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

________________

Article History:

Accepted 10 December

2017

Approved 7 February

2018

Published 20 June 2018

________________

Keywords:

Interest, Motivation,

English Self-concept,

English Speaking

Performance, Nursing,

English as Foreign

Language.

Abstract

___________________________________________________________________

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
learning English and how serious they are in continuing their progress to get their motivation. After
getting along with motivation, students are expected to build up their English Self-concept,
therefore English become their custom and their obstacles in learning English can be minimized.
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
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
convenience or accidental sampling technique. The data was taken by using questionnaires. The
data analysis used regression to know the correlation among all variables. The result shows the
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
p value <0.05, it means there is correlation between interest, motivation, English self-concept and

English speaking performance. This result can contribute in teaching and learning process, it is
better to conduct the investigation of individual difference in the beginning of the semester because
teacher can consider the teaching method, strategies and approach well.

Correspondence Address:

Jl. Kompol R. Soekanto No. 46 Semarang

E-mail: apriliyantiretno89@gmail.com

p-ISSN 2087-0108

e-ISSN 2502-4566

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

Retno Apriliyanti, Warsono, Januarius Mujiyanto/ EEJ 8 (2) (2018) 138 - 147

139

INTRODUCTION

The common problems of the learners

in the class are so many, such as being quiet

when the teacher asked a question or even just

checking their understanding, being

individualistic when they have to work as a

team, no response, having great shy factors

and feel anxious, Jannah & Fitriati (2016).

Those problems commonly happen in English

as Foreign Language class especially in

Indonesia. We can assume that the literacy

level doesn’t come along with the

competencies in learning a foreign language.

In Second Language Acquisition

individual differences can influence the success

of learner in gaining their learning outcome.

This part also happens in ESP learners.

According to Ellis (2007), student individual

differences are in scope of Language aptitude,

Learning style, Motivation, Anxiety, Personality,

Learner beliefs, Learning strategies. The previous

researchers had been held some studies about

interest, motivation and English self-concept.

Ainley et al (2012) identified how individual

and situational interest factors contribute to

topic interest and text learning. The skill

performence that was being a concern in this

reseach was reading. Tin (2013) also explored

the development of interest in learning English

as Foreign/Second Language. It investigated

the situational features that trigger interest in

learning English. The respondents of this

research were non-native English speaking

students studying TESOL programmes at an

internationally renowned university of New

Zealand. The participants were from different

country; such as Indonesia, Singapore,

Thailand, Malaysia, China and Germany. The

findings were gained in accordance with three

stages: (1) Sources of interest in early

childhood; (2) Sources of interest in teenaged

years, and (3) Sources of interest in adulthood.

Nurhasanah (2016) concludes in her research

that interest as a determinant factor in students

learning outcomes. Those were associated

with highly positive affect such as liking,

enjoyment, fun, success and the support of

significant others such as parents, relatives,

siblings, close friends/peers and encouraging

teachers, as Jumiati’s reseach (2013) stated

that support from parent will determine

students interest and learning achievement.

Research about motivation had been

conducted by Safari and Fitriati (2016). They

investigated the learning strategies that the

learners used with different speaking

performance, one of their finding was stated

that learners with high speaking performance

seemed to have higher motivation than low

speaking performance. That research also

supports the research that comes from Jamilah

& Isnani (2017) which explored more variable

of individual differences such as classroom

climates, learning discipline and learning

motivation. They found that learning

motivation is the most dominant in affecting

learning outcome.

. The local research from Indonesia was

also conducted to investigate self concept in

frame of Role Play Activity towards English

Speaking Skill. Milchatun et al. (2015)

conducted Classroom Action Research (CAR)

in three cycles, she used Role Play Techniques

to improve students’ personal self concept.

This technique was well done practicing in

English speaking activity, during the speaking

class the students has courage to express their

idea freely, good attention in speaking class,

well in discussion team, well in team work,

and the students felt confident with their

ability in solving problem and more creative.

Areni (2010) offered the optimization of the

use of classroom language to improve the

students’ speaking confidence, this way had

been applied for young learners by giving

simple expression that deals with their daily

action. She promotes classroom language as it

is concrete, meaningful, and has

communicative nature. Adityas (2016), in the

other hand focuses to activate multiple

intelligences in supporting young learners in

speaking activities. There are some multiple

intelligences that can support EFL learners in

activate their speaking, they are: Linguistic

Intelligence, Kinaesthetic Intelligence, Musical

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140

Intelligence, Interpersonal and Intrapersonal

Intelligence and Naturalist Intelligence. The

concept of intelligence that has similar with

Areni’s one is interpersonal intelligence. When

students have good interpersonal intelligence

so they can use their classroom language to

practice and discuss about English. Aditya

concluded in his article about creative and

innovative learning activities as the

performance of multiple intelligences in

learning language especially speaking. The

multiple intelligences can be best applied

based on three principles; planning,

implementation and assessment or evaluation.

