scholarly journals STRATEGIES OF LEARNING SPEAKING SKILL BY INDONESIAN LEARNERS OF ENGLISH AND THEIR CONTRIBUTION TO SPEAKING PROFICIENCY

2014 ◽  
Vol 25 (2) ◽  
pp. 203
Author(s):  
Junaidi Mistar ◽  
Atik Umamah
Keyword(s):  
High School Students ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Oral Communication ◽  
School Students ◽  
Self Evaluation ◽  
Speaking Proficiency ◽  
Speaking Skill ◽  
Based Instruction ◽  
Strategy Types

This paper was a subset report of a research project on skill-based English learning strategies by Indonesian EFL learners. It focusses on the attempts to reveal: (1) the differences in the use of strategies of learning speaking skill by male and female learners, and (2) the contribution of strategies of learning speaking skill on the learners' speaking proficiency. The data from 595 second year senior high school students from eleven schools in East Java, Indonesia were collected using a 70 item questionnaire of Oral Communication Learning Strategy (OCLS) and a 10 item self-assessment of speaking proficiency. The statistical analysis revealed that gender provided significant effects on the intensity of use of six types of strategies of learning speaking skill – interactional-maintenance, self-evaluation, fluency-oriented, time gaining, compensation, and interpersonal strategies – with female learners reporting higher intensity of use. A further analysis found that four strategy types – interactional-maintenance, self-improvement, compensation, and memory strategies – greatly contribute to the speaking proficiency. These findings imply that strategies-based instruction, covering the four most influential strategies, needs to be integrated explicitly in the speaking class to help learners, particularly male learners, cope with problems in learning speaking skill.

scholarly journals METACOGNITIVE SKILLS AND MOTIVATION DIFFERENCES BETWEEN MALE AND FEMALE Xth GRADE STUDENT OF PUBLIC SENIOR HIGH SCHOOL IN MALANG THROUGH READING QUESTIONING AND ANSWERING (RQA) COMBINED WITH THINK PAIR SHARE (TPS) LEARNING STRATEGY

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Hindun Syarifah ◽  
Sri Endah Indriwati ◽  
Aloysius Duran Corebima
Keyword(s):  
High School ◽  
Gender Differences ◽  
High School Students ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Student Diversity ◽  
Metacognitive Skills ◽  
School Students ◽  
Male And Female ◽  
Wide Range

Student diversity issue in school is one of the subjects in educational research. The quite apparent problem of student diversity in the school is gender differences. Male and female are different in some ways. Several studies have revealed the influence of gender differences on a wide range of students' abilities. Mahanal (2011) revealed that there was an effect of gender differences on metacognition skills and critical thinking abilities of high school students in Malang city. This research is aimed to determine the metacognition skills and motivation differences of male and female student on the biology subject through the implementation of Reading Questioning and Answering (RQA) combined with Think Pair Share (TPS) learning strategies. This research used quasy-experiment of pre test- post test nonequivalent group design. The research populations were all of

scholarly journals Kjønnsforskjeller i motivasjon, læringsstrategibruk og selvregulering i naturfag

2012 ◽  
Vol 3 (1) ◽  
pp. 57-75 ◽  
Author(s):  
Eyvind Elstad ◽  
Are Turmo
Keyword(s):  
High School Students ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Self Regulation ◽  
Teacher Behaviors ◽  
First Year ◽  
General Science ◽  
School Students ◽  
Learning Strategy Use ◽  
Students Attitudes

The Norwegian school reform “Knowledge Promotion”, implemented from 2006 onwards, focuses on the schools’ responsibilities for fostering student learning strategies. This article reports from an empirical study of high school students’ motivation, learning strategy use and self-regulation in science. An extensive questionnaire was administered to 532 students in five high schools in Oslo. The students (16-17 year olds) attended the first year of the 3-year academic specialization program, where they take a compulsory general science course. The questionnaire also asked the students about their science teacher’s behaviors and about student-teacher interactions. The relationships between teacher behaviors and students’ attitudes and habits are studied in the article. The results show several distinct gender differences. For example, the girls report using memorization strategies more than the boys do in science, while boys emphasize elaboration strategies and critical thinking more.

scholarly journals Extrovert versus Introvert Students: What EFL Learning Strategy do They Use?

