The Interplay of Affective Factors in Learning English as a Foreign Language

Herman, Herman (2015) The Interplay of Affective Factors in Learning English as a Foreign Language. S3 thesis, Pascasarjana.

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ABSTRACT Understanding the affective factors as well as variables that influence the affective factors is important. It is important to study affective factors because in the field of second or foreign language learning, affective factors have been identified as the key factors that determine second or foreign language achievement. Thus, the purpose of this study is to investigate the interplay of the affective factors in learning English as a foreign language. How is the students’ attitude toward learning English as a foreign language? How are the students’ motivation, achievement motivation, interest, perseverance, and self-esteem in learning English as a foreign language? And how do the affective factors interplay in learning English as a foreign language? .. The method of the research was Qualitative and quantitative research (mix method). This research was carried out by means of case study, while surveys, interviews and observations constitute some of the characteristic methods of data collection. It fits into the descriptive paradigm as it aims to observe and describe systematically, factually and accurately, the qualities of a pre-conceived phenomenon (the interplay of affective factors) in a naturally occurring context (in learning English as a Foreign Language) through questionnaire-based survey data and case studies of individual students. .. The result shows that the students have high affective factors in learning English as a foreign language. The instrumental reasons were considered the primary source of the students’ attitude towards learning English as a foreign language. Students’ motivation toward learning English as a foreign language can influence their learning results. The more positive the attitude of the students and the higher the students' motivation in learning English as a foreign language the greater the achievement motivation of the students. The higher the intrinsic motivation the students possess, the higher the interest the students show in learning English as a foreign language. It was found that high motivation of the students caused high perseverance of the students in learning English as a foreign language and the higher proficiency of the students, the higher attitude factors in learning English as a foreign language.. The findings can be concluded that strong academic performance confirm positive mindsets, increases perseverance, and reinforces strong academic behaviors. There is close relationship between self-esteem and high rate of academic achievement. Self-esteem may be channelled into active learning and consequently may generate good academic performance whereas low self-esteem may lead to low academic achievement and deviant behaviour. Key Words: interplay, affective factors, learning English as a foreign language.

Item Type: Thesis (S3)
Subjects: PASCASARJANA > PENDIDIKAN BAHASA INGGRIS - (S3)
PASCASARJANA
Divisions: PROGRAM PASCASARJANA
Depositing User: UPT PERPUSTAKAAN UNM
Date Deposited: 30 Apr 2018 03:36
Last Modified: 30 Apr 2018 03:36
URI: http://eprints.unm.ac.id/id/eprint/8253

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