1

The Correlation between Student Motivation, ELC Placement Test result and
Student learning outcome (GPA) at FEAH English Department Academic Year
2018
Elvis Fernandes Brites da Cruz
Corresponding e-mail:elvisdacruz1@gmail.com /bito74@hotmail.com

Abstract. Correlation Research method, are used to determine relationship and patterns of relationship among variables in a
single group of subject (Ary, 2006). Motivation is a major component of human life; people will be motivated to do something
because people think that by doing such thing will bring certain result to life at the present time or future. Macrosky,(2006)
point out that “Studies have demonstrated that student motivation is an important factor in student learning” (p.26). Palank
(1991) Suggested “the motive initiating behavior for example: we desire to have a new house it drives us to work extra time for
saving some money in the bank and we can buy the house”. Placement Test is used to see if the course is suitable for
prospective learner or to see where in the course learner should begin. This study conducted to 30 students of semester II FEAH
UNTL English Department who enroll in Academic year 2018. The objective of the study is to find out any relationship between
motivations, ELC Placement Test (PT) result influence students semester Grade Point Average (GPA). By controlling nine
motivational characteristics such as length of time dedicated to attend English course, reading any information in English, using
social media to practice English, Using English conversation at home and campus, using Uma America and English Language
Center ELC to practice language skill, and watching English news and movies on TV. Overall this study shows the relationship
between student’s motivation, ELC Placement Test Level and learning outcome GPA. It can be proved that more time dedicated
to attend English courses, constantly read information in English, constantly using social media to practice English, constantly
using English conversation at home and campus, spent more time per week using resource center such as Uma America and
ELC and constantly watching English news and movies on TV contributed to significance progress of students semester grade
point average GPA.

Key Words: Motivation, Placement Test, Grade Point Average GPA

Motivation ELC Placement Test

r
Leaning
Outcome GPA
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Introduction

The correlation studies seek to determine relationships among one and another characteristic

that continuously influence the result. In this study the researcher try to find out whether there is a

relationship among motivational characteristics, ELC Placement Test influence students learning

outcome. Correlation research is a type of nonexperimental research that investigates whether there is

an association between two or more variables. Specifically, it investigates how scores on other variables

rise or fall. We want to know if high scores on one variable are associated with high score on the other.

Here the researcher wanted to know high frequency of student’s motivational characteristic and ELC

placement test result influence students’ semester learning achievements scores. "Correlation research

method, are used to determine relationship and patterns of relationship among variables in a single

group of subject" (Ary, 2006).

We can see that various types of assessment with its characteristics of information to

determine where a student in and how should starts. Monitoring and assessment can provide a

teacher and learners with information about the learners’ present knowledge and progress, and

it can also be a means of encouraging involvement and participation. Placement Assessment is

conducted at the beginning of a course, to see what level of the course learner should begin.

Diagnostic assessment is useful to know where learners’ strengths and weaknesses lie and

where there are gaps in their knowledge. Diagnostic assessment tries to diagnose or locate

areas of need. It can be done through interpreting the result of placement tests, achievement

testing, and proficiency testing, through observing the learners in learning tasks and language
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use tasks, interviewing learners and learner self-assessment, and through the use of diagnostic

test.

Students who have not taken proficiency test at the beginning of their English language

classes sometimes find difficulties or easier to learn the language. Therefore proficiency test

help students to be well placed in their language category moreover enhance students

capabilities to master all language elements and moving to high proficiency level. College and

Universities around the world apply standardize test such as TOEFL and IELTS for foreign

students to enroll in their university or college. High score in standardize test determine a

student language skill capabilities to adjust with academic demands in the classroom

environments. Since language is the source of information both written and oral therefore

students are required to master it before entering to higher level of education. Students who

expected to be English major at FEAH English department UNTL must be tested their language

proficiency before enroll in English department however it does not apply until now, due to the

process of recruitment of new students under the ministry of education. Most of the freshman

students of English department faced difficulties to understand lectures in English and finally

drop out or transfer to other department even some students struggle hard with low GPA.

Motivation is a major component of human life; people will be motivated to do

something because people think that by doing such thing will bring certain result to life at the

present time or future. Macrosky,(2006) point out that “Studies have demonstrated that

student motivation is an important factor in student learning” (p.26). Palank (1991) Suggested

“the motive initiating behavior for example: we desire to have a new house it drives us to work
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extra time for saving some money in the bank and we can buy the house”. One definition for

motivation is taken from Pintrich and Schunk (1996): “Motivation is the process whereby goal

directed activity is instigated and sustained” (p.4)

Merrill (2002) mention that motivation is an integral part for a student to success. As Keller

(1976) point out, a leaner without motivation to what is intended to do with their study major

in the future they likewise to fail in their learning outcomes, therefore a leaner must have clear

intention and curiosity towards the study before decided to choose it. The decision on what is

going to study and how it benefits the leaner must be come up from leaner themselves without

external intervention. As Keller (1979) said:

In brief, we can say that in order to have motivated students; their curiosity must be aroused

and sustained; the instruction must be perceived to be relevant to personal values or

instrumental to accomplishing desired goals; they must have personal conviction that they will

be able to succeed; and the consequences of the learning experience must be consistent with

the personal incentives of the leaner (pp.6-7).

Moreover, Keller identified four condition were based on a comprehensive review and

synthesis of motivational literature, which resulted in a classification of motivational concept

and theories into four categories depending on whether their primary area of influence is on

gaining leaner attention, establishing the relevance of the instruction to leaner goals and

learning stiles, building confidence in regard to realistic expectations and personal

responsibilities for outcomes, or making the instruction satisfying by managing leaner intrinsic

and extrinsic outcomes.

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English Language Center, ELC

English Language Center (ELC) was established in June 22, 2012 under the Faculty of Education, Arts and

Humanities (FEAH), UNTL Liceu Dr. Francisco Machado Avenida Cidade de Lisboa Dili, Timor-Leste under

the cooperation among AusAID managing contractors, former UNTL Rector Prof. Aurelio Guterres and

Ms. Denise as the representative of East Timor English Language Program (ETELP) in Timor-Leste.

Basically, it comprises two rooms. The first room is resource centers which is stocked with a collection

of more than 3000 books and multi-media materials which can help learners develop their English

language skills associated with the Undergraduate degree of Education in English Language Teaching

(ELT). The second room is a computer facility stocked with 16 new computers, 8 of which are used for

internet user access and the other 8 for audio visual streaming access users. This center is for the use of

mostly English department students many of whom graduate to become English teachers in third sycle

of basic and secondary schools. Moreover ELC is used as resource for English department lecturers to

design their teaching syllabus to teach Undergraduate degree of Education as well as for those who

need English for further overseas study. In addition to the current role of the center is to provide

General English Course, and English Language Test Center. Since 2015 ELC started to provide placement

test to UNTL Post Graduate students and 2016 ELC also provide Placement Test to the new enrolment of

English Department students.

ELC Placement Test Descriptor

ELC Level Descriptors CEF IELTS

LEVEL 1 No answer/does not understand the question A1 Extremely Limited

User

LEVEL 2 Short answer, may not understand the question A2 Limited User
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LEVEL 3 Can understand simple sentences and some simple A2 Limited User

vocabulary words

LEVEL 4 Understands the question well can use present simple and A2 Limited Users

past simple only few errors

LEVEL 5 Understands the question well good use of simple past use A2 Limited User

longer sentences and paragraphs use more complex

vocabulary / range of adjectives

LEVEL 6 Very good response to the question good use of a range of B1 Modest User

tenses, simple present and past, present perfect – may use

future and try conditional sentences.

LEVEL 7 Give Placement test B

English Department Achievement Test Cumulative Grade Point Average (GPA)

Grading Scale

Scale Word Value Classification

0 - 39 E Fail
Scale /Value Classification
40 - 54 D Unsatisfactory
3. 50 Excellent
55 - 69 C Sufficient

70 - 84 B Very Good 3.00 – 3.49 Very good

85 - 100 A Excellent 2. 50 – 2.99 Good

2.00 – 2.49 Sufficient

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On top of that, the English Language Center follows international systems for acquiring and managing

resources-related learning. In order for these systems to operate effectively users are asked to follow

regulations and procedures for the operation of the center. Therefore, through the result of this study

researcher would like to provide accurate information on the validity of ELC Placement test conducted

during the period of time.

