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CHAPTER I

INTRODUCTION

A. Background of the Problem

Learning English is needed as a tool which may connect people to the entire

world communicatively. In fact, for foreign language learners, learning English is not

easy. Most of them face challanges to academic achievement. Since, during learning a

new language-like English, learners need to learn characteristics and forms of English,

which are different from their own language. Therefore, to achieve their goals, they

need to learn comple skills of language under the guidance of their teachers.

In fact, !ased on the natural o!servation the researcher found that there were

many pro!lems which are commonly faced !y most learners when they learn English at

the "aculty of Economy, #niversity of Muhammadiyah Tangerang during the language

learning process. Such as, the effect of daily language communication which may !e

difficult for learners to develop the English materials they got, personality awareness

that learners do not reali$e well, strategy inventory for language learning which may

ease them to learn, lack of motivation and less confidence !ecome o!stacles to increase

their knowledge of English and invites aniety, lack of practice and authentic materials

hinder the learners to develop their English, lack of voca!ulary range which hinders

learners to epress what they want to say, mother tongue of Indonesian that affects an

awkward to written and spoken English, English phonemes that learners do not know

and reali$e well !efore, and they do not have enough time to learn English as well.

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%ut from those, the researcher have found the most two fundamental pro!lems

which are greatly and !asically affected to the process of English learning at the "aculty

of Economy, #niversity of Muhammadiyah Tangerang. They are, personality awareness

of their feeling and mood which related to their in!orn temperament characteristics and

the strategy inventory for language learning.

&ne of the pro!lem that appears during the language learning process is that

mostly learners at the "aculty of Economy-#niversity of Muhammadiyah Tangerang do

not have any idea of an appropriate strategies to lead success in learning English. In

fact, the role of learning strategies is very important to guide them as the foreign

language learners for achieving the triumph of language learning process. Since through

learning strategies, %rown says that in order to achieve the triumph of language learning

which consists of some comple skills to !e ac'uired, learners should !e a!le to create

and develop their individual pathways to manipulate difficulties during the language

learning process.(

"urthermore, )enden in *riffiths argues that learning strategies is a helpful

pro!lem-solving engine which may lead learners to !e a!le in managing their own

learning to gain achievement.+ It is reasona!le !ecause through investigating learning

strategies may lead learners successful at learning according to )illiams and %urden in

( .ouglas %rown. +/. Teaching !y 0rinciples 1n Interactive 1pproach to Language0edagogy. 2rd Ed. 0earson3 Longman. p.+45.

+ 6aroll *riffiths. +2. Language learning strategy use and proficiency3 The relationship !etween patterns of reported language learning strategy 7LLS8 use !y speakers of other languages 7S&L8 and proficiency with implications for the teaching9 learning situation.6opyright 1ct (55:-;ew <ealand. p3(.

2



Lee.2 It goes without saying, learning strategies !ecome one of the most important

factors to !e investigated in order to help foreign language learners to do a set of moves

to ac'uire the knowledge of language skills in the classroom setting or outside the

classroom setting in a way for achieving the successful language learning.

1nother thing is that, in fact, foreign language classrooms consist of individuals

who have differences in personality. This condition shows the same situation at the

"aculty of Economy-#niversity of Muhammadiyah Tangerang. ;aturally, people were

!orn with their own uni'ue temperaments of personality which is !rought genetically

that makes each different from their own !rain=s work according to %oeree.:

"urthermore, Stern in *riffiths states considers that induvidual differences affects the

use of learning strategies of the foreign language learners. 4 Therefore, it is going to !e a

pro!lem for foreign language learners to succeed if they do not know how to facilitate

their own temperament characteristics of personality which is genetically-rooted with

the use of an appropriate strategies to controll their feeling and mood, react, and move

during the language learning process for achieving goals. In short, in the way to solve

the pro!lem, those individual temperament characteristics of personality differences

3 Chien Kuo Lee. 2010. An Overview of Language Learning Strategies.ARECLS. Vol.7. !13".

" #eorge C. $oeree. 200%. Personality Theory: A Biosocial Approach.

Shiens&urg 'niversit(. !1.

4 6aroll *riffiths. +2. Language learning strategy use and proficiency3 The relationship !etween patterns of reported language learning strategy 7LLS8 use !y speakers of other languages 7S&L8 and proficiency with implications for the teaching9 learning situation.6opyright 1ct (55:-;ew<ealand. p3(/.

3



need an approriate strategies to adopt pathways in managing the language learning

process which may lead to the achievement.

1ccording to &ford and ;yikos, successful language learners use strategies to

cover their personality which naturally consists of strengths and limitations to ac'uire

the comple language skills.> "urthermore, 1llaport in %oeree says, learners=

characteristics differences will !e e'ual to their perceptions, !eliefs, feelings, and

actions which may differ from each other ./ %esides, &ford and ;yikos also argue that

personality is one of the factors which may influence learners to choose an appropriate

language learning strategies they are comforata!le with.? In short, those individual

temperament characteristics of personality differences as the innate device may affect

learners to use the most convenient strategies to pass stages of their own learning

process in order to let learners @can successfully have the a!ility to use the languageA5.

> Be!ecca L. &ford and M. ;yikos. (5?5. Variables Affecting Choice of Language Learning

Strategies by University Students. The Modern Language Cournal. Dol.2. The Modern LanguageCournal. p3/2

7 #eorge C. $oeree. 200%. Personality Theory: A Biosocial Approach.

Shiens&urg 'niversit(. !2.

? Be!ecca L. &ford and M. ;yikos. (5?5. Variables Affecting Choice of Language Learning

Strategies by University Students. The Modern Language Cournal. Dol.2. The Modern LanguageCournal.p3/2.

5 Michael 0ittman )alker. (555. 6hiseling 6ompetence3 1 6onnection Bevision of 6homsky=sLanguage 1c'uisition evice. epartment of 0hilosophy-Emory #niversity. p35.

"



&n the other hand, all statements a!ove are not in line with Skinner. 1ccording

to Skinner learning language does not depend on the genetic factors, !ut it depends on

the environment which may encourage learners !ehave on the language they are

learning.( Then, according to )illiams and %urden, learners need to !ehave through

pass the process of the incoming stimuli when learning languages, so, it may shape their

language capa!ility whether it is increased or decreased.((

The overall statements a!ove, there are two maor different arguments whether

the achievement in language learning is as the result of learners= !ehavior on the

environment along the process or it depends on their in!orn personality. Those

arguments invites the researcher= curiosity a lot. Through this essence, the researcher is

interested to see the relationships !etween learners= temperaments characteristics of

personality and the strategy inventory for language learning.

B. Reearch Problem

!. Problem Ident"f"cat"on

%ased on the o!servation which has !een done !y the researcher as mentioned

on the !ackground of the study a!ove, there are some pro!lems that can !e identified as

follows3

a. Daily Communication

&ne of the pro!lems identified is that foreign language learners at the "aculty of

Economy, #niversity of Muhammadiyah Tangerang never practice their English

( Marion )illiams and Bo!ert L. %urden. +/. 0sychology for Language Teacher-1 socialconstructivist approach. 6am!ridge #niversity 0ress. p3 5.

11 )&i*.+ %.

,



during their daily communication. Since, sometimes they feel la$y and confused to

construct some words to !e well-delivered.b. Personality Awareness of Temerament Characteristics

The net pro!lem is that most foreign language learners do not know their own

strengths and limitations !ased on their temperament characteristics. It leads them to

feel difficult to controll their feeling and mood, react, and move during the language

learning process. %eside, it makes learners not to have any idea to adopt pathways

for the learning achievement.

c. Strategy !nventory for Language Learning

The third pro!lem which has !een found is that during the teaching learning

process, learners do not know what kind of strategy which can guide them to walk

on the pathways in order to manipulate and solve their pro!lems in achieving their

goals in language learning.d. "#erience

Most learners do not have any eperience to listen to the authentic English

materials. So, it makes them difficult to ac'uire and imitate the characteristics of

spoken English.e. Time

Then, another pro!lem found is that learners do not have enough time to learn

English !ecause of their daily activities. f. Partner

Learners do not have any partner to develop their English skills to !e well-practiced.

So, it makes their position as foreign language learners getting much in trou!le.

g. Authentic $aterials

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1fter that, the pro!lem which pro!a!ly comes up from learners in language learning

is that they do not have any supporting authentic materials to facilitate self-driven

learning outside the language classroom setting.h. %abit

"urthermore, the net pro!lem is that during their language learning process,

especially outside the classroom setting, they do not set any daily ha!it of using

English.i. Language S&ills

Then, the pro!lem which identified is that learners feel that English skills are very

complicated. It can !e a !arrier for them to set for the achievement of the language

learning.

'. "nglish Phonemes

1s the foreign language learners, they tend to face some different English phonemes

which is significantly not the same as %ahasa Indonesia. So, it takes time to learn

and need a good concentration to learn it well.&. Self Confidence

)hen learners have to perform their English, spoken or written, they lack of

confidence with the English they got. They usually feel afraid of making mistake,

such as, pronunciation, grammar, and so on.l. $otivation

1lthough learners have a great willingness to !e a!le in English when they learn

English, it is not enough to develop their English without any serious concern and

drill. So, they !ecome less motivated to drill and push their English !y the teachers.

C. #"m"tat"on of the $tud%

7



%ased on the pro!lem identifications a!ove, the researcher limited this study in

order to manage the most fundamental issues. Since it cannot !e avoided that learners

should !e aware of their temperament characteristics of personality which genetically-

rooted to !e a!le in developing their strengths and to overcome their limitations to adopt

the pathways of strategy inventory for language learning for achieving their goals. So,

this study was under applied a!out the relationship !etween learners= temperament

characteristics of personality and the strategy inventory for language learning.

D. &ormulat"on Reearch 'uet"on

%ased on the limitation of the pro!lems a!ove, the following research 'uestions

are formulated3

(. Is there any relationship !etween learners= temperament characteristics of

personality and the strategy inventory for language learningF+. )hat are language learning strategies used !y learners !ased on their temperament

characteristics of personality as reported in Strategy Inventory for Language

LearningF

E. Ob(ect")e of the $tud%

In line with the formulation of the research 'uestions a!ove, the o!ective of the

research is



(. To identify whether there is any relationship !etween learners= temperament

characteristics of personality and the strategy inventory for language learning or not.+. To investigate what language learning strategies used !y learners are !ased on their

temperament characteristics of personality as reported in Strategy Inventory for

Language Learning.

&. $"gn"f"cance of the $tud%

The findings of the study are epected to !e !eneficial !oth theoretically and

practically.

(. Theoretical Significance

Theoretically, the findings of the current research are hoped to !e !eneficial to

support the eisting theories on the relationship !etween learners= temperament

characteristics of personality and the strategy inventory for language learning languagein particular.

). Practical Significance

a. *or the lecturers

This study may !e useful for the lecturers to provide the lessons which invite

learners to !e guided to use of strategy inventory for language learning for the

pathways of the learning process. So, it may make learners well-motivated during

the language learning process and can !e well-developed after the language learning

%



process. %esides, related to the learners= temperament characteristics of personality,

lecturers can !e more supported to motivate learners to controll their feeling and

mood, react, and move during the language learning process to handle the task in

hand effectivelly.b. *or the students

The advantages which can get !y the learners after this research areG first* they have

an idea a!out the strategy inventory for language learning which is fit !ased on their

temperament characteristics of personality to accomodate their learning process in

getting the achievement.

CHAPTER II

THEORETICA# &RA+E,OR-

In this chapter, the researcher tells to review the result of the previous research

and related literature.

A. Re)"e of Pre)"ou Reearch

10



There were so many studies that had !een carried out related to temperament as

one of the factors which may indicate on language learning achievement. &ne of the

eamples is the research that had !een conducted !y ;odoushan. e did a research

a!out the relationship !etween learners= temperament and language achievement in

speaking to (25 intermediate level students from 44+ population at Hish International

6ampus of the #niversity of Tehran in Iran. There were three instruments of this

research, they are the #T 0roficiency Test, the Eysenck 0ersonality Test, and the

IELTS-!ased structured interview.In his research, he classified learners !ased on their

temperament through delivering Eysenck 0ersonality Test. The classification he got

from (25 was 2+ sanguines, 2 cholerics, 24 melancholics, and :+ phlegmatics. Since

he wanted to know that learners= speaking achievement !ased on their own

temperament, so that, he used an IELTS-!ased structured interview as the post test.

Then, the main findings were sanguine participants in the study outperformed the

choleric ones who in turn outperformed the melancholic participants and the weakest

results !elonged to the phlegmatic participants.(+

%asically, !ased on human !ological differences in life and learning the research

a!ove shows that temperament as the indicator of the language achievement 7in this

case, speaking performance8. %ut, the research mentioned a!ove do not have any idea

a!out the choice of strategy inventory for language learning that makes sanguine

participants in the study outperformed the choleric ones who in turn outperformed the

melancholic participants. 1nd the weakest results !elonged to the phlegmatic

(+ M. 1li Salmani ;odoushan. +((. International Cournal of Language Studies 7ICLS8, Dol.47:8.Iran encyclopedia 6ompiling "oundation. p3 22-4+.

