Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M.Hum.) Degree in English Language Studies

  i

  

STUDENT’S SOCIOAFFECTIVE STRATEGY IN READING

A THESIS

Presented as a Partial Fulfillment of the Requirements

to Obtain the Magister Humaniora (M.Hum.) Degree

in English Language Studies

  by Rosyidah Jayanti Vijaya

  Student Number: 056332004

  

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2010 ii

iii

iv

v

  

ACKNOWLEDGMENTS

  A long journey in making this thesis makes me more grateful and mature to see that to make something happen, one thing should not only be thought but done.

  Do not think the difficulties too much, but much think about how difficult others to get such a chance.

  I must say my greatest thank to Allah SWT who always takes care of and blesses me with His love and mercy, so I could eventually finish this thesis. He has given me strength and spirit to move on. A wonderful advisor, Dr. F.X. Mukarto, M.S., who never showed his dizziness whenever I met him and showed him my complicated understanding on things, is also a precious gift from Him. His effort to make me think and move on and his patience and love in giving me correction and direction inspire me how I should treat my students. He always showed his appreciation even when

  I did something weird with the thesis. That’s the fun thing and I fully realize that.

  I would also thank the lecturers of Kajian Bahasa Inggris (KBI) – Dr. J. Bismoko who has shared his deep and critical thinking, Dr. B. B. Dwijatmoko, M.A. who always encouraged us to be more initiative and creative, Dr. Fr. B. Alip, M. Pd., M.A., who has taught us how to be right on our own track with his self-discipline, Dr.

  Novita Dewi, M.S., M.A. (Hons), who always showed how to be bright and pleasant, and Dr. Retno Muljani, M.Pd. who has given me wonderful input. Thank you for sharing precious knowledge and moment. vi

  Great thanks also go to STMIK AMIKOM Jogjakarta for facilitating me and allowed me to move freely while I made the thesis. Also many thanks to Ria for being my participant in this project. She is really a good girl. I am sure she can be a better student for the process she goes through autonomously.

  My truly gratitude also goes to my classmates at KBI 2005

• – Jeanette, Bill, Doddy, bu Carla, Irma, bu Ista, Diah, Wisnu, bu Anis, Baskara, Pak Purwanto, Pak Joko, Slash. Thank you for sharing fun and supports. Thank you also to mbak Lelly for always being a good friend and helping me whenever I needed.

  Last but not least, I am very thankful to my beloved family, to my husband Eka and daughter Akira for always understanding and loving me boundlessly. Thank you for always being by my side through this roller coaster and cheering my life up.

  Finally, I would also thank many other people - who are impossible to cite them all

• – who have contributed valuable help and supports to make this thesis happen and real. For those people whose names are not here, I make sure that they always be in my heart, God bless you.

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  TABLE OF CONTENTS TITLE PAGE

  i …………………………………………...………………………….

  APPROVAL PAGE

  ii ……………………………………….....…………………….

  DEFENSE APPROVAL PAGE

  iii ………………………...…...……………………

  STATEMENT FOR PUBLICATION

  iv …………………………………………….

  STATEMENT OF ORIGINALITY

  v …………..…………..…..………………….

  ACKNOWLEDGEMENTS

  vi ………………………………………………………

  TABLE OF CONTENTS

  viii …………………………………………………………

  LIST OF TABLES

  x …………………..…………………………………………….

  LIST OF FIGURES

  xi ……...……………………………………………………….

  LIST OF ABBREVIATIONS

  xii ……………………………………………………..

  LIST OF CODES

  xiii …………………..………………………………………………

  ABSTRACT

  xv ………………………………………………………………………. xvii

  ABSTRAK …………………….…………………………………………………..

  CHAPTER I: INTRODUCTION

  1 …………………………………………….

  A. Background 1 ……………………………………………………………………...

  B. Problem Identification 4 .……………………………..…………………………….

  C. Problem Limitation 5 …………………...……………...…………………………..

  D. Problem Formulation

  6 …………………..…………………………………………

  E. Research Goals And Objectives 7 ………………………………………………….

  F. Research Benefits 7 ………………………………………………………………..

  LITERATURE REVIEW

  9 CHAPTER II: …………………………………….

  A. Theoretical Review 9 ……………………………………………………..

  1. Language Learning Strategy 9 ………………………….…………………….

  a.

