An Essay of a Weekly Report Presentation on October 6th, 2015

WEEKLY REPORT PRESENTATION

 An Essay of a Weekly Report Presentation on October 6^th, 2015

Submitted as the Requirement to Fulfill an Assignment of

English as Foreign Language Methodology Course

Under the Direction of Prof. Dr. Hj. Nenden Sri Lengkanawati, M. Pd

Written by:

Rezki Firdaus

1407335

 

ENGLISH EDUCATION DEPARTMENT

SCHOOL OF POSTGRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

2015

This written is a weekly report presentation of The good Language Learner and what they do, Learning styles and good language learners, and Strategies and good language learners material in Johnson’s book in 2001 and Griffiths’s book in 2008. It was written to fulfill the EFL Methodology assessment. In writing this weekly report presentation on October 6^th, 2015, the writer would recall all of the third reading report presentation, question – answer, and give some comment as part of it. This weekly report presentation presented by Nur Intan Asmara as the first presenter, Imas Suparsih as the second presenter and Novia Tri Febriani as the last presenter.

1.    Report Summary of the Presentation

a.    First Presenter (Nur Intan Asmara); Good Language Learner and What They Do

   At the beginning of the presentation, before she told us so far about the characteristics of good language learner. Asmara gives some information according to good language learner. First, related to the personality variables of good language learner. She said that there are two kinds of individual personalities; Extrovert and Introvert. Extrovert personalities as she mentions that this kind of personality who likely more sociable, has many friends, or doesn’t like to studying by himself. We can say that who has a learner’s personality like this, she/he is kind of open minded person. Introvert personalities quite different from extrovert. Introvert also kind of personality with a quite person, introspective, fonder of books rather than people; he/she is reserved and distance except with intimate friends. Next, she discussed about Tolerance of Ambiguity of learners. There are differences between Tolerance and Intolerance of ambiguity. Some learners are quite happy with the class, even though they may not understand everything that is being said by the teacher. They are categorized as tolerant of ambiguity. But other learners are upset by not understanding, that the teacher does not use the L1 to help communication where necessary. They are categorized as intolerant of ambiguity. Continually, she explains about Empathy/ego permeability and sensitivity to rejection, it means that some individuals may be said to be open to the personality of others; their egos are permeable. And the last was about Cognitive style and field dependence/ independence, When someone find their own preferred ways of tackling a problem, these ways of thinking are sometimes referred to as ‘cognitive styles’. In other word, some individuals seem more able than others to extract things from the context in which they are met, and to see them as separate entities. People who can do this easily are said to be ‘field independent’, while those who do not are ‘field dependent’. The field independent subjects seemed to be better learners.

After finished her explanation about the personality variables, she continued with Good Language Learner Studies. Based on Stern (1975) and Rubin (1975) conducted a further study. There are seven hypotheses about good language learning; The good language learner is a willing and accurate guesser, The good language learner has a strong drive to communicate, or to learn from communication. He is willing to do many things to get his message across, The good language learner is often not inhibited. He is willing to appear foolish if reasonable communication result. He is willing to make mistakes in order to learn and to communicate. He is willing to live with a certain amount of vagueness, In addition to focusing on communication the good language learner is prepared to attend to form. The good language learner is constantly looking for patterns in the language, The good language learner practices, The good language learner monitors his own and the speech of others. That is, he is constantly attending to how well his speech is being received and whether his performance meets the standards he has learned, The good language learner attends to meaning. He knows that in order to understand the message it is not sufficient to pay attention to the language or to the surface form of speech.

The last part of her understanding of reading report was about Learning Strategies. Oxford (1990) states that learning strategies as specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations. There are five examples of learning strategies that were stated by Oxford (1990); Taking risk wisely, Remembering new language information according to its sound, Finding out about language learning, Cooperating with peers, and Repeating.

Based on related theories from other book she read. Wenden (1990) listed the characteristics of good language learner; Good language learners find a style of learning that suits them, Good language learners are actively involved in the language learning process, Good language learners try to figure out how the language works, Good language learners know that language is used to communicate, Good language learners are like good detectives, Good language learners learn to think in the language, Good language learners realize that language learning is not easy, Good language learners are also good culture learners aware of the very close relationship between language and culture, Good language learners have a long term commitment to language learning. They are realistic in realizing that it takes time and practice.

