English learning motivation and pragmatic competence: Correlational study of non-English major postgraduate students in java

Abstract

This research aims to investigate the significant relationship between English learning motivation and pragmatic competence of non-English major postgraduate students and their current pragmatic competence. 350 non-English major postgraduate students from Javanese provinces (West, Central, and East Java) participated in this study. This study was quantitative research in the form of a correlational study by using one adapted questionnaire (Attitude and Motivation Test Battery (AMTB)) for English learning motivation and two kinds of adapted pragmatic competence tests (Multiple-choice Discourse Completion Test (MDCT) and Written Discourse Completion Test (WDCT)). The data were analyzed by using Normality Test, Linearity Test, Bivariate Pearson Product Moment, and Descriptive statistical analysis by IBM SPSS 26. The finding indicated English learning motivation correlated with English pragmatic competence. Although the correlation degree was 0.563 which had a moderate degree of correlation, they have a positive correlation which means the English learning motivation has contributed to the pragmatic competence. The current level of the non-English major postgraduate students’ pragmatic competence in Javanese provinces was categorized as still developing because the students hardly understand responses in the pragmatic competence test, especially in pragmatic awareness.

Indonesian EFL Learners’ Refusal: Refusal-Speech Act Specific Motivation on Refusal Realization

“…However, another previous study did confirm that English learning motivation has moderate correlation to non-English major students' pragmatic competence. The study also clarified that someone's pragmatic competence is influenced by many other factors such as culture, social situations and classes (Hidayatullah & Hidayanto, 2023).…”

“…It was also found that there was a significant correlation between language learning motivation and pragmatic competence. It means that the higher someone's motivation, the better his/her pragmatic competence (Chen, 2017;Hidayatullah & Hidayanto, 2023). Thus, it can be said that motivation may play a role in the development of learners' pragmatic competence.…”

Improving Lecturer Competence to Encourage Innovation and Creativity in Learning

“…Recognizing the importance of educational personnel in improving quality, higher education institutions need to pay special attention to developing professionalism and competence among lecturers and academic staff (Hidayatullah & Hidayanto, 2023). Training programs, curriculum development, research, and collaboration with educational and industrial institutions can help improve the quality of educational personnel (Habiburrahim, 2017).…”