OUTSIDE THE CLASSROOM: A CORRELATION BETWEEN STUDENTS’ MOTIVATION TO LEARN ENGLISH IN PURSUING UNIVERSITY EDUCATION AND THEIR ENGAGEMENT IN ENGLISH TUTORING FOR UNIVERSITY ENTRANCE EXAM SCORES

Ulfatul Chalifah Faizah

Abstract


Abstract: This study aimed to identify students' motivation, students' engagement, and university entrance exams. To achieve the objectives of this study, the researcher uses a mixed-method approach with an explanatory sequential design type. The participants of this study are students from one of the tutoring institutions in Indonesia called Silasnum Education. The instruments used in this study were questionnaires and interviews related to students’ motivation and engagement. The questionnaire consists of 32 statements of student motivation and 36 statements of student engagement. Filling out the motivation and engagement questionnaires begins with students filling in the consent letter that is on the Google form. The data analysis was carried out statistically using IBM SPSS Statistics 25, employing both descriptive quantitative statistics and correlation analysis. The first findings of this study reveals the level of student’s motivation was at a high level with an overall mean of 3.62 which mean that the students are often motivated to join English tutoring institutions before attending university entrance exam. The result of the student’s engagement was at 3.67 which also indicated a high level. This implies that students are highly engaged in English tutoring institutions, especially to develop English skill. Furthermore, there is no correlation between the variable of students' engagement and university entrance exams. Because the r value in the analysis above is negative, the researcher concludes that students' motivation and students' engagement have no influence on the university entrance exams score owned by students. The researcher also suggests that future studies on similar topics adopt a more comprehensive approach, considering additional variables that could influence students' performance in university entrance examinations, such as anxiety levels, parents' economic conditions, family background, and other relevant factors.

Key words: students’ motivation, students’ engagement, university entrance exam


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