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All Journal Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Jurnal Studi Guru dan Pembelajaran
Titin Nurhayati
Sanata Dharma University
Arts Humanities Education Languange, Linguistic, Communication & Media

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Empowering Young Learners: A Study of Intrinsic and Extrinsic Motivation to Learn English in Junior High School Titin Nurhayati; Paulus Kuswandono; Ouda Teda Ena
Jurnal Studi Guru dan Pembelajaran Vol. 7 No. 3 (2024): September - Desember 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.7.3.2024.4765

Abstract

The main issue in this research is how to determine the dominant type of motivation perceived by junior high school students in learning English, and how the factors of self-satisfaction and obligation shape students' intrinsic and extrinsic motivation in the process of learning English. The research aims to know the dominant motivation type perceived by junior high schools in learning English and how self-satisfaction and obligation shape the students’ intrinsic and extrinsic motivation to learn English. This research employed a mixed method that combines the quantitative and qualitative data. The researchers used a closed-ended questionnaire and semi-structured interview to gather the data. The data from the questionnaire were analyzed by calculating the mean of each statement. The Likert scale was applied to assess the level and type of student's motivation to learn English. At the same time, the interview data were analyzed. The participants of this research were 60 students of SMP N 1 Selopampang Temanggung. The findings showed the students’ extrinsic motivation to learn English is at a high level, while the students’ intrinsic motivation is at a moderate level. Moreover, intrinsic motivation is influenced by self-satisfaction and excitement. However, extrinsic motivation is a combination of control regulation style and self-satisfaction. Hence obligation is the factor that can drive the individual to self-satisfaction. The finding of this research would impact the teacher in teaching media, material, and strategies selected to increase the student's learning motivation and reduce the students' learning loss.
The Educational Philosophies of Pre-service English Teachers in Indonesia Titin Nurhayati; Ouda Teda Ena
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 9, No 1 (2025): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v9i1.69903

Abstract

Abstract. Understanding educational philosophy is very important because it will influence the quality of education. Educational philosophy affects the teacher's decision to determine the educational purpose embedded in the curriculum and instruction. Hence, investigating the educational philosophy of the pre-service English teacher is essential because this is when the journey begins to become an English teacher. This research aimed to explore pre-service English teachers' educational philosophies and predict the consequences of their dominant educational philosophies. The data were collected from 78  pre-service teachers in the English education department at one of the state universities in Central Java. The finding showed that pre-service English teachers have a mixture of several educational philosophies, of which humanism was the dominant educational philosophy. Institution, culture, and policy influence pre-service English teachers' educational philosophy. In humanism, the teacher believes that teaching and learning processes have to give freedom to the students to develop their values. These findings provide valuable insight for education policymakers to support the development of suitable education.  Keywords: curriculum, educational philosophy, pre-service English teacher, humanism
Co-Authors Ouda Teda Ena Paulus Kuswandono