RESEARCH FINDING AND DISCUSSION Learning Strategy To Achieve High Score In Toeic Used By Students Of Muhammadiyah University Surakarta In 2013/ 2014 Academic Year.

84 CHAPTER IV

RESEARCH FINDING AND DISCUSSION

This chapter explores the finding and the discussion of the research; in this chapter the researcher here answer the problem statements as mentioned on chapter I. The finding of research is divided into four parts.

A. Research Finding

Research finding contains some explanations which answered the several question on chapter I, but the researcher explain the research finding based on the formulation of problem on chapter I, she will explain first about the type of learning strategy used by economy students of Muhammadiyah University to achieve high score of TOEIC. The first part is the type of learning strategy; the second parts is the dominant learning strategy; the third part is the reason of the research object to use the various strategies in achieving high score of TOEIC; and the last is the pedagogical implication of the research

B. Types of Learning Strategy

Before describing about the type of learning strategy used by the students of Economy Faculty, Muhammadiyah University, the researcher would explain first about the description of language learning strategy : In this part, the description is derived from language learning strategy proposed by O’Malley (1985; 528). According to her the language learning strategies are divided into

three main subcategories, which are meta-cognitive, cognitive, and socio-affective strategies. Due to the popularity and importance of the TOEIC as a tool evaluating English proficiency, and the fact that many companies and institutes are currently using TOEIC scores as an assessment tool, there are many college-level lectures and classes related to the TOEIC. Therefore, it would be meaningful to examine the general attitude of college students towards this test: what they think about it, and how they prepare for it.

In this study, a questionnaire with 25 points of learning strategy and close interview was prepared and used to collect about students’ backgrounds and their attitude toward the TOEIC learning strategy to achieve high score. Selected interesting results are discussed in this section.

There are three respondents participated in this study, they are students of Economy faculty of Muhammadiyah University of Surakarta. Based on the investigation, those three students had achieved high score in their TOEIC test. They also have different strategies to solve the problem of the TOEIC test. The three respondents are in different gener. Two of them are male students and the order one is female students. Currently they are in the first semester of Economy Faculty of Muhammadiyah Univesity. The students who get the highest score of TOEIC test are Bagus Teguh Nugroho, Catur Budi Setiyawan, and Nurin Hidayat.

The first respondent is Bagus Teguh Nugroho. He is an Economy students’ of H class. He has high motivation to learn and improve his knowledge everywhere and everything that he never before. The second respondent is Catur Budi Setiyawan. He is an Economy students’ of class I. He has a good learning

and he is kind of talkactive person. The last respondent is Nurin Hidayat, she is an Economy students’ of class F and a diligent student.

a. Types of Learning Strategies Used by the First Respondent

Based on the questionnaire and interview with the first respondent, it is gain information that his name is Bagus Teguh Nugroho. He is 19 years old. He lives at JL. KH. Smanhudi 66 A. He is one of the students’ of Economy Faculty of Muhammadiyah University. He has many hobbies, such as reading, watching movies, and listening to music. He chooses economy Faculty because he graduate from social program and he likes to manage his financial by himself. Economy has becomes his major subject since he was studied in senior high school and he concern about the Indonesian economy. His family supports him both financial and moral in his study.

In response to TOEIC study, he followed the TOEIC test to improve his English proficiency as he knows English is now being the most important language to communicate globally. He also considers that TOEIC test is the most widely used international test of English skills, with 4 million test takers worldwide. He also thought that gaining a high score on the TOEIC can lead to a better job and/or promotion in the workplace. He has a high motivation study as he inspired by his father who is lecturer of some university. He never thought to fail on his test at first, he was so confidence about his score. He believes that when he studied hard and struggle for something he wanted to get, he would have the best result.

As he believe about his score at first to followed TOEIC test, he set up his first score in the intermediate level 550 – 600 and after he done his TOEIC test, the result shows that he got 618 for the TOEIC test. It was surprising for him and that was satisfying.

To prepare his TOEIC test, he didn’t join any course, he studied it by himself. First he tried to find out some information about TOEIC on the website then he chooses the compatible book for his learning strategy. He studied the Cambridge and Longman TOEIC preparation. He chosen both as he found that those books are compatible and directly adapted with the native language of English. There are many TOEIC book designed by local expert, but he thought that when he studied directly from the source designed by native would be better and helpful to understand the nature of the language so he can understand it easily.

In according to the questionnaire, the first respondent shows that he had several type of learning strategy. His learning strategy is relevant to the learning strategy proposed by O’Malley. His attitude toward the TOEIC Learning strategy all composed as meta-cognitive, cognitive and socio-affective strategy. As can be seen on the table 1.2, the first respondent had done some meta-cognitive behavior such as study the test distractor, understand the meaning and pronunciation, previewing the test for several time, focus to some important point.

Besides, he also done some cognitive behavior, such as study from the compatible book, guessing the meaning in context, taking note of some

new vocabularies and useful expression, then followed by socio cognitive behavior which is he consulting and asking for some solution with the professional mentor to help him when he find any difficulties in studying TOEIC. As the first respondent had done many strategies such as attention and monitoring; and affective strategies such as anxiety/confidence. It should be noted that the first respondent is an effective learners and he often used these strategies concurrently, say monitoring and elaboration, parsing and translation, and prediction and inferencing, in order to accomplish listening comprehension goals. Those strategies are all useful to achieve the high score of TOEIC.

a) Meta-cognitive strategy

It can be stated that meta-cognitive is a term to express executive function, thinking about the learning process as it is taking place, monitoring of one’s production or comprehension, and evaluating learning after activity is completed. Among the meta-cognitive strategies, it is possible to include advance organizer, directed attention, selective attention, self management, functional planning, self monitoring, delayed production, self evaluation.

In the analysis, the writer found out that the first respondent has done some meta-cognitive strategies which were divides into those categories.

• Meta-cognitive: Advance Organizer

This is sample survey and question for the higher achiever

Question : Can you explain the strategy or your steps to success in TOEIC test?

Answer : My first step is looking for information in advance about TOEIC test through books and browsing in the internet and looking for references any book that is easy to understand to learn TOEIC. Then I also studied the format of the test, how the test work properly, then focuses on the questions and answer, and then follow the test requirements.

The form of the utterance above indicates a learning strategy to plan the learning activity in advance. It is marked by the use of organizational planning of language function or different events, for example: at home, bathroom, and at class. Organization planning means planning the parts, sequence, main idea, or language function to be express orally or in writing. Here, the first respondent has sequence of planning for preparing the TOEIC study. He make some sequence steps to plan to study TOEIC in order he can be success to achieve high score of TOEIC.

• Meta-cognitive: Directed Attention

Directed attention means deciding to concentrate on general aspects of a leaning test. Below is the sample survey for further evidence.

Question: Do you have any special tips for mastering TOEIC?

Answer: Yes, mastering the concept of the TOEIC for me is the main and fastest strategy by learning the important parts such as grammar, vocabulary, tenses that are often use in the TOEC test.

The utterance above indicates that the first respondent has applied meta-cognitive strategy of directed attention. The respondent focused on vocabulary, tenses which are often appears on the TOEIC test.

• Meta-cognitive: Selective Attention

Based on the interview, it is indicated that the first respondent has used meta-cognitive strategy of selective attention. It is category of the strategy in which the learner deciding to pay attention to specific parts of the language input or the situation that will help learning. It can be seen in the following utterance: Question: Can you please tell me how do you master the listening section of

the TOEIC test?

Answer: I often listen to English conversation through CD, watching English movie and listening to English song to train my ear sensitivity of the language. I also learn some vocabularies and English expressions trough movie.

The utterance above proves that the first respondent has used meta-cognitive strategy of selective attention. He learned the listening section of the test through several ways.

• Meta-cognitive: Self Management

Self management means trying to arrange the appropriate condition of learning. According to the interview and questionnaire given to the first respondent, he is indicated to use this category of strategy. This can be seen in the following utterance.

Questions : What do you do to overcome the difficulties that constrain you to master TOEIC?

Answer : I was spending time to learn TOEIC, making schedule of particular day at least twice a week during my busy activity.

The above utterance proved that the first respondent has manage himself to learn TOEIC by making schedule which he has done regular minimum twice a week.

• Meta-cognitive: Advance Preparation

Here, the first respondent has also used meta-cognitive strategy of advance preparation. It means he has planned the linguistic components for a forthcoming language task.

The following utterance proved that this category of strategy has been done by the first respondent.

Questions : how are your strategies to master the structure and grammar to work on the ‘structure and grammar section’ in the TOEIC test? Answer : before starting the exercise, I divided the structure I the category

of the most frequent and rarely emerged from analysis of the subject and verb, punctuation, commas, conjunction or recurring conjunction, preposition, adjective verb, ling king verb, comparison and conditional sentence.

Based on the above utterance, it is indicated that the first respondent has planned or some linguistic elements of the TOEIC test such as learning the grammar construction; subject and verb, conjunction, preposition, adjective verb, comparison, and conditional sentence.

• Meta-cognition: Self Monitoring

The first respondent monitor his learning as a self – monitoring which he checked his performance to find out his progress of learning. It can be seen in the following utterance:

Question : How do you check or evaluate your progress?

Answer : I usually do online test in the internet to check my progress and also check my grammar mistake when doing grammar exercise.

The above utterance shows that the first respondent has monitored himself when he was learning TOEIC. He checked his grammar mistake and do some pre-test online to fine monitor his progress of learning. Based on the questionnaire, he also always finds out the error or mistake when learning the TOEIC.

• Meta-cognitive: Delayed – production

Delayed – production means the action of deliberately postponing speaking o that one may learn by listening. Since TOEIC test has listening section, o the respondent must study the listening. It means he has done delayed – production meta-cognitive strategy. Below is the utterance that shows this category:

Questions : Can you describe your strategy to master the listening section of TOEIC?

Answer : I usually study the new vocabulary and expression through music and movie. I identified the similar sounds and meaning.

Based on the above utterance, it can be seen that the first respondent make some learning in the listening section of TOEIC test to increased vocabulary, and indentified some similar sounds and meaning. So, it can be said that he has done meta-cognitive of delayed – production strategy in which he studied the listening for postponing speaking.

• Meta-cognitive: Self – Evaluation

Self – evaluation means checking how well one is doing against one’s own standard. To check the standard score achievement, the respondent has done some evaluation by doing he pre-test and exercises. It was done check the score after the learning section. The utterance below shows the first respondent action of self – evaluation:

Questions : How do you check your learning progress?

Answer : I usually check my learning progress by doing the pre-test, full test, and several exercise.

The respondent has done some pre-test to evaluate his learning progress. This action called as meta-cognitive self-evaluation strategy. He checked his progress through several exercise.

Table 1.1. Metacognitive Strategy Primary Strategy Classification Example Of Strategy 1) Metacognitive :

a) Advance Organizer Planning for organizational learning by making schedule of learning

b) Directed Attention he is deciding in advance to attend in general to learning task to ignore irrelevant distracters

c) Selective Attention He directly pay attention to the specific area of problem in the test by reading the answer at first time before answering the test.

He is focus to understand the main point of the question and the setting

d) Self – Management He focus on the choice of answer before answering

Focus to listen the whole conversation

e) Functional planning He pays attention to

introduction and first part of dialogue

He learns the type of the test and catches the point of the question

Study the grammatical and context of situation

f) Self Monitoring Focuses on the conjuction and preposition

Study the functional expression necessary for the test.

g) Delayed Production Pay attention on the meaning pronunciation and sound

He uses the target language reference materials

h) Self – Evaluation He studies the first language as a base for understanding and/ or producing the second language He is reordering or

labeling, the material to be learned based on common attributes

He is writing down the main idea, important points, the outline, or summary of information presented orally or in writing

b) Cognitive Strategy

Cognitive strategies are more limited to specific learning task and they involve more direct manipulation of the learning material itself. Repletion, resourcing, translation, grouping, note taking, deduction, recombination, imagery, auditory, representation, key word, contextualization, elaboration, transfer, inference are among the most important cognitive strategies.

In the analysis, the writer finds out several cognitive types of strategy used by the first respondent. Based on the interview and questionnaire delivered to the respondent, it was indicated, grouping, note – taking, deduction, recombination, auditory, representation, key word, contextualization, inference and

• Cognitive: Repetition

Repetition means imitating other people’s speech overtly or silently. Below is the utterance based on the interview with the first respondent : Question : How do you master the listening section of the test?

Answer : I did many practices, learned the similar sounds of speech such as different vowel sounds, different initial consonant sounds different final consonant then tried to indentifying them

.

Based on the utterance above, the first respondent did the repetition of cognitive type of strategy as he identifying the people’s speech to master the listening section of the test. Besides, he is consciously applying rules to produce or understand the second language.

• Cognitive: Resourcing

Resourcing means making use of language materials such as dictionary, books, article, and other references. Here, the first respondent has used some references, books, and exercises. It means that he has applied the resourcing cognitive type of strategy. To prove, it can be seen on the following utterance based on the interview with the respondent.

Question : How do you learn the TOEIC test?

Answer : I used some books, searched some information on the internet and found any references that can support my study. I bought some TOEIC books too such as Longman and Cambridge.

The utterance above shows that the respondent has applied cognitive resourcing. He used some books, searched some information and references to support is study.

• Cognitive: Translation

Translation means using the first language as a basis for understanding and / or producing the L2. Below is the utterance to show the cognitive translation types of strategy used by the first respondent.

Question : How do you master the reading section of the test?

Answer : I practice a lot, do the simulation test and tried to understand the reading, checked the expressions and vocabulary used in the reading.

The above utterance shows that the respondent has made the first language as a basis to understand the reading comprehension text of the test.

• Cognitive: Grouping

Grouping means organizing on the basis of common attributes. Below utterance shows the respondent used of this type of strategy:

Question : How do you organize your strategy to master the listening section of the test?

Answer : I analyzed the listening based on each session, make some identification of each session such as identifying picture.

The above utterance shows how the respondent organizes the learning strategy to study the listening. He divided into the session of the test then identified each session such as picture session.

• Cognitive: Note – taking

Note – taking means writing down the gist etc of the texts. Here, the respondent has made some note – taking when he was learning. It can be seen on the following utterance:

Question : How do you handle the problem in the TOEIC test?

Answer : I usually write down some difficult part which I cannot solve it then I will find the answer. I also make some notes for the new vocabulary and expression.

The utterance above shows that he usually writes down difficult part that he could not solve then tried to find out the answer. He also made some notes for new vocabulary and expression in English. It means that he applied note – taking cognitive strategy to solve his problem.

