A STUDY ON SUCCESSFUL LANGUAGE LEARNERS’ LEARNING STRATEGIES AT THE ENGLISH EDUCATION DEPARTMENT OF UNIVERSITY OF MATARAM A STUDY ON SUCCESSFUL LANGUAGE LEARNERS’ LEARNING STRATEGIES AT THE ENGLISH EDUCATION DEPARTMENT OF UNIVERSITY OF MATARAM A STUDY ON

  

AN ARTICLE

A STUDY ON SUCCESSF CESSFUL LANGUAGE LEARNERS’ S’ LEARNING

STRATEGIES AT THE THE ENGLISH EDUCATION DEPAR ARTMENT OF

UNIVERSITY OF MATARAM UN

  

Presented as a Partial Fulfi lfillment of the Requirements for Sarjana Pe a Pendidikan (S.Pd.)

Degree in English Educat cation Department of Faculty of Education of of University of

Mataram

  

By:

BAIQ

IQ YUNIA EKA DIANA PUTRI

  

NIM : E1D 013 008

ENGLISH SH EDUCATION STUDY PROGRAM M

FACULTY OF TE TEACHER TRAINING AND EDUCA CATION

UNIVERSITY OF MATARAM UN

  

2017

  KEMENTERIAN RISET, TEKNOLOGI DAN PENDIDIKAN TINGGI UNIVERSITAS MATARAM FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jl. Majapahit no. 62 Telp (0370) 623873 Fax. 634918 Mataram 83125.

  

APPROVAL

  The Article Entitled: “A Study on Successful Language Learners’ Learning Strategies at

  

the English Education Department of University of Mataram”

  By Baiq Yunia Eka Diana Putri (E1D013008) Has been approved on September 13, 2017 by:

  First Advisor, Drs. I Made Sujana, MA.

  NIP.19651231199101 1 016

  Second Advisor, Kurniawan Apgrianto, S.Pd., M.Pd.

  NIP.19731219200501 1 002

  

A Study on Successful Language Learners’ Learning Strategies at the English

Education Department of University of Mataram

  Baiq Yunia Eka Diana Putri E1D 013 008

  

baiqyuniaekaputri@gmail.com

\ABSTRACT

  This study is to find out the successful learners’ learning strategies employed by students of English Education Department of University of Mataram, the type of learning strategies that is dominantly used, and factors influencing the use of the learning strategies. This study applies descriptive qualitative design. The subjects of this study were 15 sixth semester students from English Education Department of University of Mataram who were considered as successful language learners fulfilling such criteria as gaining high GPA, having good ability in speaking and obtaining achievements both inside and outside the class.

  Questionnaire and interview were used to collect the data. The result shows that successful language learners dominantly employed cognitive strategies (25.00%) followed by affective strategies (22.39%), metacognitive strategies (17.70%), memory strategies (14.50%), social strategies (11.97%) and compensation strategies seemed to have the least usage among other strategies (8.33%). Motivation, personality type, experiences in learning English, and fondness of the target language were found to be the factors influencing the use of learning strategies. Furthermore, this study found that successful language learners combined two strategies at once. Lastly, it was found that recombination strategies can be extended to the use of social media.

  Key words : successful language learners, language learning strategies, recombination

  Studi terhadap Strategi Belajar Para Pembelajar Bahasa Sukses pada Program Studi Pendidikan Bahasa Inggris Universitas Mataram

  Baiq Yunia Eka Diana Putri E1D 013 008

  

