The Correlation between the students' learning motivation and their achievement in english: a correlational study in the eight class of MTs Al-Hamidiyyah

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THE CORRELATION BETWEEN THE STUDENTS’ LEARNING MOTIVATION AND THEIR

THE CORRELATION BETWEEN THE STUDENTS’ LEARNING MOTIVATION AND THEIR (A Correlational Study in the Eight Class of “MTs Al-Hamidiyah”) A ‘Skripsi’Presented to the Faculty of Tarbiyah and Teachers Training In Partial Fulfillment of the RequirementsFor Degree of S.Pd (Bachelor of Arts) In English Language EducationBy: DWI GITAWATY 105014000291DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING

ACHIEVEMENT IN ENGLISH

(A Correlational Study in the Eight Class of “MTs Al-Hamidiyah”) A ‘Skripsi’Presented to the Faculty of Tarbiyah and Teachers Training In Partial Fulfillment of the RequirementsFor Degree of S.Pd (Bachelor of Arts) In English Language EducationBy: DWI GITAWATY 105014000291DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING ‘SYARIF HIDAYATULLAH’ STATE ISLAMIC UNIVERSITY JAKARTA

ENDORSEMENT BY THE EXAMINATION COMMITTEE

  PdKey words : Learning Motivation and Achievement, MTs Al-Hamidiyah DepokThis study is purposed to know the correlation between the students’ learning motivation and their achievement in English in the eight class of MTs Al-Hamidiyah Depok. The writer finished her ‘skripsi’ entitled: “The Correlation Between The Students’ Learning Motivation and Their Achievement in English (A Correlational Study in the Eight Class of “MTs Al-Hamidiyah”)” which is aimed to complete a partial fulfillment for Degree of Strata-1 (S1) in the Faculty ofTarbiyah and Teachers Training.

CHAPTER I INTRODUCTION A. The Background of the Study Language is a tool for communication between people, because

  As we know that English is an international language that is used almost all of the countries in the world, as an international language it is usedin international activities as a means of communication. A linguafranca can be defined as a language widely adopted for communication between two speakers whose native language are different from each other’s 1and where one or both speakers are using it as ‘second’ language.” The people all over the world cannot deny that the globalization will have a big impact on the nations of the world.

2 John A.S. Read, Trends in Language Syllabus Design, (Singapore: Singapore University Press

  3 1983), p. 183.

E. Mulyasa, Kurikulum Tingkat Satuan Pendidikan (Bandung: PT Remaja Rosda Karya, 2007)

  Here are some various studies have found that motivation relate toachievement in language learning: Jeremy Harmer said that, “it seems reasonable to suggest that the motivation which students bring to class is the biggest single factor affecting 4their success.” From definition above, we know that motivation in the classroom affects both learning and behavior of the students who are motivated to learnmore. The Significance of the Study This study is expected to give useful information about the students’ motivation in learning English at MTs Al-Hamidiyah Depok, especially in From the information given, the English teacher of MTs Al-HamidiyahDepok can evaluate whether motivation has any correlation with students’ English learning achievement.

CHAPTER II THEORITICAL FRAMEWORK A. Language Learning and Teaching 1. Language Learning Douglas said that “learning is acquiring or getting of

  Moreover Harmer said that “ The purposes students have for learning will have an effect onwhat it is they want and they need to learn and as a result will 2influence what they are taught.” Fdgfrgrgrthththtnb fytfeuyuy feyftuy yfuyu gfyuf gfuyg gfuygfu fgyfgy gfyfGfuyuy gfuegf gfyu gfuyfge gfuieftgeft fgyriefge9 fguiefgief tgfuieft7tyf7 gfueigftieftg 1 Each of students have purpose in learning, there are many reasons why they learn. 12 The most successful learners are not necessaruly those to whom a language comes very easily, they are those who displayscertain typical characteristics, most of the clearly associated with motivation The characteristics of successful language learning, some of these are: 5 1.

2. Language Teaching

  6 Douglas said that “teaching may be defined as showing or helpingsomeone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know orunderstand.” 7 From the statement above, the writer can conclude that teaching isgiving or transferring knowledge or skill to somebody by instruction, guidance to make somebody know and understand. In language teaching, teacher should be able to teach not only what language is, but also to make the students understand the material andstudents also need to comprehend objectives of the study from specific exercises and activities that the teacher has planned, so they can getknowledge and good achievement.

