Articles
<![CDATA[How EFL Learners Maintain Motivational Factors and Positive Attitudes during COVID-19 Pandemic: A Qualitative Study ]]>
<![CDATA[Adara, Reza Anggriyashati]]>;
<![CDATA[Puspahaty, Novita]]>
<![CDATA[ ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 5 No. 2 November (2021): ENGLISH FRANCA : Academic Journal of English Language and Education pr ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Curup ]]>
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DOI: 10.29240/ef.v5i2.3398
<![CDATA[The present study aims to analyze how a group of EFL learners in Indonesia maintained their motivation and positive attitudes toward English learning during the Covid-19 pandemic. The present study applied a qualitative study by conducting semi-structured interviews with ten respondents. The results suggest that the Covid-19 pandemic has affected the respondents significantly. At the beginning of the Covid-19 pandemic, most respondents were demotivated but they were able to motivate themselves again by reminding themselves of the reasons they learned English in the first place. Those reasons are mostly dominated by extrinsic factors such as their need to get jobs, studying overseas and the benefits of mastering English for their future also motivated the respondents. However, some are still motivated to learn English because they are intrinsically motivated. The results suggest that both intrinsic and extrinsic motivation are needed to maintain learners' motivation and positive attitudes toward language learning. In addition, maintaining personal communication with students during tough times such as the Covid-19 pandemic seems important to be conducted by teachers. By keeping personal communication, teachers can help maintain students' motivation. Besides that, the findings of the present study indicate that the respondents used various methods to maintain their motivation such as using social media to learn English and constantly reminding themselves of their language learning goals. In regards to this, teachers should help students by integrating social media into the lessons and providing affirmations that remind students of the benefits of English language mastery.]]>
<![CDATA[THE DIFFERENCES IN MEANING BETWEEN MUSLIM WOMEN'S MODEST CLOTHING AND WOMEN'S CLOTHING ADVERTORIALS ]]>
<![CDATA[Adara, Reza Anggriyashati]]>;
<![CDATA[Fadliyah, Annisa]]>;
<![CDATA[Primasari, Winda]]>
<![CDATA[ Leksema: Jurnal Bahasa dan Sastra Vol. 9 No. 1 (2024) ]]>
Publisher : <![CDATA[UIN Raden Mas Said Surakarta ]]>
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DOI: 10.22515/ljbs.v9i1.8697
<![CDATA[Modest fashion has progressed positively in the last two decades. Designers and advertisers are trying to attract modest fashion’s consumers. One of the mediums to promote it is by advertorials. Analyzing words and phrases used in advertorials can help advertisers, practitioners and other concerned parties to understand how advertorials are written. Using Leech’s theory toward meanings, this study aimed to analyze and compare the differences between the advertorials of Muslim women modest clothing and women's clothing from semantic perspective. This study applied a descriptive qualitative approach by analyzing four advertorials of women’s modest, formal, and casual clothing. The results of this study show that the advertorials of modest clothing seem to use a thematic meaning by creating the images of comforted and elegant looking Muslim women in modest clothes. On the other hand, the advertorials of women’s formal and casual clothing look to portray the wearers as sexy and confident women. Although both types of advertorials give meanings with empowering themes, they explore different aspects of empowerment to give understanding toward their potential consumers.]]>
<![CDATA[Improving Digital Branding of Kranggan Tourism Village ]]>
<![CDATA[Adara, Reza Anggriyashati]]>
<![CDATA[ Linguistic Community Services Journal Vol. 5 No. 2 (2024) ]]>
Publisher : <![CDATA[Warmadewa Press ]]>
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DOI: 10.55637/licosjournal.5.2.9344.52-58
