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All Journal Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP ETERNAL: English Teaching Journal
Rahayu Apriliaswati
Universitas Tanjungpura
Humanities Education Languange, Linguistic, Communication & Media Other

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Motivational Factors Influencing Pre-Service EFL Teachers to Choose Teaching as A Future Career Indah Eka Asriani; Rahayu Apriliaswati; Dwi Riyanti
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 9, No 1 (2022)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v9i1.5132

Abstract

Motivation to choose teaching profession has a significant role in the professionalism and commitment to the teaching profession. This study investigates motivational factors that influence pre-service teachers of  English Education Study Program at FKIP Tanjungpura University, Pontianak to choose teaching as a future career. Unlike the previous research in the Indonesian context that mostly used intrinsic, extrinsic, and altruistic motivation frameworks, this study used a motivational framework by Watt & Richardson (2007) named FIT-Choice Scale. This research was conducted using a survey method. The number of participants in this study is 216 pre-service teachers. By using an online questionnaire that contains close-ended questions adapted from FIT-Choice scale and open-ended questions, the findings show that the main motivational factors that influence the pre-service teachers to choose English teaching as a future career are subject interest (M: 6.13), intrinsic career value (M: 5.78), social utility value (M: 5.75), and prior teaching and learning experience (M: 5.79). Moreover, related to the belief about teaching, the pre-service teachers perceive teaching as a profession with high task demand (M: 5.40), but they rated task return lower (M: 4.91). Furthermore, the researchers also identified other motivational factors mentioned by participants in open-ended questions named religious, personal and professional development, and dual benefit of learning to become an English teacher.
Motivational Factors Influencing Pre-Service EFL Teachers to Choose Teaching as A Future Career Indah Eka Asriani; Rahayu Apriliaswati; Dwi Riyanti
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 9 No. 1 (2022): June
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v9i1.5132

Abstract

Motivation to choose teaching profession has a significant role in the professionalism and commitment to the teaching profession. This study investigates motivational factors that influence pre-service teachers of  English Education Study Program at FKIP Tanjungpura University, Pontianak to choose teaching as a future career. Unlike the previous research in the Indonesian context that mostly used intrinsic, extrinsic, and altruistic motivation frameworks, this study used a motivational framework by Watt & Richardson (2007) named FIT-Choice Scale. This research was conducted using a survey method. The number of participants in this study is 216 pre-service teachers. By using an online questionnaire that contains close-ended questions adapted from FIT-Choice scale and open-ended questions, the findings show that the main motivational factors that influence the pre-service teachers to choose English teaching as a future career are subject interest (M: 6.13), intrinsic career value (M: 5.78), social utility value (M: 5.75), and prior teaching and learning experience (M: 5.79). Moreover, related to the belief about teaching, the pre-service teachers perceive teaching as a profession with high task demand (M: 5.40), but they rated task return lower (M: 4.91). Furthermore, the researchers also identified other motivational factors mentioned by participants in open-ended questions named religious, personal and professional development, and dual benefit of learning to become an English teacher.
Strategies in Reading English Web-Novels on Wattpad Ismi Nur Wulandari; Rahayu Apriliaswati; Yanti Sri Rezeki
ETERNAL (English Teaching Journal) Vol. 15 No. 1 (2024): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v15i1.336

Abstract

Motivated by the popularity of online reading on Wattpad, this research was conducted to investigate the metacognitive awareness of digital and online reading strategies to 39 undergraduate students who read English Web-novels on Wattpad. Additionally, the researcher explored the potential influence of English proficiency (TOEFL) and field of study, as well as the specific features of Wattpad that aid in their reading experience. Employing a quantitative survey and adapting the Metacognitive Awareness of Reading Study Inventory (MARSI) developed by Mokhtari et al. (2018). The findings indicated that participants had a moderate level of strategies when reading English web-novels on Wattpad (M = 3.42). Problem Solving Reading Strategies were the most used (M = 3.80), followed by Global Reading Strategies (M = 3.73) and Support Reading Strategies (M = 2.73). English proficiency and field of study did not significantly impactful, with all groups showing similar levels (M = 3.4). Additionally, interactive features were not considered helpful (M = 2.51 and M = 2.23, respectively), while description and figure attachment features were frequently used (M = 4.15 and M = 3.25, respectively). The results indicated a necessity to integrate specific strategies, like incorporating Global Reading Strategies for pre-reading tasks and utilizing Problem Solving Strategies during reading activities, within EFL instruction. The research highlighted the obstacles encountered by both learners and instructors in the process of teaching and acquiring reading skills. It suggested that incorporating these strategies could effectively tackle comprehension challenges and improve overall language proficiency
Co-Authors Dwi Riyanti Indah Eka Asriani Ismi Nur Wulandari Yanti Sri Rezeki