The present study was an effort to investigate strategies mostly used in learning speaking, which covered direct strategies and indirect strategies. To this end, 60 students from two different high schools in a city in Indonesia, in which 30 students for each school participated this study. In collecting the data, this study used close-ended questionnaires with Strategy Inventory Language Learner (SILL) consisting of 39 items, which were analyzed by using a scoring system. The results of the study showed that students of both schools generally used the same and different learning strategies. The same learning strategies used by the students of both schools were organizing and evaluating learning, referring to metacognitive or indirect strategies. Meanwhile, the different learning strategies used by the students of both schools occurred on five strategies at a medium level. From the six types of learning strategies, as indicated in this study, the most popular learning strategies which were used by students of both schools were organizing and evaluating learning.
Assessing the Use of Motivational Strategies in English Language Instruction:...IJSRP Journal
This study assessed the use of motivational strategies in language instruction at Lafto Secondary School. The study was aimed at assessing the use of motivational strategies in language instruction. The study particularly, tried to find out teachers’ use of motivational strategies in language instruction. To this end, the study employed descriptive survey method, which involves both quantitative and qualitative methods. Accordingly, Lafto secondary school was selected through availability sampling. Then, all English Language teachers were selected from grade nine purposefully for the interview. In addition, data were collected from 60 randomly selected students from grade nine for questionnaire. Thus, descriptive statistics using frequencies and percentages were employed in analyzing the quantitative data and the qualitative data were analyzed qualitatively. Finally, based on the findings, the researcher recommended that working on the use of motivational strategies and should be used widely in the school so as to enhance students’ performance. The results of the study revealed that even if the use of motivational strategies at Lafto secondary school was practically used but it has been given less attention to use some strategies frequently at the study school.
The Bridging Process: Filipino Teachers’ View on Mother TongueRSIS International
This paper recognized that teachers play the main
element in the success of the new language policy, the Mother
Tongue-Based Multilingual Education (MTB-MLE) in the
Philippines. Their views as implementer on this approach are
essential in the attainment of the MTB-MLE objectives. In this
descriptive paper, the authors report a comprehensive account of
the 35 teachers’ perception on the efficiency and effectiveness of
MTB approach in teaching at Malvar Central School, Batangas,
Philippines for the school year 2016-2017. Using adopted
questionnaire, needed data were gathered and statistically
treated. The study found out that the respondents moderately
perceived mother tongue- based approach as effective and
efficient in achieving learning goals. The implications of these
findings are discussed within the theoretical and practical issues
surrounding the use of mother tongue-based in the Philippines
Assessing the Use of Motivational Strategies in English Language Instruction:...IJSRP Journal
This study assessed the use of motivational strategies in language instruction at Lafto Secondary School. The study was aimed at assessing the use of motivational strategies in language instruction. The study particularly, tried to find out teachers’ use of motivational strategies in language instruction. To this end, the study employed descriptive survey method, which involves both quantitative and qualitative methods. Accordingly, Lafto secondary school was selected through availability sampling. Then, all English Language teachers were selected from grade nine purposefully for the interview. In addition, data were collected from 60 randomly selected students from grade nine for questionnaire. Thus, descriptive statistics using frequencies and percentages were employed in analyzing the quantitative data and the qualitative data were analyzed qualitatively. Finally, based on the findings, the researcher recommended that working on the use of motivational strategies and should be used widely in the school so as to enhance students’ performance. The results of the study revealed that even if the use of motivational strategies at Lafto secondary school was practically used but it has been given less attention to use some strategies frequently at the study school.
The Bridging Process: Filipino Teachers’ View on Mother TongueRSIS International
This paper recognized that teachers play the main
element in the success of the new language policy, the Mother
Tongue-Based Multilingual Education (MTB-MLE) in the
Philippines. Their views as implementer on this approach are
essential in the attainment of the MTB-MLE objectives. In this
descriptive paper, the authors report a comprehensive account of
the 35 teachers’ perception on the efficiency and effectiveness of
MTB approach in teaching at Malvar Central School, Batangas,
Philippines for the school year 2016-2017. Using adopted
questionnaire, needed data were gathered and statistically
treated. The study found out that the respondents moderately
perceived mother tongue- based approach as effective and
efficient in achieving learning goals. The implications of these
findings are discussed within the theoretical and practical issues
surrounding the use of mother tongue-based in the Philippines
ASSESSMENT AND EVALUATION STRATEGIES FOR BOOSTING TEACHING AND LEARNING IN NI...SubmissionResearchpa
This paper discussed secondary education as well as governments’ rationale for its establishment. The paper also discussed assessment and the various strategies for the assessment of teaching-learning processes at the level. Moreover, the paper discussed evaluation of teaching and learning, and the strategies that could be employed in executing evaluation in schools, with explicit key differences between assessment and evaluation highlighted. In all, the paper concluded that assessment and evaluation are vital procedures for boosting teaching and learning activities in secondary schools in Nigeria; and suggested that assessment and evaluation strategies be enshrined in the secondary school curriculum, teachers be regularly trained and re-trained in the art of assessment and evaluation; government and education ministries should provide the needed tools and instruments for implementing assessment and evaluation of the teaching-learning processes, and education inspectors should frequently visit secondary schools as to ascertain teachers’ level of compliance with government policies on assessment and evaluation. by AKOMOLAFE Oluwayemisi Damilola 2020. ASSESSMENT AND EVALUATION STRATEGIES FOR BOOSTING TEACHING AND LEARNING IN NIGERIA SECONDARY SCHOOLS. International Journal on Integrated Education. 3, 11 (Nov. 2020), 103-107. DOI:https://doi.org/10.31149/ijie.v3i11.842. https://journals.researchparks.org/index.php/IJIE/article/view/842/803 https://journals.researchparks.org/index.php/IJIE/article/view/842
WHAT ARE THE SUITABLE INSTRUCTIONAL STRATEGY AND MEDIA FOR STUDENT LEARNING S...IJITE
This study aims to find out what instructional strategy and media more properly based on learning styles in
middle schools. For this purpose, 307 students of 7th to 9th grade from three middle schools were the
respondents. Index Learning Styles was used to know the student learning styles based on Felder-Silverman
learning styles. The students were also asked with the questions to know what instructional strategy and
media they like much. The results show instructional strategies that could be applicated in middle schools
are; question and answer methods, student presentations, games and simulations, lectures, problem solving
based learning, role playing, and panel discussions. Instructional media that could be applicated are;
pictures, graphics, videos, simulations, online group learning, newspapers, chatting/messenger, powerpoint
slides, computer animations, book/e-book, magazines, audio recorded, and email. This is than checked off
with the combinations of student learning style to get the most suitable one.
The study was carried out to determine the effect of stop, think and talk activities on the performance of students in reading comprehension in junior secondary schools in Federal Capital Territory (FCT) Abuja. The study was carried out using a quasi-experimental pretest-posttest research design. The target population of the study comprised of 16,925 JSII students. A sample size of 100 JSII students from two secondary schools in the Federal Capital Territory (FCT) Abuja, were purposely sampled in the study. Sixty five (65) students from Government Junior Secondary School, Apo and thirty five (35) from Government Junior Secondary School, Garki were used for the study. Both groups of students were taught for six (6) weeks. Government Junior Secondary School, Apo was assigned as the experimental group while Government Junior Secondary School, Garki was assigned as the control school. Students were pre-tested to establish their homogeneity before the commencement of the treatment. They were taught for six (6) weeks and were tested using retelling test as an instrument. Data collected from students’ test scores was analysed using mean and standard deviation, while t-test was used to test the formulated null hypothesis at 0.05 level of significance. Findings of the study revealed that “stop, think and talk” activities had significant effect on students’ performance in reading comprehension. In fact, the experimental group which was exposed to stop, think and talk activities had better understanding of the reading comprehension passages given to them. The result further revealed that students in experimental group were more active, responsive and paid more attention to details concerning the main ideas in the passages read. Based on the findings, it was recommended that teachers should be encouraged to use “stop, think and talk” activities in reading comprehension lessons. Such activities should be provided before, during and after every reading comprehension passage to enhance and facilitate students’ reading abilities. Curriculum planners should provide activities that would encourage students to “stop, think and talk” to make reading comprehension lesson more purposeful and meaningful.
