scholarly journals THE RELATIONSHIP BETWEEN STUDENTS’ SELF-EFFICACY IN LEARNING ENGLISH AND THEIR ENGLISH LEARNING ACHIEVEMENT AT THE TENTH GRADE OF SMAN 04 SOUTH TAMBUN IN 2019/2020 ACADEMIC YEAR

2020 ◽  
Vol 1 (2) ◽  
pp. 23-29
Author(s):  
Fernindy Fitra Gumanti ◽  
Nita Kaniadewi
Keyword(s):  
Self Efficacy ◽  
Quantitative Research ◽  
English Learning ◽  
Learning Achievement ◽  
Efficacy Belief ◽  
Self Confidence ◽  
Tenth Grade ◽  
The Relationship ◽  
Academic Year ◽  
Learning English

The objective of this study was to find out the relation between students’ self-efficacy belief in learning English and their English learning achievement of the tenth grade students of SMAN 4 South Tambun in 2019/2020 academic year. This study used correlational study between two variables which was included in quantitative research. In this study, the writer took one class of tenth grade students which consist of 36 students as the sample. The writer found the correlation coefficient (r) result between students’ self-efficacy in learning English and their English learning achievement which was 0,628. Afterward, the writer compared r result to the interpretation of correlation table and showed there was positive correlation. Thus, It proves that self-efficacy belief encourages and helps students to improve their skills and self-confidence, and finally achieve better learning outcomes. Keywords: Self-Efficacy, Learning, Learning Achievement, English Learning Achievement.

scholarly journals Learning Style and Learning Achievement of Students of FKIP Universitas Riau In Learning English

2019 ◽  
Vol 3 (3) ◽  
pp. 340
Author(s):  
Hadriana Hadriana ◽  
Indra Primahardani ◽  
Mahdum Mahdum
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Descriptive Analysis ◽  
Learning Achievement ◽  
English Class ◽  
Successful Student ◽  
Questionnaire Version ◽  
The Relationship ◽  
Academic Year ◽  
Learning English

Becoming a successful student is a dream of every student and parents. Learning style is one of things that might influence that success. This research intended to find out if there is a correlation between learning styles and learning achievement of students of FKIP Universitas Riau in learning English. 300 students were involved as the sample of the research. The research was conducted during the even semester academic year 2018-2019 and the research data was collected in June 2019. The instruments of the research were adapted from Vark Questionnaire Version 8.01 and students’ grades in their English class. Percentage and mean used to represent the frequency of data for descriptive analysis and inferential analysis was carried out. Since the data of students’ learning style and learning achievement obtained were not normally distributed, associative Kendall’s Tau-c correlation formula was used to find out the relationship between learning style and learning achievement. Based on the data analysis, it can be concluded that there is a relationship between the students learning style and their learning achievement.

scholarly journals Analisis Korelasi Self Efficacy dan Flow Akademik dengan Prestasi Belajar Pendidikan Agama Islam di Sekolah Menengah Kejuruan YPM (Yayasan Pendidikan Maarif) 5 Sukodono Sidoarjo

2020 ◽  
Vol 10 (1) ◽  
pp. 17-26
Author(s):  
Erma Roidhotul Jannah ◽  
Badrus
Keyword(s):  
Multiple Regression ◽  
Religious Education ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Positive Relationship ◽  
Sampling Technique ◽  
Learning Achievement ◽  
Significant Positive Relationship ◽  
Analysis Technique ◽  
The Relationship

