INDRAWATI, ERNI (2007) THE DOMINANT PERSONALITY AND THE DOMINANT LEARNING STRATEGY USED BY THE FIRST YEAR STUDENTS AT SMPN 2 PANDAAN. Other thesis, University of Muhammadiyah Malang.
Download (144kB) | Preview
This research aimed at studying language learning strategies used by the first year students at SMPN 2 Pandaan based on their personality. This study tried to find students’ personality and students’learning strategies. This research was based on the fact that sometimes the teacher ignored about their students’ personality and only give the learning strategies based on their own ideas or style. The design used in this study was descriptive qualitative research design because the writer wanted to describe the strategies used by the first year students and also their personality in learning and teaching process. The respondents who were investigated were the first year students at SMPN 2 Pandaan. They were selected because the first year students are the beginning learners who should be given great attention in choosing an appropriate learning strategy based on their personality by the teacher. Afterward, they were given the questionnaire on learning strategies and personality. Based on the result of the data analysis, it was found out that, firstly, out of 32 students, there were six students (18.8%) who tended to have extrovert personality. Secondly, two students (6.2%) tended to have introvert personality. Thirdly, two students (6.2%) tended to have intuitive personality. Fourthly, there were five students (15.7%) who tended to have sensing personality. Fifthly, three students (9.4%) tended to have thinking personality. Sixthly, there were three students (9.4%) who tended to have feeling personality. Seventhly, there were nine students (28.1%) who tended to have judging personality. Finally, there were two students (6.2%) who tended to have perceiving personality. In terms of the learning strategies, it was found out that, firstly, out of 32 students, there were twelve students (37.5%) who tended to use cognitive strategy. Secondly, one student (3.1%) tended to use metacognitive strategy. Thirdly, eight students (25%) tended to use memory-related strategy. Fourthly, there were one student (3.1%) who tended to use compensatory strategy. Fifthly, three students (9.4%) tended to use affective strategy. Sixthly, there were seven students (21.9%) who tended to use social strategy. It shows that the most dominant personality was judging personality (28.1%), and that cognitive strategy was the most frequently used by the students (37.5%) in learning English.
|Item Type:||Thesis (Other)|
|Subjects:||L Education > L Education (General)|
|Divisions:||Faculty of Teacher Training and Education > Department of English|
|Depositing User:||Zainul Afandi|
|Date Deposited:||12 Jun 2012 02:37|
|Last Modified:||12 Jun 2012 02:37|
Actions (login required)