TEFL

English language learning strategy

1.      Memory

Memory learning strategies used by the learners to utilize the knowledge and experience of previous learning. This learning strategies involve a lot of memory and learning processes that use memory. For example, if learners connect speech sounds with things she remembered, he was using a memory learning strategies. Included in this learning strategy is to repeat the previous lesson. Similarly, if the learner uses body movements to aid understanding, then he is practicing memory learning strategies.

2.      Cognitive

Cognitive behavioral strategies are all learners in the learning process associated with the use of the intellect learners. This strategy can be either a range of activities. In one study, it was determined six cognitive behavior which is expected to represent this strategy. Sixth this behavior is: fix the error yourself, using gestures, trained to say the word, writing in a notebook, reading from the board, and stared at teaching media.

3.      Compensation

Compensation learning strategies used by learners who have had keteram-Pilan high enough. This learning strategies typically used to overcome some of the limitations in the language. Learners who have difficulty in explaining something in a language learned, for example, may use definitions or translations in ujarannya to keep the language process is still running. In fact, the movements of the body can be used to cover the limitations he faced. Included in this type of learning strategy is to determine or choose their own topics to be discussed. In fact, trying to avoid difficult topics is also a strategy in this group.

4.      Metacognitive

Metacognitive strategies are all learner behavior related to tactics or how learners to confront and manage teaching and learning materials. In this study, metacognitive strategies embodied a wide variety of activities that can be incorporated into the following three categories: focus, plan and develop learning activities, and evaluate the teaching and learning process. Can be emphasized that all of this should come from and carried out by the learner.

5.      Affective

Affective strategies are all learner behavior related to attitudes and feelings of learners in the face of the learning process. This strategy is further divided into two, positive and negative affective affective. Strategy is a positive affective learner behavior that shows that learning to accept and appreciate the teaching and learning process.

Negative affective strategies are learner behavior that indicates that learners reject and do not appreciate the learning process. It should be noted that the term "negative" as used here does not contain meaning ugly or bad. Rejection learners to the learning process is seen as behavior that is "neutral", which is not related to the value of good and bad. Strategy positive affective represented by four behaviors: laugh with which indicates pleasure or satisfaction, smiling, showing satisfaction, and shows pleasure because things are hilarious fun. Strategy negative affective represented by five behaviors: show confusion, complaining, do not pay attention to the teacher, talk with your seatmate outside of the relevance of learning, and show masabodoh attitude.

6.      Social

Social strategy is. all learner behavior associated with working together with colleagues learners in achieving the learning objectives. This strategy is embodied in six activities: talking to your seatmate on lessons, help a friend in accordance with the teaching and learning activities, ask for help to friends, to pay tribute to a friend.

How to apply ELLS to learn four language skill

1.      Speaking skill

·         Discussion

After the content-based lessons, discussions can be applied for a variety of reasons. Students can talk to a conclusion, to share ideas about an event, or seek solutions in their discussion group. Before the discussion, it is important that the purpose of the discussion arranged by the teacher. In this way, the point of discussion that are relevant to this purpose, so that students do not spend their time chatting with each other about things that are not relevant.

·         Role play

One other way to improve students' speaking skills is to play role playing. Students to pretend that they are in different social contexts and have various social roles. In the "Role Play" Teachers give information to students or learners like who they are and what they think or feel.

·         Information gap

In this activity, students should be paired. A student will have information that other couples do not have a partner and will share their information. Event information gaps serve a variety of purposes such as solving problems or gather information. Also, each partner plays an important role because the task can not be completed if a partner does not provide any other information needed. This activity is effective because everyone has the opportunity to speak widely in the English language.

·         Story telling

Students can briefly summarize the story or stories they have heard from people before, or they may create their own stories to tell their classmates. Story telling fosters creative thinking. It also helps students express their ideas in the form of the beginning, development, and the final results, including the character and setting of a story must be possessed. Students can also tell riddles or jokes.

2.      Reading skill

·         Monitoring comprehension

Students who are good at monitoring their comprehension know when they understand what they read and when they do not. They have strategies to "fix" problems in their understanding as the problems arise. Research shows that instruction, even in the early grades, can help students become better at monitoring their comprehension.

