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 never ask to other people who understand the L2 on English language, he did not applied 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 2.3 Socio Affective Strategy Primary Strategy Classification
Strategy Toward the Classification
3 Socio - affective:
a Cooperation
It is relating new information to
b Question of Clarification
other concepts in memory
It is using previously acquired linguistic
andor conceptual
knowledge to facilitate a new language learning task.
It is using available information to guess meaning of new items,
predict outcomes, or fill in missing information
Guessing the meaning of any important word to answer the
questions NO
NO
c. Types Of Learning Used By The Third Respondent
The third Respondent is Nurin Hidayat, a student of F class Economy Faculty, Muhammadiyah University. She is 18 years old and she live in
Janganharjo RT 0110 Pucangan, Kartosura. She has been studying English since elementary school, about ten years. She is diligent student and always curious to
study something new. Her inspiration is Mario Teguh who always motivates others. Her parent supports her very much in her study and all of her choice.
Regardless to the TOEIC test, she followed the test to check her goals in the test. She has been studied the TOEIC preparation by herself for several month
and she wanted to know how her achievements. She has no high achievement when she set up the goals. She only hopes to get around 500 – 550. After she
followed the TOEIC test, her final score is 549. Among the two other respondent, the third respondent score is lowest. To study the TOEIC preparation, she has no
specific strategy, she only followed the book instruction, study regularly, and practices a lot, and also consulting to the higher learner. She also often do
simulation test online on the internet. According to the interview and questionnaire, the result shows that third
respondent has done all the categories of strategies. She has done several meta- cognitive behaviors, such as dealing with the difficult matter of the test, focus on
the specific matter, practices a lot. Cognitive behavior that the third respondent done are listening a lot some vocabulary, CD TOEIC preparation, and combining
with the socio-affective behavior such as consulting to the professional mentor and asking some advice to the higher learners.
From the third respondent, in can be assume that she has no high goal of the TOEIC score. Her learning strategies has helpful for her make her achieve
high score or intermediate level of the test.
a. Meta-cognitive strategy
Kategori