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LEARNING STRATEGY TO ACHIEVE HIGH SCORE IN TOEIC US ED
BY STUDENTS OF MUHAMMADIYAH UNIVERSITY SURAKARTA
2013/ 2014 ACADEMIC YEAR
PUBLICATION ARTICLE
Submitted as a Partial Fulfillment of the Requirements for Getting Master Degree of Education
in English Department
by:
ERMA NURHAYATI FIRDAUS S200 120 021
POST GRADUATED- ENGLISH DEPARTMENT
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2013
LEARNING STRATEGY TO ACHIEVE HIGH SCORE IN TOEIC US ED
BY STUDENTS OF MUHAMMADIYAH UNIVERSITY SURAKARTA
First Consultant
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APPROVAL
PUBLICATION ARTICLE
LEARNING STRATEGY TO ACHIEVE HIGH SCORE IN TOEIC US ED
BY STUDENTS OF MUHAMMADIYAH UNIVERSITY SURAKARTA
2013/ 2014 ACADEMIC YEAR
Proposed by:
ERMA NURHAYATI FIRDAUS S200 120 021
Surakarta, June 2014
Approved to be Examined by:
First Consultant
LEARNING STRATEGY TO ACHIEVE HIGH SCORE IN TOEIC US ED
BY STUDENTS OF MUHAMMADIYAH UNIVERSITY SURAKARTA IN
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LEARNING STRATEGY TO ACHIEVE HIGH SCORE IN TOEIC US ED BY STUDENTS OF MUHAMMADIYAH UNIVERSITY SURAKARTA
2013/ 2014 ACADEMIC YEAR
Erma Nurhayati Firdaus S200 120 021
Post Graduated- English Department Muhammadiyah University Of Surakarta
Abstract This research focuses in three points; they are types of lerning strategies applied by Muhammadiyah students to achieve high score of TOEIC, Dominant learning strategies, and the reason of why the students applied such learning strategies. Therefore, the objective of this research are (1) to find out the types of learning strategies applied by Muhammadiyah University students to achieve high score of TOEIC, (2) the dominant learning strategies, and the last is their reason to use there to use those strategies. This research is a descriptive qualitative research with case study. The sampling technique used in this research is a total sampling techniques which analyze the types of learning strategies used by three students of Economy Faculty of Muhammadiyah University. This research applied two kinds of method of data collections: content analysis and interview by using open ended interview and questionnaire as the instrument of data analysis. The data were collected from the three students of Economy Faculty. The data were collected from the interview result and questionnaire. The data were analyzed based on O’Malley taxonomy of learning strategy. The findings of the research shows that the three respondents have applied multiple strategies associated with O’Malley taxonomy of learning strategy. They are meta-cognitive, cognitive, and socio-affective. They use each type of strategy to increase their capability of learning L2 language (English). There were no significant dominant learning strategy used by them, but they have some similarity and differences of applying some strategy for listening comprehension part of TOEIC test. The three strategy of O’Malley called as meta-cognitive, cognitive, and socio-affective and their descriptions have power in influencing the quality of the respondent’s result test. The different strategy chosen by the respondent had given different score for their TOEIC test. It proves that the type of strategy of meta-cognitive, cognitive, and socio-affective has significant impact in the quality of learning L2. Key Word: Learning Strategy, O’Malley taxonomy and TOEIC.
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A. Introduction
According to Ellis (2000: 3) in Fauziati (2009: 75) “second language
acquisition is the way in which people speak a language other than their
mother tongue, inside or outside of a classroom; and second language
acquisition is the study of this”. Most of Indonesian learns English inside a
classroom. It can be seen from the number of education institution which
prefers to put English into their subject than their mother tongue.
Theoretically, many students can learn English as long as they are provided
well learning environment, a good time to learn, reinforce environment,
effective method of teaching learning process, the material in learning and
they have wise teachers that know what the students needed.
In conducting high quality of learning outcomes, students must provide
good learning habit. Foremost, learning is process of acquiring knowledge can
be viewed on a continuum from basic to complex (Dembo, 2004: 38).
According to Anderson and Krathwohl (2001: 65), there are two type of
learning; rote learning and meaningful learning. According to Mayer in
Anderson and Kartwohl (2001: 65), rote learning is consistent with the view
of learning as knowledge acquisition, in which students seek to add new
information to their memories. Meaningful learning is recognized as an
important educational goal. According to Brown in Anderson and Kartwohl
(2001: 65), meaningful learning requires that instructions go beyond the
simple presentation of factual knowledge and that assessment tasks require
more of students than simply recall or recognition of factual knowledge.
