the correlation between the students’ learning...
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THE CORRELATION BETWEEN THE STUDENTS’ LEARNING MOTIVATION AND THEIR
ACHIEVEMENT IN ENGLISH (A Correlational Study in the Eight Class of “MTs Al-Hamidiyah”)
A ‘Skripsi’
Presented to the Faculty of Tarbiyah and Teachers Training
In Partial Fulfillment of the Requirements
For Degree of S.Pd (Bachelor of Arts)
In English Language Education
By:
DWI GITAWATY 105014000291
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
‘SYARIF HIDAYATULLAH’ STATE ISLAMIC UNIVERSITY
JAKARTA
2010
ENDORSEMENT BY THE EXAMINATION COMMITTEE
The Examination Committee of Faculty of Tarbiyah and Teachers Training certifies that the ‘skripsi’ entitle: “The Correlation Between Students’ Learning Motivation and Their Achievement in English (A Correlational Study in the Eight Class of “MTs Al-Hamidiyah”)” written by Dwi Gitawaty, student’s registration number: 105014000291 was examined on July 30 2010 and was declared to have passed and therefore, fulfilled one of the requirements for the Degree of S.Pd (Bachelor of Arts) in Department of English Education.
Jakarta, July 30 2010
The Examination Committee
Chairman : Drs. Syauki, M.Pd (…………………….. ) NIP. 19641212 199103 1002
Secretary : Neneng Sunengsih, S.Pd (…………………….. ) NIP. 150 293 236
Examiner I : Dr. H. Atiq Susilo. MA (…………………….. ) NIP. 19491122 197803 1001 Examiner II : Dr. Fahriany, M.Pd (…………………….. )
NIP. 19700611 199101 2001
ACKNOWLEDGED BY
Dean of Faculty of Tarbiyah and Teachers Training
Prof. Dr. Dede Rosyada, M.A
NIP. 150 231 356
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THE CORRELATION BETWEEN THE STUDENTS’ LEARNING MOTIVATION AND THEIR ACHIEVEMENT IN
ENGLISH
(A Correlational Study in the Eight Class of “MTs Al-Hamidiyah”)
A ‘Skripsi’
Presented to the Faculty of Tarbiyah and Teachers’ Training
In Partial Fulfillment of the Requirements
For Degree of S.Pd (Bachelor of Arts)
In English Language Education
By:
Dwi Gitawaty 105014000291
Approved by:
Drs. Syauki, M.Pd NIP. 19641212 199103 1002
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
‘SYARIF HIDAYATULLAH’ STATE ISLAMIC UNIVERSITY
JAKARTA
2010
ii
ABSTRACT
Gitawaty, Dwi, 2010. The Correlation Between The Students’ Learning
Motivation and Their Achievement in English (A Correlational Study in the
Eight Class of “MTs Al-Hamidiyah”). Skripsi, Department of English Education,
Faculty of Tarbiyah and Teachers Training, ‘Syarif Hidayatullah’ State Islamic
University, Jakarta.
Advisor : Drs. Syauki, M.Pd
Key words : Learning Motivation and Achievement, MTs Al-Hamidiyah
Depok
This study is purposed to know the correlation between the students’
learning motivation and their achievement in English in the eight class of MTs Al-
Hamidiyah Depok.
The aim of this research is to gain information about students’ motivation
and their achievement in English in the eight class of MTs Al-Hamidiyah Depok.
This research is using quantitative approach. The technique of collecting data is
questioner and report book.
The population is the eight class students of MTs Al-Hamidiyah Depok and
the samples are the students of VIII-A class (10 students) and VIII-B class (10
students), VIII-C class (10 students) and VIII-D class (10 students). The writer
used random sampling in getting the samples. The instrument is questionnaire.
After conducting the research, the writer got the data which showed the rxy
is smaller than ttable; rxy is 0.271 and ttable is 0.312. It can be inferred that the Null
Hypothesis, which states that there is no significant correlation between students’
learning motivation and their achievement in English.
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ABSTRAK
Gitawaty, Dwi, 2010. The Correlation Between The Students’ Learning
Motivation and Their Achievement in English (A Correlational Study in the
Eight Class of “MTs Al-Hamidiyah”). Skripsi, Jurusan Pendidikan Bahasa Inggris,
Fakultas Tarbiyah and Ilmu Keguruan, UIN Syarif Hidayatullah Jakarta.
Dosen Pembimbing : Drs. Syauki, M.Pd
Kata Kunci : Learning Motivation, Learning Achievement, MTs Al-
Hamidiyah Depok.
Penelitian ini bertujuan untuk menganalisa korelasi antara motivasi belajar
siswa dengan prestasi belajar pada siswa kelas dua MTs Al-Hamdiyah Depok.
Penelitian ini mencakup motivasi belajar dan prestasi belajar mereka.
Adapun tujuan dari penelitian ini adalah untuk mendapatkan informasi
mengenai motivasi belajar siswa dan prestasi belajar siswa kelas dua MTs Al-
Hamidiyah. Penelitian ini menggunakan pendekatan kuantitatif. Teknik yang
digunakan dalam mengumpulkan data adalah angket dan buku raport.
Populasinya adalah siswa kelas dua MTs Al-Hamidiyah Depok dan
sampelnya adalah siswa kelas VIII-A (10 orang), VIII-B (10 orang), VIII-C (10
orang), dan VIII-D (10 orang). Penulis menggunakan teknik sampel acak dalam
mengambil sampel. Alat yang digunakan adalah angket.
Setelah melaksanakan penelitian, penulis mendapatkan data yang yang
menunjukkan bahwa rxy lebih kecil dari ttable; rxy= 0,271 dan ttable = 0,312. Hal ini
berarti bahwa Hipotesis Null yang menyatakan bahwa tidak ada korelasi yang
signifikan antara motivasi belajar siswa dengan prestasi belajar mereka dalam
bahasa Inggris.
ACKNOWLEDGMENT
In the name of Allah, the Beneficent the Merciful.
All praise be to Allah, the Lord of the worlds, who has bestowed upon the
writer in completing this ‘skripsi’. Peace and blessing from Allah be upon to
Allah’s Messenger, Prophet Muhammad, his family, his companions, and all of
his followers.
The writer finished her ‘skripsi’ entitled: “The Correlation Between The
Students’ Learning Motivation and Their Achievement in English (A
Correlational Study in the Eight Class of “MTs Al-Hamidiyah”)” which is aimed
to complete a partial fulfillment for Degree of Strata-1 (S1) in the Faculty of
Tarbiyah and Teachers Training.
In finishing this ‘skripsi’, the writer got many guidance and motivation
from people around her. Therefore, she would like to express her grateful to them,
they are: her beloved family, especially her parents: her mother, Minatun, and her
father, Yazid Rameni, for their patience and their support to the writer in her life.
Further more, the writer would like to express her grateful to her brother, Sefri
and her sister, Indri who give motivation and spirit during this research, and for
her uncle Tono and her aunt, Wilda, thanks for their kindness and support during
her study.
The writer also realizes that he would never finish this ‘skripsi’ without
the help of some people. Therefore, she would like to give special thanks to:
1. Drs. Syauki, M.Pd., the head of English Education Department and as her
advisor who had patiently guided her in writing this ‘skripsi’
2. Neneng Sunengsih, S.Pd, the secretary of English Education Department, her
best time and attention for English education is so inspiring.
3. All lecturers at English Education Department, for their knowledge,
motivation and patience during her study at UIN Syarif Hidayatullah Jakarta.
iv
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4. Prof. Dr. Dede Rosyada, M.A., the Dean of the Faculty of Tarbiyah and
Teachers’ Training, his concern and spending of his best time to the special
attention for better education regarding with FITK.
5. Sinta Wahyuningsih Sri, SH, the head of MTs Al-Hamidiyah, who gave the
writer permission to conduct the research.
6. Her lovely boyfriend, Kulbat who gave support and spirit in completing this
‘skripsi’.
7. Her best friend, Siti Homsiah and All of her friends in English Education
Department, who gave their knowledge and great friendship.
May Allah bless them all, Amin.
Finally, the writer realizes that this ‘skripsi’ is not perfect yet. Therefore,
the writer would like to welcome and constructive suggestion and criticism to
make this skripsi better.
Jakarta, July 30 2010
The Writer
LIST of TABLE
Table 3.1 The Likert Scale Rating ...................................................................... 24
Table 3.2 The Indicator of Questions.................................................................. 26
Table 3.3 The Reliability Norm by Guilford ...................................................... 26
Table 3.3 The Result of Reliability Test ............................................................ 27
Table 3.5 The Result of Normality Test............................................................. 27
Table 3.6 The Result of Homogeneity Test ........................................................ 28
Table 3.7 Simple Interpretation of Correlation ................................................... 29
Table 4.1 Summary of learning motivation and achievement score in English.. 30
Table 4.2 Relative frequency distribution of motivation ................................... 31
Table 4.3 Eelative frequency distribution of achievement................................. 31
Table 4.4 The students’ learning motivation and learning achievement in English
...............................................................................................................................32
Table 4.5 Simple Interpretation of Correlation ................................................... 34
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1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is a tool for communication between people, because
language is one of interrelated means between people, so they can understand
one another.
Language is extremely important to human beings. We use it to
communicate with one another, to solve problems, to express emotions, etc. In
other words, language is one of the most important things to carry out our
activities of life.
As we know that English is an international language that is used
almost all of the countries in the world, as an international language it is used
in international activities as a means of communication.
“Although English is not the language with the largest number of
native or ‘first’ language speakers, it has become a lingua franca. A lingua
franca can be defined as a language widely adopted for communication
between two speakers whose native language are different from each other’s
and where one or both speakers are using it as ‘second’ language.”1
The people all over the world cannot deny that the globalization will
have a big impact on the nations of the world. Indonesia as one of the
countries in the world cannot avoid from the influence of globalization.
Indonesia must be ready to face the challenges of globalization by improving
its human resources and maintaining stable condition of the country. One of
1 Jeremy Harmer, The Practice of English Language Teaching 3rd edition, (New York: Pearson Education Limited, 2001 ), p. 1.
2
requirements in facing the challenges of the globalization is mastering English
as an international language.
By mastering English we will get a lot of information, so it is very
important to learn English. Through English we can also do communicate with
other people in the world and we can get knowledge easily. This is especially
for students, because English is necessary as a means of getting knowledge.
In Indonesia, English language is the first foreign language which is
taught from junior high school until university. It is a must for Indonesian
students to learn English as a compulsory subject.
There is one of three categories of language subject in the Indonesian
educational system, its foreign language. The foreign language subjects are
taught in secondary schools and tertiary institutions, and can be classified into
two subcategories in secondary school. Those taught as a compulsory subject
and those taught as an optional subject. The only language belonging to the
compulsory subcategory is English.2
Therefore, all Indonesian students have to master their English subject
as well as possible as stated in the “KTSP” which is aimed at mastering
communication skills in English.3
From the description above, it is clear that English is an important
international language as a tool of communication between people, so they can
understand one another. Moreover, English is important to be learnt especially
for students because it is on the curriculum and as a compulsory subject, so
they can communicate and get knowledge.
The students have to master in English through learning. It is one of
the most important things for human beings since they were born and for the
rest of their life. Moreover, learning must begin since they were child, so they
think that learning is an interesting factor for their life.
2 John A.S. Read, Trends in Language Syllabus Design, (Singapore: Singapore University Press, 1983), p. 183. 3 E. Mulyasa, Kurikulum Tingkat Satuan Pendidikan (Bandung: PT Remaja Rosda Karya, 2007), p. 22.
3
Learning depends upon motivation, it has a significant role in language
learning process. The students’ motivation in language learning also affects
their achievement in English. It is assumed that the students with high
motivation in learning English will be more successful rather than the students
who have low motivation.
That is stated that the role of motivation during learning is equally
important. Here are some various studies have found that motivation relate to
achievement in language learning:
Jeremy Harmer said that, “it seems reasonable to suggest that the
motivation which students bring to class is the biggest single factor affecting
their success.”4
From definition above, we know that motivation in the classroom
affects both learning and behavior of the students who are motivated to learn
more.
