The Correlation Between Language Learning Strategies and Students Thinking Styles, Graduating Paper, Theacher Training and Education Faculty - Test Repository
THE CORRELATION BETWEEN LANGUAGE
LEARNING STRATEGIES AND STUDENTS’ THINKING
STYLES
(A Study of the Ninth Semester of English Education Department of IAIN
Salatiga in Academic Year 2018/2019)
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the requirements for the degree of Sarjana Pendidikan (S.Pd) English Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
ISNAINI NAILIL FARIH
113 14 074
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2018
MOTTO
“All growth depends upon activity. There is no development physically or
intellectually without effort, and effort means work”
Calvin Coolidge
DEDICATION
I hereby dedicate this graduating paper for:
1. My God the Most Merciful
2. My beloved parents. Thank you for everything you give to me. Thanks for your patience in every second. May Allah always and loves you both whenever and wherever you are.
3. My beloved family ( Nasichun Family) 4. My best friend.
5. My closest friends ( JarePiknik) 6.
My friends in PPNQ Nurul Qur‟aniy
7. All of my friends inEnglish and Education Department of Teacher Training and Education Faculty at State Institute for Islamic Studies (IAIN) Salatiga 2014.
8. All of my friends in this world.
ACKNOWLEDGEMENT
In the name of Allah, The Most Gracious and The Most Merciful, The Lord of Universe. Because of Him, the writer could finish this graduating paper entitled THE CORRELATION BETWEEN LANGUAGE LEARNING
STRATEGIES AND STUDENTS THINKING STYLES as one of the
requirement for the Degree of Educational Studies (S.Pd.) at English Education Department of Teacher Training and Education Faculty at State Institute for Islamic Studies (IAIN) Salatiga in 2018.
Secondly, peace and salutation always be given to our Prophet Muhammad SAW who has guided us from the darkness into the lightness.
However, this paper would not be finished without those supports, advices, guidance, helps and encouragement from individual and institution, and I somehow realize that an appropriate moment for me to express gratitude for:
1. Dr. RahmatHariyadi, M.Pd., as the rector of State Institute for Islamic Studies (IAIN) Salatiga.
2. Suwardi, M.Pd., as the Dean of Teacher Training and Education of IAIN Salatiga.
3. Noor Malihah, Ph.D., as the Head of English Education Department, and also as the writer‟s counselor who has always educated, supported, directed, and given the writer countless advices, suggestions, and recommendations for this graduating paper from the beginning until the end. I am really proud to be
TABLE OF CONTENTS
TITLE PAGE ...........................................................................................................i DECLARATION ....................................................................................................ii AUTENTIVE COUNSELOR‟S NOTES...............................................................iii CERTIFICATION PAGE.......................................................................................iv MOTTO ...................................................................................................................v DEDICATION .......................................................................................................vi ACKNOWLEDGMENT .......................................................................................vii TABLE OF CONTENTS........................................................................................ix LIST OF TABLE………………………………………………………………...xii LIST OF APPENDICES………………………………………………………...xiv ABSTRACT .........................................................................................................xv
CHAPTER I INTRODUCTION A. Background of the Study….........................................................................1 B. Question of The Research............................................................................5 C. Objectives of theResearch............................................................................5
D. Limitation of the Research………………………………….........................5
E. Significances of the Research.........................................................................6
F. Definition of The Key Terms..........................................................................7
G. Organization of the Graduating Paper.............................................................8
CHAPTER II THEORETICAL FRAMEWORK A. Previous Research .......................................................................................10 B. Theoretical Framework ...............................................................................12
1. Language Learning Strategies………………...……………………….12
a. Direct Strategies……………………………………………….15
b. Indirect Strategies……………………………………………..17
2. Students‟ Thinking Styles……………………………...……………...19
C. Hypothesis of the Research...........................................................................26
CHAPTER III RESEARCH METHODOLOGY A. Research Design...........................................................................................28 B. Research Settings and Participant.................................................................29
1. Location of the Research……………………………............................29
2. Time of the Res earch………………………………………………….30
3. Population and Sample………………………………...........................30 C. Variables of The Research…........................................................................31
1. Independent Variables…………………………………………………32
2. D ependent Variables……………………………......………………....32 D