An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet...paperpublications3
Abstract: Teaching reading and success in reading ability is therefore important for young learners. However, the ability for teachers to teach reading is not well documented. Little research has been conducted on teachers’ competence and attitudes towards reading ability among learners at preschool level. The objective of this study was to asses reading ability among Pre-School Children in Elgeyo Marakwet County, Kenya. The theory of planned behaviour and education production function theory guided the study. The study employed the mixed methods approach. An explanatory research design was used. The target population was all the 1252 pre-school teachers in Elgeyo Marakwet County Kenya. Multistage random sampling technique was used to select the participating schools and individual teachers. A sample size of 294 schools was used. The instruments utilised were questionnaires, and observation schedules. Data was analysed using descriptive statistics. The study results indicated that the pre-school children reading ability was poor. The study therefore recommended that pre-school teachers be trained to improve their competency in English phonology as to improve the reading ability of pre-school children.
Keywords: English Phonology, Teacher Competency, Reading Ability.
Title: An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet County, Kenya
Author: Muthoni Bilhah Kiptoo, Prof. Khaemba Ongeti, Prof. J.K. Too
ISSN 2349-7831
International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)
Paper Publications
Efforts to Improve Indonesian Language Learning Outcomes Students in Writing ...M. Ifaldi Sidik
This study aims to obtain information and find out about Efforts to Improve Student Learning Outcomes of Students in Writing Creative Drama Texts in One Chapter by Paying Attention to the Authenticity of Ideas through the Two Stay Two Stray Model in Class VIII.3 SMPN 1 Batang Anai, Padang Pariaman District. This type of research is classroom action research with 34 students. This research uses a qualitative approach. Research procedures include planning, implementing, observing, and reflecting. This research is carried out in two cycles and is carried out collaboratively between researcher and observer. The technique used in gathering Data are observations, tests, field notes and documentation with the research subjects being the teacher and students. The results of this study indicate that student learning outcomes in the learning process by using the Two Stay Two Stray learning model experienced an increase starting from pre-cycle, Cycle I and Cycle II.
The Implementation of Talking Chips and Fan-N-Pick Cooperative Learning Model...inventionjournals
This study is aimed to describe how Talking Chips and Fan-N-Pick learning model to improve VIII D class students’ motivation and learning outcomes at SMP Kristen Citra Bangsa Kota Kupang. The study is a Classroom Action Research (CAR) study. The study consists of four phases, i.e. plan, action, observation, and reflection. The phases in CAR are conducted in 2 cycles. The subject of the study is 20 VIII D class students of SMP Kristen Citra Bangsa Kota Kupang. The collected data consists of students’ motivation and learning result test. The result of the study shows that there is an improvement on students’ motivation in the first cycle and the high criteria is improved to very high criteria in the end of the second cycle. The improvement is also occurred in students’ learning outcome and implementation whether it is from the students or the teacher.
In recent years, research on learning strategies has become the new domain in the area of the second language acquisition (SAL). In view of the above, the study based upon the definition and classification of O’Malley & Chamot and Oxford, discusses the condition of junior students’ listening strategies use and the impact on listening understanding. Through this research, we can see that the students with better listening score are better at self-supervising, training and listening techniques. I suggest that teachers should encourage and train the students to use the listening strategies to improve their ability. The final goal is encouraging students to self-evaluate and self-direct, and lay the foundation of life-long learning.
Collaborative learning activity involves learners working together in order to complete a task. Collaboration increases the opportunities a student has to use the target language, and thereby develop their skills in it. Employ teaching and learning strategies and collaborative activities in your classroom and be an innovative teacher.
ASSESSMENT AND EVALUATION STRATEGIES FOR BOOSTING TEACHING AND LEARNING IN NI...SubmissionResearchpa
This paper discussed secondary education as well as governments’ rationale for its establishment. The paper also discussed assessment and the various strategies for the assessment of teaching-learning processes at the level. Moreover, the paper discussed evaluation of teaching and learning, and the strategies that could be employed in executing evaluation in schools, with explicit key differences between assessment and evaluation highlighted. In all, the paper concluded that assessment and evaluation are vital procedures for boosting teaching and learning activities in secondary schools in Nigeria; and suggested that assessment and evaluation strategies be enshrined in the secondary school curriculum, teachers be regularly trained and re-trained in the art of assessment and evaluation; government and education ministries should provide the needed tools and instruments for implementing assessment and evaluation of the teaching-learning processes, and education inspectors should frequently visit secondary schools as to ascertain teachers’ level of compliance with government policies on assessment and evaluation. by AKOMOLAFE Oluwayemisi Damilola 2020. ASSESSMENT AND EVALUATION STRATEGIES FOR BOOSTING TEACHING AND LEARNING IN NIGERIA SECONDARY SCHOOLS. International Journal on Integrated Education. 3, 11 (Nov. 2020), 103-107. DOI:https://doi.org/10.31149/ijie.v3i11.842. https://journals.researchparks.org/index.php/IJIE/article/view/842/803 https://journals.researchparks.org/index.php/IJIE/article/view/842
WHAT ARE THE SUITABLE INSTRUCTIONAL STRATEGY AND MEDIA FOR STUDENT LEARNING S...IJITE
This study aims to find out what instructional strategy and media more properly based on learning styles in
middle schools. For this purpose, 307 students of 7th to 9th grade from three middle schools were the
respondents. Index Learning Styles was used to know the student learning styles based on Felder-Silverman
learning styles. The students were also asked with the questions to know what instructional strategy and
media they like much. The results show instructional strategies that could be applicated in middle schools
are; question and answer methods, student presentations, games and simulations, lectures, problem solving
based learning, role playing, and panel discussions. Instructional media that could be applicated are;
pictures, graphics, videos, simulations, online group learning, newspapers, chatting/messenger, powerpoint
slides, computer animations, book/e-book, magazines, audio recorded, and email. This is than checked off
with the combinations of student learning style to get the most suitable one.
The study was carried out to determine the effect of stop, think and talk activities on the performance of students in reading comprehension in junior secondary schools in Federal Capital Territory (FCT) Abuja. The study was carried out using a quasi-experimental pretest-posttest research design. The target population of the study comprised of 16,925 JSII students. A sample size of 100 JSII students from two secondary schools in the Federal Capital Territory (FCT) Abuja, were purposely sampled in the study. Sixty five (65) students from Government Junior Secondary School, Apo and thirty five (35) from Government Junior Secondary School, Garki were used for the study. Both groups of students were taught for six (6) weeks. Government Junior Secondary School, Apo was assigned as the experimental group while Government Junior Secondary School, Garki was assigned as the control school. Students were pre-tested to establish their homogeneity before the commencement of the treatment. They were taught for six (6) weeks and were tested using retelling test as an instrument. Data collected from students’ test scores was analysed using mean and standard deviation, while t-test was used to test the formulated null hypothesis at 0.05 level of significance. Findings of the study revealed that “stop, think and talk” activities had significant effect on students’ performance in reading comprehension. In fact, the experimental group which was exposed to stop, think and talk activities had better understanding of the reading comprehension passages given to them. The result further revealed that students in experimental group were more active, responsive and paid more attention to details concerning the main ideas in the passages read. Based on the findings, it was recommended that teachers should be encouraged to use “stop, think and talk” activities in reading comprehension lessons. Such activities should be provided before, during and after every reading comprehension passage to enhance and facilitate students’ reading abilities. Curriculum planners should provide activities that would encourage students to “stop, think and talk” to make reading comprehension lesson more purposeful and meaningful.
