DEMOTIVATING FACTORS AND LANGUAGE LEARNING STRATEGIES IN ENGLISH AS A FOREIGN LANGUAGE WRITING CLASSES : A Mixed Method Study at Selected High Schools in Cimahi.

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Nuriska Noviantoro , 2014

DEMOTIVATING FACTORS AND LANGUAGE LEARNING STRATEGIES IN ENGLISH AS A FOREIGN LANGUAGE WRITING CLASSES

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

CHAPTER 1

INTRODUCTION

This chapter, serving as the introductory section of this study, will discuss the

background of the study, the research questions, the purposes of the study, the

significance of the study, and the organization of the paper. To begin with, the

background of the study on which the research questions and statements of problems

are based will be explained. Following it, the research questions as the guidance for

this study will be explained. The purposes of the study will also be explained in the

later section. The significances of the study are stated in the next section. In the end

of this chapter, the organization of the paper will be shown as general guidelines of

the research paper.

1.1Background

Motivation empowers students with the will to reach the goals they have set

before. It is one of the important factors that determine students’ accomplishment in

language learning. Yet, motivation is not a static attribute that always stays high all

the time; it will dynamically change depending on the student’s motivational situation

(Dörnyei & Ottó, 1998). At certain times, students will be motivated to learn

language in the class. However, in the other time, they may feel not as motivated as it

was before in that it results in the decline of performance in the classroom,

particularly in the four main language skills development.

Writing, as one of the main language skills, is essential in human life as one

of the ways to communicate. However, unlike speaking that exists as a process in the

negotiation of meaning, writing exists as a product that already combines the whole

structures of language in a properly arranged organization (Halliday, 1989). This

condition further puts an impact on the learning process in English as a Foreign

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extensive amount of scaffolding to assist the students to properly achieve the goal of

their writing (Kim & Kim, 2005). Additionally, students themselves are unique

learners in that they are highly likely different from one student to another. If the

scaffolding is not properly provided to every student, students with deficit proficiency

in writing are likely to become demotivated learners (Hamada, 2011).

The aforementioned condition leads to various strategies that students may

resort to remotivate themselves into their former selves before getting demotivated,

where one of the strategies is the use of activities involving language that are not

monitored in any way by others (Ushioda, 1998), where one of these activities may

be in forms of self-regulated language learning strategies (Carpenter et al., 2008;

Trang & Baldauf Jr, 2007). By employing self-regulated language learning strategies,

students do not only learn the importance of realizing their strengths and limitations

in their learning, but it is also critical in that “a major function of education is the

development of life-long learning skills” (Zimmerman, 2002, p. 66). Thus, by

considering the previous statements, there is a need to examine the factors in EFL

writing classroom that contribute to students’ demotivation and to investigate the

language learning strategies students utilize to remotivate themselves in EFL writing

in Indonesian context. Furthermore, this study was conducted based on two main

reasons, which are the need to carefully examine the factors to students’ demotivation

and the necessity to contribute to the field of demotivation in Indonesian context.

Firstly, there is a need to examine the contributing factors to students’

demotivation. Writing has been known to generate motivational and anxiety problems

to EFL writers. For the most part, students’ motivational problems may occur due to

two possible factors, which are internal within learners themselves and external to the

learners.

Firstly, the internal factors of demotivation include students’ negative

attitudes towards EFL learning (Carpenter et al., 2008; Falout, Elwood, & Hood,

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problem with students’ intrinsic motivation (Ghadirzadeh, Hashtroudi, & Shokri,

2012; Gorham & Christophel, 1992; Kim, 2011; Lens & Decruyenaere, 1991). At

times, students feel threatened by their language teacher’s negative behavioral actions

in that they do not feel any comfortable feeling when learning language. These

mistreatments towards students develop their negative attitude towards the learning

process, which directly affects their learning performance. If it is not treated properly,

students may encounter amotivation, which has higher possibilities to hamper all

students’ control over mastering language skills due to the absence of self -motivational strategies (Vallerand, et al., 1992).

Secondly, the external factors contributing to demotivation have been

identified, where many studies indicate that teacher-related problems are the main

sources of students’ demotivation (Carpenter et al., 2008; Falout, Murphey, Elwood, & Hood, 2008; Kikuchi & Sakai, 2009; Sakui & Cowie, 2012; Sugino, 2010).

