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All Journal Jurnal Pengabdian Magister Pendidikan IPA Asy-Syarikah : Jurnal Lembaga Keuangan, Ekonomi dan Bisnis Islam INTERNATIONAL JOURNAL OF SOCIAL, POLICY AND LAW (IJOSPL) Jurnal Pendidikan dan Teknologi Indonesia JEELS (Journal of English Education and Linguistics Studies) Smart: Journal of Multidisciplinary Educationa Jurnal Pengabdian Masyarakat dan Riset Pendidikan BEGIBUNG: Jurnal Penelitian Multidisiplin Jurnal Pendidikan Teknologi Informasi (J-Diteksi) Journey: Journal of English Language and Pedagogy
Sahiruddin
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Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Journal : Journey: Journal of English Language and Pedagogy

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EXAMINING THE MOTIVATION TO READ AND ITS RELATIONSHIP WITH SECOND LANGUAGE READING PROFICIENCY IN AN INDONESIAN EFL TERTIARY CONTEXT Jannah, Miftahul; Sahiruddin; Rusmawati, Roosi
Journey: Journal of English Language and Pedagogy Vol. 5 No. 2 (2022): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v5i2.559

Abstract

The purpose of this research is to investigate and describe the intrinsic and extrinsic motivations of tertiary-level EFL students in Indonesia toward reading English. Researchers used quantitative design in conducting this study. There were 77 students from English department at Universitas Brawijaya who voluntarily participate in this study, selected through convenience sampling. The quantitative method was applied by asking students to fill out a questionnaire adapted from Wigfield and Guthrie's Motivation for Reading Questionnaire (MRQ) (1997). Besides that, students’ self-assessment reading report used to measure students’ reading proficiency. In addition, The correlation between students' motivation to read and their reading proficiency was also investigated in this study. The data collected were analyzed using the SPSS program with descriptive statistics to answer research question 1 and Pearson correlation analysis to answer research question 2. The results indicated that students are relative highly extrinsic motivated in reading English. Meanwhile, both intrinsic and extrinsic motivation were found to have a significant correlation with students reading. In addition, it was also found that intrinsic motivation has the strongest correlation, and extrinsic motivation displayed lower correlation with reading proficiency. Based on these findings, lecturers are expected to increase students' intrinsic motivation to read.
THE PERSPECTIVES OF EFL STUDENTS ON THE TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) OF THEIR TEACHERS Ningtyas, Putri Ika Ayundha; Sahiruddin; Degeng, Putu Dian Danayanti
Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i1.601

Abstract

The objective of this current research was examining EFL students' point of views on their teachers' TPACK (technological pedagogical content knowledge). A growing body of research had been conducted to investigate instructors' TPACK. However, few research have addressed the evaluation of TPACK from the perspective of EFL students. The students’ view offers a relatively objective perspective of instructors' TPACK to provide valuable feedback for further evaluation on their classroom practice. A survey method was employed by administered a TPACK student-based questionnaire adapted from Tseng (2014). The respondents were English education department students who had experience studying with technology, especially e-learning in the midst of pandemic. The findings showed that EFL students typically thought their teachers were knowledgeable about certain aspects of TPACK. Nevertheless, it was discovered that CK instructors were regarded as the greatest aspect of TPACK, whereas TK domain was thought to be the least important aspect. The results suggested that EFL teachers may need further TPACK training to attain the competency needed to properly incorporate technology more successfully in English lessons.
Co-Authors Andi Irga Satrawati Taslim Daniswara, Royhan Abdiel Degeng, Putu Dian Danayanti Emmi Azis Emy Sudarwati Ferly Ardhy Firman Haeril Hamka Hery Widijanto Irsandy Isnar Lestari, Ida Puji M. Aswan Marlia Rianti Meilisa Mgs. Muhammad Farouq Miftahul Jannah Mirnawati Mirnawati Muhammad Lukman Hakim Ningtyas, Putri Ika Ayundha Pratama, Rendy Yudha Rachmat Kriyantono Risma Roosi Rusmawati Salman Alfarisi Salimu Samsidar Sandi Sarfina Seprianti Stephani Rombo , Lidya Yudha Prawira, Tresna