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All Journal ELTIN Journal: Journal of English Language Teaching in Indonesia ELS Journal On Interdisciplinary Studies in Humanities PROJECT (Professional Journal of English Education)
Concilianus Laos Mbato
Sanata Dharma University, Indonesia
Education Languange, Linguistic, Communication & Media Social Sciences Other

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MOTIVATION AND ITS RELATIONSHIP WITH ESSAY WRITING ACHIEVEMENT IN THE HIGHER EDUCATION LEVEL Jeane Theresia Limeranto; Concilianus Laos Mbato
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 10, No 2 (2022): VOLUME 10, ISSUE 2, OCTOBER 2022
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v10i2.p113-126

Abstract

Writing is usually considered the most challenging skill to be mastered for Indonesian EFL students. Consequently, they may experience a lack of motivation in the writing process, which might influence their writing achievement. Therefore, this study was conducted to investigate the level of students’ writing motivation, the relationship between their motivation, factors affecting students’ motivation in essay writing and achievement in writing, and the effective strategies they use to improve their writing motivation. This study utilized a mixed-method research design which involved 25 students who took essay writing class. The instruments employed were questionnaire and interviews. The result of quantitative data analysis showed that there was a positive correlation between students’ motivation and their achievement in essay writing (r (23) = .304 p <.05). It indicated that the students who had higher motivation in writing displayed a higher level of writing performance. While qualitative study revealed some factors that impeded students’ writing motivation and writing achievement, namely the lack of teachers’ effective teaching methods and attitudes and the lack of students’ linguistic competence. This study offers useful implications toward teaching and further research.
THE PERCEIVED IMPACT OF MICRO AND MACRO CONTEXTUAL FACTORS ON THE TEACHERS’ PROFESSIONAL IDENTITY DEVELOPMENT IN THE INDONESIAN RURAL AREA Gregoriana Nobilio Pasia Janu; Concilianus Laos Mbato
PROJECT (Professional Journal of English Education) Vol. 6 No. 6 (2023): VOLUME 6 NUMBER 6, NOVEMBER 2023
Publisher : IKIP Siliwangi

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Abstract

The primary goal of this paper is to understand the extent to which the significance of macro and micro contextual factors influence rural teachers' professional identity development in Manggarai, NTT. Qualitative methods were employed, involving four rural teachers who shared their perspectives through an open-ended online questionnaire. The findings revealed a positive attitude towards factors such as effective communication with students and colleagues, recognition, and access to training opportunities for professional support. Unstructured interviews were conducted to delve deeper into how these factors influenced the teachers' professional identity construction and development in practice. The results indicated that, apart from the national examination due to educational reforms, the macro-contextual factors played a supportive role in the cognitive dimension, emphasizing the teachers' desire for professional growth. Despite expressing dissatisfaction with administrative demands and supervision, the participants valued the positive experiences derived from both factors. The study's focus on both micro and macro contextual factors may limit the depth of understanding regarding their specific impacts on professional identity, requiring future research to explore individual factors in greater detail. Additionally, the use of senior teachers in rural areas as participants may restrict generalizability, suggesting the need for diverse participants to capture variations in perceptions and practices across different settings.
Exploring Types of Language Learning Motivation among EFL Students: Insights from Rwandan High Schools Jean d&#039;Amour Ndayisenga; Concilianus Laos Mbato
ELS Journal on Interdisciplinary Studies in Humanities Vol. 7 No. 4 (2024): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v7i4.42097

Abstract

Motivation in language learning is a critical area of study since motivation greatly impacts second language acquisition. Socio-Educational Model theory explains motivation to learn a second language in two main types: integrative and instrumental motivation. Many studies have explored motivation in language learning, but such studies are deficient in the case of Rwandan EFL learners. This study analyses the motivational types that inspire students during learning and investigates the motivation factors for EFL learning. This descriptive study, which involves a class from a Rwandan high school of Groupe Scolaire Nyamirama, uses both a qualitative and quantitative design. The information was gathered using open-ended questionnaires and closed-ended questionnaires. The results indicated that instrumental and integrative motivation significantly influences students’ EFL learning process. However, it showed that instrumental motivation was major in EFL learning. Additionally, according to the data, twelve motivational factors were identified from students and ten from teachers regarding teaching strategies and teacher-student interactions, all which impact students during the learning process. However, because motivational variables and motivational types rely on context, it is recommended that a study on this topic be conducted in a different setting.
Co-Authors Gregoriana Nobilio Pasia Janu Jean d&#039;Amour Ndayisenga Jeane Theresia Limeranto