92
Appendix 1
Nama: …………………………………….
KUESIONER
Strategi Belajar Bahasa Inggris
Petunjuk Pengisian: 1. Di bawah ini adalah beberapa strategi belajar berbicara dalam Bahasa
Inggris. 2. Jawablah sesuai apa yang biasa anda lakukan dan sebenarnya, karena
akurasi kuesioner ini sangat ditentukan oleh jawaban anda. 3. Silanglah kolom yang menurut anda paling tepat sesuai kondisi anda.
4. Tidak ada jawaban benar atau salah dalam menjawab kuesioner ini.
1. Tidak Pernah 2. Hampir Tidak Pernah
3. Kadang-kadang 4. Sering
5. Selalu
No Pertanyaan
1 2
3 4
5
1 Saya menggunakan sajakrima untuk mengingat
kata-kata baru dalam Bahasa Inggris. 2
Saya mencoba mengucapkan kata-kata baru dalam Bahasa Inggris.
3 Saya mengucapkan katakalimat Bahasa Inggris
beberapa kali untuk mengingatnya. 4
Saya belajar pola-pola baru kalimat dengan mengucapkannya secara lisan.
93 5
Saya mencoba menerjemahkan Bahasa Indonesia ke dalam Bahasa Inggris dan mengucapkan secara lisan
6 Saya mencoba mengingat kata-kata Bahasa Inggris
dengan mengetahui persamaannya dalam Bahasa Indonesia.
7 Saya merekam kalimat-kalimat Bahasa Inggris yang
saya ucapkan. 8
Saya menggabungkan kata-kata Bahasa Inggris dan Bahasa Indonesia, bila saya tidak mengetahui kata
tersebut dalam Bahasa Inggris 9
Saya menaruh kata-kata Bahasa Inggris ke dalam pola tata bahsa yang saya ketahui dalam berbicara
Bahasa Inggris. 10 Sebelum menjawab sebuah pertanyaan secara lisan,
saya menuliskan jawabannya terlebih dahulu. 11 Saya mencoba mengoreksi kesalahan-kesalahan
saya dalam berbicara Bahasa Inggris. 12 Saya mencoba berlatih berbicara dengan diri sendiri
untuk meningkatkan kemampuan berbicara Bahasa Inggris saya.
13 Saya mencoba mengevaluasi kalimat-kalimat Bahasa Inggris yang saya ucapkan setelah berbicara.
14 Saya mengetahui kesalahan-kesalahan saya dalam berbicara Bahasa Inggris dan memperbaikinya.
15 Saya menyiapkan sebuah topik dan pola-pola tata bahasa dalam berlatih berbicara Bahasa Inggris.
16 Saya meminta seseorang untuk mengevaluasi saya ketika berbicara Bahasa Inggris.
17 Saya berlatih berbicara Bahasa Inggris dengan teman-teman atau guru-guru saya.
18 Saya berlatih berbicara Bahasa Inggris dengan orang asing.
94 19 Saya bertanya dalam Bahasa Inggris.
20 Bila dalam sebuah percakapan Bahasa Inggris saya tidak tahu kata yang tepat untuk mengucapkannya,
maka saya menggunakan gerak isyarat. Cited from English Learning Strategies in an EFL Setting in Indonesia, 2011.
Terima Kasih atas Kerjasama Anda
95
Appendix 2
SPEAKING TEST
CONVERSATION: On Vacation Mike: Hi, Celia~ how was your trip tomorrow?
Celia: It was wonderful I really enjoyed it. Mike: How long were you there?
Celia: I was there for three weeks. Mike: Great And did you go to Kyoto?
Celia: Yes, it is a beautiful city. Mike: What did you do there?
Celia: Well, i visited some temples. They’re really fantastic And then i went to a sumo match in Osaka. That was fun.
Mike: And did you like Japanese food? Celia: Yes, I did, but i didn’t like sushi.
Mike: Oh really? I love it Celia: By the way, dod you want to see my photos?
