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................................................................................................ APPROVAL ..................................................................................... SUPERVISOR’S APPROVAL FORM ............................................. SUPERVISOR’S APPROVAL FORM ............................................ APROVAL OF THESIS SUBMISSION ...................................... STATEMENT OF AUTHORSHIP ………………………………… MOTTO …………………………………………………………… DEDIACATION ………………………………………………….. ACKNOWLEDGEMENT ……………………………………….. TABLE OF CONTENT ………………………………………….. ABSTRACT ………………………………………………………. LIST OF TABLE …………………………………………………. LIST OF APPENDIXES ................................................................. CHAPTER I INTRODUCTION …………………………………… A. Background of the Study ……………………………………. B. Limitation of the Study ……………………………………. C. Research Question ………………………………………… D. Objective of the Study …………………………………….. E. Benefits of the Study ………………………………………… F. Research Paper Organization ………………………………. CHAPTER II REVIEW RELATED LITERATURE....................... A. Previous Study …………………………………………….. B. Underlying Theory …………………………………………. 1. Language Learning Strategies ………………………….. 2. Language Learning Strategies and Second Language Acquisition …………………………………………….. 3. The Classification / Taxonomy of Language Learning Strategies ……………………………………………….. a. Rubin’s Taxonomy …………………………………. b. Naimen et al Taxonomy …………………………… c. O’Malley’s Taxonomy ……………………………. d. Stern’s Taxonomy …………………………………. e. Oxford’s Taxonomy ……………………………….. 4. Factors That Influences Language Learning Strategy a. Oxford and Nyikos (1989) …………………………… b. Kamarul and Amin (2012) …………………………… c. Liang (2009) ………………………………………… d. Xinyan (2014) ………………………………………. 5. Speaking Skill …………………………………………. a. The Notion of Speaking ……………………………. b. The Purpose of Speaking …………………………… c. Micro and Micro Skills of Speaking ……………….
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C. Theoretical Framework ……………………………………. CHAPTER III RESEACH METHOD A. Approach of Research ……………………………………… B. Subject of the Research …………………………………….. C. Object of the Research ……………………………………. D. Data and Data Source …………………………………….. E. Method of Collecting Data ……………………………….. F. Data Validity ……………………………………………… G. Technique Analyzing Data ……………………………….. CHAPTER IV RESEARCH FINDING AND DISCUSSION A. Research Findings …………………………………………. 1. Types of Learning Strategies Used by The Students Based on SILL ………………………………………………. 2. Types of learning Strategies used by The Students Based on Interview …………………………………………….. 3. The Factors That Contribute to The Choice of Learning Strategy ........................................................................ a. The Factors of Student 1 ……………………………. b. The Factors of Student 2 …………………………… 4. The Dominant Learning Strategies Used By Good Oral Competent Students ……………………………………. 5. The Similarities and Differences of Learning Strategies Used by Good Oral Competent Students ……………….. B. Discussion 1. Types of Learning Strategy Used by Good Oral Competent Students …………………………………….. 2. The Factors that Contribute to The Choice of Learning Strategies ……………………………………………….. 3. The Dominant Learning Strategy Used by students …….. 4. The Similarities and Different Learning Strategy Used by Students ………………………………………………. C. CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION ……………………………………………. A. Conclusion ……………………………………………….. B. Pedagogical Implication …………………………………… C. Suggestion …………………………………………………… 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
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