The Perspectives of Students on the Use of Motivational Strategy in English Language Teaching and Learning Process at Sma Negeri 3 Palembang (original) (raw)
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Ganesha University of Education, 2013
Artikel ini mengenai pandangan mahasiswa dan dosen terhadap pentingnya strategi motivasi pada proses pembelajaran Bahasa Inggris, yang bertujuan untuk: (1) mengetahui pandangan mahasiswa tentang pentingnya strategi motivasi tertentu dalam proses belajarmengajar bahasa Inggris; (2) pandangan dosen tentang pentingnya strategi motivasi tertentu dalam proses belajar-mengajar bahasa Inggris; (3) membandingkan pandangan mahasiswa dan dosen tentang pentingnya strategi motivasi tertentu dalam proses belajarmengajar bahasa Inggris; (4) mengamati penerapan strategi motivasi yang diterapkan dosen dalam proses belajar-mengajar bahasa Inggris.tentang pentingnya strategi motivasi tertentu dalam proses belajar-mengajar bahasa Inggris. Penelitian ini didasari oleh teori strategi memotivasi Dornyei (2001). Metode yang digunakan dalam penelitian ini adalah explanatory mixed method design. Berdasarkan analisis data kuantitatif, yang kemudian dikelompokkan berdarkan rumus Nurkacana's (1992), hasil penelitian ini menunjukkan bahwa: dimensi menciptakan kondisi motivasi dasar dipandang penting oleh mahasiswa (I=4.22) dan dosen (I=4.43); dimensi membangkitkan motivasi awal dipandang penting oleh mahasiswa (II=3.82) dan sangat penting oleh dosen (II = 4.70); dimensi memelihara dan menjaga motivasi dipandang penting oleh mahasiswa (III=3.99) dan sangat penting oleh dosen (III=4.54), dimensi dan strategi evaluasi yang positif dipandang penting baik oleh mahasiswa (IV=3.61) maupun dosen (IV=4.40). Namun terdapat beberapa perbedaan pendapat mengenai penerapan strategi motivasi tertentu dalam masing-masing dimensi. Didalam penerapannya, dosen menerapkan sebagian besar strategi memotivasi pada keempat dimensi yang disarankan Dornyei, dan terdapat beberapa strategi yang belum diterapkan oleh para dosen. Kata Kunci: strategi motivasi, pembelajaran bahasa Inggris, pembelajar dewasa, pandangan mahasiswa, pandangan dosen.
International Journal of Scientific and Research Publications, 2018
This study assessed the use of motivational strategies in language instruction at Lafto Secondary School. The study was aimed at assessing the use of motivational strategies in language instruction. The study particularly, tried to find out teachers' use of motivational strategies in language instruction. To this end, the study employed descriptive survey method, which involves both quantitative and qualitative methods. Accordingly, Lafto secondary school was selected through availability sampling. Then, all English Language teachers were selected from grade nine purposefully for the interview. In addition, data were collected from 60 randomly selected students from grade nine for questionnaire. Thus, descriptive statistics using frequencies and percentages were employed in analyzing the quantitative data and the qualitative data were analyzed qualitatively. Finally, based on the findings, the researcher recommended that working on the use of motivational strategies and should be used widely in the school so as to enhance students' performance. The results of the study revealed that even if the use of motivational strategies at Lafto secondary school was practically used but it has been given less attention to use some strategies frequently at the study school.
Journal of Medical Education Development, 2016
Introduction: Motivation is one of the effective factors on learning English. The aim of this research is to study the effectiveness of using motivational strategies on motivation of students in learning English. Method: This study had quasi-experimental design. The sample included of 59 students (50 girls and 9 boys) from University of Social Welfare and Rehabilitation Sciences, who took the general English unit. During 14 sessions, the teacher applied motivational strategies. The motivation questionnaire was used for pre-test and post-test. Results: The results showed that using motivational strategies by teacher in the English classroom enhanced the motivation of students ( P<0.05). It also had positive effects on the self-steam, attitude of students and descends their anxiety. Conclusion: Using motivational strategies by teachers in English classrooms could increase the motivation of students for learning English.
This research aims to analyze motivational strategies in teaching English as foreign language at 7 th grade of Junior High School 7 Kuningan and to analyze students " attitudes towards motivational strategies that were applied by teachers in teaching EFL. The researchers used qualitative research by using classroom observation, interview, and questionnaires. The result taken from classroom observation and interview show teacher 1 and teacher 3 applied motivational strategies completely based on the phases of motivational strategies. Thus, the students responded these strategies positively. On the other hand, teacher 2 applied motivational strategies incompletely because the teacher missed the first phases. This was responded negatively by students. Therefore, the students were actively involved in teaching and learning process conducted by teacher 1 and teacher 2, but the students were passively involved in teaching and learning process conducted by teacher 2. Furthermore, the result taken from questionnaires shows that students gave positive attitudes towards the teacher 1 (88.25%), teacher 2 (79.02%), and teacher 3 (85.71%). Based on the findings, it can be concluded that the way the teachers applied motivational strategies in teaching EFL determined students " attitudes towards motivational strategies applied by teachers in teaching EFL.
