THE RELATIONSHIP BETWEEN MOTIVATION IN LEARNING ENGLISH TOWARDS STUDENTS’ LEARNING ACHIEVEMENT AT THE ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA

i

THE RELATIONSHIP BETWEEN MOTIVATION IN LEARNING ENGLISH TOWARDS
STUDENTS’ LEARNING ACHIEVEMENT AT THE ENGLISH EDUCATION
DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA

A Skripsi
Submitted to the Faculty of Language Education
On a Partial Fulfillment of the Requirement to Obtain the Degree of
Sarjana Pendidikan

Author:
Leny Ferayanti (20110540039)

ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE EDUCATION
UNIVERSITAS MUHAMMADIYAH YOGYAKARTA
2016

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AUTHOR’S DECLARATION OF ORIGINALITY
I hereby certify that I am the sole author of this skripsi and there is no part
of this skripsi has been submitted for publication.
I certify that the title of this undergraduated skripsi “The Relationship
between Motivation in Learning English towards Students’ Learning
Achievement at the English Education Department of Universitas Muhammadiyah
Yogyakarta” is definitely my own work. Others opinion or findings include in this
skripsi are quoted in accordance with ethical standards.
I declare that this is true copy of my skripsi, including any final revisions,
as approved by my skripsi committee and the Faculty of Language Education, and
the skripsi has not been submitted for a higher degree to any other University or
Institution.

Yogyakarta, March 5 th, 2016

The Author,

Leny Ferayanti
20110540039

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DEDICATION
In the name of Allah, the most gracious, the most merciful.
I dedicate this writing for:
Mommy (Baiq Rohmatul Hayati) and Daddy (Anwar Fauzi, S.Pd), in every
disappointed, every tear, every smile, and every cheer you were always there for
me. Thank you for all the time, for prays to our lovely God Allah SWT and thank
you for everything that you have done for me. Hopefully, I can make both of them
proud, one day.
My beloved brother (Muhammad Irwan Hadi, S.Pd.T., M.M.) thank you for
supporting me to be enjoyable girl to complete the task. Also, my beloved sister
(Emy Yuliartina, S.Ei), thank you for providing me with all the energy that you
have given me.

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MOTTO

You are never too old to set another goal or to dream a new dream

(C. S. Lewis)
The lateness is not mean a failed because it is a process to achieve the
goals. I think, I’m old enough to make up my own way.

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ACKNOWLEDGEMENT
Alhamdulillahirabbil’alamiin, my highest gratitude and honor goes to
Allah SWT for always guiding, strengthening and blessing me, so that I could
finish my skripsi.
This skripsi would not be completed without having many supports from
many people. My deep gratitude and appreciation go to Mr. Puthut Ardianto,
S.Pd., M.Pd as my best supervisor who has always been willing to guide me in his
fatiguing time. Thank you for your carefully reading, beneficial correction, and
valuable suggestion.
I would like to thank to my Examiners, Miss Ika Wahyuni Lestari, S.Pd.,
M.Hum and Miss Sri Rejeki Murtingsih, S.Pd., M.Ed., Ph.D for encouraging me. I
also thank to all lectures of English Education Department of Universitas
Muhammadiyah Yogyakarta for all the knowledge and experience. Thank you for
providing a very nice place to learn.

My thankfulness also goes to my respondents who took their valuable time
to participate in my research. For my friends, thank you for the togetherness and
supports.
Last but not least, M. Habib Ikroman, S.Ip. Thank you for support,
motivation, love, encouragement, jokes and happiness. Thank you so much for
making me laugh when I do not even want to smile.

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TABLE OF CONTENT

COVER PAGE ......................................................................................................... i
APPROVAL SHEET ............................................................................................. ii
AUTHOR’S DECLARATION OF ORIGINALITY ............................................ iii
DEDICATION ...................................................................................................... iv
MOTTO ...................................................................................................................v
ACKNOWLEDGMENT ........................................................................................ vi
TABLE OF CONTENT ....................................................................................... vii
LIST OF TABLES ..................................................................................................x
LIST OF FIGURES .............................................................................................. xi

LIST OF ABBREVIATION ................................................................................ xii
LIST OF APPENDICES ..................................................................................... xiii
ABSTRACT ........................................................................................................ xiv
CHAPTER ONE INTRODUCTION
Background of the Research ...................................................................................1
Identification of the Problem ..................................................................................3
Limitation of the Problem .......................................................................................3
Questions of the Research .......................................................................................4
Objectives of the Research ......................................................................................4
Significances of the Research .................................................................................5

