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All Journal ELTE Journal (English Languange Teaching and Education) Jurnal Didascein Bahasa IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Tri Setiani
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Education Languange, Linguistic, Communication & Media

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An Analysis on the Students’ Indirect Learning Strategies in Writing Skill Yusri Yusri; Tri Setiani
ELTE Journal (English Languange Teaching and Education) Vol 6, No 2 (2018): ELTE Journal September Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v6i2.2307

Abstract

AbstractThe problem of this study was “what are the indirect learning strategies in writing skill applied by the eleventh grade students of State Senior High School 12 Palembang?” The objective of this study was to find out what the indirect learning strategies in writingskill are applied by the eleventh grade students of State Senior High School 12 Palembang. This study used qualitative descriptive method. The population of this study was 232 of the eleventh grade students of State Senior High School 12 Palembang in the academic year of 2016 / 2017. The class of XI IPA 1 that consisted of 38 students was chosen as the sample of this study. The data was collected through the SILL questionnaire and documentation. The data obtained was analyzed by using SPSS version 20. Based on the study, it showed that eventhough there was no learning strategy applied by the students in the high use, but according to the averageuse of the strategy, metacognitive strategies (Mean = 3.28) became the most frequently strategies applied by the students, then, followed by affective strategies (Mean = 2.65), and the last was social strategies (Mean = 2.46). In conclusion, all the indirect learning strategies in writing skill that are metacognitive, affective, and socialstrategies were applied by the eleventh grade students of State Senior High School 12 Palembang.Keywords: Analysis, Indirect Learning Strategies, and Writing Skill
AN ANALYSIS ON THE STUDENTS’ INDIRECT LEARNING STRATEGIES IN WRITING SKILL Yusri .; Tri Setiani
Jurnal Didascein Bahasa Vol 4 Nomor 1, November 2018
Publisher : Jurnal Didascein Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (107.486 KB)

Abstract

The problem of this study was “what are the indirect learning strategies in writing skill applied by the eleventh grade students of SMAN 12 Palembang?” The objective of this study was to find out the indirect learning strategies in writing skill applied by the eleventh grade students of State Senior High School 12 Palembang. This study used qualitative descriptive method. The population of this study was 232 of the eleventh grade students of State Senior High School 12 Palembang in the academic year of 2016 / 2017. This study used purposive sampling technique. The data were collected through the SILL questionnaire and documentation. Based on the study, it showed that eventhough there was no learning strategy applied by the students in the high use, but according to the average use of the strategy, metacognitive strategies (Mean = 3.28) became the most frequently strategies applied by the students, then, followed by affective strategies (Mean = 2.65), and the last was social strategies (Mean = 2.46). In conclusion, all the indirect learning strategies in writing skill that are metacognitive, affective, and social strategies were applied by the eleventh grade students of State Senior High School 12 Palembang. Keywords: Analysis, Indirect Learning Strategies, Writing Skill.
Teachers’ Perception of Collaborative Learning in English Speaking Class Program: A Case Study Tri Setiani; Yuyun Yulia
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.8383

Abstract

This study investigates the perceptions of English and non-English background teachers regarding the implementation of collaborative learning in an English-Speaking Class program to improve speaking skills among non-English background teachers. The program ran over a year at an Islamic Boarding Secondary School in South Sumatra. Using a qualitative case study design, the data were gathered through questionnaire and focus group discussions with 23 non-English background teachers and 4 English teachers. The findings indicated that most of participants found collaborative learning effective to be used for enhancing participants’ engagement and communication skills. Both English and non-English teachers also noted the positive impact of peer interaction on boosting student confidence and motivation. However, challenges of this program such as unequal participation, fluctuating motivation, scheduling time constraint, and lack of structured teaching materials were noted. Despite these challenges, English teachers emphasized that collaborative learning could significantly benefit language learners with an appropriate scaffolding and task alignment. The study indicates that while collaborative learning is a suitable and effective method for adult learners, proper program planning and continued support are required to overcome the challenges. Future study recommends in exploring the strategy to enhance consistency of participation, increase motivation, and determine the long-term impact of collaborative learning on teachers' language ability and pedagogy.
Co-Authors Raden Mohamad Herdian Bhakti SATRIYAS ILYAS Yuyun Yulia