scholarly journals Analysis of Students’ Motivation in Learning English at Senior High Schools

2021 ◽  
Author(s):  
Supiah Wagiyo
Keyword(s):  
High School Students ◽  
High Schools ◽  
English Education ◽  
Oral Communication ◽  
Actual Condition ◽  
School Students ◽  
Study Program ◽  
Self Confidence ◽  
Instrumental Motivation ◽  
Learning English

AbstractThe problems of the research concerned with the senior high school students’ motivation in learning English. The study would like to find out the kinds of motivations they have and which kinds of motivation dominate them; integrative or instrumental motivation. The respondents of this study were sixty students of senior high schools in Pangkalpinang and nearby who enrolled in English Education Study Program in academic year 2013-2014.This study used quantitative as well as descriptive method and is designed to find out some information from actual condition. Then, a set of questions or questionnaire was used to collect the data and then analyzed and computed the answers of the respondents to find out the value and mean value of each kind of motivation.Based on the result of the study, the researcher found that most of the students have little motivation in learning English. They tend to have instrumental motivation. They have enough self-confidence in understanding oral communication, reading, writing, and speaking but the aspect of culture is less exposed in English language learning. The teachers of English should use the students’ own motives for joining the course, encourage students to be active in the class by giving chance to suggest or giving opinion to solve problems in an experiment activity for instance, ask the students what type of teaching and learning which motivate them most and what kinds of classes which are not motivated them, encourage students to focus on their improvement not only grade or examination. The students can do self-assessment of their own work and find out their strength and weaknesses, encourage the students to work cooperatively in groups without pressure, give feedback without judging their mistakes and errors. Then, give reward which can establish their self-confidence and competence later.Keyword: Student motivation, Instrumental motivation , Self confident

scholarly journals Key Facts about the Decision-making Process of High School Students Regarding Career Options

2021 ◽  
Author(s):  
Liviu Ciucan-Rusu
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Personal Development ◽  
Online Survey ◽  
Influence Factors ◽  
International Mobility ◽  
School Students ◽  
Study Program ◽  
Future Career

As a dynamic transformation of the economy, companies put pressure on universities and other educational suppliers to deliver the labor force with new knowledge and skills required, to ensure their innovation and competitiveness. Because of these dynamics, students are also under pressure when they must decide about future jobs. There is also confusion in the mind of young adult that needs to bear the influence of public media, social media, online communities about the personal development in regional, national, or global environment. In this case, universities and high schools have to inform about trends and perspectives of future career and support students in their choice but they lack of communication capabilities or marketing aspects are overestimated. Our study is based on an online survey with more than 500 participants from Mures county high schools during the 2018-2019 academic year. Most of the student wants to continue their study at university 83,2 %. As a preferential channel of information about university programs students voted as very useful, university websites and meetings with representatives of faculties. The main fields students interested in are: business, engineering, informatics, medicine, public administration and law. Around 13.4% of the high school students intend to continue their study abroad. Almost half of the respondents have clear idea of study program to be chosen. Regarding the influence factors of their choice, family and acquaintances who are already university students have the higher impact rather than colleagues, friends and professors. When referring to criteria for choosing the future university, they favor the number of tax-free places and international mobility. Generally, we can say that students consider university the most important next step in their future career and they proof themselves rather independent to decide about this step. Our study also emphasizes significant levels of indecision and we will deepen our further research for better understanding of the phenomenon.

scholarly journals Comparison of “Course Study and Learning Strategies” Used by 9th and 12th Grade Students in Anatolian and Science High Schools

2020 ◽  
Vol 9 (6) ◽  
pp. 155
Author(s):  
Mahmut Oğuz Kutlu
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Learning Strategies ◽  
School Students ◽  
Grade Levels ◽  
Self Confidence ◽  
12Th Grade ◽  
Significant Difference ◽  
Science High School