  11 O’Malley’s Classification of Language Learning Strategies …………...

  b.

  12 Rubin’s Classification of Language Learning Strategies …….………… c.

  14 Oxford’s Classification of Language Learning Strategies ...……………

  2. Socioaffective Strategy in Reading Comprehension

  16

  a. Social Strategy 16 …………………………………………………………..

  b. Affective Strategy 17 ………………………………...……………………..

  c. Socioaffective Strategy 18 …………………………...……………………..

  d. Importance of Language Learning Strategies in Language Learning and

  19 Teaching………………...…………………..…………………………...

  23 3. Reading …….………………………………………………………………...

  a. Reading Comprehension 23 ………………………….…………………….. viii

  ix

  45 B. Data Interpretation……………………………….………………….....................

  78 Appendix 4: Interview 2 Transcripts ………………………….………………….....

  75 Appendix 3: Interview 1 Transcripts …………………………………………….....

  74 Appendix 2: Reading Passage Prior Interview …………………......………………

  74 Appendix 1: Surat Permohonan Ijin Penelitian ………………………………….....

  70 APPENDICES ………………………………………………………………….…

  69 BIBLIOGRAPHY ………………………………………………………………….

  68 C. Recommendations…………………………………..…………………................

  65 B. Implications…………………………………………...………………….............

  65 A. Conclusions…………………………………………...………………….............

  RECOMMENDATIONS ……...…………………....................

  59 CHAPTER V: CONCLUSION, IMPLICATIONS, AND

  45 A. Data Presentation ……………………………………………………...................

  b. Reading Strategy ………………………………….……………………..

  43 CHAPTER IV: DATA PRESENTATION AND INTERPRETATION ..……..

  41 G. Trustworthiness of the Finding……………...………………….....

  38 F. Data Presentation and Interpretation …………..………………….....

  36 E. Data Collection …………………………………….………………….....

  34 D. Instruments …………………………………………..………………….....

  34 C. Research Setting and Participant …………...………………….....

  33 B. Nature of Data ………………………………………………………….....

  33 A. Research Method …………………………………...………………….....

  29 CHAPTER III: RESEARCH METHODOLOGY ………………………........

  26 . B. Theoretical Framework ………………………………………………..

  c. Socioaffective Strategy in Reading ……………….……………………..

  25

  86

  x

  LIST OF TABLES

Table 2.1 Research Construct and Their Operational Definitions ………..

  30 Table 3.1 Blueprint of the Interview Items …………………...................... 37

Table 3.2 Sample of Ria Interview’s Script…………………....................

  39 Table 3.3 The Data Collection Process…………………………………...

  40 Table 3.4 The Data Coding System … …………......…………………...... 41

Table 3.5 Steps of Data Acquisition and Analysis Activities …………….

  43 Table 4.1 Summary of Socioaffective Reading Strategies ……………….. 57

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LIST OF FIGURES

  Figure 2.1 O’Malley and Chamot’s Classification of Language Learning Strategy …………………......…………………......………………….

  12 Figure 2.2 Rubin’s Classification of Language Learning Strategy……………... 13

  Figure 2.3 Oxford’s Classification of Language Learning Strategy…………….. 15

Figure 2.4 The Framework of the Research

  …………………......……………… 32

LIST OF ABBREVIATIONS

  xii

  EFL : English as a Foreign Language ELT : English Language Teaching LLS : Language Learning Strategy STMIK : Sekolah Tinggi Manajemen dan Ilmu Komputer

LIST OF CODES

  : Writing a language learning diary

  LAN-MUS means student’s strategy to lower anxiety through music.

  means student’s strategy to lower anxiety through progressive relaxation, deep breathing, or meditation.

  LAN-LAX

  means student’s strategy of empathizing with others by becoming aware of o thers’ thought and feelings.

  EMP-ATF

  means student’s strategy of empathizing with others by developing cultural understanding.

