Eksploration Study For Development Model Student Learning To Speak For Education Study Language And Literature Indonesia
Agus - Darmuki
pp. 1-13 | MID: ijers.2016.004
Manuscript Views: 76 | Manuscript Download: 74
This study is the initial part of a doctoral dissertation research conducted with the aim at designing a learning model in teaching speaking according to the needs of faculty and students. The learning model is designed based on curriculum of Indonesian Language Education and Literature study program, IKIP PGRI Bojonegoro, UnirowTuban, and UnisdaLamongan, East Java, Indonesia. The development of this model is done to improve the students speaking skills. Research and development are the steps consist of a needs analysis, document analysis, design models, development models and experimental models. Needs analysis was conducted by researchers to the students of the first semester and three teachers’ and the head of study program of IKIP PGRI Bojonegoro, UnirowTuban and Unisdalamongan to get information related to the needs of students and faculty to model of learning speaking. Needs analysis and documents analysis were collected through questionnaires, interviews, and discussions with students and academics. Document and needs analysis in this study a syllabus, lesson plan (RPP) and the model used for this study. This research was carried out by following the nature of the procedures of research and development covering the steps of (1) an exploratory study, (2) the stage of development, (3) the testing phase models, (4) dissemination (Borg and Gall (1983) and Sukmadinata (2008)). The results of the analysis of questionnaires, and interviews revealed that lecturers need guidelines for the implementation of learning speaking. Learning model strategies wite that foster self-confidence in speaking is needed by students’.
Keywords: Development Model, Needs Analysis, Speaking, Learning.
- A.Rahman, Zainuddin. 2005. Private And Public Speaking.Terjemahan. Rustica C. Carpio, dkk. Jakarta: YayasanObor Indonesia.
- Alibakhshi dan Padiz, 2011. “The Effect of Teaching Strategic Competence on Speaking Performance of ELS Learners”. Journal of Langguage Teaching and Research. Vol. 2 (4) pp941-947.
- Andayani. 2014. PendekatanSaintifikdanMetodologiPembelajaranBahasa Indonesia. Surakarta: Yuma Pustaka.
- Arsjad, Maidar G Mukti. 1998. PembinaanKemampuanBerbicaraBahasa Indonesia. Jakarta: Airlangga.
- Bahrani, Tahir dan Rahmatollah Soltani. 2008. “How to Teach Speaking Skill?”. ELT Journaleltj. Oxfordjournals. Org, Vol 62, Iss2, Pp131-138.
- Borg, Walter & Gall, Meredith Damien. 1983. Education Research. New York: Longman.
- Brown G. & G. Yule. 1983. Teaching the Spoken Language. London: Cambridge University Press.
- FadillahRdiha. 2013. Need Analysis For Developing English Learning Model In Banjarbaru Senior High.The Journal of Educational Development. Vol. 1 (1) pp. 35-40
- Hunter, James. 2011. ”Small Talk: Developing Fluency, Accuracy and Complexity in Speaking”. Oxford Journal. Volume 32. Issue 1. Pp
- Jauhar, Mohammad. 2011. Implementasi PAIKEM dari Behavioristik sampaiKonstruktivistik (SebuahPengembanganPembelajaranBerbasis CTL). Jakarta: PrestasiPustaka.
- Khamkhien, Attapol. 2010. “Teaching English Speaking and English Speaking Tests in the Thai Context: A Reflection from Thai Perspective”. Journal English Language Teaching. Vol. 3, issue 1, pp 20-24.
- Klimoviene, Giedre. 2006. “Using Cooperative Learning to Develop Language Competence and Social Skill”. Studies About Languages. Vol 8 Pp 77-83.
- Lazaraton, A. 2001. Teaching Oral Skills, In M Celce-Murcia (Ed.)Teaching English as a second foreign Language, Boston: Heinle and Heinle”. Electronic Journal of foreign Language Teaching. Vol. 2, No. 1, pp 23-28.
- Liao, Guoqiang. 2009. “Educational Technology & Society, Improvement of Speking Ability Through Interralated Skills”.Journal of Langguage Teaching and Research. Vol. 1 (3) pp 643.
- Lourdunathan, Josephine dan Sujatha Menon. 2011. “Developing Speaking Skill Through Interaction”. The English Teacher Journal.University Teknologi MARA. Vol. 34. Pp 1-18.
- Meng, Jing. 2010. “Cooperative Learning Method in the Practice of English Reading and Speaking”. Journal of Langguage Teaching and Research. Vol. 1 (5) pp 701-703.
- Nurgiantoro, Burhan. 2001. Penilaiandalam Pembelajaran Bahasa dan Sastra. Yogyakarta: BPFE.
- Pan, Lili. 2010. “International Students in English-Speaking Universities: A Study of Public Speaking in Korean Educational Chinese Students”. Journal of Langguage Teaching and Research. Vol. 1 (6) pp 922-925.
- Parvis, Leo F. 2001. “The Importance of Communication and Public-Speaking Skills”. Journal of Enviromental Health. Vol. 63
- Rido, Akhyar, Noraini Ibrahm, Nambiar, Radha M.K. 2015. Interaction Strategies of Master Teacher in Indonesian Vocational Classroom: A Case Study. Language Linguistics Literature. 21(3), 85-98.
- Slavin, Robert E. 2009. Cooperative Learning: Theory, Research, and Practice.Boston: Allymand Bacon.
- St. Y. Slamet. 2008. Keterampilan Berbahasa. Surakarta: UNS Press.
- Sugiyanto. 2010. Model-model Pembelajaran Inovatif. Surakarta: PanitiaSergur Rayon 113.
- Sugiyono. 2011. Metode Penelitian Pendekatan Kuantitatif, Kualitatif, dan R&D.
- Sukmadinata, Nana Syaodih. 2007. MetodePenelitianPendidikan. Bandung: Remaja Rosda Karya.
- Sutopo, H.B. 2002. Metodologi Penelitian Kualitatif. Surakarta: SebelasMaret University Press.
- Talebi, Ferina. 2012. “The Impact of Cooperative Learning on Oral Proficiency”. Mediterranean Journal of Social Sciences. Vol 3. Iss 3. Pp.75-79.
- Tarigan, Henry Guntur. 2008. Berbicara Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa.
- Taylor, Steven J. and Bogdan, Robert. 1984. Introduction to Qualitative Research Method. New York: A Wiley-interscience Publication: John Willey and Sons.
- Thornbury, Scott. 2001. How to Teach Speaking. Tanpa Kota: Longman.
- Thuy, Le ThiBich. 2005. “An Action Research on the Application of cooperative Learning to Teaching Speaking”. TESOL. Journal, Vol 1, pp. 332-349.
- Travis, Peter. 2011. “Overview of Spendid Speaking Website” . Studies in Self-Access Learning Journal. Volume 2, Issue 1, hal 39-42
Advocating Communicative Language Teaching for Too Long Now: The Inevitability of Grammar Translation Method and a Balance Between CLT and GTM in Instructional Settings
Fuat Fındıkoğlu & Dilek İlhan
pp. 14-24 | MID: ijers.2016.005
Manuscript Views: 63 | Manuscript Download: 69
The CLT, after it was introduced in 1970s, started to be rejoiced as many teaching approaches had often gone short of answering a wide range of needs as CLT. It was all of a sudden that the CLT became the most popular method of all as it attached specific utmost importance to the ultimate goal of learning a language: communicating in the target language. The CLT put everything else aside and focused on speaking activities, thus exposing students to real-life examples as much as possible. Gradually though, the main focus shifted from communicating in the target language to the fact that the very idea that it was actually the structures required to become communicatively competent, not to mention the recent studies indicating fluency and accuracy of communication were dependent upon the explicit grammar instruction. The CLT was a way of contradicting the GTM in a way at the beginning. However, along the way, it turned out that grammar was an indispensable part of building on knowledge of language and ensuring grammatically meaningful messages. For the two opposite models, this study suggests a re-evaluation of the two altogether and a balance of GTM on CLT. In doing so, different theories advocating and reasoning against both approaches were evaluated from different aspects along with attributing reference to course books designed in tune with CLT and still providing many tips for bits of grammar in great detail. In conclusion, this study reviews research from past till now and concluded that in selecting teaching approaches it shouldn’t be a matter of trading one approach for another or choosing one way over another, rather, with specific reference to CLT and GTM, the preference of an approach could be an integrated entity where bits of several teaching approaches are blended and act as a complementary approach.