. Research Instrument……...............................................................................32
1. Questionnaire…………………………………….……………………32
E. Test of The Research Instrument....................................................................34
1. Validity…………………………………………………………...……34
2. Reliability……………………………………………………………...36
F. Technique of The Data Analysis…………………….........………………...38
CHAPTER IV RESEARCH FINDING AND DISCUSSION A. Data Description…….................................................................................40 1. Language Learning Strategies and Students‟ Thinking Styles Scores...................................................................................................40 a. The Profile of Language Learning Strategies…………................45 b. The Profile of Students‟ Thinking Styles……………………….46 B. Data Analysis…….....................................................................................47 1. Correlation Result……………………………………………………47 2. Regression Result…………………………………………………….48
3. Hypothesis Testing………………………………………….……..…49 C. Discussion……………..............................................................................51
CHAPTER V CLOSURE A. Conclusion.................................................................................................53 B. Suggestion .................................................................................................53 REFERENCES APPENDICES
LIST OF TABLE
Table 3.1 The Validation Result of Questionnaire Language LearningStrategies.............................................................................................................. 33
Table 3.2 The ValidationResult of Questionnaire Students Thinking Styles.............................................................................................................................. 34
Table 3.3 The Reliability of Questionnaire Language LearningStrategies…………………………………………………..…………………..…36
Table 3.4 The Reliability of Questionnaire Students ThinkingStyles.................................................................................................................... 36
Table 3.5 The Coefficient Correlation................................................................. 38Table 4.1The Scores of Language Learning Strategies.........................................40 Table 4.2The Scores of Students Thinking Styles.................................................42
Table 4.3 The Profile of Language Learning Strategies………….............................................................................................................. 45 Table 4.4The Profile of Students Thinking Styles ….......................................................................................................................... 46 Table 4.5The Coefficient Correlation between Language Learning Strategies and Students Thinking Styles...................................................................................... 46 Table 4.6The effect of Language Learning Strategies toward Students thinking Styles…………………………………………………………………………......48
LIST OF APPENDICES
Appendix 1 Research Questionnaire Appendix 2 Placement of the Questionnaire Appendix 3 The Score of Language Learning Strategies Appendix 4 The Score of Students Thinking Styles Appendix 5 The Validation Values of Language Learning Strategies Appendix 6 The Validation Value of Students Thinking Styles Appendix 7 SKK Appendix 8 Lembar Konsultasi Skripsi Appendix 9 Curriculum Vitae
ABSTRACT
Farih, Isnaini Nailil. 2018.The Correlation Between Language Learning
Strategies and Students Thinking Styles , Graduating Paper, Theacher
Training and Education Faculty. English Education Department. State Institue for Islamic Studies (IAIN) Salatiga. Counselor: Noor Malihah, S. Pd., Ph.D.
Key Words :Correlation, Language Learning Strategies, Students Thinking
Styles.The writer conducted the research about the correlation between language learning strategies and students‟ thinking styles in IAIN Salatiga. The writer took 47 students as the participant in this research. This research design was correlational method. The data in this research was taken using questionnaire.
There are 2 kinds of questionnaire in this research. The first questionnaire is about language learning strategies (X) and it consist 12 questions. The second questionnaire is about students thinking styles (Y) it consisted 26 questions. The total amount of question in this research is 38 questions. The writer has demonstrated two kinds of the questionnaire.
The research data were analyzed using SPSS 20.0 program. This program was used to find out whether or not there is correlation between language learning strategies and students‟ thinking styles, to see whether or not the significance between the two variables and to find out the effect of language learning strategies (X) towards students thinking styles (Y). The result of this research are: correlation coefficient 0.606 which means that the correlation between language learning strategies and students thinking styles is 60.6%. The determination coefficient is 0.368 which means that the effect of language learning strategies towards students thinking styles 36.8%. The significance of this research is positive significance correlation. It can be proved by the correlation coefficient (r co unt) and significance value (ρ) got from the calculation (r count = 0.606, ρ = 0.000). Because the r count is positive and more than r table (0.606 > 0.294
) and ρ = 0.000 < 0.05. Based on the result, it can be concluded that there was positive correlation between language learning strategies and students thinking styles.
