Penggunaan strategi belajar Bahasa Inggris ditinjau dari motivasi intrinsik dan gaya belajar

SARAGIH, Septa Lestari, Dr. Amitya Kumara

2009 | Tesis | S2 Magister Psikologi

Penelitian ini bertujuan untuk mengetahui perbedaan penggunaan strategi belajar bahasa Inggris, pada 62 orang pelajar SMA yang mengikuti kursus bahasa Inggris ditinjau dari tingkat motivasi intrinsik dan gaya belajar yang dimiliki. Teori strategi belajar bahasa dari Oxford (1990), teori motivasi intrinsic dari Amabile dan kawan-kawan (1994) serta teori gaya belajar sensori dari Reid (1987) digunakan sebagai acuan dalam penelitian ini. Data diperoleh dengan menggunakan Skala Strategi Belajar Bahasa, Motivasi Intrinsik dan Gaya Belajar. Data yang terkumpul kemudian dianalisa menggunakan analisis varians dua jalur. Hasil penelitian menunjukkan terdapat penggunaan strategi belajar bahasa yang berbeda signifikan antara siswa dengan tingkat motivasi tinggi, sedang dan rendah (F=41.852, p < 0.05). Strategi belajar bahasa yang digunakan oleh siswa dengan gaya belajar visual, auditori, individual maupun kelompok ternyata tidak berbeda secara signifikan. Strategi yang paling sering digunakan oleh para siswa adalah strategi kognitif dan metakognitif. Gaya belajar yang paling dominan ditemukan pada siswa adalah gaya belajar auditori dan kelompok.

The purpose of the study is to investigate English language learning strategy use among 62 high school students joining an English language course, observed from the different level of intrinsic motivation and learning style. Oxford’s (1990) language learning strategy theory , Amabile’s (1994) intrinsic motivation theory and Reid’s (1987) learning style theory were adapted in the study. The data were collected by using Language Learning Strategy Scale, Itrinsic Motivation Scale and Learning Style Scale. Data collected in this research analyzed by using two way of anova analysis. The result of the study showed that there is a significant difference of language learning strategy used by students with high, moderate and low level of intrinsic motivation (F=41.852, p < 0.05), but there is no significant difference of learning strategy used by students with visual, auditory, individual or group style. Cognitive and metacognitive strategy are the most frequent strategy used by all students. Auditory and group style are dominant among students.The purpose of the study is to investigate English language learning strategy use among 62 high school students joining an English language course, observed from the different level of intrinsic motivation and learning style. Oxford’s (1990) language learning strategy theory , Amabile’s (1994) intrinsic motivation theory and Reid’s (1987) learning style theory were adapted in the study. The data were collected by using Language Learning Strategy Scale, Itrinsic Motivation Scale and Learning Style Scale. Data collected in this research analyzed by using two way of anova analysis. The result of the study showed that there is a significant difference of language learning strategy used by students with high, moderate and low level of intrinsic motivation (F=41.852, p < 0.05), but there is no significant difference of learning strategy used by students with visual, auditory, individual or group style. Cognitive and metacognitive strategy are the most frequent strategy used by all students. Auditory and group style are dominant among students.

Kata Kunci : Penggunaan strategi belajar bahasa,Motivasi intrinsik,Gaya belajar, language learning strategy use, intrinsic motivation, learning style