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USING METACOGNITIVE STRATEGIES IN TEACHING LISTENING TO EXPLANATION TEXT nor, hidayah
LET: Linguistics, Literature and English Teaching Journal Vol 6, No 1 (2016)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Listening is receptive skill and it is very important skill in foreign language classrooms because it provides input for the learners; by listening the students can produce language such as speaking and writing by vocabulary that they obtain from listening. Listening process has both top-down listening process that involves activation of schematic knowledge and contextual knowledge and bottom-up listening process involves prior knowledge of the language system such as phonology, grammar, and vocabulary. Metacognitive strategies is one of language learning strategies in teaching English and considered as the most essential ones in developing learnersâ skills (Anderson, 1991). It is also help the students to make language learning more successful, self-directed, and enjoyable (Oxford: 1989, p. 235). Metacognitive consists of planning for learning, thinking about the learning process as it is taking place, monitoring of ones production or comprehension, and evaluating learning after an activity is completed. This study is intended to use metacognitive strategies in teaching listening and to provide English lecturers with interesting and effective teaching strategies in enhancing the studentsâ active participation in teaching and learning process and improving studentsâ listening ability. The students use metacognitive strategies to improve their ability in listening. This study will also give additional value to the effort of increasing the quality of teaching English particularly listening in Indonesia.

TEACHING LISTENING FROM A DISCOURSE PERSPECTIVE (METACOGNITIVE STRATEGY) Nor, Hidayah
LET: Linguistics, Literature and English Teaching Journal Vol 2, No 2 (2012)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Listening is a process of activities hearing speech symbols by full attention, understanding, appreciation, and interpretation to acquire communication meaning that is delivered by the speaker through speech. Listening constitutes quite important activities in learning language. It is the basis of the learning process as a child learns language from his mother. By using metacognitive strategy, it can help students to compensate their bottom up listening processing and give students an overview of the listening process. This strategy also builds the character of the students to become competence, independent, self-confidence, creative, and responsibility that is related to character building in education in Indonesia. The strategy include extract an important detail from ongoing speech, identify the gist of a segment and then predict what will come next in a segment.

USING COOPERATIVE LEARNING IN TEACHING NARRATIVE TEXT TO IMPROVE STUDENTSâ ABILITY IN READING COMPREHENSION Nor, Hidayah
LET: Linguistics, Literature and English Teaching Journal Vol 3, No 1 (2013)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

In this study, the writer tried to teach English (reading skill) to the eighth grade students of Junior high school. The reading material that the writer taught was Narrative text based on the syllabus of English subject at the eighth grade level students. I tried to solve the problem of the eighth grade students of junior high school in reading skill particularly in this case to improve their ability in understanding narrative text. In narrative text, the students should know about generic structure (Orientation, Complication, and Resolution), language features of narrative text (using simple past tense), and also the students can get new vocabulary in learning narrative text. Finally, students are able to answer the questions based on the text correctly.Â This study using cooperative learning, means students working together to accomplish shared goals. Within cooperative activities individuals seek outcomes that are beneficial to themselves and beneficial to all other members.

ENGLISH PROFICIENCY AND METACOGNITIVE STRATEGIES USED BY ENGLISH DEPARTMENT STUDENTS AT IAIN ANTASARI BANJARMASIN Saadillah, Saadillah; Nor, Hidayah
LET: Linguistics, Literature and English Teaching Journal Vol 5, No 2 (2015)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Metacognitive strategies play important roles to develop skills in the process of learning a target language. This studyÂ investigated the metacognitive strategies and the frequency used by English Department students at IAIN Antasari Banjarmasin and determined how those metacognitive strategies were influenced by the learnersâ proficiency. 105 respondents who participated in this study were the first semester students in English Department. The subjects learned English as a foreign language and were at beginning level. The strategy use was assessed through a modified Indonesian translation version of the Strategy Inventory of Language Learning (Oxford, 1990), and the proficiency was determined by the TOEFL Test. The data were distributed and analyzed using descriptive statistics. Â It can be concluded that the use of metacognitive strategies among the three categories (low, middle, and high) is quite different which is the most frequent metacognitive strategies used by studentsâ middle category group with the MeanÂ = 4.031, followed by studentsâ high category group with the MeanÂ = 3.765, and the least metacognitive strategies used by studentsâ low category group MeanÂ = 3.091. The types of meta-cognitive strategies thatÂ used by the students, including paying attention when someone is speaking English (88%), trying to find out how to be a better learner of English (85%), having clear goals for improving English skills (82%), noticing the mistakes (82%), thinking about their progress in learning EnglishÂ (67%)Â , tryingÂ to find as many ways as they can use their EnglishÂ (59 %), planning their schedule so they will have enough time to study English (57 %),Â looking for people whom they can talk to in EnglishÂ (52 %), and looking for opportunities to read as much as possible in English (35 %).

