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course to have a link to a simplified model of the language learning process. It means that the students are able to manage their own learning if they have no idea
of how learning works by developing an awareness of language-learning theory they are able to adopt learning strategies for themselves. The third is that the
course tasks should replicate real-world communicative tasks, and finally, the course should promote reflection on learning. When the course fulfills those kinds
of characteristics, it will be helpful for the learners to be autonomous. Autonomous learning can also be applied by giving project to the students
in peer or group. Evatt and Boyle in Stephenson 1998 have shown how students can help each other with their learning through peer work or program. On a
capability program, well-managed support groups are particularly important, providing a general culture of interpersonal support where there is no specialist
tutorial. In contrast with taught students, autonomous learners have to deal directly with general educational as well as specialist issues. Mixed interest
groups can play a positive role in helping students apply some important process as sharing concerns, exploring ideas, exchanging experiences and taking risks.
4.6 Learning Strategies
Since autonomous learning is important in mastering foreign language, it is better to know all supporting successful learning. Learning strategies and styles
are two essential things in learning. O‟Malley and Chamot in Saville and Trolke 2006:91 formulate learning strategies used in SLA as metacognitive, cognitive,
and socialaffective. Metacognitive is the strategy in which the learner is able to preview a concept or principle in anticipation of a learning activity, to decide in
advance to attend to specific aspects of input, and to rehearse linguistic
31 competence which will be required for an upcoming language task. In
metacognitive strategy, the learner is doing self-monitoring of progress by him or herself. Cognitive is when the learner repeats after the language model, translate
from L1, remembers a new word in L2 by relating it to one that sounds the same in L1 or by creating vivid images, and guessing meanings of new material through
inferencing. The socialaffective strategy is when the learner seeks opportunities to interact with native speakers, works cooperatively with peers to obtain
feedback or pool information, asks questions to obtain clarification, and requests repetition, explanation, or examples.
Those three kinds of strategies are different in the way of process. The metacognitive strategy is that the learner attempts to regulate language learning by
planning and monitoring; the cognitive strategy makes use of direct analysis or synthesis of linguistic material; and socialaffective strategy involves interaction
with others. In addition, Hedge 2000:78 also states that metacognitive strategy involve planning for learning, thinking about learning and how to make it
effective, self-monitoring during learning, and evaluation of how successful learning has been after working on language in some way. For cognitive strategy,
she gives characteristics of processing information during learning; and for socio- affective strategies, she argues that those strategies provide opportunities for
learners to practice. Hedge also adds the fourth strategy named communication strategy 2000. This strategy includes the use of gesture, mime, synonyms,
paraphrases, and cognate words from the learners‟ first language to make them understand and to maintain a conversation. Communication strategy is used to
despite the gaps in their knowledge of the second language.
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Meanwhile, Oxford in Richards and Renandya 2002:127 promotes some factors influencing L2 student‟s choice of learning strategies. They are
motivation, careeracademic specialization, sex, cultural background, nature of task, age, and stage of language learning. Language learning style is also
identified as another key determiner of L2 strategy choice. The students with an analytic learning style will have different strategies from those with a global style
or visual oriented style. In relation of speaking skill, Harmer 2011:345-347 suggests some ways of
strategies which can be applied by the learners including preparation, the value of repetition, big groups and small groups, and mandatory participation. In
preparation, the foreign language speakers need to spend some time to prepare what they are going to say by rehearsing in their head. It can make them more
fluent and avoid getting panic. Wilson in Harmer 2011 also describes that planning and rehearsal are beneficial for speaking success and the students will
perform much better if they have chance to think about what they are going to say and how to say it.
Related to repetition, it has many beneficial effects as allowing students to improve on what they did before. Each new encounter with a word or phrase helps
to fix it in the students‟ memory. Each rehearsal gives them more confidence. However, repetition only works better if the students get a chance to analyze what
they have already done. This analysis may come from fellow students or from the teacher.
The students can also involve themselves in smaller group when they find themselves difficult to talk in front of a big group. In smaller group, it makes sure
33 that the students get chances to speak and interact in order to practice their
speaking skill. Related to mandatory participation, this strategy can help student learning speaking because in group, they are given time special time to speak for
some minutes about certain topic then taking turn to other member. While this demands the students‟ confidence in speaking spontaneously, it can be used as
strategy in learning speaking. In addition, Leaver, et al. in Diyanti 2012:23 list several strategies for
developing speaking skill as speaking a lot, using new structures and terminology in several contexts, reading voraciously, and practicing native-like pronunciation.
The learners can also learn a lot from their interaction with classmates and teachers, making conversations and getting peer feedback. The teachers‟
assistance with relevant guidance by always assisting and facilitating the learners with adequate and relevant learning resources and activities are also beneficial for
promoting their speaking skill. Meanwhile, related to own learning, Wenden in Benson 2001 classifies the
strategies used by adult foreign language learners including: 1 knowing what language and language learning involves, 2 planning the content and methods of
learning, and 3 self-evaluation of progress, and the learning experience.
5. English for Nursing Students