Keywords: Communicative language teaching,grammar translation method; language teaching approaches
- Bax, S. (2003). The end of CLT: a context approach to language teaching. ELT Journal, 57(3), 278-287.
- Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed.). New York: Pearson Longman.
- Carr, J. C., & Parsons, J. (2007). Success: Student's book. Essex: Pearson Longman.
- Chang, S.-C. (2011). A contrastive study of Grammar Translation Method and Communicative Approach in teaching English grammar. English Language Teaching , 4(2), 13-24.
- Cook, G. (2001). Using the first language in classroom. Canadian Modern Language Review, 57(3), 402-423.
- Cook, G. (2003). Applied linguistics. Oxford: Oxford University Press.
- Cook, G. (2007). A thing of the future: translation in language learning. International Journal of Applied Linguistics, 17(3), 396-401.
- Crystal, D. (2005). How language works. London: Penguin Books.
- Duckworth, M., & Gude, K. (2003). Countdown to first certificate: Student's book. Oxford : Oxford University Press.
- Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83-107. doi:10.2307/40264512
- Evans, V., & Dooley, J. (2002). Enterprise 4: Coursebook. Berkshire: Express Publishing.
- Fotos, S. S. (1994). Integrating grammar Instruction and communicative language use through grammar consciousness-raising tasks. TESOL Quarterly, 28(2), 323-351. doi:10.2307/3587436
- Garret, N. (1986). The problem with grammar: What kind can the language learner use? The Modern Language Journal, 70(2), 133-148.
- Haines, S., & Stewart, B. (2004). First certificate masterclass: Student's book. Oxford : Oxford University Press.
- Harmer, J. (2005). The practice of English language teaching (3rd ed.). Essex: Pearson Longman.
- Holliday, A. (1994). Appropriate methodology and social context. Cambridge: Cambridge University Press.
- Krahnke, K. J. (1985). The natural approach: Language acquisition in the classroom. TESOL Quarterly, 19(3), 591-603.
- Larsen-Freeman, D. (2001). Teaching grammar. In M. Celce-Murcia, D. M. Brinton, & M. A. Snow, Teaching English as a second or foreign language (4th ed., pp. 256-270). Bostan, MA: National Geographic Learning.
- Larsen-Freeman, D., & Anderson, M. (2011). Techniques and priciples in language teaching (3rd ed.). Oxford: Oxford University Press.
- Lebeau, I., & Rees, G. (2008). Language leader: Coursebook and CD-ROM. Essex: Pearson Longman.
- Lee, J., & VanPatten, B. (2003). Making communicative language teaching happen. New York: McGraw-Hill.
- Liao, P. (2006). EFL learners’ beliefs about and strategy use of translation in English learning. Regional Language Centre Journal, 37(2), 191-215.
- Lightbown, P. M. (1998). The importance of timing on focus on form. In C. Doughty, & J. Williams, Focus on form in classroom second language acquisition (pp. 177-196). Cambridge: Cambridge University Press.
- Lightbown, P. M., & Spada, N. (2004). How languages are learned (2nd ed.). Oxford: Oxford University Press.
- Nassaji, H. (2002). Towards integrating form-focused instruction and communicative interaction in the second language classroom: Some pedagogical possibilities. The Modern Language Journal, 84(2), 241-250. doi:10.1111/0026-7902.00065
- Newby, D. (2015). The role of theory in pedagogical grammar: A Cognitive + Communicative approach. Eurasian Journal of Applied Linguistics, 1(2), 13-34.