An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet...paperpublications3
Abstract: Teaching reading and success in reading ability is therefore important for young learners. However, the ability for teachers to teach reading is not well documented. Little research has been conducted on teachers’ competence and attitudes towards reading ability among learners at preschool level. The objective of this study was to asses reading ability among Pre-School Children in Elgeyo Marakwet County, Kenya. The theory of planned behaviour and education production function theory guided the study. The study employed the mixed methods approach. An explanatory research design was used. The target population was all the 1252 pre-school teachers in Elgeyo Marakwet County Kenya. Multistage random sampling technique was used to select the participating schools and individual teachers. A sample size of 294 schools was used. The instruments utilised were questionnaires, and observation schedules. Data was analysed using descriptive statistics. The study results indicated that the pre-school children reading ability was poor. The study therefore recommended that pre-school teachers be trained to improve their competency in English phonology as to improve the reading ability of pre-school children.
Keywords: English Phonology, Teacher Competency, Reading Ability.
Title: An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet County, Kenya
Author: Muthoni Bilhah Kiptoo, Prof. Khaemba Ongeti, Prof. J.K. Too
ISSN 2349-7831
International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)
Paper Publications
Efforts to Improve Indonesian Language Learning Outcomes Students in Writing ...M. Ifaldi Sidik
This study aims to obtain information and find out about Efforts to Improve Student Learning Outcomes of Students in Writing Creative Drama Texts in One Chapter by Paying Attention to the Authenticity of Ideas through the Two Stay Two Stray Model in Class VIII.3 SMPN 1 Batang Anai, Padang Pariaman District. This type of research is classroom action research with 34 students. This research uses a qualitative approach. Research procedures include planning, implementing, observing, and reflecting. This research is carried out in two cycles and is carried out collaboratively between researcher and observer. The technique used in gathering Data are observations, tests, field notes and documentation with the research subjects being the teacher and students. The results of this study indicate that student learning outcomes in the learning process by using the Two Stay Two Stray learning model experienced an increase starting from pre-cycle, Cycle I and Cycle II.
The Implementation of Talking Chips and Fan-N-Pick Cooperative Learning Model...inventionjournals
This study is aimed to describe how Talking Chips and Fan-N-Pick learning model to improve VIII D class students’ motivation and learning outcomes at SMP Kristen Citra Bangsa Kota Kupang. The study is a Classroom Action Research (CAR) study. The study consists of four phases, i.e. plan, action, observation, and reflection. The phases in CAR are conducted in 2 cycles. The subject of the study is 20 VIII D class students of SMP Kristen Citra Bangsa Kota Kupang. The collected data consists of students’ motivation and learning result test. The result of the study shows that there is an improvement on students’ motivation in the first cycle and the high criteria is improved to very high criteria in the end of the second cycle. The improvement is also occurred in students’ learning outcome and implementation whether it is from the students or the teacher.
In recent years, research on learning strategies has become the new domain in the area of the second language acquisition (SAL). In view of the above, the study based upon the definition and classification of O’Malley & Chamot and Oxford, discusses the condition of junior students’ listening strategies use and the impact on listening understanding. Through this research, we can see that the students with better listening score are better at self-supervising, training and listening techniques. I suggest that teachers should encourage and train the students to use the listening strategies to improve their ability. The final goal is encouraging students to self-evaluate and self-direct, and lay the foundation of life-long learning.
Collaborative learning activity involves learners working together in order to complete a task. Collaboration increases the opportunities a student has to use the target language, and thereby develop their skills in it. Employ teaching and learning strategies and collaborative activities in your classroom and be an innovative teacher.
Vocabulary Learning Strategies of Kurdish LanguageAI Publications
The current research aims to investigate how Kurdish Language Learners help their students improve their vocabulary at University level in Duhok. Since vocabulary knowledge has a significant role in mastering the new language and in attaining total academic achievement,especially when language is used as a medium of instruction. An active involvement and engagement of the students in the process of learning and teaching Kurdish will have a significant effect on learning Kurdish vocabulary. This means that collaboration should involve in learning and teaching process, a student will not be able to learn alone also, education provider will not be able to teach without student. The findings showed that there is a positive relationship between (memory, meta, social, cognitive) strategies and vocabulary learning strategies.
The present study was an attempt to investigate the effect of critical thinking level on Iranian EFL learners’ choice of language learning strategies. The participants were 93 male and female B.A. level Iranian students majoring in English language teaching and English translation at Imam Khomeini International University in Qazvin; Zanjan University; and Kar non-profit University in Qazvin. Data were collected using the Strategy Inventory for Language Learning (SILL), and Peter Honey’s Critical Thinking Scale. The participants were divided into three levels (High, Mid, Low) of critical thinking based on their scores on the critical thinking questionnaire. The participants’ strategy use in the three groups was compared using six separate one-way ANOVA procedures. The results showed that the level of critical thinking significantly influenced students’ choice of memory, cognitive, metacognitive and social strategies, but had no significant effect on the choice of compensation and affective strategies. The findings of this study may have both theoretical and pedagogical implications for learners, teachers, and syllabus designers.
An Investigation on English Reading Strategies of Chinese College Studentsinventionjournals
English reading is not only an effective way for EFL to develop their language sense, accumulate language knowledge and experience, but also it helps develop learners’ English skills and learning interest. However, in China, a lot of college students still pay too much attention to the translation of new words and phrases and explanation of grammatical knowledge in College English reading. Many teachers neglect the development of reading strategies, what’s more, students’ monitoring and accommodation techniques are an acute shortage, which resulted in their partial and separate views and low efficiency in English reading.Therefore, it is of vital importance to study College English reading strategies. Through the investigation of the application of reading strategies among sample college students in Jiangxi province of China, the researcher of this paper employed the methods of quantitative analysis and literature review as a certain amount of qualitative analysis to process the data collected by the investigation, thus, the paper provides some possible suggestions on the teaching of College English reading, so as to help promote the teaching and learning of College English reading in China
This study investigated the experiences and challenges perceived by Indonesian EFL teachers as the NNESTs in Thailand. The study used a questionnaire and interviews to collect primary data from seventeen Indonesian EFL teachers in Thailand. The study discovered that most of the Indonesian EFL teachers are eager to teach English in Thailand to have teaching experience abroad, to improve their English skills, and to earn higher salaries. Besides, the Indonesian EFL teachers did not find difficulties in adapting to the new cultures in Thailand, even though adjusting to the teaching environment became a challenge. Moreover, third, the Indonesian EFL teachers were treated equally as the NESTs, although their salaries were lower than those of NESTs. Lastly, the study reported issues in English classes, such as students' motivations, linguistic gaps, and plagiarisms, which trigger the creativity of Indonesian EFL teachers in English classes.
Teaching and learning vocabulary is an integral part of foreign language learning since it is the basic sub-skill for someone who wants to learn a foreign language. Thus, it is essential to teach English vocabulary at an early age since students still in the scope of their golden age, and they could learn everything easily. In this case, the teachers' teaching strategy seems essential to be concerned. Moreover, this descriptive qualitative study as a case study is designed to explore the Qur'an Learning Center teachers' perspective on the strategy used to teach vocabulary to young learners. The data were gathered through a semi-structured interview with two English Teachers at the Qur'an Learning Center, one of the elementary schools in Jakarta Selatan. The result of this study revealed that teachers believe that teaching strategy is essential for teaching vocabulary to young learners. Thus, the teachers have various strategies that can be applied for teaching vocabulary to young learners, for example, using games, sing a song, and others. Also, the teachers used interesting media like video, a real thing, pictures, and others. Those strategies are effective in engaging students to learn new vocabulary in English. This study is expected to give reference and knowledge for the English teacher who teaches young learners so they could implement some suitable ways with their real class.
