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All Journal IJoLE: International Journal of Language Education Journal of Educational Studies
Miftahul Janah
Universitas Muhammadiyah Pringsewu
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Indonesian EFL Students’ Motivation in Online English Learning in the Emergency Remote Teaching Context Miftahul Janah; Bambang Yudi Cahyono
International Journal of Language Education Vol. 6, No. 3, 2022
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v6i3.22883

Abstract

Due to the massive spread of the coronavirus disease (COVID-19) in Indonesia, teachers are demanded to make immediate plans for online teaching. Online teaching aimed to maintain the teaching quality as well as to get the students to feel more motivated in learning. Of the various studies on motivation and its role in students’ English learning, research that specifically focused on how students promote motivation to learn English remotely is still limited. This study, therefore, investigated the students’ motivation in online English learning and found out factors that affect their motivation. To get the data, an online survey questionnaire was created and distributed by using Google Forms. The results show that students have a medium level of positive motivation in online English learning. Some factors that strongly affect the level of motivation includes learning attitudes (having a strong desire to learn English), self-confidence (the capability to join the online English learning well) and influence of other people (family members and lecturers).
Grammar-Based Instruction in EFL Reading Comprehension Outcomes and Learner Perceptions Siswoyo Siswoyo; Miftahul Janah; Dian Rakhmawati; Kania Syifa Maharani
Journal of Educational Studies Vol. 3 No. 3 (2025): Desember
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v3i3.3751

Abstract

Although grammatical competence is widely recognized as an important contributor to reading comprehension in English as a Foreign Language (EFL) context, previous studies have reported inconsistent findings regarding the effectiveness of grammar-based instruction. Moreover, limited research has simultaneously examined reading outcomes and learners’ affective responses, particularly in Indonesian higher education settings. Addressing this gap, this study investigated the impact of grammar-based instruction on EFL learners’ reading comprehension and explored their perceptions, motivation, and engagement toward this instructional approach. The novelty of this study lies in its integrated examination of cognitive and affective dimensions of grammar-based instruction within an Indonesian EFL context. A mixed-methods design was employed, combining a one-group pretest–posttest procedure with questionnaire and semi-structured interview data. The participants were 31 third-semester undergraduate students enrolled in a Reading course at the English Education Department of Universitas Muhammadiyah Pringsewu, Indonesia. Quantitative findings revealed a mean score gain of 5.16 points; however, the improvement was not statistically significant (t(30) = 2.03, p = .051). Nevertheless, a small-to-medium effect size (Cohen’s d = 0.37) indicated practical educational value. Qualitative findings generated four themes: perceived cognitive benefits of grammar-based instruction, mixed motivational and engagement responses, cognitive challenges associated with grammar processing, and learners’ preference for contextualized and multimodal grammar instruction. The findings suggest that grammar-based instruction can support EFL reading development when integrated with meaningful reading activities, differentiated according to learners’ proficiency levels, and supported through contextualized and technology-enhanced learning environments.
Co-Authors Bambang Yudi Cahyono Dian Rakhmawati Kania Syifa Maharani Siswoyo Siswoyo