THE SELF-CONCEPT AND LEARNING STRATEGIES OF A GOOD ACHIEVER IN ENGLISH: A Case Study in SMK N 6 Surakarta

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1 THE SELF-CONCEPT AND LEARNING STRATEGIES OF A GOOD ACHIEVER IN ENGLISH: A Case Study in SMK N 6 Surakarta A THESIS By: HANIFAH NUR NAJIBAH KOMAN K ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY commit 2016 to user i

2 PRONOUNCEMENT I am HanifahNurNajibahKoman, student number K , of English Education Department, Faculty of Teacher Training and Education, SebelasMaret University. I assure that the thesis entitled THE SELF-CONCEPT AND LEARNING STRATEGIES OF A GOOD ACHIEVER IN ENGLISH: A Case Study in SMK N 6 Surakarta is my own work. Everything related to others works are written in quotations, the sources of which are listed in the references. If this thesis is proven to be a product of plagiarism work, I am ready to accept any academic punishment. Surakarta, March 2016 The researcher HanifahNurNajibahKoman ii

3 THE SELF-CONCEPT AND LEARNING STRATEGIES OF A GOOD ACHIEVER IN ENGLISH: A Case Study in SMK N 6 Surakarta By: HANIFAH NUR NAJIBAH KOMAN K Submitted as a Partial Requirement for Achieving Undergraduate Degree of Education in English Education ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY 2016 iii

4 APPROVAL OF THE CONSULTANTS This thesis is approved by the consultants to be examined by the Board of Thesis Examiners of Teacher Training and Education Faculty of SebelasMaret University. On : By : Consultant 1 Consultant 2 Dr. Suparno, M.Pd NIP Kristiandi, S.S, M.A NIP iv

5 APPROVAL OF THE EXAMINERS This thesis has been examined by the Board of the Examiners of Teacher Training and Education Faculty of SebelasMaret University and accepted as partial fulfillment of the requirements for the Undergraduate Degree in English Education. Day : Date : The Board of Examiners: 1. Chairman TeguhSarosa, S.S., M.Hum. NIP Secretary DewiCahyaningrum, S.Pd.,M.Pd. NIP Examiner 1 Dr. Suparno, M.Pd. NIP Examiner 2 Kristiandi, S.S., M.A. NIP (..) (..) (..) (..) Teacher Training and Education Faculty SebelasMaret University The Dean, Prof. Dr. JokoNurkamto, M.Pd NIP v

6 ABSTRACT Hanifah Nur Najibah Koman. THE SELF-CONCEPT AND LEARNING STRATEGIES OF A GOOD ACHIEVER IN ENGLISH: A Case Study in SMK N 6 Surakarta. Thesis, Surakarta: Teacher Training and Education Faculty of Sebelas Maret University. March The objectives of the study are: (1) to find out the student s self-concept, (2) to find out the student s learning strategies; and (3) to identify the student s perception about the teaching and learning process. This research wasconducted from August to September 2015 at SMK Negeri 6 Surakarta in Multimedia class.the subject of this research was a student of Multimedia class in SMK Negeri 6 Surakarta having different characteristics among his friends and high achievement in English. In this study, the researcher gained an in-depth understanding of the subject s perspective using case study method. The sources of the data are informants, events, and documents. There werefour techniques of data collection, namely interview, questionnaire, non-participant observation, and document analysis. The data were analyzed using interactive model involving data reduction, data display, and drawing conclusion and verification. There are some characteristics of student E dealing with his self-concept and learning strategies. First, he is a person who will not give up when he fails. Second, he has particular time to learn English. In the morning, he usually writes something in English. He also usually reads a book after school, especially at home. Third, student E has a goal in learning English, which is he wants to be able to communicate in English. Fourth, student E has a good self-confidence. Besides some characteristics dealing with the self-concept and learning strategies, student E has several perceptions of teaching and learning process. Overall, student E has a strong self-concept. He is a person who will not give up until he is able to do something. He has a goal especially in learning English. Moreover, he has a good self-confidence both physically and psychologically. Student E has two dominant learning strategies, which are, cognitive strategies and metacognitive strategies. Learners who have known the appropriate and effective way for their learning will get a good result. The learning strategies used by the student are affected by his self-concept. Moreover, he perceives that his English teacher in the school does not teach effectively. He sees that the way the teacher teaches is still one-way. He also thinks that the teaching and learning process in English class is not suitable for him. However, he thinks that the teacher has already used a good language to deliver the material. Keywords: self-concept, learning strategy, good achiever vi

