Embed Size (px)
Citation preview
LANGUAGE LEARNING STRATEGIES
USED BY LEARNERS IN SMA N 1 UNGARAN
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Lois Kesiana Pebriani
112007196
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2013
ii
LANGUAGE LEARNING STRATEGIES
USED BY LEARNERS IN SMA N 1 UNGARAN
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Lois Kesiana Pebriani
112007196
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2013
iii
LANGUAGE LEARNING STRATEGIES
USED BY LEARNERS IN SMA N 1 UNGARAN
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Lois Kesiana Pebriani
112007196
Approved by:
Prof. Dr. Gusti Astika, M. A. Anne I. Timotius, M. Ed
__________________ ___________________
Supervisor Examiner
iv
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or
accepted for the fulfillment of any degree or diploma in any university. To the best of my
knowledge and my belief, this contains no material previously published or written by any
other person except where due reference is made in the text.
Copyright@ 2010. Lois Kesiana Pebriani and Prof. Dr. Gusti Astika, M. A.
All rights reserved. No part of this thesis may be reproduced by any means without the
permission of at least one of the copyright owners or the English Department, Faculty of
Language and Literature, Satya Wacana University, Salatiga.
Lois Kesiana Pebriani:
v
PUBLICATION AGREEMENT DECLARATION
As a member of the (SWCU) Satya Wacana Christian University academic community,
I verify that:
Name : Lois Kesiana Pebriani
Student ID Number : 112007196
Study Program : Language and Literature
Faculty : English Department Faculty of Language and Literature
Kind of Work : Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty free
right for my intellectual property and the contents there in entitled:
Language Learning Strategies Used by Learners in SMA N 1 Ungaran
along with any pertinent equipment.
With this non-exclusive royalty free right, SWCU maintains the right to copy, reproduce,
print, publish, post, display, incorporate, store in or scan into a retrieval system or database,
transmit, broadcast, barter or sell my intellectual property, in whole or in part without my
express written permission, as long as my name is still included as the writer.
This declaration is made according to the best of my knowledge.
Made in : Salatiga
Date : ________________
Verified by signee,
__________________
Approved by
Thesis Supervisor Thesis Examiner
Prof. Dr. Gusti Astika, M. A. Anne I. Timotius, M. Ed
1
LANGUAGE LEARNING STRATEGIES
USED BY LEARNERS IN SMA N 1 UNGARAN
ABSTRACT
This paper reports the findings of language learning strategies that are
used by the students of SMA N 1 Ungaran. The participants were 52
students of the first, second, and third graders. Using 30 items SILL
based questionairres, the study revealed that the students used various
strategies in order to acquire English. The results indicate that six
categories of strategies were used by the students with different range
of frequencies. Compensation, Cognitive, and Social strategies were
used more frequently than Memory, Metacognitive, and Affective
strategies. This result implies that the students were interested to
English and they were anxious to communicate using English. Based
on the findings, implications are discussed and some possible teaching
practices proposed, which are hopefully applicable for the teachers
and the students.
Keywords: Language Learning strategies, students’ needs, learning,
process, Indonesian EFL context
INTRODUCTION
Some studies found that high school graduates in Indonesia have not mastered
English skills well, although they have learned English for at least six years (Artini, 2008). In
Indonesia, English is considered as a foreign language which means that the language is not
used widely in society. This can be the reason of why English learners in Indonesia have low
English skills. The limited practice of English outside the class is one of the factors that
hamper students to improve their English skill. Other than that, English materials given in
school are insufficient for the learners to practice the language.
Learners participation in English courses for six years does not assure them to be
succesful learners if they do not have effective strategies to learn. To acquire a language,
language learners will have to apply learning strategies in their learning process. The more
language learning strategies they know, choose, and apply according to their learning context,
the easier it will be for them to acquire the target language successfully (Wharton, as cited in
Chamot, 2005). This statement is strengthened by Salovaara (2005) who claims that learning
2
strategies are needed as a method to deal with cognitive skills in order to get a better
achievement.
It has been known that learning strategies play an important role in learning
process, since it encourages the learners to deal with the limitation and keep learning. It is the
way of how students manage their learning activities and behavior in order to be a succesful
language learner (Salovaara, 2005; Root, 1999). Generally, learning strategy is needed in
every learning process, in learning a language, it is called as language learning strategy
(LLS).
Language Learning Strategy
The word “strategy” comes from ancient Greek word word strategia which
means steps or actions taken in war as a tactic to face the enemy (Oxford, 2003). In
education, the learning strategies are defined as “specific actions, behaviors, steps, or
techniques – such as seeking out conversation partners, or giving oneself encouragement to
tackle a difficult language task – used by students to enhance their own learning” (Scarcella
& Oxford, 1992, as cited in Oxford, 2003).
In addition of learning strategy, Cohen (1998) defines LLS as “those processes
which are consciously selected by learners and which may result in action taken to enhance
the learning or use of a second or foreign language, through the storage, retention, recall, and
application of information about that language” (as cited in Root, 1999, p. 6). The actions
themselves were being done by the learner in order to make them learn “easier, faster, more
enjoyable, more self-directed, more effective, and more transferable to new situations”
(Oxford, 1990, p. 8).