- Oxenden, C., & Latham-Koenig, C. (2010). New English file: Intermediate student's book. Oxford: Oxford University Press.
- Pica, T. (2000). Tradition and transition in English language teaching methodology. System, 28(1), 1-18.
- Richards, J. C., & Rodgers, T. S. (1986). Approaches and methods in language teaching. New York: Cambridge University Press.
- Soars, L., & Soars, J. (2003). New headway English course: Student's book. Oxford : Oxford University Press.
- Spada, N. (2007). Communicative language teaching. In J. Cummins, & C. Davison, International Handbook of English Language Teaching (Vol. 15, pp. 271-288). New York: Springer US.
- Spada, N., & Lightbown, P. M. (2009). Interaction research in second/foreign language classrooms. In A. Mackey, & C. Polio, Multiple perspectives on interaction: Second language research in honor of Susan M. Gass (pp. 157-175). New York: Routledge.
- Tang, J. (2002). Using L1 in the English classroom. English Teaching Forum, 40(1), 36-43.
- Thornbury, S. (1999). How to teach grammar. Harlow: Pearson Education Limited.
- Wang, P. J. (2009). A study of teacher and student perceptions concerning grammar-translation method and communicative language teaching. Nanya Journal, 28, 135-152.
- Wells, G. (1999). Using L1 to master L2: A response to Antón and DiCamilla's ‘Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. The Modern Language Journal, 83(2), 248-254.
- Whitney, N., & White, L. (2001). Team up: Student's book 1. Oxford: Oxford University Press.
- Whitney, N., & White, L. (2013). Oxford team!: Student's book 1. Oxford: Oxford University Press.
- Zhang, J. (2009). Necessity of grammar teaching. International Education Studies, 2(2), 184-187.
Developing EAP writing skills through genre-based instruction: An action research
pp. 25-38 | MID: ijers.2016.006
Manuscript Views: 62 | Manuscript Download: 72
The primary aim of the present study is to reveal if Genre-Based Instruction improves the organization of theme analysis essays written by students as a part of the English Literature I course. Secondarily, the study aims to put forth how Genre-Based Instruction is perceived by the participants in terms of its positives and negatives. The participants of the study are 28 volunteer students who take the course. The study has a quasi-experimental pretest-posttest design and the data is collected by means of a checklist developed by the researcher and an open-ended questionnaire. To compare the adherence of the participant essays to the checklist before and after the procedure, Wilcoxon Signed-Rank Test is utilized. Mcnemar Test is used to test the significance of change before and after the instruction. The findings suggest that the procedure has contributed positively to the participant essays in terms of their adherence to the checklist. Qualitative findings show that most participants perceive the procedure positively, while a few participants report several negatives. The findings are discussed in the conclusion section.
Keywords: Genre Theory, Genre-based Instruction, Argumentative Essay, Theme Analysis, English for
- Beaufort, A. (2004). Developmental gains of a history major: A case for building a theory of disciplinary writing expertise. Research in the Teaching of English, 39, 136-185.
- Brown, H. D. (1994). Teaching by Principles: An Integrated Approach to Language Pedagogy. New Jersey: Prentice Hall Regents.
- Coe, R.M. (1994). Teaching genre as process. In Freedman, A & Medway, P. [Eds.]. Learning and teaching genre (pp. 157-169). Portsmouth, NH: Heinemann/ Boynton-Cook.
- Derewianka, B. (1990). Exploring how texts work. Rozelle, N.S.W.: Primary English Teaching Association.
- Freedman, A., Adam, C. (1996). Learning to write professionally: “Situated learning” and the transition from university to professional discourse. Journal of Business and Technical Communication, 10, 395-427.
- Gentil, G. (2005). Commitments to academic biliteracy: Case studies of francophone university writers. Written Communication, 22, 421-471.
