60 Learning Style X
4
variables, and Learning Achievement of Financial Accounting variable Y.
Arikunto, 2010: 213 If r
count
was less than 0,800, there would not be any multicolinearity between independent variables, so that the multiple
regression analysis was able to be used, meanwhile if r
count
was equal or bigger than 0,800, there would be multicolinearity so that the
research could not be continued but having to use the parameter namely paremeter for nonlinear regression.
3. Hypothesis Test
This hypothesis test used regression analysis. Regression is a systematically estimating process of what would happen in the future based
on the information of the past and the present in order to minimize the errors. Prediction would not give the absolute answer of what would
happen, instead of seeking the approach of what would happen. Regression could be analyzed because it based on functional or
causal relationship between independent variable X and dependent variable Y. Significance of regression evidanced by the value F
count
through test F. Thus, significance obtained from the prediction of analysis result whether it is simple or multiple regression for four predictors in this
research. a. Simple Linear Regression Analysis
This analysis used for knowing the effect of Parenting Style hypothesis 1, Emotional Quotient hypothesis 2, Learning Readiness
61 hypothesis 3 and Learning Style hypothesis 4. The steps were as
following. 1 Making simple linear line
Y = bX + a Description:
Y : the subject of the Learning Achievement of Financial
Accounting a
: value of the Learning Achievement of Financial Accounting at the Parenting Style, or Emotional
Quotient, or Learning Readiness, or Learning Style variables = 0 constant value
b : direction or regression coefficient figure which shows
the numbers increase in Learning Echievement of Financial Accounting or decrease in the based on
Parenting Style, or Emotional Quotient, or Learning Readiness, or Learning Style variables predicted
X : the subject of the Parenting Style, or Emotional
Quotient, or Learning Readiness, or Learning Style variables that have a particular value
Amount of a and b could be found by formula:
= ∑ � ∑ � − ∑ � ∑ � �
∑ � − ∑ =
∑ � � − ∑ � ∑ � ∑ � − ∑
Description: Y
: the subject of the Learning Achievement of Financial Accounting
X : the subject of the Parenting Style, or Emotional
Quotient, or Learning Readiness, or Learning Style variables that have a particular value
Sugiyono, 2007: 261 - 262 2 Finding correlation coefficient between criterion X and criterion Y
using the following formula. =
∑ √ ∑
+
∑
62 Description:
r
xy
: the coefficient of correlation between the Parenting Style, or Emotional Quotient, or Learning Readiness,
or Learning
Style variables,
and Leaning
Achievement of Financial Accounting variable ∑X
2
: total score the Parenting Style, or Emotional Quotient, or Learning Readiness, or Learning Style
variables ∑Y
2
: total score of Learning Achievement of Financial Accounting variable
Sugiyono, 2010: 255 3 Finding determination coefficient r
2
between predictor Y with X
1,
Y with X
2,
Y with X
3,
and Y with X
4
using the formula: =
∑ ∑
=
∑ ∑
=
∑ ∑
=
∑ ∑
Description: r
2
: the determination coefficient between the Parenting Style, or Emotional Quotient, or Learning Readiness,
or Learning
Style variables,
with Learning
Achievement of Financial Accounting variable a
: the coefficient of predictor Hadi, 2009: 22
4 Testing the significance with t Test Testing the regression line coefficient used test t statistic. Test t
used for testing constant significance per independent variable which would effect dependent variable, using the following
formula.
63 =
√ − √ −
Description: t
: t
count
r : corellation between the Parenting Style, or Emotional
Quotient, or Learning Readiness, and or Learning Style variable, and the Leaning Achievement of
Financial Accounting variable
n : number of population
Sugiyono, 2007: 230 Significance or whether there was any effect of the variable
Parenting Style, Emotional Quotient, Learning Readiness and Learning Style on variable Learning Achievement of Financial
Accounting could be seen from value t
count
compared to t
table
. If t
count
is equal or bigger than t
table
, and significance 0,05 the effect of Parenting Style, Emotional Quotient, Learning Readiness and
Learning Style on the variable Learning Achievement of Financial Accounting would be significant. On contrary, if t
count
was smaller than t
table
, and significance 0,05, the effect of independent variable X and dependent variable Y would be insignificant.
b. Multiple Regression Analysis This analysis used for testing the fifth hypothesis namely
Parenting Style, Emotional Quotient, Learning Readiness and Learning Style simultaneously gave the positive effect on the Learning
Achievement of Financial Accounting in Grade X Accounting Student at SMK Negeri 1 Yogyakarta. The steps in squared regression were as
follows.
64 1 Regression line equation of four predictors
Y = a+b
1
X
1
+b
2
X
2
+b
3
X
3
+b
4
X
4
Description: Y
: Learning Achievement of Financial Accounting X
1
: Parenting Style X
2
: Emotional Quotient X
3
: Learning Readiness X
4
: Learning Style b
1
: coefficient of Parenting Style variable b
2
: coefficient of Emotional Quotient variable b
3
: coefficient of Learning Readiness variable b
4
: coefficient of Learning Style variable a
: a constant Sugiyono, 2010: 267
2 Finding correlation coefficient R
y1,2,3,4
among X
1
, X
2
, X
3
, and X
4
on criterion Y
, , ,
=
√ ∑
+
∑
+
∑
+
∑ ∑
Description: R
y1,2,3,4
: coefficient of multiple corellation a
1
: coefficient of Parenting Style variable a
2
: coefficient of Emotional Quotient variable a
3
: coefficient of Learning Readiness variable a
4
: coefficient of Learning Style variable ΣX
1
: total scores of Parenting Style variable ΣX
2
: total scores of Emotional Quotient variable ΣX
3
: total scores of Learning Readiness variable ΣX
4
: total scores of Learning Style variable ΣY
2
: total squares of Learning Achievement of Financial Accounting variable
Hadi, 2004: 28 3 Finding determination coefficient R
2 y1,2,3,4
variable parenting style, emotional quotient, learning readiness and learning style on
the Learning Achievement of Financial Accounting.
65 Determination coefficient could be determined by squaring
the result of correlation coefficient. Then, R
2 y
was converted into percent so that could be produced the percentage of
simpultaneously effect contribution of X
1
, X
2
, X
3
and X
4
on Y. 4 Testing the significance of multiple regression used test F
Testing the significance of squared correlation coefficient used test F with the following formula:
� =
− − −
Description: F
reg
: amount of regression line F N
: number of cases M
: number of predictors R
: correlation coefficient between criterion and predictor Hadi, 2004: 23
After obtaining the calculation, F
count
was consultated with F
table
in significance 5. If F
count
F
table
and significance 0,05, there would be positive and significant effect of independent variable on
dependent variable and vise versa. 5 Determining the contribution of each predictor variable on criterion
a Relative contribution SR Relative contribution is the relativity comparison persentage of
independent variable to the others on dependent variable observed. Formula used:
= ∑
���
× Description:
SR : relative contribution of a predictor
66 a
: predictor coefficient ∑XY
: product equation of X and Y JKreg
: equation of squared regression Hadi, 2004: 37
b Effective contribution SE Effective contribution used for knowing the effectivity
comparison percentage of independent variable on dependent variable to the others, whether it was observed by SE or not.
Formula used was as follows: SE = SR × R
2
Description: SE
: effective contribution from a predictor SR
: relative contribution from a predictor R
2
: determination coefficient Hadi, 2004: 39
67
CHAPTER IV RESEARCH RESULT AND DISCUSSION
