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The Nature of Learning Strategies

Supporting lecturer :

Deasy Yunita Siregar, M.Pd

Class:

TBI – 5/ Semester IV

Compiled By :

Group 1

1. Juleha Santrika
2. Miarni Audina

3. Syafiq Khairi

FACULTY OF TARBIYAH AND TEACHER

ENGLISH TADRIS STUDY PROGRAM

NORTH SUMATRA STATE ISLAMIC UNIVERSITY

2022
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FOREWORD

Praise and gratitude the author prays to Allah SWT, for all His mercy and grace which
provides health and wisdom to the author so that the entitled "The Nature of Learning
Strategies" can be completed properly in accordance with the appointed time The author
thanks especially to the lecturer in charge of this course Deasy Yunita Siregar, M.Pd. who has
guided us in English Teaching courses and Learning Strategies. The author really hopes that
this paper can add to his knowledge and experience for readers. In fact, we hope further
that this paper is useful and can readers practice in everyday life. In writing this paper, we
realize that there are still many mistakes and errors errors, both related to the discussion
material and typing techniques and writing system due to our limited knowledge and
experience. For that we really hope for constructive criticism and suggestions from readers for
the sake of perfection This paper.

Medan, 10 September 2022

Group 1
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TABLE OF CONTENTS

FOREWORD................................................ ............................................... 2

TABLE OF CONTENTS................................................ ................................................................. ......... 3

CHAPTER I INTRODUCTION............................................... ........................................ 4

A. Background .............................................. ................................................................. ... 4

B. Problem Formulation .............................................. ................................................ 4

C. Purpose ............................................................... ................................................................. ................ 4

CHAPTER II DISCUSSION............................................... ................................................ 6

A. DEFINITION OF LEARNING STRATEGY .......................................................... ... 6

B. OBJECTIVES OF THE LEARNING STRATEGY .......................................................... .............. 8

C. BASIC CONCEPTS OF LEARNING STRATEGIES............................................... 9

D. TYPES OF LEARNING STRATEGIES.......................................................... ........ 11

E. STAGES IN THE TEACHING PROCESS................................................................. ......14

CHAPTER III CLOSING............................................... ................................................................. .. 17

A. Conclusion ............................................... ................................................................. .......... 17

B. Suggestions............................................................... ................................................................. ........................ 17

BIBLIOGRAPHY................................................ ................................................. 18
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Chapter I

INTRODUCTION

A. Background

Education Process Standards (SPP) play a very important role in improving quality of

education. Ideally, content standards, alumni standards, and other standards are

meaningless without the support of appropriate process standards. In this context, the

standard of the educational process become things that need to be considered by the

government. The teacher is a component that very important in the application of

educational process standards. Due to the successful implementation The educational

process relies heavily on teachers at the forefront.

Therefore, in order to improve the quality of teaching, teachers should start to

improve his skills. One of the skills that teachers need to have is designing learning

strategies that are in accordance with the objectives and competencies to be

achieved. This matter because not all goals can be achieved only with one particular

strategy.

In the context of education, strategy is considered as a teacher's effort to

create a system an environment that allows the achievement of the specified

learning objectives and processes education takes place effectively. Therefore,

the teacher must be able to adapt learning components in general so that

there is a link between the characteristics of the components related learning.

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B. Problem Formulation

1. What is the meaning of learning strategy?

2. What is the purpose of the learning strategy?

3. What is the basic concept of learning strategy?

4. What are the types of learning strategies?

5. What are the stages in the teaching process?

C. Purpose

1. Knowing the meaning of learning strategies.

2. Knowing the purpose of the learning strategy.

3. Knowing the basic concepts of learning strategies

4. Knowing the types of learning strategies
5. Knowing the stages in the teaching process.
6.
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CHAPTER II

DISCUSSION

A. DEFINITION OF LEARNING STRATEGY

In the learning process, the main problem is how to choose and use

learning strategies. Learning strategies determine the type interaction in the

learning process. The learning strategy used must be lead to good learning

activities, so that learning objectives can be achieved maximally.Learning is an

activity where someone makes or produces something changes in behavior that

exist in him in knowledge, attitudes and behavior skills. (Sunaryo (1989:1)). A

person is said to be learning when his mind and feeling active. The activity of

thoughts and feelings itself cannot be observed by people another, but felt by

the person concerned (the person who is learning it).

