LEARNING STRATEGIES USED BY IN DEVELOPING SPEAKING SKILL AT SMPN 3 GEGER Learning Strategies Used By High Proficience Students Of SMPN 3 Geger In Developing Speaking Skill; A Case Study.
LEARNING STRATEG
EGIES USED BY HIGH PROFICIENCE STUDENTS
ST
IN DEVELOPIN
ING SPEAKING SKILL AT SMPN 3 GEGE
GER
A CASE STUDY
THESIS
Submitted As A Partial Fulfillment Of The Requirements
For Getting Mast
aster Degree In English Language Teaching Stu
tudy
By:
YENI PRIMA HESTI
S200 120 055
MAG
GISTER OF LANGUAGE STUDY
UNIVERSITY
TY MUHAMMADIYAH OF SURAKARTA
A
2014
i
ii
NOTE OF ADVISOR I
Prof. Dr. Endang Fauziati, M. Hum
Lecturer of Language Study of Graduate Program
Muhammadiyah University of Surakarta
Official Note on Yeni Primahesti’s Thesis
Dear,
The Director of Graduate Program of
Muhammadiyah University of Surakarta
Having read, examined, corrected, and necessarily revised towards the thesis of
Name
: Yeni Primahesti
NIM
: S200 120 055
Program
: Magister of Language Study
Focus on
: English Language Study
Title
: LEARNING STRATEGIES USED BY HIGH
PROFICIENCE STUDENTS IN DEVELOPING SPEAKING
SKILL AT SMPN 3 GEGER A CASE STUDY
I access that this thesis is approved to be examined by the board of the examiners
in the Magister of Language Study of Muhammadiyah University of Surakarta.
Surakarta, April 5th, 2014
First Advisor,
ii
NOTE OF ADVISOR II
Dra. Siti Zuhriyah Ariyatmi.M.Hum
Lecturer of Language Study of Graduate Program
Muhammadiyah University of Surakarta
Official Note on Yeni Primahesti’s Thesis
Dear,
The Director of Graduate Program of
Muhammadiyah University of Surakarta
Having read, examined, corrected, and necessarily revised towards the thesis of
Name
: Yeni Primahesti
NIM
: S200 120 055
Program
: Magister of Language Study
Focus on
: English Language Study
Title
: LEARNING STRATEGIES USED BY HIGH
PROFICIENCE STUDENTS IN DEVELOPING SPEAKING
SKILL AT SMPN 3 GEGER A CASE STUDY
I access that this thesis is approved to be examined by the board of the examiners
in the Magister of Language Study of Muhammadiyah University of Surakarta.
Surakarta, April 5th, 2014
Second Advisor,
Dra. Siti Zuhriyah Ariyatmi.M.Hum
iii
PRONOUNCEMENT
This is to certi
rtify that I myself write this thesis resum
ume, entitled
“LEARNING STRATEG
EGIES USED BY HIGH PROFICIENCE STUDENTS
ST
IN DEVELOPING SPE
PEAKING SKILL AT SMPN 3 GEGER
ER A CASE
STUDY”. It is not a plag
lagiarism or made by others. Anything related
ed the other’s
work is written in quotatio
tion, the source of which is listed on the bibliog
iography.
If then this pronou
nouncement proves incorrect, I am ready too accept
a
any
academic punishment, including
inc
the withdrawal or cancellation of my academic
degree.
Surakarta, April
A
2014
YENI PRIM
IMA HESTI
iv
MOTTO
“Work hard and get success, don’t ever give up”
“Just understand what we will do, and do the
best”
“No one is too old to learn, We learn as long as
we live, A beginning is difficult”
“Simple in attitude but rich in creation”
v
DEDICATION
My daddy and my mom (Mariyono and Narmini) who have been sporting in
moral and material in my life, they always motivate me to get my dream come
true. Thanks my daddy & my mom, I’ll do the best for you, I will show you that I
can be a success girl”.
You are everything in my life, without you I can’t do anything.
Thanks for my old sister (Yuli Musarofa) who have helped and given me direction
to finish this research) I love you my old sister.
vi
ABSTRACT
Yeni PrimaHesti. S200 120 055. LEARNING STRATEGIES USED BY
HIGH PROFICIENCE STUDENTS OF SMPN 3 GEGER IN
DEVELOPING SPEAKING SKILL; A CASE STUDY. Research Paper.
School of Teacher Training and Education. Muhammadiyah University of
Surakarta. 2014.
This study investigates strategies for developing speaking skill: a case study
on high proficience students of SMPN 3 GEGER. The purpose of the study is to
describe the strategies in improving speaking skill. The type of this research is
case study which aims at describing the subjects’ learning strategies in improving
speaking skill. The subjects of this research are three students chosen based on the
speaking class. The data of this research are elicited interview, observation and
documentation.
