MOTIVATION, LEARNING STRATEGY, AND LEARNING ACHIEVEMENT OF THE STUDENTS AT DEPOK 2 STATE VOCATIONAL SCHOOL (SMK NEGERI 2 DEPOK) SLEMAN
A THESIS
Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M.Hum) Degree in English Language Studies
By Tri Suko Bambang Wiyono 056332022
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY YOGYAKARTA 2008
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STATEMENT OF ORIGINALITY This is to certify that all ideas, phrases, sentences, unless otherwise stated, are the ideas, phrases, and sentences of the thesis writer. The writer understands the full consequences including degree cancellation if he took somebody else's ideas, phrases, or sentences without proper references.
Yogyakarta, December 11, 2008
Tri Suko Bambang Wiyono 056332022
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ACKNOWLEDGMENTS Many people had contributed to the completion of this thesis of my post graduate study program at Sanata Dharma University, Yogyakarta. First of all, I would like to express my deepest gratitude to God the Almighty for His great blessings, graces, love and mercy. Without Him, I am but nothing. My special gratitude goes to LPMP (The Institute of Education Quality Assurance) of Yogyakarta and BKD (The Regional Office of Human Resources) Sleman for granting me a golden opportunity to study with a full scholarship. I would like to acknowledge my indebtedness to all my lecturers of the post graduate study program, Sanata Dharma University: Prof. Soepomo., Dr. J. Bismoko., Dr. B.B. Dwijatmoko. M.A., Dr. Drs. Mukarto, Dr. Novita Dewi, M.S., M.A (Hons), and Drs. Barli Bram, M.Ed. From the very sincerest bottom of my heart, I am thankful to Dr. J. Bismoko, my adviser, for his enormous guidance, advice, suggestions, corrections and patience that the thesis could have finished. This thesis largely had resulted from his great ideas and wonderful suggestions. What a piece of luck to be supervised by him during my thesis writing. My greatest gratitude flows to my dearest father and mother, Hadimartono. I would not have been to thank them enough for their unconditional and undying love, care, kindness, support, sacrifices and prayers. My gratitude is also extended to my deceased beloved mother in law, Tukinem Noto Wardoyo. I would not have been to thank to her enough for her love and prayers. Although she is no longer in the world to see my accomplishments, I believe she is happy in her FATHER's Arms. Another deep gratitude of mine flies to the 2nd year students of Depok 2 State Vocational School (SMK Negeri 2 Depok) in the academic year of 2006-2007 for helping me answer the given questionnaire and participate in the interviews so that the required data could be collected. My sincere gratitude also flies to colleagues, Mrs. Anna Maria Isyana, M.A., Mrs Endang Listyandari, S.Pd., Mrs Dra. Yohana Umiyati, and all the classmates of S2 program whom I do not mention here one by one for their support, prayers and making the world a better place for me during my study, with their friendly personalities, smiling faces, helpful minds and loving hearts. May they eternally bloom and be fragrant like flowers. With all my grateful heart, I thank my wife Suprihati; my son Wawan, and my daughter Candra for their great love, care, kindness, encouragement, time, and everything they share together to support me. They all are very loving and wonderful persons. They are always by my side especially when I am in need of help. They are the ones who always lift me up when I am down. Again, I heartily thank them for everything they have done for me. Finally, I would like to thank all my benefactors seen and unseen, and known and unknown. May God bless them all.
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TABLE OF CONTENTS TITLE PAGE …………………………………………………………………. APPROVAL PAGE …………………………………………………………... DEFENSE APPROVAL PAGE ...……………………………………………. STATEMENT OF ORIGINALITY …………………………………………... LEMBAR PERNYATAAN PUBLIKASI KARYA ILMIAH………… ……. ACKNOWLEDGEMENTS …………………………………………………... TABLE OF CONTENTS ……………………………………………………... LIST OF TABLES ……………………………………………………………. LIST OF FIGURES ……………………………………………………… LIST OF APPENDICES ……………………………………………………… LIST OF ABBREVIATIONS…………………………………………………. ABSTRACT …………………………………………………………………. ABSTRAK …………………………………………………………………….
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CHAPTER I: INTRODUCTION …………………………………………….. A. Background ………………………………………………………………. B. Problem Identification …………………………………………………… C. Problem Limitation ………………………………………………………. D. Research Question ……………………………………………………….. E. Research Objectives ……………………………………………………… F. Research Benefit ………………………………………………………….
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CHAPTER II: LITERATURE REVIEW …………………………………….. A. Theoretical review …………………………………………………………. 1. Motivation ……………………………………………………………. a. Motivation ………………………………………………………… b. Achievement Motivation ………………………………………….. 2. Language Learning Strategy …………………………………………. a. Learning ……………………………………………….................. b. Language Learning ………………………………………………. c. Learning English as a Foreign Language ………………………… d. Strategy …………………………………………………………... e. English Language Learning Strategy …………………………….. 4. Learning Achievement ……………………………………………….. 5. Vocational School …………………………………………........ B. Relevant Research Results ………………………………………………… 1. Salem, N. M (2006) …………………………………………………. 2. Ambarwati (2005) ……………………………………………………. 3. Shmais (2003) ………………………………………………………... C. Theoretical Framework …………………………………………………… 1. The Correlation between Learning Motivation, Learning Strategy and Learning Achievement………………………………………………... 2. The Correlation between Students’ Achievement Motivation and
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English Learning Strategies ………………………………………….. 3. The Correlation between Students’ Achievement Motivation and 44 English Learning Achievement……………………………………….. 4. The Correlation between English Learning Strategies and English 44 Learning Achievement………………………………………………... D. Hypothesis ………………………………………………………………… 46 CHAPTER III: METHODOLOGY ………………………………………….. A. Research Methods ………………………………………………………… B. Nature of Data …………………………………………………………….. C. Population and Sample of the Study ……………………………………… D. Data Gathering Instruments and Data Presentation……………………….. E. Procedure of Data Collection ……………………………………………… F. Data Analysis and Interpretation ……………............................................... 1. Descriptive Statistics …………………………………………………… 2. Inferential Statistics……………………………………………………..
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CHAPTER IV: RESEARCH FINDINGS …………………………………… A. Main Findings ……………………………………………………………… 1. Data Description ……………………………………………………….. a. The Student’s Achievement Motivation …………………………… b. The Student’s English Learning Strategy…………………………... 1. Memory Strategy ……………………………………………… 2. Cognitive Strategy …………………………………………….. 3. Compensation Strategy ……………………………………….. 4. Metacognitive Strategy ……………………………………….. 5. Affective Strategy …………………………………………….. 6. Social Strategy ………………………………………………… c. The Student’s English Learning Achievement ……………………. 2. Testing of Hypothesis …………………………………………………. a. The Correlation between Students’ Achievement Motivation and English learning Strategy and English learning Achievement……… b. The Correlation between Students’ Achievement Motivation and their English Learning Strategies ………………………………… c. The Correlation between Students’ Achievement Motivation and English Learning Achievement …………………………………….. d. The Correlation between Students’ English Learning Strategy and English Learning Achievement ……………………………………. 3. Data Interpretation ……………………………………………………. a. Correlation between Students’ Achievement Motivation and English Learning Strategy and English Learning Achievement …… b. Correlation between Students’ Achievement Motivation and their English Learning Strategies ……………………………………….. c. Correlation between Students’ Achievement Motivation and English Learning Achievement …………………………………….
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d. Correlation between Students’ English Learning Strategy and 79 English Learning Achievement …………………………………….. B. Other Findings …………………………………………………………….. 80 CHAPTER V: CONCLUSIONS, SUGGESTIONS, AND IMPLICATIONS... A. Conclusion …………………………………………………………………. B. Suggestion …………………………………………………………………. 1. To Teachers …………………………………………………………… 2. To Students …………………………………………………………… 3. To Researchers ………………………………………………………... C. Implication ………………………………………………………………….
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BIBLIOGRAPHY ……………………………………………………………..
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LIST OF TABLES Table 2.1 Types of Learning Theory and their Taxonomy Table 2.2 Diagram of the Strategy System (Oxford, 2003: 7)……………… Table 3.1 Research Respondents by Students’ Class and Number of Students ………………………………………………………….. Table 3.2 Questionnaire Blueprint of the Students Achievement Motivation Table 3.3 Result of Validity Test of Achievement Motivation Variable…… Table 3.4 Result of Reliability Test of Achievement Motivation Variable… Table 3.5 Scoring Grades of Questionnaire………………………………. Table 3.6 Framework of Learning Strategies According to Items, Concepts, and Numbers…………………………………………………….. Tabel 4.1 The Norm of Achievement Motivation …………………………. Table 4.2 Percentage of Students’ Achievement Motivation Categories ….. Table 4.3 The norm of Achievement Motivation ………………………….. Table 4.4 Percentage of Students’ English Learning Strategies Categories... Table 4.5 The Summary Table of Scores on SILL ………………………… Table 4.6 The Norm of Memory Strategy Calculation …………………….. Table 4.7 Percentage of Memory Strategy ……………………………….... Table 4.8 The Norm of Cognitive Strategy Calculation …………………… Table 4.9 Percentage of Cognitive Strategy………………………………... Table 4.10 The Norm of Compensation Strategy Calculation ……………... Table 4.11 Percentage of Compensation Strategy …………………………. Table 4.12 The Norm of Metacognitive Strategy Calculation …………… Table 4.13 Frequency of Metacognitive Strategy ………………………….. Table 4.14 The Norm of Affective Strategy Calculation …………………... Table 4.15 Frequency of Affective Strategy ……………………………….. Table 4.16 The Norm of Social Strategy Calculation ……………………… Table 4.17 Frequency of Social Strategy …………………………………... Table 4.18 Frequency of English Learning Achievement …………………. Table 4.19 The Result of the Multiple Regression Analysis ………………. Table 4.20 The Result of the Second Hypothesis Testing …………………. Table 4.21 The Result of the Third Hypothesis Testing …………………… Table 4.22 The Result of the Fourth Hypothesis Testing ………………….. Table 4.23 Descriptive Statistics …………………………………………...
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LIST OF FIGURES Figure 1.1 The Interrelationship of Variables in Language Learning …… Figure 3:1 Research Paradigm................................................... Figure 4.1 Histogram of Frequency of Scores of Students’ Achievement Motivation ……………………………………………………. Figure 4.2 Histogram of Frequency of Scores of English Learning Strategies …………………………………………………….. Figure 4.3 Histogram of Frequency of Scores of Memory Strategy …… Figure 4.4 Histogram of Frequency of Scores of Cognitive Strategy ……. Figure 4.5 Histogram of Frequency of Scores of Compensation Strategy.. Figure 4.6 Histogram of Frequency of Scores of Metacognitive Strategy.. Figure 4.7 Histogram of Frequency of Scores of Affective Strategy …….. Figure 4.8 Histogram of Frequency of Scores of Social Strategy ………. Figure 4.9 Histogram of Frequency of Scores of English Learning Achievement ………………………………………………… Figure 4.10 Correlation between X1, X2 Variables and Y Variable ………
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LIST OF APPENDICES I. Questionnaire of the Students’ Achievement Motivation (English Version) …………………………………………………………… II. Questionnaire of the Students’ Achievement Motivation (Indonesian Version) ……………………………………………… III. Data of Achievement Motivation Score…………………………… IV. Strategy Inventory for Language Learning/SILL (English Version) ………………………………………………………… V. Translated Strategy Inventory for Language Learning/SILL (Indonesian Version) …………………………………………… VI. Data of Students’ Learning Strategy Score ………………………… VII. Data of Students’ Learning Achievement ………………………… VIII. Transcript of Students’ Interview (Indonesian Version) ……………
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LIST OF ABBREVIATIONS BKD = Badan Kepegawaian Daerah LPMP = Lembaga Penjaminan Mutu Pendidikan SILL = Strategy Inventory for Language Learning SMK = Sekolah Menengah Kejuruan
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ABSTRACT Tri Suko Bambang Wiyono. 2006. Motivation, Learning Strategy, and Learning Achievement of the Students at Depok 2 State Vocational School (SMK Negeri 2, Depok), Sleman. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University The objectives of this research were to find out: (1) the correlationship of students’ achievement motivation and English learning strategy with their English learning achievement; (2) the correlationship of achievement motivation with their English learning strategy; (3) the correlationship of achievement motivation with their English learning achievement; and (4) the correlationship of English learning strategy with their English learning achievement. In addition, the research was also to acquire preliminary description and interpretation about students’ learning experience of their motivation and learning strategy application. The population of this research was the second year students of Depok 2 State Vocational School (SMK Negeri 2, Depok), Sleman in the Academic Year of 2006/2007. The population of this study consisted of 190 students. The sampling technique of this research was random sampling. The result of the tossing was the class of Network Computer Technician Program (Teknik Komputer Jaringan). The instruments used in this study were a questionnaire, score documents and interviews. The technique of analysis used in this study was statistical in nature using Multiple Regression Analysis and Product Moment Analysis. The results of the data analysis showed that: (1) there was a correlation of the students’ achievement motivation and English learning strategy with their English learning achievement (0.843 > 0.361, at the significant level of 5%). This agrees with the result of interview with a student who had a high English learning achievement, a high achievement motivation, and a high learning strategy; (2) there was not a correlation of students’ achievement motivation with their English learning strategies (0.156 < 0.361, at the significance level 5%). This goes along with the result of interview with a student who had a high achievement motivation scores and a medium English learning strategy scores. She said that she liked learning English and was aware that English was needed to learn in the global era but she could not use appropriate English learning strategies; (3) there was not a correlation of students’ achievement motivation with English learning achievement (0.350 < 0.361, at the significance 5%). The finding was therefore the same as the result of interview with a student who had a high achievement motivation scores, but a low English learning achievement. He said that learning English was not only for getting a good achievement but for better communication in English; and (4) there was a correlation of students’ English learning strategy with English learning achievement (0.703 > 0.361, at significance 5%). To summarize, it was confirmed that achievement motivation and learning strategy were simultaneously and positively correlated with learning achievement, and so was learning strategy alone with learning achievement. On the other hand, it was somewhat controversial in that achievement motivation was not correlated either with learning strategy or learning achievement.
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ABSTRAK Tri Suko Bambang Wiyono. 2006. Motivasi, Strategi Belajar dan Hasil Belajar Siswa SMK Negeri 2 Depok, Sleman. Yogyakarta: Kajian Bahasa Inggris, Program Paska Sarjana, Universitas Sanata Dharma. Tujuan penelitian ini adalah untuk mengetahui; (1) apakah terdapat hubungan antara motivasi berprestasi dan strategi belajar bahasa Inggris dengan prestasi belajar bahasa Inggris; (2) apakah terdapat hubungan antara motivasi berprestasi dan strategi belajar bahasa Inggris; (3) apakah terdapat hubungan antara motivasi berprestasi dan prestasi belajar bahasa Inggris; dan (4) apakah terdapat hubungan antara strategi belajar bahasa Inggris dengan prestasi belajar bahasa Inggris. Selain itu, penelitian ini juga bertujuan untuk memperoleh deskripsi dan interpretasi awal tentang pengalaman belajar siswa mengenai aplikasi motivasi dan strategi belajar mereka. Populasi penelitian ini adalah siswa kelas dua SMK Negeri 2 Depok Sleman tahun ajaran 2006/2007 yang berjumlah 190 siswa. Teknik sampling yang digunakan adalah cluster sampling. Hasil undian jatuh pada kelas Teknik Kompter Jaringan. Instrumen penelitian yang digunakan adalah kuestioner, dokumen nilai dan wawancara. Teknik analisis data yang digunakan adalah analisis Multiple Regression Analysis dan Product Moment Analysis. Hasil analisis data menunjukkan bahwa: (1) terdapat korelasi antara motivasi berprestasi dan strategi belajar bahasa Inggris dengan prestasi belajar bahasa Inggris (0.843 > 0.361, pada tingkat signifikansi 5%). Hal ini sama dengan hasil wawancara dengan seorang siswa yang memiliki prestasi belajar bahasa Inggris, motivasi berprestasi, dan strategi belajar yang tinggi. Dengan memiliki motivasi belajar yang tinggi dan menggunakan strategi belajar bahasa Inggris yang cocok, siswa akan dapat memperoleh prestasi belajar yang tinggi; (2) tidak terdapat korelasi antara motivasi berprestasi dengan strategi belajar bahasa Inggris (0.156 > 0.36, pada taraf signifikansi 0,05). Hasil ini diperkuat oleh wawancara dengan seorang siswa yang memiliki motivasi berprestasi tinggi, namun strategi belajarnya sedang. Siswa menyukai belajar bahasa Inggris dan sadar bahwa bahasa Inggris diperlukan di era global seperti saat ini, akan tetapi dia tidak menggunakan strategi belajar bahasa Inggis dengan baik; (3) tidak terdapat korelasi antara motivasi berprestasi dengan prestasi belajar bahasa (0.350 < 0.36, pada taraf signifikansi 0,05). Hasil tersebut diperkuat oleh wawancara dengan seorang siswa yang memiliki motivasi berprestasi tinggi, namun prestasi belajar bahasa Inggris yang rendah. Siswa tersebut beranggapan bahwa belajar bahasa Inggris tidak hanya untuk mendapat nilai bagus, tetapi untuk dapat berkomunikasi dalam bahasa Inggris; dan (4) terdapat korelasi antara strategi belajar bahasa Inggris dengan prestasi belajar bahasa Inggris(0.703 > 0.361, pada taraf signifikansi 0,05). Dapat disimpulkan bahwa motivasi berprestasi dan strategi belajar secara bersama-sama berkorelasi positive dengan prestasi belajar, dan strategi belajar secara mandiri juga berkorelasi positip dengan prestasi belajar. Dilain pihak, terdapat temuan yang kontroversi dimana motivasi berprestasi tidak berkorelasi baik dengan strategi belajar maupun dengan prestasi belajar.
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CHAPTER I INTRODUCTION
A. Background Common daily classroom settings prove that only a few students can be categorized as good learners. They are those who are willing and accurate guessers with strong drive to communicate, often not inhibitor, prepared to attend to form and practice, monitors their own speech and the speech of others, and attends to meaning (Rubin (1975). Some students are moderately involved while some others are passive as shown by their being silent, cheerless, low motivation, no confidence, slow responses, and low achievement. Motivation is at the heart of many of the most important concerns of teachers. Weiner et al. (1978) in Woolfolk and McCune-Nicholich (2003: 275) state that in the classroom, the greatest problems of motivation are likely to arise when students attribute failures to internal, stable, and uncontrollable characteristics such as ability. They may seem apathetic, depressed, helpless, or unmotivated. Within the field of education during the last two decades, a gradual but significant shift has taken place, resulting in less stress on teachers and teaching and greater emphasis on learners and learning (Nunan, 2004). One consequence of this shift was an increasing awareness and interest in resources for learning styles and language learning strategies in foreign and second language teaching and
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learning. Researchers such as Oxford (2003); O'Mallay and Chamot (1990) have stressed that effective learners use a variety of different strategies and techniques in order to solve problems that they face while acquiring or producing the language. One focus of research in the area of EFL has been that of the identification of how learners process new information and what kinds of strategies they employ to understand, learn or remember the information. In addition, achievement of excellence in the learning is an ambition for all educational communities. Students, given the appropriate time and support, can achieve academic success. It is up to their teachers to ensure that, regardless of individual circumstance, they all receive the support they require to achieve the highest standards possible. Achievement is what learners do with what they learn; it is the outward and visible sign of progress. It may take the form of passing an examination, but it is observable in the actions, products and/or behavior of learners wherever active learning takes place. Achievement in learning shows the increased skills, knowledge and understanding. The richness of a successful learning experience and the gains to individuals and groups cannot all be defined. Teachers recognize the impact in use and enjoyment. While a sense of achievement and the potential to do more come with successful learning, learners sometimes underrate their achievements and do not gain the confidence they need to move on. Assessment is a means of analyzing learning, and it enables learners to see their progress, gains confidence and build to recognize it more fully. Vocational education has played an important role in the Indonesian educational system for decades. The vocational education system is career-
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oriented, with the goal of training manpower to meet the demands of national economic
growth,
industrial
changes,
social
needs,
and
technological
advancement. During the past decades, the vocational system in Indonesia has already successfully cultivated many professionals who contribute greatly to their organizations and society. However, due to the system of university entrance examinations and the high value Indonesian culture places on academic performance, most of the students who choose to attend vocational colleges tend to be those who do not perform well in academic subjects. Better performing students usually do not choose vocational education schools, but instead choose general universities to continue their higher education. Although the vocational education system has contributed much to the Indonesian economy and successfully cultivated much human resources, it is still not students' first choice. According to the researcher's experience teaching in the vocational education system, students in this system possess low confidence and motivation in learning. Many of them even suffer low self-esteem because they think they are inferior to those in the universities. From this point of view, the researcher suggests that teaching students how to learn on their own, find the most effective way to learn, and raise their own interest and motivation in learning are very important issues that require special attention. Applying this to language learning, motivation and language learning strategy are certainly the tool and the shortcut to help the vocational students learn English, not only for the present but also for lifelong learning of foreign languages.
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English at vocational schools is taught from the first grade to the third grade. It is expected that at the end of the learning process, students are able to use English; they are able to read, to listen, to speak, and to write in English through themes that are selected based on the level of students’ development and interest. McClelland et al. (1953) in Woolfolk and McCune-Nicholich (2003: 279) studied in achievement motivation for the first time. They said that people who struggle for excellence in a field for the sake of achieving and not for some reward are considered to be high in the need for achievement, and people who have a high learning achievement, they use appropriate learning strategies. In this study the researcher intends to investigate the achievement motivation, learning strategy, and learning achievement of the students of Depok 2 State Vocational School (SMK Negeri 2) Sleman, Yogyakarta.
