CHAPTER II: REVIEW OF RELATED LITERATURE
B. Theoretical Framework
9. Learning strategies
Learning strategies are defined as specifications, behaviors, steps, or techniques such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task used by students to enhance their own learning. When the learner consciously chooses
26 Rodearta Purba, February 28, 2018, Improving the Achievement on Writing Narrative Text through Discussion Starter Story Technique.Vol.9
strategies that fit his or her learning style and the L2 task at hand, these strategies become a useful toolkit for active, conscious, and purposeful self-regulation of learning. Learning strategies can be classified into six groups: cognitive, metacognitive, memory-related, compensatory, affective, and social.27
Language learning strategies have been classified by many scholars. However, most them attempt to classify language learning strategies reflect or less the same categorization of language learning strategies without any radical changes.28
a. Memory
Memory learning strategies are used by learners by utilizing the knowledge and previous learning experience. This learning strategy involves many memories and learning processes that use memory. For example, if the learner connects the sound of speeches with things that he ever remembered, then he was using a memory learning strategy.
b. Cognitive
Cognitive strategies are all learners‟ behaviors in the teaching and learning process that are related to the use of the learning of learners. This strategy can be in the form of various activities. In a research, six kinds of cognitive behavior is expected to represent this strategy. The sixth in behavior is: fixing its own error, using a signal
27 Rebecca L. Oxford, Ph.D., 1992. Language Learning Styles and Strategies: An Overview. p.63.
28 J.M. O‟Malley and A. U. Chamot, Learning Strategies in second language Acquisition, (London: Chambridge University Press, 1990) 87.
movement, and training say words, write in a notebook, read from the blackboard, and look at the teaching media.
c. Compensation
Compensation for learning strategies is used by learners who have sufficient high skills. This learning strategy is usually used to overcome some limitations in language. Learners who have difficulty explaining something in the language studied, for example, can use definitions or translations in he to maintain the language process to keep running
d. Meta-cognitive
Meta-cognitive strategies are all learning behaviors associated with techniques or methods of learning to deal with and manage teaching and learning materials. In this study, the meta-cognitive strategy was realized in various activities that can be included in the following three categories: deciding attention to planning and preparing teaching and learning activities, and evaluating the teaching and learning process. It can be emphasized that all this must come from and worked by learners.
e. Affective
Affective strategies are all learners related to the attitudes and feelings of learners in dealing with the learning process. This strategy is further divided into two: positive affective and negative affective.
Positive affective strategies are learning behavior that shows that
learners receive and appreciate the teaching and learning process. The negative affective strategy is the behavior of learners who show that learners reject and do not appreciate the teaching and learning process.
f. Social
Social strategies are all learning behaviors related to learning cooperation with their colleagues in achieving learning goals. This strategy is realized in six activities: Talking to my compatriots about the rejoicing, helping friends in accordance with teaching and learning activities, asking for help to friends, giving praise to friends, harassing or chatting friends
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research design, research location, and research subject.
A. Research Design
According Creswell, the research designs are the specific procedure involved in the research process: data Collection, data analysis and report writing. The research design for this research is descriptive qualitative method. It is used descriptive because this research aims to describe the obtain data of the field then this data research is collected the form of word.
This research is qualitative because the human as an instrument to analyze the written data in translation‟s text.29
Meanwhile according Sugiyono, method of the qualitative research is new because the popularity of also this researches it‟s not long time ago. This method is called positivism philosophy and also has artistic. Then this method is called the interpretive method because the results of the research results are more about the interpretive of the data found in the field.30
Based on the explanation above the researcher can conclude that this research use descriptive qualitative because the researcher would like to analyze the students difficulties in translating narrative text at tenth grade of MA Miftahul Ulum Kalisat.
29 John W Creswell,Educational research:planning, conducting, and evaluating quantitative and qualitative research -4th ed.
30 Prof. Dr Sugiyono. 2013. Metode Penelitian Kuantitatif,Kualitatif, Dan R&D. Bandung:
Alfabeta.
