scholarly journals Listening strategies employed by non-English department students

2017 ◽  
Vol 7 (1) ◽  
pp. 35
Author(s):  
Rohfin Andria Gestanti
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
English Department ◽  
Social Strategies ◽  
Language Learning Strategy ◽  
Qualitative Descriptive ◽  
Listening Strategies ◽  
Students Success

Language learning strategy is one of the influential aspects for students’ success in learning a language. Basically, language learning strategies are closely related to students taking language-related department. However, students from non-English Department also have the indication of using the strategies since English is one of the subjects taught in the curriculum. Thus this study aims to (1) identify what strategies are used by non-English Department students in Listening class and (2) describes to how the use of strategies influence students listening achievement. This study is a qualitative descriptive study with second-semester students from Governmental Science Department as the research subject. A questionnaire, observation, and documentation are used to collect the data. After analyzing the data, it was found that some strategies are used by non-English department students in their Listening subject, namely memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. Moreover, the students use those strategies in moderate level. Thus, a comparison between the level of strategies use and students’ listening scores is made to describe to what extends the use of strategies influence students’ achievements.

The Implementation of Arabic Language Learning Using Oxford Strategy in Primary School/ تنفيذ إستيراتيجية تعلم اللغة العرابية نمودج اكسفورد في المدرسة الإبتدائية

2020 ◽  
Vol 1 (1) ◽  
pp. 65-76
Author(s):  
Fika Vindayani
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
Arabic Language ◽  
Fifth Grade ◽  
Social Strategies ◽  
Class V ◽  
Language Learning Strategy ◽  
The Right

 One of the elements of learning Arabic is the student's Arabic learning strategy. But there are still some students who have not found the right strategy for learning Arabic, because of a lack of knowledge about Arabic learning strategies, especially the Oxford model of language learning strategies. The purpose of this study was to describe the implementation of the Arabic language learning strategy for students in the Oxford model of Madrasah Ibitidaiyah Al Islam Kartasura students. This research is descriptive qualitative, as for the research site at Madrasah Ibitidaiyah Al Islam Kartasura. This research was conducted from March to June 2020. The subjects in this study were students of class V A at Madrasah Ibitidaiyah Al Islam Kartasura. The informants in this study were the fifth grade Arabic teachers at Madrasah Ibitidaiyah Al Islam Kartasura. Data collection methods used were interviews, observation and documentation. The conclusion of this study is that students use Arabic learning strategies in the Oxford model because there are indications that students are using their learning. The strategies used are memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. The strategy that is often used by students is the memorial strategy.

scholarly journals Teaching Media in the Teaching of Arabic Language/ Media Pembelajaran dalam Pembelajaran Bahasa Arab

2020 ◽  
Vol 1 (1) ◽  
pp. 49-64
Author(s):  
Damar Gemilang ◽  
Hastuti Listiana
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
Arabic Language ◽  
Social Strategies ◽  
Library Studies ◽  
The Media ◽  
The Right ◽  
Learning Types

This article discusses the media of learning Arabic language, through library studies that focus on distributing material effectively to students without making them boring. The limited creations and variations in learning as well as the low ability of Arabic language maharah of students make the role of the media so important. The selection of media correctly, can improve the mastery of material skills, motivate, and stimulate students. Through library studies from journals, papers, and books on learning media for the Arabic curriculum which are then analyzed and concluded data will be obtained about learning media for the Arabic curriculum which is useful for teachers. There are several rules in determining the media that will be used by taking into account the direction and objectives of learning, types of learning strategies, understanding the characteristics of the media by the teacher, in terms of cost suitability, media readiness, quality, and environment to operate the media. In terms of functions related to sensing devices, the media are divided into visual media, audio media, and audiovisual media. Meanwhile, viewed from the viewpoint in Arabic and that maharah, the media can be grouped into learning media mufrodat, nahwu-shorof, and Arabic language skills consisting of media istima', qiro'ah, kitabah, and kalam. This can help academics in applying media correctly in the learning of the Arabic language curriculum.One of the elements of learning Arabic is the student's Arabic learning strategy. But there are still some students who have not found the right strategy for learning Arabic, because of a lack of knowledge about Arabic learning strategies, especially the Oxford model of language learning strategies. The purpose of this study was to describe the implementation of the Arabic language learning strategy for students in the Oxford model of Madrasah Ibitidaiyah Al Islam Kartasura students.This research is descriptive qualitative, as for the research site at Madrasah Ibitidaiyah Al Islam Kartasura. This research was conducted from March to June 2020. The subjects in this study were students of class V A at Madrasah Ibitidaiyah Al Islam Kartasura. The informants in this study were the fifth grade Arabic teachers at Madrasah Ibitidaiyah Al Islam Kartasura. Data collection methods used were interviews, observation and documentation.The conclusion of this study is that students use Arabic learning strategies in the Oxford model because there are indications that students are using their learning. The strategies used are memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. The strategy that is often used by students is the memorial strategy.

