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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa English Education Journal Proceedings of Annual International Conference Syiah Kuala University - Social Sciences Chapter AL-TA´LIM Lingua Cultura Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah IJEE (Indonesian Journal of English Education) Englisia Journal Celt: A Journal of Culture, English Language Teaching & Literature EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English EDULITE: Journal of English Education, Literature and Culture ETERNAL(english, teaching, learning, and Research Journal) Jurnal Ilmiah Peuradeun LLT Journal: A Journal on Language and Language Teaching Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran Indonesian Journal of Learning and Instruction Getsempena English Education Journal At-Ta'dib: Jurnal Ilmiah Prodi Pendidikan Agama Islam Al-Ta'lim IJELR: International Journal of Education, Language, and Religion Getsempena English Education Journal SAGA: Journal of English Language Teaching and Applied Linguistics Journal of Innovation in Educational and Cultural Research JL3T (Journal of Linguistics, Literature and Language Teaching) Jurnal Sosiohumaniora Kodepena (JSK) Linguistics and Literature Journal Proceedings of International Conference on Multidiciplinary Research New Language Dimensions English Language Study and Teaching Journal (ELASTE) Prosiding Seminar Nasional Universitas Serambi Mekkah JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education Jurnal Kolaborasi Akademika
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Journal : Lingua Cultura

“Watching English Movie Helps Me!”: Language Exposure and Metacognitive Awareness on TOEFL Fata, Ika Apriani; Mutia, Nyak
Lingua Cultura Vol 11, No 1 (2017): Lingua Cultura Vol. 11 No. 1
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v11i1.1624

Abstract

This research was conducted to investigate the correlation between metacognitive and language exposure to TOEFL of reading section. The framework of metacognitive was promoted by Veenman et al. and the model of language exposure was promoted by Magno et al. (2009). This research implemented a descriptive qualitative study. The questionnaire and rubricof metacognitive were applied as research instruments respectively. Furthermore, ten freshmen at Syiah Kuala University from various majors considered as strategic readers whose TOEFL score ranges of 400 above. It is prominently revealed that language exposures have a contribution for strategic readers in answering TOEFL in the reading section, in particular,media exposure. The respondents have a tendency to seek out the media availability as the major side on mastering reading TOEFL meanwhile language exposure at home is the lowest impact on students. In addition, metacognitive awareness has an impact on students’ performance in answering reading test of TOEFL the metacognition implementation, the students are eventually categorized on knowledge regulation in which the students relate the knowledge of TOEFL into planning, implementing strategies or information management, monitoring, correcting/debugging, and evaluating comprehension. It is assumed that this study has weakness on informants taken therefore as further studies, the researcher trigger to probe students of 500 TOEFL score above to investigate their learning strategy and language exposures accordingly.
“Watching English Movie Helps Me!”: Language Exposure and Metacognitive Awareness on TOEFL Ika Apriani Fata; Nyak Mutia
Lingua Cultura Vol. 11 No. 1 (2017): Lingua Cultura Vol. 11 No. 1
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v11i1.1624

Abstract

This research was conducted to investigate the correlation between metacognitive and language exposure to TOEFL of reading section. The framework of metacognitive was promoted by Veenman et al. and the model of language exposure was promoted by Magno et al. (2009). This research implemented a descriptive qualitative study. The questionnaire and rubricof metacognitive were applied as research instruments respectively. Furthermore, ten freshmen at Syiah Kuala University from various majors considered as strategic readers whose TOEFL score ranges of 400 above. It is prominently revealed that language exposures have a contribution for strategic readers in answering TOEFL in the reading section, in particular,media exposure. The respondents have a tendency to seek out the media availability as the major side on mastering reading TOEFL meanwhile language exposure at home is the lowest impact on students. In addition, metacognitive awareness has an impact on students’ performance in answering reading test of TOEFL the metacognition implementation, the students are eventually categorized on knowledge regulation in which the students relate the knowledge of TOEFL into planning, implementing strategies or information management, monitoring, correcting/debugging, and evaluating comprehension. It is assumed that this study has weakness on informants taken therefore as further studies, the researcher trigger to probe students of 500 TOEFL score above to investigate their learning strategy and language exposures accordingly.