THE ROLE OF STUDENTS’ LANGUAGE LEARNING STRATEGIES IN SPEAKING AT THE SECOND YEAR OF SMA MUHAMMADIYAH 2 BANDAR LAMPUNG

THE ROLE OF

STUDENTS’

LANGUAGE LEARNING STRATEGIES

IN SPEAKING AT THE SECOND YEAR

OF SMA MUHAMMADIYAH 2

BANDAR LAMPUNG

By

ANNISA OCTA ELVIRA ALI

A Script

Submitted in a Partial Fulfillment of The Requirement for S-1 Degree

in

The Language and Arts Education Department of The Faculty of Teacher Training and Education

TEACHER TRAINING AND EDUCATION FACULTY

UNIVERSITY OF LAMPUNG

Research Title : THE ROLE OF STUDENTS’ LEARNING

STRATEGIES IN SPEAKING AT THE SECOND YEAR OF SMA MUHAMMADIYAH 2

BANDAR LAMPUNG Student’s Name : ANNISA OCTA ELVIRA ALI Student’s Number : 0913042002

Department : Language and Arts Education Department

Study Program : English Education

Faculty : Teacher Training and Education

APPROVED BY Advisory Committee

Supervisor I Supervisor II

Prof. Ag. Bambang Setiyadi. M.A., Ph.D. Dr. Muhammad Sukirlan M.A. NIP 19590528 1986101 001 NIP 19641212 1990031 003

The Head of

Language and Arts Education Department

Dr. Muhammad Fuad, M.Hum. NIP 19590722 198603 1 003

ADMITTED BY

1. Examination Committee

Chairperson : Prof. Ag. Bambang Setiyadi. M.A., Ph.D...

Examiner : Drs. Hery Yufrizal, M.A., Ph.D ...

Secretary : Dr. Muhammad Sukirlan, M.A. ...

2. The Dean of Teacher Training and Education Faculty

Dr. H. Bujang Rahman, M.Si. NIP 19600315 198503 1 002

CURRICULUM VITAE

Annisa Octa Elvira Ali was born on October 24th, 1991 in Bandar Lampung. She is the daughter of the late Hi. Alisyahbana, S.E., M.M., and Dra.Eliwati. She is the

second child of two children. She has one brother named M. Fitra Muktiarsyah

Ali.

She graduated from Al Munawarrah Kidergarten school in 1997. Then she

continued to SDN 1 Pahoman Bandar Lampung and graduated in 2003. Having

graduated from the elementary school she countinued to SMPN 5 Bandar

Lampung, and graduated in 2006. In 2009 she graduated from SMAN 4 Bandar

Lampung.

In 2009, the researcher then continued her study at Lampung University majoring

I dedicate this research paper to:

The late of my beloved father Hi. Alisyahbana SE.M.M.,

My dearest mother Dra. Eliwati,

and also my dearest brother M. Fitra Muktiarsyah Ali

Motto

:

“Work hard, respect your around people

and the success will come to you”

ACKNOWLEDGEMENT

Assalamu’alaikum Wr.Wb.

Alhamdulillahi rabbil‘alamin, in the name of Allah SWT the most merciful. Peace and blessing upon His most beloved messenger, Muhammad SAW who saves human life from destruction into safety. Due to this, the researcher could complete this research paper entitled “The Role of Students’ Learning Strategies in Speaking” as one of the requirements in accomplishing the S-1 Degree at the Department of Language and Arts of Teachers Training and Education Faculty, the University of Lampung.

Indeed, there are many obstacles during the process of the accomplishment. The researcher realizes that without the other people’s help, it is impossible to finish this research paper. Here, the researcher gives her immeasurable gratitude to: 1. Dr. H. Bujang Rahman, M.Si, as the Dean of School of Teacher Training and

Education, and Dr. Muhammad Fuad, M. Hum., as the Head of Language Arts Education Department of Lampung University, who have given permission to the researcher to write her research,

2. Prof. Ag. Bambang Setiyadi, M.A., Ph.D., as the first advisor for his great help, who patiently gives valuable guidance, encouragement and criticism, 3. Dr. Muhammad Sukirlan, M.A., as the second advisor who has patiently

5. All lecturers in English department for their guidance, during the study at this university,

6. Hj. Iswani, as the headmaster of SMA Muhammadiyah 2 Bandar Lampung, and Zuniawati, S.Pd, as the English teacher, for the permission to get the data as well as supported to do the research,

7. Her beloved parents, Hi. Alisyahbana S.E., M.M. (Alm) & Dra. Eliwati, for their love, guidance, support, prayer, tears, and for encouraging her to be all that she is and never short of her dreams,

8. Her beloved brother, M. Fitra Muktiarsyah Ali, for his love, support, and for everything that he has given to her,

9. Her grandmother, aunts, and uncles for their support and prayers that they have given to her,

10. Her closest friends Septri Y and The High Heels; Rizki Bunga, Dede Jihan, Elsya Rivana, Irene Brainnita, Eva Rachmania, Tyas Desita, Rachma Patria, Ketrin Viollita, Intan Hamzah, Meutia Rachmatia, Triya Heny, Ayu Pratami, Tyas Febiani, and Sundora Putri, Thanks for their friendship, support, togetherness, smile, sweetest memory and stupidity,

11. Her sweet friends in B class and all her friends in English Department; for their help and sharing her confusions,

Finally, the researcher wants to thank for all people who could not be possibly mentioned for their unforgotten contributions during the research paper writing process. The researcher realizes that this paper still has some weakness. Therefore, criticism and suggestion are invited for its improvement. Hopefully, this research project can give benefit to the readers as well as those who want to carry out further research.

Wassalamu’alaikum Wr.Wb.

Bandar Lampung, March 2013

Abstract

THE ROLE OF

STUDENTS’ LANGUAGE LEARNING STRATEGIES IN SPEAKING AT THE SECOND YEAR

OF SMA MUHAMMADIYAH 2 BANDAR LAMPUNG

By

Annisa Octa Elvira Ali

Speaking is the most important skill that should be mastered by students in building a good commuication. It seems that students get difficulties to achieve the target of speaking without having an effective learning strategies. Therefore, the objectives of this research are to find out the significant difference of speaking among low and high frequency users of learning strategies and to investigate the most frequent strategy used by high performer in speaking.

This research was a quantitative analysis. The research design was one way ANOVA design. The samples of the research were selected by using simple random sampling from the students of the second year. There were 29 students taken as sample of research. The data were categorized into two levels, high and low frequency users in learning strategies towards their speaking performance. The data were analyzed by using SPSS at the significant level 0.05.

Based on the data analysis, the result showed that there was a significant difference of speaking among high and low frequency users in learning strategies (p < 0.05; p= .000). The result of the data analysis showed that the Fvalue was

higher than Ftable (74.32 > 2.76). It means that there was a significant difference of

students’ speaking among high and low frequency users in learning strategies. The results also showed that high frequency users used cognitive strategies the most in speaking ability.