• Cognitive: Deduction

Deduction means conscious application of rules to processing the L2. The first respondent done this to solve the error recognition part of the TOEIC test. Below is the utterance based in the interview with the respondent:

Question : How do you solve the grammar construction in the structure and grammar section of the test?

Answer : I studied the rules in the structure and grammar section of the test. I studied the most applied grammar used in the test.

It can be seen in the utterance above that the respondent has applied deduction to understand the rules in the structure and grammar section of the TOEIC test. Here, h studied the most applied grammar in the test.

• Cognitive: Recommendation

Recommendation means putting together of smaller meaningful elements into new wholes. In this analysis, the first respondent used this strategy to solve the error recognition part of the TOEIC test. Below is the utterance:

Question : How do you master the grammar to do the error recognition part of the test?

Answer : I identified the structure and grammar; I studied S and U of the sentences then put it in the correct order. I tried to find out the mistake.

Since error recognition part of the TOEIC test needs understanding of the structure and grammar to get meaningful sentences. The structure must studied the L2 construction in order he can put together of smaller meaningful elements of the sentences. So, that he has applied the recombination cognitive type of learning strategy.

• Cognitive: Auditory Presentation

Auditory representation means keeping a sound or sound sequence in the mind. As the respondent should master the listening to do the listening section of the test, so he applied the auditory representation cognitive type of learning strategy. Below is the utterance:

Question : How do you deal with the listening problem?

Answer : I practiced to listen the similar sound and also memorize the expressions used in the test.

The above utterance shows that the respondent deal with the listening problem by practicing to listen the similar sound and memorize the expressions used in the test. It means he has applied the auditory representation cognitive type of learning strategy.

• Cognitive: Key Word

Key word means using key word memory techniques, such as identifying L2 word with an L1 word that is sounds like. Here, the respondent applied this strategy to understand the meaning of the L2 and memorize the expressions. Below is the utterance:

Question : How do you handle the problem or new vocabulary and expressions?

Answer : I usually find out the meaning of the new word in the dictionary and then tried to find the same expression of the English language in to Indonesia.

The utterance above shows that the respondent has applied key word cognitive learning strategy as he identified the L2 word with and L1 word catch the meaning of some new vocabulary and expressions.

• Cognitive: Contextualization

Contextualization means placing a word or phrase in a meaningful language sequence. The first respondent has used this strategy to do the grammar section of the TOEIC test. Below is the utterance taken based on the interview:

Question : How do you understand the mistake in the grammar section of the TOEIC test?

Answer : I studied the unaccomplished sentences, phrasal verb and complicated sentences especially the subject and verb of the sentence.

The above utterance shows that he has done the contextualization cognitive type of the strategy to place the sentence in a good order.

• Cognitive: Inference

Inference means guessing meanings by using available information. To do the reading and understanding the meaning of the text, the respondent has used this type of strategy in order he can guess what the word or the text about. Below is the utterance:

Question : How do you deal with the reading vocabulary?

Answer : I tried to guess the meaning through the information contain in the text.

It can be seen on the utterance above that the respondent applied the inference cognitive type of strategy to guess the meaning of the reading

vocabulary. He tried to guess the meaning through the information contain in the text.

Table 1.2. Cognitive Strategies

Primary Strategy Classification Example Of Strategy

2) Cognitive

a) Repetition he is consciously applying rules to produce or understand the second language

b) Resourcing he practice and study the

simulation test for several times he check his answer for several times

c) Translation he uses the several TOEIC

books, such as Longman and Cambridge

d) Grouping He guess the meaning of the

source language to the target language based ion context He finds the meaning of the text

e) Note taking He classify the test model

phrase and expression

g) Recombination He writes new vocabularies and

expression during study

Study the grammatical rules of English as the basic to understand sentences and text

h) Imagery he reads the whole sentences to

catch the point of the sentences and text

i) Auditory Representation he pays attention on the question word

j) key word study the tenses

Guessing the photographs or the picture meaning

k) Contextualization Trying o catch the image point

l) Elaboration Listen carefully to the speaker

conversation and dialogue Listen carefully to the order of the speaker

m) Transfer Remembering the new words of

the target language

n) Inferencing Applying the functional

Understanding the second language meaning in context

c) Socio – Affective Strategy

As the socio-affective strategies, it can be stated that they are related with social mediating activity and transacting with others. Cooperation and question for clarification are the main socio-affective strategies.

In this analysis, the first respondent has done cooperation socio-affective type of strategy. As he is never asking to other people who understand the L2 on English language, he did not apply the question of clarification strategy.

Below is the utterance based on the interview with the respondent: Question : what do you usually do to face with the problems when learning

TOEIC?

Answer : I usually discus my problem with my friends, do the pre-test together and tried to solve the problem together.

The utterance above shows that the respondent has discussed his problems when learning TOEIC with his friends. It means he applied the cooperation socio-affective type of learning strategy to achieve high score.

Table 1.3. Socio Affective Strategy

Primary Strategy Classification Example Of Strategy

3) Socio – affective

a) Cooperative It is relating new information to

order concepts in memory It is using previously acquired linguistic and / or conceptual knowledge to facilitate a new language learning task

b) Question of clarification it is using available information to guess meanings of new items, predict outcomes, or fill in missing the question

guessing the meaning of any important word to answer the questions

consulting the work to the professional mentor to check the mistake

consulting the right answer to the mentor

asking the final solution to the professional mentor

b.Types of Learning Strategies Used By the Second Respondent.

Based on the interview with the second respondent, it is find out that his name is Catur Budi Setyawan. He is 19 years old and still in the first semester of his study. He is talk-active person but a good learner. He is not really smart but willing to study hard. Besides study in campus, he also joins in several organizations. Those make him busier than other students and probably make him tired. Instead of his lots of activity he spares time to study English. He likes English very much and he has been studying English for 10 years. His hobby are watching movie and playing games. He likes western movie and often get new vocabulary of English from the movie.

He followed TOEIC test to improve his ability in English for specific purpose and test, he also considering that the test would be important for him when he works. He has a high motivation in learning TOEIC preparation. As he likes English and he makes English as part of his life, he found no difficulties in learning it. He studied the TOEIC preparation by himself. He studied from book and internet. He often done online test simulation on the internet and he know several website to study TOEIC.

He has big obsession to achieve high score in TOEIC test, at first he set up the goals to get 550 – 650. After he followed the test, his final score is 597. He is quite satisfied with the result but he wanted to do more test to increase his score.

He has no time for consulting to someone when he learning the TOEIC preparation, as a result, he only doing simulation test then learning the material in the test. As he is kind of person who never give up on something, he tried hard for about 1,5 years to prepare for the TOEIC test by himself.

Based on the questionnaire and interview, he combines meta-cognitive type of learning and cognitive type of learning strategy. As he ever consulting to someone about his work, he has no socio-affective behavior. Whether the second respondent has applied some meta-cognitive behavior and cognitive behavior, it seems that socio cognitive behavior also important to improve the TOEIC score. Cooperating and asking for advice to the professional mentor or higher level learners is also important to help us to get better goals and to find out our problem solution to the mistake. Meanwhile, he has a high motivation to learning the preparation by himself. It may his confidence to do the test and to achieve high score.

