A Corelation between Poor Motivation and The Efficiency of Female Students in Speaking Skills at Indonesian Islamic Boarding School | 'Alaaqah bayna Dha'f Al-Daafi'iyyah wa Kafaaah Thaalibah fi Mahaarah Al-Kalaam bi Al-Ma'had Al-Islaamiy Al-Induuniisiy

Segaf Baharun; Khonsa' Nabila; Muhammad Sofwan bin Harizan

doi:10.23971/altarib.v11i1.6311

A Corelation between Poor Motivation and The Efficiency of Female Students in Speaking Skills at Indonesian Islamic Boarding School | 'Alaaqah bayna Dha'f Al-Daafi'iyyah wa Kafaaah Thaalibah fi Mahaarah Al-Kalaam bi Al-Ma'had Al-Islaamiy Al-Induuniisiy

Segaf Baharun, Khonsa' Nabila, Muhammad Sofwan bin Harizan

Abstract

Most demotivating research focuses on the factors of students’ low interest in learning a second language. The purpose of this study is to find out if the state of demotivation in Darullughah Wadda’wah Islamic Boarding School, the female students’ speaking proficiency, and the influence of demotivation towards the female students’ speaking skills. The techniques used to complete data in this study were questionnaires, observation and interviews. The data were then analyzed by the Pearson correlation coefficient to measure variable X (Demotivation) and variable Y (Proficiency in speaking Arabic). The results of this study showed that 1) 3.2% of students did not feel demotivated, 41.93% of students at a low level of demotivation, 48.48% were at a moderate level of demotivation, and 6.54% felt a high level of demotivation. 2) 6.7% of students had excellent scores in Arabic speaking, 6.7% were fair, and 86.6% were good. Demotivation does not correlate with speaking skills because the ability to speak Arabic had a significant result of 0.571 which was greater than 0.000. This study recommends that the teachers need to perceive the level of student motivation to create a comfortable learning environment and provide solutions when demotivation occurs.

Keywords

Demotivation; Arabic speaking skill

Full Text:

PDF

Article Metrics

Abstract view : 67 times | PDF view : 50 times

References

Abdul Wahab, M. (2008). Epistemologi dan metedologi Pembelajaran Bahasa Arab. Lembaga Penelitian UIN Syarif Hidayatullah.

Afrough, T., Rahimi, A., & Zarafshan, M. (2014). Foreign Language Learning Demotivation: A Construct Validation Study. Procedia - Social and Behavioral Sciences, 136. https://doi.org/: 10.1016/j.sbspro.2014.05.286

Aikina, T. Y., & Bolsunovskaya, L. M. (2020). Moodle-Based Learning: Motivating and Demotivating Factors. International Journal of Emerging Technologies in Learning (IJET), 15(02), Article 02. https://doi.org/10.3991/ijet.v15i02.11297

Aladin, A. (2013). Demotivating Factors in the Arabic Language Classroom: What demotives non-Muslim Malaysian Learners when it Comes to Arabic? Procedia - Social and Behavioral Sciences, 93. https://doi.org/10.1016/J.SBSPRO.2013.10.096

Anjomshoa, L., & Sadighi, F. (2015). The Importance of Motivation in Second Language Acquisition. International Journal on Studies in English Language and Literature (IJSELL), 3(2). www.arcjournals.org

Bonta, E. (2019). Demotivation-Triggering Factors and Using a Foreign Language—An Empirica; Study. Journal of Innovation in Psychology, Education and Didactics, 23(2). https://www.proquest.com/openview/2134bcec3543a5e5c0e3a194b9792df4/1?pq-origsite=gscholar&cbl=2055403

Boonchuayrod, P., & Getkham, K. (2019). Investigating EFL Achievement Through the Lens of Demotivation. English Language Teaching, 12(6), Article 6. https://doi.org/10.5539/elt.v12n6p180

Çankaya, P. (2018). Demotivation Factors in Foreign Language Learning. Journal of Foreign Language Education and Technology, 3(1). https://www.learntechlib.org/p/208859/

D’Orazzi, G. (2020). University Students’ Demotivation in Learning Second Languages: The Case of Australian Universities. International Journal of Literacy, Culture, and Language Education, 1. https://doi.org/10.14434/ijlcle.v1i0.31151

Dornyei, Z., & Ushioda, E. (2011). Teaching and Researching Motivation. Harlow.

