i
CITY
THESIS
BY:
SILVI ROSDIANTI NIM : TE 151623
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY SULTHAN THAHA
SAIFUDDIN JAMBI
2019
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THE STUDENT’S LANGUAGE LEARNING STRATEGY AT SEVEN GRADE JUNIOR HIGH SCHOOL AL AZHAR JAMBI
CITY
THESIS
Submitted as partial fulfillment of requirement to get Undergraduate degree (S.1) in education
BY:
SILVI ROSDIANTI NIM : TE 151623
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY SULTHAN THAHA
SAIFUDDIN JAMBI
2019
ii
ii
DEDICATION
First of all, the writer gives praise and thankfulness to Allah SWT because his blessing and the merciful with deeply this thesis can be finished.
I dedicated this thesis especially for:
My beloved parents, there are my Mother (Elvi susanti) and My Father (Rosadi), thank you for your love, material, best support ,and prayer for me. Both of you always give me best motivation when I am down. Your love give a power for me
to finish this thesis. I really love you all.
My beloved sister (Sakira febriani) thank you for your support, motivation and kindness. You are so patiently with my characteristics, I love you so much.
For all my beloved family, my beloved lecturers, my first advisor (Dr.Tuti Indriyani,M.Pd.I) and my second advisor ( Dr.M.Taridi.M.Pd) thank you for your
times, helps, and advice, teaching me until I finished my thesis.
My beloved all of friend organization HMI (himpunan mahasiswa islam) and also All my friend thank you for giving support, helping, and always hear my
troubles, it really helps me.
I also want to thank you to all my friends, my classmates (English Member Class of D 2015 )who can‟t mentioned one by one. Thank you for being my friends and
giving support to me.
Good Luck and success for you all
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ﻥﻉ ﻙﻝﺹﻑﻱ ﺕﻭﻡﻝﺍ نلأ.ﺕﻭﻡﻝﺍ ﻥﻡ ﺃﻭﺱﺃ ﺕﻕﻭﻝﺍ ﺓﻉﺍﺽﺇ ﻥﻉ ﻙﻝﺹﻑﻱ ﻱﺫﻝﺍ ﺕﻕﻭﻝﺍ ﻉﻱﺽﻱ ﺍﻡﻥﻱﺏ ﻡﻝﺍﻉﻝﺍ
الله
ﻡﻱﻕﻝﺍ ﻥﺏﺍ ﻡﺍﻡﻝﺍ
Menyia-nyiakan waktu lebih buruk dari kematian.
Karena kematian memisahkanmu dari dunia sementara menyia-nyiakan waktu memisahkanmu
dari Allah.
Imam ibnu Qayim..
Wasting time is worse than death. Because death separates you from the world while wasting time
separating you from God.
Imam Ibnu Qayim ...
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ACKNOWLEDGEMENTS
By saying Alhamdulillahirabbil‟aalamiin all veneration to Allah SWT. The beneficence and merciful, who has given us the mercy, and blessing and guidance to complete writing this thesis. May peace and salutation always be given to our prophet Muhammad SAW who has given his life moral improvement and to be mercy to universe.
The goal of this thesis is a partial requirements for the undergraduate degree (S1) in English Education Study Program at The State Islamic University of SulthanThahaSaifuddin Jambi which is entitled “The Students’s Language Learning Strategy at Seven Grade Junior High School Al Azhar Jambi city ” The writer would like to express my sincere gratitude to Dr. Tuti Indriyani,M.Pd.I as the first advisor and Dr M.Taridi,M.Pd as the second advisor who have give me support, guidance for accomplishing this thesis. Then writer also would like to express many thanks to the following people who provided me helps in finishing this thesis, namely :
1. Prof.Dr.Su‟aidi Asy‟ari,MA,.Ph.D, as the Rector of The State Islamic University of Sulthan Thaha Saifuddin Jambi.
2. Dr. Hj Armida, M.Pd.I as the Dean of Faculty of Education and Teacher Training of The State Islamic University of Sulthan Thaha Saifuddin Jambi.
3. Amalia Nurhasanah, M. Hum as Chief of English Education Study Program of Education and Teacher Training Faculty in The State Islamic University of Sulthan Thaha Saifuddin Jambi.
4. All lecturers at of Tarbiyah Science and Teacher Training Faculty in The State Islamic University of Sulthan Thaha Saifuddin Jambi who gives knowledge to writer.
5. The official administration staffs at The State Islamic University of Sulthan Thaha Saifuddin Jambi.
6. All friends who give me support and suggestion to finish this thesis.
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i ABSTRACT Name : Silvi Rosdianti
Major : English Education Study Program
Title :The Student‟s Language Learning Strategy at Seven Grade Junior High School Al Azhar Jambi City
The study was aimed to find out the student‟s language learning strategy at seven grade junior high school Al Azhar Jambi city. This research is descriptive qualitative. Learning strategies is one of the main factor that help determine how student learn. However student as different personalities so that they learn in many different strategies, data we collected through questionnaire and interview , questionnaire was used to investigated what learning strategies used by the student and Interview used to strength the data of the questionnaire . based on the result of the questionnaire and interview it can be seen that students tend to use metacognitive strategy, seen student follow lesson. It can be concluded that student has high strategy in used the meta cognitive strategies the result of the questionnaire show that meta cognitive strategies 85% then cognitive strategies 82% and socio affective 80%
Key words: the student’s language learning strategy.
ii Nama : Silvi Rosdianti
Jurusan : Pendidikan Bahasa Inggris
Judul :Strategi Belajar Bahasa Inggris Siswa Kelas Tujuh Al Azhar Jambi City
Penelitian ini bertujuan untuk mengetahui strategi pembelajaran bahasa inggris siswa Di Kelas Tujuh Smp It Al Azhar Kota Jambi penelitian ini bersifat descriptive kualitatif . strategi belajar adalah salah satu faktor utama yang membantu siswa belajar. Namun siswa memiliki kepribadian yang berbeda sehingga mereka belajar dalam berbagai strategi, data yang saya kumpulkan melalui kuesioner digunakan untuk menyelidiki strategi pembelajaran apa yang di gunakan oleh siswa dan wawancara di gunakan untuk memperkuat data kuesioner berdasarkan hasil kuesioner, dari hasil wawancarar dapat dilihat bahwa siswa cenderung menggunakan strategi metakognitif , terlihat siswa mengikuti pelajaran dapat disimpulkan bahwa siswa memiliki strategi tinggi dalam menggunakan strategi metacognitive . kuesioner menunjukkan bahwa strategi metacognitiv 85%
,strategi kognitiv 82% dan sosio afektif 80%
Kata kunci:strategi belajar bahasa siswa
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TABLE OF CONTENT
TITTLE COVER………..………. I PAGE TITTLE…………... Ii OFFICIAL NOTE………...
