the student’s language learning strategy at city thesisrepository.uinjambi.ac.id/1835/1/silvi...

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THE STUDENT’S LANGUAGE LEARNING STRATEGY AT

SEVEN GRADE JUNIOR HIGH SCHOOL AL AZHAR JAMBI

CITY

THESIS

BY:

SILVI ROSDIANTI

NIM : TE 151623

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY SULTHAN THAHA

SAIFUDDIN JAMBI

2019

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THE STUDENT’S LANGUAGE LEARNING STRATEGY AT

SEVEN GRADE JUNIOR HIGH SCHOOL AL AZHAR JAMBI

CITY

THESIS Submitted as partial fulfillment of requirement to get

Undergraduate degree (S.1) in education

BY:

SILVI ROSDIANTI

NIM : TE 151623

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY SULTHAN THAHA

SAIFUDDIN JAMBI

2019

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DEDICATION

First of all, the writer gives praise and thankfulness to Allah SWT because his

blessing and the merciful with deeply this thesis can be finished.

I dedicated this thesis especially for:

My beloved parents, there are my Mother (Elvi susanti) and My Father (Rosadi),

thank you for your love, material, best support ,and prayer for me. Both of you

always give me best motivation when I am down. Your love give a power for me

to finish this thesis. I really love you all.

My beloved sister (Sakira febriani) thank you for your support, motivation and

kindness. You are so patiently with my characteristics, I love you so much.

For all my beloved family, my beloved lecturers, my first advisor (Dr.Tuti

Indriyani,M.Pd.I) and my second advisor ( Dr.M.Taridi.M.Pd) thank you for your

times, helps, and advice, teaching me until I finished my thesis.

My beloved all of friend organization HMI (himpunan mahasiswa islam) and also

All my friend thank you for giving support, helping, and always hear my

troubles, it really helps me.

I also want to thank you to all my friends, my classmates (English Member Class

of D 2015 )who can‟t mentioned one by one. Thank you for being my friends and

giving support to me.

Good Luck and success for you all

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MOTTO

إضاعة الوقت أسوأ من الموت.لأن الموت يفصلك عن العالم بينما يضيع الوقت الذي يفصلك عن

الله المام ابن القيم

Menyia-nyiakan waktu lebih buruk dari kematian. Karena kematian memisahkanmu dari dunia

sementara menyia-nyiakan waktu memisahkanmu dari Allah.

Imam ibnu Qayim..

Wasting time is worse than death. Because death separates you from the world while wasting time

separating you from God. Imam Ibnu Qayim ...

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ACKNOWLEDGEMENTS

By saying Alhamdulillahirabbil‟aalamiin all veneration to Allah SWT. The

beneficence and merciful, who has given us the mercy, and blessing and guidance

to complete writing this thesis. May peace and salutation always be given to our

prophet Muhammad SAW who has given his life moral improvement and to be

mercy to universe.

The goal of this thesis is a partial requirements for the undergraduate

degree (S1) in English Education Study Program at The State Islamic University

of SulthanThahaSaifuddin Jambi which is entitled “The Students’s Language

Learning Strategy at Seven Grade Junior High School Al Azhar Jambi city ”

The writer would like to express my sincere gratitude to Dr. Tuti

Indriyani,M.Pd.I as the first advisor and Dr M.Taridi,M.Pd as the second advisor

who have give me support, guidance for accomplishing this thesis. Then writer

also would like to express many thanks to the following people who provided me

helps in finishing this thesis, namely :

1. Prof.Dr.Su‟aidi Asy‟ari,MA,.Ph.D, as the Rector of The State Islamic

University of Sulthan Thaha Saifuddin Jambi.

2. Dr. Hj Armida, M.Pd.I as the Dean of Faculty of Education and Teacher

Training of The State Islamic University of Sulthan Thaha Saifuddin

Jambi.

3. Amalia Nurhasanah, M. Hum as Chief of English Education Study Program

of Education and Teacher Training Faculty in The State Islamic University

of Sulthan Thaha Saifuddin Jambi.

4. All lecturers at of Tarbiyah Science and Teacher Training Faculty in The

State Islamic University of Sulthan Thaha Saifuddin Jambi who gives

knowledge to writer.

5. The official administration staffs at The State Islamic University of Sulthan

Thaha Saifuddin Jambi.

6. All friends who give me support and suggestion to finish this thesis.

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ABSTRACT

Name : Silvi Rosdianti Major : English Education Study Program Title :The Student‟s Language Learning Strategy at Seven Grade Junior

High School Al Azhar Jambi City

The study was aimed to find out the student‟s language learning strategy at seven grade junior high school Al Azhar Jambi city. This research is descriptive qualitative. Learning strategies is one of the main factor that help determine how student learn. However student as different personalities so that they learn in many different strategies, data we collected through questionnaire and interview , questionnaire was used to investigated what learning strategies used by the student and Interview used to strength the data of the questionnaire . based on the result of the questionnaire and interview it can be seen that students tend to use metacognitive strategy, seen student follow lesson. It can be concluded that student has high strategy in used the meta cognitive strategies the result of the questionnaire show that meta cognitive strategies 85% then cognitive strategies 82% and socio affective 80% Key words: the student’s language learning strategy.

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ABSTRAK

Nama : Silvi Rosdianti Jurusan : Pendidikan Bahasa Inggris Judul :Strategi Belajar Bahasa Inggris Siswa Kelas Tujuh Al Azhar

Jambi City

Penelitian ini bertujuan untuk mengetahui strategi pembelajaran bahasa inggris siswa Di Kelas Tujuh Smp It Al Azhar Kota Jambi penelitian ini bersifat descriptive kualitatif . strategi belajar adalah salah satu faktor utama yang membantu siswa belajar. Namun siswa memiliki kepribadian yang berbeda sehingga mereka belajar dalam berbagai strategi, data yang saya kumpulkan melalui kuesioner digunakan untuk menyelidiki strategi pembelajaran apa yang di gunakan oleh siswa dan wawancara di gunakan untuk memperkuat data kuesioner berdasarkan hasil kuesioner, dari hasil wawancarar dapat dilihat bahwa siswa cenderung menggunakan strategi metakognitif , terlihat siswa mengikuti pelajaran dapat disimpulkan bahwa siswa memiliki strategi tinggi dalam menggunakan strategi metacognitive . kuesioner menunjukkan bahwa strategi metacognitiv 85% ,strategi kognitiv 82% dan sosio afektif 80%

Kata kunci:strategi belajar bahasa siswa

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TABLE OF CONTENT TITTLE COVER…………………..…………………………………. I PAGE TITTLE…………...................................................................... Ii OFFICIAL NOTE…………………………………………………... THESIS APROVAL…..………………………………………………

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ORIGINALITY THESIS STATEMENT………………………… V DEDICATION…………………..…………………………………… Vi MOTTO…... ………………………………………………………… Viii ACKNOWLEDGMENT……….…………………………………… Ix ABSTRACT………...………………………………………………… X ABSTRAK…………………………………………………………… Xi TABLE OF CONTENT……………………………………………. Xii LIST OF APPENDICES….………………………………………… Xiii

TABLE OF CONTENTS

CHAPTER I INTRODUCTION A. Background of Study................................................................... 1 B. Identification of the Problem ..................................................... 3 C. Focus of problem......................................................................... 3 D. Formulation of problem .............................................................. 4 E. Purposes of the research .............................................................. 4 F. Significance of the research ...................................................... 4 G. Definition of key terms ............................................................... 5

CHAPTER II REVIEW OF LITERATURE A. Definition of learning .................................................................. 6 B. Definition of language learning strategy ..................................... 7 C. Classification language learning strategy .................................. 11 D. Factor influencing strategy choice .............................................. 16

CHAPTER III RESEARCH DESIGN A. Research Design ........................................................................... 24 B. Setting and the subject of the research ......................................... 24 C. Source data ................................................................................... 24 D. Technique of collecting data......................................................... 25 E. Technique of data analysis .......................................................... 27

CHAPTER IV finding and discussion A. Finding ......................................................................................... 29 B. discussion...................................................................................... 42

CHAPTER V CONCLUSION A. conclusion ................................................................................... 51

REFERENCES APPENDIXES CONSULTATION CARD CURRICULUM VITAE

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LIST OF APPENDIXES

Appendix I : Interview transcript student

Appendix II : Quesionaire students

Appendix III : Documentation teacher and student

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CHAPTER I

INTRODUCTION

A. Background of the Study

Learning is one of the ways to know and understand the language. Even

though actually everyone is born in this world directly given competence in using

language, but it cannot be defined that everyone must learn the language itself. A

good way in learning something is by using strategies. Strategy can arranged good

way to understand something. In language learning, teacher takes the important

role. they should be a model of English and be able to choose the material and

models. they should be able to find some interesting strategies to make students

creative and active during teaching and learning process. Brown, H.Douglas

(2000:7) state that Teaching process cannot be defined apart from learning,

teaching is guiding and facilitating learning, enabling the learner to learn and

setting the condition of learning.

In the process learning, there is a way of each individual in acquiring the

learning. The way is more familiar with learning strategy. As foreign language,

students should have strategies to improve their language in learning English . A

good language learner are beloved to take conscious steps or action to improve

and regulate their language learning. It can do certain things because they have

the prerequisite abilities to do so. Suppose we can show that good language

learners do X, that X is strategic and that X contribute to their language learning.

According to Rubin and Thompson Version of a good learner also mentions

students who can find their own way (without always having to be guided by the

teacher through learning task), who are creative, who make intelligence guesses

who make their own opportunities for practice, who make errors for them not

against them, and who use contextual clues In this regard, the use of Language

learning strategies learners take full control of their learning process.

