The Effects of the Communicative Approach and the Use of Information Technology on Students’ Motivation and Achievement in Indonesian Language Learning
DOI:
https://doi.org/10.17507/jltr.1403.29Keywords:
communicative approach, information technology, learning motivation, learning achievement, Indonesian LanguageAbstract
This study aimed to explain the structural influence of the implementation of the communicative approach and the use of information technology in Indonesian language learning on students’ motivation and learning achievement. This research was conducted in Blitar, Indonesia, and 186 students were chosen as the samples. An explanatory research design was used in this research. The data collection techniques used questionnaires and documentation, while data analysis techniques used descriptive statistics and structural equation modeling. The results of the analysis showed that there was a direct effect of the communication approach and the use of information technology on students’ learning motivation. There was a significant direct effect of students’ learning motivation on students’ achievement in the Indonesian language class. The communicative approach had an indirect effect on students’ achievement and showed a stronger coefficient of the effect on learning motivation compared to the use of information technology. These findings were discussed in depth based on the theory and results of previous studies.
References
Abate, E. B. (2014). Prospects and challenges of communicative approach in EFL context. Research on Humanistic and Social Sciences, 4(25), 128–136.
Agbatogun, A. O. (2014). Developing learners’ second language communicative competence through active learning: Clickers or communicative approach? Educational Technology & Society, 17(2):257-269/
Alismaiel, O. A., Cifuentes-Faura, J., & Al-Rahmi, W. M. (2022) Social media technologies used for education: An empirical study on TAM model during the COVID-19 pandemic. Frontiers in Education, 7, 1-12. Retrieved January 14, 2023, from https://www.frontiersin.org/articles/10.3389/feduc.2022.88283.
Andriani, R., & Rasto, R. (2019). Motivasi Belajar Sebagai Determinan Hasil Belajar Siswa. Jurnal Pendidikan Manajemen Perkantoran, 4(1), 80. Retrieved July 12, 2022, from https://doi.org/10.17509/jpm.v4i1.14958.
Arnesti, N., & Hamid, A. (2015). Penggunaan media pembelajaran online–off-line dan komunikasi interpersonal terhadap hasil belajar bahasa inggris. Jurnal Teknologi Informasi & Komunikasi Dalam Pendidikan, 2(1). Retrieved September 11, 2022, from https://doi.org/10.24114/jtikp.v2i1.3284.
Atia, H., & Salem, A. (2015). Instruction and educational Technology. JRCIET, 1, 1–233.
Bekele, E. (2014). Prospects and Challenges of Communicative Approach in EFL Context, 4(25), 128–137.
Ahmad, S., & Rao, C. (2013). Applying communicative approach in teaching English as a foreign language: A case study of Pakistan, Porta Linguarum, 187–203.
Elalouf, A., Edelman, A., Sever, D., Cohen, S., Ovadia, R., Agami, O., & Shayhet, Y. (2022). Students’ perception and performance regarding structured query language through online and face-to-face learning. Frontiers in Education, 7. https://www.frontiersin.org/articles/10.3389/feduc.2022.935997.
Fatkhurrozi, A., Amaniyah, I., Rahmawati, I., & Lailiyah, S. (2021). Efektivitas pembelajaran daring menggunakan Google Meet dan Whatsap group untuk meningkatkan hasil belajar matematika selama pandemi Covid-19. Modeling: Jurnal Program Studi PGMI, 8(1), 28–42.
Fauziyyah, N. (2019). Communication ethics of digital natives students through online communication media to educators: education perspective. Jurnal Pedagogik, 06(02), 437–474. https://ejournal.unuja.ac.id/index.php/pedagogik.
Ghanizadeh, A., & Razavi, A. (2015). The impact of using multimedia in English high school classes on students’ language achievement and goal orientation. International Journal of Research Studies in Educational Technology, 4(2). Retrieved April 13, 2022, from https://doi.org/10.5861/ijrset.2015.1183.
Gulikers, J., & Bastiaens, T. (2004). The Impact of intrinsic motivation on e-learning in authentic computer tasks, July, 368–376.
Hollister, B., Nair, P., Hill-Lindsay, S., & Chukoskie, L. (2022). Engagement in online learning: student attitudes and behavior during COVID-19. Frontiers in Education, 7. https://www.frontiersin.org/articles/10.3389/feduc.2022.851019.
Hwang, G.-J., Hung, C.-M., & Chen, N.-S. (2014). Improving learning achievements, motivations, and problem-solving skills through a peer assessment-based game development approach. Educational Technology Research and Development, 62(2), 129–145. Retrieved May 17, 2022, from https://doi.org/10.1007/s11423-013-9320-7.
Idaryani, I. (2021). The Influence of digital technology on students’ motivation in learning English specific purpose, 6, 69–81.
Jin, G. (2009). Application of Communicative Approach in College English Teaching. Asian Social Science, 4(4), 159–161. Retrieved June 15, 2022, from https://doi.org/10.5539/ass.v4n4p81.
Kasımoğlu, S., Bahçelerli, N. M., & Çelik, M. U. (2022). Digital literacy during COVID-19 distance education; evaluation of communication-based problems in line with student opinions. Frontiers in Psychology, 13. https://www.frontiersin.org/articles/10.3389/fpsyg.2022.809171, 809171.
