Autonomy, Awareness, and Action, Strategies, and Learning Strategies

Group 7:

Anis Rovita

Samrotul Ma’sumi

·   Autonomy, Awareness, and Action 

To develop learners to  be able to recognize and use English as a tool to communicate ideas requires to guide learners into a variety of strategies they can take and implement to organize, associate and find usages for knowledge about this foreign language to meet main goal of lessons: to speak English.Firstly we need to make students able to realize the importance of their own learning process and the knowledge they are acquiring, this is the principal step towards a true autonomy, awareness and action in our students and make the center of the learning process itself.The core of forming students who can understand other language and implement it interchanging ideas is they first can be independent.   To get and state in which learners are independents is necessary make them:   Awareness: our aim is to engage students´ motivation into English context, make them to see the importance in using a foreign language to speak English and not only to travel around the world but also to develop deeply cognitive skills, have a wider range of possibilities to work, stimulate them to be responsible about their learning processes and help them to understand they can improve as much as they wish. Community language which combining innovative and conventional strategies to make classroom a community within all learners are involved is useful developing awareness.
Autonomy: “require use of strategies, as long as motivation is present, we give students a large vocabulary in order to provide bases enough to get messages teacher gives, follow instructions, understand activities and do tasks. Audio-lingual method which provides them dialogues, vocabulary, pronunciation and patterns enough to allow students do by themselves.
Action: when learners associate and perform what teacher asks for and also use all those resources received to express ideas about class and although related with other aspects like their lives, likes, dislikes, styles etc. carrying out what have been Explained, total physical response, information sharing, interaction, students speak using vocabulary provided will show as if they really met awareness and autonomy into their actions.  

·   Strategies

If styles are general characteristic that differentiate one individual from another then strategies are those specific attacks that we make on given problem. And that considerably within each individual. The field of second language acquisition has distinguished between two types of strategy, those are learning strategies and communication strategies. The former relate to input to process, storage, and retrieval, that is taking in messages each other.

·    Learning Strategies
Learning strategies are used by students to help them understand information and solve problems. A learning strategy is a person's approach to learning and using information. Students who do not know or use good learning strategies often learn passively and ultimately fail in school. Learning strategy instruction focuses on making the students more active learners by teaching them how to learn and how to use what they have learned to solve problems and be successful.Typically, strategies were divided into three main categories. Those are, metacognitive,  cognitive strategies, and socioaffective strategies

Group 10: Eny Faizah dan Ahmad Baidlawi F.

·        AUTONOMY, AWARENESS, AND ACTION

Implied in any consideration of the role of styles and strategies in learning second languages are three linked concepts: autonomy, awareness, and action. One way of looking at this history is to consider the extent to which methodological trends have emphasized the respective roles of the teacher and the learner. The process of developing within learners a sense of autonomy required the use (and sometimes invention) of strategies, as aptly demonstrated by Weden (1992), as long as motivation is present, we give students a large vocabulary in order to provide bases enough to get messages teacher gives, follow instructions, understand activities and do tasks. Awareness: our aim is to engage students´ motivation into English context, make them to see the importance in using a foreign language to speak English and not only to travel around the world but also to develop deeply cognitive skills, have a wider range of possibilities to work, stimulate them to be responsible about their learning processes and help them to understand they can improve as much as they wish. Action: when learners associate and perform what teacher asks for and also use all those resources received to express ideas about class and although related with other aspects like their lives, likes, dislikes, styles etc.

·         STRATEGIES

If styles are general characteristics that differentiate one individual from another, then strategies are those specific “attacks” that we make on a given problem, and that vary considerably within each individual. The field of second language acquisition has distinguished between two types of strategy: learning strategies and communication strategies. First, a brief historical note on the study of second language learners’ strategies. In more recent research, with the increasing interest in social constructivist analyses of language acquisition, we find a shift of focus away from merely searching for universal cognitive and affective characteristics of successful learners.

·         LEARNING STRATEGIES

Learning strategies or study skills determine the approach for achieving the learning objectives. The strategies are usually tied to your needs and interests to enhance learning and are based on many types of learning styles. In more recent years, strategy research has been evolving a theory of language learning strategies that seeks to confirm or disconfirm a number of question that arisen. Many studies have been carried out on the effectiveness of learners’ using a variety of strategies in their quest for language competence. In the last decade or so of language teaching, we have seen mounting evidence of the usefulness of learners’ incorporating strategies into their acquisition process.

