English Learning Motivation Research Articles

Students’ English Learning Motivation in the Post-Pandemic Era

The research investigates students’ English learning motivation in the post-pandemic era, the factors influencing students’ English learning motivation, and students’ perceptions of the technology engagement during pandemic in motivating students’ English learning. The research uses a qualitative case study research design with 37 senior high school students of the 12th grade as the participants. The data are collected from 2 questionnaires for 37 students and an interview for three students. The data are analyzed using Miles & Huberman’s guideline. The results show that students’ motivation for learning English in the post-pandemic are in the level of moderate (65%). Meanwhile, the factors that influence students' English learning motivation are extrinsic motivation, there are (1) External Regulation, (2) Introjected Regulation, and (3) Identified Regulation. It is also found that 43% of students have moderate engagement with technology that influence their English learning which students stated that technology does not always boost their English learning motivation because they do not always engage technology in English. Thus, pandemic has given impact in students’ English learning motivation and further research are needed to investigate students’ learning process in post-pandemic era.

English learning motivation of ESL learners from ethnic, gender, and cultural perspectives in sustainable development goals

The aim of this study was to examine the English language learning motivation of Pakistani students by viewing ethnicity, gender, and culture because Pakistan is multi-ethnic and cultural country with wide dimensions. The study was examined with reference to UN directed 17 sustainable development goals, with special reference to Goal No 4 related to education. A sample of 602 participants from 39 Pakistani public and private sectors’ universities was taken as participants of this research. The research was done by adapting a questionnaire as a research tool, and L2 motivational self-system was taken as a theoretical framework. The collected data via questionnaire response was statistically analyzed by using SPSS 26 software. The results indicated that in Pakistan, all four types of internal motivational structure, i.e., immediate achievement, learning situation, intrinsic interest, and personal development, existed in students of English as second Language learners’ motivation. The highest value among the four factors of motivation was 2.57 in personal development factor, and the lowest mean value was in learning situations. There is no significant statistical variation among gender in all four types of motivational structures. In English learning motivation, urban students were comparatively higher motivated in all motivational internal factors. Furthermore, only Pathan and Kashmiri students had a significant variation, and the motivation of Pathan ethnicity was higher than Kashmiri in all motivational aspects. This research would be a useful insight for English teachers and students in an intracultural environment infused with ethnicity and multi-gender student population.

THE ARCS MOTIVATIONAL MODEL IMPLEMENTED BY ENGLISH TEACHERS IN TEACHING ENGLISH AS FOREIGN LANGUAGE AT SMAN 1 KOTA BENGKULU

The objective of this research was to investigate the implementation of the ARCS Motivational model in TEFL at SMAN 1 Kota Bengkulu. The design of this research was descriptive qualitative research. The subject of the study was all of the English teachers who teach English at SMAN 1 Kota Bengkulu. There were three English teachers who become the subject of this research. The researcher used observation checklist and interview to obtain the data. This research finding showed that there were 93% of attention indicator, 84% of relevance indicator, 53% of confidence indicator, and 67% of satisfaction indicator implemented by English teachers as ARCS Model in teaching English Foreign Language at SMAN 1 Kota Bengkulu. Attention indicator of ARCS models dominantly implemented by the teachers with percentage 93%. It was suggested for English teachers to implement more the confidence indicator since all of indicators of ARCS models is important to improve and encourage the students’ motivation in learning English. For further research, it will be better if other researchers can continue this research by conducting other design of research, such as; quasi experimental research or action research related to the implementation of ARCS models in teaching English at SMAN 1 Kota Bengkulu.
 Keywords: : ARCS Motivational Model, Teaching English as Foreign Language

ANALYSIS OF STUDENT ABILITY OF USING SIMPLE PAST AND PAST PERFECT TENSE IN WRITING RECOUNT TEXT FOR 4TH SEMETER STUDENTS OF TBI STAI RAKHA AMUNTAI

