LEARNING STRATEGY USED BY TENTH GRADE ACCELERATION STUDENTS IN LEARNING ENGLISH At SMAN 1 PURWOSARI
i
LEARNING STRATEGY USED BY TENTH GRADE ACCELERATION STUDENTS IN LEARNING ENGLISH At SMAN 1 PURWOSARI
THESIS
By:
MEITA WULAN SARI 09360057
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
(2)
LEARNING STRATEGY USED BY TENTH GRADE ACCELERATION STUDENTS IN LEARNING ENGLISH At SMAN 1 PURWOSARI
THESIS
This thesis is submitted to meet one of requirements to achieve Sarjana Degree in English Education
By:
MEITA WULAN SARI 0930057
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
(3)
iii
This thesis written by Meita Wulan Sari was approved on 3rdAugust 2013.
(4)
This thesis was defended in front of the examiners of the Faculty of Teacher Training and Education of University of Muhammadiyah Malang
and accepted as one of the requirements to achieve Sarjana Degree in English Education
(5)
v
MOTTO AND DEDICATION
َﻦﯾِﺮِﺑﺎﱠﺻ
َﻊ َﻣ
َﮫّﻠﻟا
ﱠن ِإ
#
ِﺮ ْﺒﱠﺼ ﻟﺎِﺑِةَﻼ ﱠﺼ ﻟاَو
َﻦﯾِﺬﱠﻟاْاﻮُﻨﯿِﻌَﺘْﺳا
ْاﻮ ُﻨَﻣ آ ل ا
ﺎَﮭﱡﯾَأ ﺎَﯾ
O you who believe! seek assistance through patience
and prayer; surely Allah is with the patient
. (QS. Al
Baqoroh : 153).
Always Do Believe That Allah will give A Great Barokah For
Each His Servants/ Creatures
Dedication:
I dedicate this thesis to:
My Blissful Ayah and Ibuk
My Gorgeous Big Brother
People who have prayed for me
(6)
ACKNOWLEDGMENTS
In the name of Allah SWT, the Almighty and the most merciful in this world always give the writer His Blessing and Divine during her life, including this thesis arrangement process. No the best word except, Alhamdulillah, Praise for you Allah. Then, the endless idol, Prophet Muhammad, who guides all Moslems into Nurul Islam.
There are many persons involved and give their helps and motivation to the writer in making this work, because of that reason, the writer with her honesty would like to say thank very much for them whose has been involved in making this thesis.
The writer owes deep gratitude and thankful to Rina Wahyu Setyaningrum, M.Ed. as a first advisor and Hartono, M.Pd. as a second advisor who both has given the advices, suggestion, additional ideas, and patience in completing this thesis.
The writer extends her highest gratitude and appreciation Drs. Heru Wahyudi M.Pd. as a headmaster, Mr. Drs. Joko Pitono as a chief curriculum committee, Mrs. Diana Herawati S.Pd. as the acceleration English teacher and all the teachers of SMAN 1 Purwosari who had given a permission to conduct the research in that school. Then, not forget to say thanks to tenth grade acceleration students who have spent the precious time becoming a subject for this research.
The writer gives a deep bow for my first love, Ayah, my true-superhero, Ibuk my supermom. Thanks for always giving support, patience, prays, EVERYTHING during all my life. This is my pleasure to present this thesis for them as a best gift in making you two proud to your naughty daughter with all her weaknesses. For mas, my promise becomes a boast lil’sist with all my weaknesses. (Be endless forever for
wedding, mas!! Barokalloh).
The special thanks belong to her friends when she is in kindergarten, elementary, junior, senior high school till now. Special thanks to AyKiMei (Aik Schmeho, Qndut), wat Dikung (thanks udah sering dengar haru-biru saya :D). All my
(7)
vii
Friends, Gals! Thanks for advices, tears, happiness, togetherness and EVERYTHING! (ayo Kumpul! Askum Menunggu!), special thanks for Diana, who always yelling me out with a great support, special for you who can’t be mentioned,
thanks for filling my collage time preciously and fascinatingly, end with a sweetest
farewell :’) (Sukses yyah + mohon maaf semua salah saya!), All PPL’s friend in
SMK Muhammdiyah 1 Kota Malang, KKN 78 (I miss you guys, forgive me for whole mistakes, ayo kumpul yuuk! ).
