CHAPTER IINTRODUCTION1.1 Background

CHAPTER I
INTRODUCTION

1.1 Background
This paper is intended to discuss the different learning strategies among the students in relation to their achievement in reading. The writer is interested in this issue due to her experience when she was in senior high school. She had two classmates. Both of them had been a passionate and enthusiastic learner of English ever since they started learning English in junior high school. However, there were some differences between the way they learned English. One of them always paid specific attention to the teacher’s pronunciation, repeatedly sounded words out loud, took notes in class, copied sentence examples from the dictionary, spent extra time on the grammar exercises, and even tried to speak English to any foreigners. The result was that she had a very good command of English, she was always an active speaker in discussion sessions. Meanwhile my other friend preferred to read English novels, books, magazines. She liked to make glossary in her notes, made poems, and even wrote her ideas in her book. No doubt, when we had assignment report, she always could cope with it with no difficulty. While the writer enjoyed all the positive experiences in learning and using English, I also remembered my classmates in junior and senior high school, who did not do so well in English. They could not pronounce the words correctly. They had a hard time understanding the grammar rules explained by the teacher. They felt anxiety and pressure in studying English. They scored poorly on the quizzes and exams. I wondered to myself, “What are the reasons for the discrepancy between the students in English learning experiences in school?”

When the writer was a student in school, she did not know the terms “learning strategies” or “learning strategy instruction,” although she certainly used strategies for learning English. As she continued her study to university majored in English of teacher training faculty, she found out that teachers need to know some kind of language learning strategies employed by students in order to deal with students. Brown (2002: 1) clear states that:
“There are many different kinds of learners. Some are fast, some are slow. Some learners like numbers and some like words. Some students are good at memorizing word for word; others are good at remembering general ideas. When studying English, some students find it easy to talk and other students prefer to listen, while some others are more eager to read”

The fact stated above connects to the terminology of language learning strategies. It means that each student has different way and behavior in learning. Language learning strategies are defined as specific methods or techniques used by individual learners to facilitate the comprehension, retention, retrieval and application of information for language learning and acquisition. Second language learner strategies encompass both second language learning and second language use strategies. Taken together they constitute the steps or actions consciously selected by learners either for the learning of a second language, the use of it, or both. (Cohen,1998:5).
In the past two decades, dozens of studies have contributed to the understanding of strategies employed by EFL students at the level of adults, college/university students, and secondary students. However, only two prior studies (Hsu & Huang, 2004; Kung, 2003; Lin, 2001; Su, 2003) focused on Junior high school EFL students’ language learning strategies. Hsu and Huang (2003) examined graders’ language learning strategy use and its relationships with gender and personality traits. Kung (2003) investigated 172 EFL elementary school students’ vocabulary learning strategies and the link between those strategies and overall English proficiency. In line with this, the writer is trying to connect the language learning strategies employed by students to their reading comprehension achievement. Reading is one of the language skills which has become the most sessions in teaching learning activities. Most reading lessons at school are based around a range of adapted ‘real life text’,e.g; magazine, labels, recipes, as well as newspaper articles and stories. The tasks encourage students to engage with text, to think about the language and to talk about the topics. The reading material as well as the strategy has been designed in such a way to motivate students to read. This arouses the question how students with different language learning strategies are able to reach the goal of learning. The goal of language learning is currently defined as “authentic communication between persons of different languages and cultural backgrounds” (MacIntyre et al., 2002: 559). In order to achieve this objective, learners need to set their learning goals, make their learning plans, choose their learning strategies, monitor their learning processes and evaluate their learning outcomes. In short, they are expected to be self-regulated learners. Pintrich (2000) defined self-regulated learning (SRL) as "an active, constructive process whereby learners set
goals for their learning and then attempt to monitor, regulate, and control their cognition, motivation, and behavior, guided and constrained by their goals and contextual features of the environment". Zimmerman (2000) also defined it as the degree to which students are motivationally, meta-cognitively, and behaviorally active in their learning process and in accomplishing their goals. Self-regulation involves monitoring, management and control of cognition, motivation, behavior, and environment in order to achieve self-set goals (Wolters et al., 2003).
Reading is a multi-factor, complex process which involves word recognition and comprehension. As reading is not a mechanical process but rather a meaning constructing activity, readers need to utilize their linguistic, cognitive, and socio-cultural resources when they break the code, understand the meaning and interpret the written text (Delbridge, 2008). Reading is most in need of self‐regulation because it challenges students to coordinate multiple types of information
1.2 Statement of the Problem
Based on the explanation in the background above, the writer tries to formulate the research into the following questions:
1. What learning strategies do the …grade students of SMPN..…… use in learning English?
2. What is the correlation between the students’ language learning strategy with their reading test scores?
1.3 Research Objectives
The objective of the research is aimed at:
1. finding out the students language learning’ strategies
2. finding out the correlation between the students’ language learning strategies and their reading test scores.
1.4 Hypothesis
Hypothesis is the statement about the probability of the research outcome (Sugiyono, 2007). The hypothesis proposed in this research is:
Ha: there is a correlation between the students’ language learning strategies and their reading test scores.

