scholarly journals THE CORRELATION BETWEEN ENGLISH LEARNING MOTIVATION AND ENGLISH PROFICIENCY ACHIEVEMENT OF ENGLISH STUDY PROGRAM STUDENTS

2018 ◽  
Vol 2 (2) ◽  
pp. 68-82
Author(s):  
Debora Purwanti ◽  
Hilda Puspita ◽  
Mulyadi .
Keyword(s):  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
English Proficiency ◽  
Learning Motivation ◽  
English Learning ◽  
Study Program ◽  
Grand Total ◽  
Medium Level ◽  
Level Of Significance ◽  
English Learning Motivation

This study is aimed at identifying English learning motivation and English proficiency achievement. Then, the researcher would like to see the correlation between the students’ motivation and their English proficiency achievement. The research was designed as quantitative correlation. Here, a total of 77 students were asked to complete the motivation questionnaire and set in a TOEFL test. The result of this research revealed that the English learning motivation of the students was in ‘high’ category. This can be seen from the grand total of mean 3.59 which indicated high intrinsic motivation as the dominant motivation. While, the scores of English proficiency achievement indicates that the students had ‘medium’ level of English Proficiency, the range score of medium level is 400-499. Another result showed that there was a significant correlation between English learning motivation and English proficiency achievement. It can be proven by rcount (0.346) > rtable (0.224), 5% level of significance; there was a correlation between students with intrinsic motivation and their English proficiency achievement, rcount (0.348) > rtable (0.233); while there was no correlation between students with extrinsic motivation and their English proficiency achievement, rcount (0.307) < rtable (0.811). It means that the correlation between English learning motivation and English proficiency achievement was in ‘weak’ level.

scholarly journals THE CORRELATION BETWEEN ENGLISH LEARNING MOTIVATION AND ENGLISH PROFICIENCY ACHIEVEMENT OF ENGLISH STUDY PROGRAM STUDENTS

2019 ◽  
Vol 3 (1) ◽  
pp. 79-94
Author(s):  
Deborah Purwanti ◽  
Hilda Puspita ◽  
Mulyadi .
Keyword(s):  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
English Proficiency ◽  
Learning Motivation ◽  
English Learning ◽  
Study Program ◽  
Grand Total ◽  
Medium Level ◽  
Level Of Significance ◽  
English Learning Motivation

This study is aimed at identifying English learning motivation and English proficiency achievement. Then, the researcher would like to see the correlation between the students’ motivation and their English proficiency achievement. The research was designed as quantitative correlation. Here, a total of 77 students were asked to complete the motivation questionnaire and set in a TOEFL test. The result of this research revealed that the English learning motivation of the students was in ‘high’ category. This can be seen from the grand total of mean 3.59 which indicated high intrinsic motivation as the dominant motivation. While, the scores of English proficiency achievement indicates that the students had ‘medium’ level of English Proficiency, the range score of medium level is 400-499. Another result showed that there was a significant correlation between English learning motivation and English proficiency achievement. It can be proven by rcount (0.346) > rtable (0.224), 5% level of significance; there was a correlation between students with intrinsic motivation and their English proficiency achievement, rcount (0.348) > rtable (0.233); while there was no correlation between students with extrinsic motivation and their English proficiency achievement, rcount (0.307) < rtable (0.811). It means that the correlation between English learning motivation and English proficiency achievement was in ‘weak’ level.

scholarly journals KEMAMPUAN BERBAHASA INGGRIS, MOTIVASI DAN SIKAP TERHADAP BAHASA INGGRIS MAHASISWA PROGRAM STUDI ILMU KEPERAWATAN (S1) STIKES JENDERAL ACHMAD YANI CIMAHI

2017 ◽  
Vol 3 (1) ◽  
pp. 11
Author(s):  
Alvii TB Siregar ◽  
Evangeline H
Keyword(s):  
Learning Process ◽  
English Proficiency ◽  
Learning Motivation ◽  
English Learning ◽  
Learning Program ◽  
High Motivation ◽  
English Textbooks ◽  
English Learning Motivation ◽  
Attitude And Motivation ◽  
Language Mastery