According to Oxford learning strategy is specific actions taken by the

learner to make learning easier, faster, more enjoyable, more self-directed, more

effective, and more transferable to new situations. From the Oxford definition we

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know that how the role of language learning strategy in the learning process is

very important, especially to help students to get good English achievement.

Language learning strategy have big influence to the educational area. As

explained that language learning strategy considered as key factor for learner

success in L2 It is because how the contributed of language learning strategy give

so many advantages for the learner, especially in learning English as second or

foreign language.

Ellis (2003:7 stated that Learning strategies are the particular approach or

technique that learners employ to try to learn an L2. Learning strategies also

clearly involve internal mental action, but they may involve physical action as

Well the claims made in the literature involve potential improvement in language

learning related to the selection of information from the input and the organization

to note that the ways in which information is selected from the input seems to be

an important part of the concept. Moreover, language strategies take important

position in acquiring foreign language, it will influence students' language

achievement not only influence their ability in applying it but also help the

students over come the difficulties and improve their language because they are

tool for active, self- directed movement, which is essential for developing

communicative competence. According to O'malley and chamot (1990) that have

helped to organize myriad of strategies available to language learners by

identifying and describing three major categorized such us a metacognitive

strategy might the control own learning or evaluate own progress, a cognitive

strategy might be to write down key ideas during a lecture, a social or affective

strategy might be to use self-talk (silently giving oneself encouragement) to lower

anxiety.

Chuin And Sarjit (2015), the English majors were reported to use

metacognitive strategies the most (highest mean score of 4.04) followed by social

and cognitive strategies. metacognitive, social and cognitive strategies were

ranked as the top three strategies used among the English major. A part from that

the compensation and affective strategies were ranked as the fourth and fifty less

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used strategies by English major, with means score of 3.76 and 3.19 the less

perfectively.

In this research. The researcher conduct grand tour toward the students

learning strategies at junior high school Al Azhar Jambi city . according to the

information above . the researcher interested in analyzing the type of learning

strategies used by students junior high school Al Azhar Jambi city. In addition the

researcher found that students of junior high school Al Azhar Jambi city have a

good language skill because the students have followed the competition of speech,

poetry and become the winner of the competition. The students applies the

English language in daily activity twice a month. Beside that, the curriculum is

used K13.

In conclusion the researcher concludes that language learning strategy

includes to one factor affecting learner success in learning English as second

language. Language learning strategies divided into six groups. They are memory

strategies which relate to how students remember language, cognitive strategies

which related to how students acquire knowledge about language, compensation

strategies which enable students to make up for limited language, meta-cognitive

strategies relating to how students manage the learning process, affective

strategies relating to students feelings, and social strategies which involve

learning by interaction with others.

Based on the explanation above, the research interest in conducting a

research entitled “The Student language Learning Strategy at Seven grade of

Junior High School Al Azhar Jambi City”.

B. Identification of the problem

Based on pre-observation the researcher conducted at seven grade of

Junior High School Al Azhar Jambi city on 17th November 2018, the

researcher identified there are some problem of such as:

1. The students have knowledge about English language learning strategy

2. The students do not know what strategy they used in learning English

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C. Focus of Problem

In this study, the writer focuses on learning employed by the students

of Junior High School Al Azhar Jambi City.

D. Formulation of problem

The research question is formulated as follow :

1. What are the learning strategy that used by The students at seven grade

Junior High School Al Azhar Jambi City?

E. Purposes of The Research

The purposes of the study were to describe learning strategy

preference used by students of junior high school Al Azhar Jambi city.

Students would know what the strategies that they use for a better learning. In

addition, it was also for teacher‟s understanding in learning strategies used by

the students.

Since teacher is a front liner in education, studying their learning

strategies is important, because it may influence the way they teach in the

future. Specifically, this study wanted to give the information for student also

for the teacher for a better learning and teaching in the future.

F. Significance of the Research

The Researcher expect that this research can be able to contribute the

results of the study : the Researcher give the explanation of the significant of

the study :

1. For the Students

Theoretically, students understand kinds of learning strategy in learning

English in order to accelerate and enhance their comprehension.

Practically, the benefits for the students may practice the concepts for

understanding learning English to get satisfaction result

2. For the Teacher

Theoretically, teacher educators may add variety concepts of horizon of

learning strategy used by English. Learners as a foreign language.

Practically, teacher educators may practice the concepts and understanding

related to learning strategy for understanding the learners better.

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3. For the Next Researcher

Theoretically, it is as input or comparison of different types of learning

strategies in learning English as a foreign language. Practically, other

researchers may practice or choose variety of strategies to learn and

develop, explore, criticize, and examine other aspects related to the kinds

of learning strategies.

G. Definition of Key Terms

a. Language learning strategies are specific actions taken by the learner to

make learning easier, faster, more enjoyable, more self-directed, more

effective, and more transferable to new situations1

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CHAPTER II

REVIEW OF RELATED LITERATUR

A. Definition of learning

Learning is a change behavior as a result of experience or practice. The

acquisition of knowledge or skill through study. According to kimble and

garrnezy (1963:133) learning is relatively permanent change in a behavioral

tendency and is the result of reinforced practice. In the other hand Illich (1972:56)

stated that learning is the human activity which least needs manipulation by the

other. Alan Pritchard (2009: l) suggest that learning is something of which we all

have an understanding and in which have participated. This participation in a very

wide range of setting both formal and informal. In addition, illich (1972:56) state

that learning is fre human activity which least manipulation by the other, most

learning is not the result of interaction. It is rather the result of unhampered

participation in meaningful setting. David ausubel contended that learning takes

place in the human through a meaningful process of relating new events or items

to already existing cognitive concept or preposition hanging new items on

existing cognitive The cognitive theory of learning as put forth by ausubel is

perhaps best understood by contrasting rote learning and meaningful learning.

Based on the explanation above, learning can defined as a activity or

process to acquire the knowledge, improving skill. In other hand, learning is not

exclusive to the domain of an education system. Learning begin a very long time

before school, continues for even longer after school and happen rapidly and in

parallel with school, in a great number of different ways and setting. Learning

proceed in a number of different ways and has been described and explained by

many different interested researcher and opinion makers over many years. How

change occur in the way in which an individual acts or experience, understand, or

threat something in his natural and cultural context.

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Several of the activities mentioned the list is not meant to be either

exhaustive or definitive can be refer either to the whereby an individual requires a

better or new or skill in some matter or to a more state mental state like a

conscious awareness of something or potentiality to do something

It means that, the same terms are no always but often used to refer to both

the process of learning and the result of learning. In the other words, one can learn

by acting or by reflecting and a better ability to act or decrxtr reflection on

something may be the result of a reflective learning process.

B. Definition of Language Learning Strategies

There has been an increasing interest toward language learning and

language learners since 1970s with the emergence of cognitive revolution, and

since then great attention has been paid to language learning strategies. The

pattern shifted from behaviorism to cognitive science in psychology and

education.

Research led to efforts to explain the cognitive processes in all aspects of

learning, including language learning. Initial studies of language learning focused

on describing externally observable behaviors of language learners, followed by

attempts to label strategic behaviors and ultimately to categorize those strategic

behaviors and link them to language proficiency.

In studies of good language learners, researchers mentioned lots of various

behaviors that they referred to globally as strategies; some managed to describe

strategies more specifically. Learning strategies have been described Wenden and

Rubin, as “any sets of operations, steps, plans, routines used by the learner to

facilitate the obtaining, storage, retrieval, and use of information”.

it was argued Richards, Platt and Platt, that “learning strategies are

intentional behavior and thoughts that learners make use of during learning in

order to better help them understand, learn, or remember new information”.

Learning strategies were also illustrated O‟Malley and Chamot, as

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“special thoughts or behaviors that individuals use to help them

comprehend, learn, or retain new information”. Hence, learning strategies were

seen as special ways of processing information that improve comprehension,

learning, or retention of the information.

Whereas prior descriptions of learning strategies paid more attention to

products of learning and behaviors reflecting unobservable cognitive processes,

definitions eventually provided clearer understanding of what learners think and

do during language learning. Furthermore, it was stated Cohen, that “learning

strategies are processes which are consciously selected by learners and which may

result in actions taken to enhance the learning or use of a second or foreign

language through the storage, retention, recall, and application of information

about that language”2.

One of the most applicable definitions which have been cited most

frequently in the literature was provided by Oxford.. She defines language

learning strategies as “specific actions taken by the learner to make learning

easier, faster, more enjoyable, more self-directed, more effective, and more

transferable to new situations”. It is, indeed, a reflection of what the learner

intends to do and the specific Error actions he can take.

She also, prominently, includes how context plays a crucial role in the

language learning process3. From the explanation, the researcher concludes that

language learning strategy is the way do by the learner to make learning easier

and more effective.

