scholarly journals Demotivating Factors of Indonesian College Students to Learn English as A Foreign Language

2018 ◽  
Vol 2 (1) ◽  
pp. 1-24
Author(s):  
Reza Anggriyashati Adara
Keyword(s):  
College Students ◽  
Foreign Language ◽  
University Students ◽  
Intrinsic Motivation ◽  
Mixed Method ◽  
English Language ◽  
The Other ◽  
English Speaker ◽  
Language And Culture ◽  
Method Approach

Investigating demotivating factors can help teachers to avoid them and provide more insights on sustaining learners’ interest in FL learning. The present study aimed to analyse demotivating factors in FL learning. To obtain the findings, the present study applied a mixed method approach. A set of questionnaires adapted from Sakai and Kikuchi’s (2009) questionnaires were distributed to thirty eight university students whereas interviews were conducted to three of them. The findings indicated teacher’s competence and lack of intrinsic motivation as the most salient factors that caused demotivation among the participants. In this consideration, teachers were perceived as incompetent by the participants when teachers have poor English pronunciation and do not provide communicative classrooms. On the other hand, lack of intrinsic motivation was indicated by the loss of students’ interest in learning and their goal to be an English speaker. Providing a communicative classroom with a fluent teacher as well as promoting students’ interest in English language and culture seem to be the solutions to reduce students’ demotivation. [Penelitian tentang faktor-faktor yang menurunkan motifasi (demotivation) dapat membantu para guru untuk menghindari factor-faktor tersebut dan memberikan wawasan untuk mempertahankan minat peserta didik dalam pembelajaran bahasa asing. Penelitian ini menganalisis faktor demotivasi dalam pembelajaran Bahasa asing. Untuk memperoleh jawaban dari beberapa pertanyaan, penelitian ini menerapkan pendekatan metode campuran. Seperangkat kuesioner yang diadaptasi dari model Sakai dan Kikuchi (2009) didistribusikan kepada tiga puluh delapan mahasiswa sedangkan wawancara dilakukan terhadap tiga dari mahasiswa tersebut. Temuan menunjukkan bahwa kompetensi guru dan kurangnya motivasi intrinsik merupakan faktor yang paling menonjol yang menyebabkan demotivasi di antara para peserta. Dalam hal ini, guru dianggap tidak kompeten oleh para peserta ketika guru memiliki pelafalan bahasa Inggris yang buruk dan tidak menyediakan ruang kelas yang komunikatif. Di sisi lain, kurangnya motivasi intrinsik ditunjukkan oleh hilangnya minat siswa dalam belajar dan tujuan mereka untuk berbicara dalam bahasa Inggris. Menyediakan ruang kelas yang komunikatif dengan guru yang fasih serta mempromosikan minat siswa dalam bahasa dan budaya Inggris tampaknya menjadi solusi untuk mengurangi demotivasi siswa]

scholarly journals Demotivating Factors of Indonesian College Students to Learn English as A Foreign Language

2018 ◽  
Vol 2 (1) ◽  
pp. 1-24
Author(s):  
Reza Anggriyashati Adara
Keyword(s):  
College Students ◽  
Foreign Language ◽  
University Students ◽  
Intrinsic Motivation ◽  
Mixed Method ◽  
English Language ◽  
The Other ◽  
English Speaker ◽  
Language And Culture ◽  
Method Approach