B. Problem Identification When we talk about language learning, we cannot cast aside the fact that language learning is a complex phenomenon. There is a set of variables that are involved in it and each of them has important contribution to the degree of language learning outcome, including English learning outcome. Stern (1987: 338) points out five variables that are involved in language learning. They are (1) social context, (2) learner characteristics, (3) learning conditions, (4) learning process, and (5) learning outcome. The first variable, the social context of language learning, involves linguistic, sociocultural and socioeconomic factors. The linguistic factor concerns
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the language situation or the language background involving the target language and the learner’s own language. These aspects closely relate to the degree of the supportiveness of the learner’s language to the target language learning. Besides, we have to be equally aware of the differences in social classes and occupations, as well as culture and religion because these aspects will affect the attitudes of the society, including the learners, towards learning a new language. The second variable is learner characteristics. The learner brings to the language learning certain characteristics: age and sex, cognitive characteristics which cover general learning abilities, language learning aptitude, previous learning experiences and cognitive learning styles, as well as affective characteristics such as attitude, motivation, and personality. In considering the third variable, the condition of learning, Stern makes a basic distinction whether the new language is learnt in a supportive language environment, or, in a specific sense, as a second language, or whether it is learnt in a language class in a non-supportive language environment, or as a foreign language. In foreign language learning, instruction is likely to be the major or even the only source of the target language input. Learning process is the next variable that should be taken into account. This leaning process, as has been stated before, can be looked upon as consisting of strategies, techniques, and mental operations employed by students which have the function to enhance their learning (Oxford, 2003: 1) and to cope with difficulties that arise as a result of the different linguistic and cultural features that are always in existence between the learner’s language and the target language.
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The last variable is the learning outcome. From the learning process, the outcome that is expected is a change in the learner’s disposition or capabilities (Gagne, 1976: 3). In terms of language learning, it is generally agreed that what is expected to be mastered by the students is the communicative competence. However, in order to master this competence the students have to have sufficient knowledge of the language to be learned. Stern (1987 : 346), in detail, even states that in language learning a person should have the mastery of the forms of the language, the linguistic, cognitive, affective and sociocultural meanings that are expressed by the language forms, the capacity to use the language with maximum attention to communication and minimum attention to form, and the creativity of language use. These capabilities are, in fact, not instantly acquired. It takes time to be in such conditions. However, in the context of language learning and teaching, an evaluation on the learning progress over a period of time is really needed in order to know whether the learner’s achievement corresponds with the objective of the instruction or not. In turn, the inferred information will be useful for improving the learning outcome. Those five variables form a general sequence of learning elements. The social context affects the learner and the learning conditions. These three variables then are the determinants of the learning process, and through it, of the learning outcome. The intercorrelationship is summarized in the following diagram:
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Learner characteristics
Social context
Learning process
Learning outcomes
Learning conditions
Figure 1.1 The Intercorrelationship of variables in language learning (Stern: 1983)
C. Problem Limitation Considering that there were so many aspects related to the English learning outcome while the writer’s time, ability, and fund were limited, the writer limited the problem of his research only to the learning achievement and its relation to students achievement motivation and their English learning strategies. This limitation was based on his assumption that the responsibility for the success of language learning rests with the individual students who had to take full advantage of the opportunities to learn. In other words, learning was autonomous and because of this autonomy the students’ motivation to achieve as high as possible a success from their learning is essential. This assumption implied that students had different levels of achievement motivation and employ different English learning strategies. These differences eventually made their achievements different. The limitation was also done with regard to the population of the research. Because of the writer’s limited time, fund, and ability, it was only the second year students that were involved in the research. The inclusion of the third year
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students was not wise because it distracted their preparation for the national final exam. Meanwhile, the inclusion of the first year students was not an appropriate decision either because these students were still in the process of adjustment to the new learning environment so that their psychological condition was still under pressure of the process.
D. Research Questions The study intended to do research on the correlation of achievement motivation and learning strategies with learning achievement among students of Depok 2 State Vocational School, Sleman. It was specifically addressed to seek answers to the following questions: 1. Is there a positive correlation between students’ achievement motivation, English learning strategy and their English learning achievement? 2. Is there a positive correlation between students’ achievement motivation and their English learning strategy? 3. Is there a positive correlation between students’ achievement motivation and their English learning achievement? 4. Is there a positive correlation between students’ English learning strategy and their English learning achievement?
E. Research Objectives In line with the presented research questions, the research objectives were to find out whether: 1. There is a correlation between students’ achievement motivation, English learning strategy and their English learning achievement.
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2. There is a correlation between students’ achievement motivation and their English learning strategy. 3. There is a correlation between students’ achievement motivation and their English learning achievement. 4. There is a correlation between students’ English learning strategy and their English learning achievement. In addition, the objectives are also going to verify previous researches on similar issues in the following ways: 1. The higher the scores of the students’ achievement motivation and learning strategy are, the higher of their learning achievement results are. 2. The higher the scores of the students’ achievement motivation are, the higher of their learning strategy scores are. 3. The higher the scores of the students’ achievement motivation are, the higher of their learning achievement results are. 4. The higher the scores of the students’ learning strategy are, the higher of their learning achievement results are.
F. Research Benefit 1. For scientific contribution, the interpreted narratives or the meanings revealed by the research participants, the study may contribute to the development of education in general, language teaching, and the teaching of English as a foreign language. 2. For others researchers, the result of the study hopefully inspire them to continue research studies in the same scope through different perspectives and
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analysis. For scientific contribution, the interpreted narratives or the meanings revealed by the research participants, the study may contribute to the development of education in general, language teaching, and the teaching of English as a foreign language. 3. For teachers, this study will help them make understand the description of a factual classroom setting as indicated by their achievement motivation, learning strategy and learning achievement.
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CHAPTER II LITERATURE REVIEW
A. Theoretical Review In this part, some related theories which become the theoretical background of this study are presented. They are related to the variables involved in the study.
1. Motivation a. Motivation Motivation according to Lefton (2004:137) is defined as any internal condition within an organism that appears to produce goal – directed behavior. The condition may develop because of physiological needs and drives, or because of more complex desires. A quite similar definition with Lefton’s is put forward by Davidoff (2004: 287) who states that motivation refers to an internal state that may result from a need. From these two definitions, it can be inferred that the key of motivation is the needs that function as an inner active force that affects an individual’s thinking, feeling, behavior, and interpretation of values. Mc Donald (2002: 83) states that humans’ need can be differentiated into two categories: basic needs (physiological needs) and social needs. Basic needs can be identified as hunger, thirst, and sex while social needs which involve feeling about oneself, other, and relationship (Lefton, 2004: 138) are, for instance, abasement need, achievement need, affiliation need, autonomy need. Maslow, as
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cited by Morgan, (2001: 233), states that humans universally have needs or drives which range from the fundamental physical necessities (hunger, thirst, and sex) to higher needs of safety (security, stability, and order), belongingness and love needs (affiliation, affection, and identification), and esteem needs (prestige, success, and self-respect), the fulfillment of which leads to self-actualization. These needs which give direction and intensity to behaviors become a part of individuals in every face of life, including education.
b. Achievement Motivation One objective of education is to assist students to achieve knowledge and skills (Klausmeier and Goodwin, 2005: 222). A related objective is to encourage the students to achieve success in their learning. According to Atkinson as cited by Gorman (2004: 134) the tendency to achieve success in an individual in connection with any task or activity, or in other words, achievement motivation, is a function of three variables. They are an intrinsic motive to achieve success, expectancy that the performance of a task will be followed by a success and an incentive value after achieving the success. Thus, whether or not a person will strive to reach a goal depends on: 1)
basic need for achieving a degree of excellence.
2)
how certain (or probable) that they will be successful.
3)
how attractive reaching the goal is, i.e. the degree of satisfaction they will experience in achieving the goal.
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The degree of excellence that a student will achieve can be associated with three criteria (Heckhausen, 1968 in Haditono, 2003: 19). The first is task-related degree or standard of excellence which refers to the excellence in the accomplishment of a task. The second is a self-related standard of excellence. Here, the student’s achievement is compared with their own previous achievement. The third is other-related standard of excellence which refers to the comparison with other achievements: that is in competition. Those standards of excellence accordingly become the reference of attitudes or behaviors that are put forth by the students. A student, for example, has a desire or need to achieve success from a competition of accomplishing a task against his friends. Satisfaction, for them is regarded to be achieved if they get a better mark than the others. In order to achieve that satisfaction, they are willing to do any efforts that they expect will result in a success. Once these aspects accumulate within them, they are ready to do goal-keeping activities. In a more specific sense, these internal changes direct them to behave. From the illustration above, it can be concluded that the degree of students’ achievement motivation can be inferred from their behaviors. However, as the essence of motivation is basically an internal condition, clues for it are often minimally observed from behaviors. That is why students’ achievement motivation can also be inferred from their interests, aspirations, feelings, and likings toward certain objects which prompt to behaviors (Munn et al, 2002: 329). In the context of this research, student’s achievement motivation therefore will be inferred from verbal statements of those aspects.
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In line with the attempt to infer the degree of students’ achievement motivation, experts have identified certain attitudes and behaviors that are regarded to characterize students’ achievement motivation. Hudgins (2003: 389) state that motivated students have high hopes for success and positive attitudes toward goal attainment and they do not think too much about the possibility of failure. This means that students who have high achievement motivation will always be dynamic and optimistic or self-confident in attaining their goals. They are so sure that with their own capabilities, every task will be accomplished well. In turn, success in doing the tasks will give them satisfaction if it results from their own efforts. Such appreciation to one’s own capabilities will also prevent them from the fear of failure since whatever the results they get, they show the best things they can do. In case of failure, Haditono (2003: 16), citing Weiner (1972), states that high achievement-motivated individuals are more likely to be persistent. Persons of high achievement motivation usually ascribe success to high ability and effort. Consequently, they ascribe failure to lack of effort. High achievement-motivated individuals therefore work hard after a failure to attain future success. They also tend to keep determining for finding solutions whenever they are blocked with difficulties that may appear. Their persistence can also be identified from their desires to keep participating in learning activities though they have ever experienced unpleasant situation. Individuals who are low in achievement motivation, on the other hand, tend to ascribe failure to poor ability. As this ability is a relatively stable factor, a
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failure is considered to be followed by continuous failures. Even because of a slight constraint, achievement efforts are often ceased early among these low achievement-motivated individuals. The next characteristic of achievement-motivated individuals deals with risk preference. Individuals who are high in achievement motivation will prefer tasks of intermediate difficulties where the probability of success or failure is 50/50. Tasks with such kind of probability in fact require efforts to accomplish. Low achievement-motivated individuals, who are afraid of failure, in contrast, usually like to select either too easy tasks (where failure is unlikely) or extremely difficult tasks where it is not embarrassing to fail. For this type of persons, though they are not able to accomplish the extremely difficult tasks, recognition for choosing the difficult tasks is thought to be achieved. Besides those three characteristics, i.e. self-confidence, persistence in case of failure, and risk preference, high achievement motivated individuals also look upon time as a-valuable thing (Heckhausen, 1968 in Haditono, 2003: 21-22). They put high value on it because they know time as a fast and straight-forward motion. In turn, they get worried when losing or wasting it. In classroom setting, students with high achievement motivation give high value not to miss the lessons. With regard to this objective, whenever they find that the lessons are not held for one reason or another, they substitute for them by other useful activities such as going to the library or reviewing previous lessons. Heckhausen further states high achievement motivated subjects choose disliked but capable person as partners in accomplishing tasks. They act according
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to the expectation that high achievement motivated individuals prefer a good accomplishment of the tasks rather that good social contacts. Thus, it can be stated that achievement motivation is higher than affiliation motivation. Even though a high achievement-motivated person sets cooperation with others, especially the capable ones, it does not mean that cast aside competition. This can be attributed directly to the standards of excellence stated before. Darley (2004: 337) point out that the need for achievement cannot be separated from the desire to outperform other. Competition with themselves sometimes also happens as a way of testing and improving their performance. Competition, according to Watson and Lingren (2004: 543-544), provides opportunities to show one’s best. High achievement-motivated students, therefore, are those who are highly willing to engage in a competitive situation. These situations are regarded to be good opportunities to monitor their learning progress in comparison with their classmates’. In fact it is not only the desire to engage in competitive situations that occurs but also a high desire to outperform the other by being the first and the best in any tasks. In order to be so, they always tend to compare their own achievements with the other. In other words, they have high curiosity concerning the position of their own achievements among the others’. Summarizing the theories above, it can be concluded that students’ achievement motivation is the tendency to increase or keep as high as possible students’ capabilities in all their learning activities that lead to success. Students’ achievement motivation contains the following aspects: 1) Self-confidence in facing achievement related tasks,
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2) Persistence in case of failure, 3) Preference for levels of difficulties, 4) Preference for partners in doing achievement-related tasks, 5) Competition with others. Those aspects will be used as the basis for the construction of the achievement motivation measurement.
2. Language Learning Strategies As it has been mentioned before, when learning a language, including learning English, students face a set of complexities concerning linguistic, sociocultural, and process aspects. To cope with these complexities, students will eventually make reactions in order to take their learning activities run well. The students’ reactions are generally in the form of strategies or techniques of learning.
a. Learning In psychology and education, a learning theory is an attempt to describe how people and animals learn, thereby helping us understand the inherently complex process of learning. There are three main categories or philosophical frameworks under which learning theories fall: behaviorism, cognitivism, and constructivism. Behaviorism focuses only on the objectively observable aspects of learning. Cognitive theories look beyond behavior to explain brain-based learning. And constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts (http://en.wikipedia.org/wiki).
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Bower and Hilgrad (1987: 12) state that learning is the process by which an activity originates or is changed through reacting to an encountered situation, provided that the characteristics of the change in activity cannot be explained on the basis of native response tendencies, maturation, or temporary states of the organism. Meanwhile, Kimble and Garmezy (1963: 133) define learning as a relatively permanent change in a behavioral tendency that occurs as a result of reinforced practice. In line wit the above statements, Gary and Kingsley (1970: 15) state that learning is a process by which behavior is originated or changed though practice or training. According to Winkel (1991: 36), Learning is a mental activity which happens in active interaction with the environment that results changes in understanding of knowledge, skill, and attitudes. The changes are relatively constant and they can be traced. It means that learning can only happen if there is an active interaction between the learner and his environment. Learning is the lawful and somewhat predictable process by which behavioral tendencies are introduced or altered through experience. The term lawful implies that the process has some regularity and it can be described in rational ways. More clearly, Brown (2000: 6) breaks down the definition of learning as follows: 1) 2) 3) 4)
Learning is acquisition of information or skill. Learning is retention of information or skill. Retention implies storage systems, memory, and cognitive organization. Learning involves active, conscious focus on and active upon events outside or inside the organism. 5) Learning is relatively permanent, but subject to forgetting. 6) Learning involves some forms of practice, perhaps reinforced practice. 7) Learning is a change in behavior.
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In line with Brown’s statement, Mahmud (1989: 121-122) clarifies that learning is behavioral change, which can be or cannot be traced directly and it happens in someone’s life through experience. From all definitions of learning above, it can be conclude that learning is a process which is experienced by an individual to get behavioral changes which are the results of training or experience from the interaction with environment. In fact, nearly all the definitions of learning include the concepts of change, behavioral, and experience. Learning involves some sorts of change in an organism in which this change makes some changes in behavior. These changes are bought about by experience. As a result, learning can be define as a relatively stable, unspecified change within an organism that a change in behavior. That is due to experience. Although there are many different approaches to learning, there are three basic types of learning theory: behaviorism, cognitive constructivist, and social constructivist. The theories are treated in four basic parts and their taxonomies as seen in Table 2.1 in the following page.
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Table 2.1 Types of Learning Theory and their taxonomy Behaviorism
Cognitive Constructivist Knowledge system of cognitive structures is actively constructed by learners based on existing structures. Active assimilation and accommodation of new information to existing cognitive structures. Discovery by learners.
Knowledge
Repertoire of behavioral responses to environmental stimuli
Learning
Passive absorption of predefined body of knowledge by learner. Promoted by repetition and positive reinforcement.
Motivation
Extrinsic, reward and punishment (positive and negative reinforces).
Intrinsic. Learners set their own goals and motivate themselves to learn.
Instruction
Correct behavioral responses are transmitted by the teacher and absorbed by the students.
The teacher facilitates learning by providing an environment that promotes discovery and assimilation/ Accommodation.
Social Constructivist Knowledge is socially constructed.
Integration of students into knowledge community. Collaborative assimilation and accommodation of new information. Intrinsic and extrinsic. Learning goals and motives are determined both by learners and extrinsic rewards provides by the knowledge community. Collaborative learning is facilitated and guided by the teacher. Group work.
(Source: http://gsi.berkeley.edu/resources/learning/introduction.html) b. Language Learning Byrne in Brown (2000: 17) states that language is not knowledge, but a set of skills. The learning of it, therefore must be different from the learning of a science that is a set of concepts of varying degrees of abstraction. This is studies of language. Kingsley and Gary (1965:130) state that there are many variables affect the aspects of the learning process. The aspects fall into three categories:
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individual variables, task variables, and methods variables. The individual variables are maturation, sex, previous experience, motivation and capacity. Tasks refer to the length, difficulty, and meaningfulness of the material being learned. The methods include knowledge of results, incentives, guidance, and degree of learning. Brown (2001: 56) states that learning a new language involves the mastery of the sound system to understand and to approximate their production, the mastery of the features of arrangement that constitute the structure of the language, and the mastery of sufficient to operate the structures and represent the sound system in actual use. Learning a new language, according to Nunan (2004: 62) means learning the expression, the content, and their association for rapid use both in speaking and listening to the target language. Besides, these aspects there are another aspect that should be taken account that is the cultural items of the new language.
c. Learning English as a Foreign Language The knowledge of foreign language is nowadays regarded to be essential needed. It is to engage in the interactive affairs. However, every person has different reason. For a businessman, for instance, need master English in order he gets a success in his transactional with his partners from other countries. A student of university thinks that master English is a must in order he can gain the success
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in reading comprehension of some English resources. In short, everyone has his own compelling reason to learn a foreign language (Nunan, 2004: 77). Oxford (2003: 6) states that foreign language learning is often viewed as a process of acquiring a language that does not have immediate social and communicative function in the society where it is learned with regard to the status of the new language in the society. When a person learns a foreign language is faced with set of complexities. The complexities do not relate only to the aspects of the language that should be acquired but also to the language within the environment of one’s own culture. Brown (2000: 136) states that the learning language can be defined as learning a language in one’s own culture with few immediate and under spread opportunities to use the language within the environment of one’s own culture. Meanwhile, in the mode of any learning, including foreign language learning, Stern (1983: 338) proposes that the learning process is determined by learner characteristics, the social context, and the condition of learning. Learning characteristics according to him are age and sex, cognitive characteristics. Cognitive characteristics in this case, involve general learning abilities, language learning aptitude, previous learning experiences and cognitive learning styles, as well as affective characteristics such as attitudes, motivation, and personality. Meanwhile the social context according to him involves linguistics, sociocultural, and socioeconomic factors. The linguistics factor concerns the language situation or the background involving the target language and the learner’s own language. The social factors also cover the difficulties in social
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classes and occupations as well as culture and religion. These aspects according to him will affect the attitudes of the society. Then, learning condition are language learning that includes inside the target language environment and language learning in the classroom. Besides, the current issue related to the coming of the twenty-first century is the fast development of science, technology, and art. The development of technology in information and electronic devices, for instance, will make students feel and realize that the world gets smaller and the interdependency among nations grows up. In line with it, it required to provide human resources that have the ability to communicate in English. Why should it be English? Being spoken by at least one billion and a half users all over the world (Stevens, 1987: 56), English becomes the language for many aspects of human life. In terms of transferring science, technology, and art, it is regarded as a window to see every development that happens. A number of activities in trade, political affairs, art and culture, and even in sports are done in English. These facts show the predominant role or this language so that every nation should learn and master it in order not to be left behind by other nations. Because of its importance in the economic, scientific, and political worlds, our government gives English a special status in school curricula. English is the first foreign language which is taught as a compulsory subject vocational or SMK schools. This policy is aimed at enabling students to communicate in English so that they are able to absorb and develop science and technology, arts and culture, and to promote good relationship with other nations.
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d. Strategy The word ‘strategy’ comes from the ancient Greek word ‘strategia’, which means steps or actions taken for the purpose of winning a war. The warlike meaning of ‘strategia’ has fortunately fallen away, but the control and goaldirectedness remain in the modern version of the word (Oxford, 2003: 4). A given strategy is neither good nor bad; it is essentially neutral until the context of its use is thoroughly considered. Dobrovolny (2003: 25) uses learning strategies to mean the techniques or devices which a learner may use to acquire knowledge. Dobrovolny goes on to delineate strategies; Dobrovolny asserts good language learner use. Good language learners, according to him, are willing and accurate guessers who have a strong desire to communicate, and will attempt to do so even at the risk of appearing foolish. However, even though the learners are highly motivated to communicate, they also should attend to from and meaning.
e. English Language Learning Strategy “Learning strategies”, according to Oxford (2003: 1) refers to steps take by students to enhance their own learning. In a more specific sense, learning strategies are defined as “specific actions, behaviors, steps, or techniques – such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task – used by students to enhance their own learning” (Scarcella & Oxford, 1992, in Oxford, 2003: 6). When the learner consciously chooses strategies that fit his or her learning style and the L2 task at hand, these
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strategies become a useful toolkit for active, conscious and purposeful selfregulation of learning. Learning strategies can be classified into six groups: cognitive, metacognitive, memory-related, compensatory, affective, and social. Each of these is discussed later in this chapter. O’Malley and Chamot (1990: 1) define learning strategies as the special thoughts or behaviors that individuals use to help them comprehend, learn, or retain new information. So, in this case, learning strategies are basically composed of not only real activated behaviors’ mind. Learning strategies also concern individuality. This means a student will employ certain strategies that are relatively different from those of the others. The difference is affected by many factors such as degree of awareness, stage of learning, age, sex, nationality, general learning styles, personality traits, motivation level, and purpose for learning the language (Oxford, 2003: 13). Besides these personal factors, Oxford also states that there are external factors which affect the way the learners choose the learning strategies. They are task requirements and teacher expectations. These factors, although need to be more thoroughly analyzed, seem to significantly affect the choice of learning strategies. Learners that are more advanced or older, for example, with regard to their experiences seem to use better or more complex strategies than the less advanced or younger learners do. Task requirements, as another example, seem also to determine the strategies for listening as for speaking. The differences of learning strategy choices which are caused by those factors will eventually make the range of learning strategy very large.