  EMP-DCU

  means student’s strategy to cooperate with others by cooperating with proficient users of the new language.

  COP-PUS

  means student’s strategy to cooperate with others by cooperating with peers.

  DFO : Discussing feelings with someone else Coding System ASQ-ACV means studen t’s strategy to ask questions for clarification or verification. ASQ-COR means student’s strategy to ask questions for correction. COP-PER

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  List of Codes ASQ

  : Listening to one’s body

  TRW : Taking risks wisely REW : Rewarding oneself LTB

  : Making positive statements

  LAX : Using progressive relaxation, deep breathing, or meditation MUS : Using music LAU : Using laughter POS

  : Becoming aware of others’ thought and feelings

  ATF

  : Developing cultural understanding

  ACV : Asking for clarification or verification COR : Asking for correction PER : Cooperating with peers PUS : Cooperating with other proficient user of the new language DCU

  : Taking emotional temperature

  COP : Cooperating with others EMP : Empathizing with others LAN : Lowering anxiety ENC : Encouraging oneself TET

  : Asking questions

  UCL : Using checklist WLD

  LAN-LAU means student’s strategy to lower anxiety through laughter. ENC-POS

  means student’s strategy to encourage her self by making positive statements.

  ENC-TRW means student’s strategy to encourage her self by taking risk wisely. ENC-REW means student’s strategy to encourage her self by rewarding her self. TET-LTB

  means student’s strategy to take emotional temperature by listening to her body.

  TET-UCL

  means student’s strategy to take emotional temperature by using checklist.

  TET-WLD

  means student’s strategy to take emotional temperature by writing a language diary.

  TET-DFO

  means student’s strategy to take emotional temperature by discussing her feelings with someone else.

  Referencing System (Ria

• – Interview 1/ASQ-ACV) refers to Ria’s statement in the first interview that

  shows the use of her socioaffective strategy through asking questions for clarification and verification.

  (Ria

• – Interview 2/EMP-ATF, TET-DFO, and COP-PER) refers to Ria’s

  statement in the second interview that shows the use of three socioaffective strategy: empathizing with others by becoming aware of others’ thought and feelings, taking emotional temperature by discussing her feelings and thought, and cooperating with others by cooperating with peers. xiv

  

ABSTRACT

Vijaya, Rosyidah Jayanti. (2010).

  Student’s Socioaffective Strategy in Reading.

  Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.

  Informatics grows fast along with articles related to it. In order to adjust with study and work place, the students of STMIK AMIKOM need to have the ability to read comprehensively. This qualitative study was aimed to explore the student’s lived experience on socioaffective strategies in reading and how they were applied. As the socioaffective strategy found, it would be easier for the teachers to build English reading instruction the material that suited their strategy preferences and more enjoyable for the student as well as raised student’s awareness of socioaffective strategy. Hopefully, it will lead student to become autonomous in reading and it will foster her good adjustment in study and work place.

  Three classifications of learning strategies that are designed by O’Malley and

  Chamot (1985), Rubin (1987), and Oxford (1990) would be the main guidance of this study. Oxford’s comprehensive chart of learning strategy gave access to find indicators of sosioaffective strategy which support the finding of this thesis.

  One Information System student of semester 3 who had just experienced reading class was involved in this study. A preliminary observation was taken to choose which student would be asked to participate in this project. Data were collected through a couple of interviews with 16 indicators of socioaffective strategy, while the student’s diary was not used since it did not fulfill the needs of this research. The steps of data analysis and data coding system were also prepared to make it easier to organize the research and analyze the data.

