Students’ Learning Strategies of English Foreign Language by the Students in MAS ANNUR Tangkit
THESIS
Elis Setya Ningrum NIM.TE140981
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITYSULTHANTHAHA
SAIFUDDINJAMBI
2018
Dedication
In the name of Allah SWT for the blessing and the merciful, with deep thanks and proud, Sholawat to the Prophet Muhammad SAW his coming really change the
world.
Special Thanks to :
My parents, my beloved father ( DaengSibali ) and my beloved mother ( Hj. DaengNiterang ) Who always give me everlasting love, guidance, motivation
and always praying for me.
My big family, my brother and my sisters who always pray and give me support, and motivation especially my beloved sister ( ACEK ) always help me and
spirit as well as wish for my success .
My soulmate DDEF PERSONIL (Dian Mustika, Dian Amin, FatmaRamyani ) When we meet in the first semester until the last semester we always together, and
our managers (Emma Mariska and IresSepriYesi ) to be manager after fourth semester until now. Thanks for your support, motivation, and quality time to share
happiness and sadness with me and understand me , Although we are sometime different think but You are make me know what the meaning of true friendship.
My beloved best friend JAMILAH ( milaFaqoth ) from Islamic junior high school until lecture, thanks for your help , your support, motivation, quality time to
share knowledge and always beside me if I need help.
All of my beloved classmate in the class D of english education program batch 2014 thanks for your support and your participants.
My beloved almamater ENGLISH DEPARTMENT AND EDUCATION AND KAMPUS BIRU UIN STS JAMBI thanks for your support and your
participants.
The last
Thank to all of my junior in the second semester as subject for help me to completed my thesis.
May Allah SubhanahuWata‟ala bless us Aameen
Motto
ميحرلا نمحرلا للها مسب
مُث َكِلَذ ِدْعَ ب ْنِم اوُباَت مُث ِةَلاَهَجِب َءوّسلا اْوُلِمَع َنْيِذّلِل َكُّبَر نِإ
: ةروس( ٌمْيِح ر ٌرْوُفَغَل اَه ِدْعَ ب ْنِم َك بَر نِإ اوُحَلْصَأ َو 61:661
)
Then, indeed your lord, with respect to those who have done wrong out of ignorance and then repent after that and
correct themselves –indeed, your lord, thereafter, is
forgiving and merciful (Q.s 16: 119)
ACKNOWLEDGMENT
In the name of Allah SWT, the most gracious and merciful, the lord of universe. Because of him, the writer could finish this thesis as one of the requirements for S1 degree in English Education Program of Education and Teacher Training Faculty of Islamic University SulthanThahaSyaifuddin Jambi. Secondly, peace and salutation always be give to our prophet Muhammad SAW who has guide us from the darkness into the lightness.
In this process of completion of this thesis, the writer received much advuces and contribution from many people who can not be enumerated especially from my advisors, MarzukiArsyad as my first adxisor and Tartila, M. Pd as my second advisor.
They are my great inspiration in teaching field. Next, this success would not be attained without supports, guidance, help, encourage from individual and institution.
The researcher would like to say thank to :
1. Dr. H. HadriHasan MA, the rector of Islamic University SulthanThahaSyaifuddin Jambi.
2. AmaliaNurhasanah, S.Pd., M. Hum as the chairwoman of English Education Program and who has permitted to observe there.
3. All of lecturer at the faculty of education and teacher training of Islamic university sulthanthahasyaifuddinjambi.
4. My parents, my beloved father ( DaengSibali ) and my beloved mother ( Hj.
DaengNiterang) Who always give me everlasting love, guidance, motivation and always praying for me.
5. My big family, my brother and my sisters who always pray and give me support, and motivation
6. The students in second semester of English Education Program Islamic University SulthanThahasyaifuddin Jami as my subject in my researcher and give me many information about my data source.
7. All of my friends in english education program “2014” who has given their support and spirit in finishing this thesis.
The writer realizes that this thesis is still far from perfect, therefore she expects any constructive criticism and suggestion. Finally, the writer hopes that this thesis will be useful for all the readers.
Jambi 2018
Elis Setya Ningrum TE. 140981
ABSTRACT
Name : Elis Setya Ningrum
Major : English education Program
Title : Students‟ Learning Strategies of English Foreign Language by the Students in Mas Annur Tangkit
This research is descriptive kualitative. This study aims to find out what learning strategies of the students in second grade Mas AnnurTangkit.
Learning strategies is one of the main factor that help determine how students learn. However, students has different personalities so that they learn in many different strategies. Data were collected through questionnaire and interview.
Questionnaire was used to investigated what learning strategies used by the students and interview used to strength the data of the questionnaire. Based on the results of the questionnaire and interview it can be seen that students tend to use metacognitive strategies. But there are some students when the activity in the classroom they not enter in the classs. It can be concluded that students has low strategies to used the metacognitive strategies. The result of the questionnaire shows that metacognitive strategies get 80,4%. Then, cognitive strategies get 82%, and socioaafective strategies get 80,4%.
Keyword: Efl Learning, language learning strategies
ABSTRAK
Nama : Elis Setya Ningrumn NIM : TE. 140981
Jurusan : pendidikan Bahasa Inggris
Judul : Strategi belajar siswa dalam mempelajari bahasa asing oleh siswa kelas 2 di Mas Annur Tangkit
Penelitian ini menggunakan kualitatif deskriptif. Tujuan penelitian ini adalah untuk mengetahui strategi apa yang di gunakan siswa kelas 2 Mas Annur Tangkit. Strategi belajar adalah salah satu faktor utama dalam membantu siswa bagaimana siswa mempelajari . Bagaimanapun, setiap siswa mempunyai pribadi yang berbeda-beda sehingga mereka belajar pada strategi yang berbeda. Data telah di kumpulkan melalui angket dan wawancara.