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From the two definitions above, it can also be inferred that learning strategies have a function to enhance learning and specifically to help the learners comprehend, learn, or retain new information. Learning strategies, in this sense, therefore can be regarded as tools in learning. As tools they are employed whenever the learners want to prevent and to face difficulties that have to be overcome, to accomplish tasks, or to attain goals in learning. In turn, the employment will make their learning easier, faster, and more effective. It has been mentioned before that the range of learning strategies can be very large. In spite of the large range of learning strategies, attempts have been made by experts to identify and classify them (Stern, 1987:347). Without underestimating other identifications and classifications, in this section the presentation of learning strategies will be limited only to Oxford’s. The choice is merely because of practical reasons. In the researcher’s view, Oxford’s identification and classification is detailed and comprehensive, uses less technical terminology, and can be applied in four language skills. Oxford (2003: 39-147) presents an identification and classification that consist of two main categories which are called direct strategies and indirect strategies. Direct strategies which deal with the language it self are divided into the memory strategies, cognitive strategies, and compensation strategies. On the other hand, indirect strategies which are for the general management of learning comprise metacognitive, affective, and social strategies. Memory strategies (Memory-related strategies), sometimes called mnemonics, are the strategies that are used for remembering and retrieving new
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information. These strategies help learner link one L2 item or concept with another but do not necessarily involve deep understanding. Various memoryrelated strategies enable learners to learn and retrieve information in an orderly string (e.g., acronyms), while other teaching create learning and retrieval via sound (e.g., rhyming), image (e.g., a mental picture of the word itself or the meaning of the word), a combination of sounds and images (e.g., the flashcards), or location (e.g., on page or blackboard) (Oxford, 2003: 6). These strategies fall into four sets: creating mental linkages, applying images and sounds, reviewing well and employing actions. Creating mental linkages are essential because, as it is known, the aspects of the new language that should be learnt are very large in number. Vocabulary, for example, is by far the most sizeable and unmanageable component in the learning of a new language. In this case, an action like making associations of words or expressions that have close meaning will help the learner deal with the difficulty. The difficulty to remember large amounts of vocabulary can also be overcome by linking them with the visual or aural images. On one occasion, for example, when hearing or reading a certain word the learner can imaging what the word looks like if it is visualized. Such image sometimes is more easily transferred to the memory. While many language learners can get benefit from visual or aural imagery, other may apply structured reviewing. The reason is that looking at the new language information once is not enough; it must be reviewed in order to be remembered. Meanwhile, those who enjoy tactile modes of learning can physically act out a new expression or write words on cards.
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Cognitive strategies are the strategies that enable the learners to understand and produce a new language by many different means. Four sets of cognitive strategies exist. They are practicing, receiving and sending messages, analyzing and reasoning, and creating structure for input and output. Strategies for practicing are among the most important cognitive strategies. As it is known, practice is usually or even always needed to reach acceptable proficiency, a goal which actually requires hundreds or thousands of hours of practice. So, the practicing strategies, including repeating, formally practicing with sounds and writing systems, recognizing and using formulas and patterns, recombining, and practicing naturalistically, take on a special value. Strategies for receiving and sending messages are necessary tools. One such strategy, known as getting the idea quickly, helps the learner locate the main idea through skimming or the key points of interest through scanning. This strategy implies that is not necessary for learner to focus on every single word. Another strategy in this group, using resources, is useful for both comprehension and production. It helps learners take advantages of a variety of resources, printed or nonprinted, to understand and produce messages in the new language. Analyzing and reasoning strategies concern logical analyzing and reasoning as applied to various target language skills. Often learners can use these strategies, such as applying general rules in a new context on reasoning deductively, analyzing expressions to find their meanings, comparing the elements of a new language with those of their own language, translating a new expression into their own language, and transferring the previous knowledge into a new
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situation. Language learners often feel confused or worried about the large amount of material that should be learnt. To learnt more easily they need to structure the materials into manageable form by using strategies such as taking notes, summarizing, and highlighting. Cognitive strategies enable the learner to manipulate the language material in direct ways, e.g., through reasoning, analysis, note-taking, summarizing, synthesizing, outlining, reorganizing information to develop stronger schemas (know structure), practicing in naturalistic settings, and practicing structures and sound formally (Oxford, 2003: 6). Compensation strategies, the last group in direct strategy category, are the strategies that enable learners to use the new language for either comprehension or production despite the limitations in knowledge. These strategies are intended to make up for an inadequate repertoire of grammar and, especially, vocabulary. Compensation strategies are divides into two sets: guessing intelligently and overcoming limitations in speaking and writing. Guessing strategies, sometimes called inferring, involve using a variety of clues, to guess the meaning then the learners do not know all the words. Good language learners when faced with unknown expressions make educated guesses by using the existing clues that they have already been familiar with. On the order hand, less expert language learner often panic or try to look up every word in the dictionary. Compensation strategies occur not only in understanding the new language but also in producing it. They allow the learner to produce spoken or
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written expressions in the new language without complete knowledge. To overcome these limitation learners may use mime or gestures, switch the expression on the mother tongue, get help from others, select topic, coin words avoid communication partially or totally, and adjust or approximate the message. Compensatory strategies (e.g., guessing from the context in listening and reading; using synonyms and “taking around” the missing word to aid speaking and writing; and strictly for speaking , using gestures or pause words) help the learner make up for missing knowledge (Oxford, 2003: 7). It has already been mentioned that besides direct strategies there are also indirect strategies which are made up of metacognitive, affective, and social strategies. Metacognitive strategies, according to Oxford (2003: 139), are actions which go beyond purely cognitive devices and which provide a way for learners to coordinate their own learning. With regard to the function to enhance learning, metacognitive strategies then enable learners to optimalize their learning through focusing, planning, evaluating their progress. These strategies include three strategy sets: centering learning, arranging and planning learning, and evaluating learning. Language learners often face too much newness in their learningunfamiliar vocabulary, confusing rules, a different writing system and others. With all this novelty, many learners lose their focus, which can only be regained by the conscious use of metacognitive strategies such playing attention and over viewing/linking with already familiar material. Other metacognitive strategies, like organizing, setting goals and adjectives, considering the purpose, and
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planning for a language task, help the learners to arrange and plan their language learning in an efficient, effective way. The metacognitive strategy of seeking opportunities for practice is especially important. Learners who are seriously interested in learning a new language must take responsibility to seek as many practice opportunities as possible. Metacognitive strategies (e.g., identifying one’s own learning style preference and needs, planning for an L2 task, gathering and organizing materials, arranging a study space and a schedule, monitoring mistakes, and evaluating task success, and evaluating the success of any type of learning strategy) are employed for managing the learning process overall. Among native English speakers learning foreign languages, Purpura (1999) in Oxford (2003: 6) found that metacognitive strategies had “a significant, positive, direct effect on cognitive strategy use, providing clear evidence that metacognitive strategy use has an execution over cognitive strategy use in task completion”. Realizing that learning a new language is a difficult activity, students occasionally make mistakes or errors. When they do so, they usually become traumatized. In fact they do not have to be so because from the errors they will be able to progress. Therefore, self-monitoring and self-evaluating is essential. Dobrovolny (2003: 1) states that metacognition is the process of selfassessment and self-correction. It includes evaluating progress, correcting errors, and implementing and perhaps changing learning strategies. In metacognitive strategy, learners engaged think about implementing their preferred learning strategies, assessing their progress by answering self-assessment questions or
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practice questions, and determining the degree to which the instruction meets their needs or expectations, and implementing remedial learning strategies such as rereading instructional information. The affective strategies which are the second group of indirect strategies are those for regulating emotions: lowering anxiety, encouraging oneself, and taking emotional temperature. The first set, lowering anxiety, can be attributed to the fact that too much anxiety may block language learning. Harmful anxiety presents itself in many forms: worry, self-doubt, frustration, helplessness, insecurity, fear and physical symptoms. In this regard, anxiety reducing strategies like laughter and deep breathing are therefore necessary. However, strategies directly targeted at anxiety reduction are not the only ones that help learners to calm down. Selfencouragement through positive statements can change one’s feeling and attitude and can indirectly reduce anxiety, including the tension which surrounds test taking. In addition, listening to bodily signals is a helpful strategy for discovering and controlling anxiety. Affective strategies, such as identifying one’s mood and anxiety level, talking about feelings, rewarding oneself for good performance, and using deep breathing or positive self-talk, have been shown to be significantly related to L2 proficiency in research by Dreyer and Oxford (1996) among South African EFL learners and by Oxford and Ehrman (1995) among native English speakers learning foreign languages (Oxford, 2003: 7).
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In considering the social strategies, there is a fact that should be taken into account: that language is a form of social behavior; it is communication, and communication occurs between and among people. Learning a language thus involves other people, and appropriate social strategies are very important in this process. Three sets of social strategies are included here: asking questions, cooperating with others, and empathizing with other. One of the most basic social interactions, according to Oxford, is asking questions, an action from which learners can gain great benefit. Asking questions, either for clarifications or correction, help the learner get closer to the meaning and therefore aids understanding. It also helps them encourage conversation partners to provide large quantities of input in the target language and indicates interest and involvement. Moreover, the conversation partners’ responses to the learners’ questions indicate whether the questions are well understood, hence providing indirect feedback about the learners’ production skill. Social strategies (e.g., asking questions to get verification, asking for clarification of a confusing point, asking for help for in doing a language task, talking with a native-speaking conversation partner, and exploring cultural and social norms) help the learner work with other and understand the target cultural as well as the language (Oxford, 2003: 7). In addition to asking questions, cooperating with peers and with more proficient users of the target language is useful. However, cooperative strategies require the existence of the ability to empathize others. Empathy can be developed
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more easily when the learners use a developing cultural understanding strategy and become aware of other thoughts and feelings. Based on what has been already described, it can be concluded that English learning strategies are specific thoughts or behaviors employed by the students to enhance their own English learning. The strategies may be those which directly involve the target language and those which directly involve the target language and those which the support and manage language learning without directly involving the target language. The following figure indicates the strategy system according to Oxford (2003: 7). Table 2.2 Diagram of the Strategy System (Oxford, 2003: 7)
Strategy
Section Memory Cognitive
Direct
Compensation Metacognitive Indirect
Affective Social
Sub-Section Creating mental linkages Applying images and sound Employing action Receiving and sending messages Analyzing and reasoning Creating structure for input and output Guessing intelligently Overcoming limitations in speaking and writing Centering your learning Arranging and planning your learning Evaluating your learning Lowering anxiety Encouraging oneself Taking emotional temperature Asking questions Cooperating with other Empathizing with other
From table 2.2 above, it can be concluded that learning strategies can be classified into two groups: direct and indirect strategy. Direct strategy consisted of
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memory, cognitive, and compensation strategy, while indirect strategy consisted of metacognitive, affective, and social strategy.
4. Learning Achievement Learning according to Smith (2003: 2) is viewed as a change in behavior. In other words, learning is approached as an outcome - the end product of some process. The depth or nature of the changes involved is likely to be different. Some years ago Säljö (1979) in Smith (2003: 2) carried out a simple, but very useful piece of research. He asked a number of adult students what they understood by learning. Their responses fell into five main categories: a. Learning as a quantitative increase in knowledge. Learning is acquiring information or ‘knowing a lot’. b. Learning as memorizing. Learning is storing information that can be reproduced. c. Learning as acquiring facts, skills, and methods that can be retained and used as necessary. d. Learning as making sense or abstracting meaning. Learning involves relating parts of the subject matter to each other and to the real world. e. Learning as interpreting and understanding reality in a different way. Learning involves comprehending the world by reinterpreting knowledge. Based on what has been already described, it can be concluded that in terms of language learning, including English learning, the change of behavior covers the mastery of the forms of the language, the mastery of the meaning that
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are expressed by the language forms the capacity to use the language with maximum attention to communication and minimum attention to form, and the creativity of language use. As these capabilities need a long time to acquire, while in the context of school system there is only limited time, an evaluation on the learning progress is needed in order to know whether it corresponds with the objective of the instruction or not. Learning achievement can be defined as the results of an individual or group of individuals in a school subject or activity. The term achievement can also be defined as something which is achieved or done successfully with efforts and skills (Hornby, 1989: 8). Webster (1968: 16) talks about achievement as results accomplished by a student in a course: quality and quantity of a student‘s works during a given period. Achievement can note final accomplishment of something noteworthy, after much effort and often in spite of obstacles and discouragement. Finocchiaro and Sako (1983: 15) put forward their opinion that the evaluation of language learning progress refers to the evaluation of the amount and degree of the control of discrete language and cultural items and of the integrated language skills acquired by the students within a specific period of instruction in a specific course. What is meant by evaluation here is a process of delineating, obtaining, and providing useful information for judging decision alternatives (Stufflebeam et al., 1971 in Silverius, 1991:4). The judgment is either about a person with his abilities, his interest, his personality, or his learning or performance, how well he
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has learned the knowledge and skill that form the essential objectives of a subject area (Gorman, 1974:410). Usually in the context of English language learning, the focus of the judgment is limited only to how well the students have learned the knowledge and skills in English. Gorman further states that there are many techniques that can be used a basis for making a judgment. Some are more informal such as observation, interview, or evaluating a creative production. Some other techniques may involve assigning a numerical value to the performance or to a quality of the person according to some rule, or in other words measurement. This latter category includes the following: a. Tests-measures which involve problems or questions relating to knowledge or ability. b. Assignments-paper, project, homework which students do individually or in groups. c. Inventories-measures which contain questions about one’s interest or personality. d. Rating scales and checklists-measures that contain statements or phrases which reflect various aspects of performance or behavior. In Indonesia, the most commonly used types of evaluation techniques in vocational schools are assignments and tests. The form of assignments that students usually have to do is home work. Meanwhile, in tests students are commonly called for to answer a number of problem-type questions. Tests are most often constructed by teachers for formative and sub-summative evaluations,
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while for the summative evaluations and final examination the tests are constructed by the local government committee. The students’ learning achievement can be shown in the form of a test result or report. In this case there are series of tests that should be given to the students during the whole semester. They are sub-summative tests, summative tests, and co curricular tests (Harris as quoted by Rokhayati, 2005). According to him, summative tests are the tests used to measure the students’ achievement of all the objectives at the end of every semester. Meanwhile, co-curricular tests are extra tests to be done by the students at home. Based on the definitions above, it can be concluded that students’ learning achievement is: 1. the representation of quality and quantity of a student‘s works during a given period accomplished after effort, obstacle or discouragement. 2. the representation of quality or quantity among Vocational School Students is achieved through assignment, evaluation, sub-summative test, summative test given by their teachers. 3. the representation of the results of an individual or group of individuals in a school subject or activity that are shown in the form of a test result or report.
5. Vocational School Vocational school is a formal secondary education of education system in Indonesia. The aims of the vocational school in Indonesia are:
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a. to prepare students in the field of work and to develop a professional attitude. b. to prepare students in order to be able to choose their carrier, to compete, and to develop them-selves. c. to prepare middle level labors for business world and industries at the present time and the future. d. to prepare graduates in order to be productive, adaptive, and creative citizen (Depdiknas, 2003: 3). According to the aims above, it means that a vocational school has a special characteristic which differentiates between other educational institutions. A vocational school has characteristic of vocation that organizes an educational program appropriated with various fields of work. A vocational school is a vocational secondary education which also gives opportunities to students to continue their education to the higher level. Such a thing differentiated with a non-formal vocational education. So that, the subjects in vocational school also differentiate with those that are in high school or in a non-formal vocational education. The subjects in a vocational school are general subjects and vocational subjects (Depdiknas, 2003: 8). A vocational school organizes educational program that agrees with various fields of work. According to that, educational programs in vocational school are grouped into six groups, such as agriculture and forestry group, technology and industry group, business and management group, public prosperity group, tourism group, and art and craft group.
40
With regard to English as a foreign language for Vocational School in Indonesia, before admitting to the school some students have been learning English at least three years at Junior High School. Some others, however, may have been learning five or six years, three years at JHS and two or three years at Elementary School. EFL plays an important role in the students’ current and future lives. For their current lives, English as an adaptive subject can help them understand the cultures where English is spoken. They can understand how English words are put together to make meaningful sentences, how words are correctly pronounced, etc. The role for their future is to help them prepared to take parts in the global era community. With adequate competence in English, vocational school graduates can get better job and lives by working for business sectors in foreign countries
B. Relevant Research Results Some relevant researches concerning either achievement motivation, learning strategy or learning achievement have been previously done such: 1.
Salem, N. M (2006) did a research entitled “The Role of Motivation, Gender, and Language Learning Strategies in EFL Proficiency” The results of this study revealed, at the P < .05 alpha level. Motivation in general did not correlate with EFL proficiency. Furthermore, the results showed that overall strategy use did not play a significant role in EFL proficiency; however, the results revealed a low, negative correlation between the use of metacognitive strategies and proficiency. The findings also revealed that the most frequently
41
used strategies were the cognitive and metacognitive strategies, and the least frequently used strategies were the affective strategies. 2. Ambarwati (2005) did research entitled “The Contribution of Learning Strategies in Achieving the Report Marks of English As a Foreign Language of the Students of Batik Vocational School of Purworejo”. The results of the analysis showed that (1) there was a positive relationship between direct learning strategies and achieving the English report marks as a foreign language (2) there was a positive relationship between indirect learning strategies and achieving the English report marks as a foreign language. 3. Shmais (2003) did research entitled “Language Learning Strategy Use in Palestine”. The results of this study showed that (1) An-Najah English majors used learning strategies with high to medium frequency, and that the highest rank (79.6%) was for Metacognitive strategies while the lowest (63%) was for compensation strategies and (2) gender and proficiency had no significance differences on the use of strategies. The previous study focused on learning strategies of male and female Elementary School Pupils, contribution of learning strategies in achieving the report marks of English as a foreign language, and language learning strategy use. Meanwhile, the current study focused on achievement motivation, learning strategies, and learning achievement. As stated above, achievement motivation was one of important factors in ESL. If teachers known how big students’ achievement motivation was, it will help them better understand what motivates
42
their students. They who are motivated-students will use appropriates learning strategy and it will improve their English learning achievement.
C. Theoretical Framework In this part, four theoretical frameworks will be discussed. They are as follows. 1. The Correlation between Learning Motivation, Learning Strategy and Learning Achievement High
achievement-motivated
students
will
have
high
learning
achievement. Learning achievement including English learning achievement can be connected with students’ achievement motivation and English learning strategies. Students’ achievement motivation gives influence to the degree of learning achievement. In fact, the learning achievement, besides being affected by the students’ achievement motivation, is partly determined by the learning strategies which are affected by the students’ achievement motivation.
2. The Correlation between Students’ Achievement Motivation and English Learning Strategies Learning a foreign language is a difficult and complex task, which demands much time, patience, and effort. Students often find that language being learned sounds very strange and foreign, and its vocabulary and grammar seem formidable, difficult, and irrational. Frustration, then, may happen here. In this
43
regard, it is a matter of willingness to understand and tolerate the ambiguity and irrationality that becomes the key to success in foreign language learning. The willingness to accept the difficulties and frustration, in fact, cannot be separated from students’ motivation, especially students’ achievement motivation. To engage in learning activities, the students’ tendency to achieve success is a necessary condition because it will give direction and determine the intensity of the behaviors to fulfill the goal they have in mind. The most important thing here is that highly achievement-motivated students conceive success as being the result of high effort and high ability. So, they tend to take personal responsibility for success because effort is an international personal factor. In other words, it can be said that the students’ effort falls within the range of the students’ own responsibility. What is called personal responsibility in learning is manifested in the forms of learning strategies. From the description above, it can be stated that the students’ achievement motivation becomes the basis for the learning strategies. Therefore, it can be assumed that the higher the students’ achievement motivation is, the better the learning strategies are. Students who have high motivation to learn a language generally display a greater range and more frequent learning strategies that those who have low motivation.
44
3. The Correlation between Students’ Achievement Motivation and English Learning Achievement. Achievement motivation plays an important role in students’ learning activities. Learning activities will be effective and meaningful if the students are encouraged to learn. Students’ ideas or desires are like the energy arousal directing them to learn. In this case, if the students have high achievement motivation, they will set any effort that leads them to achieve success from their learning. They will pay full attention to the course in which they are engaged, read intensively, accomplish tasks given to them, and so forth. Besides, high achievement motivation will also make the students self-confident and persistent even thought they face difficulties that arise during the learning process. Usually students who are high in achievement motivation do better on tasks than those who are low-motivated. This statement makes sense because the students’ achievement motivation directs them to learn more things in any opportunities and to develop working habits that make them more proficient. In consequence, they will learn a new task faster and accomplish more in less time. This condition will make them achieve more knowledge from their learning. Based on the reason mentioned above, it can be assumed that high achievementmotivated students will have high learning achievement.
