# The Correlation between Students’ Motivation and their English The Frequency of Data

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.