INDONESIAN GRADUATE STUDENTS’ STRATEGIES IN REGULATING THEIR MOTIVATION IN ACADEMIC READING
(1) English Education Master's Program, Faculty of Teachers Training and Education, Sanata Dharma University, Yogyakarta Indonesia
(2) English Education Master's Program, Faculty of Teachers Training and Education, Sanata Dharma University, Yogyakarta Indonesia
(*) Corresponding Author
Abstract
Self-regulation is required to retain or even improve the students’ motivation to achieve the targeted goal. Students can arrange, observe, and assess their learning and thinking processes. In the process of reading, students might find difficulties that can make them unmotivated, and they need better motivation-regulation to help them attain their motivation to achieve the targeted goal. Therefore, it can be understood that motivation is a key factor to help the students’ strategies in regulating their motivation in academic reading. Nineteen graduate students of the English Education Master’s Program (EEMP) of Sanata Dharma University batch 2021 were the participants in this research. One research question to be answered in this research is “what are the strategies undertaken by graduate students’ in regulating their motivation in academic reading?” Mixed-method was implemented to answer the research question and discover nineteen graduate students’ strategies in regulating their motivation in academic reading. The data were gathered using questionnaires and interview instruments. The result revealed that the students used some motivation-regulation strategies to boost and maintain their motivation in reading academic journals namely interest enhancement, goal-oriented self-talk, self-consequating, and environmental control. This research also has implications for the students, thesis advisors, and future researchers.
Keywords
Full Text:
PDFReferences
Afflerbach, P., Cho, B. Y., Kim, J. Y., Crassas, M. E., & Doyle, B. (2013). Reading: What else matters besides strategies and skills? Reading Teacher, 66(6), 440–448. https://doi.org/10.1002/TRTR.1146
Ary, D., Jacobs, L. C., Razavieh, A., & Sorensen, C. (2009). Introduction to Research in Education 8th Edition (8th ed.). Wadsworth Publishing.
Aung, K. T., Razak, R. A., & Nazry, N. N. M. (2021). Establishing Validity And Reliability of Semi-Structured Interview Questionnaire in Developing Risk Communication Module: A Pilot Study. Edunesia : Jurnal Ilmiah Pendidikan, 2(3), 600–606. https://doi.org/10.51276/edu.v2i3.177
Bernanda, L. K. S. (2018). Students’ Self-Regulation Strategies in Dealing with Assignments in Semester Five. Sanata Dharma University.
Creswell, J. (2013). Qualitative, quantitative, and mixed methods approaches. In Research design (5th ed., pp. 1–26). SAGE. http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Research+design+-+Qualitative,+Quantitative,+and+mixed+methods+approaches#0
Diasti, K. S., & Mbato, C. L. (2020a). Exploring Undergraduate Students’ Motivation-regulation Strategies in Thesis Writing. Language Circle: Journal of Language and Literature, 14(2), 176–183. https://doi.org/10.15294/lc.v14i2.23450
Diasti, K. S., & Mbato, C. L. (2020b). The role of motivation-regulation in master students’ academic reading. Journal of English Educational Study (JEES), 3(2), 101–109. https://doi.org/10.31932/jees.v3i2.698
Dörnyei, Z. (2014). The psychology of the language learner: Individual differences in second language acquisition. In The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Lawrence Erlbaum Associates, Inc., Publishers. https://doi.org/10.4324/9781410613349
Dörnyei, Z. (2020). Questionnaires in second language research. In Questionnaires in Second Language Research (pp. 11–23). Lawrence Erlbaum Associates, Inc., Publishers. https://doi.org/10.4324/9781410606525-6
Elizabeth, E., & Ena, O. T. (2019). Intrinsic and extrinsic motivation of english education graduation students batch 2018 in accomplishing academic performance. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 7(2), 21–31. https://doi.org/10.24256/ideas.v7i2.997
Hadriana, Ismail, M. A., & Mahdum. (2013). The relationship between motivations and self-learning and the English language achievement in secondary high school students. Asian Social Science, 9(12 SPL ISSUE), 36–43. https://doi.org/10.5539/ass.v9n12p36
Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., & Tauer, J. M. (2004). Multiple goals, optimal motivation, and the development of interest. Journal of Educational Psychology, 100(1), 105–122. https://doi.org/10.1037/0022-0663.100.1.105
Ireson, J. (2008). Learners, learning and educational activity. In Learners, Learning and Educational Activity (Vol. 2). Routledge. https://doi.org/10.4324/9780203929094
Johnson, B., & Larry, C. (2003). Quantitative, Qualitative, and Mixed Approaches. In Educational Research (5th Editio, pp. 1–10). SAGE Publications, Inc.
