Investigating Indonesian EFL Learners’ Cognitive Language Learning Strategy Within Blended Learning In The Covid-19 Pandemic
Keywords:
Indonesian EFL, Cognitive Language Learning Strategy, Blended LearningAbstract
The pandemic outbreaks enforce students do learning much harder through blended and proper strategy. Cognitive language learning is one of strategy that applied by Indonesian learners in overcoming to cope all English subjects within online blended tool. This study focused on the learners’ preparation and live-process on implementing cognitive strategy on the blended learning classroom. The writers used a qualitative approach empowers by atlas.ti8 with 35 participants of English education study program at Universitas PGRI Semarang, Indonesia and instrumented by observation. Open – ended interview and questionnaire. The result shows the investigation that learners’ preparation are: software of learning, hardware of learning, environment of learning, and time of learning. Otherwise, the learners’ cognitive strategy in blended learning are; listening lecturers’ presentation, watching lecturers’ video presentation. The discussion reveals that Indonesian learners mostly have hardware learning as major need in joining blended classroom, but they don’t have any good preparation on software learning since some of them are not payless. During the pandemic, most of students likely do cognitive strategy through prefer listening to lecturer’s presentation since they might listen while doing anything else (not academic matters). Writers conclude that having English blended classroom learners should consider and provide laptop, smartphone, zoom apps, google meet apps, Wi-Fi, to support their cognitive classroom activities; listening, watching, and presenting materials. We suggest that fulfilling of the well preparation and well joined the English classroom make EFL learners get the knowledge maximally
References
Afshar, H. S., & Movassagh, H. (2017). On the relationship among critical thinking, language learning strategy use and university achievement of Iranian English as A foreign language majors. The Language Learning Journal, 45(3), 382-398.
Affini, L. N., Setyorini, A., & Susanto, D. A. (2019). A syllabus design to enhance vocabulary and reading skills in computer assisted language learning.
Albiladi, W. S., & Alshareef, K. K. (2019). Blended learning in English teaching and learning: A review of the current literature. Journal of Language Teaching and Research, 10(2), 232-238.
Alsied, S. M., Ibrahim, N. W., & Pathan, M. M. (2018). The use of grammar learning strategies by Libyan EFL learners at Sebha University. ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, 1(1), 37–51.
Anita, Y., & Susanto, D. A. (2013). The teaching analysis of reading comprehension: a case of the eight grade students of SMP PGRI 01 semarang. ETERNAL (English Teaching Journal), 4(1).
Anthony, B., Kamaludin, A., Romli, A., Raffei, A. F. M., Nincarean, A., L Eh Phon, D., & Baba, S. (2019). Exploring the role of blended learning for teaching and learning effectiveness in institutions of higher learning: An empirical investigation. education and information technologies, 24(6), 3433-3466.
Ardhiani, C., Setiyaji, A., Sodiq, J., & Susanto, D. A. (2021). Using hand puppets as media to improve students’ speaking skill through narrative text: a case of eighth students of SMP N 16 Semarang in academic year of 2016/2017. ETERNAL (English Teaching Journal), 12(1).
Baragash, R. S., & Al-Samarraie, H. (2018). Blended learning: investigating the influence of engagement in multiple learning delivery modes on students’ performance. Telematics and Informatics, 35(7), 2082-2098.
Bouilheres, F., Le, L. T. V. H., McDonald, S., Nkhoma, C., & Jandug-Montera, L. (2020). Defining student learning experience through blended learning. education and information technologies, 25(4), 3049-3069.
Cahyadi, A., Susanto, D. A., & Wekke, I. S. (2021). Obstacles and challenges of information technology application on the online lecturing during covid19 pandemic outbreaks. Psychology and Education, 58(3), 1070-1077.
Coyne, E., Rands, H., Frommolt, V., Kain, V., Plugge, M., & Mitchell, M. (2018). Investigation of blended learning video resources to teach health students clinical skills: an integrative review. Nurse Education Today, 63, 101-107.
Ellis, R. A., Pardo, A., & Han, F. (2016). Quality in blended learning environments–significant differences in how students approach learning collaborations. Computers & Education, 102, 90-102.
Fathoni, A. F. (2018). The Role of blended learning on cognitive step in education of sport teaching by adjusting the learning style of the students. 12(Isphe), 208–213. https://doi.org/10.2991/isphe-18.2018.49
Gilakjani, A. P., & Sabouri, N. B. (2016). Learners’ listening comprehension difficulties in english language learning: a literature review., 9(6), 123-133. English Language Teaching, 9(6), 123–133.
Griffiths, C. (2007). Language learning strategies: students’ and teachers’ perceptions. ELT Journal, 61, 91–99.
Griffiths, Carol, & Oxford, R. L. (2014). The twenty-first century landscape of language learning strategies: introduction to this special issue. System, 43(1), 1–10. https://doi.org/10.1016/j.system.2013.12.009
Griffiths, C., & Oxford, R. L. (2014). The twenty-first century landscape of language learning strategies: Introduction to this special issue. System, 43, 1-10.