Based on the result, it can be concluded that there is a significant difference among high and low frequency user. Besides, the high frequency users use cognitive strategies in speaking. The researcher suggests that English teacher should be aware of students’ learning strategies. Based on the data analysis, most of high frequency users used learning startregies so that their speaking ability become better and most of them used cognitive startegies. It means that students

TABLE OF CONTENTS

Page

ABSTRACT ...i

APPROVAL ...iv

ADMITTED ...v

CURRICULUM VITAE ...vi

DEDICATION ...vii

MOTTO ...viii

ACKNOWLEDGEMENT ...ix

LIST OF TABLE ...xi

LIST OF APPENDICES...x

I. INRODUCTION Background of Problem ... 1

Formulation of the Problem... 5

Objectives of the Research ... 5

Uses of the Research ... 6

Scope of the Research ... 6

Definition of Terms ... 7

II. LITERATURE REVIEW Concept of Speaking... ... ... 9

Concept of Learning Strategies... 15

Categories of Learning Strategies... 20

Learning Strategy in Speaking... 26

Review of Related Research ...33

Theoretical Assumption... 33

Hypotheses... 35

III. RESEARCH METHODOLOGY Research Design... 36

Population and Sample ... 37

Research Instrument ... 38

Reliability and Validity of the Instrument ... 42

Research Procedure... 46

Data Analysis ... 47

IV. RESULT AND DISCUSSION

Result of the Research ……….. 50

Discussion ………...……….. 69 V. CONCLUSION AND SUGGESTION Conclusion ……… 83

Suggestions ...86

REFERENCES ...88

LIST OF TABLE

1. The Rubric of Grading System ………...………. 41

2. The Reliability of Learning Strategies ……….…… 52

3. The scores of Learning Strategies ……… 53

4. The Descriptive Statistics ……… 54

5. The Reliability of Speaking Score …………...……… 55

6. The result of Students’ Speaking Ability ………... 55

7. The Frequency of Students’ Score in Each Component of Speaking…... 57

8. One Way ANOVA of Speaking and Learning Strategies ...………. 60

9. One Way ANOVA of Speaking and Cognitive Strategies …………..…. 63

10.One Way ANOVA of Speaking and Metacognitive Strategies...……. 65

11.One Way ANOVA of Speaking and Social Strategies …………..….… .67

APPENDICES

1. Learning Strategies Questionnaire in Speaking 2. Speaking Test

3. The Result of Students’ Learning Strategies Questionnaire in Speaking 4. Score of Speaking Test

5. Result of Speaking Ability and Learning Strategies 6. Reliability of Questionnaire

7. Reliability of Speaking Score 8. Frequency of Speaking

9. Frequencies of Learning Strategies

10.One Way ANOVA of Speaking and Learning Strategies 11.One Way ANOVA of Speaking and Cognitive Strategies 12.One Way ANOVA of Speaking and Metacognitive Strategies 13.One Way ANOVA of Speaking and Social Strategies

14.Research License from Lampung University

I. INTRODUCTION

This chapter presents the background of the research, formulation of the

problem, objectives of the research, uses of the research, scope of the result,

and the definition of term; clarified as the followings.

1.1Background of the Problem

One of the objectives of teaching English is to make the students able to

communicate using the language in the form of oral and written

communication. Speaking is one of the oral communications that is learned by

students from elementary school to senior high school. Speaking is considered

the most difficult language skill by students because they should have lots of

vocabularies, they have to be able to pronounce the words correctly, and they

have to be able to use them in appropriate context. In this case, the students

must study hard to master it and the teacher should create a good atmosphere

in the class. The problem is that the students are afraid of making mistakes, of

being laughed at by their friends and of having lack of confidence in their

ability (Hamer, 2007).

and its supplement, the emphasis of the curriculum is that the students are able

to communicate in English by mastering the whole skills. However, the

difficulty of each skill is relative because it depends on the students.

Speaking is a process of communication between at least two people and it is a way to express someone’s idea. In speaking English, students might have enough vocabulary but they seem awkward in expressing what is in their

minds. Therefore, students should be able to find suitable, effective, and

efficient attempts to do what is required.

It seems that students get difficulties to achieve the target of speaking without

having effective learning strategy. Learning how to speak English fluently and

accurately is considered a grand task for students. To overcome these

language barriers, they need to utilize learning strategies. Learning strategies

is a set of actions either conscious or subconsciously to achieve a learning

goal, i.e. to able to apprehend, internalize, and use the target language (Hassan

et al. 2005:13). Students have to use their strategies when they attempt to find

ways to cope with task they face. It will be able to make the students learn

English more successfully if they use the strategies in learning English.

Based on the researcher’s pre-observation, when conducting teaching practice (PPL), it was found that student’s speaking ability is still low. The students got difficulties in expressing their ideas. They thought speaking was the most

students were feeling afraid of making mistakes in the way they conveyed

what they wanted to say. The problems which might hinder the students to

learn speaking English might be categorized into three classifications.

First is cognitive, for example students do not have an organization skill when

they are speaking and they lack rehearsal activity for what they want to say.

The second is metacognitive, for example, the students’ lack of planning, monitoring and evaluating which students make when they are going to speak.

The last is social, for example students are feeling afraid of making mistakes

when they speak and they do not know the way how to pronounce certain

word.

Speaking is a productive skill, it is believed that the more they practice, the

better they would be. Students’ speaking proficiency is highly varied. There are a number of students whose speaking skill is already good. On the other

hand, there are a number of students whose speaking is not sufficient. The

potential problem is that students do not have any strategies when they learn

speak. Cohen (1998: 18-19) states that there are many strategies that can be

used by students to improve speaking, for example before-speaking strategies

lowering anxiety, preparing and planning, predicting what is going to happen

and planning possible. The difference of the leaning strategy shows that there

Students can improve their language skills in a better way if they are capable

of using a wide variety of language learning strategies. The more students use

a greater variety and number of learning strategies, the more proficient they

would be. Therefore, it is important to understand what kinds of language

learning strategies that students employ to their oral performance. Under their

circumstance, it may be assumed that in some cases using appropriate learning strategy has correlation towards students’ speaking achievement. Using different strategy will characterize their achievement.

Sabuncuoglu’s study showed that a good language learner tries to find ways to use these strategies to succeed in language learning. These strategies usually

make learning more successful if they make use of learning strategies while

learning a foreign language. The study shows that most students used

metacognitive strategies and cognitive strategies in learning English although

not many of them used social strategies in speaking. It shows that they do not

tend to cooperate with proficient users or others.

Concerning the students’ problem in speaking English, the researcher analyzed the difference of speaking among high and low frequency users in

using language learning strategies. Therefore, this research attempts to

investigate the role of language learning strategies in speaking at the second

1.2Formulation of the Problem

Based on the background above, the researcher formulated the problem as

follows:

1.2.1 Will be there any significant differences between:

a) High and low frequency users of learning strategies and their

speaking ability?

b) High and low frequency users of cognitive strategies and their

speaking ability?

c) High and low frequency users of metacognitive strategies and their

speaking ability?

d) High and low frequency users of social strategies and their

speaking ability?

1.2.2 What type of language strategy do the students most frequently used in

speaking skill at the second year students of SMA Muhammdiyah 2

Bandar Lampung?

1.3Objectives of the Research

This research is conducted in aids to achieve several objectives:

1.3.1 To find out whether there are significant difference of speaking ability

among high and low frequency users of learning strategies at the

second year students of SMA Muhammdiyah 2 Bandar Lampung.

1.3.2 To explore learning strategies that students use in speaking at the

1.4Uses of the Research

The results of the research are expected to give several contributions both

theoretically and practically.

1.4.1 Theoretical Uses

The result of the research is expected to be used to confirm the previous

theory about the learning strategy which students use towards their speaking

ability.

1.4.2 Practical Uses

- The finding of the research will be useful especially as the information to

the readers about some strategies mostly used by students in speaking

ability.

- After knowing the strategies used, it is hoped that students can employ the

most appropriate strategies and it gives consideration for teachers in improving students’ speaking ability.

1.5Scope of the Result

This research was a quantitative in nature. The major or independent variable

is learning strategy. There are three major learning strategies that were

investigated namely cognitive, metacognitive, and social strategies.

Meanwhile, the dependent variable is students’ speaking ability. The focus of this research covers the identification of learning strategies used by the

users of learning strategies. In this research, the researcher investigated the students’ speaking ability in the way of they made a conversation telling about past activities. This research was conducted in SMA Muhammadiyah 2

Bandar Lampung at the second year students in year 2013/2014.

