Management Essay Example | Topics and Well Written Essays - 500 words - 13

Management - Essay Example Also his duty is to prioritize things, lead towards actions and behaviors and assign tasks and duties. Management is important to individuals because it teaches them to conduct their own selves in accordance with set codes and procedures. It also asks of them to remain alert of the changes that are happening around them. Management is important as it ascertains their willingness towards different tasks and roles that are assigned upon them. Management is an art that is governed by only those people who make the best use of this skill in order to get the particular job done through their actions, behaviors and decisions. These undertakings are carried out by the people who work under the manager. Management is a very comprehensive aspect that entails within it scheduling tasks, prioritizing responsibilities and assigning individual duties. The four functions of management are related as they come about in a particular sequence. Planning is the foremost function without which no management activity can come about. Organizing makes sure that whatever has been planned comes into a solid basis. Controlling takes care of the responsibilities and delegated duties upon the individuals, and lastly leading is a comprehensive duty that rests solely with the manager who is indeed the man in charge. Managers have quite a few resources that are available at their disposal. They have teams working under them. Also the financial aspects are taken care of by the managers as they prioritize things and thus look to settle problems which arise on a consistent basis. Other resources include the meeting up of organizational expenses, time management aspects and other management related concerns (Allen 1999). Resources related to production as there is a definite link between the two. If the resources are not made available, it is quite possible that the production for the sake of the organization would not come about in an easy way. Hence it is

Entrepreneurship - FACULTY OF BUSINESS, ENTERPRISE AND LIFELONG Essay

Entrepreneurship - FACULTY OF BUSINESS, ENTERPRISE AND LIFELONG LEARNING - Essay Example High quality service and greater assortments of coffee and tea menu are of great demand. Kaffiene is an existing brand in London and the investor is planning to expand the brand by opening a shop near King’s College after analysing its potential market growth. Kaffeine established its first store in the year 2006 at 66 Great Titchfield Street, Fitzrovia. The primary idea was to experience its customers an Australian style cafà © that focuses on serving the best coffee, excellent food and cordial service. The gourmet coffee in London was getting popular, when the Great Titchfield street store was launched and since the media, public and industry has bestowed their love and loyalty for Kaffiene as it is one of the primary cafes with its own exclusive kinds in the U.K, setting itself as a brand and a benchmark for its competitors and new entries. Its forte is its service, high store design, and efficiency as well as the empathy, ambience and empathetic staff. Its selection of the best techniques and machinery to brew the coffee from the Synesso Cyncra Espresso machine as well as the rare selection of coffee, tea and fruit beverages as well as assorted menu makes it stand out from the other in the competition (Kaffiene , 2015). Therefore Kaffeine would prove itself to be a flourishing business expansion in the UK market and attract more customers leading to repeat visit due to its established brand name. It would be profited by the propinquity to the King’s College, London which would result in repeat consumers. Kaffeine would offer the best service and beverage prepared in that area with side menus like patties, pastries, fruit beverages, sandwiches and burgers as well as free indoor games, music instruments that the customers can play as their pastime and free books to read and relax (Mortimer, 2011). The Kaffeine

The climate change debate (anthropogenic or natural) Essay

The climate change debate (anthropogenic or natural) - Essay Example However, this does not imply that anthropogenic factors do not have any effect on climate change. Based on the recent global climate simulations, and two environmental response models, the effects of natural climate variability and future climate change uncertainties, it has been found that human-induced climate change by 2050 will be unpredictable compared to the natural climate variability[3]. This suggests that both natural and anthropogenic factors have contributed to the climate change in the 20th century. This is based on a comparison of observation where the model simulates global mean and large-scale land temperature variations [4]. While climate change is human-induced, the fact that is difficult to predict the size and consequences of climate change [5], suggests that there are incidences beyond the understanding and capabilties of the human mind and human beings. These factors reinforce that climate change is a combination of anthropogenic and natural