THESIS APROVAL…..……… Iii ORIGINALITY THESIS STATEMENT……… Iv V
DEDICATION………..……… Vi
MOTTO…... ……… Viii
ACKNOWLEDGMENT……….……… Ix
ABSTRACT………...……… X
ABSTRAK……… Xi
TABLE OF CONTENT………. Xii LIST OF APPENDICES….……… Xiii
TABLE OF CONTENTS
CHAPTER I INTRODUCTION
A. Background of Study... 1
B. Identification of the Problem ... 3
C. Focus of problem... 3
D. Formulation of problem ... 4
E. Purposes of the research ... 4
F. Significance of the research ... 4
G. Definition of key terms ... 5
CHAPTER II REVIEW OF LITERATURE A. Definition of learning ... 6
B. Definition of language learning strategy ... 7
C. Classification language learning strategy ... 11
D. Factor influencing strategy choice ... 16
CHAPTER III RESEARCH DESIGN A. Research Design ... 24
B. Setting and the subject of the research ... 24
C. Source data ... 24
D. Technique of collecting data... 25
E. Technique of data analysis ... 27
CHAPTER IV finding and discussion A. Finding ... 29
B. discussion... 42
CHAPTER V CONCLUSION A. conclusion ... 51 REFERENCES
APPENDIXES
CONSULTATION CARD CURRICULUM VITAE
iv Appendix II : Quesionaire students
Appendix III : Documentation teacher and student
1 CHAPTER I INTRODUCTION A. Background of the Study
Learning is one of the ways to know and understand the language. Even though actually everyone is born in this world directly given competence in using language, but it cannot be defined that everyone must learn the language itself. A good way in learning something is by using strategies. Strategy can arranged good way to understand something. In language learning, teacher takes the important role. they should be a model of English and be able to choose the material and models. they should be able to find some interesting strategies to make students creative and active during teaching and learning process. Brown, H.Douglas (2000:7) state that Teaching process cannot be defined apart from learning, teaching is guiding and facilitating learning, enabling the learner to learn and setting the condition of learning.
In the process learning, there is a way of each individual in acquiring the learning. The way is more familiar with learning strategy. As foreign language, students should have strategies to improve their language in learning English . A good language learner are beloved to take conscious steps or action to improve and regulate their language learning. It can do certain things because they have the prerequisite abilities to do so. Suppose we can show that good language learners do X, that X is strategic and that X contribute to their language learning.
According to Rubin and Thompson Version of a good learner also mentions students who can find their own way (without always having to be guided by the teacher through learning task), who are creative, who make intelligence guesses who make their own opportunities for practice, who make errors for them not against them, and who use contextual clues In this regard, the use of Language learning strategies learners take full control of their learning process.
According to Oxford learning strategy is specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations. From the Oxford definition we
know that how the role of language learning strategy in the learning process is very important, especially to help students to get good English achievement.
Language learning strategy have big influence to the educational area. As explained that language learning strategy considered as key factor for learner success in L2 It is because how the contributed of language learning strategy give so many advantages for the learner, especially in learning English as second or foreign language.
Ellis (2003:7 stated that Learning strategies are the particular approach or technique that learners employ to try to learn an L2. Learning strategies also clearly involve internal mental action, but they may involve physical action as Well the claims made in the literature involve potential improvement in language learning related to the selection of information from the input and the organization to note that the ways in which information is selected from the input seems to be an important part of the concept. Moreover, language strategies take important position in acquiring foreign language, it will influence students' language achievement not only influence their ability in applying it but also help the students over come the difficulties and improve their language because they are tool for active, self- directed movement, which is essential for developing communicative competence. According to O'malley and chamot (1990) that have helped to organize myriad of strategies available to language learners by identifying and describing three major categorized such us a metacognitive strategy might the control own learning or evaluate own progress, a cognitive strategy might be to write down key ideas during a lecture, a social or affective strategy might be to use self-talk (silently giving oneself encouragement) to lower anxiety.
Chuin And Sarjit (2015), the English majors were reported to use metacognitive strategies the most (highest mean score of 4.04) followed by social and cognitive strategies. metacognitive, social and cognitive strategies were ranked as the top three strategies used among the English major. A part from that the compensation and affective strategies were ranked as the fourth and fifty less
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used strategies by English major, with means score of 3.76 and 3.19 the less perfectively.
In this research. The researcher conduct grand tour toward the students learning strategies at junior high school Al Azhar Jambi city . according to the information above . the researcher interested in analyzing the type of learning strategies used by students junior high school Al Azhar Jambi city. In addition the researcher found that students of junior high school Al Azhar Jambi city have a good language skill because the students have followed the competition of speech, poetry and become the winner of the competition. The students applies the English language in daily activity twice a month. Beside that, the curriculum is used K13.
In conclusion the researcher concludes that language learning strategy includes to one factor affecting learner success in learning English as second language. Language learning strategies divided into six groups. They are memory strategies which relate to how students remember language, cognitive strategies which related to how students acquire knowledge about language, compensation strategies which enable students to make up for limited language, meta-cognitive strategies relating to how students manage the learning process, affective strategies relating to students feelings, and social strategies which involve learning by interaction with others.
Based on the explanation above, the research interest in conducting a research entitled “The Student language Learning Strategy at Seven grade of Junior High School Al Azhar Jambi City”.
