Beruflich Dokumente
Kultur Dokumente
THESIS
By
YAIMIN
A1B001038
THESIS
By
YAIMIN
A1B001038
Motto:
Nothing worth while comes easily.
(Oprah Winfrey)
5
ACKNOWLEDGEMENT
Many People had been willingly shared their happy laughter and painful tears in
completing this research. On this very special occasion, allow me to express my
greatest gratitude to Mr. Bambang Suwarno and Mr. Arasuli for all their valuable
comments, ideas, suggestions, and critics starting from the very early stage to the
final settlement of this research. To my extent, the following individuals can be
regarded as the “noble heroes” for had been giving me all their best efforts in helping
me completing my research. Allow me to express my greatest gratitude to Mrs. Hilda
Puspita, Mr. Mulyadi, Mr. Rudi Afriazi, Mr. Barnabas Sembiring, Mrs. Kasmaini,
Mr. Suparman, Mr. Badeni, and all the lecturers English Study Program and all the
staff of FKIP UNIB. I also owed my self a great debt to the following kindhearted
individuals: Beloved brother Edward Ridwan, Fan Hera, Andesvan Gumay, Eki
Saputra, Robert Manujung, and the “2001 Golden Generation” of English Language
Education Study Program. Above all, this research is dedicated to all the teachers and
the pupils of SDN 1 Bengkulu. Allow me also to deliver my greatest gratitude to Mr.
Astan Pahlivi and all the crew of Rajawali Room of Rumah Sakit Jiwa Daerah
Bengkulu. I also owe a great deal from my whole families and relatives: my close
friends: Yulianto and Hamdan; my lovely cousin: Suwarno; my brothers and sister:
Aan, Topan, and Elva; my mother in law: Hawaliah; my uncle and aunt: Kasmo and
Samilah; my lovely brave son: Arya Adha Pratama; my beautiful wife: Septy
Ferawaty, And last but not least, I must declare that this research can never be
completed without full support from my father, Sumiran and my mother, Yomi.
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CONTENTS
CHAPTER I INTRODUCTION
1.1 Background ................................................................................................. 1
1.2 The formulation of Problem......................................................................... 4
1.3 The Research Objectives ............................................................................. 4
1.4 Significances of the Research ..................................................................... 4
1.5 The Limitation of the Research ................................................................... 4
1.6 Operational Definition ................................................................................ 4
7
4.1.5 Social Strategy .................................................................................. 31
4.1.6 Compensation Strategy ..................................................................... 33
4.2 Discussions .................................................................................................. 35
References
Appendices
8
List of Table
9
List of Figure
10
List of Chart
11
ABSTRACT
The objective of this research was to investigate the language learning strategies
employed by the pupils of SDN 1 Bengkulu in learning English. The population of
this research was all the 238 pupils of SDN 1 Bengkulu. The sample of this research
was the 25% of the entire population, which were 72 pupils. This research used
questionnaires as its instrument. The result of this research showed that, in general,
the pupils employed cognitive in learning English with the highest total average of
3.50. The other strategies employed were the metacognitive strategy, affective
strategy, the memory strategy, the social strategy, and the compensation strategy.
There were, however, some interesting findings on each category: a) on cognitive
strategy category, the majority of the respondents agreed that they learned English
well by the two following methods: formally practicing with sounds and writing
systems, analyzing expressions, and translating; b) on metacognitive strategy, most
respondents agreed that they setting goals and objectives in learning English. As a
result, they paid more attention during their English class. c) on affective strategy
category, most respondents agreed that they liked English subject. This can perhaps
become a good starting point for teachers to give more motivation and be more
sympathetic in teaching English; d) on memory strategy category, the respondents
commonly admitted that they wrote down every single new vocabulary and did their
homework at home; e) on social strategy category, the respondents mostly did not
hesitate to give questions on something they did not understand. The majority of the
respondents agreed that they did not very much employed compensation strategy in
learning English.
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ABSTRAK
Tujuan dari penelitian ini adalah untuk menyelidiki strategi belajar yang diterapkan
oleh murid-murid SDN 1 Kota Bengkulu dalam mempelajari bahasa Inggris. Populasi
dari penelitian ini adalah seluruh murid SDN 1 Bengkulu kelas 3, 4, dan 5 yang
berjumlah 238 murid. Sample penelitian ini adalah 25% dari seluruh populasi yang
berarti 72 murid. Penelitian ini mempergunakan angket sebagai instrumen
pengumpulan data. Hasil-hasil yang diperoleh dari kegiatan penelitian ini
menunjukan bahwa, secara umum, strategi belajar yang paling banyak dipergunakan
oleh responden penelitian adalah strategi kognitif. Baru kemudian disusul oleh
strategi metakognitif, afektif, memori, sosial, and kompensasi. Beberapa poin penting
yang patut dicatat dari penelitian ini dijabarkan sebagai berikut: a) pada kategori
strategi kognitif, sebagian besar responden sepakat bahwa mereka banyak
mempergunakan dua metode berikut dalam mempelajari Bahasa Inggris: latihan
mandiri dalam menghafal dan menulis, menganalisa mimik muka guru dalam
menebak arti kosakata, dan menterjemahkan arti kosakata; b) pada kategori strategi
metakognitif, banyak responden yang mengakui bahwa mereka menetapkan tujuan
pembelajaran dalam belajar Bahasa Inggris. Hasilnya, mereka ternyata lebih fokus
dalam memperhatikan penjelasan guru Bahasa Inggris mereka; c) pada kategori
strategi afektif, hamper keseluruhan responden menyetujui bahwa Bahasa Inggris
adalah pelajaran kesukaan mereka. Hal ini tentu merupakan suatu modal awal yang
sangat baik bagi para guru mata pelajaran Bahasa Inggris untuk lebih memberi
semangat dan dorongan kepada para siswa mereka; d) pada kategori strategi memori,
banyak responden yanf mengakui bahwa mereka selalu menulis setiap kosakata baru
yang diperkenalkan oleh guru mereka dan mereka juga selalu mengerjakan PR di
rumah; e) pada kategori strategi sosial, responden terbukti tidak pernah ragu dalam
mengajukan pertanyaan terhadap penjelasan guru yang mereka anggap kurang dapat
dipahami. Dari hasil penelitian ini, mayoritas responden terbukti sangat kurang
mempergunakan strategi kompensasi dalam mempelajari Bahasa Inggris.