Management Essay Example | Topics and Well Written Essays - 500 words - 13

Management - Essay Example Also his duty is to prioritize things, lead towards actions and behaviors and assign tasks and duties. Management is important to individuals because it teaches them to conduct their own selves in accordance with set codes and procedures. It also asks of them to remain alert of the changes that are happening around them. Management is important as it ascertains their willingness towards different tasks and roles that are assigned upon them. Management is an art that is governed by only those people who make the best use of this skill in order to get the particular job done through their actions, behaviors and decisions. These undertakings are carried out by the people who work under the manager. Management is a very comprehensive aspect that entails within it scheduling tasks, prioritizing responsibilities and assigning individual duties. The four functions of management are related as they come about in a particular sequence. Planning is the foremost function without which no management activity can come about. Organizing makes sure that whatever has been planned comes into a solid basis. Controlling takes care of the responsibilities and delegated duties upon the individuals, and lastly leading is a comprehensive duty that rests solely with the manager who is indeed the man in charge. Managers have quite a few resources that are available at their disposal. They have teams working under them. Also the financial aspects are taken care of by the managers as they prioritize things and thus look to settle problems which arise on a consistent basis. Other resources include the meeting up of organizational expenses, time management aspects and other management related concerns (Allen 1999). Resources related to production as there is a definite link between the two. If the resources are not made available, it is quite possible that the production for the sake of the organization would not come about in an easy way. Hence it is

The climate change debate (anthropogenic or natural) Essay

The climate change debate (anthropogenic or natural) - Essay Example However, this does not imply that anthropogenic factors do not have any effect on climate change. Based on the recent global climate simulations, and two environmental response models, the effects of natural climate variability and future climate change uncertainties, it has been found that human-induced climate change by 2050 will be unpredictable compared to the natural climate variability[3]. This suggests that both natural and anthropogenic factors have contributed to the climate change in the 20th century. This is based on a comparison of observation where the model simulates global mean and large-scale land temperature variations [4]. While climate change is human-induced, the fact that is difficult to predict the size and consequences of climate change [5], suggests that there are incidences beyond the understanding and capabilties of the human mind and human beings. These factors reinforce that climate change is a combination of anthropogenic and natural