Additionally, other problems occurred due to lessons in the classroom (Carpenter,

Falout, Fukuda, Trovela, & Murphey, 2008; Ghadirzadeh, Hashtroudi, & Shokri,

2012; Hamada, 2011; Lee & Lee, 2011), textbooks-related problems (Gorham &

Christophel, 1992; Hamada, 2011; Kikuchi & Sakai, 2009; Kikuchi, 2009),

test-related problems (Falout, Murphey, Elwood, & Hood, 2008; Rastegar, Akbarzadeh,

& Heidari, 2012; Wang & Malderez, 2006), and school facilities (Ghadirzadeh,

Hashtroudi, & Shokri, 2012; Hassaskhah, Zafarghandi, & Fazeli, 2014; Soureshjani

& Riahipour, 2012). As the result, these demotivating factors should be properly

negated by remotivating students into their former motivational state (Ushioda,

1998).

In addition to the aforementioned reason related to factors contributing to

motivational problem, the study conducted by Alwasilah (2001) found that one of the

factors hindering EFL writers’ ability development is the inappropriate approach used

in teaching writing, which is in line with aforementioned studies on demotivation

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uses an inappropriate and uncreative approach in the classroom, their attitudes and

behavioral actions as well as the classroom management also tend to be inappropriate.

Inappropriate teacher’s attitudes and behavioral actions in the classroom have been

proved to be the most demotivating factor to demotivate EFL learners who are in

need of assistance of their teachers (Hamada, 2011; Ghadirzadeh, Hashtroudi, &

Shokri, 2012; Lee & Lee, 2011; Sakui & Cowie, 2012; Sugino, 2010; Trang &

Baldauf Jr, 2007). In this case, to some extent, some students who are being de

motivated may attempt to remotivate themselves by utilizing activities that involve

the use of language not monitored by others to cope with their demotivation in their

EFL writing classroom (Ushioda, 1998), where in this case may refer to the use of

self-regulated language learning strategies.

Secondly, apart from the contributing factors to demotivation and the use of

language learning strategy as remotivator, the lack of literature in this particular

matter in Indonesian EFL context also raises more concerns. Most studies on

demotivation were conducted in United States (Gorham & Christophel, 1992), Japan

(Falout, Murphey, Elwood, & Hood, 2008; Hamada, 2011; Kikuchi & Sakai, 2009),

South Korea (Kim, 2011; Lee & Lee, 2011), Iran (Hassaskhah, Zafarghandi, &

Fazeli, 2014; Rastegar, Akbarzadeh, & Heidari, 2012), and Belgium (Lens &

Decruyenaere, 1991). The study conducted in Indonesian EFL context has yet to

emerge in order to contribute to the variety of students’ demotivation as a whole.

Thus, the reason of why this study is conducted is based on that aforementioned

reason.

As parts of the concepts of individual differences in SLA, demotivation and

language learning strategies are unique yet essential in the success of language

learning. The context of English as foreign language writing classroom, which is in

Indonesian context, is also different with other cases of foreign language writing

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examine the factors contributing to demotivation and to investigate the use of

language learning strategies as remotivator in foreign language writing classroom.

1.2Statements of the Problem

This study focuses on investigating the following questions:

a. What factors contribute to students’ demotivation in EFL writing classrooms?

b. What language learning strategies in writing do demotivated EFL students utilize

most frequently in coping with their learning of EFL writing?

1.3Aims of the Study

This study aims to investigate how demotivation and language learning strategies in

foreign language writing classroom take place, particularly to:

a. investigate factors contributing to students’ demotivation and language learning

strategy in foreign language writing classroom

b. examine what language learning strategies demotivated EFL students utilize most

frequently in coping with their learning of EFL writing

1.4The Significance of the Study

This study is significant theoretically, practically, and professionally.

Theoretically, this study is expected to provide a reference on demotivational study

by filling in the gap between how demotivation and language learning strategies in

writing relate to each other, especially in the Indonesian EFL context. Thus, it is also

expected that this study provide general condition of how demotivating factors and

language learning strategies in writing take place in the Indonesian EFL high school.

