43 regularly and productively in order to take every opportunity to perfect their
language skills. That is, the students who have positive motivation and attitudes toward the study are able to control their learning even though they have to study
mostly on their own. Thus, the higher positive attitude the students have, the
higher learning achievement they get.
The second variable is that discipline. According to Gordon, T. 2012,
discipline is an attitude that requires knowledge, responsibility, skill,
sensitivity, and self-confidence. Discipline in terms of education is the required action by a teacher toward a student or group of students, after the student’s
behavior disrupts the ongoing educational activity or breaks a preestablished rule created by the teacher Gordon, T. 2012. Discipline implies responsibility, order,
and regulation, and it is only when these qualities are present that freedom is possible. Thus, the higher discipline aspect the students have, the higher learning
achievement they get.
The third variable is that motivation. Motivation refers to “the reasons
underlying behavior” Guay et al., 2010, p. 712. Paraphrasing Gredler, Broussard and Garrison 2004 broadly define motivation as “the attribute that moves us to
do or not to do something” p. 106. In term of education, motivation is defined as the feelings of the learner toward the particular target language, its culture and the
individual pragmatic reasons for learning a foreign language Horwitz, 2010.
With the relation to the learning success, Ray Williams, who writes for Psychology Today, defines motivation as, “predisposition to behave in a
purposeful manner to achieve specific, unmet needs and the will to achieve, and the inner force that drives individuals to accomplish personal organizational
44 goals” Williams. A person becomes motivated in order to achieve their own
personal goals. Thus, the higher motivation aspect the students have, the higher learning achievement they get. The first hypothesis is related to test the relation
between students’ attitude, discipline, motivation and learning success. The higher positive attitude the students have, the higher learning achievement they get. The
higher positive discipline the students have, the higher learning achievement they get. The higher positive motivation the students have, the higher learning
achievement they get. Therefore, the first hypothesis would be: there is a relation
of attitude, discipline, motivation and learning success of Foreign Language
Academy students.
1 H0: There is no relation between students’ attitude, discipline, motivation and
learning success 2
H1: There is a relation between students’ attitude, discipline, motivation and learning success
H0: r
1.2 3 4
0 means that t he predictor variables don’t have correlation
with the predicted variable Y if the predictor variables are less than or equal to 0.
Then, H1: r
1. 2 3 4
0 means that t he predictor variables have correlation with
the predicted variable Y if the predictor variables are greater than 0. Coming with the same theory with the first hypothesis, the second
hypothesis would be: Learning success is predictable from attitude, discipline, and motivation.
H0: r
1.2 3 4
H1: r
1. 2 3 4
45
H0: ¥ a+b
1
X
1
+b
2
X
2
+ b
3
X
3
means that the predictor variables do not significantly predictive from predicted variable Y if the score of Y is lower than
a+b
1
X
1
+b
2
Y
2
+ d
3
Z
3
. Then, H1: ¥ a+b
1
X
1
+b
2
X
2
+ b
3
X
3
means that the predictor variables do significantly predictive from predicted variable Y if the score of Y
is greater than a+b
1
X
1
+b
2
X
2
+ b
3
X
3
. In relation to the answer of the first research question, it was essential to
see the relation between students’ learning success and each variable. This is to examine whether or not learning success predictable from students’ attitude,
discipline, and motivation. The second hypothesis is related to the second research question, it is
about the prediction of the design. This is to identify variables that can effectively predict criterion variables. This is a statistical procedure that can estimate whether
or not students’ learning success is predictable from students’ attitude, discipline and motivation.
By means of Correlational research design, this study takes several steps to do. The data will be collected in three sections. In the first section, the study will
collect the data of the students’ attitude based on the students’ report book. In the second section, the score of students’ discipline and motivation will be seen from
their attendance list in the college. The last study will collect the data of the H0: ¥ a+b
1
X
1
+b
2
X
2
+ b
3
X
3
H1: ¥ a+b
1
X
1
+b
2
X
2
+ b
3
X
3
46 students’ GPA. To analyze the research result, the researcher will employ
Regression analysis using statistical counting. Questionnaire and semi-structured interview is meant as data collector to get information.
