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Types of Language Learning Strategies The development in language teaching has undergone a great change trough the years.

Most language teaching primary concern is about what is the learner learns with their second language teaching lesson. Rubin (1975) classi!ied that strategies that been implemented in the learning process will a!!ect directly or indirectly to the learner"s language learning. #ccording to Rubin there are varies o! language learning strategies and they are$ learning strategies communication strategies and also social strategies. %n the learning strategies they are two main types that contribute to the learners" development and also the learners" language system. They are the cognitive learning strategies and also met cognitive learning strategies aspects. &teps or the methods used in the learning process or the problem solving techni'ue that re'uire the learners to do direct analysis trans!ormation or even synthesis o! the materials used in the lesson. There!ore there are si( main cognitive that been listed by Rubin that contributes directly to the language teaching. The main cognitive are$ clari!ication guessing deductive practice memori)ation and also monitoring. Meanwhile in met cognitive learning strategies the techni'ues used in this method are by overseen regulate or sel! direct language learning. This method involved planning prioriti)ing setting goals and also sel!*management by the learners. The learners are involved not so actively in the communication strategies. This strategy is used by the learners when they !aced the di!!iculty in their communication and mainly the problem come !rom their communication outrun and they misunderstood by co*spea+er. The social strategy re'uires the learners to engage themselves in the learning activities that been carried out by the teacher. This would provide them an opportunity to practice the target language through the e(posure given in this method (Rubin and ,enden 19-7). .(!ord (199/) also has his own classi!ication language learning strategies and they include two main classes$ direct and also indirect and then ne(t been divided into si( more classes. .(!ord believes that language learning could be measured by the level o! the spea+er"s competence. %n this method the met cognitive element would help the learners to regulate their learning session. %n contrary the cognitive strategy is the mental strategies used by the learners and they used this element to ma+e sense o! their learning memory strategies in storing the in!ormation and also the compensation. .(!ord also lined out the learning strategies into direct strategies that involving memory$ creating mental lin+ages applying images and sounds reviewing well and also

employing action then cognitive elements that includes practicing receiving and sending messages strategies and lastly the compensation strategies$ guessing intelligently and overcoming limitation. %n the indirect strategies they are three aspects need to be considered. They are as !ollows$ met cognitive strategies a!!ective strategies and also social strategies. #ccording to ."Malley (19-5) there are three main subcategories o! language learning strategies. The main subcategories are$ metacognitive strategies cognitive strategies and also socioa!!ective strategies. ."Malley (19-5) stated that in the metacognitive strategies the learners will e(press their e(ecutive !unction and in this strategy the learners and also the teachers need to plan and also thin+ about the learning process as it is ta+ing place. The teacher also needs to monitor the learners" production and also their comprehension. 0valuating their learning activity is also needed and it is also possible to include advance organi)ers directed attention selective attention sel!*management !unctional planning sel!* monitoring delayed production and sel!*evaluation. Meanwhile in other two main subcategory the cognitive strategies are more about the limited speci!ic learning tas+ to the learners and they will involve more direct manipulation o! the learning materials itsel!. The teacher can use repetition resourcing translation grouping note ta+ing deduction recombination imagery auditory representation +ey word conte(tuali)ation elaboration trans!er and also di!!erencing. The last subcategories by ."Malley are socioa!!ective strategies. This socioa!!ective describe about the learners are related to the socio activity and transacting with other learners during the lesson. The main socioa!!ective elements are cooperation and clari!ication. The last language learning strategy is introduced by &tern in 1991 and according to &tern the strategies in his language teaching involving the learners" intention and this will direct his own learning session. 2e believes that the learners can ta+e charge o! his or her development by doing his or her own programmed with the help !rom the teacher. &tren believes that by involving the teacher the teacher would act as an adviser and also an resource!ul person to the learners. There!ore on this learning strategy the learners must decide by him or her on the commitment in learning the target language. 2e or she must set the reasonable goals and decides on the appropriate method select the best resources and also monitor the language learning process. The learners also need to evaluate his or her achievement based on the goals and also the e(pectation that been set be!ore the learning process too+ place.

