U J U, 0203513004 (2018) THE CORRELATION OF ATTITUDES, MOTIVATION, AND ENGLISH LEARNING STRATEGIES A case study at the second-grade students of Senior High Schools in Indramayu City-West Java. Masters thesis, UNNES.

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Abstract

This study focuses on exploring the correlation of attitudes, motivation, and English learning strategies in an attempt to see whether [1] positive attitudes correlate with motivation, [2] negative attitudes correlate with motivation, [3] positive attitudes correlate with English learning strategies, [4] negative attitudes correlate with English learning strategies, [5] high motivation correlates with English learning strategies, and [6] low motivation correlates with English learning strategies which consequently may provide some pedagogical implications for teachers to benefit in classroom applications. A total of 202 consists of the IPA/IPS Program second-grade students of senior high schools in Indramayu City–West Java were involved in this descriptive study, 98 of whom classified as 'good achiever learners' and 104 as 'poor achiever ones. The data were obtained through using two questionnaires and analyzed through SPSS version 21. The results showed that there was no significant correlation between positive and negative attitudes of good learners with their motivation, but there was a correlation of the poor learners’ attitudes with their motivation. Furthermore, there was no significant correlation between positive attitudes of good learners with their English learning strategies, but there was a relationship between the poor learners’ positive attitudes with their English learning strategies. And both the good and poor learners’ negative attitudes revealed there was no relationship with their English learning strategies. In addition to those points, the results of the correlation of the good learners’ motivation with their English learning strategies showed there was low a relationship, while the poor learners’ motivation with their English learning strategies showed no relationship. It is thought that other factors may be decisive in improving English learning outcomes both for the good and poor learners which will lead to investigations for further research

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