Integrating Keller’s ARCS Motivational Design Model in Online Indonesian Language Instruction for Foreign Speakers (BIPA 1)
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Abstract
Background and aim: The forced implementation of Distance Learning for Indonesian Language for Foreign Speakers (Pengajaran Jarak Jauh Bahasa Indonesia bagi Penutur Asing or PJJ BIPA) during the COVID-19 pandemic served as a vital mechanism to meet the rising global demand for Indonesian language literacy. However, shifting to completely virtual, synchronous platforms brought distinct pedagogical challenges, particularly concerning student retention, interactive participation, and long-term learning motivation. This study aims to investigate international learners' experiences and evaluations regarding the integration of John M. Keller’s ARCS (Attention, Relevance, Confidence, and Satisfaction) motivational design model within online BIPA Level 1 courses.
Materials and methods: This study employed a qualitative research design. The target participants consisted of foundational BIPA Level 1 students across two major higher education institutions in the Philippines: The University of the Philippines Diliman and the University of Santo Tomas. There were a total of 33 participants from the two universities. Data were gathered through an online survey using Google Forms deployed immediately following the completion of a comprehensive 14-session learning cycle. The instrument combined closed-ended multiple-choice questions and detailed, open-ended qualitative essay questions. The collected text responses were systematically assessed using the descriptive qualitative data analysis procedures outlined by Taylor-Powell and Renner (2003).
Results: The empirical findings indicated that the international learners perceived the ARCS motivational design model highly positively. Respondents explicitly characterized the synchronous sessions as engaging, deeply informative, and interactive, noting that the approach reduced foreign language anxiety. The systematic pedagogical framework was perceived positively. The participants' communication confidence, instructional motivation, and overall academic satisfaction were also noted. Furthermore, descriptive trends highlighted that while foundational language skills remain vital, a significant portion of international students’ desire was for expanded academic content focused directly on Indonesian socio-cultural practices, history, and interactive everyday conversational structures.
Conclusion: The strategic application of the ARCS motivational design framework exerts a strong, positive influence on international student engagement and morale within online BIPA instructional environments. By deploying targeted motivational triggers, the framework counters digital screen fatigue, establishes an enjoyable remote learning atmosphere, and reinforces foundational linguistic self-efficacy among novice speakers.
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