37
CHAPTER IV RESEARCH FINDINGS
A. Data Description
As mentioned in the research methodology, to get the data, the writer distributed questionnaires to know students’ motivation in learning speaking to
the students at second grade of SMA Darussalam. Then, she conducted oral test to know students’ speaking ability. After both of data collected, the writer
conducted classroom observation to confirm students’ motivation in learning speaking and their speaking ability.
Finally, after all of the data collected, the writer analyzed each data firstly. Motivation is assessed by Likert’ scale rating and speaking ability is
measured by David’ scale rating score. Besides, the result of classroom observation is described to know the reality of students’ motivation in learning
speaking at the classroom. Secondly, after each data analyzed, to see the correlation between students’ motivation in learning speaking and their speaking
score, the writer analyzed both of data by applying the formula of Correlational Product Moment by Pearson.
B. Data Analysis
1. Students’ Motivation Score
In this study, students’ motivation in learning speaking is as the independent variable X. To measure students’ motivation in learning
speaking, the study used two techniques: distributing questionnaires and classroom observation.
a. Questionnaires
As mentioned in technique of data analysis, the questionnaires in this study have 30 items adopted from AMTB by Gardner. Before the
questionnaires were distributed, the questionnaires were validated by two experts. It means that the questionnaires were used content validity to see
they are measure what should to be measured.
38
The questionnaires were assessed by Likert scale rating. This scale rating has five options. They are: Strongly Agree Sangat setuju,
Agree Setuju, Undecided Ragu-ragu, Disagree Tidak Setuju, and Strongly Disagree Sangat Tidak Setuju. The results of questionnaires
are described in a table See appendix 2. The following table describes
the result of questionnaires about students’ motivation in learning speaking after accumulated.
Table 4.1 Score of Students’ Motivation in Learning Speaking X Variable
Students N Motivation X 1
88 2
87 3
87 4
86 5
87 6
91 7
88 8
78 9
87 10
88 11
86 12
87 13
92 14
78 15
83 16
78 17
87 18
85 19
82 20
86 21
88 22
93 23
87 24
91 25
82 26
90 27
92 28
91 29
88 30
89 N=30
∑X=2602
39
From the data above, we can see the total score of 30 respondents is 2602. By applying SPSS program, it shows that the mean of students’
motivation score is 86, the median is 87, the range is 15, the minimum score of students’ motivation is 78 and the maximum score of students’ motivation
is 93. Based on the statistic result above, there are 2 categories of motivation
score. The first is low motivation and the second is high motivation. Students categorized by low motivation score are under 87 score and
students categorized by high motivation score are above 87. Therefore, from the table above, it is considered that the mode of students’ motivation score
is 87. It means that most of students have high motivation in learning speaking. It is also confirmed by the result of classroom observation shows
that students who have high motivation’s score also follow the teaching and learning process well, pay attention to the teacher’s explanation, express
their ideas, do assignment from teacher, etc.
b. Classroom Observation
Classroom observation in this research is conducted to confirm the reality of students’ motivation in learning speaking. It is also done in second
grade of SMA Darussalam Class 2.3. The researcher observed the teaching
Table 4.2 Descriptive Statistics
Motivation N
Valid 30
Missing Mean
86.7333 Median
87.0000 Mode
87.00 Std. Deviation
4.00804 Range
15.00 Minimum
78.00 Maximum
93.00
40
and learning process from beginning of class till the end based on the classroom observation rubric.
Based on the result of observation in the classroom, students who have high motivation score also show good performance in the classroom. They
do activities which represent their interested in learning speaking. Most of them do activities which stated on the observed aspects.
The first aspect is motivated students always pay attention when their teacher explained the material in front of the classroom. They listened
carefully to the teacher’s explanation about speaking material. Students with high motivation score point their good behavior out in the teaching and
learning process. They represent their motivation in learning speaking by paying attention to the teacher’s explanation seriously. In contrast, students
with low motivation in learning speaking did not pay attention well to the teacher’s explanation. Any students talked each other during the lesson. The
teacher sometimes admonishes them to stop talking during the lesson. Any students also seem a little bored to the teacher’s explanation method. They
were nice themselves by playing their pen and no pay attention to the explanation.