The main aim of this study is to comparatively examine the “Studying and Learning Strategies” used by the students of Science and Anatolian High Schools, which are the general secondary instruction level in the Turkish Educational System, at Adana province example in Turkey. The study is a descriptive study, a relational survey model. The population of the study is 9th and 12th grade students who are studying in Anatolian and Science High Schools in the city center of Adana. This study group of this research is consisted of 393 students in 9th and 12th grades who were studying at Adana Science High School and Seyhan İMKB Anatolian High School in the spring term of the 2019-2020 academic year. As a data collection tool, the “Study and Learning Strategies Scale for High School Students” developed by Kutlu, Yapıcı and Korkmaz (2015), consisting of 46 items and five sub-dimensions, was used. As a result of the study, when the “Study and Learning Strategies” of the students are examined according to school types; It has been determined that there is a significant difference in the sub-dimensions of “Repetition” and “Enjoying Learning”. It has been observed that there is a significant difference between male and female students in “Repetition” and “Self-Confidence” sub-dimensions according to the gender of the students. There is no significant difference between the levels of 9th and 12th grade students studying at Science and Anatolian High Schools according to their grade levels.

scholarly journals Pendampingan Bimbingan Belajar Bahasa Inggris dan Bakti Sosial di Yayasan Pendidikan dan Sosial Roudlotut Thullab

2019 ◽  
Vol 1 (1) ◽  
pp. 1-5
Author(s):  
Eka Agustina ◽  
Ainur Rohmah ◽  
Hastuti Retno Kuspiyah
Keyword(s):  
High School Students ◽  
Community Service ◽  
English Education ◽  
Community Education ◽  
Positive Response ◽  
Teaching Staff ◽  
Vocational High School ◽  
School Students ◽  
Study Program ◽  
Learning Assistance

This community service stems from the anxiety of the English Education Study Program lecturers on the importance of the usefulness of the knowledge possessed by lecturers for better community education outside of educational activities on campus. Raudhatul Thullab's educational and social foundation lacks teaching staff, especially English teachers, while students who are high enough to speak English. The object/target of this service is Raudhatul Thullab Middle School and Vocational High School students, in carrying out this service that is with a learning assistance model that is conducted for 1 month. The material includes grammar, reading, speaking, pronunciation and writing. The results of community service activities received a positive response from the school, especially because this training was suitable for their needs. The motivation of the trainees was quite enthusiastic. This indicates a desire to improve their abilities in mastering English.

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 The Process of Learning English Speaking Skills

2016 ◽  
Vol 1 (2) ◽  
pp. 440
Author(s):  
Shpresë Qamili
Keyword(s):  
High School Students ◽  
Structural Model ◽  
Communication Strategies ◽  
Oral Communication ◽  
Central Place ◽  
Human Beings ◽  
School Students ◽  
English Speaking ◽  
Learning English ◽  
Speaking Skills

Language gives people the opportunity to express their feelings, desires, thoughts and ideas. Language is a tool, whereby is discovered, acquired, transmitted, stored and inherited knowledge about the world and universe. Language is one of the most significant indicator of linguistics and cultural identity of the language community and individual personality. Language is the carrier of a culture, social behaviour and custom of the respective users. One of the four language skills in the process of learning English, is speaking skill as the first and main form of communication. It occupies a central place in the process of people enlightenment. Information is received, understood and easily processed through speaking or discourse than through writing. The speaking skills are donated to human beings in biological way. Speaking is a vital activity. Meanwhile, the language is a structural model of the system we use to convey our message while we are speaking. This study seeks to assess achievements and to determine the problem areas in the process of learning English speaking skills by high school students overall Kosova, suggesting appropriate recommendations for overcoming obstacles encountered. Thus, through it, are identified communication strategies that second-language learners use, whenever there are discovered linguistics deficiency, as well as difficulties in the process of learning verbal communication; interlinguistisc and intralinguistics communication strategies are revealed, that students use during oral communication, and their skills in the field of discourse are assessed

scholarly journals The Learning Strategies Used by EFL Students in Learning English

2019 ◽  
Vol 6 (1) ◽  
pp. 10-20
Author(s):  
Dinda Hartina Mega ◽  
Asih Santihastuti ◽  
Eka Wahjuningsih
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
English Education ◽  
School Students ◽  
Language Learning Strategy ◽  
Efl Students ◽  
Successful Students ◽  
Learning English