<![CDATA[Digital branding can increase the chances of a tourist attraction becoming known to the public. This event was conducted to provide basic knowledge of digital branding to the stakeholders of tourism village in Kranggan, Bekasi. This research aimed to enhance the digital branding strategies of Kranggan Tourism Village in Bekasi by providing stakeholders with essential knowledge and practical examples. The event was attended by 20 participants. They consisted of civil servants, public citizens and various elements of public who were hoping to improve the quality of tourism village of Kranggan. This event consisted of two stages. The first stage was an introduction of the importance of digital branding toward a tourist attraction. The second stage was a presentation from a content creator about the examples of digital branding conducted by one of clothing brands. This event distributed a survey to monitor the participants' opinions regarding the event." could be "A survey was distributed to gather participants' feedback on the event. The results of the survey showed that most participants thought that the event was beneficial for improving their knowledge of digital branding. Nevertheless, the participants hoped that the examples related to the digital branding strategies could be more extensive. In addition, the participants expected that similar events could be conducted in the near future.]]>
<![CDATA[Meningkatkan Kemampuan Berbicara Melalui Pelatihan Public Speaking dan Keprotokolan ]]>
<![CDATA[Adara, Reza Anggriyashati]]>;
<![CDATA[Novita, Dila]]>;
<![CDATA[Hartini, Tin]]>
<![CDATA[ JE (Journal of Empowerment) Vol 5, No 1 (2024): JUNI ]]>
Publisher : <![CDATA[Universitas Suryakancana ]]>
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DOI: 10.35194/je.v5i1.4130
<![CDATA[Abstrak Kemampuan berbicara di depan umum atau public speaking dapat menjadi salah satu kemampuan yang berguna untuk kehidupan personal dan profesional. Dengan kemampuan public speaking yang baik, individu dapat mengemukakan pendapat dengan jelas dan dapat diterima dengan baik oleh masyarakat. Selain kemampuan berbicara di depan publik, ilmu mengenai keprotokolan juga bisa membantu individu ketika mereka diharuskan untuk memimpin atau memfasilitasi acara-acara resmi. Penelitian ini mendeskripsikan hasil dari kegiatan pengabdian kepada masyarakat yang berjudul Pelatihan Keprotokolan dan Public Speaking KOHATI Bekasi. Metode pelatihan adalah ceramah dan diskusi. Hasil kuesioner menunjukkan bahwa sebagian besar peserta merasa acara pelatihan yang diadakan bisa dianggap berhasil untuk memberikan mereka pengetahuan dasar mengenai public speaking dan keprotokolan.AbstractPublic speaking can be a useful skill for personal and professional life. With good public speaking skills, individuals can express their opinions clearly and be well received by the public. In addition to public speaking skills, knowledge about protocol can also help individuals when they are required to lead or facilitate official events. This study describes the results of community service activities entitled Training on Protocol and Public Speaking KOHATI Bekasi. The training methods were lectures and discussions. The results of the questionnaire showed that most participants felt that the training event could be considered successful in providing them with basic knowledge of public speaking and protocol.]]>
<![CDATA[The impacts of school on English learners’ motivation in Indonesian Islamic schools ]]>
<![CDATA[Farid, Achmad]]>;
<![CDATA[Adara, Reza Anggriyashati]]>;
<![CDATA[Ashar, Salim]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v10i2.14656
<![CDATA[Among the teaching practitioners in Indonesia, there is a general belief that some learners of English in some Indonesian pesantren (Islamic boarding schools) have a negative view on English, which consequently affects their motivation. However, it remains unclear what has affected the trend. The current study investigates this issue in three pesantren schools in Indonesia affiliated with different Islamic groups. Using the L2 Motivational Self System (L2MSS) model proposed by Dörnyei (2009) as an analytical lens, a survey instrument was designed to describe and compare students’ motivation to learn English (n = 376). A multivariate analysis of variance (MANOVA) was run to describe and compare the students’ motivation, and a stepwise multiple regression analysis was performed to discover which motivational factors made the most significant contribution to motivation by predicting reported learning effort in English. In addition, a thorough document analysis was performed to obtain background information regarding the teaching of English in the three institutions. It was found that institutional factors do play a role in influencing the learners’ motivation, in that in the most religiously conservative context, the school policy does shape the learners’ ideal L2 self. As the learners’ ideal L2 self was weak, it leads to weak motivational power as well. The paper concludes by emphasizing the crucial role of educational contexts in shaping students’ ideal selves and in providing favourable learning experience, which are key elements in motivating learners to learn English.]]>