B. Motivation 1. Definition of Motivation Many psychologists have given various definitions of motivation

  The abstract term “motivation” on its own is rather difficult to define, it is easier and more useful to think in terms of the ‘motivated’learner: one who ‘willing’ or even eager to invest effort in learning activities and to progress. It means motivation plays a vital part in teaching and learning activity, so it has an influence toward students’ success orfailure as language learners, so the teacher must develop an understanding of the nature of the motives and techniques of motivation.

2. Kinds of Motivation

  http://www.artipot.com/articles/397167/do-you-want-to-increase-your-intrinsic-motivation.htm We can find many sources of motivation, but actually motivation only has two big sources, the first source comes fromwithin the individual itself or known as intrinsic motivation and the second is extrinsic motivation, which appears from the outer side ofand give some influences to the individual like give incentives, social pressure or punishment. All these views of language learning will affect the student’s attitude to the language being studied, and the nature and strength ofthis attitude will, in its turn, have a profound effect on the degree of23 motivation the student brings to class and whether or not that N.

C. The Student’s Learning Motivation Learning is the act, process or experience of gaining knowledge or skill

  26 From those definitions above, the writer can conclude that learning is achange of behavior or performance by doing activities, such as reading, listening, and imitating to get knowledge, so the learners have to practiceregularly of learning activities. 51-52 Learning motivation is the desire or drive which comes from inside and outside to learn language, especially English through a process which isdone by learners to take a change of behavior as a result of experience and to get knowledge.

D. The Student’s Learning Achievement

  ”Achievement is considered as the drive and energy students bring to school work in desire to make progress in their learning and achievement.” 28 It means achievement is the result that students obtain after following ateaching learning process in certain period of time. Berliner, Educational Psychology 4 th edition, (Boston: Houghton 30 The meaning of achievement is a result of learning that indicated by a changing of students’ behavior in their knowledge, skill and attitude.

30 Carl A.Grant and Christine E. Sleeter, Doing Multicultural Education for Achievement and

  Equity,( New York: Routledge, 2007), P. 3631 Kevin Barry and Len King, Beginning Teaching and Beyond 3 rd edition…,P.49832 Anita E.

E. Conceptual Framework

  Students’ motivation especially in learning English as one factor that is assumed can influence the students’ learning achievement in English by thefollowing reason, students who are motivated to learn English will drive their self to learn without burden and problem. From the opinion that psychologist’s express, a similar thing that learning is an experience as a change of behavior or someone as a result of heror his interaction with learning environment.

F. The Hypothesis

  Alternative Hypothesis (Ha) : there is a significant correlation between the students’ learning motivation and their achievement in English. Null Hypothesis (Ho) : there is no significant correlation between the students’ learning motivation and their achievement in English.

CHAPTER II I RESEARCH METHODOLOGY A. The Objective of the Research

  The Technique of Sample Taking The writer did the try out research at Madrasah Tsanawiyah Al-th Fajar, Kedaung Pamulang, the writer took sample of 20 students in 8 class. Technique of sample taking which is used is random 1sampling technique by using “Fishbowl” method , the researcher gave and the wrote numbers for member which are gathered in sampling list onpieces of paper, one number for each population member then the papers are rolled up and shuffled in the glass, then took 40 papers.

1 Sevilla, Ochave. Pengantar Metodologi Penelitian, Jakarta: UI Pers, 993, P.63-65

  Table 3.1The Likert Scale Rating ScoreOptional Favorable UnfavorableStrongly agree 4 1 Agree 3 2 Disagree 2 3 Strongly disagree 1 4 The questions of questionnaire are taken from indicator of motivation both intrinsic and extrinsic motivation. As describe on the next table:Table 3.2 The Indicators of QuestionsItems Number Variable Dimension IndicatorPositive Negative I.

F. Instrumentation

  Based on the scale result of try out validity scale in learningthmotivation for 20 students in 8 class of Madrasah Tsanawiyah Al-Fajar Kedaung Pamulang which consists of 50 items, there are 40 valid items and 10 invalid items . Table 3.4The Result of Reliability Test Cronbach's N of Alpha Items0.903 50 From the calculation of the instrument, the reliability score that the writer gets 0,903.

