scholarly journals PENGARUH MOTIVASI BELAJAR DAN MEDIA BELAJAR DIGITAL TERHADAP KEMAMPUAN BAHASA INGGRIS

2016 ◽  
Vol 18 (2) ◽  
pp. 25-36
Author(s):  
Euis Meinawati ◽  
Eni Irfiani
Keyword(s):  
Language Learning ◽  
Digital Media ◽  
English Language ◽  
Digital Games ◽  
Learning Motivation ◽  
Homogeneity Test ◽  
English Language Learning ◽  
Q Value ◽  
Significance Level ◽  
Games And Learning

This study aims to determine the effect of learning motivation and learning media toward English language proficiency. The method used in the study is an experiment with a 2x2 factorial design. The technique used to analyze the data in this study is the technique of analysis of variance (ANOVA) 2 lanes at significance level α = 0.05 and α = 0.01. If the analysis is found in the interaction, then followed by Tuckey test. Normality test conducted using the test Liliefors, while the homogeneity test using Bartlett's test with a confidence level of α = 0.05. The results showed that there were differences between the groups of English learning students learn to use digital games and movies for Fh (k) = 8,130 to Ft (0,05) = 4:04 (Fh (k)> Ft), then there is an interaction effect between English language learning with digital games and movies for Fh (bxk) = 26 168, with Ft (0,05) = 4:04 (Fh (k)> Ft), there are differences in English proficiency among students studying with digital games and learning with film on the group of students who have high motivation because the Q value of count is 9617, with Q table at significant level 5% the amount was 2.86, and that there was no difference between the English skills of students studying with digital games and learning with the film on group of students who have low motivation for the Q value of count is 0839 with the Q table at significant level of 5% was 2.86 magnitude. Keyword: English Language,  Learning Motivation, Learning Digital Media

scholarly journals The Effectiveness of Mentoring Technique to Improve Self-Efficacy in English Language Learning of 7th to 9th-Grade Students with Visual Impairment at SLB A Yaat Klaten

2021 ◽  
Vol 8 (7) ◽  
pp. 762
Author(s):  
Misbahul Arifin ◽  
Munawir Yusuf ◽  
Joko Yuwono
Keyword(s):  
Language Learning ◽  
Visual Impairment ◽  
Self Efficacy ◽  
English Language ◽  
Sampling Technique ◽  
Rank Test ◽  
English Language Learning ◽  
Test Analysis ◽  
Significance Level ◽  
9Th Grade

This study aims at investigating the effectiveness of mentoring technique to improve self-efficacy in English language learning of 7th to 9th-grade students with visual impairment at SLB A Yaat Klaten. This study belongs to experimental research using a pre-experimental design with one group pretest-posttest. The subjects in this study include 7th to 9th-grade students with visual impairment at SLB A Yaat Klaten determined using a saturated sampling technique. The research instruments were questionnaires with 20 favorable statements and 20 unfavorable statements. The results of this study were analyzed using the Wilcoxon Sign Rank Test analysis, which yielded a Zcount of -2.160 with Asymp.Sig. (2-tailed) of 0.031, exemplifying a smaller value than the significance level (p< 0.05). The outcome indicates that the mentoring technique contributes positively to the improvement of self-efficacy of visually-impaired 7th to 9th-grade students of SLB A Yaat Klaten for the academic year 2018/2019.

scholarly journals English language learning motivation of students at the Sapientia Hungarian University of Transylvania in Miercurea Ciuc

2021 ◽  
Vol 12 (2) ◽  
pp. 567-582
Author(s):  
Zsuzsanna Dégi ◽  
Orsolya Kovasch
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Learning Motivation ◽  
English Language Learning ◽  
Valuable Insight ◽  
Exploratory Research ◽  
Online Questionnaire ◽  
Global Citizens ◽  
Language Learning Motivation