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Outlines of the Research .........................................................................................6
CHAPTER TWO LITERATURE REVIEW
Motivations .............................................................................................................8
Definition of Motivation .........................................................................................8
Types of Motivation ................................................................................................9
Motivation in Learning English ............................................................................11
Students’ Learning Achievement ..........................................................................12

Definition of Students’ Learning Achievement ....................................................12
The Measurement of Students’ Learning Achievement ........................................13
The Factors Affecting Students’ Achievement .....................................................14
Relationship between motivation in learning English towards students’ learning
achievement ...........................................................................................................14
Review of Related Research .................................................................................15
Conceptual Framework .........................................................................................16
Hypothesis of the Research ...................................................................................17
CHAPTER THREE METHODOLOGY
Design of the Research ..........................................................................................18
Setting of the Research ..........................................................................................19
Participants of the Research ..................................................................................20
Instruments of the Research ..................................................................................21
Techniques of Data Collection ..............................................................................26

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Variables of the Research ......................................................................................27
Validity and Reliability of the Instrument ............................................................27
Analysis of the Data ...............................................................................................29

CHAPTER FOUR FINDING AND DISCUSSION
Part I: Analytical result of students’ motivation in learning English ....................32
Part II: Analytical result of the students’ learning achievement ...........................34
Part III. Relationship between motivation and students’ learning achievement ...36
Discussion .............................................................................................................38
CHAPTER FIVE CONCLUSION AND RECOMMENDATION
CONCLUSION .....................................................................................................41
RECOMMENDATION ........................................................................................43
REFERENCES ......................................................................................................45

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LIST OF TABLE

TABLE 1.1

Adopted Questionnaire

TABLE 1.2

Scale of Questionnaire

TABLE 1.3

Five percentiles quartile scale

TABLE 1.4

The interpretation of GPA based on the regulation of university
(policy)

TABLE 1.5

Reliability Criteria

TABLE 1.6

Validity and Reliability of instrument

TABLE 1.7

Coefficient of relationship and the interpretation

TABLE 2.1

Motivation of Students

TABLE 2.2

Component of motivation items

TABLE 2.3

Category of motivation

TABLE 3.1

The interpretation of GPA

TABLE 3.2

Students’ learning achievement

TABLE 4.1

Correlations

TABLE 4.2

Interpretation of relationship

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LIST OF FIGURE

Figure 1.1 Relationship between motivation towards students’ learning
achievement

xii

LIST OF ABBREVIATION

L2

: Second Language

EFL

: English as a Foreign Language

AMTB : Attitude Motivation Test Battery
GPA

: Grade Point Average

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LIST OF APPENDICES

Appendix 1 : Adopted Questionnaire
Appendix 2 : Questionnaire of Motivation in Learning English
Appendix 3 : Validity and Reliability of Questionnaire
Appendix 4 : Data of the Research
Appendix 5 : Overall Motivation of Students
Appendix 6 : Descriptive Statistics for each Questions of the Questionnaire
Appendix 7 : Description for Grade Point Average (Students’ achievement)
Appendix 8 : Overall Grade Point Average
Appendix 9 : Relationship between motivation towards students’ learning
achievement

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ABSTRACT
This research aims to find students’ motivation, revealing the students’
learning achievement and investigating the relationship between motivation in
learning English towards students’ learning achievement at the English Education
Department of Universitas Muhammadiyah Yogyakarta. There were 49 students’
batch 2012 at the English Education Department of Universitas Muhammadiyah
Yogyakarta who participated in this research. There were two instruments, i.e.
questionnaire and document. The questionnaire was statistically analyzed by using
the SPSS 22.0 windows. To measure the students’ learning achievement, it used
the GPA (Grade Point Average) as the document from the students at batch 2012
at the English Education Department. The Pearson product moment correlation
coefficient was used to see the relationship between the two variables (motivation
and learning achievement). Findings from this research showed that the
motivation in learning English of students at batch 2012 was very high and
dominant for instrumental motivation and the learning achievement of students at
batch 2012 is at distinction level. There was a significant relationship between
motivation in learning English and students’ learning achievement. In conclusion,
the variables of this research show that motivation in learning English has positive
relationship towards students’ learning achievement. That is why alternative
hypothesis (H1) was accepted.

Key words: Motivation, Instrumental motivation, Integrative motivation,
Students’ learning achievement.

