This study was expected to appraise learning strategies used by freshmen students. Some theories were used to give a guideline in
interpretating the subject. The main theory used to interpret the subject was the theory of learning strategy proposed by Oxford 1990 and later
supported by some other theories from Brown 2000, O‘Malley 1996 and Harmer 2007 that within the same area.
c. Theoretical validity
Maxwell in Cohen
et al
. 2000:107 argues theoretical validity as the theoretical constructions that the researcher brings to the research.
Theoretical validity is the extent to which the research explains the phenomena.
The data would be analyzed following Oxford‘s 1990 theory that had already been mentioned in the previous part. The data analysis from
the questionnaire would follow Oxford‘s theory.
d. Generalizability
Maxwell in Cohen
et al
. 2000:107 argues generalizability as the view that the theory generated may be useful in understanding other
similar situations. This means that the results of the research were not only specified only certain field, but can also be used for other similar situation
under the same circumstance. The result of this study might present some generalizations of how
freshmen students might use some learning strategies. In short, the extent of the study was expected to reveal some generalization of learning
strategies from freshmen students of English department of State University of Yogyakarta.
e. Evaluative validity
Maxwell in Cohen
et al
. 2000:107 argues evaluative validity as the application of an evaluative framework, judgemental of that which was
being researched, rather than a descriptive, explanatory or interpretive one. The judgements were formulated based on the data taken from the
real situation without any changes or treatments where this study was conducted. The interpretations came from own opinion supported by some
theories that have been mentioned in the previous part. The interpretations of the data were made by considering other similar research.
H. Reliability
In order to raise the degree of reliability, triangulation method was used. Denzin in Cohen
et al
. 2000:113 mentions six types of methodological triangulations, they are: 1 time triangulation, 2 space triangulation, 3
combined level of triangulation, 4 theoretical triangulation, 5 investigator triangulation and, 6 methodological triangulation. Three out of six types of
triangulation which suited this study were used. They were 1 space triangulation, 2 theoretical triangulation, 3 investigator triangulation.
1. Space triangulation
The quantitative data were collected from five different classes of English education study programme at Faculty of Languages and Arts
State University of Yogyakarta year 2014, whilst qualitative data were
collected from seven students from two different classes.
