1. to assess learning strategies which are mostly used by the students, and
2. to analyze how these strategies help students to improve their English.
F. Significances of the Study
This study is expected to have significance for the following parties. 1.
For the students of English Education Department, this study shows them what learning strategies which can be used to help them learn English.
2. For the lecturers of English education department, this study can be a
reflection for further teaching and might present some beneficial information to support their teaching.
3. For the English Education Department, this study is expected to give
useful information and suggestion for further educational needs to improve the quality of English education department programmes.
4. For the readers, this study might broaden the knowledge about learning
strategies which can be used in learning English. 5.
For other researchers, this can be a good source of information to conduct research which might be similar.
CHAPTER II THEORETICAL REVIEW AND CONCEPTUAL FRAMEWORK
A. Theoretical Review
In this chapter, three parts would be discussed. They are: 1.
The nature of teaching and learning 2.
Language learner 3.
Learning strategy and Learning styles The discussion of each will be presented below.
1. The Nature of Teaching and Learning
There are some definitions of teaching and learning. Brown 2000:7 claims teaching is guiding and facilitating learning, enabling the learner to learn
and to set the conditions for learning. Teaching is showing or helping someone to learn how to do something, giving instruction, guiding in the study of something,
providing with knowledge, causing to know or understand. Schunk in Harmer 2001: 44 asserts that learning is an enduring change in
behaviour, or in the capacity to behave in a given fashion, which results from practice or other forms of experience. In conclusion, learning is collaboration
between teachers and students which involves language in the process. The process brings an enduring change in behaviour. The collaboration results in a
practice and somewhat of a classroom activity which mostly occur in the process of teaching and learning. Fry 1999:9 claims that learning may involve mastering
abstract principles, understanding proofs, remembering factual information, acquiring methods, techniques and approaches, recognition, reasoning, debating
ideas, or developing behaviour appropriate to specific situations.