4. The Correlation between English Learning Strategies and English Learning Achievement. Success on foreign language learning cannot be separated from the employment of learning strategies. It was previously mentioned that when
45
learning a foreign language, students often face unpleasant situations which may distract their learning. Learning strategies, in this case, have essential functions as tools for cooping with the difficulties that may appear and, in turn, for enhancing the learning itself. Students who know how to apply appropriated strategies will find that their learning runs effectively. This is because learning strategies, for them, seem to be certain and direct paths that lead them to the accomplishment of certain tasks. They do not have to be confused when facing those tasks and therefore they will save time. The rest of the time they have will enable them to cover more material that they should learn. Learning strategies will also make students become self-learners. As they gain experience with the use of the strategies, they come to depend increasingly upon the strategies. In other words, they become more and more self learners. This condition will enable them to take full benefits from any opportunities to learn and in turn will increase the degree of their achievement. In short, it can be stated that learning strategies have an important position in determining specifically the learning achievement and generally the success of foreign language learning. They are said to have the potential to influence learning achievement in a positive manner. Therefore, it can assumed that the better the learning strategies are, the higher or better the learning achievement, including English learning achievement, is. Usually, students who use strategies more frequently and use a greater variety of strategies are the effective learners who in fact are successful in learning. The way how students learn, or their learning
46
strategies, are the main determinants of a language learning outcome among the other factors such as the criterion task, learner characteristics, and the nature of the materials.
D. Hypotheses Based on the theoretical description and conceptual framework, the researcher formulated the following conceptual hypotheses: 1. H1
: There is a positive correlation between students’ achievement motivation, English learning strategies and English learning achievement (statistically, H1 R12.y>0).
Ho
: There is not a positive correlation between students’ achievement motivation, English learning strategies and English learning achievement (statistically, Ho R12.y≤0).
2. H1
: There is a positive correlation between students’ achievement motivation
and
their
English
learning
strategies
(statistically,
H1X1.X2>0). Ho
: There is not a positive correlation between students’ achievement motivation and their English learning strategies (statistically, Ho X1.X2≤0).
3. H1
: There is a positive correlation between students’ achievement motivation and their English learning achievement (statistically, H1 X1.Y>0).
47
Ho
: There is not a positive correlation between students’ achievement motivation and their English learning achievement (statistically, Ho X1.Y≤0).
4. H1 : There is a positive correlation between English learning strategies and their English learning achievement (statistically, H1 X2.Y>0). Ho: There is not a positive correlation between English learning strategies and their English learning achievement (statistically, Ho X2.Y≤0).
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CHAPTER III METHODOLOGY
A discussion of the research methodology and procedures that were employed in the research is presented in this chapter. The research design is organized in five major sections, namely (1) research method, (2) nature of data, (3) the population and sample of the Study, (4) data gathering instruments and data presentation, (5) procedure of data collection, and (6) data processing.
A. Research Methods This research was considered as quantitative descriptive research. To describe the method, central tendency was applied such as the mean and standard deviation. For quantitative method, data was taken from questionnaire of students’ achievement motivation and learning strategy as well as the learning achievement. In this research, there were three variables; they were students’ achievement motivation (X1), learning strategies of Depok 2 State Vocational School students (X2) and the results of students’ learning achievement (Y). In this case, the (Y) variable had already existed before the data were gathered. In other words, the researcher did not directly control or manipulate the variables. The correlation of the variables, therefore, was inferred, without direct intervention, from the accompanying or concomitant variation of the (X1) variables and (X2) variable (Kerlinger, 1981: 379). Kerlinger further states that research with such characteristics is regarded as an ex post facto research …”
48
49
The research paradigm was in the following figure.
X1
r12 X2
r1 y
R12y
Y
r2 y
Figure 3.1 Research Paradigm
B. Nature of Data The data of this research were the result of a questionnaire, documents from students’ English learning achievement, and interview. C. The Population and Sample of the Study A population is defined as a set of all observations (or other things) relevant to the questions being asked. A sample is a set of some but not all the observations (or other things) relevant to the questions being asked (Olson, 1987: 6). The population of this research was the second year students of Depok 2 State Vocational School in the Academic Year of 2006/2007. It consisted of 192 students. Table 3.1 below presents the number of the respondents.
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Table 3.1 Research Respondents by Class and Number Class
Number
Teknik Gambar Bangunan Teknik Komputer Jaringan Teknik Listrik Industri Teknik Mekanik Otomotif Teknik Audio Video Teknik Geologi Pertambangan
32 30 32 32 32 32
Total
190
Because the population was large in number, the researcher used a cluster sampling technique.
The sampling technique of this research was stratified
random sampling. It was done by writing the names of the classes in pieces of paper, putting each class into a glass separately and taking the rolled paper from the glass. The result of the tossing was class of Networking Computer Technician Program (Teknik Komputer Jaringan). The size of the sample was 30 students.
D. Data Gathering Instruments and Data Presentation The data in observation are often called empirical data (Olson, 1987: 17). There were many ways in terms of collecting empirical data from the research subject. In this research, a set of questionnaire was given to the respondents for getting the data of students’ achievement motivation and learning strategies, while the data of students’ learning achievement was taken from the students’ report marks in the third semester.
51
The data of students’ achievement motivation was gathered by using certain instruments developed in the form of questionnaires on the basis of certain indicators. The instrument on students’ achievement motivation was constructed by considering the indicators shown in Table 3.2. Table 3.2 Questionnaire Blueprint of the Students Achievement Motivation
INDICATORS 1. Self-confidence in facing achievement related tasks. - being optimistic to accomplish tasks - feeling satisfactory of the result of self-work - being fearless to experience failures 2. Persistence in case of failure. - being encouraged to gain better results - being willing to overcome constraints - having a spirit to keep participating in unpleasant activities 3. Preference of levels of difficulties. - choosing moderate difficulties 4. Preference of partners in doing achievement related tasks. - choosing capable rather than liked persons as partners 5. Time perspective. - using extra time to check the accomplished tasks - substituting cancelled activities with other useful activities - coming on time in any activities 6. Competition with others. - being encouraged to engage in a competitive situations - having a desire to outperform others - having curiosity to know the position of oneself achievement among others
ITEMS (+) (-)
TOTAL
1 13 25
12 24 34
2 2 2
3 15 27
10 22 32
2 2 2
5,17
8,20
4
7,19
2,28
4
9 21
30 16
2 2
35
4
2
11
6
2
23, 31,33 29
14, 36,18 26
6
18
18
36
2
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The instrument of achievement motivation above was self-developed ones. In making it, the writer referred to the theories in chapter 2. Before using the instrument in the real research, it was tried out first. It is done to know the validity and reliability of it. It will be tried out to 30 students. Arikunto (2002:160) stated that validity provides information the extent to which the data collection procedure measure. The validity of the instruments can be known by using the Pearson’s product moment formula. The analysis of the validity test was done by a computer program. The test, at first, consists of 36 items. After trying out, the writer computed the validity of the items. The validity of each item was computed by a SPSS computer program. After computing, it gave the result of all valid items. The items have minimum validity of r = 0.368 and the maximum validity of r = 0.794. This means that all item tested were valid. The criteria of valid item was r observed > r table. For N = 30, r table was 0.361, so that, r observed was higher than r table. The result of the validity test is shown in the table 3.3 below. Table 3.3 Result of Validity Test of Achievement Motivation Variable No Item 1 2 3 4 5 6 7 8 9 10 11 12 13 14
robserved 0,598 0,368 0,588 0,702 0,564 0,617 0,780 0,581 0,585 0,794 0,611 0,663 0,424 0,489
rtable 0,361 0,361 0,361 0,361 0,361 0,361 0,361 0,361 0,361 0,361 0,361 0,361 0,361 0,361
Category Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid
53
Continuation No Item 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
robserved 0,654 0,780 0,751 0,585 0,794 0,611 0,663 0,424 0,489 0,654 0,780 0,751 0,663 0,654 0,780 0,751 0,739 0,663
rtable 0,361 0,361 0,361 0,361 0,361 0,361 0,361 0,361 0,361 0,361 0,361 0,361 0,361 0,361 0,361 0,361 0,361 0,361
Category Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid
Arikunto (2002: 256) say that the reliability is the extent to which a test produces consistent results when administrated under similar conditions. The reliability measure of the instruments is conducted through the split-half technique. The analysis of the reliability test was done by a SPSS computer program. The result of the analysis shows that the reliability of all items is 0.7533. It means that the instrument has a high reliability. The result of the reliability test is shown in the table 3.4 below. Table 3.4 Result of Reliability Test of Achievement Motivation Variable
robserved
Remark
0,7533
high reliability
The data of English learning strategies were gathered through a questionnaire. The research instrument used in this research belongs to Oxford
54
adopted from Strategy Inventory for Language Learning (SILL). The SILL was devised by Oxford as an instrument for assessing the frequency of use of language learning strategies by students. The SILL is one of the most useful manuals of learner strategy assessment tool currently available. It appears to be the only language learning strategy instrument that has been checked for reliability and validated in multiple ways (Oxford and Burry-Stock, 1995 in Oxford, 2003). Many previous measures were not adopted for many studies because they lacked reliability and validity data. The researcher didn’t modify the items in the SILL. The version of SILL used in this study has 50 items which are classified into two main groups; direct strategy and indirect strategy (Oxford: 2003). Direct strategy consists of Memory, Cognitive and Compensation strategy. Memory strategy is made of nine items used for entering new information into memory storage and for retrieving it when need for communication (e.g. grouping, representing sounds in memory, structured reviewing, and using physical response). Cognitive strategy contains fourteen items used for linking new information with existing schemata and for analyzing and classifying it. These strategies are responsible for deep processing, forming and revising internal mental models and receiving and producing messages in the target language (e.g. repeating, getting the idea quickly, analyzing and taking notes). The last, compensation strategy is composed of six items used for guessing and using gestures. Such strategies are needed to fill any gaps in the knowledge of the
55
language (e.g. switching to the mother tongue, using other clues, getting help and using synonym). Indirect strategy consists of Metacognitive, Affective, and Social strategy. Metacognitive strategy is made of nine items used for organizing, planning, focusing and evaluating one’s own learning (e.g. linking new information with already known one, seeking practice opportunities, and self-monitoring). Affective strategy contains six items used for handling feelings, attitudes and motivations (e.g. lowering anxiety by use the music, encouraging oneself and discussing feelings with others). The last, Social strategy is composed of six items used for facilitating interaction by asking questions and cooperating with others in learning process (e.g. asking for classification, cooperating with others and developing cultural understanding). The questionnaire for English learning strategies (SILL) consisted of the 50 items which had a five point Likert type scale ranging form Always (selalu), Often (sering), Sometimes (kadang-kadang), Rarely (jarang), to Never (tidak pernah). “Always” was assigned a score of
5, “Often” got a score of 4,
“Sometimes” got 3, “Rarely” got 2, and “Never” got 1; this is due to the more accurately and efficiently handling of the scoring to avoid haphazard answers which where given by the subjects without reading and understanding the statements. The scoring technique for the questionnaire will be shown in the following table. The questionnaire for English learning strategies (SILL) consisted of the 50 items which had a five point Likert type scale ranging form Always (selalu),
56
Often (sering), Sometimes (kadang-kadang), Rarely (jarang), to Never (tidak pernah). “Always” was assigned a score of
5, “Often” got a score of 4,
“Sometimes” got 3, “Rarely” got 2, and “Never” got 1; this is due to the more accurately and efficiently handling of the scoring to avoid haphazard answers which where given by the subjects without reading and understanding the statements. The scoring technique for the questionnaire will be shown in the following table and the application is shown in Appendix V. Table 3.5 Scoring grades for questionnaire on Learning Strategy Option Always Often Sometimes Rarely Never
Score 5 4 3 2 1
For the total items in the questionnaire, the scoring was done by counting the scores that each subject got in the questionnaire. To evaluate the level of students direct learning strategies, the ideal mean and the Standard Deviation need to be found out. Meanwhile, the instrument on students English learning strategies was constructed by considering the indicators shown below. Table 3.6 Framework of Learning Strategies According to Items, Concepts, and Numbers No 1
2
Language Strategies and its Sub-sections Direct Learning Strategies A. Memory strategies B. Cognitive strategies C. Compensation strategies Indirect Learning Strategies D. Metacognitive strategies E. Affective strategies F. Social Strategies Total
Number of Statements
Total Item
1,2,3,4,5,6,7,8,9 10,11,12,13,14,15,16,17, 18,19,20,21,22,23 24,25,26,27,28,29
9 14
30,31,32,33,34,35,36,37,38 39,40,41,42,43,44 45,46,47,48,49,50
9 6 6 50
6
57
E. Procedure of Data Collection The data collection was carried out in two different period of time. In the first period, during April 2007, the data on the students’ achievement motivation and learning strategies were collected. In the second period, in June 2007, the data of English learning achievement were collected. The data were obtained from students’ final grades on this subject which were presented in the report book.
F. Data Analysis and Interpretation The data obtained from this research were analyzed with the aid of statistics. According to Elifson et al. (1990), the statistical analysis covers descriptive and inferential statistical analysis. Descriptive statistics is a procedure used to organize and present the data in a convenient, summary form whereas the inferential statistics is a procedure used to arrive at broader generalizations or inferences from sample data to populations. It is important to note here that the data analysis was done with the help of computer program SPSS 12.0.
1. Descriptive Statistics Descriptive statistics in this research was employed in order to evaluate the students’ achievement motivation, learning strategies, and their English learning achievement. The statistics was applied in the forms of central tendency, especially the mean, and variability, especially the standard deviation. For analyzing the students’ achievement motivation, learning strategies, and learning achievement, it is used percentage; and to determine the low,
58
medium, and high score students, the researcher used mean (M) and standard deviation (SD). The categories of students’ scores are as follow. (M + 1.5 SD) > x
= high
(Mi – 1.5 SD) < x ≤ (M + 1.5 SD)
= medium
x < (Mi – 1.5 SD)
= low
In where: Mi
= Ideal Mean
SD
= Standard Deviation
2. Inferential Statistics Inferential statistics was used to examine the hypotheses presented before. To do so, two kinds of analysis were employed: Multiple Regression Analysis and Pearson’s Product Moment Analysis. The first analysis was used to examine the first hypothesis and the second was used to examine the second three hypotheses. Multiple Regression Analyses was aimed to find out the correlation between students’ achievement motivation and their English learning strategy toward English learning achievement of Depok 2 State Vocational School students. To test its significance, the p value was employed. If the p value is lower than 0.05 the hypothesis is accepted. After testing hypotheses, then, the researcher did the interpretation of this study. After that the last step was doing the analysis followed by drawing conclusions.
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CHAPTER IV RESEARCH FINDINGS
This chapter will be dedicated to a discussion of the description of the data of the two research variables, and the testing of hypotheses. A. Main Findings 1. Data Description A descriptive statistic procedure was administered to describe the characteristics of the three variables. This procedure consisted of the calculation of the means and standard deviations of the data.
a. The Students’ Achievement Motivation As mentioned in Chapter III, the data of students’ achievement motivation were taken from their responses to the 36 items of the achievement motivation questionnaire. The result of the data analysis showed that the observed mean was 127.43 and the standard deviation was 23.37, this meant that score of students’ achievement motivation was heterogeneous because the range was big. The highest score was 170 while the lowest was 87. To evaluate the students’ achievement motivation, the norm stated below was employed. Table 4.1 The norm of achievement motivation
Number Minimum scores Maximum scores Range Mean Standard Deviation
36 36 x 1 = 36 36 x 5 = 180 180 - 36 = 144 ½ (36 + 180) = 108 1/6 (180 - 36) = 24 59
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Based on the students’ answer of achievement motivation questionnaire, the following table is used. Table 4.2 Percentage of Students’ Achievement Motivation Categories
Category High Medium Low Total
Interval Range (M + 1.5 SD) < x 144 < x (M – 1.5 SD) < x ≤ (M + 1.5 72 < x ≤ 144 SD) x < (M – 1.5 SD) x ≤ 72
Freq 8 22
% 27% 73%
0 30
0% 100%
It can be seen that 8 students (27 %) had a high category of achievement motivation, 22 students (73 %) had a medium category of achievement motivation, and no one had a low category of achievement motivation. This means that the students’ achievement motivation was in the medium category. The following figure presented the frequency of scores. Frequency 7 6 5 4 3 2 Std. Dev = 23,37
1
Mean = 127,4 N = 30,00
0
0 0, 17 ,0 60 1 0 0, 15 ,0 40 1 0 0, 13 ,0 20 1 0 0, 1 1 0 0, 10
0 0, 9
M OTIV Motivation
Figure 4.1 Histogram of Frequency of Scores of Students’ Achievement Motivation
b. The Students’ English Learning Strategy As stated earlier, the data of English learning strategies were obtained from the students’ responses to the 50 items of the Strategy Inventory for
61
Language Learning (SILL) by Oxford (1989). The result of the data analysis showed that the observed mean was 193.17 and the standard deviation was 15.77, this meant that score of students’ English learning strategies was heterogeneous because the range was big. The highest score was 220 while the lowest was 162. To evaluate the students’ English learning strategies, the norm below was employed. Table 4.3 The norm of achievement motivation
Number Minimum scores Maximum scores Range Mean Standard Deviation
50 50 x 1 = 50 50 x 5 = 250 250 - 50 = 200 ½ (50 +250) = 150 1/6 (250 - 50) = 33.3
Based on the students’ answer of the SILL questioner, the following table was used. Table 4.4 Percentage of Students’ English Learning Strategies Categories Category High Medium Low
Interval (M + 1.5 SD) < x (M – 1.5 SD) < x ≤ (M + 1.5 SD) x < (M – 1.5 SD) Total
Range 200 < x 100 < x ≤ 200 x ≤ 100
Freq 12 18 0 30
% 40% 60% 0% 100%
It can be seen that 12 students (40 %) had a high category of English learning strategies, 18 students had a medium category of English learning strategies, and no one had a low category of English learning strategies. This means that the students’ English learning strategy employment was in the medium category. The following figure presented the frequency of scores.
62
Frequency 10
8
6
4
2 Std. Dev = 15.77 Mean = 193.2 N = 30.00
0 160.0
170.0
180.0
Learning SCORE_LS
190.0
200.0
210.0
220.0
Strategy
Figure 4.2 Histogram of Frequency of Scores of English Learning Strategies
English learning strategies (X) consisted of memory strategy with the total score of 842, cognitive strategy with the total score of 1620, compensation strategy with the total score of 698, Metacognitive strategy with the total score of 1092, affective strategy with the total score of 777, and social strategy with the total score of 768. The summary table of scores obtained on Strategy Inventory for Language Learning (SILL) can be seen in the following table. Table 4.5 The Summary Table of Scores on SILL
Sub-section of English Learning Strategy Memory Strategy Cognitive Strategy Compensation Strategy Metacognitive Strategy Affective Strategy Social Strategy Total
Scores 842 1620 698 1092 777 768 5797
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The calculation of each sub-variable of students’ English learning strategies was presented as follows. 1) Memory Strategy To evaluate the students’ memory learning strategies, the norm below was employed Table 4.6 The Norm of Memory Strategy Calculation
Number Minimum scores Maximum scores Range Mean Standard Deviation
9 9x1=9 9 x 5 = 45 45 - 9 = 36 ½ (9 + 45) = 27 1/6 (45 - 9) = 6
Based on the students’ answer of the memory learning strategy questioner of SILL, the following table was used. Table 4.7 Percentage of Memory Strategy Category High Medium Low Total
Interval (M + 1.5 SD) < x (M – 1.5 SD) < x ≤ (M + 1.5 SD) x < (M – 1.5 SD)
Range 36 < x 18 < x ≤ 36 x ≤ 18
Freq 2 28 0 30
% 0.67 % 93.33 % 0% 100%
It can be seen that 2 students (0.67 %) had a high category of memory strategy, 28 students (93.33 %) had a medium category of memory strategy, and no one had a low category of memory strategy. This means that the students’ memory strategy employment was in the medium category. The following figure presented the frequency of scores.
64
10
Frequency
8
6
4
2 Std. Dev = 4.53 Mean = 28.1 N = 30.00
0 20.0
22.5
25.0
27.5
30.0
32.5
35.0
37.5
40.0
MEMORY
Figure 4.3 Histogram of Frequency of Scores of Memory Strategy
2) Cognitive Strategy Based on the students’ answer of the cognitive learning strategy questioner of SILL, the following norm was used. Table 4.8 The Norm of Cognitive Strategy Calculation
Number Minimum scores Maximum scores Range Mean Standard Deviation Ideal
9 9x1=9 9 x 5 = 45 45 - 9 = 36 ½ (9 + 45) = 27 1/6 (45 - 9) = 6
Based on the students’ answer of the cognitive learning strategy questioner of SILL, the following table was used. Table 4.9 Percentage of Cognitive Strategy Category High Medium Low Total
Interval (M + 1.5 SD) < x (M – 1.5 SD) < x ≤ (M + 1.5 SD) x < (M – 1.5 SD)
Range 56 < x 28 < x ≤ 56 x ≤ 28
Freq 13 17 0 30
% 43.33 % 56.67 % 0% 100 %
65
It can be seen that 13 students (43.33 %) had a high category of cognitive strategy, 17 students (56.67 %) had a medium category of cognitive strategy, and no one had a low category of cognitive strategy. This means that the students’ cognitive strategy employment was in the medium category. The following figure in the next page presented the frequency of scores. Frequency 10
8
6
4
2 Std. Dev = 8.85 Mean = 54.0 N = 30.00
0 40.0
45.0
50.0
55.0
60.0
65.0
COGNITIV Cognitive
Figure 4.4 Histogram of Frequency of Scores of Cognitive Strategy
3) Compensation Strategy To evaluate the students’ compensation learning strategies, the following norm was employed. Table 4.10 The Norm of Compensation Strategy Calculation
Number Minimum scores Maximum scores Range Mean Standard Deviation
9 9x1=9 9 x 5 = 45 45 - 9 = 36 ½ (9 + 45) = 27 1/6 (45 - 9) = 6
66
Based on the students’ answer of the compensation learning strategy questioner of SILL, the following table was used. Table 4.11 Percentage of Compensation Strategy Category High Medium Low Total
Interval (M + 1.5 SD) < x (M – 1.5 SD) < x ≤ (M + 1.5 SD) x < (M – 1.5 SD)
Range 24 < x 12 < x ≤ 24 x ≤ 12
Freq 10 20 0 30
% 33.33 % 56.67 % 0% 100 %
It can be seen that 10 students (33.33 %) had a high category of compensation strategy, 20 students (56.67 %) had a medium category of compensation strategy, and no one had a low category of compensation strategy. This means that the students’ compensation strategy employment was in the medium category. The following figure presented the frequency of scores.