This study aims to determine the magnitude of the relationship (1) Self Efficacy, (2) Academic Flow, (3) PAI Learning Achievement at SMK YPM (Maarif Education Foundation) 5 Sukodono Sidoarjo. The formulation of the issues discussed are: 1) Is there a positive relationship between self efficacy and learning achievement of Islamic Religious Education (PAI) ?; 2) Is there a positive relationship between academic flow and PAI learning achievement ?; 3) Is there a positive relationship between self efficacy and academic flow with PAI learning achievement? The purpose of this research is to 1) to find out whether there is self efficacy with PAI learning achievement; 2) Knowing whether there is academic flow with PAI learning achievements d; 3) Knowing whether there is a relationship between self efficacy and academic flow with PAI learning achievement. The approach of this research is correlational quantitative research, which is a study that focuses on calculations to find the maximum relationship between the variables studied. The sampling technique uses cluster random respondents. The analysis technique used is multiple regression with the help of the SPSS 16.00 program. The results of the study show: 1) There is a significant positive relationship between self efficacy and PAI grade X learning achievement, 2) There is a significant positive relationship between academic flow and PAI grade X learning achievement .; 3) There is a significant positive relationship between self efficacy and academic flow with the learning achievement of PAI grade X at SMK YPM 5 Sukodono Sidoarjo. (Penelitian ini bertujuan untuk mengetahui besarnya hubungan (1) Self Efficacy, (2) Flow Akademik, (3) Prestasi Belajar PAI di SMK YPM (Yayasan Pendidikan Maarif) 5 Sukodono Sidoarjo. Rumusan masalah yang dibahas adalah: 1) Apakah terdapat hubungan positif antara self efficacy dengan prestasi belajar Pendidikan Agama Islam (PAI)?; 2) Apakah terdapat hubungan positif antara flow akademik dengan prestasi belajar PAI ?; 3) Apakah terdapat hubungan positif antara self efficacy dan flow akademik dengan prestasi belajar PAI ?. Tujuan dari penilitian ini adalah untuk 1) untuk mengetahui ada tidaknya self efficacy dengan prestasi belajar PAI; 2) Mengetahui ada tidaknya flow akademik dengan prestasi belajar PAI d; 3)Mengetahui ada tidaknya hubungan self efficacy dan flow akademik dengan prestasi belajar PAI . Pendekatan penelitian ini adalah penelitian kuantitatif korelasional, yaitu suatu penelitian yang menitikberatkan pada perhitungan untuk mencari sebesar-besar hubungan antara variabel yang diteliti. Teknik pengambilan sampelnya menggunakan cluster random reponden. Teknik analisa yang digunakan adalah regresi berganda dengan bantuan program SPSS 16.00.Hasil Penelitian menunjukkan: 1) Ada hubungan positif yang signifikan antara self efficacy dengan prestasi belajar PAI kelas X, 2) Ada hubungan positif yang signifikan antara flow akademik dengan prestasi belajar PAI kelas X. ; 3) Ada hubungan positif yang signifikan antara self efficacy dan flow akademik dengan prestasi belajar PAI kelas X di SMK YPM 5 Sukodono Sidoarjo)

scholarly journals Analisis Hubungan Motivasi dan Prestasi Belajar dalam Mata Pelajaran (IPS) Terpadu

2019 ◽  
Vol 2 (1) ◽  
pp. 44-57
Author(s):  
Sulastri Sulastri
Keyword(s):  
Student Achievement ◽  
Student Learning ◽  
Student Motivation ◽  
Quantitative Research ◽  
Learning Motivation ◽  
Learning Achievement ◽  
8Th Grade ◽  
Motivation And Learning ◽  
The Relationship ◽  
Academic Year

This study aims to determine the relationship between student motivation and student achievement. The researcher looked at several problems regarding learning motivation, in which 8th grade students at SMPN 2 Kec. Situjuah Limo Nagari is less motivated in learning on Integrated Social Sciences subjects and impacts on learning achievements such as Exercise scores, Pr, Daily Exams, Midterm Exams, and Final semester Exams. The type of research used is quantitative research with a correlation approach. The data collection techniques used by researchers include observation and questionnaires. The results of the study showed that based on the overall items of the questions obtained 3.31 This means that students' learning motivation is in good qualifications as expected. From the results of hypothesis testing and data processing there is a relationship between student learning motivation and student learning achievement so that the price coefficient obtained between x and y is 0.56 means in the medium category. Then it can be interpreted that the learning motivation of the 8th grade students at SMPN 2 Kec. Situjuah Limo Nagari is in a good level in supporting learning activities on the subject (IPS) Integrated so that it affects learning achievement. "There is a significant relationship between student learning motivation and learning achievement on Integrated (IPS) subjects at grade 8 at SMPN 2 Kec. Si Limo Nagari Academic Year 2018/2019" Accepted this means that there is a relationship between learning motivation and student achievement at SMPN 2 Kec. Situjuah Limo Nagari. From the results of this study concluded that student motivation is good and has a relationship between learning motivation and student achievement Keyword : Motivation Learning, Achievement Learning

scholarly journals Student motivation and achievement in learning English as a second language using Second Life

2014 ◽  
pp. 1-17
Keyword(s):  
Second Language ◽  
Second Life ◽  
Student Motivation ◽  
Self Efficacy ◽  
Goal Orientations ◽  
English Learning ◽  
Learning Achievement ◽  
Extrinsic Goal ◽  
Motivation And Achievement ◽  
Learning English

This study investigates the impact of a 3D virtual learning environment based on Second Life on student motivation and achievement in learning English as a second language. Twenty-one university students participate in this study, with the support of an English instructor. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to evaluate students’ intrinsic and extrinsic goal orientation and self-efficacy in Second Life. The pre-test and post-test were used to assess students’ learning achievement. The results showed that students’ intrinsic and extrinsic goal orientations in English learning in Second Life had a positive influence on their self-efficacy. In addition, students’ self-efficacy of English learning in Second Life was found to positively relate to their learning achievement. Moreover, students’ intrinsic and extrinsic goal orientations were found to significantly influence their learning achievement via self-efficacy. In other words, instructors can utilize Second Life to enhance student motivation and achievement in English learning.

scholarly journals INSTAGRAM: HOW DO STUDENTS VIEW ON IT IN SPEAKING CLASSROOM

JURNAL BASIS ◽  
2020 ◽  
Vol 7 (2) ◽  
pp. 351
Author(s):  
Puspita Devi ◽  
Bianca Virgiana ◽  
Merita Auli
Keyword(s):  
Smart Phone ◽  
Descriptive Study ◽  
Student Interest ◽  
English Learning ◽  
Self Confidence ◽  
English Speaking ◽  
Use Of Social Media ◽  
Academic Year ◽  
Sophisticated Technology ◽  
Learning English