Abtstrac The study deals with identifying the strategies that university teachers use in the classroom to motivate the students in learning English language in Kurdistan Region. Since, motivation determines the degree of students' desire in learning English. The problem of the study is that, Kurdish learners in the Departments of English are normally not motivated enough to learn English, which they have no use of outside the classroom. So, there are well-established motivation-raising strategies that the teachers can use for the sake of creating a better teaching-learning environment in the classroom. The study aims at finding out to what extent the teachers of English literature in the Departments of English use motivational strategies, and making a comparison between the students' motivation in two colleges. The study hypothesizes that, university teachers do not use all the motivational strategies as possible for motivating the students to learn English language. The procedure that is adopted in the study is an observation checklist for the literature teachers, and using statistical means to analyze the data. The study tries to tackle English language learning in Kurdistan Region and how motivational strategies can be implemented in teaching-learning English in Kurdistan Region and how language learners can be motivated in learning English in the classroom, the roles of the language teachers in this process. The study adopted both qualitative and quantitative approaches to achieve its objectives via using observational checklist for lecturers who teach literature at Salahaddin University-Hawler. Then the study presents the analysis of the results of the observational checklist. At the end the study presents finding outs and the conclusions as well as some suggested recommendations.
MOTIVATION STRATEGIES OF ENGLISH TEACHERS FROM THE PERSPECTIVE OF THEIR STUDENTS
This paper was conducted to investigate the motivation strategies students prefer and consider effective. Adapting Dornyei's (2001) questionnaire to determine the strategies students prefer and consider effective, the research surveyed 75 third year students from three programs, namely: Bachelor of Arts in Development Communication, Bachelor of Secondary Education and Bachelor of Science in Garment Technology in state university taking English courses. Data were analyzed and interpreted using quantitative-descriptive design. To confirm the results of the survey data, focus group discussions (FGD), which were audio recorded and transcribed verbatim, were conducted. Four (4) students from each program were interviewed. Using phenomenological analysis, the study formulated from the FGD data different themes reflecting students' suggested ways of implementing the motivation strategies. The results of the study reveal that students prefer that their English teachers demonstrate and talk about their own enthusiasm for the course material and how it affects them personally and that they enable them to attribute success and failure to effort rather than to innate talent. Their program and level of motivation do not affect their perception about the motivation strategies they favor and consider effective. As to the level of effectiveness of their teachers' motivation strategies, all students regardless of program and level of motivation perceive it to be average or effective. English teachers can then heighten their students' success as language learners by creating a learning atmosphere that disarms students of their emotional defences, such as fear and anxiety, so that they can take risks in negotiating their personal and academic affairs in English.
To motivate students to learn English requires teachers to utilise more motivational strategies in order to improve students' achievements. Thus, the aims of this article are to discuss whether motivational strategies affect students' achievements in respect of the scores and focus on which motivational strategies influenced students' achievements. A questionnaire was administered to collect the data from 130 students in non-English major at Jilin University. In addition, several teachers of English at Jilin University were interviewed. The result indicates that the relationship between the student language achievement level at Jilin University and motivational strategies is direct. Statistical analyses suggest that protection of the learners' self-confidence is most important in language learning. The analysis shows that this present study tallied with the theory, on the whole, which the questionnaire is based on. In order to provide a set of motivational strategies that are consistent with Chinese culture, the questionnaire was designed based on Dornyei's framework (Appendix 1). After the discussion some suggestion will be given.
Students’ Motivation in Learning English
Motivation is one of the most significant things in learning process. Without motivation, the purposes of learning is tough to be achieved. When learners have it in learning process, they will more understand with the materials, especially English. The goal of this study is to know how students' motivation in learning English of eight grade at MTs Mathla'ul Anwar Sukaguna. This study used descriptive qualitative method. The data was carried out by using a questionnaire of students' motivation which have ten items adapted from Clement, Dornyei, & Noels (1994) and used an interview which have five questions. The data were processed in the percentage and descriptive explanation. The main findings described that the learners are entirety highly motivated. Based on this study's findings, students of eighth grade at MTs Mathla'ul Anwar have that motivation, it is based on the outcome of questionnaire and interview. From the output of questionnaire, most of students choose the agree statements. It means that students has an savor in learning English. Furthermore, the yield of interview expressed that students have highly interesting in learning English. But in this case, the teacher have to be more creative in using the media, strategy, or delivered material in teaching learning activity to improve students' motivation.
This study examined longitudinally the effectiveness of motivational strategies in promoting the L2 motivation of Saudi learners in their EFL classes. This empirical investigation was conducted in two stages. In the first stage, the study utilised a 53-item questionnaire survey in which 119 EFL teachers were asked to rate the strategies in terms of how important they consider each for enhancing students' motivation. Based on the teachers' responses, the top 10 motivational strategies that were implemented at the second stage of the experiment were identified. In the second stage, 296 EFL students were randomly divided into two groups: an experimental group that was exposed to the 10 motivational strategies in their classes by seven teachers followed the traditional way of teaching. Motivation questionnaires as well as classroom observations and teacher post-lesson evaluation protocols were used to assess the teachers' motivational practices and students' motivated behaviours in the classroom at the start and the end of the experimental period. The findings clearly showed a significant rise in motivational levels for students in the experimental, but not the control group and provided compelling evidence that teachers' motivational behaviours do lead to enhanced motivation in their L2 learners.
English language teachers apply various strategies to motivate learners for learning English. Learners' motivation for learning English changes from time to time and teachers' teaching strategies impact on their motivational level. This paper aims at investigating motivational teaching strategies from teachers' perspective that motivate learners to learn English effectively at Merhan University of Engineering and Technology (MUET), Jamshoro. It is a professional engineering university in which engineers take English course. Thus, the study intends to investigate the use of motivational teaching strategies that English language teachers apply. Motivation is a psychological construct which refers to cause and origin of an action (Dörnyei, 2001). Thus, motivational teaching strategies may be cause and origin of learners' learning. This current paper takes Dörnyei's (1994) three levels model (language level, learner level, and learning situation level) which guides the paper for motivational strategies of teaching and learning.