scholarly journals Motivation and Participation of EFL Students in the Implementation of Scientific Approach

2018 ◽  
Vol 5 (1) ◽  
pp. 35
Author(s):  
Rifyal Mukarram ◽  
M. Basri Wello ◽  
Sukardi Weda
Keyword(s):  
Learning Motivation ◽  
Classroom Participation ◽  
English Learning ◽  
Motivating Factors ◽  
English Class ◽  
Scientific Approach ◽  
Oral Participation ◽  
Efl Students ◽  
Embodied Action ◽  
Academic Year

The aims of this study are: 1) to investigate the EFL students’ motivation in the implementation of the scientific approach (SA) and 2) to investigate the EFL students’ participation in the implementation of the scientific approach (SA). This investigation was under Classroom Action Research (CAR) and was done in two cycles consisted of four stages namely planning, acting, observing and reflecting. The subjects were the students of SMP Negeri 2 Sinjai Tengah in academic year 2016/2017. The data was collected through observation, questionnaires, and interview. While the results of CAR, both in the first and the second cycle shows that the students’ motivation and participation in the English learning process significantly improved by implementing SA. All students gave positive responses toward the implementation of SA in the English class. Of the two variables, participation variable is higher than the motivation variable. For learning motivation, students’ reaction toward the teacher’s responses and spirit of the students in carrying out their tasks were the most motivating factors of the students in learning. Meanwhile for the classroom participation, classroom embodied action and silent or non-oral participation were the most participation activities favored by students.

scholarly journals Students’ perceptions of teacher feedback in EFL English class and their self-regulated learning after receiving feedback

2021 ◽  
Vol 11 (1) ◽  
pp. 42-60
Author(s):  
Nanin Verina Widya Putri ◽  
Ahmad Munir ◽  
Syafi’ul Anam
Keyword(s):  
Online Communication ◽  
Structured Interview ◽  
Teacher Feedback ◽  
English Learning ◽  
Self Regulated Learning ◽  
English Class ◽  
Regulated Learning ◽  
Efl Students ◽  
Seeking Help ◽  
English Classroom

Teacher feedback is useful information for EFL students’ improvement. It assists students to know their weaknesses and strengths in English learning. However, students might perceive teacher feedback differently from the teacher's intentions. This study examined students’ perceptions of their teacher feedback in English class and investigated their self-regulated learning after receiving feedback. It is a descriptive-qualitative study involving ten EFL students of the senior high school using semi-structured interview questions through online communication. Subsequently, the data were transcribed and analyzed qualitatively using thematic analysis of students’ perceptions of teacher feedback and their self-regulated learning. The finding showed that the students perceived teacher feedback as positive and negative. Upon receiving teacher feedback, the students developed their self-regulated learning, such as setting goals, monitoring, self-motivating, seeking-help, adopting, and self-evaluating in English learning. This study offers implications for English teachers and educators to improve their feedback quality in English classroom assessment.  

scholarly journals Vlogs in University EFL Speaking: Student’s and Teachers’ Perceptions

2021 ◽  
pp. 416-424
Author(s):  
Misdi . ◽  
Usmala Dewi Siregar ◽  
T Thirhaya Zein ◽  
Deasy Anggraini ◽  
Zhafran Fatih Ananda
Keyword(s):  
Language Education ◽  
Private University ◽  
Structured Interview ◽  
Foreign Language Education ◽  
Learning Motivation ◽  
English Learning ◽  
Self Directed Learning ◽  
Teachers Perceptions ◽  
Directed Learning ◽  
Efl Students

The use of vlogs has increased significantly in the context of English learning, especially in the context of English as a Foreign Language education. Yet little has been reported on how university EFL students perceive vlogs for their English learning, e.g. speaking activities. Thus, this paper aimed to investigate students’ and teachers’ perceptions of vlog-mediated English speaking activities. From 99 EFL students and teachers, 49 students of the English department of a private university were recruited to participate in this study. After a week of a classroom project of vloging in speaking activities was implemented, questionnaires were distributed. Then a semi-structured interview was conducted to further explore students’ perceptions of vloging activities. The findings show that vlog-mediated EFL speaking successfully stimulated students for speaking English. Students enjoyed the vloging activities. Students’ learning motivation was also improved. Some implication of the vlog-mediated EFL speaking activities were presented and discussed. Students’ speaking engagement and challenges were also elaborated. Keywords: EFL speaking, learning motivation, self-directed learning, vlog-mediated speaking

scholarly journals IMPLEMENTASI SCIENTIFIC APPROACH PADA OUTDOOR LEARNING UNTUK MENINGKATKAN MOTIVASI BELAJAR MAHASISWA PENDIDIKAN IPA

2016 ◽  
Vol 11 (1) ◽  
Author(s):  
Tias Ernawati
Keyword(s):  
Action Research ◽  
Environmental Science ◽  
Action Planning ◽  
Class Action ◽  
Learning Motivation ◽  
Motivation To Learn ◽  
Outdoor Learning ◽  
Scientific Approach ◽  
High Motivation ◽  
Academic Year

