The Effect of Cognitive and Metacognitive Learning Strategies in Maharah Qiraah based on Oxford's Strategy Inventory for Language on Students’ Learning Outcomes

Zunairoh, Yuyun (2023) The Effect of Cognitive and Metacognitive Learning Strategies in Maharah Qiraah based on Oxford's Strategy Inventory for Language on Students’ Learning Outcomes. Arabiyatuna, 7 (1). pp. 257-276. ISSN P-ISSN: 2580-5045, E-ISSN: 2580-5053

Text 6530-25103-2-PB.pdf Download (707kB)

Abstract

This study aimed to reveal the use of cognitive and metacognitive strategies by students in maharah qiraah and to compare such strategies with the success of their learning. Hence, the results can describe the differences in learning outcomes among students using cognitive and metacognitive strategies. This study also sought to get an overview of the cognitive and metacognitive practices in maharah qiraah. Such practices of learning strategies certainly got some modifications. This research was descriptive-quantitative. The instruments used were 1) a questionnaire adapted from Oxford’s Strategy Inventory for Language Learning; and 2) follow-up interview to explore the cognitive and metacognitive practices. The conclusion was that 62.9% of the students used metacognitive; 17.74% of the students used cognitive; and 19.36% of the students used both cognitive and metacognitive. The questionnaire data were continuously processed by reviewing students’ average scores in maharah qiraah. The students using metacognitive strategies obtained a score of 86.15, while those using cognitive strategies obtained a score of 87.73. Subsequently, thos using both strategies received a score of 85.58. It was concluded that there was no difference in learning outcomes between students who used cognitive, metacognitive, or both strategies. From interview findings, there were several variations in the use of cognitive and metacognitive learning strategies used by students. Cognitive strategies consisted of identifying words and marking them, speed reading to get an outline or main idea, translating, reading repeatedly, using dictionaries and several other sources, analyzing, and reasoning. In the meantime, metacognitive strategies were carried out consciously by focusing attention, organizing alongside planning learning processes, monitoring, and evaluating learning processes. This study has implications to provide an overview of the development of practical forms of cognitive and metacognitive learning strategies so such strategies can be adapted by other language learners.

Item Type:	Article
Subjects:	20 LANGUAGE, COMMUNICATION AND CULTURE > 2004 Linguistics > 200401 Applied Linguistics and Educational Linguistics
Divisions:	Dosen IAIN Kediri
Depositing User:	Muhamad Hamim
Date Deposited:	04 May 2023 02:45
Last Modified:	04 May 2023 02:45
URI:	http://repository.iainkediri.ac.id/id/eprint/959

Actions (login required)

View Item