Student learning motivation is an important factor to produce high-quality graduates. It can grow from the inside of themselves (intrinsic) or it occurs because of from outside the students (extrinsic). This study was aimed to reveal both students' intrinsic and extrinsic factors toward their motivation in online learning during the Covid-19 Pandemic era. The sudden transformation from offline learning to online one in Sriwijaya State Polytechnic, presents internal and external motivation factors of the students. Using random sampling, there were 922 students participated in a survey questionnaire. The collected data were analysed using Self-Determination Theory of Deci and Ryan (1985). It was revealed that the intrinsic factors (interest, enjoyment, satisfaction) influence the student learning motivation toward their online learning by 81.2%, 74.6% and 92.5%. Only the intrinsic factor of encouragement is lower than the counterparts (44%). While the influences of extrinsic factors on student learning motivation toward their online learning are classified good; identified regulation (79.85), integrated regulation (77.2%), introjected regulation (73.1%), and external regulation (72.8). Related to amotivation factors, students had no serious amotivation factors in their online learning during the Covid-19 pandemic era. The motivations in online learning are positively correlated with students' curiosities to learn new knowledge and enjoy new learning experiences (intrinsic motivation) and are influenced by regulation and environmental condition (extrinsic motivation).
The goal of this research is to determine the role of error analysis in teaching English as a foreign language, particularly English Structure. Error analysis can provide information on a student's progress in learning a target language, which is then used to improve the teaching process so that they could still properly use the language. The method used is qualitative and descriptive research design. This research focuses on students of Politeknik Negeri Sriwijaya. Error analysis is essential for teachers to improve the quality of teaching. By doing so, the teacher owns information to improve the methodology including syllabus, teaching material and teaching techniques. The findings are four main stages of error analysis simplified in this study. They are detecting, locating the errors, describing the errors, and classifying the errors. First stage is done by gathering suspected errors; meanwhile works with unwanted errors are rejected or put aside. Then, locating the errors found on students' works were done by identifying them without considering types of the errors. Next step is describing errors where the errors are labeled based on the linguistic category. Final stage is error classification involving classification and counting errors. Each stage gives detailed information of students’ performance which is beneficial for the teachers to improve the quality of teaching including the material and how to deliver.
This study aimed at investigating the effectiveness of a blended learning approach in learning essay writing subject to the students at English Department, Sriwijaya Polytechnics. It expected to answers the question: is a blended learning approach effective in improving students' essay writings compared to traditional approach? It used a quantitative method both in collecting and presenting the gained data. The data were gained from the pre-test and post-test scores of the experimental and control groups of the participants in learning essay writing. The participants were 44 students whom equally grouped into two groups of learning essay writing: an experimental and a control. The experimental class had a blended learning approach, while the control one had a traditional approach in learning essay writing subject. The results of the tests from the experimental group and the control group were presented in a descriptive form and from the t-test. The findings revealed that it was more effective to use a blended learning approach in improving students' essay writings comparing to the traditional one. The mean of the experimental group increased by 7.7 from pre-test to post-test, while the control group increased only 1.3.
The purposes of the present study were to know the types of errors found in English sentences constructed by the students of the English Department at Sriwijaya State Polytechnics. Two hundred pieces of writing written by a hundred students from fifty students in the first year, twenty-five students in the second year, and twenty-five students in the third year of the academic years 2020/2021 were taken as the data of the study. They were collected and analyzed in terms of the grammar errors using the Linguistic Category Taxonomy and the Surface Strategy Taxonomy. The results showed that the most frequently committed errors were omission of articles, third-person singular verb incorrect, the substitution of singulars for plurals, misuse of a-preposition, disagreement of subject and verb, the substitution of simple non-past, use of wrong possessive, omission of the verb to be, simple verb use instead of -ing, and misformation of passive sentences. This errors study provides teachers, syllabus designers, and test developers to determine their way of teaching or materials in the process of language teaching and learning. In addition, the most common errors and the ways to overcome them must be tackled by using various and interesting materials in English Structure textbooks with exercises and skills related to the grammatical errors.
The aim of this study is to find out whether or not project based learning is effective to improve students' writing on project report to the students at English Department, Sriwijaya state Polytechnics. This research applied a quantitative approach. In principle, experimental research was conducted to examine the effect of the treatment that has been given to something. It involved three independent variables, namely the Project based learning (X1), GWP (X2) and the dependent variable is writing a project report (Y). The samples were assigned to put their ideas into pragraphs as a means to collect the data. It was obtained that the scores of the students' writing skills with the approaches project based learning and guided writing procedure were 78 dan 73 respectively. It was no doubt that the students' writing skills with Project based learning was better compared with the approach of guided writing procedure.
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