The students with higher motivation to learn English will show effort
to learn more than students with lower motivation. More than this, the student
who is well motivated to learn English will be more successful than the one
who is unmotivated to learn. It is clear that motivation has an important role to
learning process.
“Motivation can affect both new learning and the performance of
previous learned skills, strategies, and behaviors, which has important for
schooling.”5 It means that motivation has been conceptualized in varied ways
including inner forces, enduring traits, behavioral responses to stimuli, and
sets of beliefs and affects.
Moreover, Kevin Barry and Len King said that “Students become
highly motivated to achieve when they believe they can perform a task or an
activity successfully.”6
4 Jeremy Harmer, The Practice of English Language Teaching…,P. 3. 5 Paul R. Pintrich and Dale H. Schunk, Motivation in Education Theory, Research, and Applications, (New Jersey: Pearson Education, 2008), P. 5. 6 Kevin Barry and Len King, Beginning Teaching and Beyond 3rd edition, (Sydney: Thomson Social Science Press, 1998), P.498.
4
From that statement, the writer can conclude that the students have
confidence to be success, they believe that if they have high motivation, they
will be success in their learning activities.
“Motivation, a prerequisite to learning is the influence of needs and
preferences on behavior. It affects the direction a student takes, activities a
student chooses, and the intensity with which a student engages in an
activity.”7
From the statement above, it is clear that motivation is the important
factor in learning. It will influence the students’ interest in choosing and doing
something what they want.
“Motivation is essential to success that we have to want to do
something to succeed at it. Without such motivation we will almost certainly
fail to make the necessary effort.”8
We must have motivation in our life, because if we have motivation,
we will be success, and if we don’t have motivation we will certainly fail.
“Learner motivation makes teaching and immeasurably easier and
more pleasant, as well as more productive.”9 It means that the students who
have motivation will express attend carefully to the instruction and
explanation from the teacher, they will take note to facilitate subsequent
studying and be active in the classroom in learning process, so the teacher will
be easier to give his material.
The writer can conclude that English is important for us to learn it,
especially for students. The role of the foreign language teacher is central to
the students’ achievement in learning English.
There are some factors that effect students’ achievement in learning
foreign language such as students’ aptitude, needs, economic status, previous
language experiences, intelligence, facilities in school, etc.
7 Pamela R. Rothstein, Educational Psychology, (Singapore: McGraw-Hill, 1990), P. 136. 8 Jeremy Harmer, The Practice of English Language Teaching 3rd edition…, P. 51. 9 Penny Ur, a course in language teaching, (New York: Cambridge University Press, 1996), P..274
5
The other important factor that cannot be ignored in learning English is
motivation, such as motivation to get knowledge and to get good mark, so it
will be success in teaching and learning process.
Motivation relate to students’ achievement in learning English, an
English learning will go to diligently if the learner has a willingness to learn.
It will emerge the students’ feeling that they need too. Such willingness is
usually based upon a necessity to know and understand or able to
communicate in English. It is clear that motivation has a very important role in
learning process, especially in learning English.
B. The Limitation of the Study
The writer realizes that there are many factors for success in language
learning such as teachers, parents, methods, motivation, and environment.
This research is limited to the learning motivation of the second grade of
junior high school students and its correlation to students’ achievement in
final test at the first semester in English.
C. The Formulation of the Study
This research Problem of the study is formulated as follows: “Whether
there is significance correlation between learning motivation and students’
achievement in learning English”
D. The Objective of the Study
This study aims to know whether motivation has any correlation with
students’ English learning achievement of the student in the eight class of
junior high school at MTs Al-Hamidiyah, Depok.
E. The Significance of the Study
This study is expected to give useful information about the students’
motivation in learning English at MTs Al-Hamidiyah Depok, especially in
students’ English achievement in relation with their achievement.
6
From the information given, the English teacher of MTs Al-Hamidiyah
Depok can evaluate whether motivation has any correlation with students’
English learning achievement.
In addition, the result of this research can be used as a reference for
further researcher who is interested in conducting similar case study.
7
CHAPTER II
THEORITICAL FRAMEWORK
A. Language Learning and Teaching
1. Language Learning
Douglas said that “learning is acquiring or getting of
knowledge of a subject or a skill by study, experience, or instruction.”1
Learning is one of important things in educational process
because it is inseparable in teaching. Students can have or gain new
ideas and information from what they have learnt. Through learning,
students also can get knowledge. These things happened in all kinds of
learning includes language learning.
There are many reasons why people learn language, especially
English, many people learn English because English is useful for
international communication and some students learn English because
it is within curriculum so they need to learn it. Moreover Harmer said
that “ The purposes students have for learning will have an effect on
what it is they want and they need to learn and as a result will
influence what they are taught.”2
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1 2 Jeremy Harmer, How to Teach English, (Oxford: Pearson Education Limited, 2007), P. 11
8
Each of students have purpose in learning, there are many
reasons why they learn.
Consideration of our students’ different reasons for learning is
just one of many different learner variables. As we shall see below3
a. Different contexts for learning
English is learnt and taught in many different contexts. There are
two different contexts for learning.
1. EFL (English as a Foreign Language), many people need to
learn English because it as means for international
communication.
2. ESL (English as a Second Language), many people use English
in the target language community (a place where English is the
national language). They need to learn the particular language
variety of that community to combine their English with
knowledge of how to do things in the target language
community.
b. Learner differences
There are many factors in describing learners based on:
1. Age, it consists of young children, adolescent, and adult
learners.
2. Aptitude, some students are better at learning than others.
3. Good learners, they can find their own way without always
having to be guided by the teacher through learning tasks, who
are creative, and who make their own opportunities for
practice.
4. Learner styles consist of visual, auditory and kinesthetic styles.
5. Language levels, teacher of English generally make three basic
distinctions to categorize the language knowledge of their
students, beginner, intermediate, and advanced.4
3 Jeremy Harmer, How to Teach English…, P. 12 4 Jeremy Harmer, How to Teach English…, P. 16
9
The most successful learners are not necessaruly those to
whom a language comes very easily, they are those who displays
certain typical characteristics, most of the clearly associated with
motivation
The characteristics of successful language learning, some of
these are:5
1. Positive task orientation. The learner is willing to tackle tasks
and challenges and has confidence in his or her success.
2. Ego – involvement. The learner finds it important to succeed
in learning order to maintain and promote his or her own
(positive) self image.
3. Need for achievement. The learner has a need to achieve, to
overcome difficulties and succeed in what he or she sets out to
do.
4. High aspiration. The learner is ambitious, goes for demanding
challenges, high proficiency, top grades.
5. Goal orientation. The learner is very aware of the goals of
learning or to learning activities, and directs his or efforts
towards achieving them.
6. Perseverance. The learner is very consistently invests a high
level of effort in learning and is not discouraged by setbacks or
apparent lack of progress.
7. Tolerance of ambiguity. The learner consistently invest a high
level of effort in situation involving a temporary lack of
understanding on confusion; he or she can live with this
patiently, in the confidence that understanding will be come
later.
From these statements above, it can be concluded that
motivation is the process or a way to get a success. So it is very
5 Penny Ur, A Course in Language Teaching, P...,275
10
important thing for everyone if she or he wanted to achieve her or
his goal in learning achievement. It is very difficult to achieve a
goal without motivation. In teaching and learning process, giving
motivation to the students is a process to support them to learn, so
it can help the students to achieve their success.
2. Language Teaching
Motivation is important thing in language teaching, because
without motivation, teaching process will not be success.
In Oxford learner’s dictionary, teach means give instruction to
somebody or give somebody knowledge and skill.6
Douglas said that “teaching may be defined as showing or helping
someone to learn how to do something, giving instructions, guiding in the
study of something, providing with knowledge, causing to know or
understand.”7
From the statement above, the writer can conclude that teaching is
giving or transferring knowledge or skill to somebody by instruction,
guidance to make somebody know and understand.
In language teaching, teacher should be able to teach not only what
language is, but also to make the students understand the material and
students also need to comprehend objectives of the study from specific
exercises and activities that the teacher has planned, so they can get
knowledge and good achievement.
Furthermore, Harmer said that “the roles of teacher are as
controller, organizer, assessor, prompter, participant, resource, tutor, and
observer.8
Teacher has an important role in teaching learning process, teacher
is not only a person who transfers the knowledge to the students but also
6 Martin H. Manser, Oxford Learner’s Pocket Dictionary: New edition, (New York: Oxford university Press,1995), P. 425 7 H. Douglas Brown, Principles of Language Learning and Teaching, (New Jersey: Prentice-Hall, 1987)…, P. 6 8 Jeremy Harmer, The Practice of English Language Teaching 3rd edition…, P. 57
11
has responsibility to make learning process successfully, the roles of the
teacher are useful to facilitate the students to adopt more precise in
teaching and learning process.
The teacher not only has the roles, but also has a function, such as
motivator. Therefore the teacher must know the students need and their
interest.
Teacher and student have relations each other in the classroom.
They constantly interact one another. Teachers ask question, provide
feedback, administer rewards and punishments, praise and criticize,
respond to students’ questions and requests for help, and offer assistance
when students experience difficulties. Teacher feedback is a major
teaching function, various types of teacher feedback are:
a. Performance : provides information on accuracy of work; may
include corrective information
b. Motivational : provides information on progress and competence;
may include social comparisons and persuasions
c. Attributional : links student performance with one or more
attributions
d. Strategy : informs students about how well they are applying a
strategy and how strategy use is improving their work.9
In teaching and learning process, feedback is important for teachers
to make progress and improve their teaching, so teaching and learning
process will be success.
B. Motivation
1. Definition of Motivation
Many psychologists have given various definitions of motivation.
We have to comprehend about motivation in order to know and to
understand what motivation is.
9 Paul R. Pintrich and Dale H. Schunk, Motivation in Education Theory, Research, and Applications…, P. 307-308
12
The word “motivation” is familiar for us that is commonly used in
our society, but definitely what the word actually refers to is not simple as
it’s utterance. The abstract term “motivation” on its own is rather difficult
to define, it is easier and more useful to think in terms of the ‘motivated’
learner: one who ‘willing’ or even eager to invest effort in learning
activities and to progress. Learner motivation makes teaching and learning
immeasurably easier and more pleasant, as well as more productive: hence
the importance or the topic for the teachers.10
From the statements above, the writer can conclude that motivation
is an essential factor of learning to achieve something. It is the process
which directs to activity. It means motivation plays a vital part in teaching
and learning activity, so it has an influence toward students’ success or
failure as language learners, so the teacher must develop an understanding
of the nature of the motives and techniques of motivation.
The term motivation is derived from the Latin verb ‘movere’ (to
move) the process whereby goal director activity is instigated and
sustained.11 It means the teacher should know if the students have high
motivation, they will try to study hard and get achievement in learning.
Motivation is some kind of internal and external drive that
encourages somebody to pursue a course of action. If we perceive a goal
(this is, something we wish to achieve) and if that goal is sufficiently
attractive, we will be strongly motivated to do whatever is necessary to
reach that goal. Language learners who are motivated perceive goals of
various kinds. We can make a useful distinction between short term goals
and long term goals. Long term goals might have something to do with a
wish to get a better job at some future date, or a desire to be able to
communicate with members of a target language community. Short term
10 Penny Ur, A Course in Language Teaching…,P.237 11 Paul R. Pintrich and Dale H. Schunk, Motivation in Education Theory, Research, and Applications…,P. 4
13
goals might include such things as wanting to pass an end of semester test
or wanting to finish an unit book.12
From those definitions above, it is clear that motivation is internal
and external drive which pushes someone to do or achieve something what
he wants. So motivation is an essential of learning to achieve something.