11



participants. Meanwhile, as the human !eing, people were !orn with their own genetic

factors which may lead them to move, react and respond everything they learn !ased on

their own natural temperament characteristics of personality during the self-learning

contet, and interactive learning contet in formal classroom setting and outside

classroom setting to adopt pathways for achieving language learning.

1s a research that was carried out !y Sharp in +? to ( voluntary college

students in ongkong. e investigated personality differences !y using Myers %riggs

Type Indicator and strategy use !y using Strategy Inventory for language learning. %ut

the result shows that there is no relationship !etween personality differences and

strategy use.(2 "rom Sharp=s research, the things that make there is no relationship

!etween personality differences and strategy use are, first the participants were only

small samples. It leads difficulties to see if consistent patterns !ecome evident.

Secondly, there was no sampling techni'ue to take the participants who may encourage

the research !ased on certain criteria.

"urthermore, ughen!augh, avid, Lynda and aniel in ++ which tried to

investigate whether learners with their difference in!orn personality types produce more

or less convenient with the given course. The research was done to (:> participants=

college students of the 6ollege Education maor at the #niversity of South 1la!ama.

The result was there is no relationship !etween learners preferences with course given

and learners= difference in!orn personality.(:

(2 1lain Sharp. +(2. Eam 6ulture and Suicidal %ehavior among oung 0eople.Dol.2(.;o.(.Education and ealth. SE#.ongkong. p3(-4.

12



1nother research that has !een conducted in 1pril +(: !y Safdarian, *hyasi,

and "arsani to the English "oreign Language Learner in Tar!iat Moallem #niversity,

Iran. It shows that there is a significant relationship !etween personality type and

language learning strategies. The etraversion9Introversion learners tend to use reading

strategies most when they learn !etter than Sensing9Intuition, Thinking9"eeling, and

Cudging90erceiving learners.(4

Then, "a$eli did a research a!out the overall relationship !etween the use of

English language learning strategies and personality traits. In this case, he did the

research to +(2 participants of the epartment Linguistics at the #niversity of Mysore,

Harnataka, India. is finding were there was a significant relationship !etween English

language learning strategies and personality traits in certain cases, and there was not any

significant relationship !etween English language learning strategies and personality

traits of other cases. (>

1nother finding according to "a$eli=s second ournal which still investigated

a!out the relationship !etween personality types and language learning strategies shows

(: Bichard aughen!augh, avid Ensminger, Lynda "rederick, and aniel Surry. ++. oes0ersonality Type Effect &nline Dersus In-6lass 6ourse SatisfactionF. #niversity of South

1la!ama. EB. p3(-(+.

(4 Safdarian, *hyasi, and "arsani. +(:. ow reading Strategy #se and 0ersonality Types areBelatedF Dol.(:. ;o.(. The Beading Matri.p3(+(-(2:.

(> Seyed ossein "a$eli. The &verall Belationship !etween the #se of English LanguageLearning Strategies and 0ersonality Traits among the "emale #niversity Level Learners ofEnglish Language as a #niversity Maor. Indian Cournal Innovations ev., Dol. (, ;o. /. p34+2-42(.

13



that although personality types is not a!le to !e the most influencing factors to the use

of Metacognitive English Language Learning Strategies, still, the result of his research

shows that there is a positive relationship !etween personality types and the use of

Metacognitive English Language Learning Strategies.(/

%eside, Cuanito and Dictoria also did an investigation related to personality and

language learning strategies to +2 students of %S-6riminology at the Isa!ela State

#niversity, Echague, Isa!ela, 0hilippines. The result of their research is found that there

is a significant relationship !etween personality traits and language learning strategies.(?

1nother investigation from Sottilare in +> had conducted a research a!out

modelling the influences of personality preferences on the selection of instructional

stratgies in intelligent tutoring systems to (:/ participants in the *reater &rlando,

"lorida area. 1nd the result of the study shows that there is highly significant

correlation !etween the personality preferences and learning style preferences. (5

There are five cases which found that there is a relationship !etween personality

and the language learning strategies. Then, there are two case found that !etween

personality and language learning strategy have no relationship !etween each other.

(/ "a$eli, S.. +(+. #se of the Metacognitive English Language Learning Strategies %ased on0ersonality Traits-Theory and 0ractice in Language Studies.Dol.+. ;o.2. p342(-425.

(? Tandoc, C.0 and Tandoc, D. +(:. Students= 0ersonality Traits and Language LearningStrategies in English. Besearch )orld3 Cournal of 1rts, Science and 6ommerce. Dol-D. Issue-2. p3(-(.

(5 Bo!ert. 1 Sottilare. +>. Modelling the Influences of 0ersonality 0references on theSelection of Instructional Strategies in Intelligent Tutoring Systems. %.S.E.E. #niversity of 6entral "lorida.p3(-(+(

1"



Those different result studies mentioned a!ove are invited researcher=s interest

to find out whether there is a positive relationships !etween temperament characteristics

of personality from learners at the "aculty of Economy, #niversity of Muhammadiyah

Tangerang in English classroom and strategy inventory use for language learning.

1ccording to the researcher point of view, there are two reasons that make the

difference result of the studies a!ove. 1ccording to 6homsky that naturally @humans are

!iologically conditioned to learn languageA+. Belated to previous research and the

research that have !een conducted, when learning languages learners= the personality

characteristics or learners= temperament characteristics may !e the thing that force

learners in deciding the comforta!le set of regulated learning rules.

&n the other hand, according to Skinner and )atson are not in line with the

previous paragraph mentioned. They !elieve that learning is a set of process or stages

that learners should !e passed and constructed well in order to get and develop their

understanding of knowledge from their learning environment.+( ence, learning style

does not depend on the innate device of learners= personal sense which may affect

learners= choice of strategies in language learning !ut it depends on the environment

influence upon the language learning process++, !ecause learning language needs a kind

of development during the process to reach the achievement.

20 Chirstine /anner. 2002. Language ro*ution+ /heor(+ an* Auisition.

!3

+( Mary 1nne )eegar and ina 0acis. +(+. 1 6omparison of Two Theories of Learning-%ehaviorism and 6onstructivismn as 1pplied to "ace-to-"ace and &nline Learning. ;ational#niversity San iego, #S1. p3+.

22 )&i*.+ 2.

1,



In short, in language learning contet, deciding the comforta!le sets of regulated

acts during the language learning process, learners= @social environment is an etremely

important force to encourage their developmentA+2 of the language they learn. Through

this essence, in order to help learners for achieving success of the language learning,

this study which to investigate a!out the relationship !etween the temperament

characteristics of personality and the choice of strategy inventory for language learning

in foreign language ac'uisition should !e done or investigated.

B. Re)"e of Related #"terature

a. #earn"ng $trateg"e

In education field, learning process is the steps taken !y learners which may

guide them for success. 1ccording to )illiams and %urden, the nature of education is

helping learners to !e aware of the worthwhile learning process and to gain skills from

self-directed learning+: although it consists of individual differences. %eside, Skinner

argues that learning is a kind of an environment which may lead learners to !ehave for

the achievement.+4 It is !ecause learning consists of @elements that helped predict what

learners understand at different stagesA+> according to 0iaget and Dygotsky.

23 Keenan. 200. /heories of evelo4ent. ! ""

2" Marion )illiams and Bo!ert L. %urden. +/. Psychology for Language

Teachers.6am!ridge3 6am!ridge #niversity 0ress. p.(:/.

+4 Mary 1nne )eegar and ina 0acis. +(+. 1 6omparison of Two Theories of Learning-%ehaviorism and 6onstructivismn as 1pplied to "ace-to-"ace and &nline Learning. ;ational#niversity San iego, #S1. p3(.

+> Mary 1nne )eegar and ina 0acis. +(+. 1 6omparison of Two Theories of Learning-%ehaviorism and 6onstructivismn as 1pplied to "ace-to-"ace and &nline Learning. ;ational

1-



Many researchers try to investigate the classroom settings which mostly show

that some learners are a!le to manipulate the tasks in hand effectivelly and efficiently,

!ut, some of them are not. This condition invites some eperts to find out what makes

that thing is happened. 1nother view comes from &ford who says that learning

strategies is an awareness of having knowledge from learners a!out certain techni'ues

in their learning construction to mediate their cognitive change in achieving the goals.+/

"rom some definitions a!out learning strategies mentioned, )illiams and %urden

concludes that learning strategies should !e investigated+? !ecause it may support

learners to understand the lesson, to complete the task, and to overcome pro!lems they

face during the language learning process according to %runer.+5

Then, according to %rown, learning strategies are a set of goals-oriented ways

which should !e o!eyed !y learners as a self-regulation in order to overcome a pro!lem

during the learning process to achieve competency goals of learning. 2 "urthermore,

)illiams and %urden argue that learning strategies are defined as a tactical factors

which may lead for achievement of learning, !ecause it consists of learners= awareness

+/ Marianne 6elce and Murcia. +(. Teaching English as a Second or "oreign Language. 2 rd.Ed. einle and einle. p3 +?.

2 Marion )illiams and Bo!ert L. %urden. +/. Psychology for Language

Teachers.6am!ridge3 6am!ridge #niversity 0ress. p3(:4.

2% I!id.,+4.

2 . ouglas %rown. +. Teaching !y 0rinciples 1n Interactive 1pproach to Language0edagogy. +nd Ed.0earson3 Longman. p3+(

17



"urthermore, )enden also considers that learners can use the appropriate

strategies to make sense of their own learning through some regulated pathways during

the learning process for achieving goals.2: 1dd, &ford argues that learning strategies

is needed in language learning process as a set of self-regulation which may encourage

learners to effect on their performance as the result of their language learning.24 In short,

in order to achieve the purpose of learning, the use of language learning strategies is

necessary.

"urthermore, for accompolishing the mission of learning, strategies are

a!solutely needed to !e implemented through some certain procedures according to

Schemeck 3-, !ecause strategies can engage learners to strive in encoding, ac'uiring,

and developing the variety of information or knowledge into performance according to

Bigney.2/ %eside, 6hamot states that the use of a set of moves for understanding and

comprehending, remem!ering, and using information and skill is very helpful to

overcome challanges faced !y learners in learning.2? Then, according to Bichard and

Lockhart in &ford, learners may !e a!le to do and finish their individual task, and

3" )enden, 1. L. (5?/a. Concetual ,ac&ground and Utility. In 1. L. )enden J C. Bu!in7Eds.8. Learner Strategies in Language Learning .Englewood 6liffs, ;C3 0rentice-all. p3 2-(2.

24 Be!ecca L. &ford. (555. Belationship !etween Second Language Learning strategies andLanguage 0roficiency in 6ontet of Learners 1utonomy and Self-Begulation. #niversity of 1la!ama. p3((+.

3-Schemeck, B. B. (5??. Learning strategies and learning styles. ;ew ork, ;3 0lenum 0ress.

37 Bigney, C. ). (5/?. Learning strategies3 1 theoretical perspective. In . ". &=;eil, Cr. Ed.,

3 Anna 'hl Cha4ot. 200. Teaching Learning Strategies-Always Learning.earson E*uation+ )n. .2.

1%



perform their language proficiency are the result of using language learning strategies. 25

In short, learning strategies is one of important factors which may lead learners to

succeed their learning process.

It goes without saying, in order to support learners= seeking to master English,

especially for foreign language learners, learning strategies for language learning is

significant !ecause learning strategies consists of @the specific !ehaviors or thoughts

learners use to enhance their language learningA:.

b. The Im/ortance of #earn"ng $trateg"e for #anguage #earn"ng

In language learning process, learners should recogni$e well of learning

strategies they are comforta!le with to ease them in ac'uiring new knowledge and

information. Learning strategies play the important role in language learning situation,

!ecause it can drive learners to !e directed on the pathways for achieving goals of

learning says &ford.:( 1s noted !y *riffiths, some writers, such as &=Malley in (5?/,

25 Be!ecca L. &ford. (555. Belationship !etween Second Language Learning strategies andLanguage 0roficiency in 6ontet of Learners 1utonomy and Self-Begulation. #niversity of1la!ama. p3(5.

: Marianne 6elce and Murcia. +(. Teaching English as a Second or "oreign Language. 2rd.Ed. einle and einle. p3 245.

"1 Be!ecca L. &ford. (55. Language learning strategies+ -hat every teacher should

&now.%oston, M13 einle and einle 0u!lishers.

20



Be!ecca L. &ford in (55, )enden in (55(, 6ohen (55?, and 1nna #hl 6hamot in

+(, have suggested that foreign language learners will !e a!le to manipulate the

language learning process to gain ac'uisition effectively and efficiently !y the use of

appropriate language learning strategies.:+ It is reasona!le, in fact, learners can not learn

and ac'uire all of the English materials in the classroom setting only, !ut they need to

!e a!le to use certain strategies which may facilitate and accomodate their own learning

outside the classroom setting. In short, second or foreign language learners should !e

familiari$ed !y the teachers with the language learning strategies says &=Malley and

6hamot.:2

1ccording to Scarcella and &ford in 6elce-Murcia, in language learning

contet, learning strategies are defined as a set of controlled and regulated moves or

acts which tactically, regularly and conveniently done !y learners during the language

learning process to manipulate the tasks in hand or respond to a certain learning

condition in ac'uiring the language input easier and more effective in order to achieve

or ultimate mastery of the language skills:: 1dd, )einstein and Bogers in &ford say

that learning strategies are kind of mental process and ha!itual actions taken !y learners

:+ 6aroll *riffits. Language Learning Strategy #se and 0roficiency. Besearch Space K1uckland. The #niversity of 1uckland. p.(:.

