Article Per Year (5 Year)
p-Index From 2020 - 2025
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All Journal IJEE (Indonesian Journal of English Education) JET (Journal of English Teaching) JEELS (Journal of English Education and Linguistics Studies)
Concilianus Laos Mbato
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Humanities Education Languange, Linguistic, Communication & Media

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STUDENTS' PERCEPTIONS OF TEACHER SELF-EFFICACY AND ITS INFLUENCE ON THEIR MOTIVATION Brigita Woro Diyatni Kusumaningtyas; Concilianus Laos Mbato; Ouda Teda Ena
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 10 | NO.2 | 2023
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v10i2.34758

Abstract

ABSTRACTThe main purpose of this study was to examine the perception of students regarding teacher self-efficacy and its influence on their motivation in the context of learning. The researchers used mixed-method research as the research methodology. To gather the data, the researchers used some instruments, namely a questionnaire and an interview. The questionnaire was distributed to 30 undergraduate students at a university located in Yogyakarta, Indonesia. The instrument used was adopted from the Teacher's Self-Efficacy Scale Questionnaire developed by Tschannen-Moran & Hoy (2001). The data underwent both descriptive and statistical analysis using SPSS. The findings indicated that the students had a moderate degree of perceptions of teacher self-efficacy. In addition, the students' perceptions of teacher self-efficacy also influenced their motivation in learning. In other words, when students believe their lecturers have high self-efficacy in teaching, they are more motivated because they trust that the lecturers are capable of delivering the materials effectively and in an engaging manner. Therefore, it is important for lecturers to focus on building and cultivating their self-efficacy to positively influence students' learning outcomes. ABSTRAKTujuan penelitian ini adalah untuk mengetahui persepsi siswwa terhadap efikasi diri guru dan dampaknya terhadap motivasi belajar mereka. Peneliti menggunakan penelitian mixed-method sebagai metolodi penelitian. Untuk mengumpulkan data, peneliti menggunakan beberapa instrument berupa kuesioner dan interview. Peneliti menyebarkan kuesioner tersebut kepada 30 mahasiswa S1 di suatu universitas di Yogyakarta, Indonesia. Instrumen yang digunakan diadaptasi dari Kuesioner Skala Efikasi Diri Guru yang dikembangkan oleh Tschannen-Moran & Hoy (2001). Data dianalisis secara deskriptif dan statistik. Hasil penelitian menunjukan bahwa siswa mempunyai tingkat persepsi efikasi diri guru yang sedang. Selain itu, persepsi siswa terhadap efikasi diri guru juga mempengaruhi motivasi mereka dalam belajar. Dengan kata lain, ketika mahasiswa yakin bahwa dosennya memiliki efikasi diri yang tinggi dalam mengajar, maka mahasiswa akan lebih termotivasi karena yakin bahwa dosen tersebut mampu menyampaikan materi secara efektif dan menarik. Oleh karena itu, penting bagi dosen untuk fokus membangun dan menumbuhkan efikasi diri agar dapat memberikan dampak positif terhadap hasil belajar mahasiswa.How to Cite: Kusumaningtyas, B.W.D., Mbato, C.L. & Ena, O.T. (2023). Students’ Perceptions of Teacher Self-Efficacy and Its Impact on Their Motivation. IJEE (Indonesian Journal of English Education), 10(2), 428-442. doi:10.15408/ijee.v10i2.34758.  
Exploring Master's Students’ Self-Efficacy in Speaking English During Hybrid Learning Yohanes Bagas Nur Setiawan; Paschalis Kurniawan Sanjaya; Martinus Hergirico Riandana; Concilianus Laos Mbato
JET (Journal of English Teaching) Vol. 11 No. 1 (2025): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/jet.v11i1.6498

Abstract

In the post-pandemic situation, where hybrid learning has become prevalent, effective communication between lecturers and students is very important. Self-efficacy is a crucial factor that affects their communication or speaking in class. Nowadays, research on students’ self-efficacy in speaking has received considerable attention among researchers. However, Self-efficacy in hybrid learning, particularly with a focus on master’s students, remains an underexplored area of research. To fill in the gaps, the researchers aim to know what factors and challenges influence students’ self-efficacy in speaking during hybrid learning. The participants were six English Education Master’s students at Sanata Dharma University. Guided by Bandura’s Social Cognitive and Self-Regulation Theories, this research employed a descriptive qualitative method. Data was collected through in-depth interviews and observations and analyzed using thematic analysis via QDA Miner Lite. The steps consist of transcribing, coding, grouping, and then interpreting the data. The findings showed that some factors that influence students' self-efficacy in speaking are motivation, learning, social environment, and role models. On the other hand, factors that inhibit students' self-efficacy in speaking, namely speaking anxiety, low confidence level, and low content mastery. The research limitations include six participants from specific study programs, limiting generalizability to other contexts or institutions.
Motivation-Regulation Strategies of Female and Male Indonesian EFL Undergraduate Students in Thesis Writing Yonas Yona Anselma; Concilianus Laos Mbato
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i2.5358

Abstract

Self-regulation constitutes students’ ability to maintain and manage their efforts to attain specific goals, significantly influencing motivation for thesis writing. Whereas motivation-regulation strategies are correlated with completion rates, a significant gap remains in measuring differences across gender in their use among undergraduate students. Therefore, this study employed a mixed-method study to discover motivation-regulation strategies across gender perspectives and how they used strategies in writing their thesis. The participants of this study were 30 male and 30 female undergraduate students of English Education at Sanata Dharma University, Yogyakarta. This study utilized a closed-ended questionnaire on motivation-regulation strategies and a semi-structured interview to gather the data. The first finding revealed that the undergraduate students were conscious of motivation-regulation strategies: self-consequences, avoidance goals, approach goals, situational interest, and environmental strategy. Further, the second finding indicated a significant difference between female and male students using motivation-regulation strategies at .000 with p < .05. The results implied that gender perspectives affect the students using the motivation-regulation strategies.
Co-Authors Brigita Woro Diyatni Kusumaningtyas Martinus Hergirico Riandana Ouda Teda Ena Paschalis Kurniawan Sanjaya Yohanes Bagas Nur Setiawan Yonas Yona Anselma