  The result showed that based on the participant’s lived experience on socioaffective strategy in reading, she applied 13 of 16 socioaffective strategies indicators: Asking for clarification or verification and asking for correction (asking questions strategy), cooperating with peers and cooperating with proficient users of the new language (cooperating with others strategy), becoming aware of others’ thought and feelings (empathizing with others strategy), using progressive relaxation, deep breathing, or meditation, using music, and using laughter (lowering anxiety strategy), making positive statements, taking risks wisely, and rewarding herself (encouraging one-self strategy), and taking emotional temperature strategy in the form of listening to her body, and discussing her feelings with someone else. A good self-confidence and maturity made her able to encourage herself to be sure of what she did. The study also found that the best socioaffective strategy preferences used by the student were taking emotional temperature through taking risk wisely and cooperating with peers, as part of cooperating with o thers’ strategy, as well as encouraging herself. Three socioaffective strategies were not found in the student’s lived experience of the student’s socioaffective strategy, they were: developing xv cultural understanding (empathizing to others strategy), using checklist, and writing a language learning diary (taking emotional temperature strategy). This study is also expected to bring a wider awareness of socioaffective strategy in reading and invite further research related to this strategy using more varieties of instrument in order to get a clearer transformation of the student’s lived experience. xvi

  

ABSTRAK

Vijaya, Rosyidah Jayanti. (2010).

  Student’s Socioaffective Strategy in Reading.

  Yogyakarta: Program Pasca Sarjana, Kajian Bahasa Inggris, Universitas Sanata Dharma.

  Informatika berkembang cepat seiring dengan artikel-artikel yang berhubungan dengan informatika. Kemampuan membaca sangat diperlukan bagi mahasiswa-mahasiswa STMIK AMIKOM agar dapat menyesuaikan diri terhada lingkungan kuliah dan kerja. Studi kualitatif ini bertujuan untuk menggali pengalaman hidup seorang mahasiswa akan strategi socioaffective dalam membaca. Bila strategi socioaffective sudah ditemukan, akan lebih mudah bagi pengajar untuk menyediakan petunjuk pengajaran membaca yang sesuai dengan pilihan strategi mereka dan terasa menyenangkan, selain meningkatkan kesadaran mahasiswa terhadap starategi socioaffective. Diharapkan, kesadaran tersebut akan menjadikan mahasiswa mandiri dalam membaca dan meningkatkan kemampuan beradaptasi terhadap lingkungan belajar dan pekerjaan.

  Tiga klasifikasi mengenai learning strategies yang dikemukakan oleh O’Malley dan Chamot (1985), Rubin (1987), dan Oxford (1990) menjadi petunjuk utama dalam studi ini. Bagan learning strategy milik Oxford memberikan akses untuk mendapatkan indikator-indikator yang digunakan dalam penelitian mengenai strategi socioaffective yang akan mendukung penemuan penelitian ini.

  Seorang mahasiswa jurusan Sistem Informasi semester 3 yang sudah menempuh kelas reading dilibatkan dalam penelitian ini. Sebelumnya, dilakukan observasi awal untuk menentukan peserta tersebut. Data dikumpulkan melalui dua kali wawancara dengan mengunakan 16 indikator strategi socioaffective, sementara

  

student’s diary tidak dapat digunakan karena tidak ditemukan data yang berhubungan

  dengan studi ini. Langkah-langkah yang ditempuh dalam menganalisa data dan sistem pengkodean data juga disiapkan untuk kemudahan pengaturan penelitian dan penganalisaan data.

  Hasil menunjukan bahwa berdasarkan pengalaman hidupnya akan strategi

  

socioaffective dalam membaca, mahasiswa tersebut menerapkan 13 dari 16 indikator

  strategies socioaffective: Asking for clarification or verification and asking for

  

correction (asking questions strategy), cooperating with peers and cooperating with

proficient users of the new language (cooperating with others strategy), becoming

aware of others’ thought and feelings (empathizing with others strategy), using

progressive relaxation, deep breathing, or meditation, using music, dan using

laughter (lowering anxiety strategy), making positive statements, taking risks wisely,

  dan rewarding herself (encouraging one-self strategy), dan taking emotional

  

temperature strategy dalam bentuk listening to her body, dan discussing her feelings

with someone else . Kepercayaan diri yang baik dan kedewasaan mahasiswa tersebut

  xvii membuatnya bisa mendorong dirinya sendiri untuk yakin terhadap apa yang dia lakukan. Studi ini juga menunjukkan bahwa strategi socioaffective yang paling sering digunakan adalah pengendalian emosi melalui taking risk wisely, cooperating with

peers sebagai bagian dari strategi coopearating witk others, dan encouraging herself.