B. Identification of the problem
Based on pre-observation the researcher conducted at seven grade of Junior High School Al Azhar Jambi city on 17th November 2018, the researcher identified there are some problem of such as:
1. The students have knowledge about English language learning strategy 2. The students do not know what strategy they used in learning English
C. Focus of Problem
In this study, the writer focuses on learning employed by the students of Junior High School Al Azhar Jambi City.
D. Formulation of problem
The research question is formulated as follow :
1. What are the learning strategy that used by The students at seven grade Junior High School Al Azhar Jambi City?
E. Purposes of The Research
The purposes of the study were to describe learning strategy preference used by students of junior high school Al Azhar Jambi city.
Students would know what the strategies that they use for a better learning. In addition, it was also for teacher‟s understanding in learning strategies used by the students.
Since teacher is a front liner in education, studying their learning strategies is important, because it may influence the way they teach in the future. Specifically, this study wanted to give the information for student also for the teacher for a better learning and teaching in the future.
F. Significance of the Research
The Researcher expect that this research can be able to contribute the results of the study : the Researcher give the explanation of the significant of the study :
1. For the Students
Theoretically, students understand kinds of learning strategy in learning English in order to accelerate and enhance their comprehension.
Practically, the benefits for the students may practice the concepts for understanding learning English to get satisfaction result
2. For the Teacher
Theoretically, teacher educators may add variety concepts of horizon of learning strategy used by English. Learners as a foreign language.
Practically, teacher educators may practice the concepts and understanding related to learning strategy for understanding the learners better.
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3. For the Next Researcher
Theoretically, it is as input or comparison of different types of learning strategies in learning English as a foreign language. Practically, other researchers may practice or choose variety of strategies to learn and develop, explore, criticize, and examine other aspects related to the kinds of learning strategies.
G. Definition of Key Terms
a. Language learning strategies are specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations1
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REVIEW OF RELATED LITERATUR A. Definition of learning
Learning is a change behavior as a result of experience or practice. The acquisition of knowledge or skill through study. According to kimble and garrnezy (1963:133) learning is relatively permanent change in a behavioral tendency and is the result of reinforced practice. In the other hand Illich (1972:56) stated that learning is the human activity which least needs manipulation by the other. Alan Pritchard (2009: l) suggest that learning is something of which we all have an understanding and in which have participated. This participation in a very wide range of setting both formal and informal. In addition, illich (1972:56) state that learning is fre human activity which least manipulation by the other, most learning is not the result of interaction. It is rather the result of unhampered participation in meaningful setting. David ausubel contended that learning takes place in the human through a meaningful process of relating new events or items to already existing cognitive concept or preposition hanging new items on existing cognitive The cognitive theory of learning as put forth by ausubel is perhaps best understood by contrasting rote learning and meaningful learning.
Based on the explanation above, learning can defined as a activity or process to acquire the knowledge, improving skill. In other hand, learning is not exclusive to the domain of an education system. Learning begin a very long time before school, continues for even longer after school and happen rapidly and in parallel with school, in a great number of different ways and setting. Learning proceed in a number of different ways and has been described and explained by many different interested researcher and opinion makers over many years. How change occur in the way in which an individual acts or experience, understand, or threat something in his natural and cultural context.
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Several of the activities mentioned the list is not meant to be either exhaustive or definitive can be refer either to the whereby an individual requires a better or new or skill in some matter or to a more state mental state like a conscious awareness of something or potentiality to do something
It means that, the same terms are no always but often used to refer to both the process of learning and the result of learning. In the other words, one can learn by acting or by reflecting and a better ability to act or decrxtr reflection on something may be the result of a reflective learning process.
B. Definition of Language Learning Strategies
There has been an increasing interest toward language learning and language learners since 1970s with the emergence of cognitive revolution, and since then great attention has been paid to language learning strategies. The pattern shifted from behaviorism to cognitive science in psychology and education.
Research led to efforts to explain the cognitive processes in all aspects of learning, including language learning. Initial studies of language learning focused on describing externally observable behaviors of language learners, followed by attempts to label strategic behaviors and ultimately to categorize those strategic behaviors and link them to language proficiency.
In studies of good language learners, researchers mentioned lots of various behaviors that they referred to globally as strategies; some managed to describe strategies more specifically. Learning strategies have been described Wenden and Rubin, as “any sets of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval, and use of information”.
it was argued Richards, Platt and Platt, that “learning strategies are intentional behavior and thoughts that learners make use of during learning in order to better help them understand, learn, or remember new information”.
Learning strategies were also illustrated O‟Malley and Chamot, as
“special thoughts or behaviors that individuals use to help them comprehend, learn, or retain new information”. Hence, learning strategies were seen as special ways of processing information that improve comprehension, learning, or retention of the information.
Whereas prior descriptions of learning strategies paid more attention to products of learning and behaviors reflecting unobservable cognitive processes, definitions eventually provided clearer understanding of what learners think and do during language learning. Furthermore, it was stated Cohen, that “learning strategies are processes which are consciously selected by learners and which may result in actions taken to enhance the learning or use of a second or foreign language through the storage, retention, recall, and application of information about that language”2.
One of the most applicable definitions which have been cited most frequently in the literature was provided by Oxford.. She defines language learning strategies as “specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations”. It is, indeed, a reflection of what the learner intends to do and the specific Error actions he can take.
She also, prominently, includes how context plays a crucial role in the language learning process3. From the explanation, the researcher concludes that language learning strategy is the way do by the learner to make learning easier and more effective.
Faculty Of Education and Teacher Training UIN STS JAMBI In conclusion, the distinction of definition of learning can be seen to the table below:
No Theorist
Definition of Language Learning
Strategies
Classificati on of Strategy
Sub Classification of
Strategy 1 Wenden any sets of
operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval, and use of information
Direct Strateg y
a. Meta- cognitive strategy
Knowing
Planning
Self- evaluation
2 Rubin any sets of
operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval, and use of information
Direct strategi es
Indirec t strategi es
a. Learning b. Communicatio
n c. Social
strategies
3 O‟Malle y and Chamot
special thoughts or behaviors that individuals use to
help them
comprehend, learn, or retain new
a. Cognitive b. Meta-
cognitive c. Affective or
social strategies
information
4 Cohen learning strategies are processes which are consciously selected by learners and which may result in actions taken to enhance the learning or use of a second or foreign language through the storage, retention, recall, and application of information about that language
a. Cognitive strategies b. Meta-
cognitive strategies c. Affective strategies d. Social
strategies
5 Oxford specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations
Direct strategi es
Indirec t strategi es
a. Memory strategies b. Cognitive strategies c. Compensation
strategies d. Meta-
cognitive strategies e. Affective strategies f. Social
strategies
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C. Classification of Language Learning Strategy
Many scholars had attempted to classify learning strategies.