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Chapter One
Introduction
This chapter consists of background of the research, identification of the
problem, limitation of the problem, questions of the research, objectives of the
research, significances of the research, and outlines of the research.
Background of the Research
Some people believe that motivation is one of the important factors that
will determine the success or failure of a person in the learning process. Orio
(2013) says that learners who are not motivated are more likely to fail in
achieving their goals than those who are motivated. In addition, there are many
different goals of language learners in learning a language. Many students learn a
language as a foreign language for academic interest and also for social and
culture. For instance, learning English to get better jobs, to know more what
happen in the world, to communicate, and to study the culture.
In learning English, there is a target; a purpose of learners to achieve their
goals. Furthermore, motivation based on the purpose of learners in learning
English is divided into two components of motivation (Gardner, 1972). First
motivation is Instrumental see the purpose or benefit and interest of language
learners (for academic and economic interests). Academic and economic interest
means that the students are learning English for future career. Meanwhile, second
motivation is integrative motivation see what is desired by language learners that
are viewed from the social and culture. For example, the language learners desire
to communicate and to find out how the culture of the people who use the

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language. Both of the components of motivations affect the achievement of
students in learning a foreign language. High motivation makes the students
possible to achieve high achievement in learning while low motivation may make
the students get low achievement in the result of learning.
Motivation is very important for students to learn a foreign language to get
goals of the target language. The role of motivation is very important because the
motivation will measure the result of the effort of students to learning English.
Motivation is significantly related to learning English as a foreign language to see
how the students wish for mastering a foreign language. In university levels,
particularly at the English Education Department of Universitas Muhammadiyah
Yogyakarta, where the researcher is also a student, students need motivation to
learn English and to achieve goals of study.
Based on the researcher’s experience during her study, language learners
also have different ability when they learn a language. For example, in a
classroom, there are students who are enthusiastic in learning English as a foreign
language and seemed to have high motivation in the teaching and learning
process. Meanwhile, some students do not show their knowledge and motivation
in learning English. Usually, these problems can occur because of the students’
different motivation in the learning process. Furthermore, the ability from each
individual determiner how far the language learners are able to get their goals.
This study will show the relationship between motivations in learning
English towards students’ learning achievement at the English Education
Department of Universitas Muhammadiyah Yogyakarta.

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Identification of the Problem
This research focus on the relationship between motivation in learning
English towards students’ learning achievement. There are some problems usually
found in motivation of students. The problem that is usually found is the most of
students are lazy to show up their knowledge of learning English in class. The
other problems such as anxiety of students, students need for achievement, need to
be accepted, and curiosity of English. Language learners have different ability and
different goals to learn a language. Many students are learning a language as a
foreign language for academic and economic purpose and also learning English
for social and culture interest. In addition, these differences will make different
motivation and students’ achievement in the learning process.
Based on the description above, this study will look at the relationship
between motivation in learning English towards students’ learning achievement at
batch 2012 in English Education Department of Universitas Muhammadiyah
Yogyakarta.
Limitation of the Problem
This research discusses motivation of students to learn EFL (English as a
Foreign Language) as their target language. The limitation of this research is that
the researcher wants to know the relationship between motivation towards
students’ learning achievement at the English Education Department. Motivation
in learning English is classified into four types (Instrumental, Integrative,
Resultative, and Intrinsic motivation). The researcher limits this research for two
components of motivation in learning English (instrumental and integrative

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motivation). The researcher chose these components of motivation because based
on Gardner’s theory, the two components of motivation categorized as the most
influential motivation towards learning English.
Questions of the Research
The problems of the research can be identified in three research questions,
they are:
1. How is the students’ motivation in learning English at the English
Education Department of Universitas Muhammadiyah Yogyakarta?
2. How is the students’ learning achievement at the English Education
Department of Universitas Muhammadiyah Yogyakarta?
3. What is the relationship between motivation in learning English towards
students’ learning achievement at the English Education Department of
Universitas Muhammadiyah Yogyakarta?
Objectives of the Research
Purpose of this research is conducted to answer the research questions,
they are:
1. To find out the students’ motivation in learning English at the English
Education Department of Universitas Muhammadiyah Yogyakarta.
2. To reveal the students’ learning achievement at the English Education
Department of Universitas Muhammadiyah Yogyakarta.
3. To investigate the relationship between motivation in learning English
towards students’ learning achievement at the English Education
Department of Universitas Muhammadiyah Yogyakarta.

