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All Journal JETL (Journal Of Education, Teaching and Learning) Jurnal Pedagogi dan Pembelajaran
Nisa, Liana Buruuja
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The Effects of Emotional Intelligence on Language Learning Strategy Preference among EFL Students Nisa, Liana Buruuja; Ashadi
Jurnal Pedagogi dan Pembelajaran Vol. 7 No. 1 (2024): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v7i1.64507

Abstract

In the Indonesian EFL context, there has been little discussion regarding the study of learners' emotional intelligence and whether it influences their language learning strategy preferences. The purpose of this research was to analyze whether emotional intelligence has any effect on the language learning preference among Indonesian EFL learners. The main design of this research was based on survey. The instrument used in this study consists of two questionnaires namely TEIQue-SF and SILL. To achieve this goal, thirty Indonesian EFL students participated in the completion of the questionnaires. The sampling technique used was convenience sampling. SPSS 25 was used to perform the analysis of the data. The descriptive findings of the study showed that the most common strategy utilized by EFL students was cognitive strategies, while the least preferred strategy was affective strategy. It was revealed that there is a significant correlation between emotional intelligence and strategies for learning languages (p 0.001). Learners who have a higher level of emotional intelligence use a wider variety of strategies than students who have a lower level of emotional intelligence. There were considerable disparities between the two groups in terms of the strategies that they chose to implement. In conclusion, pedagogical implications as well as findings were examined.
The Influence of English College Students’ Learning Environment and Self-Directed Learning on Their Academic Achievement Syafiqurrakhman, M Amien; Basikin, Basikin; Nisa, Liana Buruuja
JETL (Journal of Education, Teaching and Learning) Vol 9, No 1 (2024): Special Issue
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v9i1.5981

Abstract

The current research aims to investigate the influence of English Language Education Department students’ learning environment and self-directed learning towards their academic achievement. Moreover, it also investigates how the students’ learning environment, self-directed learning, and academic achievement scores differ by their educational level. This research was an ex post facto research design. The participants involved in the current research were 106 consisted of 73 undergraduate students and 33 graduate students of the English Language Education Department at Yogyakarta State University. They were selected based on convenience sampling. This research adopted two instruments namely EFL Learning Environment Questionnaire (QEFL-LE) developed by Mutlu (2017) and Self-Directed Learning Scale (SDLS) questionnaire from Lounsbury et al. (2009). Before carrying out the investigation, a pilot study was conducted to improve the validity and reliability of the instruments. Furthermore, composite questionnaires were distributed, resulting in three quantitative data sets of students’ learning environment, self-directed learning, and academic achievement. Finally, both descriptive and inferential statistics were performed using IBM SPSS to analyze the data. The findings reported that there were significant differences in the students’ scores in learning environment, self-directed learning, and academic achievement based on their educational level (bachelor’s and master’s degree). In addition, the scores of master’s degree students consistently surpassed those of bachelor’s degree students in every variable in the current research. Furthermore, it confirms that students’ academic achievement was significantly influenced by their learning environment and self-directed learning. Moreover, students’ learning environment and self-directed are simultaneously become the best predictor of their academic achievement. Based on these findings, pedagogical implications are suggested for English teaching and learning in a higher education context
Co-Authors Ashadi Basikin Basikin Syafiqurrakhman, M Amien