1. TERM PAPERS ENGLISH LEARNING STRATEGY
Asked To Meet Classic Final Course Learning Strategy
Created by :
Class : II D
Nani Afriyani (2223102422)
ENGLISH DEPARTMENT
TEACHERS’ TRAINING EDUCATION FACULTY
SULTAN AGENG TIRTAYASA UNIVERSITY
2011

2. PREFACE
All praises be to allah, the god who creates us being and teaches us language. So ,
with language teaching , we could be understood of the language. Then , we are very grateful
to our teacher who has guided us to make paper planning on English Learning Strategy.
This paper means explain definition ―Cognitive Learning Strategy ―In make this paper
our so, understood.
―No Body’s perfect‖. That is our motto in the paper assignment. We realize that this
exercise is far from being perfect, but we do expect it will be of any use for you, the learners.
It is for this reason that we open our door for the constructive criticism as well as the advice
from you who really want to have this exercise better improved. Our since gratitude is , of
course, addressed to you.

3. INTRODUCTION
1.1 Background of Language Learning Strategies
Research into language learning strategies began in the 1960s. Particularly,
developments in cognitive psychology influenced much of the research done on language
learning strategies (Wiliams and Burden 1997:149). In most of the research on language
learning strategies, the primary concern has been on "identifying what good language learners
report they do to learn a second or foreign language, or, in some cases, are observed doing
while learning a second or foreign language." (Rubin and Wenden 1987:19). In 1966, Aaron
Carton published his study entitled The Method of Inference in Foreign Language Study,
which was the first attempt on learner strategies.After Carton, in 1971, Rubin started doing
research focussing on the strategies of successful learners and stated that, once identified,
such strategies could be made available to less successful learners. Rubin (1975) classified
strategies in terms of processes contributing directly or indirectly to language learning.
Wong-Fillmore (1976), Tarone (1977), Naiman et al. (1978), Bialystok (1979), Cohen and
Aphek (1981), Wenden (1982), Chamot and O'Malley (1987), Politzer and McGroarty
(1985), Conti and Kolsody (1997), and many others studied strategies used by language
learners during the process of foreign language learning.
The concept of learning strategy is dependent on the assumption that learners
consciously engage in activities to achieve certain goals and learning strategies can be
regarded as broadly conceived intentional directions and learning techniques." All language
learners use language learning strategies either consciously or unconsciously when
processing new information and performing tasks in the language classroom. Since language

4. classroom is like a problem-solving environment in which language learners are likely to face
new input and difficult tasks given by their instructors, learners' attempts to find the quickest
or easiest way to do what is required, that is, using language learning strategies is
inescapable.
Language learning strategies language learners use during the act of processing the
new information and performing tasks have been identified and described by researchers. In
the following section, how various researchers have categorized language learning strategies
will be shortly summarized:
In Oxford’s language learning strategy taxonomy , language – learning strategies are
divided into two big categories : direct and indirect strategies. Direct learning strategies
involve the target language , requiring different ways of mentally processing a given aet of
lingustic data. Direct strategy consist of memory ,cognitive strategy ,compensation strategy.
Direct learning strategy
Memory strategis Cognitive strategies Compensation strategies
Creating mental linkages Creating mental linkages Guessing inteligently
Applying images and sounds Receiving and sending Overcoming limitations in
messages speaking and writing
Reviewing well Analyzing and reasoning
Employing action Creating structure for input
and output

5. Indirect learning strategies support and manage language learning without involving
the target language directly. They consist of metacognitive, affective , and social strategies.
Indirect learning strategy
Metacognitive strategis Affective strategies Social strategies
Creating your learning Lowering your anxiety Asking question
Arranging and planning your Encouraging your self Cooperating with others
learning
Evaluating your learning Takaing your emotional Empathizing with other
temperature
1.2 Cognitive of Language Learning Strategy
Etymologically, the term cognitive-strategy derived from the Latin verb co-agitare
which, among other means thinking, planning, designing, and figure, and said strategema,
ATIS, which means strategy. Thus, cognitive strategy is a ploy to understand. But cognitive
strategies are not identical with the intellectual skills (intellectual skills). Intellectual skills is
more oriented to the interaction of learners as individuals with a learning environment, that is
numbers, words (language), symbols, formulas, principles, procedures and so forth. While
cognitive strategies is a person's ability to control the interaction with the environment.
Cognitive strategies are one type of learning strategy that learners use in order to learn
more successfully. These include repetition, organising new language, summarising meaning,