- Gere, A. R., Aull, L., Escudero, M. D. P., Lancaster, Z., Lei, E. V. (2013). Local assessment: Using genre analysis to validate directed self-placement. College Composition and Communication, 64(4), 605-633.
- Henry, A., Roseberry, R. L. (1998). An evaluation of a genre-based approach to the teaching of EAP/ESP writing. TESOL Quarterly, 32(1), 147-156.
- Hinkel, E. (2002). Second language writers’ text: Linguistic and rhetorical features. Lawrence Erlbaum Associates
- Hyland, K. (1990). A genre description of the argumentative essay. RELC Journal, 21(1), 66-78.
- Hyon, S. (1996). Genres in three traditions: Implications for ESL. TESOL Quarterly, 30, 693–722.
- Johns, A. M. (1997). Text, role, and context: Developing academic literacies. Cambridge: Cambridge University Press.
- Kain, P. (1999). Beginning the academic essay. Writing Center at Harvard University. Retrieved from http://writingcenter.fas.harvard.edu/pages/beginning-academic-essay on 23.11.2015.
- Larson-Hall, J. (2009). A guide to doing statistics in second language research using SPSS. New York and London: Routledge.
- Leki, I., & Carson, J. (1997). Completely Different Worlds: EAP and the Writing Experiences of ESL Students in University Courses. TESOL Quarterly, 39-69.
- Levin, J. R., Serlin, R. C. (2000). Changing Students’ Perspectives of McNemar’s Test of Change. Journal of Statistics Education, 8(2). Retrieved from http://www.amstat.org/publications/JSE/secure/v8n2/levin.cfm on 30.12.2015.
- Lynn, M.R. (1986). Determination and quantification of content validity. Nursing Research, 35, 382– 385.
- Osman, H. (2004). Genre-based instruction for ESP. The English Teacher, 33, 13-29.
- Pallant, J. (2007). SPSS survival manual: A step by step guide to data analysis using SPSS for Windows. Maidenhead: Open University Press.
- Paltridge, B. (1996). Genre, text type and the language learning classroom. Oxford ELT Journal, 50, 237-243.
- Polit, D.F., & Beck, C.T. (2004). Nursing research: Principles and methods (7th ed.) Philadelphia: Lippincott, Williams, & Wilkins.
- Reppen, R. (1995). A genre-based approach to content writing instruction. TESOL Journal, 4(2), 32-35.
- Swales, J.M. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.
- Taguchi, N. (2008). Longitudinal gain of higher-order inferential abilities in L2 English: Accuracy, speed, and conventionality. In L. Ortega & H. Byrnes (Eds.), The longitudinal study of advanced L2 capacities (pp. 203-222). New York: Routledge.
- Tardy, C. (2006). Researching first and second language genre learning: A comparative review and a look ahead. Journal of Second Language Writing, 15(2), 79-101.
- Thaiss, C., Zawacki, T. (2006). Engaged writers dynamic disciplines. Portsmouth: Boyton/ Cook.
Evaluation of Formal-Rhetorical and Problem-Centered Mathematical Proof of Students
Hasan Hamid, Darhim & Bana G. Kartasasmita
pp. 39-47 | MID: ijers.2016.007
Manuscript Views: 63 | Manuscript Download: 69
This is the result of a study aimed at evaluating the process of verification of student mathematics education in performing of proof using of the formal-rhetorical part and problem-centered part as proof structure. Description of a combination of the understanding of the formal-rhetorical part and problem-centered part in proving the lemma, theorem and the corollary in Real Analysis will bring the creative side of the students in understanding and validating as well as constructing proof. The formal-rhetorical part sometimes said to be a proof of proof framework, while the problem-centered part relying purely on mathematical problem solving, intuition, and understanding that are more related to the concept. Selden and Selden (2013) stated that two aspects of the structure of this evidence is proof genre.
Keywords: Proof, the formal-rhetorical part, the problem-centered part
- Bartle and Sherbert (2010). Introduction To Real Analysis. John Wiley & Son, Inc. Singapore.
