Annisa Fitrianti, Reflinda Reflinda, M. Dewi, Veni Roza
{"title":"外在动机与学生英语学习成绩的相关性","authors":"Annisa Fitrianti, Reflinda Reflinda, M. Dewi, Veni Roza","doi":"10.36665/elp.v9i1.813","DOIUrl":null,"url":null,"abstract":" This study aimed to investigate the correlation between extrinsic motivation and academic achievement among first-year students studying English at MAS TI Kumpulan during the 2021/2022 academic year. This study revealed several issues affecting students’ motivation in learning English. Specifically, many students lacked interest in studying English, experienced a lack of motivation from teachers, but received a reward at the end of the semester for the highest score. Additionally, a significant number of students failed to complete homework due to inadequate parental support. Furthermore, students found English to be a challenging subject because of a lack of peer support. The study comprised 65 students, with a sample size of 24, selected using purposive sampling. Data were collected using questionnaires and documentation. The coefficient of correlation was determined to be -0.114, indicating no significant relationship between extrinsic motivation and academic achievement in English studies among the students. In other words, according to hypothesis testing, the t-score was -0.114 while the t-table was 0.432. This indicates that the t-score was lower than the t-table. As a result, Ha was rejected and Ho was accepted, indicating that there was no significant correlation between students' extrinsic motivation and their academic achievement in the study of English.","PeriodicalId":334664,"journal":{"name":"ELP (Journal of English Language Pedagogy)","volume":"85 12","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"THE CORRELATION BETWEEN EXTRINSIC MOTIVATION AND STUDENTS’ ACADEMIC ACHIEVEMENT IN STUDYING ENGLISH\",\"authors\":\"Annisa Fitrianti, Reflinda Reflinda, M. Dewi, Veni Roza\",\"doi\":\"10.36665/elp.v9i1.813\",\"DOIUrl\":null,\"url\":null,\"abstract\":\" This study aimed to investigate the correlation between extrinsic motivation and academic achievement among first-year students studying English at MAS TI Kumpulan during the 2021/2022 academic year. This study revealed several issues affecting students’ motivation in learning English. Specifically, many students lacked interest in studying English, experienced a lack of motivation from teachers, but received a reward at the end of the semester for the highest score. Additionally, a significant number of students failed to complete homework due to inadequate parental support. Furthermore, students found English to be a challenging subject because of a lack of peer support. The study comprised 65 students, with a sample size of 24, selected using purposive sampling. Data were collected using questionnaires and documentation. The coefficient of correlation was determined to be -0.114, indicating no significant relationship between extrinsic motivation and academic achievement in English studies among the students. In other words, according to hypothesis testing, the t-score was -0.114 while the t-table was 0.432. This indicates that the t-score was lower than the t-table. As a result, Ha was rejected and Ho was accepted, indicating that there was no significant correlation between students' extrinsic motivation and their academic achievement in the study of English.\",\"PeriodicalId\":334664,\"journal\":{\"name\":\"ELP (Journal of English Language Pedagogy)\",\"volume\":\"85 12\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-01-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"ELP (Journal of English Language Pedagogy)\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.36665/elp.v9i1.813\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"ELP (Journal of English Language Pedagogy)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.36665/elp.v9i1.813","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
摘要
本研究旨在调查 2021/2022 学年在 MAS TI Kumpulan 学习英语的一年级学生的外在动机与学业成绩之间的相关性。本研究揭示了影响学生英语学习动机的几个问题。具体而言,许多学生对英语学习缺乏兴趣,缺乏来自教师的激励,但在学期末却获得了最高分奖励。此外,由于家长的支持不够,相当多的学生未能完成家庭作业。此外,由于缺乏同伴支持,学生认为英语是一门具有挑战性的学科。研究对象包括 65 名学生,样本容量为 24 个,采用目的性抽样法选出。 数据收集采用问卷调查和文献记录的方式。经测定,相关系数为-0.114,表明学生的外在动机与英语学习成绩之间没有显著关系。换言之,根据假设检验,t 值为 -0.114,而 t 表为 0.432。这表明 t 值低于 t 表。因此,Ha 被拒绝,Ho 被接受,这表明学生的外在动机与他们的英语学习成绩之间没有显著的相关性。
THE CORRELATION BETWEEN EXTRINSIC MOTIVATION AND STUDENTS’ ACADEMIC ACHIEVEMENT IN STUDYING ENGLISH
This study aimed to investigate the correlation between extrinsic motivation and academic achievement among first-year students studying English at MAS TI Kumpulan during the 2021/2022 academic year. This study revealed several issues affecting students’ motivation in learning English. Specifically, many students lacked interest in studying English, experienced a lack of motivation from teachers, but received a reward at the end of the semester for the highest score. Additionally, a significant number of students failed to complete homework due to inadequate parental support. Furthermore, students found English to be a challenging subject because of a lack of peer support. The study comprised 65 students, with a sample size of 24, selected using purposive sampling. Data were collected using questionnaires and documentation. The coefficient of correlation was determined to be -0.114, indicating no significant relationship between extrinsic motivation and academic achievement in English studies among the students. In other words, according to hypothesis testing, the t-score was -0.114 while the t-table was 0.432. This indicates that the t-score was lower than the t-table. As a result, Ha was rejected and Ho was accepted, indicating that there was no significant correlation between students' extrinsic motivation and their academic achievement in the study of English.