Comprehensive classification schemes of learner strategies have been developed to describe the information derived from descriptive studies that seek to chart the subtle permutations and often imprecise definitions of learners‟ self-reported strategies.
Earlier researchers used their own observations to describe language learning strategies, relied on categories derived from research in first language contexts, or developed a comprehensive list of learning strategies derived from many sources. More recently, strategy identification and classification have been data-driven through think-aloud protocol analysis.
1.First Wenden‟s
Wenden‟s research examined the strategies that adult foreign language learners use in order to direct their own learning. Wenden‟s focus, therefore, is on what O‟Malley and Chamot call meta-cognitive strategies.
She identifies the following three general categories of self-directing strategies:
a) Knowing about language and relating to what language and language learning involves;
b) Planning relating to the „what‟ and „how‟ of language learning;
c) Self-evaluation. It relates to progress in learning and learner‟s responses to the learning experience. Wenden‟s framework was considered as a basis for the later EFL learner‟s training.
2.Second Dansereau‟s
Dansereau draws a distinction between a primary strategy and support strategies, the former is used to directly manage learning materials, and the latter helps to establish an appropriate learning attitude and therefore aids in coping with distractions, fatigue and frustrations.
Later Oxford suggested two broad categories paralleling Dansereau‟s primary strategies and support strategies4.
3. Third Rubin‟s
According to the criteria of whether the strategy contributes directly or indirectly to learning, Rubin proposed a classification scheme that subsumes learning strategies under two primary groupings and a number of subgroups. She describes a typology of three major kinds of strategies: learning, (interactive) communication, and social strategies.
Learner strategies “contribute to the development of the language system...and affect learning directly”. Language learning strategies are further categorized in cognitive and meta-cognitive strategies, which directly affect the development of the language system constructed by the learner. Rubin‟s cognitive strategies include: clarification/verification, guessing/inductive inference, deductive reasoning, practice (e.g.
repetition, rehearsal, experimentation, application of rules, imitation, attention to detail), memorization, and monitoring. Meta-cognitive strategies involve various processes such as planning, prioritizing, setting goals, and self-management. Communication strategies are less directly related to language learning since they focus on the process of participating in a conversation and getting the speaker understood or clarifying his original intention.
Social strategies, which contribute indirectly to language learning, are described by Rubin as activities affording them opportunities to be exposed to and practice their knowledge. They include: questions to fellow students/teachers/native speakers, initiating conversations, listening to L2 media etc.
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4. Fourth O‟Malley‟s
O‟Malley and Chamot‟s classification emerged from interviews with experts and novices and theoretical analyses of reading comprehension and problem solving. And language learning strategies are differentiated into the three primary categories cognitive, meta- cognitive and affective or social strategies.
In their opinion, meta-cognitive strategies involve “knowing about learning and controlling learning through planning (including advance organizers, directed attention, functional planning, selective attention and self-management), monitoring (checking, verifying, or correcting one‟s comprehension or performance in the course of language task) and evaluating the learning activity (checking the outcomes of one‟s own language learning against a standard after it has been completed)”.
Cognitive strategies involve the manipulation or transformation of the material to be learned, such as resourcing, repetition, grouping, deduction, imagery, auditory representation, key word method, elaboration, transfer, inference, note taking,
summarizing, recombination and translation. And Social/affective strategies mainly involve the learner in communicative interaction with another person, for example, when collaborating with peers in problem- solving exercises.
5.Five Cohen‟s Classification
According to Cohen, language learning and language use strategies are defined as processes which are consciously selected by learners.
Language learning strategies, which are used with an explicit goal of improving learner knowledge of given language, are composed of cognitive strategies, meta-cognitive strategies, affective strategies and social strategies. While language use strategies, which include retrieval
strategies, rehearsal strategies, cover strategies, and communication strategies, focus primarily on helping students utilize the language as much as possible.
This may result in actions that enhance the learning or use of a second or foreign language, through the storage, retention, recall, and application of information in or about the target language.
Meta-cognitive strategies deal with pre-assessment and preplanning, on-line planning and evaluation, and post-evaluation of language learning activities and of language use events. Such strategies allow learners to control their cognition by coordinating the planning, organizing, and evaluating of the learning process.
Cognitive strategies encompass the language learning strategies of identification, grouping, retention, and storage of language material, as well as the language use strategies of retrieval, rehearsal, and comprehension or production of words, phrases, and other elements of the second language. Affective strategies serve to regulate emotions, motivation, and attitudes, for instance, strategies for reduction of anxiety and for self-encouragement.
Social strategies include the actions which learners choose to take in order to interact with other learners and with native speakers, such as clarification and cooperation .Retrieval strategies refer to the strategies helping to call up language material from storage, through whatever memory searching strategies the learner can muster, like the keyword mnemonic. Rehearsal strategies stand for strategies for rehearsing target language structures, which are employed for the purpose of practicing the target language structures.
Cover strategies are compensatory or coping strategies that learners use to cover their lack of the language competence or create the impression that they have control over material when they do not.
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Simplification and complex deification are typical examples of cover strategies.
6. Six Oxford‟s
A distinction is drawn between direct and indirect strategies by Oxford. Jones believes that Oxford has developed a system of language learning strategies that is more comprehensive and detailed than earlier classification models. However, as Oxford herself concedes, there is no agreement on the basic definitions of the terms „direct‟ and „indirect‟, nor on
“exactly what strategies are; how many strategies exist; how they should be defined, demarcated, and categorized”.