According to Rubin and Thomson (1983), a good language learner possesses some of these 12 characteristics: They usually find their own ways and take charge for their learning. They organize the information about learning. They are creative and usually make experiment in their learning. They find their own opportunities for practicing language both outside and inside the classroom. They use memory strategies to recall what they have been learned. They do not feel it a mistake to make errors in their learning. They use the linguistics knowledge including knowledge of their first language. They use contextual clues to help them comprehending the target language. They make intelligent guesses. They formulate language chunk as whole to help their performance. They learn certain strategies that help to keep conversation going. They learn certain production strategies to fill in the gaps in their own competence. They learn different style of speech and learn to vary their language based on the situation. They learn not to get flustered by continuing to talk or listen without understanding every words.

Lightbown and Spada’s (1997) categorize the characteristics of a good language learner into twelve: Good learners are willing and accurate guessers, Good learners are willing to make mistakes, Good learners try to communicate even without language, Good learners look for pattern, Good learners practice whenever possible, Good learners analyze their own speech, Good learners pay attention to their own standards, Good learners enjoy grammar, Good learners begin learning in childhood, Good learners have above average of Iqs, Good learners have good academic skills, Good learners have good self images and self confidence.

Griffiths (2008) in her study states that higher level students do, indeed, report significantly more frequent use of language learning strategies than do lower level students. According to the result of her study, the students who make the most rapid progress (good language learners) tend to be characterized by particular behaviors, summarized below: Strategies to manage their own learning (metacognitive), Strategies to expand their vocabulary, Strategies to improve their knowledge of grammar, Strategies involving the use of resources (such as TV or movies), Strategies involving all language skills (reading, writing, listening, speaking).

Furthermore, Hedge (2000) listed the characteristics of a good languge learner focused on ‘Self Directed Learner’. Hedge’s characteristics of a ‘Self-Directed Learner’: Self –directed learners know how their needs and work productively with the teacher towards achieving their objectives, Self-directed learners learn both inside and outside the classroom, Self-directed learners adjust their strategies as needed, Self-directed learners manage and divide the time in learning properly, Self-directed learners learn with active thinking, Self-directed learners don’t think the teacher is a god who can give them,

This is the last part of her presentation. Its about the related research report. The first report that she conducted was from Kusumayanthie (2011). The participant of the research were the 8^th semester students who were taking the English for job seeker program as one of the three-month extracurricular program supported by one of the universities in Bandung. She categorized three kinds of participants namely: low achiever, middle achiever and high achiever. The categorization of the participant achiever level was based on the students’ average speaking scores.

From her study, it is found that the high and the low achiever students tended to employ meta-cognitive strategies the most for learning English. While, the middle achiever students used the meta-cognitive strategies as the second group employed the most in developing their speaking skill. The meta-cognitive strategy that the high, middle, and low achiever students tended to use was noticing their mistake when speaking in English and then using that information to help them to do better in developing English speaking skill. This strategy is known as self-monitoring strategy. They employ the strategy because they considered that this strategy could help them to provide the information about their mistakes when speaking in English, so that the strategy would enable them to avoid making the same errors later. It also found that the middle achiever also implied the other strategies to develop their speaking skill which were: (1) paying attention when someone was speaking English, and (2) trying to find out how to be a better learner of English. The middle achievers informed that they would pay attention to their lecturer or to more proficient learners when they spoke in English in order to develop their proficiency in speaking English. Moreover, in order to find out to be better learner in English, they would search the information from the internet or ask more proficient learners. The middle achiever added that they used all of these strategies especially to improve their pronunciation.

The next report was from Kemala (2014). In her research also tries to find out the characteristics and the strategies of the autonomous learner. The result of the study shows that a successful learner have learned how to learn. She also made a conclusion that the implication of learning autonomy is that gives learner an opportunity to select and implement appropriate learning strategies in order to allow them to learn at their own pace. It also give students an opportunity to play a considerable role in setting the goals of learning, in organizing the learning process, and fulfilling it.

The last report was from Noviantoro (2014). She explains that: the condition of being demotivated, for some students, may trigger their awareness to employ self-regulated learning strategies in-class or out-of-class.

b.   Second Presenter (Ima Suparsih); Learning Style and Good Language Learners

In her presentation of reading report about Learning Style and Good Language Learners. She explain three types of learning styles namely: Dunn and Dunn Learning Style, Kolb’s Learning Styles and Reid’s Learning Style. Dunn and Dunn (1993), devided five demension of learning styles:

