1. INVESTIGATING LANGUAGE LEARNING STRATEGIES EMPLOYED BY SUCCESSFUL ENGLISH LEARNERS IN SEK.KEB. TENGKU MAHMUD, BESUT TERENGGANU Nur Athirah Ainaa binti Adnan P 71711

2. Outline of Presentation CHAPTER IV DATA ANALYSIS AND FINDINGS Profile of the Respondents Means score for overall items Mean score for items in each category Rank order of language learning strategies employed CHAPTER V DISCUSSION/SUMMARY/CONCLUSION Discussion of the findings Pedagogical Implications

3. CHAPTER IV DATA ANALYSIS AND FINDINGS Gender Number of students Percentage Male930% Female2170% Total30100%  Profile of the Respondents

4. Table 4.1 shows that 30 Year Six Students of SKTM, Besut, Terengganu were involved in this study. From the table, it can be seen that he majority of the respondents were 30% (n=9) male, and 70% (n=21) female.

5.  Means score for overall items With regard to the use of the individual strategy, out of 50 items, the descriptive statistic indicated that 27 individual strategies comprising memory, cognitive, compensation, metacognitive, affective and social were high used with the mean scores ranging from 3.5 to 4.7. Meanwhile, other 19 individual strategies were in level of medium usage with the mean scores ranging 2.4 to 3.4. The 27 high frequency use of individual strategy consist of two memory strategies, ten cognitive strategies, four compensation strategies, six metacognitive strategies, two affective strategies and three social strategies. However, only four items that fall under the range of low frequency of use in this study; item 7, 46, 9 and 5. Table 4.2 shows that the highest 3 mean score are for item 18, 15 and 30. The mean score are 4.57, 4.6 and 4.7. This indicates that respondents tend to read over the passage quickly before they proceed with reading it deeply again. They also watch English movie in order to learn English language and they also used various strategies to use English.

6. The items with the lowest 3 mean score are item 7, 46 and 9 (with mean score of 2.1, 2.1 and 2.2). This indicates that the respondents seldom used new English words they had. Besides, result also show that the respondents were dislike if someone corrects their dialogue if their English is wrong. Obviously most students did not used new English words in a sentence in order to remember them, remember a new English word by making a mental picture of a situation in which the word might be used and remember new English words and phrases by remembering their location on the page, on the board, or on a street.

7.  Mean score for items in Memory Strategy ItemStatementMean Standard Deviation SkillsFrequency of use Item 1 I think of relationships between what I already know and new things I learn in the SL. 3.31.442MemoryMedium Item 2 I use new SL words in a sentence so I can remember them. 3.80.61MemoryHigh Item 3 I connect the sound of a new SL word and an image or picture of the word to help me remember the word. 3.371.351MemoryMedium Item 4 I remember a new SL word by making a mental picture of a situation in which the word might be used. 3.20.997MemoryMedium Item 5I use rhymes to remember new SL words.2.331.322MemoryLow Item 6I use flashcards to remember new SL words.2.61.453MemoryMedium Item 7I physically act out new SL words.2.11.242MemoryLow Item 8I review SL lessons often.3.50.938MemoryHigh Item 9 I remember new SL words or phrases by remembering their location on the page, on the board, or on a street sign. 2.21.27MemoryLow Mean score for this category is 2.93

8. The first language learning strategies is memory strategy. The finding shows that the highest scores is item 2 with mean score 3.8. The second highest is item 8 with mean score 3.5. Obviously most students would not used new English words in a sentence in order to remember them, remember a new English word by making a mental picture of a situation in which the word might be used and remember new English words and phrases by remembering their location on the page, on the board, or on a street. The items with the lowest mean score are item 7, 2.1. The mean score for this category is 2.93. Table 4.3 illustrates these findings.

9.  Mean score for items in Cognitive Strategy ItemStatementMean Standard Deviation Skills Frequenc y of use Item 10I say or write new SL words several times.4.11.242CognitiveHigh Item 11I try to talk like native SL speakers.4.50.938CognitiveHigh Item 12I practice the sounds of SL.4.40.675CognitiveHigh Item 13I use the SL words I know in different ways.4.40.932CognitiveHigh Item 14I start conversations in the SL.4.170.747Cognitive Item 15 I watch SL language TV shows spoken in SL or go to movies spoken in SL. 4.60.498CognitiveHigh Item 16I read for pleasure in the SL.4.171.02CognitiveHigh Item 17I write notes, messages, letters, or reports in the SL.4.50.509CognitiveHigh Item 18 I first skim an SL passage (read over the passage quickly) then go back and read carefully. 4.570.679CognitiveHigh Item 19 I look for words in my own language that are similar to new words in the SL. 2.91.788CognitiveMedium Item 20I try to find patterns in the SL.3.31.643CognitiveMedium Item 21 I find the meaning of an SL word by dividing it into parts that I understand. 31.576CognitiveMedium Item 22I try not to translate word for word.2.81.75CognitiveMedium Item 23 I make summaries of information that I hear or read in the SL. 3.91.155CognitiveHigh Mean score for this category is 3.95

10. Table 4.4 shows the results obtained for the second language learning strategy that is the cognitive strategy. The highest score is item 15 with mean score 4.6. The second highest is item 18, 4.57. Meanwhile, the lowest score is item 22 with mean score 2.8. The mean score for this category is 3.95; the highest mean score among six category groups. Table 4.4 illustrates these findings. These results show that respondents tend to choose English show and read English passage quickly before read it deeper. In addition, the result also shows that respondents tend to ignore the words that they did not know the meaning or it.

