LANGUAGE LEARNING STRATEGIES USED BY LEARNERS IN LEARNING SPEAKING: A Descriptive study of learners in an exemplary class in one of senior high schools in Cimahi.

AKNOWLEDGEMENTS

Bissmillahirrahmaanirrahim,

All praise is due to Allah, the Lord of the worlds, who gives me all strengths to finish all kinds of task including this paper. Shalawat may always be to the Messenger of Allah, Muhammad saw, the noble man to be followed until the end of the day.

This writing is indeed a long-yet-enjoyable struggle for the writer. In the journey of the writing, many valuable experiences are faced as a starting point to get better pieces of life. Therefore, I would like to say thanks to many people involved in the accomplishment of this writing.

First and foremost, I would like to express my sincere gratitude to my parents as they have provided me with a-never-ending love as well as prayers and support to let me walk in this path. Their wisdom sets the light when it grows dark.

Then, my deepest gratitude is for my great supervisors, Prof. Dr. Nenden Sri Lengkanawati, M.Pd and Budi Hermawan, S.Pd., M.PC who always help and encourage me to finish this challenging task. May Allah gives back every single support that they have given me in much better ways.

After that, I also wish to thank Rd. Karunia Swandarini, S.Pd., M.Pd. as she has given me chances and supports for the study. May Allah blesses her with

Then, my special thanks are also for my best friends in English Education Program, Wildan Nurul Aini, Susi Fitria, and Anna Nur Annisa. For the cheers we have had, the struggle we have faced, as well as the sadness and fear we have met together, I thank God for having you all. May Allah always keeps you all in the right path perpetually.

I extend my truthful thanks to my best friend Sekar Sulistyatuningsih, S.Fam, my extraordinary friends in an awesome class ‘Big Edu B’, all dear friends in English Education Department 2008, along with all my beloved friends in RUMUS Cimahi for their precious encouragements and prayers. I also thank to all friends and people who have directly or indirectly involved in this task. May Allah guide them now and forever.

ABSTRACT

The study entitled Language Learning Strategies Used by Learners in Learning

Speaking is a descriptive study aiming to investigate the learners’ use of LLS in

learning speaking in an exemplary class of a senior high school in Cimahi as well as the strategy differences used by the high and low achievers of the class. Since both quantitative and qualitative data are obtained, a mixed method design is employed. A modified questionnaire of SILL, score recording, and interviews are used as the data collections to answer the current research problems. Both quantitative and qualitative analyses are purposely involved in this design of study. The findings show that for the overall learners, compensation strategies (M=3,48) are the most frequently used strategies among others. By contrast, memory and affective strategies are the least frequently used strategies (M=2,64). Meanwhile differences in the high and low achievers in speaking are found in terms of the frequency of use, strategy category, and variety of strategy.

Keywords: Language learning strategy, speaking, exemplary class, high achiever,

TABLE OF CONTENTS

AKNOWLEDGEMENTS... i

ABSTRACT ... ii

TABLE OF CONTENTS ... iv

LIST OF TABLES ... vi

LIST OF DIAGRAM ... vii

LIST OF FIGURES ... viii

LIST OF APPENDICES ... ix

CHAPTER I INTRODUCTION ... 1

1.1. Background ... 1

1.2. The statements of problem ... 4

1.3. Aims of the study ... 4

1.4. Scope of the study ... 5

1.5. Significance of the study ... 5

1.6. Methodology ... 6

1.7. Clarification of terms ... 7

1.8. Organization of the paper ... 8

BAB II THEORETICAL FOUNDATION ... 10

2.1. The framework of language learning strategies ... 10

2.1.1 Definition of language learning strategies ... 10

2.1.2 Characteristics of language learning strategies ... 12

2.1.3 Classification of language learning strategies ... 16

2.2. Language learning strategies and speaking skills ... 29

2.3. Review of previous studies ... 31

2.3.1 The studies of language learning strategies in learning speaking ... 31

BAB III METHODOLOGY ... 34

3.1. Research design ... 34

3.2 Research site and participants ... 35

3.3. Data collection techniques ... 36

3.4. Data collection procedure ... 40

3.5. Data analyses ... 41

3.5.1 Analyzing quantitative data ... 42

3.5.2 Analyzing qualitative data ... 43

BAB IV FINDINGS AND DISCUSSION ... 45

4.1. The language learning strategies used by learners in an exemplary class in learning speaking ... 46

4.1.1 The six categories of language learning strategies used by the learners in learning speaking ... 46

4.1.2 The details of every strategy category of the questionnaire ... 52

4.2. Differences in the language learning strategies used by high achievers and low achievers in speaking ... 55

4.2.1 The questionnaire result of the six strategies used by the high and low achievers ... 55

4.2.2 Analysis of individual strategy category in the questionnaire for high and low achievers in speaking ... 61

4.2.3 Interview analysis of strategy use by high and low achievers in speaking ... 66

BAB V CONCLUSION ... 73

5.1. Conclusion ... 73

LIST OF TABLES

Table 2.1 Experts’ classification of language learning strategies ... 17

Table 3.1 SILL Profile of Results by Oxford (1990) ... 42

Table 4.1 The all learners’ strategy usage by six strategy category ... 46

Table 4.2 The average score (Mean) of the overall strategy usage ... 51

Table 4.3 The detail of the more specific strategy used by all learners ... 53

Table 4.4 The average of the overall strategy usage of high and low achievers ... 56

Table 4.5 The average of the six strategy usage of the high and low achievers . 57 Table 4.6 Rank of strategies by the high achievers and the low achievers ... 59

Table 4.7 The detail of the more specific strategy used by the high and low achievers ... 61

LIST OF DIAGRAM

Diagram 2.1 The language learning strategy system by Oxford (1990) ... 17

Diagram 2.2 The Classification of Memory Strategies ... 19

Diagram 2.3 The Classification of Cognitive Strategies ... 20

Diagram 2.4 The Classification of Compensation Strategies ... 22

Diagram 2.5 The Classification of Metacognitive Strategies ... 24

Diagram 2.6 The Classification of Affective Strategies ... 26

LIST OF FIGURES

Figure 4.1 Language Learning Strategies Used by Learners

in Learning Speaking ... 48 Figure 4.2 Strategies used by high and low achievers ... 58

LIST OF APPENDICES

Appendix A Mean of overall SILL Appendix B The result of SILL

Appendix C The questionnaire of a modified SILL in Bahasa Indonesia Appendix D Learners’ speaking test result

Appendix E Individual items of the questionnaire result of all learners Appendix F Individual items of the questionnaire result of high achievers

and low achievers

Appendix G The learners’ questionnaire of a modified SILL

Appendix H The interview transcript of the high and low achievers

CHAPTER I

INTRODUCTION

This chapter presents an introduction of the paper. It covers the background of the study, the statements of problems, the aims of the study and the scope of the study. It then presents the significance of the study, the methodology, and the clarification of terms. The last part of this chapter provides the organization of the paper.

