AN ANALYSIS OF STUDENTS’LEARNING STRATEGIES IN LEARNING SPEAKING BASED ON OXFORD STRATEGY SYSTEMS OF SMA N 2 METRO
(Second Language Acquisition’s Assignment)
(Second Language Acquisition’s Assignment)
By
Name : Winda Tri Mundari
(0743042046)
THE LANGUAGE AND ARTS DEPARTMENT OF
TEACHERS TRAINING AND EDUCATION FACULTY
LAMPUNG UNIVERSITY
2011
I. INTRODUCTION
1.1. Background of the Study
Communication is needed in human life. Language is important to communicate. Language consists of four skills: listening, speaking, reading, and writing. Speaking is one of language skills that are very important in the language competence and in building a good communication. Language is an instrument of control as well as of communication (Hodge and Kress, 1993:6). People can transfer information or message and express their ideas with language. Language is also used to realize every person’s hopes, aspiration, and thinking. Language can serve the human needs in their communication in any situation. One of the functions of English as an international language is English has an important role in all sectors, especially in education. In education English language is learned by the students to increase higher level in learning English.
To communicate well, students must have good capabilities in speaking. Some strategies should be made to enhance the student’s success. The learning strategies of English in senior high school should be supported by qualified the learning strategies used by the students, the readiness of the students, and suitable teaching equipment. In fact, not all teaching is always supported by qualified teachers, not all students are ready to learn the materials, and not all schools have complete equipment or not appropriate with the materials. Nowadays, several senior high of school English students might have good learning strategies.
However, they can get successful result if the language they used good strategies or learning techniques, and the knowledge of classroom management that support them.
Speaking practice is probably the most reliable route to true communication in developing the learner’s proficiency. The speaking ability at the students of Senior High School can be considered still poor because they do not know how to express their feeling and ideas in speaking, conversation, and discussion. They feel that speaking is the hardest skill in English learning. English learning strategies are an intentional behavior and thought used by the learner during learning English to help them understand, learn and remember new information. Learning strategies are procedures undertaken by the learner, in order to make their own language learning as effective as possible. O’Malley and Chamot (1998:89-90) state focusing in selected aspects of new information, analyzing, and monitoring information during the encoding process, evaluating, the learning when it is completed, or assuring oneself that the learning will be successful as a way to allay anxiety.
1.2. The Research Problem
Based on the background of the problem, the problem of the research are:
1. What learning strategies are used by good language learners in learning speaking English?
2. What strategy systems do they mostly use in learning speaking English?
1.3. The objectives
The Objectives of this research are:
1. To find the learning strategies used by good language learners in learning speaking English.
2. To describe the strategy systems mostly used by good language learners in learning speaking English.
1.4. The Use of the research:
This research was aimed to have such uses as follows:
Theoretical uses
· To verify previous theories dealing with the theories in this research.
· To be used as a reference for those who will do further research.
Practical uses
· To give information to the readers about good language learners’ strategies in learning speaking English and their strategy system mostly used in learning speaking English.
· To give possibility for the teacher and poorer language learners to use the strategies which is used by good language learners in learning speaaing English.
1.5. The Scope of the Research
The Research was conducted at SMA Negeri 2 Metro. The writer chose this school because that school have many good students. The Subjects of The research were the learners at the third year. Because the writer assumed that the third year students of SMA have relatively high foundation in language components such as structure and vocabularies,the subjects of this research were the third year students in SMA Neger 2 Metro.
II.FRAME OF THEORIES
2.1 Concept of Speaking Skill
Speaking is a way how to express someone’s idea to his or her listener orally. In this case, in speaking there must be at least two persons to talk each other. Byrne (1984:8) stated that speaking or oral communication is two processes between a listener and aspeaker, and involved the productive skills and understanding (or listening with understanding).
2.2 Learning Strategies
Learning strategy is the technique of learning used by the learners in gaining the knowledge. It is needed by the learners since by using strategy in learning, learners would improve their skills in language and also can make some plans about what should they do next.