7 ABSTRAK Hanifah Nur Najibah Koman. KONSEP DIRI DAN STRATEGI BELAJAR SEORANG SISWA BERPRESTASI DALAM PELAJARAN BAHASA INGRRIS: Studi Kasus di SMK N 6 Surakarta. Skripsi, Surakarta: Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret. Maret Tujuan dari penelitian ini ialah: (1) untuk mengetahui konsep diri siswa, (2) untuk mengetahui strategi belajar siswa; dan (3) untuk mengidentifikasi persepsi siswa terhadap proses belajar dan mengajar. Penelitian ini dilaksanakan pada bulan Augustus sampai September 2015 di SMK Negeri 6 Surakarta jurusan Multimedia. Subjek dari penelitian ini adalah seorang siswa jurusan Multimedia di SMK Negeri 6 Surakarta yang memiliki karakteristik yang berbeda diantara teman-temannya dan memiliki prestasi yang tinggi dalam pelajaran bahasa Inggris. Dalam penelitian ini, peneliti mendapatkan pemahaman yang mendalam mengenai perspektif dari subjek penelitian melalui metode penelitian studi kasus. Sumber data dari penelitian ini adalah informan, peristiwa, dan dokumen. Dalam penelitian ini, terdapat empat teknik pengumpulan data yaitu wawancara, angket, observasi yang tidak berpartisipasi, dan analisis dokumen. Data dari penelitian ini dianalisis menggunakan model interaktif terdiri dari reduksi data, penyajian data, dan penarikan kesimpulan dan verifikasi. Ditemukan beberapa karakteristik dari siswa E yang berkaitan dengan konsep diri dan strategi belajar. Pertama, ia adalah seorang anak yang tidak mudah menyerah saat ia gagal. Kedua, ia mempunyai waktu tertentu untuk berlatih bahasa Inggris. Saat pagi hari, ia terbiasa menulis berbagai hal dalam bahasa Inggris. Dia juga terbiasa membaca buku sepulang sekolah, khususnya saat di rumah. Ketiga, siswa E memiliki tujuan dalam belajar bahasa Inggris, yaitu dia ingin memiliki kemampuan berkomunikasi dalam bahasa Inggris. Keempat, siswa E memiliki rasa percaya diri yang baik. Selain beberapa karakteristik yang berhubungan dengan konsep diri dan strategi belajar, siswa E juga memiliki beberapa persepsi sendiri mengenai proses belajar mengajar. Secara keseluruhan, siswa E memiliki konsep diri yang kuat. Ia ialah seorang yang tidak mudah menyerah hingga mampu melakukan sesuatu yang dituju. Ia memiliki tujuan dalam belajar bahasa Inggris. Ia juga memiliki rasa percaya diri yang baik dalam ranah fisik maupun psikologis. Siswa E memiliki dua jenis strategi belajar yang menonjol yaitu strategi kognitif dan strategi metakognitif. Siswa yang mengetahui cara belajar yang tepat dan efektif, akan mendapatkan hasil belajar yang baik. Strategi belajar yang digunakan siswa dipengaruhi oleh konsep dirinya. Lebih lanjut, siswa E menganggap bahwa guru bahasa Inggris di sekolah belum mengajar dengan efektif. Dia memandang bahwa cara guru mengajar masih satu arah. Dia berpendapat bahwa proses belajar mengajar di dalam kelas belum sesuai untuk dia. Namun demikian, dia juga menganggap bahwa gurunya telah menggunakan bahasa pengantar yang baik dalam menyampaikan materi. Kata kunci: konsep diri, strategi belajar, siswa berprestasi baik vii

8 MOTTO There is no elevator to be success, you have to take the stairs. (anonymous) So which of the favors of your Lord would you deny? (Ar-Rahman: 13) viii

9 DEDICATION This thesis is dedicated to: My beloved parents, KomanWastito Edi Wibowo and Sri Suharni, My sisters, Wening Aisyah F.K. and Amrina Athaanisa S.K. All family members, friends, and peoplewho have helped and supported me. ix