The use of a blog as a platform for extensive reading becomes valuable since it provides the possibility of readership and opportunity for interaction and collaboration. As the online journal facilitating users to display information in chronological order and connected to the Internet, the blog also can help students to get a wide variety of reading materials, which should be conducted in extensive reading activities. However, the use of a blog in this study is integrated with the process of learning in the classroom so that the students can use it for reporting their reading activities and share what they read beyond the classroom. This study is conducted during one semester in one of the universities in Indonesia using six students of the first grade joining an extensive reading course as the participants. In this research, a case study is used as a research method. It aims at analyzing the students' perception of the use of blogs in extensive reading. Findings show that the blog is beneficial for promoting the students' reading interest, building autonomy and creativity, and providing a reflective platform. The blog consists of several features allowing students to get the numerous reading sources that are appropriate with their language level and interest. Therefore, it becomes useful since it can facilitate students to build their responsibility to select their reading material and to reflect the progress of their learning activities.
The study is aimed at describing the students’ perception of direct teacher corrective feedback in a foreign language writing class. It is descriptive quantitative research, employing questionnaires and observation as research instruments, which was conducted with 20 students of the fourth semester English department students of Palangka Raya State Islamic Institute of 2018/ 2019 academic year. The findings revealed that, firstly, in terms of the perception of students’ attitudes toward direct teacher corrective feedback, 75 percent of participants felt that they agreed to receive direct teacher corrective feedback on language form, content, and organization. Their preference for the area of corrective feedback in language forms was 85 percent while the organization was 65 percent. Secondly, dealing with the students’ perception on direct teacher feedback, 90 percent of students argued that they felt satisfied when they got direct teacher feedback. 85 percent of students perceived that their teacher’s feedback helped them improve their writing, and 90 percent of them realized that their teacher’s feedback made them feel confident in producing a better draft. Finally, most students responded that they appreciated the teacher’s feedback. In addition, the students believed that direct teacher feedback improved writing especially on grammar accuracy and organization.
Motivation provides energies for students to decide efforts and they pursue it hardly. It is important to build students' motivation in learning English. Researcher's preliminary study toward the fourth grade of MIS Azzikir Kalialia in February 2019 indicated students' motivation was in the low category, while the result of the pre-test showed 35% of students did not achieve success standard in learning vocabulary. The objectives of the study is to explore how students are motivated by using labelling method and to improve students' vocabulary achievement by using labelling method. The number of the subject is 20 students. The instruments are the test, questionnaire, and observation under the Classroom Action Research method. After treatment, the questionnaire indicates students' motivation in high motivation and whole students achieve the standard of vocabulary achievement. Therefore, the labelling method promotes a way of English language teaching to build students' motivation and to improve vocabulary achievement in elementary grade.
As ESP teachers, the teachers are always forced to maintain their knowledge because the development of specific knowledge is changing very fast. The teachers should progressively develop their competence because it will influence the goal of teaching (Latha, 2014). This study focuses on investigating the kinds of challenges that have faced by vocational teachers in developing their professional competence. The research design of this study is a case study. The participants of this study were five vocational teachers who have been teaching in Vocational Schools in Indramayu at least for about two years. The writer used a semi-structured interview to collect the data. The data from the meeting were transcribed and analyzed qualitatively. The result showed that there are three main challenges in developing professional competence. Those challenges are the availability of seminars and workshops in their city, the less support from the institution, and the lack of facilities and infrastructure.
This study aimed to develop English supplementary materials to meet the needs of nursing students on English learning through Instructional Conversation (IC) method. This research was categorized into research and development. The materials were validated by two experts to come to the final product. This research conducted at the Nursing Study Program involving students of the second semester. The data collected from classroom and checklist observation, questionnaire, an interview. Considering the data collected, the English textbooks available and used in the Nursing Study Program contains English language learning materials that are still common and less specific for students used in the nursing study program. Therefore, English supplementary materials through Instructional Conversation (IC) method should be developed by considering the needs of lecturers and students. English supplementary materials through the Instructional Conversation method were developed by considering several aspects.
The students need to be fluent in speaking to express their ideas and what they think in their minds also to communicate with others. As a matter of fact, speaking using Bahasa is not a big deal for students since it is their mother tongue, but as they have to speak in English, it becomes a big problem. They can’t imagine what they want to speak, they are afraid and unconfident if they try to speak English. Therefore the teacher should provide the students' motivation to speak up and use the appropriate method in teaching speaking. Photovoice is a suitable method using a camera for supporting the process of teaching-learning. The purpose of the study is to identify the effect of using Photovoice on speaking skills at the secondary school level. We used a speaking test to complete and process the data. The participants of the study were the students at the secondary level. The outcome of the study revealed that the students who taught using Photovoice had better skills in speaking English than the students who were not taught using Photovoice. Through this method, the students become interested and active during the study. They seemed to enjoy and excited about an exhibition or presentation.
This paper investigated factors influencing students’ pronunciation. Pronunciation is one of the important aspects of the learning of English. When mastering English pronunciation, many non-native English speakers have difficulty pronouncing certain words that contain the phonemes not used in their native languages. This paper also reported several aspects that might influence pronunciation. The pronunciation aspect investigated in this research paper was the English interdental consonants [θ] and [ð], which are not available in the Indonesian language sound system. This qualitative research used interviews as a method for collecting primary data. The researchers interviewed twenty participants from the English Language Education Study Program (ELESP) of Sanata Dharma University, Yogyakarta, Indonesia, related to the pronunciation of the two interdental consonant sounds. The findings showed that the mother tongue, age, and teacher instruction on target language exposures affected the ELESP students’ (mis)pronunciation. Pedagogical implications of the findings are English teachers can assist their students in overcoming pronunciation challenges involving the two interdental consonants and pronunciation textbook writers should provide more pronunciation practices focusing on [θ] and [ð] sounds.
The present study aimed at exploring the abstracts of research articles written by non-native English researchers to uncover the specific characteristics of academic vocabulary employed in the English research articles abstracts.It focuses on frequency and coverage distribution of the words from the Academic Word List (Coxhead, 2000) in the abstracts of research articles. The source of data for this corpus study was gathered from 97 abstracts written by the EFL researchers and published by the Journal Pendidikan dan Kebudayaan Missio at STKIP St. Paulus Ruteng from 2015 until 2018. The results of this study revealed that the coverage of K1, the first most frequent 1000 English words, is the most dominant lexical items applied by the researchers. It covered 71.33% of the texts. The representation of lexical items that belong to K2, the second most frequent 1000 English words, covered 5.44% of all the words used by the writers in their abstracts. Moreover, the presence of Academic Word List, which refers to a list of 570 word families that are commonly found in academic texts and Off-list, which refers to the words that do not belong to K1 or K2 because it is related to certain field, has slight difference over all of the texts where the former covers 11.95% and the later covers 11.26%. As far as the findings of the present study are concerned, the room for some improvements on academic words applied in the abstracts need to pay attention.
