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English Teaching and Linguistics Journal (ETLiJ)
Vol.2. No.2, 2021, pp. 188 - 197
E-ISSN: 2716-083 188
Journal homepage: http://jurnal.umsu.ac.id/index.php/ETLiJ
The Implementation of Arcs Learning-Motivational Model to Enhance
Students’ Listening Proficiency
Febrika Dwi Lestari1
1Fakultas Keguruan dan Ilmu Pendidikan Universitas HKBP Nommensen
Email: [email protected]
ARTICLE INFO ABSTRACT
Received
30/06/2021
Revised
16/08/2021
Accepted
20/08/2021
This study deals with the observation of the impact of using the Arcs
learning-motivational model in enhancing the students’ listening
proficiency. This study applied the classroom action research that
consist of 2 cycles. The listening test, observation sheets, and diary notes
were employed to collect the data. ARCS model combine both motivating and method in teaching that can be used to improve students’ proficiency
in listening. This model was implemented on the second semester students of Nommensen HKBP University to find out its significance on
the students’ listening skill. The quantitative analysis that used on this study showed that the total score of the students in the end of the
treatment was 2438 and the mean of the students‟ score of the test was
81.27. The percentage of the students’ score of the test was 40 students
who passed and got score 75 or up to 75 it was 100%. It means this
model gave the significant development on the students’ proficiency on
listening skill. Thus students gain more significance on the four steps of
ARCS model called; attention, relevance, confidence and satisfaction
that can help them to enhance their listening proficiency.
Keywords:
Listening Skill,
motivation,
ARC Model,
students’
proficiency
How to cite: Lestari, Febrika Dwi. The Implementation Of Arcs Learning Motivational Model To
Enhance Students’ Listening Proficiency. English Teaching and Linguistics Journal, 2(2), 188-197.
I. INTRODUCTION
The Listening skill have a significant roles in the success of English language learning that
involves the learners experiencing variety of feelings whether depression and frustration. As a
communicative behavior where the listeners try to build a reasonable interpretation of a text for
some communicative purposes, listening has been considered as an important skills in the process
of language acquisition. In our daily life, people spent 45 percent of their communication time for
listening that means they know and understand the meaning of something by using this skill. As a
foreign language in Indonesia, listening proficiency has been considered as the most difficult skill
to be mastered by the students on any level of education. Nation & Newton (2009) define that
listening is a process of language learning which facilitate learners to have information in order to
develop their knowledge for using the language both English as second language and English as
foreign language. A very interesting research done by Bergquist and Philips (1997) shows that we
behave differently depending on our different modes of listening as showed in the chart below (see
table 1)
Most learners/students will spend more time listening to the foreign language than
producing it. The ability to have a full comprehension on this listening skill gives the student
confidence in communication. By mastering this skill, they are able to talk sensibly when they can
understand what is said to them. While the failing to understand this skill, will lead the students to
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miss important information presented to them or respond in a funny way. It is unlike reading, in
listening students do not have the chance to adjust the pace of speech, listen again or check an
unknown word. They need to understand what they hear on the spot makes it even more crucial
that they develop the ability to listen well.
Table 1. Behave differently depending on our different modes of listening
Characteristics Effective Ineffective
Non-verbal behavior Positive posture, keeps
attention and eye contact
Looks uninterested and bored, avoids
eye contact and maintains distracting
manners
Focus of attention Keeps focus of her
comments
on the speaker.
Shifts focus attention to him.
Acceptance Listener accepts ideas
and feelings.
Does not accept speakers’ ideas and
feelings.
Empathy Listeners empathize. Listeners fail to empathize.
Probing Listeners probe in a
helpful way.
Listeners fail probe effectively.
Paraphrasing Listener paraphrase to
verify s/he understand
the information
Restate in their own words
important statements made by the
speaker.
Summarizing Listener summarizes the
conversation in a good
way.
