UPSI Digital Repository (UDRep)
|
UPSI Digital Repository (UDRep)
|
|
|
|
||||||||||||||||||||||||||||
| Abstract : Universiti Pendidikan Sultan Idris |
| The question of which motivation is more prevalent among learners has been heavily debated. This study aimed to determine the link between instrumental and integrative motivation and learners' writing performance. The participants were 75 L2 students from one of Palangka Raya's Islamic Institutes. The data were gathered via a questionnaire and writing. Normality, linearity, multicollinearity, elasticity, and autocorrelation were also calculated as assumption tests. Multiple linear regression was used in the analysis. The findings revealed that instrumental motivation (x2) contributed 70.15% to writing performance, while integrative motivation (x1) contributed 17.03%. The effective contribution was 87.00% in total. The r-square value was also 0.87. Instrumental (x1) and integrative (x2) motivations accounted for 87.00% of the variance in writing performance (y). Overall, motivation was found to significantly impact learners' writing performance (F= 244.87, p = 0.00). This indicated that learners with high instrumental and integrative motivation tend to perform well in writing. This meant that both motivation and writing performance were major predictors of learner performance. In L2 writing, instrumental motivation contributed more than integrative motivation. It was advised that lecturers provide more integrative incentives during the writing class learning process. © 2024 Malque Publishing. All rights reserved. |
| References |
Abir, M. Shazed, U.H.K. (2022). Integrative’ or ‘Instrumental’? Motivation that works closely during the adolescence days of female English language learners of different Bangladesh Universities. The Journal of English Language Teaching, Literature, and Applied Linguistics [JELA], 4(2), October 2022. Abas, I. H., & Aziz, N. H. A. (2018). Model of the writing process and strategies of EFL proficient student writers: A case study of Indonesian learners. Pertanika Journal of Social Sciences & Humanities, 26(3), 1-28. Agustrianti, S., Cahyono, B. Y., & Laksmi, E. D. (2016). Indonesian EFL students’ motivation in English Learning and their literacy skills across gender. International Journal of Applied Linguistics & English Literature, 5(4), 219-227. Aldridge, J. M., & Rowntree, K. (2021). Investigating relationships between learning environment perceptions, motivation and self-regulation for female science students in Abu Dhabi, United Arab Emirates. Research in Science Education. https://doi.org/10.1007/s11165-021-09998-2. Al-Ta’ani, M. H. (2018) Integrative and instrumental motivations for learning english as a university requirement among undergraduate students at Al-Jazeera University/Dubai. International Journal of Learning and Development, 8(4), 89. Anderson, R. (2018). Second Language Learning Motivation. Unpublished Thesis. St. Cloud State University: http://repository.stcloudstate.edu/ed_etds. Alves-Wold, A., Walgermo, B.R., McTigue, E. (2023). Assessing Writing Motivation: a Systematic Review of K-5 Students' Self-Reports. Educ Psychol Rev 35, 24 (2023). https://doi.org/10.1007/s10648-023-09732-6. Anggitaria. S., Ardayanti, M.R. (2022). The importance of instrumental motivation among students in teaching English as Foreign Language (TEFL) Process. Education of English as Foreign Language Journal (EDUCAFL). 5(1): 1-12. Aspuri, N., Samad, I. A., Fitriani, S. S., & Samad, N. M. A. (2019). The Role of Instrumental Motivation among EFL Students in Language Learning Process.Journal of English Education, 4(1), 48-53. doi: http://dx.doi.org/10.31327/jee.v4i1.892. Bai, B., & Guo, W. (2019). Motivation and self-regulated strategy use: Relationships to primary school student’s English writing in Hong Kong. Language Teaching Research, 25(3), 378−399. https://doi.org/10.1177/1362168819859921. Bai, B., & Wang, J. (2021). Hong Kong secondary students’ self-regulated learning strategy use and English writing: Influences of motivational beliefs. System, 96, 102404. https://doi.org/10.1016/j.system.2020.102404. Budiharto, R. A., & Amalia, L. (2019). Motivation behind Indonesian undergraduates learning English as a target language. Ideas: Journal of Language Teaching and Learning, Linguistics and Literature, 7(1), 1-15. Boström, L., & Bostedt, G. (2020). What motivates students to study in upper secondary school? a study on students’ perspective on study motivation in Four Different Study Programs in Sweden. International Journal of Teaching and Education, 8(2). Brown, H.D. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy. Pearson Education ISSN 2657-1617| 35. Boscolo, P., & Gelati, C. (2018). Motivating writers. In S. Graham, C. A. MacArthur, & M. Hebert (Eds.), Best Practices in Writing Instruction, Third Edition. New York, UNITED STATES: Guilford Publications. Boyacı, S. D. B., & Güner, M. (2018). The impact of authentic material use on development of the reading comprehension, writing skills and motivation in language course. International Journal of Instruction, 11(2), 351–368. https://doi. org/10.12973/iji.2018.11224a. Camacho, A., Alves, R. A., & Boscolo, P. (2021). Writing motivation in school: A systematic review of empirical research in the early twenty-first century. Educational Psychology Review, 33(1), 213–247. https://doi.org/10.1007/s10648-020-09530-4. Cheung, Y. (2018). The Effects of Writing Instructors’ Motivational Strategies on Student Motivation. Australian Journal of Teacher Education, 43(3). Retrieved from http://ro.ecu.edu.au/ajte/vol43/iss3/4 Chowdhury, T.A., Roy, S., & Kabilan, M.K. (2021). Learner motivation in the EFL classrooms: Voices from a Bangladeshi university. Indonesian Journal of Applied Linguistics, 11(1), 221-232. https://doi.org/10.17509/ijal.v11i1.34618. Dőrnyei, Z. (2007). Creating a motivating classroom environment. In J. Cummins & C. Davison (Eds.). International handbook of English language teaching 2(-),719-731. Springer. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum. Duan, Yitong. (2022). Strategies for Motivating Senior High School Students to Learn English Writing. Journal of Education, Humanities and Social Sciences. 2(-). Ekholm, E., Zumbrunn, S., & DeBusk-Lane, M. (2018). Clarifying an elusive construct: A systematic review of writing attitudes. Educational Psychology Review, 30(3), 827–856. https://doi.org/10.1007/s10648-017-9423-5. Elhawwa, T., Rukmini, D., Mujiyanto, J., & Sutopo, D. (2019). The Relationship between Different Sources of Feedback and Learning Motivation on Learners’ Writing Performance. Test Engineering & Management. November-December 2019 ISSN: 0193-4120. No. 4408 – 4420. Firdaus, C., Mauludyana, B., & Purwanti, K. (2020). Faktor-Faktor yang Mempengaruhi Motivasi Belajar di SD Negeri Curug Kulon 2 KabupatenTangerang. Ilmu Pendidikan Dan Ilmu Sosial, 2(1), 43–52. Gardner, R.C. (1985). Social Psychology in Second Language Learning. Edward Arnold Ltd. Gardner, R.C., & Lambert, W.E. (1972). Attitudes and Motivation in Second-Language Learning. Rowley. Newbury House Publishers. Göçen, G. (2019). The effect of creative writing activities on elementary school students’ creative writing achievement, writing attitude and motivation. Journal of Language and Linguistic Studies, 15(3), 1032–1044. |
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |