scholarly journals THE STUDENTS’ LEARNING STRATEGY AND MOTIVATION IN DEVELOPING THEIR SPEAKING ABILITY AT SIXTH SEMESTER OF ENGLISH DEPARTMENT (IAIN PAREPARE)

2019 ◽  
Vol 2 (2) ◽  
pp. 152-164
Author(s):  
Era Dahlan ◽  
Abd. Haris Sunubi ◽  
Ahdar Ahdar
Keyword(s):  
Learning Strategy ◽  
Metacognitive Strategy ◽  
English Department ◽  
High Category ◽  
Social Strategy ◽  
Strong Motivation

  The aim of this  research was to know  the Students learning startegy  and motivation in developing the students’ speakin gability  at six thse mester of English department (IAIN   Parepare).The  researcher was applying at six thse mester of  English department (IAIN Parepare) through had escriptive qualitati veresearch. This research were using three kinds of instruments. The first instrument wastest, where the purpose of this instrument was to know the student tabilityin speaking. The                      second was interview, the aim of this instrument was to know   what strategy that the student use to develop their speaking.   The last was question naire, where this instrument was to know the motivation of the student in order   to    develop   their speaking.   After   analyzing the data from the question naire the research erfound that  students in the high andlow category have the same strong motivation in developing their speaking. However, interms of using strategy, the                             students in high category use more variated strategies than thelow category.  The   students in high category mostly   apply cognitive and metacognitive strategy while the students in   low   cataegory mostly used social strategy.  

scholarly journals The Influence of Student’s Language Learning Strategies Used towards Their Achievement in Structure IV

2018 ◽  
Vol 2 (2) ◽  
pp. 257
Author(s):  
Dwiniasih Dwiniasih
Keyword(s):  
Linear Regression ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Metacognitive Strategy ◽  
Simple Linear Regression ◽  
Language Learning Strategies ◽  
Descriptive Method

This study was aimed to know the influence of student’s language learningstrategies used towards their achievement in structure IV and the most strategy used. It is done in responding the fact, most of the students do not aware of their learning strategies. It makes them difficult understanding the knowledge transferred. By using descriptive method, this study used document test and SILL questionnaire as the instrument of the data. Meanwhile, in analyzing the data collected, the writer used SPSS simple linear regression (Muijs.200:143). The result of the study showed the influence of L2 student’s strategies is significantly weak towards their achievement in structure IV. While the most strategies used was metacognitive strategy. It is because so many factors influence student’s achievement, such as student’s ability, learning style, and teacher’s methodology used. Therefore, it is teacher’s task to motivate students aware of learning strategy used, so they could get well understanding.

scholarly journals Students’ Metacognitive Strategy Pattern in English Academic Writing Learning Using Zoom

2021 ◽  
Vol 13 (1) ◽  
pp. 610-616
Author(s):  
Euis Meinawati ◽  
Prapti Wigati Purwaningrum ◽  
Herlin Widasiwi Setianingrum ◽  
Sufi Alawiyah ◽  
Lia Nurmalia ◽  
...  
Keyword(s):  
Academic Writing ◽  
Pattern Analysis ◽  
Learning Strategy ◽  
Writing Process ◽  
Activity Patterns ◽  
Metacognitive Strategy ◽  
World Knowledge ◽  
English Academic Writing ◽  
English Program ◽  
Strategy Pattern

Students have a different pattern in using the learning strategy. It is seen in their activity when they do the writing. The objective of this research was to observe the students’ pattern using metacognitive strategy in English Academic Writing learning through an online zoom application. The method used descriptive qualitative research. The data is taken from observation and survey from 20 participants who got the English academic writing subject in 2019/2020 academic years at English Program Study Universitas Bina Sarana Informatika. Analysis procedures include observation of activity patterns, identifying learning strategy patterns, categorizing, and strategy learning pattern analysis. The results showed that the students used metacognitive strategy in the academic writing process with different patterns. It can see from activity steps of the metacognitive strategy that is implemented in the class. Students’ activity pattern is planning, identifying, correcting errors, revising, rereading, monitoring, and evaluating. Metacognitive strategies had used by students to consciously control the writing activity because each segment of one’s stored world knowledge help students to create the story. The study's implication is managing students’ activity patterns when the teacher used the strategy learning. It has to be appropriate to students’ needs.

scholarly journals The Study of Strategies in Learning English and English Academic Achievement

2021 ◽  
Vol 5 (2) ◽  
pp. 347
Author(s):  
Noor Hayati ◽  
Usman Usman
Keyword(s):  
Academic Achievement ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Structured Interview ◽  
English Language Learning ◽  
Language Learning Strategies ◽  
Correlational Design ◽  
Social Strategy

