GENDER DIFFERENCES TOWARD ENGLISH
LEARNING MOTIVATION AT THE SECOND GRADE STUDENT OF SMPN 28 PEKANBARU
A PROPOSAL
BY:
KUNDARTI
KATWADI
1088203151
ADVISOR
MARWA,
M.A
ENGLISH
EDUCATION DEPARTMENT
FACULTY
OF EDUCATION AND TEACHER TRAINING
LANCANG
KUNING UNIVERSITY
PEKANBARU
2013/2014
LIST OF CONTENTS
LIST OF CONTENTS............................................................. ii
LIST OF TABELS................................................................... iv
CHAPTER I INTRODUCTION
A. Identification
of the Problem................................................ 1
B. Limitation
of the Problem..................................................... 3
C. Formulation
of the Problem................................................. 3
D. Objectives
of the Problem................................................... 3
E. Significance
of the Research................................................ 3
F.
Definition of Key Terms...................................................... 4
G. Definition
of Key Terms...................................................... 4
CHAPTER II A REVIEW OF RELATED LITERATURE
A. Review
of Related Theories................................................ 5
1. Difference Gender in Learning................................................ 5
2.
Motivation............................................................................ 6
3. Types of Motivation............................................................... 7
4. Function
of Motivation in Learning English.............................. 9
B. Review
of Related Finding................................................. 10
C. Hypothesis of the Research.............................................. 12
CHAPTER III METHODOLOGY OF THE RESEARCH
A. Type
of the Research....................................................... 13
B. Population and Sample................................................... 13
C. Research Setting............................................................. 14
D. Instrument of the Research.............................................. 14
E. Technique
of Collecting the Data..................................... 15
F.
Technique of Analyzing the Data...................................... 16
REFERENCES................................................................... v
LIST OF TABLES
Table 2.1:
Population of Research........................................ 13
Table 2.2:
Categories of Score Reliability.............................. 15
Table 2.3:
The Blue Print of the Research Instrument............. 15
Table 2.4:
Categories of Instrument...................................... 16
INTRODUCTION
A.
Background
of the
Research
Learning is a process of students’ efforts to obtain a
new behavior as their experience for interacts in environment. There are interaction between teacher- student and
student-student to create the activity in learning,
and also to get understanding about what the teaching are. English is studied as a compulsory subject for all
students from primary level until university in foreign language learning
contexts. EFL is primarily learned as a school subject; English learning is
mainly conducted in the classrooms where the language is not typically used as
the medium of ordinary communication.
Pertaining to the EFL context, the motivation is
indispensable which motivation is important to determine success in learning
English. Because of English as foreign language is difficult for student, students
have to posses self-motivation to make
them interest and want to receive the English lesson, because Sadirman
(1986:73) asserts motivation is an internal drive that cause a person behave or
act toward certain purposes, and motivation called motive, it is a necessary create a drives that make observation in
learning as well as attaining good achievement. In teaching learning process,
motivation is needed by the students.
Motivation divided into instristic motivation as internal factor which students
do something within themself and extrinsic motivation as external factor which
students make something caused encouragement. The efforts to encourage the motivation
of gender needs the extrinsic motivation, because this factor arises from
educate by others. It can
be emphasized
by Woolfolk (2010:96-97) reveals
gender roles is an natural characteristics in male and female whose is
constructed by social, culture, time, and place. It proves that student
motivation can change anytime, and depends on their urge.
Each students (male
or female) can be effected by some aspects, Suryabrata (2008:233) states the factors that influence motivation divided
into internal factor and external factor. The factor that appears as their desire,
it called internal factor. The most influence in learning process of the secondary
students is adolescence which they are still unstable. Generally, school
violence can occur
other friends, it can mutual ridicule. It
is usually conducted by male and make another friends especially female are
afraid and shy to participate in classroom activities. Involvement of parents and
good environment also give some effects toward students which students will
study hard for make parents
proud. It includes
an extrinsic motivation.