1.1 Background

In the practice of teaching and learning English, speaking is one of the fundamental skills to be developed as the function of language is to communicate. Among other skills, speaking has a critical function as a key for communication (Florez, 1999). Consequently, developing English speaking skills is indispensable for all learners to be able to effectively communicate in the language.

Communicating in a foreign language, in this case English, usually creates anxiety for learners. Sometimes the necessity to speak English in every classroom activity tends to create panic and fear among them. Oxford (1990) supports this by confirming that speaking can be, in fact, very frustrating for them. Yet, this fact does not eliminate the importance of the skill itself. Dubin and Olshtain (1991) as cited in Sesma (2008) say that English is the most requested language around the world since it is the language of a wider communication.

To have sufficient English speaking skill to successfully communicate using the language is, in fact, not an easy matter for most learners. Attempts to help learners in this matter have been developed among teachers and researchers. Interest has been shifting from what learners learn or the outcome for the language learning to how learners gain the language or referring to process orientation (Oxford, 1990). Language learning strategies (LLS) becomes part of this shifting interest since these strategies are an aspect in the learning process (see Dornyei, 2005; Takac, 2008).

Language learning strategies are an aspect to consider because these strategies are essential for developing communicative competence that is needed in speaking (Oxford, 1990). Developing language learning strategies is also a way to establish conscious learning as a tool in obtaining better proficiency especially in speaking. Language learning strategies as it is believed by Hsiao and Oxford (2002) is a “[…] useful tool kit for active and conscious learning, and that these strategies pave the way toward greater proficiency, learner autonomy, and

self-regulation” (Dornyei, 2005:195).

According to Oxford (1990) language learning strategies are classified into six categories. They are memory, cognitive, compensation, metacognitive, affective, and social strategies. Different learning strategies used by learners

reflect learners’ variation in terms of gender, level of proficiency, learner’s belief

etc. (Dornyei, 2005). The choice as well as the way of combining and sequencing language learning strategies can be different for each individual.

The need to give attention to individual’s differences in learners, whether they are high or low achievers, reflects on the understanding of their language learning strategies. However, there must be some powerful strategies to use in learning, particularly in learning speaking because as Savile (2006) stated that not all strategies are equal. There are some strategies that are more effective than the others. Thus it is required to know which language learning strategies are used by successful learners or the high achievers, as they show that their learning is, somehow, effective.

Related to certain strategies to use in learning, previous studies have shown that good language learners are those who used particular strategies consistently, such as guessing meaning from the context (Naiman, Fröhlich, Stern, & Todesco, 1975; Rubin, 1975 as cited in Oxford, 2003). While in another study, it was found that poor learners used strategies in a random, unconnected, and uncontrolled manner (Abraham & Vann, 1987; Chamot et al., 1996, cited in Oxford 2003).

However it was found that a very few research has been done in accordance with learners’ language learning strategies in learning particular skills, for example in learning speaking. Hsiao and Oxford (Maftoon et all, 2011), nevertheless, investigated that good language learners often concentrated on fluency rather than accuracy and looked for communicative opportunities since they realize that language is a means for communication. In terms of strategy use in learning speaking, Cabaysa and Baetiong (2010) found that metacognitive, social, affective, and compensation strategies are most used by the learners.

Carrying the issues stated above as the point of departure, the present study takes as its main view at the language learning strategies used by learners in learning speaking. Learners in an exemplary class were taken as participants to observe since learners in the exemplary class investigated have varied English speaking proficiency level. This is suitable for the purpose of the current study.

1.2 Statements of problems

Regarding the issues mentioned earlier, the current study seeks to address the following questions.

1. What language learning strategies are employed by learners in an exemplary class of twelfth grade in one of senior high schools in Cimahi in learning speaking?

2. What are the differences of the language learning strategies used by the high achievers and the low achievers in speaking in an exemplary class of twelfth grade in one of Senior high schools in Cimahi?

1.3 Aims of the study

Related to the issues investigated, the aims of the present study are

1. To examine what learning strategies employed by learners in an exemplary class of twelfth grade in one of senior high schools in Cimahi in learning speaking.

2. To discover the differences of the language learning strategies used by the high achievers and the low achievers in speaking in an exemplary class of twelfth grade in one of senior high schools in Cimahi.

1.4 Scope of the study

The present study focuses on the language learning strategies in learning speaking used by learners in an exemplary class in one of senior high schools in Cimahi and the differences of the language learning strategies used by the high achievers and low achievers in speaking.

1.5 Significance of the study

The present study is expected to bring benefits in several aspects.

1. Theoretical benefits

1. Provide information for further research regarding language learning strategies used by learners in an exemplary class in learning speaking. 2. Provide information for further research regarding differences of

language learning strategies used by high achievers and low achievers in learning speaking

2. Practical benefits

1. Provide information on what learning strategies that are used by learners in an exemplary class in one of senior high schools in Cimahi in learning speaking.

2. Provide information on language learning strategies used by the high achievers of speaking skills in an exemplary class in one of senior high schools in Cimahi in learning speaking.

3. Provide information on language learning strategies used by the low achievers of speaking skills in an exemplary class in one of senior high schools in Cimahi in learning speaking.

4. Provide information on differences between the use of language learning strategies by the high achievers and low achievers in learning speaking.