Faculty Of Education and Teacher Training UIN STS JAMBI

In conclusion, the distinction of definition of learning can be seen to the table

below:

No Theorist

Definition of

Language Learning

Strategies

Classificati

on of

Strategy

Sub

Classification of

Strategy

1 Wenden any sets of

operations, steps,

plans, routines used

by the learner to

facilitate the

obtaining, storage,

retrieval, and use of

information

Direct

Strateg

y

a. Meta-

cognitive

strategy

Knowing

Planning

Self-

evaluation

2 Rubin any sets of

operations, steps,

plans, routines used

by the learner to

facilitate the

obtaining, storage,

retrieval, and use of

information

Direct

strategi

es

Indirec

t

strategi

es

a. Learning

b. Communicatio

n

c. Social

strategies

3 O‟Malle

y and

Chamot

special thoughts or

behaviors that

individuals use to

help them

comprehend, learn,

or retain new

a. Cognitive

b. Meta-

cognitive

c. Affective or

social

strategies

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information

4 Cohen learning strategies

are processes which

are consciously

selected by learners

and which may

result in actions

taken to enhance

the learning or use

of a second or

foreign language

through the storage,

retention, recall,

and application of

information about

that language

a. Cognitive

strategies

b. Meta-

cognitive

strategies

c. Affective

strategies

d. Social

strategies

5 Oxford specific actions

taken by the learner

to make learning

easier, faster, more

enjoyable, more

self-directed, more

effective, and more

transferable to new

situations

Direct

strategi

es

Indirec

t

strategi

es

a. Memory

strategies

b. Cognitive

strategies

c. Compensation

strategies

d. Meta-

cognitive

strategies

e. Affective

strategies

f. Social

strategies

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C. Classification of Language Learning Strategy

Many scholars had attempted to classify learning strategies.

Comprehensive classification schemes of learner strategies have been developed

to describe the information derived from descriptive studies that seek to chart the

subtle permutations and often imprecise definitions of learners‟ self-reported

strategies.

Earlier researchers used their own observations to describe language

learning strategies, relied on categories derived from research in first language

contexts, or developed a comprehensive list of learning strategies derived from

many sources. More recently, strategy identification and classification have been

data-driven through think-aloud protocol analysis.

1.First Wenden‟s

Wenden‟s research examined the strategies that adult foreign

language learners use in order to direct their own learning. Wenden‟s focus,

therefore, is on what O‟Malley and Chamot call meta-cognitive strategies.

She identifies the following three general categories of self-directing

strategies:

a) Knowing about language and relating to what language and language

learning involves;

b) Planning relating to the „what‟ and „how‟ of language learning;

c) Self-evaluation. It relates to progress in learning and learner‟s

responses to the learning experience. Wenden‟s framework was

considered as a basis for the later EFL learner‟s training.

2.Second Dansereau‟s

Dansereau draws a distinction between a primary strategy and

support strategies, the former is used to directly manage learning

materials, and the latter helps to establish an appropriate learning attitude

and therefore aids in coping with distractions, fatigue and frustrations.

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Later Oxford suggested two broad categories paralleling Dansereau‟s

primary strategies and support strategies4.

3. Third Rubin‟s

According to the criteria of whether the strategy contributes

directly or indirectly to learning, Rubin proposed a classification scheme

that subsumes learning strategies under two primary groupings and a

number of subgroups. She describes a typology of three major kinds of

strategies: learning, (interactive) communication, and social strategies.

Learner strategies “contribute to the development of the language

system...and affect learning directly”. Language learning strategies are

further categorized in cognitive and meta-cognitive strategies, which

directly affect the development of the language system constructed by the

learner. Rubin‟s cognitive strategies include: clarification/verification,

guessing/inductive inference, deductive reasoning, practice (e.g.

repetition, rehearsal, experimentation, application of rules, imitation,

attention to detail), memorization, and monitoring. Meta-cognitive

strategies involve various processes such as planning, prioritizing, setting

goals, and self-management. Communication strategies are less directly

related to language learning since they focus on the process of

participating in a conversation and getting the speaker understood or

clarifying his original intention.

Social strategies, which contribute indirectly to language learning,

are described by Rubin as activities affording them opportunities to be

exposed to and practice their knowledge. They include: questions to

fellow students/teachers/native speakers, initiating conversations,

listening to L2 media etc.

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4. Fourth O‟Malley‟s

O‟Malley and Chamot‟s classification emerged from interviews

with experts and novices and theoretical analyses of reading

comprehension and problem solving. And language learning strategies

are differentiated into the three primary categories cognitive, meta-

cognitive and affective or social strategies.

In their opinion, meta-cognitive strategies involve “knowing about

learning and controlling learning through planning (including advance

organizers, directed attention, functional planning, selective attention and

self-management), monitoring (checking, verifying, or correcting one‟s

comprehension or performance in the course of language task) and

evaluating the learning activity (checking the outcomes of one‟s own

language learning against a standard after it has been completed)”.

Cognitive strategies involve the manipulation or transformation of

the material to be learned, such as resourcing, repetition, grouping,

deduction, imagery, auditory representation, key word method,

elaboration, transfer, inference, note taking,

summarizing, recombination and translation. And Social/affective

strategies mainly involve the learner in communicative interaction with

another person, for example, when collaborating with peers in problem-

solving exercises.

5.Five Cohen‟s Classification

According to Cohen, language learning and language use strategies

are defined as processes which are consciously selected by learners.

Language learning strategies, which are used with an explicit goal of

improving learner knowledge of given language, are composed of

cognitive strategies, meta-cognitive strategies, affective strategies and

social strategies. While language use strategies, which include retrieval

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strategies, rehearsal strategies, cover strategies, and communication

strategies, focus primarily on helping students utilize the language as

much as possible.

This may result in actions that enhance the learning or use of a

second or foreign language, through the storage, retention, recall, and

application of information in or about the target language.

Meta-cognitive strategies deal with pre-assessment and

preplanning, on-line planning and evaluation, and post-evaluation of

language learning activities and of language use events. Such strategies

allow learners to control their cognition by coordinating the planning,

organizing, and evaluating of the learning process.

Cognitive strategies encompass the language learning strategies of

identification, grouping, retention, and storage of language material, as

well as the language use strategies of retrieval, rehearsal, and

comprehension or production of words, phrases, and other elements of

the second language. Affective strategies serve to regulate emotions,

motivation, and attitudes, for instance, strategies for reduction of anxiety

and for self-encouragement.

Social strategies include the actions which learners choose to take

in order to interact with other learners and with native speakers, such as

clarification and cooperation .Retrieval strategies refer to the strategies

helping to call up language material from storage, through whatever

memory searching strategies the learner can muster, like the keyword

mnemonic. Rehearsal strategies stand for strategies for rehearsing target

language structures, which are employed for the purpose of practicing the

target language structures.

Cover strategies are compensatory or coping strategies that

learners use to cover their lack of the language competence or create the

impression that they have control over material when they do not.

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Simplification and complex deification are typical examples of cover

strategies.

6. Six Oxford‟s

A distinction is drawn between direct and indirect strategies by

Oxford. Jones believes that Oxford has developed a system of language

learning strategies that is more comprehensive and detailed than earlier

classification models. However, as Oxford herself concedes, there is no

agreement on the basic definitions of the terms „direct‟ and „indirect‟, nor on

“exactly what strategies are; how many strategies exist; how they should be

defined, demarcated, and categorized”.

Direct strategies, which “involve direct learning and use of the

subject matter, in this case a new language” are subdivided into three

groups: memory strategies, cognitive strategies and compensation strategies;

Indirect language learning strategies, which “contribute indirectly but

powerfully to learning”, are also subdivided into three groups: meta-

cognitive strategies, affective strategies and social strategies.

According to Oxford, memory strategies such as creating mental

linkages and employing actions, aid in entering information into long-term

memory and retrieving information when needed for communication.

Cognitive strategies, such as analyzing and reasoning, are used for forming

and revising internal mental modes and receiving and producing messages in

the target language.

Compensation strategies, such as guessing unknown words while

listening and reading or using circumlocution in speaking and writing, are

used by learners when a language task is beyond their reach, to make up for

their incompetence in the target language so as to continue the

communication. Meta-cognitive strategies help learners to regulate their

learning through planning, arranging, focusing, and evaluating their own

learning process.

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Affective strategies enable learners to control feelings such as

confidence, motivations, and attitudes related to language learning. Social

strategies, such as asking questions and cooperation with others, facilitate

interaction with others, often in a discourse situation.

Although many factors might influence the degree to which and the

way in which language learners use specific strategies, generally speaking,

they will apply all the different strategies depending on their cultural and

ethnic background, personality, gender, proficiency, language learning

purpose, cognitive style, the task at hand, etc. And all these types of strategies

are important to good language learning. Thus, it is acknowledged that an

understanding and awareness of learner strategies on the part of both teacher

and students may provide valuable insights into the process of language

learning.

This, in turn, may enable individual learners to adopt or further

develop a range of effective language learning strategies, and may encourage

teachers to incorporate their active use in regular class. As Oxford put it,

“strategies are especially important for language learning because they are

tools for active, self-directed involvement, which is essential for developing

communicative competence.5”

D. Factor Influencing Strategy Choice

Although the research into language learning strategies used by

successful and unsuccessful language learners has produced some interesting

insights, it is not clear what causes the difference between strategy uses and

preferences. An alternative approach used by researchers has been to study

some of the various factors which influence individual students in their choice

of learning strategies.

According to recent research studies there are several factors that

influence strategy choice; such as awareness, personality traits, stage of

17

learning, task requirements, teacher expectations, age, general learning style,

purpose for learning language, motivation level, nationality, gender, etc.

One factor influencing the strategy choice is the degree of awareness.

Learners who are more aware of themselves and the process they are in, seem

to use strategies more efficiently.

Also, task requirements help determine the strategy choice. To

illustrate, different strategies are used when rehearsing a grammar rule and

trying to communicate with other parties6

Teacher expectation related to instructions and testing greatly

influences the strategy choice as well. For example, if the teacher emphasizes

grammar learning, students will develop learning strategies, such as analysis

and reasoning rather than strategies for communication; and if the teacher

emphasizes communication in the class the result will be vice versa.