Angket telah di gunakan untuk mengetahui strategi apa yang di pakai oleh siswa dan mengguanakan wawancara untuk memperkuat data. Berdasarkan hasil penelitian, dapat di lihat bahwa siswa cenderung lebih menggunakan strategi metakognitif dan strategi sosial.Namun, ada beberapa siswa masih lemah dalam strategi metakognitif. Hasil dari angket menunjukkan strategi metakognitif mendapatkan 80,4%, stategi kognitif mendapatkan 82%, dan strategi sosial mendapatkan 90,4%.
Kata Kunci: Bahasa asing, strategi pembelajaran bahasa
TABLE OF CONTENTS
TITLE COVER ... i
OFFICIAL NOTE
... ii
ORIGINAL STATEMENT ... iii
DEDICATION ... iv
MOTTO ... v
ACKNOWLEDGENT ... vi
ABSTRAk (Indonesia ) ... viii
ABSTRACT (English ) ... ix
TABLE OF CONTENTS ... x
CHAPTER I : INTRODUCTION A. Background of The Study ... 1
B. Focus of the study ... 3
C. Formulation of problem ... 3
D. Statement of the purpose ... 3
E. Significance of The Research ... 4
CHAPTER II :LITERATURE REVIEW A. Pronunciation ... 5
B. Error Analysis ... 7
C. Nasal ... 10
D. Review of Related Study ... 14
CHAPTER III : RESEACH METHOD A. Research Design ... 16
B. Setting and Subject ... 16
C. Kind and Source of The Data ... 17
D. Technique of Collecting Data ... 17
E. Technique of Data Analysis ………...……...18 CHAPTER IV : FINDING AND DISCUSSION
A. General Findings ... 22 B. Specific findings... 25 C. Discussion………...33 CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion ... 36 B. Suggestion ... 37 REFERENCES
APPENDIXES
List Of Reading Text ...
List of Students Question Interview ...
List of Teacher Question Interview ………
CHAPTER I INTRODUCTION A. Background
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 it self. A good way in learning something is by using strategies. Strategy can arranged good way to understand something. Chamot (2005:12) defines strategies quite broadly as procedure that facilitate a leaning task. Strategies most often conscious and one of the factor that make learners success in learning is using learning strategies.
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 teaching, there is a way of each individual in acquiring the learning. The way is more familiar with learning strategy. However, As foreign language, students should have strategies to improve their language in learning English . A good language learner are believed 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.
Ellis (2003:76). 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 learning strategies take important position in acquiring foreign language, because it will influence students‟ language achievement not only influence their ability in applying it but also help the students overcome 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 the myriad of strategies available to language learners by identifying and describing three major categorized such us a metacognitive strategy might be 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) in the type of language learning strategies used by tertiary englsh major, this study investigated the types of language learning strategies used by 73 english major from the school of humanities in university sains malaysia. The result is English majors used both direct strategies and indirect strategies distinctively in their language learning.
However, the findings revealed that they used more indirect strategies than direct strategies. the mean score of both direct and indirect strategies were
3.61 and 3.70 respectively. This indicate that the English major were high users of direct indirect strategies as the mean score was higher than 3.5 respectively.
Moreover, 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 startegies 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 fifthy less used staregies by English major, with means score of 3.76 and 3.19 respectively. The less preferred strategies of the English major were memory strategies, which obtained the lowest mean score of 3.28.
Zare (2012) in Language Learning Strategies among EFL/ESL, The result of previous studies on second and foreign language learning indicate that language learning strategies play an influential role in the process of language learning. In this regard, the present paper makes an attempt to present a synthesis of research result on language learning strategies among EFL and ESL learners and highlights the importance of these strategies in second or foreign language learning and teaching.in summarize the result of previous studies on the good language learner, define the concept of language learning strategy and outlines various classification of language learning strategy proposed by several researcher.
Gursoy (2010) in Investigating language learning strategies of EFL children for the development of a taxonomy as a result of data analysis, the strategies that are used by the subject group were identified and a taxonomy for language learning strategies of EFL children in turkey is developed. Data analysis indicated that there are some strategies as well as strategy sets that are not present oxford taxtonomy. Some of the new strategies that deserve specific attention are those related to pronunciation.
In oxford taxtonomy pronunciation related strategies are limited to practicing but current research show that children‟s strategies for pronunciation are not restricted to practicing only. For instance, they try to use native language source to develop pronunciation. They focus on how a word is said when watching a film or listening to a passage from the tape and they try to create some connection between the meaning of the word and its pronunciation (I think of the meaning of the new word in order to pronounce its correctly). In addition by using the strategy the child tries to write the pronunciation of an English word by using sound found in turkish. For instance, for refrigerator the child write refricireytir. This variety signals that it is an important aspect of language for children to pronounce the target language words correctly.
In this research, the researcher conduct grand tour toward the students learning strategies at Mas Annur tangkit muara jambi. According to the information above, the researcher interested in analyzing the type of learning strategies used by the students‟ ponpes an-nur tangkit. In addition,
the researcher found that students of Mas Annur Tangkit have a good language skill because the students have followed the competition of speech, poetry And become the winner of the competition.
in every semester the students conducted the grand master of language. Grand master of language is competition of language that the students choice a best language learner from the male and female students. In other hand, the teacher have good method in teaching English, for example the teacher apply for the first grade students the teacher used 50% in English and 50% in indoesian. then, for the second grade the teacher used 75% in English and 25% in Indonesian. The last, for the third grade the teacher used 100% in English.
