Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Educazione: Journal of Education and Learning
Anak Agung Putri Maharani
Universitas Mahasaraswati Denpasar, Indonesia
Religion Humanities Education Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
When Anxiety Outweighs Motivation: Motivational and Affective Predictors of EFL Achievement in Indonesian Vocational Schools Dewa Sang Made Widiantara; Anak Agung Putri Maharani; I Gde Putu Agus Pramerta
Educazione: Journal of Education and Learning Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v4i1.2402

Abstract

Cognitive ability alone does not determine success in learning English as a foreign language, since psychological factors strongly influence how students engage and perform. Research that examines these factors together within vocational education remains scarce. This study investigates intrinsic motivation, extrinsic motivation, and learning anxiety as predictors of EFL learning achievement among vocational high school students. A quantitative ex post facto design was applied to 137 students of SMKS Praja Pandawa Bangli, selected through total sampling. Data on the three predictors were collected using validated questionnaires, while achievement data were drawn from documented English scores. The data were analyzed through descriptive statistics and multiple linear regression. The results show that intrinsic motivation has a positive and significant effect on EFL learning achievement, whereas learning anxiety has a negative and significant effect. Extrinsic motivation, by contrast, shows no significant independent effect. Together, the three predictors account for 24.9 percent of the variance in student achievement. These findings indicate that internal psychological conditions matter more than external incentives in shaping language learning outcomes. From the perspective of transformational education and learning, the study suggests that meaningful change in EFL learning grows not from external pressure but from instruction that strengthens intrinsic motivation and dismantles emotional barriers, enabling students to move from passive compliance toward authentic and self-sustaining engagement with the language.
Students' Perceptions and Challenges of Using Google Translate in EFL Writing Classes: A Mixed Methods Study in Vocational Education I Kadek Dian Satriawan; Anak Agung Putri Maharani; Ida Bagus Nyoman Mantra
Educazione: Journal of Education and Learning Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v4i1.2455

Abstract

Google Translate has become a routine writing aid for students learning English as a foreign language, and vocational high school learners in Indonesia rely on it heavily. Research on this group remains limited, and most existing studies emphasize the technical accuracy of machine translation rather than how students themselves perceive the tool. This study examines how vocational high school students perceive the use of Google Translate in writing classes and identifies the challenges they encounter while using it. The study adopted an explanatory sequential mixed methods design grounded in the Technology Acceptance Model. Quantitative data were collected through a questionnaire completed by 175 eleventh-grade students at a tourism vocational school in Bali, and qualitative data were drawn from structured interviews with twelve of them. The findings reveal a clear gradient of acceptance. Positive endorsement was strongest for perceived ease of use and declined steadily through perceived usefulness and attitude toward using to behavioral intention, where reservations were strongest. Students valued the tool for its speed, simplicity, and vocabulary support, and they deliberately limited their reliance on it because they feared dependence and distrusted its accuracy in longer sentences. The pedagogical implication is that teachers should position Google Translate as a resource for critical review and revision rather than a substitute for learning, so that its convenience supports writing development without eroding language competence. This study contributes a perception-based account that extends acceptance research in vocational EFL contexts.
Co-Authors Dewa Sang Made Widiantara I Gde Putu Agus Pramerta I Kadek Dian Satriawan Ida Bagus Nyoman Mantra