Another factor that can be mentioned is age. Older and younger

learners use different strategies. Their cognitive level, which is interdependent

to biological development and social experiences, plays an immense role in

their preference of strategy choice. Here are some example studies seeking

such factors:

1) Psychological Type

The effects of psychological type were the focus of a study

by Ehrman and Oxford who reported on an investigation into the

effects of learner variables on adult language learning strategies at the

Foreign Service Institute, USA. They concluded that the relationship

between language learning strategy use and personality type (as

measured by the Myers-Briggs Type Indicator MBTI) is far from

straightforward. In a later study in the same setting, Ehrman and

18

Oxford concluded that psychological type appears to have a strong

influence on the way learners use language learning strategies7.

2) Motivation

The effects of motivation on language learning strategy use

were highlighted when Oxford and Nyikos surveyed 1,200 students

studying various languages in a Midwestern American university in

order to examine the kinds of language learning strategies the

students reported using. On this occasion, the degree of expressed

motivation was discovered to be the most influential of the variables

affecting strategy choice examined. In their study at the Foreign

Service Institute,

Ehrman and Oxford discovered that career choice had a

major effect on reported language learning strategy use, a finding

which they suggest may be the result of underlying motivation.

3) Nationality

Studies which have investigated nationality as a factor in

language learning strategy use are numerous. Griffiths and Parr

reported finding that European students reported using language

learning strategies significantly more frequently than students of other

nationalities, especially strategies relating to vocabulary, to reading,

to interaction with others and to the tolerance of ambiguity. 15

European students were also working at a significantly higher level

than students of other nationalities.

In a study involving a questionnaire and group interviews in

Taiwan, Yang made some interesting discoveries about her students‟

language learning strategy use, including strategies for using

dictionaries. In a follow-up study, Yang found that, although her

19

students were aware of many different language learning strategies,

only a small number of the students actually reported using them8.

Using a journal writing method, Usuki discussed the

psychological barriers to the adoption of effective language learning

strategies by Japanese students, who are typically regarded as passive

learners, and recommended more co-operation between students and

teachers.

Two studies which produced findings on nationality-related

differences in language learning strategies incidental to the main

research thrust were those reported by Politzerand McGroarty and by

O‟Malley. Politzer and McGroarty found that Asian students

displayed fewer of the strategies that were expected from good

language learners than did Hispanic students while O‟Malley reported

the lack of success of Asian students to the persistence of familiar

strategies.

4) Gender

Another key factor influencing strategy choice is gender. It

has been found by many researchers that males and females employ

different strategies in relation to their gender characteristics.

However, looking from a broader perspective, studies which have

examined the relationship between gender and strategy use have

come to mixed conclusions.

Ehrman and Oxford and Oxford and Nyikos discovered

distinct gender differences in strategy use favoring female learners in

terms of the number of strategies used in learning a foreign language.

The study by Green and Oxford came to the same conclusion.

20

Ehrman and Oxford‟s study, however, failed to discover any evidence

of differing language learning strategy use between the genders9.

E. Review of Related Findings

In accomplishing this research, the researcher used previous research

suitable with the topic. The first research was Correlation study of physics

achievement, learning strategy, attitude and gender in an introductory physics

course. She concluded that this study found that there were positive

correlation between study of physics achievement, learning strategy, attitude

and gender in an introductory physics course.

In previous studies, some thesis which are relevant to this thesis will

make the arrangement easier and to avoid repeating the same study. On this

topic have ever researched By Senad Becirovic (2017) From International

Bruch University, Bosnia and Herzegovina by the topic „‟The relationship

between Gender, Motivation and Achievement in Learning English as a

Foreign Language at elementary and high school levels in Sarajevo, Bosnia

and Herzegovina”. The research sample consists of 185 students aged ten

(fifth grade), fourteen (ninth grade) and eighteen (twelfth grade).

The results demonstrate a statistically significant relationship between

gender and motivation. Ten-year-old students exhibit the highest motivation

for learning English as a foreign language, while the eighteen-year-olds

exhibit the lowest motivation.

In addition, female students are more successful at learning English

as a foreign language than male students at each group/grade level.

Moreover, the findings also reveal statistically significant results in

measuring the correlation between achievement and motivation and can be

highly beneficial for teachers, parents and students in adopting the most

effective approach to learning and teaching English as a foreign language.

21

The other research was by Farzad Salahshour (2012) from Azarbaijan

University of Tarbiat Moallem, Tabriz, Iran by the topic “The relationship

between language learning strategy use, language proficiency level and

learner gender at Iranian high school”. The results revealed that Iranian high

school learners employed learning strategies with medium frequency; meta-

cognitive strategies were the most frequent, while cognitive strategies were

the least frequent.

The use of learning strategies in terms of learners proveciency and

gender was examined using a T-test. Proficient learners showed significantly

more strategy use, as well as more use of meta-cognitive and social

strategies. According to the results, females used learning strategies more

frequently than males.

Research was by Hamsinah Hamsinah (2017), by the topic “The

Relationship and Differences In Gender Between Language Learning

Strategies and Students‟ Enlish Achievement in senior Secondary School”.

This research applied correlational research which deals with two predictors

and one criterion variable. The population of this research was the students of

grade XI IPA of SMAN 1 Bajeng, Gowa Regency, South Sulawesi Province.

The sample was taken by using proportional stratified random

sampling technique. Therefore, the sample consisted of 76 students which

were divided 38 females and 38 males.

The data of this research were collected through SILL questionnaire

and the test. The data were analyzed by using descriptive and inferential

statistics through SPSS program version 20. Depending on the statistical

results, the findings revealed that first of all, social strategies were the

frequently language learning strategies used by the students and followed by

metacognitive strategies. Second, there was no any significant relationship

between language learning strategies (LLSs) and the English achievement of

the students where the correlation coefficient was r =.182 at p > 0.05. Third,

22

there was no any significant difference in language learning strategies use

due to gender where the computed ttest for the six types and the overall of

language learning strategies (LLSs) were ttest = .539, -1.077, .850, -1.078, -

.693, -1.109, and -.725 at p > 0.05. Fourth, there was a significant difference

of students‟ English achievement due to gender where ttest= 3.24 at p < 0.05.

It indicated that female students more successful than male students in

learning English.

Research was by Johannah Jamalul Kiram and Jumat Sulaiman from

School of Science and Technology, University Malaysia Sabah, 88400 Kota

Kinabalu, Sabah, Malaysia. By the topic “The relationship between English

language learning strategies and gender among pre-university students: An

overview of UMS”. Previous researchers found that the more employment of

language learning strategies, the more successful the learners are and those

with higher level of strategy use are female rather than male. In this study,

fifty-six pre-university students (22 males, 34 females) of University

Malaysia Sabah participated in this study.

Oxford's Strategy Inventory for Language Learning (SILL) self-report

questionnaire was adopted to identify the students' language learning

strategies, whereas their proficiencies were based on their Malaysian

University English Test (MUET) results. Pearson's correlation coefficient,

one-way analysis of variance (ANOVA) and the t-test were utilized to make

statistical interpretation about the relationship. The knowledge obtained from

this study will be helpful for future studies on how to improve the quality of

learning and proficiency in English.

Research was by Kevin Chi-Him Tam from The University of Hong

Kong by the topic “A Study On Language Learning Strategies (LLSs) Of

University Students In Hongkong”. The data for this research were provided

by 50 first year university students from the Hong Kong Polytechnic

University, using SILL test version 7.0 developed by Oxford (1990) as the

https://aip.scitation.org/author/Kiram%2C+Johannah+Jamalul

https://aip.scitation.org/author/Sulaiman%2C+Jumat

23

measurement instrument. The Use of English Examination Results (HKALE)

was used as a proficiency indicator.

It was found that gender, second language proficiency, and

socioeconomic status would affect the user‟s use of LLSs. The major finding

was that males and females had a significant difference in using Memory,

Compensation, Cognitive, Metacognitive, and Social Strategies to learn

English, with females using all of these strategies more frequently than

males. A positive correlation was found between Compensation, Cognitive,

and Social Strategies and the users‟ second language proficiency.

It was also found that socioeconomic status would greatly influence

local university students‟ use of Social Strategies. This result provides area

for future research since the relationship between socioeconomic statuses

since LLSs was seldom investigated in previous studies.

From the previous study above, it can be seen that language learning

strategy has a big impact for students to learning the language better.

Moreover, there are so many facts that interesting that need to be investigate,

like gender and achievement, in the first and second previous studies show

that achievement has an important role in the use of learning strategy.

Additionally, all of them also mention that they wanted to examine

were there any difference between males and females with learning strategy .

it can be seen that achievement and gender have a special issues in language

education. However, in this study, the writer only focused to describe what

language that the learners at Seven Grade of Junior High School Al Azhar

Jambi City

24

CHAPTER III

RESEARCH METHODS

A. Research Design

This research was conducted using qualitative descriptive . applied by The

Students‟ Language Learning Strategy At Seven Grade Junior High School Al

Azhar Jambi city. It means this research was focus on analyzing activities of

language learning strategy at seven grade junior high school al azhar jambi city. It

means this research was focused on phenomenon in the school environment as in

the fact as clear as possible without manipulation .

B. Setting and subject of the research

The research of this study was conducted at Islamic junior high school of

Al Azhar Jambi city. The located is jl kolonel amir hamzah no 32-36 .selamat kec

telanaipura, kota jambi. This research conducted at this place because , the writer

found students‟ of junior high school Al Azhar Jambi city have a good language

skill because the students‟ have followed the competition of speech , poetry and

debate

Subject of this research was an the students of the seven grade of junior

high school Al Azhar Jambi city. Researcher use all of the students at the seven .

