to Sternberg (1997: 25) internal individuals are
concerned with internal affairs - that is to say, these individuals
24
and sometimes socially less aware. They like to work alone.
Essentially, their preference is to apply their intelligence to
things or ideas in isolation from other people.
2. External Styles
According to Sternberg (1997: 25) external individuals tend
to be extroverted, outgoing, and peopleoriented. Often, they are
socially sensitive and aware of what is going on with others.
They like working with other people wherever possible. Many
of the questions that arise in education as to "what is better?"
stem from a fundamental misunderstanding of the interaction of
styles with learning experience.
e. Leanings (including the liberal and conservative styles)
1. Liberal Styles
According to Sternberg (1997: 26) the liberal individual
likes to go beyond existing rules and procedures, to maximize
change, and to seek situations that are somewhat ambiguous.
The individual is not necessarily "politically" liberal. A
political conservative could have a liberal style in trying to
implement, say, a Republican agenda in a new and
all-encompassing way. Thrillseekers tend to have a liberal style, as
do people who, in general, quickly become bored.
25
According to Sternberg (1997: 26) the conservative
individual likes to adhere to existing rules and procedures,
minimize change, avoid ambiguous situations where possible,
and stick with familiar situations in work and professional life.
This individual will be happiest in a structured and relatively
predictable environment. When such structure does not exist,
the individual may seek to create it.
Moreover, students use different thinking styles on the
basis of the stylistic demands of a given situation. Biggs &
Telfer (1987) have demonstrated that knowledge about
students‟ thinking styles is helpful for educators and
curriculum designers interested in designing effective and
workable teaching strategies that satisfy student needs. This is
essential to the aim of the teaching-learning process, which is
for students to receive meaningful knowledge that can be used
in new learning situations and retained longer in the mind.
Thinking styles can be affected by a variety like culture,
gender, age, parental styles, schools, different jobs and social
and economic status. Sternberg (1997: 16) believed that two
aspects of culture are relevant here: first is some societies are
likely to be more rewarding of certain styles than others. And
the second is the respective natures of individualistic and
26
The way of students thinking styles between man and
woman is different. According to Sternberg (1997: 56) men
used higher frequency of styles than women and rated them self
as more global, internal and less judicial. Parents also
influenced students thinking styles. Sternberg (1997: 65) stated
that the way the parents react to their children questions and
what they encourage and reward at home reflect in their
thinking styles. Sternberg (1997: 12) stated that thinking styles
are related with creativity processes, problem solving and
decision making. Sternberg (1997: 17) it was expected that the
best predictors of students‟ thinking style would be those that
best fit or were most compatible with the way the class was
conducted and organized; in other words, students satisfaction
with the course would depend upon the consistency of the
students‟ thinking styles.
C. Hypothesis of The Research
Prediction over the truth regarding to the correlation between two or
more variables is called as hypothesis (Arikunto: 2016: 45). In analyzing the
data, the researcher used correlational quantitative research. The hypothesis
are going to be statement whether or not there are correlation among the two
variables.
According to Arikunto ( 2016: 47) there are two kinds of hypothesis
27
1. Null hypothesis (Ho)
Statement which shows a negative correlation ( no correlation)
among variables is called Null hypothesis.
2. Alternative hyporhesis (Ha)
Statement which shows a positive correlation (there are
correlation) among variables is called Alternative hypothesis.
Therefore, the writer aims to propose two hypotheses as follows:
1. Ho: there is no significant correlation between language
learning strategies and students thinking styles.
2. Ha: there is significant correlation between language learning
28 CHAPTER III
RESEARCH METHODOLOGY
In this chapter the researcher presented the Research Methodology. It
consist of research design, research setting and participants, source of data, data
collection, data analysis and data validation.
A. Research Design
According to Kothari (2004: 27) A research design is arrangement of
conditions for collection and analysis of data in manner that aims to combine
relevance to the research purpose with economy in procedure.
