ANOTASI

Ary, et al. (2010). Introduction to Research in Education Eight Edition. Canada: Nelson
Education, Ltd.

A case study is a kind of qualitative research and it focuses just in a

single unit such as in one individual, one group, one organization, or one program
Ary, et al (2010, 29).

Ary, et al (2010, 155) stated that nonprobability sampling is method of

selection sample which elements are not chosen by chance procedures.

It (purposive sampling) is a sample which judge to be typical or

representative that chosen from the population Ary, et al (2010, 155-156).

A directly administered questionnaire is given to a group for a specific

purpose, Ary, et al. (2010, 387).

The goals of this(observation) data collection is to understand complex

interaction in natural setting, Ary, et al (2010, 431).

Checklist is device for recording observation which present a list of the

behaviours that are to be observed and the observer then checks whether each
behaviour is present or absent, Ary, et al. (2010, 217).

Ary, et al. (2010, 481) stated that data analysis will begin after collecting
data, and data analysis in qualitative research is a complex steps and difficult
process, it need much time because the researcher should organize so much data
which they get in collecting data, it can be field notes, interview transcripts, audio
recordings, video data, reflections, on irformation from documents and all of it
must be organize so the researcher will get a conclusion to interprate. He also
stated that to analys of qualitative data is a different with quantitative data, but
there are 3 strategies that can describe the analysis of qualitative data.
Ata, T. (2016). Social-Affective Strategy Instruction in EFL Material: The Case of
English Textbook and Official program in Tunisia. International of Humanities
and Cultural Studies ISSN 2356-5926. 2(4). 169-192.

Ata (2016, 170) argued that socio-affective strategies are about the
different of mental and behavioural of learners which can improve their learning.

Besides, Ata (2016, 183) has a different way in make a step in teaching
English textbook and official programs using socio-affective strategies, as follow
:
1. Make the learners to overcome their shyness.
2. Let the learners interact and try to speak fluently without
worry make a mistake.
3. Make the learners enjoy while learning process and enjoy
the humorous aspect.
4. Let the learners express their opinion, compare, and
respond to the different attitudes.
5. Encourage learners to ask for help.

Ata (2016, 169-186) also concluded that socio-affective strategies give

the advantages in his study. He stated that socio-affective strategies can help the
learners when the teacher can improve the material.

Bakar, R. (2014). The Effect of Learning Motivation on the Student’s Productive

Competencies in Vocational High School, West Sumatra. International Journal of
Asian Social Science. 4(6). 722-732.

Bakar (2014, 730) has some steps in teaching speaking which improve
learning motivation of the students:
1. Create an interest of student’s in new atmosphere
before start the lesson.
2. Develop a positive emotional not only in giving the
material but also a value to the students.
3. Let the students make an interaction with other &
cooperate to solve the problem, for example: make a
prepare before shoe their performance in front of the
class.
4. Create an image in foreign things to be an ordinary, it
aimed to decrease the student’s anxiety.
Make a students belief with their own/develop their self-confidence when they
should speak in front of the class/show their performance.
 Bakar (2014, 723-724) argued that motivation is an intricate part of
human psychology and behaviour which can give influences to the individual
choice include how they think and feel about the task, how they solve the
problems of the task, how consistent they learn in the class and do all the tasks.
He also stated that motivation is important because when the learner motivated it
will be more successful than the learner unmotivated.

Behtash, et al. (2016). The Effect of Storytelling Technique on Speaking Ability of

Female Iranian Intermediate EFL Learners. International Journal of Applied
Linguistics & English Literature. 5(1). 209-214.

Behtash (2016, 209-213) stated that speaking fluently and accurately is

the most important skill in learning language, and it has a main role in learning
English because learning foreign language without speaking practice is
nothing.So, several strategies and techniques are used in teaching speaking skill
due to its importance.

Derakhshan, et al. (2016). Developing EFL Learner’s Speaking Ability, Accuracy and
Fluency. English Language and Literature Studies. 6(2). 177-186.

Speaking is skill which has 2 main categories: accuracy (consists of

vocabulary, grammar, and pronunciation) and fluency (the ability of speaking
spontaneously). Related to that definition almost of the learners arguing it is hard
to mastery speaking skill because speaking has a high risk in practice that can
create anxiety, nervous, and worry to make a mistake, Derakhshan, et al. (2016,
178).

Gani, etal. (2015). Students’ Learning Strategies for Developing Speaking Ability.
Studies in English Language and Education. 2(1). 16-29.

Speaking is one of difficult skill, it has not only hard to do but also
difficult to practise. Speaking skill not only need to prepare about grammar,
vocabulary, comprehension, fluency, and pronunciation but also the learners
should know what they will say, they should have ideas in their mind (Gani et al,
2015, 17).
Hamzah, et al. (2009). Effect of Socio-Affective Strategy training on Listening
Comprehension. European Journal of Social Sciences. 11(4). 690-697.