Meanwhile Ausubel in Fauziati (2009: 35) rote learning is a process in
which the material is learned arbitrarily and verbatim. In rote learning, the
students learn through repetition without trying to make sense of the material.
On the other hand, material learned in a meaningful way is acquired in a non-
arbitrary and a non verbatim fashion. The students in meaningful learning
attempt to make sense of the information so that it will be stored in LTM (long
term memory) and retrieved when it is needed. In language learning (ILL)
reflects a move towards more learner-centered approaches viewing learners as
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individuals with needs and rights, who can develop and exercise responsibility
for their learning.
Learning English is one of the activities done in many teaching
learning processes. It is not easy for every people to learn and teach English
very well. There are many difficulties found in understanding English.
Learning English means studying a foreign language. According Brown
(1997: 7) learning is acquiring or getting knowledge of a subject or a skill by
studying, experience or instruction. Krasen (in Fauziati, 2002: 149) explains
clearly definition of learning. It is conscious process which results in separate
system of simple grammar rules, knowledge about the second language.
To learn English, students need strategies. According to Oxford (1990)
informs that ‘strategy’ comes from the Greek word ‘Strategia’ which means
generalship or the get of war. Strategy meant the management of the troops,
ships, or aircraft in a war situation. Oxford (1992: 18) strategies are tools for
the self-directed involvement necessary for developing communicative ability.
Chamot (2005: 112) strategies are the procedures making easier to learn
something, especially language learning. Gagne (in Brown: 2009) strategies
are one’s internal ability to think solve problems and make decisions. So,
strategies are tactics done by students to make more flexibility in thinking and
to develop their continue skills by using a good and correct language.
TOEIC is the test of English for international communication. The
TOEIC test is also a proficiency test for people whose native language is not
English, but it test proficiency at all levels from beginning to advance. The
TOEIC has been developed by linguist, language experts, and staff to evaluate
the English language skills of nonactive speakers of English in the field of
business. The aim of this test is to measure the ability English language such
as vocabulary and grammar.
TOEIC is used as the requirement to graduate from college and it is
important to find job in some companies. According to Barron (1990: 145)
TOEIC is used by government agencies, multinational corporations, and
international organizations to ascertain the English-language capabilities of
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employees and prospective employees. TOEIC is a test of an individual's
ability to use and understand English in an academic setting designed and
administered by Educational Testing Service. Furthermore, there are two
sections on the TOEIC test, they are listening comprehension and reading
comprehension.
According in Lougheed (1964: 3), TOEIC has been used in
internationally as a standard assessment of English-language proficiency.
According to ETS (Educational Testing Service) (1989: 235) TOEIC test is to
evaluate the English language skills of nonnative speakers of English in the
field business. The scores are used as an independent measure of proficiency
and can be helpful in identifying personal capable of handling language-
specific responsibilities, in placing personnel in language-training programs,
and in promoting personnel to positions where reliable linguistic standards are
met. Language-training programs use the TOEIC to establish language-
training goals and to assess students’ progress in overall English ability.
To conduct this research, the writer focused on O’Malley taxonomy of
learning strategy. According O’Malley (1985: 582) language learning
strategies divided into three main subcategories, that is meta-cognitive,
cognitive, and socio-affective strategies.
1) Meta-cognitive Strategies
Its’ used in information-processing theory to indicate an “executive”
function. The strategies which involve planning for learning, thinking about
learning process as it is taking place, monitoring of one’s production or
comprehension, and evaluating learning after an activity is completed. It is
include advance organizers, directed attention, selective attention, self-
management, functional planning, self-monitoring, delayed production, and
self-evaluation.
a) Advance Organizers
It is making a general but comprehensive preview of the organizing
concept or principle in an anticipated learning activity.
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b) Directed Attention
It is deciding in advance to attend in general to learning task to ignore
irrelevant distracters.
c) Selective Attention
It is deciding in advance to attend to specific aspects of language input
or situational details that will cue the retention of language input.
d) Self-Management
It is the understanding conditions that can help one learn and
arranging for the presence of those conditions
e) Functional Planning
It is planning for and rehearsing linguistic components necessary to
carry out an upcoming language task.
f) Self-Monitoring
It is correcting one’s speech for accuracy in pronunciation, grammar,
vocabulary, or for appropriateness related to the setting or the people who
are present.
g) Delayed Production
It is consciously deciding to postpone speaking in order to learn
initially through listening comprehension.
h) Self-Evaluation
It is checking the outcomes of one’s own language learning against
an internal measure of completeness and accuracy.
