MAKALAH

ENGLISH LANGUAGE STRATEGIES

ICE BREAKER

DISUSUN OLEH :
TETIN LEVNA AZALIA

DOSEN PEMBIMBING :
MUSDIZAL,M.Pd

INSTITUT AGAMA ISLAM NEGERI ( IAIN ) KERINCI

T A. 2018/2019
 FOREWORD

All thanks for the presence of Allah SWT because of the abundance of His grace, the
writer can complete this paper. Prayers and greetings may always be poured out on our
Prophet Muhammad, family, friends and followers until the end of time. Amen ...
The author realizes that this paper is far from perfection. Therefore, the authors expect
constructive criticism and suggestions from readers for the perfection of this paper in the
future. Finally, I hope this paper can be useful for writers in particular and readers in general.
Amen ...

TABLE OF CONTENTS
FOREWORD............................................................................................... i
TABLE OF CONTENTS............................................................................. ii
CHAPTER I INTRODUCTION.................................................................. 1
A Background....................................................................................... 1
B. Formulation of the problem.............................................................. 1
C. Writing purpose................................................................................ 1
CHAPTER II DISCUSSION....................................................................... 2
A. Definition of strategy....................................................................... 2
B. Definition of learning....................................................................... 2
C. Understanding learning strategies.................................................... 3
D. Classification of learning strategies.................................................. 3
CHAPTER III CLOSING............................................................................ 6
A. Conclusion........................................................................................ 6
B. Suggestion........................................................................................ 6
BIBLIOGRAPHY........................................................................................ 7

HAPTER I
 INTRODUCTION

A. BACKGROUND
Basically, teaching is commonly understood as a profession that can produce
something great when the methods and ideas are correctly and accurately presented and
implemented in the classroom. The purpose of teaching generally lies in getting students to
truly understand the concepts and methods being taught. Teaching is also known as a series
of activities organized to support the learning process.
With teaching English learning strategy, we may be able to teach our students in
learning English easier. In the chapter one we are just starting in the early elementary
teaching and learning and this is just the definition of English learning strategy.
Teaching is also can be defined “ As the process of educating or learnt the learners
who are assumed to have several functions, among other, helped develop and transform
positive values while empowering and developing the potential of the learner’s personality”
(Sanusi, 1998).

B. FORMULATION OF THE PROBLEM

1. How to teaching English learning strategy?
2. What English learning strategy?
3. What method to English learning strategy?

C. OBJECTIVE PROBLEM
1. To know how to teach English learning strategy
2. To know what is the method to teach English learning strategy
3. To understand what the English learning strategy

CHAPTER II
 DISCUSSION

A. Definition of strategy
Strategy is a plan that has not yet reached one or more goals in a state of uncertainty.
strategy is learning in human life. Her examples for teaching strategies for beginning to
become a teacher. With by using teaching strategies in learning English. We are can know
used how student will understand learning English.
According to the experts says Henry Mintzberg from McGill University defined
strategy as "a pattern in a stream of decisions" to contrast with a view of strategy as planning
while Max Mckeown (2011) argues that "strategy is about shaping the future" and is the
human attempt to get to "desirable ends with available means".
O’malley and Chamot also suggests that the strategy is a set of useful tools and has
been active in this student indirectly developing second language or foreign language. This
strategy always associated with achievement language and skill in used language. based on
the opinion of a teacher in the language learning process and is more flexible in thinking and
cognitive skills using language that makes it good and true.

B. Definition of learning
Learning is acquiring new, or modifying existing, knowledge, behaviors, skills,
values, or preferences and may involve synthesizing different types of information. Progress
over time tends to follow learning curves. Learning is not compulsory; it is contextual. It does
not happen all at once, but builds upon and is shaped by what we already know. Learning is
not of from collection knowledge factual and procedural based learning from experience and
not from changes in the organization and changes resulting permanent relative.
Lev Vygotsky agrees that play is pivotal for children's development, through play
there because of the context of the conversation, and this is an examination of responsibility
of the parents. And In the book Teaching and Learning Strategies, Gulo (2002) explains the
meaning of learning is a set of mental and intellectual activity which is basically changing
behavior. Therefore, learning is a process that goes in one person who changed his behavior,
good behavior in thought and act.

C. Understanding learning strategies

 Learning strategies and type of learning is an arable field which has attracted many
students of second language. Learning strategies can be perceived and interpreted differently
describing the nature of the learning strategies are not directly observed behavior as for
through concrete measures observed by (Huda 1999).
Learning strategies can be described as the characteristics and behavior. Rubin
conducted a study on the differences between characteristics of successful language learners
and language learning characteristics that did not work. While oxford define learning
strategies of behavior or action taken in learning to be successful for language learning,
purpose and enjoy.
Learning strategies by Mujiono(1992) defined as follows:
Activity teachers to think about and pursue the consistency such as aspects and
components of instructional system, where teacher to use certain strategies. Because
instructional system an activity, then idea and pursuit consistency aspects before the
components not only implement, bud carried out the time. There are two many dimensions of
strategy. First, dimensions of the design of learning strategies, and the second dimensions
implementation learning strategies.

