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All Journal ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH Journal of English Teaching, Literature, and Applied Linguistics Didaktika: Jurnal Pemikiran Pendidikan JASL - Journal of Applied Studies in Language Abdisembrani: Jurnal Pengabdian Masyarakat Prospective-Education, Langguage and Literature Journal
Risa Triassanti
Universitas PGRI Ronggolawe Tuban
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other

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Journal : ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH

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THE IMPLEMENTATION OF METACOGNITIVE STRATEGY TRAINING TO ENHANCE EFL STUDENTS ORAL PRESENTATION SKILL Christina Innocenti Tumiar Panggabean; Risa Triassanti
English Education:Journal of English Teaching and Research Vol 5 No 1 (2020): Baohuan Zhang
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (119.537 KB) | DOI: 10.29407/jetar.v5i1.14324

Abstract

Doing oral presentation has been a common classroom activity for university students including EFL students for almost any subject they are taking, but the writer found that students still had problems with their presentation and could not do their presentation effectively. In order to do the task successfully, students need metacognitive skill because they need to think about the task, plan for the task, monitor the task, and evaluate how well they have done the task. To reach this purpose, teachers need to facilitate the process through strategy instruction, especially metacognitive strategy instruction. By applying metacognitive strategies, students will be more aware of the importance of their active role in their learning. This paper is intended to present metacognitive strategy instruction adopting Oxford’ metacognitive strategies to enhance EFL students’ oral presentation skill in their speaking class and the students’ responses toward the strategy instruction. Based on the analysis of the students’ performance, video recording, teacher evaluation, self evaluation, peer evaluation, and written reflection, they have done their oral presentation better, and they had positive responses toward metacognitive instruction and became more aware of themselves as learners who are responsible for their success. Keywords: EFL students, Oral presentation skill, metacognitive strategy training
Strategi Pembelajaran Bahasa Siswa EFL Pada Kelas Argumentative Writing di UNIROW Tuban Iqlima, Putri Amifalahiya; Sofia, Rissa; Triassanti, Risa; Panggabean, Christina Innocenti Tumiar
English Education:Journal of English Teaching and Research Vol 8 No 2 (2023): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v8i2.20968

Abstract

The focus of this research is on EFL students’ language learning strategies used in Argumentative Writing class at UNIROW Tuban. It sought to determine the students’ most frequent language learning strategies and the strategies’ distinctions between students, both male and female. The descriptive qualitative was employed as the design of research for this study. The study's participants are 15 EFL students enrolled in Argumentative Writing class from English Language Education department undergraduate program of UNIROW Tuban. The questionnaire and interview data were qualitatively examined using Oxford's (1990) theories of language learning. It was identified that there were six kinds of language learning strategies used by the students, namely memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. The findings showed that in the Argumentative Writing class, both genders of students most frequently employed cognitive strategies (30,1%). Additionally, it was discovered that female students (23,5%) employed more varied language learning strategies than male students (22,5%). The cognitive strategies appear to be the finest support strategies employed in Argumentative Writing class that can overcome students' writing limitations.
Co-Authors Agus Wardhono Aulia Rahma Salsabila Budi Susatyo Budi Susatyo Christina I.T. Panggabean Christina Innocenti Tumiar Panggabean Dyah Kurniawati Hadi, Dholiful Iqlima, Putri Amifalahiya Mansur Mansur Monica Nila Sari MUTHMAINNAH Sholahudin Al Magribi Siti Helmyati Sofia, Rissa Ulfa Yuliasari Vargheese KJ Yoliete Rohmadtis