LEARNING STRATEGIES TO DEVELOP SPEAKING SKILL: A …eprints.ums.ac.id/47767/7/HALAMAN DEPAN.pdf · kemampuan berbicara memiliki persamaan yaitu rata-rata nilai tertinggi mereka jatuh

LEARNING STRATEGIES TO DEVELOP SPEAKING

SKILL: A CASE STUDY OF GOOD ORAL

COMPETENT STUDENTS OF MADRASAH ALIYAH

NEGERI KARANGGEDE

THESIS

Submitted to the Department of Langauge Studies,

Graduate School of UniversitasMuhammadiyahSuakarta

In partial fulfillment of the requirements for

The degree of Master Education

by:

ALIF OKTA SHOFIA

ID No. S200140039

MAGISTER OF LANGUAGE STUDIES

ENGLISH LANGUAGE TEACHING

MUHAMMADIYAH UNIVERSITY OF SURAKARTA

2016

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MOTTO

And whoso doeth good an atom’s weight will see it then,

And whoso doeth ill an atom’s weight will see it then.

(Q.S Al- Zalzalah 7-8)

Do the best for everything your plan

Don’t listen what people said about you

This is your life

(The Writer)

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DEDICATION

This thesis is dedicated to:

My beloved mother and father thanks for your pray, support and motivation;

My husband, thanks for everything you give for me it makes me aware what is

the real life

My three little brothers

Everyone around me who always give me motivation and pray

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ACKNOWLEDGMENT

Assalamua’alaikumWarahmatullaahiWabarakaatuh.

AlhamdulillahiRabbil ‘alamin, all praises just for Allah SWT, the Lord of the

universe, the One who sent the Messenger Muhammad SAW to guide human to

safest religion, Islam. Thanks for blessing her in finishing this thesis entitled

“Learning Strategies to Develope Speaking Skill: A Case Study of Good Oral

Competent Students of Madrasah AliyahNegeriKaranggede. She also would like

to say thank for Muhammad Prophet, a glory person who gives his blessing to his

masses in the next day, peace upon him.

Thus, the writer would like to express her great gratitude and appreciation to:

1. Prof Dr. Marhamah, M. Hum., as the Head of Language Study

Department of Graduate Program Muhammadiyah University of

Surakarta,

2. Prof. Dr. EndangFauziati, M.Hum., the academic supervisor and the

primary supervisor, who has given great help, guidance and correction

from the beginning up to the completion of this research paper,

3. MaulyHalwatHikmat, Ph.D., as the co- supervisor who patiently gave

her guidance and motivation,

4. Her beloved mother and father, Muhlasin and Khotijah, who always

pray, care, give support and motivation in every choice of life and have

been a source of inspiration. May Allah SWT always protect and them,

5. The Head Master Mr. Drs.H. JokoTriyono, M.Ag and the big family of

MAN Karanggede, all teachers, students and official.

6. Language Study Program of Class B 2014,

7. The big family of MA Darussalam Wonosegoro, thanks for everything

8. Mrs. Suripni and family thanks for you care,

9. All of her families, friends and teachers that cannot be mentioned one by

one.

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Last but not least, the writer realizes that this research paper is still far

from being perfect. Therefore, suggestion and positive criticism are hoped and

needed to make this research paper better.

The researcher hopes that this research paper can contribute to useful

reading for the esteemed readers.

Wasslamu’alaikumWarahmatullahiWabarakaatuh.

Surakarta, October 2016

The Writer.

Alif Okta Shofia

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TABLE OF CONTENT

TITLE................................................................................................ i

APPROVAL ..................................................................................... ii

SUPERVISOR’S APPROVAL FORM ............................................. iii

SUPERVISOR’S APPROVAL FORM ............................................ iv

APROVAL OF THESIS SUBMISSION ...................................... v

STATEMENT OF AUTHORSHIP ………………………………… vi

MOTTO …………………………………………………………… vii

DEDIACATION ………………………………………………….. viii

ACKNOWLEDGEMENT ……………………………………….. ix

TABLE OF CONTENT ………………………………………….. xi

ABSTRACT ………………………………………………………. xiii

LIST OF TABLE …………………………………………………. xv

LIST OF APPENDIXES ................................................................. xvi

CHAPTER I INTRODUCTION …………………………………… 1

A. Background of the Study ……………………………………. 1

B. Limitation of the Study ……………………………………. 5

C. Research Question ………………………………………… 5

D. Objective of the Study …………………………………….. 5

E. Benefits of the Study ………………………………………… 6

F. Research Paper Organization ………………………………. 7

CHAPTER II REVIEW RELATED LITERATURE....................... 8

A. Previous Study …………………………………………….. 8

B. Underlying Theory …………………………………………. 20

1. Language Learning Strategies ………………………….. 20

2. Language Learning Strategies and Second Language

Acquisition ……………………………………………..