Meletiou-Mavrotheris, M., Mavrou, K., & Rebelo, P. V. (2021). The role of learning and communication technologies in online courses’ design and delivery: A cross-national study of faculty perceptions and practices. Frontiers in Education, 6. https://www.frontiersin.org/articles/10.3389/feduc.2021.558676.
Nabilla, R., & Kartika, T. (2020). WhatsApp Grup sebagai media komunikasi kuliah online. Jurnal Interaksi, 4(2), 193–202. Retrieved November 23, 2022, from https://doi.org/10.30596/interaksi.v4i2.4595.
Nurchasanah (1995). Penerapan Pendekatan Komunikatif Integratif Dalam Interaksi Belajar Mengajar Bahasa Indonesia di Tingkat Dasar. Jurnal Bahasa, Sastra, Seni, dan Pengajarannya, 22(1), 47–61.
Ramazanova, D., Togaibayeva, A., Yessengulova, M., Baiganova, A., & Yertleuova, B. (2022). Using Instagram to raise the effectiveness of distance learning in English: The experience of Kazakhstani students. Frontiers in Education, 7. https://www.frontiersin.org/articles/10.3389/feduc.2022.923507.
Sharma, V. (2018). Influence Factors in Students’ Motivation for Communicative Competence in English: A Case Study in Saudi Arabia. Journal of Literature, Languages, and Linguistics, 50(0), 37-47.
Steinmayr, R., Weidinger, A. F., Schwinger, M., & Spinath, B. (2019). The Importance of Students’ Motivation for Their Academic Achievement–Replicating and Extending Previous Findings. Frontiers in Psychology, 10. https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01730, 1730.
Tella, A. (2007). The Impact of motivation on student’s academic achievement and learning outcomes in mathematics among secondary school students in Nigeria, Journal of Educational Action Research, 3(2), 149–156.
Thelwall, M. (2018). Social media analytics for YouTube comments: Potential and limitations. International Journal of Social Research Methodology, 21(3), 303–316. Retrieved July 27, 2022, from https://doi.org/10.1080/13645579.2017.1381821.
Vu, T., Magis-Weinberg, L., Jansen, B. R. J., van Atteveldt, N., Janssen, T. W. P., Lee, N. C., van der Maas, H. L. J., Raijmakers, M. E. J., Sachisthal, M. S. M., & Meeter, M. (2022). Motivation-achievement cycles in learning: A literature review and research agenda. Educational Psychology Review, 34(1), 39–71. Retrieved August 22, 2022, from https://doi.org/10.1007/s10648-021-09616-7.
Wang, J., Zhang, X., & Zhang, L. J. (2022). Effects of teacher engagement on students’ achievement in an online English as a foreign language classroom: The mediating role of autonomous motivation and positive emotions. Frontiers in Psychology, 13. Retrieved January 21, 2023, from https://www.frontiersin.org/articles/10.3389/fpsyg.2022.950652.
Wang, L. (2015). Application of communicative approach in college English teaching. Icsste, 159–161.
Wiyono, B. B., Wedi, A., Kusumaningrum, D. E., & Ulfa, S. (2021). Comparison of the effectiveness of using online and offline communication techniques to build human relations with students in learning at schools. 2021 9th International Conference on Information and Education Technology (ICIET), 115–120. Retrieved July 09, 2022, from https://doi.org/10.1109/ICIET51873.2021.9419660.
Wiyono, B. B., Indreswari, H., & Prestiadi, D. (2021). The Use of technology-based communication media in the teaching-learning interaction of educational study programs in the pandemic of Covid-19. 2021 IEEE 11th International Conference on Electronics Information and Emergency Communication (ICEIEC), 1–5. Retrieved December 07, 2022, from https://doi.org/10.1109/ICEIEC51955.2021.9463846.
Wiyono, B. B., Kusumaningrum, D. E., Triwiyanto, T., Sumarsono, R. B., Valdez, A. V., & Gunawan, I. (2019). The comparative analysis of using communication technology and direct techniques in building school public relation public relations. 2019 5th International Conference on Education and Technology (ICET), 81–86. Retrieved May 03, 2022, from https://doi.org/10.1109/ICET48172.2019.8987220.
Wiyono, B. B., Wedi, A., Wahyuni, S., & Valdez, A. V. (2020). Use of online communication media as a student learning tool in college and its effect on the achievement of students. 2020 6th International Conference on Education and Technology (ICE T), 186–191. Retrieved October 06, 2022, from https://doi.org/10.1109/ICET51153.2020.9276562.
Wiyono, B. B., Gipayana, M., & Ruminiati, R. (2017). The Influence of implementing a communicative approach in the language teaching process on students’ academic achievement. Journal of Language Teaching and Research, 8(5), 902–908.
Yahiaoui, F., Aichouche, R., Chergui, K., Brika, S. K. M., Almezher, M., Musa, A. A., & Lamari, I. A. (2022). The Impact of e-learning systems on motivating students and enhancing their outcomes during COVID-19: A Mixed-method approach. Frontiers in Psychology, 13. Retrieved June 05, 2022, from https://www.frontiersin.org/articles/10.3389/fpsyg.2022.874181, 874181.
Zhang, X., & Cheng, X. (2022). College students learning performance, teaching skills, and teaching innovation in intercultural communication class: Evidence based on experiential learning theory. Frontiers in Psychology, 13. https://www.frontiersin.org/articles/10.3389/fpsyg.2022.953501, 953501.