Listener fails to summarize
Advice Listener gives a range of
ideas, several numbers of
alternatives
Listener gives few ideas,
suggesting one correct course of
action
Listening is not only the way of learning language that can give the learner information
from which to build up the knowledge necessary for using the language but also the way to get
information or to understand the sense of communication which will be sent in oral. For this long
time, it seems that the skill of listening was long regarded as a passive skill that has not received
adequate acknowledgement as a skill in the own right. Thus Vandergrift, (1999, p. 168) says that
llistening skill is a passive activity which is a complex, active process for listeners to discriminate
between sounds, understand vocabulary and grammatical structures, interpret stress and
intonation‖. In line with that, Bont et. al (2008: 7) stated that listening is the attending, receiving,
interpreting, and responding to messages presented aurally. This theory help us to indicate that the
listeners are usually playing an active role because they should have ability to digest the message
of the speaker. In short, it can be concluded that listening refers to the highly integrative skill that
need work activity and more analysis and support. Teaching this skill is also one of the most
difficult task to do. However, the efficacy of current teaching materials to effectively train students in the
technicalities behind the listening process seems to be a rather dubious matter. Therefore, It is
imperative [for teachers] to teach students how to listen” (Vandergrift 2002) through raising
students awareness of listening strategies. Strategy awareness can be promoted “by asking students
to evaluate the effectiveness of strategies used. Group or class discussions on the approach taken
by students can also stimulate reflection and valuable evaluation” (Vandergrift 1997:406). During
these discussions, teachers should heavily focus on encouraging students “to share individual
routes leading to success; e.g. how someone guessed (inference) the meaning of a certain word or
how someone modified a particular strategy” (Vandergrift 2002).
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Listening plays a long-life role in processes of learning English. It is the first step for the
students to get the comprehension and understanding in learning English. Through this skill,
students are able to gain another skills and produce the language by using the vocabularies that
they obtained from listening. It is a belief for most of the people that the point of learning English
is that means they are able to speak and listen in English. Mendelsohn (1994, p. 19) defines
listening comprehension is an active and conscious process in which the listener constructs
meaning by using cues from contextual information and from existing knowledge, while relying
upon multiple strategic resources to fulfill the task requirement. This makes listening as the
complex and active process for the students as the listener. Thus, Schultz (2003) states the term of
listening should focus on how teachers attend to individuals, the classroom as a group, the broader
social context, and, cutting across all of these, to silence and acts of silencing. Since this skill
usually requiring a considerably long period of time to acquire that normally involving the student
experiencing a variety of emotions ranging from depression and frustration through to exhilaration
and pride, teaching listening skills is one of the most difficult tasks that a teacher faces.
Otherwise, motivation is one of the important things in mastering English that include
listening as one of its skills. The word motivation comes from Latin word “movere”. This word
usually describe the reasons for human desires, needs, and actions. Motivation can also be defined
as one’s direction to behavior or what causes a person to want to repeat a behavior and vice versa
(Elliot & Covington, 2001). Learning motivation is a kind of factor that needed by the students to
motivate them in learning process. Madrid, 2002, stated that learning motivation has drawn
considerable attention in foreign language learning, because it is hard for unmotivated learners to
finish such a challenging goal in language learning. This motivation has three roles in learning,
they are, generating learning desire (push the learning action), identifying goal orientation
(improving capacity through adaptation of environment and skills), and sustaining learning
behavior (accomplishing task and begin the further learning). According to the lecture-based
teaching method developed from the behavioral theory, teacher is the provider of the information,
and the students’ is limited to listen and complete the exercises from the teacher.
There are so many factors that can affect the process of learning the English language
skills include listening. One of them is motivation. There are a lot of studies of human learning
have been indicated that motivation is a critical key to language learning. Recently, we already
shifted the focus on foreign language education and research from how to teach to how to learn.
The shifted included the change such as the center of English language teaching is the learners and
thus, study of language learning motivation is a very important part in the field of learner
individual differences. To some extent, learning motivation has impact on the language learning
and is a key factor which may dominate the success or failure in second language acquisition
(Chang & Lehman, 2002) Motivation can be considered as a certain push that make the students to
take action in achieving their goal. This factors has affected the students in many ways. Often,
students are afraid of learning foreign language like English since they feel unmotivated and
unbelieving that can make them discouraged easily. Related to the listening skill that covered so
many elements such as sounds, vocabularies, and grammatical structure has made this skill
become a threat for many students that can lead them lost their motivation in doing this. In fact,
motivation is the main factor that can create successful teaching and learning process since it
affects students’ behavior to pursue and encourage them in doing the learning activity. As an
important tools in mastering the language, the strategies for teaching listening skill are important
for the students. Motivating the learner to engage with learning is the most important part of the
learning listening process.