Mike: Sure After you hear the conversation, now you should work in pair with your friend
telling about your last vacation by adding these questions:
1. Where did you stay? 2. What did you buy?
3. With whom did you go there? 4. How did you go there?
You are given 10 minutes to prepare you performance
96
Appendix 3
The Result of students’ Learning Strategies Questionaire in Speaking
‘ 1
2 3 4 5 6 7
8 9 10 11 12 13 14 15
16 17 18 19 20 TOTAL
Student 1 3
3 5 3 3 3 4
3 5 4
36 3
2 4
3 4
16 5
5 2
5 3
20
72
Student 2 5
2 2 2 5 5 5
5 2 2
35 5
2 2
2 2
13 5
5 2
2 2
16
64
Student 3 4
4 4 4 3 4 4
4 4 4
39 4
4 4
4 4
20 4
4 4
3 4
19
78
Student 4 4
3 4 3 2 2 4
4 4 4
34 4
2 4
2 4
16 4
4 4
4 2
18
68
Student 5 5
4 4 4 5 5 5
5 4 4
45 5
4 3
4 3
19 5
5 2
3 5
20
84
Student 6 4
2 2 2 4 4 4
4 2 2
30 4
2 3
2 2
13 4
4 2
2 2
14
57
Student 7 4
2 2 2 4 4 4
4 2 2
30 4
2 2
2 2
12 4
2 2
2 4
14
56
Student 8 4
4 4 4 4 3 5
4 4 4
40 4
4 4
4 4
20 4
4 3
4 3
18
78
Student 9 4
2 2 2 3 4 4
4 2 2
29 4
2 2
2 2
12 4
4 2
2 2
14
55
Student 10 3
5 5 3 4 5 4
5 3 5
42 5
5 3
5 3
21 5
3 5
3 3
19
82
Student 11 4
3 4 3 4 4 3
4 3 3
35 4
4 4
4 4
20 4
4 3
3 4
18
73
Student 12 3
4 4 4 5 3 4
5 4 4
40 4
4 3
3 4
18 4
5 3
4 4
20
78
Student 13 4
2 2 2 4 4 4
4 2 2
30 4
2 2
2 2
12 4
4 2
2 2
14
56
Student 14 4
3 4 3 4 4 3
4 4 4
37 4
4 4
4 4
20 4
4 3
4 3
18
75
Student 15 2
5 5 5 2 2 2
2 5 2
32 2
5 5
5 5
22 2
2 5
5 5
19
73
Student 16 4
4 2 4 4 3 4
4 4 4
37 4
4 4
4 4
20 4
4 4
5 5
22
79
Student 17 4
2 4 4 4 4 4
4 4 4
38 4
3 4
4 4
19 3
4 4
4 3
18
75
Student 18 4
4 4 4 3 4 5
4 4 4
40 4
4 4
4 4
20 4
4 4
4 4
20
80
Student 19 4
2 2 2 4 4 4
4 2 2
30 4
2 3
2 2
13 4
4 2
2 2
14
57
97 Student 20
3 4 4 4 4
3 5 4 4
3 38
3 4
4 4
3 18
3 4
3 4
3 17
73
Student 21 4
2 2 2 4 4 4
4 2 2
30 4
2 2
2 2
12 4
4 2
2 2
14
56
Student 22 4
4 4 4 4 4 4
4 4 4
40 4
4 3
4 4
19 4
4 4
4 4
20
79
Student 23 5
4 4 4 5 5 5
5 4 4
45 5
3 4
4 4
20 5
4 4
4 3
20
85
Student 24 1
2 2 4 1 1 1
1 2 2
17 1
4 3
4 4
16 4
4 4
4 5
21
54
Student 25 5
4 4 4 5 5 5
5 4 4
45 5
4 4
3 4
20 5
5 3
4 4
21
86
Student 26 4
4 4 4 4 4 4
4 2 4
38 4
3 4
4 3
18 4
4 4
3 3
18
74
Student 27 5
4 4 4 5 5 5
5 4 4
45 5
4 4
4 4
21 5
5 4
4 4
22
88
Student 28 5
2 5 2 5 5 5
5 5 2
41 5
5 3
5 5
23 4
5 5
4 2
20
84
Student 29 4
4 2 4 2 4 4
2 4 4
34 4
3 4
4 4
19 2
4 4
4 4
18
71
98
Appendix 4
SCORE OF SPEAKING TEST
No R1
R2 average
1
76 80
78 2
68 70
69 3
82 82
82 4
72 68
70 5
89 83
86 6
60 64
62 7
60 62
61 8
80 80
80 9
60 60
60 10
88 84
86 11
76 80
78 12
84 80
82 13
60 60
60 14
78 74
76 15
76 72
74 16
84 80
82 17
80 76
78 18
84 80
82 19
64 62
63 20
74 76
75 21
58 54
56 22
80 84
82 23
88 86
87 24