Teacher is needed as a good facilitator in

choosing partners in each group.

The previous researchers only take 1 or

2 variables, the bivariate research only

investigates the correlation between two

variables (dependent and independent), so the

scope of the correlation is limited. While, the

problem of EFL are complicated especially

dealing with individual differences. The

research about interest and motivation had

been held by many researchers. This research

adds one more variable, which is English self-

concept to know the speaking development of

the previous stages of investigation (interest

and motivation). English self-concept is

determinant factor to know the progress of

internalization of speaking habit for students,

especially EFL learners because most

problems in speaking is lack of practicing in a

class or out of the class.

Second Language Acquisition area

especially individual differences provide the

area both cognitive and metacognitive. Such

as in interest, motivation and English self-

concept are included in language belief and

teacher should understand this domain to

support students’ success in learning English,

especially speaking.

This study was aimed to investigate the

learner interest, motivation and English self-

concept. Those items can be investigated

further to gain the correlation between each

item and then followed by all variables.

METHODS

This study was quantitative correlation,

the data this research was numeric. The

researcher stated the hypothesis that was

examined and specified the research

procedures that was used to carry out the

study. The design of this study was non-

experimental; correlation study was designed

to determine the correlation between interest,

motivation, English self-concept and English

speaking performance. This study didn’t

determine the causal relationship between the

independent variables (interest, motivation

and English self-concept) and the dependent

variable (Speaking Performance), but rather

attempted to find a correlation between them.

The first correlation was measured by using

linear regression to determine the value of one

variable in relationship to another. After

knowing the relationship of one independent

variable to dependent one, the researcher

calculated the weight of all independent

variables to dependent one by using multiple

regression.

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

convenience or accidental sampling technique.

The researcher found a problem of speaking in

this semester because the topic of lecture was

about communication; therefore this problem

influenced speaking achievement of the

students. This fact had been found when the

researcher did observation and preliminary

study. The data was taken by using

questionnaires, in the core concern of interest,

the researcher adopted from Schiefele’s theory.

For English self-concept, the researcher

adopted Self-description questionnaire II scale

by Marsh, Parker & Smith (1992), and for

motivation questionnaire, this research

adopted from Attitude Motivation Index by

Gardner. The data analysis used regression to

know the correlation among all variables.

Speaking test was also conducted to measure

Retno Apriliyanti, Warsono, Januarius Mujiyanto/ EEJ 8 (2) (2018) 138 - 147

141

the students’ score and then it will be

correlated by all independent variables.

Speaking test become the final test in

this semester, students got some topics related

to the communication competence in hospital

settings, such as describing all about hospital,

making an admission, getting appointment at

polyclinic, buying medicines in the pharmacy, doing

hand over, holding SBAR communication, holding

medical procedure, visiting patients and family, and

the last is making a discharge planning. They will

perform in a group that consisted of 5

students, each student acted according to the

role setting. There were 20 groups that were

derived from 2 classes. The test was done in

front of the examiners (teacher and researcher)

and it was taped as the evidence of evaluation.

The rubric was got adopted from H. Douglas

Brown (2003). This rubric had been considered

with the characteristics of the subject of

research that were EFL learners.

RESULTS AND DISCUSSIONS

Results

Before correlating the data, the

researcher did normality test and homogeneity

test to see the distribution data result. The next

step after administering the questionnaire was

doing speaking test. The researcher held

speaking test to get the score. The normality

test used Kolmogorov-Smirnov because the

data was in numeric data.

From the normality test, we concluded

that there were two variables of data that have

normal distribution (Figure 1 and Figure 2),

they are interest and English self-concept,

because p value is more than 0.05. On the

other side, motivation and speaking score had

abnormal distribution. To know the

homogeneity of the 2 classes of sample, the

researcher did Homogeneity Test. The

homogeneity shows that the sample

distribution between two classes is

homogeneous. Mann-Whitney Test was done

as non-parametric test for abnormal data

distribution. According to this requisite, the

correlation could be done to know the

relationship among variables.

