Y
2
= sum of Y quadrate Jumlah kuadrat dari Y Table 3.7
Simple Interpretation of Correlation R
xy
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 H
I
Alternative Hypothesis and H
o
Null Hypothesis first as follows: a. H
a
: ”there is a positive correlation which significant between X variable motivation learning and Y variable learning
achievement” b. H
o
: ”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 r
xy
is smaller than T
t
t table, r
xy
T
t
: so the null hypothesis H
o
is accepted H
a
is rejected. b if the result of calculation r
xy
is bigger than T
t
t table, r
xy
T
t
: so the null hypothesis H
o
is rejected H
a
is accepted.
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.
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
