THE CORRELATION BETWEEN FIRST YEAR STUDENTS’
LEARNING STRATEGY AND THEIR SPEAKING ABILITY AT JUNIOR HIGH SCHOOL OF ITTIHADUL ABROR NW MERCAPADA
By:
Devy Syukria Balaghan 160107078
STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM
2020
i
The Correlation Between First Year Students’ Learning Strategy And Their Speaking Ability At Junior High School of Ittihadul Abror NW
Mercapada
Thesis of Sarjana
Presented as partial requirements at Mataram State Islamic University for the attainment of the Sarjana Degree in Study Program of English Language Education
By:
Devy Syukria Balaghan 160107078
Study Program of English Language Education Faculty of Education and Teacher Training
State Islamic University of Mataram
2020
ii APPROVAL
Thesis by : Devy Syukria Balaghan, NIM : 160107087 entitled “The Correlation Between First Year Students’ Learning Strategy And Their Speaking Ability at Junior High School of Ittihadul Abror NW Mercapada in Academic Year 2019-2020” has fulfilled the requirement and has been approved to be examined.
Approved on : 10 Juni 2020
Advisor I Advisor II
Dr. Syarifudin, M.pd Kasyfur Rahman, M.pd
NIP. 196812311999031009 NIP.198612282018011001
iii ADVISORS’ OFFICIAL NOTE
Mataram, 10 Juli 2020
Hal: Thesis Examination Honorable
Dean of Education and Teacher Training Faculty In Mataram
Assalamu’alaikum, Wr. Wb.
Respectfully, after making guidance, direction, and correction, we argue that this thesis from:
Name of Student : Devy Syukria Balaghan
NIM : 160107087
Department : English Language Education
Title : The Correlation Between First Year Students’ Learning Strategy and Their Speaking Ability at Junior High School of Ittihadul Abror NW Mercapada in Academic Year 2019-2020.
Has fulfilled the requirements for submission in the sarjana thesis munaqasyah session of Education and Teacher Training Faculty of Mataram State Islamic University. Therefore, we hope that this thesis will be examined soon.
Wassalamu’alaikum, Wr. Wb.
Advisor I Advisor II
Dr. Syarifudin, M.Pd. Kasyfur Rahman, M.Pd
NIP. 196812311999031009 NIP. 198612282018011001
iv
v
vi MOTTO
“Once you have faith, you will get the power that makes everything possible.”
~Greg S. Reid~
vii DEDICATION
This thesis is sincerely dedicated to:
“My beloved parents, my father (Drs. Nurdin, M.pd) and my mother (Rizkah) who always love, pray, guide, support, motivate and always give me some advices to keep it spirit to study hard and big thanks for the effort in making my education run well. I love them forever more. My beloved older sisters and my younger sister (Binti Dwi Nur Sandra Ni’mah, Novy Kemala Pinanky, and Okta Magfiroh Balaghan) who always guide, motivate and support, and always give me some advices during I am in the red zone. I love them forever. In addition, my beloved big family in my new hometown including My husband (Muhammad Saparwadi) who always prays and supports me to accomplish my thesis, I love them so much.
viii ACKNOWLEDGMENTS
Alhamdulillah, all praise to Allah SWT for blessing, opportunity, health, and merciful.
Blessing and salutation be given to Prophet Muhammad SAW (peace be upon him) and His family. The writer can finish this project as one of the requirements for the Bachelor Degree of Educational Studies (S.Pd) at English Education Study Program of State Islamic University (UIN) of Mataram in 2020.
The researcher realizes that it would be impossible for her when the process of the study until she finishes her study without many contributions, support and help from other.
The researcher would like to express her deep gratitude and appreciation to the following:
1. Prof. Dr. H. Mutawali, M.Ag. as the Rector of state Islamic University (UIN) of Mataram.
2. Dr. Hj. Lubna, M.Pd, as the Dean Faculty of Education and Teacher Training, UIN Mataram.
3. Dr. Syarifudin, M.Pd, the head of English Language Education Study Program, Faculty of Education and Teachers Training, UIN Mataram.
4. My advisors, Mr. Dr. Syarifudin M.Pd. as the first advisor and Mr. Kasyfur Rahman, .M.Pd. as the second advisor who have gave time, guided and advised patiently during the arrangement of this final project.
5. All of my lecturers of the English Education Study Program of Mataram State Islamic University, thanks for teaching and giving me a lot of worth knowledge to me along of my study in this University.
6. H. Burhanudin, SE. as the headmaster of MTs. Ittihadul Abror NW Mercapada who has given permission for doing the research.
7. Zainuddin, S.Pd. as an English teacher of MTs. Ittihadul Abror NW Mercapada and all teachers who have given permission and support to the researcher for doing this research.
8. My parents Drs. Nurdin, M.Pd and Rizkah, My sisters Binti Dwi Nur Sandra Ni’mah, S.Pd, Novy Kemala Pinanky, and Okta Magfiroh Balaghan who always support me in everything.
9. All of my big family especially my second parents H. Ash’ari and Darminah who always care and support me everytime.
10. My Husband, Muhammad Saparwadi who always supports and cares to me.
11. I would like to say thanks for my classmates, the big family of English Department 2016 especially C class, all of you are my best classmates.
ix 12. All other people who have helped and supported me before and
throughout the writing of this thesis especially to my friends in KKP and PPL.
Finally, I realize that this thesis might still need some improvements. Therefore, I hope this final project will be useful for all readers.
