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 Direct Language Learning Strategies and English Learning Proficiency at Senior High School Students

2020 ◽  
Vol 7 (2) ◽  
pp. 41-51
Author(s):  
Rizal Arisman
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
English Proficiency ◽  
Senior High School ◽  
English Learning ◽  
Language Learning Strategies ◽  
School Students ◽  
Senior High School Students

Learning strategies are applied by students to improve their studies. Suitable language learning strategies result in proficiency which is improved and greater self-confidence. Most researches observe the language learning strategies without dividing which affect more between direct and indirect strategy toward learning proficiency. Therefore, this research was conducted to find out whether the direct language learning strategies had a positive relationship and significant effect toward English learning proficiency on senior high school students. An ex-post-facto method with a correlational design was applied in this research. The population was 410 students at the eleventh grade of SMA Negeri 1 Baubau and selected 75 students as the sample using a simple random sampling technique. The instruments used were the SILL (Strategy Inventory for Language Learning) and the English proficiency test. The results of descriptive statistics indicate the compensation strategies were the most dominant learning strategy used by the eleventh-grade students with the mean score was 2.66. From the result of hypothesis testing, it was obtained the positive relationships and significant effect of those three kinds of strategies toward English proficiency on the eleventh-grade students. Besides, the memory strategies have the highest correction with the score of correlation is 0.756.

scholarly journals Effect of Jigsaw Strategy and Learning Style to Conceptual Understanding on Senior High School Students

2019 ◽  
Vol 14 (19) ◽  
pp. 4
Author(s):  
Amiruddin Kade ◽  
I Nyoman Sudana Degeng ◽  
Muhammad Nur Ali
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Style ◽  
Conceptual Understanding ◽  
Learning Strategy ◽  
Senior High School ◽  
School Students ◽  
Learning Style Inventory ◽  
The Difference ◽  
Senior High School Students

Conceptual understanding should have serious attention due to the low score of Physics subject on national examination in Palu. The difference between learning style and jigsaw strategy is able to combine abstract conceptualization and active experiment towards the conceptual understanding for students whose learning style is converger and diverger. The research design was quasi experiment. The sample is the eleventh class of Senior High School students in Palu that are chosen using cluster random sampling (multistage), that is, 167 students. The research instrument was Kolb’s Learning Style Inventory (KLSI) of conceptual understanding test on Physics (Tes Pemahaman Konsep Fisika or TPKF). The data was analyzed by using ANOVA, with the significant level is 5%. The result shows that: (1) cooperative learning strategy of jigsaw type has more benefits than direct learning strategy in conceptual understanding on Physics, (2) student group of which learning style was converger has higher conceptual understanding than that of which learning style was diverger, (3) there are interaction influence between learning strategy and learning style towards the conceptual understanding on Physics

scholarly journals The Role of Personality Traits in Predicting Senior High School Students’ Academic Buoyancy

2019 ◽  
pp. 1336-1340
Author(s):  
Meilani Rohinsa ◽  
Surya Cahyadi ◽  
Achmad Djunaidi ◽  
Tb. Zulrizka Iskandar
Keyword(s):  
High School ◽  
High School Students ◽  
Personality Traits ◽  
Big Five ◽  
Senior High School ◽  
Personality Factors ◽  
School Students ◽  
Academic Buoyancy ◽  
Senior High School Students

All students have to face academic pressures, setbacks and challenges that are part of their everyday academic life. The capacity to deal with this, i.e. ‘academic buoyancy’, is needed to reduce the impact of academic adversity. Since academic buoyancy may be associated with personality, our study explored the role of personality trait, especially the ‘big five’, as predictors of the academic buoyancy in senior high school students in an Eastern culture. Methods: Using quota sampling, 356 respondents were sampled from the eight largest senior high schools in Bandung, Indonesia. Five personality factors were measured using the Big Five Inventory. Furthermore, academic buoyancy was assessed utilizing the Academic Buoyancy Scale. Multiple regression analysis was used to analyze the predictive value of each trait for academic buoyancy. Result: Academic buoyancy appears to be related to personality differences. We found three personality traits which predicted positively and significantly academic buoyancy, namely Conscientiousness, Agreeableness and Extraversion. Conclusions: The study has provided a new understanding of the relevance of personality for academic student’s life. Implications and differences in relation between personality and academic buoyancy in senior high school’ student are discussed.

scholarly journals THE EFFECTIVENESS OF JIGSAW LEARNING STRATEGY TO IMPROVE STUDENTS’ READING ABILITY

2016 ◽  
Vol 1 (1) ◽  
pp. 68
Author(s):  
Kurniawan Yudhi Nugroho ◽  
Khosiatul Fitri
Keyword(s):  
High School ◽  
High School Students ◽  
Reading Ability ◽  
Learning Strategy ◽  
Senior High School ◽  
Learning Performance ◽  
School Students ◽  
The Mean ◽  
The Impact ◽  
Senior High School Students