<![CDATA[Investigating the correlation between teachers' instructional communication and students' motivation: A quantitative study ]]>
<![CDATA[Adara, Reza Anggriyashati]]>;
<![CDATA[Al Amin, Josi Nur Panuntas]]>
<![CDATA[ Informasi Vol. 53 No. 2 (2023): Informasi ]]>
Publisher : <![CDATA[Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/informasi.v53i2.62164
<![CDATA[There is an anecdotal evidence that teachers' instruction communication can affect students' communication. Thus, the present study aims to investigate the correlation between teachers' instructional communication and students' motivation. The present study applies a quantitative approach by distributing a set of questionnaires to 52 participants in a senior high school in Bekasi, Indonesia. The findings of the present study indicate a strong correlation between teachers' instruction communication and students' motivation. In addition, the most salient factors of teachers' instructional communication are feedback and organization of instructional units or teachers' ability to deliver the materials. Regarding students' motivation, the majority of the respondents are motivated by integrated regulation. The latter refers to the respondents' ability to internalize their goals. It can be said that feedback and teachers' ability to present learning materials in an engaging manner can help students to see the merits behind their learning process and internalize the goals. The present study also discuss the implications and further studies. ]]>
<![CDATA[“Teras Bahasa” Sebagai Pengenalan Kebiasaan Membaca dan Bahasa Inggris Bagi Generasi Muda ]]>
<![CDATA[Adara, Reza Anggriyashati]]>;
<![CDATA[Prihhartini, Sya'baningrum]]>;
<![CDATA[Nuryadi, Nuryadi]]>;
<![CDATA[Ramadhan, Muhammad Farkhan]]>;
<![CDATA[Puspahaty, Novita]]>
<![CDATA[ Jurnal Surya Masyarakat Vol 7, No 1 (2024): November 2024 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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DOI: 10.26714/jsm.7.1.2024.14-27
<![CDATA[Generasi muda perlu memiliki kemampuan membaca dan pemahaman bahasa Inggris yang baik agar dapat bersaing di masa depan. Mengingat pentingnya dua aspek tersebut, “Teras Bahasa” pun diadakan. Kegiatan pengabdian masyarakat ini bertujuan untuk mengenalkan kebiasaan membaca dan bahasa Inggris kepada masyarakat, terutama generasi muda. Kegiatan “Teras Bahasa” terdiri dari empat tahapan. Tahapan pertama adalah survei lapangan untuk menentukan lokasi kegiatan. Tahapan kedua adalah penentuan jenis acara yang diberikan kepada para peserta. Berdasarkan observasi yang dilakukan, tim menentukan lokasi kegiatan dan tiga jenis acara yaitu storytelling, playing board game dan showing flashcards. Tahapan ketiga adalah monitoring dan evaluasi. Dalam kegiatan ini, tim mendistribusikan kuesioner untuk penilaian kegiatan dari para peserta. Tahapan keempat adalah pembuatan laporan kegiatan. Hasil dari kuesioner menunjukkan mayoritas peserta merasa puas dengan kegiatan “Teras Bahasa” dan berharap kegiatan ini dapat dilakukan secara berkala. Selain itu, para peserta berharap jenis board game dan buku yang diberikan dapat lebih beragam sehingga bisa menarik perhatian dan menambah pengetahuan peserta.]]>
<![CDATA[Demotivating Factors of Indonesian College Students to Learn English as A Foreign Language ]]>
<![CDATA[Adara, Reza Anggriyashati]]>
<![CDATA[ Sukma: Jurnal Pendidikan Vol. 2 No. 1 (2018) ]]>
Publisher : <![CDATA[Yayasan Sukma Bangsa ]]>
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DOI: 10.32533/02101.2018
<![CDATA[Investigating demotivating factors can help teachers to avoid them and provide more insights on sustaining learners’ interest in FL learning. The present study aimed to analyse demotivating factors in FL learning. To obtain the findings, the present study applied a mixed method approach. A set of questionnaires adapted from Sakai and Kikuchi’s (2009) questionnaires were distributed to thirty eight university students whereas interviews were conducted to three of them. The findings indicated teacher’s competence and lack of intrinsic motivation as the most salient factors that caused demotivation among the participants. In this consideration, teachers were perceived as incompetent by the participants when teachers have poor English pronunciation and do not provide communicative classrooms. On the other hand, lack of intrinsic motivation was indicated by the loss of students’ interest in learning and their goal to be an English speaker. Providing a communicative classroom with a fluent teacher as well as promoting students’ interest in English language and culture seem to be the solutions