T1 112010040 Full text
LANGUAGE LEARNING STRATEGY OF INTEGRATED COURSE
STUDENTS AT ENGLISH DEPARTMENT OF SATYA WACANA
CHRISTIAN UNIVERSITY
Renaningtyas Aryani
Abstract
This study discussed the language learning strategy used by the Integrated Course students at
English Department of Satya Wacana Christian University. The study aimed to answer the
research question “What are the language learning strategies used by the Integrated Course
students?” Thirty two students from IC class were selected to be the participants. The data were
collected through the questionnaire. The result of this study showed that the affective and social
strategy were the most frequently used strategy of the participants in learning IC.
Key words: Integrated Course (IC), Learning Strategy, Language Learning Strategy
Introduction
Integrated Course (IC) is one of the courses offered by English Department Satya
Wacana Christian University. IC has the biggest credit (8 credits) among the other courses. In the
beginning of the academic year, new students have to take IC and they have to pass it as a prerequisite for the higher level. IC is a course that combines 4 English skills; speaking, reading,
writing, and listening. Unfortunately, there are always students who cannot pass this course, and
they have to re-take this course in the following semester. There are some reasons of why
students cannot pass IC. Students may not have sufficient skill in learning English; other reason
is probably they do not know the strategy to learn IC.
Lack of language learning strategy may not be the only reason that causes students’
failure in IC, yet, knowing it will give an extra benefit for the students. Learning strategies are
among the main factors that help how well the students learn something. That is why the students
have to know the learning strategies that can be used in learning IC. From the reasons above,
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some language learning strategies used by IC students were examined in the study. Thus, the
purpose of this study was to describe language learning strategies used by Integrated Course
students. To achieve this purpose, the research question was: “What are the language learning
strategies used by the Integrated Course students?”
The findings of this study could help teachers to make the students aware of some
learning strategies that mostly used by the IC students. Furthermore, teachers could teach
students the appropriate learning strategies to learn IC. For the students, the results may be
helpful information for them about learning strategies that can be used to learn IC. Besides,
students may also be aware of their learning strategy profile by the results of this study.
Literature Review of Language Learning Strategy
Students and their learning process cannot be separated. In order to accomplish their
learning goals, students have their own strategies. Learning strategies are steps made by students
in order to accomplish their learning goals. Learning strategies are among the main factors that
indicate how well the students learned something. A good language learner usually has some
steps and strategies to absorb the materials well. According to Oxford (1990), learning strategies
are steps taken by the learner to make language learning more successful, self-directed and
enjoyable. It is important for the students to have some basic knowledge about the nature of
language and the language learning process.
The learning strategy is also defined as the actions of learning process. Different from
others, Scarcella and Oxford (1992) have different opinion about learning strategies. According
to them, learning strategies are defined as specific actions, behaviors, steps or techniques—such
as seeking out conversation partner, or giving oneself encouragement to tackle a difficult
language task—used by students to enhance their own learning (as cited in Oxford, 2003).
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Strategic language learners have knowledge about their own thinking and learning
approaches; a good understanding of what a task entails, and the ability to orchestrate the
strategies that best meet both the task demands and their own learning strengths (Chamot, 2004).
From her explanation, Chamot wants to show that the language learning strategies influence on
how well the language learners learn a language. A good language learner who has a strategy can
know well about their own ability in learning, what kind of task they will face, and how to
orchestrate the strategy based on their needs.
In language learning strategy, there are two categories, which are direct and indirect
strategy. According to Oxford (1990), there are 62 language learning strategies that are usually
used by the language learners. She divided them into two groups, direct and indirect. When the
language learner use the strategy directly in dealing with new language, then it can be said that
they are using direct strategies. There are three groups that belong to direct strategies: memory,
cognitive, and compensation. Indirect strategies are used for general management of learning.
Indirect strategies comprise metacognitive, affective, and social strategies.
Direct strategy involves the mental process in absorbing the materials. According to
Oxford (1990), direct strategies require mental processing of the language (Oxford, 1990). These
strategies help learners to produce language even when there is a gap in knowledge (Samida,
2004). The direct strategies are also used to understand and use the new language. Below are the
descriptions of direct learning strategies:
1. Memory Strategies
Memory strategies require the mental processes for storing new information in the
memory and for retrieving them when needed. These strategies consist of four sets that include:
a. creating mental linkages, b. applying images and sounds, c. reviewing well, and d. Employing
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action (Zare, 2012). These strategies are often used when learners face some difficulty in
learning new vocabulary. The words and phrases can be associated with visual images that can
be stored and retrieved for communication. Many learners make use of visual images, but some
find it easy to connect words and phrases with sound, motion or touch (Zamida, 2004).
2. Cognitive Strategies
Cognitive strategies require conscious ways of handling the target language and fall into
four sets which include: a. practicing, b. receiving and sending messages, c. analyzing and
reasoning, and d. Creating structure for input and output (Zare, 2012).
3. Compensation Strategies
Compensation strategies are employed by learners when facing a temporary breakdown
in speaking or writing (Oxford, 1990). These strategies are divided into two sets: a. guessing
intelligently and b. overcoming limitations in speaking and writing. When learners do not know
new words and expressions, they guess the meaning and bring their own life experience to
interpret data by guessing.
Oxford (1990) explains that indirect learning strategies help learners control the learning
process. These strategies support and manage language learning without direct engagement, and
therefore called as indirect strategies (as cited in Samida, 2004). Below are the descriptions of
indirect learning strategies:
1. Metacognitive Strategies
Metacognitive strategies help learners to plan language learning in an efficient way. They
are strategies which involve overviewing and linking with material already known, paying
attention, delaying speech production, organizing, setting goals and objectives, planning for a
language task, looking for practice opportunities, self-monitoring and self evaluating (Zare,
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2012). Oxford divided metacognitive strategies into three sets: a. centering your learning, b.
arranging and planning your language, c. evaluating your learning (as cited in Samida, 2004).
2. Affective Strategies
The affective factors like emotion, attitude, motivation, and values influence learning in
an important way (Samida, 2004). Three sets of strategies that belong to this group are: a.
lowering the anxiety, b. encouraging self, and c. taking emotional temperature.
3. Social Strategies
According to Oxford (1990), social strategies are very important in language learning
because language is used in communication between people (as cited in Samida, 2004). Three
sets of strategies that belong to this group are: a. asking questions, b. cooperating with others,
empathizing with others.
