Exploring The Relationship Between Supplementary English Tutoring and Students’ Achievement in Ninth Grade at MTsN 2 Padang
DOI:
https://doi.org/10.24036/jtmwnh35Keywords:
supplementary English tutoring, student achievement, English learningAbstract
English language learning in Indonesia still faces several challenges, such as limited instructional time and a lack of individual attention in formal classrooms. These conditions encourage students to attend supplementary English tutoring as additional learning outside school. This study aimed to examine the relationship between supplementary English tutoring and student achievement in ninth grade at MTsN 2 Padang. This research employed a quantitative approach using a correlational research design. The sample consisted of 33 ninth-grade students who attended supplementary English courses and were selected through total sampling. The data were collected using a questionnaire to measure students’ supplementary English tutoring, covering four indicators: the frequency of attendance, students’ perceptions of tutoring, the teaching methods used, and the perceived impact of tutoring on students’ achievement, as well as documentation of students’ final English examination scores. The normality test indicated that the data were not normally distributed; therefore, the Spearman Rank correlation test was used to analyze the data with the help of SPSS. The findings revealed that there was a significant relationship between students’ participation in supplementary English tutoring and their English learning achievement in ninth grade at MTsN 2 Padang, with a correlation coefficient of 0.490 and a significance value of 0.004. The relationship was positive and categorized as moderate, indicating that higher participation in supplementary English tutoring tends to be associated with higher English achievement. Thus, supplementary English tutoring can be considered a supporting factor in improving students’ English learning achievement.
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