LEARNING STRATEGIES USED BY THE EIGHTH GRADE OLYMPIC CLASS STUDENTS Learning Strategies Used By The Eighth Grade Olympic Class Students Of MTs Negeri Tanon In 2016/2017 Academic Year.
LEARNING STRATEGIES USED BY THE
EIGHTH GRADE OLYMPIC CLASS STUDENTS
OF MTs NEGERI TANON IN 2016/2017
ACADEMIC YEAR
THESIS
Arranged by:
ROSYIDA TYAS WAHDATI
S200140092
ENGLISH STUDY
POST GRADUATE PROGRAM
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2017
ii
iii
iv
v
vi
MOTTO
When there is a will, there is a way
God helps those who help themselves
No man is an island
Actions speak louder than words
vii
DEDICATION
This thesis is proudly dedicated to:
My beloved mother, Umi Mulyati
My beloved parents in law, Jimin Martosuwito family
My beloved husband, Pujiyanto
My beloved sons, Kak Amar and Mas Faqih
My beloved daughter, Fahira Cantik Sholihah
My beloved brothers and sisters
viii
ACKNOWLEDGMENTS
All Praises be to Allah, the Almighty and the most Merciful because of
Allah’s blessings, The researcher could finally finish her thesis to attain master
degree of English Education Department. Alhamdulillahirobbil’alamin.
The
researcher finally comes to the end of her studies in Muhammadiyah University
of Surakarta. The researcher wants to express her deepest gratitude to Almighty
God, Allah Subhanahu Wata’ala. The researcher says thank for immeasurable
blessings, countless love and the power and strength during finishing the thesis.
The researcher would like to deliver her appreciation and gratitude to everyone
who has supported and motivated her in accomplishing this thesis, especially to:
1.
Prof. Dr. H. Khuzaifah Dimyati, SH., M. Hum, as the Director of Post Graduate
Program of Muhammadiyah University of Surakarta.
2.
Prof. Dr. Markhamah, as the head of Departement of Post Graduate Program of
Muhammadiyah University of Surakarta.
3.
Dr. Dwi Harjanti, M. Hum. the first consultant for her guidance, patience, helps,
advice, and support during the research.
4.
Dr. Anam Sutopo, M. Hum., the second consultant for his guidance, helps, advice,
and support during the research.
5.
All lecturers of English Departement for their teaching during her studying in
Muhammadiyah University of Surakarta.
6.
The head master of MTs Negeri Tanon for the permission to conduct the research
in MTs Negeri Tanon.
ix
7.
English teachers of MTs Negeri Tanon for the support and the students of MTs
Negeri Tanon class VIII H and VIII I for their willingness to take part on the
research conducted.
8.
Her beloved husband and her lovely sons, Kak Amar and Mas Faqih, and her
lovely daughter, Fahira, who always love, support, pray, and make her keep smile.
9.
The researcher’s mother and her big family for helping her to accomplish the
process of writing the thesis. Thank you for your support, love, and pray.
10.
Many thanks also go to her wonderful friends which she cannot mention one by
one. Thank you so much for your support. The researcher hopes that Allah SWT
may give happiness the above people in return to all of the good things given to
them.
Finally, the writer realizes that this thesis is far from being perfect so that invite
all critical comments. However, the researcher hopes that the thesis would give
worthwhile contribution to the improvement of the English teaching and learning process.
Surakarta, March 2017
The writer,
Rosyida Tyas Wahdati
x
TABLE OF CONTENTS
Page
TITLE .............................................................................................................
i
NOTE OF ADVISOR I ................................................................................
ii
NOTE OF ADVISOR II ..............................................................................
iii
APPROVAL ..................................................................................................
iv
APPROVAL OF THESIS SUBMISSION ..................................................
v
STATEMENT OF AUTHORSHIP .............................................................
vi
MOTTO .........................................................................................................
vii
DEDICATION ...............................................................................................
viii
ACKNOWLEDGEMENT ............................................................................
ix
TABLE OF CONTENT ................................................................................
xi
ABSTRACT ...................................................................................................
xv
CHAPTER I INTRODUCTION ..............................................................
