Group 2

Group 2 :

1. Yuni Indrawati
2. Wahyu Ilahi Rahman
3. Aswar Ali Amzah          

Autonomy, Awareness, and Action

Autonomy is the ability to take charge of one's own learning. Autonomy is essentially a matter of the learner's psychological relation to the process and content of learning.

Autonomy is a situation in which the learner is totally responsible for all the decisions concerned with his [or her] learning and the implementation of those decisions. Autonomy is a recognition of the rights of learners within educational systems.

One of the key aspects to consider in defining Learner Autonomy is whether we view it as a means to an end (learning a foreign language) or as an end in itself (making people autonomous learners). These two options do not exclude each other, both of them can be part of our views towards language learning or learning in general.

Awareness is an approach to language learning and teaching that has been increasingly discussed and applied both within the L1 and L2 context-during the past few years. Language awareness is not a methodology nor a theory of learning. Rather, it may be understood as a cover term for a wide range of approaches towards language learning and teaching, all of which emphasize the aspect of language being something personal and meaningful. But, a simply reminder to all that awareness without action will be relatively useless.

Strategies

Strategies are most often conscious and goal driven. “The field of second language acquisition has distinguished between two types of strategy: learning strategies and communication strategies.

            As our knowledge of second language acquisition increased markedly during the 70s. We saw that certain learners seemed to be successful regardless of methods or techniques of teaching. We began to see the importance of individual variation in language learning.

            A comparison of earlier views of successful learners with more recent social constructivist research may eventually yield an amalgamation of the two strands: teachers on the one hand can benefit from attending to what might indeed be very common strategies for successful learning across many cultures and contexts, but on the other hand, they need to be ever mindful of individual needs and variations as well as the cultural contexts of learning.

           

Learning strategies

There are three kinds of learning strategy, those are :  

1. Metacognitive strategies refers to methods used to help students understand the way they learn. It means processes designed for students to think about their thinking. Metacognitive strategies are advance organizers, derected attention, selective attention, self-management, functional planning, self-monitoring, delayed production, and self-evaluation.
2. Cognitive strategies are one type of learning strategy that learners use in order to learn more successfully. These include repetition, resourching, translation, grouping, note taking, deduction, recombination, imagery, auditory representation, keyword, contextualization, elaburation, transter, and inferencing. 
3. Socioaffective strategies have to do with social mediating activity and interacting with others. Socioaffective strategies are cooperation and question for clarification.

EMPATHY

The human being is a social animal, and the chief mechanism for maintaining the bonds of society is language. While we attend to recognize the importance of the social aspect of language, we also tend to over simplify that aspect by not recognizing the complexity of the relation between language and society.

Empathy is process of putting yourself into someone else shoes of reaching beyond the self to understand what another person is feeling. Usually describe as the projection of ones’ own personality into the personality of others in order to understand them better. Empathy implies more possibility of the detachment; sympathy connotes an agreement of harmony between individual.

One of the more interesting implications of the study of empathy is the need to define empathy cross culturally-to understand how different cultures express empathy.

Inhibition

Yet another variable that is closely related to, and in some cases subsumed under, the notion of self-esteem and self-efficacy is concept of inhibition. It has already been noted that empathy and inhibition are closely linked, which raised questions about whether it was indeed empathy or inhibition that was being measured.

RISK TAKING is an important characteristic of successful learning of a second language. Learners have to be able to gamble a bit, to be willing to try out hunches about the language and take the risk of being wrong. Risk taking variation seems to be a factor in a number of issues in second language acquisition and pedagogy. The silent student in the classroom is one who is unwilling to appear foolish when mistakes are made. Self-esteem seems to be closely connected to a risk-taking factor: when those foolish mistake are made, a person with high global self-esteem is not daunted by the possible consequences of being laughed at.

Self-esteem

Self-esteem is probably the most pervasive aspect of any human behavior. The following is a well-accepted definition of self-esteem, we refer to the evaluation which individuals make and customarily maintain with regard to themselves. Three general levels of self-esteem have been described in the literature to capture its multidimensionality: general or global self-esteem, situational or specific self-esteem, task self-esteem.

ATTRIBUTION THEORY AND SELF EFFICACY

Based on the seminal work of psychologist Bernard Reiner attribution theory focuses on how people explain the causes of their own successes and failures. William and burden describe attribution theory in terms of four explanations for success and for failure in achieving a personal objectives: ability, effort, perceived difficulty of a task and luck.  According to Weiner, learners to explain, that is, to attribute their success on a task on these for dimension. Depending on the individual a number of causal determinants might be cited.

AFFACTOR RELATED TO ATTRIBUTION AND SELF-AFFICACY

Emerging on studies on assertions about language learners’ unwillingness to communicate and what we in common lay terms sometimes label as ‘’shyness,”.

Grup 4 : Meilda Lestari, Dewi Martila, Romy Hasyim Z

AUTONOMY, AWARENESS, AND ACTION

Autonomy has come to be used in at least five ways:

• for situations in which learners study entirely on their own;
• for a set of skills which can be learned and applied in self-directed learning;
• for an inborn capacity which is suppressed by institutional education;
• for the exercise of learners' responsibility for their own learning;
• for the right of learners to determine the direction of their own learning.

Metalinguistics can be classified as the ability to consciously reflect on the nature of language, by using the following skills:

1. an awareness that language has a potential greater than that of simple symbols (it goes beyond the meaning)
2. an awareness that words are separable from their referents (meaning resides in the mind, not in the name, i.e. Sonia is Sonia, and I will be the same person even if somebody calls me another name)
3. an awareness that language has a structure that can be manipulated (realizing that language is malleable: you can change and write things in many different ways (for example, if something is written in a grammatically incorrect way, you can change it)).

