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All Journal Proceeding of International Conference on Teacher Training and Education Lingeduca: Journal of Language and Education Studies
Arfan Fahmi, Arfan
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Education Languange, Linguistic, Communication & Media Other

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Investigating Reading Motivation in Indonesian and English among EFL Students Fahmi, Arfan
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (251.126 KB)

Abstract

Closely looking at reading motivation in L1 and L2 can lighten English teacher and educator toreformulate their approaches and strategies in giving reading instruction. In response to this, the studyintends to adapt and validate an eight reading motivational dimensions (Lin et al 2012) and one addeddimension; self-confidence for both Indonesian as an L1 and EFL as an L2 using confirmatory factoranalyses, and compare motivations for reading Indonesian and reading English across all nine categoriesusing descriptive statistics and correlation. Attempting to reach the objectives, eighty three second yearnon-English major complete a questionnaire on nine separate motivational subscales related to readingIndonesian and English behavior. Motivation in this study covers self-efficacy, curiosity, involvement,recreation, social-peer attitudes, school grades, instrumentalism, self-confidence and social-familyattitudes. The result concerning with the Instrument validation are all factor loadings in the adaptedMRQ` are significantly different from 0 at p .001, reliabilities were greater than .70 indicatedreasonably good internal consistency, and all motivational dimensions for English and most motivationaldimensions for Indonesian were above or closely approaching .70.The results show that students’ Selfefficacy, curiosity, involvement, recreation, and social peer are significantly higher in Indonesian than inEnglish. Grade motivation variable does not differ for the two languages. Whereas, instrumentalism,social family, and self-confidence are significantly higher in English than in Indonesian. Theimplications of these findings are discussed in respect to the approaches and strategies of readinginstructional program.
Investigating Reading Motivation in Indonesian and English among EFL Students Fahmi, Arfan
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (93.987 KB)

Abstract

Closely looking at reading motivation in L1 and L2 can lighten English teacher and educator toreformulate their approaches and strategies in giving reading instruction. In response to this, the studyintends to adapt and validate an eight reading motivational dimensions (Lin et al 2012) and one addeddimension; self-confidence for both Indonesian as an L1 and EFL as an L2 using confirmatory factoranalyses, and compare motivations for reading Indonesian and reading English across all nine categoriesusing descriptive statistics and correlation. Attempting to reach the objectives, eighty three second yearnon-English major complete a questionnaire on nine separate motivational subscales related to readingIndonesian and English behavior. Motivation in this study covers self-efficacy, curiosity, involvement,recreation, social-peer attitudes, school grades, instrumentalism, self-confidence and social-familyattitudes. The result concerning with the Instrument validation are all factor loadings in the adaptedMRQ` are significantly different from 0 at p .001, reliabilities were greater than .70 indicatedreasonably good internal consistency, and all motivational dimensions for English and most motivationaldimensions for Indonesian were above or closely approaching .70.The results show that students’ Selfefficacy, curiosity, involvement, recreation, and social peer are significantly higher in Indonesian than inEnglish. Grade motivation variable does not differ for the two languages. Whereas, instrumentalism,social family, and self-confidence are significantly higher in English than in Indonesian. Theimplications of these findings are discussed in respect to the approaches and strategies of readinginstructional program.
Technology Enable Language Learning: Mediating Role of Collaborative Learning Rintaningrum, Ratna; Nuswantara, Kartika; Fahmi, Arfan; Trisyanti, Umi; Zahrok, Siti
Lingeduca: Journal of Language and Education Studies Vol. 3 No. 1 (2024)
Publisher : Yayasan Pedidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/lingeduca.v3i1.706

Abstract

In the current technological era, language learning has experienced significant changes. The implementation of technology in language learning has enabled the development of innovative learning methods, especially in the context of collaborative learning. Optimizing language and technology skills can be a provision to face the demands of life which are always changing according to the times. Therefore, students need to explore technology in the learning process. This research aims to investigate the role of technology in mediating collaborative learning in the context of language learning. Combining language learning with technology is a relevant solution to mediate collaborative learning. An approach that involves a reciprocal relationship between educators and students to achieve maximum learning goals. The method used in this research is quantitative. The steps are to create a statement related to technologically enabled language learning that can mediate the role of collaborative learning. Then it is formulated into a Google form and filled in by students. Then the data is collected input and processed using the SPSS application. The correctness of the data can be proven by statements made on the Google form which are adjusted to the facts that occur in the world of education. The results of this research state that in language learning, technology plays a very important role in becoming an intermediary for optimizing collaborative learning. Creating a new innovative educational perspective that is increasingly sophisticated, helping students develop more complex and in-depth thinking abilities so that they can provide effective solutions related to all forms of challenges that occur in the world of education. This research concludes that teachers are advised to better understand language learning through technology so they can teach students how to adapt to increasing technological changes. So that it can expand opportunities for creativity in learning and enrich the learning experience through the skills practiced by the teacher.
Co-Authors Kartika Nuswantara Ratna Rintaningrum, Ratna siti zahrok, siti Umi Trisyanti, Umi