3. Professional benefits

1. Provide considerable information for further strategy training in learning speaking.

1.6 Methodology

A descriptive study is chosen to be employed in the current study. This particular type of study as Fraenkel and Walen (2006) suggest is expected to describe situations as completely and carefully as possible.

The present study also employs a mixed method design as a means to provide answers to the recent issues investigated. Mixed method, quantitative and qualitative design as Cresswel (2010) states is a research design that collects and analyzes both quantitative and qualitative data in a single study.

The data in the present study are collected from different data sources containing both qualitative and quantitative data. The data are obtained by questionnaire, score recording and interviews. The Questionnaire and the score recording contain quantitative data, while the interviews contain qualitative data. These different data types require different analyzing processes to be employed. Hence mixed method design is applied. The more thorough explanation is provided in chapter III.

1.7 Clarification of terms

To avoid misconception, clarification of terms in the present study is provided as follow.

1. Language learning strategy

Oxford (1990) states that language learning strategies are specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferrable to new situations. The concept of learning strategies covers ways that learners use to enhance their capability and skill level as well as their effectiveness in learning.

To avoid misconception of classification of learning strategies that has

invoked different perceptions in experts’ beliefs, the classification of

learning strategies in this paper is classified in terms of memory, cognitive, compensation, metacognitive, affective, and social strategies (Oxford 1990).

2. English Speaking skills

English speaking skills in the present study refer to skills that are involved in English speaking activity. The skills stress the function of language as a means for communication.

3. High achievers

High achievers are identified as learners who are successful in their foreign language learning (Chamot et all., 1999). In the present study, they are seen more specifically from their English speaking scores that they get. In the present study, the high achievers are five learners who get the highest score in the speaking test.

4. Low achievers

Low achievers are in the opposite sides of the high achievers. In the present study, they refer to learners who have lower English speaking scores. They are five learners who get the lowest score in the speaking test.

1.8 Organization of the paper

The paper has been divided into five parts that is organized based on the following sequence:

Chapter I

The paper begins with chapter one that provides an introduction of the paper. It consists of the research background, the statements of problems, the aims of the

the research methodology is presented in this chapter followed by the clarification of terms and the organization of the paper.

Chapter II

This section covers the theoretical foundation consisting of the framework of language learning strategies as well as the relationship of the strategies to speaking skills. This chapter also provides review of previous studies and synthesis.

Chapter III

Chapter Three presents the methodology used consisting of the research design, the research site and participants, the data collection technique, the data collection procedure, and the data analyses.

Chapter IV

This section presents the findings related to the statements of problems mentioned in chapter one followed by the discussion.

Chapter V

This last chapter covers the conclusion and the suggestions given towards the recent issues.

CHAPTER III

METHODOLOGY

This chapter presents the methodology of the study. It covers the elaboration of research design, the research site and participants, as well as the data collection techniques. The next part of this chapter provides the data collection procedures and the data analyses.

3.1. Research Design

The present study was designed to find out the learning strategies used by the learners in an exemplary class in one of senior high schools in Cimahi as well as differences in the strategies used by the high achievers and low achievers of the class. The present study is a descriptive study. This particular type of study is expected to describe situations as completely and carefully as possible (Fraenkel and Walen, 2006).

Mixed method, quantitative and qualitative design has also been applied in the present study. Quantitative data (quantifiable data) and qualitative data (words) were collected and analyzed to find answers to the current research problems. Creswell (2010) suggests that mixed method designs are procedures for collecting, analyzing, and mixing both quantitative and qualitative data in a single study.

was also applied because the next data gathering instrument used was interviews. The data obtained in the interview session were not in numerical data, but in the forms of words. Creswell (2010) affirms that in qualitative method, the data are in words and they are obtained from a small number of individuals. Therefore to present the answers to the current study, the quantitative results followed by deeper exploration of qualitative data were presented in mixed method design.

The design sequence of the present mixed method design used is explanatory design. This design was employed because the qualitative data in the present study were used to explore information deeper after the quantitative data had been obtained. In relation to this, Lodico et al. (2006) claims that in explanatory design, the data are collected in two phases, with the quantitative data are collected first and qualitative data are collected at a later time. Often the quantitative data are emphasized and the qualitative data are used to follow up or refine the quantitative findings.

3.2. Research Site and Participants

The present study was conducted in one of senior high schools in Cimahi. The participants were 32 learners in an exemplary class of twelfth grade. To differentiate the high and low achievers in speaking, as it is stated previously, five learners for both categories of learners were chosen based on their speaking score. Five top speaking scorers were taken as the high achievers. On the contrary, five learners who got the lowest score in speaking were taken as the low achievers.

The participants consisted of 11 male learners (34,4%) and 21 female learners (65,6%). The participants in the class were selected because of two main considerations. Firstly, the class was an exemplary class in one of senior high school in Cimahi. The learners have been in the exemplary class since they were in eleventh grade. In the twelfth grade, apart from having two English classes in a week, they also had an additional class focusing on speaking skills once in a week.

The second consideration was the difference between the high and low achievers in speaking skills was considerably high. It was seen from the standard deviation between the high and low achievers from the speaking test result conducted by the English teacher (SD = 25,7). As Fraenkel and Wallen (2006) stated that the standard deviation (SD) is the most powerful index of variability that represents the spread of a distribution. The high difference was also confirmed by the teacher in the interview. Even two of five high achievers had won some high school English competitions in storytelling and news casting contest.

3.3. Data Collection Techniques

The data were collected through three different data collection techniques. The first data collection technique was distributing a questionnaire to the learners. The questionnaire used was a modified questionnaire developed by Oxford (1990). It was mainly employed to gather information on learners’ language

Language Learning (SILL) for speakers of other languages learning English version 7.0. Questionnaire is used since it is considered to be very suitable to find out language learning strategies. Most of these strategies are not observable. Hence asking the learners is the only way to find out (Chamot, 2004).

SILL had been chosen since it was specifically designed to measure language learning strategies. It was also more comprehensive, systematic and detailed (Oxford, 1990). In addition SILL has been used around the world to find out the use of language learning strategies for learners of English as second or foreign language (Oxford & Nyikos, 1989; Oxford & Burry-Stock, 1995 cited in Huang, 2009).

