THE FACTORS OF STUDENTS’ INVESTMENT IN LEARNING ENGLISH DURING ONLINE LEARNING AT ONE OF SMPN IN MUSI RAWAS
Main Article Content
Abstract
Most of the students decided to invest in learning English was because of the perceived capital that provided them with benefits for their academics as well as their future careers. This study used a qualitative narrative inquiry by using interviews and documentation instruments. This study was included the interviewed with seven participants of ninth grader at one of SMPN in Musi Rawas. This study was aimed to investigate the factors affecting the students’ investment in learning English at one of SMPN in Musi Rawas invested in learning English during online learning. The students invested in learning English was because of From the interviews, the results of this study was indicated that: (1) the most dominant factors affecting the ninth students invested in learning English was family support, the second dominant factor was better English achievement, and the last dominant factor was past experience. This study findings confirmed that the seven students had been put some efforts in their investment in learning English in order to acquire their goals in the present and also future. Then, they also wanted to improve their English language skill. Furthermore, this study may help the students understand about the importance of learning English in the present and also in the future.
Article Details
How to Cite
Anggraini, Y., Eryansyah, E., & Silvhiany, S. (2023). THE FACTORS OF STUDENTS’ INVESTMENT IN LEARNING ENGLISH DURING ONLINE LEARNING AT ONE OF SMPN IN MUSI RAWAS. English Review: Journal of English Education, 11(1), 47-52. https://doi.org/10.25134/erjee.v11i1.6339
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Teng, M. F. (2019). Learner identity and learners’ investment in EFL learning: A multiple case study. Iranian Journal of Language Teaching Research, 7(1), 43-60.
Tripathi, A., Chaturvedi, K. R., & Tripathi, A. P. (2018). Assessing the influence of intrinsic motivation on academic performance: a study of management teachers. Pertanika Journal of Social Sciences & Humanities, 26(3). 1455-1470.
Wang, V. C. (2018). Handbook of research on program development and assessment methodologies in k-20 education. IGI Global.
adger, c. t., snow, C. E., & Christian, D. (2018). What teachers need to know about language (Vol. 2). Multilingual Matters.
Ahmad, S. R. (2016). Importance of English communication skills. International Journal of Applied Research, 2(3), 478-480.
Anwar, K., & Wardhono, A. (2019). Students' perception of learning experience and achievement motivation: Prototyping English for Academic Purposes (EAP). International Journal of Instruction, 12(3), 271-288.
Bariroh, S. (2018). The Influence of parents' involvement on children with special needs' motivation and learning achievement. International Education Studies, 11(4), 96-114.
Bourdieu, P. (2018). The forms of capital. In The sociology of economic life (pp. 78-92). Routledge.
Bourdieu, P. (2020). The Field of power and the division of the labour of domination. In F. Denord, M. Palme, & B. Réau (Eds.), Researching elites and power: Theory, methods, analyses (pp. 33-44). Springer.
Burda, Y., Edwards, H., Pathak, D., Storkey, A., Darrell, T., & Efros, A. A. (2018). Large-scale study of curiosity-driven learning. arXiv preprint arXiv:1808.04355.
Buzdar, M. A., Mohsin, M. N., Akbar, R., & Mohammad, N. (2017). Students' academic performance and its relationship with their intrinsic and extrinsic motivation. Journal of Educational Research, 20(1), 74.
Cherry, K. (2022). Extrinsic vs. Intrinsic motivation: what's the difference? Verywell. https://www.verywell.com/differences-betweenextrinsic-and-intrinsic-motivation-2795384
Darvin, R. (2019). L2 motivation and investment. In The Palgrave handbook of motivation for language learning (pp. 245-264). Springer.
Darvin, R., & Norton, B. (2017). Language, identity, and investment in the twenty-first century. In T. McCarty & S. May (Eds.), Language policy and political issues in education (pp. 1-15). Springer International Publishing. https://doi.org/10.1007/978-3-319-02320-5_18-1
Darvin, R., & Norton, B. (2021). Investment and motivation in language learning: What's the difference? Language Teaching, 1-12.
Haydon, G., & van der Riet, P. (2017). Narrative inquiry: A relational research methodology suitable to explore narratives of health and illness. Nordic Journal of Nursing Research, 37(2), 85-89.
Jiang, L., Yang, M., & Yu, S. (2020). Chinese ethnic minority students’ investment in English learning empowered by digital multimodal composing. Tesol Quarterly, 54(4), 954-979.
Kumar, D., & Hossain, Z. (2017). Impact of extrinsic and intrinsic factors on teachers’ motivation. Australasian Journal of Business, Social Science and Information Technology, 3(1), 19-27.
Lado, B., & Quijano, C. (2020). Ideologies, identity, capital, and investment in a critical multilingual Spanish classroom. Critical Multilingualism Studies, 8(1), 135-164.
Leeman, J. (2018). Critical language awareness and Spanish as a heritage language: Challenging the linguistic subordination of US Latinxs. In The Routledge handbook of Spanish as a heritage language (pp. 345-358). Routledge.
Legault, L. (2020). Intrinsic and extrinsic motivation. Encyclopedia of personality and individual differences, 2416-2419.
Locke, E. A., & Schattke, K. (2019). Intrinsic and extrinsic motivation: Time for expansion and clarification. Motivation Science, 5(4), 277.
Lu, J., He, L., & Shen, Q. (2020). LOTE (Languages Other than English) learners’ investment in learning languages. CÍRCULO de Linguística Aplicada a la Comunicación, 84, 55.
Moná, M. C., & Rodríguez, L. F. G. (2019). English learners’ identity formation as low and high investors in their learning process. Colombian Applied Linguistics Journal, 21(2), 165-178.
Murray, D. E., & Christison, M. (2019). What English language teachers need to know volume I: Understanding learning. Routledge.
Nawawi, M. (2018). Investigating Purpose and impact of professional development in response to shifting curriculum. International Journal of Social Sciences & Educational Studies, 5(2), 86-97.
O'Neil, D. (2018). English as the lingua franca of international publishing. World Englishes, 37(2), 146-165.
Rao, P. S. (2019). The role of English as a global language. Research Journal of English, 4(1), 65-79.
Rintaningrum, R., Aldous, C., & Keeves, J. P. (2017). The influence of student background characteristics on proficiency in English as a foreign language: Indonesian context. Jurnal Sosial Humaniora (JSH), 10(2), 112-128.
Sung, C. C. M. (2020). Investing in English-mediated practices in the EMI university: The case of cross-border mainland Chinese students in Hong Kong. Lingua, 243, 102919.
Teng, M. F. (2019). Learner identity and learners’ investment in EFL learning: A multiple case study. Iranian Journal of Language Teaching Research, 7(1), 43-60.
Tripathi, A., Chaturvedi, K. R., & Tripathi, A. P. (2018). Assessing the influence of intrinsic motivation on academic performance: a study of management teachers. Pertanika Journal of Social Sciences & Humanities, 26(3). 1455-1470.
Wang, V. C. (2018). Handbook of research on program development and assessment methodologies in k-20 education. IGI Global.