Based on the definition, it is believed that LLSs have certain characteristics.
Oxford (1990) describes that learning strategies have to contribute to the main goal, which,
for many learners, is communicative competence. Also, it has to allow learners to become
more self-directed and independent.
3
There are three models of LLS taxonomy considered as giving contibution in
outlining strategies that frequently used by language learners. Strategies were first divided
into direct and indirect (Rubin, 1987, as cited in O’Malley & Chamot, 1990). Direct strategy
impacts directly to the learner’s language learning. It involves: clarification; monitoring;
memorization; guessing/inductive reasoning; deductive reasoning; and practice. While
indirect strategy benefits the language learning indirectly, they are: creating oportunities for
practice; and using production technique such as using synonyms (Chamot, 2004; Lan, 2005).
Then, as the second taxonomy of LLS, Chamot and O’Malley (1990) suggested a
three-part strategy taxonomy. The first part is metacognitve strategies that include: planning;
monitoring; and evaluating. Cognitive strategies contain of resourcing, grouping, note-taking,
knowledge elaboration, summarizing deduction/induction, imagery, auditory representation,
and making inferences. The last part is social/affective strategies that involve: questioning for
clarification; cooperation; and self-talk. It has to be noted that their classification is not only
theory-based, but it has already been accepted by teachers and researchers (Lan, 2005).
Both of those taxonomies provide understanding about the potential LLSs used
by succesful language learner. Although these taxonomies were useful, Oxford found a need
to develop a more wide-ranging and complete taxonomy. Based on her research on LLSs
among adult learners, Oxford (1990) developed a widely accepted classification of LLS.
According to her taxonomy, LLS consists of six categories: memory strategies, cognitive,
compensation, metacognitive, affective, and social strategies. Below is the definition and
example:
1. Memory strategies.
Memory related strategies help learners links one foreign language item or
concept with another and thus, allows new information, usually vocabulary, to
remain in long-term memory. For instance: drawing pictures to help remember
new words; pronouncing or writing new words in order to remember them; and
4
making relationship with the materials that have been learned. These strategies
can use sounds, images, combination between sounds and images, body
movement, etc (Oxford, 1990, 1996). The difference between memory strategies
and cognitive strategies is that memory strategies are for memorization and it
happens in surface process (Biggs, 1988, as cited in Lan, 2005). Hence, using
memory strategies, the students may not acquire new knowledge by trying to
understand it, but they only remember the words, sounds, etc.
2. Cognitive strategies.
Cognitive strategies enable the learners to process and use the language for
learning or for completing a task about the language, e.g.: watch English movies
or TV programmes, listen to English radio/CDs, and use English computer
programs (Oxford, 1990, 1996). According to Biggs (1988), contrasted with
memory strategies, the purpose of cognitive strategies is not memorization but is
for deeper processing and use of the language (as cited in Lan, 2005).
3. Compensation strategies.
Compensation strategies assist learners to make up for missing knowledge while
listening, reading, speaking, or writing. For example, use gestures or body
language (for speaking), rephrase (for speaking or writing), ask for help (for
listening, reading, speaking, or writing) and make guesses based on the context
(for listening and reading) (Oxford, 1990, 1996).
4. Metacognitive strategies.
Metacognitive strategies enable the learners to manage their overall learning
process by identifying, planning, organizing, monitoring, and evaluating one’s
own learning style, e.g., organize time for learning, check one’s progress, and
analyze mistakes and try not to make them again (Oxford, 1990, 1996).
5
5. Affective strategies.
Affective strategies help the learners to cope with their emotions, motivations,
and attitudes when learning English. For instance, by identifying mood and
anxiety level; try to relax when feeling anxious about learning; talking about
feelings; rewarding oneself; and using positive thinking (Oxford, 1990, 1996).
6. Social strategies.
Social strategies are how learners interact with others in the context of learning
the target language and understand the target culture, e.g., by talking with native
speakers; ask someone to speak slowly; and exploring cultural and social norms
of English-speaking countries (Oxford, 1990, 1996).
Language learners may combine all of the strategies that help them to learn
English easier and more enjoyable. Oxford (1990) also argues that there is not complete
argument on particular strategies that are categorized to create a “scientifically validated
hierarchy of strategies” (p. 17), which means that every strategy can be combined with any
other strategies – it depends on the learners who use or even create the strategies. Even it is
suggested that the more strategies known, chosen, and used flexibly according to the context
of the task, it will help the learners to be success in acquiring the language (Wharton, as cited
in Chamot, 2005).
Hsiao and Oxford (2002) conducted a study that comparedthe three taxonomies
by O’Malley & Chamot, Oxford, and Rubin. They found that the Oxford’s (1990) system of
six basic types of language learning strategies (Metacognitive, Cognitive, Memory,
Compensation, Social, and Affective) was superior in explaining the variety of strategies
reported by language learners. Lan (2005) also mentioned that Oxford’s model has been used
worldwide by the researchers and teachers. Also, her Strategy Inventory for Language
6
Learning (1990), the questionnaire based on the model, has been translated into 23 languages
and used in more than 120 academic researches.
