The Role of Learning Motivation in Early Literacy Development: A Phenomenological Study of Elementary Students' Reading and Writing Experiences
DOI:
https://doi.org/10.59944/postaxial.v4i3.1497Keywords:
learning motivation, early literacy development, phenomenological study, elementary students, reading and writing experiencesAbstract
This phenomenological study aimed to describe the essential structures of learning motivation as experienced by elementary students during reading and writing activities. Employing Moustakas’s transcendental phenomenological approach, the study involved 18 first- through third-grade students from three public elementary schools. Data were collected through semi-structured phenomenological interviews, participant observations, stimulated recall using video recordings, and document collection including reading logs and writing journals. Analysis followed the modified Stevick-Colizzi-Keen method, yielding four invariant themes that constitute the essential structure of motivated literacy experience: the felt sense of competence as embodied satisfaction, the social visibility of literacy achievement, the perceived meaningfulness of the literacy task itself, and the temporal flow of engaged versus disengaged states. The findings reveal that learning motivation in early literacy is not a stable internal trait but a dynamic, context-sensitive intentional relationship between the child and the act of reading or writing. Motivation emerges from a self-reinforcing cycle in which successful performance produces embodied competence, competence becomes socially visible, the task is perceived as meaningful, and temporal awareness recedes, allowing absorption in the activity. The absence of any component disrupts the cycle, producing disengagement. The study contributes a phenomenological grounding to self-determination theory and offers practical implications for literacy instruction that supports children’s embodied, social, and temporal experiences of motivation.
References
Abdul Halim, Z. A., al-Akiti, M. A., Zulkefli, A. A., & Mohd Zawawi, A. Z. (2022). Analisis Kritis Terhadap Karya Ilmiah “Pemikiran Akidah Syaikh Nāẓim al-Qubruṣī Menurut Ahli Sunnah Wal Jamaah”: Kajian Perbahasan Waḥdah al-Wujūd dan Tauhid. Jurnal Akidah & Pemikiran Islam, 24(1). https://doi.org/10.22452/afkar.vol24no1.3
Aly, H. N., & Bustomi. (2022). QURAN LITERACY FOR STUDENTS WITH SPECIAL NEEDS. Jurnal Pendidikan Islam, 8(2). https://doi.org/10.15575/jpi.v8i2.17609
Alzahrani, M., Alharbi, M., & Alodwani, A. (2019). The Effect of Social-Emotional Competence on Children Academic Achievement and Behavioral Development. International Education Studies, 12(12). https://doi.org/10.5539/ies.v12n12p141
Anggia, H., & Habók, A. (2023). Textual complexity adjustments to the English reading comprehension test for undergraduate EFL students. Heliyon, 9(1). https://doi.org/10.1016/j.heliyon.2023.e12891
Annuar, A. S., Rahman, R. A., Munir, A., Murad, A., El-enshasy, H. A., & Illias, R. (2021). Chinese EFL Learners’ Use of Mobile Dictionary in Reading Comprehension task. Carbohydrate Polymers, 118159. https://doi.org/10.1016/j.jsg.2023.105034
