scholarly journals EFL student’s motivation in learning English in Langsa, Aceh

2019 ◽  
Vol 6 (1) ◽  
pp. 163-170
Author(s):  
Maria Ulfa ◽  
Allif Syahputra Bania
Keyword(s):  
High School ◽  
High School Students ◽  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Learning Goals ◽  
School Students ◽  
Efl Learners ◽  
Intrinsic And Extrinsic Motivation ◽  
Senior High School Students ◽  
Learning English

The research deals with the intrinsic and extrinsic motivation of EFL learners in learning English. This research used the qualitative design to find out the EFL learners’ motivation in learning English, specifically to their intrinsic and extrinsic motivation. The participants consist of 40 senior high school students in Langsa. The questionnaire was the instrument used in collecting data. The questionnaire consists of 35 items, in which they are divided into two parts. The first part, numbers 1 until 20, is to collect the information about intrinsic motivation and inquires about interest, need, hobby and goal. Meanwhile, the second part, numbers 21 until 35, is to collect information about extrinsic motivation and inquires about teachers, parents, and the environment. The results showed that the component in the extrinsic motivation that gave the biggest impact to the students are the teachers; who are the student’s biggest influence in learning English. Meanwhile, the biggest component of intrinsic motivation is the students’ own learning goals. The paper further describes each of these factors in relation to their motivation. The implication of this study related to the teachers’ efforts and capability in motivating their students to learn English is also discussed.

scholarly journals INFLUENCES OF TEACHERS ON THE LEARNING MOTIVATION OF SENIOR HIGH SCHOOL STUDENTS

2021 ◽  
Vol 9 (5) ◽  
pp. 634-646
Author(s):  
Marc Sylvester P. Garcia ◽  
◽  
Maria Lurlyn M. Nuguid ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Styles ◽  
Learning Style ◽  
Extrinsic Motivation ◽  
Senior High School ◽  
Learning Motivation ◽  
School Students ◽  
Intrinsic And Extrinsic Motivation ◽  
Senior High School Students

Motivation is one of the most important factors for academic learning and achievement across childhood through adolescence, according to Elliot and Dweck, (2005). Using descriptive qualitative method, this study sought to establish information to determine the influence of teachers on the learning motivation of senior high school students in Siniloan Integrated National High School, Laguna, Philippines, the researcher used purposive random sampling and got 239 senior high school students as respondents. The study finds that (52.30) or 125 of the students are male where (35.98) or 86 are age 16 years old, (99.58) or 238 are also single belonging to an entire family. Two hundred thirty-three or (97.49) of the students also claimed to like the Technical Vocational Livelihood Strand and 69 or (28.87) are taking Food Processing as their field of specialization. 141 or (59.00) of the students also depicted that it was their parents that influenced them to take the TVL strand. It was found in this study that the teachers influence the students greater in terms of their learning styles and it was found that the senior high school students are aural or auditory learners. In view of the forgoing findings, it confirms that senior high school students from the Siniloan Integrated National High School under the TVL strand showed intrinsic and extrinsic motivation. The study also stated that the intrinsic and extrinsic motivation is significantly influenced bythe teachers method of motivation. The researcher recommends that the teachers continuously improve and use different methods of motivating students and to teach and allow the students to practice learning styles that would help the students to learn better and encourage students to use solitary learning style or become intrapersonal learners to help them become successful in the futureconcluded that solitary learning style is likely to influence a students academic performance because students that are intrapersonal tend to be more organized, focused andaccordance with the method of motivation used.

Practical Research into the Degree of Influence by the Intrinsic Motivation and the Extrinsic Motivation

2011 ◽  
Vol 268-270 ◽  
pp. 561-567
Author(s):  
Qing Song Xie
Keyword(s):  
High School ◽  
High School Students ◽  
Intrinsic Motivation ◽  
Language Learners ◽  
Extrinsic Motivation ◽  
School Students ◽  
High School English ◽  
Practical Research ◽  
Senior High School Students

Language learners are not machines to be programmed but people with likes and dislikes, weaknesses and prejudices. This paper intends to discuss the affective factor --motivation of language learners. The author surveys motivation with the focus on the classification of intrinsic motivation and extrinsic motivation and compares their different influences on senior high school students. Anyway, the author aims to provide some suggestions and first-hand datum for high school English teaching.