Left and Right-Brain Dominance, Ambiguity Tolerance, Reflectivity and Impulsivity, Visual, Auditory, and Kinesthetic Styles

by: Ahmad Mahfudillah Syam and Nur Hidayati

Left and Right-Brain Dominance

Left and right-brain dominance is a potentially significant issue in developing a theory of second language acquisition. The left hemisphere is associated with logical, analytical thought and linear processing of information. The right hemisphere perceives and remember visual, tactile, and auditory images. Scovel (1982) reminds that the left and right-brain differences tend to draw more attention than the research warrants at the present time.

Ambiguity Tolerance.

Some people that are open-minded in accepting ideologies, events, and facts that contradict their own views is called ambiguity tolerance. And some people that are more closed-minded and dogmatic to reject items with existing system is called ambiguity intolerance. The advantages and disadvantages of ambiguity tolerance are present in each style. A successful language learning needs tolerance, at least for interim periods or stages. Ambiguity intolerance also has advantages and disadvantages. It can guard against the wishy-washy to close off avenues of hopeless possibilities, entirely contradictory material, and to deal the reality. Some researcher agree to apply this style in learning of second language, such as Naiman (1978) and Chapelle and Robert (1986).

Reflectivity and Impulsivity.

Impulsivity is the cognitive domain to make either a quick or gambling. And reflectivity is guess at an answer to a problem. According to David Ewing, Reflectivity or Impulsivity is related two dimension style; systematic and intuitive style. An intuitive style implies an approach a number of different gambles on the basis of “hunches”. Systematic tend to weigh all the consideration in a problem, all the loopholes, and then venture a solution.

Visual, Auditory, and Kinesthetic Styles.

Visual learners tend to prefer reading and studying charts, drawing and other graphic information. Auditory learners prefer listening and audiotapes. Kinesthetic learners show a preference for demonstration and physical activity.

GROUP 2 (ANDITA SURYANI-JEFFRY YUDISTIRA)-Left and Right-Brain Dominance, AMBIGUITY TOLERANCE, REFLECTIVY AND IMPULSIVITY,VISUAL, AUDITORY, AND KINESTHETIC STYLES

Name of Group 2:

1.     ANDITA SURYANI

2.     JEFFRY YUDISTIRA

 Left and Right-Brain Dominance

As we know that to develop the theory of second language acquisition, left and right brain dominance is very important. Both of left and right brain, they also have the differences each other. According to Torrance (1980), there are some differences between left brain and right brain.

LEFT BRAIN

RIGHT BRAIN

Intellectual Remembers names Responds to verbal instructions and explorations. Experiments systematically and with control Makes objective judgments Planned and structured Prefers established, certain information Analytic reader Reliance on language in thinking and remembering Prefers talking and writing Prefers multiple-choice tests Controls feeling Not good at interpreting body language Rarely uses metaphors Favors logical problem solving

Intuitive Remembers faces Responds to demonstrated, illustrated, or symbolic instructions. Experiments randomly and with less restraint. Makes subjective judgments. Fluid and spontaneous Prefers elusive, uncertain information Synthesizing reader Reliance on images in thinking and remembering Prefers drawing and manipulating objects. Prefers open-ended questions. More free with feelings Good at interpreting body language. Frequently uses metaphors Favors intuitive problem solving

                          After knowing that there are some differences between left brain and right brain, we also consider that it is very important and we should remember that the left and the right brain are working together as a “team”. The main point of left and right brain dominance in the second language acquisition is that learner who has left brain dominance will better at producing separate words, gathering the specifics of language, carrying out the sequences of operations, and etc. while right brain will better in the whole images, with generalizations, and etc.

AMBIGUITY TOLERANCE

1.       Tolerance ambiguity

The person who is tolerant ambiguity has advantages and disadvantages. They are free to entertain a number of innovative and creative possibilities and not be cognitively or affectively disturbed by ambiguity and uncertainty.

2.       Intolerance ambiguity

Someone who is intolerance ambiguity will to close off avenues of hopeless possibilities, to reject entirely contradictory material, and etc.

REFLECTIVY AND IMPULSIVITY

1.       Impulsivity person may be more willing than a reflective to gamble at an answer. It is also conceivable that those with impulsive styles may go through a number of rapid transitions of semi grammatical stages of Second Language Acquisition.

2.       Reflective person may require patience from the teacher, who must allow more time for the students to struggle with responses

VISUAL, AUDITORY, AND KINESTHETIC STYLES

Some of the learning styles are “visual, auditory, and kinesthetic style”

1.       Visual: prefer to read and study charts, drawings and other graphic information.

2.       Auditory: prefer listening to lectures and audiotapes.

3.       Kinesthetic: learners will show a preference for demonstrations and physical activity involving bodily movements.