This researcher focuses on analysis of student ability of using simple past and past perfect tense in writing recount text for 4th semester students of TBI STAI RAKHA Amuntai. The purpose of this study are 1) To find out the use of simple past and past perfect tense in writing recount text for 4th semester students of TBI STAI RAKHA Amuntai. 2) To find out the use of regular verb and irregular verb in writing recount text for 4th semester students of TBI STAI RAKHA Amuntai.
 The method used in this research is qualitative semester employed 4th TBI STAI RAKHA Amuntai students which was selected as the subject of this research consisting of 24 students. Then, the object of this research was the ability of students to use simple past and past perfect in writing recount text for 4th semester students at TBI STAI RAKHA Amuntai. Data collection technique used by researcher in this study were test, interview, and documentary. The test was distributed to semester 4th students and then to strengthen the answer from the test, the researcher conducted interviews to students and lecturers who teach structure and writing courses. The collected data was analyzed by reducing data, presenting data, drawing conclusion and verifying data.
 The result of the research shows that the students’ ability to use simple past and past perfect in writing recount text is 71 which is good category and the ability of students to use regular verb and irregular verb in simple past and past perfect the average score of students is 82,8 very good category.
 Moreover, based on the result of students’ interview, every student has difficulties in writing text. There are four difficulties that the researcher encounters when they wrote recount text, namely their lack of knowledge about making recount text, learning method of teacher in their previous schools were less interesting, lack of vocabulary, and lack of interest in learning English.
 It is important for students and lecturer concerned to know this. The hope is that students are able to improve their abilities because good skill will encourage motivation in learning English, especially writing skill. Lecturer are expected to pay attention to student habits in the learning process, especially in writing skill.

Implementing Project-Based Learning for Pre-Service English Teachers in Independent Home Teaching Internship

Due to the Covid-19 pandemic, the Education and Teacher Training Faculty of UIN Walisongo, Semarang, Indonesia offered Independent Home Teaching Internships in the academic year of 2021/2022. The purpose of this research is to explain the implementation of Project-Based Learning by pre-service English teachers, as well as to analyze the problems of teaching EFL learners in Independent Home Teaching Internship. The study employed qualitative descriptive research design. The research participants were 15 pre-service English teachers from the English Education Department. Interviews and documentation were used to collect data. According to the data, Project-based Learning was implemented in this program by creating some learning videos. They were video of learning media and also video of English teaching and learning process. The products of project-based learning must be uploaded in YouTube channel. Because this was the first time a teaching internship completed online via numerous platforms, there were also new concerns and hurdles in completing the program. As part of their online Project-based Learning, students struggled with preparing lesson plans and designing certain learning videos. Practical implications of utilizing this learning model make enhancing students’ critical thinking skills, creativity, motivation and autonomous learners. However, they can solve the several problems namely bad connection of internet access, students’ low motivation in learning English and classroom management in these programs

The Multimodal English Learning Strategies, Motivation, and Engagement among College Students in China

In China, traditional English teaching is teacher-centered, and students only passively accept knowledge. In addition, online language learning that is teacher-directed also needs to be further investigated. There is a glaring gap in how teachers explicitly examine how individual differences play a part in multimodal English learning. A questionnaire was distributed to 527 college students including English major and non-English major in China in total. With the results obtained from the data gathered, it was found out that EFL learners prefer to use metacognitive strategies more than affective, social, memory, cognitive, and compensation strategies. They exhibit a stronger desire for career and economic enhancement, as well as a keen interest in becoming global citizens than communicating and affiliating with foreigners, seeking self-satisfaction, and integrating with other cultures. EFL learners demonstrate a relatively high level of social engagement, followed closely by cognitive engagement. Affective engagement and behavioral engagement also receive favorable ratings, albeit slightly lower. It is hoped that this research may be beneficial to the cultivation of English learning strategy use and to improve the overall English proficiency of EFL.

Mapping The Readiness Of Students In Learning English Phase F Of The Independent Curriculum

The Independent Curriculum gives teachers the freedom to choose material but focuses on strengthening the ability to use English in six language skills, namely listening, speaking, reading, viewing, writing, and presenting in an integrated manner, in various types of texts. The minimum learning outcomes for these six English skills refer to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) and equivalent to level B1. The material for giving sympathy and appreciation is one of the materials given in class 11 semester 3. Even though the context of giving sympathy and appreciation is a common thing that happens in everyday contexts, for students to express it in English is quite a high difficulty. This case study occurred in learning English in class 11 Software Engineering 2. 30 participants involved in this study. Only 3 students were able to make sentences expressing sympathy after being given instructions by the teacher, the rest experienced quite high difficulties and needed intensive guidance to be able to complete the task. The main obstacles are lack of vocabulary, lack of grammatical knowledge and low motivation in learning English.

