THE CORRELATION BETWEEN INTENSITY OF PEER GROUP INTERACTION AND ENGLISH LEARNING MOTIVATION : A Descriptive Study at Third Grade ofSMAK 2BPK Penabur Bandung

• Main Author: Lamria Uli Siregar, - (Author)
• Format: Book
• Published: 2006-08.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/80792/1/S_ING_000939_Title.pdf; http://repository.upi.edu/80792/2/S_ING_000939_Chapter1.pdf; http://repository.upi.edu/80792/3/S_ING_000939_Chapter2.pdf; http://repository.upi.edu/80792/4/S_ING_000939_Chapter3.pdf; http://repository.upi.edu/80792/5/S_ING_000939_Chapter4.pdf; http://repository.upi.edu/80792/6/S_ING_000939_Chapter5.pdf; http://repository.upi.edu/80792/7/S_ING_000939_Appendix.pdf
• Keywords: L Education (General); P Philology. Linguistics

This study aims at investigating the correlation between peer interaction and English learning motivation. The assumption is that that there was no significant correlation between peer interaction and English learning motivation, and this study is conducted in order to investigate the truth behind this assumption. The study was conducted in SMAK 2 BPK Penabur Bandung with third grade students as the sample, in this case, class XIIA IPA. The descriptive method with ex-post facto design is used in this study. Having gathered the data needed, the computation ofcorrelational testing showed that the value of correlation coefficient between students interaction in classroom and their English learning motivation equals to .022. consulted to Guilford's classification of correlation coefficient, it is then concluded that there is no. significantcorrelation between peer interaction in the classroom and English learning motivation. Based on the result of Pearson Correlation Coefficient and the Coefficient Determination, that is 0.0004, it can be inferred that peer group interaction only contributes to English learning motivation as many as 0.05 %, while the rest, 99.95 % comes from other factors such as attitude, need, stimulation, affect, competence, and reinforcement (Wiodowski, 1985; Champagne, 1995).