2) Cognitive
Its’ limited to specific learning tasks and they involve more direct
manipulation of the learning material itself. It is contain repetition,
resourcing, translation, grouping, note taking, deduction, recombination,
imagery, auditory representation, key word, contextualization, elaboration,
and inference.
a) Repetition
It is imitating a language model; include overt practice and silent
rehearsal.
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b) Resourcing
It is using target language reference materials.
c) Translation
It is using the first language as a base for understanding and/or producing
the second language.
d) Grouping
It is reordering or reclassifying, and perhaps labeling, the material to be
learned based on common attributes.
e) Note Taking
It is writing down the main idea, important points, the outline, or
summary of information presented orally or in writing.
f) Deduction
It is consciously applying rules to produce or understand the second
language.
g) Recombination
It is constructing a meaningful sentence or larger language sequence by
combining known elements in a new way.
h) Imagery
It is relating new information to visual concepts in memory via familiar,
easily retrievable visualizations, phrases, or locations.
i) Auditory Representation
It is retention of the sound or a similar sound for a word, phrases, or
longer language sequence.
j) Key Word
It is remembering a new word in the second language by identifying a
familiar word in the first language that sounds like or otherwise
resembles the new word. Generating easily recalled images of some
relationship between the new word and the familiar word.
k) Contextualization
It is placing a word or phrase in a meaningful language sequence.
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l) Elaboration
It is relating new information to other concepts in memory.
m) Transfer
It is using previously acquired linguistic and/or conceptual knowledge to
facilitate a new language learning task.
n) Inference
It is using available information to guess meanings of new items, predict
outcomes, or fill in missing information.
3) Socio-affective
Its’ have to do with social mediating activities and interacting with
others. The main socio-affective are cooperation and question for
clarification.
a) Cooperation
It is working with one or more peers to obtain feedback, pool information,
or model a language activity.
b) Question of Clarification
It is asking a teacher or other native speaker for repetition, paraphrasing,
explanation, and/or examples.
B. Research Method
In this research, the writer is carrying out a qualitative research.
According Rossman (1997: 7) qualitative research is conducted in natural
settings rather than controlled ones; it assumes that humans use what they see
and hear and fell to make meaning of social phenomena.
This study was conducted at Muhammadiyah University of Surakarta.
It is focused on the students of economy faculty. The subject of this research
was three subjects who have high score of TOEIC. The students who get the
highest score of TOEIC test are Bagus Teguh Nugroho, Catur Budi Setiyawan
and Nurin Hidayat. Both subjects are in different gender, the two subjects are
male subjects and female subject which have different strategies to solve the
TOEIC matters.
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Object of study refers to the analysis interpretation and the objective
of the research. The objects of the research are as follows: (1) the types of
learning strategies used by the Economy students of Muhammadiyah
University of Surakarta to achieve high score of TOEIC test, (2)the dominant
learning strategy used by Economy students Muhammadiyah University of
Surakarta to achieve high score of TOEIC test, (3) the reason for the
Economy students of Muhammadiyah University of Surakarta to use the
strategy to achieve high score of TOEIC test, (4) The pedagogical implication
of the dominant learning strategy being applied in TOEIC test by the
Economy students of Muhammadiyah University of Surakarta.
The data of the research were TOEIC score and information derived
from the interview about students’ behavior and field notes got from the
interview. The information in this research was obtained from the LC and
students who have high score in TOEIC test.
The data in this research are analyzed by using case study. The writer
provides description of phenomena that occur naturally without the
intervention of an experiment and artificially contrived treatment.
C. Research Findings and Discussion
The writer gets some research finding in analyzing The learning
strategy used by the three students of Economy Faculty. Each finding has
some cases to be discussed. After they have examined, all of components will
get back together in a schematic manner in the discussion.
1. Findings
Based on the research findings, it was gain information about the
types of learning strategy, dominant learning strategy, and the reason for
the respondent to use the strategy.