Investigating demotivating factors can help teachers to avoid them and provide more insights on sustaining learners’ interest in FL learning. The present study aimed to analyse demotivating factors in FL learning. To obtain the findings, the present study applied a mixed method approach. A set of questionnaires adapted from Sakai and Kikuchi’s (2009) questionnaires were distributed to thirty eight university students whereas interviews were conducted to three of them. The findings indicated teacher’s competence and lack of intrinsic motivation as the most salient factors that caused demotivation among the participants. In this consideration, teachers were perceived as incompetent by the participants when teachers have poor English pronunciation and do not provide communicative classrooms. On the other hand, lack of intrinsic motivation was indicated by the loss of students’ interest in learning and their goal to be an English speaker. Providing a communicative classroom with a fluent teacher as well as promoting students’ interest in English language and culture seem to be the solutions to reduce students’ demotivation. [Penelitian tentang faktor-faktor yang menurunkan motifasi (demotivation) dapat membantu para guru untuk menghindari factor-faktor tersebut dan memberikan wawasan untuk mempertahankan minat peserta didik dalam pembelajaran bahasa asing. Penelitian ini menganalisis faktor demotivasi dalam pembelajaran Bahasa asing. Untuk memperoleh jawaban dari beberapa pertanyaan, penelitian ini menerapkan pendekatan metode campuran. Seperangkat kuesioner yang diadaptasi dari model Sakai dan Kikuchi (2009) didistribusikan kepada tiga puluh delapan mahasiswa sedangkan wawancara dilakukan terhadap tiga dari mahasiswa tersebut. Temuan menunjukkan bahwa kompetensi guru dan kurangnya motivasi intrinsik merupakan faktor yang paling menonjol yang menyebabkan demotivasi di antara para peserta. Dalam hal ini, guru dianggap tidak kompeten oleh para peserta ketika guru memiliki pelafalan bahasa Inggris yang buruk dan tidak menyediakan ruang kelas yang komunikatif. Di sisi lain, kurangnya motivasi intrinsik ditunjukkan oleh hilangnya minat siswa dalam belajar dan tujuan mereka untuk berbicara dalam bahasa Inggris. Menyediakan ruang kelas yang komunikatif dengan guru yang fasih serta mempromosikan minat siswa dalam bahasa dan budaya Inggris tampaknya menjadi solusi untuk mengurangi demotivasi siswa]

scholarly journals A Promoting EFL Learners’ Linguistic Competence via Videogame Play-Trace Effects: An Empirical Study

2019 ◽  
Vol 6 (1) ◽  
pp. 56-72
Author(s):  
Rozhgar Jalal Khidhir ◽  
Hussein Ali Wali
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mixed Method ◽  
English Language ◽  
Linguistic Competence ◽  
Independent Learning ◽  
Efl Learners ◽  
Frequent Use ◽  
The University ◽  
Method Approach

The current study is an experimental digital game-based (DGBL) endeavor which tackles potential educational issues beyond the frequent use of games, language learning potentials in particular. It has used a mixed method approach, i.e., quantitative and qualitative. The study aims at exploring the practical effects of videogame play, Trace Effect, on improving the players’ linguistic competence. It is hypothesized that (playing videogame cannot create any difference of performance between groups of subject matters for improving English language learning. The study has concluded the followings; overall inferential statistics confirmed that playing videogame can effectively get into the improvement process of teaching English as a foreign language to the university students. On the other hand, playing the videogame, Trace Effects, has formed the solely major cause of improvement and learning in the following domains, creating friendly fascinating atmosphere, upgrading technological skills, increasing motivation towards learning, making use of homework as a form of external extensive activity, forming semi-independent learning, and practicing and virtual reality of the second/foreign language’s culture.

scholarly journals PENGGUNAAN MEDIA BERBASIS ICT DALAM PEMBELAJARAN MATA KULIAH BAHASA INGGRIS UNTUK AUD

2021 ◽  
Vol 1 (1) ◽  
pp. 18
Author(s):  
Ratna Purwanti ◽  
Asmi Rusmanayanti
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mixed Method ◽  
English Language ◽  
Positive Response ◽  
English Learning ◽  
Information And Communication ◽  
The Subject ◽  
Method Approach ◽  
Made In

