Name : Ardelianda Augesla

Student Number : 1810117320005

Course : Strategy of English Teaching – A1

VARIOUS CHOICES OF STRATEGIES THAT CAN HELP STUDENTS LEARNING ENGLISH

A. ABSTRACT

Active learning strategies are implemented from now on the learning process is more
often defined as the teacher who explains the material and listening to students perceived as
passive interactions. Part of the paper this is to discuss active learning, especially in
elementary schools with the purpose of providing an overview and examples of applied
learning in schools as far as possible The method used is descriptive analysis. For concluded
that active learning strategies in school Indonesia would change even learners are reluctant
to become involved and appreciative learners full. By active and careful learning Planning,
wise teaching, the quality of learning will increase the attention of students to follow
learning process that participants want to get the opportunity to submit questions, discuss,
and actively use new knowledge that is accessible and easy to understand. The existence of
this learning strategy willaffect the learning outcomes of students themselves.

Key words: Strategy Learning, English, Characteristics, Strength,Weakness

B. INTRODUCTION

The most main problem to students, students and society has long studied English since
elementary school, Junior high school, high school to college, but they (us) can't
communicate by reading, writing, speaking, listening in English very well. Strategy is a way
or effort made to achieve a goal. The term strategy also exists in several contexts with
different meanings. It is the same as having similarities with learning approaches, models,
methods, or techniques. Also quoted from several experts, as according to Romiszowski said
that the learning strategy is a design and a path of activities carried out to select learning
methods. In line with this definition, Worrel and Stillwel also suggest that a learning strategy
is the application of planning a learning method in achieving learning objectives. There is
also, the learning strategy according to Kemp is teaching and learning activities, this means
what must be done as educators and students so that learning objectives can be achieved
effectively and efficiently. Suparman also stated that the learning strategy is a combination of
the flow of activities and the conditioning of subject matter, students, media or equipment,
materials and time used when in the learning process to achieve a goal.So, from some of the
theoretical definitions above, it can be concluded that basically the essence of the learning
strategy is one of the skills that a teacher as an educator must have. The learning strategy is a
design of a learning system that explains the general components of a learning material and a
predetermined flow to achieve good learning outcomes.

C. OBJECTIVE OF WRITING

There are several things contained in the learning strategy to increase thinking skills.
First, this learning strategy is a learning model that rests on the development of thinking
skills, meaning that the goals to be achieved in learning are not only students can master a
number of subject matter, but how students can develop ideas and ideas through verbal
language skills. . Second, the study of social facts or social experiences is the basis for the
development of thinking skills, meaning that the development of ideas and ideas is based on
children's social experiences in everyday life and is based on children's abilities to describe
their observations on the various facts and data they obtain. in daily life. Third, the ultimate
goal of learning strategies to increase thinking skills is the child's ability to solve social
problems according to the child's level of development.

Every teaching and learning activity has a goal or objective. The goals are gradual and
tiered, starting from very operational and concrete, namely specific learning objectives,
general learning objectives, curricular goals, national goals, to universal goals. Teachers
'perceptions or students' perceptions about the ultimate goals of teaching and learning
activities will affect their perceptions of intermediate goals and activity objectives. These
goals must be translated into coveted personality traits. Teaching and learning as an
instructional system refers to understanding as a set of components that depend on each other
to achieve goals. As a teaching and learning system includes a number of components,
including lesson objectives, teaching materials, students who receive learning services,
teachers, methods and approaches, situations, and evaluation of learning progress. In order
for this goal to be achieved, all existing components must be well organized so that there is
cooperation among the components.

D. DESCRIPTION OF THE STRATEGIES

1. COLLABORATIVE LEARNING

Collaborative learning is an educational approach to teaching and learning that

involves groups of students working together to solve a problem, complete a task, or create a
product. According to Gerlach, "Collaborative learning is based on the idea that learning is a
naturally social act in which the participants talk among themselves (Gerlach, 1994). It is
through the talk that learning occurs."

 CHARACTERISTICS

Collaborative learning enriches the classroom for students. It begins with

meaningful tasks that involve students participating in negotiating roles, responsibilities
and outcomes. Collaborative learning is different from delegated group work. It actively
encourages learning and focusing together, rather than delegating parts of a task. Group
selection is a vital consideration, one that you will need to vary depending on many
factors:

o The purpose of the activity

o Individual learning goals

o Friendships and working relationships

o Facilitating that building of new relationships

o Delegation of particular skills and strengths

Group learning activities are specially designed so that student collaboration is

essential to effectively accomplish the task, sharing roles, responsibilities and the
ownership of outcomes.