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CHAPTER I
INTRODUCTION
1.1 Background
officially launched the Bengkulu as the City of Learners Program since April 2004
(Ginting: 2004). It is expected that through this program, Bengkulu can be one of the
objectives of the program is to introduce English to children at the very early stage. In
other words, English will be taught to elementary school pupils of grades 4, 5, and 6
There are two major reasons to this policy. The first reason greatly relates to
the psycholinguistic point of view. The human brain is not fully developed at birth.
Rather, it matures gradually over a period of several years, Locke (1983). There has
been some speculation that language and other cognitive skills must be acquired prior
to the completion of this maturational process, also called the critical period, which
extends from age two to puberty, Lenneberg (1984). It is because during the critical
period children actively develop their brain. As a result, the brain can easily absorb
any sort of cognitive information that may takes place during the teaching and
as possible regarding that they are in their most valuable critical period.
1
The second is that the aim of the teaching of English in the elementary school
is merely to motivate the pupils in order that they will be ready and self-confident in
learning English in higher levels. Unlike other subject, English will be taught as one
of the local content subjects, Depdikbud (2004). It means that the students will not
have the same burden in learning English as the other elementary compulsory
simple grammar. In other words, the main goal of the teaching of English in the
elementary school is merely to introduce English as the first foreign language to the
pupils in order that they will be able to communicate in simple English. Thus, the
government may expect that for the next 5 years there will be a significant
language for the majority of Indonesian pupils. Therefore, here, in the teaching and
learning process, the pupils will be challenged to understand English subject. In order
to be able to do this, each pupil will employ his own strategies in learning English.
There is an important question that may arise from this situation and would
therefore be discussed in this study. For elementary school pupils who commonly
learn English as a foreign language for the first time, what kind of strategies will be
employed? It is important to find out the answer to this question. Many experts
believe that language learning strategies during the childhood period greatly influence
one’s success in learning foreign language, Oxford (1989). In other words, one’s
2
success in learning a foreign language greatly depends on his or her language learning
similar theme. However, it seems that the previous researchers quite satisfy by taking
the junior and senior high school students as the subjects of their researches. It is
noted that none of them ever try any attempts to take the elementary school students
as the subject of their studies. It was under this background that this study was
carried out by taking elementary school pupils as the subject of the research.
This research was conducted in SDN 1 Bengkulu. There were two major
reasons to this choice. The first, as it can be observed from the result of National
Final Examination from the previous five years, it has become an undeniable fact
that, at present moment, SDN 1 Bengkulu can be regarded as one of the most
schools, the students of SDN 1 Bengkulu are averagely more competence in learning.
Secondly, SDN 1 Bengkulu is the only elementary school in Bengkulu which has
standard elementary school. It means that the pupils of SDN 1 Bengkulu have more
opportunity to deal with English than the pupils of other elementary schools.
Hopefully this research can share a bit of contribution to improve the quality of
3
1.2 The Formulation of Problem
school pupils?”
This research was aimed to describe the English language learning strategies
particularly for teachers, students and any individuals who have great interest in
research may inspire other researchers to carry out further research in the similar area.
As can be seen from the slightly presented explanation above, the factors
influencing the learning process constitute a wide topic. To limit the scope of the
problem, the writer will focus on the internal factors of the learner.
4
1.6 Operational Definitions
classroom.
Language learning in this study means teaching and learning activities that
specific function. One of them is to help students to store and retrieve new
information.
means.
learners to use the language despite of their often large gaps in knowledge.
peers.
5
CHAPTER II
LITERATURE REVIEW
2.1 Learning
Slamet in Mulyadi (2003) defines learning as a relatively permanent change in
period, it can be said that he has learned something. Furthermore, Gary and Kingsley
in Snelbecker (1974) state that learning is the process by which behavior, in a broad
learning.
which is due to an experiences or trainings and therefore not due to natural growth.
Thus, the change in the learner can be planned. If a teacher wants his pupils to learn
something, he has to facilitate them with the experience or training that support what
6
2.2 Learning Strategies
actions taken by a learner to make learning easier, faster, more enjoyable, more self-
directed, more effective, and more transferable to new situation. For the further
discussion of learning strategy, this study shall applied Oxford (1989) for the
references of the discussion. Oxford divides strategies into two major classes: direct
and indirect. Direct strategies deals with the new language, which consists of three
strategies that support and manage language learning without directly involving the
target language. Indirect strategies are divided into metacognitive, affective, and
social strategies.
function: helping students store and retrieve new information. Memory strategies fall
b. Appling images and sounds: using imagery, semantic mapping, using keyword
7
c. Reviewing well: structured reviewing.
technical techniques.