1
A. Background of the Study..............................................................
1
B. Limitation of the Study ................................................................
6
C. Problem Statement ......................................................................
7
D. Objective of the Study .................................................................
7
E. Benefit of the Study .....................................................................
8
F. Research Paper Organization .......................................................
8
CHAPTER II UNDERLYING THEORY ...................................................
10
A.
Previous Study ......................................................................
10
1.
Aslan’ Work. ..............................................................
10
2.
Bobovic and Marcovic’s Work ..................................
11
xi
xi
B.
3.
Firdaus’ Work. ...........................................................
11
4.
Alhaisomi’s Work. .....................................................
12
5.
Kayaoglu’s Work .......................................................
13
6.
Mahayu’s Work .........................................................
13
7.
Rajafabadi’s Work .....................................................
14
8.
Martinez’s Work ........................................................
14
9.
Rifai’s Work ...............................................................
15
10.
Erfinah’s Work ..........................................................
16
11.
Darussalam’s Work ....................................................
16
12.
Yeti’s Work ................................................................
18
13.
Simsek and Balaban’s Work ......................................
18
14.
Daneme’s Work .........................................................
19
15.
Tam’s Work ...............................................................
19
16.
Kusumaningtyas’s Work ............................................
20
17.
Supriyanto’s Work .....................................................
21
18.
Hesti’s Work ..............................................................
22
19.
Moriam’s Work ..........................................................
23
Underlying Theory .................................................................
23
a. Language Learning Strategies ......................................
23
b. Language Learning Taxonomy .....................................
25
1.
Rubin’s Taxonomy of Language Learning Strategies 25
2.
Oxford Taxonomy of Language Learning Strategies 29
3.
O’Malley’s Taxonomy of Language Learning
Strategies ...............................................................
4.
36
Stern’s Taxonomy of Language Learning Strategies 41
xii
C.
Theoretical Framework ...........................................................
42
CHAPTER III RESEARCH METHOD ................................................................
44
A. Type of Research .....................................................................
44
B. Research Object ......................................................................
45
C. Research Subject .....................................................................
45
D. Data and Data Source .............................................................
45
1. Informant .........................................................................
45
2. Events ..............................................................................
46
3. Document ........................................................................
46
E. Technique of Collecting Data ..................................................
46
1. Questionnaire ..................................................................
46
2. Observation ....................................................................
47
3. Interview .........................................................................
47
4. Documentation ..............................................................
47
F. Data Validity ...........................................................................
48
G. Technique for Analyzing Data ................................................
48
1. Reduction of the Data ......................................................
49
2. Display of the Data ..........................................................
49
3. Verification of the Data ...................................................
50
CHAPTER IV RESEARCH FINDING AND DISCUSSION .............................
51
A. Description of MTs Negeri TAnon ..........................................
51
B. Research Finding......................................................................
42
1. Types of Learning Strategies Used by Female of the Eight
Grade Olympic Class Students of MTs Negeri Tanon ...
53
2. Types of Learning Strategies Used by Male of the Eight Grade
Olympic Class Students of MTs Negeri Tanon .76
xiii
3. The Similarities of Learning Strategies Used by Male and
Female of the Eight Grade Olympic Class Students of MTs
Negeri Tanon ...................................................................
99
4. The Differences of Learning Strategies Used by Male and
Female of the Eight Grade Olympic Class Students of MTs
Negeri Tanon ...................................................................
101
C. Discussion ................................................................................
102
CHAPTER V CONCLUSION, SUGGESTION AND IMPLICATION.. ............
110
A. Conclusion.. .............................................................................
110
B. Pedagogical Implication ...........................................................
111
C. Suggestion ..............................................................................
111
REFERENCES ..............................................................................................
113
APPENDICES ................................................................................................
116
xiv
ABSTRACT
Rosyida Tyas Wahdati, S200140092. 2017. Learning Strategies Used by the
Eighth Grade Olympic Class Students of MTs Negeri Tanon in 2016/2017
Academic Year.