The second observed aspect is asking to the teacher when students face problems about the material. Based on the observation in the classroom,
when motivated students did not understand any materials, they asked to the teacher eagerly and the teacher also answered the questions. They did not
feel shy to ask the teacher about their problems. They have good confidence to speak up in front of their friends and the teacher. However, students with
low motivation have no bravery to ask to the teacher when they got problem. They have no confidence to speak up in front of the teacher and afraid of
being laughed by their friends. They prefer to ask their problem to their friend.
Thirdly, students with high motivation score stated in the result questionnaire are brave to express their ideas in their mind. They uttered
what they think about something to the teacher gorgeously. For example,
41
when teacher explained about the hottest topic, any students told the information to the teacher bravely.
Fourthly, motivated students in learning speaking wrote down the point important of teacher’s explanation. They thought that it would help them to
remind the material. However, not all students wrote down the teacher’s explanation. Many students were lazy to write the explanation.
Besides, students with high motivation would follow the teaching and learning process seriously from the beginning lesson till the end. They did
not play with their friends during the lesson. However, any students played with their partner during the lesson. They seemed not interested to the
teaching and learning process. Sixthly, motivated students are interested to the speaking material
delivered by the teacher. They like the way their teacher in delivering material. It seemed in the classroom observation that they have enthusiasm
in learning speaking. Students engage in teaching and learning process by paying attention to the teacher. However, any students are not interested to
the speaking material because they did not like to the teacher method in sending material.
The seven observed aspect is the interaction between teacher and students are created lively in the classroom. The teacher and students interact
one another during teaching and learning process. The interaction in the classroom is created between teacher and students not only teacher himself.
It means that the teaching and learning process in this classroom is balanced. In balance instruction, the portion of teacher-centered instruction and
learner-centered instruction are considerably balance. The teacher becomes the facilitator and the students are the initiator of the process. The role both
of them are balance in the classroom. The eight observed aspect is students learn hard toward material sources
given by the teacher. Motivated students work hard to get the best in their achievement by learning hard toward material sources given by the teacher.
Moreover, any students learn from other sources which supported the
42
material. They try to achieve the best score in learning speaking by learn hard.
Moreover, motivated students do all assignment given by teacher well. They do not postpone doing assignment as long as possible. Besides, they
learn hard and follow the teaching and learning process seriously and enjoyable. However, any students are lazy to do assignment from teacher.
When the teacher asked them to do assignment, they postpone as long as possible. It shows that they have low motivation in learning speaking.
The last observed aspect in the classroom is students answered teacher’s question well. When the teacher asked question to motivated students, they
would answer the question as well as possible. They could answer the question in English confidently. However, any students cannot answer the
teacher’s question. They have no confidence to answer the question in front of teacher and other students.
2. Students’ Speaking Score
In this case, the students’ speaking ability is as the dependent variable Y. To know students’ speaking score, the researcher conducted oral test to
the students. The test is evaluated into five criteria; they are pronunciation, grammar, vocabulary, fluency and comprehension.
The five criteria are the components of speaking skill. In this study, the students are scored based on
five components of speaking skill by using the scale rating scores of David P. Harris. Here are the results of students’ speaking ability.
Table 4.3 Score of Students’ Speaking Test Y Variable
Students N Speaking Y
1 74
2 72
3 74
4 74
5 86
6 80
7 70
8 66
9 68
10 68
11 66
43
Table 4.4 Descriptive Statistics
Speaking N
Valid 30
Missing Mean
72.9667 Median
73.0000 Mode
68.00 Std. Deviation
5.68412 Range
22.00 Minimum
64.00 Maximum
86.00
From the data above, we can see that the total score from 30 respondents of students’ speaking score is 2189. By applying SPSS program,
it shows that the mean of students’ speaking score is 72, the median of students’ speaking score is 73, the mode of students’ speaking score is 68,
the standard deviation of students’ speaking score is 5,68, the range of students’ speaking score is 22, the minimum score of students’ speaking is
64 and the maximum score of students’ speaking is 86.
