THE CORRELATION BETWEEN ENGLISH LANGUANGE LEARNING STRATEGIES AND THINKING STYLES INTENSITY
SKRIPSI
BY
MUSTAFIDATUL KHASANAH NPM 21801073049
UNIVERSITY OF ISLAM MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH EDUCATION DEPARTMENT
AUGUST, 2022
vi
Islamic University of Malang. Advisor I: Dr. Hj. Mutmainnah M, S.Pd., M.Pd; Advisor II; Dr. Muhammad Yunus S.Pd., M.Pd
Key Words: Language learning strategies, thinking styles
English is one of subject that compulsory in senior high school. Learning English is not easy for students’ who did not like this subject. In Indonesia, English regarded as foreign language so students can not practice English
everywhere. Students need the appropriate language learning strategy and thinking styles to make them more comprehend in English.
Learners should be aware to know the strategies that appropriate with themselves. Besides, learners have differently language learning strategies for themselves. It means that all learners have different learning strategies to improve their ability in study about English. They have own strategies that appropriate for them. By knowing their language learning strategies will assist them to resolve their English problems. Language learning strategies encourage learners to be autonomous, and make learners learning language better and more effective.
Thinking is important thing in learning process. Students’ thinking style encourage them to think freely as they wish, it makes them comfortable when they think clearly. In learning process, students who thinks enjoyable they can capture the material easily. In contrast, students’ who think of fear in learning make them having difficulties and feels uncomfortable in the class. Students thinking style help student to process the information and solve the problem.
The aim of this research was to investigate the relationship between English language learning strategies and thinking styles intensity.
The researcher used quantitative approach in this research. The researcher took 30 participants from third grade students who take linguistic major in senior high schools. The questionnaire was used as instrument in this research. In analyzing the data, the researcher used SPSS version 26.
The finding of this research showed that the third-grade students mostly applied social strategy (M = 7.27) in language learning strategy context and legislative style as thinking styles most used by students’ (M = 8.20). The Pearson product-moment correlation analysis indicated a statistically significant correlation between language learning strategies and thinking styles at significant value .000.
It indicates there is correlation between language learning strategies and thinking styles intensity.
To sum up, language learning strategies and thinking styles encourage students to learn English more effectively.
1 CHAPTER I INTRODUCTION
This chapter presents about background of the research, research problem, objective of research, significance of research, scope and limitation of the research, and definition of key terms.
1.1 Research Background
English has become the world’s most widely spoken language. Crystal (2003) states that English is global language where people mostly used English in any fields including in education context. In Indonesia, English is regarded as a foreign language. It means that people not use this language in daily life. In education, English is one of primally subject taught in senior high school. There are so many challenges in learning English in the classroom. The capability of teacher and learners must be equal in teaching and learning process (Tanjung, 2018). They run the role in order to get the effective learning in the classroom.
For EFL learners, the process of learning language is not easy. Sometimes, learners having difficulties to understand the material about English. The
difficulties that faced by learners’ affects their activities in learning process. Some difficulties faced by learners like they did not set the goal in learning, there is learners’ who likes English and not, and learners’ who do not know how to improve their ability in learning English. The challenge of the students’ is they
cannot identify their learning strategies (Tanjung, 2018). Here, Language learning strategies helps students to set the goal and regulate their learning. Language learning strategies such as tools for learners. It can be used for solving their problem, to accomplish the task, and to setting the goal (Oxford, 1990)
Actually, learning strategies is the key to success in learning process.
Learners who aware with their strategies can be success in learning. However, most of learners did not know about what language strategies that appropriate with them. The challenge of the problem is the learning strategies not taught in formally class (Tanjung, 2018).
Learners should be aware to know the strategies that appropriate with themselves. Besides, learners have differently language learning strategies for themselves. It means that all learners have different learning strategies to improve their ability in study about English. They have own strategies that appropriate for them. By knowing their language learning strategies will assist them to resolve their English problems. Language learning strategies encourage learners to be autonomous, and make learners learning language better and more effective.
The successful of the learning process also depends on how well students know about what their type of thinking styles. In the process of thinking each student has their own way of thinking, and convinced what they get. Dweck (2006) said that there are two kinds in terms of student thinking style approach;
growth mindset and fixed mindset. Students who have fixed mindset always feel anxious, and nervous about feedback or reviews. Students with a growing mindset
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are ambitious to learn how to enhance their performance and also like to exploring, experimenting, and expanding their abilities.
Language learning strategies of learners can be linked with thinking styles.
