and he is kind of talkactive person. The last respondent is Nurin Hidayat, she is an Economy students’ of class F and a diligent student.
a. Types of Learning Strategies Used by the First Respondent
Based on the questionnaire and interview with the first respondent, it is gain information that his name is Bagus Teguh Nugroho. He is 19 years
old. He lives at JL. KH. Smanhudi 66 A. He is one of the students’ of Economy Faculty of Muhammadiyah University. He has many hobbies,
such as reading, watching movies, and listening to music. He chooses economy Faculty because he graduate from social program and he likes to
manage his financial by himself. Economy has becomes his major subject since he was studied in senior high school and he concern about the
Indonesian economy. His family supports him both financial and moral in his study.
In response to TOEIC study, he followed the TOEIC test to improve his English proficiency as he knows English is now being the most
important language to communicate globally. He also considers that TOEIC test is the most widely used international test of English skills, with 4
million test takers worldwide. He also thought that gaining a high score on the TOEIC can lead to a better job andor promotion in the workplace. He
has a high motivation study as he inspired by his father who is lecturer of some university. He never thought to fail on his test at first, he was so
confidence about his score. He believes that when he studied hard and struggle for something he wanted to get, he would have the best result.
As he believe about his score at first to followed TOEIC test, he set up his first score in the intermediate level 550 – 600 and after he done his
TOEIC test, the result shows that he got 618 for the TOEIC test. It was surprising for him and that was satisfying.
To prepare his TOEIC test, he didn’t join any course, he studied it by himself. First he tried to find out some information about TOEIC on the
website then he chooses the compatible book for his learning strategy. He studied the Cambridge and Longman TOEIC preparation. He chosen both as
he found that those books are compatible and directly adapted with the native language of English. There are many TOEIC book designed by local
expert, but he thought that when he studied directly from the source designed by native would be better and helpful to understand the nature of
the language so he can understand it easily. In according to the questionnaire, the first respondent shows that he
had several type of learning strategy. His learning strategy is relevant to the learning strategy proposed by O’Malley. His attitude toward the TOEIC
Learning strategy all composed as meta-cognitive, cognitive and socio- affective strategy. As can be seen on the table 1.2, the first respondent had
done some meta-cognitive behavior such as study the test distractor, understand the meaning and pronunciation, previewing the test for several
time, focus to some important point. Besides, he also done some cognitive behavior, such as study from
the compatible book, guessing the meaning in context, taking note of some
new vocabularies and useful expression, then followed by socio cognitive behavior which is he consulting and asking for some solution with the
professional mentor to help him when he find any difficulties in studying TOEIC. As the first respondent had done many strategies such as attention
and monitoring; and affective strategies such as anxietyconfidence. It should be noted that the first respondent is an effective learners and he often
used these strategies concurrently, say monitoring and elaboration, parsing and translation, and prediction and inferencing, in order to accomplish
listening comprehension goals. Those strategies are all useful to achieve the high score of TOEIC.
a Meta-cognitive strategy
It can be stated that meta-cognitive is a term to express executive function, thinking about the learning process as it is taking
place, monitoring of one’s production or comprehension, and evaluating learning after activity is completed. Among the meta-
cognitive strategies, it is possible to include advance organizer, directed attention, selective attention, self management, functional
planning, self monitoring, delayed production, self evaluation. In the analysis, the writer found out that the first respondent
has done some meta-cognitive strategies which were divides into those categories.
•
Meta-cognitive: Advance Organizer
This is sample survey and question for the higher achiever
Question : Can you explain the strategy or your steps to success in TOEIC
test?
Answer : My first step is looking for information in advance about TOEIC
test through books and browsing in the internet and looking for references any book that is easy to understand to learn TOEIC.
Then I also studied the format of the test, how the test work properly, then focuses on the questions and answer, and then
follow the test requirements.
The form of the utterance above indicates a learning strategy to plan the learning activity in advance. It is marked by the use of organizational planning of
language function or different events, for example: at home, bathroom, and at class. Organization planning means planning the parts, sequence, main idea, or
language function to be express orally or in writing. Here, the first respondent has sequence of planning for preparing the TOEIC study. He make some sequence
steps to plan to study TOEIC in order he can be success to achieve high score of TOEIC.
•
Meta-cognitive: Directed Attention
Directed attention means deciding to concentrate on general aspects of a leaning test. Below is the sample survey for further evidence.
Question: Do you have any special tips for mastering TOEIC?
Answer: Yes, mastering the concept of the TOEIC for me is the main and
fastest strategy by learning the important parts such as grammar, vocabulary, tenses that are often use in the TOEC test.
The utterance above indicates that the first respondent has applied meta- cognitive strategy of directed attention. The respondent focused on vocabulary,
tenses which are often appears on the TOEIC test. •
Meta-cognitive: Selective Attention
Based on the interview, it is indicated that the first respondent has used meta-cognitive strategy of selective attention. It is category of the strategy in
which the learner deciding to pay attention to specific parts of the language input or the situation that will help learning. It can be seen in the following utterance:
Question: Can you please tell me how do you master the listening section of
the TOEIC test?
Answer: I often listen to English conversation through CD, watching
English movie and listening to English song to train my ear sensitivity of the language. I also learn some vocabularies and
English expressions trough movie.
The utterance above proves that the first respondent has used meta- cognitive strategy of selective attention. He learned the listening section of the test
through several ways.
•
Meta-cognitive: Self Management
Self management means trying to arrange the appropriate condition of learning. According to the interview and questionnaire given to the first
respondent, he is indicated to use this category of strategy. This can be seen in the following utterance.
Questions : What do you do to overcome the difficulties that constrain you
to master TOEIC?
Answer : I was spending time to learn TOEIC, making schedule of
particular day at least twice a week during my busy activity.
The above utterance proved that the first respondent has manage himself to learn TOEIC by making schedule which he has done regular minimum twice a
week.
•
Meta-cognitive: Advance Preparation
Here, the first respondent has also used meta-cognitive strategy of advance preparation. It means he has planned the linguistic components for a
forthcoming language task. The following utterance proved that this category of strategy has
been done by the first respondent.
Questions : how are your strategies to master the structure and grammar to
work on the ‘structure and grammar section’ in the TOEIC test?
Answer : before starting the exercise, I divided the structure I the category
of the most frequent and rarely emerged from analysis of the subject and verb, punctuation, commas, conjunction or recurring
conjunction, preposition, adjective verb, ling king verb, comparison and conditional sentence.
Based on the above utterance, it is indicated that the first respondent has planned or some linguistic elements of the TOEIC test such as learning the
grammar construction; subject and verb, conjunction, preposition, adjective verb, comparison, and conditional sentence.
•
Meta-cognition: Self Monitoring
The first respondent monitor his learning as a self – monitoring which he checked his performance to find out his progress of learning. It can be seen in the
following utterance:
Question : How do you check or evaluate your progress?
Answer : I usually do online test in the internet to check my progress and
also check my grammar mistake when doing grammar exercise.
The above utterance shows that the first respondent has monitored himself when he was learning TOEIC. He checked his grammar mistake and do some pre-
test online to fine monitor his progress of learning. Based on the questionnaire, he also always finds out the error or mistake when learning the TOEIC.
•
Meta-cognitive: Delayed – production
Delayed – production means the action of deliberately postponing speaking o that one may learn by listening. Since TOEIC test has listening
section, o the respondent must study the listening. It means he has done delayed – production meta-cognitive strategy. Below is the utterance that shows this
category:
Questions : Can you describe your strategy to master the listening section of
TOEIC?
Answer : I usually study the new vocabulary and expression through music
and movie. I identified the similar sounds and meaning.
Based on the above utterance, it can be seen that the first respondent make some learning in the listening section of TOEIC test to increased vocabulary, and
indentified some similar sounds and meaning. So, it can be said that he has done meta-cognitive of delayed – production strategy in which he studied the listening
for postponing speaking. •
Meta-cognitive: Self – Evaluation
Self – evaluation means checking how well one is doing against one’s own standard. To check the standard score achievement, the respondent has
done some evaluation by doing he pre-test and exercises. It was done check the score after the learning section. The utterance below shows the first respondent
action of self – evaluation:
Questions : How do you check your learning progress?
Answer : I usually check my learning progress by doing the pre-test, full
test, and several exercise.
The respondent has done some pre-test to evaluate his learning progress. This action called as meta-cognitive self-evaluation strategy. He checked his
progress through several exercise.
Table 1.1. Metacognitive Strategy Primary Strategy Classification
Example Of Strategy 1
Metacognitive :
a Advance Organizer
Planning for
organizational learning by making schedule of
learning b
Directed Attention he is deciding in advance to
attend in general to learning task to ignore irrelevant distracters
c Selective Attention
He directly pay attention to the specific area of problem in the
test by reading the answer at first time before answering the
test.