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a. Types of learning strategy by respondent 1
Primary Strategy Classification Example Of Strategy 1) Metacognitive : a) Advance Organizer � Planning for organizational
learning by making schedule of learning
b) Directed Attention � he is deciding in advance to attend in general to learning task to ignore irrelevant distracters
c) Selective Attention � He directly pay attention to the specific area of problem in the test by reading the answer at first time before answering the test.
� He is focus to understand the main point of the question and the setting
d) Self – Management � He focus on the choice of answer before answering
� Focus to listen the whole conversation
e) Functional planning � He pays attention to introduction and first part of dialogue
� He learns the type of the test and catches the point of the question
� Study the grammatical and context of situation
f) Self Monitoring � Focuses on the conjuction and preposition
� Study the functional expression necessary for the test.
g) Delayed Production � Pay attention on the meaning pronunciation and sound
� He uses the target language reference materials
h) Self – Evaluation � He studies the first language as a base for understanding and/ or producing the second language
� He is reordering or reclassifying, and perhaps labeling, the material to be learned based on common attributes
� He is writing down the main idea, important points, the outline, or summary of information presented orally or in writing
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2) Cognitive: a) Repetition � he is consciously applying rules to
produce or understand the second language
b) Resourcing � he practice and study the
simulation test for several times � he check his answer for several
times c) Translation � he uses the several TOEIC books,
such as Longman and Cambridge d) Grouping � He guess the meaning of the
source language to the target language based ion context
� He finds the meaning of the text e) Note taking � He classify the test model f) Deducation � He classify the genre, words,
phrase and expression g) Recombination � He writes new vocabularies and
expression during study � Study the grammatical rules of
English as the basic to understand sentences and text
h) Imagery � he reads the whole sentences to catch the point of the sentences and text
i) Auditory Representation � he pays attention on the question word
j) key word � study the tenses � Guessing the photographs or the
picture meaning k) Contextualization � Trying o catch the image point l) Elaboration � Listen carefully to the speaker
conversation and dialogue � Listen carefully to the order of the
speaker m) Transfer � Remembering the new words of
the target language n) Inferencing � Applying the functional
expression � Understanding the second
language meaning in context 3) Socio – affective: a) Cooperative � It is relating new information to
order concepts in memory
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� It is using previously acquired linguistic and / or conceptual knowledge to facilitate a new language learning task
b) Question of clarification � it is using available information to guess meanings of new items, predict outcomes, or fill in missing the question
� guessing the meaning of any important word to answer the questions
� consulting the work to the professional mentor to check the mistake
� consulting the right answer to the mentor
� asking the final solution to the professional mentor
b. Types of learning strategy by respondent 2
Primary Strategy Classification Example Of Strategy 4) Metacognitive : a) Advance Organizer � Planning for organizational
learning by making schedule of learning
b) Directed Attention � he is deciding in advance to attend in general to learning task to ignore irrelevant distracters
c) Selective Attention � He directly pay attention to the specific area of problem in the test by reading the answer at first time before answering the test.
� He is focus to understand the main point of the question and the setting
d) Self – Management � He focus on the choice of answer before answering
� Focus to listen the whole conversation
e) Functional planning � He pays attention to introduction and first part of dialogue
� He learns the type of the test and catches the point of the question
� Study the grammatical and context of situation
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f) Self Monitoring � Focuses on the conjuction and preposition
� Study the functional expression necessary for the test.
