A STUDY OF THE DIFFERENCES IN LEARNING MOTIVATION BETWEEN MALE AND FEMALE LEARNERS IN INTENSIVE ENGLISH COURSES

Mardiansyah Mardiansyah

Abstract


Motivation alludes to the mix of exertion and desire to accomplish the objective of learning the language to great perspectives toward learning the language. The reason for this examination are; first, to analyze the differences in motivation between male and female learners. Second, to analyze the correlation between motivation and proficiency of the learner learning English in intensive courses. This research is a quantitative research which require numerical data. The population in this study were 140 respondents learning English in intensive courses. The researcher conducted this research by online because of covid 19. The data questionnaire are collected by Google form. The data obtained were analyzed by SPSS using independent t-test formula. It showed that male learners have better motivation than female learners in learning  English in intensive courses. Male learners tend to get over female on different measures like instrument orientation on the one side and international oriented and self-regulation on the other side. Also, it revealed that motivation was strongly affect learners achievement. It said that the correlation coefficient is 0.350 in which indicated that the correlation was weak between two variable.

Full Text:

PDF

References


Brown, H. (2000). Principles of language learning and teaching (4th Ed).New Jersya, NJ: Prentice Hall.

Chavez, M. (2014). Variable beliefs about the need for accuracy in the oral production of German: An exploratory study. International Journal of Applied Linguistics (United Kingdom), 24(1), 97–127. https://doi.org/10.1111/ijal.12029.

Damanik Bernieke, A. R. (2018) Students’ Problems in Transactional Speaking on English Foreign Learners (EFL) FKIP Nommensen Pematangsiantar. International Journal of English Literature and Social Sciences (IJELS). Vol-3, Issue-6, Nov-Dec, 2018. https://dx.doi.org/10.22161/ijels.3.6.12. ISSN: 2456-7620

Dörnyei, Z. (2004). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78 (iii)

Gardner, R. C. (2005). Integrative motivation and second language acquisition. Canadian Association of Applied Linguistics/Canadian Linguistics Association Joint Plenary Talk, Department of Psychology The University of Western Ontario London, Canada.

Iwaniec, J. (2014). Motivation of pupils from southern Poland to learn English. System, 45(1), 67–78. https://doi.org/ 10.1016/j.system. 2014.05.003

Kissau, S. P., & Salas, S. (2013). Motivating male language learners: The need for “more than just good teaching”. Canadian Journal of Applied Linguistics, 16(1), 88–111.

Latief, M.A. (2017). Research Methods on Language Learning an Introduction-by: Mohammad Adnan Latief. -6th Ed. Malang: UniversitasNegeri Malang.

Mori, M. & Gobel, P.(2006) Motivation and gender in the Japanese EFL classroom. Volume 34, Issue 2, June 2006, Pages 194-210. DOI - 10.1016/j.system.2005.11.002

Renandya, W, A., Hamied, F, A., Nurkamto, J. (2018). English Language Proficiency in Indonesia: Issues and Prospect and Prospects. The Journal of Asia TEFL. e-ISSBN 2466-1511

Richa Tripathi (2017) Empowering English Language Teaching-Learning Process in India. International Journal of English Literature and Social Sciences (IJELS) Vol-2, Issue-6, Nov - Dec, 2017. https://dx.doi.org/10.24001/ijels. 2.6.8 ISSN: 2456-7620.

Silalahi, D, E. (2018). Correlation between Students’ Learning Motivation and speaking Competence at SFL FKIP University HKBP Nomensen. International Journal of English Literature and Social Sciences (IJELS). Vol-3, Issue-6, ISSN: 2456-7620. https://dx.doi.org/10.22161/ijels.3.6.11.

Top, E. (2009). Motivation effect of teacher strategies from the teachers’ and students’ point of view(Unpublished master’s thesis). Karadeniz Technical University, Trabzon, Turkey.


Refbacks

  • There are currently no refbacks.