Extrinsic Motivation Influencing Vocational Students’ English Achievement on Hunting Bule Before and During Pandemic

Abstract

Motivation drives learners to achieve their goals of learning including vocational students with work-oriented study. External pressures, expectation or rewards pose different challenge when it comes to pandemic situation. This study fills gap by examining vocational students’ elements of extrinsic motivation before and during Covid-19 strike to accomplish final task to interview English natives and their effects on final achievement. Respondents were vocational students (n=75) participated in English class for two semesters in a row (before and during pandemic). Students’ motivations on doing “Hunting Bule” before (x1) and during (x2) pandemic were measured. Data were later analyzed using variance and interpretation. External motivation before and during pandemic are proven to give contribution to the final score. However, some factors in one variable seemed to outperform the other in vice versa. Technology using is considered both motivational and demotivational for students during the pandemic, yet is good to accelerate education industry 4.0.

Identifying Students’ Problems on Critical Thinking as a Way to Foster Higher Order Thinking Skills

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Analyzing the Aviation Security Knowledge Test Items to Evaluate Cadet Proficiency Across Diverses Level of Vocational Schools

“…In the realm of AVSEC training, the available educational options span across various levels, encompassing completion of high school, attainment of a 1-year diploma, pursuit of a 3-year diploma, and engagement in a 4-year diploma program offered by vocational schools. Vocational schools hold a favorable position as they specialize in tailoring their educational qualifications more closely to the specific demands of the work industry (Suharno, Pambudi, and Harjanto, 2020;Pinem, 2021;Yiu et al, 2022). Vocational schools, serving as establishments dedicated to cultivating human resources in aviation security are mandated to offer training programs that are aligned with international aviation regulations (Cahyadi, Oka and Masito, 2022).…”

Elements of digital media in vocabulary remote-learning achievement

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“…Psychological factors in learning can be related to learners' affective factors such as motivation and anxiety [1], [63]. In an SLR scheme during pandemics that is penetrated into SLEs, environmental motivations are low and external motivations are dominated by reward for flying color scores and fear of academic year loss [62]. Utilizing media as learning tools can boost motivation that leads to strong SLR behaviors such as focus and engaging learning [43].…”