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All Journal Journal of English Literacy Education International Journal of Language Teaching and Education
Dwi Ratnasari
Universitas PGRI Palembang
Education Languange, Linguistic, Communication & Media Social Sciences

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MOTIVATION OF EFL STUDENTS AT TERTIARY LEVEL Dwi Ratnasari
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 2, No 1 (2015): The Journal of English Literacy Education
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v2i1.2214

Abstract

Abstract: This paper discusses about motivation of EFL students at tertiary level. This study used a survey method. The participants of this study were 323 students in a private university in Palembang. A questionnaire assessing motivation was used in this study. A 51-item questionnaire used in this study was an adapted version of Schmidt, Boraie, and Kassabgy’s instrument used in their study. Some of these items were added based on the theory of socio-education (Gardner, 1985, 1988, 2000, 2001; Gardner and MacIntyre, 1991, 1993). The result of this study showed that the main motivational components that underlie the students to learn English are instrumental orientation, intrinsic orientation, and integrative orientation. Key words: motivation, EFL students, tertiary level
Motivation and Instructional Preference of EFL Students at Tertiary Level Dwi Ratnasari
International Journal of Language Teaching and Education Vol. 3 No. 1 (2019): Volume 3, Nomor 1, Juli 2019
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (897.061 KB) | DOI: 10.22437/ijolte.v3i1.6559

Abstract

The aims of the study to find out the relationship between students’ motivation and instructional preference. The main components of motivation that underlay the students to learn English, and the students’ most preferred instruction, is beneficial to contribute to teachers’ understanding of the need to consider students’ preferences when planning the teaching-learning activities and to choose the instructional methods to use in teaching. A mixed-method design used in this study by combining quantitative and qualitative data to analyze. Descriptive statistics and interview analysis were used. The participants of this study were 323 students at a private university in Palembang, Indonesia. An 82-item questionnaire assessing motivation and instructional preference and semi-structured interview were used. The questionnaire consisted of 50 items measuring motivation and 32 items measuring instructional preference. The result showed that there was a positive and significant relationship between motivation and instructional preference. It means that students who had a higher level of motivation would have more instructional preferences than those who had a lower level of motivation. The result of the study indicated that the primary motivational components underlying the students to learn English were instrumental orientation, intrinsic orientation, and integrative orientation, and the students’ most preferred instruction was mastery learning. This study implies that teachers should be aware of diversifying the instructional methods used in their classes. They should take into account the students’ characteristics when planning and implementing educational processes.
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