 STRENGTHS AND WEAKNESSES

a) Strengths of Collaborative Learning

Peer learning, in group work, students will learn from their fellow students.
Sometimes peers will be able to explain concepts or ideas to their fellow students better
than a lecturer or teacher. Improves critical thinking, during the group work process
students will be expressing their opinions or ideas with the other students in the group
 providing feedback. This feedback to each student will include critique as well as the
interpretation of the opinions or ideas expressed. The final piece of group work will be
based on the total opinions and ideas discussed. Enhances problem solving, each piece of
group work provided for collaborative learning will require some problem solving. Every
member in the group will need to help solve the problem in order to complete the task.
Improves communication skills, working in groups to learn will encourage people to
improve their communication skills. They will need to learn how to communicate their
opinions or ideas, how to listen to other people’s opinions or ideas and provide feedback.
Improves cultural awareness, people from different backgrounds and cultures may have
different ways to learn as well as different opinions or ideas than other people in the
group. By working in groups, these differences will be highlighted and will improve
people’s awareness.

b) Weakness of Collaborative Learning

People learn at different speeds, people do tend to learn at different speeds, which
is why group work can sometimes take longer than individual learning. However, by
providing the opportunity for group learning, someone within the group may have the
opportunity to explain something to another student that a teacher or lecturer has
struggled to explain to the same student. Someone may be in charge of the group. In
group situations the best case scenario is that no one is in charge and everyone works
together to complete the task. In some groups it may be the case that someone decides to
be in charge or become the leader of the group, which can cause group tension. Teachers
and lecturers can stop students being put in charge of groups by stating it at the start of
the task and by encouraging other people in the group to get involved.

Some groups may struggle if they don’t have group work skills, if people have
never worked in groups before, they won’t have the skills to work together. Teachers and
lecturers should help initially by explaining the task and the aims of the group work
required. This should help spark the conversation on the required task. Social loafing or
introverts may struggle, social loafing is when someone in group working situations puts
in less effort than the rest of the team. This can often happen when there are people who
are in charge (of the group) that they don’t get on well with or the people don’t get on
well within the group. Introverts can also struggle in groups to get their voice heard.
Teachers or lecturers are told to put people that are introverts or tend to be social loafers
in groups they will work well in, but also encourage them along the way.

2. SMALL GROUP DISCUSSION

Small Group Discussion is an active learning method where in the learning process
students are divided into small groups to solve and discuss several problem topics. The
topics discussed were material in accordance with competency standards and basic
competencies.

 CHARACTERISTICS

In small group discussion, the knowledge in the group tends to be greater when
compared to that of individual students. Therefore, with this Small Group Discussion
learning strategy, it is possible for teachers to be able to provide questions that are
relatively more difficult when compared to if given to students individually. Thus this
learning allows students to think critically, systematically and contribute their thoughts to
each other both in groups and classically. Learning with the Small Group Discussion
strategy prioritizes collaboration in small groups so that no student feels that he is the
smartest and master the material. With the Small Group Discussion strategy, students are
 expected to be accustomed to expressing opinions and collaborating in developing social
skills.

 STRENGTHS AND WEAKNESSES

The strength of the Small Group Discussion strategy are as follows:

1) All students can be active in teaching and learning activities.

2) To teach students to respect other people's opinions and to cooperate with

other students.

3) Can train and develop social and democratic attitudes for students.

4) Improve communication skills for students.

5) Enhance student participation both individually in groups and in class.

6) Developing student knowledge, because they can exchange opinions between

students both in their group and with other groups.

While the weakness of the Small Group Discussion strategy are as follows:

1) Discussions usually waste more time, so they are not in line with the principle
of efficiency.

2) Can create dependence on groups so that some students do not get involved in
discussion activities, because they only rely on friends in the group.

3) Can lead to dominance from groups that are more and more able to express
ideas so that other groups do not make a meaningful contribution.

3. ROLEPLAY AND SIMULATION

Role playing can also be defined as a type of simulation that is generally used for
social education and human relations. The simulation comes from the English language
simulation which means imitating an act that is pretend or in real conditions.