In
teaching and learning English, the task of teacher as mentor motivates students
to get their attention in learning process. If teacher has higher effort
motivates student, it will be better in the learning process. Motivation is a
key determinant of students to want and participate the learning itself. Some studies show
that the students' motivation can occurs differences by gender. Males almost always have a lower learning motivation than women. One study
conducted by Pomerantz et al (2002:397) Educational psychologists have found
that females tend to have higher standards in the classroom and evaluate their
own performance more critically. Females also outperform boys in school which
measured by students' grades in all subjects and in all age groups so peoples
will imagine that female have more self-confident about their academic
abilities and higher academic self-esteem. Researchers have consistently found
that most boys will be less motivated to study unless the material itself
interests them whereas females have higher motivation because of females are
more concerned with pleasing adults, such as parents and teachers.
The researcher aims to investigate the motivation of
students that will be seen each gender in English language learning. The
specific context within which I am as the researcher asks this question is the
program of EFL classes at second grade of SMP N 28 Pekanbaru . To develop my assumption that difference gender
can distinguish their motivation on my
research, it can make clear based on the result of interview at the second grade of SMP N 28 Pekanbaru, English
teacher said that female students have higher motivation than males. It can be seen from female
students are not shy to active in front the class when they are learning
English. Female students also have higher score of examination than males, it
discribes that female students more dominant than male students at second grade
of SMP N 28 Pekanbaru. However, it does not provide
certainty that it effects on student motivation. In this case, to know and see
how the motivation of the gender (male and female students), the researcher will give a questionnaire to prove it.
Grounded on the phenomena above, the researcher
interested to investigate in the same thing with a different subject and time so that the researcher will
conduct a research entitled “Differences
gender toward English learning motivation at second grade of SMP N 28
Pekanbaru”
B.
Identification of the Research
Based on the background above, the researcher identifies
the motivation is crucial to learning English and different gender can
influence the motivation in learning activities.
C.
Limitation of the Research
The researcher only focuses on gender (male and female students) toward
English learning motivation at the second grade of SMPN 28 Pekanbaru.
D.
Formulation of the Research
The researcher formulates the problem of this research by
addressing this question: “Is there any difference between male and emale students
in English Learning motivation at the second grade of SMPN 28 Pekanbaru?”
E.
Purpose of the Research
The purpose of this researchis to find out and identify
the gender (male & female students) toward English learning motivation at the
second grade of SMPN 28 Pekanbaru.
F.
Importance of the Research
This research, which is significant to recommence English
teacher about understand students’ characteristic based on gender , will be
useful for students to know about so far the different motivation each gender
at the Second Grade SMP N 28 Pekanbaru, and to
help finding for next
researcher with a same problem and ideas.
G.
Definiton ofthe Key Terms
1.
Gender is a range
of physical, mental, and behavioral characteristics distinguishing between male
and female can be influenced by some aspects and factors which can develop anytime.
2.
English Learning
Motivation is the factors of student’s booster that encourages to joint
learning seriously, concentration and has a systematic activities to achieve
the goal.
-------------------------------------------------------------------------------------------
CHAPTER II
REVIEW OF RELATED
LITERATURE
A.
Review
of Related Theories
In this page, researcher shows the theories that are
relevant with variables. It consists of some section;
1.
Difference
Gender in Learning
Woolkfolk (2010:
94) claims gender is determined by individual as biological different which
will change social identity. Dornyei (1994:117) defines motivation is
responsible for determining human behaviour by energising it and giving it
direction. So that, gender and motivation related to do something based on the
influence the internal and external factors. Jacob at al ( 2002) that is quoted
by Woolfolk states there are several fields where
female more superior to male and vice versa. On average, female has better
performance than male in language
ability, verbal memory, perceptual, and motoric. While male has a better
performance than female in mathematics, science, and social. Indeed, it show that language is a part of female brain
which will dominate in the language class.
Guriaan (2005:23) in Asmita explains the difference
between the size of male
and female brain, how the part
is related
and how it works. The fundamental difference between genders;
1. A
spatial difference, spatial in the male brain tends to developing too complex,
like mechanical design capabilities, measurement determination abstraction, and
the manipulation of physical objects. It does prove male likes tinker with
vehicle.
2. Differences verbal, In a
study mentioned , female use about 20,000 words per day , while male only 7,000
words.
3. Differences
chemicals, Female brains contain more serotonin which makes calm .whereas male
are more fast furious.
4. Smaller
memory, Memory center (hippocampus) in the female brain is greater than the
male brain. It can answer the question why when men easily forget, while women
could remember every detail.
Based on the
descriptions, different gender determine how the charateristic of student,
however its also effect from the factors in environs so that why in the
classroom activities which these causes of the language class is dominated by
woman.
2.
Motivation
Motivation is a
crucial aspect in learning English, because of good motivation can make
learners do something attentively. Latipah
(2012:157) explains the posses of an idividual that comes from ourself to particular actions are called motif. It will change become motivation when get stimulation either internal or external factor. Then, according Purwanto (2007:71) states motivation is the posses that influence the behaviour of people to get the goal. It’s means motivation useful for someone interest to do something with limits the human behaviour as learners, so the goal can be achieve.
(2012:157) explains the posses of an idividual that comes from ourself to particular actions are called motif. It will change become motivation when get stimulation either internal or external factor. Then, according Purwanto (2007:71) states motivation is the posses that influence the behaviour of people to get the goal. It’s means motivation useful for someone interest to do something with limits the human behaviour as learners, so the goal can be achieve.
According Sardirman
(1986:73) motivation also is called
motive, it is a necessary creates
a drives that make observation in learning as well as attaining good
achievement. In teaching learning process, motivation is needed by the students. Mc Donald (1959) in Sardirman
also defines Motivation is the change if an energy of somebody which preceded
by the feeling appearance and the response toward the purpose. Motivation in
learning English as a media in suporting
the students to do something toward the process of learning and teaching so
that the purpose will be achieve.
Indeed the importance of the role
of the motivation in the learning process needs to be understood by educators
in order to carry out various forms of action or assistance to students because
motivation is the efforts to encourage someone does action learning.
3.
Types of Motivation
Motivation is
defined as a boost,
either due
to factors within
and outside students,
to achieve certain
goals. Santrock (2009:204) claims there are two kinds of
motivation from learner, called instricstic motivation and ekstrinsic
motivation. Extrinsic motivation occurs when we are motivated to perform a
behavior or engage an activity in order to earn a reward or avoid a punishment.
For example, students study because of they want to get a good grade. Then,
Instristic motivation occurs in a personal behavior like students study English
because of they like the lesson. Leppert at al (2005) that adopted by Latipah
(2012:176) states the most students
often motivated by instrinsic and extrinsic motivation conciding. It defines
that not only from ourself but have to possess a encouragement from outside to
developes good motivation.
Gardner and Lambert
(1985:41) in Keblawi defines learners with an instrumental motivation want to
learn a language because of a practical reason such as getting a salary bonus
or getting into college. Many college language learners have a clear
instrumental motivation for language learning: They want to fulfill a college
language requirement. The second type of language learning motivation is
integrative motivation which learners want to learn the language so that they
can better understand and get to know the people who speak that language. Some
learners have a personal affinity for the people who speak a particular
language.
Indeed, students
have many different reasons for studying a foreign language which can be self
determined or outside determined. It can be explained that in a student has the
urge to take action, for example a student learns English language because they
want to be smart and love the subject however sometime a student does something
motivated by anything and will take the learning action like someone will be
happy to see his parents proud when she gets highest score in the classroom.