The students applies the English language in daily activity twice a month.. Beside that, the curriculum is used kurikulum KMI ( kulliyatul Mu‟allimin Al-Islamiah) curriculum from Islamic modern boarding school Gontor Ponorogo. The students also teach English in afternoon expecially students at third grade of Mas Annur Tangkit.
As a result, the reseacher decides to present the research by the title”
Learning strategies of English foreign language by the students Mas Annur Tangkit”.
B. The formulation of the problem
Based on the statement above, the researcher formulates the research question as follows:
1. What are the learning strategies used by the students Mas Annur Tangkit?
2. How are the strategies used by the students Mas Annur Tangkit?
C. Objective of the Study
Based on the questions formulated above, the aims of this research are follow 1. To identify of what the learning strategies used by the students Mas Annur
Tangkit.
2. To know how the the strategy used by the students Mas Annur tangkit.
D. Scope of the Study
This study is limited the of Language Learning strategies is used by the students of Mas An-nur Tangkit.
E. The Significance of the study
For the teacher, The research is hoped could give the suggestion to the teacher that teacher educator may practice and add variety concept of learning strategy used by English learners as foreign language. In other hand, the teacher can understanding related to learning strategy for understanding the learners better.
For the Students Students understand kinds of learning strategy in learning English in order to accelerate and enhance their comprehension. And also students may practice the concept for understanding learning English to get satisfaction result.
For the researcher, It is as input or comparison of different type of learning strategies in learning English as a foreign language. this thesis can be a reference source for other students of English education program to know about the students‟ learning strategies that should they known when they decide to be English teacher someday.
CHAPTER II LITERATURE REVIEW A. Defenition of learning
Learning is a change behaviour as a result of experience or practice. The acquisition of knowledge or skill through study. According to kimble and
garmezy (1963:133) learning is relatively permanent change in a behavioral tendency and is the result of reinforced practice. In the other hand lllich (1972:56) stated that learning is the human activity which least needs manipulation by the other. Alan Pritchard (2009:1) 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 the human activity which least need 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 organism through a meaningful process of relating new events or items to already existing cognitive concept or preposition hanging new items on existing cognitive pegs. 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. Several of the activities mentioned the list is not meant to be either exhaustive or definitive can be refer either to the process whereby an individual requires a better or new comprehension or skill in some specific
matter or to a more state mental state like a present 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 deeper reflection on something may be the result of a reflective learning process.
B. Types of learning
Types of learning vary according to the context and subject matter to be learned, but a complex task such us language learning involves every one of gagne‟s type of learning from simple signal learning to problem solving.
Gagne (1965:58-59) identified eight types of learning.
1. Signal learning.
This is the simplest form of learning. The individual learns to make general diffuse response to a signal The subject is conditioned to emit a desired response as a result of a stimulus that would not normally produce that response.
2. Stimulus response learning.
The learner acquires a precise response to a discriminated stimulus. It involves developing desired stimulus response bonds in the subject through a carefully plan reinforcement schedule based on the use of reward and punishment.
3. Chaining.
This is more advanced form of learning in which the subject develops the ability to connect two or more previously learn stimulus response bonds into a link sequence. It is the process whereby most complex psychomotor skills are learned.
4. Verbal association.
This is a form of chaining in which the links between the items being connected are verbal in nature. Verbal association is one of the key processes in the development of language skill.
5. Multiple discrimination.
This involve developing the ability to make to make appropriate deferent response to a series of familiar stimuli that differ in a systematic way. The process is made more complex by the phenomenon of interference, whereby one piece of learning inhibits another.
6. Concept learning.
This involves developing the ability to make a consistent response to diferent stimuli that form a common class or category of some sort. It forms the basic of the ability to generalize, classify and other.
7. Principle learning .
this is very high level cognitive process thatinvolve being able to learn relationship between concept and apply these relationship in deferent situation, including situation not previously encountered. It form he basis of the learning of general rules, procedures, and other.
8. Problem solving.
Problem solving is a kind of learning that requires the internal events usually reffered to as „thinking‟ previously acquired concept and principles are combined in a conscious focus on an unresolved or ambiguous set of events.
This is the highest level of cognitive process. It involve developing the ability to invent a complex rule, procedure, for the purpose of solving one particular problem and then using a method to solve other problems of a similar nature.
In addition knud illeris (2003:19) divide four types of learning. first, Cumulative,This form of learning is characterized by being an isolated
formation, something new that is not a part of anything else. Second, Assimilative is meaning that the new element is linked as an addition to a scheme or pattern that is already established. Problems are frequently experienced in applying knowledge from a school subject in other subjects or in contexts outside school. Third, Accommodative , This type implies that one breaks down part of an existing scheme and transform it so that the new situation can be linked in. fourth,Transformative learning, This learning implies what could be term personality changes and is characterized by simultaneous restructuring in the cognitive. The emotional and the social dimension.
C. Theory of learning
Theory is a supposition or a system of ideas intended to explain something, especially one based on general principle of the thing to be explained. According to sardirman A.M (2010:29) suggest that there are three theory about learning as follow:
1. Theory according to power science
The human soul consist of various kinds of power. Each power can be trained in order to fulfill its function. To train a power it can be used various ways. As a example to train a memory in learning such memorize words and numbers.
The more important of this theory not only mastery of the material but the result of establishment from that powers. So that, someone who studied will be successed.
