5/22/2015

LLSQ: Piranti untuk memotret penggunaan strategi belajar dan memprediksi keberhasilan siswa


Language learning Strategy Questionnaire
(LLSQ)


Piranti untuk memotret penggunaan strategi belajar dan memprediksi keberhasilan siswa dalam belajar Bahasa Inggris sebagai bahasa asing di Indonesia



Pembelajaran Bahasa Inggris sebagai bahasa asing di Indonesia boleh dikatakan gagal. Sebagian besar tamatan Sekolah Menengah Atas (SMA) tidak mampu berkomunikasi dalam Bahasa Inggris walaupun menggunakan ungkapan-ungkapan yang paling dasar, seperti “How are you today”. Bahkan sebagian besar tamatan Program S1, S2 atau S3pun mempunyai kemampuan yang tidak ada bedanya dengan kemampuan tamatan SMA. Mereka sudah belajar Bahasa Inggris minimal selama 6 tahun sejak SMP dengan minimal 4 jam tatap muka dalam seminggu namun kemampuannya  masih jauh dari harapan kurikulum. Pertanyaan yang menggelitik untuk disampaikan adalah “apakah guru-guru Bahasa Inggris tidak mengajar selama kurun waktu tersebut?” Jawaban dari pertanyaan tersebut adalah “Mereka sudah mengajar sesuai dengan kurikulum yang ada”

Memang betul mereka sudah mengajar bahasa tersebut selama minimal 6 tahun tetapi tampaknya mereka belum membuat para siswa belajar Bahasa Inggris. Tugas guru, termasuk guru-guru Bahasa Inggris, bukan mengajar tetapi membuat siswa belajar. Sebelum guru mampu membuat siswa belajar, proses pembelajaran boleh dikatakan belum berhasil. Agar guru mampu membuat siswanya belajar, guru harus mengetahui bagaimana cara siswa belajar dan cara belajar siswa yang membuat dirinya dapat berhasil. Untuk itu diperlukan piranti yang dapat memotret strategi belajar dan membedakan strategi belajar untuk siswa yang berhasil dan yang gagal.

Dalam kesempatan ini saya ingin menawarkan sebuah piranti untuk mengukur strategi belajar Bahasa Inggris sebagai bahasa asing di Indonesia. Piranti ini dikembangkan sesuai dengan situasi belajar Bahasa Inggris di Indonesia. Dengan piranti ini guru Bahasa Inggris dapat memotret strategi belajar siswanya dan akhirnya dapat membedakan strategi belajar yang membuat siswanya berhasil. Dengan mengetahui strategi belajar yang telah membuat siswanya berhasil, guru dapat mengajar Bahasa Inggris yang dapat membuat sisiwanya belajar bahasa tersebut. Guru dapat mengajar dengan metode dan materi ajar yang memungkinkan siswanya akan belajar dengan menggunakan strategi yang efektif.  Saya memberi kekhasan piranti ini untuk membedakan dengan yang lain dengan memberi nama Language Learning Strategy Questionnaire atau LLSQ. Piranti ini ditulis dalam Bahasa Inggris untuk kepentingan publikasi internasional.


Language learning Strategies Questionnaire
(LLSQ)

Directions
You will find some statements about learning English. On the separate worksheet, write the response (1, 2, 3, 4, or 5) that tells HOW TRUE OF YOU THE STATEMENT IS.

1.      Never or almost never true of me
2.      Usually not true of me
3.      Somewhat true of me
4.      Usually true of me
5.      Always or almost always true of me

Never or almost never true of me means that the statement is very rarely true of you.
Usually not true of me means that the statement is true less than half the time.
Somewhat true of me means that the statement is true of you about half the time.
Usually true of me means that the statement is true more than half the time.
Always or almost always true of me means that the statement is true of you almost always

Answer in terms of how well the statement describe you. Do not answer how you think you should be, or what other people do. There are no right or wrong answers to these statements. Put your answers on the separate Worksheet. Work as quickly as you can without being careless. If you have any questions, let the instructor know immediately.    


Example

1.      Never or almost never true of me
2.      Usually not true of me
3.      Somewhat true of me
4.      Usually true of me
5.      Always or almost always true of me

Read the item, choose a response (1 through 5), and write it in the space after the item.

If I see native speakers, I try to talk with them in English. ________

You have just completed the example item. Answer the rest of the items on the answer sheet.

