THE LEARNING STRATEGIES OF THE SECOND-GRADE STUDENTS OF STATE JUNIOR HIGH SCHOOL 2 OF WONOSARI KLATEN IN RELATION TO THEIR ENGLISH LEARNING ACHIEVEMENT IN THE ACADEMIC YEAR OF 2009/2010
LISTYOWATI K., ANITA · Universitas Negeri Yogyakarta
Abstrak / Ringkasan
THE LEARNING STRATEGIES
OF THE SECOND-GRADE STUDENTS OF STATE
JUNIOR HIGH SCHOOL 2 OF WONOSARI KLATENIN RELATION
TO THEIR ENGLISH LEARNING ACHIEVEMENT
IN THE ACADEMIC YEAR OF 2009/2010
By
Anita Listyowati K.
05202244151
ABSTRACT
The purpose of this study is to investigate the use of learning strategies by
second grade students of State Junior High School 2 of Wonosari Klaten. This
purpose is further specified into two objectives: (1) the extent of use of six
learning strategies categories by the students and (2) the relationship between the
students’ use of learning strategies and their English learning achievement.
This study was categorized into a correlational study as it tried to
investigate the possibility of the relationships between only two variables. The
two variables in this study were learning strategies as the independent variable
and the students’ English learning achievement as the dependent variable. The
subjects of the study were 234 second-grade students of State Junior High School
2 of Wonosari Klaten in the academic year of 2009/2010 (115 male and 119
female). The data of the study were gathered by using a questionnaire and
documentation. The questionnaire, consisting of 50 items, was taken from the
Strategies Inventory for Language Learning (SILL) version 7.0 (ESL/EFL)
developed by Oxford (1990). It was used to collect the data on the students’
learning strategies. Meanwhile, the documentation was used to see the students’
English learning achievement. Then, to analyze the descriptive data the researcher
used SPSS version 17.0 to find the mean and the standard deviation, while the
inferential analysis was investigated by using the Pearson Product Moment
formula.
The findings of the study show that (1) the use of Memory, Cognitive,
Compensation, Metacognitive, and Social Strategy by the students falls in the
fairly good category, while (2) the use of Affective Strategy is in the poor
category. The findings also show that (3) the learning strategy used most is the
Memory Strategy while the least used is Affective Strategy. (4) A positive and
significant correlation is found between the use of Memory, Cognitive,
Compensation, Affective and Social Strategies and the English learning
achievement. However, (5) Metacognitive Strategy individually does not have a
significant correlation with the English learning achievement.
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