Research is a process of steps used to collect and analyzed
information to increase our understanding of a topic or issue. It consist of
three steps: Pose a question, collect data to answer question and present an
answer to the question (Cresswell, 2008). In a research, an important role is
research methodology, because the quality of the data depends on it. There
are three kinds of research design in general (Cresswell, 2012: 12)
quantitative research design, qualitative research design and combined
research design. The researcher choose quantitative research design to
complete this research.
According to Creswell (2008: 117) the design of quantitative
purpose statement includes the variables in the study and their relationship,
the participants and the research site. The strength of using quantitative
29
Creswell (2012: 12) states there are three types quantitative research design;
experimental design, correlational design, and survey designs.
This research is categorized into correlative type. As Gay (1987:230)
stated that correlational research include collecting data in order to determine
whether, and to what degree, a relationship exist between two or more
variables. In this research this research have two variables that is: Language
Learning Strategies (X) and Students Thinking Styles (Y).
In this research, the researcher used quantitative research approach
to collect and analyzed the data to get the result of the correlation between
language learning strategies ad students thinking styles. The objectives of
this research is to know what is the relationship between language learning
strategies and students thinking styles, To know the effect of learning
strategy towards students thinking styles and to find out The significant
between language learning strategy and students thinking styles.
B. Research Settings and Participants 1. Location of the research
In this research, the researcher choose university students to be the
subject of this research and it takes university students especially in
language education department of IAIN Salatiga. There are two language
education department in IAIN Salatiga, that is English Education
Department and Arabic Education Department, the researcher chose
English Education Department batch 2014 as the participants of this
30
understand what kind of strategies that fit them well. English Education
Department batch 2014 consist of 180 students and the reasearcher
limited the scope of the research participants. This research was
conducted at the university students of IAIN Salatiga.
2. Time of the research
The research was conducted on IAIN Salatiga on August, 20rd
2018. IAIN Salatiga is located in Jalan Lingkar Salatiga Km. 2 Salatiga.
IAIN Salatiga is very strategic and can be reached easily. The total
amount of students in IAIN Salatiga is more than of three thousand
students.
3. Population and Sample a. Population
According to Arikunto (2002: 30), population is all of the subject
of the research. Differ with Pendey (2015: 40) stated that pupulation in
a research is the entire mess of observations, which acts as the main
group from which a sample is to be formed.
The population of this graduating paper is an university students of
IAIN Salatiga especially Language Education Department. IAIN
Salatiga have two Language Department that is English Education
Department and Arabic Education Department. The researcher choose
English Education Department as the participants of the research. In
31
limited the scoope of the participants. The researcher choose the
participants randomly.
b. Sample
Arikunto (2006: 131) states that sample is a part of the population
which is investigated. Same with Darmawan (2013: 138) sample is
part of population, it means that there will be no sample if there is no
population.
There are two kind of sampling in research that is probability
sampling and non-probability sampling. The probability sampling is
sampling technique which give the same chance for the whole
participants to become sample, usually it called as random sampling.
Non-probability sampling is the kind of sample which not give the
population to be the participant of sample (Darmawan, 2013:
145-150).
The kind of sample that the researcher used in this research is
random sampling. In this reasearch the researcher used Arikunto‟s
theory to get the sample. Finally the researcher choose 25% of the
student‟s of English Education Department batch 2014 that is 45
students as the research participants in this research. So, the total
population of this research is 45 Students.
C. Variables of The Research
Everything which is determined by the researcher to be studied so can
32
variable (Sugiyono: 2017: 2). There are two kinds of variables in this
research:
a. Independent Variables
According to Sugiyono (2017: 4) variable that influences and
becomes the cause or the incidence of the dependent variable is called
as independent variable. The independent variable of this research is
language learning strategies noted as (X).
b. Dependent Variables
According to Sugiyono (2017: 4) variable which is influenced or
become the result, because of independent variable. Dependent
variable of this research is students thinking styles noted as (Y).
