This research aimed to identify students’ levels and the types of motivation that they apply the most to completing their English assignments in online learning at class X in SMAN 1 Sajingan Besar in the academic year 2020-2021. The researcher conducted descriptive research and collected the data using a questionnaire given to 68 students. The first result revealed that students’ motivation for completing their English assignments in online learning was in the middle category at 70.23%. Meanwhile, the second result showed that the type of motivation students applied the most was extrinsic motivation, with 73,68%. The majority of the conditions contributing to students' extrinsic motivation were related to feeling guilty, being aware of the need to improve their English skills, and feeling proud when completing it on time. Then, the students were influenced intrinsically by their feelings of satisfaction and enjoyment. However, amotivation also occurred because of a lack of awareness and a lack of vocabulary mastery. These findings suggest that, even though extrinsic motivation was quite high, students had to have intrinsic motivation and complete their assignments with interest, enjoyment, and satisfaction. The teacher and the parents must support students harder to help them complete assignments in online learning.
Writing an explanatory text following the advanced contents in the textbook may be arduous for rural students. Territory differences remarkably denote that students' needs for topics in the explanatory text are also distinct. Therefore, the exposure topics must be by the students' conditions. This study aimed to design supplementary materials as an e-book based on the genre-based approach for students' learning of writing explanatory text with closely-related topics. The students were the eleventh graders of SMAN 01 Seponti at Kayong Utara regency. This study employed research and development (R&D) with the procedure of the ADDIE concept (Analyze, Design, Develop, Implement, Evaluate). The data collection employed instruments, field notes, interview protocol, documenting notes, and questionnaires. We collected the data through observation, interview, document analysis, and questionnaire distribution. The data were analyzed using fieldnote reflection, interview transcription, textbook analysis results, and the rating scale interpretation. The need analysis results show that the textbook used by the teacher to teach writing the explanatory text was not in line with the student's condition. After the e-book was entirely developed, the internal evaluation was inquired. It resulted in the 'very good' category for its general appearance, layout and design, methodology, activities, language skills, language content, topic content, teachability and flexibility, and assessment, with percentages of 93,33%, 93,33%, 93,33%, 86,67%, 93,33%, 93,33%, 93,33%, 86,67%, 80%, respectively. The study implies that the product is feasible, and this study may add insights for future research.
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