Gagne et al (1993:3-11)
that adopted by Sukmadinata states Learning process can influence internal
factor on students like student interest in learning English to get speaking
skill and external factor that can present at setting learning activities. It
means anything that students do and get will effect at their factor of
motivation in learning. For example, Ary is student. Ary’s parents are very
care about education and very attention at their children so the children is
motivated by love and want to make pride for his parent. It concludes at the
external factors which parents are encouragement for student to get best
student.
William and
burdens (1997) in Zhao claims that internal factors are influenced by their
perceptions of themselves and by controlling or see themselves in control of
their learning actions. The internal
factors are consist
of five namely ;
a.
Goal
setting
Goal setting can stimulate efforts or actions that should
be done, and it helps students determine the effort required to achieve the
goal.
b.
Expectancy
The students
who have hopes of trying and expect a good result from an action that is
strived.
c.
Anxiety
It can increase or decrease the motivation for someone
who is anxious will not feel comfortable to do something, but anxiety will face
the test of the students will study hard to understand the subject.
d.
Self-confident
This factor is good because it will be a strong
motivation to perform and practice in
learning English activities.
e.
self
–efficacy
The work done
by conducting student persistence can increase the
efforts to face the failure.
Then,
William and burdens (1997) also clarifies the external factors are influenced by the feelings
generated by the circumstances or the people arround to interacts in learning
activities, the points are in this below;
a.
Teacher
This is Influenced
by students' perceptions and interaction about their teacher such as teaching
methods, teaching style and personality of the teacher.
b.
Activities and
Materials
This points can
affect students' interested and participate in learning process.
c.
Feedback
This
can be a
good way to motivate students to
participate in class, such as giving feedback can be give reward each comment
or answer of students.
d.
Classroom Environment
This will influence
the willingness of
students to learn, because the
environmental conditions that favored the students
will feel comfortable
to learn.
Based
on description above can
be concluded that the factors that influence motivation
to learn are internal factors:
the desire to learning, interests,
goals recognized.
Then, external
factors: scoring/reward,
the presence of a
rival/competition, self-involvement,
giving replay,
knowing the
results, the presence of praise/feedback,
punishment.
4.
Function of Motivation in Learning English
English is foreign
language for students, so motivation is important role to make students
interested in learning. Sardiman (1986:89) asserts motivation is an essential
condition of learning which very necessary to given proper motivation will get
successful the lesson anyway. Motivation will be very functional to encourage
people to act, namely as a driver of each activity to be worked. This statement
explains students do actions because there are achieved like students to study
hard to get a champion. Then he also states motivation is to determine the
direction of action, in which the goal to be achieved. It's means students
think about planning the actions of the purpose and finally student selects
actions to attain the objective. Students do what should they do to get the
objective.
Astuti (2012:13) assumes
motivation is used to support the students to be more interested in learning. Based
on her points of importance motivation in learning, researcher concludes
motivation use to attract the students’ interest or attention and get enthusiastic
to learning so that the students understand better the subject they are
learning, then to convince that the subject is very important for the students
to learn. This function is usually followed
by reward and reflection about the purpose of English language. Therefore the
motivation will determine
the intensity of learning effort for
the students.
From the
explaination above, motivation is response to an action and motivation appears
because of the needed, as well as interest which connect with motivation. In
others words, the students of high motivation can increase learning interest.
B.
Review
of the Related Findings
There
are some previous researchers that have
probe students’ motivation in English learning. Yau et al
(2011) entitled “Gender differences on Intrinsic Motivation in Hong Kong Higher
Education” His study focuses are attained by conducting a survey (137 students)
among a local university in Hong Kong. Results show that among all students, no
matter males or females, their levels of intrinsic motivation towards study,
curiosity and external are the same. It evidences that has not different
significantly between male students and female students.
