Language Learning Strategies THEORETICAL REVIEW

Figure 2.1 Metacognitive Model of Strategy Learning Chamot, et, al, 1999:13 According to figure 2.1, metacognitive model of strategy learning is started by planning process. Students mostly plan their learning by setting their goals of what they want to get. The second process is monitoring in which the students read and check whether they are making sense in the learning process. Moreover, when they do not understand an important part in the process, they ask as the process of problem solving. In the end of process, they evaluate their learning in evaluating process. Each of the process is clearly explained in the following. First, being a self-regulated student, the central step is planning. To represent students’ planning processes that includes how they plan, organize, and schedule events daily, weekly, and monthly, a graphic of a calendar planner is used. The planning strategies can help them in developing and using the forethought. Before beginning a task, the students are going to reflect rather than divide into the activity unprepared and with little thought as to what will occur since the strategies encourage their thinking. Good students think how they are going to approach and carry out the task during the planning process. By thinking about their objectives for the task, they set their goals. They come up with a plan of strategies in order to help them through the task. Therefore, they are going to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI meet the objectives. Good students think about what they have already known about the task and the related topic. After that, according to on the information, they predict what they need to do. Second, after the students prepare an approach, they monitor to measure their effectiveness while working on the task. This activity is defined as monitoring process. A thermostat is used to represent the monitoring process since it symbolizes two components of monitoring. First, the students monitor how they are doing as they work. Second, they monitor by making adjustments. They should think about where their focus of concentration needs to be at any given time and consciously focus their attention on a specific aspect of the task while they are monitoring. They monitor their comprehension and production through thinking whether they are comprehending when reading and listening or whether they are making sense when writing and speaking. Third, the students choose a strategy of problem-solving process when they get difficulty in doing a task. For example, according to all available information they have, they make an educated guess if they do not know the meaning of a word. Similarity, the students think of another way to say something they are not sure how to say it correctly. To solve these problems, they use any resource available to them, which can come from themselves, reference materials and other students. In this problem-solving process, the strategies vary from solving problems autonomously by making a guess according to the context as information obtained in a dictionary. Successful students are they who are active and appropriate in engaging in problem solving. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI