EEJ 8 (2) (2018) 138 - 147

English Education Journal

http://journal.unnes.ac.id/sju/index.php/eej

The Correlation Between Interest, Motivation, English Self-Concept

and English Speaking Performance in Nursing Students

Retno Apriliyanti1, Warsono2, Januarius Mujiyanto2

1.
STIKES Karya Husada Semarang
2.
Universitas Negeri Semarang, Indonesia

Article Info Abstract

________________ ___________________________________________________________________
Article History: Individual differences become the main problem for learners in developing their English skills
especially speaking. The identification of interest is needed to know how far students’ impression in
Accepted 10 December
learning English and how serious they are in continuing their progress to get their motivation. After
2017 getting along with motivation, students are expected to build up their English Self-concept,
Approved 7 February therefore English become their custom and their obstacles in learning English can be minimized.
2018 This research was to know the relationship between Interest, Motivation, English Self-concept and
Speaking English Performance of Fourth Semester Nursing Students at Karya Husada Health and
Published 20 June 2018 Science College of Semarang. This research was correlation quantitative research with cross
________________ sectional approach. The samples of this research were fourth semester of nursing students at Karya
Husada Health Science College of Semarang with the numbers were 93 students by using
Keywords: convenience or accidental sampling technique. The data was taken by using questionnaires. The
Interest, Motivation, data analysis used regression to know the correlation among all variables. The result shows the
English Self-concept, correlation between interest and English speaking performance is 0.000, motivation and English
speaking performance is 0.006, English self-concept and English speaking performance is 0.18 with
English Speaking p value <0.05, it means there is correlation between interest, motivation, English self-concept and
Performance, Nursing, English speaking performance. This result can contribute in teaching and learning process, it is
English as Foreign better to conduct the investigation of individual difference in the beginning of the semester because
Language. teacher can consider the teaching method, strategies and approach well.

© 2018 Universitas Negeri Semarang


Correspondence Address: p-ISSN 2087-0108
Jl. Kompol R. Soekanto No. 46 Semarang
e-ISSN 2502-4566
E-mail: [email protected]
 Retno Apriliyanti, Warsono, Januarius Mujiyanto/ EEJ 8 (2) (2018) 138 - 147

INTRODUCTION significant others such as parents, relatives,

siblings, close friends/peers and encouraging
The common problems of the learners teachers, as Jumiati’s reseach (2013) stated
in the class are so many, such as being quiet that support from parent will determine
when the teacher asked a question or even just students interest and learning achievement.
checking their understanding, being Research about motivation had been
individualistic when they have to work as a conducted by Safari and Fitriati (2016). They
team, no response, having great shy factors investigated the learning strategies that the
and feel anxious, Jannah & Fitriati (2016). learners used with different speaking
Those problems commonly happen in English performance, one of their finding was stated
as Foreign Language class especially in that learners with high speaking performance
Indonesia. We can assume that the literacy seemed to have higher motivation than low
level doesn’t come along with the speaking performance. That research also
competencies in learning a foreign language. supports the research that comes from Jamilah
In Second Language Acquisition & Isnani (2017) which explored more variable
individual differences can influence the success of individual differences such as classroom
of learner in gaining their learning outcome. climates, learning discipline and learning
This part also happens in ESP learners. motivation. They found that learning
According to Ellis (2007), student individual motivation is the most dominant in affecting
differences are in scope of Language aptitude, learning outcome.
Learning style, Motivation, Anxiety, Personality, . The local research from Indonesia was
Learner beliefs, Learning strategies. The previous also conducted to investigate self concept in
researchers had been held some studies about frame of Role Play Activity towards English
interest, motivation and English self-concept. Speaking Skill. Milchatun et al. (2015)
Ainley et al (2012) identified how individual conducted Classroom Action Research (CAR)
and situational interest factors contribute to in three cycles, she used Role Play Techniques
topic interest and text learning. The skill to improve students’ personal self concept.
performence that was being a concern in this This technique was well done practicing in
reseach was reading. Tin (2013) also explored English speaking activity, during the speaking
the development of interest in learning English class the students has courage to express their
as Foreign/Second Language. It investigated idea freely, good attention in speaking class,
the situational features that trigger interest in well in discussion team, well in team work,
learning English. The respondents of this and the students felt confident with their
research were non-native English speaking ability in solving problem and more creative.
students studying TESOL programmes at an Areni (2010) offered the optimization of the
internationally renowned university of New use of classroom language to improve the
Zealand. The participants were from different students’ speaking confidence, this way had
country; such as Indonesia, Singapore, been applied for young learners by giving
Thailand, Malaysia, China and Germany. The simple expression that deals with their daily
findings were gained in accordance with three action. She promotes classroom language as it
stages: (1) Sources of interest in early is concrete, meaningful, and has
childhood; (2) Sources of interest in teenaged communicative nature. Adityas (2016), in the
years, and (3) Sources of interest in adulthood. other hand focuses to activate multiple
Nurhasanah (2016) concludes in her research intelligences in supporting young learners in
that interest as a determinant factor in students speaking activities. There are some multiple
learning outcomes. Those were associated intelligences that can support EFL learners in
with highly positive affect such as liking, activate their speaking, they are: Linguistic
enjoyment, fun, success and the support of Intelligence, Kinaesthetic Intelligence, Musical

