Students’ Motivation in Online Learning
Abstract
This research was due to some problems that were found in SMP 4 Bukittinggi. First problem was the student commonly came late to attend the classroom. Second, only several students asked the teacher about the lesson because the students were not habitual to learn in online context and there is a limitation of interaction between students and the teacher, the students of indicated that they don’t have interaction with they are friends and students often didn’t understand about the material in media. In result, Students obtained low grade. Third problem was several students seldom submitted the homework.The researcher used descriptive quantitative research design.the reseacher used descriptive quantitative reseach to describe the phenomena of students motivation learning english in online learning. In this case, the reseacher conduct this research in order to get information about students motivation learning english in online learning. The population from this research was 30 students that were the total of the students in IX. C grade of SMP 4 Bukittinggi and considered class IX.C as the sample. The instrument this research use questionaire was conducted in order to identify students motivation online learning english as an students learning english in online. This research used closed questions in which the respondent has tochoose/check one or more responses of the presented variants of answering. The students motivation of learning English in Online Learning was in fair category. Furthermore, this conclusion was taken from mean score of each indicators of motivation in online learning. It was found out that the students self-belief was 80,56% which was in very good category. It was found out that the students Value of schooling was 87,08% which was in very good category. it was found out that the students learning focus was 65,21% which was in fair category. Next, it was found out that the students planning and monitoring was 62,08% which was in fair category. Next, the students’ persistence was 71,79% which was in good category. Next, it was found out that the students motivation toward the online learning only 56,55% which was in the poor category. Then, it was found out that the students motivation of the benefit of online learning was 67,50% which was in fair category. Lastly, it was found out that the students’ motivation of the implementation of online learning was 68,67% which was in the fair category.
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References
Dale H. Santrock et al, Motivation in Education:theory, reseach, and application (New Jarsey: Person Education, Inc., 2008),
Dhull, Indira & MS. Sakshi, Online Learning.(2017). John Santrock, Educational Psychology (New York: McGraw Hill, 2011), 5th Edition
Harmer Jeremy. The Practice of English Language (Essex: Peearson Limited, 2002). 3rd Edition,
Hartnett, Maggie Katherine. The importance of motivation in online learning, (New Zealand: Massey University, 2016)
Schuck et al. In Richard M. Ryan, The Oxford Handbook of Human Motivation. New York: Oxford University Press,Inc, (2012)
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