47
CHAPTER III METHODOLOGY
This chapter presents the methodology that is going to be used in this research; the research methodology, research setting, research participants,
instrument and data gathering technique, data analysis technique, and research procedure. This chapter is intended to expose the validity of the empirical truth to
discover.
A. RESEARCH GOAL AND METHOD
This study is aimed to investigate the relation between students’ attitude, discipline, motivation and students’ learning success. It is also directed to look
into the explanation of the found results. To reach those intended goals, this research applied Correlational Survey research and Regression analysis as the
statistical tool. This research combined both quantitative data correlational study and qualitative data gained from the interview and questionnaire about the relation
between students’ attitude, discipline, motivation, and learning success. Burns, N. 2005
states that “Quantitative analysis is a technique that aims at understanding behavior through the use of complex mathematical and statistical
modeling, measur ement, and research”. Explained in broad terms, quantitative
analysis is simply a way of evaluating things. In simpler way, it can be stated that “Quantitative research is a formal, objective, systematic process in which
numerical data are used to obtain i nformation about the world”. This research
method is used to describe variables, to examine relations among variables and to determine cause-and-effect interactions between variables. Burns Grove
2005:23. Quantitative research involves measuring a phenomenon in multiple grades, whereas qualitative research usually requires Boolean measurements only.
Suitability of a solution can be studied qualitatively, but comparison between candidate
solutions requires
quantitative observation.
Whereas, Qualitative analysis is an analysis that uses subjective judgment based on
unquantifiable information Marshall, C., Rossman, G. B., 2006. To answer the first research question, this research employed Correlational
Survey research in purpose to look over the relation between the two variables. Correlational study is intended to look over the relation between two variables.
Then, Creswell 2012, p.619 proposes Correlational research design as quantitative design in which the researcher uses a Correlational statistic technique
to describe and measure the degree of the relation between two or more variables. In its application, It involves collecting data to determine whether, and to what
degree, a relation exists between two or more variables” Gay: 2012, p.264. In general, a Correlational study is a quantitative method of research in which there
are two or more quantitative variables from the same group of subjects and the goal is to determine if there is a relation or covariation between the two
variables a similarity between them, not a difference between their means. Theoretically, any two quantitative variables can be correlated as long as there are
scores on these variables from the same participants. To answer the second research question, this research employed
Regression Analysis. This research was a Correlational Survey research which employed Regression analysis for the analysis of the hypothesis. The general
purpose of multiple regression Pearson, 1908 is to learn more about the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
relationship between several independent or predictor variables and a dependent or criterion variable.
Regression analysis in this research is used for prediction and causal inference. This is to determine whether or not students’ learning success is
predictable from students’ attitude, discipline and motivation. Furthermore, to accumulate supporting data toward found result, this study provided qualitative
data by conducting semi-structured interview. Semi-structured interview is conducted to get individual perception toward t
he relation between students’
attitude, discipline, motivation and learning success. B.
THE NATURE OF THE DATA
To answer the two question researches, the result of the research should identify the phenomenon to be studied and outlines a research problem. Thus, the
conducted method should answer the research questions. The table below is the
summary of the used method that will answer the research questions.
Table 3.1. The nature of the data: perception, secondary data document and measurement test
No. Variable Nature of data
Data gathering
instruments Data
1 Attitude
Document Report book
Attitude score 2
Discipline Document
Attendance list Attendance score
3 Motivation
Perception Questionnaire
Motivation score 4
Learning Success Document
GPA list GPA
The data in this research consisted of quantitative and qualitative data. The quantitative data were primarily gathered in this research because the correlational
research mainly dealt with quantitative data. The qualitative data were used as the additional information and clarifications of the correlation results. Basically, two
major techniques were employed in this research for the data collection, namely tests and questionnaire.