The result of this research shows that the three of the subjects uses almost
all of the learning strategies proposed by O’Malley and Chamot. However their
action and attention in learning speaking are different. S1 uses 12 learning
strategies which consists of 5 metacognitive strategies; advance organizer,
directive attention, selective attention, self-management, self-evaluation, 5
cognitive strategies which consists of repetition, resourcing, imagery, ealboration,
and note taking, and one socio-affective strategy that is question for clarification.
S2 uses 11 learning strategies which consists of 5 metacognitive strategies which
consists of repetition, resourcing, directed attention, selective attention, selfmanagement, self monitoring, note taking, and self evaluation. S3 uses 7 learning
strategies which consists of 3 metacognitive strategies; advance organizer,
selective attention, self management, 4 cognitive strategies which consists of
repetition, resourcing, and two socio affective strategies which consists of
repetition, resourcing, and two socio affective strategies those are cooperation and
question for clarification.
Based on the result of this research, the researcher concludes that all of the
learning strategies used by the subjects are effective strategies which are
important to improve the learners’ speaking skill. Some learning strategies which
are important to improve the learners’ speaking skill are: advance organizer,
selective attention, self management, repetition, resourcing, and elaboration.
Key Words: learning strategies, speaking skill, a case study.
vii
AKNOWLEDGEMENT
Firstly, the writer would like to thank to Allah, the Almighty God, because
of his blessing, he can finish thesis. Although there are many difficulties, he
realizes that those are the ways to get success. Therefore, he would like to express
his specisl gratitude to
1. The director of Post Graduate Program of Muhammadiyah University, Prof.
Dr. H. Khudzaifah Dimyati, SH, M.Hum for giving the writer permission to
write the thesis.
2. Prof. Dr. Markamah, M.Hum, The Head of Graduate Program of the English
Department.
3. Prof. Dr. Endang Fauziati, M. Hum his first consultant, for the guidance,
support, patience and time in accomplishing this thesis.
4. Dra. Siti Zuhriah, M.Hum, His second consultant, for the guidance, support,
patience and time for the betterment of his thesis.
5. Desy Mariyana, S.S and Budiyanto, S.Pd, his collaborator, for help in doing
the research.
6. The students of the eight grade of VIII of SMPN 3 Geger who have helped the
writer done this research, and given a chance to facilitate them to improve
their speaking skill.
7. His beloved wife who has given him spirit, care, love and prayer.
8. The big family of Post Graduate Program of Language Studies Department
2012 for the encouragement and motivation to finish the thesis.
9. The people who can not be mentioned on by one for helping him to complete
the thesis.
Needless to say, the thesis is still far from big perfect. The writer will
accept every comment and suggestion. Hopefully, this thesis will give benefit to
everyone who concerns with action research.
viii
TABLE OF CONTENTS
COVER .............................................................................................................. i
APPROVAL SHEET ......................................................................................... ii
ACCEPTANCE.................................................................................................. iii
PRONOUNCEMENT ........................................................................................ iv
MOTTOS ........................................................................................................... v
DEDICATION ................................................................................................... vi
AKNOWLEDGEMENT .................................................................................... vi
SUMMARY ....................................................................................................... vii
TABLE OF CONTENTS ................................................................................... viii
