CHAPTER I INTRODUCTION
C. Suggestions
Based on the conclusions and implications previously stated, several suggestions are proposed:
1. Students should learn and use their understanding of speaking strategies and have motivation in speaking activities to improve their speaking skill.
2. Students are suggested to seek more speaking learning strategies and improving motivation in the books, journals, internet, and so on to add more
information about the latest speaking learning strategies and motivation that could be applied in their speaking activity.
3. It is suggested to other researchers to investigate other factors that can affect speaking skill in order to have brief description about the factors that contribute speaking skill both internal and external factors.
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APPENDIX I
I N S T R U M E N T
NO Strategy Group Strategy Set Strategy Explanations 1 Memory Creating mental linkages Placing new words into
the context
This strategy involves a form of associating or elaborating, in which the new information is linked with a context. Placing a word or phrase in a meaningful sentence, conversation, or story in order to remember it.
2 Memory Applying images and
sounds
Representing sounds in memory
This strategy helps learners remember what they hear by making auditory rather than visual representations of sounds
3 Memory Reviewing well Structured reviewing This strategy is especially useful for remembering new material in the target language 4 Cognitive Practicing Repeating Speaking, saying or doing something over and ever: listening to something several times;
rehearsing; imitating a native speaker.
5 Cognitive Practicing Formally practicing
with sounds and writing system
This strategy is often focused on perception of sounds (pronunciation and intonation). Tapes or records assist this strategy well
6 Cognitive Practicing Recognizing and using
the formulas and patterns
Recognizing and using routine formulas and patterns in the target language greatly enhance the learner‘s comprehension and production 7 Cognitive Practicing Recombining The strategy recombining involves constructing
a meaningful sentence or longer expression by putting together known elements in new ways
8 Cognitive Practicing Practicing
Naturalistically
This strategy involves practice in speaking the language for realistic communication
9 Cognitive Receiving and sending Message
Using resources for receiving and Sending Message
This strategy involves using resources to find out the meaning of what is heard or read in the new language, or to produce messages in the new language
11 Cognitive Analyzing and reasoning Translating It is converting a target language expression into the native language.
12 Cognitive Analyzing and reasoning Transferring It is directly applying knowledge of words, concepts, or structures from one language to another in order to understand or produce an expression in the new language.
13 Compensation Overcoming limitations in speaking and writing
Switching to the mother tongue
This strategy called ―code switching‖. It involves using the mother tongue for an expression without translating it.
14 Compensation Overcoming limitations in speaking and writing
Getting help It involves asking someone for help in a conversation by hesitating or explicitly asking for the missing expression
15 Compensation Overcoming limitations in speaking and writing
Using mime or gesture In this strategy, the learner uses physical motion in place of an expression during a conversation to indicate the meaning
16 Compensation Overcoming limitations in speaking and writing
Avoiding communication partially or totally
It involves avoiding communication when difficulties are anticipated or encountered
17 Compensation Overcoming limitations in speaking and writing
Selecting the topic In this strategy, the learner chooses the topic of conversation
18 Compensation Overcoming limitations in speaking and writing
Adjusting or
approximating the message
It is used to alter the message by omitting some items of information, make the ideas simpler or less precise, or say something slightly different that has similar meaning
19 Compensation Overcoming limitations in speaking and writing
Coining words It means making up new words to communicate a concept for which the learner does not have the right vocabulary
20 Compensation Overcoming limitations in speaking and writing
Using a circumlocution or synonym
In this strategy, the learner uses a circumlocution or synonym to convey the intended meaning
activity and linking these with what the learners already know.
22 Metacognitive Centering your learning Paying attention It involves two modes directed attention (generally or globally to pay attention to the task and avoid irrelevant distracters) and selective attention (deciding in advance to notice particulars details)
23 Metacognitive Centering your learning Delaying speech production to focus on listening
It is often viewed as a way of focusing on listening comprehension before students feel comfortable enough to speak
24 Metacognitive Arranging and Planning your learning
Finding out about language learning
This strategy means uncovering what is involved in language learning
25 Metacognitive Arranging and Planning your learning
Organizing This strategy includes a variety of tools such as creating the best possible physical environment, scheduling well and keeping a language learning notebook.