1.6Definition of Terms

Based on the description above, the researcher provide some definition of

terms that can across often during the research. The term below will guide the

reader in reading and understanding the thesis.

Language Learning Strategy

It means the steps or actions taken by language learners in the process of

learning to learn another language.

Cognitive strategy

It deals with the all activities that take place in the brain in order to acquire a

foreign language.

Metacognitive strategy

It refers to the study of the ways in which people monitor and control their

Social strategy

It concerned with the nature and form of social interaction and how people come to influence one another’s behavior.

Speaking

It is an activity of interacting and communicating among people in social life.

Speaking is also the ability that the learners have to communicate, to convey

II. LITERATURE REVIEW

This chapter reviews some theories that were be used to support the research.

The theories of speaking in general, learning strategy, and learning strategy

use in speaking will be discussed in this chapter,

2.1Concept of Speaking

There are many different ways that people can do to communicate what they

think. Some people prefer telling what they want by gesture, note, or even

eye-contact. Meanwhile, some others prefer conveying their intension by

words or speaking. Speaking is the primary skill of language and it can be

developed from the beginning when someone was born, from the first contact

with the language.

Speaking is a productive skill in which the speaker produces and uses the

language by expressing a sequence of ideas and at the same time he/she tries

to get the ideas or the massage across (Putria, 2011:13). Speaking is not

merely saying words but also using language to deliver meanings in order that

listener can make sense of them (Cameron, 2001). We try to communicate

involves the productive skill and receptive skill of understanding. In other

words, one tries to communicate with each other to send his/her message to

the second person.

It is not extremely easy to convey the message in English. The problem might

be caused by the factor that speaking requires several aspects to consider such

as the language use, pronunciation, stress, intonation, tenses and choice of

words. Hamer (2007) states that to be able to speak easily, well and quickly,

students have to able to pronounce phonemes correctly, use stress and

intonations pattern appropriately, and speak in connected speech.

In order to be fluent speakers, those who speak fluently and accurately, the

students need mental or physical effort. It is because to be able to speak

fluently, they have to speak and think at the same time. It implies that we need

to monitor what we say and correct any mistake when we speak. Pinter (2006)

states that there are so many things which have to be learned to be fluent

speaker such as the appropriate to say in certain situation, how to manage

conversation and how to interrupt their own contribution

Speaking requires not only the knowledge how to produce form of language

such as grammar, pronunciation and vocabulary, but also the comprehension

about when, why and what ways to produce language (Brown, 2001). To

fluently in foreign language we need a lot of practice. It is what proverb says “practice makes better”.

Speaking is defined as the ability to express ideas, feeling, opinions, and

wishes in carrying out speaking task in the class room. Brown (2001:271) says

that speaking ability in a language class is the ability to perform the language

in a task. If students want to be able to communicate in English well, they

need to able to pronounce the words correctly, use appropriate stress and

intonation, and use a language in a range of different genre and situation

(Hamer, 2007).

There are some criteria in speaking skill. Welty (1976:47) states that speaking

is one of four basic skills of language and it has important role in daily life

because it is the main skill in communication. Speaking must fulfill these

following criteria, they are:

1. Pronunciation

Pronunciation refers to the ability to produce easily comprehensible

articulation.

2. Grammar

Grammar refers to the study of language rules it is a kind of regularity of

sound structure that nobody could learn language without grammar. Grammar

is the set of logical and structural rules that govern the composition of

3. Vocabulary

Vocabulary refers to selection of words that suitable with content. There are

thousands of words with rule of combining them make up the language that

students should master.

4. Fluency

Fluency is the smoothness of flow which sounds, syllables, words and phrases

are joined together when speaking.

5. Comprehension

Comprehension is the study how well students understand language, or that

helps them to improve their understanding of it.

On the other hand, different from the five categories by Welty’s (1976), Heaton (1991) states that there are three aspects to be tested. The three aspects

are:

1. Pronunciation

Pronunciation refers to the ability to produce easily comprehensible

articulation (Syakur: 1987). Heaton (1978:5) in Putria’s study (2011:14) defines grammar as the students’ ability to manipulate structure and to distinguish appropriate grammatical form in appropriate ones is needed for

students to arrange correct sentences in conversation.

2. Fluency

Fluency can be defined as the ability to speak fluently and accurately. Fluency

means that when a person makes a dialogue with another person, the other

person can give respond well without difficulty.

3. Comprehension

Comprehensibility denotes the ability of understanding the speakers’ intension and general meaning (Heaton, 1991:35). It means that if a person can answer

or express well and correctly, it shows that she/he comprehends or understand

well (Putria, 2011:14).

From the two different definitions above, the researcher used the oral ability

scale proposed by Heaton. It is because the study proposed by Heaton (1991) is simple. The three aspects proposed by Heaton’s have already covered the five aspects in Welty’s study.

2.1.1Types of speaking

There are many kinds of speaking that students might use in their life activity.

Brown (2001:250) says that much of our language teaching is devoted to

instruction in mastering English conversation. Brown classifies the type of

oral language in two parts, monologue and dialogue. Monologue is divided in

two parts planned and unplanned. Dialogue is divided in two parts

interpersonal and transactional.

Monologue

The first is monologue. Monologue means that when one speaker uses spoken language, as in speeches, lectures’ readings, new broadcast, and the like, the hearer must process long stretches of speech without interrupting—the stream of speech will go on whether or not the hearer comprehends. In planned, as it

opposed to unplanned, monologue differs considerably in their discourse

structures (Harris, 1969:81). For the example there are 5 kinds of monologue,

they are narrative, recount, procedure, descriptive and report. Planned

monologue means that the students speak and telling something by writing the

text before, while unplanned monologue means that the learners tell about

something spontaneously or they have already known about the story before.

The example below is one of the examples of monologue with topic past

activity.

Student 1: Hello, good morning my friends. Here, I want to tell you about my vacation last week. Last vacation, my boyfriend and I went to Ancol. We went to Ancol to see the Sea World. We went at 9 a.m. from my house by taxi. On the way, we bought Aqua and snacks at Indomart. In Ancol, first we went to the Sea World. There was much kind of fish we saw. We were sometimes afraid of seeing very big fish. At 4 o’clock, we went home. The trip was tiring, but my boyfriend and I enjoyed the trip very much.

Dialogue

The second is dialogue. Dialogue involves two or more speakers and can be

subdivided into those exchanges that promote social relationship

(interpersonal) and those for which the purpose to convey proportional or

factual information (transactional). Transactional dialogue, which is carried

out for the purpose of conveying or exchanging specific information is an

extended from of responsive language.

The example of dialogue is below with topic accepting and refusing an offer.

Angga : Good morning, could I speak with Annisa please? Annisa : Yes, I am Annisa.

Angga : Oh, Hi Annisa. This is Angga. Are you busy tonight? I mean.. Would you like to come to my house tonight?

Annisa : What is the occasion?

Angga : Well, my mom is cooking Rendang. You said that you would like to try West Sumatra food.

Annisa : Yes. What time do you want me to come? Angga : At seven o’clock.

Annisa : Thank you. See you tonight, Angga.

From the explanation above, the researcher comes to the consideration that

dialogue is the best type of speaking that will be analyzed in this research.

Because speaking by using dialogue type students can communicate in front

of the class with her/his partner and it also can build students’ confidence speaking in front of many people.

2.2Concept of Learning Strategies

English is one of the main subjects that should be taught to the students since

form. Many approaches have been introduced in developing students’ English proficiency in order to motivate students in learning English. But those

approaches are not enough in mastering English. Students should have the

effective strategies that can make them learn the language more effectively.

