Second language learning is a conscious process of collecting knowledge through analysis of features of a language, such as vocabulary and grammar, commonly in an institutional setting with teachers. This activity has been applied in second language teaching in schools, resulting in more knowledge about the language specifically. Learning strategies are essential for learners acquiring a second language that aims to master the language.

The real world situation demonstrates the exact occurrence happening in an educational setting of students who participate in the learning process of a second language acquisition. The real world example given is about the strategy that can be applied in a classroom setting which is included in the subtopic of focus on teaching method and learners under the Second Language Acquisition. This proves the relation between the real world example given and the topic because it shows correlation with one another.

• In regard to research, Biography Driven Instruction (BDI) strategies have been proven to be one of the most functional models for fostering the use of learning strategies in the classroom (e.g., Herrera et al., 2011).

• The importance of learning strategies is emphasized by Chamot and O’malley as well (in Herrera & Murry, 2011) : Academic language learning is more effective when it is supported by learning methods.” (p. 46).

• Make yourself and your classroom attractive to students; focus their attention on individual and collaborative learning goals and help them to achieve these goals; and teach things that are worth learning, in ways that help students to appreciate their value. (Brophy, 2004, p. 50)

• According to Griffiths (2008), She viewed learning strategies as conscious activity chosen by the learners for the motive of regulating their own language learning process.

In my opinion, Learning Strategies in Second Language Acquisition is a crucial matter for L2 learners. The process of acquiring L2 requires alot of effort so learning strategies are very helpful in order for learners to master the L2 language. The available strategies are incredibly interesting because the students have to produce their own idea after receiving guidance from the teacher.

This allows them to develop thinking skills and other abilities such as listening, speaking, reading and writing skills. Furthermore, these kinds of methods avoid the feeling of boredom among students in the classroom. Instead of listening to their teacher simply explaining about the language, they manage to engage and communicate with one another and unconsciously develop fluency in speaking. Sharing ideas gives them the opportunity to exchange their opinion and accept other people's viewpoints. These methods expose students to diverse communication skills that they need later in real life situations.