Direct strategies, which “involve direct learning and use of the subject matter, in this case a new language” are subdivided into three groups: memory strategies, cognitive strategies and compensation strategies;
Indirect language learning strategies, which “contribute indirectly but powerfully to learning”, are also subdivided into three groups: meta- cognitive strategies, affective strategies and social strategies.
According to Oxford, memory strategies such as creating mental linkages and employing actions, aid in entering information into long-term memory and retrieving information when needed for communication.
Cognitive strategies, such as analyzing and reasoning, are used for forming and revising internal mental modes and receiving and producing messages in the target language.
Compensation strategies, such as guessing unknown words while listening and reading or using circumlocution in speaking and writing, are used by learners when a language task is beyond their reach, to make up for their incompetence in the target language so as to continue the communication. Meta-cognitive strategies help learners to regulate their learning through planning, arranging, focusing, and evaluating their own learning process.
Affective strategies enable learners to control feelings such as confidence, motivations, and attitudes related to language learning. Social strategies, such as asking questions and cooperation with others, facilitate interaction with others, often in a discourse situation.
Although many factors might influence the degree to which and the way in which language learners use specific strategies, generally speaking, they will apply all the different strategies depending on their cultural and ethnic background, personality, gender, proficiency, language learning purpose, cognitive style, the task at hand, etc. And all these types of strategies are important to good language learning. Thus, it is acknowledged that an understanding and awareness of learner strategies on the part of both teacher and students may provide valuable insights into the process of language learning.
This, in turn, may enable individual learners to adopt or further develop a range of effective language learning strategies, and may encourage teachers to incorporate their active use in regular class. As Oxford put it,
“strategies are especially important for language learning because they are tools for active, self-directed involvement, which is essential for developing communicative competence.5”
D. Factor Influencing Strategy Choice
Although the research into language learning strategies used by successful and unsuccessful language learners has produced some interesting insights, it is not clear what causes the difference between strategy uses and preferences. An alternative approach used by researchers has been to study some of the various factors which influence individual students in their choice of learning strategies.
According to recent research studies there are several factors that influence strategy choice; such as awareness, personality traits, stage of
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learning, task requirements, teacher expectations, age, general learning style, purpose for learning language, motivation level, nationality, gender, etc.
One factor influencing the strategy choice is the degree of awareness.
Learners who are more aware of themselves and the process they are in, seem to use strategies more efficiently.
Also, task requirements help determine the strategy choice. To illustrate, different strategies are used when rehearsing a grammar rule and trying to communicate with other parties6
Teacher expectation related to instructions and testing greatly influences the strategy choice as well. For example, if the teacher emphasizes grammar learning, students will develop learning strategies, such as analysis and reasoning rather than strategies for communication; and if the teacher emphasizes communication in the class the result will be vice versa.
Another factor that can be mentioned is age. Older and younger learners use different strategies. Their cognitive level, which is interdependent to biological development and social experiences, plays an immense role in their preference of strategy choice. Here are some example studies seeking such factors:
1) Psychological Type
The effects of psychological type were the focus of a study by Ehrman and Oxford who reported on an investigation into the effects of learner variables on adult language learning strategies at the Foreign Service Institute, USA. They concluded that the relationship between language learning strategy use and personality type (as measured by the Myers-Briggs Type Indicator MBTI) is far from straightforward. In a later study in the same setting, Ehrman and
Oxford concluded that psychological type appears to have a strong influence on the way learners use language learning strategies7. 2) Motivation
The effects of motivation on language learning strategy use were highlighted when Oxford and Nyikos surveyed 1,200 students studying various languages in a Midwestern American university in order to examine the kinds of language learning strategies the students reported using. On this occasion, the degree of expressed motivation was discovered to be the most influential of the variables affecting strategy choice examined. In their study at the Foreign Service Institute,
Ehrman and Oxford discovered that career choice had a major effect on reported language learning strategy use, a finding which they suggest may be the result of underlying motivation.
3) Nationality
Studies which have investigated nationality as a factor in language learning strategy use are numerous. Griffiths and Parr reported finding that European students reported using language learning strategies significantly more frequently than students of other nationalities, especially strategies relating to vocabulary, to reading, to interaction with others and to the tolerance of ambiguity. 15 European students were also working at a significantly higher level than students of other nationalities.
In a study involving a questionnaire and group interviews in Taiwan, Yang made some interesting discoveries about her students‟
language learning strategy use, including strategies for using dictionaries. In a follow-up study, Yang found that, although her
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students were aware of many different language learning strategies, only a small number of the students actually reported using them8.
Using a journal writing method, Usuki discussed the psychological barriers to the adoption of effective language learning strategies by Japanese students, who are typically regarded as passive learners, and recommended more co-operation between students and teachers.
Two studies which produced findings on nationality-related differences in language learning strategies incidental to the main research thrust were those reported by Politzerand McGroarty and by O‟Malley. Politzer and McGroarty found that Asian students displayed fewer of the strategies that were expected from good language learners than did Hispanic students while O‟Malley reported the lack of success of Asian students to the persistence of familiar strategies.
4) Gender
Another key factor influencing strategy choice is gender. It has been found by many researchers that males and females employ different strategies in relation to their gender characteristics.
However, looking from a broader perspective, studies which have examined the relationship between gender and strategy use have come to mixed conclusions.
Ehrman and Oxford and Oxford and Nyikos discovered distinct gender differences in strategy use favoring female learners in terms of the number of strategies used in learning a foreign language.
The study by Green and Oxford came to the same conclusion.
Ehrman and Oxford‟s study, however, failed to discover any evidence of differing language learning strategy use between the genders9. E. Review of Related Findings
In accomplishing this research, the researcher used previous research suitable with the topic. The first research was Correlation study of physics achievement, learning strategy, attitude and gender in an introductory physics course. She concluded that this study found that there were positive correlation between study of physics achievement, learning strategy, attitude and gender in an introductory physics course.
In previous studies, some thesis which are relevant to this thesis will make the arrangement easier and to avoid repeating the same study. On this topic have ever researched By Senad Becirovic (2017) From International Bruch University, Bosnia and Herzegovina by the topic „‟The relationship between Gender, Motivation and Achievement in Learning English as a Foreign Language at elementary and high school levels in Sarajevo, Bosnia and Herzegovina”. The research sample consists of 185 students aged ten (fifth grade), fourteen (ninth grade) and eighteen (twelfth grade).
The results demonstrate a statistically significant relationship between gender and motivation. Ten-year-old students exhibit the highest motivation for learning English as a foreign language, while the eighteen-year-olds exhibit the lowest motivation.
In addition, female students are more successful at learning English as a foreign language than male students at each group/grade level.
Moreover, the findings also reveal statistically significant results in measuring the correlation between achievement and motivation and can be highly beneficial for teachers, parents and students in adopting the most effective approach to learning and teaching English as a foreign language.
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The other research was by Farzad Salahshour (2012) from Azarbaijan University of Tarbiat Moallem, Tabriz, Iran by the topic “The relationship between language learning strategy use, language proficiency level and learner gender at Iranian high school”. The results revealed that Iranian high school learners employed learning strategies with medium frequency; meta- cognitive strategies were the most frequent, while cognitive strategies were the least frequent.
The use of learning strategies in terms of learners proveciency and gender was examined using a T-test. Proficient learners showed significantly more strategy use, as well as more use of meta-cognitive and social strategies. According to the results, females used learning strategies more frequently than males.
Research was by Hamsinah Hamsinah (2017), by the topic “The Relationship and Differences In Gender Between Language Learning Strategies and Students‟ Enlish Achievement in senior Secondary School”.
This research applied correlational research which deals with two predictors and one criterion variable. The population of this research was the students of grade XI IPA of SMAN 1 Bajeng, Gowa Regency, South Sulawesi Province.
The sample was taken by using proportional stratified random sampling technique. Therefore, the sample consisted of 76 students which were divided 38 females and 38 males.
The data of this research were collected through SILL questionnaire and the test. The data were analyzed by using descriptive and inferential statistics through SPSS program version 20. Depending on the statistical results, the findings revealed that first of all, social strategies were the frequently language learning strategies used by the students and followed by metacognitive strategies. Second, there was no any significant relationship between language learning strategies (LLSs) and the English achievement of the students where the correlation coefficient was r =.182 at p > 0.05. Third,
there was no any significant difference in language learning strategies use due to gender where the computed ttest for the six types and the overall of language learning strategies (LLSs) were ttest = .539, -1.077, .850, -1.078, - .693, -1.109, and -.725 at p > 0.05. Fourth, there was a significant difference of students‟ English achievement due to gender where ttest= 3.24 at p < 0.05.
It indicated that female students more successful than male students in learning English.
Research was by Johannah Jamalul Kiram and Jumat Sulaiman from School of Science and Technology, University Malaysia Sabah, 88400 Kota Kinabalu, Sabah, Malaysia. By the topic “The relationship between English language learning strategies and gender among pre-university students: An overview of UMS”. Previous researchers found that the more employment of language learning strategies, the more successful the learners are and those with higher level of strategy use are female rather than male. In this study, fifty-six pre-university students (22 males, 34 females) of University Malaysia Sabah participated in this study.
Oxford's Strategy Inventory for Language Learning (SILL) self-report questionnaire was adopted to identify the students' language learning strategies, whereas their proficiencies were based on their Malaysian University English Test (MUET) results. Pearson's correlation coefficient, one-way analysis of variance (ANOVA) and the t-test were utilized to make statistical interpretation about the relationship. The knowledge obtained from this study will be helpful for future studies on how to improve the quality of learning and proficiency in English.
Research was by Kevin Chi-Him Tam from The University of Hong Kong by the topic “A Study On Language Learning Strategies (LLSs) Of University Students In Hongkong”. The data for this research were provided by 50 first year university students from the Hong Kong Polytechnic University, using SILL test version 7.0 developed by Oxford (1990) as the
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measurement instrument. The Use of English Examination Results (HKALE) was used as a proficiency indicator.
It was found that gender, second language proficiency, and socioeconomic status would affect the user‟s use of LLSs. The major finding was that males and females had a significant difference in using Memory, Compensation, Cognitive, Metacognitive, and Social Strategies to learn English, with females using all of these strategies more frequently than males. A positive correlation was found between Compensation, Cognitive, and Social Strategies and the users‟ second language proficiency.
It was also found that socioeconomic status would greatly influence local university students‟ use of Social Strategies. This result provides area for future research since the relationship between socioeconomic statuses since LLSs was seldom investigated in previous studies.
From the previous study above, it can be seen that language learning strategy has a big impact for students to learning the language better.
Moreover, there are so many facts that interesting that need to be investigate, like gender and achievement, in the first and second previous studies show that achievement has an important role in the use of learning strategy.
Additionally, all of them also mention that they wanted to examine were there any difference between males and females with learning strategy . it can be seen that achievement and gender have a special issues in language education. However, in this study, the writer only focused to describe what language that the learners at Seven Grade of Junior High School Al Azhar Jambi City
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RESEARCH METHODS A. Research Design
This research was conducted using qualitative descriptive . applied by The Students‟ Language Learning Strategy At Seven Grade Junior High School Al Azhar Jambi city. It means this research was focus on analyzing activities of language learning strategy at seven grade junior high school al azhar jambi city. It means this research was focused on phenomenon in the school environment as in the fact as clear as possible without manipulation .
B. Setting and subject of the research
The research of this study was conducted at Islamic junior high school of Al Azhar Jambi city. The located is jl kolonel amir hamzah no 32-36 .selamat kec telanaipura, kota jambi. This research conducted at this place because , the writer found students‟ of junior high school Al Azhar Jambi city have a good language skill because the students‟ have followed the competition of speech , poetry and debate
Subject of this research was an the students of the seven grade of junior high school Al Azhar Jambi city. Researcher use all of the students at the seven . So its necessary the researcher to know what the learning strategy are used by the students of junior high school Al Azhar Jambi city
C. Source of data 1. Primary data
Primary data according to umi narimawati (2008:98) in his book
“qualitative and quantitative research methology : theory and application “ that primary data is data that comes from the original or first source., the data is obtained semi structure interview from the student‟s' learning Strategies and distribute the questionnaire that consist of 15 statement to get data about learning strategies of language learning strategy by the students' junior high school Al Azhar Jambi city.
