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STUDENTS’ INDIRECT LEARNING STRATEGY IN LEARNING ENGLISH AT SMP NEGERI 3 BATANG ANAI KABUPATEN PADANG PARIAMAN
NoviaRatnasari *) LiliPerpisa, M. Pd **) YolaMerina, M. Hum ***)
*) Program StudiPendidikanBahasaInggris, STKIP PGRI Sumatera Barat Email: [email protected]
**) StafPengajar Program StudiPendidikanBahasaInggris, STKIP PGRI Sumatera Barat Email: [email protected]
***) StafPengajarProgaramStudiPendidikanBahasaInggris, STKIP PGRI Sumatera Barat Email: [email protected]
Abstract
This study aims to find about indirect learning strategy that often used by seventh grade students of SMPN 3 Batang Anai Kab. Padang PariamanWest Sumatra. This research was descriptive, the participant were 10% of 270 students of seventh grade that taken from 9 different classes on English language learning. From the data obtained through the questionnaire, it was found that the students of seventh grade in this school has been using indirect learning strategy that consists of three types: metacognitive strategy as much as 66.86% or around 17students of 27 total samples. Then, affective strategies used as much as 62.4%, or about 12 students of 27 total samples. Lastly, social strategies used as much as 29.1%, or about 10 students of 27 total samples. Thus, it can be seen from the high percentage of each stragies that used by seventh grade students of SMPN 3 Batang Anai, the students more frequent use of metacognitive strategies in learning English, as many as 66.68% or more than half the students are using these metacognitive strategies in learning English because the metacognitive strategies enables students learn to find their own things that make their mind to be more comfortable in the face of some material that their own difficulties as prepare the learning at home before the material learned in school.
Abstrak
Penelitianinibertujuanuntukmengetahuitentangstrategibelajartidaklangsung (indirect learningstrategy) yang seringdigunakanolehsiswakelas VII SMPN 3 BatangAnaiKabupaten Padang Pariaman Sumatera Barat.Penelitianinitermasukpenelitiandeskriftif, dimanarespondenya 10% dari 270 orang siswakelas VII yang diambildalam 9 kelas yang berbedapadapembelajaranbahasaInggris. Dari data yang diperolehmelaluiangket, ditemukanbahwasiswakelas VII di sekolahinitelahmenggunakanindirect learning strategy yang terdiridaritigajenisyaitu: metacognitifstrategisebanyak 66,86% atausekitar 17 orang siswadari 27 total sampelpenelitianini. Kemudian,affectifstrategidigunakansebanyak 62,4%
atausekitar 12 orang dari 27 total sampelpenelitianini. Terakhir, social strategidigunakansebanyak 29,1% atausekitar 10 orang dari 27 total sampelpenelitianini. Dengandemikian, dapatdiketahuidaribesarpersentasepenggunaanmasing- masingstrategisiswakelas VII SMPN 3 BatangAnailebihseringmenggunakanmetacognitive strategidalambelajarbahasaInggris, yaitusebanyak 66,68% ataulebihdariseparuhsiswa yang menggunakanmetacognitivestrategiinidalambelajarbahasaInggriskarenametacognitivestrategimemungkinkansiswauntukbelaj armenemukansendirihal-hal yang membuatpikiranmerekamenjadilebihnyamandalammenghadapibeberapamateriyang merekaanggapsulitsepertimempersiapkanpembelajaran dirumahsebelumbelajarmateritersebut disekolah.
Keyword: Indirect Learning Strategy, Learning English
INTRODUCTION
Indirect learning strategy supports and manages language learning without directly involving the target language. The indirect learning English strategies are useful in virtually all language learning situations and are applicable to all four language skills. These strategies help students regulate the learning process such as how students practice the information that have got and how the students manage and evaluate their learning.Indirect learning strategies also occur when the students indicate
has strong intrinsic motivation to improve English skills inside or outside of English class. Indirect learning strategies can be called as the students’ efforts or ways in reducing their problems during learning English and applying into English skills. In short, the students can reduce their problems indirectly by finding some comfortable ways for themselves to solve their own difficulties in mastering English skills.