Finally, thanks for her boarding house’s friend in kosan “CANTIK” and
“DEPAN”, Mami cantik and Fams’, Bu Darmi and Fams. All my mbak kos (mbak
Tum, mbak Yuli, mbak Icha, mbak Bila, mbak Mpok), Laskar Tlogomas consist of: Unyil (Turu dewe lho!) Enok, Mbak Par (langgeng yah ma pasangannya masing2, makasih menjadi teman senasib saya hihihihi), Vina (minta folbek Dody Firmansyah gih :D!), Wuri (hore! Gg bayar listrik lagi!!), Lisma (langgeng yah ma pasangannya), Lilis (moga jualan bajunya laris), Memey (cepet pulkam bawa gelar sarjana!), Jejong (moga bisa ketemu idolanya :D), Risma (cie..bis nich dipanggil “mbak” dikos), Lutpi
(minum appeton, biar gemuk) , Ratna n Ari (bikin PKM yang menghasilkan uang banyak yah!).
At last but not least, great thanks for the others who cannot be mentioned one by one, thank you very much for your help and support.
Malang, July 2013
(8)
TABLE OF CONTENTS
TITLE ... i
APPROVAL ... ii
LEGALIZATION ...iii
MOTTO AND DEDICATION... iv
ACKNOWLEDGEMENT ... v
ABSTRACT ... vii
TABLE OF CONTENTS... viii
LIST TABLE AND PICTURES ... x
CHAPTER I INTRODUCTION 1.1 Background of the Study... 1
1.2 Statement of Problems ... 4
1.3 Research Objectives ... 5
1.4 Scope and Limitation ... 5
1.5 Significance of the Study ... 5
1.6 Definitions of Key Term ... 6
CHAPTER II REVIEW AND RELATED TO LITERATURE 2.1 Learning English As a Foreign Language ... 7
2.2 Definition of Learning Strategy ... 8
2.3 Classification of Learning Strategies ... 8
2.3.1 Metacognitive Strategies ... 8
2.3.2 Cognitive Strategies ... 10
2.3.3 Socio-affective Strategies ... 12
2.4 Factors Affecting The Choice of Learning Strategy ... 12
2.4.1 Internal Factor ... 13
2.4.2 External Factor ... 16
2.5 Definition of Giftedness ... 17
2.6 Definition of Acceleration ... 19
(9)
ix
2.6.2 Differentiation of Acceleration Curriculum ... 20
2.6.3 The Requirement of Recruiting Acceleration Students ... 21
CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design ... 23
3.2 Subject of The Study... 24
3.3 Research Instrument ... 24
3.3.1 Questions for Language Strategy ... 25
3.3.2 Questions for Factor Affecting Students in Choosing Learning Strategy.. 25
3.4 Data Collection ... 26
3.5 Data Analysis ... 27
CHAPTER IV FINDINGS AND DISCUSSION 4.1 Findings ... 29
4.1.1 The Learning Strategies Employed By Acceleration Students ... 29
4.1.1.1 Metacognitive Strategy... 30
4.1.1.2 Cognitive Strategy ... 31
4.1.1.3 Socio-affective Strategy ... 32
4.1.2 The Most Dominant Learning Strategy Used By Acceleration Students ... 33
4.1.3 Factor Affecting Students in Choosing Learning Strategy ... 33
4.1.3.1 Internal Factor... 34
4.1.3.2 External Factor ... 38
4.2 Discussion ... 43
CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 45
5.2 Suggestions ... 46 REFERENCES
(10)
LIST OF TABLE AND PICTURE
Picture 1 Renzulli’s Three Rings Conception of Giftedness ………18
Table 2.1 The Characteristics and Description of Metacognitive Strategies ... 9
Table 2.2 The Characteristics and Description of Cognitive Strategies ... 11
Table 2.3 The Characteristics and Description of Socio-affective Strategies... 12
Table 3.1 The Distribution of Items for Questionnaire on Factor Affecting Learning Strategies Choice ... 27
Table4.1.1.1 Analysis of “Yes” answer in Metacognitive Strategy... 31
Table 4.1.1.2 Analysis of “Yes” answer in Cognitive Strategy... 32
Table 4.1.1.3 Analysis of “Yes” answer in Socio-affective Strategy ... 33
Table 4.1.1.3 Analysis of “Yes” answer in Internal Factor Table 4.1.1.3.1a Age Factor... 35
Table 4.1.1.3.1b Personality Factor ... 36
Table 4.1.1.3.1c Language Aptitude ... 36
Table 4.1.1.3.1d Intrinsic Motivation ... 37
Table 4.1.1.3.1e Attitudes Factor ... 38
Table 4.1.1.3.1f Intelligences Factor ... 39
Table 4.1.1.3.2 Analysis of “Yes” answer in External Factor Table 4.1.1.3.2a Education Factor ... 39
Table 4.1.1.3.2b Culture Factor ... 40
Table 4.1.1.3.2c Learning Styles ... 41
Table 4.1.1.3.2d Extrinsic Motivation ... 42
(11)
xi
REFERENCES
Arikunto, Suharsimi. 2006.Prosedur Penelitian: Suatu Pendekatan Praktek.
