CHAPTER II

REVIEW OF RELATED LITERATURE

This part of the study presents a review of related literature to the

variable of the study. The discussion of the independent variables, and

dependent, and each indicator presented.

INFORMATION TECHNOLOGY LITERACY

Information technology literacy is described here as a precursor to

information literacy. The proper context is that an information technology

literacy curriculum feeds directly into an information literacy curriculum.

As a precursor, students achieve skills and knowledge in information

technology that allow them to enter an information literacy program at the

appropriate and required learning level (Sulisworo & Suryani, 2014).

Moreover, technological literacy is married again with information so that

information technology literacy can be defined as a person's ability to

work independently or with others by using equipment, resources,

processes, and systems responsibly to access and evaluate information in

any medium, and use that information to solve problems, communicate

clearly, make informed decisions, and build new knowledge, products, or

systems. The massive use of information literacy technology is very

important in non-formal education. This is important to balance the use

of information technology, especially the very fast internet in the global

world (Bartin, 2020).

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Basic Information Technology Skills

With the development of computer industry and internet networks

during the last three decades things have changed and global

communication has reached an unprecedented height. Technology has

now become the most preferable means of generating and disseminating

information, hence the society is increasingly conscious of technology

literacy. It is seen as a continuum of knowledge, skills and strategies that

individuals acquire in the course of their lives through interactions with

peers and communities around them (Panel, 2018). The 21st century, also

called ICT literacy or new literacy, is not only the traditional literacy

concept of being able to read and write fluently, but is also the ability to

judiciously utilize and incorporate the new technologies in order to

communicate with others (Papadakis, 2018).

Analysis and Development Skills

Modern school children are the new digital generation and their

preferences for working with information are based on of the dominant

sensory modality which can be visual, auditory, and tactile/ kinesthetic.

The learning process will be useful if students' understanding of the

concepts is achieved. Understanding the idea and procedure to students

determines the learning success since the process of understanding the

idea makes the primary knowledge foundation of further learning (Barak

and Levenberg, 2016). Understanding the concept and procedure is one of

the crucial goals to learn. It provides comprehensive theory and procedure

taught to students are not merely rote but must be clearly understood.
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Understanding the concept is also one of the learning objectives conveyed

by the teacher because the teacher acts as a guide for students during

learning to achieve the expected idea (Yahya, Hermansyah, & Fitriyanto,

2019).

On the other hand, Echenique, Molías, and Bullen (2015) proposed

that to incorporate digital technology meaningfully and effectively for

academic purposes, it is necessary to enhance students’ digital skills.

This can be done through interacting with others for educational

purposes, managing information in digital formats, and digitally retrieving

useful and relevant information in daily life and training programs.

An active learning context that incorporates technology can make

them self-directed learners. Students can be involved in the learning

process, develop higher-order thinking skills such as analyzing and

synthesizing ideas, making judgments, and applying theories (Barak &

Levenberg, 2016).

Information and Internet Skills

Users can search for information on any topic through the Internet.

Awareness of the importance of the Internet involves not only monitoring

the number of citizens who subscribe to Internet plans, but also assessing

the patterns behind usage and skills, such as producing meaningful

content and participating in technology or gaining benefits from it

(Spante, Hashemi, Lundin, & Algers, 2018). Therefore, digital skills are

not only functional technical skills, but also the ability to find and select
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digital information, as well as the knowledge necessary for people to

become "key consumers" of that information.

However, with the rapid changes in technology and the increasing

exposure of younger generations to technology and its practical

applications in daily activities, digital skill measurement has been moving

in a new direction to capture more complex functions and uses of

technology (Reynolds, 2016).

Problem Solving Skills

Problem-solving is a crucial skill that affects all life actions, from

simple to complex. It leads individuals to find solutions for the problems

with the application of previously gained experiences. Problem-solving

skills support individuals’ ability to cope with behaviour (Tok, Tok &

Dolapçıoğlu, 2014). Problem-solving give students and teachers an

opportunity to build an appropriate behaviour in classroom settings with

the help of effective communication (Zembat, Tunçeli & Yavuz, 2017).

Problem-solving is a critical learning process in formal education

activities for all the education levels from primary to higher education.

This advanced cognitive ability can be understood as the ability to use

rules and concepts to solve the problem (Wang, Han, Zhan, Xu, Liu, &

Ren, 2015). Educators expect that their students will graduate from their

courses with good problem-solving skills. They use open-ended problems

and activities to develop these skills. Students’ participation in problem-

solving activities assists them to gain helpful attitudes that are crucial to

real life, such as creativity, flexibility, thinking, and efficiency. Besides, all
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these attitudes have already been linked to life-long learning skills. So,

problems used in the educational process should be real-life scenarios

that provide students opportunities to become real-life problem solvers

(Yu, Fan, & Lin, 2015).

