EXPLORING WRITING STRATEGIES USED BY ENGLISH DEPARTMENT STUDENTS OF MUHAMMADIYAH UNIVERSITY OF PURWOKERTO (A Descriptive Study at First Semester of English Department Students in Academic Year 2016 - 2017) - repository perpustakaan
EXPLORING WRITING STRATEGIES USED BY ENGLISH DEPARTMENT STUDENTS OF MUHAMMADIYAH UNIVERSITY OF PURWOKERTO
(A Descriptive Study at First Semester of English Department Students in
Academic Year 2016 - 2017)
A THESIS
Submitted to English Department as a Partial Fulfilment of the requirement
S.P.d. Degree
By :
WINDI SETIYAWAN
1201050096
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITY OF MUHAMMADIYAH PURWOKERTO
2017
DEDICATION Bismillahirrohmanirrohim
My praise is Allah S.W.T Shalawat and salam always be given to our prophet Muhammad S.A.W This thesis is heartedly dedicated to:
1. My beloved mother Winarni and father Rusmadi. Thank’s for your praying, guidance, and firmness. You are my everything that I have.
2. My lovely Sister Esti Wilastiti for your love, support and prayers.
3. The lecturer of English Education Department in The University of Muhammadiyah Purwokerto who had given me guidance and much knowledge.
4. My best friend Utami Destia Nugraheni who always gives me support, advises and kindness.
5. My best friend Reza, Brian, Pasa, Iswandee, Ali, Reky, Kukuh, Asep Mujiono, Azka, Basit, Wahyu, Gagah, Irfan, Helmi, Dian, Ali, Sangidin for the laughter, inspiration, and spirit.
6. My big family of PBI D 2012: Farah, Mega, Nurbani, Neni, Eka, Muthia, Ria, Rizka, Rizqa, Sari, Dena, Asep, Mujiono, Dika, Wiji, Yuni, Basit, Ali, Reza, Tari, Iqvy, Brian, Reki, Azka for the support and togetherness.
MOTTO ( ْﻦَﻣ ّﺪَﺟ َو ?ﺪَﺟ)
“Man Jadda Wa Jadda” Barang siapa yang bersungguh - sungguh akan mendapatkannya.
Do what You can do now, don’t ever postpone your job! Your parrents is everything! Nothing in this world is important than your Parrents! To be the best is not enough, give all of yours if you want to reach your DREAM!
ACKNOWLEDGEMENT Assalamu’alaikum Wr. Wb.
In the name of Allah, the most merciful, the Lord of universe, because of Him, the writer could finish this graduating paper as partial fulfillment of requirement for S. Pd degree of Teacher Training and Education Faculty in The University of Muhammadiyah Purwokerto. The writer realized that there were some people who had helped and contributed the ideas and time for completing this final project. The writer would like to express the gratitude appreciation to:
1. Drs. Pudiyono, M. Hum, as the Dean of Teacher Training and Education Faculty of The University of Muhammadiyah Purwokerto.
2. Aulia Nisa Khusnia, S. S, M. A as the head of English Department who had given permission to conduct this research.
3. Endang Kusrini, M. Hum, as Supervisor who always spared her time and guided the writer. Her thoughtful guidance and warming encouragement supported the writer much to complete this graduating paper.
4. All of the lecturers in English Department. Thanks for all the guidance, knowledge and support.
5. All of the lectures in Language Development Center who gaved me great guidance, knowledge, support and great experience.
6. All of my friends in PBI 2012, especially class PBI D who gaved me guidance, knowledge, great experience and always support me to finish my thesis.
7. All of my friends: Destia, Wahyu, Helmi, Irfan, Dian, Ali, Sangidin, Gagah, who always gaved me spirit to finish my thesis.
Finally, this graduating paper is expected to be able to provide knowledge and information for the readers especially in educational field. The writer appreciates any opinions and suggestions for the improvement of this thesis.
Wassalamu’alaikum Wr. Wb.
