Student Achievement In English Research Articles

The Correlation Between Student Participation and Student Motivation Toward Student English Achievement at Senior High School

Student participation and student motivation are pivotal efforts to optimize student learning outcomes, particularly in English achievement. This research aimed to ascertain the correlation between student participation (X1) and student motivation (X2) with English achievement (Y) among the twelfth science 3 graders of SMA Negeri 4 Malang. Employing a quantitative approach with a correlational research design, the study quantitatively describes the extent to which these variables are related. The subjects of this research comprised 32 students. Data collection was conducted using a questionnaire and student achievement documentation. The data analysis utilized the Azwar 2012 formula and the SPSS 23 version software. The results indicated that the F achievement value was 3.470, while the F table value at n=29 with a significance error of 0.05 was 3.33. This finding suggests that the F achievement value is higher than the F table value (F achievement > F table), leading to the rejection of the null hypothesis (Ho) and the acceptance of the alternative hypothesis (Ha). Thus, the research concludes that student participation and motivation significantly contribute to improving students' English achievement. Furthermore, this study highlights the importance of fostering an engaging and motivating classroom environment to enhance students' language skills. Active student participation not only reflects their interest in the subject matter but also encourages a more dynamic and interactive learning process. Similarly, motivation serves as a driving force that propels students to strive for better performance and achievement. By understanding and leveraging these factors, educators can implement strategies that better support students' academic growth and proficiency in English. This research provides valuable insights for educational practitioners aiming to improve English learning outcomes through targeted interventions that boost student engagement and motivation.

The Use of Kuki Chatbot Application to Improve English Achievement

The use of digital media is one of the topics recommended in the Platform Merdeka Mengajar (PMM), a teacher-independent learning platform and a benchmark in the implementation of the Curriculum Merdeka. In this study, the researcher used an artificial intelligence called a chatbot Kuki application. Chatbots are automated conversational agents that can interact with users in natural human language and provide support anytime, anywhere. Kuki is an embodied Artificial intelligence bot designed to befriend humans in the Kuki, formerly known as Mitsuku. The researcher first carried out pre-observation to show students’ English achievement. The result is that students' English achievement is still in the low category. Mostly students stated that media in learning is a factor in low achievement. The objectives of this study are to find out: 1) whether the use of Chatbot Kuki can improve students' English achievement. ,2) students' engagement in applying the Kuki Chatbot, 3) Students' perception of the usage of chatbot Kuki and how learning steps are taken by using chatbot Kukis, and 4 ) The steps of Learning English by using Kuki Chatbot in the class. The research conducted Qualitative research by using two classes, namely Experimental and Control classes. Both of the classes are given a pre-test and post-test to see the students’ achievement. The student’s engagement is based on three dimensions: cognitive, behavioural, and emotional engagement. Student engagement is observed by an observation sheet; students' perceptions are used in a Likert scale analysis, and a validation test is performed to see the learning steps in using the Kuki Application. The result of the study is that there is an improvement in students’ English achievement in experimental classes. The Students' engagement is active, and the perception of the students is positive. The English achievement of students in class IX of SMP 3 Alla Enrekang is improved.

Using student ratings and external observations to detect the effects of quality of teaching on student learning outcomes: a longitudinal study in the Maldives

ABSTRACT This paper investigates the impact of the teacher factors included in the dynamic model of educational effectiveness on student achievement in English as a second language. It also examines the extent to which student ratings and/or external observations can be used to measure the teacher factors and detect their effects on student achievement gains. The participants were 31 teachers and all their grade 4 students (n = 350) from 8 schools in the urban capital city of Male’ in the Maldives. Achievement of students in English was measured at the beginning and end of school year and quality of teaching was measured through external observations and student questionnaire. Empirical support to the construct validity of student questionnaires and observation instruments was generated. Multilevel regression analysis revealed that through the student questionnaire, the effects of three factors (i.e., orientation, application and dealing with student misbehaviour) on student achievement were identified. However, observation data helped us to detect effects from all eight teacher factors of the dynamic model on student achievement but management of time. Implications for research, policy and practice are drawn.