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Significances of the Research
This research will give some advantages for:
The Researcher. This research can help the researcher to enhance
knowledge of the researcher in learning English as a foreign language. Also, the
researcher will be able to know more motivations which have a role in making
great success in the future of students.
The Students. From this research, students can enhance their knowledge
so that the students will understand the role of motivation in learning English.
Also, by this research, students will know that motivation has implication towards
their achievements. In addition, by knowing the result of the research, students
will be able to know the motivation from themselves. It will make their goals of
learning becomes more focused.
Teachers. This research also will give benefits for teachers to improve
teaching technique to teach the students based on what students’ needs, the
teachers should know about the students’ objectives of the study. Hence, the
teachers not only seek the instructional design of study but also knowing the
characteristic of language learners. It can help the teacher used appropriate
teaching strategies.
The Institution. This research will donate a consideration to the
stakeholder inside English Education Department in their teaching and learning
process. If the institution looks the students’ motivation in learning English, so
this research will give the benefit for them. The important thing, if the result of

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this research shows that the students have low motivation and low achievement,
the institution has to look for the solution to improve it.
Outlines of the Research
This research contains of five chapters. Chapter One is introduction that
consists of background of the research, identification of the problem, limitation of
the problem, questions of the research, objectives of the research, significances of
the research, and outline of the research.
Chapter Two is literature review that consists of studies about students’
motivation and the students’ learning achievement. There are several explanations
related to the motivation, such as definition of motivation, type of motivation, and
motivation in learning English. Meanwhile, related to the students’ learning
achievement, there are also several explanations, such as students’ learning
achievement, definition of learning achievement, the measurement of students’
learning achievement, the factor affecting students’ achievement, relationship
between students’ motivation and students’ learning achievement at the English
Education Department of Universitas Muhammadiyah Yogyakarta. This chapter
also presents the conceptual framework, the previous related research, and
hypotheses.
Chapter Three explains the methodology. This chapter contains of design
of the research, setting of the research, participants of the research (population and
sample of the research), techniques of data collection, instruments of the research
(document and questionnaire), variables of the research (independent and

7

dependent variable), validity and reliability of the instrument and analysis of the
data. Chapter Four contains of findings and discussions, meanwhile chapter Five
provides conclusion and recommendation from the result of the research.

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Chapter Two
Literature Review
This chapter gives the review of some theories and previous research to
support the researcher’s opinion. Literature review consists of the studies about
students’ motivation and the students’ learning achievement.
Motivations
The independent variable of the study is motivation which is classified
into two components (instrumental motivation and integrative motivation) based
on Gardner and Lambert’s (1972) theory. The motivated individual effort is
persistent and attentive to the task at hand, has goals, desires and aspiration, enjoy
the activity, experiences reinforcement from success and disappointment from
failure (Gardner and Margoret, 2003). The statements show that the motivation in
a person will make their goals become more structured. The students will find out
why they are successful or fail in learning English.
The definition of motivation. Pintrich (2003) argues that the term
motivation comes from the Latin Verba (to move), which means “driving force of
person” (p. 669). The term means that the motivation is the driving force in a
person to do certain things to achieve goals or self-satisfaction. The motivation of
each individual will move a person to make efforts to realize a desire.
Learning motivation occurs when an individual pursues a higher level of
development after basic needs are satisfied (Lee, 2010). In other hand, motivation
is an effort of the students to achieve the desired learning targets with the
corresponding results of each individual prediction. It means that every individual

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has a different motivation, ability, and purpose to achieve their goals particularly,
in learning English as a foreign language in Indonesia.
Types of motivation. Motivation is classified into four types:
instrumental, integrative, resultative, and intrinsic motivation (Ellis, 1997).
Instrumental Motivation. Ellis (1997) stated that learners may make
efforts to learn an L2 for some functional reasons – to pass an examination, to get
a better job, or to get a place at a university. It means, language learners who have
instrumental motivation are motivated to learn English for academic and
economic interests. Instrumental motivation refers to learner’s desire to acquire a
new language for utilitarian reasons and to reflect the practical value and
advantages of learning a target language (Gardner & Lambert, 1959). In other
words, instrumental motivation is self-motivation that grows in language learners
for specific purposes such as for economic interest, career, and academic interest.
In addition, this component is important to motivate oneself to learn a foreign
language because of this motivation comes from within a person learn. The desire
from within oneself is to change the economic situation and for academic interest.
Integrative Motivation. Integrative motivation refers to a learner’s desire
to learn more about culture community of the target language or to assimilate in
the target community (Garner & Lambert, 1959). Ellis (1997) found that some
learners may choose to learn a particular L2 because they are interested in the
people and culture represented by the target language. For example, students learn
a language because they want to understand social life, art and culture of people
who use the language. Hadavi (2014) also argues that integrative motivation is

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characterized by the learner’s positive attitude towards the target language group
and the desire to integrate into the target language community. This behavior
reflects that integrative motivation of a student is able to demonstrate students’
language skills among the communities. It is very influential in the spirit of the
students to learn a foreign language as the target language. The researcher
concludes the statement above that this component is also important to know
because language learners who have integrative motivation will show more
curiosity about foreign language.
Resultative Motivation. Ellis (1997) asserts that motivation is the cause of
L2 achievement. Based on the statement above, motivation can influence the
students’ achievement in learning English as a foreign language. Ellis (1997)
states that resultative motivation is considered the result of learning when learners
who experience success in learning may become more or in some contexts less
motivated to learn. It means students with high motivation can get the good result
of the study, and students with less motivated can get the low result in learning
English.
Intrinsic Motivation. Ellis (1997) stated that motivation involves the
arousal and maintenance of curiosity as a result of such factors as learners’
particular interests and the extent to which they feel personally involved in
learning activity. Intrinsic motivation is about an action that is done for its own
sake to experience satisfaction (Dornyei, 2001). This motivation is an individual
force of person to do something from themselves.