Fakhrurrozi, A., & Mahyudin, E. (2012). Pembelajaran Bahasa Arab. Direktorat Jenderal Pendidikan Islam Kementerian Agama.

Gardner, R. C. (2007). Motivation and second language acquisition. https://doi.org/10.30827/Digibug.31616

Hamada, Y., & Grafstrom, B. (2014). Demotivating factors in learning Japanese as a foreign language.

Hamdan Guntur, A., Munir, M., & Haniah, H. (2016). Bentuk Demotivasi Dalam Pembelajaran Bahasa Arab Pada Pondok Pesantren Ddi Mangkoso Kampus 2 Putra Tonrongnge. Jurnal Diskursus Islam, 4(3).

Haryanto, E., Makmur, M., Ismiyati, Y., & Aisyah, S. (2018). The Demotivating Factors of English Language Learning Among Madrasah Tsanawiah Students: The Case of One Madrasah in Jambi City. Edukasi: Jurnal Pendidikan Dan Pengajaran, 5(1), Article 1. https://doi.org/10.19109/ejpp.v5i1.2045

Hizbullah, N., & Mardiah, Z. (2015). Masalah Pengajaran Bahasa Arab di Madrasah Aliyah di Jakarta. Jurnal Al Azhar Indonesia Seri Humaniora, 2(3).

Hosseini, S. B. (2013). Language Learners Attitudes and Beliefs: Brief Review of The Related Literature and Frameworks. International Journal on New Trends in Education & Their Implications (IJONTE), 4(4).

Kaivanpanah, S., & Ghasemi, Z. (2011). An Investigation into Sources of Demotivation in Second Language Learning Iranian. Journal of Applied Linguistics (IJAL), 14(2).

Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press Inc.

Loghanatan, S., & Zafar, S. (2016). Motivation Learning in Second Language– A Restrospect. Galaxy International Inredisciplinary Research Journa, 4(1).

Lubis, M. A. (2009). Teaching and Learning Arabic Language through Multicultural Approach and Applying ICT in Pesantren Institution. International Journal of Education and Information Technologies, 3(3).

MacIntyre, P. (1994). Toward a Social Psychological Model of Strategy Use. Foreign Language Annals.

Mirhadizadeh, N. (2016). Internal and External Factors in Language Learning. International Journal of Modern Language Teaching and Learning (IJMLTL), 1(5). www.ijmtl.com

Molavi, A., Biria, R., & Chalak, A. (2018). Effect of Teacher Motivational Practices and Student Demotivation on Request and Refusal Speech Acts Produced by Iranian EFL Learners. International Journal of Instruction, 11(3), 347–362.

Muhonen, J. (2004). Second Language Demotivation: Factors That Discourage Pupils From Learning The English Language. University of Jyvaskyla.

Sundqvist, P., & Olin-Scheller, C. (2013). Classroom vs. Extramural English: Teachers Dealing with Demotivation. Language and Linguistics Compass, 7(6), 329–338. https://doi.org/10.1111/lnc3.12031

Syah Putra, A. (2017). The Correlation Between Motivation and Speaking Ability. Channing: Journal of English Language Education and Literature, 2(1).

Tabatabaei, O., & Molavi, A. (n.d.). Demotivating Factors Affecting EFL Learning of Iranian Seminary Students. International Education Studies, 5(1), Article 1. https://doi.org/10.5539/ies.v5n1p181

Usman, H. (2009). Metodologi Penelitian Sosial. Bumi Aksara. https://library.unismuh.ac.id/opac/detail-opac?id=104634

Vallerand, R. J., & Ratelle, C. F. (2002). Intrinsic and Extrinsic Motivation: A Hierarchical Model. In E. L. Deci & R. M. Ryan (Eds.), Handbook of Self-Determination Research (pp. 128–137). University of Rochester Press.

Zeynali, S., Pishghadam, R., & Hosseini Fatemi, A. (2019). Identifying the motivational and demotivational factors influencing students’ academic achievements in language education. Learning and Motivation, 68, 101598. https://doi.org/10.1016/j.lmot.2019.101598

????, ?. ?. ?. (n.d.). ???? ??? ????? ???????,: Vol. ?????? ???????. ??? ??????? ????? ????????.

DOI: https://doi.org/10.23971/altarib.v11i1.6311