STYLES AND STRATEGIES

Seventh

Robby Z Z Ni'am

Nikita Nurul Milati

Atik Dzuriyatul Husniyah

Emilia Nur Febriantini

 PROCESS, STYLE, AND STRATEGY

Proses is characteristic of every human being, the steps of something changing, or development of something that flow continually. All humans have varying proportion, abilities in a multiplicity of intelligences.

Style is a term that refers to consistency and preference within an indivial, and also general characteristics of personality type that distinguish someone with someone else.

Strategy is precise plan for doing an activity to reach certain target, specific method of approaching a problem, planning designe for controlling certain case, or the way to operate an activity fluently.

LEARNING STYLE

Learning styles might be thought of as “cognitive, affective, and physiological traits that are relatively stable indicators of how learners perceive, interact with and respond to the learning environment”. Skehan (1991, p.288) defined learning style as “a general predisposition, voluntary or not, toward processing information in a particular way. A study of learning style brings important variables to the forefront; such style can contribute significantly to the construction of a unified theory of second language acquisition.

Learning style mediate between emotion and cognition, as you will soon discover. For example:

·         A reflective style invariably grows out of a reflective personality or a reflective mood.

·         An impulsive style usually arises out of an impulsive emotional state.

People styles are determined by the way they internalize their total environment, and since that internalization process is not strictly cognitive, we find that physical, affective, and cognitive domains merge in learning style.

Donrnyei and Skehan (2003, p.602): “a predisposition may be deep seated, but it does imply some capacity for flexibility, and scope for adaptation of particular styles to meet the demands of particular circumstance.”

If we identified both educators and psychologist about learning style we can imaginable sensory, communicative, cultural, affective, cognitive, and intellectual factor would emerge.

Ehrman and Leaver (2003) researched the relevance of nine styles to second language acquisition:

1.      Field independence-dependence

2.      Random (non-linier) vs. sequential (linier)

3.      Global  vs. particular

4.      Inductive vs. deductive

5.      Synthetic vs. analytic

6.      Analogue vs. digital

7.      Concrete vs. abstract

8.      Leveling vs. sharpening

9.      Impulsive vs. reflective

Other researchers have added yet other factors, including left and right brain style, ambiguity tolerance, and visual/auditoria/kinesthetic style, to the list of potentially significant contributors to successful acquisition.

Field Independence

A field independence style enables you to distinguish parts from a whole, to concentrate on something or analyze separate variables without the contamination of other variables. Not only field independence but also field dependence or field sensitivity is, conversely, the tendency to be “dependent” on the total field do that the parts embedded within the field are not easily perceived, although it is perceived more clearly as a unified whole.

The relate field independence and dependence to the second language:

Field independence (FI) is closely related to classroom learning that envelopes analysis, attention to details and mastering of exercises and other focused activities.

Field dependence style will, by virtue of field depence association with empathy, social outreach, and perception of other people, field successful learning of the communicative aspects of a second language.

Which one is important?

Clearly, both them are important for, one kind of learning implies natural, face to face communication and the kind of communication occur to rarely in the average language classroom and the second kind is involves the familiar classroom activities: test, exercises and so forth.