CHAPTER IV DATA ANALYSIS, FINDING AND DISCUSSION
B. Findings
3. Explicit-Deductive Grammar Learning Strategies
grammar learning strategies
Paying attention to English grammar rules and doing the English grammar exercises.
45-49 5
Trying to work out the patterns and rules of the English language
50-55 6
Analyzing and memorizing form and meaning and Setting the goals of learning English grammar
56-60 5
Total Items 60
There were 60 questions in Indonesian language with four choices of Likert scale (Sugiyono, 2006) in order to investigate the grammar learning strategies of the English department students of University of Bengkulu. The four choices were; 1 = never or almost never true of me, 2 = rarely or usually not true of me, 3 = usually true of me, and 4 = Always or almost always true of me. Never or almost never true of me means that the statement is very rarely true of the students. Rarely or usually not true of me means that the statement is true of the students less than half the time. Usually true of me means that the statement is true of the students more than half the time. Always or almost always true of me means that the statement is always true of the students. Each item in the questionnaire was developed based on the elaboration of the grammar learning strategies from the five experts mentioned above..
For the questionnaire validity, the researcher used content validity and experts’ judgment. Content validity according to Gay and Airasian (2000) are the degree to which a test measures an intended content area and it requires both item validity that concerns with whether the test items are relevant to measurement of the intended area, and sampling validity that concerns with how well the test represent the total content area being tested. Meanwhile for the experts’ judgment, the research consulted the questionnaire to the experts who are also her supervisors; Prof. Dr. M. Zaim, M. Hum and Dr. Kusni, M. Pd and a professor from University of Bengkulu, Prof. Drs. Safnil, MA., Ph. D who also an expert in the research field. The use of the three experts meet the requirement as proposed by Sugiyono (2006) that there should be at least three experts to judge the questionnaire and they should have doctoral degrees.
The researcher observed the grammar learning strategies of the students in the classroom by using observation sheet and field note to note action did by the students in relation to the grammar learning strategies. The observation sheet used Guttman scale in Sugiyono (2006) which has two alternative options; “yes” and
“no” option to reveal the consistency of the statement in the observation sheet.
The observation was conducted during the classroom teaching and learning of English grammar on the structure IV course. The observation sheet was developed based on the elaboration of the grammar learning strategies with the indicators as can be seen in the following table 3.3;
Table 3.3: Grammar Learning Strategies Observation Indicator
Grammar Learning Strategies
Indicator Sub - Indicator
Question numbers
Number of the question (1) Explicit-
Inductive grammar learning strategies
Participating in class
discussions and checking own interpretation of how English grammar operates
1-3 3
Making notes on the English
grammar patterns and rules 4-5 2
Making use of English books or other sources written in English (grammar book, dictionary and exam preparation course books)
6-8 3
(2) Explicit- deductive grammar learning strategies
Paying attention to English grammar rules and doing the English grammar exercises.
9-10 2
Total Items 10
D. Technique of Data Collection
The researcher collected the data of the research by using a questionnaire, interviews, and an observation (with checklist and field note).
The instruments were developed based on the adaptation of the theories of grammar learning strategies from Oxford, Rang Lee and Park (2007) with the theories of grammar learning strategies proposed by Bade (2008), Shoebottom (2007), Green (2006) and Lee (2006). The instruments used Indonesian language to avoid misinterpretation of the statements or the questions.
The questionnaire was consisted of 60 statements and the total time allowed to fill in the questionnaire was 40 minutes. The researcher came to the students’ class and asked them to fill in the questionnaire on 20 April 2010.
Meanwhile for the observation, the researcher also came to the class to do the observation by using observation checklist and field note with the guideline during the classroom learning and teaching on 29 April 2010. The field note was used to note real situation in the classroom in relation to the strategies used by the students.
Furthermore, the researcher also conducted interviews on the students’
strategies of learning English grammar. Interview guide was prepared and was used to help the researcher collecting the information on grammar learning strategies of the English Department students including their strategies in the classroom and outside of the classroom to improve their mastery of English grammar. The interview was conducted on 22, 26 and 27 April 2010 at GB III Building and Dekanat Building of University of Bengkulu.
E. Technique of Data Analysis
The data taken from the questionnaire was put in a table and was calculated by using percentage to describe the grammar learning strategies of the English department students of University of Bengkulu. The way of displaying the percentage of the students’ choices for the available options in the questionnaire can be seen as in the table below:
Table 3.4: Frequency and Percentage of Choice
Item Choice
Never or almost never true of me
Rarely or usually not true of me
Usually true of me
Always true of me
f % f % f % f %
… … …
f= Frequency; %= Percentage
For the analysis of the data, the options made the students in answering the questionnaire were then being calculated. In order to find out the percentage of the strategies used by the students, the following formula was used;
P = f / N x 100%
P = Percentage of Strategy Used f = Frequency of Option Chosen
N = The Total Frequency of all Options for the Strategies
(Arikunto, 2006:344)
Meanwhile for the data taken from the interview, the researcher analyzed them qualitatively by using five steps of analyzing qualitative data proposed by Gay and Airasian (2000). The five steps of analyzing qualitative data taken from interview and observation by Gay and Airasian (2000) are as the following;
1. Data Managing
The researcher managed the data from the interview that had been collected during the research and then organized the data.
