MOTIVATION AND LEARNING STYLE: DO THEY CORRELATE WITH LANGUAGE PROFICIENCY?
<p>This paper discusses the issues of motivational orientation, learner types and their relationship with English Language Proficiency among the students of semester one in the academic year 2018 / 2019 at the State Institute of Islamic Studies Syekh Nurjati, Cirebon. It is a survey research....
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| Format: | Article |
| Language: | English |
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Tadris Bahasa Inggris IAIN Syekh Nurjati
2019-06-01
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| Series: | ELT Echo: The Journal of English Language Teaching in Foreign Language Context |
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| Online Access: | https://www.syekhnurjati.ac.id/jurnal/index.php/eltecho/article/view/4218 |
| _version_ | 1818989195651186688 |
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| author | Udin Kamiludin |
| author_facet | Udin Kamiludin |
| author_sort | Udin Kamiludin |
| collection | DOAJ |
| description | <p>This paper discusses the issues of motivational orientation, learner types and their relationship with English Language Proficiency among the students of semester one in the academic year 2018 / 2019 at the State Institute of Islamic Studies Syekh Nurjati, Cirebon. It is a survey research. The data were obtained through the questionnaires i.e. the Attitude / Motivation Test Battery (AMTB) developed by R.C Gardner, and “How do you learn best?” adapted from K. Willing’s model. And the Standardized Test of English was designed adopting the TOEFL model. The statistical software such as SPSS was employed to analyze the data.</p><p>The results show most of the participants are instrumentally motivated learner and are communicative as well as teacher-oriented types, and majority of them are of medium level of English Language Proficiency.</p><p>Furthermore, the findings reveal that an integrative motivated learners scored better than instrumentally motivated learners in English Language Proficiency Test. This means motivation correlates with English Language Proficiency. Whereas, learning style does not correlate with English Language Proficiency. However, the result of correlation test confirms the r score (0.456) is more than t table score (0.2441); which means the H0 hypothesis is rejected. Thus, <em>Motivation and</em> <em>Learning Style correlate with English Language Proficiency. </em>The findings led to conduct further research on motivating students as to improve their level of English language proficiency.<em> </em></p> |
| first_indexed | 2024-12-20T19:34:37Z |
| format | Article |
| id | doaj.art-f97863c5879840e2bf2504837d22ee7c |
| institution | Directory Open Access Journal |
| issn | 2579-8170 2549-5089 |
| language | English |
| last_indexed | 2024-12-20T19:34:37Z |
| publishDate | 2019-06-01 |
| publisher | Tadris Bahasa Inggris IAIN Syekh Nurjati |
| record_format | Article |
| series | ELT Echo: The Journal of English Language Teaching in Foreign Language Context |
| spelling | doaj.art-f97863c5879840e2bf2504837d22ee7c2022-12-21T19:28:42ZengTadris Bahasa Inggris IAIN Syekh NurjatiELT Echo: The Journal of English Language Teaching in Foreign Language Context2579-81702549-50892019-06-014111310.24235/eltecho.v4i1.42181966MOTIVATION AND LEARNING STYLE: DO THEY CORRELATE WITH LANGUAGE PROFICIENCY?Udin Kamiludin0IAIN Syekh Nurjati Cirebon<p>This paper discusses the issues of motivational orientation, learner types and their relationship with English Language Proficiency among the students of semester one in the academic year 2018 / 2019 at the State Institute of Islamic Studies Syekh Nurjati, Cirebon. It is a survey research. The data were obtained through the questionnaires i.e. the Attitude / Motivation Test Battery (AMTB) developed by R.C Gardner, and “How do you learn best?” adapted from K. Willing’s model. And the Standardized Test of English was designed adopting the TOEFL model. The statistical software such as SPSS was employed to analyze the data.</p><p>The results show most of the participants are instrumentally motivated learner and are communicative as well as teacher-oriented types, and majority of them are of medium level of English Language Proficiency.</p><p>Furthermore, the findings reveal that an integrative motivated learners scored better than instrumentally motivated learners in English Language Proficiency Test. This means motivation correlates with English Language Proficiency. Whereas, learning style does not correlate with English Language Proficiency. However, the result of correlation test confirms the r score (0.456) is more than t table score (0.2441); which means the H0 hypothesis is rejected. Thus, <em>Motivation and</em> <em>Learning Style correlate with English Language Proficiency. </em>The findings led to conduct further research on motivating students as to improve their level of English language proficiency.<em> </em></p>https://www.syekhnurjati.ac.id/jurnal/index.php/eltecho/article/view/4218Language ProficiencyLearning StyleMotivation |
| spellingShingle | Udin Kamiludin MOTIVATION AND LEARNING STYLE: DO THEY CORRELATE WITH LANGUAGE PROFICIENCY? ELT Echo: The Journal of English Language Teaching in Foreign Language Context Language Proficiency Learning Style Motivation |
| title | MOTIVATION AND LEARNING STYLE: DO THEY CORRELATE WITH LANGUAGE PROFICIENCY? |
| title_full | MOTIVATION AND LEARNING STYLE: DO THEY CORRELATE WITH LANGUAGE PROFICIENCY? |
| title_fullStr | MOTIVATION AND LEARNING STYLE: DO THEY CORRELATE WITH LANGUAGE PROFICIENCY? |
| title_full_unstemmed | MOTIVATION AND LEARNING STYLE: DO THEY CORRELATE WITH LANGUAGE PROFICIENCY? |
| title_short | MOTIVATION AND LEARNING STYLE: DO THEY CORRELATE WITH LANGUAGE PROFICIENCY? |
| title_sort | motivation and learning style do they correlate with language proficiency |
| topic | Language Proficiency Learning Style Motivation |
| url | https://www.syekhnurjati.ac.id/jurnal/index.php/eltecho/article/view/4218 |
| work_keys_str_mv | AT udinkamiludin motivationandlearningstyledotheycorrelatewithlanguageproficiency |