The quantitative data were obtained from the score of the students’ questionnaire analyzed using Likert scale, students’ attitude score at the report
book and students’ GPA. This close-ended questionnaire with 5-points Likert scale revealed the data in the forms of interval data which was then converted into
nominal categorical data. The data were converted to make them able to be operated by using statistical analysis of Multiple Regression.
The qualitative data were obtained from the interview to the students. The interview data were in the forms of students’ perceptions of the correlation
between attitude, discipline, motivation and learning success. Those were verbal data.
The hypothesis might be that there is a positive correlation or a negative correlation. A perfect correlation would be an r = +1.0 -1.0, while no
correlation would be r = 0. Perfect correlation would almost never occur; expect to see correlation much less than + or - 1.0. Although correlation cant prove a
causal relation, it can be used for prediction, to support a theory, to measure test- retest reliability, etc.
In survey research, there is no manipulation on the participants, so it does not explore cause and effect relationship. The data obtained from the research can
only describe correlational relation Creswell, 2012, p.376. The data cannot explain causal relation between the variables, but they only describe the relation
between the variables. Therefore, the analysis could only be used to describe the relation between attitude, discipline, motivation, and learning success.
C. RESPONDENTS
The respondents in this research were Foreign Language Academy students chosen especially the Foreign Language Academy that ran English
language education. The researcher chose this Foreign Language Academy since this is considered as the second choice. The input quality of the students is lower
than the students from other colleges. The input of the students is less learn. Thus, this research aimed to help the students to be successful in academic skill.
This research employed incidental sampling. An incidental sampling is a convenience which choose the samples by selecting elements or individuals who
are conveniently available. There were 30 third-year students fifth semester of an English Department year 20152016 as the respondents. The total number of
students is thirty consisting of twenty thirteen female students and seventeen male students.
D. INSTRUMENTS
The main data of this research were collected through questionnaire and GPA score. Interview was also used as the data collector. More particularly, the
data collectors are described as below:
1 Questionnaire
In this research, the researcher is going to distribute the questionnaires to all students of semester 3 in order to obtain information and opinions from the
students whether the students’ attitude, discipline, motivation and their learning success have a relation or not. The researcher is going to use two kinds of
questionnaire form proposed by Best Khan 1986. They are close item and open ended items. The close item is the closed-form type where the respondent
can only give a mark
yes
or
no
, write a short response, or check an item from a list of suggested responses. The open ended item is the open-form or unrestricted
questionnaire for a free response in the respondent’s words. In this research, there will be eighteen numbers of close
–ended and four numbers of open-ended questionnaires. The following table represents the blueprint of the questionnaire.
Table 3.2. The Blueprint of the Questionnaire Attitude Aspect
No Working Concept
Indicator Statement
1. a psychological tendency
to view a particular object or behaviour with
a degree of favour Having a big optimism
I am quite confident with my English skill.
2. a psychological tendency
to view a particular object or behaviour with
a degree of favour The attitude involve a set
of strong beliefs The
improvement of
knowledge, skill, attitude, and responsibility can help me to
have a better life quality in the future.
3. a psychological tendency
to view a particular object or behaviour with
a degree of favour The attitude involve a set
of strong beliefs The
improvement of
knowledge, skill, attitude, and responsibility can help me to
have a better job.
