PART II DEVELOPMENT CHAPTER I – THEORETICAL BACKGROUND TO THE STUDY
I.2. Language learning strategies for reading skills
I.2.2. Indirect learning strategies 1. Metacognitive strategies
I.2.2.2. Affective strategies Lowering your anxiety
Anxiety is not always bad for language learners. A certain amount of anxiety can help learners reach their potentials, however, too much anxiety in the form of worry, frustration, fear and so on blocks language learners from making progress. Therefore, knowing how to control their anxiety in learning reading skills is necessary.
Using progressive relaxation, deep breathing and meditation
Learners can overcome their anxiety during the reading process by “alternately tensing and relaxing all of the major muscle groups in the body” (Oxford, 1990:143), especially those in the neck and face. Furthermore, deep breathing and meditating by concentrating on a certain mental image or sound are also helpful in preventing their anxiety.
Using music
Music has been used as a popular way to relax in mankind‟s history. Learners are advised to use music, especially soothing one like classical music in order to ease their mind and increase their concentrating competence before their reading process.
Using laughter
Another popular way for mind relaxation is using laughter. Learners can use funny movies, stories, books and so on to relax themselves, thus, reduce anxiety they may encounter during their reading process.
Encouraging yourself Making positive statements
Learners normally expect to get encouragement from other people; therefore, they may
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forget that making positive statements to themselves can help them cope with ambiguity in language learning. Consequently, learners are advised to say or write positive statements to gain more self-confidence, which is necessary in dealing with unclear factors they encounter during their reading process.
Taking risks wisely
Risk-taking actions such as guessing meanings or inferring are necessary in reading comprehension. Therefore, learners are supposed to push themselves to take reasonable risks in their reading process.
Rewarding yourself
Rewards of different kinds can be used by learners to encourage themselves once they have made good performance in reading skills.
Taking your emotional temperature Listening to your body
Learners‟ emotions can influence their language learning as well as their reading performance. Therefore, if learners are not aware of their own feelings and the reason why they have those feelings, they are unlikely to be able to control their affections. Noticing all the signals given by their bodies is the first step in controlling their affective side in learning reading skills.
Using a checklist
When learners want to take notice of their affections, it is advisable to use a checklist “to discover feelings, attitudes, and motivations” (Oxford, 1990:144) concerning reading skills, in general, and specific reading tasks, in particular.
Writing a language learning diary
Diary or journal can be used to self-monitor learners‟ events and feelings during the time they learn reading skills. This helps them better understand themselves as well as their reading process.
Discussing your feelings with someone else
Learners may discuss their feelings about learning reading skills with someone else to
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know more about their affections as well as their reading process.