[19/01, 19:18] Niken Tisdiona🦦: Fadilla(2021-46)Language learning strategies are strategies that provide

opportunities for learners to build cognitive, affective, and psychomotor, either through

individual activities or social interaction with other learners, teachers, instructions, or

others ( Student's strategies in learning english online : a case study in a private school in Yogyakarta)

[19/01, 19:19] Niken Tisdiona🦦: The cognitive cognitive realm of the cognitive realm has six sub-
compiled starting with the simplest to the most complex and brief stages, namely: 1. Knowledge
(Knowledge) is the ability to remember the materials that have been studied before. 2. Understanding
(Compherehension) is the ability to capture the understanding of something, as it is translated
something or interpret something by explaining. 3. Application (application) is the ability to use
materials that have been studied in new and concrete situations or real. 4. Decomposition is the ability
to sort out something ingredients in the parts of the Koraponen so that the structure of the material can
be understood. 5. Union (synthesis) is the ability to unite separate parts to build a whole whole. 6.
Assessment (evaluation) is to determine or determine the value of a material for a predetermined goal.
(Harjanto,

[19/01, 19:19] Niken Tisdiona🦦: The affective realm of the affective domain is divided into five learning
levels compiled from the simplest to the most complex and brief stages, namely: 1. Receiving (receiving)
is a person's willingness or student to follow a particular event, such as activities in class, textbooks,
music and i 2. Provision of response (responding) is to appoint an active participation of students or
students in order to provide readiness reactions to respond or interest. 3. Determination of the attitude
is related to the value attached to students or students to an event or behavior, such as wanting to
improve group skills. 4. Organization (Organization) is to combine several different values and build
systems that are consistently internally. 5. Pattern Formation (Characterization by a Value or A Complex)
is to point to the affection process in which someone has a self-value system that controls his behavior
for a long time and in turn will form his lifestyle. (Hisham Zaini, 2002: 74-76)

[19/01, 19:20] Niken Tisdiona🦦: The psychomotor psychomotor realm of this psychomotor is divided
into seven learning levels compiled from the simplest to the most complex and brief stages, namely: 1.
Perception (perception) is related to the use of the Indra to capture the signal that guides motion
activity 2. Readiness (set), namely showing the readiness to take action or mental and physical readiness
to act. 3. Guided response is the initial stages in studying complex skills such as imitation 4. The
accustomed movement (mechanism) is related to the performance in which the student's response or
students have become accustomed and movements with confidence and skills. 5. Complex Movement
(Complex Overt Response) is a very skilled movement with very complex movement patterns. 6.
Adaptation of the movement pattern (adaptation) is related to the skills that are well developed so that
one can modify movement patterns to adjust certain tutuan or adjust certain situations. 7. Creativity
(organity), which is to consume the rise to the patterns of new movement to adjust certain situations or
special problems. (Harjanto, 2003: 61

[19/01, 20:35] Niken Tisdiona🦦: Memory strategies, such as grouping or using imagery, have a highly
specific function: helping students store and retrieve new information. Cognitive strategies, such as
summarizing or reasoning deductively, enable learners to understand and produce new language by
many different means. Compensation strategies, like guessing or using synonyms, allow learners to use
the language despite their often large gaps in knowledge. Figure 2.1 highlights these three groups of
direct strategies.

[19/01, 20:39] Niken Tisdiona🦦: Metacognitive strategies allow learners to control their own cognition-
that is, to coordinate the learning process by using functions such as centering, arranging, planning, and
evaluating. Affective strategies help to regulate emotions, motivations, and attitudes. Social strategies
help students learn through interaction with others. All these strategies are called "indirect" because
they support and manage language learning without (in many instances) directly involving the target
language. The indirect strategies explained here work in tandem with the direct strategies described
earlier. Indirect strategies are useful in virtually all language learning situations and are applicable to all
four lan- guage skills: listening, reading, speaking, and writing.