CHAPTER I INTRODUCTION In this chapter the researcher presents background of the research,
questions of the research, objectives of the research, significances of the research, definition of the key terms and the organization of the graduating paper.
A. Background of the study
English is the world prime language which is used in diplomacy, education, business, economy, politic, social and culture. Many information used English right now. English in Indonesia is a foreign language that almost every people learn about that to grow up like the other country. Many schools in Indonesia make English as their compulsion lesson in junior and senior high school. Moreover, many Islamic boarding schools like Pondok Modern Gontor Darussalam, MAPK MAN 1 Surakarta they apply English Language as their daily and all of the students have to practise that. From that habit, students that actually do not like English they try to understand that and they apply English language as their daily language.
English is an international language which is used by people almost in the whole world. Richards and Rodgers (2001: 3) state that today English is the most widely studied foreign language in the world. However, in Indonesia, English is just known as the first foreign language which has very limited use including the place, time, and environment. There are many ways and factors to improve English language skill and depends in the students‟. Every students‟ have their own way to think, to accept what they get, to process what they receive. The environment of students‟ also make impact for students to get an information.
The successful learning process is not only by the good learning strategies and methods also depends on students‟ thinking styles. The correct students thinking styles make an impact for learning process. There are good and bad factors that influenced Students learning in the class.
Nyikos and Oxford (1993: 11) state that even with the best teachers and methods, students are the only ones who can actually do the learning.
From the problems above the researcher knows that the factors that influenced the learning process depends on how is the students thinking styles. Dweck (2006) say that there are 2 kinds of approach in students thinking styles; they are fixed mindset and growth mindset. In a fixed mindset, students always feels anxious and nervous to setbacks or criticisms. Students with growth mindset feels eager to learn to boost her performance and enjoy exploring, experimenting and stretching themself. Students have a minds which is branched, and it called as their brain is started to grow up but still not maximal. Usually students learn more to get new information, science and from this process students can develop their brain again. Students who can focus on the learning process usually they can get much information from the learner.
According to Williams (2011) technology, for example, the use of mobile phone can distract the students learns. This opinion is also supported by Fried (2006) who report that computer as one form of technologies, give negative effects in the learning process. Therefore the researcher is eager to investigate about whether or not technology cause negative effect in the process of learning.
Even English language is the world wide prime language in this world do not mean that there are no people who do not like English. Not all of the students of English Education Departmen in IAIN Salatiga is truely like English. Some students take English Education Departmen just like to fill empty time, to do what their parents want or it can be a form from a release when she took in another university but she get ignored.
Students with that type usually when the class is begin they are busy with what they want to do or come late to the class. Often they are playing her smartphone in the class rather than listening to her lecturer. In this problems it can be solved when the student interest in the strategy of learning and from that strategy the students can change her mindset. Furthermore, Drozdenko, Tesch, Coelho (2011) state that there are two factors that can disturb student s‟ focus in the class, that is internal and external factors. Internal factor is coming from her own self like talking to others, sending a message, playing a handphone, listening to music in her MP3. External factor is a kind of disturb that are made from the other, it can be from her friend, teacher is that hard to understand or it can be from outside of the class.
The way that students act can explain how they think. Every student have differences about what they need in language learning process and their own way to think. From this problem the researchers see they have their own strategy to accept an information. There are some strategies in language learning strategy that is Cognitive Learning Strategies, Metacognitive Learning Strategies, Communication Strategies and Social Strategies. Naiman (1978:1) state that all kind of language learning can grow well if we have enough knowledge about learners and process of learning and teaching. Concerning with those problems, lecturer as the main component of education is challenged to be as creative as possible to provide opportunities for students to expose and to reinforce student skills. To encourage students to practice their language, the researcher tries to help teacher to solve the problems of students.
