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Exploring Pre-Service Teacher Motivation: Variations Across Programs and Gender Differences in Indonesia Budiman, Indra; Yanto, Elih Sutisna
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v9i3.3086

This study examines pre-service teachers’ attitudes toward the teaching profession in Indonesia and explores how sociocultural factors shape their motivation. A mixed methods design combined a Teacher Attitude Inventory (TAI) survey (N = 460) with semi-structured interviews (n = 20). Group differences were assessed non-parametrically; interviews were then thematically analyzed to explain the quantitative patterns. Attitudes were broadly positive and stable, with no statistically significant differences by gender, program of study, or semester. Interviews revealed three interlocking strands shaping career decisions: intrinsic–altruistic commitment (meaning, contribution), pragmatic–extrinsic calculus (stability, compensation, entry routes), and sociocultural positioning (family expectations, gendered identities, perceived status). These strands clarify why professional pride and learner-centred beliefs coexist with cautious views of career prospects and perceived limits on teacher voice. Results support (i) gender sensitive mentorship, (ii) discipline-specific motivational scaffolds in ITE, (iii) recruitment and bonded scholarship schemes for rural deployment, and (iv) well-being supports that enhance agency and retention. By integrating group-level convergence with culturally situated narratives, the study reframes motivation as a contextual phenomenon and offers actionable levers for teacher workforce policy and ITE program design.

Exploring Pre-Service Teacher Motivation: Variations Across Programs and Gender Differences in Indonesia Budiman, Indra; Yanto, Elih Sutisna
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v9i3.3086

This study examines pre-service teachers’ attitudes toward the teaching profession in Indonesia and explores how sociocultural factors shape their motivation. A mixed methods design combined a Teacher Attitude Inventory (TAI) survey (N = 460) with semi-structured interviews (n = 20). Group differences were assessed non-parametrically; interviews were then thematically analyzed to explain the quantitative patterns. Attitudes were broadly positive and stable, with no statistically significant differences by gender, program of study, or semester. Interviews revealed three interlocking strands shaping career decisions: intrinsic–altruistic commitment (meaning, contribution), pragmatic–extrinsic calculus (stability, compensation, entry routes), and sociocultural positioning (family expectations, gendered identities, perceived status). These strands clarify why professional pride and learner-centred beliefs coexist with cautious views of career prospects and perceived limits on teacher voice. Results support (i) gender sensitive mentorship, (ii) discipline-specific motivational scaffolds in ITE, (iii) recruitment and bonded scholarship schemes for rural deployment, and (iv) well-being supports that enhance agency and retention. By integrating group-level convergence with culturally situated narratives, the study reframes motivation as a contextual phenomenon and offers actionable levers for teacher workforce policy and ITE program design.

Implementing Role Play in English Speaking Class: A Descriptive Case Study Situmorang, Nila Dharmayanti; Yanto, Elih Sutisna; Ridwan, Iwan
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.668-685

Speaking anxiety remains a persistent barrier for Senior High School EFL students, limiting their ability to communicate effectively in English. This study explored implementation of role play as a teaching strategy to enhance speaking skills and reduce anxiety through real-life situational practice using AI character. Conducted at a Senior High School in Karawang, the study involved 26 students from class XI IPA 3, this study employed qualitative method and used a case study design. Researcher used triangulation method to collect the data including classroom video recordings, semi-structured interviews, and questionnaires. Findings reveal that the integration of structured role play activities increased students' motivation, speaking fluency, and self-confidence. The data showed that 73.1% students agreed role play increased their participation in learning process, while 15 out of 26 students reported feeling confident during English speaking activities. In addition, 13 students reported improvements in their pronunciation, 6 students reported enhancements in their fluency, and 16 students recognized better mastery of vocabulary. Students responded positively to the interactive learning process. This study concluded that role play activities with a structured framework through real-life contexts is an effective learning method to enhance speaking skills and reduce anxiety for EFL students.

Engaging EFL Junior Students in Collaborative Online Audio of Narrative Texts in Learning Extensive Listening: A Classroom Action Research Widiawati, Windi; Yanto, Elih Sutisna; Al-Baekani, Abdul Kodir
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.880-890

Listening comprehension remains a significant challenge for many Indonesian junior high school EFL students, primarily due to limited exposure to and insufficient engagement with authentic listening materials. This Classroom Action Research explores the effectiveness of using collaborative online audio podcasts featuring narrative texts to enhance extensive listening skills and increase student engagement. The study, conducted over five sessions with eighth-grade students, utilized qualitative methods including classroom observations, reflective journals, and semi-structured interviews. The findings indicate that podcast-based collaborative listening activities significantly boosted students' motivation, participation, and comprehension of narrative texts. Students reported enjoying the interactive and social aspects of group listening tasks, which fostered active discussions and peer support, consistent with Vygotsky’s Sociocultural Theory and Mayer’s Cognitive Theory of Multimedia Learning. Despite some challenges, such as difficulties with vocabulary and fast speech, the overall impact on listening skills and student attitudes was positive. This study suggests that integrating podcasts into collaborative extensive listening practices provides a practical, engaging, and effective approach to improving EFL listening comprehension in junior high school settings.

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