2. Kinds of Motivation
Motivation can be divided into two kinds, intrinsic motivation (the
urge to engage in the learning activity for its own sake) and extrinsic
motivation (motivation that is derived from external incentives). Both or
these have an important part to play in classroom motivation, and both are
at least partially accessible to teacher influence.13
a. Intrinsic motivation
“Intrinsic motivation comes from within the individual.”14 It
means motivation is a desire which comes from inside to do
something. Santrock said that intrinsic motivation involves the internal
motivation to do something for its own sake (an end in itself). For
example, another student may study hard for a test because he or she
enjoys the content of the course.15 So, intrinsic motivation is the
natural tendency to seek out challenges as we pursue personal interest
and exercise capabilities, the statement above shown that motivation
will be active or has function did not need to stimulate from outside,
because every person has a drive to do something.
A more powerful category of reward is one which is
intrinsically driven within the learner. Gage and Berliner said that
intrinsic motivation can be found such as in students’ interest, need,
12 Jeremy Harmer, The Practice of English Language Teaching…,P. 8 13 Penny Ur, A Course in Language Teaching,…,P.276 14 Jeremy Harmer, The Practice of English Language Teaching…, P.51 15 John W. Santrock, Educational Psychology, (New York: Mc-Graw Hill, 2004), P. 418
14
and goal in learning.16 Moreover, hobby exemplifies intrinsic
motivation.17
1). Interest, students with an interest in a subject tend to pay
attention to it. They feel that it makes a difference to them. They
want to become fully aware of its character. They enjoy dealing
with it either for what it can lead to or for its own sake. Interest
can refer to selection of stimuli or attending to something.18
Interest is the factor which determiners an attitude in working or
studying actively. Learning process will run well if the students
have an interest. The students will study regularly or effectively
and they will be success if they have high interest.
2). Need, a condition of tension in an organism resulting from
deprivation of something required for survival well-being, or
personal fulfillment a substance, state or any other thing.19 It
means that need is a circumstances in which something is
necessary.
The characteristics of the three types of needs are20 :
a). Need for achievement, involves a strong desire to succeed in
attaining goals, not only realistic ones but also challenging
ones.
b). Need for affiliation, people high in this need seek to be liked
by others and to be held in high regard by those around
them.
c). Need for power, power is not about reaching a goal but
about having control over other people. People high in this
16 N.L. Gage & David C. Berliner, Educational Psychology, (Boston: Houghton Mifflin Company, 1984), P. 374 17 http://www.artipot.com/articles/397167/do-you-want-to-increase-your-intrinsic-motivation.htm 18 N.L. Gage & David C. Berliner, Educational Psychology…, P. 374 19 Gary R. VandenBos, PhD, APA Dictionary of Psychology, (Washington DC: American Psychological Association,2007), P.612 20 Saundra K. Ciccarelli & J. Npland White, Psychology 2nd edition, (New Jersey: Pearson Education, 2009), P.361
15
need would want to have influence over others and make an
impact on them.
3). Hobby is an activity or interest that is undertaken for pleasure or
relaxation in one's spare time.21 So, hobby is an activity which is
done for pleasure and it is usually something that you really
enjoy to do it.
Hobby is an activity done for pleasure during one’s free time.
That means hobby refers to like or pleasure doing something for
wasting time, example, John’s hobby is studying, he always tries
to read a book wherever he is.
4). Goal, we have said that motivation is closely bound up with a
person’s desire to achieve a goal. The learner is very aware of the
goals of learning, or of specific learning activities, and directs his
or her efforts towards achieving them.
All people have a goal in their life. Before they do what they
wanted to do, they have decided a goal first.
In teaching and learning activity, the students have to know and
decide to a goal, because it can be a great motivation for them. If
the students know the appropriate goal, they will prepare
everything that can help them to achieve their goal.
b. Extrinsic motivation
“Extrinsic motivation is that which derives from the influence
of some kind of external incentive, as distinct from the wish to learn
for its own sake or interest in tasks.”22
Extrinsic motivations are motive active and function if there is
stimulation from outside. An example : a person studying, because he
or she knows that tomorrow morning there will be a test, by hoping
that she or he could get a good value.
21 http://www.artipot.com/articles/397167/do-you-want-to-increase-your-intrinsic-motivation.htm 22 Penny Ur, A Course in Language Teaching…,P.277
16
We can find many sources of motivation, but actually
motivation only has two big sources, the first source comes from
within the individual itself or known as intrinsic motivation and the
second is extrinsic motivation, which appears from the outer side of
and give some influences to the individual like give incentives, social
pressure or punishment. This motivation appears or comes from
teacher, parents, and environment.23
1). Teacher, a major factor in continue of a student’s motivation is the
teacher.
Teacher has an important role in teaching learning activity. The
teacher is not only a person who transfers the knowledge to the
students, but also as a motivator who can motivate or support the
students in learning activity.
2). Parents, a part from the culture of the world around students, their
attitude to language learning will be greatly affected by the
influence of people who are close to them. The attitude of parents
and older siblings will be crucial.24
Students who are encouraged by their parent will try new things
and try to give high performance to get reward from their parent.
As a result, they will get better achievement.
3). Environment, outside any classroom there are attitudes to language
learning and the English language in particular. The learning of
English is important to be considered in the society. In a school
situation, the language learning is part of the curriculum of thing
status, the cultural images associated with English are positive.
All these views of language learning will affect the student’s
attitude to the language being studied, and the nature and strength of
this attitude will, in its turn, have a profound effect on the degree of
motivation the student brings to class and whether or not that
23 N.L. Gage & David C. Berliner, Educational Psychology…, P. 441 24 Jeremy Harmer, The Practice of English Language Teaching 3rd edition…,P. 51-52
17
motivation continues. Even where adult students have made their own
decision to come to a class to study English, they will bring them
attitudes from the society they live in, developed over years, whether
these attitudes are thoroughly positive or somewhat negative.25
Students who are motivated by their environment will have
encouragement to learn English. In the other words, if their home
environment and the atmosphere of classroom and also the quality of
facilities are good, they will do their best to achieve better English.
Generally, it has been known that to determine someone’s
learning, motivation is not only from individual factor, but also
environment factor. Environment is everything which exists around us
which has correlation influences in ourselves.
C. The Student’s Learning Motivation
Learning is the act, process or experience of gaining knowledge or skill.
Knowledge or skill gained through schooling or study.
There are many definitions of learning:
1. Learning is shown by a change in behavior as a result of experience.
2. Learning is to observe, to read, to imitate, to try something themselves, to
listen, to follow direction.
3. Learning is a change in performance as a result of practice.26
From those definitions above, the writer can conclude that learning is a
change of behavior or performance by doing activities, such as reading,
listening, and imitating to get knowledge, so the learners have to practice
regularly of learning activities.
One of factors of learning is motivation. Motivation is hidden power
which is coming from inside and outside of the learners which drives them to
do something benefit to get the desire changes. The learners will be success if
they have motivation, motivation to know what will be learnt and to
25 Jeremy Harmer, The Practice of English Language Teaching 3rd edition…,P. 51-52 26 Sardiman A.M, Interaksi dan Motivasi Belajar Mengajar, (Jakarta: Rajawali, 1986), p.22
18
understand why they learn, so the learners can have or gain information and
get knowledge from what they have learnt.
Learning motivation is the desire or drive which comes from inside
and outside to learn language, especially English through a process which is
done by learners to take a change of behavior as a result of experience and to
get knowledge.
Motivation has a significant role in teaching and learning process. The
students who have a higher motivation will get better opportunity to succeed
in their learning activities than the lower one.
D. The Student’s Learning Achievement
Achievement is important thing to measure how far our effort and skill
can be reach. It is as a result of our activity which we have done, especially in
learning.
Hornby said “Achievement is a thing done successfully, especially
with an effort and skill.”27
Achievement is the act of achieving or performing, an obtaining by
exertion, effort and skill successfully.
”Achievement is considered as the drive and energy students bring to
school work in desire to make progress in their learning and achievement.”28
It means achievement is the result that students obtain after following a
teaching learning process in certain period of time. As such, the concept of
achievement is critical to effective teaching. For a teacher, students’
motivation is important because motivation can serve as both an objective in
itself and a means for furthering achievement of other educational objectives.
As an objective, motivation becomes one of the purposes of teaching.29
Teachers make assumption about what motives or facilitate achievement
27 AS. Hornby, Oxford Advanced Learner Dictionary, (Oxford: University Press,1995), p. 2 28 Kevin Barry and Len King, Beginning Teaching and Beyond 3rd edition, (Sydney: Thomson Social Science Press, 1998), P.498 29 N.L. Gage and David C. Berliner, Educational Psychology 4th edition, (Boston: Houghton Mifflin Company, 1988), P. 335
19
based on what students do in the classroom-their performance, their behavior,
how they respond to the teacher and classroom tasks, and so forth.30
The meaning of achievement is a result of learning that indicated by a
changing of students’ behavior in their knowledge, skill and attitude.
The conclusion is learning achievement is how much knowledge that
the students obtained in learning English after they have followed teaching
learning process in particular period of time.
Here are theories of achievement: 31
1. The self-efficacy theory of achievement emphasized students’ judgments
of how well or not so well or not so well they will perform a task given
the skills they have and the circumstances they face. Students become
highly motivated to achieve when they believe they can perform a task or
an activity successfully.
2. The attribution theory of achievement emphasized students’
interpretations of their success or failure. Students become highly
motivated to achieve when they attribute successes mainly to ability and
failures mainly to lack of effort. The attributions theory of motivation
suggests that the explanations people give for behavior, particularly their
own success and failures, have strong influences on future plans and
performance.32
There are many factors that influence students’ learning achievement,
such as, students’ behavior in learning, teacher, teaching and learning process
in the classroom, environment, etc.
The students will be success in learning if they have achievement, so
learning achievement is important because it can determine students’ success
in learning with effort and skill.
30 Carl A.Grant and Christine E. Sleeter, Doing Multicultural Education for Achievement and Equity,( New York: Routledge, 2007), P. 36 31 Kevin Barry and Len King, Beginning Teaching and Beyond 3rd edition…,P.498 32 Anita E. Woolfolk, Educational Psychology 4th edition, (New Jersey: Prentice Hall, 1990), P.323
20
E. Conceptual Framework
Based on theoretical framework and the statement by psychologists
who said that “High level of motivation lead to high achievement” .
Students’ motivation especially in learning English as one factor that is
assumed can influence the students’ learning achievement in English by the
following reason, students who are motivated to learn English will drive their
self to learn without burden and problem. In other words, they will enjoy their
learning process and try to produce the desired changes in learning English.
Students who are motivated will expend psychological energy
necessary to acquire responses, they will not avoid the learning situation that
produce the desired changes.
Students who have higher motivation in learning English will get
better opportunity to succeed in their learning activities than the lower one.
Students who are motivated usually have need to learn English, and
they will fulfill their goal. If they know the appropriate goal, they will prepare
everything to help them to achieve their goal, a better English score.
Students’ motivation doesn’t only come from inside, but also comes
from outside, such as teacher, parents, and environment.
So the writer can assume that motivation is related to one and other.
Motivation is very strongly relate to achievement in language learning.
From the statement above, it is clear that learning motivation is very
important thing in language learning process and it related to achievement.
From the opinion that psychologist’s express, a similar thing that
learning is an experience as a change of behavior or someone as a result of her
or his interaction with learning environment.
Classroom is a social system, such as it influences both student and
teacher behavior. Students’ motivation and learning are influenced by process
and structure created in particular classroom.
Success in learning beside of teaching and learning process can be
looked from achievement. Learning achievement can be reached by student if
it is influenced by internal and external factor.
21
F. The Hypothesis
Based on theoretical description and theoretical framework, the
research can be formulated the hypothesis as follows:
1. Alternative Hypothesis (Ha) : there is a significant correlation between
the students’ learning motivation and their achievement in English.
2. Null Hypothesis (Ho) : there is no significant correlation between
the students’ learning motivation and their achievement in English.
22
CHAPTER III
RESEARCH METHODOLOGY
A. The Objective of the Research
1. To know how far the students’ motivation in learning English
2. To know whether there is a significant correlation between students’
motivation and their achievement in English
B. Place and Time of the Research
The writer had done try out research at Madrasah Tsanawiyah Al-
Fajar, Kedaung, Pamulang before the writer did this research at Madrasah
Tsanawiyah Al-Hamidiyah Sawangan Depok in 8th class on April 17th-25th
2010. The writer chooses Madrasah Tsanawiyah Al-Hamidiyah as the
research object because the school has good enough quality and the writer
has studied there.