Students’ Motivation of Senior High School in Learning Foreign Language

Background. One of the foreign languages that has always been studied in Indonesia is English. In fact, English is one of the subjects that must be tested during the national exam. Purpose. The purpose of the study explored students' motivation in learning English by administering questionnaires and conducting interviews. The respondents consisted of 33 participants. Method. Data was obtained by giving teacher performance scales, teacher digital literacy, and online learning implementation scales. Results. Interviews were given to some students and teachers. The study found that the majority of students had good integrative motivation in learning English. This is followed by instrumental motivation, which relates to their goals in learning English. However, students' good instrumental motivation also does not affect students' achievement or learning outcomes. Conclusion. This is due to external factors or the students' environment in their daily lives.

Developing Students’ Interest In Learning English Through Digital Learning Platform

The implementation of technology in learning is a good way to help students understand learning material. Through an interesting strategy, it will encourage students to always improve their understanding related to the implementation of learning. This study aims to obtain information about the English digital learning platform used by teachers to be able to attract students' interest and motivation in learning in EFL classes. The research was carried out qualitatively through a descriptive approach. The informants in this study were three English teachers who provided teaching through the use of digital learning platforms. Data were obtained through observation of learning and interviews with teaching implementers. Then, the data analyzed through data reduction, data display and conclusions. The results of the study show that teachers use various digital learning platforms in teaching English in order to encourage students to increase their motivation in learning English. The digital learning platforms that are used are very diverse, such as Padlet, Youtube, Canva, Kahoot, Quizizz and so on. The teacher also explained that the use of digital learning platforms was able to positively increase students' understanding in mastering learning material.

Analysis of Student Motivation of English Learning as a Second Language

This research aimed at investigating the students’ motivation in English learning as a second language. Motivation is considered as a key feature in the success of language learning and has great effect on the efficiency and productivity of English language teaching.Students’ English learning orientation from the perspective of various important motivation concepts (from Gardner’s integrativeness/instrumentality to motivational self-system) and the notion of English as an international language. According to Rost (2006) motivation has been called the “neglected heart” of language teaching. Without student motivation, there is no pulse; there is no life in the class. The issue of motivation, particularly in EFL settings, is so important that other considerations about teaching methodology seem to pale in comparison. It is important to think about motivation as the essence of language teaching because of the stark realities of learning English for most of our students.

The Status of Motivation in Learning English at the Undergraduate Level

The Status of Motivation in Learning English at the Undergraduate Level

Development of innovative digital story book to increase high school student’s English learning motivation

Abstrak: Penelitian ini bertujuan untuk mengembangkan buku cerita digital berbasis Task-Based Learning Teaching (TBLT) untuk memfasilitasi kegiatan literasi siswa kelas 11 SMA N 1 Sawan. Penelitian ini menggunakan model penelitian Design and Development yang memiliki empat tahapan yaitu analisis, desain, pengembangan, dan evaluasi. Data penelitian dikumpulkan dengan menggunakan 4 instrumen yaitu: lembar observasi, pedoman wawancara, angket, dan ceklis. Hasil penilaian ahli mengungkapkan bahwa produk final buku cerita digital memperoleh nilai sangat baik dari segi kualitas, dianggap valid untuk digunakan sebagai media pembelajaran, dan diyakini mampu mendorong kegiatan literasi pada siswa kelas 11. Berdasarkan uji coba kelompok kecil kepada 10 orang siswa kelas 11 dan guru, diketahui bahwa buku cerita digital yang berbasis Task-Based Learning Teaching (TBLT) ini dapat menarik minat literasi siswa dan mampu mengembangkan kemampuan siswa dalam berbahasa Inggris. Buku cerita ini juga mendapatkan respons yang sangat baik dari guru maupun siswa. Produk buku cerita digital mampu membuat siswa antusias dalam belajar dan literasi dengan media baru yang dikembangkan. Abstract: This study aimed to develop a digital storybook based on Taks-Based Learning Teaching (TBLT) stages to facilitate literacy activities for 11th-grade students of State Senior High School (SMA N) 1 Sawan. This research employed the four stages Design and Development research model, of which steps are analysis, design, development, and evaluation. Research data were collected using four instruments, namely: observation sheet, interview guides, questionnaires, and checklist. The results of the expert's judgement revealed that the digital storybook draft obtained excellent grades in terms of its quality, was considered valid to be used as a learning medium, and was believed to be able to encourage literacy activities in grade 11 students. Based on small group trials on grade 11 students and teachers, it was found that storybooks Taks-Based Learning Teaching (TBLT)-based digital media attracted students' literacy interest and was able to develop students' abilities in English. This storybook also received a very good response from teachers and students. This digital storybook product showed that it made students enthusiastic about learning and literacy with the new media developed.