Jakarta: PT. Rineka Cipta.
Ary, Donald. 2010.Introduction to Research in Education (8th Edition).New York: Hott, Rinhart and Wirston.
Brown, H.Douglas. 2006.Principle of Language Learning and Teaching 5th Edition.New York: Pearson Education Inc.
Depdiknas. 2007. Penatalaksanaan Psikologi Program Akselerasi. Jakarta:
Direktorat Jenderal Manajemen Pendidikan Dasar dan Menengah. Hartatik, Sri. 2008. A Study On Learning Strategies Employed By High
Achiever Students Of English Department At University Of Muhammadiyah Malang. Malang: Unpublished Thesis.
Hawadi, Reni A. 2006. “Program Percepatan Belajar bagi Anak Berbakat Intelektual Ditinjau dari Sisi Psikologis.” Dalam Hawadi (Ed.),
Akselerasi, A-Z Informasi Percepatan Belajar dan Anak Berbakat Intelektual(hlm. 31-42). Jakarta: PT. Grasindo.
Iskandarwassid and Dadang Sunendar. 2011. Strategi Pembelajaran Bahasa.
Bandung: PT Remaja Rosda Karya.
Jeremy, Harmer. 2007. The Practice of Language Teaching and Learning 4th Edition.England: Pearson Education Limited.
Lubis, Ulya L. 2006. “Manajemen Penyelenggaraan Pendidikan untuk
Program Akselerasi di SLTP dan SMU Lab School-Jakarta”. Dalam Hawadi (Ed.), Akselerasi, A-Z Informasi Percepatan Belajar dan Anak Berbakat Intelektual(hlm. 118-128). Jakarta: PT. Grasindo.
Nasichin. 2006. “Kebijakan Pemerintah dalam Pembinaan Sekolah Penyelenggara Program Percepatan Belajar”. Dalam Hawadi (Ed.),
Akselerasi, A-Z Informasi Percepatan Belajar dan Anak Berbakat Intelektual(hlm. 19-30). Jakarta: PT. Grasindo.
Noor,Idris HM. 2009. “Pelaksanaan Program Akselerasi di Sekolah”.Jurnal
(12)
Nulhakim, T Rusman. 2008. “Program Akselerasi Bagi Siswa Berbakat Akademik”. Jurnal Pendidikan dan Kebudayaan No.073 tahun ke-14, Juli 927-941.
Ormrod, Jean E. 2003.Educational Psychology Developing Learners 6th edition.Pearson: Merrill Prentice Hall.
Parson, Richard D,dkk. 2001.Educational Psychology, A Practitioner
Researcher Model of Teaching.Wadsworth : Thomson Learning Inc. Richards, Jack C. 2001.Curriculum Development in Language Teaching.
United Stated of America: Cambridge University Press.
Renzulli, Joseph and Sally Reis. 2012.Gifted Education.The Gale Group.
(http:/www.education.com/reference/article/gifted-education/) (accessed 23rdJanuary 2013).
Santrock, John W. 2011. Educational Psychology 5th Edition. New York : Mc Graw-Hill Companies Inc.
