Strategi pembelajaran tata bahasa Inggris terutama digunakan oleh mahasiswa dari Jurusan Bahasa Inggris Universitas Bengkulu. Strategi pembelajaran tata bahasa Inggris, yang terutama digunakan oleh mahasiswa di jurusan bahasa Inggris di Universitas Bengkulu.
INTRODUCTION
- Identification of the Problem
- Limitation of the Problem
- Formulation of the Problem
- Research Questions
- Purposes of the Research
- Significance of the Reserach
- Definition of the Key Terms
Considering the above conditions, the researcher examined the grammar learning strategies used by the students of the English Department of the University of Bengkulu. Which sub-strategy of the implicit grammar learning strategies is preferred by fourth semester students of the English departments of the University of Bengkulu.
REVIEW OF THE RELATED LITERATURE
Learning Strategies
Language learning strategies used by students are many and they can be classified according to types. A clearer description of the language learning strategies proposed by Rubin can be seen in the following table 2.1;.
English Grammar Learning Strategies
Another theory on grammar learning strategies is from Bade (2008), who proposes two micro strategies for grammar learning; cognitive and self-monitoring strategies. A third theory on grammar learning strategies is Shoebottom (2007) who states that there are some strategies or ways of learning English grammar, namely: (1) observing the aspect of English grammar that are similar.
Review of the Related Findings
A positive correlation was found between the use of language learning strategies and English proficiency, which was indicated by students' grades and self-efficacy. The first study was conducted by Tilfarlioğlu and Yalçin (2005) who attempted to examine the relationship between the use of grammar learning strategies and student performance. The study has proven that there is no large statistically significant difference between the use of grammar learning strategies and student performance.
The last and most current was the research conducted by Pawlak (2009), who investigated the relationship between the use of grammar learning strategies and target language achievement of 142 English department students at the Adam Mickiewicz University of Kalisz.
Conceptual Framework
Unidentified grammar learning strategies Preferred to be used by students of the English department of the University of Bengkulu. The twelve sub-strategies are; (1) noticing aspects of English grammar that are similar to and different from the learner's L1, (2) noticing grammatical structures that cause comprehension or communication problems, (3) paying attention to how the most proficient people say things and imitating, (4) spotting mistakes and correcting mistakes, (5) participating in class discussions and checking interpretation of how English grammar works, (6) reading lots of English books or resources other written in the English language, (7) English journal writing and keeping notes on English grammar patterns and rules, (8) using and collecting English grammar books, dictionary books and exam preparation books, (9) using internet technology, (10) paying attention to the rules of English grammar and doing English grammar exercises, (11) trying to work out the patterns and rules of the English language, (12) analyzing and memorizing the form and understanding and setting learning goals for English grammar. Using these above strategies, the researcher investigated and found the grammar learning strategies mainly used by the students of the English department of the University of Bengkulu enrolled in the academic year 2009/2010.
Kind of the Research
The data obtained from the interview show that these are the students' strategies to learn English grammar in depth. The researcher observed students' strategies in learning English grammar in the classroom during the teaching and learning process. The students were paying attention to the lecturer's explanation about learning English grammar.
Based on the interview, it was found that the students have strategies for learning English grammar.
Subject of the Reserach
Instrumentation of the Research
- Questionnaire
- Interview
- Observation
Techniques of Data Collection
Techniques of Data Analysis
DATA ANALYSIS, FINDING AND DISCUSSION
Data from Questionnaire
The percentage of student responses to the three groups of grammar learning strategies is shown in the following graph 4.1;. The next group of grammar learning strategies preferred by the students are the explicit-deductive grammar learning strategies. Most students chose the 'rarely' option for this group of strategies, as shown in Figure 4.4 below;
The last sub-strategy in this group of grammar learning strategies is to analyze and remember forms and meaning and set the goal of learning English language to be chosen from 5 items and 180 options.
Data from Interview
An example of students' answers is as follows: "lihat kamus" (looks at the verbs used in a dictionary). Second, it was asked, "what are their strategies for learning the difficult parts of English grammar?" The students' answers are different. An example of the students' answers is as follows; "Pernah, tapi sarang untuk pendamaan grammatik" (I used the internet, but very rarely to study grammar).
Contoh reaksi siswa adalah sebagai berikut; “Sebagian besar pengerjaan buku dilakukan di rumah pada modul.
Data from Observation
In addition, to check whether they understand the teacher's explanation, the students prefer to ask their friends or classmate rather than the teacher, for fear of making mistakes. Further, regarding taking notes on the grammar lesson, the students take notes on it either on a notebook or in their grammar books. The focus was on the students' activities in class, whether they paid attention to the grammar rules explained by the teacher or not and how the students did the teacher's exercises.