Tiga strategy socioaffective yang tidak ditemukan dalam pola strategi socioaffective dalam penelitian ini: developing cultural understanding (empathizing to others dan writing a language learning diary (taking emotional

  strategy), using checklist, temperature strategy).

  Diharapkan penelitian ini dapat meluaskan kesadaran terhadap strategi

  

socioaffective dalam membaca dan menggugah peneliti lain untuk melakukan

  penelitian yang berhubungan dengan strategi ini dengan menggunakan alat yang lebih beragam untuk mendapatkan transformasi pengalaman hidup ‘lived experience’ yang lebih jelas. xviii

CHAPTER I INTRODUCTION This first chapter contains background of the study which explains my

  reasons doing this study, problem identification that clarifies the problem that occured in field, problem limitation, problem formulation, goals and objectives of the research

• – covers the areas being discussed, benefits of the research that explicates how this will support the development of science and technology of English teaching and learning in Indonesia, especially in the college where the students become the participants of this study.

A. Background

  How the students communicate their difficulties in learning, interact each other to overcome their problem, organize the emotions, attitude and values in learning English language while motivating themselves in the process of language learning, draw my attention. Learning a language is not only learning about how to use the language, but also how to cope the problems that occur during the process of learning. When a learner knows what to do to overcome a problem, it will be much easier for the learner to conquer the language.

  Current perspective of focusing on students ‟ needs also builds my new horizon of what I should do as an English teacher to lead the students to recognize their own learning strategy so they can be self-directed learners. This study was to answer a question of what the student does to overcome their problems in reading related to social interaction

• – the interaction between the learner and people

around the learner) - and what she feels, why she chooses such a way and how she does it.

  Teaching and learning orientation has moved from the traditional one which puts attention on teachers‟ role and teaching method to the learners‟ great involvement in the teaching learning process. How learners can maximize their own way to have better language learning is put on the priority. Learners‟ way to enhance language learning process then stimulate the growth of communicative competence in general is the focus of this study. Learning strategies is the common term for specific ways or actions taken by learner to make learning easier, faster, more enjoyable, more self directed, more effective, and more transferable to new situations (Oxford, 1990).

  Learning strategies are used as tools for the learners to involve greatly in the learning process. Appropriate language learning strategies will result proficiency and greater self-confidence. Many researches show that language students who apply strategies in learning have better result than those who do not. Learners who use strategies know what they have to do to overcome specific language task, they become self-directed learners inside or even outside the class.

  This study focused only on socio-affective strategies which cover how the student used situation

• – the class, other learners, teacher, and the learner herself - around them to deal with their reading problem and how the student organized emotions, attitude and values in learning English language while motivating herself in the process of language learning, especially in reading English text. During my teaching time in the same college, a set of strategies came up when I asked the students about what they would do if they had problems in reading. It is

easier for students whose good ability in English to think about what to do to handle problems in learning English. Consulting dictionary, guessing and predicting, scanning, looking the word‟s surrounding, and memorizing other things that might correlate with the certain word or sentence are the frequent responses, but unfortunately they only came from few students that were regarded as good learners. Others seemed to have consulting on dictionary as the only way.

  Asking the teacher to verify or clarify on certain things and asking to friends appeared not to be regarded as strategies, while later, I could see that students did ask the teacher or friends when they had to do some task. I noticed that the students did not realize that the last two activities are parts of learning strategies and called socioaffective strategies.

  It could not be denied that most of the students had difficulties in English and the students‟ past lived experience took an important part in shaping their way to read English text. I think it was very important for the students to get to know more about learning strategies which are suitable with their level of proficiency, so they could learn better and be autonomous in learning along with developing their further strategies.

  When the first time I chose STMIK AMIKOM as the place I could do this study, the students had reading class in the third semester. One of the reasons of why they were given reading class was because of the growth of information and technology, as well as the writing on IT. There are so many articles about IT that are released everyday and they are in English, both in printing form and when they browse on the net.