This research was an attempt to investigate the use of Jigsaw learning Strategy in term of improving students’ reading ability. This six month project was conducted to Senior-high school students around Semarang. In order to get to know the impact of this program, this research required two classes designed as the class of experiment and the class of control. Each class would have its roles in this research. As the project was completely done, it was observed that the mean score of the posttest in the class ofexperiment (85.4412) was higher than that of the class of control (67.95). Of referring to the data, this was concluded that this learning strategy was positively effective to improve students’ learning performance in reading.

scholarly journals Students’ Learning Styles and Self-Motivation

2020 ◽  
Vol 8 (2) ◽  
pp. 16
Author(s):  
Jerald C. Moneva ◽  
Jeanelyn S. Arnado ◽  
Ildebrando N. Buot
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Styles ◽  
Learning Strategies ◽  
Likert Scale ◽  
Senior High School ◽  
School Students ◽  
Visual Learners ◽  
Auditory Learners ◽  
Senior High School Students

Learning styles are the basis on how students learn. There are different learning styles. Three of the most popular ones are visual, auditory, and kinesthetic in which students use to absorb information. On one hand, students’ motivation is an internal drive of the students to do a task on their own will. The study used a univariate likert scale questionnaire among Senior High School Students in Jagobiao National High School to 244 individuals. Questionnaires were sent directly to targeted segment. Firstly, the respondents reported that they absorb information best using hearing aspects known as auditory learners. Secondly, they absorb information by visualizing or the visual learners. Lastly, the respondents describe that they learn through actions or the kinesthetic learners. The finding of the study is not statistically significant between students’ learning styles and self-motivation because the ANOVA presented that the result is greater than the alpha in which the decision is failed to reject and there is no significant association between the two variables students’ learning styles and self-motivation. Majority of the students preferred to listen while learning. It was seen that it is the best way that the students absorb information effectively. It is necessary that the teachers should identify the students learning strategies in order to meet their teaching strategies. The study accentuates that students’ self-motivation does not affect the students’ learning styles.

scholarly journals Senior High School Students’ Anxiety towards Language Learning Skills

2018 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Hendrikus Male
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Learning Process ◽  
Language Skills ◽  
Senior High School ◽  
Language Anxiety ◽  
School Students ◽  
Learning Skills ◽  
Senior High School Students

AbstractThis study merely aims to investigate Senior High School Students’ language anxiety and also to find out what class obtains the most dominant language anxiety. The respondents were administered a set of questionnaire and interview which was adapted from Muhaisen and Al-Haq (2012) The result of data analysis showed that the most dominant of the students’ anxiety were found in speaking followed by reading, writing and listening in their language learning process. It is highly recommended that the teachers be more creative in making the class atmosphere to be more fun and relaxing in teaching the language skills so that the students are more encouraged to learn the language.Keywords: language anxiety, senior high school students, language learning process

scholarly journals Indonesia Islamic senior high school students’ English learning conceptions and strategies

2020 ◽  
Vol 9 (3) ◽  
pp. 572-579
Author(s):  
Euis Rina Mulyani ◽  
Didi Suherdi ◽  
Wachyu Sundayana
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Senior High School ◽  
English Learning ◽  
Conceptions Of Learning ◽  
School Students ◽  
Data Analyses ◽  
Senior High School Students ◽  
Learning English

This study was inspired by previous studies of how students’ learning influences their learning belief and in turn, their strategies. Unfortunately, few studies concern learners’ conceptions of learning, in particular in learning English; and paid less attention to senior high school students level. With the intention to identify Islamic senior high school. Interview and both close and open questionnaires were used to collect relevant data. To identify students’ conception, Purdie and Hattie’s COLI items were used; and Oxford’s SILL to identify learning strategies. Data collected from close questionnaire were analyzed by quantifying the frequency and the average of particular issues, which include the preference of students' learning conception and learning strategies. Meanwhile, data from interview and open questionnaire were analyzed using Miles and Hubberman’s (1994) framework of qualitative data analyses. Overall, data analyses results showed that, in terms of their conceptions, most students conceived learning as a duty—in order to able to make their parents happy, to serve the community with their knowledge, and most of all, as a way to show their devotion to Allah the all mighty. In addition, most students favored metacognitive learning strategies in learning English. This study came to the conclusion that although the tendency of students’ conception of learning English was at the surface level of learning, most of the students used relatively complex and high-level strategies when it came to their English learning process as they used metacognitive strategies.

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