:2 Tandoc, C.0 and Tandoc, D. +(:. Students= 0ersonality Traits and Language LearningStrategies in English. Besearch )orld3 Cournal of 1rts, Science and 6ommerce. Dol-D. Issue-2. p3(.

:: Marrianne 6elce-Murcia. +(.Teaching "nglish as a Second or *oreign Language. 2rd. Ed.einle J einle-Thompson Learning. p3245.

21



to facilitate them in processing new knowledge and information to !e ac'uired.:4 It is to

say that learning strategies are a set of steps which taken !y learners that show the way

they !ehave and think in order to fulfill the needs of learning according to &= Malley,

Busso, and 6hamot.:>

1fter having some ideas a!out what learning strategies are, in order to succeed

or to achieve the o!ectives or goals of the language learning, it is important to have

knowledge of significance or importance of learning strategies which may help learners

to !e more supported and motivated during the language learning process. In *riffiths,

&= Malley, C. Michael, *loria Stewner-Man$anares, Lisa Hupper, Bocco 0. Busso and

1nna #hl 6hamot ar gue that language learning strategies are the most powerful tool

which may !ring learners to succeed:/ through a set of actions which have !een

prepared !y teachers and consist of learning steps and new information of language

learning or learning materials in a way to help learners during the language learning

process are in progress.:?

:4 Be!ecca L. &ford.(5?/.evelopment and 0sychometric Testing of the Strategy Inventoryfor Language Learning 7SILL8.Instructional Technology Systems Technical 1rea-Training

Besearch La!oratory.- #S.1BM Besearch Institute for the %ehavioral and SocialScinces.Hinton.Inc. p.(-+.

"- )&i*.+ 152.

"7 #ri6ts+ C. Language Learning Strateg( 'se an* roien(.Researh Sae 8 Au9lan*. /he #niversity of 1uckland.p3:.

" )&i*.+152.

22



1nother eplanations a!out the significance of learning strategies are mentioned

!y )enden in &ford. e provides four importance of learning strategies. They are,

first, learning strategies may encourage learners to !e self-driven learners. Second,

learning strategies can !e a good vehicle to show pathways of self-driven learners.

Third, learning strategies are the ways out of some difficulties that learners face during

the language learning process for achieving goals. The last, it makes teachers design the

language learning !ased on learners= need analysis.:5 Therefore, from some eperts=

eplanations a!out the importance of learning strategies in language learning, it is going

to say that it is a fact that the use of the appropriate strategies should !e applied to

foreign language learners to ultimate success of the language learning.

1ccording to 6hamot who also considers that through the use of approriate

strategies they are comforta!le with may facilitate and encourage learners= linguistics

information ac'uisition.4 In short, Bichard claims that foreign language learners in the

way to achieve the language learning goals successfully to manipulate the difficult tasks

in hand or respond to a certain learning condition through the use of appropriate

language learning strategies.4(

:5 Be!ecca L. &ford. (5?/.evelopment and 0sychometric Testing of the Strategy Inventory

for Language Learning 7SILL8.Instructional Technology Systems Technical 1rea-TrainingBesearch La!oratory.- #S.1BM Besearch Institute for the %ehavioral and SocialScinces.Hinton.Inc. p.(-+.

,0 1nna #hl 6hamot. (5?/. The learning strategies of ESL students. In 1. )enden J C.Bu!in 7Eds.8, Learner Strategies in Language Learning . Englewood 6liffs, ;C3 0rentice-all. p. /(-?2

,1 Cack 6. Bichard. (55:. Beflective Teaching in Second Language 6lassroom. ;ew ork36am!ridge #niversity 0ress.

23



In %rown=s view, !ased on the research and practice in English language

teaching, there are four skills that learners should master, they are, listening, speaking,

reading, and writing.4+ 1dd, %rown notes that those four integrated skills are uni'uely

separated !ecause it gives an opportunities for learners to create their own greater

!ehavior for each principles or skills and to enrich their efforts to the language

ac'uisition in more meaningful language tasks in hand.42 Those skills are connected

!etween each other. "or eample, when a teacher finds difficulties in teaching speaking

to the learners !ecause of the characteristics of English which is different from their

own language and the way how natives speak and !ecause of difficulties in constructing

sentences grammatically which commonly face !y learners, so, listening to the

authentic materials is really helpful to encourage learners= speaking skill. &n the other

hand, an appropriate language learning strategies to overcome some pro!lems during

the listening process should !e considered well, such as, planning, predicting, selecting

information, inferencing, taking notes, and summari$ing..

So, in order to get success of the language learning in achieving language

comple skills 7listening, speaking, reading, and writing8 as the o!ectives, teachers

need to pay attention as much as possi!le a!out each individual learners of their own

4+ .ouglas %rown. +/. Teaching !y 0rinciples 1n Interactive 1pproach to Language0edagogy. 2rd Ed.0earson3 Longman. p3+?:.

,3 )&i*.+ 2,.

2"



strategic investment which Humaravadivelu says, potentially leads the useful input for

the linguistic needs and @activating necessary cognitive processA.4:

c. $trateg"c In)etment

Strategic investment is very important during the learning process, especially for

foreign language learners who learn a different characteristics of language from their

own. 1ccording to %rown, there are three categories of principles in language teaching,

they are, cognitive principles, affective principles, and linguistic principles. 44 In fact,

language is a set of comple skill which need strategic investment to develop strategies

of learners to ac'uire language into their !rain.4> Strategic investment is involved into

one of the important cognitive principles in language teaching says %rown. 4/ So it make

the role of learners during the foreign language learning must have a great attention.

Since in foreign language classroom, it consits of individual differences mentally and

intellectually which lead differences in their own learning process. This uni'ue

individual invites @the sense of what successful language learners do to achieveA 4?

should !e fulfilled.

4: Humaravadivelu, %. +>. Understanding Language Teaching+ from $ ethod to

Porstmethod .ESL and 1pplied Linguistics 0rofessional Series.Lawrence Erl!aum 1ssociates 0u !lishers-London.Mahwah-;ew Cersey. p32?.

44 .ouglas. %rown. +(. Teaching !y 0rinciples 1n Interactive 1pproach to Language0edagogy. +nd Ed. 1ddison-)esley, Inc. p.+?.

,- )&i*.+ 20.

,7 )&i*.+ 20.

2,



1ccording to %rown, the present of learner s= ways in handling difficulties during

the language learning process is as important as the use of certain methods, strategies,

and !ook references.45 Since there are two maor pedagogical considerations why the

role of learners should !e recogni$ed well in foreign language classroom setting. They

are, each separate individual differences which always consists in the language

classroom setting and the significance of recogni$ing and dealing with variety of

learners= own personal characteristics and strategies.> "or eample, !y delivering

'uestionnaires to learners who are naturally different !etween each other, may provide

an idea to prepare what learners= need during the language learning process !ased on

their own strategic investment preference. So, %rown asserts that @learners= own

personal investment of time, effort, and attention to the second or foreign language in

the form of an individuali$ed !attery of strategies for comprehending and producing the

languageA>( need to !e provided !y the certain system of language learning strategy

adds %rown>+ to make the language learning process more effective in the form of

4? .ouglas %rown. +(. Teaching !y 0rinciples 1n Interactive 1pproach to Language0edagogy. +nd Ed. 1ddison-)esley, Inc. p.>?.

,% )&i*.+ -.

> .ouglas %rown. +(. Teaching !y 0rinciples 1n Interactive 1pproach to Language0edagogy. +nd Ed. 1ddison-)esley, Inc. p.>5.

-1 )&i*.+-%.

>+ .ouglas %rown.. +/. Teaching by Princiles An !nteractive Aroach to Language

Pedagogy. 2rd Ed.0earson3 Longman.p.+>+.

2-



strategy inventory for developing and succeeding language learning as a valua!le

reference guide of self report assesment says &ford.>2

d. $trateg% In)entor% for #anguage #earn"ng

The inventory of strategies for foreign language learners is very helpful to

encourage the language learning process. In order to get comple skills like foreign

language according to %rown>:, an appropriate strategies to get the ac'uisition, storage,

and retrieval of information >4 is needed !ecause *reen and &ford argued that

strategies can !e used to assist their own achievement to reach language proficiency.>>

There are si learning strategies according to Be!!eca L. &ford, they areG cognitive

strategies, metacognitive strategies, memory-related strategies, social strategies,

affective strategies, and com pensation strategies.>/ Those strategies pro!a!ly connect

with the certain personality types which may encourage learners to achieve the language

learning o!ectives. Since as cited !y Leavell and ong-;am from Bu!in, strategies can

give a great contri!ution to develop the construction of the language system and can

give a postive effect to learners directly of their learning process. >? ere are the

following strategies that have !een developed !y Be!ecca L. &ford as the inventory

for the language learningG

>2 Be!ecca L. &ford. (55. Language Learning Strategies+ -hat "very Teacher Should now.%oston3 einle J einle.

>: . ouglas %rown. +/. Teaching by Princiles An !nteractive Aroach to Language

Pedagogy. 2rd Ed. 0earson3 Longman. p3+>(.

>4 Be!ecca L. &ford. J ;yikos, M. (5?5. The $odern Language /ournal. Dol./2. 7iii8. TheModern Language Cournal.

27



(. $emory Strategies

Memory strategies are a kind of language learning strategies that is usually

related to the making of association and reviewing information that have !een stored to

!e retrieved as the need of communication. Language learners usually use memory

strategies when they learn language at the first time !ecause they need to memori$e and

store words or phrases of the new language they learn. Sometimes, for the second or

foreign language learners need to use the visual image of the words or phrases they are

going to store in their mind or remem!ering the way of the words or phrases are

pronounced for communication need.>5

Memory strategies are very important as the first set of regulated ways for the second or

foreign language learners to guide learners to the achievement. Since, the second or

foreign language should store as many voca!ularies as possi!le in order to encourage

their communication. "or eample, when the English second or foreign language

learners get the phrase @are you with meFA which ask a!out someone=s agreement. They

need to store in their mind a!out what does the phrase mean or the point of view of the

-- Be!ecca L. &ford and M. Ehrman. (554. 1dult=s Language Learning Strategies in anIntensive "oreign Language 0rogram in the #nited States. System +2 728.p3 2452?>.

>/ Marianne 6elce-Murcia. +(. Teaching "nglish as a Second or *oreign Language. einle Jeinle-Thomson Learning. p.2>2-2>4.

>? ong-;am, Hyungsim J Leavell, *. 1leandra. +>. Language Learning Strategy Use of

"SL Students in an !nstensive "nglish Learning Conte#t . epartment of Teacher Education and1dministration, #niversity of ;orth Teas, enton, T />+2. #S1. p3+.

-% eea9. K. Sa4i*a. Language Learning Strategies. !2.

2



phrase @are you with meFA mean, not the meaning of the phrase=s word-!y-word

translation. It takes a little !it process to drill their mind to set learners= memory of that

phrase.

). Cognitive Strategies

6ognitive strategies are very famous and familiar with the second or foreign

language learners. The process of using cognitive strategies in language learning is

doing a lot of practice as much as possi!le to develop learners= mind to encourage

learners achieve the targeted materials of their language learning. 1ccording to Samida

in using cognitive strategies,

@0racticing is the most important in this group which can !e achieved !yrepeating, working with sounds and writing, and using patterns. The tools of receiving and sending messages are used when learners try to find the main idea

through skimming and scanning. It is not necessary to check every word. Theadult learners commonly use analy$ing and reasoning strategies. These are usedto understand the meaning and epression of the target language. These are alsoused to make new epressions.A/

It is going to say that, in using cognitive strategies second or foreign language

learners take some steps to achieve the aim of their learning. They are keep on

practicing the knowledge they get contetually. Then, learners should analy$e and do

summari$ing. In the end of the development, learners should creating the materials theyhave got and have analy$ed and summari$ed through making or creating the new one as

the result of their language learning after they use cognitive strategies.

0. Comensation Strategies

70 eea9. K. Sa4i*a. Language Learning Strategies. !253.

2%



In learning second or foreign language, most learners love to use compensation

strategies to ease and encourage them for the communication purpose. Since,

compensation are a set of regulated pathways which ignore the rules of the grammatical

of the language. It means that compensation strategies are aimed for the communication

purpose. "or eample, when second or foreign language learners do not get the

complete sentence of what other person are saying, they do not need to !e confused as

long as they know what the person mean or the message of the sentence he or she talks.

Then, in order to say or respond it, learners do not need to epress it in complete

sentence anyway, !ecause they will change some epressions that they do not know

with other epressions that may !e understood !y others, of course the deficiency of

grammar is happened.

