Kesepaduan, sikap, orientasi pembelajaran, motivasi dan strategi belajar dalam pembelajaran Bahasa Inggeris sebagai bahasa asing

Abstract

This research was conducted to analyze students’ integrativeness, attitudes toward learning situation, learning orientations, motivation, and learning strategies. This research also tested a structural model of the effects of students’ integrativeness, attitudes toward learning situation, and learning orientations toward motivation and learning strategies. This research involved mixed quantitative qualitative methods. In quantitative method, multiple cluster random sampling was used to determine the sample of 414 students from four clusters of state senior high schools in Makassar Indonesia. Purposive random sampling was used in the qualitative method to determine the six students interviewed. Data were collected using three methods, which were questionnaire, field note observation, and semi-structured interview questions. Quantitative data were collected using a questionnaire consisting of students’ demography, attitudes/ motivation battery test (AMBT) (Cronbach’s a = 0.95), and strategy inventory for language learning (SILL) (Cronbach’s a = 0.95). The qualitative data were collected using observation and interview. Descriptive statistics and Structural Equation Model (SEM) with SPSS 16 and AMOS software were involved to analyze the quantitative data, and thematic analysis was involved to analyze the qualitative data. Results revealed that students’ learning orientation scored the highest mean compared to other factors. Among the six strategies, metacognitive strategies and learning with others were more frequently used by students in learning English Language. The result also revealed that students’ integrativeness had positive effect toward learning motivation (P = 0.55) and their use of learning strategies (P = 0.47). Students’ attitudes in learning situation also had positive effect toward their motivation (P = 0.11) and use of learning strategies (P = 0.08). Students’ orientation also had positive effect toward learning motivation (P = 0.37) but had no significant effect on their use of learning strategies. Motivation had no significant effect on learning strategies. The findings also showed students’ various perceptions to give explanatory discussion about all variables in quantitative findings. The result of study presents a structural model of learning motivation in learning English as a foreign language for senior high school students in Makassar Indonesia.