60 60
60 25
90 88
89 26
78 74
76 27
90 86
88 28
86 90
88 29
78 78
78
Total
2203 2173
2188
Means
76 75
75
99
Appendix 5
RESULT OF SPEAKING ABILITY AND LEARNING STRATEGIES
No Speaking Ability
Learning Strategies Gain
Student 1 78
72 6
Student 2 69
64 5
Student 3 82
78 4
Student 4 70
68 2
Student 5 86
84 2
Student 6 62
57 5
Student 7 61
56 5
Student 8 80
78 2
Student 9 60
55 5
Student 10 86
82 4
Student 11 78
73 5
Student 12 82
78 4
Student 13 60
56 4
Student 14 76
75 1
Student 15 74
73 1
Student 16 82
79 3
Student 17 78
75 3
Student 18 82
80 2
Student 19 63
57 6
Student 20 75
73 2
Student 21 56
56 Student 22
82 79
3 Student 23
87 85
2 Student 24
60 54
6 Student 25
89 86
3 Student 26
76 74
2 Student 27
88 88
Student 28 88
84 4
Student 29 78
71 7
Total
2188 2090
98
Means 75
72 3,37931
Appendix 6
100
Reliability of Questionnaire
Case Processing Summary
29 100.0
.0 29
100.0 Valid
Excluded
a
Total Cases
N
Listwise deletion based on all v ariables in the procedure.
a.
Reliabi lity Statisti cs
.906 20
Cronbachs Alpha
N of Items
Appendix 7
101
Reliability of Speaking Score
Correlati ons
1 .952
. .000
29 29
.952 1
.000 .
29 29
Pearson Correlation Sig. 2-tailed
N Pearson Correlation
Sig. 2-tailed N
Teacher
Researcher Teacher
Researcher
Correlation is signif icant at the 0.01 lev el 2-tailed. .
Appendix 8
102
Frequencies of Speaking
Descriptives
Descriptive Statistics
29 56.00
89.00 75.4483
10.05196 29
Speaking ability Valid N listwise
N Minimum
Maximum Mean
St d. Dev iation
Frequencies
Statistics
Speaking ability 29
75.4483 78.0000
82.00 10.05196
101.042 33.00
56.00 89.00
2188.00 Valid
Missing N
Mean Median
Mode St d. Dev iation
Variance Range
Minimum Maximum
Sum
Speaki ng ability
1 3.4
3.4 3.4
3 10.3
10.3 13.8
1 3.4
3.4 17.2
1 3.4
3.4 20.7
1 3.4
3.4 24.1
1 3.4
3.4 27.6
1 3.4
3.4 31.0
1 3.4
3.4 34.5
1 3.4
3.4 37.9
2 6.9
6.9 44.8
4 13.8
13.8 58.6
1 3.4
3.4 62.1
5 17.2
17.2 79.3
2 6.9
6.9 86.2
1 3.4
3.4 89.7
2 6.9
6.9 96.6
1 3.4
3.4 100.0
29 100.0
100.0 56.00
60.00 61.00
62.00 63.00
69.00 70.00
74.00 75.00
76.00 78.00
80.00 82.00
86.00 87.00
88.00 89.00
Total Valid
Frequency Percent
Valid Percent Cumulat iv e
Percent
Appendix 9
103
Frequencies of Learning Strategies
Descriptives
Descriptive Statistics
29 54.00
88.00 72.0690
10.71691 29
Learning Strat egies Valid N listwise
N Minimum
Maximum Mean
St d. Dev iation
Frequencies
Statistics
Learning Strategies 29
72.0690 74.0000
56.00
a
10.71691 114.852
34.00 54.00
88.00 2090.00
Valid Missing
N Mean
Median Mode
St d. Dev iation Variance
Range Minimum
Maximum Sum
Mult iple modes exist. The smallest v alue is shown a.