10 ACKNOWLEDGEMENT Alhamdulillahi rabbil alamin. All praise and honor be to Allah SWT who has given blessing to the writer so that she can complete the writing of this thesis as a partial requirement for achieving the undergraduate degree in EnglishEducation, Teacher Training and Education Faculty of Sebelas Maret University. In this occasion, the writer would like to express her gratitude and appreciation to: 1. The Dean of Teacher Training and Education Faculty of Sebelas Maret University who had approved this thesis. 2. The Head of English Education Department. 3. Dr. Suparno, M.Pd., as the first consultant, for his advice, motivation, and correction in writing this thesis. 4. Kristiandi, S.S., M.A., as the second consultant, for his advice, motivation, and correction in writing this thesis. 5. The headmaster of SMK N 6 Surakarta for his permission to carry out the research at the school. 6. Stephanus Kristiawan W.W., S.Pd., M.Pd., Dra. Noveani Warigaliati, and Kristyaningsih, S.S., M.Pd., for their help in collecting the data. 7. Elnino Hanif Maulana, the subject of this research, for his time, cooperation, and help in collecting the data. 8. The twelfth grade students of Multimedia program of SMK N 6 Surakarta for their participation and cooperation during the research. 9. Her beloved family for their supports, prayer, and helps. 10. Her friends in A-class of English Education Department 2011 for their supports, prayer, and helps. 11. Everyone who has helpeddoesthe research and finishes the writing of the thesis. Surakarta, March 2016 Researcher Hanifah Nur Najibah Koman x

11 TABLE OF CONTENT COVER... i PRONOUNCEMENT... ii TITLE... iii APPROVAL OF THE CONSULTANTS... iv APPROVAL OF THE EXAMINERS... v ABSTRACT... vi ABSTRAK... vii MOTTO... viii DEDICATION... ix ACKNOWLEDGEMENT... x TABLE OF CONTENT... xi LIST OF FIGURES... xiv LIST OF TABLES... xv LIST OF APPENDICES... xvi CHAPTER I INTRODUCTION A. Background of the Study... 1 B. Problem Statements... 3 C. Objectives of the Study... 4 D. Benefits of the Study... 4 CHAPTER II LITERATURE REVIEW A. Intelligence Definition of Intelligence Types of Intelligence Aspects of Intelligence Intelligence Testing... 8 B. Self-concept Definition of Self-concept Components of Self-concept Factors Affecting commit Self-concept to user Formation xi

12 C. Learning D. Language Learning E. Learning Strategy Definition of Learning Strategy Types of Strategy F. Good Achiever G. Related Studies H. Rationale CHAPTER III RESEARCH METHODOLOGY A. Place and Time of the Study B. Subject of the Study C. Research Method D. Sources of the Data E. Technique of the Data Collection F. Technique of the Data Validation G. Technique of the Data Analysis CHAPTER IV RESEARCH FINDINGS AND DISCUSSION A. Research Findings The Student s Self-concept The Student s Learning Strategies The Student s Perception about the Teaching and Learning Process B. Discussion CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION A. Conclusion The Student s Self-concept The Student s Learning Strategies The Student s Perception about the Teaching and Learning Process B. Implication C. Suggestion xii

13 REFERENCES APPENDICES xiii

14 LIST OF FIGURES Figure 3.1 Components of Data Analysis: Interactive Model xiv

15 LIST OF TABLES 1. Table 4.1 The Result of Self-concept Questionnaire Table 4.2 Physical Aspect of Self-concept Questionnaire Table 4.3 Psychological Aspect of Self-concept Questionnaire Table 4.4 Social Aspect of Self-concept Questionnaire Table 4.5 Moral Aspect of Self-concept Questionnaire Table 4.6 Result of Strategy Inventory for Language Learning (SILL) Questionnaire Table 4.7 Creating Mental Linkage Table 4.8 Practicing Table 4.9 Guessing Intelligently Table 4.10 Centering Your Learning Table 4.11 Arranging and Planning Your Learning xv

16 LIST OF APPENDICES Appendix I. Instrument of Observation Field note Appendix II. Observation Field notes Appendix III. Instrument of Questionnaire Appendix IV. Result of Questionnaire Appendix V. Instrument of Interview Appendix VI. Transcript of Interview with the Subject of the Research Appendix VII. Transcript of Interview with The Subject s English Teachers Appendix VIII. Transcript of Interview with The Subject s Father Appendix IX. Transcript of Interview with The Subject s Friends Appendix X. Instrument of Document Analyzed Appendix XI. Document Analyzed Appendix XII. Photographs Appendix XIII. Letter of Permission xvi