1. Using Imagery
2. Semantic mapping
B. Applying images and
sounds
3. Using keywords
I. Memory
4. Representing sounds in memory
Strategies
enable learners to understand and produce the target language by many different
b. Receiving and sending messages: getting the idea quickly, using resources for
8
c. Analyzing and reasoning: reasoning deductively, analyzing expressions,
d. Creating structure for input and output: taking notes, summarizing, and
highlighting.
1. Repeating
2. Formally practicing with sounds
and writing system
3. Recognizing and using formulas
A. Practicing
and patterns
4. Recombining
5. Practicing naturalistically
1. Reasoning deductively
II. Cognitive
Strategies
2. Analyzing expressions
C. Analyzing and 3. Analyzing contrastively (across
reasoning languages)
4. Translating
5. Transferring
1. Taking notes
D. Creating structure for
2. Summarizing
input and output
3. Highlighting
use the language despite their often large gaps in knowledge. Compensation strategies
consist of:
9
a. Guessing intelligently: using linguistic clues, and using other clues.
synonym.
a. Centering learning: to overview and linking with already known material, paying
10
b. Arranging and planning learning: finding out about language learning,
organizing, setting goals and objectives, planning for a language task, seeking
practice opportunities.
2. Organizing
1. Self-monitoring
C. Evaluating
learning
2. Self-evaluating
b. Self encouraging: giving positive statements, taking risks wisely, giving reward
to students.
11
c. Taking emotional temperature: paying attention to responses, using a checklist,
3. Using laughter
1. Listening to body
2. Using a checklist
C. Taking emotional
temperature
3. Writing a language learning diary
4. Discussing feelings with someone
else
Social strategies help students learn through interaction with others. Social
b. Cooperating with others: with peers, with proficient users of the new language.
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Figure 6 Diagram of the Social Strategies
1. Asking for clarification or verification
A. Asking questions
2. Asking for correction
Basically, learning strategies are steps taken by students to enhance their own
learning. Strategies are especially important for language learning because they are
regulate their own cognition to focus, plan and evaluate their progress as they move
13
2.3 Related Studies
14
CHAPTER III
RESEARCH METHODOLOGY
descriptive study, the researcher did not set out the test hypothesis, but rather served
the result of his result. The data served are consequently free to vary during the
3.2.1. Population
(grades 4, 5, and 6). The detail of the population can be seen on the following table.
15
3.2.2 Sample
Arikunto, (1989) states that if the population of a research is below 100, the
researcher has to take all of them as a sample. But if the population is over 100, the
researcher can take only 20%-25% of them. Since the number of students in this
research reached 238, the sample of this research was therefore 25% of the entire
populations which means 60 pupils. It is noted that the sample of this research was
managed by having two different classes as there are a number of factors which make
The data collection was carried out by distributing questionnaires among all
the samples which consists of two stages: 1) the try out stage which was carried out at
May 12th 2006, and 2) the data collection stage which was carried out at May 21st
2006. It is noted that during those two stages, the sample pupils were assisted by the
researcher along with their teachers so that they can easily get explanation whenever
they got troubles in understanding the items of the questionnaire. This is very
results.
the model of Likert Scale in which each item will have five possible answers:
strongly agree (SA), agree (A), Undecided (U), disagree (D), and strongly disagree
(SD). Each respond was then associated with a particular point and every
16
respondent’s scores was then determined by summing up the points of each
statement.
The questionnaire consisted of 46 items which are grouped into six aspects:
3. Metacognitive strategies, items number: 20, 21, 22, 23, 24, 25, 26
5. Social strategies, items number: 33, 34, 35, 36, 37, 38, 39
The try out of the questionnaire was carried out at May 12th 2006 at SDN 18
3.3.3 Validity
In order to find out the validity level of the questionnaire, the researcher the t-
x − 1− x − 2
t=
1 1
S 2 gab ( + )
n n
17
S2 gab = (n1 – 1) s12 + (n2 – 1) s22
n1+ n2 - 2
Where:
t = the value of the statistical significance of the mean difference
X1 = group of high score
X2 = group of low score
S gab = variance of item
n1 = the high respondent number
n2 = the low respondent number
After the calculation employed, there were 46 items which were considered
valid. This was because their t-value were higher than the criteria value of t listed in
the table which was 1.73 at the 5 percent significant level for N=38. The other five
items had to be left out because the validity score were less than 1.73. The five items
3.3.4 Reliability
The researcher also found out the reliability after the validity of instrument
obtained. The reliability was obtained by using the Cronbach Alpha formula since the
instruments rating scale is from 1 to 5. Arikunto states that the formula is applicable
⎡ K ⎤ ⎡ ΣS i ⎤
2
∝= ⎢ x ⎢1 − ⎥
⎣ K − I ⎥⎦ ⎢⎣ ΣS t ⎥⎦
2
18
Where:
α = the instrument reliability
k = the number of items
S12 = the variant of total scores
St2 = the variant of respondents for item to t
After the calculation employed, all the 46 valid items were considered reliable
since their reliability value reached 1.019 which was higher than 0.80 as the standard
of reliability.
The data of this research was analyzed based on the previous study by Arasuli
1. Weighted Mean
Σf x w
M=
Σf
Where:
M : The weighted mean score of each statement
f : The frequency of respondents who choose an alternative answer
∑ f : The frequency of respondents in all choices
w : Weight/the score of an alternative answer
∑ f x w : Number of the frequency multiplied to the score of each alternative
answer
The mean for the entire items for a group was found out by applying the
following formula:
ΣM⋅N
Mg =
ΣN
19
Where:
Mg : The mean of the whole statements for a group (group average)
M : The mean of each statement
N : Number of respondent answering each statement
∑ N : Number of all respondents for the whole statement (for a group)
2. Proportion (Percentage)
The percentage of the answer was found out by using this formula:
f
P = x 100 %
Σf
Where:
f : Frequency of responses for each category for a statement
∑ f : Number of responses in the whole, for a statement
3. Interpretation of Mean
a. Dividing the means into five categories: very high, high, moderate, low, and
very low.
b. Determining the range of score (r), i.e. the ratio of the highest and lowest
c. Determining the length of each category (P) by dividing the range with the
e. Determining the highest score of the first class by dividing the lowest score of
The highest score of other classes are found out by using the same method.
