The Correlation Between Students’ English Proficiency and Their Academic Achievement at Assalam Orphanage

St. Nur Aima Fatima; Yohanes Olak Langodai; Nasrul Nasir

doi:10.53682/jeltec.v4i2.12767

Authors

St. Nur Aima Fatima Universitas Negeri Makassar
Yohanes Olak Langodai Universitas Negeri Makassar
Nasrul Nasir Universitas Negeri Makassar

DOI:

https://doi.org/10.53682/jeltec.v4i2.12767

Keywords:

Differentiated learning; English score; Correlation; EFL classroom

Abstract

The objective of this research was to find out whether or not there was a correlation between differentiated learning and students’ English scores. The research was conducted at UPT SMAN 14 Jeneponto, with data collected through questionnaires distributed to students and from English teachers. The results of the correlation analysis using the Pearson Product Moment showed a correlation coefficient of 0.522, indicating a quite strong correlation between differentiated learning and students’ English scores. This suggests that differentiated learning had a positive influence on students’ academic performance in English. Although the correlation was not very strong, the findings indicated that when students were taught according to their individual needs, interests, and learning styles, their English achievement tended to improve. It can be concluded that differentiated learning contributed to students’ English learning outcomes.

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