Practically, this study covered preliminary basis to support teacher in providing

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strategies in English writing as well as to assist students to cope with their

demotivation and language learning strategies in writing in order to learn English

writing better. Professionally, the researcher invites relevant parties to concern with

the teaching of writing in Indonesian senior high schools, particularly writing

instructors and supervisors.

1.5Organization of the Paper

This paper consists of five chapters. Each chapter is subdivided into subtopics

that will further elaborate the investigated issue. Chapter one is the introduction of the

paper. This chapter elaborates the nature of the study, including the background of the

study, the research questions, aims of the study formulation, the scope of the study,

significance of the study, and the organizations of the paper. Chapter two is the

review of theoretical foundations covering demotivation, language learning strategies

in writing, and language learning strategies as remotivating strategy to regain one’s

motivation. The information presented in this chapter will become the base of the

study. Chapter three is the research methodology of the study. In this chapter,

research design, hypothesis, population, sample, data collection, data collection

procedure, and data analysis will be further discussed. Chapter four is about findings

and discussion of the findings. The analysis and the discussion of data obtained from

the instruments will be elaborated. Chapter five is conclusion and suggestion.

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CHAPTER 3

RESEARCH METHODOLOGY

In the previous chapter, the related theories supporting the study had been

briefly explained. For this chapter, the research methodology related to the study was

explained. This chapter will cover the following: the research design, the research

method, subjects, instrumentation, data collection, and data analysis.

3.1 Research Design of the Study

This study relied on mixed method to gather and obtain the data in regards to

individual differences (demotivation and language learning strategies) aspects in

English as a Foreign Language writing classroom. Mixed method research design

allows the researcher to combine the strengths of both qualitative and quantitative

data, which further results in an in-depth overview at the context, processes, and

accurate measurement of attitudes and outcomes (Lodico, Spaulding, & Voegtle,

2006).

3.2 Research Method of the Study

This study employed explanatory sequential design of mixed method. In this method,

quantitative data collection and analysis was carried out in the first step, with follow

up qualitative data collection and analysis in the latter (Creswell, 2012). The survey

research to mainly gather the data; while to complete the components of the limited

quantitative data, interview was done afterwards to the selected participants based on

their responses in the questionnaire.

3.3 Subjects of the Study

The samples involved in the study were tenth grade students in two senior high

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possible respondents to participate in the study (Dörnyei, 2007). A total of 120

students were given the questionnaire. However, only 110 students, consisting of 39

male students and 71 female students, were valid without any missing values in the

responses. In the latter procedure of the study, purposive sampling was utilized to

purposively select potential respondents that are deemed to provide further inquiries

in regards to the findings and the results of analysis in the survey part. 4 potential

interviewees were selected based on the responses in the questionnaire, which had

high degree of demotivation with band of 4 or more in two or more categories of

demotivation section and band of 3.5 or more in two or more categories of language

learning strategies section.

3.4 Instrumentation

The instrument used in the survey part of the study is questionnaire, while follow-up

interview was carried out afterwards. Questionnaire is selected as it is able to measure

behavioral and attitudinal questions in regards to the study (Dörnyei, 2010). The

questionnaire, consisting of 65 close-ended items, was adapted and modified from

Kikuchi and Sakai’s (2009) demotivation questionnaire and Oxford’s (1990) Strategy

Inventory for Language Learning (SILL). As what Hsiao and Oxford (2002) found, six strategies offered in Oxford’s (1990) Strategies Inventory for Language Learning better represent language learning strategies than that of O’Malley and Chamot (1990).

The questionnaire was provided in Bahasa Indonesia. All questions were all

positively worded. A 5-point Likert scale was applied with values of 1 = “Sangat Setuju” (Absolutely True) to 5 = “Sangat Tidak Setuju” (Absolutely Untrue). A reversal-scoring method was then applied; the lesser the value of the response, the

more likely the demotivation and language learning strategies are indicated to occur.

The rationale for conducting survey in Bahasa Indonesia was that the respondents

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In the follow-up interview, respondents can be further inquired to explain or

illustrate the obtained patterns from the factor analysis of the questionnaire as well as

to carefully reflect on what the respondents have filled in on the questionnaire

(Dörnyei, 2007).