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Intelligence, Interpersonal and Intrapersonal METHODS

Intelligence and Naturalist Intelligence. The
concept of intelligence that has similar with This study was quantitative correlation,
Areni’s one is interpersonal intelligence. When the data this research was numeric. The
students have good interpersonal intelligence researcher stated the hypothesis that was
so they can use their classroom language to examined and specified the research
practice and discuss about English. Aditya procedures that was used to carry out the
concluded in his article about creative and study. The design of this study was non-
innovative learning activities as the experimental; correlation study was designed
performance of multiple intelligences in to determine the correlation between interest,
learning language especially speaking. The motivation, English self-concept and English
multiple intelligences can be best applied speaking performance. This study didn’t
based on three principles; planning, determine the causal relationship between the
implementation and assessment or evaluation. independent variables (interest, motivation
Teacher is needed as a good facilitator in and English self-concept) and the dependent
choosing partners in each group. variable (Speaking Performance), but rather
The previous researchers only take 1 or attempted to find a correlation between them.
2 variables, the bivariate research only The first correlation was measured by using
investigates the correlation between two linear regression to determine the value of one
variables (dependent and independent), so the variable in relationship to another. After
scope of the correlation is limited. While, the knowing the relationship of one independent
problem of EFL are complicated especially variable to dependent one, the researcher
dealing with individual differences. The calculated the weight of all independent
research about interest and motivation had variables to dependent one by using multiple
been held by many researchers. This research regression.
adds one more variable, which is English self- The samples of this research were
concept to know the speaking development of fourth semester of nursing students at Karya
the previous stages of investigation (interest Husada Health Science College of Semarang
and motivation). English self-concept is with the numbers were 93 students by using
determinant factor to know the progress of convenience or accidental sampling technique.
internalization of speaking habit for students, The researcher found a problem of speaking in
especially EFL learners because most this semester because the topic of lecture was
problems in speaking is lack of practicing in a about communication; therefore this problem
class or out of the class. influenced speaking achievement of the
Second Language Acquisition area students. This fact had been found when the
especially individual differences provide the researcher did observation and preliminary
area both cognitive and metacognitive. Such study. The data was taken by using
as in interest, motivation and English self- questionnaires, in the core concern of interest,
concept are included in language belief and the researcher adopted from Schiefele’s theory.
teacher should understand this domain to For English self-concept, the researcher
support students’ success in learning English, adopted Self-description questionnaire II scale
especially speaking. by Marsh, Parker & Smith (1992), and for
This study was aimed to investigate the motivation questionnaire, this research
learner interest, motivation and English self- adopted from Attitude Motivation Index by
concept. Those items can be investigated Gardner. The data analysis used regression to
further to gain the correlation between each know the correlation among all variables.
item and then followed by all variables. Speaking test was also conducted to measure

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the students’ score and then it will be test to see the distribution data result. The next
correlated by all independent variables. step after administering the questionnaire was
Speaking test become the final test in doing speaking test. The researcher held
this semester, students got some topics related speaking test to get the score. The normality
to the communication competence in hospital test used Kolmogorov-Smirnov because the
settings, such as describing all about hospital, data was in numeric data.
making an admission, getting appointment at From the normality test, we concluded
polyclinic, buying medicines in the pharmacy, doing that there were two variables of data that have
hand over, holding SBAR communication, holding normal distribution (Figure 1 and Figure 2),
medical procedure, visiting patients and family, and they are interest and English self-concept,
the last is making a discharge planning. They will because p value is more than 0.05. On the
perform in a group that consisted of 5 other side, motivation and speaking score had
students, each student acted according to the abnormal distribution. To know the
role setting. There were 20 groups that were homogeneity of the 2 classes of sample, the
derived from 2 classes. The test was done in researcher did Homogeneity Test. The
front of the examiners (teacher and researcher) homogeneity shows that the sample
and it was taped as the evidence of evaluation. distribution between two classes is
The rubric was got adopted from H. Douglas homogeneous. Mann-Whitney Test was done
Brown (2003). This rubric had been considered as non-parametric test for abnormal data
with the characteristics of the subject of distribution. According to this requisite, the
research that were EFL learners. correlation could be done to know the
relationship among variables.
RESULTS AND DISCUSSIONS

