Underpinning EFL Students’ Speaking Skill Through Affective and Social Language Learning Strategy at University in Indonesia
- 10.2991/assehr.k.220103.022How to use a DOI?
- speaking skill; affective strategy; social strategy
This study focuses on how students reveal the affective and social strategy. There were 27 students in the 6th semester of English education study program at Universitas PGRI Madiun, Indonesia. The results show that the male is 22,2% and female is 77, 8%. The students’ perspectives towards the affective strategy in motivating and reinforcing themselves to elevate and enhance their speaking skill through; -trying to love English, -watching movies without subtitle, -be yourself and be confident, -keep on learning, want to join an international program, reading a lot of articles and books in English, -trying to speak alone at home, -watching vlog in YouTube. The elaboration on the social strategy (in the classroom) to support their speaking skill through;-talking with them using English, -having a presentation I have to speak English, - asking my friends using English when we are talking in the class, -using English in daily conversations, -starting a conversation using the English language, -talking with the lecturer in English, -chatting in social media like WhatsApp in English for practicing, although it does not always use English, -inviting my friends who want to improve the skill of their speaking to make the discussion group.
- © 2022 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - Fitra Pinandhita AU - Gunarhadi AU - Mohd. Hanafi bin Mohd Yasin AU - Munawir Yusuf PY - 2022 DA - 2022/01/06 TI - Underpinning EFL Students’ Speaking Skill Through Affective and Social Language Learning Strategy at University in Indonesia BT - Proceedings of the 2nd International Conference on Education and Technology (ICETECH 2021) PB - Atlantis Press SP - 138 EP - 151 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.220103.022 DO - 10.2991/assehr.k.220103.022 ID - Pinandhita2022 ER -