2. Learning theory based on gestalt
This theory argue the whole is more important than the part or elements. Cause the overall existence is also first. So in the learning activities began on a observation. Observation is important to do thoroughly. From this flow psicology gestalt, overall give some principle important study such us ,Humans react with their surroundings as a whole
not only intellectually but also physically, emotionally, social and etc.then, next,Learning is adjustment to the environment. Learning can be sucessed if any purpose.Learning will be successed when achieve maturity to get the insight Impossible if study without motivation.
3. Theory of learning according to association a. Theory connectivsm
According thordikr, the basic of lerning is association between kesan and sense impression with impuls for impuls action. In other hand, learning is the formation of the relationship and response between action and reaction.
b. Theory conditioning
In this theory motivasi is the part of important in learning. Moreover, we always find the difficulties, and also in learning need activity, in difficulties face often possible to get kind of respose
4. Theory contructivism
Constructivism is one of the philosophy knownedge which emphasizes that our knowledge is the construction or the formation it self. Von glasersfeld argued that knowledge is not a clone of reality. According to this theory learning is the active process from the learning subject to reconstruct the meaning, something like text, conversation and other.
In other hand, knud illeris (1999:19 ) a professor of lifelong learning at the Danish university of education in Copenhagen state that, there are three dimension involved in learning they arecognition,emotion, and society. Cognitive dimension is comprised of knowledge and skills, the emotional dimension involves feelings and motivation.
Cognition and emotion are internal process interacting concurrently in the acquirement of knowledge and skills. The dimension of sociality involves external interaction such us participation, communication, and cooperation.
D. Strategies
A good way in learning something is strategies. strategy can arrange good way to understand something. Chammot (2005:112) defines strategies quite broadly as procedure that facilitate a learning task, the term strategy also defined by schemeck which means a procedure for implementing a plan.
Strategies also called tactics. Alternatively a strategy is also defined as a sequence of procedure to attain the purpose of something such us learning a language. According to H. duglas brown (2000:122) state that Strategies are those specific „attacks‟ that we make on a given problem.. Rubin and Thompson (1982) later summarized fourteen such characteristic good language learnersFind their own way, taking charge of their learning. First, Organize information about language. second, Are creative, developing a“feel
“ for the language by experimenting with its grammar and words. third, Make their own opportunities for practice in using the language inside and outside the classroom. Fourth, Learn to live with uncertainty by not getting flustered and by continuing to talk or listen without understanding every word.
However, Abdul Majid (2016:3) suggest that strategy is used to kind of activity which the purpose to get a success to achieve the purpose.
Based some definition above, can be conclude that strategy is a model who be planned and set intentionally to do activity or act. Strategy can be form a plan, method, or series maneuvers goal or result. Knowledge the strategy is important, because the greater awareness we have of what are we doing, if we are conscious of the process underlying the learning that we are involved in, then the learning will be more effective.
E. Defiition of Learning Strategies
Learning strategy is born fom learners themselves. Learners learning strategy is their concept and action in learning. And they have something to
achieve by using their strategies. according to oxford (1999:518) learning strategy is learners spesefic actions, behaviour,steps, technique, that use to improve their own progress in developing skill in foreign language. These strategies can facilitate the internalization. Rod Ellis (1997:76) tate that learning strategies is the particular approach or technique that learners employ to try to larn an second language. They can be behaviour for eample repeating new word, to help you remember them or they can be using the linguistic or situational context to infer the meaning of a new word. That is learners employ learning strtategies when they are faced with some problem such us how to remember new word. Abdul Majid (2016:7) defied learning strategies is all approach in a system. Susan M. gass & larry selinker (1994:265) identified that Learning strategies clearly involve internal mental action, but they may involve psysical action as well. the claims made in the literature involve potential improvements in language learning related to the selection on information from the input and the organization and integration of it in terms of learner system. It is important to note that the ways in which information is selected from the input seems to be an important part of the concept. However Patricia A.Richard (2003:83) state that usually learning strategies are applied spontaneously and they often but not always come to the individual naturally as the situation demands.
By now there are useful list in the literature of learning strategies and these are summarized in o‟malley and chamot (1990). The categorize include such phenomena as clarification, verification, analyzing, monitoring, memorizing, guessing, deductive versus inductive reasoning, emphasizing one thing over another and practice and production “tricks”. O‟malley and chamot attempt to establish a foundation for placing the research on learning strategies in cognitive context.
The definition above clearly explain that strategies are the mental and communicative procedures learners use in order to learn and use language.
Language learners should actually do some conscious and serious effort or activities through gradual processes in other to learn the target language or new language. It is obvious that there is a combination between intention and action while applying a strategy of learning.
F. Classification of Learning strategy
There are various classification of language learning strategies that are used by the individual in learning language. These classification are devided into some big categories. All of these strategies are used differently on different occasion by the learners.
O'Malley et al. (1985:582-584) divide language learning strategies into three main subcategories, metacognitive strategies, cognitive strategies and socialafektif startegies.
Metacognitive strategies is a terms used in information processing theory to indicate an “executive” function strategies that involve planning or learning, thinking about the learning process as it is taking place, monitoring of one‟s production or comprehension and evaluating learning after an activity is completed (purpura 1997). It includes the process of Advance organizers (Making a general but comprehensive preview of the organizing concept or principle in an anticipated learning activities), Directed attention (Deciding in advance to attend in general to a learning task and to ignore irrelevant distractor),Selective attention (Deciding in advance to attend to specific aspect of language inpt or situational detais that will cue the retention of language input),Self magement (Understanding the condition that help one learn and arranging for the presence of those condition,Functional planning (Planning for and rehearsing linguistic components neccesarry to carry out an upcoming language task, Self monitoring (Correcting one‟s speech for accuracy in pronunciation, grammar, vocabulary, or for appropriateness related to the setting or to the people who are present), Delayed production (Consciously
dciding to postpone speaking in order to learn initially through listening comprehension ),Self evaluation (Cheking the outcomes of one‟s own language learning against an internal measure of completeness and accuracy).