In real definition, “strategy” is often used in military which means preparation and management of troops in order to reach victory in fighting. Meanwhile, in teaching learning process, strategy can be defined as learner’s actions to reach the learning goal. The use of language learning strategies significantly predicts

success on learning English. Setiyadi (2011:45) says that teachers should

introduce learning strategies to their students and provide opportunity for their

students to implement the strategies which have been proved to be more

effective than other strategies. Learning is the conscious process used by the

learners to achieve the objectives, while learning strategy is the steps taken by

language learners to enhance any aspect of their language.

To achieve the target of learning, the students should have the learning

strategies. Chamot (2004:14-26) defines learning strategies is the conscious

thoughts and actions that students take in order to achieve a learning goal. Oxford (1990: 8) defines learning strategies as “specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed and more transferable to new situations.” She suggests that language learning strategies have the following features:

a. contribute to the main goal, communicative competence.

c. expand the role of teachers.

d. are problem-oriented.

e. are specific actions taken by the learner.

f. involve many aspects of the learner, not just the cognitive.

g. support learning both directly and indirectly

f. are always observable.

g. are often conscious.

h. can be taught.

i. are flexible.

j. are influenced by a variety of factors.

Concerning to Oxford’s definition (1990a), learning strategies refer to conscious activities since students seem to be aware what actions or steps they

are taking to enhance their learning process to acquire another language.

The definition implies that learning strategies are conscious activities because

students are learning a language while they are conscious of the process.

Leaning strategy is the thoughts and actions that students use to accomplish a

learning goal. The thoughts and actions are expected to develop competence in

the target language.

In addition, Hosenfeld and Wenden (1987:71) describe some steps in defining

a learning strategy, they are:

1. Learners can choose how to use resources.

4. Learners may plan what their learning strategies should be and change

them if they are not successful.

By identifying learning strategies, students use in speaking and identifying the

strategies that make them learn speaking more successfully, it is expected that

teacher will provide students with situation that encourages their students to

use the effectiveness strategies.

2.2.1 Factors that influencing the Learner’s use of Learning Strategies There are some factors that influenced the learners’ learning strategy. Oxford (1990) in Sabuncouglo’s study (2011) synthesized existing research on how the following factors influence the choice of strategies used among students

learning a second language.

1. Motivation

More motivated students tended to use more strategies than less motivated

ones, and the particular reason for studying the language (motivational

orientation, especially as related to career field) was important in the choice of

strategies.

2. Gender

Females reported greater overall strategy use than males in many studies

(although sometimes males surpassed females in the use of a particular

strategy).

3. Cultural Background

backgrounds. Certain other cultures also appeared to encourage this strategy

among learners.

4. Attitudes and Beliefs

These were reported to have a profound effect on the strategies learners

choose, with negative attitudes and beliefs often causing poor strategy use or

lack of orchestration of strategies.

5. Type of Task

The nature of the task helped determine the strategies naturally employed to

carry out the task. Students of different ages and stages of L2 learning used

different strategies, with certain strategies often being employed by older or

more advanced students.

6. Learning Style

Learning style (general approach to language learning) often determined the

choice of L2 learning strategies. For example, analytic-style students preferred

strategies such as contrastive analysis, rule-learning, and dissecting words and

phrases, while global students used strategies to find meaning (guessing,

scanning, predicting) and to converse without knowing all the words

(paraphrasing, gesturing).

Students who were more tolerant of ambiguity used significantly different

learning strategies in some instances than did students who were less tolerant

of ambiguity.

From the explanation above, the researcher assumes that motivated learners

tend to use variety learning strategies that the unmotivated ones. Many

researchers found that female learners used more kind of strategies that male

students that shows that female learners study language easier that male

learners. The last, the background of language has an influence in using

learning strategy.

2.3Categories of Learning Strategies

Different researchers might use different taxonomy of language learning

strategies, since there are many classifications of language learning strategies

proposed. Oxford (1990:8) states that learning strategy is specific actions

taken by the learner to make learning easier, faster, more enjoyable, more

self-directed, more effective and more transferrable to new situations. It means that to know the learners’ successful in target learning, it can be observed by their strategies because by using strategies their teaching learning activity become

easier, faster and more enjoyable. Besides, students can use the strategies in

any situations.

Many researchers classify the learning strategy into four categorizations,

1990; Oxford, 1990). Cognitive strategies relate to the learner’s thinking in processing English materials. Metacognitive strategies relate to the learner’s way in facing and processing the english materials. Social strategies relate to

how the learners and their friends work together to reach the learning goal.

And affective strategies relate to the attitude and the feeling in facing the

teaching learning english process.

The following are the classifications of learning strategies proposed by several

experts’ studies in the matter of concern.

2.3.1Rubin’s Classification of Learning Strategies

First classification of learning strategy was proposed by Rubin. Rubin

(1975:45-8) classifies language learning strategies into seven categories of ‘good (successful) language learners’ use in learning language skill, they are: 1. The good language learner is a willing and accurate guesser.

2. The good learner has a strong drive to communicate, or to learn from a communication.

3. The good learner is often not inhibited; he is willing to appear foolish if reasonable communication results.

4. The good language learner is constantly looking for patterns in the language.

5. The good language learner practices.

6. The good language learner monitors his own and the speech of others. 7. The good learner attends to meaning.

The second classification of learning strategy was proposed by Naiman et al. Similar to Rubin’s study, the study of Naiman et al. (1978) also focused on the strategies of successful language learners used in learning a second language

categorized into five common strategies. The strategies are:

1. The active task approach,

2. The realization of language as a system,

3. The realization of language as a means of communication and interaction 4. Management of affective demands,

5. Monitoring of L2 performance.

Based on the description above, it can be inferred that the good learners have

their own strategies in mastering the skill that they want to achieve. Green and

Oxford (1995) define strategies as a specific actions or techniques that

students use to improve their progress in developing L2 skills. By using

proper strategies, students know what they are doing and what they are

supposed to do in the process of learning.

2.3.3Fillmore’s Classification of Learning Strategies

The third classification of learning strategy was proposed by Fillmore.

Fillmore (1979) classifies language learning strategies under two categories,

the first category was called social strategy and the second was called

cognitive strategy. In general, different studies have uncovered different

findings. It can be argued that the different studies of language learning

strategies have revealed what language learners do to acquire a foreign

2.3.4O’Malley et al.’s Classification of Learning Strategies

Slightly, different from Rubin and Naiman, who merely classify the strategies

used by the good language learner; Oxford proposed more specific

categorization of learning strategies. Oxford (1990) as quoted in Setiyadi

(2011:17) proposes six categories, namely cognitive strategy, memory,

compensation, metacognitive strategy, affective strategy, and social strategy. On the other hand, O’Malley et al.’s study (1985) is different from Oxford’s study. O’Malley et al. introduced categories that involved self awareness. In O’Malley et al’s study (1985), the classification consist of three categories, namely: metacognitive, cognitive, and social strategies.

2.3.5. Oxford’s Classification of Learning Strategy

Firstly, Oxford (1990) divides the learning strategy into two categorizations,

namely direct and indirect strategy. Then the categorizations are classified

again in details, direct strategy is divided to memory strategies, cognitive

strategy, and compensation strategy; while indirect strategy is divide to

metacognitive strategy, social strategy, and affective strategy. Therefore, there

are 6 broad learning strategy categories by Oxford, namely memory strategy,

cognitive strategy, compensation strategy, metacognitive strategy, social

Figure 1. Oxford’s LLS Taxonomy (1990a)

a. Memory Strategy

Memory strategy is used by the learners by using their experience and

knowledge that they had before, such as grouping, imagery, rhyming, and

structured reviewing. This strategy use memory most, for example the learners

repeat the lesson that they had at school before, including the sound that they

heard before or the movement thet they ever seen before.

b. Cognitive Strategy

Cognitive strategy is the whole learners’ actions in teaching learning process relate to the use of learners’ tthinking capacity. This strategy can be formed as activities such as reasoning, analyzing, summarizing (all reflective of deep

processing) as well as general practicing.

