Motivation In Learning Process Research Articles

FUTURE ENGLISH TEACHERS’ USE OF SELF-REGULATED LEARNING STRATEGIES IN DEVELOPING LANGUAGE PROFICIENCY

Abstract. One of the key objectives of education evaluation is to increase students’ capability in learning how to learn. For this purpose, teachers need to teach students the required knowledge and effective strategies. Self-regulation plays a major role in learning English in order to achieve setting goals. It is significant to monitor and control the behaviors and motivation in learning process. The purpose of this study was to explore English Language Teaching (ELT) pre-service teachers’ use of self-regulated learning strategies in developing language proficiency. The participants were 70 junior and senior students enrolled at the Foreign Languages Teaching Department of Khoja Akhmet Yassawi International Kazakh-Turkish University in Turkestan. This study used quantitative descriptive research design. A survey method using questionnaire was used in order to collect necessary data and analyzed descriptively using Statistical Package for Social sciences (SPSS) version 23.0. The result of this study showed that ELT pre-service teachers use different types of self-regulated learning strategies in different situations. To be precise, the record keeping and monitoring strategy was found to be used more often than the strategies, such as rehearsal and memorization, seeking social assistance, goal setting and planning, seeking opportunities to practice English and self-consequences strategies. The study determines the learners who are soon-to-be English language teachers’ perceptions of using different kinds of self-regulation strategies, therefore the results might be useful in teaching English in the language classroom.

Intimacy Over Power Developing Learners’ Motivation: A Study At ESP Class

This current research attempts to show that intimacy relationship of student to student has a bigger influence rather than power relationship of lecturer – student to raise motivation in learning process. Certainly, the so-called power in social variable has directly affected in lecturer-student relationship even though the influence is not as big as intimacy relationship has. The relationship between student to student is much easier to communicate for their academic business and even for personal range of problem. It is actually a very potential aspect to raise their motivation in learning. Before collecting primary data, the researcher investigates preliminary data by applying participant observer. After gaining it, the researcher collects primary data through interview. 63 students from English for Specific Purposes class on the fifth semester of English education department at IAIN Bone are asked. Finally, the data are explained by using descriptive qualitative analysis. As a conclusion, intimacy factor among learners is more influential in raising motivation of language learning over power factor held between lecturer and learners. Feeling pleasant to communicate about learner’ incomprehension to their friends, supporting, co-working, and even pushing to strive or to finish the duty become the implementation of the friendship role in intimacy among learners. On the other hand, the respondents could feel clumsy, nervous, shy, or disinclined to express what they have in mind to the lecturer. It is, of course, ultimately affecting the way learner communicates to their lecturer.

Investigating The Motivators and Hindrance for Learning

Motivation is regarded as one of the significant variables to be examined in the process of learning. Exploring motivation is vital to arouse learners’ enthusiasm for learning to ensure learning activities run smoothly. This study is conducted to investigate the motivators and hindrance for learning by embedding motivational factors which consist of affective components, expectancy components and value components. This study utilises quantitative methodology and 148 respondents responded to the survey. The survey utilised 5 Likert scale and it comprises four sections: demographic; value component; expectancy component; and affective component. The major findings postulate that all three components influence the learners’ motivation. To summarise, value components which are fuelled by intrinsic and extrinsic goal orientation, as well as task value beliefs influence the learners’ motivation. Next, expectancy components encompasses learners’ perception of self- efficacy, and control beliefs for learning also influence learners’ motivation. On the other hand, affective component which derives from test anxiety significantly influences the learners’ motivation. Meanwhile, there is an association found between affective components and value components and a significant association is demonstrated between expectancy components and value components. Nevertheless, the findings predicate that there is no association between affective components and expectancy components. The findings of this study are imperative to understand underlying factors that influence learner’s motivation in learning process as it assists the instructors to choose appropriate approach to be delivered in the class. Considering the limitation of this study, future researchers are proposed to add moderating variable such as gender because the learners’ achievement motivation and educational experience could be related to the differences between male and female learners’ motivation.

