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1. Memory Strategies
These are strategies that help learners keep and retrieve new information Oxford, 1990. Using phonetic spelling andor accent marks to remember words
and using structured reviewing to remember English grammar are the examples of memory strategies. Table 4.1 shows that 20 students or 91 did the strategy in the
first statement while two 2 students or 9 did not do it. It means that almost all the students used phonetic spelling andor accent marks written in the dictionary
to memorize new words. It is supported by the interview result of student A as can be seen in Appendix 6. She said that when she found new items of vocabularies
on the movie, she would find the meaning of those words on the dictionary and use the phonetic spelling andor accent marks of them to remember them. Besides,
16 students or 73 did the strategy in the second statement while the other six 6 students or 27 did not do it. It means that most students remembered difficult
English grammar by reviewing it many times. It can be concluded that all memory strategies were done by most of the students.
2. Cognitive Strategies
Cognitive strategies enable learners to understand and produce new language in many different meanings Oxford, 1990. Improving pronunciation by
doing repetition, making friends with native speakers, and joining a foreign language club are the examples of cognitive strategies. There were only few
students who did cognitive strategies. The questionnaire result shows that 7 seven students or 32 did the strategy in the third statement while 15 students or
68 did not do it. It means that practicing pronunciation by saying English words PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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over and over was done by only a few students. Most of the students also did not do the strategy in the fourth statement. It is supported by the questionnaire the
result which shows that 15 students or 68 chose D disagree and two 2 students or 9 chose SD strongly disagree. However, there were still five 5
students or 23 who did that strategy. Student C who was interviewed said: “I used to join English club. There were many native speakers who also
joined the club, so Indonesian people including me were demanded and forced to speak and communicate in English with both native speakers and
other Indonesian people.”
3. Compensation Strategies
These strategies help learners overcome gaps in knowledge so learners can communicate authentically Oxford, 1990. Switching to mother tongue, using
mime or gesture, and using synonym are the examples of compensation strategies. Table 4.1 shows that 20 students or 90 did the strategy in the fifth statement
while two 2 students or 9 did not do it. It means that many of the students said something in their mother tongue such as Bahasa Indonesia or Javanese when they
did not know how to say it in English. Many of them also did the strategies in the sixth statement and the seventh statement. It is supported by the questionnaire
result which indicates that 18 students or 82 used mime, gesture or physical movements to show some things when they forgot the meaning of certain English
words while four 4 students or 18 did not do that. In addition, 16 students or 72 used synonym of certain words when they forgot the meaning of them while
the other six 6 students or 28 chose not to do that. From the result, the researcher concludes that most of the students did all of the compensation
strategies. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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4. Metacognitive Strategies
These strategies give learners a way to manage and organize their learning process Oxford, 1990. Scheduling time to practice their speaking inside and
outside the classroom, setting goals, and self-evaluating are the examples of metacognitive strategies. Most of the students did not do the strategy in the eighth
statement. The table 4.1 supports it by showing that there were 19 students or 86 who did not make time schedule to practice their speaking. Nevertheless, there
were still other three 3 students or 14 who did that. Student B who was interviewed explained:
“I make a routine schedule in which twice in a week I have to practice my pronunciation over and over and also my grammar by doing grammar
tasks. However, when there is free time, I also use it to practice my speaking.”
The results of the ninth statement and the tenth statement are different from the result of the eighth statement. Most of the students did the strategies in those
two statements. The result shows that all of 22 students or 100 did the strategy in the tenth statement. It means that all students set their speaking goal such as
being able to speak fluently like native speakers. From the interview results in Appendix 6, the students said that there were other speaking goals they wanted to
achieve besides being able to speak English fluently like native speakers. Student A said:
“I want to be able to speak like native speakers. If I have speaking ability like native speakers, it means that my speaking ability is already perfect
and I already achieve my goals. I also want to work as a HRD and go abroad. Therefore, I really want to improve my speaking ability.”
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