Senior High School Students’ Anxiety and Performance in Learning English

2021 ◽  
Vol 8 (4) ◽  
pp. 605-612
Author(s):  
Saima Sansaluna ◽  
Lydia Bawa ◽  
Amour Camua ◽  
Leonel Untong
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
Survey Method ◽  
School Students ◽  
Anxiety Levels ◽  
And Performance ◽  
Meaning System ◽  
Senior High School Students ◽  
Learning English

This study focused on the anxiety and performance of the students in learning English specifically in speaking. It sought to find out anxieties and its causes that affect their English performance in terms of inter-language phonology, grammar and meaning system. The study covered the use of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) that measure the English learners’ anxiety levels while learning English in the classroom. The respondents of the study were the selected Grade 12 senior high school students from the selected public schools in Maguindanao Division, Philippines. Descriptive-correlational survey method was used in the study. The findings show that English language speaking anxiety does exist among Senior High School students in Maguindanao Division and their level of anxiety in learning English is high. It is further concluded that students’ anxiety levels in speaking English in terms of inter-language phonology, inter-language grammar and inter-language meaning system contributed to students’ performance in learning in English.  

scholarly journals STUDENTS ATTITUDE IN LEARNING ENGLISH CONVERSATIONS

2022 ◽  
Vol 18 (3) ◽  
pp. 265
Author(s):  
Sury . Utami ◽  
Rahmad . Husein ◽  
Zainuddin . Zainuddin
Keyword(s):  
High School ◽  
High School Students ◽  
Negative Attitude ◽  
Discourse Markers ◽  
Senior High School ◽  
School Students ◽  
Important Lesson ◽  
Negative Attitudes ◽  
Senior High School Students ◽  
Learning English

English conversation is an important lesson for Senior High School students in order to face the globalization effects. Many students considered English conversation as a controversial lesson through their positive and negative attitudes toward it. This study aimed to investigate the types of attitudes of the Senior High School students in learning English conversation, to describe the realization of the attitudes of Senior High School students in learning English conversations, and to explain the reason of the attitude which Senior High School students realized in the ways they are. The subjects of this study were 20 students consisting 12 females and 8 males at the age of 16-18 years old. The data were collected by observations and interviews then were analyzed using Interactive Models. The result showed that positive and negative attitude in learning English conversations, five types of realizations, and the reasons of the students realized their attitudes i.e. the language loyalty, language pride,  and awareness of language norms. It was concluded that the students’ attitude varied as to positive and negative ones and realized in numerous manners affected by several factors. Keywords: Discourse Markers, Students Interactions, Nonformal Education, Conversation

scholarly journals Indonesia Islamic senior high school students’ English learning conceptions and strategies

2020 ◽  
Vol 9 (3) ◽  
pp. 572-579
Author(s):  
Euis Rina Mulyani ◽  
Didi Suherdi ◽  
Wachyu Sundayana
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Senior High School ◽  
English Learning ◽  
Conceptions Of Learning ◽  
School Students ◽  
Data Analyses ◽  
Senior High School Students ◽  
Learning English

This study was inspired by previous studies of how students’ learning influences their learning belief and in turn, their strategies. Unfortunately, few studies concern learners’ conceptions of learning, in particular in learning English; and paid less attention to senior high school students level. With the intention to identify Islamic senior high school. Interview and both close and open questionnaires were used to collect relevant data. To identify students’ conception, Purdie and Hattie’s COLI items were used; and Oxford’s SILL to identify learning strategies. Data collected from close questionnaire were analyzed by quantifying the frequency and the average of particular issues, which include the preference of students' learning conception and learning strategies. Meanwhile, data from interview and open questionnaire were analyzed using Miles and Hubberman’s (1994) framework of qualitative data analyses. Overall, data analyses results showed that, in terms of their conceptions, most students conceived learning as a duty—in order to able to make their parents happy, to serve the community with their knowledge, and most of all, as a way to show their devotion to Allah the all mighty. In addition, most students favored metacognitive learning strategies in learning English. This study came to the conclusion that although the tendency of students’ conception of learning English was at the surface level of learning, most of the students used relatively complex and high-level strategies when it came to their English learning process as they used metacognitive strategies.