In addition, the students also did grammar exercises given by their teacher in a group of two with friends sitting next to them.
Findings
- Implicit Grammar Learning Strategies which
- Explicit-Inductive Grammar Learning Strategies
- Explicit-Deductive Grammar Learning Strategies
The next item strategy also dominantly used by the students is item 18, “I correct the incorrect use of English grammar. usually' option for this item. The next item is “I try to speak the English grammar rules I have learned” and there are also 47% of students who chose the option “usually” for this item. The next dominant sub-strategy is paying attention to English grammar rules and doing the English grammar exercises.
The sub-strategies of paying attention to English grammar rules and doing the English grammar exercises were investigated.
Discussion
This finding indicates that the students are willing to learn English grammar and want to be fluent in English. Meanwhile, in the explicit-deductive grammar learning strategies, the dominant sub-strategy used by the students is the use and collection of English grammar books, dictionaries and exam preparation books. Moreover, it can be seen as the indication that the students are thinking in a more practical way.
From the interview data, it also appears that the students did not yet use Internet technology to learn English grammar.
Limitations of the Research
35 Saya menggunakan buku tata bahasa Inggris yang mudah dipahami untuk mempelajari tata bahasa Inggris. 40 Saya mengunjungi situs tata bahasa Inggris di Internet untuk belajar tata bahasa Inggris. 46 Saya memperhatikan aturan tata bahasa Inggris yang diberikan oleh guru saya di kelas.
47 Saya memperhatikan aturan tata bahasa Inggris dalam buku atau modul tata bahasa Inggris saya.
CONCLUSION, IMPLICATION, AND SUGGESTION
Implications
Grammar teachers should help students more to notice their mistakes and explain the solution to the mistakes to help them learn English grammar better. Lecturers should use grammatically correct sentences when communicating with students, as they are considered more knowledgeable people and sources of input for students. The Independent Access Center in the Language Center (UPT Bahasa Inggris) and the English Department Library of the University of Bengkulu should provide more grammar books, English dictionaries and exam preparation books for students.
Lecturers should give students more opportunities to develop patterns and rules of the English language in teaching.
Suggestions
Students are suggested to seek more grammar learning strategies, use internet technology and self-access center at the language center (UPT Bahasa Inggris) to help them learn English grammar. The other researchers are suggested to conduct a further research in grammar learning strategies at the University of Bengkulu or at other private and state universities in Indonesia by also considering the students'. A comparative study of language learning strategy use in an EFL context: Monolingual Korean and bilingual Korean-Chinese university students.
An analysis of the relationship between the use of grammar learning strategies and student achievement in English preparatory classes.
Angket Penelitian
39 Saya menggunakan buku persiapan tes bahasa Inggris (misalnya buku TOEFL atau IELTS) untuk membantu meningkatkan tata bahasa Inggris saya. 41 Saya melakukan latihan di situs tata bahasa Inggris yang saya kunjungi untuk meningkatkan tata bahasa Inggris saya. 52 Saya mencoba menggunakan aturan dalam tata bahasa Inggris yang telah saya pelajari secara tertulis (in writing).
53 Saya mencoba menggunakan aturan tata bahasa Inggris yang telah saya pelajari saat berbicara.
Observation Checklist and Field Note
Interview Guide
The students checked whether their interpretation of the grammar was given by the lecturer to their classmates. 5 Students took notes on the grammar lesson given in their course books/subject module. Only very few of the students who have the grammar book in addition to their module were in class that day.
9 Students pay attention to the grammar rules given by the teacher in class.
Students’ Responses toward the Questionnaire Options
The Result of Observation Checklist and Fieldnote
The students were the ones who really liked the grammar lesson and they sat in the front row of the class seat. There were also some students who had the courage to ask the teacher about the grammar lesson they did not understand. Only a few students took notes on special grammar notebooks, most took notes on the same notebook/.
Almost all students paid attention to the teacher's explanation of the English grammar rules during classroom learning and teaching.
An Example of the Interview Transcription (MOV01834)
Misalnya saat guru menjelaskan bahwa kami kurang paham, ada teman yang.. yang sepertinya sudah mengerti sedikit, jadi terkadang kami saling percaya. S: “Terus kadang pas kita komuni… pas kita komunikasi atau nulis, kita sering nulis present tense, past tense, present tense, past tense. S: “Hmm… belajarnya kalau ketemu kata itu , apa yang kadang-kadang kita… lihat lagi oh.
Surat Mohon Izin Penelitian dari PPS UNP
Surat Izin Penelitian dari Universitas Bengkulu