The Impact of Tenth Grade Students’ Grammar Mastery and Anxiety on Their English Achievement

The aim in the study is to comprehend and determine how students’ anxiety and ability to use grammar influence their English achievement in the X-grade at three schools in the districts of Semendawai Barat and Cempaka, OKU East regency. For this study, ex post facto design was applied. At SMA N 1 Cempaka, SMA N 2 Semendawai West, and SMA N 1 Semendawai West, this research was carried out. The 96 participants from 3 different schools made up the sample. In this study, several data testing methods were employed, including normality tests, multicollinearity tests, heteroscedasticity tests, linearity tests, autocorrelation tests, correlation studies of the r-product moment, simple regression analyses, and double regression analyses. The findings of this study demonstrated that: 1) grammar proficiency significantly influences English success; 2) The achievement of students in English has been considerably impacted by students’ worry; and 3) Although only by 10.8%, grammatical proficiency and anxiety together have a considerable impact on English learning outcomes.

The impact of multilingualism and learning patterns on student achievement in English and other subjects in higher education

ABSTRACT Students’ mindsets, multilingualism, learning styles and self-regulation strategies, which represent parts of their learning patterns, can affect their academic achievement in various ways. This article presents the results of a study that utilised a 185-item online questionnaire to investigate the interplay among the mindsets, learning styles, self-regulation strategies, multilingualism and achievement of 191 undergraduate students in France who were studying English as a foreign language (EFL) as part of their non-language degrees. The findings indicated that students who held growth-oriented mindsets about EFL, used concrete experiences as part of their learning style, and were proficient in multiple languages performed better in EFL. At the same time, there were no statistically significant correlations between their mindsets, learning styles, self-regulation strategies or multilingualism and their achievement in non-language subjects. Interestingly, the students reported employing similar learning styles and self-regulation strategies for both EFL and non-language subjects.

Using Students’ Ratings to Compare Teacher Effectiveness in English and Mathematics

The study aimed to compare teacher effectiveness in English and Mathematics by using students' ratings on quality factors such as learning environment, instructional planning and strategies, subject matter knowledge, assessment, and effective communication. Through using a multistage sampling technique, the data was obtained from the students of 10th grade (N=2009), who evaluated their teachers' performance on STEQ developed by Akram (2018). The five factors of STEQ exhibited a high level of reliability (α=.88) with factor-wise reliability ranging from 0.74 to 0.86. T-test for independent samples was used to compare boys' and girls', and urban and rural students' perceptions of teacher effectiveness in English and Mathematics. Female teachers were perceived as more effective than male teachers by their students in Mathematics and English, while urban teachers were perceived as more effective as compared to rural teachers by their students in Mathematics and English. Student achievement in English and Mathematics also statistically significantly differed based on the gender of students and school location. The study also gave recommendations.

The Correlation Between Learning Facility, Learning Time and Parental Guidance at Home to The Students’ English Learning Achievement

The research purpose is to know the correlation between learning facility, learning time and parents’ guidance at home to the students’ English learning achievement. The research uses a correlation method with the subject of the study is 118 participants of the students of English Education Program. All of the key words are parents’ participation to support the students’ success in learning. However , the students need motivation not only from the school teacher but also from the parents at home. Due to students spend most of the time at home with the parents. The data are collected by using documentation and questionnaire. The researcher uses SPSS 25 to calculate and answer each variable’s hypothesis. Then the researcher uses F statistic and multi correlation to answer the hypothesis of all variables. Based on the research result, F change 0.001 < 0.05, It means the hypothesis is accepted and there is significance correlation of learning facility learning time and parental guidance towards students’ learning achievement. In conclusion, it can be inferred that every unit increase in learning indicators such as; learning facility, learning time and also parental support are accompanied by a unit change in student achievement in English.

THE EFFECT OF SYNCHRONOUS AND ASYNCHRONOUS EFL CLASS ON STUDENTS’ ACHIEVEMENT AT ELEVENTH GRADE OF SMAN TERPADU UNGGULAN 1 TANA TIDUNG