There are some researchers have conducted the research which relates to this research. First, Fang (2008)
2 found out at “Learning Strategy Use and Linguistic
Patterns in Learning English Comprehension by EFL Learners”.This study main focused on investigating learning English strategy uses at different proficiency levels for different linguistics patterns.Moreover, Huei- Chun (2010) studied “A Study of EFL Learning English Comprehension Strategies”.This research aims to present study was to investigate the EFL learning English comprehension strategies used by college students in Taiwan.Last, Yi-Jiun (2010) the main aim of the thesis called “A Study English Learning Strategies Applied by Technological University Students”” was to elicit what language learning strategies the students use when learning English. This study intended to investigate the learning English strategies employed by university students in Taiwan.
The students’ efforts or ways in surviving from learning problems and improving their English skills are known as language learning strategies which are used by the students in mastering English as foreign language.
The students use language learning strategy without realizing about the strategies which is divided into two categories: first, direct learning strategies are used by the students when they learn in the classroom or when they try to complete English assignment from the lecturer directly. Second, indirect learning strategies which are used by the students to find ways to solve problems faced during mastering English skills.
In fact, based on the researcher observation in SMPN 3 BatangAnaiKabupaten Padang Pariaman West Sumatera, some of the students found that they recognize that it was not easy to comprehend English material delivered by the teachers during teaching learning process at the classroom. Thus, the students are easy to forget about the learning material and difficult to apply the material into English skills. They students are found many unfamiliar words during learning process. They also found many English rules which difficult to memorize such as tenses rules. But in contrast, some students admit that they interest to in English and want to master the skills. Some others also admit they should learn English in getting good achievement of English examination. Thus the students try and do some effort to master English by their own way. In short, the students use some learning strategy in making themselves survive to face English examination and also in mastering English skills.
Dealing to the phenomenon, students tried to reduce their English problems by doing some effort which makes them comfort during learning English as foreign language. Each student did different way to catch the idea on the English recorder. For instance, the students listened to the teacher’s explanation seriously, tried to memorize list of unfamiliar words and grammar rules. Some students had tried to review and evaluate the
English comprehension by discussing their trouble during English with friends and also the teacher. Others students also tried to ask the teacher about some materials difficult. Moreover, the phenomenon shows that the students have respect in improving their English skill by doing some ways to help them in comprehending the materials.
Meanwhile, students did some behavior and some way which are known as language learning strategies in solving their difficulties in mastering English. Language learning strategy is defined as learners’ behavior in learning to get comprehension, retention, retrieval and application of information for learning the language and certain acquisitions.
According to Oxford (1990), there are strategies that are used by the students in reducing their trouble in learning foreign language through indirect strategy which is divided into three classifications: 1) metacognitive strategies for coordinating the learning process, 2) affective strategies for regulating emotions, and 3) social strategies for learning with other. The use of indirect learning strategy in learning English is related to the phenomenon which is identified that the students use different language learning strategies to solve their learning problems such as: First, students need to prepare themselves for English exercise like preview some unfamiliar vocabularies demonstrate the similar meaning and memorize them without instructed by the teacher.
Second, they need to make themselves comfortable in order to create a highly concentration during understanding the materials. Thus, the students’
enjoyable will help them to concentrate during the process. Third, students’ need to cooperate with others which implies the absence of the presence of English to friends understanding in order to cooperation work in English practice activities.
RESEARCH METHOD
The researcher would conduct thisresearch into descriptive research.According to Gay and Airasian (2000: 257), descriptive study determines and describes the way of things are. Participants were the important in a research. The researcher chose SMPN 3 Batang Anai Kabupaten Padang Pariaman West Sumatera in learning English as the participants.Participants in this research, was selected by using random sampling. Thus, the researcher got 27 students as participants. Detail, the participants got the participants by divide 270 total students with 9 total classes of seventh grade, the result got about 27 students as participants which were spread in 3 students took randomly in each class of seventh grade.The researcher was going to chose questionnaire as instruments because the questionnaire would assess the fact from live from the participants’ answers. The questionnaire was used in order to get the valid answer of
3 the indirect learning strategies which was used by the
students during learning English.In this research, the questionnaire would compose by using Oxford (1990:15) because Oxford gives more explanation about each indicator the categories of indirect learning strategy which was occurred as sub indicators.
After collecting the data from some instruments above, the researcher tried to analyze the data. The data was taken from students’ questionnaire answers. To analyze the data, the researcher counted score of the students’ scale answers by using statistical analysis by Sudijono (2003:52) which clearly states the percentage of students’ ability based on the questionnaire scoring.