ABSTRAK Latar belakang: Penelitian yang dilaksanakan di STIKes Jendral Achmad Yani Bandung tahun 2010 mengindikasikan mahasiswa keperawatan masih mengalami masalah dalam proses belajar mengajar ketika materi yang diberikan berbahasa Inggris. Khususnya textbook,  artikel keperawatan dan materi lain yang berbahasa Inggris, masih dianggap sulit untuk dimengerti oleh sebagaian besar mahasiswa. Walaupun  motivasi mahasiwa cukup tinggi serta sikap mereka sangat mendukung terhadap pembelajaran dan penggunaan bahasa Inggris, nyatanya responden mendapatkan skor rendah dalam test kemampuan membaca text keperawatan berbahasa Inggris. Tujuan: Penelitian ini bertujuan mendeskripsikan lebih lanjut motivasi dan sikap mahasiswa keperawatan terhadap bahasa Inggris. Metode: Data dikumpulkan dengan melakukan test kemampuan berbahasa Inggris berstandar internasional, serta memberikan kuisioner yang mengukur motivasi dan sikap terhadap bahasa Inggris, kepada mahasiswa keperawatan tingkat 3 (tiga) semester 6, Programs Studi Ilmu Keperawatan S1 Stikes Jenderal Achmad Yani Cimahi. Hasil: Hasil penelitian didapatkan walaupun responden mendapatkan skor yang rendah dalam test kemampuan berbahasa Inggris, mereka memiliki motivasi tinggi dan  sikap yang mendukung terhadap bahasa  Inggris. Diskusi: Hal ini menggambarkan dibutuhkan metoda yang lebih inovatif dan efektif dalam pembelajaran bahasa  Inggris dengan tujuan adanya peningkatan kemampuan berbahasa Inggris  mahasiswa keperawatan, khususnya di STIKes Jenderal Achmad Yani Cimahi.   Kata kunci : kemampuan berbahasa Inggris, motivasi, sikap   ABSTRACT Introduction: A research conducted at STIKes Jenderal Achmad Yani Cimahi in 2010 indicated how students were still experiencing problems with their study where English is mediatory language. In particular, English textbooks, articles, and other resources were considered by the majority of the participants to be difficult to process. Despite their high motivation and attitude towards learning and using English, the participants scored low in their readability tests. Objective: This study continues to investigate factors that influence their ability in using English. It focuses on the factor of the language mastery in relations to the learner’s motivation and attitude towards English. Method: The descriptive investigation was conducted with participants from third year students of STIKes Jenderal Ahmad Yani, Cimahi by measuring their English skills with an international standardized English test and giving questionnaires on their attitude and motivation towards the importance of English. Result: The results showed that despite the low scores in the mastery of the language their high motivation and attitude also exhibited a need to have an approach different from the current methods to aid with their English skills enhancement, especially methods in their learning process. Discussion: Thus, insight gained may prove critical in building a suitable English learning program in the institute or other school with similar conditions. Keywords: attitude, English proficiency, English learning, motivation

scholarly journals The Influence of the Pandemic on the Motivation of EAP Learners in Studying IELTS

2021 ◽  
Vol 317 ◽  
pp. 02031
Author(s):  
Nur Amalina Sari ◽  
Mualimin Mualimin
Keyword(s):  
Learning Process ◽  
Extrinsic Motivation ◽  
Sampling Technique ◽  
Learning Motivation ◽  
English Learning ◽  
Face To Face ◽  
Medium Level ◽  
Qualitative Descriptive ◽  
Face To Face Learning ◽  
Descriptive Method

Various sectors have been affected by the Covid-l9 pandemic, including education. Many institutions have not yet applied face-to-face learning in full to prevent the transmission of the virus. The aims of this study are (1) to examine the motivation of EAP learners to learn IELTS in online and offline classes during a pandemic on an English course, and (2) to identify changes in student motivation during the learning process that are affected by the pandemic situation. This study uses a qualitative descriptive method with a sampling technique in which students are sampled randomly. As many as 10 students have been taken as participants. Furthermore, a questionnaire has been used as a data collection method, and it has been shared through Google Forms. It consists of 25 statements divided based on intrinsic and extrinsic motivation. The result of it has been classified based on four learning motivation aspects by Gowing’s theory. Overall, the findings revealed that three of the four aspects of learning motivation are medium-level (49,4%) in this case. In conclusion, there is no substantial motivation for EAP pupils in the English learning process, specifically for IELTS in online and offline sessions, for an ongoing pandemic.

scholarly journals Exploring Oral English Learning Motivation in Chinese International Students with Low Oral English Proficiency

2019 ◽  
Vol 9 (3) ◽  
pp. 834-855 ◽  
Author(s):  
Deyu Xing ◽  
Benjamin Bolden
Keyword(s):  
International Students ◽  
English Proficiency ◽  
Value Theory ◽  
Learning Motivation ◽  
Chinese International Students ◽  
English Learning ◽  
Expectancy Value ◽  
Spoken English ◽  
Subjective Value ◽  
English Learning Motivation

This study employed narrative inquiry to understand the oral English learning motivation of Chinese international students with low oral English proficiency through their academic acculturation stories. Expectancy-Value Theory served as the theoretical framework to inform the study design and the interpretation of results. Findings suggest all participants’ motivation for oral English learning increased as a result of the newly acquired high subjective value of spoken English during their academic acculturation. However, they experienced high levels of psychological stress during their academic acculturation due to their low oral English proficiency. Further, participants’ perceived expectancy of success for learning oral English declined as their academic acculturation progressed, negatively influencing their oral English learning motivation. Implications for various stakeholders are discussed.

