kelompok 3

Nama              : Ahmad Hudan Grisha

                           Mery Intinia Defi

Kelompok       : III / IV A

A.    Learning Characteristis       

            There are many ways to teaching-learning English learning strategy. 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. The Learning Strategies Curriculum has the necessary breadth and depth to provide a well-designed scope and sequence of strategy instruction. The curriculum is divided into strands, or categories of skills.

B.     Linguistic Factors

Areal linguistics focus on geographical areas of language contact and form a special branch of linguistics, sometimes left outside the common theories of language contact. Thus, there are several issues to be addressed in defining the notion of linguistic area as well as in examining the processes of change occurring in such linguistic areas. In the so-called dialect federations, the dialects of neighbouring languages form their own linguistic area; to be able to observe such federations, fieldwork is often required. Fieldwork has a central role in all linguistic contact research. The so-called areal typology can also be discussed: neighbouring languages and dialects can realise a typological drift together without any of the languages or dialects being dominant. Areal questions are also closely connected to sociolinguistics. 

C.    Learning Processes

To sum up, strategies play an affective-motivational role in learning, because they are tools in the learners’ hand, tools that they can use on their own and which can give them the feeling that theycan do something to solve their problems and do better. This is what we mean when we say, in rather technical terms, that strategies promote the restructuring of causal attributions: if learners know that they can do something to achieve success in learning, they are less likely to attribute their success or failure to bad luck or poor ability. They can start thinking in a more positive way, they can start thinking that success can be in their hands if they make an effort and use the right strategies. In this way they are also increasing their sense of self-efficacy, self-confidence, and expectations of success – they are empowering themselves. It is as if they said to themselves: "Now I know the rules of the game. I can try harder, play better and maybe win".