C. Method of Study
The kind of research the writer did is a quantitative research. The
writer used research instrument (questionnaire) to measure the students’
motivation. The total items of questionnaire are 40 items. Moreover, the
writer took the scores about English in final test at the first semester from
an English teacher. It is used to know the students’ achievement in
English.
23
D. The Technique of Sample Taking
The writer did the try out research at Madrasah Tsanawiyah Al-
Fajar, Kedaung Pamulang, the writer took sample of 20 students in 8th
class. At Madrasah Tsanawiyah Al-Hamidiyah Depok, there are four
classes of second year. They are class A, B, C, and D. From those classes,
the writer took sample of 10 students in each class as sample of this study.
The total number of students or population is 104 students, and total
sample of students are 40 students.
The researcher took 40 respondent based on Sevilla’s book, she
said that the numbers of minimum sample taking for correlation are 30
respondents. Technique of sample taking which is used is random
sampling technique by using “Fishbowl” method1, the researcher gave and
the wrote numbers for member which are gathered in sampling list on
pieces of paper, one number for each population member then the papers
are rolled up and shuffled in the glass, then took 40 papers. So that 40
pieces of paper which contain numbers of member would become sample
of the research
E. The Technique of Data Collecting
To obtain data in this research, the writer applied:
1. Questionnaire
The research at Madrasah Tsanawiyah Al-Hamidiyah, the writer
did the research by using the questionnaire to know about the students’
motivation in English. It consists of written questions with 40 items,
21 positive questions and 19 negative questions. In that instrument, the
writer gave the alternative option: Strongly Agree (sangat setuju),
Agree (setuju), Disagree (tidak setuju) and Strongly Disagree (sangat
tidak setuju). We can see the table below:
1 Sevilla, Ochave. Pengantar Metodologi Penelitian, Jakarta: UI Pers, 1993, P.63-65.
24
Table 3.1
The Likert Scale Rating
Score Optional Favorable Unfavorable Strongly agree 4 1
Agree 3 2 Disagree 2 3
Strongly disagree 1 4
The questions of questionnaire are taken from indicator of
motivation both intrinsic and extrinsic motivation.
Indicator of intrinsic motivation, namely: interest, need, hobby and
goal. Indicator of extrinsic motivation, namely: teacher, parents, and
environment.
As describe on the next table:
Table 3.2
The Indicators of Questions
Items Number Variable Dimension Indicator Positive Negative I. Interest 1,3,5,7 2,4,6,8 II. Need 9,10,11,12 13,14 III. Hobby 15,17,19 16,18,20
Intrinsic
IV. Goal 21,23,24, 25 22 I. Teacher 26,30 27,28,29 II. Parent 31,35 32,33,34
Motivation
Extrinsic III. Environment 37,39 36,38,40
2. Documentary Study
The writer took the scores about English in final test at the first
semester from the teacher of English to know about students’
achievement in English and those scores to be analyzed
25
F. Instrumentation
1. The students’ motivation in learning English
1). Conceptual definition
Motivation is hidden power which is coming from inside and
outside of the student which drives them to do something benefit
to get the desire changes.
2). Operational definition
Motivation is the scores that the students obtained after they
answered questionnaire items about their motivation in learning
English by the following indicators: interest, need, goal, hobby
(Intrinsic), teacher, parent, and environment (Extrinsic). In this
case, the students’ motivation in learning English is as
independent variable (variable X).
2. English learning achievement
1). Conceptual definition
Learning achievement is a thing done successfully in learning
English, especially with an effort and skill.
2). Operational definition
English learning achievement is the scores that students obtained
in learning English after they have followed teaching-learning
process in particular of time. In this case, the students’ English
learning achievement is as dependent variable (variable Y)
3. Validity instrument
According to Saifudin Azwar, research instrument validity
questions whether an instrument that will be used has a capability to
measure something to be measured and standard minimum validity
coefficient is 0.3.2
Based on the scale result of try out validity scale in learning
motivation for 20 students in 8th class of Madrasah Tsanawiyah Al-
Fajar Kedaung Pamulang which consists of 50 items, there are 40 2 Syaifudin Azwar, Penyusunan Skala Psikologi, Yogyakarta : Pustaka Pelajar, 2006 P.99-103.
26
valid items and 10 invalid items. The numbers of valid item are: 1, 2,
3, 4, 5, 6, 7, 8, 10, 11, 12, 13, 15, 16, 17, 19, 20, 21, 22, 23, 24,25,
27,29, 30, 31,33, 35, 36, 37, 38, 40, 42, 43, 45, 47, 48, 49, and 50. The
numbers of invalid item are: 14, 18, 26, 28, 32, 34, 39, 41, 44, and 46.
4. Reliability Instrument
Reliability defines whether an instrument can measure something
to be measured constantly from time to time. Thus, the key words for
qualifying requirements are consistency or unchanged.3
To measure reliability in this research, we need a measuring tool,
and measuring tool which is used technique of Alpha Croncbach. To
measure, the writer used SPSS (Statistical Product for Service
Solution) 14 is used.
The formula to be used to find out reliability: we used Alpha
Cronbach formula:4
α = 2 1 − S 1 ² + S 2 ²
S x²
Explain :
α = koefisien reliabelitas alfa
S 1 ² dan S 2 ² = Varians skor belahan 1 dan belahan 2
S x² = Varians skor skala
Table 3.3
The Reliability Norm by Guilford
‘r’ Score of Product Moment Interpretation 0.00 – 0.20 Considered as no reliable 0.20 – 0.40 Low reliable 0.40 – 0.70 Medium reliable 0.70 – 0.90 Reliable 0.90 – 1.00 Very reliable
3 Syaifudin Azwar, Penyusunan Skala Psikologi…,P.83. 4 Syaifudin Azwar, Penyusunan Skala Psikologi…,P.87.
27
Table 3.4
The Result of Reliability Test
Cronbach's Alpha
N of Items
0.903 50
From the calculation of the instrument, the reliability score that
the writer gets 0,903. So, from the calculation above, we can conclude
that is very reliable if we use reference to the reliability norm by
Guilford.
5. Normality
Normality test is obtained to test sampling data which sources
from population normal distribution. Normal distribution is the best
model to approach distribution frequency phenomena of nature and
social. In this normality test, the writer used Shapiro-Wilk statistic
technique because the respondents are less from 100. Minimum
standard of normality test is 0.05.5 The writer took the result from
SPSS 14 program.
Table 3.5
The Result of Normality Test
Motivation Achievement Chi-Square(a,b) 2.400 3.100 Df 15 10 Asymp. Sig. 1.000 0.979
From the calculation of the instrument, the normality score that
the writer gets 1,000 for Motivation and 0,979 for Achievement. From
the calculation above, we can conclude that both of them are normal
6. Homogeneity
Homogeneity test is obtained to test two or more sample data
group which sources from the same population variant. In this 5 Kuncono, Analisis Butir Teknik Analis Teknik dan Aplikasi Pada Mata Kuliah: Penyusunan Skala Psikologi, Konstruksi Tes Psikometri dan Penulisan Skripsi, (Jakarta: Yayasan Administrasi Indonesia, 2004), p.94-96
28
homogeneity test, the minimum standard is 0.05.6 The writer took the
result from SPSS 14 program.
Table 3.6
The Result of Homogeneity Test
Levene Statistic Df1 df2 Sig. Motivation 1.344 1 18 0.262
Achievement 4.027 1 18 0.060
From the calculation of the instrument, the homogenity score that the
writer gets 0,262 for Motivation and 0,060 for Achievement. From the
calculation above, we can conclude that both of them are homogen.
G. The Technique of Data Analysis
As stated in the earlier chapter, the writer takes 40 students as the
sample. After presenting the questionnaires, the writer counted and
analyzed the result of the questionnaires that have been answered by the
students as the data description.
To obtain data is analyzed to find out the positive relation between
students’ motivation and their achievement in learning English. The writer
used product pearson moment correlation, in SPSS (Statistical Product for
Service Solution) is used.7
n∑XY – (∑X) (∑Y)
√n∑X2 – (∑X)2 (n∑Y2 – (∑Y)2)
rxy = Coefficient of correlation between X variable and Y variable
(koefisien korelasi antara variable X dan variable Y
X = sum of score in X distribution (Jumlah skor dalam distribusi X)
Y = sum of score in Y distribution (Jumlah skor dalam distribusi Y)
XY = sum of multiplication of X and Y (Jumlah perkalian X dan Y)
X2 = sum of X quadrate (Jumlah kuadrat dari X)
rxy =
6 Kuncono, Aplikasi Komputer Psikologi Diktat Kulliah dan Panduan Praktiokum 2nd edition, (Jakarta: Universitas Persada Indonesia, 2005), p.76-81 7 Anas Sudijono, Pengantar Statistik Pendidikan (Jakarta: PT. Raja Grafindo Persada, 2006) Cet ke-15, P.209.
29
Y2 = sum of Y quadrate (Jumlah kuadrat dari Y)
Table 3.7
Simple Interpretation of Correlation
Rxy Interpretation 0.00 – 0.20 There is correlation between X variable and Y variable,
but it is very weak or very low. So the correlation is rejected. In other words, there is no correlation between X variable and Y variable
0.20 – 0.40 There is a weak or low correlation between X variable and Y variable but it is sure
0.40 – 0.70 There is an enough correlation between X variable and Y variable
0.70 – 0.90 There is a strong or high correlation between X variable and Y variable
0.90 – 1.00 There is a very strong or very high correlation between X variable and Y variable
To know whether there is any significant correlation or not
between variable and Y variable, the writer formulated HI (Alternative
Hypothesis) and Ho (Null Hypothesis) first as follows:
a. Ha : ”there is a positive correlation which significant between X
variable (motivation learning) and Y variable (learning
achievement)”
b. Ho : ”there is no positive correlation which significant between X
variable (motivation learning) and Y variable (learning
achievement)”
Some Assumptions are as follows:
a) If the result of calculation rxy is smaller than Tt (t table), rxy < Tt: so
the null hypothesis (Ho) is accepted (Ha is rejected).
b) if the result of calculation rxy is bigger than Tt (t table), rxy > Tt: so
the null hypothesis (Ho) is rejected (Ha is accepted).
30
CHAPTER IV
RESEARCH FINDINGS
A. The Description of Data
The writer took the score of students’ learning motivation (variable
X) by using 40 items questionnaire and students’ learning achievement
(variable Y) by using English scores in final test at the first semester and
those scores were analyzed. It can be seen in the table:
Table 4.1
Summary of learning motivation and achievement score in English
Number Parameter X Y 1 Minimum score 87 3.0 2 Maximum score 151 8.5 3 Range (R) 64 5.5 4 Class multiply (K) 6 6.0 5 Class interval (I) 11 0.9 6 Mean 113.725 5.8125 7 Median 115.5000 6.0 8 Mode 110 7.0
From the table above, we can see that the minimum score of
motivation (variable X) is 87 and the maximum score is 151, range score
is 64, class multiply is 6, class interval is 11, mean score is 113.725,
median score is 111.5000, and mode score is 110. while the minimum
score of achievement (variable y) is 3, the maximum score is 8.5, range
score is 5.5, class multiply is 6, class interval is 0.9, Mean score is 5.8125,
Median score is 6, and Mode score is 7.
31
To know more detail about class interval of students’ learning
motivation and students’ learning achievement, we can see the table
below:
Table 4.2
Relative frequency distribution of motivation
Number Interval Frequency (f) Percentage 1 87-97 3 7.5 % 2 98-108 10 25 % 3 109-119 16 40 % 4 120-130 7 17.5 % 5 131-141 2 5 % 6 142-152 2 5 %
∑f = 40
Based on the table above, there are 3 categories of motivation score, the
first is low motivation (87-108), the second is medium motivation (109-
130), and the third is high motivation (131-152). Based on those
categories, the writer can conclude that many students have medium
motivation, it can be seen from the total number of students who have
medium motivation are 23 students or 57.5 % from 40 students.