Compensation strategy is used by the learners who have a very high skill. This

strategy is usually used to compensate for limited knowledge, such as

guessing meanings for the context in reading and listening and using

synonyms and gestures to convey meaning when the precise expression is not

known.

d. Metacognitive Strategy

Metacognitive strategy is learners’ actions that relate to the ways of they face and process the teaching learning materials, such as paying

attention,consciouslysearching for practice opportunities, planning for

language tasks, self-evaluating one’s progress, and monitoring error. e. Affective Strategy

Affective of emotional,motivation-related strategy is the strategy which relate

to the attitude and the feeling in facing the teaching learning english process,

such as anxiety reduction, self-encouragement, and self-reward.

f. Social Strategy

Social strategy is the strategy which relates to how the learners and their

friends work together to reach the learning goal, such as asking questions,

cooperating with natives peakers of the language, and becoming culturally

aware.

From the taxonomies above, the researcher is going to use the O’Malley et al.’s (1985) study. Based on Setiyadi’s book (2011:26), it is stated that there are three main categories of language learning strategies which are used in

strategy. It is better to analyze the three main categories in students’ speaking ability which is considered as the effective learning strategies in speaking.

2.4Learning Strategies in Speaking

There are many strategies that students can use to promote their language

skills. In speaking skill, it was found that there are several learning strategies

which can be used by the students. As mentioned previously, all taxonomies

of learning strategies reflect more or less the same categorizations.

From the taxonomies above, the researcher found that the study of O’Malley et al. (1985) is the appropriate study that will be adapted in analyzing students’ strategies in speaking ability. Considering the focused strategy in this study, the research will analyze the cognitive, metacognitive and social strategy as the students’ strategies in practicing speaking in order to increase their speaking achievement.

O’Malley introduced categories that involved self awareness. In O’Malley et al.’s study (1985) the classification consists of three categories, namely: metacognitive strategy, cognitive strategy, and social strategy.

1. Metacognitive Strategy

In practicing speaking skill, sometimes students convey the words what they

have in their mind. In order to monitor before they convey what they want to

metacognitive strategies include: centering learning, arranging and planning

learning, and evaluating learning.

In Zakin’s study (2007) of metacognitive strategies, students would be taught to recognize the strengths and weaknesses of their own thinking processes and

how to target their common pitfalls. They would learn how to internalize such comments as, “OK, here is where I usually make the mistake of…” “What is the question I need to ask myself here?” and, “I know I often confuse….with ….., so I need to go slow now.” Once students feel comfortable with general questioning techniques as well as those that address their specific difficulties,

they would engage in partner and small group sharing, scaffolding their peers

in self-questioning techniques tailored to individual needs. Ongoing

metacognitive training assisted by inner speech would enable students to

internalize the self-guiding, self-monitoring, and self-correcting skills required

for complex problem solving.

O’Malley and Chamot’s study (1985) as cited in Setiyadi (2011:15-16) say that this strategy relates to the awareness of learning, it requires planning for

learning, thinking about the learning place, monitoringof one’s production of comprehension, and evaluating learning after an activity is completed.

Metacognitive strategies allow learners to control their own learning through

organizing, planning and evaluation and are employed for managing the

1. Centering your learning (for example, identifying one’s own learning style preferences.

2. Arranging and planning your learning (for example, arranging a study

schedule, planning for an L2 task, setting goals and objectives).

3. Evaluating your learning (for example, evaluating the success of any type of

learning strategy self monitoring, evaluating task success).

Several studies have shown that metacognitive strategies correlated with

language learning (Brown et al., 1986 and Gu and Johnson, 1996).

2. Cognitive Strategy

A cognitive strategy is all activities that take place in the brain in order to acquire a foreign language. In O’Malley and Chamots’s study (1990) it clarified that cognitive strategy include: rehearsal, organization, inferencing,

summarizing, deducing, imagery, transfer and elaboration. Cognitive strategy

refers to all the mental process, except processes that involve self-monitoring

and self evaluating, in order to learn another language (Setiyadi, 2011:16)

The word cognitive means thought. So, “cognitive styles” refers to thought patterns. Studies of cognitive styles suggest that people fall into

open-minded and closed-minded categories. The open-minded person seeks out

information before making a decision. They are more likely to see the “relatedness of issues.” They admit that they don’t have all of the answers, and they need to learn more before they can draw a conclusion. The closed-minded

ignores the rest. They accept information only if it conforms to their

established mindset.

Cognitive strategies enable the learner to understand and produce new

language.

- Practicing (for example, using formulas and patterns).

- Receiving and sending messages (for example, focusing on the main idea of

a message and outlining).

- Analyzing and reasoning (for example, analyzing expressions).

- Creating structure for input and output (for example, taking notes).

3. Social Strategy

In social strategy, students have to work with other language learners to obtain

feedback and information (cooperation). Besides, they are questioning for

clarification and self talk. Stratton and Hays (1988) states social strategy is the

nature of social interaction, how people come to influence one another’s behavior. Social strategy is the way that students use towards their learning

process that take place in groups. Social strategy includes asking questions,

cooperating with others, and empathizing with others.

Social strategies will help learners work with and interact with other people.

Asking questions (for example, asking for clarification or verification of a

help in doing a language task) and empathizing with others (for example,

developing cultural understanding and exploring cultural and social norms).

Social strategy includes joining a group and acts as if you understand what is

going on, give the impression with a few well chosen words that you speak the

language, and count on your friends for help (Fillmore, 1979). Oxford

(1999:9) in Hismanoglu (2003:3) states that social strategy relates to the way

for gauging emotional reactions and personality traits to learning and for

lowering anxieties, and social strategies for enhancing learning. Student needs

other students in order to achieve their learning improvement. This strategy

deals with social activities involved in learning a second/foreign language

(Fillmore, 1979). The example of social strategy is like public speaking or

debate.

2.4.1Identification of Learning Strategies

This research used questionnaire in identifying students’ use of learning strategies, since it is line to Chamot (2004:2) who cites that the most frequent and efficient method for identifying students’ learning strategies is questionnaire.

This research made use of The Language Learning Strategy Questionnaire or

LLSQ proposed by Setiyadi (2011:39). The validity and reliability of

questionnaires have been evidently reviewed statically. The reliability of the

strategy (Setiyadi, 2011:40). Further, the items of questionnaires have been

developed by using Likert-Scale and used extensively as a standardized

measure.

2.4.2The Frequency of Using Learning Strategies

In this study, students’ frequency of using learning strategies relates to amount as of how frequent they use learning strategies will be shown by the total score of the questionnaire. Students’ frequency of using learning strategies will become one of the concerns of this research, because there is an assumption

said that when students use a great number of learning strategies, more

proficient they will be.

In this study, students’ frequency of using learning strategies will be measured by questionnaire. The questionnaire is developed by using Likert-Scale, in

which it provides the students with these following optional answers:

1 = Never or almost never true of me. 2 = Usually not true of me.

3 = Somewhat true of me. 4 = Usually true of me.

5 = Always and almost always true of me.

The questionnaire is used to identify students’ strategies in learning speaking. There were five chosen where 1 means never or almost never true of me; 2

means usually not true of me; 3 somewhat true of me; 4 means usually true of

me and 5 means always or almost true of me.

