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Psycolinguistic for Language Teacher
The difficulties of learning English is developing communicative skills in the classroom and
make student more focus on the teaching. In many schools in Indonesia, learning English is
seen as learning some grammatical rules, doing some tasks without using the language
(Sawir. 2005). Reading is the dominant skill taught by teachers. Consequently, the three other
skills are ignored (Sugirin, 1999). Class size is another main difficulty in learning. There are
35 to 45 students in a class. Lack of funds is the reason for the class size (Exley, 2005).
Teachers ability in teaching English is also considered as the main factor of difficulty in
achieving good learners. Many teachers do not have good level in teaching English.
3. Good Student Characteristics
There are three main important characteristics of good language learners for Indonesia
learners. All of the students from little interview preferred to use metacognitive strategies in
learning English. Students centered, arranged, planned and evaluated their own learning.
Students became more independent in making any decision of their learning process. The
students were also influenced a lot by their motivation, learning environment, personal style
and attitude toward learning. The three main important characteristics of good language
learners are:
a. Learnes find their own way, taking charge of their learning.
The first pattern of good language learners was they tried to find their own way, taking
charge of their learning. Student in Senior High School had strong motivation to find their
own way to learn English. They had to spend their time, their money and their attention on
learning English outside the classroom. This also means that they realized learning English in
the classroom was not enough for them to be good learners.
b. Learners are creative, developing a feel for the language.
The second similar pattern of the learners in English was that they were creative, developing
a feel for the language. All of the learners used various media radio, TV, movies, songs and
magazines in learning English. They did not depend on the textbooks or any materials they
got from school or courses.
c. Learners make errors work for them and not against them
The last common pattern of good Indonesian learners was that they made errors work for
them and not against them. They were not afraid of making mistakes in learning English.
They learned a lot from the mistakes. The following comments show that attitude. Lastly,
Indonesian learners will always try and try again until correct.
4. Conclusion
In conclusion, the main discussion of this study help us to more understand good
characteristics for Indonesian learners in learning English. This discuss has figured out the
pattern of language strategies used by good Indonesian learners in learning English as a
foreign language. It also shows us the factors that influence the participants in using the
strategies.
Resource
Exley, B. E. (2005). Teachers professional knowledge bases for offshore education: Two
case studies of western teachers working in Indonesia.(PhD thesis). Brisbane: Queensland
Univeristy of Technology. Harmer, J. (2003). The practice of English language teaching.
Harlow, England: Pearson Education Limited.
https://www.researchgate.net/publication/27464183_Learner_Characteristics_of_%27Asian%
27_EFL_Students_Exceptions_to_the_%27Norm%27
http://www.tufs.ac.jp/english/education/ug/studies/indonesian.html
http://www.abc.net.au/news/2016-05-19/indonesian-language-declining-schools/7405422
http://www.kompasiana.com/yantomed/the-three-most-important-characteristics-of-good-
language-learners_550109e58133110717fa824a