He is focus to understand the main point of the question and
the setting
d Self – Management
He focus on the choice of answer before answering
Focus to listen the whole conversation
e Functional planning
He pays
attention to
introduction and first part of
dialogue
He learns the type of the test and catches the point of the
question
Study the grammatical and
context of situation
f Self Monitoring
Focuses on the conjuction and
preposition
Study the functional expression
necessary for the test.
g Delayed Production
Pay attention on the meaning
pronunciation and sound
He uses the target language
reference materials
h Self – Evaluation
He studies the first language as a base for understanding and or
producing the second language
He is
reordering or
reclassifying, and
perhaps
labeling, the material to be learned based on common
attributes
He is writing down the main idea, important points, the
outline, or
summary of
information presented orally or
in writing
b Cognitive Strategy
Cognitive strategies are more limited to specific learning task and they involve more direct manipulation of the learning
material itself. Repletion, resourcing, translation, grouping, note taking, deduction, recombination, imagery, auditory, representation,
key word, contextualization, elaboration, transfer, inference are among the most important cognitive strategies.
In the analysis, the writer finds out several cognitive types of strategy used by the first respondent. Based on the interview and
questionnaire delivered to the respondent, it was indicated, grouping, note – taking, deduction, recombination, auditory, representation, key
word, contextualization, inference and
•
Cognitive: Repetition
Repetition means imitating other people’s speech overtly or silently. Below is the utterance based on the interview with the first respondent :
Question : How do you master the listening section of the test?
Answer : I did many practices, learned the similar sounds of speech such
as different vowel sounds, different initial consonant sounds different final consonant then tried to indentifying them
.
Based on the utterance above, the first respondent did the repetition of cognitive type of strategy as he identifying the people’s speech to master the
listening section of the test. Besides, he is consciously applying rules to produce or understand the second language.
•
Cognitive: Resourcing
Resourcing means making use of language materials such as dictionary, books, article, and other references. Here, the first respondent has used
some references, books, and exercises. It means that he has applied the resourcing cognitive type of strategy. To prove, it can be seen on the following utterance
based on the interview with the respondent.
Question : How do you learn the TOEIC test?
Answer : I used some books, searched some information on the internet and
found any references that can support my study. I bought some TOEIC books too such as Longman and Cambridge.
The utterance above shows that the respondent has applied cognitive resourcing. He used some books, searched some information and references to
support is study. •
Cognitive: Translation
Translation means using the first language as a basis for understanding and or producing the L2. Below is the utterance to show the cognitive translation
types of strategy used by the first respondent.
Question : How do you master the reading section of the test?
Answer : I practice a lot, do the simulation test and tried to understand the
reading, checked the expressions and vocabulary used in the reading.
The above utterance shows that the respondent has made the first language as a basis to understand the reading comprehension text of the test.
•
Cognitive: Grouping
Grouping means organizing on the basis of common attributes. Below utterance shows the respondent used of this type of strategy:
Question : How do you organize your strategy to master the listening
section of the test?
Answer : I analyzed the listening based on each session, make some
identification of each session such as identifying picture.
The above utterance shows how the respondent organizes the learning strategy to study the listening. He divided into the session of the test then
identified each session such as picture session. •
Cognitive: Note – taking
Note – taking means writing down the gist etc of the texts. Here, the respondent has made some note – taking when he was learning. It can be seen on
the following utterance:
Question : How do you handle the problem in the TOEIC test?
Answer : I usually write down some difficult part which I cannot solve it
then I will find the answer. I also make some notes for the new vocabulary and expression.
The utterance above shows that he usually writes down difficult part that he could not solve then tried to find out the answer. He also made some notes for
new vocabulary and expression in English. It means that he applied note – taking cognitive strategy to solve his problem.
•
Cognitive: Deduction
Deduction means conscious application of rules to processing the L2. The first respondent done this to solve the error recognition part of the TOEIC
test. Below is the utterance based in the interview with the respondent:
Question : How do you solve the grammar construction in the structure and
grammar section of the test?
Answer : I studied the rules in the structure and grammar section of the
test. I studied the most applied grammar used in the test.
It can be seen in the utterance above that the respondent has applied deduction to understand the rules in the structure and grammar section of the
TOEIC test. Here, h studied the most applied grammar in the test. •
Cognitive: Recommendation
Recommendation means putting together of smaller meaningful elements into new wholes. In this analysis, the first respondent used this strategy to solve
the error recognition part of the TOEIC test. Below is the utterance:
Question : How do you master the grammar to do the error recognition part
of the test?
Answer : I identified the structure and grammar; I studied S and U of the
sentences then put it in the correct order. I tried to find out the mistake.