12 68
13 82
14 64
15 68
16 66
17 74
18 70
19 68
20 70
21 80
22 75
23 85
24 78
25 76
26 75
27 72
28 75
29 70
30 75
N=30 ∑Y=2189
44
Based on the result statistic above, the average speaking score is 72. It means that most of students’ speaking ability is in the medium level. It
is seen from the minimum speaking score is 64 and most students got score in 72-78 score.
3. The Correlation between Students’ Motivation in Learning Speaking
and their Speaking Ability .
In this case, both the score of students’ motivation and students’ speaking ability are correlated by Pearson’s Product Moment formula. The
data are described in the following table:
Table 4.5 The Calculation of Questionnaires of Motivation and Speaking Score
Students N
Motivation X
Speaking Y
XY X
2
Y
2
1 88
74 6512
7744 5476
2 87
72 6264
7569 5184
3 87
74 6438
7569 5476
4 86
74 6364
7396 5476
5 87
86 7482
7569 7396
6 91
80 7280
8281 6400
7 88
70 6160
7744 4900
8 78
66 5248
6084 4356
9 87
68 5916
7569 4624
10 88
68 5984
7744 4624
11 86
66 5676
7396 4356
12 87
68 5916
7569 4624
13 92
82 7544
8464 6724
14 78
64 4992
6084 4096
15 83
68 5644
6889 4624
16 78
66 5148
6084 4356
17 87
74 6438
7569 5476
18 85
70 5950
7225 4900
19 82
68 5576
6724 4624
20 86
70 6020
7396 4900
21 88
80 7040
7744 6400
22 93
75 6975
8649 5625
23 87
85 7395
7569 7225
24 91
78 7090
8281 6084
25 82
76 6232
6724 5776
N=25 ∑X=2152 ∑Y=1822 ∑XY=157192 ∑X
2
=185636 ∑Y
2
=133702
45
r
xy
=
∑ ∑
∑
[
∑ ∑
][
∑ ∑
²
r
xy
=
[ ] [
]
=
[ ][
]
=
[ ]
=
√
=
.
= 0.555 From the calculation above, it is found that r
xy
is 0.555. The next step is to find the significance of variables by calculating r
xy
is tested by significance test formula:
57
t
count
=
√ √
In which: t
count
= t value r
= value of correlation coefficient n
= total of sample
57
Riduwan and H. Sunarto, Pengantar Statistika Pendidikan, Sosial, Ekonomi, Komunikasi, dan Bisnis, Bandung: Alfabeta, 2011, p. 81.
46
Therefore, it is calculated that:
t
count
=
√ √
=
.
√ √
.
=
.
√ √
.
=
. .
√
.
=
. .
t
count
= 3.530
Before tested by t
count
, the writer made two hypotheses of significance: an alternative hypothesis Ha and a null hypothesis Ho.
Ha = There is significant correlation between two variables.
Ho = There is no significant correlation between two variables.
The formulation of test: 1. If t
count
t
table
, it means that the null hypothesis is rejected and there is significant correlation.
2. If t
count
t
table
, the null hypothesis is accepted and there is no significant correlation.
Based on the calculation above, the result is compared by t
table
in the significant 0.05 and n = 30. The writer found out the Degree of Freedom Df
with the formula: Df = N – nr
= 30 – 2 = 28
From Df = 28, it is obtained t
table
= 2.048. It means that t
count
is bigger than t
table
or 3.530 2.048. Therefore the alternative hypothesis is
47
accepted. In other words, there is significant correlation between students’ motivation in learning speaking and their speaking ability.
C. The Interpretation of Data
After the writer calculated the data by applying the correlation of Product Moment formula and finding the result of r
xy
, the next level is to give interpretation of the r
xy
. From the analyzing data of students’ motivation in learning speaking X
and students’ speaking score Y, it appeared that the correlation index between X variable and Y variable is 0.555. It means that between both variables has a
medium correlation. It can be seen at simple interpretation toward the correlational index “r” Product Moment r
xy
on the following table:
58
Table 4.6 The Simple Interpretation of r
xy
.