So its necessary the researcher to know what the learning strategy are used by the

students of junior high school Al Azhar Jambi city

C. Source of data

1. Primary data

Primary data according to umi narimawati (2008:98) in his book

“qualitative and quantitative research methology : theory and application “ that

primary data is data that comes from the original or first source., the data is

obtained semi structure interview from the student‟s' learning Strategies and

distribute the questionnaire that consist of 15 statement to get data about

learning strategies of language learning strategy by the students' junior high

school Al Azhar Jambi city.

25


2. Secondary data

Arikunto (2006) wrote secondary data is usually in the form of

document. In this point, the data will obtained through documentation Rom the

students' learning Strategies.

D. Technique of collecting data

1.Interview

Interview is a method to collect data by asking direct question to an

informer. In this part, the researcher will use to get information about the

learning strategy are used by the students. In collecting this data , the writer will

use semi structured interview.

However the interviewer may have a few plan question beforehand. In

doing this interview the researcher will bring ten list of question which is related

to research question is about their learning strategies and develop appropriate

with situation. The researcher will take the data of interview by recording all of

the conversation during the interview. Here the researcher use English language

because it can be support the data

2.Questionnaire

The instruments will be use in the data collection is questionnaire.

Questionnaire is list of questions to be answered to get information, In this

research the research will use one questionnaire10. The questionnaire will be use

Ellis,R (2008) is Strategy Inventory for Language Learning (SILL). The

questionnaire contain 15 items

26


The questionnaire contains of 15 items, and divided into three

subcategories. meta-cognitive, cognitive aspect and socio-affective. The

specification of Strategy Inventory for Language Learning Category is:

No. Category of Strategy Number of Item Total

Item

1. Meta-cognitive 1, 2, 3, 4, 5, 5

2. Cognitive aspect 6,7,8,9,10 5

3. Socio-affective 11.12.13.14.15 5

These 5 items will evaluate on a five-point scale ranging from 1 to 5. The

number indicates:

1 = never

2 = seldom

3 = sometimes

4 = often

5 = always

3. Documentation

Documentation is mean that things on written. According to arikunto

(2009;149) documentation is data source that in form witten magazines,

documents, the researcher documentation to supporting the to collecting the data

from files written and picture.

Therefore, there were some documents can help the researcher to

collecting data such as the material of lesson. School profile. The goal of

documentation was too collecting the pictures and videos to supporting the

research as evident of the research

4. Technique of data analysis

Qualitative data is the process of arranging the data to be systematic.

According to crewel (2006;245) A discussion method in a qualitative proposal

27


needs also to specify the steps in analyzing the various forms of qualitative data.

meanwhile, sugiyono (2014) comments that a qualitative descriptive data analysis

is process of searching and arranging systematically the obtained data from

interview, questionnaire and documentation by organizing data into categories,

explaining into units, synthesizing, arranging into patterns, sorting the important

ones, and drawing conclusion in other to comprehended by the research or the

reader (p.135).

In addition, miles and huberman (1994) mentioned flow analysis models

as one of qualitative descriptive data analysis method. They divided flow analysis

models into three low activities which will used by researcher in this research.

Those analysis components are data reduction, data display and conclusion

drawing (p.24). The flow analysis models applied in this research can be

explained with some steps as follow:

1. Data reduction

Data reduction. This refers to the process whereby the mass of

qualitative data in may obtain-interview transcripts, field notes, etc.is reduced

and organized for example coding, writing, summaries, discarding irrelevant

data found by the students

2. Data display

After the data is collected and reduced the researcher should go to the is next

steps is displaying the data. Hadari nawawi dan martini hadari (2006:49-51)

data stated in order to show that a situation , process, or event is included in

one of the groups or certain people

3.Conclusion/verification

With drawing some inferences are the final step after data presentation

and initial conclusion remained temporary. It possibly changes if there are

other valid evidences supporting for another data collection. However the

initial conclusion which are supported by valid and consistent evidences make

the conclusion are strongly believed to be incredible. The last the researcher

describe the information by in researcher‟s opinion after getting information.

29

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter deals with one point involving research question. First, it will

present students language learning strategies by the students of junior high school

al azhar jambi city.

A. Findings

This researcher used questionnaire and interview to check by the seven

grade students of junior high school Al Azhar Jambi city. to investigate the type

of learning strategies. The researcher prepared 15 items of questionnaire and 10

interview question for students. Type of learning strategies used by the students,

which are metacognitive strategies, cognitive strategies and socio-affective

strategies. The explanation above will be explained bellow;

30


1. Interview

In other hand, the result of the interview the students have similarities

and differences opinion and activity in learning English, it can be seen as

follow;

Based on the question number (l)” Bagaimana menurut kamu cara

belajar bahasa inggris yang memberikan kemudahan bagi diri anda atau cara

belajar bahasa inggris seperti apa yang anda inginkan ? The students a

responded “belajar dengan menggunakan penjelasan dan menghafal materi

agar mudah di pahami” the researcher found students stated similarities to

response above. This statement show that some of this strategy such us critical

thinking skills dare to speak an change the mindset.

, Other students responded "Saya ingin belajar dengan kosa kata dan

bahasa yang jelas". The researcher found students. It can see that some of the

students thinking creatively. It can be concluding that in this part most of the

students have strong meta-cognitive strategies , because they like to creative

thinking.

Based on the question number (2) pernahkah anda berdiskusi dengan

guru tentang cara belajar anda agar lebih baik? the students initial A

responded “ya,saya diskusi dengan guru setiap belajar. The researcher found

28 students stated similarities to response above. Then the students initial B

stated that “kadang saya diskusi dengan teman dan guru”. The researcher

found 32 students stated similarities to response above.

Based on the result of the interview number (2) above can be seen

that most of the every students ever discussed with their teacher how to learn

better. Not only that, some students not only with their teacher the students

discussed how to learn better especially in learning English but also they

discussed with their friend. „

31


Based on the question number (3) untuk mendapatkan informasi yang

lebih apa yang anda lakukan ? students A responded “untuk belajar bhasa

inggris saya mencoba kosa kata baru dan belajar cara bicara”. The researcher

found 2 students stated similarities response above. Then students B

responded “some time I get more information by reading a book and social

media”. In other hand, students C responded “untuk memperoleh pelajaran

saya belajar dengan membuka kamus dan belajar kosa kata baru”. The

researcher found 11 students stated similarities to response above. The last

students D responded “saya membeli buku dan searching internet”. Then, the

researcher found 3 students stated similarities to response above.

Based on the result of the third question interview, the action that the

students do that is the indicator of metacognitive strategies like looking for

new vocabulary, open dictionary and the some students stated they by a book

and look for in the social media Focus in learning is indicator of

metacognitive strategies that has the function like activity and ability toward

the language that they learning. It can be concluding that when the students A

pay attention to the teacher, opening the dictionary, and evaluate themselves

are the metacognitive strategies. The strategies that used by the students B in

process learning English not only used in formal learning.

Based on the interview question number (4) Dalam belajar bahasa

asing tentu tidak cukup mengandalkan apa yang di ajarkan guru saja, untuk

mendapatkan informasi yang lebih apa yang anda lakukan ? it can be seen that

students A responded "Saya melihat internet" The researcher found 35

students stated similarities to response above.

32


Other students responded "saya mencoba membaca buku bahasa

inggris". The researcher found 25 students stated similarities to response

above. It can see that some of the students will own initiative. It can be

concluding that in this part most of the students have strong affective

strategies , because they like to learn through other tools.

Based on the interview question number (5) Jika guru anda

memperkenalkan kosa kata baru apa yang anda lakukan ? it can be seen that

students A responded "saya mengingatnya agar mengerti" The researcher

found 19 students stated similarities to response above.

Other students responded "saya senang mencoba menggunakannya".

The researcher found 24 students stated similarities to response above. And

„saya menghafalnya supaya ingat “ 16 students state similarities to response.

It can see that some of the students‟ very participating in learning . It can be

concluding that in this part most of the students have strong affective

strategies , because they try repeating new vocabulary.

Based on the interview question number (6) Ketika anda tidak

mengetahui point tentang grammar apa yang anda lakukan ?‟ it can be seen

that students responded "saya membuka kamus" The researcher found 36

students stated similarities to response above. This statement show that some

of the students will ask their friend and they will see their book again.

The indicator of this strategy like brave to speak use new vocabulary,

the students can practice their language with their friend even though the

language that they are used false. Other students responded "saya bertanya

kepada yang lebih tau” The researcher found 24 students stated similarities to

respons.. It can see that some of the students‟ very participating in learning .

It can be concluding that in this part most of the students have strong affective

strategies , because they try repeating new vocabulary.

33


Based on the interview question number (7) Apa yang anda lakukan

ketika ingin mengetahui tugas yang anda kerjakan benar atau salah ?‟ it can

be seen that students A responded "Saya bertanya kepada teman dan melihat

buku saya lagi" The researcher found 5 students stated similarities to response

above. This statement show that some of the students will ask their friend and

they will see their book again.

The indicator of this strategy like brave to speak use new vocabulary,

the students can practice their language with their friend even though the

language that they are used false. Other students responded "saya periksa lagi

sebelum Saya kumpulkan". The researcher found 13 students stated

similarities to response above. It can see that some of the students will check

their task and they don't ask anything with their friend or other. It can be

concluding that in this part most of the students still low in socio-affective

strategies, because they don't want to look for the task true or false by asking

with their friend and other.

