Judul Skripsi: LANGUAGE LEARNING STRATEGIES USED BY LEARNERS WHEN SPEAKING (a descriptive study at MAN 1 Makassar). Rahman Rahim, S.E., M.M., the Rector of Muhammadiyah University of Makassar, Erwin Akib, M.Pd., Ph.D, the Dean of Teacher Training and Education Faculty, also thank the Head of the Department of English Education, Ummi Khaerati Syam, S. .Pd., M.Pd, and all the faculty and staff of the English Education Department of Muhammadiyah University of Makassar, for their knowledge, support and assistance in completing this thesis.
INTRODUCTION Page
- Problem Statement
- Objective of the Research
- Significance of the Research
- Scope of the Research
- Definition of Terms
What are the language learning strategies used by the eleventh grade students in learning to speak at MAN 1 Makassar. To know the language learning strategies used by the eleventh grade students in learning to speak at MAN 1 Makassar.
REVIEW OF RELATED LITERATURE
Some Pertinent Ideas
- Speaking
- Language Learning Strategies
Apart from factors such as age, intelligence, aptitude, motivation, attitude, personality and learning styles, learning strategies play a significant role in improving learners' learning ability. Brown (2007), learning strategies are specific approaches that learners make to solve the problems through second language input and output. Chamot (2005) also states that language learning strategies are procedures that facilitate language learning task and those strategies are the most conscious and purposeful.
Oxford (in Benson 2001:81) classifies the general learning strategies into Direct and Indirect strategies. The explanation of the classification will be explained in the following explanation. 1) Direct strategies. Oxford stated that direct strategies are language learning strategies that directly involve mental processing of the target language. According to Murcia (2001), "Compensatory strategies (e.g. guessing from the context in listening and reading, using synonyms and "talking around" the missing word to help with speaking and writing, . and - strictly for speaking - using gestures or pause words ) help make up the learners for missing knowledge".
While learning style or personality may be difficult to change, learning strategies are learned and easier to modify (Oxford, 1990).
Conceptual Framework
Therefore, if students can be more aware of the strategies they are using and practice how to use the strategies appropriately, they can become more successful learners. First, the research began by observing the teaching and learning process of English speaking in a class of eleventh grade students in MAN 1 Makassar. After observing the process of teaching and learning English speaking, the researcher proceeded by distributing the questionnaire to all the students, where the students answer the item by marking the answer.
And then the researcher collected information about the categorization of excellent and poor English teachers. They then compared the categorization of high achievers and low achievers to determine how language learning strategies were used. The researcher identified the strategies using a questionnaire and documentation of students' English learning outcomes from the English teacher to the process in this research.
Then, the researcher compared the students with excellent and poor achievement in learning English to get more information about the strategies used by excellent and poor teachers.
Research Design
Research Subject
Population and Sample
Research Instrument
The researcher used the teacher's document to learn more about the language learning strategies used by the students. To find the language learning strategies applied by the students of MAN 1 Makassar. The researcher analyzed the data based on the language learning strategies related to the theories of language learning strategies in chapter two. The differences between the high-achieving students and the low-achieving students in the use of language learning strategies.
The data analyzed showed that the high-achieving students generally used language learning strategies (M=3.72), meaning that the high-achieving students used strategies at a “high level” of frequency use, and that they used the strategies “usually” ” when speaking because the range of (M=3.72 >3.5).in. Based on the above discussion, the language learning strategies can help the students in learning, especially in speaking. The differences were found by the good and the poor performers in the use of language learning strategies in learning to speak.
In fact, the high achievers were dominant in all six categories of the language learning strategies.
Procedure of Data Collection
Technique of Data Analysis
In this study, there are two types of data collection, quantitative data and qualitative data. There are five classifications used as follows in classifying learners' language learning strategies. This documentation is intended to obtain information about students with excellent and poor results in learning to speak.
Strategy Use Frequency Description Mean Score of Strategy Use High Always or almost always used 4.5 to 5.0.
