The Influence of Teacher’s Competence towards the Motivation of Students in Learning English

Usman, Bustami; Silviyanti, Tengku Maya; Marzatillah, Marzatillah

doi:10.24815/siele.v3i2.4961

Cited by 9 publications

(9 citation statements)

References 3 publications

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“…Mahadi and Jafari (2012) stated that language teachers and lecturers should be aware of motivation, its high importance, and its types so that they can identify and recognize the forms or types of motivation that are related to the teaching process. Afterwards, they can have practical, useful, and effective classroom language in addition to a positive outcome in their learning process (Ulfa & Bania, 2019;Usman et al, 2016). It is in line with Guerrero (2015) who said that motivation is commonly used by language teachers and learners but many are not aware of which theories are related to language learning and their teaching implications.…”

Section: Introductionmentioning

confidence: 77%

How do foreign language teachers motivate students in language learning?

Rahman

Sahayu

2020

SiELE

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Motivation is one of the keys to success in the language learning process. It is a crucial factor for students in learning a foreign language, and the teachers’ ways to motivate students are also essential. This study aims to investigate language teachers’ ways in motivating students in learning foreign languages. The participants in this study are eight foreign language teachers including English, Arabic, and French teachers. Data were collected through open-ended questionnaires with the teachers. The results of this study showed that most of the foreign language teachers motivated the students in learning a foreign language by sentences (verbal) and this method encouraged students’ instrumental motivation. Next, referring to the time of motivation, four teachers motivated the students at the beginning of each learning process, meanwhile three teachers gave motivations at the beginning and at the end of each learning process. Finally, referring to the types of motivation, only two teachers (i.e. French teachers) could identify motivation types of learners, which are in the form of internal, external, intrinsic, and extrinsic motivation. Meanwhile, other teachers (i.e. English and Arabic teachers), did not mention specifically the names of the motivation types that they knew. To conclude, most of the teachers of this study did not motivate their students maximally in the classrooms. Consequently, this study offers some methods to motivate learners in learning foreign languages, those are the Verbal Method (VM1) and the Visual Method (VM2), and they are further discussed in the paper.

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Section: Introductionmentioning

confidence: 77%

How do foreign language teachers motivate students in language learning?

Rahman

Sahayu

2020

SiELE

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“…The relationship between teachers' competence and students' motivation in learning English was also analyzed in this study. A positive significant correlation was found between the variables which is normal because Usman, Silviyanti and Marzatillah (2016) in their study have found that teacher has a strong influence on the motivation of student to learn English. Gursoy (2013) also supports this result as teacher is believed to be able to affect students' preference toward a subject.…”

Section: Influence Of the Predictor Variables Toward Criterion Variablementioning

confidence: 78%

“…In terms of teacher competence and English learning motivation, Usman, Silviyanti, and Marzatillah (2016) found that the competences of the teacher including cognitive, affective, and psychomotor competence enhance the motivation of students to learn English. Obot (2017) also noted that teacher's competence in subject matter has much influence on students interest in learning with particular reference to Social Studies Education.…”

Section: Introductionmentioning

confidence: 99%

The Correlations Among Teachers’ Competences, Students’ Learning Motivation, and Students’ English Proficiency

2021

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Abstract. Teachers’ competences and students’ motivation have been long suspected to have influence on students’ English ability. Some studies have been conducted to investigate the relationship. However, some information is unobserved. This study intended to fill the gap in literature concerning the relationship among teacher’s competences, students’ learning motivation, and students’ English proficiency at Junior High Schools in OKUT. The samples of the study were 30 teachers and 918 students. The data were collected through documentation (teachers’ competence test result and students’ English proficiency test result) and questionnaire (students’ learning English motivation). The results showed that there was a significant correlation between the English teachers’ competence and the English proficiency of students showed by robtained = .363, (p=.49) which was higher than the rtable (.361). Then, there was a positive significant correlation between students’ motivation in learning English and their English proficiency achievement (r= .711, p = .000). Meanwhile, the correlation between teachers’ competence and students’ motivation in learning English also showed that there was a positive significant correlation between these variables ( r = .753, p = .000) . At last, the correlation was also found between the predictor variables (teachers’ competence and students’ learning English motivation) and criterion variable (students’ English proficiency) with correlation coefficient 0.758 significant at .01 level. The contributions given by predictor variables to criterion variable were also analyzed. The result of stepwise method showed that predictor variables contributed to 54.4% of the criterion variable. Keywords: teachers’ competences, students’ learning motivation, students’ English proficiency, correlation, contribution

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“…If any, the research is still very limited, such as research on humor lecturers in Turkey (Tumkaya, 2006) and humor teachers in China (Wu & Chan, 2013). This is because most studies focus on humor in classroom learning as found in Indonesia (Rohmadi, 2010;Usman et al 2016), Hong Kong (Li, 2015), Pakistan (Nayyar & Zeeshan, 2017), Iran (Alavinia, 2017), and the result indicates that humor can improve student's motivation, final results, and achievement and can reduce student stress in learning. Humor research in linguistic and psychological perspectives is still very rare.…”

Section: Introductionmentioning

confidence: 99%

Humor, Happiness and Work Relationship among Faculty Members in Islamic Higher Education of Indonesia

Gunawan

Alimin

2018

lkw

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Humor is important among educators to refresh their mind from busy work, strengthen friendship and interpersonal relationship, create happiness, and to improve working performance and cooperation of both personal and professional matters. This study aims to examine the humor in the perspective of linguistics and psychology, especially the semantic aspect among colleagues of lecturers in Islamic universities of Indonesia. A qualitative-descriptive method was employed to analyze data which were collected through participants’ observation and in-depth interview. The results indicate that to create humor from a linguistic perspective, lecturers used polysemy and homonym aspects as part of the language game. Polysemy is only a word while homonym is a word, abbreviation, and acronym. The words that indicate polysemy is margacinta, hawa, and kopi, while the words that indicate homonyms in the form of words maroko, farj, and tabrakan. On the other hand, the abbreviation homonymy is found in the phrases of peraturan pemerintah and pembimbing akademik and the acronyms are found in words akper, jatol, jaka, marisa and jelita. This language game then creates a joyful atmosphere among lecturers which ultimately affects their interpersonal relationships. The proximity of interpersonal relations also has implications for better employment relations and increased productivity to do works assigned to them. Finally, this research confirms that language games such as polysemy and homonymy can also be used to create humor aimed not only to refresh mind but also to create happiness and improve work performance to increase productivity in universities.Keywords: Humor, happiness, relationship, lecturer, Islamic Higher Education.

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The Influence of Teacher’s Competence towards the Motivation of Students in Learning English

Abstract: This study is intended to find out the influence of the teacher's competence towards the motivation of students in learning English

Cited by 9 publications

References 3 publications

How do foreign language teachers motivate students in language learning?

How do foreign language teachers motivate students in language learning?

The Correlations Among Teachers’ Competences, Students’ Learning Motivation, and Students’ English Proficiency

Humor, Happiness and Work Relationship among Faculty Members in Islamic Higher Education of Indonesia

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