The purpose of this study was to find out if synchronous and asynchronous could improve the student’s English achievement in the eleventh grade of SMAN Terpadu Unggulan 1 Tana Tidung. This research used a quasi- experimental research method to find out the differences before and after being taught using the approach. The subject of this study were the students of class XI at MIPA 1 and MIPA 3 with the total number of 52 students of SMAN Terpadu Unggulan 1 Tana Tidung in academic year of 2021/2022. The instrument was an essay of writing a paragraph. The result of this study indicated that there was no significant differences between the pretest and posttest both in synchronous and asynchronous class and it was proven by the result of students’ average score. The average score of the pretest in synchronous class was 62.68 and the average score of posttest was 62.86. The average score of pretest in asynchronous class was 61.67 and the average score of posttest was 63.96. The average score in posttest was relatively similar with the pretest score. It showed that there was no significant difference in student English achievement on pretest and posttest. The test result from the independent sample test showed that t-test (0.458) was lower than the t- table (1.676). Therefore, it can be concluded that synchronous and asynchronous was less effective in impoving the student English achievement at eleventh grade of SMAN Terpadu Unggulan 1 Tana Tidung.

Correlation between Family Incomes and Students English Achievement at MTs Nurul Hidayah Malang

AbstractThe purpose of this research was to find a relationship between family income and student’s English achievement at MTs Nurul Hidayah Bantur. In this study, the author uses quantitative analysis techniques in which he performs a series of tests including: validity test, reliability test, descriptive statistic test, normality test, linearity test, chi square test to test hypotheses, and coefficient of determination test to find out how much influence between variables tested.The results showed that there were 41 respondents in this study, of which all came from class VIIB and VIIIB, the instrument validity test showed that of the 14 instruments tested were declared valid because all of them had a sig 2 tailed value below 0.05. The reliability test is at .924 with the meaning that the instrument that the author uses is in reliable condition, in the above test the author uses a shadow sample of 20 children. The normality test got a 2-tailed sig value at .200, with a meaning of .200 < 0.05 then it was stated that the data distribution was normally distributed. Linearity test gave a sig deviation from linearity value at .186 with a meaning of .186 > 0.05 with the meaning that the independent variable and the dependent variable has a linear relationship. Chi square test gets a value of .000 with the meaning that .000 < 0.05 then H1 is accepted and H0 is rejected, there is an influence between family incomes and student's English achievement. This test is also supported by the results of the coefficient of determination test which is at number .542 with the meaning that the independent variable affects the dependent variable by 54.2%.Keywords: Correlation, Family Incomes, and Student’s English Achievement

Self-Esteem and Strategies to Increase The Student English Achievement

In this study, students in the state's senior high school number two in Musi Rawas' eleventh grade were asked about their self-esteem and strategies for improving their English proficiency. 64 students in the eleventh grade were selected as the sample for this study using cluster random selection. The correlational research design was used in this study. Data for the study was gathered via questionnaires and written records. They were examined using the Pearson Product Moment Correlation Coefficient and multiple regression analysis.The result showed that the sig. value of correlation between self-esteem and English achievement was 0.000 < 0.05, so H01 was rejected with 18.7% contribution of self-esteem. The sig. value of correlation between language learning strategies and English achievement was 0.000 < 0.05, so H02 was also rejected with 21.8% contribution of language learning strategies. The sig. change of correlation among self-esteem, language learning strategies, and English achievement was 0.000 < 0.05, automatically H03 was rejected with 24,3% contributions of self-esteem and language learning strategies.

A Comparative Study on the English Achievement of Students in Limited Face-to-Face Class Intervention versus Modular Distance Learning

A Comparative Study on the English Achievement of Students in Limited Face-to-Face Class Intervention versus Modular Distance Learning

A Comparative Study on the English Achievement of Students in Limited Face-to-Face Class Intervention versus Modular Distance Learning

This study aimed to determine the impact of the limited face-to-face class intervention on the achievements of students in English 7. A Post-Test Only Non-equivalence Groups Design was used. A total of twenty-four (24) respondents were conveniently chosen wherein twelve (12) of these respondents attended the English intervention using the modules and the other twelve (12) were exposed to modular print only. The Mann Whitney U test result (U = 114: p = .01581), indicates that the Limited Intervention Group (LIG) performs significantly better with the higher average rank of 16 compared to the Modular Print Group (MPG) with an average rank of 9. Comparing the achievement level through the Mean Percentage Scores (MPS), it appears that the MPS of LIG is relatively higher than the MPG by 12.90%, indicating that limited intervention can improve students’ English proficiency. Furthermore, the students in the LIG expressed a strong positive attitude towards the limited face-to-face class intervention.

CORRELATION BETWEEN PARENT’S EDUCATIONAL BACKGROUND WITH STUDENT ENGLISH ACHIEVEMENT

Correlation between parent’s educational background and student English achievement at the first-year student of SMA Muhammadiyah Sawangan. Department of English Education, The Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University Jakarta. The object of this study is to describe any correlation between parent education background and student English achievement. In conducting this research, the researchers gave a test and questionnaires, and the data were reached through the Quantitative method. The quantitative method was obtained by analyzing the test and questionnaires result. The finding of the research show that is no correlation between parent’s educational background towards student’s English achievement

The Influence Of Parents In Increasing Learning Motivation On Student Achievement (Children)

<p><strong><em>This research formulates the problem of The Influence of Parents in Increasing Learning Motivation Towards Student Achievement (Children) At Mts Miftahul Ulum, Research is carried out at Madrasah Tsanawiyah (MTs) Miftahul Ulum Cikarang Bekasi which amounted to 33 students who were designated as members of the population who were also sample members after the withdrawal of samples with saturated sampling techniques, so that data was obtained using instruments for analysis with inferential statistical techniques correlational effectiveness test. As for the students numbered 135 students for the entire population, but the authors only took samples from class VII.as a sample. The results showed that parents' motivation for their children was the highest accumulated data by 55.52% of respondents choosing categories often, so it can be concluded that students generally claim that their parents' motivation is very high in fostering their children. Student learning achievement was obtained an average of 74.96 which if interpreted according to the average categorization table of student grades then contained in the high category. Thus, H0 was rejected and H1 was accepted which means that parental motivation has a significant effect on student achievement in English in Madrasah Tsanawiyah (MTs) Miftahul Ulum Cikarang Bekasi. </em></strong><strong><em></em></strong></p>

THE ROLE OF LEARNING STYLES IN STUDENTS’ ENGLISH ACADEMIC ACHIEVEMENT AT MTSN 2 TEMBILAHAN

Abstract 
 The goals of this research are to identify the role of learning styles in the MTsN 2 Tembilahan academic achievement of students in English and also to know whether or not they have some learning styles to absorb and understand lessons. The results of data analysis obtained that visual learning style has no significant effect on students achievement because t test = 1.700 < t table = 1.97519 with a significance level of 0.091. While Audio learning style has an effect on students’ achievement because t test = 6.195 > t table = 1.97519 with a significance level of 0.000. Then, kinesthetic learning style has an effect on student achievement because t count = 3.009 > t table = 1.97519 with a significance level of 0.003 the learning styles. Besides, simultaneously or simultaneously all independent variables affect the independent variables. This is because f table 25.260 is greater than f table = 2.66 with a significance level of 0.000 less than 0.05. It can also be said that the Visual, Audio and Kinesthetic variables have a simultaneous effect on the Students’ English Achievement variable.
 Keywords: Learning Style, Visual Learning Style, Auditory Learning Style, Kinesthetic Learning Style, Students Achievement

PENGEMBANGAN E-BOOK BAHASA INGGRIS UNTUK SISWA SMA

The aims of this study to: Create an e-book on the subject of English XI grade at Vocational High School Number 3 Pagar Alam City which is feasible to improve student achievement. In this study uses a development design (Research and Development). The subjects of this study are students of Science Class XI of Senior High School Number 3 Pagar City. The data collection techniques used in the study were (1) Assessment sheets for product validation and to describe student responses. (2) The results of student tests to analyze the increase in student achievement. The data analysis used mean and t-test. The instrument of this study uses a Linkert scale. The conclusions of this research are; (1) The development of this English E-Book is feasible to improve student achievement in learning English according to the validation of material experts and the validation of media experts obtained an average score is 3.85 with “Very Eligible” criteria. (2) The development of this English e-book can improve student learning outcomes based on the results of a wide-scale trial trial of class XI MIPA students of SMA Negeri 3 Pagar Alam in English subjects obtained based on the results of a wide- scale trial trial of class XI MIPA students of SMA Negeri 3 Pagar Alam in English subjects, the results obtained from the study it can be concluded that the developed English ebook can significantly improve student achievement in English subjects