Table 4.3
Relative frequency distribution of achievement
Number Interval Frequency (f) Percentage
1 3.0-3.8 4 10 % 2 3.9-4.7 7 17.5 % 3 4.8-5.6 4 10 % 4 5.7-6.5 12 30 % 5 6.6-7.4 8 20 % 6 7.5-8.3 4 10 % 7 8.4-9.2 1 2.5 %
∑f = 40
Based on the table above, there are 3 categories of achievement score, the
first is low achievement (3.0-5.6), the second is medium achievement (5.7-
7.4) , and the third is high achievement (7.5-9.2). Based on those
categories, the writer can conclude that many students have medium
32
motivation, it can be seen from the total number of students who have
medium achievement are 20 students or 50 % from 40 students.
B. The Analysis of Data
In this case, both students’ motivation and learning achievement are
correlated by using Person’s product moment formula. The data are
described on the following table:
Table 4.4
The students’ learning motivation and learning achievement in English
Students X Y XY X2 Y2 1 112 7.25 812 12544 52.5625 2 87 4.0 348 7569 16 3 127 7.0 889 16129 49 4 89 4.5 400.5 7921 20.25 5 137 5.5 753.5 18769 30.25 6 109 3.0 327 11881 9 7 92 6.25 575 8464 39.0625 8 111 4.0 444 12321 16 9 110 5.75 632,5 12100 33.0625 10 108 6.25 675 11664 39.0625 11 121 6.5 786.5 14641 42.25 12 109 8.0 872 11881 64 13 112 4.25 476 12544 18.0625 14 102 7.25 739.5 10404 52.5625 15 104 5.75 598 10816 33.0625 16 110 5.5 605 12100 30.25 17 125 7.25 906.25 15625 52.5625 18 116 5.0 580 13456 25 19 112 6.0 672 12544 36 20 134 6.0 804 17956 36 21 119 8.5 1011.5 14161 72.25 22 151 7.0 1057 22801 49 23 118 5.75 678.5 13924 33.0625 24 142 7.0 994 20164 49 25 105 7.0 735 11025 49 26 105 7.5 787.5 11025 56.25 27 102 6.5 663 10404 42.25 28 120 6.0 720 14400 36 29 118 6.0 708 13924 36 30 100 3.75 375 10000 14.0625
33
31 110 5.25 577.5 12100 27.5625 32 107 3.5 374.5 11449 12.25 33 118 6.5 767 13924 42.25 34 105 4.0 420 11025 16 35 113 7.0 791 12769 49 36 106 4.5 477 11236 20.25 37 120 4.5 540 14400 20.25 38 128 6.25 800 16384 39.0625 39 125 3.5 437.5 15625 12.25 40 110 7.5 825 12100 56.25
N=40 ∑X=4549 ∑Y=232.5 ∑XY=26634.75 ∑X2=524169 ∑Y2=1426 a.
To obtain data is analyzed to find out the positive relation between
students’ motivation and their achievement in learning English. The writer
used product pearson moment correlation, in SPSS (Statistical Product for
Service Solution) is used.1
N∑XY – (∑X) (∑Y)
√N∑X2 – (∑X)2 (N∑Y2 – (∑Y)2)
rxy = Coefficient of correlation between X variable and Y variable
(koefisien korelasi antara variable X dan variable Y
X = sum of score in X distribution (Jumlah skor dalam distribusi X)
Y = sum of score in Y distribution (Jumlah skor dalam distribusi Y)
XY = sum of multiplication of X and Y (Jumlah perkalian X dan Y)
X2 = sum of X quadrate (Jumlah kuadrat dari X)
Y2 = sum of Y quadrate (Jumlah kuadrat dari Y)
N∑XY – (∑X) (∑Y)
√[[N∑X2 – (∑X)2] [(N∑Y2 – (∑Y)2)]
40 x 26634.75 – 4549 x 232.5
√[40 x 524169 – (4549)2] [(40 x 1426) – (232.5)2)]
1065390 – 1057642.5
√[20966760 – 20693401] [57040 – 54056.25)]
rxy =
rxy =
rxy =
rxy =
1 Drs. Anas Sudijono, Pengantar Statistik Pendidikan (Jakarta: PT. Raja Grafindo Persida, 2005) Cet ke-15, P:206.
34
7747.5
√ 273359 x 2983.75
7747.5
√ 815634916.3
0.271
Table 4.5
Simple Interpretation of Correlation
rxy =
rxy =
rxy =
Rxy Interpretation 0.00 – 0.20 There is correlation between X variable and Y variable,
but it is very weak or very low. So the correlation is rejected. In other words, there is no correlation between X variable and Y variable
0.20 – 0.40 There is a weak or low correlation between X variable and Y variable but it is sure
0.40 – 0.70 There is an enough correlation between X variable and Y variable
0.70 – 0.90 There is a strong or high correlation between X variable and Y variable
0.90 – 1.00 There is a very strong or very high correlation between X variable and Y variable
From the calculation Pearson’s Product moment correlation above, the
writer got the result from rxy = 0.271 (it is between 0.20 - 0.40). According
to simple interpretation above, we noticed that the correlation between X
variable and Y variable is low. Thus, we can interpret that there is a
positive correlation between learning motivation (as X variable) and
learning achievement (as Y variable).
C. The Test of Hypothesis
After calculating rxy, the result of rxy is 0.271. The writer determined
degree of freedom (df) to get Tt (T table). df = N-nr = 40–2 = 38. After
looking at the table, df (38) get significance 5% is 0.312 and get
35
significance 1% is 0.403 (see appendix). The writer concluded that rxy is
smaller than tt or rxy < rt = 0.312 > 0.271 < 0.403, so that Ha is rejected (Ho
is accepted).
D. The Interpretation of Data
From the correlation computation, we can interpret that there is a
positive correlation between learning motivation (as X variable) and
learning achievement (as Y variable). From the calculation Pearson’s
Product moment correlation above, the writer got the result from rxy =
0.271 (it is between 0.20 - 0.40). According to simple interpretation above,
we noticed that the correlation between X variable and Y variable is low
correlation and it is considered there is no significance correlation between
x variable (learning motivation) and y variable (students’ achievement in
English).
36
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the data that has been described in the previous chapters, the writer
concludes that the null hypothesis is accepted and the alternative hypothesis is
rejected. It can be seen from the result of rxy is 0.271 with the degree freedom is 38.
The result of tt on the degree of significance 5 % = 0.312 and in 1 % = 0.403. so rxy
is
small than tt or rxy < tt = 0.312 > 0.271 < 0.403. it means that the conclusion of this
‘skripsi’ is there is no significant correlation between students’ learning motivation
and learning achievement in English. The conclusion shows that the students with
lower motivation do not always get lower score in English achievement and the
students with higher motivation do not guarantee that they will get higher score in
English achievement.
B. Suggestion
The research outcome shows that there is a positive correlation between
students’ learning motivation and learning achievement in English. So, the teachers
should give more encouragement to the students beside giving or transferring
knowledge. Teacher should be more creative in giving a lesson and using various
teaching method, in order the students can be more comfortable and more interested
in learning English.
Teacher should stimulate motivation in learning and should let students like
learning and find academic activities satisfied, so they can be more active and better
progress in learning English.
37
The students should practice English and make it as a habit. The most
important one is they must have a big desire to learn English. Their parents also give
the positive encouragement to their children to learn harder and give an
understanding that English is one of important language in this era.
BIBLIOGRAPHY
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Barry, Kevin and Len King. Beginning Teaching and Beyond 3rd edition, Sydney: Thomson Social Science Press, 1998.
Brown, H. Douglas. Principles of Language Learning, New Jersey: Prentice– hall, 1987.
Ciccarelly, Saundra K and J. Npland White, Psychology 2nd edition, New Jersey: Pearson Education, 2009.
Gage, N. L and David C. Berliner, Educational Psychology, Boston: Houghton Mifflin Company, 1984.
Gage, N. L and David C. Berliner, Educational Psychology 4th edition, Boston: Houghton Mifflin Company, 1988.
Grant, Carl A. and Christine E Sleeter. Doing Multicultural Education For Achievement and Equity, New York: Routledge, 2007.
Harmer, Jeremy. How to Teach English, Oxford: Pearson Education Limited, 2007.
Harmer, Jeremy. The Practice of English Language Teaching 3rd edition, New: York: Pearson Educated Limited, 2001
Hornby, AS. Oxford Advanced Learner Dictionary, Oxford: University Press, 1995.
Kuncono. Analisis Butir Teknik Analisis dan Aplikasi Pada Mata Kuliah: Penyusunan Skala Psikologi, Konstruksi Tes, Psikometri dan Penulisan Skrisi 1st edition, Jakarta: Yayasan Administrasi Indonesia, 2004.
Kuncono. Aplikasi Komputer Psikologi 2nd edition, Jakarta: Universitas Persada, 2005.
Kurikulum 2004 Standar Kompetensi Bahasa Inggris SLTP/MTs, Jakarta: Dharma Bakti, 2005.
M, Sardiman A. Interaksi dan Motivasi Belajar Mengajar, Jakarta: Rajawali, 1986.
Marser, Martin H. Oxford Learner’s Pocket Dictionary new edition, New York: Oxford University Press, 1995.
Ochave, Sevilla. Pengantar Metodologi Penelitian, Jakarta: UI Press, 1993.
Pintrich, Paul R and Date H Schunk, Motivation in Education Theory, Research, and Applications, New Jersey: Pearson Education, 2008.
Read, AS John. Trends in Language Syllabus Design, Singapore: Singapore University Press, 1983.
Rothstein, R Pamela, Educational Psychology, Singapore: McGraw Hill, 1990.
Santrock, John W. Educational Psychology, New York: Mc-Graw Hill, 2004.
Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT. Raja Grafindo Persada, 2006.
Ur, Penny. A Course in English Teaching, New York: Cambridge University Press, 1996.
Vandenbos, Gary R. APA Dictionary of Psychology, Washington DC: American Psychological Association, 2007.
Woolfolk, Anita E. Educational Psychology 4th edition. New Jersey: Prentice –
Hall, 1990.
www.artipot.com/articles/397167/do-you-want-to-increase-your-intrinsic- motivation.htm
DAFTAR ANGKET MOTIVASI BELAJAR BAHASA INGGRIS
NAMA SEKOLAH : MTs Al-Hamidiyah
ALAMAT SEKOLAH : Sawangan Depok
NAMA SISWA/KELAS : _______________________________
PETUNJUK UMUM
A) Mulailah dengan membaca Basmallah
B) Bacalah dengan teliti setiap pertanyaan, kemudian jawablah dengan jujur sesuai
dengan keadaan sebenarnya.
C) Berikanlah tanda Check List ( ) untuk jawaban yang tepat berdasarkan
pendapat anda sendiri
D) Angket ini hanya dibuat untuk kepentingan ilmiah dalam rangka menyusun
penelitian dan tidak ada tujuan lain.
E) Pilihan jawaban antara lain:
SS: Sangat Setuju TS : Tidak Setuju
S : Setuju STS : Sangat Tidak Setuju
F) Terima kasih atas kesedian anda untuk mengisi angket ini.
