ENGLISH LEARNING STRATEGIES USED BY MALE AND FEMALE STUDENTS OF INSAN CENDEKIA English Learning Strategies Used By Male And Female Students Of Insan Cendekia Al Mujtaba Junior High School.
ENGLISH LEARNING STRATEGIES
USED BY MALE AND FEMALE STUDENTS OF INSAN CENDEKIA
AL MUJTABA JUNIOR HIGH SCHOOL
A THESIS
Completed as One of Regulations
for Getting Master Degree of English Language Study
by
BETA HIMA MAHAYU
S 200 140 017
POST GRADUATE OF ENGLISH LANGUAGE STUDY
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2015
i
ii
iii
iv
APPRoVALoFTHESISFoRSUBMISSIoN
ENGLISH LEARNING STRATEGIES
GENDEKIA
USED BY MALT NTIN FEMALE $TUDENTS OF INSAN
AL MUJTABA JUNIOR HIGH SCHOOL
submitted bY
BETA HIMA MAHAYU
has been examined
for all revisions and corrections recommended
by the board of examiners on December 3e,2A1'5
and is certified to be accepted for submission
THE EXAMINER BOARD
Prof. Dr. E{1.r.r9.ff.g=ifli,
fl,llgP'
Dr. Dwi
Examiner
Surakarta
?/n'>*e^sci
Ll,;,* .
III
..Q.e..q9.nhgt
.Zt.,..Zgls
Direc{ot
r
in$A,,J
r. Khudzaifah DimYati
MOTTO
BE BRAVE, TAKE RISKS!!!
(The Writer)
Dan kamu tidak diberi balasan
melainkan terhadap apa yang telah kamu kerjakan
(QS. As-Saffat: 39)
Tidak ada yang tidak mungkin, kecuali memang tidak mau
(Anonymous)
Kamu adalah wanita yang luar biasa.
Tidak ada yang mustahil selama kamu yakin pada ALLAH SWT
(Setiawan S. Pd.)
vi
DEDICATION
Wholeheartedly, the writer dedicates this great thesis to:
Her beloved mommy “Ninik Rahayu” and daddy “Ciptadi HS”
Her beloved sisters “Veronika Roosikasari, S. T.”
and “Suci Maharani, S. Pd.”
Her beloved husband “Setiawan, S. Pd.”
vii
ACKNOWLEDGEMENT
Assalamu’alaikum Wr. Wb.
Praise to ALLAH SWT who gives the writer guidance and blessing so she
is able to finish her thesis entitled “ENGLISH LEARNING STRATEGIES
USED BY MALE AND FEMALE STUDENTS OF INSAN CENDEKIA AL
MUJTABA JUNIOR HIGH SCHOOL”
The writer realizes that the research is impossible to be finished without
the help of other people, so in this opportunity she would like to express her
special and deepest gratitude and appreciate to:
1. Prof. Dr. Khuzaifah Dimyati, SH, M. Hum., the Director of Graduate
program of Muhammadiyah University of Surakarta
2. Prof. Dr. Markhamah, M. Hum., the Head of Graduate Program of
English Department for giving the approval and permission to conduct this
research.
3. Prof. Dr. Endang Fauziati, M. Hum., the first consultant, who gives
guidance, lot of knowledges, and criticism during the study conducted.
4. Dr. Dwi Haryanti, M. Hum., the second consultant, who gives guidance,
great advice, and criticism during the study conducted.
5. All lecturers of Post Graduate of Language Program Studies who have
given their knowledge and experience.
6. Her mommy, Ninik Rahayu, who always prays at noon and night, gives
unfailing love, biggest cares, great support and motivation, never stops
giving everything patiently and sincerity.
7. Her daddy, Ciptadi HS, who always gives tremendous love, enormous
support and cares, strict disciplines, and gives great strength.
8. Her sisters, Veronika Roosikasari, S. T. and Suci Maharani, S. Pd., and
her brother-in-law, H. Muhammad Nasik, thanks for the happiness,
togetherness, joys and trouble you shared.
viii
9. Her husband, Setiawan, S. Pd., whose ocean love and care never
extenguished. Thank you for everything.
10. All teachers and students of Insan Cendekia Al Mujtaba Junior High
School.
11. All people that cannot be mentioned one by one.
The writer thinks that this thesis might be far from being perfect. There
might be some constructive criticism in order to make this thesis more perfect.
She wishes this thesis would be useful more and helful to all readers.
Wassalamu’alaikum Wr. Wb.