Background

Educators have long been trying to understand why some people persist when faced with a

challenging task, while others cease to try (Ames, 1984). Those who persist are considered

motivated learners. Most teachers seek to understand motivational process (Pintrich & Schunk,

1996). By doing so, learning can not only efficient, but also enjoyable. Consequently, students

can acquire the intrinsic desire to continue learning beyond the classroom walls.

At no other time do educators want to understand motivation when there is appears to be

lack of motivation (Gagne & Yekovich, 1993). Students who lack motivation exhibit behavior

representative of helplessness. Such behavior known as learned helplessness is characterized

by lack of persistence and task avoidance. Dweek (1986) explained that motivational process in

part by how students define intelligence. Dweek suggested that children can hold one of two

possible theories about intelligence as stable, global, and uncontrollable.

According to Weiner (1984, 1985) stability refers to consistency, whereas global refers to

how something transfer from one situation to another, for example children who think that

they are uncoordinated would not believe that they could be a good at any activity requiring

motor skills. In terms of uncontrollability, children who believe that their success or lack of
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success has nothing to do with their own willpower would consider this ability as being

uncontrollable. In contras instrumental theory characterizes intelligence as unstable because it

is within individual’s power to change how much power they put into each given task.

Motivation can be defined as the factor and processes that initiate and direct the magnitude,

persistence, and quality of goal directed behaviors (Dweek and Elliot, 1983). One theory of

motivation that is particularly useful for combining the contribution of multiple models for

explaining achievement behavior is expectancy value theory (Keller, 1983, Pintrich and Schunk,

1996). When applied to people in educational setting, this theory asserts that students will

engage in academic tasks when perceive them to be of personal value and expect themselves

to be successful in the task performance.

McKeachie and Colleagues (1990) and Pintrich (1989) conceptualize the process that student

employ when attaching value to an academic task in terms of two components goal orientation

and task value. Such value assessments reflect students’ reasons for engaging in a classroom

activity and their individual answers to the question. “Why am I doing this task?” (Pintrich,

1989. P.120). Studies of college student learning typically indicate that an intrinsic goal

orientation tends to constrain ones performance.

Theories, Models, and Construct

Keller (1979) point out the four conditions were based on comprehensive review and

synthesis of motivational literature, which resulted in a classification of motivational concepts

and theories into four categories depending on whether their primary area of influence is on

gaining leaner attention, establishing the relevance of the instruction to learning goals and
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learning styles, building confidence in regard to realistic expectations and personal

responsibility for outcomes, or making the instruction satisfying by managing learners’ intrinsic

and extrinsic outcomes. Keller’s theory (1983) is represented by what has become known as the

ARCS model (Keller, 1984, 1987a, 1999b) based on the acronym resulting from the key words

representing the four categories (attention, relevance, confidence, and satisfaction).

Recently, this original synthesis was expanded (Keller, 2008) to include volition (Kuhl,

1987) and self-regulation (Corno, 2001; Zimmerman, 1998). These concepts supplement

motivation by explaining attitudes and behavior that help a person overcome obstacles and

persist towards the accomplishment of one’s goals. Among the many ways one might expect

one to help learners become successful through self-regulation; it is surprising that the

regulation of motivation has received little attention. Wolters (2003) addressed this issue

explicitly. He asserts: “regulation of motivation concerns only the thoughts and action through

which students deliberately try to influence their motivation regarding a particular activity”.

Basically inquiries are placed in historical perspective around the distinction between

motive as drives and motive as goals (Kelly, 1955). Motives as drives, over the past half century,

two broadly different conception of achievement motivation have emerged. First came the

perspective that view motivation as drive i.e. an internal state, need, or condition that impels

individual toward action. The most sophisticated view of achievement motivation as a learned

drive was developed in the 1950s and early 1960s by Atkinson (1957, 1964) and McClelland

(1961) this theory held that achievement is the result of an emotional conflict between striving

for success and avoiding failure.

