0813042018
ENGLISH DEPARTMENT '08 (REG)
UNIVERSITY OF LAMPUNG
2011
TABLE OF CONTENTS
CHPATER I INTRODUCTION
1.1 Background of the Problem
1.2 Formulation of the Problem
1.3 Objective of the Study
CHAPTER II THEORETICAL FRAMEWORK
2.1 Definition
2.2 Classification of Language Learning Strategies
CHAPTER III RESEARCH AND FINDING
3.1 Subject
3.2 Instrument
3.3 Analysis
CHAPTER IV CONCLUSION
BIBLIOGRAPHY
CHAPTER 1
INTRODUCTION
1.1 Background of Problem
Language learner strategies are the actions learners employ to improve the development of their language learning skills (Oxford 1990). Classification of language learner strategies varies somewhat, depending on the definition of the researcher in question. Since this study has used the Strategy Inventory for Language Learning (SILL) as an initial measuring instrument of LLS, the classification system advocated by Oxford (1990) was utilized. Oxford developed a system of classification organized around a division of two strategy groups, direct and indirect. Among these, six strategy groups exist in total. Those strategies that directly involve learning the target language (TL) include memory, cognitive, and compensation. Memory strategies concern the storage and retrieval of new language. Cognitive strategies are the mental processes associated with manipulating, transforming, and interacting with the target language (TL). Compensation strategies are utilized by learners to offset inadequate knowledge needed for understanding and production of the TL. The second set of strategies suggested by Oxford (1990) includes indirect strategies or those involving actions or processes which learners regulate, manage, and self-direct in learning. Indirect strategies are those strategies limited to a supportive role without being directly related to the interaction of the language itself. Strategies categorized within this group include metacognitive, affective, and social. Metacognitive strategies are aspects associated with planning, monitoring, and evaluating the TL. Affective strategies refer to strategies that learners employ to control emotions and attitudes about language learning. Finally, social strategies are characterized by facilitating engagement in the TL through interaction with others.
Learning strategies are the thoughts and actions we engage in, consciously or not, to learn new information. The goal of teaching learning strategies is to help students to consciously control how they learn so that they can be efficient, motivated, and independent language learners (Chamot, Barnhardt, El-Dinary, & Robbins, 1999).
The intent of learning strategies instruction is to help all students become better language learners. When students begin to understand their own learning processes and can exert some control over these processes, they tend to take more responsibility for their own learning. This self-knowledge and skill in regulating one's own learning is a characteristic of successful learners, including successful language learners. Research with both first and second language learners is revealing some of the ways of thinking that guide and assist an individual's attempts to learn more effectively (Paris & Winograd, 1990).
Language Learning Strategy (LLS) is a significant factor for achieving the teaching and learning goal which is communicative competence. It was like Oxford (1990:1) stated that “learning strategies are important for language learning as tools for active, self-directed involvement, which were essential for developing communicative competence”.
1.2 Formulation of the Problem
Is there any significant comparison between students’ language learning strategies and their achievement in English of Senior High School's Student of XI IPA 1 at SMAN 3 Metro?
1.3 Objective of the Study
The objective of this research is to identify the comparison between students’ language learning strategies and their achievement in English. This study reports on a survey language learning strategies used by a group of Senior High School’s Students of SMAN 3 Metro.
CHAPTER 2
THEORETICAL FRAMEWORK
2.1 Definition
According to O’Malley and Chamot (1990), learning strategies are procedures undertaken by the learner in order to make their own language learning as effective as possible. Language learner strategies are the actions learners employ to improve the development of their language learning skills (Oxford 1990).
2.2 Classification of Learning Strategies
Classification of language learner strategies varies somewhat, depending on the definition of the researcher in question. Since this study has used the Strategy Inventory for Language Learning (SILL) as an initial measuring instrument of LLS, the classification system advocated by Oxford (1990) was utilized. Oxford developed a system of classification organized around a division of two strategy groups, direct and indirect. Among these, six strategy groups exist in total. Those strategies that directly involve learning the target language (TL) include memory, cognitive, and compensation. The second set of strategies suggested by Oxford (1990) includes indirect strategies or those involving actions or processes which learners regulate, manage, and self-direct in learning. Indirect strategies are those strategies limited to a supportive role without being directly related to the interaction of the language itself. Strategies categorized within this group include metacognitive, affective, and social.
