STRATEGY IN LEARNING BAHASA INDONESIA OF BIPA STUDENTS AT UNIVERSITY OF MUHAMMADIYAH MALANG
| Main Author: | SAPUTRI, SEPTIAN VIRGO AYU |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2017
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/37462/1/jiptummpp-gdl-septianvir-50464-1-introduc-n.pdf http://eprints.umm.ac.id/37462/2/jiptummpp-gdl-septianvir-50464-2-chapteri.pdf http://eprints.umm.ac.id/37462/3/jiptummpp-gdl-septianvir-50464-3-chapter-i.pdf http://eprints.umm.ac.id/37462/4/jiptummpp-gdl-septianvir-50464-4-chapter-i.pdf http://eprints.umm.ac.id/37462/ |
Daftar Isi:
- Language learning strategies are a process which consciously selected by the students for receiving the lesson or solving the problem. Learning strategies represent one of the key determinants of language acquisition and educational achievement. Therefore, learning strategies play an important role in teaching learning process. This research was conducted for the purpose of analyzing the learning strategies used by BIPA students in learning Bahasa Indonesia and the ways how BIPA students' implement the strategies in learning Bahasa Indonesia at University of Muhammadiyah Malang. This research used descriptive qualitative research design and was obtained by using two instruments, namely: questionnaire and observation notes. The subjects of this research were BIPA students at the University of Muhammadiyah Malang consisted of 22 students. BIPA's class was distinguished by two levels, namely Intermediate A and Beginner B with two subjects were studied, speaking and vocabularies. The result of the data analysis showed that 22 BIPA students at University of Muhammadiyah Malang employed six types of learning strategies in learning Bahasa Indonesia, memory strategy with 18 students (81%) by make a group, review the material, and used physical response or touch; cognitive strategy with 21 students (95%) by practicing, repeating, taking notes, and summarizing; compensation strategy with 14 students (63%) by using linguistic clues, getting help, switching mother tongue, using gesture and synonym; metacognitive strategy with 21 students (95%) by paying attention, finding out the language, linking the previous material, and seeking practice; affective strategy with 7 students (31%) by talking about feelings, taking emotional temperature, making positive statement and lowering the anxiety; and social strategy with 22 students (100%) by asking questions, talking with native speaker, cooperating, and empathizing with others.