Predicting English Performance of Polytechnic Students by Using Toeic Score and Student Perception About Academic Motivation  

Oleh:

Simanjuntak, Tiur L.H. ; Kusmartini, Sri Endah

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 2, page 644-654.
Topik: English Performance; TOEIC; Academic Motivation
Fulltext: hal 644.pdf (15.05MB)

Isi artikel

This study attempts at predicting English Performance of Polytechnic students by using TOEIC score and student perception about Academic Motivation. The researchers try to find out whether TOEIC score added to Academic Motivation as perceived by the students correlate and give contribution towards English Performance of Polytechnic students. Next, the researchers try to find out whether there is a significant difference in terms of Gender towards English Performance of the students. Finally, the researchers try to find out whether there is a significant difference in terms of Origin towards English Performance of the students. This is a Quantitative Correlational Design. This research involved 60 students of English Department State Polytechnic of Sriwijaya semester one, academic year 2014/2015 as the samples. Academic Motivation Scale by Vallerand et. al. (1992) with some adaptation conducted by the researchers was used to find out the Academic Motivation as perceived by the students. Meanwhile, the average score of Listening 1, Reading 1, Speaking 1, and Writing 1 were used to describe English Performance of the students. TOEIC scores were used to describe TOEIC achievement of the students. Pearson Product Moment Correlation Coefficient, Multiple Regressions and Independent Sample T Test were used to analyze the data. The results reveal that TOEIC score added to Academic Motivation as perceived by the students correlated and gave contribution towards English Performance of the students. Furthermore, the difference in terms of Gender towards English Performance of the students was not significant and the difference in terms of Origin towards English Performance of the students was not significant either.

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