I. INTRODUCTION
A. Background of the Study .......................................................................... 1
B. The Research of Problem .......................................................................... 7
C. Research Question ................................................................................... 7
D. Objective of the Study ............................................................................. 7
E. Benefit of the Study ................................................................................. 8
F. Research Paper Organization ................................................................... 9
II. REVIEW OF RELATED LITERATURE
A. ....................................................................................................................
Previous Studies........................................................................................ 10
B. The position of the current study ............................................................. 19
C. Theoretical Review ................................................................................... 21
1. Learning Strategies................................................................................ 21
a. The Notion of Learning Strategies ..................................................... 21
b. Definitions of Language Learning Strategies (LLS) .......................... 23
c. Classification of Language Learning Strategies ................................. 23
2. Speaking Skill ............................................................................................ 31
a. The notion of Speaking Skill .............................................................. 33
b. Component of Speaking ..................................................................... 37
ix
c. Functions of speaking ......................................................................... 38
III. RESEARCH METHODOLOGY
A. Type of Research .................................................................................... 41
B. Subject of the Research .......................................................................... 42
C. Object of the Research ........................................................................... 42
D. Data and Data Resource ......................................................................... 42
E. Technique of Collecting Data ................................................................. 43
F. Data Analysis .......................................................................................... 45
IV. RESEARCH FINDING AND DISCUSSION
A. Research Finding .................................................................................... 48
B. Discussion............................................................................................... 110
V. CONCLUSION AND SUGGESTION
A. Conclusion .............................................................................................. 117
B. Suggestion .............................................................................................. 118
BIBLIOGRAPHY .............................................................................................. 121
APPENDIX ........................................................................................................ 123
x
EGIES USED BY HIGH PROFICIENCE STUDENTS
ST
IN DEVELOPIN
ING SPEAKING SKILL AT SMPN 3 GEGE
GER
A CASE STUDY
THESIS
Submitted As A Partial Fulfillment Of The Requirements
For Getting Mast
aster Degree In English Language Teaching Stu
tudy
By:
YENI PRIMA HESTI
S200 120 055
MAG
GISTER OF LANGUAGE STUDY
UNIVERSITY
TY MUHAMMADIYAH OF SURAKARTA
A
2014
i
ii
NOTE OF ADVISOR I
Prof. Dr. Endang Fauziati, M. Hum
Lecturer of Language Study of Graduate Program
Muhammadiyah University of Surakarta
Official Note on Yeni Primahesti’s Thesis
Dear,
The Director of Graduate Program of
Muhammadiyah University of Surakarta
Having read, examined, corrected, and necessarily revised towards the thesis of
Name
: Yeni Primahesti
NIM
: S200 120 055
Program
: Magister of Language Study
Focus on
: English Language Study
Title
: LEARNING STRATEGIES USED BY HIGH
PROFICIENCE STUDENTS IN DEVELOPING SPEAKING
SKILL AT SMPN 3 GEGER A CASE STUDY
I access that this thesis is approved to be examined by the board of the examiners
in the Magister of Language Study of Muhammadiyah University of Surakarta.
Surakarta, April 5th, 2014
First Advisor,
ii
NOTE OF ADVISOR II
Dra. Siti Zuhriyah Ariyatmi.M.Hum
Lecturer of Language Study of Graduate Program
Muhammadiyah University of Surakarta
Official Note on Yeni Primahesti’s Thesis
Dear,
The Director of Graduate Program of
Muhammadiyah University of Surakarta
Having read, examined, corrected, and necessarily revised towards the thesis of
Name
: Yeni Primahesti
NIM
: S200 120 055
Program
: Magister of Language Study
Focus on
: English Language Study
Title
: LEARNING STRATEGIES USED BY HIGH
PROFICIENCE STUDENTS IN DEVELOPING SPEAKING
SKILL AT SMPN 3 GEGER A CASE STUDY
I access that this thesis is approved to be examined by the board of the examiners
in the Magister of Language Study of Muhammadiyah University of Surakarta.
Surakarta, April 5th, 2014
Second Advisor,
Dra. Siti Zuhriyah Ariyatmi.M.Hum
iii
PRONOUNCEMENT
This is to certi
rtify that I myself write this thesis resum
ume, entitled
“LEARNING STRATEG
EGIES USED BY HIGH PROFICIENCE STUDENTS
ST
IN DEVELOPING SPE
PEAKING SKILL AT SMPN 3 GEGER
ER A CASE
STUDY”. It is not a plag
lagiarism or made by others. Anything related
ed the other’s
work is written in quotatio
tion, the source of which is listed on the bibliog
iography.
If then this pronou
nouncement proves incorrect, I am ready too accept
a
any
academic punishment, including
inc
the withdrawal or cancellation of my academic
degree.
Surakarta, April
A
2014
YENI PRIM
IMA HESTI
iv
MOTTO
“Work hard and get success, don’t ever give up”
“Just understand what we will do, and do the
best”
“No one is too old to learn, We learn as long as
we live, A beginning is difficult”
“Simple in attitude but rich in creation”
v
DEDICATION
My daddy and my mom (Mariyono and Narmini) who have been sporting in
moral and material in my life, they always motivate me to get my dream come
true. Thanks my daddy & my mom, I’ll do the best for you, I will show you that I
can be a success girl”.
You are everything in my life, without you I can’t do anything.
Thanks for my old sister (Yuli Musarofa) who have helped and given me direction
to finish this research) I love you my old sister.
vi
ABSTRACT
Yeni PrimaHesti. S200 120 055. LEARNING STRATEGIES USED BY
HIGH PROFICIENCE STUDENTS OF SMPN 3 GEGER IN
DEVELOPING SPEAKING SKILL; A CASE STUDY. Research Paper.
School of Teacher Training and Education. Muhammadiyah University of
Surakarta. 2014.
This study investigates strategies for developing speaking skill: a case study
on high proficience students of SMPN 3 GEGER. The purpose of the study is to
describe the strategies in improving speaking skill. The type of this research is
case study which aims at describing the subjects’ learning strategies in improving
speaking skill. The subjects of this research are three students chosen based on the
speaking class. The data of this research are elicited interview, observation and
documentation.