Based on the interview question number (8) “Menurut anda, apa

bahasa inggis itu penting” it show that the students A responded "ya, karena

bahasa inggris itu bahasa internasional di “.. The researcher found 15 students

stated similarities to response above. In this statement Most of the students

interesting with English language toward English as target language. Other

statement students B responded "very important, because with English we can

get information from the other media". The researcher found 3 students stated

similarities to response above. Based on that statement it can be conclude that

some of the students will get information in the social media that use English

language.

Based on the interview question number (9)‟ Menurut anda cara

belajar yang baik di kelas itu seperti apa ?‟ students A responded „menurut

saya pelajar yang baik mendengar materi apa yang guru jelaskan, dan menulis

poin penting dalam buku catatan".

34


In this statement is the indicator of metacognitive strategies. some of

the students stated they want to make the structure pole studying by their self,

listen the teacher, and evaluate the part of the learning. The action making a

note, attention to the teacher who doing the students that is metacognitive

strategies. other students stated " saya rasa dengan memperhatikan guru

menjelaskan dan belajar kosa kata baru adalah siswa yang baik".

The researcher found 3 students stated similarities to response above.

This statement also the action of metacognitive strategies. But some of the

students stated “saya fikir selalu berdiskusi dengan guru dan siswa lainnya”

the researcher found 2 students stated similarities to response above. This

statement is the indicator of socio-affective strategies.

it can be conclude that only three person that their opinion to socio-

affective strategies, for the last students responded " first, listen what the

teacher explain the material. Second, ask question if we don't understand.

Third, ask the explanation again if we don't understand so, we have to

understand" The researcher found 12 students stated similarities to response

above. In this part most of the students use mix

Strategies that is socio-affective strategies and metacognitive

strategies. but its dominant with the socio-affective strategies the students

brave to ask question or ask explanation again with their teacher.

Based on the interview question number (10) „Menurut anda cara

belajar yang baik di kelas itu seperti apa‟ it can be seen that students A

responded "saya akan bertanya kepada teman kelas saya dan guru" the

researcher found 19 students stated similarities to response above. This

statement is indicator of the socio-affective strategies.

Socio-affective strategies are facilitating our self to interact with the

people. There are indicator of the socio-affective strategies that are asking,

cooperation, and sympathy with other people. This students use the first

indicator that is asking with the other people.

35


2. Questionnaire

The description of the data taken from questionnaire is presented in the

table which describes the number of student used learning strategy below:

No Statement Strategy Never Seldom Some

time

Often Always Total

1 I plan my

schedule so that

I can organize

my English

learning time.

Meta

cognitive

- - 19 19 22 60

2 I made the

structure of

pattern of

learning English

like underlining

which is

considered

important

summarizing

and making

notes.

Meta

cognitive

- 10 12 20 18 60

3 I pay attention to

the teacher when

the teacher

explain th

material

Meta

cognitive

- 4 13 13 30 60

4 I listen when

someone speaks

English

Meta

cognitive

- 4 16 24 16 60

36


5 I check my task

after finished

Meta

cognitive

- 6 11 23 20 60

6 I say the word

and write it

repeatedly

Affective - - 13 21 26 60

7 I translate

English one by

one when

understanding

Affective - 5 17 18 20 60

8 I make a note the

English word

that I considered

important

Affective - 5 9 22 24 60

9 I tend to look for

English word in

Indonesian

Affective - 8 17 17 18 60

10 I write the

English text like

diary and other

Affective - 12 14 19 20 60

11 I use body

language in

conversation

when I don‟t

remember the

word I want

Socio-

affective

- 9 14 15 22 60

12 I invite my

friend to speaks

English

Socio-

affective

- 7 17 20 16 60

13 I try to speaks

English even

Socio-

affective

- 10 14 20 16 60

37


a. Metacognitive strategies

The description of the data taken from questionnaire is a

The students in learning strategies can be seen as follow ;

From the statement number (1), it can be seen that 19 students

(31%) who fill question me state some time if the students planning the

schedule. While, 19 students (31%) who fill questionnaire stated often and

22 students (36%) stated always.

Then, the researcher get out the result of level of the students‟

achievement is 81%. Based on the result, students of second grade at junior

high School Al Azhar Jambi city have strong strategies in learning English.


(26%) who fill questionnaire state seldom, 12 students (20%) stated some

time, 20 students (33%) who fill questionnaire stated often and 18 students

(30%) stated always. Then, the researcher get out the result of level of the

students‟ achievement is 75.3 %. Based on the result, students of seven

grades at junior high school al azhar jambi city have strong strategies in

learning English.

who I was afraid

of making

mistake

14 I ask question in

English

Socio-

affective

- 6 14 22 18 60

15 I always raise

my hand to

answer my

teacher question

Socio-

affective

- 7 16 18 19 60

38


From the statement number (3), it can be seen that 2 students (4%)

who fill questioner state seldom, 10 students (20%) stated sometime, 10

students (20%) who fill questionnaire stated often and 28 students (56%)

stated always. Then, the researcher get out the result of level of the

students‟ achievement is 8.56%. Based on the result, students of seven

grade junior high school al azhar jambi city have strong strategies in

learning English

From the statement number (4) it can be seen that 4 students (6%)

stated seldom, 16 students (15%) stated sometime, 24 students (40%) Who

fill questionnaire stated often and 16 students (15%) stated always. Then,

the researcher get out the result of level of the students‟ achievement is

77,3%. Based on the result, students of seven grade junior high school al

azhar jambi city have strong strategies in learning English.


(10%) stated seldom, 11 students (18%) sometime, 23 students (38%)

stated often and 20 students (33%) stated always. then, the researcher get

out the result of level of the students‟ achievement is 79% Based on the

result, students of seven grade at junior high school al azhar jambi city

have strong strategies in learning English.

b. Cognitive aspect

Based on the table above, the researcher will explain about the students'

conception as follow:

From the table number (6), it can be seen that 13 students (21%) who fill

questioner state some time, 21 students (35%) stated often and 26 students

(43%) stated always. Then, the researcher get out the result of level of the

students' achievement is 84%. Based on the result, students of seven grade at

junior high school al azhar jambi city have very strong strategies in learning

English.

39



questionnaire state seldom, 7 students (28%) stated sometime, 18 students

(30%) who fill questionnaire stated often and 20 students (33%) stated always.

Then, the researcher get out the result of level of the students' achievement is

77.6%. Based on the result, students of seven grade at junior high school al

azhar jambi city have strong strategies in learning English.


questioner state seldom, 9 students (15%) stated sometime, 22 students (36%)

who fill questionnaire stated often and 24 students (40%) stated always. " Then,

the researcher get out the result of level of the students' achievement is 81.6 %.

Based on the result, students of seven grade at junior high school Al Azhar

Jambi city have very strong strategies in learning English.


questionnaire state seldom, 17 students (28%) stated sometime, 17 students



75%. Based on the result, students of seven grade at junior high school al azhar

jambi city have strong strategies in learning English.

From the table number (10), it can be seen that 12 students (20%) who

fill questionnaire state seldom, 14 students (23%) stated sometime, 19 students



80.6%. Based on the result, students of seven grade at junior high school al

azhar jambi city have very strong strategies in learning English.

c. Socio-affective strategies

Table 3, the result of questionnaire of socio-affective statement

The students in learning strategies can be seen as follow ;

Based on the table above, the researcher will explain about the students'

conception as follow:

40


From the table number (11), it can be seen that 9 students (15%) stated

seldom, 14 students (23%) who fill questionnaire stated sometime, 15 students

(8%) stated often and 22 students (36%) stated always. Then, the researcher get

out the result of level of the students' achievement is 76.6%. Based on the result,

students of seven grade junior high school Al Azhar Jambi city have strong

strategies in learning English.



(33%) stated often and 16 students (26%) stated always. Then, the researcher

get out the result of level of the students' achievement is 75%. On the result,

students of seven grade junior high school Al Azhar Jambi city have strong in

learning English.

From the table number (13), it can be that 10 students (16%) stated

seldom, 14 students (23%) who fill questionnaire stated Sometime 20 students


get out the result of level of the students is 74 %. on the result, students of seven

grade junior high school Al Azhar Jambi city have strong strategies in learning

English.


seldom. 14 students (23%) who fill questionnaire stated. sometimes, 22 students


get out the result of level of the students' achievement is 77.3 %. Based on the

result, students of seven grade junior high school Al Azhar Jambi City have

strong strategies in learning English.




get out the result of level of the students' achievement is 79%. Based on the

41


result, students of seven grade junior high school Al Azhar Jambi city have

strong strategies in learning English.

Based on the interview question number (7) Apa yang anda lakukan

ketika ingin mengetahui tugas yang anda kerjakan benar atau salah ?‟ it can be

seen that students A responded "Saya bertanya kepada teman dan melihat buku

saya lagi" The researcher found 5 students stated similarities to response above.

This statement show that some of the students will ask their friend and they will

see their book again.

The indicator of this strategy like brave to speak use new vocabulary, the

students can practice their language with their friend even though the language

that they are used false. Other students responded "saya periksa lagi sebelum

Saya kumpulkan". The researcher found 13 students stated similarities to

response above. It can see that some of the students will check their task and

they don't ask anything with their friend or other. It can be concluding that in

this part most of the students still low in socio-affective strategies, because they

don't want to look for the task true or false by asking with their friend and other.