21

3. The Classification / Taxonomy of Language Learning

Strategies ………………………………………………..

24

a. Rubin’s Taxonomy …………………………………. 24

b. Naimen et al Taxonomy …………………………… 27

c. O’Malley’s Taxonomy ……………………………. 29

d. Stern’s Taxonomy …………………………………. 31

e. Oxford’s Taxonomy ……………………………….. 33

4. Factors That Influences Language Learning Strategy 36

a. Oxford and Nyikos (1989) …………………………… 36

b. Kamarul and Amin (2012) …………………………… 36

c. Liang (2009) ………………………………………… 36

d. Xinyan (2014) ………………………………………. 38

5. Speaking Skill …………………………………………. 40

a. The Notion of Speaking ……………………………. 40

b. The Purpose of Speaking …………………………… 41

c. Micro and Micro Skills of Speaking ………………. 43

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C. Theoretical Framework ……………………………………. 45

CHAPTER III RESEACH METHOD 46

A. Approach of Research ……………………………………… 46

B. Subject of the Research …………………………………….. 47

C. Object of the Research ……………………………………. 48

D. Data and Data Source …………………………………….. 48

E. Method of Collecting Data ……………………………….. 48

F. Data Validity ……………………………………………… 50

G. Technique Analyzing Data ……………………………….. 51

CHAPTER IV RESEARCH FINDING AND DISCUSSION 53

A. Research Findings …………………………………………. 53

1. Types of Learning Strategies Used by The Students Based

on SILL ……………………………………………….

53

2. Types of learning Strategies used by The Students Based

on Interview ……………………………………………..

64

3. The Factors That Contribute to The Choice of Learning

Strategy ........................................................................

85

a. The Factors of Student 1 ……………………………. 85

b. The Factors of Student 2 …………………………… 93

4. The Dominant Learning Strategies Used By Good Oral

Competent Students …………………………………….

98

5. The Similarities and Differences of Learning Strategies

Used by Good Oral Competent Students ………………..

99

B. Discussion

1. Types of Learning Strategy Used by Good Oral

Competent Students ……………………………………..

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2. The Factors that Contribute to The Choice of Learning

Strategies ………………………………………………..

101

3. The Dominant Learning Strategy Used by students …….. 101

4. The Similarities and Different Learning Strategy Used by

Students ……………………………………………….

103

C. CHAPTER V CONCLUSION, IMPLICATION AND

SUGGESTION …………………………………………….

105

A. Conclusion ……………………………………………….. 105

B. Pedagogical Implication …………………………………… 106

C. Suggestion …………………………………………………… 108

BIBLIOGRAPHY

APPENDIXES

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ABSTRAK

Alif Okta Shofia,. S 200140039. LEARNING STRATEGIES TO DEVELOP

SPEAKING SKILL: A CASE STUDY OF GOOD ORAL COMPETENT

STUDENTS OF MADRASAH ALIYAH NEGERI KARANGGEDE. Thesis.

Universitas Muhammadiyah Surakarta. 2016.

Penelitian ini tentang analisa strategi belajar siswa yang berkompeten dalam

kemampuan berbicara. Cara belajar ini berdasarkan klasifikasi strategi belajar

bahasa oleh Oxford. Tujuan dari penelitian ini adalah untuk mengidentifikasi

strategi belajar siswa yang berkompeten dalam kemampuan berbicara , untuk

menganalisa factor-faktor yang mempengaruhi pemilihan strategi belajar oleh

siswa – siswa yang berkompeten dalam kemampuan berbicara, untuk

mengidentifikasi strategi belajar yang paling dominan digunakan oleh siswa-siswa

yang berkompeten dalam kemampuan berbicara, untuk mengidentifikasi

persamaan dan perbedaan strategi belajar yang digunakan oleh siswa-siswa yang

berkompeten dalam kemampuan berbicara. Penelitian ini adalah penelitian

kualitatif yang berfokus pada study kasus. Peserta dari penelitian ini adalah dua