Tomlinson,Brian. 2005. “English as A Foreign Language: Matching Procedures To The Context of Learning.Dalam Hinkel (Ed.).
Handbook of Research in Second Language Teaching and Learning. London: Lawrence Erlbaum Associates.
White, Cynthia. 2008. “Language Learning Strategies in Independent Language Learning: An Overview.”Dalam Hurd dan Tom Lewis (Ed.).Language Learning Strategies in Independent Setting. England : Multilinguals Matters.
(13)
1
CHAPTER I
INTRODUCTION
This chapter presents such topic as background of the study, statement of the problems, and purpose of the study, significance of the study, scope and limitation, and definition of the key terms. Each section is presented as follows.
1.1. Background of the Study
According to Brown (2007: 1) learning English, whether as a second language or foreign language, is such a complex and long duty. The learning English is not only understanding and memorizing the grammar rules and some vocabulary words but also using the ideas and concepts in daily physical activities in four basic of English skills. Thus, learning English as a foreign language cannot be managed in a short time. Foreign language students need to learn English deeper because it is not their habit to use English daily. Therefore, learning a foreign language needs some appropriate strategies to make students understand the contents, meanings, ideas and concepts of English.
Learning strategy is made to help students develop and use skills necessary to acquire, store, and express content. Basically, it focuses on “how to learn something that is aimed at understanding the material”. The differences of using kinds of strategy in each student depend on their goal, need and preference. Those are affected of several factors. According to Brown (2007), those factors are divided into two
(14)
2 types: internal and external factors. The internal factors consist of age, personality, language aptitude, intrinsic motivation, attitudes, and intelligences. The external factors are education, culture, learning style, extrinsic motivation, and technology.
In recent education era, there is a new way to get a good education in a short time. It is well-known as acceleration program. The acceleration program that is particularly offered by formal junior and senior public school is intended to help students finish their study faster. By joining the acceleration program, they can finish their study in two years instead of three.
Not all schools in Indonesia have the acceleration program. It is due to certain factors such as the curriculum standard of the acceleration program. The curriculum standard is needed to provide the teacher with a direction in teaching. In fact, schools with the acceleration program develop their own curriculum. Because there is no curriculum standard for the acceleration program, automatically teacher and students must have appropriate strategies to deal with the program.
In addition, acceleration students are admitted as special students. This because the acceleration students are gifted; they have better competencies, creativities, intelligences and interests in academic or non-academic zones than regular students. According to Parsons (2001: 129) giftedness is a category in special education that defines individuals who give an evidence of high-performance capability in certain areas. The acceleration students are hoped to fulfill the characteristic of the gifted; such as (1) high ability, including high intelligence, (2) high creativity or ideas, and (3) high task commitment.
(15)
3 There are previous studies that concern about learning strategies used by acceleration students. Lestari (2008) investigated the using of learning strategy used by tenth grade students of acceleration class at SMAN 3 Malang in academic year of 2006-2007. The subjects of the study consisted of 30 students in acceleration class. They were given the Likert Scale on the research. The result was the most dominant learning strategies used among three strategies employed by gifted students in learning English were Cognitive strategy with the mean score of 79.7 which was appropriate with their intellectual characteristics. The mean score of Meta-cognitive strategy was 73.8 and Socio-affective strategy was 68.6 which were in the average of usage. Moreover, Hartatik (2008) conducted a study of the learning strategies employed by high achiever students of English department at University of Muhammadiyah Malang. The result was the high achiever students used all of learning strategies in learning English skills. Besides, factors affecting the high achiever students in choosing learning strategies were internal and external factors. So, the high achiever students used various strategies based on their characteristics. From previous researches above, both of researches are explained that every students use difference strategy in order to reach their own goal, based on their own need.
Based on the description, researcher is interested in conducting a study on the learning strategy used by acceleration students in SMAN 1 Purwosari because of some reasons. Firstly, the acceleration class has been carried out for three years at SMAN 1 Purwosari. Only a few students can be accepted in this class. In first year, only 14 students are registered in the program. In the second year, only 17 students are registered in the program. Now, 19 students are registered in the program.