MODULE PERCEPTION

A more personal interpretation of relevance put forward defines

relevance as a student’s perception as to whether the content, or

instruction, satisfied his/her personal needs, personal goals and career

goals (Soobard, 2020). Student motivation and student achievement

considerably on the basis of establishing effective and efficient learning-

teaching process in education systems. Motivation is a critical component

of learning and plays a very important role in helping students become

involved in academic activities. Motivation is defined as a situation that

gives energy to behavior, directs and sustains it. This includes goals and

activity requiring that the objectives provide motivation to move and

action. Action requires effort and insistence to operate for a long period of

time. Motivation involves a set of beliefs, perceptions, values, information

and actions that are totally related to each other. Motivation can lead to

many behaviors and it is important to understand the importance of

motivation in an educational setting (Suhag, Larik, Tagar & Solangi,

2016).

The Module
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The learning module contains summaries of material, training, and

covers how students build knowledge (Hamdunah, Yunita, Zulkardi, &

Muhafzan, 2016). It is an instructional material used to ease, encourage,

improve, and promote teaching and learning activities to improve and

facilitate effective processes of instruction. Learning module offers new

approaches and learning opportunities that enhance student's knowledge

and helps them overcome deficiencies. Learning module can help enable

the transformation and construction of a larger motivational environment

for students (Gordon & Nicholas, 2013).

The Module Context

Context is directly related to everyday life (Supiyati, Hanum, &

Jailani, 2019). Module context is assumed to to motivate students to

recognize parts of everyday life that aims to enhance the student's ability,

deepen their understanding, and to make meaningful connections

(Alangui, 2017). Not all topics are applicable and students' differences

pose a challenge to contextualization, however, contextualization still

increases the learning engagement wherein students have better retention

of concepts and conceptual understanding (Rosita, 2016).

Transferable Skills

Encourage students to develop a range of transferable skills. They

work as a team on a collaborative project, for which they need to

structure content and present it in an accessible way. This requires

Information and Technology skills, communication skills, abstract

thinking, problem-solving strategies and creativity (Stollhans, 2015).

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Transferable skills also include communication (written and verbal),

interpersonal and problem-solving skills, learning how to learn, personal

and professional development, amongst others (Washer, 2007).

MOTIVATION

Motivation is defined as a process in which target-oriented activities

are initiated and maintained. It is said that motivation influences human

behaviors and directs them and contributes to ensuring continuity. The

importance of the concept of motivation has been understood more in

recent years and recently it has attracted the attention in education due

to its effectiveness in education, training and success (Cook & Artino,

2016)

Ozen (2017) stated that the motivations of students are gathered

under four factors in the model. These are learning and teaching,

educational environment and material, motivational elements at the

lesson and evaluation elements.

Instrumental Motivation

Instrumental motivation is generally indicated by the aspiration to

get practical benefits from the study of a second language (Hudson,

2013). It is thought to be the purpose of learning a second language when

the learner is not interested in interacting socially with new target 4

language community members. “Instrumental motivation refers to the

perceived pragmatic benefits of L2 proficiency and reflects the recognition

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that for many language learners it is the usefulness of L2 proficiency that

provides the greatest driving force to learn language. It subsumes such

utilitarian goals as receiving a better job or a higher salary as a

consequence of mastering L2” (Dornyei, 2006). Learners with an

instrumental motivation want to learn a language because of a practical

reason such as getting a job promotion or getting into university (Hong &

Ganapathy, 2017).

Integrative Motivation

Integrative motivation is a usual behavior of someone who

appreciates the target language community, and studies the language for

the reason of joining that community. Those integratively motivated

students should hold an internal motivation for learning the language.

Integrative motivation is distinguished by the learners’ positive attitude

towards the target language group, and the desire to interact with those

group members five (Qashoa, 2016). Integrative motivation is also defined

as the evolvement that generates from inside. Learners do something for

the pure pleasure of doing it (Tileston, 2010).

Intrinsic Motivation (Confidence)

Tuncel (2015) have studied the relationship between self-confidence

and learning Turkish as a foreign language. The study found a relation

between self-confidence and learning and the study showed that high self-

confidence affected the learning positively and low self-confidence effected

learning negatively. Similarly, in Cologne Laboratory, Fischer and Sliwka

(2018) through experimentally studying the causal effects of external

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factors-based changes on the motivation for learning, found that

confidence in someone’s ability to learn stimulates someone for learning.