Abstrak. Penelitian ini bertujuan untuk mengetahui bahwa implementasi scientific approach pada outdoor learning dalam mata kuliah Ilmu Lingkungan dapat meningkatkan motivasi belajar mahasiswa Program Studi Pendidikan IPA Semester Genap T.A. 2014/2015. Penelitian ini adalah penelitian tindakan kelas yang terdiri dari dua siklus. Setiap siklus terdiri dari perencanaan tindakan, pelaksanaan dan observasi, serta refleksi. Pelaksanaan tindakan dilakukan dengan menerapkan scientific approach yang meliputi mengamati, menanya, menalar, mencoba, membentuk jejaring pada kegiatan outdoor learning. Peserta didik diarahkan untuk aktif mengamati, bertanya, memikirkan, bereksperimen atau mencoba, sampai dengan menyampaikan dan mengomunikasikan. Hasil penelitian menunjukkan bahwa implementasi scientific approach pada outdoor learning dapat meningkatkan motivasi belajar mahasiswa. Motivasi belajar mahasiswa mengalami kenaikan sebesar 5,08% dari prasiklus sampai dengan siklus 2 dengan kategori kualifikasi motivasi tinggi. Motivasi belajar pada prasiklus sebesar 72,65%, pada siklus 1 sebesar 73,57% dan pada siklus 2 sebesar 77,73%.Kata kunci: scientific approach, outdoor learning, motivasi, penelitian tindakan kelas Abstract. This study aims to find out that the implementation of the scientific approach to the outdoor learning courses in Environmental Science can increase learning motivation of students in the academic year 2014/2015. This research is a classroom action research which has two cycles. Each cycle consists of action planning, execution and observation, and reflection. Implementation of the actions carried out by applying a scientific approach that includes observing, asking, reasoning, trying, forming networks in outdoor learning activities. Students are directed to actively observing, questioning, thinking, experimenting, up to convey and communicate. The results showed that the implementation of the scientific approach to the outdoor learning can increase student motivation to learn. The motivation of student learning has increased by 5.08% from pre-cycle to the second cycles with high motivation qualification category. Learning motivation is 72.65%, 73.57% and 77.73% for pre-cycle, the first cycle, and the second cycle, respectively. Keywords: scientific approach, outdoor learning, motivation, class action research

scholarly journals Implementasi Pendekatan Saintifik Berbasis Media PPT untuk Meningkatkan Motivasi Belajar Peserta Didik pada Tema 7 Perkembangan Teknologi di SD Negeri 1 Klepu Kabupaten Temanggung

2021 ◽  
Vol 8 (3) ◽  
pp. 386
Author(s):  
Farida Mushthofaiyyah ◽  
Ervina Eka Subekti ◽  
Kuswandari Kuswandari
Keyword(s):  
Descriptive Analysis ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
Research Subjects ◽  
Average Percentage ◽  
Analysis Technique ◽  
Scientific Approach ◽  
Technological Developments ◽  
Grade 3 ◽  
Academic Year

This study aims to increase students' learning motivation using PPT media through a scientific approach on theme 7 technological developments at SD Negeri 1 Klepu, Temanggung Regency. This research method uses classroom action research with the research subjects being grade 3 students for the 2020/2021 academic year. This research instrument uses observation, questionnaires, and documentation. While the data analysis technique used descriptive analysis. The results of this study indicate that there is an increase in learning motivation for Theme 7 using PPT media through a scientific approach to 3rd grade students of SDN 1 Klepu. This can be seen from the increase in the average percentage of student learning outcomes from cycle I, namely 61% and 69%. Cycle 2 has increased with the acquisition of the average percentage of students' learning motivation scores from both observation sheets and questionnaires, which is 76%. Cycle 3 experienced a significant increase as seen from the results of the average percentage of students' learning motivation scores from both observation sheets and questionnaires reaching 86% and 87%, respectively. So that the expected category is the very good category with the criteria of 86% - 100% has been achieved.

scholarly journals Assessing Moroccan University Students’ English Learning Motivation: A Comparative Study

2018 ◽  
Vol 9 (1) ◽  
pp. 81 ◽  
Author(s):  
Otmane Omari ◽  
Mohammed Moubtassime ◽  
Driss Ridouani
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Learning Motivation ◽  
English Learning ◽  
Academic Motivation Scale ◽  
Motivation Scale ◽  
English Learning Motivation ◽  
Academic Year

This study seeks to survey whether students are motivated to learn English or not and to evaluate the differences within and between three most known universities in Morocco, involving a private one, in terms of students’ English learning motivation. Moreover, factors that make a student more motivated to learn English were investigated. This study examines motivation of university students according to their institution, gender, and other variables. Assessment of university students’ motivation was by scores on items from the Academic Motivation Scale. The sample consisted of 329 undergraduate students from three different Moroccan universities. The most important finding was that participants in general are quite motivated to learn English with a score of (M = 3.80) with regard to the overall score using a 5-point Likert scale, and a higher level of introjected extrinsic motivation (M = 4.11), which means that they do such tasks because they are supposed or asked to do them. Moreover, factors such as how students consider university, their location during the academic year, and their decision behind choosing to go to university were found to affect students’ motivation.

scholarly journals Can digital storytelling enhance learning motivation for EFL students with low proficiency and confidence in English?