(16)
4 Secondly, the students who are registered in the acceleration class have better competence than those who are accepted in regular classes. Thirdly, no researcher has conducted a study in this class. So, it is very important to conduct a research on learning strategies used by tenth grade students and factors affecting them in choosing learning strategy at SMAN 1 Purwosari.
1.2 Statements of the Problems
Based on the background of the study above, the research problems are formulated as follows:
1. What strategies do the tenth grade acceleration students used in learning English at SMAN1 Purwosari?
2. What strategy is dominantly used by the tenth grade acceleration students in learning English at SMAN 1 Purwosari?
3. What factors affect the tenth grade acceleration students in choosing the learning strategies they use in learning English at SMAN 1 Purwosari?
1.3 Research Objectives
As revealed by research problems, the purpose of the study can be stated as follows:
1. To describe strategies used by the tenth grade acceleration students in learning English at SMAN 1 Purwosari.
2. To explain the strategy dominantly used by the tenth grade acceleration students in learning English at SMAN 1 Purwosari.
(17)
5 3. To describe the factors which affect the tenth grade acceleration students in choosing the strategies in learning English at SMAN 1 Purwosari.
1.4 Scope and Limitation
This research focuses on the learning strategies used by students of SMAN 1 Purwosari. The researcher limits the focus of this research to tenth grade acceleration students at SMAN 1 Purwosari. The tenth grade of acceleration class now is only one class which consists of 19 students.
1.5 Significance of the Study
The result of the study is expected to provide useful information for school, especially for English teachers, students, and further researchers.
For English teachers, the result of research is expected to make a short description about students’ strategy in learning English. By knowing the students’ strategy in the acceleration class, the teachers can easily and precisely determine the suitable teaching techniques, and methods.
For students, especially for acceleration students, it is hoped that they get the knowledge about learning strategies, and then they can determine a suitable learning strategy in acquiring English subject, because the acceleration class has heavier duty in learning all of subjects than regular classes.
For further researchers, it can be used as a reference in conducting a similar research related to learning strategy used by students. Moreover, it is better when further researchers can do a research in other “special” classes or students.
(18)
6
1.6 Definition of the Key Terms
In order to avoid misunderstanding, there are several key terms related to the study that must be clarified as follows:
Language learning strategies are commonly defined as the operations or processes which are consciously selected and employed by the learner to learn the target language or facilitate a language task (White,2008: 9).
Acceleration students are educating gifted students by placing them in grade levels ahead of their peers in one or more academic subjects (Parson, 2001: 132).
(1)
CHAPTER I
INTRODUCTION
This chapter presents such topic as background of the study, statement of the problems, and purpose of the study, significance of the study, scope and limitation, and definition of the key terms. Each section is presented as follows.
1.1. Background of the Study
According to Brown (2007: 1) learning English, whether as a second language or foreign language, is such a complex and long duty. The learning English is not only understanding and memorizing the grammar rules and some vocabulary words but also using the ideas and concepts in daily physical activities in four basic of English skills. Thus, learning English as a foreign language cannot be managed in a short time. Foreign language students need to learn English deeper because it is not their habit to use English daily. Therefore, learning a foreign language needs some appropriate strategies to make students understand the contents, meanings, ideas and concepts of English.
Learning strategy is made to help students develop and use skills necessary to acquire, store, and express content. Basically, it focuses on “how to learn something that is aimed at understanding the material”. The differences of using kinds of strategy in each student depend on their goal, need and preference. Those are affected of several factors. According to Brown (2007), those factors are divided into two
(2)
types: internal and external factors. The internal factors consist of age, personality, language aptitude, intrinsic motivation, attitudes, and intelligences. The external factors are education, culture, learning style, extrinsic motivation, and technology.
In recent education era, there is a new way to get a good education in a short time. It is well-known as acceleration program. The acceleration program that is particularly offered by formal junior and senior public school is intended to help students finish their study faster. By joining the acceleration program, they can finish their study in two years instead of three.
Not all schools in Indonesia have the acceleration program. It is due to certain factors such as the curriculum standard of the acceleration program. The curriculum standard is needed to provide the teacher with a direction in teaching. In fact, schools with the acceleration program develop their own curriculum. Because there is no curriculum standard for the acceleration program, automatically teacher and students must have appropriate strategies to deal with the program.
