Since I was in the elementary school, a lot of my friends often asked me, why am I pretty good in English. They also asked me for some tips to improve their speaking and listening skills and every day, my answer was always only practice! By that, you can practice your language in many ways. Watching an English movie with an English subtitle is very recommended. The other tip is by listening to music. Some may even suggest you to find a foreign friend online to talk to you. However, there is no best tips among the others, one activity may work better for you, but that does not mean it is the best. Every activity works differently in every person. That is also why you have to figure out yourself which is the most effective learning method for you.
It was my complete answer for everyone who asked for tips in learning English. The problem is, it did not work for them. They still have the problems they have had. Interestingly, it does not only happen once. I repeatedly share my tips of learning to my friends and most of them ended up doing the same habit as they did. From that, I started to think, am I the problem? But my tips work perfectly on me. After a while, I find the reason that I think they do not have as much motivation to learn English as me and that is the part that differ us.
Nonetheless, when I created the proposition, I still do not have a supporting idea to support my claim, and that is why I write this essay.
Few days a go I started a small research to find the fact I’ve been looking for. I found a journal entitled Motivation towards English Learning on Level Undergraduate Students.
Like any other journal, this journal consists of some sections.
There is a tittle, authors and their emails. The authors also write an abstract which is like a synopsis to help us understand the main story of the research. There is also a key word below the abstract.
Most articles have five main parts: introduction, research background, methodology, discussion and conclusion.
However, the authors divide the introduction into three parts which in every part they give a brief explanation about motivation. They also divide the research background into three parts. In some journal, research background known as literature review, a part where they collect and paraphrase experts’ findings which able to support their statement.
This part shows me some experts’ statements that agreeing my proposition. McDonough (1983) claimed that students’ motivation is one of the most important factor to determine their success and failure in learning. This statement was gained support by Schunk (2008) who said students with greater motivation can do better than others.
Furthermore, they explain the methodology they used into three sections. In this research they share a questionnaire of 22 questions on 4 point Laker’s scale to 199 students in University of Sargodha (UoS), Women Campus Faisalabad. The answers are shown in the Result and Discussion section. Finally, they conclude the finding in the Conclusion part.
My result after reading the journal is:
The journal is discussing about the main factors that can increase someone’s motivation, especially in learning English. At first, the authors mention four factors that they believe are able to make someone more motivated: student-teacher relationship, classroom environment, self-esteem or self-respect and willingness to communicate.
The authors want to know what can makes students more motivated. Based on the questionnaire, they found out that the majority of the sample agree with their statements. For instance, 62.31% state that self confidence greatly influences our learning. The other statement are agreed by 89% that it is impossible to learn in bad class atmosphere.
As the result, I opine, there are four problems; uncomfortable environment, bad relationship between student and teacher, no passion and disrespecting yourself. These problems are the reason why you do not feel motivated during the learning process. At the end, if the condition does not changed, they will always haunt you for the rest of your life.
Brown, H.D. (2000). Principles of language learning and teaching. New Jersey: Prentice Hall.
Chapman, J. D., and Aspin, D. N. (1997). The school, the community and lifelong learning. London, Cassell:Wellington House.
Deci, E. L., and Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour: New York: Plenum Press.
Deci, E. L., and Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In R. Dienstbier (Ed.), Nebraska symposium on motivation: Perspectives on motivation. (Vol. 38, pp. 237-288).
Gardner, R. (2006). The socio-educational model of second language acquisition: a research paradigm. EUROSLA Yearbook, 6, 237–260.
Gardner, R. C., Day, J.B., and Macintyre, P.D. (1992). Integrative motivation, induced anxiety, and language learning in a controlled environment. Studies in Second Language Acquisition, 14(2), 197-214.
Guirong Pan,Yiming Zang,Dan Wu. (2010) Journal of Language Teaching and Research, Vol. 1, No. 2, pp. 151-156.
Hashwani, M. S. (2008). Students’ attitudes, motivation and anxiety towards English language learning. Journal of Research and Reflections in Education, 2(2).
Hussin, S., Maarof, N., and D’Cruz, J. (2001). Sustaining an interest in learning English and Increasing the motivation to learn English: an enrichment program.
Ibrahim Humaida, I. A. (2012). Motivation to Learn Among English Language Learners in Sudan. 1: 237. doi:10.4172/scientificreports.237.
Kabilan, M. K. (2000). Creative and critical thinking in language classrooms. The Internet TESL Journal, 6 (6).
Kyriacou, C. and Zhu, D.(2008). Shanghai pupil’s motivation towards learning English and the perceived influence of important others. Educational Studies. Vol. 34, No. 2, May 2008, 97-104.
Lifrieri, V. (2005). A sociological perspective on motivation to learn EFL: The case ofescuelas plurilingües in Argentina. M.A thesis, University of Pittsburgh.
Lile, W. (2002). Motivation in the ESL classroom. The Internet TESL Journal, 8 (1). http://iteslj.org/Techniques/Kabilan-CriticalThinking.html. [retrived 10-09-2014]
Ebata, M. (2008). Motivation factors in language learning. The Internet TESL Journal, 14(4). Retrieved from http://iteslj.org/Articles/Ebata-MotivationFactors.html on 12-09-2014.
McDonough, S. (1983). Psychology in foreign language teaching. George Allen &Unwin: London.
Hussin, S., Maarof, N., & D’Cruz, J. (2001). Sustaining an interest in learning English and increasing the motivation to learn English: an enrichment program. The Internet TESL Journal,7 (5). http://iteslj.org/Techniques/Hussin-Motivation/ [retrieved 15-09-2014]
Amato, P. A., (2003). Making it happen: From interactive to participatory Language teaching: theory and practice. White Plains, NY: Pearson Education.
Ryan, R. M., and Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
Ryan, R. M., & Deci, E. L. (2002). An overview of self-determination theory: An organismic dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3-33).Rochester, NY: University of Rochester.
Rehman, A. Sheikh, A, Bilal, A. H, Bibi, N, and Nawaz, A. (2014). The Role of Motivation in Learning English Language for Pakistani Learners. International Journal of Humanities and social Science, Vol.4, No. 1.
Sheikh, A. & Mahmood, N. (2014). Effect of different teaching styles on students’ motivation towards English language learning at secondary level. Sci.Int(Lahore), 26(20), 825-830.
Schunk, D. H., Pintrich, P. R., and Meece, J. L. (2008). Motivation in education: theory, research, and Applications. ). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Widdowson, H.G. (1991) Aspects of Language Teaching, Oxford: Oxford University Press.