The total score from all questions indicates the achievement motivation score of the students. The use of a Likert scale was expected to provide a measure of students' achievement motivation in a speaking test. The students' speaking performance score showed that there were 8 students (27%) who scored more than 82.
The level of motivation for student achievement was categorized by the researcher into three different levels; high, average and. From the background information of the students in the questionnaire, it can be seen that most of the students in this sample were of moderate speaking ability. This test consisted of two parts: reading aloud and question-answer. The result of the students' speaking performance showed that the minimum score is 47 and the highest score is 100.
Conclusions
In this study, there was a positive correlation between students' level of achievement motivation and students' speaking performance, such that most high achievers have high achievement motivation and vice versa. This may be because students who had high task achievement motivation showed more responsibility and independence than students with low task value. Smith (2015) also argued that students were motivated to achieve results when they were challenged and were aware that the result would be a reflection of their success or failure.
In terms of promoting higher motivation for students' achievement in language learning, teachers should encourage more to use their students' ideas for expression, including speaking. The role of academic self-efficacy, academic motivation, and academic self-concept in predicting academic performance of high school students. Self-efficacy, achievement motivation, and academic procrastination as predictors of academic achievement in precollege students.
The relationship between racial identity, motivation, and the academic performance of African-American students at a predominantly white institution. The relationships between self-efficacy, achievement motivation and work values for mainstream four-year college students and community college students in China. Academic Motivation and Academic Achievement of Karen Refugee Students, 41-46 An article by MS Candidate in Counseling Psychology, Assumption University, Thailand.
Predicting students' academic performance in college using a new non-cognitive measure: An instrument design and a structural comparison Exploring some non-cognitive characteristics and academic performance. Motivation correlates with academic performance: Examining how motivation affects academic performance in the PISA 2003 data set.
INTERACTIVE WHITEBOARD (IWB) IN ENGLISH LANGUAGE CLASS
Introduction
For the sake of the Capitol's show of power, Katniss and other The Hunger Games contestants were required to put on an entertainment show selling their image and getting their value evaluated. Katniss's unique qualities allow her to attract attention and affection from the masses, making her a commodity that can be appreciated and 'sold' to the public like works of art. The commodity is "an external object, a thing which by its properties satisfies human needs of whatever kind (Marx that can be exchanged.
The idea of beauty or in this context, a woman image, becomes an object of desire the value can be assessed. Producers convey the image of the product to be sold to prospective customers through mass media and convince them of the high value it carries. Fetishism can be interpreted as the worship of spiritual value believed to exist in an object (Dant, 1996: 3).
The idea of fetish implies a form of relationship between the object of worship and the worshipers. It leads to an exchange value of products that seems separate from their use value. With commodification, the value of objects no longer depends on their use value, but takes into account the exchange value after the production process.
As stated by The Atlantic, which acknowledges the influence of The Hunger Games, especially regarding Katniss in today's culture. In his review, Katniss is, "the most important female character in recent pop culture history (www.theatlantic.com)".
Discussion
She does not like to be pampered, whiny and soft spoken in a high voice, which is the image of women in a heteronormative culture. This can be seen in how the image of women is often presented by the media. Through media exposure, the standard of female beauty in a community group can be observed and also inferred.
Katniss is no exception: "The Hunger Games are not a beauty pageant, but the prettiest tribute always seems to attract more sponsors (Collins 58)". Katniss' gender identity is polished to gain more value, making it a commodity in the production process. From the start, Katniss has shown the show a rejection of her image as someone who is weak."
When they televise the replay of the cuts tonight, everyone will take note of my tears, and I will be marked as an easy target. During the competition in The Hunger Games, Katnis continued to show characters that fit the stereotype of masculinity. It is believed that what is meant by consumers is, or in this case the public audience of the Hunger Games program broadcast by the media.
One point that shows is the 'girl on fire' image that continues to cling to Katniss. To play this role well, Katniss must put herself in the position of Peeta's partner.
