The Role of Motivation-Regulation in Master Students’ Academic Reading

Diasti, Krismalita Sekar; Mbato, Concilianus Laos

doi:10.31932/jees.v3i2.698

Cited by 3 publications

(4 citation statements)

References 12 publications

(23 reference statements)

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“…Moreover, P1 articulated that the activities in KWL strategy drove her to expand her knowledge in order to understand a certain passage. Indeed, reading activity requires students to tailor ideas stated by the author and information known by students (Diasti & Mbato, 2020). This finding is also supported by Dieu (2016) who found that KWL strategy improve students' academic achievement as it drives students to connect between their background knowledge and information stated in the articles.…”

Section: The Role Of Kwl Strategy In Elf Students' Reading Comprehensionmentioning

confidence: 82%

“…Moreover, reading English text adds more challenges to EFL students as they are accustomed to read reading text in their first language (Fitriani, 2014;Riadil, 2020). Reading involves intricate processes since students not only decode the meaning of the text but also connect between their prior knowledge and new information stated by the author (Tampubolon, 2017;Septiyana, Safitri, Aminatun, & Muliyah, 2019;Diasti & Mbato, 2020;Manihuruk, 2020;Pardede, 2022). However, connecting ideas in the reading passage, finding out specific information, and relating topics to background knowledge contribute to the main challenges faced by EFL students (Riadil, 2020).…”

Section: Introductionmentioning

confidence: 99%

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The Implementation of KWL Strategy in EFL Students’ Reading Comprehension

Krismalita Sekar Diasti,

Cecilia Titiek Murniati,

Heny Hartono

2023

JET

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Reading is one of the fundamental aspects underlying students’ achievement yet becomes an activity abstained by students. In fact, EFL learners demand more enjoyable and diverse reading activities. Most EFL students perceive that they are continuously exposed to prevalent reading activities. This qualitative study aims to scrutinize the implementation of KWL strategy in EFL reading comprehension. To answer the research question, twelve higher students of the English department were invited as the participants to be interviewed. The findings reflected that EFL learners encountered reading challenges related to vocabulary, reading comprehension, and attention span. However, KWL strategy assisted them, particularly in setting goal, monitoring reading process, and evaluating reading activity.

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Section: The Role Of Kwl Strategy In Elf Students' Reading Comprehensionmentioning

confidence: 82%

Section: Introductionmentioning

confidence: 99%

The Implementation of KWL Strategy in EFL Students’ Reading Comprehension

Krismalita Sekar Diasti,

Cecilia Titiek Murniati,

Heny Hartono

2023

JET

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“…Three prior research about students' motivation-regulation has been done previously (Diasti & Mbato, 2020b, 2020aMbato, 2013b). Diasti & Mbato (2020) First, interest enhancement is a strategy to boost participants' interest and intrinsic motivation in completing the task.…”

Section: Discussionmentioning

confidence: 99%

Indonesian Graduate Students’ Strategies in Regulating Their Motivation in Academic Reading

Mahardika

Kuswandono²

2022

PJEE

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Self-regulation is required to retain or even improve the students’ motivation to achieve the targeted goal. Students can arrange, observe, and assess their learning and thinking processes. In the process of reading, students might find difficulties that can make them unmotivated, and they need better motivation-regulation to help them attain their motivation to achieve the targeted goal. Therefore, it can be understood that motivation is a key factor to help the students’ strategies in regulating their motivation in academic reading. Nineteen graduate students of the English Education Master’s Program (EEMP) of Sanata Dharma University batch 2021 were the participants in this research. One research question to be answered in this research is “what are the strategies undertaken by graduate students’ in regulating their motivation in academic reading?” Mixed-method was implemented to answer the research question and discover nineteen graduate students’ strategies in regulating their motivation in academic reading. The data were gathered using questionnaires and interview instruments. The result revealed that the students used some motivation-regulation strategies to boost and maintain their motivation in reading academic journals namely interest enhancement, goal-oriented self-talk, self-consequating, and environmental control. This research also has implications for the students, thesis advisors, and future researchers.

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“…The first study was conducted by Bria and Mbato (2019) uncovering that a great number of Indonesian university EFL learners had progressively transformed into more confident and competent L2 readers after making use of varied metacognitive reading strategies. In another identical study, Diasti and Mbato (2020) strongly suggested L2 reading instructors to inculcating more robust self-efficacy within EFL learners, improve learners' reading interest in the target language, and corroborate learners' positive emotions in reading to fully escalate their target language reading competencies into more advanced levels. Hamanda and Takaki (2021) highly advocated Japanese EFL teachers provoke more positively-sound L2 reading classroom learning climates in the presence of diverse learners to increase their motivation in reading and degrade their foreign language reading anxiety gradually.…”

Section: Introductionmentioning

confidence: 96%

Strategies to Overcome Foreign Language Reading Anxiety among Globalized EFL Learners

Wijaya¹

2022

SALEE

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Perhaps, one of the most well-articulated hurdles daunting globalized EFL learners’ academic literacy dynamics can be attributed to foreign language reading anxiety. Under the massive expansion of foreign language reading anxiety, EFL learners commonly experience a higher level of perturbation while attempting to comprehend the contents forming in their specific reading texts due to the inevitable complexities presented during this process. This current small-scale library study aimed to exhaustively investigate particular effective strategies to overcome foreign language reading anxiety among globalized EFL learners to provide some illuminations for ELT experts, practitioners, and educators to devise more sophisticated reading strategies that can potentially alleviate foreign language reading anxiety. There were three main themes inferred in this present small-scale qualitative study namely: (1) The internalization of more comprehensible reading materials, (2) the promotion of more enjoyable reading circumstances, and (3) the inducement of more relevant reading strategies. For the future betterment of worldwide L2 reading enterprises, second language teachers are strongly commissioned to identify particular situations provoking excessive foreign language reading anxiety among EFL teachers in order to progressively design more authentic and meaningful reading activities.

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The Role of Motivation-Regulation in Master Students’ Academic Reading

Cited by 3 publications

References 12 publications

The Implementation of KWL Strategy in EFL Students’ Reading Comprehension

The Implementation of KWL Strategy in EFL Students’ Reading Comprehension

Indonesian Graduate Students’ Strategies in Regulating Their Motivation in Academic Reading

Strategies to Overcome Foreign Language Reading Anxiety among Globalized EFL Learners

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