Group Presentation

Yeah. Hello, everyone.

Welcome to the very first group presentation.

So here I'm Billy Spill A will be the first

speaker from the first group.

And in this particular opportunity, I would like our group.

Get the chance to present a topic about a journal

and study entitled Motivation, Self Confidence and Anxiety in English

Language Learning.

Indonesian and Thai students Perspective, the other from this study.

There are Palestinian from university as Christians happy watch China

and then Nevada on a new example from Tokyo.

Tell them, Keep university in Taiwan.

I'm sorry if there are mispronounced or something the next

I would like to present a case about the I'm

struck from this study and in this section particularly explained

about three major obstacles of second language learners, students started

language competence.

The first one is motivation.

The definition is the personal drive or desire to learn

the target language.

And then the second one.

Self confidence learners believe or trust on their abilities to

be successful in learning.

And then there is anxiety.

The students nervousness or worry when they face something difficult

or uncomfortable, and the strategy has been ground to seek

the differences between second language learners from Indonesia and Thailand

in terms of motivation, self confidence and anxiety.

What we next the such questions that arise from this

study is Is there any differences between Indonesian and Thai

students in terms of motivations of competence and self scheme?

And then the next thing I would like to personally

cases about the mythology from this study.

So it uses open ended question Aires with participants of

20 students from atomic writing class from English language education

program. When first asked the vagina and then 21 students

from English Super Chair who achieved child bracket University tied

around. What?

Yes. Yeah.

Hi, I'm Keisha.

Now I'm going to explain you more about the breakfast

study of this research.

Mm. Thank you.

Yeah. The first one is the motivation part.

Yeah. The first previously previous research study is from NZ

Focus on studying the motivation to acquire a second language.

His work as a motivational characteristic of learning to different.

Yeah, the first one is motivation.

Mm. The first preview study is from turn your focus

on studying the motivation to acquire a second language, his

work titled Motivational Characteristics of Running Different Target languages.

The sort of a nationwide survey which he undertook well.

Clement conclusively suggested a synthesis of the constituents of area

structure structure constructs in motivation in the following seven dimensions.

The first one effective or integrative, instrumental or pragmatic macro

context related self concept related co related educational contacts related

and significant, others related.

The second one is from Christian went in 82.

Hepatitis is the existence of an effective filter which consisted

of high motivation in learning, self consistent self esteem and

low entirety.

These are the effective domain determined partners.

Second language acquisition.

Yeah, mhm Next self confident.

The first previous study has come from late 2000 and

12 also claim that effective factors determine the proportion of

language learners in both an intake.

Effective factors included certain emotions our feelings like motivation, self

confidence, anxiety and some others.

In the process of of acquiring album.

The second one is also come from Gornji excited.

India's took A 2012 mentioned that there were three components

of second language motivation.

They were appraisal of the classroom environment in derogative motivation

and linguistic self confidence, and the last one is entirety.

According to your coach.

In 2000 and three, he pointed out.

Anxiety is not only experienced by introverted students because personalities

have been known to change in the second language.

It means that and try to take.

And we have one far Indra for students and also

extra ports students.

The last one is from 2 2000 and nine.

Lack of competence, fear of failure and other negative thought

processes may have also contributed to anxiety.

This is from me, and the next presentation will be

presented by my friend Hello, my name is Al Jiang,

and here I am going to present about the findings

and discussion of Indonesian student.

Yeah, the first one is I'm going to explain about

the motivation.

The findings.

For now, that motivation came from several sources, such as

self, to have to learn English parents and relatives and

other factors.

The motivation writes from very high to evaporate motivation and

the findings follow that 12 students are 60% had a

high motivation.

Five students are 25% hit a high, very high motivation

entry students are 15% had a rich motivation in the

parent of actors such as, according to Butler to Russian

N 13 he mentioned that there are four influential parent.

All factors in the first one is parent of family

will enable her characteristic.

The second one is parents general beliefs and behaviors.

The third one is parents Touch specific belief and the

last one is parents specific behaviors and about self confidence

in Indonesian students.

The Fridays one out that two students had lost self

confidence. 11 students had efforts.

Self confidence.

Five students had good self confidence, and when students they

did that, he had very good self confidence.

The determiner of student self confidence comes from several factors,

such as external factors that comes from their friends are

their teacher and the last one is about anxiety.

The findings run out that only when students are 5%

head low anxiety well, the others had a rich high

or very high anxiety level, or 95%.

The anxiety mainly came from performance in classroom, such as

communication, apprehension, this anxiety and fear of negative evaluation.

It shows that in the classroom setting, the effective wilder

is very high.

That causes students motivation decrease and it's a affects.

Their self confidence are in conclusion, if in a classroom

setting the F the affective router is high.

The students motivation will will be decreasing and it will

affect about their self confidence.

Mhm. So my name is you guys.

So I'm going to continue in the presentation from getting

previously, so I will.

Okay, so I'm going to explain about the motivation that

talent students would like.

Uh, so silent students motivation possessed by integrative and instrumental

motivation that drives them to fulfill their dreams.

Articles. So So here they, the Thailand citizens, uh, the

Thailand cities motivations came from their dreams and cause, for

example, like, uh, talking with the other people's other people

and maybe for the, uh, their job future in future,

like flight attendants or anything else.

So from 21 students observe from the talent students for

students or 19% have very high motivation.

And 12 students have high motivations for students have African

motivations, and only one students have flown motivations.

Okay, next slides the parental factors.

So from the motivations we have, um, I, uh we

have other factors that can that can build the motivation

from the students.

So the first one is planning to parental factors.

So I started by hosted 1919, 97 People in Thailand

have highly failure relationships among group members such as family

extended family and extended excellent family and maybe the high,

um, people, for example, like parents.

Or maybe there, um, say things or something like that.

Okay, so it's sure that, uh, yeah, free People in

Thailand have highly family relationships that maybe they, the Thailand

students, may be influenced by the parents.

Or maybe they're siblings.

So, uh, parents were influential to their English language learning.

Also, parents built their self confidence both direct or indirect.

Okay, next slide.

Um, okay.

And the other factors is about self confidence.

The study found that from 21 Thailand students observed towards

their self confidence, um, there are three students have very

high self confidence for students, have high self confidence.

And since you didn't have f rights, uh, self confidence

to two students have low self confidence when she didn't

have very low self competence and when she didn't who

has not answered the questions.

So it seems that it looks like, um yeah, yeah.

Or maybe you feel from the talent students have high

hi South Mountain jets.

Yeah, and moved to the anxiety.

Um, the findings found that when Thailand sit in have

very high anxiety, 12 students have high anxiety.

Six students have efforts.

Anxiety and one student have low anxiety and one student

who have a very low anxiety.

So this explained that most of the challenge citizens, uh,

maybe lack of actually this and and fear of failure

in learning, for example, like, uh, as you can see

in the slide here, uh, limpy 13 students have high

anxiety, so maybe they have a feeling that they figure

they field of failure, uh, in learning English.

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