26 Metacognitive Arranging and Planning your learning
Setting goals and objectives
Speaking goals might be to develop sufficient speaking skill to survive in a second language environment, to communicate occasionally with acquaintances who speak the target language 27 Metacognitive Arranging and Planning
your learning
Identifying the purpose of language task
This strategy involves determining the task purpose an act useful for all language skill. By knowing the purpose for doing something enables learners to channel their energy in the right direction.
28 Metacognitive Arranging and Planning your learning
Planning for a language task
This strategy always involves identifying the general nature of the task, the specific requirements of the task, the resources available within learner, and the need for further aids.
responsibility to generate their own opportunities to practice.
30 Metacognitive Evaluating your learning Self-monitoring This strategy does not center as much as on using language as it does on students‘ conscious decision to monitor that is, notice and correct their own error in any of the language skills.
Encourage students to write down their difficulties in their notebook and try to eliminate them.
31 Metacognitive Evaluating your learning Self-evaluating This strategy involves gauging either general language progress or progress in any of the four languages. In speaking, learners may record their own speech on a tape recorder and then listen to the recording to find out how they sound compared with native speaker
32 Affective Lowering your anxiety Using progressive relation, deep breathing or mediation
Using the technique of alternately, tensing and relaxing all of the major muscle group in the body as well as the muscles in the neck and face, in order to relax or the technique of breathing deeply from the diaphragm or the technique of mediating by focusing on a mental image or sound.
33 Affective Lowering your anxiety Using music This strategy is useful before any stressful language task. Listening to soothing music, such as a classical concert as way to relax.
34 Affective Lowering your anxiety Using laughter It is potentially able to cause important biochemical changes to enhance the immune system. Using laughter to relax by watching the funny movie, reading a humorous book and
statements improve each of the four language skills. Saying or writing positive statement to oneself in order to feel more confident in learning new language.
36 Affective Encouraging your self Taking risk wisely This strategy involves a conscious decision to take reasonable risk regardless of the possibility (or probability) of making mistakes or encountering difficulties. Risk must be tempered with good judgment.
37 Affective Encouraging your self Rewarding yourself Learner need to discover how to reward themselves for good work in language learning.
Naturally, self-reward relates to all four language skills. Rewards differ from one person to another and must be personally meaningful to the individual.
38 Affective Taking emotional
temperature
Listening to your body Paying attention to the signals given by the body.
These signals may be negative, reflecting stress, tension, worry, fear, and anger or they may be positive, indicating happiness, interest, calmness, and pleasure.
39 Affective Taking emotional
temperature
Using checklist Using checklist to discover feelings, attitudes, and motivations concerning language learning in general, as well as concerning specific language task.
40 Affective Taking emotional
temperature
Writing language learning diary
Languages learning diaries or journals are narratives describing the learners‘ feelings, attitudes, and perceptions about the language learning process.
41 Affective Taking emotional
temperature
Discussing felling with someone else
Language learning is difficult, and learners often need to discuss this process with other people such as teacher, friend and parent to discover and
monitoring, in which the students notice and correct their own difficulties.
43 Social Cooperating with others Cooperating with peers This strategy involves a concerted effort to work together with other learners on activity with a common goal or reward. And also this strategy can involve regular learning partner or temporary pair or small group. This strategy frequently involves controlling impulses toward competitiveness and rivalry.
44 Social Cooperating with others Cooperating with proficient users of the new language
This strategy applies to all four skills. In reading students often need to cooperate with proficient language users. This frequently happens when language learners encounter proficient language users on the job, in the classroom, or on a trip.
45 Social Empathizing with others Developing cultural understanding
Background knowledge of the new culture often helps learner understand better what is heard or read in the new language.