1.    Environmental preferences; regarding sound, light, temperature, and classroom design,

2.    Emotional preferences; addressing motivation, persistence, responsibility, and structure,

3.    Sociological preferences; for private, pair, team, adult, or varied learning relations,

4.    Physiological preferences; related to perceptual strengths, intake, time, and mobility,

5.    Psichology preferences; related to visual, auditory, and kinesthetic.

According to Kolb’s learning styles, he described as a four-stage of learning styles:

1.    Accommodative (Active Experimentation /Concrete Experience),

2.    Divergent (Concrete Experience/Reflective Observation), learn from feeling and watching

3.    Assimilative (Reflective Observation/Abstract Conceptualization), learn from thinking and watching, and

4.    Convergent (Abstract Conceptualization/Active Experimentation), learn from thinking and doing.

According to Reid’s learning style, he identified four basic perceptual styles of preferences:

1.    Visual for instance reading, charts, movie, etc.

2.    Auditory for instance lectures (listen from their friends), tapes, music, etc.

3.    Kinesthetic involving physical activity, and

4.    Tactile for instance building models or doing laboratory experiments (e.g: mechanical skin tauching experimental at laboratory)

After she finished presenting of these three types of learning style. She continued to explain about the research into learning style. According to Reid, (1987, p. 101) cited in Nel. C in Griffith, (2008, p. 50) suggesting stylistic preferences are relatively stable, students need to be adaptable, since research shows that “the ability of students to employ multiple learning styles results in greater classroom success.” Suparsih also state that in a few countries have a different types and style in learning of their learners. For example, in Japan most of research found that learners in Japan learn by an auditory learning and in Korea, learners learn from a visual.

She explain that there are three kind of learning style instrument that have been specifically developed by many language researcher. First, according to Reid (1987) who used the perceptual learning styles preference questionnaire. The perceptual learning styles preference questionnaire consists of five randomly arranged statements on each of six learning style preferences, those are: visual, auditory, kinesthetic, tactile, group, and individual. Secodly by Oxford (1993) used the Styles Analysis Survey (SAS) to determine learners’ general approach to learn. The SAS consists of five parts: 1) Physical senses to study or work (visual, auditory, and hands-on), 2) Dealing with other people (extroverted versus introverted), 3) Handling possibilities (intuitive versus concrete-sequential), 4) Approaching tasks (closure-oriented versus open) and 5) Dealing with ideas (global versus analytic).And the last, Ehrnman and Leaver (2003) used the Ehrnman and Leaver learning styles questionnaire.

The advantage of such instruments for language teachers is they enable to compile a multidimensional profile of students’ learning styles using the most commonly identified dimensions so that they can plan, where necessary, and modify their teaching according to their student’s needs. For students, such instruments can heighten self-awareness and empower them to maximize their learning opportunities.

The implications for the teaching and learning situation. She present that to make a great successful in implementing the teaching and learning situation we should pay attention for this term. First, Instructional planning and presentation, This mean, classes with a majority of male students may have a different dominant style from a mainly female class, and may require different types of activities for their needs. The key for teachers in planning instruction is to be aware of the multiple ways students learn best. In order to identify students’ learning styles, teachers might use language style instruments to measure and identify the learners’ styles. Second, Teaching/learning  environtment, In addition to recognizing and valuing the uniqueness of learners, teachers need to look at their teaching/learning environments, the students’ feel safe, valued, and comfortable whether the learning environment is supportive and language learning is stimulated regardless of style. They also need to consider what they can do to make the teaching/learning environment more attuned to the various needs of their students, given institutional or other constraints. Third, Assessment. The assessment tool can take many forms, including regular assignments, individual or group projects, online or inclass quizzes, student oral presentations, research essays, and term papers. The formats of the tools should be appropriate and may include filling in the blanks, multiple-choice questions, identification of terms, a variety of short and essay questions for the students to select from, and writing papers. In addition, the teacher should provide a variety of appropriate hints and instructions, such as diagrams, tables, or verbal description, to suit a variety of styles. Fourth, The interaction of learning style and teaching style. Understanding students’ learning styles, and being flexible regarding their own teaching styles, teachers can heighten their awareness to be more sensitive in their listening, observation, preparation, presentation, and interaction. Though teachers cannot be all things to all students, they will be more effective if they can provide more variety and choice to accommodate the stylistic differences of their students.

 

c.    Third Presenter (Novia Tri Febriani); Strategies and Good Language Learners

Before she started to present the reading report about Strategies and Good Language Learners. She give the outline of her presentation; definition of strategy, language learning strategies, and good language learners, classification of good language learning strategies, characteristics of good language learners, and related studies.

