This research aimed to investigate; students' English academic achievement, beliefs about English language learning, English language learning strategies, and the relationship of them. Descriptive and correlational design, quantitative methods were applied in this research. The students' final English scores of the first year, BALLI, and SILL were used as the instruments. The samples of this research were sixty six-first year students majoring Management at STIENAS Samarinda. The data of the research were analyzed using descriptive statistic, multivariate correlation, and Pearson Product Moment correlation. The students' beliefs about motivation and expectation were the most beliefs held by the students (M=3,65) followed by the nature of language learning (M=3,35), foreign language aptitude (M=2,97), learning and communication strategy (M=2,86), and the difficulty of language learning (M=2,74). The most preferred strategy used by the students was metacognitive (M=3,35) followed by memory (M=3,28), cognitive (M=3,28), affective (M=3,24), social (M=3,28), and compensation (M=3,18). There was a positive and weak correlation of beliefs and strategies with students' English academic achievement (R .035). Positive and insignificant correlation was found between English academic achievement and beliefs about English language learning (r = .145, p 0.245 > 0.05) and negative and significant correlation between English language learning strategies and English academic achievement (r =-.144, p 0,248 > 0.05).
<p>Hasil pengujian reliabilitas dan validitas instrumen penelitian maka didapatkan nilai pengujian reliabilitas untuk atribut-atribut variabel CPM sebesar 0,944, variabel PDM sebesar 0,936, variabel PERT sebesar 0,991 dan untuk atribut-atribut variabel S-Curve sebesar 0,890. Nilai tersebut lebih besar dari kriteria syarat minimal sebesar 0,7 dengan demikian disimpulkan bahwa atribut-atribut variabel tersebut telah memenuhi kriteria reliabel. Hasil pengujian validitas dari semua atribut<br />pertanyaan dalam variabel CPM, PDM, PERT dan S-Curve telah memenuhi kriteria valid berdasarkan kriteria koefisien validitas minimal 0,3. Terpenuhinya kriteria validitas dan reliabilitas pada semua atribut variabel penelitian membuktikan bahwa data yang diperoleh sudah layak dan dapat dianalisis berikutnya.<br />Hasil analisis statistika uji Kruskal-Wallis dari kedua metode penjadwalan network planning dan S-Curve mengenai efektivitas penggunaannya dalam pelaksanaan proyek konstruksi yang terkait dengan penjadwalan proyek, pengendalian waktu proyek, pengendalian biaya proyek, pengambilan keputusan menyangkut waktu, biaya, dan kinerja proyek, strategi untuk mengurangi keterlambatan proyek, dan penyampaian dalam proposal penawaran proyek kontraktor. Efektivitas untuk metode SCurve berbeda dan penggunaannya relatif tinggi, untuk metode network planning CPM dan PDM dikelompokkan sama (tidak ada perbedaan) dan penggunaannya masih relatif rendah sementara itu<br />metode PERT penggunaannya masih relatif sangat rendah dan berbeda. Penggunaan metode SCurve paling baik dibandingkan ketiga metode network planning lainnya, dalam penggunaan metode network planning sendiri, metode PDM dan CPM dianggap lebih baik dari metode PERT.</p>
<p>Penelitian Tindakan Kelas ini dilaksanakan untuk mengetahui apakah penerapan pembelajaran bermain peran dapat meningkatkan motivasi dan prestasi belajar biologi pada siswa kelas XI-MIPA 5 SMAN 1 Boyolangu Tahun Pelajaran 2017/2018 yang dilaksanakan pada tanggal 25 September sampai 16 Oktober 2017. Dari data-data yang sudah diperoleh selanjutnya dianalisis dengan metode yang telah ditetapkan sebelumnya yaitu data kuantitatif yang diperoleh dari hasil evaluasi akan memberikan jawaban mengenai berhasil tidaknya proses pembelajaran yang diukur dengan ketuntasan belajar. Berdasarkan hasil analisis data, dapat disimpulkan babwa penerapan strategi pembelajaran bermain peran pada mata pelajaran biologi tentang Organ Sel Dan Fungsinya dapat meningkatkan motivasi dan prestasi belajar biologi siswa kelas XI-MIPA 5 SMAN 1 Boyolangu Tahun Pelajaran 2017/2018. Dengan rata-rata 67,30 siklus I dan 70,64 siklus II, sedangkan ketuntasan klasikalnya 71,79 % siklus I dan 87,17% siklus II.</p>
<span lang="EN-US">Educational and religious institutions should be a place for seeding tolerance. But in reality, there are many hate teachings and speech that lead to intolerance and radicalism. In turn, it will endanger the stability and integrity of Indonesia. This study aims to present the formulation of tolerance education in Kuntowijoyo's prophetic ethics perspective. This article is a literature research uses philosophical as well as historical approach. This article uses multiple approach. In collecting data, the author uses the documentation method. The results of this article are first, the roots of intolerant and radical attitudes are from certain groups that massively campaign for hate teachings and speech with certain goals. Second, the need for providing comprehensive understanding of tolerance education. Third, the formulation of tolerance education uses prophetic ethical perspective. that is the essence of all religion teachings; humanization, liberation, and transcendence.</span>
English language learning is not a new thing in Indonesia, many people want to learn English for various purposes. However, not all students can easily achieve their goals and follow the learning process. One of the factors is language learning strategy. This research aimed to investigate the students’ English language learning strategies and its correlation with the English academic achievement. Descriptive and correlational design, quantitative and qualitative methods were applied in this research. The students’ English scores on their study report (KHS) and SILL were used as the instrument. The samples of this research were fifty third year students majoring in English at IAIN Samarinda. Moreover, three students were chosen to participate in the semi structured interview. The data of the research were analyzed using descriptive and Pearson Product Moment correlation. The result showed that the most preferred strategy used by the students was social strategy There was a significant correlation between students’ English language learning strategies and English academic achievement (r=.436, p=.001<.05).
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