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Eko Noprianto
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Personality Traits ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Senior High School ◽  
School Students ◽  
Language Learning Strategy ◽  
Senior High School Students

<em>Since Indonesian students come from different cultures, languages and personality traits as well, recognizing their personality traits and their language learning strategy choice might be effective to help teacher design an effective teaching strategies to achieve learning objectives. This study was intended to find out (1) what personality traits Indonesian senior high school students fell into, and (2) to investigate what language learning strategies introvert and extrovert students used highly frequently. The 58 participants aged from sixteen to eighteen years old who were from the third grade of senior high school and were all from science class were given eighteen statements of McCroskey’s introversion scale to categorize them into extrovert and introvert and were administered with 32 statements of English Language Learning Strategy Inventory or ELLSI to see their learning strategy. The data were analyzed by means of descriptive statistics in terms of mean frequencies and statistical differences. The finding revealed that majority of senior high school students majoring science study program fell into introvert with 89.6% (52 students). Besides, extrovert students used more language learning strategy highly frequently than introvert students with eight items compared to introvert students with only five items. Interestingly, both extrovert and introvert students share four strategy items in common. Although it is statistically not significant (ρ &gt; 0.05), the finding also shows that extrovert students seemed to use affective strategy more than introverts who used memory strategy highly frequently.</em>

scholarly journals Influences of Flipped Teaching in Electronics Courses on Students’ Learning Effectiveness and Strategies

2021 ◽  
Vol 18 (18) ◽  
pp. 9748
Author(s):  
Chih-Cheng Lo ◽  
Ming-Hsien Hsieh ◽  
Hsiao-Hsien Lin ◽  
Hsu-Hung Hung
Keyword(s):  
High School Students ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Teaching Method ◽  
Control Group ◽  
Learning Effectiveness ◽  
Vocational High School ◽  
School Students ◽  
The Status ◽  
Testing Center

The potential influence of the COVID-19 pandemic has changed the status of school education and further accelerated the revolution of regular teaching method. This study compared the learning effectiveness and learning strategies of vocational high school students in flipped teaching and traditional teaching modes. By adopting flipped teaching on an electronics course throughout the entire academic year, this study aimed to explore the effect of learning strategies of the students under flipped teaching. The subjects of this study were 85 sophomore students majoring in Electrical Engineering. This study randomly selected one class as the control group (n = 43), and adopted the regular teaching method while another class was selected as the experimental group (n = 42), and employed the flipped teaching method. This study used the “Learning strategy scale of students in vocational high schools” as the instrument. The students’ scores of the Testing Center for Technological and Vocational Education Test were used to evaluate their learning effectiveness. The results of this study indicate that students under the flipped teaching model made remarkable progress in the electronics course and the learning outcomes remained significant after a long period of time. Moreover, they made notable changes in their learning strategies, including “learning motivation”, “reading and exams”, “self-testing”, and “problem solving strategies”.

scholarly journals Inlfuence of Brain-Based Learning Stratgies on Academic Motivation, Stress and Self-Esteem of High School Students in North Banagalore

2021 ◽  
Vol 58 (2) ◽  
pp. 6329-6332
Author(s):  
Reshma HS, Dr Smitha M Reddy
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Learning Strategies ◽  
Academic Motivation ◽  
Learning Strategy ◽  
Self Esteem ◽  
School Students ◽  
Brain Based Learning ◽  
Free Environment