Surakarta, October 2015
Beta Hima Mahayu
ix
TABLE OF CONTENT
page
TITLE ..............................................................................................................
i
APPROVAL ....................................................................................................
ii
NOTE OF ADVISOR I ....................................................................................
iii
NOTE OF ADVISOR II ..................................................................................
iv
DECLARATION ............................................................................................
v
MOTTO ..........................................................................................................
vi
DEDICATION ................................................................................................
vii
ACKNOWLEDGMENT .................................................................................
vii
TABLE OF CONTENT ..................................................................................
ix
ABSTRACT ....................................................................................................
xii
CHAPTER I : INTRODUCTION ..................................................................
1
A. Background of Study ......................................................
1
B. Limitation of the Study ...................................................
6
C. Problem of the Study.......................................................
6
D. Objective of the Study.....................................................
6
E. Significance of the Study ................................................
7
F. Thesis Organization ........................................................
8
CHAPTER II : REVIEW OF RELATED LITERATURE .............................
10
A. Previous Study ...............................................................
10
1. Martinez ....................................................................
10
2. Aslan .........................................................................
11
x
3. Bobanovic and Mircovic ...........................................
12
4. Zeynali ......................................................................
13
5. Alhaisoni ...................................................................
14
6. Ozyilmaz ...................................................................
15
7. Kayaoglu ...................................................................
16
8. Sholicah .....................................................................
17
9. Tam ...........................................................................
18
B. Underlying Theory ..........................................................
19
1. Language Learning Strategy ....................................
19
2. Language Learning Strategy and Second Language
Acquisition ................................................................
20
3. Classification / Taxonomy of Language Learning
Strategy .....................................................................
22
a. Ruben’s taxonomy ............................................
22
b. O’Malley Taxonomy.........................................
27
c. Stren’s taxonomy ..............................................
37
d. Oxford Taxonomy.............................................
39
C. Theoretical Framework ..................................................
47
CHAPTER III : RESEARCH METHOD .........................................................
48
A. Type of the Research.......................................................
48
B. Subject of the Study ........................................................
49
C. Object of the Study .........................................................
49
D. Data and Data Source ......................................................
49
xi
E. Method of Collecting Data ..............................................
51
F. Data Validity ..................................................................
53
G. Technique for Analyzing Data ........................................
53
CHAPTER IV : RESEARCH FINDING AND DISCUSSION .......................
56
A. Research Finding ............................................................
56
1. Type of Learning Strategies Used by Male and
Female Students .......................................................
56
2. Dominant Learning Strategies Used by Male and
Female Students .......................................................
82
3. The Similarities of Learning Strategies Used by
Male and Female Students ......................................
84
4. The Differences of Learning Strategies Used by
Male and Female Students .......................................
85
B. Discussion ......................................................................
86
CHAPTER V : CONCLUSION, PEDADOGOCAL IMPLICATION AND
SUGGESTION......................................................................
100
A. Conclusion .....................................................................
100
B. Pedagogical Implication .................................................
101
C. Suggestion ......................................................................
102
BIBLIOGRAPHY
APPENDICES
xii
ABSTRACT
Beta Hima Mahayu. S 200140017. ENGLISH LEARNING STRATEGIES
USED BY MALE AND FEMALE STUDENTS OF INSAN CENDEKIA AL
MUJTABA JUNIOR HIGH SCHOOL. Thesis. Muhammadiyah University
of Surakarta. 2015.
This study focuses on English learning strategy at the eight grade of
Insan Cendekia Al Mujtaba Junior High School. This study is aimed at describing
the type of learning strategy, the dominant learning strategy, the similarities, the
differences learning strategy used by male and female students at the eight grade
of Insan Cendekia Al Mujtaba Junior High School.
This is a descriptive qualitative research. The subject of the study is the
eight grade of Insan Cendekia Al Mujtaba Junior High School which consists of
50 students (25 male students and 25 female students). The methods of collecting
data are observation, interview, questionnaire, and document analysis. In
analyzing data, the writer uses an interactive model, namely the data reduction,
the data display, and conclusion.
Based on the research finding, the type of learning strategies used by
male and female students cover the six strategies proposed by Oxford, namely:
memory strategy, cognitive strategy, compensation strategy, metacognitive
strategy, affective strategy, and social strategy. The dominant learning stratey
used by female students is metacognitive strategy and the dominant learning
strategy used by male students is social strategy. The similariries of learning
strategies used by male and female students are both of male and female students
used metacognitive and social strategy and they did not use memory and cognitive
straetegy. Moreover, the differences of learning strategies are most of female
students used affective strategy and did not use compensation strategy. However,
male students mostly used compensation strategy and did not use affective
strategy.
