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Hubungan Motivasi Belajar Dengan Prestasi Akademik Siswa Pada Mata Pelajaran Biologi di Kelas X SMA Negeri Insana Tengah Maubesi Nahak, Febiana Y; Kristanti, E; Oetpah, Finsensius
BIO-EDU: Jurnal Pendidikan Biologi Vol 4 No 3 (2019): BIO-EDU: Jurnal Pendidikan Biologi Volume 4 Nomor 3 Tahun 2019
Publisher : Jurusan Pendidikan Biologi, Fakultas Ilmu Pendidikan, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jbe.v4i3.490

Research with the title Relationship of Student Motivation and Academic Achievement in Biology Subjects in Class X Middle Insana Middle School, Maubesi aims to find out the magnitude of student motivation in biology, to determine the level of student academic achievement and see how much the role of motivation on academic achievement the student. The data analysis technique used in this research is Product Moment Correlation. The results showed that the average student motivation in Biology in Class X Middle Insan Maubesi SMAN was 144.82 with the highest value of 185 and the lowest value obtained was 97, included in the HIGH category, while the average academic achievement of students in Biology class X in Middle Maubesi Middle School of 80.72 with the highest score of 92 and the lowest value of 75, included in the very high category. The results of the Produck Moment analysis show that there is no significant relationship between motivation and academic achievement of students in Biology class X at SMAN Insana Tengah Maubesi with a correlation coefficient of 0.053 included in the very low category.

PSYCHOLOGICAL BARRIERS ON EFL STUDENTS’ SPEAKING PERFORMANCE IN BORDER AREA Wisrance, Maria Wihelmina; Kristanti, E
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 13, No 2 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v13i2.15634

Oral communication has emerged as a crucial skill in language acquisition, particularly in learning English. For students learning English as a foreign language, speaking English poses a significant challenge that requires considerable effort to articulate coherent statements. The research focused on identifying psychological factors that impact students' speaking performance, with a particular emphasis on determining which variable has the most significant effect. Data was gathered through observation, questionnaires, and unstructured interviews. The study revealed that despite students' motivation and positive attitude towards English speaking in the classroom, anxiety and lack of self-confidence remain key obstacles that prevent them from speaking confidently. These psychological barriers stem from a fear of erring and being subjected to derision by one's peers. Further, it was found that anxiety was the most psychological factor affecting students’ speaking performance. To address these issues, many students believe that boosting their confidence in speaking English is crucial. This underscores the significance of educators being mindful of the difficulties their students face in speaking English during lessons.

Pengaruh Model Problem Based Learning terhadap Keterampilan Menulis Teks Eksposisi pada Siswa Kelas VIII SMP Negeri Naiola Opat, Ermelinda Elu; Kristanti, E; Kharisma, Giri Indra
MARDIBASA: Jurnal Pembelajaran Bahasa dan Sastra Indonesia Vol 4 No 2 (2024)
Publisher : SATU Press Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jpbsi.2024.4.2.75-86

Learning to write expository texts is one of the lessons that students need to master. Students are required to be able to convey strong ideas or arguments accompanied by facts in accordance with the structure and linguistic characteristics of expository texts. To achieve this goal, there needs to be an appropriate learning model. This research aims to determine the influence and response of students to the application of the Problem Based Learning model in learning to write expository texts in class VIII of SMPN Naiola, North Central Timor Regency, NTT. This research is a pre-experimental research with a one-group pretest-posttest design. Data collection is through pretest and posttest procedures as well as questionnaires. Sampling used random sampling technique. Data analysis uses descriptive statistical tests, prerequisite tests, hypothesis tests and N-Gain tests. The research results obtained a tcount value of 7,247>2,160 (ttable). Thus it can be concluded that the problem based learning model has a very significant influence in improving the ability to write expository texts with a significance value of 0.000>0.05 and students' responses to the probem based learning model are also very good.

PSYCHOLOGICAL BARRIERS ON EFL STUDENTS’ SPEAKING PERFORMANCE IN BORDER AREA Wisrance, Maria Wihelmina; Kristanti, E
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 13 No. 2 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v13i2.15634

Oral communication has emerged as a crucial skill in language acquisition, particularly in learning English. For students learning English as a foreign language, speaking English poses a significant challenge that requires considerable effort to articulate coherent statements. The research focused on identifying psychological factors that impact students' speaking performance, with a particular emphasis on determining which variable has the most significant effect. Data was gathered through observation, questionnaires, and unstructured interviews. The study revealed that despite students' motivation and positive attitude towards English speaking in the classroom, anxiety and lack of self-confidence remain key obstacles that prevent them from speaking confidently. These psychological barriers stem from a fear of erring and being subjected to derision by one's peers. Further, it was found that anxiety was the most psychological factor affecting students’ speaking performance. To address these issues, many students believe that boosting their confidence in speaking English is crucial. This underscores the significance of educators being mindful of the difficulties their students face in speaking English during lessons.

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