English department students of IAIN Pekalongan have many shortcomings in memorizing vocabulary. This is evidenced by our observations when students are speaking in front of the class. Sometimes, students are confused about conveying information they want to deliver because they are constrained by a lack of memorization of vocabulary. The situation happens when students must use English in active discussions. So far, the students tend to memorize vocabulary. Besides that, vocabulary books are less effective and less interesting because it only relies on the use of language skills. One way to learn vocabulary in a simple way is through codenames game. This game provides many vocabularies that must be guessed by the players in a team. Then, another player should describe the word to be guessed. So, this research’s questions are how the codenames game is implemented due to learning English in a fun way. By reflecting the question, the purpose of this research is to provide information on the implementation of codenames game which helps English department students of IAIN Pekalongan enrich and build their vocabulary through a fun way using game cards. Based on our observation, the result showed that applying the codenames game could enrich the students’ vocabularies, be an alternative entertainer so that the students do not easily get bored, and strengthen the students’ memory. Thus, it can be concluded that playing codenames game promotes a helping way to enrich and build the students’ vocabulary.
This case study aimed at investigating the role of self-efficacy in students’ recount text especially in the area of writing as one of the most difficult skills in learning English. Writing difficulties faced by the students are not only based on their cognitive skill but also their own efficacy beliefs. Three problems can be found related to self-efficacy beliefs in English writing. They are related with confidence to write anxiety, and the third problem is about the students’ interest. The participants of this study are three students from a Senior High School in Indramayu. The data were obtained from three data collection: questionnaire, writing test, and also the interview. The result of this study shows that the participants of this study perceived mastery experience accounted for the greatest proportion in their writing ability. It can be seen from how students rate their confidence and given overall feelings about the way to write successfully. Social persuasions and physiological states also were influential while working on writing. Meanwhile, the common experience did not predict too much in students' writing ability. Ultimately, the results of this research concluded that self-efficacy has an important role in students’ ability in writing.
Designing a test is an uneasy task. It is proven by the fact that many teachers find difficulties in designing a good test. The present article attempts to review the English school exam in Indonesia and present an example of the test design of a midterm reading test for junior high school students in Semarang. To this end, firstly, a sample of test script of the school exam for JHS students in Semarang in the academic year 2017/2018 was reviewed. The review of the test shows that creating a good quality of test items still become a concern for English teachers as they made some grammatical errors. Consecutively, a midterm reading test was also designed and administered in a junior high school in Semarang, Central Java. Then, the test designed was evaluated by considering the validity, reliability, and practicality as suggested by (Brown & Abeywickrama, 2010). The administration of the test and evaluation show some weaknesses; therefore, the suggestions for the betterment of the test design are also made, such as revising some test items with a very low facility index and negative discrimination index. This study implicates pedagogically the teachers to train students on how to summarize and paraphrase since these skills underrepresented.
In the era of globalization, people around the world can have interaction for satisfying their goal in any aspect of life, such as business, politics, social and culture, education, etc. for that reason, the need of English proficiency as a global language becomes a priority. Therefore, it is compulsory for all students in formal education to learn it. In university level, students of the non-English department must study English with varied purposes, depending on their major, at least for two credits. Generally, it is taught to support the basic major or discipline. Consequently, the materials are designed based on their needs, especially later when they get jobs. For this reason, the material adapted is called ESP (English for Specific Purposes) which aims at preparing students to meet the demands of the workplace, i.e. the English skills. It should be more contextual, real life for now and the future. If the material is authentic and in accordance with the needs of learners, they will likely be ready to work as the demands of the employer. With these objectives, the English materials need to be adjusted to the needs of users (stakeholders) so that after graduating from universities, freshmen can directly work or create jobs according to their expertise. This research aims to describe students’ perception of English teaching materials for Management department. A survey was conducted to second-semester students of Management department of Universitas Muria Kudus. The result of the study reveals that the students have a positive perspective on the teaching materials of English for Management Business II. They think affirmatively that the materials have been selected properly in terms of material attraction, usefulness, authenticity, variety, level of difficulty, language skill proportion and the discussed topics. In other words, the materials are appropriate for satisfying Management department students’ need to prepare their future. The implication is the materials should be revised by adding more reading texts of Business English and providing more vocabulary tasks in the real context.
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
Communication has verbal and nonverbal aspects.It has been estimated that 82% of class communication is nonverbal. While the role of nonverbal behavior in English classes is much it is hitherto an unexplored area. One subpart of nonverbal communication is proxemics or space. Combing nonverbal communication and the right to privacy, this article is aimed at exploring the attitude of foreign language students regarding nonverbal communication and privacy right in English classes. A nonverbal questionnaire along with privacy proposed by the researcher was answered by 107 general English participants. Based on their opinion the major findings were that students like, smiling, tidy and on time teachers who explain and illustrate in English classes. However, they do not like to answer questions regarding their personal life such as personal description, identification, health or background. As a result, their privacy right should be observed in communicative English classes.
This paper highlighted how extremely English language learning that sometimes seemed threatening pupils in the classroom where they were unable to express much attention and confidence. They quantitatively got the worst score for this subject due to several aspects that must be comprehended by students: pronunciation, grammatical structure, vocabulary, and intonation. As long as, students participated in the teaching-learning process, they had standardly done all of the assessment. Therefore, teachers here as the facilitator or counselor should redesign the classroom’s atmosphere and its method; instead, it would invite students to show their best performance. Community Language Learning (CLL) displayed how effectively and efficiently English should be taught. Thus, this research is qualitatively reported to observe how CLL was able to increase the students’ speaking skill in the Material of Remedial Learning for students’ eight grade in SMP Multazam with the total number of 26 students. An observation sheet and the score ranking sheet were as data collection to consider the names. A fluency, a pronunciation, an expression, a vocabulary, and content were the instrument to analysis their performance. This study was Classroom Action Research which revealed that the students are comfortable in joining learning’s experience, and its effects to their competence in speaking skill with the amount of enhancement through 2 cycles; post-test 1 and post-test 2. CLL was considered to be an effective method since it contributed to the prominent effect of speaking skill.
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Students’ Strategies in Learning Speaking: Experience of Two Indonesian Schools
1. ISSN 2252-8385 (print); ISSN 2541-4399 (online)
http://journal.walisongo.ac.id/index.php/vision
Students’ Strategies in Learning Speaking: Experience of
Two Indonesian Schools
Syafryadin
Bengkulu University
syafryadin@unib.ac.id
ABSTRACT
The present study was an effort to investigate strategies
mostly used in learning speaking, which covered direct strategies
and indirect strategies. To this end, 60 students from two different
high schools in a city in Indonesia, in which 30 students for each
school participated this study. In collecting the data, this study used
close-ended questionnaires with Strategy Inventory Language
Learner (SILL) consisting of 39 items, which were analyzed by
using a scoring system. The results of the study showed that students
of both schools generally used the same and different learning
strategies. The same learning strategies used by the students of both
schools were organizing and evaluating learning, referring to
metacognitive or indirect strategies. Meanwhile, the different
learning strategies used by the students of both schools occurred on
five strategies at a medium level. From the six types of learning
strategies, as indicated in this study, the most popular learning
strategies which were used by students of both schools were
organizing and evaluating learning.
Introduction
Learning strategies are procedures undertaken by the learners in order to make their
language learning improved. The strategies enable learners to enhance learning aspects
such as skills, confidence, even motivation (Shi, 2017). In this sense, O’Malley &
Chamot (1990) suggested focusing on selecting aspects of new information, analyzing,
and monitoring information during the encoding process and evaluating the learning,
so learning strategies are crucial to help students to alleviate their anxiety.
A Learning Strategy was an approach in learning and using information.