It can be concluded that language learning strategy is an action that the learners
do to help them to get an easier, effective, enjoyable, and self-directed learning activities. The
use of language learning strategy helps the learners in term of storage, understanding, and the
use of information related with the target language. Hence, the strategies used by the learners
may vary or more than one strategy – it depends on the learners.
To find the strategies that language learner use, high school students in Ungaran
will be the samples of this study. Ungaran is a small developed city where there are a lot of
formal institutions or schools and informal institutions (e.g.: BBC, Lotus, EF, etc) provide
opportunities to proceed foreign language learning. However, unlike big cities like Semarang,
Salatiga, or Jogjakarta, it does not have university which is qualified in language learning
field. Besides, the lack of interesting place for tourism is also the reason of why Ungaran
does not have a lot of foreign visitors. For this reason, language learners in Ungaran may
experience language learning in a classroom, but they might have difficulty to apply it in real
life since there is limited chance to meet native speakers in this city. That is why language
learning strategies are needed by Ungaran language learners in order to acquire English
without a lot of real life practice.
This study was held to examine the learning strategies that the learners in SMA N
1 Ungaran use. In other words, this study was aimed to answer these following questions:
What are the language learning strategies that are used by learners in SMA N 1
Ungaran?
This study was supposed to give information about the types of learning strategies
used by the language learners in SMA N 1 Ungaran. This study is important to be conducted
since learning strategies influence the students’ way of learning. Thus, the information
7
gathered from this research was expected to contribute to the institute, teachers, and parents
in order to facilitate the learners in their learning process to acquire the foreign language
better.
THE STUDY
The study was a descriptive study and it focused on the language learning
strategies used by students of SMAN 1 Ungaran. It was aimed to investigate the use of
learning strategies. Below are the details of the research method used for the study.
For this study, students in high school level were preferred, since in this level, the
students are considered to be more serious related to their responsibility about future. Thus,
they will be more aware about the process in their language learning activity. Then, the
students in SMA N 1 Ungaran were taken as the samples, because this school is deemed as a
qualified education institution in term of language facilities (competent language teachers,
language laboratories, library, additional language activities, etc). Therefore, SMA N 1
students have experienced language learning with good facilities.
The study wanted to find out language learning strategies used by the students
generally. So, the samples were students in the first, second, and third grade of SMA N 1
Ungaran. Thus, the questionnaires were spread to 90 SMA N 1 Ungaran students: 30 students
for each grade. The questionnaires were distributed home to home due to a month holiday.
There were 38 students that did not submit the questionnaires; hence only 52 questionnaires
were collected. 18 students were from the first graders, 16 students from the second graders,
and 18 students from the third graders.
In order to obtain data for this study, a questionnaire from Oxford’s SILL was
used. SILL is a widely-accepted instrument to access the frequency of language learning
strategies used by language learners. It consists of 50 questions concerning memory strategies
(9 items), cognitive strategies (14 items), compensation strategies (6 items), metacognitive
8
strategies (9 items), affective strategies (6 items), and social strategies (6 items). To indicate
students’ responses, four scales of: “never”; “rarely”; “often”; and “always” were used as a
strategy descriptive.
However, in order to get a valid data, the study only used certain questions which
were suitable for the subjects of the research and the need of the research. Thus, the modified
questionnaire only had 30 questions, instead of 50 questions. The questions were: 5 items for
memory strategies (questionnaire item number 1-5); 6 items for cognitive strategies
(questionnaire item number 6-11); 4 items for compensation strategies (questionnaire item
number 12-15); 7 items for metacognitive strategies (questionnaire item number 16-22); 5
items for affective strategies (questionnaire item number 23-27); 3 items for social strategies
(questionnaire item number 27-30).
The analysis was generated from the research question: “What are the language
learning strategies that are used by learners in SMA N 1 Ungaran?” Then, the data was
analyzed descriptively.
As soon as the data were collected, the strategies were grouped and put into a
table item by item to find out the number of students who used or did not use the strategies.
Afterward, it would be analyzed how many of strategies and what kind of strategies were
used by the students.
DISCUSSION
This section discusses the result of the study which is an investigation of the use
of English as a foreign language by the students of SMA N 1 Ungaran. After the data was
grouped, it was analyzed to answer the research question “What are the language learning
strategies that are used by learners in SMA N 1 Ungaran?”
There were 30 items in the questionnaire. These items represented 6 language
learning strategies. To make it easier to analyze, the data analysis was divided into two parts.
9
The first part was the finding which is shown in a table form. Then, the second was the
discussion of the finding.
Here, the result of the survey will be shown. The data was obtained from the 30
items questionnaires that were completed by the students as the samples.