Mataram, 10 July 2020 The Writer
Devy Syukria Balaghan
x TABLE OF CONTENTS
COVER ... i
TITLE PAGE ... ii
APPROVAL ... iii
ADVISORS’ OFFICIAL NOTE ... iv
STATEMENT OF AUTHENTICITY... v
RATIFICATION... vi
MOTTO ... vii
DEDICATION... viii
ACKNOWLEDGEMENT ... ix
TABLE OF CONTENT ... x
LIST OF TABLES ... xi
LIST OF FIGURE ... xii
LIST OF APPENDICES ... xiii
ABSTRACT ... xiv
CHAPTER I INTRODUCTION ... 1
A. Background of Study ... 1
B. Statement of Problem and Research Limitation ... 4
C. Objective and Significant of Research ... 4
D. Definition of Keyterms ... 6
CHAPTER II REVIEW OF RELATED LITERATURE AND HYPOTHESIS ...8
A. Review of Related Literature ... 8
B. Theoretical Bases ... 11
1. Learning Strategy ... 11
2. Speaking Ability ... 19
C. Research Hypothesis ... 21
D. Conceptual Framework ... 22
CHAPTER III RESEARCH METHOD ... 25
xi
A. Approach and Type of Research ... 25
B. Population and Sample ... 25
C. Setting and Time ... 26
D. Variable of Research ... 26
E. Design of Research ... 27
F. Instrument of Research ... 29
G. Procedure of Data Collection ... 30
H. Technique of Data Analysis ... 31
I. Validity and Reliability ... 32
CHAPTER IV FINDING AND DISCUSSION ... 34
A. Research Findings ... 34
1.The Result of SILL Scores ... 34
2.The Average of Students’ SILL Score ... 38
3. Result of Speaking Subject ... 39
4. The Correlation Between Students’ Learning Strategy and Speaking Ability ... 40
a) Using Manual Calculating ... 42
b) Using SPSS 24 Program ... 43
5. Hypothesis Testing... 44
B. Discussion ... 45
1. The Correlation Between Students’ Learning Strategy and Their Speaking Ability ... 45
CHAPTER V CONCLUSION AND SUGGESTIONS ... 48
A. Conclusion ... 48
B. Suggestions ... 48
REFERENCE ... 50
APPENDICES ... 52
CURRICULUM VITAE……… 55
xii List of Table
3.1 Table of Criteria by Riduan,31 4.1 The Result of SILL Scores,33
4.2 Presentation of Students’ SILL Scores,35
4.3 Calculation of Students’ Distribution for Frequency and Percentage of SILL Scores, 36
4.4 The Result of Speaking Scores,38
4.5 The Correlation Between Students’ Learning Strategy and Their Speaking Ability, 40
4.6 Analysis Result of Pearson Product Moment Correlation by SPSS, 42 4.7 Frequency Scale Delineated by Oxford, 43
4.8 Dominant Strategy Used by Student, 43
xiii List of Figure
2.1 Conceptual Framework, 23 3.1 Scaterplot Correlation, 27
4.1 The Frequency of SILL Score, 36
xiv List of Appendices
Appendix I Questionnaire by SILL from Oxford, 59 Appendix II Student Attendance List, 61
Appendix III Student Speaking Score, 63 Appendix IV Curriculum Vitae, 64
xv ABSTRAK
The Correlation Between First Year Students’ Learning Strategy and Their Speaking Ability at Junior High School of NW Mercapada in Academic Year 2019-2020
BY
Devy Syukria Balaghan 160107087
Tujuan dari penelitian ini adalah untuk mengetahui korelasi antara strategi pembelajaran yang digunakan siswa dan kemampuan berbicara yang didapat oleh siswa di MTs.NW Mercapada.
Penelitian ini focus untuk mengetahui korelasi antara strategi pembelajaran dan kemampuan berbicara di MTs. NW Mercapada. Jenis penelitian ini adalah kuantitatif. Dalam pengumpulan data, peneliti menggunakan angket serta hasil nilai akhir siswa dalam bahasa inggris, khusunya speaking. Populasi serta sample yang digunakan dalam penelitian ini adalah siswi kelas 7B. Teknik pengumpulan data untuk strategi pembelajaran menggunakan angket sedangkan teknik pengumpulan data untuk kemampuan berbicara siswa menggunakan nilai akhir siswa. Teknik analisis data menggunakan rumus Pearson Product Moment.
Temuan penelitian ini adalah rvalue = 0.006, berarti hubungan antara strategi pembelajaran dan kemampuan berbicara siswa di MTs. NW Mercapada termasuk dalam kategori sangat rendah.
Kemudian hipotesis alternative ditolak dan hipotesis nul diterima, karena N.Sig > 5% (0.006
> 0.05). Dalam hal ini dapat disimpulkan bahwa hubungan antara strategi pembelajaran serta kemampaun berbicara siswa sangat lemah atau tidak memberikan korelasi terhadap kemampuan berbicara siswa.
Keywords : korelasi, strategi pembelajaran, kemampuan berbicara.
xvi ABSTRACT
The Correlation Between First Year Students’ Learning Strategy and Their Speaking Ability at Junior High School of NW Mercapada in Academic Year 2019-2020
BY
Devy Syukria Balaghan 160107087
The purpose of this study was determining the correlation between the learning strategy used by students and the speaking ability gained by students at MTs.NW Mercapada. This research focus is to find out the correlation between learning strategy and speaking skills at MTs. NW Mercapada. This type of research was quantitative. In collecting data, researcher used a questionnaire and the score of final results in English, especially speaking. The population and sample used in this study were 7B grade students. Technique of data collection for learning strategy used a questionnaire while technique of data collection for students' speaking ability used the students’ final score. Technique of data analysis used the Pearson Product Moment formula. The findings of this study are rvalue = 0.006, meaning the relationship between learning strategy and students' speaking ability in MTs. NW Mercapada is included in the very low category. Then the alternative hypothesis is rejected and the null hypothesis is accepted, because N.Sig> 5% (0.006> 0.05). In this case it can be concluded that the relationship between learning strategy and students’ speaking ability is very weak or does not correlate to students' speaking ability.
Keywords : Correlation, Learning Strategy, Speaking Ability
xvii
1 CHAPTER I
INTRODUCTION A. Background of Study
Speaking ability is extremely important in the age of media, propaganda, and public communication. Everyone knows English language can help them in every part of life such as modern education, library use, knowledge of research, and science. Nowadays, people who have less ability in oral communication skill will suffer slowly when facing a problem or competition in the real life because life is full of struggle to reach a good authority in higher position or responsibility in order to increase his reputation. Speech is the first means of speaking and the part of the environment itself would be different if we failed to develop the good communication through speaking.1
Speaking is an output skill that drills student ability to overcome a task. People can speak if they fulfill the capability to communicate or speak. Learners can carry out speaking by using the prosperity of plan, process, or produce language. ESL learner’s thought this is really difficult way to master the speaking skill.2
.... all of the four skills (listening, speaking, reading, and writing), speaking seems perfectly the most important : people who know the language are meant to as “speakers” of that language, as if speaking included all other kinds of knowing ; and many if not most foreign language learners are primarily interested in learning speaking.