A. Direct Language Learning Strategies
The direct strategies are beneficial to the students because they help store and recover information. These strategies help learners to produce language even when there is gap in knowledge. They also help to understand and use the new language.
1. Memory Strategies
Memory strategies in language learning (Anita Wenden and Joan Rubin, 1987, p.43) are also central to acquiring linguistic skills. The ability to understand spoken language, as well as recognize and retrieve information stored in one’s memory, and difficulty in carrying out such tasks is often contingent upon the weight of memory demands that they acquire. In learning vocabulary through mnemonic techniques: “Mnemonic” means “aiding memory” (Higbee, 1979), and since so much of language learning depends on being able to memorize and retrieve all kinds of language routines, it is somewhat surprising that foreign language learners, who ought to be prime customers for mnemonic devices, tend to know little about them. Often referred to as “memory tricks”, mnemonic work by utilizing some well-known principles of psychology: a retrieval plan is developed during encoding, while mental imagery, both visual and verbal, is used. They help individual learn faster and recall better because they aid integration of new material into existing cognitive units; they also provide retrieval cues. Mnemonic can be adapted to individual learning voluntarily and once learned are difficult to forget. They are adaptable to individual learning, and most users report they enjoy using them (Levin, 1981).
Memory strategies are based on simple principles like laying things out in order, making association, and reviewing. These principles are employed when a learner faces challenge of vocabulary learning. The words and phrases can be associated with visual images that can be stored and retrieved for communication. Many learners make use of visual images, but some find it easy to connect words and phrases with sound, motion or touch. The use of memory strategies are most frequently applied in the beginning process of language learning. As the learners advance to higher level of proficiency memory strategies are mentioned very little. It is not that the use ceases, but the awareness of its use becomes less. Here is an example to apply memory strategy by making association. If a learner wants to remember the name Solange of a French person, it could be associated by saying Solange’s face is so long.
2. Cognitive Strategies
These are perhaps the most popular strategies with language learners. The target language is manipulated or transformed by repeating, analyzing or summarizing. The four sets in this group are: Practicing, Receiving and Sending Messages, Analyzing and Reasoning, and Creating Structure for Input and Output. Practicing is the most important in this group which can be achieved by repeating, working with sounds and writing, and using patterns. The tools of receiving and sending messages are used when learners try to find the main idea through skimming and scanning. It is not necessary to check every word. The adult learners commonly use analyzing and reasoning strategies. These are used to understand the meaning and expression of the target language. These are also used to make new expressions.
Here is an example of a learner who practices with sounds of the words that have letters ough. The words through, though, tough, and trough contain ough but sound different. To understand them better the learner may make own phonetic spelling: throo, thow, tuff, and troff.
3. Compensation Strategies
Learners use compensation strategies for comprehension of the target language when they have insufficient knowledge of the target language. These strategies make up for the deficiency in grammar and vocabulary. When learners do not know new words and expressions, they guess the meaning. A learner brings own life experience to interpret data by guessing. Compensation strategies are also used in production when grammatical knowledge is incomplete. When a learner does not know the subjunctive form of verb, a different form may be used to convey the message.
Here is an example of guessing based on partial knowledge of the target language. When a learner recognizes the words shovel, grass, mower, and lawn in a conversation, it could be understood that it is about gardening.
B. Indirect Language Learning Strategies
Indirect language learning strategies work together with the direct strategies. They help learner regulate the learning process. These strategies support and manage language learning without direct engagement and therefore called indirect strategies.
1. Metacognitive Strategies
Metacognitive strategies go beyond the cognitive mechanism and give learners to coordinate their learning. This helps them to plan language learning in an efficient way. When new vocabulary, rules, and writing system confuse the learner, these strategies become vital for successful language learning.