20
f. Table of categories
21
CHAPTER IV
4.1 Results
The following table shows the learning strategies of the pupils of SDN 1
LEARNING STRATEGIES
Compensation
Cognitive (3.50)
(2.74) 15%
19%
Social (2.83)
16%
Metacognitive
(3.27) 18%
Memory (2.84)
16%
Affective (2.94)
16%
From the data above, it is clear that the most respondents preferred using the
cognitive strategy in learning English with total average of 3.50. It is followed by the
metacognitive strategy with total average of 3.27. The third was the affective strategy
with total average of 2.94. The memory strategy and the social strategy came as the
22
third and the fourth with total averages of 2.84 and 2.83. The least one was the
24.53 x 72 1766.16
= High
Total Average 504 504
= 3.504 = 3.5
SD: Strongly Disagree, D: Disagree, U: Undecided, A: Agree, SA: Strongly Agree
With three items considered to have high predicate and none of them
considered to have low predicate, it is clear that cognitive strategy was the most
preferred learning strategy by elementary school pupils. There were two interesting
findings of this category. The first was showed on item forty with the highest total
average of 3.72 that most respondents admitted that they very often memorizing
vocabularies and practicing to write them down in order to be easily learned. This
23
indicated that the respondents learn English very well through formally practicing
with sounds and writing systems. While the second one was item forty four where
most respondents agreed that they learned quite a few vocabularies from their
dictionaries. This proved that the respondents preferred translation method in learning
English as previously described in the literature review. From this point, it can be
concluded that the two aforementioned methods are applicable for English teachers to
be further developed in their pupils’ cognitive strategy. The third item achieved the
highest total average was item forty one where most respondents agreed when they
were asked if they can guess the meanings of certain vocabularies by analyzing their
teachers’ expressions.
conduct further analysis on them. On Item forty two the respondents were asked if
they self-learned the grammatical patterns in learning English. The result showed that
English. The respondents very often found out the main core of their English lesson.
This conclusion derived from item forty three which only gained total average of 3.44
and be therefore considered as moderate. Perhaps, there is one point that should be
given more attention for English teachers. It is the pupils’ reluctances in writing down
all the words or even vocabularies wrote down on the blackboard. This conclusion
resulted from item forty six which only gained the total average of 3.33. From this
point, it can be inferred that it would be better for teachers not to write down all their
teaching materials on the blackboard. The last item of this category which gained the
total average of 3.31 is item forty five where the respondents were asked if they very
24
often compare two antonyms so that they can learn those two words easily. This
indicated that respondents mostly hardly open their vocabulary. In other words, the
respondents mainly acquired their vocabularies from their English teachers during
22.89 x 72 1648.08
= Moderate
Total Average 504 504
= 3.27
SD: Strongly Disagree, D: Disagree, U: Undecided, A: Agree, SA: Strongly Agree
In this category, there are two items which acquired the highest total average.
The first is item twenty one with the total average of 4.11, where the respondents
were asked if they had strong motivation in mastering fluent English. The second
25
item is item twenty three with the total average of 3.49, where the respondents were
asked if they pay much attention during their English class. There is a strong
relationship between these two items. It is that the students’ strong motivation in
learning English, as described on item twenty one, which made them took an active
interesting to find out that there are two items, which were twenty two and item
twenty six, which gained the same total average. The former item asked the
respondents if they found opportunities in improving their English. While the latter
asked the respondents if they often re-checked their homework before they submit it
to their teachers. There is, however, a slight difference between the two items. The
percentage of respondents who agreed on the statement on item twenty six was higher
than the percentage of the same category on item twenty two. It indicated that perhaps
teachers should give more encouragement for students who seek opportunities to
Another moderate item is item twenty five where the respondents were asked
if they joined English course as extra curricular activity. With the total average of
3.08, this item indicated that most respondents still reluctant to join English course
which may be beneficial for their English skills’ improvement. It may be inferred,
however, that it is suggested for English teachers to describe the benefits of having
Item twenty four asked the respondents if they had any strict schedules in
learning English. As obtained the total average of 2.88, this item proved that most
26
respondents never had any strict schedules in learning English. Perhaps, they did have
learning schedules but it is not dedicated to one particular subject, such as English.
The last item which acquired the lowest total average is item twenty where the
respondents were asked if they normally related the contents of reading or listening
materials with their personal experience. With the total average of 2.56, this item
showed that the ability to connect the lessons materials with one’s personal
17.67 x 72 1272.24
= Moderate
Total Average 432 432
= 2.94
SD: Strongly Disagree, D: Disagree, U: Undecided, A: Agree, SA: Strongly Agree
27
There is only one item on this category which obtained the highest total
average. It is item thirty where the respondents were asked if they liked English
subject. With the total average of 3.86, this item indicated that there is enough
motivation of the students as a good starting point for their English teachers.
Unfortunately, there is also one item which is considered as the very low predicate. It
is item thirty two where the pupils showed that they reluctant to write down all their
personal daily experiences on their diary. With the total average of 1.79, this item
showed that writing skill is not very common on elementary school pupils.