B. Research Location
The location for this research has been done in MA MIFTAHUL ULUM KALISAT. This school was located on Pondok Pesantren, Glagahwero Street, in Kalisat, Jember Jawa Timur. The reason why the researcher chooses this place is because it is one of school that developed in my village especially in Kalisat. In addition this school has programs that the students must more active to join the course. Meanwhile this school has a course that related with language that is Arabic and English language and obligates the students to di daily activities with those languages. Then they do daily assignment to read a text and also translate English text or sentences to improve their ability of international language. So it‟s necessary for the researcher become a chance which the researcher can focus of English language then the researcher can know the difficulties of students in translating narrative text.
C. Research Subject
For the participant was cooperative with researcher are students and teacher. The researcher took one class of MA Miftahul Ulum. In Pandemic Era, the researcher took one class of tenth grade IPA that has 24 students in the class. Then the researcher chooses these students to be subject in this research. The researcher analyzed them through interview and observation.
After the researcher interviewed students. The researcher conducted interview with the teacher.
D. Technique of Collecting Data
An instrument has a function as device in collecting the data.
Arranging instruments is basically to arrange evaluation of tool, because the evaluation is getting data about something being researched. And the results obtained can be measured by using standards predetermined by the research31. This research used three instruments like interview, test and documentation.
1. Interview
In doing the interview, the researcher must pay attention of time, nice conversation, friendly, and all about the presentations were influential of the content respondents answer that accepted by researcher. The researchers do interview to collect the data from English teacher and also with students who become respondents of this research. In qualitative research, there are three kinds of interviews. There are divided of structured, semi structured, and also unstructured. In the qualitative interview, the researcher conducted face to face interview with participants. Firstly, the researcher interview English teacher in office.
After interviewed the English teacher, the researcher was interview students as subject of this research in the school. But in pandemic era, the researcher only takes 12 Students to come at the school do interview.32 This research used semi structured interviews.
31 Dr. Sandu Siyoto, SKM.,M.Kes & M.Ali Sodik, M.A. 2015. Dasar Metodologi Penelitian.Yogyakarta:Literasai Media Publishing.p.64
32 John W. Creswell, Research Design Qualitative, Quantitative, and Mixed Methods Approaches Third Edition, 181
A semi-structured interview (in-depth interview) was an interview that was more freely than a structured interview. Because in semi structured has purpose to make the answer correctly than semi structured has purpose of this interview was to find the problems openly, which the interviewee was asked for their opinions and ideas.33 The researcher choose this type of interview (semi-structured) because it was very flexible to make this research clearly and it can help this research find the deeply of answer, despite the researcher have prepared the question the researcher able to add the other necessary question in the process of the interview.
2. Observation
Qualitative observations are those in which the researcher takes field notes on the behavior and activities of individuals at the research site.
Observation is a data collection technique that is carried out through direct observation. Researchers make observations on the spot on the object of research to be observed using the five senses. Researchers are positioned as observers or outsiders. In collecting data using observation, researchers can use notes or recordings.
Observation can be participatory, when the researcher joins in and carries out activities with the object of observation. Is a researcher or observer who does not participate in the activities carried out by the group under study, in other words the researcher only places himself as a spectator. In contrast to the participatory method, in this method the
33 Sugiyono, 2015. Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D.
Bandung: Alfabeta
observation is done secretly so that participants do not realize that they are being observed. So, the result from the accuracy of the data can be guaranteed.34 The researcher observed used observation participant, where is the researcher observed in the classroom about students in doing assignment, the condition in the classroom and the teacher‟s explanation in material.
3. Document Review
The researcher used document review to collect the data, such as:
students „presence list, the data of school profile which included the background of the school, the vision and mission of the school, the lesson plan of English teacher, the answer sheet of students translating narrative text and photos of teaching and learning process during translating learning.
E. The procedure of collecting data
When the researcher decided what type of instrument that used to collect the data, here the researcher can explain how the researcher collects the data as the result in this research. The researcher has done to collect of data by using the interview, test and also documentation. This is the role of the researcher do collecting data:
1. The researcher made a schedule to do research in the school then ask permission to leader of the school.
34 Iryana, Risky Kawasati,2013. Teknik pengumpulan Data Penelitian metode kualitatif. P. 10 .https://penerbitbukudeepublish.com/teknik-pengumpulan-data/
2. After the researcher asks permission to the leader, the researcher asks permission to English teacher then give know that the researcher will does research about narrative text material in tenth grade students.