Students used Learning Strategies to help them understand information and solve
problems (Bruen, 2001). Students who did not know or use right learning strategies
may learn passively and maybe fail in school. Learning Strategy instruction focused
on making students more active since they knew how to learn and how to use what
they have learned to be successful. Some strategies should be made to enhance the
student’s success, including in high school context. In high school, the strategies of
ARTICLE HISTORY
Received 28 April 2020
Accepted 8 June 2020
KEYWORDS
Direct strategies; indirect
strategies; speaking; strategy
inventory language learner
VISION: JOURNAL FOR LANGUAGE AND FOREIGN LANGUAGE LEARNING, 2020
VOL.9, NO.1, 34-47
http://dx.doi.org/10.21580/vjv9i14791
2. Syafryadin | 35
learning English should be supported by appropriate and proper learning strategies, the
students’ readiness, and suitable teaching equipment.
In fact, teaching is not always supported by qualified teachers, students are not
ready to learn the materials, and schools have no complete equipment or appropriate
with the materials. However, they can get a successful result, mainly speaking as one
of the primary skills which should be mastered by language learners (Richards, 2008).
It can happen if the language learners use proper strategies or learning techniques and
the knowledge of classroom management that support them, including in learning to
speak. Mistar & Umamah (2014) have provided evidence of how learning strategies
contribute significantly to speaking.
Speaking practice is probably the most reliable route to authentic communication
in developing the learner’s proficiency. In the Indonesian context, the speaking ability
of the students at the High School level requires enormous effort to develop it since
most of them do not know how to express their feeling and ideas in speaking,
conversation, and discussion. Speaking is considered as the hardest skill in learning
English and needs various strategies that should be integrated with speaking class
(Mistar, Zuhairi, & Umamah, 2014). The differences in learning speaking strategies
show that there are many different strategies that students use to be active speakers.
This is closely related that Learning Strategies are the mental process, which learners
employ to learn and use the target language (Nunan, 1991).
Studies investigating learning strategies have been conducted by Amir (2018),
Shi (2017), and Alfian (2016), whose studies aimed to know the language learning
strategies used by the students, but they did not mention specific skills used for
language learning strategies. In addition, Wael, Asnur, & Ibrahim (2018) conducted
the research in a school that aimed to explore students’ learning strategies in speaking
in which memory strategies have been employed more than the other strategies
(metacognitive, social and cognitive strategy) in speaking. In other skills, Yulianti
(2018) conducted research that aimed to identify the learning strategies of the students
in learning writing. However, since most of the studies investigate only one school as
the setting, although they study different skills, it is crucial to find out whether any
differences regarding the learning strategies in different schools and the most
frequently typical strategies employed in different high schools.
In order to fill the void mentioned above, the current study focuses on finding
out the strategies and differences of strategies employed by students in learning
speaking at two different schools, which are at the same level. Besides, it also attempts
to reveal whether any significant difference of strategies used in learning speaking by
students at those schools.
3. 36 | VISION: JOURNAL FOR LANGUAGE AND FOREIGN LANGUAGE LEARNING
Literature Review
English learning strategies based on Oxford's (1990) classified system which is used
for language skills namely reading, speaking, writing, and listening. The strategies are
divided into two main strategies, namely, direct and indirect strategies. The direct
strategies are language learning strategies that directly involve the target language. All
direct strategies require mental processing of the language, such as memory strategies,
cognitive strategies, and compensation strategies. Memory strategies refer to strategies
that are used by students to help them remember new language. Oxford (1990) stated
that this strategy could be facilitated for learners in entering information into long-
term or short-term memory and retrieving information when needed for some learning
activities. Memory strategies involve creating mental linkages, applying images and
sounds, reviewing well, and employing action. Then, cognitive strategies are strategies
which help the learners think about and understand the new language and become the
most popular strategies with language learner. This strategy consists of several sets,
such as practicing, receiving and sending messages, analyzing and reasoning, and
creating for input and output. Compensation strategies are a strategy that helps the
learners for either comprehension or producing to overcome knowledge in the target
language. The compensation strategy is useful to make up for an inadequate repertoire
of grammar and especially vocabulary. There are two other strategies that are involved
in this strategy, namely guessing intelligently in listening and reading and overcoming
limitations in speaking and reading.
Indirect strategy means a language learning strategy that supports and manages
language learning without (in many instances) directly involving the target language
(R. Oxford, 1990). Indirect strategies are classified into three categories, namely
metacognitive strategies, affective strategies, and social strategies: metacognitive
means beyond, besides, or the cognitive. Metacognitive strategies are actions that go
beyond purely cognitive devices, which provide away for the learners to coordinate
their learning process. Metacognitive strategies include three strategy sets, namely
centering learning, arranging and planning learning, and evaluating learning. Affective
strategies refer to emotions, attitudes, motivations, and values, according to Brown
(Oxford, 1990: 140), that the affective domain is impossible limits. The affective side
of the learner is probably one of the very biggest influences on language learning
success or failure. Affective strategies are divided into three main sets are lowering
anxiety, encouraging self, and taking emotional temperature. Next, social strategies
can be stated that they are related to social to mediating activity and transacting with
others. Three sets of social strategies, they are asking a question, cooperating with
others, and empathizing with others. Since learning strategies are considered as a sign
of improving the students’ language performance, and impressive researcher, namely
Oxford (1990), devises the Strategy Inventory for Language Learning (SILL) that can
be sent for assessing kinds of learning strategies that are mostly used by the students.
4. Syafryadin | 37
The strategy questionnaire most often used around the world at this time is the strategy
inventory for language learning (R. Oxford, 1990). There are two versions: one for
native speakers of English (80 items) and another for learners of English as second
language 50 items). The SILL is one of the major useful manuals of learner strategy
assessment tools currently available. A SILL package includes a short set of directions
to the students with a sample item, the 50-item instrument, scoring worksheet on which
students record their answers and calculate their averages for each strategy subscale
and their overall average, a summary profile that shows their results and provides
examples for self-interpretation, and a strategy graph that allowed each learner to
graph result from the SILL. It is estimated that 40-50 studies, including dissertation
and theses, have been done employing the SILL both in Indonesia and overseas
country. The SILL uses a 5 likers-scale for which the learners are asked to indicate
their responds (1, 2, 3, 4, 5) five responds represent on the following options: (1) never
or almost true of me, (2) usually not true of me, (3) somewhat true of me, (4) usually
true of me, (5) always or almost always true of me. The questionnaire consist of six
part namely part A, B, C, D, E, F and each part represent about earning strategies both
direct and indirect.
Direct strategies are classified into three parts: A, B, and C. Part A is about
remembering more effectively. This part represents memory strategies that are used
for entering new information into memory storage and retrieving it when the need for
communication (e.g., representing sound in memory, structured, reviewing, and using
physical responses)). Part B is using all mental processes which represent cognitive
strategies used for linking information with exiting schemata and for analysis.
Cognitive strategies are responsible for deep processing, forming and revising internal
mental models, and receiving and producing messages in the target language (e.g.,
repeating, getting ideas quickly, analyzing and taking notes). Part C is compensating
for missing knowledge, which represents compensation strategies include such
strategies are guessing and using gestures. Such strategies are needed to fill any gaps
in the knowledge of the language (e.g., switching to the mother tongue, using other
clues, getting help, and using synonym).
Indirect Strategies are classified into three parts namely D, E, and F. Part D is
organizing and evaluating learning which represents metacognitive strategies and
techniques used for organizing, planning, focusing, and evaluating one’s own learning
(e.g., linking new information with already known one, seeking practice,
opportunities, and self-monitoring). Part E is about managing emotions that represent
effective strategies that are used for handling feelings, attitudes, and motivation (e.g.,
lowering anxiety by use music, encouraging oneself, and discussing feelings with
others). Finally, part F is about learning with others which represents social strategies
that are used for facilitating interaction by asking questions and cooperating with
others in learning process (e.g., asking for clarification, cooperating with others, and
developing cultural understanding).
