students' motivational factors in learning english in the faculty ...

STUDENTS’ MOTIVATIONAL FACTORS IN LEARNING ENGLISH IN

THE FACULTY OF HEALTH AND SCIENCE

THESIS

Submitted in Partial Fulfillment

Of the Requirements for the Degree of

Sarjana Pendidikan

Wasty Mentari Kurniawati Theodore Ratundima

112011056

ENGLISH LANGUAGE TEACHING PROGRAM

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

SALATIGA

2016

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Copyright@2016. Wasty Mentari Kurniawati Theodore Ratundima and Athriyana Santye

Pattiwael, M.Hum.

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permission of at least one of the copyright owners or the English Department, Faculty of

Language and Literature, Satya Wacana Christian University, Salatiga.


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TABLE OF CONTENT

TABLE OF CONTENT

Thesis Supervisor Thesis Examiner

Athriyana Santye Pattiwael, M. Hum. Prof. Dr. Gusti Astika, M. A.

TABLE OF CONTENTS

Cover ..................................................................................................................... .i

Approval Page ....................................................................................................... ii

Copyright Statement ............................................................................................. iii

Publication Agreement Declaration ...................................................................... .iv

Table of Content ................................................................................................... v

Thesis Body

ABSTRACT ................................................................................................ .1

Keywords ..................................................................................................... .1

INTRODUCTION ....................................................................................... .1

LITERATURE REVIEW ............................................................................ .3

A. Defining Motivation...............................................................................3

B. Motivation Factors..................................................................................3

1. Society…………………………………………………………4

2. Parents…………………………………………………………5

3. Peers…………………………………………………………...6

4. Teachers……………………………………………………….6

5. Teaching Method……………………………………………...7

6. Learning Environment…………………………………….......7

C. Effects of Motivation that occur in language learning………………...8

THE STUDY……………………………………………………………...9

A. Context of the Study…………………………………………….….9

B. Participants of the study……………………………………….……9

C. Instruments of Data Collection………………………………….....10

D. Data Collection Procedure…………………………………………11

E. Data Analysis Procedure…………………………………………...11

FINDINGS AND DISCUSSION................................................................. 11

A. Parents, Peers and Specific Groups in Community…………….……….15

1. Parents and Peers ........................................................................ .15

2. Specific Groups in Community…………………………..……..19

B. Teachers as the External Factor of Motivation………………….………22

1. The way the teacher interact with the learners………….……….23

2. Giving explanation………………………………………….…...24

3. Helping the learners with their difficulties…………………..…..28

4. Giving feedback or Scoring the learners’ work……………..…...29

C. Learning Environment as the External Motivational Factor………..…...31

1. Classroom atmosphere…………………………………….….….31

2. Classroom facilities…………………………………………..…..32

CONCLUSION……………………………………………………………….…34

ACKNOWLEDGEMENT ................................................................................. ..35

REFERENCES ................................................................................................... ..36

APPENDIX……………………………………………………………..……….38

STUDENTS’ MOTIVATIONAL FACTORS IN LEARNING ENGLISH IN THE

FACULTY OF HEALTH AND SCIENCE

Abstract

This study investigated the students’ external motivational factors in learning English in

Integrated English Course (IEC) class. The participants were 23 students of EIC class in the

Faculty of Health and Science. The 11 questions in the questionnaire and Focus Group

Discussion were done to collect the data. The data was analyzed based on the classification of

Harmer’s framework. The result shows that there are three factors serve as the external

motivational factors, namely parents and peers, including specific group in community,

teachers and learning environment. These three factors play their role hand in hand and

motivate the participants in different ways yet be supporting one to another.

Keywords: Motivation, External Motivational Factors, Harmer’s framework, IEC Class

INTRODUCTION

In learning English as a global language, learners usually engage with various ways

that support themselves to acquire the language, especially their willingness to learn. In other

words, their motivation is a "key to learning the second language and the biggest single factor

that affect the successful learning" (Dornyei, 1997). In addition, motivation can take place in

this situation as it is one of the important things to achieve the learners' successful learning.

Motivation itself is an "individual's personal goals, desires and intension" (Guthrie &

Wigfield, 2000, p.2,) that drive them to a particular action to achieve the goal. In achieving

the goals, there are some factors, which are external and internal, that might influence the

learning process.

Some previous studies had been conducted to display the factors that influence

learners' motivation. Krishnan (2013) explored the factors that motivate Jordanian students to

learn English in an Arab Model School. Data was collected from AMTB questionnaires and

in-depth interview with 10 students. The result of the study showed that four important

factors such as parental encouragement, social factor, desire to learn English, and teacher's

style influenced the students learning process. Another study was carried out by Mosha

(2014) in Zanzibar Rural and Urban Secondary School aimed to investigate the factors

affecting students' performance in English language subject. Data was collected using

interviews, classroom observation, questionnaires and documentary review. The result of the

study depicted that untrained, under-qualified and trained teacher, students' infrequent use of

English language at school and home, large class size, teachers' responsibilities, poor

conducive teaching and learning environment in the classrooms, limited home support

environment, and poverty become influential factors towards students’ English learning.

The present study attempts to answer the question: What are the students’ external

factors in learning Integrated English Course (IEC) class? The purpose of the study is to

identify the external factors that influence the students' motivation in learning English.

The study is intended to give inputs especially about motivation to the English

teachers. For the teachers, this research could be a reference to improving the students'

successful learning by knowing the students’ motivational factors. The success in the

classroom also depends on the teachers' performance in delivering the subject to fit the

students' need because teachers are one of the motivational factors. The teachers also know

about the role of motivation is important to gain the students' inquisitiveness in learning.

LITERATURE REVIEW

A. Defining motivation

Dornyei and Otto (1998) state that motivation is an important factor in L2 learning.

Motivation also can be defined as "a dynamic process which influences the individual to

achieve their need because it changes over time during the learning process". Brewer &

Burgens (2005) also points out that motivation is a fundamental aspect of learning that

influences the students' learning style. This is in line with Dornyei (2001) who states that

motivation is a concept which is seen as "a very important human characteristic but also

immensely complex" (p.6). Regarding human characteristic, motivation concerns the two

basic of dimensions, namely "direction and magnitude" that lead people to the reason why

they decide to do something and how hard they are going to pursue it (p.7).

B. Motivational factors in English learning

There are some factors contributing to students' successful L2 learning in the

classroom. Harmer (1991) state that students' motivation in learning English can be affected

and influenced by the attitude of a number of people. From those factors, the students might

find they are motivated to learn or vice versa. The factors that come from the students

themselves is called internal factor. Internal factors might deal with the feeling or attitude of

the students towards a particular situation. The focus of this study, however, is only on

motivational feature that comes from outside of the students which is called external factors.