g) Delayed Production � Pay attention on the meaning pronunciation and sound
� He uses the target language reference materials
h) Self – Evaluation � He studies the first language as a base for understanding and/ or producing the second language
� He is reordering or reclassifying, and perhaps labeling, the material to be learned based on common attributes
� He is writing down the main idea, important points, the outline, or summary of information presented orally or in writing
i) Cognitive: a) Repetition � he is consciously applying rules to
produce or understand the second language
� b) Resourcing � he practice and study the
simulation test for several times � he check his answer for several
times c) Translation � he uses the several TOEIC books,
such as Longman and Cambridge d) Grouping � He guess the meaning of the
source language to the target language based ion context
� He finds the meaning of the text e) Note taking � He classify the test model f) Deducation � He classify the genre, words,
phrase and expression g) Recombination � He writes new vocabularies and
expression during study � Study the grammatical rules of
English as the basic to understand sentences and text
h) Imagery � he reads the whole sentences to catch the point of the sentences and text
i) Auditory Representation � he pays attention on the question
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word j) key word � study the tenses
� Guessing the photographs or the picture meaning
k) Contextualization � Trying o catch the image point l) Elaboration � Listen carefully to the speaker
conversation and dialogue � Listen carefully to the order of the
speaker m) Transfer � Remembering the new words of
the target language n) Inferencing � Applying the functional
expression � Understanding the second
language meaning in context o) Socio – affective: � a) Cooperative � It is relating new information to
order concepts in memory � It is using previously acquired
linguistic and / or conceptual knowledge to facilitate a new language learning task
b) Question of clarification � it is using available information to guess meanings of new items, predict outcomes, or fill in missing the question
� guessing the meaning of any important word to answer the questions
� consulting the work to the professional mentor to check the mistake
� consulting the right answer to the mentor
� asking the final solution to the professional mentor
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c. Types of learning strategy by respondent 3
Primary Strategy Classification Example Of Strategy 5) Metacognitive : j) Advance Organizer � Planning for organizational
learning by making schedule of learning
k) Directed Attention � he is deciding in advance to attend in general to learning task to ignore irrelevant distracters
l) Selective Attention � He directly pay attention to the specific area of problem in the test by reading the answer at first time before answering the test.
� He is focus to understand the main point of the question and the setting
m) Self – Management � He focus on the choice of answer before answering
� Focus to listen the whole conversation
n) Functional planning � He pays attention to introduction and first part of dialogue
� He learns the type of the test and catches the point of the question
� Study the grammatical and context of situation
o) Self Monitoring � Focuses on the conjuction and preposition
� Study the functional expression necessary for the test.
p) Delayed Production � Pay attention on the meaning pronunciation and sound
� He uses the target language reference materials
q) Self – Evaluation � He studies the first language as a base for understanding and/ or producing the second language
� He is reordering or reclassifying, and perhaps labeling, the material to be learned based on common attributes
� He is writing down the main idea, important points, the outline, or summary of information presented orally or in writing
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r) Cognitive: p) Repetition � he is consciously applying rules to
produce or understand the second language
� q) Resourcing � he practice and study the
simulation test for several times � he check his answer for several
times r) Translation � he uses the several TOEIC books,
such as Longman and Cambridge s) Grouping � He guess the meaning of the
source language to the target language based ion context
� He finds the meaning of the text t) Note taking � He classify the test model u) Deducation � He classify the genre, words,
phrase and expression v) Recombination � He writes new vocabularies and
expression during study � Study the grammatical rules of
English as the basic to understand sentences and text
w) Imagery � he reads the whole sentences to catch the point of the sentences and text
x) Auditory Representation � he pays attention on the question word
y) key word � study the tenses � Guessing the photographs or the
picture meaning z) Contextualization � Trying o catch the image point aa) Elaboration � Listen carefully to the speaker
conversation and dialogue � Listen carefully to the order of the
speaker bb) Transfer � Remembering the new words of
the target language cc) Inferencing � Applying the functional
expression � Understanding the second
language meaning in context dd) Socio – affective: c) Cooperative � It is relating new information to
order concepts in memory
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� It is using previously acquired linguistic and / or conceptual knowledge to facilitate a new language learning task
d) Question of clarification � it is using available information to guess meanings of new items, predict outcomes, or fill in missing the question
� guessing the meaning of any important word to answer the questions
� consulting the work to the professional mentor to check the mistake
� consulting the right answer to the mentor
� asking the final solution to the professional mentor
d. Dominant Learning Strategy
No Learning Strategy Competence
Subjects Learning Strategy
R1 R2 R3
6) Metacognitive : i) Advance Organizer Planning for organizational learning by
making schedule of learning. � � �
j) Directed Attention Deciding in advance to attend in general to learning task to ignore irrelevant distracters.
�
�
�
k) Selective Attention Paying attention to the specific area of problem in the test by reading the answer at first time before answering the test. Focusing to understand the main point of the question and the setting.
�
�
�
l) Self - Management Focusing on the choice of answer before answering. Focusing to listen the whole conversation.
�
�
�
m) Functional planning Paying attention to introduction and first part of dialogue. Learning the type of the test and catches the point of the question. Studying the grammatical and context
�
�
�
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of situation. n) Self Monitoring Focusing on the conjunction and
preposition. Studying the functional expression necessary for the test.
�
�
�
o) Delayed Production Paying attention on the meaning pronunciation and sound. Using the target language reference materials.
