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Mulyadi .
Universitas Bengkulu
Languange, Linguistic, Communication & Media

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Students’ Motivations in Choosing English as Additional Course in SMAN 1 Bengkulu Rama Dahlia; Mulyadi .; Mei Hardiah
Journal of English Education and Teaching Vol 3, No 2 (2019)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (496.226 KB) | DOI: 10.33369/jeet.3.2.195-215

Abstract

The type of this research is Descriptive Quantitative and Qualitative research. It is aimed to find out the motivation which make students in XII Social 6 choose English as an additional subject course and to find out the highest motivation which make students in XII Social 6 choose English as an additional subject course. The subject of this study is the students in class XII social 6 SMAN 1 Kota Bengkulu. In this research, the researcher collected the data by using questionnaire. Then, the data obtained from the questionnaires will be analyzed using SPSS program. The data concerning subjects’ general background as well as their comments will be calculated and presented in percentage. A Likert scale will be used to measure the level and type of subjects’ learning motivation. According to table that the researcher used to analyze extrinsic and intrinsic motivation of students in choosing English as additional subject, the researcher got the result that show the extrinsic motivation is the highest reason chosen by the students when they chose English as their additional subject course at school than intrinsic motivation. It can be seen from the calculation scores of students intrinsic and extrinsic motivation that showed the total of mean score for extrinsic motivation is 47.5 and the total mean score for intrinsic motivation is 46.62. There are several extrinsic motivation from the students, for example the students prepare to learn English because they want to continue the study or get the works, go abroad and want to try to communicate with the foreigner.
THE CORRELATION BETWEEN ENGLISH LEARNING MOTIVATION AND ENGLISH PROFICIENCY ACHIEVEMENT OF ENGLISH STUDY PROGRAM STUDENTS Deborah Purwanti; Hilda Puspita; Mulyadi .
Journal of English Education and Teaching Vol 3, No 1 (2019)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (657.837 KB) | DOI: 10.33369/jeet.3.1.79-94

Abstract

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.
The Analysis of Factors that Affect Students Anxiety in Speaking for Presentation Class (A Study of the Fourth Semester Students at the English Education Study Program of University of Bengkulu in Academic Year 2018/2019) Nadia Agustin; Mulyadi .; Elfrida .
Journal of English Education and Teaching Vol 3, No 1 (2019)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (421.533 KB) | DOI: 10.33369/jeet.3.1.116-126

Abstract

This research attemted to find out the factors that affect students speaking anxiety in speaking for presentation class. This research was carried out by employing descriptive quantitative design. The population of this research was the fourth semester students of English Education Study Program of University of Bengkulu in academic year 2018/2019. The samples of this research were taken by using random sampling tehcnique, the total of the sample was 57 students. The data were collected by questionnaire consisted of 29 questions related to the anxiety. The results of this study showed that the students mostly had the mildly anxiety. There were three factors that causing the anxiety of the students in speaking; Fear of Negative Evaluation (Mildly Affected; Mean Score: 3.12), Communication Apprehension (Mildly Affected; Mean Score: 3.09), and Test Anxiety (Mildly Affected; Mean Score: 2.89). In conclusion, there were three factors that students speaking anxiety in speaking for presentation class  and the most dominant factors is the Fear of Negative Evaluation
THE CORRELATION BETWEEN ENGLISH LEARNING MOTIVATION AND ENGLISH PROFICIENCY ACHIEVEMENT OF ENGLISH STUDY PROGRAM STUDENTS Debora Purwanti; Hilda Puspita; Mulyadi .
Journal of English Education and Teaching Vol 2, No 2 (2018)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (278.642 KB) | DOI: 10.33369/jeet.2.2.68-82

Abstract

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.
Co-Authors Debora Purwanti Deborah Purwanti Elfrida . Hilda Puspita Mei Hardiah Nadia Agustin Rama Dahlia