Published by LPPM Universitas Islam 45 ----Vol. 20, No. 02, Year 2023, pp.306-322 ---- https://jurnal.unismabekasi.ac.id/index.php/paradigma
e-ISSN : 2775-9105, p-ISSN : 0853-9081 DOI : https://doi.org/10.33558/paradigma.v20i2.6990
Conceptualizing the Use of Blank Comic Strips to Enhance EFL Students’ Writing Motivation
Reza Anggriyashati Adara1 , Novita Puspahaty2, Onin Najmudin3 , Dini Ditya4
1,2,4Universitas Islam 45, Indonesia
3STBA JIA, Indonesia
*Corresponding author : [email protected] Article history
Received : (20-06-2023) Revised : (25-06-2023) Accepted : (12-07-2023)
ABSTRACT
Motivation is considered as an important point in English as a Foreign Language (EFL) learning process especially when dealing with difficult language skills to teach such as writing. In regards to the difficulties to master writing skills, teachers have a significant role to improve students’ motivation through certain activities or strategies which can be defined motivational strategies. One of motivational strategies that can be adopted by teachers to enhance students’ motivation to write is using blank comic strips in writing classes. The present study applies a conceptual approach by proposing several steps that can be used by teachers when using blank comic strips to improve students’ motivation to write. Firstly, teachers need to suit the blank comic strips used with the learners’
interests. Secondly, teachers need to provide the benefits of writing ideas on blank comic strips. Thirdly, teachers can use technology that allows students to create or publish their works in the internet so that they will be more motivated to produce more creative writing. The present study also discusses implications and further studies
Keywords: Blank Comic Strips, Conceptual Approach, Motivation, Motivational Strategies.
INTRODUCTION
It has been argued that motivation is regarded as a crucial factor that affects learners’ interests in foreign language learning. Several studies have discussed the role of motivation in order to improve learners’ interests in foreign language learning (Adara, 2020; Adara & Haqiyyah, 2021; Adara & Puspahaty, 2021; Escobar Fandiño et al., 2019; Lamb & Arisandy, 2020; Vibulphol, 2016). The results of the above studies suggest the importance of motivation in order to develop learners’ interests in language learning. Without adequate motivation to support learners, it is unlikely for learners to continue arduous process of language learning. It can be said that motivation helps learners to support them throughout language learning process.
Motivation is needed to improve language skills especially writing skills.
Although it is considered as significant skill because it is used to communicate ideas and analyze various issues faced by L2 writers, writing is regarded as difficult to be mastered (Fareed et al., 2016). Some challenges such as lacks of adequate vocabulary, inadequate grammar, and lack of access to reading materials are chalked to be the causes of students’ difficulties to master writing skills (Alsubaie & Madini, 2018; Moses
& Mohamad, 2019). Related to the aforementioned point, motivation is crucial to help students excel in the writing class (Abedi, 2013; Chen, 2021). A study of Mo (2012) shows that improving students’ motivation can contribute to students’ performances in writing classes. Similarly, the results of LaSalle (2015) study show that students’
performances in the academic writing class can be attributed to the development of students’ intrinsic motivation. Besides that, the results of Gupta & Woldemariam (2011) study show the effects of motivation on the use of writing strategy among a group of undergraduate students in Ethiopia. Their study found that high-motivated students use more writing strategies and perform better than less-motivated students.
It can be said that developing students’ motivation can lead to the improvement of students’ writing skills.
Considered as a significant factor in English as a foreign language (EFL) learning, motivation has been extensively studied by numerous researchers (Adara, 2020;
Dörnyei, 2019; Mahmoodi & Yousefi, 2022; Welesilassie & Nikolov, 2022). In this regard, motivation refers to an innate ambition that makes people able to reach certain goals (Dornyei & Ryan, 2015). Strongly motivated learners are likely to endure a long arduous process of language learning than less motivated learners (Adara, 2020). For instance, a strongly motivated learner will be able to find strategies to overcome their weakness in language learning such as lacks of vocabulary, lacks of exposure to foreign language or else. On the other hand, less motivated learners might give up when language learning process becomes difficult. It can be said that motivation can be regarded as a crucial factor in EFL learning because it supports learners through demanding journey of foreign language learning.