There are four moderate items on this category. The highest one is item
twenty nine with the total average of 3.33. It is interesting to find out most
regardless their limited skill in English. Another interesting point can be observed as
we see item twenty seven and item twenty eight which had similar total average of
2.94. However, item there were more respondents who strongly agreed on item
twenty seven than in item twenty eight. As item twenty seven asked the respondents
if they were calm whenever they have to speak up in English, and item twenty eight
asked them if they were more confident in doing the similar activity, the result
indicated that the majority of the respondents preferred calmness than confidence
Item thirty of this category gained the least total average in which the
respondents were asked if they quite often heard English songs whenever they studied
English at home. With the total average of 3.86, the item showed that most
respondents found that listening to English songs while studying English would be
28
annoying. This result, however, did not match with what many experts believe that
36.96 x 72 2661.12
= Moderate
Total Average 936 936
= 2.84
SD: Strongly Disagree, D: Disagree, U: Undecided, A: Agree, SA: Strongly Agree
29
There are two items which managed to gain the highest total averages on this
category. The first is item eleven where the pupils confirmed that they did all the
homework given by their English teachers. This proved that homework still become
the most reliable device in having the students re-learning the given lessons materials
at home. The second highest item is item ten where the respondents were asked if
they wrote down all new vocabularies. Up to this point, it is clear that teachers should
be more aware in giving their pupils vocabularies. It is because the pupils would be
very reluctant to write down every single word on the blackboard as previously
There are, however, five other items which gained the low predicate. The first
is item five which indicated that most the respondents hardly ever practicing to write
letters or anything in English. The second lowest item was item eight where most
respondents stated that they spoke in English outside the classroom, with their
friends, families, or their English teachers. It is clear that on this point, teachers
should encourage the students to be more confident in practicing their spoken English
outside the classrooms. Another low predicated item is item six where the most
respondents clarified that they did not enjoy reading text in English. It is an
interesting finding that there were two items which shared the same total average of
2.43. The first was item two where the majority of the respondents ignored English-
speaking television programs. The second was item twelve where most respondents
The other item achieved moderate predicates. The first is item nine where the
respondents were asked if they did memorize every new vocabulary given by their
30
teachers at school. As this item was the highest one among the other moderate items,
it can be inferred that the respondents need more innovative methods so that they
would be motivated in memorizing new vocabularies given during the school lessons.
The second is item four where most respondents confirmed they quite uninterested in
singing English songs. The result of this item greatly relates with the result of the last
item of this category where the respondents denied that they liked to memorize
English songs. The respondents agreed that they did not learned well by making up
one’s grammatical patterns from their teachers’ sentences. This can be clearly
observed on item three which had the total average of 2.86. The majority of
respondents also found out that it did not help them learning English well by
imitating the role models on television. This is the result of item seven which gained
The only item which managed to gain the high predicate is the first item of
this where the respondents were asked if they did ask questions to some one else
about anything they did not know in English subject. This indicated teachers should
There are three items in which most respondents put low categories on them.
The first is item thirty seven where most respondents ever spoke with their friends in
English outside the classroom. The second is item thirty six where the majority of the
respondents denied that they had a special study group for English subject. While the
third one is item thirty five in which most respondents clearly stated that they hardly
31
greeted their teachers outside the classrooms by using English utterances. All these
three items deal with the respondents’ willingness to practice their spoken English
outside the classroom. From this point, it can be concluded that it would take more
serious effort for English teachers to motivate their pupils not to reluctant or even
19.81 x 72 1426.32
= Moderate
Total Average 504 504
= 2.83
SD: Strongly Disagree, D: Disagree, U: Undecided, A: Agree, SA: Strongly Agree
The rest items were considerable moderate. On item thirty nine, most
respondents asked for repetition whenever they did not clearly heard the lines
addressed to them. Perhaps, the worst category which requires further improvement
is the social strategy where there are three items, out of seven items, which acquired
32
low scores. Those three lowest score items deal with the respondents’ inner
developing one’s language skill. There is no doubt that teachers should work harder
to improve their pupils’ motivation in applying this strategy. The majority of the
respondents also watched English-speaking movies to acquire its culture. This can be
seen based on the result of item thirty eight with the total average of 3.13. The last
moderate item of this category is item thirty four where the respondents asked for
peer corrections when they made mistakes in their spoken English. All these three
16.44 x 72 1184.68
= Moderate
Total Average 432 432
= 2.74
SD: Strongly Disagree, D: Disagree, U: Undecided, A: Agree, SA: Strongly Agree
33
It is not a considerable disgraceful fact to find out that none of the items in the
compensation strategy managed to acquire high point from the respondents. Indeed,
there were two out of its six items which acquired low predicates. The first is item
sixteen where most respondents showed that they used gestures whenever they get
into troubles in explaining their thoughts or ideas. The second is the last item of this
category where the majority of the respondents would make up new words of their
own if they did not the exact words to express their thoughts and feelings. However,
these to low-predicated items do not necessarily mean that the pupils had
considerable retarded skill in English. It is because the two skills merely applicable
for students with limited English skill. Therefore, it can be concluded that for two
skills, the lower the predicate, the better the pupils will be.
The other items considered moderate predicates. The first is item fifteen
where most respondents admitted that they guess the meanings of certain words from
the pictures provided. The majority of the respondents also admitted that they would
find similar words or phrases if they did not know the most suitable words whenever
they speak up in English. This was the result of item eighteen with the total average
of 3.07. Most respondents stated that they only speak up in English if the topics fit
their wants. This was the result of item seventeen with the total average of 3.07.
