WIRATHAMA HAZERA PUTRA (0813042053) - Learning Strategy Analysis

SECOND LANGUAGE ACQUISITION (SLA)

FINAL SEMESTER TASK

LEARNING STRATEGY ANALYSIS

WIRATHAMA HAZERA PUTRA

0813042053

ENGLISH DEPARTEMENT

LANGUAGE AND ART DEPARTEMENT

EDUCATION AND PEDAGOGY FACULTY

LAMPUNG UNIVERSITY

2011

I. INTRODUCTION

This research is concerned with learning strategies in second language acquisition. Learning strategies refer to approach, methods, the special thoughts or behaviors that the students use to help/facilitate them comprehend, learn or retain new information and for achieving the learning objectives.

Learning strategies are included in the pre-instructional activities, information presentation, learner activities, testing, and follow-through. Based on Ekwensi, Moranski & Townsend-Sweet (2006), the strategies are usually tied to the needs and interests of students to enhance learning and are based on many types of learning styles.

Learning strategies looks at language as a complex cognitive skill which can be defined within the context of cognitive theory. Just as learners possess various cognitive style preferences, which may change depending on circumstances, they may employ different learning strategies depending on the situation. Based on Oxford (1990), when learning a second language (L2), the learner might select the best strategies (e.g. actions, behaviors) for apprehending, internalizing and using the L2. Besides that, according to Rubin (1975), good L2 learners are willing and accurate guessers, have a strong drive to communicate, are often uninhibited, are willing to make mistakes, focus on form by looking for patterns and analyzing, take advantage of all practice opportunities, monitor their speech as well as that of others and pay attention to meaning.

Based on Oxford (1990, 1994), research studies indicate that a number of factors influence the L2 learner’s choice of strategies are motivation, gender, cultural background, attitudes, beliefs, age and L2 stage, such as learning style and tolerance of ambiguity. Besides that, according to Brown (2000), researchers have also substantiated the effectiveness of learning strategies in the L2 acquisition process, specifically strategies-based instruction (SBI) and autonomous self-help training.

II. LITERATURE REVIEW

2.1 Learning Strategies

Based on O’Malley and Chamot (1990), learning strategies are complex procedures that individuals apply to tasks. Consequently, they may be represented as procedural knowledge which may be acquired through cognitive, associative and autonomous stages of learning. As with other procedural skills at the different stages of learning, the strategies may be conscious in early stages of learning and later be performed without the person’s awareness.

Learning strategies which look at language as a complex cognitive skill which can be defined within the context of cognitive theory, based on Oxford (1990), when learning a second language (L2), the learner might select the best strategies (e.g. actions, behaviors) for apprehending, internalizing and using the L2, since learners possess various cognitive style preferences, which may change depending on circumstances, they may employ different learning strategies depending on the situation.

According to O’Malley and Chamot (1990), the general benefits of applying cognitive theory to the field of second language acquisition as follows:

• Learning is an active and dynamic process in which individuals make use of a variety of strategic modes of processing.
• Language is a complex cognitive skill that has properties in common with other complex skills in terms of how information is stored and learned.
• Learning a language is entails a stage-wise progression from initial awareness and active manipulation of information and learning processes to full automatically in language use.
• Learning strategies parallel theoretically derived cognitive process and have the potential to influence learning outcomes in a positive manner.

2.2 Learning Strategies Questionnaire

A questionnaire is a research instrument consisting of a series of questions and other prompts for the purpose of gathering information from respondents. Although they are often designed for statistical analysis of the responses, this is not always the case. The questionnaire was invented by Sir Francis Galton.

Questionnaires have advantages over some other types of surveys in that they are cheap, do not require as much effort from the questioner as verbal or telephone surveys, and often have standardized answers that make it simple to compile data, though sometimes such standardized answers may frustrate users. Questionnaires are also sharply limited by the fact that respondents must be able to read the questions and respond to them. Thus, for some demographic groups conducting a survey by questionnaire may not be practical.

