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All Journal Jurnal Dimensi Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris Dinamisia: Jurnal Pengabdian Kepada Masyarakat Lectura : Jurnal Pendidikan Minda Baharu Journal of English Teaching and Applied Linguistics (JETAL) SIMBIOSA JOLLT Journal of Languages and Language Teaching LINGUISTIK TERAPAN
Erwin Ashari, Erwin
Pendidikan Bahasa Inggris, FKIP, Universitas Riau Kepulauan
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Lectura : Jurnal Pendidikan

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Developing University Students’ Speaking Skill through Metacognitive Strategies Sari, Pradita Resdiana; Sinaga, Juwita Boneka; Ashari, Erwin
Lectura : Jurnal Pendidikan Vol. 16 No. 1 (2025): Lectura: Jurnal Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/lectura.v16i1.25294

Abstract

Speaking is a critical communication skill that requires real-time cognitive and metacognitive processes. Metacognitive strategies, including planning, monitoring, and evaluation, have been recognized for their role in enhancing language skills and fostering learner autonomy. Despite extensive studies on language learning strategies, their specific impact on speaking proficiency remains underexplored. This study aims to investigate the role of metacognitive strategies in improving the speaking skills of first-semester students. It also seeks to explore how these strategies can foster learner autonomy and reduce speaking-related anxiety. A quasi-experimental design was employed, involving 30 first semester EFL students divided into experimental and control groups. The experimental group received explicit training in metacognitive strategies, while the control group followed traditional speaking practices. The results revealed significant improvements in the experimental group’s speaking proficiency, particularly in fluency, pronunciation, and vocabulary use. The experimental group also demonstrated higher levels of self-awareness and confidence compared to the control group. These outcomes substantiate the effectiveness of metacognitive strategies in enhancing speaking skills and promoting learner autonomy. This study concludes that integrating metacognitive strategies into speaking instruction benefits learners by improving speaking proficiency and reducing anxiety. Incorporating these strategies into teaching practices can support learners in achieving greater autonomy and confidence in language acquisition.
The Implementation of Cognitive and Metacognitive in Critical Listening Skill through a Short Video Susanti, Susanti; Sinaga, Juwita Boneka; Ashari, Erwin
Lectura : Jurnal Pendidikan Vol. 16 No. 1 (2025): Lectura: Jurnal Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/lectura.v16i1.25295

Abstract

The development of critical listening skills is essential for university students to engage effectively with complex academic content, fostering higher-order thinking and problem-solving abilities. Critical listening involves actively analyzing, synthesizing, and evaluating information. This study explores the integration of cognitive and metacognitive strategies to enhance critical listening among third-semester students. Cognitive strategies focus on mental processes, while metacognitive strategies involve self-regulation and reflection. Multimedia tools, particularly short videos, offer dynamic platforms to facilitate active engagement and critical thinking. Research suggests that multimedia learning increases metacognitive awareness and deepens cognitive processing. The study further examines discovery learning's role, which emphasizes metacognitive strategies to promote autonomous learning and critical thinking. Despite growing interest in multimedia's impact on language learning, limited research addresses the integration of short videos with cognitive and metacognitive strategies for developing critical listening. This study aims to fill this gap by highlighting the potential of multimedia-supported strategies to enhance students' critical listening competence, fostering their academic success and reflective learning processes.
Co-Authors Albert Efendi Pohan Alfajri, Desman Alsamiri, Yasir Ayed Amrullah Rasal Arianto, Dian Aznedra Aznedra Beni, Ramdhan Ciptono Ciptono Ciptono Ciptono, Ciptono Dahrul Aman Harahap Devi Windari, Devi Dian Arianto Dini Anggraini Dini Anggraini, Dini Dwi Septawinarti Ervin Nora Susanti Fauziah Syamsi, Fauziah Febrika Meylani Irwanda Putri hasibuan, Miftah amalia Herningtyas, Tuti Juli Rachmadani Hasibuan Juwita Boneka Sinaga Kirmadi Kirmadi Linayati Lestari, Linayati MAJID, TUZHARA RAMADHANTY Marida Hannum Harahap Marito, Setia Medi Heryanto Muhammad Faizal A. Ghani Nailul Himmi Hasibuan, Nailul Himmi Nur Ainun Putri, Asa Ismita Rahman Hasibuan, Rahman Ramdani Ramdani Ramses Firdaus, Ramses Ramses Ramses Riyanto Riyanto Rona Tanjung Sari, Hartika Sari, Pradita Resdiana Seftia Azrianti Shalehoddin Shalehoddin Shalehoddin Shalehoddin Shalehoddin Shalehoddin Shalehoddin Shalehoddin, Shalehoddin Susanti Susanti Syamsir Hasibuan T. Munzir Tuti Herningtyas Warno Edi Widodo Ismanto Wiryawan, Mahardika Yarsi Efendi, Yarsi