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Parental Involvement and Studentsâ€™ Motivation in Learning English Queen Yumeko Zalvykha Sampelan; Virginia Gabrella Sengkey
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 10, No 2 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v10i2.3257

This study was to determine the level of parental involvement, the level of students' motivation in learning English, and the correlation between parental involvement and students' motivation in learning English. This study used quantitative designs. The instruments of this study were questionnaires adapted from Ekiz and Kulmetov (2015) and Amin, Juriah, and Isa (2001) for measuring parental involvement and an adapted questionnaire for studentsâ€™ motivation from the Attitude/Motivation Test Battery (2005). This study was conducted to 52 grade 10 â€“ 12 Science students at a private school in Balikpapan enrolled in the first semester of the academic year 2021/2022. The results showed that parental involvement was moderate (M= 3.38). Specifically, parental involvement in terms of parents as motivators was high (M=3.55), while parents as educators (M=3.34) and parents as facilitators (M=3.12) were moderate. Moreover, the results showed that studentsâ€™ motivation in learning English was high (M=3.82). Specifically, intrinsic motivation was high (M=4.17) and extrinsic motivation was moderate (M=3.40). Lastly, it was found that there was a significant correlation between parental involvement and studentsâ€™ motivation in learning English as the results show p=.000 < 0.005, r=.537. Therefore, it is recommended that parents be more involved so students can be more motivated in learning English.

Students’ Self-Confidence and Their Willingness to Communicate in English Invia Gorni Katiandagho; Virginia Gabrella Sengkey
Linguistic, English Education and Art (LEEA) Journal Vol 6 No 1 (2022): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v6i1.5019

This study aimed to find out the level of students' self-confidence and the level of students' willingness to communicate in English. Furthermore, the main purpose of this study was to find out the correlation between students' self-confidence and their willingness to communicate in English. The researcher adapted the self-confidence questionnaire from Park and Lee (2004) cited in Ningsi (2020). Also, the willingness to communicate questionnaire from Horwitz, Horwitz, and Cope (1986) cited in Rihardini, Yaniafari, and Mukminatien, 2021). This study was conducted to grades 10, 11, and 12 of a private high school in North Sulawesi who were enrolled in the first semester of 2022/2023 academic year. The results were (1) students' self-confidence was moderate with a mean score 3.17; (2) students' willingness to communicate in English was moderate with a mean score 2.85; (3) there was a significant correlation between students' self-confidence and their willingness to communicate in English with r = 0 .575 and p =0.000 < α =0.05). Thus, teachers must try to motivate and find ways to help students be more confident so that the students will be more willing to communicate. Keywords: English, Self-confidence, Willingness to communicate

Students’ Self-Confidence and Their Willingness to Communicate in English Invia Gorni Katiandagho; Virginia Gabrella Sengkey
Linguistic, English Education and Art (LEEA) Journal Vol 6 No 1 (2022): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v6i1.5019

This study aimed to find out the level of students' self-confidence and the level of students' willingness to communicate in English. Furthermore, the main purpose of this study was to find out the correlation between students' self-confidence and their willingness to communicate in English. The researcher adapted the self-confidence questionnaire from Park and Lee (2004) cited in Ningsi (2020). Also, the willingness to communicate questionnaire from Horwitz, Horwitz, and Cope (1986) cited in Rihardini, Yaniafari, and Mukminatien, 2021). This study was conducted to grades 10, 11, and 12 of a private high school in North Sulawesi who were enrolled in the first semester of 2022/2023 academic year. The results were (1) students' self-confidence was moderate with a mean score 3.17; (2) students' willingness to communicate in English was moderate with a mean score 2.85; (3) there was a significant correlation between students' self-confidence and their willingness to communicate in English with r = 0 .575 and p =0.000 < α =0.05). Thus, teachers must try to motivate and find ways to help students be more confident so that the students will be more willing to communicate. Keywords: English, Self-confidence, Willingness to communicate

The Correlation between Students’ Satisfaction with E-learning and Their English Achievement Mercy Myshall Rellely; Virginia Gabrella Sengkey
E-Structural (English Studies on Translation, Culture, Literature, and Linguistics) Vol 5, No 02 (2022): December 2022
Publisher : Universitas Dian Nuswantoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33633/es.v5i02.7235