                      




In Speaking

  1.  I use rhymes to remember new English words.
  2.  I try to remember new English words by pronouncing them.

  1. I speak a word or a sentence several times to remember it.
  2. I try to learn a new pattern by making a sentence orally.
  3. I try to translate Indonesian sentences into English sentences and produce them orally.
  4. I try to remember what the English word equivalent to Indonesian word is.
  5. I tape record the sentences I produce.
  6. I mix Indonesian words and English words if I do not know the English words.
  7.  I put words into rules that I know in speaking.
  8.  Before I respond orally to questions, I write out the answers.
  9. I try to correct my mistakes that I produce orally.
  10. I try to speak with myself to improve my speaking.
  11. I try to evaluate my utterances after speaking.
  12. I notice my English mistakes, and use that information to help me do better.
  13. I prepare a topic or grammatical rules in speaking practice.
  14. I ask somebody to correct me when I talk.
  15. I practice speaking with my friends or my teachers.
  16. I practice English with native speakers.
  17. I ask questions in English.
  18. If I cannot think during a conversation in English, I use gestures.








              






In Listening
  1. 1. I try to guess what somebody is saying by using grammatical rules
  2. 2.     I learn English by watching English TV programs.
  3. 3. I learn English by listening to English songs or other listening scripts.
  4. I try to understand what somebody is saying by translating into Indonesian.
  5. I draw an image or picture of the word in order to remember the word.
  6. I connect the pronunciation of the word with the Indonesian word which has a similar sound.
  7. I concentrate on the grammar rather than on the communication.
  8. I try to understand the idea by referring to previous experiences I have had.
  9.  I try to guess by using a word (s) that is familiar to me.
  10.  In Listening, I take notes to remember ideas.  
  11. I try to understand every individual word to understand the passage
  12. I listen to what I say to practice my listening skill.
  13. Before practicing my listening skill, I prepare a topic, pronunciation or grammatical rules which give me the greatest trouble. 
  14. I try to remember a sentence(s) spoken face-to-face or on cassettes and analyze them by myself.
  15. After a listening practice, I check and recheck my understanding. 
  16. I correct the mistakes that I produce orally.
  17. I try to be aware of which sounds give the greatest trouble. In this way I can pay special attention to them while I listen and practice.
  18. If I cannot understand what somebody is saying, I ask him/her to slow down or say it again.
  19.  Listening to what somebody is saying improves my listening skill.
  20. In a group discussion, my listening skill is improved




  
In Reading

  1. To understand unfamiliar English words while I am reading, I guess from available clues.
  2.  I learn English by reading English books or magazines.
  1. I connect the spellings of English words with similar Indonesian words to understand the meanings.
  2. I try to understand sentences by analyzing their patterns.
  3. I try to translate word for word.
  4. I try to understand the passage by using my general knowledge and experience.
  5. I use the key words to understand the whole ideas.
  6. I read the passage aloud.
  7. I take notes to remember the ideas.
  8. While I read a text, I try to anticipate the story line.
  9. I read a text more for ideas than words.                                                                          
  10. I correct my mistakes by rereading the text.
  11. I choose a topic or certain materials for my practice.
  12. I check and recheck my understanding after reading a passage.
  13. If I cannot understand a reading passage, I try to analyze what difficulty I actually have.
  14. In reading, I pick out key words and repeat them to myself.
  15. I try to be aware of which words or grammar rules give me the greatest trouble. In this way I can pay special attention to them while I read and practice. 
  16. I discuss reading passages with my friends.
  17.  If I do not understand the content of a reading passage, I ask my friends or my teachers for help.
  18. I improve my reading skill by reading letters from my friends.


In Writing

1.      If I do not know how to express my ideas in English while writing,  I keep writing   using certain rules that I know. 
2.      I write what I am thinking about.
3.      I keep a diary.
4.      I try to remember the meanings of words or the patterns by writing them
5.      I write sentences to apply certain rules.
6.      I try to translate word for word.
7.      I mix Indonesian words and English words in writing.
8.      I write the main ideas first as a guideline.
9.      I use Indonesian words if I do not know the English words.
10.  I use Indonesian patterns to keep writing in English.
11.  I consult a dictionary to find out the meanings of words.
12.  I write out new material over and over.
13.  I try to memorize the meanings of words.
14.  I rewrite my composition by correcting the mistakes that I notice.
15.  I choose a topic to improve my writing skill.
16.  I read my writing and correct the mistakes.
17.  I try to be aware of which words or grammar rules give the greatest trouble, this way   I can pay special attention to them while I write and practice.  
18.  I write a message to my friends in English for practice.
19.  I write letters in English to my friends.
20.  I ask my friends or my teachers to correct my writing.




Language Learning Strategy Questionnaire           Worksheet

Name          :

IN LISTENING
IN SPEAKING
IN READING
IN WRITING
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