Learning Strategies
1 3.4
3.4 3.4
1 3.4
3.4 6.9
3 10.3
10.3 17.2
2 6.9
6.9 24.1
1 3.4
3.4 27.6
1 3.4
3.4 31.0
1 3.4
3.4 34.5
1 3.4
3.4 37.9
3 10.3
10.3 48.3
1 3.4
3.4 51.7
2 6.9
6.9 58.6
3 10.3
10.3 69.0
2 6.9
6.9 75.9
1 3.4
3.4 79.3
1 3.4
3.4 82.8
2 6.9
6.9 89.7
1 3.4
3.4 93.1
1 3.4
3.4 96.6
1 3.4
3.4 100.0
29 100.0
100.0 54.00
55.00 56.00
57.00 64.00
68.00 71.00
72.00 73.00
74.00 75.00
78.00 79.00
80.00 82.00
84.00 85.00
86.00 88.00
Total Valid
Frequency Percent
Valid Percent Cumulat iv e
Percent
Appendix 10
104
One Way ANOVA of Speaking and Learning Strategies
Descriptives
Speaking
N Mean
Std. Deviation
Std. Error
95 Confidence Interval for Mean
Minimum Maximum Lower Bound Upper Bound
1 6 86.1667
2.22860 .90982
83.8279 88.5054
82.00 88.00
2 16 78.0625
4.94596 1.23649 75.4270
80.6980 69.00
89.00 3
7 60.2857 2.21467
.83707 58.2375
62.3339 56.00
63.00 Total
29 75.4483 10.05196 1.86660
71.6247 79.2718
56.00 89.00
ANOVA
Speaking Sum of Squares
df Mean Square
F Sig.
Between Groups 2407.973
2 1203.987
74.320 .000
Within Groups 421.199
26 16.200
Total 2829.172
28
Post Hoc Tests
Multiple Comparisons
Speaking Scheffe
I Strats
J Strats
Mean Difference I-J
Std. Error Sig.
95 Confidence Interval Lower Bound
Upper Bound 1
2 8.10417
1.92678 .001
3.1027 13.1057
3 25.88095
2.23926 .000
20.0683 31.6936
2 1
-8.10417 1.92678
.001 -13.1057
-3.1027 3
17.77679 1.82395
.000 13.0422
22.5113 3
1 -25.88095
2.23926 .000
-31.6936 -20.0683
2 -17.77679
1.82395 .000
-22.5113 -13.0422
. The mean difference is significant at the 0.05 level.
Means Plots
105 Appendix 11
106
One Way ANOVA of Speaking and Cognitive Strategies
Descriptives
Speaking
N Mean
Std. Deviation
Std. Error
95 Confidence Interval for Mean
Minimum Maximum Lower Bound Upper Bound
1 13 83.4615
4.27425 1.18546 80.8786
86.0444 75.00
89.00 2
14 70.2143 8.38661 2.24141
65.3720 75.0566
56.00 82.00
3 2 60.0000
.00000 .00000
60.0000 60.0000
60.00 60.00
Total 29 75.4483
10.05196 1.86660 71.6247
79.2718 56.00
89.00
ANOVA
Speaking Sum of Squares
df Mean Square
F Sig.
Between Groups 1695.585
2 847.792
19.445 .000
Within Groups 1133.588
26 43.600
Total 2829.172
28
Post Hoc Tests
Multiple Comparisons
Speaking Scheffe
I Cog J Cog Mean Difference
I-J Std. Error
Sig. 95 Confidence Interval
Lower Bound Upper Bound
1 2
13.24725 2.54324
.000 6.6456
19.8489 3
23.46154 5.01533
.000 10.4429
36.4802 2
1 -13.24725
2.54324 .000
-19.8489 -6.6456
3 10.21429
4.99139 .144
-2.7422 23.1708
3 1
-23.46154 5.01533
.000 -36.4802
-10.4429 2
-10.21429 4.99139
.144 -23.1708
2.7422 . The mean difference is significant at the 0.05 level.
Means Plots
107 Appendix 12
108
One Way ANOVASpeaking by Metacognitive Strategies
Descriptives
Speaking
N Mean
Std. Deviation
Std. Error
95 Confidence Interval for Mean
Minimum Maximum Lower Bound Upper Bound
1 4 84.0000
6.73300 3.36650 73.2863
94.7137 74.00
88.00 2
18 78.9444 6.59298 1.55398
75.6658 82.2231
60.00 89.00
3 7 61.5714
3.95209 1.49375 57.9164
65.2265 56.00
69.00 Total
29 75.4483 10.05196 1.86660
71.6247 79.2718
56.00 89.00
ANOVA
Speaking Sum of Squares
df Mean Square
F Sig.