The data was tabulated in a table. The table has seven columns. The first column
shows the six strategies. Then, the second column shows the number of the items in the
questionnaire. The third, fourth, fifth, and sixth column represent the frequency of each
strategy usage. Afterward, the last column indicates the total amount of the sample that had
answered each item in the questionnaire. In every category of LLS, the total of each range of
frequency will be counted in percentage in order to make it easier to observe.
Table 1. Findings of Strategy Use
Strategy Questions Never Rarely Often Always Total
Memory
1 2 19 23 8 52
2 27 20 5 0 52
3 0 27 21 4 52
4 4 32 15 1 52
5 5 12 22 13 52
Total 38 110 86 26 260
Percentage 15% 42% 33% 10% 100%
Cognitive
6 7 26 16 3 52
7 2 8 26 16 52
8 2 34 12 4 52
9 0 13 16 23 52
10 12 31 7 2 52
11 6 26 18 2 52
Total 29 138 95 50 312
Percentage 9% 44% 31% 16% 100%
Compensation
12 1 17 24 10 52
13 7 13 21 11 52
14 8 22 18 4 52
15 2 11 31 8 52
Total 18 63 94 33 208
Percentage 9% 30% 45% 16% 100%
Metacognitive
16 1 13 24 14 52
17 0 8 28 16 52
18 35 16 0 1 52
19 15 28 7 2 52
20 15 26 9 2 52
21 15 22 13 2 52
22 14 18 15 5 52
Total 95 131 96 42 364
Percentage 26% 36% 26% 12% 100%
10
Affective
23 3 20 17 12 52
24 4 16 23 9 52
25 4 16 23 9 52
26 37 14 1 0 52
27 32 18 2 0 52
Total 80 84 66 30 260
Percentage 31% 32% 25% 12% 100%
Social
28 2 11 24 15 52
29 8 28 13 3 52
30 6 16 13 17 52
Total 16 55 50 35 156
Percentage 10% 35% 32% 23% 100%
Then, the following section presents the analysis of the findings in the form of pie
chart follows by discussion of each section in the chart.
Each chart shows the proportions of strategy use: Always; Often; Rarely; and
Never. The percentage for each use was derived from the data in Table 1. After that, this
percentage and the items are presented.
1. Memory Strategy
Oxford (1990) states that memory strategies are used for storage and retreiving
information when needed for communication. For example, placing new words into context,
representing sounds in memory, structure reviewing, and using physical response.
Figure 1. Average Use of Memory Strategies
Never15%
Rarely42%
Often33%
Always10%
11
According to the Figure 1, the memory strategies were used by 85% of the
students with different frequencies. There was only 15% of students who did not use the
strategies in this category.
Among the 5 items in this category, it could be seen from the result in Table 1
that there was only one strategy that was used by all of the students. It was Q3 which stated,
“I physically act out new English words.” This strategy indicated an activity that was easy to
do: speaking. Once the students detected a new word, they used it by uttering it. This strategy
was not only practical, but it could also help the students to practice and recognize the sound
of the new word. Maybe for this reason, this strategy was used by all of the students.
In contrast, among the 5 strategies in this category, there were strategies that were
used by few students. Q2 (I use flashcards to remember new English words) was the strategy
in this category which had the smallest number of users with 27 (52%) of students never used
this strategy. It indicates that only less than a half of the subjects used this strategy for their
language learning. It means that the use of flashcards was not popular for the students in
SMA N 1 Ungaran. It could be because flashcards were not practical for them.
It is not surprising if this study found that there were a big number of students
(15%) who did not use the memory strategies. Senior high students were considered as
intermediate English learners, since they had learned English before, whether it was when
they were in elementary school or in junior high school. According to Samida (n.d.), the use
of memory strategies were more applicable in the beginning of language learning process.
Maybe for this reason, not all of the students in SMAN 1 Ungaran chose the options that
indicated that they used this strategy.
12
2. Cognitive Strategy
Oxford (1990) states that cognitive strategies are used to enable learners to
understand and produce new language. For example, using formulas and patterns, focusing
on the main idea of a message, analyzing expression, and taking notes.
Figure 2 confirms that the strategies in this category were used by 91% of
students with different frequencies. This amount was the highest percentage of the strategy
use among the sixstrategy categories. There were only 9% of the students who did not use
cognitive strategy.
Figure 2. Average Use of Cognitive Strategies
From the six items in this category, there was one strategy that was used by all of
the students. It was Q9 which stated, “I watch English spoken TV shows or movies.” This
might indicate the students’ interest toward English culture. They made use of the media that
contained the information about English. Besides, TV shows and movies provided universal
information and entertainment that was one of the student’s needs as humans. Simply, this
strategy was easy, enjoyable, and useful to meet the students’ needs for learning English.
Never9%
Rarely44%
Often31%
Always16%
13
While Q10 which stated, “I read English books for pleasure” was the strategy in
this category that got the highest percentage for the option never. Twelve students or about
23% did not use this strategy at all. This reveals that these twelve students read English
textbook if they had the tasks related to the textbook. It shows that the students’ way of
learning depended on the interest, whether they liked reading or not. Therefore, it seems that
in the case of item 10, the students may not have had any interest in reading, and hence they
barely used this strategy to learn English.