scholarly journals Individual Learner Differences and Language Learning Strategies

2017 ◽  
Vol 7 (2) ◽  
pp. 57-72 ◽  
Author(s):  
Mongkol Charoento
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
English Proficiency ◽  
Statistical Significance ◽  
Cognitive Strategies ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Research Participants ◽  
Learner Differences

This study aimed to investigate what language learning strategies were frequently used by English as a foreign language undergraduates at a public university in Bangkok, Thailand and the significant differences in the use of language learning strategies based on individual differences, including gender and self-rated English proficiency. The research was conducted with 392 Thai undergraduates through administering a quantitative method. Instruments for the study included a demographic questionnaire and Oxford’s Strategy Inventory for Language Learning. The findings revealed that research participants reported a low-to-medium use of language learning strategy. The strategies most used by learners were compensation strategies while the least were cognitive strategies. Regarding gender differences, female participants used the all six strategy categories more than did the male counterparts. The results also demonstrated that participants with different English proficiency employed learning strategies at different levels with a statistical significance at .05 in almost six strategies, except affective strategies. Research participants who were good at English most used metacognitive while social strategies were most used by participants with less English proficiency.

scholarly journals Language learning strategies employed by higher and lower achieving students in learning speaking

2021 ◽  
Vol 12 (2) ◽  
pp. 301-319
Author(s):  
Suci Rahmi Amjusfa ◽  
Burhanuddin Yasin ◽  
Kismullah Abdul Muthalib
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
The Other ◽  
Learning Activities ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Language Learning Strategy ◽  
Speaking Skill ◽  
The Impact

The objectives of this research were to find out the types of language learning strategies employed by higher and lower achieving students on speaking skill and to find out the impacts of language learning strategies employed by them. A questionnaire was used as the instrument of this study. The sample of this research were 82 students who were chosen based on the criteria: (1) the students already passed all the Speaking I to IV classes, (2) the students consist of higher achieving students (score ≥B) and lower achieving students (score ≤C), and (3) the students allowed the researcher to obtain their speaking scores. Thus, purposive sampling was used here. In this research, the researcher used Strategy Inventory for Language Learning (SILL) by Oxford (2003) to determine the students’ language learning strategy. The result revealed that the higher achieving students used memory, cognitive, compensation, metacognitive, affective, and social strategies in learning speaking. On the other hand, the lower achieving students generally did not use the learning strategies in their learning activities. Therefore, as the impact of this learning habit, they do not possess a good speaking ability and achieve low scores in speaking class.

scholarly journals Saudi EFL Students’ Personality Types and Their Language Learning Strategies

2019 ◽  
Vol 7 (1) ◽  
pp. 55
Author(s):  
Hanan K, Al-Dail ◽  
Nasser M, Freahat
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
Personality Types ◽  
English Language Learning ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
The Relationship