Between Groups 1860.514
2 930.257
24.969 .000
Within Groups 968.659
26 37.256
Total 2829.172
28
Post Hoc Tests
Multiple Comparisons
Speaking Scheffe
I Meta J Meta Mean Difference
I-J Std. Error
Sig. 95 Confidence Interval
Lower Bound Upper Bound
1 2
5.05556 3.37399
.341 -3.7026
13.8137 3
22.42857 3.82575
.000 12.4978
32.3593 2
1 -5.05556
3.37399 .341
-13.8137 3.7026
3 17.37302
2.71884 .000
10.3155 24.4305
3 1
-22.42857 3.82575
.000 -32.3593
-12.4978 2
-17.37302 2.71884
.000 -24.4305
-10.3155 . The mean difference is significant at the 0.05 level.
Means Plots
109 Appendix 13
110
One Way ANOVA of Speaking and Social Strategies
Descriptives
Speaking
N Mean
Std. Deviation
Std. Error
95 Confidence Interval for Mean
Minimum Maximum Lower Bound Upper Bound
1 4 79.7500
13.52467 6.76233 58.2292
101.2708 60.00
89.00 2
19 79.3158 5.38571 1.23557
76.7200 81.9116
69.00 88.00
3 6 60.3333
2.42212 .98883
57.7915 62.8752
56.00 63.00
Total 29 75.4483
10.05196 1.86660 71.6247
79.2718 56.00
89.00
ANOVA
Speaking Sum of Squares
df Mean Square
F Sig.
Between Groups 1728.984
2 864.492
20.430 .000
Within Groups 1100.189
26 42.315
Total 2829.172
28
Post Hoc Tests
Multiple Comparisons
Speaking Scheffe
I Social
J Social
Mean Difference I-J
Std. Error Sig.
95 Confidence Interval Lower Bound
Upper Bound 1
2 .43421
3.57852 .993
-8.8548 9.7232
3 19.41667
4.19896 .000
8.5171 30.3162
2 1
-.43421 3.57852
.993 -9.7232
8.8548 3
18.98246 3.04624
.000 11.0751
26.8898 3
1 -19.41667
4.19896 .000
-30.3162 -8.5171
2 -18.98246
3.04624 .000
-26.8898 -11.0751
. The mean difference is significant at the 0.05 level.
111
Means Plots
1
I. INTRODUCTION
This chapter presents the background of the research, formulation of the problem, objectives of the research, uses of the research, scope of the result,
and the definition of term; clarified as the followings.
1.1 Background of the Problem
One of the objectives of teaching English is to make the students able to communicate using the language in the form of oral and written
communication. Speaking is one of the oral communications that is learned by students from elementary school to senior high school. Speaking is considered
the most difficult language skill by students because they should have lots of vocabularies, they have to be able to pronounce the words correctly, and they
have to be able to use them in appropriate context. In this case, the students must study hard to master it and the teacher should create a good atmosphere
in the class. The problem is that the students are afraid of making mistakes, of being laughed at by their friends and of having lack of confidence in their
ability Hamer, 2007.
Speaking is the most important skill that should be mastered by students in building a good communication. According to the 2006 English Curriculum
2
and its supplement, the emphasis of the curriculum is that the students are able to communicate in English by mastering the whole skills. However, the
difficulty of each skill is relative because it depends on the students.
Speaking is a process of communication between at least two people and it is a way to express someone’s idea. In speaking English, students might have
enough vocabulary but they seem awkward in expressing what is in their minds. Therefore, students should be able to find suitable, effective, and
efficient attempts to do what is required.
It seems that students get difficulties to achieve the target of speaking without having effective learning strategy. Learning how to speak English fluently and
accurately is considered a grand task for students. To overcome these language barriers, they need to utilize learning strategies. Learning strategies
is a set of actions either conscious or subconsciously to achieve a learning goal, i.e. to able to apprehend, internalize, and use the target language Hassan
et al. 2005:13. Students have to use their strategies when they attempt to find ways to cope with task they face. It will be able to make the students learn
English more successfully if they use the strategies in learning English.
Based on the researcher’s pre-observation, when conducting teaching practice PPL, it was found that
student’s speaking ability is still low. The students got difficulties in expressing their ideas. They thought speaking was the most
difficult part in learning English as a foreign language. Besides, it seemed that
3
students were feeling afraid of making mistakes in the way they conveyed what they wanted to say. The problems which might hinder the students to
learn speaking English might be categorized into three classifications.