6. Syafryadin | 39
Fourth, the researcher made a SILL Graph, from the results of students SILL averages
for each part. In this graph, it showed which type of strategies that were mostly used
by students at class IX of SMAN X and SMAN Y in improving their speaking skill.
Findings
The finding of this study showed that both students XI1
of SMAN X and SMAN Y
generally had the same and different learning strategies. Students at class XI1
of SMAN
X and Y prefer to use the organizing and evaluating learning. The frequent use of these
strategies categorized in the high-level. While other types of strategies such as
managing emotions, remembering more effectively, using all mental processes,
learning with others, and compensating for missing knowledge are categorized in the
medium-level either for class XI1
of SMAN X and XI1
of SMAN Y students. Below
explored the students’ classification of how frequently they used learning strategies in
high, medium, or low levels.
Table 1 The Students Classification on Remembering More Effectively Strategies
Students
Remembering More Effectively
Total
High Medium Low
Almost or
almost used
Usually
used
Sometimes
General not
used
Never or rarely
used
SMAN X
SMAN Y
- (0%)
- (0%)
6 (20%)
4
(13.3%)
18 (60%)
16
(53,3%)
6 (20%)
10 (33.3%)
- (0%)
- (0%)
30 (100%)
30 (100%)
The table 1 shows that from 30 students of SMAN X, six students or (20%) use this
strategy in the high level, 18 students or (60%) use this strategy in the medium level
and six students or (20%) use this strategy in the level low level. While from 30
students of SMAN Y, four students or (13.3%) use this strategy in the high level, 16
students or (53.3%) use this strategy in the medium level, and ten students or (33.3%)
use this strategy in low level
Table 2. The Students Classification on Using All Mental Process Strategies
Students
Using All Mental Process Strategies
Total
High Medium Low
Almost
or
almost
used
Usually used Sometimes
General
not used
Never or
rarely
used
7. 40 | VISION: JOURNAL FOR LANGUAGE AND FOREIGN LANGUAGE LEARNING
SMAN X
SMAN Y
- (0%)
- (0%)
10 (33.33%)
7 (23.3%)
17 (56.6%)
22 (73,3%)
3 (10%)
1 (3.3%)
- (0%)
- (0%)
30 (100%)
30 (100%)
The table 2 shows that from 30 students of SMAN X, ten students or (33.3%) use this
strategy in the high level, 13 students or (56.6%) use this strategy in the medium level
and three students or (10%) use this strategy in the low level. While 30 students of
SMAN Y, seven students, or (23.3%) use this strategy at the high level, 22 students or
(73.3%) use this strategy in medium level, and one student or (3.3%) uses this strategy
in the low level.
Table 3. Students Classification on Ccompensating for Missing Knowledge Strategy
Students
Compensating for Missing Knowledge Strategy
Total
High Medium Low
Almost or
almost
used
Usually used Sometimes
General
not used
Never or
rarely used
SMAN X
SMAN Y
- (0%)
2 (6.6%)
8 (26.6%)
8 (26.6%)
19 (63.3%)
14 (46,6%)
3 (10%)
6 (20%)
- (0%)
- (0%)
30 (100%)
30 (100%)
The table 3 shows that from 30 students of SMAN X, eight students or (26.6%) use
this strategy in the high level, 19 students or (63.3%) use this strategy in the medium
level and three students or (10%) use this strategy in the low level. While 30 students
of SMAN Y, ten students, or (33.3%) use this strategy in the high level, 14 students or
(46.6%) use this strategy in the medium level, and six students or (20%) use this
strategy in the low level.
Table 4. The Students Classification on Organizing and Evaluating Learning
Strategy
Students
Organizing and Evaluating Learning
Total
High Medium Low
Almost or
almost used
Usually used Sometimes
General
not used
Never
or
rarely
used
SMAN X
SMANY
2 (6.66%)
1 (3.33%)
17 (56.6%)
14 (46.6%)
8 (26.6%)
13 (43.3%)
3 (10%)
2 (6.66%)
- (0%)
- (0%)
30 (100%)
30 (100%)
The table 4 shows that from 30 students of SMAN X, 19 students or (63.3%) use this
strategy in the high level, eight students or (26.6%) use this strategy in the medium
level and three students or (10%) use this strategy in the low level. While 30 students
8. Syafryadin | 41
of SMAN Y, 15 students, or (50%) use this strategy at the high level, 13 students or
(43.3%) use this strategy in medium level, and two students or (6.66%) use this
strategy in the low level. To clarify about the percentage of student’s classification in
this strategy will be figured out in the following chart.
Table 5. The Students Classification on Managing Emotion Strategies
Students
Managing Emotion
Total
High
Mediu
m
Low
Almost or
almost
used
Usually used
Someti
mes
General
not used
Never or
rarely used
SMAN X
SMAN Y
2 (6.66%)
1 (3.33%)
11 (36.6%)
12 (40%)
14 (46.6%)
14 (46.6%)
3 (10%)
3 (10%)
- (0%)
- (0%)
30 (100%)
30 (100%)
The table 5 shows that from 30 students of SMAN X, 13 students or (43.3%) use this
strategy in the high level, 14 students or (46.6%) use this strategy in the medium level
and three students or (10%) use this strategy in the low level. While 30 students of
SMAN Y, 13 students, or (43.3%) use this strategy at the high level, 14 students or
(46.6%) use this strategy in a medium level, and three students or (10%) use this
strategy in the low level.
Table 6. The Students Classification on Learning with Others Strategies
Stud
ents
Learning with Others
Total
High Medium Low
Almost or
almost
used
Usually
used
Sometimes
General
not used
Never
or
almost
never
used
SMAN
X
SMAN
Y
- (0%)
1 (3.33%)
11 (36.6%)
10 (33.3%)
17 (56.6%)
17 (56.6%)
2 (6.66%)
2 (6.66%)
- (0%)
- (0%)
30 (100%)
30 (100%)
The table 6 shows that from 30 students of SMAN X, 11 students or (36.6%) use this
strategy in the high level, 17 students or (56.6%) use this strategy in the medium level,
and two students or (6.6%) use this strategy in the low level. While students of SMAN
Y, 11 students, or (36.6%) use this strategy at the high level, 17 students (56.6%) use
this strategy in the medium level, and two students or (6.66%) use this strategy in the
low level.
9. 42 | VISION: JOURNAL FOR LANGUAGE AND FOREIGN LANGUAGE LEARNING
The following section has presented a comparison of student’s learning strategies
between SMAN X and SMAN Y students. The result is a collective result based on
their overall average Sill result in the following.
Table 7. Average and Overall Average sill Result Between SMAN X and SMAN Y
Students
Students
Language Learning Strategies
Overall
Average
Part A
(Remembering
more
Effectively )
Part B
(Using
All
Mental
Process
)
Part C
(Compensating
for Missing
Knowledge )
Part D
(Organizing
and
Evaluating
Learning)
Part E
(Managing
Emotion)
Part F
(Learning
with
others )
SMAN
X
SMAN
Y
3.03
2.74
3.19
3.08
3.01
3.09
3.50
3.51
3.42
3.32
3.17
3.24
3.22
3.16
The overall score for students on the table above shows different, and similarities of
learning strategies applied in learning English. For SMAN X students applied to
organize and evaluating learning is ranked in the first place, with an average score of
3.50 and Compensating for Missing Knowledge is in the lowest score with 3.01. For
students of SMAN Y applied to organize and to evaluate learning is ranked in the first
place, with the average score 3.51 and Remembering more Effectively is in the last
place, with the average score 2.74.
