Judul Skripsi: Language Learning Strategies Used by Students in First Grade Speaking Learning at SMAN 22 Makassar. Language Learning Strategies Used by Students in First Grade Speaking Learning at SMA 22 Makassar.Thesis. This research aimed to find out the language learning strategies used by high and low performing students in SMA Negeri 22 Makassar.
The object of this research was the first grade students of SMA Negeri 22 Makassar, consisting of 20 students with good results and 20 students with poor results. The writer concluded that the strategy used by students with good results are cognitive strategies followed by social, metacognitive, memory, compensatory and affective strategies. While the strategy used by students with poor results is compensation strategy followed by social, affective, cognitive, memory and cognitive strategies.
The researcher acknowledges that many hands have given help and helpful suggestions to complete this task. The researcher deeply thanks the principal and English teacher of SMA Negeri 22 Makassar and all the students of SMA Negeri 22 Makassar, especially the second class in the academic year 2016/2017, who spared their time and activities to be the subject of this research.
INTRODUCTION
- Background
- Research Question
- Objective of the Research
- Significances of the Research
- Scope of the Research
Language learning strategy is an expression of technique, behavior or thought that students use to understand, discover new information and skills. This is used by students to make language learning more successful, self-directed, more efficient and more transferable to new situations. Based on the previous explanation, the researcher decided to conduct a study titled “Language learning strategies used by students in learning Speaking at first grade SMAN 22 Makassar”.
What learning strategies did students who scored well in speaking skills use? What learning strategies did the students who scored poorly in speaking skills use? The students: They were able to increase the student's performance in learning to speak through language learning strategies.
Writer: the writer would be able to get more information about the language learning strategies used by the students in learning to speak. The purpose of this research was limited to speaking skills strategies, which focused on memory, cognitive, compensatory, metacognitive, affective and social strategies used by students.
REVIEW OF RELATED LITERATURE
- Previous Related Research Findings
- The Concept of Speaking
- Definition of Speaking
- The Components of Speaking
- The Difficulties of Speaking
- The Characteristic of Successful Speaking
- The Concept of Learning Strategies
- The Concept of Language Learning Strategies
- Kinds of Learning Strategies
- The Importance of Language Learning Strategies
- Conceptual Framework
Since 1990, there have been numerous studies on the use of learning strategies among successful second language learners. Chamot and Kupper (1989:9) define language learning strategies as techniques that students use to grasp, store and remember new information and skills. Based on the definition above, the researcher concludes that language learning strategies are specific action, behavior, tactic or technique, which facilitate the learning of the target language by language learner.
According to Stern's language learning strategies, there are Management and Planning Strategies, Cognitive Strategies, Communicative - Experiential Strategies, Interpersonal Strategies, Affective Strategies. From Oxford and crookall's point of view, the taxonomy of language learning strategies is divided into two groups as Direct Strategies and Indirect Strategies. According to O'Malley et al, language learning strategies are divided into three categories such as: Metacognitive Strategies, Cognitive Strategies and Socio-Affective Strategies.
Rubin and Wenden (1987:27) Metacognitive learning strategies are used to monitor, regulate or self-direct language learning. Based on the beliefs above, it can be seen that Oxford's types of language learning strategies are more comprehensive, detailed and systematic than the others. Lessard – Clouston (1997:3) states that language learning strategies contribute to the development of students' communicative competence.
Based on the conceptual framework shown above, the process of researching the language learning strategies used by students with good and poor results is shown.
RESEARCH METHOD
Research Design
The modified questionnaire was the Strategy Inventory for Language Learning (SILL) for speakers of other languages learning English. The questionnaire model used was a Likert scale model. The SILL questionnaires consist of 40 statement items and are subcategorized into six sections representing subcategories of language learning strategies. The researcher requested the teacher's document, which included students with good and poor results.
The Archive/Document aimed to know which of the students had good results and poor results. The researcher then took 5 high performing students and 5 low performing students in each class. After the researcher took the students who had good and poor scores, then the researcher distributed the questionnaire to the students.
The questionnaire aimed to know the learning strategies of the students who had a good and poor score. In the classification of the students' language learning strategies, there are five classifications which were used as follows. The findings of the research are the language learning strategies frequently used by students who had a good score and a poor score.
The results of the research are the language learning strategies often used by students who had a good score and a bad score. It shows that there are 7 students who had a good score (35.0%) and only 1 student who had a bad score (5.0%) using the answers from "always and usually and also classified in high category, 13 students who had a good" scored students who had a bad score (30.0%) by using the answer sometimes and also classified in the middle category, while 13 students who had a bad score (65.0% ), the responses generally did not and never used and also classified in the low category. As shown in Table 4.2, there are 13 students who had a good score, students who had a poor score (5.0%) using the answers always and usually, and who are also classified in the high category, 7 students who had a good score, students who had a poor score (40.0%) using the answer sometimes and also classified in the medium category, while 11 students who had a poor score (55.0%) using the answers generally not and never and also classified in low category.
Based on the description of the frequency of compensation strategies in table 4.3, it turns out that 6 students who had a good result and students who had a poor result (15.0%) using the answers of "always and usually" and also classified in the high category, 11. students who had a good result students who had a poor result (45.0%) using the answers sometimes and are also classified in the middle category, while 3 students who had a good result students who had a poor result (40.0%) using the answers generally no and never and also classified in the low category.The data in table 4.4 shows the result of the frequency of use of metacognitive strategies used by 11 students with a good result students who had a poor result (10.0%) using the answers of'.It shows that there are 6 students who had a good result students who had a poor result (5.0%) using the answers always and usually and also classified as high category, 12 students who had a good result students who had a poor result (55.0%) using the answer sometimes and also classified as medium category, while 2 students who had a good result students who had a poor result (40.0%) using the answers generally no and never and were also classified as low category.
Although different factors influence learners' use of language learning strategies, it is worth noting what successful learners have. Language learning strategies can be changed and modified through strategy training because they can be learned. International Journal on Studies in English Language and Literature (IJSELL), 2. Principles of Language Learning and Teaching.
A language learning strategy used by Arabic-speaking pre-service teachers learning English through content areas.
Sample and Population
Research Instrument
A study on language learning strategy use and its relationship to academic self-concept: The case of EFL students in Taiwan. Using Language Learning Strategies in Palestine.” http://www.tesl-ej.org/wordpress/issues/volume7/ej26/ej26a3/.
Procedure of Data Colection
Technique of Data Analysis
FINDINGS AND DISCUSSIONS
Research Findings
- Language Learning Strategies Used by Students with Good and
Discussion
- Students with Good Scores
- Students with Poor Scores
Strategi pembelajaran membaca dan mendengarkan dalam kurikulum nasional Swedia untuk Bahasa Inggris: studi kasus tentang praktik terbaik empat guru bahasa Inggris. 14 Saya membuat kata-kata baru jika saya tidak mengetahui salah satu kata bahasa Inggris yang benar. 17 Saya menghindari situasi atau topik tertentu selama percakapan bahasa Inggris karena terlalu sulit.
19 Ketika saya tidak dapat memikirkan kata-kata bahasa Inggris untuk mengungkapkan pesan, saya mendapatkan lebih banyak ide.
CONCLUSION AND SUGGESTION
Conclusion
Suggestion
