Analysis of EFL Learners’ Integrative and Instrumental Motivation Factor at English Language Education Undiksha

2021 ◽  
Vol 1 (1) ◽  
pp. 55-62
Author(s):  
Made Surya Mahendra ◽  
Ni Luh Putu Eka Sulistia Dewi ◽  
Ida Ayu Made Istri Utami
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Target Language ◽  
Education Students ◽  
English Language Education ◽  
Motivation Factors ◽  
Integrative Motivation ◽  
Language Attitude ◽  
Learning English

This study aimed (1) to analyze motivation’s factor that affects English Language Education Students in achieving learning English both in instrumental and integrative motivation; (2) to analyze the major factor of motivation that affect students; and (3) to analyze how the major factor of motivation influence the students in achieving their goal in learning English. The survey was employed as a method of data collection through questionnaires and interviews. Both instruments consisted of instrumental and integrative motivation, which each dimension involves three factors of motivation. The results showed that English Language Education students were affected by six motivation factors. Those are academic, social, economic, attitude toward learning the target language, attitude toward the target language community, and desire to learn the target language. Among those motivation factors, the academic and attitude toward learning the target language were the major factor that affects students in achieving their goal in language learning.

scholarly journals FAKTOR YANG MEMPENGARUI KEBERHASILAN PESERTA DIDIK DALAM PEMBELAJARAN BAHASA INGGRIS (Teori Linguistik dan Al-Qur’an)

2018 ◽  
Vol 12 (1) ◽  
pp. 105-124
Author(s):  
Andi Muhammad Dakhalan
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
School Facilities ◽  
School Curriculum ◽  
English Language Teaching ◽  
English Language Learning ◽  
English Language Education ◽  
Learning English

The emergence of today’s role of English as an international language (EIL) and as a global lingua franca (ELF) makes English language education important in many countries. In Indonesia, for example, it has been growing a number of schools ranging from kindergarten to university level which use English as the medium of instructions.Every subject in school curriculum has different objectives including English subject. But some students donot realize that, learning English is really important in their life. It makes them unmotivated in learning English. Lack of learners’ motivation is believed as one of the primary problems of English language teaching, many of them take it as a difficult lesson to learn. As a result, they skip class, and when they attend the class, it is not because they want to learn English but likely because they fear of failure. Moreover, lots of them may lack of attention during class, chatting with classmates, doodling in their note books or gasp in their textbooks. This present study aims at discovering the factors that influence the students’ achievement in English language learning by using linguistic and Al-Qur’an theory. The conclusion of the study is the factors that influence the students’ achievement in English language learning are the students’ intelligence, motivation, school facilities, policies of government and the principal, family, and environment

How Gaming Applications of CALL influence inputs of English Grammar: كيف تؤثر تطبيقات ألعاب الكمبيوتر المساعدة في تعليم اللغة على مدخلات قواعد اللغة الإنجليزية

2020 ◽  
Vol 4 (47) ◽  
Author(s):  
Atif Obaid M Alsuhaymi
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Full Sample ◽  
English Grammar ◽  
Before And After ◽  
Post Test

The present study aims to research the influences of games through Computer-Assisted Language Learning (CALL) compared to Teacher-Centered Instruction (TCI) on teenagers' achievement in English language education in Saudi Arabia. Two groups of students tested, before and after instruction, so to determine success of the application of pedagogies. The full sample consisted of 22 teenagers, divided randomly, into two equal groups. The first group was the control (TDI) group, which used a school textbook. The second group was the experimental group (CALL), which given a CALL application, based on the game ‘Kahoot.’ Two types of tests were conducted, a pre-test and a post-test, at each of two periods for each group. The pre-test administered before instruction, and the post-test taken after the instructional period. Findings indicate that both groups increased their proficiencies with English object pronouns. However, performance on the post-test by the experimental (CALL) group significantly exceeded that of the control (TCI) group.

scholarly journals ERROR ANALYSIS OF CONDITIONAL SENTENCES

2020 ◽  
Vol 1 (1) ◽  
pp. 35-42
Author(s):  
Wilna Kristina ◽  
Albert Rufinus ◽  
Masfa Maiza
Keyword(s):  
Language Learners ◽  
Research Method ◽  
English Language ◽  
Language Education ◽  
Analysis Data ◽  
Target Language ◽  
English Language Education ◽  
Study Program ◽  
West Kalimantan ◽  
Foreign Language Learners

