Chamot quoted by Weden and Rubin, 1987: 71-72 defined that learning strategies in the second language literature can be classified within three general
categories, that are, as metacognitive, cognitive and social affective in nature. The following subheadings will clarify the categories of learning strategies according to
Chamot.
a. Metacognitive Learning Strategy
The study is also related to metacognitive learning strategy by which the students can choose what kind of learning strategy that can facilitate them to learn
easily. Then, learning strategies can also be applied in writing process by which the students choose mind mapping in prewriting step as a means to help in
composition. Anderson, as cited in Moving toward Metacognition Journal Santana, 2003 defines metacognition as the ability to think about your thinking-to
make your thinking visible. The statement related when the students choose mind mapping as a means to help them in writing a composition. The further explanation
about mind mapping is going to be discussed in this next sub-section. Metacognitive learning strategies are classified into three aspects, namely,
planning, monitoring, and evaluation. As what Oxford 2000: 15 viewed that metacognitive strategies involved about planning the learning, monitoring the
learning and evaluating the learning. The three steps of metacognitive strategy had some categories. As Chamot quoted by Weden and Rubin, 1987: 77 stated that
metacognitive learning strategy can be classified into some categories referring to metacognition.
1 Planning
a. Advance Organizer
Learner makes a general but comprehensive preview of the concepts in a learning activity.
b. Directed Attention
Learner decides to generate a learning task and to ignore irrelevant distractions.
c. Selective Attention
Learner decides to attend to specifics aspects of situational details that will refer to the situational details.
d. Self-management
Learner understands the conditions that help the learner and arranges for the existence of those conditions.
e. Advance Preparation
Learner plans and reviews the components necessary to carry out an upcoming language task.
2 Monitoring
Learner corrects for the accuracy of grammar and vocabulary or for the appropriateness related to the setting of its language task.
3 Evaluation
Learner checks the outcomes or results of its language task against an internal measure of completeness and accuracy.
b. Cognitive Learning Strategy
