Achievement is an important factor in many countries national education systems, because it could be seen as an indicator of whether the education in a country is successful or not (Hayati, 2015). It would be promoted to be success later in carrier (Areepattamannil & Freeman, 2008) and in academic. Specifically, in the English achievements context, there were many variables that may have an influence on a student’s ability to achieve academically, including non-cognitive factors such as: language learning strategies (Al-Qahtani, 2013; Al-Hebaisi, 20012; Adnan, Nordin, & Burhan, 2002; Nasihah, & Cahyono, 2017; Jun-ming, 2017; Uslu, Sahin, & Odemis, 2016), language learning motivations (Dja’far, Cahyono, & Bashtomi, 2016; Feng, Fan, & Yang, 2013; Tella, 2007), and many more. In addition to the aforementioned, there were cognitive factors, such as intelligence quotient and standardized test scores, which have traditionally been associated with the achievements. It is also important to examine the non-cognitive factors associated with academic performance (Cokley, Bernard, Cunningham & Motoike, 2001).
Furthermore, language learning strategies and language learning motivations selected by the researcher to be the two affective variables of this research was focus on to predict the students’ English achievements. It’s caused by the some problems that the researcher found at the English Department at an Islamic University in Indonesia.
They are: 1) Most of the students felt that they were confused why they selected the English Department for their education and career. Its’ indicated that the reason of this phenomena by some factor like parents wants, prestigious, job expectation, and others; 2) Most of the students did not used appropriate ways in mastering English, they just received and listening English from the lecturers in the classroom and did not done some learning strategies to mastering English as the primary subject (MKD). For example, the students did not learning English from outside of the classroom as the additional strategies, like joining in English club, debate club, private course, and other; and 3) Most of the students were not motivated to mastering English very well; they just want to finish their study early and get a job later on.
This problem might be related to the first problem. Based on the problem above, this research aimed to find out the degrees of effects of the students’ language learning strategies and language learning motivations on their English achievements at the English Department at an Islamic University in Indonesia.
Name : Bambang Iswan, Bambang Suwarno, Dedi Sofyan
Source : https://media.neliti.com/media/publications/268056-the-effect-of-students-language-learning-fc2a4316.pdf