Aim. The present research aims to explore the English language learning motivation of students at the Sapientia University, Faculty of Economics, Socio-Human Sciences and Engineering, Miercurea-Ciuc (Csíkszereda). Method. 103 students took part in the exploratory research where an online questionnaire containing 50 statements was used to find out students’ motivations to learn English, focusing on seven different motivational factors (instrumentality, desire to become a global citizen, ideal foreign language self, desire for self-satisfaction, attitudes towards learning English, cultural integration and ought-to foreign language self). Results and conclusion. Results show that instrumental motivation has a strong effect on the surveyed students as they are highly motivated by the idea of getting a well-paying job with the help of their English language knowledge. Moreover, we also found out that participant students do not want to integrate within a native English-speaking community; they do not want to speak the language as native speakers, they rather aim to become global citizens with English. Cognitive value. The results of this exploratory research might offer valuable insight into students’ language learning motivation. Therefore, the study might be helpful for university teachers to have detailed information and a clearer picture of their students’ language learning motivations.

scholarly journals INTERNATIONAL POSTURE, INTEGRATIVENESS AND L2 MOTIVATION IN THE SERBIAN EFL CONTEXT

2021 ◽  
Vol 18 (48) ◽  
pp. 337-350
Author(s):  
Anica Radosavljević Krsmanović ◽  
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
English Language ◽  
Learning Motivation ◽  
Target Language ◽  
English Language Learning ◽  
Language Community ◽  
L2 Motivation ◽  
Language Learning Motivation ◽  
International Posture

In line with globalization, the development of bicultural identities and the emergence of English as a world language, the notion of “World English identity” or “international posture” has emerged, defined as the concept of English language separated from its native communities and cultures. As a means of explaining how an individual tends to relate oneself to the global community rather than any particular geographical or cultural entity, international posture has been regarded as an alternative to the notion of integrativeness or an interest in learning a foreign language in order to identify with a specific language community. Previous research has demonstrated that the lack of identification with native speakers and their cultures is an important motivating factor for English language learners in various contexts. The aim of the study is to determine which factor is a more significant predictor of English language learning motivation, international posture or integrativeness, in Serbia, that is, in the context with limited contact with the target language community. For this purpose, we conducted a survey with non-English major university students. The method of data collection involved a questionnaire survey aimed at examining the students’ international posture, integrativeness and their English language learning motivation. The results indicated that both international posture and integrativeness are predictors of the participants’ motivation for English language learning, while the concept of international posture proved to be a more significant source of the learners’ motivation. The present findings provide important insights into the nature of L2 motivation of the participants, thus carrying some pedagogical implications.

scholarly journals English Language Learning Motivation among Students in QiLu University of Technology in China

2021 ◽  
pp. 278-281
Author(s):  
Yang Qingqing ◽  
◽  
He Jing
Keyword(s):  
Language Learning ◽  
English Language ◽  
Chinese Language ◽  
Chinese Students ◽  
Learning Motivation ◽  
English Language Learning ◽  
English Learning ◽  
Freshman English ◽  
University Of Technology ◽  
English Learning Motivation

The difficulty of learning English is very obvious in non-Native English-speaking countries. China has a long history Chinese language culture. Chinese students are deeply influenced by their mother tongue. They are influenced by the educational system, Chinese language environment and English motivation. These factors lead to poor English learning results for Chinese students. This article studies the influence factors of English learning motivation in QiLu University of Technology freshmen's English learning. It uses the questionnaire survey to the Likert scale. Through the survey data and the use of statistical measurement method, it analyzes QiLu University of Technology freshmen's English learning motivation. Then the paper explores the influence of Qi Lu industrial university freshman English learning motivation. The study found that the Qi Lu industrial university freshman English learning motivation level is low. The low level of English learning motivation in English learning effects is small. The family socio-economic status of the respondents did not influence their motivation of English language learning. The respondents’ exposure influencing their motivation of English language learning. In view of this situation, this study provides strategies for college freshmen to improve their English learning motivation and provides theoretical basis for Chinese college students to better learn English.

Sign in / Sign up

Export Citation Format

Share Document