First is cognitive, for example students do not have an organization skill when they are speaking and they lack rehearsal activity for what they want to say.
The second is metacognitive, for example, the students’ lack of planning,
monitoring and evaluating which students make when they are going to speak. The last is social, for example students are feeling afraid of making mistakes
when they speak and they do not know the way how to pronounce certain word.
Speaking is a productive skill, it is believed that the more they practice, the better they would be.
Students’ speaking proficiency is highly varied. There are a number of students whose speaking skill is already good. On the other
hand, there are a number of students whose speaking is not sufficient. The potential problem is that students do not have any strategies when they learn
speak. Cohen 1998: 18-19 states that there are many strategies that can be used by students to improve speaking, for example before-speaking strategies
lowering anxiety, preparing and planning, predicting what is going to happen and planning possible. The difference of the leaning strategy shows that there
are many different levels of learning difficulties of each personal.
4
Students can improve their language skills in a better way if they are capable of using a wide variety of language learning strategies. The more students use
a greater variety and number of learning strategies, the more proficient they would be. Therefore, it is important to understand what kinds of language
learning strategies that students employ to their oral performance. Under their circumstance, it may be assumed that in some cases using appropriate learning
strategy has correlation towards students’ speaking achievement. Using different strategy will characterize their achievement.
Sabuncuoglu’s study showed that a good language learner tries to find ways to use these strategies to succeed in language learning. These strategies usually
make learning more successful if they make use of learning strategies while learning a foreign language. The study shows that most students used
metacognitive strategies and cognitive strategies in learning English although not many of them used social strategies in speaking. It shows that they do not
tend to cooperate with proficient users or others.
Concerning the students’ problem in speaking English, the researcher analyzed the difference of speaking among high and low frequency users in
using language learning strategies. Therefore, this research attempts to investigate the role of language learning strategies in speaking at the second
year students of SMA Muhammadiyah 2 Bandar Lampung.
5
1.2 Formulation of the Problem
Based on the background above, the researcher formulated the problem as follows:
1.2.1 Will be there any significant differences between: a High and low frequency users of learning strategies and their
speaking ability? b High and low frequency users of cognitive strategies and their
speaking ability? c High and low frequency users of metacognitive strategies and their
speaking ability? d High and low frequency users of social strategies and their
speaking ability? 1.2.2 What type of language strategy do the students most frequently used in
speaking skill at the second year students of SMA Muhammdiyah 2 Bandar Lampung?
1.3 Objectives of the Research
This research is conducted in aids to achieve several objectives: 1.3.1 To find out whether there are significant difference of speaking ability
among high and low frequency users of learning strategies at the second year students of SMA Muhammdiyah 2 Bandar Lampung.
1.3.2 To explore learning strategies that students use in speaking at the second year students of SMA Muhammadiyah 2 Bandar Lampung
6
1.4 Uses of the Research
The results of the research are expected to give several contributions both theoretically and practically.
1.4.1 Theoretical Uses
The result of the research is expected to be used to confirm the previous theory about the learning strategy which students use towards their speaking
ability.
1.4.2 Practical Uses
- The finding of the research will be useful especially as the information to the readers about some strategies mostly used by students in speaking
ability. - After knowing the strategies used, it is hoped that students can employ the
most appropriate strategies and it gives consideration for teachers in improving students’ speaking ability.
1.5 Scope of the Result
This research was a quantitative in nature. The major or independent variable is learning strategy. There are three major learning strategies that were
investigated namely cognitive, metacognitive, and social strategies. Meanwhile, the dependent variable is studen
ts’ speaking ability. The focus of this research covers the identification of learning strategies used by the
students and the difference of speaking ability among high and low strategy
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users of learning strategies. In this research, the researcher investigated the students’ speaking ability in the way of they made a conversation telling about
past activities. This research was conducted in SMA Muhammadiyah 2 Bandar Lampung at the second year students in year 20132014.
1.6 Definition of Terms
Based on the description above, the researcher provide some definition of terms that can across often during the research. The term below will guide the
reader in reading and understanding the thesis.
Language Learning Strategy
It means the steps or actions taken by language learners in the process of learning to learn another language.
Cognitive strategy
It deals with the all activities that take place in the brain in order to acquire a foreign language.