D. Research Instrument
Instrument is needed by the researcher to collect the data. Tool
which is used to collecting data for certain purpose is called as research
instrument (Periantalo: 2016:71). In this research the researcher used a
questionnaire to collect the data.
1. Questionnaire
Questionnaire is a set of printed or written questions with a choice
of answers, devised for the purpose of survey or statistical study.
According to Acharya (2010: 5) questionnaire is equally used in survey
research, experiments and other modes of observation. A questionnaire
is defined as a document containing questions and other type of items
33
Same with Borg and Gall (1983) stated that questionnaire is a research
instrument consisting of a series of questions and other prompts for the
purpose of gathering information from respondent. There are three
kinds of questionnaire according to Arikunto (2016: 103):
a. Open-ended Questionnaire
Open-ended questionnaire is a type of questionnaire which
allows the respondents to fill out the questionnaire according to
their will and circumstance.
b. Close-ended Questionnaire
Different from open-ended questionnaire, in this
questionnaire the respondents only need to give check list (√) on
the provided space.
c. Mixed Questionnaire
This questionnaire is a mixture of open-ended questionnaire
and close-ended questionnaire
In this research the researcher used an Close-ended questionnaire to
collect the data. Questionnaire as quantitative data collection instrument
was used by the researcher to collect the data. This questionnaire was
consist of 38 questions and it will allotted into 2 variables. The first is
about Language learning strategies which is in number 1-12 and the
second is about students thinking styles which is in number 1-26. The
participants give check list (√) based on their own experiences so it can
34 E. Test of the Research Instrument
Valid and reliable is the part of a good research instrument. The
research instruments should be valid and reliable to get a valid and reliable
result.
a. Validity
Sugiyono (2017: 352-354) states that there are three kind validity;
construct validity, content validity, and external validity. In this
research, the researcher tested construct validity. The test was to
correlate the scores of instrument items to know the validity. The
researcher conducted Pearson Product Moment Validity Testing using
SPSS 20.0
The instrument is valid if the r count > r table with significant
value 0.05. If r count < r table with significant value 0.05, the
instrument is not valid and cannot be used to collect data in the
research. The amount of the sample (N) is 47. Thus, the degree of
freedom (df) is 47-2= 45 and alpha= 0.05. It is gained r table= 0.294.
The result of the validity test can be seen in table 3.1 and 3.2.
Table 3.1
The Validation Result of Questionnaire Language Learning Strategies
No Items r count r table Interpretation
1. 0.501 0.294 Valid
35
3. 0.475 0.294 Valid
4. 0.409 0.294 Valid
5. 0.553 0.294 Valid
6. 0.407 0.294 Valid
7. 0.536 0.294 Valid
8. 0.488 0.294 Valid
9. 0.409 0.294 Valid
10. 0.401 0.294 Valid
11. 0.471 0.294 Valid
12. 0.519 0.294 Valid
Table 3.2
The ValidationResult of Questionnaire Students Thinking Styles
No Items r count r table Interpretation
1. 0.567 0.294 Valid
2. 0.584 0.294 Valid
3. 0.502 0.294 Valid
4. 0.445 0.294 Valid
5. 0.483 0.294 Valid
6. 0.458 0.294 Valid
36
8. 0.552 0.294 Valid
9. 0.695 0.294 Valid
10. 0.576 0.294 Valid
11. 0.482 0.294 Valid
12. 0.397 0.294 Valid
13. 0.419 0.294 Valid
14. 0.594 0.294 Valid
15. 0.334 0.294 Valid
16. 0.558 0.294 Valid
17. 0.305 0.294 Valid
18. 0.429 0.294 Valid
19. 0.534 0.294 Valid
20. 0.578 0.294 Valid
21. 0.297 0.294 Valid
22. 0.581 0.294 Valid
23. 0.565 0.294 Valid
24. 0.445 0.294 Valid
25. 0.313 0.294 Valid
26. 0.298 0.294 Valid
b. Reliability
According to Sugiyono (2017 : 348) Reliability refers to a
37
used multiple times to measure the same object, the result remains the
same. The researcher used internal consistency reliability test in this
research. When the alpha is more than 0.7 is the reliable instrument
(Muijis, 2004: 73).
