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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

Sentence Structure No errors

Style 21
Wordy Sentences 10
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Passive Voice Misuse 9

Inappropriate Colloquialisms 1
Improper Formatting 1

Vocabulary enhancement No errors

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The Important to Growing Self-Efficacy to Improve

Achievement Motivation
Arcadius Benawa
CBMKU, Bina Nusantara University, Kampus Kijang, Jl.
Kemanggisan Ilir III No. 45, Palmerah, Jakarta 11480

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
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want to deal with the learning facilitator, in this case 17 the

lecturer.
14

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

influenced the student achievement motivation. Secondly, [As Like]

as an individual, the student must have self-efficacy.

17

Bandura [1] defined self-efficacy as a person's belief in [case,]

his/her ability to take action in accordance with 18

expectations. For instance, he/she followed the debate in
English, because he believed he would be able to achieve
achievement winner. Therefore, self-efficacy certainly 19
influenced the student achievement motivation. In the
true 20 sense of the extent to which faculty leadership and
students self-efficacy that can give influence 21 the student
18

achievement motivation. [in accordance with by]

The purpose of this study was to accommodate the

students' perceptions of the importance of leadership
qualities of the lecturer in teaching and learning activities
19

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

self-efficacy, so the motivation underachievement

21

increasingly maintained and continues 22 to grow. The Repetitive word: influence

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

With exposure to the concept about 26 leadership, can be [continues continued]

formulated that leadership is the actions of a leader in

23

influencing and directing a person or group of persons 27 [theoretical,]

by recognizing, supporting, training or develop, motivate

or inspire, foster good 28 relationships, nurturing, and give
24
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feedback to subordinates in order to work together to [in order to to]

achieve the goals set by 29 the organization. 25

As for the embodiment of leadership that is (1) to
influence and direct; (2) delegate the task clearly 31; (3) to
guide and re-establish and strengthen the organization's
policies; (4) to guide its members in carrying out the vision 25
Wordiness
and mission of the organization; (5) provide input or 26
[concept about concept of]
advice in implementing the policy; (6) work actively in 32
the scale of personal and in groups. 30 27
Repetitive word: persons
The theory of self-efficacy comes from a researcher named
Bandura. According to Bandura [3], "Perceived self- 28
Overused word: good
efficacy refers to beliefs in one's capabilities to organize 29
Unoriginal text: 9 words
and execute the course of action required to produce given www.angusauxiliary.com/people/ind

attainments 33". 34 Self-efficacy is a person's belief 35 in his 30

Wordiness
ability to act in order to 36 achieve the expected outcome.
The effect one's self-efficacy in choosing a course of 31
Overused word: clearly
action, along with the amount of effort and endurance
when he faced with obstacles or difficulties. Individuals
with high self-efficacy tend to choose 37 to do 38 a greater
effort by the unyielding spirit.
Self-efficacy in this study revealed based on the three 32
Possibly confused preposition
dimensions outlined by Bandura. 3 39 dimensions of self-
efficacy those are (1) the magnitude, (2) generality, and (3)
strength. Magnitude is a person's level of confidence in
doing business or actions. Strength is the person's level of 33
Unoriginal text: 14 words
confidence in achieving certain 40 performance. Generality quizlet.com/132105686/the-drive-to-l

is the flexibility of the shape of one's own 41 self-efficacy 34

[attainments". attainments."]
is used 42 in different situations. The higher of the self- 35
Repetitive word: belief
efficacy of a person, the higher 43 level of his adjustment to 36
[in order to to]
the situation 44.
Achievement motivation was first coined by John
Atkinson and David McLelland [4] as a model detail and
depth to measure the contribution of several factors 37
Repetitive word: choose
relating to achievement-oriented activities. Students who 38
Possibly confused do and make
have high achievement motivation are students who tend
to have a high motivation to achieve success, but it has a 39
[3 Three]
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low motivation to avoid failure. Therefore, students always

have a job that a small risk of failure. Achievement
motivation is the driving force that is contained 45 in a
person so that the person 46 is trying to do something acts
40
or activities well and successfully with honors superior Unusual word pair

(excellent); The impetus can come from within himself or

41
come from outside himself. Achievement motivation is the [own]
42

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

So, the achievement motivation is the eagerness that

comes from within oneself to surpass, get better
performance and try to get success on 48 activities that did
expressed by (a) accept the assignment with the level of
difficulty medium, (b) requires feedback, (c) orientation to
the excellence, (d) sensitive to the problem, (e) be able to
compete, (f) trying to do something creative, (g)
determined to get something, and (h) to work hard. 47
2. Method
This quantitative research used survey method with path
45
analysis. It is designed to obtain information about the Passive voice
46
symptoms at the time of the study. Repetitive word: person

Path analysis is used to determine the level (1) of the

influence between the pair of scores of leadership
variables (X1) and (2) self-efficacy (X2) on achievement
motivation (X3). The target population in this study were
the students at Bina Nusantara University, Jakarta. The
affordable population is the students at Bina Nusantara
University Jakarta, The number of samples taken for the
study were 122 people from of 150 students who are the
47
sample framework, which according to Slavin formula [5], Wordiness

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,
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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.