Students have different purposes in learning speaking. Some students learn speaking for many reasons, by following their purpose of learning skill students can achieve it. Some reasons are to communicate, to pass the exam,
1 Nadeem khan dan Arshad Ali, “Improving the Speaking Ability in English : The Students’
Perspective”, Procedia Social and Behaviour Science, Vol. 2, January 2010, p. 3576.
2 Faridatul Mastura, Nooreiny Maarof, “Self-efficacy Perception of Oral Communication Ability among English as a Second Languange (ESL) Technical Students”, Procedia Social and Behaviour Science, Vol. 204, November 2014, p. 99.
2 to face the technology era and others. But regarding to Megawati and
Mandarani, students need to learn speaking for communicating to everyone.
Communication strategy is the important way to face this era.3
The aim of teaching speaking is a communication capability. Drill speaking mean helping student to interact successfully in target of language.
Otherwise, students need to attention to the teacher for acquiring a communication capability.4
Besides, the important of mastering speaking ability, the way students learn or the strategy student use is important too. Strategy of learning language is aware steps or actions used by student to increase the language acquisition, storage, retention, recall, and use of new information. Strategies can be applied in various ways, for instance diaries, think aloud procedures, research, and surveys. Student has lot of strategies in studying or mastering speaking. Different students will apply different way, they can improve their learning by using their strategies consciously or unconsciously. It will increase significantly or step by step, it depends on student encouragement on study. Some different ways might be used by learners for the strategies according to Safranj are meta-cognitive, affective, social strategies, cognitive strategies, memory strategies, compensation strategies 5. Another strategy that is always used in the class is brainstorming, discussing, story tell, information gap, role play, simulations, interviews, story completion, and reporting.
3 Fika Megawati and Vidya Mandarani, , “Ways For Tertiary Level Students In Building English
Speaking Performance”, Script Journal: Journal of Linguistic and English Teaching , Vol.2 No.2, October 2017, p. 137
4 Doan Linh Chi, “Guidance for Learners’ Improvement of Speaking Skills”,Languange Education in Asia, Vol. 2, No. 2, 2011, pp. 213- 214.
5 Jelisaveta Safranj, ,”Strategies of Learning English as Foreign Languange at Faculty of Technical Sciences”,Procedia Social and Behavior Science, Vol. 93, 2013, pp. 775-776.
3 Therefore, communication capability is relating to the strategies of
students learning. If students learn by using appropriate strategy, the output is good communication, but if students don’t learning with appropriate strategy the result will be unexpected. According to Gani, Fajrina, and Hanifa, learning strate gy is needed in process for mastering the speaking, some of strategies that mostly used by these high performance students are cognitive and meta-cognitive such as listening English song, reading English book, watching English movie, repeating English vocabulary, practicing with friends, etc. In the other hand there are another strategy that be used by low performance student such as asking friend, looking up the dictionary, using native language, practicing pronunciation, and memorizing sentences.
Moreover, low student performance use various strategy everyday, unconsciously and do not appropriately. But, different with high performance, they apply all strategies well by using high consciously and appropriately.
They used the six strategies to enhance their capability in speaking.
Meanwhile, the low performance students tended to focus more on employing compensation and social strategies than on memory, cognitive, meta- cognitive, and affective strategies to enhance their speaking skills. Thus, the low performance speaking students need to focus more on improving other learning speaking strategies and not be too focused on only compensation and social strategies.6 Increasing the ability of students in some communication skills are sometimes influenced in the learning strategies adopted by students themselves. Learning strategies which used effectively will produce excellent
6 Sofyan A. Gani, Dian Fajrina, and Rizaldy Hanifa, “Students’ Learning Strategies for Developing
Speaking Ability”, SIELE Journal , Vol. 2, No. 1, March 2015, pp. 28-29.
4 abilities. This is due to students continuously using strategies in accordance
with their abilities and expertise. Students can use a variety of strategies in learning, but in terms of communication sometimes students use the same strategy every day so as to be able to improve their abilities in these skills.
The consistency of the strategy used is what will help students better master it. Speaking is a very easy and fun lesson if students learn it happily.
However, speaking learning will also be more enjoyable if the learning strategies used by the teacher is right. The students where I do my research, used a variety of strategies and produced erratic abilities too, so I was interested in doing research here to find out more about how students explore various speaking lessons by using a variety of different strategies. If later I have done research, perhaps I can compare their strategy of learning with others research and I can conclude what strategy of learning uses by student.
Based on the description above the researcher write this thesis and try to find the correlation between students learning strategies and their speaking ability.
B. Statement of Problem and Research Limitation
The correlation between students’ learning strategy and speaking ability is significant needed because without the strategy a result from the speech will not express in good language. As the beginner researcher, researcher only take a problem such as :
a. Is there any significant correlation between students’ learning strategy and speaking ability at first year students at Junior High School of Ittihadul Abror NW Mercapada in academic year 2019/2020 ?
5 C. Objective and Significant of Research
With regard to the illustration above, the objective of this research such as:
a. To investigate the correlation between students learning strategy and speaking ability.
This research uses two significances namely in theoretical and practical. Theoretical is a theory obtained from previous research to support or assist current research in order to find results that are consistent with the research conducted. Practical is used by researchers to find out the results or conclusions that have been obtained from seeing the strategies used by students in learning speaking.
Participant practical will affect four elements in this study, such as students, teachers, researchers, and other researchers. First for students, this research will provide new experiences in learning speaking and make students aware of the importance of using learning strategies. Secondly for the teachers especially the English teacher will helps them in managing the learning process in the class because the teacher has understood about how students’ learning and also the teacher will also be easier to assist students in obtaining maximum results in speaking. Thirdly for researchers, she will gain new experience in research and provide useful lessons for becoming a teacher. Last for other researchers, will provide new inspiration in conducting research related to learning strategies or other research and this research will also increase knowledge of learning strategy applied by students in schools, especially in terms of speaking.
6 D. Definition of Key Terms
1. Correlation
Correlation is the way researcher interpreting and measuring the power of variables. This is commonly used to find the data in two ratios. Strength between two variables can be seen from the results of the correlation coefficient.