English has become compulsory subject in Indonesia. It is taught from
Elementary up to university. All of the students must learn English in every part
of the education level. Unfortunately, some of Indonesian students find it difficult
to learn it. They need strategies to master English well. This study was conducted
to obtain data on the type of learning strategies used by male and female of the
Olympic class students in learning English. The Olympic class is a kind of class
which the students are prepared in attending the competition outside the school.
In order to get the data, the writer of the study designs a descriptive
qualitative research. She chooses the male and the female of the eighth grade of
the Olympic class students of MTs Negeri Tanon as the subject of the study.
Moreover, to get the data completely and accurately, the writer takes them from
interview, questionnaire of SILL, documentation, and observation. Then the writer
used oxford language learning strategy to classify the data.
The result of the study shows that both of the male and female of the eighth
grade of the Olympic class students used the all type of learning strategies
proposed by Oxford. They are applied all the strategies of memory strategy,
cognitive strategy, compensation strategy, meta-cognitive strategy, affective
strategy and social strategy. But there are differences in the frequency of the
using, and the preference of the using. The female likes to use the strategy from
higher to lower: metacognitive, compensation, cognitive, affective, memory, and
social strategy. While the male of the eighth grade of the Olympic class from
higher and lower: metacognitive, cognitive, affective, compensation, memory, and
social strategy.
Hopefully, the research finding can be used by the teacher to give
knowledge about learning strategies and the students to use the appropriate
learning strategies so that they will enjoy learning English, and as the result they
will get the best achievement in English.
Keywords: Learning strategy, Olympic class students, Oxford language learning
strategy
xv
ABSTRAK
Bahasa Inggris telah menjadi pelajaran wajib di Indonesia. Dia diajarkan
mulai dari sekolah dasar (SD) sampai perguruan tinggi. Semua pelajar harus
mempelajari Bahasa Inggris di setiap level pendidikan. Sayangnya, banyak murid
murid di Indonesia kesulitan untuk mempelajarinya. Mereka membutuhkan
strategi untuk menguasai bahasa Inggris dengan baik. Penelitian ini dilakukan
untuk memperoleh data tentang tipe pembelajaran yang dipakai oleh siswa dan
siswi kelas olimpiade dalam mempelajari Bahasa Inggris. Kelas olimpiade adalah
sebuah kelas yang murid murindnya dipersiapkan untuk mengikuti perlombaan di
luar sekolah.
Dalam memperoleh data, pemneliti melakukan penelitian deskriptive
kualitative. Dia memilih subyek siswa dan siswi kelas olimpiade Mts Negeri
Tanon. Mereka berasal dari kelas VIII. Untuk memperoleh data yang lengkap dan
valid, peneliti mengadakan interview, questionaire dan observasi pada saat belajar
mengajar Bahasa Inggris berlangsung. Untuk menklasifikasi data, penulis
menggunakan strategi pembelajaran yang di kemukakan oleh Oxford.
Hasil penelian menunjukkan bahwa pada dasarnya semua siswa dan siswi
kelas olimpiade telah menggunakan semua strategi pembelajaran yang
dikemukakan oleh Oxford. Ada 6 strategi yang ada, yaitu memori, cognitive,
compensation, meta cognitive, affektive dan sosial strategi. Tetapi ada beerapa
perbedaan frequensi dalam peggunaan strategi tersebut. Siswa perempuan lebih
banyak menggunaka strategi pembelajaran di banding siwa laki-laki. Selain itu
ada perbedaan kesukaan strategi antara siswa laki –laki dan perempuan.
Peneliti berharap bahwa penelitian ini bisa bermanfaat untuk para guru agar
dapat menambah wawasan tentang strategi pembelajaran yang dipakai oleh para
siswa. Sementara untuk para siswa, semoga penelitai ini bisa menambah
pengetahuan, sehingga mereka dapat memilih strategi pembelajaran yang tepat
sehingga dapat menikmati prses belajar mengajar, dan akhirnya bisa mendapatkan
prestasi yang memuaskan dalam pelajaran Bahasa Inggris.