 CHARACTERISTICS

Authentic learning and task design provides students with opportunities to reflect on
the way knowledge will be gained in real life, activities that are authentic in nature,
modelling of expert performances and processes, the opportunity to learn about new
perspectives and roles in life opportunities to reflect on learning, opportunities to see how
tacit knowledge can be made explicit, scaffolding and coaching at critical times in the
learning and assessment process, assessment that is aligned with learning objectives
within the task. Role plays and simulations significantly contribute to students' learning
and assessment when they allow students to view multiple perspectives on their responses
in a safe but challenging environment.

 STRENGTHS AND WEAKNESSES

Strengths of assessing by role play and Simulation are role play is an excellent means
of evaluating decision-making and interpersonal communication skills, particularly useful to
students who will operate in a tense professional environment (e.g. diplomacy, acute or
sensitive medical care settings, psychology and counselling) or requires complex decision-
making. Scenarios can be scaffolded, gradually increasing in complexity to ensure that
students reach a sufficient level of competence. Role plays help you evaluate students' ability
to work under pressure and with others, including providing opportunities for inter-
professional learning. Meanwhile, Simulation is a form of authentic assessment. When
exposed to active, experiential, reflective and contextual learning approaches such as
simulated environments, students can see the direct relevance of their educational experience
to their future practice. Educators can assess a student's preparedness for the practical
placement component of their degree. Technology-based forms of simulation can enable
instant feedback to students. Simulations are effective means of evaluating students'
competencies, such as their professionalism, as well as their content knowledge.

Then, the weakness of assessing by role play and simulation are role plays are
resource intensive and both costs and available time will constrain them. Constraints can be
reduced by developing a bank of role play scenarios and sharing role play resources, as has
been done with Project enrole. Many universities utilise shared training and evaluation
centres in the fields of medicine and allied health.You can reduce the setup cost of role plays
by utilising the university platform. You can also use many learning designs that are
distributed online at no cost. A new platform for learning, requiring students to learn new
skills just to participate in the learning, can distract them from the conceptual learning the
role play was intended to promote. Institutional Meanwhile, for students who struggle with
public speaking or group participation, simulation assessments can create so much anxiety
that it affects their performance or participation. It is impossible to genuinely recreate
authenticity in a simulated environment. . It is advisable to flag the timing of simulations
with your colleagues, as preparing for a simulation can prevent students from completing
other learning and assessment work. Setup costs can be significant. Staff and students'
accessibility can present challenges during simulation setup. Facilitators sometimes need to
invest significant time learning the tools required to develop a simulation, to track and
structure activity and to monitor and communicate with students during simulations.

4. CONTEXTUAL LEARNING

Contextual learning is a proven concept that incorporates the most recent research in
cognitive science. It is also a reaction to the essentially behaviorist theories that have
dominated American education for many decades. The contextual learning recognizes that
learning is a complex and multifaceted process that goes far beyond drilloriented, stimulus-
and-response methodologies.

 CHARACTERISTICS

CTL is one of the most significant approaches to implement Education for Sustainable
Development where the students play the role of good effective citizens who are ready to use
all their acquired knowledge, skills, and attitudes to solve their contextual national products
through authentic performance tasks. Characteristics for Contextual Teaching and Learning
(University of Southern California, Center of Excellence in Teaching, 2015) are Recognize
the need for teaching and learning to occur in a variety of contexts such as home, community,
and work sites, anchor teaching in students’ diverse life-context, emphasize problem -oriented
project based learning and encourage students to learn from each other and together (Peer
Learning, Collaborative Learning, Cooperative Learning)

 STRENGTHS AND WEAKNESSES

The strengths of Contextual Learning are learning to be more meaningful and real. This
means that students are required to be able to understand the relationship between the
learning experience at school with real life. This is very important because with correlating
material that can be found with the real life, not only for the students of that material will
serve functionally, but the material he had learned would be closely embedded in the
memory of the students. So, will not be easily forgotten;Learn more productive and able to
encourage the reinforcement of concepts for students to learn methods because CTL
embraced Constructivism, where the flow of students was led to find it yourself. Through
basic philosophical Constructivism, students are expected to learn through their own
experience, not through memorization.

