Learners’ motivation and learning strategies in english foreign language (EFI) in Indonesian context

This paper focuses on the field of individual differences in English Foreign Language (EFL) teaching and learning. Both motivation and language learning strategies in individual differences of students are emphasized among other factors. Motivation and language learning strategies are important to be understood as parts of student differences in English Foreign Language (EFL) learning in the context of learner-centered instruction. The issue of individual differences becomes important to develop the quality of EFL teaching and learning process. It summarizes the concept of motivation and language learning strategies, constraints in current English curriculum implementation, the importance of understanding motivation and language learning strategies in EFL teaching and learning, and poses those issues for further research on motivation and language learning strategies

Kesepaduan, sikap, orientasi pembelajaran, motivasi dan strategi belajar dalam pembelajaran Bahasa Inggeris sebagai bahasa asing

This research was conducted to analyze students’ integrativeness, attitudes toward learning situation, learning orientations, motivation, and learning strategies. This research also tested a structural model of the effects of students’ integrativeness, attitudes toward learning situation, and learning orientations toward motivation and learning strategies. This research involved mixed quantitative qualitative methods. In quantitative method, multiple cluster random sampling was used to determine the sample of 414 students from four clusters of state senior high schools in Makassar Indonesia. Purposive random sampling was used in the qualitative method to determine the six students interviewed. Data were collected using three methods, which were questionnaire, field note observation, and semi-structured interview questions. Quantitative data were collected using a questionnaire consisting of students’ demography, attitudes/ motivation battery test (AMBT) (Cronbach’s a = 0.95), and strategy inventory for language learning (SILL) (Cronbach’s a = 0.95). The qualitative data were collected using observation and interview. Descriptive statistics and Structural Equation Model (SEM) with SPSS 16 and AMOS software were involved to analyze the quantitative data, and thematic analysis was involved to analyze the qualitative data. Results revealed that students’ learning orientation scored the highest mean compared to other factors. Among the six strategies, metacognitive strategies and learning with others were more frequently used by students in learning English Language. The result also revealed that students’ integrativeness had positive effect toward learning motivation (P = 0.55) and their use of learning strategies (P = 0.47). Students’ attitudes in learning situation also had positive effect toward their motivation (P = 0.11) and use of learning strategies (P = 0.08). Students’ orientation also had positive effect toward learning motivation (P = 0.37) but had no significant effect on their use of learning strategies. Motivation had no significant effect on learning strategies. The findings also showed students’ various perceptions to give explanatory discussion about all variables in quantitative findings. The result of study presents a structural model of learning motivation in learning English as a foreign language for senior high school students in Makassar Indonesia

The teaching constraints of English as a Foreign Language in Indonesia: the context of school based curriculum

This article presents the teaching constraints of English as a Foreign Language (EFL) in the Indonesian Senior High School context outlined by the development of recent English curriculum (school based curriculum). It discusses teaching constraints of EFL speaking in recent school based curriculum, constraints on understanding learners’ differences, constraints in learning material resources, constraints on classroom activities, constraints on teaching methods, and constraints on speaking assessment. Based on the discussion, this article also provides some solu- tions on what teachers of EFL speaking can do in order to achieve a higher quality of EFL speaking teaching and to improve the speaking skill of EFL students in Indonesia. Finally, the issue of the contribution of inserting learners’ differences in curriculum design to promote independent or successful learners becomes important in the implementation of school-based curriculum as current curriculum with focusing on learner centered instruction in large and mixed ability class and in other old paradigms in EFL teaching and learning in Indonesia