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• W2938649164 abstract "Penelitian ini bertujuan untuk menerapkan self-determination theory yang diajukan Ryan dan Deci (2000b) pada kelas bahasa Inggris di daerah pinggiran Indonesia dengan menggunakan autonomy-supportive motivating style (Reeve, 2009) untuk meningkatkan keterlibatan siswa (students' engagement) karena siswa yang terlibat di dalam kelas akan mendapatkan beberapa manfaat seperti memiliki sikap dan emosi positif yang dapat membantunya untuk berkembang lebih baik lagi (Skinner & Belmont, 1993). Penelitian ini menggunakan model penelitian pre-eksperimental untuk mendapatkan data pada kondisi kelas yang sebenarnya dengan waktu dan partisipan yang terbatas ketika autonomy-supportive motivating style diimplementasikan dan juga menggunakan dependent non-directional t-test untuk mengolah hasil pretest dan post-test terhadap keterlibatan siswa. Hasil penelitian menunjukan bahwa terdapat perbedaan pada tingkat keterlibatan siswa di kelas bahasa Inggris sebelum (M=83,8, SD=4,8) dan sesudah (M=89,3, SD=6,9) autonomy-supportive motivating style diimplementasikan karena hasil perhitungan menunjukan bahwa nilai p (t(29)= -5,5, p = 0,000) lebih kecil daripada nilai tingkat signifikansi yang telah ditentukan sebesar (.05). Namun, terdapat fluktuasi yang bervariatif terhadap skor keterlibatan siswa yang terjadi pada tiap siswa dari hasil pretest dan post-test. Meskipun terdapat fluktuasi yang terjadi pada skor keterlibatan siswa, penelitian ini mengindikasikan bahwa self-determination theory dapat diaplikasikan di Indonesia dalam bentuk autonomy-supportive motivating style, khususnya di daerah pinggiran.;--- This research aimed at implementing self-determination theory by Ryan and Deci (2000b) in an English class in rural area of Indonesia by using autonomy-supportive motivating style (Reeve, 2009) in order to improve students' engagement as engaged students would get some benefits such as showing positive behaviors and emotions to develop further (Skinner & Belmont, 1993). This research used pre-experimental research design to grasp the data in a real classroom condition with limited time and participants while autonomy-supportive motivating style was implemented and dependent non-directional t-test were implemented to assess pretest and post-test results of student's engagement. The results showed that there is a difference in the scores of students' engagement in English class between before (M=83,8, SD=4,8) and after (M=89,3, SD=6,9) the implementation of autonomy-supportive motivating style was implemented because the result shows that the p value (t(29)= -5,5, p = 0,000) is smaller than the significance level value that has been set (.05). However, there are some fluctuations of engagement scores that occur in each students from the result of pretest and post-test and those fluctuations are varied. Despite the fluctuations that occur, this research also indicated that self-determination theory is applicable in a form of autonomy-supportive motivating style when implemented in Indonesia specifically in its rural area" @default.
• W2938649164 created "2019-04-25" @default.
• W2938649164 creator A5047279644 @default.
• W2938649164 date "2017-08-31" @default.
• W2938649164 modified "2023-09-24" @default.
• W2938649164 title "AUTONOMY-SUPPORTIVE MOTIVATING STYLE TO IMPROVE STUDENT ENGAGEMENT IN ENGLISH CLASS" @default.
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