6. guessing meaning from context, using imagery for memorisation. All of these strategies
involve deliberate manipulation of language to improve learning. Classifications of learning
strategies distinguish between cognitive strategies and two other types, metacognitive
strategies (organising learning), and social/ affective strategies (which enable interaction).
Because they are diverse and highly relevant to tasks, the use of cognitive strategies
by teachers and students can significantly impact important learning outcomes for students.
This website provides examples of cognitive strategies, with descriptions and examples. The
following table presents the strategies that will be discussed. In addition, case studies will be
presented to show cognitive strategies in action.
Cognitive Strategies for Special Connections
Strategy Type Brief Description Examples
Student's attention is
drawn to a task
Orienting through teacher input, Teacher cue to "listen
Strategies highlighted material, carefully"Boldface type
and/or student self-
regulation.
Student's attention is A special pencil cues the
Specific Aids for maintained by student to pay special
Attention connecting a concrete attention to punctuation
object or other cue to when he is writing

7. the task. sentences.
Student's problem-
Specific Aids for solving is enhanced
Concrete objects are used
Problem-Solving by connecting a
in solving math problems.
or Memorization concrete object or
other cue to the task.
Student practices Students practice
(rehearses) target vocabulary and
Rehearsal information through definitions through games
verbalization, visual where they must orally
study, or other means. repeat target information.
Student expands
target information by
Students relate the life of
relating other
Elaboration an ant colony to their
information to it (ex.
community.
creating a phrase,
making an analogy).
Student simplifies
Procedures for protecting
target information by
oneself from being burned
Transformation converting difficult or
are learned as "Stop,
unfamiliar
Drop, and Roll".
information into more

8. manageable
information.
Student transforms
target information by
creating meaningful Visualization of a scene
Imagery*
visual, auditory, or described in a passage
kinesthetic images of
the information.
Student transforms
My Dear Aunt Sally for
target information by
the order of mathematical
Mnemonics* relating a cue word,
operations (multiply,
phrase, or sentence to
divide, add, subtract)
the target information.
Student categorizes,
sequences or
otherwise organizes Words in lists are placed
Organization
information for more in categories.
efficient recall and
use.
Cognitive Function Strategy
Cognitive strategies intended to increase the number of links between the information
presented by the existing knowledge through a processing information consciously and
deliberately (generative) with the aim of improving retention.
1.3 Purpose
In order to better comprehend and understand about the courses Home Learning
Strategy. In Home Learning Strategy, there are two categories, namely direct strategies
consisting of (memory strategies, cognitive strategies, and compensation strategies), and

9. indirect strategies consist of (metacognitive strategies, affective strategies, and social
strategies).
In this paper I discuss the cognitive strategies, and I have a goal, to be able to understand
more about the definite cognitive strategy, the use of cognitive strategy, and on a more
detailed explanation of the parts of the cognitive strategies.

10. Discussion
2.1 Definition
Cognitive strategies are one type of learning strategy that learners use in order to learn
more successfully. These include repetition, organising new language, summarising meaning,
guessing meaning from context, using imagery for memorisation. All of these strategies
involve deliberate manipulation of language to improve learning. Classifications of learning
strategies distinguish between cognitive strategies and two other types, metacognitive
strategies (organising learning), and social/ affective strategies (which enable interaction).
Cognitive learning is defined as the acquisition of knowledge and skill by mental or
cognitive processes — ;the procedures we have for manipulating information 'in our heads'.
Cognitive processes include creating mental representations of physical objects and events,
and other forms of information processing.
2.1 Classification of cognitive strategies
In general, cognitive strategies can be classified into two, namely the main strategy
and supporting strategies (Jonassen, 1987). The main strategy used directly on the material
studied, which represents the information-processing activities. Meanwhile, supporters of the
strategy used to maintain adequate learning climate.
There are two kinds of main strategies: the strategy of processing the material
(information) and active cognitive strategies. Active cognitive strategies include learning
systems such as Murder or SQ3R. Materials processing strategies include cognitive strategies
such note-taking, mengggarisbawahi, and test preparation (such as, ask yourself about the
things being studied). When active cognitive strategies assume a certain cognitive processes
of the material, then the strategy prioritizes the information processing activities directly