In this research the researcher is aimed to find out the significant relationship between language learning strategies and students thinking styles by sharing questionnaire to the university students of IAIN Salatiga as participants of this research especially for language education department. For this reason, the researcher predicts that sharing questionnaire might be useful to find out the result. Based on the arguments that had been discussed, the researcher thinks that it is necessary to observe and focus on language learning strategies and students thinking styles. That is why the researcher chooses the title
“The Correlation Between Language Learning Strategy and Students Thinking Styles”
B. Question of The Research
Based on the phenomenon of study, in order to learn more obvious and more directed the researcher formulates the problems of the study as follows:
1. How is the Profile of Language Learning Strategies?
2. How is the Profile of Students Thinking Styles?
3. Is there any significant correlation between language learning strategy and students thinking styles?
C. Objectives of The Research
Responding with the statement of the problems, the objectives of the research are stated as follows:
1. To find out the Profile of Language Learning Strategies.
2. To find out the Profile of Students‟ Thinking Styles.
3. The significant correlation between language learning strategy and student‟s thinking styles
D. Limitation of the Research
The writer limits the research to the ninth semester of English Education Departmen of IAIN Salatiga in Academic Year 2018/2019. This research conducted to find out whether or not there is correlation between language learning st rategies and Students‟ Thinking Styles.
E. Significant of the Research
Research is something that important to be done in science development, especially for the English language learning. Hopefully this result of the research give some benefits for the readers. It can be used in order to develop their information. The researcher deliver the significant of the research as theoretically and practically:
1. Theoretically
By this research, the researcher hopes that it give more information to the readers about the correlation between language learning strategy and students thinking styles.
2. Practically
a. For the writer The result of this research is hopefully can improve the motivation of the writer to do another research another time.
b. For the learner
1. The result of this study can increase the student intelligences about the language learning strategies and students thinking styles.
2. The results of this study can be useful in the English learning especially in improving Language skill.
c. For The Future Research
This study can helps the readers or other researchers to do the same related research. The result of this research also can be the reference for other research.
d. For The Institution The result of this research hopefully can support the institution to improve and increase the quality of the students especially in English language learning F.
Definitions of the Key Terms
In this section, the researcher briefly delivers the definition of key terms to make understandable meaning. The researcher delivers to avoiding some incorrect interpretation of this research title, the writer would like to clarify and explain the terms used.
1. Language Learning Strategies
According to Weden (1987), language learning strategies can be defined from the aspect of language learning behaviors such us learning and regulating the meaning of the second or foreign language, cognitive theory such us learners strategic knowledge of language learning and the effective view such us learners motivation, attitude, e tc. It‟s argued that the three point of views can improve language learning. Language learning strategies as mean to facilitate the acquisition of language and the use of information they receive, store and recall to language learners uses.
2. Students’ Thinking styles
According to Sternberg (1997: 8) a thinking style is not an aptitude, but rather the way one chooses to use one's aptitudes. The way how they think can improve their knowledge. Students‟ thinking styles is a students‟ way to giving a value and conclusion about something with their own way. Every students‟ have their own way to think about something. What make the differences with the way they think is how much they understand and how fast they receive an information. The way students‟ think also influenced by emotion, education, experience. From this all can measure how adult that students.
G. Organization of the Graduating Paper
In order to make a systematic research, the researcher organizes this research into five chapters, they are as follows:
1. Chapter I: Introduction
The first chapter is the researcher writes the Introduction that contains background of study, statement of the problems, objectives of study, the benefits of the study, limitation of the study, definitions of key term and outline of the graduating paper.
2. Chapter II :Theoretical Framework
The second chapter is literature review is discussed which contain of the explanation based on the theory of definition and type learning and explains about the correlation between language learning strategy and students thinking styles.
3. Chapter III : Research Methodology
The third chapter contain of research method and data presentation. Concerning to the research method is the general discution about the profile IAIN Salatiga, Setting of the research, Subject of the research, type of the research, procedure of the research, technique of the date and technique of analyzing data.
4. Chapter IV : Research Findings and Data Analysis The fourth chapter consists of implementation of the study.
Such as is data analysis cullected data, It consists of each cycle and its analysis. Of The correlation between language learning strategies and students‟ thinking style.
5. Chapter V: Closure
The fifth chapter is Closure which carries the explanation about the conclusion and the suggestion from the research. And the last part is references and appendices.
