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dc.contributor.authorAdhiarto, Ogik
dc.date.accessioned2015-02-12T08:58:31Z
dc.date.available2015-02-12T08:58:31Z
dc.date.issued2013-08
dc.identifier.citationArnett, J. J., 2002. The Psychology of Globalization. American Psychologist, 57, 774-783. Chambers, G., 1998. “Pupils’ perceptions of the foreign language learning experience”. Language Teaching Research, 2, 231-259. Clement, R., and B. G. Kruidenier, 1983. “Orientations in second language acquisition: The effects of ethnicity, milieu and target language on their emergence”. Language Learning, 41, 469-512. Dörnyei, Z., and K. Csizér, 2002. Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421-462 Eaton, M. J., and M. H. Dembo, 1997. Differences in the motivational beliefs of Asian American and Non-Asian students. Journal of Educational Psychology, 89, 433-440 Gardner, R., 1985. Social Psychology and Second Language Learning: The Role of Attitude and Motivation. London: Edward Arnold. Gardner, R., 2001a. Integrative motivation and second language acquisition. In: Z. Dornyei, and R. W. Schmidt, (Eds.), Motivation and Second Language Acquisition. Honolulu: University of Hawai’i. Gardner, R., 2001b. Language learning motivation: The student, the teacher and the researcher. Key-note address to the Texas Foreign Language Education Conference. University of Texas: Austin. Gardner, R., and W. E. Lambert, 1972. Attitudes and Motivation in Second Language Learning. Rowley MA: Newbury House. Giddens, A., 2000. Runaway world: How globalization isRreshaping Our Lives. New York: Routledge. Harmer, J., 2001. The Practice of English Language Teaching. Harlow: Pearson. Kramsch, C., 2001. Beyond the second vs foreign language dichotomy: The subjective dimensions of language learning. Paper presented at the conference on Unity and Diversity in Language Use, University of Reading. Lamb, M. 2004. Integrative Motivation in a Globalizing World. New York: Routledge. Ushioda, E., 2001. Language learning at university: Exploring the role of motivational thinking. In: Z. Dörnyei, and R. W. Schmidt, (Eds.), Motivation and Second Language Acquisition. Honolulu, University of Hawai’i, Second Language Teaching and Curriculum Center. pp. 93-125. Warschauer, M., 2000. The Changing Global Economy and the Future of English Teaching. TESOL Quarterly, 34, 511-535 Yashima, T., 2002. Willingness to communicate in a second language: the Japanese EFL context. The Modern Language Journal, 86, 54-66.en_US
dc.identifier.issn1411-5190
dc.identifier.urihttp://hdl.handle.net/11617/5231
dc.description.abstractPenelitian ini berkenaan dengan motivasi anak usia 11-12 tahun ketika mereka mulai belajar bahasa Inggris di SMP. Penelitian ini menggunakan item kuesioner tertutup dan terbuka, didukung oleh pengamatan kelas dan wawancara dengan kelompok yang dipilih dari peserta didik. Hasil penelitian menunjukkan bahwa tingkat yang sangat tinggi motivasi belajar bahasa yang ditemukan di seluruh kelompok, termasuk orientasi baik integratif dan instrumental, tapi dua konstruksi ini secara tradisional berbeda ditemukan hampir tidak bisa dibedakan. Bahasa Inggris kehilangan hubungannya dengan budaya Anglophone tertentu dan bukan diidentifikasi dengan kekuatan besar globalisasi, keinginan untuk ‘mengintegrasikan’ kehilangan kekuatan penjelas dalam banyak konteks EFL. Individu dapat bercita-cita menuju identitas ‘bikultural’ yang menggabungkan versi berbahasa Inggris secara global di samping bahasa lokal mereka. Perubahan motivasi belajar bahasa individu dapat sebagian dijelaskan dengan mengacu pada proses yang sedang berlangsung identifikasi, terutama selama tahun-tahun formatif remaja.en_US
dc.publisherUniversitas Muhammadiyah Surakartaen_US
dc.subjectmotivasien_US
dc.subjectidentitasen_US
dc.subjectpsikologi dan pembelajaran bahasaen_US
dc.subjectbelajar bahasa Inggrisen_US
dc.titleIntegrative Motivation of Junior High School in Learning English in a Globalizing Worlden_US
dc.typeArticleen_US


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