Table 3.3
The Reliability result of Questionnaire Language Learning Strategies
From the table 1.3 it can be seen that the instrument is reliable
because the value more than 0.7 or 0.713.
Table 3.4
The Reliability Result of Questionnaire Students Thinking Styles
Reliability Statistics
From the table 1.3 it can be seen that the instrument is reliable
38 F. Technique of the Data Analysis
In this research, the researcher used correlational quantitative
research. The researcher used Correlation Product Moment which
developed by Carl Pearson to know the correlation between two variables.
The formula is:
1. Finding the correlation uses formula
r = Pearson‟s Correlation Coefficient
N = Number of Participants
X = Students‟ Language Learning Strategies
Y = Students‟ Thinking Styles
∑X = The Sum of Language learning Strategies
∑Y = The Sum of Students Thinking Styles
∑X2
= The Sum of Squared Language Learning Strategies
∑Y2
= The Sum of Squared Student‟s Thinking Styles
∑XY = The Sum of Multiplied Scores between X and Y
This formula is used to find out an index correlation “r”
product moment between variable X and Y.
2. To interpret the index scores of correlation“r” product moment
between variable X and Y (rxy), the researcher uses the interpretation
39
Table 3.5
The Coefficient Correlation The Score of “r” Product
Moment (rxy)
Interpretation
0.00 – 0.199 Very low correlation.
0.20 – 0.399 Low correlation
0.40 – 0.599 Moderate correlation
0.60– 0.799 High correlation
40 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
In this chapter the researcher presents the research finding and discussion.
It consists of data description, data analysis and discussion, source of data, data
collection, data analysis and data validation.
A. Data Description
In this chapter the researcher shows the result of data that researcher got
from the questionnaire. There are two kinds of questionnaire in this research.
The first questionnaire is about language learning strategies (X) consist of 12
questionnaire. The second questionnaire is about students thinking styles (Y)
consist of 26 questionnaire. The total amount of questionnaire is 38. In this
research, the researcher conducted the research at IAIN Salatiga. The
researcher was chose some students of English Education Department of IAIN
Salatiga. The total amount of the participants were 47 students. The data of
independent variable and dependent variable gained from the participants are
described as follows:
1. Language Learning Strategies and Students Thinking Styles Scores
To measure the level of language learning strategies and students
thinking styles the researcher distributed a questionnaire. There were 2
kinds of questionnaire in this research. The first questionnaire was about
language learning strategies and it consisted of 12 items. The second
41
items. The students only needed to checklist on the answer options
provided because it classified into close-ended question.