Contextual Learning got some the weakness of its strategy. The students have lack of
vocabulary and grammar to understand the text. They get difficulties to understand the
meaning of some words and to comprehend the passage. They just depend on the active
students. Even, The students have lack of learning motivation, especially for the low. They
are passive and they preferred keeping silent. They just rely upon the other members of the
group. It is not easy to give the students understanding of the importance of studying using
real media. Sometimes they just play with the media. They feel funny looking at the media.
Then, The process of learning takes place in different places, so the teacher cannot control all
the students well. While discussing all the materials, the students are noisy instead of doing
the task .

5. DISCOVERY LEARNING

Discovery learning is a kind of teaching that is based on the student finding things out
for themselves, looking into problems, and asking questions. Essentially, it's all about
students coming to their own conclusions and asking about things in their course that might
not make particular sense. Obviously, as soon as enquiries are made, they can learn new
things and hence will have become part of an innovative, thought-provoking and interesting
educational journey.

 CHARACTERISTICS

The Discovery Learning Model integrates the following characteristics. Instructors

should guide and motivate learners to seek for solutions by combining existing and newly
acquired information and simplifying knowledge. This way, learners are the driving force
behind learning, take an active role and establish broader applications for skills through
activities that encourage risks, problem-solving and probing. Instructors should allow
participants to work either alone or with others, and learn at their own pace. This flexibility
makes learning the exact opposite of a static sequencing of lessons and activities, relieves
learners from unnecessary stress, and makes them feel they own learning. Instructors should
teach learners how to combine prior knowledge with new, and encourage them to connect to
the real world. Familiar scenarios become the basis of new information, encouraging learners
to extend what they know and invent something new.

 STRENGTHS AND WEAKNESSES

Discovery learning has many key strengths, such as encouraging motivation,

active involvement, and creativity, can be adjusted to the learner’s pace, promotes
autonomy and independence, ensures higher levels of retention However, as all models, it
has also few weakness that can be summarized as needs a solid framework, because the
endless wandering and seeking for answers might be confusing, shouldn’t be used as a
main instruction method, because it has limitations in practice and might produce
inadequate education, instructors need to be well prepared and anticipate the questions
they may receive, and be able to provide the right answers or guidelines and at a certain
level, it rejects the idea that there are significant skills and knowledge that all learners
should need to learn.
6. PROJECT BASED LEARNING

Project-based learning is an instructional approach designed to give students the

opportunity to develop knowledge and skills through engaging projects set around challenges
and problems they may face in the real world. Project-based learning, or PBL, is more than
just projects. As the Buck Institute for Education (BIE) explains, with PBL students
"investigate and respond to an authentic, engaging, and complex problem, or challenge" with
deep and sustained attention. ArchForKids LLC put it even more succinctly: PBL is
"learning by doing."

 CHARACTERISTICS

Project-Based Learning model consists of these seven characteristics. Focuses the

student on a big open-ended question, challenge, or problem to research and respond to
and/or solve.Brings what students should academically know, understand, and be able to
do into the equation. Is inquiry-based. Uses 21st-century skills such as critical thinking,
communication, collaboration, and creativity, among others. Builds student choice into
the process. Provides opportunities for feedback and revision of the plan and the project.
Requires students to present their problems, research process, methods, and results.

 STRENGTHS AND WEAKNESSES

Project-based learning and problem-based learning have gained popularity in recent

years with educators worldwide. The reasons for this increase in popularity are fairly
obvious, as project and problem-based learning are a form of applied, investigative
learning and therefore help equip students to troubleshoot in the “real world”. The
benefits are obvious; students learn how to problem-solve through the immediate
application of their knowledge. Students can no longer legitimately ask “why do I need to
know this?”; the applicability of the subject matter will become obvious throughout the
duration of the project. Additionally, students typically work in groups, which often leads
to new friendships and improved interpersonal skills. Troubleshooting acts to naturally
engage students, as they access their creativity to solve complex problems. The group
dynamic allows students to understand individual strengths and weaknesses , thus
harnessing the full potential of the group by delegating specific tasks to students who
excel in those areas.

For one, teachers may struggle to fulfill the role of “facilitator”, especially if they are
new to the concept of PBL. Additionally, it may be challenging to integrate all of the
course material into a single, semester-long project, thus teachers may fail to cover some
of the core material for a particular course. Additionally, the group dynamic may make it
difficult to determine which students contributed the most to the project, thus
complicating student assessment. Team work can create a greater potential for conflict
between students, as more interaction will occur in a PBL environment than in a
traditional lecture environment. Additionally, lazy students may be able to take advantage
of diligent students; thus it is important that the teacher plays a large role in the
delegation of work at the group level.