Students’ speaking ability and learning strategies should be correlated because using appropriate language learning strategies often results in improved

proficiency or achievement overall or in specific skill areas (Oxford et al.,

1993; Thompson & Rubin, 1993). Beside that, the successful language

learners tend to select strategies that work well together in a highly

orchestrated way, tailored to the requirements of the language task (Chamot &

Kupper, 1989). These learners can easily explain the strategies they use and

why they employ them (O'Malley & Chamot, 1990).

Another study states that in speaking ability, cognitive (e.g., translating,

analyzing) and metacognitive (e.g., planning, organizing) strategies are often

used together, supporting each other (O'Malley & Chamot, 1990).

2.5Review of the Related Research

Language Proficiency and Language Learning Strategies Use

Many studies showed the relationship between language learning strategies

and language proficiency, and Juan Zhao (2004) found the result that there

was a positive correlation was found between the use of language learning

grades and self-efficacy. The students were medium users of overall strategies,

Compensation Strategy was the most frequently used, and Memory Strategy

category was the least used. Another prove was shown in Candradewi’s study. Based on Candradewi’s study (2008), there was difference among students who were in the level of high, medium and low mark in speaking got different

score when they used the learning strategies.

Based on the results above, it can be concluded that there was a significant correlation between learning strategies and students’ ability in Engllish. Besides, there were also differences of speaking among high and low

frequency users in learning strategies. That was the reason why the research

was conduct in order to prove by the researcher herself that there was a

significant difference of speaking among high and low freqeuency user in students’ learning strategies.

2.6Theoretical Assumption

As a means of communication, students have to communicate using the

language both in oral and written form. In oral form, many students have a

good and bad skill in speaking. To practice their speaking, students need

another student since speaking is the process of communication between at least two people as the way of expressing someone’s idea. In order to improve their ability, students have to use their strategies in speaking. There are many

Several taxonomies have been described from the different studies. Oxford

(1990a) proposes six categories of learning strategies, namely: cognitive

strategy, memory, compensation, metacognitive strategy, affective strategy, and social strategy. Whereas, O’Malley et al.’s (1985) study categorizes learning strategy into three namely: cognitive strategy, metacognitive strategy, and social strategy. Another study is Fillmore’s (1979) taxonomy which classifies language learning strategies under two categories, namely: social

strategy and cognitive strategy.

In Indonesia, there are three major strategies used, namely: cognitive strategy,

metacognitive strategy, and social strategy. In this research, the researcher

used O’Malley et al.’s (1985) study where the study is considered as the appropriate study to be adopted by the researcher in analyzing students’ learning strategies and their speaking ability. The researcher chose dialogue as

the speaking type because the researcher thought that by speaking in front of

the class with partner, it can built students’ confidence and they can work cooperatively with their friends. By dialogue type, the researcher could

analyze what kind of strategy that the students used in their speaking ability.

From the frame of theories above, the researcher came to the assumption that

there would be difference of speaking ability among high frequency users of

learning strategy and low frequency users. Besides, these integrated learning

strategies would encourage students to extend their use of learning strategies

to new situations. Finally, it made students possible to improve their

2.7Hypotheses

Based on the assumption, the researcher has a hypothesis:

H1: there is a significant difference of speaking ability among high and low students of learning strategies.

III. RESEARCH METHODOLOGY

This chapter provides seven topics. They are research design, population and

sample, research instrument, reliability and validity of the instruments,

research procedure, data analysis and, hypothesis testing.

3.1Research Design

The research is intended to find out the learning strategy which is the most

frequently used by the students and the significant difference of speaking

among high and low frequency users in learning strategies of the second year

students of SMA Muhammadiyah 2 Bandar Lampung. Therefore, the research

was conducted through quantitative analysis by using one way ANOVA

design. That was a study which looked at the current situation without giving

any treatment.

T1

T2

T1 = Strategies in learning speaking

T2 = Speaking skill

The data of this study were students’ language learning strategies and speaking ability score. The variables intended for the study were dependent

variable and independent variables. Dependent variable was the speaking skill

and independent variable were language learning strategies use with levels (O’Malley et al., 1985): cognitive, metacognitive and social strategy. To process data, the researcher could see the significant difference of speaking

ability among high and low frequency users in learning strategies.

3.2Population and Sample 3.2.1Population

The population of this research was the second year students of SMA

Muhammadiyah 2 Bandar Lampung in academic year 2013/2014. This

research was conducted when the new academic year began. There were five

classes with the total number 150 students of the second year of SMA

Muhammadiyah 2 Bandar Lampung in academic year of 2013/2014.

3.2.2Sample

There were five classes of the second years of SMA Muhammadiyah 2 Bandar

Lampung in the academic year of 2013/2014. They were XI Science 1, XI

Science 2, XI Social 1, XI Social 2, and XI Social 3. The sample was taken

through probability sampling by using simple random sampling, where every

individual in population had a chance to be chosen as sample. For this

The procedures were:

- The researcher collected the data based on the absent, there were five classes

of second year students of SMA Muhammadiyah 2 Bandar Lampung.

- The researcher wrote five names of the classes in the rolled papers and put it

into a bottle.

- The bottle was shaken and poured until one rolled paper came out.

- Finally, the rolled paper writer XII Science 1 with 29 students in it..

Therefore, these students were as the sample of this research

3.3Research Instrument

In order to collect the data of variables T1 and T2 (learning strategies and

speaking ability), the researcher used questionnaire applying Likert scale to measure students’ learning strategies (T1), while for measuring students’ ability in speaking the researcher conducted a test where it was subjective test

(T2). For the technique, the researcher made pair work technique.

3.3.1Test of Language Learning Strategies

The measurement of learning strategies (T1) was carried out through

questionnaire. The questionnaire consisted of 20 items where each of them

referred to cognitive strategies, metacognitive strategies, and social strategies.

Items 1-10 were cognitive strategies, 11-15 were metacognitive strategies, and

16-20 were social strategies. The Likert Scale was used by the researcher in

this research where each item has five alternative answers that were 1, 2, 3, 4,

Below is the list of statements dealing with the alternative scored:

1 = never or almost never true of me;

2 = usually not true of me;

3 = somewhat true of me;

4 = usually true of me;

5 = always or almost true of me.

No Questions 1 2 3 4 5

1. I use rhymes to remember new English words. 2. I try to remember new English words by

pronouncing them.

3. I speak a word or a sentence several times to remember it.

4. I try to learn a new pattern by making sentences orally.

5. I try to translate Indonesian sentences into English sentences and produce them orally. 6. I try to remember what the English word

equivalent to Indonesian word is. 7. I tape record the sentences I produce.

8 I mix Indonesian words and English words if I do not know the English words.

9. I put words into rules that I know in speaking. 10. Before I respond orally to questions, I write out

the answers.

11. I try to correct my mistakes that I produce orally. 12. I try to speak with myself to improve my

speaking.

13. I try to evaluate my utterance after speaking. 14. I notice my English mistakes, and use that

information to help me do better.

15. I prepare a topic or grammatical rules in speaking practice.

16. I ask somebody to correct me when I talk. 17. I practice speaking with my friends or my

teachers.

18. I practice English with native speakers. 19. I ask questions in English.

20. If I cannot think during a conversation in English, I use gestures.

3.3.2 Speaking Test

In this test, the researcher matched the test with the syllabus of the second year

of SMA students based on school curriculum or KTSP. The researcher

conducted the speaking test for 90 minutes. The students were guided to make

a short dialogue in pairs by the given topic. Finally, the teacher invited the

pairs one by one to perform their dialogue in front of the class. This is subjective test. The scoring system of student’s speaking ability was given based on the oral ability scale proposed by Heaton (1991) concerning 3

aspects namely pronunciation, fluency, and comprehensibility.

