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All Journal Jurnal Celtic JEES (Journal of English Educators Society) ACITYA Journal of Teaching & Education
Jumariati Jumariati
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Analysis of Self Efficacy and Motivation as Contributing Factors in Second Language Acquisition: A Literature Review Descipulo Manipol, Leslie Keith; Nasrullah, Nasrullah; Jumariati, Jumariati
Acitya: Journal of Teaching and Education Vol. 6 No. 1 (2024): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v6i1.3702

Abstract

Several factors are thought to influence second language acquisition (SLA). The concepts of motivation and self-efficacy are frequently linked to SLA success. In terms of linguistic outcomes, motivation is a significant contributor, whereas self-efficacy is a component of social, metacognitive, and cognitive strategies. Students with varying levels of motivation and self-efficacy attribute diverse reasons for their success and failure in learning a second language, so these elements are crucial in determining one's level of success in learning a second language. The purpose of this study is to analyze self-efficacy and motivation as contributing factors to second language acquisition. This paper gathered and reviewed journal articles on motivation and self-efficacy in second language acquisition from a variety of journals in the field using thematic analysis. The method for this study uses a literature review in order to demonstrate the contribution of the factors self-efficacy and motivations to second language acquisition. It is expected that self-efficacy and motivation improve students' learning performance in a variety of language skills. The implications of this study benefit language teachers by helping learners create positive beliefs about themselves and improve their confidence about their abilities to learn a second language.
A STUDY ON EFL STUDENTS' LEVELS OF CRITICAL THINKING SKILLS Jumariati, Jumariati; Nasrullah, Nasrullah; Sutiono, Cayandrawati; Khairin Utomo, Muhammad
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 11 No. 2 (2024): December 2024
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v11i2.33113

Abstract

This research aims to discover the levels of EFL students' critical thinking skills. It is a quantitative approach with descriptive design by utilizing the adapted version of the Watson-Glaser Critical Thinking Skills Test as the instrument. It consists of five indicators: deduction, inference, identifying assumptions, interpretation, and analyzing arguments, with five questions for each. The subjects of the research were 33 students of the English Department of FKIP, Lambung Mangkurat University. The results showed that 23 students (69.69%) had a moderate level of critical thinking skills, seven students (21.21%) had a low level, and three students (9.09%) had a high level. Specifically, they performed low levels in inference and identifying assumptions, but they had moderate levels of critical thinking skills in deduction, interpretation of information, and analysis of arguments. These findings imply the need to facilitate students with more practice to develop their critical thinking skills, particularly in making inferences and identifying assumptions. Further research is recommended to measure EFL students' critical thinking skills by involving larger participants using other instruments of measurement to reveal more conclusive findings.
Measuring Critical Thinking Skills through Performance Assessment: The Profile of EFL Students’ Critical Thinking Skills Jumariati, Jumariati; Asrimawati, Inayati Fitriyah; Mulya, Jauza Naja; Taka, Deo Deo Laki
JEES (Journal of English Educators Society) Vol 9 No 1 (2024): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i1.1791

Abstract

This study tries to find the profiles of EFL students' critical thinking skills in writing problem-solution expository essays within wetland themes. It employs a descriptive design with quantitative approach by utilizing a validated writing test. The subjects of the study were 40students of the English Language Education Study Program of the University of Lambung Mangkurat, Indonesia, who were enrolled in the Academic Writing courses. The essay produced by each student was measured based on the depth of cause-and-effect analysis, the logic of the argument given, the viability of the solution, and the validity of evidence used to support the argument. The findings reveal that the subjects’ critical thinking skill is categorized as medium since the mean score on the test of critical thinking is 11.38. Particularly, they have a high level of critical thinking in the aspects of analyzing the issue (3.03) and providing viable solutions (3.18). It indicates that they are able to distinguish the cause of a problem and the consequences as well and consider the causes and consequences when they propose a solution. However, their skill in providing argument is medium (2.85) whereas their skill in providing the evidence is low (2.33). These findings suggest that the subjects need to be trained in providing arguments and sufficient evidence through leading questions, discussion, and reading relevant sources. It implies that the study program needs to develop a teaching model that facilitates the students to practice their critical thinking skills. HIGHLIGHTS : The indicators of critical thinking measured in the writing performancetest consist of: (1) the depth of cause-and-effect analysis, (2) the logicof the argument given, (3) the accuracy of the solution offered, and (4)the validity of evidence used as support for the argument One of the possible challenges in developing EFL students’ criticalthinking skills is their English proficiency. Those who are less proficientmay struggle more in expressing ideas while providing argumentscompared to those who are more proficient. This eventually affectstheir skills in reasoning. The findings of the study imply the need to provide EFL students withguidance such as questioning strategy, discussion, and relevant sourcesof information to practice their critical thinking skills while developingtheir English language skills.
Co-Authors Asrimawati, Inayati Fitriyah Cayandrawati Sutiono, Cayandrawati Descipulo Manipol, Leslie Keith Khairin Utomo, Muhammad Mulya, Jauza Naja Nasrullah Nasrullah Taka, Deo Deo Laki