11. processing.
Information processing strategies are grouped into four. The four types of strategies that are
pemrossan recall, integration, organization, and elaboration, each of which includes some
specific strategies (Jonassen, 1987).
Strategies recall concentration on practice repetition. Integration strategy and
organization - called also a recall strategy and transformation - is the processing strategies
that facilitate the transformation of information into a form that is easier to remember. These
strategies help organizations in menstrukturisasikan and restructure one's knowledge base,
which is to see how ideas are connected with other ideas. In the elaboration of strategies,
information elaborated by adding more information to make the material produces images of
physical and mental.
In addition to the main strategies that operate directly on information, individuals also
should use the supporting strategies (Jonassen, 1987). Supporting strategies intended to
support information processing by helping individuals to maintain a good learning
orientation. Supporting strategies include strategies for learning systems, such as goal setting,
time management, management concentration, and relactation techniques, and strategies
metalearning.
2.3 How do we learn cognitive?
In cognitive learning, the individual learns by listening, watching, touching, reading,
or experiencing and then processing and remembering the information. Cognitive learning
might seem to be passive learning, because there is no motor movement. However, the
learner is quite active, in a cognitive way, in processing and remembering newly incoming
information.
Cognitive learning enables us to create and transmit a complex culture that includes symbols,

12. values, beliefs and norms. Because cognitive activity is involved in many aspects of human
behavior, it might seem that cognitive learning only takes place in human beings. However,
many different species of animals are capable of observational learning. For example, a
monkey in the zoo, sometimes imitates human visitors or other monkeys. Nevertheless,
most information about cognitive learning is obtained from studies on human beings.
2.4 Theories
a) Weinstein and Mayer (1986) at
http://journalofresearchandreview.books.officelive.com/Documents/A2V6_2_TIJRR.pdf
Cognitive strategies include rehearsal strategies, elaboration strategies,
and organization strategies.
b) Oxford (1990) at
http://puslit2.petra.ac.id/ejournal/index.php/ing/article/viewFile/16471/16463
Cognitive strategies are the most popular ones with language learners.
They are unified by common functions: manipulation and transformation
of the target language by the learners (Oxford, 1990).
c) Rosenshine (1997) at
http://www.specialconnections.ku.edu/cgi
bin/cgiwrap/specconn/main.php?cat=instruction&section=cs/main
A cognitive strategy serves to support the learner as he or she develops internal
procedures that enable him/her to perform tasks that are complex
d) Rigney (1978) at http://anabrend.wordpress.com/
Cognitive strategies are the operations or procedures that could be used mental
individuals to acquire, hold and retrieve a variety of knowledge and understanding .
e) Jonassen (1987)at http://anabrend.wordpress.com/

