This study examined the motivation and attitudes of UiTM students in northern Malaysia and their relationship to English language performance. A questionnaire was administered to 620 students measuring their intrinsic/extrinsic motivation and attitudes. Results showed students were more extrinsically motivated but motivation did not directly influence performance. Attitude was found to significantly correlate with performance, with more positive attitudes relating to higher grades. Female students had slightly better attitudes and outperformed males. The study concluded positive attitudes affect language learning more than motivation alone.
The Effectiveness of Group Work Role Play on EFL Studentsâ Accuracy in Speaki...AJSERJournal
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In recent years, role-play activities have been widely used in the ESL/EFL classroom as an effective
teaching method. This research paper aimed to investigate how group work role play activities can produce effect on
studentsâ accuracy in speaking skill as well as how students get involved in the activities at Dong Nai Technology
University. The experiment lasted in eight weeks and about fifteen students took part in this project. Oral tests were
designed at the end of the experiment to measure studentsâ improvement. In addition, three research methods
employed in my research were observation, semi-structured group interview and studentsâ diaries in order to perfectly
understand how group work role play activities affected the participants and their attitude toward role play. The
research paper came up with a positive result that all students participated in the activities and generated strong
motivation in the classroom. As the research observed, the lessons with role play seem to be more interesting and
attractive. In the contrast, an unexpected outcome was that role play could help improve studentsâ fluency but not
accuracy. This paper points out both strong and weak aspects of using group work role play in improving studentsâ
accuracy in speaking English. Based on the principal findings, conducting this research greatly affects our future
practice as teachers. We believe that this research can help us respond to new challenges and become a better
practitioner. As a consequence, this process would make tremendous impacts on our future practice
The Effectiveness of Group Work Role Play on EFL Studentsâ Accuracy in Speaki...AJSERJournal
Â
In recent years, role-play activities have been widely used in the ESL/EFL classroom as an effective
teaching method. This research paper aimed to investigate how group work role play activities can produce effect on
studentsâ accuracy in speaking skill as well as how students get involved in the activities at Dong Nai Technology
University. The experiment lasted in eight weeks and about fifteen students took part in this project. Oral tests were
designed at the end of the experiment to measure studentsâ improvement. In addition, three research methods
employed in my research were observation, semi-structured group interview and studentsâ diaries in order to perfectly
understand how group work role play activities affected the participants and their attitude toward role play. The
research paper came up with a positive result that all students participated in the activities and generated strong
motivation in the classroom. As the research observed, the lessons with role play seem to be more interesting and
attractive. In the contrast, an unexpected outcome was that role play could help improve studentsâ fluency but not
accuracy. This paper points out both strong and weak aspects of using group work role play in improving studentsâ
accuracy in speaking English. Based on the principal findings, conducting this research greatly affects our future
practice as teachers. We believe that this research can help us respond to new challenges and become a better
practitioner. As a consequence, this process would make tremendous impacts on our future practice
The Effects of Instructional Materials on Studentsâ Performance in English La...AJHSSR Journal
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: This research is designed to investigate effects of Instructional Materials on studentsâ performances
in English Language in secondary schools in Katagum Zone, Bauchi State, Nigeria. It is also aimed at finding out
why some teachers do not use Instructional Materials to teach English Language. In the study, one hundred students
have been randomly selected from selected public and private secondary schools in Katagum Zone consisting of
fifty male and fifty female students to constitute the sample. The sample size was divided into group viz,
experimental and control groups. English Language was taught to the experimental group on a series of lessons
using most suitable, appropriate and available Instructional Materials while the control group was taken through the
same lesson without the utilization of any Instructional Materials. After the experiment students taught with
Instructional Materials performed better than the control group not taught with Instructional Materials. It also shows
there is no significant difference in the performance of gender taught using Instructional Materials. Based on above
findings, some recommendations that could bring about improvement on the performance of students, teachers
school authorities, NGOs and governments have been made.
The exploring nature of methodology in the current studies of language learni...Dr. Seyed Hossein Fazeli
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There is not a method abandoned as what it might be called a baby-and-bathwater type reaction. Still all the methods have failed to deliver quit the hoped-for miracles. In this way, methodology alone can never be a solution to find what is searching. Rather it is an aid and suggestion. In addition, in the case of methodology, it is true that we are moving in risky area. Research on the related literature of Language Learning Strategies (LLSs) shows that LLSs has a history of only thirty years that is much sporadic (Chamot, 2005a). Recently such strategies have been the focus of specific research (Oxford, 1990), and much of the research was descriptive. The Strategy Inventory for Language Learning(SILL) of Rebecca L. Oxford which is a kind of self-report questionnaire, as an important instrument to measure LLSs, has been used extensively by researchers in many countries, its reliability has been checked in multiple ways, and has been reported as high validity, reliability, and utility(Oxford, 1996a). In the current study, the investigator aims to explore nature of methodology and the use of SILL in the studies of LLSs.