2021 ◽  
Vol 29 (1) ◽  
pp. 68
Author(s):  
Naoko Kasami
Keyword(s):  
Foreign Language ◽  
Digital Storytelling ◽  
Learning Motivation ◽  
English Learning ◽  
English Major ◽  
Efl Students ◽  
English Learning Motivation ◽  
The Impact

<p>The purpose of this study was to investigate the impact of a digital storytelling assignment on English learning motivation of non-English major students with low proficiency and confidence in English in Japan.  The participants of this study were non-English major students in Japan who studied in four courses of English as a Foreign Language (EFL).  Each course was 15 weeks long and was held in the spring and fall terms of 2018. The study goal of the course was to acquire skills and knowledge to present ideas and messages effectively with the use of information communications and technology (ICT) and English. Three (pre-, midterm- and post-) questionnaires were employed to collect the necessary data. The results of the three questionnaires and two tests were received from 65 students.  This research focused on 27 students with low proficiency and confidence in English as determined by the results of the pre-questionnaire and pre-test.  The analysis of the data showed that the digital storytelling assignment could enhance learning motivation for most participants with low proficiency and confidence in English.  Most students with low proficiency and confidence in English in this course also felt confident about conducting a digital storytelling assignment in English. </p>

scholarly journals DEMOTIVATION LEVEL AND DEMOTIVATORS AMONG EFL STUDENTS IN HOME ONLINE ENGLISH LEARNING DURING THE PANDEMIC

2021 ◽  
Vol 8 (2) ◽  
pp. 243-271
Author(s):  
Azza Nabila ◽  
Bambang Yudi Cahyono ◽  
Niamika El Khoiri
Keyword(s):  
Language Learning ◽  
English Learning ◽  
Motivating Factors ◽  
Social Distancing ◽  
Internet Connection ◽  
Depth Analysis ◽  
Efl Students ◽  
Main Instrument

Abstract: Although recognizing students’ demotivating factors (or demotivators) is as important as acknowledging motivating factors in language learning, only few studies are focused in this area especially in the Indonesian context. More specifically, there are limited studies investigating demotivators in home online English learning as response of social distancing order amid the COVID-19 pandemic. This research employed two kinds of data, quantitative and qualitative. Questionnaire with 27 items was the main instrument used to obtain data about learners’ level of demotivation and demotivators as well as to identify the frequency of each demotivator. An open-ended question was attached at the end of the questionnaire to dig other additional demotivators. An interview was also conducted to gain supporting data for in-depth analysis. The results showed that the level of the 198 students’ demotivation was 2.9, categorized as lowly demotivated. The most-frequently rated demotivators in home online English learning were lack of interaction with 78.9% responses followed by 66.2% for increasing assignments and 62.1% for slow Internet connection. In terms of content and material, expectation to use grammatically correct English was the most demotivating factor with 59.6% responses. The study also revealed additional demotivators namely unsupportive parents, doing house chores, and Wi-fi absence.Keywords:     demotivator, home online English learning, level of demotivation

scholarly journals Pengaruh Ekstrakurikuler dan Motivasi Belajar terhadap Hasil Pembelajaran Mahasiswa STIE AAS Surakarta

2021 ◽  
Vol 26 (1) ◽  
pp. 124-134
Author(s):  
Dewi Muliasari ◽  
Gunawan Setyadi
Keyword(s):  
Learning Outcomes ◽  
Extracurricular Activities ◽  
Regression Coefficient ◽  
Positive Influence ◽  
Learning Motivation ◽  
English Learning ◽  
Research Subjects ◽  
Significance Level ◽  
Instrument Validity ◽  
Academic Year

The research aims to analyze the influence of English Fun Club extracurricular and learning motivation on the learning outcomes  of Bahasa Inggris 2 subject of STIE AAS Surakarta students. It is assumed that the significant different in the students daily scores and semester scores is influenced by these two variables. This research is a quantitative approach using population study or census. The population of this research is the fourth semester students of STIE AAS Surakarta who take part in the English Fun Club activities, totaling 67 people in the odd semester of the 2020/2021 academic year and all of them are taken as research subjects. The data collection techniques using documentation and questionnaires. The instrument validity is tested using Product Moment and the reliability is tested using Cronbach Alpha. The data is analyzed using multiple linear regress analysis. Based on the interpretation of correlation coefficient and tested using product moment correlation formula, the results is 0.693 which proves that extracurricular activities have positive influence on learning outcomes. While the results of the partial calculation of the influence of learning motivation on the learning outcomes with regression coefficient value (b) 0.663, at a significance level of 5%, the tcount is 9.984 with a significance value of 0.000. The regression coefficient has positive value and a significance value (p) <0.05, it can be concluded that there is positive influence of learning motivation on English learning outcomes for STIE AAS Surakarta students.

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