ABSTRACTThis research was aimed to focus on the most frequently used strategy by the successful and unsuccessful senior high school students and describe the difference of strategy used by them. This was a survey design with a questionnaire as the instrument. The participants were 40 students consisting of 20 successful students and 20 unsuccessful students of tenth grade in SMAN 2 Jember. The writer distributed SILL questionnaires to observe their Language Learning Strategy (LLS) based on Oxford (1990), which covers six categorizes of strategies namely cognitive, metacognitive, memory-related, compensatory, affective, and social. The statistical analysis showed that metacognitive became the most frequently learning strategy used by successful students in scale of high use, while the unsuccessful students were medium users of cognitive strategy. It also indicated successful learners employed all six categorizes of strategies in a highly frequencies than the unsuccessful ones. This makes the assumption that successful students have the ability to plan clear goals, control, review, and evaluate their learning rather than unsuccessful students who focus more on the way they think, memorize, summarize, and repeat the learning.ABSTRAKPenelitian ini bertujuan untuk fokus pada strategi yang paling sering digunakan oleh siswa SMA yang sukses dan kurang sukses serta menggambarkan perbedaan strategi yang digunakan oleh mereka. Penelitian ini merupakan penelitian survey dengan instrument berupa kuesioner, sedangkan tanggapan siswa dalam memilih strategi dibahas secara deskriptif. Partisipan adalah 40 siswa yang terdiri dari 20 siswa yang sukses dan 20 siswa yang tidak sukses dari kelas sepuluh di SMAN 2 Jember. Penulis membagikan kuesioner SILL untuk mengamati Language Learning Strategy (LLS) atau strategi pembelajaran bahasa mereka berdasarkan teori Oxford (1990, yang dikategorikan menjadi enam macam strategi, yaitu kognitif, metakognitif, memori, kompensatori, afektif, dan sosial. Menurut hasil statistic metacognitive menjadi strategi pembelajaran yang paling sering digunakan oleh siswa yang sukses dalam skala tinggi, sedangkan siswa yang kurang sukses adalah pengguna menengah dari strategi kognitif. Ini juga menunjukkan bahwa siswa yang sukses menggunakan keenam kategori strategi dalam frekuensi yang sangat tinggi daripada yang kurang sukses. Ini membuat asumsi bahwa siswa yang sukses memiliki kemampuan untuk merencanakan tujuan yang jelas, mengendalikan, meninjau, dan mengevaluasi pembelajaran mereka daripada siswa yang kurang sukses, yang lebih fokus pada cara mereka berpikir, menghafal, merangkum, dan mengulangi pembelajaran. How to Cite: Sartika,  D. H. M., Santihastuti, A., Wahjuningsih, E. (2019). The Learning Strategies Used by EFL Students in Learning English. IJEE (Indonesian Journal of English Education), 6(1), 10-20. doi:10.15408/ijee.v6i1.12111

scholarly journals STUDENTS� MOTIVATIONS TOWARD CHOOSING ENGLISH EDUCATION

2018 ◽  
Vol 4 (1) ◽  
pp. 57
Author(s):  
Choiril Anwar ◽  
Kurniawan Yudhi Nugroho
Keyword(s):  
High School Students ◽  
Statistical Analysis ◽  
Quantitative Research ◽  
English Education ◽  
Education Students ◽  
Education Department ◽  
School Students ◽  
Study Program ◽  
Descriptive Statistical Analysis ◽  
Senior High School Students

Motivation, almost at all aspects, gives a big impact for senior high school students to choose a major or study program at a university. The motivation itself can be both intrinsic and extrinsic. This study aims to investigate the motivation of students to choose English Education department at university. The subjects and sample of this research were 37 students of batch of 2015 and 2016 majoring in English Education of Sultan Agung Islamic University (UNISSULA) Semarang, Indonesia. This is descriptive quantitative research. Observations and questionnaires were used to collect the data needed. The data was then analyzed by using descriptive statistical analysis. As results, it was eventually found that 81.1% of the students of English Education have strong intrinsic motivation which leads them to choose English Education as their major. This selection was due to students� curiosity and passion to increase their potential and skills in English.Keywords: English education, students� motivation, university

scholarly journals The P.E.A.C.E. Pack Program in Italian High Schools: An Intervention for Victims of Bullying

2020 ◽  
Vol 17 (14) ◽  
pp. 5162
Author(s):  
Annalisa Guarini ◽  
Laura Menabò ◽  
Damiano Menin ◽  
Consuelo Mameli ◽  
Grace Skrzypiec ◽  
...  
Keyword(s):  
High School Students ◽  
High Schools ◽  
Self Efficacy ◽  
Bullying Victimization ◽  
Negative Consequences ◽  
Bystander Behavior ◽  
School Students ◽  
Post Intervention ◽  
Self Confidence ◽  
Victims Of Bullying