Three sets of strategies belong to this group and they are: Centering Your Learning, Arranging and Planning Your Learning, and Evaluating Your Learning. The aim of centering learning is to give a focus to the learner so that the attention could be directed toward certain language activities or skills. Arranging and planning learning help learners to organize so they may get maximum benefit from their energy and effort. Evaluating learning helps learners with problems like monitoring errors and evaluation of progress. Research has found that compared to cognitive strategies metacognitive strategies are used less consistently by the learners.
Here is an example of arranging and planning learning. For a learner who wants to listen to the news in the target language can plan the task by first determining what topics might be covered in the program. Most news programs have segments of politics and economics. The learner can look up the words related to the topics before listening to the news. This would better prepare the learner.
2. Affective Strategies
The affective factors like emotion, attitude, motivation, and values influence learning in an important way. Three sets of strategies are included in this group: Lowering Your Anxiety, Encouraging Yourself, and Taking Your Emotional Temperature. Good language learners control their attitudes and emotions about learning and understand that negative feelings retard learning. Teachers can help generate positive feeling in class by giving students more responsibility, increasing the amount of natural communication, and teaching affective strategies.
Anxiety could be both helpful and harmful. It is felt that a certain amount of anxiety is helpful for learners because it helps them obtain their optimum level of performance. Too much anxiety has the opposite effect where it hinders language learning. Anxiety often takes forms of worry, frustration, insecurity, fear, and self-doubt. A common high anxiety creating situation for learners is to perform before the peers and teacher when they are not prepared.
Here is an example of how learners try to lower the anxiety. Some listen to their favourite music for a few minutes before practicing the target language.
C. Social Strategies
Social strategies are very important in learning a language because language is used in communication and communication occurs between people. Three sets of strategies are included in this group: Asking Questions, Cooperating with others, and Empathizing with Others. Among the three, asking questions is the most helpful and comes closest to understanding the meaning. It also helps in conversation by generating response from the partner and shows interest and involvement.
Cooperation with others eliminates competition and in its place brings group spirit. Studies show that cooperative learning results in higher self-esteem, increased confidence, and rapid achievement. Learners do not naturally apply cooperative strategies because of strong emphasis put on competition by educational institutions. Sometimes competition brings a strong wish to perform better than others, but it often results in anxiety and fear of failure. It is important to help learners change their attitudes from confrontation and competition to cooperation.
Empathy is very important in communication. Empathy means to put oneself in someone else situation to understand that person’s point of view. Learners can use social strategies to develop cultural understanding and become aware of thoughts and feelings of others.
Learners can apply the strategy of cooperating with others by doing something together in the language they are learning. Daily telephone conversation with a friend in the target language is an example to practice listening and speaking skills.
CHAPTER III
RESEARCH AND FINDING
3.1 Subject
The researcher held this research on May 28th 2011. The subjects of the research are the students of XI IPA 1 at SMAN 3 Metro. The total number of them is 20.
3.4 Instrument
There is only one instrument of the research going to be employed in this research. The instrument of the research is questionnaire. The SILL was devised by Rebecca Oxford (1990a) as an instrument for assessing the frequency of use of language learning strategies by students. There are 50 questions which represents the classifications of language learning strategies.
Direct strategies are classified into:
- Memory strategies (9 items) are used for entering new information into memory storage and for retrieving it when need for communication. (e.g., grouping, representing sounds in memory, structured reviewing, using physical response).
- Cognitive strategies (14 items) are used for linking new information with existing schemata and for analyzing and classifying it. Cognitive strategies are responsible for deep processing, forming and revising internal mental models and receiving and producing messages in the target language (e.g., repeating, getting the idea quickly, analyzing and taking notes).
- Compensation strategies (6 items) include such strategies as guessing and using gestures. Such strategies are needed to fill any gaps in the knowledge of the language. (e.g., switching to the mother tongue, using other clues, getting help and using a synonym).