The complete finding shows that cognitive strategies were used by almost all of
the students. It was widely known that cognitive strategies are crucial in language learning,
especially in learning foreign language. Instead of focusing on memorization, it emphasizes
on deeper processing and usage of the language (Biggs, 1988, as cited in Lan, 2005). This
statement supported the idea that the students in this study were interested in English culture,
since they showed their interest in using the language. They observed and tried to apply what
they had learned into a context. The biggest difficulty that limited them to use it in daily
communication was that the fact that they lived in EFL setting where it was hard to practice
the language.
3. Compensation Strategy
Compensation strategies are used to allow learners to communicate despite
deficiencies in their language knowledge. For example: using non linguistic clues to guess
meaning and using circumlocution or synonym (Oxford, 1990).
Figure 3 shows that this strategy was one of the most used strategies beside the
cognitive strategy. The percentage revealed that 91% students used this strategy to acquire
English skills. In contrast, it was only 9% of students who never used compensation
strategies.
14
Figure 3. Average Use of Compensation Strategies
Although this category had the smallest percentage on the value never, it had no
item that was used by all of the students. There was only one strategy that was used by almost
all of the students, since there was only one (out of 52) student who did not use this strategy.
It was Q12 which said, “To understand unfamiliar English words, I make guesses.” Guessing
unfamiliar word means that the students had to understand the grammar and context related to
the word first. Then, from the context, they would find the meaning or at least the closest
meaning of the word. Thus, this strategy did not only help them to acquire new information,
but it also trained them to understand various contexts.
Being compared to Q12, Q14 was the strategy in this category that had the
highest percentage for the value never. It had eight students who did not use this strategy at
all. This strategy, which stated, “I read English text without looking up every new word”,
indicated that there were students who relied on the media (e.g: dictionary) when they were
reading English text. It might have connection to the fact that the students did not fond of
reading for pleasure. Thus, they tend to use dictionary to find the meaning of the new words,
instead of paying attention to the context and trying to guess. However, it was still
Never9%
Rarely30%
Often45%
Always16%
15
understandable, since high school students were considered as intermediate English learners
and thus, there were a lot of unfamiliar vocabularies that they might meet in the text. Hence,
to avoid mistake in order to understand the content of the text, they used dictionary to find the
meaning of unfamiliar words.
Based on the finding, it can be said that the students often used guessing and
finding synonym when they dealt with new or unfamiliar words, topic, etc. These strategies
would work well when the learners had to deal with context of a text, listening, or speaking.
According to Hismanoglu (2006), these strategies helped learners to create written or spoken
expression in English, even though with limited knowledge. Thus, the learners were
encouraged to find another vocabulary or to make another phrase that had similar meaning,
instead of depending on the dictionary.
4. Metacognitive Strategy
Oxford (1990) stated that metacognitive strategies were used for allowing
learners to control their own learning through organizing, planning, and evaluating. For
example, linking new information with already known material, setting goals, objectives, and
self monitoring.
According to the Figure 4, metacognitive strategy had a high percentage on the
value never; 26% of students chose it. It mean only 74% of students used the strategies in this
category to help them learning English.
Among the seven items in this category, there was one strategy which was used
by all of the students. It was Q17 which stated, “I pay attention when someone is speaking
English.” This result, beside indicated the students’ interest to listen how people utter the
English words, it also indicated that they were curious to use English for communication.
They paid attention when people talked using English, so they could understand the message.
This strategy was easy to do, since the students would just listen to people’s speech. Then, if
16
they could understand the message, it could boost their confidence to use English. This would
keep them to use this strategy for learning English.
Figure 4. Average Use of Metacognitive Strategies
In contrast, Q18 (I plan my schedule so I will have enough time to study English)
was only used by seventeen students or about 33% of the students. It proved that the use of an
organized learning by making schedule was not well-liked in SMA N 1 Ungaran. The
students were likely to learn English without managing the time. In this case, it could be
because writing schedule was not applicable for them.
The result of this study is in contrast with the statement by O’Malley and Chamot
(1990) which revealed that in second language field, metacognitive strategy is widely used.
This strategy can be used by managing the students’ own study. It means that the students in
this study did not manage their study concerning English subject. They tend to focus on their
task and activity unconsciously.
5. Affective Strategy
In language learning, affective strategy was used for helping learners to gain
control over their emotions, attitudes, motivation, and values. For example, using music,
rewarding yourself, and discussing your feeling with someone else (Oxford, 1990).
Never26%
Rarely36%
Often26%
Always12%
17
Figure 5 proves that affective strategy had the lowest percentage of the students
who used it, since there were 31% of students did not use the strategy. It was the highest
percentage for the value never in all of the six strategy categories. In total, there were only
69% of students used this strategy with different frequencies.