13. concluded that the cognitive strategies of cognitive activities represent a very broad
one that supports learning. Thus, it is clear that the cognitive strategies is essential for
anyone was to achieve a good competency.
f) Hartono (2008) at
http://ebekunt.wordpress.com/2009/04/06/kontribusi-strategi-kognitif-dalam-akselerasi-
pembelajaran/
Cognitive strategies are techniques Learners That use to control and monitor cognitive
prosesses Their own" .
g) Robert M. Gagne (1974) at http://somasalims.blogspot.com/2011/03/strategi-kognitif-
dalam-pembelajaran.html
cognitive strategies are internally organized capabilities, which can help learners in
the learning process, the process of thinking, solving problems and making decisions.
The types of cognitive strategy he says is (1985): 1) cognitive strategies in Attending,
2) cognitive strategies in encoding, 3) cognitive strategies in retrieval, 4) cognitive
strategies in problem solving; 5) cognitive strategies in thinking.
h) Bell-Gredler (1986) at http://somasalims.blogspot.com/2011/03/strategi-kognitif-
dalam-pembelajaran.html
defines cognitive strategies as a process of inductive thinking. When learning
something, someone makes a generalization based on facts or principles that have
been learned.
i) Bruning (1983) at http://slorazki.blogspot.com/2011/02/strategi-kognitif-cognitive-
strategies.html
argues that cognitive strategies to facilitate the transfer of information from short-term
memory into long-term memory.

14. 2.5 Why Are Cognitive Learning Strategies So Important?
It is a constant surprise to me to come across middle and senior managers
who, have little or no awareness of how they or other adults learn, and what is
required for them to optimise their own learning.
You are more likely to hear back comments like, "I prefer to learn hands on,"
or "I learn best by solving real problems."
These may be true insights, but fall short of a sophisticated understanding of adult
learning.
Simply, cognitive learning is about being a confident learner. Having an
understanding of the learning process, and specifically how to manage your own
learning increases confidence and encourages independence.
Being more independent empowers learners to take more ownership of their own
learning.A knowledge of their cognitive learning style can help people be more aware
of their own learning, and their current strengths and weaknesses as an adult learner.
In other words ,all the advantages claimed for metacognition, (ie being aware of one’s
own thought and learning processes)can be gained by encouraging all learners to
become knowledgeable about their own learning, and that of others.
2.6 Examples
A learner remembers new words by visualising them represented in a memorable or
ridiculous situation. This makes it easier and faster to recall these words.
At http://www.teachingenglish.org.uk/think/knowledge-wiki/cognitive-strategies

15. In the classroom Activities which can be described as cognitive strategies include
making mind maps, visualisation, association, mnemonics, using clues in reading
comprehension, underlining key words, scanning and self-testing and monitoring.
At http://www.teachingenglish.org.uk/think/knowledge-wiki/cognitive-strategies
You can compare the teaching of cognitive strategies to teaching a friend to drive in
your hometown. Because you are in your hometown, you know the area, or content,
very well. In addition, the person you are teaching to drive is your friend, so you also
know the learner well. This knowledge can make your teaching more efficient,
because you have two areas of expertise (the content and the learner) at your disposal.
You will use a combination of explicit instructions (turn left on Church Street) and
supports (maps, the rule that "all avenues run North-South") to teach your friend how
to navigate around town. You may also use verbal directions as opposed to maps,
depending on your friend's preferred mode of information. Just as important, you can
avoid situations that could become barriers to learning (and your friendship). For
example, if your friend tends to be anxious, you will NOT begin your instruction
during rush hour!
At http://www.specialconnections.ku.edu/cgi-
bin/cgiwrap/specconn/main.php?cat=instruction&section=cs/main
The use of cognitive strategies can increase the efficiency with which the learner
approaches a learning task. These academic tasks can include, but are not limited to,
remembering and applying information from course content, constructing sentences
and paragraphs, editing written work, paraphrasing, and classifying information to be
learned.
In a classroom where cognitive strategies are used, the teacher fulfills a pivotal role,
bridging the gap between student and content/skill to be learned. This role requires an

16. understanding of the task to be completed, as well as knowledge of an approach (or
approaches) to the task that he/she can communicate to the learner.
Athttp://www.specialconnections.ku.edu/cgi
bin/cgiwrap/specconn/main.php?cat=instruction&section=cs/main

