The Relationship Between Learning Motivation and Speaking Proficiency in Light of the Common European Framework of Reference for Languages (CEFR) Among Female Students in the Arabic Language Education Program at Institut Muslim Cendekia العلاقة بين الدافعية للتعلم والكفاءة الشفوية في ضوء الإطار الأوروبي المرجعي المشترك للغات (CEFR) لدى طالبات قسم تعليم اللغة العربية ب Institut Muslim Cendekia
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Abstract
This study aims to investigate the relationship between learning motivation and Arabic speaking proficiency based on the Common European Framework of Reference for Languages (CEFR) among students of the Arabic Language Education Department at Institut Muslim Cendekia. This study is motivated by the importance of speaking skills as one of the main indicators of success in foreign language learning, while some students still experience difficulties in oral communication, which are assumed to be influenced by their level of learning motivation. This study employed a quantitative correlational method to examine the relationship between two variables, namely learning motivation and speaking proficiency. The population of this study consisted of students of the Arabic Language Education Department, with a sample of 127 students. Data were collected through a questionnaire designed to measure the levels of learning motivation and speaking proficiency based on CEFR indicators. The data were analyzed using SPSS version 24 through descriptive statistics, Pearson correlation, and simple linear regression. The results showed that the level of learning motivation was categorized as high with a mean score of 3.235, and speaking proficiency was also categorized as high with a mean score of 3.075. The findings also revealed a significant positive relationship between learning motivation and speaking proficiency, indicating that the higher the students’ learning motivation, the better their Arabic speaking proficiency. The contribution of learning motivation to speaking proficiency reached 26.7%, indicating that learning motivation is an important factor in developing students’ speaking proficiency.
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