The result of this research shows that the three of the subjects uses almost
all of the learning strategies proposed by O’Malley and Chamot. However their
action and attention in learning speaking are different. S1 uses 12 learning
strategies which consists of 5 metacognitive strategies; advance organizer,
directive attention, selective attention, self-management, self-evaluation, 5
cognitive strategies which consists of repetition, resourcing, imagery, ealboration,
and note taking, and one socio-affective strategy that is question for clarification.
S2 uses 11 learning strategies which consists of 5 metacognitive strategies which
consists of repetition, resourcing, directed attention, selective attention, selfmanagement, self monitoring, note taking, and self evaluation. S3 uses 7 learning
strategies which consists of 3 metacognitive strategies; advance organizer,
selective attention, self management, 4 cognitive strategies which consists of
repetition, resourcing, and two socio affective strategies which consists of
repetition, resourcing, and two socio affective strategies those are cooperation and
question for clarification.
Based on the result of this research, the researcher concludes that all of the
learning strategies used by the subjects are effective strategies which are
important to improve the learners’ speaking skill. Some learning strategies which
are important to improve the learners’ speaking skill are: advance organizer,
selective attention, self management, repetition, resourcing, and elaboration.
Key Words: learning strategies, speaking skill, a case study.
vii
AKNOWLEDGEMENT
Firstly, the writer would like to thank to Allah, the Almighty God, because
of his blessing, he can finish thesis. Although there are many difficulties, he
realizes that those are the ways to get success. Therefore, he would like to express
his specisl gratitude to
1. The director of Post Graduate Program of Muhammadiyah University, Prof.
Dr. H. Khudzaifah Dimyati, SH, M.Hum for giving the writer permission to
write the thesis.
2. Prof. Dr. Markamah, M.Hum, The Head of Graduate Program of the English
Department.
3. Prof. Dr. Endang Fauziati, M. Hum his first consultant, for the guidance,
support, patience and time in accomplishing this thesis.
4. Dra. Siti Zuhriah, M.Hum, His second consultant, for the guidance, support,
patience and time for the betterment of his thesis.
5. Desy Mariyana, S.S and Budiyanto, S.Pd, his collaborator, for help in doing
the research.
6. The students of the eight grade of VIII of SMPN 3 Geger who have helped the
writer done this research, and given a chance to facilitate them to improve
their speaking skill.
7. His beloved wife who has given him spirit, care, love and prayer.
8. The big family of Post Graduate Program of Language Studies Department
2012 for the encouragement and motivation to finish the thesis.
9. The people who can not be mentioned on by one for helping him to complete
the thesis.
Needless to say, the thesis is still far from big perfect. The writer will
accept every comment and suggestion. Hopefully, this thesis will give benefit to
everyone who concerns with action research.
viii
TABLE OF CONTENTS
COVER .............................................................................................................. i
APPROVAL SHEET ......................................................................................... ii
ACCEPTANCE.................................................................................................. iii
PRONOUNCEMENT ........................................................................................ iv
MOTTOS ........................................................................................................... v
DEDICATION ................................................................................................... vi
AKNOWLEDGEMENT .................................................................................... vi
SUMMARY ....................................................................................................... vii
TABLE OF CONTENTS ................................................................................... viii
I. INTRODUCTION
A. Background of the Study .......................................................................... 1
B. The Research of Problem .......................................................................... 7
C. Research Question ................................................................................... 7
D. Objective of the Study ............................................................................. 7
E. Benefit of the Study ................................................................................. 8
F. Research Paper Organization ................................................................... 9
II. REVIEW OF RELATED LITERATURE
A. ....................................................................................................................
Previous Studies........................................................................................ 10
B. The position of the current study ............................................................. 19
C. Theoretical Review ................................................................................... 21
1. Learning Strategies................................................................................ 21
a. The Notion of Learning Strategies ..................................................... 21
b. Definitions of Language Learning Strategies (LLS) .......................... 23
c. Classification of Language Learning Strategies ................................. 23
2. Speaking Skill ............................................................................................ 31
a. The notion of Speaking Skill .............................................................. 33
b. Component of Speaking ..................................................................... 37
ix
c. Functions of speaking ......................................................................... 38
III. RESEARCH METHODOLOGY
A. Type of Research .................................................................................... 41
B. Subject of the Research .......................................................................... 42
C. Object of the Research ........................................................................... 42
D. Data and Data Resource ......................................................................... 42
E. Technique of Collecting Data ................................................................. 43
F. Data Analysis .......................................................................................... 45
IV. RESEARCH FINDING AND DISCUSSION
A. Research Finding .................................................................................... 48
B. Discussion............................................................................................... 110
V. CONCLUSION AND SUGGESTION
A. Conclusion .............................................................................................. 117
B. Suggestion .............................................................................................. 118
BIBLIOGRAPHY .............................................................................................. 121
APPENDIX ........................................................................................................ 123
x