Frequency 12
10
8
6
4
2
Std. Dev = 3.20 Mean = 23.3 N = 30.00
0 18.0
20.0
22.0
24.0
26.0
28.0
30.0
COMPENSA Compensation
Figure 4.5 Histogram of Frequency of Scores of Compensation Strategy
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4) Metacognitive Strategy To evaluate the students’ metacognitive learning strategies, the norm below was employed. Table 4.12 The Norm of Metacognitive Strategy Calculation
Number Minimum scores Maximum scores Range Mean Standard Deviation
9 9x1=9 9 x 5 = 45 45 - 9 = 36 ½ (9 + 45) = 27 1/6 (45 - 9) = 6
Based on the students’ answer of the metacognitive learning strategy questioner of SILL, the following table in the next page was used Table 4.13 Frequency of Metacognitive Strategy
Category High Medium Low Total
Interval (M + 1.5 SD) < x (M – 1.5 SD) < x ≤ (M + 1.5 SD) x < (M – 1.5 SD)
Range
Freq
%
36 < x 18 < x ≤ 36 x ≤ 18
12 18 0 30
40 % 60 % 0% 100%
It can be seen that 12 students (40 %) had a high category of metacognitive strategy, 18 students (60 %) had a medium category of metacognitive strategy, and no one had a low category of metacognitive strategy. This means that the students’ metacognitive strategy employment was in the medium category. The following figure presented the frequency of scores.
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Frequency 10
8
6
4
2 Std. Dev = 3.84 Mean = 36.4 N = 30.00
0 30.0
32.0
34.0
36.0
38.0
40.0
42.0
44.0
Metacognitive METACOGN
Figure 4.6 Histogram of Frequency of Scores of Metacognitive Strategy
5) Affective Strategy To evaluate the students’ affective learning strategies, the norm in the next page was employed.
Table 4.14 The Norm of Affective Strategy Calculation
Number Minimum scores Maximum scores Range Mean Standard Deviation
9 9x1=9 9 x 5 = 45 45 - 9 = 36 ½ (9 + 45) = 27 1/6 (45 - 9) = 6
Based on the students’ answer of the Affective strategy questioner of SILL, the following table was used.
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Table 4.15 Frequency of Affective Strategy
Category High Medium Low Total
Interval Range (M + 1.5 SD) < x 24 < x (Mi – 1.5 SD) < x ≤ (M + 1.5 12 < x ≤ SD) 24 x < (Mi – 1.5 SD) x ≤ 12
Freq 22 8 0 30
% 73.33 % 26.67 % 0% 100 %
It can be seen that 22 students (73.33 %) had a high category of affective strategy, 8 students (26.67 %) had a medium category of affective strategy, and no one had a low category of affective strategy. This means that the students’ affective strategy employment was in the high category. The following figure presented the frequency of scores. Frequency 10
8
6
4
2 Std. Dev = 2.31 Mean = 25.9 N = 30.00
0 20.0
22.0
24.0
26.0
28.0
30.0
AFFECTIV
Affective
Figure 4.7 Histogram of Frequency of Scores of Affective Strategy
6) Social Strategy To evaluate the students’ social learning strategies, the norm below was employed.
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Table 4.16 The Norm of Social Strategy Calculation
Number Minimum scores Maximum scores Range Mean Standard Deviation
9 9x1=9 9 x 5 = 45 45 - 9 = 36 ½ (9 + 45) = 27 1/6 (45 - 9) = 6
Based on the students’ answer of the social learning strategy questioner of SILL, the following was used. Table 4.17 Frequency of Social Strategy Category High Medium Low Total
Interval (M + 1.5 SD) < x (M – 1.5 SD) < x ≤ (M + 1.5 SD) x < (M – 1.5 SD)
Range 24 < x 12 < x ≤ 24 X ≤ 12
Freq 21 9 0 30
% 70 % 30 % 0% 100 %
It can be seen that 21 students (70 %) had a high category of social strategy, 9 students (30 %) had a medium category of social strategy, and no one had a low category of social strategy. This means that the students’ social strategy employment was in the high category. The following figure presented the frequency of scores. Frequency 10
8
6
4
2 Std. Dev = 2.16 Mean = 25.6 N = 30.00
0 22.0
23.0
24.0
25.0
26.0
27.0
28.0
29.0
SOCIAL
Social Strategy
Figure 4.8 Histogram of Frequency of Scores of Social Strategy
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c. The Students’ English Learning Achievement It has been explained previously that the data of English learning achievement (Y) was obtained by using their report grades. From the data analysis, it was found that the mean of the students’ English learning achievement was 77.2 and the standard deviation was 0.28. This meant that score of students’ English learning achievement was homogeneous because the range was not big. The highest score was 85 while the lowest was 72.5. To evaluate the students’ English learning achievement, the following norm was employed. Table 4.18 Frequency of English Learning Achievement
Category High Medium Low Total
Interval Range (M + 1.5 SD) < x 77.62 < x (M – 1.5 SD) < x ≤ (M + 1.5 76.78 < x ≤ SD) 77.62 x < (M – 1.5 SD) x ≤ 76.78
Freq 8 12
% 26.7% 40%
10 30
33.3% 100%
Based on table 4.18, it can be seen that 8 students (26.7 %) had a high category of English learning achievement, 12 students (40 %) had a medium category of English learning achievement, and 10 student (33.3 %) had a low category of English learning achievement. This means that the students’ English learning achievement employment was in the medium category. The following figure presented the frequency of scores.
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Frequency 14
12
10
8
6
4
Std. Dev = 2.76
2
Mean = 77.2 N = 30.00
0 72.0
74.0
76.0
78.0
80.0
82.0
84.0
86.0
LA
Learning Achievement
Figure 4.9 Histogram of Frequency of Scores of English Learning Achievement
2. The Testing of Hypotheses The first hypothesis testing was done by using the Multiple Regression Analysis, while the second until fourth hypothesis testing were done by using the Pearson’s product moment correlation analysis. The calculation was done by using the computer program SPSS 12.0. The result can be seen as follows.
a. The Correlation between Students’ Achievement Motivation and English Learning Strategies and English Learning Achievement The first hypothesis proposed in this research read:
there is positive
correlation between students’ achievement motivation and English learning strategy and English learning achievement. This hypothesis was changed first into a null hypothesis (Ho) which read: there is not any positive correlation between students’ achievement motivation and English learning strategy and English learning achievement.
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The first hypothesis testing was done by using the Multiple Regression Analysis. The result can be seen as follows. Table 4.19 The Result of the Multiple Regression Analysis Model Summary
Model 1
Change Statistics Adjusted Std. Error of R Square R R Square R Square the Estimate Change F Change df1 df2 Sig. F Change ,843a ,711 ,689 ,15410 ,711 33,172 2 27 ,000
a. Predictors: (Constant), LS, LS, MOTIVASI a. Predictors: (Constant), Motivation
From the multi regression analysis result, it was found that achievement motivation and learning strategy were simultaneously correlated with learning achievement (0.843 > 0.361, at significant level of 0.05). This means that the null hypothesis previously mentioned was rejected while the research hypothesis was accepted. Consequently, the research hypothesis was accepted. Then, it could be concluded that there was a positive correlation between students’ achievement motivation and English learning strategy and English learning achievement. It denotes that if students’ achievement motivation and English learning strategy are high, their English learning achievement will be accordingly high. b. The Correlation between Students’ Achievement Motivation and Their English Learning Strategies The second hypothesis read: there is a positive correlation between students’ achievement motivation and their English learning strategies. Before it was tested, the hypothesis was changed into a null hypothesis (Ho) which read: there is not any positive correlation between students’ achievement motivation and their English learning strategies. The second hypothesis testing was done by
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using Pearson’s product moment correlation analysis. The result can be seen as follows. Table 4.20 The Result of the Second Hypothesis Testing
Achievement Motivation
Learning Strategies r = 0,156 p = 0.206
The result of Pearson’s product moment analysis showed that students’ achievement motivation and their English learning strategies were not correlated (0.156 < 0.361, at significant level of 0.05). It implied the acceptance of the null hypothesis and therefore indicated the rejection of the research hypothesis. In addition, it could be concluded that there was not a positive correlation between students’ achievement motivation and their English learning strategies. It denotes that if students’ achievement motivation is high, their English learning strategies will not be accordingly high. On the contrary, if students’ achievement motivation is low, their English learning strategies will not be accordingly low
c. The Correlation between Students’ Achievement Motivation and English Learning Achievement The third hypothesis read: there is a positive correlation between students’ achievement motivation and English learning achievement. Before it was tested, the hypothesis was changed into a null hypothesis (Ho) which read: there is not any positive correlation between students’ achievement motivation and English learning achievement. The third hypothesis testing was done by using Pearson’s product moment correlation analysis. The result can be seen as follows.
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Table 4.21 The Result of the Third Hypothesis Testing
Achievement Motivation
Learning Achievement r = 0,350 p = 0.029
From the Pearson’s product moment correlation analysis, it was found that students’ achievement motivation and English learning achievement were not correlated (0.350 < 0.361, at significant level of 0.05). This means that the null hypothesis was accepted while the research hypothesis was rejected. It could be concluded that there was not a positive correlation between students’ achievement motivation and English learning achievement. In other words, if students’ achievement motivation is high, their English learning achievement will not be consequently high. On the contrary, if students’ achievement motivation is low, their English learning achievement will not accordingly be low. d. The Correlation between Students’ English Learning Strategy and English Learning Achievement The fourth hypothesis proposed in this research read: there is a positive correlation between students’ English learning strategy and English learning achievement. This hypothesis was changed first into a null hypothesis (Ho) which read: there is not any positive correlation between students’ English learning strategy and English learning achievement. The fourth hypothesis testing was done by using Pearson’s product moment correlation analysis. The result can be seen as follows.
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Table 4.22 The Result of the Fourth Hypothesis Testing
Learning Strategy
Learning Achievement r = 0,703 p = 0.00
The result of the Pearson’s product moment correlation analysis showed that students’ English learning strategy and English learning achievement were positively correlated (0.703 > 0.361, at significant level of 0.05). It means the null hypothesis was rejected and the research hypothesis was accepted. It could be concluded that there was a positive correlation between students’ English learning strategy and English learning achievement. This means that if students’ English learning strategy is high, their English learning achievement will be correspondingly high.
3. Data Interpretation This part of the chapter presents the interpretation of the research findings. a. Correlation between Students’ Achievement Motivation and English Learning Strategy and English Learning Achievement The present study found that the result of the multi regression analysis showed that there was a positive correlation between students’ achievement motivation and English learning strategy and English learning achievement (0.843 < 0.361, at the significant level 0.05 ). It indicates that if students’ achievement motivation and English learning strategy are high, their English learning achievement will be accordingly high. It can be further assumed that learning achievement including English learning
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achievement can be connected with students’ achievement motivation and English learning strategies. Students’ achievement motivation gives influence to the degree of learning achievement. In fact, the learning achievement, besides being affected by the students’ achievement motivation, is partly determined by the learning strategies which are affected by the students’ achievement motivation. From the result, it is known that the role of English learning strategy as an intervening variable of the relationship between students’ achievement motivation and their English learning achievement, thus, cannot be ignored. This fact obviously supports the existence of the correlation between those three variables. Then, it can be said that students with high achievement will employ appropriate English learning strategies. By having high achievement motivation and employing appropriate English learning strategies, the students will get high English learning achievement. It was the same as the result of interview with a student (named NDC) who had a high English learning achievement, a high achievement motivation, and a high learning strategy. He said that he was very interested in English. He learned English not only because it was for National Examination, but also because he was aware that English could help him when he was looking for a job. He was very motivated in learning English, his learning strategy was in high category (215), and he had a high learning achievement.
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b. Correlation between Students’ Achievement Motivation and Their English Learning Strategies The statistical analysis revealed that there was no correlation between the students’ achievement motivation and their English learning strategies (0.156 < 0. 361, at the level of significant of 0.05). This result means that students with high scores on achievement motivation did not accordingly tend to get high scores on the English learning strategies. On the other hand, students with low scores on the achievement motivation could not consequently get low scores on the English learning strategies. It could be further interpreted that this research finding was therefore not in accordance with a theory which says that actually all purposive behaviors in learning begun with motivation. It was the same with the result of interview with a student (named DAP) who had a high achievement motivation scores and a medium English learning strategies scores. She said that she liked learning English. She was aware that English was needed to learn in global era. But she could not use appropriate English learning strategies. It seemed in her answer that she liked more grammar than listening. It indicated that she could not use appropriate English learning strategies, especially in memory strategy (she did not apply images and sound better). c. Correlation between Students’ Achievement Motivation and English Learning Achievement The present study found that there was no correlation between students’ achievement motivation and English learning achievement (0.350<0.361, at
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significance level of 0.05). From this result, it can be interpreted that students who had high scores on achievement motivation did not tend to have high scores on English learning achievement. This result was not in accordance with the balance of the condition of the two variables. The finding was therefore the same as the result of interview with a student (named ZNF) who had a high achievement motivation scores, but a low English learning achievement. He said that he was very interested in learning English, because if he could communicate in English, he did not get any difficulties in speaking with foreigners. He hoped he could communicate fluently in English. But he had a low English learning achievement. In the interview, he said that learning English was not only for getting good marks but for better communicating in English. Furthermore, the finding was also same with the results of Salem’s study (2006) revealed, at the P < .05 alpha level, that motivation in general did not correlate with EFL proficiency. d. Correlation between Students’ English Learning Strategy and English Learning Achievement The result of the data analysis revealed that students’ English learning strategy
and
English
learning
achievement
were
positively
correlated
(0.703>0.361, at significance level of 0.05). This correlation indicated that students who had high scores on English learning strategies tended to get high English learning achievement. It denotes that students who employed appropriate English learning strategies tended to get high English learning achievement. Such a tendency, in fact, made sense because a theory says that English learning strategies played a role as tools in learning. The employment of the
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appropriate tools therefore would make the English learning easier, faster, and more effective, saying a student by interview. In turn, this would make the students’ English learning achievement high. The correlation between X1 and X2 variables and Y variable can be drawn as follow.
X1 0.350 0.156
Y
0.843 0.703
X2
Figure 4.10 Correlations between X1, X2 Variables and Y Variable
B. Other Findings Apart from the primary findings of this research discussed in the previous part of this chapter, other findings showed up and proved to be interesting. Others findings were as follows. Table 4.23 Descriptive Statistics
Mean LA Memory Cognitive Compensation Metacognitive Affective Social
77.17 28.07 54.00 23.27 36.40 25.90 25.60
Std. Deviation 2.77 4.53 8.85 3.21 3.84 2.31 2.16
N 30 30 30 30 30 30 30
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Table 4.18 showed that cognitive strategy had the highest mean (54.0) which indicated a high use of cognitive strategy followed by metacognitive strategy (36.4), memory strategy (28.06), affective strategy (25.9), social strategy (25.6), and compensation strategy as the lowest (23.27). Cognitive strategy was used more frequently. Cognitive strategy involved using students’ mental process such as repeating, practicing with sounds and writing systems, using formulas and patterns, recombining familiar items in new ways, practicing English in a variety of authentic situations involving the four skills (listening, reading, speaking, and writing), skimming and scanning to get idea quickly, etc. In general, these strategies help students to enable students to manipulate the language material in direct ways. Compensation strategies, which ranked the lowest (23.27), are strategies that enable students to make up for missing knowledge in the process of comprehending or producing the target language. However, the students were reluctant to use compensation strategies, e.g. they did not make guesses to understand unfamiliar English words or they did not try to guess what the other person will say next it English. Based on the others finding, therefore it could be said that students tended to be dynamic in strategy choices.
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CHAPTER V CONCLUSIONS, SUGGESTIONS, AND IMPLICATIONS
A. Conclusions The following conclusions are drawn based on the research findings. 1. There was a coincident correlation of students’ achievement motivation and English learning strategy with English learning achievement (0.843 > 0.361, at the significant level of 5%). The positive correlation between students’ achievement motivation and learners' use of language learning strategy and their learning achievement is confirmed. In other words, the higher the achievement motivation and the more frequently the strategies are used, the higher the learning achievement of the learners. Teachers should encourage and monitor learners' strategy use and provide necessary suggestions. 2. There was no correlation between students’ achievement motivation with their English learning strategies (0.156 < 0.361, at significance 5%). It means the higher the achievement motivation the students have does not correspondingly show their higher learning strategies. 3. There was no correlation between students’ achievement motivation and English learning achievement (0.350 < 0.36, at significance 5%). It means the higher the achievement motivation the students have does not correspondingly show their higher learning achievement. 4. There was a positive correlation between students’ English learning strategy and English learning achievement (0.703 > 0.361, at significance 5%). Hopefully these findings would give some light on English teachers’ 82
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understanding of the strategies their students use to learn English, and thus can integrate strategy instruction into formal teaching and help their students learn more effectively by weaving learning strategy training into the regular classroom learning and teaching. On the other hand, the findings on strategy use by the successful learners may serve as a valuable resource in helping the less successful ones to improve their achievement To summarize, the results of the study will, therefore, provide valuable base-line data about the current EFL learning strategy use among students of Depok 2 State Vocational School. It also presents a variety of information on the role of achievement motivation, learning strategy in achievement the students gained. However, a study, no matter how carefully conducted, can not be taken as conclusive. It is only with repeated investigation that the complexities of an area can be truly appreciated and comprehended. Owing to the limitations of the present study (e.g., the subjects recruited from only one school), the data on achievement motivation and strategy use purely based on students’ questionnaires, it is highly recommended that further studies conducted across more schools with different subjects over time using the same series permitting research-finding comparisons, or using different data collection methods to examine learners’ achievement motivation and EFL learning strategy use are needed.
B. Suggestions Based on the conclusion of the study, some suggestion will be directed toward teachers, students and researchers.
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1. To teachers The teachers should increase their role in their daily teaching activities by encouraging their students to promote the learning strategies skill both in and out classroom learning. In this case, the teachers should know what the students need to know and how to provide for successful language learning. Teachers should also be good managers who have extensive knowledge about teaching and learning strategies. Applying the research findings on learning strategies in their classroom also help the students become more effective and independent learners. In this case, teachers should know the individual differences and the learning material given to them. So, the students will become aware not only of their own preferred ways of learning, but also of the fact there are choices, not only in what to learn but also in how to learn. It is also necessary for teachers to give more creative tasks which demand students to choose the more effective learning strategies in order that they are able to solve their problems in learning a language. However, the students need the teachers’ help by identifying the strategies and deciding where it might be operated on and finally apply the strategies to the new tasks. Teachers should also act as a moderator by helping students use strategies to understand and organize information and by showing them to become autonomous learners. Besides, teachers should try to make his own teaching strategies more open and more responsive to learners’ needs and characteristics.
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Preparing the learners’ psychologically and environmentally for the task of learning and showing sincere caring are also badly needed in English learning strategies.
2. To Students The students of the second year of 2 Depok State Vocational School (SMK Negeri 2 Depok) Sleman should be able to apply both direct and indirect learning strategies in their language learning. It is to anticipate the difficulties during the time of English language learning. Beside, students should diligently use the facilities of the school, i.e. the English books and magazines in the school library to promote their English language learning skills. The students should apply an appropriate learning strategy in learning language inside or outside the classroom in order to be flexible learning strategy users. However, the most important is that the students are expected to maintain a high level of motivation in employing learning strategies effectively.
3. To Researchers The present study is focused on achievement motivation and the use learning strategies in learning English as a foreign language. Other aspects which may influence the motivation and the choices of effective learning strategies such as motivation level, attitude, age, personality traits, and purpose for learning the language are also needed a further investigation.
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C. Implications Based on the research findings, there are some implications for classroom practice as follows. English teacher could benefit by assessing the learning styles and strategy use of their students, because such assessment leads to greater understanding of styles and strategies. Teachers can learn about assessment options by reading books or journals, attending professional conferences, or taking relevant workshops. The more that teachers know about their students’ style preferences, the more effectively they can orient their English instruction, as well as the strategy teaching that can be interwoven into language instruction, matched to those style preferences. Some students might need instruction presented more visually, while others might require more auditory, kinesthetic, or tactile types of instruction. Without adequate knowledge about their individual students’ style preferences, teachers cannot systematically provide the needed instructional variety. Styles and strategies help determine a particular learner’s ability and willingness to work within the framework of various instructional methodologies. It is foolhardy to think that a single English methodology could possibly fit an entire class filled with students who have a range of stylistic and strategic preferences. Instead of choosing a specific instructional methodology, English teachers would do better to employ a broad instruction approach. Such an approach allows for deliberate, creative variety to meet the needs of all students in the class.
