LEARNING STRATEGIES EMPLOYED BY EFL LEARNERS OF SMAN 1 DURENAN TRENGGALEK

THERESYA ANGGARWATI E. S., 2813123152 (2017) LEARNING STRATEGIES EMPLOYED BY EFL LEARNERS OF SMAN 1 DURENAN TRENGGALEK. [ Skripsi ]

Preview	Text COVER.pdf Download (401kB) | Preview
Preview	Text ABSTRACT.pdf Download (71kB) | Preview
Preview	Text TABLE OF CONTENTS.pdf Download (137kB) | Preview
Preview	Text CHAPTER 1.pdf Download (152kB) | Preview
Preview	Text CHAPTER 2.pdf Download (206kB) | Preview
Preview	Text CHAPTER 3.pdf Download (184kB) | Preview
Preview	Text CHAPTER 4.pdf Download (274kB) | Preview
Preview	Text CHAPTER 5.pdf Download (189kB) | Preview
Preview	Text CHAPTER 6.pdf Download (145kB) | Preview
Preview	Text REFERENCES.pdf Download (178kB) | Preview

Abstract

ABSTRACT Anggarwati, Theresya. Register Number Student. 2813123152. 2017. Learning Strategies Employed by EFL Learners of SMAN 1 Durenan Trenggalek. Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) of Tulungagung. Advisor: Faizatul Istiqomah, M. Ed. Keywords: Language Learning Strategies, Good Learner, English as Foreign Language Language skills are important to be mastered by every language learner. Hence, an institution has important role in facilitating students’ learning. On the other hand, the learners should have language learning strategies to support their learning. There are two classifications of language learning strategies based on Oxford (1990), they are direct strategies and indirect strategies. The direct category is like the Performer in a stage play; the indirect category is like the Director of the play. The direct strategy is divided into three subclasses; memory, cognitive, and compensation. And the indirect strategy is divided into three subclasses too; metacognitive, affective, and social. Some of the strategies are employed by students in SMAN 1 Durenan Trenggalek. The research problems in this study: 1) What are learning strategies employed by the EFL learners of SMAN 1 Durenan Trenggalek? and 2) How the learners perceive their learning strategies toward their achievement in learning English? The objectives of this study are to discover specific language learning strategies used by students who are categorized as good language learners in learning English and to identify the influence of language learning strategies to their achievement in learning English. The research applied a descriptive design with qualitative approach. This research was conducted on four students in SMA Negeri 1 Durenan Trenggalek categorized as good learners of English. The subjects of this research were selected based on certain criteria as follows: a) they find their own way, taking charge of their learning, b) they make their own opportunities for practice in using the language inside and outside the classroom, c) they learn to live uncertainty by not getting flustered and continuing to talk or listen without understanding every word, d) they use linguistic knowledge, including knowledge of their first language, in learning a foreign language, e) they learn to make intelligent guesses, f) they learn certain tricks that help to keep conversation going, g) they learn certain production strategies to fill in gaps in their own competence, h) they learn different styles of speech and writing and learn to vary their language according to the formality of the situation (Thompson, 2001), i) the subjects were those who participated actively during the process of teaching and learning, j) the subjects have relatively high score at their English indicated by their scores of English test, k) the subjects have joined and become the winners of English Olympiad and English contest. The data for this research were taken from in-depth interviews, observation, filling up questionnaires, and making field note. The results of this study show that all subjects employed more than one strategies or various strategies as follows: the memory strategies 1) creating mental linkages, 2) applying images and sounds, the cognitive strategies 1) practicing, 2) receiving and sending messages, 3) analyzing and reasoning, the compensation strategies 1) guessing intelligently, 2) overcoming limitation in speaking and writing by using mime and gestures when speaking, the metacognitive strategies 1 ) centering their learning, 2) arranging and planning their learning, 3) evaluating their learning by self evaluating, the affective strategies 1) lowering their anxiety by using music, deep breathing and using laughter, 2) encouraging themselves by making positive statement and the social strategies 1) asking for questions by asking for clarification and asking for correction, 2) cooperating with others by cooperating with peers and English teacher. Meanwhile, the employed learning strategies were contributive for their achievement in which: 1) they could develope their language ability, 2) they could improve their speaking skill, 3) they could enrich their vocabularies and imrpove their pronunciation, 4) they got meaningful and useful feedback, 5) they could improve their grammar mastery and 6) increasing their English score. It can be concluded that learning strategies of the students are very useful and helpful in learning English as a foreign language. Learning strategies are believed to be responsible for successful language acquisition and a significant determinant of ultimate success in language learning. Thus, in learning English as a foreign language, good language learning strategies are significant. Learners need to know how to learn, and teachers need to know how to facilitate their process. Hopefully this study will also inspire other researchers who are interested in conducting research on other aspects of language learning strategies.

Actions (login required)

View Item