Perhaps the most interesting point of this category is that the respondents denied that
they found out the meanings of certain words simply by guessing from the sounds of
the words as described on fourteen. The result of this item seems not to correspond
with the theory previously described on the literature review. Perhaps this can be an
34
4.2 Discussions
There are three points which will be discussed on the section. The first is the
general analysis of the results of the research. It is interesting to find out that there
were two strategies commonly applied by the majority of the respondents. They are
interesting considering that the cognitive strategy represents direct strategies while
the metacognitive represents the indirect strategies. This indicated that most
respondents did not rely on one main strategy in learning foreign language.
Another point which will be discussed on this research is the detail analysis on
each category of the learning strategies. There were three items on the cognitive
majority of the respondents agreed to the statements of the three items which can be a
good starting point for teachers. The first is that most respondents stated that they did
memorizing vocabularies and keep practicing in writing them down so that those
vocabularies can be easier to be acquired. The second is that the majority of the
respondents clarified that they used dictionaries in acquiring new vocabularies. The
third is that the respondents commonly agreed that they acquired new vocabularies by
analyzing their teachers’ expressions. From this point, it can be concluded that
teachers need to improve their skill in motivating their students on these three items.
strategy in which most respondents agreed on the statements of the two items. The
first is item twenty one where the respondents commonly agreed that they had strong
motivation to learn English. The second one described on item twenty there where the
35
majority of the respondents admitted that they paid a lot of attention when someone is
speaking in English with them. From this point, there are at least two conclusions
which can be inferred. The first is that teachers should emphasize more on speaking
activities as it is the most preferred language as proven from the result of this
research. And last but not least, it is important for English teachers to be more
The last point to be discussed on this section is about items in which the
majority of the respondents gave low predicate. There are eleven items which
considered being low predicate plus one item in which most respondents put very low
predicate on it. Five of them can be found on the memory strategy category. All the
perhaps would be very beneficial for teachers to motivate their students to be more
excited in doing their self-learning activities at home. Teachers can also build a
The two other low predicate items were on the compensation strategy
category. Both of which related with the respondents strategies in dealing with
difficulties when they happen to speak up in English. However, the low predicate on
these tow items did not necessarily means that there should be some improvement for
the students. It is because the items offered a method of compensation which did not
There is only one strategy on metacognitive strategy category which had low
predicate. It is item twenty which indicated that most respondents did not normally
36
related their personal experience with their reading text or listening materials.
Compared with another research on similar theme (Khalid, 2005) the researcher
found out that the result on this item is considerable interesting. Using another
version of the same instrument, SILL (Strategy Inventory for Language Learning), he
suggested his findings as follows: the metacognitive strategy gained the highest
frequency with no singular item considered as the low predicate item, followed by the
other learning strategies. This slight differences, however, could possibly be resulted
The three other low predicate items can be found on the social strategy
skill. Up to this point, it is necessary for teachers to motivate their students to practice
their spoken English outside the classroom activities. There is one item, however,
which acquired the very low predicate. It is the last item of the affective strategy
category which related to the pupils’ motivation in improving their writing skill by
writing daily diary. The result on this item, however, did not correspond with what
many experts have believed as previously described on the literature review: that
37
CHAPTER V
5.1 Conclusions
that:
strategy, the memory strategy, the social strategy, and the compensation
strategy.
translating.
English subject. This can perhaps become a good starting point for
English.
38
d. On memory strategy category, the respondents commonly admitted that
they wrote down every single new vocabulary and did their homework at
home.
4. The majority of the respondents agreed that they did not very much employed
5.2 Suggestions
The results of this research showed that the majority of the respondents
improve the quality of English teaching and learning activities. It is suggested that:
sympathetic manner.
3. It would be better for teachers not to write down all unnecessary words on the
black board as the majority of the respondents felt that as annoying. Teachers
39
5. It is important for teachers to build a mutual relationship with their pupils’
at home.
6. The outcomes of this study can hopefully become one of references for other
however, that for other researchers who have any interest to conduct
40
REFERENCES
41
Appendices
42
ANGKET TRY OUT
Adik-adik yang manis, mohon diisi daftar pertanyaan berikut ini dengan jujur. Sebelum
mengisi, bacalah dengan baik setiap pernyataan di dalam tabel. Apabila ada pernyataan yang
kurang jelas, tanyakan terlebih dahulu dengan Bapak atau Ibu guru, baru kemudian diisi.
Jawaban yang adik-adik berikan tidak akan berpengaruh terhadap nilai rapor adik-adik.
Berikan jawaban dengan memberikan tanda silang pada kolom yang paling sesuai dengan cara
belajar adik-adik selama ini.
Nama : …………………………………………………
Kelas : …………………………………………………
Jenis Kelamin : Laki-laki / Perempuan (Coret yang tidak perlu)
KETERANGAN:
SJ : Sangat Jarang
J : Jarang
KK : Kadang-kadang
S : Sering
SS : Sangat Sering
No. Pernyataan SJ J KK S SS
Memory Strategies
1. Saya mengulangi pelajaran Bahasa Inggris di
rumah setiap hari.
2. Saya menonton acara TV yang menggunakan
Bahasa Inggris.
3. Saya mencari rumus dalam membuat kalimat
Bahasa Inggris dengan cara memperhatikan
pola-pola kalimat yang diberikan guru di kelas.
4. Saya menyanyikan lagu-lagu berbahasa
Inggris.
5. Saya menulis surat/karangan dalam Bahasa
Inggris.
6. Saya membaca cerita, buku, atau komik
Bahasa Inggris.
7. Saya meniru gaya dan cara berbicara orang
Inggris yang saya tonton di TV.
8. Saya berbicara dalam Bahasa Inggris dengan
keluarga, teman-teman, atau guru.