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English teachers should consider various ways to prepare to conduct strategy instruction in their classes. Helpful preparatory steps include taking teacher development courses, finding relevant information in print or on the Internet, and making contact with specialists. English language teachers and learners should understand both language learning strategies and the correlations between language learning strategies and learning achievement. They need to confront the importance of language learning strategies in language learning. Only when the content is understood and the importance is emphasized can language learning strategies be made good use of. Moreover, English language teachers should know not only how to teach the language but also how to teach language learning strategies, so that language instruction becomes more effective and efficient. Since cognitive strategies are identified as the most commonly used strategy category in this study, language teachers, schools, and education authorities should pay more attention to this trend, and offer various opportunities for students to utilize strategies in their language learning. Furthermore, teachers should focus not only on the strategies that students originally employ, but also raise the students' awareness of other strategies they use less frequently or not at all.
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BIBLIOGRAPHY Ambarwati, T. (2005). The Contribution of Learning Strategies in Achieving the Report Marks of English As a Foreign Language of the Students of SMK Batik Purworejo. (Unpublished S-1 Thesis). Yogyakarta: Universitas Negeri Yogyakarta. Arikunto, S. (2002). Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: P.T. Rineka Cipta. Boocook, S.S. (2000). Sociology of Education: An Introduction. Boston: Houghton Mifflin Company. Bower, G. H., & Hilgard, E. R. (1981). Theories of learning (5th ed.). Englewood Cliffs, N.J: Prentice-Hall. Brown, H.D. (2000). Principles of Language Learning and Teaching. Englewood Cliffs, New Jersey: Prentice Hall. Darley, J.M. (2004). Edutacional Psychology. Illinois: Peacock Publishers Inc. Davidoff, L.L. (2004). Introduction to Psychology. New York: McGraw-Hill Book Company. Depdiknas. (2003) Kurikulum Sekolah Menengah Kejuruan. Jakarta: Depdiknas. Dobrovolny, J. (2003). Learning Strategies. http://www.learningcircuits.org. Accessed in Saturday, May 6th, 2006. Elifson, K.W.; Runyon, R.P. & Haber, A. (1990). Fundamentals of social statistics. (2nd ed.). New York: McGraw-Hill. Finocchiaro, M. and Sako, S. (1983). Foreign Language Testing: A Practical Approach. New York: Regents Publishing Company. Gagne, R.M. (1976). The Conditions of Learning. New York: Holt, Rinehart and Winston. Gary, R. and Kingsley, H.L. (1970). The Nature and Conditions of Learning (3rd ed). Englewood Cliffs, New Jersey: Prentice Hall. Gorman, R.M. (2004). The Psychology of Classroom Learning: An Inductive Approach. Ohio: Charles E. Merill Publishing Company. Hadi, S. (2003). Statistika Jilid II. Yogyakarta: Andi Offset. 88
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APPENDIX 1 QUESTIONNAIRE OF ACHIEVEMENT MOTIVATION (English Version) No
Questionnaire
1.
I am sure I can do well all the exercises that my teacher gives.
2.
When there is a short dialog task in front of the class I choose my close friend although he/she is not smart.
3.
Although I have ever got bad marks in English tests, I keep being encouraged to study that I can get better marks.
4.
I am not scared being late to learn English.
5.
I like doing excesses which are not to hard or easy.
6.
I am reluctant to involve in the competition among classmates.
7.
I assume that studying with unintelligent friends because they will cause me discouraged.
8.
I prefer doing tasks of which the success rate is very little.
9.
I like rechecking the finished tests or task for the time is still available
10.
I feel that once I failed I would always fail.
11.
In doing English tasks, I am encouraged to compete with my classmates.
12.
It is burdening me to join English classes.
13.
In doing tests, I feel contented if I do them alone.
14.
I feel reluctant to compete over my classmates
15.
When I find difficulties in doing tasks, I try hard to overcome them.
5
4
3
2
1
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16.
When my teacher does not come, I spend this opportunity for being relaxed.
17.
I prefer doing tasks which give the rating scale of 50 % correct.
18.
I am not interested to be the best student in English class.
19.
In group work, I prefer to do the tasks with smarter friends.
20.
In order that I do not look stupid, I will do tasks on the board if they are very easy.
21.
I consider that time is precious, so when there is a free class, I will study alone.
22.
When I can not answer questions from my teacher, I am no longer encouraged to finish the lesson
23.
I want to get the highest mark among my classmates.
24.
Every time I do English tests I am not confident with my ability.
25.
I am not afraid of failing in doing tasks or tests from the teacher
26.
I do not care of the English marks of my classmates achieved.
27.
I keep being encouraged although my teacher once reminded me
28.
When my teacher gives me a group work tasks, I prefer working with smarter friends so that the tasks can be faster and better done
29.
When the test result is delivered, I want to know the position of my mark among my classmates.
30.
In a semester ending-test, I leave the class as soon as I get it finished
31.
When my teacher gives me oral questions, I want to be the first person to answer them.
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32.
Reminder from my teacher causes me to be discouraged in joining the lesson.
33.
In any situation, I want to show off that I am the best one in English class.
34.
When my teacher asks me to do tasks on the board, I feel afraid and worried.
35.
I do not want to be late in English class so that I will not miss the lesson.
36.
When my teacher asks a question and I know the answer, I will not answer until a friend tries to answer it.
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APPENDIX 2 (Indonesian Version) ANGKET MOTIVASI BERPRESTASI 1. Saya yakin bisa mengerjakan semua yang diberikan guru dengan baik.
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6. Saya enggan terlibat dalam suasana persaingan dengan teman-teman sekelas.
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7. Saya menganggap bahwa belajar bersama teman yang kurang pandai akan menghambat belajar saya.
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2. Bila ada tugas untuk melakukan dialog singkat di depan kelas, saya akan memilih teman dekat sebagai partner walaupun dia tidak pandai. 3. Bila pernah mendapatkan nilai jelek dalam test Bahasa Inggris, saya terdorong untuk belajar lebih giat agar nilai saya menjadi lebih baik. 4. Saya tidak takut terlambat mengikuti pelajaran Bahasa Inggris. 5. Saya akan memilih mengerjakan tugastugas yang tingkat kesulitannya tidak terlalu berat tetapi juga tidak terlalu ringan.
8. Saya lebih suka mengerjakan tugas yang kemungkinan keberhasilannya sangat tipis. 9. Jika telah selesai mengerjakan tugas atau test sementara waktu masih tersisa, saya akan memeriksa kembali jawaban test atau tugas yang telah saya kerjakan.
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10. Saya merasa bahwa sekali saya gagal, saya akan gagal terus. 11. Dalam mengerjakan tugas-tugas pelajaran Bahasa Inggris, saya terdorong untuk bersaing dengan temanteman sekelas.
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12. Mengikuti pelajaran Bahasa Inggris merupakan beban berat bagi saya.
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13. Dalam test saya hanya merasa puas bila saya mengerjakannya sendiri.
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14. Saya enggan untuk mengungguli temanteman sekelas saya.
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16. Bila guru berhalangan hadir, saya akan mempergunakan kesempatan itu untuk santai.
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17. Saya lebih suka mengerjakan tugastugas yang kemungkinan keberhasilannya 50%.
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18. Saya tidak tertarik untuk menjadi murid yang terpandai dalam pelajaran Bahasa Inggris.
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19. Dalam mengerjakan tugas-tugas kelompok, saya lebih suka bekerja sama dengan teman yang lebih pandai.
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20. Supaya tidak terlihat bodoh, saya hanya mau mengerjakan soal di papan tulis jika soal itu sangat mudah.
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21. Saya menganggap waktu adalah hal yang sangat berharga, jadi bila ada
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15. Bila menemui kesulitan dalam belajar atau mengerjakan tugas-tugas pelajaran, saya akan berusaha keras untuk mengatasinya.
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jam pelajaran yang kosong, saya akan segera belajar sendiri. 22. Bila saya tidak bisa menjawab pertanyaan yang diajukan guru, saya menjadi tidak bersemangat lagi untuk mengikuti pelajaran.
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23. Saya ingin mendapatkan nilai yang paling tinggi di antara teman-teman sekelas saya.
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24. Setiap kali menghadapi test Bahasa Inggris saya merasa ragu dengan keMampuan saya sendiri.
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25. Saya tidak takut gagal dalam mengerjakan tugas atau test yang diberikan guru Bahasa Inggris.
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26. Saya tidak memusingkan nilai yang diperoleh teman-teman sekelas saya dalam pelajaran Bahasa Inggris.
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27. Saya tetap bersemangat mengikuti pelajaran Bahasa Inggris walaupun pernah ditegur guru. 28. Bila guru memberikan tugas kelompok saya lebuih suka bekerja sama dengan teman yang lebih pandai karena tugas akan lebih cepat selesai dengan baik. 29. Bila hasil ulangan Bahasa Inggris dibagikan, saya ingin tahu posisi nilai saya di antara teman-teman sekelas. 30. Pada ujian catur wulan, begitu selesai mengerjakan test saya akan segera keluar walaupun waktunya belum berakhir. 31. Bila guru memberikan pertanyaan secara lisan, saya ingin menjadi orang pertama yang bisa menjawabnya.
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32. Teguran dari guru Bahasa Inggris membuat saya patah semangat dalam mengikuti pelajaran.
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34. Bila guru meminta saya mengerjakan soal di papan tulis, saya merasa takut dan cemas.
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35. Saya tidak mau terlambat masuk kelas Bahasa Inggris supaya tidak ketinggalan pelajaran.
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33. Dalam setiap kesempatan, saya ingin menunjukkan bahwa saya adalah yang terbaik di kelas dalam pelajaran Bahasa Inggris.
36. Bila guru melontarkan pertanyaan dan saya tahu jawabannya, saya tidak mau segera menjawabnya sebelum ada teman yang mencoba menjawabnya.
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APPENDIX 3 DATA OF THE SUDENTS’ ACHIVEMENT MOTIVATION SCORE No 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30.
Abriviated Name US DAP RA GCZ HDA CA DY ATEH EA VA AR ZNF JAA NH AK GAD MAZ NDC MT PU RA RR ADN YN FN NL IR TYJ JA NS
Achivement Motivation Score 170 166 164 163 154 147 147 145 142 142 140 137 135 127 126 123 119 119 117 114 113 113 111 110 105 102 100 94 91 87
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APPENDIX 4 (English Version)
Strategy Inventory for Language Learning (SILL) Version for Speakers of Other Languages Learning English Strategy Inventory Language Learning (SILL) Version 7.0 (ESL/IFL) (c) R. Oxford. 1989 This form of the STRATEGY INVENTORY FOR LANGUAGE LEARNING (SILL) is for students of English as a second or foreign language. You will find statements about learning English. Please read each statement. On the separate Worksheet, write the response (1. 2, 3, 4, or 5); that tells HOW TRUE OF YOU THE STATEMENT IS.
1. 2. 3. 4. 5.
Never or almost nevi. true of me Usually not true of me Somewhat true of me Usually true of me Always or almost always true of me
Part A 1. I think of relationships between what I already know and new things I learn in English. 2. I use new English words in a sentence so I can remember them. 3. I connect the sound of a new English word and an image or picture of the word to help me remember the word. 4. I remember a new English word by making a mental picture of a situation in which the word might be used. 5. I use rhymes to remember new English words. 6. I use flashcards to remember new English words. 7. I physically act out new English words. 8. I review English lessons often.
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9. I remember new English words or phrases by remembering their location on the page, on the board, or on a street sign.
Part B 1. 2. 3. 4. 5. 6. 7. 8. 9.
I say or write new English words several times. I try to talk like native English speakers. I practice the sounds of English. I use the English words I know in different ways. I start conversations in English. I watch English language TV shows or go to movies spoken in English. I read for pleasure in English. I write notes, messages, letters, or reports in English. I first skim an English passage (read it quickly) then go back and read carefully. 10. I look for words in my own language that are similar to new words in English. 11. I try to find patterns in English. 12. I find the meaning of an English word by dividing it into parts that I understand. 13. I try not to translate word-for-word. 14. I make summaries of information that I hear or read in English.
Part C 1. To understand unfamiliar English words, I make guesses. 2. When I can’t think of a word during a conversation in English, I use gestures. 3. I make up new words if I do not know the right ones in English. 4. I read English without looking up every new word. 5. I try to guess what the other person will say next in English. 6. If I can’t think of an English word, I use a word or phrase that means the same thing.
Part D 1. I try to find as many ways as I can to use my English. 2. I notice my English mistakes and use that information to help me do better. 3. I pay attention when someone is speaking English. 4. I try to find out how to be a better learner of English. 5. I plan my schedule so I will have enough time to study English. 6. I look for people I can talk to in English.
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7. I look for opportunities to read as much as possible in English. 8. I have clear goals for improving my English skills. 9. I think about my progress in learning English.
Part E 1. I try to relax whenever I feel afraid of using English. 2. I encourage myself to speak English even when I am afraid of making a mistake. 3. I give myself a reward or treat when I do well in English. 4. I notice if I am tense or nervous when I am studying or using English. 5. I write down my feelings in a language learning diary. 6. I talk to someone else about how I feel when I am learning English.
Part F 1. If I do not understand something in English, I ask the other person to slow down or to say it again. 2. I ask English speakers to correct me when I talk. 3. I practice English with other students. 4. I ask for help from English speakers. 5. I ask questions in English. 6. I try to learn about the culture of English speakers.
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APPENDIX 5 (Indonesian Verson) ANGKET STRATEGI BELAJAR B. INGGRIS SISWA SMKN 2 DEPOK SLEMAN 2006/2007 Pada lembar terpisah tulislah jawaban Saudara secara jujur dengan memberi angka sbb Pilahan Selalu Sering Kadang-kadang Jarang Tidak pernah
skor 5 4 3 2 1
Bagian A 1. Saya menghubung-hubungkan antara sesuatu yang telah saya ketahui dengan sesuatu yang baru ketika saya belajar bahasa Inggris. 2. Saya menggunkan kata-kata baru bahasa Inggris dalam kalimat untuk membantu mengngat kata-kata baru itu. 3. Untuk membantu mengingat kata-kata baru itu, saya menghubunghubungkan ucapan kata-kata baru itu dengan gambar imaginasi. 4. Saya mengingat kata-kata baru b. Inggris dengan membayangkan situasi dimana kata-kata baru itu dipakai. 5. Untuk mengingat kata-kata baru b. Inggris, saya mengucapkannya dengan kata-kata yang mirip dengannya. 6. Saya menggunkan flashcards (kartu-kartu yang berlabelkan kata) untuk mengingat kata-kata baru. 7. Untuk mengingat kata-kata baru b. Inggris, saya memperagakan kata-kata tersebut. 8. Saya sering mengulang-ulangi pelajaran b. Inggris yang telah dipelajari. 9. Saya mudah mengingat kata-kata atau frase –frase baru b. Inggris dengan mengingat di halaman mana di buku dimana kata-kata atau frase-fease baru itu tertulis atau dibagian mana dipapan tulis guru menuliskan katakata atau frase –frase baru itu atau di rambu-rambu jalan. Bagian B 10. Saya mengucapkan atau menulis kata-kata baru b. Inggris berkali-kali. 11. Saya berusaha mangucapkan kata-kata baru b. Inggris itu seperti penutur aseli (bule) 12. Saya berlatih mengucapkan ucapan-ucapan b. Inggris. 13. Saya menggunakan kata-kata b. Inggris yang saya ketahui dengan berbagai
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cara yang berbeda-beda. 14. Saya memulai percakapan dalam bahasa Inggris dengan orang lain. 15. Saya menonton TV dalam bahasa Inggris atau nonton film dalam b. Inggris. 16. Saya senang membaca dalam b. Inggris. 17. Saya membuat catatan, pesan-pesan, surat, atau laporan dalam b. Inggris. 18. Dalam membaca, saya pertama kali membaca dengan cepat, kemudian mengulangnya dengan cermat. 19. Saya mencari kata-kata dalam bahasa Indonesia atau jawa yang mirip dengan kata-kata baru b. Inggris. 20. Saya berusaha mencari pola-pola atau rumus-rumus b. Inggris. 21. Saya menemukan arti kata baru b. Inggris dengan mengelompokannya sedemikian rupa menurut cara saya sendiri sehingga saya menjadi paham atau mengerti. 22. Saya mencoba untuk tidak menterjemahkan b. Inggris kata perkata. 23. Saya membuat ringkasan informasi/keterangan yang saya dengar atau baca dalam b. Inggris. Bagian C 24. Untuk memahami kata-kata yang asing, saya menerka-nerka. 25. Ketika saya tidak menemukan kata yang seharusnya dipakai dalam dialog atau percakapan b. Inggris, saya mengunakan gesture (gerakan isyarat) 26. Saya mengganti kata-kata baru dlm b. Inggris denga kata-kata lain, jika saya tidak tahu kata yang tepat. 27. Saya membaca b. Inggris tanpa melihat setiap kata yang ada. 28. Saya mecoba menerka-nerka apa yang akan dikatakan orang lain dlm b. Inggris. 29. Ketika saya tidak dapat memilih kata dalam b. Inggris, saya menggunakan kata atau frase yang maknanya sama. Bagian D 30. Saya berusaha mencari cara semampu saya untuk dapat menggunakan b. Inggris saya. 31. Saya memperhatikan kesalahan-kesalahan saya dan pengalaman itu saya pakai untuk memperbaiki agar saya lebih baik di kemudian hari. 32. Saya memperhatikan jika seseorang sedang bercakap-cakap dlm b. Inggris. 33. Saya berusaha mencari tahu bagaimana cara menjadi siswa agar pintar b. Inggris. 34. Saya membuat rencana atau jadwal belajar yang baik sehingga saya punya waktu cukup untuk belajar b. Inggris. 35. Saya mencari orang yang dapat saya ajak bercakap-cakap dalam b. Inggris. 36. Saya mencari kesempatan agar dapat membaca b.Inggris sebanyak mungkin
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37. Saya mempunyai sasaran atau target yang jelas untuk meningkatan kemampuan berbahasa Inggris saya. 38. Saya memikirkan tentang kemajuan belajar b. Inggris saya. Bagian E 39. Saya berusaha santai manakala saya merasa takut menggunakan b. Inggris. 40. Saya mendorong diri sendiri untuk menggunakan b. Inggris sekalipun ketika saya takut membuat kesalahan. 41. Saya memberikan apresiasi kepada diri sendiri ketika saya dapat mengerjakan tugas/latihan/ujian dalam b. Inggris dengan hasil baik. 42. Saya memperhatikan jika saya grogi, takut, minder saat belajar atau menggunakan b. Inggris. 43. Saya membuat catatan harian tentang belajar b. Inggris saya. 44. Saya mengatakan perasaan saya kepada orang lain ketika saya belajar b.Inggris. Bagian F 45. Jika saya tidak paham apa yang dikatakan orang lain dalam b. Inggris, saya minta untuk mengatakannya dengan lebih pelan atau meninta untuk mengulanginya. 46. Saya minta guru b. Inggris untuk membetulkan kesalahan saya. 47. Saya mempraktikan b. Inggris dengan siswa lain. 48. Saya minta bantuan kepada guru b. Inggris. 49. Saya bertanya dalam b. Inggris. 50. Saya berusaha mempelajari kultur orang yang bahasa ibunya b. Inggris (Misal : Amerika, Canada, Australia, dll.).
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APPENDIX VI DATA OF THE STUDENTS’ LEARNING STRATEGY SCORE No
Abbreviated Name
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30.
IR SDC US ADN HDA YN DY RA AK ATEH GAD RA CA EA JA GCZ NL VA MAZ JAA ML RR AR NS NH PU TYJ DAP FN ZNF
Students’ learning Strategy score 220 215 215 212 211 211 206 206 203 201 201 201 200 200 198 194 190 186 185 184 184 183 179 179 179 179 175 173 163 162
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APPENDIX VII DATA OF THE STUDENTS’ LEARNING ACHIVEMENT No 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30.
Abreviated Name IR NDC YN SDN RA CA DY GAD JA MAZ NS RA HDA MT GCZ PU RR TYJ US VA AK ATEH AR EA JAA NL NH FN DAP ZNF
Leaning Achivement 8,500 8,125 8,125 8,000 8,000 7,875 7,875 7,875 7,875 7,875 7,875 7,875 7,750 7,750 7,625 7,625 7,625 7,625 7,625 7,625 7,500 7,500 7,500 7,500 7,500 7,500 7,500 7,375 7,250 7,250
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APPENDIX VIII SCRIPT OF STUDENTS’ INTERVIEW (Indonesian Version) Nama : NDC Kelas : II TKJ Group : High Learning Achievement Guru (G): Apakah kamu suka pelajaran Bahasa Inggris ? Ya/Tidak. Beri alasan. NDC : Suka. Di samping kewajiban, lulus UNAS, meninggikan gengsi karena bisa berbahasa Inggris. G : Apakah kamu suka pelajaran Bahasa Inggris karena tertarik berkomunikasi dengan bule ? Ya/Tidak. Beri alasan. NDC : Ya. Karena asyik aja, bangga bisa komunikasi dengan bule. G : Apakah kamu tertarik pelajaran Bahasa Inggris ? Ya/Tidak. Beri alasan. NDC : Ya. Terlebih jika ada motivasi baru dalam proses belajar. G : Apakah kamu setuju jika Bahasa Inggris ditambah jam pelajarannya ? Ya/Tidak. Beri alasan. NDC : Ya. Ditambah oke, diadakan pengklasifikasian jam. Misal speaking, 2 jam dan lain-lain, telebih jika kelas 3 saya setuju. G : Apakah minat belajar Bahasa Inggris meningkat ? Ya/Tidak. Beri alasan. NDC : Ya. Meningkat kalau ada inovasi baru, pakai peralatan baru, hiburan dan lain-lain. G : Apakah kamu belajar Bahasa Inggris karena sekolah mewajibakannya ? Ya/Tidak. Beri alasan. NDC : Tidak. Karena saya menyadari betapa pentingnya Bahasa Inggris. G : Apakah kamu belajar Bahasa Inggris semata-mata agar lulus UN saja ? Ya/Tidak. Beri alasan. NDC : Tidak. Orientasi pertama memang UN, keterampilan yang dimiliki nantinya akan menolong saya. G : Jika tidak beri alasan. Beri alasan. NDC : G : Apakah kamu belajar Bahasa Inggris karena nilaimu rendah ? Ya/Tidak. Beri alasan. NDC : Ya. Saya ingin bisa Bahasa Inggris, minimal Inggris pasif. G : Sekalipun nilaimu tinggi, apakah kamu tetap belajar Bahasa Inggris ? Ya/Tidak. Beri alasan. NDC : Ya. Saya tidak mau memampuan saya stagnant. G : Apakah minat belajar Bahasa Inggrismu bergantung pada suka atau tidak suka terhadap Bahasa Inggris ? Ya/Tidak. Beri alasan. NDC : Tidak. Tergantung mood, jika ingin belajar ya saya belajar. G : Apakah minat belajar Bahasa Inggrismu bergantung pada buku yang dipakai ? Ya/Tidak. Beri alasan. NDC : Ya. Kalau bukunya banyak, ilustrasinya mudah dimengerti.