SILL was modified by the researcher to gather specific information on language learning strategies used by learners in learning speaking. Thirty three from the overall fifty items of statements in SILL were modified and used for the purpose of the study. These thirty three items were particularly selected because they could measure strategies in learning speaking. These items were modified for

obtaining the participants’ better understanding towards the items by adding

examples of the strategy in particular items. Next, seven items were added for completing each category of strategies proposed by Oxford (1990) in learning speaking. Therefore each item in the modified questionnaire represented each strategy category in learning speaking proposed by Oxford (1990).

The questionnaire model used was Likert’s scale model. In this model,

items are presented in a multiple choice format. For every item, participants are to select one of several alternatives indicating the extent to which they agree with the

position stated in the item (Crano and Brewwer, 2002). This model of questionnaire has a number of strengths. It proves not only efficient in terms of time and resource expenditure, but also effective in developing scales of high reliability (Crano and Brewwer, 2002). In the current questionnaire, the participants had to read the items and select 5 for always, 4 for often, 3 for sometimes, 2 for seldom, and 1 for never. To avoid misunderstanding of each item, the questionnaire was translated to Bahasa Indonesia.

The second data collection technique was recording learners’ English

speaking scores. It is suggested that “[r]ecords are special kind of documents on which notations are made in an effort to keep track of certain facets of school life”

(Hatch, 2002, p.118). These data were used to identify the high achievers and low achievers of the class in terms of their English speaking skills. The data were obtained by the researcher from the English teacher.

To make sure that the data were accurate, particularly in the categorization of the high and low achievers, interview to the teacher had been conducted. The interview was particularly purposed to assure that the learners taken as the high achievers in the present study were truly the best students in speaking English as well as the lowest scorers were the students with the lowest speaking ability. The interview was recorded by a voice recorder and transcribed.

After selecting the high and low achievers for the present study, differences in the strategies used by both categories of learners were found through the results of the questionnaire that had been filled in. Apart from

to the high and low achievers was also done. Conducting interview was the third data collection technique in the present study.

The interview to the learners was employed purposely to gain deeper information on the strategies used by the high achievers and low achievers. As Scott and Morrisan (2006) argue that interview is “[…] to seek in-depth understandings about the experiences of individuals and groups, commonly

drawing from a small sample of people”. This instrument was intentionally

employed in the present study along with the questionnaire to clarify and expand specific answers particularly the ones that were important on revealing (see Fraenkel, 2006).

The interview used to the learners in the current study was a semi-structured interview. This kind of interview was chosen since it was very suitable for the purpose of the current study. As Oxford (1990) believes that to gather

learners’ language learning strategies, a semi-structured interview is very helpful.

It was a kind of interview that “...although researchers come to the interview with

guiding questions, they are open to follow the leads of informants and probing

into areas that arise during interview interactions” (Hatch, 2002, p.94). Thus deep and detailed information of the learners’ language learning strategies usage could

be acquired. This interview was then recorded by a voice recorder and transcribed to make the analysis easier and more accurate.

To make sure that the questionnaire and the interview were understandable by the participants, a pilot study was conducted. The pilot study is the antecedent work before the real study is done (Huang, 2009). The questionnaire was

distributed to five learners out of the participants in the real study, while the interview was done to two of them. During the pilot study, any confusing items of both instruments were noted and improved.

3.4. Data Collection Procedure

In the present study, the data collection procedure was done in three phases. The first phase was to find out language learning strategies used by learners. The questionnaire was distributed to all learners in which these learners respond to the items of the questionnaire by marking the answers. In filling the questionnaire, learners were able to ask about any vague item in the questionnaire.

The second phase was to collect information about the categorization of the high achievers and low achievers in speaking English. It was done by analyzing

teacher’s record on learners’ speaking score. To make sure the data obtained were

accurate, teacher’s interview was carried out. This interview was conducted by the

permission of the teacher referring to the speaking score record that had been previously acquired. The recorded interview data were then transcribed to be analyzed.

Then five learners for both categories were taken to do the learners’ interview. It was the third phase of the data collection procedure. As it was written previously, this interview was to find out in depth information about the language learning strategies used by both categories of learners. The interview was recorded by a voice recorder. To avoid confusion and misinterpretation during the

interview, learners were allowed to ask for clarification when they find any interview questions that confuse them. The time and place of the interview were arranged to be comfortable for the learners to do the interview.

3.5. Data Analyses

Mixed method design requires different analyses for each collected data. As it has been stated previously, there were two types of collected data in the present study, quantitative data and qualitative data. Parallel mixed analysis was used to analyze both types of data. Teddlie & Tashakkori (Onwuegbuzie and Combs, 2010) state this particular analysis involves two separate processes, in which a quantitative analysis was used for the quantitative data and a qualitative analysis was used for the qualitative data.

The quantitative analysis involves statistical analysis. In line with this, Muijs (2004) and Elliot (2005) affirm that quantitative data are analyzed in mathematically based method using particular statistics. In the meantime the qualitative analysis involves analyzing and synthesizing the obtained information (Fraenkel and Wallen, 2006). The analyzing process itself was carried out in several steps. The analyses of both types of data are provided thoroughly in the following sequence.

3.5.1. Analyzing Quantitative Data

The questionnaire result was analyzed by counting the average score (M)

referring to Oxford’s (1990) profile of results on the strategy inventory for

language learning (SILL) version 7.0

.

As it can be seen above, the principle of counting the average score proposed by Oxford (1990) is basically the same as the principle of counting Mean score (M). Mean is one of the ways to measure the central tendency (see Kranzler and Moursund, 1999; Dornyei, 2004; Cresswel, 2008). Measures of central tendency in statistical analysis are summary numbers representing a single value in a set of scores (Vogt, 1999 as cited in Cresswel, 2008). Thus the average score (M) essentially is represented the result of all scores.

Obtaining the average score (M) that was used particularly to know information on the language learning strategies used by the learners, the table 3.2 is presented. The average scores (M) of language learning strategies were then presented to be interpreted.