baiqyuniaekaputri@gmail.com

ABSTRACT

  Penelitian ini bertujuan untuk mengetahui strategi-strategi belajar yang dilakukan oleh mahasiswa program studi pendidikan bahasa Inggris Universitas Mataram, strategi belajar yang paling sering digunakan dan faktor-faktor yang mempengaruhi penggunaan strategi tersebut. Jenis penelitian yang digunakan adalah deskriptif kualitatif. Subjek dari penelitian ini adalah 15 orang mahasiswa semester enam yang berasal dari program studi pendidikan bahasa Inggris yang dikategorikan sebagai pembelajar bahasa sukses dengan memenuhi kriteria seperti mendapatkan IPK (standar minimal: 3,5), mendapatkan nilai yang bagus pada mata pelajaran speaking, dan prestasi baik di dalam maupun di luar kelas. Angket dan wawancara digunakan sebagai teknik pengumpulan data. Hasil penelitian menunjukkan bahwa para pembelajar bahasa sukses paling sering menggunakan strategi kognitif (25.00%) yang diikuti oleh strategi afektif (22.39%), strategi metakognitif (17.70%), strategi memori (14.50%), strategi sosial (11.97%) and kompensasi (8.33%). Motivasi, tipe kepribadian, pengalaman belajar bahasa Inggris dan kesukaan terhadap bahasa Inggris merupakan faktor- faktor yang mempengaruhi penggunaan strategi belajar. Terlebih lagi, penelitian ini menemukan bahwa para pembelajar bahasa sukses menggabungkan dua strategi pada saat yang bersamaan dan strategi rekombinasi dapat dikembangkan kepada penggunaan media sosial.

  Kata Kunci : pembelajar bahasa sukses, strategi belajar bahasa, rekombinasi

1. Background

  Over the last few decades within a field of education a gradual and significant shift has taken place. As a result, many educational experts put less emphasis on teachers and teaching and greater stress on learners and learning. Many studies pay more attention to learners since it is found that there are some learners who employ strategies and techniques to learn language to overcome their barriers. Thus, teachers will not always be forced to use as many teaching methods as possible to achieve an effective language classroom but are required to approach their students and assist them to develop their learning behavior or learning strategies.

  In the process of language learning, language learning strategies are necessary for students. Language learning strategies are specific actions taken by learners to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations (Oxford, 1990 in Pezhman, 2012:164). In terms of languag learning strategies, Oxford (1990) divides learning strategies into 6 types namely memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies and social strategies. It is necessary for students to overcome thir limitations or barriers in learning English.

  A study was conducted by Rahman (2014) in STKIP PGRI Blitar by taking the subject of five successful language learners from STKIP Blitar. He found that they employed a wide variety of learning strategies to overcome their limitations in learning English. As Rahman’s study (2014), this study analyzed what learning strategies employed by successful language learners in English Education Department of University of Mataram.

  University of Mataram particularly in English Department, some of its students are considered as high achievers or successful language learners. University of Mataram stands

  th

  on the 36 of national universities ranking (Ristekdikti, 2015) and need to be concerned. In English Department, many of its students come from village in which students may find some difficulties in finding relevant materials to support their learning. Unlike many universities in Java and Bali, English Department University of Mataram lacks coorperation with any international institutions or universities to support its students to learn English. As the result, it is almost impossible for students to have practice with native speakers. Meanwhile, study facilities and language learning environment are influential factors in students’ foreign overcome their learning problems by joining many English clubs or communities either inside or outside campus. Furthermore, students manage to support their language learning by utilizing internet to find English materials. As the result, many of its students get high GPA and some of them even get predicate as high achiever students. Based on the previous explanation, researcher is interested in finding out what learning strategies are employed by successful language learners in University of Mataram.

2. Review of Related Literature

  A. Language Learning Strategies O’Malley and Chamot (1995:1) define language learning strategies as thoughts or behaviors that individuals use to help them comprehend, learn or retain new informationof foreign or second language. Another definition by Oxford (1990) about learning strategy is specific actions, behaviors, steps, or techniques -- such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task -- used by students to enhance their own learning.

  B. Taxonomy of Language Learning Strategies

  a. O’Malley and Chamot’s (1990) Classification of Language Learning Strategies O'Malley and Chamot (1990) divided language learning strategies into three subcategories: metacognitive strategies, cognitive strategies and socio- affective strategies.

  1) Metacognitive Strategies Metacognitive strategies involve knowing about learning and controlling learning through 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.

  2) Cognitive strategies Cognitive strategies are constrained to certain learning tasks and they involve more direct manipulation of the learning material itself.

  3) Socioaffective Strategies Socio-affective strategies mainly involve the learner in communicative interaction with another person, for example, when collaborating with peers in problem-solving exercises. b. Rubin's (1987) Classification of Language Learning Strategies According to Rubin there are three types of strategies used by learners that contribute directly or indirectly to language to language learning. These are:

1) Learning strategies

  Rubin stated that learning strategies were of two main types, being the strategies contributing directly to the development of the language system constructed by the learner:

• Cognitive learning strategies These strategies refer to the steps or operations used in learning or problem solving that require direct analysis, transformation, or synthesis of learning materials.
• Metacognitive Learning Strategies These strategies are used to oversee, regulate or self-direct language learning which involve various processes such as planning, prioritising, setting goals, and self management.

