ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Penelitian ini dilakukan untuk mengkaji bagaimana literasi keluarga dan kepercayaan diri berkontribusi terhadap prestasi belajar bahasa Inggris siswa kelas VII di SMPN 1 Tarakan. Studi ini menggunakan pendekatan kuantitatif dengan metode studi korelasi prediktif. Sebanyak 60 siswa dipilih sebagai sampel melalui sampling acak berkluster dari tiga kelas yang berbeda. Data dianalisis menggunakan statistik deskriptif serta statistik inferensial dengan regresi linier berganda melalui SPSS 25.0. Temuan menunjukkan bahwa literasi keluarga dikategorikan sebagai sedang (58%), kepercayaan diri juga berada dalam rentang sedang (45%), sementara prestasi belajar bahasa Inggris secara umum baik (52%). Uji prasyarat menunjukkan bahwa data memenuhi asumsi normalitas, linearitas, homogenitas, dan tidak adanya multikolinearitas. Uji F menunjukkan tingkat signifikansi 0,001 0,05, menunjukkan bahwa literasi keluarga dan kepercayaan diri secara bersamaan berkontribusi terhadap prestasi belajar bahasa Inggris siswa. Selain itu, hasil uji t menunjukkan bahwa literasi keluarga secara signifikan mempengaruhi prestasi (p = 0.016 0.05), dan kepercayaan diri juga memberikan dampak signifikan (p = 0.038 0.05), artinya kedua faktor tersebut secara parsial berkontribusi terhadap kinerja siswa dalam bahasa Inggris. Koefisien determinasi (R²) sebesar 0.214 menunjukkan bahwa dua variabel prediktor menjelaskan 21,4% variasi dalam pencapaian bahasa Inggris, sementara faktor-faktor lain di luar lingkup penelitian ini membentuk 78,6% sisanya. Kesimpulannya, penelitian ini menekankan bahwa pencapaian bahasa Inggris siswa tidak hanya dipengaruhi oleh pembelajaran di kelas, tetapi juga oleh lingkungan literasi di rumah dan tingkat kepercayaan diri mereka dalam proses belajar. This study aimed to investigate the extent to which family literacy and self-efficacy contribute to the English learning achievement of seventh-grade students at SMPN 1 Tarakan. A quantitative approach employing a correlational predictive design was utilized. The sample consisted of 60 student selected through cluster random sampling from three different classes. Data were analyzed using descriptive statistics and inferential statistics with multiple linear regression through SPSS 25.0. Findings indicated that family literacy was categorized as medium (58%), self-efficacy was also in the medium range (45%), while English learning achievement was generally good (52%). The prerequisite tests confirmed that the data met the assumptions of normality, linearity, homogeneity, and absence of multicollinearity. The F-test showed a significance level of 0.001 0.05, suggesting that family literacy and self-efficacy simultaneously contribute to students’ English learning achievement. Moreover, the t-test results revealed that family literacy had a significant effect on achievement (p = 0.016 0.05), and self-efficacy also made a significant impact (p = 0.038 0.05), meaning that both factors partially contributed to student performance in English. The coefficient of determination (R²) was 0.214, indicating that the two predictors explained 21.4% of the variance in English achievement, while other factors beyond the scope of this research shaped the remaining 78.6%. In conclusion, the study emphasizes that students’ English achievement is shaped not only by classroom learning but also by the literacy environment at home and their level of self-efficacy in the learning process.
ThesisOpen AccessMetadata saja
2021•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The Effect of Learning Independence and Learning Creativity on English Learning achievement at the Eight Class of SMPN 1 Lumbis Abstract The purpose of this study was to see whether there was a link between learning independence, learning creativity, and English learning achievement at the eighth grade students of SMPN 1 Lumbis. The method utilized by the researcher was a quantitative survey. The population of eighth grade students at SMPN 1 Lumbis was 168 students. A random selection procedure was employed to select 118 students from five classes, and the Slovin formula was utilized to pick student representatives from each class. Questionnaires and interviews were used to gather information. The results of the survey were analyzed using descriptive and inferential approaches. The major inferential analysis was multiple linear regression. The data from the interview was analyzed using content-based analysis. There were three findings: (1) Learning independence had a positive effect on English achievement where the probability value was less than the significance level (0.000 0.05), (2) Learning creativity did not have a positive effect on English achievement where the probability value was greater than the significance level (0.141 > 0.05), and (3) Learning independence and creativity at the same time had a favorable impact on English learning achievement where the probability value was less than the significance level (0.000 0.05) and had a 30.5% contribution to English achievement. Other factors that affected students' English learning achievement included a lack of online learning facilities, such as unstable internet connections and internet data packages, as well as a lack of learning creativity to solve problems in learning English, as seen at students who did not master one or more skills. The students found it challenging to learn English because they had limited understanding. Keywords: Learning Independence and Learning Creativity, English Learning Achievement
ThesisOpen AccessMetadata saja
2021•
The objective of this research was to find out the correlation between students’ learning style and English achievement of SMP Muhammadiyah 1 Tarakan. 94 of 94 students of SMP Muhammadiyah 1 Tarakan were taken as the sample in this research by total sampling. To collect the data, the researcher used questionnaire of leaning style and students’ English achievement. To find out the relationship between students’ learning style and English achievement, the researcher used Pearson Product Moment correlation to analyze the data. This research was quantitative approach and correlation design. The result of learning styles’ questionnaire found that the students’ learning style of SMP Muhammadiyah 1 Tarakan was in average classification of learning style. It indicated from mean score (38.31) of learning style with the percentage 53.20%. The result of students’ English achievement found that the students’ English achievement of the students’ in SMP Muhammadiyah 1 Tarakan was in average category of English achievement. It indicated from mean score (77.17) of English achievement. The analysis using Pearson product moment correlation coefficient revealed that there was a correlation between students’ learning style and English achievement and the degree of correlation coefficient was average. From the result of computation using Pearson product moment showed that the r value was 0.469 and it was higher than rtable was 0.2006 and sig. (2 tailed) was lower than level of significant (0.000 0.05). It indicated that the hypothesis accepted. Thus, there was a correlation between student’s learning style and English achievement and the degree of correlation coefficient was average. The Pearson product moment was analyzed by using SPSS version 24.0. Overall, it concluded that there was a correlation between students’ learning style and English achievement. The degree of correlation coefficient was average on the students’ of SMP Muhammadiyah 1 Tarakan.
ThesisOpen AccessMetadata saja
2021•
The purpose of this research was to find out a significant effect of self-esteem on the English achievement of the eighth grade students at SMP Negeri 1 Tarakan in the academic year 2020/2021. This research used a survey method and the eighth grade students at SMP Negeri 1 Tarakan as the population. The numbers of samples in this research were 186 students who were determined by using the q formula with an error rate of 5% so that 16-17 students were taken for each class and used the proportionate stratified random sampling technique. The data collection techniques in this research used a questionnaire that was distributed to the sample, interviews and documentation. The data analysis technique in this research used descriptive analysis and regression analysis. The results of the research show that there was a significant effect of self-esteem on students 'English learning achievement, with the results that show the mean score of self-esteem was 78.45 while for the mean score of students' English learning achievement was 79.93. The regression equaption was Y = 16.487 + 0.809, which means that the constant score of the English learning achievement was 16.487 and the self-esteem constant value was 0.809, where for every one increase in self-esteem, the learning achievement value will increase by 0.809. The coefficient of determination (R2) was 0.088. So it can be concluded that 88% of student learning achievement are influenced by self-esteem.