3. The researcher do interview with English teacher and ask about the students difficulties that related translating narrative text then how the teacher overcome the students difficulties in translating narrative text.
4. The researcher record what English teacher say and note all about the condition during interview
5. After the researcher do interview with English teacher, the researcher do interview with students to ask information about what difficulties of students in translating narrative text.
6. Then, The researcher record what students say then note all about the condition during interview.
After the researcher do interview, the researcher next to second instrument use observation. The instructions for doing test are:
a. The researcher gives a greeting to make students enjoy with the class b. The researcher observe the English teacher‟s explained about narrative text c. The researcher prepared text narrative which translated by students.
d. After the researcher explained then the researcher gives a chance and time for students to do translating narrative text.
e. The researcher looked how students do translating of the text.
f. After time‟s finish, the researcher ask students to collect their answer sheet g. The researcher checks the students and analyzes the answer.
In documentation Review, the researcher gives some data to get result during the research.
a. The researcher put the profile of school
b. The researcher put all the picture during do interview with English teacher an also the students
c. The researcher put the answer sheet of students during do translating narrative text.
d. The researcher put lesson plan of teacher.
F. Technique of Data Analysis
The data analyzed used mode of Miles and Huberman. In qualitative research, the data were obtained by technique of collecting data that we called Triangulation and during collecting the data were continuously until the data surfeited. By observation that continuously got the high of data. Miles and Huberman‟s data analysis consist of: data condensation, data display and conclusion drawing/verification data that was done interactively and continuously to complete, so that the data reach saturation.35
We see analysis as three concurrent flows of activity: (1) data condensation, (2) data display, and (3) conclusion drawing/verification. We explored each of these components in more depth as we proceed through the book. For now, we made only some overall comments.36
35 Prof.Dr.Sugiyono. 2015. Metode penelitian pendidikan, pendekatan kuantitatif, kualitatif, dan R&D.Bandung:ALFABETA cv.p.333
36 Matthew B. Milles, A Michael Huberman, Johnny Saldana.2014,Qualitative Data Analysis, A methods Source Book. Arizona State University, Third Edition.
1. Data Condensation
Data condensation refers to the process of selecting, focusing, simplifying, abstracting, or transforming the data that appear in the full corpus (body) of written-up field notes, interview transcripts, documents, and other empirical materials. By condensing, we‟re making data stronger.
In this step, the researcher focused on summarizing and selected the notes fields to observation and interview. The researcher took the data about the student‟s difficulties in translating narrative text, the factor that affecting students in translating narrative text and the strategies of students to overcome the difficulties in translating narrative text.
2. Data Display
The second major flow of analysis activity is data display.
Generically, a display is an organized, compressed assembly of information that allows conclusion drawing and action. Looking at displays helps us understand what is happening and to do something either analyze further or take action based on that understanding. In this research, the researcher displayed the data then described it. Afterward, the researcher analyzed the data. The researcher presented the data from student‟s difficulties in translating narrative text, the factor that affecting student‟s difficulty in translating narrative text and the strategies of students to overcome the difficulties in translating narrative text.
3. Drawing and verifying conclusion
The third stream of analysis activity is conclusion drawing and verification. From the start of data collection, the qualitative analyst interprets what things mean by noting patterns, explanations, causal flows, and propositions.37 In the last of data analysis, the researcher give the result of problem statement then concluded after presenting the data and analyzing the data.
G. Validity of Data
To strengthen the truth of the data and findings of research results, a data can be said to be legitimate that is trusted. The validity of data can be intended to obtain the level of trust associated with how far the truth of the research results reveal and clarify the data with actual fact in the field. In this research, researcher use Triangulation technique. Triangulation refers to the use of multiple methods or data source in qualitative research to develop a comprehensive understanding of a phenomenon (Patton, 1999). Triangulation also has been viewed as a qualitative research strategy to test validity through the convergence of information from different source. Denzin( 1978) and Patton(1999) identified four types of triangulation: a)method triangulation, b)investigator triangulation, c)theory triangulation, d)data source triangulation.