- Chen, Y. (2008). From formal proofs to informal proofs-teaching mathematical proofs with the help of formal proofs. International Journal of Case Method Research & Application. XX, 4,pp. 398-402.
- Cheng, Ying-Hao & Lin, Fou-Lai (2009). Developing Learning Strategies for Enhancing below Average Students’ Ability In Constructing Multiple-Steps Geometry Proof. Proceedings of the ICMI Study 19 Conference: Proof and Proving in Mathematics Education, Vol. 1, pp. 124-129
- Lee, Kosze & Smith III, John P. (2009). Cognitive and Linguistic Challenges in Understanding Proving. Proceedings of the ICMI Study 19 Conference: Proof and Proving in Mathematics Education, Vol. 2, pp. 21-26.
- Mariotti, M. A. (2006). Proof and proving in mathematics education. In A. Gutierrez, & P. Boero (Eds.), Handbook of research on the psychology of mathematics education (pp. 173-204). Rotterdam, The Netherlands: Sense Publishers.
- Pedemonte, B. (2007). How can the relationship between argumentation and proof be analysed?. Journal Educational Studies in Mathematics, 66:23-41.
- Selden, A., & Selden, J. (2013). Proof and Problem Solving at University Level. Journal The Mathematics Enthusiast. 10(1&2), 303-334.
- Stylianides, A. J. (2007). Proof and proving in school mathematics. Journal for
- Research in Mathematics Education, 38(3), 289-321.
- Toulmin, S. E. (2003). The Uses of Arguments (Updated Edition). Cambridge: University Press.
- Weber, K., & Mejia-Ramos, J. P. (2011). Why and how mathematicians read proofs: An exploratory study. Journal Educational Studies of Mathematics, 76, 329-344.
- Yumoto, T & Miyazaki, M. (2009). Teaching and Learning a Proof as an Object in Lower Secondary School Mathematics of Japan. Proceedings of the ICMI Study 19 Conference: Proof and Proving in Mathematics Education, Vol. 2, pp. 76-81.
The Effects of Conscientiousness, Agreeableness, Organizational Climate, and Job Satisfaction on Lecturer’s Commitment and Policy Implications
Ali Idrus & Amirul Mukminin
pp. 48-55 | MID: ijers.2016.008
Manuscript Views: 61 | Manuscript Download: 74
The purposes of this research were to verify the personality traits consisting of conscientiousness and agreeableness as personal factors along with job satisfaction and organizational climate as the environmental factors affect organizational commitment, and to compare the organizational commitment of lecturers at one public university in Jambi. A questionnaire was used as a research instrument to collect the data from 140 lecturers. Data were analysed by using descriptive statistics and path analysis to analyse the effects of conscientiousness, agreeableness, job satisfaction and organizational climate on organizational commitment. The results of the study indicated that conscientiousness, agreeableness, job satisfaction had direct effects on organizational commitment, while organizational climate had indirect effects. Additionally, the organizational climate had direct effects on job satisfaction. These findings indicated that personal and environmental factors affected organizational commitment in an organization.
Keywords: conscientiousness and agreeableness, job satisfaction, organizational commitment, organizational climate
- Allen, N. J., & Meyer, P. J. (1997). Commitment in the workplace: Theory, research, and application. London: Sage Publication.
- Barrick, M. R., & Mount, M. K. (1991). The big five personality dimensions and job performance: A meta-analysis. Personnel Psychology, 44, 1-26.
- Barrick, M. R., Mount, M. K., & Strauss, J. P. (1993). Conscientiousness and performance of sales representatives: Test of the mediating effects of goal setting. Journal of Applied Psychology, 78, 715-722.
- Choi, D., Oh, I.S., &Colbert, A.E. (2015). Understanding organizational commitment: A meta-analytic examination of the roles of the five-factor model of personality and culture. Journal of Applied Psychology, 100 (5), 1542-67.
- Conrad, N., & Patry, M. W. (2012). Conscientiousness and academic performance: A mediational analysis. International Journal for the Scholarship of Teaching and Learning, 6 (1), 1-14.