Starting with definition of strategies, Porter (1996:6) state that strategy is the creation of a unique and valueable position, involving a different set of activities. It means that when the strategy was set, it should be a foundation to the learner to make them easily in accepting the information. In business dictionary (2015) define a strategy as” a method or plan chosen to bring about a desire future, such as achievement of a goal or solution to a problem.”

Next, the definition of language learning strategies. According to Oxford (1990) language learning strategies means a specific action taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to knew situations. So, when that language strategies was set well by the learners hopefully they would be become a good language learner. As the classification of language learning startegies she provided from Rubin (1987), O’Malley et al (1985) and Oxford (1990). According to Rubin (1987), she divided the strategies into two group; direct and indirect. Direct means the learner can directly learn from what they see, hear and  feel by five sense. Indirect means that learner not only by using their five sense but also from their feeling. While O’Malley et al. (1985) divided the strategies into three groups metacognitive, cognitive, and social. Metacognitive here to manage their own learning. As the cognitive they use to improve their knowledge and social means involving all the language skills.

On the other hand, Oxford (1990) gathered a large number of language learning strategies and created a self-report questionnaire known as the Strategy Inventory for Language Learning (SILL). The strategy items of the SILL are divided into six groups; memory, cognitive, compensation, metacognitive, affective, and social. Almost the same with O’Malley but Oxford adding some point such as memory, compensation, and affective in his book.

According to Griffiths’s (2008), she divided six definitions of language learning strategies. She give the perception about language learning startegies, such as; 1) Language learning strategies are what students do, suggesting an active approach. 2) Consciousness is argued by many to be a basic characteristic of language learning strategies. 3) Language learning strategies have been described as “optional means for exploiting avaible information to improve competence in a second language”. 4) Strategic behavior implies goal-oriented, purposeful activity on the part of the learner. 5) Learners use language learning strategies to regulate or control their learning. 6) The goal of language learning strategies is the facilitation of learning, a target which distinguishes learning strategies from skills, a concept with which they are often confused.

Moreover, good language learners tend to use a large number of language learning strategies or activities consciously chosen for the purpose of regulating their own language learning. Griffiths (2008) divide the characteristic of strategies choosen by the learners into 5 item, they were; strategies to manage their own learning (metacognitive), Strategies to expand their vocabulary, Strategies to improve their knowledge of grammar, Strategies involving the use of resources ( such as TV or movies), Strategies involving all language skills (reading, writing, listening, speaking).

According to Rubin’s (1975) that mentioned seven strategies to be a good language learner: first, the good learners are willing and accurate guessers. It seems that the good language learners are both comfortable with uncertainty (indeed they may enjoy it) and willing to try out their guesses. The good guessers use all the clues which the setting offers them and thus are able to narrow down what the meaning and intent of communication might be. They also use their feel for grammatical structures, clues from the lexical items they recognize, clues from redundancy in the message. Second, the good language learners have a strong drive to communicate, or to learn from a communication. They are willing to do many things to get their message across. If by explanation doesn’t work, they will try to use gestures to express their meaning. Third, the good language learners are often not inhibited. They are willing to appear foolish if reasonable communication results. They are willing to make mistakes in order to learn and to communicate. Fourth, in addition to focusing on communication, the good language learners are prepared to attend to form. They are constantly looking for patterns in the language. They attend to the form in a particular way, constantly analyzing, categorizing, synthesizing. Fifth, the good language learners practice. They may practice pronouncing words or making up sentences. They will seek for out opportunities to use the language by looking for NS, going to movies or to cultural events. The last, the good language learners monitor their own and the speech of others. They are constantly attending to how well their speech is being received and whether their performance meets the standards they has learned.

So, the good language learners attend to meaning. They know that in order to understand the message, it is not sufficient to pay attention to the grammar of the language or to the surface form of the speech. They attend to the context of the speech act, they attend to the relationship of the participants, they attend to the rules of speaking, they attend to the mood of the speech act.

There are 3 resources related to the related studies of Strategies and Good Language Learner. The first one was from Griffiths (2008) who investigate the language learning strategies used by a private language school for international students in Auckland, New Zealand. She found that the students who participated in this study reported an average frequency of strategy use over all ELLSI items. When the students were divided into lower level and upper level, it was discovered that lower level students reported a lower average frequency of strategy use than did higher level students.

Higher level learners frequently use a wide variety of language learning strategies, in reading newspaper for instance. Higher level learners report reading newspaper considerably more frequently than lower level learners.  However, newspaper language is often difficult for those learning a new language, and may well erode confidence and reduce motivation for learners who find it discouragingly difficult. So, the teachers will need to consider the implications of the strategy use in their teaching to facilitate effective learning.