AbstrakDi dalam proses pembelajaran pengajar perlu mengubah media pembelajaran dengan menggunakan ICT (Information and Communication of Technology) untuk meningkatkan kualitas dan efisiensi di dalam proses pembelajaran, salah satunya yaitu Mata kuliah Bahasa Inggris Untuk AUD. Di Indonesia, belajar bahasa asing adalah proses yang terintegrasi. Akan tetapi, permasalahan yang terjadi adalah banyak siswa menganggap Bahasa Inggris sulit untuk dipelajari, terutama belajar di luar jam sekolah. Sehingga, dengan penggunaan media berbasis ICT dapat mengurangi pemikiran secara bertahap tentang sulitnya Bahasa Inggris. Adapun tujuan dari penelitian ini adalah untuk mengeksplorasi penggunaan media berbasis ICT baik komputer atau perangkat seluler dalam meningkatkan keterampilan Bahasa Inggris di proses pembelajaran Mata kuliah Bahasa Inggris Untuk AUD. Penelitian ini menggunakan pendekatan metode campuran dengan subyek 35 siswa yang dijadikan sampel di Mata kuliah Bahasa Inggris Untuk AUD kelas VI A tahun 2019/2020, PG PAUD FKIP ULM. Data akan dikumpulkan melalui kuesioner dan wawancara serta observasi yang dilakukan di kelas oleh dua penilai yang berbeda untuk menghindari bias. Hasil penelitian menunjukan bahwa siswa memiliki tanggapan positif terhadap penggunaan ICT (aplikasi MALL) di dalam pembelajaran Mata kuliah Bahasa Inggris Untuk AUD. Hasil penelitian ini dapat digunakan sebagai alternatif dalam pembelajaran Mata kuliah Bahasa Inggris Untuk AUD dengan menggunakan ICT.Kata Kunci : ICT, Pembelajaran Bahasa Inggris              Abstract In the learning process educators need to change learning media by using ICT (Information and Communication of Technology) to improve quality and efficiency in the learning process, one of which is Mata kuliah Bahasa Inggris Untuk AUD. In Indonesia, learning a foreign language is an integrated process. However, the problem that occurs is that many students consider English difficult to learn, especially learning outside of school hours. Thus, the use of ICT-based media can gradually reduce thinking about the difficulty of English. The purpose of this research is to explore the use of ICT-based media both computers or mobile devices in improving English language skills in the "Mata kuliah Bahasa Inggris Untuk AUD" learning process. This study uses a mixed method approach with the subject of 35 students being sampled in Bahasa Inggris Untuk AUD kelas VI A tahun 2019/2020, PG PAUD FKIP ULM. Data will be collected through questionnaires and interviews and observations made in class by two different assessors to avoid bias. The results showed that students had a positive response to the use of ICT (MALL applications) in learning Mata kuliah Bahasa Inggris Untuk AUDs. The results of this study can be used as an alternative in learning Mata kuliah Bahasa Inggris Untuk AUD using ICT.Keywords: ICT, English learning

scholarly journals The Level and Sources of Foreign Language Speaking Anxiety among Saudi EFL University Students

2020 ◽  
Vol 11 (1) ◽  
pp. 55
Author(s):  
Faye Alnahidh ◽  
Sultan Altalhab
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Mixed Method ◽  
Negative Attitude ◽  
Moderate Level ◽  
Speaking Anxiety ◽  
Mixed Method Approach ◽  
English Class ◽  
Oral Presentations ◽  
Method Approach

This study aims to investigate the level and the sources of Foreign Language Speaking Anxiety (FLSA). To achieve this aim, a mixed-method approach was used by implementing a questionnaire and interviews. Eighty-five female Saudi EFL university students completed the questionnaire. Six of the most highly anxious students were identified according to the questionnaire results and interviewed. The findings revealed that the participants experienced a moderate level of FLSA in their English class. In addition, there are several sources of FLSA, which can be listed in the following order: fear of making mistakes, forced participation, lack of vocabulary, lack of practice, lack of grammar. Participants also reported other sources of anxiety such as fear of making pronunciation mistakes, the negative attitude of teachers and the need to give oral presentations. Based on the results, the study reached a conclusion and constructed a set of recommendations.

scholarly journals STUDENTS’ PERCEPTIONS OF THE USE OF ZOOM AND WHATSAPP IN ELT AMIDST COVID19 PANDEMIC