Computer‐assisted English learning: Uncovering the relationship between motivation and self‐regulation

AbstractBackgroundSince the outbreak of COVID‐19, universities in Hong Kong have implemented online and hybrid teaching modes, making computer‐assisted language learning (CALL) a primary way for English learning. Research on English learning motivation and self‐regulation has seldom considered learners' emotions (satisfaction and preparedness) and the synchronic online courses in a CALL context.ObjectivesThis study analyses the relationship between Hong Kong university students' motivation and self‐regulation by considering their emotions in computer‐assisted synchronic online English courses.Methods311 Hong Kong university students were invited to complete two questionnaires that investigated students' motivation and self‐regulation in computer‐assisted online English courses. SPSS 26 was employed for exploratory factor analysis (EFA) to extract factors and exclude unsuitable items, and confirmatory factor analysis (CFA) was performed to verify the results of EFA. One‐way ANOVA was conducted to detect the impact of personal emotion on motivation and self‐regulation. AMOS 26 was adopted to construct a structural equation model (SEM) to explore the relationship between motivation and self‐regulation in the CALL context.Results and ConclusionsThe results show that satisfaction and preparedness positively correlate with online English learning motivation and self‐regulation. Instrumentality‐attitude significantly predicts all factors of self‐regulation via SEM and goal setting significantly predicts all factors of motivation. With feasible English learning goals, Hong Kong university students are more proactive in learning English online where they actively interact with teachers and peers.ImplicationsBased on the L2 self‐system (Dörnyei, The psychology of the language learner: Individual differences in second language acquisition, 2005) and self‐determination theory (Barnard et al., Internet and Higher Education, 2009, 12, 1–6), this study clarifies the relationship between motivation and self‐regulation in the CALL context, expanding the application scope of the two theories. COVID‐19 has changed the teaching mode greatly, calling for a revolution in language education and learning. This study provides significant pedagogical implications that benefit both learners and teachers in CALL post‐COVID‐19.

Using PQ4R Strategy to Develop Critical Reading Skills and Increase Motivation for Learning English for Preparatory School Underachieving Pupils

Using PQ4R Strategy to Develop Critical Reading Skills and Increase Motivation for Learning English for Preparatory School Underachieving Pupils

Improving Students’ Motivation in Learning English through Gamification

In the event of world pandemic of COVID-19, emergency remote learning settings have become normalized in Indonesia and it has affected students’ motivation in learning. Educators around the world have found a way to enhance students’ motivation through gamification. Therefore this study aims to improve students’ motivation in learning English through gamification in online learning settings. This study was conducted at a Private Junior High School with 36 eighth graders. The method used in this study is Classroom Action Research (CAR). After conducting two cycles in the implementation phase, the result, supported by the questionnaire, interview, and observation data, shows how gamification is able to improve students’ motivation. In collecting the data, qualitative and quantitative method were used. The questionnaire as the quantitative data, consist of subdimensions of intrinsic and extrinsic motivation. As for the qualitative method, to identify the students’ problem, observation and an end-of-cycle interview were conducted. Through two cycles, the implemented action was able to improve students’ motivation in English class and enlighten the ambience of the class. Although students’ response to gamification was highly favorable, the findings also suggest a new issue. Some students have developed a speech anxiety by learning online due to fear of making mistakes and a feeling of embarrassment. The current study has been able to shed lights on the benefits of gamification in a teaching and learning process of English Language Teaching (ELT).