Abstract. This research aimed to find out the correlation between students’ satisfaction with e-learning and their English achievement. This was a quantitative study that used descriptive and correlational research designs. The instruments used in this study were a questionnaire adopted from Liaw (2007) and the students’ final English class grades. Seventy-nine 11th-grade students enrolled at one of the private high schools in North Sulawesi in the first semester of the academic year 2020/2021 participated in this study. It was found that the students were satisfied with e-learning (M=3.48) and their English achievement was very good (M=91.62). Regarding the correlation between the two variables, a significant correlation was found between students’ satisfaction with e-learning and their English achievement with p=.000 < 0.005, r=.441. Thus, teachers should always ensure that students are satisfied with their e-learning so that their English achievement can also be maximized.Keywords: e-learning, English achievement, students’ satisfactionAbstrak. Penelitian ini bertujuan untuk mengetahui hubungan antara kepuasan siswa dengan e-learning dan pencapaian bahasa Inggris mereka. Penelitian ini merupakan penelitian kuantitatif dengan desain penelitian deskriptif dan korelasional. Instrumen yang digunakan dalam penelitian ini adalah angket yang diadopsi dari Liaw (2007) dan nilai akhir siswa di kelas Bahasa Inggris. Responden dari penelitian ini adalah 79 siswa kelas XI yang terdaftar di salah satu SMA Swasta di Sulawesi Utara pada semester I tahun ajaran 2020/2021. Hasil yang diperoleh adalah siswa puas dengan e-learning (M=3,48) dan prestasi bahasa Inggris mereka sangat baik (M=91,62). Berkenaan dengan korelasi antara kedua variabel, ditemukan korelasi yang signifikan antara kepuasan siswa dengan e-learning dan prestasi bahasa Inggris mereka dengan p=.000 < 0.005, r=.441. Oleh karena itu, guru perlu selalu memastikan bahwa siswa puas dengan e-learning mereka sehingga pencapaian bahasa Inggris mereka juga dapat maksimal.Kata kunci: e-learning, kepuasan siswa, pencapaian bahasa Inggris

The Level of Bullying Problem among Students at School Valeria Simatupang; Virginia Gabrella Sengkey
Jurnal Pendidikan dan Konseling (JPDK) Vol. 4 No. 6 (2022): Jurnal Pendidikan dan Konseling: Special Issue (General)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpdk.v4i6.10028

Penelitian ini bertujuan untuk mengetahui tingkat bullying pada SMP Swasta di Balikpapan. Tingkat perundungan dan jenis perundungan di kalangan siswa SMP diukur dengan kuesioner terstruktur yang diadaptasi dari Putri (2009) yang dikutip dalam teori Coloroso (2007). Kuesioner dibagikan kepada 66 siswa SMP kelas 7, 8, dan 9 untuk menentukan tiga jenis perilaku bullying: verbal, fisik, dan relasional. Jenis penelitian ini adalah deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa masalah bullying pada siswa di sekolah sangat rendah (M=1,24). Secara khusus, tingkat intimidasi verbal, intimidasi fisik, dan intimidasi relasional di antara siswa semuanya sangat rendah, dengan skor rata-rata M = 1,31, M = 1,23, dan M = 1,22. Selain itu, jenis bullying yang paling banyak digunakan di kalangan siswa adalah p = 0,628 < 0,05, yang berarti tidak ada perbedaan yang signifikan berdasarkan jenis bullying. Terakhir, perbedaan yang signifikan dalam pengalaman bullying yang dilaporkan antara siswa laki-laki dan perempuan ditemukan dengan p = 0,00 < 0,05. Oleh karena itu, guru dan orang tua perlu terus memantau siswa untuk memastikan bahwa siswa tidak melakukan atau tidak mengalami bullying di sekolah.

Students’ perceptions of how English songs improve their listening skills Jeklin Souhuwat; Virginia Gabrella Sengkey
Cendikia : Media Jurnal Ilmiah Pendidikan Vol 13 No 3 (2023): Januari: Education Science
Publisher : Institute of Computer Science (IOCS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/cendikia.v13i3.3495

This study aimed to discover students' perception of how English songs improve their listening skills. Also, this study wanted to investigate whether there is significant difference on students’ perception of how English songs improve their listening skills based on gender. The methods used in this research was descriptive and comparative. The instrument used in this study was a questionnaire adapted from Ngoc (2021). This research was conducted to the eleventh-grade students enrolled in the first semester of the 2022/2023 academic year at a private high school in North Minahasa. The results were: (1) the students agreed on the reasons and principles of using English songs in improving their listening skills; (2) they also agreed that English songs were a good learning resource to help them improve their listening skills (3); students also agreed that English songs play an important role in learning listening; (4) however, there was no significant difference on students' perception of how English songs improve their listening skills based on gender. Thus, this research recommended that (a) using English songs in class should be an option for teachers in teaching, especially in teaching English; (b) also, further research needs to be conducted to see other factors that can significantly affect students’ listening skills.