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G
: Apakah minat belajar Bahasa Inggrismu bergantung pada suka/tidak suka kepada guru yang mengajar ? Ya/Tidak. Beri alasan. NDC : Ya. Kalau gurunya friendly, ya jadi suka. G : Apakah minat belajar Bahasa Inggrismu bergantung pada cara guru mengajar ? Ya/Tidak. Beri alasan. NDC : Ya. Inovasi dan cara baru dalam pembelajaran, penggunaan alat modern. G : Apakah minat belajar Bahasa Inggrismu bergantung pada kemampuan guru mengajar ? Ya/Tidak. Beri alasan. NDC : Tidak. Semua guru kemampuan relatif sama, tinggal pengelolaannya. G : Apakah minat belajar Bahasa Inggrismu bergantung pada suasana kelas ? Ya/Tidak. Beri alasan. NDC : Tidak. Karena kelas saya dari kelas 1 sampai 3, temannya sama. G : Apakah minat belajar Bahasa Inggrismu bergantung pada teman-teman sekelas ? Ya/Tidak. Beri alasan. NDC : Ya. Saya suka teman-teman yang aktif, saya bisa ikut aktif. G : Apakah minat belajar Bahasa Inggrismu bergantung pada alat bantu mengajar ? Ya/Tidak. Beri alasan. NDC : Ya. Terlebih alat-alat baru, ketimbang monoton di kelas. G : Apakah kamu belajar Bahasa Inggris karena ingin mendpatkan pendidikan yang lebih baik dan pekerjaan di luar negeri ? Ya/Tidak. Beri alasan. NDC : Ya. Saya ingin membawa diri saya masuk RAobalisasi di bidang saya. G : Apakah kamu belajar Bahasa Inggris karena ingin pergi ke luar negeri untuk mendapatkn pengalaman mengenal budaya asing ? Ya/Tidak. Beri alasan. NDC : Ya. Saya suka hal-hal yang baru. G : Apakah kamu belajar Bahasa Inggris karena ingin jadi immigrant di negara yang berbahasa Inggris ? Ya/Tidak. Beri alasan. NDC : Tidak. Saya hanya ingin ke luar negeri jika jelas arah dan tujuan saya. G : Apakah kamu belajar Bahasa Inggris agar di kenal di seluruh dunia ? Ya/Tidak. Beri alasan. NDC : Ya. Saya bangga jika tanah air saya dikenal di luar negeri. G : Apakah hanya dengan Bahasa Inggris, kamu dapat berpedapat berperan aktif demi kemakmuran Negara Indonesia ? Ya/Tidak. Beri alasan. NDC : Tidak. Saya rasa dalam segala aspek pembangunan, Indonesia perlu di benahi, jadi tidak harus melalui Bahasa Inggris. G : Apakah dengan pintar Bahasa Inggris, kamu dapat memenuhi tujuan hidup yang diharapkan orang tuamu ? Ya/Tidak. Beri alasan. NDC : Ya. Hanya sebagai penunjang berkarya. G : Apakah Bahasa Inggris itu penting sebagai alat komunikasi di masyarakat RAobal ? Ya/Tidak. Jelaskan. NDC : Ya. Sebagai bahasa RAobal yang bisa digunakan untuk berkomunikasi di dunia. G : Apakah dengan belajar Bahasa Inggris, kamu memperoleh makna sebuah prestasi ? Ya/Tidak. Beri alasan.
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NDC : Tidak. Kecuali UN, saya tidak mengejar hasil akhir, tapi proses. G : Apakah pintar Bahasa Inggris merupakan awal keberhasilan hidup ? Ya/Tidak. Beri alasan. NDC : Ya. Bahasa merupakan sarana yang paling penting dalam komunikasi. G : Apakah pintar Bahasa Inggris merupakan simbol pendidikan dan prestasi yang baik ? Ya/Tidak. Beri alasan. NDC : Ya. Karena ada dalam UN. G : Apakah kamu belajar Bahasa Inggris karena berguna bagi mata pelajaran yang lain ? Ya/Tidak. Beri alasan. NDC : Ya. Dalam jurusan kimia banyak kosa kata Inggris. G : Apakah kamu belajar Bahasa Inggris agar dapat mengikuti perkembangan di bidang ekonomi dan teknologi RAobal ? Ya/Tidak. Beri alasan. NDC : Ya. Saya punya komputer yang software-nya saya up date, itu pakai Bahasa Inggris.
Nama : IR Kelas : II TKJ Group : High Learning Achievement G IR G IR G IR G IR G IR G IR G IR G IR
: Apakah kamu suka pelajaran Bahasa Inggris ? Ya/Tidak. Beri alasan. : Ya. Karena hal itu akan memperlancar karier saya. : Apakah kamu suka pelajaran Bahasa Inggris karena tertarik berkomunikasi dengan bule ? Ya/Tidak. Beri alasan. : Ya. Karena kelihatannya menyenangkan dan menambah pengalaman. : Apakah kamu tertarik pelajaran Bahasa Inggris ? Ya/Tidak. Beri alasan. : Ya. Kelihatannya seperti sedang mempelajari budaya lain. : Apakah kamu setuju jika Bahasa Inggris ditambah jam pelajarannya ? Ya/Tidak. Beri alasan. : Tidak. Karena otomatis akan memakan jam pelajaran lain dan akan menjadi beban. : Apakah minat belajar Bahasa Inggris meningkat ? Ya/Tidak. Beri alasan. : Ya. Sedemakin ingin bisa belajar ke luar negeri, saya jadi tertarik Bahasa Inggris. : Apakah kamu belajar Bahasa Inggris karena sekolah mewajibakannya ? Ya/Tidak. Beri alasan. : Ya. Karena dari situ saya mulai mau dan suka Bahasa Inggris. : Apakah kamu belajar Bahasa Inggris semata-mata agar lulus UN saja ? Ya/Tidak. Beri alasan. : Tidak. Karena saya ingin bisa Bahasa Inggris untuk kemudahan berkomunikasi. : Jika tidak beri alasan. Beri alasan. : -
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: Apakah kamu belajar Bahasa Inggris karena nilaimu rendah ? Ya/Tidak. Beri alasan. : Ya. Karena nilai Bahasa Inggris saya memang rendah. : Sekalipun nilaimu tinggi, apakah kamu tetap belajar Bahasa Inggris ? Ya/Tidak. Beri alasan. : Ya. Nilai tinggi bukan jaminan bahwa seseorang benar-benar bisa Bahasa Inggris. : Apakah minat belajar Bahasa Inggrismu bergantung pada suka atau tidak suka terhadap Bahasa Inggris ? Ya/Tidak. Beri alasan. : Ya. Otomatis, kalau kita tidak suka dengan pelajarannya, pasti kita jadi males. : Apakah minat belajar Bahasa Inggrismu bergantung pada buku yang dipakai ? Ya/Tidak. Beri alasan. : Ya. Buku yang kurang menyenangkan dan tidak lengkap muatannya hanya akan menjadi penuh lemari. : Apakah minat belajar Bahasa Inggrismu bergantung pada suka/tidak suka kepada guru yang mengajar ? Ya/Tidak. Beri alasan. : Ya. Karena dulu guru saya tidak menyenangkan dan hasilnya nilai ulangan saya jelek terus. : Apakah minat belajar Bahasa Inggrismu bergantung pada cara guru mengajar ? Ya/Tidak. Beri alasan. : Ya. Kalau gurunya menyenangkan, komunikatif. Pasti anak-anak suka. : Apakah minat belajar Bahasa Inggrismu bergantung pada kemampuan guru mengajar ? Ya/Tidak. Beri alasan. : Ya. Semakin baik kemampuan guru, semakin kita ingin menggali informasi. : Apakah minat belajar Bahasa Inggrismu bergantung pada suasana kelas ? Ya/Tidak. Beri alasan. : Ya. Kalau suasanan kelas menyenangkan, rasanya belajar apapun juga asyik. : Apakah minat belajar Bahasa Inggrismu bergantung pada teman-teman sekelas ? Ya/Tidak. Beri alasan. : Tidak. Karena saya menghargai pendapat teman saya yang tidak suka Bahasa Inggris dan saya tetap suka Bahasa Inggris. : Apakah minat belajar Bahasa Inggrismu bergantung pada alat bantu mengajar ? Ya/Tidak. Beri alasan. : Ya. Semakin lengkap sarananya, semakin menarik. : Apakah kamu belajar Bahasa Inggris karena ingin mendpatkan pendidikan yang lebih baik dan pekerjaan di luar negeri ? Ya/Tidak. Beri alasan. : Ya. Karena belum lama ini saya tertarik untuk mencari bea siswa ke luar negeri dan itu terlihat menjanjikan untuk masa depan saya. : Apakah kamu belajar Bahasa Inggris karena ingin pergi ke luar negeri untuk mendapatkn pengalaman mengenal budaya asing ? Ya/Tidak. Beri alasan.
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: Ya. Karena hal tersebut akan menjadi sebuah pengalaman sekaligus pelajaran yang berarti. : Apakah kamu belajar Bahasa Inggris karena ingin jadi immigrant di negara yang berbahasa Inggris ? Ya/Tidak. Beri alasan. : Tidak. Karena kalau saya belajar di luar negeri, saya ingin kembali lagi ke Indonesia dan bekerja disini. : Apakah kamu belajar Bahasa Inggris agar di kenal di seluruh dunia ? Ya/Tidak. Beri alasan. : Ya. Karena promo wisata yang paling mudah adalah dengan mencerminkan budaya negeri kita pada diri kita. : Apakah hanya dengan Bahasa Inggris, kamu dapat berpedapa berperan aktif demi kemakmuran Negara Indonesia ? Ya/Tidak. Beri alasan. : Tidak. Karena kalau hanya satu orang saja, saya rasa tidak terlalu berdampak. : Apakah dengan pintar Bahasa Inggris, kamu dapat memenuhi tujuan hidup yang diharapkan orang tuamu ? Ya/Tidak. Beri alasan. : Ya. Karena orang tua saya cukup perhatian dengan Bahasa Inggris. : Apakah Bahasa Inggris itu penting sebagai alat komunikasi di masyarakat RAobal ? Ya/Tidak. Jelaskan. : Ya. Karena Bahasa Inggris adalah bahasa internasional. : Apakah dengan belajar Bahasa Inggris, kamu memperoleh makna sebuah prestasi ? Ya/Tidak. Beri alasan. : Ya. Karena banyak orang sukses karena bisa berbahasa Inggris. : Apakah pintar Bahasa Inggris merupakan awal keberhasilan hidup ? Ya/Tidak. Beri alasan. : Ya. Karena dengan bisa berbahasa Inggris, jalan karier menjadi lancar. : Apakah pintar Bahasa Inggris merupakan simbol pendidikan dan prestasi yang baik ? Ya/Tidak. Beri alasan. : Tidak. Karena untuk mengklaim hal tersebut tidak bisa hanya lewat 1 aspek. : Apakah kamu belajar Bahasa Inggris karena berguna bagi mata pelajaran yang lain ? Ya/Tidak. Beri alasan. : Ya. Seperti untuk pelajaran KKPI yang literaturnya ada yang berbahasa Inggris. : Apakah kamu belajar Bahasa Inggris agar dapat mengikuti perkembangan di bidang ekonomi dan teknologi RAobal ? Ya/Tidak. Beri alasan. : Ya. Karena untuk mengakses internet, kebanyakan berbahasa Inggris.
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Nama : ADN Kelas : II TKJ Group : Mid Learning Achievement G : Apakah kamu suka pelajaran Bahasa Inggris ? Ya/Tidak. Beri alasan. ADN : Sebenarnya saya tidak suka. Karena selain dimasukkan dalam UN, mengingat Bahasa Inggris merupakan bahasa universal yang sangat menunjang pengetahuan dari luar, sehingga pengetahuan kita dapat berkembang dan maju. G : Apakah kamu suka pelajaran Bahasa Inggris karena tertarik berkomunikasi dengan bule ? Ya/Tidak. Beri alasan. ADN : Ya. Menurut saya, jika kita dapat berbicara dengan bahasa asing, rasanya asyik dan kelihatan keren. G : Apakah kamu tertarik pelajaran Bahasa Inggris ? Ya/Tidak. Beri alasan. ADN: Ya. Karena cita-cita saya ingin melanjutkan studi di luar negeri. G : Apakah kamu setuju jika Bahasa Inggris ditambah jam pelajarannya ? Ya/Tidak. Beri alasan. ADN: Ya. Menurut saya, porsi pelajaran Bahasa Inggris di sekolah ini sangat kurang, sehingga kemampuan siswa dalam Bahasa Inggris lebih cepat untuk berkembang. G : Apakah minat belajar Bahasa Inggris meningkat ? Ya/Tidak. Beri alasan. ADN: Ya. Dalam diri saya, minat Bahasa Inggris meningkat daripada saat saya masih di SMP. Karena saya mulai berpikir bahwa Bahasa Inggris sangat penting untuk kemajuan saya. G : Apakah kamu belajar Bahasa Inggris karena sekolah mewajibakannya ? Ya/Tidak. Beri alasan. ADN: Bisa ya, bisa tidak. Selain Bahasa Inggris dimasukkan dalam UN, Bahasa Inggris juga sangat mendukung kemajuan pengetahuan saya. G : Apakah kamu belajar Bahasa Inggris semata-mata agar lulus UN saja ? Ya/Tidak. Beri alasan. ADN: Tidak. Selain alasan itu, saya ingin sekali pandai berbahasa Inggris. G : Jika tidak beri alasan. Beri alasan. ADN: G : Apakah kamu belajar Bahasa Inggris karena nilaimu rendah ? Ya/Tidak. Beri alasan. ADN: Tidak. Nilai bukan faktornya. Karena nilai Bahasa Inggris saya juga tidak jelek-jelek amat. G : Sekalipun nilaimu tinggi, apakah kamu tetap belajar Bahasa Inggris ? Ya/Tidak. Beri alasan. ADN: Ya iyalah ! Karena target saya bukan nilai, melainkan kemampuan berbahasa Inggris. G : Apakah minat belajar Bahasa Inggrismu bergantung pada suka atau tidak suka terhadap Bahasa Inggris ? Ya/Tidak. Beri alasan.
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ADN: Tidak. Contohnya adalah saya, sebenarnya saya tidak terlalu suka, namun mengingat Bahasa Inggris penting bagi saya, maka saya mulai berminat pada Bahasa Inggris. G : Apakah minat belajar Bahasa Inggrismu bergantung pada buku yang dipakai ? Ya/Tidak. Beri alasan. ADN: Tidak. Karena saya juga berminat pada Bahasa Inggris melalui film, musik, dialog Bahasa Inggris dan lain-lain. G : Apakah minat belajar Bahasa Inggrismu bergantung pada suka/tidak suka kepada guru yang mengajar ? Ya/Tidak. Beri alasan. ADN: Tidak. Walaupun terkadang faktor guru yang sangat membosankan, tetapi saya sangat membutuhkannya. G : Apakah minat belajar Bahasa Inggrismu bergantung pada cara guru mengajar ? Ya/Tidak. Beri alasan. ADN: Tidak. Menurut saya, berbagai macam teknik mengajar guru tidak berpengaruh, selagi cara yang digunakan bisa membuat paham. G : Apakah minat belajar Bahasa Inggrismu bergantung pada kemampuan guru mengajar ? Ya/Tidak. Beri alasan. ADN: Ya, tentu saja. Jika kemampuan gurunya saja dipertanyakan, maka kita juga pesimis kalau kita dapat menguasai Bahasa Inggris. G : Apakah minat belajar Bahasa Inggrismu bergantung pada suasana kelas ? Ya/Tidak. Beri alasan. ADN: Ya. Namun alasan suasana pembelajaran hanya sedikit mempengaruhi minat saya. G : Apakah minat belajar Bahasa Inggrismu bergantung pada teman-teman sekelas ? Ya/Tidak. Beri alasan. ADN: Tidak. Menurut saya, tujuan kita belajar karena kita sendiri membutuhkannya, jadi kalau soal teman : “I dont care”. G : Apakah minat belajar Bahasa Inggrismu bergantung pada alat bantu mengajar ? Ya/Tidak. Beri alasan. ADN: Ya. Menurut saya, fasilitas yang menunjang sangat mempengaruhi kemajuan saya. G : Apakah kamu belajar Bahasa Inggris karena ingin mendpatkan pendidikan yang lebih baik dan pekerjaan di luar negeri ? Ya/Tidak. Beri alasan. ADN: Ya. Saya ingin melanjutkan studi ke luar negeri, namun masalah pekerjaan, saya ingin bekerja di Indonesia saja. G : Apakah kamu belajar Bahasa Inggris karena ingin pergi ke luar negeri untuk mendapatkn pengalaman mengenal budaya asing ? Ya/Tidak. Beri alasan. ADN: Ya. Saya ingin sekali touring ke luar negeri. G : Apakah kamu belajar Bahasa Inggris karena ingin jadi immigrant di negara yang berbahasa Inggris ? Ya/Tidak. Beri alasan. ADN: Ya. Saya ingin menjadi imigrant, namun hanya selama saya menjadi pelajar di luar negeri saja. G : Apakah kamu belajar Bahasa Inggris agar di kenal di seluruh dunia ? Ya/Tidak. Beri alasan.
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ADN: Ya. Indonesia merupakan negara yang kurang dikenal di dunia, karena saya pernah mendengar salah satu Puteri Indonesia yang berlaga di Miss Universe. Dan dia mendapatkan pertanyaan dari sesama peserta dan menanyakan dimana sih letak Indonesia ? apakah ada negara Indonesia itu? G : Apakah hanya dengan Bahasa Inggris, kamu dapat berpedapa berperan aktif demi kemakmuran Negara Indonesia ? Ya/Tidak. Beri alasan. ADN: Tidak. Sebenarnya juga tidak, namun skala prioritas mengatakan bahwa jika kita ingin menjadi pemimpin atau orang yang berpendidikan tinggi, harus cakap dalam Bahasa Inggris. G : Apakah dengan pintar Bahasa Inggris, kamu dapat memenuhi tujuan hidup yang diharapkan orang tuamu ? Ya/Tidak. Beri alasan. ADN: Tidak. Karena ini misi pribadi saya. G : Apakah Bahasa Inggris itu penting sebagai alat komunikasi di masyarakat RAobal ? Ya/Tidak. Jelaskan. ADN: Tidak. Kalau masih dalam ruang lingkup RAobal, kita menggunakan Bahasa Inggris saja. G : Apakah dengan belajar Bahasa Inggris, kamu memperoleh makna sebuah prestasi ? Ya/Tidak. Beri alasan. ADN: Relatif. Karena Bahasa Inggris bukan satu-satunya faktor untuk itu. G : Apakah pintar Bahasa Inggris merupakan awal keberhasilan hidup ? Ya/Tidak. Beri alasan. ADN: Tidak. Jika kita tidak dapat mencapai target itu, kita dapat mencapai target yang sederhana saja. G : Apakah pintar Bahasa Inggris merupakan simbol pendidikan dan prestasi yang baik ? Ya/Tidak. Beri alasan. ADN: Mungkin ya. Kalau hubungannya dengan pendidikan formal, itu sangat berpengaruh dan ada hubungannya. G : Apakah kamu belajar Bahasa Inggris karena berguna bagi mata pelajaran yang lain ? Ya/Tidak. Beri alasan. ADN: Ya. Karena saya ingin menuntut kejuaraan kimia lebih dalam di luar negeri. G : Apakah kamu belajar Bahasa Inggris agar dapat mengikuti perkembangan di bidang ekonomi dan teknologi RAobal ? Ya/Tidak. Beri alasan. ADN: Ya. Karena faktor ekonomi dan teknologi sangat berhubungan dengan dunia luar yang berarti harus mampu berbahasa Inggris.