Brain-Based Learning Strategy stimulates the whole brain for effective function which results in greater academic progress.  This being the case it is bound to result in academic motivation, removal of stress and an increase in the self-esteem of students without any doubt. Brain-Based Learning Strategy provides a safe and threat-free environment whereby the meaningful presentation of content prepares the learners’ brains to store, process and retrieve the information in a soothing way.   The main objective of this paper is to study the influence of brain-based learning strategies on the academic motivation, stress and self-esteem of high school students in North Bangalore, identity the factors of brain-based learning which influence learning process among high school students and then move on to identifying the factors of  motivation, stress and self-esteem which influence the academic performance of high school students with respect to brain-based learning.  The results of the study have confirmed that brain-based learning would result in motivation, removal of stress and higher self-esteem thereby resulting in improved academic performance.

scholarly journals Student’s Science Literacy Skills with Problem Based Learning in Senior High School in Tanjungpinang

2019 ◽  
Vol 3 (2) ◽  
pp. 121-130
Author(s):  
Nevrita Nevrita ◽  
Trisna Amelia ◽  
Desi Rahmatina
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Science Literacy ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Literacy Skills ◽  
School Students ◽  
Significant Difference ◽  
Literacy Ability

The average national exam score of biology subject in high school in Tanjungpinang tends to be the lowest among other subjects. It is assumed that the ability of student science literacy also tends to be weak. The role of teacher is very important to improve student’s science literacy ability. Applying various learning strategies to create meaningful learning processes is one of the teacher's role. The strategy is Problem-based Learning (PBL) model. This research was conducted to determine science literacy ability of high school students in Tanjungpinang using PBL learning strategy. Research was conducted in SMA 4 and SMA 6 in Tanjungpinang. It is a quantitative approach with Quasi Experiment. PBL is free variable and science literacy skills as bound variable. Researcher uses tests, observation sheets and interviews as research instruments. Based on the results of this research can be concluded that implementation of PBL gives significant difference for student’s science literacy in tenth grade in SMA 4 and SMA 6.

scholarly journals The Learning Strategies Used by EFL Students in Learning English

2019 ◽  
Vol 6 (1) ◽  
pp. 10-20
Author(s):  
Dinda Hartina Mega ◽  
Asih Santihastuti ◽  
Eka Wahjuningsih
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
English Education ◽  
School Students ◽  
Language Learning Strategy ◽  
Efl Students ◽  
Successful Students ◽  
Learning English

ABSTRACTThis research was aimed to focus on the most frequently used strategy by the successful and unsuccessful senior high school students and describe the difference of strategy used by them. This was a survey design with a questionnaire as the instrument. The participants were 40 students consisting of 20 successful students and 20 unsuccessful students of tenth grade in SMAN 2 Jember. The writer distributed SILL questionnaires to observe their Language Learning Strategy (LLS) based on Oxford (1990), which covers six categorizes of strategies namely cognitive, metacognitive, memory-related, compensatory, affective, and social. The statistical analysis showed that metacognitive became the most frequently learning strategy used by successful students in scale of high use, while the unsuccessful students were medium users of cognitive strategy. It also indicated successful learners employed all six categorizes of strategies in a highly frequencies than the unsuccessful ones. This makes the assumption that successful students have the ability to plan clear goals, control, review, and evaluate their learning rather than unsuccessful students who focus more on the way they think, memorize, summarize, and repeat the learning.ABSTRAKPenelitian ini bertujuan untuk fokus pada strategi yang paling sering digunakan oleh siswa SMA yang sukses dan kurang sukses serta menggambarkan perbedaan strategi yang digunakan oleh mereka. Penelitian ini merupakan penelitian survey dengan instrument berupa kuesioner, sedangkan tanggapan siswa dalam memilih strategi dibahas secara deskriptif. Partisipan adalah 40 siswa yang terdiri dari 20 siswa yang sukses dan 20 siswa yang tidak sukses dari kelas sepuluh di SMAN 2 Jember. Penulis membagikan kuesioner SILL untuk mengamati Language Learning Strategy (LLS) atau strategi pembelajaran bahasa mereka berdasarkan teori Oxford (1990, yang dikategorikan menjadi enam macam strategi, yaitu kognitif, metakognitif, memori, kompensatori, afektif, dan sosial. Menurut hasil statistic metacognitive menjadi strategi pembelajaran yang paling sering digunakan oleh siswa yang sukses dalam skala tinggi, sedangkan siswa yang kurang sukses adalah pengguna menengah dari strategi kognitif. Ini juga menunjukkan bahwa siswa yang sukses menggunakan keenam kategori strategi dalam frekuensi yang sangat tinggi daripada yang kurang sukses. Ini membuat asumsi bahwa siswa yang sukses memiliki kemampuan untuk merencanakan tujuan yang jelas, mengendalikan, meninjau, dan mengevaluasi pembelajaran mereka daripada siswa yang kurang sukses, yang lebih fokus pada cara mereka berpikir, menghafal, merangkum, dan mengulangi pembelajaran. How to Cite: Sartika,  D. H. M., Santihastuti, A., Wahjuningsih, E. (2019). The Learning Strategies Used by EFL Students in Learning English. IJEE (Indonesian Journal of English Education), 6(1), 10-20. doi:10.15408/ijee.v6i1.12111