4. a psychological tendency
to view a particular object or behaviour with
a degree of favour The attitude involve a set
of strong beliefs I avoid getting punishments
5. a psychological tendency
to view a particular object or behaviour with
a degree of favour Having a big effort
I often find my course boring but will stick with it
6. a psychological tendency
to view a particular object or behaviour with
a degree of favour Having a big effort
Knowledge should be balance with good skill and attitude if I
want to be success in learning English language
7. an enduring organization
of motivational, emotional, perceptual,
and cognitive processes Involve in the process of
learning I can keep the class quiet
8. an enduring organization
of motivational, emotional, perceptual,
Involve in the process of learning
I can keep the class working PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
and cognitive processes 9.
an enduring organization of motivational,
emotional, perceptual, and cognitive processes
Involve in the process of learning
Making mistakes
when learning foreign language is a
common thing
10. an enduring organization of motivational,
emotional, perceptual, and cognitive processes
Involve in the process of learning
I have strong beliefs toward my goals that I can achieve my
academic goals
11. an enduring organization of motivational,
emotional, perceptual, and cognitive processes
Involve in the process of learning
Knowledge should be balance with good skill, activeness and
attitude if I want to be success in learning English language.
12. an enduring organization of motivational,
emotional, perceptual, and cognitive processes
Involve in the process of learning
I have strong beliefs toward my goals that I can achieve my
academic goals
Discipline Aspect No
Working Concept Indicator
Statement
1. an attitude that
requires knowledge, responsibility, skill,
sensitivity, and self- confidence
Emphasis in positive behaviors.
I obey all of the school’s rules
2. an attitude that
requires knowledge, responsibility, skill,
sensitivity, and self- confidence
Emphasis in positive behaviors.
I obey all of the teacher’s instructions
3. an attitude that
requires knowledge, responsibility, skill,
sensitivity, and self- confidence
Emphasis in positive behaviors.
I do all of my obligations at school
4. an attitude that
requires knowledge, responsibility, skill,
sensitivity, and self- confidence
Emphasis in positive behaviors.
I always come to the class on time
5. an attitude that
requires knowledge, responsibility, skill,
sensitivity, and self- confidence
Emphasis in positive behaviors.
I give my respects to all of my lecturers
6. an attitude that
requires knowledge, It provides the processes
to reach the goals. I focus on the processes to
reach the goal by combining PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
responsibility, skill, sensitivity, and self-
confidence the knowledge, skill, attitude,
and responsibility in the English
7. an attitude that
requires knowledge, responsibility, skill,
sensitivity, and self- confidence
It provides the processes to reach the goals.
I have a big effort on achieving my goals
8. an attitude that
requires knowledge, responsibility, skill,
sensitivity, and self- confidence
Discipline means being motivated.
I often find my course boring but will stick with it
9. an attitude that
requires knowledge, responsibility, skill,
sensitivity, and self- confidence
Involved in the activities that can form good
attitude I involve in every activities at
class
10. an attitude that
requires knowledge, responsibility, skill,
sensitivity, and self- confidence
Involved in the activities that can form good
attitude I always do all the tasks
enthisuastically and submit it on time
11. an attitude that
requires knowledge, responsibility, skill,
sensitivity, and self- confidence
It has the motivation comes from self-conscious
I have the motivation that comes from self-conscious
12. an attitude that
requires knowledge, responsibility, skill,
sensitivity, and self- confidence
It has the motivation comes from self-conscious
I have a big motivation to learn English language
Motivation Aspect No
Working Concept Indicator
Statement
1. “the process whereby
goal-directed behavior is energized and sustained”
Staying power
– in the face of problemsdifficultiessetbacks
external motivation. In
general, the
lecturers stimulated my interest in my
subject
2. “the process whereby
goal-directed behavior is energized and sustained”
Staying power
– in the face of problemsdifficultiessetbacks
external motivation. I often find my course boring
but will stick with it
3. “the process whereby
goal-directed behavior is
Staying power
– in the face of problemsdifficultiessetbacks
I need to know how well I’m doing
in order
to feel
energized and sustained” external motivation. motivated to work
4. “the process whereby
goal-directed behavior is energized and sustained”
Skill
– possession of skills indicates purpose and
ambition internal motivation.
I like to learn about new aspects of my subject and to
explore new ideas
5. “the process whereby
goal-directed behavior is energized and sustained”
Skill
– possession of skills indicates purpose and
ambition internal motivation.