Furthermore, the quantitative study by Narayanan
et al (2008) entitles “Some factors
affecting English learning at tertiary level” this research focus on
integrative, instrumental, intrinsic and resultative motivation factors which
the result of integrative is mean score
of female students have higher than males,female students have higher instrumental
motivation towards learning of English than males, and also in the catergories of resultative and
Intrinsic, female students have higher than males.
The next, in
Pakistan probed about the importance of gender and motivation in language learning.
The results have revealed interesting findings. The results of the gender
differences in their motivation to learn English showed that there are no
significant differences between males and females in their attitudes and motivation
to learn English language (Akram and
Ghani, 2013).
Then, according to
shams (2008) entitles “Students’ Attitudes, Motivation and Anxiety towards
English Language Learning”. This finding illustrate a higher degree of
extrinsic motivation goals attach to the student’s language learning outcomes
and future achievements compare to intrinsic ones, irrespective of the gender.
Overall, the results show female students have higher degree of positive
attitudes and motivation than to male students. It's mean female students
dominate in English study and students is more encouraged at extrinsic
motivation to achieve something.
Additionaly, Sugimoto et al entitled “Exploring the role of
attitude, motivation, and gender in EFL learning” report on motivation is
important to motivate EFL learning. His research about the responses each
individual to show the attitude of male and female students as a motivating
factor in studying EFL. This research reveals aspects of gender connected aspects
of motivation.
After
that, Pengnate (2012) entitled “Motivation, Attitude and English Learning Behaviours
of the low-graded Students” his thesis study and compare about motivation,
attitude, and English learning behaviours of the low graded students based on
gender and major. The result based on gender is they have different in some aspects
which gender have low different in motivation, attitude, and English learning
behaviour.
Last,
Parker (2007) entitled “Gender difference in the motivation to learn” this
reasearch which investigates the connection between motivation and learning, know
the effect gender in learning motivation. In his research found that thirty
research articles relate the motivation and learning, just little difference of
gender in leraning motivation. Its proves that to know the difference of gender
in learning motivation is important, because this knowledge can help to
understand the gaps about gender.
From the findings above,
researcher concludes that diferent gender determine their motivation which
influenced by all of aspect and personal to be learning action.
C.
Hypothesis of
the Research
The hypothesis is
a temporary answer to
the problems studied and this
answer can be true or
false depending on
the results of the
study.
Researchers
propose hypotheses as follows:
Ho :Indicate that have not difference between English learning motivation of male students and English
learning motivation of female students.
Ha :Indicate that have different between English learning
motivation of male students and English learning motivation of female student
Ho : µ1 = µ2
Ha : µ1 ≠ µ2
-------------------------------------------------------------------------------------------------------
CHAPTER III
METHOD OF THE RESEARCH
A. Type
of the Research
Sugiyono (2012:6) defines the
research based on level of explanation is descriptive, comparrative, and
asosiative. The researcher use comparative research because in this research is the research
determine differences between two or more variables. This research does not
have control and treatment at the variables because the students is used in this
study to test the hypotheses about gender motivation. this research will use
questionnaire as an instrument for studying research hypothesis which is a
comparative tool for collecting data about their motivation. This study will
investigate the condition of student about differences their motivation based
on gender. Therefore this comparative research design very crucial with the
education field which this research can be able believe because it has same
characteristics.
B. Population
and Sample
1. Population
Sugiyono (2012:117) states population is the number of subject
or object to be studied also have a particular
qualities and characteristics. In this research, there is population that belongs to this research. It can describe in this table below;
Table 2.1: The Population of the Research
All of students cclassrooms
of the Second grade
|
Total
|
|
Male
|
Female
|
|
24
|
20
|
44
|
2. Sample
Because of the
population above, the
researcher has to take the sample of this research. Arikunto (2002: 112)
states "when
the subject is less than 100 better
taken everything that research is the
study population.
Furthermore, if
the number of the subject is greater
than 100 can
be taken between 10-15%
or more”. There fore, the sample of this research is all of
population.