Taking into consideration of the importance of motivation in EFL learning, several theories toward motivation have been posited. One of them is Deci & Ryan’s Self Determination Theory (2017) (Ryan & Deci, 2017). This paragraph will discuss why SDT is chosen to examine the subjects for the present study. Firstly, SDT has been regarded as a significant theory that explains many fields in human’s life. In this sense, SDT is an extensive thinking frame about motivation and applied to illustrate multiple aspects in life (Ryan & Deci, 2017). For instance, SDT has been used to explain the reasons behind human’s motivation in various fields such as workforce, physical exercises or language learning. Secondly, regarding the latter field, numerous researchers have found SDT as successful to explain motivation to learn languages in formal classrooms (McEown et al., 2014; McEown & Oga-Baldwin, 2019). In addition, SDT has been quantitatively and qualitatively successful to demonstrate different types of motivation as well as their impacts toward students’ achievements in learning and teaching process (Howard et al., 2021; Vasconcellos et al., 2020). The above points suggest the benefits of using SDT to analyze motivation a variety of fields especially language learning.
Related to the previous paragraph, SDT suggests that learners’ motivation can be broken down into two types of motivation; intrinsic and extrinsic motivation. In this regard, intrinsic motivation is related to a drive to perform certain activities due to innate interests or enjoyment (Ryan & Deci, 2020). Games, exploration and strong desires that symbolize motivated behaviors are regarded as examples of intrinsic motivation (Ryan & Deci, 2017). Intrinsic motivation is important in the context of formal schooling as several studies show the benefits of intrinsic motivation toward students’ performance, engagement as well as achievement (Froiland & Worrell, 2016;
Taylor et al., 2014). Despite the importance of intrinsic motivation, it does not negate the effects of extrinsic motivation for students. Extrinsic motivation will be discussed further in the next paragraph.
In regards of the previous paragraph, extrinsic motivation concerns with practices conducted for external benefits (Ryan & Deci, 2017). For example, a learner want to master a foreign language in order to obtain better job offers, salary or education (Adara & Puspahaty, 2021). Furthermore, extrinsic motivation can be divided into four major subtypes; external regulation (activities motivated by rewards or punishments), introjected regulation (behaviors that are partially internalized due to the intrinsic rewards for success or the evasion of anxiety, shame or failure), identified regulation (a person willingly performs activities because he/she recognizes the value of those activities), and integrated regulation (a person actively does certain activities due to recognization of the benefits of those activities as well as finding them congruent with other interests and value) (Ryan & Deci, 2017). Although intrinsically motivated learners are considered more sincere as they learn a language due to personal enjoyment, extrinsic motivation helps improving intrinsic motivation. For instance, learners might be more motivated when they know the benefits of learning foreign languages such as getting jobs or studying abroad. In addition, teachers are considered as external factors in language learning. By providing activities and learning environment that supports learners’ intrinsic motivation, students will be more motivated to learn a foreign language (Adara & Puspahaty, 2021). A study of Sabboor Hussain et al., (2020) suggests the importance of training teachers to include
the intrinsically motivated students in motivating activities and create a supportive learning environment for language learning process. The above points imply the benefits of improving extrinsic motivation to support intrinsic motivation.
Related to the role of teachers in motivating students, SDT encourages teachers to promote autonomy among students. SDT categorizes three universal psychological needs; competence, autonomy and relatedness (Ryan & Deci, 2020). In this regard, a person needs to feel competent in his/her environment, has autonomous ideas or goals and feels related with their surroundings. These psychological needs are deemed as the sources of universal satisfaction that allow learners to achieve their maximal potentials (Guay, 2022). Thus, it may be difficult for students to reach their potentials or achieve goals without being autonomous, competent and connected with their learning environment such as schools, families or peers.