B. Discussion

a. Students' learning strategies

Language learning strategies are used by students in the process of

learning a new language to achieve language learning goals based on the theory

used in this study there are three strategies that are described as metacognitive.

cognitive, and socio-affective. According to oxford (1990:12) basically students‟

students who use learning can be reflected in action actions in the learning

process.

So that, student students who take action automatically are fully aware of

the importance of learning strategies .rod ellis (2003:529) stated Learning

strategies can be seen in behaviors and mentality that are related to a certain stage

of the whole process in an activity.

42


Every student has different variant in learning. That variant can be seen

when the students used the strategies in a possibility. That possibility depends on

the situation and condition in learning English. As a example metacognitive

strategies is used the students to do the blank question. Using the learning cannot

separate from the internal and external.

Factor of the students. Situation one of the factor of the external students.

But external factor has a significance rule toward students to decide what

strategies is used by the students in learning process.

The situation of the class that concussive and confortable can motivate the

students use the learning strategies. confortable condition can give the influence

toward learning strategies like the condition of the family, the condition of the

school and teacher are the external factor that influence the leaning strategies. The

internal factor like intelligent also can influence the learning strategies.

the average score all of the strategies are at medium used level. It is also

found that the metacognitive strategies is the most frequently used strategies by

the students junior high school al Azhar Jambi city. In fact, according to the

interview, most of the students junior high school Al Azhar Jambi city exactly

adopted cognitive strategies in learning ranging from repeating to analyzing

expression to summarizing. Furthermore, the socio-affective strategies are the

least frequently used.

It means that they have limited interaction with others. To our interview,

students are reluctant to use English with their friend. Because if someone fry to

speak English it could be interpreted that he or she want to show arrogance.

They have better keep quiet and use local language instead. From the

result of the analysis there are some students not really serious to fill the

questionnaire because when the researcher ask question of the interview is

different what the they fill in the questionnaire. Metacognitive strategies such us

overviewing, organizing, paying attention, setting goals and objective,

considering the purpose, self-monitoring, and so on, can help the students became

an effective learner in language learning.

43


The earliest published research relating to the strategy use by language

learner was in the form of an extended research article published by caton (1966)

entitled the method of interference in language

study. In this study, attention was drawn to the variation that existed

among language learners in terms of their, of their inclination to make

interference.

Carton also noted that the ability to make valid, rational, and reasonable

interferences varied greatly between learners. He posited that the tolerance of risk

would vary with the ability to make sound interferences.

A similar direction for research was pointed by carrol (1967) who

suggested that the learner might provide a rich source of knowledge concerning

successful language acquisition. He advocated compiling 'and analyzing case

histories of adult who head learnt one or more languages.

Eight years later stem (1975) and rubin (1975) explored the notion that

successful language learner were effective because of the particular learning

behaviour they employed. This view ran counter to the main thread of linguistic

thought at the time that effective language learner simply had an inherent ability

for language learning, were more motivated or had had extensive exposure to

natural language learning situations, most preferably in a county where the

language was spoken.

By means of questionnaire and interview rubin (1975) identified seven

broad strategies used by successful language learner. The example of these are

that the good language learner is a willing and accurate guesser, has a strong drive

to communicate, practices and attends to meaning. Rubin also suggested that

learner strategies vary with task, learning stage (beginning, intermediate,

and advance), age, context (classroom versus natural environment,

individual syle, and cultural differences.

44


The influence of a number of these factor on strategy choose framed the

direction of much future research into language learning strategies.

Stren's speculation inspired a group of researchers to undertake a large

scale study the characteristics of good language learner. The successful language

learner who were the subject for the study had been identified through colleagues

from the university environment and mostly high educated people.

3. Documentation

Based on the research. Researcher took some photos of l learning activity

of reading comprehension as documentation. The researcher found there

were a lot of activities applied by the students‟ during learning for

descriptive material. Then researcher made the activities in three stages (

pre activities, whilst activities and post activities)

b. The analysis of questionnaire and interview

1. Metacognitive strategies

Metacognitive strategies is a terms used in information processing

theory that involve planning or 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.

Metacognitive which really means transcending knowledge

concerning one's own cognitive process or product. This knowledge

involves an awareness by learners of their learning behavior,

of the task they face and of their own need and abilities. Based on

the questionnaire result, the researcher found most of the students (81%)

plan their schedule to learn English. It means that the average of the

students make a plan about when they learning English even though there

are some students are not like that.

45


The students make plan their schedule because they have

responsibility to teach under the class like class in junior high school in the

afternoon. They have to making lesson plan when they are want to

teaching. And also every morning they have to teach outside the class about

vocabulary or expression in English. So, the students have responsibility

about that. In other hand, (75% ) students stated they made a structure

pattern in learning English like underline the important point and make

summarize.

That score show that the students more of 50% students making the

summarize in their book or just making underline in their packet book. It

happened because when in the classroom the teacher always ask the

students to making summarize on their book also making the underlined

that the important point. (83%) students stated pay attention to the teacher

when the teacher explain the material. It means that the students listen what

the teacher explain in the class room. So, the students can understand the

material fatly.

Teacher in the classroom always give the emphasize to the students

that they are must be pay attention to the teacher when the teacher explain.

If they are not pay attention they will get the punishment from the teacher.

( 77.3%) students stated they listen when someone speaks English. Its of

course that the students listen when someone speaks English because for

two weeks the students using English language to interact with other

students. (79% ) students stated they check my task after they are finished.

It mean that, the student creatively to check again their task. It

happen because when the examination class the teacher give the score

based on the competence of the students. So, the score is pure of the

students. Strategies metacognitive is often used by the students of junior

high school Azhar Jambi city.

46


Metacognitive strategies can be seen in action of the students in

learning English. According to oxford (1990:11) stated that basic of the

action is the oriented problem from the kind of learning strategies. it means

that, the students who used this strategies can be seen with the their action

like manage, planning, and focus in learning target language.

Further, metacognitive strategies is investigated through interview.

The research finding show that the students mostly use metacognitive

strategies in learning. most of the 2 students stated learning English that

make easy with listening, by recording and then memorizing. This result,

are cognitive strategies. They like listening,

Memorizing and record. It means that some students in junior high

school Al Azhar Jambi city low in metacognitive strategies. They prefer in

cognitive strategies. Then, from the second interview show that 16 students

stated the students always discussion how to learn better. This point most

of the students have a good think, they have initiative to learn better by

discussing with their teacher and so on.

the last, for the third interview point show that to get information students

looking for new vocabulary and the pronounced.

1 students stated by reading a book and look for in social media.

And most of the students stated they look for new vocabulary in dictionary.

The second point both of them, the students using metacognitive strategies

naturally. They take an action to get information by reading a book or look

for the new vocabulary to add their knowledge.

Based on the result, the students mostly use metacognitive

strategies. Metacognitive strategies can be seen in actions that the students

do in learning English. It means that the actions that the students doing in

formal situation consciously or unconsciously are the point indication in

using learning strategies. according to oxford (1990:136) metacognitive

strategies is the tool of cognitive strategies.

47


action to manage and make planning are doing by the students like

open the dictionary, has social media, listening, writing, and pay attention

in learning.

2. Cognitive aspect

Cognitive strategy often used by the students in learning English.

This strategy can get many vocabularies. Cognitive strategies are more

limited to specific learning tasks and they involve more direct manipulation

of the learning material itself. Repetition, resourcing, translation, grouping,

note taking, deduction, recombination, imagery, auditory representation,

key word, contextualization, elaboration, transfer, inference are among the

most important cognitive strategies.

In this study cognitive aspect provides 5 statements to know what

learning strategies is used by the students of junior high school Al Azhar

Jambi city. From the research findings the students mostly used cognitive

strategies

. it showed that 84% students stated if they say word and write it

repeatedly, its mean that students active to add the knowledge by practicing

new vocabulary It is important point to the students to know what the

pronounced and the vocabulary. Because in the classroom the teacher

always using English language and in every semester there are oral

examination.

It can help the students to memorized by practicing the vocabulary.

77.6% students stated they translate English one by one when

understanding the text. It means that students have a good initiative.

When transited English the students translate one by one of the text

because when the teachers explain the material the teacher always give the

meaning of difficult word.

48


It can make easy of the students to translate the text. 81.6%

students stated they make a note the English word that they considered

important.

It is important point to the students to do this because when the

examination they just look for the note that they make before.

It can help the students to study again to be more easy to remember

and understand the material. 75% students stated they tend to look for

English word in Indonesian. To add the new vocabulary the students tend

to look English word in Indonesian. Its mean that the students able to rich

the vocabulary by the look for the same meaning between Indonesian

language and English. 86.6% students stated they write the English text like

diary and other.

Most of the students do that but there is a part of the students are

not. This action can make the students creatively and add more new

vocabulary and also add ability in writing and reading. It to be successful

learner if they are takes an action to do something.

The indicator of cognitive strategies can help the students in

understanding how to write, intonation, and pronunciation. It means that

cognitive strategies very influence toward students' development.

According to oxford (1990:45) the indictor use language features are the

action use the formula and patterns to do in learning continuously. Used

pattern structure who do students in junior high school Al Azhar Jambi city

are the direct interaction toward the target language.

Further the results of interview from cognitive aspect show that some

students has low strategies in learning English. For the first interview

question most of the students write and memorize new vocabulary if the

teacher introduce new vocabulary. Then, for the second interview 13

students stated they will ask their friend,

49


if their friend don't know about the point of grammar they will ask their

teacher. For the third interview 17 stated that they I listen and pay attention

when the teacher give the material.