Keywords: Learning Strategies, Oxford Taxonomy, Male and Female Students,
Qualitative Research
xiii
USED BY MALE AND FEMALE STUDENTS OF INSAN CENDEKIA
AL MUJTABA JUNIOR HIGH SCHOOL
A THESIS
Completed as One of Regulations
for Getting Master Degree of English Language Study
by
BETA HIMA MAHAYU
S 200 140 017
POST GRADUATE OF ENGLISH LANGUAGE STUDY
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2015
i
ii
iii
iv
APPRoVALoFTHESISFoRSUBMISSIoN
ENGLISH LEARNING STRATEGIES
GENDEKIA
USED BY MALT NTIN FEMALE $TUDENTS OF INSAN
AL MUJTABA JUNIOR HIGH SCHOOL
submitted bY
BETA HIMA MAHAYU
has been examined
for all revisions and corrections recommended
by the board of examiners on December 3e,2A1'5
and is certified to be accepted for submission
THE EXAMINER BOARD
Prof. Dr. E{1.r.r9.ff.g=ifli,
fl,llgP'
Dr. Dwi
Examiner
Surakarta
?/n'>*e^sci
Ll,;,* .
III
..Q.e..q9.nhgt
.Zt.,..Zgls
Direc{ot
r
in$A,,J
r. Khudzaifah DimYati
MOTTO
BE BRAVE, TAKE RISKS!!!
(The Writer)
Dan kamu tidak diberi balasan
melainkan terhadap apa yang telah kamu kerjakan
(QS. As-Saffat: 39)
Tidak ada yang tidak mungkin, kecuali memang tidak mau
(Anonymous)
Kamu adalah wanita yang luar biasa.
Tidak ada yang mustahil selama kamu yakin pada ALLAH SWT
(Setiawan S. Pd.)
vi
DEDICATION
Wholeheartedly, the writer dedicates this great thesis to:
Her beloved mommy “Ninik Rahayu” and daddy “Ciptadi HS”
Her beloved sisters “Veronika Roosikasari, S. T.”
and “Suci Maharani, S. Pd.”
Her beloved husband “Setiawan, S. Pd.”
vii
ACKNOWLEDGEMENT
Assalamu’alaikum Wr. Wb.
Praise to ALLAH SWT who gives the writer guidance and blessing so she
is able to finish her thesis entitled “ENGLISH LEARNING STRATEGIES
USED BY MALE AND FEMALE STUDENTS OF INSAN CENDEKIA AL
MUJTABA JUNIOR HIGH SCHOOL”
The writer realizes that the research is impossible to be finished without
the help of other people, so in this opportunity she would like to express her
special and deepest gratitude and appreciate to:
1. Prof. Dr. Khuzaifah Dimyati, SH, M. Hum., the Director of Graduate
program of Muhammadiyah University of Surakarta
2. Prof. Dr. Markhamah, M. Hum., the Head of Graduate Program of
English Department for giving the approval and permission to conduct this
research.
3. Prof. Dr. Endang Fauziati, M. Hum., the first consultant, who gives
guidance, lot of knowledges, and criticism during the study conducted.
4. Dr. Dwi Haryanti, M. Hum., the second consultant, who gives guidance,
great advice, and criticism during the study conducted.
5. All lecturers of Post Graduate of Language Program Studies who have
given their knowledge and experience.
6. Her mommy, Ninik Rahayu, who always prays at noon and night, gives
unfailing love, biggest cares, great support and motivation, never stops
giving everything patiently and sincerity.
7. Her daddy, Ciptadi HS, who always gives tremendous love, enormous
support and cares, strict disciplines, and gives great strength.
8. Her sisters, Veronika Roosikasari, S. T. and Suci Maharani, S. Pd., and
her brother-in-law, H. Muhammad Nasik, thanks for the happiness,
togetherness, joys and trouble you shared.
viii
9. Her husband, Setiawan, S. Pd., whose ocean love and care never
extenguished. Thank you for everything.
10. All teachers and students of Insan Cendekia Al Mujtaba Junior High
School.
11. All people that cannot be mentioned one by one.
The writer thinks that this thesis might be far from being perfect. There
might be some constructive criticism in order to make this thesis more perfect.
She wishes this thesis would be useful more and helful to all readers.
Wassalamu’alaikum Wr. Wb.