Monetary and Fiscal Policy Essay Example for Free

Monetary and Fiscal Policy Essay 1. Monetary and fiscal policy and its impact on business decision making 2. Open economy macroeconomics-Mundell –Fleming Model and its application FISCAL AND MONETARY POLICY IN INDIA AND ITS IMPACT ON Business Decision Making. What is monetary policy? Monetary policy is the management of money supply and interest by central banks to influence prices and employment. Monetary policy works through expansion or contraction of investment consumption expenditure. Monetary policy is the process by which the government, central bank (RBI in India), or monetary authority of a country controls 1. The supply of money 2. Availability of money 3. Cost of money or the rate of interest, in order to attain a set of objective oriented towards the growth and stability of the economy. Monetary theory provides insight into how to craft optimal monetary policy. Monetary policy is referred to as either being an expansionary policy, or a contractionary policy, where an expansionary policy increases the total supply of money in the economy, and a contractionary policy decreases the total money supply. Expansionary policy is traditionally used to combat unemployment in a recession by lowering interest rates, while contractionary policy involves raising interest rates in order to combat inflation. Monetary policy is contrasted with fiscal policy, which refers to government borrowing, spending and taxation Why it is needed? What monetary policy – at its best – can deliver is low and stable inflation, and thereby reduces the volatility of the business cycle. When inflationary pressures build up, it is monetary policy only which raises the short-term interest rate (the policy rate), which raises real rates across the economy and squeezes consumption and investment. The pain is not concentrated at a few points, as is the case with government interventions in commodity markets. Monetary policy in India underwent significant changes in the 1990sas the Indian Economy became increasing open and financial sector reforms were put in place. In the 1980s, monetary policy was geared towards controlling the quantum, cost and directions of credit flow in the economy. The quantity variables dominated as the transmission Channel of monetary policy. Reforms during the 1990s enhanced the sensitivity of price signals from the central bank, making interestrates the increasingly Dominant transmission channel o f monetary policy in India. WHEN WERE MONETARY POLICIES INTRODUCED? Monetary policy is primarily associated with interest rate and credit. For many centuries there were only two forms of monetary policy: (i) Decisions about coinage (ii)Decisions to print paper money to create credit. Interest rates, while now thought of as part of monetary authority, were not generally coordinated with the other forms of monetary policy during this time. Monetary policy was seen as an executive decision, and was generally in the hands of the authority with seignior age, or the power to coin. With the advent of larger trading networks came the ability to set the price between gold and silver, and the price of the local currency to foreign currencies. This official price could be enforced by law, even if it varied from the market price. With the creation of the Bank of England in 1694, which acquired their responsibility to print notes and back them with gold, the idea of monetary policy as independent of executive action began to be established. The goal of monetary policy was to maintain the value of the coinage, print notes which would trade at par to specie, and prevent coins from leaving circulation. The establishment of central banks by industrializing nations was associated then with the desire to maintain the nations peg to the gold standard, and to trade in an arrow band with other gold-backed currencies. To accomplish this end, central banks as part of the gold standard began setting the interest rates that they charged, both their own borrowers, and other banks that required liquidity. The maintenance of a gold standard required almost monthly adjustment of interest rates. During the 1870-1920 periods the industrialized nations set up central banking systems, with one of the last being the Federal Reserve in1913.By this point the role of the central bank as the lender of last resort was understood. It was also increasingly understood that interest rates had an effect on the entire economy, in no small part because of the marginal revolution in economics, which focused on how many more, or how many fewer, people would make a decision based on a change in the economic trade-offs. It also became clear that there was a business cycle, and economic theory began understanding the relationship of interest rates to that cycle.(Nevertheless, steering a whole economy by influencing the intere st rate has often been described as trying to steer an oil tanker with a canoe paddle.) Research by Cass Business School has also suggested that perhaps it is the central bank policies of expansionary and contractionary Policies that are causing the economic cycle; evidence can be found by looking at the lack of cycles in economies before central banking policies existed. OBJECTIVES OF MONETARY POLICY The objectives are to maintain price stability and ensure adequate flow of credit to the productive sectors of the economy. Stability for the national currency (after looking at prevailing economic conditions), growth in employment and income are also looked into. The monetary policy affects the real sector through long and variable periods while the financial markets are also impacted through short-term implications. There are four main channels which the RBI looks at: †¢Quantum channel: money supply and credit (affects real output and price level through changes in reserves money, money supply and credit aggregates). †¢Interest rate channel. †¢Exchange rate channel (linked to the currency). †¢Asset price. Monetary decisions today take into account a wider range of factors, such as: †¢short term interest rates; †¢long term interest rates; †¢velocity of money through the economy; †¢exchange rate †¢credit quality †¢bonds and equities (corporate ownership and debt) †¢government versus private sector spending/savings * International capital flow of money on large scale * Financial derivatives such as option, swaps and future contracts etc. Types of monetary policy: In practice, all types of monetary policy involve modifying the of base currency (MO) in circulation. This process of changing liquidity of base currency through the open sales and purchase (government-issued) debt and credit instrument is called open market operation. Constant market transactions by the monetary authority modify the supply of currency and this impacts other