A Case Study on Motivation and Preferred Activities of EFL Learners in University. Thesis Proposal. Undergraduate Program. Universitas Mercu Buana Yogyakarta. Advisor: Elysa Hartati, S. Pd., M. Pd.
Keyword: Motivation, Intrinsic Motivation, Extrinsic Motivation, Activity, EFL Learners
Motivation is a key role of language learning; it drives learners to enhance their English in foreign language classroom. To keep learners motivated, it is crucial for the educators to choose the classroom activities based on the learners’ need. The aim of this study is to investigate type of learners’ motivation is the predominant toward learning English as foreign languages. In this study, there are two types of motivation, namely intrinsic motivation and extrinsic motivation. It also to find out preferred language activities used among English learners in university. The research design of this study was a single case study. The population was all of the English learners in the university numbered 179 learners. Total sample of learners were 40 that are selected with purposive sampling from sophomore, junior and senior. The instruments were questionnaire, interview and expert judgment. The findings had shown that most of the learners intrinsically motivated in learning English. Majority of the learners responded that they learnt English in order to be easier with English speakers and their quality of English was dependent on their efforts in learning. As for learning styles, they preferred to be individually but for speaking practice they preferred to be in small groups. After that, considering the result of these activities compared to the others, it also provided the evidence that the EFL learners of university preferred audio-visual activities, communicative activities and game activities.
Concerning the findings of the research that the learners have good intrinsic motivation to learn English in university, therefore the educator should build the learners motivation both of intrinsic and extrinsic by discussion and consulting individually. After that, the educators can get input to improve their method or strategies in learning English. Thus, they will get successful in learning English.
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