Previous Studies of Language Learning Strategy
Some of the following studies have investigated how learners use their language learning
strategies. A study that investigated the language learning strategy use (LLSU) among EFL
university freshmen in China and its relation to academic self-concept (ASC) was conducted by
Liu and Chang in 2013. They found that from the six categories of language learning strategies,
compensation strategies were reported as the most frequently used and social strategies were the
least used. Another study was conducted by Al-Jabali (2012) in Jordanian. He examined about
Language Learning Strategy Use and Concept Development among Jordanian Undergraduate
English Language Majors. After collecting data using the strategy inventory of language
learning, the finding revealed that Jordanian undergraduates majoring in English Language were
high strategy users for most of the strategies. The metacognitive strategies were ranked first
followed by the Social, compensation, affective, cognitive, and memory strategies respectively
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(Al-Jabali, 2012). Zhou (2012) also made a similar study with Liu and Chang and Al-Jabali, but
he conducted his study in senior high school context. The findings reveal that Chinese senior
high school students use compensation strategies most frequently; that significant differences
exist between male students and female students with female students using strategies more
frequently than males; and that differences also exist in the strategy use among the three grades
(Zhou, 2012).
The Study
This study used a descriptive method. It described the language learning strategies used
by English Departments’ students in IC. The participants of the study were 32 students of IC
class in semester 2 academic year 2013/2014. 22 students were from English Education program
and the others were from the English Literature program.
The instrument of the study was a questionnaire. Oxford’s strategy inventory for
language learning (SILL) (1989) was modified and used to make the questionnaire that was
appropriate to the context of the study. Oxford’s SILL was an effective way to track the learning
strategies used by students and how often they used them by scaling the strategies from always
(5) to never (1). The questionnaire was modified by scaling the strategies from always (4) to
never (1). The rationale of the modification was to simplify the scale by joining “somewhat true
of me” (scale 4) and “usually true of me” (scale 5) into “often used”. The Likert scale that was
initially used from 1.0 (low) to 5.0 (high) was modified into 1.0 (low) to 4 (high), as seen below:
High
Always or almost always used 3.5 to 4.0
Medium
Sometimes used 2.5 to 3.4
Low
Generally not used 1.5 to 2.4
Never or almost never used 1.0 to 1.4
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Below are the classifications of the questionnaire items:
Memory
items 1,2,3,4
Cognitive
items 5,6,7,8
Compensation
items 9,10,11,12
Metacognitive
items 13,14,15,16
Affective
items 17,18,19,20
Social
items 21,22,23,24
The questionnaire items were also modified from the original SILL. There were two to
four items that were reduced from each part of the SILL. The rationale was to simplify the
questionnaire into the shorter one. Another rationale was, the original SILL focused on the
language learning strategy in English as a second language context, since the study was
conducted in English as a foreign language context, some items were selected and reduced based
on the study’s context. The questionnaires were administered to all of the IC students after class
with the permission from the teacher. The students took about 10 minutes to complete the
questionnaire. After that, all of the answer sheets were collected and analyzed.
Results and Discussion
The section below present data analysis obtained from the questionnaire
Overall strategy use
The figure below represents the SILL findings for strategy usage averaged over all 32
participants, from a possible lowest ranking of 1, to a highest possible of 4, as per the Likert
scale as previously mentioned:
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Figure 1. Strategy used by all participants
Overall Strategy Use
2.85
2.8
2.75
2.7
2.65
2.6
2.55
2.5
Figure 1 show that the most commonly used strategy by the participants was affective
and social, which was at an average of 2.80 on the Likert scale. It was below the 3.5 threshold
for high usage. Memory, Cognitive, Compensation, and Metacognitive learning all fall near, or
on the Likert scale 3.00, which shows medium level usage, or sometimes used. Cognitive
strategy appeared to be the least used strategies. The findings show that the participants preferred
to use indirect strategy than direct strategy. Based on figure 1 the participants also tend to
involve their emotion, attitude, motivation and also their relationship with others in dealing with
their language learning problems in IC.
Findings from each classification
Some figures below present the results of the study based on the strategy classification:
memory, cognitive, compensation, metacognitive, affective, and social.
Memory strategy
The questionnaire items belonged to memory strategy are:
1. Use new English words in a sentence
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2. Use flashcards to remember new English words
3. Review English lessons often
4 Remember the new words or phrases by remembering their location on the page
The table below shows the questionnaire items of memory strategy and their average score:
Table 1. Score of memory strategy
No
Questionnaire item
Score
1
Use new English words in sentence
2.75
2
Use Flashcards to remember
1.68
3
Review English lesson often
2.81
4
Remember the new words by remembering the location
2.62
Average Score
2.46
In memory strategy, the average score for all of the questionnaire items is 2.46. That
means the participants were the medium users of this category. The table shows that the most
frequently used strategy in the compensation category was strategy 3, ‘review English lesson
often’. On the other hand, the least frequently used strategy was strategy 2, ‘use flashcards to
remember’. The other two strategies which were ‘use new English words in sentence’ and
‘remember the new words by remembering the location’ were on the 2 nd and 3rd position. From
the result, it is clear shown that although ‘review English lesson’ becomes the most frequently
used strategy in compensation strategy, but its Likert scale score is under 3,5. That means the
participants only used the strategy sometimes. The strategy 2, ‘use flashcards to remember’
became the least frequently strategy used probably because the IC teachers rarely used this
strategy to teach IC, so students did not really familiar with the use of flashcards in learning
English.
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Cognitive strategy
The questionnaire items belonged to cognitive strategy are:
1. Say or write new English words several times
2. Watch TV shows with English
3. Read for pleasure in English
4. Write notes, messages, letters, or reports in English
The table below shows the questionnaire items of cognitive strategy and their average score:
Table 2. Score of cognitive strategy
No
Questionnaire item
Score
1
Say or write new English words several time
2.81
2
Watch TV shows with English
2.87
3
Read for pleasure in English
2.50
4
Write notes, messages, letters, or reports in English
2.34
2.63
Average Score
In cognitive strategy, the average score for all of the questionnaire items is 2.63. That
means the participants were the medium users of this category. The table above shows that in
cognitive strategy, the most frequently used strategy was strategy 2, ‘watch TV shows with
English’. On the other hand, the least frequently used strategy was strategy 4, ‘write notes,
messages, letters, or reports in English’. The other two strategies, ‘say or write new English
words several time’ and ‘read for pleasure in English’ were on the 2 nd and 3rd position. From the
result, it can be concluded that most of the participants enjoyed watching TV with English. This
activity helped them to learn English better and made them be able to absorb the lesson.