orang siswa yang berkompeten dalam kemampuan berbicara. Pemilihan siswa

berdasarkan pengamatan dan dokumentasi. Data – data dikumpulkan dari

pengamatan, dokumen, angket dan wawancara. Hasil dari penelitian ini

menunjukkan bahwa siswa-siswa yang berkompeten dalam kemampuan berbicara

menggunakan enam strategi yang dicetuskan oleh Oxford. Perbedaannya ada pada

frekuensi penggunaan dari keenam strategy tersebut. Faktor – faktor yang

mempengaruhi pemilihan strategi belajar oleh siswa yang berkompeten dalam

kemampuan berbicara adalah kecakapan dalam belajar bahasa, gaya belajar, sikap

dan motivasi, kepribadian dan pengaruh guru. Strategi yang dominan digunakan

oleh siswa yang berkompeten dalam kemampuan belajar adalah strategi

Compenstaion. Dua siswa MAN Karanggede yang berkompeten dalam

kemampuan berbicara memiliki persamaan yaitu rata-rata nilai tertinggi mereka

jatuh pada penggunaan strategi Compensation dan rata-rata nilai terendah adalah

strategi Social. Strategi kedua yang sering diguanakan oleh siswa 1 adalah strategi

metacognitive sedangkan siswa 2 adalah strategi memory.

Kata Kunci: Strategi belajar, Siswa yang berkompeten dalam kemampuan

berbicara

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ABSTRACT

Alif Okta Shofia. S 200140039. LEARNING STRATEGIES TO DEVELOP

SPEAKING SKILL: A CASE STUDY OF GOOD ORAL COMPETENT

STUDENTS OF MADRASAH ALIYAH NEGERI KARANGGEDE. Thesis.

Universitas Muhammadiyah Surakarta.2016.

This research is about the analysis of learning strategy used by good oral

competent students in speaking skill. The learning strategy is based on the

Oxford’s classification of language learning strategy. The objectives of the

research are to identify learning strategies used by good oral competent students,

to analyze factors that contribute to the choice of learning strategies used by good

oral competent students, to identify the dominant strategies used by good oral

competent students, to identify the similarities and the differences of learning

strategies used by good oral competent students. This is qualitative research which

focuses on case study research. The participants of the research are two good oral

competent students of MAN Karanggede which are choosed based on the

observation, documentation and the criteria of good language learners. The data

are collected from questionnaire and interview. The findings show that good oral

competent students applied six types of learning strategy proposed by Oxford. The

difference learning strategy used by two good oral competent students is on

frequency of use learning strategy. The factors that contribute to the choice of

learning strategies are level of language learning proficiency, cognitive or learning

style, attitude and motivation, personality and teacher influences. The dominant

learning strategy used by good oral competent students is compensation strategy

which student 1 includes in high use and student 2 in medium use. Two good oral

competent students of MAN Karanggede have same similarities that are the

highest mean score of learning strategy use is compensation strategy and the

lowest mean score is social strategy. The second strategy which is frequently used

by student 1 is metacognitive strategy, but student 2 frequently uses memory

strategy.

Keywords: Learning Strategy, Speaking Skill

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LIST OF TABLE

Table 2.1 The Differencess between the previous studies and the current study

Table 4.1 The Descriptive Analysis of Memory Strategy

Table 4.2 The Descriptive Analysis of Cognitive Strategy

Table 4.3 The Descriptive Analysis of Compensation Strategy

Table 4.4 The Descriptive Analysis of Metacognitive Strategy

Table 4.5 The Descriptive Analysis of Affective Strategy

Table 4.6 the Descriptive Analysis of Social Strategy

Table 4.7 The Strategy Which Frequently Used by Students

Table 4.8 Factors that influences to the choice of Learning Strategy

Table 4.9 The Descriptive Analysis of Language Leaning Strategy Use

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LIST OF APPENDIXES

1. The Result of SILL Questionnaire

2. The analyzes of SILL

3. The Guidline Interview

4. The Result of Interview (Student 1)

5. The Result of Interview (Student 2)

6. Observation Class