Background: Bullying is a serious public issue, which mainly occurs in school with negative consequences for the students involved as victims. Very few teacher-delivered interventions have shown positive changes in the victims. The present study aimed at implementing the P.E.A.C.E. (Preparation, Education. Action, Coping, Evaluation) pack program, developed in Australia, in Italian high schools. Method: The effectiveness of the program was analyzed through an observational study (pre/post-intervention), involving 551 Italian high school students who completed a questionnaire on bullying victimization, self-efficacy, and bystander behavior. The students were divided into three groups (not involved students, occasional and severe victims) according to their self-reported victimization in the pre-intervention. Results: After the intervention, severe victims (victimized once/week or more often) showed a significant decrease in victimization and higher scores in self-efficacy, while an increase in victimization was observed in the not involved students. As reported by all the groups after the intervention, classmates were perceived more likely to intervene when a bullying episode occurred. By contrast, occasional and severe victims perceived their teachers as less likely to intervene. Conclusions: The P.E.A.C.E. pack is a promising program confirming in Italian schools the effectiveness already shown in other countries. This program is very useful for severe victims, supporting their self-confidence with a decrease in the frequency of aggressive episodes.

scholarly journals The Learning Strategies Used by EFL Students in Learning English

2019 ◽  
Vol 1 (1) ◽  
pp. 10-20
Author(s):  
Dinda Hartina Mega ◽  
Asih Santihastuti ◽  
Eka Wahjuningsih
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
English Education ◽  
School Students ◽  
Language Learning Strategy ◽  
Efl Students ◽  
Successful Students ◽  
Learning English

ABSTRACTThis research was aimed to focus on the most frequently used strategy by the successful and unsuccessful senior high school students and describe the difference of strategy used by them. This was a survey design with a questionnaire as the instrument. The participants were 40 students consisting of 20 successful students and 20 unsuccessful students of tenth grade in SMAN 2 Jember. The writer distributed SILL questionnaires to observe their Language Learning Strategy (LLS) based on Oxford (1990), which covers six categorizes of strategies namely cognitive, metacognitive, memory-related, compensatory, affective, and social. The statistical analysis showed that metacognitive became the most frequently learning strategy used by successful students in scale of high use, while the unsuccessful students were medium users of cognitive strategy. It also indicated successful learners employed all six categorizes of strategies in a highly frequencies than the unsuccessful ones. This makes the assumption that successful students have the ability to plan clear goals, control, review, and evaluate their learning rather than unsuccessful students who focus more on the way they think, memorize, summarize, and repeat the learning.ABSTRAKPenelitian ini bertujuan untuk fokus pada strategi yang paling sering digunakan oleh siswa SMA yang sukses dan kurang sukses serta menggambarkan perbedaan strategi yang digunakan oleh mereka. Penelitian ini merupakan penelitian survey dengan instrument berupa kuesioner, sedangkan tanggapan siswa dalam memilih strategi dibahas secara deskriptif. Partisipan adalah 40 siswa yang terdiri dari 20 siswa yang sukses dan 20 siswa yang tidak sukses dari kelas sepuluh di SMAN 2 Jember. Penulis membagikan kuesioner SILL untuk mengamati Language Learning Strategy (LLS) atau strategi pembelajaran bahasa mereka berdasarkan teori Oxford (1990, yang dikategorikan menjadi enam macam strategi, yaitu kognitif, metakognitif, memori, kompensatori, afektif, dan sosial. Menurut hasil statistic metacognitive menjadi strategi pembelajaran yang paling sering digunakan oleh siswa yang sukses dalam skala tinggi, sedangkan siswa yang kurang sukses adalah pengguna menengah dari strategi kognitif. Ini juga menunjukkan bahwa siswa yang sukses menggunakan keenam kategori strategi dalam frekuensi yang sangat tinggi daripada yang kurang sukses. Ini membuat asumsi bahwa siswa yang sukses memiliki kemampuan untuk merencanakan tujuan yang jelas, mengendalikan, meninjau, dan mengevaluasi pembelajaran mereka daripada siswa yang kurang sukses, yang lebih fokus pada cara mereka berpikir, menghafal, merangkum, dan mengulangi pembelajaran. How to Cite: Sartika,  D. H. M., Santihastuti, A., Wahjuningsih, E. (2019). The Learning Strategies Used by EFL Students in Learning English. IJEE (Indonesian Journal of English Education), 6(1), 10-20. doi:10.15408/ijee.v6i1.12111