Since error recognition part of the TOEIC test needs understanding of the structure and grammar to get meaningful sentences. The structure must studied the
L2 construction in order he can put together of smaller meaningful elements of the sentences. So, that he has applied the recombination cognitive type of learning
strategy. •
Cognitive: Auditory Presentation
Auditory representation means keeping a sound or sound sequence in the mind. As the respondent should master the listening to do the listening
section of the test, so he applied the auditory representation cognitive type of learning strategy. Below is the utterance:
Question : How do you deal with the listening problem?
Answer : I practiced to listen the similar sound and also memorize the
expressions used in the test.
The above utterance shows that the respondent deal with the listening problem by practicing to listen the similar sound and memorize the expressions
used in the test. It means he has applied the auditory representation cognitive type of learning strategy.
•
Cognitive: Key Word
Key word means using key word memory techniques, such as identifying L2 word with an L1 word that is sounds like. Here, the respondent applied this
strategy to understand the meaning of the L2 and memorize the expressions. Below is the utterance:
Question : How do you handle the problem or new vocabulary and
expressions?
Answer : I usually find out the meaning of the new word in the dictionary
and then tried to find the same expression of the English language in to Indonesia.
The utterance above shows that the respondent has applied key word cognitive learning strategy as he identified the L2 word with and L1 word catch
the meaning of some new vocabulary and expressions.
•
Cognitive: Contextualization
Contextualization means placing a word or phrase in a meaningful language sequence. The first respondent has used this strategy to do the grammar
section of the TOEIC test. Below is the utterance taken based on the interview:
Question : How do you understand the mistake in the grammar section of the
TOEIC test?
Answer : I studied the unaccomplished sentences, phrasal verb and
complicated sentences especially the subject and verb of the sentence.
The above utterance shows that he has done the contextualization cognitive type of the strategy to place the sentence in a good order.
•
Cognitive: Inference
Inference means guessing meanings by using available information. To do the reading and understanding the meaning of the text, the respondent has used
this type of strategy in order he can guess what the word or the text about. Below is the utterance:
Question : How do you deal with the reading vocabulary?
Answer : I tried to guess the meaning through the information contain in
the text.
It can be seen on the utterance above that the respondent applied the inference cognitive type of strategy to guess the meaning of the reading
vocabulary. He tried to guess the meaning through the information contain in the text.
Table 1.2. Cognitive Strategies Primary Strategy Classification
Example Of Strategy
2 Cognitive
a Repetition
he is consciously applying rules to produce or understand the
second language
b Resourcing
he practice and study the
simulation test for several times
he check his answer for several
times
c Translation
he uses the several TOEIC books, such as Longman and
Cambridge
d Grouping
He guess the meaning of the source language to the target
language based ion context He finds the meaning of the text
e Note taking
He classify the test model
f Deducation
He classify the genre, words,
phrase and expression
g Recombination
He writes new vocabularies and expression during study
Study the grammatical rules of English
as the
basic to
understand sentences and text h
Imagery he reads the whole sentences to
catch the point of the sentences
and text
i Auditory Representation
he pays attention on the
question word
j key word
study the tenses
Guessing the photographs or the
picture meaning
k Contextualization
Trying o catch the image point
l Elaboration
Listen carefully to the speaker
conversation and dialogue
Listen carefully to the order
of the speaker
m Transfer
Remembering the new words of the target language
n Inferencing
Applying the
functional
expression
Understanding the
second
language meaning in context
c Socio – Affective Strategy
As the socio-affective strategies, it can be stated that they are related with social mediating activity and transacting with others.
Cooperation and question for clarification are the main socio-affective strategies.
In this analysis, the first respondent has done cooperation socio-affective type of strategy. As he is never asking to other people
who understand the L2 on English language, he did not apply the question of clarification strategy.
Below is the utterance based on the interview with the respondent:
Question : what do you usually do to face with the problems when learning
TOEIC?
Answer : I usually discus my problem with my friends, do the pre-test
together and tried to solve the problem together.
The utterance above shows that the respondent has discussed his problems when learning TOEIC with his friends. It means he applied the cooperation socio-
affective type of learning strategy to achieve high score.
Table 1.3. Socio Affective Strategy Primary Strategy Classification
Example Of Strategy
3 Socio – affective
a Cooperative
It is relating new information to order concepts in memory
It is using previously acquired linguistic and or conceptual
knowledge to facilitate a new language learning task
b Question of clarification
it is using available information to guess meanings of new items,
predict outcomes, or fill in
missing the question
guessing the meaning of any important word to answer the
questions
consulting the work to the professional mentor to check
the mistake
consulting the right answer to
the mentor
asking the final solution to the
professional mentor
b. Types of Learning Strategies Used By the Second Respondent.