G. The Technique of Data Analysis

  After presenting the questionnaires, the writer counted andanalyzed the result of the questionnaires that have been answered by the students as the data description. H : ”there is no positive correlation which significant between Xovariable (motivation learning) and Y variable (learning achievement)” Some Assumptions are as follows: a) If the result of calculation r xy is smaller than T t (t table), r xy < T t : so the null hypothesis (H o ) is accepted (H a is rejected).

CHAPTER IV RESEARCH FINDINGS A. The Description of Data The writer took the score of students’ learning motivation (variable X) by using 40 items questionnaire and students’ learning achievement

  6.0 7.0 From the table above, we can see that the minimum score of motivation (variable X) is 87 and the maximum score is 151, range scoreis 64, class multiply is 6, class interval is 11, mean score is 113.725, median score is 111.5000, and mode score is 110. Table 4.3Relative frequency distribution of achievement Number Interval Frequency (f) Percentage 1 3.0-3.84 10 % 2 3.9-4.77 17.5 % 3 4.8-5.64 10 % 4 5.7-6.5 12 30 % 5 6.6-7.48 20 % 6 7.5-8.34 10 % 7 8.4-9.21 2.5 % ∑f = 40Based on the table above, there are 3 categories of achievement score, the first is low achievement (3.0-5.6), the second is medium achievement (5.7-7.4) , and the third is high achievement (7.5-9.2).

B. The Analysis of Data

  31 110 5.25 577.5 12100 27.5625 32 107 3.5 374.5 1144912.25 33 118 6.5 767 1392442.25 34 105 4.0 420 11025 16 35 113 7.0 791 1276949 36 106 4.5 477 11236 20.25 37 120 4.5 540 1440020.25 38 128 6.25 800 16384 39.0625 39 125 3.5 437.5 15625 12.25 40 110 7.5 825 12100 56.25 N=40 ∑X=4549 ∑Y=232.5 ∑XY=26634.75 ∑X 2=524169 ∑Y To obtain data is analyzed to find out the positive relation between students’ motivation and their achievement in learning English. Thus, we can interpret that there is apositive correlation between learning motivation (as X variable) and learning achievement (as Y variable).

C. The Test of Hypothesis

D. The Interpretation of Data

  Afterlooking at the table, df (38) get significance 5% is 0.312 and get From the correlation computation, we can interpret that there is a positive correlation between learning motivation (as X variable) andlearning achievement (as Y variable). According to simple interpretation above, we noticed that the correlation between X variable and Y variable is lowcorrelation and it is considered there is no significance correlation between x variable (learning motivation) and y variable (students’ achievement inEnglish).

CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion Based on the data that has been described in the previous chapters, the writer

  It can be seen from the result of r is 0.271 with the degree freedom is 38.xy The result of t t on the degree of significance 5 % = 0.312 and in 1 % = 0.403. it means that the conclusion of this‘skripsi’ is there is no significant correlation between students’ learning motivation and learning achievement in English.

B. Suggestion

  Teacher should be more creative in giving a lesson and using variousteaching method, in order the students can be more comfortable and more interested in learning English. Teacher should stimulate motivation in learning and should let students like learning and find academic activities satisfied, so they can be more active and betterprogress in learning English.