Level of

Strategy Use Description of Frequency

Average Score of Strategy Use

High always or almost always used 4.5 to 5.0

usually used 3.5 to 4.4

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 SUM of scores

Average Score =

The other quantitative data were obtained through the speaking score recording. The data in the score record were analyzed to differentiate the high achievers and low achievers. Firstly the speaking score was collected. Then, the

learners’ scores were sequenced from higher to lower to identify the high

achievers and low achievers. Five learners obtained the highest score were categorized as the high achievers. On contrary, Five learners obtained the lowest score were taken as the low achievers.

3.5.2.Analyzing Qualitative Data

The second type of data, which was qualitative data, was obtained by using the interviews. As stated previously, these interviews were conducted to the English teacher and the learners. After the data were obtained from the interviews by recording them, they were transcribed. These qualitative data were then analyzed.

The analysis began with reading through the overall transcribed data. It was done to get the general sense of the data, drawing ideas, thinking about the organization of the data, and considering whether or not more data were required (Cresswell, 2008). In this initial process, the researcher tries to get the sense of the whole data. It is not done by reading the data in detail instead the researcher reads the data through and then jot down words and phrases that capture important aspects (Lodico et al., 2004).

Then the researcher starts to code the data. Coding is the process of segmenting and labeling text to make descriptions and broad themes in the data

(Creswell, 2010). He develops the process of coding through several steps as follow:

1. Divide the text into segments of information, 2. Label the segments of information with codes, 3. Reduce overlap and redundancy of codes, and 4. Collapse codes into themes.

Identifying themes is done after the codes are obtained since themes carry bigger ideas resulting from several codes combined. Lodico et al. (2004) support this by stating that themes are typically big ideas that unite several codes in a way that allows the researcher to examine the research problems. In other words, themes provide the organizing ideas that will be used to explain what has been attained from the study.

The present study presents the results in the form of description since it is a descriptive study. Sandelowski (2000) states that all description entails interpretation. The next steps, then, are to interpret the data. The findings were interpreted by the researcher. Cresswel (2010) suggests that interpretation means the researcher moves back and draw some larger meaning about the personal views, comparison with other studies, or both. Finally the findings were reported in a narrative discussion. A narrative discussion as Cresswel (2010) suggests is a written passage in which the author summarizes in detail the results of his or her findings.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusion of the current study. Going further suggestions are also presented.

5.1. Conclusion

There is numerous research found investigating language learning strategies used by learners. However, only few studies have been done related to specific skill in learning English, especially in learning speaking. Moreover the majority of the research found in speaking skill area is focused more on the communication strategies, the strategies in speaking, rather than in the strategies in learning speaking.

This study tries to fill the gap by finding what language learning strategies are used by learners in learning speaking and what are the differences found in the language learning strategies by the high achievers and low achievers in English speaking. The participants involved were twelfth grade learners in an exemplary class in one of senior high schools in Cimahi.

The findings show that in learning speaking the overall language learning strategies were sometimes used or in medium level of usage. Compensation strategies were found as the most frequently used strategies by the learners. On the other hand, both memory strategies and affective strategies were the least frequently used strategies.

As the specific character of compensation strategies that were used to overcome limitations and problems, this finding suggests that the learners investigated often found limitations and problems in speaking. Meanwhile, memory strategies as the least frequently used ones reflect that the learners are not young learners anymore as they have gone beyond the basic level of learning, namely memorizing. Similarly affective strategies as the least frequently used ones demonstrate that these learners did not count affective factors as essential strategy to use in learning speaking.

In terms of individual strategy used by the overall learners, the strategies used the most are adjusting the message, paying attention, switching to the mother tongue, and delaying speech production to focus on listening. These strategies were in high level of use or ‘usually used’. On contrary writing a language learning diary concerning events and feelings was the least frequently used strategies by the learners.

Several differences have been found in language learning strategies used by the high achievers and low achievers in speaking. These differences are shown in terms of the frequency of use, the strategy category, and the variety of strategy. Generally the high achievers showed harder attempt in learning speaking compared to the low achievers.

The high achievers were basically dominant in all six categories of strategy. They were more dominant in indirect strategies while the low ones were more dominant in direct strategies (M=3,08). Concerning the most frequently used

while their counterpart used metacognitive strategies. The high achievers also used more various strategies than their counterpart to memorize vocabularies, relearn materials from school, practice their knowledge and skills in speaking as well as taking care of emotional feelings and problems.

5.2. Suggestions

The findings of the present study offer several pedagogical implications to consider. There are several things to think about in attempts of better learning to acquire English speaking skill.

First of all it is important to make learners aware of what they can do in learning, particularly in learning to speak English. Thus they can utilize various strategies to combine, choose, and sequence. By being familiar with lots of strategies, they can better search for suitable strategies to be used.

Secondly, though the use of language learning strategies is influenced by a

variety of learners’ factors, it is worth to note what successful learners have done

in their learning so that they can obtain good learning outcomes. By knowing what they do in learning speaking, learners can set priorities to try these strategies.

Next, teachers are suggested to be more aware of the presence of these strategies. Moreover they should help, facilitate, and guide students in the utilization of these strategies. Language learning strategies are able to be changed and modified by strategy training because these strategies are teachable.

Not only making learners aware of the strategies, teachers should also pay

speaking show harder attempt in learning. Hence, the frequency of strategy use is as much important as the choice itself. Therefore basically, increasing the frequency of strategies is indeed important.

The current study also offers suggestions for further study. As the present study only focuses on the learning speaking, a comprehensive study for each language skill, not only in speaking, but also in listening, reading, and writing is considered to give valuable information especially for learners and teachers.

