Second Language Knowledge LITERATURE REVIEW

21 24 explains that there might be a continuum of indirect strategies at one end and direct strategies at the other because a clear dividing line between what is indirect and direct is not easily identified see figure 1. Therefore it is important for the students to develop both learning strategies when they are learning the language. During the process, there might be a tendency from each student to prepare their own way of learning and find which strategies might be effective to employ. The goal of teaching learning strategies is to help students to find their own learning strategies. It helps them consciously control how they learn so that they can be independent or self-regulated learner. Ertmer Newby 1996: 9 state that self-regulated learners utilize three types of strategies to orchestrate their learning: metacognitive, motivational, and behavioral. Providing students with this kind of environment, teacher can help students to activate their own awareness of learning strategy and develop their own system in learning. Figure 1 Categories of LLS along a continuum Adopted from Macaro 2001 22 More specific theory of learning strategies is provided by Chamot Kupper 1989: 13 who state a definition of learning strategies “as techniques approaches or deliberate actions that students took in order to comprehend, store, and remember new information and skills”. These findings support the theory of procedural knowledge should be put into actions in form of training so that knowledge acquired can be developed into technical applications in language learning. Therefore, it can be comprehended that there are planned efforts which are taken by language students while they were in their learning process in order to maximize their achievement knowledge. Some planned efforts that language students do might be in form of technical knowledge of the language itself in form of linguistic and content as well as the strategies on how to conduct the language performance. Learning strategies can be seen as the processes which are consciously selected by students. Cohen 1998, 32 defines learner strategies as what we can only learn about the conscious strategies that learners utilize in their efforts to master a language. These strategies may result in action taken to enhance the learning or use of a second or foreign language, through the storage, retention, recall and application of information about the language. It might be assumed that the students actively improve their input as well as their output in language. In doing the process, the students need to plan, practice, and monitor and evaluate their input to have better output performance and later expand their own learning strategies to better output. When this process happens, students will also transfer their declarative knowledge into procedural and conditional knowledge.