Figure 5. Average Use of Affective Strategies
All of the items in this category had students who chose the option never used the
strategies. There were two strategies that had the highest score on the value never, which
means that they were used by only a small number of the students. First, Q26 (I write down
my feelings in a language learning diary) was only used by 15 students or 29% of students.
Then, Q27 (I talk to someone else about how I feel when I am learning English) was used by
about 38% of students. Both of them were used by less than a half of the students. These two
strategies emphasized on the students discussed their feelings about learning English. Since
both of the got low scores, it means that the students did not talk about how they feel toward
the learning. It shows that they were more focus on how they could use the language, instead
of how they felt about the learning.
This strategy concentrates on the students themselves; how they controlled their
feeling, attitude, and motivation that deal with their learning. The students of SMA N 1
Never31%
Rarely32%
Often25%
Always12%
18
Ungaran did not use this strategy a lot. It means that they did not control their learning
according to their emotion.
6. Social Strategy
Social strategy was used for helping learners to interact with other people related
with their language learning. For example, asking for clarification, cooperating with
proficient users of the language (Oxford, 1990).
Figure 6. Average Use of Social Strategies
Figure 6 shows that 90% or more than a half of population in SMAN 1 Ungaran
used this strategy with different frequencies. Although this strategy had 10% of students who
chose never used the strategy, the result confirmed that this was still one of the most used
strategies.
Table 1 confirms that there was no strategy in this category that was used by all
of the students. The highest score on value never was in Q29 which stated, “I practice English
with the other students.” About 15% of the students did not use this strategy. This is quite in
contrast with the result that revealed the students curiosity in using the language. However, it
was still plausible, since the subjects were living in English as a Foreign Language (EFL)
Never10%
Rarely35%
Often32%
Always23%
19
setting where they could hardly meet English native speakers. This could discourage them to
practice English, since they might be afraid of making mistake and being humiliated by their
friends because of the mistake.
However, from the number of students who always used the strategies in this
category that could be seen in Table 1, it could be said that they were cooperative and they
tend to depend on each other when they met difficulties while doing their tasks. It was a good
thing, since not only the students could learn to be interactive, but also they could gain more
knowledge. It was because when they depended on each other, they would communicate and
there would be input and output. It would encourage each of them to provide a lot of output
in target language.
CONCLUSION
This paper reports on a study intended to explore strategies that are used by SMA
N 1 Ungaran students. The study found that the students used the six strategies with different
range of frequencies to acquire English. Compensation, Cognitive, and Social strategies were
the three strategies that were used more frequently than Memory, Metacognitive, and
Affective strategies.
It can be seen that the students of SMA N 1 Ungaran emphasize their English
learning for communication. Related with four communicative principles that promote and
foster language learning strategies by Oxford, Lavine, and Crookall (1989, p. 30-32), it is
mentioned that Compensation and Social strategies definitely will be crucial tools to attain
the discourse competence required for communicating in authentic, meaningful situations. In
other words, the students are encouraged to use the language for communication.
This is also mentioned by Oxford (1990) that these strategies allow the students
to be more active in using the language by practicing, be more fluent for the knowledge of
target language that they have known, and gain more new information that they feel
20
appropriate for the target language. The result of this study is the evidence that the students
produced written or spoken expression in target language. They are curious to use the new
language, instead of being silent. This helps the students to improve their skills to apply the
language.
Afterward, all of the characteristics in the Cognitive strategies are very essential
for second language learners. The reason of why students in SMAN 1 Ungaran used the
strategy a lot was probably because they live in the city. They have the opportunities to join
privat lessons or other English learning centers. Moreover, they have access to social network
which allows them to practice the target language more often, not only in the class, but also
outside the class
Additionally, Social strategies appear to be important for the students. They, as
new language learners, might use the strategies to ask for clarification or verification
(Oxford, 1990). Furthermore, in learning a language, cooperation with the other learners is
essential. The strategies will enable the learners to interact to each other. In addition, the use
of Social strategies also shows that the students are adjusted with Indonesians characteristic
which is well known for their friendliness. This characteristic allows people to treat the others
well by respecting, cooperating, responding, etc. That is why the students are used to this
mentality.
This study reveals that students in SMAN 1 Ungaran use various kinds of
strategies, mainly those which are related with communication competence. Also, it is shown
that the students in this study are interested in learning English, whether for interaction or to
satisfy their curiousity about target language community.
The limitation in this study was found in data collection. Since it was a long
holiday and there was no activity at school, the questionnaires were spread home to home. Of
course, there was no guarantee that the subjects were in the same circumtance when they did
the questionnaire. With different condition or state of mind, it may determine the subjects’
21
choice. It is suggested that the subjects do the questionnaire in the same room together, so
there will be no difference in term of circumtances that may determine their choice. Thus,
their answer for the questionnaire will be more reliable.
