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THE SELF-CONCEPT AND LEARNING STRATEGIES

OF A GOOD ACHIEVER IN ENGLISH:

A Case Study in SMK N 6 Surakarta

A THESIS

By:

HANIFAH NUR NAJIBAH KOMAN

K2211038

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

2016


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PRONOUNCEMENT

I am HanifahNurNajibahKoman, student number K2211038, of English

Education Department, Faculty of Teacher Training and Education, SebelasMaret

University.

I assure that the thesis entitled “THE SELF-CONCEPT AND LEARNING

STRATEGIES OF A GOOD ACHIEVER IN ENGLISH: A Case Study in SMK

N 6 Surakarta” is my own work. Everything related to others’ works are written in

quotations, the sources of which are listed in the references. If this thesis is proven to

be a product of plagiarism work, I am ready to accept any academic punishment.

Surakarta, March 2016

The researcher

HanifahNurNajibahKoman


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THE SELF-CONCEPT AND LEARNING STRATEGIES

OF A GOOD ACHIEVER IN ENGLISH:

A Case Study in SMK N 6 Surakarta

By:

HANIFAH NUR NAJIBAH KOMAN

K2211038

Submitted as a Partial Requirement for Achieving Undergraduate Degree of

Education in English Education

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

2016


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APPROVAL OF THE CONSULTANTS

This thesis is approved by the consultants to be examined by the Board of

Thesis Examiners of Teacher Training and Education Faculty of SebelasMaret

University.

On :

By :

Consultant 1

Dr. Suparno, M.Pd

NIP. 19511127 198601 1 001

Consultant 2

Kristiandi, S.S, M.A

NIP. 19770720 200112 1 001


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APPROVAL OF THE EXAMINERS

This thesis has been examined by the Board of the Examiners of Teacher

Training and Education Faculty of SebelasMaret University and accepted as partial

fulfillment of the requirements for the Undergraduate Degree in English Education.

Day :

Date :

The Board of Examiners:

1. Chairman

TeguhSarosa, S.S., M.Hum. (……………………..)

NIP. 19730205 200604 1 001

2. Secretary

DewiCahyaningrum, S.Pd.,M.Pd. (……………………..)

NIP. 19880323 201302 01

3. Examiner 1

Dr. Suparno, M.Pd. (……………………..)

NIP. 19511127 198601 1 001

4. Examiner 2

Kristiandi, S.S., M.A. (……………………..)

NIP. 19770720 200112 1 001

Teacher Training and Education Faculty

SebelasMaret University

The Dean,

Prof. Dr. JokoNurkamto, M.Pd

NIP. 19610124 198702 1 001


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ABSTRACT

Hanifah Nur Najibah Koman. THE SELF-CONCEPT AND LEARNING

STRATEGIES OF A GOOD ACHIEVER IN ENGLISH: A Case Study in SMK

N 6 Surakarta. Thesis, Surakarta: Teacher Training and Education Faculty of

Sebelas Maret University. March 2016.

The objectives of the study are: (1) to find out the student’s self-concept, (2)

to find out the student’s learning strategies; and (3) to identify the student’s

perception about the teaching and learning process.

This research wasconducted from August to September 2015 at SMK

Negeri 6 Surakarta in Multimedia class.The subject of this research was a student of

Multimedia class in SMK Negeri 6 Surakarta having different characteristics among

his friends and high achievement in English. In this study, the researcher gained an

in-depth understanding of the subject’s perspective using case study method. The

sources of the data are informants, events, and documents. There werefour

techniques of data collection, namely interview, questionnaire, non-participant

observation, and document analysis. The data were analyzed using interactive model

involving data reduction, data display, and drawing conclusion and verification.