On the other hand, indirect strategies are divided into Metacognitive, Affective and Social:
- Metacognitive strategies (9 items) are techniques used for organizing, planing, focusing and evaluating one's own learning. (e.g., linking new information with already known one, seeking practice opportunities, and self-monitoring).
- Affective strategies (6 items) are used for handling feelings, attitudes and motivations. (e.g., lowering anxiety by use of music, encouraging oneself and discussing feelings with others).
- Social strategies (6 items) are used for facilitating interaction by asking questions, and cooperating with others in the learning process, (eg. Asking for classification, cooperating with others and developing cultural understanding).
KUESIONER TENTANG STRATEGI BELAJAR
KETERANGAN:
Jawablah sesuai dengan penggambaran Anda. Anda dapat menulis jawaban (l, 2, 3, 4 atau 5) yang menunjukkan strategi belajar yang Anda gunakan.
1 = Tidak pernah atau hampir tidak pernah
2 = Jarang
3 = Kadang kadang
4 = Sering
5 = Selalu atau hampir selalu
Berikan tanda (√) pada kolom yang tersedia sesuai keterangan diatas!
No. | Statement | 1 | 2 | 3 | 4 | 5 |
Bagian A | ||||||
1. | Saya pikir adanya hubungan antara apa yang saya sudah tahu dan hal-hal baru saya pelajari dalam bahasa Inggris | |||||
2. | Saya menggunakan kata-kata baru dalam kalimat bahasa Inggris sehingga saya bisa ingat. | |||||
3. | Saya menghubungkan suara kata-kata bahasa Inggris yang baru dan gambar atau kata gambar untuk membantu mengingat kata. | |||||
4. | Aku ingat kata-kata bahasa Inggris yang baru dengan menciptakan gambaran mental dari suatu situasi di mana kata tersebut dapat digunakan. | |||||
5. | Saya menggunakan sajak untuk mengingat kata-kata baru dalam Bahasa Inggris. | |||||
6. | Saya menggunakan catatan kecil untuk mengingat kata-kata baru dalam Bahasa Inggris. | |||||
7. | Saya melakukan sebuah tindakan dengan mengunakan kata-kata baru dalam Bahasa Inggris. | |||||
8. | Saya sering mengulang pelajaran bahasa Inggris. | |||||
9. | Saya mengingat kata-kata atau frase baru dalam Bahasa Inggris dengan mengingat tempat mereka pada halaman buku, papan tulis, atau petunjuk jalan. | |||||
Bagian B | ||||||
10. | Saya berbicara atau menulis kata-kata baru dalam bahasa Inggris beberapa kali. | |||||
11. | Saya mencoba untuk berbicara seperti penutur asli Bahasa Inggris. | |||||
12. | Saya berlatih suara dalam bahasa Inggris. | |||||
13. | Saya menggunakan kata-kata bahasa Inggris yang saya tahu dengan cara yang berbeda. | |||||
14. | Saya memulai percakapan dalam bahasa Inggris. | |||||
15. | Saya menonton TV yang berbasa Inggris atau pergi ke bioskop menonton film dalam bahasa Inggris. | |||||
16. | Saya membaca untuk mencari kesenangan dalam bentuk teks bahasa Inggris. | |||||
17. | Saya menulis catatan, pesan, surat, atau laporan dalam bahasa Inggris. | |||||
18. | Saya pertama kali membaca secara cepat (menyaring saja) kemudian kembali lagi dan membaca dengan teliti. | |||||
19. | Saya mencari kata-kata dalam bahasa Indonesia yang mirip dengan kata-kata baru dalam bahasa Inggris. | |||||
20. | Saya mencoba mencari pola dalam bahasa Inggris. | |||||
21. | Saya menemukan arti kata dari bahasa Inggris dengan membagi menjadi bagian-bagian yang saya mengerti. | |||||