This factor deals with the influence that the students experience from the outside, such as

parents, teachers, peer, and the learning materials. Dornyei (1994) points out three sets of

motivational components, such as course-specific motivational components, teacher-specific

motivational components and group-specific motivational components that influence students

L2 learning motivation. Course-specific components consist of the syllabus, teaching

materials and method, and tasks which are reviewed from four frameworks, interest,

relevance, expectancy, and satisfaction. Teacher-specific components refer to the teachers'

role in giving feedback and treat their students as their parents. Group-specific components

refer to the group activities that trigger the students to improve their motivation because of

the influence of the individual in that group.

In this study, the motivational factors were specified into the external factors that also

contributed to students' learning process. According to Harmer (1991), in investigating the

external factor, the subjects, such as "what" and "who", could be taken into account because

they are part of the world around the students' feeling and engagement to the learning

process. In addition, the external factor also covers the society, parents, peer, teachers, and

teaching method.

1. Society

The society itself refers to the place outside the classroom. The society could

influence the students' attitude towards the language being studied (Harmer, 1991). The

influences from the outside could lead the students to shape their behavior in learning the

language when they entered the classroom. The society might have the insight on how

important the English learning for the students and it also related to the cultural image. The

assumption and judgment from the society that emphasizes the importance of language

learning could become whether a positive or negative input for the students to continue their

learning.

2. Parents

According to Harmer (1991), to reach the success in language learning, the influences

from people who are close to them was greatly affect the students' attitude to learning the

language. It is important for the students because parents and the siblings are the contributing

factors for a higher motivation since the influence from parents and sibling is crucial to

support and develop the students' abilities. Parents, as the first environment that supports the

learners' education, can also become the most powerful advocators in the learning process

(Paige, 2001, as cited from Tuan, 2012). Successful learning also can be seen from parents

who have high expectation and confidence to their children's abilities because they can

encourage them to learn continuously and provide some learning attribute to support the

children's learning. Reid (2007) stated that families or the first environment where the

learners live with can be a significant influence on the learning since in school, teachers can

only see the small part of the learners' learning development, parents or family can have a

bigger part in getting involved with the learners' learning process and development.

The background of the parents also influences the parents' aspiration to engage with

their children's learning situation. Moreover, parent's involvement in children's learning

becomes an important factor for children to learn successfully. It is supported by Reid (2007)

who highlights that parents or family is the central role for the learners because whatever

happens in that family or between their parents can give impacts on the learners' behavior that

later influence their motivation in learning process.

3. Peer

This factor also has a crucial influence on the students' learning since the students are

placed in the same area of learning so they would experience the learning process together. If

the students have an enthusiastic friend, they would take him/her along with them (Harmer,

1991). In line with Harmer, Reid (2007) also emphasizes the importance of peer or friends for

learners during the learning, because once they have a breakdown between them, it can be the

source of unhappiness that later influence their performance in learning the language. By

having a friend who can help them to understand the materials in the classroom, the students

would have their motivation higher because they got support from their peer. Moreover, if the

students find that their friend has the same interest in a particular subject, their learning

process becomes much easier. In contrast, if the students find their friends are critical of the

subject, it won’t motivate them to learn more about the material and got stuck in that situation

because they cannot find a friend to share with.

4. Teacher

The teacher can be the major factor in achieving the students' successful learning. The

students will attract to the materials and the explanation if their teacher has passion and

shows an enthusiasm for teaching. The teachers' competence and personality also give an

impact to the learners. According to William and Burden (1997), teacher's personality can

influence to learners' personal feeling that later can affect the students to build their own

perceptions towards the teachers. If the teachers do not put an attention or enthusiasm in

teaching English, the learners will find the learning process is uninteresting and it decreases

their motivation. It becomes a reason that the teacher should provide a positive classroom

atmosphere by showing the enthusiasm in teaching. Teachers, who also provide such an

assessment for learners' progress in learning, also influence them to feel respected because

they were supported by the teachers to fill their needs (Chamber, 1993). In line with that,

Reid (2007) also argues that giving a kind of feedback for the learners is important because,

from feedback, the learners could know that they are on a correct path. It also means that by

providing a feedback for the learners, they might feel like they had been monitored for their

progress in learning. Teachers can also give support or motivation during the learning to

build the learners' confidence in their ability.

5. Teaching method

According to Harmer (1991), the method that the teacher use in the classroom gives a

significant effect because if both teacher and students are comfortable with the method, it will

be easier to achieve the success in learning English. In contrast, if the method is found

uninteresting or difficult to be understood, it can make the students less motivated to learn.

Mahonen (2004) also finds that the teaching method that the teachers use in organizing the

activities can give an improvement for the learners' learning.

6. Learning environment

According to Reid (2007), learning environment has an important role in creating an

effective learning. It also helps the learners to feel the enjoyment during the learning that may

avoid them from the feeling that influences their curiosity. Learning environment can be seen

from the classroom itself, especially the lighting. Lighting in the classroom is important

since, students from various deals with different range or types of lighting. Some of them

may enjoy a room with a fluorescent lighting while others may not. The color of the room

and seating arrangement may influence the mood of the learners while learning.

C. The effects of motivation that occur in language learning

According to Mahadi and Jafari (2012), motivation can be defined as a physical,

psychological or social need which motivates the individual to reach or achieve his goal and

fulfill his need and feel satisfied owing to achieving his aim. Moreover, motivation can

increase the enthusiasm of the students. The enthusiasm of the students can help them to do

their job, activity or lesson in the classroom context because the stronger motivation they

have, the bigger eager they present to achieve the successful. They also can have less fear to

start learning something new in English and it can build their self-confidence. Muola (2010),

states that motivation is a crucial thing to a students' academic success at any age. For the

university students, they may know better how to manage themselves in learning, especially

in applying their own learning strategies to get an easy understanding in English. According

to the types of motivation, if the students are highly motivated, they will understand easier

than those who have the lower motivation (Wimolmas, 2012).

As shown in types of motivation to lead to the successful language learning, Brown

(2001) proposes that "second language learners' benefit from positive attitudes but negative

attitudes may lead to decreased motivation; there is the unsuccessful attainment of

proficiency". "Individuals are motivated to either avoid failure or achieve success; learners

are motivated due to social goals" supported by Locke and Latham (1994). In achieving the

successful in learning, learners might see their motivation as "thing that comes from

themselves and agents of their own motivation to learn" (Ushioda, 2003, p. 98). Another idea

which supports the successful English learning is proposed by Siggings (2006) that "the

emotional effect helps themselves to believe their capability to achieve success" (p. 13).

METHODOLOGY

Context of the study

The study was conducted in the Faculty of Health and Science in Satya Wacana

Christian University. The reason why this study was conducted in this faculty was because, in

the first semester, the faculty required the students to take IC course which consists of 8

credits or sks. This course would be a stepping stone for the students to take another English

course later related to their major, especially in the medical area. In the first semester, the

faculty offered 6 classes for IC course and the aim of the course was to elevate students' skill

in English.

Participants

The participants were students of 2015 from the Faculty of Health and Science. The

participants were taken from one class only out the six classes. The participants were chosen

from the preliminary observation; include the help from the teacher, each class which was

emphasized on their activeness in the classroom includes their interaction with the teacher or

their understanding of the materials. The number of the students was various among the

classes. It was about 20 to 23 students in each class and 23 students were chosen to be the

representative of the class. The 23 students came from different backgrounds, such as place

of living or major in their senior high school, for example, science, language, and social

program. This study used purposive sampling which set some criteria, such as the activeness

of the students in the classroom, their interaction with the teachers and peers, the

understanding of the materials which can be seen from their test result (placement test). This

study used random sampling without deciding any criteria to make them as participants.

Instrument of data collection

This study employed the questionnaire as the main instrument to answer the research

question about students’ motivational factors, specifically the external factors. The

questionnaire was written in Indonesian and used open-ended and close-ended questions that

were developed based on Harmer (1991). The participants could answer the 10 questions

freely based on their experience.

Besides, an interview was used to get more data from the participants by answering

the questions in their mother tongue to ensure that they could reflect their experience deeply

in giving the responses. The interview questions which were similar to the ones in the

questionnaire were utilized to elaborate the answers of the students if they had additional

opinion from the options of the questionnaire. In the interview, the students can also give

their opinion or idea that might be the same or different with their friends in that group. The

interview would be about approximately 30 minutes until 1 hour and took place in a quiet

room.

Data collection procedure

The data was collected by asking the permission from the teacher in one of the IC

classes to distribute the questionnaire. The participants may ask anything they did not

understand from the questionnaire after the distribution. The time for the participants to fill in

the questionnaire was approximately 30 minutes so they had enough time to think about the

answers. After the data from the questionnaire was submitted and analyzed, the participants

would be interviewed in form of groups, to get richer data according to their responses. The

groups consist of 5-6 participants for each group. The interviews were recorded and

transcribed.

Data analysis procedure

The data was analyzed according to the qualitative data procedure that identifying the

participants' experience in a study (Creswell, 2003). In analyzing the data, each of the factors

was described and supported by the participants' responses that have been highlighted. The

factors have been classified according to Harmer’s (1991) prior to the data analysis. The data

was interpreted and it might include some supporting personal ideas that also answering the

research question. Finally, the dominant factors were summarized following the result of the

data analysis.

FINDINGS AND DISCUSSION

This section presents findings of the learners’ external motivational factors in learning

Integrated English Course. The findings are discussed in order to answer the research

question of “What are the students’ external factors in learning Integrated English Course

(IEC) class??” in the Faculty of Health and Science. The factors are categorized based on

Harmer (1991) terms on the source of motivation. These factors comprise parents and peers

as part of the society and teachers which cover teaching method and learning environment.

Learning environment, in addition, takes in classroom atmosphere and facility provided in the

classroom. According to the table, the findings from the questionnaire are presented with the

number of the participants (N) and the percentage (%).

LEARNERS’ MOTIVATIONAL FACTOR IN LEARNING ENGLISH

Statements N % N %

Parents (Question No.5)

a. Have awareness that learning English is

important.

23 100 - -

Peers (Question No.6 and 7)

c. Helping their friends to understand the

materials.

21 91 2 8

d. Helping their friends to be more

confident in learning English.

21 91 2 8

a. The learners will ask for their other

friends for helping them in dealing with

difficulties.

20 86 3 13

Society (Question No.2, 3 and 4)

a. As the supporter for the English learning

process.

19 82 4 17

a. Have an awareness of the importance of

English.

21 91 2 8

c. As courses provider and facilitate the

learning with books, etc.

14 60 7 30

Teachers (Question No.9)

a. The way the teacher interacts with the

learners.

4 3 2 1

N % N % N % N %

17 74 6 26 - - -

b. Giving the explanation. 4 3 2 1

N % N % N % N %

10 43 13 56 - - - -

c. Helping the learners with the difficulties. 4 3 2 1

N % N % N % N %

15 65 8 35 - - - -

d. Giving feedback or scoring the learners’

work.

4 3 2 1

N % N % N % N %

14 61 9 39 - - - -

Teaching Method (Question No.8)

a. In giving the explanation, the learners get

involved in a question and answer

session.

19 82 4 17

f. Question and answer session dominantly

used in the learning process.

19 82 4 17

Learning Environment (Question No.10 and 11)

d. The cleanness of the classroom. 19 82 4 17

d. The needs of lighting in the classroom. 21 91 2 8

Table 1: Frequency percentages of learners’ opinion toward external motivation

Table 1 shows the external factors that contributed to learners’ motivation based on

Harmer (1991) classification of the source of motivation. The table also shows that parents

are the factors that strongly influence the participants’ motivation. 23 participants (100%)

state that they were motivated to learn English because of their parents’ support whether for

being a role model in communicating using English or from the occupation of their parents.

On the other hand, 21 participants (91%) state that they are motivated by their peers who help

them to learn the materials, whether in group or individual work. Then, for the specific group

in society, it divided into three parts of statements that also supporting them in learn English,

which are the role of the society stated by 19 participants (82%), the attitude of the society

stated by 21 participants (91%) and the contribution of the society stated by 14 participants

(60%).

Besides, the other factor that plays a big role in the participants’ motivation is

teachers. Teachers serve the influence of motivation in four ways namely the way the teacher

interact with the learners, giving explanation, helping the learners with their difficulties, and

giving feedback or scoring the learners’ work. In the way to interact, 17 participants (74%)

argue that the interaction between the teachers and the participants is very good, while 6

participants (26%) state that it is a good interaction. In giving the explanations, 10

participants (43%) admit that the explanation is very clear while 13 participants (56%)

perceive that the teacher’s explanation is clear. In helping the learners, 15 participants (65%)

perceive that the teacher is very helpful while 8 participants (35%) state that the teacher is

helpful. The other way that served by the teacher is in giving feedback or scoring. It shows

that 14 participants (61%) argue that the teacher always give the feedback while 9

participants (39%) perceive that the teacher usually give them feedback or scoring.

Furthermore, learning environment, which is divided into two parts namely

classroom atmosphere and classroom facilities, is the other external factor that also influences

the participants. 19 participants (82%) perceive that the cleanness of the classroom help them

to learn better while 4 participants (17%) prefer to the seating arrangement, a good

atmosphere and lighting and the color of the classroom. For the facility, 21 participants (91%)

agree that sufficient facility, especially lighting, support them to learn, while 2 participants

(8%) add that the classroom facility has been completed with speaker and LCD.

PARENTS, PEERS & SPECIFIC GROUPS IN COMMUNITY

1. Parents and Peers

The findings reveal that all participants perceive that their parents, who once became

English teachers, motivate them to learn more about English. It supports the idea suggested

by Paige (2001) that parents is the first environment and the most powerful advocators in the

learning process that supports the participants' education. The parents’ experience attains

them to learn English better by looking at their experience. For example, Participant 1 states

that she is motivated to learn English because of her mother who once was an English teacher

demands her to learn English.

“My parents require us to know about English, actually the main reason is because my

mother is also a teacher of English…so her children are demanded to learn English”

(P1/translated by the researcher)

As demanded by her mother to learn English, we can assume that Participant 1 is encouraged

because she acquired the learning in the nearest environment which is family that helps her to

learn easier.

Participant 2 also perceives that she is motivated to learn English because her mother,

who was an English teacher, teaches her since she was in the kindergarten and therefore

keeps her to learn the language.

“My parents really support me to learn English, especially my mother, because before

she became a PNS, she used to be an English teacher, so I have learned English since I

was in the kindergarten” (P2/translated by the researcher)

By looking at the support from the parents, the participants perceived that they are

motivated because their parents own certain resources, i.e. the experiences and set up the

obligation. These also can motivate the participants to be like their parents because they have

seen the result of acquiring the language from their parents’ experience in the past.

The next idea shared by the participants about their parents is the fact that their

parents become the role model for them in learning English. Participant 4 stated that her

father repeatedly uses English for communication that finally becomes a habit.

“My parents, especially my father, also demand us to be able in using English, because,

in my family, my father often uses English in our conversation, but it is still mixed up with

Indonesian”(P4/translated by the researcher)

Based on the excerpt above, it can be assumed that the participant feels motivated because

she can imitate her father and enhance her willingness to learn the language because she has a

role model who helps her to absorb the language.

Furthermore, the finding also reveals that the attitude of parents also influence the

participants’ motivation. The attitude here refers to the parents’ opinion or feeling about the

language which is important to be learned. It is found that parents of the participants consider

English as an important language to be used in the future. This is in line with a study carried

out by Krishnan (2013) that showed parental encouragement in motivating the learners.

Besides, parents’ awareness of English learning also motivates the participants to

acquire the language. For example, parents of Participant 15 are aware of the importance of

English so they require her to fulfill the goal in learning the language.

“My parents support me and expect me to join English course because they want me to

get better education, especially in English, so I am motivated to learn the language, as

long as my parents take the finance stuff, I’ll take the chance to learn” (P15/translated

by researcher)

It is apparent that her parents’ awareness of the significance of English helps the

participant to learn because they are encouraged by people around them. The participant

is also motivated to achieve the goal in understanding English by using the chance given

by her parents.

Apart from the influence of their parents, the participants are influenced by their peers

in learning the language. From the findings, 21 participants recognize the existence of their

peers while learning English has motivated them and it can affect their enthusiasm as stated

by Harmer (1991). For example, Participant 4, 5 and 13 argue that learning with peers can

give them advantages such as, sharing their knowledge that leads to mastering the language

later.

“In my opinion, I’m sure that I will be helped by my friends because s/he masters the

topic so I know that s/he can help me” (P4/translated by researcher)

“It helps us a lot, if she understands about the things that I didn’t understand then we can

share our knowledge” (P5/translated by researcher)

“It motivates me because I realize that each of us has our own incapability, but learning

with the other friends can help us master the materials we do not understand before. We

can also learn from them and share our knowledge if we know that they are more capable

than us” (P13/translated by researcher)

From fact shown above, the ability of their peers can trigger the participants to build up their

motivation because they have friends to learn together and help them in understanding the

language.

Moreover, having peers who are assumed to have better understanding motivates the

participants to determine the things they are learning. Participant 1 and 15 state that having

peers encouraged them in sharing their ideas about the language and help them to determine

their understanding of what they are learning to maximize their learning.

“Yes, because for me, we can’t work all alone, we also need the others to complete us,

especially in our learning, sometimes we depend on them and by that way, we can share

our thoughts or ideas, and of course, we can’t say to ourselves that our opinion is right,

and yes, actually we can, but back to the point, we also need friends to complete us”

(P1/translated by researcher)

“Learning with them also can motivate myself because for me, if we know that we can’t,

we have them who have a better understanding, so they know what we don’t know and it

helps me a lot” (P15/translated by researcher)

By determining their understanding, the participants can motivate themselves to learn more

or move to another topic of learning because they are helping each other to understand

English.

Another point of having peers while learning the language is the participants will not

find it difficult to understand the language because they can work together to solve the

problem. For instance, Participant 7 states that having peers in learning English makes her

easier to understand so it motivates her to learn more.

“I am motivated if we learn the language together, because learning with friends

become easier to understand and I can motivate myself to learn more about it with

them” (P7/translated by researcher)

It is obvious that the support given by their peers can increase their motivation because of the

better learning atmosphere that influences them to have a better understanding.

Additionally, learning with peers stimulates the participants to put themselves on the

same level as their peers who have a better understanding. Participant 7 perceives that

learning with their friends who master the language motivates her to learn more seriously so

she will not be ashamed if she missed something in the learning process.

“It motivates me because if I found my friends can do better than me, I should make it

best because I don’t want to feel ashamed” (P7/translated by researcher)

As stated by Participant 7 above, the existence of her friends motivated her to make them as a

stepping stone so she can do better in English because she found that her friends can do their

best.

Another point found in learning with peers is the spirit to learn the language more

seriously. The participants admit that learning with peers enhance their spirit to learn together

instead of learning the language by themselves. Participant 9 reported that she is motivated to

learn English when she learned with her peers and in that learning environment, she found a

supporting atmosphere and therefore encouraging him/her to learn more.

“I agree because I can motivate myself and I get the spirit to learn more if we learn

together” (P9/translated by researcher)

It supports the idea by Harmer (1991) that by having the spirit in learning with peers, it

can motivate the participants to work and study harder because the enthusiasm of their

peers can be spread to them and that can increase their motivation and willingness to

learn the language together.

2. Specific group in community

The role of the specific group in community refers to the purpose that the society has

about learning process which stands as a supporter of learning. Additionally, the society

holds a role as a learning course provider to maintain participants’ learning motivation. By

looking at that purpose of the society in supporting the English learning in the environment,

the participants’ motivation can be increased.

19 participants recognize that the support from the specific group in community helps

them to prepare themselves in reaching a higher level of learning. For example, Participant 1

perceives that the support through a development program helps her to prepare herself to be

ready in competing with others. Joining the program, help her in the next step of language

learning at the university. In line with that, Participant 6 also argues that the courses provided

by the specific group in community motivate her to move into a higher stage of fluency in

using English at the university level.

“…For me, this program motivates me to learn more about English because, in the

society, we are competing for one to each other, like we were supported since we were

in childhood so it can help us to enter the college life” (P1/translated by researcher)

“In my place, the society actively supports us to learn English by offering some English

courses, so my friends and I which once had not been fluent in English, can be

motivated to learn more about English and until this stage, in this university, it helps us

a lot” (P6/translated by researcher)

However, the participants are also motivated by the occupation of their neighbors who

are English teachers. The participants perceive that having neighbors who are English

teachers means that the society has a purpose in supporting the learners to have better English

because they can provide teachers to facilitate the learning. Participant 14 states that she is

motivated to learn English because of the occupation of her neighbor which shows that the

society cares about their learning process. By looking at the society’s awareness of the

importance of the language, it motivates her to learn English because she has supports and is

facilitated by the society.

“The society really cares about English and that was also because most of my

neighbors are English teacher. They know that English is important so it supports the

society to have a mindset that English is important” (P14/translated by researcher)

Thus, 21 participants perceive that the supports from the society affect their

motivation. The participants think that the society knows the use of English in

communication so motivates them to learn English and use it in their conversation.

Participant 7 argues that the support from the society motivates her to learn English so she

can communicate it with other people.

“For me, the society supports the learning process so it motivates me to learn English

more and more and I think because we do need to master English, it really motivates

me, besides that I can use English to communicate with other people around me”


This attitude urged them to support the language learning. Thus, the participants

are motivated to learn English because the environments where they live have the

awareness and appreciation of the importance of English. By looking at the support

from the society, Participant 7 can practice what she has learned to the society by

communicating using English in the environment.

Besides, the specific group in community also provides learning facility for the

participants. The participants are motivated to learn English better since they are provided

with the learning tools by the society, such as English courses or library to give more learning

references for the participants.

14 participants perceive that they are motivated to learn English because the learners

are facilitated with some English courses and books. Participant 13 states that the support

from the society to open English courses motivates her to learn easier because besides learn

the language in the classroom, they can learn with other references outside available in the

library.

“In my place, the society supports the learning, and also, there are many English

courses so we can also use the books from the library in our town to study, so we can’t

find any difficulties in learning because they have provided the learning tools”


By looking at another tool provided, Participant 13 perceives that learning English become

easier because she gets supports from the society. Similar to Participant 14, she is motivated

to learn English because the society has provided the learning materials to help her learn the

language.

“In my opinion, the society has provided the learning materials, then I will be

motivated to study because I know I have been helped, so I can use those stuff to

improve my learning” (P14/translated by researcher)

Participant 14 determines that the support from the society motivated her to improve her

learning because the society facilitates her with the courses so she uses the chance to use the

facilities in maximizing her learning process.

B. TEACHERS AS THE EXTERNAL FACTOR OF MOTIVATION

Another external factor that influences the participants’ motivation is teachers who

are recognized as another factor that influence learners’ motivation. Teachers have some

roles like a controller, organizer or even a resource, that they play to engage with the

participants in the learning process, as cited from Harmer (1991). Moreover, teachers are

closely related to teaching method used in the classroom. Teachers usually have their own

methods to make the participants engage with their explanation, whether in two-ways or one-

way communication.

The findings expose that teachers serve as motivational factors in some ways namely,

the way the teacher interact with the learners, giving explanation, helping the learners with

their difficulties, and giving feedback or scoring the learners’ work.

1. The way the teacher interact with the learners

Learning in the classroom related to the teachers’ way of interacting with participants

or personality when engaged with the participants that later can make the students build their

own perceptions towards the teachers as cited from William and Burden (1997). When the

teacher can mingle with the participants and having a good communication that excites them,

it can increase their motivation because the teacher can be a role model and they can see the

good relationship between them and the teacher.

17 participants assert that how the teacher interacts with them in the classroom

influence their motivation to learn English. For example, Participant 1 and 15 declare that

they are motivated by the teacher because the teacher is kind and can create an attractive

atmosphere that makes them motivated to learn the language. The way teacher interact with

them also motivates them because the teacher treated them equally.

“I like my lecturer because she is kind and friendly, in our class, she keeps everyone on

the same level as long as we want to study” (P1/translated by researcher)

It indicates that Participant 1 enjoys the learning because the behavior of the teacher

helps her to build the motivation within to learn the language.

Likewise, Participant 15 is also motivated because the teacher’s ability to create

a pleasant atmosphere in learning avoids her from being bored.

“She is friendly so we don’t easily get bored while listening to her” (P15/translated by

researcher)

By looking at the teacher’s behavior, the participants state that teacher brings a better

learning atmosphere and by creating effective communication with the participants, it can be

assumed that they know the teacher will help them to learn.

Participant 7 and 18 also discern that they are motivated by the teacher because there

was a good communication between them and the way the teacher communicate also

motivate them to practice the language as the teacher did.

“My lecturer always has a good communication with us, she is also an easy-going

lecturer. She likes to ask us in English which motivate me to be like her, sometimes we do

gossiping in class to keep up the classroom atmosphere” (P7/translated by researcher)

“For me, it is enjoyable in communicating with her, so we are like friends, sometimes we

share stories and jokes” (P18/translated by researcher)

It can be seen that the participants enjoy the way the teachers interact with them. It also

motivates them because the teachers are able to mingle with the participants by having a good

communication to build a good relationship between them.

2. Giving explanation

In giving the explanation, it implies the idea from Harmer (1991) that teacher can

become the controller in the learning situation while delivering the materials whether

explaining from the general into the details or using columns or another method. The method

can be about discussion include question and answer session, materials presentation,

individual task, role play or even games.

In this finding, 13 participants perceive that the explanation of the teacher is effective

to make them understand English and differentiate things related to the language which in

turn motivated them to learn more about the language. For example, Participant 2 argues that

the detailed explanation given by the teacher help her to differentiate the verbs.

“The lecturer explains the materials briefly and details so I know which verb I should put

an -s and -es” (P2/translated by researcher)

By listening to the explanation, it can be predicted that the participant will easily understand

the additional -s or - es in learning the Simple Present verbs in English and it motivates her to

learn more.

In line with that, Participant 7 and 19 perceive that clear explanation motivate them to

learn more about appropriate words using in English.

“The explanation is clear, I can differentiate the thing which one I should use and which

one I should not” (P7/translated by researcher)

“My lecturer gives a clear and detail explanation so I can differentiate which one I

should use because she also explain it one by one and it helps me to understand”


It can be drawn that the explanation helps them to understand the language by choosing the

correct words using in English and motivates them in learning.

Moreover, the way the teacher explained the materials also related to the method

used, such as using table and column to help the participants understand. For instance,

Participant 20 argues that she is motivated to learn English because the using of table or

column helps her to learn the language more easily.

“Our lecturer explains the topic in a very distinct way and she also likes to explain in a

form of table or column so we can differentiate the verbs and the other things”


By looking at the method used by the teacher, it can be predicted that the participant can

absorb a better understanding because the use of table or column in learning English helps

them to differentiate things they learned.

Besides that, in giving the explanation, the teaching method used by the teacher

involves the participants to take part directly in the question and answer session. It can be

assumed that it aims to control their understanding, in case they need more explanation.

In this finding, 19 participants assert that the session helps them to be motivated in

order to measure their understanding by answering the teacher’s question. From the

method, the participants also know in which part they need to improve. For example,

Participant 13 states that she is motivated to learn more when the teacher always checks

their understanding after giving the explanation.

“Our lecturer teaches us well because after she explains the topic, she will ask to check

our understanding and we have to make sure that we understand it so we can move to

the next topic” (P13/translated by researcher)

From the method that has become a habit for the participant to be involved in, it helps

them to ensure and measure their own ability to understand the things they have learned.