Therefore, there are some limitations such as higher scores may not necessary be equated with better enhancement in language competence as the test does not include speaking and writing. However, as questions on listening material are directly related to what is actually conversed in a real situation, high – score subject can be regarded as proficient in activity that requires substantial personal effort to learn over time.

a). Meta-cognitive strategy

It can be stated that meta-cognitive is a term to express executive function, thinking about the learning process as it is taking place, monitoring of one’s

production or comprehension, and evaluating learning after activity is completed. Among the meta-cognitive strategies, it is possible to include advance organizer, directed attention, selective attention, self management, functional planning, self monitoring, delayed production, self evaluation.

In the analysis, the writer found out that the first respondent has done some meta-cognitive strategies which were divides into those categories.

• Meta-cognitive: Advance Organizer

This is sample survey and question for the higher achiever

Question : Can you explain the strategy or your steps to success in TOEIC test?

Answer : My first step is looking for information in advance about TOEIC test through books and browsing in the internet and looking for references any book that is easy to understand to learn TOEIC. Then I also studied the format of the test, how the test work properly, then focuses on the questions and answer, and then follow the test requirements.

The form of the utterance above indicates learning strategies to plan the learning activity in advance. It is marked by the use of organizational planning of language function or different events, for example: at home, bathroom, and at class. Organization planning means planning the parts, sequence, main idea, or language function to be express orally or in writing. Here, the first respondent has sequence of planning for preparing the TOEIC study. He make some sequence

steps to plan to study TOEIC in order he can be success to achieve high score of TOEIC.

• Meta-cognitive: Directed Attention

Directed attention means deciding to concentrate on general aspects of a leaning test. Below is the sample survey for further evidence.

Question: Do you have any special tips for mastering TOEIC?

Answer: Yes, mastering the concept of the TOEIC for me is the main and fastest strategy by learning the important parts such as grammar, vocabulary, tenses that are often use in the TOEC test.

The utterance above indicates that the first respondent has applied meta-cognitive strategy of directed attention. The respondent focused on vocabulary, tenses which are often appears on the TOEIC test.

• Meta-cognitive: Selective Attention

Based on the interview, it is indicated that the first respondent has used meta-cognitive strategy of selective attention. It is category of the strategy in which the learner deciding to pay attention to specific parts of the language input or the situation that will help learning. It can be seen in the following utterance: Question: Can you please tell me how do you master the listening section of

the TOEIC test?

Answer: I often listen to English conversation through CD, watching English movie and listening to English song to train my ear sensitivity of the language. I also learn some vocabularies and English expressions trough movie.

The utterance above proves that the first respondent has used meta-cognitive strategy of selective attention. He learned the listening section of the test through several ways.

• Meta-cognitive: Self Management

Self management means trying to arrange the appropriate condition of learning. According to the interview and questionnaire given to the first respondent, he is indicated to use this category of strategy. This can be seen in the following utterance.

Questions : What do you do to overcome the difficulties that constrain you to master TOEIC?

Answer : I was spending time to learn TOEIC, making schedule of particular day at least twice a week during my busy activity.

The above utterance proved that the first respondent has manage himself to learn TOEIC by making schedule which he has done regular minimum twice a week.

Meta-cognitive: Advance Preparation

Here, the first respondent has also used meta-cognitive strategy of advance preparation. It means he has planned the linguistic components for a forthcoming language task.

The following utterance proved that this category of strategy has been done by the first respondent.

Questions : how are your strategies to master the structure and grammar to work on the ‘structure and grammar section’ in the TOEIC test? Answer : before starting the exercise, I divided the structure I the category

of the most frequent and rarely emerged from analysis of the subject and verb, punctuation, commas, conjunction or recurring conjunction, preposition, adjective verb, ling king verb, comparison and conditional sentence.

Based on the above utterance, it is indicated that the first respondent has planned or some linguistic elements of the TOEIC test such as learning the grammar construction; subject and verb, conjunction, preposition, adjective verb, comparison, and conditional sentence.

• Meta-cognition: Self Monitoring

The first respondent monitor his learning as a self – monitoring which he checked his performance to find out his progress of learning. It can be seen in the following utterance:

Question : How do you check or evaluate your progress?

Answer : I usually do online test in the internet to check my progress and also check my grammar mistake when doing grammar exercise.

The above utterance shows that the first respondent has monitored himself when he was learning TOEIC. He checked his grammar mistake and do some

pre-test online to fine monitor his progress of learning. Based on the questionnaire, he also always finds out the error or mistake when learning the TOEIC.

• Meta-cognitive : Delayed – production

Delayed – production means the action of deliberately postponing speaking o that one may learn by listening. Since TOEIC test has listening section, o the respondent must study the listening. It means he has done delayed – production meta-cognitive strategy. Below is the utterance that shows this category:

Questions : Can you describe your strategy to master the listening section of TOEIC?

Answer : I usually study the new vocabulary and expression through music and movie. I identified the similar sounds and meaning.

Based on the above utterance, it can be seen that the first respondent make some learning in the listening section of TOEIC test to increased vocabulary, and indentified some similar sounds and meaning. So, it can be said that he has done meta-cognitive of delayed – production strategy in which he studied the listening for postponing speaking.

• Meta-cognitive: Self – Evaluation

Self – evaluation means checking how well one is doing against one’s own standard. To check the standard score achievement, the respondent has done some evaluation by doing he pre-test and exercises. It was done check the score after the

learning section. The utterance below shows the first respondent action of self – evaluation:

Questions : How do you check your learning progress?

Answer : I usually check my learning progress by doing the pre-test, full test, and several exercise.

The respondent has done some pre-test to evaluate his learning progress. This action called as meta-cognitive self-evaluation strategy. He checked his progress through several exercise.

Table 2.1. Metacognitive Strategy

Primary Strategy Classification Strategy Toward the Classification

1) Metacognitive

i) Advance Organizer Making of sequence order to study based on the test model j) Directed Attention Directly reading the answer

Focuses on the main idea or topic

He focus on the choice of answer before answering them k) Selective Attention Focus to listen the whole

conversation

He pays the attention to the introduction and first part of dialogue

He learns the type of the test and catches the point of the question

Study the grammatical and context of situation

Focuses on the conjuction and preposition

l) Self – Management Study the functional expression necessary for the test

m) Functional Planning Pay attention on the meaning, pronunciation and sound He uses the target language reference materials

n) Self – Monitoring He studies the first language as a base for understanding and / or producing the second language

reclassifying, and perhaps labeling, the material to be learned based on common attributes

He is writing down the main idea, important points, the outline, or summary of information presented orally or in writing

p) Self – Evaluation He is consciously applying

rules to produce or understand the second language

b). Cognitive Strategy

Cognitive strategies are more limited to specific learning task and they involve more direct manipulation of the learning material itself. Repletion, resourcing, translation, grouping, note taking, deduction, recombination, imagery, auditory, representation, key word, contextualization, elaboration, transfer, inference are among the most important cognitive strategies.

In the analysis, the writer finds out several cognitive types of strategy used by the first respondent. Based on the interview and questionnaire delivered to the respondent, it was indicated, grouping, note – taking, deduction, recombination, auditory, representation, key word, contextualization, inference and

• Cognitive: Repetition

Repetition means imitating other people’s speech overtly or silently. Below is the utterance based on the interview with the first respondent:

Question : How do you master the listening section of the test?