markets variables such as short term interest rates and the exchange rates. The distinction between the various types of monetary policy lies primarily with the set of instruments and target variables that are used by the monetary authority to achieve their goals. A fixed exchange rate is also an exchange rate regime; The Gold standard results in a relatively fixed regime towards the currency of other countries on the gold standard and a floating regime towards those that are not. Targeting inflation, the price level or other monetary aggregates implies floating exchange rate unless the management of the relevant foreign currencies is tracking the exact same variables (such as a harmonized consumer price index).Inflation targeting Under this policy approach the target is to keep inflation, under particular definition such as Consumer Price Index, within a desired range. The inflation target is achieved through periodic adjustments to the Central Bank interest rate target. The interest rate used is generally the interbank rate at which banks lend to each other overnight for cash flow purposes. Depending on the country this particular interest rate might be called the cash rate or something similar. The interest rate target is maintained for a s pecific duration using open market operations. Typically the duration that the interest rate target is kept constant will vary between months and years. This interest rate target is usually reviewed on a monthly or quarterly basis by a policy committee Price level targeting Price level targeting is similar to inflation targeting except that CPI growth in one year is offset in subsequent years such that over time the price level on aggregate does not move. Something similar to price level targeting was tried by Sweden in the1930s, and seems to have contributed to the relatively good performance of the Swedish economy during the Great Depression. As of 2004, no country operates monetary policy based on a price level target. Monetary aggregates In the 1980s, several countries used an approach based on a constant growth in the money supply. This approach was refined to include different classes of money and credit (M0, M1 etc). In the USA this approach to monetary policy was discontinued with the selection of Alan Greenspan as Fed Chairman. This approach is also sometimes called monetarism. While most monetary policy focuses on a price s ignal of one form or another, this approach is focused on monetary quantities. Fixed exchange rate this policy is based on maintaining a fixed exchange rate with a foreign currency. There are varying degrees of fixed exchange rates, which can be ranked in relation to how rigid the fixed exchange rate is with the anchor nation. Under a system of fiat fixed rates, the local government or monetary authority declares a fixed exchange rate but does not actively buy or sell currency to maintain the rate. Instead, the rate is enforced by non-convertibility measures (e.g. capital controls, import/export licenses, etc.). In this case there is a black market exchange rate where the currency trades at its market/unofficial rate. Under a system of fixed-convertibility, currency is bought and sold by the central bank or monetary authority on a daily basis to achieve the target exchange rate. This target rate may be a fixed level or a fixed band within which the exchange rate may fluctuate until the monetary authority intervenes to buy or sell as necessary to maintain the ex change rate within the band. (In this case, the fixed exchange rate with a fixed level can be seen as a special case of the fixed exchange rate with bands where the bands are set to zero.) Under a system of fixed exchange rates maintained by a currency board every unit of local currency must be backed by a unit of foreign currency (correcting for the exchange rate). This ensures that the local monetary base does not inflate without being backed by hard currency and eliminates any worries about a run on the local currency by those wishing to convert the local currency to the hard (anchor) currency. These policies often abdicate monetary policy to the foreign monetary authority or government as monetary policy in the pegging nation must align with monetary policy in the anchor nation to maintain the exchange rate. The degree to which local monetary policy becomes dependent on the anchor nation depends on factors such as capital mobility, openness, credit channels and other economic factors Gold standard The gold standard is a system in which the price of the national currency as measured in units of gold bars and is kept constant by the daily buying and selling of base currency to other countries and nationals. (I.e. open market operations cf. above). The selling of gold is very important for economic growth and stability. The gold standard might be regarded as a special case of the Fixed Exchange Rate policy. And the gold price might be regarded as a special type of Commodity Price Index . Today this type of monetary policy is not used anywhere in the world, although a form of gold standard was used widely across the world prior to 1971. For details see the Breton Woods system. Its major advantages were simplicity and transparency. Monetary policy tools monetary base monetary policy can be implemented by changing the size of the monetary base. This directly changes the total amount of money circulating in the economy. A central bank can use open market operations to change the monetary base. The central bank would buy/sell bonds in exchange for hard currency. When the central bank disburses/collects this hard currency payment, it alters the amount of currency in the economy, thus altering the monetary base. . Monetary policy in different years The monetarist statistical regularities have weakened for the 1970-90 period, in comparison with the 1960-79 where the influence of current and past business activity on the money supply were weak, while the predictive value of changes in the money stock for future output was large National income and saving play vital role on formulation of monetary policy. As the income increases the spending will also increase, thus monetary will be less intensively required and same is the case with increase in saving .chart shows how the finance systems generate the real money and nominal money .The existence of long-run equilibrium relationship among money and income represented by a money demand function also has significant implications for monetary policy. The kind of economy India has, it is effected by the dollar rate .India has Services led growth is getting reinforced by a sustained resurgence in industrial activity after a long hiatus of slow down and restructuring during the period 1976-1987.Thus India contribute much too the imports and exports, thus it have impacted by dollar price.