B. Problem Identification

  Language learning strategies are classified into two classes: direct and indirect strategies. Direct strategies involve the target language (i.e. memory strategies, cognitive strategies, and compensation strategies), while indirect strategies do not involve the target language directly but they support and manage language learning (Oxford, 1990). Indirect strategies are divided into metacognitive, social, and affective strategies. This study highlights the last two strategies: social and affective strategies, later called socio-affective strategies applied by students in reading English text.

  Since indirect strategies become an important issue for the last few years, it was very interesting to find whether the students used socio-affective strategies when they read English text. Did they realize that they apply certain strategies? How they knew about those strategies and why they used those strategies.

  STMIK AMIKOM students realize that informatics grows fast and there are so many articles about IT released everyday and written in English. Refer to a senior English teacher, reading is very important for the students when they are in the workplace; they have to expand their knowledge through reading so they can adjust themselves with the growth of workplace needs.

  Therefore, students have to read those texts and it cannot be denied that many of them still have difficulties dealing with the texts. Those who do not understand what to do with the text might have some reasons what makes them difficult to read comprehensively. It can be related to the students‟ basic knowledge or the reading materials do no match their level of ability to read. Basic knowledge can be in the form of what they know about the text itself and ways out to cope the problem. Almost every class gave me the same answers when I asked the students about what they usually did when they could not figure a reading text out. C onsulting on dictionary, looking at word‟s surrounding, asking for clarification or verification to the teachers, and predicting by remembering something else seemed the best choice of getting to know the answers. Consulting on dictionary was the only choice of handling problems in reading for students with lack ability, while it was almost impossible for students with inner restriction to clarify or verify the material to the teachers. Based on my experience teaching there, I saw that there were also students who liked to work with friends and others do not, made jokes while we were discussing on something, asked for certain words‟ meaning, clarified the method of doing the task, yawned or even stood for a moment to relax his/herself. I observed that they were not aware that those things were parts of learning strategy. Some of them thought that making jokes was only an ice breaking or silly things to annoy others and clarifying just showed their lack of ability in catching the material.

  The fact that has been described previously challenged me to get to know more about socioaffective strategies used in reading, but I just involved one student in this study due to limited time.

C. Problem Limitation

  This study focused only on socioaffective strategy used by the student and data were gathered through a couple of interviews. Beside providing reading assignment for confirming the student‟s level of understanding in reading, the student was also asked to write a personal diary and share her experience on handling her problem in reading English text. This study tried to explore the student‟s lived experience on reading English text, so it would not be generalizable to all students‟ socioaffective strategies.

  The participant involved in this study was only one student of STMIK AMIKOM. English was taught in 4 semesters and two credits for each; 3 semesters which contain General English are ought to be followed and 1 semester which is related to Business English is an optional. Last year, reading was taught in the third semester; but this year it has been changed into TOEFL Preparation, something very different. But during my teaching time there, I see that this topic will always be connected to their needs due to the rapid change of information and technology and the English printed version.

  Teaching at the same institution gave me an access to do the research. This study was aimed to explore what socio-affective strategies used by the students in reading English text.

D. Problem Formulation

  This study tried to find socio-affective strategies applied by students to deal with English text, how they used the strategies, and why they used them.

  Specifically, this research was done to find the answer of the question:

  What are a STMIK AMIKOM student’s lived experience on socio-affective strategies in reading?

  Through this question, I also wanted to find the reasons why the student applied the socio-affective strategies and the student‟s attitude toward reading English texts.

E. Research Goals and Objectives

  As the conte xt of this research is student‟s socio-affective strategy in reading, the main goal that this research attempts to reach was to describe and

  interpret the student’s lived experience on socio-affective strategy in reading.

  The results of this study lead to further detailed practical objectives to be addressed through the following inquiries, they are:

1. Revealing the reasons that encourage the student to use such strategy.

  2. Discovering the student‟s lived experience on socio-affective strategy. For example, what exactly the student would do when she was panic. It might be talking to herself or deciding to organize her time in doing the task.