An Analysis Of Students’ Motivation In Teaching And Learning Process By Using Kahoot

Kahoot! is a game-based learning platform used to review students’ knowledge, for formative assessment or as a break from traditional classroom activities. Play is a social-centred process, able to boost motivation and promote learning across all levels and ages. With the growing push for creativity in the classroom as well as the application of effective technology in teaching and learning. The key of teaching and learning process affects the students’ motivation as well as the learning goals. This study was carried out to describe an analysis of students’ motivation in learning process by using Kahoot! and to describe Kahoot! is effective to motivate students in learning writing process. This research used qualitative method with the observation and questionnaires as the instruments. It involved about three classes of the second grade students of SMPN 1 Sumber. The Sample was VIII A, VIII B, VIII H consist of 100 students. The data was analyzed descriptively. The findings showed that the result of ARCS (Attention, Relevance, Confidence, and Satisfaction) model of motivation defined the students motivated in learning process by using Kahoot! In addition, the result of the questionnaire Kahoot! was effetive to motivate student in learning writing process.

A study of undergraduate ELT students' motivation in Libya

Learning languages requires desire and practices from the learners; one of the major things that guide better learning is motivation in learning process to be more skilful. Thus, this study attempts to describe and examine students’ motivation of ELT undergraduate students in Tripoli University in Libya. The main purpose of this study is to examine students' intrinsic and extrinsic motivation toward learning English as a foreign language in Libya.The study tries to find out those factors that may affect the students' motivation negatively. In the study, 150 ELT Libyan undergraduate students (121 males & 29 females) participated fill the questionnaire to figure out the students’ tendency throughout the extrinsic motivation to investigate what affects their English learning process and how to motivate undergraduate students from the ages between 17 to 25 years in various levels range from 1st to 4th year. Unpredictably, the data discovered that the students have a higher degree of extrinsic rather than intrinsic motivation. The results were not expectable; the study's findings were unusual as Libyan students' integrative orientation was higher than their instrumental motivation.

Challenges and Strategies Used by English Teachers in Teaching English Language Skills to Young Learners

Teaching English language skills as a foreign language to young learners is not easy, many things should be considered so that the teaching can run well. Young learners are sometimes motivated in learning, but they are sometimes demotivated. Young learners only learn when they want to learn, and they will not learn if they do not want to learn. Teachers need to encourage young learners’ motivation in learning process. This study was conducted to investigate the challenges encountered by English teachers in teaching English language skills to young learners. This study was done through the qualitative research with a demographic questionnaire and depth interviews as the data collection methods. The demographic questionnaire was analyzed descriptively and the data of interview were analyzed by within-case and cross-case displays. There were four teachers from three different schools who participated in this study. Findings of this study identified two main themes related to the challenges and the teachers’ strategies in teaching English language skills to young learners. The themes were the challenges in teaching English language skills and the teachers’ strategies. Four strategies were implemented in teaching English language skills to young learners including playing games, using songs, providing a lot of practices, and memorizing. These findings could be useful for those who are teaching English or working with young learners.

THE USE OF LANGUAGE GAMES TO INCREASE MOTIVATION IN LEARNING ISTIMÂ’

Factors that cause boredom in learning process are the lack of variety of methods, models, and media. An alternative to increase learning motivation in learning process is by using games. The main problem of this research is how to increase students motivation to make learning outcomes optimized. The purpose of this study was to increase students' motivation to learn istimâ' (listening) in Arabic is by using educational games. This study used classroom action research using a cycle model. The results of the study shows that educational games can increase students' learning motivation, shown by the comparison of initial motivation and after giving an action using educational games. The initial motivation data was in average 42.36%, in the category of low learning motivation, after giving an action in the first cycle it reached to an average 78.33%, high category, and increased in the second cycle with average 93.28%, very high category. The study concluded that educational games can increase motivation in learning istimâ' in Arabic.