Answer : I did many practices, learned the similar sounds of speech such as different vowel sounds, different initial consonant sounds different final consonant then tried to indentifying them.

Based on the utterance above, the first respondent did the repetition of cognitive type of strategy as he identifying the people’s speech to master the listening section of the test. Besides, he is consciously applying rules to produce or understand the second language.

• Cognitive: Resourcing

Resourcing means making use of language materials such as dictionary. Here, the first respondent has used some references, books, and exercises. It means that he has applied the resourcing cognitive type of strategy. To prove, it can be seen on the following utterance based on the interview with the respondent.

Question : How do you learn the TOEIC test?

Answer : I used some books, searched some information on the internet and found any references that can support my study. I bought some TOEIC books too such as Longman and Cambridge.

The utterance above shows that the respondent has applied cognitive resourcing. He used some books, searched some information and references to support is study.

• Cognitive: Translation

Translation means using the first language as a basis for understanding and / or producing the L2. Below is the utterance to show the cognitive translation types of strategy used by the first respondent.

Question : How do you master the reading section of the test?

Answer : I practice a lot, do the simulation test and tried to understand the reading, checked the expressions and vocabulary used in the reading.

The above utterance shows that the respondent has made the first language as a basis to understand the reading comprehension text of the test.

• Cognitive: Grouping

Grouping means organizing on the basis of common attributes. Below utterance shows the respondent used of this type of strategy:

Question : How do you organize your strategy to master the listening section of the test?

Answer : I analyzed the listening based on each session, make some identification of each session such as identifying picture.

The above utterance shows how the respondent organizes the learning strategy to study the listening. He divided into the session of the test then identified each session such as picture session.

• Cognitive: Note – taking

Note – taking means writing down the gist etc of the texts. Here, the respondent has made some note – taking when he was learning. It can be seen on the following utterance:

Question : How do you handle the problem in the TOEIC test?

Answer : I usually write down some difficult part which I cannot solve it then I will find the answer. I also make some notes for the new vocabulary and expression.

The utterance above shows that he usually writes down difficult part tnathe could not solve the tried to find out the answer. He also made some notes for new vocabulary and expression in English. It means that he applied note – taking cognitive strategy to solve his problem.

• Cognitive: Deduction

Deduction means conscious application of rules to processing the L2. The first respondent done this to solve the error recognition part of the TOEIC test. Below is the utterance based in the interview with the respondent:

Question : How do you solve the grammar construction in the structure and grammar section of the test?

Answer : I studied the rules in the structure and grammar section of the test. I studied the most applied grammar used in the test.

It can be seen in the utterance above that the respondent has applied deduction to understand the rules in the structure and grammar section of the TOEIC test. Here, h studied the most applied grammar in the test.

• Cognitive: Recommendation

Recommendation means putting together of smaller meaningful elements into new wholes. In this analysis, the first respondent used this strategy to solve the error recognition part of the TOEIC test. Below is the utterance:

Question : How do you master the grammar to do the error recognition part of the test?

Answer : I identified the structure and grammar, I studied S and U of the sentences then put it in the correct order. I tried to find out the mistake.

Since error recognition part of the TOEIC test needs understanding of the structure and grammar to get meaningful sentences. The structure must studied the L2 construction in order he can put together of smaller meaningful elements of the sentences. So, that he has applied the recombination cognitive type of learning strategy.

• Cognitive: Auditory Presentation

Auditory representation means keeping a sound or sound sequence in the mind. As the respondent should master the listening to do the listening section of the test, so he applied the auditory representation cognitive type of learning strategy. Below is the utterance:

Question : How do you deal with the listening problem?

Answer : I practiced to listen the similar sound and also memorize the expressions used in the test.

The above utterance shows that the respondent deal with the listening problem by practicing to listen the similar sound and memorize the expressions used in the test. It means he has applied the auditory representation cognitive type of learning strategy.

• Cognitive: Key Word

Key word means using key word memory techniques, such as identifying L2 word with an L1 word that is sounds like. Here, the respondent applied this strategy to understand the meaning of the L2 and memorize the expressions. Below is the utterance:

Question : How do you handle the problem or new vocabulary and expressions?

Answer : I usually find out the meaning of the new word in the dictionary and then tried to find the same expression of the English language in to Indonesia.

The utterance above shows that the respondent has applied key word cognitive learning strategy as he identified the L2 word with and L1 word catch the meaning of some new vocabulary and expressions.

• Cognitive: Contextualization

Contextualization means placing a word or phrase in a meaningful language sequence. The first respondent has used this strategy to do the grammar section of the TOEIC test. Below is the utterance taken based on the interview: Question : How do you understand the mistake in the grammar section of the

TOEIC test?

Answer : I studied the unaccomplished sentences, phrasal verb and complicated sentences especially the subject and verb of the sentence.

The above utterance shows that he has done the contextualization cognitive type of the strategy to place the sentence in a good order.

• Cognitive: Inference

Inference means guessing meanings by using available information. To do the reading and understanding the meaning of the text, the respondent has used this type of strategy in order he can guess what the word or the text about. Below is the utterance:

Question : How do you deal with the reading vocabulary?

Answer : I tried to guess the meaning through the information contain in the text.

It can be seen on the utterance above that the respondent applied the inference cognitive type of strategy to guess the meaning of the reading vocabulary. He tried to guess the meaning through the information contain in the text.

Table 2.2 Cognitive Strategy

Primary Strategy Classification Strategy Toward the Classification

2) Cognitive a) Repetition b) Resourcing

c) Translation He practices and study the

simulation test for several times

d) Grouping He check his answer for several

times

He uses practices book and internet

He guess the meaning of the source language to the target language based on context

e) Note Taking He finds the meaning of the text

He classify the test model He classify the genre, words, phrase and expression

f) Deducation He writes new vocabularies and expression during study

g) Recombination Study the grammatical rules of English as the basic to understand sentences and text

h) Imagery He reads the whole sentences to

catch the point of the sentences and text

i) Auditory Representation He pays attention on the question word

Study the tenses

j) Key – word Guessing the photographs or the

picture meaning

k) Contextualization Trying to catch the image point l) Elaboration Listen carefully to the speaker

conversation and dialogue Listen carefully to the order of the speaker

m) Transfer Remembering the new words

oh the target language

Applying the functional expression

language meaning in context

c). Socio – Affective Strategy

As the socio-affective strategies, it can be stated that they are related with social mediating activity and transacting with others. Cooperation and question for clarification are the main socio-affective strategies.

In this analysis, the first respondent has done cooperation socio-affective type of strategy. As he never ask to other people who understand the L2 on English language, he did not applied the question of clarification strategy.

Below is the utterance based on the interview with the respondent:

Question : what do you usually do to face with the problems when learning TOEIC?

Answer : I usually discus my problem with my friends, do the pre-test together and tried to solve the problem together.

The utterance above shows that the respondent has discussed his problems when learning TOEIC with his friends. It means he applied the cooperation socio-affective type of learning strategy to achieve high score.

Table 2.3 Socio Affective Strategy

Primary Strategy Classification Strategy Toward the Classification

3) Socio - affective:

b) Question of Clarification

other concepts in memory

It is using previously acquired linguistic and/or conceptual knowledge to facilitate a new language learning task.