NO PERNYATAAN SS S TS STS 1 Saya sangat senang mengikuti pelajaran bahasa
Inggris
2 Pelajaran bahasa Inggris merupakan pelajaran yang banyak membuang waktu
3 Ketika guru saya meminta saya untuk menirukan percakapan bahasa Inggris, saya tertarik menirukannya
4 Pelajaran bahasa Inggris merupakan salah satu pelajaran yang sulit
5 Saya belajar bahasa Inggris atas kemauan sendiri 6 Saya tidak suka menonton film berbahasa inggris 7 Saya suka untuk berbicara bahasa Inggris dengan
guru atau teman saya
8 Materi bahasa Inggris sangat membosankan 9 Saya akan lebih mudah memperoleh peringkat
terbaik di kelas dengan mempelajari bahasa Inggris
10 Saya suka mengikuti lomba pidato berbahasa Inggris di sekolah setelah belajar bahasa Inggris
11 Bahasa Inggris dibutuhkan untuk berkomunikasi dengan guru bahasa Inggris dan teman-teman di sekolah
12 Siswa yang pandai dalam pelajaran bahasa inggris akan mewakili sekolah dalam berbagai kompetisi bahasa Inggris baik di dalam lingkungan sekolah maupun antar sekolah
13 Saya tidak merasa sedih jika hasil ulangan bahasa Inggris buruk
14 Siswa yang pandai dalam pelajaran bahasa Inggris tidak dapat menjadi pemimpin di dalam kelas
15 Saya gemar unuk berbicara dalam bahasa Inggris 16 Saya tidak gemar membeli buku-buku berbahasa
Inggris
17 Saya gemar mendengarkan percakapan bahasa Inggris yang diberikan guru saya
18 Saya tidak gemar menonton film berbahasa Inggris 19 Saya gemar mengerjakan pekerjaan rumah (PR)
bahasa Inggris di rumah
20 Saya tidak gemar mengulang kembali pelajaran bahasa Inggris di rumah
21 Dapat berbicara bahasa Inggris merupakan tujuan saya
22 Materi pelajaran bahasa inggris yang ada sekarang kurang memadai
23 Saya merasa puas setelah mendengarkan pelajaran bahasa Inggris dari guru
24 Materi pelajaran bahasa Inggris yang diberikan oleh guru sudah memadai
25 Saya belajar bahasa inggris agar dapat mengerjakan soal bahasa Inggris dengan baik dan benar
26 Guru saya sering memberikan penghargaan ketika mengajar bahasa Inggris
27 Saya mempraktekkan perintah guru karena takut dihukum
28 Saya mendengarkan guru ketika mengajar karena takut dihukum
29 Saya menirukan pengucapan bahasa Inggris guru karena takut dihukum
30 Saya juga mengharapkan penghargaan (nilai atau pujian) ketika guru meminta saya untuk mempraktekkan apa yang guru ajarkan
31 Orang tua saya membelikan buku bahasa Inggris untuk saya
32 Orang tua saya tidak pernah membelikan buku bahasa Inggris kepada saya
33 Orang tua saya memindahkan channel TV ketika saya sedang menonton film berbahasa Inggris
34 Orang tua saya tidak pernah membelikan buku bahasa Inggris
35 Orang tua saya meminta saya untuk mengikuti kursus bahasa Inggris
36 Di lingkungan sekitar saya tidak menyediakan sarana dan pra sarana bahasa Inggris
37 Ketika saya bertanya dalam bahasa Inggris, orang-orang di sekitar saya merespon pertanyaan saya dengan baik (tidak mencemooh)
38 Saya mendengarkan, menirukan, mempraktekan bahasa Inggris karena takut dihukum orang lain di sekitar saya
39 Orang-orang di sekitar lingkungan saya menggunakan bahasa Inggris
40 Orang-orang di sekitar saya tidak menggunakan bahasa Inggris dalam kehidupan sehari-hari
Frequency Distribution Data A. Score motivation (variable x)
87 89 92 100 102 102 104 105 105 105 106 107 108 109 109 110 110 110 110 111 112 112 112 113 116 118 118 118 119 120 120 121 125 125 127 128 134 137 142 151
K = 1 + 3.332 . log n
= 1 + 3.332 . log 40 = 1 + 3.332 . 1.6020 = 1 + 5.33 = 6.33
Explanation : K : Multiply class I = R K R = x max – x min Explanation : I : interval R : range I = R = 151-87 = 64 =10.667 (11) K 6 6
B. Score acchievement (variable y)
3.0 3.5 3.5 3.75 4.0 4.0 4.0 4.25 4.5 4.5 4.5 5.0 5.25 5.5 5.5 5.75 5.75 5.75 6.0 6.0 6.0 6.0 6.25 6.25 6.25 6.5 6.5 6.5 7.0 7.0 7.0 7.0 7.0 7.25 7.25 7.25 7.5 7.5 8.0 8.5 K = 1 + 3.332 . log n
= 1 + 3.332 . log 40 = 1 + 3.332 . 1.6020 = 1 + 5.33 = 6.33
Explanation : K : Multiply class I = R K R = x max – x min Explanation : I : interval R : range I = R = 8.5- 3.9 = 5.5 = 0.92 (0.9) K 6 6
DAFTAR ANGKET MOTIVASI BELAJAR BAHASA INGGRIS
NAMA SEKOLAH : SMP ISLAM AL-FAJAR
ALAMAT SEKOLAH : Jl. Aria Putra No. 102, Kedaung – Pamulang
NAMA SISWA/KELAS : _______________________________
PETUNJUK UMUM
A) Mulailah dengan membaca Basmallah
B) Bacalah dengan teliti setiap pertanyaan, kemudian jawablah dengan jujur sesuai
dengan keadaan sebenarnya.
C) Berikanlah tanda Check List ( ) untuk jawaban yang tepat berdasarkan
pendapat anda sendiri
D) Angket ini hanya dibuat untuk kepentingan ilmiah dlam rangka menyusun
penelitian dan tidak ada tujuan lain.
E) Pilihan jawaban antara lain:
SS: Sangat Setuju TS : Tidak Setuju
S : Setuju STS : Sangat Tidak Setuju
F) Terima kasih atas kesedian anda untuk mengisi angket ini.
NO PERNYATAAN SS S TS STS 1 Saya sangat senang menikuti pelajaran bahasa
Inggris
2 Pelajaran bahasa Inggris merupakan pelajaran yang banyak membuang waktu
3 Ketika guru saya meminta saya untuk menirukan percakapan bahasa Inggris, saya tertarik menirukannya
4 Pelajaran bahasa Inggris merupakan salah satu pelajaran yang sulit
5 Saya belajar bahasa Inggris atas kemauan sendiri 6 Saya tidak suka menonton film berbahasa inggris 7 Saya suka untuk berbicara bahasa Inggris dengan
guru atau teman saya
8 Materi bahasa Inggris sangat membosankan 9 Saya akan lebih mudah memperoleh peringkat
terbaik di kelas dengan mempelajari bahasa Inggris
10 Saya suka mengikuti lomba pidato berbahasa Inggris di sekolah setelah belajar bahasa Inggris
11 Bahasa Inggris dibutuhkan untuk berkomunikasi dengan guru bahasa Inggris dan teman-teman di sekolah
12 Siswa yang pandai dalam pelajaran bahasa inggris akan mewakili sekolah dalam berbagai kompetisi bahasa Inggris baik di dalam lingkungan sekolah maupun antar sekolah
13 Saya tidak merasa sedih jika hasil ulangan bahasa Inggris buruk
14 Saya selalu mengikuti kegiatan yang berhubungan dengan bahasa Inggris setelah saya belajar bahasa Inggris dan memahaminya
15 Siswa yang pandai dalam pelajaran bahasa Inggris tidak dapat menjadi pemimpin di dalam kelas
16 Saya gemar unuk berbicara dalam bahasa Inggris 17 Saya tidak gemar membeli buku-buku berbahasa
Inggris
18 Saya gemar untuk menirukan percakapan bahasa Inggris setelah saya mendengarkannya,
19 Saya gemar mendengarkan percakapan bahasa Inggris yang diberikan guru saya
20 Saya tidak gemar menonton film berbahasa Inggris 21 Saya gemar mengerjakan pekerjaan rumah (PR)
bahasa Inggris di rumah
22 Saya tidak gemar mengulang kembali pelajaran bahasa Inggris di rumah
23 Dapat berbicara bahasa Inggris merupakan tujuan
saya 24 Materi pelajaran bahasa inggris yang ada sekarang
kurang memadai
25 Saya merasa puas setelah mendengarkan pelajaran bahasa Inggris dari guru
26 Saya kurang puas dengan penjelasan materi dari guru bahasa Inggris saya
27 Materi pelajaran bahasa Inggris yang diberikan oleh guru sudah memadai
28 Saya mengerjakan tugas dari guru bahasa Inggris karena untuk mendapatkan nilai
29 Saya belajar bahasa inggris agar dapat mengerjakan soal bahasa Inggris dengan baik dan benar
30 Guru saya sering memberikan penghargaan ketika mengajar bahasa Inggris
31 Saya juga mempraktekkan perintah guru karena takut dihukum
32 Ketika saya menirukan apa yang guru saya katakana tentang kalimat dalam bahasa Inggris, saya mengharapkan penghargaan (nilai atau pujian) dari guru saya
33 Saya mendengarkan guru ketika mengajar karena takut dihukum
34 Ketika saya mendengarkan guru mengajar bahasa Inggris saya selalu mengharapkan pujian
35 Saya menirukan pengucapan bahasa Inggris guru karena takut dihukum
36 Saya juga mengharapkan penghargaan (nilai atau pujian) ketika guru meminta saya untuk mempraktekkan apa yang guru ajarkan
37 Orang tua saya membelikan buku bahasa Inggris untuk saya
38 Orang tua saya tidak pernah membelikan buku bahasa Inggris kepada saya
39 Kami sekeluarga berbicara bahasa Inggris dalam percakapan sehari-hari
40 Orang tua saya menyalakan TV dengan volume yang keras ketika saya belajar bahasa Inggris
41 Orang tua saya akan memberikan hukuman apabila saya mendapat nilai yang buruk dalam pelajaran bahasa Inggris
42 Orang tua saya tidak pernah membelikan buku bahasa Inggris
43 Orang tua saya meminta saya untuk mengikuti kursus bahasa Inggris
44 Sarana pembelajaran bahasa Inggris di sekolah dan di
rumah sudah memadai 45 Di lingkungan sekitar saya tidak menyediakan sarana
dan pra sarana bahasa Inggris
46 Guru dan siswa di kelas saya berbicara dengan menggunakan bahasa Inggris
47 Ketika saya bertanya dalam bahasa Inggris, orang-orang di sekitar saya merespon pertanyaan saya dalam bahasa Inggris pula
48 Saya mendengarrkan, menirukan, mempraktekan bahasa Inggris karena takut dihukum orang lain disekitar saya
49 Orang-orang di sekitar lingkungan saya menggunakan bahasa Inggris
50 Orang-orang disekitar saya tidak menggunakan bahasa Inggris dalam kehidupan sehari-hari
The Indicators of Questions
Items Number Variable Dimension Indicator Positive Negative I. Interest 1, 3, 5, 7 2, 4, 6, 8 II. Need
a. Need for Achievement 9,10 13 b. Need for Affiliation 11 14 c. Need for Power 12 15
III. Hobby 16, 18, 19, 21 17, 20, 22
Intrinsic
IV. Goal 23, 25, 27, 29 24, 26, 28 I. Teacher 30, 32, 34, 36 31, 33, 35 II. Parent 37, 39, 41, 43 38, 40, 42
Motivation
Extrinsic III. Environment 44, 46, 47, 49 45, 48, 50
APPENDICES
The Critical Values of Product Moment Significant Table
Significant standard Significant standard Significant standard N 5 % 1 %
N 5 % 1 %
N 5 % 1 %
3 0.997 0.999 27 0.381 0.487 55 0.266 0.345 4 0.950 0.990 28 0.374 0.478 60 0.254 0.330 5 0.878 0.959 29 0.367 0.470 65 0.244 0.317 6 0.811 0.917 30 0.361 0.463 70 0.235 0.306 7 0.754 0.874 31 0.355 0.456 75 0.227 0.296 8 0.707 0.834 32 0.349 0.449 80 0.220 0.286 9 0.666 0.798 33 0.344 0.442 85 0.213 0.278 10 0.632 0.765 34 0.339 0.436 90 0.207 0,270
11 0.602 0.735 35 0.334 0.430 95 0.202 0.263 12 0.576 0.708 36 0.329 0.424 100 0.195 0.256 13 0.553 0.684 37 0.325 0.418 125 0.176 0.230 14 0.532 0.661 38 0.320 0.413 150 0.159 0.210 15 0.514 0.641 39 0.316 0.408 175 0.148 0.194
16 0.497 0.623 40 0.312 0.403 200 0.138 0.181 17 0.482 0.606 41 0.308 0.398 300 0.113 0.148 18 0.468 0.590 42 0.304 0.393 400 0.098 0.128 19 0.456 0.575 43 0.301 0.389 500 0.088 0.115 20 0.444 0.561 44 0.297 0.384 600 0.080 0.105
21 0.433 0.549 45 0.294 0.380 700 0.074 0.097 22 0.423 0.537 46 0.291 0.376 800 0.070 0.091 23 0.413 0.526 47 0.288 0.372 900 0.065 0.086 24 0.404 0.515 48 0.284 0.368 1000 0.062 0.081 25 0.396 0.505 49 0.281 0.364 26 0.388 0.496 50 0.279 0.361
Adopted from Sugiyono, Statistik Nonparametris untuk penelitian, 2007.