46 Social Empathizing with others Becoming aware of others‘ thought and feelings
Learners can purposefully become aware of fluctuations in the thoughts and feelings of particular people who use the new language.
1 Students‘
Speaking Motivation
A. Intrinsic Motivation
B. Extrinsic Motivation
a. Criterion measures (related to intended effort) b. Ideal L2 self
c. Linguistic self-confidence d. Attitude toward learning English e. Interest in the English language f. English anxiety
g. Attitudes toward L2 community.
h. High aspiration a. Ought-to L2 self
b. Parental encouragement c. Instrumentality-promotion d. Instrumentality-prevention e. Travel orientation
f. Fear of assimilation g. Ethnocentrism h. Integrativeness i. Cultural interest j. Failure and penalties k. Success and rewards
The Grid of Questionnaire (Try out Speaking Learning Strategies)
SPEAKING STRATEGIES NO PERNYATAAN SL SR JR TP (+)
(-) Memory Creating mental
linkages
Placing new words
into the context 1
Dalam mempelajari percakapan berbahasa Inggris, apakah Anda menghubungkan kosa kata baru dengan pelajaran speaking
dikelas
(+)
Memory Applying images and sounds
Representing sounds
in memory 2
Dalam mempelajari percakapan berbahasa Inggris, apakah Anda menggunakan kata atau ungkapan yang didengar dalam
speaking
(+)
Memory Reviewing well Structured reviewing 3
Dalam berbicara bahasa Inggris, Apakah anda memperhatikan susunan kata atau ungkapan selama speaking
(+)
Cognitive Practicing Repeating 4
Dalam meniru berbicara bahasa Inggris seperti orang asing, Apakah anda menggunakan bahasa (kata atau ungkapan) berulang-ulang dalam speaking atau langsung praktek dengan
native speaker
(+)
Cognitive Practicing
Formally practicing with sounds and
writing system
5
Dalam meningkatkan kemampuan berbicara bahasa Inggris, apakah Anda sangat memperhatikan bagaimana pengucapan yang benar
(+)
Cognitive Practicing Recognizing and using
the formulas and 6 Dalam meningkatkan speaking, apakah Anda sangat memperhatikan rumus atau
(+)
Cognitive Practicing Recombining 7
Dalam meningkatkan speaking, apakah Anda cenderung menggunakan kata atau
istilah baru
(+)
Cognitive Practicing Practicing
Naturalistically 8
Dalam meningkatkan speaking, apakah Anda berbicara apa adanya atau secara alami saja
(+)
Cognitive Receiving and sending Message
Using resources for receiving and Sending
Message
9
Dalam memahami pesan yang diterima atau yang disampaikan, apakah Anda cenderung menggunakan kamus, buku percakapan atau buku lain
(-)
Cognitive Analyzing and
reasoning Reasoning deductively 10
Dalam memahami speaking, apakah Anda memahami secara umum
(+) Cognitive Analyzing and
reasoning Translating 11
Dalam memahami speaking, apakah anda cenderung menterjemahkan
(-)
Cognitive Analyzing and
reasoning Transferring 12
Dalam speaking, apakah Anda menggunakan bahasa separo ular separo belut (bila tidak tahu kata bahasa
Inggrisnya)
(-)
Compensation
Overcoming limitations in speaking and
writing
Switching to the
mother tongue 13
Dalam menganalisa speaking, apakah Anda cenderung menangkap atau menggunakan poin-poin pembicaraannya
(+)
Compensation
speaking and writing
Getting help 14
ucapannya seperti: please speak more slowly or be slowly please
(+)
Compensation
Overcoming limitations in speaking and
writing
Using mime or gesture 15
Dalam speaking, apakah Anda menggunakan bahasa isyarat atau gerak- gerik (bila tidak tahu kata bahasa
Inggrisnya)
(+)
Compensation
Overcoming limitations in speaking and
writing
