Factors influencing English learning from different backgrounds of departments at a vocational school in Surakarta
DOI:
https://doi.org/10.33474/j-reall.v6i1.23024Keywords:
career relevance, department backgrounds, English learning motivation, language learning, student motivation, vocational educationAbstract
The era of globalization that is increasingly rapid requires someone to have English language skills, especially in vocational education where language skills have a direct impact on students' work abilities. Although many studies have explored motivation in learning English, few have specifically examined differences across departments. This study identifies factors influencing English learning motivation among 11th-grade students from various departments with a total of 208 participants from accounting, marketing, visual communication design, and office management at a vocational school in Surakarta, Indonesia. This quantitative study employed stratified random sampling; this study used a structured questionnaire based on the motivation strategy for learning (MSLQ). Data analysis used descriptive statistics, one-way ANOVA, and the Kruskal-Wallis test. The results of the study showed statistically significant variations in English learning motivation across all majors, with a P-value of 0.000 from the accounting department showing the highest motivation with an average of 4.24 and the marketing department showing the lowest average of 3.68. These findings indicate that career relevance, learning environment, teaching methods, and intrinsic and extrinsic motivation can significantly influence students' English learning attitudes. This research contributes to understanding the complex dynamics of motivation in vocational education and provides insights for developing targeted English language education strategies that are in line with student's professional aspirations.
References
Andini, T. N. (2023). An exploratory analysis of primary school teachers’ perception of assessing English for young learners. Repository.uinjkt.ac.id, 21210140000012. https://repository.uinjkt.ac.id/dspace/handle/123456789/74046%0Ahttps://repository.uinjkt.ac.id/dspace/bitstream/123456789/74046/1/Thesis TRESNA NUR ANDINI 21210140000012.pdf
Nurhayati, N. & Apoko, T. W. (2024). The role of feedback in motivating EFL students in vocational high school : A qualitative analysis of students’ perceptions. Journal of English Language and Education, 9(4), 83–96. https://doi.org/10.31004/jele.v9i4.498
Bird, M. D., Swann, C., & Jackman, P. C. (2024). The what, why, and how of goal setting: A review of the goal-setting process in applied sport psychology practice. Journal of Applied Sport Psychology, 36(1), 75–97. https://doi.org/10.1080/10413200.2023.2185699
Chang, X., Kumar, K. M., & Ping, T. A. (2024). Quality and sustainability of vocational education in Western China : Analyzing key factors affecting organizational performance. Global Business and Management Research: An International Journal, 16(3), 72–87.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th Ed.). Sage Publications
Fajaryati, N., Budiyono, B., Akhyar, M., & Wiranto, W. (2020). The employability skills needed to face the demands of work in the future: Systematic literature reviews. Open Engineering, 10(1), 595–603. https://doi.org/10.1515/eng-2020-0072
Garcia, T., & Pintrich, P. R. (1991). Student motivation and self-regulated learning. Annual Meeting of the American Educational Research Association, 1–21. http://files.eric.ed.gov/fulltext/ED333006.pdf
Goetze, J., & Driver, M. (2022). Is learning really just believing? A meta-analysis of self-efficacy and achievement in SLA. Studies in Second Language Learning and Teaching, 12(2), 233–259. https://doi.org/10.14746/ssllt.2022.12.2.4
Nugroho, A., & Haghegh, M. (2021). Emergency remote teaching amidst global pandemic: Voices of Indonesian EFL teachers. VELES Voices of English Language Education Society, 5(1), 66–80. https://doi.org/10.29408/veles.v5i1.3258
Nugroho, A., Triana, Y., & Zulaiha, D. (2022). Digital teaching awareness and practice: Narratives from Indonesian ESP teachers. ELT Echo : The Journal of English Language Teaching in Foreign Language Context, 7(1), 1. https://doi.org/10.24235/eltecho.v7i1.9905
Papi, M., & Hiver, P. (2020). Language learning motivation as a complex dynamic system: A global perspective of truth, control, and value. Modern Language Journal, 104(1), 209–232. https://doi.org/10.1111/modl.12624
Pratama, R. (2023). English language in the context of cultural diplomacy. CULTURALISTICS: Journal of Cultural, Literary, and Linguistic Studies, 7(2), 77–84.
Rahman, M. H. A., Uddin, M. S., & Dey, A. (2021). Investigating the mediating role of online learning motivation in the COVID-19 pandemic situation in Bangladesh. Journal of Computer Assisted Learning, 37(6), 1513–1527. https://doi.org/10.1111/jcal.12535
Rizal, R., Rusdiana, D., Setiawan, W., & Siahaan, P. (2022). Learning management system supported smartphone (LMS3): Online learning application in physics for school course to enhance digital literacy of pre-service physics teachers. Journal of Technology and Science Education, 12(1), 191–203. https://doi.org/10.3926/JOTSE.1049
Sari, L. I., & Prasetiawan, A. (2023). The qualifications needed by logistics employees in the future industry and its implications in higher education institutions. RSF Conference Series: Engineering and Technology, 3(1), 17–23. https://doi.org/10.31098/cset.v3i1.727
Tambunan, R. W., & Kurniawan, H. (2024). An implementation of integrated performance assessment model in vocational English for communication learning. JOALL (Journal of Applied Linguistics and Literature), 9(1), 167–181. https://doi.org/10.33369/joall.v9i1.30876
Widodo, H. P., Fang, F., & Elyas, T. (2020). The construction of language teacher professional identity in the global Englishes territory: ‘we are legitimate language teachers.’ Asian Englishes, 22(3), 309–316. https://doi.org/10.1080/13488678.2020.1732683
Yuriev, A., Dahmen, M., Paillé, P., Boiral, O., & Guillaumie, L. (2020). Pro-environmental behaviors through the lens of the theory of planned behavior: A scoping review. Resources, Conservation and Recycling, 155(August 2019). https://doi.org/10.1016/j.resconrec.2019.104660
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Dewi Anissa, Susiati
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors can separately make additional contractual arrangements for non-exclusive distribution published by the journal (e.g., publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are allowed and encouraged to send their work via online (e.g., in the institutional repositories or their website) after published by the journal.
