Ridwan Listianto, Sheyra Silvia Siregar, Ria Riski Marsuki

Analysis of the Relationship Between Motivation and Learning Outcomes of Chinese Language Education Students Class of 2022 Semarang State University in the Chuji Hanyu Xiezuo Xia Course

Introduction

Analysis of the relationship between motivation and learning outcomes of chinese language education students class of 2022 semarang state university in the chuji hanyu xiezuo xia course. Analyze motivation & learning outcomes for Chinese language students at Semarang State University in Chuji Hanyu Xiezuo Xia course. Significant correlation found.

Abstract

This study aims to analyse the relationship between motivation and learning outcomes of Chinese language education students in the 2022 batch of Semarang State University in the Chuji Hanyu Xiezuo Xia course". It is hoped that this research can help to identify university students' Chinese learning motivation, especially in basic Chinese writing courses or (初级汉语写作下 Chūjí Hànyǔ Xiězuò Xià). This study uses a quantitative approach, this study aims to determine the effect between the independent variable, namely the learning motivation of Chinese language education students class of 2022 on the dependent variable, namely the value or learning outcomes (UAS) in the Chuji Hanyu Xiezuo Xia course. The significance value (Sig. 2-tailed) of 0.008 indicates that the correlation results are statistically significant. In hypothesis testing, since the sig value (0.008) is smaller than 0.05, there is a significant relationship between learning motivation and learning outcomes. This, the data shows that there is a relationship between learning motivation and learning outcomes in Chinese Language Education students class of 2022 at Semarang State University in the Chuji Hanyu Xiezuo Xia course. There is a relationship between learning motivation and learning outcomes in Chinese Language Education students class of 2022, Semarang State University in Chuji Hanyu Xiezuo Xia course.

Review

This study addresses a highly relevant topic in language pedagogy, investigating the relationship between motivation and learning outcomes among Chinese Language Education students at Semarang State University, specifically within their "Chuji Hanyu Xiezuo Xia" course. The aim to identify students' learning motivation, particularly in a foundational writing course, is commendable, as understanding these dynamics can offer valuable insights for improving pedagogical strategies. The focus on a specific cohort and course provides a clear scope, contributing to the growing body of literature on second language acquisition in targeted educational contexts. Methodologically, the authors employed a quantitative approach to analyze the effect of learning motivation (independent variable) on learning outcomes, measured by UAS scores (dependent variable). The abstract reports a statistically significant correlation, with a significance value (Sig. 2-tailed) of 0.008, which is below the 0.05 threshold. While this indicates a non-random relationship between the variables, the abstract would benefit from providing additional statistical details, such as the correlation coefficient (e.g., Pearson's r) or effect size. This would allow readers to gauge the *strength* and *direction* of the observed relationship, offering a more complete picture beyond just statistical significance. The repetition of the concluding statement regarding the relationship could also be condensed for conciseness. The finding of a significant relationship between learning motivation and outcomes in Chinese writing reinforces existing theories on the importance of affective factors in language learning. This has practical implications for educators, suggesting that fostering and sustaining student motivation is crucial for academic success in challenging language components like writing. For future work, it would be beneficial to delve deeper into the *types* of motivation at play (e.g., intrinsic, extrinsic, integrative, instrumental) and to explore the specific mechanisms through which motivation influences writing performance. Further research could also consider qualitative elements to understand students' self-perceptions and experiences, providing a richer, more nuanced understanding of this complex interplay.

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