THE STUDENTS’ LEARNING STRATEGIES IN DEVELOPING THEIR SPEAKING SKILL: A CASE STUDY ON THE FIRST YEAR STUDENTS OF SMA N I COLOMADU.

THE STUDENTS’ LEARNING STRATEGIES IN DEVELOPING

THEIR SPEAKING SKILL: ACASE STUDY ON THE FIRST

YEAR STUDENTS OF SMA NEGERI 1 COLOMADU

RESEARCH PAPER

Submitted as a Partial Fulfillment of the Requirements for Getting Bachelor Degree of Education

in English Department

by

YANITA CANDRA DEWI

A. 320 040 115

SCHOOL OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF SURAKARTA

APPROVAL

THE STUDENTS’ LEARNING STRATEGIES IN DEVELOPING THEIR SPEAKING SKILL: A CASE STUDY ON THE FIRST

YEAR STUDENTS OF SMA N 1 COLOMADU

by

YANITA CANDRA DEWI A 320 040 115

Approved to be Examined by Consultant

Consultant I Consultant II

ACCEPTANCE

THE STUDENTS’ LEARNING STRATEGIES IN DEVELOPING THEIR SPEAKING SKILL: A CASE STUDY ON THE FIRST

YEAR STUDENTS OF SMA N 1 COLOMADU

YANITA CANDRA DEWI A.320 040 115

Accepted and Approved by the Board Examiner School of Teacher Training and Education

Muhammadiyah University of Surakarta on Desember ………2008

Team of Examiner:

1. Drs. Djoko Srijono, M.Hum. ( ) (Chair Person)

2. Mauly Halwat H, S.Pd. M.Hum. ( ) (Member I)

3. Dr. Endang Fauziati, M.Hum. ( ) (Member II)

Dean

Drs. Sofyan Anif, M. Si NIK. 547

TESTIMONY

On this occasion, the writer states that there is no proposed work before in this research to get bachelor degree in certain university and as long as the researcher knows there is also no work or idea that has ever been written or published by other people, except those in which the writing are referred or written in the literary review and mentioned in the bibliography.

If there are mistakes in the writer’s statements above later in the future, she will be wholly responsible for that.

Surakarta, December 2008

Yanita C. Dewi A 320 040 115

MOTTO

☻Work hard, respect your around people and the success will come to you (Jess Winfield)

☻Say the truth and make shy the devil (William Shakespeare)

DEDICATION

This research paper is dedicated to:

1. My beloved father and my late mother, 2. My supportive brothers,

3. My closest friends, and, 4. My soulmate to be.

ACKNOWLEDGMENT

Assalamu’alaikum Wr.Wb.

Alhamdulillahi rabbil‘alamin_{, in the name of Allah SWT the most}

merciful. Peace and blessing upon His most beloved messenger, Muhammad SAW who saves human life from destruction into safety. Due to this, the writer could complete this research paper entitled “The Students’ Learning Strategies in Developing Their Speaking Skill: A Case Study on the First Year Students of SMA N I COLOMADU” as one of the requirements for getting bachelor degree of English Education in Muhammadiyah University of Suarakarta.

Indeed, there are many obstacles as long as the process of the accomplishment. The writer realizes that without the other people’s help, it is impossible to finish this research paper. Here, the writer gives her immeasurable gratitude to:

1. Drs. Sofyan Anif, M.Si, as the Dean of School of Teacher Training and Education, Muhammadiyah University of Surakarta who has given permission to the writer to write her research,

2. Koesoemo Ratih,S.Pd, M.Hum, as the Head of English Department of Muhammadiyah University of Surakarta,

3. Drs.Djoko Srijono, M.Hum, as the first consultant for his greet help, who patiently gives valuable guidance, encouragement and criticism,

4. Mauly Halwat Hikmat S.Pd, M.Hum., as the second consultant who has patiently helped her in guiding and completing her research,

5. All lecturers in English department for their guidance, during the study at this university,

6. Her beloved parents, Bapak & Ibu (Alm), for their love, guidance, support, prayer, tears, and for encouraging her to be all that she is and never short of herdreams,

7. Her beloved brothers; mas.Yudin, and mas.Farid,; for their love, support, and for everything that they have given to her,

8. Her closest friends; Eni, Prapti, Nana, Ika, Kun, Ela, double Dian, Galih, Arif, Bahtiar, Doni, Arey and her 5688, Santoso, Ali, Joko , and Wiwit D. thanks for their friendship, support, togetherness, smile, sweetest memory and stupidity,

9. Her sweet friends in C class and all her friends in English Department; for their help and sharing her confusions,

10.Someone who makes her happy, sad, and always make her confused,

11.Her best friend in IRESA Organization;

z

ainal, Endra, Indah, and Ruri, thanks for their joke, time, spirit, and advice is her spirit to finish her research paper, 12.Her struggle friends in TPA Biturrakhim; Nurul, Alim, Mujie, and Indah

thanks for the experience, critics and spirit,

13.Her new friends in IRMUS Organization, thanks for their solidarity and kindness, and

14.Those who cannot be mentioned one by one for their support to the writer in completing this research paper.

