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All Journal Journal of Education, Language Innovation, and Applied Linguistics Development : Studies in Educational Management and Leadership
T. Zita, Cris
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Students' Motivation and Achievement in Learning English: The Correlational Study Asrifan, Andi; T. Zita, Cris; Abd Al-Lateef, Ghada Tosson; Enriquez, Alexis Arizabal; Muthmainnah, Muthmainnah; Al-Matari, Ali Said
Journal of Education, Language Innovation, and Applied Linguistics Vol 2, No 2 (2023): JELITA: Journal of Education, Language Innovation, and Applied Linguistics
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jelita.v2i2.6589

Abstract

The students have a lot on their plates already, and one of the biggest is the academic activity. Researchers have shown a correlation between intrinsic motivation and academic performance. Students' English proficiency is also influenced by their level of interest and effort in learning the language. The purpose of this research was to determine if and how students at MA Muhammadiyah Darul Arqam Punnia Labumpung, Kab. Pinrang is motivated to learn English based on their academic performance. Students' interest in English and effort in studying the language were found to be significantly related. This was demonstrated by a correlational study on students' motivation and their performance on an English language test. The first piece of good news is that the SPSS 21 program's computed r value is greater than the table at both the 5% and 1% significant level (0.367 0.852 > 0.47). Second, the computation of the contribution between student motivation and achievement in English showed that student motivation (variable X) contributed roughly 72.59% contribution to the achievement (variable Y) of the sample class, while the remaining 25.41% was influenced by other factors. Keywords: Students’ Motivation, Learning English, and English Achievement.
Boosting the Confidence of 1st Year College Students in Speaking Skills through Instructor’s Interactive Strategies during Face-to-Face Classes Kevin Arabis, Karl; Tobio, Gabriel; Corpuz, Belen; Marie Royol, Bianca; T. Zita, Cris
Development: Studies in Educational Management and Leadership Vol. 2 No. 2 (2023): Development: Studies in Educational Management and Leadership
Publisher : Islamic Educational Management Programme

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/development.v2i2.3356

Abstract

This study examines the significance of face-to-face classes as a venue for students and instructors to engage in teaching and learning activities in a shared physical space. The researchers employed a quantitative methodology for their study, with a sample size of 50 students from Holy Rosary College Foundation's 1st Year College cohort, which represented the entire population. Instruments for collecting data included interviews and survey questionnaires administered via pen-and-paper exams. The primary objective was to assess the efficacy of instructor-interactive strategies in traditional classroom settings. The findings revealed that various instructor-interactive strategies positively influenced the confidence levels of first-year college students, particularly in activities such as group work, class reporting, oral recitations, adherence to an English Only Policy (EOP), and role-playing exercises. In contrast, students viewed activities such as debates, memorization assignments, public speeches, impromptu speeches, and speech choir as less effective at boosting their speaking confidence. The study demonstrates that instructor-interactive strategies implemented in face-to-face classes have a positive effect on the speaking confidence of first-year college students. In the context of English language learning, these findings highlight the significance of incorporating interactive approaches into classroom instruction while taking individual student requirements into account. Throughout the teaching-learning process, instructors play a crucial role by actively participating in and collaborating on these interactive strategies.
Co-Authors Abd Al-Lateef, Ghada Tosson Al-Matari, Ali Said Asrifan, Andi Corpuz, Belen Enriquez, Alexis Arizabal Kevin Arabis, Karl Marie Royol, Bianca Muthmainnah Muthmainnah Tobio, Gabriel