Metalinguistic awareness is also known as "metalinguistic ability", which can be defined similarly as metacognition ("knowing about knowing"). Metalinguistic awareness can also be defined as the ability to reflect on the use of language. As metalinguistic awareness grows, children begin to recognize that statements may have a literal meaning and an implied meaning. They begin to make more frequent and sophisticated use of metaphors such as the simile, "We packed the room like sardines". Between the ages of 6 and 8 most children begin to expand upon their metalinguistic awareness and start to recognize irony and sarcasm. These concepts require the child to understand the subtleties of an utterance's social and cultural context.

STRATEGIES

            Strategies are those specific “attacks” that we make on a given problem, and that vary considerably within each individual. They are the moment-by-moment techniques that we employ to solve “problems” posed by second language input and output. Rubin (Rubin and Thompson, 1982) later summarized 14 such characteristics. Good language learners:

1.      Find their own way, taking charge of their learning

2.      Organize information about language

3.      Are creative, developing a “feel” for the language by experimenting with its grammar and words

4.      Make their own opportunities for practice in using the language inside and outside the classroom

5.      Learn to live with uncertainty by not getting flusteredand by continuing to talk or listen without understanding every word

6.      Use mnemonics and other memory strategies to recall what has been learned

7.      Make errors work for them and not against them

8.      Use linguistic knowledge, including knowledge of their first language in learning a second language

9.      Use contextual cues to help them in comprehension

10.  Learn to make intelligent guesses

11.  Learn chunks of language as wholes and formalized routines to help them perform “beyond their competence”

12.  Learn certain tricks that help to keep conversations going

13.  Learn certain production strategies to fill in gaps in their own competence

14.  Learn different styles of speech and writing and learn to vary their language according to the formality of the situation

Teachers, on the one hand, can benefit from attending to what might indeed be very common strategies for successful learning across many cultures and contexts, but on the other hand, they need to be ever mindful of individual needs and variations as well as the cultural context of learning.

LEARNING STRATEGIES

Typically, strategies were divided into three main categories :

a.       Metacognitive is a term used information processing theory to indicate an “executive” funcution, strategies that involve planning for learning, thinking about the learning process as it is taking place, monitoring of one’s production or comprehension and evaluating learning after an activity is complated.

b.      Cognitive strategies are more limited to specific learning tasks and involve more direct manipulation of the learning material it self.

c.       Socioaffective strategies have to do with social mediating activity and interacting with others.

1Group 3 : Leny Mutmafidah, Fenni Anggraeni, Anindya Iman Sari

AUTONOMY, AWARENESS, AND ACTION

Autonomy has come to be used in at least five ways:

• for situations in which learners study entirely on their own;
• for a set of skills which can be learned and applied in self-directed learning;
• for an inborn capacity which is suppressed by institutional education;
• for the exercise of learners' responsibility for their own learning;
• for the right of learners to determine the direction of their own learning.

Metalinguistics can be classified as the ability to consciously reflect on the nature of language, there are :

1. an awareness that language has a potential greater than that of simple symbols (it goes beyond the meaning)
2. an awareness that words are separable from their referents (meaning resides in the mind, not in the name, i.e. Sonia is Sonia, and I will be the same person even if somebody calls me another name)
3. an awareness that language has a structure that can be manipulated (realizing that language is malleable: you can change and write things in many different ways (for example, if something is written in a grammatically incorrect way, you can change it)).

Metalinguistic awareness is also known as "metalinguistic ability", which can be defined similarly as metacognition ("knowing about knowing"). Metalinguistic awareness can also be defined as the ability to reflect on the use of language. As metalinguistic awareness grows, children begin to recognize that statements may have a literal meaning and an implied meaning. They begin to make more frequent and sophisticated use of metaphors such as the simile, "We packed the room like sardines".

2.    STRATEGIES

Strategies are those specific “attacks” that we make on a given problem, and that vary considerably within each individual. They are the moment-by-moment techniques that we employ to solve “problems” posed by second language input and output. Rubin (Rubin and Thompson, 1982) later summarized 14 such characteristics. Good language learners:

1.      Find their own way, taking charge of their learning

2.      Organize information about language

3.      Are creative, developing a “feel” for the language by experimenting with its grammar and words

4.      Make their own opportunities for practice in using the language inside and outside the classroom

5.      Learn to live with uncertainty by not getting flusteredand by continuing to talk or listen without understanding every word

6.      Use mnemonics and other memory strategies to recall what has been learned

7.      Make errors work for them and not against them

8.      Use linguistic knowledge, including knowledge of their first language in learning a second language

9.      Use contextual cues to help them in comprehension

10.  Learn to make intelligent guesses

11.  Learn chunks of language as wholes and formalized routines to help them perform “beyond their competence”

12.  Learn certain tricks that help to keep conversations going

13.  Learn certain production strategies to fill in gaps in their own competence

14.  Learn different styles of speech and writing and learn to vary their language according to the formality of the situation

Teachers, on the one hand, can benefit from attending to what might indeed be very common strategies for successful learning across many cultures and contexts, but beside that, they need to be ever mindful of individual needs and variations as well as the cultural context of learning.

3. LEARNING STRATEGIES

Typically, strategies were divided into three main categories, there are :

a.       Metacognitive is a term used information processing theory to indicate an “executive” function, strategies that involve planning for learning, thinking about the learning process as it is taking place, monitoring of one’s production or comprehension and evaluating learning after an activity is completed.

b.      Cognitive strategies are more limited to specific learning tasks and involve more direct manipulation of the learning material it self.

c.       Socioaffective strategies have to do with social mediating activity and interacting with others.