F. Research Benefits

  This study would describe and interpret the student‟s lived experience on socio-affective strategy. The result of this study has some contribution to English teaching and learning field in Indonesia, especially STMIK AMIKOM Yogyakarta, and also to the development of science and technology.

  Scientifically, this study tried to find the student‟s lived experience on socio-affective strategies in reading. It might contribute to the theories of learning strategies by providing more explanation and illustration, so that it will be easier to predict or get further conclusions and control anything to do with the socio- affective strategy related to teaching and learning on reading.

  For the teachers, the result of this study might be valuable information. By knowing the student‟s lived experience on socio-affective strategy in reading, the teacher can create prope r reading instructions in which link to students‟ socioaffective strategy preferences that usually are usually applied. It can foster the learning process by helping the students to use the strategies effectively to enhance better language learning.

  For the learners especially the participant involved in this study, it hopefully helps her to figure out actions can be taken when she is in the process of language learning. Then, by recognizing of socio-affective strategies through this lived experience, the student will learn English language effectively especially when she have to deal with the fast growth IT texts.

CHAPTER II LITERATURE REVIEW The first part of this chapter reviews the literature on language learning

  strategy which includes, among others, social strategy, affective strategy, and reading comprehensive skill as well as relevant studies on language learning strategies; while the second part discusses the theoretical framework of this study.

A. Theoretical Review

1. Language Learning Strategy

  Many researchers have defined the term language learning strategy. Most of them discuss the main function of learning strategy, which is to help learners to have a better understanding on what they learn. Wenden and Rubin (1987: 19) define learning strategies as "... any sets of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval, and use of information." Richards and Platt (1992: 209) state that learning strategies are "intentional behavior and thoughts used by learners during learning so as to better help them understand, learn, or remember new information." Claus and Casper (1983: 67) stress that a learning strategy is "an attempt to develop linguistic and sociolinguistic competence in the target language." According to Stern (1992:261), "the concept of learning strategy is dependent on the assumption that learners consciously engage in activities to achieve certain goals and learning strategies can be regarded as broadly conceived intentional directions and learning techniques." All language learners use language learning strategies either consciously or unconsciously when processing new information and performing tasks in the language classroom. Since language classroom is like a problem- solving environment in which language learners are likely to face new input and difficult tasks given by their instructors, learners' attempts to find the quickest or easiest way to do what is required, that is, using language learning strategies is inescapable. In the same way, Oxford (1990: 8) defines learning strategies as specific actions taken by the learners to make learning easier, faster, enjoyable, more self-directed, more effective, and more transferable to new situations. These strategies stimulate the growth of communicative competence in general.

  Learning strategy is very important as it really enhances students‟ learning, contributes to communicative competence, allows learners to become more self- directed, expand the role of teachers, and helps the learners to accomplish a task. Learning strategy also involves many aspects of learners, cognitive and beyond cognitive, and it supports learning both directly and indirectly.

  Language learning strategies applied by learners during the act of processing the new information and performing tasks have been identified and described by researchers. They have categorized language learning strategies and however, most of these attempts to classify language learning strategies reflect more or less the same categorizations of language learning strategies without any radical changes. In what follows, O'Malley's (1985), Rubin's (1987), and Oxford's (1990) taxonomies of language learning strategies will be handled.

a. O'Malley's (1985) Classification of Language Learning Strategies

  O'Malley et al. (1985: 582-584) divide language learning strategies into three main areas. The first one is metacognitive strategy which covers planning for learning, thinking about the learning process as it is taking place, monitoring of one's production or comprehension, and evaluating learning after an activity is completed. The next is cognitive strategy that involves repetition, resourcing, translation, grouping, note taking, deduction, recombination, imagery, auditory representation, key word, contextualization, elaboration, transfer, and inferencing as the most important strategies. The last one is socioaffective strategy that deals with social-mediating activity and transacting with others, such as cooperation and question for clarification.

  Learning strategies are mostly unobservable, though some may be associated with an observable behaviour (Chamot, 2004). For example, a student can use lowering anxiety (unobservable) to decrease feelings of not being able to answer the questions by using laughter while cooperating with peers (observable).