ENGLISH PROFICIENCY AND METACOGNITIVE STRATEGIES USED BY ENGLISH DEPARTMENT STUDENTS AT IAIN ANTASARI BANJARMASIN Saadillah, Saadillah; Nor, Hidayah
LET: Linguistics, Literature and English Teaching Journal Vol 5, No 2 (2015)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Metacognitive strategies play important roles to develop skills in the process of learning a target language. This study investigated the metacognitive strategies and the frequency used by English Department students at IAIN Antasari Banjarmasin and determined how those metacognitive strategies were influenced by the learners? proficiency. 105 respondents who participated in this study were the first semester students in English Department. The subjects learned English as a foreign language and were at beginning level. The strategy use was assessed through a modified Indonesian translation version of the Strategy Inventory of Language Learning (Oxford, 1990), and the proficiency was determined by the TOEFL Test. The data were distributed and analyzed using descriptive statistics. It can be concluded that the use of metacognitive strategies among the three categories (low, middle, and high) is quite different which is the most frequent metacognitive strategies used by students? middle category group with the Mean = 4.031, followed by students? high category group with the Mean = 3.765, and the least metacognitive strategies used by students? low category group Mean = 3.091. The types of meta-cognitive strategies that used by the students, including paying attention when someone is speaking English (88%), trying to find out how to be a better learner of English (85%), having clear goals for improving English skills (82%), noticing the mistakes (82%), thinking about their progress in learning English (67%) , trying to find as many ways as they can use their English (59 %), planning their schedule so they will have enough time to study English (57 %), looking for people whom they can talk to in English (52 %), and looking for opportunities to read as much as possible in English (35 %).

USING METACOGNITIVE STRATEGIES IN TEACHING LISTENING TO EXPLANATION TEXT nor, hidayah
LET: Linguistics, Literature and English Teaching Journal Vol 6, No 1 (2016)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Listening is receptive skill and it is very important skill in foreign language classrooms because it provides input for the learners; by listening the students can produce language such as speaking and writing by vocabulary that they obtain from listening. Listening process has both top-down listening process that involves activation of schematic knowledge and contextual knowledge and bottom-up listening process involves prior knowledge of the language system such as phonology, grammar, and vocabulary. Metacognitive strategies is one of language learning strategies in teaching English and considered as the most essential ones in developing learners? skills (Anderson, 1991). It is also help the students to make language learning more successful, self-directed, and enjoyable (Oxford: 1989, p. 235). Metacognitive consists of planning for learning, thinking about the learning process as it is taking place, monitoring of one's production or comprehension, and evaluating learning after an activity is completed. This study is intended to use metacognitive strategies in teaching listening and to provide English lecturers with interesting and effective teaching strategies in enhancing the students? active participation in teaching and learning process and improving students? listening ability. The students use metacognitive strategies to improve their ability in listening. This study will also give additional value to the effort of increasing the quality of teaching English particularly listening in Indonesia.

TEACHING LISTENING FROM A DISCOURSE PERSPECTIVE (METACOGNITIVE STRATEGY) Nor, Hidayah
LET: Linguistics, Literature and English Teaching Journal Vol 2, No 2 (2012)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Listening is a process of activities hearing speech symbols by full attention, understanding, appreciation, and interpretation to acquire communication meaning that is delivered by the speaker through speech. Listening constitutes quite important activities in learning language. It is the basis of the learning process as a child learns language from his mother. By using metacognitive strategy, it can help students to compensate their bottom up listening processing and give students an overview of the listening process. This strategy also builds the character of the students to become competence, independent, self-confidence, creative, and responsibility that is related to character building in education in Indonesia. The strategy include extract an important detail from ongoing speech, identify the gist of a segment and then predict what will come next in a segment.