In addition, Tuncel (2015) have studied the effects of self-confidence on

academic achievement of elementary school students. Karimi and

Saadatmand (2014) conducted a study to find out the relationship

between self-confidence with academic achievement based on academic

motivation. Moreover, Al-Hebaish (2012) studied the correlation between

general self-confidence and academic achievement in the oral

presentation course. A similar study, by Tridinanti (2018) investigating

the correlation between speaking anxiety, self-confidence, and speaking

achievement of undergraduate EFL students. Similarly, Verma and

Kumari (2016) studied the effect of self-confidence on the academic

achievement of children at the elementary stage. Sihotang, Setiawan, and

Saragi (2017) investigated the effects of learning strategies and confidence

on students’ learning outcomes.

Intrinsic Motivation (Integrative Orientation)

Most of those studies concluded that students’ instrumental

motivation was higher than their integrative motivation (Choorsi, 2011).

According to Mackey (2014), the purposes of studying a foreign language

can be unlimited. Zhao (2012) did a study on the forms of motivation of

124 Chinese ESL students and he discovered that these learners were

more instrumentally motivated. Zhao’s assumptions were maintained by

Chunmei, Zhu, and Liping’s (2013) scrutiny.

Extrinsic Motivation (Instrumental Orientation)

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Motivation is a key predictor of success in learning a language.

Learners’ failure or success has been explained by the degree of their

motivation (Badeleh, 2017). Salvin (2014) defines “Motivation as an

internal process that activates, guides and maintains behavior over time.”

Wimolmas (2012) examined (30) first year undergraduate students

from Sirindhorn International Institute of Technology (SIIT), Thammasat

University, who were studying in the second semester of the academic

year 2012. Kitjaroonchai (2013) conducted a study on (266) students

from 10 different secondary and high schools in Education Service Area

(4), Seabury Province. Mohammed (2015) did a study which attempted

to examine the anxiety level and the motivation patterns of Saudi

College students of English and how motivational patterns and anxiety

effect on language learning.

Extrinsic Motivation (Teacher and Peer Students)

Assessing students’ goals and their achievement motives with

reference to a specific subject might result in higher associations with

domain-specific achievement criteria (Sparfeldt & Rost, 2011). According

to Olalekan (2016), it is generally observed that peer group has a lot of

influence on students. Katz in Olalekan (2016) wrote that the nature of a

peer group determines the impact on the motivation of and achievements

of its member. He further suggests that one group may have a negative

impact on its members while the other may have positive impact on its

members as well. Stressing the positive benefits of a group, Bandura in

Olalekan (2016), noted that through observing and imitating the behavior
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of others, learners can avoid much wasteful random behavior and come

close to reproducing the behaviors of which members are recognized. In

the same vein, a study by Bankole and Ogunsakin (2016) investigated the

influence of peer group on the academic performance of students.

External Encouragement

Such crowding-out effects are becoming less dominant as extrinsic

motivators receive more nuanced (Deci, 2017). Nevertheless, decades of

research have not provided reliable guidelines and a common

understanding of the impacts of rewards on motivation as well as creative

and innovative performance. Therefore, scholars have called for further

investigations (Byron & Khazanchi, 2012). Rewards, a specific HRM

practice, are the most common form of extrinsic motivators in the work

environment (Cerasoli, 2014) In general, they are provided as a

consequence of desired behaviors (Rose, 2014). The most common

distinction of rewards occurs in transactional and relational rewards

(Joshi, 2016). Thus, relational rewards go beyond financial

considerations. They include praise, recognition, and performance

feedback (Armstrong, 2012), for example in the form of thank-you cards,

hall of fame postings, announcements in newsletters or funding a

successful team for a particular project that the team appreciates, to

mention some (Amabile and Pratt, 2016). The meta-analyses by

Hammond (2011) and Byron and Khazanchi (2012) supported that

relational rewards in a controlled motivational environment could have no

impact or even negative ones on creative and innovative performance.

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Personal Assessment

Brown and Harris (2013) defined self-assessment in the K-16

context as a “descriptive and evaluative act carried out by the student

concerning his or her own work and academic abilities”. Panadero (2016)

defined it as a “wide variety of mechanisms and techniques through

which students describe (i.e., assess) and possibly assign merit or worth

to (i.e., evaluate) the qualities of their own learning processes and

products”. For now, consider a study of the accuracy and validity of

summative self-assessment in teacher education conducted by Tejeiro

(2012), which showed that students' self-assigned marks tended to be

higher than marks given by professors. Studies like Tejeiro (2012) are

interesting in terms of the information they provide about the relationship

between consistency and honesty, but the purpose of the self-assessment,

beyond addressing interesting research questions, is unclear. Research

suggests that self-assessments may prepare students for lifelong learning,

the ability to self-critique, and the ability to reflect on their performance

in an effort to contemplate on whether they are meeting the requirements

(Johnson & Gelfand, 2013).