Learning strategy is the operation used by the learner in gaining their success in learning. Oxford (1989:236) had found six broad groups of strategy system used by good language learners they are: metacognitive, affective, social, memory, cognitive, and compensatory.
For instances:
1. 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.
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
3. 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.
4. Memory strategies, such as grouping, imagery, structured review, to get information into memory and to recall it when needed.
5. Employ the new language directly with cognitive strategies, such as practicing naturalistically, analyzing contrastively, and summarizing.
6. They overcome knowledge limitation through compensatory strategies, like guessing meanings intelligently and using synonyms or other production tricks when the precise expression is unknown.
The learners can involve in those strategy systems and in what group of strategy they are.
III RESEARCH METHOD
3.1 Research Design
This research was descriptive qualitative.It means that the writer described the strategies used by the good language learners in learning speaking and classify them into the strategy systems they used in learning speaking.Whereby,the collection of the data was conducted in two parts. The first part was for determining good language learners’ English speaking, the steps were:
1. Getting the learners’ English score from document.
2. Giving speaking test only for the learners who got score 9 for their first English summative test
The second part was for knowing good language learners’ strategies in learning speaking and classifying their strategies into their strategies into the sixbroad of strategy systems, the steps were:
a.interviewing the learners,
b.giving questionnaire to them
3.2. The source of data
The data was taken from the students of the third year of SMA Negeri 2 Metro and their English teachers’ note about their learners’score in English.
3.3. Research Subjects
Since the writer considered that the third year students of SMA have relatively high foundation in language components such as structure and vocabularies,the subjects of this research were the third year students in SMA Neger 2 Metro.
3.4 Data collecting Technique
In collecting the data, thewriter used:
Questionnaire
Questionnaire was given to the good language lerners. It was intended to get perfect data about their strategy systema usedinlearning speaking. The writer prepared some statements according to Oxford’s strategy systems (Oxford, 1986:236). This questionnaire consisted of 30 items, which devided into 6 groups, metacognitive, affective, social, memory,cognitive, and compensatory. To judge the respondents, answer the writer used the Likert Scale where the writer gave 2 alternative responses for each statements, they are yes and no. For yes the respondent got 1. In determining the strategy systems used by the learners in learning speaking, the writer gave the criteria of scoring, they are:
1. 6-10 means that the learner used the system
2. 1-5 means that the learner never use the system
3.5 The validity of the data
The writer used the triangulation to enrich the data, to avoid the doubt arising new data and to have the more reliable and accurate conclusion. The writer used methodology triangualation and time triangulation. The methodology triangulation was to use some methods,namely: document, speaking test, questionnaire and interview in order to collect the same data. The time triangulation was used in different times for the same group.
Since the writer gave the speaking test for specifying the good language learners in speaking, so the reliability of the speaking test was very important to judge the quality of the test. In this case, the writer used inter rate type of reliability where the extent to which different raters agree about assigned score or rating, the use of holistic rating scales from IELTS as the type of evaluation or scoring procedure and the use of description of pictures as the test task type.
3.6 Research Procedure
In conducting the research, the writer used some procedures as follows:
1. Determining the subjects by using the document of students score in English with the score 9 their report book.
2. Specifying the good language learners in speaking by giving speaking test for the students who got score 9 in their report book.
3. Interviewing the subjects to know their strategies in learningspeaking English.
4. Giving questionnaire to the subjects to classify their learning strategies into strategy systems mostly used by them in learning speaking English.
5. Analysing the data.
3.7. Data Anlysis
In analyzing the data fromthe document,the speaking test,the interview and the questionnaire, the writer employed the qualitative description. According to Moleong (1991:190)
There are four steps in analyzing and interpreting the data namely:
1. Making the abstraction of the collected data to be treated in one unit. The writer interpreted all data available (frominterviewing or questionnaire) byselecting them into an abstraction.
2. Unity the data
3. Categorizing the data by coding.
4. Interpreting the data into substantive theory.
Based on those steps above, the writer analysed the data by using the same steps they are:
1. Making the abstraction of the collected data to be treated in one unit. The writer interpreted all data available (frominterviewing or questionnaire) by selecting them into an abstraction. In this step she selected the data in order to keep them relevant with the research questions.
