Students� Motivations Toward Choosing English Education

Anwar, Choiril; Nugroho, Kurniawan Yudhi

doi:10.25134/ieflj.v4i1.799

Cited by 5 publications

(4 citation statements)

References 2 publications

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“…In recent years, scholars have witnessed the significance of motivation in language learning (Anwar & Nugroho, 2018;Anwar, 2018;Gardner, 2005;Jiang, 2014;Kitjaroonchai & Kitjaroonchai, 2012;Long et al, 2013;Muray et al, 2011;Sepora et al, 2012). For instance, a study carried out by (Dörnyei, 2001) informed that motivation as one of the critical factors to sustained language learning.…”

Section: Introductionmentioning

confidence: 99%

Orientations in learning English as a foreign language: How do Indonesian students view them?

Anwar

Ubaidillah

Tarrayo

et al. 2020

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Anchored by the scant studies on Indonesian junior high school students’ orientation in learning English as a foreign language, this present study showcased how their learning orientation, delved into integrative and instrumental orientation models, was enacted. 144 students were recruited to answer an integrative and instrumental orientation 20-item questionnaire adapted from Attitude Motivation Test Battery (AMTB). Findings suggested that in terms of integrative orientation, the participants viewed learning English as a gateway to knowing and understanding native speakers’ cultural norms. This tenet was echoed by the global spread of English. In terms of instrumental orientation, the participants believed that learning English assisted them in career advancement. The results of this study concluded that the students, despite positively favored in learning English, leaned their English learning orientation on the native speakerism issue and the global spread of English.

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Section: Introductionmentioning

confidence: 99%

Orientations in learning English as a foreign language: How do Indonesian students view them?

Anwar

Ubaidillah

Tarrayo

et al. 2020

View full text Add to dashboard Cite

show abstract

“…Therefore, we should have careful consideration in choosing a college major. (Anabel, 2017;Anwar & Nugroho, 2018;Fitria, 2017;Larasati, 2019;Pane, 2012;Purfitasari, 2021) state that strong motivation (both intrinsic and extrinsic) leads the students to choose study programs. The students may be affected by various factors, including intrinsic, extrinsic, and altruistic motivation (Muazza et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Selecting English Study Programs in Higher Educations: Students’ Perspectives

Fitria

Pudjiati

Wulandari

2022

Ahmad Dahlan J. English Studies

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This research was to know the students’ reasons for choosing English study programs in higher education. This research was qualitative. There were 62 participants from the English Education study program in various colleges or universities in Indonesia, 32 students were from Public Higher Education, and the rest of the students were from Private Higher Education. The result showed two internal and external factors underlying the students' choosing English study programs. The internal factors were: 1) learning English is full of challenges, 2) English is the international language in the world, 3) it is an opportunity to get a scholarship abroad, 4) they are interested in learning, even deepening, oral and written English skills, 5) they have the desire to be an English teacher after graduation, 6) career prospects for English graduates are widely open, 7) English is the students’ favorite subject at senior high school, 8) English scores are good on their school report card, and 9) English scores are good and satisfactory in the national exam. Several external factors include: 1) the desire to choose the English major appears from themselves (they are not influenced by their parents/family, friends, and school recommendation or request), 2) the prestigious image of being an English major student in the society, 3) no other major at college that attracts their attention, 4) good accreditation, 5) the good reputation of the study program, 6) the superiority among others, 7) the availability of tuition fee information, and 8) the desire to study at their favorite universities.

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“…They prefer to use gaming or singing to make students interested and avoid boredom at English class. As Anwar and Nugroho (2018), students tend to feel bored quickly when doing the same thing repeatedly, especially for students at the basic education level.…”

Section: Mastering the Theory Of Learning And The Principles Of Educa...mentioning

confidence: 99%

Comparing pedagogical competence performances of English and non-English educational background teachers in teaching English at an elementary school

Dewi,

Haryanti,

Faridi

2023

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Regulation of the Minister of National Education number 16 of 2007 stated that Teachers at the Elementary school level (SD/MI), or other equivalent forms, must have a minimum educational academic qualification of diploma four (D-IV) or bachelor (S1) in the field of Primary Education (D-IV/S1 PGSD/PGMI) or psychology obtained from an accredited study program. Thus, there are many schools that have English teachers from non-English educational backgrounds (NEB) rather than English teachers from English educational backgrounds (EEB). This condition will affect the quality of English teaching in Elementary schools. In order to evaluate further the suitability of government regulation regarding teachers’ criteria in teaching Elementary students, this study was to compare the pedagogical competence of English and non-English educational background teachers in teaching English at the elementary school level. The design of the study is qualitative research with a case study approach. The researcher took four English teachers consisting of two English teachers with EEB and two English teachers with NEB. This study used interviews, observation, and questionnaires to collect the data. This study used 10 indicators from the Ministry of Education, 2007. The results showed that from the 10 aspects, it can be highlighted that English teachers from EEB and English teachers from NEB have similarities and differences in implementing the indicators of pedagogical competence established by the Ministry of Education, 2007. It showed that the English teachers from EEB are more dominant in implementing indicators 1,2,8,9,10. Furthermore, the English teachers from NEB are more dominant in indicators 6 and 7. Thus, they have similarities in the rest of the indicators (3,4,5).

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Students� Motivations Toward Choosing English Education

Cited by 5 publications

References 2 publications

Orientations in learning English as a foreign language: How do Indonesian students view them?

Orientations in learning English as a foreign language: How do Indonesian students view them?

Selecting English Study Programs in Higher Educations: Students’ Perspectives

Comparing pedagogical competence performances of English and non-English educational background teachers in teaching English at an elementary school

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