The purpose of this study was to examine the relationship between personality types and English language learning strategies, and to examine the pattern of English language learning strategies used by Saudi EFL university students. The sample of the study consisted of 68 EFL female students in the English department at Al-Imam Muhammad Ibn Saud Islamic University (IMSIU). Two instruments were used to collect the data; Oxford’s (1990) Strategy Inventory for Language Learning (SILL) and the Myers-Briggs Type Indicator (MBTI). The findings indicated that the participants were medium-high range strategy users and that the most frequently used strategy category among the six categories is metacognitive strategies followed by cognitive strategies, compensation strategies, social strategies, memory strategies, and finally, affective strategies. The observations indicated that there were some significant differences among students’ language learning strategy preferences based on their personality type. However, the relationship between the two variables is more complex and by no means direct and the reason was discussed in the research.

scholarly journals Learning Strategy Patterns in Developing Skills for Listening of Arabic Speech

2020 ◽  
Author(s):  
Nurhidayati . ◽  
Irhamni . ◽  
Moh. Ainin .
Keyword(s):  
Language Learning ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
Listening Skills ◽  
Social Strategies ◽  
Effective Level ◽  
Direct Learning ◽  
Directed Development

In accordance with the constructivist philosophy, student learning strategies are important things to be studied and activated by lecturers to achieve an effective level of learning in accordance with the characteristics of students who are ready to be independent. These strategies can be used for processing (internalitation), storage (starage), retrieval (retrival), and the use of newly learned languages. These strategies are also a set of tools for self-directed development of communication skills, including listening skills. Listening skills are an important part of communication, and are the basis of second language learning or foreign languages. The essence of interaction ability is the ability to understand what others say. The purpose of this study is to (1) describe the pattern of direct learning strategies used by students in listening to Arabic speech, describe the pattern of indirect learning strategies used by students in listening to Arabic speech, and (3) describe student perceptions of the importance learning strategies in developing listening skills. The design of this research is qualitative descriptive research. This research includes ethnometodology and phenomenology research that will reveal students’ learning attitudes both independent and guided learning in listening to Arabic speeches both in class and outside the classroom. The results showed that the direct learning strategies used by students in listening to Arabic speech can be categorized into three types, namely (a) memory strategy, (b) cognitive strategies, and (c) compensation strategies, the three strategies used by students when implementing skills listening in the class and outside the class with different compositions. The indirect strategies used by students when listening are: metacognitive strategies, affective strategies, and social strategies. These three strategies are used by students with techniques that vary with a number of different quantities. Based on the results of questionnaires, observations, and interviews, it was found that the majority of students used certain learning strategies in the listening process, both when listening guided in the laboratory and listening freely outside the laboratory. Keywords: Learning Strategy Patterns, Developing Skills, Listening of Arabic Speech

scholarly journals LEARNING STRATEGIES USED BY THE STUDENTS OF ENGLISH DEPARTEMENT OF STAIN PALOPO

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Said Ruqiyyat Yuyun
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Target Language ◽  
English Department ◽  
Social Strategies ◽  
Learning Style Preferences ◽  
Task Success ◽  
Style Preferences

This research aimed at finding out the learning strategy used by sixth semester students of English Department of STAIN Palopo This research applied quantitative method, the data were collected from questionnaire of SILL (Strategies Inventory of Language Learning) developed by Oxford; there are six types of learning strategies, they are memory, cognitive, compensation, metacognitive, affective and social strategies. The researcher used Strategy Inventory for Language Learning (SILL) version 7.0 as instrument to collect the data in this research. Questionnaire was used to get quantitative data about learning strategies of the students.. The result of the study shows that the most frequently used learning strategy by students is meta cognitive; this strategy is also the highest level of usage. These strategies help students to coordinate their learning and plan language leaning in efficient way. Metacognitive strategies (e.g., identifying ones own learning style preferences and needs, planning for an target language task, gathering and organizing materials, arranging a study source and a schedule, monitoring mistakes, and evaluating task success, and evaluating the success of any type of learning strategy) are employed for managing the learning process overall.

scholarly journals A STUDY OF ENGLISH LISTENING STRATEGIES APPLIED BY ENGLISH NON-MAJORED STUDENTS AT TAY DO UNIVERSITY, VIETNAM