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Compensation strategy
The questionnaire items belonged to compensation strategy are:
1. Make guesses when understanding unfamiliar English words
2. Use gesture during conversation
3. Make up new words if do not know the right ones in English
4. Read in English without looking up every new word
The table below shows the questionnaire items of compensation strategy and their average score:
Table 3. Score of compensation strategy
No
Questionnaire item
Score
1
Make guesses
3.21
2
Use gesture during conversation
2.81
3
Make up new words
2.15
4
Read in English without looking up every new word
2.37
2.64
Average Score
In compensation strategy, the average score for all of the questionnaire items is 2.64.
That means the participants were the medium users of this category. The table above shows that
in compensation strategy, the most frequently used strategy was strategy 1, ‘make guesses’. On
the other hand, the least frequently used strategy was strategy 3,’make up new words’. The other
two strategies, ‘use gesture during conversation’ and ‘read in English without looking up every
new word’ were on the 2nd and 3rd position. The result shows that when the participants dealing
with their language learning problems specifically for some unfamiliar words, most of them tried
to make guesses in understanding all of the new words.
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Metacognitive Strategy
The questionnaire items belonged to metacognitive strategy are:
1. Notice the mistakes and made them as information
2. Make a plan for studying English
3. Look for people that can talk in English
4. Have clear goals for improving English skills
The table below shows the questionnaire items of metacognitive strategy and their average score:
Table 4. Score of metacognitive strategy
No
Questionnaire item
Score
1
Notice the mistakes
3.00
2
Make a plan for studying English
2.21
3
Look for people that can talk in English
2.81
4
Have clear goals for improving English skills
3.09
2.77
Average Score
In metacognitive strategy, the average score for all of the questionnaire items is 2.77.
That means the participants were the medium users of this category. The table above shows that
in metacognitive strategy, the most frequently used strategy was strategy 4, ‘have clear goals for
improving English skills’. On the other hand, the least frequently used strategy was strategy 2,
‘make a plan for studying English’. The other two strategies, ‘notice the mistakes’ and ‘look for
people that can talk in English’ were on 2nd and 3rd position. The result clearly shows that the
participants have clear goals for improving their English skills. It makes their learning process
more coordinate and motivate them to finish the course successfully. Although the Likert scale
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score of strategy 4 does not reach the high usage score, but most of the participants chose it as
their strategy to plan their language learning in an efficient way.
Affective Strategy
The questionnaire items belonged to Affective strategy are:
1. Try to relax whenever feel afraid of learning English
2. Notice the nervousness in learning English
3. Write down the feelings on the diary
4. Talk to someone else
The table below shows the questionnaire items of affective strategy and their average score:
Table 5. Score of affective strategy
No
Questionnaire item
Score
1
Try to relax whenever feel afraid of learning English
3.15
2
Notice the nervousness in learning English
3.06
3
Write down the feelings on the diary
2.12
4
Talk to someone else
2.75
2.77
Average Score
In affective strategy, the average score for all of the questionnaire items is 2.77. That
means the participants were the medium users of this category. The table above shows that in
affective strategy, the most frequently used strategy was strategy 1, ‘try to relax whenever feel
afraid of learning English’. On the other hand, the least frequently used strategy was strategy 3,
‘write down the feelings on the diary’. The other two strategies, ‘notice the nervousness in
learning English’ and ‘talk to someone else’ were on the 2nd and 3rd position. In dealing with
some learning problems related with emotion, attitude, and motivation, most of the participants
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used the strategy 1. The result shows that whenever they feel afraid in learning IC, they will try
hard to make themselves relaxed.
Social Strategy
The questionnaire items belonged to Social strategy are:
1. Ask the speaker to slow down or say the words again
2. Practice English with friends
3. Ask help from native speakers
4. Ask questions in English
The table below shows the questionnaire items of social strategy and their average score:
Table 6. Score of Social strategy
No
Questionnaire item
Score
1
Ask the speaker to slow down or say the words again
3.09
2
Practice English with friends
3.15
3
Ask help from native speakers
2.18
4
Ask questions in English
2.81
2.80
Average Score
In social strategy, the average score for all of the questionnaire items is 2.80. That means
the participants were the medium users of this category. The table above shows that in social
strategy, the most frequently used strategy was strategy 2, ‘practice English with friends’. On the
other hand, the least frequently used strategy was strategy 3, ‘ask help from native speakers’. The
other two strategies, ‘ask the speaker to slow down or say the words again’ and ‘ask questions in
English’ were on the 2nd and 3rd position. In social category, most of the participants chose
strategy 2 as their solution in dealing with their learning problems. That means the student of IC
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felt more confidence and comfortable to learn with their peers. Through practicing together with
friends, IC students can share their difficulties and help each other.
From the findings above, the study shows that affective and social strategy were the most
frequent strategies that were used by the participants in learning Integrated Course. It means, The
IC students tend to be more effective on their learning process by involving things that are not
directly related with the subject. They learn how to manage their emotion and attitude toward the
IC class and learn some difficult tasks and lessons by asking their friends, telling their feelings,
and also practicing English with some friends that have similar difficulties. Affective and social
strategies belong to indirect strategy that was classified by Oxford (1990). Oxford (1990)
explained later that indirect learning strategies help learners control the learning process. From
the result of the questionnaire and the theory from Oxford, it can be told that the participants tend
to manage their language learning in IC without direct engagement.
On the other hand, the least frequent strategy used was cognitive strategy that belongs to
direct strategy. According to Oxford (1990), direct strategies require mental processing of the
language (as cited in Zare, 2012). From the result, it can be told that the direct strategy is not the
first choice for ED students to learn English in IC. It seems like they do not know well that the
direct strategy is also important in learning a new language because it contains how to memorize
new words, review the lesson, analyze tasks, etc.