Surakarta, October 2015
Beta Hima Mahayu
ix
TABLE OF CONTENT
page
TITLE ..............................................................................................................
i
APPROVAL ....................................................................................................
ii
NOTE OF ADVISOR I ....................................................................................
iii
NOTE OF ADVISOR II ..................................................................................
iv
DECLARATION ............................................................................................
v
MOTTO ..........................................................................................................
vi
DEDICATION ................................................................................................
vii
ACKNOWLEDGMENT .................................................................................
vii
TABLE OF CONTENT ..................................................................................
ix
ABSTRACT ....................................................................................................
xii
CHAPTER I : INTRODUCTION ..................................................................
1
A. Background of Study ......................................................
1
B. Limitation of the Study ...................................................
6
C. Problem of the Study.......................................................
6
D. Objective of the Study.....................................................
6
E. Significance of the Study ................................................
7
F. Thesis Organization ........................................................
8
CHAPTER II : REVIEW OF RELATED LITERATURE .............................
10
A. Previous Study ...............................................................
10
1. Martinez ....................................................................
10
2. Aslan .........................................................................
11
x
3. Bobanovic and Mircovic ...........................................
12
4. Zeynali ......................................................................
13
5. Alhaisoni ...................................................................
14
6. Ozyilmaz ...................................................................
15
7. Kayaoglu ...................................................................
16
8. Sholicah .....................................................................
17
9. Tam ...........................................................................
18
B. Underlying Theory ..........................................................
19
1. Language Learning Strategy ....................................
19
2. Language Learning Strategy and Second Language
Acquisition ................................................................
20
3. Classification / Taxonomy of Language Learning
Strategy .....................................................................
22
a. Ruben’s taxonomy ............................................
22
b. O’Malley Taxonomy.........................................
27
c. Stren’s taxonomy ..............................................
37
d. Oxford Taxonomy.............................................
39
C. Theoretical Framework ..................................................
47
CHAPTER III : RESEARCH METHOD .........................................................
48
A. Type of the Research.......................................................
48
B. Subject of the Study ........................................................
49
C. Object of the Study .........................................................
49
D. Data and Data Source ......................................................
49
xi
E. Method of Collecting Data ..............................................
51
F. Data Validity ..................................................................
53
G. Technique for Analyzing Data ........................................
53
CHAPTER IV : RESEARCH FINDING AND DISCUSSION .......................
56
A. Research Finding ............................................................
56
1. Type of Learning Strategies Used by Male and
Female Students .......................................................
56
2. Dominant Learning Strategies Used by Male and
Female Students .......................................................
82
3. The Similarities of Learning Strategies Used by
Male and Female Students ......................................
84
4. The Differences of Learning Strategies Used by
Male and Female Students .......................................
85
B. Discussion ......................................................................
86
CHAPTER V : CONCLUSION, PEDADOGOCAL IMPLICATION AND
SUGGESTION......................................................................
100
A. Conclusion .....................................................................
100
B. Pedagogical Implication .................................................
101
C. Suggestion ......................................................................
102
BIBLIOGRAPHY
APPENDICES
xii
ABSTRACT
Beta Hima Mahayu. S 200140017. ENGLISH LEARNING STRATEGIES
USED BY MALE AND FEMALE STUDENTS OF INSAN CENDEKIA AL
MUJTABA JUNIOR HIGH SCHOOL. Thesis. Muhammadiyah University
of Surakarta. 2015.
This study focuses on English learning strategy at the eight grade of
Insan Cendekia Al Mujtaba Junior High School. This study is aimed at describing
the type of learning strategy, the dominant learning strategy, the similarities, the
differences learning strategy used by male and female students at the eight grade
of Insan Cendekia Al Mujtaba Junior High School.
This is a descriptive qualitative research. The subject of the study is the
eight grade of Insan Cendekia Al Mujtaba Junior High School which consists of
50 students (25 male students and 25 female students). The methods of collecting
data are observation, interview, questionnaire, and document analysis. In
analyzing data, the writer uses an interactive model, namely the data reduction,
the data display, and conclusion.
Based on the research finding, the type of learning strategies used by
male and female students cover the six strategies proposed by Oxford, namely:
memory strategy, cognitive strategy, compensation strategy, metacognitive
strategy, affective strategy, and social strategy. The dominant learning stratey
used by female students is metacognitive strategy and the dominant learning
strategy used by male students is social strategy. The similariries of learning
strategies used by male and female students are both of male and female students
used metacognitive and social strategy and they did not use memory and cognitive
straetegy. Moreover, the differences of learning strategies are most of female
students used affective strategy and did not use compensation strategy. However,
male students mostly used compensation strategy and did not use affective
strategy.
Keywords: Learning Strategies, Oxford Taxonomy, Male and Female Students,
Qualitative Research
xiii