Learning is a process of student interaction with educators and resources

learn in a learning environment. Learning aims to create continuous change in

students' behavior and thinking learning environment. A learning process will

not be separated from learning activities teach. Strategy is as action decisions

that are directed and all necessary to achieve the goal. (Shirley .1980)

According to David, p.15, 2004 suggests that strategy is a way to achieve

long-term goals, while according to Glueck and Jauch, p.9, 1989 stated that

strategy is a unified, broad, and integrated plan that linking a firm's strategic

advantages to its challenging environmental challenges designed to ensure that

the main objectives of the company can be achieved through proper

implementation by the organization. Strategy is an attempt to obtain success

and success in achieving goals. In the world of strategy education can be

interpreted as a plan, method, or series of activities designed to achieve a

particular educational goals (JR David, 1976).

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The following is the definition of strategy in general and in particular: a. In

general Strategy is the process of determining top leaders' plans that focus on

long-term goals of the organization, accompanied by the preparation of a

method or effort how to achieve this goal.

b. In particular

Strategy is an action that is incremental (always increasing) and continuously

and carried out based on the point of view of what expected by future
customers. Thus, the strategy almost always start from what can happen and
not start from what happened. The speed of new market innovations and
changes in consumer patterns require core competencies. Companies need to
find core competencies in the business being carried out.

Joni (1992/1993) stated that the main reference in the determination of

learning strategies is the achievement of learning objectives. Therefore That is, all

learning activities carried out that are not oriented towards achievement of

learning objectives cannot be categorized as a learning strategy. Kemp (1995)

explains that learning strategy is an activity learning that must be done by

teachers and students so that learning objectives can be achieved achieved

effectively and efficiently. As for some understanding of learning strategies

according to experts are:

as follows:
• Hamzah B. Uno (2008:45)
Learning strategies are things that teachers need to pay attention to in the
process learning.
• Dick and Carey (2005:7)
Learning strategies are the components of a set of materials including
activities before learning and student participation which is a learning
procedures used in the next activity.
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• Suparman (1997:157)
Learning strategy is a combination of a sequence of activities, ways organize student
subject matter, equipment and materials, and time used in the learning process to
achieve learning objectives
which has been specified.
• Hilda Taba
Learning strategies are patterns or sequences of teacher behavior to accommodate all

learning variables consciously and systematically.

• Gerlach and Ely (1990)

Learning strategies are the ways chosen to convey the method learning in a

particular learning environment.

• Kemp (1995)

Learning strategy is a learning activity that must be done by the teacher and

students so that learning objectives can be achieved effectively and efficiently. It can

be concluded that learning strategies can be interpreted as planning which contains a

series of activities designed to achieve educational goals certain. Learning strategy is

an action plan (a series of activities) including the use of methods and the utilization

of various resources or strengths in learning that is structured to achieve certain

goals. In this case it is learning objectives. Learning strategy is a series of plans

activities that include the use of methods and the use of various resources or

strengths in a lesson. Learning strategies are prepared to achieve a certain goal. The

learning strategy includes: specific approaches, models, methods and learning

techniques.

B. OBJECTIVES OF LEARNING STRATEGY

Every use of learning strategies in the teaching and learning process certainly

has a goal to be achieved. The prediction guide strategy is Appropriate learning

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strategies are used to stimulate reflection and predict material that has a purpose in

its use in learning, including:

that is :

a. Optimizing learning on affective aspects

Active learning strategies are different from cognitive learning strategies and strategies

psychomotor learning (skills). Affective related to value (value) which is difficult to

measure, because it involves a person's consciousness that grows from in. Value is a

concept that is in the human mind that is hidden, not in the empirical world. When

talking about subject matter about grades or it can be said material which teaches

the affective aspect, herein lies the purpose of using the strategy prediction guide

learning because learning using this strategy does not only guides students' cognitive

abilities, but prioritizes aspects of affective. Students here indirectly learn about their

concern for environment and learn to determine the best attitude when facing an

issue. By optimizing the affective aspect, it will help shape students who are

intelligent at the same time have a positive attitude and are motorly skilled. This

which is expected to be generated from the use of prediction learning strategies

guides.