Finally, the writer wants to thank for all people that the writer could not possibly mention for their unforgotten contributions during the research paper writing process.

Wassalamu’alaikum Wr.Wb.

Surakarta, December 2008

Yanita C. Dewi

TABLE OF CONTENT

page

TITLE... i

ACCEPTANCE ... ii

APPROVAL... iii

TESTIMONY... iv

MOTTO ... v

DEDICATION ... vi

ACKNOWLEDGEMENT ... vii

TABLE OF CONTENT ... x

SUMMARY ... xii

A

BBREVITION ... xiii

CHAPTER I: INTRODUCTION... 1

A. Background of the Study... 1

B. Limitation of the Study ... 2

C. Problem Statement ... 3

D. Objective of the Study... 3

E. Benefit of the Study ... 3

F. Research Paper Organization ... 4

CHAPTER II: REVIEW OF RELATED LITERATURE ... 5

A. Previous Study ... 5

CHAPTER III: RESEARCH METHOD ... 15

A. Type of the Research ... 15

B. Setting... 15

C. Subject of the Research... 15

D. Objective of the Study... 16

E. Data and Data Source... 16

F. Method of Collecting Data... 16

G. Credibility of the Data ... 17

H. Technique for Analyzing Data ... 18

CHAPTER IV: RESEARCH FINDING AND DISCUSSION... 20

A. Research Finding ... 20

1. Learning Strategies Used by the First Subject (SI) . 20 2. Learning Strategies Used by the Second Subject (S2) ... ...30

3. Learning Strategies Used by the Third Subject (S3) 37 4. The Comparison between the First Subject (SI), the Second Subject (S2), and the Third Subject (S3) ... 43

B. Research Finding and Discussion ... 46

1. The Similar Strategies Used by the Three Subjects of the Student... 46

2. The Different Strategies Used by the Three

Subjects of the Student ... 47

CHAPTER V: CONCLUSION AND SUGGESTION ... 50

A. Conclusion ... 50

B. Suggestion ... 51 BIBLIOGRPHY

SUMMARY

Yanita Candra Dewi. A. 320 040 115. THE STUDENTS’ LEARNING STRATEGIES IN DEVELOPING THEIR SPEAKING SKILL: A CASE STUDY ON THE FIRST YEAR STUDENTS OF SMA N I COLOMADU. Research Paper. Muhammadiyah University of Surakarta. 2008.

This study aimes at knowing the learning strategies used by three students of the first year in SMA N I Colomadu who have different speaking skill (high, middle, and low).

The writer takes three students who have highest mark, middle mark and low mark. This research uses a case study as the type of the research. The data in this research are derived from score of the students and information. She uses interview and observation for collecting the data.

Based on the interview and observation, the writer draws some conclusion about learning strategies used by the students to develop speaking skills in SMA N 1 Colomadu as follows: S1 is a student who has middle mark in English speaking applies 15 strategies; 7 in metacognitive strategies, 7 in cognitive strategies, 1 in socio-affective strategies. S2 is a student who has middle mark in English speaking applies14 strategies; 7 in metacognitive strategies, 6 in cognitive strategies, 1 in socio-affective strategies. S3 is a student who has low mark in English speaking skill applies 12 strategies, 5 in metacognitive strategies, 5 in cognitive strategies, and 2 in socio-affective strategies. The students who have the best mark in English speaking uses the highest number of learning strategies proposed by O’Malley and Chamot. She is more successful than others. The final test of students’ English speaking skill that was held in 2007/2008 academic year in SMA N 1 Colomadu shows that S1 gets the highest mark in speaking English. S2 has a middle mark and S3 has the lowest mark. Most of the mistakes are on the pronunciations. The mistakes of S2 speaking skill are on the pronunciation, vocabulary and grammar. The mistakes of S3 speaking skill are on the pronunciation, vocabulary, grammar and intonation.

Consultant I Consultant II

Drs. Djoko Srijono, M.Hum. Mauly Halwat H, S.Pd, M.Hum. NIP. I3I474078 NIK.727

Dean

Drs. Sofyan Anif, M.Si. NIK. 547

A

BBREVITION

1. SI: The student who has highest mark in English subject.

2. S2: The student who has middle mark in English subject.

CHAPTER I INTRODUCTION

A. Background of the Study

Communication is needed in human life. Language is important to communicate. Language consists of four skills: listening, speaking, reading, and writing. Speaking is one of language skills that are very important in the language competence and in building a good communication. Language is an instrument of control as well as of communication (Hodge and Kress, 1993:6). People can transfer information or message and express their ideas with language. Language is also used to realize every person’s hopes, aspiration, and thinking. Language can serve the human needs in their communication in any situation. One of the functions of English as an international language is English has an important role in all sectors, especially in education. In education English language is learned by the students to increase higher level in learning English.