In addition, the further studies that compare between the language learning
strategies used by students in small cities (e.g.: Ungaran, Boyolali, etc) and big cities (e.g.:
Semarang, Jogjakarta, Jakarta, etc) were suggested. This will be valuable to improve
education system related with foreign language learning in Indonesia. Also, for further study,
it maybe useful if this study is developed to find out the factors that correlate with the use of
language learning strategy, for example: motivation, learning style, language anxiety, self-
efficacy, and academic achievement. The study of language learning strategy use will be
useful if it is also examined from the skills that the learners want to gain, e.g: vocabulary,
reading, writing, listening, and speaking proficiency.
22
ACKNOWLEDGEMENT
First of all, I am grateful to God for establishing me to complete this thesis.
Special appreciation goes to my supervisor, Prof. Dr. Gusti Astika, M.A., for his supervision
and constant support. His invaluable help of constructive suggestions throughout the thesis
works have contributed to the success of this research. Special thanks also go to all my best
friends: Anik, Wisnu, Radita, Tiffany, and Erika who all have been supportive and caring.
Sincere thanks to my friends, especially Uma and Tyas. Without you two, my thesis process
would not go this far. Last but not least, my deepest gratitude goes to my beloved parents;
Mr. Samuel Suwardi and Mrs. Lidya Rasni and also to my siblings; Lisa, Nita, and Heri for
their endless love, prayers, and encouragement. Thank them for all of their advice and
support to finish this thesis. I would not have made it this far without them.
23
REFERENCES
Artini, L. H. (2008). Pengembangan dynamic qualities sebagai upaya optimalisasi potensi
berbahasa Inggris siswa SMA di Indonesia. Retrieved Januari 27 , 2009, from
http://puslitjaknov.org/data/file/2008/makalah_peserta/03_Luh%20Putu%20Artini._P
engembangan%20Dynamic%20Qualityi.pdf
Chamot, A. U. (2004). Issues in Language Learning Strategy Research and Teaching.
Electronic Journal of Foreign Language Teaching, 1(1), 14-26.
Hismanoglu, M. (2006). Language learning strategies in foreign language learning and
teaching. Retrieved July 15, 2012, from http://iteslj.org/Articles/Hismanoglu-
Strategies.html
Hsiao, T. Y., & Oxford, R. L. (2002). Comparing theories of language learning strategies: A
confirmatory factor analysis. Modern Language Journal(86), 368-383.
Lan, R. L. (2005). Language learning strategies profiles of EFL elementary school students
in Taiwan. Dissertation: Faculty of the Graduate School of the University of
Maryland, Maryland.
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language
acquisition. Cambridge: Cambridge University Press.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know.
Boston: Heinle and Heinle.
Oxford, R. L. (1996). Language learning strategies around the world: Cross-cultural
perspectives. Manoa, Hawaii: University of Hawaii Press.
Oxford, R. L. (2003). Language Learning Style and Strategies: An Overview. GALA1, 1-25.
24
Oxford, R. L., Lavine, R. Z., & Crookall, D. (1989). Language learning strategies, the
communicative approach, and their classroom implications. Foreign Language
Annals,22(1), 29-39.
Root, E. (1999). Motivation and Learning Strategies in a Foreign Language Setting: A Look
at a Learner of Korean. Department of English as a Second Language, 2, 1-78.
Rubin, J. (1987). Learner strategies: Theoretical assumptions, research, history, and typology.
In A. L. Wenden, & J. Rubin, Learner strategies in language learning (p. 15-30).
Englewood Cliffs, NJ: Prentice-Hall.
Salovaara, H. (2005). Achievement goals and cognitive learning strategies in dynamic
contexts of learning. Dissertation: Faculty of Education, University of Oulu, Oulu.
Samida, D. K. (n.d.). Language learning strategies.Retreived February 1, 2012, from
http://libro.do-bunkyodai.ac.jp/research/pdf/treatises05/01Samidaa.pdf
25
APPENDIX 1
SILL (English version) for Questionairre (Appendix 2)
1. I use new English words in a sentence so I can remember them.
2. I use flashcards to remember new English words.
3. I physically act out new English words.
4. I review English lessons often.
5. I remember new English words or phrases by remembering their location on the page,
on the board, or on a street sign.
6. I say or write new English words several times.
7. I try to talk like native English speakers.
8. I start conversations in English.
9. I watch English spoken TV shows or movies
10. I read English books for pleasure.
11. I write notes, messages, letters, or reports in English.
12. To understand unfamiliar English words, I make guesses.
13. When I can't think of a word during a conversation in English, I use gestures.
14. I read English text without looking up every new word
15. If I can't think of an English word, I use a word or phrase that means the same thing.
16. I notice my English mistakes and use that information to help me do better.
17. I pay attention when someone is speaking English.
18. I plan my schedule so I will have enough time to study English.
19. I look for people I can talk to in English.
20. I look for opportunities to read as much as possible in English.
21. I have clear goals for improving my English skills.
22. I think about my progress in learning English.
23. I encourage myself to speak English even when I am afraid of making a mistake.
24. I give myself a reward or treat when I do well in English.
25. I notice if I am tense or nervous when I am studying or using English.
26. I write down my feelings in a language learning diary.
27. I talk to someone else about how I feel when I am learning English.
28. If I do not understand something in English, I ask the other person to slow down or
say it again.