Regarding to Ratnasari stated that correlation means relation. This means the same as looking for a relationship between two variables, such as the relation between vocabulary and reading.7
2. Learning strategy
Learning strategy is the way of students studying or called method of study. The strategy which is used by students can influence the capability according to their understanding in getting some information. Students who will get the good decision try to find the appropriate strategy for themself. Actually, every strategies are good depends on the students when use that strategy.
According to Safranj, learning strategy is aware step or action used by student to increase the acquisition, storage, retention, recall, and use of new information. Strategies can be applied in various ways, for enhance diary, think aloud procedures, research, and surveys.8
7 Dewi Ratnasari, “The Correlation Between Vocabulary Mastery And Reading Comprehension: The Case Of The Seventh Grade Students Of Smp N 13 Semarang In The Academic Year 2005/2006”, (Skripsi, English Department Language And Arts Faculty Semarang States University, Semarang, 2006), p. 7.
8 Jelisaveta Safranj,”Strategies of Learning English as Foreign Languange at Faculty of Technical Sciences”, Procedia Social and Behavior Science, Vol. 93, 2013, p. 775.
7 … learning strategies are "intentional behavior and thoughts used by
learners during learning so as to better help them understand, learn, or remember new information. (Richards and Platt, 1992:209)
Every student used the strategy consciously or unconsciously in processing the knowledge obtained. Teachers tend to give difficult tasks to students for training student in processing the answer of the task than students can find strategies that are quick and easy in completing these tasks, so using strategies in learning cannot be denied.9
3. Speaking ability
Speaking is communicating tool which everyone uses in each country. This is necessary for human to interact and express every ideas, thought, desire, and feeling by using oral communication.
According to Wahyuni on her book stated that speaking ability is the competence of humans or people in producing a language and presenting or expressing their opinions and ideas through speech directly10.
9Murat Hismanoglu, “Language Learning Strategies in Foreign Language Learning and Teaching”, The internet TESL journal in http://iteslj.org/articles/hismanoglu-strategies.html, accessed on October 25 2019, at 21.46.
10 Ani Dwi Wahyuni, “Definition of Speaking”, in
http://repository.ump.ac.id/1119/3/chapter%20ii_ani%20dwi%20wahyuni_pbi%2716.pdf, accessed on October 25 2019, at 20.06.
8 CHAPTER II
REVIEW OF RELATED LITERATURE AND HYPOTHESIS
A. Review of Related Literature
The first previous research is Students’ Learning Strategies For Developing Speaking Ability conducted by Gani, Fajrina, and Hanifa. The purpose of this research to learn the strategy of the student in learning speaking low and high performances of speaking skill. The expert assumed that the competence of mastering speaking skill is depending on the appropriate and conscious strategy in students learning. This research used field research by collecting the data from questionnaire and interviews. The finding result based on the data which expert got from the research is student should be trained to more conscious of their learning strategy for getting the good performances in speaking skill. It can helps student to more consciously, purposefully, and frequently in using the strategy.11 This previous research has similarities with the research that have done in terms of the strategies used by students, but there is difference in this previous study the researchers divided students into two namely low-ability students and high-ability students. Research that have done there is no division in terms of ability, researcher only see the strategies such as what students often used so they can master speaking. Researcher does not judge the high or low ability of the student. The different also from my research is the student, because researcher used Junior High School and this research was using Senior High School.
11 Sofyan A. Gani, Dian Fajrina, and Rizaldy Hanifa, “Students’ Learning,…..p. 17.
9 The second previous research is Improving The Speaking Ability In English : The Students’ Perspective conducted by Nadeem Khan and Arshad Ali.
This research aim is to find the strategy for the teacher and student to promote their speaking ability form different aspects and angles for improving of speaking ability in English. This method is the descriptive nature, which expert was sharing the questionnaire to the students. The main findings of the study were by teaching English as a subject to the student not as language will give students encouragement to pass the examination correctly.12 From this second previous research, there are some different for the study which is shown from their views on the causes of that ability increased for students. The research by Gani, Fajrina, and Hanifa was focused on how the student can pass the exam by teaching speaking not as language but as subject. While in this research focus on how the strategies students use to improve their abilities. The similarity is trying to find students’ learning strategy.
The third previous research is The Correlation Between Vocabulary Mastery And English Speaking Ability conducted by Yus Vernandez Uzer. This was aimed to examine correlation between vocabulary and speaking skill. Using the quantitative study and data was collected by adopting test and r Product Moment Correlation was used to analyze the data. The end of this research, the expert found the significant correlation between vocabulary mastery and English speaking ability. The result of the test found the significant correlation of them was 0.630, respectively with the level 5% was 0.320. From this data, the previous research conclude the alternative hypothesis (Ha) is accepted and Null Hypothesis (Ho) is rejected. The conclusion from this research is improving the vocabulary
12 Nadeem khan dan Arshad Ali, “Improving the,…. p. 3575.
10 has significant and influence for student speaking ability.13 Third previous research, the research from Yuz Vernandez Uzer was conducted to find the correlation between vocabulary and speaking ability while my research is conducted to find the correlation between learning strategy and speaking ability.
The similarities are the formula and the population which were researcher used to find the data.
The last previous research is Correlation Between Students’ Learning Strategies And Their Speaking Skill At High School conducted by Juwita, Sukirlan and Budi. This research is conducted to find out the relation between students strategy and their capability in speaking. This research use quantitative method. The researcher was using 30 students of eleventh grade of SMAN 15 Bandar Lampung academic year of 2014/2015. This study used ex-post facto design in collecting periodic measurements. The instruments of this study were questionnaire and speaking test. The result showed that there was a correlation between learning strategies and speaking skill at high school was significant. The strategy was influenced the students capability.14 This last research was used High School for taking the result but my study used Junior High school to collect the data.
In the previous research which has been listed. Some of the research focus on the strategy that student used to achieve the capability in speaking. While others research focus on the correlation between two variables and all of hypothesis from the finding result of correlation research is accepted. In the other hand, my research here focuses on correlation research so there are similarities
13 Yus Vernandez Uzer, “The Correlation…., p. 251.
14 R. Siwi Juwita N., Muhammad Sukirlan, Budi Kadaryanto, “Correlation Between Students’
Learning Strategies And Their Speaking Skill At High School”, jurnal.fkip..unila.ac.id, Vol. 1, No. 1, 2015, p.1.