2021 ◽  
Vol 6 (3) ◽  
Author(s):  
Hanh Thi Dang ◽  
Bich Van Au ◽  
Hai Thanh Chau
Keyword(s):  
Language Learning ◽  
Listening Comprehension ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
Listening Skill ◽  
Language Learning Strategy ◽  
Listening Strategies ◽  
The University

Listening comprehension is one of the important skills for learning a foreign language. Among four basic skills in language leaning, many researchers say that listening skill is applied the most frequently. Therefore, strategies for listening comprehension and the ability to employ them effectively are indispensable in language learning. This paper was an attempt to investigate the listening strategies employed by English non-majored students at Tay Do University. A total of 64 students of two different majors at the university participated in this study to answer a widely used language learning strategy questionnaire. The questionnaire consists of 31 questions including metacognitive strategies, cognitive strategies, social and affective strategies. The data were analyzed by SPSS 11.5 program. The findings indicated that most students applied listening strategies with different degrees and they needed guidance from their instructors. Moreover, the study also presents the relationships among these listening strategies. Finally, the results of this study provide implications for improving the quality of teaching and learning listening skill in the Vietnamese context. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0747/a.php" alt="Hit counter" /></p>

scholarly journals VOCABULARY LEARNING STRATEGY USE AMONG EFL UNIVERSITY STUDENTS IN VIETNAM

2018 ◽  
Vol 127 (6B) ◽  
pp. 19
Author(s):  
Lê Thị Tuyết Hạnh
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
Social Strategies ◽  
New Words ◽  
Vocabulary Learning Strategies ◽  
Learning Strategy Use ◽  
Second Year

<p><em>Abstract:</em> This study examined the use of vocabulary learning strategies (VLS) among EFL university students in Vietnam. The research involved 213 EFL university students, 61 second year students and 152 third year students at Vinh University. The study used mixed methods, including Schmitt (1997)’s VLS questionnaire, learners’ diaries and interviews. Results indicated that cognitive strategies were the most frequently used and social strategies, which are used to consolidate new words, are the least frequently used ones. The data from diaries and interviews also showed that there is a lack of organized practice of vocabulary learning among the participants. Some pedagogical implications are discussed and suggested for English vocabulary teaching</p><p>Key words: vocabulary learning strategies, vocabulary learning, EFL university students</p>

scholarly journals Vocabulary Learning Strategies of Italian-Turkish Bilingual Students: Impact of Simultaneous and Sequential Acquisition

2020 ◽  
Vol 17 (1) ◽  
pp. 41-70
Author(s):  
Cemil Gökhan Karacan ◽  
Kenan Dikilitaş
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Strategy Use ◽  
Bilingual Students ◽  
Vocabulary Learning Strategies ◽  
Language Learning Strategy ◽  
Learning Strategy Use

SummaryVocabulary learning strategy domain has been one of the areas of research in the language learning strategy field. Bilinguals use different language and vocabulary learning strategies than monolinguals (Hong-Nam & Leavell, 2007; Jessner, 1999). Even though there are numerous studies that investigate and compare monolingual, bilingual, and multilingual language learning strategy use, no studies have been conducted to compare the vocabulary learning strategy use in simultaneous and sequential bilinguals. This paper addresses this gap by investigating and comparing those strategies reported by Italian-Turkish simultaneous and sequential bilingual high school students with a total number of 103 participants, 34 of which are simultaneous bilinguals and the remaining 69 sequential bilinguals. The Vocabulary Learning Strategies Questionnaire (VLSQ) developed by Schmitt (1997) was utilized as the instrument of data collection. We found that simultaneous and sequential bilinguals (a) are medium to high level vocabulary strategy users, (b) report using social strategies the most, (c) do not differ considerably in their choice of vocabulary learning strategy type, but (d) differ substantially in their choices of metacognitive strategy use. The results offer implications for teachers and teacher educators particularly as to how they teach and support bilingual students’ vocabulary learning process in monolingual contexts.

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