D. Classification of learning strategies

Learning strategies according to Huda (1999) can be classified on a few ways. First,
the strategies listed above to learn key strategies and supports strategies, or strategy of direct
and indirect strategies. Second, differentiated learning strategies for cognitive strategies and
meta cognitive strategies. Third, learning strategies can be classified on the strategies of
syntactic and semantic strategies. Syntactic strategy using function words, there are: prefixes,
suffixes, word classification.
Subyantoro, (2004) reveral the main types of learning strategies seen from the
characteristic of each individual study divided into:
1. Repeating the strategy
The strategy consists of repeating and repeating simple to complex. Simply repeat the
strategy used to just read material and just only memories. Example: simple strategy
to memories phone number, place, time, shopping lists and forth. To remember
memories make marginal notes and rewrite the core information.
2. Elaboration strategies
Some from of elaboration the strategy is making notes, analogies, and PQ4R. PQ4R
stands for preview ( read glance quickly), question (asked), and 4R stand for read,
 reflect, recite, and review. And this to help for students memorize information
reading.From method elaboration strategy can help student process of adding details
so that new information will become meaningful and give easier more certainty.
Elaboration strategies help transfer information from the memory in the brain.
3. Organizational strategy
Organization's strategy is to help enhance the learning and meaningful new material
with the new organizational structure. The strategy also serves as an identifier of ideas
or keys facts from larger set of information. And students learn to connect a wide
variety of topics or ideas with some of the main ideas.
4. Meta cognitive strategies
Meta cognitive thinking about associated with students own thinking and the ability to
use appropriate learning strategies. Meta cognitive there two between knowledge
about cognition and cognitive mechanisms of control or monitoring.
O’mally and Chamot (in huda,1999) separating of learning strategies used by second
language learners, namely meta cognitive strategies and social mediation strategies. First in
the early stages of development of the area, if have two language learning strategies are
motivated by the effort to discover the learning strategies used by good learners.
Second focused on developing the next stage of the preparation of a list of learning
strategies for learners who are good compared to the learning strategies and learn less
intelligent. For example cognitive strategies are often combined with meta cognitive
strategies.
Third, stand from studies strategy the learning used by good and less good learners
focus of study is directed towards preparing the systematics (taxo economic or typologies) of
learning strategies. For example:
DIRECT STRATEGIES
I. Memory
A. Creating mental linkages
B. Applying images and sounds
C. Reviewing well
D. Employing action
II.Cognitive
A. Practicing
B. Receiving and sending messages strategies
C. Analyzing and reasoning
D. Creating structure for input and output
III. Compensation strategies
A. Guessing intelligently
B. Overcoming limitations in speaking and writing
INDIRECT STRATEGIES
I. Metacognitive Strategies
A. Centering your learning
B. Arranging and planning your learning
C. Evaluating your learning
II. Affective Strategies
A. Lowering your anxiety
B. Encouraging yourself
C. Taking your emotional temperature
III. Social Strategies
A. Asking questions
B. Cooperating with others
C. Empathizing with others
It can be seen that much of the recent work in this area has been underpinned by a
broad concept of language learning strategies that goes beyond cognitive processes to include
social and communicative strategies.
Fourth, a number of studies on learning strategies focused on the factors on the factors
that play a role in the use of learning strategies. The many factors examined include
motivation, gender, cultural, background, type of task, age, stage of learning language, and
learning styles.

CHAPTER III
CONCLUSION
 A. CONCLUSION
There are many ways to teaching learning English learning strategy. Learning
strategies are used by students to help them understand information and solve problems. A
learning strategy is a person's approach to learning and using information. Students who do
not know or use good learning strategies often learn passively and ultimately fail in school.
Learning strategy instruction focuses on making the students more active learners by teaching
them how to learn and how to use what they have learned to solve problems and be
successful.
The Learning Strategies Curriculum has the necessary breadth and depth to provide a
well-designed scope and sequence of strategy instruction. The curriculum is divided into
strands, or categories of skills.

B. Suggestion
The author realizes that the above papers have many errors and are far from perfect. The
author will improve the paper by referring to many sources that can be accounted for.
Therefore the authors expect criticism and suggestions regarding the discussion of the paper
in the conclusions above.

 
BIBLIOGRAPHY
Nida. 2011. “Varian Ice Breaker: Segarkan Aktivitas Pembelajaran”.
(http://komunikasi.um.ac.id, diakses 28 September 2012).
Sunarto. 2008. “Ice Breaking: Tips Menjadi Fasilitator Idola”.
(http://sunartombs.wordpress.com, diakses 28 September 2012).
Supriadi.2006. “Ice Breaking dan Orientasi”. (http://www.andragogi.com, diakses 28
September 2012)
Syam Mahfud. 2010. “Ice Breaking Definition”. (http://akselera.wordpress.com, diakses 28
September 2012).
Sumber: http://counselingcare.blogspot.com/2012/09/ice-breaking.html#more