scholarly journals The Learning Strategies Used by EFL Students in Learning English

2019 ◽  
Vol 1 (1) ◽  
pp. 10-20
Author(s):  
Dinda Hartina Mega ◽  
Asih Santihastuti ◽  
Eka Wahjuningsih
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
English Education ◽  
School Students ◽  
Language Learning Strategy ◽  
Efl Students ◽  
Successful Students ◽  
Learning English

ABSTRACTThis research was aimed to focus on the most frequently used strategy by the successful and unsuccessful senior high school students and describe the difference of strategy used by them. This was a survey design with a questionnaire as the instrument. The participants were 40 students consisting of 20 successful students and 20 unsuccessful students of tenth grade in SMAN 2 Jember. The writer distributed SILL questionnaires to observe their Language Learning Strategy (LLS) based on Oxford (1990), which covers six categorizes of strategies namely cognitive, metacognitive, memory-related, compensatory, affective, and social. The statistical analysis showed that metacognitive became the most frequently learning strategy used by successful students in scale of high use, while the unsuccessful students were medium users of cognitive strategy. It also indicated successful learners employed all six categorizes of strategies in a highly frequencies than the unsuccessful ones. This makes the assumption that successful students have the ability to plan clear goals, control, review, and evaluate their learning rather than unsuccessful students who focus more on the way they think, memorize, summarize, and repeat the learning.ABSTRAKPenelitian ini bertujuan untuk fokus pada strategi yang paling sering digunakan oleh siswa SMA yang sukses dan kurang sukses serta menggambarkan perbedaan strategi yang digunakan oleh mereka. Penelitian ini merupakan penelitian survey dengan instrument berupa kuesioner, sedangkan tanggapan siswa dalam memilih strategi dibahas secara deskriptif. Partisipan adalah 40 siswa yang terdiri dari 20 siswa yang sukses dan 20 siswa yang tidak sukses dari kelas sepuluh di SMAN 2 Jember. Penulis membagikan kuesioner SILL untuk mengamati Language Learning Strategy (LLS) atau strategi pembelajaran bahasa mereka berdasarkan teori Oxford (1990, yang dikategorikan menjadi enam macam strategi, yaitu kognitif, metakognitif, memori, kompensatori, afektif, dan sosial. Menurut hasil statistic metacognitive menjadi strategi pembelajaran yang paling sering digunakan oleh siswa yang sukses dalam skala tinggi, sedangkan siswa yang kurang sukses adalah pengguna menengah dari strategi kognitif. Ini juga menunjukkan bahwa siswa yang sukses menggunakan keenam kategori strategi dalam frekuensi yang sangat tinggi daripada yang kurang sukses. Ini membuat asumsi bahwa siswa yang sukses memiliki kemampuan untuk merencanakan tujuan yang jelas, mengendalikan, meninjau, dan mengevaluasi pembelajaran mereka daripada siswa yang kurang sukses, yang lebih fokus pada cara mereka berpikir, menghafal, merangkum, dan mengulangi pembelajaran. How to Cite: Sartika,  D. H. M., Santihastuti, A., Wahjuningsih, E. (2019). The Learning Strategies Used by EFL Students in Learning English. IJEE (Indonesian Journal of English Education), 6(1), 10-20. doi:10.15408/ijee.v6i1.12111

scholarly journals Learning Strategies at SMA Muhammadiyah 4 Porong During Covid-19 Pandemic

