questionnaire, they always mark their progress when doing the simulation test.
• Metacognitive: self reinforcement
Self reinforcement means giving oneself rewards for success. The
data of questionnaire show that the three respondents also reward themselves for their progress.
2. Cognitive Strategy
Cognitive strategies ‘operate directly on incoming information, manipulat- ing it in ways that enhance learning’ O’Malley and Chamot, 1990: 44.
• Repetition: imitating other people’s speech, silently or aloud. In this case, the three respondents apply this strategy to learn the listening
model of TOEIC test. According to the questionnaire, they try to understand the L2 language produced by the native speaker from the
listening section. • Resourcing: making use of language materials such as dictionaries. Based
on the questionnaire, the three respondents also use some books and dictionary to help them study.
• Translation: ‘using the first language as a basis for understanding andor producing the L2’ O’Malley et al., 1985: 33.
Based on the data questionnaire, the three respondents try to transfer the L2 into Indonesia in order to understand the meaning of the context,
especially in the section of listening and reading.
• Grouping: organizing learning on the basis of ‘common attributes’. For this strategy, the three respondents has separate the test model into
some categories. • Note-taking: writing down the gist of texts.
Based on the questionnaire, the three respondents prefer to take notes of their problems and take note for the new vocabulary.
• Deduction: conscious application of L2 rules. According to the questionnaire, the three respondents classify the genre,
phrase and word to make them easier to study the words and grammatical context.
• Recombination: putting together smaller meaningful elements into new wholes.
In this context, the three respondents study the grammar rules in order to be able to understand the grammatical error in the test model.
• Imagery: turning information into a visual form to aid remembering it — “Pretend you are doing something indicated in the sentences to make up
about the new word”. According to the data taken from the questionnaire, the three respondents
have applied this strategy for understanding the listening context in the section of picture listening. They apply this strategy to get point of the
image context.
• Auditory representation: keeping a sound or sound sequence in the mind — “When you are trying to learn how to say something, speak it in your
mind first”. Based on the data questionnaire, the three respondents apply this strategy
especially for learning the listening in context. • Key word: using key-word memory techniques, such as identifying an L2
word with an L1 word that sounds similar. Based on the data questionnaire, the three respondents apply this strategy
to understand the similar sound and meaning of the listening section. • contextualisation: ‘placing a word or phrase in a meaningful language
sequence’ O’Malley et al., 1985: 34. Based on the data questionnaire, the three respondents have done this
strategy to catch the image point and do the error grammar section. • Elaboration: ‘relating new information to other concepts in memory
O’Malley et al., 1985a: 34. Based on the questionnaire, the three respondents make some
understanding of the grammatical context. • Transfer: helping language learning through previous knowledge —“If
they’re talking about something I have already learnt in Spanish, all I have to do is remember the information and try to put it into English”.
Based on the questionnaire, the three respondents apply this strategy for understanding the meaning of the reading section.
• Inferencing: guessing meanings by using available information — “I think of the whole meaning of the sentence, and then I can get the meaning of
the new word”. According to the data taken from the questionnaire, the three respondents
apply this strategy to find out the most possible meaning of the reading section.
3. Socio Affective Strategy