I don’t find it difficult to get motivated to work on my
course
6. “enjoyment
of the
activities characterized
by a mastery orientation
Enjoyment
– goes hand in hand
with motivation.
internal motivation In general, I found my course
very interesting
7. “enjoyment
of the
activities characterized
by a mastery orientation
Enjoyment
– goes hand in hand
with motivation.
internal motivation I really enjoy to study
8. “enjoyment
of the
activities characterized
by a mastery orientation
Enjoyment
– goes hand in hand
with motivation.
internal motivation I get satisfaction from meeting
intellectual challenges
and pushing my limits
9. “enjoyment
of the
activities characterized
by a mastery orientation
Enjoyment
– goes hand in hand
with motivation.
internal motivation I feel that I really belong to
this university
10. “enjoyment
of the
activities characterized
by a mastery orientation
Enjoyment
– goes hand in hand
with motivation.
internal motivation Overall, I have really enjoyed
my studies so far at university level
11. “the attribute that moves
us to do something” Have a strong commitment
external motivation I want to gain high marks at
university 12.
“the attribute that moves us to do something”
Have a strong commitment external motivation
In general, I do my maximal of work which is required of
me
A Likert scale was used in questionnaires to obtain participant’s degree of agreement. Likert scales are a non
‐comparative scaling technique and are undimensional only measure a single trait in nature. Respondents are asked to
indicate their level of agreement. It consists of 20 questions with 5 possible answers. The answers range from “Strongly Agree” to “Strongly Disagree.”
Table 3.3. The Meaning of Score Criteria No.
Criteria Score
Meaning
1. Very High
4.51 - 5.0 Most respondents strongly agree with the
statement 2.
High 3.76 - 4.50
Most respondents agree with the statement 3.
Fair 3.26 - 3.75
Most respondents are not sure with the statement
4. Low
2.51 - 3.25 Most respondents disagree with the
statement 5.
Poor 00 - 2.50
Most respondents strongly disagree with the statement
2 Semi-structure Interview
To gain deeper information, some students were selected randomly and were interviewed. An interview is used to provide information that cannot be
obtained through observation and to verify the observation. It will be conducted in the end of research after the students fill the questionnaires. Those students were
asked about several questions re lated to the students’ attitude and learning
success. In this research, the researcher is going to use semi-structured interview. A
semi-structured approach, where the interviewer asks certain reset questions but allows interviewees freedom to raise their own topics as the interview progresses,
is probably better than a rigidly structured approach Elliott, 2011. The researcher chooses this kind of interview because there is no limitation for the interviewee to
speak and raise the topic. Gall, Gall Borg 2007 as cited by Kennedy stated that semi-
structure interview “involves asking a series of structured questions and then probing more deeply with open-form questions to obtain additional
information” p. 246. The researcher is going to interview ten students at semester 3 Foreign Language Academy St. Pignatelli.
3 Document Analysis
Document analysis is a process of gathering information that usually on the written text materials. Bogdan Biklen 2003 stated, “Document refers to
the materials such as photographs, videos, films, memos, letters, diaries, clinical case records, and memorabilia” p. 57. In this study, the researcher collected the
students’ attitude score from the students’ report book when they were at the senior high school level. The researcher also use references from some books and
some journals. The researcher would use those documents to support the researcher’s argument.
E. PILOT STUDY
Pilot study was implemented in this research to measure the validity and reliability of the instruments.
A pilot study can be used as “a small scale version or trial run in preparation for a major study” Polit, Beck, and Hungler, 2011 as
cited in Simon, 2011. In this research, the pilot study was conducted by involving three students. They were the students of a Foreign Language Academy. It aimed
to check whether or not the instruments were comprehensible and usable.