22. | Saya mencoba untuk tidak menerjemahkan kata per kata. | |||||
23. | Saya akan mencatat beberapa informasi yang saya dengar atau saya baca dalam bahasa Inggris. | |||||
Bagian C | ||||||
24. | Untuk memahami kata-kata bahasa Inggris yang asing di telinga saya, saya membuat tebakan. | |||||
25. | Ketika saya tidak bisa memikirkan kata selama percakapan dalam bahasa Inggris, saya menggunakan gerak atau bahasa tubuh. | |||||
26. | Saya membuat kata-kata baru jika saya tidak tahu hal yang sebenarnya dalam bahasa Inggris. | |||||
27. | Saya membaca bahasa Inggris tanpa melihat setiap kata baru. | |||||
28. | Saya mencoba menebak apa yang orang lain akan katakan selanjutnyaa dalam bahasa Inggris. | |||||
29. | Jika saya tidak dapat berpikir tentang kata dalam bahasa Inggris, saya menggunakan kata atau frase yang berarti hal yang sama. | |||||
Bagian D | ||||||
30. | Saya mencoba untuk menemukan banyak cara yang saya bisa untuk menggunakan bahasa Inggris saya. | |||||
31. | Saya mencatat kesalahan bahasa Inggris saya dan menggunakan informasi tersebut untuk membantu saya menjadi lebih baik. | |||||
32. | Saya sangat memperhatikan ketika seseorang sedang berbicara dalam bahasa Inggris. | |||||
33. | Saya mencoba untuk mencari tahu bagaimana menjadi pelajar bahasa Inggris yang lebih baik. | |||||
34. | Saya merencanakan jadwal saya sehingga saya akan memiliki cukup waktu untuk belajar bahasa Inggris. | |||||
35. | Saya mencari orang yang saya dapat ajak untuk berbicara dalam bahasa Inggris. | |||||
36. | Saya mencari kesempatan untuk membaca sebanyak mungkin dalam bahasa Inggris. | |||||
37. | Saya mempunyai tujuan yang jelas untuk meningkatkan kemampuan bahasa Inggris saya. | |||||
38. | Saya berpikir tentang kemajuan saya dalam belajar bahasa Inggris. | |||||
Bagian E | ||||||
39. | Saya mencoba untuk rileks setiap kali saya merasa takut untuk menggunakan bahasa Inggris. | |||||
40. | Saya mendorong diri saya sendiri untuk berbicara bahasa Inggris bahkan ketika saya takut untuk berbuat kesalahan. | |||||
41. | Saya memberi hadiah untuk diri saya sendiri ketika saya mngerjakan bahasa Inggris dengan baik. | |||||
42. | Saya memperhatikan jika saya tegang atau gugup ketika saya sedang belajar atau menggunakan bahasa Inggris. | |||||
43. | Saya menuliskan perasaan saya dalam buku harian (diary) untuk belajar bahasa. | |||||
44. | Saya berbicara dengan orang lain tentang apa yang saya rasakan ketika saya belajar bahasa Inggris. | |||||
Bagian F | ||||||
45. | Jika saya tidak memahami sesuatu dalam bahasa Inggris, saya meminta orang lain untuk memperlambat atau mengatakannya lagi. | |||||
46. | Saya meminta ahli bahasa inggris untuk memperbaiki bahasa Inggris saya ketika saya berbicara. | |||||
47. | Saya berlatih bahasa Inggris dengan siswa lain. | |||||
48. | Saya meminta bantuan dari penutur bahasa Inggris. | |||||
49. | Saya mengajukan pertanyaan dalam bahasa Inggris. | |||||
50. | Saya mencoba untuk belajar tentang kebudayaan penutur bahasa Inggris. | |||||
(Adopted from Oxford, 1989)
This form of the Strategy Inventory for Language Learning (SILL) is for students of English as a second or foreign language. This questionnaire is divided into five parts. Each of them represents the different classification of language learning strategies.
