MOTIVASI BELAJAR BAHASA MANDARIN REMAJA AWAL: PERAN SELF-EFFICACY, PARENTAL INVOLVEMENT, DAN TEACHER STUDENT RELATIONSHIP - Deasy Suparman; Riana Sahrani; Soemiarti Patmonodewo (Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Tarumanagara, 2019)
Untuk dapat bersaing dalam era globalisasi diperlukan penguasaan second language, seperti bahasa Mandarin. Bahasa Mandarin merupakan bekal kompetensi untuk berkomunikasi dengan mitra dagang dari Negara Tiongkok di abad ke-21 ini. Pada era globalisasi saat ini, Negara Tiongkok memiliki kekuatan di bidang ekonomi dan telah menguasai pasar, baik dalam skala kecil maupun skala besar (Yudono, 2012). Penelitian menunjukkan adanya peningkatan Bahasa mandarin sebagai kurikulum di beberapa sekolah di Amerika Serikat (Dillon, 2010). Demikian pula di Indonesia, baik sekolah nasional maupun internasional telah mengujicobakan Bahasa mandarin (Yudono, 2012). Beberapa faktor yang mempengaruhi motivasi belajar Bahasa mandarin adalah self-efficacy, parental involvelment, dan teacher-student relationship. Tujuan penelitian ini adalah untuk mengetahui peran self-efficacy, parental involvement, dan teacher-student relationship dalam motivasi belajar Bahasa mandarin pada siswa SMP X. Penelitian ini menggunakan desain kuantitatif non-experimental dengan menggunakan teknik analisis regresi linier ganda. Partisipan penelitian adalah siswa SMP X sebanyak 174 orang. Teknik pengambilan sampel adalah convenience sampling. Instrumen penelitian berupa kuesioner self-efficacy, parental involvement, teacher-student relationship, dan motivation dengan skala likert. Hasil penelitian menunjukkan bahwa self-efficacy, parental involvement, dan teacher-student relationship berperan dalam motivasi belajar Bahasa mandarin remaja awal (R=0,76; R2=0,577; F=67,33; p < 0,05). Peran seluruh variabel Self Efficacy, Parental Involvement, dan Teacher Student Relationship ke Motivation adalah sebesar 57,7%. Peranan terbesar diberikan oleh variabel Self Efficacy (55,02%), berikutnya Parental Involvement (1,95%), dan terakhir Teacher Student Relationship (0,74%). To be able to compete in the globalization era, mastery of second languages is needed, such as Mandarin. Mandarin is a provision of competence to communicate with trading partners from China in the 21st century. In the current era of globalization, the State of China has power in the economic field and has controlled the market, both on a small scale and large scale (Yudono, 2012). Research shows an increase in Mandarin as a curriculum in several schools in the United States (Dillon, 2010). Likewise in Indonesia, both national and international schools have tried Mandarin Language (Yudono, 2012). Some factors that influence motivation to learn Mandarin are self-efficacy, parental involvelment, and teacher-student relationship. The purpose of this study was to determine the role of self-efficacy, parental involvement, and teacher-student relationship in motivation to learn Mandarin in X students of junior high school. This study uses a non-experimental quantitative design using multiple linear regression analysis techniques. The research participants were 174 students of SMP X. The sampling technique is convenience sampling. Research instruments in the form of self-efficacy questionnaires, parental involvement, teacher-student relationships, and motivation with a Likert scale. The results showed that self-efficacy, parental involvement, and teacher-student relationship play a role in motivation to learn early Mandarin Mandarin language (R = 0.76; R2 = 0.577; F = 67.33; p <0.05). The role of all variables of Self Efficacy, Parental Involvement, and Teacher Student Relationship to Motivation is 57.7%. The biggest role was given by the variable Self Efficacy (55.02%), followed by Parental Involvement (1.95%), and finally Teacher Student Relationship (0.74%).