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The implementation of TPS (think pair share) cooperative learning model aided by Google hangouts in literary expression course
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 63-75 (2022) (2022)
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Examining Spontaneous Assessments Mediated through Peer-to-Peer Interaction in an ESL Classroom: A Learning-Oriented Assessment (LOA) Approach
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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A Review and Discussion of In-service EFL Teachers’ Language Assessment Literacy Level in Junior High School in China
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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24 |
Classroom-based Conversation Analytic Research: Theoretical and Applied Perspectives on Pedagogy
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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Promoting English movie as a means of enhancing EFL learners’ cultural competence
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 186-201 (2022) (2022)
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Improving EFL ninth graders’ reading comprehension through thieves learning strategy
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 232-258 (2022) (2022)
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Current Trends in Second Language Assessment
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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28 |
Overcoming the problem of cultural untranslatability in Burnett’s the secret garden from English into Indonesian
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 34-50 (2022) (2022)
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29 |
Current Trends in Second Language Assessment
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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30 |
Linguistic problems of translating Indonesian popular lyrics of cover songs into English
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 1-14 (2022) (2022)
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The effect of the shaw English online channel on the EFL students’ speaking ability
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 202-214 (2022) (2022)
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32 |
Classroom-based Conversation Analytic Research: Theoretical and Applied Perspectives on Pedagogy
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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33 |
A Review and Discussion of In-service EFL Teachers’ Language Assessment Literacy Level in Junior High School in China
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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The transition of online into limited English learning-teaching in the rural area context
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 120-135 (2022) (2022)
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Video or audio listening tests for English language teaching context: which is more effective for classroom use?
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 149-166 (2022) (2022)
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Feminist stylistic analysis and LGBTQA+ representation in Lady Gaga’s born this way
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 276-290 (2022) (2022)
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37 |
Readers' Credits for Volume 21, Issue 2
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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38 |
Developing an intensive reading material for EFL students: a final product
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 259-275 (2022) (2022)
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EFL students’ motivation on learning English: What can we learn from them?
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 215-231 (2022) (2022)
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Abstract:
This study aimed to determine the students' motivation of non-English Department—intrinsic and extrinsic—in learning English. It was carried out at the second-grade students of the Quran Science and interpretation study program (IAT) academic year 2020/2021. This study employed descriptive-survey research. There were 34 students becoming the participants of this study. The researchers employed the questionnaire, which consisted of twelve statements to get the data about students’ motivation. it was divided to nine statements about intrinsic motivation and three statements for extrinsic motivation. The data obtained revealed that for intrinsic motivations level, the students were at a high level of motivation with a total mean score of 4. 09 and for extrinsic motivation, the total mean score was 3.97, and it showed that students were also at high level of motivation. Thus, it can be summarized that the students have both intrinsic and extrinsic motivation in studying English although they were non-English Department students. Moreover, the students’ intrinsic motivation in learning English was higher than extrinsic motivation. It can be said that the students were able to control themselves to learn English, even though there was not much external motivation from lecturers or others. Regarding the result of this research, future researchers are expected to conduct depth research related to this topic. Moreover, the English lecturers who teach the students from the non-English department who are motivated should have good techniques and methods in teaching them, in the order they can achieve their goals in learning English.
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Keyword:
Language. Linguistic theory. Comparative grammar; LC8-6691; learning english; motivation; non-english department; P101-410; Special aspects of education
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URL: https://doi.org/10.33369/joall.v7i1.19867 https://doaj.org/article/67237a9bb8d04f13b91c83713cbea6d1
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An Overview of Writing Process Research: Using Innovative Tasks and Techniques for a Better Understanding of L2 Writing Processes in Assessment Contexts
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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