Usually, a questionnaire consists of a number of questions that the respondent has to answer in a set format. A distinction is made between open-ended and closed-ended questions. An open-ended question asks the respondent to formulate his own answer, whereas a closed-ended question has the respondent pick an answer from a given number of options. The response options for a closed-ended question should be exhaustive and mutually exclusive.

In this research, learning strategies questionnaire is used to translate the broad objectives of the study into questions that will obtain the necessary information in getting the analysis between the data from the learning strategies questionnaire and the students’ English cognitive score achievement to see whether the students belong to independent field or dependent field and what its connection with their cognitive score.

2.3 Independent Field & Dependent Field

2.3.1 Independent Field

Independent is defined as not relying heavily upon other people, not being controlled by other people and desiring personal freedom. No one is fully and completely independent all of the time, but some individuals exhibit more independence than others. A few individuals have tendencies toward extreme independence and might exhibit antisocial behavior.

People with a more independent personality tend to go off in their own direction as opposed to joining one side or one team over another. They are often do-it-yourself types and prefer to do projects solo. They also are more likely to be leaders than to be followers in social situations. Very extreme independent personalities might avoid social settings and may even become a recluse or hermit.

2.3.2 Dependent Field

To be dependent means to rely on others for many things or to allow your life to be governed and controlled by another person or thing. For instance, children are referred to as dependents of their parents because they rely on their parents for food, shelter, clothing and financial support. Some extremely dependent people may rely on others for their emotional stability and survival.

Dependent people are often more shy and more likely to join up with groups or teams as opposed to going in their own direction. Overly dependent people may have dependent personality disorder, a psychological disorder in which the individual has extreme separation anxiety issues and clings to others for emotional support. They fear being alone and being rejected.

III. DATA AND ANALYSIS

A. Average English Cognitive Score of the Students of SMAN 1 Kedondong

No.	NIS	Students	Sex	Cognitive Score
1.	11627	Adelita Silvia Ika I.	F	94
2.	11628	Ahnia Septia Karina	F	82
3.	11629	Alexander Bangun	M	81
4.	11630	Amanda Dyas Risky A.	F	86
5.	11631	Anita Rusdiyana	F	97
6.	11632	Arel Riedsa Adiguna	M	80
7.	11633	Arga Suwandana	M	80
8.	11634	Caesar Tri Kurniawan	M	75
9.	11635	Chindy Claudia Chanza	F	84
10.	11636	Christianti Ellis Rahayu	F	75
11.	11637	Cynthia Puteri Fahnta	F	75
12.	11638	Dian Ariani Putri	F	77
13.	11639	Dini Octafiani	F	96
14.	11640	Eka Indah Aslihatul M.	F	87
15.	11641	Faradilla Tarianti Putri	F	86
16.	11642	Febrian Deza Iva H.	F	90
17.	11643	Fransiska Aprilia Lestari	F	93
18.	11644	Gustomi Yuswindarso	M	84
19.	11645	Ifamar Pralihadi G.	F	75
20.	11646	Ira Nur Widiyanti	F	97

B. The Analysis from the Learning Strategies Questionnaire and the Students’ English Cognitive Score Achievement.

Frequency Table of Learning Strategy
		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	1.00	8	19.5	40.0	40.0
	2.00	9	22.0	45.0	85.0
	3.00	3	7.3	15.0	100.0
	Total	20	48.8	100.0
Missing	System	21	51.2
Total		41	100.0

From frequency table above, we can see as follows:

a. 1 = Independent Learning Strategy Field       : 8 students (19.5%).

b. 2 = Dependent Learning Strategy Field         : 9 students (22.5%).

c. 3 = Mixed Learning Strategy Field                : 3 students (7.3%).

It means, most of the students (9 students/22.5%) of 20 students in SMAN 1 Kedondong prefer to be dependent in which they prefer to learn such as in the form of work-group discussion, sharing community, etc; and the rests are more likely to be independent.