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Motives as goals, this approach/avoidance distinction have undergone significant

modification, especially with the rise of alternative view of motives as goals that attract

individual toward action (Elliott & Dweek 1988). In this tradition assume that all action are

given meaning, direction, and purpose by the goals that individual seek out, and that the quality

and intensity of behavior will change as this change. Obviously, this drive goal distinction is

somewhat arbitrary, i.e. the same achievement behavior can often construed as either

satisfying a need or the result of pursuing a goal.

The most recent embodiment of the motive as goals tradition is achievement goal theory

(Ames 1992, Dweek 1986, Urdan 1997, Udan & Maher 1995). The basic argument of

achievement goal theory is that depending on their subjective purposes, achievement goals

differentially influence school achievement via variation in the quality of cognitive self-

regulation process. Cognitive self-regulation refers to students being actively engaged in their

own learning, including analyzing the demands of school assignments, planning for and

mobilizing their resources to meet these demands, and monitoring their progress toward

completion of assignments (Pinrich 1999, Zimmerman et al 1994).

Purpose

The purpose of this study is to determine if there is a significant correlation between

student motivation ELC Placement Test and learning outcome, GPA. In order to study the

possibility of relationship, we need to look at the characteristic of student motivation, students

ELC Placement Test Level and measured in student grade point average GPA. By controlling

motivational characteristics such as, period of time student spent to attend English course, time
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frequency dedicated to read information in English, using social media to practice English, types

of social media mostly used, using English conversation at home and campus, using resource

center Uma America and ELC, and watching English news and movies on TV. By controlling

these characteristic we hope to discover if motivation and ELC Placement Test Level has

significant impact on student learning outcome GPA. The study is to empirically explain

indicators of the student motivation, ELC Placement Test Level and learning outcomes GPA in

second semester of FEAH English department student academic year 2018.

Hypothesis

Our hypothesis of the study is that among all students, those who have high frequency

motivational characteristics and high level of ELC placement test have more possibility to

perform well in their learning outcomes GPA. This positive attitude would be reflected by their

academic success in cum GPA, however we must also consider their length of time expended in

the classroom, social interaction among peers and lecturer members while studying might

affect students perform well in their learning outcome. The best known set of student

engagement indicators is the “the seven principles for good practice in undergraduate

education” which include student lecturer contact, corporation among student, active learning,

prompt feedback, time on task, respect for diversity, high expectations, and ways of learning

(Chiechering & Gamson, 1987). If it is found that motivational characteristic does have

relationship with students learning outcome, this study could contribute some ideas to

lecturers and administrators at the university in designing methods and strategies to enhance

student curiosity towards learning.

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Methodology

This research carried out at the Universidade Nacional Timor-Lorosae, Faculty of Education Arts

and humanity FEAH English department. The population includes semester two students

enrolled in English department during first and second semester of 2018. To accurately

represent English department population, a differential stratified random sample used to

represent in each of four parallel classes, 30 students were selected for the sample of this

study. The study conducted through interview and questioner distribution to the students to fill

out. These instruments administrated in English since predominant students are able to read

and write in English language. By collecting data from all students, we hope to get as much

sample as possible to increase the validity and reliability of the study. Types of the questions

divided into nine characteristics of motivational indicators in which determine students learning

outcome results. The measure of student motivation is adapted from collegiate survey of

college student experiences questioners (CSEQ) (Zhao, Kuh,& Carini, 2005) consisting of 9

measure of student engagement items. Students are to complete a demographic questioner

and 9 measure of student engagement. These are the measurements arranged to see students’

motivational characteristics engagement in language learning:

• Time length a student spend to attend English courses ranges from three months, six

months, one year and more than a year.

• Time frequency dedicated to read English newspaper, magazine and sources outside

campus, rarely, occasionally, and constantly.

• Using Social media to practice English, rarely, occasionally, and constantly.

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• Types of social media mostly used.

• Using English conversation at home and campus rarely, occasionally, and constantly.