The emergence of the 4.0 era requires the world of education to adapt to technology. Practicing and learning English can take the advantage of the sophisticated technology, especially applications that can be downloaded from students' smart phone. Students acknowledge that English learning done in the classroom is easy for them to forget because it is rarely used in everyday life. Practices done in the classroom do not have enough time for all students to speak English, and students are less motivation to speak English outside the classroom. Integrating Instagram into the process of teaching English speaking is believed could motivate students to speak and increase their speaking ability. Various features on Instagram can help students in doing assignments. Tasks may be packaged attractively within the variety of videos based on a certain theme and uploaded to Instagram. This study aimed to determine students' perceptions related to the use of social media Instagram in learning English speaking. This descriptive study used forty-four students Communication Science in academic year 2019/2020 who took Bahasa Inggris Keahlian. To determine students' perceptions, researchers used questionnaire adopted from Dornyei, 2011. The results of the study showed a positive or good response on students' perceptions towards the use of Instagram in learning English Speaking. Furthermore, Instagram can be used as another medium in teaching speaking. This is strengthened by the increase in self-confidence, learning motivation, and student interest in speaking in English.  

scholarly journals The Relationship between English Teacher’s Praise and English Learning Achievement of The Tenth Grade of SMK Negeri 9 Samarinda

2017 ◽  
Vol 3 (1) ◽  
pp. 54
Author(s):  
Dzul Rachman ◽  
Dedi Rahman Nur
Keyword(s):  
Classroom Management ◽  
Positive Response ◽  
Research Participant ◽  
English Learning ◽  
Learning Achievement ◽  
Academic Behaviors ◽  
Teacher Praise ◽  
Tenth Grade ◽  
The Relationship ◽  
Correlation Design

Reinforcement is one of the strategies in classroom management, which is familiar among teachers. One of the types of reinforcement in social reinforcement is praise. Praise can function as a tool for instruction and for increasing social and academic behaviors. To be effective, the student must view the attention provided through praise as pleasurable or motivational. The design of this study was correlation design. The research participant was the tenth grade students of SMK Negeri 9 Samarinda. The purposes of this study are to find out how is relationship between the teacher’s praise and the English learning achievement tenth grade of SMK Negeri 9 Samarinda and is there any significant relationship between English teacher’s praise and English learning achievement. The researcher conducted observation for a month, distributed questionnaires and collected the result of achievement test from the teacher, as the instruments of this study. Then the collected data were analyzed in order to find out the manifestation of reinforcement applied by the teacher. After analyzing the data gained through the observation, the researcher found out that English teacher praise significantly correlate with the English learning achievement of tenth grade SMK Negeri 9 Samarinda (rvalue: 0,442 > r-table: 0,334). From the questionnaire, it was found that the students showed positive response or opinion toward the implementation of reinforcement in their class for example teacher praises immediately, frequently, enthusiastically, by using eye contact, uses many kinds of word praise and explains the reason why he praises students.

scholarly journals The Relationship between English Teacher’s Praise and English Learning Achievement of The Tenth Grade of SMK Negeri 9 Samarinda

2017 ◽  
Vol 3 (1) ◽  
pp. 54
Author(s):  
Dzul Rachman ◽  
Dedi Rahman Nur
Keyword(s):  
Classroom Management ◽  
Positive Response ◽  
Research Participant ◽  
English Learning ◽  
Learning Achievement ◽  
Academic Behaviors ◽  
Teacher Praise ◽  
Tenth Grade ◽  
The Relationship ◽  
Correlation Design

Reinforcement is one of the strategies in classroom management, which is familiar among teachers. One of the types of reinforcement in social reinforcement is praise. Praise can function as a tool for instruction and for increasing social and academic behaviors. To be effective, the student must view the attention provided through praise as pleasurable or motivational. The design of this study was correlation design. The research participant was the tenth grade students of SMK Negeri 9 Samarinda. The purposes of this study are to find out how is relationship between the teacher’s praise and the English learning achievement tenth grade of SMK Negeri 9 Samarinda and is there any significant relationship between English teacher’s praise and English learning achievement. The researcher conducted observation for a month, distributed questionnaires and collected the result of achievement test from the teacher, as the instruments of this study. Then the collected data were analyzed in order to find out the manifestation of reinforcement applied by the teacher. After analyzing the data gained through the observation, the researcher found out that English teacher praise significantly correlate with the English learning achievement of tenth grade SMK Negeri 9 Samarinda (r-value: 0,442 > r-table: 0,334). From the questionnaire, it was found that the students showed positive response or opinion toward the implementation of reinforcement in their class for example teacher praises immediately, frequently, enthusiastically, by using eye contact, uses many kinds of word praise and explains the reason why he praises students.

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