3.3.2.1 Speaking Topics

The teaching material was taken from the syllabus. The researcher and the

English teacher at that school asked the students to work I pairs in order to

make them learn some things when they were working with partners.

In the test, the students were asked to make a dialogue about past activity. The

first asked the questions using W5H questions and another was answering the

questions. Moreover, the researcher recorded their conversation by using

recording with cellphone while they were speaking. The result of this test was considered as the data of students’ speaking ability.

3.3.2.2 Speaking Scoring System

The researcher used oral ability scale proposed by Heaton (1991) as guidance for scoring the students’ speaking test. There were 15 pairs that the researcher

and the English teacher should score. Each pair had 3 minutes to speak.

During the speaking test was going on, the researcher was helped by her friend

to record their conversation using cellphone.

The following table is the oral ability scale proposed by Heaton (1991) that will be used as the scoring standard for the students’ speaking ability.

Table1. Rubric of Grading System

Range Pronunciation Fluency Comprehensibility

Excellent

(81-90)

Pronunciation is only

very slightly

influenced by

mother-tongue.

Speaks without too great

effort with a fairly wide

range of expression.

Searchers for words

occasionally but only

one or two unnatural

pauses.

Easy for listener to

understand the

speakers’ attention and

general meaning.

Very good

(71-80)

Pronunciation is

slightly influenced by

mother-tongue. Most

utterance is correct.

Has to make an effort at

times to search for

words. Nevertheless

smooth very delivery on

the whole and only a

few unnatural pauses.

The speakers’ intention

and general meaning

are fairly clear. A few

interruptions by

listener for the sake of

clarification are

necessary.

Good

(61-70)

Pronunciation is still

moderately influenced

Although he/she has

made an effort and

Most of speakers’ utterances are easy to

no serious

phonological errors.

are not too many

unnatural pauses. Fairly

smooth delivery mostly.

always clear but

several interruptions

are necessary to help

him to convey the

message or to see the

clarification.

Fair

(51-60)

Pronunciation is

influenced by

mother-tongue but only

serious phonological

errors.

Has to make an effort

for much of time. Often

has to search for the

desired meaning. Rather

halting delivery and

fragmentary.

The listener can

understand a lot of

what it is said, but he

must constantly seek

the clarification.

Cannot understand

many of the speakers’

more complex and

longer sentences.

Moderate

(41-50)

Pronunciation is

influenced by the

mother-tongue with

errors causing the

breakdown in

communication.

Long pauses when he

searches for the desired

meaning. Frequently

halting delivery and

fragmentary. Almost

give up for making

effort at times.

Only small bits

(usually short

sentences and phrases)

can be understood- and

then with considerable

effort by someone who

used to listening to the

speakers.

3.4Reliability and Validity of the Instruments

Every research is in terms of validity and reliability of the instrument.

Therefore, in this research the researcher tried to measure the validity and

reliability of the instrument as well as the kind of tests that can be said as valid

3.4.1Validity of the instrument

A test can be said valid, if the test measures the object that should be

measured and it must be suitable with the criteria. In Hatch and Farhady

(1982:251), it is stated that there are two basic types of validity content and

construct validity. To measure whether the test has good validity or not, the

researcher analyzed from content and construct validity. Content validity is

concerned with whether or not the content of the test is sufficiently

representative and comprehensive for the test to be valid measure it is

supposed to measure. While construct validity focuses on the kind of test that

is used to measure the ability.

3.4.1.1Validity of Questionnaire

The validity test is used to know whether there are questions of the

questionnaire that should be replaced or removed because it is not relevant.

The aim of the kind of Language Learning Strategy Questionnaire (LLSQ) is

to know the kind of language learning strategy, which is divided into cognitive

strategies, metacognitive strategies, and social strategies. To get the content

valid, the test was adapted from Likert Scale which was developed by Setiyadi

(2011, p.35). In this questionnaire, the researcher gave 20 questions which each item had the purposed to measure students’ learning strategies in speaking English. It was believed that this questionnaire had content validity

since this test had been already applied many times by other researchers who

3.4.1.2Validity of Speaking test

To guarantee the validity of speaking test, the researcher took the topic that

has been discussed in the class. It was about interpersonal dialogue where the

students gave information to their other friend about their past activities. The

material was taken from English text book and also relevance on English

curriculum. Validity of speaking test dealt with the aspect the researcher

wanted to measure. The researchers applied oral ability scale proposed by

Heaton (1991) which scored the test by the pronunciation, fluency, and

comprehensibility. The teacher asked the students to work in pairs then they

were asked to make a dialogue about past activities by using the questions that

the teacher already wrote on the whiteboard.

3.4.2Reliability

3.4.2.1Reliability of Questionnaire

Reliability is an instrument to measure a questionnaire which is the indicator

of variable or construct. Shohamy (1985:70) states that reliability refers to the

extent to which the test is consistent in its score, and it gives an indication of

how accurate the test score. A questionnaire is said reliable if someone’s answer of the question is consistence or stable from time to time.

To make sure whether the instrument were reliable or not, the researcher used the Crobanch’s Alpha using SPSS. It was counted based on the learning strategies and the range of 0. to 1. The higher Alpha is the more reliable the

George and Mallery (2009) in ‘SPSS for Windows Step by Step: A Simple Study Guide and Reference, 17.0’ have a suggestion in evaluating the Alpha Cronbach coefficient:

> 0.9 = very high reliability

> 0.8 = high reliability

> 0.7 = medium reliability

> 0.6 = low reliability

> 0.5 = very low reliability

From the calculation of reliability analysis, the alpha was 0.906. It means that

the questionnaire had very high reliability. It can be interpreted that the

questionnaire is proper to be used for a research.

3.4.2.2 Reliability of Speaking test

For speaking test, to ensure the reliability scored and to make the score more

acceptable and avoid the subjectivity of the research, the researcher used inters

rater reliability in scoring students’ performances. Inter rater reliability means that there was another person who gave score beside the researcher herself.

In the researcher’s consideration, the first rater was the English teacher named Zuniyawati, S.Pd, who had experiences in teaching English more than five

years and graduated from university in English major, and the second rater

3.5Research Procedures

In conducting the research, the writer used the steps as follows :

1. Stating research problem

The research problem of this research was to find out the correlation between students’ learning strategy and their English speaking ability of second year students at SMA Muhammadiyah 2 Bandar Lampung.

2. Determining the objectives

The objectives of this research were to investigate whether there was

significant correlation between language learning strategy and English

speaking ability and to investigate which one of language learning

strategies was most frequently used by students to their speaking ability at

SMA Muhammadiyah 2 Bandar Lampung.

3. Determining the subject of the research

The writer took the second year students at SMA Muhammadiyah 2

Bandar Lampung. There were 5 classes with the total number of 150

students. The writer chose one of the classes as the sample by using

lottery.

4. Constructing research instrument

a. Test of Language Learning Strategy

The test consisted of 20 items Likert scale with five optional answers from

never true of me to almost always true of me. Items 1-10 were cognitive

b. Test of speaking ability

The test used dialogue as the type of speaking. The students had to tell

their past activities in pairs in the form of dialogue/conversation.

5. Administrating language learning strategy test

The writer gave a questionnaire of language learning strategy to the

students.

6. Administrating English speaking test

The writer conducted English speaking test by recording the result. The

record result was rated by the inter rater.

7. Collecting the data

After administrating the tests, the data from both tests were collected.

8. Analyzing the data

The data was analyzed by using SPSS 16 to investigate whether there was

any correlation or not.

