LEARNING STRATEGIES TO IMPROVE SPEAKING SKILL USED BY AN ENGLISH DEPARTMENT STUDENT OF MUHAMMMADIYAH UNIVERSITY OF SURAKARTA: A CASE STUDY

• Tác giả chính: WITANTRI, QORIAH
• Định dạng: Luận văn
• Ngôn ngữ: English
• Được phát hành: 2010
• Những chủ đề: L Education (General)
• Truy cập trực tuyến: https://eprints.ums.ac.id/7152/
• Tóm tắt: This research paper is aimed to investigate the strategies used to improve speaking skill used by an English Department student of Muhammadiyah university of Surakarta. Learning strategies are defined as action, behavior steps, and technique to improve the learner in learning speaking skill. The writer wants to investigate the strategies used in improving speaking skill by an English Department student. So she has chosen a student of English Department student because she has high point especially in speaking and also she is a delegation from university to follow speaking contest. In collecting the data, the writer uses observation and interview. Observation method is needed to get information about the subject attitude inside and outside the classroom. Interview method is needed to get information about description of learning strategies in improving speaking skill by the subject. In analyzing the data the writer tries to identify the strategies used in improving speaking skill by the subject using the frame-work of O’Malley. Firstly, classifying the strategies used by the subject, secondly, classifying the strategies into each component of speaking used by the subject thirdly, comparing the strategies in improving speaking used by the subject and the theory. The result of the research shows that to develop vocabulary she used metacognitive (selective attention, self-monitoring, and self-evaluation), cognitive (repetition, resourcing, translation, imagery, auditory representation, keyword, contextualization, transfer, inferencing), socioaffective (question for clarification). Strategies to improve pronunciation she used metacognitive (self-monitoring, delayed production, self-evaluation), cognitive (repetition, note taking, deduction), socioaffective (cooperation and question for clarification). Strategies to improve grammar she used metacognitive (selective attention, self-management, self-monitoring, self-evaluation), cognitive (repetition, deduction), socioaffective (question for clarification). Strategies to improve fluency she used metacognitive (selective attention, functional planning, self-monitoring), cognitive (repetition, deduction, note taking), socioaffective (cooperation and question for clarification). Strategies to improve comprehension she used metacognitive (delayed production and self-evaluation), cognitive (repetition and deduction), socioaffective (cooperation and question for clarification). Most of learning strategies to improve speaking skill she used cognitive strategies. She exposure herself to acquire speaking inside and outside the class. So, she categorized as a good speaker. Related to the study, many of learning strategies employ the learner.