- Costa, P. T., & McCrae, R. R. (1992). Revised NEO personality inventory (NEO-PI-R) and NEO five-factor inventory (NEO-FFI) professional manual. Odessa, FL:Psychological Assessment Resources.
- Costa, P.T., & McCrae, R. R. (1998). Revised neo personality inventory (neo pi-r) and neo five-factor inventory (NEO-FFI). Odessa, .Fl: Psychological Assessment Resources. Inc.
- Davis, K., & Newstrom, J. W. (2002). Human behavior at work organization behavior. New York: Mc.Graw.
- Digman, J. M. (1990). Personality structure: Emergence of the five-factor model. Annual Review of Psychology, 41, 417-440.
- Erdheim, J, Wang, M., & Zickar, M. J. (2006). Linking the Big Five personality constructs to organizational commitment. Personality and Individual Differences, 41, 959-970.
- Easterly, W. R. (2001). The elusive quest for growth: Economists’ adventures and misadventures in the tropics. London: MIT Press.
- Hambleton, A. J., Kalliath, T., & Taylor, P. (2000). Criterion-related validity of a measure of person-job and person-organization fit, New Zealand Journal of Psychology, 29(2), 80-85.
- Meyer, J. P., & N. J. Allen. (1997). Commitment in the workplace: Theory, research and application. London: Sage.
- Meyer, J. P., & N.J. Allen. (1991). A three-component conceptualisation of organisational commitment. Paper Presented at the Annual Meeting of the Administrative Sciences Association of Canada, Whistler, British Columbia.
- Meyer, J. P., & Allen, N. J. (1991). A three-component conceptualization of organizational commitment. Human Resource Management Review, 1(1), 61.
- Morrow, P.C., & McElroy, J.C. (1987). Work commitment and job satisfaction over three career stage, Journal of Vocational Behavior, 30, 330-346.Newstrom, J.W. & Davis, K. (2006). Perilaku dalam organisasi. Jakarta: Penerbit Erlangga.
- Organ, D. W., & Lingl, A. (1995). Personality, satisfaction, and organizational citizenship behavior. Journal of Social Psychology, 135(3), 339-350.
- Steers, R.M., & Lyman (1997). Antecedents and Outcomes of Organizational Commitment, Administrative Science Quarterly, 22, 46-56.
- World Bank. (2002). Constructing knowledge societies: New challenges for tertiary education. Retrieved from http://www.worldbank.org/
Relationships between Motivation to Study Lesson and Classroom Engagement
Ali Eryılmaz & Fatma Altınsoy
pp. 56-68 | MID: ijers.2016.009
Manuscript Views: 67 | Manuscript Download: 76
The goal of this study is to examine the relationships between motivation to study lesson and classroom engagement. The study was conducted on 214 female and 197 male, in total 411, students who were 10th and 11th grade high school students. Data were collected via Motivation to Study Lesson and Classroom Engagement Scales in the study. The relations between motivation to study and gender were examined via independent samples t-test technique. Furthermore, the relations between motivation to study and classroom engagement were evaluated with multiple regression analysis technique. According to the findings of the study, it was found out that the cases of intrinsic motivation for studying for girls were higher than the boys. Boys, on the other hand, had higher scores than the girls in terms of amotivation for studying. Regression analysis results showed that the cases of getting motivated to study were related to emotional engagement. Moreover, it was important for the girls to engage cognitively in the lesson in their intrinsic motivation for studying lesson. In conclusion, emotional engagement and gender seems important in students’ motivation for studying lesson
- Buss, D. M. (2000). The evolution of happiness. American psychologist, 55(1), 15.-23.
- Burgner, D., & Hewstone, M. (1993). Young children's causal attributions for success and
- failure:‘Self‐enhancing’boys and ‘self‐derogating’girls. British Journal of Developmental Psychology, 11(2), 125-129.
