PROMOTING ENGLISH LEARNING FOR ADULT STARTERS: A GAP BETWEEN EMOTION AND TEACHING STRATEGY
Keywords:
language learners, emotion, performance, achievementAbstract
The investigation that focuses on English language learning by adult starters at the workplace is very much challenging. Thus, this study attempted to elaborate whether emotion (self-confidence, motivation, or anxiety) correlates with teaching strategy (CBI, CLT, and TBLT) and English language performance. This study applied a combination of qualitative with phenomenology design and quantitative with analytic descriptive design to analyze the effect of emotion on teaching strategy. The population was 355 employees whose ages range from 25 to 30. this study involved 100 samples using a random sampling technique. The questionnaire consisted of 15 questions concerning self-confidence, 15 questionnaires about motivation, and 15 questionnaires about anxiety. A performance test measured the student’s language competence. The data were analyzed by descriptive statistics with SPSS 25, t-test, and Pearson Product Moment. The finding revealed that the emotion correlates positively either with the teaching strategy or with the learning achievement. The stronger the adult learners feel self-confidence and emotion, and less anxiety the more effective the CBI, CLT, TBLT can encourage their language performance. The factors that make emotion correlate more positively with language performance are (1) the demands of better achievements, (2) self-responsibility, and (3) teaching strategy.
References
Arikunto, Suharsimi (2010). Prosedur Penelitian Suatu pendekatan Praktek. Jakarta: Rineka Cipta.
Barbalet, J (2014). Introduction: why emotions are crucial. The Sociological Review. Volume 50, Issue S2 p. 1-9.
Brown, H. D. (2007). Principles of Language Learning and Teaching. San Francisco: San Francisco State University.
Dewaele, J. M, Al-Saraj, T.M (2015). Foreign Language Classroom Anxiety of Arab learners of English: The effect of personality, linguistic, and sociobiographical variables. Studies in Second Language Learning and Teaching 5 (2). 2015. 205-228, doi: 10.14746/ssllt.2015.5.2.2.
Dörnyei, Z. (2017). Conceptualizing learner characteristics in a complex, dynamic world. In Complexity Theory and Language Development: In Celebration of Diane Larsen-Freeman; John Benjamins Publishing Company: Philadelphia, PA, USA, 2017; pp. 79–96. 8.
Gilakjani, A.P, Ahmadi, M.R (2011). A Study of Factors Affecting EFL Learners' English Listening Comprehension and the Strategies for Improvement. Journal of Language Teaching and Research, Vol. 2, No. 5, pp. 977-988, doi:10.4304/jltr.2.5.977-988.
Gregersen, T, Macintyre P.D, Meza, M.D (2014) The Motion of Emotion: Idiodynamic Case Studies of Learners' Foreign Language Anxiety. The Modern Language Journal. Vol. 98,- 2 p. 574-588.
Hafner, C.; Miller, L (2011). Fostering learner autonomy in English for science: A collaborative digital video project in a technological learning environment. Lang. Learn. Technol. 15, 68–86.
Horwitz, E.K.; Tallon, M.; Luo, H (2009). Foreign language anxiety. Anxiety in Schools: The Causes, Consequences, and Solutions for Academic Anxieties; Cassady, J.C., Ed.; Peter Lang: New York, NY, USA, 2009; pp. 96–118.
Huang Y.C, Lin, S.H. (2014). Life stress and academic burnout. Sage Journal. Vol. 15.No.1, p: 77-90.
Ketenci, T.; Calandra, B.; Margulieux, L.; Cohen, J (2019). The Relationship between Learner Characteristics and Student Outcomes in a Middle School Computing Course: An Exploratory Analysis Using Structural Equation Modeling. J. Res. Technol. Educ. 2019, 51, 63–76.
Kinginger, C. (2011). Enhancing Language Learning In Study Abroad. Annual Review of Applied Linguistics, Vol. 31, pp. 58 – 73.
Lai, C.; Shum, M.; Tian, Y (2011). Enhancing learners’ self-directed use of technology for language learning: The effectiveness of an online training platform. Comput. Assist. Lang. Learn, 29, 40–60.
Martirossian, A, Hartoonian, A. (2015).Lowering Foreign Language Anxiety through Self-Regulated Learning Strategy Use English Language Teaching; Vol. 8, No. 12; P.209-222.
Nasir, Abdul dan, Abdul,Muhith. (2011). Dasar-dasar Keperawatan jiwa, Pengantar dan Teori. Jakarta: Salemba Medika.
Pallant, J. (2011). SPSS Survival Manual 4th edition: A step by step guide to data analysis using SPSS version 18.Berkshire:Open University Press.
Pekrun, R., Goetz, T., Frenzel, A., Barchfeld, P., & Perry, R.P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology36: 36-48.
Potter, Perry. (2010). Fundamental Of Nursing: Consep, Proses and Practice. Edisi 7. Vol. 3. Jakarta: EGC.
Richards, J. C. (2006). Communicative language teaching today. Cambridge, UK: Cambridge University Press.
Sarah B (2017). Emotions and English Language Teaching: Exploring Teachers’ Emotion Labor New York: Routledge.
Zimmerman, (2008). Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects. Am. Educ. Res. J. 2008, 45, 166–183.
Zheng, F., Liao, C., Fan, Q. H., Chen, H. B., Zhao, X. G., Xie, Z. G., & Lu, W. (2020). Clinical characteristics of children with coronavirus disease 2019 in Hubei, China. Current medical science, 1- 6.
