The relationship between language learning strategy, L2 proficiency and learning variables of Korean high school students

2016 ◽  
Vol 17 (3) ◽  
pp. 189-218
Author(s):  
Myung-hwan Hwang ◽  
◽  
Hyun-kyu Choi ◽  
Sue-jeong Shin ◽  
Hee-kyung Lee ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Learning Strategy ◽  
L2 Proficiency ◽  
School Students ◽  
Language Learning Strategy ◽  
The Relationship

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 The Relationship between Enhancing Efficiency and Reducing Anxiety in the Class during the Assessment

2017 ◽  
Vol 7 (1) ◽  
pp. 38
Author(s):  
Bajram Demollari ◽  
Batjar Halili
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
School Students ◽  
Language Of Instruction ◽  
Learning Skills ◽  
The Republic ◽  
Different Cultures ◽  
The Relationship

Through this work we suppose to find the relationship between enhancing the efficiency and the circumstance of anxiety in the classroom during the evaluation by the teachers in the Republic of Kosovo, particularly focused in the region of Prizren.For this study we have researched various approach theories and practices that are close to the topic of investigating.We have researched the characteristics of evaluation and efficiency of anxiety that appear to students in the Republic of Kosovo; considering that the language of instruction varies from different cultures and contexts of individual and educational students, such as gender, motivation, styles and lessons, years of learning, skills and achievements. The study deals with the strategies used to teach English at high school students, examines the relationship between language learning and anxiety.

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 ANALISIS KEBIASAAN MEROKOK TERHADAP PENCAPAIAN PEMBELAJARAN MATA PELAJARAN DI SEKOLAH

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Firdaus Hendry Prabowo yudho ◽  
Muhamad Syamsul Taufik ◽  
Asep Ramdan Afriyuandi
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Language Learning ◽  
Smoking Habit ◽  
Smoking Habits ◽  
Vocational High School ◽  
School Students ◽  
Education Science ◽  
The Relationship

Abstract.moking has become a common and entrenched activity among adolescents even to the level of children. This certainly attracts the attention of workers who work in the field of Health and Physical Education. The purpose of this study is to sought and uncover the conditions of smoking habits at the level of high school and vocational high school students, as well as the relationship between smoking habits on the achievement of Physical Education, Science, Social and Language Learning at school. The method used uses a quantitative approach with a sample of respondent data that has filled out an online survei questionnaire. The data collected is then processed using statistical software to get the statistical conclusions that have been carried out in the investigation of the old smoking relationship to these variables stated to be meaningless because the significance value of 2 directions (sig.2 tailed) is greater than 0.05 where the relationship between the old variables smoking habits on the achievement of exact subject learning, social science and language and physical education do not meet the criteria of significance value, so it can be concluded that there is no meaningful relationship between the variables in question. Keywords: Smoking habit, Physical Education, Math, Science, Sosial, Language. Abstrak. Kebiasaan merokok sudah menjadi aktivitas yang umum dan membudaya di kalangan remaja bahkan hingga tingkat anak-anak. Hal ini sudah barang tentu menarik perhatian para pekerja yang berprofesi di bidang Kesehatan dan Pendidikan jasmani. Tujuan penelitian kali ini adalah untuk mengungkap kondisi kebiasaan merokok di tingkat siswa Sekolah Menengah Atas dan Kejuruan, serta hubungan antara kebiasaan merokok terhadap pencapaian pembelajaran Pendidikan Jasmani, Pelajaran Eksakta, Sosial dan Bahasa di sekolah. Metode yang digunakan menggunakan pendekatan kuantitatif dengan sampel berupa data responden yang telah mengisi kuesioner survei secara Online.Data yang di kumpulkan kemudian diolah dengan menggunakan software statistik hingga mendapatkan kesimpulan statistik yang telah dilakukan dalam penyelidikan hubungan lama merokok terhadap variabel-variabel tersebut dinyatakan tidak berarti dikarenakan nilai signifikansi 2 arah (sig.2 tailed) lebih besar dari 0.05 dimana hubungan antara variabel lamanya kebiasaan merokok terhadap pencapaian pembelajaran mata pelajaran eksakta, ilmu sosial dan Bahasa serta Pendidikan jasmani tidak memenuhi kriteria nilai signifikansi, sehingga dapat disimpulkan bahwasanya tidak terdapat hubungan yang berarti antara variabel-variabel yang dimaksud. Kata kunci: Kebiasaan merokok, Pendidikan Jasmani, Matematika, IPA, IPS, Bahasa 

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 El papel de las actitudes lingüísticas del alumnado de E.S.O. en el rendimiento y motivación hacia el estudio de una lengua / The Role of High School Students' Linguistic Attitudes in Grade and Motivation toward the Study of a Language

2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Arantzazu Rodríguez-Fernández ◽  
Urtzi Ruiz-de-Azua-Ormaza ◽  
Inge Axpe
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Second Language Learning ◽  
School Students ◽  
Predictive Capacity ◽  
Psychological Variables ◽  
The Relationship ◽  
Linguistic Attitudes

ABSTRACT:Most of the authors agree that attitudes are formed by three components, cognitive, affective and behavioural. In addition, a large number of studies have examined the attitudes of linguistic function in personal-social and psychological variables such as motivation. Nevertheless, very few studies have examined the relationship between the two variables (motivation and linguistic attitudes) from a second language learning. An adaptation of the Roces, Tourón and González’s Motivated Strategies for Learning Questionnaire (1995) along with the Ruiz de Azúa-Ormaza’s Linguistic Attitudes Questionnaire (2012) were administered to a sample of 1356 High School students (676 Men and 680 women). Latest school grades were also included. The results show that grades offer feedback on the relationship between the attitudes and motivation toward the study of the language, in such a way that the better the students’ academic marks are, the higher the motivation and the more positive the attitudes toward the subject´s learning. It has also been found that motivation for language learning has a higher predictive capacity on the attitudes toward this language than vice versa.RESUMEN:Aunque la mayor parte de los autores está de acuerdo en que las actitudes están formadas por tres componentes referidos a lo cognitivo, lo afectivo y lo conductual, y que gran cantidad de estudios han examinado las actitudes lingüísticas en función de variables sociopersonales y psicológicas como la motivación, son muy escasos los trabajos que han estudiado la relación entre ambas desde el aprendizaje de una segunda lengua. Participaron en esta investigación un total de 1356 estudiantes de Educación Secundaria Obligatoria (676 hombres y 680 mujeres), que respondieron tanto a una adaptación del Cuestionario de Estrategias de Aprendizaje y Motivación (CEAM II) de Roces, Tourón y González (1995) para valorar la motivación escolar, como al Cuestionario de Actitudes Lingüísticas (CAL) de Ruiz de Azúa-Ormaza (2012), destinado a medir las actitudes lingüísticas. Además, se ob-tuvieron las calificaciones escolares relativas a la última evaluación de los participantes. Los resultados indican que las calificaciones retroalimentan la relación entre las actitudes y la motivación hacia el estudio del idioma de forma que cuanto mejores sean las notas del alumno estará más motivado hacia el aprendizaje de dicha materia y las actitudes hacia la misma serán más positivas que al contrario. Asimismo, se comprueba que la motivación para el aprendizaje de una lengua posee una capacidad de predicción sobre las actitudes hacia esta lengua mayor que a la inversa. Contacto principal: [email protected]

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