9. Saya menghafalkan setiap kata baru dalam
Bahasa Inggris yang diberikan guru saya.
10. Saya mencatat kata-kata baru Bahasa Inggris
yang saya dapatkan dari pelajaran di kelas.
43
No. Pernyataan SJ J KK S SS
11. Saya membuat PR Bahasa Inggris di rumah.
44
No. Pernyataan SJ J KK S SS
26. Saya memperhatikan dengan baik ketika
seseorang berbicara dalam Bahasa Inggris.
27. Saya memiliki jadual belajar untuk belajar
Bahasa Inggris.
45
No. Pernyataan SJ J KK S SS
43. Saya menonton film berbahasa Inggris untuk
mempelajari budaya orang Inggris.
44. Saya meminta seseorang untuk berbicara pelan
atau mengulanginya lagi jika saya tidak
mengerti suatu kata dalam bahasa Inggris.
Cognitive Strategies
45. Saya menghafal kosakata dan berlatih
menuliskannya agar mudah dihafal.
No. Pernyataan SJ J KK S SS
46. Saya mempelajari arti suatu kata dalam Bahasa
Inggris dengan mengenali mimi muka guru
saya ketika ia sedang menerangkan di kelas.
47. Saya mempelajari rumus tatabahasa agar saya
dapat dengan mudah membuat suatu kalimat
dalam Bahasa Inggris.
48. Saya mencari tahu inti dari apa yang diajarkan
guru Bahasa Inggris saya.
49. Saya menghafal banyak kosakata dengan
bantuan kamus untuk mencari kosakata yang
ingin saya ketahui artinya.
50. Saya membandingkan arti dua kata yang
berlawanan agar saya dapat dengan mudah
menghafap suatu kosakata dalam Bahasa
Inggris.
51. Saya mencatat setiap kata yang dituliskan guru
saya di papan tulis.
Terima Kasih
46
The Result of the Try Out
Validity
t-test (ex. Items no. 1)
n1 = 10 n2 = 10
ΣX1 = 33 ΣX2 = 21
ΣX12 =113 ΣX22 =51
(ΣX1)2 = 1089 (ΣX2)2 = 441
Rerata =3.3 Rerata =2.1
⎡
⎢∑ X 1 −
2 (∑ X1 ) ⎤ ⎡
2
⎥ + ⎢∑ X 2 −
2 (∑ X2) ⎤
2
⎥
⎢⎣ n1 ⎥ ⎢
⎦ ⎣
n2 ⎥⎦ ⎛ 1 1 ⎞
S diff = x⎜⎜ + ⎟⎟
n1 + n2 − 2 ⎝ n1 n2 ⎠
⎡ 1089 ⎤ ⎡ 441⎤
⎢⎣113 − 10 ⎥⎦ + ⎢⎣51 − 10 ⎥⎦ ⎛ 1 1⎞
S diff = x⎜ + ⎟
10 + 10 − 2 ⎝ 10 10 ⎠
⎛ 4.1 + 6.9 ⎞ 2
= ⎜ ⎟x
⎝ 18 ⎠ 10
11 2
= x
18 10
= 0611x0.2
= 0.122
S diff = 0.349
X1 − X 2
t=
S diff
3.3 − 2.1
t=
0.349
1.2
t=
0.349
t = 3.43
47
ANGKET PENELITIAN
Adik-adik yang manis, mohon diisi daftar pertanyaan berikut ini dengan jujur. Sebelum
mengisi, bacalah dengan baik setiap pernyataan di dalam tabel. Apabila ada pernyataan yang
kurang jelas, tanyakan terlebih dahulu dengan Bapak atau Ibu guru, baru kemudian diisi.
Jawaban yang adik-adik berikan tidak akan berpengaruh terhadap nilai rapor adik-adik.
Berikan jawaban dengan memberikan tanda silang pada kolom yang paling sesuai dengan cara
belajar adik-adik selama ini.
Nama : …………………………………………………
Kelas : …………………………………………………
Jenis Kelamin : Laki-laki / Perempuan (Coret yang tidak perlu)
KETERANGAN:
SJ : Sangat Jarang
J : Jarang
KK : Kadang-kadang
S : Sering
SS : Sangat Sering
No. Pernyataan SJ J KK S SS
Memory Strategies
1. Saya mengulangi pelajaran Bahasa Inggris di
rumah setiap hari.
2. Saya menonton acara TV yang menggunakan
Bahasa Inggris.
3. Saya mencari rumus dalam membuat kalimat
Bahasa Inggris dengan cara memperhatikan pola-
pola kalimat yang diberikan guru di kelas.
4. Saya menyanyikan lagu-lagu berbahasa Inggris.
5. Saya menulis surat/karangan dalam Bahasa
Inggris.
6. Saya membaca cerita, buku, atau komik Bahasa
Inggris.
7. Saya meniru gaya dan cara berbicara orang
Inggris yang saya tonton di TV.
8. Saya berbicara dalam Bahasa Inggris dengan
keluarga, teman-teman, atau guru.
9. Saya menghafalkan setiap kata baru dalam
Bahasa Inggris yang diberikan guru saya.
10. Saya mencatat kata-kata baru Bahasa Inggris
yang saya dapatkan dari pelajaran di kelas.
48
No. Pernyataan SJ J KK S SS
11. Saya membuat PR Bahasa Inggris di rumah.
12. Saya menghubungkan arti kata-kata baru dalam
Bahasa Inggris dengan gambar agar kata-kata
baru tersebut lebih mudah dihafal.
13. Saya menghafal lagu-lagu Bahasa Inggris.
Compensation Strategies
14. Saya menebak arti dari kata-kata Bahasa Inggris
yang belum saya pahami dengan memperhatikan
bunyinya.
