ZUL FITRIDA, TAKBIRANI (2008) STUDENTS MOTIVATION IN LEARNING ENGLISH ATAPEC. Other thesis, University of Muhammadiyah Malang.
This study focused on the students’ cognitive motivation in learning English at APEC (Asia Pacific Center) course. Meanwhile, the purposes of this study were: 1) to know the students’ motivation to learn English at APEC course based on cognitive perspective, 2) to know the cognitive factors that influence student’s motivation to learn English at APEC course based on the cognitive perspective, 3) to know the teachers’ strategies to motivate the students in learning English at APEC course. In this study descriptive quantitative design was used to obtain the data concerning the research problems. The sample of the data was 30 students who learn English at APEC course. Stratified sampling technique was used to collect the data. Three instruments were used to collect the data: 1) interview with the teacher who teaches English at APEC course, 2) observation, 3) questionnaire. The research finding shows that out of 30 students at APEC course, 21 students (70%) had very high motivation in learning English, 5 students (16.67%) had high motivation, 2 students (6.67%) had average motivation, 1 student (3.33%) had low motivation and 1 student (3.33%) had very low motivation in learning English and the mean score was 81.33. This means that, in average, the students’ based on the cognitive perspective, motivation in learning English at APEC course was high. The cognitive factors that influence students’ motivation in learning English at APEC course was expectation. The strategies used by teacher to motivate the students in learning English were: 1) became a competent model to motivating students to learn 2) created an atmosphere of challenge and high expectation, 3) communicated teachers’ expectation with the students so that the teacher would provided students who necessary academic and emotional support, 4) encouraged students’ intrinsic motivation to learn, 5) worked with students to help them set goals, planed, and monitored their progress, 6) fulfilled basic requirements, 7) built confidence and positive expectation, 8) showed the value of learning, and 9) helped students stay focused on the task. Those nine strategies were used by the teachers in APEC to motivate the students in learning English.
|Item Type:||Thesis (Other)|
|Subjects:||L Education > L Education (General)|
|Divisions:||Faculty of Teacher Training and Education > Department of English|
|Depositing User:||Rayi Tegar Pamungkas|
|Date Deposited:||11 Jun 2012 07:57|
|Last Modified:||11 Jun 2012 07:57|
Actions (login required)