Features of Success Attribution in English as a Second Language (ESL) among Tertiary-level Learners in Malaysia (Ciri-Ciri Anggapan Penyebab Kejayaan dalam Bahasa Inggeris sebagai Bahasa Kedua di Kalangan Pelajar Universiti di Malaysia)

Nurul Kamalia Yusuf, Melor Md Yunus, Mohamed Amin Embi

Abstract


Attribution is a term used to represent an act of establishing a reason for an event. There are many features of attribution that the learners tend to point to their achievement. This study was conducted to examine one of the causal attribution dimensions which are the locus of control; internal and external. It aims at providing answers to the level of English as a Second Language (ESL) achievement among the tertiary level learners and the features of their success attributions. The research herein consisted of a set of questionnaires to obtain responses on ESL students’ achievement and their inclination when attributing the causes of their achievement. 236 students answered the questionnaire. Data were analysed after the reliability 0.870 of the instrument was gained. The descriptive statistics were used to address the research questions. The findings indicate that the majority of the students were moderate achievers and attributed their success to both external and internal factors. The inclination is seen towards the external locus. Both external and internal attributions were notably ascribed to achievement, particularly on the success in ESL and teacher which is an external factor played a noteworthy role in achievement. Understanding the levels and their attributes help to prepare academic performance and meaningful instructions in academic subjects taught in English.

Keywords: Model pengukuran Rasch, kemahiran proses sains, kesahan, kebolehpercayaan, penilaian kendiri

 

Atribusi adalah istilah yang digunakan untuk mewakili suatu tindakan untuk mewujudkan satu sebab kepada suatu peristiwa. Terdapat banyak ciri atribusi yang cenderung dirujuki sebagai penyebab kejayaan pelajar. Kajian ini dijalankan untuk mengkaji salah satu dimensi attribut kausal yang merupakan lokus kawalan; dalaman dan luaran. Ia bertujuan memberikan jawapan kepada tahap Bahasa Inggeris sebagai pencapaian Bahasa Kedua (ESL) di kalangan pelajar peringkat tinggi dan ciri-ciri atribut kejayaan mereka. Penyelidikan ini terdiri daripada satu set soal selidik untuk mendapatkan maklum balas terhadap pencapaian pelajar ESL dan kecenderungan mereka apabila menyenaraikan punca pencapaian mereka. 236 pelajar menjawab soal selidik. Data dianalisis setelah kebolehpercayaan 0.870 instrumen diperolehi. Statistik deskriptif digunakan untuk menangani soalan penyelidikan. Penemuan menunjukkan bahawa majoriti pelajar adalah pencapaian sederhana dan disebabkan kejayaan mereka untuk kedua-dua faktor luaran dan dalaman. Kecenderungan ini dilihat ke arah lokus luaran. Kedua-dua atribut luaran dan dalaman yang ditonjolkan adalah pencapaian, terutama pada kejayaan ESL dan guru yang merupakan faktor luaran yang memainkan peranan penting dalam pencapaian. Memahami tahap dan atribut mereka membantu untuk menyediakan prestasi akademik dan arahan bermakna dalam mata pelajaran akademik yang diajar dalam bahasa Inggeris.

Kata kunci: Atribusi, locus kawalan, atribusi dalaman, atribusi luaran, pencapaian ESL


Full Text:

PDF


DOI: http://dx.doi.org/10.17576/JPEN-2018-43.03-11

Refbacks

  • There are currently no refbacks.


Copyright © Faculty of Education, Universiti Kebangsaan Malaysia 2019
All rights reserved.
ISSN 2180-0782 | eISSN: 2600-8823
_______________________________________________________________________

Disclaimer: The editors and publisher of Jurnal Pendidikan Malaysia / Malaysian Journal of Education have made every possible effort to verify the accuracy of all information contained in this publication. Any opinions, discussions, views and recommendations expressed in the article are solely those of the authors and are not of Jurnal Pendidikan Malaysia / Malaysian Journal of Education, its editors or its publisher. Jurnal Pendidikan Malaysia / Malaysian Journal of Education, its editors and its publisher will not be liable for any direct, indirect, consequential, special, exemplary, or other damages arising therefrom.