scholarly journals ENHANCING THE SPEAKING SKILL USING METACOGNITIVE STRATEGY (A CASE STUDY ON HIGH-ACHIEVER STUDENTS IN A PRIVATE UNIVERSITY IN NORTH MALUKU) INTRODUCTION

2019 ◽  
Vol 3 (1) ◽  
pp. 12
Author(s):  
Ismit Hi. Karim
Keyword(s):  
Language Learning ◽  
Monitoring And Evaluation ◽  
Metacognitive Awareness ◽  
Metacognitive Strategy ◽  
High Achiever ◽  
Two Factors ◽  
Speaking Skill ◽  
Cognitive Knowledge ◽  
Knowledge Strategies

This paper reports a qualitative case study which aims to investigate the use of metacognitive strategy in developing the autonomous students’ speaking skill which is based on the participants' metacognitive awareness and kind of metacognitive strategy use. Six autonomous learners are considered as high-achiever students who took part as the participants through purposive sampling. The in-depth interview, based on the Strategy Inventory for Language Learning (SILL), was chosen in order to grasps the data regarding their speaking learning using metacognitive strategies, which then analyzed using a thematic analysis. The findings revealed that most of the High-Achiever students were having difficulties in their speaking learning as they just started to study proper English when they decided to attend the university. Thus, to allow them make the best use of their metacognitive strategy, they applied cognitive knowledge strategies and socio-affective strategies in dealing with their metacognitive processes such planning, monitoring, and evaluation in their speaking learning. Moreover, in developing their metacognitive awareness, the participants were found affected by two factors, self-appraisal and self-management.

scholarly journals Reflecting Translanguaging in Classroom Practices: A Case Study

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Magdalena Kartikasari Tandy Rerung
Keyword(s):  
Language Learning ◽  
Language Production ◽  
English Language ◽  
Classroom Practices ◽  
First Language ◽  
Language And Culture ◽  
Speaking Skill ◽  
Listening And Speaking ◽  
Bahasa Indonesia

<p>Strategies comes from Greek word “strategia” which means the art of planning and directing. Regarding to language learning, a strategy is used to achieve their goal depends on the skill they obtain. Specifically speaking skill is one of the productive skills that can be a challenging thing for university students who majored in English. Besides vocabulary, other element that support their language production is motivation. Avoiding in using Bahasa Indonesia can make them unmotivated sometimes. If this is the case, therefore the students might be passive learners in the classroom. Translanguaging  is a strategy in language learning that can motivate students keep learning the language by combining their first language with the foreign one. The following case study is intended to observe how do students use translanguaging. The study was a class observation involving four students majored in English Language and Culture Program at Bunda Mulia University. They were in fourth semester and enrolling in the Listening and Speaking Class. Apparently the result shows that students who use their first language in the speaking task help them in delivering information and telling stories.</p><p><em><br /></em></p><strong><em>Keywords: </em></strong><em>translanguaging strategies, speaking skill, language learning</em>

scholarly journals Language Learning Strategies Used by EFL Fluent Speakers: A Case in Indonesian Context

2017 ◽  
Vol 6 (2) ◽  
pp. 184-202
Author(s):  
M. Ali Ghufron
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Education ◽  
Foreign Language Learning ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Speaking Skill ◽  
Depth Interviews ◽  
Fluent Speakers

This study reported what language learning strategies are used by EFL fluent speakers in EFL speaking class and to reveal the fluent speakers’ awareness of the benefits of the language learning strategies. This research was conducted on six students in EFL Speaking Class of English Education Department of IKIP PGRI Bojonegoro, Indonesia, who were categorized as EFL fluent speakers. The research belongs to a case study. The data for this research were taken from in-depth interviews, observation, filling up questionnaires, and document analysis. The results of this study show that 1) in EFL sepaking class, the 1st student used cognitive, compensation, and social strategies, the 2nd student used cognitive and affective strategies, the 3rd student used cognitive, meta-cognitive and social strategies, the 4th student used meta-cognitive and social strategies, the 5th student used cognitive and affective strategies, and the 6th student used meta-cognitive and social strategies. 2) The students are strongly aware of the learning strategies’ benefits to improve their English skills. From the findings, it can be concluded that learning strategies are very useful and helpful in learning English as a foreign language. Learning strategies also bring the students reach the good achievement in improving their speaking skill.