3.6Data Analysis

This research had two variables, dependent and independent variable. The

researcher used tests for those two variables to collect the data. They were

speaking ability test and learning strategies test. Learning strategies was the

independent variable because she assumed that language learning strategies

had an influence to speaking achievement. And the researcher also divided the

strategies into three elements; they were cognitive strategies, metacognitive

the dependent variable because the ability was influenced by learning

strategies.

After collecting the data of speaking ability, the score of students’ speaking test and questionnaire test were categorized into three, 1 was high frequency

users, 2 was medium frequency users, and 3 was low frequency users. The

researcher calculated it by using SPSS. To know the significant difference

between high, medium and low students in using strategies, the researcher

used ANOVA.

3.7Hypothesis Testing

To conclude a possible difference of students’ speaking ability, the researcher used the criterion of the hypothesis acceptable to determine whether the first

hypothesis was accepted or rejected. The criterion was ANOVA. There are

two types of ANOVA, namely one way ANOVA and two way ANOVA. This

research was analyzed by using one way ANOVA.

The dependent variable is speaking ability and the independent variable was

the learning strategies which have three levels namely cognitive strategy,

metacognitive strategy, and social strategy.

The students’ questionnaire results were categorized into high frequency strategy users, medium frequency strategy users, and low frequency strategy

users. The categories of language learning strategies will be correlated to the students’ speaking score.

If the output of ANOVA showed the Fvalue was higher than Ftable at .000 level

of significant, it could be concluded that there was a significant difference

between high, medium and low frequency users in speaking.

F

value

> F

table

H1: There was a significant difference of speaking ability among high,

V. CONCLUSION AND SUGGESTIONS

In this chapter, the researcher comes to the conclusion and suggestions of this

research.

5.1 Conclusion

As stated by some studies that learning strategies are the factor that can influence

students in acquire language. It means that the students should use some strategies

in order to achieve their goal in target language.

Based on the result of the data analysis and discussion, there is sigificant

difference of speaking achievement among high and low frequency students in

learning strategies, the following conclusions are:

1. Learning Strategies have an important role in the students’ speaking achievement. From 29 students who were categorized as the high

frequency users, there were 13 students who used cognitive strategies in

speaking. It can be concluded that almost high frequency users of the

second year students of SMA Muhammadiyah 2 Bandar Lampung used

Cognitive strategies in speaking ability. And there was significant

48 the dependent variable because the ability was influenced by learning strategies.

After collecting the data of speaking ability, the score of students’ speaking test and questionnaire test were categorized into three, 1 was high frequency users, 2 was medium frequency users, and 3 was low frequency users. The researcher calculated it by using SPSS. To know the significant difference between high, medium and low students in using strategies, the researcher used ANOVA.

3.7Hypothesis Testing

To conclude a possible difference of students’ speaking ability, the researcher used the criterion of the hypothesis acceptable to determine whether the first hypothesis was accepted or rejected. The criterion was ANOVA. There are two types of ANOVA, namely one way ANOVA and two way ANOVA. This research was analyzed by using one way ANOVA.

The dependent variable is speaking ability and the independent variable was the learning strategies which have three levels namely cognitive strategy, metacognitive strategy, and social strategy.

The students’ questionnaire results were categorized into high frequency strategy users, medium frequency strategy users, and low frequency strategy users. The categories of language learning strategies will be correlated to the students’ speaking score.

49 If the output of ANOVA showed the Fvalue was higher than Ftable at .000 level of significant, it could be concluded that there was a significant difference between high, medium and low frequency users in speaking.

F

value

> F

table

H1: There was a significant difference of speaking ability among high, medium, and low frequency users of learning strategies.

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V. CONCLUSION AND SUGGESTIONS

In this chapter, the researcher comes to the conclusion and suggestions of this research.

5.1 Conclusion

As stated by some studies that learning strategies are the factor that can influence students in acquire language. It means that the students should use some strategies in order to achieve their goal in target language.

Based on the result of the data analysis and discussion, there is sigificant difference of speaking achievement among high and low frequency students in learning strategies, the following conclusions are:

1. Learning Strategies have an important role in the students’ speaking achievement. From 29 students who were categorized as the high frequency users, there were 13 students who used cognitive strategies in speaking. It can be concluded that almost high frequency users of the second year students of SMA Muhammadiyah 2 Bandar Lampung used Cognitive strategies in speaking ability. And there was significant difference of speaking among high and low frequency user in using

85 cognitive where

F

value was higher that

F

table (19.445> 2.763) The average score of high frequency users in cognitive strategies is 83.46. It means that mostly students have an organization when they are speaking. They always rehearsal by drilling what they got in their brain. Many of students use the learning strategies in speaking ability. That is the reason why their speaking ability becomes better.

2. The average score of students in speaking English is 75.44. It means that the students have good ability in speaking. The data show that the students good at pronunciation, fluency and comprehensibility. The researcher and the teacher were easy to understand their general meaning because the students were good in pronouncing and had good fluency. Their conversation also became comprehensive as well.

3. There is a significant difference of speaking ability among high frequency users and low frequency user at the second year students of SMA Muhammadiyah 2 Bandar Lampung. It can be seen from the result of the hypothesis testing which shows showed that

F

value was higher than Ftable

(74.32 > 2.763) at .000 level of significant. It means that

H

o was rejected or there was a significant difference among high, medium and low strategy user of learning strategies in speaking ability. The result shows that if the students got high score in learning strategies, they automatically got high score in speaking ability. The more they use learning strategies, the better their speaking achievement will be.

4. There are significant difference between the 3 elements of learning strategies used in speaking and students’ speaking ability. The results

86 show that there is significant difference of speaking ability among high and low frequency users of cognitive strategies between cognitive strategies and speaking ability Fvalue 19.44 (19.44 > 2.763) at .000 level of significant. There is a significant difference of speaking ability among high and low frequency users of meatcognitive strategies Fvalue 24.96 (24.96 > 2.763) at .000 level of significant, and there is significant difference of speaking ability among high and low frequency user of social strategies F value 20.43 (20.43 > 2.763) at .000 level of significant.

5. High frequency strategy users use strategies in speaking ability that it can make their speaking achievement become well. Learning strategy is more effective to help the students improve their English speaking ability than the low learning strategies at the second year of SMA Muhammadiyah 2 Bandar Lampung. By having high or medium learning strategies, the students will be easier to reach the target learning when they use the learning strategies when the learning process is going on.

5.2 Suggestions

Based on the conclusions, the researcher proposes some suggestions as follows: 1. For the teachers, besides teaching the material about speaking, they also

should be aware of the students’ learning strategies. The different culture and English is not as the mother-tongue make students get difficulties in speaking English. Teacher should practice use English in the class, because it makes the student express their idea which is in their mind. For example, the teachers use English while they are teaching. One other way

87 of getting students to speak is role-playing. Students pretend they are in various social contexts and have a variety of social roles. In role-play activities, the teacher gives information to the learners such as who they are and what they think or feel. Thus, the teacher can tell the student that "You are David, you go to the doctor and tell him what happened last night, and…" (Harmer, 1984). It makes the learners have a chance to improve their linguistic aspect like pronunciation, fluency, and comprehensibility).

2. For students, in order to reach the target language they have to apply some strategies in their speaking achievement. Students do not have to be shy while they are speaking. They should have a motivation and confidence to enable speaks English. They do not have to be afraid of making mistakes or got grammar errors in speaking. Therefore, they should apply those learning strategies. The more they use some strategies in speaking ability, the better their speaking achievement will be. Moreover, the students should mingle with other people and work together in their environment. 3. For other researchers who are going to conduct any similar researchers.

This researcher focused in learning strategies. Other researchers can analyze learning strategies in four different skills, such as listening, reading, and writing. It can be used as a source of reference. There still must be any mistakes occurred in it.