A Comparative Analysis of English Learning Motivation between the Rural and Urban Students

Rahmat, Agus; Akbar, Muhammad

doi:10.31002/metathesis.v3i2.1740

Cited by 9 publications

(8 citation statements)

References 12 publications

(14 reference statements)

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“…It further confirms that students from the rural areas have stronger motivation to carry out virtual learning approach. These results support the findings reported by Rahmat & Akbar (2019). The findings confirm that there is a significant different of students' motivation based on geographical characteristics.…”

Section: Indirect Effect Of Virtual Learning On Learning Outcomes Mediated By Motivation Of Rural Area Groupsupporting

confidence: 91%

Investigating Virtual Learning on Students Learning Outcomes in Urban and Rural Areas

Hariyati

Wagino

Mudjito

2021

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This study aims to investigate the implementation of virtual learning on studentsâ€™ learning outcomes mediated by motivation and to compare its effectiveness between urban and rural areas. This study employed quantitative design, involved 362 students of Faculty of Education in UNESA. To determine the sample, it employed Solvinâ€™s formula. The data were collected by using three instruments, specifically Virtual Learning Effectiveness, Learning Outcomes, and Motivation. To see the difference of virtual learning on learning outcomes mediated by motivation based on studentâ€™s location, path analysis was performed twice by separating the data into two kinds of groups. The first group contains studentâ€™s data that lived in an urban area. The second group contains studentâ€™s data that lived in a rural area. The findings of this research confirm that the virtual learning is effective to improve studentsâ€™ learning outcomes which was mediated by motivation. In addition, it was found that the motivation of students from urban areas is higher than those from rural areas. It suggests that the native location of students influences their motivation.

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Section: Indirect Effect Of Virtual Learning On Learning Outcomes Mediated By Motivation Of Rural Area Groupsupporting

confidence: 91%

Investigating Virtual Learning on Students Learning Outcomes in Urban and Rural Areas

Hariyati

Wagino

Mudjito

2021

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“…The important influence of learning styles and motivation on implementing learning activities is important. Students learning styles are adapted to learning conditions at school, or the use of media improves results (Kryshko et al, 2021;Rahmat & Akbar, 2019). Active students are based on high student motivation (Bećirović, 2017;Taştan et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Learning Style and Learning Motivation on Students’ Science Learning Outcomes

2022

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Elementary school students tend to have different learning styles. Teachers can still not adjust the learning process to the student’s learning styles and have not maximally provided good learning motivation, which impacts students' low science learning outcomes. This study analyzes the significant relationship between learning styles and science learning outcomes. This research is classified into the type of correlation research, with the research population being 196 students. The study was conducted using a proportional sampling technique, with a final sample size of 149 respondents. Data collection in the study was conducted using a non-test method, with the research instrument in the form of a questionnaire on the level of learning motivation and learning style. The research instrument's validity was tested through expert tests (judges). Data analysis used descriptive statistical analysis and inferential statistical analysis. The descriptive statistical analysis method processes descriptive, while inferential statistics data processing applies inferential statistical formulas. The first hypothesis test results show 0.609 > 0.159, so hypothesis 1 is accepted. There is a correlation between learning styles and learning outcomes in science. The results of hypothesis 2 are 0.625 > 0.159, so there is a correlation between learning motivation to students' science learning outcomes. The results of hypothesis 3 are 0.625 > 0.159, so there is a correlation between learning styles and learning motivation on science learning outcomes. Based on these results, it can be concluded that learning styles and students' motivation while studying significantly influence student learning outcomes.

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“…Therefore, students in the urban area learn English comfortably supported by good facilities for English learning and skilled teachers. In contrast, students in a rural area must deal with an inferior learning environment due to limited facilities for English learning and a lack of English teachers (Rahmat & Akbar, 2019). In this inferior environment, students might have formed some mistaken beliefs about English learning (Aini, 2020;Anam & Stracke, 2020;Khotimah et al, 2019;Setianengsih et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

An English Learning: Rural Students Beliefs

Mulia

Amiruddin

Manan

et al. 2021

JPBI

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This study departs from the researcher's experience as a volunteer teacher in a school where students face obstacles in learning English due to a lack of motivation and supporting facilities that impact their English performance. Therefore, the purpose of this study is to analyze beliefs in learning English. This study uses a quantitative method with a survey design using Horwitz's Beliefs About Language Learning Inventory questionnaire as a research instrument. The population in this study found 136 students. The instrument used to collect data is a questionnaire. The technique used to analyze the research data is qualitative and quantitative analysis. The findings show that students support various beliefs about learning English. The most common beliefs held by students are motivation and expectations. Students have reasonable confidence in motivation and hope (72.35%) because they have a better education, and a future career can be achieved through good English skills. It can be said that students have good motivation to learn English because they think it will be helpful for their dream job in the future.

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A Comparative Analysis of English Learning Motivation between the Rural and Urban Students

Abstract: of the rural students in learning EFL is the teacher always trains the pronunciation of the vocabulary whereas the urban students is the teacher should have more practice activity in learning and teaching process.

Cited by 9 publications

References 12 publications

Investigating Virtual Learning on Students Learning Outcomes in Urban and Rural Areas

Investigating Virtual Learning on Students Learning Outcomes in Urban and Rural Areas

The Impact of Learning Style and Learning Motivation on Students’ Science Learning Outcomes

An English Learning: Rural Students Beliefs

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