Learn|ng Strategy

A Def|n|t|on

Accordlng Lo Penry MlnLzberg Strategy ls a plan a how a means of geLLlng from
here Lo Lhere (neoty Mlotzbetq 1994) Accordlng Lo Wlklpedla Strategy ls a plan of
acLlon deslgned Lo achleve a parLlcular goal 1hus SLraLegy ls a Lerm LhaL refers Lo a
complex web of LhoughLs ldeas experlences goals experLlse and expecLaLlons LhaL
provldes general guldance for speclflc acLlons ln pursulL of parLlcular ends

Learn|ng ls acqulrlng new or modlfylng exlsLlng knowledge behavlors skllls values
or preferences and may lnvolve synLheslzlng dlfferenL Lypes of lnformaLlon
(Wlklpedla)

Learn|ng strateg|es are sLraLegles whlch conLrlbuLe Lo Lhe developmenL of Lhe
language sysLem whlch Lhe learner consLrucLs and affecL learnlng dlrecLly (8ubln
1987)

Language |earn|ng strateg|es are Lhe ofLenconsclous sLeps or behavlors used by
language learners Lo enhance Lhe acqulslLlon sLorage reLenLlon recall and use of
new lnformaLlon (8lgney 1978 Cxford 1990)

8 Learn|ng Strateg|es
1here are 3 types of |earn|ng strateg|es
a CognlLlve sLraLegles
b MeLa cognlLlve sLraLegles
c Soclal SLraLegles

Iactors |nf|uenc|ng the |earner's cho|ce of |earn|ng strateg|es
1 8ellefs abouL language learnlng
2 Learners' lacLors
3 Learners' ersonal 8ackground
4 SlLuaLlonal and Soclal lacLors


D kesearch I|nd|ng
ohen Aphek (1981) lnvesLlgaLed sevenLeen Lngllsh speaklng sLudenLs (9
beglnners 6 lnLermldlaLe and 2 advanced) learnlng Pebrew over a 100 day perlod
1hey concluded LhaL Lhe learners need Lo use mnemonlc assoclaLlon alds vocabulary
learnlng (as learnlng sLraLegy ) Lo undersLand vocabularles needed
-a|man Iroh||ch Stern and 1odesco (1978 1996) kub|n (197S) and Stern (197S)
commenLlng on 'good language learners' suggesLed a number of sLraLegles LhaL such
sLudenLs employ ranglng from uslng an acLlve Lask approach ln and waLchlng one's
L2 performance Lo llsLenlng Lo Lhe radlo ln Lhe L2 and communlcaLlng wlLh naLlve
speakers

A study by C'Ma||ey and hamot (1990) also supporLed Lhls facL LhaL successful L2
learners are aware of Lhe sLraLegles Lhey employ and why Lhey use Lhem
An lnLeresLlng argumenL ls also ralsed by Skehan (1989) whlch suggesLs LhaL Lhere ls
always Lhe posslblllLy LhaL Lhe 'good' language learnlng sLraLeglesare also used by
bad language learners buL oLher reasons cause Lhem Lo be unsuccessful" (p76)

Vann and Abraham's (1990192) study answered Lhls argumenL whlch found LhaL
boLh 'good' and 'unsuccessful' language learners can be acLlve users of slmllar
sLraLegles Lhough lL ls lmporLanL LhaL Lhey also dlscovered LhaL Lhelr unsuccessful
learners apparenLlylackedwhaL are ofLen called meLacognlLlve sLraLegleswhlch
would enable Lhem Lo assess Lhe Lask and brlng Lo bear Lhe necessary sLraLegles for
lLs compleLlon"
L Summary
1o sum lL up we Lry Lo explaln abouL language learnlng sLraLegles (LLS) We also Lry
Lo explaln whaL LLS are and how dlfferenL learners use Lhem llndlng reserachs
presenLed by some researchers have also been revlewed ln order Lo provlde us more
undersLandlng abouL LLS 8ased on Lhese flndlng research Cur own Leachlng
experlence shows LhaL uslng LLS ln Lhe L2 class helps learners ln Lhelr language
learnlng and also Leachers Lo lmprove Lhelr Leachlng
roup 6
Muzakk|r
Wam|| nanawat|
Agust|na 8angun
Dam|at|
Lra Wahyu -|ngs|h
L|na Mar||a