The Correlation between Task Commitment and Students’ EFL Learning Achievement


  • Jihat Nurrahman STKIP PGRI Sumenep, Indonesia
  • Hodairiyah STKIP PGRI Sumenep, Indonesia
  • Fajar Budiyono STKIP PGRI Sumenep, Indonesia



task, commitment, EFL, achievement


This research aims to prove whether there is a correlation between task commitment and students’ EFL Learning achievement on reading comprehension of the second-semester students of the Indonesian Language and Literature Education Study Program. This study used eleven questionnaire items of task commitment and learning achievement tests on giving and responding opinions. The sample of this research was 30 out of 165 students. Based on the calculation results using rser correlation, the correlation value of this study was 0.129. The correlation value was very low (almost uncorrelated) according to the interpretation table of the r value. A conclusion can be drawn that the task commitment, as one of the students’ internal factors, did not affect the students’ learning achievement.


Barnett, E., & Casper, M. (2001). A definition of “social environment”. American Journal of Public Health, 91(3), 465a-465.

Djaali, H., Pudji, M., & Sudarmanto. (2008). Pengukuran dalam bidang pendidikan. Grasindo.

Human-Vogel, S., & Rabe, P. (2015). Measuring self-differentiation and academic commitment in university students: A case study of education and engineering students. South African Journal of Psychology, 45(1), 60-70.

Kiran N.C., & Murthy C. G. (2017). Academic task commitment among the students of Jawahar Navodaya Vidyalayas (JNVs) and Kendriya Vidyalayas (KVs). International Journal of Indian Psychology, 4(4).

Lusiana, N., Andriyani, R., & Miratu, M. (2018). Buku ajar metodologi penelitian kebidanan. Deepublish.

Muttaqin, S., & Chuang, H-H. (2022). Variables affecting English-medium instruction students’ achievement: Results of a multiple regression analysis. International Journal of Educational Research Open, 3.

Muwonge, C. M., Schiefele, U., Ssenyonga, J., & Kibedi, H. (2019). Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students. South African Journal of Psychology, 49(1), 122-135.

Nordquist, R. (2020). English as a Foreign Language (EFL). Singapore Management University.

Renzulli, J. (2005). The three-ring conception of giftedness: A developmental model for promoting creative productivity. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 246-279). Cambridge University Press.

Slameto. (2015). Belajar dan faktor-faktor yang mempengaruhinya. Rineka Cipta.

Syarifa, A., Mustami’ah, D., & Sulistiani, W. (2011). Hubungan antara dukungan sosial orang tua dengan komitmen terhadap tugas (task commitment) pada siswa akselerasi tingkat SMA. Insan, 13(01), 1-11.

Twehues, A. (2013). Success and the balance of commitment and time: Effects of perceived time management control on college student performance. 130, 1-29.

Vayre, E., & Vonthron, A-M. (2019). Relational and psychological factors affecting exam participation and student achievement in online college courses. The Internet and Higher Education, 43.

Vonkova, H., Jones, J., Moore, A., Altinkalp, I., & Selcuk, H. (2021). A review of recent research in EFL motivation: Research trends, emerging methodologies, and diversity of researched populations. System, 103.

Wedel, K. (2021). Instruction time and student achievement: The moderating role of teacher qualifications. Economics of Education Review, 85.

Weed, Dr. M. (2017). The campus environment and its role in your college choice.







Citation Check