b. Activating students in the learning process

It often happens that during this time the learning process that takes place is

much directed to the process of listening and memorizing the information

presented by the teacher while students are passive in the learning process, so

students only acquire intellectual (cognitive) abilities. Ideal process learning

requires balanced learning outcomes between cognitive, affective, and

psychomotor. As previously described when students in passive state of

receiving lessons, then it is possible that he will be easy forget the information

conveyed by the teacher It is different when students participate actively in

learning. He will seek their own understanding and form their own
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understanding in the mind them, so that the new knowledge conveyed by the

teacher can interpreted in everyday life.

C. BASIC CONCEPTS OF LEARNING STRATEGIES

The basic concepts of this teaching and learning strategy include the following:
(1) determine:

specifications and qualifications of student behavior change; (2) make a

choice regarding approaches to teaching and learning problems, selecting

procedures,

teaching and learning methods and techniques; and (3) the norms and criteria

for the success of activities learn how to teach. Strategy can be interpreted as

an outline of the direction for act in order to achieve the goals that have

been set. Related with In teaching and learning, strategies can be interpreted

as general patterns of teacher and student activities in the realization of

teaching and learning activities to achieve the goals that have been

determined. According to Newman and Mogan, the basic strategy of every

business includes: the four problems respectively are as follows.

1. Identification and determination of specifications and

qualifications of results that must be achieved and become the target of

the effort by taking into account the aspirations of the people who need

it.

2. Consideration and selection of the main effective approaches to

achieve
target.

3. Consideration and determination of steps taken from the

beginning until the end.

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4. Consideration and determination of benchmarks and standard

sizes to be used to assess the success of the business carried out.

First, the specification and qualification of the desired behavior change as

learning outcomes carried out. In other words what should be the target of

the teaching and learning activities. This goal must be formulated clearly and

concretely so that it is easily understood by students. Changes in behavior and

personality that we want occur after students participating in a teaching and

learning activity must be clear, for example from being unable to reading

changes to being able to read. A teaching and learning activity without clear

goals, means that the activity is carried out without a clear direction or

purpose certain. Furthermore, a business or activity that does not have a

definite direction or purpose, can lead to deviations and non-achievement

expected results.

Second, choosing the teaching and learning approach that is considered the

most appropriate and effective to achieve the target. How do we view a

problem?What concepts, understandings and theories do we use in solving a

case? will affect the results. A problem that two people learn with different

approaches will lead to different conclusions. Social norms such as good, right,

fair, and so on will give birth to different conclusions might even contradict if

in a way Tht approach uses a variety of scientific disciplines. Definitions,

concepts, and economic theories about good, right, or fair, not the same as

good, right or fair according to the understanding of anthropological concepts

and theories. Also will not be the same what it is said to be good, right or

fair if we use a religious approach because The understanding, concepts, and

theories of religion regarding good, right or just are clearly different

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with economics and anthropology. Likewise with the way

approach to teaching and learning activities in learning. Third,

choose

and establish procedures, methods, and teaching and learning techniques that

are considered the most effective precise and effective. Presentation methods

or techniques to motivate students to be able to apply their knowledge and

experience to solve problems, different in a way or so that students are

encouraged and able to think freely and sufficiently courage to express their

own opinion. It should be understood that a method may only be used to

achieve certain goals. So with

Different targets should not use the same presentation technique.

Third, establish norms or criteria for success so that teachers has a handle

that can be used as a measure to assess the extent to which the success of

the tasks he has performed. A new program can be discovered success after

evaluation. Assessment system in activities teaching and learning is a strategy

that cannot be separated from another basic strategy. What should be

assessed and how should it be assessed This includes the abilities that must

be possessed by the teacher. A student can categorized as a successful

student can be seen from various aspects. Can be seen in terms of crafts,

following face-to-face with the teacher, daily behavior at school school, test

results, social relations, leadership, sports achievement, skills and so on or

views and various aspects.