• Using resource center on campus such as Uma America and ELC to practice their

language skills, 1 -2 hours/week, 3-6 hours /week and Never.

• Watching English news and movies on TV, rarely, occasionally and constantly.

Students are asked to answer the nine question provided above with honestly based on

their own words for the present time. The study will be examining the continuous measured

independent variable of the above 9 measures of student engagement. The dependent variable

is the academic performance, which are student Cumulative Grade Point Average (Cum GPA)

scores. Control Variables included ELC Placement Test Level, age, gender, length of enrolment,

field of study, student personal goal, and level of curiosity, class attendance list, and time

dedicated to study. After collecting the data, reliability of the subscales and the full scales was

assessed by coefficient alpha, an index of internal consistency reliability. Reliability analysis

indicated that all scales and subscales employed in the study are reliable. The data was further

analyzed using factor analysis to identify if there is a significant correlation between students

motivation and learning outcomes (9 measures of student engagement) and Cum GPA scores.

Discussion

The College Student Experience Questionaire (CSEQ) instrument had been applied mostly

at higher education institution in U.S to assess the college student population engagement in

their own learning and personal development. Population differences may mean differences in
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the strength of influence of one factor or the other for some students, or one of the factors

may have a negative rather than a positive relationship to other constructs in the model.

Therefore, the limitation of the study concerns the applicability of the instrument to assess

student motivation. Further investigation is required to confirm the validity of the study.

In addition, the control variables of the study may be a factor in influencing the learning

outcomes of students. By controlling the motivational characteristics, ELC Placement Test, age,

gender, length of enrolment, field of study, student personal goal, level of curiosity, class

attendance list, and time dedicated to study. This study is properly focuses on the correlation

between student motivation, ELC Placement test and student learning outcome GPA. However

this variable should be subjected to further study for a wider viewpoint.

Findings

The following 9 graph bellow presents various intrinsic motivational characteristic which

influence a student learning outcome. These characteristics such as length of time dedicated to

attend English course, reading any information in English, using social media to practice English,

Using English conversation at home and campus, using Uma America and English Language

Center ELC to practice language skill, and watching English news and movies on TV.
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Graph I. Attend English course outside campus

14

12
12

10

8
8 GPA
6 Student
6
5 level
4 4
4 3.66
2.7 2.8 3 3
2
2

0
3 month 6 month 1 year 1+

The Graph shows that 30 students taken as the sample for interviewed on Attend English Course of

Campus, Twelve students attended 3 months English course with GPA 2.7, and ELC L.2. Six students

attend 6 months English Course with GPA 2.8 and ELC. L.3. Eight students attend one 1 year English

Course with GPA 3.0 and ELC.L .3.0 and Four students attend more than 1 year with GPA 3.66, and ELC.

L. 5.
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Graph II. Time dedicated to read information in English

18
16
16

14

12

10 9 GPA
Student
8
Level
6 5 4-5
3-4 2.70-3.66
4 1.75-2.8 2.00-3.00
1-2
2

0
Rarely Occasional Constanly

The Graph shows that 30 students taken as the sample for interviewed on time dedicated to read

information in English shows that 9 students categorized into rarely with GPA range from 1.75- 2.8 and

ELC.L. Range 1-2. Sixteen students categorized into occasionally read information in English with GPA

range from 2.0 to 3.0 and ELC L range from 3 to 4. Five students constantly read information in English

with GPA range from 2.70 to 3.66 and ELC.L. 4 to 5 as well.

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Graph III. Using social media to practice English

20
18
18

16

14

12
10 GPA
10
Student
8 Level
6 3-5
2-4 2.00-3.66
4 3 2.00-2.80
1.70-2.70 2
2

0
Rarely Occasionally Constantly

The graph shows that 30 students taken as the sample for interviewed on using social media to practice

English indicated that only two students rarely use social media to practice English with GPA 1.70 and

2.70 and ELC. L. 3. Eighteen students categorized into occasionally use social media to practice English

with GPA 2.0 to 2.80 and ELC.L. 2-4 . Ten students constantly used social media to practice English with

GPA 2.0 to 3.66 and ELC.L. 3 to 5.