Metacognitive strategy
It refers to the study of the ways in which people monitor and control their own cognitive strategy.
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Social strategy
It concerned with the nature and form of social interaction and how people come to influence one another’s behavior.
Speaking
It is an activity of interacting and communicating among people in social life. Speaking is also the ability that the learners have to communicate, to convey
and to have meaningful conversation in English.
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II. LITERATURE REVIEW
This chapter reviews some theories that were be used to support the research. The theories of speaking in general, learning strategy, and learning strategy
use in speaking will be discussed in this chapter,
2.1 Concept of Speaking
There are many different ways that people can do to communicate what they think. Some people prefer telling what they want by gesture, note, or even
eye-contact. Meanwhile, some others prefer conveying their intension by words or speaking. Speaking is the primary skill of language and it can be
developed from the beginning when someone was born, from the first contact with the language.
Speaking is a productive skill in which the speaker produces and uses the language by expressing a sequence of ideas and at the same time heshe tries
to get the ideas or the massage across Putria, 2011:13. Speaking is not merely saying words but also using language to deliver meanings in order that
listener can make sense of them Cameron, 2001. We try to communicate with each other and use our language to make other people understand. Byrne
1948:8 defines speaking as two processes between speaker and listener and it
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involves the productive skill and receptive skill of understanding. In other words, one tries to communicate with each other to send hisher message to
the second person.
It is not extremely easy to convey the message in English. The problem might be caused by the factor that speaking requires several aspects to consider such
as the language use, pronunciation, stress, intonation, tenses and choice of words. Hamer 2007 states that to be able to speak easily, well and quickly,
students have to able to pronounce phonemes correctly, use stress and intonations pattern appropriately, and speak in connected speech.
In order to be fluent speakers, those who speak fluently and accurately, the students need mental or physical effort. It is because to be able to speak
fluently, they have to speak and think at the same time. It implies that we need to monitor what we say and correct any mistake when we speak. Pinter 2006
states that there are so many things which have to be learned to be fluent speaker such as the appropriate to say in certain situation, how to manage
conversation and how to interrupt their own contribution
Speaking requires not only the knowledge how to produce form of language such as grammar, pronunciation and vocabulary, but also the comprehension
about when, why and what ways to produce language Brown, 2001. To master speaking skill is not easy and short process. To be able to speak
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fluently in foreign language we need a lot of practice. It is what proverb says “practice makes better”.
Speaking is defined as the ability to express ideas, feeling, opinions, and wishes in carrying out speaking task in the class room. Brown 2001:271 says
that speaking ability in a language class is the ability to perform the language in a task. If students want to be able to communicate in English well, they
need to able to pronounce the words correctly, use appropriate stress and intonation, and use a language in a range of different genre and situation
Hamer, 2007.
There are some criteria in speaking skill. Welty 1976:47 states that speaking is one of four basic skills of language and it has important role in daily life
because it is the main skill in communication. Speaking must fulfill these
following criteria, they are: 1.
Pronunciation
Pronunciation refers to the ability to produce easily comprehensible articulation.
2. Grammar
Grammar refers to the study of language rules it is a kind of regularity of sound structure that nobody could learn language without grammar. Grammar
is the set of logical and structural rules that govern the composition of sentences, phrases, and words in any given natural language.
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3. Vocabulary
Vocabulary refers to selection of words that suitable with content. There are thousands of words with rule of combining them make up the language that
students should master.
4. Fluency
Fluency is the smoothness of flow which sounds, syllables, words and phrases are joined together when speaking.
5. Comprehension
Comprehension is the study how well students understand language, or that helps them to improve their understanding of it.
On the other hand, different from the five categories by Welty’s 1976, Heaton 1991 states that there are three aspects to be tested. The three aspects
are:
1. Pronunciation
Pronunciation refers to the ability to produce easily comprehensible articulation Syakur: 1987. Heaton 1978:5
in Putria’s study 2011:14 defines
grammar as the students’ ability to manipulate structure and to distinguish appropriate grammatical form in appropriate ones is needed for
students to arrange correct sentences in conversation.
2. Fluency
Fluency can be defined as the ability to speak fluently and accurately. Fluency refers to the ease and speed of the flow of the speech Harris, 1974:81. It
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means that when a person makes a dialogue with another person, the other person can give respond well without difficulty.
3. Comprehension