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All Journal Englisia Journal Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Nur Akmaliyah, Nur
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Humanities Education Languange, Linguistic, Communication & Media Other

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The Students’ Learning Strategies in Listening Section of Paper-Based TOEFL Tests Akmaliyah, Nur; Hasanah, Uswatun
JETLEE : Journal of English Language Teaching, Linguistics, and Literature Vol. 4 No. 2 (2024): Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Publisher : JETLEE: Journal of English Language Teaching, Linguistics, and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jetlee.v4i2.1994

Abstract

This study aimed to identify the learning strategies utilized by students in the English Department of UIN Ar-Raniry during the listening section of paper-based TOEFL tests, determine the predominant learning strategy among these students, and explore the differences in the strategies employed by those who achieved the highest and lowest scores in the listening section of the tests. The study's population comprised 224 students from the English Department of the Faculty of Education and Teacher Training of UIN Ar-Raniry who had completed paper-based TOEFL tests. The purposive sampling technique was employed to select the sample of forty students with the highest and lowest scores in the listening section of paper-based TOEFL tests for this study. The research methods employed included document analysis, questionnaires, and interviews. The questionnaire items in this study were adapted from SILL (The Strategy Inventory for Language Learning) developed by Oxford. The study's findings indicate that students utilize diverse learning strategies throughout the listening section of the TOEFL test. The strategies encompass memory-based direct strategies, cognitive direct strategies, compensation-based direct strategies, metacognitive indirect strategies, affective indirect strategies, and social indirect strategies. They implement these strategies proficiently. The predominant learning strategies employed by the majority are "organizing and evaluating your learning," categorized under metacognitive indirect strategies. They utilize these strategies to a moderate extent. Simultaneously, the majority of students with the lowest scores employed a variety of learning strategies, particularly social strategies, and demonstrated high levels of proficiency in these strategies.
THE COMPARISON OF CONVENTIONAL METAPHOR OF ANGER BETWEEN ENGLISH AND MALAY LANGUAGE AND THE IMPLICATION FOR TEACHING AND LEARNING Akmaliyah, Nur
Englisia Journal Vol 1 No 1 (2013)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v1i1.142

Abstract

Metaphor is often defined as a phrase used in an imaginative way to describe, com-prehend and conceive one thing in terms of something else. (Lakoff and Johnson, 1980) They, in addition, note that language, activity and human thought are con-ceptualized in metaphoric way. Furthermore, the metaphorical concept in thought is developed from several correlated experience. (Lakoff, 1992; Kovesces, 2005) For example, as it is explained by Lakoff, people talk about love in the way of talking about journey. Love is conceived in the way of journey is understood. Two lovers are positioned as two persons who are in traveling. Their relationship is the vehicle to gain their love expectations in the same way as destination in a journey. They use journey to conceptualize love and act of love in that way. When they find several difficulties along the way, it means that they have problems in their relationship.
Co-Authors Uswatun Hasanah