Stories from the Frontlines: In-Service Teachers’ Demotivating Factors and Policy Recommendations

Mukminin, Amirul; Muazza, Muazza; Hustarna, Hustarna; Sari, Siti Rahma

doi:10.17985/ijare.56085

Cited by 12 publications

(15 citation statements)

References 13 publications

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“…However, some problems may occur. Teachers and students of Indonesia still have difficulties in spoken language (Mukminin, Muazza, Hustarna, & Sari, 2015;Mukminin, Ali, & Ashari, 2015;Mukminin, Masbirorotni, Noprival, Sutarno, Arif, & Maimunah, 2015). Brown and Yule (2001) state that spoken language production, learning to talk in the foreign language, is often considered being one of the most difficult aspects of language learning for the teacher to help the students with.…”

Section: Introductionmentioning

confidence: 99%

“…Other reason is that students lack of motivation to practice the language in daily conversation that they are too shy in conversation. Actually, there so many reasons that make students difficult in speaking because in Indonesia context, not all of the students during English speaking activities have the courage to speak (Mukminin, Muazza, Hustarna, & Sari, 2015;Yusuf, Yusuf, Yusuf, & Nadya, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Speaking Self-Efficacy and EFL Student Teachers’ Speaking Achievement

Alawiyah¹

2018

EJPP

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This study was to find out the significant correlation between students’ speaking self-efficacy and their speaking achievement and to know the significant influence of speaking self-efficacy on their speaking achievement. The population of the study was 470 active students of English Education Study Program of Tarbiyah Faculty and Teaching Sciences at State Islamic University of Raden Fatah Palembang in academic year 2017/2018. The sample of this study was 103 students of all the students in sixth semester chosen by using purposive sampling technique, but there were 96 students participating when the study was conducted. A questionnare was used to measure students’ speaking self-efficacy and a speaking test was conducted to know students’ speaking achievement. The collected data then were analyzed by using the correlational and regression analysis computerized with SPSS 22. Based on the analysis results, it was found that there was statistically significant positive correlation between self-efficacy and speaking achievement in p-output was 0.00 which was smaller that 0.05 (0.00<0.05). Besides, the correlational coefficient of the test was .349. Thus, the level of correlation was weak. This study also indicated that students’ speaking-self-efficacy influenced their speaking achievement with contribution 12.2%.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Speaking Self-Efficacy and EFL Student Teachers’ Speaking Achievement

Alawiyah¹

2018

EJPP

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“…Young learners have positive attitudes toward second language learning, and also get more motivated because the teaching methods applied for the young learning focused on more communicative than formal situations. One of the influencing factors to learning a language is motivation (Mukminin, Muazza, Hustarna., & Sari, 2015). Ebata (2008) stated that motivation has an important role in learning language.…”

Section: English Language Learningmentioning

confidence: 99%

“…In conclusion, it is widely known that English is an international language and it has many interrelations with various aspects of people's life. In teaching and learning English, there are several skills and abilities that influence the success of the English learning process Erlina et al, 2019;Mukminin, Ali, & Ashari, 2015;Mukminin, Muazza, Hustarna., & Sari, 2015;Maimunah et al, 2019;Nazurty et al, 2019). Harmer (2001) mentions that the four language skills are classified as productive skills which include writing and speaking and receptive skills which include reading & listening.…”

Section: Introductionmentioning

confidence: 99%

The Language Attitude towards English Learning among EFL Learners: A Case at One Private Islamic Senior High School

Astrid¹,

Desvitasari²,

Aqdam³

2020

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Attitude is one of the considerable factors in learning and plays an essential role since it can influence language learning and performance. This study aimed at investigating students’ attitudes towards English language learning. Survey method was used in this study to describe the attitudes of the students at one Islamic private senior high school towards English language learning. The participants involved in this study were 217 students at one Islamic private senior high school in Indralaya. In collecting the data, we employed a Likert scale questionnaire consisting of 20 items which were divided into 5 components; (1) attitude towards native English speakers, (2) motivational orientation in learning English, (3) interest in English, (4) attitude towards English class, and (5) attitude towards English teachers. The result of this study indicated that the attitude of the students of one Islamic private senior high school in Indralaya South Sumatera towards English language learning was generally positive.

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“…Our aspiration to form teachers who model the desire to learn in their students faces this contextual paradox (Day & Gu, 2012;Delors, 2013)if the students themselves do not possess the intellectual curiosity and thirst for knowledge, clearly our goal is not possible. Moreover, a permanent threat to the quality of the education system is undoubtedly how new talent in education may leave the profession for other areas (Mukminin, Muazza, & Sari, 2015;Skaalvik & Skaalvik, 2011). Therefore, an ideal motivational profile of a future teacher must also incorporate the desire to enter and remain in the school system.…”

Section: Motivational Profiles For Teachingmentioning

confidence: 99%

Demotivation in academic reading during teacher training

Muñoz

Valenzuela

2019

Journal Research in Reading

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Background: In this study, we analyse the process of academic reading demotivation in elementary preservice teachers. Academic reading motivation is conceptualised from the Expectancy-Value Theory, with the respective eponymous dimensions as well as interest, attainment, utility, and cost as subcomponents for task value. Methods: These motivational variables were measured by the Escala Motivacional por la Lectura Académica (Academic Reading Motivation Scale). Analysis focused on confirming the demotivation process organised by four different educational motivation profile types (clusters), as well as by cohorts. Participants were a total of 785 elementary preservice teachers from seven Chilean universities, both public and private, from six regions of Chile, enrolled in the first, third and last years of their programme. This population was tested, with a subsample (n = 295) retested the following year. Results: Results show a concentration of negative motivational changes in the "school motivation" group, as well as changes during the first years of the programme. The more affected dimensions are utility and cost. There is no evidence for changes in feeling of competence for academic reading (expectancy). Conclusions: We conclude the importance of focusing efforts on avoiding these negative motivational changes in students that demonstrate three key characteristics: they want to become primary teachers, they are engaged in their studies, and finally, they want to work in the school system.

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Stories from the Frontlines: In-Service Teachers’ Demotivating Factors and Policy Recommendations

Cited by 12 publications

References 13 publications

Speaking Self-Efficacy and EFL Student Teachers’ Speaking Achievement

Speaking Self-Efficacy and EFL Student Teachers’ Speaking Achievement

The Language Attitude towards English Learning among EFL Learners: A Case at One Private Islamic Senior High School

Demotivation in academic reading during teacher training

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