In addition, acceleration students are admitted as special students. This because the acceleration students are gifted; they have better competencies, creativities, intelligences and interests in academic or non-academic zones than regular students. According to Parsons (2001: 129) giftedness is a category in special education that defines individuals who give an evidence of high-performance capability in certain areas. The acceleration students are hoped to fulfill the characteristic of the gifted; such as (1) high ability, including high intelligence, (2) high creativity or ideas, and (3) high task commitment.
(3)
There are previous studies that concern about learning strategies used by acceleration students. Lestari (2008) investigated the using of learning strategy used by tenth grade students of acceleration class at SMAN 3 Malang in academic year of 2006-2007. The subjects of the study consisted of 30 students in acceleration class. They were given the Likert Scale on the research. The result was the most dominant learning strategies used among three strategies employed by gifted students in learning English were Cognitive strategy with the mean score of 79.7 which was appropriate with their intellectual characteristics. The mean score of Meta-cognitive strategy was 73.8 and Socio-affective strategy was 68.6 which were in the average of usage. Moreover, Hartatik (2008) conducted a study of the learning strategies employed by high achiever students of English department at University of Muhammadiyah Malang. The result was the high achiever students used all of learning strategies in learning English skills. Besides, factors affecting the high achiever students in choosing learning strategies were internal and external factors. So, the high achiever students used various strategies based on their characteristics. From previous researches above, both of researches are explained that every students use difference strategy in order to reach their own goal, based on their own need.
Based on the description, researcher is interested in conducting a study on the learning strategy used by acceleration students in SMAN 1 Purwosari because of some reasons. Firstly, the acceleration class has been carried out for three years at SMAN 1 Purwosari. Only a few students can be accepted in this class. In first year, only 14 students are registered in the program. In the second year, only 17 students are registered in the program. Now, 19 students are registered in the program.
(4)
Secondly, the students who are registered in the acceleration class have better competence than those who are accepted in regular classes. Thirdly, no researcher has conducted a study in this class. So, it is very important to conduct a research on learning strategies used by tenth grade students and factors affecting them in choosing learning strategy at SMAN 1 Purwosari.
1.2 Statements of the Problems
Based on the background of the study above, the research problems are formulated as follows:
1. What strategies do the tenth grade acceleration students used in learning English at SMAN1 Purwosari?
2. What strategy is dominantly used by the tenth grade acceleration students in learning English at SMAN 1 Purwosari?
3. What factors affect the tenth grade acceleration students in choosing the learning strategies they use in learning English at SMAN 1 Purwosari?
1.3 Research Objectives
As revealed by research problems, the purpose of the study can be stated as follows:
1. To describe strategies used by the tenth grade acceleration students in learning English at SMAN 1 Purwosari.
2. To explain the strategy dominantly used by the tenth grade acceleration students in learning English at SMAN 1 Purwosari.
(5)
3. To describe the factors which affect the tenth grade acceleration students in choosing the strategies in learning English at SMAN 1 Purwosari.
1.4 Scope and Limitation
This research focuses on the learning strategies used by students of SMAN 1 Purwosari. The researcher limits the focus of this research to tenth grade acceleration students at SMAN 1 Purwosari. The tenth grade of acceleration class now is only one class which consists of 19 students.
1.5 Significance of the Study
The result of the study is expected to provide useful information for school, especially for English teachers, students, and further researchers.
For English teachers, the result of research is expected to make a short description about students’ strategy in learning English. By knowing the students’ strategy in the acceleration class, the teachers can easily and precisely determine the suitable teaching techniques, and methods.
For students, especially for acceleration students, it is hoped that they get the knowledge about learning strategies, and then they can determine a suitable learning strategy in acquiring English subject, because the acceleration class has heavier duty in learning all of subjects than regular classes.
For further researchers, it can be used as a reference in conducting a similar research related to learning strategy used by students. Moreover, it is better when further researchers can do a research in other “special” classes or students.
(6)
1.6 Definition of the Key Terms
In order to avoid misunderstanding, there are several key terms related to the study that must be clarified as follows:
Language learning strategies are commonly defined as the operations or processes
which are consciously selected and employed by the learner to learn the target language or facilitate a language task (White,2008: 9).
Acceleration students are educating gifted students by placing them in grade levels