CHAPTER II THEORITICAL FRAMEWORKS In this chapter consists of underlying theories and previous research. The
researchers present some theoretical frameworks that is used in this research in which aimed to get relevant knowledge underlined the research. Additionally, the researcher also delivers several previous related researchers which is aimed to give more information about this research.
A. Previous Research
In this research the researchers takes several reviews of related literature from previous research as comparison. The first research was written by Mahmood (2013), in his research he used questionnaire and a self report test to analyze the correlation. In his research the objectives of his study is to find out positive relationship between language learning strategies employed by Iranian (EFL) university students and their thinking styles, to find out positive relationship between language learning strategies employed by Iranian (EFL) university students and their gender and to find out a positive relationship between thinking styles employed by Iranian (EFL) university students and their gender. The results obtained from the present study are more revealing that there is a significant difference between males and females in terms of strategy choice. It was found that the differences between the strategy use of male and female are meaningful for memory, metacognitive, compensation, cognitive. In other words, males used more memory, cognitive, compensation and metacognitive strategies compared with females, but there was no significant difference between males and females with regard to the affective and social strategy use.
The different between Mahmood, Hashemnezhad and Javidi (2013) and this research is, in this research the participants is from several university students of IAIN Salatiga especially in language department. While in Mahmood, Hashemnezhad and Javidi (2013) is Iranian EFL learners. In Mahmood, Hashemnezhad and Javidi (2013) research the objectives of the study is to find out positive relationship between language learning strategies employed by Iranian (EFL) university students and their thinking styles, to find out positive relationship between language learning strategies employed by Iranian (EFL) university students and their gender and to find out a positive relationship between thinking styles employed by Iranian (EFL) university students and their gender. And in this research is to know what is the relationship between language learning strategies and student‟s thinking styles, to know the effect of learning strategy towards student‟s thinking styles and the significant correlation between language learning strategy and student‟s thinking styles.
The second research was written by Ahmadi, Gorjian and Pazkhah (2014). In his research he focused on the extent of their association with reading comprehension among university students. The aim of his research was to find out the significance relationship between thinking styles and use of language learning strategies. That means students‟ thinking styles may predict their preference of language learning strategies. There was also a positive and meaningful correlation between legislative and judicial thinking styles and the total scores of language learning strategies and reading comprehension performance.
B. Theoretical Framework
The theoretical faremwork involve the discussion of Language learning strategy and students thinking styles.
1. Language Learning Strategies Learner should learn their own strategies to learn English well.
Research on language learning strategies has increased significantly since the 1970 (Alhasony, 2017). In fact, language learners develop their own ways and use various activities to learn consciuosly and unconsciously (Alfian, 2016) Language learning strategies have received a considerable amount of significance since early 1970s for the crucial role they are playing in language learning. Many researcher defined language learning strategies differently.
Hardan (2013: 1725) defines language learning strategies as steps, behaviours and techniques used by learners to enhance and facilitate the language acquisition. The concept of language learning strategies has received a considerable amount of significance since early 1970 century for the crucial role they are playing in the processes of language learning and acquisition this is supported with what Alhasony (2017 : 256).
Ghani (2003: 121) had a extensive study on the area of language learning strategies, she defined these strategies as: specific actions, behaviours, steps, or techniques that students (often intentionally) use to improve their progress in developing second language skills. According to her, these strategies can facilitate the internalization, storage, retrieval, or use of the new language
An early definition given by Rigeney (1978: 20) who defines language learning strategies as the often-conscious steps or behaviors used by language learners to enhance the acquisition, storage, retention, and use to new information. Oxford, Lavine and Crookal (1989) cited in Hardan (2013: 1714) have the same idea as Rigeney (1978 : 20) about language learning strategies. They stated that language learning strategies are used to enhance and to facilitate language acquisition. They referred to language learning strategies as "actions, behaviors, steps, or techniques such us seeking out the target language conversation partners, or giving oneself encouragement to tackle a difficult language task used by learners to enhance learning.