Kata kunci : Strategi pembelajaran, Kelas olimpiade, Strategi pembelajaran
bahasa Oxford
xvi
EIGHTH GRADE OLYMPIC CLASS STUDENTS
OF MTs NEGERI TANON IN 2016/2017
ACADEMIC YEAR
THESIS
Arranged by:
ROSYIDA TYAS WAHDATI
S200140092
ENGLISH STUDY
POST GRADUATE PROGRAM
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2017
ii
iii
iv
v
vi
MOTTO
When there is a will, there is a way
God helps those who help themselves
No man is an island
Actions speak louder than words
vii
DEDICATION
This thesis is proudly dedicated to:
My beloved mother, Umi Mulyati
My beloved parents in law, Jimin Martosuwito family
My beloved husband, Pujiyanto
My beloved sons, Kak Amar and Mas Faqih
My beloved daughter, Fahira Cantik Sholihah
My beloved brothers and sisters
viii
ACKNOWLEDGMENTS
All Praises be to Allah, the Almighty and the most Merciful because of
Allah’s blessings, The researcher could finally finish her thesis to attain master
degree of English Education Department. Alhamdulillahirobbil’alamin.
The
researcher finally comes to the end of her studies in Muhammadiyah University
of Surakarta. The researcher wants to express her deepest gratitude to Almighty
God, Allah Subhanahu Wata’ala. The researcher says thank for immeasurable
blessings, countless love and the power and strength during finishing the thesis.
The researcher would like to deliver her appreciation and gratitude to everyone
who has supported and motivated her in accomplishing this thesis, especially to:
1.
Prof. Dr. H. Khuzaifah Dimyati, SH., M. Hum, as the Director of Post Graduate
Program of Muhammadiyah University of Surakarta.
2.
Prof. Dr. Markhamah, as the head of Departement of Post Graduate Program of
Muhammadiyah University of Surakarta.
3.
Dr. Dwi Harjanti, M. Hum. the first consultant for her guidance, patience, helps,
advice, and support during the research.
4.
Dr. Anam Sutopo, M. Hum., the second consultant for his guidance, helps, advice,
and support during the research.
5.
All lecturers of English Departement for their teaching during her studying in
Muhammadiyah University of Surakarta.
6.
The head master of MTs Negeri Tanon for the permission to conduct the research
in MTs Negeri Tanon.
ix
7.
English teachers of MTs Negeri Tanon for the support and the students of MTs
Negeri Tanon class VIII H and VIII I for their willingness to take part on the
research conducted.
8.
Her beloved husband and her lovely sons, Kak Amar and Mas Faqih, and her
lovely daughter, Fahira, who always love, support, pray, and make her keep smile.
9.
The researcher’s mother and her big family for helping her to accomplish the
process of writing the thesis. Thank you for your support, love, and pray.
10.
Many thanks also go to her wonderful friends which she cannot mention one by
one. Thank you so much for your support. The researcher hopes that Allah SWT
may give happiness the above people in return to all of the good things given to
them.
Finally, the writer realizes that this thesis is far from being perfect so that invite
all critical comments. However, the researcher hopes that the thesis would give
worthwhile contribution to the improvement of the English teaching and learning process.
Surakarta, March 2017
The writer,
Rosyida Tyas Wahdati
x
TABLE OF CONTENTS
Page
TITLE .............................................................................................................
i
NOTE OF ADVISOR I ................................................................................
ii
NOTE OF ADVISOR II ..............................................................................
iii
APPROVAL ..................................................................................................
iv
APPROVAL OF THESIS SUBMISSION ..................................................
v
STATEMENT OF AUTHORSHIP .............................................................
vi
MOTTO .........................................................................................................
vii
DEDICATION ...............................................................................................
viii
ACKNOWLEDGEMENT ............................................................................
ix
TABLE OF CONTENT ................................................................................
xi
ABSTRACT ...................................................................................................
xv
CHAPTER I INTRODUCTION ..............................................................
