Alfan Zuhairi | State University of Malang (original) (raw)
Papers by Alfan Zuhairi
The research addresses three research objectives: (1) to identify learning strategies of writing ... more The research addresses three research objectives: (1) to identify learning strategies of writing skill used by senior high school students in Indonesia, (2) to measure the extent of use of the strategy categories, and (3) to study the differences in the use of the strategies by successful and less successful learners. The subjects of the study were 766 second year senior high school students in East Java, Indonesia. They were asked to complete a questionnaire of strategies of learning writing skill and a self-assessment. The results of the data analysis using Principal Component Analysis yielded twelve components with an initial eigenvalue greater than 1, explaining a cumulative variance of strategies 57.68%. The component matrix was rotated using Varimax with Keiser Normalisation Method and the resulting factors were then treated as posteriori strategy categories and named self-monitoring, language-focusing, planning, metacognitive affective, cognitive compensation, self-evaluating, social process-focusing, authentic practicing, meaning-focusing, vocabulary developing, metacognitive commencement, and mental processing strategies. All of these strategies were used at the moderate frequency level. Finally, successful learners reported using the strategies more frequently than less successful learners did. . EFL Students" writing strategies in Saudi Arabian ESP writing classes: Perspectives on learning strategies in self-access language learning. Studies in 3(4), 407-422. Amer, M. (2013). The effect of explicit instruction in expository text structure on the writing performance of Arab EFL university students.
The research addresses three research objectives: (1) to identify learning strategies of writing ... more The research addresses three research objectives: (1) to identify learning strategies of writing skill used by senior high school students in Indonesia, (2) to measure the extent of use of the strategy categories, and (3) to study the differences in the use of the strategies by successful and less successful learners. The subjects of the study were 766 second year senior high school students in East Java, Indonesia. They were asked to complete a questionnaire of strategies of learning writing skill and a self-assessment. The results of the data analysis using Principal Component Analysis yielded twelve components with an initial eigenvalue greater than 1, explaining a cumulative variance of strategies 57.68%. The component matrix was rotated using Varimax with Keiser Normalisation Method and the resulting factors were then treated as posteriori strategy categories and named self-monitoring, language-focusing, planning, metacognitive affective, cognitive compensation, self-evaluating, social process-focusing, authentic practicing, meaning-focusing, vocabulary developing, metacognitive commencement, and mental processing strategies. All of these strategies were used at the moderate frequency level. Finally, successful learners reported using the strategies more frequently than less successful learners did. . EFL Students" writing strategies in Saudi Arabian ESP writing classes: Perspectives on learning strategies in self-access language learning. Studies in 3(4), 407-422. Amer, M. (2013). The effect of explicit instruction in expository text structure on the writing performance of Arab EFL university students.
The research addresses three research objectives: (1) to identify learning strategies of writing ... more The research addresses three research objectives: (1) to identify learning strategies of writing skill used by senior high school students in Indonesia, (2) to measure the extent of use of the strategy categories, and (3) to study the differences in the use of the strategies by successful and less successful learners. The subjects of the study were 766 second year senior high school students in East Java, Indonesia. They were asked to complete a questionnaire of strategies of learning writing skill and a self-assessment. The results of the data analysis using Principal Component Analysis yielded twelve components with an initial eigenvalue greater than 1, explaining a cumulative variance of strategies 57.68%. The component matrix was rotated using Varimax with Keiser Normalisation Method and the resulting factors were then treated as posteriori strategy categories and named self-monitoring, language-focusing, planning, metacognitive affective, cognitive compensation, self-evaluating, social process-focusing, authentic practicing, meaning-focusing, vocabulary developing, metacognitive commencement, and mental processing strategies. All of these strategies were used at the moderate frequency level. Finally, successful learners reported using the strategies more frequently than less successful learners did. . EFL Students" writing strategies in Saudi Arabian ESP writing classes: Perspectives on learning strategies in self-access language learning. Studies in 3(4), 407-422. Amer, M. (2013). The effect of explicit instruction in expository text structure on the writing performance of Arab EFL university students.
Incorporating theories of language learning strategies and theories of speaking strategies, the p... more Incorporating theories of language learning strategies and theories of speaking strategies, the present study posed three research objectives: (1) identifying the categories of strategies of learning speaking skill employed by EFL learners of Indonesian senior high schools, (2) measuring the intensity of use of each strategy category, and (3) comparing the use of the identified strategies by successful and less successful students. The subjects were 743 second year students, selected from eleven senior high schools in East Java, Indonesia. They were asked to complete a seventy item questionnaire assessing their strategies of learning English speaking skill and a ten item self-assessment measuring their speaking competence. The Principal Component Analysis (PCA) revealed eleven categories of strategies, including cognitive interaction maintenance, self-improvement, self-evaluation, fluency-oriented, metacognitive planning, time gaining, resources-based, compensation, interpersonal, affective, and memory strategies, which all together accounted for 54.50% of variance of English speaking skill learning strategies. Further analyses revealed that learners employed the overall learning strategies of speaking at the moderate level (M=3.17), with resources-based strategies being the most intensively used (M=3.46) and self-improvement strategies (M= 2.83) being the least frequently employed. Finally, the present study found that successful learners reported using the eleven categories of strategies significantly more frequently than less successful learners did. The results of this study imply the need of explicit strategies-based instruction for developing students’ speaking skill, particularly for the less successful students.