Habte – Gabr (2006) proposed in Hamzah, et.al (2009, 690) socio-

affective strategies are strategies that using feeling in teaching learning process
include empathy between the learners and the instructors to build a positive effect
because the relationship between of them is important. They also stated that
socio-affective strategies are the most effective strategies to increase student’s
learning.

Hamzah, et. al (2009, 692) make some steps of teaching listening using
socio-affective strategies as follow:
1. Pre listening: the students writing about their feeling and
talking about their feeling to pears, after that they
lowering anxiety, relaxation, deep breathing, and
stretching, and finally repeating positive statement.
2. While teaching: Explanation of the task, asking for
clarification, helping peers to do the task exchanging
ideas group and pair work.
3. Post listening: Checking the answers within groups, self
reward and encouragement, and commenting on the task
getting feedback from teacher and peers.

In addition, Hamzah et al(2009, 695) stated that socio-affective

strategies give a positive effect to the learners such as lead the learners to better
comprehension in listening class, risk taking, self confident, and more interaction
with other to solve the problems

Parra, Y. J. F. (2010). Explicit Teaching of Socio-Affective Language Learning Strategies

to Beginner EFL Students. 15(24). 145-169.

Socio-affective strategies are the strategies that can help the learners in
learning process, because these strategies can help regulate their emotion and
attitudes in interaction not only with the other learners but also with the
instructor/teacher (Parra, 2010, 147).

O’Malley and Chamot (1990) in Parra (2010, 151) give a definition that
socio-affective strategies are the strategies that help learners regulate and control
emotions, motivations, and attitudes toward learning, as well as help learners
learn through contact and interaction with others.
 Oxford (1990) in Parra (2010, 151-152) divided language learning
strategies into two main categories, which are further divided it again in 6
subcategories, as follow:
1. Direct strategies: cognitive strategies, memory strategies, and
compensational strategies.
2. Indirect strategies :
 Metacognitive strategies
 Affective strategies (consists of Lowering your anxiety, encouraging
yourself, and taking your emotional temperature).
 Social strategies (consists of asking questions, cooperating with others,
and empathising with others).

Saeed, et al. (2012). How Motivation Influences Student Engagement: A Qualitative Case
Study. Journal of Education and Learning. 1(2). 252-267.

Furthermore, Ryan and Deci (2000) stated in Saeed et al (2012, 253)

when the learners motivated it means they will do something, but different with
unmotivated learners, they will have no inspiration to act.

Student’s motivation refers to the degree of student’s effort and focus in

learning process, Saeed et al (2012, 253-254).

Tajzadeh, et al. (2013). The Impact ofSocio-Affective Strategies on Iranian Intermediate

EFL Learner’s Speaking Ability. Indian Journal of Fundamental and applied
Science. 3(3). 670-674.

Some researchers stated that there is no practice in speaking, almost

Asian students are difficulties to show their opinions, uncomfortable, and almost
no questions in the class. (Brice & Roseberry – Mackibbin, 1999; Lim 2003) in
Tajzadeh, et. al (2013, 670).

Unfortunately several studies reported the same reports that socio-

affective strategies seldom used by researcher. (Chamot and kupper, 1989; Goh
and Kwah, 1997) assert in Tajzadeh, et. al (2013, 670) that the most frequently
used in research are cognitive and meta-cognitive strategies but rarely use socio-
affective strategies in research.
 Tajzadeh, et.al (2013, 670-673) explained that the advantages in using
socio-affective strategies are can lower anxiety by using some mental technique
and solves the problems through teacher-student or peer interaction.

Tse, A. Y.(2011). A Comparison of Language Strategies Adopted by Secondary and

University Students in Hongkong. International Journal of Bussiness and Social
Science. 2(11). 29-34.

Besides, some researchers (Oxford (1990) in Parra (2010, 151) and Tse,
2011, 30) said that affective strategies have a duty to control the learner’s feeling
and attitudes such as anxiety.

Tuan, et al. (2015). Factors Affecting Students’ speaking Performance at Le ThanhHien

High School. 3(2). 8-23.

Davies and Pearse(1998) stated in Tuan, et. al (2015, 8) the main

purpose of teaching English as foreign language (TEFL) is to make the learners
be able to speak well in communication.

Ziahossaeini, et al. (2008). An Investigation of the Relationship between Motivation and

Language Learning Strategies. 41. 85-107.

Motivation in an affective variable that can establish the extent of

people’s emotion, impulse, and desire to do the activities. There are two
possibilities when the people facing some choices is to accept or to avoid
(Ziahosseini, et.al, 2008, 86).