Frequency Distribution Data
A. Score motivation (variable x) 87 89 92 100 102 102 104 105 105 105 106 107 108 109 109 110 110 110 110 111 112 112 112 113 116 118 118 118 119 120 120 121 125 125 127 128 134 137 142 151 K = 1 + 3.332 . log n = 1 + 3.332 X log 40 = 1 + 3.332 X 1.6020 = 1 + 5.33 = 6.33 (6) Explanation : K : Multiply class I = R K R = x max – x min Explanation : I : interval R: range I = R = 151 – 87 = 64 = 10.667 (11) K 6 6
B. Score achievement (variable y) 3.0 3.5 3.5 3.75 4.0 4,0 4.0 4.25 4.5 4.5 4.5 5.0 5.25 5.5 5.5 5.75 5.75 5.75 6.0 6.0 6.0 6.0 6.25 6.25 6.25 6.5 6.5 6.5 7.0 7.0 7.0 7.0 7.0 7.25 7.25 7.25 7.5 7.5 8.0 8.5 K = 1 + 3.332 . log n = 1 + 3.332 X log 40 = 1 + 3.332 X 1.6020 = 1 + 5.33 = 6.33 (6) Explanation : K : Multiply class I = R K R = x max – x min Explanation : I : interval
R: range I = R = 8.5 – 3.0 = 5.5 = 0.92 (0.9) K 6 6
The Students’ Motivation Scores
Students X 1 112 2 87 3 127 4 89 5 137 6 109 7 92 8 111 9 110 10 108 11 121 12 109 13 112 14 102 15 104 16 110 17 125 18 116 19 112 20 134 21 119 22 151 23 118 24 142 25 105 26 105 27 102 28 120 29 118 30 100 31 110 32 107 33 118 34 105 35 113 36 106 37 120 38 128 39 125 40 110
N=40 ∑X=4549
The Students’ Achievement Scores
Students Y 1 7.25 2 4.0 3 7.0 4 4.5 5 5.5 6 3.0 7 6.25 8 4.0 9 5.75 10 6.25 11 6.5 12 8.0 13 4.25 14 7.25 15 5.75 16 5.5 17 7.25 18 5.0 19 6.0 20 6.0 21 8.5 22 7.0 23 5.75 24 7.0 25 7.0 26 7.5 27 6.5 28 6.0 29 6.0 30 3.75 31 5.25 32 3.5 33 6.5 34 4.0 35 7.0 36 4.5 37 4.5 38 6.25 39 3.5 40 7.5
N=40 ∑Y=232,5
The Validity of Try Out Research Instrument
Item Numbers r-hitung r-table Explanation
Item 1 0.360 0.3 Valid Item 2 0.515 0.3 Valid Item 3 0.537 0.3 Valid Item 4 0.313 0.3 Valid Item 5 0.329 0.3 Valid Item 6 0.776 0.3 Valid Item 7 0.326 0.3 Valid Item 8 0.530 0.3 Valid Item 9 0.525 0.3 Valid Item 10 0.502 0.3 Valid Item 11 0.302 0.3 Valid Item 12 0.363 0.3 Valid Item 13 0.354 0.3 Valid Item 14 0.194 0.3 Invalid Item 15 0.562 0.3 Valid Item 16 0.312 0.3 Valid Item 17 0.384 0.3 Valid Item 18 0.279 0.3 Invalid Item 19 0.447 0.3 Valid Item 20 0.377 0.3 Valid Item 21 0.556 0.3 Valid Item 22 0.636 0.3 Valid Item 23 0.555 0.3 Valid Item 24 0.383 0.3 Valid Item 25 0.420 0.3 Valid Item 26 -0.337 0.3 Invalid Item 27 0.389 0.3 Valid Item 28 -0.045 0.3 Invalid Item 29 0.433 0.3 Valid Item 30 0.466 0.3 Valid Item 31 0.513 0.3 Valid Item 32 0.138 0.3 Invalid Item 33 0.452 0.3 Valid Item 34 0.062 0.3 Invalid Item 35 0.540 0.3 Valid Item 36 0.408 0.3 Valid Item 37 0.636 0.3 Valid Item 38 0.724 0.3 Valid
Item 39 0.132 0.3 Invalid Item 40 0.541 0.3 Valid Item 41 -0.071 0.3 Invalid Item 42 0.529 0.3 Valid Item 43 0.435 0.3 Valid Item 44 -0.143 0.3 Invalid Item 45 0.687 0.3 Valid Item 46 0.111 0.3 Invalid Item 47 0.410 0.3 Valid Item 48 0.511 0.3 Valid Item 49 0.441 0.3 Valid Item 50 0.341 0.3 Valid
TABLE OF CONTENTS
Endorsement .................................................................................................. i
Abstract ......................................................................................................... ii
Abstrak .......................................................................................................... iii
Acknowledgment .......................................................................................... iv
Table of Contents .......................................................................................... vi
List of Tables ................................................................................................. viii
CHAPTER I INTRODUCTION ............................................................... 1
A. The Background of the study............................................. .` 1
B. The Limitation of the Study .............................................. 5
C. The Formulation of the Study ............................................ 5
D. The Objective of the Study ............................................... 5
E. The Significance of the Study............................................ 5
CHAPTER II THEORITICAL FRAMEWORK .................................... ` 7
A. Language Learning and Teaching ..................................... 7
1. Language Learning ....................................................... 7
2. Language Teaching ...................................................... 10
B. Motivation.......................................................................... 11
1. Definitions of Motivation ............................................. 11
2. Kinds of Motivation...................................................... 13
C. The Student’s Learning Motivation .................................. 17
D. The Student’s Learning Achievement ............................... 18
E. Conceptual Framework ...................................................... 20
F. The Hypothesis .................................................................. 21
vi
vii
CHAPTER III RESEARCH METHODOLOGY .................................... 22
A. The Objective of the Research........................................... .` 22
B. Place and Time of the Research ........................................ 22
C. Method of Study ................................................................ 22
D. The Technique of Sample Taking...................................... 23
E. The Technique of Data Collecting..................................... 23
F. Instrumentation .................................................................. 25
G. The Technique of Data Analysis........................................ 28
CHAPTER IV RESEARCH FINDINGS.................................................. 30
A. The Description of Data..................................................... .` 30
B. The Analysis of Data ........................................................ 32
C. The Test of Hypothesis ...................................................... 34
D. The Interpretation of Data ................................................. 35
CHAPTER V CONCLUSION AND SUGGESTION .............................. 36
A. Conclusion ......................................................................... .` 36
B. Suggestion.......................................................................... 36
BIBLIOGRAPHY
APPENDICES
S\B 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 JML1 3 1 2 2 2 1 2 3 2 2 2 3 3 2 2 2 2 2 3 2 3 2 2 3 1 3 2 1 2 2 2 2 2 2 2 3 2 2 1 2 2 2 2 2 2 2 2 2 2 2 1042 3 3 3 3 3 4 3 3 4 2 3 3 3 3 3 3 3 4 3 3 3 3 4 3 3 1 2 3 4 1 3 3 3 2 1 3 3 3 1 4 2 3 2 3 3 3 3 2 3 2 1413 3 2 4 1 3 3 2 3 3 3 4 4 2 2 3 2 3 3 4 2 3 3 4 2 3 3 3 1 3 3 3 2 3 2 3 2 3 3 1 3 1 3 2 3 2 2 2 4 2 2 1324 1 1 2 1 2 1 2 2 2 1 2 2 3 2 3 2 1 4 3 2 2 1 3 3 4 2 2 1 4 2 3 4 1 3 1 1 3 2 4 2 4 2 4 2 1 3 1 1 3 3 1115 3 2 4 1 3 4 3 4 4 4 4 4 4 1 4 3 3 4 4 3 4 4 4 2 4 1 3 1 4 4 4 4 3 4 4 4 4 4 1 4 4 4 4 3 4 4 4 4 4 1 1696 3 3 3 3 3 3 3 3 3 2 3 3 2 2 3 2 2 3 3 3 3 3 3 3 3 3 3 3 3 2 3 2 3 2 3 2 3 3 2 3 2 3 3 3 3 2 3 3 2 2 1367 3 3 3 2 3 3 2 4 4 2 3 3 4 4 3 2 3 3 3 3 3 3 4 3 3 2 3 1 3 2 4 2 3 1 4 2 4 3 2 4 3 4 3 3 3 2 3 4 3 2 1468 4 3 2 3 3 4 2 4 2 2 4 3 2 2 3 3 4 3 3 3 3 3 3 3 3 2 3 1 2 2 4 2 2 2 3 3 3 3 2 3 3 3 3 3 4 2 2 3 3 2 1399 3 3 3 1 3 3 3 2 2 3 4 3 3 3 3 3 1 3 3 3 3 3 4 3 3 3 3 2 3 3 1 3 3 4 3 4 3 3 2 2 2 3 3 3 2 3 2 3 3 2 139