Style is defined as method of thinking. Style is not the ability; it refers how one use the abilities (Grigorenko & Sternberg, 1995). Every student has different needs in the language learning process and their own way of thinking. The way students think affected them to solve the problem in learning English.
Thinking is important thing in learning process. Students’ thinking style encourage them to think freely as they wish, it makes them comfortable when they think clearly. In learning process, students who thinks enjoyable they can capture the material easily. In contrast, students’ who think of fear in learning make them having difficulties and feels uncomfortable in the class. Students thinking style help student to process the information and solve the problem.
There is previous study investigating the relationship between language learning strategies and thinking styles by Nasukhah (2020). The finding of the study showed that there is positive relationship between students’ language learning strategies and their thinking style. Also, she said that each student has an own set of language learning strategies and thinking styles. As stated by
Nasukhah, (2020) she reported that most of students used metacognitive strategy in learning language strategies. On the other hand, most of students applied executive thinking style. Thinking styles and language learning strategies are the crucial components of the learning process.
Understanding students' thinking styles and language learning strategies may also help students become autonomous learners. By the reason above the researcher has strong reason to conduct the research entitled “The Correlation between English Language Learning Strategies and Thinking Styles Intensity”.
1.2 Research Problem
Based on the discussion above, the problem in this study is formulated as follows:
1. Is there any correlation between language learning strategies and thinking styles intensity?
1.3 Objective of Research This study aims to describe:
1. How the correlation between language learning strategies and thinking styles intensity.
1.4 Hypothesis of the Research The hypothesis of this research:
1. Ho : There is no significant correlation between language learning strategies and thinking styles intensity.
2. Ha: There is significant correlation between language learning strategies and thinking styles intensity.
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1.5 Significance of the Research
1. For students, this study expected guided students to aware about their language learning strategies and know about their thinking styles so they can improve their ability in learning English.
2. For teacher, this study can give the useful information to help teacher to set the learning and teaching process through what language learning strategies and their thinking styles. It makes the process of teaching more effective.
1.6 Scope and Limitation of the Research
In this case, the researcher did not include English achievement so it focused on determine whether or not there is correlation between English language learning strategies and thinking styles intensity. In addition, the
researcher not construct the questionnaires, but took questionnaires by Oxford and Sternberg.
1.7 Definition of Key Terms
In order to avoid misunderstanding or get the same perception of the terms used in the study, the following definitions are given:
1. Language learning strategies
The term language learning strategies in this study are activities, plan, or techniques that used by learners to solve their problem in learning language. Also, it can be said that language learning strategies is the techniques that apply by learners to regulate their learning in order to track their achievement in learning
process. There are six strategies in language learning strategies such as memory strategy, cognitive strategy, compensation strategy, metacognitive strategy, affective strategy, and social strategy.
a. Memory strategy enable students use their brain to cache and retrieve the information in learning process.
b. Cognitive strategy allows student to take responsibility for understanding the knowledge and convey the language.
c. Compensation strategy help students to make up for missing knowledge when use the language.
d. Metacognitive strategy helps students to manage themselves in learning process as learners. It helps student to know themselves better as language learners.
e. Affective strategy assists students to regulate their emotions and allow students to manage their feelings.
f. Social strategy engages students to practice with others.
2. Thinking styles
Thinking style is the intensity of thinking style used by students. It can be said thinking style is the way of students think to solve their problem and make them easier in learning process.
26 CHAPTER V CONCLUSION
This chapter presents some topics related to conclusion and suggestions for teacher, and students.
5.1 Conclusion
This research focuses on language learning strategies and thinking styles intensity. This present research was conduct to know whether there is correlation between language learning strategies and thinking styles intensity.
The researcher found that the significant value was .000 less than .05 which is showed there is a significant correlation between language learning strategies and thinking styles intensity.
After calculating the score obtained to the table interpretation level of correlation, it can be concluded that the correlation between two variables was high correlation. Therefore, the hypothesis that stated if there is significant correlation between language learning strategies and thinking styles intensity students is accepted.
In brief, language learning strategies and thinking styles help students to be success in learning language.
5.2 Suggestions
1. For English teacher
The researcher suggests for teacher to know what are the students need in the classroom. The teacher should design for teaching process to accommodate different students’ language learning strategies and thinking styles.
2. For the students
In learning English, students should be able to know what they need to enhance their abilities. They should know how to solve their problem in learning English. They have to pay attention what language learning strategies that appropriate of them. Moreover, they should know what types of thinking styles, so it easier solved when faced the difficulties in learning English
3. For future researcher
The researcher wants the other researcher could carry on the same topic and include English achievement so the result would be greater profit in large area.
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