29. I practice English with other students.
30. I try to learn about the culture of English speakers.
26
APPENDIX 2
PETUNJUK PENGISIAN
1. Baca dan pahami baik-baik setiap pernyataan. Anda diminta menjawab pernyataan-
pernyataan berikut dengan memilih salah satu jawaban yang paling sesuai dengan
keadaan Anda.
2. Pertanyaan- pertanyaan dalam angket ini adalah pertanyaan yang berhubungan dengan
pembelajaran Bahasa Inggris Anda.
3. Berilah tanda ( √ ) dalam kotak di salah satu pilihan yang tersedia dengan pilihan
sebagai berikut:
Contoh :
No Pernyataan SELALU SERING JARANG TIDAK
PERNAH
1 Saya menggunakan kamus jika
saya membaca teks bahasa
Inggris.
√
Bila Anda melakukan kekeliruan dalam memilih jawaban, Anda cukup memberi dua
garis ( = ) pada pilihan jawaban yang salah kemudian memberi tanda ( √ ) pada
pilihan jawaban Anda yang baru
No Pernyataan SELALU SERING JARANG TIDAK
PERNAH
1 Saya menggunakan kamus jika
saya membaca teks bahasa
Inggris.
√ √
4. Semua pernyataan dimohon untuk diisi, usahakan agar jangan sampai ada pernyataan
yang terlewatkan dan jangan lupa untuk mengembalikan isian ini kembali.
5. Seluruh jawaban yang Anda berikan tidak ada jawaban yang benar atau salah, baik
atau buruk, namun pilihan itu hendaknya berdasar pada perasaan, pikiran, dan
keadaan diri Anda yang sebenarnya, bukan berdasar pada apa yang Anda anggap baik.
27
Kelas :
No Pernyataan SELALU SERING JARANG TIDAK
PERNAH
1. Saya menggunakan kata baru dalam sebuah
kalimat agar saya bisa mengingatnya.
2.
Saya menulis kata baru di kartu dan
menggunakannya untuk mengingat kata
tersebut.
3. Saya memakai kata baru dalam percakapan.
4. Saya sering mengulang apa yang saya pelajari di
kelas bahasa Inggris.
5.
Saya berusaha mengingat kata bahasa Inggris
yang saya temui di buku, kelas, atau di tempat
lain.
6. Saya mengucapkan dan menulis kata baru
berulang kali.
7. Saya berusaha untuk meniru cara bicara orang
Inggris.
8. Saya suka bercakap- cakap dalam bahasa
Inggris.
9. Saya suka menonton acara TV atau film
berbahasa Inggris.
10. Saya suka membaca buku berbahasa Inggris
sebagai selingan.
11. Saya suka menggunakan bahasa Inggris ketika
saya menulis catatan, surat, pesan, dan laporan.
12. Untuk dapat memahami kata baru dalam bahasa
Inggris, saya sering menebak- nebak artinya.
13.
Ketika bercakap- cakap dalam bahasa Inggris,
saya menggunakan gerakan tangan, kaki, atau
kepala jika saya tidak tahu/lupa kata tersebut.
14. Jika saya membaca teks bahasa Inggris, saya
tidak perlu mengetahui arti kata per kata.
15.
Jika saya tidak tahu atau lupa kata yang ingin
saya gunakan, saya memakai kata/frasa lain
yang artinya hampir sama.
28
16.
Kesalahan dalam bahasa Inggris saya gunakan
sebagai pelajaran untuk menguasai bahasa
Inggris.
17. Saya meperhatikan dengan baik ketika ada
orang yang berbicara dalam bahasa Inggris.
18. Saya membuat jadwal agar saya memiliki waktu
yang cukup untuk belajar bahasa Inggris.
19. Saya mencari teman yang bisa saya ajak untuk
berbicara bahasa Inggris.
20. Saya mencari kesempatan untuk membaca teks
bahasa Inggris sebanyak mungkin.
21.
Saya memiliki target yang jelas untuk
meningkatkan kemampuan berbahasa Inggris
saya.
22. Saya memperhatikan cara saya dalam belajar
bahasa Inggris.
23.
Saya memotivasi diri saya sendiri untuk
berbicara bahasa Inggris meskipun saya
mungkin salah.
24.
Saya akan melakukan sesuatu yang
menyenangkan bila saya berhasil dalam
pelajaran bahasa Inggris.
25.
Saya menyadari saat- saat saya tegang atau
gugup waktu belajar atau menggunakan bahasa
Inggris.
26. Saya menulis dalam catatan harian mengenai
perasaan saya ketika belajar bahasa Inggris.
27. Saya curhat/sharing tentang perasaan saya
ketika belajar bahasa Inggris.
28. Jika saya tidak mengerti, saya akan meminta
orang lain untuk menjelaskan.
29. Saya berlatih menggunakan bahasa Inggris
dengan siswa lain.
30. Saya mencoba untuk memahami budaya orang
asing melalui berbahasa Inggris.