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Motivation in learning English. A large number of studies have
investigated the relationship between motivation and English as a foreign
language. Gardner (1985) defined second language motivation as the combination
of effort plus desire to achieve the goal of learning the language. It means that the
motivation has a very important role in learning English. In addition, students
need motivation as driving them to achieve what their goals for learning English.
According to Gardner and Lambert (1972), there are two kinds of
motivation: integrative motivation, referring to a holistic learning approach
toward the speech and culture of the target language group, and instrumental
motivation, referring to language learning for more immediate or practical goals.
Despite that fact that both types of motivation are vital factors to success in
learning a second or foreign language, much debate among researchers has been
focused on which kind of motivation is more significant for L2 learners (Dornyei,
2001). Integrative motivation was viewed as superior to instrumental motivation
for predicting the success of L2 learning (Gass and Selinker, 2001).
The conclusion of the statements above is the researcher chooses two
component motivation because Gardner’s theory found that instrumental and
integrative is the category of the most influential motivation towards learning
English. This is why he claim that instrumental and integrative is important
component of motivation in learning English.

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Students’ Learning Achievement
The dependent variable of the study is learning achievement of students at
the English Education Department of Universitas Muhammadiyah Yogyakarta.
The students’ learning achievement will represent the high and low achievement
in learning English as a foreign language.
Definition of learning achievement. Learning achievement is about how
successful the learner can master the materials of the learning object. Hsiang
(2013) stated that learning achievement is the result of students’ learning to see
how far their abilities during the process of teaching and learning in their study.
Students’ learning achievement is a result of students during the learning process
of students to get the target language in university level. In addition, students’
learning achievement is how far the students learn a foreign language to achieve
the personal target to get great or mark achieved. Choosri (2011) says that the
result of study may also provide useful guidelines for teachers concerned with
developing English language motivation. Learning achievement in this study is
divided into two levels, i.e. there are students with high achievement and low
achievement.
McMillian (2010) found that when students focus on improvement and
progress, they are more likely to adopt the mastery goals and develop high selfefficacy and expectations for success. Students with high motivation improve
their language skills more to get their target of learning. Usually, students who
have high level of motivation to learn will obtain the maximum result in their

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learning. This happens because the students are motivated to achieve the goals of
each individual to learn a language.
Marsh (2008) argues that students with low achievement motivation have
feelings of inadequacy and are not willing to stick at a task until it is completed
satisfactorily. Students with low achievement levels have problems on the
motivation of each individual. In addition, these motivational effects on students’
achievement that are found students with low achievement motivation levels do
not provide maximum ability in their learning.
The measurement of students’ learning achievement. Winkel (1996)
found that learning achievement is a proof of success in the process of learning
that is measured by a grade or mark that is achieved. In addition, based on
academic book of English Department of Universitas Muhammadiyah
Yogyakarta, the institution assesses students’ achievement by grade point average
(GPA). Although GPA is not a perfect measurement of a student’s achievement
and learning, it is the most widely used measure (Pascarella & Terenzini, 2005).
While, Chatriand (2012) stated that grade point average is useful because
it provides a quantitative summary of each semester for a student as well as an
overall calculation of the student’s performance in all of her or his classes. Thus,
Grade point Average is the average grade attained by dividing the total of quality
points earned by the total of quality hours for courses (Robert, 2003). On the other
hand, students’ learning achievement is grade of students to know how far their
success or failure and the effort of students in learning language to master the

14

target language. For these reasons, GPA was used as a measurement for student
achievement for this research.
The factors affecting students’ achievement. Marsh (2008) stated that
students’ motivation is various and complex and is interrelated with many other
factors such as anxiety, need for achievement, need to be accepted, and curiosity.
For example, Anxiety of students on their achievement, learning English to get
good result, need to be accepted in university, and curiosity of students to learn a
language as a foreign language.
According to Yu-mei (2009), motivation is one of several important
factors that may influence students’ English achievement. Learners’ motivation
has been widely accepted as a key factor which influences the rate and success of
second/foreign language (Ellis, 1994; Mcdonough, 1983). The researcher
concluded the statements above that motivation has a very important role in
determining the success of the students in learning English.
Relationship between motivation in learning English toward student’s
learning achievement
This research focused on relationship between students’ motivation
towards students’ learning achievement at the English Education Department of
Universitas Muhammadiyah Yogyakarta. The foundation of this research is based
on Gardner and Lambert’s theory about language learners. Tenaw (2013)
mentioned that there are many psychological factors that influence learning
achievement, such as attitude, motivation, aptitude, and self-efficiency. Choosri
(2011) concludes that motivation has positive relationship with students’ English

