THE RELATIONSHIP AMONG LEARNERS’ SELF-EFFICACY, THEIR ENGLISH PROFICIENCY AND THEIR CONTENT AREA SUBJECT ACHIEVEMENT

Authors

  • Ida Isnawati STAIN Tulungagung

DOI:

https://doi.org/10.21274/ls.2013.5.1.25-34

Keywords:

Self-Efficacy, English Proficiency, Content Area Subject

Abstract

This study investigated the relationships among the learners’ self-efficacy, their English proficiency and their content area subject achievement. The researcher took the data of those variables and tested the hypothesis using 32 samples of English Study Program students at STAIN Tulungagung. The results obtained revealed that there was a significant positive relationship between the learners’ self-efficacy and their achievement in content area subject, but no significant relationship between their self-efficacy and their English proficiency. The learners’ English proficiency was also correlated with their content area subject achievement. Thus, in general, it can be concluded that the three variables have relationships although they have different degree of relationships.

Downloads

Download data is not yet available.

References

Ary, D., Jacobs, L.C., & Razavieh, A. 2002. Introduction to Research in Education. Belmont, USA: Thomson Learning

Awaluddin, Y. 2012. Indonesian Social Science Teacher Self-Efficacy in Conducting Classroom Action Research. Journal of Educational Research and Policy.Vol. 4, No. 2, 2012

Anyadubalu, C. 2010. Self-Efficacy, Anxiety, and Performance in the English Language among Middle-School Students in English Language Program in Satri Si Suriyothai School, Bangkok. International Journal of Human and Social Sciences 5:3 2010

Bandura, A. 1993. Perceived Self-Efficacy in Cognitive Development and Functioning. Educational Psychologist, 28(2), 117-148. 1993

Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy. White Plains, NY: Addison Wesley Longman.

Dornyei, Zoltan. 2001. Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press

Lee, Okhee. ___ Integrating Content Areaswith English Language Development for English-Language Learners. Florida: University of Miami (Online) www. Glencoe.com/glencoe_research/Math/icawp.pdf

Mahyuddin, R., Elias, H., Cheong, L.S., Muhamad, M.F., Noordin, N. & Abdullah, C.M. 2006. The Relationship between Students' Self-efficacy and Their English Language Achievement. Jurnal Pendidik dan Pendidikan (online), Vol. 21, p. 61–71. 2006 (assessed on May 14th, 2012) Error! Hyperlink reference not valid.

O’Malley, J.M. & Pierce, L.V. Authentic Assessment for English Language Learners. USA: Addison-Wesley Publishing Company

Rahimi, A. & Abedini, A., 2009. The Interface between EFL Learners’ Self-Efficacy Concerning Listening Comprehension and Listening Proficiency. Novitas-ROYAL Journal (Online). Vol: 3(1), p. 14-28 (retrieved on May, 19th, 2012)

Tilfarlioglu, F.T. & Cinkara, E. 2009 Self-Efficacy in EFL: Differences Among Proficiency Groups and Relationship with Success. Novitas-ROYAL Journal (Online), Vol: 3(2), p. 129-142. Retrieved on May 14th, 2012 from http://www.novitasroyal.orgVol_3_2tilfarlioglu.pdf

Downloads

Published

2013-06-04

How to Cite

Isnawati, I. (2013). THE RELATIONSHIP AMONG LEARNERS’ SELF-EFFICACY, THEIR ENGLISH PROFICIENCY AND THEIR CONTENT AREA SUBJECT ACHIEVEMENT. Jurnal Bahasa Lingua Scientia, 5(1), 25–34. https://doi.org/10.21274/ls.2013.5.1.25-34

Issue

Vol. 5 No. 1 (2013)

Section

Articles

License

Copyright

Authors who publish with this journal agree to the following terms:

a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.

b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.

c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).