Family and School Condition Toward Student English Achievement

The school environment is also an inhibiting factor for students. For example, the way the lesson is presented is not good. In addition, there are still many parents who ignore the education of their students. This has an impact on students' low English skills. This study aims to analyze family and school conditions on students' English achievement. This research is a correlational study. The research subjects were all students of the class with 24 students. The method used to collect data is observation, interviews, and questionnaires. The instrument used in data collection is a questionnaire. The technique used to analyze the data is descriptive qualitative statistics, and quantitative. The study results are that family conditions have a positive effect on learning achievement in learning English. This shows that when family conditions improve, student achievement will also increase. Partial test (t-test) obtained t count variable influence of family conditions = 6.607 so that Ha X1 against Y is accepted. Variable influence of school conditions t count = 3.019 so that Ha X2 to Y is accepted. The practical contribution of family conditions is 21.316%, school conditions are 39.678%. The key is that there is a simultaneous influence of family and school conditions on learning English subjects.

THE USE OF CARD GAME AND TOTAL PHYSICAL RESPONSE (TPR) METHOD TO IMPROVE DEAF STUDENTS’ ENGLISH ACHIEVEMENT AT SLB-B PERTIWI PONOROGO

Deaf students are having challenge in understanding language especially English language as third language. The difficulty of the students is to understand new vocabulary without the visual media. Besides that, the teacher seldom uses sign language and approaches to every student in teaching-learning process. In order to make students easily in learning English language, Some possible ways should be applied by using card game and one of method by using total physical response (TPR) method. Card game is a tool applied in learning process which helps student to remember new vocabulary by using picture and total physical response (TPR) is teaching method that can be applied to practice student motor activity. This research aimed to improve deaf students’ achievement by using card game and total physical response (TPR) on eleventh grade at SLB Pertiwi Ponorogo. In this research, researcher formulated the problems are: 1) How can card game and total physical response (TPR) improve student’s activeness in English class at SLB Pertiwi Ponorogo?. 2) How can card game and total physical response (TPR) method improve deaf students’ achievement at SLB Pertiwi Ponorogo?. The design of this research was classroom action research. It included two cycles to enrich deaf student English achievement. Each cycle covered four steps: planning, acting, observing and reflecting. The data were collected by observation, interview and documentation and vocabulary test.The result of the research showed that the students improve their achievement in two cycles. Students’ activeness improve significantly at 33,33% to 83,33% at the second cycle. Furthermore, there is improvement at students’ vocabulary mastery 66,67 % first cycle to 100% at second cycle.Based on result of the research, it can be concluded that the implementation of card game and total physical response (TPR) method can improve student’s English achievement.

Effect of Dramatization on Speaking Skills ond Academic Achievement In English Among Primary Students

The present study intends to examine the effect of dramatization on speaking skills and academic achievement in English among primary students. The sample consisted of 240 fifth class students from four co-educational private schools of district Fazilka. The sample was divided into two groups randomly. One of the two groups was designated as Experimental Group and the other as Control Group. Experimental group was taught through Dramatization and the control group was taught through traditional method. The obtained data was analysed using two way Analysis of Variance. The results revealed that (i) Teaching through dramatization was found effective than traditional method with respect to achievement of students in English and gain scores in speaking skills (ii) Boys outperformed girls in case of achievement gain scores (iii) Girls outperformed boys in case of gain scores of speaking skills.

A model of interplay between student English achievement and the joint affective factors in a high-stakes test change context: model construction and validity

Research on test change often documents high-stakes English test impact on English language learning, whereas evidence for simultaneous impact on affective predictors of learning is still missing. We tested a theoretical model positing that changing high-stake English tests (English Language Requirements for University Entrance, in this study) influences learners’ attitude, perceived test-anxiety, learning stress, and motivation for learning, and that perceived motivation, test-anxiety, and learning stress mediate the link between attitude and achievement (English language achievement). Results of a structural equation modeling (SEM) confirmed the model yielding support for the strong total effects of attitude and motivation on achievement (N = 468 EFL learners). Under such a program, test-anxiety and learning stress negatively correlated with attitude, mediated the effects of attitude on achievement, and their joint effect negatively influenced motivation having the second strongest direct effect on achievement. Motivation was also documented as important mediator of the effects of attitude, text-anxiety, and learning stress on achievement. The model was used as a means to validate the new tests in terms of their perceived consequences and effectiveness and, in effect, helped observe a discrepancy between the idealized policy behind the change and the real practices within the change context. Educational implications are discussed.