THE INFLUENCE OF ACTIVE, CREATIVE, EFFECTIVE ( ACEJ ) LEARNING AND LEARNING INEREST TOWARDS STUDENTS’ ENGLISH ACHIEVEMENT AT PESANTREN BAHRUL ‘ULUM AL – ISLAMY PANTAIRAJA
NANDA HIDAYAT, - · UIN Sultan Syarif Kasim Riau
Abstrak / Ringkasan
ABSTRACT
Nanda Hidayat. 2021. The Influence of Active, Creative, Effective and Joyful ( ACEJ ) and Learning Interest Towards Students’ English Achievement At Pesantren Bahrul ‘Ulum Al – Islamy Pantairaja.
Keyword : Active, Creative, Effective, and Joyful Learning ( ACEJ ), Learning Interest, English Achievement
The research aimed to find out The Influence of Active, Creative, Effective and Joyful ( ACEJ ) and Learning Interest Towards Students’ English Achievement At Pesantren Bahrul ‘Ulum Al – Islamy Pantairaja. The population on this research was the all students at pesantren bahrul ‘Ulum Al Islamy academic year 2019/2021. Data is collected by using quantitative method. Ex post facto approach is used in order to analyze the data. Based on the observation at Pesantren Bahrul ‘Ulum, the achievement of the students still need improvement. That is caused by the limitation of the English subject scedule, most of students’ boring level is quite high, most of the teaching and learning proccess was only focused on teacher center method only, which the impact is some of students have low motivations, thought English is difficult, boring, and not really important. So, the researcher would like to find out the active, creative, effective, and joyful learning ( ACEJ ) and learning interest in order to make the differences between teaching using ACEJ and non – ACEJ toward their interest and English achievement.
The result of the test showed that there is no significant different of students’ achievement in ACEJ class and non ACEJ Class ( sig. 0.80 > 0.05 ). There is significant difference in students English achievement in ACEJ and Non ACEJ class for students with high interest ( sig. 0.00 > 0.05 ). There is significant difference in students English achievement in ACEJ and Non ACEJ class for students with low interest ( 0.00 > 0.05 ). And the last hypothesis is There is no significant interaction effect in ACEJ and learning interest on students’ English achievement” ( sig. 0.234 > 0.05 ).
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