Ardhanari, M., Nugrohadi, G. E., & Erwita, M. A. (2021). Pelatihan Dan Pendampingan Digital Marketing pada UMKM Industri Olahan Hasil Laut di Kelurahan Sukolilo Baru, Kenjeran Surabaya. LOYALITAS, Jurnal Pengabdian Kepada Masyarakat. https://doi.org/10.30739/loyalitas.v4i2.1257
Benzie, H. J., & Harper, R. (2020). Developing student writing in higher education: digital third-party products in distributed learning environments. Teaching in Higher Education, 25(5). https://doi.org/10.1080/13562517.2019.1590327
Challob, A. I., Bakar, N. A., & Latif, H. (2016). Collaborative Blended Learning Writing Environment: Effects on EFL Students’ Writing Apprehension and Writing Performance. English Language Teaching, 9(6). https://doi.org/10.5539/elt.v9n6p229
Dzulkifli, I., Suhid, A., Fakhruddin, F. M., & Ahmad, N. A. (2021). Activity-based teaching of quran for deaf students in the special education integration program. Pertanika Journal of Social Sciences and Humanities, 29(1). https://doi.org/10.47836/PJSSH.29.1.05
Fodstad, L. A., & Vetnes, M. R. (2021). “Psychology wasn’t such a big thing in the 17th century.” Exploratory reading of old poetry in Norwegian L1 upper secondary classes. Acta Didactica Norden, 15(1). https://doi.org/10.5617/adno.8022
Gimenez, S. L. (2015). A Case Study on Oral Corpus: The Use of Mother Tongue in Class by Brazilian Teachers of Spanish as Foreign Language. Procedia - Social and Behavioral Sciences, 198(Cilc), 242–248. https://doi.org/10.1016/j.sbspro.2015.07.442
Halim, Z. A. A., Al-Akiti, M. A., Zulkefli, A. A., & Zawawi, A. Z. M. (2022). CRITICAL ANALYSIS ON THE ACADEMIC DISSERTATION ENTITLED “THE THOUGHT OF SHAYKH NĀẒIM AL-QUBRUṢĪ ACCORDING TO AHL AL-SUNNAH WA AL-JAMĀʿAH”: A STUDY ON THE DISCUSSION OF WAḤDAH AL-WUJŪD AND TAWḤĪD. Afkar, 24(1). https://doi.org/10.22452/afkar.vol24no1.3
Hasanuddin, D., Emzir, & Akhadiah, S. (2019). Improving students’ scientific writing ability through blended learning-based collaborative learning. International Journal of Emerging Technologies in Learning, 14(20). https://doi.org/10.3991/ijet.v14i20.11457
Hofmann, V. (2021). App-based learning in phonological awareness and word-reading comprehension and its specific benefits for lower achieving students. International Journal of Educational Research Open, 2(August), 100066. https://doi.org/10.1016/j.ijedro.2021.100066
Knijnik, J., Spaaij, R., & Jeanes, R. (2019). Reading and writing the game: Creative and dialogic pedagogies in sports education. Thinking Skills and Creativity, 32. https://doi.org/10.1016/j.tsc.2019.03.005
Konishi, C., & Park, S. (2017). Promoting Children’s Healthy Social-Emotional Growth: Dialogue Journal. Journal of Education and Learning, 6(2). https://doi.org/10.5539/jel.v6n2p246
Langprayoon, P., & Ruangsart, W. (2024). Development of English Reading Strategies through Collaborative Learning and Blended Learning for English Teaching Program Students, Rajabhat Universities. 9th International STEM Education Conference, ISTEM-Ed 2024 - Proceedings. https://doi.org/10.1109/iSTEM-Ed62750.2024.10663135
López-Pellisa, T., Rotger, N., & Rodríguez-Gallego, F. (2021). Collaborative writing at work: Peer feedback in a blended learning environment. Education and Information Technologies, 26(1). https://doi.org/10.1007/s10639-020-10312-2
Maanen, J. Van. (2011). Tales of the Field on Writing Ethnography. Chicago University Press.
