English Learning Motivation of Seventh Grade Students Affected by Gadget Addiction: A Case Study at Fadhilah Edu Center (Fec) Cibitung

Authors

  • Aisah Pitriani Universitas Panca Sakti Bekasi Author
  • Leroy Holman Siahaan Universitas Panca Sakti Bekasi Author
  • Yanti Rusmiati Universitas Panca Sakti Bekasi Author

Keywords:

gadget addiction, English learning, motivation

Abstract

This study examines the correlation between gadget addiction and English learning motivation among seventh-grade students at Fadhilah Edu Center, Cibitung, Bekasi. Using a mixed-methods approach, data were collected from 30 students through an adapted Smartphone Addiction Scale-Short Version and Gardner's Attitude/Motivation Test Battery, supplemented by qualitative interviews and observations. Findings reveal that 50% of students exhibit moderate gadget addiction, with over half using gadgets more than four hours daily for non-academic purposes. Despite widespread device dependency, 66.7% demonstrate high English learning motivation. Correlation analysis shows controlled gadget use positively correlates with intrinsic and integrative motivation, enhancing cultural exposure and learning engagement through access to authentic English content. However, excessive use negatively impacts extrinsic motivation through distraction and reduced academic focus. Instrumental motivation remains stable across addiction levels, reflecting a strong awareness of the practical importance. Students categorize into three groups: productive users who leverage technology for learning, ambivalent users experiencing benefit-distraction tensions, and distracted users whose learning suffers significantly

References

Chen, L. (2020). Digital engagement and flow experience in online learning environments. Computers & Education, 158, 103995.

Clark, L. S. (2011). Parental mediation theory for the digital age. Communication Theory, 21(4), 323-343.

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: SAGE.

Creswell, J. W., & Plano Clark, V. L. (2017). Designing and Conducting Mixed Methods Research (3rd ed.). Thousand Oaks, CA: SAGE.

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.

Dörnyei, Z., & Al-Hoorie, A. H. (2017). The motivational foundation of learning languages other than Global English: Theoretical issues and research directions. The Modern Language Journal, 101(3), 455-468.

Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.

Fauzi, I.-. (2018). The Impact of Mobile Gadgets in EFL Learning: Perceptions of EFL

Franscy, F., & Siahaan, L. H. (2021). The Effectiveness of Recitation Method Based on ICT (Moodle) in Learning Argumentation Writing Skills. Jurnal Studi Guru Dan Pembelajaran, 4(3), 722-734.

Jamir, L., Duggal, M., Nehra, R., Singh, P., & Grover, S. (2019). Epidemiology of technology addiction among school students in rural India. Asian Journal of Psychiatry, 40, 30–38.

Kuss, D. J., & Griffiths, M. D. (2017). Social networking sites and addiction: Ten lessons learned. International Journal of Environmental Research and Public Health, 14(3), 311.

Mascheroni, G., Cuman, A., & Lomborg, S. (2021). Are there differences in video gaming and use of social media among boys and girls?—A mixed methods approach. International Journal of Environmental Research and Public Health, 18(11), 6085.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.

Sari, S. V., & Indrawati, E. S. (2016). Hubungan antara dukungan sosial dengan resiliensi pada siswa yang mengalami bullying. Jurnal Empati, 5(2), 339-343.

Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning & Technology, 14(2), 95– 11.

Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning & Technology, 14(2), 95– 11.

Suwartono, T., & Susilowati, D. (2019). Gadget addiction and academic achievement among adolescents. Jurnal Psikologi Pendidikan, 8(2), 101–110.

Sugiyono. (2019). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.

Twenge, J. M., & Campbell, W. K. (2018). Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based study. Psychological Science, 29(6), 790-801

Downloads

Published

2025-12-30

Issue

Vol. 2 No. 2 (2025): Education, Research, Formation, and Action in General Education Journal

Section

Articles

License

Copyright (c) 2026 Aisah Pitriani, Leroy Holman Siahaan, Yanti Rusmiati (Penulis)

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with Jurnal Kajian Pendidikan Bangun Cipta agree to the following terms:

  1. Copyright on any article is retained by the author(s).
  2. The author grants the journal, right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in Jurnal Kajian Pendidikan Bangun Cipta.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) after published by Jurnal Kajian Pendidikan Bangun Cipta, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
  4. The article and any associated published material is distributed under the Creative Commons Attribution-ShareAlike 4.0 International License.