Professional Documents
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DOCUMENT SCORE
81 of 100
ISSUES FOUND IN THIS TEXT
49
PLAGIARISM
3%
Contextual Spelling 2
Confused Words 1
Misspelled Words 1
Grammar 15
Determiner Use (a/an/the/this, etc.) 4
Wrong or Missing Prepositions 4
Incorrect Phrasing 2
Conjunction Use 1
Modal Verbs 1
Faulty Subject-Verb Agreement 1
Incorrect Verb Forms 1
Faulty Tense Sequence 1
Punctuation 11
Comma Misuse within Clauses 5
Punctuation in Compound/Complex Sentences 4
Misuse of Semicolons, Quotation Marks, etc. 2
Style 21
Wordy Sentences 10
Grammarly Grammarly
Report generated on Monday, May 22, 2017, 9:23 PM Page 2 of 11
Email: aribenawa@binus.ac.id
Abstract. The long-term goal of this research is to
accommodate the students' perceptions of the influence of
the lecturer's leadership in teaching and learning activities
and the students' self-efficacy to the students' achievement
motivation. The method that be 3 used 2 in this research 1 is
by distributing questionnaires to the respondents 4 and the
1
data obtained were processed quantitatively with path Unoriginal text: 8 words
analysis. The results showed that the leadership of the 2
eprints.uny.ac.id/10254/
Passive voice
lecturer did not have significant influence, because it only 3
[be is]
4
accounted for 1.4%, while the effect of self-efficacy of the [respondents,]
student is very significant 5 on the students achievement
motivation, which amounted to 84.5%. It can be
concluded 6 that the lecturer leadership has no significant
5
effect on the students achievement motivation, Repetitive word: significant
meanwhile 8 7 self-efficacy has a great effect. The
6
implication of this conclusion is that very important 10 9 to Passive voice
growing self-efficacys students to improve the students
7
achievement motivation. Incorrect punctuation
8
1. Introduction [meanwhile,]
9
The achievement motivation is a major 11 driver for Weak adjective: important
10
students achievement 12 in his/her life. However, the Overused word: important
achievement motivation does not stand-alone. That is, its
existence is influenced by other factors 13. Therefore, in
11
this study would be unearthed anything that can give effect Overused word: major
12
the students achievement motivation. Many things can Repetitive word: achievement
certainly 14 presented 15 as factors that can influence it, but
13
in this study will be limited to the scope of the students Passive voice
themselves. As 16 the students, they certainly would not
Grammarly Grammarly
Report generated on Monday, May 22, 2017, 9:23 PM Page 4 of 11
Therefore, the first factor that will be analyzed is the Overused word: certainly
15
[presented present]
extent to which the leadership of the lecturer that
16
for achievement motivation did influence the student's Overused word: certainly
20
learning, and the importance of the students have a strong Overused word: true
study also wanted to get the data and the facts supporting
both theoretical 23 and field will be the third variable.
Colquitt et al [2] defined leadership as a person's ability to
use the power and influence on his followers to want to
run their activities in order to 24 achieve the desired goal.
When Colquitt theory applied within a lecturer as a leader,
meaning that lecturer should be able to use the power and
influence on the students that led in learning activities to
achieve learning objectives.
22
driving force that is within a person to achieve the highest Passive voice
43
possible. Students always show the best performance is Repetitive word: higher
44
the student who has the motivation to excel. Repetitive word: situation
n = N / (1 + Ne^2), which
48
n = Number of samples [success on success in]
N = Total population
e = Error tolerance (0, 05)
n = 150 / (1 + 150 x 0,05 x 0.05) = 150 /1,23 = 121,
Grammarly Grammarly
Report generated on Monday, May 22, 2017, 9:23 PM Page 7 of 11
9512 = 122
The study used simple random sampling technique. While
for the test instrument was taken as many as 30 people
outside the sample research.
3. Result
Based on the data process, the results could be showed 49
the model of structural 50 equation as follows:
Equation structure: X3 = 0,014 X1 + 0, 845 X2 + 1 ratio.
The structure of the equation shows the direct influence of
variables X1 and X2 to X3, where it amounted to 1.4% of
variables X1 and X2 amounted to 84.5%, 51 or a total
equivalent to 85.9%. That means that the two variables in
the model as a whole can explain the variable X3 directly
by 85.9%, the remaining 14.1% is indirectly described or
explained by other variables that are not described 53 52 in
this model. Thus, the structural model 54 of inter-influence
of these variables can be described 55 as follows.
www.usca.edu/dotAsset/88c0ddba-d
existing literature on self- efficacy, achievement 58
[Apparently,]
motivation, learning strategies in relation to 72 the students
59
academic achievement 73 by Habibah Elias [8]; Mahmud Possibly confused affect and effect
4. Conclusions
60
students self-efficacy.
68
Repetitive word: achievement
69
Grammarly Grammarly
Report generated on Monday, May 22, 2017, 9:23 PM Page 10 of 11
70
Based on the above conclusion can be conveyed some [. .]
[the meditational or a meditational]
71
implications as follows: [self-efficacy on self-efficacy in]
74
Passive voice
75
Repetitive word: lecturer
76
[the lecturer or a lecturer]
Grammarly Grammarly
Report generated on Monday, May 22, 2017, 9:23 PM Page 11 of 11
77
Repetitive word: influenced
78
[in order to to]
79
[in order to to]
80
Overused word: truly