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Graph IV. Types of social media use to practice English

The graph shows that 30 students taken as the sample for interviewed on types of social media mostly

used to practice English indicated 24 students use Facebook, 17 students use massager, 20 students use

whatsApp, 18 students use YouTube and 12 students use instagram.

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Graph V. Using English Conversation at home

The graph shows that 30 students taken as the sample for interviewed on using English conversation at

home indicated that three students rarely use English conversation at home with GPA range from 1.75 –

2.60 and ELC.L. 1-2. twenty four students occasionally with GPA range 2.06 – 3.0 and ELC.L. 2-3. Three

students constantly use English conversation at home with GPA 2. 47 to 3.66 and ELC.L. 4 -5.
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Graph VI. Using English conversation on campus

The graph shows that 30 students taken as the sample for interviewed on using English conversation on

campus indicated that two students rarely use English conversation on campus with GPA 1.75 and 2.0

ELC.L. 1 and 2. twenty students occasionally use English conversation on campus with GPA 2.00 – 3.0

and ELC.L. 3 – 4. Eight students constantly used English conversation on Campus with GPA range from

2.0 – 3.66 and ELC. L. 4-5.

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Graph VII. Using resource center Uma America

25
23

20

15
GPA
Students
10 Level

4-5 5
5 1-4 3.00-3.66
1.75-2.90 2.6 3
2

0
1-2 hours/week 3-6 hours/week Never

The graph shows that 30 students taken for interviewed on their time length use to access resource

center Uma America indicated that 23 students use 1-2 hours / week in Uma America, with GPA 1.75 –

2.90 ELC.L. range 1-4. Two students use 3 -6 hours/week GPA 3.00 and 3.66 and ELC.L 4 and 5. Five

students never use Uma America GPA 2.6 and ELC.L. 3.

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Graph VIII. English Language Center ELC to practice language skills.

30

25 24

20

GPA
15
Students
Level
10
6
1-5
5 1.75-3.66 3-4
1.86-2.80

0
1-2 Hours /Week 3 – 6 hours Never

The graph shows that 30 students taken for interviewed on time length used to access English Language

Center ELC indicated that 24 students spent their time 1-2 hours /week in ELC to read or Language Audio

Practice with GPA range from 1.75 to 3. 66 and ELC .L. range from 1 to 5. Six students never use ELC to

read or audio language practice with GPA 1.86 to 2.80 and ELC. L. ranges from 3 - 4.
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Graph IX . Watching English news and movies on TV

20 19

18

16

14

12
GPA
10
8 Students
8 Level
6 1-5 2-5
2.00-3.66
4 3 2-3 1.75-2.90
1.75-2.45
2

0
Rarely Occasionally Constantly

The graph shows that 30 students selected for interviewed on watching English news and English Movie

on TV indicated that 3 students rarely watch English news and English movie on TV with GPA 1.75 – 2.45

ELC. L. 2-3. Nineteen students students constantly watch English news and movies on TV with GPA range

from 2.0 to 3. 66. and ELC.L. 2 - 5 .occasionally watch English news and movies on TV with GPA ranged

from 1.75 – 2.90 and ELC.L. 1 – 4. Eight

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Students’ Semester GPA, ELC Placement Test Level and the highest frequency of Nine

Students’ Motivational Characteristics Distribution in the chart as describes bellow:

 Attend English course one year and more one year 12 students with GPA 3.00 + and ELC L. 4 and

5.

 Time dedicated to read information in English, occasionally 16 students with GPA 3.0 ELC.L. 4

and constantly 5 students with GPA 3.0 + ELC.L. 4 and 5.

 Using social Media to practice English, Occasionally 17 students with GPA 2.80 ELC.L .4

Constantly 10 students with GPA 3.0+ ELC.L. 4 and 5.

 Types of social media, the highest are Facebook 24 students and whatsApp 20 students.

 Using English conversation at home, occasionally 24 students with GPA 2.0 - 2.80 ELC.L. 3 and 4.

Constantly 3 students GPA 3.0 and 3.6 ELC.L. 5.