This learners’ motivation issue especially in stimulating and sustaining learners’
motivation and the difficulty of finding the valid methods for motivating learners has been the
most challenging things for educators. The ARCS model of motivation was designed to meet this
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challenge. This model provides the guidance to analyze the characteristics if motivation in a group
of learners then help to design the motivational strategies based on the analysis. The ARCS model
that consists of attention, relevance, confidence, and satisfaction of motivation was designed and
developed by Keller in order to motivate and help the learners to learn better.
Keller (2016: 1) the ARCS model (an acronym for attention, relevance, confidence,
satisfaction) contains a synthesis of motivational and volitional concepts and theories that provide
a foundation for a motivational design process that has been validated in many contexts. Schneider
(2014: 12) ARCS is an instructional design model developed by John Keller and that focuses on
motivation. ARCS stands for: Attention, Relevance, Confidence, and Satisfaction. This model is
particularly important for distance education, since motivation seems to be a key factor that
determines if learners complete their training. Motivation is a diametric responsibility for learners
and teachers, and so it has to be boost over the entire learning process respectively the developing
of an learning environment.
There are many obstacles and difficulties when the teacher use traditional teaching method
in listening to deliver the material. Sometimes it is difficult for the students to understand the
concept that cause them a failure in the listening skill. It seems that students need model that can
help them to understand the concept and using it well. John M. Keller, a professor of instructional
system and educational psychology, believed that motivation played crucial role in learning
process. The ARCS motivation model (Keller, 2000) is one method used to motivate students to
learn database applications. ARCS is a learning model that emphasizes on Attention, Relevance,
Confidence, & Satisfaction. This model is considered as one of the good method that can help the
students to increase their motivation in learning. Generally ARCS model can be paired with the
project based learning to increase the motivation and the students’ acquisition of knowledge. The
purpose of this model in listening skill is for the teacher are expected to prepare the material that
can motivate their students optimally in doing the practices.
Sarsar (2012: 46) The ARCS model is an attempt to synthesize behavioral, cognitive, and
affective learning theories and demonstrates that learner motivation can be influenced through
external conditions. The 10 purpose of the ARCS model is to employ strategies that are used to
improve the motivational appeal of instruction Hodges (2004: 5) the ARCS model (Keller, 1987)
is a method for systematically designing motivation strategies into instructional materials. It
consists of three parts: a set of four categories for concepts of human motivation, a set of strategies
for enhancing motivation in instruction, and a design model fo r motivational design. The ARCS
model works under the assumption that learners will be motivated if they feel they can be
successful and that there is value in their learning. Hence, this model works within the boundaries
of expectancy-value theory
As it is stated the ARCS Model for the systematically boosting of motivational aspects
contains four main categories, namely: a) Attention for getting and holding learners’ interests and
attention b) Relevance for showing a kind of usefulness of the learning and reaching learners’
personal goal c) Confidence – for expecting the learners’ success and showing the possibility to
control the learning process d) Satisfaction – for providing attractive acts, rewards, feedback, and
Self-Assessment. According to the Bauer (2016: 4) procedure of step of ARCS are Attention,
Relevance, Confidence and Satisfaction a) In the ARCS model “Attention” points to the need of
arousing and holding students’ attention for the duration of a class by evoking their curiosity e.g.
by means of surprise. b) “Relevance” is a challenge: to offer content the students identify with as
relevant for themselves. This depends highly on the level of trust and familiarity between
instructor and students to aware of their motivations 12 and opinions, thus to be open and stress
the openness through rhetoric style, is most important. c) “Confidence” means that the instructor
fosters positive expectations e.g. to success in the learning task and reinforces students’ confidence
to achieve. d) “Satisfaction” the instructor manages extrinsic and intrinsic reinforcement
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The ARCS model with the four categories represents the set of situations and conditions
that are necessary for the students to be fully motivated (Keller, 2010). Based on this model there
are four specific aspects of motivation, called
a. A lesson must gain students’ attention is the first thing in ARC Model. This can be done in
a range of events and variation that can engage the deeper level of curiosity to sustain the
attention. This tactics can stimulate the problems that engage a deeper level of curiosity,
especially when presented at the beginning of a lesson. People like a certain amount of
variety and they will lose interest if your teaching strategies, even the good ones, never
change.
b. Then, building relevance is the second one. It related to the value that need to be perceived
by the students. This will linking the content of the material to the reality. It means that
even if curiosity is aroused, motivation is lost if the content has no perceived value to the
learner. There are some ways to do this such as to relate instructional content to the
learners’ future job or academic requirements and use simulations in which included the
students' immediate and current interests and experiences.
