10
Affective
23 3
20 17
12 52
24 4
16 23
9 52
25 4
16 23
9 52
26 37
14 1
52 27
32 18
2 52
Total 80
84 66
30 260
Percentage 31
32 25
12 100
Social
28 2
11 24
15 52
29 8
28 13
3 52
30 6
16 13
17 52
Total 16
55 50
35 156
Percentage 10
35 32
23 100
Then, the following section presents the analysis of the findings in the form of pie chart follows by discussion of each section in the chart.
Each chart shows the proportions of strategy use: Always; Often; Rarely; and Never. The percentage for each use was derived from the data in Table 1. After that, this
percentage and the items are presented.
1. Memory Strategy
Oxford 1990 states that memory strategies are used for storage and retreiving information when needed for communication. For example, placing new words into context,
representing sounds in memory, structure reviewing, and using physical response.
Figure 1. Average Use of Memory Strategies
Never 15
Rarely 42
Often 33
Always 10
11 According to the Figure 1, the memory strategies were used by 85 of the
students with different frequencies. There was only 15 of students who did not use the strategies in this category.
Among the 5 items in this category, it could be seen from the result in Table 1 that there was only one strategy that was used by all of the students. It was Q3 which stated,
“I physically act out new English words.” This strategy indicated an activity that was easy to do: speaking. Once the students detected a new word, they used it by uttering it. This strategy
was not only practical, but it could also help the students to practice and recognize the sound of the new word. Maybe for this reason, this strategy was used by all of the students.
In contrast, among the 5 strategies in this category, there were strategies that were used by few students. Q2 I use flashcards to remember new English words was the strategy
in this category which had the smallest number of users with 27 52 of students never used this strategy. It indicates that only less than a half of the subjects used this strategy for their
language learning. It means that the use of flashcards was not popular for the students in SMA N 1 Ungaran. It could be because flashcards were not practical for them.
It is not surprising if this study found that there were a big number of students 15 who did not use the memory strategies. Senior high students were considered as
intermediate English learners, since they had learned English before, whether it was when they were in elementary school or in junior high school. According to Samida n.d., the use
of memory strategies were more applicable in the beginning of language learning process. Maybe for this reason, not all of the students in SMAN 1 Ungaran chose the options that
indicated that they used this strategy.
12
2. Cognitive Strategy
