Metacognitive and Cognitive Strategies Employed by Proficient Junior High School Students of Fitrah Islamic World Academy in English

Abstract

This research explores the metacognitive and cognitive strategies employed by proficient junior high school students at Fitrah Islamic World Academy an international Islamic boarding school to enhance their English language proficiency. While, extensive research has examined these strategies in various educational contexts, a gap remains in understanding how high-performing students specifically utilize these strategies to succeed. The study aims to address this gap by identifying and analysing the most effective strategies used by students with TOEFL scores above 500. A descriptive qualitative research design was employed, involving in-depth interviews with selected students. The data was analysed to identify the most frequently used strategies, focusing on both metacognitive and cognitive processes. The findings reveal that proficient students rely heavily on metacognitive strategies such as planning, monitoring, and evaluating their learning, alongside adaptability in their study habits. Cognitive strategies, including repetition, summarization, and creative learning techniques, also play a significant role in enhancing language acquisition. These findings suggest that integrating these strategies into English language instruction can promote more personalized learning experiences, allowing students to become more autonomous learners. Future research could explore how these strategies can be adapted for students with varying proficiency levels to further enhance learning outcomes.