2. Reading and Memoing
In this step of reading and memoing, for the interview data, the researcher listened to the interview result of each students and note the data based on the question addressed to them. The researcher listened to the interview several times until she got the data needed and made an example of the transcription.
3. Description
After reading the data, in this case listening to the interview result and got the students’ strategies in learning English grammar, the researcher described the students’ responses by quoting their responses and translating them into English. Meanwhile for the observation data, the researcher filled out the field notes, and described what happened in the classroom during the teaching and learning process.
4. Classification
In this step, the researcher classified the common data found during the interview based on the grammar learning strategies and put them in a row based on their occurrence.
5. Interpretation
In this final step of data analysis, the researcher interpreted the data based on their classification above. After that the researcher also interpreted the data in a more detail way by seeing them based on the sub-strategies of the grammar learning strategies.
Those five steps of data analysis were used to analyze the interview and the observation data checklist and field note. In addition for the interview data, it was presented by giving examples of the students’ responses for the question addressed to them. The original responses are quoted and then translated into English.
The students made 2.160 options among the available options in the questionnaire of this research. Among the 2.160 options, the implicit grammar learning strategies which focused on forms has 720 options.
Explicit-inductive grammar learning strategies has 864 options. Explicit- deductive grammar learning strategies has 720 options (see appendix 5). The percentage of the students’ responses toward the three grammar learning strategies groups can be seen in the following chart 4.1;
Chart 4.
F strategie
‘never’ o is ‘alwa strategie
‘rarely’
Finally, chosen b
‘usually M positive
0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 45.0 50.0
1: Percentag
From the ch es which foc
option, 36.4 ays’ option.
es, 18.6% op option, 29.
for explici by the stude
’ option and Meanwhile,
for ‘never’
0 0 0 0 0 0 0 0 0 0 0
Implicit G Learn Strategies Focused o
7.5 36.4
ge of the Stud
art, it can b cused on fo
% is ‘rarely In addition, ptions chose 2% is ‘us it-deductive ents is ‘neve
8.9% is ‘alw if the studen
’ and ‘rarel rammar ning
s Which n Forms
Exp Gra
18 38.6
17.5
dents’ Use o
be seen that rms, 7.5% o y’ option, 38
, for the ex en by the stu sually’ optio grammar l er’ option, 4 ways’ option nts’ response ly’ options plicit‐Inductive ammar Learnin
Strategies 8.6
47.7
29.2
4.
of all Gramm
for the imp options cho .6% is ‘usua xplicit-induct udents is ‘ne on and 4.5%
learning stra 44.4% is ‘ra n.
es are divide and negat e
g
Explicit‐De Grammar L Strateg 16.5
44.4
5
mar Learning
licit gramm sen by the ally’ option tive gramma ever’ option
% is ‘alway ategies, 16.5 arely’ option
ed into two tive for ‘us eductive
Learning gies 4
30.2
8.9
g Strategies
ar learning students is and 17.5%
ar learning n, 47.7% is ys’ option.
5% option n, 30.2% is
categories;
sually’ and Never Rarely Usually Always
‘always’
forms is Universi 56,1% i I learning 33.7% to come be 39.1% t group of Chart 4
0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0
’ option, the more domi ity of Bengk is given to ‘p
n addition, t strategies w o ‘positive’ o etween the tw to ‘positive’
f grammar le 4.2: Percenta Based o
Implicit Gram Learning Strategies W Focused on F
43.9 5
e implicit gr inantly used kulu with 43
positive’ opt the least pre with 66.3%
option. The wo with 60.9
option. Th earning strate
age of the St n Positive an
mmar g Which
Forms
Explic Gramm
St 56.1
rammar lear by the stud .9% respons tion.
