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All Journal ELLTER Journal
Fidaniar Tiarsiwi
UHAMKA
Education Languange, Linguistic, Communication & Media Social Sciences

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Journal : ELLTER Journal

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AN INVESTIGATION OF MOTIVATIONAL STRATEGIES USED BY ENGLISH TEACHERS IN TEACHING EFL IN SECONDARY ISLAMIC SCHOOLS IN TANGERANG Fidaniar Tiarsiwi; Dini Amaniah
ELLTER Journal Vol. 1 No. 1 (2020): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter-j.v1i1.4906

Abstract

The study aims to investigate the motivational strategies used by English teachers in teaching EFL in secondary Islamic schools in Tangerang and analysed it based on four motivational aspects as proposed by Zoltan Dornyei (2001). The focus question of the study was the way of motivational strategies used by English teachers in teaching EFL in secondary Islamic schools in Tangerang. The sub-focus questions of the study were the frequency of motivational strategies used by English teachers in teaching EFL in secondary Islamic schools in Tangerang and the implementation of motivational strategies that the English teachers used in teaching EFL in secondary Islamic schools in Tangerang. To answer the questions, the study employed a qualitative approach that applied a case study design through questionnaire, semi-structured interview and observation to collect the data. The participants of this study were twenty-five English teachers. Six English teachers were selected for individual interviews and classroom observations based on the resulted of the questionnaire which had been filled in by twenty-five English teachers. Those six interviewees were selected according to the result of the questionnaire. Two were from good category, other two interviewees were selected as the moderate, while the other two were from poor category.
THE USE OF LEARNERS’ DIARIES: DOES IT WORK TO ENGAGE STUDENTS’ METACOGNITION IN LEARNING IF CLAUSES? Fidaniar Tiarsiwi
ELLTER Journal Vol. 2 No. 2 (2021): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter.v2i2.7684

Abstract

Metacognitive strategies are expected as ‘higher order executive skills’ which enable college students to approach learning systematically and effectively by using the elements of planning, monitoring and evaluating. This study is conducted to investigate whether or not metacognitive strategies can affect the development of structural knowledge of students. To reflect how the students use these strategies, learning diary can lead the learners to strategy use. Twenty-one participants of third semester students were involved. Nine of them were selected to be probed intensively for their metacognitive habits in learning If Clauses. Then, they were divided into three groups according to the level of students’ progress and their mid test score. The first group was assumed as novice learners, the second group was categorized as medium level students and the last group was presumed as expert learners. This study revealed that expert learners were better diarist in documenting what they did when learning. The medium level students also indicated that their capability in realizing the use of their cognition was up and down. They were good at evaluating their shortcoming and monitoring some progress, but they were poor at planning and modifying strategies. Meanwhile, the novice learners less reflected how they learned on their documentation. It could be illustrated that they did not have any motivation to plan their learning, evaluate and monitor their learning.
Co-Authors Dini Amaniah