1.5 Limitation
In relevance with the aims of the study described above, this study is limited only to identify the language learning strategies which are frequently used by the students and the correlation between the students’ language learning strategies and the students’ reading score.

1.6 Significance
The result of this study can be a useful resource for the students to get the knowledge about the importance of applying appropriate language learning strategies in the process of learning a foreign language. The students’ understanding about the essential of language learning strategies in learning a foreign language might be able to encourage the students to select and employ language learning strategies which are suitable with their learning characteristics or their learning style. It is surely intended to abridge the students in meeting their language learning goals.
The result of this study can also bestow English teachers valuable information about how their students approach the language learning tasks. This information might be able to ease the teachers in designing learning activities which cover the diversity of the students’ language learning strategy. Therefore, the learning goals that would be achieved are easy to gain.




















CHAPTER II
LIERARY REVIEW

Definition and Categorization of Language Learner Strategies
Language learner strategies are the actions learners employ to improve the development of their language learning skills (Oxford 1990). Classification of language learner strategies varies somewhat, depending on the definition of the researcher in question. Since this study has used the Strategy Inventory for Language Learning (SILL) as an initial measuring instrument of LLS, the classification system advocated by Oxford (1990) was utilized. Oxford developed a system of classification organized around a division of two strategy groups, direct and indirect. Among these, six strategy groups exist in total. Those strategies that directly involve learning the target language (TL) include memory, cognitive, and compensation. Memory strategies concern the storage and retrieval of new language. Cognitive strategies are the mental processes associated with manipulating, transforming, and interacting with the target language (TL). Compensation strategies are utilized by learners to offset inadequate knowledge needed for understanding and production of the TL. The second set of strategies suggested by Oxford (1990) includes indirect strategies or those involving actions or processes which learners regulate, manage, and self-direct in learning. Indirect strategies are those strategies limited to a supportive role without being directly related to the interaction of the language itself. Strategies categorized within this group include metacognitive, affective, and social. Metacognitive strategies are aspects associated with planning, monitoring, and evaluating the TL. Affective

Hasil (Bahasa Indonesia) 1:

BAB SAYAPENDAHULUAN1.1 latar belakang Dokumen ini dimaksudkan untuk membahas strategi pembelajaran yang berbeda di antara siswa dalam kaitannya dengan prestasi mereka dalam membaca. Penulis tertarik pada masalah ini karena pengalamannya ketika ia masih di SMA. Dia punya dua teman sekelas. Keduanya telah bersemangat dan antusias pembelajar bahasa Inggris sejak mereka mulai belajar bahasa Inggris di SMP. Namun, ada beberapa perbedaan antara cara mereka belajar bahasa Inggris. Salah satunya selalu membayar perhatian khusus untuk guru pengucapan, berulang kali terdengar kata-kata keras, mencatat di kelas, disalin kalimat contoh dari kamus, menghabiskan waktu ekstra waktu pada latihan tata bahasa, dan bahkan mencoba untuk berbicara bahasa Inggris kepada setiap orang asing. Hasilnya adalah bahwa ia memiliki perintah yang sangat baik bahasa Inggris, dia adalah selalu speaker aktif dalam sesi diskusi. Sementara teman saya yang lain lebih suka membaca novel Inggris, buku, majalah. Dia suka untuk membuat daftar istilah dalam catatan-catatan, membuat puisi, dan bahkan menulis ide-ide dalam bukunya. Tidak diragukan lagi, ketika kita memiliki laporan tugas, ia selalu bisa mengatasinya dengan tanpa kesulitan. Sementara penulis menikmati semua pengalaman positif dalam belajar dan menggunakan bahasa Inggris, aku juga ingat saya teman-teman sekelas di SMP dan SMA, yang tidak begitu baik dalam bahasa Inggris. Mereka tidak bisa mengucapkan kata-kata dengan benar. Mereka memiliki waktu sulit memahami aturan tata bahasa yang dijelaskan oleh guru. Mereka merasa kecemasan dan tekanan dalam mempelajari bahasa Inggris. Mereka mencetak buruk pada kuis dan ujian. Aku bertanya-tanya kepada diri sendiri, "Apa yang alasan untuk perbedaan antara para siswa dalam belajar pengalaman di sekolah bahasa Inggris?"When the writer was a student in school, she did not know the terms “learning strategies” or “learning strategy instruction,” although she certainly used strategies for learning English. As she continued her study to university majored in English of teacher training faculty, she found out that teachers need to know some kind of language learning strategies employed by students in order to deal with students. Brown (2002: 1) clear states that:“There are many different kinds of learners. Some are fast, some are slow. Some learners like numbers and some like words. Some students are good at memorizing word for word; others are good at remembering general ideas. When studying English, some students find it easy to talk and other students prefer to listen, while some others are more eager to read”The fact stated above connects to the terminology of language learning strategies. It means that each student has different way and behavior in learning. Language learning strategies are defined as specific methods or techniques used by individual learners to facilitate the comprehension, retention, retrieval and application of information for language learning and acquisition. Second language learner strategies encompass both second language learning and second language use strategies. Taken together they constitute the steps or actions consciously selected by learners either for the learning of a second language, the use of it, or both. (Cohen,1998:5). In the past two decades, dozens of studies have contributed to the understanding of strategies employed by EFL students at the level of adults, college/university students, and secondary students. However, only two prior studies (Hsu & Huang, 2004; Kung, 2003; Lin, 2001; Su, 2003) focused on Junior high school EFL students’ language learning strategies. Hsu and Huang (2003) examined graders’ language learning strategy use and its relationships with gender and personality traits. Kung (2003) investigated 172 EFL elementary school students’ vocabulary learning strategies and the link between those strategies and overall English proficiency. In line with this, the writer is trying to connect the language learning strategies employed by students to their reading comprehension achievement. Reading is one of the language skills which has become the most sessions in teaching learning activities. Most reading lessons at school are based around a range of adapted ‘real life text’,e.g; magazine, labels, recipes, as well as newspaper articles and stories. The tasks encourage students to engage with text, to think about the language and to talk about the topics. The reading material as well as the strategy has been designed in such a way to motivate students to read. This arouses the question how students with different language learning strategies are able to reach the goal of learning. The goal of language learning is currently defined as “authentic communication between persons of different languages and cultural backgrounds” (MacIntyre et al., 2002: 559). In order to achieve this objective, learners need to set their learning goals, make their learning plans, choose their learning strategies, monitor their learning processes and evaluate their learning outcomes. In short, they are expected to be self-regulated learners. Pintrich (2000) defined self-regulated learning (SRL) as "an active, constructive process whereby learners setgoals for their learning and then attempt to monitor, regulate, and control their cognition, motivation, and behavior, guided and constrained by their goals and contextual features of the environment". Zimmerman (2000) also defined it as the degree to which students are motivationally, meta-cognitively, and behaviorally active in their learning process and in accomplishing their goals. Self-regulation involves monitoring, management and control of cognition, motivation, behavior, and environment in order to achieve self-set goals (Wolters et al., 2003).Reading is a multi-factor, complex process which involves word recognition and comprehension. As reading is not a mechanical process but rather a meaning constructing activity, readers need to utilize their linguistic, cognitive, and socio-cultural resources when they break the code, understand the meaning and interpret the written text (Delbridge, 2008). Reading is most in need of self‐regulation because it challenges students to coordinate multiple types of information1.2 Statement of the ProblemBased on the explanation in the background above, the writer tries to formulate the research into the following questions:1. What learning strategies do the …grade students of SMPN..…… use in learning English? 2. What is the correlation between the students’ language learning strategy with their reading test scores? 1.3 Research ObjectivesThe objective of the research is aimed at:1. finding out the students language learning’ strategies 2. finding out the correlation between the students’ language learning strategies and their reading test scores.1.4 Hypothesis Hypothesis is the statement about the probability of the research outcome (Sugiyono, 2007). The hypothesis proposed in this research is: Ha: there is a correlation between the students’ language learning strategies and their reading test scores.1.5 Limitation In relevance with the aims of the study described above, this study is limited only to identify the language learning strategies which are frequently used by the students and the correlation between the students’ language learning strategies and the students’ reading score.1.6 SignificanceThe result of this study can be a useful resource for the students to get the knowledge about the importance of applying appropriate language learning strategies in the process of learning a foreign language. The students’ understanding about the essential of language learning strategies in learning a foreign language might be able to encourage the students to select and employ language learning strategies which are suitable with their learning characteristics or their learning style. It is surely intended to abridge the students in meeting their language learning goals. The result of this study can also bestow English teachers valuable information about how their students approach the language learning tasks. This information might be able to ease the teachers in designing learning activities which cover the diversity of the students’ language learning strategy. Therefore, the learning goals that would be achieved are easy to gain.



















