Factors Influencing Motivation in Learning English of Mangusada Badung General Hospital Staff

Indriani, Ketut Santi

doi:10.19105/ojbs.v14i1.2972

Cited by 6 publications

(4 citation statements)

References 3 publications

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“…The results of the analysis found one major problem faced by the students, namely the lack of motivation in learning Arabic. Lack of motivation in learning certainly has a negative impact on achieving the intended learning outcomes because motivation is the main factor of students' learning interest (Bower, 2019;Indriani, 2020;Chowdhury et al, 2021;Mubarak et al, 2021). Chandra et al (2016) in his study also reveals the same thing that the loss of learning motivation has implications for the inability to achieve the learning objectives that have been formulated.…”

Section: Discussionmentioning

confidence: 90%

Praxeology Concept: Investigating the Actions of Primary School Teachers in Achieving Arabic Teaching

Sanusi

Mubarak

Al-Rawafi

2022

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This study presents the results of an investigation of Arabic teachers' actions at the primary school level in achieving the objectives of teaching and learning Arabic. This study used a descriptive qualitative approach with two data collection techniques: observations and interviews. The collected data then were analyzed using a didactic anthropological theory based on three main components: the teachers' desire (want) to act, the means or methods used by the teachers, and the results or objectives (end) achieved by the teacher's actions. The results of this study showed that first, Arabic teachers had a strong desire to overcome the problems faced by the students, especially in the demotivating aspect of studying Arabic. Second, from the results of those desires, the Arabic teachers determined and used several methods such as presenting the materials using songs, cartoon videos and integrating Islamic religious knowledge. Third, the actions or methods used by the Arabic teachers resulted in positive outcomes in teaching and learning Arabic for students at the primary school level.

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Section: Discussionmentioning

confidence: 90%

Praxeology Concept: Investigating the Actions of Primary School Teachers in Achieving Arabic Teaching

Sanusi

Mubarak

Al-Rawafi

2022

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“…When teachers do their very best, their students would certainly be motivated to learn English. Furthermore, when teachers are able to motivate and inspire students, they can also influence students" abilities to learn English (Indriani, 2020). In addition, Ahmadi (2018) stated that the use of technology is a significant learning process in and out of the class.…”

Section: Striving To Be Pedagogically and Technologically Competentmentioning

confidence: 99%

Teaching English to Learners of Different Cultural Minority Groups

Suganob,

Bacus

2023

WJEL

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English teachers’ experiences handling mainstream classes and those with minority students differ as students’ learning and communication styles vary. This study explored the lived experiences and teaching practices of purposively selected non-English majors teaching English to Filipino learners from different cultural minority groups: Mamanwa, Manobo, Hinigaon, Kamayo, Surigaonon, Muslim, and Bisaya. The in-depth investigation through a phenomenological inquiry was done using the Collazzi steps. Analysis of the teachers’ narratives led to the indexed themes: teachers’ psychological baggage; teachers’ drive to be effective; teachers’ desire for change. The meaning ascribed to the unique experience of the teachers provides the basis to critically examine and address issues relative to English language teaching. Teachers benefit from the assistance provided to them as they hurdle the challenges and sustain their enthusiasm despite being non-English majors. Such reality motivated them to develop learning materials, innovate in teaching, adopt strategies, and design authentic assessments to prepare learners to be practical problem solvers. Hence, policies may be instituted to address the teachers’ content and pedagogical skills, as non-English majors, when assigned to diverse groups of learners. Periodic monitoring, educational fora, peer coaching, and mentoring may be considered to strengthen their content, technological, and pedagogical skills.

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“…Adapun faktor yang mempengaruhi motivasi belajar bahasa adalah kepribadian pembelajar, sikap pembelajar, peran guru, gaya belajar, dan hubungan antar bahasa (Indriani, 2020.). Mahasiswa dengan motivasi intrinsik yang tinggi, orientasi tugas, dan efikasi diri yang tinggi adalah pembaca yang relatif aktif dan berprestasi tinggi (Purwanto, 2014).…”

Section: Motivasi Mahasiswaunclassified

Faktor-faktor Efektivitas Pembelajaran Bahasa Arab

Syamsu¹

2022

Ibtikar

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Pembelajaran bahasa Arab sangat kompleks seiring dengan kompleksitas bahasa Arab itu sendiri. Keberhasilan proses pembelajaran bahasa Arab pun tidak ditentukan oleh satu faktor atau tunggal, melainkan ditentukan bermacam faktor. Oleh karena itu, untuk mencapai keberhasilan dalam pembelajaran bahasa Arab perlu memperhatikan dan pelibatan berbagai faktor efektivitas dan menjadikannya tolok ukur dalam proses pembelajaran. Perilaku abai terhadap faktor-faktor efektivitas, hanya menghantarkan pada proses pembelajaran bahasa Arab yang tidak optimal. Artikel ini menganalisis bahwa faktor-faktor efektivitas pembelajaran bahasa Arab meliputi profesionalitas guru; karakter pembelajar yang meliputi motivasi, kecerdasan dan kepribadian pembelajar; pemanfaatan varian metode pembelajaran; pemanfaatan media pembelajaran; kurikulum; dan lingkungan berbahasa. Kata kunci: Efektivitas,

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Factors Influencing Motivation in Learning English of Mangusada Badung General Hospital Staff

Cited by 6 publications

References 3 publications

Praxeology Concept: Investigating the Actions of Primary School Teachers in Achieving Arabic Teaching

Praxeology Concept: Investigating the Actions of Primary School Teachers in Achieving Arabic Teaching

Teaching English to Learners of Different Cultural Minority Groups

Faktor-faktor Efektivitas Pembelajaran Bahasa Arab

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