There are some characteristics of student E dealing with his self-concept and

learning strategies. First, he is a person who will not give up when he fails. Second,

he has particular time to learn English. In the morning, he usually writes something

in English. He also usually reads a book after school, especially at home. Third,

student E has a goal in learning English, which is he wants to be able to

communicate in English. Fourth, student E has a good self-confidence. Besides some

characteristics dealing with the self-concept and learning strategies, student E has

several perceptions of teaching and learning process.

Overall, student E has a strong self-concept. He is a person who will not

give up until he is able to do something. He has a goal especially in learning English.

Moreover, he has a good self-confidence both physically and psychologically.

Student E has two dominant learning strategies, which are, cognitive strategies and

metacognitive strategies. Learners who have known the appropriate and effective

way for their learning will get a good result. The learning strategies used by the

student are affected by his self-concept. Moreover, he perceives that his English

teacher in the school does not teach effectively. He sees that the way the teacher

teaches is still one-way. He also thinks that the teaching and learning process in

English class is not suitable for him. However, he thinks that the teacher has already

used a good language to deliver the material.

Keywords: self-concept, learning strategy, good achiever


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ABSTRAK

Hanifah Nur Najibah Koman. KONSEP DIRI DAN STRATEGI BELAJAR

SEORANG SISWA BERPRESTASI DALAM PELAJARAN BAHASA

INGRRIS: Studi Kasus di SMK N 6 Surakarta. Skripsi, Surakarta: Fakultas

Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret. Maret 2016.

Tujuan dari penelitian ini ialah: (1) untuk mengetahui konsep diri siswa, (2)

untuk mengetahui strategi belajar siswa; dan (3) untuk mengidentifikasi persepsi

siswa terhadap proses belajar dan mengajar.

Penelitian ini dilaksanakan pada bulan Augustus sampai September 2015 di

SMK Negeri 6 Surakarta jurusan Multimedia. Subjek dari penelitian ini adalah

seorang siswa jurusan Multimedia di SMK Negeri 6 Surakarta yang memiliki

karakteristik yang berbeda diantara teman-temannya dan memiliki prestasi yang

tinggi dalam pelajaran bahasa Inggris. Dalam penelitian ini, peneliti mendapatkan

pemahaman yang mendalam mengenai perspektif dari subjek penelitian melalui

metode penelitian studi kasus. Sumber data dari penelitian ini adalah informan,

peristiwa, dan dokumen. Dalam penelitian ini, terdapat empat teknik pengumpulan

data yaitu wawancara, angket, observasi yang tidak berpartisipasi, dan analisis

dokumen. Data dari penelitian ini dianalisis menggunakan model interaktif terdiri

dari reduksi data, penyajian data, dan penarikan kesimpulan dan verifikasi.

Ditemukan beberapa karakteristik dari siswa E yang berkaitan dengan

konsep diri dan strategi belajar. Pertama, ia adalah seorang anak yang tidak mudah

menyerah saat ia gagal. Kedua, ia mempunyai waktu tertentu untuk berlatih bahasa

Inggris. Saat pagi hari, ia terbiasa menulis berbagai hal dalam bahasa Inggris. Dia

juga terbiasa membaca buku sepulang sekolah, khususnya saat di rumah. Ketiga,

siswa E memiliki tujuan dalam belajar bahasa Inggris, yaitu dia ingin memiliki

kemampuan berkomunikasi dalam bahasa Inggris. Keempat, siswa E memiliki rasa

percaya diri yang baik. Selain beberapa karakteristik yang berhubungan dengan

konsep diri dan strategi belajar, siswa E juga memiliki beberapa persepsi sendiri

mengenai proses belajar mengajar.

Secara keseluruhan, siswa E memiliki konsep diri yang kuat. Ia ialah

seorang yang tidak mudah menyerah hingga mampu melakukan sesuatu yang dituju.