The research addresses three research objectives: (1) to identify learning strategies of writing ... more The research addresses three research objectives: (1) to identify learning strategies of writing skill used by senior high school students in Indonesia, (2) to measure the extent of use of the strategy categories, and (3) to study the differences in the use of the strategies by successful and less successful learners. The subjects of the study were 766 second year senior high school students in East Java, Indonesia. They were asked to complete a questionnaire of strategies of learning writing skill and a self-assessment. The results of the data analysis using Principal Component Analysis yielded twelve components with an initial eigenvalue greater than 1, explaining a cumulative variance of strategies 57.68%. The component matrix was rotated using Varimax with Keiser Normalisation Method and the resulting factors were then treated as posteriori strategy categories and named self-monitoring, language-focusing, planning, metacognitive affective, cognitive compensation, self-evaluating, social process-focusing, authentic practicing, meaning-focusing, vocabulary developing, metacognitive commencement, and mental processing strategies. All of these strategies were used at the moderate frequency level. Finally, successful learners reported using the strategies more frequently than less successful learners did. . EFL Students" writing strategies in Saudi Arabian ESP writing classes: Perspectives on learning strategies in self-access language learning. Studies in 3(4), 407-422. Amer, M. (2013). The effect of explicit instruction in expository text structure on the writing performance of Arab EFL university students.
The research addresses three research objectives: (1) to identify learning strategies of writing ... more The research addresses three research objectives: (1) to identify learning strategies of writing skill used by senior high school students in Indonesia, (2) to measure the extent of use of the strategy categories, and (3) to study the differences in the use of the strategies by successful and less successful learners. The subjects of the study were 766 second year senior high school students in East Java, Indonesia. They were asked to complete a questionnaire of strategies of learning writing skill and a self-assessment. The results of the data analysis using Principal Component Analysis yielded twelve components with an initial eigenvalue greater than 1, explaining a cumulative variance of strategies 57.68%. The component matrix was rotated using Varimax with Keiser Normalisation Method and the resulting factors were then treated as posteriori strategy categories and named self-monitoring, language-focusing, planning, metacognitive affective, cognitive compensation, self-evaluating, social process-focusing, authentic practicing, meaning-focusing, vocabulary developing, metacognitive commencement, and mental processing strategies. All of these strategies were used at the moderate frequency level. Finally, successful learners reported using the strategies more frequently than less successful learners did. . EFL Students" writing strategies in Saudi Arabian ESP writing classes: Perspectives on learning strategies in self-access language learning. Studies in 3(4), 407-422. Amer, M. (2013). The effect of explicit instruction in expository text structure on the writing performance of Arab EFL university students.
The research addresses three research objectives: (1) to identify learning strategies of writing ... more The research addresses three research objectives: (1) to identify learning strategies of writing skill used by senior high school students in Indonesia, (2) to measure the extent of use of the strategy categories, and (3) to study the differences in the use of the strategies by successful and less successful learners. The subjects of the study were 766 second year senior high school students in East Java, Indonesia. They were asked to complete a questionnaire of strategies of learning writing skill and a self-assessment. The results of the data analysis using Principal Component Analysis yielded twelve components with an initial eigenvalue greater than 1, explaining a cumulative variance of strategies 57.68%. The component matrix was rotated using Varimax with Keiser Normalisation Method and the resulting factors were then treated as posteriori strategy categories and named self-monitoring, language-focusing, planning, metacognitive affective, cognitive compensation, self-evaluating, social process-focusing, authentic practicing, meaning-focusing, vocabulary developing, metacognitive commencement, and mental processing strategies. All of these strategies were used at the moderate frequency level. Finally, successful learners reported using the strategies more frequently than less successful learners did. . EFL Students" writing strategies in Saudi Arabian ESP writing classes: Perspectives on learning strategies in self-access language learning. Studies in 3(4), 407-422. Amer, M. (2013). The effect of explicit instruction in expository text structure on the writing performance of Arab EFL university students.
Incorporating theories of language learning strategies and theories of speaking strategies, the p... more Incorporating theories of language learning strategies and theories of speaking strategies, the present study posed three research objectives: (1) identifying the categories of strategies of learning speaking skill employed by EFL learners of Indonesian senior high schools, (2) measuring the intensity of use of each strategy category, and (3) comparing the use of the identified strategies by successful and less successful students. The subjects were 743 second year students, selected from eleven senior high schools in East Java, Indonesia. They were asked to complete a seventy item questionnaire assessing their strategies of learning English speaking skill and a ten item self-assessment measuring their speaking competence. The Principal Component Analysis (PCA) revealed eleven categories of strategies, including cognitive interaction maintenance, self-improvement, self-evaluation, fluency-oriented, metacognitive planning, time gaining, resources-based, compensation, interpersonal, affective, and memory strategies, which all together accounted for 54.50% of variance of English speaking skill learning strategies. Further analyses revealed that learners employed the overall learning strategies of speaking at the moderate level (M=3.17), with resources-based strategies being the most intensively used (M=3.46) and self-improvement strategies (M= 2.83) being the least frequently employed. Finally, the present study found that successful learners reported using the eleven categories of strategies significantly more frequently than less successful learners did. The results of this study imply the need of explicit strategies-based instruction for developing students’ speaking skill, particularly for the less successful students.