7. SELF-DIRECTED LEARNING

Self-directed learning is learning in which the conceptualization, design, conduct

and evaluation of a learning project are directed by the learner. This does not mean that
self-directed learning is highly individualized learning always conducted in isolation.

 CHARACTERISTICS
 Self-directed learners exhibit many common and measurable characteristics.
Intrinsic motivation, the ability to select personal goals, self-discipline, the ability to self-
assess, and metacognitive skills are key characteristics of self-directed learners (King,
2011).

 STRENGTHS AND WEAKNESSES

Self-directed learning can be quite useful for those who do not have the time to
enroll in formal courses and degrees as well as for those who cannot travel to a specific
location to educate themselves. In other words, self-learning is neither location
constrained nor time-bound, and all that is needed is an access to a computer and a
reliable internet connection to engage in self-learning. Indeed, the fact that self-learning
can take place from the comfort of anywhere as well as the luxury of any time means that
it is quite valuable for those who are location or time constrained. This is the reason why
self-directed learning has become quite popular in recent years as can be seen from the
success of the websites such as these, ManagementStudyGuide.com, which offer the
learners the opportunity to engage in self learning at their own pace and at a place of their
choosing. This means that for both students and working professionals and just about
everyone, sites such as this offer valuable opportunities to enrich their knowledge and to
enhance their skills.

Meanwhile, The main weakness that is a part of self-directed learning is that

there is no exterior substantiation for the subject matter or appraisal since the individual
is in charge of and is responsible for all characteristics of learning from determining what
should be learned to the techniques and sources used to the assessment of the
accomplishment of the effort put in (VanBriesen, n.d.). There is no discipline, no face-to-
face interaction, no flexibility, and slow evalution because understand text by own-slef
withour sharing explanation with others is quite difficult.

8. PROBLEM BASED LEARNING AND INQUIRY

 DESCRIPTION

Problem-based learning (English: problem-based learning or abbreviated as PBL)

is a learning that presents authentic and meaningful problematic situations to students
which serve as a basis for student investigation and investigation. PBL helps students to
develop skills to learn independently, inquiry skills and problem solving skills as well as
behavior and social skills according to adult roles.

 CHARACTERISTICS

Problem-based learning is an educational approach whereby the problem is the

starting- point of the learning process. The type of prob- lem is dependent on the
specific organisation. Usually, the problems are based on real-life problems which
have been selected and edited to meet educational objectives and criteria. The
problem project is a full-scale project in which the course of action is not planned in
detail by the teachers. The problem formulation directs the choice of disciplines and
methods and the problem itself arises from the problem-oriented theme. In other
words, within the same work environment theme, the group can actually work with
widely different disciplines and subject methods.

 STRENGTHS AND WEAKNESSES

1) The strengths of Problem-based Learning:

 Development of Long-Term Knowledge Retention

Use of Diverse Instruction Types

Continuous Engagement

Development of Transferable Skills

Improvement of Teamwork and Interpersonal Skills

2) The weakness of Problem-Based Learning:

Potentially Poorer Performance on Tests

Student Unpreparedness

Problem-based learning exercises can engage many of your kids, but others may feel
disengaged as a result of not being ready to handle this type of exercise for a number of
reasons. On a class-by-class and activity-by-activity basis, participation may be hindered
due to:

a) Immaturity -- Some students may not display enough maturity to effectively work
in a group, not fulfilling expectations and distracting other students.

b) Unfamiliarity -- Some kids may struggle to grasp the concept of an open problem,
since they can’t rely on you for answers.

c) Lack of Prerequisite Knowledge -- Although the activity should address a relevant

and tangible problem, students may require new or abstract information to create
an effective solution.

3. Teacher Unpreparedness

4. Time-Consuming Assessment

5. Varying Degrees of Relevancy and Applicability

9. COOPERATIVE LEARNING

Cooperation Learning is working together to accomplish shared goals. Within

cooperative situations, individuals seek outcomes that are beneficial to themselves and
beneficial to all other group members. Cooperative learning is the instructional use of
small groups so that students work together to maximize their own and each other’s
learning. It may be contrasted with competitive (students work against each other to
achieve an academic goal such as a grade of “A” that only one or a few students can
attain) andindividualistic (students work by themselves to accomplish learning goals
unrelated to those of the other students) learning.