It is using available information to guess meaning of new items, predict outcomes, or fill in missing information

Guessing the meaning of any important word to answer the questions

NO NO

c. Types Of Learning Used By The Third Respondent

The third Respondent is Nurin Hidayat, a student of F class Economy Faculty, Muhammadiyah University. She is 18 years old and she live in Janganharjo RT 01/10 Pucangan, Kartosura. She has been studying English since elementary school, about ten years. She is diligent student and always curious to study something new. Her inspiration is Mario Teguh who always motivates others. Her parent supports her very much in her study and all of her choice.

Regardless to the TOEIC test, she followed the test to check her goals in the test. She has been studied the TOEIC preparation by herself for several month and she wanted to know how her achievements. She has no high achievement when she set up the goals. She only hopes to get around 500 – 550. After she followed the TOEIC test, her final score is 549. Among the two other respondent, the third respondent score is lowest. To study the TOEIC preparation, she has no specific strategy, she only followed the book instruction, study regularly, and practices a lot, and also consulting to the higher learner. She also often do simulation test online on the internet.

According to the interview and questionnaire, the result shows that third respondent has done all the categories of strategies. She has done several meta-cognitive behaviors, such as dealing with the difficult matter of the test, focus on the specific matter, practices a lot. Cognitive behavior that the third respondent done are listening a lot some vocabulary, CD TOEIC preparation, and combining with the socio-affective behavior such as consulting to the professional mentor and asking some advice to the higher learners.

From the third respondent, in can be assume that she has no high goal of the TOEIC score. Her learning strategies has helpful for her make her achieve high score or intermediate level of the test.

a). Meta-cognitive strategy

It can be stated that meta-cognitive is a term to express executive function, thinking about the learning process as it is taking place, monitoring of one’s production or comprehension, and evaluating learning after activity is completed.

Among the meta-cognitive strategies, it is possible to include advance organizer, directed attention, selective attention, self management, functional planning, self monitoring, delayed production, self evaluation.

In the analysis, the writer found out that the first respondent has done some meta-cognitive strategies which were divides into those categories.

• Meta-cognitive: Advance Organizer

This is sample survey and question for the higher achiever

Question : Can you explain the strategy or your steps to success in TOEIC test?

Answer : My first step is looking for information in advance about TOEIC test through books and browsing in the internet and looking for references any book that is easy to understand to learn TOEIC. Then I also studied the format of the test, how the test work properly, then focuses on the questions and answer, and then follow the test requirements.

The form of the utterance above indicates a learning strategy to plan the learning activity in advance. It is marked by the use of organizational planning of language function or different events, for example: at home, bathroom, and at class. Organization planning means planning the parts, sequence, main idea, or language function to be express orally or in writing. Here, the first respondent has sequence of planning for preparing the TOEIC study. He make some sequence steps to plan to study TOEIC in order he can be success to achieve high score of TOEIC.

• Meta-cognitive: Directed Attention

Directed attention means deciding to concentrate on general aspects of a leaning test. Below is the sample survey for further evidence.

Question: Do you have any special tips for mastering TOEIC?

Answer: Yes, mastering the concept of the TOEIC for me is the main and fastest strategy by learning the important parts such as grammar, vocabulary, tenses that are often use in the TOEC test.

The utterance above indicates that the first respondent has applied meta-cognitive strategy of directed attention. The respondent focused on vocabulary, tenses which are often appears on the TOEIC test.

• Meta-cognitive: Selective Attention

Based on the interview, it is indicated that the first respondent has used meta-cognitive strategy of selective attention. It is category of the strategy in which the learner deciding to pay attention to specific parts of the language input or the situation that will help learning. It can be seen in the following utterance: Question: Can you please tell me how do you master the listening section of

the TOEIC test?

Answer: I often listen to English conversation through CD, watching English movie and listening to English song to train my ear sensitivity of the language. I also learn some vocabularies and English expressions trough movie.

The utterance above proves that the third respondent has used meta-cognitive strategy of selective attention. He learned the listening section of the test through several ways.

• Meta-cognitive: Self Management

Self management means trying to arrange the appropriate condition of learning. According to the interview and questionnaire given to the first respondent, he is indicated to use this category of strategy. This can be seen in the following utterance.

Questions : What do you do to overcome the difficulties that constrain you to master TOEIC?

Answer : I was spending time to learn TOEIC, making schedule of particular day at least twice a week during my busy activity.

The above utterance proved that the first respondent has managed himself to learn TOEIC by making schedule which he has done regular minimum twice a week.

• Meta-cognitive: Advance Preparation

Here, the first respondent has also used meta-cognitive strategy of advance preparation. It means he has planned the linguistic components for a forthcoming language task.

The following utterance proved that this category of strategy has been done by the first respondent.

Questions : how are your strategies to master the structure and grammar to work on the ‘structure and grammar section’ in the TOEIC test? Answer : before starting the exercise, I divided the structure I the category

of the most frequent and rarely emerged from analysis of the subject and verb, punctuation, commas, conjunction or recurring conjunction, preposition, adjective verb, ling king verb, comparison and conditional sentence.

Based on the above utterance, it is indicated that the first respondent has planned or some linguistic elements of the TOEIC test such as learning the grammar construction; subject and verb, conjunction, preposition, adjective verb, comparison, and conditional sentence.

• Meta-cognition: Self Monitoring

The first respondent monitor his learning as a self – monitoring which he checked his performance to find out his progress of learning. It can be seen in the following utterance:

Question : How do you check or evaluate your progress?

Answer : I usually do online test in the internet to check my progress and also check my grammar mistake when doing grammar exercise.

The above utterance shows that the first respondent has monitored himself when he was learning TOEIC. He checked his grammar mistake and do some pre-test online to fine monitor his progress of learning. Based on the questionnaire, he also always finds out the error or mistake when learning the TOEIC.

• Meta-cognitive: Delayed – production

Delayed – production means the action of deliberately postponing speaking o that one may learn by listening. Since TOEIC test has listening section, o the respondent must study the listening. It means he has done delayed – production meta-cognitive strategy. Below is the utterance that show this category:

Questions : Can you describe your strategy to master the listening section of TOEIC?

Answer : I usually study the new vocabulary and expression through music and movie. I identified the similar sounds and meaning.

Based on the above utterance, it can be seen that the first respondent make some learning in the listening section of TOEIC test to increased vocabulary, and indentified some similar sounds and meaning. So, it can be said that he has done meta-cognitive of delayed – production strategy in which he studied the listening for postponing speaking.

• Meta-cognitive: Self – Evaluation

Self – evaluation means checking how well one is doing against one’s own standard. To check the standard score achievement, the respondent has done some evaluation by doing he pre-test and exercises. It was done check the score after the learning section. The utterance below shows the first respondent action of self – evaluation:

Questions : How do you check your learning progress?

Answer : I usually check my learning progress by doing the pre-test, full test, and several exercise.

The respondent has done some pre-test to evaluate his learning progress. This action called as meta-cognitive self-evaluation strategy. He checked his progress through several exercise.