Based on the result of the formula, the researcher then found the dominant indirect learning strategies which was used by the students in mastering English skill..
From the score, the researcher would know the indirect language learning strategies which was used by the students in mastering English skill. The percentage was classified based on score classification that formulated by Arikunto (2009:124)
RESEARCH FINDIING
Based on the data description above, the researcher found findings of this research as follow: First, There are three indicators of indirect language learning strategies which is used by the students in mastering English Skills at the seventh grade students of SMPN 3 BatangAnaiKabupaten Padang pariaman West Sumatera.
Second, theseventh grade students of SMPN 3 BatangAnaiKabupaten Padang pariaman West Sumatera used metacognitive indirect learning strategy in mastering English Skills. It is proved by 66,86% or 19 students from 27 students used this strategies based on the percentage of data description. Third, the next indicators of indirect learning strategies were used by the students were affective strategy. It can be seen from 62,4% or 17 students from 27 students used this strategy based on the data description. Fourth, Low frequency of indirect learning strategies was using social strategies with 29,1% or only 9 students used this strategies from 27 students at the seventh grade students of SMPN 3 BatangAnaiKabupaten Padang pariaman West Sumatera.
Fifth, some students had applied various indirect language learning strategies in mastering English Skills outside of English class.In generally, the percentage of indirect learning strategies based on the indicators can be seen in the table below:
Table 1.1: Indirect learning categories percentage
Indirect learning Strategy
Percentage Number of Students
Frequen cy Metacognitive 66,86% 19 form 27 High
Affective 62,4% 17 from 27 High
Social 29,1% 9 from 27 Low
The data description and the findings, the researcher interpreted this research showed that seventh grade students SMPN 3 BatangAnaiKabupaten Padang Pariaman West Sumatera used indirect learning strategies. Students always used Metacognitive strategy.
Then, it was followed by Affective strategy which took second position after Metacognitive strategy. Last, students also only had low interests to use Social strategy during learning English, especially in mastering English skills. The interpretation was classified into three indicators of indirect learning strategies.
Generally, the researcher concludes that students use the three categories of indirect language learning strategies in mastering English Skills. It is proven by the result of data analysis that showed students who used various indirect learning strategies had improved their understanding of English Skills. The data also explained that the students tended to use metacognitive strategy during learning English because this enables students to control their cognition. Metacognitive served students by themselves in making themselves created comfortable feeling before, during or after in facing the difficult material in English learning. Actually, the using of indirect leaning strategies gave students support in understanding many various types of text. In short, students will be ease in mastering English Skills when the students had strong motivation to learn outsideofEnglish class and use various indirect learning strategies during the learning process.
CONCLUSION
Based on the finding of this research, it can be concluded that indirect language learning strategies were used by the students in learning English. In this research, the researcher searched the types of indirect language learning strategies which are used by the seventh grade students of SMPN 3 BatangAnaiKabupaten Padang pariaman West Sumatera. There are three indicators of indirect learning strategies which are used by the students such as metacognitive, affective and social strategy. The participants of this research were the seventh grade students of SMPN 3 BatangAnaiKabupaten Padang pariaman West Sumatera. Researchers choose these participants because the researcher found the students learning strategies in learning English which was new
4 faced by the students. The students should try to master
English skills while the class runs or the outside of the class. Thus, students will use some indirect language learning strategies during learning out of the English class itself. This research was conducted by using descriptive research because, there searcher wants to analyze indirect language learning strategies which is used by the students.
ACKNOWLEDGEMENT
The researcher delivers a great thank and appreciation to the great advisorsLiliPerpisa,S.S, M.Pd., and YolaMerina,S.S, M.Hum., Thank you for a lot of patiences, guidances, and supports to the researcher.
They guidance helped researcher in all the time of writing of the thesis.
REFERENCES
Arikunto, Suharsimi. 2009. Dasar – DasarEvaluasiKependidikan. Jakarta:
BumiAksara.
Gay and Airasian. 2000. Educational Research Competences for Analysis and Application.
New Jersey: Prentice Hall Company
Gay, R.L. Mills, Geoffrey, E. and Airasian, Peter, W.
2012Educational ResearchCompetencies for Analysis and Application. Boston: Pearson.
Oxford, Rebecca, L. 1990. Language LearningStrategies.
Massachusetts: Heinle&Heinle Publishers.
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