References

Axelsson, Susanna. (2007). The Weak Language Learner. Vaxjo University. [Online] Available at: lnu.diva-portal.org/smash/get/diva2:205675/FULLTEXT01 [July 7th 2012]

Cabaysa, Carissa C. and Baetiong, Lourdes R. (2010) “Language Learning Strategies of

Students at Different Levels of Speaking Proficiency”. Education Quarterly. 68,

(1), 16-35 [July,7th 2012]

Chamot, Anna Uhl. (2004). “Issues in Language Learning Strategy Research and Teaching”. In Electronic Journal of Foreign Language Teaching [Online], Vol. 1 (1), p.14-26. Available at: http://e-flt.nus.edu.sg/v1n12004/chamot.pdf. [October, 11th 2012]

Chamot, Anna U., Barnhardt, S., El-Dinary, P.B., and Robbins, J. (1999). The Learning

Strategies Handbook. New York: Longman

Cohen, Andrew D. (1998). Strategies in Learning and Using a Second Language. London: Longman

Crano, William D and Brewwer, Marilynn B. (2002). Principles and Methods of Social research. New Jersey: Lawrence Erlbaum Associates,

Creswell, John W. (2010). Educational Research. New Jersey: Prentice Hall

Creswell, John W. (2010). Qualitative, Quantitative, and mixed methods approaches. New Jersey: Prentice Hall

Dornyei, Zoltan. (2005). The Psychology of the Language Learner. Individual

differences in Second Language Acquisition. New Jersey: Mahwah.

Elliot, Jane. (2005). Using Narrative in Social Research- Qualitative and Quantitative

Approaches. London: Sage Publication

Eslami, Zohreh and Al-Buainain, Haifa. (2008). Language Learning Strategy Use by

Arabic Speaking Pre-service Teachers Learning English through Content Areas.

Paper presented in TESOL Arabia on March 2008. Available at: faculty.qu.edu.qa/drhaifa/Qatar%20PEPP%20students%20lang%20lg%20strate gies%20March%2008%20TESOL%20Arabia.ppt. (June 12th 2012)

Fraenkel, Jack R. and Wallen, Norman N. (2006). How to Design and Evaluate

Research in Education. New York: McGraw Hill

Ghani, Mamuna. (2003). Language Learning Strategies Employed by L2 Learners. Journal of Research (Faculty of Languages & Islamic Studies) 2003 Vol.4. [Online]. Available at http://bzu.edu.pk/jrlanguages/Vol-4%202003/Dr%20Mamuna-3.pdf [July 7th 2012]

Gujjar, Aijaz A., and Naoreen, Bushra. (2010). A Study of the Reported Language Skill

Development Strategies of the Student Teachers in Pakistan. Language in India,

volume 10. [Online]. Available at: http://www.languageinindia. com/april2010/gujjarstrategies.pdf (July 9th 2012)

Hatch, J. Amos. (2002). Doing Qualitative Research in Education Settings. Albany: State University of New York Press.

Harmer, Jeremy. (2007). The Practice of English Language Teaching 3rd Edition. New

York: Longman

Huang, Yu-Fang Yvonne. (2009). The Relationship Between College Students’

Learning Strategies and Their English Speaking Proficiency. Tesis pada Department of Applied English. [Online], Available at: http://www.sid.ir/en/VEWSSID/J_pdf/13112011640406.pdf [July 7th 2012]

Lengkanawati, Nenden Sri. (2004). “How Learners from Different Cultural Backgrounds Learn a Foreign Language”. in Asian EFL Journal Vol 6(1)

[Online]. Avalaible at: http://www.asian-efl-journal.com/04_nsl.pdf [July 30th 2012] Lodico, Marguerite G., Spaulding, Dean T. and Voegtle, Katherine H. (2004). Methods

in Educational Research Theory to Practice. San Fransisco: Jossey Bass

Maftoon, Parviz, Daftarifard, Parisa, and Lavasani, Morvarid. (2001). “Good Language

Learner: From Autonomy Perspective”. LIBRI:Linguistic and Literary Broad Research and Innovation. 2, (1), 104-114

Martinez, Ignacio M.P. (1996). “The Importance of Language Learning Strategies in

Foreign Language Teaching”. In Cuadernos de Filologia Inglesa Vol 5 (1) pp.103-120. [Online]. Avalaible at http://dialnet.unirioja.es/descarga/articulo/ 1325566.pdf [October 11th 2012]

Mattarima, Karim and Hamdan, abdul Rahim. (2011). “The Teaching Constraints of

English as a Foreign Language in Indonesia: The Context of School Based

Curriculum” in Sosiohumanika, Vol. 4 (2). [Online] Available at:

http://www.sosiohumanika-jpssk.com/sh_files/File/Karim.pdf. (December 6th 2012)

Muijs, Daniel. (2004). Doing Quantitative Research in Education. London: Sage Publication Ltd.

Oxford, Rebecca L. (1990). Language Learning Strategies: What Every Teachers

Should Know. Boston: Heinle & Heinle Publishers

Oxford, Rebecca L. (2003). Language Learning Styles and Strategies: An Overview. [online] available at: http://web.ntpu.edu.tw/~language/workshop/read2.pdf

[Online]. Available at http://www.google.co.id/url?sa=t&rct=j&q =data%20analysis%20in%20descriptive%20mixed%20method%20design&sour ce=web&cd=4&cad=rja&ved=0CEYQFjAD&url=http%3A%2F%2Fmacrothin k.org%2Fjournal%2Findex.php%2Fije%2Farticle%2Fdownload%2F526%2F39

2&ei=Usa0ULuQO8_trQeip4D4CA&usg=AFQjCNGmcHIv-vvoIUQr_GFAeRybdi5NnA (November 22th 2012)

Richards, Jack C. (2008). Teaching Speaking Theories and Methodologies. [Online] available at: http://old.fltrp.com/download/080403001.pdf (July 9th 2012)

Saville, Muriel and Troike (2006). Introducing Second Language Acquisition. Cambridge: Cambridge University Press

Sesma, María G.F. (2008). Improving Oral Production in Adult EFL Students at The

Language Center of Uabc-Tijuana. Paper presented at the VII Encuentro

Nacional e Internacional de Centros de Autoacceso Cohen, Andrew D.

Scott, David and Morrison, Marlene (2006). Key Ideas in Educational Research. London: Continuum

Takac, Višnja Pavicic. (2008).Vocabulary Learning Strategies and Foreign Language Acquisition. Clevedon: Multilingual Matters Ltd.

Toomaneejinda, Anuchit. (2010). Unraveling L2 Learning Strategy Mysteries: Insights from Good Language Learners. [Online]. Available at http://www. lscac.msu.ac.th/book/258.pdf [July 24th 2012]

Varasarin, Patchara. (2007). An Action Research Study of Pronunciation Training,

Language Learning Strategies and Speaking Confidence. Dissertation on

Faculty of Arts, Education and Human Development Victoria University: [Online], Available at: http://vuir.vu.edu.au/1437/1/Varasarin.pdf. [Juni 19th 2012].

