physical response or action, or 2 using mechanical techniques in moving or changing something in order to remember the language.
19
2. Cognitive Strategies
This strategy is a conscious way in processing the target language. It involves four categories as well; practicing, receiving and sending messages,
analyzing and reasoning, and creating structure for input and output. Practicing consists of 1 repeating, rehearsing, and imitating the language, 2 formally
practicing sounds and writing system, 3 aware in recognizing and using formula or patterns, 4 recombining known elements in a new ways, and 5 practicing the
new language in natural ways. In receiving and sending messages involves 1 getting the idea quickly by skimming and scanning, and 2 using print or non-print
resource to understand incoming and producing messages. Analyzing and reasoning includes 1 using general rules and applying them to the target language
in order to reasoning deductively, 2 analyzing expression in order to understand the meaning of the whole expression, 3 analyzing contrastively, such as
comparing elements like sounds, vocabulary, or grammar to determine the similarities and differences, 4 translating as the basic for understanding and
producing the language, and 5 transferring the knowledge, concepts, or structure from one language to another. And the last is creating structure for input and
output which requires 1 taking notes specific ideas or topics, 2 making a summarize, or 3 highlighting important information in the passage.
20
3. Compensation Strategies
Compensation strategies enable learners to use the language either in speaking and writing even lack of the knowledge. In this strategy consists of
guessing intelligently, and overcoming limitations in speaking and writing. Guessing intelligently can be achieved by 1 using linguistic clues such as seeking
and using language-based clues for guess the meaning what is heard or read in the language, or 2 using other clues such as seeking and using clues that not
language-based in order to guess the meaning of the language. Next is overcoming
19
Ibid., pp. 39 —43.
20
Ibid., pp. 45 —47.
limitations in speaking and writing can be achieved by 1 switching to the mother tongue, 2 asking someone for help, 3 using mime or gesture, 4 avoiding
communication partially or totally, 5 selecting the topic in order to direct communication, 6 adjusting or approximating the message, 7 coining the words
to communicate the desire idea, and 8 using synonym.
21
4. Metacognitive Strategies
It allows learners to control their cognitive in order to coordinate the learning process. This strategy consists of centering your learning, arranging and
planning your learning, and evaluating your learning. In centering your learning includes 1 overviewing materials and link it with what already known, 2 paying
attention, or 3 delaying speech to focus on listening. Arranging and planning your learning steps can be achieved by 1 find out how language works, 2
organizing the condition of learning to becoming optimal learning, 3 setting aims for language learning, 4 identifying the purpose of language task, 5 planning for
language task, or 6 seeking practice for opportunities. And in evaluating your learning involves self-monitoring and self-evaluating.
22
5. Affective Strategies
Affective strategy assists learners to manage their emotions, motivation, and attitudes toward learning process. It consists of lowering anxiety, encouraging
yourself, and taking your emotional temperature. In lowering anxiety can be describe as 1 using technique to alternate the tense by deep breathing or
meditation, or 2 using music, or 3 using laughter. While encouraging yourself includes of 1 making positive statements, 2 taking risk wisely, or 3 give reward
for yourself. Last is taking emotional temperature can be achieved by 1 understand the condition of yourself, 2 use checklist to discover feelings,
attitudes and motivation, 3 writing a language learning diary, or 4 discuss your feeling with other.
23
21
Ibid., pp. 49 —51.
22
Ibid., pp. 138 —140.
23
Ibid., pp. 143 —144.
6. Social Strategies
This strategy facilitates language learning through interaction with others. It consists of asking questions, cooperating with others, and empathizing with
others. Asking questions can be described as 1 asking clarification or verification, or 2 asking for correction. Meanwhile, cooperating with others can be applied by
1 cooperating with peers, or 2 cooperating with proficient user or native speaker of the language. And last is empathizing with others involves 1 developing
cultural understanding, and 2 becoming aware of others’ thoughts and feelings.
24
D. The Importance of Language Learning Strategies
Knowing the importance of language learning strategies is a significant thing for the learners. Many people are not aware that learning strategies are
important aspects in learning foreign language. Those learners just follow the teacher’s instruction. Only a few learners are aware the importance of language
learning strategies that can make an effective way in learning the language. As many researchers like Oxford, Cohen, O’Malley and Chamot in Shmais’s journal
have emphasized that effective learners used many different strategies in order to solve the problem that they face or producing the language.
25
Moreover, many earlier researchers also confirm that good learners employ language learning
strategies in learning the language.
26
Using language learning strategies appropriately can make improvement in learners’ language skills. Hismanoglu stated that language learning strategies help
language teachers about how their student assess their situation in learning process, plan, select skills so as to understand, learn, or remember information in
the language classroom.
27
It can be viewed that language learning strategies is important aspect in learning foreign language because it is the basic aspect in
24
Ibid., pp. 146 —147.
25
Effective Learners.
Retrieved from
http:www.tesl-ej.orgwordpressissuesvolume7ej26ej26a3 , accessed at January 20
th
, 2015, 12.57 pm.
26
Michael Lessard-Clouston, Language Learning Strategies: an Overview for L2 teachers, The Internet TESL Journal, Vol. III, No. 12, 1997.
27
Murat Hismanoglu, Language Learning Strategies in Foreign Language Learning and Teaching, The Internet TESL Journal, Vol. VI, No. 8, 2000.