Differ with Wenden (1987: 15), she stated language learning strategies can be defined from the aspect of language learning behaviors, such as learning and regulating the meaning of a second or foreign language, cognitive theory, such as learners strategic knowledge of language learning, and the effective view, such as learners motivation and attitude. It is argued that three points of views can improve language learning. As stated earlier about language learning strategy, Rubin (1994 : 25) suggested that language learning strategies are routines, plans and operations used by the learner to facilitate the acquisition, storage, retrieval and use of information. According to them the objective in using language learning startegies is to memorize language information, recall that information and use it in a different situation. In other words, language learning staregies refer to what students do to learn and to regulate their learning.
According to Oxford (1990: 56) learners are being encouraged to learn and use a board range of language learning strategies that can be tapped throughout the learning process. This approach is based on the belief that learning will be facilitated by making this students aware of range of strategies from which they can choose during language learning and use. Every learner have their strategies in language learning. Some students learn words by breaking them down into their components and some of them consciously use guessing when they read (Oxford, 1990: 43)
Language learning strategies has been categorized into several clarification by the experts. One of the most comprehensive and complete classifications is the classification by Oxford (1990 : 10). She mentioned that strategies are prominent for language learning because they are tools for active, self-directed involvement, which is essential for developing communicative competence. Oxford (1990 : 11) categorized language learning strategies into direct and indirect strategies. The strategies used directly in dealing with a new language are called direct strategies.
Oxford‟s direct strategies consist of three parts, memory strategies, cognitive strategies, and compensation strategies. Oxford‟s indirect strategies include metacognitive strategies, affective (emotional, motivation-related) strategies, and social strategies.
The categories of language learning strategies and the language learning strategies is an essential role in language learning process (Alfian: 2016). It represents one of the most critical components in language learning. Language learning strategies very important for language learning because they are tools for active, selfdirected movement, which is essential for developing communicative competence (Oxford, 1990 : 14). Furthermore, Gursoy (2010) cited in Alfian (2016) who has stated that language learning strategies can also create a productive, student-centred learning environment in which students are encouraged to be autonomous or independent learners
- – learners who can take control of their learning.
The researcher summarize the direct and indirect strategies by Oxford (1990: 18) as follows:
a. Direct strategies According to Oxford (1990: 17) the direct strategies are beneficial to the students because they help store and recover information. These strategies help learners to produce language even when there is gap in knowledge. They also help to understand and use the new language.
1. Memory strategies Oxford (1990: 17) states memory strategies are based on simple principles like laying things out in order, making association, and reviewing. These principles are employed when a learner faces challenge of vocabulary learning. The words and phrases can be associated with visual images that can be stored and retrieved for communication. Many learners make use of visual images, but some find it easy to connect words and phrases with sound, motion or touch.
2. Cognitive strategies Oxford (1990: 17) states cognitive strategies is the most popular strategies with language learners. The target language is manipulated or transformed by repeating, analyzing or summarizing. The four sets in this group are: Practicing, Receiving and Sending Messages, Analyzing and Reasoning, and Creating Structure for Input and Output.
3. Compensation Strategies Oxford (1990: 17) states learners use compensation strategies for comprehension of the target language when they have insufficient knowledge of the target language. These strategies make up for the deficiency in grammar and vocabulary. When learners do not know new words and expressions, they guess the meaning. A learner brings own life experience to interpret data by guessing.
b. Indirect strategies Oxford (1990: 17) states indirect language learning strategies work together with the direct strategies. They help learner regulate the learning process. These strategies support and manage language learning without direct engagement and therefore called indirect strategies (Oxford, 1990).
1. Metecognitive Strategies Oxford (1990: 17) states metacognitive strategies are aspects associated with planning, monitoring, and evaluating the language learning process (Fewell, 2010: 66). Metacognitive strategies go beyond the cognitive mechanism and give learners to coordinate their learning. This helps them to plan language learning in an efficient way. When new vocabulary, rules, and writing system confuse the learner, these strategies become vital for successful language learning. Song (2004) cited in Alfian (2016: 151) found that metacognitive strategies were most frequently used by the students when comparing to cognitive strategies.
2. Affective Strategies
Oxford (1990: 17) states affective strategies are concerned with the learners emotional requirements such as confidence and perseverance needed for learners to involve themselves actively in language learning, for example, lowering anxiety levels by laughing at their own mistakes ( Vlckova, 2013: 154). The affective factors like emotion, attitude, motivation, and values influence learning in an important way. Three sets of strategies are included in this group: Lowering Your Anxiety, Encouraging Yourself, and Taking Your Emotional Temperature. Good language learners control their attitudes and emotions about learning and understand that negative feelings retard learning. Teachers can help generate positive feeling in class by giving students more responsibility, increasing the amount of natural communication, and teaching affective strategies.
3. Social Strategies Oxford (1990: 17) states language is a form of social behaviour; it is communication, and communication accure between and among people (Oxford: 1990: 144) social strategies are very important in learning a language because language is used in communication and communication occurs between people. Three sets of strategies are included in this group: Asking Questions, Cooperating with others, and empathy with others. Among the three, asking questions is the most helpful and comes closest to understanding the meaning.
It also helps in conversation by generating response from the partner and shows interest and involvement. Cooperation with others eliminates competition and in its place brings group spirit. Studies show that cooperative learning results in higher self-esteem, increased confidence, and rapid achievement.
2. Students Thinking Styles
Thinking is an important part of the learning process. According to Nasrah (2012: 341) by understanding the diversity of thinking styles our students possess, we are able to insure that students understand what we
.
are teaching even if they have very different styles from our own Zhang (2011: 157) states that t hinking styles refer to students‟ preferred ways of using the abilities that they have. Students‟ thinking styles could predict students‟ course satisfaction and their learning involvement. Differ with Batoret (2007: 1211) states thinking styles are, in principle, value-free, for the same thinking style can serve on person beautifully in one situation, but may fail the same person miserably in another situation. Understanding thinking styles can help student to understand well why some activities fit them and others don't, and even why some students‟ fit them and others don't.
Sternberg (1997: 20) in mental self-governing theory defines 13 styles of thinking classified in 5 dimensions that is:
Function (including the legislative, executive, and judicial styles).
a.
1. Legislative Styles
According to Sternberg (1997: 20) legislative people like to come up with their own ways of doing things, and prefer to decide for themselves what they will do and how they will do it. Legislative people like to create their own rules and prefer problems that are not prestructured and prefabricated. Example Ben was a legislative stylist. Some of the preferred kinds of activities of a legislative stylist are writing creative papers, designing innovative projects, creating new business or educational systems, and inventing new things. Some of the kinds of occupations that legislative prefer are creative writer, scientist, artist, sculptor, investment banker, policy maker, and architect.
2. Executive Styles
According to Sternberg (1997: 21) executive people like to follow rules and prefer problems that are prestructured or prefabricated. They like to fill in the gaps within existing structures rather than to create the structures themselves. Some of the kinds of activities they are likely are solving given mathematical problems, applying rules to problems, giving talks or lessons based on other people's ideas, and enforcing rules. Some occupations that can be a good fit to executive thinkers are certain types of lawyer, police officer on patrol, builder of other people's designs, soldier, and administrative assistant.
3. Styles
Judicial According to Sternberg (1997: 21) judicial people like to evaluate rules and procedures, and prefer problems in which one analyzes and evaluates existing things and ideas. The judicial stylist likes activities such as writing critiques, giving opinions, judging people about their work, and evaluating programs. Some of their preferred kinds of occupations are judge, critic, program evaluator, consultant, admissions officer, grant and contract monitor, and systems analyst.
b. Forms (including the hierarchical, oligarchic, monarchic, and anarchic styles).
1. Hierarchical Styles According to Sternberg (1997: 22) the hierarchic person has a hierarchy of goals and recognizes the need to set priorities, as all goals cannot always be fulfilled, or at least fulfilled equally well. This person tends to be more accepting of complexity and recognizes the need to view problems from a number of angle to set priorities correctly.
2. Oligarchic Styles According to Sternberg (1997: 23) the oligarchic person is like the hierarchic person in having a desire to do more than one thing in time. But unlike hierarchic people, oligarchic people tend to be motivated by several, often competing goals.