Conclusion
The nickname itself continues to live on and is praised right up until the end of Katniss's appearance in The Hunger Games. From all the points above, it can be concluded that Collins wanted to show Katniss' masculinity not as a flaw. This is evident in the 'star-crossed lovers' concept that Collins devised for Katniss and Peeta.
According to Katniss, "If I want to keep Peeta alive, I have to give the audience something more to care about. In doing so, Collins is led to return Katniss to the construct that was initially attempted to be torn down .That way, Katniss went back to undergo the process of appropriation for it, something she disliked from the start.
One could conclude that because in the 'star-crossed lover' scenario, Katniss acted more like a protected client. Thus, we can conclude that Collins managed to show the blurring of the boundaries between man and woman with femininity and masculinity in one work. Embodied Subjects and Fragmented Objects: Women's Bodies, Assisted Reproductive Technologies, and the Right to Self-Determination.
Suzanne Collins' Hunger Games trilogy is appealing to a generation of teenage readers like no other literary creation - but what's the big message? Retrieved from http://www.independent.co.uk/arts-entertainment/films/features/suzanne-collins-hunger-games-trilogy-speaks-to-a-generation-of-teenage-readers-like-no- other- 8958113.html on Feb 21, 2018 at 3:57.
EFL STUDENTS' ONLINE LEARNING
EPISTEMIC BELIEFS DETERMINE LEARNING STRATEGIES Ismarita Ida Rahmiati
2018) pointed out that students' epistemic beliefs and their conceptions of learning can predict their learning strategies. Learners with simple epistemic beliefs see learning resources as found only in teachers (teacher-centered learning). The purpose of this study was to know students' learning strategies based on their levels of epistemic beliefs to observe their online learning activities.
Comparison between learning strategies used by students with simple epistemic beliefs and sophisticated epistemic beliefs. On the other hand, students with simple epistemic beliefs seemed to use Global Reading Strategies, especially item No. According to this finding in this study, students' sophisticated and simple epistemic beliefs level have their own strategies.
Teaching students simple epistemic beliefs levels EFL is static the teacher can apply GTM approach while teaching. Similar to Emaliana's (2017) statements, students' simple epistemic beliefs are product-oriented, meaning they focus on their achievement while learning English. Similarly, students with simple epistemic beliefs seemed to use organizing through strategy when using cognitive strategies.
In previous studies, Marcellino (2005) has suggested that competence-based language teaching method is suitable teaching method to be used for students with sophisticated and simple epistemic belief level. For the EFL Epistemic Beliefs questionnaire, the result of the survey unexpectedly shows that 81% of the students are sophisticated. The result is that the participants in this study have Advanced OSEL with sophisticated epistemic beliefs.
It means that students with sophisticated epistemic beliefs put more effort into their learning process.
NEED ANALYSIS ON TEACHING MEDIA TO IMPROVE MORPHOLOGICAL AWARENESS ON VOCATIONAL HIGHER
STUDENTS Devi Kurniasari Riyadi
In the reading activity, to measure whether the students understand the text or not, some questions are given based on the text, and one of the question types also asks about the meaning of the vocabulary. So, this finding is expected to be a reference for developing appropriate learning media that can be used for students. This activity involved gathering information as a basis for developing a curriculum to meet the learning needs of students (Brown, 1995).
The interview is presented to the students as a research topic to know what the problems and difficulties arise and the characteristics of the students so that it can be known to the teaching media that suits the students' characteristics. On the other hand, questionnaire was distributed to the students to collect the information about students' needs, both in language aspect and their technology use for learning. Based on interviews with the students, most of the students do not like to learn English, but they realize that English is important for several reasons.
Based on the interview, the majority answer of the students is reading is the most important skill is English that they should have. The problem of the students is that they do not have morphological awareness when they have reading activity. For item the kind of class word that the students do not master, the finding showed that there were 4 (33.3%) responses that all the choices (verb, noun, adjective) were the classes or word that they did not master. .
In item 10, it was asked to identify which activity students want to master vocabulary. It can be suggested that the teaching media to be developed should help the students to enrich the vocabularies and they can know the meaning.