Results
Before correlating the data, the
researcher did normality test and homogeneity

Figure 1. The Normality data of interest

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Figure 2.The Normality data of English self-concept

The result shows the correlation in building speaking English competence and
between interest and English speaking the weakest correlation is English self concept
performance is 0.000, motivation and English because not all students aware of role of self
speaking performance is 0.006, English self- custom in their speaking progress. After
concept and English speaking performance is correlating each independent variable and
0.18 with p value <0.05. Based on the result, dependent variable (conducting bivariate
the independent variable (interest) has analysis) the next step was doing regression
significant correlation in speaking English for among all variables. The result of the
students, then motivation is the second factor regression was shown as below:

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Table 1. Correlation between interest, motivation, English self-concept and speaking English
performance
B Std. Error Beta
Standardized
Model Unstandardized Coefficients Coefficients t Sig.
1 (Constant) -.953 .576 -1.655 .101
Interest .043 .006 .641 7.739 .000
Motivation .009 .007 .117 1.224 .224
Self concept .000 .006 -.010 -.105 .917
2 (Constant) -.963 .565 -1.702 .092
Interest .043 .005 .640 7.837 .000
Motivation .009 .006 .112 1.367 .175
3 (Constant) -.323 .319 -1.012 .314
Interest .046 .005 .678 8.792 .000
Dependent Variable: Final score

Table 1 show that the first model gained correlated but integrated. It means the result
interest variable with 0.000 significant, of linier and multiple regressions shows that
motivation variable had 0.224 and then there are the relationship between interest,
English self-concept was 0.917. The second motivation, English self-concept and English
model showed that only motivation and speaking performance. Other researchers only
interest that had tight correlation with the explain about interest and motivation in EFL
score, for interest it was 0.000 and for context, they do not explore more about the
motivation it was 0.175. Because the actualization in the context of formal and
percentage of error rate is 0.05, so it could be informal context, as it is implied as English
stated that among all independent variables self-concept theory. The result is aimed to
that had been correlated with English support student’s habit in speaking English as
speaking performance, interest was the only it is internalized in their English self-concept.
variable that had the tightest correlation
among all. Based on the result of analysis in Discussion
Table 1, the respondents’ interest was high in Students with high interest in English
learning English but it was not followed by will prepare anything before performing.
other next factors; such as having good They prepared for the script, mentality and
motivation and followed by implicating them also their expression. This reason is because
as a habit well known as English self-concept. they were influenced by the use of score
The novelty of this research finding is categorization that had been delivered to the
for EFL learners; especially non-English students in the form of Speaking English
department that students have interest in Performing instruction.
speaking. Their interest in foreign language is The teacher had emphasised to the
caused of career objectives. They want to students about the urgency of speaking and
have overseas job, so that they learn English. score domains that had to be known before.
The result of this research is more complex Speaking become scaring for them because
because it presents the correlation among they learn English only in a lecture, this
three individual differences, not only context is similar to English as Foreign

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Language System. Student with high interest progress needs waiting time to make the
would do the performance as a challenge to students engage in it, but the result will show
get the good mark, so they would enjoy doing that external motivation can influence
the task and try to perform best, students’ students to have intrinsic one because of
interest will lead them to show a good habit. Defina (2016) conducted an
attitude and perception in learning, as it is investigation about instrumental and
also argued by Erviana (2016) and integrative motivation for Korean Students
Kamaludin (2013). On the other hand, who learnt Bahasa in Indonesia. The
students with low interest performed speaking integrative orientation is shown as the
poorly, in some cases they read the notes that willingness in communicating with people in
they brought. Automatically, it influenced Indonesia, while the instrumental orientation
their fluency, pronunciation, mimics, and is they all learn Bahasa as assigned in
overall performance. Because speaking Indonesia. This result is also related as the
performance is in form of Role Play, student researcher’s result. Motivation becomes the
need to be taught the way how to implement second influencing range in students’
the portrayal of good role play, Insani (2014). speaking performance and it is less followed
So, they can prepare well to speak and by English self-concept. This because the
teacher could take a score in form of both students only used instrumental orientation
individual and group score. Do they continue that see the significance of speaking is in the
or stop speaking English? Their interest is surface.
gained from both internal and external; they Students like the light topic in
are possibly being determinant variables in speaking, when the topic is about
forcing students’ motivation, such as the transactional conversation, they will be
engagement of teacher’s and students’ talk enthusiastic in acting as the dialogue that had
and their nonverbal communication by been prepared before. The dialogue is not too
Husna, et al (2015) and influence classroom long, so they will be easy in memorizing. But
interaction patterns in EFL learners by Putri when the topic is directed to interpersonal
(2015) & Setianingrum (2016), those study that need improvisation in the sentences, they
can be held before the class begin in the next will be more quite and need more time to
semester to determine teachers’ teaching memorize it. Another strategy that can make
pattern in speaking. students relaxed us by inserting humour in
The second determinant variable is teaching materials, it means only small part
motivation in supporting students’ speaking humour as an ice breaking, not as the content
performance. Some students in semester four of the topic. This strategy has significant
are joining English Club in their college. The effect on the students’ speaking skill to those
significant result showed that students with who have high and low learning motivation.
good mark are mostly listed as English Club That research is also conducted by Syafiq and
member, but the number is not large. Other Saleh (2012).
students that have internal motivation, they This theory is also supported by
learn English by personal awareness and Littlewood (2007) who asserts that a foreign
goals. Their goals in learning speaking language classroom can create inhibition and
English are various and they are influenced anxiety easily. That theory can be found in
by their prior knowledge (schemata), the researcher study, such as students with
experience before, and environment. high anxiety will pause many times while
Meanwhile, student with external (extrinsic) memorizing words that should be said. The
motivation will absorb what people do researcher also found that some students who
around to get along with mastering English. are active in class but have high anxiety,
They need model to be seen and learnt. This performed the speaking test averagely. This is