- Büyüköztürk, Ş., Kılıç-Çakmak E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2008). Bilimsel araştırma yöntemleri (gen. 2. bs). Ankara: Pegem A.
- Brophy, J. (2008). Developing students' appreciation for what is taught in school. Educational psychologist, 43(3), 132-141.
- Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry,11(4), 227-268.
- Elliot, A. J., & Thrash, T. M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 13(2), 139-156.
- Eryılmaz, A. (2014). Üniversite öğrencileri için derse katılım ölçeklerinin geliştirilmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 2014(18), 203-214.
- Eryılmaz, A., & Aypay, A. (2011). The relationship between adolescents’ motivation to class engagement and their level of subjective well-being.International Journal of Human Sciences, 8(1), 1218-1233.
- Eryılmaz, A., & Ercan, L. (2014). Ergenler için Ders Çalışmaya Motive Olma Ölçeğinin Geliştirilmesi. Başkent Unıversıty Journal of Educatıon,1(1), 952-959.
- Evans, L. (2000). The effects of educational change on morale, job satisfaction and motivation. Journal of educational Change, 1(2), 173-192.
- Finn, J.D. (1993). Student engagement and student at risk. Washington,DC: National Center For Education Statistics.
- Fraenkel, J. R., & Wallen, N. E. (1993). How to design and evaluate research in education. New York: Mcgraw-Hill.
- Fredricks,J.A., Blumenfeld, P.C. ve Paris, A.H. (2004). School engagement: Potential of the concept, State of tehe Evidence. Reviev of Educational Research, 74,59-109.
- Fredrickson, B. L. (1998). What good are positive emotions?. Review of General Psychology, 2(3), 300-319.
- Fredrickson, B. L., & Branigan, C. (2005). Positive emotions broaden the scope of attention and thought‐action repertoires. Cognition & Emotion, 19(3), 313-332. doi:10.1080/02699930441000238
- Georgiou, S. N. (1999). Achievement attributions of sixth grade children and their parents. Educational Psychology, 19(4), 399-412.
- Guneri, O., Sumer, Z., & Yıldırım, A. (1999). Sources of self-identity among Turkish adolescents. Adolescence, 34(135), 535-46.
- Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: age differences and academic correlates. Journal of educational psychology, 97(2), 184-196.
- Matuga, J. M. (2009). Self-Regulation, Goal Orientation, and Academic Achievement of Secondary Students in Online University Courses. Educational Technology & Society, 12(3), 4-11.
- Meece, J. L., & Holt, K. (1993). A pattern analysis of students' achievement goals. Journal of educational psychology, 85(4), 582-590.
- Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and motivation.Journal of school psychology, 44(5), 351-373.
- Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33-40.
- Pintrich, P. R., & Schunk, D. H. (2002). The role of goals and goal orientation.Motivation in education: Theory, research and application (2nd ed., pp. 190–242). Englewood Cliffs, NJ: Simon & Schuster.
- Sencer, M. (1989) Toplum bilimlerinde yöntem. İstanbul: Beta Basım Yayım Dağıtım.
- Stipek, D. J. (2002). Motivation to learn: Integrating theory and practice. Allyn & Bacon.
- Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic?.Journal of Educational Psychology, 100(4), 765–781.
- Tucker, C. M., Zayco, R. A., Herman, K. C., Reinke, W. M., Trujillo, M., Carraway, K., ... & Ivery, P. D. (2002). Teacher and child variables as predictors of academic engagement among low‐income African American children.Psychology in the Schools, 39(4), 477-488.
- Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senecal, C., & Vallieres, E. F. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the Academic Motivation Scale. Educational and psychological measurement,53(1), 159-172.
- Wormington, S. V., Anderson, K. G., & Corpus, J. H. (2011). The Role of Academic Motivation in High School Students’ Current and Lifetime Alcohol Consumption: Adopting a Self-Determination Theory Perspective*. Journal of studies on alcohol and drugs, 72(6), 965-974.
- Woolfolk, A. (2004). Educational psychology (9th ed.). Boston, MA: Allyn & Bacon.