Even if it is almost the same like the study conducted by Susan Blackmore entitled “An investigation into the Use of a Blog as a
Tool to Improve Writing in the Second Language Classroom”, but the present study tries to focus on the micro-blogging though.
Another difference is on the setting in which the writing activity is used to the second language classroom, meanwhile the
foreign language classroom is taken into account in the present study. More specifically, the present study focused on the writing
recount and narrative text only. The thing that makes the present study different with the two relevant studies is laid on its
approach. The two relevant studies used quantitative approach meanwhile the present study used qualitative one. Based on its
novelty, the writer used a classroom action research to investigate the utilization of Edmodo micro-blogging in teaching recount and
narrative text. There is no single study that specifically focuses on this potential micro-blogging thus, the present study is hoped
to be worthwhile.
C. Learning Strategies
According to Faerch and kasper as cited in Hismanoglu, asserted that learning strategy as “an attempt to develop linguistic
and sociolinguistic competence in the target language.”
16
And according to O‟Malley “language learning strategies have been
broadly defined as any set of operations or steps used by a leaner that will facilitate the acquisition, storage, retrieval, or use of
information.”
17
From both statements, it can be summed up that learning strategy can be set up both by teacher and students in
order to assist teaching and learning process and it is set up with particular steps. More particularly in its utilization toward the
process in learning writing, it can be used to assist students learn foreign language writing based on their need and the things they
experience the most in their environment.
16
Hismanoglu., Language Learning Strategy in Foreign Language Learning and Teaching. The Internet TESL Journal, VI 8 2000.
http:iteslj.org accessed October 8, 2012
17
O‟Malley et al., learning Strategy Used by Beginning and Intermediate ESL Students. Language Learning, 35: 21-46.
In the context of the utilization of micro-blogging in learning writing, it seems to the writer that social strategy is taken into
consideration. It is necessary to the writer to encourage students to get involved in the collaborative writing activity. In its
application, students are asked to cooperate with others in composing draft of writing, giving comment and feedback, and
making revision on their writing. This idea goes in line to the process approach so that the students are engage in the several
phases in the writing process such as planning, drafting, reviewing, editing, and publishing. And to sum up, the learning
strategy used in this present study is fit to the social strategy that will be further discussed in the following.
According to Scarcella and Oxford, learning strategies are defined as “specific action, behaviors, steps, or techniques, used
by students to enhance their own learning.”
18
And finally Chamot defines that learning strategies are “thoughts and action used by
students to assist their own learning. They are techniques for accomplishing specific task. They are usually explicit, conscious,
and goal-
driven.”
19
Learning strategies are procedures that facilitate a learning task. Learning strategies are important in second language
learning and teaching for two major reasons. First, by examining the strategies used by second language learners during the
language learning process, it gains insight into the meta- cognitive, cognitive, social and affective processes involved in
language learning. The second reason supporting research into language learning strategies is that less successful language
learners can be taught new strategies. Thus helping them become better language learners.
20
Moreover, Oxford divides language learning strategies into two main classes, direct and indirect, which are further
18
Oxford, language learning Styles and Strategies: methods, Findings, and Instructional Issues. Modern Language Journal, 73:404-19
19
Anna Uhl Chamot., “Language Learning Strategy Instruction
Current Issues and Research ,” ed. Mary McGroarty. Vol. 25 of Annual
Review of Applied Linguistics New York: Cambridge University Press, 2005, p. 112.
20
Ibid., p. 112.
subdivided into six groups. In Oxfords system, metacognitive strategies help learners to regulate their learning. Affective
strategies are concerned with the learners emotional requirements such as confidence, while social strategies lead to increased
interaction with the target language. Cognitive strategies are the mental strategies learners use to make sense of their learning,
memory strategies are those used for storage of information, and compensation strategies help learners to overcome knowledge
gaps to continue the communication. Oxfords taxonomy of language learning strategies is shown in the following :
Table 2. 1: Taxonomy of Oxford’s SILL
21
21
Jumahir Jamulia, “Does Students‟ language Learning Strategy Increase their Writing Proficiency?” Seventh Conference on English Studies 7
2010: pp. 46-48.
DIRECT STRATEGIES INDIRECT STRATEGIES
Memory strategy o
Creating mental linkage o
Applying image and sounds
o Reviewing well
o Employing action
Cognitive strategies
o Practicing
o Receiving and sending
message strategies o
Analyzing and reasoning o
Creating structure for input and output
Compensations strategies
o Guessing
intelligently
o
Overcoming limitations in
speaking and writing
Meta-cognitive strategies o
Centering your learning o
Arranging and planning your learning
o Evaluating your learning
Affective strategies o
Lowering your anxiety o
Encouraging yourself o
Taking your emotional temperature
Social strategies o
Asking questions o
Cooperating with others o
Empathizing with others
A detailed description about Oxford Language learning Strategies will be described in the following.
1 Direct language learning strategies
The direct strategies are beneficial to the students because they help store and recover information. These strategies
help learners to produce language even when there is a gap in knowledge. They also help to understand and use
the new language.
a Memory strategy
It is based on simple principle like lying things in order, making association, and reviewing. These
principles are employed when the leaner faces challenge of vocabulary learning.
b Cognitive strategy
These are perhaps the most popular strategies in language learners. The target language are
manipulated or
transformed by
repeating, analyzing, and summarizing. The four steps in this
group are; practicing, receiving and sending messages, analyzing and reasoning, and creating
structure for input and output.
c Compensation strategy
Learner use
compensation strategy
for comprehension of the target language when they
have insufficient knowledge of the target language. These strategies make up for the
deficiency
in grammar
and vocabulary.
Compensation strategies are also used in production when grammatical knowledge is
complete. For example, when a learner does not know the subjunctive form of verb, a different
form may be used to convey the message.
2
Indirect language learning strategy
Indirect learning strategy works together with the direct strategies. They help learner regulate the learning process.
These strategies support and manage language learning
without direct engagement and therefore called indirect strategies.
22
a Meta-cognitive strategy
Meta-cognitive strategies go beyond the cognitive mechanism and give learners to coordinate their
learning. This helps them to plan language learning in an efficient way. When new
vocabulary, rules, and writing system confuses the learner, this strategy become vital for successful
language learning. Three sets of strategies belong to this group and
they are; centering your learning, arranging and planning your learning, and evaluating your
leaning.
b Affective strategy
The affective factors like emotion, attitude, motivation, and values influence learning in an
important way. Three sets of strategies are included in this group; lowering your anxiety,
encouraging yourself and taking your emotional temperature. Good language learners controlled
student attitudes and emotions about learning and understand the negative feeling retard learning.
Teachers can help generate positive feeling in class by giving students more responsibility,
increasing the amount of natural communication, and teaching reflecting strategies. Creating a relax
classroom is a way to lower learners anxiety level
and take one‟s emotional. c
Social strategies are very important in learning a language
because language
is used
in communication occurs between people. Three sets
of strategies are included in this group; asking questions,
cooperating with
others, and
empathizing with others. Among the three, asking questions is the most helpful and come closest to
22
Ibid., pp. 46-48.
understanding the meaning. Cooperation with others eliminates competition and in its place
brings group spirit. In brief, learners can use social strategies to develop cultural understanding and
become aware of thoughts and feeling of others.
23
D. Teaching Strategies
