LANGUAGE LEARNING STRATEGIES
CHAPTER I (LANGUAGE LEARNING STYLE)
A. Defenition of LLS
LLS is a students consistent way of responding to and using stimulus in the
context of learning. (LLS adalah cara siswa menanggapi dan menggunakan
stimulus secara konsisten dalam konteks pembelajaran).
Keefe (1979), defined LLS as characteristic cognitive, affective, and
physiological behaviors that serve as relatively stable indicators of how learners
perceive, interact with and respon to the learning environment. (Keefe (1979),
mendefinisikan LLS sebagai karakteristik kognitif, afektif, dan perilaku fisiologis
yang berfungsi sebagai indikator yang relatif stabil tentang bagaimana peserta didik
memandang, berinteraksi dengan dan menanggapi lingkungan belajar).
B. Taxonomy of LLS
1. VAK learning style (Visual, Auditory, Kinesthetic)
Visual, a visually dominant learner absorbs and retain information better
when it is presented. Ex; pictures, diagrams and charts. (pelajar yang
dominan secara visual menyerap dan menyimpan informasi dengan lebih
baik saat disajikan. Ex; gambar, diagram dan grafik).
Auditory, students responds best to voice. Ex; group discussion. (siswa
merespons suara terbaik. Ex; Kelompok diskusi.).
Kinesthetic, students likes a “hands on” approach and respons well to
being able to touch/feel an object. (siswa menyukai pendekatan "hands on"
dan merespons dengan baik untuk dapat menyentuh / merasakan suatu
objek.).
2. Kolbs Learning Style Inventory (belajar berdasarkan pengalaman)
David Kolb published his learning styles model in 1984 from which he
developed his learning style inventory.
Kolb states that learning involves the acquisition of abstract concepts that can
be applied flexibly in a range of situations. In Kolb’s theory, the impetus for the
development of new concepts is provided by new experiences.
The Experiential Learning Cycle
Kolb's experiential learning style theory is typically represented by a four-
stage learning cycle in which the learner 'touches all the bases':
1. Concrete Experience - a new experience or situation is encountered, or a
reinterpretation of existing experience.
2. Reflective Observation of the New Experience - of particular importance
are any inconsistencies between experience and understanding.
3. Abstract Conceptualization reflection gives rise to a new idea, or a
modification of an existing abstract concept (the person has learned from
their experience).
4. Active Experimentation - the learner applies their idea(s) to the world
around them to see what happens.
CHAPTER II (LANGUAGE LEARNING STRATEGIES)
A. Defenitin of Language Learning Strategies )
Language learning strategies are defined as the conscious steps or behaviors
used by language learners to enhance the acquisition, storage, retention, recall,
and use of new information. (Strategi pembelajaran bahasa didefinisikan sebagai
langkah atau perilaku sadar yang digunakan oleh pelajar bahasa untuk
meningkatkan perolehan, penyimpanan, retensi, penarikan kembali, dan
penggunaan informasi baru).
B. Features of Language Learning Strategies
Oxford (1990) describes the certain features of language learning strategies below:
1. Communicative competence as the main goal (Kompetensi komunikatif
sebagai tujuan utama)
2. Greater self-direction for learners (Pengarahan diri yang lebih besar bagi
pelajar)
3. New roles for teacher (peran baru untuk guru )
C. Taxonomy of Language Learning Strategies
According to Oxfords (1990) definition, Language learning strategies which
directly involve the target language are called direct strategies. These strategies
include memory, cognitive, and compensation strategies. All of these direct
strategies involve mental processing of language.
On the other hand , indirect strategies are Metacognitive , affective , and social
strategies and they provide indirect support for language learning through
focusing , planning ,evaluating , seeking opportunities , controlling anxiety ,
increasing cooperation and empathy , and other means.
CHAPTER III (LANGUAGE LEARNING STRATEGIS ASSESMENT)