Text

Correlation among epistemic beliefs, language, attitude, learning motivation and English proficiency of senior high school students

---

There are various tests that are utilized to see a person ability in English. One of them is Test of English as a Foreign Language (TOEFL). The main purpose of TOEFL test is to seek the test-takers English proficiency in direct and indirect situations. The learning process of TOEFL and the score of TOEFL was influenced by some factors. From the previous study it will be influence with epistemic beliefs, language attitude and learning motivation. This study is aimed at determining the correlation among epistemic beliefs, language attitude, learning motivation and English proficiency. there are III students of SMAN 2 Kediri took a part in this study.

There are four instruments used in this study; epistemic beliefs questionnaire, language attitude questionnaire, learning motivation questionnaire and documentation of TOEFL test. However, the researcher adopted all of the instrument from the previous studies. Questionnaire of epistemic beliefs was adopted from Schommer, questionnaire of language attitude was adopted from Pennington and Yue, questionnaire learning motivation was adopted from thesis of Listiyanti and the documentation score of TOEFL test was taken from AZET Language Centre.

Upon obtaining the whole data needed, the researcher uses Pearson Correlation Product Moment formula is used as well as Microsoft Excel 2016 to calculate the data and multicollinearity is used to calculate the correlation among all variables. The Pearson Correlation Product Moment formula is used to determine the correlation students' epistemic beliefs, with their language attitude, their learning motivation and their English proficiency. Meanwhile, Ms. Excel is used to computing the mean of each scoring aspect.

The result shows that correlation among epistemic beliefs, language attitude, learning motivation and English proficiency was not significant. The value of VIF between students' learning motivation and English proficiency is lower (VIF-1.101), it's mean no significant. The value of VIF between students' epistemic beliefs and English proficiency is lower (VIF=1.161), it's mean no significant. The value of VIF between students' language attitude and English proficiency is lower (VIF-1.145), it's mean no significant.

---

Ketersediaan

Informasi Detail

Judul Seri

-

No. Panggil

KT TBI-21 002

Penerbit

Kediri : IAIN Kediri., 2021

Deskripsi Fisik

xvi, 94 hlm., 29 cm.

Bahasa

English

ISBN/ISSN

-

Klasifikasi

KT TBI-21

Tipe Isi

-

Tipe Media

-

Tipe Pembawa

-

Edisi

Ed. 1, cet. 1

Subjek

English Proficiency
Epistemic beliefs
Language attitude
Learning motivation

Info Detail Spesifik

-

Pernyataan Tanggungjawab

Tesis Mhs. S2 (NIM: 92600319015)

Versi lain/terkait

Lampiran Berkas

Komentar

---

Anda harus masuk sebelum memberikan komentar