Language input, learning environment, and motivation of a successful EFL learner

Nugroho, Arif; Zamzami, M. Rizal Akbar; Ukhrowiyah, Nur Farah

doi:10.23971/jefl.v10i1.1511

Cited by 15 publications

(14 citation statements)

References 22 publications

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“…The increase can be proven from the number of students joining the class during the online learning via GM. The language input delivered via GM was the trigger of their motivation (Nugroho et al, 2020). Furthermore, during the GM session, the students actively participated and was engaged in teaching-learning process.…”

Section: Resultsmentioning

confidence: 99%

Improving the Students’ Motivation in Learning English through Google Meet during the Online Learning

Putra¹

2021

englie

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The increase number of Covid-19 outbreak has profoundly changed our education system. This condition has led the teachers to alter the face-to-face learning into online learning. Online learning emphasizes on the internet-based courses synchronously and asynchronously. Besides its technical problems, conducting online learning was said to be monotonous since the teachers preferred doing online tasking to providing effective learning experience. Further, this condition led to low students’ motivation in learning English. In other words, the students might be in boredom to participate and engage in the teaching- learning process owing to the monotonous learning. Most students were said to be late or even reluctant to complete the assignments. Therefore, the researcher conducted the Classroom Action Research dealing with the use of Google meet to improve the students’ motivation in learning English during the online learning. The research subject was the 7th grade students of SMP Negeri Satu Atap Jarit. The research was conducted in two cycles. In cycle I, it showed that there was an increase of students’ motivation in learning English. The increase of students’ motivation was 61, 8%. Meanwhile, in cycle II, the researcher found that the Google meet significantly improved the students’ motivation in learning English. The increase of students’ motivation was 79, 4%. The result showed that the students actively participate and engage in the teaching-learning process. The students were very enthusiastic to respond and answer the some questions, and share their ideas related to the topic of the meeting. In addition, the increase of students’ motivation influence the students to compose sentences correctly related to the given assignments. Based on the result of data analysis, the researcher drew a conclusion that the use of Google meet significantly improved the students’ motivation in learning English during the online learning.Keywords: Google meet, Learning English, Students’ Motivation

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Section: Resultsmentioning

confidence: 99%

Improving the Students’ Motivation in Learning English through Google Meet during the Online Learning

Putra¹

2021

englie

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“…A semi-structured interview enables the researchers to come up with a new idea or question during the conversation in responding to the interviewee answers (Harding, 2018). The main benefit of this inquiry model is, as interviewer, the researchers have a structured guidance in hand, but still possible to broaden the guidance when it is necessary (Nugroho, Zamzami, & Ukhrowiyah, 2020). Hence, written reflections and semi-structured interview were selected as instruments in this current study.…”

Section: Instrumentsmentioning

confidence: 99%

Online Learning amidst Global Pandemic: EFL Students’ Challenges, Suggestions, and Needed Materials

Nartiningrum

Nugroho²

2020

Engl. Franca acad. j. of Engl. lang. and educ.

Self Cite

126

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Covid-19 pandemic brings changes in many aspects of peoples’ lives throughout the world. The spread of Covid-19 in Indonesia affects the education system in this country. Face-to-face instructions are shifted into full online learnings from home. Despite this quite drastic change, the literature on students’ insights of this matter has still been silent. Thus, the present study elucidates 45 EFL students’ challenges, suggestions and needed materials during these online classes. Rely on qualitative data analysis from written responses and semi-structured interviews, the findings disclosed that these EFL students’ main challenges in attending online courses were the unsteady networks and the less direct interactions. These students mainly suggested the use of video conferencing applications such as zoom or Google meet, though some students chose assignments over those applications. The students also mentioned that they basically needed grammar related materials within the online classes. The findings bring forward the picture of full online learning condition during Covid-19 outbreak on EFL setting in Indonesia.

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“…Second, semi-structured interview is a method of inquiry which is open, enabling new ideas and questions to be raised during the conversation as a result of what the interviewee says (Harding, 2018). One of benefits is that the researchers, as interviewer, possess structured guidance in hand, but still possible to extend the guidance when a new issue come up during the dialogue (Nugroho et al, 2020). For these reasons, written reflections and semi-structured interviews were kindly selected as research instruments for this study.…”

Section: Methodsmentioning

confidence: 99%

Enhancing Students’ Translation Skills using Project Based Learning: A Case of An Islamic University

Putra¹,

Retnaningsih²,

Nugroho³

2022

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This study aims to shed some light on the use of Project Based Learning (PBL) in teaching translation at an Islamic university. Involving 35 students of English department, a Classroom Action Research (CAR) in two cycles and semi-structured interview were adopted to examine the effectiveness of PBL and to explore the students’ perspectives toward strengths and weaknesses of the method. The results revealed that PBL was proven effective to enhance students’ translation performances (p-Value 0.000 < 0.05). The results further demonstrated that PBL was an effective method to develop students’ soft-skills such as communicative competence, critical thinking, problem solving ability, and creativity. However, the students also pointed out that doing translation project using PBL method required sufficient time allocation since it based on contexts and experiences as in real working environments. The results contribute to providing fruitful insights for teachers and college authorities to incorporate PBL as an alternative method for teaching translation. Last but not least, it is a worth saying that project based learning is a promising method for teaching translation at university level.

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Language input, learning environment, and motivation of a successful EFL learner

Cited by 15 publications

References 22 publications

Improving the Students’ Motivation in Learning English through Google Meet during the Online Learning

Improving the Students’ Motivation in Learning English through Google Meet during the Online Learning

Online Learning amidst Global Pandemic: EFL Students’ Challenges, Suggestions, and Needed Materials

Enhancing Students’ Translation Skills using Project Based Learning: A Case of An Islamic University

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