11 from previous research in terms of data analysis methods and techniques. While, there is no significant difference between the research that have been done and this previous study.
B. Theoretical Bases a. Learning strategy
Ruseffendi states learning strategy is the way the teacher or student find the colors or factors of learning in choosing, giving, or the way they study.
Strategy comes from Latin language strategia which means the way learner study to reach the goals15. Learning strategy is defined as sometimes consciously or unconsciously used by the students to reach the result of their study. Gani, Fajrina, and Hanifa said learning strategy as technique, approaches and some actions that students used in order to learn and recall the information area. Another definition is “learning strategy is ways or actions that everyone used to help them understand, study and reach the new information”16. Lee (2010) states that learning strategies are variety organization that everyone used to get the sense in learning. It means student has lot of ways to organize themselves to study and get the knowledge. Other hand, Li and Chun (2012) says learning strategies as techniques, approaches, different actions that students take in order to facilitate the learning and recall all the information17.
15. Sri Anitah W., “Strategi Pembelajaran”, in http://www.pustaka.ut.ac.id/lib/wp- content/uploads/pdfmk/PBIN4301-M1.pdf, accessed on January 28, 2020, at 11:28.
16 Sofyan A. Gani, Dian Fajrina, and Rizaldy Hanifa, Students’ ,…. p. 20.
17 Ayu Lestari, Students’ Writing Strategies : A Case Study at Second Grade of Senior High School at
MA Nurul Islam in Academic Year 2015, (skripsi, FKIP Universitas Mataram, Mataram, 2016), p. 8
12 Types of learning strategies include all strategies that are directly related to learning (cognitive) or those which indirectly involve the learning process (meta-cognitive). Cognitive strategies comprise clarification, practice, memorizing, and monitoring while planning, setting goals and self- management belong to meta-cognitive strategies18. Besides the types of learning strategy, there are some theories in learning strategy. In Learning Strategy book’s by Sri Anitah W., there are two approaches for developing the learning strategy :
a. Advance Organizers from Ausubel, is declaration words in helping students to prepare their activity in study and to show the relation in studying between the concept and idea.
b. Discovery learning from Bruner, by deserving the material problems from teacher to increase the student capability in solving the problem by searching and determining.19
From the two approaches made by Ausubel and Brunner, students can choose their own approach to learning. Although, sometimes students do not understand what is approach and so on, but the teacher can explain and make students understand. Therefore, they be able to choose or use the learning approach by themselves.
Ellies states that how students choose and use learning strategy will affect the ability of these students.20 There are some students who indeed state
18 Ibid.
19 Sri Anitah W., “Strategi Pembelajaran”, in http://www.pustaka.ut.ac.id/lib/wp- content/uploads/pdfmk/PBIN4301-M1.pdf, accessed on January 28, 2020, at 11:41.
20 Sofyan A. Gani, Dian Fajrina, and Rizaldy Hanifa, Students’ Learning,…. p.19.
13 that their learning ability increases when choosing the right learning strategy, but not a few students think that the learning strategy only slightly increases their ability.
Strategies can be classified into 5, namely:
1) Direct Learning Strategy
Direct learning strategy is learning much directed by the teacher.
Direct learning usually is deductive. This strategy is effective for determining information or building ability step by step.
The advantages of this strategy are easy to plan and used, while its main weakness in developing the ability, processes and attitudes needed for critical thinking and interpersonal relationships and group learning.
2) Indirect Learning Strategy
Indirect learning strategy is often called inquiry, inductive, problem solving, decision making and discovery. In strategy this role of students is very dominant and the teacher is only as a facilitator in managing classes.
The advantages of this strategy include:
- Encourage students' interest and curiosity.
- Creating alternatives and solving problems.
- Encourages creativity and the development of interpersonal skills and other abilities.
- Students get better understanding.
14 -Students can express understanding.
While the drawback is that indirect learning strategy takes a long time and the result is difficult to predict. This strategy is also not suitable if students need to remember the material quickly.
3) Interactive Learning Strategies
Interactive learning is strategy that emphasizes on discussion and sharing on among students. Discussion and sharing give participants the opportunity to give a reaction for some ideas, experiences, approaches and the knowledge of the teacher or his friend and to build alternative ways to think and feel.
The strengths of this strategy include:
- Students can learn from their friends and teachers to build social ability.
- Organizing thoughts and building rational arguments. Interactive learning strategies make it possible to reach out interactive groups and methods.
The disadvantages of this strategy depend on the teachers’ ability in compiling and developing group dynamics
4) Empirical Learning Strategies (Experimental)
Empirical learning is oriented towards inductive, centered activities in students, and based on activity. Personal reflection about experience and
15 formulation of planning towards implementation context the other is a critical factor in effective empirical learning.
The advantages of this strategy are : - Increase student participation.
- Improve students' critical nature.
- Improve student analysis, can apply learning in another situation.
While the drawback is emphasizes only on the process not on results, student safety, expensive costs, and require time the long one.
5) Independent Learning Strategy
Independent learning is a learning strategy that aims to build individual initiative, independence, and self-improvement.
The advantage of this learning is it forms the student to be independent and responsible. While the disadvantages are Elementary School participants are not yet mature, so it is difficult for them to use this kind of learning.21
According to Oxford in Students’ Learning Strategies for Developing Speaking Ability by Gani, Fajrina, and Hanifa, it was classified the language learning strategy into six groups, such as :
21 W. Rahma, Teori Strategi Pembelajaran, in http://digilib.uinsby.ac.id/5773/5/bab%202.pdf, accessed
on April 11, 2020, at 13.30.
16 1) Memory Strategy
It means the strategy that helps the learner to reinforce the information or idea. Memory strategy refers to any of a broad set of techniques that are designed to help one remember. Such strategies range from everyday, external aids (e.g., using a planner) to internal memory strategy (e.g., mnemonic devices) that facilitate storage and retrieval from long-term memory. There are two types of memory strategy, internal and external. External memory strategies tend to be everyday things we do that to remember things. McPherson lists several common ones, including: using a calendar or blackberry, placing things in conspicuous places, jotting down reminder notes, making a shopping list, asking someone to help you remember, and setting a timer.22Simple techniques or internal memory strategies take place mentally and perhaps the most familiar of these techniques are rehearsal.