English language learning is not a new thing in Indonesia, many people want to learn English for various purposes. However, not all students can easily achieve their goals and follow the learning process. One of the factors is language learning strategy. This research aimed to investigate the students’ English language learning strategies and its correlation with the English academic achievement. Descriptive and correlational design, quantitative and qualitative methods were applied in this research. The students’ English scores on their study report (KHS) and SILL were used as the instrument. The samples of this research were fifty third year students majoring in English at IAIN Samarinda. Moreover, three students were chosen to participate in the semi structured interview. The data of the research were analyzed using descriptive and Pearson Product Moment correlation. The result showed that the most preferred strategy used by the students was social strategy There was a significant correlation between students’ English language learning strategies and English academic achievement (r=.436, p=.001<.05).

scholarly journals THE ROLE OF METACOGNITION STRATEGY TO ENHANCE READING COMPREHENSION

2021 ◽  
Vol 1 (3) ◽  
pp. 206-213
Author(s):  
Fitrani Dinda Fadilah ◽  
Natashah Mohd Ridwan ◽  
Nurma Dianti Putri ◽  
Suhendri Prayoga ◽  
Muhammad Taufik Ihsan
Keyword(s):  
Creative Thinking ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Metacognitive Strategies ◽  
Critical Thinking Skills ◽  
Metacognitive Strategy ◽  
Thought Processes ◽  
Higher Order Thinking Skills ◽  
The Right

Metacognitive strategy is a learning strategy based on the metacognitive concept put forward by John Flavell that defines Metacognitive as the ability of individuals to manage their cognitive processes independently. By applying metacognitive strategies in the learning process, students are trained to get used to planning, controlling, and evaluating their thought processes in learning so that they are increasingly honed critical thinking skills as well as creative thinking skills. This ability is important to master so that students can have a sense of responsibility towards their own learning. This metacognitive reading framework should be familiar to teachers who integrate the process before reading, at the time of reading, and after reading on the process when teaching learners effective understanding strategies. Teachers are also encouraged to use metacognitive strategy models, as students can learn how to use them independently. In this article, the data were obtained from literature of study review and from other document analysis. Based on the study, metacognitive strategies help learners to use the right strategies in solving problems in reading and help students to stop their dependency using a dictionary. Metacognitive strategies train a person in learning by putting forward Higher Order Thinking Skills in reflective learning schemes

scholarly journals Learning Strategies Used by Good EFL Adult Learners: a Case Study on University Students in Pare-Pare

2018 ◽  
Vol 5 (2) ◽  
pp. 114
Author(s):  
Buyung Renaldy Adisaputra ◽  
Haryanto Atmowardoyo ◽  
Kisman Salija
Keyword(s):  
Graduate Students ◽  
Adult Learners ◽  
Foreign Language ◽  
Learning Strategies ◽  
Qualitative Method ◽  
Cognitive Strategy ◽  
Metacognitive Strategy ◽  
Social Strategy ◽  
Audio Recorder

This research aimed to find out the good EFL adult learners learning strategies in acquiring the foreign language and how the learning strategies affect the leaners achievement at Universitas Muhammadiyah Parepare. The method used in this research was qualitative method. The instrument were an interview and audio recorder. The participant of the research were the graduate students of Universitas Muhammadiyah Parepare within the age of 25-65 as one of the criteria of adult learners. The result of the research showed that the learning strategies applied by the learner were direct and indirect strategy. Direct strategy covered memory related strategy, cognitive strategy and compensatory strategy while metacognitive strategy, affective strategy and social strategy were included in indirect strategy.

scholarly journals THE USE OF VOCABULARY LEARNING STRATEGIES AMONG ESL UNDERGRADUATES

2019 ◽  
Vol 2 (7) ◽  
pp. 66-79
Author(s):  
Siti Nursakina Baharudin
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Survey Design ◽  
Vocabulary Learning ◽  
Descriptive Analysis ◽  
Social Strategy ◽  
Vocabulary Learning Strategies ◽  
Wide Range

Students need to take control of their learning process by knowing when, where and how to use appropriate learning strategies for effective learning to take place. One of the language learning strategies learners need to take into consideration is vocabulary learning strategy (VLS) as vocabulary is one of the crucial elements that learners need to master in language learning. Vocabulary learning strategies if used effectively will help learners to master a wide range of vocabulary. This study aims to identify the types of VLS which are frequently used among ESL undergraduates according to learners’ gender. Forty ESL undergraduates from various disciplines at a local university were involved in this study and data were collected to achieve the main objective of the study. The survey design was employed, and data were analyzed quantitatively using descriptive analysis to measure the frequency and percentage to identify the most frequent use of VLS and whether it differs from the undergraduates’ gender. The findings of this study found that male undergraduates used VLS more than female undergraduates and memory and social strategy were the most frequently used by female undergraduates while male undergraduates used more of cognitive and metacognitive strategy. Therefore, the findings of the study are indeed beneficial for learners to know which VLS suits them and how they can acquire a vast amount of vocabulary during their second language learning process by applying those vocabulary strategies.