eferably one responses a explicit-ded 9% response he percentag egies can be tudents’ Use nd Negative
cit‐Inductive mar Learning trategies
66.3
33.7
rning strateg dents of the
se is given to
e is the expli are given to ductive gram
e are given to ge of the tw e seen in the e of Gramma Categories
Explicit‐Dedu Grammar Lea Strategie
60.9
gies which f English dep o ‘negative’
icit-inductiv
‘negative’
mmar learning o ‘negative’
wo categorie following ch ar Learning S of Options
uctive arning es
39.1
focused on partment of option and
ve grammar option and g strategies
option and es for each
hart 4.2;
Strategies
Negative ('Never' &
'Rarely')
Positive ('Usually' &
'Always')
F there are grammar 1-4), 2) commun say thin erroneou I use the s four item for ‘nev 25% is f Ch
0.0 10.0 20.0 30.0 40.0 50.0 60.0
For the impl e four sub-st r that are sim noticing gra nication (item ng and imita
us (item 17-2 n detail, am sub-strategy ms. There ar ver’ option, for ‘always’
hart 4.3: Per Lea
Noticing the Aspect of
English Grammar tha
are Similar t and Differen from the Students' L1 17.4
57.6
20.
licit gramma trategies as th
milar and di ammatical st m 5-10), 3) p
ating (item 20).
mong the four y of noticing
re 144 option 25% for ‘ra option, as ca rcentage of th
arning Strate
e
at to nt 1
Notici Gramma Structure Cause Pro with Mea Communi
9.7 43.1
1
4.9
ar learning s he following ifferent from tructure that paying attent 11-16), 4)
r sub-strateg g error and c ns and 0.7%
arely’ option an be seen in he Students’
egies which
ng atical e that oblem aning / cation
P Atte How
Pro Peo Thin
Im 3.2
23 35.7
11.6
strategies wh g; 1) noticin m the learner
cause probl tion to how noticing er
gies, the stud correction of
% options cho n, 49.3% fo n the followi
’ Use of the Focused on
aying ntion on w More oficient ople Say
ngs and itating
No an
o 3.2
46.8
26.9
hich focused g the aspect rs’ first lang lems with m more profic rror and cor
dents more d of erroneous osen by the or ‘usually’
ing chart 4.3 Implicit Gra
Forms
oticing Errors nd Correction of Erroneus
0.7 25.0
49.3
25.0
d on forms, of English guage (item meaning and ient people rrection of
dominantly which has students is option and 3;
ammar
0
Never Rarely Usually Always
The next dominant sub-strategy is paying attention to how more proficient people say things and imitating which has 6 items. There are 216 options in this sub-strategy and among them, 3.2% option chosen by the students is for ‘never’, 23.2% for ‘rarely’, 46.8% for ‘usually’ and 26.9% for
‘always’ option.
Then, the third dominant sub-strategy is noticing grammatical structure that cause problems with meaning and communication. There are 6 items of the sub-strategies with 216 options. Among them, 9.7% options chosen by the students is for ‘never’ option, 43.1 % for ‘rarely’, 35.7% for
‘usually’ and 11.6% is for ‘always’ option.
The last preferred sub-strategy is noticing the aspect of English grammar that are similar and different from the learners’ first language. There are four items and 144 options in the sub-strategies. Among those, 17.4%
options chosen by the students is for ‘never’ option, 57.6% for ‘rarely’ option, 20.1% for ‘usually’ option and 4.9% for ‘always’ option.
The next grammar learning strategies group which preferably used by the students is the explicit-deductive grammar learning strategies. In this explicit-deductive grammar learning strategies, there are three sub-strategies;
1) paying attention on English grammar rules and doing the English exercises (item 45-49), 2) trying to work out the pattern and rules of the English language (item 50-55), and 3) analyzing and memorizing forms and meaning &
setting the goal of learning English language item (56-60). Most of the students chose the ‘rarely’ options for this group of strategies as can be seen in the following chart 4.4;
Chart 4
T pattern a chosen. A option, 3
‘always’
T paying at the sub-st for ‘neve 6.1% is fo
0.0 10.0 20.0 30.0 40.0 50.0 60.0
4.4: Percenta
The mostly u nd rules of Among them
3.3% for ‘ra option.
The next su ttention to E trategy, ther er’ option, 49
or ‘always’ o Paying Atten
on the Engl Grammar Ru Doing the E Gramma Exercises 8.9
49.4
3
age of the Stu Lea
used sub-str the English m, 21.3% o
arely’ option
ub-strategy w English gram
re are 180 op 9.4% for ‘ra option.
ntion lish les &
Eng.
r s
Tryin Out t and R Englis
21.3 5.6 3
6.1
udents’ Use arning Strate
rategy in thi language w ptions chos n, 31.9% fo
which is pr mmar rules a ptions, 8.9%
arely’ option ng to Work the Pattern Rules of the sh Language 3
33.3 31.9
13.4
of Explicit- egies
is group is t with 6 items en by the s or ‘usually’
referably us and doing th
% options cho n, 35, 6% fo
Analyzing a Memorizing F and Meanin Setting Goa Learning Eng
Grammar 18.3
52.8
22
Deductive G
trying to wo and 216 op students is f option and
ed by the s e English ex osen by the or ‘usually’
nd Forms
g &
l of glish
r 2.8
6.1
Grammar
ork out the ptions to be for ‘never’
13.4% for
students is xercises. In
students is option and
Never Rarely Usually Always
The last sub-strategy in this group of grammar learning strategies is analyzing and memorizing forms & meaning and setting the goal of learning English language have 5 items and 180 options to be chosen. Among those, 18.3% options chosen by the students is for ‘never’ option, 52.8% for ‘rarely’
option, 22.8% for ‘usually’ option and 6.1% for ‘always’ option.