The four basic strategies are a unified whole between the basics

of one with the other supporting each other and cannot be

separated.
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D. TYPES OF LEARNING STRATEGIES

Various types of Learning Strategies that can be used by teachers in

learning, among others:

a. Learning Strategies based on Message Processing

Judging from the message processing process, learning strategies can

grouped into two types, namely:

•
Deductive Learning Strategy
In deductive learning strategies, messages or materials

lessons are processed starting from the general,

generalization or formulation of the concept, proceed to

the specific, namely the explanation its parts or attributes

by using various illustrations or examples. Deductive

learning strategy appropriate to use if the concept to be

discussed is new concepts for students or the time

available for discuss a relatively limited concept.

•
Inductive Learning Strategy

In inductive learning strategies, messages or materials

lessons are processed starting from the special, parts or

attributes, towards the general, namely generalization or

concept formulation

or rules.

b. Learning Strategies Based on Message Processing Parties Every teaching

and learning event aims to achieve a goal certain people, want to

convey messages, information, knowledge and skills specific to students.

The message can be processed completely by yourself teacher before it

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is conveyed to students, but it can also be the students themselves

who expected to process with a little or a lot of help from the teacher.

On

On the basis of the message processing party, learning strategies can be divided into:

two types namely:

•
Expository Learning Strategy

With expository learning strategies, teachers who

seek subject matter that will be taught to

students from various source, then the teacher

processes it and makes summaries and/or perhaps

creating a chart. Process learning that occurs is as

follows:

The teacher explains the subject matter in detail to the students

Students under the guidance of the teacher conclude the learning material

Students are asked to take notes on the subject matter and/or re-study

it at school each other's house.

•
Heuristic Learning Strategy

By using this learning strategy, those who seek and

processing messages (subject matter) are students.

Teacher

acting as a facilitator and mentor of interesting

activities students to follow it, but students are told to

be in front, teachers mobilize, provide encouragement,

help students when you have trouble.

c. Learning Strategies Based on Teacher Arrangements

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In terms of teacher settings, there are two types of learning strategies,

namely:
learning strategies of a teacher and team (team teaching).

Strategy We are used to learning a teacher, namely a

teacher teach a number of students. Meanwhile, what is

meant by strategy Team learning is learning carried out by

two people or more teachers teach one subject, or teach

one

The topic of discussion is related to various subjects.

d. Learning Strategy Based on Number of Students

By paying attention to a number of students, there are three learning

strategies, namely:

namely classical learning strategies, small groups and individuals.

Strategy classical learning and small groups we are used to doing.

Meanwhile, individual learning strategies are still rarely used.

Examples of using individual learning strategies, as they are

now you are doing using the module teaching package.

e. Learning Strategies Based on Teacher-Student Interaction

Based on the consideration of teacher-student interaction, there are two

strategies learning, namely face-to-face learning strategies and strategies

learning through media. Use of face-to-face learning strategies good ones

by themselves use props, because students will better understand what

the teacher teaches. Application of learning strategies with the media,

teachers and students do not meet face-to-face, but through the media.

One of the media models that can be used is the package learning

through modules, learning through TV, learning through audio cassettes,

computer learning, and package learning program teaching

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E. STAGES IN THE TEACHING PROCESS

In general, there are three main points in teaching strategies, namely

the initial stage, (pre-instructional), the teaching stage (instructional),

and the assessment and follow-up stage carry on. These three stages

must be taken at any time carrying out teaching. If that one stage is

abandoned, then it really cannot be said to have been teaching process

occurs.