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Faculty Of Education and Teacher Training UIN STS JAMBI 2. Secondary data
Arikunto (2006) wrote secondary data is usually in the form of document. In this point, the data will obtained through documentation Rom the students' learning Strategies.
D. Technique of collecting data 1.Interview
Interview is a method to collect data by asking direct question to an informer. In this part, the researcher will use to get information about the learning strategy are used by the students. In collecting this data , the writer will use semi structured interview.
However the interviewer may have a few plan question beforehand. In doing this interview the researcher will bring ten list of question which is related to research question is about their learning strategies and develop appropriate with situation. The researcher will take the data of interview by recording all of the conversation during the interview. Here the researcher use English language because it can be support the data
2.Questionnaire
The instruments will be use in the data collection is questionnaire.
Questionnaire is list of questions to be answered to get information, In this research the research will use one questionnaire10. The questionnaire will be use Ellis,R (2008) is Strategy Inventory for Language Learning (SILL). The questionnaire contain 15 items
Faculty Of Education and Teacher Training UIN STS JAMBI The questionnaire contains of 15 items, and divided into three subcategories. meta-cognitive, cognitive aspect and socio-affective. The specification of Strategy Inventory for Language Learning Category is:
No. Category of Strategy Number of Item Total Item
1. Meta-cognitive 1, 2, 3, 4, 5, 5
2. Cognitive aspect 6,7,8,9,10 5
3. Socio-affective 11.12.13.14.15 5
These 5 items will evaluate on a five-point scale ranging from 1 to 5. The number indicates:
1 = never 2 = seldom 3 = sometimes 4 = often 5 = always 3. Documentation
Documentation is mean that things on written. According to arikunto (2009;149) documentation is data source that in form witten magazines, documents, the researcher documentation to supporting the to collecting the data from files written and picture.
Therefore, there were some documents can help the researcher to collecting data such as the material of lesson. School profile. The goal of documentation was too collecting the pictures and videos to supporting the research as evident of the research
4. Technique of data analysis
Qualitative data is the process of arranging the data to be systematic.
According to crewel (2006;245) A discussion method in a qualitative proposal
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Faculty Of Education and Teacher Training UIN STS JAMBI needs also to specify the steps in analyzing the various forms of qualitative data.
meanwhile, sugiyono (2014) comments that a qualitative descriptive data analysis is process of searching and arranging systematically the obtained data from interview, questionnaire and documentation by organizing data into categories, explaining into units, synthesizing, arranging into patterns, sorting the important ones, and drawing conclusion in other to comprehended by the research or the reader (p.135).
In addition, miles and huberman (1994) mentioned flow analysis models as one of qualitative descriptive data analysis method. They divided flow analysis models into three low activities which will used by researcher in this research.
Those analysis components are data reduction, data display and conclusion drawing (p.24). The flow analysis models applied in this research can be explained with some steps as follow:
1. Data reduction
Data reduction. This refers to the process whereby the mass of qualitative data in may obtain-interview transcripts, field notes, etc.is reduced and organized for example coding, writing, summaries, discarding irrelevant data found by the students
2. Data display
After the data is collected and reduced the researcher should go to the is next steps is displaying the data. Hadari nawawi dan martini hadari (2006:49-51) data stated in order to show that a situation , process, or event is included in one of the groups or certain people
3.Conclusion/verification
With drawing some inferences are the final step after data presentation and initial conclusion remained temporary. It possibly changes if there are other valid evidences supporting for another data collection. However the initial conclusion which are supported by valid and consistent evidences make the conclusion are strongly believed to be incredible. The last the researcher describe the information by in researcher‟s opinion after getting information.
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FINDINGS AND DISCUSSION
This chapter deals with one point involving research question. First, it will present students language learning strategies by the students of junior high school al azhar jambi city.
A. Findings
This researcher used questionnaire and interview to check by the seven grade students of junior high school Al Azhar Jambi city. to investigate the type of learning strategies. The researcher prepared 15 items of questionnaire and 10 interview question for students. Type of learning strategies used by the students, which are metacognitive strategies, cognitive strategies and socio-affective strategies. The explanation above will be explained bellow;
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Faculty Of Education and Teacher Training UIN STS JAMBI 1. Interview
In other hand, the result of the interview the students have similarities and differences opinion and activity in learning English, it can be seen as follow;
Based on the question number (l)” Bagaimana menurut kamu cara belajar bahasa inggris yang memberikan kemudahan bagi diri anda atau cara belajar bahasa inggris seperti apa yang anda inginkan ? The students a responded “belajar dengan menggunakan penjelasan dan menghafal materi agar mudah di pahami” the researcher found students stated similarities to response above. This statement show that some of this strategy such us critical thinking skills dare to speak an change the mindset.
, Other students responded "Saya ingin belajar dengan kosa kata dan bahasa yang jelas". The researcher found students. It can see that some of the students thinking creatively. It can be concluding that in this part most of the students have strong meta-cognitive strategies , because they like to creative thinking.
Based on the question number (2) pernahkah anda berdiskusi dengan guru tentang cara belajar anda agar lebih baik? the students initial A responded “ya,saya diskusi dengan guru setiap belajar. The researcher found 28 students stated similarities to response above. Then the students initial B stated that “kadang saya diskusi dengan teman dan guru”. The researcher found 32 students stated similarities to response above.
Based on the result of the interview number (2) above can be seen that most of the every students ever discussed with their teacher how to learn better. Not only that, some students not only with their teacher the students discussed how to learn better especially in learning English but also they discussed with their friend. „
Faculty Of Education and Teacher Training UIN STS JAMBI lebih apa yang anda lakukan ? students A responded “untuk belajar bhasa inggris saya mencoba kosa kata baru dan belajar cara bicara”. The researcher found 2 students stated similarities response above. Then students B responded “some time I get more information by reading a book and social media”. In other hand, students C responded “untuk memperoleh pelajaran saya belajar dengan membuka kamus dan belajar kosa kata baru”. The researcher found 11 students stated similarities to response above. The last students D responded “saya membeli buku dan searching internet”. Then, the researcher found 3 students stated similarities to response above.