Willingness to Communicate

2018 ◽  
pp. 96-119
Author(s):  
Feifei Han ◽  
Zizhen Wang
Keyword(s):  
Learning Style ◽  
English Proficiency ◽  
Positive Association ◽  
Willingness To Communicate ◽  
Learning Motivation ◽  
English Learning ◽  
Structured Interviews ◽  
Attitude Learning ◽  
English Learning Motivation ◽  
Quantitative And Qualitative Methods

This chapter examines factors impacting L2 WTC among Chinese ELLs studying in an EAP program in Australia. Adopting both quantitative and qualitative methods, three questionnaires were used to measure L2 WTC, English learning motivation, and self-rated English proficiency; and semi-structured interviews were used to triangulate and complement questionnaire data. The main results were (1) L2 WTC with friends was higher than L2 WTC with acquaintance and with strangers and (2) L2 WTC with strangers and acquaintances were positively related to integrativeness and attitude toward the learning situation, but not with motivation intensity. L2 WTC with friends did not correlate with any of the scales in the English learning motivation; thus, (3) L2 WTC with strangers and acquaintances but not with friends had positive association with self-rated English proficiency, and (4) factors such as teaching methods, teachers' attitude, learning style, and personality all impacted on L2 WTC. The results are discussed and practical implications are articulated.

scholarly journals Assessing Moroccan University Students’ English Learning Motivation: A Comparative Study

2018 ◽  
Vol 9 (1) ◽  
pp. 81 ◽  
Author(s):  
Otmane Omari ◽  
Mohammed Moubtassime ◽  
Driss Ridouani
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Learning Motivation ◽  
English Learning ◽  
Academic Motivation Scale ◽  
Motivation Scale ◽  
English Learning Motivation ◽  
Academic Year

This study seeks to survey whether students are motivated to learn English or not and to evaluate the differences within and between three most known universities in Morocco, involving a private one, in terms of students’ English learning motivation. Moreover, factors that make a student more motivated to learn English were investigated. This study examines motivation of university students according to their institution, gender, and other variables. Assessment of university students’ motivation was by scores on items from the Academic Motivation Scale. The sample consisted of 329 undergraduate students from three different Moroccan universities. The most important finding was that participants in general are quite motivated to learn English with a score of (M = 3.80) with regard to the overall score using a 5-point Likert scale, and a higher level of introjected extrinsic motivation (M = 4.11), which means that they do such tasks because they are supposed or asked to do them. Moreover, factors such as how students consider university, their location during the academic year, and their decision behind choosing to go to university were found to affect students’ motivation.

scholarly journals THE CORRELATION BETWEEN ENGLISH LEARNERS’ MOTIVATION AND THEIR ENGLISH PROFICIENCY

2018 ◽  
Vol 2 (1) ◽  
pp. 130
Author(s):  
Ridha Ilma
Keyword(s):  
English Learners ◽  
English Proficiency ◽  
Learning Motivation ◽  
Correlational Study ◽  
English Learning ◽  
Efl Learners ◽  
English Classes ◽  
Law Faculty ◽  
English Learning Motivation

This study tried to find out the correlation between motivation and English proficiency of EFL learners. The sample consisted of two hundred and six students of the fourth semester of Law Faculty of Sriwijaya University. This study used correlational study. The instruments to collect the data were questionnaire of English learning motivation and TOEFL Test The result showed that: 1) there was no significant correlation between students’ motivation and their English since the significant level (sig. 0.071) was higher than 0.05, 2), students’ motivation did not contribute significantly to their English proficiency, the contribution was only 0.2% because the students had different motivation to join English classes. Theresults of this study can be used by lecturers, learners of English, and other concerned parties to concern more about motivation in relation to English proficiency.

scholarly journals Integrative and instrumental but low investment: The English learning motivation of Indonesian senior high school students

2020 ◽  
Vol 9 (3) ◽  
pp. 493-507
Author(s):  
Ahmad Bukhori Muslim ◽  
Fuad Abdul Hamied ◽  
Didi Sukyadi
Keyword(s):  
High School ◽  
High School Students ◽  
English Proficiency ◽  
Geographical Location ◽  
Project Based Learning ◽  
Senior High School ◽  
Learning Motivation ◽  
English Learning ◽  
School Students ◽  
English Learning Motivation

Considered important for global competitiveness like ASEAN Economic Society, the English proficiency of Indonesian students is unfortunately not satisfactory yet. This condition is, one of which, due to low teachers’ professionalism and students’ motivation for English learning. The motivation of students may become weak because they have not found ways to identify, drive and sustain it. Of the various studies on motivation and challenges in EFL practice in the Indonesian context, research specifically addressing how learners find motivation triggers synergized into project-based learning for sustainable and continuous English learning is still limited. This survey and interview study investigates the motivation of Senior High School (SHS) students in West Java province of Indonesia on English learning and how to drive their motivation through a collaborative project as mandated by the 2013 National Curriculum. Results of questionnaires, interviews and document analysis show that despite having integrative and instrumental motivation to learn English, the participating SHS students show low investment as indicated by low learning enthusiasm in the classroom and poor English performance. This low motivation is also related to some socioeconomic status such as school geographical location, classroom learning situation, and parental supports. The study recommends students’ involvement in a cooperative learning project which can direct and energize their English learning motivation so that they can have increased motivation, good English proficiency and become global citizens with high competitiveness.

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