CHAPTER II
LIERARY REVIEW

Definition and Categorization of Language Learner Strategies
Language learner strategies are the actions learners employ to improve the development of their language learning skills (Oxford 1990). Classification of language learner strategies varies somewhat, depending on the definition of the researcher in question. Since this study has used the Strategy Inventory for Language Learning (SILL) as an initial measuring instrument of LLS, the classification system advocated by Oxford (1990) was utilized. Oxford developed a system of classification organized around a division of two strategy groups, direct and indirect. Among these, six strategy groups exist in total. Those strategies that directly involve learning the target language (TL) include memory, cognitive, and compensation. Memory strategies concern the storage and retrieval of new language. Cognitive strategies are the mental processes associated with manipulating, transforming, and interacting with the target language (TL). Compensation strategies are utilized by learners to offset inadequate knowledge needed for understanding and production of the TL. The second set of strategies suggested by Oxford (1990) includes indirect strategies or those involving actions or processes which learners regulate, manage, and self-direct in learning. Indirect strategies are those strategies limited to a supportive role without being directly related to the interaction of the language itself. Strategies categorized within this group include metacognitive, affective, and social. Metacognitive strategies are aspects associated with planning, monitoring, and evaluating the TL. Affective

Hasil (Bahasa Indonesia) 2:

BAB I
PENDAHULUAN 1.1 Latar Belakang Makalah ini dimaksudkan untuk membahas strategi belajar yang berbeda di kalangan mahasiswa dalam kaitannya dengan prestasi mereka dalam membaca. Penulis adalah tertarik dalam masalah ini karena pengalaman ketika dia berada di SMA. Dia memiliki dua teman sekelas. Keduanya telah menjadi pembelajar yang penuh gairah dan antusias bahasa Inggris sejak mereka mulai belajar bahasa Inggris di SMP. Namun, ada beberapa perbedaan antara cara mereka belajar bahasa Inggris. Salah satunya selalu dibayar perhatian khusus untuk pengucapan guru, berulang kali terdengar kata-kata keras, mengambil catatan dalam kelas, contoh kalimat disalin dari kamus, menghabiskan waktu ekstra pada latihan tata bahasa, dan bahkan mencoba untuk berbicara bahasa Inggris untuk setiap orang asing. Hasilnya adalah bahwa ia memiliki perintah yang sangat baik dari bahasa Inggris, dia selalu aktif menjadi pembicara dalam sesi diskusi. Sementara teman saya yang lain lebih suka membaca bahasa Inggris novel, buku, majalah. Dia suka membuat glossary di catatannya, membuat puisi, dan bahkan menulis ide-idenya dalam bukunya. Tidak diragukan lagi, ketika kita memiliki laporan tugas, dia selalu bisa mengatasinya dengan tanpa kesulitan. Sementara penulis menikmati semua pengalaman positif dalam belajar dan menggunakan bahasa Inggris, saya juga ingat teman sekelas saya di SMP dan SMA, yang tidak melakukannya dengan baik dalam bahasa Inggris. Mereka tidak bisa mengucapkan kata-kata dengan benar. Mereka memiliki waktu yang sulit memahami aturan tata bahasa dijelaskan oleh guru. Mereka merasa cemas dan tekanan dalam mempelajari bahasa Inggris. Mereka mencetak buruk pada kuis dan ujian. Aku bertanya-tanya pada diri sendiri, "Apa alasan untuk perbedaan antara siswa dalam bahasa Inggris pengalaman belajar di sekolah?" Ketika penulis adalah seorang mahasiswa di sekolah, dia tidak tahu istilah "strategi pembelajaran" atau "belajar instruksi strategi," meskipun dia pasti menggunakan strategi untuk belajar bahasa Inggris. Saat ia melanjutkan studinya ke universitas mengambil jurusan bahasa Inggris fakultas pelatihan guru, dia tahu bahwa guru perlu mengetahui beberapa jenis strategi pembelajaran bahasa yang digunakan oleh siswa untuk menghadapi siswa. Brown (2002: 1) menyatakan jelas bahwa: "Ada banyak jenis yang berbeda dari peserta didik. Beberapa cepat, ada yang lambat. Beberapa peserta didik seperti nomor dan beberapa kata-kata seperti. Beberapa siswa yang pandai menghafal kata demi kata; lain baik mengingat ide-ide umum. Ketika belajar bahasa Inggris, beberapa siswa merasa mudah untuk berbicara dan siswa lain lebih memilih untuk mendengarkan, sementara beberapa yang lain lebih bersemangat untuk membaca " Fakta tersebut di atas terhubung ke terminologi strategi pembelajaran bahasa. Ini berarti bahwa setiap siswa memiliki cara dan perilaku dalam belajar yang berbeda. Strategi belajar bahasa didefinisikan sebagai metode atau teknik yang digunakan oleh peserta didik untuk memfasilitasi pemahaman, retensi, pengambilan dan penerapan informasi untuk belajar bahasa dan akuisisi tertentu. Strategi belajar bahasa kedua mencakup baik belajar bahasa kedua dan strategi penggunaan bahasa kedua. Secara bersama-sama mereka merupakan langkah-langkah atau tindakan secara sadar dipilih oleh peserta didik baik untuk belajar bahasa kedua, penggunaan, atau keduanya. (Cohen, 1998: 