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CHAPTER II
THOERITICAL REVIEW
2.1. Definition of Language Learning Strategy
Many researchers have mentioned various definitions about language learning
strategies, some describe strategies more specifically. It was stated by Cohen (1990)
that “learning strategies are natural processes which are selected by learners that
resulting actions to develop the learning or use of a second language”. Learners are
unconsciously using the learning strategy to improve and develop their learning. This
action may involve learners to select the strategy based on their learning behavior.
Learning behavior in which each of other has their own behavior in while conducting
learning activity.
Oxford (1990) also defines language learning strategies as “specific actions taken
by the learner to make learning easier, faster, more enjoyable, more self-directed,
more effective, and more transferable to new situations”. It also has relation to
learning characteristics of learners. Learners may enjoy talking in foreign language
while others are not. And some learners are more likely make their learning more
effective and attractive (e.g. playing game with other, doing some activities that
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2.2. Oxford’s Classification of Learning Strategy
Researcher discussed mainly on Oxford’s Classification of Learning Strategy.
Oxford divided language learning strategies into two main categories, direct and
indirect strategies which are also subdivided into six classes.
Direct strategies are specific ways that involve use of language and classified into:
A. Memory strategies are used for collecting new information into memory
storage and retrieving it when need for communication. (e.g. creating mental
linkages, applying images & sounds, reviewing well, and employing action).
B. Cognitive strategies are used for connecting new information, analyzing and
classifying it. Cognitive strategies are responsible for deep processing,
forming and revising internal mental models and receiving and producing
messages in the target language (e.g. practicing, repeating, getting the idea
quickly, taking notes, summarizing, analyzing and reasoning).
C. Compensation strategies include such strategies as guessing and using
gestures. Such strategies are needed to fill any gaps in the knowledge of the
language. (e.g. guessing intelligently, overcoming limitation in speaking and
writing by using synonym).
The other is indirect strategies which do not directly involve the using of language,
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A. Metacognitive strategies are techniques used for organizing, planning,
focusing and evaluating one's own learning. (e.g. centering the learning,
arranging and planning the learning, seeking practice opportunities, and
self-monitoring).
B. Affective strategies are used for handling feelings, attitudes and motivations.
(e.g. lowering anxiety, controlling the feelings, and encouraging yourself by
giving reward or making positive statements).
C. Social strategies are used for facilitating interaction by asking questions, and
cooperating with others in the learning process, (e.g. asking questions,
cooperating with others, and empathizing with others).
2.3. The Strategy Inventory for Language Learning (SILL)
The SILL was designed by Oxford (1990) as an instrument for assessing the
frequency of use of language learning strategies. There are two versions: one for
native speakers of English (80 items) and another for learners of English as a second
or foreign language (50 items). The SILL is one of the most useful manuals of learner
strategy assessment tool currently available. The SILL appears to be the only
language learning strategy instrument that has been checked for reliability and
validated in multiple ways (Oxford & Burry-Stock, 1995). The SILL uses a 5 Likert
scale for which the learners are asked to indicate their response (1, 2, 3, 4, or 5) to a
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instrument that is grouped into two main groups, direct strategies and indirect
strategies, which are subdivides into 6 groups. Strategies covered from Oxford’s
SILL are shown in the following:
A. Direct strategies are divided into:
1. Part A: Memory strategies (9 items).
2. Part B: Cognitive strategies (14 items).
3. Part C: Compensation strategies (6 items).
B. Indirect strategies are divided into:
4. Part D: Metacognitive strategies (9 items).
5. Part E: Affective strategies (6 items).
6. Part F: Social strategies (6 items).
The items were translated into Indonesian and pilot tested. The translated
version of the SILL to which the subjects responded on a 5 point Likert scale:
1. I never do this.
2. I rarely do this.
3. I sometimes do this.
4. I usually do this.