There are several ways that teachers can do to develop students’ competence, autonomy and relatedness with lessons. Teachers can help students feeling competent by giving praises or rewards. In addition, teachers can support students’ motivation by encouraging autonomous learning and make students know the correlation between lessons they learn in the classes and real life. In this sense, autonomous learning can be defined as the ability to reflect a lesson critically, conduct decision- making and act independently during learning process (Alrabai, 2021). Autonomous learners take charge of their learning process while fully knowing their goals and constantly motivating themselves. It has been argued that supports from teachers as well as parents can improve students’ motivation (Ryan & Deci, 2020). A huge empirically-based literature has shown the advantages of autonomous learning toward academic results (Howard et al., 2021; Katz et al., 2014). Therefore, teachers seem to have a significant role to encourage students’ motivation and autonomy. In regards to the present study, teachers can contribute to the improvement of students’
motivation and autonomy through motivational strategies.
Motivational strategies conducted by teachers can lead to the improvement of students’ motivation as well as their performances in writing classes. It has been alleged that teachers and students can influence each other (Brinkworth et al., 2018;
Luo et al., 2021). For instance, teachers can affect learners through classroom activities or interaction and vice versa. Furthermore, numerous studies have shown the significant role of teachers to improve students’ motivation (Adara & Haqiyyah, 2021;
B. Poornima et al., 2016; Khazaie & Mesbah, 2014). In regards of the present study, strategies or activities used to improve students’ motivation are defined as motivational strategies. Related to students’ performance in writing classes, motivation can be enhanced through certain classroom activities. Several studies have managed to investigate how motivational strategies can be used to improve students’
writing motivation. A study of Rosmarie & Mualimin (2021) suggests using hypnoteaching as a strategy to improve students’ writing motivation. Besides that, a study of Putra Pratama & Nur Arriyani (2021) shows the effects of peer response strategy toward students’ motivation. It can be said that motivational strategies seem beneficial to improve learners’ writing motivation. In addition, Kristyanawati et al., (2019) investigate the effects of applying the problem based learning model toward the improvement of exposition text writing’s motivation and skills. The results of the above studies suggest the improvement of students’ writing motivation after applying the aforementioned proposed motivational strategies.
Improving students’ motivation can be conducted through the use of certain classroom activities by teachers. Thus, every teaching strategy or activity conducted to improve students’ learning can be described as motivational strategy (Hornstra et al., 2015). Those strategies are conducted because they are regarded successful to improve students’ motivation (Keblawi, 2020). A study of Jones (2019) toward a group of EFL learners in Costa Rica shows a positive relationship between students’ motivation and teachers’ motivational strategies. In order to yield the best results in students, motivational strategies need to be suited with students’ needs as well as interests (Reza Adara et al., 2021). Alshenqeeti (2018) argues that motivational strategies do not exist in an empty space as motivational strategies need to be sufficiently flexible to accommodate students (Alshenqeeti, 2018). Thus, considering students before giving certain motivational strategies seem imperative. The previous point will be explored in the upcoming paragraph.
Motivational strategies should be suited with students as well as encourage autonomous learning among students. It has been argued that the effectiveness of certain motivational strategies depend on the contextual as well as cultural factors of specific learning environment (Lee & Lin, 2019). Furthermore, there is no specific motivational strategy that can be considered universally successful to benefit every learner in every situation (Guilloteaux, 2013; Lamb, 2017). Similar point is made by several researchers (Alshenqeeti, 2018; Reza Anggriyashati Adara, 2020). Merely adopting motivational strategies recommended by studies without knowing students’
interests or needs might be less fruitful in terms of improving students’ motivation.