S\B

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129173422433342332333323423433331432312343443433333133 3 146183434343442344442244244444242444342334444244243444 4 173193212413242321233233322324132331222233111323323344 1 12020443344344434243343334334323143343233342323323233JML 2 4 156615653416054515757446360555461505255645461546856634855346750565552485352645940545359555554485661THE SCALE TRY OUT STUDENT MOTIVATION AL-FAJAR 52 44 - 1 2 2 2 3 3 3 2 3 2 3 3 2 2 3 2 3 2 1 2 2 2 27 1 3 2 4 3 3 3 3 3 4 28 3 2 3 3 3 2 2 3 3 3 2 3 3 3 3 4 3 2 3 3 3 4 2 4 3 2 3 3 26 2 2 2 4 2 3 3 2 2 3 3 3 2 3 3 2 3 4 2 2 4 4 4 2 3 2 3 3 3 3 2 3 2 1 1 1 2 3 2 2 4 3 3 3 3 2 30 2 2 3 3 2 3 3 3 2 3 3 4 4 4 3 3 3 3 1 3 3 3 4 2 2 2 3 3 1 1 3 2 1 3 3 3 3 4 4 2 1 2 2 2 3 3 4 3 3 3 2 3 3 3 3 3 3 3 3 3 3 2 4 2 3 3 3 3 3 3 3 3 3 3 2 3 3 3 2 4 3 4 2 3 3 2 3 4 3 3 3 3 29 3 3 3 3 3 2 3 1 4 4 4 4 3 3 4 4 4 4 3 3 4 4 4 22 4 4 3 3 3 2 3 4 4 3 3 3 4 4 4 4 3 4 4 4 4 4 4 3 4 4 4 4 4 4 4 4 3 3 4 3 3 3 4 21 3 3 4 3 3 2 4 3 3 4 1 4 4 4 3 4 3 4 2 3 4 3 4 2 1 2 4 3 3 4 1 4 2 3 3 2 1 4 2 2 3 3 4 3 3 4 23 3 3 4 4 4 4 4 4 4 3 4 4 4 4 3 4 3 4 3 4 4 3 4 4 3 4 3 4 1 4 3 2 3 3 2 3 2 3 2 3 25 4 2 2 2 4 2 3 2 3 2 3 4 1 3 3 3 2 3 2 3 3 3 4 3 3 3 1 3 3 4 2 2 3 3 4 3 3 3 3 4 3 3 2 3 4 3 4 3 3 4 4 24 3 3 3 3 4 4 3 4 4 2 2 2 2 3 THE SCALE OF STUDENT MOTIVATION AL-HAMIDIYAH 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 3 3 3 2 3 4 3 2 4 4 3 3 2 2 4 4 3 3 3 2 3 3 38 3 3 3 3 2 3 3 1 4 3 3 3 3 3 3 2 3 1 3 2 3 2 3 2 2 3 3 3 36 2 4 2 2 4 3 3 3 3 4 3 37 2 2 2 4 3 2 2 4 3 3 3 2 2 1 3 3 4 3 4 3 4 3 3 3 2 2 3 2 2 3 3 2 3 3 40 3 4 2 4 2 3 2 3 2 4 2 2 3 4 3 3 3 1 3 1 3 3 2 3 4 4 4 3 3 3 2 3 2 3 4 4 3 3 3 39 3 3 4 3 3 4 3 3 2 3 3 4 4 4 3 4 3 3 2 3 4 3 3 3 1 1 4 4 3 4 2 4 3 4 3 4 3 4 2 1 4 4 3 4 4 4 2 2 2 2 4 4 3 3 3 3 3 3 4 2 2 3 2 3 1 3 1 1 2 2 4 3 4 3 2 3 3 2 3 3 2 4 3 2 3 3 33 2 1 1 4 1 2 3 3 4 4 4 2 3 2 2 4 2 3 3 2 2 2 3 4 3 2 2 3 3 31 4 1 3 2 3 3 4 3 2 3 1 32 3 2 3 4 3 3 3 3 3 3 4 3 4 3 3 4 2 2 1 4 2 2 3 3 2 1 3 2 2 3 3 2 3 3 35 1 4 2 2 3 3 2 2 3 3 3 3 3 2 3 3 4 2 4 3 3 3 3 4 4 4 3 3 4 3 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3 RESPO NDEN 3 3 3 3 3 4 3 3 4 3 17 2 3 2 2 2 4 3 4 4 4 3 2 2 4 1 4 1 4 4 4 4 1 3 3 3 2 3 3 3 3 4 3 3 4 3 4 3 3 1 1 3 2 3 3 2 2 2 3 3 3 2 2 1 2 3 4 3 3 2 3 3 3 3 2 2 16 3 4 3 3 1 4 2 4 4 4 3 3 4 3 3 3 3 3 1 2 3 3 1 2 3 3 3 3 3 3 3 4 4 4 4 3 4 4 1 4 2 3 2 1 2 2 4 4 1 4 3 1 3 3 4 4 3 3 4 1 4 4 3 4 3 3 4 4 4 4 4 4 20 2 3 4 3 2 2 3 3 3 2 3 3 3 2 3 3 4 3 3 1 2 3 3 3 3 3 3 3 18 3 4 