3.5 Data Collection

The whole data collection conducted in May 2014 was sequentially conducted in the

following procedure:

1. Pilot testing the questionnaire was done first to ensure the validity and reliability

as quantitative part requires a valid and reliable questionnaire. In this stage, the

pilot test was mainly conducted to check on missing responses as possible signs

of the instructions not understood clearly and the internal consistency of

multi-item scales.

2. If there was any problem to the pilot testing, a revision was done and further pilot

testing was conducted to ensure no more problems found in the questionnaire.

3. The distribution of the questionnaire to the respondents was done in the first

phase of the study

4. The data analysis on the questionnaire was done after the data has been

transferred to the data processor (in this case, SPSS 21.0)

5. In the process of analyzing quantitative data, various aspects were examined to

provide select respondents for further confirmation.

6. In the next phase, follow-up interview was carried out to the selected respondents

to clarify as well as to triangulate the data obtained in the questionnaire.

3.6 Data Analysis

The data obtained was analyzed in two phases. In the first phase, the quantitative data

was analyzed using Factor Analysis. Factor analysis is “a complex procedure for

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related variables” (Mackey & Gass, 2005). This statistical tool allows the researcher to comprehend better the structure of a set of variables, which further allows the data

reduction to a more manageable size while retaining the original information (Field,

2009).

Factor analysis consists of two different tools, exploratory factor analysis and

confirmatory factor analysis. Exploratory factor analysis is designed for “theory -building”, while confirmatory factor analysis is designed for “theory-testing” (Matsunaga, 2010, p. 98). Because exploratory factor analysis (EFA) constructs

theories based on variables reduced, there is no hypothesis provided as there is no

function to do so. Being as it is, EFA is also often seen as principal component

analysis (PCA). Both statistical procedures provide data reduction method over a set

of data. However, there is a significant difference in utilizing both procedures. PCA is

only a data reduction method without any consideration of any underlying structure

(Costello & Osborne, 2005) in order to summarize the information available in a form

of reduced components (Matsunaga, 2010). Meanwhile, EFA is utilized “to reveal

any latent variables that cause manifest variables to covary (Costello & Osborne,

2005, p. 2).” Here, latent variables refer to the unobserved variables that make up for

associations among measured variables (Conway & Huffcutt, 2003).

In simpler explanation, PCA takes into account the variance, while covariance

is the focus of factor analysis. Thus, it can be said that the aim of PCA is “to extract

maximum variance from a set with a few orthogonal components”, while factor

analysis focuses on reproducing the correlation matrix with the possible correlated

components (Tabachnick & Fidell, 2013, p. 640). As such, no hypotheses were

provided as exploratory factor analysis does not provide the function to do so.

In this stage, Williams, Brown, and Onsman (2012) suggest that the data are

to be analyzed in the following procedure:

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2. The consideration to choose appropriate extraction method to be used is then

conducted

3. The concern in determining criteria for factor extraction is then considered

4. The selection of rotational method to assist factor extraction is also conducted

5. Interpretation of the factors extracted is done

After the results from factor analysis are retrieved, these became the basis on the

construction of the interview items. In the next phase, qualitative procedure was done

in the following manner:

1. The transcription of the interview was done first

2. The process of coding the transcription was the next step to create an appropriate

representation towards the interview and the results of quantitative part of the

study

3. The data was interpreted and the conclusions were to be drawn

3.7 Concluding Remarks

This chapter briefly describes how the data in this study were obtained and

analyzed. As this study employed explanatory sequential design of mixed method, the

primary data were collected through the use of two main questionnaires, adapting from Kikuchi and Sakai’s (2009) demotivation questionnaire and Oxford’s (1990) Strategies Inventory of Language Learning (SILL). The data collection was

conducted in May 2014.

After the primary data were analyzed with explanatory factor analysis, the

factors extracted were served as the basis for the follow-up interview to the potential

interviewees. The interview session was conducted in semi-structured interview

manner to every potential individual. In this part, the interview data were transcribed,

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After data collection session was done, data analysis was conducted next. The

analysis and discussion for the primary and secondary data will be explained in the