c. The third one is the confidence. This confidence is required for motivation. It can be done
by helping the students to establish the positive expectancies for success. Making the
expectancies clear will help the students to find the acceptable achievement for them and it
will help them to build the confidence easier. Being successful in one situation can
improve one’s overall confidence if the person attributes success to personal effort or
ability. If the student believes that success was due to external factors such as luck, lack of
challenge, or decisions of other people, then confidence in one’s skills is not likely to
increase.
d. The last but not least is satisfaction that refers to positives feelings of the students for their
achievement and experiences. If the learners are attentive, interested in the content, and
moderately challenged, then they will be motivated to learn. This means that students
receive recognition and evidence of success that support their intrinsic feelings of
satisfaction and they believe they have been treated fairly. (see table 2)
The ARCS model contains a ten-step design process for the development of motivational
systems in work and learning settings. The first two steps, which are parts of the overall analysis
components of the process, produce information about the status quo and provide the basis for
analyzing gaps and their causes which are done in the third and fourth steps. Based on these
analyses, in Step 5 one prepares objectives for the performance improvement project and specifies
how they will be assessed. There are then two steps in design. Step 6 consists of brainstorming
within each motivational category to generate a rich list of potential solutions. Step 7 is more
critical and analytical for the purpose of selecting solutions that best fit the time, resource, and
other constraining factors in the situation. The final step includes both development and
evaluation, and is similar to any other development model.
This design process is comprehensive and effective, but it has two limitations. First is that
it requires that the motivational designer or teacher have quite a bit of knowledge of the different
motivational factors represented by the four categories and all the subcategories. Second, it can be
time consuming to implement all the steps. In situations where there are serious motivational
challenges, or when it is highly critical to maximize the motivational effectiveness of a lesson or
course, then the full ten-step process can be the best approach to follow. But, in many situations
these conditions are not met. With teachers or instructional designers who have little or no formal
knowledge of motivational concepts and principles, or in settings where a quick approach can
result in adequate improvements, it would be good to have a simpler model.
This learning motivated model is intended to provide the sequence of activities to stimulate
students learning motivation in its applications in the real that is arousing the students attention
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and interest of the material given, finding out the relation of the task with the reality, having the
confidence that they are able to accomplish the task, and experiencing the recognition and
achievement in doing the task that give them satisfaction that will motivated them to begin another
new material. This ARCS model offers teachers for effective operation to promote learning
motivation and also guides to how to incorporate such strategies into formal curricular and
teaching design (Maeng & Lee, 2015).
Table 2. Modified Subcategories of the ARCS model
Attention
Capture Interest (Perceptual Arrousal):
What can I do to capture their interest?
Stimulate Inquiry (Inquiry Arousal):
How can I stimulate an attitude of inquiry?
Maintain Attention (Variability):
How can I use a variety of tactics to maintain their attention
Relevance
Relate to Goals (Goal Orientation):
How can I best meet my learner’s needs? (Do I know their needs?)
Match Interests (Motive Matching):
How and when can I provide my learners with appropriate choices,
responsibilities, and influences?
Tie to Experiences (Familiarity):
How can I tie the instruction to the learners’ experiences?
Confidence
Success Expectations (Learning Requirements):
How can I assist in building a positive expectation for success?
Success Opportunities (Learning Activities):
How will the learning experience support or enhance the students’ beliefs in
their competence?
Personal Responsibility (Success Attributions):
How will the learners clearly know their success is based upon their efforts
and abilities?
Satisfaction
Intrinsic Satisfaction (Self-Reinforcement):
How can I provide meaningful opportunities for learners to use their newly
acquired knowledge/skill?
Rewarding Outcomes (Extrinsic Rewards):
What will provide reinforcement to the learners’ successes?
Fair Treatment (Equity):
How can I assist the students in anchoring a positive feeling about their
accomplishments?
Hodges (2004: 5) a systematic design process is part of the ARCS model. The process is
used to develop a motivational strategy for a specific instructional experience. The process has
four steps: define, design, develop, and evaluate. When applying this process for motivation when
developing an instructional experience, one should first define the problem formally. First
determine if the problem is one of motivation. If motivation is an issue, analyze the learners, and
prepare motivational objectives. Next, design your motivational strategies. After selecting your
motivational strategies, you must develop the instructional materials that will make use of them.
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Finally, evaluate the learning experience, the proposes that the evaluation be based on
motivational as well as learning outcomes. To judge motivational 11 consequences, it is best to use
direct measures of persistence, intensity of effort, emotion, and attitude.
For the advantages of ARCS model are different based on different experts. Chen (2015)
stated the benefits of ARCS models are: emphasize eliciting motivation and affect, combine other
teaching theories or design steps for application, and focus on enhancing teaching affects,
especially interest in learning. While Sali (2008) concluded that the benefit of this model are:
perceptual arousal through the use of strategies to gain initial process, inquiry arousal through the
use of problem solving, questioning, and a sense of mystery and progressive disclosure to increase
interest, and variability through the use of variety ways and methods for a change of pace.
II. METHODS
Classroom action research was used to investigate the finding of this study by using two
cycles. The study aimed at finding the students’ listening proficiency after they have been treated
by using ARCS model. The participant of this study was a group of second semester students of
Nommensen HKBP University that consist of 30 students. The data collected through the listening
test, observation, and notes. The procedure on collecting the data was done in two cycles that
involved four phases namely planning (the arrangement for doing something that involved
planning of the lessons), acting (the process of doing the listening technique), observing (the
activity to find out information of the action), and reflecting (feedback process from the action
which had been done). The test was given to find out the students’ listening proficiency. The
listening test was in the form of multiple test with 50 questions that consists of both long and short
conversations and talks. The data was analyzed both with the quantitative and qualitative methods
to find out the mean and the percentage of the students who passed the test and the analysis of the
students.
III. RESULTS AND DISCUSSIONS
The purpose of this study is to find out the enhancement of students’ listening proficiency
through the use of ARCS model. Both of qualitative and quantitative data used on this study which
is gathered by using notes, observations, and listening test. The test were given 3 times. The first
test is a test at the beginning without any technique or it can be called a pre-cycle and another test
by using ARCS model. Based on observation before and the result on the pre-cycle, the ability of
the students was still low and most of them can reach the standard score (75). But their score
showed improvement continuously in every conducting test. There were an improvement in the
students’ score that finally in the end of the study all the students pass the test with a good results.
The ARCS model increase the students’ performance and acquisition of listening proficiency as
well as increase the students’ motivation toward learning listening. The improvement is showed by
the following table 3.
It could be known from the table above that in the first treatment or pre-test all students’
score are under the passing grade (75 points). Then they were taught by using the ARCS model
then followed by the test in cycle 1, the results show that there was an improvement for some
students. They got the passing grade. The test still be continued to the second cycle to find out the
problem around the students who can’t get the passing grade. Then, the second cycle ended by
giving the test. The result showed that all the students were able to get the passing grade.
The quantitative data from the diary and observation showed that in the first cycle, the
students was lack of attention since they were still new to the model of the teaching that used. It
made them feel shy and lack of confidence in the class. But those condition was improved in the
second cycle since they have connected with the model and the implementations of the four
specific aspects in ARCS model has made them more confident and active in doing the listening
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skill. Those improvements showed on their score on the last cycle has made them achieve the
passing grade.
Table 3. The Students’ Score
NO Initial TREATMENT 1 TREATMENT 2 TREATMENT 3
1. S-1 56 68 76
2. S-2 70 80 86
3. S-3 62 76 82
4. S-4 60 70 82
5. S-5 70 76 86
6. S-6 70 76 86
7. S-7 64 72 82
8. S-8 60 70 78
9. S-9 64 70 82
10. S-10 62 76 86
11. S-11 56 70 76
12. S-12 56 68 80
13. S-13 68 72 76
14. S-14 52 72 82
15. S-15 70 80 86
16. S-16 62 76 80
17. S-17 70 78 78
18. S-18 66 72 80
19. S-19 62 70 78
20. S-20 66 70 78
21. S-21 64 72 80
22. S-22 70 80 86
23. S-23 62 72 80
24. S-24 64 74 80
25. S-25 64 76 78
26. S-26 56 72 80
27. S-27 66 70 84
28. S-28 70 76 78
29. S-29 70 80 86
30. S-30 70 80 86
Total X 1922 2214 X 2438 X
Mean X = 64.07 X = 73,80 X = 81.27
The lecturer can’t be simply aroused the students’ motivation in listening since this skills
is not easy to be taught and students has so many difficulties to gain the understanding in listening,
so according to the different situation and condition faced by the class, it is good for the lecturer to
apply the ARCS models as the teaching strategies to maintain and sustain the students’ motivation
that finally can lead the students actively practice their English listening skill. Based on the model
there are three elements in arousing the attention and interest of the students, perception, curiosity,
and attention. It is the fact that there are many students have low level of listening proficiency
because of so many factors. The lecturer could help the students to be aware and make the
listening to be valuable so the students will make efforts to practice this ability. ARCS model help
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the lecturer to cultivate the students’ interest in listening proficiency and arouse the student’s’
attention in learning the skill.