Table 3.1. Metacognitive Strategy

Primary Strategy Classification Strategy Toward the Classification a) Metacognitive

a) Advance Organzer Making of sequence order to study based on the test model b) Directed Attention Directly reading the answer

Focuses on the main idea or topic

He focus on the choice of answer before answering them c) Selective Attention Focus to listen the whole

conversation

He pays attention to the introduction and first part of dialogue

He learns the type of the test and catches the point of the question

Study the grammatical and context of situation

d) Self – Management Focuses on the conjuction and preposition

Study the functional expression necessary for the test

e) Functional Planning Pay the attention on the meaning pronunciation and sound

He uses the target language reference materials

f) Self – monitoring He studies the first language as a base for understanding and/or producing the second language He is reordering or reclassifying, and perhaps labeling, the material to be learned based on common attributes

idea, important points, the outline, or summary of information presented orally or in writing

He practices consciously applying rules to produce or understand the second language

b). Cognitive Strategy

Cognitive strategies are more limited to specific learning task and they involve more direct manipulation of the learning material itself. Repletion, resourcing, translation, grouping, note taking, deduction, recombination, imagery, auditory, representation, key word, contextualization, elaboration, transfer, inference are among the most important cognitive strategies.

In the analysis, the writer finds out several cognitive types of strategy used by the first respondent. Based on the interview and questionnaire delivered to the respondent, it was indicated, grouping, note – taking, deduction, recombination, auditory, representation, key word, contextualization, and inference.

• Cognitive: Repetition

Repetition means imitating other people’s speech overtly or silently. Below is the utterance based on the interview with the first respondent:

Question : How do you master the listening section of the test?

Answer : I did many practices, learned the similar sounds of speech such as different vowel sounds, different initial consonant sounds different final consonant then tried to indentifying them.

Based on the utterance above, the first respondent did the repetition of cognitive type of strategy as he identifying the people’s speech to master the listening section of the test. Besides, he is consciously applying rules to produce or understand the second language.

• Cognitive: Resourcing

Resourcing means making use of language materials such as dictionary. Here, the first respondent has used some references, books, and exercises. It means that he has applied the resourcing cognitive type of strategy. To prove, it can be seen on the following utterance based on the interview with the respondent. Question : How do you learn the TOEIC test?

Answer : I used some books, searched some information on the internet and found any references that can support my study. I bought some TOEIC books too such as Longman and Cambridge.

The utterance above shows that the respondent has applied cognitive resourcing. He used some books, searched some information and references to support is study.

• Cognitive: Translation

Translation means using the first language as a basis for understanding and / or producing the L2. Below is the utterance to show the cognitive translation types of strategy used by the first respondent.

Question : How do you master the reading section of the test?

Answer : I practice a lot, do the simulation test and tried to understand the reading, checked the expressions and vocabulary used in the reading.

The above utterance shows that the respondent has made the first language as a basis to understand the reading comprehension text of the test.

• Cognitive: Grouping

Grouping means organizing on the basis of common attributes. Below utterance shows the respondent used of this type of strategy:

Question : How do you organize your strategy to master the listening section of the test?

Answer : I analyzed the listening based on each session, make some identification of each session such as identifying picture.

The above utterance shows how the respondent organizes the learning strategy to study the listening. He divided into the session of the test then identified each session such as picture session.

• Cognitive: Note – taking

Note – taking means writing down the gist etc of the texts. Here, the respondent has made some note – taking when he was learning. It can be seen on the following utterance:

Question : How do you handle the problem in the TOEIC test?

Answer : I usually write down some difficult part which I cannot solve it then I will find the answer. I also make some notes for the new vocabulary and expression.

The utterance above shows that he usually writes down difficult part that she could not solve the tried to find out the answer. He also made some notes for new vocabulary and expression in English. It means that he applied note – taking cognitive strategy to solve his problem.

• Cognitive: Deduction

Deduction means conscious application of rules to processing the L2. The first respondent done this to solve the error recognition part of the TOEIC test. Below is the utterance based in the interview with the respondent:

Question : How do you solve the grammar construction in the structure and grammar section of the test?

Answer : I studied the rules in the structure and grammar section of the test. I studied the most applied grammar used in the test.

It can be seen in the utterance above that the respondent has applied deduction to understand the rules in the structure and grammar section of the TOEIC test. Here, h studied the most applied grammar in the test.

• Cognitive: Recommendation

Recommendation means putting together of smaller meaningful elements into new wholes. In this analysis, the first respondent used this strategy to solve the error recognition part of the TOEIC test. Below is the utterance:

Question : How do you master the grammar to do the error recognition part of the test?

Answer : I identified the structure and grammar, I studied S and U of the sentences then put it in the correct order. I tried to find out the mistake.

Since error recognition part of the TOEIC test needs understanding of the structure and grammar to get meaningful sentences. The structure must studied the L2 construction in order he can put together of smaller meaningful elements of the sentences. So, that he has applied the recombination cognitive type of learning strategy.

• Cognitive: Auditory Presentation

Auditory representation means keeping a sound or sound sequence in the mind. As the respondent should master the listening to do the listening section of the test, so he applied the auditory representation cognitive type of learning strategy. Below is the utterance:

Question : How do you deal with the listening problem?

Answer : I practiced to listen the similar sound and also memorize the expressions used in the test.

The above utterance shows that the respondent deal with the listening problem by practicing to listen the similar sound and memorize the expressions used in the test. It means he has applied the auditory representation cognitive type of learning strategy.

• Cognitive: Key Word

Key word means using key word memory techniques, such as identifying L2 word with an L1 word that is sounds like. Here, the respondent applied this strategy to understand the meaning of the L2 and memorize the expressions. Below is the utterance:

Question : How do you handle the problem or new vocabulary and expressions?

Answer : I usually find out the meaning of the new word in the dictionary and then tried to find the same expression of the English language in to Indonesia.

The utterance above shows that the respondent has applied key word cognitive learning strategy as he identified the L2 word with and L1 word catch the meaning of some new vocabulary and expressions.

• Cognitive: Contextualization

Contextualization means placing a word or phrase in a meaningful language sequence. The first respondent has used this strategy to do the grammar section of the TOEIC test. Below is the utterance taken based on the interview:

Question : How do you understand the mistake in the grammar section of the TOEIC test?

Answer : I studied the unaccomplished sentences, phrasal verb and complicated sentences especially the subject and verb of the sentence.

The above utterance shows that he has done the contextualization cognitive type of the strategy to place the sentence in a good order.

• Cognitive: Inference

Inference means guessing meanings by using available information. To do the reading and understanding the meaning of the text, the respondent has used this type of strategy in order he can guess what the word or the text about. Below is the utterance:

Question : How do you deal with the reading vocabulary?

Answer : I tried to guess the meaning through the information contain in the text.

It can be seen on the utterance above that the respondent applied the inference cognitive type of strategy to guess the meaning of the reading vocabulary. He tried to guess the meaning through the information contain in the text.

Table 3. 2. Cognitive Strategy

Primary Strategy Classification Strategy Toward the Classification a) Cognitive :

a) Repetition He practices and study the

simulation test for several times b) Resourcing he check his answer for several

times

c) Translation He uses practice book and

internet

d) Grouping He guess the meaning of the

source language to the target language based on context

e) Note taking He finds the meaning model

f) Deducation He classify the genre, words,

phrase and expression

g) Recombination He writes the new vocabularies and expression during study

h) Imagery Study the grammatical rules of

English as the basic to understand sentences and text i) Auditory Representation He reads the whole sentences to

catch the point of the sentences and text

j) Key word He pays attention on the question word

Study the tenses

Guessing the photographs or the picture meaning

k) Contextualization Trying to catch the image point l) Elaboration Listen carefully to the speaker

conversation and dialogue Listen carefully to the order of the speaker

m) Transfer Remembering the new words of

the target language

Applying the functional expression

n) Inferencing Understanding the second

language meaning in context

c). Socio – Affective Strategy

As the socio-affective strategies, it can be stated that they are related with social mediating activity and transacting with others. Cooperation and question for clarification are the main socio-affective strategies.