Learning Strategies In A Task Based Learning Education Essay

Learning Strategies In A Task Based Learning Education Essay Task-Based Language Teaching (TBLT) as one of the ways of implementing a Communicative Language Teaching (CLT) approach is a favorite method employed by English teachers in Asia; (Nunan, 2003) claimed that most Asian countries surveyed (Mainland China, Japan, Hong Kong, Korea, Malaysia, Taiwan, and Vietnam) subscribe to the principles of CLT, and in a number of them, TBLT (the latest realization of CLT) is the central pillar of government rhetoric. Task is basically defined as a goal-oriented classroom activity (Ellis, 2003; Nunan, 2006; Oxford, 2006; Prabhu, 1987; Willis, 1998). It requires learners use of target language that is focused more on the conveying of meaning rather than on the practice of form (Ellis, 2003; Nunan, 2006; Skehan, 1998). Oxford (2006) completes the definition of tasks as behavioral classroom instructions that are externally imposed either on a person or a group. There are two basic reasons to select TBL as an English teaching and learning approach. The first reason is the desire for a meaning-focused approach that reflects real life language use (Leaver Willis, 2004). Language use needs to be transferred from real world activities into classroom activities, and this can be done through TBL. Another reason for selecting TBL is that task based interactions stimulate natural acquisition processes (Prabhu, 1987). A number of studies reveal the effectiveness of TBL in enhancing students language proficiency, especially their oral communication skills (eg., Ahmed, 1996; Lochana Deb, 2006). It is official policy that the teaching and learning process of English as a foreign language at the Business Administration Department of the State Polytechnic of Malang is through a Task-Based Learning (TBL) approach. TBL has been adopted by the Business Administration department of the State Polytechnic of Malang because, as the latest realization of the Communicative Language Teaching (CLT) approach, TBL is an implementation of the overarching Competency-Based curriculum the department employs. The selection of English teaching topics in this department is initiated with a needs analysis; the department regularly visits companies to survey employers expectation of their future employees skills. Most companies, especially the foreign companies, expect that their future employees possess adequate English oral communication skills as the first priority. Thus, the first goal of the teaching of English as a foreign language at this department is toward students adequate oral communica tion proficiency. In this study, I define a task as a classroom activity that is focused on meaning rather than on form and that requires the learners to achieve observable outcomes by employing English as the target language for oral communication skills as used in real life. Appendix 1 is an example of TBL activity to develop the required skills. The combination of needs analysis and appropriate TBL activities would seem to be the most effective way to develop the required skills. The implementation of Task-Based Learning has unfortunately had limited success to date. Most students graduating from the Business Administration department do not possess adequate oral communication skills. This problem is common among Indonesian tertiary education institutions, especially in the non-English departments. With my informal observation of teaching in this non-English department, this lack of success is in some part due to teachers limited familiarity with suitable and appropriate implementation of Task-Based Learning. Measures need to be taken to improve the quality of the implementation of the TBL and this can be done through appropriately manipulating task characteristics and conditions. However, manipulating task characteristics and conditions alone does not guarantee the meeting of a pedagogic outcome; attention also needs to be directed to the learners as the participants of the tasks. Learners attention and their own learning needs contribute to their efforts to gain task outcomes (Murphy, 2003). The more effort students make to reach the outcome, the better the result of the learning will be. Their strategies to accomplish the tasks largely determine their success in attaining the pedagogic goal. Learning strategies are personal efforts employed by learners to complete tasks , and students of different learning styles and different cultural background may employ different strategies to learn to communicate in a foreign language (Lam, 2007). Furthermore, appropriate employment of learning strategies plays an imperative role in promoting students self-confidence regarding the development of their communicative competence (Oxford, 1990). Successful learners are believed to effectively employ appropriate learning strategies. Regarding the teachability feature of learning strategies, a number of researchers (Griffiths Parr, 2001; Oxford, 1990, 1996) argue that learning strategies are relatively easy to teach and modify. Students can be trained to be aware of and more conscious of learning strategy use and more proficient at employing appropriate strategies. Task requirements and teachers expectations that are expressed through classroom