High Achievers

2019 ◽  
Vol 3 (2) ◽  
pp. 68-76
Author(s):  
Susi Kusumayanthi
Keyword(s):  
University Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
High Achievers ◽  
Job Seekers ◽  
Language Learning Strategies ◽  
High Achiever ◽  
Speaking Skill

This paper reports on language learning strategies to develop speaking skill employed by university students categorized as high achiever students. It also focuses on the reasons why they employed those strategies. The study focuses on the above topics because the research concerning language learning strategies to develop speaking skill still receives a little attention in Indonesian EFL context. Some researchers, such as Chamot (1993), affirm that language learning strategy has primarily benefit for developing speaking skill. Two university students were participating in this study. They were studying in the eighth semester at a university in Bandung. They were taking a three-month English for Job Seekers Program supported by the university. In selecting the participants, this study made use of purposeful sampling to gain the important information from the participants (Alwasilah, 2002: 146). The instruments used were questionnaires and interviews. The questionnaires were adapted from Strategy Inventory for Language Learning (SILL) Version7.0 as well as Background Questionnaire developed by Oxford (1990). The interview was an open-ended interview. The study then revealed several findings, among others, is that the high achiever students employed meta-cognitive strategies the most. Concerning the reasons why they employed those strategies were presented in this research.

A Case Study of Formation of Mandarin-English College Students’ Metacognition

2016 ◽  
Vol 6 (12) ◽  
pp. 22802291
Author(s):  
Wei Zhou
Keyword(s):  
College Students ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Learning Process ◽  
Strategy Use ◽  
Metacognitive Strategy ◽  
English Major

The present study provides both quantitative and qualitative analysis of the formation of language learners’ metacognition as the Mandarin-English college students in China. I hypothesized that language learning will be promoted by intervention of course teaching if students are trained to become more aware of and skillful at the use of metacognition strategies and other learning strategies that can be used in the language learning process. 3 of 115 freshmen from department of foreign language in Southwest Petroleum University are chosen to be subjects of the study. The result carries out to examine the intervention of strategy course on the formation of metacognition of English major freshmen in their language learning. The conclusions obtained from pre-interviews and post-interview have indicated that the subjects’ metacognition knowledge and metacognitive strategy use in language learning are conflicting. After the course, the metacognition of the subjects increased.

A Case Study of Adult English Conversation Club in Riga, Latvia

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Tamar MIKELADZE
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
English Learning ◽  
Educational Context ◽  
Preliminary Attempt ◽  
Speaking Skill ◽  
Critical Aspects

Developing the speaking skill is one of the critical aspects of foreign language learning/teaching. Few researchers have addressed the issue of adult English learning in conversation clubs. This paper is a preliminary attempt to describe Adult English Conversation Club (AECC) practice in non-formal educational context. In order to study AECC, we interviewed a teacher and four adult learners and observed speaking sessions at an Adult English Conversation Club in Riga, Latvia. The responses revealed the strong points and disadvantages of AECC, crucial factors in organizing the conversation sessions, the reasons why adults attend a conversation club and how the sessions could be improved. As only one conversation club was researched in our paper, further studies are needed to develop a proper methodology for AECC. 

scholarly journals High Achievers

2019 ◽  
Vol 3 (2) ◽  
pp. 68-76
Author(s):  
Susie Kusumayanthi
Keyword(s):  
University Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
High Achievers ◽  
Job Seekers ◽  
Language Learning Strategies ◽  
High Achiever ◽  
Speaking Skill

This paper reports on language learning strategies to develop speaking skill employed by university students categorized as high achiever students. It also focuses on the reasons why they employed those strategies. The study focuses on the above topics because the research concerning language learning strategies to develop speaking skill still receives a little attention in Indonesian EFL context. Some researchers, such as Chamot (1993), affirm that language learning strategy has primarily benefit for developing speaking skill. Two university students were participating in this study. They were studying in the eighth semester at a university in Bandung. They were taking a three-month English for Job Seekers Program supported by the university. In selecting the participants, this study made use of purposeful sampling to gain the important information from the participants (Alwasilah, 2002: 146). The instruments used were questionnaires and interviews. The questionnaires were adapted from Strategy Inventory for Language Learning (SILL) Version7.0 as well as Background Questionnaire developed by Oxford (1990). The interview was an open-ended interview. The study then revealed several findings, among others, is that the high achiever students employed meta-cognitive strategies the most. Concerning the reasons why they employed those strategies were presented in this research.