Cognitive strategies are more limited to specific learning tasks and they involve more direct manipulation of the learning material itself. It include Repetition (Imitiating a language model including overt practice and silent rehearsal),Resourcing (Using target language reference material), Translation (Using the first language as a base for understanding and or producing the second language),Grouping(Reodering or reclassifying and perhaps labeling the material to be learnes base on common attributes),Note taking(Writing down the main idea , important points, outline or summary of information presented oally or in writing.Deduction (Consciously applying rules to produce or understand the second language), Recombination ( Constructing a meaningful sentence or larger language sequence by combining known elements in a new way),Imagery (Relating new information to visual concept in memory via familiar, easily retrievable visualization, phrases, or location),Auditory representation (Retention of the sound or a similar sound for a word phrase, or longer language sequence,Keyword (Remembering a new word in the second language by 1.
Identifying a familiar word in the first language that sound like or otherwise resembles the new word and 2. Generating easily recalled images of some relationship between the new word and the familiar word),Contextualization (Placing a word or phrase in meaningful language sequence, Elaboration (Relating new information to other concept in memory),Transfer (Using previously acquired linguistic or conceptual knowledge to facilitate knowledge to facilitate a new language leaning task),Inferencing (Using available information to guess meaning of new items, predict outcomes, or fill in missing information.
As to the socioaffective strategies, it can be stated that they are related with social-mediating activity and transacting with others.
Cooperation and question for clarification are the main socioaffective strategies (Brown 1987:93-94). It include Cooperation (Working with one or more peers to obtain feedback, pool information, or model language),Question for clarification (Asking a teacher or other nativespeaker for repletion pharaphrasing, explanation, and or examples).
Oxford‟s categories of learning strategies is devided into two categories direct and indirect strategies. The direct strategies are beneficial to the students because they help store and recover information. All the direct strategies are associated with the mental processing of the language”
oxford,(1990;37) These strategies help learners to produce language even when there is gap in knowledge. They also help to understand and use the new language. Direct strategies include memory, cognitive and conpensation strategies. memory strategies are known for the agreement of information for retrieving purposes. Mental linkage of information is vital as it eases the learner to retrieve information particularly in second language learning.
Cognitive strategies are crucial for manipulation of language learning.
Manipulation here refers to a learner ability to manage and utilize the language learning behavour in a skillful manner. Meanwhile, compensation strategies are used to enhance comprehension or production when there is limited knowledge of grammar or vocabulary of the target language.
On the order hand, indirect strategies are The second is Indirect language learning strategywork together with the direct strategy. They help learner regulate the learner pocess. These strategies support and manage language learning without direct engagement and therefore called indirect strategies .indirect strategies include: metacognitive, social and affective
strategies, do not directly assist learners in language learning. The ultimate purpose of metacognitive strategies is to ensure that learners are capable of coordinating their language learning progress. Therefore, it is significant for learners to identify their own language leaning preference and needs.
Affective strategies help learners to regulate their emotion, motivation, attitudes, and values through communication with other people which can be seen as a form of social behaviour that involve asking question cooperating with others and empathizing with others.
Language learning strategies have been classified into five groups by stern‟s (1983:420-422). They are as follow :Management and planning strategies are actually connected with the learner‟s purpose to control his own learning. A learner has the capability to take responsibility for the improvement of his own planning when the language instructor supports him only as an adviser or a resource person. In other words, the learner must:
Decide what dedication to make to language learning,Set reasonable objective, Decide on suitable methodology, select proper resources, monitor progress. Evaluate his success based on previously determined objectives and expectation. Cognitive strategies refer to procedure and activities which learners apply to to improve their ability to learn or remember the materials and solve the problem especially those action which learners use with specific classroom tasks..Communicative strategies such us gesturing, paraphrasing, or asking for repetition for explanation are methods employed by learners to keep the conversation going. In other words, communication strategies involve the use of verbal or non verbal instrument for the useful transfer of knowledge. The purpose is to avoid interrupting the course of communication like Interpersonal strategies is monitor the learners‟ development and evaluate their performance. Learners need to have communication with native speaker and cooperate with them. Learners need to get familiar with the culture of the target language.Affective strategiesE vidently, in the process of language
learning, good language learner use various kind of affective strategies.
sometimes it can be frustrating to learn another language. It can arose feeling of unfamiliarity and confusion.in some other cases, learners might not have a positive presfective toward native speaker.
Based on the theory above the researcher use theory given by omelley and chammot. Learning strategies which purpose by ommeley are mostly used recently in language learning strategies. this is because omelley model show the influence on learning.
G. The importance of language learning strategies
Knowing the important of language learning strategies is a significant thing for the learners. Many people are not are that learning strategies are important aspect in learning foreign language. Those learners just follow the teacher interaction. Only few a few learners are aware importance of language learning strategies that can make an effective way in learning the language.
Using language learning strategies appropriately can make improvement in learners‟ language skill.
Hismanaglu state that language learning strategies help language teacher about how their students assess their situation in learning process, plan, select skills so as to understand, learn or remember information in the language class room. It can be viewed that language learning strategies is important aspect in learning foreign language because it is basic aspect in learning language which can make leaners improve the knowledge of the language.
Chapter III Research methodology A. Research design
in this research, a qualitative design with a descriptive approach used to investigate learning strategies is used by the students of mas annur tangkit.