 Using English conversation on campus occasionally 20 students with GPA 2.75 - 3.0. ELC.L. 3-4,

Constantly 8 students GPA 3.0 + ELC.L. 4 – 5

 Amount of hours/week students spent in resource center such Uma America 1-2 hours 23

students with GPA 2.00 to 2.90 and ELC L.3 to 4. Seven Students never spent their time in Uma

America with GPA 3.0 and ELC.L. 4 and 5.

 Amount of hours/week students spent in resource center such as English Language Center ELC 1

to 2 hours/week consist of 24 students with GPA 2.75 - 3.00 and ELC.L. 2 to 4. And six students

never use EELC with GPA 1.75 and ELC.L. 1 and 2.

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 Time spent to watch English news and movies, occasionally 19 students with GPA 2.75 -2.90.

ELC.L 3-4 Constantly 8 students with GPA 3.0 + ELC.L. 4 and 5.

Conclusion

An assumption is made, based on Pintrich and Schunk (1996) define motivation as “the process by

which goal directed behavior is instigated.” Therefore, it is important for both side educators, and

students’ parents to continuously encourage student curiosity towards their study goals and foster

student learning outcome. The result of this study provides a picture of relationship between student

motivation, ELC Placement test and student learning outcome GPA. This study can be considered as

additional references for lecturers and university structures and administrators to take proper policy

and strategy to deal with students’ personal learning development. Overall 30 students taken in the

study 12 of them attend English course for three months with GPA 2.7 and ELC. Level 2, six students

attend English course for six months GPA 2.8 and ELC level 3. Eight students one year English course

with GPA 3.0 and ELC Level 4, four students attend English course more than one year with GPA 3.0 -

3.66 ELC Level 4 and 5. Time dedicated to read information in English shows that nine students rarely

with GPA 1.75 and ELC Placement test level 1 and 2, sixteen students occasional with GPA 2.0 – 3.0 and

ELC Placement Test Level 3 and 4, and five students constantly with GPA 2.70 – 3.66 and ELC Placement

test Level 4 and 5. Using social media to practice English indicated that 2 students rarely use social

media to practice English with GPA 1.70 ELC Placement Test Level 1. Eighteen students occasionally use

social media to practice English with GPA 2.0 – 2.80 and ELC placement test Level 2 – 4, ten students

constantly used social media to practice English with GPA 2.0 – 3.66 and ELC Placement test Level 3- 5.

Types of social media mostly used to practice English shows that 24 students use Facebook, 17 students’

messenger, 20 students using WhatsApp, 18 students use YouTube, and 12 students use instagram.
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Overall this study shows the relationship between students’ motivation, ELC Placement Test level

and learning outcome GPA. It can be proved that more time dedicated to attend English courses,

constantly read information in English, constantly using social media to practice English, constantly using

English conversation at home and campus, spent more time per week using resource center such as

Uma America and ELC and constantly watching English news and movies on TV contributed to

significance progress of students semester learning achievements GPA.

Recommendation

1. Future students who planned to Errol in English department must have proficiency test that indicate

their language proficiency at least pre intermediate or ELC Placement Test Level 4 and 2.Students

should actively self-motivated to practice four language skills in their daily life through attending

additional English course, constantly using social media to practice English, constantly using English

conversation at home and campus, actively using resource center Uma America and ELC and constantly

watching English news and movies on TV.

3. University must provide facilities to help students practice their language skills.

4. English Department Lecturers must assign students with additional reading and writing projects to

encourage students practice their language skills.

5. Strengthening the role of English Language Center ELC, with recruiting English language teachers and

staffs to work in the center.

6. Universidade Nacional Timor Lorosa,e, UNTL should approved legal framework and business plan for

ELC to function as English language training provider and English language Proficiency Test provider at

UNTL with accessible standardize cost for UNTL students and public.
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7. Language proficiency test must be applied to all new students who wish to study at UNTL because all

academic journals publications mostly available in English language and strengthening the quality

outputs of UNTL graduate in the job market.