2) Cognitive Strategy
It means help learner to explain and use new language with different meaning. Cognitive strategy is one type of learning strategy that learners use in order to learn more successfully. These include repetition, organizing new language, summarizing meaning, guessing meaning from context, using imagery for memorization. All of these strategies involve deliberate manipulation of language to improve learning. Classifications of learning strategies distinguish between cognitive strategies and two other types, meta- cognitive strategies (organizing learning), and social/ affective strategies
22 McPherson, The memory key: Unlock the secrets to remembering, 2000, New York: Barnes and
Noble.
17 (which enable interaction). For instance, a learner remembers new words by visualizing them and represented in a memorable or ridiculous situation. It makes students be easier and faster to recall these words. In the classroom activities which can be described as cognitive strategies include making mind maps, visualization, association, mnemonics, using clues in reading comprehension, underlining key words, scanning and self-testing and monitoring.
3) Compensation Strategy
It means to solve the information gaps and communicate naturally.
4) Affective Strategy
It means help learner to encourage the self-confidence. The relationship between affective strategies and learning is not clear, but a positive affective environment helps learning in general. Example lowering anxiety levels with relaxation techniques is one kind of affective strategy. In the classroom the teacher can play an active role in developing and exploiting affective strategies by building a generally positive atmosphere in the class.
This can happen by encouraging learners, by helping them identify achievable aims and work towards autonomous learning, through personalizing activities, and through pair and group work.
5) Meta-cognitive strategy
It means help learner to develop the cognitive strategies for encouraging the communication skill. Teacher who use meta-cognitive strategies can positively impact students who have learning disabilities by helping them to develop an appropriate plan for learning information, which
18 can be memorized and eventually routine. As students become aware of how they learn, they will use these processes to efficiently acquire new information, and consequently, become more of an independent thinker.
Below are three meta-cognitive strategies, which all include some resources that can be implemented in the classroom:
a. Think Aloud
Think aloud is the great technique for reading comprehension and problem solving. Think-aloud help students to consciously monitor and reflect upon what they are learning. This strategy works well when teachers read a story or problem out loud and periodically stop to verbalize their thoughts. This allows students to follow the teacher’s thinking process, which gives them the foundation they need for creating their own strategies and processes that can be useful for understanding what they are trying to comprehend.
b. Checklist, Rubrics and Organizers
Checklist, rubrics, and organizers are good technique for solving word problems. These organizational tools support students in the decision-making process because they serve as an aid for planning and self-evaluation. Typically they ask what students know and need to know to arrive at an answer, and emphasize the need to reread the problem and self-check responses.
19 c. Explicit Teacher Modeling
Explicit teacher modeling is the best way for math instruction. Explicit teacher modeling helps students understand what is expected of them through a clear example/model of a skill or concept. When a teacher provides an easy to follow procedure for solving a problem, students have a memorable strategy to use for approaching a problem on their own.
6) Social Strategy
It means help learner to do social communication and empathetic understanding. Social strategy is carried out by students everywhere. Students interact with the teacher and his friends, also called social strategy. If students apply social strategies in learning, it will be easier to add insight and knowledge to students.23
b. Speaking Ability
Speaking is the way humans or person use the words in a real life by communicating to each other. Speaking is the variety of making meaning by using verbal or non-verbal words24. Speaking is the ability in orally to show opinions, thought, ideas, feeling, facts, to another human, animals, or even to oneself. Speaking is the oral ability which consists of the systematic verbal words to make the meaning. Regarding to Brown stated speaking is the process of making meaning to produce, accept and processing the meaning of
23 Sofyan A. Gani, Dian Fajrina, and Rizaldy Hanifa, Students’ Learning,…, p.17.
24 Ani Dwi Wahyuni, “Definition of Speaking”, in
http://repository.ump.ac.id/1119/3/chapter%20ii_ani%20dwi%20wahyuni_pbi%2716.pdf, accessed on January 28, 2020, at 11:53.
20 information25. In line with Brown, Syarifudin stated that there are many opportunities to speak or express opinions, we must be able to utilize spoken language that is appropriate and can be understood easily by the listener so that the opportunities we have will not be in vain. Opportunities to speak are available for students but sometimes students cannot use them because they are hampered by oral abilities.26
According to Yuz speaking is a productive ability from the four language skill. It is because speaking can produce the sounds or utter the words by using the voice.
Types of speaking according to Nunan there are two types of speak:
Monologue is the speaker use this kind of speaking in lecturers, reading, or teaching and the student or listener catch the information without doing the interruption. Dialogue is different with monologue it needs interruption if the listener not understand what the speaker said. In the class or room it needs to planned the speaking but different in outside or non-formal situation it unplanned.27
Based on research from Aristi, Prawati and Maria, said there are some things that make it difficult to master the ability to speak including, inhibition or fear in making mistakes when talking, nothing to say or lack of information to start talking or no topic of conversation, mother-tongue use or commonly called the habit of using local languages so that when using a
25 Ibid, p. 20
26Syarifudin. “Compensatory Communication Strategies Employed by EFL Students in Taking Turns Talking of a Speaking Class”. Asian EFL Journal, 23(6.2), 2019, p. 110.
27 Ani Dwi Wahyuni, “Definition of Speaking”, in
http://repository.ump.ac.id/1119/3/chapter%20ii_ani%20dwi%20wahyuni_pbi%2716.pdf, accessed on January 28, 2020, at 12:53.
21 foreign language will sound strange.28 This coincides with Syarifuddin’s statement that said speaking is one productive ability that requires skill to learn it. This is the most difficult ability to learn because teacher must encourage students to use their oral ability more often. Learning to speak using English also requires adequate facilities and students must often be involved and use English then their ability can be increased.29
Brown in Wahyuni stated there are types of classroom speaking performance, such as imitative, intensive, responsive, transactional, interpersonal, and extensive.30
C. Research Hypothesis
Epistemologically the hypothesis is a word that comes from the Greek language that is derived from the word "hypo" which means below and the word "thesis" which means that is the establishment and opinion.