The researcher choose the design and method because descriptive will explore bounded system (cases) with in depth data collection involving multiple source information.(e.g interview, demographic survey, and observation).
Creswell state that qualitative research is carried out in natural setting without manipulating the data and kind of educational research which the researcher focuses on the views of participant, ask general question and the participant experience and provide rich narrative description. Qualitative research is commonly used in other to get the detail data. As suggested by creswell 2003,113) one of the function of qualitative method is to capture interaction among people that are difficult to capture with existing measures, and these measures may not be sensitive to issues such as gender differences, race, economic status and individual differences.
Therefore, in this study the researcher tries to find the phenomena which occur in students‟ learning strategies. the researcher uses this method because the researcher believed that using qualitative method can give more
naturally information from informant. Here, the qualitative method is embodied in data collection by questionaire and interview. then, the researcher chosen qualitative to gain the data of students‟ learning strategies at Mas Annur Tangkit.
B. Setting and subject of the research
Setting of the research of the Islamic senior high school of Annur tangkit. The located is jl.Annur tangkit kecamatan sungai gelam kabupaten muaro jambi. This research conducted at this place because , the writer found students‟ of mas an-nur tangkit have a good language skill because the students‟ have followed the competition of speech ,poetry And become the winner of the competition.
in every semester the students conducted the grand master of language. Grand master of language is competition of language that the students choice a best language learner from the male and female students.
The students‟ apply the English language in daily activity twice a week.. Beside that, the curriculum is used kurikulum KMI ( kulliyatul Mu‟allimin Al-Islamiah) curriculum from Islamic modern boarding school Gontor Ponorogo.the students also teach English in afternoon expecially students at the eleventh grade of Mas an nur Tangkit.
The subject of the research will be conducted at the students of the second grade of Islamic senior high school Annur tangkit which has deeply to learn English and the students divide into two classes. Researcher use all of the students at the second grade of Islamic senior high school Annur because the students has many experience in learn English. They are have responsible to teach the first grade and junior Islamic high school in the afternoon. So, its neccesarry the researcher to know what the learning strategy are used by the students of mas annur tangkit.
C. Source of data 1. Primary data
Sugiyono (2012) wrote primary data is the data has been taken directly from participant that correlated with this research.
To primary data, the data is obtained semi structure interview from the sudents‟ learning strategies and distribute the questioaire that consist of 14 statement to get data about learning strategies of English foreign language by the students‟ Mas Annur Tangkit.
2. Secondary data
Arikunto (2006) wrote secondary data is usually in the form of document. In this point, the data will obtained through documentation from the students‟ learning strategies.
D. Technique of colleting 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 semistructured interview.
However the interviewer may have a few plan question beforehand. In doing this interview the researcher will bring six 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 the researcher use English language because it can be support the data.
2. Questionnaire
According to sugiyono (2014:199) questionnaire is a technique collecting data which use give some question to respondent for answer that question.
Sutopo (2002) emphasized the questionnaire is a list of question for data collection in research. Shape question given addressed to the students with each numbered 18 statement compass metacognitive, cognitive and socafective aspect to identify the students‟ learning strategy according to o‟malley.
This theory conduct because theory of o‟malley has a classification based on the aspect.
Then, the researcher classify the component of leaning strategy into categories. Moreover, the researcher have computed the percentages of components learning strategies occurrence and explained for every categories of learning strategies descriptively.
Then to get the qualitative description of each categories learning strategies , the percentage of component learning strategies will be calculated by using the following formula proposed (sudijono :2011)
P= F x 100 N Where :
P=percentage of item
F= frequency of learning strategies item N=total number of items
Meanwhile, the researcher use likert scale measuring the students‟ learning strategies. sugiyono (2010)likert scale used to measure the learning startegies, perception, and someone perception, and group about the social phenomenon.
The most common learning strategies scale is learning strategies or likert type scale. Several statement expressing favorableness or unfavorableness to a particular point point of view are prepared with usually 5 provide alternative Strongly agree, agree, netral, dissagre, strongly disagree.
E. Technique of data analysis
Bodgan and biklen (1992) stated that qualitative data analysis is several simultaneous activities that engage the attention of the researcher. Collecting information from the field, sorting the information into a story or picture and actually writing the qualitative text (cresswell 1994.153). meanwhile, sugiyono (2014) comments that a qualitative descriptive data analysis is process of searching and arranging systematically the obtained data from interview, observation, 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 redction, 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 refers to process of selecting, focusing, simplifying, abstracting, and transforming, the data that appear in
written up field notes or transcription (miles and huberman 1994,.24).
the steps taken is to sharpen the analysis, classify or categorization into each issue through a brief description, direct, dispose of unneccesarry and organize data. the technique of analysis data firstly the researcher will collect the data by the instrument for collecting data such as interview and questionare . Furthermore the researcher will analyze the data by using quistionare and interview transcript to categorize students‟
learning strategies.
2. Data display
The second major flow of analysis activity is data display.
Display generically means organizesd, compressed assembly of information that permits conclusion drawing and action (miles and Huberman 1994,p.24). secondly the researcher make conclusion by describing the information from the instrument for collecting data. For collecting data, use table as a data display.
Then, the researcher uses descriptive text to explain the research findings. It is further to explain that good display are a major avenue to valid qualitative analysis. In conclusion, with data reduction the creation and use of data display is not separate from analysis but part of it.
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 eviences make the conclusion are strongly believed to be incredible. The last the researcher
describe the information by in researcher‟s opinion after getting information.
Chapter IV
Research findings and discussion
This chapter deals with one point involving research question.
First, it will present students learning strategies of English foreign language by the students of mas annur tangkit.