instructional methods also shape students learning strategy choice. With the assumption that a task-based learning approach will help students in developing their communication skills and that the implementation of this approach will result in students use of effective learning strategies which in turn will elevate students success in developing their communication skills, I am interested in conducting a collaborative action research case study to produce an effective task-based learning program which aims to develop students verbal communication skills and to explore the impact of task-based learning on students employment of learning strategies. Purpose of the Study The prime concern of this study is to analyse non-English department students learning strategies in a task-based learning approach which focuses on their oral communication skills. Research Questions The aforementioned purpose of the study leads to the formulation of research questions as follow: What learning strategies do students with a range of oral proficiency levels employ during the implementation of a task-based learning approach? Do these learning strategies change during a TBL program? What are the students and teachers perception of the impact of TBL on the employment of learning strategies? Delimitation of the Study As reflected by the needs analysis conducted with prospective employers, the first required skills to be possessed by graduates of the Business Administration department of the State Polytechnic of Malang are their oral communication skills. Academically, the TBL program is designed to develop students oral communication skills. In accordance with this focus, my intention to explore students use of learning strategies is focused on the students employment of oral communication learning strategies. Methodology This research will be informed by a qualitative research paradigm and involve an action research case study. It is an action research approach in which I will work collaboratively with one of the English teachers to improve the quality of the EFL teaching and learning process in this vocational higher education institution in Indonesia which is using a TBL program. During the implementation of the TBL, I will explore students employment of learning strategies as a bounded system (a case) or multiple bounded systems (cases) over time, through detailed, in-depth data collection involving multiple sources of information (Creswell, 2007). Regarding the multiple sources of information, I will use some different instruments of data collection namely questionnaire, one on one interviews, focus group discussions, and document reviews (students scores of their oral communication skills which is always officially conducted by the teacher every semester, students learning journals, and teachers reflective journals). The research participants will be nine second year students of the Business Administration department of the State Polytechnic of Malang. These students are within a range of oral communication skills levels: three students are of the high rank, three are average, and the last three are of low rank. The determination of the students levels is based on their test scores (final semester scores). Because the first goal of teaching English in this department is developing oral communication skills, then, their final test scores are to measure their oral communication skills. Based on their scores, students who belong to the high rank, middle rank and low rank will be invited to be recruited as the participants of the study. Because this study, in one part, will be a collaborative action research, the class teacher will also be a participant in the study. The Methods of the study will include: Questionnaire (Oral Communication Strategy Inventory/OCSI), adopted from Nakatani (2006). For detail description of the strategies inventory please refer to appendix 2. Students learning journals (One entry per week) Teachers reflective journal (One entry per two weeks) Focus group discussion (see appendix 3 for the interview guide) One on one interviews (one to expand on students responses on the OCSI questionnaire, one for an interview with the teacher, and one interview for the Stimulated Recall) Direct observations of both students classroom activities and of videotaped students classroom activities. For these observations, checklist and field notes will be used. The observation checklist is presented in Appendix 4. The data collection process will be conducted following three stages: Stage One: Preliminary data collection Indication of students existing language levels (the oral communication proficiency levels). This procedure will be conducted following the official testing method as usually implemented by the institution. The oral production test rating scale including its description is attached. The result of this test will determine the participants whom I will invite to participate in my study. The first three students of the high, three of the average, and the last three of the low rank groups to volunteer will be recruited as the participants of my study. Completion of OCSI questionnaire (Oral Communication Strategy Inventory) which is adapted from Nakatani (2006). This inventory will be translated into Bahasa Indonesia in order to gain true response from