Figure 1. The Structural Model variable X1 and X2 to X3

Information:
X1 = Lecturers Leadership
X2 = Students Self-Efficacy 49
[showed shown]
X3 = Achievement Motivation 50
[the structural or a structural]

From the calculation results by path analysis that faculty

leadership does not significantly (1.4%) influenced student
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achievement motivation, while self-efficacy of students

(84.5%) is very significant. Leadership faculty in teaching
and learning activities is the process of influencing 56 and 51
[, ]
directing students to change behavior. But it does not
make a significant contribution. 57 Apparently 58 the
leadership of the faculty in teaching and learning activities
is not a variable that does not much effect 59 the student
achievement motivation, so like any leadership lecturer for 52
Passive voice
53
students who have achievement motivation is not a Repetitive word: described
54

problem. It reminds the writer of the story of Bima in the 55

Repetitive word: model
Passive voice
world of puppetry looking Perwitasari water (water of
life) in the direction of Durna as writen 60 by Sindhunata
[6]. Although Durna leadership qualities inadequate
because it would harm Bima who beg his direction, but
because of Bima had achievement motivation, which
would get Perwitasari water, Bima even managed to get
what he was looking for 61.
Meanwhile 62 self-efficacy of students is a precondition for
students in increasing motivation underachievement very
significant in influencing student achievement motivation.
The reason, achievement motivation as the driving force
that lies within the student to achieve the highest possible,
further strengthened by the students self-efficacy. The
students always demonstrate the best achievements are
students who have achievement motivation 63 and it is
influenced by self-efficacy 64. The students who have
achievement motivation will always strive to achieve the
goals set. With high self-efficacy, the student will increase
maximum achievement motivation.
This result was inline 65 with study 66 of Muhamad Yusuf
[7] which titled The impact of self-efficacy, achievement
motivation, and self-regulated learning strategies on
students academic achievement 68 67. 69 Yusuf concluded
from his study that there is meditational 70 role of self-
efficacy on 71 achievement motivation and learning 56
Repetitive word: influencing
strategies. The above findings were similar also with the 57
Unoriginal text: 8 words
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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

Bin Hj Abd Wahab [9]; Wood and Bandura [10]; and

Young and Choi [11].

4. Conclusions
60

From the research on the influence of the lecturer [writen written]

leadership in learning activities (X1) and self-efficacy (X2)

on achievement motivation (X3) of 122 students of Bina
Nusantara University, Jakarta chosen by the sampling
technique is simple random can be delivered conclusions
and suggestions as follows.
61
Preposition at the end of a sentence
62

a. There is a significant positive direct influence on the [Meanwhile,]

leadership of the faculty in teaching and learning activities

on students achievement motivation.
b. There is a positive direct effect of self-efficacy toward
students achievement motivation

Therefore, for students who have had achievement

motivation, leadership qualities lecturers not much affect.
That is, the faculty of leadership quality is not
questioned 74 for students who have achievement
63

motivation. Hence the task of lecturer 76 75 is to be a [motivation,]

64
Passive voice
students trigger to have achievement motivation.
While, because of self-efficacy has a very significant
influence on the achievement motivation. Thus, the
achievement motivation itself is also influenced 77 by self-
efficacy. The bottom line in order to 78 improve student
65

achievement motivation necessary to enhanced self- 66

Possibly confused word: inline
[the study or a study]
efficacy of the students and lecturer leadership in 67
Unoriginal text: 16 words
improving students achievement motivation can increase www.sciencedirect.com/science/arti

students self-efficacy.
68
Repetitive word: achievement
69
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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]

a. It is importance to increase of the students self-

efficacy, in order to 79 truly 80 awake motivation under- 72
[in relation to about]
achievement. 73
Repetitive word: achievement
b. It is important to improve the students achievement
motivation to encourage the students to have self-efficacy.

74
Passive voice

75
Repetitive word: lecturer
76
[the lecturer or a lecturer]
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77
Repetitive word: influenced
78
[in order to to]

79
[in order to to]
80
Overused word: truly