The hypothesis in term of the formula there are two:
1) The working hypothesis, namely the "real" temporary answer which is a synthesis of the results of a theoretical study. The working hypothesis is usually abbreviated as Ha.
2) The null hypothesis or statistical hypothesis is the opposite of the working hypothesis and is often abbreviated as Ho.31
28 Nina Aristi,. Atni Prawati, Desri Maria, “The Correlation Between The Vocabulary Mastery And
The Speaking Ability In Describing People By The Second Year Students Of Smpn 12 Bintan”,( skripsi,FKIP of Riau University 2016,Riau), pp. 3-4.
29Syarifudin. “An Instructional Model for Enhancing EFL Learners’ Speaking Proficiency”.
Edulangue: Journal of English Language Education, 2(1), 2019, P 87.
30 Ani Dwi Wahyuni, “Definition of Speaking”, in
http://repository.ump.ac.id/1119/3/chapter%20ii_ani%20dwi%20wahyuni_pbi%2716.pdf, accessed on January 28, 2020, at 10:29.
31 Suharsimi Arikunto, Prosedur Penelitian : Suatu Pendekatan Praktek, (Yogyakarta: Rineka Cipta,
2014), p. 113
22 So the researcher here uses a hypothesis which is reviewed in terms of the formula Ha and Ho which is according to the hypothesis of the researcher is as follows:
Ha : There is correlation between students’ learning strategy and speaking ability
Ho : There is not correlation between students’ learning strategy and speaking ability
D. Conceptual Framework
The framework of thinking is basically the direction of reasoning to be able to provide temporary answers to problems that are formulated. While discussing the correlation between learning strategy and students' ability in speaking are basically full of developments in line with the thinking or learning models used by students.
This thesis discus several factors are in statement of the problem.
These problem factors will be used as a reference or boundary for conducting research. All factors lead to two variables, namely learning strategy and speaking ability in students.
This research was conducted in accordance with the learning process undertaken by students while in school. The teacher gives the same form of learning in speaking to all students than students get the same average grade.
Research was conducted using questionnaires and final score from students as a form of instrument for data collection. The process carried out by researcher in this study by monitoring the course of the learning process of students during several meetings then distributing questionnaires to find out
23 what strategy were students used during the learning process that has been done. The final process carried out was to calculate each value during the process of speaking and take the final value obtained by students.
It is hoped that through the application of the strategy which has provided through the learning process that has been carried out for several weeks can produce an appropriate hypothesis as in the previous chapter, so this research is in line with existing statements. The results of this study will provide several benefits, especially students in the learning process in order to obtain knowledge or results that are as expected.
A theory is used to find the corresponding answer are derived from Oxford, quoted in research that has been done by Gani, Fajrina, and Hanifa, stating that learning strategies are categorized into 6 namely, memory strategy, cognitive strategy, strategy compensation, affective strategy, and meta- cognitive strategy.32 However, researcher focus on 3 categories, namely meta- cognitive, cognitive, and affective.
For speaking ability, the theory which is researcher used from Syarifuddin, quoted from Brown, stating there are many opportunities for students to speak, but it all depends on the students themselves whether they are able to take advantage of the situation or miss it33. Many students want to express their opinions but are hindered by their ability to speak, for example lack of vocabulary, grammar, or embarrassment in expressing something for fear of being wrong in saying that words.
32 Ibid.
33 Ibid.
24 From the theories which have been listed above will assist researcher in concluding what can be obtained in the field of study so they can get results that are in accordance with existing data. The conceptual framework for this thesis can be seen below.
Figure 2.1 Conceptual Framework
The mindset above will give a little explanation of how the strategy works for learning abilities. The above framework can also explain whether one variable will correlate with other variables. So, the results of this research will be the same as the above framework.
Learning Strategy
Meta- cognitive Affective
Cognitive
Speaking Ability
25 CHAPTER III
RESEARCH METHOD
A. Approach and Type of Research
Quantitative approach is using especially in educational research which have two or variables called correlation studies. This study studies the relationship of two variables, namely the extent to which variations in one variable are related to variations in other variables. The degree of relationship between variables is expressed in an index called the correlation coefficient.
The correlation can be used to test hypotheses about the relationship between variables or to state the magnitude of the relationship between the two variables.34 So, the approach of this study is using quantitative approach to describe and explain the correlation between learning strategy and speaking ability. This study deals with the two variables. The simplest correlation and regression models assume linear relations and continuous variables. This research is done systematically to get the answer for solving problem from the two variables.
B. Population and Sample
This research has been carried out on the population of 22 students, all of them are females who have participated on this study. The subject of this study is 7 year students at Junior High School of Ittihadul Abror NW Mercapada. The reason why researcher took 7 year students because they still use various strategy and does not know what appropriate strategy need to be used for achieving a good score or master the speaking skill. They learn with
34 Surya Dharma, “Metode Penelitian dalam Pendidikan”, in https://ruangguruku.com/pendekatan-
jenis-dan-metode-penelitian-pendidikan/, accessed on April 16, 2020, at 10.40.
26 various strategies and unpredictable strategies. There are two classes for 7 year students, A and B class but researcher choose this class because the classes are supervised by one teacher. For the sample, researcher took all of the population in the class. The reason why researcher took all the population in 7B class because this study is quantitative research and the students were required for being participant in this research. Other reason is based on the students’ speaking achievements noted by the teacher in the learning/teaching processes. The students were considered high score according to their ability in process of learning.
C. Setting and Time of Research
This research has been conducted at Junior High School of Ittihadul Abror NW Mercapada. Time of this research was a month.
The school has good quality teachers to teach the students in every lesson. The teachers have lot of experiences in their field of teaching. It makes students can understand clearly about the lesson. So, students will not be failed if follow the some competition with other school. Facilities of school are also very supportive for students in this school, to be able to match other public schools, from sports facilities to libraries filled with many new books that can support student learning and develop their ability in each field of capability that they wants. All of them make this school become a quality school and have A accreditation.
D. Variables of Research
In this research there were two variables, which are consists of learning strategy and speaking ability.
27 Correlation is a form of data collection in the form of statistical figures that have relationships between variables and the form of data is quantitative.