A = Memory Strategies
B = Cognitive Strategies
C = Compensation Strategies
D = Metacognitive Strategies
E = Affective Strategies
F = Social Strategiess
3.3 Analysis
The result of total frequency from the subjects:
Statistics | ||
Strategies | ||
N | Valid | 20 |
Missing | 1 | |
Mean | 3.80 | |
Range | 6 | |
Strategies | |||||
Frequency | Percent | Valid Percent | Cumulative Percent | ||
Valid | 1 | 2 | 9.5 | 10.0 | 10.0 |
2 | 1 | 4.8 | 5.0 | 15.0 | |
3 | 5 | 23.8 | 25.0 | 40.0 | |
4 | 8 | 38.1 | 40.0 | 80.0 | |
5 | 1 | 4.8 | 5.0 | 85.0 | |
6 | 1 | 4.8 | 5.0 | 90.0 | |
7 | 2 | 9.5 | 10.0 | 100.0 | |
Total | 20 | 95.2 | 100.0 | ||
Missing | System | 1 | 4.8 | ||
Total | 21 | 100.0 | |||
ANOVA | |||||
N.akhir | |||||
Sum of Squares | df | Mean Square | F | Sig. | |
Between Groups | 412.875 | 6 | 68.813 | 5.151 | .006 |
Within Groups | 173.675 | 13 | 13.360 | ||
Total | 586.550 | 19 | |||
From the data above, we can see the result of the research.
1 = Memory learner (there are 2 students who are memory learner)
2 = Cognitive learner (there is 1 student who is cognitive learner)
3 = Compensation (there are 5 students who are compensation learner)
4 = Metacognitive learner (there are 8 students who are metacognitive learner)
5 = Affective learner (there is 1 student who is a affective learner)
6 = Social learner (there is 1 students who is a social learner)
7 = Fusion {memory-metacognitive, compensation-metacognitive}(there are 2 students are fusion learner)
2 = Cognitive learner (there is 1 student who is cognitive learner)
3 = Compensation (there are 5 students who are compensation learner)
4 = Metacognitive learner (there are 8 students who are metacognitive learner)
5 = Affective learner (there is 1 student who is a affective learner)
6 = Social learner (there is 1 students who is a social learner)
7 = Fusion {memory-metacognitive, compensation-metacognitive}(there are 2 students are fusion learner)
The researcher uses one-way ANOVA model to analyze the comparison between students’ learning style and their achievement in English. From the curve above, we can conclude:
1. The highest point is type 4 which is metacognitive learner.
2. The second point is type 6 which is social learner.
3. The third point is type 7 which is fusion.
4. The fourth point is type 2 which is cognitive learner
5. The fifth point is type 5 which is affective learner.
6. The sixth point is type 3 which is compensation learner.
7. The lowest point is type 1 which is memory learner.
The curve indicates that metacognitive strategy is the good strategy that is used most students of XI IPA 1 at SMAN 3 Metro. The students that use this strategy can get good achievement in English. The second strategy is social learners, the third strategy is fusion, the fourth strategy is cognitive, the fifth strategy is affective, the sixth strategy is compensation and the last is memory strategy.
CHAPTER IV
CONCLUSION
This study aimed at examining the language learning strategies of a group of students of XI IPA 1 at SMAN 3 Metro. The results showed that these students were high to medium users of strategies. Furthermore, the strategy that has shown good result of students’ achievement in English is Metacognitive Strategies.
It is obvious that language learning strategies facilitate the learning of the target language by the language learner. Language learners in general use language learning strategies in the learning process.
In conclusion, strategy instruction research is important in assessing learners’ strategies, therefore, there is a need for conducting research that will pave the way for building the theory that seems necessary for more language learning strategies work to be relevant to current foreign language teaching practice.
BIBLIOGRAPHY
Yufrizal, Hery, M.A.,Ph.D. 2008. An Introduction to Second Language Acquisition, Bandung: Pustaka Reka Cipta.
Strategy Inventory for Language Learning (SILL) Version 7.0 (ESL/EFL) © R. Oxford. 1989
Chapter 1 Teaching Language Learning Strategies © National Capital Language Resource Center
Language Learning Strategies Article. Deepak K. Samida
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