Based on the result of the third question interview, the action that the students do that is the indicator of metacognitive strategies like looking for new vocabulary, open dictionary and the some students stated they by a book and look for in the social media Focus in learning is indicator of metacognitive strategies that has the function like activity and ability toward the language that they learning. It can be concluding that when the students A pay attention to the teacher, opening the dictionary, and evaluate themselves are the metacognitive strategies. The strategies that used by the students B in process learning English not only used in formal learning.
Based on the interview question number (4) Dalam belajar bahasa asing tentu tidak cukup mengandalkan apa yang di ajarkan guru saja, untuk mendapatkan informasi yang lebih apa yang anda lakukan ? it can be seen that students A responded "Saya melihat internet" The researcher found 35 students stated similarities to response above.
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Faculty Of Education and Teacher Training UIN STS JAMBI Other students responded "saya mencoba membaca buku bahasa inggris". The researcher found 25 students stated similarities to response above. It can see that some of the students will own initiative. It can be concluding that in this part most of the students have strong affective strategies , because they like to learn through other tools.
Based on the interview question number (5) Jika guru anda memperkenalkan kosa kata baru apa yang anda lakukan ? it can be seen that students A responded "saya mengingatnya agar mengerti" The researcher found 19 students stated similarities to response above.
Other students responded "saya senang mencoba menggunakannya".
The researcher found 24 students stated similarities to response above. And
„saya menghafalnya supaya ingat “ 16 students state similarities to response.
It can see that some of the students‟ very participating in learning . It can be concluding that in this part most of the students have strong affective strategies , because they try repeating new vocabulary.
Based on the interview question number (6) Ketika anda tidak mengetahui point tentang grammar apa yang anda lakukan ?‟ it can be seen that students responded "saya membuka kamus" The researcher found 36 students stated similarities to response above. This statement show that some of the students will ask their friend and they will see their book again.
The indicator of this strategy like brave to speak use new vocabulary, the students can practice their language with their friend even though the language that they are used false. Other students responded "saya bertanya kepada yang lebih tau” The researcher found 24 students stated similarities to respons.. It can see that some of the students‟ very participating in learning . It can be concluding that in this part most of the students have strong affective strategies , because they try repeating new vocabulary.
Faculty Of Education and Teacher Training UIN STS JAMBI ketika ingin mengetahui tugas yang anda kerjakan benar atau salah ?‟ it can be seen that students A responded "Saya bertanya kepada teman dan melihat buku saya lagi" The researcher found 5 students stated similarities to response above. This statement show that some of the students will ask their friend and they will see their book again.
The indicator of this strategy like brave to speak use new vocabulary, the students can practice their language with their friend even though the language that they are used false. Other students responded "saya periksa lagi sebelum Saya kumpulkan". The researcher found 13 students stated similarities to response above. It can see that some of the students will check their task and they don't ask anything with their friend or other. It can be concluding that in this part most of the students still low in socio-affective strategies, because they don't want to look for the task true or false by asking with their friend and other.
Based on the interview question number (8) “Menurut anda, apa bahasa inggis itu penting” it show that the students A responded "ya, karena bahasa inggris itu bahasa internasional di “.. The researcher found 15 students stated similarities to response above. In this statement Most of the students interesting with English language toward English as target language. Other statement students B responded "very important, because with English we can get information from the other media". The researcher found 3 students stated similarities to response above. Based on that statement it can be conclude that some of the students will get information in the social media that use English language.
Based on the interview question number (9)‟ Menurut anda cara belajar yang baik di kelas itu seperti apa ?‟ students A responded „menurut saya pelajar yang baik mendengar materi apa yang guru jelaskan, dan menulis poin penting dalam buku catatan".
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Faculty Of Education and Teacher Training UIN STS JAMBI In this statement is the indicator of metacognitive strategies. some of the students stated they want to make the structure pole studying by their self, listen the teacher, and evaluate the part of the learning. The action making a note, attention to the teacher who doing the students that is metacognitive strategies. other students stated " saya rasa dengan memperhatikan guru menjelaskan dan belajar kosa kata baru adalah siswa yang baik".
The researcher found 3 students stated similarities to response above.
This statement also the action of metacognitive strategies. But some of the students stated “saya fikir selalu berdiskusi dengan guru dan siswa lainnya”
the researcher found 2 students stated similarities to response above. This statement is the indicator of socio-affective strategies.
it can be conclude that only three person that their opinion to socio- affective strategies, for the last students responded " first, listen what the teacher explain the material. Second, ask question if we don't understand.
Third, ask the explanation again if we don't understand so, we have to understand" The researcher found 12 students stated similarities to response above. In this part most of the students use mix
Strategies that is socio-affective strategies and metacognitive strategies. but its dominant with the socio-affective strategies the students brave to ask question or ask explanation again with their teacher.
Based on the interview question number (10) „Menurut anda cara belajar yang baik di kelas itu seperti apa‟ it can be seen that students A responded "saya akan bertanya kepada teman kelas saya dan guru" the researcher found 19 students stated similarities to response above. This statement is indicator of the socio-affective strategies.
Socio-affective strategies are facilitating our self to interact with the people. There are indicator of the socio-affective strategies that are asking, cooperation, and sympathy with other people. This students use the first indicator that is asking with the other people.
Faculty Of Education and Teacher Training UIN STS JAMBI The description of the data taken from questionnaire is presented in the table which describes the number of student used learning strategy below:
No Statement Strategy Never Seldom Some time
Often Always Total
1 I plan my schedule so that I can organize my English learning time.
Meta cognitive
- - 19 19 22 60
2 I made the structure of pattern of learning English like underlining which is
considered important summarizing and making notes.
Meta cognitive
- 10 12 20 18 60
3 I pay attention to the teacher when the teacher explain th material
Meta cognitive
- 4 13 13 30 60
4 I listen when someone speaks English
Meta cognitive
- 4 16 24 16 60
