Table 3.1 Interpretation Table
Points Interpretation
α ≥ 0.9 Excellent
0.7 ≤ α 0.9 Good
0.6 ≤ α 0.7 Acceptable
0.5 ≤ α 0.6 Poor
α 0.5 Unacceptable
Based on the calculation, the result of reliability was 0.93 and showing that the reliability of the instrument was excellent.
F. Data Collection Procedures
In collecting the data needed in this study, the writer required some steps: 1.
Asking permission to conduct the study. 2.
Distributing the questionnaire to 60 students taken in English education department in the 4
th
and 6
th
semester.
G. Data Analysis Procedures
In analyzing the data, the writer did following steps: 1.
Processing the data gained through questionnaires by using Microsoft Excell 2007.
The writer gave score for each answer in the questionnaire. The scores were grade from five to one; Selalu 5, Sering 4, Kadang-kadang 3, Jarang 2,
Tidak Pernah 1. 2.
Calculating the questionnaire through the Statistical Packages for the Social Science SPSS version 20.0.
Descriptive statistic including frequencies, means, standard deviation, and ranking, were implemented in order to investigate the data and the use of
language learning strategies. After that, in order to calculate the most frequent
strategy use and the least strategy use, the study followed by Oxford 1990 score ranges to categorize learning strategies
into three scales: 1 ‘High use’ 3.5-
5.0, 2 ‘Medium use’ 2.5-3.4, and ‘Low use’ 1.0-2.4.
9
3. Writing report.
The writer presented the data from the questionnaire in a form of table. Then, in the data discussion, the writer discussed the result and also relating them
with the experts’ theory.
H. Trustworthiness
1. Method: this research method is fit with the way and pattern of non
quantitative survey genre. 2.
Data collecting procedures: in this part, the data collecting procedures has followed the pattern or method of qualitative research by following signs or
patterns in the tradition of qualitative research. 3.
Source: the source obtained from the participants that participate in this research by using purposive sampling based on their different academic level.
4. Data analysis procedures: in this section, the data analysis procedures in this
research follow the tradition of qualitative data analysis.
9
Rebecca L. Oxford, Language Learning Strategies-What Every Teacher Should Know, Boston: Heinle Heinle Publishers, 1990, p. 300.
24
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Research Finding
This chapter presents and discusses the finding of the research based on the data obtained during this research. Additionally, the writer discusses and
explains about language learning strategy used by students of English Education Department in 4th and 6th semester specifically. But before it, the writer derived
the data from the SILL questionnaire.
1. Data Description
The description of the data taken from questionnaire is presented in the table which describes the number of students used learning strategy below:
Table 4.1 The Number of Students Using Langugae Learning Strategies
The number of items of
the Questionnaire
Strategy Category
Never do this
Seldom do this
Sometimes do this
Usually do this
Always do this
1 2
3 4
5 6
7 8
9 Mem
Mem Mem
Mem Mem
Mem Mem
Mem Mem
- -
3 -
13 24
4 -
2
-
11 13
5 24
19 21
10 5
19 26
20 22
14 12
21 27
17 33
18 17
26 5
5 10
18 24
8 5
7 7
4 -
4 5
12
Mem Memory strategies; Cog Cognitive strategies; Comp Compensation strategies; Meta Metacognitive strategies; Aff Affective strategies; Soc Social strategies
The number of items of
the Questionnaire
Strategy Category
Never do this
Seldom do this
Sometimes do this
Usually do this
Always do this
10 11
12 13
14 15
16 17
18 19
20 21
22 23
24 25
26 27
28 29
30 31
32 33
34 Cog
Cog Cog
Cog Cog
Cog Cog
Cog Cog
Cog Cog
Cog Cog
Cog Comp
Comp Comp
Comp Comp
Comp Meta
Meta Meta
Meta Meta
3 1
- 2
3 -
1 -
1 4
- 5
- 3
- -
10 1
1 3
- -
1 -
2 8
8 7
6 13
7 5
7 10
19 8
20 11
14 3
7 9
15 5
3 7
5 -
3 13
23 17
14 23
29 16
20 29
19 23
26 19
19 29
12 20
22 21
19 12
22 12
9 16
28 20
18 26
23 12
28 27
23 26
12 20
12 20
11 38
24 15
18 27
27 20
29 25
28 11
6 16
13 6
3 9
7 1
4 2
6 4
10 3
7 9
4 5
8 15
11 14
25 13
6
Mem Memory strategies; Cog Cognitive strategies; Comp Compensation strategies; Meta Metacognitive strategies; Aff Affective strategies; Soc Social strategies
The number of items of
the Questionnaire
Strategy Category
Never do this
Seldom do this
Sometimes do this
Usually do this
Always do this
35 36
37 38
39 40
41 42
43 44
45 46
47 48
49 50
Meta Meta
Meta Meta
Aff Aff
Aff Aff
Aff Aff
Soc Soc
Soc Soc
Soc Soc
2 -
- 1
- 16
1 10
7 2
21 1
27 2
2
2
4 8
4 1
2 6
14 4
16 14
6 14
4 13
11
9
30 23
22 15
17 23
21 13
26 26
18 17
25 14
33 17
17 24
17 23
19 21
5 27
7 9
24 7
18 6
14 25
7 5
17 21
21 10
4 15
1 4
10 1
12 -
- 7
Mem Memory strategies; Cog Cognitive strategies; Comp Compensation strategies; Meta Metacognitive strategies; Aff Affective strategies; Soc Social strategies
2. Data Analysis
The questionnaires were administrated to 60 students of English Education Department that comes from the 4
th
and the 6
th
semester students. It was consisted of 50 statements that divided into 6 learning strategy category; which are memory
strategy, cognitive strategy, compensation strategy, metacognitive strategy, affective strategy and social strategy. Each number of questionnaires was written
in Bahasa Indonesia to avoid any misinterpretation and to ease the respondents in completing the questionnaires. After obtaining data from the questionnaire, the
data is calculated. The writer used questionnaire in order to collect the data of the
