The above equation shows that the every increase of one score on the predictor variable is followed by the increase of learning success GPA score as
much as 0.04, 0.00 and 0.02 at constant -1.37. Constants of -1.37 states that if the value of the variable attitude, discipline, and motivation is 0, then the value of
learning success GPA shows negative value of -1.37.
3. Research’s Implication to English Language Education
This research findings bring about some consequences for those involved in the field of English learning in its context. The research result is of considered
important because it has significant implications for the English education. The result of the study may have some implications toward learners and lecturers as a
mean to improve and solve problem in the scope of teaching and learning of English as a foreign language.
It is, therefore, very important for foreign language teachers to provide their students with enough integrative and instrumental motivation. Teachers must
utilize activities to develop students’ attitude, discipline, and motivation. If the teachers have good information about students’ attitude, discipline, and
motivation, they can assist the students in improving their learning techniques and second language learning skills.
Consequently, teachers can develop both the students’ learning techniques and language learning achievement
. It is also believed that the students’ desire to succeed has an effect on their language learning success. Teachers can utilize
learning tools focusing on positive motivation types and less on work avoidance motivation.
The results of this research could suggest that attitude is strongly correla
ted with learning success. By gathering students’ scores, the teachers can identify to what extent attitude, discipline, and motivation can affect learning
success. For the students, the implementation of the research can
affects students’ perceptions on the English language, whether it is meaningful, beneficial and
feasible Bachman Palmer, 1996, p.32; Ajzen, 1988, p.4; French et al, 2005, p.1826; Gardner Lambert, 1972. Overall, the students had positive perceptions
about the English language that they were meaningful and beneficial for their academic purpose and future career.
As Baker mentions, students’ attitude, discipline, and motivation can be identified from their reasons to learn a language, thus learning goals also
contribute to shape stude nts’ attitude, discipline, and motivation 2009, p.23.
Certainly, the students learned English because it is necessary for their academic or working purpose. Having clear learning goals is believed to have strong
correlation with learning, as Gardner mentions that students who have clear learning goals will have high learning success 1985, p.61.
If students are aware of the importance of having good attitude, discipline, and motivation, they will struggle on their achieving of success. They need to be
encouraged to understand that they must learn all the components of the chosen foreign language or languages in order to advance in their careers.
This contribution on learning success is positively necessary for the students to support them to achieve learning success. Therefore, having good