Moreover, it can help the participants to prepare themselves for continuing the

learning activity. For example, Participant 1 and 7 reported that they are motivated to

learn because they realize that being prepared or learn the materials before class help

them to learn English better.

“We are motivated because of the discussion, for example, the lecture asked the

meaning of something, if we can’t answer the questions, it’s a shame if we just keep

silent, so it makes us prepare everything before come to class and later if the lecturer

asks about something, we are ready to answer” (P1/translated by researcher)

Participant 1 states that being prepared also avoid them for being ashamed so it motivates

her to always be ready in giving her answer by preparing herself before coming to class.

In line with that, Participant 7 also stated that being prepared is better than being

passive while listening to the explanation.

“Yes, because we have to give the answer when she asked, it motivates me because

being prepared is better rather than being passive in the class, so when she ask for the

next time, we have prepared and be ready to answer” (P7/translated by researcher)

For the participant, the method increased her awareness of the importance of being active

in the classroom that motivated her to prepare herself. Moreover, besides the explanation

given, the participants can easily understand and remember the materials because the

question and answer session help them to practice what they have listened from the

teacher.

Another point behind the method used is helping the participants to memorize the

materials and becomes a habit for her to prepare herself to learn English. For example,

Participant 21 argues that the question and answer session helps her to memorize the

things they have learnt through the class and from the teachers’ answer to their question.

“My lecturer helps us understand the materials because if we ask her, she will answer

right after it so we can remember the things easier” (P21/translated by researcher)

From the reason above, it can be seen that the direct answer from the teacher

help the participants remember the lesson they just learnt. It might stimulate their

achievement in the next learning.

3. Helping the learners with their difficulties

Besides giving the explanation, the teacher also has to help the participants in

dealing with the difficulties. The teacher also has to be sensitive so s/he can understand

the participants’ need for understanding the language as stated by Harmer (1991).

In this finding, 15 participants admitted that they are motivated to learn more

about English because their teacher always helps them when they were struggling to

understand the materials. For example, Participant 1 states that she is motivated to learn

because the teacher was sensitive to their struggle.

“I am motivated because she always knows that we haven’t understood yet, she can

notice that. She also asks after giving the explanation to make sure that we get the point

or not. If we give the correct answer to her question then she moves to another

explanation” (P1/translated by researcher)

By having a teacher who also contributed to their effort in trying to understand difficult

materials, it can increase the motivation because they feel that they are supported by the

teacher to move to a higher step of learning.

Another point shared by Participant 7 argues about the teacher’s help that makes

her satisfied of her learning progress and motivates her to learn English more.

“When I got stuck in understanding the topic, my lecturer tried to help me, so I can easily

differentiate the use of this one, and that one, and finally I realize that it is actually

easy”(P7/translated by researcher)

Moreover, the assistance from the teacher can affect the participants’ motivation

and effort to keep learning. At this point, the participants’ awareness to understand

English better motivated them to ask further explanation from the teacher. Participant 14,

for instance, perceives that asking for further explanation helped her to differentiate

nouns from verbs. It can be assumed that the participant is motivated to understand the

language deeper.

“If I find difficulties in learning, I can always ask her to give further explanation. I

always understand the topic after I got her explanation, for example, how to differentiate

the nouns and verbs” (P14/translated by researcher)

By looking at the learners’ opinions above, it can be assumed that having a

teacher who have a good communication in helping them through their difficulties, can

motivate the learners to understand English better.

4. Giving feedback or scoring the learners’ work

After getting the explanation from the teacher or doing the tasks, the participants

were given feedback to check their understanding. The feedback can be for individual or

group assignment that also influences the participants’ motivation in maintaining their

effort to learn. By gaining the feedback, the participants know why they are taught about

the materials and the goal of learning it. They can also know whether they are in the right

path or not. This finding is in accordance with the idea suggested by Reid (2007).

14 participants state that they are motivated to learn English because their teacher

always gives feedback to show which part they need to improve. The excerpts of the

interview with Participant 1 displayed below shows an argument that the teacher’s

feedback motivated her to perform better.

“For example, when I know I got a bad result in the first test, I’ll learn harder to get a

better result and we always discuss the result right after we got it, so it motivates me to

improve my grade” (P1/translated by researcher)

In line with that, Participant 7 also perceives that the feedback motivates her to

avoid her in making the same mistakes so she may have a better grade later.

“When I know that I get a bad result, the lecturer shows me the error and things that I

should do, and it motivates me to do not make the same mistakes for the next assignment

or test because I learn from my mistakes” (P7/translated by researcher)

By reflecting the teacher’s support in elegantly showing the error made by the participant,

it can motivate them to continue learning and they can also measure their ability in

mastering the language.

Another idea shared by Participant 13 and 20 argue that by getting the teacher’s

feedback, they can determine their capability whether they have done their best or need to

improve some points in order to get a higher grade.

“By getting the result, I can measure my capability, if I get a good result, it will be fine, if

I get a bad result, I can learn more about it” (P13/translated by researcher)

“We always have our tests’ or assignments’ results back, and by looking at the grade, we

will have more passion for getting a higher grade later and we can also ask our lecturer

for helping us in understanding the materials” (P20/translated by researcher)

It is apparent that teacher’s feedback can influence the participants’ willingness or

passion to work harder to achieve a higher grade. They can also measure their capability

and maintain their willingness to keep being active in asking the teacher for more

explanation.

C. LEARNING ENVIRONMENT AS THE EXTERNAL MOTIVATIONAL

FACTOR

Learning environment potentially affects the participants’ motivation and their

learning style. With the supports of the atmosphere and facilities in the classroom, the

learners might enjoy their learning process because they might feel comfort and they can

concentrate on things they need to learn without being disturbed by inadequate supporting

facilities as stated by Reid (2007).

The findings reveal that the participants referred to two aspects namely: classroom

atmosphere and classroom facilities under learning English influence their motivation.

1. Classroom atmosphere

A good classroom atmosphere can be created to motivate the participant in learning. It

can also maintain their motivation if the classroom is enjoyable and comfortable.

19 participants perceived that a clean and comfortable classroom motivated them to

learn. For example, Participant 4 and 13 state that a comfortable classroom motivated and

help them to learn.

“We are motivated because the classroom is clean and comfortable for us to study there,

and it is impossible for us to study in a dirty place because it is not a good idea” (P4

/translated by researcher)

“For me, if the classroom is proper and comfortable, that will be fine to study there”


For the participants, a comfortable and proper classroom is the classroom that prevents them

from interference, such as noisy sounds or voices from outside.

Participant 19 also perceived that she is motivated to focus on the learning if there is

no interfering voice that can disturb the learning process.

“In my opinion, the classroom is fine, in a good condition as long as we are not being

disturbed by the loud voice out there or something else” (P19/translated by researcher)

It is apparent that having a supportive and comfortable classroom is important to

maintain the learners’ willingness to learn.

2. Classroom facilities

The facilities provided in the classroom can affect the participants’ motivation

because if they are not supported by adequate and good facility, they might be demotivated to

learn English. It supports the idea from Harmer (1991) that having a good atmosphere and

supported by facilities needed by the participants, the learning process can be successful.

In this finding, 21 participants perceived that the facilities in the classroom are enough

to help them in learning. Some of the participants stated that they need more facilities, like a

fan and more lighting. In this point, the influence of season, whether it is rainy or dry, and the

location of the classroom can also affect the atmosphere of learning. Participant 13 stated that

they have enough facilities in the classroom and lighting includes fan need to be added to

create a more comfortable classroom.

“The facilities are complete enough for us to use it, but we have less lighting and fan,

sometimes we feel hot and it’s not interesting” (P13/translated by researcher)

Besides, the position of some facilities in the classroom should be reset. Participant 10

stated that they have a comfortable classroom but they want to have more fresh air.

Therefore, the fan should be moved to another position.

“The classroom is comfortable, but maybe the fan can be moved to the front so we can

get more fresh air, and also about the lighting, we need more of it” (P10/translated by

researcher)

It can be drawn that the better facilities given for the participants, the more they feel

comfortable to enjoy the learning process.

CONCLUSION AND PEDAGOGICAL IMPLICATION

The study was conducted to aim at examining the external motivational factors that

motivate the learners of Integrated English Course (IEC) class in learning English. The study

finds out that three main external factors according to Harmer (1991), which are parents and

peers, include society, teachers and learning environment does influence the learners’

motivation in learning English in Integrated English Course (IEC) class.

The study shows that parents and peers are the external motivational factors that

strongly influence the motivation of the participants. It was important to be considered since

the closest environment of the learners could support to the achievements in the learning

process. The finding also reveals that parents could give more contribution in spending the

time with their children by using English in daily conversation or notice what the children’s

need so that parents could support and provide the things they need.

Teachers are also identified as a strong external motivational factor as they have been

noticed to be more sensitive in responding to the participants’ learning needs. The

participants perceived their teacher motivate them by stimulating their willingness to express

their ideas. The stimulation works through incorporating various teaching methods in their

teaching. Working with various methods turns the learning process being more challenging

and therefore, enables them to develop further understanding.

The learning environment is also found to be a determining external factor that

motivates the participants in learning English. Teachers’ role here is recognized by the

participants in which the teachers are involved in creating supporting learning atmosphere to

keep the learners’ interest in learning.

Even though this study presents some results, it is limited in some parts. The

limitation of this study is it only focuses on exploring the external factors that influence the

participants’ motivation. Therefore, another study that focuses on investigating the intrinsic

motivation that related to learners’ achievement is suggested to be conducted in future

studies.

ACKNOWLEDGEMENT

First of all, I would like to praise and give my great gratitude to my Lord, Jesus Christ for the

blessings. I would like to give my best gratitude to Ms. Athriyana S. Pattiwael, M. Hum as

my Supervisor in completing this thesis through the guidance as well as the encouragement

that is very useful and helpful for writing this thesis. I also want to give my best gratitude to

Mr. Prof. Dr. Gusti Astika, M.A, as my Examiner in completing this thesis through the

direction and help that are also very useful. Moreover, I want to thank to my parents and all

of my friends for the help and prayers. Thank you for always be there for me in sadness and

happiness, and may God bless you all. –Proverbs 23:18

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Appendix 1 : Table 1: Frequency percentages of learners’ opinion toward external motivation

Statements N % N %

Parents (Question No.5)

a. Have awareness that learning English is

important.

23 100 - -

Peers (Question No.6 and 7)

c. Helping their friends to understand the

materials.

21 91 2 8

d. Helping their friends to be more

confident in learning English.

21 91 2 8

a. The learners will ask for their other

friends for helping them in dealing with

difficulties.

20 86 3 13

Society (Question No.2, 3 and 4)

a. As the supporter for the English learning

process.

19 82 4 17

a. Have an awareness of the importance of

English.

21 91 2 8

c. As courses provider and facilitate the

learning with books, etc.

14 60 7 30

Teachers (Question No.9)

a. The way the teacher interacts with the

learners.

4 3 2 1

N % N % N % N %

17 74 6 26 - - -

b. Giving the explanation. 4 3 2 1

N % N % N % N %

10 43 13 56 - - - -

c. Helping the learners with the difficulties. 4 3 2 1

N % N % N % N %

15 65 8 35 - - - -

d. Giving feedback or scoring the learners’

work.

4 3 2 1

N % N % N % N %

14 61 9 39 - - - -

Teaching Method (Question No.8)

a. In giving the explanation, the learners get

involved in a question and answer

session.

19 82 4 17

f. Question and answer session dominantly

used in the learning process.

19 82 4 17

Learning Environment (Question No.10 and 11)

d. The cleanness of the classroom. 19 82 4 17

d. The needs of lighting in the classroom. 21 91 2 8

Appendix 2: Questionnaire

NIM : Asal :

Usia : Jenis Kelamin : Pria / Wanita

Partisipan yang saya hormati,

Saya adalah mahasiswa Jurusan Pendidikan Bahasa Inggris, Fakultas Bahasa dan

Sastra, Universitas Kristen Satya Wacana. Melalui kuesioner ini, saya memohon

waktu dan kesediaan Anda untuk mengisi dan menjawab beberapa pertanyaan dalam

kuesioner tersebut. Kuesioner ini bertujuan untuk mencari tahu faktor-faktor yang

mempengaruhi partisipan dalam belajar Bahasa Inggris. Data dari kuesioner ini tidak

akan dipublikasikan, melainkan hanya untuk bahan penelitian semata. Atas waktu dan

kerja samanya, diucapkan terima kasih.

1. Apa yang memotivasi Anda untuk belajar Bahasa Inggris? Silahkan memberi

tanda centang (√) pada alasan-alasan di bawah ini yang sesuai dengan jawaban

Anda.

a. Menambah pengetahuan mengenai bahasa asing

b. Dapat berinteraksi atau berkomunikasi dengan orang asing

c. Mendapat pekerjaan di masa depan

d. Membuat saya menjadi seorang yang lebih kritis mengenai isu-

isu global

e. Dapat mempelajari isu-isu politik, sosial dan budaya secara

international

f. Membantu saya dalam studi di jenjang yang lebih tinggi

g. Dapat berbahasa Inggris membuat saya lebih percaya diri dan

bangga

h. Bahasa Inggris membuat saya terlihat seperti orang Eropa (bule)

i. Membantu saya untuk menerjemahkan informasi tertentu

Lain-lain:

2. Apa peran dari lingkungan (masyarakat) sekitar tempat tinggal Anda mengenai

pembelajaran Bahasa Inggris? Silahkan memberi tanda centang (√) pada alasan-

alasan di bawah ini yang sesuai dengan jawaban Anda.

a. Sebagai pendukung kegiatan pembelajaran bahasa Inggris

b. Sebagai pengajar dalam pelajaran bahasa Inggris

c. Sebagai penyedia tempat belajar bahasa Inggris

d. Sebagai pihak yang pasif terhadap perkembangan pembelajaran

bahasa Inggris

e. Sebagai pihak yang acuh tak acuh terhadap kegiatan

pembelajarn bahasa Inggris

Lain-lain:

3. Apa sikap dari lingkungan (masyarakat) sekitar tempat tinggal Anda mengenai



a. Mempunyai pandangan bahwa bahasa Inggris adalah hal penting

yang harus dipelajari

b. Mengapresiasi prestasi yang dihasilkan dalam bidang bahasa

Inggris

c. Menganggap pembelajaran bahasa Inggris sebagai hal yang

biasa-biasa saja

d. Menuntut agar kegiatan pembelajaran bahasa harus ditingkatkan

melalui kegiatan perlombaan

Lain-lain:

Apakah hal itu membuat Anda termotivasi untuk belajar Bahasa Inggris?

Ya/Tidak

4. Apa tindakan dari lingkungan sekitar tempat tinggal Anda mengenai



a. Selalu menyediakan tempat les privat bahasa Inggris

b. Menyediakan lomba-lomba berkaitan dengan bahasa Inggris

pada event tertentu

c. Menyediakan fasilitas belajar, seperti buku bahasa Inggris, dll.

d. Membuka tempat les privat bahasa Inggris hanya jika diperlukan

e. Belum ada tindakan yang benar-benar menunjukkan kepedulian

masyarakat pada pentingnya pembelajaran bahasa Inggris

Lain-lain:


Ya/Tidak

5. Apa sikap dari orang tua Anda mengenai pembelajaran Bahasa Inggris? Silahkan

memberi tanda centang (√) pada alasan-alasan di bawah ini yang sesuai dengan

jawaban Anda.

a. Mempunyai pendapat bahwa bahasa Inggris itu penting

b. Mengusulkan untuk mengikuti kegiatan berkaitan dengan bahasa

Inggris

c. Mendukung kegiatan belajar dengan menyediakan fasilitas

belajar yang memadai

d. Acuh tak acuh terhadap pembelajaran bahasa Inggris yang Anda

lakukan

e. Tidak mengutamakan pembelajaran bahasa Inggris sebagai hal

yang sangat penting

Lain-lain:


Ya/Tidak

6. Apa pendapat Anda mengenai kegiatan belajar dalam kelompok? Silahkan

memberi tanda centang (√) pada alasan-alasan di bawah ini yang sesuai dengan

jawaban Anda.

a. Memudahkan saya dalam mempelajari materi bahasa Inggris

yang diajarkan

b. Membantu saya dalam menemukan ide-ide baru yang tidak

terpikirkan sebelumnya

c. Membantu saya memahami materi yang sulit

d. Membantu saya dalam meningkatkan kepercayaan diri untuk

belajar bahasa Inggris

Lain-lain:


Ya/Tidak

7. Apa yang Anda lakukan jika ada teman (menurut Anda) yang kemampuan

berbahasa Inggrisnya di atas rata-rata? Silahkan memberi tanda centang (√) pada

alasan-alasan di bawah ini yang sesuai dengan jawaban Anda.

a. Saya akan meminta bantuannya jika saya menemukan kesulitan

dalam belajar

b. Saya akan mencoba untuk mengajaknya belajar bersama

c. Saya akan meminta pendapatnya jika saya ragu dengan jawaban

dari pekerjaan saya

d. Saya akan berusaha untuk selalu bersama-sama dalam kegiatan

belajar kelompok

e. Saya akan bersikap biasa-biasa saja

Lain-lain:


Ya/Tidak

8. Apa metode pengajaran yang diterapkan dosen selama mengajar bahasa Inggris?

Silahkan memberi tanda centang (√) pada alasan-alasan di bawah ini yang sesuai

dengan jawaban Anda.

a. Penjelasan materi oleh dosen tanpa melibatkan mahasiswa lebih

dominan dilakukan

b. Penjelasan materi melibatkan mahasiswa dalam sesi tanya jawab

c. Diskusi materi secara mandiri dalam kelompok lebih dominan

dilakukan

d. Diskusi materi yang melibatkan dosen lebih dominan dilakukan

e. Presentasi terhadap materi lebih dominan dilakukan

f. Kegiatan tanya jawab secara langsung mengenai materi lebih

dominan dilakukan

g. Mengerjakan tugas secara individu lebih dominan dilakukan

h. Mengutamakan vocabulary (kosa kata) dan spelling (pengucapan)

dalam menjelaskan materi

i. Aktifitas menggunakan drama atau role play mengenai materi

pembelajaran lebih dominan dilakukan

j. Aktifitas menggunakan permainan seperti crossword puzzles

(teka-teki silang), jigsaw puzzle, cards, mengenai materi

pembelajaran lebih dominan dilakukan

Lain-lain:


Ya/Tidak

9. Apa pendapat Anda mengenai: (Silahkan lingkari angka yang menunjukkan

jawaban Anda)

Pernyataan Skala

a. Cara dosen

berinteraksi

dengan

mahasiswa

Buruk Kurang

Baik

Baik Sangat

Baik

1 2 3 4

b. Memberikan

penjelasan

mengenai

materi

Sangat

Tidak

Efektif

Kurang

Efektif

Efektif Sangat

Efektif

1 2 3 4

c. Membantu

mahasiswa

Sangat

Tidak

Kurang

Membantu

Cukup

Membantu

Sangat

untuk

memahami

materi yang

sulit

Membantu Membantu

1 2 3 4

d. Memberikan

masukan atau

penilaian dari

progress belajar

mahasiswa

Tidak

pernah

Kadang-

kadang

Sering Selalu

1 2 3 4

Apakah hal itu membuat Anda termotivasi untuk belajar Bahasa Inggris? Ya/Tidak

10. Apa pendapat Anda mengenai keadaan ruang kelas yang Anda tempati untuk belajar?

Silahkan memberi tanda centang (√) pada alasan-alasan di bawah ini yang sesuai

dengan jawaban Anda.

a. Mempunyai sirkulasi udara yang cukup

b. Pencahayaan yang baik

c. Pengaturan tempat duduk yang rapi

d. Kebersihan ruang kelas yang terjaga

e. Warna cat ruangan yang menyenangkan

Lain-lain:


11. Apa pendapat Anda mengenai fasilitas di dalam rung kelas yang Anda tempati untuk

belajar? Silahkan memberi tanda centang (√) pada alasan-alasan di bawah ini yang

sesuai dengan jawaban Anda.

a. Ruangan dilengkapi dengan papan tulis, penghapus dan

spidol

b. Ruangan dilengkapi dengan speaker dan LCD

c. Ruangan dilengkapi dengan kursi yang memadai

d. Ruangan dilengkapi dengan lampu

e. Ruangan dilengkapi dengan hiasan dinding

Lain-lain:


students' motivational factors in learning english in the faculty ...

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