1
A. Background of the Study..............................................................
1
B. Limitation of the Study ................................................................
6
C. Problem Statement ......................................................................
7
D. Objective of the Study .................................................................
7
E. Benefit of the Study .....................................................................
8
F. Research Paper Organization .......................................................
8
CHAPTER II UNDERLYING THEORY ...................................................
10
A.
Previous Study ......................................................................
10
1.
Aslan’ Work. ..............................................................
10
2.
Bobovic and Marcovic’s Work ..................................
11
xi
xi
B.
3.
Firdaus’ Work. ...........................................................
11
4.
Alhaisomi’s Work. .....................................................
12
5.
Kayaoglu’s Work .......................................................
13
6.
Mahayu’s Work .........................................................
13
7.
Rajafabadi’s Work .....................................................
14
8.
Martinez’s Work ........................................................
14
9.
Rifai’s Work ...............................................................
15
10.
Erfinah’s Work ..........................................................
16
11.
Darussalam’s Work ....................................................
16
12.
Yeti’s Work ................................................................
18
13.
Simsek and Balaban’s Work ......................................
18
14.
Daneme’s Work .........................................................
19
15.
Tam’s Work ...............................................................
19
16.
Kusumaningtyas’s Work ............................................
20
17.
Supriyanto’s Work .....................................................
21
18.
Hesti’s Work ..............................................................
22
19.
Moriam’s Work ..........................................................
23
Underlying Theory .................................................................
23
a. Language Learning Strategies ......................................
23
b. Language Learning Taxonomy .....................................
25
1.
Rubin’s Taxonomy of Language Learning Strategies 25
2.
Oxford Taxonomy of Language Learning Strategies 29
3.
O’Malley’s Taxonomy of Language Learning
Strategies ...............................................................
4.
36
Stern’s Taxonomy of Language Learning Strategies 41
xii
C.
Theoretical Framework ...........................................................
42
CHAPTER III RESEARCH METHOD ................................................................
44
A. Type of Research .....................................................................
44
B. Research Object ......................................................................
45
C. Research Subject .....................................................................
45
D. Data and Data Source .............................................................
45
1. Informant .........................................................................
45
2. Events ..............................................................................
46
3. Document ........................................................................
46
E. Technique of Collecting Data ..................................................
46
1. Questionnaire ..................................................................
46
2. Observation ....................................................................
47
3. Interview .........................................................................
47
4. Documentation ..............................................................
47
F. Data Validity ...........................................................................
48
G. Technique for Analyzing Data ................................................
48
1. Reduction of the Data ......................................................
49
2. Display of the Data ..........................................................
49
3. Verification of the Data ...................................................
50
CHAPTER IV RESEARCH FINDING AND DISCUSSION .............................
51
A. Description of MTs Negeri TAnon ..........................................
51
B. Research Finding......................................................................
42
1. Types of Learning Strategies Used by Female of the Eight
Grade Olympic Class Students of MTs Negeri Tanon ...
53
2. Types of Learning Strategies Used by Male of the Eight Grade
Olympic Class Students of MTs Negeri Tanon .76
xiii
3. The Similarities of Learning Strategies Used by Male and
Female of the Eight Grade Olympic Class Students of MTs
Negeri Tanon ...................................................................
99
4. The Differences of Learning Strategies Used by Male and
Female of the Eight Grade Olympic Class Students of MTs
Negeri Tanon ...................................................................
101
C. Discussion ................................................................................
102
CHAPTER V CONCLUSION, SUGGESTION AND IMPLICATION.. ............
110
A. Conclusion.. .............................................................................
110
B. Pedagogical Implication ...........................................................
111
C. Suggestion ..............................................................................
111
REFERENCES ..............................................................................................
113
APPENDICES ................................................................................................
116
xiv
ABSTRACT
Rosyida Tyas Wahdati, S200140092. 2017. Learning Strategies Used by the
Eighth Grade Olympic Class Students of MTs Negeri Tanon in 2016/2017
Academic Year.
