based on what students do in the classroom-their performance, their behavior, how they respond to the teacher and classroom tasks, and so forth.
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The meaning of achievement is a result of learning that indicated by a changing of students’ behavior in their knowledge, skill and attitude.
The conclusion is learning achievement is how much knowledge that the students obtained in learning English after they have followed teaching
learning process in particular period of time. Here are theories of achievement:
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1. The self-efficacy theory of achievement emphasized students’ judgments of how well or not so well or not so well they will perform a task given
the skills they have and the circumstances they face. Students become highly motivated to achieve when they believe they can perform a task or
an activity successfully. 2.
The attribution theory of achievement emphasized students’ interpretations of their success or failure. Students become highly
motivated to achieve when they attribute successes mainly to ability and failures mainly to lack of effort. The attributions theory of motivation
suggests that the explanations people give for behavior, particularly their own success and failures, have strong influences on future plans and
performance.
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There are many factors that influence students’ learning achievement, such as, students’ behavior in learning, teacher, teaching and learning process
in the classroom, environment, etc. The students will be success in learning if they have achievement, so
learning achievement is important because it can determine students’ success in learning with effort and skill.
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Carl A.Grant and Christine E. Sleeter, Doing Multicultural Education for Achievement and Equity, New York: Routledge, 2007, P. 36
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Kevin Barry and Len King, Beginning Teaching and Beyond 3
rd
edition…,P.498
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Anita E. Woolfolk, Educational Psychology 4
th
edition, New Jersey: Prentice Hall, 1990, P.323
E. Conceptual Framework
Based on theoretical framework and the statement by psychologists who said that “High level of motivation lead to high achievement” .
Students’ motivation especially in learning English as one factor that is assumed can influence the students’ learning achievement in English by the
following reason, students who are motivated to learn English will drive their self to learn without burden and problem. In other words, they will enjoy their
learning process and try to produce the desired changes in learning English. Students who are motivated will expend psychological energy
necessary to acquire responses, they will not avoid the learning situation that produce the desired changes.
Students who have higher motivation in learning English will get better opportunity to succeed in their learning activities than the lower one.
Students who are motivated usually have need to learn English, and they will fulfill their goal. If they know the appropriate goal, they will prepare
everything to help them to achieve their goal, a better English score. Students’ motivation doesn’t only come from inside, but also comes
from outside, such as teacher, parents, and environment. So the writer can assume that motivation is related to one and other.
Motivation is very strongly relate to achievement in language learning. From the statement above, it is clear that learning motivation is very
important thing in language learning process and it related to achievement. From the opinion that psychologist’s express, a similar thing that
learning is an experience as a change of behavior or someone as a result of her or his interaction with learning environment.
Classroom is a social system, such as it influences both student and teacher behavior. Students’ motivation and learning are influenced by process
and structure created in particular classroom. Success in learning beside of teaching and learning process can be
looked from achievement. Learning achievement can be reached by student if it is influenced by internal and external factor.
F. The Hypothesis
Based on theoretical description and theoretical framework, the research can be formulated the hypothesis as follows:
1. Alternative Hypothesis Ha : there is a significant correlation between the students’ learning motivation and their achievement in English.
2. Null Hypothesis Ho : there is no significant correlation between
the students’ learning motivation and their achievement in English.