Figure 1. The Normality data of interest

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142

Figure 2.The Normality data of English self-concept

The result shows the 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 p value <0.05. Based on the result,

the independent variable (interest) has

significant correlation in speaking English for

students, then motivation is the second factor

in building speaking English competence and

the weakest correlation is English self concept

because not all students aware of role of self

custom in their speaking progress. After

correlating each independent variable and

dependent variable (conducting bivariate

analysis) the next step was doing regression

among all variables. The result of the

regression was shown as below:

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143

Table 1 show that the first model gained

interest variable with 0.000 significant,

motivation variable had 0.224 and then

English self-concept was 0.917. The second

model showed that only motivation and

interest that had tight correlation with the

score, for interest it was 0.000 and for

motivation it was 0.175. Because the

percentage of error rate is 0.05, so it could be

stated that among all independent variables

that had been correlated with English

speaking performance, interest was the only

variable that had the tightest correlation

among all. Based on the result of analysis in

Table 1, the respondents’ interest was high in

learning English but it was not followed by

other next factors; such as having good

motivation and followed by implicating them

as a habit well known as English self-concept.

The novelty of this research finding is

for EFL learners; especially non-English

department that students have interest in

speaking. Their interest in foreign language is

caused of career objectives. They want to

have overseas job, so that they learn English.

The result of this research is more complex

because it presents the correlation among

three individual differences, not only

correlated but integrated. It means the result

of linier and multiple regressions shows that

there are the relationship between interest,

motivation, English self-concept and English

speaking performance. Other researchers only

explain about interest and motivation in EFL

context, they do not explore more about the

actualization in the context of formal and

informal context, as it is implied as English

self-concept theory. The result is aimed to

support student’s habit in speaking English as

it is internalized in their English self-concept.

Discussion

Students with high interest in English

will prepare anything before performing.

They prepared for the script, mentality and

also their expression. This reason is because

they were influenced by the use of score

categorization that had been delivered to the

students in the form of Speaking English

Performing instruction.

The teacher had emphasised to the

students about the urgency of speaking and

score domains that had to be known before.

Speaking become scaring for them because

they learn English only in a lecture, this

context is similar to English as Foreign

Table 1. Correlation between interest, motivation, English self-concept and speaking English

performance

B Std. Error Beta

Model Unstandardized Coefficients

Standardized

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

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144

Language System. Student with high interest

would do the performance as a challenge to

get the good mark, so they would enjoy doing

the task and try to perform best, students’

interest will lead them to show a good

attitude and perception in learning, as it is

also argued by Erviana (2016) and

Kamaludin (2013). On the other hand,

students with low interest performed speaking

poorly, in some cases they read the notes that

they brought. Automatically, it influenced

their fluency, pronunciation, mimics, and

overall performance. Because speaking

performance is in form of Role Play, student

need to be taught the way how to implement

the portrayal of good role play, Insani (2014).

So, they can prepare well to speak and

teacher could take a score in form of both

individual and group score. Do they continue

or stop speaking English? Their interest is

gained from both internal and external; they

are possibly being determinant variables in

forcing students’ motivation, such as the

engagement of teacher’s and students’ talk

and their nonverbal communication by

Husna, et al (2015) and influence classroom

interaction patterns in EFL learners by Putri

(2015) & Setianingrum (2016), those study

can be held before the class begin in the next

semester to determine teachers’ teaching

pattern in speaking.

The second determinant variable is

motivation in supporting students’ speaking

performance. Some students in semester four

are joining English Club in their college. The

significant result showed that students with

good mark are mostly listed as English Club

member, but the number is not large. Other

students that have internal motivation, they

learn English by personal awareness and

goals. Their goals in learning speaking

English are various and they are influenced

by their prior knowledge (schemata),

experience before, and environment.

Meanwhile, student with external (extrinsic)

motivation will absorb what people do

around to get along with mastering English.

They need model to be seen and learnt. This

progress needs waiting time to make the

students engage in it, but the result will show

that external motivation can influence

students to have intrinsic one because of

habit. Defina (2016) conducted an

investigation about instrumental and

integrative motivation for Korean Students

who learnt Bahasa in Indonesia. The

integrative orientation is shown as the

willingness in communicating with people in

Indonesia, while the instrumental orientation

is they all learn Bahasa as assigned in

Indonesia. This result is also related as the

researcher’s result. Motivation becomes the

second influencing range in students’

speaking performance and it is less followed

by English self-concept. This because the

students only used instrumental orientation

that see the significance of speaking is in the

surface.