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.

scholarly journals Student’s Learning Strategies in English Speaking Class

2020 ◽  
Vol 1 (1) ◽  
pp. 27-39
Author(s):  
Nonny Basalama ◽  
Indri Wirahmi Bay ◽  
Aprilia Abubakar
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Female Students ◽  
Learning Objectives ◽  
The Other ◽  
Male Students ◽  
English Department ◽  
Note Taking ◽  
Self Evaluation ◽  
English Speaking

Speaking is the most essential skill that must be learned in acquiring a new language. It is important for the students to find the best learning strategies in order help them in learning the materials. However, it is necessary for the students to realize that there are many kinds of learning strategies that they may use during English speaking class. Therefore, this study aimed to elaborate on the kinds of students’ learning strategies in the English speaking class and to identify the factors that caused students to choose that learning strategy. The participants of this research were the students of English Department in the fourth semesters. The data were collected by using questionnaire and interview. The result shows that the students of English Department applied almost the learning strategies which provide on the metacognitive, cognitive, and socio-affective strategies while learning speaking. The most strategy used by students was note taking (51, 4%) and the least strategy was a translation (19, 6%). On the other hand, the strategy used by male students was cooperation (16, 8%) and there were (27, 1) female students who used self-evaluation as their strategy in learning speaking. Those learning strategies may be chosen depending on the students’ occasion and learning objectives.

scholarly journals LANGUAGE LEARNING STRATEGIES USED BY SUCCESSFUL STUDENTS OF THE ENGLISH EDUCATION STUDY PROGRAM AT UNIVERSITY OF BENGKULU

2019 ◽  
Vol 2 (4) ◽  
pp. 68-75
Author(s):  
Purnama Yulian Sari ◽  
Dedi Sofyan ◽  
Gita Mutiara Hati
Keyword(s):  
Academic Achievement ◽  
Language Learning ◽  
Learning Strategy ◽  
English Education ◽  
Dominant Strategy ◽  
Metacognitive Strategies ◽  
Study Program ◽  
Social Strategy ◽  
Language Learning Strategy ◽  
Successful Students

This research is aimed at finding the language learning strategy used by successful students that is categorized into six kinds of strategies; memory, cognitive, metacognitive, affective, compensation, and social strategy suggested by Oxford (1990). The population of the research are students of English study program University Bengkulu year 2014 and 2015 that have GPA 3.51 to 4.00. Methodology of this research is descriptive quantitative. Data were collected by using questionnaires as the instruments. The questionnaires consist of 50 items based on Oxford’s Strategy Inventory for Language Learning (SILL) version 7.0 about language learning strategy. The data were processed by using Microsoft Excel 2013 to find the most dominant strategy used by the students. The results showed that the successful students use more than one language learning strategy or mixed strategy, including memory, cognitive, metacognitive, affective, compensation, and social strategy. The dominant strategy used by successful students was metacognitive with mean score 3.94 followed by compensation (3.81), cognitive (3.59), social (3.43), memory (3.31), and affective strategy (3.30). Metacognitive strategies have positive and significant influence toward academic achievement on successful students in learning a language. Metacognitive strategies can help the students to develop good thinking management ability. It also create good academic achievement. In the other hand, the choice of lowest strategy seems to be affected by technology advances, curriculum, feelings, mood, and attitude of the students which is unpredictable.

scholarly journals A Study of Language Learning Strategy Use among Indonesian EFL University Students

2020 ◽  
Vol 13 (2) ◽  
pp. 231-256
Author(s):  
Agus Rianto
Keyword(s):  
Social Science ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
English Proficiency ◽  
Foreign Language Learning ◽  
Language Learning Strategies ◽  
Social Strategy ◽  
Language Learning Strategy ◽  
Efl Learning

This study investigated the use of language learning strategies among 329 Indonesian undergraduate students in their English as foreign language learning. The Strategy Inventory for Language Learning (SILL) Version 7.0 for ESL/EFL learners developed by Oxford was employed to measure the students’ EFL learning strategies based on gender, study program, and English proficiency differences. A descriptive analysis and an independent t-test were used to analyze the collected data. The findings showed that the female, the social science, and the higher English proficiency students used overall language learning strategies more frequently in their EFL learning. Metacognitive was the strategy category most used by the students and compensation was the least used one. The memory, cognitive, metacognitive, affective, and social strategy categories were used at a high level and the compensation strategy category, at a moderate level. Although there were significant differences in the use of overall strategy and strategy categories between males and females and between social science and science students, no significant differences were found in use between students with lower and higher English proficiency. The findings had several practical implications in the process of EFL learning, especially in the higher education context. Keywords: Language Learning Strategy, English Proficiency, Gender, SILL, Study Programs

Sign in / Sign up

Export Citation Format

Share Document