The Effects of Instructional Materials on Studentsâ Performance in English La...AJHSSR Journal
Â
: This research is designed to investigate effects of Instructional Materials on studentsâ performances
in English Language in secondary schools in Katagum Zone, Bauchi State, Nigeria. It is also aimed at finding out
why some teachers do not use Instructional Materials to teach English Language. In the study, one hundred students
have been randomly selected from selected public and private secondary schools in Katagum Zone consisting of
fifty male and fifty female students to constitute the sample. The sample size was divided into group viz,
experimental and control groups. English Language was taught to the experimental group on a series of lessons
using most suitable, appropriate and available Instructional Materials while the control group was taken through the
same lesson without the utilization of any Instructional Materials. After the experiment students taught with
Instructional Materials performed better than the control group not taught with Instructional Materials. It also shows
there is no significant difference in the performance of gender taught using Instructional Materials. Based on above
findings, some recommendations that could bring about improvement on the performance of students, teachers
school authorities, NGOs and governments have been made.
The exploring nature of methodology in the current studies of language learni...Dr. Seyed Hossein Fazeli
Â
There is not a method abandoned as what it might be called a baby-and-bathwater type reaction. Still all the methods have failed to deliver quit the hoped-for miracles. In this way, methodology alone can never be a solution to find what is searching. Rather it is an aid and suggestion. In addition, in the case of methodology, it is true that we are moving in risky area. Research on the related literature of Language Learning Strategies (LLSs) shows that LLSs has a history of only thirty years that is much sporadic (Chamot, 2005a). Recently such strategies have been the focus of specific research (Oxford, 1990), and much of the research was descriptive. The Strategy Inventory for Language Learning(SILL) of Rebecca L. Oxford which is a kind of self-report questionnaire, as an important instrument to measure LLSs, has been used extensively by researchers in many countries, its reliability has been checked in multiple ways, and has been reported as high validity, reliability, and utility(Oxford, 1996a). In the current study, the investigator aims to explore nature of methodology and the use of SILL in the studies of LLSs.
Supporting the academic success of underprepared college students at an Engli...Serpil Tekir
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Pre-conference presentation for the study entitled "Supporting the academic success of underprepared college students at an English Medium Instruction (EMI) university."
Language Anxiety among Selected Grade 7 ESL Learners in the Division of North...ijtsrd
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This descriptive correlational study determined the language anxiety experienced by Grade 7 ESL learners from four selected junior high schools in the first district of the Division of Northern Samar, Philippines for School Year 2018 2019. The respondents of the study were 286 Grade 7 students who were determined using Slovin's formula. The instrument used in the study was composed of three parts the socio demographic profile of the respondents the factors causing second language anxiety and the language anxiety scale adopted from Horwitz, Horwitz, and Cope's 1986 model of language anxiety. The English performance of the respondents was based on their grades in the English subject. The data were treated statistically using frequency counts, percentages, weighted mean and Pearson r correlation. The findings revealed that in the English performance of the respondents, a majority of them obtained very satisfactory rating in English. Students' second language anxiety especially on language anxiety and fear of negative evaluation were found to be ââŹĹeither anxious or relaxedââŹÂ. On the test of relationship, a significant relationship was found between demographic profile and their English performance. There was also a significant relationship between the demographic profile and the respondents second language anxiety. Age and sex were found significantly related with classroom related factors and teacher related factors. English performance was also found significantly related with communication anxiety and test anxiety. Dr. Rogelio A. Banagbanag ""Language Anxiety among Selected Grade 7 ESL Learners in the Division of Northern Samar, Philippines"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25074.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/25074/language-anxiety-among-selected-grade-7-esl-learners-in-the-division-of-northern-samar-philippines/dr-rogelio-a-banagbanag
READ AND ACT APPROACH AND RETENTION SKILLS IN MTBWayneRavi
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This study was conducted to determine the effect of read and act approach on the Retention Skills in MTB. Specifically, it sought to find out if read and act approach significantly contribute in the retention skills of student in MTB. Descriptive-Comparative research design using paired sample T-test was used to utilized in the study. The study was carried out in Beam Extension School of Guinobatan annex of Paradise Embac Elementary School to Thirty student of Grade Two section 3. Descriptive statistics (mean & SD), Paired-Sample T-test and Eta2were used as tools in the analysis of data. Results revealed that the pre test score was high; the post test score was very high. There was a significant difference on the pretest and post test scores of pupils in read and act approach. Further, the read and act approach has large effect on the retention skills of student in MTB.
