30 30
81.00 1
3.2 3.2
9.7 82.00
1 3.2
3.2 12.9
84.00 2
6.5 6.5
19.4 87.00
2 6.5
6.5 25.8
88.50 1
3.2 3.2
29.0 89.50
1 3.2
3.2 32.3
90.00 1
3.2 3.2
35.5 90.50
1 3.2
3.2 38.7
91.00 1
3.2 3.2
41.9 91.50
4 12.9
12.9 54.8
93.00 2
6.5 6.5
61.3 94.00
2 6.5
6.5 67.7
94.50 3
9.7 9.7
77.4 96.00
2 6.5
6.5 83.9
97.00 2
6.5 6.5
90.3 97.50
1 3.2
3.2 93.5
99.00 2
6.5 6.5
100.0 Total
31 100.0
100.0
2. The Summary of Motivation and English Learning Achievement
Table 4.6 The Summary of Motivation X and Achievement Y
Statistics
X Y
N Valid
31 31
Missing Mean
63.3548 90.4839
Median 63.0000
91.5000 Mode
63.00
a
91.50 Std. Deviation
5.83409 6.67768
Minimum 52.00
71.50 Maximum
73.00 99.00
Sum 1964.00
2805.00
32
31
3. The Histogram
Figure 4.1 The Motivation Score
Figure 4.2 The Achievement Score
33
32 32
4. The Correlation Result
Table 4.7 The Correlation Result
Correlations
X Y
X Pearson Correlation
1 .091
Sig. 2-tailed .627
N 31
31 Y
Pearson Correlation .091
1 Sig. 2-tailed
.627 N
31 31
The description is as table above that r coefficient is 0.091 and the sig. 2-tailed is 0.627. After calculating the data, it can be described that
there is a very weak correlation between X variable and Y variable, or it can be assumed that there is no correlation between
students’ motivation score and their English learning achievement score. Based on the r
table
of product moment mentioned that significant 5 is 0.355 see appendix.It
can be described that r
xy
r
table
= 0.091 0.355, it means that H
o
is rejected and H
a
is accepted.
C. The Test of Hypothesis
From the calculation Pear son’s Product moment, it was got the result
of r
xy
= 0.091; it is between 0.00 – 0.20. It means that r
xy
r
table
= 0.091 0.355. According to the interpretation of data above, it can be described through the
result that the correlation between X variable and Y variable is very weak. In other words, it means that there is no significance correlation between
students’ motivation X variable and their English learning achievement Y
variable score.
34
35
CHAPTER V CONCLUSION AND SUGGESTION
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.
