Contoh makalah English learning strategy

CHAPTER I

INTRODUCTION

A.   BACKGROUND

Basically, teaching is commonly understood as a profession that can produce something great when the methods and ideas are correctly and accurately presented and implemented in the classroom. The purpose of teaching generally lies in getting students to truly understand the concepts and methods being taught. Teaching is also known as a series of activities organized to support the learning process.

With teaching English learning strategy, we may be able to teach our students in learning English easier. In the chapter one we are just starting in the early elementary teaching and learning and this is just the definition of English learning strategy.

Teaching is also can be defined “ As the process of educating or learnt the learners who are assumed to have several functions, among other, helped develop and transform positive values while empowering and developing the potential of the learner’s personality” (Sanusi, 1998).

B.     FORMULATION OF THE PROBLEM

·         How to teaching English learning strategy?

·         What English learning strategy?

·         What method to English learning strategy?

C.    OBJECTIVE PROBLEM

·         To know how to teach English learning strategy

·         To know what is the method to teach English learning strategy

·         To understand what the English learning strategy

CHAPTER II

DISCUSSION

A.   Definition of strategy

Strategy is a plan that has not yet reached one or more goals in a state of uncertainty. strategy is learning in human life. Her examples for teaching strategies for beginning to become a teacher. With by using teaching strategies in learning English. We are can know used how student will understand learning English.

According to the experts says Henry Mintzberg from McGill University defined strategy as "a pattern in a stream of decisions" to contrast with a view of strategy as planning while Max Mckeown (2011) argues that "strategy is about shaping the future" and is the human attempt to get to "desirable ends with available means".

O’malley and Chamot also suggests that the strategy is a set of useful tools and has been active in this student indirectly developing second language or foreign language. This strategy always associated with achievement language and skill in used language. based on the opinion of a teacher in the language learning process and is more flexible in thinking and cognitive skills using language that makes it good and true.

B.   Definition of learning

Learning is acquiring new, or modifying existing, knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information. Progress over time tends to follow learning curves. Learning is not compulsory; it is contextual. It does not happen all at once, but builds upon and is shaped by what we already know. Learning is not of from collection knowledge factual and procedural based learning from experience and not from changes in the organization and changes resulting permanent relative.

Lev Vygotsky agrees that play is pivotal for children's development, through play there because of the context of the conversation, and this is an examination of responsibility of the parents. And In the book Teaching and Learning Strategies, Gulo (2002) explains the meaning of learning is a set of mental and intellectual activity which is basically changing behavior. Therefore, learning is a process that goes in one person who changed his behavior, good behavior in thought and act.

C.   Understanding learning strategies

Learning strategies and type of learning is an arable field which has attracted many students of second language. Learning strategies can be perceived and interpreted differently describing the nature of the learning strategies are not directly observed behavior as for through concrete measures observed by (Huda 1999).

Learning strategies can be described as the characteristics and behavior. Rubin conducted a study on the differences between characteristics of successful language learners and language learning characteristics that did not work. While oxford define learning strategies of behavior or action taken in learning to be successful for language learning, purpose and enjoy.

Learning strategies by Mujiono(1992) defined as follows:

Activity teachers to think about and pursue the consistency such as aspects and components of instructional system, where teacher to use certain strategies. Because instructional system an activity, then idea and pursuit consistency aspects before the components not only implement, bud carried out the time. There are two many dimensions of strategy. First, dimensions of the design of learning strategies, and the second dimensions implementation learning strategies.

D.   Classification of learning strategies

Learning strategies according to Huda (1999) can be classified on a few ways. First, the strategies listed above to learn key strategies and supports strategies, or strategy of direct and indirect strategies. Second, differentiated learning strategies for cognitive strategies and meta cognitive strategies. Third, learning strategies can be classified on the strategies of syntactic and semantic strategies. Syntactic strategy using function words, there are: prefixes, suffixes, word classification.

Subyantoro, (2004) reveral the main types of learning strategies seen from the characteristic of each individual study divided into:

A.    Repeat the strategy

B.     Elaboration of strategies

C.     Organizational strategy

D.    Meta cognitive strategies

A.    Repeating the strategy

The strategy consists of repeating and repeating simple to complex. Simply repeat the strategy used to just read material and just only memories. Example: simple strategy to memories phone number, place, time, shopping lists and forth. To remember memories make marginal notes and rewrite the core information.

B.     Elaboration strategies

Some from of elaboration the strategy is making notes, analogies, and PQ4R. PQ4R stands for preview ( read glance quickly), question (asked), and 4R stand for read, reflect, recite, and review. And this to help for students memorize information reading.

From method elaboration strategy can help student process of adding details so that new information will become meaningful and give easier more certainty. Elaboration strategies help transfer information from the memory in the brain.

C.     Organizational strategy

Organization's strategy is to help enhance the learning and meaningful new material with the new organizational structure. The strategy also serves as an identifier of ideas or keys facts from larger set of information. And  students learn to connect a wide variety of topics or ideas with some of the main ideas.

D.    Meta cognitive strategies

Meta cognitive thinking about associated with students own thinking and the ability to use appropriate learning strategies. Meta cognitive there two  between knowledge about cognition and cognitive mechanisms of control or monitoring.

O’mally and Chamot (in huda,1999) separating of learning strategies used by second language learners, namely meta cognitive strategies and social mediation strategies. First in the early stages of development of the area, if have two language learning strategies are motivated by the effort to discover the learning strategies used by good learners.

Second focused on developing the next stage of the preparation of a list of learning strategies for learners who are good compared to the learning strategies and learn less intelligent. For example cognitive strategies are often combined with meta cognitive strategies.

Third, stand from studies strategy the learning used by good and less good learners focus of study is directed towards preparing the systematics (taxo economic or typologies) of learning strategies. For example:

• DIRECT STRATEGIES
• I. Memory
• A. Creating mental linkages
• B. Applying images and sounds
• C. Reviewing well
• D. Employing action

• II.Cognitive
• A. Practicing
• B. Receiving and sending messages strategies
• C. Analyzing and reasoning
• D. Creating structure for input and output
• III. Compensation strategies
• A. Guessing intelligently
• B. Overcoming limitations in speaking and writing
• INDIRECT STRATEGIES
• I. Metacognitive Strategies   
• A. Centering your learning
• B. Arranging and planning your learning
• C. Evaluating your learning
• II. Affective Strategies   
• A. Lowering your anxiety
• B. Encouraging yourself
• C. Taking your emotional temperature
• III. Social Strategies   
• A. Asking questions
• B. Cooperating with others
• C. Empathizing with others

It can be seen that much of the recent work in this area has been underpinned by a broad concept of language learning strategies that goes beyond cognitive processes to include social and communicative strategies.

Fourth, a number of studies on learning strategies focused on the factors on the factors that play a role in the use of learning strategies. The many factors examined include motivation, gender, cultural, background, type of task, age, stage of  learning language, and learning styles.  

            

  

CHAPTER III

CONCLUSION

There are many ways to teaching learning English learning strategy. Learning strategies are used by students to help them understand information and solve problems. A learning strategy is a person's approach to learning and using information. Students who do not know or use good learning strategies often learn passively and ultimately fail in school. Learning strategy instruction focuses on making the students more active learners by teaching them how to learn and how to use what they have learned to solve problems and be successful.

The Learning Strategies Curriculum has the necessary breadth and depth to provide a well-designed scope and sequence of strategy instruction. The curriculum is divided into strands, or categories of skills.