Table 4.4 The Comparison of Learning Strategy between the 4
th
Semester Students and the 6
th
Semester Students
Strategy Category
4
th
Semester Students n=30
6
th
Semester Students
n=30 Mean
SD Mean
SD Mem
Cog Comp
Meta Aff
Soc Total
3.19 3.38
3.47 3.87
3.32 3.23
3.37 0.55
0.50 0.54
0.54 0.55
0.56 3.02
3.25 3.48
3.52 3.07
2.69 3.19
0.48 0.45
0.52 0.58
0.48 0.43
Mem Memory strategies; Cog Cognitive strategies; Comp Compensation strategies; Meta Metacognitive strategies; Aff Affective strategies; Soc Social strategies.
The students in the 4
th
semester are reported as moderate users of learning strategy. The most frequently used of learning strategy is metacognitive strategy
M = 3.87, followed by compensation strategy M = 3.47, cognitive strategy M = 3.38, affective strategy M = 3.32, social strategy M = 3.23, and finally
memory strategy M = 3.19. On the other hand, the students in the 6
th
semester are also reported as moderate users of learning strategy like the 4
th
semester students. The most frequently used of six strategy categories for 6
th
semester students is metacognitive strategy M = 3.52, followed by compensation
strategy M = 3.47, and cognitive strategy M = 3.38. The least preferred strategies used are affective strategy M = 3.07, memory strategy M = 3.02,
and social strategy M =2.68
B. Discussion
In this subchapter, it will be discussed all the findings. Based on the findings above, on the Table 4.1 and Table 4.2, it was shown that the FITK
students used all learning strategies; which are memory, cognitive, compensation, metacognitive, affective and social strategy. Also, it is also found that both the 4
th
semester students and the 6
th
semester students are moderate users of learning strategy.
According to the result on Table 4.3, it was shown that metacognitive become the most depending learning strategy that used by FITK students.
Memory and social strategies become the most rarely used by FITK students. In addition, the result also shows that metacognitive strategies become the most
prefered strategy used individually by both semesters Table 4.4. However, the least strategy used by both group is different. The 4
th
semester students used memory strategy as the rarely one. And the 6
th
semester students seldomly used social strategy. Moreover, the memory strategy also become one of the two
bottom line of the least strategy used by 6
th
semester students. Surprisingly, based on the result of individually learning strategies see on Appendix 2, it shows that
memory strategy is the least frequently used of learning strategy. Metacognitive strategy, such as overviewing, organizing, paying attention
setting goals and objectives, considering the purpose, self monitoring, and so on, can help students become an effective learner in learning the language. As in
Liu’s study
1
explored a variety of learning strategies used by technological English major students in China, he found that the participants of his study
preferred using metacognitive strategy the most. The present study suport his finding. A possible explanation about why metacognitive become the most
preffered strategies because it allows the learners to overview the lesson, to pay attention in the classroom and to self-monitoring and self-evaluating the language
learning. In memory strategies involving creating mental linkages, applying images
and sounds, reviewing the lesson well, and employing action in memorizing the language, are reported to be the least strategy used individually by the
participants. This may be happened because the participants are more easy to understand the lesson with paying attention in the classroom since they are tend to
use metacognitive starategy more. Meanwhile, in social strategy such as asking questions, cooperating, and emphasizing with others is a learning strategies that
facilitate language learning through interaction with others. The social strategy
1
Dongyue Liu, “EFL Proficiency, Gender and Language Learning Strategy Use Among a
Group of Chinese Technological Institute English Majors, ” Annual Review of Education,
Communication and Language Sciences, Volume 1, 2004
allows learners to interact with each other. From the result of the analysis, it can be concluded that the students are not really interested to learn the language with
each other The result of the present study also related to the previous study of Lee’s
2
and Liu’s
3
studies.
2
Jia-Jing Lee, “Learning Strategies Associated with Gender Differences and Strategy
Choices: A Case Study of Taiwanese Students in English Medium Programs, Department of Applied
English, Ming
Chuan University,
2010, ”
Thesis, retrieved
at http:ethesys.lib.mcu.edu.twETD-dbETD-searchgetfile?URN=etd-0615110-
123328filename=etd-0615110-123328.pdf.
3
Dongyue Liu, Op.Cit.,
32
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion
Based on the data analysis and findings above, it can be summarized as follows: 1 the FITK students used all learning strategies, including memory,
cognitive, compensation, metacognitive, affective and social strategy with categorized as a medium user of learning strategy. 2 metacognitive strategy
become the most depending learning strategy that used by FITK students. Memory and social strategies become the most rarely used by FITK students.
Also, based on the result of each semester, it proves that the 4
th
semester students used more learning strategy rather than the 6
th
semester students. For the most frequently used by both semester students are similar, which are metacognitive
strategy. Whereas, the least frequently used by the 4
th
semester students is memory and by the 6
th
semester is social strategy. Therefore, it can be concluded that language learning strategy is the
foundation of every learner to become an ultimate success in language learning. To
enhancing students’ learning strategy, it required to practice more about how to use the learning strategy itself. Moreover, students also need to acknowledge
their learning strategy so the learning process may be effective.
B. Suggestion
Based on the conclusion above, it can be delivered some suggestions go to: 1.
Teachers. For the teachers, this study may enhance their horizon related to various
strategy, approach, model, and technique in teaching and learning in English for foreign language.
2. Students.
For the students, this study can make the student more creative to find out which one is appropriate strategy in order to alter their learning achievement.
