The Correlation between the students' learning motivation and their achievement in english: a correlational study in the eight class of MTs Al-Hamidiyyah

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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

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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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(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

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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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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.

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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.

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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

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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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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

Jeremy Harmer, The Practice of English Language Teaching 3rd edition, (New York: Pearson Education Limited, 2001 ), p. 1.

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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.

John A.S. Read, Trends in Language Syllabus Design, (Singapore: Singapore University Press, 1983), p. 183.

E. Mulyasa, Kurikulum Tingkat Satuan Pendidikan (Bandung: PT Remaja Rosda Karya, 2007), p. 22.

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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

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.

Kevin Barry and Len King, Beginning Teaching and Beyond 3rd edition, (Sydney: Thomson Social Science Press, 1998), P.498.

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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.

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

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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.

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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.

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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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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

Jeremy Harmer, How to Teach English…, P. 12 4

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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

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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

Martin H. Manser, Oxford Learner’s Pocket Dictionary: New edition, (New York: Oxford university Press,1995), P. 425

H. Douglas Brown, Principles of Language Learning and Teaching, (New Jersey: Prentice-Hall, 1987)…, P. 6

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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.

Paul R. Pintrich and Dale H. Schunk, Motivation in Education Theory, Research, and Applications…, P. 307-308

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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

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

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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,

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

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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

N.L. Gage & David C. Berliner, Educational Psychology, (Boston: Houghton Mifflin Company, 1984), P. 374

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

Saundra K. Ciccarelli & J. Npland White, Psychology 2nd edition, (New Jersey: Pearson Education, 2009), P.361

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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.

http://www.artipot.com/articles/397167/do-you-want-to-increase-your-intrinsic-motivation.htm

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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

N.L. Gage & David C. Berliner, Educational Psychology…, P. 441 24

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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

Jeremy Harmer, The Practice of English Language Teaching 3rd edition…,P. 51-52 26

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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

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

N.L. Gage and David C. Berliner, Educational Psychology 4th edition, (Boston: Houghton Mifflin Company, 1988), P. 335

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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.

Carl A.Grant and Christine E. Sleeter, Doing Multicultural Education for Achievement and Equity,( New York: Routledge, 2007), P. 36

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

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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.

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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.

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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.

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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:

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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

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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

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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

Syaifudin Azwar, Penyusunan Skala Psikologi…,P.83. 4

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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

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

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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)

r

xy =

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.

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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).

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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.

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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

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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

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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

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

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)]

r

xy =

r

xy =

r

xy =

r

xy =

Drs. Anas Sudijono, Pengantar Statistik Pendidikan (Jakarta: PT. Raja Grafindo Persida, 2005) Cet ke-15, P:206.

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7747.5

√ 273359 x 2983.75 7747.5

√ 815634916.3

0.271

Table 4.5

Simple Interpretation of Correlation

r

xy =

r

xy =

r

xy =

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 rxyis 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

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significance 1% is 0.403 (see appendix). The writer concluded that rxyis 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).

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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 rxyis 0.271 with the degree freedom is 38. The result of tton the degree of significance 5 % = 0.312 and in 1 % = 0.403. so rxyis 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.

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the positive encouragement to their children to learn harder and give an understanding that English is one of important language in this era.

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BIBLIOGRAPHY

Azwar, Syaifuddin. Penyusunan Skala Psikologi, Yogyakarta: Pustaka Pelajar, 2006.

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 4thedition, 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

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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.

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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-

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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 (9) 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

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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

(51)

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

(52)

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

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

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

(53)

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 (9) 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

(54)

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

(55)

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

(56)

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

(57)

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

(58)

Significant standard Significant standard Significant standard 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

(59)

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

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

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

(1)

THE SCALE OF STUDENT MOTIVATION AL-HAMIDIYAH

RESPO

NDEN

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

1 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 2

2 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 3

3 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 3

4 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 1

5 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 3

6 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 2

7 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 2

8 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 2

9 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 3

11 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 2

12 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 3

13 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 3

14 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 2

15 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 2

16 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 3

17 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 3

18 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 3

19 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 2

20 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 3

21 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 4

22 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 3

23 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 3

24 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 3

25 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 2

26 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 1

27 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 3

28 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 3

29 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 2

30 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 4

31 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 3

32 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 1

33 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 3

34 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 1

35 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 2

36 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 2

37 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 3

38 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 3

39 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 3

40 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

(2)

JML 112 87 127

89 137 109 92 111 110 108 121 109 112 102 104 110 125 116 112 134 119 151 118 142 105 105 102 120 118 100 110 107 118 105 113 106 120 128 125 110 4549

The Correlation between the students' learning motivation and their achievement in english: a correlational study in the eight class of MTs Al-Hamidiyyah

DWI GITAWATY

105014000291

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

‘SYARIF HIDAYATULLAH’ STATE ISLAMIC UNIVERSITY

JAKARTA

2010

(A Correlational Study in the Eight Class of “MTs Al-Hamidiyah”)

Dwi Gitawaty

105014000291

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

r

r

r

r

r

r

r

r

BIBLIOGRAPHY

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

THE STUDENTS’ MOTIVATION SCORES

Correspond Numbers

X

1 112

2 87

3 127

4 89

5 137

6 109