scholarly journals English Class Conversation sebagai Upaya Peningkatan Pendidikan dan Kesadaran Berbahasa Inggris pada Anak-Anak Kampung Karangan Kota Surabaya

2021 ◽  
Vol 5 (1) ◽  
pp. 167
Author(s):  
Nabila Izatul Muslimah ◽  
Rifka Fitriana Rahmadani ◽  
Dwi Lestari ◽  
Rama Eka Ferdiansyah ◽  
Ranggamas Trisna Aditya ◽  
...  
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Global Education ◽  
Agricultural Sector ◽  
School Students ◽  
Self Confidence ◽  
English Class ◽  
The Government ◽  
The Impact ◽  
Learning English

The WHO's declaration of COVID-19 as a pandemic has so many effects on global sectors and systems such as the health system, the agricultural sector, manufacturing, and the socio-economic system. The government faces major challenges in dealing with the virus and adopting new policies to achieve maximum results under intense pressure during a pandemic. One of the sectors affected by the COVID-19 pandemic is the education sector. The impact of COVID-19 on the global education system affects all areas of teaching, research and services. Like-wise with Indonesia which has implemented the PSBB so that it houses all its students and replaces learning from offline to online. Elementary and junior high school students in Karangan, Surabaya have a problem, namely the lack of awareness of students regarding the importance of learning English so that the English Class Conversation (ECC) program was initiated face-to-face but still following the COVID-19 protocol system. Community service activities held using interactive learning methods in the form of 30% of  the presenters and 70% of the participants. This activity was carried out for 3 weeks with 29 participants which belonged to a small group. The results obtained were that the participants had high motivation in taking part in learning English as evidenced by field data, namely 16 participants who got a B grade, meaning that the participants had high self-confidence when speaking English and could participate in learning well so that it meant that the ECC program was successful held in Karangan.AbstrakDeklarasi WHO terhadap COVID-19 sebagai pandemi memiliki begitu banyak efek kepada sektor dan sistem global seperti sistem kesehatan, sektor agrikultur, manufaktur, dan sistem socio-economic. Pemerintah menghadapi tantangan besar dalam menangani virus serta mengadopsi kebijakan baru untuk mencapai hasil yang maksimal dibawah tekanan kuat di masa pandemi. Salah satu sektor yang berimbas akibat pandemi COVID-19 adalah sektor pendidikan. Dampak COVID-19 pada sistem pendidikan global mempengaruhi semua bidang  pengajaran, penelitian, dan  layanan. Begitu  juga  dengan  Indonesia  yang  telah  menerapkan PSBB sehingga merumahkan seluruh siswanya dan mengganti pembelajaran dari luring ke daring. Pelajar SD dan SMP di Kampung Karangan, Surabaya memiliki permasalahan yaitu kurangnya kesadaran pelajar terkait pentingnya mempelajari bahasa inggris sehingga tercetus program English Class Conversation (ECC) yang dilaksanakan dengan tatap muka namun tetap mengikuti sistem protokol COVID-19. Kegiatan pengabdian masyarakat yang diadakan menggunakan metode pembelajaran yang interaktif berupa 30% dari pemateri dan 70% dari partisipan. Kegiatan ini dilaksanakan selama 3 minggu dengan 29 partisipan dimana tergolong pada kelompok kecil. Hasil yang  didapatkan  yaitu  peserta  memiliki  motivasi  tinggi  dalam  mengikuti  pembelajaran  bahasa  inggris dibuktikan dengan data lapangan yaitu 16 peserta yang mendapatkan nilai B dengan arti peserta memiliki kepercayaan diri yang tinggi saat berbicara bahasa inggris serta dapat mengikuti pembelajaran dengan baik sehingga dapat diartikan bahwa program ECC telah berhasil dilaksanakan pada Kampung Karangan. 

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