17. Conclusion
Describes the strategies that can be done to realize the direct strategy, in particular
cognitive strategies (cognitive strategies). The first strategy is to practice. In practicing things
that need to be considered is the existence of repetition, the practice of formally using a
system of oral and written, to recognize and use the formula / formulas and examples, re-
incorporation, and practice it with naturally.
Cognitive strategies are one type of learning strategy that learners use in order to learn
more successfully. These include repetition, organising new language, summarising meaning,
guessing meaning from context, using imagery for memorisation. All of these strategies
involve deliberate manipulation of language to improve learning. Classifications of learning
strategies distinguish between cognitive strategies and two other types, metacognitive
strategies (organising learning), and social/ affective strategies (which enable interaction).
Cognitive Strategies for Special Connections
Strategy Type Brief Description Examples
Student's attention is
drawn to a task
Orienting through teacher input, Teacher cue to "listen
Strategies highlighted material, carefully"Boldface type
and/or student self-
regulation.
Specific Aids for Student's attention is A special pencil cues the

18. Attention maintained by student to pay special
connecting a concrete attention to punctuation
object or other cue to when he is writing
the task. sentences.
Student's problem-
Specific Aids for solving is enhanced
Concrete objects are used
Problem-Solving by connecting a
in solving math problems.
or Memorization concrete object or
other cue to the task.
Student practices Students practice
(rehearses) target vocabulary and
Rehearsal information through definitions through games
verbalization, visual where they must orally
study, or other means. repeat target information.
Student expands
target information by
Students relate the life of
relating other
Elaboration an ant colony to their
information to it (ex.
community.
creating a phrase,
making an analogy).
Student simplifies Procedures for protecting
Transformation
target information by oneself from being burned

19. converting difficult or are learned as "Stop,
unfamiliar Drop, and Roll".
information into more
manageable
information.
Student transforms
target information by
creating meaningful Visualization of a scene
Imagery*
visual, auditory, or described in a passage
kinesthetic images of
the information.
Student transforms
My Dear Aunt Sally for
target information by
the order of mathematical
Mnemonics* relating a cue word,
operations (multiply,
phrase, or sentence to
divide, add, subtract)
the target information.
Student categorizes,
sequences or
otherwise organizes Words in lists are placed
Organization
information for more in categories.
efficient recall and
use.

20. References
http://reeozora.blogspot.com/2009/07/teori-belajar-bahasa-language-learning.html
jam 08:16 , tanggal 8 , juli , 2011 , hari jumat
http://puslit2.petra.ac.id/ejournal/index.php/ing/article/viewFile/16471/16463
jam 07:57, tanggal, 8, juli , 2011 , hari jum’at
http://journalofresearchandreview.books.officelive.com/Documents/A2V6_2_TIJRR.
pdf jam 07:34 tanggal 8 , juli , 2011 , hari jum’at
http://www.leopard-learning.com/cognitivelearning.html jam 07:31 , tanggal 8 , juli ,
2011 , hari jum’at
http://ezinearticles.com/?Definition-of-Cognitive-Learning&id=365039 jam 19:26 ,
tanggal 8 , juli , 2011 , hari jum’at
http://www.teachingenglish.org.uk/think/knowledge-wiki/cognitive-strategies
jam 19:13 , tanggal , 8 , juli , 2011 , hari jum’at
http://www.specialconnections.ku.edu/cgi-
bin/cgiwrap/specconn/main.php?cat=instruction&section=cs/main
jam 19:06 , tanggal 8 , juli , 2011 , hari jum’at
http://anabrend.wordpress.com/ jam 09:23 , tanggal 10 , juli , 2011 , hari minggu
http://ebekunt.wordpress.com/2009/04/06/kontribusi-strategi-kognitif-dalam-
akselerasi-pembelajaran/ jam 09 : 36 ,tanggal , 10 , juli , 2011 , hari minggu
http://somasalims.blogspot.com/2011/03/strategi-kognitif-dalam-pembelajaran.html
jam 09:43 , 10 juli , 2011 , hari minggu
http://puspitariana.wordpress.com/2008/02/14/strategi-kognitif/ jam 09:45 , tanggal ,
10 , juli , 2011 , hari minggu
http://slorazki.blogspot.com/2011/02/strategi-kognitif-cognitive-strategies.html jam
10:13 , date , 8 , juli , hari minggu