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Conclusion, Limitation, and Suggestion
Some language learning strategies used by IC students has been examined and the study
showed that the most frequent learning strategy used by them were the affective and social
strategy, which belong to Indirect learning strategy. These strategies could help the IC students
in lowering the anxiety, encouraging self, taking emotional temperature, asking questions,
cooperating with others and empathizing with others. On the other hand, the least frequently
learning strategy used was cognitive strategy, which belongs to direct learning strategy. The
result from this study is expected to be useful to ED students to utilize some of the listed learning
strategies that can be used to learn IC. The result of this study could also make students aware
with their learning strategy profile by knowing the mean score of their strategy use. Since the
questionnaire was only distributed for 32 participants (all of them were English Department
students of Satya Wacana Christian University) and it was done only once time, therefore this
study has a limitation and the result cannot be used as the generalization for other similar studies.
For further study, some continuous analysis could be examined; like how the language learning
strategy affects the score’s improvement of the students? And is there any significance difference
between students that utilize certain strategy and others who do not in their learning’s
achievement? Another point is the interview can also be added as another method to enrich the
data.
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Acknowledgment
First and foremost, praise and thanks goes to my savior Jesus Christ for the many
blessing undeservingly bestowed upon me. Secondly, my sincere gratitude goes to my advisor,
Pak Gusti Astika, for his guidance, encouragement, and tremendous patience during the research
and thesis writing. Also for my examiner, Bu Athriyana, for her help, correction, and also the
useful suggestion.
A lot of thanks also go to my beloved parents, Robertus Suharto and Nurweni
Artiningsih, thank you for turning my fears of failure into desires to success. For my sister and
brother, Dorothea Rahardani and Yanuar Tesla who always encourage me to finish the study on
time, thank you for always there beside me.
Lastly, I also want to say thank you to 1) all teachers in Margi Alit: Mas Putut, Mbak
Yesi, Mbak Wiwied, Mas Wimbo, and Mbak Dewi, thank you for the spirit and help during my
thesis writing process, 2) My beloved friends: Ratna, Mutia, Linea, Sesa, Ema, and Sherly, thank
you for the friendship and togetherness, and last but not least, for all of the teachers and staffs in
ED, without them it is impossible for me to make my dreams happened.
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References
Al Jabali, M. (2012). Language Learning Strategy Use and Concept. International Journal of
Education, 4, 1, 161-180.
Chamot, A. U. (2004). Issues in Language Learning Strategy Research and Teaching. Electronic
Journal of Foreign Language Teaching, 1, 1, 14-26.
Liu, H. J., & Chang, C. H. (2013). A Study on Language Learning Strategy Use and Its Relation
to Academic Self-Concept: The Case of EFL students in Taiwan. Journal of Language
Teaching and Research, 4, 2, 260-268.
Oxford, R. L. (1990). Language learning strategies: What Teacher Should Know. Boston: Heinle
& Heinle.
Oxford, R. L. (2003). Language Learning Styles and Strategies: An Overview. Gala.
Saamida, D. K. (2004). Language Learning Strategies. Journal of Hokkaido Bunkyo University,
5, 1-7.
Scarcella, R., & Oxford, R. L. (1992): The Tapestry of Language Learning: The Individual in The
Communicative Classroom. Boston: Heinle & Heinle.
Zare, P. (2012). Language Learning Strategies Among EFL/ESL Learners: A Review of
Literature. International Journal of Humanities and Social Science, 2, 5, 162-169.
Zhou, Y. (2010). English Language Learning Strategy Use by Chinese Senior High School
Students. Journal of English Language Teaching, 3, 4, 152-158.
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Appendix
Kuesioner Strategi Belajar Bahasa Inggris
Kuesioner ini berisi tentang 24 strategi belajar. Kuesioner ini bertujuan untuk mencari informasi
tentang strategi yang dipakai dalam mempelajari bahasa Inggris. Lengkapilah kuesioner di
bawah ini dengan memberikan tanda centang (√) pada kolom yang tersedia. Pilihlah jawaban
yang paling sesuai dengan apa yang anda lakukan dalam belajar Bahasa Inggris. Terimakasih
atas waktu dan kerjasama yang diberikan.
No.
Strategi Belajar
Tidak
Pernah
1.
Saya menggunakan kata-kata dalam Bahasa Inggris
dalam kalimat sehingga saya bisa mengingat
semuanya.
2.
Saya menggunakan flashcards (kartu berisi gambar)
untuk mengingat kata-kata baru yang saya pelajari.
3.
Saya seringkali mengulang kembali apa yang telah
saya pelajari.
4.
Saya mengingat kata-kata atau frase baru dengan
mengingat tempat kata-kata itu dipakai dalam buku.
5.
Saya menulis dan mengucapkan kata-kata baru yang
saya pelajari berulang kali.
6.
Saya menonton televisi dalam Bahasa Inggris.
7.
Saya senang membaca buku berbahasa Inggris.
8.
Saya membuat catatan, pesan, surat, atau laporan
dalam bahasa Inggris.
9.
Untuk memahami kata-kata asing saya berusaha
menebak artinya.
23
Jenis Kelamin :
P / L
Jarang Sering
Sangat
Sering
10.
Saya menggunakan gerakan tubuh ketika saya tidak
dapat menjelaskan dalam kata-kata.
11.
Saya membuat kata baru ketika tidak tahu kata yang
benar dalam Bahasa Inggris.
12.
Saya membaca tulisan dalam Bahasa Inggris tanpa
harus mengerti arti setiap kata.
13.
Saya
memakai
kesalahan
saya
untuk
mengembangkan pengetahuan Bahasa Inggris
14.
Saya membuat jadwal khusus untuk belajar Bahasa
Inggris di luar kelas.
15.
Saya mencari teman yang bisa diajak berbahasa
Inggris.
16.
Saya
mempunyai
tujuan
yang
jelas
untuk
meningkatkan kemampuan Bahasa Inggris saya.
17.
Saya mencoba menenangkan diri pada saat takut
menggunakan Bahasa Inggris.
18.
Saya sadar ketika gugup berbicara Bahasa Inggris.
19.
Saya menuliskan perasaan-perasaan saya dalam
mempelajari Bahasa Inggris ke dalam buku harian.
20.
Saya berbicara dengan teman mengenai apa yang
saya rasakan ketika belajar Bahasa Inggris.
21.
Jika saya tidak mengerti, saya meminta lawan bicara
untuk memperlambat bahasanya.
22.
Saya berlatih Bahasa Inggris dengan teman-teman di
kelas maupun di luar kelas.
23.
Saya meminta bantuan untuk belajar dari penutur
asli (native speaker).
24.