Mbato, C. L. (2013a). Facilitating EFL learners’ self-regulation in reading : implementing a metacognitive approach in an Indonesian higher education context. In Southern Cross University School of Education. Southern Cross University.
Mbato, C. L. (2013b). Facilitating EFL learners’ self-regulation in reading : implementing a metacognitive approach in an Indonesian higher education context. In Southern Cross University School of Education.
Mbato, C. L., & Cendra, A. (2019). EFL undergraduate students’ self-regulation in thesis writing: help-seeking and motivation-regulation. JELE (Journal of English Language and Education), 5(1), 67. https://doi.org/10.26486/jele.v5i1.949
Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic Achievement. Journal of Educational Psychology, 106(1), 121–131. https://doi.org/10.1037/a0033546
P, A. R. D., & Kuswandono, P. (2020). Exploring senior high school students’ self-regulation in facing the english high-stake university admission test. jurnal ilmiah bahasa dan sastra, 6(2), 76–87. https://doi.org/10.21067/jibs.v6i2.4131
Reiss, S. (2012). Intrinsic and Extrinsic Motivation. In Teaching of Psychology (Vol. 39, Issue 2, pp. 152–156). https://doi.org/10.1177/0098628312437704
Ryan, F., Coughlan, M., & Cronin, P. (2009). Interviewing in qualitative research: The one-to-one interview. International Journal of Therapy and Rehabilitation, 16(6), 309–314.
https://doi.org/10.12968/ijtr.2009.16.6.42433
Schwinger, M., Steinmayr, R., & Spinath, B. (2009). How do motivational regulation strategies affect achievement: Mediated by effort management and moderated by intelligence. Learning and Individual Differences, 19(4), 621–627. https://doi.org/10.1016/j.lindif.2009.08.006
Sek, S., Katenga, J. E., & Mushunje, A. T. (2021). Reading comprehension of Thai students improved by extensive reading when learning English as a foreign language. Human Behavior, Development and Society, 22(3), 95–104.
Sohail, S. (2016). Academic Reading Strategies used by Leeds Metropolitan University Graduates: A Case Study. Journal of Education and Educational Development, 2(2), 115. https://doi.org/10.22555/joeed.v2i2.442
Tanaka, M. (2017). Factors Affecting Motivation for Short In-class Extensive Reading. The Journal of AsiaTEFL, 14(1), 98–113. https://doi.org/10.18823/asiatefl.2017.14.1.7.98
Turmudi, D. (2020). English scholarly publishing activities in the industrial revolution 4 . 0 : What , Why , and How ? ELTEJ, 3(1), 52–63. http://journal2.uad.ac.id/index.php/eltej/article/view/1890
Wolters, C. A. (1999). The relation between high school students’ motivational regulation and their use of learning strategies, effort, and classroom performance. Learning and Individual Differences, 11(3), 281–299. https://doi.org/10.1016/S1041-6080(99)80004-1
Wolters, C. A. (2003). Regulation of Motivation: Evaluating an Underemphasized Aspect of Self-Regulated Learning. Educational Psychologist, 38(4), 189–205. https://doi.org/10.1207/S15326985EP3804_1
Zimmerman, B. J., Bonner, S., & Kovach, R. (2004). Developing self-regulated learners: Beyond achievement to self-efficacy. In Developing self-regulated learners: Beyond achievement to self-efficacy. American Psychological Association. https://doi.org/10.1037/10213-000
DOI: http://dx.doi.org/10.24127/pj.v11i2.4825
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Author

This work is licensed under a Creative Commons Attribution 4.0 International License.
=====================
Publisher
Universitas Muhammadiyah Metro
Unit Publikasi Ilmiah ( Scientific Publication Unit)
Address:
Gedung HI Lt 1, Ruang UPT Publikasi Ilmiah Universitas Muhammadiyah Metro
Jl. Ki Hajar Dewantara No.116, Iringmulyo, Metro Timur, Kota Metro, Lampung 34111
Phone/WA: +6285709141060
Email:upi@ummetro.ac.id
======================
e-ISSN-2442-482x p-ISSN-2089-3355
Download Premise Official Template June -October 2022
Certificate