The Summary of Motivation and English Learning Achievement



A. Conclusion

Based on the description of data in the previous chapter, it can be concluded that null hypothesis is accepted and alternative hypothesis is rejected. The result can be seen that r xy is 0.091 then the result in 5 significance level is 0.355. So, r xy is smaller than r table , r xy r table = 0.091 0.355. It means that there is no correlation between students’ motivation and their English learning achievement. The conclusion describes that the correlation is very weak, in can be understood that low motivated students do not always get low score in the class, and high motivated students do not have a guarantee to achieve a high score in the class of English study.

B. Suggestion

The conclusion above gives a new insight about this research in the future. There are a few things that all English teachers can perform better from this study. Teachers should be more welcome with the students’ needs, particularly emotional needs. Students’ needs can be served by teachers’ initiatives in creating teaching and learning method that those be more relevance for their students’ needs. Besides that, Emotional becomes a fundamental for students that teachers need to know. Teachers should have space with students to listen them deeply, because emotional needs to be listened. Learning is a process where the place to make things right or wrong. It should be realized that learning is not always about score, but how to create meaningful students who have quality of values in themselves. There is no guarantee that students are with greatest score they will have values within. But, it is good momentum when students have good motivation, achievement and values together to achieve better than before. 36 BIBLIOGRAPHY Airasian, Peter W., Assessment in the Classroom – A Concise Approach –, 2 nd Edition, New York: McGraw-Hill Companies, 2000. Arends, Richard I., Learning to Teach, 7 th Edition, New York: Mc-Graw Hill, 2007. Bigge, Morris L. and Maurice P. Hunt, Psychological foundations of Education – An Introduction to Human Motivation, Development, and Learning –,3 rd Edition, New York: Harper and Row, 1980. Brown, H. Doughlas, Principles of Language Learning and Teaching, 5 th Edition, New York: Pearson Education, 2008. Cecco, John P. De, The Psychology of Learning and Instruction: Educational Psychology, New York: Prentice Hall, 1968. Ciccarelli, Saundra K. J. Noland White, Psychology, 2 nd Edition, New Jersey: Pearson Education, 2009. Council, British, ELT Documents 108-National Syllabus, London: British Council, 1980. Crow, Lester D. and Alice Crow, Human Development and Learning, New York: American Book Company, 1956. Dale H. Schunk, Learning Theories an Educational Perspective, 6 th Edition, New York: Pearson Education, 2014. DeKeyser, Robert M., Practice in a Second Language – Perspective from Applied Linguistics and Cognitive Psychology –, New York: Cambridge University Press, 2007. Dornrey, Zoltan, Motivational Strategies in the Language Classroom, New York: Cambridge University Press, 2001. Ehrman, Madeline, Achieving Success in Second Learning Acquisition, New York: Cambridge University Press, 2005. Feldman, Robert S., Essential of Understanding Psychology, 5 th Edition, New York: McGraw Hill, 2003. Groundlund, Norman E. Robert L. Linn, Measurement and evaluation in teaching, 6 th Edition, London: Mac Millan Publishing Company, 1990. Harmer, Jeremy, The Practice of English Language Teaching, 3 rd Edition, New York: Pearson Education, 2001.