·         Metacognition

Metacognition can be defined as "thinking about thinking." Good readers use metacognitive strategies to think about and have control over their reading. Before reading, they might clarify their purpose for reading and preview the text. During reading, they might monitor their understanding, adjusting their reading speed to fit the difficulty of the text and "fixing" any comprehension problems they have. After reading, they check their understanding of what they read.

·         Answering question

The Question-Answer Relationship strategy (QAR) encourages students to learn how to answer questions better. Students are asked to indicate whether the information they used to answer questions about the text was textually explicit information (information that was directly stated in the text), textually implicit information (information that was implied in the text), or information entirely from the student's own background knowledge.

·         Summarizing

Summarizing requires students to determine what is important in what they are reading and to put it into their own words.

3.      Writing skill

·         Read a lot

This might be surprising, but the first step toward developing writing skills is not to write, but to read! Reading the works of respected authors will open your eyes and your mind to examples of good writing. Do you already know the type of writing that appeals to you? Find out who the leading writers are in that genre and read through their works. Whether it’s fantasy, academic, humor, poetry, science fiction, satire, or general prose, reading a lot will help you recognize what sounds good on paper and, in turn, will help you follow a similar model in your own writing. And it goes without saying that reading good writers will expose you to correct grammar and spelling, as well as a larger vocabulary.

·         Write journal everyday.

The old adage stands true: practice makes perfect. It applies to virtually any activity or endeavor in life. When you want to get better at something, there’s just no substitute for doing it, and doing it consistently. The same goes for writing! Write every day. Keep a folder on your desktop with your daily writing or keep a physical journal if you prefer writing by hand. You may not feel like you are developing writing skills from day to day, since progress can be very gradual, but trust us, you’re getting better with each day, week, and month of practice! One of the most rewarding experiences as a student of writing is to look back on your writing samples from months or years before and recognize just how much progress you’ve made over time.

·         Read your writing out loud to yourself.

This tip is another one that might not seem intuitive, but it is important. Writing that is good on paper should also sound good to the reader’s ear, as though they were a listening audience. When you read your writing out loud, you may notice if it’s choppy, incomplete, or repetitive – things you may not always notice when you’re busy typing or writing away.

·         Work with a writing tutor.

Finally, it can be extremely helpful to share your work with others, especially those who can give you useful feedback and individual attention. A writing coach or tutor is key to developing writing skills, as he or she will have professional experience and can offer constructive criticism. This final step is especially valuable if you are planning on submitting a piece to a writing competition or publication.

4.      Listening skill

·         Connect

Help yourself better understand a listening assignment by thinking of things you already know about a topic. This helps your mind build connections between what you know and new information you will hear. Say to yourself things like, “This lecture about animal communication makes me think about how my dog lets me know that he needs to go outside. He runs to get a sock and brings it to me.”

·         Predict

Make guesses about what you may learn as you listen. Guessing helps your brain focus on the assignment. It doesn’t matter if your guesses are right or wrong. For instance, if the topic is a space mission to Mars, you might guess, “I bet it takes six months to get to Mars and it’s probably really cold. I don’t think people can survive on Mars.

·         Take notes

Write notes that help you remember ideas. Outlining and layering information is always a good idea, but try other imaginative ways of taking notes: Use connected circles and shapes, create a chart, or draw a map. Use abbreviations and symbols that help you keep up with the speaker’s rate of speech; for instance, if the words memoryand communication are used a lot, just use an “M” and “C” in your notes and add a reminder that explains this after you finish listening. Speakers also convey ideas in nonverbal ways. Pay attention to intonation, and if applicable, facial expressions, to take notes on a speaker’s opinions and outlooks.

·         Respond

What do you agree and disagree with? What parts do you like best? What parts are confusing? Use symbols, such an exclamation mark (!) before an idea you like or an “X” next to something you disagree with, that help you quickly write your reactions so you won’t forget them.

·         Summarize

Read your lecture notes several times before and after class all week. In your head, summarize what the assignment was about and test yourself on your notes. Occasionally, you will be asked to write a formal summary. You will read your summary aloud or make a recording of it.