Ia memiliki tujuan dalam belajar bahasa Inggris. Ia juga memiliki rasa percaya diri

yang baik dalam ranah fisik maupun psikologis. Siswa E memiliki dua jenis strategi

belajar yang menonjol yaitu strategi kognitif dan strategi metakognitif. Siswa yang

mengetahui cara belajar yang tepat dan efektif, akan mendapatkan hasil belajar yang

baik. Strategi belajar yang digunakan siswa dipengaruhi oleh konsep dirinya. Lebih

lanjut, siswa E menganggap bahwa guru bahasa Inggris di sekolah belum mengajar

dengan efektif. Dia memandang bahwa cara guru mengajar masih satu arah. Dia

berpendapat bahwa proses belajar mengajar di dalam kelas belum sesuai untuk dia.

Namun demikian, dia juga menganggap bahwa gurunya telah menggunakan bahasa

pengantar yang baik dalam menyampaikan materi.

Kata kunci: konsep diri, strategi belajar, siswa berprestasi baik


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MOTTO

There is no elevator to be success, you have to take the stairs.

(anonymous)

So which of the favors of your Lord would you deny?

(Ar-Rahman: 13)


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DEDICATION

This thesis is dedicated to:

My beloved parents, KomanWastito Edi Wibowo and Sri Suharni,

My sisters, Wening Aisyah F.K. and Amrina Athaanisa S.K.

All family members, friends, and peoplewho have helped and supported me.


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ACKNOWLEDGEMENT

Alhamdulillahi rabbil ’alamin. All praise and honor be to Allah SWT who

has given blessing to the writer so that she can complete the writing of this thesis as a

partial requirement for achieving the undergraduate degree in EnglishEducation,

Teacher Training and Education Faculty of Sebelas Maret University. In this

occasion, the writer would like to express her gratitude and appreciation to:

1. The Dean of Teacher Training and Education Faculty of Sebelas Maret

University who had approved this thesis.

2. The Head of English Education Department.

3. Dr. Suparno, M.Pd., as the first consultant, for his advice, motivation, and

correction in writing this thesis.

4. Kristiandi, S.S., M.A., as the second consultant, for his advice, motivation,

and correction in writing this thesis.

5. The headmaster of SMK N 6 Surakarta for his permission to carry out the

research at the school.

6. Stephanus Kristiawan W.W., S.Pd., M.Pd., Dra. Noveani Warigaliati, and

Kristyaningsih, S.S., M.Pd., for their help in collecting the data.

7. Elnino Hanif Maulana, the subject of this research, for his time, cooperation,

and help in collecting the data.

8. The twelfth grade students of Multimedia program of SMK N 6 Surakarta

for their participation and cooperation during the research.

9. Her beloved family for their supports, prayer, and helps.

10. Her friends in A-class of English Education Department 2011 for their

supports, prayer, and helps.

11. Everyone who has helpeddoesthe research and finishes the writing of the

thesis.

Surakarta, March 2016

Researcher

Hanifah Nur Najibah Koman


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TABLE OF CONTENT

COVER .............................................................................................................. i

PRONOUNCEMENT ........................................................................................ ii

TITLE ................................................................................................................. iii

APPROVAL OF THE CONSULTANTS .......................................................... iv

APPROVAL OF THE EXAMINERS ............................................................... v

ABSTRACT ....................................................................................................... vi

ABSTRAK ......................................................................................................... vii

MOTTO ............................................................................................................ viii

DEDICATION ................................................................................................... ix

ACKNOWLEDGEMENT ................................................................................. x

TABLE OF CONTENT ..................................................................................... xi

LIST OF FIGURES ........................................................................................... xiv

LIST OF TABLES ............................................................................................. xv

LIST OF APPENDICES .................................................................................... xvi

CHAPTER I INTRODUCTION

A. Background of the Study .......................................................... 1

B. Problem Statements .................................................................. 3

C. Objectives of the Study ............................................................. 4

D. Benefits of the Study................................................................. 4

CHAPTER II LITERATURE REVIEW

A. Intelligence .............................................................................. 5

1. Definition of Intelligence ................................................... 5

2. Types of Intelligence .......................................................... 5

3. Aspects of Intelligence ....................................................... 8

4. Intelligence Testing ............................................................ 8

B. Self-concept.............................................................................. 9

1. Definition of Self-concept .................................................. 9

2. Components of Self-concept .............................................. 9

3. Factors Affecting Self-concept Formation ......................... 10


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C. Learning ................................................................................... 13

