Tesis

Exploring college students\' L2 motivational self-system and extensive reading experiences / Cahya Intan Syafinaz

Abstrak
Extensive reading is widely recognized as one of the beneficial ways of learning a new language despite the numerous challenges of its implementation. One of the biggest challenges is maintaining reading motivation. Maintaining reading motivation is a challenging mission to accomplish for both teachers and students since it requires time effort and persistence. This challenge is able to be approached through the lens of a second language (L2) motivational self-system (D ouml rnyei 2009). There are three components underlying the L2 motivational self-system those are ideal L2 self ought-to L2 self and L2 learning experience (D ouml rnyei 2009). The ideal L2 self represents students who are motivated to engage in extensive reading based on their idealism hopes or personal desires. Meanwhile ought-to L2 self represents students who are motivated to engage in extensive reading to fulfill responsibilities. Moreover the L2 learning experience refers to the learning environment including the impact of the teacher the curriculum the peer group and the experience of success. This study employed an explanatory sequential mixed-method design by collecting and integrating data both from quantitative and qualitative sources. Quantitative data was derived from questionnaire responses to address the students rsquo willingness to continue extensive reading and the role of students rsquo L2 motivational self-system in predicting such willingness. Moreover qualitative data from interviews explores the students rsquo rationale for continuing extensive reading and strategies for maintaining motivation. The findings showed that most students of the Department of English were willing to continue extensive reading beyond the classroom. The findings also indicated that the L2 motivational self-system correlated to students rsquo willingness to continue extensive reading. The ideal L2 self was a powerful factor in the students rsquo willingness to continue extensive reading. The students continued extensive reading because they acknowledged the need for self-improvement and the benefits of extensive reading. The supportive environments particularly family teachers and friends contributed as well to their motivation in extensive reading. The students had their preferred strategies for maintaining motivation by subscribing to online books being selective in choosing a genre creating a cozy reading environment tracking reading progress and discussing the books with peers. The findings implied that both the institution and teacher had successfully delivered the courses and encouraged the students to do long-term reading. The parents also need to take part in encouraging the students to do extensive reading. Moreover the students need to have a strong awareness and willingness to sustain their motivation in extensive reading. Further research may involve a large number of participants from different department of English in Indonesia. Moreover future research needs to consider the students who do not continue extensive reading. Finally there are more chances for the next researchers to explore the extensive reading field utilizing the L2 motivational self-system framework.

Informasi Detail

DDC

Rt 420.84 SYA e

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2024.

Deskripsi Fisik

xiv, 64 lembar. : ilus. ; 30 cm.

Bahasa

No Reg

00596/RT/24

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2024

Subjek

1. BAHASA INGGRIS - MEMBACA - MODEL PEMBELAJARAN
2. BAHASA INGGRIS - MEMBACA - MOTIVASI BELAJAR
3. ENGLISH - READING - MODEL - LEARNING

Pembimbing

1. Anik Nunuk Wulyani, S.pd, M.pd, Ph.d; 2. Sari Karmina, S.pd, M.pd, Ph.d

Lampiran Berkas