Questions:

1. Analyze your own strategy since the very beginning you learn.
2. Take one teaching strategy in learning strategy [only in the teaching steps start
from beginning] mengambil satu strategi mengajar dalam strategi pembelajaran.

1. Learning strategy that I have learn from beginning is cognitive strategies such as
repetition, note-taking, and key-word. In repetition, ketika saya berusaha untuk
mempermudah dalam mengenali apa yang saya pelajari contohnya menyebutkan
benda-benda yang ada di sekitar rumah, dalam hal ini saya menyebutkan satu persatu
benda-benda yang ada di dalam rumah tersebut secara berulang-ulang dari waktu ke
waktu. In note-taking, ketika guru menyampaikan materi pelajaran, saya sering
membuat catatan-catatan penting mengenai pelajaran tersebut, jadi dengan melakukan
note-taking membuat saya mengingat apa yang telah saya pelajari sebelumnya,
misalnya saya ingin mempelajari materi x tapi saya lupa point pentingnya apa saja,
maka dari itu saya membuka catatan itu dan memahami kembali apa yang ingin saya
pelajari dari catatan tersebut. . In key-word, ketika saya dihadapkan dengan sebuah
wacana atau sejenis bacaan or passage, dari passage itu terdapat beberapa kalimat
yang menjelaskan isi passage tersebut, tentu tidak semua kalimat-kalimat yang ada di
passage merupakan inti dari apa yang dijelaskan dan dari kalimat-kalimat itu beberapa
diantaranya yang memilki kata kunci yang mewakili inti dari passage itu.
2. Steps:
Beginning : guru memberikan lembar soal; guru meminta siswa
mendengarkan sebuah passage berbentuk report text berupa factual report
Middle : dari lembar soal yang telah diberikan ada beberapa kalimat yang
kata-katanya kosong, guru menyuruh siswa menebak kata-kata yang ada pada
kalimat-kalimat dari passage itu.
Ending : guru mengoreksi bersama jawaban dari passage tersebut.
Teaching strategy : fill in the blank
Learning strategy : compensatory strategy (guessing words)

Beginning : guru membacakan sebuah passage berupa factual report dan guru
meminta siswa memperhatikan dengan seksama mengenai passage itu.
Middle : guru membagikan lembaran berupa gambar-gambar secara acak yang
menunjukan kejadian dari passage itu dan guru meminta siswa mengurutkan
gambar-gambar tersebut sesuai dengan passage yang telah dibacakan.
Ending : guru menunjuk siswa tertentu maju ke depan kelas untuk
mengurutkan gambar-gambar tersebut dengan menempelkannya di papan tulis
kemudian siswa diminta untuk menjelaskan secara urut mengenai factual
report itu sesuai dengan gambar-gambar yang telah disusun secara urut; guru
dan siswa membahas bersama mengenai gambaran dari factual report tersebut.
Teaching strategy : matching
Learning strategy : memory related strategy (images)
1. Learning strategy that I have learn from the beginning is cognitive strategies
such as repetition, note-taking, and key-word. In repetition, when I was trying
to make it easier to recognize what I learned for example mentioned objects
around the house, in which case I enumerate objects that exist in the house
repeatedly over time. In note-taking, when teachers convey the subject matter,
I often make important notes about such subjects, so by doing note-taking
made me remember what I had learned before, for example I want to learn the
material x but I forgot to point the importance of what it, therefore I opened
the note and re-understand what I want to learn from the records. , In key-
word, when I was faced with a discourse or a type of reading or passage, of a
passage that there are a few sentences that describe the contents of passage, of
course it is not all sentences in the passage is at the core of what is described
and of sentences that some of them that have keywords that represent the core
of the passage.
2. Steps:
Beginning: the teacher gives a booklet; the teacher asks the students to listen
to a passage shaped in the form of factual reports text report
Middle: from the booklet which has been granted there are some sentences
whose words are empty, the teacher asks the students to guess the words
contained in sentences from the passage.
Ending: teacher corrects joint answer from the passage.
Teaching strategy: fill in the blanks
Learning strategy: Compensatory strategy (guessing words)

Beginning: the teacher read a passage in the form of narrative text and the
teacher asks the students to pay close attention on the passage.
Middle: teacher distribute the sheets in the form of random images that
show the event of the passage and the teacher asks the students to put in the
right order the pictures according to the passage that has been read.
Ending: teacher pointed to particular students to come forward to arrange
the pictures by pasting it on the board and then the students were asked to
explain the sequence of the factual report in accordance with the drawings that
have been arranged in sequence; teachers and students to discuss with the
description of the factual report.
Teaching strategy: matching
Learning strategy: memory related strategy (images)