the participants without foreign language difficulties that may intervene. This procedure will function to determine the existing language learning strategies that students employ. One -on- One interview This one -on- one interview will assist me to expand on the questionnaire data to gain deeper information from the participants regarding their use of learning strategies. The interview will also be conducted in Bahasa Indonesia Stage Two: During Data Collection Students learning journal (one entry per week, in Bahasa Indonesia) In this learning journal participants are expected to respond to the following questions: What strategy did you use in accomplishing the task? Why did you employ this strategy? Name the strategy and explain how (the context) in which you used the strategy. Classroom activities videotaping There will be classroom activities videotaping once per week with duration of 90 minutes per lesson. This will be conducted for 6 weeks. Stage Three: Final Data Collection Direct observation of classroom activities Redo of questionnaire completion (Oral Communication Strategies Inventory/OCSI) Videotaped pair work activities for use in the stimulated recall interview Final interview on the use of learning strategies as the extension of the OCSI questionnaire completion and Stimulated Recall (pair interview) Official administration of final test on oral communication using the same test administered in the initial process of data collection. Additional data will be collected through the collaborative relationship with the class teacher. Data collection will be in the following stages: Stage One: an interview in which the teacher is asked to explain his understanding of TBL and student learning strategies. Stage Two: a reflective journal Stage Three: a final interview in which the teacher is asked to revisit his understanding of TBL and learning strategies and to reflect on his perception of the impact of the above on the students language skills Details of data collection activities are as put in the data collection calendar in appendix 5. Data analysis approach The data analysis of this study will begin during the data collection process. To analyse qualitative data, it is preferred to do it simultaneously with data collection (eg. Merriam, 2009). The analysis will be focused on students employment of learning strategies during the accomplishment of TBL. This learning strategy exploration is the main tool to analyse the data. The analysis will be based on the Oral Communication Strategies Inventory (OCSI) developed by Nakatani (2006) which sees learning strategies as conscious cognitive behaviours with two main categories namely strategies for coping with speaking problems and strategies for coping with listening problems. The speaking strategies are composed of 8 factors while the listening strategies consist of 7 factors. I will also analyse students employment of learning strategies based on their oral communication levels: students of high rank, of middle rank, and of low rank. Appendix 6 shows the diagram of main framework of the data analysis. Since this study involves more than one subject, the data analysis will be within-case analysis followed with across-case analysis. To answer the second research question, I will analyse the data chronologically from the beginning of the semester until the end of the semester. There will be three periods of chronological analysis with one period covering five-week implementation of TBL. This is to analyse the change of learning strategy use. Data on students and the teachers perceptions of the impact of TBL on the development of learning strategies will answer the third research question. This may be an exploration of differences between students and the teachers perceptions. There may also be an analysis of differences in the teachers perceptions before the implementation of TBL and after the implementation of TBL. In general, the data analysis will follow these steps: Identifying units. This unit is a potential answer or part of an answer to the research questions. To answer the first research question, I will analyse students strategies for coping with speaking problems and strategies for coping with listening problems. Secondly, there will be units of analysis of individual students, a group of students with the same level of oral communication skills, and students of across levels of oral communication skills. Third, I will conduct a chronological analysis of the students learning strategies development/changes of every-five-week period of TBL implementation. Categorizing the units. This will be conducted through classifying units based on the recurring regularities of the data. Included in this stage is sorting or reducing redundant data and making a concrete description of observable data. The identified data of students use of learning strategies in the implementation of TBL will be described in detail. Interpreting the data. At this stage the categorized data will be interpreted and referred back to the theory. It is a process of making inferences or generating theory. I will refer back to the learning strategies theories (for example, Cohen Macaro, 2007; McDonough, 1995; OMalley Chamot, 1990; Oxford, 1990) including communication strategies theories (for example, Bialystok, 1990).