Vilímec, Erik. (2006). Developing speaking skills. Dissertation on Faculty of Arts and Philosophy, University of Pardubice: [Online], Available at: http://dspace.upce.cz/bitstream/10195/21610/1/D16159.pdf [July 9th 2012]. Vogel, Dita. (2005). Introduction to Interview Analysis and Presentation. [Online]

available at: http://www.politis-europe.uni-oldenburg.de/download/ IntroductiondataanalysisinPOLITIS.pdf (October 16th

2012)

Wu, I-Ju. (2012). Learning strategies use by international Students from taiwan in a

university Context: a case study. Thesis on Faculty of California State

University, Chico. [Online], Available at: http://csuchico-dspace.calstate.edu/bitstream/handle/10211.4/351/LEARNING%20STRATEG IES 20USED%20BY%20INTERNATIONAL.pdf?sequence=1 [July 24th 2012] Zhang, Mingyuan. (1999). Language Learning Strategies and English Language

As the specific character of compensation strategies that were used to overcome limitations and problems, this finding suggests that the learners investigated often found limitations and problems in speaking. Meanwhile, memory strategies as the least frequently used ones reflect that the learners are not young learners anymore as they have gone beyond the basic level of learning, namely memorizing. Similarly affective strategies as the least frequently used ones demonstrate that these learners did not count affective factors as essential strategy to use in learning speaking.

In terms of individual strategy used by the overall learners, the strategies used the most are adjusting the message, paying attention, switching to the mother tongue, and delaying speech production to focus on listening. These strategies were in high level of use or ‘usually used’. On contrary writing a language learning diary concerning events and feelings was the least frequently used strategies by the learners.

Several differences have been found in language learning strategies used by the high achievers and low achievers in speaking. These differences are shown in terms of the frequency of use, the strategy category, and the variety of strategy. Generally the high achievers showed harder attempt in learning speaking compared to the low achievers.

The high achievers were basically dominant in all six categories of strategy. They were more dominant in indirect strategies while the low ones were more dominant in direct strategies (M=3,08). Concerning the most frequently used strategies by both categories of learner, the high achievers used social strategies

while their counterpart used metacognitive strategies. The high achievers also used more various strategies than their counterpart to memorize vocabularies, relearn materials from school, practice their knowledge and skills in speaking as well as taking care of emotional feelings and problems.

5.2. Suggestions

The findings of the present study offer several pedagogical implications to consider. There are several things to think about in attempts of better learning to acquire English speaking skill.

First of all it is important to make learners aware of what they can do in learning, particularly in learning to speak English. Thus they can utilize various strategies to combine, choose, and sequence. By being familiar with lots of strategies, they can better search for suitable strategies to be used.

Secondly, though the use of language learning strategies is influenced by a

variety of learners’ factors, it is worth to note what successful learners have done

in their learning so that they can obtain good learning outcomes. By knowing what they do in learning speaking, learners can set priorities to try these strategies.

Next, teachers are suggested to be more aware of the presence of these strategies. Moreover they should help, facilitate, and guide students in the utilization of these strategies. Language learning strategies are able to be changed and modified by strategy training because these strategies are teachable.

Not only making learners aware of the strategies, teachers should also pay

speaking show harder attempt in learning. Hence, the frequency of strategy use is as much important as the choice itself. Therefore basically, increasing the frequency of strategies is indeed important.

The current study also offers suggestions for further study. As the present study only focuses on the learning speaking, a comprehensive study for each language skill, not only in speaking, but also in listening, reading, and writing is considered to give valuable information especially for learners and teachers.

References

Axelsson, Susanna. (2007). The Weak Language Learner. Vaxjo University. [Online] Available at: lnu.diva-portal.org/smash/get/diva2:205675/FULLTEXT01 [July 7th 2012]

Cabaysa, Carissa C. and Baetiong, Lourdes R. (2010) “Language Learning Strategies of

Students at Different Levels of Speaking Proficiency”. Education Quarterly. 68,

(1), 16-35 [July,7th 2012]

Chamot, Anna Uhl. (2004). “Issues in Language Learning Strategy Research and Teaching”. In Electronic Journal of Foreign Language Teaching [Online], Vol. 1 (1), p.14-26. Available at: http://e-flt.nus.edu.sg/v1n12004/chamot.pdf. [October, 11th 2012]

Chamot, Anna U., Barnhardt, S., El-Dinary, P.B., and Robbins, J. (1999). The Learning

Strategies Handbook. New York: Longman

Cohen, Andrew D. (1998). Strategies in Learning and Using a Second Language. London: Longman

Crano, William D and Brewwer, Marilynn B. (2002). Principles and Methods of Social research. New Jersey: Lawrence Erlbaum Associates,

Creswell, John W. (2010). Educational Research. New Jersey: Prentice Hall

Creswell, John W. (2010). Qualitative, Quantitative, and mixed methods approaches. New Jersey: Prentice Hall

Dornyei, Zoltan. (2005). The Psychology of the Language Learner. Individual

differences in Second Language Acquisition. New Jersey: Mahwah.

Elliot, Jane. (2005). Using Narrative in Social Research- Qualitative and Quantitative

Approaches. London: Sage Publication

Eslami, Zohreh and Al-Buainain, Haifa. (2008). Language Learning Strategy Use by

Arabic Speaking Pre-service Teachers Learning English through Content Areas.