The scores of language learning strategies and students thinking
styles are shown in table 2.1 and 2.2
Table 4.1
The Scores of Language Learning Strategies
No. Students Code Name LLS (X)
1. NAA 60
2. DKA 47
3. DOA 41
4. DAS 49
5. BWY 43
6. QDA 46
7. NSD 45
8. AMG 53
9. NSA 47
10. EMA 45
11. KHN 41
12. ANA 54
13. AAH 49
14. AJN 48
42
16. YNI 42
17. FYI 48
18. ANN 49
19. MSA 46
20. AFI 55
21. MMN 48
22. ANI 48
23. MAF 52
24. MRN 54
25. MBS 46
26. NAD 48
27. LKI 49
28. ULL 51
29. KAS 53
30. ZFS 45
31. DAS 42
32. AFH 43
33. ANS 43
34. AMH 45
35. ARH 39
36. ABH 42
43
38. ANR 40
39. AWI 43
40. APS 47
41. BSO 48
42. ERA 48
43. DHY 48
44. DMM 48
45. DTH 48
46. DAA 48
47. DIR 48
Table 4.2
The Scores of Students Thinking Styles
No. Students Code Name STS (X)
1. NAA 107
2. DKA 94
3. DOA 88
4. DAS 96
5. BWY 82
6. QDA 106
7. NSD 97
44
9. NSA 86
10. EMA 88
11. KHN 69
12. ANA 90
13. AAH 115
14. AJN 83
15. NAF 92
16. YNI 84
17. FYI 97
18. ANN 91
19. MSA 104
20. AFI 90
21. MMN 98
22. ANI 99
23. MAF 103
24. MRN 117
25. MBS 93
26. NAD 86
27. LKI 102
28. ULL 106
29. KAS 107
45
31. DAS 87
32. AFH 91
33. ANS 86
34. AMH 90
35. ARH 87
36. ABH 90
37. AWK 88
38. ANR 90
39. AWI 91
40. APS 92
41. BSO 98
42. ERA 91
43. DHY 92
44. DMM 92
45. DTH 93
46. DAA 99
47. DIR 94
a. The Profile of Language Learning Strategies
Based on table 1.1, the researcher calculates the statistical scores of
language learning strategies data including mean, median, mode,
46
uses SPSS 20.0. to find out the data needed. The result is presented in
table 2.2.
Table 4.3
The Profile of Language Learning Strategies
Statistics
Language Learning Strategies
N Valid 47 Missing 0 Mean 47.09 Median 48.00 Mode 48 Range 21 Minimum 39 Maximum 60
From the table above, it can be seen that the mean is 47.09, the
median is 48.00, the mode is 48, the range is 21, the minimum score is
39 and the maximum score is 60.
b. The Profile of Students Thinking Styles Data
Based on table 2.2, the researcher calculates the statistical scores of
students thinking styles data including mean, median, mode, maximum
score, minimum score, and range of the data. The researcher uses
SPSS 20.0. to find out the data needed. The result is presented in table
47
Table 4.4
The Profile Students Thinking Styles
Statistics
Students Thinking Styles
N Valid 47 Missing 0 Mean 94.38 Median 92.00 Mode 90 Range 48 Minimum 69 Maximum 117
From the table above, it can be seen that the meanis94.38, the
median is 92.00, the mode is 90, the range is 48, the minimum score is
69 and the maximum score is 117.
B. Data Analysis
1. Correlation Result
In this research as mentioned in the previous chapter, the
researcher analyzed the result of the questionnaire used SPSS 20.0 to see
whether there is any correlation between language learning strategies and
students thinking styles. The result is presented in table 2.5.
Table 4.5
The Coefficient Correlation between Language Learning Strategies and Students Thinking Styles
48
significance. It considers that there is positive correlation between
language learning strategies and students thinking styles.
2. Regression Result
In this research the researcher used SPSS 20.0 to find out the effect language learning strategies towards students thinking styles. The result
is presented in table 3.1.
Language
Correlation 1 .606
**
49
Table 4.6
The effect of Language Learning Strategies toward Students thinking Styles
Model Summaryb
Mode
l
R R Square Adjusted R
Square
Std. Error of
the Estimate
1 .606a .368 .354 7.469
a. Predictors: (Constant), Language Learning Strategies
b. Dependent Variable: Students Thinking Styles
Based on the tables guidelines of Pearson, the table shows that the
correlation coefficient (r count ) is 0.606 and the determination
coefficient (R Square) is 0.368. Which means that there is effect of
language learning strategies toward students thinking styles. The effect
of language learning strategies towards students thinking styles is 36.8
%.
3. Hypothesis Testing
This research is aimed to answer the hypothesis that it can be accepted
or rejected.
1. (Ho) Null Hypothesis
There is no significant correlation between language learning
strategies and students thinking styles.
