Indonesian Nursing Students’ Attributions on Their Improvements in English-Speaking Skills
DOI:
https://doi.org/10.26877/eternal.v17i2.3887Keywords:
Attributions, Speaking Skills, Improvement, Nursing StudentsAbstract
For some people, speaking a foreign language might be exceptionally difficult. Some individuals have a natural aptitude for smooth communication, whereas others face challenges in acquiring this skill. The factors that contribute to individuals speaking a foreign language proficiently came under scrutiny. The objective of this research was to examine the attributions that nursing students had for their improvement in English-speaking skills. Attribution alone pertains to the justifications and rationales individuals offer for their advancement, accomplishment, or even lack thereof in a specific area, such as language acquisition. The study included a total of 38 nursing students from the Faculty of Nursing at Universitas Pelita Harapan in Indonesia. Data collection involved the utilization of open-ended questionnaires and interviews as the primary instruments. The participants were instructed to offer written responses to three items on the questionnaire. Additionally, during the interview phase, the researcher engaged nine participants to elaborate on their written responses from the questionnaire. The data analysis indicated that the primary factors contributing to the improvement of nursing students' English-speaking skills were the importance of doing speaking activities, internal motivation, and amicable learning environment.
References
Al-Ansori, A. N. (2022). Terkendala Bahasa dann Sertifikat, RI Belum Bisa Penuhi Permintaan Tenaga Keperawatan dari Luar Negeri. Https://Www.Liputan6.Com/Health/Read/5164941/Terkendala-Bahasa-Dan-Sertifikat-Ri-Belum-Bisa-Penuhi-Permintaan-Tenaga-Keperawatan-Dari-Luar-Negeri .
Ali, Z., Masroor, R., Khan, T. (2020). Creating Positive Classroom Environment for Learners’ Motivation Towards Communicative Competence in The English Language. Journal of the Research Society of Pakistan, 57(1), 317–328.
Basturkmen, H. (2022). Current trends in ESP research in the Asia Pacific region. World Englishes, 41, 512–522.
Busetto, L., Wick, W. & Gumbinger, C. (2020). How to Use and Assess Qualitative Research Methods. Neurol. Res. Pract, 2(14). https://doi.org/https://doi.org/10.1186/s42466-020-00059-z
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. SAGE Publications.
Dewaele, J. M., & Li, C. C. (2021). Teacher Enthusiasm and Students’ Social-Behavioral Learning Engagement: The Mediating Role of Student Enjoyment and Boredom in Chinese EFL Classes. Language Teaching Research, 25, 922–945. https://doi.org/10.1177/13621688211014538
Dewi, I. A., Widiyani, E., & Kurniawan, A. (2022). The Relationship between Students’ Speaking Skill and Students’ Self-Esteem of Mover F Class of NCL Madiun. Journal of English Teaching, 8(2), 267–281.
Fishman, E. J., & Husman, J. (2017). Extending Attribution Theory: Considering Students’ Perceived Control of The Attribution Process. Journal of Educational Psychology, 109(4), 559–573.
Graham, S. (2020). An Attributional Theory of Motivation. Contemporary Educational Psychology, 61. https://doi.org/https://doi.org/10.1016/j.cedpsych.2020.101861.
Irianto, D.P. & Nurniati, E. (2023). Student Interaction in Improving Speaking Ability at Nursing Study Program STIKES Ngudia Husada Madura. Journal on Education, 6(1), 101–108.
Ly, K. C. (2020). The Importance of Grammar in Language Teaching and Learning. Workshop on Innovation in Language Teaching and Learning, 186–195.
Mali, Y. C. G. (2015). Students’ Attributions on Their English-Speaking Enhancement. Indonesian Journal of Applied Linguistics, 4(2), 32–43. https://doi.org/10.17509/ijal.v4i2.681
Mirza, S. B. (2021). Role of Motivation in English Language Learning: A Real Challenge. The Creative Launcher, 6(4), 224–229. https://doi.org/https://doi.org/10.53032/ tcl.2021.6.4.33
Nurhidayah, R. (2020). The Role of Motivation in Second Language Acquisition. Jurnal Ilmiah Spectral, 6(2), 96–104. https://doi.org/10.47255/spectral.v6i2.59
Pasarlay, M. N. (2020). Factors Affecting Student Confidence in English Speaking Classes. International Journal of Science and Research (IJSR), 9(2), 275–278. https://doi.org/10.21275/SR20202203121
Pavelová, B. (2017). Positive Classroom Atmosphere as a Tool for Developing Fluency in Language Classroom. Študentska Vedecka a Umelecka Konferencia, 35–49.
Rafique, S., Waqas, A., Shahid, C. (2023). The Correlation between Vocabulary Knowledge and English LanguageProficiency at Undergraduate Level. Pakistan Journal of Medical SciencesHumanities and Social Sciences, 11(2), 1162–1171. https://doi.org/https://doi.org/10.52131/pjhss.2023.1102.0422
Rao, P. S. (2018). The Role of Teachers in Developing Speaking Skills in English Language Classrooms. Academica, 8(12), 5–14. https://doi.org/10.5958/2249-7137.2018.00068.X
Rokom. (2015). Pelepasan Perawat Indonesia ke Jepang. https://sehatnegeriku.kemkes.go.id/baca/rilis-media/20150610/0812430/pelepasan-perawat-indonesia-ke-jepang/
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and Extrinsic Motivation from a Self-Determination Theory Perspective: Definitions, Theory, Practices, and Future Directions. Contemporary Educational Psychology, 61.
Salsabila, S. D. (2018). Attributions on Students’ Speaking Fluency in an EFL Speaking Classroom [Universitas Kristen Satya Wacana]. https://repository.uksw.edu/bitstream/123456789/16702/4/T1_112014108_Judul.pdf
Seven, M. A. (2020). Motivation in Language Learning and Teaching. African Educational Research Journal Special Issue, 8(2), 62–17. https://doi.org/10.30918/AERJ.8S2.20.033
Silverio, S.A., Gauntlett, W., Wallace, H., & Brown, J. M. (2019). (Re)discovering Grounded Theory for Cross-Disciplinary Qualitative Health Research. In Myths, Methods, and Messiness: Insights for Qualitative Research Analysis (pp. 41–59).
Stahl, N. A., & King, J. R. (2020). Expanding Approaches for Research: Understanding and Using Trustworthiness in Qualitative Research. Journal of Developmental Education, 44(1), 26–28.
Sudusinghe, W.S. & Gamage, C. K. W. (2023). The Importance of English Language Proficiency for theSuccess of Nursing Education in Sri Lanka. South-East Asian Journal of Medical Education, 17(1), 39–42.
Tai, H. C. (2012). A Study of The Nursing Learners’ Attributions for Their Perceptions of Success or Failure in English Writing. Journal of Chang Gung University of Science and Technology, 16, 141–170.
Weiner, B. (2010). The Development of an Attribution-Based Theory of Motivation: A History of Ideas. Educational Psychologist, 45(1), 28–36. https://doi.org/https://doi.org/10.1080/00461520903433596
Yilmaz, C. (2012). An Investigation into Turkish EFL Students’ Attributions in Reading Comprehension. Journal of Language Teaching and Research, 3(5), 823–828. https://doi.org/10.4304/jltr.3.5.823-828
