@misc{eprints24252,
           month = {Oktober},
           title = {DEVELOPING AN IMPLICIT LEARNING STRATEGY TRAINING
BASED ON STUDENTS? LEARNING STRATEGIES AND STUDENTS?
LEARNING STYLES},
          author = {1423042051  FITRI AGUSTIN },
         address = { LAMPUNG UNIVERSITY},
       publisher = {TEACHER TRAINING AND EDUCATION FACULTY},
            year = {2016},
             url = {http://digilib.unila.ac.id/24252/},
        abstract = {Within the context of the different results in the study of learning strategy and
learning style relationship, this mixed method study was conducted with the main
purpose of finding the answer on how would an implicit learning strategy training
be employed in the classroom based on the identification of the students? learning
strategy and the students? learning style. This study was conducted in SMAN 1
Terbanggi Besar, and 30 students of grade XI were involved in the study. Some
important results are revealed from this study. First, the study reveals that there
is no single strategy dominantly used by the students in learning. The students
tend to use the three strategy categories of cognitive, metacognitive, and social
strategy in Listening, Speaking, Reading. In Writing, the students tend to use
cognitive and metacognitive strategy. Second, the study reveals that implicit
learning strategy training can be employed in the classroom through classroom
activities instructed to the students in form of Task-Based model. Cognitive,
metacognitive and social strategies can be trained implicitly through the
instructions. Variations on the classroom activities, the use of audio material to
help the students in learning, and the integration of the four-language skills
activities are the important factors required in the training. Third, the study
reveals that with different learning styles the students possess, there is no
significant difference on the learning strategy use. In Listening, metacognitive
and social strategy were dominant only in the category of tactile. In Speaking,
metacognitive and social were dominant only in the category of visual. In
Reading, none of the learning strategies were dominant in the whole learning style
categories. In Writing, social and cognitive strategy were dominant in the
category of particular. The findings reveal the homogeneous learning strategy
used by the students with different learning styles. Forth, the study also reveals
that implicit learning strategy training affects the students? learning strategy use
in listening and speaking. However, it doesn?t affect the students? learning
strategy use in reading and writing. Fifth, it is also revealed from this research
that the training also affects the students? English proficiency test achievement.
Key words : Learning Strategy, Learning Style, Implicit Learning Strategy
Training}
}