A. Research findings
1. What are the type of learning strategies use by the students of mas annur tangkit
2. How are the students use the learning strategies a. Questionnaire
The questionare was distributed 50 students of second graduate of mas annur tangkit on Monday, mei 30 2016. The questionnaire has 15 statements which is consist of metacognitive strategies, cognitive strategies, socio affective strategies component.
Whereas, to know the students‟ learning strategies, the queastionaire using likert scale that consist of strongly agree, (SA), Agree (A), netral (N), dissagre(DA), and strongly disagree (SDA).
1. The result of metacognitive aspect
Table 1, the result of questionnaire of first statement n
o
stateme nt
neve r
seldo m
Sometim e
ofte n
alway s
tota l 1. I plan
my schedul e so that I can organiz e my English learning time
18 12 20 50
From the table above, it can be seen that 18 students (36%) who fill questionare state some time if the students planning the schedjule in learning English. While 12 students (24%) who fill questionnaire stated often and 20 students (40%) stated always. Then, the researcher get out the result of level of the students‟ achievement is 80.8% . based on the result, students of second grade at mas annur tangkit have strong strategies in learning English.
Table 2, the result of questionnaire of second statement n
o
statement nev er
seldo m
someti me
ofte n
alwa ys
tota l 2 I made the
structure of pattern of learning English like underlinin g which is considered important summarizi ng and making notes.
8 10 17 15 50
From the table above, it can be seen that 8 students (16%) who fill questionare state seldom , 10 students (12%) stated some time, 17 students (34%) who fill questionnaire stated often and 15 students (30%) stated always. Then, the researcher get out the result of level of the students‟
achievement is 75.6 %. Based on the result, students of second grade at mas annur tangkit have strong strategies in learning English
Table 3, the result of questionnaire of third statement N
o
Stateme nt
neve r
seldo m
someti me
ofte n
alway s
tota l 3 I pay
attention to the teacher when the teacher explain the material
2 10 10 28 50
From the table above, it can be seen that 2 students (4%) who fill questionare state seldom, 10 students (20%) stated sometime, 10 students (20%) who fill questionnaire stated often and 28 students (56%) stated always. Then, the researcher get out the result of level of the students‟
achievement is 8.56%. Based on the result, students of second grade at mas annur tangkit have strong strategies in learning english
Table 4, the result of questionnaire of fourth statement N
o
Stateme nt
neve r
seldo m
someti me
ofte n
alway s
tota l 4. I listen
when someon e speaks English
2 11 21 13 50
From the table above, it can be seen that 2 students (4%) stated seldom, 11 students (22%) stated sometime, 21 students (42%) who fill questionnaire stated often and 13 students (26%) stated always. Then, the researcher get out the result of level of the students‟ achievement is 6.64%.
Based on the result, students of second grade at mas annur tangkit have strong strategies in learning English.
Table 5, the result of questionnaire of five statement N
o
Stateme nt
neve r
seldo m
Someti me
ofte n
alway s
tota l 5. I check
my task after I finished
5 7 20 18 50
From the table above, it can be seen that 5 students (10%) stated seldom, 7 students (14 %) sometime, 20 students (40%) stated often and 18 students (36%) stated always. Then, the researcher get out the result of level of the students‟ achievement is 80.4%. Based on the result, students of second grade at mas annur tangkit have strong strategies in learning English.
2. The result of cognitive aspect
Table 6, the result of questionnaire of six statement N
o
Stateme nt
neve r
seldo m
someti me
ofte n
alway s
tota l 6 I say the
word and write it repeated ly
12 20 18 50
From the table above, it can be seen that 12 students (24%) who fill questionare state some time, 20 students stated often and 18 students (36%) stated always. Then, the researcher get out the result of level of the students‟
achievement is 82.4%. Based on the result, students of second grade at mas annur tangkit have very strong strategies in learning English.
Table 7, the result of questionnaire of seventh statement n
o
statement nev er
seldo m
Someti me
ofte n
alwa ys
tot al 7 I translate
English one by one when
3 14 15 17 50
understand ing the text
From the table above, it can be seen that 3 students (6%) who fill questionare state seldom, 14 students (28%) stated some time ,15 students (30%) who fill questionnaire stated often and 17 students (34%) stated always. Then, the researcher get out the result of level of the students‟
achievement is 77.2%. Based on the result, students of second grade at mas annur tangkit have strong strategies in learning English.
Table 8, the result of questionnaire of eight statement n
o
Statemen t
neve r
seldo m
someti me
ofte n
Alwa ys
tota l 8. I make a
note the English word that I consider ed importan t
4 7 19 20 50
From the table above, it can be seen that 4 students (8%) who fill questionare state seldom, 7 students (14%) stated sometime, 19 students (38%) who fill questionnaire stated often and 20 students (40%) stated always. Then, the researcher get out the result of level of the students‟
achievement is 82%. Based on the result, students of second
grade at mas annur tangkit have very strong strategies in learning English.
Table 9, the result of questionnaire of nine statement N
o
Stateme nt
Nev er
seldo m
someti me
ofte n
Alwa ys
tota l 9. I tend to
look for English word in indonesi an
10 12 16 12 50
From the table above, it can be seen that 10 students (20%) stated seldom, 12 students (24%) who fill questionnaire stated sometime, 16 students (32%) stated often and 12students (24%) stated always. Then, the researcher get out the result of level of the students‟
achievement is 72%. Based on the result, students of second grade at mas annur tangkit have strong strategies in learning English.