2) Communication Strategies

  Communication strategies are less directly related to language learning since the primary focus is on the process of participating in a conversation and getting the speakers understand or clarify their original intention.

  3)

  Social Strategies Social strategies are those activities learners engage in which afford them opportunities to be exposed to and practise their knowledge.

  c. Oxford's (1990) Classification of Language Learning Strategies Oxford draws a distinction between direct and indirect strategies which are further subdivided into six groups. The groups are divided into six categories: memory strategies, cognitive strategy, compensation strategy, metacognitive strategies, affective strategies, and social strategies.

1) Direct strategies

  Direct strategies are directly connected with the target language. Direct strategies are distinguished into three groups: memory strategies, cognitive strategies and compensation strategies.

  a) Memory Strategies :

• Creating mental linkages
• Applying images and sounds
• Reviewing well
• Employing action
• Practicing
• Receiving and sending messages strategies
• Analyzing and reasoning
• Creating structure for input and output

  b) Cognitive Strategies:

  c) Compensation Strategies

• Guessing intelligently
• Overcoming limitations in speaking and writing

2) Indirect Strategies

  Indirect strategies are not directly connected with the target language as direct strategies are. Indirect strategies are distinguished into three groups: metacognitive strategies, affective strategies, and social strategies.

  a) Metacognitive Strategies:

• Centering your learning
• Arranging and planning your learning
• Evaluating your learning

  b) Affective Strategies

• Lowering your anxiety
• Encouraging yourself
• Taking your emotional temperature

  c) Social Strategies

• Asking questions
• Cooperating with others
• Empathizing with others

  d. Stern's (1992) Classification of Language Learning Strategies

  2)

  Cognitive Strategies Communicative

  3) Experiential Strategies 4) Interpersonal Strategies 5)

  Affective Strategies

  e. Wenden’s (1983) Classification of Language Learning Strategies Wenden focused on what O’Malley and Chamot proposed which was called meta- cognitive strategies. She identified the following three general categories of self-directing strategies:

  1) Knowing about language and relating to what language and language learning involves; 2) Planning relating to the ‘what’ and ‘how’ of language learning; 3) Self-evaluation. It relates to progress in learning and learner’s responses to the learning experience.

  C. Factors Influencing the Use of Language Learning Strategies Many researchers find that there are many factors affecting the use of language learning strategies such as motivation, age, personality type, gender, nationality and learning style (Chamot, 2004; Griffiths, 2003, and Oxford, 1995).

  3. Research Design

  The study carries out to descriptive qualitative study since it is conducted to describe the findings. The data were collected through questionnaire and interview. To analyze the data in qualitative study, three techniques were used, namely data reduction, data display, and drawing conclusion or verification. To ensure the data validity, this study applies the concept of triangulation, namely data triangulation, method triangulation and theories triangulation.

  4. Data Description and Discussion

  This study found that there were 15 students who were categorized as successful language learners. To explain the discussion easier, the discussion will be presented in regards to the research problems.

A. What are the learning strategies employed by students in English Education Department of University of Mataram to become successful language learners?

  This study found that successful language learners employed six types of strategies namely memory strategy, cognitive strategy, compensation strategy, metacognitive strategy, affective strategy, and social strategy. It is in line with Oxford’s theory (1987) that successful language learners employ many types of learning strategies more frequently than non successful language learners.

  In terms of direct strategies, it was found that learners created mental linkages, employed images and sounds, reviewed English lessons well, employed some actions to memorize new words such as speaking the words many times, recording their voice, opening dictionary, using body movements or gestures, and practicing words in daily conversation. They claimed that those strategies had significant contributions to help them memorize vocabularies and kept the vocabularies longer in their long-term memory. What those learners did was actually an attempt to memory strategies. Learners also employed cognitive strategies namely practising, repetition, transfer, grouping, note-taking, inferencing, imagery, self-talk, auditory representation, resourcing and recombination. However, they did not employ keyword, contextualization, and elaboration. Furthermore, in order to overcome their problems in speaking and writing, they employed guessing and conducted many actions such as reading articles, journals and stories; revising materials by practicing the vocabularies continuously, using synonym, 2 using elaboration, browsing on the internet, switching to mother tongue, adjusting message,7 asking for help and opening dictionary. It is in line with Oxford’s (1990) theory who stated that good language learners were aware and created a good investment for their language learning developement.

