THE CORRELATION BETWEEN PERCEIVED EDUCATIONAL QUALITY AND STUDENTS’ ENGLISH PROFICIENCY (The Context of Undergraduate Students of English Education in UIN Sayyid Ali Rahmatullah Tulungagung)

NIA NADIANA MAGHFIROH, 126203202169 (2024) THE CORRELATION BETWEEN PERCEIVED EDUCATIONAL QUALITY AND STUDENTS’ ENGLISH PROFICIENCY (The Context of Undergraduate Students of English Education in UIN Sayyid Ali Rahmatullah Tulungagung). [ Skripsi ]

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Abstract

English is a valuable language for obtaining a global education. By serving as the primary means of education in university settings, learners and educators across the world are able to successfully access and share knowledge. For undergraduate students, particularly those from non-English speaking countries, acknowledging English is frequently regarded as critical to academic achievement and prospects for the future. This research aims to investigate the relationship between perceived educational quality and English proficiency among undergraduate English Education students. Specifically, it explores how students’ perceived the quality of their education correlate with their language skills, involving the 5th-semester students at UIN Sayyid Ali Rahmatullah Tulungagung. The study seeks to address whether students who view their educational experience more favorably tend to perform better in English proficiency, shedding light on the role of perceived quality in language learning outcomes. A quantitative approach was utilized to assess the relationship between perceived educational quality and English proficiency. Data was collected through an online survey using Google Forms, which included a structured questionnaire designed to capture how students perceived the educational quality and requiring the certificates of English proficiency test (TOEP). The survey was administered to 5th-semester undergraduate students enrolled in the English Education Department at UIN Sayyid Ali Rahmatullah Tulungagung, ensuring a targeted sample relevant to the research focus. Data analysis involved calculating the correlation coefficient to quantify the relationship between the two variables. The results revealed a positive moderate correlation, with a correlation coefficient of 0.538, indicating that there is a moderate association between perceived educational quality and English proficiency among the participants. This finding suggests that students who perceive higher educational quality tend to demonstrate better proficiency in English, highlighting the role of perceived on educational quality in shaping language learning outcomes. To ensure the consistency and reliability of English proficiency assessments, the institution is encouraged to provide standardized English proficiency tests. Implementing such standardized measures could enhance the validity of the evaluations and align them with international benchmarks, ensuring that test results accurately reflect students’ language proficiency.

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