15. Saya menebak arti dari kata-kata baru dalam
Bahasa Inggris dengan memperhatikan gambar
yang menyertai kata-kata tersebut.
16. Saya menggunakan bahasa isyarat dengan
mempergunakan gerakan tangan dan mimik
muka ketika saya mengalami kesulitan ketika
berbicara dalam Bahasa Inggris.
17. Saya berusaha untuk berbicara dalam Bahasa
Inggris apabila yang ditawarkan adalah topik
kesukaan saya.
18. Saya menggunakan kata yang hampir sama
artinya jika saya tidak tahu arti suatu kata dalam
Bahasa Inggris.
19. Saya membuat kata baru jika saya tidak tahu
suatu kata dalam Bahasa Inggris baik dalam
berbicara maupun dalam menulis.
Metacognitive Strategies
20. Saya menghubungkan isi suatu
pembicaraan/bacaan dalam Bahasa Inggris
dengan pengalaman saya sendiri.
21. Saya ingin lancar berkomunikasi dalam Bahasa
Inggris.
22. Saya mencari-cari kesempatan untuk dapat
melatih kemampuan Bahasa Inggris saya.
23. Saya memperhatikan dengan baik ketika
seseorang berbicara dalam Bahasa Inggris.
24. Saya memiliki jadual belajar untuk belajar
Bahasa Inggris.
25. Saya mengikuti kursus Bahasa Inggris di sekolah
ataupun di luar sekolah.
26. Saya memeriksa ulang PR Bahasa Inggris saya
sebelum PR itu dikumpulkan.
49
No. Pernyataan SJ J KK S SS
Affective Strategies
27. Saya bersikap tenang ketika berbicara dalam
Bahasa Inggris.
28. Saya yakin dan percaya diri ketika berbicara
dalam Bahasa Inggris.
29. Saya berani berbicara dalam Bahasa Inggris
walaupun kerapkali salah.
30. Saya mendengarkan lagu-lagu berbahasa Inggris
ketika saya belajar Bahasa Inggris di rumah.
31. Saya menyukai pelajaran Bahasa Inggris.
32. Saya menulis cerita/pengalaman saya di buku
harian dalam Bahasa Inggris.
Social Strategies
33. Saya bertanya kepada teman atau kepada guru
Bahasa Ingris saya apabila ada yang kurang saya
pahami.
34. Saya meminta bantuan teman atau guru Bahasa
Inggris saya untuk mengkoreksi ucapan saya
yang salah.
35. Saya menyapa guru Bahasa Inggris saya dalam
Bahasa Inggris.
36. Saya memiliki kelompok belajar khusus untuk
mata palajaran Bahasa inggris.
37. Saya berbicara dalam Bahasa Inggris dengan
teman-teman saya di dalam dan di luar kelas.
38. Saya menonton film berbahasa Inggris untuk
mempelajari budaya orang Inggris.
39. Saya meminta seseorang untuk berbicara pelan
atau mengulanginya lagi jika saya tidak mengerti
suatu kata dalam bahasa Inggris.
Cognitive Strategies
40. Saya menghafal kosakata dan berlatih
menuliskannya agar mudah dihafal.
41. Saya mempelajari arti suatu kata dalam Bahasa
Inggris dengan mengenali mimi muka guru saya
ketika ia sedang menerangkan di kelas.
42. Saya mempelajari rumus tatabahasa agar saya
dapat dengan mudah membuat suatu kalimat
dalam Bahasa Inggris.
43. Saya mencari tahu inti dari apa yang diajarkan
guru Bahasa Inggris saya.
50
No. Pernyataan SJ J KK S SS
44. Saya menghafal banyak kosakata dengan
bantuan kamus untuk mencari kosakata yang
ingin saya ketahui artinya.
45. Saya membandingkan arti dua kata yang
berlawanan agar saya dapat dengan mudah
menghafap suatu kosakata dalam Bahasa Inggris.
46. Saya mencatat setiap kata yang dituliskan guru
saya di papan tulis.
Terima Kasih
51
SURAT PERNYATAAN KEASLIAN SKRIPSI
YAIMIN
52
BIODATA MAHASISWA
ANGKATAN TAHUN 2001
1. Nama : YAIMIN
2. Alamat : Jl. Flamboyan 1 Gg. Palem V No. 49 RT 10
Kel. Kebun Kenanga Kota Bengkulu 38223
Telp. (0736) 341979 / 081539222221
3. Asal Sekolah : SPK Depkes Tuban
4. Jumlah Nilai Ebtanas : 32
5. Tempat/Tanggal Lahir : Bojonegoro, 25 Nopember 1979
6. Jenis Kelamin : Laki-laki
7. Golongan Darah :B
8. Agama : Islam
9. Dosen Pembimbing Akademik : Kasmaini, SS.
10. Alamat :
a. Di Bengkulu
b. Asal
11. Orang Tua
a. Nama Ayah : Sumiran
Pekerjaan : Tani
Umur : 45 tahun
Agama : Islam
Jumlah Penghasilan :
Alamat : Dsn. Balong RT 20 No 396 Desa Sidodadi
Kec. Sukosewo Kab. Bojonegoro
Jawa Timur - 62181
b. Nama Ibu : Yomi
Pekerjaan : Tani
Umur : 40 tahun
Agama : Islam
Jumlah Penghasilan :
Alamat : Dsn. Balong RT 20 No 396 Desa Sidodadi
Kec. Sukosewo Kab. Bojonegoro
Jawa Timur 62181
YAIMIN
NPM A1B001038
53