5). Dalam dua dekade terakhir, puluhan studi telah memberi kontribusi pada pemahaman strategi yang digunakan oleh siswa EFL pada tingkat dewasa, perguruan tinggi / mahasiswa, dan pelajar sekolah menengah. Namun, hanya dua penelitian sebelumnya (Hsu & Huang, 2004; Kung, 2003; Lin, 2001; Su, 2003) berfokus pada strategi pembelajaran bahasa SMP EFL siswa. Hsu dan Huang (2003) meneliti siswa kelas 'penggunaan strategi pembelajaran bahasa dan hubungannya dengan jenis kelamin dan kepribadian sifat. Kung (2003) menyelidiki 172 EFL SD strategi siswa belajar kosa kata dan hubungan antara strategi-strategi dan kemampuan bahasa Inggris secara keseluruhan. Sejalan dengan ini, penulis mencoba untuk menghubungkan strategi pembelajaran bahasa yang digunakan oleh siswa untuk berprestasi membaca pemahaman mereka. Membaca adalah salah satu keterampilan bahasa yang telah menjadi yang paling sesi dalam kegiatan belajar mengajar. Kebanyakan pelajaran membaca di sekolah didasarkan sekitar berbagai disesuaikan 'teks kehidupan nyata', misalnya; majalah, label, resep, serta artikel surat kabar dan cerita. Tugas mendorong siswa untuk terlibat dengan teks, untuk berpikir tentang bahasa dan berbicara tentang topik. Bahan bacaan serta strategi telah dirancang sedemikian rupa untuk memotivasi siswa untuk membaca. Ini membangkitkan pertanyaan bagaimana siswa dengan strategi pembelajaran bahasa yang berbeda dapat mencapai tujuan pembelajaran. Tujuan dari pembelajaran bahasa saat ini didefinisikan sebagai "komunikasi otentik antara orang-orang dari berbagai bahasa dan latar belakang budaya" (MacIntyre et al, 2002:. 559). Untuk mencapai tujuan ini, peserta didik perlu menetapkan tujuan belajar mereka, membuat rencana pembelajaran mereka, memilih strategi pembelajaran mereka, memantau proses belajar mereka dan mengevaluasi hasil belajar mereka. Singkatnya, mereka diharapkan untuk menjadi pembelajar mandiri. Pintrich (2000) mendefinisikan self regulated learning (SRL) sebagai "suatu proses konstruktif aktif dimana peserta didik menetapkan tujuan untuk belajar mereka dan kemudian berusaha untuk memantau, mengatur, dan mengendalikan kognisi, motivasi, dan perilaku, dibimbing dan dibatasi oleh tujuan mereka dan fitur kontekstual lingkungan ". Zimmerman (2000) juga didefinisikan sebagai sejauh mana siswa motivationally, meta-kognitif, dan perilaku aktif dalam proses belajar mereka dan dalam mencapai tujuan mereka. Pengaturan diri melibatkan pemantauan, pengelolaan dan pengendalian kognisi, motivasi, perilaku, dan lingkungan dalam rangka mencapai tujuan diri set (Wolters et al., 2003). Membaca adalah faktor multi proses yang kompleks yang melibatkan pengenalan kata dan pemahaman . Seperti membaca bukanlah proses mekanis melainkan makna membangun aktivitas, pembaca harus memanfaatkan sumber daya mereka linguistik, kognitif, dan sosial-budaya ketika mereka melanggar kode, memahami makna dan menafsirkan teks tertulis (Delbridge, 2008). Membaca adalah paling membutuhkan pengaturan diri karena menantang siswa untuk mengkoordinasikan beberapa jenis informasi 1.2 Pernyataan Masalah Berdasarkan penjelasan di latar belakang di atas, penulis mencoba untuk merumuskan penelitian ke dalam pertanyaan-pertanyaan berikut: 1. Apa strategi belajar melakukan ... kelas siswa SMPN .. ...... digunakan dalam belajar bahasa Inggris? 