1. $etacognitive Strategies

2. Affective Strategies3. Social Strategies

The previous paragraph shows the choice of learning stategies may !e different

!etween one student with others. So, in order to assess the fre'uency of use of various

foreign language learning strategies, SILL is a useful tool in the way of self-report

survey./( 1ccording to Be!ecca L. &ford, there are seven advantages of SILL in

practical uses for a variety of individuals, they are3

/( Be!ecca L &ford.(5?/.evelopment and 0sychometric Testing of the Strategy Inventory for Language Learning 7SILL8. Instructional Technology Systems Technical 1rea-Training BesearchLa!oratory.- #S.1BM Besearch Institute for the %ehavioral and Social Scinces.Hinton.Inc.p3+.

30



(. Learners can employ the SILL to assess their own use of second or foreign language

strategies and to determine whether the strategies they are using are the most

appropriate for their own language learning goals and re'uirements.+. Instr uctors or teachers, whom studies show to !e generally unaware of their

learners= learning strategies, can use strategies to heighten their awareness of

learning strategies of learners.2. Instructors or teachers, can use SILL results to counsel learners to assess the

appropriateness of their learners= strategies, !y individual or !y class.

:. &n that !asis, instructors or teachers can plan and present instruction to teach

improved use of strategies.4. 6ounselors can use SILL results to counsel learners who are having trou!le in

language classes.>. 6urriculum designers and language program administrators can refer to to

aggregated SILL result while doing long-term planning which integrates learning

strategies./. Besearchers can continue to employ the SILL as a research tool in universities,

schools, !usiness, the military, and other settings./+

In short, !ecause learning strategies can !e affected directly to learners

practically, in order to achieve success of the language learning, the use of strategy

inventory for language learning 7SILL8 as a self-report tool can !e effectively used to

survey an appropriate strategy will !e greatly deal with their own personality./2

/+ Be!ecca L &ford.(5?/.evelopment and 0sychometric Testing of the Strategy Inventory for Language Learning 7SILL8. Instructional Technology Systems Technical 1rea-Training BesearchLa!oratory.- #S.1BM Besearch Institute for the %ehavioral and Social Scinces.Hinton.Inc.p3+.

/2 Be!ecca L. &ford and M. ;yikos. (5?5. The $odern Language /ournal. Dol./2. 7iii8. TheModern Language Cournal.

31



&n the other hand, )illiams and %urden say that strategies can !e cognitive

which include the mental processing in responding to particular pro!lem to enhance

successful in learning/: 1lthough the use of an appropriate strategy may give a direct

impact to learners= achievement in language learning, a great consideration of individual

differences which point to learners= learning style should !e done. Since, strategy will

never !e a!le to walk alone in a way to get the achievement in foreign language

learning according to *renfell and arris./4 1dd, as considered !y Li who argues that

learning styles can !e linked directly to the use of certain strategies./> "or eample, the

ecessive reflectiveness9 caution is a pro!lem which commonly come to some learners

in the language class who are perfectionists. They do not want to make any mistake on

the task in hand. So, it makes them pause too long to produce or respond the 'uestions

orally or written !ecause they want to they want to give their !est and the perfect one.

e. #earn"ng $t%le

In the language classroom which consits of learners= varieties, there must !e

different strategies that are used !y learners characteristically. Since strategies will

never !e a!le to walk alone in a way to get success in foreign language learning

7" Marion )illiams and Bo!ert L. %urden. +/. Psychology for Language Teachers.6am!ridge3 6am!ridge #niversity 0ress. p.(:?-(:5

7, *renfell, M and arris, D. (555. Modern Languages and Learning Strategies in Theory and0ractice. London3 Boutledge.

7- Li Cie and Nin iao'ing. +>. Language Learning Styles and Learning Strategies of Tertiary-Level English Learners in 6hina. 4egional Language Center /ournal , 2/. p3 2>/-25.

32



according to *renfell and arris,// learning styles !ecome a maor concern to dealing

with language learning strategies more effective to !e used. 1ccording to 6laton and

Balston consider that learners= learning styles will drive learners to do some consistent

moves of learning process./? "urthermore, Heefe states that in order to !e a part of

learning environment, learning styles can !e a sta!le indicator as the engine key for

achieving goals of language learning./5 Some eperts have already investigated a!out

the relationship !etween learning style and learning strategy, such as Ehrman and

&ford in (55 and Myers and Mc6aulley in (5?4 which show that learners= learning

style is closely related to the choice of learning strategies during the language learning

process as cited !y 6hangu Shi.?

The definition of learning styles according to Beid are learners= variations to use

a certain ways in solving some pro!lems which may come up during the language

learning process.?( Hinsella in %rown argues that learning styles are an individual

77 *renfell, M and arris, D. (555. Modern Languages and Learning Strategies in Theory and0ractice. London3 Boutledge.

7 6laton, 6., J Balston, . (5/?. Learning Styles+ Their !mact on Teaching and

Administration. 11E-EBI69 igher Education Besearch Beport ;o. (. )ashington, 63

1merican 1ssociation for the study of higher Education. p. (-/:.

7% Heefe, C. ). (5/5. Learning style3 1n &verview. In C. ). Heefe 7Ed.8 Student LearningStyles3 iagnosing and 0rescri!ing 0rograms. Beston, D13 ;ational 1ssociation of SecondarySchool 0rincipals. p.(-(/.

? Shi, 6. +((. A Study of the 4elationshi ,etween Cognitive Styles and Learning Strategies.

School of *oreign Language and Cultures.;aning ;ormal #niversity. (++ ;inghai Boad, ;an Cing+(5/.6hina.

33



natural=s ways of processing to get knowledge and eperience.?+ "urthermore, )ang

argues that learning styles are characteri$ed learners= ha!it in processing new

information to the ac'uisition.?2 "or eample, some learners are @tend to !e etroverted

or right !rain-oriented, as opposed to !eing introverted or left-!rain orientedA.?: In short,

learning styles are characteri$ation of learners which related how they !ehave for an

appropriate preference in solving pro!lems of a specific learning contet according to

%rown.?4

The previous paragrpah, shows that the terms of learning styles is to !road and it

needs to !e classified to enhance language learning proficiency. Through this essence,

some eperts categori$ed learning styles into some dimensions.

1ccording to Beid there are eight dimensions of learning styles. ?> They are,

learning styles !ased on The Seven Multiple Intelligences, 0erceptual Learning Styles,

1 Beid, C. M. (5?/. The Learning Style Preferences of "SL Students. TES&L Nuarterly,+( 7(8. p3 ?/-(((.

?+ Hinsella, H.(554. Understanding and "mowering Diverse Learners in the "SL

Classroom.In C. Beid 7Ed8, Learning Styles in the "SL5 "*L Classroom. %oston3 einle andeinle. p3 (/-(54.

3 )ang Mingli. +?. Learning styles and "nglish Teaching . #S-6hina "oreign Language, >. p3 2.

?: %rown, .ouglas. +/. Teaching by Princiles An !nteractive Aroach to Language

Pedagogy. 2rd Ed. 0earson3 Longman. p3+>.

, )&i*.+ 2-0.

- Beid , C. M. 7Ed.8. 7(5548. 0reface. In C. Beid 7Ed.8. Learning styles in the ESL9E"Lclassroom. ;ew ork3 einle and einle 0u!lishers.p3 ?-(/.

3"



Sensitive Learning Styles, 1nalytic-*lo!al Learning Styles, Beflective-Impulsive

Learning Styles, Hol! Eperiential Learning Styles, Myers-%riggs Type Indicator, and

Bight-Left %rained Learning Styles.

(. The Seven Multiple IntelligencesLearning Styles !ased on the Seven Multiple Intelligences are categori$ed as ver!al9

linguistic, musical, logical9 mathematical, spatial9 visual, !odily9 kinaesthetic,

interpersonal moods and intentions, and interpersonal strengths and weaknesses.

+. 0erceptual Learning StylesThen, learning styles according to 0erceptual Learning Styles are classified as

visual, auditory, tactile, kinaesthetic, group, and individual.2. Sensitive Learning Styles

1fter that, the dimension of learning styles to the sensitive learning styles are named

as field independent and field dependent.:. 1nalytic-*lo!al Learning Styles

1nd according to analytic-glo!al dimension, learning styles are divided into analytic

learning style and glo!al learning style.4. Beflective-Impulsive Learning Styles

%esides, !ased on Beflective-Impulsive Learning Styles, learning styles are

categori$ed into two, they are reflective learning style and impulsive learning style.>. Hol! Eperiential Learning Styles

&ther classifications of learning styles is Hol! Eperiential Learning Styles which

characteri$ed learners as converger, diverger, assimilator, and accomodator./. Myers-%riggs Type Indicator

In order to classify the learning styles which may affect to the use of language

learning strategies, Myers-%riggs Type Indicator have mentioned the learners=

differences as etraverted, introverted, sensing, intuition, thinking, feeling, udging,

and perceiving.?. Bight-Left %rained Learning Styles.

3,



1nd the last classification of learning styles that Beid categori$ed is Bight-Left

%rained Learning Styles. In this classification, learners are divided into two types,

they are right-!rained learning style and left-!rained learning style.

Meanwhile, according to Heith )illing in armer says that there are four

categories of learners, they are convergers6 conformists6 concrete learners, and

communicative learners.?/ Those dimensions of learning styles show clearly the

differences of each learner in choosing the language learning strategies to reach their

o!ectives in language learning through learners= personal sense.

iscussing a!out personal sense of learners, it can !e two possi!le things which

may lead them come. 1ccording to &ford and ;yikos also argue that personality is one

of the factors which may influence learners to choose an appropriate language learning

strategies they are comforata!le with.??

In short, those individual temperament

characteristics of personality differences as the innate device may affect learners to use

the most convenient strategies to pass stages of their own learning process in order to let

learners @can successfully have the a!ility to use the languageA ?5. In short, learners=

learning styles are characteri$ed !y learners= own personality which may differ !etween

each other in many ways of processing the foreign language ac'uisition.

?/ armer, C. +/. The Practice of "ngl ish Language Teaching ..:th Ed. 0earson Education Ltd-Longman. p3??.

?? Be!ecca L. &ford and M. ;yikos. (5?5. Variables Affecting Choice of Language Learning

Strategies by University Students. The Modern Language Cournal. Dol.2. The Modern LanguageCournal.p3/2.

?5 Michael 0ittman )alker. (555. 6hiseling 6ompetence3 1 6onnection Bevision of 6homsky=sLanguage 1c'uisition evice. epartment of 0hilosophy-Emory #niversity. p35.

3-



In order to avoid the over!oard eplanation a!out the learning styles which may

affect to the language development and ac'uisition. So, there is a point of view

according to Humaravadivelu that individually, each learner does not only have to focus

on the use of the most comforta!le learning strategies to learn foreign language

effectivelly, !ut he or she needs to choose the !est learning strategies which may cover

their strenghts and limitations !ased on their personality5, !ecause learning styles are

related to one=s personality traits and @characteri$ed how learners genereally !ehaveA.5(

&n the other hand, personality may interfere learning !ehavior specifically according to

Dygotsky.5+

f. Peronal"t% Tra"t

0ersonality traits are an important consideration to help learners in choosing

pathways for achieving goals of learning. 0ersonality traits are the !asic thing for

people to achieve the o!ective in certain situation or condition of a language learning. 52

%ecause, 6aligiuri states that in learning process, through reali$ing, knowing and

5 Humaravadivelu, %. +>. Understanding Language Teaching+ from $ethod to Porstmethod .ESL and 1pplied Linguistics 0rofessional Series.Lawrence Erl!aum 1ssociates 0u!lishers-London.Mahwah-;ew Cersey. p32/.

5( %rown, .ouglas. +(. Teaching !y 0rinciples 1n Interactive 1pproach to Language0edagogy. +nd Ed. 1ddison-)esley, Inc

5+ Tandoc, C.0 and Tandoc, D. +(:. Students= 0ersonality Traits and Language LearningStrategies in English. Besearch )orld3 Cournal of 1rts, Science and 6ommerce. Dol-D. Issue-2. p3+.

52 %rown, .ouglas. +. Teaching !y 0rinciples 1n Interactive 1pproach to Language0edagogy. :th. Ed.1ddison-)esley Longman, Inc. p.(:+.

37



understanding personality traits is !eneficial to facilitate learners= learning ha!its in

achieving the specific aim.5: 1dd, according to 6arrel et.al, personality is one of a great

importance that should !e considered !y the language teacher in order to achieve

learners= achievement !ased on their needs.54 In short, %rown considers that personality

may !e one of the fundamental factors to encourage the language learning process and

to make a great understanding for the improvement its designs.5>

&n the other hand, personality characteristics are not sta!le !ut fluctuate

according to situational factors.5/ owever, these individual differences can !e useful as

a control and safety precaution to !e more preventive in manipulating the task in hand

during the language learning process.5?