The Responses of Non-English Major Students with Visual Learning Style of Wri...idhasaeful
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This research is conducted towards the students of non-English major with visual learning style and writing preference. There are 14 students, which are taken to be the respondents. Questionnaires are the instrument used to gather the data in this research. This research employs descriptive qualitative method in analyzing the data.
The result portrays that 3 major findings: (1) most of the students find it difficult to accomplish the oral English test which is natural and normal due to their preference skill in writing, (2) in spite of the difficulty of the oral English test, the majority of the students consider the test to be challenging, accommodating and satisfying (3) a large number of the students get the benefit from the effectiveness of the feedback that they get in the form of rubrics.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
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It is possible to hide or invisible some fields in odoo. Commonly using âinvisibleâ attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
⢠The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
⢠The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate âany matterâ at âany timeâ under House Rule X.
⢠The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Operation âBlue Starâ is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
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Motivation and Attitude in Learning English among UiTM Students in the Northern Region of Malaysia
1. Vol. 2, No. 2 English Language Teaching
16
Motivation and Attitude in Learning English among UiTM Students
in the Northern Region of Malaysia
Samsiah Bidin
Department of Language Studies, MARA University of Technology
PO box 187, 08400 Merbok, Kedah, Malaysia
Tel: 60-19-418-8633 E-mail: samsiah482@kedah.uitm.edu.my
Kamaruzaman Jusoff (Corresponding author)
Faculty of Forestry, Univeriti Putra Malaysia
43000 Serdang, Selangor, Malaysia
Tel: 60-3-8946-7176 E-mail: kjusoff@yahoo.com
Nurazila Abdul Aziz
Department of Language Studies, MARA University of Technology
PO box 187, 08400 Merbok, Kedah, Malaysia
Tel: 60-12-425-7054 E-mail: nurazila07@kedah.uitm.edu.my
Musdiana Mohamad Salleh
Faculty of Business Administration, MARA University of Technology
PO box 187, 08400 Merbok, Kedah, Malaysia
Tel: 60-19-471-9307 E-mail: diana001@kedah.uitm.edu.my
Taniza Tajudin
Faculty of Information Technology and Quantitative Sciences, MARA University of Technology
PO box 187, 08400 Merbok, Kedah, Malaysia
Tel: 60-19-446-6565 E-mail: taniza@kedah.uitm.edu.my
Abstract
The purpose of this study was to describe the relationship between the studentsâ motivation and attitude and their
English Language performance. The subjects were the part two students from three UiTM campuses in the Northern
Region. The research tool used was in the form of a questionnaire. The mean scores analysis of the motivation and
performance revealed that the students were more extrinsically than intrinsically motivated when learning English.
However, the one-way ANOVA test showed that there is no significant difference. To test the studentsâ attitudes and
their performance, the Spearman Rho Rank-Order Correlation Coefficient was used and the analysis revealed a
significant correlation between attitude and achievement. The one-way ANOVA also showed that there is a significant
difference. The mean scores was used to find out whether there is any difference between the respondents of different
gender and their attitude in learning English. The results showed the existence of significant difference.
Keywords: Extrinsic Motivation, Intrinsic Motivation, Overall Motivation, Attitude Variable, English Language
Performance
1. Introduction
University Teknologi MARA (UiTM) is one of the tertiary institutions in Malaysia that offers various English courses to
its students. At the diploma level, semester one students of any discipline are required to take a course called
Preparatory English or better known as BEL 100. It consists of six contact hours per week which is equivalent to three
credit hours per semester. This course is aimed at improving studentsâ proficiency level and designed to prepare them
2. English Language Teaching June, 2009
17
for Mainstream English Courses at UiTM that covers Grammar, Reading, Writing, and Speaking. By the end of the
course, students should be able to use the skills acquired in the respective components in communicating effectively.
The lack of interest among UiTM diploma students in learning English has become a major concern among English
Language lecturers because the students are supposed to excel in this subject since the medium of instruction in UiTM
is English.
There have been many studies conducted to identify the factors that contribute to the decline of studentsâ academic
performance. Lunn (1971), Nooman (1976), Levine (1980), White (1982), Astone and McLanahan (1991) had
documented the relationship between the social economic status (SES) and school achievement. The studies done by
Koh Boh Boon (1976), Rumberger (1983), Walberg (1985) and Stevenson (1987) reported that parental involvement
has a significant relationship with the studentsâ academic achievement.