Thus, teachers need to analyze their implementation of motivational strategies depending several factors such as students’ personalities, learning styles, proficiency levels, class sizes, course contents, exams style and institutional requirements (Lee &
Lin, 2019; Putra et al., 2022). In regards to the present study, the suggestions given to improve students’ writing motivation need to be analyzed critically considering the above factors before being implemented to students. By considering students’ needs and interests, teachers can ensure the effectiveness of motivational strategies. In addition, motivational strategies need to create students’ motivation to the point students can take a charge of their learning. The latter may help nurturing learners’
autonomy. Hornstra et al (2015) remark that teachers can facilitate students’
autonomous learning process by giving responsibility of the learning process to students, giving choices, relating lessons with students’ interests. For instance, teachers can involve students in choosing texts that they are going to analyze in the classroom or finding authentic materials that catch students’ interests. It can be said that suiting motivational strategies with students’ needs and interests seem beneficial for improving their motivation as well as creating more autonomous learners.
Related with the present study, several motivational strategies have been given to improve students’ writing motivation. Alsubaie & Madini (2018) applies blogs to improve students’ writing skills in a university in Saudi Arabia. On the other hand, Dewi et al (2021) analyze the use of motivational strategies such as producing basic motivational condition, making initial motivation, sustaining motivation and
encouraging positive retrospective self-evaluation toward a group of English for academic purposes (EAP) learners. Their study shows a positive correlation between the integration of motivational strategies and students’ achievements. In regards of the present study, using blank comic strips is proposed to be a strategy to enhance students’ motivation. The latter point will be analyzed in the section of results and discussions. Proposing effective motivational strategies seem important to improve students’ writing motivation. Related to the present study, using blank comic strips can be used to enhance students’ writing motivation. Following Figure 1. is an example of blank comic strips used in EFL learning:
Figure 1. Comic Strips Used in EFL Learning Source : Hess (2015)
Several studies have managed to investigate the use of comic strips in foreign language learning. Novitasari (2020) discusses how comic strips can be used for educational purposes. Besides giving an extensive discussion on the nature of comic, her study provides several practices that can be used by teachers who are eager to integrate comic strips in their teaching. In addition, a study of Cimermanová (2015) discusses positive effects of authentic comics toward learners’ vocabulary development as well as motivation. Nevertheless, there is a dearth of studies which specifically discusses how blank comic strips can be used to increase students’ writing motivation. Hence, the present study aims to discuss how blank comic strips can be applied in writing classrooms to raise students’ motivation.
RESEARCH METHOD
The present study uses a conceptual approach to propose the ideas. Conceptual approach can be defined as a set of concepts that described and systematically categorized to offer a focused description in order to integrate and interpret information (Brady et al., 2020). Although both conceptual and empirical papers contribute to the development of new knowledge by carefully constructing ideas from selected sources of information which synthesized according to a set of rules, conceptual papers derive their arguments from the combination of evidence of previously constructed concepts and theories instead of data like empirical papers (Jaakkola, 2020). In regards of the present study, the arguments will be obtained from previous studies or theoretical background related to improving students’ motivation through motivational strategies conducted by teachers. Furthermore, a conceptual approach can be categorized into four research designs. They are theory synthesis (a conceptual amalgamation across diverse theoretical perspectives), theory adaptation (trading the outlook of an existing theory by illuminating it with other theories or views), typology (dividing variants of concepts into distinct types), and model (developing a theoretical framework that speculates correlations between ideas) (Jaakkola, 2020). The present study will apply a model research design to envision the relationship between the use of blank comic strips and the improvement of students’
writing motivation.
RESULTS & DISCUSSION
The present section aims to discuss how to use blank comic strips to improve students’ motivation. Firstly, the blank comic strips used in writing classrooms need to be suited with learners’ interests. The results of Dahliana (2019) study on the effects responsive pedagogy to encourage students’ motivation and participation suggest the importance of choosing learning materials that match the majority of students’
interests. Although she maintains that it may be difficult to cater all students’ interests because they are varied depending on each student, finding the common ground seems imperative. For instance, teachers can conduct an anonymous survey to find
their students’ interests. In addition, teachers can observe their students and take notes while or after teaching sessions to record their students’ preferred materials. Related to the present study, as an example teachers can use Garfield blank comic strips for adult learners or My Little Pony for children. Nevertheless, those preferences are not written on the stone. Teachers still need to find what their students really like so that they will be more motivated to write.