2021 ◽  
Vol 2 (1) ◽  
pp. 51-64
Author(s):  
Suadi Suadi
Keyword(s):  
University Students ◽  
Mixed Method ◽  
Qualitative Method ◽  
English Language ◽  
English Language Teaching ◽  
Course Materials ◽  
Virtual Class ◽  
Learning Platforms ◽  
Class Interaction ◽  
Method Approach

During the Covid19 pandemic, online learning platforms are solutions to sustain the English Language Teaching (ELT). It is an appropriate platforms option for lecturers to deliver the course materials amidst the covid19 outbreak. Some of the most frequently used platforms are Zoom and WhatsApp. The purpose of this study is to describe the EFL university students’ perceptions of the use of Zoom and WhatsApp in ELT. A virtual class in form of Zoom and WhatsApp was created to enable students to remotely attend the class and at the same time to keep in line with the covid19 health protocol. This study involved 53 students as respondents. The data were obtained through online-based questionnaire and were analyzed based on a mixed method approach by combining quantitative and qualitative method. The result revealed that the virtual class of ELT for EFL University students in form of Zoom and WhatsApp was considered positive by the learners. Although the availability and slow speed internet connection were being problems to use them in ELT, they were also rated effective and efficient in terms of time, place and expense. Moreover, learners agreed that those two online platforms can help them to improve language skills and to reduce shyness in virtual class interaction.

scholarly journals An Evaluation of Two Parts in an ESP Textbook for Engineering Students: A Case Study of Sudan International University

2020 ◽  
Vol 3 (12) ◽  
pp. 162-171
Author(s):  
Osama Mohamed Ahmed Abdulwahab Ahmed (Osama Wdidi)
Keyword(s):  
College Students ◽  
University Students ◽  
English Language ◽  
Engineering Students ◽  
The Other ◽  
Other Hand ◽  
International University ◽  
Descriptive Method ◽  
Language Type

The main objective of this study is to evaluate the English Language Textbook that is used for university students in a faculty of engineering. This textbook is called “SIU English Language Course ‘C’”, which is taught for engineering students in the first two semesters at Sudan International University. The main purpose of this evaluation is to analyze the textbook in order to see whether it is suitable for the engineering students. The researcher used the descriptive method in this study and used the questionnaire which is distributed for a sample taken from the students of engineering, this sample consists of (90) engineering college students. Besides, there was another questionnaire for a sample of (9) instructors who teach the same textbook. There are two aspects in the textbook that the researcher focused on to be analyzed; they are the skills and the language type. From the responses of the two questionnaires there was a common agreement from both the students and teachers was revealed and they were highly satisfied about the two aspects in the evaluated textbook. Based on the above, the findings of this study have shown that the majority of the students and instructors agreed that the skills which are used in this textbook are very satisfied and their designs suit the engineering students. On the other hand, they also agreed that textbook is quite satisfactory in terms of its language type.

scholarly journals Using Digital Games for Enhancing EFL Grammar and Vocabulary in Higher Education

2020 ◽  
Vol 15 (20) ◽  
pp. 116
Author(s):  
Luz Castillo-Cuesta
Keyword(s):  
Foreign Language ◽  
Mixed Method ◽  
Digital Games ◽  
Vocabulary Knowledge ◽  
Southern Ecuador ◽  
English Major ◽  
Frame Work ◽  
The Common ◽  
Method Approach ◽  
Analyze Data

The purpose of this study is to analyze the use of digital games to enhance English as a Foreign Language (EFL) grammar and vocabulary in the English Major of Universidad Técnica Particular de Loja, in southern Ecuador. A total of 68 students from B1 level, according to the Common European Frame-work of Reference for Languages (CEFR), participated in this study. All the par-ticipants were enrolled in two different classes of a Communicative Grammar course. A mixed-method approach was used to collect and analyze data in this study. Pre and post-questionnaires as well as writing rubrics were applied as in-struments. Digital games were implemented throughout an academic term of 5 months in which students received permanent feedback. The results show that digital games were useful to improve learners´ grammar in aspects concerning the use of modals, gerunds, and infinitives; also, students showed an improvement in their vocabulary knowledge, especially in topics related to jobs and education.