2. Unity the data. The writer identified the data into unity, it means that she paid attention to the term the students use to distinct the activities in the process.
3. Categorizing the data by coding. The writer compiled the data according to the determined criteria.
4. Interpreting the data into substantive theory. The writerdrew conclusion. Then as the final steps, she interpreted data into substantive theory about the research of good language learners’ strategies in learning speaking English.
Language Learning Strategies Questionnaire in Speaking
Petunjuk:
Lingkarilah jawaban a, b, dan c sesuai dengan strategi belajar berbicara bahasa inggris yang Saudara gunakan, dengan pertimbangan sebagai berikut:
1. Jawaban a berarti saudara menggunakan strategi tersebut.
2. Jawaban b berarti Saudara tidak menggunakan strategi tersebut.
1. Saat berbicara dalam bahasa Inggris, sebelum saya menjawab suatu pertanyaan secara langsung, terlebih dahulu saya menuliskan jawaban tersebut di sebuah kertas.
a. ya b. tidak
2. Saat berbicara dalam bahasa Inggris, saya mencoba untuk mengoleksi kesalahan yang saya perbuat.
a. ya b. tidak
3. Untuk meningkatkan kemampuan saya berbicara dalam bahasa Inggris , saya mencoba untuk berbicara sendiri.
a. ya b. tidak
4. Saya mencoba untuk mengevaluasi apa yang telah saya ucapkan setelah saya berbicara dalam bahasa Inggris .
a. ya b. tidak
5. Saya membuat jadwal untuk berlatih bahasa Inggris.
a. ya b. tidak
6. Saya mencoba untuk menghindari rasa malu pada saat saya harus mengeluarkan pendapat saya dalam bahasa Inggris.
a. ya b. tidak
7. Saya mencoba untuk menghindari rasa takut berbuat salah saat saya berbicara dalam bahasa Inggris (cara pengucapannya dan struktur kalimatnya).
a. ya b. tidak
8. Saya mencoba untuk tidak tersinggung ketika seseorang memberikan koreksi terhadap bahasa Inggris yang saya gunakan.
a. ya b. tidak
9. Saya berusaha keras atau memaksa diri saya untuk belajar berbicara dalam bahasa Inggris.
a. ya b. tidak
10. Saya memiliki motivasi untuk belajar berbicara dalam bahasa Inggris.
a. ya b. tidak
11. Saya meminta seseorang untuk memberikan koreksi terhadap bahasa Inggris.
a. ya b. tidak
12. Saya melatih bahasa Inggris saya dengan teman atau guru.
a. ya b. tidak
13. Saat pelajaran bahasa Inggris di kelas, saya bertanya dengan menggunakan bahasa Inggris pada guru atau teman.
a. ya b. tidak
14. Saya melatih kemampuan berbicara bahasa Inggris saya dengan orang asing.
a. ya b. tidak
15. Saya melatih kemampuan bahasa Inggris saya di rumah dengan orang tua, kakak, atau adik.
a. ya b. tidak
16. Saya mencoba mengingat kosakata baru dengan mengucapkannya secara bersuara.
a. ya b. tidak
17. Saya mencoba untuk menginagat suatu kata atau kalimat dengan saya mengulang- ulangnya.
a. ya b. tidak
18. Saya mengingat-ingat kosakata bahasa Inggris yang hampir sama dengan bahasa Indonesia.
a. ya b. tidak
19. Saya mencoba menggunakan kosakata baru sesering mungkin.
a. ya b. tidak
20. Saya membuat catatan kosakata bahasa Inggris dan menyimpannya dalam saku untuk dihapal.
a. ya b. tidak
21. Saya mencoba belajar suatu pola kalimat baru dengan membuat suatu kalimat dan mengucapkannya.
a. ya b. tidak
22. Saya mencoba mengartikan kalimat dalam bahasa Indonesia ke dalam bahasa Inggris dan mengucapkannya.
a. ya b. tidak
23. Saya menggunakan kata-kata sesuai dengan aturannya dalam berbicara bahasa Inggris.
a. ya b. tidak
24. Saat saya berbicara bahasa Inggris dan menemukan kosakata bahasa Inggris yang tidak saya ketahui sebelumnya, maka saya mencampurnya dengan bahasa Indonesia.