 CHARACTERISTICS

In cooperative and individualistic learning, you evaluate student efforts on a

criteria-referenced basis while in competitive learning you grade students on a norm-
referenced basis. While there are limitations on when and where you may use
competitive and individualistic learning appropriately, you may structure any learning
task in any subject area with any curriculum cooperatively.
  STRENGTHS AND WEAKNESSES

The strengths of cooperative learning are creating higher level thinking skills due
to the need for skill recognition and the presence of empathy. Students can’t know how to
help each other unless they get to know one another. This forces them to begin using
higher level thinking skills so they can recognized what gaps exist in their team and how
those gaps can be solved. These skills are an integral part of what the vocational
community requires when it comes to teamwork. Also, cooperative learning creates new
forms of individual responsibility. Instead of working toward an individualized grade that
may not be cared about, students in groups are forced to hold themselves accountable to
the group so the best grade possible can be achieved. Equal participation becomes
necessary for results to be achieved. There will always be students who rebel against such
a system and refuse to participate, but cooperative learning makes it possible to quickly
identify and work with such students. By creating a cooperative learning environment,
however, each group can be called upon after a period of speaking with one another so
that everyone participates without the same time constraints. Group answers are given
that are based on all individual feedback so that every student has some say in the lesson.

However, the weakness of cooperative learning are creating a grading system

which could be considered unfair. This means that a student’s grades is dependent on the
individual with the weakest grasp of the subject materials. For those who have a good
understanding of the subject and have done their best to help their group, a low grade
seems very unfair and could create resentment that stops further learning. . The better
students will scramble to be in each other’s groups to avoid grading issues, which creates
a polarization line in the class. In a system of cooperative learning, however, the teacher
hands out the assignments and the students are forced to become teachers if they want to
make sure a passing grade can be achieved. When there are others to rely upon for work
to get done, a habit begins to develop in a student’s learning behaviors. They become
dependent on others to help them achieve specific tasks. Students who are dependent on
help become workers who are dependent on help and ultimately put today’s students into
a disadvantageous situation as tomorrow’s workers.

10. THINK, PAIR AND SHARE

Think-pair-share (TPS) is a collaborative learning strategy where students work

together to solve a problem or answer a question about an assigned reading. This strategy
requires students to think individually about a topic or answer to a question and share
ideas with classmates.

 CHARACTERISTICS

There are five characteristics of think pair share learning strategy:

1) Explain technique to students

2) From partnership

3) Pose question; direct to “think”

4) Signal “share”

5) Pairs report

 STRENGTHS AND WEAKNESSES

According to Lie, think pair share has several strengths and weakness, there are:
 1) Strengths of think pair share technique

a. TPS can increase active participation of learners.

b. It is suitable for simple task.

c. More opportunities for the contribution of each member of the group.

d. Interaction easier.

a. Giving many times the students to think, answer and also help another one.

b. A student can study from the other students and share own idea to discuss before
perform in front of class

c. Students can develop the thinking skills10

2) Weakness of think pair share technique

a. Many groups are reported and need to be monitored.

b. If there is a dispute, there is no mediator.

c. Many groups.

E. CONCLUSIONS

Strategy is a pattern of activity learning selected and used the teacher contextually,
according to student characteristics, school conditions, environment and special purposes
learning that is necessary the relationship between learning strategies with learning
objectives, in order to be obtained steps of learning activities effective and efficient.
Strategy learning consists of methods and techniques (procedures) that will guarantee that
the students will actually achieve learning objectives. Learning strategy becomes a factor
major in enhancing the learning process and skills language. A planned strategy plays an
important role in learning process. Order strategy these do not move away from the target
want to be achieved it needs an understanding better in learning activities language.
Related strategy directly between the instructor and students giving rise to stimulus and
response play a role urgent. Teaching program component teacher-centered, participant
students and teaching materials are also necessary applied so that learning could done well.
Strategy which learner-centered learning strategies that provide opportunities for students
to active so that the instructor only plays a role as a facilitator and motivator. In learning
language skills listening skills strategy, speaking skills, skills reading, and writing skills
supported by a teaching technique appropriate and the need for assessment various
language skills test to find out the results of the learning process. So that can improve
quality and quality in every language skill individual. However, each strategies have their
own characteristics, strengths and weakness. It depends how teachers see their students
skill and class environment.