Making mistakes when using conditional sentences is common for foreign language learners. Errors in this study are in accordance with the error classification surface strategy taxonomy, namely omission, addition, misform ation and misordering. The purposes of this study are to identify and to classify the types of error and to find the factors causing errors in the use of conditional sentences. The research method used is descriptive qualitative research method that is a case study with taxonomic analysis. Data collection techniques were carried out using test and interview. The research subject was third semester students of the English Language Education Study Program 2018/2019 of Pamane Talino College of Education in Landak Regency, West Kalimantan. The results show that 30.27% of students make omission errors, 21.11% addition errors, 34.86% misformation errors and 13.76% misordering errors. The factors that cause errors are found from the system's own target language (intralingual). The main error factors classified as intralingual errors in this study are: incomplete knowledge in verb forms, incomplete application of rules and false concept hypothesis.

scholarly journals PRESERVICE TEACHERS’ STRATEGIES TO NEGOTIATE ENGLISH TEACHING PRACTICES IN THE REMOTE AREA

LITERA ◽  
2018 ◽  
Vol 17 (2) ◽  
Author(s):  
Febi Puspitasari ◽  
Joko Nurkamto ◽  
Diah Kristina
Keyword(s):  
Preservice Teachers ◽  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Negotiation Process ◽  
Remote Area ◽  
English Language Education ◽  
Learning Groups ◽  
Remote Areas ◽  
Language Classes

Conditions and facilities of English language classes in the remote area encourage the negotiation of learning to solve problems. This narrative research aims to reveal strategies of pre-service teachers of the SM3T program in the process of the negotiation of English language learning. The study used diaries and interview transcripts from four teachers from Pidie Jaya and Sumba. The findings showthat teachers use interpersonal (IPS) and instructional (IS) strategies in the negotiation process. In Pidie Jaya, IPS strategies consist of the use of local languages and the help of local people. Meanwhile, IS strategies comprise learning groups and introduction to learning activities. In Sumba, teachers make language adjustment and establish rapport and informal communication as IPS strategies and they carry out buddy teaching and assign homework as IS strategies. This study contributes to the intercultural approach to designing English Language Education programs for remote areas. Keywords: EFL, remote areas, negotiation of learning STRATEGI GURU PRAJABATAN DALAM NEGOSIASI PEMBELAJARAN BAHASA INGGRIS DI DAERAH TERPENCIL Abstrak Kondisi dan fasilitas kelas Bahasa Inggris di daerah terpencil mendorong adanya negosiasi pembelajaran untuk menyelesaikan masalah. Penelitian naratif ini bertujuan untuk mengungkapkan strategi-strategi guru prajabatan program SM3T dalam proses negosiasi pembelajaran Bahasa Inggris. Studi ini menggunakan diary dan transkrip wawancara milik empat guru dari Pidie Jaya dan Sumba. Hasil penelitian menunjukkan bahwa guru menggunakan strategi Interpersonal (IPS) dan Instruksional (IS) dalam proses negosiasi. Di Pidie Jaya, IPS terdiri dari penggunaan bahasa lokal dan bantuan orang lokal. Sedangkan IS terdiri dari grup belajar dan pengenalan aktivitas-aktivitas pembelajaran. Di Sumba, guru melakukan penyesuaian bahasa dan membangun keakraban dan komunikasi informal sebagai IPS dan melakukan pengajaran dengan teman dan memberikan tugas rumah sebagai IS. Studi ini berkontribusi pada pendekatan antarkultur dalam merancang program Pendidikan Bahasa Inggris untuk daerah terpencil. Kata kunci: EFL, daerah terpencil, negosiasi pembelajaran

scholarly journals PROJECTS BASED LEARNING ACTIVITIES IN A CALL CLASSROOM: LET’S SEE AND TRY!