FACTORS AFFECTING STUDENTS’ LOW MOTIVATION IN LEARNING ENGLISH AT SMK MAMBAUL ULUM JAMBI

This study is purposed to find out factor of affecting students’ low motivation in learning English at high school. This study used qualitative case study as the design. To collect the data, the researcher conducted interviews and observations with respondents to find out the problems students’ low motivation in learning English..The interview consisted of 12 questions arranged according to the indicator by Gardner and Dornyei. Researchers used data analysis to identify students’ low motivation in learning English. The result of this study is the students eleventh grade of SMK Mambaul Ulum Jambi are low motivation in learning English. Then, the factors that affected are: internal factors (students self/individual, students’ interest, curiosity) and external factors (family factors, teacher factors, and environment factors). Suggestions for future researchers, it is hoped that this study will serve as a reference for researchers who low the motivation to investigate the same topic and that subsequent researchers will be able to learn more about it.

An Analysis on Students' Pronunciation for Speaking Presentation of Tourism Industry at SMK 1 Gowa

The purpose of this study was to find out how the pronunciation of students majoring in tourism when making English presentations and what factors influenced their presentations. This research is descriptive quantitative. The subjects of this study were students of class XI UPW 1 SMK 1 Gowa with a total of 29 students. The research instrument used was using questionnaires and interviews. The results showed that students' English pronunciation was still not good enough and it was influenced by internal and external factors experienced by students when they made presentations. There are several internal factors that greatly affect the quality of students’ presentation. These include: students’ motivation in learning English, students’ interesting, students’ mood, nervous, unconfident, and memory ability. In addition, external factors that have the potential to be experienced by students during presentations include the students’ social environment, the class condition, inadequate media, poor learning methods, incomplete facilities, lack of practice.
 

Investigating the Relationship between Emotional Intelligence and English Learning Motivation

This study had been conducted to explore the relationship of emotional intelligence with motivation for learning English. The population of the study comprised the Government high schools of the Gujranwala division. A multistage technique of sampling had been used to select the sample for the study and 758 students including 412 girls & 346 boys were chosen. Two questionnaires were used by the researchers to collect the data from the sample. English learning motivation scale was developed by the researchers and the emotional intelligence scale by Schutte (2009) was adapted for the study. Pearson Product Moment Correlation test and Independent Samples t-test were used to make an analysis of the collected data. The results of the study showed a positive significant correlation between motivation and emotional intelligence (r= .560). Data analysis showed that boys and girls were the same in their level of emotional intelligence but they were significantly different in the level of motivation. Girls showed more motivation than boys. It was concluded that more emotionally intelligent students were more motivated for learning English and also enlarged their knowledge.

The Students' Motivation In Online English Learning In New Normal Era

The purpose of this study was (1) to find out the level of the students’ motivation in online English learning in New Normal Era. (2) To analysis the factors that influence the students’ motivation in online English learning in New Normal Era. (3) To find out whether or not the implementation of English online learning fulfills the principle of effective teaching and learning. The research was designed by Mixed Method. The students of Class XI TESHA Department of SMK Negeri 3 Makassar were chosen by the researcher as sample which consists of 30 students. In collecting data, the researcher used interview and questionnaire. From the result it can be show that most of the students has moderate degree motivation in joining English Online learning in New Normal Era. Second, there are three factors that influence the students’ motivation in English online learning, they are learning ability, learning tools and facility and students’ goals. Third, most of the students was interested to implementation of English online learning.

EFFORTS TO ENHANCE ENGLISH LEARNING MOTIVATION USING THE CONTEXTUAL TEACHING LEARNING (CTL) METHOD IN CLASS X-2 AT SMAN PAKUSARI

This Classroom Action Research (CAR) aims to describe the English learning outcomes of Grade X-2 students at Pakusari High School in Jember before and after applying the contextual teaching and learning (CTL) method. The study involved 36 students in the academic year 2022/2023. The analysis of the data revealed that the English learning motivation of Grade X-2 students at Pakusari High School prior to implementing the contextual teaching and learning method was as follows: 6% of the students had very high motivation; 31% had high motivation; 39% had moderate motivation; and 25% had low motivation. Conversely, after implementing the contextual teaching and learning method, there was an improvement in English learning motivation: 14% of the students had very high motivation; 67% had high motivation; 17% had moderate motivation; and 3% had low motivation.