However, to the researchers, the studentsâ orientations, attitudes and individual personal characteristics are more of their
concern since they believe that these students may have been influenced by certain factors or developed certain kind of
attitudes. Furthermore, studies done by Adnan (1985) and Nor Azmi (1995) on daily rural school students revealed that
there is a significant relationship between the studentsâ attitudes and their English Language achievement. If the UiTM
students were tested on their attitudes and motivation toward learning English Language, will the same results prevail?
There have been some opinions that if a student does not feel the need of acquiring the second language to function
either within or outside his/her community, most probably this student will have a negative attitude and will not be
interested in learning the language (Baker, 1988). By focusing on attitude and motivation, the researcher is not trying to
denigrate the importance of other variables, but rather to allow for a more detailed, focused look at both.
The objectives of this study are three-folds, namely to identify the key motivating factors for learners, to investigate the
extent the learnersâ attitudes towards English affect their performance and to investigate if there are any significant
differences among the groups studied.
2. Method
A correlational research design was used. The motivation, attitude, and personal characteristics variables, as measured
by a self-report questionnaire, function as the independent variables and the English Language performance, measured
by the UiTM Preparatory English (BEL100) examination result, as the dependent variable (Figure 1).
2.1 Sampling design
The subjects were 139 students from the Perlis Campus, 248 from the Kedah Campus and 233 from the Pulau Pinang
Campus. The selection criterion used in attaining the samples was to choose those students who had just received their
BEL100 examination result regardless of their status whether as the first timer or repeater for that particular paper.
2.2 Questionnaire
The research instrument used in this research was in the form of a questionnaire. All subjects were asked to complete a
questionnaire that comprised questions on personal characteristics, motivation and attitudes. The instrument was
adopted and adapted from Gardner and Lambert (1972) so that it is more appropriate, intelligible and meaningful for the
sample concerned. The reliability test of the instrument produced a Cronbach Alfa of 0.757, which was satisfactory and
acceptable.
2.3 Data analysis
The data collected were computed and analyzed using the SPSS 12. Each studentâs score on the questionnaire was
matched to his or her BEL100 examination grade. The statistical procedures used in this study were the descriptive
statistics â mean and standard deviation scores, frequency and percentage, t-test, Spearman Rho Rank-Order Correlation
Coefficient, and ANOVA.
3. Results
3.1 English language performance
Out of 620 respondents, 18.7% of the respondents received an A, 53.2% of the respondents received a B, 27.9% of the
respondents received a C and only 0.16% of the respondents received a D. Based on the percentages, most respondents
received a B grade for BEL 100 and out of the three campuses (Kedah campus, P. Pinang campus and Perlis campus),
only 1 respondent failed. It can be said that the respondents from the Northern region campuses have good English
language performance.
In terms of the distribution of BEL 100 result according to program, out of 9 programs (DIA, DBS, DIB, DPA, DIDE,
DIM, EE, EM, EC), the highest number of respondents who received an A came from the DBS program (31.3%, n=31),
followed by the respondents from the DIA program (27.45, n=20). The respondents from the DIDE program has the
lowest number of As (7.1%, n=3). This shows that generally, respondents from the DBS program are the best compared
to the respondents from the other programs.
3. Vol. 2, No. 2 English Language Teaching
18
In terms of the respondentsâ family income, 118 respondents came from low-income families (RM 500 and below),
while 83 respondents came from high-income families (RM1501 â 2000). Out of 116 respondents who received an A,
31.9% came from high-income families (RM1501 â 2000). 10.3% of the respondents came from a family with an
income range of RM 1001 â 1500 and RM 501 â 800. Majority of the respondents who received an A came from a
high-income family (RM 1501 and above). Out of 173 respondents who received a C, 28.9% came from a low-income
family (RM500 and below). Only 1 respondent received a D and he/she came from a low income family.
Out of 116 respondents who received an A, 77 (22.38%) respondents were female while only 39(14.13%) respondents
were male. 209 (60.76%) female respondents and 121 (43.84%) male respondents received a B. As for the C grade,
majority of the respondents were males, n=115(41.67%). The respondent who received a D was a male. It can be
concluded that female respondents did better in BEL 100 than their male counterparts.
3.2 Motivation in learning English
The mean computed for Intrinsic Motivation is 2.915 and the mean for Extrinsic Motivation is 3.429. Therefore, it can
be concluded that the respondents are more Extrinsically Motivated than Intrinsically Motivated in learning English.
The means of Extrinsic Motivation and Intrinsic Motivation for both male and female respondents are almost the same
which are M = 3.44, M = 3.44 and M = 2.90, M = 2.93, respectively. Hence, it can be concluded that the respondents of
different gender do not differ in their motivation in learning English. The results also revealed that the means of
Extrinsic Motivation for both male and female are higher than the means of Intrinsic Motivation.
