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All Journal Journal of English Education and Entrepreneurship (JEEP)
Eva Faliyanti
Universitas Muhammadiyah Metro, Indonesia
Education Languange, Linguistic, Communication & Media

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THE CORRELATION BETWEEN PARENTS EDUCATIONAL BACKGROUND AND STUDENTS’ MOTIVATIONS IN LEARNING SPEAKING Setia Widya; Eva Faliyanti; Aulia Hanifah Qomar
Journal of English Education and Entrepreneurship (JEEP) Vol. 4 No. 2 (2024): JULY
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/jeep.v4i2.9127

Abstract

Speaking is a form of communication that involves various factors that can influence a person's motivation to learn it. These factors include family dynamics such as parental attention, family relationships, home environment, economic status, and cultural background. Additionally, the educational background of the parents can also shape a student's motivation to learn speaking. This research aims to find out the correlation between parents’ educational background and students motivations in Learning Speaking of the students of English education at Muhammadiyah University of Metro. This research utilized a correlation research design by 40 students to become sample of this research. This research used a questionnaire to determine student motivation and parents educational background. The results of this research indicate that there is no correlation between parents' educational background and students' motivations in Learning Speaking with the Correlation Coefficient value is smaller than 0 (-0.93 <0), while the sig value is greater than 0.05 (0.451>0.05) which means that there is no significant positive correlation between the educational background of parents and students' motivations. In conclusion, this research underlines the complexity of factors influencing students' motivation and highlights the need for further approaches to improve learning outcomes in speaking skills. Future researchers should examine additional variables that may influence students’ motivation to learn speaking skills, such as socioeconomic status, teacher-student relationships, and extracurricular activities.
Beyond Linguistic Similarity: Conceptual-Linguistic Divergence in EFL Authorship Analysis Amirudin Latif; Fitri Palupi Kusumawati; Eva Faliyanti
Journal of English Education and Entrepreneurship (JEEP) Vol. 6 No. 2 (2026): JULY
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/j.v6i2.12600

Abstract

Authorship consistency has taken center stage in academic writing today, especially with the rise of AI and digital writing tools. While traditional authorship studies mostly look at linguistic similarities between disputed and genuine texts, the role of conceptual continuity remains largely overlooked in educational settings. This study addresses this gap by examining authorship consistency in EFL academic writing. Using a qualitative forensic linguistic case study, we analyzed one undergraduate thesis abstract (the questioned document) alongside eight known texts written by the same student. The framework combined linguistic profiling—looking at lexical, grammatical, syntactic, and stylistic features—with a conceptual analysis driven by a handwritten abstract reproduction task. Interestingly, the findings revealed a sharp linguistic mismatch between the thesis abstract and the student's usual writing profile. However, the student displayed deep conceptual continuity, flawlessly rebuilding the study's topic, goals, methodology, findings, and conclusions. This striking contrast where language diverges but the core concept aligns is what we define as conceptual-linguistic divergence. Ultimately, this study suggests that educational authorship checks can no longer rely solely on language patterns; they must integrate conceptual evidence, particularly in EFL contexts.
Co-Authors Amirudin Latif Aulia Hanifah Qomar Fitri Palupi Kusumawati Setia Widya