scholarly journals Language Learning Motivation among Senior High School Students

1970 ◽  
Vol 2 (2) ◽  
pp. 57-63
Author(s):  
Gartika Pandu Bhuana
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Foreign Language ◽  
Senior High School ◽  
Language Learner ◽  
School Students ◽  
Instrumental Motivation ◽  
Senior High School Students ◽  
Learning English

Abstract Motivation is one of main determinant factor in learning second or foreign language. There are two types of motivation, which are integrative and instrumental motivation. Both of them play an essential role of the success in learning second or foreign language. Unfortunately, there is some debate about which kind of motivation is important for second language learner. Therefore, the aim of this study is to investigate the senior high school students’ motivation toward learning English as a second language. The study is quantitative design. The participant of this study was twelve grade students at one of senior high school in Bandung. The data were obtained through questionnaire. The used questionnaire was integrative and instrumental motivation scale of Gardner’s Attitude/Motivation Test Battery (AMTB) that is adapted by Vaezi (2010). The questionnaire has 5-point scale ranged from “strongly disagree” to “strongly agree”. The data gained then was analyzed using SPSS 16.0. The result of the study showed that senior high school students were instrumentally motivated in learning English as a second language. In their point of view, learning English was important for supporting their future job and career. Keywords: Integrative and instrumental motivation, senior high school students

scholarly journals VALIDATION OF THE ACADEMIC MOTIVATION SCALE IN A SAMPLE OF HIGH SCHOOL STUDENTS

2018 ◽  
pp. 191-216
Author(s):  
Anela Hasanagić ◽  
Nina Bosankić
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Validity And Reliability ◽  
School Students ◽  
Academic Motivation Scale ◽  
Motivation Scale

Academic motivation implies an internal process that initiates and maintains activities aimed at reaching certain academic goals. The objective of this research was to explore the psychometric characteristics of the Academic Motivation Scale (AMS). The sample comprised 157 participants, high school students in the Sarajevo Canton. An item analysis indicated that discriminatory validity and reliability indices were satisfactory for all items. The Cronbach’s alpha coefficients for separate subscales were ranging from 0.77 to 0.84, and for the whole instrument α = 0.912. An exploratory factor analysis specified 5 factors, with 66.53% of the variance explained. After a Equamax rotation with Kaiser normalization we reached the solution whereby there are two subscales of intrinsic motivation – for knowledge and stimulation- and they present the first factor. The second factor is composed of the subscales of extrinsic motivation – imposed and externally regulated. The third factor are the items of a-motivation, the fourth the items of intrinsic motivation for achievement, and the fifth the items of extrinsic internalized motivation. A confirmatory factor analysis did not offer a more interpretable solution. After separate factor analyses of the subscales of intrinsic and extrinsic motivation, we got a satisfactory solution whereby the three subscales of intrinsic and three of extrinsic motivation might be distinguished. In conclusion, we can say that this measuring instrument has satisfactory metric characteristics and that the existence of the following seven factors has been partially confirmed: intrinsic motivation (for knowledge, achievement, stimulation), extrinsic motivation (imposed, internalized, externally regulated) and a-motivation.

scholarly journals Are Senior High School Students Interested in Learning Vocabulary in ELT Context Using Instagram Platform?

2020 ◽  
Vol 2 (02) ◽  
pp. 1-11
Author(s):  
Fajar Senolinngi ◽  
Sri Damayanti ◽  
Arny Irhany Asmin
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Language Teaching ◽  
Senior High School ◽  
Quantitative Approach ◽  
Average Score ◽  
School Students ◽  
Efl Learners ◽  
Senior High School Students

Vocabulary is one important aspect of learning a foreign language. With a limited vocabulary, anyone will also have a limited understanding. Learning vocabulary therefore is perceived important. However, EFL learners often have a limited acces to learn vocabualary. With the growing of technological uses in language teaching, this study aims at unveil the level of students’ interest in learning vocabulary through Instagram. The quantitative approach therefore is used in this study. The study involves 49 senior high school students of SMAN 1 Palopo. The findings indicate that that the average score of students’ interest in learning vocabulary through Instagram is 67,58. The highest percentage of the result is 44.41% that indicates that the students of SMAN 1 Palopo are interested in learning vocabulary through Instagram.

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