to reduce students’ demotivation. [Penelitian tentang faktor-faktor yang menurunkan motifasi (demotivation) dapat membantu para guru untuk menghindari factor-faktor tersebut dan memberikan wawasan untuk mempertahankan minat peserta didik dalam pembelajaran bahasa asing. Penelitian ini menganalisis faktor demotivasi dalam pembelajaran Bahasa asing. Untuk memperoleh jawaban dari beberapa pertanyaan, penelitian ini menerapkan pendekatan metode campuran. Seperangkat kuesioner yang diadaptasi dari model Sakai dan Kikuchi (2009) didistribusikan kepada tiga puluh delapan mahasiswa sedangkan wawancara dilakukan terhadap tiga dari mahasiswa tersebut. Temuan menunjukkan bahwa kompetensi guru dan kurangnya motivasi intrinsik merupakan faktor yang paling menonjol yang menyebabkan demotivasi di antara para peserta. Dalam hal ini, guru dianggap tidak kompeten oleh para peserta ketika guru memiliki pelafalan bahasa Inggris yang buruk dan tidak menyediakan ruang kelas yang komunikatif. Di sisi lain, kurangnya motivasi intrinsik ditunjukkan oleh hilangnya minat siswa dalam belajar dan tujuan mereka untuk berbicara dalam bahasa Inggris. Menyediakan ruang kelas yang komunikatif dengan guru yang fasih serta mempromosikan minat siswa dalam bahasa dan budaya Inggris tampaknya menjadi solusi untuk mengurangi demotivasi siswa]]]>
<![CDATA[Motivational Factors to Learn English among University Students in An Urban Area ]]>
<![CDATA[Adara, Reza Anggriyashati]]>
<![CDATA[ Sukma: Jurnal Pendidikan Vol. 3 No. 2 (2019) ]]>
Publisher : <![CDATA[Yayasan Sukma Bangsa ]]>
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DOI: 10.32533/03203.2019
<![CDATA[Motivation can be considered as one of influential factors in foreign language (FL) learning as it helps to sustain learner’s interest during long and tedious learning process of FL. According to Deci and Ryan (2000), motivation can be categorized into two types; intrinsic and extrinsic motivation. The present study aims to investigate intrinsic and extrinsic motivational factors of a group of university students in an urban area to learn English. The present study applied a mixed method approach by administering a set of questionnaires and interviews. In addition to a relatively high level of motivation among the participants, the findings of present study show an interest in English language skills and positive attitudes to native speakers of English, English speaking countries, and English learning as intrinsic motivational factors to learn English. On the other hand, the chances of getting better jobs and personal development as extrinsic factors which motivate students to learn English. The present study recommends English teachers as well as educational institutions to provide teaching and learning materials which suited to improve students’ motivation.]]>
<![CDATA[Enhancing Learners Autonomy: Effects of an English Camp Program ]]>
<![CDATA[Adara, Reza Anggriyashati]]>;
<![CDATA[Victorynie, Irnie]]>;
<![CDATA[Hamer, Welliam]]>;
<![CDATA[Rohimajaya, Nur Azmi]]>
<![CDATA[ Ta'dib Vol 27, No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Mahmud Yunus Batusangkar ]]>
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DOI: 10.31958/jt.v27i2.11985
<![CDATA[Immersing learners in English can be a strategy to improve their autonomy in in English as a foreign language (EFL) learning. The objective of the present study is to analyze the improvement in factors related to learners’ autonomy after the English camp, one of types of language immersion programs. This study used a convenience sampling method. The participants consisted of thirty high school students. Therefore, the present study employed a quantitative research design by distributing a set of questionnaires before and after an-eight-day English camp program. The results suggest that the most salient factor that improves after the treatment is ‘important strategies’ (m=3.6 to m=3.75) while factors related ‘the learners’ sense of self-efficacy’ (m=3.75 to m=3.91) and ‘the role of teacher’ (m=3.47 to m=3.5) do not suggest a drastic increase. In contrast, the items related to ‘the role of the feedback’ (m=3.77 to m=3.58) show a decline. In this sense, the participants seem able to employ various important strategies to advance their language learning progress and improve their confidence while finding the roles of feedback they obtained during the program lessened. The results of this study imply the needs to provide comprehensible inputs to the students so that they can enhance their autonomy. The next study should involve the investigation of the effects of comprehensible inputs in an English camp toward learners’ autonomy.]]>