In order to avoid a !oarder eplanation a!out personality, so, the researcher will

characteri$e personality !ased on learners= temperament types in a way to discover

more a!out what learners do or !ehave to learn foreign language successfully as an

5: Tandoc, C.0 and Tandoc, D. +(:. Students= 0ersonality Traits and Language LearningStrategies in English. Besearch )orld3 Cournal of 1rts, Science and 6ommerce. Dol-D. Issue-2. p3+.

54 Tandoc, C.0 and Tandoc, D. +(:. Students= 0ersonality Traits and Language LearningStrategies in English. Besearch )orld3 Cournal of 1rts, Science and 6ommerce. Dol-D. Issue-2. p3+.

5> %rown, .ouglas. +. Teaching !y 0rinciples 1n Interactive 1pproach to Language0edagogy. :th. Ed.1ddison-)esley Longman, Inc. p.(:2.

5/ E. Scott *eller, 0h. . The %ig "ive 0ersonality Traits3*enetic and Inherited eterminants of %ehavior. Safety 0erformance Solutions. p3(

5? E. Scott *eller, 0h. . The %ig "ive 0ersonality Traits3*enetic and Inherited eterminants of %ehavior. Safety 0erformance Solutions. p3(

3



in!orn tendency which may encourage learners to eperience their learning according to

their needs and values as well as the talents they are more likely to !e drawn to develop.

It should !e, !ecause ornyei says that personality which overlaps with temperament

may lead to a sta!le tendency to the choice of learners= language learning strategies.55

%eside, in learning English as a foreign language, teachers should understand learners=

differences of temperaments to make them can !e in tune to any situation of language

learning according to 1llison.( "or eample, 6holeric will focus on what needs to

happen and Melancholy will tend to think a!out how things happen. So that, an

awareness of learners= temperament may lead a worthwhile learning in a way for its

achievement !ecause @each person has a customi$ed design that produces the

!ehaviors.A((

g. Tem/erament

Temperament is characteri$ed each person to others. This term is related to

mood and emotion !ecause temperament is a genetically-rooted thing that personally

encourage to the way of someone moves and respond to something. @Individuals

possess an innate drive towards mastery, which differs from the need to achieveA

according to )illiam and %urden.(+ Since, naturally the uni'ue thing of a human !eing

55 *regersen, T. J Mac.Intyre. +(+.a. Caitali7ing on Language Learners8 !ndividuality+ *rom

Premise to Practice. p.++(.

100 Allison+ :. 201". Boys Alive! Bring Out Their Best . #re( ;e*ia. !1.

101 #reen+ <.201".)n*ivi*ualit( E4ower4ent A*voate = Resiliene

E>ert. !1.

3%



is related to the possi!ility of human !eing acts.(2 "rom the cognitive perspective, the

innate drive which is owned !y each individual !ecomes an important thing to them in

making choices a!out how they !ehave and control their actions in the way of set the

o!ectives during the language learning process.(: Its psychological phenomenon is

controlled !y genetic-individual !rain in conditioning the learning situation which leads

the way learners approach and react !ased on their sensitivity or emotion.

The term emotion is closely related to tem perament which may identify learners=

strengths and limitations to !ehave and control the language learning situation. In

learning English as a foreign language, it is important for teachers to know well a!out

learners= temperament differences to help them to epress preferences in choosing the

language learning strategies which may achieve their goals in language learning through

!ehaving naturally and responding the language learning situation easily, effectivelly,

and efficiently according to 1llard and unter.(4

(+ )illiams, M. J %urden, B. (55/. Psychology for Language Teachers. 6am!ridge36am!ridge #niversity 0ress. 03(+5.

103 Jung.2.Philosophy "2: #thics-Jung$s Psychological Types.

Phylosophy.lan%er.e%u

(: )illiams, M. J %urden, B. (55/. Psychology for Language Teachers. 6am!ridge36am!ridge #niversity 0ress. p3 ((5.

(4 1llard, Lindsey T J unter, 1my. +(. #nderstanding Temperament in Infants andToddlers. 6enter on the Social and emotional "oundation for Early Learning.-The *raphics 6oreof the Dander!ilt Hennedy 6enter. Dander!ilt #niversity.

"0



Temperaments are personality which owned and !rought !y people since they

were !orn according to 6ulpepper.(> Then, avid Heirsey has defined that

@temperament is the aspect of personality concerned with emotional dispositions and

reactions and their speed and intensityG the term often is used to refer to the prevailing

mood or mood pattern of a personA.(/ %esides, Hagan argues that temperament refers to

@sta!le !ehavioral and emotional reactions that appear early and are influenced in part

!y genetic constitution.A(? "or eample, learners who are task-oriented, they will

always focus on how things happen. So, they do not mind to pay attention to listen to

the speech which is delivered !y teachers without feeling !ored. %ut, it is going to !e a

pro!lem to learners whose characteristics is looking for the fun on their learning

process. They will get !ored easily with that method.

In short, %oeroee states that temperaments are a set of recogni$a!le and

genetically rooted personality traits of people which show characteristics differences

!etween each other on their !ehaviour.(5

(> 6ulpepper, S. (55:. The Temerament Tra+ 4ecogni7ing and Accomodating Children8s

Personalities. Early 6hildhoodnews. p3+.

107 Keirse(+ . 1%%. Please &n%erstan% 'e (( . el ;ar+ CA! ro4etheus

?e4esis+ ! 2-.

10 Kagan+ :. 1%%". )alen*s Prophecy: Te+pera+ent in ,u+an ature. $asi

$oo9s. ! "0.

(5 %oeree, *eorge. 6. +5. 0ersonality Theory3 1 %iosocial 1pproach. 0sychologyepartment-Shippens!urg #niversity. p3+.

"1

http://www.britannica.com/eb/article?eu=73493&tocid=0

http://www.britannica.com/eb/article?eu=73493&tocid=0



In fact, learners= temperaments differences are linked to the learners= individual

differences in language ac'uisition according to ion and Salley.(( Since, 6hess and

Thomas consider that temperament refers to individual differences psychologically in

giving respond to something at the certain situation.((( "urthermore, )ilwers argues that

temperamet is the most fundamental thing which a!solutely related to the individual

soul which can !e easily seen !y others through acts or responses or reactions of each

person @whenever an impression is made upon the mindA, !e that impression caused !y

thought which may come up !ecause of !y thinking a!out something or !y

representation through the imagination or !y eternal stimuliA.((+

So, &ford and Ehrman in )illiam and %urden say that in order to create an

effective learning in a way to achive the successfull of the foreign language learning,

learners= individual differences of their temperaments should !e identified and well-

comprehended as the important consideration.((2

h. The &our Tem/erament

(( 0almer, M.N. +/. Temeramental and /oint Attentional Predictors of Language

Develoment . )ayne State #niversity 0ress.

111 Chess+ @ an* /ho4as+ A. 1%7.now /our 0hil%. ?ew or9+ ?! $asi

$oo9s.

((+ )ilwers, ;icholas.M.J ock, 6.(52:. The "our Temperaments.The 0llottine "athers, Inc.Milwaukee, )is.42+?.

113 )illiams, M. J %urden, B. (55/. Psychology for Language Teachers. 6am!ridge36am!ridge #niversity 0ress. p3??.

"2



Individual differences is a common view in the language learning classroom

setting. So, there must !e differences of ways of thinking to respond the language

learning condition. Each individual !rains work may respond differently to a certain

stimulus.((: In short, in order to achieve the goal of the language learning, an in!orn

effective system which may encourage learners to feel comforta!le during the language

learning process and to increase their self-knowledge awareness in order to ease them to

adapt to any situation in language learning and to adopt the new information from their

language learning is needed.

The four temperamentsG 7(8 sanguine, 7+8 choleric, 728 phlegmatic, and 7:8

melancholic are keys which may facilitate learners to solve the pro!lems in language

learning according to 1llison.((4 It is !ecause, the four temperement types may support

learners to !e aware of their strengths and weaknesses deeper to adapt the language

learning situation nicely and wisely to respond the language learning actively says

Budolf Steiner in 1llison.((> "ur thermore, according to <ara *reen, ippocrates found

that @specified !ehaviors were consistent with each particular !ody fluid and that each

person=s fluids were consistent.A((/ "or eample, the typical of 6holeric learners will

always compete with the circumstances around to !e the !est !ecause they are typical of

((: armer, C. +/. The Practice of "nglish Language Teaching ..:th Ed.0earson EducationLtd-Longman. p3 ?5.

11, Allison+ :. 201". Boys Alive! Bring Out Their Best . #re( ;e*ia. .1.

11- )&i*.+ 1

117 #reen+ <.201".)n*ivi*ualit( E4ower4ent A*voate = ResilieneE>ert..1.

"3



the goal-oriented one. %ut, it will not happen to the 0hlegmatic one, !ecause they are

typical of not goal-oriented one, they will !e a little careless to the circumstances

around them. ere are the following eplanations a!out the four temperaments3

(. Sanguine

). Choleric

0. $elancholic

1. Phlegmatic

". The Im/ortance of Tem/erament for #anguage #earn"ng

Temperament is the individual !asic way of thinking that lead to do certain

actions to !e responded. Learners must !e have their own preferences a!out how to

!ehave and to respond according to 6ulpepper.((? So, 1ldridge and 6owles argue that its

uni'ue differences lead to develop their cognitive, physical, social, and emotional to

achieve the o!ective of the language learning process successfully.((5

Through knowing the four temperament characteristics, it gives an

understanding !etween one people to each other. In language learning contet, knowing

the learners= temperament may view learner accordingly in giving a certain method to

reach the achievement of language learning. %eside, !y having an idea a!out learners=

temperaments, teacher also may !e a!le to drive learners to set their mind to !e more

focus into their learning. In language learning contet, if the teachers can view learners

accordingly, it is possi!le to set the condition in the classroom to !e more

((? 6ulpepper, S. (55:. The Temerament Tra+ 4ecogni7ing and Accomodating Children8s

Personalities. Early 6hildhoodnews. p.(.

((5 1ldridge, C. J 6owles, M. (55.The Develoment of Significance in Students through the

Accetance of Personality6 Cognitive6 and Language Differences. Education, (( 728. p3 2+2-2+4.

""



communicative and may set the learning circumstance is a!le to overcome learners=

weaknesses into an improvement of their learning !ehavior.(+

In language learning contet, foreign language learners should respond the

lessons actively to gain success on language ac'uisition. ;aturally, during the language

learning process, each learner will respond the lesson differently !etween each other.

Thus, the main consideration of the importance temperament in language learning

according to )illiam and %urden, is not only talking a!out individual differences, !ut

also it may encourage learners= to strive their learning, ena!le learners to control their

learning situation, take control of their language learning outcomes, and help them to

!ecome autonomous learner in case of inside and outside of the classroom setting.(+(

In short, 6ulpepper says that temperament is very important concept to !e

investigated to analy$e the choice of language learning strategies !ecause it takes role

as a vital and a !asic tool to thrive and develop and it may lead learners to achieve the

language learning successfully.(++ In short, having an idea a!out temperament may

facilitate learners= learning needs to support their strenghts and to overcome their

weaknesses in responding the information during the language learning contet. It

(+ Martin and eidre %o!gan. (55+. "our Temperaments, 1strology and 0ersonality Testing.East*ate 0u!lisher. Santa %ar!ara, 6alifornia.p32-4

121 )illiams, M. J %urden, B. (55/. Psychology for Language Teachers. 6am!ridge36am!ridge #niversity 0ress. p3 (? (5.

(++ 6ulpepper, S. (55:. The Temerament Tra+ 4ecogni7ing and Accomodating Children8s

Personalities. Early 6hildhoodnews.

",



makes the field of education is constantly searching for techni'ues to efficiently select

effective instructional strategies in order to differentiate instruction for students.

Since personality is a preference for !ehaviors rather than a cause of !ehavior,the instructor can use categori$ed instructional strategy types to increase the

!readth of instructional choices. #sing a wider variety of strategy typesstatistically improves the chance of finding a strategy to meet the needs of eachstudent.(+2

"or eample, Sanguine learners will always find the way out of a difficult task

not only from the @task orientedA like Melancholy learners do, !ut they will always tryto figure out from other sources which are comforta!le with them to do or complete it.

(. The Relat"onh"/ Beteen Tem/erament and the Cho"ce of $trateg% In)entor%

for #anguage #earn"ng

Temperament can !e called as a special character which specify of each person.

Temperament is a part of personality which is owned naturally and !rought to the world

since people were !orn says Susan 6ulpepper.(+: Belated to the education field,

recogni$ing the way of learners= uni'ue !ehavior which are different !etween each

other during the language learning process takes an important role to accept their uni'ue

according to 1ldridge.(+4 Since, 6hess and Thomas say that learners will !ehave or

(+2 Matthew errick. +((. O0ersonality TemperamentPs Influence on Instructional StrategyType Selection !y ;e!raska and Iowa igh School %and irectors in a 6oncert %and SettingO7Canuary (, +((8. "TD collection for University of 9ebras&a : Lincoln. 0aper 11I2:>4(>?. p.+.

(+: 6ulpepper, S. (55:. The Temerament Tra+ 4ecogni7ing and Accomodating Children8s

Personalities. Early 6hildhoodnews.