15

learning achievement. This research gives the significant study for the researcher
and teacher to improve students’ achievement and develop students’ motivation.
Hsiang (2013) mentioned that learning achievement or EFL are affected by
learning motivation. The research discusses about learning motivation is a result
of reinforcement and enabling students to obtain achievement is the key to
improving students learning achievement in learning process.
Review of Related Research
The researcher found two journals that reveal the relationship between
motivation and students learning achievement. These journals are related to this
research to support this study based on Gardner and Lambert. The first journal is
entitled “Relationship between Motivation and Students’ English Learning
Achievement: A study of the second-year vocational certificate level Hatyai
Technical College Students” by Chalermporn Choosri & Usa Intharaksa in 2011.
In this journal, there is more impact of motivation towards students’ learning
achievement. This research classified the motivation of students into two parts:
instrumental motivation and integrative motivation. The results of this research
show the positive relationship between motivation and learning achievement.
The second journal is entitled “The Relationship of Learning Motivation
and Achievement in EFL: Gender as an intermediated variable”, by Hsiang-Yung
Feng, Jin-Jun Fan & Hui-Zhen Yang in 2013. The researcher shows that a result
of learner motivation is a key factor in learning English as a foreign language. The
result shows that learning achievements of EFL are affected by learning

16

motivation and previous learning experiences and there are some differences on
gender for students’ learning motivations.
Conceptual Framework
Figure 1.1 Relationship between motivation in learning English towards students’
learning achievement
MOTIVATION

INSTRUMENTAL and INTEGRATIVE
Instrumental : Learning for academic interest. For
example: get better jobs
Integrative: Learning for curiosity about cultures. It is

Students’
Learning
Achievement

like how the culture, how to communicate
Gardner and Lambert Theory

Based on the conceptual framework above, students’ motivation is one of
factors that can influence the students’ achievement in learning English. The
motivation includes instrumental motivation and integrative motivation. Each
motivation has different goals in language learning. Students who have
instrumental motivation have goals to learn language for academic interest, to get
better jobs. Students who have integrative motivation have goals in learning
language to know how the culture and how to communicate with people using that
language. Instrumental and integrative motivations have different goals, but in
university levels, there is mark or result of students learning. From this concept,
we know that the component motivation has either high achievement or low
achievement in learning process.

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Hypothesis of the Research
Alternative hypothesis (H1): There is a significant relationship between
motivation in Learning English towards students’ learning achievement at the
English Education Department of Universitas Muhammadiyah Yogyakarta
Null hypothesis (H0): There is no significant relationship between
motivation in Learning English towards students’ learning achievement at the
English Education Department of Universitas Muhammadiyah Yogyakarta.

18

Chapter Three
Methodology
This chapter presents the methodology of this research. This chapter
contains the design of the research, setting of the research, participants of the
research (population and sample of the research), technique of data collection,
instruments of the research (document and questionnaire), variable of the research
(independent and dependent variable), validity and reliability of the instrument,
and analysis of the data.
Design of the Research
Research design was a plan of the researcher to collect data and analyze
the data to be feasible data. In using research design, the researcher made data
become valid and reliable. It could make feasible data for research for the
researcher. Research design helped the researcher collect data that the researcher
would analyze. Quantitative research as a method based on the philosophy of
positivism; Method is used to examine the specific populations or samples; the
sampling technique is usually done by calculating the specific sampling
techniques appropriately. According to Creswel (2012), a correlational research
presents statistical test to determine the tendency or pattern for two or more
variables or two sets of data to vary consistently. In this research, the researcher
used quantitative research as the research methodology and correlational as design
of the research.

