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All Journal OKARA: Jurnal Bahasa dan Sastra
Afifah Raihany
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Languange, Linguistic, Communication & Media

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LEARNER’S STRATEGIES IN LEARNING ENGLISH VOCABULARY Afifah Raihany
OKARA: Jurnal Bahasa dan Sastra Vol. 6 No. 1 (2012): OKARA: Jurnal Bahasa dan Sastra
Publisher : IAIN MADURA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ojbs.v6i1.416

Abstract

Learning does not see time and place. Learning can be done by everyone, every time and everywhere. Generally, the effectiveness of learning depends on the ways or the techniques of learning. Every learner has different competence in learning. So, there may be some differences of learning strategy between one learner and others. This learner’s choice of learning strategies, of course, affect learning outcomes in term of level and rate of achievement. So, it is necessary for learners to know what specific steps they can take to improve their learning. Thus, the objective of learning can be achieved. As a teacher, we can motivate them by letting them can choose to make the most of the learning opportunities it presents. Therefore, motivating students to learn means not only stimulating them to take an interest in and see the value of what they are learning, but also providing them guidance about how to go about learning it.
THE IMPORTANCE OF TEACHER’S WRITTEN FEEDBACK ON THE STUDENTS’ WRITING IN TEACHING LEARNING PROCESS Afifah Raihany
OKARA: Jurnal Bahasa dan Sastra Vol. 8 No. 1 (2014): OKARA: Jurnal Bahasa dan Sastra
Publisher : IAIN MADURA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ojbs.v8i1.458

Abstract

Teacher’s feedback to the student’s writing is vital for improving both teaching and learning process. It enables the teachers to find out to what extent they have been successful in their teaching and what they need to do to make their teaching more effective. Feedback also influences learning in that it provides an opportunity for learners mainly EFL learners to know what they need to do in order to improve. Unfortunately, the teachers’ responses to the student’ writing is sometimes neglected. In other words, they may pay little attention to the students’ views or opinions about forms/ types of teachers’ feedback they receive. Thus, the teachers do not know the students’ problems in responding to the teachers’ feedback and they do not know the students’ views of what forms and types of response the students prefer or even the teachers do not know much how to react in order to help the students process feedback successfully.
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