Strategies Used By The High And Low Writing Ability Students To Develop Writing Skill At Muhammadiyah University Of Surakarta

The research paper aims at finding out and describes strategies used by the high and low writing ability students in developing writing skill at Muhammadiyah University of Surakarta. The type of this research is case study. The subjects of this research are four students chosen based on the score of writing subject. The methods of collecting data are interview and observation. The result of this research shows that two students who have high mark and two students who have low mark in writing subject use almost all learning strategies proposed by O’Malley and Chamot. However their attention in learning is different. Strategies used by the high writing ability students are twelve strategies which consist of five metacognitive strategies: advance organizer, directive attention, selective attention, self management and self evaluation; five cognitive strategies: resourcing, note taking, translation, summarizing, repetition, and two social affective strategy: namely question for clarification and cooperation. Strategies used by the low writing ability students are six strategies which consist of three metacognitive strategies: directive attention, self management, self- evaluation, one cognitive strategy that is translation, and two social affective strategies; question for clarification and cooperation. Of the four students, the students who have high mark in writing subject uses highest number of learning strategies proposed by O’Malley and Chamot. They use more metacognitive strategies than cognitive and social-affective strategies

An Analysis on Factors Affecting Student Mastery of English Daily Vocabulary at State Senior High School 1 Banyudono

The aim of the research is the Analysis of Factors Influencing Students' Mastery of Daily English Vocabulary. Vocabulary is an important component in learning a foreign language that students must master well. The subjects in this study were 2 English teachers and 6 students. Data collection is done by observation and interviews. Data techniques and data source triangulation were used to validate the data. The results of this study revealed that some students experienced difficulties in mastering vocabulary. 1) The difficulties faced by students translating words, pronunciation, memorizing vocabulary, and misspellings. 2) Factors that influence students' difficulties in mastering vocabulary are students are reluctant to open dictionaries, students are less interested in learning English, and they are not in the habit of practicing speaking English regularly. Apart from internal factors, students also experience difficulties in external factors such as lack of adequate facilities and lack of strategies in learning. 3) Factors that influence student success in mastering vocabulary are appropriate strategies, guidance in the learning process, and students need motivation 4) The strategy used by the teacher in overcoming difficulties in vocabulary mastery is to apply self-defining strategies and game strategies "Identifying picture. With this research it is hoped that it can increase learning motivation, choose the right strategy, and conducting learning evaluations