ANALISIS MOTIVASI BELAJAR SISWA SEKOLAH DASAR DALAM PEMBELAJARAN DARING DI DESA SADANG SELAMA PANDEMI COVID-19

The purpose of conducting this research is to find out the students’ motivation in online learning process, to find out the problems faced by the student, parents, and teachers and described the effective solution for the problems in Sadang. The researcher used descriptive qualitative in conducting this research. The technique in collecting data, the researcher used documentation, observation, and interview. The result of this research shows that students’ have a good motivation in learning process in the first condition, but gradually they feel bored and saturated. The problems faced by the teachers is about the difficulties to give the material, the learning process is not effective because teachers can not directly give explanation of the material to the students, teachers get difficulties to build a good motivation in learning process. The problems faced by the parents is about helping students to study, finished the homework, and worried about the students’ psychology progress. the researcher believed that every problems will have an alternative solution. By inviting students to discuss together about the material and created kind of study group with other students can make the students excited to study. Have a good communication and collaboration with parents is the appropriate solution for all of the teachers’ problems, teachers can discuss about the learning progress, and monitoring the students by parents. Teachers should have variative way in learning process to created students’ creativity. The solution for parents is help students during learning process and invite them to play together, it will make them excited to study.

THE EFFECTIVENESS OF USING HANGMAN GAME TO STRENGTHEN YOUNG LEARNERS’ VOCABULARY

This research was conducted to find out the evidence of Hangman game in strengthening young learners vocabulary to the Year-7 students of SMP Negeri 4 Teluk Keramat-Sambas in Academic Year 2019/2020. This research was a pre-experimental research with one group pre-test and post-test design. The population of this research was all of Year-7 students with the total number of students were 114 students. The cluster random sampling was taken in this research as the technique of sampling, the participants consisted of 26 students. Referring to the research findings, it revealed that the technique could make students vocabulary increased significantly. It can be seen when the students learn vocabulary. Their attention and involvement indicated that the technique gave positive effect on students vocabulary mastery. They already understood the meaning and how to spell words correctly through Hangman game. The result of the research showed that Hangman game was effective to increase students vocabulary achievement. It was proven by the result of t-test computation is higher than t-critical value (9.24>2.060). This means that the Null Hypothesis (H0) which is the implementation of Hangman game does not affect the young learners vocabulary significantly was rejected, while the Alternative Hypothesis which is the implementation of Hangman game affect the young learners vocabulary significantly was accepted. The score of effect size was 1.8 and qualified as strong effect. To conclude, Hangman game enabled the students to recollect vocabulary easily and generate the students motivation in learning process. Thus, the writer suggested this technique to be implemented in teaching vocabulary.

Implementing The Computer-Based Technology Media to Improve Students' Motivation in Learning Process

Implementing The Computer-Based Technology Media to Improve Students' Motivation in Learning Process

The effect of games on grade 10th students’ motivation in English class at Tran Hung Dao high school

This paper aims at investigating the effect of games on grade 10th students’ motivation in English class at Tran Hung Dao high school, Quang Ninh province and seeks to determine the extent to which using games in learning process affects the improvement in students’ motivation in learning process, how students experience the teacher’s practice and behavior and measure the students’ perceptions of the using games in learning environment with respect to its effectiveness.

English Teachers' Perception about Humanistic Approach and Its Implementation in Teaching English for Young Learners

This study describes the teachers’ perception regarding humanistic approach in teaching English for young learners in Public Elementary Schools in Badung Regency. The objectives of this study were (1) to find out the perceptions of the English teachers in public elementary schools in Badung Regency on humanism values in teaching English for young learners, (2) to find out how the English teachers implement humanism values in teaching English as a foreign language in public elementary schools in Badung Regency, and (3) to find out teachers’ perceptions about humanism values related to their strategies in teaching English for young learners in the classroom. The results indicated that the English teachers practice often reflect their stated beliefs about humanism values. In dealing with feeling of the students, the activity of both T2 and T3 appeared around 30 times. The average of three teachers was 28.0 or (15.3%). In dealing with students’ motivation in learning process, the average was 25.0 or (13.8%). The most activities appeared in this component was 28 times and it appeared mostly in T3.This study offers some contributions to the body of knowledge about teacher’s competences, particularly the implementation of Teaching English Learners at the Elementary School.

