Motivation Behind Indonesian Undergraduates Learning English as a Target Language

Budiharto, R. Agus; Amalia, Laili

doi:10.24256/ideas.v7i1.714

Cited by 6 publications

(7 citation statements)

References 10 publications

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“…Interestingly, this finding appears to affirm the results of similar studies in the past conducted by Budiharto and Amalia (2019). According to them, motivation was the key incentive of learners' performance in learning a target language.…”

Section: The Motivation Of Learning a Foreign Languagesupporting

confidence: 88%

“…This finding supports Alberth's (2018) idea of ideal L2 self in Indonesian EFL context, that is "ideal L2 self may be interpreted as being a proficient speaker of English, in which the skills could enable the learners to interact with the international community or to get a better job in the globalized world". It was also consistent with the results of an investigation of undergraduate students' motivational orientations for learning English, which found that ideal L2 self was the most underlined motivational dimension of the students in learning English (Budiharto & Amalia, 2019).…”

Section: The Motivation Of Learning a Foreign Languagesupporting

confidence: 88%

“…Moreover, although Kiatkheeree's (2018) research provided a comprehensive understanding of how physical, academic, and psychological factors affected students' achievement, it did not specifically investigate a language learning environment experienced by a successful EFL learner, which could be used as practical literature by other EFL learners. As a further matter, research findings showed by Alberth (2018) and Budiharto and Amalia (2019) in the Indonesian EFL context have already provided a comprehension of Self-Determination Theory (Deci & Ryan, 2000) and L2 Motivational self-system (Dörnyei & Chan, 2013). Notwithstanding the fact, examining motivational orientations of a successful EFL learner will undoubtedly enrich the literature of maintaining motivation in language Journal on English as a Foreign Language, 10(1), 45-67 Copyright © 2020 by JEFL, p-ISSN 2088-1657; e-ISSN 2502-6615 acquisition for EFL learners.…”

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confidence: 86%

“…Most EFL learners, especially in Indonesia, are depending mainly upon regular classroom learning to enhance their English ability (Budiharto & Amalia, 2019). The only place most EFL learners are exposed to the foreign language is in the classroom (Wang, 2010).…”

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confidence: 99%

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

Nugroho¹,

Zamzami

Ukhrowiyah

2020

JEFL

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The present study involved one EFL learner who was regarded as successful, not only of understanding second language acquisition theories but also of demonstrating exceptional language skills thus far. An in-depth semi-structured interview was administered with three key objectives – to identify features of language inputs that enable her to develop English skills, to investigate her situation of the learning environment, and to reveal her motivation in learning the language. The participant was a successful EFL learner who was determined by the excellent TOEFL score and performed an outstanding achievement in English proven by the academic transcript. The data were gathered by means of a semi-structured interview and analyzed through the transcription process, coding, and drawing the conclusion. The results indicated that joining an intensive class and integrating English in her daily activities had primarily contributed to her language skill improvement. While the physical environment slightly provided a conducive environment for learning English, her academic environment was steadily supporting her. In addition to the importance of English in her future, the participant was successful in keeping her motivation to learn the language. These findings could contribute to a better understanding of how Indonesian EFL learners successfully acquire a foreign language.

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Section: The Motivation Of Learning a Foreign Languagesupporting

confidence: 88%

Section: The Motivation Of Learning a Foreign Languagesupporting

confidence: 88%

mentioning

confidence: 86%

mentioning

confidence: 99%

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

Nugroho¹,

Zamzami

Ukhrowiyah

2020

JEFL

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“…In Indonesia, language input might come from language courses, schools, native teachers, books, novels, community, Etc. However, the majority of English as a Foreign Language (EFL) students in Indonesia rely mostly on routine classroom instruction to improve their English proficiency (Budiharto & Amalia, 2019;Pratiwi, A. W. et al, 202). Wang (2010:102-103) also stated that the majority of EFL students in China only learn foreign languages in the classroom.…”

Section: Introductionmentioning

confidence: 99%

The Contribution of Language Input, Conducive Learning Environment, and Motivation toward Student’s Speaking Proficiency

Azhimia,

Parnawati

2023

jlic

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This study aimed to identify student’s speaking proficiency through the contribution of language input, conducive learning environment, and motivation. This research is qualitative study. Using a case study approach, the research sample consist of a single university student majoring in Business and Management, selected through purposive convenience sampling. Data was collected through interview, which explored student’s speaking ability, the availability of language input, learning environment, and student’s motivation. The findings reveal that the student demonstrated a good level speaking proficiency. Notably, subject's motivation affects her speaking proficiency more than the other aspects; language input and learning environment. Although the student’s exposure to language input is moderate, the learning environment is found as poor. To conclude, the three aspects of language learning: language input, learning environment, and motivation, affect student’s speaking proficiency. The outcomes portray the common experiences of Indonesian language learners as they acquire English as second language.

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Efl Students’ Motivation in Writing, Writing Proficiency, and Gender

Cahyono¹,

Rahayu²

2020

TEFLIN

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There have been a lot of research studies on the role of motivation in education and language learning. However, research on the role of motivation in the area of EFL (English as a foreign language) writing is a rare undertaking. This study aimed to examine the correlation between EFL students’ motivation in writing and their writing proficiency. It also compared female and male students in terms of their motivation in writing and their writing proficiency. This study involved 55 university students of English department (17 female and 38 male students) who were required to write essays and respond to a motivation in writing questionnaire. The results showed that there was a high correlation between the EFL students’ motivation in writing and their writing proficiency. It was also revealed that there were significant differences in the motivation in writing as well as writing proficiency of the female and male students. The findings of this study suggested that the EFL students who had a higher level of motivation in writing had better writing proficiency. The study also showed that female students outperformed male students in terms of both motivation in writing and writing proficiency.

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Motivation Behind Indonesian Undergraduates Learning English as a Target Language

Cited by 6 publications

References 10 publications

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

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

The Contribution of Language Input, Conducive Learning Environment, and Motivation toward Student’s Speaking Proficiency

Efl Students’ Motivation in Writing, Writing Proficiency, and Gender

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