12, Al*ri*ge+ :. 1%%3.Self5Estee4! Loving (ourself at ever( age.$ir4ingha4+ AL! o>a.

"-



respond emotionally to the new knowledge and information with the certain language

learning strategies !ased on their own temperament.(+>

%eside, Thomas and 6hess argue that learners will !e easier for achieving their

o!ectives as the result of language learning process, if learners= temperament and

environment run altogether.(+/ "urthermore, Mc6lowry, Snow, and Tamis-LeMonda

consider that the applied strategy inventory for language learning will !e effectivelly

and efficiently suit to learners= own temperament.(+? "or eample, Sanguine learners

will get a trou!le in memori$ing the tet, speech, or a conversation to !e practiced or to

!e performed, !ut it will not happen to Melancholy learners who are typical of task-

oriented one. It is to say that achieving success of the language learning will !e !ased

on learners= own temperament which may guide them to choose a fit strategy inventory

for language learning they prefer and they are convenient emosionally.

1ccording to Ehrman, the choice of learning strategies during the language

learning process can !e seen from their own styles which includes temperament

characteristics of personality in it.(+5 &ford considers that learning strategies can !e

effectively used conveniently for the learning process with the particular learners=

12- Chess+ @. an* /ho4as+ A. 1%7.Know (our hil*. ?ew or9+ ?! $asi

$oo9s.

(+/ Thomas, 1., J 6hess, S. (5//.Temperament and development. ;ew ork3%runner9Ma$el.The Temperament Trap3 Becogni$ing and 1ccommodating 6hildrenPs 0ersonalities.

(+?Mc6lowry, S. *., Snow, . L, and Tamis-LeMonda, 6. S. 7+48. 1n evaluation of theeffects of I;SI*TS on the !ehavior of inner-city primary school children. Cournal of 0rimary0revention, +>. with kind permission from Springer Science and %usiness Media. p3 4>/-4?:.

"7

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2846651/#R45





temperament characteristics of personality awareness.(2 Since, @the choice of learning

strategies are highly individuli$ed and personali$edA.(2( It goes without saying, learners=

temperament characteristics of personality and strategy inventory for language learning

are mutualism to gain success in language learning. Since for the foreign language

learners, !y having knowledge and !eing aware of their strengths and weaknesses and

having @awareness of language learning strategies which are the most relevant to an

individual=s own set of foreign or second language needsA(2+ says &ford, may !ridge

learners for achieving the o!ectives of the language learning.

C. Conce/tual &rameork

There are many pro!lems are faced !y foreign language learners to ac'uire the

targeted language-like English. Most of them do not have any !asic idea how to solve

those pro!lems. 1lthough they have a great willingness to learn language, still, if they

do not know their strengths and weaknesses, the strategy use of language learning

strategies, it is going to !e difficult for them to reach the goal of the targeted language

(+5 Ehrman, M.E. et.al. +2. A ,rief ;verview of !ndividual Differences in Second Language

Learning. "oreign Service Institute, #S epartment of States. 0ergamon3 )ashingtonn 6,#S1. Elsevier Ltd. p3 2(4.

130 )&i*+ 31,.

(2( &ford, B.L.(5?/.evelopment and 0sychometric Testing of the Strategy Inventory forLanguage Learning 7SILL8. Instructional Technology Systems Technical 1rea-Training BesearchLa!oratory.-#S.1BM Besearch Institute for the %ehavioral and Social Scinces.Hinton.Inc. p3+.

(2+ &ford, B.L.(5?/.evelopment and 0sychometric Testing of the Strategy Inventory for Language Learning 7SILL8. Instructional Technology Systems Technical 1rea-Training BesearchLa!oratory.-#S.1BM Besearch Institute for the %ehavioral and Social Scinces.Hinton.Inc. p3+.

"



easily. In language learning classroom, the fact that should !e reali$ed and recogni$ed

well that individual differences are always eist. It means that learners= mood in doing a

set of !ehaviors may !e different !etween each other. So, it makes the process and

inventory of learners in ac'uiring language related to the way how they move, do, react,

and respond must !e different !etween each other. It is to say that the way on !ehaving

during the language learning process are !ased on individuals !rain=s work which

genetically-rooted.

"rom the previous paragraph, in language learning contet, it is important that

learners need to recogni$e their in!orn temperament characteristics or personality which

may influence to their mood to !e matched with the use of an appropriate strategies

inventory for language learning they are comforta!le with in manipulating task in hand

during the language learning process for achieving o!ectives of language learning. It is

reasona!le, since a learners with a certain in!orn characteristics will move, react and

respond naturally of their own. In short, in language learning contet, learners with

different temperament characteristics will choose different strategies inventory for

language learning that may ease them for achieving goals.

Through this essence, this research is going to investigate !oth learners=

temperament characteristics of personality and the strategy inventory for language

learning, preferences and to reveal whether there is any relationship !etween learners=

temperament characteristics of personality and the strategy inventory for language

learning or not.

D. H%/othe"

"%



%ased on the theoretical framework, the hypothess of this research are3

Ho0 There is no relationship !etween learners= temperament characteristics of

personality and the the choice of strategy inventory for language learning preferences.

Ha3 There is relationship !etween learners= temperament characteristics of personality

and the choice of strategy inventory for language learning, preferences.

CHAPTER III

+ETHOD O& THE RE$EARCH

In this chapter, the researcher shows the research method which consists of thesetting of the study which involve place and time of the research, research design,

population and sample, data collecting techni'ue, research instruments, data analy$ing

techni'ue, and the statistical hypothesis.

A. $ett"ng of the Reearch

,0



In this part, the researcher discussed a!out the place where the researcher did the

research and the time when the researcher did the research.

!. Place of the Reearch

This research was carried out at the Muhammadiyah #niversity of Tangerang at

Cl. 0erintis Hemerdekaan I, ;o. 22 6ikokol Hota Tangerang. The #niversity of

Muhammadiyah Tangerang was chosen !ecause there were many students who learn

English !ut they still did not have any idea a!out the language learning strategies which

were appropriate for maintaining their strengths and overcoming their weaknesses !ased

on their temperament characteristics of personality. %eside, most of learners are workers

who sometimes and usually need English at the workplace.

1. T"me of the Reearch

Then, this research is going to !e conducted during the first semester in +(:9

+(4 academic year. Then, it is predicted during the first semester of the course and it

will !e in ;ovem!er.

N

OACTI2ITIE$ 3U#4 OCTOBER

NO2E+BE

R

DECE+BE

R

! 1 5 6 ! 1 5 6 ! 1 5 6 ! 1 5 6

( Bevising the thesis proposal

+ Sampling 0rocess and deciding

,1



the participants of the research

2

Informing the students which

will !e the participants of theresearch

:0reparing the 'uestionnaires of the research

4*etting agreement fromadvisors and eaminers to startto run the research

>0lanning and preparing to testthe validity and relia!ility of research instruments

/ elivering the Temperament6haracteristics of 0ersonalityand SILL Nuestionnaires

?6alculating the validity and therelia!ility of the Instruments

50lanning and preparing to do theresearch

(

oing the research throughdelivering the Temperament6haracteristics of 0ersonalityand SILL 'uestionnaires

(( Identify the result of the'uestionnaires

(+6alculating the data of theresearch

B. Reearch De"gn

%asically, this research is a kind of a 'uantitative research. Since, this research is

going to esta!lish relationship !etween learners= temperament characteristics of

personality and strategy inventory for language learning. In order to run this research

smoothly in a way to find out the answer of the research 'uestions, random sampling is

going to !e used !y researcher to select a particular samples to !e representative from

the population in random at the "aculty of Economy, #niversity of Muhammadiyah

Tangerang.

,2



1s mentioned at the previous chapter that temperament characteristics and

learning strategies are two fundamental factors to lead success of learning, so, the

researcher is going to use two 'uestionnaires as the instruments of the research to !e

delivered. "irst, 0ersonality Nuestionnaires which was adapted from "lorence Littauer

will !e used !y the researcher to consider learners= temperament characteristic.

The personality 'uestionnaire from "lorence Littauer was adopted !ecause the

researcher would like to ease the participants in choosing the temperament

characteristics of their own personality. It is adopted with the way of giving the

translation in Indonesia. In this contet, the highest total num!er of each column is

considered as the temperament characteristics of the participants= personality whether

they are Sanguine, 6holeric, Melancholy, or 0hlegmatic.

Then, the second instrument is Strategy Inventory for Language Learning

7SILL8 Nuestionnaires developed !y &ford. It is going to !e used to see what

strategies are used and fit to certain learners= temperaments. Those instruments are

going to !e used !ecause !oth validity and relia!ility have !een eamined and !oth

'uestionnaires also have already used !y many researchers around the world. Still, in

this research, the researcher also will calculate the validity and the relia!ility of the

Strategy Inventory for Language Learning.

The Strategy Inventory for Language Learning was adopted !ased on the

original one that !elongs to Be!ecca L. &ford. The result of the 'uestionnaire can

show the most dominant strategies that commonly used and fit to a certain temperament

characteristics of personality during the language learning process whether Sanguine or

,3



6holeric or Melancholy or 0hlegmatic are dominantly used and fit to Memory

Strategies, 6ognitive Strategies, 6ompensation Strategies, Metacognitive Strategies,

1ffective Strategies, or Social Strategies.

1fter that, the researcher is going to calculate the hypothesis test which is

carried out in order to see if there is any relationship !etween learners= personality

!ased on their temperament and the choice of the strategy inventory for language

learning, !y using the 6hi-s'uared 7χ+8 test. The pattern of relationships among

varia!les in this research can !e depicted as follows3

C. Po/ulat"on and $am/le

!. Po/ulat"on

The population of the research are the students at the "aculty of Economy,

#niversity of Muhammadiyah Tangerang who come from different maors. They are

#ndergraduate students of Management, #ndergraduate students of 1ccountancy, and

the students of iploma 2 of 1ccountancy maor. The total num!er of population are

around 2 students. The reason which makes the researcher interested in choosing the

population is that they are not in English department. It means that the role of

,"



temperament as their genetic neurological personality may provide the needs of

language learning strategies which can work naturally and effectivelly during their

language learning activities !oth, in the classroom setting and outside the classroom

setting.

1. $am/le

In order to make the result of the research more accurate, so, the researcher is

going to take as many samples as possi!le. In this research, the total num!er of the

sample will !e around 2(+ students. The num!er of participants are taken !ased on the

calculation of The !saac and $ichael table with 4Q level of error from the total

num!ers of population.

,,

1st YEAR : + 600

2nd YEAR : + 500

3rd YEAR : + 300S1 -

4th YEAR : + 150

1st YEAR : + 600

3rd YEAR : + 300

2nd YEAR : + 500S1 -

4th YEAR : + 150

1st YEAR : 60

3rd YEAR : 50

2nd YEAR : 503 -



1nd the participants will !e chosen !y using simple random sampling !ecause

the population have already got the eperience in learning English at the first year of

their study. So it makes each of them has an e'ual and independent chance to !e

selected as the sample or participant of the research. %eside, this research will take a

large num!er of participants. So, simple random sampling is fit to o!tain the sample

representative of the population.

Note0

ome of them "ll be taken a /art"c"/ant

all of them "ll not to be taken a /art"c"/ant 7becaue the% concern

to the"r reearch8

D. Data Collect"ng Techn"9ue

,-

1st YEAR : + 600

2nd YEAR : + 500

S1 -3rd YEAR : + 300

4th YEAR : + 150

S1 - 2nd YEAR : + 500

1st YEAR : + 600

3rd YEAR : + 300

4th YEAR : + 150

3 - 2nd YEAR : 50

1st YEAR : 60

3rd YEAR : 50



In order to gather the data needed, the researcher will deliver Temperaments

0ersonality Nuestionnaires which was designed !y "lorence Littauer. it can support

learners to !e aware of their strengths and weaknesses deeper to adapt the language

learning situation nicely and wisely to respond the language learning actively says

Steiner in 1llison.(22 It is going to !e done !ecause the researcher is going to investigate

learners= personality !ased on their temperaments, whether they are 0opular Sanguine,

0owerful 6holeric, 0erfect Melancholy, or 0eaceful 0hlegmatic. %ut perhaps, there is

possi!ility of another result after delivering the 0ersonality Nuestionnaires to learners.

That is, if the result is not significantly, clearly, and dominantly seen on one typical

temperament to each learner, so, learners personality !ased on their temperaments will

!e mied. 1s found !y "lorence Litteaur and Bose Sweet, they will !e Melancholy-

0hlegmatic, Sanguine-0hlegmatic, Sanguine 6holeric, 6holeric-Melancholy, 6holeric-

Sanguine, 0hlegmatic-Melancholy.(2:

In this case, the researcher is going to find out the most temperement they have.

Then, in order to consider the indicator of their temperament is the total num!er in each

colomn of temperament which eists in the 'uestionnaires.The most significant total

num!er in the temperament characteristics coloumn is the temperament characteristics

of each learner.

