The Correlation of Students’ Academic Self-Concept Toward Student Learning Achievements in English Learning

Abstract

This study aimed at determining the correlation between students' academic self-concept toward student learning achievement in English learning in grade XI of Social Class of SMA Jagadhita Amlapura. This study is ex-post-facto research with a correlational technique and survey method. The population sample of this study was 33 students in XI of Social Class at SMA Jagadhita Amlapura in the academic year 2021/2022. A Questionnaire of Academic Self-Concept and documentation of students' report cards were used to collect the data. Descriptive statistics, Pearson Product Moment correlation and determination test, were used to analyze the data. Based on the data analysis, it was found that there is no significant correlation between academic self-concept toward student learning achievement of XI Social Class in SMA Jagadhita Amlapura with correlation value (-0.283) and p-value (0.130) > 0.05. While based on the determination test, only 8% of academic self-concept explained the variance of learning achievement, and 92% was predicted by another variablvariablest not examined in this study. The results of this study are not following the theory and differ from previous studies, which mainly obtained results that there was a significant correlation between academic self-concept and learning achievement. This could be due to the small sample size cannot prove a significant relationship between the two variables of the study or other limitations in this study.

The Influence of Self-Confidence on Student Learning Outcomes: A Study on 10th Grade Students in High Schools in The Bebandem District, Karangasem Regency, Bali Province

“…The implementation of a curriculum regulates the learning load and subjects contained in a curriculum implementation in each education unit. In general, in education units at the high school level, to meet students' needs for English, the curriculum in education units provides English subjects as one of the skills in mastering English that must be taught and studied in education units, involving several phases (Ketut Wiriawan, 2023). Based on this curriculum, at the end of Phase E, students use English to communicate with teachers, peers, and other people in various situations and purposes (Pan & Wu, 2013).…”