1. Pre-Instructional Stage

The pre-instructional stage is the stage that the teacher goes

through when he starts learning and teaching process. Some of the

activities that can be done by the teacher or by students at this

stage:

•
The teacher asks the students' attendance and notes who is not

present. The presence of students in teaching, can be used as

one of the benchmarks teacher's ability to teach. Not always

student absenteeism, due to the condition of the student

concerned (sick, lazy, truant, etc.), but it can also happen because

the teaching and the teacher are not pleasant, his attitude not

liked by students, or because of the teacher's actions at the time

of teaching previously considered detrimental to students (unfair

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assessment, giving punishment that causes frustration, low self-

esteem, etc.).

•
Ask students, where is the discussion of the previous lesson.

Thus the teacher knows whether there is a student's learning

habits at school his own house, at least the students'

readiness to face the lesson that day.

•
Asking students in class, or specific students about

previously taught material. This case do for know

how far the understanding of the material that has

been given.

•
Provide opportunities for students to ask questions about the

lesson material which he has not mastered from the teaching

that has been implemented previously.

•
Repeating the previous lesson material (previous lesson

material) briefly but covers all the material aspects that

have been discussed

previously. This is done as the basis for the lessons

to be discussed the next day, and as an attempt to

create conditions student learning.

The purpose of this stage is to re-express students' responses to the

material which he has received, and fosters the conditions of learning

in relation to with the lesson of the day. The pre-instructional stage in

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teaching strategies is similar with warm-up activities. This activity will

affect

student success.

2. Instructional Stage

The second stage is the teaching stage or the core stage, namely the

stage of giving learning materials that have been prepared by the

teacher before. In general can Some of the activities identified are as

follows.

• Explain to students the teaching objectives to be achieved by students.

• Write down the main material that will be discussed that day taken from

the book previously prepared sources.

• Discuss the main material that has been written earlier. In the discussion

of the material This can be done in two ways, namely: (1) the discussion

starts from the description general teaching material leads to a more

specific topic, (2) starting from specific topics to general topics.

• For each subject matter discussed, examples should be given concrete.

Similarly, students should be given questions or assignments, to know the

level of understanding of each subject matter that has been discussed.

• Use of teaching aids to clarify the discussion of each subject matter is

very necessary.

• Summarizing the results of the discussion of the subject matter. This

conclusion is made by the teacher and the main points should be written

on the blackboard to be noted student. Conclusions can also be made by

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the teacher together with students, even if may be left entirely to the

student

3. Evaluation and Follow-up Stage

The third stage is the evaluation or assessment stage and follow-up in

Learning Activities. The purpose of this stage is to determine the level of
success of the second stage (instructional).
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CHAPTER III CLOSING

A. Conclusion

Learning strategies can be interpreted as planning that contains

about a series of activities designed to achieve certain

educational goals. Strategy learning is a plan of action (a series

of activities) including the use of methods and the utilization of

various resources or strengths in learning that is structured to

achieve certain goals. In this case it is learning objectives.

The basic concepts of this teaching and learning strategy include the following:
(1) determine:
specifications and qualifications of student behavior change; (2) make a

choice regarding approaches to teaching and learning problems, selecting

procedures,

teaching and learning methods and techniques; and (3) the norms and criteria

for the success of activities learn how to teach. Strategy can be interpreted as

an outline of the direction for act in order to achieve the goals that have

been set. Related with

In teaching and learning, strategies can be interpreted as general patterns of

teacher and student activities in the realization of teaching and learning

activities to achieve the goals that have been

determined.
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B. Suggestion

It is hoped that by making a paper on this learning strategy, it

is hoped that make us prospective educator students

understand how learning strategies which we will use when we

teach later, so that students can be more good to absorb the

knowledge that we provide.

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Jakarta: Kencana Prenada Media

Journal of Learning Strategies and Selection UPI Directory

Journal of the Importance of Learning Strategies and Methods in Teaching and

Learning Activities
UNJ direktori directory

Aunurrahman. (2010). Study and Learning. Bandung: Alfabeta Djamarah, Saiful Bahri

and Zain Aswan. (2010). Teaching and Learning Strategy. Jakarta: PT. Rineka
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Ahmadi, Iif Khoiru. (2011). KTSP Oriented Learning Strategy. Jakarta: PT. Performance
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