Universitas Negeri Surabaya HUBUNGAN BENTUK PEMBERIAN TUGAS DENGAN MOTIVASI BELAJAR BAHASA JEPANG SISWA SMAN 1 GONDANG

English

Abstract

This study aims to determine the relationship between assignment types and Japanese language learning motivation among students at SMAN 1 Gondang. A quantitative correlational approach was used with a sample of 81 eleventh-grade students and a closed-ended questionnaire as the instrument. Theoretically, learning motivation is closely related to Deci & Ryan's Self-Determination Theory and Hidi & Baird's concept of situational interest. Additionally, challenging, interesting, and meaningful assignments can enhance learning motivation (Uno, 2016). Previous research by Supriadi (2023) demonstrated that the implementation of task-based teaching methods has a positive impact on students' learning motivation. The Spearman test results showed a strong and significant relationship between the form of task assignment and learning motivation, with a correlation coefficient of 0.667 and significance of 0.000. This study also found that students' learning motivation is influenced by 1) active student involvement in completing tasks, 2) the relevance of the material to their interests, and 3) a supportive learning environment. Additionally, hands-on tasks such as group cultural presentations were found to be the most motivating form of assignment, with 67% of students stating that such tasks helped with vocabulary usage, and 61% feeling they understood Japanese culture better. In conclusion, assignment forms designed to be engaging, meaningful, and collaborative have a positive contribution in enhancing students' motivation to learn Japanese.

Keywords : assignment types, learning motivation, Japanese language.