11.  Mean score for items in Compensation Strategy ItemStatementMean Standard Deviation Skills Frequ ency of use Item 24 To understand unfamiliar SL words, I make guesses. 3.71.022CompensationHigh Item 25 When I can't think of a word during a conversation in the SL, I use gestures. 3.51.137Compensation High Item 26 I make up new words if I do not know the right ones in the SL. 3.60.675Compensation High Item 27 I read SL without looking up every new word. 3.30.466Compensation Medi um Item 28 I try to guess what the other person will say next in the SL. 2.91.47Compensation Medi um Item 29 If I can't think of an SL word, I use a word or phrase that means the same thing. 3.21.495Compensation Medi um Item 30 I try to find as many ways as I can to use my SL. 4.70.651Compensation High Mean score for this category is 3.56

12. The third category of language learning strategies is compensation strategies that require the learners to compensate for what they do not know in the target language. The highest score is item 30, 4.7. The second highest score is item 24, 3.7 followed by item 26, 3.6. The results show that the students use these strategies. They employed and try many ways to apply their English and create own definition if they did not able to guess the actual meaning for them to understand it. Meanwhile, the lowest score is item 28 with mean score 2.9. In general, the findings show that respondents use compensation strategies very frequently which mean score 3.56. Table 4.5 shows these findings.

13.  Mean score for items in Metacognitive Strategy ItemStatementMean Standard Deviation Skills Frequ ency of use Item 31 I notice my SL mistakes and use that information to help me do better. 3.41.221Metacognitive Mediu m Item 32I pay attention when someone is speaking SL.3.731.015MetacognitiveHigh Item 33 I try to find out how to be a better learner of SL. 3.71.022MetacognitiveHigh Item 34 I plan my schedule so I will have enough time to study SL. 3.81.495MetacognitiveHigh Item 35I look for people I can talk to in SL.3.41.38Metacognitive Mediu m Item 36 I look for opportunities to read as much as possible in SL 4.20.887MetacognitiveHigh Item 37I have clear goals for improving my SL skills.4.20.997MetacognitiveHigh Item 38I think about my progress in learning SL.41.203MetacognitiveHigh Mean score for this category is 3.80

14. The next category is language learning strategy is metacognitive strategy. This category consist basically of strategy that allow students to control and manage own learning through organizing, planning, and evaluating owl learning process. Item 36 and 37 are the highest score with mean score 4.2 followed by item 38, 4.0. Findings show that the respondents have clear goals and always look for chances to read English materials and would also think about their progress in learning English. The lowest mean score are for items 31 and 35, both with mean scores 3.4. The mean score for this category is 3.80. Table 4.5 illustrates these findings.

15.  Mean score for items in Affective Strategy ItemStatementMean Standard Deviation Skills Frequenc y of use Item 39 I try to relax whenever I feel afraid of using SL. 3.71.368 Affectiv e High Item 40 I encourage myself to speak SL even when I am afraid of making a mistake. 3.91.155 Affectiv e High Item 41 I give myself a reward or treat when I do well in SL. 3.31.579 Affectiv e Medium Item 42 I notice if I am tense or nervous when I am studying or using SL. 2.91.47 Affectiv e Medium Item 43 I write down my feelings in a language learning dairy. 2.51.592 Affectiv e Medium Mean score for this category is 3.26

16. The fourth category is language learning strategy is affective strategy. Learner can gain control over emotions, attitudes, motivation and values factors through affective strategies since they need to control these factors. The finding shows that the highest mean score is for item 40 with mean score of 3.9. It indicates that the respondents encourages and motivates themselves whenever they feel afraid of making mistakes in English. The lowest mean score is item 43 (mean score of 2.5). It shows that most students not apply free writing strategy to express or reflect on themselves in learning English. The mean score for this category is 3.26. Table 4.6 illustrates these findings.

