The Impact of Motivation and Collaborative Learning on Academic Achievement

Yentri Anggeraini, Rita Nilawijaya

Abstract


Abstract: The Impact of Motivation and Collaborative Learning on Academic Achievement. Objective: This article aimed at explaining the impact of motivation in learning English and the application of collaborative learning on English learning achievement. Method: A three by two factorial design was employed and the sample of this research was 48 students of English for Special Purposes (ESP) subject. The valid and reliable motivation questionnaire and English test were distributed to gather the data and were analyzed by independent simple t-test and two-way ANOVA. Result: The result presented that there was a significant interaction between motivation and the application of collaborative learning to the ESP learners‘ English achievements with the sig. 0.00. Conclusion: It can be derived that the motivation and the use of collaborative learning gave a positive impact on ESP learners‘ English achievement and there was a significant interaction between learning English motivation and the application of collaborative learning to the ESP learners‘ English achievements.

Keywords: Motivation, collaborative learning, academic achievement.

Abstrak: Dampak Motivasi dan Pembelajaran Kolaboratif pada Nilai Akademik. Tujuan: Artikel ini bertujuan untuk menjelaskan dampak motivasi dan penerapan pembelajaran kolaboratif pada nilai Bahasa Inggris. Metode: Desain faktorial three by two diterapkan dalam penelitian ini dengan sampel berjumlah 48 orang mahasiswa yang mengambil mata kuliah English for Special Purposes (ESP). Angket motivasi dan tes Bahasa Inggris yang valid dan reliabel digunakan untuk memperoleh data dan dianalisa dengan Independent simple t-test dan two way ANOVA. Temuan: Hasil penelitian menunjukan bahwa ada interaksi yang signifikan antara dampak pengunaan pembelajaran kolaborasi dengan siswa yang memiliki, motivasi tinggi, sedang, dan rendah dengan nilai sig. 0.00. Kesimpulan: Dapat disimpulkan bahwa motivasi dan pembelajaran kolaboratif memberikan dampak positif dan signifikan pada nilai Bahasa Inggris khususnya pada mata kuliah ESP.

Kata kunci: motivasi, pembelajaran kolaboratif, nilai akademik.


DOI: http://dx.doi.org/10.23960/jpp.v11.i2.202108


Full Text:

PDF

References


Anggeraini, Y., Novarita, & Afifah, N. (2018). Collaborative strategic reading in EFL reading classroom. ETERNAL (English Teaching Journal), 9(2), 34–47.

Arta, B. (2018). Multiple studies: The influence of collaborative learning approach on Indonesian secondary high school students’ English-speaking skill. English Language Educational Journal (ELTEJ), 1(3), 149–160.

Bambirra, R. (2017). Motivation to learn English as a foreign language in Brazil. Linguagem Em (Dis)Curso, 17(2), 215–236.

Brindley, J. E., Walti, C., & Blaschke, L. M. (2009). Creating effective collaborative learning groups in an online environment. International Review of Research in Open and Distance Learning, 10(3), 1–18. https://doi.org/10.19173/irrodl.v10i3.675

Creswell, J. W. (2012). Educational research : Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Pearson Education Limited.

Dakhi, S., & Damanik, I. S. (2018). Students’ motivation in reading English text: A qualitative study in EFL context. Journal of English Teaching, 4(2), 81–92.

Daulay, S. H., Salmiah, M., & Ulfa, Z. (2019). Students’ speaking skill through cooperative learning strategy: Time token arends. Advances in Social Science, Education, and Humanities Reseach (ASSEHR), 279, 388–393.

El-Omari, A. H. (2016). Factors affecting students’ achievement in English language learning. Journal of Education and Social Research, 6(2), 9–18. https://doi.org/10.5901/jesr.2016.v6n2p9

Ezeanyanike, P. A. (2013). Assessing benefits of collaborative learning environment for quality higher education in Nigeria. Journal of Educational and Social Research, 3(6), 85–94. https://doi.org/10.5901/jesr.2013.v3n6p85

Fandino, F. G. E., Munoz, L. D., & Velandia, A. J. S. (2019). Motivation and e-learning English as a foreign language: A qualitative study. Heliyon, 5, 1–7. https://doi.org/10.1016/j.heliyon.2019.e02394

Geetha, M., & Karthiga, S. V. (2020). A study on the effect of collaborative learning techniques to enhance speaking skills. European Journal of Molecular & Clinical Medicine, 7(7), 391–397.

