Learner's Strategy In Developing Writing Skill : A Case Study At The Eighth Grade Of Smp N 2 Banyudono Students In 2016/2017 Academic Year

• Main Authors: Burhanuddin, Yusuf (Author), , Mauly Halwat Hikmat, Ph.D (Author)
• Format: Book
• Published: 2017-02-09.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Connect to this object online
• Notes: https://eprints.ums.ac.id/49703/2/02.%20NASKAH%20PUBLIKASI.pdf; https://eprints.ums.ac.id/49703/3/03.%20FRONT%20PAGHE.pdf; https://eprints.ums.ac.id/49703/4/04.%20CHAPTER%20I.pdf; https://eprints.ums.ac.id/49703/5/05.%20CHAPTER%20II.pdf; https://eprints.ums.ac.id/49703/6/06.%20CHAPTER%20III.pdf; https://eprints.ums.ac.id/49703/7/07.%20CHAPTER%20IV.pdf; https://eprints.ums.ac.id/49703/8/08.%20CHAPTER%20V.pdf; https://eprints.ums.ac.id/49703/9/09.%20BIBLIOGRAPHY.pdf; https://eprints.ums.ac.id/49703/10/10.%20APPENDIX.pdf; https://eprints.ums.ac.id/49703/1/01.%20SURAT%20PERNYATAAAN.pdf
• Keywords: L Education (General); LB1603 Secondary Education. Middle Schools

This research investigated learning strategies used by eight grade students of SMP N 2 banyudono to develop their writing skill. The aims of this research are to know the strategies used by the eigth grade students of SMP N 2 Banyudono to develop their writing skill, the dominant strategies used, and how they applied the strategies. The subjects are four students. The techniques for collecting data are questionnaire and interview. The result shows that four subjects use almost of all strategies proposed by O'Malley and Chamot, although the strategies used are different. S1 uses nine strategies that consist of two metacognitive strategies, namely planning and evaluating, six cognitive strategies: induction, imagery, auditory representation, making inferences,using resources, and elaboration of prior knowledge, and also one social/affective strategies called self-talk. S2 uses six strategies that consist of one metacognitive strategy namely monitoring, four cognitive strategies: summarizing, making inferences, using resources, and elaboration of prior knowledge, and also one social/affective strategy called cooperating. S3 uses six strategies that consist of two metacognitive strategies namely monitoring and evaluating, three cognitive strategies: induction, imagery, and making inferences, and also one social/affective strategy called self-talk. The last, S4 uses six strategies that consist of two metacognitive strategies namely planning and evaluating, two cognitive strategies namely imagery and making inferences, and also two social/affective strategies called clarifying and self-talk. Keywords: learner, learning, learning strategy, writing skill