Kusuma NR., Nana Anggar (2008) LEARNING STRATEGIES USED BY THE 7TH YEAR STUDENTS OF MTS ASSALAAM SURAKARTA TO DEVELOP THEIR WRITING SKILL. Skripsi thesis, Universitas Muhammadiyah Surakarta.
![[img]](http://eprints.ums.ac.id/style/images/fileicons/application_pdf.png)
|
PDF
A320040077.pdf Download (65kB) |
|
|
PDF
A320040077.pdf Restricted to Repository staff only Download (299kB) |
Abstract
The research aims at finding out the learning strategies used by the 7th year students of MTS ASSALAAM SURAKARTA to develop writing skill. The subjects of this research are three students chosen based on the score of the English subject. The methods of collecting the data are interview, observation and documentation. The result of this research shows that the three subjects use almost all the learning strategies proposed by O’Malley and Chamot. However their action and attention in learning are different. S1 uses thirteen strategies which consist of 6 in metacognitive strategy; advance organizers, directed attention, functional planning, self management, self monitoring and self evaluation, 5 in cognitive strategy; repetition, resourcing, deduction, translation and inferencing, and 2 in social/ affective strategy, namely question and clarification. S2 uses ten strategies which consist of 4 metacognitive strategies; advance organizers, directed attention, selective attention, and self management, 4 in cognitive strategy resourcing, repetition, translation, and inference, 2 in social/affective strategy, namely question and clarification. And S3 uses 6 strategies which consist of 3 metacognitive strategy; directed attention, selective attention, and self-management, 1 in cognitive strategy that is note taking and 2 in social/affective strategy, namely question and clarification. Of the three subjects, S1, the student who has the best mark in English writing uses the highest number of learning strategies proposed by Chamot. She is more successful than others, (2) the final test results of students’ English writing show that S1 can produce more complex English writing than S2 and S3. Most of the mistakes are on the grammar. Most of the mistakes of S2’s writing are on the grammar and vocabulary. Most of the mistakes of S3’s writing are on the idea, vocabulary, and the grammar.
| Item Type: | Karya ilmiah (Skripsi) |
|---|---|
| Uncontrolled Keywords: | learning strategies, writing skill, English Subject |
| Subjects: | L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools |
| Divisions: | Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Bahasa Inggris |
| Depositing User: | Maria Husnun Nisa |
| Date Deposited: | 05 Jun 2009 08:21 |
| Last Modified: | 17 Nov 2010 01:05 |
| URI: | http://eprints.ums.ac.id/id/eprint/2171 |
Actions (login required)
 |
View Item |