2. Apa korelasi antara strategi pembelajaran bahasa siswa dengan tes mereka membaca skor? 1.3 Tujuan Penelitian Tujuan dari penelitian ini ditujukan untuk: 1. mencari tahu strategi pembelajaran bahasa siswa 2. mengetahui korelasi antara strategi pembelajaran bahasa siswa dan membaca nilai ujian mereka. 1.4 Hipotesis Hipotesis adalah pernyataan tentang kemungkinan hasil penelitian (Sugiyono, 2007). Hipotesis yang diajukan dalam penelitian ini adalah: Ha: ada hubungan antara strategi pembelajaran bahasa siswa dan membaca nilai ujian mereka. 1,5 Batasan Dalam relevansi dengan tujuan dari penelitian yang dijelaskan di atas, penelitian ini dibatasi hanya untuk mengidentifikasi pembelajaran bahasa strategi yang sering digunakan oleh mahasiswa dan korelasi antara 'strategi pembelajaran bahasa dan siswa siswa skor membaca. 1.6 Signifikansi Hasil penelitian ini dapat menjadi sumber daya yang berguna bagi siswa untuk mendapatkan pengetahuan tentang pentingnya penerapan yang tepat strategi pembelajaran bahasa dalam proses belajar bahasa asing. Pemahaman siswa tentang penting dari strategi pembelajaran bahasa dalam belajar bahasa asing mungkin bisa mendorong siswa untuk memilih dan menggunakan strategi pembelajaran bahasa yang cocok dengan karakteristik pembelajaran mereka atau gaya belajar mereka. Hal ini tentu dimaksudkan untuk membatasi siswa dalam memenuhi bahasa tujuan belajar mereka. Hasil penelitian ini juga dapat memberikan informasi berharga guru bahasa Inggris tentang bagaimana siswa mereka mendekati tugas pembelajaran bahasa. Informasi ini mungkin bisa meringankan guru dalam merancang kegiatan pembelajaran yang meliputi keragaman strategi pembelajaran bahasa siswa. Oleh karena itu, tujuan pembelajaran yang akan dicapai adalah mudah untuk mendapatkan. BAB II LIERARY REVIEW Definisi dan Kategorisasi Bahasa Learner Strategi strategi Bahasa pelajar yang tindakan peserta didik terapkan untuk meningkatkan pengembangan keterampilan belajar bahasa mereka (Oxford 1990). Klasifikasi strategi belajar bahasa bervariasi sedikit, tergantung pada definisi peneliti yang bersangkutan. Sejak penelitian ini telah menggunakan Strategi Persediaan untuk Belajar Bahasa (SILL) sebagai alat ukur awal LLS, sistem klasifikasi yang dianjurkan oleh Oxford (1990) dipergunakan. Oxford mengembangkan sistem klasifikasi diorganisir sekitar pembagian dua kelompok strategi, langsung dan tidak langsung. Di antaranya, enam kelompok strategi yang ada secara total. Strategi-strategi yang secara langsung melibatkan belajar bahasa target (TL) termasuk memori, kognitif, dan kompensasi. Strategi memori menyangkut penyimpanan dan pengambilan bahasa baru. Strategi kognitif adalah proses mental yang berhubungan dengan memanipulasi, mengubah, dan berinteraksi dengan bahasa target (TL). Strategi kompensasi yang digunakan oleh peserta didik untuk mengimbangi pengetahuan memadai diperlukan untuk memahami dan produksi TL. Set kedua strategi disarankan oleh Oxford (1990) meliputi strategi tidak langsung atau tindakan-tindakan yang melibatkan atau proses yang mengatur peserta didik, mengelola, dan self-langsung dalam pembelajaran. Strategi tidak langsung adalah mereka strategi terbatas pada peran pendukung tanpa berhubungan langsung dengan interaksi bahasa itu sendiri. Strategi dikategorikan dalam kelompok ini termasuk metakognitif, afektif, dan sosial. Strategi metakognitif merupakan aspek yang terkait dengan perencanaan, monitoring, dan evaluasi TL. Afektif