The one-way ANOVA was used to test the significant difference between gender and the motivation in learning English
revealed the critical value of F = 2.70 (at alpha = .05) For the Intrinsic Motivation versus gender, F = .059, Extrinsic
Motivation versus gender, F = 1.627, and for the Overall Motivation versus gender, F = 1.46. The obtained values are
less than the critical value of F, thus, it can be concluded that there is no significant difference between the Intrinsic
Motivation, Extrinsic Motivation and Overall Motivation and gender.
From the data computed, the means for Intrinsic Motivation and Extrinsic Motivation of the respondents who received
an A (high achievers) for BEL 100 are M = 2.92 and M = 3.46 respectively. As for the respondent who received a D for
BEL 100, the means for Intrinsic Motivation and Extrinsic Motivation are M = 2.00 and M = 2.50 respectively. From the
values, we can conclude that the respondents who obtained an A (high achievers) are more extrinsically motivated in
learning English compared to the respondent who obtained a D (low achiever).
3.3 Correlation between motivation in learning English and their English language performance
The Spearman Rho rank-order correlation coefficient statistical test was used to find out whether there exists any
correlation between the independent variable and the dependent variable. There is a very weak relationship between
Intrinsic Motivation and English language performance, which is -.020. The one-way ANOVA test was used. The
critical value of F at alpha = .05 is 2.70. The obtained F value for Intrinsic Motivation versus BEL 100 is 1.63, which is
less than the critical value. Thus, it is justified that there is no significant difference between Intrinsic Motivation and
English language performance.
The same conclusion can be made for Extrinsic Motivation and English language performance. This is due to the
computed value for the correlation test which is -.043 and the obtained value of F for the one-way ANOVA, 2.39.
There is no significant difference between Overall Motivation (Intrinsic Motivation and Extrinsic Motivation) and
English language performance. This is based on the computed values for the correlation test and the one-way ANOVA,
-.034 and F = 2.60 respectively. It was proven in this study that the influence of motivation is not a direct one.
3.4 The respondents' attitude in learning English and their English language performance
The Spearman Rho rank-order correlation coefficient test showed there exists a significant correlation (alpha = .01)
between the attitude in learning English and English language performance, which is -.152. The obtained F value from
the one-way ANOVA test is 6.66, which is greater than the critical value. This further justifies that there is a significant
difference between the attitude in learning English and English language performance. Even when the mean scores of
the respondentsâ attitudes were computed (respondents who received an A, M = 3.06, respondents who received a B, M
= 2.99, respondents who received a C, M = 2.93, respondent who received a D, M = 2.80), it can be concluded that the
respondents who obtained an A (high achievers) have better attitude in learning English compared to the low achievers.
3.5 Attitude in learning English between male and female
The mean for male respondents is 2.95, while the mean for female respondents is 3.01. Comparing the two means, the
female respondentsâ mean is slightly higher than the male respondentsâ. Therefore, the female respondents have slightly
better attitude in learning English compared to the male respondents.
4. Conclusion
This study concludes that the intrinsic and extrinsic motivation does not have a direct influence on studentsâ English
4. English Language Teaching June, 2009
19
language performance due to their very weak relationship. In addition, the studentsâ attitude does affect their language
performance.
Based on these findings, the English teacher should generate a conducive class environment to enhance language
learning and to promote positive attitude in learning. Educators should also motivate the students during the first
meeting by encouraging them to learn English, frequently reminding them of the importance of mastering English; to
attain their personal goals such as to further studies, travel abroad, prepare for the working world and be able to access
the world of ICT. The administrator should introduce the study skills programs to the students especially the new ones
to develop positive attitudes, to boost their self-esteem and change their perceptions of learning English. This is due to
the fact that some of the respondents are not aware of the purpose of learning English and learn it because others are
learning and it is required in the system. A mini survey to identify the studentsâ attitude and perceptions of learning
English during the first class should be conducted to prepare the educators as what to expect from the students in their
language classes.
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5. Vol. 2, No. 2 English Language Teaching
20
INDEPENDENT DEPENDENT
VARIABLES VARIABLE
Figure 1. Theoretical Framework - The proposed model shows the relationship between the independent
variables and dependent variable.
ATTITUDES
1. Attitudes toward language
learning
ENGLISH
LANGUAGE
ACHIEVEMENT
MOTIVATION
1. Intrinsic motivation
2. Extrinsic motivation
PERSONAL CHARACTERISTICS
1. Campus
2. Program
3. Age
4. Gender
5. Family income