Then, the net step is that the researcher is going to deliver the Strategy

Inventory for Language Learning Nuestionnaires 7SILL Nuestionnaires8 to the

133 Allison+ :. 201". Boys Alive! Bring Out Their Best . #re( ;e*ia. !1.

(2: Littauer,". and Sweet, B. +((. Personality Plus at -or&+ %ow to -or& Successfully with

Anyone. %aker 0u!lishing *roup-*reen 0ress Initiative. p3?.

,7



participants or samples of the research. In this section, the researcher is going to see

a!out the learners= !ehaviour or strategies that is naturally chosen and fit during the

language learning process, whether they are comforta!le with the use of Memory

Strategies, 6ognitive Strategies, 6ompensation Strategies, Metacognitive Strategies,

1ffective Strategies, or Social Strategies.

E. Reearch Intrumet

!. The $trateg% In)entor% for #anguage #earn"ng 7$I##8 'uet"onna"re

The first instrument that is going to !e used in this research is the Strategy

Inventory for Language Learning 7SILL8 Nuestionnaires that is developed !y Be!ecca

L. &ford in (5?5. The 'uestionnaires is a kind of structured-'uestionnaires which its

answer=s choices have !een availa!le in the form of Likert scale (-4. 1nd it is going to

,

e!"#er"n$ %ers&n'!"t(

*dent"( E',h e'rner.s Te/r'/ent

e!"#er"n$ Str'te$( *n#ent&r( &r

*dent"( E',h e'rner.s Str'te$( *n#ent&r( &r



!e well contri!uted tool to decide the choice of learners= strategy use in language

learning. The reason of choosing Strategy Inventory for Language Learning is !ecause

it can make learners are a!le to construct their learning process. (24

a. Conce/tual Def"n"t"on of the $trateg% In)entor% for #anguage #earn"ng 7$I##8

'uet"onna"re

6onceptually, in this research the Strategy Inventory for Language Learning

7SILL8 'uestionnaires is defined as a tool which provides valua!le reference guide of

self report that can !e affected directly to learners practically, in order to achieve

success of the language learning through choosing the choice of the most effective and

efficient learning strategies for second or foreign language learners. (2>

In %ehna$ 1shraf *anooei and 1li Bahimi in Language Learning Strategy #se

for E"L E-Learners and Traditional Learners %ar-am says that,

due to recent changes in the education system and new challenges and demands6

there has been the need for awareness of the necessity to imrove the

rearation of students for roductive functioning in the continually changing

and highly demanding environment.(0<

(24 %rown, .+((.Teaching !y 0rinciples. 1n Interactive 1pproach to Language 0edagogy.+nd.Ed. Longman. p3+?.

(2> &ford, B. and ;yikos, M. (5?5. The $odern Language /ournal. Dol./2. The ModernLanguage Cournal. p3?.

(2/ *anool, %.1 and Bahimi, 1. +(:. Language Learning Strategy #se for E"L E-Learnersand Traditional Learners.Iran.p3:

,%



b. O/erat"onal Def"n"t"on of the $trateg% In)entor% for #anguage #earn"ng

7$I##8 'uet"onna"re

&perationally, the Strategy Inventory for Language Learning 7SILL8

Nuestionnaires is defined as the choice of learners= language learning strategies that is

o!tained from the participants of the research through answering the Strategy Inventory

for Language Learning 7SILL8 Nuestionnaires.

c. Blue Pr"nt of the The $trateg% In)entor% for #anguage #earn"ng 7$I##8

'uet"onna"re

In this research is the Strategy Inventory for Language Learning Nuestionnaires

is consits of 4 num!ers which are separated into si parts and indicate types of

strategies in learning English. The si parts are mentioned as follows3

0art 1 - Memory Strategies 3 Nuestions ;o. ( - 5

0art % - 6ognitive Strategies 3 Nuestions ;o. ( - +2

0art 6 - 6ompensation Strategies 3 Nuestions ;o. +: - +5

0art - Metacognitive Strategies 3 Nuestions ;o. 2 - 2?

0art E - 1ffective Strategies 3 Nuestions ;o. 25 - ::

0art " - Social Strategies 3 Nuestions ;o. :4 - 4

1nd the participants will choose and answer each item of the strategies

inventory for language learning 'uestionnaires !y using scale or rank (4 with the

eplanations of each scale or rank as follows3

-0



Score ( 3 ;ever or almost never true of me

Score + 3 #sually not true of me

Score 2 3 Somewhat true of me

Score : 3 #sually true of me

Score 4 3 1lways or most always true of me.

1nd the result profile of average score of SILL will tell how often the kinds of

strategies that learners use for learning English. 1nd the key to understanding of the

SILL average score as follow3

1lways or almost always used 3 :.4 to 4.

#sually used 3 2.4 to :.:

Sometimes used 3 +.4 to 2.:

*enerally not used 3 (.4 to +.:

;ever or almost never used 3 (. to (.:

d. 2al"d"t% of the $trateg% In)entor% for #anguage #earn"ng 7$I##8

'uet"onna"re

-1



In this research, the Strategy Inventory for Language Learning 7SILL8

Nuestionnaires has already valid !ecause this 'uestionnaires which developed !y

Be!ecca L. &ford @has now !een used with learners in a num!er of different countries

including the #S, and proven to !e eceptionally enlightenning to learners as they are

eposed, perhaps for the first time, to so many different strategic optionsA according to

%rown.(2? Then, it is also @the !est and the most comprehensiveA(25 from any other

instruments. %esides, Salime Ta!anlioglu shows the fact that SILL=s relia!ility is highly

relia!le instrument and the content of the SILL instrument is determined highly valid !y

the professional udgement.(:

1. The Peronal"t% 'uet"onna"re

a. Conce/tual Def"n"t"on of the Peronal"t% 'uet"onna"re

The 0ersonality Nuestionnaires is conceptually defined as a tool which may lead

learners have an idea a!out their temperament characteristics that consists of their

strenghts and weaknesses. So, the researcher !elieves that !y adopted the 0ersonality

Nuestionnaires from "lorence Littauer, it can support learners to !e aware of their

strengths and weaknesses deeper to adapt the language learning situation nicely and

wisely to respond the language learning actively says Budolf Steiner in 1llison.(:(

(2? %rown, .ouglas. +(. Teaching !y 0rinciples 1n Interactive 1pproach to Language0edagogy. +nd Ed. 1ddison-)esley, Inc. p3 +(5.

13% )&i*+. 21%.

(: Ta!anlioglu, S. +2. The 4elationshi between Learning Styles and Language Learning

Strategies of Pre:!ntermediate "AP Students. Middle East Technical #niversity.

1"1 Allison+ :. 201". Boys Alive! Bring Out Their Best . #re( ;e*ia. !1.

-2



%eside, according to <ara *reen, ippocrates found that @specified !ehaviors were

consistent with each particular !ody fluid and that each person=s fluids were

consistent.A(:+

b. O/erat"onal Def"n"t"on of the Peronal"t% 'uet"onna"re

The 0ersonality Nuestionnaires is operationally defined as as the choice of

learners= temperament characteristics that is gained from the participants of the research

through answering the 0ersonality Nuestionnaires.

c. Blue Pr"nt of the Peronal"t% 'uet"onna"re

In this research is the 0ersonality Nuestionnaires is consits of (> adectives

words of : option num!ers which divided into two categories as follows3

Strengths 3 The first ;o. ( +

)eaknesses 3 The second ;o. ( - +

"rom those : num!ers, each num!er is consists of four optional adectives words to !e

chosen through put down checklist 7R8 or the cross sign 78 that most often applies

learners= personality. The 0ersonality Nuestionnaires is adopted from "lorence Littauer

and may !e a reference guide self report that indicates learners= temperament

characteristics, whether they are the 0opular Sanguine, the 0owerful 6holeric, the

0erfectionist Melancholy, and the 0eaceful 0hlegmatic.

1"2 #reen+ <. 201".)n*ivi*ualit( E4ower4ent A*voate = Resiliene

E>ert.! 1.

-3



d. 2al"d"t% of the Peronal"t% 'uet"onna"re

In this research, the 0ersonality Nuestionnaires has already valid and relia!le

!ecause this 'uestionnaires which designed !y "lorence Littaeur has !een used !y many

people around the world suuccessfully in the scope of !usiness area, workplace, and

education field, in order to indicate of learners= temperament characteristics.

&. Data Proce"ng and Anal%:"ng Techn"9ue

The researcher is going to analy$e the data and compare the result to a standard

ta!le figure. This research carries out a formal hypothesis test at (Q significance of the

chi-s'uared test. 1nd the steps are as !elow3

(. "irst, the researcher states ;ull ypothesis, , 7that of no relationship8 and

1lternative ypothesis, (.

+. Second, record o!served fre'uencies, f o, in each cell of the contingency ta!le.

2. Third, calculating row, column and grand totals.

:. Then, calculating epected fre'uency, f h, for each cell 3 7row total column total89

grand total 7In this case, no epected fre'uency should !e less than ( and the

num!er of epected fre'uencies !elow 4 should not !e over +Q of the total num!er

of cells. &therwise the test is invalid.8

4. "ind critical value from chi-s'uare ta!le, as appended, with 7r - (8 × 7c - (8degrees of freedom where r and c are the num!er of rows and columns respectively.

>. 6alculating test statistic3 χ+ ∑i−1

k ( fo−fh )²fh

-"



/. 6ompare the two values and conclude whether the varia!les are shaving

relationships or not with the degree of relationship.

;. $tat"t"cal H%/othe"

In this part the researcher is going to tell the statistical hypothesis after the

research is completed. Then, for the degree of relationship and the eplanations are as

follow3

(. o is reected and a is accepted if the value of χ+count χ

+ta!le

+. a is reected and o is accepted if the value of χ+count U U χ+

ta!le

CHAPTER I2

RE$U#T$ O& THE DATA ANA#4$I$ AND DI$CU$$ION$

-,



This chapter presents all the data gained from the answers of 0ersonality

Nuestionnaires and Strategy Inventory for Language Learning Nuestionnaires which

had !een delivered to the participants of the research. The data shows the relationships

!etween learners= temperament characteristics of personality and the strategy inventory

for language learning.

A. Decr"/t"on of the Data!. The &re9uenc% of Tem/erament Character"t"c of Peronal"t%

In this part, the researcher descri!es the gained data of the research data a!out

Temperament 6haracteristics as seen in Ta!le (.(, where Sanguine 6haracteristic is

represented !y (, 6holeric 6haracteristic is represented !y +, Melancholic

6haracteristic is represented !y 2, and 0hlegmatic 6haracteristic is represented !y :.

Table 1.1. Temperament Characteristics of Personality

Frequency Percent Valid Percent Cumulative Percent

Valid

1,00 8 !8," !8," !8,"

!,00 "# 1$,% 1$,% #",8

%,00 "0 1&,0 1&,0 &1,

#,00 11 %8,1 %8,1 100,0

Total %1! 100,0 100,0

1ccording to Ta!le (.( a!ove which is presented a!out the fre'uency of the

participants= characteristics from the learners at the "aculty of Economy, #niversity of

Muhammadiyah Tangerang shows that ?5 of 2(+ participants are Sanguine. Its

percentage is a!out +?.4Q. Then, the ta!le a!ove also shows that there are 4: learners

--



are 6holeric. Its percentage is a!out (/.2Q. The net information can !e seen is, 4 of

2(+ are typically Melancholic learners. It is the same as (>Q of 2(+ participants. The

last, ((5 learners of 2(+ are typically having 0hlegmatic characteristic and it is a!out

2?.(Q. In short, 0hlegmatic characteristic is the most dominant one of all.

Therefore, the gained fre'uency of each temperament characteristics from 2(+

participants of learners at the "aculty of Economy, #niversity of Muhammadiyah

Tangerang is drawn in the histogram as follow.

1. The &re9uenc% of

$trateg%

In)entor% for

#anguage

#earn"ng

In this part, the

researcher descri!es

the gained data of the

research data a!out the

chosen Strategy

Inventory for Language Learning in

order to encourage learners at the "aculty of Economy, #niversity of Muhammadiyah

Tangerang as foreign language learners as seen in Ta!le (.+, where Memory Strategies

is represented !y (, 6ognitive Strategies is represented !y +, 6ompensation Strategies is

-7



represented !y 2, Metacognitive Strategies is represented !y :, 1ffective Strategies is

represented !y 4, and Social Strategies is represented !y >.

Table 1.!. 'trate(y )nventory for *an(ua(e *earnin(

Frequency Percent Valid Percent Cumulative

Percent

Valid

1,00 #& 1#,$ 1#,$ 1#,$

!,00 !" 8,0 8,0 !!,8

%,00 $0 !!,# !!,# #",!

