DISERTASI dan TESIS Program Pascasarjana UM, 2017

Ukuran Huruf:  Kecil  Sedang  Besar

. Correlation between EFL Epistemic Beliefs and English Language Proficiency among Indonesian EFL Students

Ive . Emaliana

Abstrak


ABSTRAK

 

Ive Emaliana, 2017. Correlation between EFL Epistemic Beliefs and English Language Proficiency among Indonesian EFL Students. Dissertation. Graduate Program in English Language Teaching, State University of Malang. Advisors: (I) Prof. Utami Widiati, M.A. Ph.D, (II) Prof. Mohammad Adnan Latief, M.A., Ph.D, (III) Dr. Suharmanto, M.Pd

 

Key words: EFL, English language Proficiency, Epistemic Beliefs, EFL students

This study is conducted to investigate the relationship between EFL epistemic beliefs and English language proficiency among EFL Students. The design of the study is correlation. The relationship between EFL epistemic beliefs and English language proficiency is determined by using Pearson product moment correlation by utilizing SPSS 20 program, while the relationship between EFL epistemic beliefs and listening, reading, writing, and speaking proficiencies are determined by using partial least square analysis by utilizing SmartPLS program.

Sixty one English language teaching postgraduate students from some universities in Indonesia become the samples of the study with requirements of once obtaining their bachelor degree from English Language Program and plan to pursue higher education overseas, and they agree to sign the research consents.  Two instruments are used in this research. Firstly, EFL epistemic beliefs questionnaire which is developed by adapting (1) epistemic beliefs theories by Schommer (1998) and Schraw et al. (2002); (2) concept of beliefs in foreign language learning by Horwitz (1988); and (3) approaches in English language teaching and learning from grammar translation, cognitive, second language acquisition, to communicative language teaching whose items are converted and revised to fulfill the suitability of EFL setting, and is validated by four experts. Secondly,  IELTS academic practice exam from Cengage Learning.

The results of the study indicate that EFL epistemic beliefs have negatively high correlations to EFL proficiency, particularly to listening, writing, reading, and speaking skills. In relation to what is learning English, they define it more as static process than tentative, it deals with grammar and vocabulary memorizing, and they believe that learning English in these days may no longer be relevant to be used in the future. Besides, in relation to how to learn English, they tend to have more adaptive academic motivational beliefs and appear to attribute their success or failure to the amount of effort they put into academic task, and they believe that communicative approach is still preferable, yet in addition to communicative approach, grammar translation method can also be used in order to maintain the meaning to be comprehended as well as be conveyed.

 

Two main conclusions can be drawn. Firstly, students with high degree of EFL Epistemic beliefs also have high level of English language proficiency (scores in listening, reading, speaking, and writing). Two recommendations are suggested. First, it is suggested that EFL lecturers give more emphasis and practices in the form of in-class and out-class activities that lead the students to having more simple epistemic beliefs in general. Second, several research ideas like reexamining the EFL epistemic belief constructs and qualitative exploration.