Paper presented in TESOL Arabia on March 2008. Available at: faculty.qu.edu.qa/drhaifa/Qatar%20PEPP%20students%20lang%20lg%20strate gies%20March%2008%20TESOL%20Arabia.ppt. (June 12th 2012)

Fraenkel, Jack R. and Wallen, Norman N. (2006). How to Design and Evaluate

Research in Education. New York: McGraw Hill

Ghani, Mamuna. (2003). Language Learning Strategies Employed by L2 Learners. Journal of Research (Faculty of Languages & Islamic Studies) 2003 Vol.4. [Online]. Available at http://bzu.edu.pk/jrlanguages/Vol-4%202003/Dr%20Mamuna-3.pdf [July 7th 2012]

Griffiths, Carol. (2004). Language Learning Strategies: Theory and Research. Occasional Paper No. 1 in New Zaeland

Gujjar, Aijaz A., and Naoreen, Bushra. (2010). A Study of the Reported Language Skill

Development Strategies of the Student Teachers in Pakistan. Language in India,

volume 10. [Online]. Available at: http://www.languageinindia. com/april2010/gujjarstrategies.pdf (July 9th 2012)

Hatch, J. Amos. (2002). Doing Qualitative Research in Education Settings. Albany: State University of New York Press.

Harmer, Jeremy. (2007). The Practice of English Language Teaching 3rd Edition. New

York: Longman

Huang, Yu-Fang Yvonne. (2009). The Relationship Between College Students’

Learning Strategies and Their English Speaking Proficiency. Tesis pada Department of Applied English. [Online], Available at: http://www.sid.ir/en/VEWSSID/J_pdf/13112011640406.pdf [July 7th 2012] Lengkanawati, Nenden Sri. (2004). “How Learners from Different Cultural

Backgrounds Learn a Foreign Language”. in Asian EFL Journal Vol 6(1) [Online]. Avalaible at: http://www.asian-efl-journal.com/04_nsl.pdf [July 30th 2012] Lodico, Marguerite G., Spaulding, Dean T. and Voegtle, Katherine H. (2004). Methods

in Educational Research Theory to Practice. San Fransisco: Jossey Bass

Maftoon, Parviz, Daftarifard, Parisa, and Lavasani, Morvarid. (2001). “Good Language

Learner: From Autonomy Perspective”. LIBRI:Linguistic and Literary Broad

Research and Innovation. 2, (1), 104-114

Martinez, Ignacio M.P. (1996). “The Importance of Language Learning Strategies in Foreign Language Teaching”. In Cuadernos de Filologia Inglesa Vol 5 (1) pp.103-120. [Online]. Avalaible at http://dialnet.unirioja.es/descarga/articulo/ 1325566.pdf [October 11th 2012]

Mattarima, Karim and Hamdan, abdul Rahim. (2011). “The Teaching Constraints of English as a Foreign Language in Indonesia: The Context of School Based Curriculum” in Sosiohumanika, Vol. 4 (2). [Online] Available at: http://www.sosiohumanika-jpssk.com/sh_files/File/Karim.pdf. (December 6th 2012)

Muijs, Daniel. (2004). Doing Quantitative Research in Education. London: Sage Publication Ltd.

Oxford, Rebecca L. (1990). Language Learning Strategies: What Every Teachers

Should Know. Boston: Heinle & Heinle Publishers

Oxford, Rebecca L. (2003). Language Learning Styles and Strategies: An Overview. [online] available at: http://web.ntpu.edu.tw/~language/workshop/read2.pdf (March 24th 2012)

Onwuegbuzie, Anthony J and Combs, Julie P (2010). “Describing and Illustrating Data Analysis in Mixed Research” in International journal of Education Vol 2 (2).

[Online]. Available at http://www.google.co.id/url?sa=t&rct=j&q =data%20analysis%20in%20descriptive%20mixed%20method%20design&sour ce=web&cd=4&cad=rja&ved=0CEYQFjAD&url=http%3A%2F%2Fmacrothin k.org%2Fjournal%2Findex.php%2Fije%2Farticle%2Fdownload%2F526%2F39

2&ei=Usa0ULuQO8_trQeip4D4CA&usg=AFQjCNGmcHIv-vvoIUQr_GFAeRybdi5NnA (November 22th 2012)

Richards, Jack C. (2008). Teaching Speaking Theories and Methodologies. [Online] available at: http://old.fltrp.com/download/080403001.pdf (July 9th 2012)

Saville, Muriel and Troike (2006). Introducing Second Language Acquisition. Cambridge: Cambridge University Press

Sesma, María G.F. (2008). Improving Oral Production in Adult EFL Students at The

Language Center of Uabc-Tijuana. Paper presented at the VII Encuentro

Nacional e Internacional de Centros de Autoacceso Cohen, Andrew D.

Scott, David and Morrison, Marlene (2006). Key Ideas in Educational Research. London: Continuum

Takac, Višnja Pavicic. (2008).Vocabulary Learning Strategies and Foreign Language

Acquisition. Clevedon: Multilingual Matters Ltd.

Toomaneejinda, Anuchit. (2010). Unraveling L2 Learning Strategy Mysteries: Insights from Good Language Learners. [Online]. Available at http://www. lscac.msu.ac.th/book/258.pdf [July 24th 2012]

Varasarin, Patchara. (2007). An Action Research Study of Pronunciation Training,

Language Learning Strategies and Speaking Confidence. Dissertation on

Faculty of Arts, Education and Human Development Victoria University: [Online], Available at: http://vuir.vu.edu.au/1437/1/Varasarin.pdf. [Juni 19th 2012].

Vilímec, Erik. (2006). Developing speaking skills. Dissertation on Faculty of Arts and Philosophy, University of Pardubice: [Online], Available at: http://dspace.upce.cz/bitstream/10195/21610/1/D16159.pdf [July 9th 2012]. Vogel, Dita. (2005). Introduction to Interview Analysis and Presentation. [Online]

available at: http://www.politis-europe.uni-oldenburg.de/download/ IntroductiondataanalysisinPOLITIS.pdf (October 16th

2012)

Wu, I-Ju. (2012). Learning strategies use by international Students from taiwan in a

university Context: a case study. Thesis on Faculty of California State

University, Chico. [Online], Available at: http://csuchico-dspace.calstate.edu/bitstream/handle/10211.4/351/LEARNING%20STRATEG IES 20USED%20BY%20INTERNATIONAL.pdf?sequence=1 [July 24th 2012] Zhang, Mingyuan. (1999). Language Learning Strategies and English Language

Proficiency: An Investigation of Chinese ESL Students at NUS. [Online} Avalaible at: http://www.nus.edu.sg/celc/research/relt/files/Vol1/51-73zhang.pdf (July 13th 2012)