#,00 #& 1#,$ 1#,$ ",

",00 8$ !$, !$, 8$,8

&,00 %8 1!,! 1!,! 100,0

Total %1! 100,0 100,0

1ccording to Ta!le (.+, there are :> learners or (:./Q of 2(+ learners at the

"aculty of Economy, #niversity of Muhammadiyah Tangerang are comforta!le to use

Memory Strategies to encourage them in learning English as a foreign language. Then,

learners who like to use 6ognitive Strategies when they learn English are +4 learners or

?Q learners of 2(+. The net gained information from the ta!le a!ove shows that /

learners or ++.:Q learners are fit to use 6ompensation Strategies to support them when

they learn English. Then, in order to ease :> learners or (:./Q learners of 2(+ in

learning English, Metacognitive Strategies are chosen. 1fter that, learners who like to

use 1ffective Strategies to ease them in learning English as a foreign language, there are

?/ learners or +/.5Q learners of 2(+. The rest 2? learners or (+.+Q learners 2(+

-



participants at the "aculty of Economy, #niversity of Muhammadiyah Tangerang

choose Social Strategies to encourage their achievement in learning English. In short,

1ffective Strategies are the most dominant strategies that is mostly chosen !y learners

at the "aculty of Economy, #niversity of Muhammdiyah Tangerang. Then, the

following is the histogram of the gained data of Strategy Inventory for Language

Learning as the representative of Ta!le (.+ a!ove.

5. The Percentage of Tem/erament Character"t"c of Peronal"t% and $trateg%

In)entor% for #anguage #earn"ng

In this part, the researcher descri!es the gained data a!out the relationship

!etween Temperament 6haracteristics of 0ersonality 7Sanguine, 6holeric, Melancholic,

and 0hlegmatic8 and Strategy Inventory for Language Learning 7Memory Strategies,

6ognitive Strategies, 6ompensation Strategies, Metacognitive Strategies, 1ffective

Strategies, and social strategies8 of the learners at the "aculty of Economy, #niversity

of Muhammadiyah Tangerang.

The ta!le descri!es the percentage a!out how really common the certain

strategies used !y the certain temperament characteristics. The temperament

characteristics are at the rows of the ta!le which are coded !y ( as Sanguine

characteristic, + as 6holeric characteristic, 2 as Melancholic characteristic, and : as

0hlegmatic characteristic. Then, Strategy Inventory for Language Learning are put at

the columns of the ta!le which are coded !y ( as Memory Strategies, + as 6ognitive

Strategies, 2 as 6ompensation Strategies, : as Metacognitive Strategies, 4 as 1ffective

Strategies, and > as Social Strategies. The ta!le is as seen as follow.

-%



70



Table %.1.

Temperament Characteristics of Personality + 'trate(y )nventory for *an(ua(e *earnin( Crosstabulation

Strategy Inventory for Language Learning Total

1,00 2,00 3,00 4,00 5,00 6,00

Temperament Characteritic

of !eronality

1,00

Count 11 !1 !8 11 8

"#pecte$ Count 1%,1 $,1 !0,0 1%,1 !#,8 10,8 8,0

% &ithin Temperament

Characteritic of !eronality

1!,# 10,1 !%,& 10,1 %1," 1!,# 100,0

% &ithin Strategy Inventory for

Language Learning

!%, %&,0 %0,0 1,& %!,! !8, !8,"

% of Total %," !, &,$ !, ,0 %," !8,"

'$(ute$ )ei$ual -,8 , ,% -1," , ,1

!,00

Count & " 1! 1" $ "#

"#pecte$ Count 8,0 #,% 1!,1 8,0 1",1 &,& "#,0



11,1 ,% !!,! 1&,$ !$,8 1%,0 100,0


Language Learning

1%,0 !0,0 1$,1 1,& 1$,! 18,# 1$,%

% of Total 1, 1,& %,8 !, #,8 !,! 1$,%

'$(ute$ )ei$ual -,8 ,# ,0 ,# ,0 ,!

%,00

Count 8 " 8 10 11 8 "0

"#pecte$ Count $,# #,0 11,! $,# 1%, &,1 "0,0



1&,0 10,0 1&,0 !0,0 !!,0 1&,0 100,0

71




Language Learning

1$,# !0,0 11,# !1,$ 1!,& !1,1 1&,0

% of Total !,& 1,& !,& %,! %," !,& 1&,0

'$(ute$ )ei$ual ,% ,& -1,! 1,1 -1,0 ,

#,00

Count !1 & ! 18 %% 1! 11

"#pecte$ Count 1$," ," !&,$ 1$," %%,! 1#," 11,0



1$,& ",0 !#,# 1",1 !$,$ 10,1 100,0


Language Learning

#",$ !#,0 #1,# %,1 %$, %1,& %8,1

% of Total &,$ 1, ,% ",8 10,& %,8 %8,1

'$(ute$ )ei$ual 1,1 -1," ,& ,1 ,0 -,

Total

Count #& !" $0 #& 8$ %8 %1!

"#pecte$ Count #&,0 !",0 $0,0 #&,0 8$,0 %8,0 %1!,0



1#,$ 8,0 !!,# 1#,$ !$, 1!,! 100,0


Language Learning

100,0 100,0 100,0 100,0 100,0 100,0 100,0

% of Total 1#,$ 8,0 !!,# 1#,$ !$, 1!,! 100,0

72



1ccording to Ta!le 2.(, there are ?5 learners or +?.4Q learners of all are having

Sanguine characteristics. They are divided !ased on the common strategies they usually

use when they are learning English. There are (( learners or (+.:Q learners of ?5

Sanguine use Memory Strategies and 5 learners or (.(Q learners are usually use

6ognitive Strategies. Then, according to Ta!le 2.(, +( learners or +2.>Q are fit to use

6ompensation Strategies in learning English and 5 learners (.(Q are commonly use

Metacognitive Strategies. The last information from the ta!le a!ove shows that +?

learners or 2(.4Q learners are identified that in order to encourage them in learning

English, 1ffective Strategies is the most comforta!le one and (( learners or (+.:Q of ?5

Sanguine like to use Social Strategies to support their English learning.

Then, the ta!le a!ove also shows that there are 4: learners or (/.2Q learners of

all are typically 6holeric. They are different in using strategies to support their English

learning. 1s seen on Ta!le 2.(, > learners or ((.(Q learners are comforta!le to use

Memory Strategies and 4 learners or 5.2Q learners feel comforta!le to use 6ognitive

Strategies in their English learning. Then, there are (+ learners or ++.+Q learners of 4:

6holeric are fit to use 6ompensation Strategies and 5 learners or (>./Q learners are

common with Metacognitive Strategies. The ta!le a!ove also shows that (4 learners or

+/.?Q learners of the overall 6holeric like to use 1ffective Strategies to encouragethem in learning English and / learners or (2.Q learners are fit to use Social

Strategies.

1fter that, the ta!le shows that there are 4 learners or (>.Q learners of all are

characteri$ed as Melancholic. There are ? learners or (>.Q learners who are typically

Melancholic are usually use Memory Strategies in learning English and 4 learners or

73



Strategies with the percentage are (5.>Q and +2.5Q. It can !e seen that the percentage

result are not significantly different.

Then, the ta!le a!ove shows that 6holeric learners commonly use all strategies

which descri!es that 6ognitive Strategies with the percentage is +.Q, Metacognitive

Strategies with the percentage is (5.>Q, Social Strategies with the percentage is (?.:Q,

1ffective Strategies with the percentage is (/.+Q, 6ompensation Strategies with the

percentage is (/.(Q and Memory Strategies with the percentage is (2.Q. In short,

there is no significant percentage may show that 6holeric learners use certain strategies

dominantly.

Therefore, according to Ta!le 2.( a!ove, there are three strategies are usually

used !y Melancholic with the percentage of each of strategies are +(./Q Metacognitive

Strategies, +(.(Q Social Strategies, and +.Q 6ognitive Strategies. Then, the ta!le

a!ove also descri!es that sanguine seldom to use 6ompensation Strategies and 1ffective

Strategies with the percentage are ((.:Q and (+.>Q. It can !e seen that the percentage

result are not significantly distinguish what strategies is the most dominantly used !y

genetically Melancholic learners.

The last, the gained result data from Ta!le 2.( shows that 0hlegmatic learners

seldom to use 6ognitive Strategies when they learn English with percentage is +:.Q.The percentage shows that 6ognitive Strategies is the smallest percentage of all

strategies.

In short, from overall data concludes that there is no certain temperament

characteristics !etween Sanguine, 6holeric, Melancholic, and 0hlegmatic learners are

characteri$ed to use certain strategies in learning English. %ut, there is only one fact that

7,



is clearly seen that 0hlegmatic genetically learners seldom to use 6ognitive Strategies to

encourage them in learning English.

B. D"cu"on

1ccording to the hypothesis that have done, it was found that there is no

relationship !etween learners= temperament characteristics of personality and the

strategy inventory for language learning at the "aculty of Economy, #niversity of

Muhammadiyah Tangerang in +(:9 +(4 academic year. The followings are the

further discussion of the research finding.

In this discussion, the gained data descri!es a!out the relationship !etween

Learners= Temperament 6haracteristics of 0ersonality and the Strategy Inventory for

Language Learning !y showing the 6hi S'uare test ta!le and the Symmetric Measures

ta!le which consists of value and 6ramer=s D value that shows whether there is anysignificant relationship !etween Learners= Temperament 6haracteristics of 0ersonality

and the Strategy Inventory for Language Learning or not. Then, the 6hi S'uare test

ta!le and the Symmetric Measures ta!le are as seen as follow.

Table ".1 Chi-'quare Tests

Value f /symp. 'i(. !-sided

!earon Chi*S+uare ,%""a 1" ,8"8

Lielihoo$ )atio ,&81 1" ,8%

Linear*-y*Linear 'ociation ,"&0 1 ,#"#

.c/emar*o&er Tet . . .b

/ of ali$ Cae %1!

7-



1ccording to the ta!le 4.(, it can !e seen that the 6hi S'uare 7χ+8 value is 5,

242. Then, the ta!le a!ove also shows the degree of freedom is (4. The value in 6hi

S'uare ta!le with the degree of freedom 7df8 (4 is +:.55>. The result that has !een

gotten in this research means that χ+count 75.2448 χ

+ta!le 7+:.55>8. In short, it is going to

say that there is no relationship !etween Temperament 6haracteristics of 0ersonality

and Strategy Inventory for Language Learning.

Then, according to the Ta!le 4.+, it can !e seen that the 6ramer=s value is .(

and the -value is .(/2 with the level of significance in this research is 4Q. In short, it

can !e stated that there is no significant relationship !etween Temperament

6haracteristics of 0ersonality and Strategy Inventory for Language Learning. The

Symmetric Measures as seen as follow.

Table ".!. 'ymmetric 2easures

Value /ppro3. 'i(.

4ominal by 4ominal

Phi ,1$% ,8"8

Cramer5s V ,100 ,8"8

Contin(ency Coefficient ,1$1 ,8"8

4 of Valid Cases %1!

The result of the study according to the two ta!les a!ove which found that there

is no relationship !etween learners= temperament characteristics and the strategy

inventory for language learning is in line with the two previous research that was

carried out !y ughen!augh, avid, Lynda and aniel in ++ which tried to

77



investigate whether learners with their difference in!orn personality types produce more

or less convenient with the given course. The research was done to (:> participants=

college students of the 6ollege Education maor at the #niversity of South 1la!ama.

The result was there is no relationship !etween learners preferences with course given

and learners= difference in!orn personality.(:2.

"urthermore, the result of this study is also in line with the research that was

carried out !y Sharp in +? to ( voluntary college students in ongkong. e

investigated personality differences !y using Myers %riggs Type Indicator and strategy

use !y using Strategy Inventory for language learning. %ut the result shows that there is

no relationship !etween personality differences and strategy use.(::

1ccording to the theory, the result of this study which investigated a!out the

relationship !etween learners= temperament characteristics of personality and the

strategy inventory for language learning at the "aculty of Economy learners, #niversity

of Muhammadiyah Tangerang is in line with Skinner who says that learning language

does not depend on the genetic factors, !ut it depends on the environment which may

encourage learners !ehave on the language they are learning.(:4 Then, according to

(:2 Bichard aughen!augh, avid Ensminger, Lynda "rederick, and aniel Surry. ++. oes0ersonality Type Effect &nline Dersus In-6lass 6ourse SatisfactionF. #niversity of South1la!ama. EB. p3(-(+.

(:: 1lain Sharp. +(2. Eam 6ulture and Suicidal %ehavior among oung 0eople.Dol.2(.;o.(.Education and ealth. SE#.ongkong. p3(-4.

(:4 Marion )illiams and Bo!ert L. %urden. +/. 0sychology for Language Teacher-1 socialconstructivist approach. 6am!ridge #niversity 0ress. p3 5.

7



learning process(4, !ecause learning language needs a kind of development during the

process to reach the achievement.

CHAPTER 2

CONC#U$ION$ AND $U;;E$TION$

This chapter deals with two points which will !e ela!orated, they are

conclusions and suggestions.

=.!. Conclu"on

*iven the result of the data analysis and discussions a!out the relationship

!etween learners= temperament characteristics of personality and the strategy inventory

for language learning at the "aculty of Economy, #niversity of Muhammadiyah

Tangerang in +(:9 +(4 academic year, the following conclusions are3

(. There is no relationship !etween learners= temperament characteristics of

personality and the strategy inventory for language learning at the "aculty of

Economy, #niversity of Muhammadiyah Tangerang in +(:9 +(4 academic year.

1,0 )&i*.+ 2.

0



6.1. $ugget"on

In line with the conclusions a!ove, the following suggestions are put forward3

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