Besides choosing suitable materials for students, Dahliana’s (2019) study also suggests the importance of teachers having sufficient knowledge toward teaching strategy, learning environment and communication styles to increase students’
motivation. By understanding teaching strategy, learning environment and communication styles that suit students’ needs or interests, teachers will know how to effectively use the materials. It can be said that it is not only important to find suitable materials for students but teachers also need to have adequate teaching-related knowledge for improving students’ motivation. However, blank comic strips used in the classroom need to have educational value and suit cultural value in the learning context. For example, teachers cannot use blank comic strips that may have explicit contents. In addition, knowing which lesson stage to use blank comic strips is important. For instance, writing blank comic strips is more suitable as a production stage than practice stage. It is because students are more used to the language parts they learn in the production stage than in the practice stage.
Secondly, explaining the benefits or goals of using blank comic strips in writing classes to students might motivate them more. Some studies indicate a relationship between meaningful learning and students’ motivation. In this sense, meaningful learning can be defined as a voluntary substantive integration of new ideas to the existing framework of thoughts (Wang et al., 2023). In this regard, meaningful learning aims to make learner understand the meaning of learning materials, connect them with relevant concepts or ideas that they have, and incorporate the learning process into learners’ innate behavior (Heddy et al., 2017). In addition, meaningful learning can make learners more involved in learning (Harpaz, 2014), creating more autonomous learners. Besides that, making students understand the benefits or goals of using
certain activities allows the development of students’ motivation (Zubaedi et al., 2021).
Thus, students should be aware of why they use blank comic strips in writing classes.
By doing the aforementioned step, students are likely to get involved in learning process, developing students’ motivation as the by-product.
Thirdly, incorporating technology in writing classes to publish students’ comic strips might help enhancing students’ motivation. Some studies have shown the benefits of incorporating technology to EFL classrooms (Adara, 2020; Adara &
Haqiyyah, 2021; Idaryani & Fidyati, 2021). Furthermore, integrating technology into foreign language learning has been suggested as beneficial toward students’
motivation (Chen, 2021). In order to foster students’ motivation through blank comic strips, teachers can incorporate technology by allowing students to publish their writing results in social media. Adara & Haqiyah (2021) argue that allowing students to publish their works in classes in the internet makes students more motivated to be creative to create better works. Related to the present study, teachers can tell students in the beginning of the class that they will write on blank comic strips and the results will be posted in the internet in the end of class. Such step might make learners more eager to find better wording for their comic strips.
CONCLUSION
As one of the most difficult language skills to master, students’ writing motivation needs to be improved in order to cope with difficult process of language learning mastery. The present study aimed to conceptualize the use of blank comic strips in EFL classes in order to foster students’ motivation. The present study applies SDT approach which divides motivation into intrinsic and extrinsic motivation. In this regard, intrinsic motivation refers to the innate interests in language learning while extrinsic motivation can be defined as interests to learn a language due to external benefits such as family pressures, job offers, better salary or else. Furthermore, the present study uses a conceptual approach to analyze the subjects proposed. In this regard, the present study applies existing theories and the results of previous studies to propose solutions for improving students’ motivation in writing classes. This study
suggests three solutions to improve students’ motivation through blank comic strips.
First, teachers should find preferred blank comic strips to suit learners’ needs or interests. Second, teachers need to inform the benefits of using blank comic strips in writing classes to students. Third, teachers can incorporate technology in writing classes by posting students’ comic strips after the classes are over. The latter is conducted to foster students’ creativity and motivation.
The present study is not without limitations. Firstly, it was conducted in a limited time span. Longer time span to analyze theories and previous studies related to the subjects might result in better discussions. Next, the present study is limited to a conceptual approach. Empirical approach might provide more data that can show the benefits of using blank comic strips toward students’ motivation. Thus, it seems important for further studies to analyze the use of blank comic strips in an empirical approach to allow more discussions in this field of study.
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