Based on the result the indicator listening can be defined as cognitive

strategies. According to oxford (1990:41) stated that the process that

related the information from the think out and the concept. From the result

of the interview above the strategy that use the students are metacognitive

strategies. Even though the questions depend on cognitive strategies but the

answer of the students related to metacognitive strategies. It because the

students prefer an direct action than indirect action. In outside the

classroom the students apply the use language if their meet with teacher

and the other students.

3. Socio-affective strategies

As to the socio-affective strategies, it can be stated that they are

related with social-mediating activity and transacting with others.

Cooperation and question for clarification are the main socio-affective

strategies (Brown 1987:93-94). Based on the research findings the students

show that they have strong strategies with the percentage 76.6 % students

stated if they use body language in conversation when they don't remember

the word they want. 75% students stated that they invite their friend to

speak English 74% students stated they fry to speak English even when

they was afraid of making mistake.

77.3% students stated they ask question in English. 79% students

stated they always raise question to answer teacher's question. Based on the

result of the questionnaire above can be conclude that the students

Further the result of interview from socio-affective aspect show that

the students have strong strategies in learning English. For the first

interview question most of the students stated that they ask question to their

friend and see book again to know the students doing true or false-then,

50


for the second interview students stated English is important because

English is international language.

For the third interview the students opinion is good learner are listen

what the teacher said and make a note the important point of the material.

For the fourth question students stated they will ask their friend and the

teacher if they did not understand what the teacher gave assignment. Based

on the show the indicator-indicator socio-affective strategies like brave

speaks used the new vocabulary.

According to oxford (1990:141) there are 3 benefit used this

strategies such us can decrease the nervous, motivation itself, give the

reward itself.

51

CHAPTER V

CONCLUSSION AND SUGGESTION

A. Conclusion

This research was conducted on 7th grade students of junior high school Al

Azhar Jambi city.

1. This study aims to describe the learning strategies used by students in

general. Many researcher divide learning strategies become 3 kinds such

us metacognitive strategies, cognitive strategies, and socio-affective

strategies. A cognitive strategy is related thinking of learner in learning

English. Then, a metacognitive strategy is related to 'tactic" or ways to

learning. And the last, affective strategies related to action and feeling

the students in process learning and related to cooperation with their

friend to achieve learning goal.

2. Based on the analysis of the questionnaire and interview instrument

shows that generally students using the metacognitive strategy is

reflected in the students' responses such as focusing on the lesson,

paying attention and recording or listen the material by the teacher,

opening textbooks, opening dictionaries, and using other instructional

media. Then the next strategy that is often used by students is cognitive

strategy. The results of questionnaire analysis and interviews show that

students tend to manage notes and listen 10 sounds and speak like native

speakers. The third strategy is the socio-affective strategy that tends to

be used by students in general. The result of questionnaires and

interviews indicate that students tend to guess words, use words and use

sign language

52


B. Suggestion

Based on the research that has been done, the suggestions that can

be given as follows;

1.For the teacher, English language learning conducted in the classroom is

expected to be more innovative media learning media. Then, the teachers

should take on new roles as facilitators, be mentors, and direct students

to become learning participants themselves

2.For the students, this study can make the students more creative to find

out which one is appropriate strategy in other to achieve their learning.

3.For the reader, this study may help the readers to improve their

knowledge about English teaching and learning.

4.Other researcher, this study may make other researcher reviewing

further, sharp, critical, and comprehensive Which is closest related to

this investigation in other to reveal many aspect in enhancing teaching

and learning quality.

53


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Carol Griffiths (2004) Language Learning Strategies: Theory And

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Proficiency With Implications For The Teaching/Learning Situation”,

Thesis For The Degree Doctor Of Philosophy, (New Zealand:

University Of Auckland Library, 2003)

Chuin And Sarjit (2015) The Type Of Language Learning Strategies Used By

The Tertary English Major University Sains Of Malaysia

Cresswell.Jhon. W. (2013) Research Design Quantitative And Qualitative.

Yogyakarta. Pustaka Belajar

David, Crystal, The Cambridge Encyclopedia Of The English Language,

(Cambridge : Cambridge University Press, 1997),

Dhamastuti, Dian Lungit. 2014. The Relationship Between The Students‟

Interest In Learning English And Their Academic Achievement In

SMP Brawijaya Smart School. A Thesis. English Study Program

Brawijaya University. Malang.

Dhamastuti, Dian Lungit. 2014. The Relationship Between The Students‟

Interest In Learning English And Their Academic Achievement In

SMP Brawijaya Smart School. A Thesis. English Study Program

Brawijaya University. Malang.

Ellis Setya Ningrum (2018) Students Learning Strategies Of English Foreign

Language By The Students in MAN ANNUR Tangkit

Ellis,R (2008). The Study Of Second Language Acquisition :Oxford

University

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Gursoy (2010) Investigating Language Learning Strategies Of EFL Children

For The Development Of A

Illeris Knud (2009). Contemporary Of Theories Of Learning: London And

Newyork

Jing Liu, “Language Learning Strategies And Its Training Model”,

International Education Studies, III, 3, (August, 2010),

Oktay Aslan, “The Role Of Gender And Language Learning Strategies In

Learning English”, Thesis For The Master’s Degree Of Arts, (Ankara:

University Of Atilim Library, 2009),

Oxford.L.Rebecca. Strategies For Learning A Second Language. Oxford

University Of Maryland And Air University,USA

Studies:New Zealand

Pezhman Zare, “Language Learning Strategies Among EFL/ESL Learners: A

Review Of Literature”, International Journal Of Humanities And Social

Science, II, 5, (March, 2012),

Pitrach Allan. (2009). Ways Of Learning : London And Newyork

Sudirman A.M (2010) Strategi Pembelajaran Dan Pengajaran.Surabaya

Sugiyono (2015) Penelitian Pendidikan. Pendekatan Kuantitatif Dan Kualitatif

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OfMalaysia

55


A

P

P

E

N

D

I

X

56


APPENDIX I

INTERVIEW RESULT

Description Transcription

Adek namanya siapa ?

Ede kk

Bagaimana menurut kamu cara belajar

bahasa inggris yang memberikan

kemudahan bagi diri anda atau cara

belajat bahasa inggris seperti apa yang

anda inginkan ?

Cara belajar bahasa memulai dan

menghafal kosa kata yang saya

inginkan secara terperinci dan jelas‟

Sebagai siswa belajar bahasa inggris

tentu pernah mengalami masalah

dalam proses pembelajaran,oleh karna

itu pernahkah anda berdiskusi dengan

guru tentang cara belajar anda agar

lebih baik ?

“iya pernah”

Dalam belajar bahasa asing tentu tidak

cukup mengandalkan apa yang di

ajarkan guru saja, untuk mendapatkan

informasi yang lebih apa yang anda

lakukan ?

“Saya memulainya dengan searching

digoogle untuk mempelajari bahasa

asing”

57


Jika guru anda memperkenalkan

kosakata baru apa yang anda lakukan ?

„saya akan memulainya dan

mengingatnya „

Ketika anda tidak mengetahui point

tentang grammar apa yang anda

lakukan ?

„saya akan bertanya keppada orang

yang lebih tau‟

Apa yang kamu lakulan selama guru

mu memberikan pengetahuan bahasa

inggris ?

„saya akan menyimak pelajaaran yang

di berikan guru saya”

Apa yang anda lakukan ketika ingin

mengetahui tugas yang anda kerjakan

benar atau salah ?

„‟saya akan mengoreksinya „

Menurut anda, apa bahasa inggis itu

penting ?

„iya penting kak soalnya baahasa

inggris itu bahasa dunia “

Menurut anda cara belajar yang baik di

kelas itu seperti apa ?

„menurut saya dengan tenang‟

58


Kira kira apa yang anda lakukan ketika

anda tidak memahami apa yang

disampaikan guru atau tugas yang di

berikan guru ?

„saya akan bertanya kepada teman jika

tidak mengerti, disamping itu saya

juga ingin bertanya kepada guru „



Nayla kk





anda inginkan ?









lebih baik ?

“iya pernah”

59






lakukan ?



asing”




mengingatnya „



lakukan ?


yang lebih tau‟



inggris ?





benar atau salah ?


60



penting ?









berikan guru ?






zanaya





anda inginkan ?




61







lebih baik ?

“iya pernah”





lakukan ?



asing”




mengingatnya „



lakukan ?


yang lebih tau‟



62


inggris ?





benar atau salah ?



penting ?









berikan guru ?






uly


63





anda inginkan ?









lebih baik ?

“iya pernah”





lakukan ?



asing”




mengingatnya „


64



lakukan ?


yang lebih tau‟



inggris ?





benar atau salah ?



penting ?



Menurut anda cara belajar yang baik

dikelas itu seperti apa ?





berikan guru ?




65


APPENDIX III

DOCUMENTATION

66


67


68


69


70


Name :Silvi Rosdianti

Gender :Female

Place And Date Of Birth :Desa Panti, June 25 1996

Addres :Rawasari Rt 17 Kota Baru.Jambi

Email Address : [email protected]

Educational background

NO EDUCATION GRADUATED YEAR

PLACE

1 SD N 107 DESA PANTI 2008 DESA PANTI 2 SMP N 11 SAROLANGUN 2011 SAROLANGUN 3 SMK N 1 SAROLANGUN 2015 SAROLANGUN 4 UIN STS JAMBI 2019 JAMBI

Jambi, November ,2019 The Writer

DAFTAR RIWAYAT HIDUP

(CURRICULUM VITAE)

mailto:[email protected]

71


Silvi Rosdianti TE151623

the student’s language learning strategy at city thesisrepository.uinjambi.ac.id/1835/1/silvi...

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