Finally, the least preferred used strategies group among the three groups of grammar learning strategies is explicit-inductive grammar learning strategies. Most students chose ‘rarely’ option for this group of strategies. This group has five sub-strategies; 1) participating in class discussions and checking own interpretation of how English grammar operates (item 21-25), 2) reading a lot of English books or other sources written in English language (item 26-30), 3) Writing diary in English and making notes on the English grammar patterns and rules (item 31-34) , 4) using and collecting English grammar books, dictionary and exam preparation books (item 35-39), 5) utilizing internet technology (item 40-44).
Among those sub-strategies, the most favorably used sub-strategy is using and collecting English grammar books, dictionary and exam preparation books. There are five items and 180 options in the sub- strategy. Among them, 8.3% options chosen by the student is for ‘never’ option, 35% is for ‘rarely’
option, 42.8% is for ‘usually’ option and 13.9% is for ‘always’ option as can be seen in the following chart 4.5;
Char
T books or 180 optio option, 5
‘always’
T making n with 144 the stude
‘usually’
0.0 10.0 20.0 30.0 40.0 50.0 60.0
rt 4.5: Percen
The second other source ons. Among 56.1% for ‘r option was c The third do notes on the options to b ents is for ‘n
option and 2 21.7
49.4
26.1
2.8
ntage of Stud Lea
favorably u es written in them, 11.1%
rarely’ optio chosen.
ominantly us English gra be chosen. A never’ optio 2.8% is for ‘
11.1 56.1
32.8
0.0
dents’ Use o arning Strate
use sub-stra n English lan
% option cho on, 32.8% f
se strategies ammar patter Among those
on, 51.4% is always’ opti 19.4
8 51.4
26.4
2.8
of Explicit-In egies
ategy is rea nguage whic osen by the for ‘usually’
s is ‘writing rns and rule e options, 19 s for ‘rarely
ion.
8.3 35.0 32.
42.8
13.9
nductive Gra
ding a lot ch has five o
students is
’ option and
g diary in E s’ which has
.4% options
’ option, 26 .8
47.2
17.2
2.8
ammar
of English options and
for ‘never’
d none for
English and s four item s chosen by 6.4% is for
Never Rarely Usually Always
The fourth favorably use sub-strategy is participating in class discussions and checking own interpretation of how English grammar operates which has five item and 180 options. Among them, 21.7% option chosen by the students is for ‘never’ option, 49.4% for ‘rarely’ option, 26.1% for ‘usually’
option and 2.8% is for ‘always’ option.
The last favorably use sub-strategy is utilizing internet technology which has five items with 180 options to be chosen. Among them, 32.8%
options chosen by the students is for ‘never’ option, 47.2% for ‘rarely’ option, 17.2% for ‘usually’ option and 2.8% for ‘always’ option.
Those are the result of the data analysis taken from questionnaire data.
Meanwhile for the result of the data analysis taken from interview data will be explained in the next paragraph.
meaning or communication with four questions and 3) noticing errors and correction of erroneous with a question. Meanwhile from the second strategy, there are two sub-indicators that are; utilizing internet technology and grammar learning strategies inside and outside classroom.
From the interview on the implicit grammar learning strategies which focused on forms, it is found that the students’ responses supported the findings from the questionnaire. For the sub-strategy of ‘noticing the aspects of English grammar that are similar and different from the students’ L1’, there are five questions addressed to the students. The first question is “If you found English grammar which is different from Indonesian grammar, what strategies you would use to learn them?” Some of them mention that they read English grammar books, watch English television shows, read articles or texts in English and read English novesl which they bought themselves or borrow from library or self-access center of the University of Bengkulu. An example of the student’s response is as the following “Dengan membaca buku-buku grammar bahasa Inggris. Trus terkadang kalo nonton TV juga kadang dilihatin kayak apa sih grammar-grammarnya” (By reading the English grammar books.
Then… sometime if I watched television, I would pay attention on the grammar used).
The next question addressed to the students was “What is your strategy in learning the regular and irregular verbs which existing in English grammar?”
The students mention that they learn the regular and irregular verbs by studying the grammar books, memorizing the verbs, looking at the verbs in their dictionaries, asking their friends, making notes of the regular and irregular