Avoiding communication partially or totally
16
Dalam speaking, bila ada hal yang tidak dikuasai atau topik yang tak tahu apakah anda cenderung beralih topic
(-)
Compensation
Overcoming limitations in speaking and
writing
Selecting the topic 17
Dalam speaking, apakah Anda suka memilih-milih topik yang hanya Anda suka
(-)
Compensation
Overcoming limitations in speaking and
writing
Adjusting or approximating the
message
18
Dalam speaking, bila idenya agak sulit
apakah Anda cenderung
menyederhanakannya
(+)
Compensation
Overcoming limitations in speaking and
writing
Coining words 19
Dalam speaking, bila anda tidak tahu kata Inggrisnya apakah Anda gunakan padanannya
(+)
Compensation
Overcoming limitations in speaking and
writing
Using a circumlocution or
synonym
20
Bila teman bicara tidak paham dengan speaking Anda, apakah Anda menggunakan beberapa kata lain agar ia
paham
(+)
learning
know material. telah berlalu
Metacognitive Centering your
learning Paying attention 22
Dalam memfokuskan kemampuan speaking, apakah Anda memperhatikan aspek berbicara yang khusus
(+)
Metacognitive Centering your learning
Delaying speech production to focus on
listening
23
Dalam berbicara bahasa Inggris, apakah Anda suka memperhatikan dulu dari pada banyak bicara
(-)
Metacognitive
Arranging and Planning your
learning
Finding out about
language learning 24
Apakah Anda suka mencari hal-hal baru untuk speaking lewat membaca buku atau lewat nyanyi
(+)
Metacognitive
Arranging and Planning your
learning
Organizing 25
Agar meningkat kemampuan speaking Anda, Apakah Anda mengatur waktu atau suasana untuk melakukan speaking
(+)
Metacognitive
Arranging and Planning your
learning
Setting goals and
objectives 26
Dalam speaking, apakah anda menentukan tujuan atau target speaking
(+) Metacognitive
Arranging and Planning your
learning
Identifying the purpose of language
task
27
Untuk meningkatkan speaking anda mengandalkan pada aktifitas yang
ditugaskan
(-) Metacognitive
Arranging and Planning your
learning
Planning for a
language task 28
Untuk meningkatkan speaking anda lakukan teknik deskripsi atau bercerita
(+)
Metacognitive
Arranging and Planning your
learning
Seeking practice
opportunities 29
Dalam meningkatkan kemampuan speaking, apakah Anda suka melakukan kesempatan speaking yang banyak
(+)
menguranginya Metacognitive Evaluating your
learning Self-evaluating 31
Dalam melihat kemampuan bahasa Inggris, apakah Anda suka menilai sendiri kemajuan speaking anda
(+)
Affective Lowering your anxiety
Using progressive relation, deep breathing or mediation
32
Untuk menghindari ketegangan dan kegelisahan dalam kelas speaking apakah Anda suka melakukan penyegaran dengan menarik nafas dalam-dalam satu kali atau
lebih
(+)
Affective Lowering your
anxiety Using music 33
Untuk mengurangi rasa gugup dalam speaking, apakah Anda melakukannya dengan mendengarkan music klasik
(+)
Affective Lowering your
anxiety Using laughter 34
Untuk mengurangi rasa gugup dalam speaking, apakah Anda melakukannya dengan tertawa
(-)
Affective Encouraging your self
Making positive
statements 35
Untuk mendorong kemampuan berbicara bahasa Inggris, apakah Anda menulis sesuatu yang positif mengenai diri sendiri
(+)
Affective Encouraging your
self Taking risk wisely 36
Untuk mendorong kemampuan speaking Anda memaksakan diri
(+)
Affective Encouraging your
self Rewarding yourself 37
Untuk mendorong kemampuan berbicara bahasa Inggris, apakah Anda menghargai kemampuaan diri sendiri dan mengangumi diri sendiri
(+)