C. Setting of the Research
The research will be conduct at SMPN 28 Pekanbaru,
Okura. This research will be stared on January 2014.
D. Instrument
of the
Research
The instrument
of this research will be a questionnaire. To collecting data, researcher adopts
the study Gao et al (2004) in
Zhao. The questions are employed to
elicit information about male and female students motivation in learning
English. The instruction of the questionnaire will be given by indonesian – English language. Afterwards, the questionnaires distributed to the sample of this research, researcher use the Cronbach’s Alpha for realibilities of the
instrument first.
The formula of
Cronbach Alpha:
Description:
CA = the efficient instrument reliability (Cronbach's Alpha)
k = the number of items
σb2 = Variance item
σt2 = Variance total
CA = the efficient instrument reliability (Cronbach's Alpha)
k = the number of items
σb2 = Variance item
σt2 = Variance total
According
Guilford that cited by Sugiyono (2007:18) in
Siburian the
level of reliability with the
AC method is
measured by a
scale of 0-1.
Table
2.2 The
level of reliability based
on the value of alpha
Alpha
|
Level of Reliability
|
>0.80 – 1.00
>0.60 – 0.80
>0.40 – 0.60
> 0.20 – 0.40
0.0 – 0.20
|
Very reliable
Reliable
Sufficiently reliable
Less reliable
Not reliable
|
Table 2.3 The Blue
Print of the questionnaire items
No
|
Classification of
the Questions
|
Item Number
|
The Number of
items
|
1
|
Intrinsic Motivation
|
1,2,3
|
3
|
2
|
Extrinsic Motivation
|
4,5,6
|
3
|
3
|
Integrative Motivation
|
7,8,9
|
3
|
4
|
instrumental Motivation
|
10,11
|
2
|
5
|
Internal Factor
|
12,13,14,15
|
4
|
6
|
External Factor
|
16,17,18,19,20
|
5
|
TOTAL
|
20
|
||
E. Technique
of Collecting the Data
To
collecting data, the researcher will give a paper of lists questions or
statements, then students will select one of the items available in the
questionnaire. The items have options which represent the students view in English learning motivation. It is used as
consideration of options available for the respondents to choose an answer of
questions or statements. The subjects’ responses are measured on a five-points Likert
scale ; strongly agree, agree, undecided ,disagree, and strongly disagree and also have available
quality each categories can be seen in the table
below (Sugiyono, 2012:134-135).
Table
2.4 Options of Multiple Choices
No
|
Option
|
Scale
|
1
|
Strongly agree
|
5
|
2
|
Agree
|
4
|
3
|
Undecided
|
3
|
4
|
Disagree
|
2
|
5
|
Strongly disagree
|
1
|
F. Technique
of Analyzing the Data
The researcher
adoptes the method of data analysis research from Margono (1997: 191-192) in
Tirtana which the researcher will collect the data completely,
further the data
processing will be following steps:
a.
Coding
It is the effort to classify the signs or specific
code.
b. Tabulating
That is the
process of preparing data into table.
c. Editing
That processing
data to examine the
survey of the data
to know whether the
data is suitable and can
be proceed to
the next stage.
d. Data analysis
d. Data analysis
To
analyze the data that has
been collected from the quantitative study,
the researchers will use statistical
data analysis.
The
data have collect from questionnaire will be analized by using t- test Polled
Varian which it will be examined based on “n” (total sample) is n1 ≠
n2 and the sample is homogen (Sugiyono, 2012:275-277). The researcher will analyze data using t-test statistical
formula that is “polled variance" using the following steps;
To know the
score of t –table as instruction of a proof significantly has to search degree
of fredom (df) first which the formula is df = n1 + n2 – 2. The
researcher makes interpretation about t- table is 5% or 1% with the
interpretation as follow;
The data are indicated Ha is rejected
when t-count < t-table and Ho is accepted, then Ha is accepted when t-count
> / = t-table and Ho is rejected.
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