The Correlation between Students’ Motivation and their Scores
in Integrated Course
Agnes Yulia Terviana
Abstract
One of the courses offered to English Department students in the first year is Integrated Course, which integrates the four language skills; reading, writing, listening and speaking and also other language components such as grammar and vocabulary. One problem faced by students in this course is motivation. This study aims to describe how motivation correlates with students’ achievement, since motivation is always considered as an influential factor toward students’ achievement in successful language learning. This research was conducted on 98 English Teacher Education students in Satya Wacana Christian University, Salatiga, Indonesia. There were questionnaires with 15 items provided to find out the students’ motivation. In order to describe the correlation between the data sets, the motivation scores were calculated together with Integrated Course final scores using Spearman Rank-Order Correlation Coefficient. The result shows that achievement in Integrated Course is not always affected by students’ motivation itself. A highly-motivated student did not always have greater achievement compared to a student with low motivation.
Keywords: motivation, achievement, Integrated Course.