19

Setting of the Research
The location of this research was at the English Education Department of
Universitas Muhammadiyah Yogyakarta. There were two reasons why the
research was conducted at the English Education Department. The first reason
was because motivation topic taught under LLA (Language Learning &
Acquisition) at the English Education Department. Specifically was the EFL
(English as a Foreign Language) course at the English Education Department of
Universitas Muhammadiyah Yogyakarta. English Department motivated students
to learn English as a foreign language by showing how to teach, how to learn and
interact with other people. For example, teachers shared the experience in English,
how to get better jobs, and soft-skill programs in every semester. Hence, the
researcher was interested to find out the relationship between motivation in
learning English towards students’ learning achievement.
The second reason was the accessibility. The researcher took this place as
the setting of the research because the researcher was also studying at the English
Education Department of Universitas Muhammadiyah Yogyakarta. Setting of the
research was actually to facilitate the researcher to investigate the relationship
between motivation in learning English and learning achievement in students’
batch 2012. Therefore, it made the researcher easier to collect data. Considering
the reasons above, English Education Department of Universitas Muhammadiyah
Yogyakarta was selected as the appropriate setting of this research. In addition,
the researcher conducted this research at the end of November 2015.

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Participants of the Research
Population of the research. Population was the generalization consisting
of the object or subject that has certain qualities and characteristics that are
applied by researchers to learn and then draw the conclusion (Sugiono, 2011). The
population of this research was the students at batch 2012 at the English
Education Department of Universitas Muhammadiyah Yogyakarta. Students at
batch 2012 were divided into three classes (class A, B, C). The total numbers of
students at batch 2012 were 97 students. The researcher got the total number of
students from the administration staff that was also approved by the head of the
English Education Department of Universitas Muhammadiyah Yogyakarta.
Sample of the research. Sample was taken as part of the overall object
studied and considered to represent the entire population (Notoadmodjo, 2010).
Sample size in this study was determined based on the formula of Notoadmodjo
as follows:

Explain:

) )

n = Large sample
N = Large Population
d = Level of confidence/accuracy desired (0.1)
)

21

Based on the formula of Notoadmodjo above, and referring to some
previous research, the researcher took 49 respondents as the number of sample.
Sampling method in this research was using a non-probability sampling. It
was a sampling technique that did not provide opportunities or equal opportunity
for each element or member of the population to be selected into the sample
(Sugiono, 2011). The researcher took students at batch 2012 because they had
already passed at least seven semesters at the English Education Department of
Universitas Muhammadiyah Yogyakarta. It meant that their result of learning was
visible and suitable; this was supposed to make the data collected by researchers
valid and reliable.
Instrument of the Research
The research instrument was a tool used to measure the natural and social
phenomena observed (Sugiono, 2011). The researcher used a questionnaire as the
research instrument to measure the students’ motivation. In addition, the
researcher also used document to measure students’ learning achievement at the
English Education Department of Universitas Muhammadiyah Yogyakarta.
The researcher applied the two instruments in this research. The first
instrument was the questionnaire to collect the data. This instrument made the
researcher know how the motivation of students batch 2012. The second
instrument that was used by the researcher was document. This instrument made
the researcher know the achievement of students using the GPA of students at the
English Education Department of Universitas Muhammadiyah Yogyakarta.

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Questionnaire. Questionnaire was the supportive instrument to gain the
information which was related to the perception, opinion, and expectation or other
resembles things (Creswell, 2012). The questionnaire of this research was a
survey of different opinions from the people. The questionnaire was actually using
anonymous replies; it helped the researcher to collect data from large number of
people.
All the items except the background questionnaire items was placed on a
5-point Likert scale ranging from “strongly disagree” to “strongly agree”. Sanusi
(2011) said, Likert Scale was a scale which was based on amount of respondents
to respond to the statements relating to the variable that was being measured.
The researcher did measure the motivation using the international
(AMTB) The Attitude Motivation Test Battery. The total questions of the
international AMTB are 116 questions about attitude and motivation. According
to Gardner (1985), the AMTB was designed to assess the non-linguistic goals of
second language program. He claimed that emphasize aspect as improved
understanding of the other community, desire to continue studying the language,
and interest in learning other languages and AMTB was reported to have good
reliability and validity. In this research, the researcher uses the international
manual AMTB to measure the students’ motivation because this manual AMTB
was classify the questions into each category. In addition, the category of the
international manual AMTB includes the attitude, interest, integrative,
instrumental, and motivation intensity. The researcher did the research about two
component of motivation i.e. integrative and instrumental as the most influential

23

motivation towards learning achievement. The questionnaire were administered in
the mother tongue along with the English original. The questionnaire items were
translated into Indonesian and being proofread by a translator to make the
participant clearly understand each question.
Table 1.1 Adopted Questionnaire
Integrative Motivation
No

Theory

1 Integrative motivation refers to

Statement
Q1. Studying English can be important

a learner’s desire to learn more

to me because it will allow me to be

about culture community of the

more at ease with other people who

target language or to assimilate

speak English

in the target community

Q2. Studying English can be important

(Gardner & Lambert, 1959).

for me because it will allow me to
meet and converse with more and
varied people
Q3. Studying English can be important
for me because it will enable me to
better understand and appreciate
English art and literature
Q4. Studying English can be important
for me because I will be able to
participate more freely in the activities
of other cultural groups

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Instrumental Motivation
No

Theory

Statement

2

Instrumental motivation refers

Q5. Studying English can be important

to learner’s desire to acquire a

for me because I’ll need it for my

new language for utilitarian

future career

reasons and to reflect the

Q6. Studying English can be important

practical value and advantages

for me because it will make me a more

of learning a target language

knowledge person

(Gardner & Lambert, 1959).