To communicate well, students must have good capabilities in speaking.

Some strategies should be made to enhance the student’s success. The learning

strategies of English in senior high school should be supported by qualified the learning strategies used by the students, the readiness of the students, and suitable teaching equipment. In fact, not all teaching is always supported by qualified teachers, not all students are ready to learn the materials, and not all schools have complete equipment or not appropriate with the materials. Nowadays, several senior high of school English students might have good learning strategies.

2

However, they can get successful result if the language they used good strategies or learning techniques, and the knowledge of classroom management that support them.

Speaking practice is probably the most reliable route to true communication in developing the learner’s proficiency. The speaking ability at the students of Senior High School can be considered still poor because they do not know how to express their feeling and ideas in speaking, conversation, and discussion. They feel that speaking is the hardest skill in English learning. English learning strategies are an intentional behavior and thought used by the learner during learning English to help them understand, learn and remember new information. Learning strategies are procedures undertaken by the learner, in order to make their own language learning as effective as possible. O’Malley and Chamot (1998:89-90) state focusing in selected aspects of new information, analyzing, and monitoring information during the encoding process, evaluating, the learning when it is completed, or assuring oneself that the learning will be successful as a way to allay anxiety.

In learning English, the students have various strategies. They will apply their own strategies to master it. The differences of the learning strategy show that there are many different levels of learning difficulties of each personal. Learning strategies are the mental process which learner’s employ to learn and use the target language Nunan (I99I) in Azies and Wasilah (2000:33).

3

mark in speaking English. S2 has a middle mark and S3 has the lowest mark.

Most of the mistakes are on the pronunciations. The mistakes of S2 speaking skill

are on the pronunciation, vocabulary and grammar. The mistakes of S3 speaking

skill are on the pronunciation, vocabulary, grammar and intonation.

Based on the background above, the writer is interested in writing a research paper concerning the learning strategies used by the three students in speaking. The title of this research is “THE STUDENTS’ LEARNING STRATEGIES IN DEVELOPING THEIR SPEAKING SKILL: A CASE STUDY ON THE FIRST YEAR STUDENT’S OF SMA N 1 COLOMADU”.

B. Limitation of the Study

In this research the writer to analyzes learning strategies used by three students of SMA N 1 Colomadu class X to develop speaking skill based on the classification of learning strategies proposed by O’Malley and Chamot.

1. S1 is a student who has high mark in English subject; the mark is 8-9.

2. S2 is a student who has middle mark in English subject; the mark is 6-7.

3. S3 is a student who has low mark in English subject, the mark is 5.

C. ProblemStatement

The problem statement is “What are the learning strategies used by the student who has highest mark, middle mark and lowest mark in SMA N I COLOMADU for developing their speaking skill?”

4

D. Objective of the Study

In relation to the problem statement above, the objective of this research is to know more what learning strategies used by the first students who have highest mark, middle mark and lowest mark in SMA N I COLOMADU to develop their speaking skill.

E. Benefit of the Study

There are two kinds of benefit, theoretical and practical. The expected benefit of the study both theoretical and practical is:

1. Practical Benefit

a. The finding of the research will be useful especially for the students of

SMA N I Colomadu that learn English.

b. It also gives consideration for English Teacher at SMA N I Colomadu and

others English Teachers especially in improving the students speaking skill.

2. Theoretical Benefit

The result of this research can give contribution for other researchers who are interested in analyzing and investigating the learning strategies of foreign language learning.

F. Research Paper Organization

5

Chapter I is introduction that consists of background of the study, limitation of the study, problem statement, objective of the study, benefit of the study, and research paper organization.

Chapter II is review of related literature. It consists of previous study, the concept of language learning, the concept of the language learning, the classification of the learning strategy, learning speaking.

Chapter III is research method, which deals with the type of the research, subject of the study, object of the study, data and data source, method of collecting data, and technique for analyzing data.

Chapter IV is research finding discussion including learning strategies used by the first subject (S1), learning strategies used by the second subject (S1),learning strategies used by the third subject (S1),the comparison among the three learning strategies used by the first subject (S1), the second subject (S2) and the third subject (S3), the research finding

ABBREVITION

1.

SI: The student who has highest mark in English subject.

2.

S2: The student who has middle mark in English subject.

3.

S3: The student who has low mark in English subject.