English has become compulsory subject in Indonesia. It is taught from
Elementary up to university. All of the students must learn English in every part
of the education level. Unfortunately, some of Indonesian students find it difficult
to learn it. They need strategies to master English well. This study was conducted
to obtain data on the type of learning strategies used by male and female of the
Olympic class students in learning English. The Olympic class is a kind of class
which the students are prepared in attending the competition outside the school.
In order to get the data, the writer of the study designs a descriptive
qualitative research. She chooses the male and the female of the eighth grade of
the Olympic class students of MTs Negeri Tanon as the subject of the study.
Moreover, to get the data completely and accurately, the writer takes them from
interview, questionnaire of SILL, documentation, and observation. Then the writer
used oxford language learning strategy to classify the data.
The result of the study shows that both of the male and female of the eighth
grade of the Olympic class students used the all type of learning strategies
proposed by Oxford. They are applied all the strategies of memory strategy,
cognitive strategy, compensation strategy, meta-cognitive strategy, affective
strategy and social strategy. But there are differences in the frequency of the
using, and the preference of the using. The female likes to use the strategy from
higher to lower: metacognitive, compensation, cognitive, affective, memory, and
social strategy. While the male of the eighth grade of the Olympic class from
higher and lower: metacognitive, cognitive, affective, compensation, memory, and
social strategy.
Hopefully, the research finding can be used by the teacher to give
knowledge about learning strategies and the students to use the appropriate
learning strategies so that they will enjoy learning English, and as the result they
will get the best achievement in English.
Keywords: Learning strategy, Olympic class students, Oxford language learning
strategy
xv
ABSTRAK
Bahasa Inggris telah menjadi pelajaran wajib di Indonesia. Dia diajarkan
mulai dari sekolah dasar (SD) sampai perguruan tinggi. Semua pelajar harus
mempelajari Bahasa Inggris di setiap level pendidikan. Sayangnya, banyak murid
murid di Indonesia kesulitan untuk mempelajarinya. Mereka membutuhkan
strategi untuk menguasai bahasa Inggris dengan baik. Penelitian ini dilakukan
untuk memperoleh data tentang tipe pembelajaran yang dipakai oleh siswa dan
siswi kelas olimpiade dalam mempelajari Bahasa Inggris. Kelas olimpiade adalah
sebuah kelas yang murid murindnya dipersiapkan untuk mengikuti perlombaan di
luar sekolah.
Dalam memperoleh data, pemneliti melakukan penelitian deskriptive
kualitative. Dia memilih subyek siswa dan siswi kelas olimpiade Mts Negeri
Tanon. Mereka berasal dari kelas VIII. Untuk memperoleh data yang lengkap dan
valid, peneliti mengadakan interview, questionaire dan observasi pada saat belajar
mengajar Bahasa Inggris berlangsung. Untuk menklasifikasi data, penulis
menggunakan strategi pembelajaran yang di kemukakan oleh Oxford.
Hasil penelian menunjukkan bahwa pada dasarnya semua siswa dan siswi
kelas olimpiade telah menggunakan semua strategi pembelajaran yang
dikemukakan oleh Oxford. Ada 6 strategi yang ada, yaitu memori, cognitive,
compensation, meta cognitive, affektive dan sosial strategi. Tetapi ada beerapa
perbedaan frequensi dalam peggunaan strategi tersebut. Siswa perempuan lebih
banyak menggunaka strategi pembelajaran di banding siwa laki-laki. Selain itu
ada perbedaan kesukaan strategi antara siswa laki –laki dan perempuan.
Peneliti berharap bahwa penelitian ini bisa bermanfaat untuk para guru agar
dapat menambah wawasan tentang strategi pembelajaran yang dipakai oleh para
siswa. Sementara untuk para siswa, semoga penelitai ini bisa menambah
pengetahuan, sehingga mereka dapat memilih strategi pembelajaran yang tepat
sehingga dapat menikmati prses belajar mengajar, dan akhirnya bisa mendapatkan
prestasi yang memuaskan dalam pelajaran Bahasa Inggris.
Kata kunci : Strategi pembelajaran, Kelas olimpiade, Strategi pembelajaran
bahasa Oxford
xvi