Frequency Table of Cognitive Score
		Frequency	Percent	Valid Percent	Cumulative Percent
Valid	75.00	4	9.8	20.0	20.0
	77.00	1	2.4	5.0	25.0
	80.00	2	4.9	10.0	35.0
	81.00	1	2.4	5.0	40.0
	82.00	1	2.4	5.0	45.0
	84.00	2	4.9	10.0	55.0
	86.00	2	4.9	10.0	65.0
	87.00	1	2.4	5.0	70.0
	90.00	1	2.4	5.0	75.0
	93.00	1	2.4	5.0	80.0
	94.00	1	2.4	5.0	85.0
	96.00	1	2.4	5.0	90.0
	97.00	2	4.9	10.0	100.0
	Total	20	48.8	100.0
Missing	System	21	51.2
Total		41	100.0

From frequency table of cognitive score above, we can see the frequency of the students’ cognitive score, such as the student who gets the score:

1. 75 = 4 students/9.8%

2. 77 = 1 student/2.4%

Etc.

ANOVA
Cognitive_Score
	Sum of Squares	df	Mean Square	F	Sig.
Between Groups	35.103	2	17.551	.274	.764
Within Groups	1089.097	17	64.065
Total	1124.200	19

Multiple Comparisons
Cognitive Score Scheffe
(I) Learning Strategy	(J) Learning Strategy	Mean Difference (I-J)	Std. Error	Sig.	95% Confidence Interval
					Lower Bound	Upper Bound
1.00	2.00	1.90278	3.88926	.888	-8.5209	12.3265
	3.00	3.79167	5.41876	.786	-10.7313	18.3146
2.00	1.00	-1.90278	3.88926	.888	-12.3265	8.5209
	3.00	1.88889	5.33602	.939	-12.4123	16.1901
3.00	1.00	-3.79167	5.41876	.786	-18.3146	10.7313
	2.00	-1.88889	5.33602	.939	-16.1901	12.4123

Cognitive Score
Scheffea,,b
Learning Strategy	N	Subset for alpha = 0.05
		1
3.00	3	82.3333
2.00	9	84.2222
1.00	8	86.1250
Sig.		.748
Means for groups in homogeneous subsets are displayed.
a. Uses Harmonic Mean Sample Size = 5.268.
b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not guaranteed.

Means Plots Graph

Means Plots Descriptives
Cognitive_Score
	N	Mean	Std. Deviation	Std. Error	95% Confidence Interval for Mean		Minimum	Maximum
					Lower Bound	Upper Bound
1.00	8	86.1250	8.55966	3.02630	78.9689	93.2811	75.00	97.00
2.00	9	84.2222	7.87048	2.62349	78.1724	90.2720	75.00	97.00
3.00	3	82.3333	6.35085	3.66667	66.5569	98.1097	75.00	86.00
Total	20	84.7000	7.69210	1.72001	81.1000	88.3000	75.00	97.00

From the means plots graph above, we can conclude:

1. Learning strategy type 1/independent field has the best effect for the 8 students who belong to independent field. They have mean of cognitive score about 86.12.
2. Learning strategy type 2/dependent field has good effect for the 9 students/the most type of learning strategy of 20 students. They have mean of cognitive score about 84.22.
3. Learning strategy type 3/mixed field has quite good effect for the rest/3 students of 20 students. They have mean of cognitive score about 82.33.

The level of independence or dependence in your personality is often shaped from your experiences starting at a very young age and can affect to your own learning strategy. The events in your life will trigger certain emotional responses and will reinforce your personality which will affect to your learning strategy to move in the direction of dependence and independence. Often, people are more independent or dependent at different times or in different situations, so it is not static and is possible to change your learning strategy over time.

IV. APPENDIX

4. Learning Strategies Questionnaire

This questionnaire will help us learn about the strategies you are using in your class to help you with your work.

Please answer the questions on the next page. There is no right or wrong answer. Your answers are confidential (no one that you know will be told what you answered). Your teacher will not have access to your answers. You have the right to refuse, to participate, or to withdraw (stop answering the questions) at any time. However, your experiences and opinions are important and will help us understand teaching from your point of view.

