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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter presents and discusses the results of the research which are obtained from the questionnaire and the interview. This chapter consists of two
sections. The first section discusses the language learning strategies were applied by the students to improve their speaking ability in Speaking I class. The second
section discusses the use of those strategies in relation to the students’ self-
efficacy.
A. Students’ Choices of Language Learning Strategies
In order to answer the research question number one, the researcher distributed questionnaire sheets consisted of close-ended questions to 22 students
in Speaking I class B and conducted an interview to three students. Oxford 1990, states that
students’ ability will be enhanced by developing the right strategies. The questionnaire result as can be seen in Appendix 4, shows that 21
students or 95 applied some language learning strategies to improve their speaking ability. There was only one participant or 5 who disagreed that she did
language learning strategies. However, after interviewing that student, it was found that there was misunderstanding. The interview result shows that she also
did language learning strategies without realizing it. It can be concluded that all students applied various language learning strategies to improve their speaking
ability. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Table 4.1 Students’ Choices of Language Learning Strategies
No. LLS
Statement SD
D A
SA
1.
Memory Strategies
I use phonetic spelling andor accent marks written in the
dictionary to memorize new words.
2 9
17 77
3 14
2. I remember difficult English
grammar by reviewing it many times.
6 27
16 73
3.
Cognitive Strategies
I practice my pronunciation by saying English words over and
over. 1
5 14
63 6
27 1
5 4.
I join a foreign language club and make friends with native
speakers. 2
9 15
68 5
23 5.
Compen- sation
Strategies
When I do not know how to say a word in English, I say it in Bahasa
Indonesia or Javanese as my mother tongue.
2 9
12 54
8 36
6. When I forget the meaning of
certain English words, I use mime, gesture or physical
movements to show it. 4
18 7
32 11
50
7. When I forget the meaning of
certain English words, I use the synonym of those words.
1 5
5 23
14 63
2 9
8.
Metacog- nitive
Strategies
I make time schedule to practice my speaking.
1 5
18 81
3 14
9. I set speaking goal such as being
able to speak fluently like native speakers.
1 5
21 95
10. I evaluate the progress of my
speaking ability and correct the mistakes I do in speaking English.
2 9
19 86
1 5
11.
Affective Strategies
I take deep breath before starting speaking English in front of many
people to reduce anxiety. 6
27 10
46 6
27 12.
I say positive statement to myself which encourages me to speak
English inside and outside the classroom.
4 18
15 68
3 14
13.
Social Strategies
I practice my speaking with my friends such as having temporary
pair or small group. 1
5 5
23 10
45 6
27
14. I practice my speaking by having
conversation with native speakers that I meet outside the classroom.
1 5
12 54
9 41
SD: Strongly Disagree; D: Disagree; A: Agree; SA: Strongly Agree
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1. Memory Strategies
These are strategies that help learners keep and retrieve new information Oxford, 1990. Using phonetic spelling andor accent marks to remember words
and using structured reviewing to remember English grammar are the examples of memory strategies. Table 4.1 shows that 20 students or 91 did the strategy in the
first statement while two 2 students or 9 did not do it. It means that almost all the students used phonetic spelling andor accent marks written in the dictionary
to memorize new words. It is supported by the interview result of student A as can be seen in Appendix 6. She said that when she found new items of vocabularies
on the movie, she would find the meaning of those words on the dictionary and use the phonetic spelling andor accent marks of them to remember them. Besides,
16 students or 73 did the strategy in the second statement while the other six 6 students or 27 did not do it. It means that most students remembered difficult
English grammar by reviewing it many times. It can be concluded that all memory strategies were done by most of the students.
2. Cognitive Strategies
Cognitive strategies enable learners to understand and produce new language in many different meanings Oxford, 1990. Improving pronunciation by
doing repetition, making friends with native speakers, and joining a foreign language club are the examples of cognitive strategies. There were only few
students who did cognitive strategies. The questionnaire result shows that 7 seven students or 32 did the strategy in the third statement while 15 students or
68 did not do it. It means that practicing pronunciation by saying English words PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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