used’ based on Oxford‘s classification. They were metacognitive strategy, compensation strategy, and social strategy. While the three other strategy
groups fell into the category
‘sometimes used’, they were cognitive strategy, affective strategy, and memory strategy. From the finding above, it could be
concluded that that indirect strategy groups being used more often that direct strategy groups by the respondents.
The qualitative research found that respondents use each learning strategy in different rate. Memory strategy could be claimed as
‗rarely used‘ by the respondents. Then cognitive strategy
could be claimed as ‗almost often‘ used. Compensation strategy fell into category of
‗almost often used‘ by respondents. And next metacognitive strategy is in the category of
‗almost often used‘. Then affective strategy is under the category of
‗quite often‘ used. Finally, social strategy was
‗rarely used‘by respondents.
CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
In this chapter, three parts are presented. They are conclusions, implications, and suggestions. The discussion of each part is presented as follows.
A. Conclusions
As it has been mentioned above, the first research question is ‗what
learning strategies are mostly used by the students?‘. This question will be answered by presenting the finding based on the two instruments used that have
been mentioned in the previous part. The first instrument is a questionnaire adapted
from Oxford‘s SILL Strategy Inventory Language Learning, which is the result later to be processed through computer programme SPSS 16.0 for
windows. This results in some tables that had been presented and been discussed in the earlier chapter. The finding would be based on the result of the processed
data from questionnaire that had been presented into a table. There are six groups of learning strategies in SILL that are divided into 50 statements. Each statement
represents a certain learning strategy. The finding was on the mean score of each statement. The higher mean score means a strategy represented by the statement is
more often used by respondents. Based on the finding, there are some learning strategies which are more
dominant on each group. The first part is part A which represented
‘memory strategy’. There are nine statements in part A. Based on the finding, the strategies
which is most dominant in part A is associatingelaborating, placing new words into context, and using keyword. The second part is part B which represents
‘cognitive strategy’. There are 14 statements in part B. The most dominant
strategy in part B is using resources for receiving and sending messages, formally practicing with sounds and writing systems, recognizing using
formulas and pattern, practising naturalistically, and repeating. The third part
is part C which represented
‘compensation strategy’. There are six statements in part C. Based on the finding, the most dominant strategy in part C is using a
circumlocution or synonym, using mime or gesture, guessing intelligently, and switching to the mother tongue. The fourth part is part D which represented
‘metacognitive strategy’. There are nine statements in part D and almost all
statements in part D results in good mean score. This means that almost all strategies in metacognitive strategy are mostly used by respondents. The most
dominant strategy in part D is finding out about language learning, paying attention, self-monitoring and self-evaluating, and seeking practice
opportunities. The fifth part is part E which represented ‘affective strategy’.
There are six statements in part E. The most dominant strategy in part E is
lowering anxiety and encouraging yourself. The last part is part F which
represented
‘social strategy’. There are six statements in part F. The most dominant strategy in part F is asking for clarification or verification and
cooperating with peers.
The second research question is ‗How do students apply the learning strategies to improve their English?‘. This can be answered by the interview
result. Based on the interview result, some information is obtained on how respondents use learning strategies on their learning. First of all, almost all
respondents stated they know only little information about learning strategy. Some respondents were also unaware that they had already used learning strategy
