Self-Motivational Beliefs on the Academic Self-Regulation of Arabic Learners (Multicase Study at the Islamic Boarding School of ^Darul Lughah wad Da wah^ Bangil and ^Nurul Jadid^ Paiton) Hunainah
Department of Islamic education, Universitas Muhammadiyah Palangkaraya
Jalan RTA Milono Km.1.5, Palangka Raya 73111, Indonesia
hunzie84[at]gmail.com
Abstract
Academic self-regulation facilitates more effortless mastery of the four basic skills of learning Arabic because it directs a person more focused on the planning, performance, and evaluation phases. Learners can see the point of success and failure and the supporting and inhibiting factors behind it. Academic self-regulation of female students in the institutions is not publicly ordered, but its strategies can be learned through their daily activities. Among the planning stages of academic self-regulation are self-motivational beliefs. The self-motivational beliefs of the students in these two lodges describe the driving force of their essential enthusiasm in training themselves to learn Arabic. This study aims to reveal the description of self-motivational beliefs in the academic self-regulation of students at Darul Lughah Wad Da^wah and Nurul Jadid in learning Arabic and the dominant form of self-motivational beliefs in the academic self-regulation of students at Darul Lughah Wad Da^wah and Nurul Jadid in learning Arabic. The results showed that self-motivational beliefs in the academic self-regulation of students of Darul Lughah Wad Da^wah are self-efficacy from peers, goal orientation that comes from personal and family expectations, religious value interest, and the outcome expectation of working and continuing to study abroad. Self-motivational beliefs in the academic self-regulation of students at Nurul Jadid in learning Arabic are zero self-efficacy and develop gradually, goal orientation, task interest from language activities, and outcome expectation of continuing studies in Arabic language education UNIJA. The dominant form of self-motivational beliefs in the academic self-regulation of students at PP Darul Lughah Wad Da^wah in learning Arabic is religious value interest. The dominant form of self-motivational beliefs in the academic self-regulation of students at Nurul Jadid in learning Arabic is the task interest of language activities.
Keywords: Self-motivational beliefs, Academic self-regulation, Arabic language