Table 10, the result of questionnaire of tenth statement n
o
Stateme nt
Neve r
seldo m
someti me
ofte n
Alway s
tota l 1
0
I write the English text like diary and other
10 11 12 17 50
From the table above, it can be seen that 10 students (20%) stated seldom, 11 students (22%) who fill questionnaire stated sometime, 12 students (24%) stated often and 17 students (34%) stated always. Then, the researcher get out the result of level of the students‟
achievement is 74.4%. Based on the result, students of second grade at mas annur tangkit have strong strategies in learning english
Table 11, the result of questionnaire of eleventh statement
n o
Statement nev er
seldo m
someti me
ofte n
alwa ys
tota l 1
1
I use body language in
conversati on when I don‟t remember the word I want
9 12 13 16 50
From the table above, it can be seen that 9 students (18%) stated seldom, 12 students (24%) who fill questionnaire stated sometime, 13 students (26%) stated often and 16 students (32%) stated always. Then, the researcher get out the result of level of the students‟
achievement is 74.4%. Based on the result, students of second grade at mas annur tangkit have strong strategies in learning English.
Table 12, the result of questionnaire of twelve statement n
o
Stateme nt
neve r
seldo m
sometim e
ofte n
alway s
tota l 1
2
I invite my friend to speak English
11 18 16 4 50
From the table above, it can be seen that 11 students (22%) stated seldom, 18 students (36%) who fill questionnaire stated sometime, 16 students (32%) stated often and 4 students (8%) stated always. Then, the researcher get out the result of level of the students‟ achievement is 64%. Based on the result, students of second grade at mas annur tangkit have strong strategies in learning English.
Table 13, the result of questionnaire of thirdteen statement n
o
Stateme nt
neve r
seldo m
sometim e
ofte n
alway s
tota l 1
3
I try to speak English even when I was afraid of making mistake
13 16 12 9 50
From the table above, it can be seen that 13 students (26%) stated seldom, 16 students (32%) who fill questionnaire stated sometime, 12 students (24%) stated often and 9 students (18%) stated always. Then, the researcher get out the result of level of the students‟
achievement is 66.8%. Based on the result, students of second grade at mas annur tangkit have strong strategies in learning English.
Table 14, the result of questionnaire of fourteen statement n
o
Stateme nt
neve r
seldo m
sometim e
ofte n
alway s
tota l 1
4 I ask question in english
7 11 18 14 50
From the table above, it can be seen that 7 students (14%) stated seldom, 11 students (22%) who fill questionnaire stated sometime, 18 students (36%) stated often and 14 students (28%) stated always. Then, the researcher get out the result of level of the students‟
achievement is 75.6%. Based on the result, students of second grade at mas annur tangkit have strong strategies in learning English.
Table 15, the result of questionnaire of fifteen statement n
o
Stateme nt
neve r
seldo m
sometim e
ofte n
alway s
tota l 1
5
I always raise my hand to answer my teacher queation
5 8 18 19 50
From the table above, it can be seen that 5 students (10%) stated seldom, 8 students (16%) who fill questionnaire stated sometime, 18 students (36%) stated
often and 19 students (38%) stated always. Then, the researcher get out the result of level of the students‟
achievement is 80.4%. Based on the result, students of second grade at mas annur tangkit have strong strategies in learning English.
B. Interview from students
The interview was done to 20 students of Islamic senior high school of annur tangkit on Tuesday, mei 31 until 1 2018.
The interview for students has 10 statements which is consist of metacognitive, cognitive and socioaffecive. The result of the interview will described bellow:
1. Metacognitive strategies
Table 2.1 example transcript of interview from metaognitive aspect
no Transcript
1 What do you think about learning English that makes easy for you or what kind of learning English do you want?
One of participant‟s interviewee responded (my opinion when learning English all of the students and teacher interact with English and there is question in every material.
The reseaher found one participant has similarities responded above
Two participant‟s interviewee responded (in my opinion when the teacher explain must be clear and then easy to understand)
Third participant interviewwe responded ( in my opinion using listening with lcd projector)
The researcher found 12 participant has similarities to response above.
One of the participant responded ( in my opinion listen to the teacher‟s explain .then, always use vocabulary that has produced a lot of information in small book because it can strength memorization.
One of the interviewee responded ( in my opinion by recording and then memorizing beside that often to practice every day.
The result of the interview for the first question in metacognitive strategies aspect showed that 2 students stated that teacher and students can interact with each other. From this result, 2 students stated that the teacher must be clear in explain the material, 15 students stated that when learning English its better using listening and lcd projector, 1 students stated by recording and memorizing.
Table 2.1 example transcript of interview from metaognitive aspect
no Question
2 As a student who study English, of course you have experience problem in learning process. So, have you ever discussed with your teacher how to learn better?
R1 responded ( yes, I‟ve ever discussed with my teacher how to learning English better)
The researcher found 16 students stated similarities to response above
R2 Responded ( sometime I discussed with my teacher and I often discussed with my friend)
The researcher found 4 students stated similarities to response above
The result of interview of second question in metacognitive aspect showed 16 students have already discussed with their teacher when they are have problem in learning English. In addition, 4 students stated sometime but they are often discussed with their friends.
Table 3.1 example transcript of interview from metaognitive aspect
No Question
3 In learning foreign language, certainly its not enough to rely on what is taught by the teacher, to get more information what do you do?
R1 responded ( in learning English I get more information by the looking for new vocabulary and the pronounces.
The researcher found 2 students stated similarities response above
R2 responded ( some time I get more information by reading a book and social media
R3 responded ( to get more information I open the dictionary and looking for the new vocabulary)
The researcher found 11 students stated similarities to response above
R4 responded ( I chose to buy a book and searching in internet)