The two instruments were pilot-tested before they were given to the sample of the research. First, the number of the questionnaire and interview lists
were appropriated to each indicator of good attitude, discipline, and motivation aspect. Second, several inappropriate words and grammars were changed to be
better and more comprehensible. F.
DATA GATHERING TECHNIQUES
The researcher has conducted the interview with the academic lecturer of 3
rd
semester. The preliminary research will be done in the three ways. The first PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
one was analyzing the students’ GPA seen from the students’ academic transcript and analyzing the students’ attitude seen from the students’ Senior High School
report book. The second one is distributing the questionnaire to the students. The third one is conducting the observation at the class.
In the first step of the preliminary observation, the researcher analyzed the students’ preliminary score. The score was based on their GPA. GPA was needed
to check their learning success level. The student s’ GPA score ranged from 0 to 4.
In the second step, the researcher distributed the questionnaire to the students. The questions in the questionnaire were about the students’ attitude and discipline,
motivation in learning English language. In the third s
tep, the researcher interviewed 10 students to gain students’ perception about the relation between students’ attitude, discipline, motivation and
students’ learning success. Eventually, students’ attitude, discipline, motivation score and GPA score were correlated by Regression Analysis Model using SPSS
program. Regression analysis is a statistical tool for the investigation of relation between variables. To investigate this hypothesis, the researcher gathered data on
education and earnings for various individuals. Then, the researcher plot this information for all of the individuals in the sample using a two-dimensional
diagram, conventionally termed a “scatter” diagram. Each point in the diagram represents an individual in the sample Alan O. Sykes, 1986.
G. DATA ANALYSIS
After proposing the data collecting instruments students’ attitude score, students’ discipline and motivation score, questionnaire result, interview result
and students’ GPA, the collected data from the respondents were analyzed in PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
three stages. First stage was the analysis data of the questionnaire, then analysis of students’ GPA and analysis of correlation of those both data. More specifically,
the stages were described as below: Preliminary analyses included descriptive statistic
s’ comparisons of the two main variables GPA and students’ attitude across three samples full
sample, males and females. In the next step, relation among students’ attitude,
discipline, motivation and learning success were tested via correlation analysis. 1.
Students’ Attitude
Students’ attitude aspect measured by self-reports. According to Moffitt, Caspi, Rutter, and Silva 2001, self-reports from adolescents are reliable and
valid while in adolescence much antisocial behavior is always concealed from o
ther reporters e.g., parents and teachers. Students’ attitude aspect is also measured by a questionnaire. The questionnaire is divided into two categories, the
first one use Likert scale and the second one using open-ended questions. The explanation would be presented as follows: In Likert scale, the researcher used
five point scales which were Strongly Agree SA, Agree A, Doubt D, Disagree DA, and Strongly Disagree SD. Choosing Strongly Agree SA had
point of agreement which is 5. Choosing Agree A had 4 as the point of agreement. Choosing Doubt D had 3 as the point of agreement. Choosing
Disagree DA had 2 as the point of agreement. Choosing Strongly Disagree SD had 1 as the point of agreement.
2. Students’ Discipline
Students’ discipline aspect is measured by students’ attendance list during a semester and a questionnaire. The questionnaire is divided into two categories,
the first one use Likert scale and the second one using open-ended questions. The explanation would be presented as follows: In Likert scale, the researcher used
five point scales which were Strongly Agree SA, Agree A, Doubt D, Disagree DA, and Strongly Disagree SD. Choosing Strongly Agree SA had
point of agreement which is 5. Choosing Agree A had 4 as the point of agreement. Choosing Doubt D had 3 as the point of agreement. Choosing
Disagree DA had 2 as the point of agreement. Choosing Strongly Disagree SD had 1 as the point of agreement.
3. Students’ Motivation
Students’ motivation aspect is measured by a questionnaire. The questionnaire’s format is the same as the questionnaire for discipline and attitude
aspect. The questionnaire was to obtain the information about students’ motivation on English learning activities. All questionnaire were on closed
questions in which the students were to choose the appropriate statement which correspond most closely to the desired students. In the last step, the researcher
presented the correlational data between students’ motivation and learning success.