Students like the light topic in

speaking, when the topic is about

transactional conversation, they will be

enthusiastic in acting as the dialogue that had

been prepared before. The dialogue is not too

long, so they will be easy in memorizing. But

when the topic is directed to interpersonal

that need improvisation in the sentences, they

will be more quite and need more time to

memorize it. Another strategy that can make

students relaxed us by inserting humour in

teaching materials, it means only small part

humour as an ice breaking, not as the content

of the topic. This strategy has significant

effect on the students’ speaking skill to those

who have high and low learning motivation.

That research is also conducted by Syafiq and

Saleh (2012).

This theory is also supported by

Littlewood (2007) who asserts that a foreign

language classroom can create inhibition and

anxiety easily. That theory can be found in

the researcher study, such as students with

high anxiety will pause many times while

memorizing words that should be said. The

researcher also found that some students who

are active in class but have high anxiety,

performed the speaking test averagely. This is

Retno Apriliyanti, Warsono, Januarius Mujiyanto/ EEJ 8 (2) (2018) 138 - 147

145

because of uncontrolled emotion, they have

too much motivation but it makes them being

anxious and worried because they are afraid

that they cannot do the test perfectly. With

that emotional motivation they tend to be

anxious instead of enjoying the test. Fitriati

(2017) investigated how question strategies

influence students’ speaking performance.

This way can effect student speaking

competence. Teacher only repeat the

instruction without giving more elaboration

with non verbal language.

The result of English self-concept is

poorly related with English speaking

performance. The rate of correlation is low,

this is because most of students didn’t use

English as their daily language when talking

with friends and others. English habit is rarely

applied in Indonesia; they only speak English

for academic reason not for habit. So, the

internalization of language awareness will be

easily lost when they talk in Javanese or

Bahasa. The inhibiting factor of

implementing English self-concept does not

only come from personal reason but also

social reason. College is an academic place in

gaining and exploring sciences, language and

social; in this case agents (non-English

lecturers, staffs, students, and other parties)

didn’t practice English as transactional and

interpersonal communication. Students will

easily forget about what they just practice in a

class and convert their language into their

national language or mother tongue. Social

agreement of this college still has a negative

stereotype, they believe speaking English out

of the class will show high level social class,

so people prefer to stay away from that

environment and look for the local

atmosphere. In Higher Education, especially

for English for Nursing subject, lecturer must

be well prepared and organized the learning

instrument. Communicative approach is

almost covered all part of sub topic in English

for Nursing sub-subject. Teacher must

implement their content and pedagogical

knowledge in arranging the suitable learning

instrument that has been adapted by the

context of teaching, which are EFL students,

(Mulyadi: 2014). Most research that

investigate speaking performance only

include self-esteem and self efficacy as the

factors that influencing speaking. But

actually, English self-concept has longitudinal

effect for students’ speaking improvement.

CONCLUSION

The first research question about

correlation of interest and English speaking

performance is gained; respondents had

interest in English; most respondents had

created the dialogue before performing. It

meant that they had an interest to face the

speaking test by doing preparation. Most

respondents tried to memorize the words and

dialogue turn taking in the interest of getting

a good mark. The significant of correlation

was 0.000 from p value <0.05. The significant

relationship between motivation and English

speaking performance shows that the

correlation is 0.006 < 0.05. It means that

there is a relationship between motivation

and English Speaking Performance. Most

respondent only have a motivation as a

student, this reason was academically proved

when there was English Day, Debate Rehearsal

and English Speech Contest that was held by the

college, and there were only a few students

who got involved. Their motives in learning

and understanding English is just for

academic reason, not for self-development.

The correlation between English self-

concept and English speaking performance

shows the significant correlation 0.18 > 0.05.

It means this variable had weak correlation

with the English Speaking Performance. This

factor might be influenced by their previous

habits of the respondents themselves. Most of

them graduated from science school and there

was no good language habit. The respondents

prefer to use Javanese or Bahasa for their daily

communication. So the internalization of

English Self-concept had hand tied to be

improved. Moreover, the academic

environment didn’t support well.

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Respondents only attended English Class

once a week for two hours @50 minutes, so

there was not much time to practice in class.

Non-English class also determined the

handicap of students’ progress; most lecturers

used Indonesia for their text slide and

communication. Interest is the first

determinant variables that correlate with

English speaking performance, and

motivation is the second one. Meanwhile,

English self-concept has the weakest

correlation among all. That is because the

context of research subject is EFL country

and the academic environment didn’t take a

crucial thing in regulation maker such as

obligate the college agents to speak English in

English day. The correlation among all is

significant. In this research, the researcher

didn’t search the influence, yet more

emphasizing on the coefficient correlation

among each variable.

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