2016 ◽  
Vol 1 (3) ◽  
pp. 233
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Study Program ◽  
Efl Teachers

This paper discusses three main projects and their related activities that students do in a Computer Assisted Language Learning (CALL) classroom at English Language Education Study Program, Dunia University Indonesia. The practical discussions in this paper will be an interest of English as a Foreign Language (EFL) teachers in Indonesia who look for practical ideas to teach the use of CALL in EFL classrooms, feel interested in integrating CALL into their classroom practices, and wish to explore ideas about how their students can benefit from technology. At the end of the paper, I address voices to support the use of CALL in teaching and learning in Indonesia.  

scholarly journals EXPLORING EFL STUDENTS’ PROBLEMS IN LISTENING TO ENGLISH NEWS BROADCASTS

2020 ◽  
Vol 4 (2) ◽  
pp. 340-352
Author(s):  
Zulfikar Zulfikar ◽  
Cut Tarri Aulia ◽  
Saiful Akmal
Keyword(s):  
Language Learning ◽  
English Language ◽  
Speech Rate ◽  
Foreign Language Learning ◽  
Language Education ◽  
Grammatical Structure ◽  
Inference Making ◽  
English Language Education ◽  
News Broadcasts ◽  
Efl Students

Listening is central for language learning and for daily communication. However, in foreign language learning, students still encounter problems in understanding listening materials. This present study is aimed to reveal the students’ problems in listening English news broadcasts. The subjects of this study were two classrooms at the Department of English Language Education at an acknowledged university in Banda Aceh. The samples were made of 50 students in their third semester. This study employed a quantitative analysis approach. A close-ended questionnaire was used as the instruments in collecting the data. The findings showed that the difficulties faced by the students in listening to English news broadcast were mainly caused by unfamiliar topics, unfamiliar vocabulary, different accents, fast speech rate, unintelligible pronunciation, difficulty in inference making, excessively long passages, complicated grammatical structure, as well as complex ideas.

scholarly journals Language Learning Strategies in English Language Learning: A Survey Study

2019 ◽  
Vol 1 (1) ◽  
pp. 58-68
Author(s):  
Astri Hapsari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Language Education ◽  
Survey Study ◽  
Language Learning Strategies ◽  
English Language Education ◽  
Strategic Competence ◽  
Academic Year

Strategic competence involves a number of learning and communication strategies which can be learned by language learners. These behaviors and thinking process can help second language learners to accelerate their target language learning. Teachers’ knowledge on these strategies will help language learners in overcoming the problems of their learning process. This survey study aims to describe students’ profile of strategic competence by mapping their language learning strategies. The participants were 106 students of Department of English Language Education in academic year 2014/2015. The instrument used was Oxford’s (1989) Strategy Inventory for Language Learning (SILL) Worksheet, Version 7.0 for Speakers of Other Languages Learning English. Students’ profile of strategic competence in academic year 2014/2015 is: memory strategy (3.20), affective strategy (3.38), cognitive strategy (3.45), compensation strategy (3.46), social strategy (3.46), and metacognitive strategy (3.63). Therefore, the only strategy who has achieved high profile is metacognitive strategy (3.63). The other strategies are still on medium profile, which means all the students sometimes use the strategies. For the whole SILL strategies, students of Department of English Language Education, Universitas Islam Indonesia in academic year 2014/2015 get mean score 3.43, which also means on medium profile of strategic competence. From the result, it is recommended that the students need to develop the other five strategies from medium to high profile. Keywords: strategic competence, language learning strategies, survey study

scholarly journals ANALYSIS OF CODE SWITCHING BY EFL STUDENT AT ENGLISH LANGUAGE EDUCATION

2017 ◽  
Vol 24 (1) ◽  
pp. 37
Author(s):  
Sariputri Ni Putu Trisna
Keyword(s):  
English Language ◽  
Language Education ◽  
Code Switching ◽  
Education Students ◽  
English Language Education ◽  
Word Level ◽  
Sentence Level ◽  
Two Factors ◽  
The One

This study discusses code switching used by the English Language Education students in their daily communication. This study also tries to find out the factor of applying code switching. The data was collected from around forty participants by using two methods such as observation and interview. The participants were the English Language Education students at Universitas Pendidikan Ganesha. From all of the participants, there were twenty expressions of code switching were revealed. The result shows that the students uses three types of linguistics level in code swicthing such as word level, phrase level and clause or sentence level. It is also found that there are two factors that made the students switch the one language into another language.

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