2021 ◽  
Vol 10 ◽  
Author(s):  
Muhlasin Amrullah ◽  
Masfufah Hanim
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Distance Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
School Students ◽  
Learning Methods ◽  
Face To Face ◽  
Offline Learning ◽  
The Government

The current Covid-19 pandemic has had a very broad impact on the joints of life, including in the field of education. So that the government implements a Distance Learning policy or online. This is to break the chain of the spread of the corona virus in schools and universities. This change in the education system makes it difficult for students to accept and understand the material presented, because learning which is usually carried out in person or face-to-face has turned into Distance Learning or is carried out online, whose implementation cannot be separated by utilizing information technology. This study aims to describe the Learning Strategy of SMA Muhammadiyah 4 Porong in the Middle of the Covid-19 Pandemic. This research was conducted on high school students in Sidoarjo Regency. In the research process this time using descriptive qualitative research methods. The learning strategy applied by SMA Muhammadiyah 4 Porong during the pandemic was to use 2 learning methods, namely online learning methods and offline learning methods. The online learning method is done by communicating via WhatsApp, the teacher provides material or assignments via WhatsApp messages in the form of text, video, and powerpoint. And still comply with the health protocol for students who take offline or offline learning. However, this kind of learning technique is important to evaluate, considering the ability of parents to provide online learning facilities. Technology has a very big role to facilitate educators in delivering learning materials so that learning can continue even though it cannot be done face-to-face. In the implementation of online learning, there are obstacles that are a challenge for educators, related to academics, as well as the readiness of facilities and infrastructure related to technology.

scholarly journals Developing a hierarchy-free inventory of learning strategies: BLILS (Banja Luka Inventory of Learning Strategies)

2018 ◽  
Author(s):  
Siniša Lakić ◽  
Milana Damjenić ◽  
Sandra Grahovac
Keyword(s):  
High School Students ◽  
Digital Media ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Criterion Validity ◽  
School Students ◽  
Strict Adherence ◽  
Item Level ◽  
Mind Maps ◽  
Banja Luka

The review of expert literature shows that there are a few psychometrically validated and globally used inventories of learning strategies. Nevertheless, there are several issues related to their use. First, in these operationalizations the focus is on the higher hierarchical levels within the proposed learning strategies structure; the contribution of individual learning strategies to successful learning is rarely analyzed on its own. Furthermore, the authors of extant inventories treat the phenomena from the reflective measurement perspective, although – as we argue – such approach is not compelling neither from a psychometric nor from a substantive viewpoint. Finally, some of these instruments fail to incorporate some contemporary learning techniques, which were promoted thanks to the development of digital technologies (e.g. using flash-cards on digital media, participating in MOOCs) or which were massively popularized relatively recently (e.g. mind-maps, speed reading). Therefore, we aimed to develop a comprehensive inventory of relevant learning strategies used in secondary education and to test its criterion validity by correlating it with GPA. Further, we wanted to empirically compare the predictiveness of the usual factor-level scoring against the item-level scoring. Based on the literature review and a pilot study we conducted, we identified 40 learning strategies (affective and motivational aspects were not included). Each learning strategy was represented with a single item, with participants responding on a five-level scale dependent on the frequency of the use. The sample consisted of 402 high-school students (50.2% females). In line with our hypotheses, the results indicate that imposing a factor structure is not only theoretically questionable, but it also diminishes the instrument’s criterion validity when compared to item-level analysis which was controlled for potential overfitting. We discuss why it is important to turn focus to lower-level assessment of learning behaviors and why psychologists should abandon strict adherence to the reflective approach when developing measures.

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