Purwokerto, 20 Januari 2017 Windi Setiyawan
TABLE OF CONTENTS
D. Relevant Studies.............................................................. 32
E. Tecnique of the Data Analysis
b. Reliability of the Instrument ............................ 39
a. Validity of the Instrument ................................ 38
1. Questionnaire and Likert Scale................................ 38
D. The Method of Data Collection
3. Sampling Technique ................................................ 36
2. Sample ..................................................................... 36
1. Population................................................................ 35
CHAPTER III RESEARCH METHODOLOGY A. Method of the Research .................................................. 35 B. Place and Time of the Research ...................................... 35 C. Participants of the Research
F. Hyphothesis..................................................................... 34
E. Basic Assumption........................................................ ... 33
C. Learning Writing Strategies ............................................ 26
TITTLE ............................................................................................................... i APPROVAL........................................................................................................ ii LEMBAR PENGESAHAN ................................................................................ iii PERNYATAAN.................................................................................................. iv DEDICATION .................................................................................................... v MOTTO .............................................................................................................. vi ACKNOWLEDGEMENT .................................................................................. vii TABLE OF CONTENTS.................................................................................... ix LIST OF TABLE ................................................................................................ xi LIST OF APPENDICES ..................................................................................... xii ABSTRACT........................................................................................................ xiii
2. Language Learning Strategies................................... 13
1. The Nature of learning Strategies............................ . 11
B. Learning Strategies
2. Importance of Writing............................................... 10
1. Definition of Writing................................................. 6
CHAPTER II LITERATURE REVIEW A. Writing
E. Aim of the research ...................................................... 5
D. Clarification of the Key Terms..................................... .. 4
3 C. Problems of the Research................................................ 4
1 B. Reasons of Choosing the Topic.......................................
CHAPTER I INTRODUCTION A. Background of the Research ...........................................
1. Descriptive Analysis................................................ 41
CHAPTER IV RESULT AND DISCUSSION A. Results ............................................................................. 43 B. Discussions...................................................................... 52 CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ...................................................................... 66 B. Suggestion ....................................................................... 67 REFFERENCES APPENDICES
LIST OF TABLES Table 2.1 (O’Malley and Chamots Language Learning Strategies) ...........
56 Table 4.7 (Precentage Cognitive Compensation by each indicators) .........
64 Table 4.14 (Precentage Mental Processing by each indicators)..................
63 Table 4.13 (Precentage Metacognitive Commence by each indicators) .....
62 Table 4.12 (Precentage Vocabulary by each indicators).............................
61 Table 4.11 (Precentage Meaning Focusing by each indicators) .................
59 Table 4.10 (Precentage Authentic Practising by each indicators)...............
58 Table 4.9 (Precentage Social Process-focusing by each indicators) ...........
57 Table 4.8 (Precentage Self-Evaluating by each indicators) ........................
55 Table 4.6 (Precentage Metacognitive Affective by each indicators) ..........
15 Table 2.2 (Rubin’s Language Learning Strategies) ....................................
54 Table 4.5 (Precentage planning by each indicators) ...................................
52 Table 4.4 (Precentage Language-Focusing by each indicators)..................
50 Table 4.3 (Precentage self monitoring by each indicators).........................
49 Table 4.2 (The precentage of Indicators) ....................................................
41 Table 4.1 (The precentage of Language Learning Strategies) ....................
31 Table 3.1 (Indicators of the instrument)......................................................
20 Table 2.4 (Twelve strategies of writing strategies)............................ .........
18 Table 2.3 (Oxford’s Language Learning Strategies)...................................
65
Appendix 1 Instrument of the research Appendix 2 The calculation of the data using Ms. Excel Appendix 3 The research data
ABSTRACT
EXPLORING WRITING STRATEGIES USED BY ENGLISH
DEPARTMENT STUDENTS OF MUHAMMADIYAH UNIVERSITY OF
PURWOKERTO
(A Descriptive Study at First Semester of English Department Students in
Academic Year 2016 - 2017)WINDI SETIYAWAN 120150096
Strategies have an important role in learning English, especially in writing English. Many experts said that strategies made the students easily to comprehend and to understand the subjects. Teaching learning proccess became more effective and efficient if the teacher used strategy on it. Then for incorporating theories of language learning strategies and theories of writing strategies, the present research posed two research objectives: (1) identify writing strategy categories used by first semester of English Department Students of Muhammadiyah University of Purwokerto in academic year 2016/2017 (2) the most dominant writing strategy categories used by first semester of English Department Students of Muhammadiyah University of Purwokerto in academic year 2016/2017. Subjects of the research were 60 first semester of English Deparment Students of University of Muhammadiyah of Purwokerto in academic year 2016/2017. They were asked to complete a questionnaire of strategies categories. The results of the data were analyzed using calculation of the likert scale precentage to find out frequency level of using strategies categories. There were 12 strategies explained named self-monitoring, language-focusing, planning, metacognitive affective, cognitive compensation, self-evaluating, social process-focusing, authentic practicing, meaning-focusing, vocabulary developing, metacognitive commencement, and mental processing strategies. All of these strategies were used at the moderate frequency level, except self-monitoring strategies was used at the high frequency level by 81,30%. Finally, from the result of the research could be drawn a conclusion that self-monitoring strategies becomes the dominant strategies used by first semester of English Students Department in academic year 2016/2017.
Keywords: Language Learning Strategies, Writing activity, Self monitoring strategies.