L.R Conner stated if two or more variables move and are followed by other variables, then this can be said to be a correlation relationship.35
Sugiyono states that research variables are anything that takes the form of anything determined by researchers to be studied in order to obtain information about this, than the conclusion is drawn36. Variables are the object of research, or what is a point of concern research. He said interactive relationships are influence each other. There is a correlation that occurs unintentionally used by the object. This is what happens to the variables in this thesis, namely the strategy variable and the speaking variable.37
E. Design of Research
This type of research uses quantitative research, because this study analyzes between students' learning strategy and the ability to speak.
Quantitative research is research that uses measurements to get results from data that has been obtained. This type of design can be applied in the event that shows the calculation can be concluded with numbers. Quantitative research uses an object to count and be interpreted in the form of numbers.
The design of this study is the correlation of research. In correlation research, before a researcher conducts research, the researcher makes planning. This planning is called research design.
35 Yuvalianda, “Kupas Tuntas Analisis Korelasi Beserta Contohnya”, in
https://yuvalianda.com/analisis-korelasi/, accessed on July, 08, 2020, 13.46 WITA
36 Dwi Mardika,” Pengertian Variable”, in http://repository.unpas.ac.id/30399/7/bab%20iii.pdf,
accessed on March 23 2020, at 12.09.
37 Sugiyono, Metode Penelitian Kualitatif, kuantitatif, dan R & D, (Bandung, Alfabeta, 2013), pp. 35-
37.
28 Correlation is shown from the correlation coefficient described in the numbers 0 to 1 expressing the level of the correlation itself. The correlation shown by (-) has a negative correlation while the correlation shown (+) has a positive correlation. There are 2 possible correlation research results, namely:
1. Positive correlation is the result of data from two variables that indicate +1.00 and is interpreted to have a very strong positive correlation. The two variables increase and decrease at the same time.
2. Negative correlation shows that one variable increases and the other variable decreases, the correlation coefficient approaches -1.00 so it produces a very strong negative correlation.
Scatterplot illustrates a positive correlation and a negative correlation in dots. A scatterplot from the lower left edge up to the right shows a positive correlation, while a dot from the top left to the bottom right shows a negative correlation.
29
Figure 3.2 Scatter Plot Correlation F. Instrument of Research
Instruments for this research are questionnaire and final score from teacher. Questionnaire is used to get information about the students’ learning strategy. In the end, researcher can conclude and describe the strategy that students use in speaking skill.
a. Questionnaire.
Questionnaire is a method of data collection which is done by giving a set of questions or written statements to respondents to be answered.
Questionnaires are a more efficient method of data collection if the researcher already knows with certainty the variables to be measured and knows what is expected of the respondent. In addition, the questionnaire is also suitable for use if the number of respondents is quite large and spread over a wide area.
Based on the form of the question, the questionnaire can be categorized into two types, namely open questionnaire and closed questionnaire. Open questionnaire is a questionnaire that gives freedom to the object of research to answer. Meanwhile, a closed questionnaire is a questionnaire that has provided answer choices to be chosen by the object of research. Along with the development, several studies today also apply the questionnaire method which has a semi-open form. In this form, the choice of answers has been given by researcher, but the object of research is still given the opportunity to answer according to their wishes.
The researcher adopted Strategy Inventory for Language Learning (SILL) Version 7.0 ESL/EFL is devised by Rebecca Oxford (1989). The questionnaire item that was used only focus in speaking strategies, so the
30 number of questionnaire item was divided into three meta-cognitive, cognitive, and affective. (see the example in Appendix).
G. Procedure of Data Collection
1. Researcher was providing some questionnaire for students and collect the results of students' speaking scores. There were two data, namely the score of students' speaking ability and the results of the questionnaire.
2. Step of collecting data by using questionnaire a. Choosing the place of study
b. Taking permission to all of staff and headmaster of the school to carry out the study
c. Arranging each instrument to be used
d. Distribute to all SILL (Strategy Inventory for Language Learning) questionnaires
e. Taking all the scores’ of student’ speaking skill
3. When the researcher has distributed the determined questionnaire, each student answers all questions in the questionnaire. After all questionnaires were answered by students than researcher got it back. The researcher filed a question to the English teacher how students learn and what conclusion of learning is obtained. In accordance with the research that has been done, the results of the researcher observation then collected their learning outcomes and ask for the final score from the English teacher.
31 H. Technique of Data Analysis
According to previous research, the statistics which used were two types, namely inferential and descriptive statistics. Inferential statistics were used to calculate the comparability between two specific variables that have certain relationships. Whereas, descriptive statistics only describe data without concluding it.
This research was using Pearson product moment / correlation design, the type of statistics that researcher used was inferential statistics which statistics can help researcher in concluding and analyzing data easily.
r = nΣxy – (Σx) (Σy) . √{nΣx² – (Σx)²} {nΣy2 – (Σy)2}
Where :
n = Number of data pairs X and Y.
Σx = Total Amount of Variable X.
Σy = Total Amount of Variable Y.
Σx2 = Square of the Total Amount of Variables X.
Σy2 = Square of the Total Amount of Variables Y.
Σxy = Multiplication Results of the Total Number of Variables X and Y Variables.
This research took independent and dependent variable, for the independent variable the researcher used X symbol to recognize it, while for dependent variable the symbol is Y. For counting the data, the researcher was helped by SPSS application. After collecting data, the researcher would enter
32 each data that has been obtained then analyze it in accordance with the variables that have been determined.
In analyzing data from students’ learning strategy, the researcher was using rate scale in learning strategy. In this case there are three types to generally recognize in analyzes of the learning strategy. The types were cognitive, meta-cognitive, and affective. The researcher used the conversion of percentage range to know what strategy they use.
The researcher used the 5% significant level because field of research was language subject not an exact subject. In the language study, it is better to use 5% significant level. On the other hand, for exact study it is better to use the 1% significant level. The researcher determined the table interpretation of product moment scales, as follow:
Table 3.1 Interpreted to the Criteria by Riduan
Correlation Value (R)
Interpretation 0.800-1.000 Very High Correlation 0.600-0.800 High Correlation 0.400-0.600 Fair Correlation 0.200-0.400 Low Correlation 0.000-0.200 Very Low Correlation
From this formula, it could be gotten the correlation coefficient value (r) of the two variables. And by the interpretation table, the researcher can conclude the significant of the correlation.
