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
motivation, it can be seen from the total number of students who have medium achievement are 20 students or 50 from 40 students.
B. The Analysis of Data
In this case, both students’ motivation and learning achievement are correlated by using Person’s product moment formula. The data are
described on the following table: Table 4.4
The students’ learning motivation and learning achievement in English Students X Y
XY X2 Y2
1 112 7.25
812 12544 52.5625
2 87 4.0
348 7569 16
3 127 7.0 889 16129
49 4 89
4.5 400.5
7921 20.25
5 137 5.5
753.5 18769
30.25 6 109
3.0 327 11881 9
7 92 6.25
575 8464 39.0625
8 111 4.0 444 12321
16 9 110
5.75 632,5
12100 33.0625
10 108 6.25 675 11664
39.0625 11 121
6.5 786.5 14641 42.25
12 109 8.0 872 11881
64 13 112
4.25 476 12544 18.0625
14 102 7.25
739.5 10404 52.5625
15 104 5.75 598 10816
33.0625 16 110
5.5 605 12100 30.25
17 125 7.25
906.25 15625
52.5625 18 116
5.0 580 13456 25
19 112 6.0 672 12544
36 20 134
6.0 804 17956 36
21 119 8.5
1011.5 14161
72.25 22 151
7.0 1057 22801 49
23 118 5.75
678.5 13924 33.0625
24 142 7.0 994 20164
49 25 105
7.0 735 11025 49
26 105 7.5 787.5 11025
56.25 27 102
6.5 663 10404 42.25
28 120 6.0 720 14400
36 29 118
6.0 708 13924 36
30 100 3.75 375 10000
14.0625
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 ∑X
2
=524169 ∑Y
2
=1426
a.
To obtain data is analyzed to find out the positive relation between students’ motivation and their achievement in learning English. The writer
used product pearson moment correlation, in SPSS Statistical Product for Service Solution is used.
1
N ∑XY – ∑X ∑Y
√N∑X
2
– ∑X
2
N ∑Y
2
– ∑Y
2
r
xy
= 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
X
2
= sum of X quadrate Jumlah kuadrat dari X Y
2
= sum of Y quadrate Jumlah kuadrat dari Y N
∑XY – ∑X ∑Y √[[N∑X
2
– ∑X
2
] [N ∑Y
2
– ∑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
=
1
Drs. Anas Sudijono, Pengantar Statistik Pendidikan Jakarta: PT. Raja Grafindo Persida, 2005 Cet ke-15, P:206.