Q7. Studying English can be important
to me because I think it will someday
be useful in getting a good job
Q8. Studying English can be important
for me because other people will
respect me more if I have knowledge
of a foreign language

In this research, the question of motivation was divided into two parts.
First, questions number 1-4 were categorized into the integrative motivation of
students. Second, questions number 5-8 were categorized into the instrumental
motivation of students.

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The researcher used following scale to give the questionnaire a score from
1 to 5 for each of the questions.
Table 1.2 Scale of Questionnaire
No

Rating Scale

Score

1

Strongly Disagree

1

2

Disagree

2

3

Neutral

3

4

Agree

4

5

Strongly Agree

5

Based on five percentiles quartile scale in the SPSS, the range of the
interpretation motivation in learning English is as follow:
Table 1.3 Five percentiles quartile scale
No

Range

The interpretation

1

0.81 – 1.00

Very High

2

0.61 – 0.80

High

3

0.41 – 0.60

Moderate

4

0.21 – 0.40

Low

5

0.01 – 0.20

Very Low

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Document. Cohen et al (2011) had found that a document can be defined
concisely as a record of an occurrence, an incident or process. Documentation was
a method to obtain data using note/transcript to gain the theories related to the
research. In documentation, there were books, magazine, document of students’
scores, and school’s notes (Arikunto, 2013). In this research, the researcher used
the GPA (Grade Point Average) as the document from the students at batch 2012
at the English Education Department. The researcher had gotten the permission
using the permission letter from administration staff that was also approved by the
head of the English Department.
Table 1.4 The interpretation of GPA based on the regulation of university (policy)

Keterangan Nilai / Explanation of Grade
Nilai / Grade
Bobot / Point
Makna / Meaning
A
4
Sempurna / High Distinction
A3.7
Luar biasa / Distinction
B+
3.4
Sangat Memuaskan / Distinction
B
3
Memuaskan / Credit
B2.7
Sangat Baik / Credit
C+
2.4
Baik / Credit
C
2
Cukup / Pass with Credit
D
1
Kurang / Pass

Technique of Data Collection
Sample retrieval technique that was used was convenience sampling. It
was to gather information from members of the population that feeling good to
give the required data (Sekaran, 2006). The procedure of this research started
from asking permission to the respondents. Second, the researcher distributed the
questionnaire to 49 respondents who were students at batch 2012 and found
around the lobby of English Education Department of Universitas

27

Muhammadiyah Yogyakarta. Third, the researcher explained how to answer the
questionnaire. Fourth, the researcher gathered the data from respondents. The next
step, the researcher asked permission letters to administration staff that had been
approved by the head of the English Department for document school scores or
GPA of students at batch 2012.
Variables of the Research
According to Cohen et al (2011), “A variable is a condition, factor or
quality that, as its name propose, can vary from one case to another case; it is the
reverse of a constant, which does not diverge between cases” (p. 606). In this
research, there were two variables that were going to be correlated. The variables
included the independent variable and dependent variable.
Independent Variable (x). Cohen et al, (2011) found that a independent
variable was an input variable, which caused, in part or in total, a particular result;
it was a stimulus that affects response, an antecedent or a factor that may be
modified (e.g. under experimental or the other situations) to influence a results (p.
607). The independent variable of this research is the students’ motivation
because students’ motivation can influence the students’ learning achievement.
Dependent Variable (y). Cohen at el (2011) found that a dependent
variable is the result variable, which is caused, in total or in part, by the input,
antecedent variable. It is the consequence, the influence of, or response to, an
independent variable (p. 607). The dependent variable of this research was
students’ learning achievement because learning achievement was the effect of
students’ motivation.

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Validity and Reliability of the Instrument
Validity. Validity was the degree to which all of the evidence points to the
intended interpretation of the test scores for proposed purpose (Creswell, 2012).
Test the validity of the data item was a test instrument to determine how close an
item in measuring what to be measured. Item could be said valid if it had
significant correlation with the total score. The test of validity that was used by
the researcher was correlation or skewness/kurtosis and KMO and Bartle