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All Journal JOURNAL SCIENTIFIC OF MANDALIKA (JSM)
Sidónio António Pires
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Humanities Languange, Linguistic, Communication & Media Other

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Students’ Intrinsic and Extrinsic Motivation in Learning the English Language Sidónio António Pires
Journal Scientific of Mandalika (JSM) e-ISSN 2745-5955 | p-ISSN 2809-0543 Vol. 6 No. 11 (2025)
Publisher : Institut Penelitian dan Pengembangan Mandalika Indonesia (IP2MI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/10.36312/vol6iss11pp4147-4160

Abstract

New starts require new motivation. Students also need motivation to learn the English language. Several studies have shown that motivation is crucial in learning English and depends mostly on extrinsic motivation rather than intrinsic motivation.The purpose of the study was to describe the students’ intrinsic and extrinsic motivation in learning the English language at Instituto São João de Brito (ISJB), Kasait, Timor-Leste. The study aimed to answer the main problems: 1) What kind of motivation do the students use to learn English? 2) How motivated are the students to learn the English Language?.The researchers applied a mixed-method approach. The data were collected from 33 respondents using a questionnaire and interview. The data gained were interpreted and analyzed descriptively. The quantitative findings show that the student’s intrinsic motivation was higher than extrinsic motivation as rated with a mean of 4.22 out of 5. The extrinsic motivation was rated with a mean of 3.79, which is high. The qualitative findings revealed that the students took the English language as more than just an instrument for achieving academic goals. It was seen as an exciting language to learn.This study recognizes the importance of motivation to learn English and ultimately intrinsic motivation. It prompts future researchers to conduct similar research in various learning contexts to generate more findings
The Role of Emotion in the Teacher Identity Construction of English Novice Teachers Ardhitya Nugrahatama Tjuana; Sidónio António Pires
Journal Scientific of Mandalika (JSM) e-ISSN 2745-5955 | p-ISSN 2809-0543 Vol. 6 No. 11 (2025)
Publisher : Institut Penelitian dan Pengembangan Mandalika Indonesia (IP2MI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/10.36312/vol6iss11pp4338-4347

Abstract

Emotion plays an essential role for teachers because it can determine learning success. Not only that, emotion is also a crucial in constructing teacher identity, especially for novice teachers. The objective of this study is to investigate how novice teachers manage their emotions to construct their identities. This study was qualitative research at a university in Central Java. The participants were 10 novice teachers. An interview and the distribution of a questionnaire were used to gather the data. The questionnaire was distributed on Google Form, and the interview was conducted face-to-face. A Microsoft Word document would be used for transcribing the interview results, and after that, the researcher would classify and put them into the tables. The results showed that there are some strategies and techniques used by novice teachers to manage their emotions, such as seeking support, building boundaries with students, learning emotion regulation techniques, self-evaluation, engaging in the professional community, engaging in hobbies in the teaching process, and seeking feedback
Co-Authors Ardhitya Nugrahatama Tjuana