Submitted to the English Education Program of the Tarbiyah Faculty of the State Islamic Institute of Parepare in partial fulfillment of the requirements. First of all, the writer would like to express her gratitude to Lord Allah.SWT. The supreme and master of the universe and at the same time the creator of everything in this world who still gives the writer good health, blessings, grace to complete this thesis.
Language learning strategies are essentially conscious mind and behavior activities that learners use to facilitate language learning tasks and personalize the language learning process. The purpose of this research is to determine which strategy the student uses, the impact of this strategy and the language learning strategies that can be encouraged to approach GLL. The result of this study is useful for lecturers and students as they will get relevant information about language learning strategy.
The result of the analysis showed that students generally feel the socio-affective strategy in learning English process and the impact of the learner when they apply that learning strategy, it is easier to understand the material and feel comfortable . The language learning strategies that may be encouraged to approach GLLs, namely strategies used for language learning skills and elements.
INTRODUCTION
Research Question
The Objective of the Research
Significance of the research
REVIEW OF RELATED LITERATURE
- Some Pertinent Ideas
- Conceptual Framework
- Research Design
- Location and Time of the research
- Research Focus
- Procedure of Collecting Data
- Technique of Data Analysis
- Data Validity
Data classification is done by extracting parts of the data that are not related to the research focus. After that, the data was analyzed and connected with the previous data in order to get more focus conclusion. Data validation is performed to verify whether the research conducted is indeed a scientific research as well as to test the data obtained.
Testing the validity of the data in qualitative research includes testing, credibility, transferability, reliability and confirmability (Sugiyono,2007:270). So that the data in qualitative research can be accounted for as scientific research, it is necessary to test the validity of the data. Test credibility (credibility) or test the confidence of the data results research presented by the researcher so that the results of the research carried out are done without doubt as a scientific work.
By extending the observation, it means that the researcher returns to the field, makes observations, re-interviews the found data sources and newer data sources. The extension of observations to verify the credibility of research data is focused on testing the data obtained. The information obtained after rechecking the field is correct or not, has a change occurred or is still the same.
After checking in the field, the data obtained can be justified/true means credible, after which the extension of the observation should be terminated. Increasing accuracy is a way to check the work/verify whether the data collected, created and presented is correct or not. So there is triangulation of sources, triangulation of data collection techniques and time (Sugiyono triangulation of sources). To test the credibility of the data, this is done by checking the data obtained from various sources.
The data obtained were analyzed by researchers to produce a conclusion, then an agreement (member check) was asked with three sources of data (Sugiyono Triangulation Techniques To test the credibility of the data is done by checking the data of the same source with different techniques Negative case- analysis Conducting a negative case analysis means that the researcher looks for data that is different or even contradicts the data found.Using Reference Materials References are supporters to prove the data found by the researcher.
In a research report, it is advisable that the data presented is accompanied by authentic photographs or documents to make it more reliable (Sugiyono, 2007:275). Data validity is data that does not differ between data obtained by researchers and data that actually occurs on the research object, so that the validity of the data presented can be accounted for.
FINDINGS AND DISCUSSION
Discussion
Cognitive strategy is more limited to specific learning tasks and involves a more direct manipulation of the learning material itself. Subsequently, in the third interview it turned out that 1 student preferred to study in groups and the rest of the students were looking for other material. Cognitive strategies are more limited to specific learning tasks and involve more direct manipulation of the learning material itself.
For the first question of the interview, most of the students stated that the English language is important because the English language is an international language in this era. From the result of the analysis, the research found that 3 to 2 students mainly apply the socio-affective strategy in the process of learning English and the reason why students choose that learning strategy is because of the feeling by using those learning strategies they have an easier time understanding material and feel comfortable studying with questions and answers or discussing with other classmates. Intuitive mastery of the linguistic, cognitive, affective and sociocultural meanings expressed by language forms.
18 Naiman, N, et al., “The Good Language Learner”, Philadelphia: Multilingual Matters, p. 1) Listening English songs for listening skills 2) Listens attentively and tries to imitate. The successful language learner who was ... the subject of the research had been identified through colleagues from the university environment and often highly educated people. The first part deals with the conclusion of the findings, the other part deals with suggestions.
Based on the analysis of the interview and the observation instrument, it shows that students who generally use the socio-affective strategy in learning English process that they are related to social mediating activity and transactions with others. The effect of the learner's feeling when they apply this learning strategy is that they have an easier time understanding the material and feel comfortable when studying with questions and answers or discussing with other classmates. For the teacher, English language learning in the classroom is expected to be more innovative media learning media.
For students, this study can make students more creative to find out what is the appropriate strategy in another to achieve their understanding of learning and learn in depth about the strategies they use for language learning skills and elements. Chuin and Sarjit (2015) Type of Language Learning Strategies Used by Tertiary English Main Sains University in Malaysia. Silvi Rosdianti, "Language Learning Strategy of Students in Seven Grades of Al Azhar Junior High School Jambi City", Thesis for S1, (Jambi: UIN Sulthan Thaha Saifuddin, 2019).
CONCLUSION AND SUGGESTION
Suggestion
For the reader, this study can help the readers improve their knowledge about English learning strategy. Other researchers, this study can be further, sharply, critically and comprehensively assessed by other researchers, which is most closely related to this research in other to reveal many aspects in improving teaching and learning quality. Carrol Griffiths, "Use and proficiency of language learning strategies: the relationship between patterns of reported use of language learning strategies (LLS) by speakers of other languages (SOL) and proficiency with implications for the teaching/learning situation", thesis for the degree Doctor of Philosophy , (New Zealand: University of Auckland Library, 2003).
Developing communicative competence through topic of interest and learning styles using the integrated skills approach. Unpublished dissertation. Do you agree if your teacher is always showing you something new but still closely related to teaching? What do you think about learning English that makes it easier for you or what kind of English learning do you want?
When learning a foreign language, it is certainly not enough to rely on what the teacher teaches to get more information about what you are doing. As long as your teacher provides knowledge of English, what do you do in class? What do you do if you don't understand what the teacher explained or the assignment the teacher gave?
What do you do when you want to know that the assignment you are doing is true or false.