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Nama : RA Kelas : II TKJ Group : Mid Learning Achievement G : Apakah kamu suka pelajaran Bahasa Inggris ? Ya/Tidak. Beri alasan. RA : Ya. Karena saya ingin lancar berbicara/berkomunikasi dengan Bahasa Inggris dengan semua orang di dunia ini. G : Apakah kamu suka pelajaran Bahasa Inggris karena tertarik berkomunikasi dengan bule ? Ya/Tidak. Beri alasan. RA : Ya. Karena kelihatan keren kalau saya berkomunikasi dengan bule. G : Apakah kamu tertarik pelajaran Bahasa Inggris ? Ya/Tidak. Beri alasan. RA : Ya. Karena dengan kemajuan teknologi ini menuntut saya untuk menguasai bahasa Inggis. G : Apakah kamu setuju jika Bahasa Inggris ditambah jam pelajarannya ? Ya/Tidak. Beri alasan. RA : Ya. (tetapi saat kelas 3). Karena buat persiapan UNAS. G : Apakah minat belajar Bahasa Inggris meningkat ? Ya/Tidak. Beri alasan. RA : Ya. Karena bahasa Inggris adalah bahasa Internasional. G : Apakah kamu belajar Bahasa Inggris karena sekolah mewajibakannya ? Ya/Tidak. Beri alasan. RA : Tidak. Karena kalau tidak menguasai bahasa Inggris kita akan ketinggalan zaman. G : Apakah kamu belajar Bahasa Inggris semata-mata agar lulus UN saja ? Ya/Tidak. Beri alasan. RA : Tidak. Karena UAN itu hanya tolak ukur kemampuan kita saja. G : Jika tidak beri alasan. Beri alasan. RA : G : Apakah kamu belajar Bahasa Inggris karena nilaimu rendah ? Ya/Tidak. Beri alasan. RA : Ya. Kalau nilai kita baik biasanya kita juga baik dalam berkomunikasi bahasa Inggris. G : Sekalipun nilaimu tinggi, apakah kamu tetap belajar Bahasa Inggris ? Ya/Tidak. Beri alasan. RA : Ya. Ilmu itu tidak akan ada habisnya buat dipelajari. G : Apakah minat belajar Bahasa Inggrismu bergantung pada suka atau tidak suka terhadap Bahasa Inggris ? Ya/Tidak. Beri alasan. RA : Tidak. Mau tidak mau aku harus minat buat belajar bahasa Inggris. G : Apakah minat belajar Bahasa Inggrismu bergantung pada buku yang dipakai ? Ya/Tidak. Beri alasan. RA : Ya. Karena buku bagiku berpengaruh pada semangat buat belajar. G : Apakah minat belajar Bahasa Inggrismu bergantung pada suka/tidak suka kepada guru yang mengajar ? Ya/Tidak. Beri alasan. RA : Tidak. Guru hanya sebagai fasilitator. Yang penting ilmu dari gurunya. G : Apakah minat belajar Bahasa Inggrismu bergantung pada cara guru mengajar ? Ya/Tidak. Beri alasan.
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RA : Ya. Karena jika cara mengajar guru tak menarik kita juga males. G : Apakah minat belajar Bahasa Inggrismu bergantung pada kemampuan guru mengajar ? Ya/Tidak. Beri alasan. RA : Ya. Karena seorang guru harus mampu memberikan ilmunya pada muridnya. Jika gurunya tidak mampu ya gak usah jadi guru saja. G : Apakah minat belajar Bahasa Inggrismu bergantung pada suasana kelas ? Ya/Tidak. Beri alasan. RA : Ya. Karena kita hidup di kelas dan kita belajar juga dengan teman-teman kelas. G : Apakah minat belajar Bahasa Inggrismu bergantung pada teman-teman sekelas ? Ya/Tidak. Beri alasan. RA : Tidak. Karena aku ada kemauan sendiri untuk bisa berbahasa Inggris. G : Apakah minat belajar Bahasa Inggrismu bergantung pada alat bantu mengajar ? Ya/Tidak. Beri alasan. RA : Ya. Alat bantu juga mempengaruhi semangatku buat belajar. G : Apakah kamu belajar Bahasa Inggris karena ingin mendpatkan pendidikan yang lebih baik dan pekerjaan di luar negeri ? Ya/Tidak. Beri alasan. RA : Ya. Karena suatu saat aku ingin berpetualang ke penjuru dunia dan mendapat pendidikan yang lebih baik. G : Apakah kamu belajar Bahasa Inggris karena ingin pergi ke luar negeri untuk mendapatkan pengalaman mengenal budaya asing ? Ya/Tidak. Beri alasan. RA : Ya. Tetapi Cuma sedikit. Aku keluar negeri untuk mencari uang dan liburan. G : Apakah kamu belajar Bahasa Inggris karena ingin jadi immigran di negara yang berbahasa Inggris ? Ya/Tidak. Beri alasan. RA : Tidak. Aku tidak suka jadi imigran. G : Apakah kamu belajar Bahasa Inggris agar di kenal di seluruh dunia ? Ya/Tidak. Beri alasan. RA : Ya. Karena aku ingin membawa nama Indonesia ke seluruh dunia agar terkenal dengan kemampuannya. G : Apakah hanya dengan Bahasa Inggris, kamu dapat berpedapa berperan aktif demi kemakmuran Negara Indonesia ? Ya/Tidak. Beri alasan. RA : Tidak. Bahasa Inggris belum tentu bisa menghasilkan uang untuk hidup menuju makmur. G : Apakah dengan pintar Bahasa Inggris, kamu dapat memenuhi tujuan hidup yang diharapkan orang tuamu ? Ya/Tidak. Beri alasan. RA : Tidak. Orang tuaku pengen aku jadi guru. G : Apakah Bahasa Inggris itu penting sebagai alat komunikasi di masyarakat RAobal ? Ya/Tidak. Jelaskan. RA : Ya. Karena bahasa Inggris adalah satu-satunya bahasa Internasional. G : Apakah dengan belajar Bahasa Inggris, kamu memperoleh makna sebuah prestasi ? Ya/Tidak. Beri alasan.
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RA : Tidak. Prestasi bermakna jika kita memaknainya. Prestasi itu luas tidak Cuma di bidang bahasa Inggris doang. G : Apakah pintar Bahasa Inggris merupakan awal keberhasilan hidup ? Ya/Tidak. Beri alasan. RA : Tidak. Karena awal keberhasilan hidupku itu ketika impianku satu demi satu dapat terwujud. Aku lebih condong menguasai ketrampilan buat bebak keberhasilan hidup. G : Apakah pintar Bahasa Inggris merupakan simbol pendidikan dan prestasi yang baik ? Ya/Tidak. Beri alasan. RA : Tidak. Karena orang yang pintar bahasa Inggris belum tentu pintar di bidang lain. G : Apakah kamu belajar Bahasa Inggris karena berguna bagi mata pelajaran yang lain ? Ya/Tidak. Beri alasan. RA : Ya. Kebanyakan ilmu-ilmu/buku/teknologi itu istilahnya pakai bahasa Inggris. G : Apakah kamu belajar Bahasa Inggris agar dapat mengikuti perkembangan di bidang ekonomi dan teknologi RAobal ? Ya/Tidak. Beri alasan. RA : Ya. Aku pingin banget mengikuti perkembangan ekonomi dan teknologi RAobal agar tidak ketinggalan.
Nama : ZNF Kelas : II TKJ Group : Low Learning Achievement G : Apakah kamu suka pelajaran Bahasa Inggris ? Ya/Tidak. Beri alasan. ZNF: Ya. Karena bila saya berbicara atau menguasai Bahasa Inggris, saya tidak akan ada masalah apabila ada orang asing yang bertanya. G : Apakah kamu suka pelajaran Bahasa Inggris karena tertarik berkomunikasi dengan bule ? Ya/Tidak. Beri alasan. ZNF: Ya. Karena berbicara dengan bule dapat menambah kemampuan dalam berkomunikasi. G : Apakah kamu tertarik pelajaran Bahasa Inggris ? Ya/Tidak. Beri alasan. ZNF: Ya. Karena saya ingin bisa berkomunikasi dalam Bahasa Inggris. G : Apakah kamu setuju jika Bahasa Inggris ditambah jam pelajarannya ? Ya/Tidak. Beri alasan. ZNF: Tidak. Karena 4 jam pelajaran sudah cukup efektif bila dilakukan secara rutin tiap minggu. G : Apakah minat belajar Bahasa Inggris meningkat ? Ya/Tidak. Beri alasan. ZNF: Tidak. Dari dulu sampai sekarang, minat saya belajar Bahasa Inggris tetap sama. G : Apakah kamu belajar Bahasa Inggris karena sekolah mewajibakannya ? Ya/Tidak. Beri alasan.
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ZNF: Tidak juga. Karena di dunia kerja besok, mungkin atasan kita adalah orang asing yang menggunakan Bahasa Inggris untuk berkomunikasi. G : Apakah kamu belajar Bahasa Inggris semata-mata agar lulus UN saja ? Ya/Tidak. Beri alasan. ZNF: Tidak. Karena Bahasa Inggris adalah bahasa internasional. G : Jika tidak beri alasan. Beri alasan. ZNF: G : Apakah kamu belajar Bahasa Inggris karena nilaimu rendah ? Ya/Tidak. Beri alasan. ZNF: Iya. Karena sekarang kemampuan saya dalam pelajaran Bahasa Inggris masih kurang. G : Sekalipun nilaimu tinggi, apakah kamu tetap belajar Bahasa Inggris ? Ya/Tidak. Beri alasan. ZNF: Ya. Karena belajar bukan hanya untuk mendapatkan nilai baik saja. G : Apakah minat belajar Bahasa Inggrismu bergantung pada suka atau tidak suka terhadap Bahasa Inggris ? Ya/Tidak. Beri alasan. ZNF: Tidak. Karena minat berbeda dengan suka atau tidak suka. G : Apakah minat belajar Bahasa Inggrismu bergantung pada buku yang dipakai ? Ya/Tidak. Beri alasan. ZNF: Tidak. Karena semua buku isinya tetap sama. G : Apakah minat belajar Bahasa Inggrismu bergantung pada suka/tidak suka kepada guru yang mengajar ? Ya/Tidak. Beri alasan. ZNF: Tidak juga. Karena yang terpenting adalah pelajarannya, bukan gurunya. G : Apakah minat belajar Bahasa Inggrismu bergantung pada cara guru mengajar ? Ya/Tidak. Beri alasan. ZNF: Tidak. Asalkan sesuai dengan cara pengajaran yang baik. G : Apakah minat belajar Bahasa Inggrismu bergantung pada kemampuan guru mengajar ? Ya/Tidak. Beri alasan. ZNF: Tidak. Karena di rumah kita juga bisa belajar sendiri. G : Apakah minat belajar Bahasa Inggrismu bergantung pada suasana kelas ? Ya/Tidak. Beri alasan. ZNF: Tidak. Karena minat itu hanya keinginan untuk melakukan sesuatu hal. G : Apakah minat belajar Bahasa Inggrismu bergantung pada teman-teman sekelas ? Ya/Tidak. Beri alasan. ZNF: Tidak. Karena minat bukan dari orang lain, tetapi dari diri sendiri. G : Apakah minat belajar Bahasa Inggrismu bergantung pada alat bantu mengajar ? Ya/Tidak. Beri alasan. ZNF: Tidak. Karena alat bantu, kita tetap tetap bisa belajar. G : Apakah kamu belajar Bahasa Inggris karena ingin mendapatkan pendidikan yang lebih baik dan pekerjaan di luar negeri ? Ya/Tidak. Beri alasan. ZNF: Tidak. Karena baik pekerjaan di luar negeri maupun di dalam negeri, Bahasa Inggris tetap perlu dipelajari.
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G : ZNF: G : ZNF: G : ZNF: G : ZNF:
G : ZNF: G : ZNF: G : ZNF: G : ZNF: G : ZNF: G : ZNF: G : ZNF:
Apakah kamu belajar Bahasa Inggris karena ingin pergi ke luar negeri untuk mendapatkn pengalaman mengenal budaya asing ? Ya/Tidak. Beri alasan. Ya. Karena mempelajari budaya asing adalah hal yang menyenangkan. Apakah kamu belajar Bahasa Inggris karena ingin jadi immigrant di negara yang berbahasa Inggris ? Ya/Tidak. Beri alasan. Tidak. Karena hidup di negara orang lebih sulit daripada hidup di Indonesia. Apakah kamu belajar Bahasa Inggris agar di kenal di seluruh dunia ? Ya/Tidak. Beri alasan. Tidak. Karena Indonesia sudah dikenal di seluruh dunia. Apakah hanya dengan Bahasa Inggris, kamu dapat berpedapat berperan aktif demi kemakmuran Negara Indonesia ? Ya/Tidak. Beri alasan. Tidak. Karena dengan bahasa daerah dan Bahasa Indonesia, juga bisa berperan aktif demi kemakmuran Indonesia. Selain itu, bahasa asing lain juga bisa, misalnya : Bahasa Mandarin, Perancis, Jerman, Jepang dan lainlain. Apakah dengan pintar Bahasa Inggris, kamu dapat memenuhi tujuan hidup yang diharapkan orang tuamu ? Ya/Tidak. Beri alasan. Tidak. Karena orang tua saya tidak menuntut saya untuk mahir Bahasa Inggris. Apakah Bahasa Inggris itu penting sebagai alat komunikasi di masyarakat RAobal ? Ya/Tidak. Jelaskan. Iya. Karena Bahasa Inggris adalah bahasa internasional. Apakah dengan belajar Bahasa Inggris, kamu memperoleh makna sebuah prestasi ? Ya/Tidak. Beri alasan. Ya mungkin. Bila kita pandai berbahasa Inggris, kita bisa ikut lomba Bahasa Inggris. Apakah pintar Bahasa Inggris merupakan awal keberhasilan hidup ? Ya/Tidak. Beri alasan. Tidak juga. Karena pintar dalam bahasa lain juga bisa menjadi awal dari keberhasilan hidup. Apakah pintar Bahasa Inggris merupakan simbol pendidikan dan prestasi yang baik ? Ya/Tidak. Beri alasan. Tidak. Karena pendidikan dan prestasi yang baik dapat ditunjukkan lewat hal yang lain. Apakah kamu belajar Bahasa Inggris karena berguna bagi mata pelajaran yang lain ? Ya/Tidak. Beri alasan. Ya. Karena dalam beberapa pelajaran terdapat istilah-istilah yang menggunakan Bahasa Inggris. Apakah kamu belajar Bahasa Inggris agar dapat mengikuti perkembangan di bidang ekonomi dan teknologi RAobal ? Ya/Tidak. Beri alasan. Ya. Karena jika tidak bisa sama sekali Bahasa Inggris, kita akan tertinggal jauh dari negara yang lain.
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Nama : DAP Kelas : II TKJ Group : Low Learning Achievement G : Apakah kamu suka pelajaran Bahasa Inggris ? Ya/Tidak. Beri alasan. DAP : Ya. Karena sebenarnya pelajaran Bahasa Inggris itu menyenangkan dan banyak manfaatnya. G : Apakah kamu suka pelajaran Bahasa Inggris karena tertarik berkomunikasi dengan bule ? Ya/Tidak. Beri alasan. DAP: Tidak. Karena untuk berbicara/berkomunikasi dengan bule, saya kurang bisa. G : Apakah kamu tertarik pelajaran Bahasa Inggris ? Ya/Tidak. Beri alasan. DAP: Ya. Karena banyak yang saya dapat dari pelajaran tersebut. G : Apakah kamu setuju jika Bahasa Inggris ditambah jam pelajarannya ? Ya/Tidak. Beri alasan. DAP: Ya. Tapi mungkin saat pelajaran tidak hanya listening, tapi grammar nya juga. G : Apakah minat belajar Bahasa Inggris meningkat ? Ya/Tidak. Beri alasan. DAP: Ya lumayan. Karena sekarang saya kurang bisa pelajaran Bahasa Inggris. G : Apakah kamu belajar Bahasa Inggris karena sekolah mewajibakannya ? Ya/Tidak. Beri alasan. DAP : Ya. Karena pelajaran Bahasa Inggris termasuk kurikulum sekolah. G : Apakah kamu belajar Bahasa Inggris semata-mata agar lulus UN saja ? Ya/Tidak. Beri alasan. DAP: Tidak. Tapi pelajaran tersebut memang untuk UN. G : Jika tidak beri alasan. Beri alasan. DAP: G : Apakah kamu belajar Bahasa Inggris karena nilaimu rendah ? Ya/Tidak. Beri alasan. DAP: Tidak. Karena nilai itu dalam belajar menjadi tolak ukur. Jika nilainya rendah, belajarnya harus ditingkatkan. G : Sekalipun nilaimu tinggi, apakah kamu tetap belajar Bahasa Inggris ? Ya/Tidak. Beri alasan. DAP: Tidak. Tapi untuk mendapatkan nilai yang tinggi, saya kurang bisa. G : Apakah minat belajar Bahasa Inggrismu bergantung pada suka atau tidak suka terhadap Bahasa Inggris ? Ya/Tidak. Beri alasan. DAP: Tidak. Karena pelajaran tersebut harus dipelajari untuk sekarang. G : Apakah minat belajar Bahasa Inggrismu bergantung pada buku yang dipakai ? Ya/Tidak. Beri alasan. DAP: Ya. Untuk buku yang dipakai sekarang mungkin untuk latihan grammar nya kurang. G : Apakah minat belajar Bahasa Inggrismu bergantung pada suka/tidak suka kepada guru yang mengajar ? Ya/Tidak. Beri alasan. DAP: Ya. Karena pengaruh cara mengajar guru sangat besar.
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G : Apakah minat belajar Bahasa Inggrismu bergantung pada cara guru mengajar ? Ya/Tidak. Beri alasan. DAP: Ya. Untuk jika guru mengajarnya tidak enak, maka pelajaran jadi rasanya membosankan. G : Apakah minat belajar Bahasa Inggrismu bergantung pada kemampuan guru mengajar ? Ya/Tidak. Beri alasan. DAP: Ya. Jika ilmu guru belum mapan, mungkin dia tidak mau mengakui jika yang dijelaskannya itu salah. G : Apakah minat belajar Bahasa Inggrismu bergantung pada suasana kelas ? Ya/Tidak. Beri alasan. DAP: Ya. Jika suasana kelas tidak baik, maka minat dalam belajar kurang. G : Apakah minat belajar Bahasa Inggrismu bergantung pada teman-teman sekelas ? Ya/Tidak. Beri alasan. DAP: Mungkin ya. Karena semua teman-teman saya senang pelajaran Bahasa Inggris. G : Apakah minat belajar Bahasa Inggrismu bergantung pada alat bantu mengajar ? Ya/Tidak. Beri alasan. DAP: Ya. Mungkin alat bantu tersebut membantu dalam mengingat-ingat. G : Apakah kamu belajar Bahasa Inggris karena ingin mendapatkan pendidikan yang lebih baik dan pekerjaan di luar negeri ? Ya/Tidak. Beri alasan. DAP: Ya. Mungkin itu dapat menjadikan saya lebih pintar. G : Apakah kamu belajar Bahasa Inggris karena ingin pergi ke luar negeri untuk mendapatkn pengalaman mengenal budaya asing ? Ya/Tidak. Beri alasan. DAP: Ya. Mungkin kebudayaan asing itu perlu kita pelajari. G : Apakah kamu belajar Bahasa Inggris karena ingin jadi immigrant di negara yang berbahasa Inggris ? Ya/Tidak. Beri alasan. DAP: Tidak. Karena menjadi imigrant itu tidak menjadi harapan orang tua saya. G : Apakah kamu belajar Bahasa Inggris agar di kenal di seluruh dunia ? Ya/Tidak. Beri alasan. DAP: Tidak. Karena mungkin pengaruh belajar saya tidak menjadikan bangsa ini terkenal. G : Apakah hanya dengan Bahasa Inggris, kamu dapat berpedapa berperan aktif demi kemakmuran Negara Indonesia ? Ya/Tidak. Beri alasan. DAP: Tidak. Kemakmuran bangsa dapat diciptakan tidak hanya dengan Bahasa Inggris. G : Apakah dengan pintar Bahasa Inggris, kamu dapat memenuhi tujuan hidup yang diharapkan orang tuamu ? Ya/Tidak. Beri alasan. DAP: Tidak. Karena orang tua saya, yang diharapkan saya tetap tinggal di Indonesia, tapi mungkin besok bisa berubah. G : Apakah Bahasa Inggris itu penting sebagai alat komunikasi di masyarakat RAobal ? Ya/Tidak. Jelaskan. DAP: Ya. Karena Bahasa Inggris adalah bahasa internasional.
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G : Apakah dengan belajar Bahasa Inggris, kamu memperoleh makna sebuah prestasi ? Ya/Tidak. Beri alasan. DAP: Tidak. Karena dalam belajar Bahasa Inggris, saya kurang bisa. G : Apakah pintar Bahasa Inggris merupakan awal keberhasilan hidup ? Ya/Tidak. Beri alasan. DAP: Mungkin ya. Jika seseorang pintar berbahasa Inggris, dia akan lebih mempunyai banyak pengalaman dengan orang asing. G : Apakah pintar Bahasa Inggris merupakan simbol pendidikan dan prestasi yang baik ? Ya/Tidak. Beri alasan. DAP: Ya. Karena orang yang pintar berbahasa Inggris, pastilah orang tersebut memiliki prestasi yang baik pula. G : Apakah kamu belajar Bahasa Inggris karena berguna bagi mata pelajaran yang lain ? Ya/Tidak. Beri alasan. DAP: Ya. Dalam pelajaran lainnya juga terdapat istilah-istilah dalam Bahasa Inggris. G : Apakah kamu belajar Bahasa Inggris agar dapat mengikuti perkembangan di bidang ekonomi dan teknologi RAobal ? Ya/Tidak. Beri alasan. DAP: Tidak. Saya belajar Bahasa Inggris agar saya bisa berbahasa Inggris.
