Regression Analysis Relation between attitude, discipline, motivation and learning success of foreign language academy students

42 relation among integrative, instrumental, and work avoidance motivations and students’ successes in second language learning. B. THEORETICAL FRAMEWORK In this part, the researcher relates the theories with this research. This section tried to answer the research question theoretically using the theories that are used by the researcher. Several studies of the relation between students’ attitude, discipline, motivation and students’ learning success have ben conducted. Some studies reported that students’ attitude, discipline, motivation and learning success have positive relation. Students’ attitude, discipline and motivation are the learning variables that can be controlled to improve students’ academic skill. This researc h is aimed to investigate the relation between students’ attitude, discipline, motivation and students’ learning success. Questionnaire and semi- structured interview is used as data collector to get supportive information. After noted the theories, the study proposes two kinds of hypothesis. In relation to the answer of the first research question, it was essential to scrutinize the relation between each controllable variables and learning success. The first variable is attitude. Jowell, R. 2005 defined an attitude as ‘a psychological tendency to view a particular object or behaviour with a degree of favour or disfavor’. Also, Krech and Crutchfield 2008 wrote, An attitude can be defined as an enduring organization of motivational, emotional, perceptual, and cognitive processes with respect to some aspect of the individuals world p. 152. Attitudes are defined as being specific to an object or behaviour while beliefs are more generic, relating to a wider worldview, and tend to be more stable. Ushida, E. 2007 stated that students who have good attitude study 43 regularly and productively in order to take every opportunity to perfect their language skills. That is, the students who have positive motivation and attitudes toward the study are able to control their learning even though they have to study mostly on their own. Thus, the higher positive attitude the students have, the higher learning achievement they get. The second variable is that discipline. According to Gordon, T. 2012, discipline is an attitude that requires knowledge, responsibility, skill, sensitivity, and self-confidence. Discipline in terms of education is the required action by a teacher toward a student or group of students, after the student’s behavior disrupts the ongoing educational activity or breaks a preestablished rule created by the teacher Gordon, T. 2012. Discipline implies responsibility, order, and regulation, and it is only when these qualities are present that freedom is possible. Thus, the higher discipline aspect the students have, the higher learning achievement they get. The third variable is that motivation. Motivation refers to “the reasons underlying behavior” Guay et al., 2010, p. 712. Paraphrasing Gredler, Broussard and Garrison 2004 broadly define motivation as “the attribute that moves us to do or not to do something” p. 106. In term of education, motivation is defined as the feelings of the learner toward the particular target language, its culture and the individual pragmatic reasons for learning a foreign language Horwitz, 2010. With the relation to the learning success, Ray Williams, who writes for Psychology Today, defines motivation as, “predisposition to behave in a purposeful manner to achieve specific, unmet needs and the will to achieve, and the inner force that drives individuals to accomplish personal organizational