Katawazai, R., & Saidalvi, A. (2020). The attitudes of tertiary level students towards cooperative learning strategies in Afghan EFL context. International Journal of Learning, Teaching and Educational Research, 19(9), 301–319.

Khan, M. A., & Yunus, M. M. (2019). A collaborative learning intervention module to improve speaking fluency. International Journal of Scientific & Technology Research, 8(12), 1834–1838.

Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia - Social and Behavioral SciencesSocial and Behavioral Sciences, 31, 486–490. https://doi.org/10.1016/j.sbspro.2011.12.091

Li, P., & Pan, G. (2009). The relationship between motivation and achievement -A survey of the study motivation of English majors in Qingdao Agricultural University. English Language Teaching, 2(1), 123–128.

Long, C., Ming, Z., & Chen, L. (2013). The study of student motivation on English learning in junior middle school- A Case Study of No.5 middle school in Gejiu. English Language Teaching, 6(9), 136–145. https://doi.org/10.5539/elt.v6n9p136

Namaziandost, E., Neisi, L., Kheryadi, & Nasri, M. (2019). Enhancing oral proficiency through cooperative learning among intermediate EFL learners : English learning motivation in focus. Cogent Education, 6(1), 1–15. https://doi.org/10.1080/2331186X.2019.1683933

Nasrollahi-mouziraji, A., & Birjandi, P. (2016). Motivational beliefs, self-regulation and EFL listening achievement: A path analysis. Journal of Teaching Language Skills, 35(3), 91–118.

Pacheco, A. Q. (2011). Collaborative elearning: An academic experience between the university of Costa Rica and the university of Kansas. Revista Electronica"Actualidades Investigativas En Educacion", 11, 1–27.

Proctor, C. P., Daley, S., Louick, R., Leider, C. M., & Gardner, G. L. (2014). How motivation and engagement predict reading comprehension among native English-speaking and English-learning middle school students with disabilities in a remedial reading curriculum. Learning and Individual Differences, 36, 76–83. https://doi.org/10.1016/j.lindif.2014.10.014

Rahmi, R. A., & Diem, C. D. (2014). Junior high school students’ perception of classroom environment and their English achievement. International Journal of Applied Linguistics and English Literature, 3(3), 41–47. https://doi.org/10.7575/aiac.ijalel.v.3n.3p.41

Rodphotong, S. (2018). The effectiveness of collaborative learning to enhance English communicative competence: A case study of the first-year students at Thepsatri Rajabhat University. International Journal of Pedagogy and Teacher Education (IJPTE), 2, 143–150.

Sedhu, D. S., Choy, S. C., & Lee, M. Y. (2015). Students’ perceptions of using collaborative learning as a tool for acquiring writing skills in university. American Journal of Applied Psychology, 4(3), 1–6. https://doi.org/10.11648/j.ajap.s.2015040301.11

Shaaban, K. A., & Ghaith, G. (2008). Student motivation to learn English as a foreign language. Foreign Language Annals, 632–644. https://doi.org/10.1111/j.1944-9720.2000.tb00932.x

Wang, Y. (2020). Promoting English listening and speaking ability by computer-supported collaborative learning. IC4E, 313, 228–233.

Zulfiqar, S., Zhou, R., Asmi, F., & Yasin, A. (2018). Using simulation system for collaborative learning to enhance learner’s performance. Cogent Education, 5(1), 1–13. https://doi.org/10.1080/2331186X.2018.1424678


Refbacks

  • There are currently no refbacks.




Copyright (c) 2021 Jurnal Pendidikan Progresif

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


View My Stats

Creative Commons License
The copyright is reserved to The Jurnal Pendidikan Progresif that is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.