Language and the students will keep on learning

Language learning studies help
students in developing their second language proficiency. There are six
language learning strategies which are memory, cognitive, compensation,
metacognitive, affective, and social domains. The impact on learning strategies
on ESL secondary school learners is that it enhances their English proficiency,
boosts students’ confidence in classroom participation, enhance use of learning
strategies, develop speaking skills and improve effective reading.

 

a.      
Supporting
details 1:

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Learning
strategies is important in order to shape independent ESL students. (P241)- P

                                                                   
i.           
In
order to facilitate the whole process of acquisition, storage, retrieval, or
using linguistic information, the students need practice the learning
strategies (Oxford and Crookall, 1989). (P)

                                                                 
ii.           
The
impact of learning strategies is it can enhance the students’ comprehension and
the students will keep on learning using the learning strategies (O’Malley and
Chammot, 1990). (P)

                                                               
iii.           
By
using the strategies, learners got the chance to learn by themselves (Abdul
Razak et. al, 2012). (P)

                                                                
iv.           
Apart
from that, learners will get more time to fully understand the subject matters.

                                                                  
v.           
Both
students and teachers will be more successful if more learning take place as
the students are encouraged to take more responsibility (Oxford, 1990). (P)

b.       Supporting details 2:

The
Learning strategies can trace the weakness and strength of the students.

                                                                   
i.           
Teachers
have the opportunity to train their less capable students to be more
independent and competent throughout the learning process (Oxford, 1990) (P)

                                                                 
ii.           
The
strategies used by effective learners can be used by the teacher to teach the
weak students to become more effective in future. (P)

 

c.      
Supporting
details 3:

The
understanding in the reading comprehension can be developed through learning
strategies.

                                                                   
i.           
It
is crystal clear that, strategies can be applied to students in order to help
students to learn faster no matter whether they are low proficiency second
language learners or less successful students (Ganakumaran, 2003)

 

A.     Main
point 2:

Brainstorming
as a way to boost up students’ motivation, confidence and active participation
in classroom.

a.      
Supporting
details 1:

It
remains the free flow of the ideas (Unin, 2016). (P)

                                                                   
i.           
The
students get managed to point out ideas as many they can within that particular
of time during the lesson learning process (Unin, 2016). (P)

                                                                 
ii.           
Certain
of the ideas given by the students cannot be accepted, yet it is still can lead
to more useful ideas (Unin, 2016). (P)

                                                               
iii.           
The
brainstorming activities can be used by the teachers so that there will be
having interaction between one and another student regarding to topic they
learn at that time (Unin, 2016). (P)

b.      
Supporting
details 2:

The
students felt high-motivated every time the brainstorming activities conducted
in the classroom.

                                                                   
i.           
Whenever
the students were given a chance to speak in English, they were more engaged
during the sessions took place. (p.610)

                                                                 
ii.           
Groups
were divided into small in order to motivate the students to speak more and
active in the discussion. (p.610)

                                                               
iii.           
A
teacher asked the students to form groups consist of four to five persons per
group. Later, the students were asked to continue the ideas of the story based
on the first line story given by their teacher.

                                                                
iv.           
It
was found that, other students would help their friends who kept silent and not
active in the group by motivating them.

c.      
Supporting
details 3:

The increasing of
confident level.

                                                                   
i.           
The
level of self esteem will keep growing to those who were active in
participating the brainstorming sessions. (p.610)

                                                                 
ii.           
During
the sessions, almost all of the students took part and contributed their
thoughts without any hesitation. (p.610)

                                                               
iii.           
Everyone
was so excited to continue and add the story based on whatever they liked. Most
importantly, each of the students really enjoyed in sharing their ideas toward
the story.

                                                                
iv.           
It
can be concluded that story-telling is one of the most effective ways in order
to boost up the students’ level of confidence.

d.      
Supporting
details 4:

Students were active in
taking part for every lesson.

                                                                   
i.           
During
the activities were conducted, the students from the advances and intermediate
groups can speak in English naturally and fluently.

 

 

B.      Main
point 3:

Enhance the learning strategies of the students.

a.      
Supporting details 1:

Reading
strategies help the students to have a better understanding while reading
texts.

                                                       
i.                       
The students get managed to figure out the ideas while reading the texts,
how they make sense of what is read and they can even detect what they do not
understand regarding the subject matter (Block, 1989).

                                                     
ii.                       
The reading strategies help the students to identify the meaning of a
word from the texts by guessing its meaning, and able to summarize the whole
texts (Janzen,1996).

 

 

b.       Supporting
details 2:

Learners can restore and
recover new information where it develops their memory strategies at the same
time.

i.                   
One of the best ways to remember what someone has read is by using
imaginary language.

ii.                 
Another way for learners to instill what they have learnt in their mind
is by combining sounds and images.

c.      
Supporting details 3:

Cognitive
strategies help the students will be able to understand new language by many
different means.

i.                   
If one does not sure the meaning of certain words, they can understand it
better by repeating the words.

ii.                 
One of the cognitive strategies is by looking up the words through
dictionaries.

iii.               
Cognitive strategies require the learners to understand the meaning
regarding to what they read or convey other messages in the new language.

d.      
Supporting details 4:

Meta-cognitive
can support and manage reading without directly involving the target language.

i.                   
This strategy tests on the speed of reading of the students.

ii.                 
The readers can slow down their reading if they found the text is hardly
to comprehend. Students can take a deep breathe if they found the text is
hardly to understand, so that the anxiety level could be lowered.