STUDENTS READING HABIT AND THEIR ENGLISH ACHIEVEMENT Joshua Christopher Diets; Virginia Gabrella Sengkey
Jurnal Scientia Vol. 12 No. 01 (2023): Education, Sosial science and Planning technique
Publisher : Sean Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58471/scientia.v12i01.1055

The purpose of this study was to find out the correlation between students reading habit and their English achievement. Also, this study aimed to find out the level of students reading habit, and the level of their English achievement. An adapted questionnaire from Wardani (2019) was distributed to the 10th graders of a private high school in North Sulawesi to find out the level of their reading habits, and the data of their final grade was taken to find out their level of English achievement. Descriptive analysis of mean and Pearson Product Coefficient Correlation were used to answer the research questions. The results showed that: (1) the level of students reading habit was 2.76, which means they have moderate reading habit, (2) the level of their English achievement was 86.09, which means they have good English achievement, and (3) the p = .331 and r = .109 which indicates that there is no significant correlation between students reading habit and their English achievement; however, the correlation was found to be positive but only weak. The researchers concluded that reading habit is not a significant factor that has a relationship with students English achievement. It is recommended that future researchers or teachers can try to identify other factors that have a significant relationship with the students English achievement.

Investigating the Use of Language Learning Strategies and English Proficiency of University Students Virginia Gabrella Sengkey
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol 7 No 1 (2024): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics J
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v7i1.2236

This study used descriptive and correlational research designs to identify the levels of students’ language learning strategies use (LLS) and their English proficiency and whether there is a significant correlation between the two variables. The sample of this study consisted of 56 students majoring in English enrolled in Listening and Speaking classes at a private university in North Sulawesi. The instruments used in this study were Oxford's SILL (1990) to measure the students' LLS and students' final test scores to assess their English proficiency. The results showed that the students usually use LLS with metacognitive strategies as the most commonly used strategy. Moreover, the results also showed that the students had good English proficiency. However, the students’ LLS use did not significantly correlate with their English proficiency. Hence, further research can be conducted to provide insights into why students have good English proficiency.

Insights into Indonesian Students’ Willingness to Communicate in English in the Classroom Maranatha, Maria; Sengkey, Virginia Gabrella
Elsya : Journal of English Language Studies Vol. 5 No. 2 (2023): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v5i2.13029

English learners need to be willing to communicate in English for them to learn the language successfully. Considering that English has been taught since elementary school in Indonesia, it is interesting to identify how willing students are to communicate in English, especially in secondary school. Thus, this study aimed to know the secondary school students’ willingness to communicate in English in terms of using English in the classroom and linguistic and non-linguistic factors. Furthermore, this study identified whether there was a significant difference based on gender and grade levels. This study used a quantitative method with a descriptive and comparative design. This study was conducted at a private secondary school, with 95 respondents recruited via convenience sampling. As a result, students’ willingness to communicate in terms of using English in the classroom was medium, indicating that students were willing enough to communicate in English. Specifically, the students’ willingness to communicate in terms of linguistic and non-linguistic factors was medium. This shows that students were willing enough to use English regarding linguistic and non-linguistic factors. Moreover, there was no difference based on gender but a significant difference based on grade level, with the highest mean score of 75.55 in grade 7. Thus, since students are willing enough to communicate in English, teachers need to find strategies to help the students to be very willing to communicate in English, especially secondary school students at higher grade levels. Also, future studies on WTC must be done in different regions in Indonesia by considering WTC other factors such as parental involvement, teachers, socio-economic status, anxiety, motivation, or other environment-related factors at various levels or schools.

STUDENTS’ LISTENING HABITS TO ENGLISH SONGS AND THEIR VOCABULARY MASTERY Muntuan, Yeyen Y; Sengkey, Virginia Gabrella
ENGLISH Vol 18 No 1 (2024)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study aimed to determine the level of students' listening habits to English songs and their level of vocabulary mastery. In addition, this study also aimed to determine whether there is a significant correlation between students’ listening habits to English songs and their vocabulary mastery. The methods used in this research were descriptive and correlation. The instrument used in this study was a questionnaire adapted from Yi-Chun Chen cited in Setia (2022), and the vocabulary test is adapted from Nation cited in Setia (2022). This research included 63 grades VII, VIII, and IX students at a public junior high school in Minahasa, North Sulawesi. The results showed that the level of students’ listening habits to English songs was 59, which is in the moderate category. Secondly, the students’ vocabulary mastery level was 14.37, which is in the very low category. Lastly, this study showed that there was no significant correlation between students’ listening habits to English songs and their vocabulary mastery. Therefore, further investigation needs to be conducted to identify the variables significantly correlating with the students’ vocabulary mastery.

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