%n the &tern"s cognitive strategies there are numbers o! steps used in the learning or problem solving that re'uires the learners to do direct analysis trans!ormation or even synthesis o! the learning materials used. &tern also mentioned that in this cognitive method there are clari!ication guessing deductive reasoning practice memori)ation and also monitoring. Meanwhile in the communicative strategies or also +nown as communicative* e(periential strategies re!er to the techni'ues used by the learners to +eep conversation going. #mong the steps that learners could do in sustaining a conversation are circumlocution gesturing paraphrase are even as+ing repetition and e(planation !rom the co*spea+er. The idea o! this strategy is to avoid interrupting the !low o! the communication among the spea+ers. 3e(t the interpersonal strategy that involves the monitoring techni'ue and the learners need to monitor their development along evaluating their per!ormance. The learners should contact or ma+e a try to communicate with the native spea+er. They should ma+e an e!!ort to cooperate with the native spea+er in learning the targeted language. &tern believes that trough this techni'ue the learners must become ac'uainted with the target culture and it is not 4ust learning the targeted language itsel!. The last subcategory in &tern"s language teaching methodology is a!!ective strategy. This strategy the learners are divided into good and bad language learners. The good language learners will learn and try to create associations o! positive a!!ect towards the !oreign language and they will ma+e an e!!ort to 4oin the activity that involving the targeted language. 5y learning training used by the teachers the learners will have the opportunity to help the students to !ace up the emotional di!!iculties because sometimes the learners tend to have the negative !eeling and commonly they would !eel less conscious towards the !oreign language. Thus by language teaching strategy the learners will learn to overcome the negative !eeling and draw the !rustration to the potential !rustration to a good element !or them to learn the targeted language.

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Importance of Language Learning 6anguage learning strategies are important !or the learners to learn their second

language. %t is believed that language learning can be used as a good indicator o! how the learners approach the tas+ or the problems that they encountered during the process o! the language learning. This language learning also give the advantages to the teachers by giving the valuable clues about their students per!ormances and also how their students could access the situation the plan and than select the appropriate s+ills in order to understand learn remembered the new input based on what had been presented in the classroom. The language learning also will give the opportunity to the learners to use the wide range o! language learning strategies wisely in improving their second language mastery (7edderholdt 1997). The metacognitive strategies are believed in helping the learning time sel!* monitoring and also sel!*evaluation !or the learners. Meanwhile in the cognitive strategies the learners could use the previous +nowledge that they have in solving the new problems that occurred. &ocioa!!ective language strategies which include the native spea+er in the learning process will assist the learners to improve more on their pronunciation and also solving the language based problem. These three main subcategories will help the learners to be more independence and not to rely much on the teacher and also will give the learners the autonomy in learning the language. ,ith this the learners could ta+e control o! their learning process. 6essard (1997) stated that language learning strategies will help the students to develop the students" competence. .(!ord (199/) also believes that language learning can become a use!ul tools !or the learners to be more active sel!*directed and these elements are important in building the students" communicative competence. The teachers who train the students by using the language teaching strategies will also help their students to be a good language learner and they could be considered as a good teacher to their students. Research also shown that by using language learning strategies bad language learners will try to be more success!ul and eventually they will be a good language learners through the strategies used.

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Role of the Teacher The teacher plays a big role in ensuring the language learning strategies become a

success. There!ore be!ore a teacher uses the strategies into his or her classroom the teacher need to learn about their students !irst. The teacher needs to recogni)e the students" interests motivations and also the learning styles. The teacher can also learn the language strategies that the students already +now !rom their bac+ground +nowledge in learning the targeted language. This can be achieved through the observation !rom the teacher to students. &ee+ that either the students able to as+ clari!ication veri!ication or even correction while the teaching lesson is done in the classroom. The teacher also could observe then behavior o! the students in cooperating with their peers or even some one outside !rom the class. 5esides that the teacher could also prepare a set o! 'uestions so that the students would be able to describe themselves and also their language learning e(perience. The teacher needs to have a good +nowledge about his or her students. The teacher needs to !ind the students" goals motivations language learning strategies and also their understanding to the course. The students may have di!!erent learning styles and varied awareness even though they are in the same class. Thus the teacher could not only !ocus only on one group or even use the same method !or each student as their needs are di!!erent !rom each person. 2ence the language teacher need to prepare him or her with a number o! language teaching strategies that would cater with the students" need. There!ore it is important !or the teacher to e'uip themselves with varied language styles (2all 1997). 5esides that the language teacher should also analy)e the materials used in the classroom especially the te(tboo+. 2e or she need to see whether the te(tboo+ would includes the language learning strategies training. %t is best !or the teacher to !ind a new te(ts or even new teaching materials i! there is no presence o! the language teaching strategies in the teaching tools. 5esides that the language teacher should also study his own teaching method and also the overall classroom style. 5y analy)ing the lesson plan the teacher could determine whether the lesson plan will give the learners the chance to use variety o! language learning strategies or not. The language teaching strategies could be either implicit or e(plicit or both and by evaluating the lesson plan the teacher could cater the best need !or the learners to learn the targeted language with the best language teaching strategies.