English Language Learning Strategies used by Science Students

Learning strategies are ways employed by learners to enhance their learning. An active use of language learning strategies helps learners in control of their own learning by developing language skills, increasing confidence, and motivation in learning process. This study aims to investigate the dominant language learning strategies used by science students. It focused on listening, speaking, reading, and writing strategies that was studied using descriptive qualitative method. The subjects of this study were 56 eleventh-grade science students from the senior high boarding school of Darul Ikhsan. The questionnaire developed by Rubin and Thompson (1994) was distributed and the data was analyzed by looking at the highest frequency of students’ choice. The results indicated that the students employed cognitive strategies, metacognitive strategies, affective strategies, compensation strategies, and social strategies. However, the students used dominantly cognitive learning strategies across the four language skills. The findings recommended that students should be trained to use learning strategies properly. In addition, English teachers should consider the learners’ strategies by asking their intentions and use appropriate teaching methods.

STUDENTS’ MOTIVATION AND RESPONSIVE PEDAGOGY IN LANGUAGE CLASSROOM

Students’ motivation contributes to the successful teaching learning process as it determines self-engagement and participations in the classroom. Encouraging students’ motivation, then, becomes important for the teacher to achieve the teaching goal and to provide a meaningful learning process for the students. This research is aimed to discuss responsive pedagogy in encouraging students’ motivation to learn and participate in classroom learning process. One English speaking class becomes the object of the observation. The interviews with the teacher and some students were also part of data collection in order to obtain information about the students’ motivation in learning English speaking, teacher’s teaching strategy, and classroom interactions. The findings indicate that classroom activities are crucial in motivating students’ responsive learning. In addition, the teacher’s competency in creating a conducive environment and leading an interactive communication are the ways of the teacher influence students’ motivation in learning process.

IMPROVING STUDENTS’ UNDERSTANDING OF ENGLISH SENTENCES THROUGH UNDERSTANDING OF SENTENCE PATTERNS

Based on the researcher’s observation in teaching and learning process, there were some problems faced by the students in understanding of English sentences of different types of texts (genre). The problems consisted of: (1) The students did not know the key ideas and details of English sentences. (2) the students were not able to differentiate between key ideas and less important ideas in sentences. To solve those problems, it was important to do a class action research by using a strategy of understanding sentence patterns. There were 2 aims of this research. The first aim was to explain to what extent students’ understanding of sentence patterns can better improve students’ understanding of English sentences. Secondly, to explain what factors influence the changes of students’ understanding of English sentences. This research consisted of three cycles. The result of the research showed that the strategy of understanding of sentence patterns could improve students’ understanding of English sentences. The improvement could be seen from the students’ average scores in the tests of understanding of English sentences which improved before the cycle into cycles. The average scores consisted of 28.7, 32.4, 56.4 and 60.6. the students’ average score improved 3.7 in cycle 1, 1.24 in cycle 2 and 4.2 in cycle 3. So, the improvement of understanding of English sentences before cycle into cycles was 31.9. So, it can be concluded that the strategy of teaching sentence patterns improves students’ understanding of English sentences. It is caused by some factors. The factors are the teacher’s treatment, classroom atmosphere and students’ motivation in learning process.

UPAYA MENINGKATKAN MOTIVASI BELAJAR DAN HASILBELAJAR MATEMATIKA SISWA DENGAN MODEL THINK PAIR SHARE SISWA KELAS X AKUNTANSI SMK PGRI 1 SENTOLOKULON PROGO

The aim of this research describes about Cooperative Learning process type Think Pair Share (TPS) methode X grade students of accountancy in SMK PGRI 1 Sentolo Kulon Progo. The objecs of this research were X grade students accountancy in SMK PGRI 1 Sentolo Kulon Progo. This research tocused in motivation in learning process and result of mathematic with cooperative learnig process type Think Pair Share methode. The result of this research showed the use of cooperative learning process type Think Pair Share (TPS). The motivation of learning and the result of learning mathematics were increasing. The increasing of students motivation in learning was about 57,58%. The use of cooperative learning process type Think Pair Share (TPS) was increasing too. In the first activity was about 62,19% and in the second activity increased about 76,25%. It showed that all of the students achieved the good motivation of learning. The students result increased too. In the pra activity the students got the average of 50,5 the first activity was about 69,92 then the second activity was average of 81,59 with the precentage about 81,85% the students that achieved the Kriteria Ketuntasan Minimum (KKM).

