To what extent do the students’ self-concepts contribute to their english achievement?

Umam, Chothibul and Mirfaka, Azam (2014) To what extent do the students’ self-concepts contribute to their english achievement? Empirisma : Jurnal Pemikiran dan Kebudayaan Islam, 23 (2). pp. 136-145. ISSN P-ISSN: 1829-9563, E-ISSN: 2503-1694

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Most research that has been done on factors influencing academic achievement concentrate more on the cognitive domains, while the affective domain, such as self-concept, are oftentimes ignored or receive less attention. This correlational study tries to investigate 1) the level of the students’ self-concepts (academic, social, and physical selfconcepts), 2) the level of their English achievement, and 3) the relationship between both variables. The participants are 209 students of one of Islamic High School in Kediri, Indonesia. The researchers distributed a questionnaire to obtain the data on the students’ self concept and administered a formative test to measure the students’ English achievement. Then, Pearson Product Moment formula was applied to know the correlation of both variables. The result reveals that 1) most students have high self-concept, 2) the highest percentage (42,6%) of the students are in fair level in their English achievement, and 3) both variables have a positive and significant reciprocal relationship.

Item Type: Article
Subjects: 20 LANGUAGE, COMMUNICATION AND CULTURE > 2004 Linguistics > 200401 Applied Linguistics and Educational Linguistics
Divisions: Fakultas Tarbiyah > Jurusan Tadris Bahasa Inggris
Depositing User: Muhamad Hamim
Date Deposited: 22 Jul 2019 08:15
Last Modified: 22 Jul 2019 08:15

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