B. DISCUSSION

In this section, the writer discusses the research findings of the recent research which compared to the research finding of the previous researchers. The writer also discusses the theory and the findings of the recent research whether or not both are having similarities or differences.

The findings of this research show that the three respondents taken from the students of Economy faculty of Muhammadiyah University has apply three different learning strategy which are metacognitive, cognitive, and socio affective to achieve the higher score of TOEIC. The strategy is taken based on the theory of O’Malley learning strategy. This research belongs to qualitative research which describes the type of the learning strategy used by the students of Economy faculty of Muhammadiyah University.

For collecting the data, the researcher used questionnaire and interview with the respondents. The researcher proposed four problem statements, which are the type of learning strategy used by the students of Economy faculty of Muhammadiyah University, the dominant learning strategy, the reason of the students to use the strategy, and the pedagogical implication.

The analysis of this research relies on O’Malley theory of learning strategy. O'Malley et al. (1985:582-584) divide language learning strategies into three main subcategories: Metacognitive Strategies, Cognitive Strategies, Socioaffective Strategies. Based on the analysis, the result shows that all respondents attempted to use all of the strategy proposed by O’Malley. The three students used almost all three learning strategies that are proposed by O’Malley.

But there are some differences on the quantity of strategies at each student. The similarities of the learning strategies show that they used all of strategies to increase their listening and structure skill while they have differences learning strategy to increase the listening skill. First subject and second subject of this research has the same strategies to increase the listening comprehension by using both metacognitive and cognitive strategies. They used two metacognitive strategies that are Selective attention and self-monitoring. While the third subject of this research do not use metacognitive strategies to increase the listening section. Meanwhile in cognitive strategies the three subjects apply the same cognitive strategies to increase the listening comprehension. In cognitive strategies, the three subjects applied imagery, translation and elaboration to increase the listening skill. The writer found that there were no significant differences of learning strategy used by the three respondents. Basically, the three respondents combine the three strategies for achieving high score of TOEIC.

Compared to the previous study, this study has significant learning to achieve the higher score of TOEIC test. In the previous study, the researcher only focuses on some learning strategy for studying the English language and not for preparing the test such as TOEIC. Moreover, the previous study has significant attention only on one or two learning strategy. They also have different theory of analysis compared to this research. This current study’s finding is different from Zeynali’s study, Farsani’s study, Kayaoglu’s study, Du’s study, Ajaja’s study, and Kaur & Muhamed’s study.

First study conducted by Zeynali’s study finding revealed that there isn’t significant in the use of metacognitive and cognitive among EFL language learners with different gender. But there is significant difference in the use of socio - affective strategy among EFL learners with difference gender. In this research result that the examination of the means of variables reveals that females have significantly higher social/ affective score that males. From the result, it can be suggest that although both male and female learners use all three strategy categories but female learners tend to use social affective strategies more than male learners.

The second study conducted by Farsani et all’s study. The first finding of the third study that Iranian learners were high users with regard to metacognitive, cognitive and social and they were medium users in terms of memory, compensation, and affective strategies. Based on the second finding this research, Iranian learners were mainly intrinsically oriented toward learning English language. The low mean for external motivation indicated they rarely learned English for satisfying their external demand. The last finding of this research, there is relationship between motivational orientation and language learning strategy types. External motivation indicated very low and positive correlation with memory, compensation, affective, and metacognitive strategies as well as low and negative correlation with cognitive and social strategies.

The third study accomplished by kayouglu’s study. This research found that good learners were observed to differ significantly from the poor learners in the use of elaborating and using imagery through remembering location. Based on

the result, it is revealed statistically significant differences from the poor learners in the use of a substantial number of cognitive strategies. It means that good learners showed a significantly higher frequency of using compensation strategies.

The fourth study conducted by Du’s Study. The first finding of the fourth study that both specific and global measures of English self-concept indicated that Chinese college non English majors didn’t hold high English self-concept that eleventh strategy sets were categorized as the medium use. Among them, ten strategy sets belonged to memory, cognitive, social, and affective. Based on the result, female’s general English self-concept was higher that that of males. Female learners had more positive general English self-concept that the male. Indicated females pronunciation self-concept was significantly higher than males. The last finding found that general English self- concept had higher correlations with six language learning strategies, comparing with English speaking self-concept and English pronunciation self-concept.

The fifth study conducted by Kaur & Mohamed’s study revealed the male and female integrated science students in cooperative learning classroom scored slightly different scores. The males had mean scores of 60.49 while the mean score of female was 63.39.

The sixth study accomplished by Kaur & Mohamed’s study revealed that there is frequency of the students using language learning strategies for four skills in English mastering. This research found that in reading strategy is the most frequently used strategy while speaking is the least frequently used strategy among primary students. Most primary students employ reading and writing

strategy more frequently as six teachers emphasize there skills. More than the listening and speaking skill in the classroom. Reading and writing being the most frequently used strategy, with means 3.633 and 3.575 respectively demonstrate that these strategies are related to exam strategies. Listening and speaking strategies is emphasized less in classroom.

Differences is obviously recognizing, this current research reveals that each students has their own type of learning strategies. Based on the analysis it can be seen that the three students have similarities and differences to use the learning strategies to achieve high score of TOEIC test. The differences are attempted at learning strategies of listening comprehension. The first and the second students have similarities of learning strategies of the listening section. They used five learning strategies in listening. Meanwhile, based on the result it can be seen that the third students’ is difference from the others. The third students only used three learning strategies in listening.

Based on the statement above, it can be indicated that this current research finding is compatible with O’Malley theory of language learning strategies. According to O’Malley (1990: 582) divided LLS into three main sub categories, namely: meta-cognitive, cognitive, and socio-affective strategies. The three students of Muhammadiyah University of Surakarta employ the three aspects of LLS by O’Malley.

From the analysis above, this research is correlated with the theory of O’Malley. The three subjects used similar strategies in reading and structure of TOEIC. In metacognitive they used advance organizer, directed attention,

selective attention, self-management, functional planning, self-monitoring, delayed production, and self-evaluation. Metacognitive strategy in help preparing have them in preparing grammar and vocabulary proficiency by enrich their resources. it also help them in managing their time of learning TOEIC, in having TOEIC simulation. In cognitive strategy, they used eleventh strategies such as repetition, resourcing, translation, grouping, note taking, deduction, auditory representation, key word, contextualization, recombination, and inferencing. Cognitive strategy helps in understanding context of L2 used and grammatical errors in the test model. In socio/ affective strategy they used cooperation and question for clarification. Socio/ affective strategy help in having a problem solving.

The three subjects have different learning strategies in the listening section. First and second subject use similar strategies of metacognitive, but the third subject does not apply it. The first and second student used directed attention, selective attention and self- monitoring. It helps them for predicting the out coming answer and question and also focus on pronunciation with similar sound.

In cognitive strategy, the three subjects used imagery, translation, and elaboration. It helps them for predicting the situation of picture in the TOEIC questions, making concept of the listening points, mixing long term memory with the problems occur in the test.