Dian Toar Y. G. Sumakul
Universitas Kristen Satya Wacana

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ELTR Journal Vol. 4 No. 1 (2020)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (386.58 KB) | DOI: 10.37147/eltr.v4i1.33


A number of studies show that studenents' approaches to learning are important elements to achieve success. Learning approache provides perspectives on the characterisics of good learners. Using R-SPQ-2F (Biggs, Kember, & Leung, 2001), a revised version of Biggs'(1987) Study Process Questionnaire (SPQ), this study attempted to explore the learning approaches of first year students of 2013 academic year at the Faculty of Language and Literature, of Satya Wacana Christian University. The purpose of the study was to find out if there was a correlation between the students' approaches to learning and their achievement in the Integrated Course (IC), and the profile of their approaches to learning English in the first semester. From 151 respondents participated in this study, it was found that, although weak, there was a positive correlation between students’ achievement scores and Deep Approach and a negative correlation between their IC scores and Surface Approach. This study also found that Deep Motive was associated with the students' achievement. However, from the findings of the students' profile based on SPQ indicated that the study could not predict the students at risk. Other factors could have affected the students' achievement in their learning.
Amotivation in AI injected EFL classrooms: Implications for teachers Dian Toar Y. G. Sumakul; Fuad Abdul Hamied
Indonesian Journal of Applied Linguistics Vol 13, No 1 (2023): Vol. 13, No.1, May 2023
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v13i1.58254


Motivation is an essential aspect of students' success in their learning, and an investigation into the factors that could deteriorate their motivation could shed light on that issue. This study investigates amotivation during the application of artificial intelligence technology in EFL classrooms or AI-injected learning. As artificial intelligence is still a relatively new technology, but its application is becoming increasingly more prevalent in language classrooms, this study aims to explore factors that could negatively affect EFL students’ motivation to use technology in their learning. This study included questionnaires and interviews to collect data from 133 EFL students in an Indonesian higher education institution. The students had experience working with AI applications in their learning. The statistical analysis of the questionnaire data suggested that, although not dominant, amotivation was evident among the students. More than 25% of the students experienced amotivation while learning using the AI apps. The qualitative analysis of the interview data revealed three factors that could give rise to amotivation among the students when working with the AI apps: intelligence, user interface, and lesson design. Intelligence and user interface were internal to the AI apps, while lesson design was associated with the teachers' pedagogical competence in preparing the lessons for their students. This study suggests that app design and lesson design are two motivational factors that could affect students’ motivation in AI-injected learning.