THE IMPLEMENTATION OF ARCS LEARNING-MOTIVATIONAL MODEL TO ENHANCE STUDENTS LISTENING PROFICIENCY

Febrika dwi lestari

Abstract


Listening skill have a significant roles in the success of English language learning that involves the learners experiencing variety of feelings whether depression and frustration. Teaching this skill is also one of the most difficult task to do. Otherwise, motivation is one of the important things in mastering English that include listening as one of its skills. ARCS model combine both motivating and method in teaching that can be used to improve students proficiency in listening. This model was implemented on the second semester students of Nommensen HKBP University to find out its significance on the students listening skill. The quantitative analysis that used on this study showed that this model gave the significant development on the students proficiency on listening skill. Thus students gain more significance on the four steps of ARCS model called; attention, relevance, confidence and satisfaction that can help them to enhance their listening proficiency.


Keywords



Full Text:

PDF

References


Elliot, A. J., & Covington, M. (2001) Approach and avoidance motivation. Educational Psychology Review, 13, 2-19. http://dx.doi.org/10.4324/9780203888148.ch1

Keller, J. M. (2000). How to integrate learner motivation planning into lesson planning: The ARCS model approach. Proceedings from VII Semanario. Santiago, Cuba.

Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. New York, NY: Springer.

Madrid, D. (2002). The power of the FL teachers motivational strategies. Cauce, 25, 369-422.

Mendelsohn, J. D. (1994). Learning to listen: A strategy-based approach for the second language learner. San Diego: Dominie Press.

Maeng, U., & Lee, S. M. (2015). EFL teachers behavior of using motivational strategies: The case of teaching in the Korean context. Teaching and Teacher Education, 46, 25-36. http://dx.doi.org/10.1016/j.tate.2014.10.010

Nation, I. S. P., & Newton, J. (2009). Teaching ESL / EFL Listening and Speaking. New York: Routledge.

Vandergrift, L. (1999). Facilitating second language comprehension: acquiring successful strategies. ELT Journal, 53(3), 168176. https://doi.org/10.1093/elt/53.3.168

Xu, H., & Gao, Y. (2014). The development of English learning motivation and learners identities: A structural equation modeling analysis of longitudinal data from Chinese universities. System, 47, 102-115. http://dx.doi.org/10.1016/j.system.2014.09.020




DOI: https://doi.org/10.30596/etlij.v2i2.7332

Refbacks

  • There are currently no refbacks.


Creative Commons License

This work is licensed under a Creative Commons Attribution 3.0 License

ISSN: 2716-0831