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because of uncontrolled emotion, they have context of teaching, which are EFL students,
too much motivation but it makes them being (Mulyadi: 2014). Most research that
anxious and worried because they are afraid investigate speaking performance only
that they cannot do the test perfectly. With include self-esteem and self efficacy as the
that emotional motivation they tend to be factors that influencing speaking. But
anxious instead of enjoying the test. Fitriati actually, English self-concept has longitudinal
(2017) investigated how question strategies effect for students’ speaking improvement.
influence students’ speaking performance.
This way can effect student speaking CONCLUSION
competence. Teacher only repeat the
instruction without giving more elaboration The first research question about
with non verbal language. correlation of interest and English speaking
The result of English self-concept is performance is gained; respondents had
poorly related with English speaking interest in English; most respondents had
performance. The rate of correlation is low, created the dialogue before performing. It
this is because most of students didn’t use meant that they had an interest to face the
English as their daily language when talking speaking test by doing preparation. Most
with friends and others. English habit is rarely respondents tried to memorize the words and
applied in Indonesia; they only speak English dialogue turn taking in the interest of getting
for academic reason not for habit. So, the a good mark. The significant of correlation
internalization of language awareness will be was 0.000 from p value <0.05. The significant
easily lost when they talk in Javanese or relationship between motivation and English
Bahasa. The inhibiting factor of speaking performance shows that the
implementing English self-concept does not correlation is 0.006 < 0.05. It means that
only come from personal reason but also there is a relationship between motivation
social reason. College is an academic place in and English Speaking Performance. Most
gaining and exploring sciences, language and respondent only have a motivation as a
social; in this case agents (non-English student, this reason was academically proved
lecturers, staffs, students, and other parties) when there was English Day, Debate Rehearsal
didn’t practice English as transactional and and English Speech Contest that was held by the
interpersonal communication. Students will college, and there were only a few students
easily forget about what they just practice in a who got involved. Their motives in learning
class and convert their language into their and understanding English is just for
national language or mother tongue. Social academic reason, not for self-development.
agreement of this college still has a negative The correlation between English self-
stereotype, they believe speaking English out concept and English speaking performance
of the class will show high level social class, shows the significant correlation 0.18 > 0.05.
so people prefer to stay away from that It means this variable had weak correlation
environment and look for the local with the English Speaking Performance. This
atmosphere. In Higher Education, especially factor might be influenced by their previous
for English for Nursing subject, lecturer must habits of the respondents themselves. Most of
be well prepared and organized the learning them graduated from science school and there
instrument. Communicative approach is was no good language habit. The respondents
almost covered all part of sub topic in English prefer to use Javanese or Bahasa for their daily
for Nursing sub-subject. Teacher must communication. So the internalization of
implement their content and pedagogical English Self-concept had hand tied to be
knowledge in arranging the suitable learning improved. Moreover, the academic
instrument that has been adapted by the environment didn’t support well.

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Respondents only attended English Class Defina & Sundari Hanna. (2016). Motivation
once a week for two hours @50 minutes, so in Learning Indonesian as A Foreign
there was not much time to practice in class. Language for Korean Students.
Non-English class also determined the Language Circle. 10 (2), 133-140.
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