Saya senang bertanya dalam Bahasa Inggris.
24
STUDENTS AT ENGLISH DEPARTMENT OF SATYA WACANA
CHRISTIAN UNIVERSITY
Renaningtyas Aryani
Abstract
This study discussed the language learning strategy used by the Integrated Course students at
English Department of Satya Wacana Christian University. The study aimed to answer the
research question “What are the language learning strategies used by the Integrated Course
students?” Thirty two students from IC class were selected to be the participants. The data were
collected through the questionnaire. The result of this study showed that the affective and social
strategy were the most frequently used strategy of the participants in learning IC.
Key words: Integrated Course (IC), Learning Strategy, Language Learning Strategy
Introduction
Integrated Course (IC) is one of the courses offered by English Department Satya
Wacana Christian University. IC has the biggest credit (8 credits) among the other courses. In the
beginning of the academic year, new students have to take IC and they have to pass it as a prerequisite for the higher level. IC is a course that combines 4 English skills; speaking, reading,
writing, and listening. Unfortunately, there are always students who cannot pass this course, and
they have to re-take this course in the following semester. There are some reasons of why
students cannot pass IC. Students may not have sufficient skill in learning English; other reason
is probably they do not know the strategy to learn IC.
Lack of language learning strategy may not be the only reason that causes students’
failure in IC, yet, knowing it will give an extra benefit for the students. Learning strategies are
among the main factors that help how well the students learn something. That is why the students
have to know the learning strategies that can be used in learning IC. From the reasons above,
5
some language learning strategies used by IC students were examined in the study. Thus, the
purpose of this study was to describe language learning strategies used by Integrated Course
students. To achieve this purpose, the research question was: “What are the language learning
strategies used by the Integrated Course students?”
The findings of this study could help teachers to make the students aware of some
learning strategies that mostly used by the IC students. Furthermore, teachers could teach
students the appropriate learning strategies to learn IC. For the students, the results may be
helpful information for them about learning strategies that can be used to learn IC. Besides,
students may also be aware of their learning strategy profile by the results of this study.
Literature Review of Language Learning Strategy
Students and their learning process cannot be separated. In order to accomplish their
learning goals, students have their own strategies. Learning strategies are steps made by students
in order to accomplish their learning goals. Learning strategies are among the main factors that
indicate how well the students learned something. A good language learner usually has some
steps and strategies to absorb the materials well. According to Oxford (1990), learning strategies
are steps taken by the learner to make language learning more successful, self-directed and
enjoyable. It is important for the students to have some basic knowledge about the nature of
language and the language learning process.
The learning strategy is also defined as the actions of learning process. Different from
others, Scarcella and Oxford (1992) have different opinion about learning strategies. According
to them, learning strategies are defined as specific actions, behaviors, steps or techniques—such
as seeking out conversation partner, or giving oneself encouragement to tackle a difficult
language task—used by students to enhance their own learning (as cited in Oxford, 2003).
6
Strategic language learners have knowledge about their own thinking and learning
approaches; a good understanding of what a task entails, and the ability to orchestrate the
strategies that best meet both the task demands and their own learning strengths (Chamot, 2004).
From her explanation, Chamot wants to show that the language learning strategies influence on
how well the language learners learn a language. A good language learner who has a strategy can
know well about their own ability in learning, what kind of task they will face, and how to
orchestrate the strategy based on their needs.
In language learning strategy, there are two categories, which are direct and indirect
strategy. According to Oxford (1990), there are 62 language learning strategies that are usually
used by the language learners. She divided them into two groups, direct and indirect. When the
language learner use the strategy directly in dealing with new language, then it can be said that
they are using direct strategies. There are three groups that belong to direct strategies: memory,
cognitive, and compensation. Indirect strategies are used for general management of learning.
Indirect strategies comprise metacognitive, affective, and social strategies.
Direct strategy involves the mental process in absorbing the materials. According to
Oxford (1990), direct strategies require mental processing of the language (Oxford, 1990). These
strategies help learners to produce language even when there is a gap in knowledge (Samida,
2004). The direct strategies are also used to understand and use the new language. Below are the
descriptions of direct learning strategies:
1. Memory Strategies
Memory strategies require the mental processes for storing new information in the
memory and for retrieving them when needed. These strategies consist of four sets that include:
a. creating mental linkages, b. applying images and sounds, c. reviewing well, and d. Employing
7
action (Zare, 2012). These strategies are often used when learners face some difficulty in
learning new vocabulary. The words and phrases can be associated with visual images that can
be stored and retrieved for communication. Many learners make use of visual images, but some
find it easy to connect words and phrases with sound, motion or touch (Zamida, 2004).
2. Cognitive Strategies
Cognitive strategies require conscious ways of handling the target language and fall into
four sets which include: a. practicing, b. receiving and sending messages, c. analyzing and
reasoning, and d. Creating structure for input and output (Zare, 2012).
3. Compensation Strategies
Compensation strategies are employed by learners when facing a temporary breakdown
in speaking or writing (Oxford, 1990). These strategies are divided into two sets: a. guessing
intelligently and b. overcoming limitations in speaking and writing. When learners do not know
new words and expressions, they guess the meaning and bring their own life experience to
interpret data by guessing.
Oxford (1990) explains that indirect learning strategies help learners control the learning
process. These strategies support and manage language learning without direct engagement, and
therefore called as indirect strategies (as cited in Samida, 2004). Below are the descriptions of
indirect learning strategies:
1. Metacognitive Strategies
Metacognitive strategies help learners to plan language learning in an efficient way. They
are strategies which involve overviewing and linking with material already known, paying
attention, delaying speech production, organizing, setting goals and objectives, planning for a
language task, looking for practice opportunities, self-monitoring and self evaluating (Zare,
8
2012). Oxford divided metacognitive strategies into three sets: a. centering your learning, b.
arranging and planning your language, c. evaluating your learning (as cited in Samida, 2004).
2. Affective Strategies
The affective factors like emotion, attitude, motivation, and values influence learning in
an important way (Samida, 2004). Three sets of strategies that belong to this group are: a.
lowering the anxiety, b. encouraging self, and c. taking emotional temperature.
3. Social Strategies
According to Oxford (1990), social strategies are very important in language learning
because language is used in communication between people (as cited in Samida, 2004). Three
sets of strategies that belong to this group are: a. asking questions, b. cooperating with others,
empathizing with others.