a. ya b. tidak
25. Saya mencatat kesalahan-kesalahan yang saya buat saat berbicara dalam bahasa Inggris dan saya gunakan sebagai petunjuk agar lebih baik lagi.
a. ya b. tidak
26. Ketika saya tidak dapat menemukan satu kata dalam bahasa Inggris saat saya bercakap-cakap maka saya menggunakan gerakan tubuh untuk memperjelasnya.
a. ya b. tidak
27. Saya mencoba untuk menggunakan kosakata bahasa Inggris yang tidak saya ketahui dengan kata yang memiliki arti hampir sama (sinonim).
a. ya b. tidak
28. Saya mencoba menebak kosakata bahasa Inggris yang tidak saya ketahui dan memeriksanya langsung ke dalam kamus.
a. ya b. tidak
29. Saat saya tidak tahu tentang satu kosakata bahasa Inggris, maka saya akan bertanya pada lawan bicara saya sinonim dari kata tersebut.
a. ya b. tidak
30. Saya mencoba menjelaskan kosakata bahasa Inggris yang tidak saya ketahui dengan menggunakan penjelasan yang berhubungan dengan kata tersebut sebagai petunjuk.
a. ya b. tidak
Students’ score of the questionnaire
| No. | Name | Metacognitive | Affective | Social | Memory | cognitive | compenratory |
| 1. | NK | 5 | 10 | 10 | 9 | 5 | 10 |
| 2. | DN | 5 | 9 | 9 | 9 | 9 | 10 |
| 3. | AY | 5 | 9 | 9 | 5 | 9 | 9 |
| 4. | FS | 8 | 9 | 5 | 9 | 9 | 10 |
| 5. | TSB | 9 | 9 | 5 | 5 | 9 | 10 |
| 6. | RB | 8 | 10 | 5 | 10 | 5 | 10 |
| 7. | AS | 5 | 9 | 10 | 9 | 9 | 5 |
| 8. | DE | 9 | 9 | 9 | 10 | 10 | 10 |
| 9. | YA | 8 | 10 | 5 | 5 | 5 | 10 |
| 10. | MM | 9 | 10 | 10 | 5 | 9 | 10 |
| 11. | NH | 5 | 10 | 10 | 9 | 9 | 10 |
| 12. | MAM | 9 | 10 | 10 | 9 | 5 | 10 |
| 13. | MAJ | 8 | 10 | 10 | 5 | 5 | 10 |
| 14. | MW | 5 | 10 | 5 | 5 | 5 | 10 |
| 15. | IS | 9 | 10 | 9 | 9 | 9 | 10 |
| 16. | SL | 9 | 5 | 9 | 9 | 5 | 10 |
| 17. | MJ | 8 | 8 | 5 | 9 | 9 | 10 |
| 18. | HR | 5 | 10 | 10 | 9 | 9 | 10 |
| 19. | DS | 9 | 10 | 9 | 9 | 5 | 9 |
| 20. | LA | 5 | 10 | 10 | 9 | 9 | 5 |
| 21. | RH | 9 | 9 | 9 | 9 | 9 | 9 |
| 22. | BS | 9 | 10 | 9 | 10 | 9 | 10 |
| 23. | AVP | 5 | 10 | 5 | 9 | 9 | 10 |
| 24. | DND | 8 | 10 | 5 | 5 | 10 | 10 |
| 25. | R | 5 | 5 | 8 | 5 | 5 | 9 |
| 26. | S | 8 | 5 | 9 | 9 | 8 | 9 |
| | 16 use 10 never | 23 use 3 never | 18 use 8 never | 18 use 8 never | 17 use 9 never | 24 use 2 never | |
| | 61,5 % | 88,46 % | 69,2 % | 69,2 % | 65,38 % | 92,3 % | |
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