The second one by Chang, Liu, Lee (2007) A Study of language learning strategies used by college EFL learners in Taiwan. The findings of the study were generalized as follows: (1) There was not a great difference among the frequency of each strategy that Taiwanese college EFL learners report using, all in medium-use level. (2) Statistically significant differences were found in the use of cognitive strategies, metacognitive strategies, social strategies and overall strategies with regard to gender. (3) Statistically significant differences were found in the use of six subcategories of language learning strategies and overall strategies with regard to major.

The last was by Zare (2012) entitle Language Learning Strategies among EFL/ESL Learners: A review of Literature. She found that language learning strategies facilitate and improve language learning, assist language learner in different ways and she also found that a direct correlation exists between language proficiency and language learning achievement.

2.    Question and answer

a.    Can we say a sucessfull learner are a good language learner?

A good language learner not only the criteria to use in, but also the act of it. Sucessfull learner is a result being a good language learner by using their language strategies in a class.

b.    Does both characteristics of personality (Extrovert and introvert) can be said as a good language learner or not?

Extrovert is being a sociable, like parties, has many friends, need to have people to talk to, and doesn’t like studying by himself. Introvert become a quite person, retiring sort of person, introspective, fond of book rathet than people; he is reserved and distance except with initimate friends. Based on this book, Johnson (2001: 140) says that extrovert tend to be to make a good language learner, and for the introvert student should be motivated. If we find some introvert students’, we could discusse it with a counseling teachers.

Prof. Nenden answered: learning style is a gifted or tallented that were aquired by the learner. So, we should accepted with that.  According to the extrovert and introvert learners, extrovert learner is a kind of learner that not shy to learn including from intra or inter sources. Introvert learner is a kind of inter language learner which means that he/she is a kind of learner that cannot study in a crowded way.

c.    What kind of learning style that were used commonly in Indonesia?

Almost the learner mostly use visual, auditory, and kinesthetic style. But, related to the research in Indonesia lessly done so I can’t say what kind of learning style that were used commonly in Indonesia.

d.    Is it possible to have two learning style?

Of course its available and possible the learner used two kind of learning style. Maybe by using more than one style it could help them easily to understand the knowledge.

Prof. Nended answered: Teach them the strategies to the learner how to be a good language strategies. Any kinds of strategies to improve their learning strategies, e.g: learning schedull.

e.    What is the teacher need (strategies) to cope with a big classes?

Teacher should understand the students’ language style, based on the individual need. Then, related to the classroom environtment could support the learner well. Classroom should be variate with the language learner style.

f.     How to make integrated English among the GBA and 4 skills (listening, reading, writing, and speaking)? This question will be answered for the next meeting related to the same materials (Prof. Nenden answered).

3.    Comment

After listen to the first presenter regarding the good language learners and what they do, I have a simple understanding that a good language learner is the learner that are motivated to learn and they believe that they are capable of learning. Typically, they have a high tolerance of ambiguity, are patient with themselves, aware of their own learning styles and cognizant of effective learning strategies and they are not afraid to ask questions or make mistakes. Most of these learners have good organizational skills and willingly accept suggestions of how to become organized. The good language learners I know are either aware of how to record, remember and retrieve new information, or quickly learn the skills, and they readily seek opportunities to use it. They tend to become more involved with their host families and their community, practice English and built lasting relationship. Of course, not all of these ‘good language learners’ have possessed all of these qualities simultaneously, but at least they have their own strategy.

I believe that good language learners are capable of learning without a teacher’s guidance but when a teacher is available, they are able to use her as a resource and benefit from the relationship. Rather than seeing the teacher as ‘all-knowing’ and someone never to be questioned, these learners see the teacher as a facilitator or an equal partner. In my opinion, with motivation, encouragement and support, anyone can learn to be a better learner. Strategies that we use in our first language, as well as those from other skills areas, can be applied and/or modified when learning a second language. Students become better language learner when students begin to understand their own learning process and can have some controls over these process. Students who think and work strategically are more motivated to learn and have a higher sense of self-confidence in their own learning ability.