Previous Studies of Language Learning Strategy
Some of the following studies have investigated how learners use their language learning
strategies. A study that investigated the language learning strategy use (LLSU) among EFL
university freshmen in China and its relation to academic self-concept (ASC) was conducted by
Liu and Chang in 2013. They found that from the six categories of language learning strategies,
compensation strategies were reported as the most frequently used and social strategies were the
least used. Another study was conducted by Al-Jabali (2012) in Jordanian. He examined about
Language Learning Strategy Use and Concept Development among Jordanian Undergraduate
English Language Majors. After collecting data using the strategy inventory of language
learning, the finding revealed that Jordanian undergraduates majoring in English Language were
high strategy users for most of the strategies. The metacognitive strategies were ranked first
followed by the Social, compensation, affective, cognitive, and memory strategies respectively
9
(Al-Jabali, 2012). Zhou (2012) also made a similar study with Liu and Chang and Al-Jabali, but
he conducted his study in senior high school context. The findings reveal that Chinese senior
high school students use compensation strategies most frequently; that significant differences
exist between male students and female students with female students using strategies more
frequently than males; and that differences also exist in the strategy use among the three grades
(Zhou, 2012).
The Study
This study used a descriptive method. It described the language learning strategies used
by English Departments’ students in IC. The participants of the study were 32 students of IC
class in semester 2 academic year 2013/2014. 22 students were from English Education program
and the others were from the English Literature program.
The instrument of the study was a questionnaire. Oxford’s strategy inventory for
language learning (SILL) (1989) was modified and used to make the questionnaire that was
appropriate to the context of the study. Oxford’s SILL was an effective way to track the learning
strategies used by students and how often they used them by scaling the strategies from always
(5) to never (1). The questionnaire was modified by scaling the strategies from always (4) to
never (1). The rationale of the modification was to simplify the scale by joining “somewhat true
of me” (scale 4) and “usually true of me” (scale 5) into “often used”. The Likert scale that was
initially used from 1.0 (low) to 5.0 (high) was modified into 1.0 (low) to 4 (high), as seen below:
High
Always or almost always used 3.5 to 4.0
Medium
Sometimes used 2.5 to 3.4
Low
Generally not used 1.5 to 2.4
Never or almost never used 1.0 to 1.4
10
Below are the classifications of the questionnaire items:
Memory
items 1,2,3,4
Cognitive
items 5,6,7,8
Compensation
items 9,10,11,12
Metacognitive
items 13,14,15,16
Affective
items 17,18,19,20
Social
items 21,22,23,24
The questionnaire items were also modified from the original SILL. There were two to
four items that were reduced from each part of the SILL. The rationale was to simplify the
questionnaire into the shorter one. Another rationale was, the original SILL focused on the
language learning strategy in English as a second language context, since the study was
conducted in English as a foreign language context, some items were selected and reduced based
on the study’s context. The questionnaires were administered to all of the IC students after class
with the permission from the teacher. The students took about 10 minutes to complete the
questionnaire. After that, all of the answer sheets were collected and analyzed.
Results and Discussion
The section below present data analysis obtained from the questionnaire
Overall strategy use
The figure below represents the SILL findings for strategy usage averaged over all 32
participants, from a possible lowest ranking of 1, to a highest possible of 4, as per the Likert
scale as previously mentioned:
11
Figure 1. Strategy used by all participants
Overall Strategy Use
2.85
2.8
2.75
2.7
2.65
2.6
2.55
2.5
Figure 1 show that the most commonly used strategy by the participants was affective
and social, which was at an average of 2.80 on the Likert scale. It was below the 3.5 threshold
for high usage. Memory, Cognitive, Compensation, and Metacognitive learning all fall near, or
on the Likert scale 3.00, which shows medium level usage, or sometimes used. Cognitive
strategy appeared to be the least used strategies. The findings show that the participants preferred
to use indirect strategy than direct strategy. Based on figure 1 the participants also tend to
involve their emotion, attitude, motivation and also their relationship with others in dealing with
their language learning problems in IC.
Findings from each classification
Some figures below present the results of the study based on the strategy classification:
memory, cognitive, compensation, metacognitive, affective, and social.
Memory strategy
The questionnaire items belonged to memory strategy are:
1. Use new English words in a sentence
12
2. Use flashcards to remember new English words
3. Review English lessons often
4 Remember the new words or phrases by remembering their location on the page
The table below shows the questionnaire items of memory strategy and their average score:
Table 1. Score of memory strategy
No
Questionnaire item
Score
1
Use new English words in sentence
2.75
2
Use Flashcards to remember
1.68
3
Review English lesson often
2.81
4
Remember the new words by remembering the location
2.62
Average Score
2.46
In memory strategy, the average score for all of the questionnaire items is 2.46. That
means the participants were the medium users of this category. The table shows that the most
frequently used strategy in the compensation category was strategy 3, ‘review English lesson
often’. On the other hand, the least frequently used strategy was strategy 2, ‘use flashcards to
remember’. The other two strategies which were ‘use new English words in sentence’ and
‘remember the new words by remembering the location’ were on the 2 nd and 3rd position. From
the result, it is clear shown that although ‘review English lesson’ becomes the most frequently
used strategy in compensation strategy, but its Likert scale score is under 3,5. That means the
participants only used the strategy sometimes. The strategy 2, ‘use flashcards to remember’
became the least frequently strategy used probably because the IC teachers rarely used this
strategy to teach IC, so students did not really familiar with the use of flashcards in learning
English.
13
Cognitive strategy
The questionnaire items belonged to cognitive strategy are:
1. Say or write new English words several times
2. Watch TV shows with English
3. Read for pleasure in English
4. Write notes, messages, letters, or reports in English
The table below shows the questionnaire items of cognitive strategy and their average score:
Table 2. Score of cognitive strategy
No
Questionnaire item
Score
1
Say or write new English words several time
2.81
2
Watch TV shows with English
2.87
3
Read for pleasure in English
2.50
4
Write notes, messages, letters, or reports in English
2.34
2.63
Average Score
In cognitive strategy, the average score for all of the questionnaire items is 2.63. That
means the participants were the medium users of this category. The table above shows that in
cognitive strategy, the most frequently used strategy was strategy 2, ‘watch TV shows with
English’. On the other hand, the least frequently used strategy was strategy 4, ‘write notes,
messages, letters, or reports in English’. The other two strategies, ‘say or write new English
words several time’ and ‘read for pleasure in English’ were on the 2 nd and 3rd position. From the
result, it can be concluded that most of the participants enjoyed watching TV with English. This
activity helped them to learn English better and made them be able to absorb the lesson.