On the Use of Virtual Environments in Engineering Education

Virtual resources (VR) in the form of interactive media applications (IMA), didactic videos (DV), interactive virtual platforms (IVP) or Small Virtual Resources (SVR), etc. are becoming powerful didactic tools in university teaching. This is particularly important in the case of engineering studies where these VR allow overcoming spatial visualization problems, learning mechanisms operation, etc., and increasing the student motivation in learning process. Thus, the understanding of complex concepts in engineering can be solved. In this paper, a review of the student opinion with regard to the use of diverse VR is presented. To achieve this goal, during the last years (2013-2015) different VR in diverse forms (IMA, DV, IVP and SVR) were used in teaching of engineering degrees at three different engineering schools. The opinion of students was collected in the form of surveys applied at the end of the course. According to obtained results, students considered very useful the use of VR in teaching/learning. However, they do consider them necessary as a complement of the teacher master class. In addition, from students' surveys, an estimation of the time distribution for each teaching activity can be draft which provides useful information for adapting the teaching of engineering studies.

Strategi Pembelajaran Bahasa Indonesia Berdasarkan Pendekatan Komunikatif

This study aims at improving the teacher's capability in arranging and implementing the strategy of learning Bahasa Indonesia at SLTP 8 Yogyakarta. The research was conducted at class I.3 from July to November 2000 in three cycles. Based on the analysis, it could be concluded that the teacher's comprehension about the communicative approach increased. It was also found in arranging the lesson plan. It was proved by the increase of student's score, activity, and motivation in learning process. The average score on listening was 0.85, speaking was 1.16, reading was 0.4, and writing was 0.78

UPAYA PENINGKATAN AKTIVITAS DAN HASIL BELAJAR MAHASISWA MELALUI MIND MAP DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD PADA MATA KULIAH ANATOMI FISIOLOGI MANUSIA

Based on learning activities observation in human anatomy and fisiology major is low, like pay attention to the lecture, questioning, most of students talking each other, when they did the task the students more choose made in group. Activities learning of student is low because the students didn’t have motivation in learning process, although the lecture has discution metode in learning process. The purpose of this research are to improve activities and student result of the learning. This research had used cooperative learning model with the type is STAD trough mind map in human anatomy and fisiology major. This research have been done to the students in STKIP. This research are action research that did in two phase. The phase are: Planning, doing, observation, and reflection. The data obtained through observation sheet documentation and test. Data that analysis from activities students and learning result of the students. The result of this research showed the improved of activities and learning result of the students. based on activities learning of student that get from cycluse 1 to the cycluse 2, showed that the increase of activities of the students like pre test( 98%) and post test (100%) with very good category in cycluse 1. In cycluse 2 become 5 activities like pre test (98%), looking to the lecture (93%), active to followed the discution (88%), making mind map (90%), followed post test (100%) with very good category. Result of learning in cycluse 1 just 52%, in cycluse 2 increased and become 83%. Based on the result that been concluded using cooperative learning model type of STAD through mind map in human anatomy and fisiology major can increase activities and result learning of the students. Kata kunci: Kooperatif STAD, Mind Map, Aktivitas, Hasil Belajar, Siklus

Managing Human Resources

The core disciplines in managing human resources. Part 1 Individual behaviour - individual differences and personality the learning process motivation individual orientation to work. Part 2 Working in groups - groups and group dynamics communication the informal organization. Part 3 Managing people in the organization - finding and selecting people generating competent performers performance management reward systems dealing with problem people.