USING COOPERATIVE LEARNING IN TEACHING NARRATIVE TEXT TO IMPROVE STUDENTSâ€™ ABILITY IN READING COMPREHENSION Nor, Hidayah
LET: Linguistics, Literature and English Teaching Journal Vol 3, No 1 (2013)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

In this study, the writer tried to teach English (reading skill) to the eighth grade students of Junior high school. The reading material that the writer taught was Narrative text based on the syllabus of English subject at the eighth grade level students. I tried to solve the problem of the eighth grade students of junior high school in reading skill particularly in this case to improve their ability in understanding narrative text. In narrative text, the students should know about generic structure (Orientation, Complication, and Resolution), language features of narrative text (using simple past tense), and also the students can get new vocabulary in learning narrative text. Finally, students are able to answer the questions based on the text correctly. This study using cooperative learning, means students working together to accomplish shared goals. Within cooperative activities individuals seek outcomes that are beneficial to themselves and beneficial to all other members.

THE EFFECTIVENENESS OF USING PIAGET, VYGOTSKY, AND BRUNNER THEORIES IN TEACHING ENGLISH FOR YOUNG LEARNERS AT SDN KEBUN BUNGA 6 BANJARMASIN Muthmainnah, Inna; Izzatil, Nor; Nor, Hidayah
Tarbiyah : Jurnal Ilmiah Kependidikan Vol 8, No 1 (2019): Januari-Juni
Publisher : Universitas Islam Negeri Antasari Banajarmasin

To address three theories in teaching English for young learners (Piaget, Vygotsky, and Brunner), the researchers believe that an effective teaching teachniques that pay attention not only to the needs of the young learners but also to their interests are very important. This research reported our pre-experimental study on the effectiveness of using Piaget, Vygotsky, and Brunner theories in teaching English for young learners at SDN Kebun Bunga 6 Banjarmasin. There were 26 students of the fourth grade, study English at SDN Kebun Bunga 6 Banjarmasin, participated in this research. The data collected by conducting three times treatment in one class of the fourth grade, and written tests (pre-test and post-test). Findings revealed that the students got better score after the implementation of those three theories (Piaget, Vygotsky, and Brunner) in the classroom; they were very enthusiastic learned English in the classroom by interacting with the teachers and the peers. Their responses toward this activity were also positive. This research is expected to be beneficial for teachers who are interested in applying those three theories in English classroom, especially for young learners? classroom.

DEVELOPING A WORKBOOK OF BASIC LISTENING COURSE FOR THE THIRD SEMESTER STUDENTS OF ENGLISH DEPARTMENT AT IAIN ANTASARI BANJARMASIN Nor, Hidayah; Rahmah, Nur Alfa
Vision: Journal for Language and Foreign Language Learning Vol 4, No 1 (2015)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv4i11632

Work book is one of the principal necessities in the processof teaching and learning second language. A comprehensive work-book will work as step-by-step guidance both for the teacher andstudents; teacher will know what to do to transfer the knowledgeeffectively within very limited time constraint; and students will beprovided clear clue to comprehend required materials and acquirethe necessary skills. Without work book, teacher will have to thinkand work harder in every meeting to measure their studentsâ€™ needsand adapt the materials to their comprehension capacity.Third semester students of English Teaching Department ofIAIN Antasari Banjarmasin can be classifi ed as beginning learnersof English. For most students who live in a non-speaking Englishcountry such as Indonesia, listening skill is diffi cult to comprehend.Listening skills is seen not only as something valuable for itsown sake but as something that supports the growth of other as-pects of language use, such as speaking and reading. The assump-tions of teaching listening as comprehension are: listening servesthe goal of extracting meaning from messages, the learners have to be taught how to use both bottom up and top down processes inarriving at an understanding of messages, and the language of ut-terances used by speakers are temporary carriers of meaning. Oncemeaning has been identifi ed there is no further need to attend to theform of messages.Students have problems to catch the actual sounds of the for-eign language; understand every word which make them feel wor-ried and stressed; understand fast, natural native-sounding speech;keep up with all the information they get and they cannot predict.To overcome these problems teachers can help students by teachthem how to improve their listening through some skills and teachthe students by using media.Dealing with the purpose of this research in developing work-book for English listening class, the suitable design for this researchis research and development (R D).

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