14
Compensation strategy
The questionnaire items belonged to compensation strategy are:
1. Make guesses when understanding unfamiliar English words
2. Use gesture during conversation
3. Make up new words if do not know the right ones in English
4. Read in English without looking up every new word
The table below shows the questionnaire items of compensation strategy and their average score:
Table 3. Score of compensation strategy
No
Questionnaire item
Score
1
Make guesses
3.21
2
Use gesture during conversation
2.81
3
Make up new words
2.15
4
Read in English without looking up every new word
2.37
2.64
Average Score
In compensation strategy, the average score for all of the questionnaire items is 2.64.
That means the participants were the medium users of this category. The table above shows that
in compensation strategy, the most frequently used strategy was strategy 1, ‘make guesses’. On
the other hand, the least frequently used strategy was strategy 3,’make up new words’. The other
two strategies, ‘use gesture during conversation’ and ‘read in English without looking up every
new word’ were on the 2nd and 3rd position. The result shows that when the participants dealing
with their language learning problems specifically for some unfamiliar words, most of them tried
to make guesses in understanding all of the new words.
15
Metacognitive Strategy
The questionnaire items belonged to metacognitive strategy are:
1. Notice the mistakes and made them as information
2. Make a plan for studying English
3. Look for people that can talk in English
4. Have clear goals for improving English skills
The table below shows the questionnaire items of metacognitive strategy and their average score:
Table 4. Score of metacognitive strategy
No
Questionnaire item
Score
1
Notice the mistakes
3.00
2
Make a plan for studying English
2.21
3
Look for people that can talk in English
2.81
4
Have clear goals for improving English skills
3.09
2.77
Average Score
In metacognitive strategy, the average score for all of the questionnaire items is 2.77.
That means the participants were the medium users of this category. The table above shows that
in metacognitive strategy, the most frequently used strategy was strategy 4, ‘have clear goals for
improving English skills’. On the other hand, the least frequently used strategy was strategy 2,
‘make a plan for studying English’. The other two strategies, ‘notice the mistakes’ and ‘look for
people that can talk in English’ were on 2nd and 3rd position. The result clearly shows that the
participants have clear goals for improving their English skills. It makes their learning process
more coordinate and motivate them to finish the course successfully. Although the Likert scale
16
score of strategy 4 does not reach the high usage score, but most of the participants chose it as
their strategy to plan their language learning in an efficient way.
Affective Strategy
The questionnaire items belonged to Affective strategy are:
1. Try to relax whenever feel afraid of learning English
2. Notice the nervousness in learning English
3. Write down the feelings on the diary
4. Talk to someone else
The table below shows the questionnaire items of affective strategy and their average score:
Table 5. Score of affective strategy
No
Questionnaire item
Score
1
Try to relax whenever feel afraid of learning English
3.15
2
Notice the nervousness in learning English
3.06
3
Write down the feelings on the diary
2.12
4
Talk to someone else
2.75
2.77
Average Score
In affective strategy, the average score for all of the questionnaire items is 2.77. That
means the participants were the medium users of this category. The table above shows that in
affective strategy, the most frequently used strategy was strategy 1, ‘try to relax whenever feel
afraid of learning English’. On the other hand, the least frequently used strategy was strategy 3,
‘write down the feelings on the diary’. The other two strategies, ‘notice the nervousness in
learning English’ and ‘talk to someone else’ were on the 2nd and 3rd position. In dealing with
some learning problems related with emotion, attitude, and motivation, most of the participants
17
used the strategy 1. The result shows that whenever they feel afraid in learning IC, they will try
hard to make themselves relaxed.
Social Strategy
The questionnaire items belonged to Social strategy are:
1. Ask the speaker to slow down or say the words again
2. Practice English with friends
3. Ask help from native speakers
4. Ask questions in English
The table below shows the questionnaire items of social strategy and their average score:
Table 6. Score of Social strategy
No
Questionnaire item
Score
1
Ask the speaker to slow down or say the words again
3.09
2
Practice English with friends
3.15
3
Ask help from native speakers
2.18
4
Ask questions in English
2.81
2.80
Average Score
In social strategy, the average score for all of the questionnaire items is 2.80. That means
the participants were the medium users of this category. The table above shows that in social
strategy, the most frequently used strategy was strategy 2, ‘practice English with friends’. On the
other hand, the least frequently used strategy was strategy 3, ‘ask help from native speakers’. The
other two strategies, ‘ask the speaker to slow down or say the words again’ and ‘ask questions in
English’ were on the 2nd and 3rd position. In social category, most of the participants chose
strategy 2 as their solution in dealing with their learning problems. That means the student of IC
18
felt more confidence and comfortable to learn with their peers. Through practicing together with
friends, IC students can share their difficulties and help each other.
From the findings above, the study shows that affective and social strategy were the most
frequent strategies that were used by the participants in learning Integrated Course. It means, The
IC students tend to be more effective on their learning process by involving things that are not
directly related with the subject. They learn how to manage their emotion and attitude toward the
IC class and learn some difficult tasks and lessons by asking their friends, telling their feelings,
and also practicing English with some friends that have similar difficulties. Affective and social
strategies belong to indirect strategy that was classified by Oxford (1990). Oxford (1990)
explained later that indirect learning strategies help learners control the learning process. From
the result of the questionnaire and the theory from Oxford, it can be told that the participants tend
to manage their language learning in IC without direct engagement.
On the other hand, the least frequent strategy used was cognitive strategy that belongs to
direct strategy. According to Oxford (1990), direct strategies require mental processing of the
language (as cited in Zare, 2012). From the result, it can be told that the direct strategy is not the
first choice for ED students to learn English in IC. It seems like they do not know well that the
direct strategy is also important in learning a new language because it contains how to memorize
new words, review the lesson, analyze tasks, etc.