Halverson, L. R., & Graham, C. R. (2019). Learner engagement in blended learning environments: a conceptual framework. online learning, 32(2), 145-178.
Hardan, A. A. (2013). Language learning strategies: A general overview. Procedia-Social and Behavioral Sciences, 106, 1712-1726.
Hashemi, A., & Si Na, K. (2020). The Effects of Using Blended Learning in Teaching and Learning English: A Review of Literature. Online Submission, 18, 173-179.
Hidayat, N., & Susanto, D. A. (2018). A Qualitative Study Of EFL English Teacher’s Perceptions Towards Teaching Vocabulary Using Word Games For Junior High Schools In Semarang Central Java: To Use Or To Reject?.
Hockly, N. (2018). Blended learning. Elt Journal, 72(1), 97-101.
Jaekel, N. (2020). Language learning strategy use in context: the effects of self-efficacy and clil on language proficiency. international review of applied linguistics in language teaching, 58(2), 195–220.
Lee, C. K. (2010). An overview of language learning strategies. Annual Review of Education, Communication & Language Sciences, 7.
Lestari, M., & Wahyudin, A. Y. (2020). Language learning strategies of undergraduate EFL students. Journal of English Language Teaching and Learning, 1(1), 25-30.
Magfiroh, R., Susanto, D. A., & Setyorini, A. (2022, September). The Application of Teaching Students’ Speaking Skill through Role Play. In Undergraduate Conference on Applied Linguistics, Linguistics, and Literature (Vol. 2, No. 1, pp. 232-244).
Maria, Y. W., Nur, H., & Dias, A. S. (2019, January). A Qualitative Study of Efl English Teacher’s Perceptions Towards Teaching Vocabulary Using Word Games for Junior High Schools on Semarang Central Java: to Use Or to Reject?. In 1st International Conference on Education and Social Science Research (ICESRE 2018) (pp. 170-175). Atlantis Press.
Martínez, J. J. R., Pérez, M. L. V., & Navarrete, J. H. (2016). Language learning strategy use by Spanish EFL students: The effect of proficiency level, gender, and motivation. revista de investigación educativa, 34(1), 133–149.
Obergriesser, S., & Stoeger, H. (2020). Students’ emotions of enjoyment and boredom and their use of cognitive learning strategies–how do they affect one another? Learning and Instruction, 66.
Oweis, T. I. (2018). Effects of using a blended learning method on students’ achievement and motivation to learn English in Jordan: A pilot case study. education research international.
Oxford, R. . (2003). Language learning styles and strategies: an overview. Learning Styles & Strategies/Oxford.
Oxford, R. L. (2018). Language learning strategies. The Cambridge guide to learning English as a second language, 81-90.
Philipsen, B., Tondeur, J., Roblin, N. P., Vanslambrouck, S., & Zhu, C. (2019). Improving teacher professional development for online and blended learning: a systematic metaaggregative review. Educational Technology Research and Development, 1–30.
Pratolo, B. W. (2019). How would our students like to be corrected?: a study on learners’beliefs about language learning strategy. Humanities & Social Sciences Reviews, 7(3), 274-281.
Purnama, A. F. D., Susanto, D. A., & Suwarti, T. S. (2021, October). Exploring the Scaffolding Technique in Teaching Recount Text:: A Case Study in SMP Negeri 5 Jepara. In Undergraduate Conference on Applied Linguistics, Linguistics, and Literature (Vol. 1, No. 1, pp. 38-49).
Rafiola, R. H., Setyosari, P., Radjah, C. L., & Ramli, M. (2020). The effect of learning motivation, self-efficacy, and blended learning in students’ achievement in the industrial revolution 4.0. International Journal of Emerging Technologies in Learning, 15(8), 71–82. https://doi.org/10.3991/ijet.v15i08.12525
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: a systematic review. Computers & Education, 144.
Setiyadi, A. (2016). How successful learners employ learning strategies in an efl setting in the indonesian context. English Language Teaching, 9(8), 28–38.
Susanto, D. A. (2017). Teachers’ perceptions towards teaching writing using word games; the case study of junior high schools in Semarang, central java, Indonesia.
Sriwichai, C. (2020). Students' Readiness and Problems in Learning English through Blended Learning Environment. Asian Journal of Education and Training, 6(1), 23-34.
Taheri, H., Sadighi, F., Bagheri, M. S., & Bavali, M. (2019). EFL learners’ l2 achievement and its relationship with cognitive intelligence, emotional intelligence, learning styles, and language learning strategies. Cogent Education, 6(1).
Tomlinson, B., & Whittaker, C. (2013). Blended learning in English language teaching. London: British Council, 252.
Varthis, S., & Anderson, O. R. (2018). Students’ perceptions of a blended learning experience in dental education. European Journal of Dental Education, 22(1), e-35-e41.
Yosephine, M., & Susanto, D. A. (2018, February). The profile of enhancing students’ writing skill using word games; the case study of junior high schools in Semarang, central java, Indonesia. in seminar Nasional Semitra ii pbsi 2017.
