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All Journal Cakrawala Pendidikan ELTIN Journal: Journal of English Language Teaching in Indonesia EDUCAFL : E-Journal of Education of English as a Foreign Language Vision: Journal for Language and Foreign Language Learning Journal on English as a Foreign Language (JEFL) Journal of English and Education IJIET (International Journal of Indonesian Education and Teaching) Tell : Teaching of English Language and Literature Journal CaLLs : Journal of Culture, Arts, Literature, and Linguistics LLT Journal: A Journal on Language and Language Teaching UICELL Conference Proceeding BASIS (BAHASA DAN SASTRA INGGRIS) Wiralodra English Journal (WEJ) JOURNAL OF ENGLISH FOR ACADEMIC English Language in Focus (ELIF) English Journal Pedagogy : Journal of English Language Teaching Journal of Education and Teaching Learning Journal of English Language and Education Studies in English Language and Education Muwazah: Jurnal Kajian Gender ELT Echo: The Journal of English Language Teaching in Foreign Language Context
Ista Maharsi
English Language Education Department Faculty Of Psychology And Socio-Cultural Sciences Universitas Islam Indonesia
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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EFL students motivational currents during Extensive Reading Programs: A retrodictive qualitative modelling Ista Maharsi; Sugirin Sugirin; Ashadi Ashadi
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.30185

Abstract

Motivation to read, the driving force to achieve ones reading goals, plays a significant role in language learning as it relates to reading engagement and achievement. Its presence is prominently necessary for a longer learning period. This article explores the features of nine pre-service students motivational currents and how their motivation changes throughout the task performance in Extensive Reading Programs (henceforth ERPs). Data were collected from diaries, and a retrodictive qualitative model was applied to recount the experiences of the student participants motivational currents following Drnyeis Directed Motivational Currents (DMC). Themes of diaries and interviews were generated following the Interpretative Phenomenological Analysis. The findings show that the features of DMC are salient and functioning throughout the students learning experiences and facilitate the construction of their future identity as readers. Four patterns of motivational currents during the students learning were a steady wave, slight wave, moderate wave, and great wave patterns. The variability and stability of task performance motivation indicate that students motivational trajectories are unique, conditional, and context-bound. Identifications of the sources of motivators and demotivators provide hints for designing more engaging classroom activities, enriching the task features, and sustaining students motivation. This study concludes with possible directions for future motivation research.
An Observational Study of Teacher's Gestures in EFL Classroom Aulia Urrohimah; Ista Maharsi
Tell : Teaching of English Language and Literature Journal Vol 10 No 2 (2022): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v10i2.13231

Abstract

Verbal utterances and nonverbal utterances are acknowledged to be semantically and pragmatically co-expressive. Previous theories reveal that gestures are useful for teacher’s conceptual planning of messages and student’s comprehension and learning motivation. This study is carried out using an observational study and aimed to give insight into the use of gestures by EFL teacher during the teaching in the language classroom. A senior high school EFL teacher with a bilingual classroom become the participant of this study. A video and audio recording are used to capture the teacher’s gestures and teacher-student interaction. The data collected were transcribed then analysed using AS-Unit for recognizing the English utterances and the categorization of gestures was adopted from Wang and Loewen (2016). The finding elaboratively describes the use of gestures (i.e., iconics, metaphorics, deictics, beats, head movements, affect displays, kinetographs, and emblems) produced by the teacher in her classroom utterances. The finding shows that the gestures take a big part in supporting the teacher as speaker in teacher’s complex lexical retrieval. The pictures of teacher’s gestures is provided to show the visual evidence. Therefore, the result of this study serves as a teaching reflection and can be employed as a model to provide language learning comprehensible input in the language classroom.
Co-Authors Abdullah, Achmad Rhazes Alfira Dewi Edelia Alviyyah, Thallah Arumaisya, Syifana Ashadi, Ashadi Astari, Tri Retna Aulia Urrohimah Banun Havifah Cahyo Khosiyono Camelia Nur Jihan, Camelia Nur Jihan Dina Ramadhanti Dwika Salsabila Ghali, Muhammad Izam Harini Harini Kayla Artamevia Putri khusnul khotimah Maulani, Salma Mia Fitria Agustina Muhammad Izam Ghali Muhammad Rafakhansyah Satria Putra Perpisa Lili Ramadhani, Alya Usman Salma Maulani Salsabila, Dwika Sri Imelwaty Sugirin Sugirin Umi Sismia Wardani Vika Anisa Gusndilla Wardani, Umi Sismia Yunita Rizky Wijayanti, Yunita Rizky