1: Sangat Tidak Setuju.             4: Setuju.

2: Tidak Setuju.                                    5: Sangat Setuju.

3: Tidak bisa memutuskan.       

No.	Questions	1	2	3	4	5
1.	Saya mengatur sendiri tujuan pembelajaran (Saya memutuskan sendiri apa yang perlu saya pelajari).
2.	Saya mengatur sendiri proses pencapaian tujuan (Saya membuat daftar apa saja yang saya perlukan untuk mencapai tujuan pembelajaran saya.
3.	Saya mengidentifikasi strategi pembelajaran untuk menggapai tujuan pembelajaran saya.
4.	Saya berdiskusi dengan teman-teman saya dalam memperbaiki tujuan pembelajaran saya saat diperlukan.
5.	Saya termotivasi untuk belajar.
6.	Saya meminta pendapat orang lain terhadap apa yang mungkin saya perlukan disaat saya mendapatkan tugas.
7.	Saya berdiskusi dengan teman-teman saya dalam membuat daftar strategi belajar yang sedang saya gunakan saat mengerjakan tugas.
8.	Saya memeriksa progress saya terhadap pencapaian tujuan pembelajaran saya.
9.	Saya memodifikasi (memperbaiki) sendiri sikap saya untuk mencapai tujuan pembelajaran saya.
10.	Saya meminta pendapat kawan-kawan saya dalam memodifikasi (memperbaiki) strategi pembelajaran yang kurang membantu dalam mencapai tujuan pembelajaran saya.
11.	Saya memberikan saran yang bermanfaat kepada kawan sekelas saya dalam mengerjakan tugas mereka.
12.	Saya mendengarkan saran-saran dari guru saya untuk meningkatkan kemampuan saya dalam mengerjakan tugas.
13.	Saya mendengarkan saran-saran dari teman-teman sekelas saya untuk meningkatkan kemampuan saya dalam mengerjakan tugas.
14.	Saya mendengarkan saran-saran dari keluarga saya untuk meningkatkan kemampuan saya dalam mengerjakan tugas.
15.	Saya memperbaiki pekerjaan/tugas saya untuk meningkatkan kualitasnya.
16.	Saya merefleksikan strategi belajar yang saya gunakan untuk mencapai tujuan pembelajaran saya.
17.	Saya berdiskusi dengan teman-teman dalam mengevaluasi pekerjaan/tugas saya (Saya melihat pekerjaan/tugas saya apakah sudah baik atau masih perlu ditingkatkan).
18.	Saya mengetahui bagaimana saya dievaluasi.
19.	Saya membuat koneksi antara waktu yang saya habiskan dalam mengerjakan tugas saya dengan hasil yang saya peroleh.
20.	Saya bekerja baik dengan kawan-kawan yang lainnya.

Questioner classification:

1. Independent Field         : Q1, Q2, Q3, Q5, Q8, Q9, Q15, Q16, Q18, Q19
2. Dependent Field           : Q4, Q6, Q7, Q10, Q11, Q12, Q13, Q14, Q17, Q20

V. REFERENCES

O’Malley, J. Michael and Anna Uhl Chamot.1990. Learning Strategies in Second Language Acquisition. USA: Cambridge University Press.

Salvisberg, Joan.2005. Cognitive Style and Learning Strategies. Manchester: IATEFL Issues.

Yufrizal, Hery.2007. An Introduction to Second Language Acquisition. Bandar Lampung: Pustaka Reka Cipta.

http://tip.psychology.org/strategy.html

http://www.eflclub.com/9resourcebox/EFLbookreviews/learningstrategies.html

http://www.nwlink.com/~donclark/hrd/strategy.html

http://www.tardis.ed.ac.uk/~kate/qmcweb/q1.htm

http://en.wikipedia.org/wiki/Questionnaire

http://www.ehow.com/info_8539508_meanings-independent-dependent.html