It can be started with attention that is the prerequisite the learning activity and refers to the
interests of learners. At the beginning of the learning and teaching listening process, students’
attention and curiosity on listening skill should be aroused over time, and then the learning process
will head on better since the students were eager to know more about listening skill. In this study
for example, when the listening materials are presented, the lecturer can provide the variability of
topics and practices that can be used to attract students’ attention on the listening material. In
addition, if the students are faced with appropriate levels of learning confusion, attention also can
be aroused. So it is important to gain this students’ attention first in order to be able to improve
their ability in the listening skills.
After the lecturers can obtained the students’ attention, they may want to know how the
given learning materials relate to their interests and goals, which is named relevance. The basic
approach can be used to know this is that the lecturers must realize that learners have to know their
learning activity closely relate to their past experience, knowledge or some interests, such as
explaining new concept by using obtained concept, telling the future use of the new knowledge or
rewarding the active participants (meeting the students’ desire for praising). By knowing those
things then the lecturers knew how to choose and provide the suitable and appropriate material for
the listening skill. In other words, relevance can be gained via examples or speeches that are
familiar to students, so the subcategories of relevance are goal orientation, motive matching and
familiarity. These subcategories will provide the lecturers with an adequate information to prepare
the listening material that can reach the students’ needs and level.
According Xu and Gao (2014) stated that there is a correlation found between students’
motivation and their self-confidence. The difficulties that face by the students in learning listening
proficiency has an impact on their ability and cause the confidence of themselves. This situation
can lead to the condition that make the students lose their enthusiasm in learning. ARCS model
teaches how to help the students to master the listening strategies after the lecturer analyze and
found the difficulties that might cause the students difficulties in listening proficiency. The
lecturers analysis on the difficulties can help to provide the strategies that can increase the students
ability and confident in listening proficiency.
If the relevance is perceived to be useful in accomplishing learners’ given task and they
know they may be successful before completing the task, learners will feel somewhat confident
and only confident students can autonomous inquire unknown knowledge and fields (Zhang,
2015). During the learning and teaching process, the tasks and practice on the listening skill that
provide by the lecturers should be match the students’ ability. It cannot be too difficult or too easy,
which will prevent learners from gaining meaningful sense of success. If the achievements of
learners’ efforts are keeping the same as their expectancy and they feel confident of these
outcomes, the learning motivation will be remained and sustained (Zhang, 2015). Keller (2010)
proposes three subcategories in confidence: learning requirements, success opportunities and
personal control. In other words, confidence makes learners feel they can or will success.
The satisfaction of the students comes from their self-ability accomplishment and extrinsic
satisfaction. By having this feeling the students feel their abilities in listening proficiency are
strengthened through the effective model learning. The result of the beginning and ending of the
test can help the students to evaluate their listening proficiency ability. It helps them to discover
the change of their listening proficiency in reality and help them to judge whether they have made
efforts during the study. In this period lecturer can give or provide positive feedback for the
students with good progress and support for those who are lack in progress.
This ARCS model help the lecturer to design the kind of listening to attracts the students’
attention. There are so many factors that need to be paid attention in doing this such as the
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student’s differences and academic ability. The evaluation will show whether the students are
satisfied with the process and results and help them to have an ability to continue the next listening
goal.
IV. CONCLUSION
The data in this study showed that there were an improvement on students listening
proficiency through the ARCS model. There are some factors such as students’ motivation and
interest could also affect the result. ARCS model motivated students in learning listening and
make them more active and interested in the process. Students’ motivation describes the students’
willingness, need, desire, and compulsion to participate in, and be successful in, the learning
process especially listening proficiency. The students that study harder than other thus more
successful. ARCS Model can be used as a guideline to motivate students to learn and gain better
listening proficiency ability.
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