I have some conclusions about the overall presentation of Asmara:

1.    People are different and, therefore, need different things in order to learn well

2.    Some people need more encouragement, in the form of praise, suggestions and reminders

3.    Everyone is able to acquire new strategies if they are presented in a systematic.

4.    We need to encourage students to believe in themselves. Helping them to lower their anxiety, and making ourselves available to listen to them. Those can help to promote students’ positive-image

For the second presenter, I found that she were not discover some related studies according to his material in her presentation. Then, have to practice more and more how to be good in pronouncing some word because we are as an English teacher. Based on what have been already she presented, I only can conclude that earning styles are deal with general characteristics such as learners’ personality. Learning styles have been defined by many people including experts and researchers. Learning styles not really concern to what learners do in learning, but how they perceive in learning. Learning styles also show the conditions in students’ favorite ways in learning and sometimes students tend to show possibility to like and dislike the teaching method which is applied by the teachers. Learners will like teaching methods which are suitable with their learning style. In contrast, learners will dislike teaching method which are not appropiate with their learning styles.

I agree that every learners have different ways in their learning. There are many types of learning styles based on different aspects. I believe that visual, audio, and kinesthetic are useful ways to know learning style because most of the experts and researchers defined learning styles similar to them. Visual divided into two, visual (non-verbal) learners are remember best what they see such as picture, diagrams, film and demonstrations. Visual (verbal) learners understand new information best through written and spoken word. Auditory, learners learn easily through listening, their understanding depends on hearing and speaking, they also enjoy group work discussion and presentation, the last one is kinesthetic, learners  prefer to have real activities and direct practices.

As the conclusion of her presentation, I do believe that there is no the best language learner. Language learner never be able to reach the definition of perfection in their ability to learn, but learner can improve their learning style efficiently to be good language learners. Learning styles are not black or white, present or absent. Learning styles is generally operate on multiple. In learning styles a person might be equally visual and auditory but with lesser kinesthetic and tactile involvement because each individual brings his or her personality. No one the best learning styles, all of the learning styles based on leaarners personality.

Creating a definition of the best language learner is a potentially impossible task. The good learner may simply be the learner who has an open mind, willingness to try new learning strategies and always learning how to learn. The teachers' job is to give students a toolbox of styles and strategies. Teacher shoud understanding the issues relating to good language learners because it is an important step in helping students learns more efficiently and help students become better language learners.

For the last presenter, she presented better that the second presenter. Eventhough, during her presentation she missed a few point but as soon as possible go back with missed point explain it again. Based on the previous explanation about strategies and good language learners, it seems to be that being good language learners cannot be separated with the strategies use. A good language learner will always have a strategy (can be some strategies) that help them in acquiring knowledge. Learning strategies were seen as special ways of processing information that improve comprehension, learning, or retention of the information. Regarding of “learner” itself, it has broad meanings. Learners can be different in terms of levels, goals, focus, needs, etc. So, every learner must have their own style and strategies in learning the target language.

The selected strategies should be able to cover up or solve the problems encountered during the learners’ learning process. Moreover, a given strategy can be good or bad for the learners. It can give positive effects if the strategy gives valuable contribution to the language learners, such as: the strategy related to the target language, the strategy fits to the learners’ style in learning the language, and the learners can use the strategy effectively in helping them acquire the knowledge.

Meanwhile, the language learning strategies also can give negative effect if the strategies make the learners losing their motivation and confidence in learning the target language. For example, a teacher is teaching in a classroom with students that have various background of study. Some of them get additional course outside the school. When the reading class begins, the teacher asks the students to read a newspaper and make a paper without checking the level of difficulty of the newspaper. There will be no problems for the students who are familiar with English. But for the others who don’t, they will feel anxious and lose their confidence in doing the task. In the end, they can feel desperate and decide to copy their friends’ assignment. This will be happen if the teacher cannot select the appropriate strategies for the students.

So, as a learner we have to be wise in selecting which strategies that suitable for our learning process. It’s not a good decision if just because many people use a certain strategy, so we follow them. Pick the strategies that fit to our level and needs. For a teacher, it should be considered about strategies that applicable for all the students, so they will enjoy their learning process.

As the conclusion of the third presentation, language learning strategies can help us in identifying and understanding materials that we want to learn for easier learning. They are like a media that help us to transfer the information to our brain. Not only for understanding, can language learning strategies also help us in memorizing materials as well.

Individuals are infinitely variable, and there is no strategy that universally applicable for all. In addition to strategies, many other learner variables (aptitude, learning style, motivation, age, beliefs, culture, gender, personality, metacognition, or autonomy), and learning variables (vocabulary, grammar, pronunciation, function, skills, teaching/learning method, strategy instruction, error correction, or task) have the potential to affect the outcome of language learning efforts.