scholarly journals The Library of Rudolf Steiner: The Books in English

2018 ◽  
Vol 9 (3) ◽  
pp. 21-46
Author(s):  
John Paull
Keyword(s):  
Social Science ◽  
Foreign Language ◽  
English Language ◽  
Native Language ◽  
New Age ◽  
The Other ◽  
Rudolf Steiner ◽  
The World ◽  
Personal Library ◽  
General Secretary

The New Age philosopher, Rudolf Steiner (1861-1925), was the most prolific and arguably the most influential philosopher of his era. He assembled a substantial library, of approximately 9,000 items, which has been preserved intact since his death. Most of Rudolf Steiner’s books are in German, his native language however there are books in other languages, including English, French, Italian, Swedish, Sanskrit and Latin. His library hosts more books in English than in any other foreign language. Steiner esteemed English as “a universal world language”. The present paper identifies 327 books in English in Rudolf Steiner’s personal library. Fifty percent of the English-language books identified are categorized as Theosophy (n=164). Rudolf Steiner was the General Secretary of the German branch of the Theosophy Society from 1902, and he hived off his own Anthroposophy Society in 1912. The present study reveals that Steiner maintained his interest in theosophy throughout his life as he stayed up to date with the proliferating portfolio of Theosophy publications. The publication dates of Steiner’s Theosophy collection range from 1877 to 1923. The leading exponents of Theosophy in his day are well represented in Steiner’s collection, including Annie Besant (n=61), Charles Lead beater (n=13), William Westcott (n=13) and Helena Blavatsky (n=10). Of the other 50% of the Anglo-books identified, 20% are in the category of Religion (n=67), 10% are Social Science (n=33), 6% are Philosophy (n=21), 4% are Science (n=13), and 3% each are Anthroposophy (n=11), History (n=9) and Arts (n=9). The publication dates of Steiner’s Anglo-books span the period 1659 to 1925. This demonstrates that Steiner was acquiring Anglo-books right to the end of his life. Steiner’s library throws light on the development of the thoughts of this remarkable individual and the present paper reveals Steiner’s engagement throughout his life with the world of Anglo-publishing and thought.

scholarly journals EFL Learners’ and Teachers’ Perception toward the Use of Online Videos in EFL Classes

2021 ◽  
Vol 12 (1) ◽  
pp. 215-228
Author(s):  
Doniazad Sultan Alshraideh
Keyword(s):  
Foreign Language ◽  
Mixed Method ◽  
English Language ◽  
Language Skills ◽  
Positive Influence ◽  
Effective Technique ◽  
Efl Learners ◽  
Efl Teachers ◽  
Online Videos ◽  
Preparatory Year

This study aims at analyzing the English as a foreign language (EFL) learners’ and teachers’ perception toward the use of online videos in EFL classes. The current study used a mixed method to answer the question of the study which is: What is the perception of EFL learners and teachers toward the use of online videos in EFL classes? It includes both quantitative and qualitative techniques, namely a questionnaire and an interview. To get the required data and to answer the question of the study, the researcher collected information by distributing a relevant questionnaire among 120 EFL Saudi female students who are studying English in their preparatory year “Unified Scientific Track” at Taibah University. Their ages range between 18 to 21 years old. The questionnaire of the study consists of 10 items. For the first nine items, Likert Scale is used to let the respondents range the statements on a five- point scale. The tenth item asks the respondents to rate the usefulness of the online video regarding language skills and other aspects. The researcher also conducted an interview with six EFL teachers who teach English language skills in the English Language Centre (ELC) at Taibah University. The responses of the participants showed that the use of online videos is an effective technique and has a positive influence in EFL classes.

Sign in / Sign up

Export Citation Format

Share Document