17. Mean score for items in Social Strategy ItemStatementMean Standard Deviation Skills Frequenc y of use Item 44 I talk to someone else about how I feel when I am learning SL. 2.61.714SocialMedium Item 45 If I do not understand something in SL, I ask the other person to slow down or say it again. 4.10.96SocialHigh Item 46I ask SL speakers to correct me when I talk.2.11.47SocialLow Item 47I practice SL with other students.2.61.133SocialMedium Item 48I ask for help from SL speakers.2.731.484SocialMedium Item 49I ask questions in SL.40.788SocialHigh Item 50 I try to learn about the culture of SL speakers. 4.10.845SocialHigh Mean score for this category is 3.18

18. The last category of the language learning strategy is social strategies. Item 45 and item 50 are the highest mean scores. The results show that most respondents prefer to ask the speaker to slow down or repeat what he or she has said when they do not understand something in English. They also learn about English speakers’ culture in order for them to understand English language better. The lowest strategy to be used is item 46 with mean score 2.1. The mean score for this category is 3.18.

19.  Rank order of language learning strategies employed Strategy Category RankMean Score Frequency of use Memory62.93Medium Cognitive13.95High Compensation33.56High Metacognitive23.80High Affective43.26Medium Social53.18Medium Total3.50High

20. Table 4.8 shows the mean strategy used for each of the six categories. The means for the six strategy group fell within 2.93 to 3.80. The cognitive strategies gathered the highest mean, followed by metacognitive, compensation, affective and social. Memory strategies are used least frequently. We can say that year six students of SKTM, Besut, Terengganu have a high awareness and willingness in learning English since their total mean score; 3.5 is in high frequently of use.

21. CHAPTER V DISCUSSION/SUMMARY/CONCLUSION  Discussion of the findings This study investigated the learning strategies of year six students of SKTM, Besut, Terengganu by finding out what learning strategies they employ most frequently. As discussed above, the subjects of this study used cognitive strategies most frequently then metacognitive, followed by compensation, affective and social strategies. The least frequently used strategy is memory strategy. Besides, among 50 learning strategies, the most frequently used strategy for all subjects was “I first skim an SL passage (read over the passage quickly) then go back and read carefully”, followed by “I watch SL language TV shows spoken in SL or go to movies spoken in SL” and “I try to find as many ways as I can to use my SL”. Meanwhile, the strategies least used are “I physically act out new SL words”, “I ask SL speakers to correct me when I talk” and “I remember new SL words or phrases by remembering their location on the page, on the board, or on a street sign”. We can say that year six students of SKTM, Besut, Terengganu employed learning strategies in learning English widely.

22.  Pedagogical Implications As discussed above, year six students of SKTM, Besut, Terengganu were conscious in using learning strategies in learning English even though they did not received any training or talk in using language strategies. They seemed to have an awareness pertaining on the importance of learning English language and were employing some strategies to help them to learn English language. McDonough (1995) claims, “Learning to learn and teaching to learn”. The findings of this study also suggest that there is a need to instruct learning strategies more explicitly to English learners, especially for primary school students since they still have a long way to go after completing primary school. Because of that, the role of teacher is greater needed. As suggested by Mohamed Amin Embi (2000), in learner training teachers have several important roles to play.as proposed by Cohen (1998), teachers need to change the approach they used in classroom from teacher-centred approach to learner-centred approach now since now we are facing 21 st century. In student-centred learning, the learners will eventually take more responsibility in learning especially in English language and learn more willingly even outside the classroom. As a result, own learning autonomy will develop and learning goals will achieve. Also, teachers need to go for workshops so that they are trained to use these strategies and at the same time, be able to apply these strategies to their students in the teaching and learning process.

23. Being the highest users of strategy item 30; “I try to find as many ways as I can to use my SL”, may indicate that year six students of SKTM, Besut, Terengganu is willing to learn English language and always try to employ and apply various ways of strategies to get better in English language. Hence, this information can be put to good information to teachers to recommend lot of ways in learning English language to students to try-it-out. In addition, the findings from this study could create awareness to the students that many strategies are available that can be utilized in learning English language. Teacher should be a person who is able to open the students’ eyes pertaining on the strategies in learning English language. Students should be given opportunity to use strategies in acquiring the English language and lead the students to participate actively and be autonomous learners. Meanwhile, the top two strategies least reported used are “I physically act out new SL words”, “I ask SL speakers to correct me when I talk”. Many students are not comfortable to use English language because they dislike when they become a laughing stock in class. They prefer to use their own mother tongue in communication and not confident enough to ask someone who better in English language to correct them. So, teacher play an important role here to encourage the students to use more English language in classroom even though their language is broken and always give them motivation and encourage them to ask anything to the better students in English language or English speakers.

24.  Conclusion In summary, from the findings above, it can be concluded that the successful students in SKTM, Besut, Terengganu employed strategies in learning English language. They employed cognitive strategies most frequently then metacognitive, followed by compensation, affective and social strategies. The least frequently used strategy is memory strategy. However, these findings are only true for SKTM, Besut, Terengganu’s English successful learners and cannot be generalized to other school students. Since this study had only focused on a small portion of respondent, it is recommended that further studies be carried out if students to see whether there are any similarities in the findings.

25. Thank You