  In terms of indirect strategies, learners employed metacognitive strategies, affective strategies and social strategies. It was found that learners centered their learning, set goals of their language learning and planned and evaluated their learning. They claimed that it helped them to obtain high GPA and other achievements outside classroom. In order to achieve their goals, they allocated several hours to study at their house. They also claimed that they always monitor themselves to make sure that their plans were successfully executed and thus they could achieve their goals (being a lecture, entering college, travelling around the world etc.). It was also revealed that those successful language learners took control over their feeling or emotional temperature and encouraging themselves to study by watching English movies, listening to English songs, playing games, reading novel, and expressing themselves in many ways such as expressing their feeling through words, making flog (recording themselves speaking in certain place), and speaking to themselves. Those actions can be categorized as affective strategies. In addition, based on the result obtained from the interview, respondents employed social strategies. Learners asked for help to obtain correct answers and clarification related to English materials either inside or outside the class and coorperating with others by working in group.

  This study also found two new things namely the combination of strategies and recombination by involving social media. They combined memory and cognitive strategies by employing recombination, practising, repetition, taking note and self-talk. Those strategies are basically parts of cognitive strategies but learners turned them into memorization techniques to remember the language more effectively. Furthermore, learners combined compensation and metacognitive strategies in which they set some plans to have better speaking and writing skills. They directed their learning and allocated some time to practice the English.

  B. What types of strategies are mostly employed by students in English Education Department of University of Mataram to become successful language learners?

  The learners tended to employ cognitive strategies (25.00%) indicating a dominant use of cognitive strategies followed by affective strategies (22.39%), metacognitive strategies (17.70%), memory strategies (14.58%), social strategies (11.97%). Compensation strategies seemed to have the least percentage among other strategies (8.33%).

  C. What factors influence students in English Education Department of University of Mataram to employ learning startegies to become successful language learners?

  There are four factors affecting successful language learners in studying English namely motivation, personality type, experiences in learning language and fondness of the English. Motivation and fondness of the English were significant enforcements for students in studying English. Personality type affected learners on choosing particular type of strategies in learning English. While, experiences in learning English enforced learners to employ learning strategies more often.

5. Conclusions and Suggestions

  A. Conclusions This study has discussed about the learning strategies employed by successful language learners of English Department of University of Mataram, the dominant type of strategies and the factors influencing the use of learning strategies. The conclusion of this study is as follows:

  1. The study found that successful language learners employed many strategies which were direct and indirect strategies frequently. Learners did not only managed to manipulate the learning materials but also dealt with the business of language such as planning and evaluating their learning. The learners tended to employ cognitive strategies (25.00%) indicating a dominant use of cognitive strategies followed by affective strategies (22.39%), metacognitive strategies (17.70%), memory strategies (14.58%), social strategies (11.97%). Compensation strategies seemed to have the least percentage among other strategies (8.33%).

  2. The study found that cognitive strategies were favoured by successful language learners. It is 25.00%. Learners employed practicing, repetition, transfer, grouping, note taking, inferencing, imagery, self talk, auditory representation, resourcing and recombination. However, learners did not employ keyword, contextualization and elaboration in learning English.

  3. There are four factors affecting successful language learners in studying English namely motivation, personality type, experiences in learning language and fondness of the English. Motivation and fondness of the English were significant enforcements for students in studying English. Personality type affected learners on choosing particular type of strategies in learning English. While, experiences in learning English enforced learners to employ learning strategies more often.

  B. Suggestions The researcher hopes that in order to get more comprehensive understanding of learning strategiesused by successful language learners, there are several suggestions such as:

  1. The next researcher should delve further into how learning styles influence the use of particular learning strategies.

  2. Provide more references and literature related to factors influencing the use of learning strategies, namely fondness of target language and experiences in learning language particularly language proficiency level.

  3. Colleges and schools should not only focus on teaching a bunk of lesson but also focus on developing learners’ learning strategies to achieve a more effective teaching and learning process.

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