This chapter sketch out the research framework, research hypothesis, research procedure, research sample and population, data collection, data analysis, research instrument and the pilot test displaying how the study was conducted.
Research Framework
Figure 3.1. Research framework
Research Hypothesis
According to the review of the previous literature, the research questions and the framework were presented in figure 3.1., the following hypotheses were listed:
Hypothesis 1: English Learning Motivation has a relationship with English Proficiency.
Hypothesis 2: English Learning System Usage has a relationship with English Proficiency.
Hypothesis 3: English Learning System Usage moderates the relationships between English Learning Motivation and English Proficiency.
English Learning
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Research Procedure
The process for this study is briefly described below:1. Reviewing relevant literature: Literature review was undertaking in order to realize the relationships between the all the variables in this study.
2. Identifying the research topic: Based on literature review, the research topic was classified
3. Proposing research questions and hypothesis: Based on literature review and purposes of this study, the research questions and all the hypothesis were built.
4. Designing research method and identifying research participants: The research design was based on a quantitative sampling method.
5. Instrument Selection: Questionnaire were picked based on previous measurements of these variables. A copy of this questionnaire is found in the appendix section of this study.
6. Collecting data: The sample was collected base on convenient sampling.
7. Analyzing data: The data was collected and recorded by using Microsoft Excel, and it was analyzed by using IBM SPSS.
8. Writing the research findings.
9. Conclusion.
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A summary of the research procedure is provided as figure 3.2.:
Figure 3.2. Research procedure
1. Reviewing relevant literatures
2. Identifying the research topic
3. Proposing research questions and hypothesis shypothesis
4. Designing research method
5. Selecting the instrument
6. Collecting data
7. Analyzing data
8. Writing the research findings
9. Conclusion
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Research Method
Since quantitative research is used to study the problems by describing the trends or explaining the correlation among variables mention in the specific research. In order to accomplish the research objective, a survey and questionnaire was applied for this study. The reasons for choosing quantitative sampling method was because literatures support that all of the variables in this study are related to each other. Adopting a quantitative sampling method can provide accurate data to analyze, which can be a benefit on building validity in this study.
Research Population and Sample
Regarding the expected contribution from this study, the population of this study is the English learners above 18 years’ old with the experience on using English learning system to learn English. Random sampling method was conducted to reach the target participants of English learners, through the distribution of classmates and internet, there was 204 English learners filled this questionnaire.
Research Instrument
The research instrument of this study was a questionnaire and it consist of five parts: Cover letter, respondents’ information, English proficiency, English learning motivation and the using experience on English learning system. English proficiency was ranked from some international English test such as IELTS and TOEFL; English learning motivation was examined by language learning motivation factors. The full copy of this questionnaire is in appendix.
English Learning Motivation
Learning Motivation was measured by (Larisa et al., 2016) with fifteen items, three subscales comprised five items for general motivation, which was divided into two factors labelled Commitment and Effort, five items for instrumental motivation, five for integrative motivation. Briefly, general motivation is effort and commitment that learners are ready to pay to learn the target language to accomplish their goal.
Instrumental motivation refers to learners’ consciousness of the target language praticalness and their aim to use it for realistic purposes, such as future studies, employment or acquiring financial benefits. Lastly, integrative motivation involves a
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positive interest in the target language country, its culture and native speakers. Sample items include “I want to keep improving my English to reach next level” for general motivation; “Proficiency in English can bring me some financial benefits (e.g., translations, etc.)” for instrumental motivation; “I decided to study English because I am interested in the culture of English speaking countries” for integrative motivation.
Learning motivation items are rated on a 5-point Likert’s scale ranging from 1 (strongly disagree) to 5 (strongly agree), higher scores represent higher learning motivation. In Larisa et al. (2016) research based on Cronbach’s α values. All four factors had satisfactory levels of internal consistency: instrumental motivation was stated as (α = 0.831); integrative motivation had Cronbach’s α = .754. Commitment (α = .637), Effort (α = .63). For that reason, this implement supported to exhibit the scale of learning motivation (table 3.1.).
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Table 3.1.
Language Learning Motivation Factors
Factors Questionnaire Items
Effort 1 I am working hard at learning English.
Effort 2 I put great efforts to understand everything my English teacher teaches us in class.
Commitment 1 I always volunteer to answer the questions my language teacher asks in class.
Commitment 2 I want to keep improving my English to reach next level.
Commitment 3 If my English teacher wanted someone to do an extra assignment for the class, I would certainly volunteer.
Instrumental 1 Knowledge of English can be useful for my further
Instrumental 4 Knowledge of the English will help me when I travel abroad.
Instrumental 5 Knowledge of the English will be useful for my future career.
I decided to study English because I am interested in the culture of English speaking countries.
Studying English is important because it will enable me to better understand the way of life in English speaking countries.
studying this language is important because it will enable me to appreciate the English art and literature.
I decided to learn English in order to better understand the life style of English speaking countries.
I decided to learn English so that I can get to know its speakers better.
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English Proficiency
English Proficiency can illustrate learners’ knowledge and proficiency on this language, in this study, English proficiency was measured by requesting the examinees to rate themselves on their English levels in the following table from A1 to C2, from elementary to proficient (see table 3.2.). This table was announced by Ministry of Education (2018).
Table 3.2.
English Proficiency Level
Level CEFR Level Description
Elementary A1 IELTS 0-2.5
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English Learning System Usage
English Learning System Usage was measured by asking whether participants have the experience on using ELS. Also, the years of using ELS and the respondents’
attitudes toward ELS was asked in this study.
Control Variables
Moreover, for English proficiency, researchers have been classified some key factors that might have effect on this variable, which are gender, age, education level, years of learning English and frequency of using English. These variables can be relevant to years of study English since almost all the students started to learn English from junior high until university. In five stages of second language acquisition, in order to retain the fluency in second language, learners need continuing opportunities to participate in conversations and get to express their feeling in second language. This could explain why the frequency of using English can be a crucial factor. To sum up, age, education, years of learning English and frequency of using English was set as control variables in this study.
Pilot Test
Previously, the pilot test was conducted in order to measure the Cronbach’s Alpha in English learning motivation scale before running the real study. Hence, there was 51 English learners concluded to this pilot test. For this pilot test, 51 questionnaires were distributed and 50 were received. After conducted the Cronbach’s Alpha Value test, it has presented that the questionnaire questions have a good reliability (α = 0.859).
Reliability Analysis
Cronbach’s Alpha was used to test validity and reliability of the questionnaire.
The following table shows the results obtained from the pilot study and also the results from the formal study. All the variables exceeded (α = 0.800) both from pilot study and the formal test, meaning that all of the questions were reliable to use (see table 3.3.).
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Table 3.3.
The Reliability of the Questionnaire (N = 204)
Variables
Items Cronbach’s Alpha Value
Pilot Study Formal Study Pilot Study Formal Study
Effort & Commitment 5 5 .836 .847
Instrumental Motivation 5 5 .866 .912
Integrative Motivation 5 5 .814 .881
Data Analysis
After the data collection was completed, the data was analyzed by using the Statistical Package for the Social Sciences (SPSS) version 23 in order to examine there are significant relationships between 3 variables or not, which are English proficiency, English learning motivation and English learning system usage. Descriptive analysis was conducted along with reliability analysis, correlation analysis and multiple linear regression. At first, the descriptive analysis was performed to demonstrate the arbitrary demographic of this research, which can illustrate the standard deviation and other distribution of the data. Secondly, the relationships between three variables was examined by correlation analysis. Lastly, multiple regression analysis was used to analyze the moderating effect as preceding hypothesis.
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