scholarly journals STRATEGIES IN IMPROVING READING SKILLS OF UNIVERSITY ENGLISH LEARNERS

2019 ◽  
Vol 25 (1) ◽  
pp. 1-12
Author(s):  
Alfian Alfian
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Learners ◽  
Reading Skills ◽  
English Education ◽  
English Literature ◽  
Metacognitive Strategy ◽  
Language Learning Strategies ◽  
Tertiary Institutions

Studies on language learning strategies (LLS) have been conducted elsewhere in the world, however, there were very limited studies on student learning strategies in improving reading skills. Therefore, this study is aimed to identify the strategies used in improving reading skills. This case study was conducted by distributing questionaire involving 200 English Education and English Literature students as the sample of this study. The finding of this study demonstrated that the respondent use the LLS, such as memory, metacognitve, compensation, cognitive, affective, and social in improving reading skill. However, most of respondents reported to use metacognitive strategy at the most. The results also indicated that there are five most and five least strategies used by the respondents. This research is very useful as a reference in the framework of developing strategies for reading in tertiary institutions.

scholarly journals INVESTIGATING METACOGNITIVE LISTENING STRATEGY AND LISTENING PROBLEMS ENCOUNTERED BY ENGLISH LEARNERS

2019 ◽  
Vol 1 (1) ◽  
pp. 66
Author(s):  
Sarita Merilia
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Listening Comprehension ◽  
Metacognitive Awareness ◽  
Metacognitive Strategy ◽  
Future Research ◽  
Listening Skill ◽  
Number Of Factors ◽  
Listening Strategies ◽  
Academic Year

Abstract Among listening strategies that are proposed by experts, metacognitive is one of important strategies in language learning. Metacognitive strategies help students understand the way they learn and the steps they take. Hence, learners will success in learning a language. The study investigated metacognitive listening strategies awareness and the listening difficulties among the second semester students at Faculty of Letter of Universitas Pamulang academic year 2017/2018. Out of 300 students of the population, 131 students (99 females and 32 males) were chosen as the samples based on the random sampling. The data in this study were obtained through questionnaires (MALQ, Vandergrift et al, 2006) and openended questionnaire. This study revealed that overall the highest level of the students’ metacognitive awareness is problem solving and the lowest is directed attention. The students identified a number of factors that contribute to difficulties in listening comprehension: lack of vocabulary, speaker speed, accent, pronunciation, concentration, and other problems. In this paper, the findings and conclusion are discussed for classroom instruction and note substantive concerns that should be addressed in future research. Keywords: English learners, listening problem, listening skill, metacognitive, strategy

scholarly journals Understanding Arabic-Speaking Skill Learning Strategies Among Selected Malay Learners: A Case-Study At The International Islamic University Malaysia (IIUM)

2010 ◽  
Vol 3 (8) ◽  
pp. 9 ◽  
Author(s):  
Sueraya Che Haron ◽  
Ismail Sheikh Ahmad ◽  
Arifin Mamat ◽  
Ismaiel Hassanein Ahmed Mohamed
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Arabic Language ◽  
Skill Learning ◽  
Placement Test ◽  
Arabic Speakers ◽  
Skill Test ◽  
Speaking Skill ◽  
Arabic Speaking

In Malaysia, studies have shown that most Malay learners learning Arabic Language exhibit weak Arabic speaking skill despite spending years of learning the language. However, given the same learning environment and experience, some of them could be considered as good Arabic speakers as revealed by the results of Arabic Placement Test conducted by the Center of Languages and pre-Academic Development (CELPAD) of the International Islamic University Malaysia (IIUM). These learners have successfully scored band 7 and above in Arabic speaking skill test. The researchers believe that being aware of certain learning strategies in enhancing their speaking skills would help these learners to become good Arabic speakers. This assumption is based on several theories in language learning strategies which postulate that learners’ success in language learning or lack of it is attributable to the various strategies which different learners bring to tasks and not solely relying on environment per say. Therefore this study attempts to understand the assumption by investigating the Arabic speaking skill learning strategies of selected Malay good Arabic speakers and Malay poor Arabic speakers at the (IIUM) within and outside the parameters of the educational settings. In addition, the research also seeks to explore the students’ perception on Arabic speaking skill in terms of the importance of Arabic speaking skill for the Malay learners, the required level of Arabic speaking skill for the Malay learners and the prerequisites to become good Arabic speakers.

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