Instead of continuing their studies, Vocational High School (SMK) students are prepared to work following graduation. Thus, instead of using general English, ESP (English for Specific Purposes) should be integrated in SMK. However, the Indonesian National Curriculum decided to teach both SMA (General High School) and SMK the same general English content. The purpose of this study is to see how graduates feel about the EFL materials they received at SMK. This research involved three SMK graduates as participants. This investigation yielded three recommendations. First, ESP resources should be incorporated to the English topic in SMK without omitting the need for general English materials. Second, SMK classroom activities should place a greater emphasis on practical communication. Third, extensive reading and/or listening activities should be implemented in SMK.DOI: 10.26905/enjourme.v7i1.7445
This study is aimed at investigating how extensive reading affects students' reading attitude and comprehension. Based on two participants' pretest and posttest results and analyzing the results of interviews, the study reveals that extensive reading tends to promote participants' reading comprehension as indicated by the improvement of their scores in posttest and participants' reading attitude as indicated by their responses to interviews. Their positive attitude develops particularly because of the autonomy given to them to select any materials in their interest as when finding interesting reading texts beyond their current linguistic competence, which is not recommended to read in extensive reading, they struggle to understand them regardless of their reading proficiency. Their positive attitude is also shown by their increasing reading amount week after week and their dreams to have a private library and be lifelong readers. Moreover, exposure to a large number of different texts, a large array of words, and different topics enables them to build background knowledge which helps them understand texts better which subsequently affects their reading ability positively.
Abstract This study is devoted to investigating dynamic motivational construct about learning structures in an immersion context. Because of ever-changing motivational construct in particular driven by learning structures in a new environment, this study assumes that the preferred learning structure which is commonly in favor in their home countries might shift which eventually affects their learning motivation. This study takes place at the language training center of the University of Hawaii at Manoa, USA, and employs a survey. The research participants are mostly graduate students taking English courses to bridge their language skill. After doing correlation, the researcher has found several surprising findings. The first finding is that although cooperative learning has the highest contribution to intrinsic motivation, they don’t show any significant correlation (r=.279). On the other hand, competitive learning negatively correlates to intrinsic motivation (r=.-407), suggesting that if competitive learning is enacted, students’ intrinsic motivation even decreases. In terms of learning preference, individualistic learning is favored most which might be affected by learning cultures commonly adopted in graduate programs in the US. Keywords: Self-Determination Theory, learning types, extrinsic and intrinsic motivations.
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