D. Language Learning................................................................... 13

E. Learning Strategy ..................................................................... 14

1. Definition of Learning Strategy ......................................... 14

2. Types of Strategy ............................................................... 14

F. Good Achiever ......................................................................... 16

G. Related Studies ......................................................................... 18

H. Rationale .................................................................................. 19

CHAPTER III RESEARCH METHODOLOGY

A. Place and Time of the Study .................................................... 20

B. Subject of the Study ................................................................. 20

C. Research Method ...................................................................... 20

D. Sources of the Data .................................................................. 20

E. Technique of the Data Collection ............................................ 21

F. Technique of the Data Validation ........................................... 22

G. Technique of the Data Analysis ............................................... 23

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

A. Research Findings .................................................................... 25

1. The Student’s Self-concept ................................................ 25

2. The Student’s Learning Strategies ..................................... 39

3. The Student’s Perception about the Teaching and Learning

Process ............................................................................... 51

B. Discussion ................................................................................ 53

CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion ............................................................................... 57

1. The Student’s Self-concept ................................................ 57

2. The Student’s Learning Strategies ..................................... 57

3. The Student’s Perception about the Teaching and Learning

Process ............................................................................... 58

B. Implication ............................................................................... 58

C. Suggestion ................................................................................ 59


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REFERENCES ................................................................................................... 60

APPENDICES ................................................................................................... 63


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LIST OF FIGURES

Figure 3.1 Components of Data Analysis: Interactive Model .......................... 24


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LIST OF TABLES

1. Table 4.1 The Result of Self-concept Questionnaire ..................................... 26

2. Table 4.2 Physical Aspect of Self-concept Questionnaire ............................. 26

3. Table 4.3 Psychological Aspect of Self-concept Questionnaire .................... 28

4. Table 4.4 Social Aspect of Self-concept Questionnaire ................................ 33

5. Table 4.5 Moral Aspect of Self-concept Questionnaire ................................. 37

6. Table 4.6 Result of Strategy Inventory for Language Learning (SILL)

Questionnaire ................................................................................. 39

7. Table 4.7 Creating Mental Linkage ............................................................... 40

8. Table 4.8 Practicing ....................................................................................... 41

9. Table 4.9 Guessing Intelligently .................................................................... 45

10. Table 4.10 Centering Your Learning ............................................................. 46

11. Table 4.11 Arranging and Planning Your Learning ...................................... 46


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LIST OF APPENDICES

Appendix I. Instrument of Observation Field note ......................................... 64

Appendix II. Observation Field notes ............................................................... 65

Appendix III. Instrument of Questionnaire ........................................................ 86

Appendix IV. Result of Questionnaire ............................................................... 92

Appendix V. Instrument of Interview .............................................................. 97

Appendix VI. Transcript of Interview with the Subject of the Research .......... 102

Appendix VII. Transcript of Interview with The Subject’s English Teachers .... 118

Appendix VIII. Transcript of Interview with The Subject’s Father ..................... 129

Appendix IX. Transcript of Interview with The Subject’s Friends ................... 145

Appendix X. Instrument of Document Analyzed ............................................ 156

Appendix XI. Document Analyzed ................................................................... 157

Appendix XII. Photographs ............................................................................... 160

Appendix XIII. Letter of Permission ................................................................... 161

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THE SELF -CONCEPT AND LEARNING STRATEGIES OF … · the self -concept and learning strategies of a good achiever in english: ... seorang siswa berprestasi dalam pelajaran bahasa