4. Learning Success
Students’ learning success is assessed using their grades. The average grade e.g., A, B, C, D, or F of the three semester mid-term examination is taken
directly from the students’ GPA. Grades were coded on a continuous scale ranging from A 4 to F 0.
5. Questionnaire
The explanation would be presented as follows: In Likert scale, the researcher used five point scales which were Strongly Agree SA, Agree A,
Doubt D, Disagree DA, and Strongly Disagree SD. Choosing Strongly Agree SA had point of agreement which is 5. Choosing Agree A had 4 as the point of
agreement. Choosing Doubt D had 3 as the point of agreement. Choosing Disagree DA had 2 as the point of agreement. Choosing Strongly Disagree SD
had 1 as the point of agreement Saris, W.E. Gallhofer, I.N., 2007. After scores were determined, all data was coded and entered into SPSS by
one of the researcher’s advisers to avoid bias, and statistical analyses were conducted. A Regression analysis was conducted to determine the type and
strength of relation present between attitude and achievement.
6. Analysis of Correlation between Students’ Attitude and Learning
Success
To analyze the correlation between students’ attitude and learning success, this study used Regression Analysis. Regression analysis is a statistical tool for
the investigation of relation between variables. Usually, the investigator seeks to ascertain the causal effect of one variable upon another
—the effect of a price increase upon demand, for example, or the effect of changes in the money supply
upon the inflation rate. To explore such issues, the investigator assembles data on the underlying variables of interest and employs regression to estimate the
quantitative effect of the causal variables upon the variable that they influence. The investigator also typically assesses the “statistical significance” of the
estimated relation, that is, the degree of confidence that the true relation is close to the estimated relation Alan O. Sykes, 2002.
Thirty students were randomly selected and results of them were analyzed using a Regression analysis. Data were collected from 30 students in year
20162017 at a Fo reign Language Academy. Students’ learning success was
assessed using their grade point average GPA. Students’ attitude was assessed from students’ report book when they were at Senior High School. The data
supports the hypothesis that there will be rela tion between the students’ attitude
and learning success.
Table 3.4 Meaning of Likert Scale Score Criteria
Criteria Score
Strongly Agree 5
Agree 4
Doubt
3
Disagree 2
Strongly Disagree 1
In calculating the score to describe the result, finding the mean is needed. The formula to get mean can be presented as follows:
M = ∑x
N Note:
M = mean indicators of central tendency of the set of sources PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
N = number of cases the number of respondents Mean of each item was categorized into certain criteria. In order to categorize the
mean criteria, the ideal mean Mi and ideal standard deviation SDi should be obtained. Best 1970, p. 179 classifies the range of the point of agreement from
1-5.
7. Descriptive Statistics
Descriptive statistics was used to describe and summarize the data before conducting a hypothesis testing by using inferential statistics. The data that were
gathered from the students’ scores of the questionnaire and students’ GPA score were processed by using SPSS 16.0 program. This step was done to obtain the
range, minimum, maximum, mean and standard deviation scores followed by the
frequency chart of each variable. 8.
Inferential Statistics
Inferential statistic was used to test the research hypothesis. The pre- analysis tests were conducted before the statistical analysis was applied. In this
research, the pre-analysis tests consisted of normality and hypothesis test. The normality test was used to find out whether the data obtained the
research variables had a normal distribution of scores or not. In this research, the test used the Kolmogoroy-Smirnov test. If
p
value was higher than α 0.05, it meant that the scores had a normal distribution.
The hypothesis testing was used to answer the first research question. To test the hypothesis, the data were processed by using the statistic software of
SPSS 16.0. Attitude, discipline, and motivation aspect were set as the predictor variables. Learning success was set as the predicted variable. An analysis was