3 2 3 1 3 1 3 3 3 19 3 3 3 2 2 4 3 3 4 3 2 4 3 3 2 3 3 2 2 3 3 3 3 12 2 2 4 3 3 4 3 3 1 3 4 2 2 2 3 4 2 4 2 3 4 3 3 2 2 3 3 2 2 2 3 4 3 3 3 3 2 3 2 3 3 3 3 2 1 3 3 2 2 3 2 3 3 2 2 3 2 3 4 3 1 3 4 2 3 2 4 4 3 3 3 3 4 3 3 4 3 4 3 3 4 2 3 3 2 3 3 4 3 4 3 4 11 3 1 3 3 3 2 3 2 3 4 3 2 3 3 3 3 1 2 2 3 3 3 2 2 2 3 2 2 1 3 3 3 3 3 3 3 2 2 3 3 3 3 2 3 2 4 15 2 2 3 1 2 3 3 3 3 3 1 3 3 2 4 4 3 2 1 2 3 2 4 2 2 3 3 3 13 3 2 3 3 2 3 3 2 2 3 3 14 3 2 4 3 3 3 4 4 4 3 4 3 3 2 2 3 3 2 2 3 3 2 1 88 116 125 107 126 116 111 116 125 110 112 134 87 112 110 137 112 108 114 121 99 125 127 123 119 124 110 114 132 96 100 87127 89137109 92111110108121109112102104110125116112134119151118142105105102120118100110107118105113106120128125110 4549151 87 THE STUDENTS’ ACHIEVEMENT SCORESCorrespond Numbers Y 1 7,25 2 4 3 74 4,5 5 5,56 3 7 6,258 4 9 5,75 10 6,25 11 6,512 8 13 4,2514 7,25 15 5,7516 5,5 17 7,2518 5 19 620 6 21 8,522 7 23 5,7524 7 25 726 7,5 27 6,528 6 29 630 3,75 31 5,2532 3,5 33 6,534 4 35 736 4,5 37 4,538 6,25 39 3,540 7,5 N=40 ∑Y=232,5 X 1 1122 87 3 1274 89 5 1376 109 7 928 111 9 110 10 108 11 12112 109 13 11214 102 15 10416 110 17 12518 116 19 11220 134 21 11922 151 23 11824 142 25 10526 105 27 10228 120 29 11830 100 31 11032 107 33 11834 105 35 11336 106 37 12038 128 39 12540 110 N=40 ∑X=4549 Item 1 0.360 0.3 ValidItem 30 0.466 0.3 ValidItem 23 0.555 0.3 ValidItem 24 0.383 0.3 ValidItem 25 0.420 0.3 ValidItem 26 -0.337 0.3 InvalidItem 27 0.389 0.3 ValidItem 28 -0.045 0.3 InvalidItem 29 0.433 0.3 ValidItem 31 0.513 0.3 ValidItem 21 0.556 0.3 ValidItem 32 0.138 0.3 InvalidItem 33 0.452 0.3 ValidItem 34 0.062 0.3 InvalidItem 35 0.540 0.3 ValidItem 36 0.408 0.3 ValidItem 37 0.636 0.3 ValidItem 38 0.724 0.3 ValidItem 22 0.636 0.3 ValidItem 20 0.377 0.3 ValidItem 2 0.515 0.3 ValidItem 10 0.502 0.3 ValidItem 3 0.537 0.3 ValidItem 4 0.313 0.3 ValidItem 5 0.329 0.3 ValidItem 6 0.776 0.3 ValidItem 7 0.326 0.3 ValidItem 8 0.530 0.3 ValidItem 9 0.525 0.3 ValidItem 11 0.302 0.3 InvalidItem 19 0.447 0.3 ValidItem 12 0.363 0.3 ValidItem 13 0.354 0.3 ValidItem 14 0.194 0.3 InvalidItem 15 0.562 0.3 ValidItem 16 0.312 0.3 ValidItem 17 0.384 0.3 ValidItem 18 0.279 0.3 Valid 0.3 InvalidItem 40 0.541 0.3 ValidItem 41 -0.071 0.3 InvalidItem 42 0.529 0.3 ValidItem 43 0.435 0.3 ValidItem 44 -0.143 0.3 InvalidItem 45 0.687 0.3 ValidItem 46 0.111 0.3 InvalidItem 47 0.410 0.3 ValidItem 48 0.511 0.3 ValidItem 49 0.441 0.3 ValidItem 50 0.341 0.3 Valid

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