Acknowledgement

Special gratitude to Ms. Josefa Vilanova UNTL FEAH IT staff and Ms. Lazana Nadiak, ELC manager

who assist me with tables and chart arrangements in addition to all information regarding ELC

Placement Test. All English Department students semester II Class A, B, C, and D who enrolled in

academic year 2018 provide accurate information for this study. More over special appreciation to UNTL

UPDC-PPGP and FEAH UNTL who organize the third International Conference at Faculty of Education

Arts and Humanity Universidade Nacional Timor Lorosa,e, September 12 – 14, 2018 which allowed me

to share the study.

References
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3098, USA: Vicki Knight.

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Dweek.C.S.& Leggett,E.L (1988). A social Cognitive approach to motivation and personality.

Psychological Review,(pp. 256-273). Hillsdale, NJ; Lawrence Erbaum Assosiates.

Elliot, A.J & Harackiewicz, J.M. (1996) Approach and avoidance achievement goals and intrinsic

motivation: A mediational analysis. Journal of Personality and Social Psychology,

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Elliot A.J. McGregor, H.A.& Gable,S. (1990) Achievement goals, study strategies, and exam
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performance: A mediational analysis. Journal of educational psychology, 91, 543- 563.

Keller, J.M. (1970). Motivation and instructional design: A theoretical perspective. Journal of

Instructional development, 2 (4), 26-34.

Keller, J.M (1987). Development and use of the ARCS model of motivation design. Journal of

Instructional Development, 10 (3), 2-10.

Kuh, G.D. (2001). The National Survey of Student Engagement: Conceptual framework and

overview of psychometric properties. Bloomington, IN: Indiana University, Center for

Postsecondary Research. Retrieved August 12, 2018 from

http://nsse.iub/pdf/psichometric_framework_2002 .pdf

Pintrich, P.R.& Schunk, D.H. (1996) Motivation in education: Theory, research and application.

Englewood Cliffs, NJ: Prentice-Hall, Inc.

Pintrich, P.R. Schrauben, B. (1991) “Student Motivational Beliefs and Their Cognitive

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perception in classroom. Hillsdale, N.J Erlbaum.

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Biography

Elvis Fernandes Brites da Cruz

M.Ed. Adult and Higher Education Program, (The University of Oklahoma USA)

Fulbright Fellowship 2010

Universidade Nacional Timor Lorosa’e UNTL, Dili, Timor-Leste

Elvis Fernandes Brites da Cruz has taught Educational Administration & Management, Reading
Textual Production, Teaching English as Foreign Language TEFL, Curriculum Inquiry, English
Didactics, International Studies, History of Timor Leste Education and Basic Educational Policy at FEAH
English Department since 2010. Previously, taught English for specific purposes (ESP) to the students of
Agriculture and English for General Basic Subject to the students of Social and Political Science at UNTL
from 2000-2007. In addition to teaching, he also served as the Director of UNTL Academic Radio and
Academic Weekly News Paper, Director of English Language Center (ELC), and The Academic Director
of English Department FEAH, UNTL, October 2015 until present.

Publications:

1. The Role of Portuguese Language in Tetum Cultural Linguistic Development. Published and
presented at the first International Conference “ A PRODUCAO DO CONHECIMENTO
CIENTIFICO EIN TIMOR-LESTE” August 13 -15, 2014.
2. The process of Technical Training in the areas of Pedagogic through an outlook of implementing
theory into practice: a case study of teaching practice student at FEAH, UNTL. Published and
presented at the first International Conference “ A PRODUCAO DO CONHECIMENTO
CIENTIFICO EIN TIMOR-LESTE” August 13 -15, 2014.
3. Presenting at various ELT (English Language Teaching Seminars) with different topics on
teaching methods. Universidade Nacional Timor Lorosae UNTL.
4. Co. Author of the book Academic Writing for Publication, Publish by The US Regional English
Language Office for Indonesia and Timor-Leste.
5. An Observation of Applying Active Learning in An EFL class: A case Study of teacher and
students views on learning English at Sao Pedro School Dili, Timor-Leste. TEFLIN International
Conference, September 8 -10 2016. University of PGRI Adibuana, Surabaya Indonesia.
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