19
Conclusion, Limitation, and Suggestion
Some language learning strategies used by IC students has been examined and the study
showed that the most frequent learning strategy used by them were the affective and social
strategy, which belong to Indirect learning strategy. These strategies could help the IC students
in lowering the anxiety, encouraging self, taking emotional temperature, asking questions,
cooperating with others and empathizing with others. On the other hand, the least frequently
learning strategy used was cognitive strategy, which belongs to direct learning strategy. The
result from this study is expected to be useful to ED students to utilize some of the listed learning
strategies that can be used to learn IC. The result of this study could also make students aware
with their learning strategy profile by knowing the mean score of their strategy use. Since the
questionnaire was only distributed for 32 participants (all of them were English Department
students of Satya Wacana Christian University) and it was done only once time, therefore this
study has a limitation and the result cannot be used as the generalization for other similar studies.
For further study, some continuous analysis could be examined; like how the language learning
strategy affects the score’s improvement of the students? And is there any significance difference
between students that utilize certain strategy and others who do not in their learning’s
achievement? Another point is the interview can also be added as another method to enrich the
data.
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Acknowledgment
First and foremost, praise and thanks goes to my savior Jesus Christ for the many
blessing undeservingly bestowed upon me. Secondly, my sincere gratitude goes to my advisor,
Pak Gusti Astika, for his guidance, encouragement, and tremendous patience during the research
and thesis writing. Also for my examiner, Bu Athriyana, for her help, correction, and also the
useful suggestion.
A lot of thanks also go to my beloved parents, Robertus Suharto and Nurweni
Artiningsih, thank you for turning my fears of failure into desires to success. For my sister and
brother, Dorothea Rahardani and Yanuar Tesla who always encourage me to finish the study on
time, thank you for always there beside me.
Lastly, I also want to say thank you to 1) all teachers in Margi Alit: Mas Putut, Mbak
Yesi, Mbak Wiwied, Mas Wimbo, and Mbak Dewi, thank you for the spirit and help during my
thesis writing process, 2) My beloved friends: Ratna, Mutia, Linea, Sesa, Ema, and Sherly, thank
you for the friendship and togetherness, and last but not least, for all of the teachers and staffs in
ED, without them it is impossible for me to make my dreams happened.
21
References
Al Jabali, M. (2012). Language Learning Strategy Use and Concept. International Journal of
Education, 4, 1, 161-180.
Chamot, A. U. (2004). Issues in Language Learning Strategy Research and Teaching. Electronic
Journal of Foreign Language Teaching, 1, 1, 14-26.
Liu, H. J., & Chang, C. H. (2013). A Study on Language Learning Strategy Use and Its Relation
to Academic Self-Concept: The Case of EFL students in Taiwan. Journal of Language
Teaching and Research, 4, 2, 260-268.
Oxford, R. L. (1990). Language learning strategies: What Teacher Should Know. Boston: Heinle
& Heinle.
Oxford, R. L. (2003). Language Learning Styles and Strategies: An Overview. Gala.
Saamida, D. K. (2004). Language Learning Strategies. Journal of Hokkaido Bunkyo University,
5, 1-7.
Scarcella, R., & Oxford, R. L. (1992): The Tapestry of Language Learning: The Individual in The
Communicative Classroom. Boston: Heinle & Heinle.
Zare, P. (2012). Language Learning Strategies Among EFL/ESL Learners: A Review of
Literature. International Journal of Humanities and Social Science, 2, 5, 162-169.
Zhou, Y. (2010). English Language Learning Strategy Use by Chinese Senior High School
Students. Journal of English Language Teaching, 3, 4, 152-158.
22
Appendix
Kuesioner Strategi Belajar Bahasa Inggris
Kuesioner ini berisi tentang 24 strategi belajar. Kuesioner ini bertujuan untuk mencari informasi
tentang strategi yang dipakai dalam mempelajari bahasa Inggris. Lengkapilah kuesioner di
bawah ini dengan memberikan tanda centang (√) pada kolom yang tersedia. Pilihlah jawaban
yang paling sesuai dengan apa yang anda lakukan dalam belajar Bahasa Inggris. Terimakasih
atas waktu dan kerjasama yang diberikan.
No.
Strategi Belajar
Tidak
Pernah
1.
Saya menggunakan kata-kata dalam Bahasa Inggris
dalam kalimat sehingga saya bisa mengingat
semuanya.
2.
Saya menggunakan flashcards (kartu berisi gambar)
untuk mengingat kata-kata baru yang saya pelajari.
3.
Saya seringkali mengulang kembali apa yang telah
saya pelajari.
4.
Saya mengingat kata-kata atau frase baru dengan
mengingat tempat kata-kata itu dipakai dalam buku.
5.
Saya menulis dan mengucapkan kata-kata baru yang
saya pelajari berulang kali.
6.
Saya menonton televisi dalam Bahasa Inggris.
7.
Saya senang membaca buku berbahasa Inggris.
8.
Saya membuat catatan, pesan, surat, atau laporan
dalam bahasa Inggris.
9.
Untuk memahami kata-kata asing saya berusaha
menebak artinya.
23
Jenis Kelamin :
P / L
Jarang Sering
Sangat
Sering
10.
Saya menggunakan gerakan tubuh ketika saya tidak
dapat menjelaskan dalam kata-kata.
11.
Saya membuat kata baru ketika tidak tahu kata yang
benar dalam Bahasa Inggris.
12.
Saya membaca tulisan dalam Bahasa Inggris tanpa
harus mengerti arti setiap kata.
13.
Saya
memakai
kesalahan
saya
untuk
mengembangkan pengetahuan Bahasa Inggris
14.
Saya membuat jadwal khusus untuk belajar Bahasa
Inggris di luar kelas.
15.
Saya mencari teman yang bisa diajak berbahasa
Inggris.
16.
Saya
mempunyai
tujuan
yang
jelas
untuk
meningkatkan kemampuan Bahasa Inggris saya.
17.
Saya mencoba menenangkan diri pada saat takut
menggunakan Bahasa Inggris.
18.
Saya sadar ketika gugup berbicara Bahasa Inggris.
19.
Saya menuliskan perasaan-perasaan saya dalam
mempelajari Bahasa Inggris ke dalam buku harian.
20.
Saya berbicara dengan teman mengenai apa yang
saya rasakan ketika belajar Bahasa Inggris.
21.
Jika saya tidak mengerti, saya meminta lawan bicara
untuk memperlambat bahasanya.
22.
Saya berlatih Bahasa Inggris dengan teman-teman di
kelas maupun di luar kelas.
23.
Saya meminta bantuan untuk belajar dari penutur
asli (native speaker).
24.
Saya senang bertanya dalam Bahasa Inggris.
24