FINDINGS AND DISCUSSION
Language Learning Strategies
Language learning strategies are generally defined as the tools language learners consciously use to support their understanding, learning and recall of the new information (O'Malley & Chamot, 1990). According to studies, successful learners generally have more learning strategies, so they can use appropriate learning strategies depending on the situation. A study by Rachmawati (2012) on language learning strategies used by learners when learning to speak shows that compensation strategies are the most common strategies used by all learners.
Meanwhile, differences in the strategies used by the high and low performers in speaking are found in terms of the frequency of use, strategy category and varieties of strategy. Alhaysony (2017) on language learning strategies used by Saudi EFL students: The effect of duration of English language study and gender found that the aim of the study was to better understand the relationship between the use of LLS, gender and duration of English language study to understand Speaking is one of the skills that students must master in order to learn English.
Because of the importance of language in human life, it is very necessary to study about language. The results of the most used strategies were compensation strategies, which were supported by previous studies such as Chang, et.al (2007) a study of language learning strategies used by EFL college students in Taiwan , which showed that compensation strategies were used the most. Students indicated that language learning strategies were commonly used (M = 3.5) for over all strategies and based on the standard classification of strategies of use level, it was classified as high level commonly used by students where the average score of strategies. (M = 3.5) between 3.5 and 4.4 points and it can be said that the students of MAN 1 Makassar had "high level" in the use of language learning strategies.
The Differences in LLS Used
The most used strategy was compensation strategies (M=3.69) which are usually used by the students and followed by metacognitive strategies (M= 3.67) and social strategies (M= 3.63) while memory strategies (M =3.46), cognitive strategies (M) = 3.4) and affective strategies (M=3.21) which are sometimes used by the students. There was not a big difference between the frequency of each strategy used by the students. The following section shows each response of students, especially the students categorized as high achievers and low achievers learning English experience.
Averages of personal strategy use among high and low performing students are shown in Table 4.2 and Figure 2. Based on the data analyzed above, there are several differences in terms of strategy use frequency, strategy category and strategy variety. used by high achievers and low achievers. The analyzed data showed that excellent students used LLS more often (M=3.72) than poor students (M=3.02). Based on table 4.2 and figure 2 above, it can be seen that students with excellent speaking achievements most often used language learning strategies compensatory strategies (M=4.17), followed by metacognitive strategies (M=3.93), social strategies (M=3.83), memory strategies (M=3.81), cognitive strategies (M=3.57) and affective strategies (M=3.06).
The strategies most used by the low achievers were metacognitive strategies (M=3.37), and then compensation strategies (M=3.28), social strategies (3.17), cognitive strategies (M=2.95), memory strategies (M=2.85) . and the last strategy used by the students was affective strategies (M=2.5).
Discussion
Based on the data in Figure 2 and Table 4.2, it can be seen that the language learning strategies used by high-achieving speaking students are compensatory, metacognitive and social. Based on the findings and discussion in the previous chapter, this research tries to help students overcome the limitations and difficulties in learning speaking by finding out which language learning strategies are used by students in learning speaking and what are the differences in language learning strategies. used by high achievers and low achievers in learning to speak. The findings in this research showed that in language orientation strategies students as commonly used subjects or at high level of using language learning strategies.
On the other hand, memory strategies, cognitive strategies and affective strategies were the least frequently used in language learning strategies. Relationships between second language learning strategies and language skills in the context of learner autonomy and self-. Hero with a thousand faces: Teacher autonomy, learning strategies and learning tactics in independent language learning.
This form of the STRATEGIC INVENTORY FOR LANGUAGE LEARNING (SILL) is intended for students of English as a second or foreign language.
CONCLUSION AND SUGGESTION
Suggestion
- SILL Profile of Result
- SILL Used by All Learners
- The SILL Used by High and Low Achievers
NEVER OR ALMOST NEVER TRUE OF ME means that the statement is very rarely true of you. WHICH IS NOT TRUE OF ME means that the statement is true less than half the time. SOMEWHAT TRUE FOR ME means that the statement is true for you about half.
EVER TRUE TO ME means that the statement is true more than half the time. ALWAYS OR ALMOST ALWAYS TRUE OF ME means that the statement is almost always true for you. I watch English language TV shows that are spoken in English or go to movies that are spoken in English.
I look for words in my own language that are similar to new words in English.
