The correlation study between students' motivation and their vocabulary mastery

Rahma Sari, Sudirman Sudirman, Muhammad Sukirlan

Abstract


This research was done to find out the correlation between students’ motivation and their vocabulary mastery. The subjects of this research were 60 students of second year students of SMA Al-Azhar 3 Bandar Lampung in academic year 2018/2019. Motivation questionnaire and vocabulary test were administered as the instruments to measure students’ motivation level and vocabulary mastery. The data were analysed by using Pearson Product Moment Correlation in SPSS version 16.0. From the test results obtained of this study, the results show that the coefficient correlation between students’ motivation and their vocabulary mastery is 0.690 at the significant level of 0.01. The coefficient correlation is higher than the critical value of r table (0.690>0.325). According to the research that has been done, it can be concluded that there was a correlation between students’ motivation and their vocabulary mastery, and the research question of this research has been answered clearly. 

Keywords: correlation, motivation, vocabulary mastery


Full Text:

PDF

References


Gokce, D. (2013). The reason of lack of motivation from the students’ and teachers’ voices. The Journal of Academic Social Science, 1, 35 – 45.

Hatch, E., & Farhady. (1982). Research design and statistics for applied linguistics. Cambridge: Newbury House Publisher.

Maulea, F., & Ana, P., & Jose, L. (2011). Motivation and relationship of the student with the school as factors in the perceived learning. International Conference on Education and Educational Psychology, 29 (10), 1707 – 1714.

McCarthy, M. (1990). Vocabulary. Oxford: Oxford University Press.

Nation, P. (2001). Learning vocabulary in another language. New York: Cambridge University Press.

Oxford, R. L., & Shearin, J. (1994). Language learning motivation: Ex-pending the theoretical framework. Modern Language Journal, 78 (1), 12 – 28.

Spratt, M., Humphrey, G., & Chan, V. (2002). Autonomy and motivation: Which come first? Language Teaching Research, 6 (3), 245 – 266.

Tseng, W. T., & Schmitt, N. (2008). Toward a model of motivated vocabulary learning: A structural equation modelling approach. Language Learning, 58 (2), 357 – 400.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 U-JET

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