�
�
�
p) Self – Evaluation Studying the first language as a base for understanding and/ or producing the second language. Reordering or reclassifying, and perhaps labeling, the material to be learned based on common attributes. Writing down the main idea, important points, the outline, or summary of information presented orally or in writing.
�
�
�
Table 2.2. Cognitive Strategy
No Learning Strategy Competence
Subjects Learning Strategy
R1 R2 R3
7) Cognitive: a) Repetition consciously applying rules to produce
or understand the second language � � �
b) Resourcing practicing and studying the simulation test for several times using the several TOEIC books, such as Longman and Cambridge
�
�
�
c) Translation Paying attention to the specific area of problem in the test by reading the answer at first time before answering the test. Focusing to understand the main point of the question and the setting.
�
�
�
d) Grouping Focusing on the choice of answer before answering. Focusing to listen the whole conversation.
�
�
�
e) Note taking Paying attention to introduction and first part of dialogue. Learning the type of the test and catches
�
�
�
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the point of the question. Studying the grammatical and context of situation.
f) Deduction Focusing on the conjunction and preposition. Studying the functional expression necessary for the test.
�
�
�
g) Imagery Paying attention on the meaning pronunciation and sound. Using the target language reference materials.
� � �
h) Auditory Representation
Studying the first language as a base for understanding and/ or producing the second language. Reordering or reclassifying, and perhaps labeling, the material to be learned based on common attributes. Writing down the main idea, important points, the outline, or summary of information presented orally or in writing.
� � �
i) key word Consciously applying rules to produce
or understand the second language.
� � �
j) Contextualization Practicing and studying the simulation test for several times. Checking his answer for several times.
� � �
k) Elaboration Using the several TOEIC books, such as Longman and Cambridge.
� � � l) Transfer Guessing the meaning of the source
language to the target language based on context. Finding the meaning of the text.
�
�
�
m) Recombination He writes new vocabularies and expression during study. Study the grammatical rules of English as the basic to understand sentences and text.
�
�
�
n) Inferencing Applying the functional expression. Understanding the second language
� � �
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meaning in context.
Table 2.3. Socio - affective Strategy No
Learning Strategy Competence
Subjects Learning Strategy
R1 R2 R3
o) Socio - Affective:
p) Cooperative relating new information to order
concepts in memory using previously acquired linguistic and / or conceptual knowledge to facilitate a new language learning task
�
�
�
q) Question of clarification
it is using available information to guess meanings of new items, predict outcomes, or fill in missing the question guessing the meaning of any important word to answer the questions consulting the work to the professional mentor to check the mistake consulting the right answer to the mentor asking the final solution to the professional mentor
�
�
�
e. The Reason for the Respondent to use the strategy
Based on the analysis, the students choose the three strategy to
achieve high score of TOEIC in order to activate their linguistic knowledge
of the target language (English) previously learned or acquired rather than
recourse to the structure of their mother tongue. It occurs because they have
already got a considerable knowledge of the target language. In other words,
we can say that they attempted to build up hypothesis about the target
language (English) from the limited knowledge or experience of it in the
classroom.
2. Discussion
The findings of this research show that the three respondents taken
from the students of Economy faculty of Muhammadiyah University has
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apply three different learning strategy which are metacognitive, cognitive,
and socio affective to achieve the higher score of TOEIC. The strategy is
taken based on the theory of O’Malley learning strategy. This research
belongs to qualitative research which describes the type of the learning
strategy used by the students of Economy faculty of Muhammadiyah
University.
D. Conclusion
Based on the analysis of the data findings, the writer concludes that the
respondents taken from the students of Economy faculty of Muhammadiyah
University apply almost all of those strategies proposed by O’Malley and
Chamot; metacognitive strategy, cognitive strategy and socio-affective
strategy to improve their English skill for achieving high score of TOEIC test.
Although they use the same learning strategies, they have different in the
action and concentration on the use of the strategies especially the strategies
for preparing the listening comprehension section of the test.
The respondents use eight metacognitive strategies, namely advance
organizer, directed attention, selective attention, self management, functional
planning, self monitoring, delayed production, and self evaluation. Besides,
they use fourteen cognitive strategies; repetition, resourcing, imagery,
elaboration, translation, grouping, deduction, note-taking, recombination,
auditory representation, key word, contextualization, elaboration, transfer, and
inferencing. And two socio-affective strategies which are cooperation and
question for clarification.
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