Malik, A. R., Pratiwi, Y., Andajani, K., Numertayasa, I. W., Suharti, S., Darwis, A., & Marzuki. (2023). Exploring Artificial Intelligence in Academic Essay: Higher Education Student’s Perspective. International Journal of Educational Research Open, 5(August), 100296. https://doi.org/10.1016/j.ijedro.2023.100296
Miranti, A., Turistiati, A. T., Nurcandrani, P. S., Bayu Aji, A. A., Wibawa, R. S., & Ramadisa, A. (2020). Pelatihan Jurnalistik dalam Membangun Literasi Media pada Anak-Anak di Sanggar Ar-Rosyid Purwokerto. Jurnal Komunitas : Jurnal Pengabdian Kepada Masyarakat, 2(2), 111–117. https://doi.org/10.31334/jks.v2i2.732
Motlagh, M. A., Zavaraki, E. Z., Vahedi, M., Noroozi, A., Bakhtiarvand, M., & Azizi, Y. (2023). The Impact of Blended Collaborative Learning on the English Reading Comprehension. Randwick International of Education and Linguistics Science Journal, 4(1). https://doi.org/10.47175/rielsj.v4i1.608
Mulyadi, E., Riyanto, Y., & Kristanto, A. (2024). The Influence Of Collaborative Blended Learning Through Written Small Group Discussion Model On High School Students’ English Writing Skills. The Influence Of Collaborative Blended Learning Through Written Small Group Discussion Model On High School Students’ English Writing Skills. https://doi.org/10.53555/kuey.v30i5.3051
Murniati, M., Muslimin, K., Wahab, A., & Fajrie, M. (2019). Program Pelatihan Jurnalistik Sekolah di MA NU Tengguli Kecamatan Bangsri Kabupaten Jepara. Journal of Dedicators Community, 3(2), 146–155. https://doi.org/10.34001/jdc.v3i2.868
Nahachewsky, J. (2007). At the Edge of Reason: Teaching Language and Literacy in a Digital Age. E-Learning and Digital Media, 4(3). https://doi.org/10.2304/elea.2007.4.3.355
Noor, A. M., & Ali, A. K. (2006). Kontroversi Sheikh Muhammad al-Ghazali Berkenaan Khabar al-Ahad : Tumpuan Kepada Beberapa Hadith Pilihan. Al-Bayan Journal of Al-Quran & Al-Hadith, 4.
Safira Meisya Salsa Bina. (2023). Asas Keseimbangan Dalam Hukum Perjanjian. JOURNAL SAINS STUDENT RESEARCH, 1(2). https://doi.org/10.61722/jssr.v1i2.324
Sajid Ullah Sheikh, & Muhammad Abid Ali. (2019). Al-Ghazali’s Aims and Objectives of Islamic Education. Journal of Education and Educational Development, 6(1).
Sheikh, S., & Ali, M. (2019). Al-Ghazali’s Aims and Objectives of Islamic Education. Journal of Education and Educational Development, 6(1). https://doi.org/10.22555/joeed.v6i1.2033
The Construction of English Writing Ecological Classroom in Senior High School from the Perspective of Ecolinguistics. (2022). Journal of Educational Research and Policies, 4(6). https://doi.org/10.53469/jerp.2022.04(06).42
Trismia, D. P., & Liansari, V. (2023). PENGARUH MODEL SAVI TERHADAP KETERAMPILAN MENULIS PUISI SISWA SEKOLAH DASAR DALAM KURIKULUM MERDEKA BELAJAR. Pendas: Jurnal Ilmiah Pendidikan Dasar, 8(1).
van der Elst-Koeiman, M., Segers, E., Severing, R., & Verhoeven, L. (2022). Learning to read in mother tongue or foreign language: Comparing Papiamento-Dutch reading skills in the post-colonial Dutch Caribbean. Learning and Individual Differences, 95(March 2021), 102138. https://doi.org/10.1016/j.lindif.2022.102138
Zhou, Y., Paul, B., & Sherman, R. (2018). Still a Hetero-Gendered World: A Content Analysis of Gender Stereotypes and Romantic Ideals in Chinese Boy Love Stories. Sex Roles, 78(1–2). https://doi.org/10.1007/s11199-017-0762-y
الغزالــي, م., & فخرالدين, م. (2012). Medina document, a study in the early Islamic sources and the views of the orientalists - reading the text and analyzing the items -. Kufa Journal of Arts. https://doi.org/10.36317/kaj/2012/v1.i12.6340
رمضان, س. م. ع. ا. ر. (2020). A Collaborative Blended Learning Environment for Enhancing Higher Education Students’ EFL Academic Writing and Their Writing Motivation., 112(5). https://doi.org/10.21608/maed.2020.199382