In short, organizing and evaluating learning or metacognitive strategies was the
most popular and expense than other types of strategies and this finding is essentially
based on the expert’s assumption that L2 learners who learn English will be able to
use viable metacognitive learning strategies (O’Malley et al, Bialystok, in Oxford
1990, internet document).
Discussion
An impressive result has been drawn between SMAN X and SMAN Y students, where
students of both schools were dominant in part D (organizing and evaluating learning).
This part is relating to the metacognitive strategy, which helps the learners to organize
their learning through planning one’s learning, centering, monitoring, and evaluating
how well one has done. Planning is a crucial metacognitive strategy in second of
foreign language learning skills. Planning, according to Oxford’s theory, involves a
variety of ways; for instance, setting goals and objectives that will be achieved in
learning.
This study also performed similarities that result in other types of strategies
between SMAN X and SMAN Y students. Both also dominantly (highest average
10. Syafryadin | 43
score) used Part E (managing emotion), and all statements in this part focus on the
Affective strategies, which help the learners to organize their feeling or emotion.
Emotion includes all thoughts and actions of human beings. As “ an intellectual,” as
we know would like to think we are influenced by our emotion as well as in learning
a language. According to Ehrman (1996) cited in (Muslatif, 2006) stated that “every
imaginable feeling is going to accompany the students’ learning”. There can be
positive feelings such as Joy, happiness, pleasure, contentment, enthusiasm,
satisfaction, warmth believed in making language learning more effectively.
Meanwhile, negative feeling such as anxiety, tension, fear, frustration, lack of
confidence is creating learning difficulties. A variety of ways in affective strategies
(e.g., lowering anxiety by listening music, encourage self by making a positive
statement or writing feeling into language learning diary) are very important to be
applied in order the students are able to control their emotional state, to keep
themselves motivated and on-task, and to get help when they need it ( Dasereau 1985
in Oxford (1990). These findings were in line with Oxford (1990), who stated that
young learners seem to involve their feeling as they attempt to learn a new language.
However, when they become more advanced learners, they are not familiar with
paying attention to their feeling as a part of the learning process.
Part B (using all mental Proces) was another type of strategy also used by SMAN
X students, slightly beyond SMAN Y students in medium-frequency. Part B represents
cognitive strategies that help learners to make sense of learning by thinking and
understanding their learning. Practising, revising, sending messages, analyzing and
reasoning, and creating the structure for input and output are ways in the cognitive
framework. Cognitive strategies also associated with human language acquisition,
which operates directly on incoming information of the target language and manipulate
it in ways that can enhance language learning (e.g., repeating, getting the idea quickly,
reasoning deductively and summarizing).
As can be seen, the data set out in the finding section, SMAN X and SMAN Y
students also report using Part C (compensating for missing knowledge) or
compensation strategies in the medium-frequency. Primarily, this strategy can be used
by students to help them compensate for the lack of knowledge in using the target
language. Thus, Oxford (1990) reveals two significant kinds of strategies, namely
guessing intelligently in listening and reading and listening by using linguistic clues
that can help the learners to recognize and understand every single word in the text
before they comprehend the overall meaning of the text. Overcoming limitation both
in speaking and writing consist of eight strategy sets (e.g., switching to the mother
tongue, getting help, using mime or gesture, selecting to the topic, coining words,
adjusting to the message and using a synonym) can contribute to the learning by
allowing learners to stay in conversation or keep their writing.
Part A (Remembering more effectively) another strategy was in the medium
frequency, either SMAN X or SMAN Y students, and this was the lowest average
11. 44 | VISION: JOURNAL FOR LANGUAGE AND FOREIGN LANGUAGE LEARNING
score for whole strategies. Seven statements in this part are representing memory
strategies used by the learners to help them acquiring information on language items
into long term or short term memory. The information might be found from some
learning activities such as listening, reading, and other communication activities
(Oxford, 1990). A variety of ways which involve in these strategies, such as students
using semantic mapping, using keywords, and reviewing well, also enable the learners
to retrieve information when needed to facilitate the learning activities (listening,
reading, speaking, and writing).
Based on the finding for the Part F, SMAN Y has a higher average score than
SMAN X. Part F (leaning with others) or social strategies was the last choice tended
in the medium-frequency. Consequently, these strategies imply proficiency increase.
In this case, the learners are required to feel confident and recognize the importance of
interacting with others to improve their performance (e.g., asking for clarification,
cooperating with others, and developing cultural understanding). Both SMAN X and
SMAN Y students used social strategies to become even better.
Pedagogical Implication
Based on the result of this study that English major students either SMAN X or SMAN
Y students are dominantly in part D that has strong connection with the learners'
metacognition is essentially intents to establish of self-directed and encouragement of
learners independence through planning, centering, monitoring and evaluating the
success of learning activity. It is supported by Ellis (2006) that connectionism seeks to
explain SLA in terms of mental representations and information processing while
rejecting the innate endowment hypothesis. In this case, the processing of learning can
be connected to the learning strategy that will be determined by the students.
In the language classroom setting, it is important for the teacher to develop the
students’ metacognition to help them become better language learners inside and
outside the classroom because they will not always have the teacher around to guide
them when they use the language. Johnson (2003) stated that the behaviourism theory
that language learners’ behaviour either in the classroom or outside the classroom, can
become their learning style and strategy to improve their ability. Partly, this can be
achieved through a specific “learners training” in metacognitive strategies: equipping
the students with the means to guide themselves by explaining the strategies to them
and help them to select the most appropriate strategies. Oxford (1990), one of the
leading teachers and researchers in the language learning strategies field, provided a
wealth of activities to heighten the learners’ awareness of strategies and their ability
to use them. For example, teach the learner to find out about language learning by
reading books and talking with other people are good preparation before learning. The
teacher teaches the students to pay attention to language learning task and to ignore
distracters by giving directed attention to a specific of the language (e.g. the old lady
12. Syafryadin | 45
ahead of you in the bus is chastising a young man in a new language, listen to their
conversation to find out exactly what she is saying to him). This example is also
explained by Long (1996) who stated that the interaction between students and
teachers in learning could give a positive influence to their ability improvement, and
by interaction, the students also can find out the strategies that can be used for them in
learning. Another example also can be done in teaching speaking, the teacher can start
with reflection (‘How do you feel about speaking English?), knowledge about
language (‘What do you know about speaking English), and self evaluation (‘How
well are you doing).
Conclusion and Recomendation
Based on the finding, it showed that the most popular strategy used for both SMAN X
and SMAN Y students was organizing and evaluating learning or metacognitive
strategies. Then, both schools strongly used managing emotion or metacognitive
strategies as their learning strategies in learning speaking. The difference of learning
strategies used in both schools occurred in medium level, in order SMAN X students
used using all mental processes, learning with others, remembering more effectively,
and compensating for missing knowledge strategies. Then, SMAN Y students used
learning with others, compensating for missing knowledge, using all mental processes,
and remembering more effective strategies. The finding of this study gives a reflection
on how they learn English and as an input for them to be aware of their learning
strategies that can be used in improving their language skills as well as other students
who do not include as the sample of this study. In addition, the researcher of the present
study recommends further research in the area of learning strategy. The first, this study
revealed that L2 stage differences made the learners chosen similar and different
language learning strategies so that further research could be investigated from
different factors such as sex and cultural background of the students. Second, this study
did not explore the effect of learning strategy use with the students' achievement.
Third, this study also should be becoming a basic consideration of a language teacher
to guide the learners to be aware of their own learning strategy because using
appropriate strategies in learning the target language has great potential in improving
the students’ language performance and the students’ communicative competence.
13. 46 | VISION: JOURNAL FOR LANGUAGE AND FOREIGN LANGUAGE LEARNING
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