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.