An Evaluation of Language Learning Strategies Used by English Students

Wulandari, Bunga Ayu

doi:10.15408/ijee.v5i1.8460

Cited by 5 publications

(3 citation statements)

References 14 publications

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“…The last article, Wulandari (2018) in the previous article, uses Oxford's Strategy Inventory for Language Learning (SILL) surveys to research the language learning techniques adopted by English students. The statistical analysis of the data from this quantitative study showed that students chose meta-cognitive, social, cognitive, compensatory, memory, and emotional methods, in that order, as their most often utilized language learning techniques.…”

Section: Resultsmentioning

confidence: 99%

Exploring Students’ Learning Strategies and Teachers’ Teaching Strategies in English Reading Comprehension

Sutiadika,

Syahri,

Mulyadi

2023

JSWSE

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In the early stages of collecting articles based on the variables contained in the title, namely exploring student learning strategies and teacher teaching strategies in reading comprehension in junior high schools. This study reviews and synthesizes existing research and literature on student learning strategies and teaching strategies in reading comprehension. This study examines research that investigates various types of learning strategies used by students, such as meta-cognitive strategies, memory strategies, compensation strategies, affective strategies, cognitive strategies, and social strategies. In addition, this study also explores strategies used by teachers to improve students’ reading comprehension skills, including reciprocal strategies and question-answer relationships. Through a comprehensive literature review the researcher uses 8 articles as references to write the research, this study aims to provide insight into the effectiveness and impact of various learning strategies used by students and the strategies used by teachers in teaching reading comprehension.

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Section: Resultsmentioning

confidence: 99%

Exploring Students’ Learning Strategies and Teachers’ Teaching Strategies in English Reading Comprehension

Sutiadika,

Syahri,

Mulyadi

2023

JSWSE

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“…It is therefore to very paramount to evaluate the English and foreign language as part of the curriculum in Indonesia (Mappiasse & Bin Sihes, 2014). Wulandari (2018) said that said on the result of evaluation research teachers prepared to conduct variety of teaching strategies in their classrooms. Evaluation on English course program has become a focus of researchers on the aspect of teaching materials and the result of evaluation research impact to learners' language development (Bandu et al, 2021;Kanina, 2016;Purwanti, 2019;Solhi et al, 2020).…”

Section: A Introductionmentioning

confidence: 99%

The Context, Input, Process, and Product Evaluation Model on English Language Teaching at Public Health Study Program

Sukarni¹

2022

IJECA

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Evaluation of English teaching is carried out to determine the achievement of program objectives and provide recommendations for program improvement. This study aims to evaluate the implementation of English Language Teaching to identify its effectiveness in achieving the objectives of the Public Health Study Program curriculum. In this study, the CIPP (Context, Input, Process, and Product) evaluation model was applied. This research was conducted at the Public Health Study Program, Faculty of Sport and Public Health, Mandalika University of Education. The population in this study was the first semester students of Public Health study program in the amount of 133 students. In determining the number of samples, there were 46 students chosen as samples by using simple random sampling technique, and 1 English lecturer and the Head of Public Health study program as the participants in this study. This study was an evaluative study utilizing a mixed-method research design. The data gained from the questionnaire were analysed by using descriptive quantitative whereas, the data obtained from interview and class observation were analysed qualitatively. Based on the findings of the study, it was found that for context dimension got a Percentage of Effectiveness of 78.52; input dimension got a Percentage of Effectiveness of 59.47; process dimension got a Percentage of Effectiveness of 76.74, and product dimension got a Percentage of Effectiveness of 51.86. Based on the result of the study, it was concluded that the implementation of teaching English in Public Health study program has not been effective. It is recommended that language skills and language components are integrated since those elements can support communication ability stated in the curriculum of Public Health study program.

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“…On the other hand, this research result didn't differentiate the participants in high or low students in performing speaking ability. Wulandari (2018) evaluated language learning strategies used by English students. Her study mentioned that six language strategies were revealed, and the most used were effective.…”

Section: Introductionmentioning

confidence: 99%

Language Learning Strategies Used by Santri During Pesantren Speech Program for Developing their Speaking Ability

Amaliyah,

Saleh

2022

EEJ

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Using two languages, Arabic and English, at the same place and taking turns time, is one of the problems faced by some santri at Islamic boarding schools or pesantren. This study aimed at investigating the impact of English language learning strategies used by santri during the pesantren speech program on their speaking ability. This study applied a qualitative approach, specifically case study design. Observation, interview, and documentation were conducted to collect the research data. Also, the theory of language learning strategies by Oxford (2013) was used for analyzing the research data. The result of this study showed that the 12 participants used all types of language learning strategies, namely 1) memory strategies, 2) cognitive strategies, 3) compensation strategies, 4) metacognitive strategies, 5) affective strategies, and 6) social strategies. The percentage showed that 92% of the santri used memory strategies, 50% used cognitive strategies, 17% used compensation strategies, 75% used metacognitive strategies, 33% used affective strategies, and the last 100% of santri used social strategies in pesantren speech activity. All participants in this study stated that speech activities at Islamic boarding schools positively enhanced their speaking ability. It can be seen when they deliver speeches in front of an audience. They can improve their spoken language more than the text they made before. Thus, it can be concluded that speech programs could positively improve students’ speaking skills.

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An Evaluation of Language Learning Strategies Used by English Students

Cited by 5 publications

References 14 publications

Exploring Students’ Learning Strategies and Teachers’ Teaching Strategies in English Reading Comprehension

Exploring Students’ Learning Strategies and Teachers’ Teaching Strategies in English Reading Comprehension

The Context, Input, Process, and Product Evaluation Model on English Language Teaching at Public Health Study Program

Language Learning Strategies Used by Santri During Pesantren Speech Program for Developing their Speaking Ability

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