10 3 3 3 2 3 1 2 3 1 2 2 3 2 3 4 2 3 3 4 3 3 4 4 3 3 2 1 3 4 2 3 1 4 2 3 1 4 4 2 3 4 3 3 2 3 1 4 3 2 2 13511 3 3 2 1 3 1 3 2 2 2 4 4 2 3 1 2 2 3 3 1 3 1 3 2 2 4 2 2 3 2 1 4 1 3 2 2 3 1 2 3 2 4 1 4 3 4 3 1 1 1 11712 3 3 3 2 3 3 2 3 2 2 3 3 3 4 4 3 3 3 3 3 3 3 3 4 3 3 2 3 3 3 3 3 2 3 3 3 4 3 1 2 2 3 2 3 3 3 3 3 2 3 14213 4 4 3 2 2 4 3 1 3 2 4 1 4 1 3 4 3 1 3 3 4 1 3 3 4 4 3 1 4 2 4 2 4 4 2 2 4 3 3 1 2 2 4 2 3 1 4 4 4 2 14114 3 2 2 1 3 2 2 2 2 2 3 3 3 3 4 2 3 3 3 3 3 2 3 2 4 2 3 2 3 4 3 4 2 3 2 3 3 3 2 2 2 2 3 3 3 2 3 4 2 2 13215 3 4 3 3 3 2 3 3 2 2 2 3 3 3 3 2 2 2 3 2 2 3 3 2 3 3 3 2 3 2 3 2 2 2 3 2 2 2 2 2 4 2 2 3 2 2 2 2 1 2 12316 3 2 2 2 3 3 2 2 3 1 4 2 3 3 2 2 3 2 3 3 4 3 4 2 3 2 4 1 4 1 2 3 4 1 3 2 3 4 1 3 3 4 1 3 1 1 4 4 2 2 12917 3 4 2 2 4 3 3 3 4 2 3 3 2 3 3 3 3 2 3 4 2 3 4 3 3 3 3 1 4 3 2 3 1 2 3 4 3 4 4 3 4 3 3 3 3 3 1 3 3 3 14618 3 4 3 4 3 4 3 4 4 2 3 4 4 4 4 2 2 4 4 2 4 4 4 4 4 2 4 2 4 4 4 3 4 2 3 3 4 4 4 4 2 4 4 2 4 3 4 4 4 4 17319 3 2 1 2 4 1 3 2 4 2 3 2 1 2 3 3 2 3 3 3 2 2 3 2 4 1 3 2 3 3 1 2 2 2 2 3 3 1 1 1 3 2 3 3 2 3 3 4 4 1 12020 4 4 3 3 4 4 3 4 4 4 3 4 2 4 3 3 4 3 3 3 4 3 3 4 3 2 3 1 4 3 3 4 3 2 3 3 3 4 2 3 2 3 3 2 3 2 3 3 2 4 156
JML 61 56 53 41 60 54 51 57 57 44 63 60 55 54 61 50 52 55 64 54 61 54 68 56 63 48 55 34 67 50 56 55 52 48 53 52 64 59 40 54 53 59 55 55 54 48 56 61 52 44 -
THE SCALE TRY OUT STUDENT MOTIVATION AL-FAJAR
THE SCALE OF STUDENT MOTIVATION AL-HAMIDIYAH
RES
PON
DEN
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 401 3 3 3 2 3 3 3 3 2 2 3 2 4 3 3 3 3 3 1 3 4 3 3 3 3 2 3 3 3 1 3 4 3 3 2 3 3 4 2 22 2 1 2 1 2 3 2 1 2 2 3 2 2 3 2 3 2 2 2 1 2 1 2 2 2 2 2 2 2 2 3 3 3 3 3 3 2 3 2 33 3 3 3 2 3 3 2 3 3 2 3 4 3 4 4 3 4 4 4 4 4 3 3 3 4 2 3 3 3 1 3 4 3 3 4 3 4 4 3 34 1 2 1 1 1 2 3 1 1 3 3 1 1 4 2 3 3 4 1 4 3 1 1 1 4 4 1 1 4 1 3 4 3 4 4 1 1 4 1 15 3 3 3 2 4 4 3 4 3 3 4 4 3 4 4 4 4 4 4 4 4 3 3 4 4 3 3 3 3 1 3 4 3 3 4 4 4 4 3 36 3 3 3 2 2 2 3 2 3 2 3 3 2 2 2 2 4 2 3 2 3 3 3 3 3 3 3 3 3 2 3 3 3 3 4 3 3 3 3 27 2 2 2 1 2 2 2 1 2 1 2 3 4 3 3 2 2 2 2 2 3 2 2 2 3 1 3 3 3 2 3 3 3 3 3 2 2 3 2 28 3 3 3 2 3 3 2 3 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3 2 3 2 29 3 3 3 3 3 4 3 3 2 2 2 4 3 3 3 3 3 2 3 3 3 1 3 2 3 1 3 4 3 2 3 4 3 3 4 2 2 3 1 2
10 3 3 2 2 3 4 2 2 3 2 3 3 4 4 2 3 2 4 3 1 4 2 3 2 3 2 2 3 3 2 3 2 3 3 3 3 3 3 1 311 4 3 4 3 4 3 2 3 3 3 2 4 3 3 4 3 4 3 4 3 4 1 4 2 4 3 2 2 2 4 3 1 3 3 4 3 3 4 2 212 3 3 3 2 3 3 3 2 3 3 3 3 2 3 2 3 3 3 3 4 3 2 2 2 3 3 2 2 3 3 3 2 3 3 3 2 3 3 2 313 3 3 2 2 2 4 2 3 2 1 2 3 4 4 2 3 2 4 2 3 3 2 2 3 3 2 2 3 3 3 3 4 4 4 3 3 3 4 2 314 3 3 3 1 3 1 2 2 3 2 2 2 3 3 2 2 2 1 3 3 3 3 2 3 4 3 3 3 3 4 3 3 3 3 3 2 1 3 2 215 2 3 3 2 3 3 3 3 2 2 3 3 3 2 3 3 2 3 3 3 3 2 3 3 4 3 1 2 2 2 3 3 3 2 2 2 3 3 2 216 3 3 2 1 3 3 2 1 3 3 3 3 4 4 3 3 4 4 4 2 4 1 3 3 3 1 1 1 2 3 4 4 4 3 4 2 2 2 2 317 3 4 3 3 4 3 3 3 3 2 3 4 3 3 3 4 3 4 3 3 4 3 3 3 4 2 3 3 3 1 4 4 4 4 1 3 3 3 3 318 3 3 3 3 3 3 3 2 3 3 3 4 3 3 2 3 3 3 2 3 4 1 3 2 3 2 3 3 4 2 3 4 3 3 4 2 3 3 3 319 3 3 3 1 3 1 2 2 3 2 3 4 1 4 4 2 2 1 2 3 4 3 1 4 4 3 4 4 4 4 3 3 1 2 3 4 3 4 3 220 4 4 4 4 4 3 4 3 4 3 4 4 1 4 3 3 4 4 4 1 4 2 4 3 4 3 4 4 4 1 4 3 3 4 2 3 3 4 3 321 4 3 3 3 4 3 4 3 3 4 3 3 2 2 4 1 2 3 4 2 4 1 4 3 3 4 2 1 2 3 4 3 3 3 2 3 3 3 4 422 4 4 3 4 3 4 4 4 4 3 3 4 4 4 4 4 4 4 3 4 4 4 4 4 4 4 4 3 4 3 4 4 4 4 3 4 4 4 4 323 3 3 3 3 3 4 3 3 2 2 4 3 3 3 3 3 3 4 3 3 3 2 3 2 3 3 1 3 3 2 2 2 4 4 3 4 4 3 3 324 3 4 4 3 3 4 3 4 3 2 3 4 1 4 4 3 4 4 3 4 4 3 4 3 4 4 4 4 4 4 3 4 4 4 4 4 4 4 3 325 3 2 3 2 3 2 4 2 2 2 4 3 1 2 3 2 3 2 3 3 2 3 4 3 3 3 2 2 3 3 3 2 2 3 3 2 4 2 3 226 3 3 2 3 4 2 4 3 3 2 3 3 2 2 3 2 1 1 1 2 3 2 3 3 3 3 2 3 2 4 4 4 2 2 4 2 2 4 3 127 2 2 2 1 2 3 2 3 2 2 3 3 2 3 2 3 3 3 2 2 3 2 2 2 4 3 3 3 3 2 3 3 3 2 3 3 3 3 2 328 4 3 3 3 3 4 3 3 3 3 3 3 3 3 3 3 2 4 2 3 3 3 3 3 3 3 3 3 3 2 3 3 3 3 3 3 3 3 3 329 3 3 3 3 4 2 2 3 3 2 4 3 4 2 3 3 3 3 4 3 3 1 3 3 3 3 4 4 4 3 3 3 3 3 3 2 3 3 2 230 2 3 3 2 3 3 3 2 2 2 1 2 4 4 3 3 3 4 1 2 3 1 1 3 3 2 2 2 2 1 3 3 2 4 3 3 2 3 1 431 3 3 2 2 3 4 3 2 2 2 3 3 2 4 3 2 2 4 2 2 4 1 2 2 4 3 3 4 3 3 1 3 3 3 3 3 4 3 2 332 3 3 2 2 3 4 2 2 1 1 3 1 3 2 2 2 2 4 3 3 3 3 3 3 4 4 4 3 3 2 4 4 4 3 3 2 1 4 1 133 3 3 3 2 3 4 2 3 3 2 3 3 2 3 3 2 3 4 3 3 3 2 3 3 3 3 3 4 3 3 3 4 4 2 4 2 3 3 3 334 3 3 3 2 2 3 2 3 2 2 3 3 3 3 3 3 3 3 3 3 2 2 2 2 3 3 3 3 3 3 3 3 2 2 3 3 2 4 1 135 3 3 2 3 3 2 2 3 2 2 3 4 1 3 2 3 3 2 3 2 4 3 3 3 4 3 4 4 4 3 3 3 3 4 2 2 2 4 2 236 3 3 3 2 2 3 2 3 3 1 1 3 2 3 3 3 3 3 3 4 4 2 2 3 3 3 1 2 2 3 3 3 4 2 2 4 4 2 2 237 3 4 3 3 3 3 2 3 2 2 3 4 4 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 338 3 3 2 3 3 4 3 4 2 2 3 3 4 4 2 3 4 4 3 3 4 2 3 3 4 3 4 4 4 3 3 3 3 3 4 3 3 4 3 339 3 3 3 2 4 3 4 4 4 3 4 4 1 2 4 3 4 4 3 3 4 2 4 3 4 4 1 1 3 3 4 4 3 2 3 2 4 2 4 340 3 3 3 3 3 2 2 3 2 2 3 3 3 4 3 2 2 2 2 3 2 3 3 3 4 4 4 3 3 2 3 1 3 1 3 3 3 4 3 2- 118 119 110 91 119 120 107 107 102 88 116 125 107 126 116 111 116 125 110 112 134 87 112 110 137 112 108 114 121 99 125 127 123 119 124 110 114 132 96 100
JML11287
12789
13710992
1111101081211091121021041101251161121341191511181421051051021201181001101071181051131061201281251104549
15187
THE STUDENTS’ ACHIEVEMENT SCORES
Correspond Numbers Y 1 7,25 2 4 3 7 4 4,5 5 5,5 6 3 7 6,25 8 4 9 5,75 10 6,25 11 6,5 12 8 13 4,25 14 7,25 15 5,75 16 5,5 17 7,25 18 5 19 6 20 6 21 8,5 22 7 23 5,75 24 7 25 7 26 7,5 27 6,5 28 6 29 6 30 3,75 31 5,25 32 3,5 33 6,5 34 4 35 7 36 4,5 37 4,5 38 6,25 39 3,5 40 7,5
N=40 ∑Y=232,5
THE STUDENTS’ MOTIVATION SCORES
Correspond Numbers X 1 112 2 87 3 127 4 89 5 137 6 109 7 92 8 111 9 110 10 108 11 121 12 109 13 112 14 102 15 104 16 110 17 125 18 116 19 112 20 134 21 119 22 151 23 118 24 142 25 105 26 105 27 102 28 120 29 118 30 100 31 110 32 107 33 118 34 105 35 113 36 106 37 120 38 128 39 125 40 110
N=40 ∑X=4549
THE VALIDITY OF TRY OUT RESEARCH INSTRUMENT
Item Numbers r-hitung r-table Explanation Item 1 0.360 0.3 Valid Item 2 0.515 0.3 Valid Item 3 0.537 0.3 Valid Item 4 0.313 0.3 Valid Item 5 0.329 0.3 Valid Item 6 0.776 0.3 Valid Item 7 0.326 0.3 Valid Item 8 0.530 0.3 Valid Item 9 0.525 0.3 Valid Item 10 0.502 0.3 Valid Item 11 0.302 0.3 Valid Item 12 0.363 0.3 Valid Item 13 0.354 0.3 Valid Item 14 0.194 0.3 Invalid Item 15 0.562 0.3 Valid Item 16 0.312 0.3 Valid Item 17 0.384 0.3 Valid Item 18 0.279 0.3 Invalid Item 19 0.447 0.3 Valid Item 20 0.377 0.3 Valid Item 21 0.556 0.3 Valid Item 22 0.636 0.3 Valid Item 23 0.555 0.3 Valid Item 24 0.383 0.3 Valid Item 25 0.420 0.3 Valid Item 26 -0.337 0.3 Invalid Item 27 0.389 0.3 Valid Item 28 -0.045 0.3 Invalid Item 29 0.433 0.3 Valid Item 30 0.466 0.3 Valid Item 31 0.513 0.3 Valid Item 32 0.138 0.3 Invalid Item 33 0.452 0.3 Valid Item 34 0.062 0.3 Invalid Item 35 0.540 0.3 Valid Item 36 0.408 0.3 Valid Item 37 0.636 0.3 Valid Item 38 0.724 0.3 Valid
Item 39 0.132 0.3 Invalid Item 40 0.541 0.3 Valid Item 41 -0.071 0.3 Invalid Item 42 0.529 0.3 Valid Item 43 0.435 0.3 Valid Item 44 -0.143 0.3 Invalid Item 45 0.687 0.3 Valid Item 46 0.111 0.3 Invalid Item 47 0.410 0.3 Valid Item 48 0.511 0.3 Valid Item 49 0.441 0.3 Valid Item 50 0.341 0.3 Valid