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All Journal Al-Ta'lim FOSTER: Journal of English Language Teaching
Windy Puspitasari Suparto
Universitas Negeri Makassar
Religion Education Languange, Linguistic, Communication & Media

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Metacognitive Strategies and Reading Development in Islamic Higher Education Andi Adisaturrahimi; Windy Puspitasari Suparto; Marlia Marlia; Mustaqimah Mustaqimah; Herman Resyadi
AT-TA'LIM Vol 33, No 1 (2026)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v33i1.1069

Abstract

This study aims to examine the impact of metacognitive strategy instruction on the development of reading skills among undergraduate students at an Islamic higher education. The research focuses on how these strategies influence students’ knowledge, skills, attitudes, and behaviors in reading academic texts. A qualitative descriptive design with a phenomenological approach was employed to explore students lived experiences. Eighteen fourth semester students who had completed a reading course incorporating metacognitive strategies were selected through purposive sampling. Data were collected through semi structured interviews and analyzed using thematic analysis to identify recurring patterns and themes. The findings reveal that metacognitive instruction significantly improved students’ understanding of reading as an active and strategic process. Students demonstrated enhanced skills in monitoring comprehension, questioning, and drawing conclusions. In addition, they reported increased motivation, confidence, and classroom participation. The study concludes that integrating metacognitive strategies into reading instruction fosters self-regulated, reflective, and engaged learners. These results suggest that metacognitive instruction is effective in strengthening both cognitive and affective aspects of reading development in Islamic higher education contexts.
University Students’ Speaking Anxiety in a Papuan EFL Classroom: A Qualitative Case Study Ince Rezky Naing; Windy Puspitasari Suparto; Precilia Rafra
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.405

Abstract

Speaking anxiety remains one of the most persistent affective barriers that hinders students’ oral performance in English as a Foreign Language (EFL) classrooms, particularly in contexts with limited exposure to English communication. This study aims to explore how university students experience speaking anxiety, identify classroom situations that trigger anxiety, examine its influence on participation and oral performance, and investigate students’ coping strategies in a Papuan EFL classroom. A qualitative case study design was employed involving 20 second-semester English Education students at a public university in Papua. Data were collected through classroom observations, semi-structured interviews, and written reflections over eight weeks, and were analyzed thematically. The findings reveal that students experience anxiety through nervousness, fear of negative evaluation, and low self-confidence, which often lead to silence, hesitation, and avoidance of speaking tasks. Anxiety was particularly triggered by public speaking, spontaneous questioning, and peer judgment. These conditions reduced students’ fluency and participation. However, students adopted coping strategies such as preparation, peer collaboration, and repeated practice to manage their anxiety. The study highlights the importance of supportive classroom climates and low-pressure communicative activities to foster students’ confidence and oral engagement in EFL learning.
Co-Authors Andi Adisaturrahimi Herman Resyadi Marlia Marlia Mustaqimah Mustaqimah Naing, Ince Rezky Precilia Rafra