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All Journal Englisia Journal Progressa: Journal of Islamic Religious Instruction Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam LOYALITAS: Jurnal Pengabdian Kepada Masyarakat Minhaj: Jurnal Ilmu Syariah Jumat Ekonomi: Jurnal Pengabdian Masyarakat Jumat Informatika: Jurnal Pengabdian Masyarakat Jumat Pendidikan: Jurnal Pengabdian Masyarakat Jumat Keagamaan: Jurnal Pengabdian Masyarakat Ushuly: Jurnal Ilmu Ushuluddin ABDIMASY: Jurnal Pengabdian Kepada Masyarakat Engagement: Jurnal Pengabdian Kepada Masyarakat Jurnal Riset Multidisiplin Edukasi Sumbula : Jurnal Studi Keagamaan, Sosial dan Budaya
ashar, salim
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Journal : Englisia Journal

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The impacts of school on English learners’ motivation in Indonesian Islamic schools Farid, Achmad; Adara, Reza Anggriyashati; Ashar, Salim
Englisia: Journal of Language, Education, and Humanities Vol 10, No 2 (2023)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i2.14656

Abstract

Among the teaching practitioners in Indonesia, there is a general belief that some learners of English in some Indonesian pesantren (Islamic boarding schools) have a negative view on English, which consequently affects their motivation. However, it remains unclear what has affected the trend. The current study investigates this issue in three pesantren schools in Indonesia affiliated with different Islamic groups. Using the L2 Motivational Self System (L2MSS) model proposed by Dörnyei (2009) as an analytical lens, a survey instrument was designed to describe and compare students’ motivation to learn English (n = 376). A multivariate analysis of variance (MANOVA) was run to describe and compare the students’ motivation, and a stepwise multiple regression analysis was performed to discover which motivational factors made the most significant contribution to motivation by predicting reported learning effort in English.  In addition, a thorough document analysis was performed to obtain background information regarding the teaching of English in the three institutions. It was found that institutional factors do play a role in influencing the learners’ motivation, in that in the most religiously conservative context, the school policy does shape the learners’ ideal L2 self. As the learners’ ideal L2 self was weak, it leads to weak motivational power as well. The paper concludes by emphasizing the crucial role of educational contexts in shaping students’ ideal selves and in providing favourable learning experience, which are key elements in motivating learners to learn English.
The impacts of school on English learners’ motivation in Indonesian Islamic schools Farid, Achmad; Adara, Reza Anggriyashati; Ashar, Salim
Englisia Journal Vol 10 No 2 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i2.14656

Abstract

Among the teaching practitioners in Indonesia, there is a general belief that some learners of English in some Indonesian pesantren (Islamic boarding schools) have a negative view on English, which consequently affects their motivation. However, it remains unclear what has affected the trend. The current study investigates this issue in three pesantren schools in Indonesia affiliated with different Islamic groups. Using the L2 Motivational Self System (L2MSS) model proposed by Dörnyei (2009) as an analytical lens, a survey instrument was designed to describe and compare students’ motivation to learn English (n = 376). A multivariate analysis of variance (MANOVA) was run to describe and compare the students’ motivation, and a stepwise multiple regression analysis was performed to discover which motivational factors made the most significant contribution to motivation by predicting reported learning effort in English.  In addition, a thorough document analysis was performed to obtain background information regarding the teaching of English in the three institutions. It was found that institutional factors do play a role in influencing the learners’ motivation, in that in the most religiously conservative context, the school policy does shape the learners’ ideal L2 self. As the learners’ ideal L2 self was weak, it leads to weak motivational power as well. The paper concludes by emphasizing the crucial role of educational contexts in shaping students’ ideal selves and in providing favourable learning experience, which are key elements in motivating learners to learn English.
Co-Authors Abdul Holik Achmad Farid Adara, Reza Anggriyashati Afif Kholisun Nashoih Aghni Akbar Hidayat, Muhammad Ahmad Mutamakkin Aji Dhohirul Haq Alifahrony Anggi Indah Yuliana Anton Muhibuddin Anton Muhibuddin Anwar, Achmad Sholichul Ari Viqri Zakaria Arifuddin Ahmad, Arifuddin Baehaqi Bajuri, Mohammad Fahmi Dawam Cahya Dlorifatul Jauhariyah Dodik Eko Subekti Effendi, Akmal Hidayat Febrianti, Arista Sasa Bela Fingky Zulias Tari Fitroh, Mayada Fatwatul Galuh Ramadhan, Galuh Hadi Saptiono Hambali, Nur Habib Ahmad Hartanti, Dyah Ayu Sri himmatul Aliyah, himmatul Holik, Abd. Indana, Izzatul Izzatul Indana Khakim, Achmad Latif Nur Khanifah, Dian Khasanah, Kharisma Wahyu Khasanah, Siti Nikmatun Khoir, Muhammad Abil Khusnul Mei Sintia M Maulana Asaduddin M. Aliyul Wafa Maulidiya, Fifin Izzatul Mazidatul Faizah Mega Kirana Dewi Mei Sintia, Khusnul Mohammad ‘Ainul Fikri Mahmudi Muhammad Asrori Ma'sum Muhammad Farid Nasrulloh Nasirudin, Mohamad Nila Jazilatul Hikmah Nuriyah, Selvia Azka Puspaningrum, Yessita Qomariyah, Umi Kulsum Nur Riska Rahmawati Rizal, Faisol Robihah, Ismi Rohman, Achmad Ali Fathur Saihul Atho’ A’laul Huda Septian Ragil Sholeh Abdul Baqi Siti Aminah Siti Aminah Siti Sulaikho Sudarminto, Ahmad Syamsiar, Syamsiar Yasminto, Muhammad Yuslam A'yunin Nabilah Zakaria, Ari Viqri Zulfikar