A. Background of the Study

Communication is needed in human life. Language is important to communicate. Language consists of four skills: listening, speaking, reading, and writing. Speaking is one of language skills that are very important in the language competence and in building a good communication. Language is an instrument of control as well as of communication (Hodge and Kress, 1993:6). People can transfer information or message and express their ideas with language. Language is also used to realize every person’s hopes, aspiration, and thinking. Language can serve the human needs in their communication in any situation. One of the functions of English as an international language is English has an important role in all sectors, especially in education. In education English language is learned by the students to increase higher level in learning English.

To communicate well, students must have good capabilities in speaking. Some strategies should be made to enhance the student’s success. The learning strategies of English in senior high school should be supported by qualified the learning strategies used by the students, the readiness of the students, and suitable teaching equipment. In fact, not all teaching is always supported by qualified teachers, not all students are ready to learn the materials, and not all schools have complete equipment or not appropriate with the materials. Nowadays, several senior high of school English students might have good learning strategies.

2

However, they can get successful result if the language they used good strategies or learning techniques, and the knowledge of classroom management that support them.

Speaking practice is probably the most reliable route to true communication in developing the learner’s proficiency. The speaking ability at the students of Senior High School can be considered still poor because they do not know how to express their feeling and ideas in speaking, conversation, and discussion. They feel that speaking is the hardest skill in English learning. English learning strategies are an intentional behavior and thought used by the learner during learning English to help them understand, learn and remember new information. Learning strategies are procedures undertaken by the learner, in order to make their own language learning as effective as possible. O’Malley and Chamot (1998:89-90) state focusing in selected aspects of new information, analyzing, and monitoring information during the encoding process, evaluating, the learning when it is completed, or assuring oneself that the learning will be successful as a way to allay anxiety.

In learning English, the students have various strategies. They will apply their own strategies to master it. The differences of the learning strategy show that there are many different levels of learning difficulties of each personal. Learning strategies are the mental process which learner’s employ to learn and use the target language Nunan (I99I) in Azies and Wasilah (2000:33).

The final test of students’ English speaking skill that was held in 2007/2008 academic year in SMA N 1 Colomadu shows that S1 gets the highest

mark in speaking English. S2 has a middle mark and S3 has the lowest mark. Most of the mistakes are on the pronunciations. The mistakes of S2 speaking skill are on the pronunciation, vocabulary and grammar. The mistakes of S3 speaking skill are on the pronunciation, vocabulary, grammar and intonation.

Based on the background above, the writer is interested in writing a research paper concerning the learning strategies used by the three students in speaking. The title of this research is “THE STUDENTS’ LEARNING STRATEGIES IN DEVELOPING THEIR SPEAKING SKILL: A CASE STUDY ON THE FIRST YEAR STUDENT’S OF SMA N 1 COLOMADU”.

B. Limitation of the Study

In this research the writer to analyzes learning strategies used by three students of SMA N 1 Colomadu class X to develop speaking skill based on the classification of learning strategies proposed by O’Malley and Chamot.

1. S1 is a student who has high mark in English subject; the mark is 8-9. 2. S2 is a student who has middle mark in English subject; the mark is 6-7. 3. S3 is a student who has low mark in English subject, the mark is 5.

C. ProblemStatement

The problem statement is “What are the learning strategies used by the student who has highest mark, middle mark and lowest mark in SMA N I COLOMADU for developing their speaking skill?”

4

D. Objective of the Study

In relation to the problem statement above, the objective of this research is to know more what learning strategies used by the first students who have highest mark, middle mark and lowest mark in SMA N I COLOMADU to develop their speaking skill.

E. Benefit of the Study

There are two kinds of benefit, theoretical and practical. The expected benefit of the study both theoretical and practical is:

1. Practical Benefit

a. The finding of the research will be useful especially for the students of SMA N I Colomadu that learn English.

b. It also gives consideration for English Teacher at SMA N I Colomadu and others English Teachers especially in improving the students speaking skill.

2. Theoretical Benefit

The result of this research can give contribution for other researchers who are interested in analyzing and investigating the learning strategies of foreign language learning.

F. Research Paper Organization

In order to give the guidance for the writer and the reader in reading the research paper, the writer divides this research paper into five chapters.

Chapter I is introduction that consists of background of the study, limitation of the study, problem statement, objective of the study, benefit of the study, and research paper organization.

Chapter II is review of related literature. It consists of previous study, the concept of language learning, the concept of the language learning, the classification of the learning strategy, learning speaking.

Chapter III is research method, which deals with the type of the research, subject of the study, object of the study, data and data source, method of collecting data, and technique for analyzing data.

Chapter IV is research finding discussion including learning strategies used by the first subject (S1), learning strategies used by the second subject (S1),learning strategies used by the third subject (S1),the comparison among the three learning strategies used by the first subject (S1), the second subject (S2) and the third subject (S3), the research finding