Triangulation according Sugiyono (2007:330) is “the aim is not to determinate the truth about same social phenomena, rather than the purpose
37 Matthew B. Miles, A.Michel Huberman. An Expended sourcebook Qualitative Data Analysis second edition.London, New Delhi:Sage Publication, p.11.
of triangulation is to increase one‟s understanding of whatever is being investigated”.38 In this research the researcher uses source triangulation and methods to test the data validation.39
So after obtaining observational data during the teaching and learning process of translation, especially regarding students translation in narrative text, the researcher compare it with the results of interview from various source(between teacher and students) and compared the results of interview with the contents of related document reviews.
H. Procedure of Research
The steps of research outline which dealt with the planning of research done by researcher, it‟s started with the introductory study, the study of design, the actual research, and the writing of the report. The steps of this research are as follow:
1. Stage of Pre-field Research a. Arranging a research plan b. Selecting the research location c. Managing the license
d. Exploring and evaluating the field of research e. arranging the schedule of the research
f. preparing handout of the research
g. Selecting the participant or the informants
38 Bachtiar S. Bachri. 2010. Meyakinkan Validitas Data Melalui Triangulasi Pada Penelitian Kualitatif.Jurnal Teknologi Pendidikan,Vol.10 No.1,April.
39 Nancy Carter, RN, PhD, Denise Bryant-Lukois, RN, PhD,dkk.2014. The use of triangulation in Qualitative Research.Vol 41. No 45.
h. Preparing the research instrument 2. Stage of Fieldwork
After getting the research license, the researcher enters the research object and collects the data with observation about how teacher is teaching material, how students is learning in the class, interview, and document review to get the information about students difficulties in translating narrative text.
3. Stage of Data Analysis
After getting the data, the next stage is to analyze the data that include data condensation, data display, and drawing conclusion or verification. Next, the last step is making a research report.
I. The structure of the thesis
The Systematic of the discussion contains about the arrangement from the thesis outline. It is started from the introductory chapter to closing chapter. The format of systematic discussions as follows:
Session I is introductory chapter. This chapter consists of background of the research, research question, objective of the research, significance of research, and definition of key term.
Session II is Review of Related Literature. This chapter consists of previous research and theory of research related with the research conducted by the researcher.
Session III is Research Methodology. This chapter consists of such Research Design, Place and Time of Research, Population and Sample,
Instrument of Collecting Data, Technique of collecting Data, Data Analysis, Validity of Data, Research Procedure and the last is the structure of the discussion.
Session VI is discussed about the result of finding data analysis and discussion
Session V is discussed about conclusion and also suggestion.
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analysis, and also discussions on the result of data analysis. In research finding, after researcher collecting the data from tenth grade students of MA Miftahul Ulum Kalisat. The researcher analyzed their difficulties in translating narrative text, the factor that affecting them in translating narrative text and strategy to overcome it. In the discussion section, the researcher discusses the findings of the study with the supporting concepts which have been presented previously.
A. Overview of MA Miftahul Ulum Kalisat
MA Miftahul Ulum kalisat is senior high school as formal education and also religious education. The chairman of this school is Isfandiar M.Ag.
The Accreditation of this school is “A”. This school during teaching and learning in pandemic era use shift each grade to came and join the class. The teaching and learning is consistently. Therefore, the researcher conducted the research in this school.
Miftahul Miftahul Ulum Kalisat Madrasah was established by KH.
Syamsul Hadi Baihaqi who also concurrently as head of the madrasa in 1983.
The initial idea of establishment was initiated by KH. Ahmad Rosyidi Baihaqi (sister from KH. Syamsul Hadi).
Madrasah Aliyah Miftahul Ulum Kalisat as part of many formal encouragement agencies at high school in Jember Regency, then adjust to obtain a legal basis by officially set according to the decree of the Miftahul Ulum Calisan Foundation number: 05 / YMU-MA / K-2/VII/1997. As well as