Therefore, from the calculation of both variables above and indicated to the table of interpretation of r
xy
above, it interprets that in both of variables has correlation. By calculation above, it indicates that between X variable and Y
variable has no negative correlation. It means that both of variables have positive correlation one way correlation. It is considered that the higher
motivation of students in learning speaking, the better speaking ability of students will get. In other words, students with high motivation in learning
speaking will get better speaking ability. By looking at the result of r
xy
= 0.555, It shows in the interval 0.40 – 0.70. It indicates the gravity of correlation in this study is in the medium level. It
concluded that there is medium correlation between students’ motivation in learning speaking and students’ speaking ability. It means the alternative
hypothesis of the study is accepted.
58
Ibid, p. 193.
“r” Product Moment rxy Interpretation
0.00 – 0.20 0.20 – 0.40
0.40 – 0.70 0.70 – 0.90
0.90 – 1.00 Very lowweak
Weak Medium
High Very High
48
Then, in order to complete the result of the study, the interpretation of r
table
is also used in the study. Firstly, the writer found out the Degree of Freedom Df with the formula:
Df = N – nr = 30 – 2
= 28 Secondly, by checking the “r”
table
r
t
in Df = 28, it is found that at the degree of significance 5 is 0.349 and at degree of significance 1 is 0.449.
5 = r
o
: r
t
= 0.555 0.349 1 = r
o
: r
t
= 0.555 0.449
To know the correlation between r
o
r
xy
= 0.555 and r
t
with the Df 28 in the significance 5 and 1, it can be concluded as follows:
The significance 5 = r
o
: r
t
= 0.555 0.349, it means that in the significance 5 r
o
r
xy
is bigger than r
t
. So, the null hypothesis Ho is rejected and the alternative hypothesis Ha which states there is correlation between
students’ motivation in learning speaking and their speaking ability is accepted. Besides, in the significance 1 = r
o
: r
t
= 0.555 0.449, it means that in the significance 1 r
o
r
xy
is bigger than r
t
. It is considered that the null hypothesis Ho which state there is no correlation between students’ motivation
in learning speaking and their speaking ability is rejected and the alternative hypothesis Ha is accepted. In other words, the alternative hypothesis Ha is
accepted both in significance 5 and 1. Furthermore, from the result above, it is considered that the higher
motivation in learning speaking, the better speaking ability will be achieved by the students. The students who have high motivation will make an effort to
follow the learning process intensively, and they learn the lesson as well as possible not only in the school but also out of the school. They are motivated to
enrich their vocabulary and to practice their speaking ability. Moreover, motivated students usually feel enjoyable in their learning. It makes them easier
to speak up confidently wherever they are although English is a foreign language.
49
D.
The Test of Hypothesis
To prove the result of hypothesis in this study, the writer calculated the obtained data by Pearson’s coefficient correlation of Product Moment in the
previous term. Below are the formulations of hypothesis of this study: 1. The null hypothesis Ho = There is no significant correlation
between X variable and Y variable. 2. The alternative hypothesis Ha = There is significant correlation
between X variable and Y variable.
From the formulation above, the writer follows some assumptions as follow:
1. If the result of calculation r
o
is lower than r
t
r
table
r
o
r
t
, the null hypothesis is Ho is accepted, and the alternative hypothesis Ha is
rejected. 2. If the result of calculation r
o
is bigger than r
t
r
table
r
o
r
t
, the null hypothesis is rejected, and the alternative hypothesis Ha is
accepted. The result of r
count
value 0.555 is bigger than r
table
value with significant value 0.05 and 0.01. So, the conclusion is:
a. Ho is rejected. b. Ha is accepted.
c. There is positive correlation between students’ motivation in learning speaking and their speaking ability at Second Grade of SMA
Darussalam Ciputat.
50
CHAPTER V CONCLUSION AND SUGGESTION
A. CONCLUSION
Based on the description of the data which described in the previous chapter, it can be concluded that there is a significant correlation between
students’ motivation in learning speaking X variable and their speaking ability Y variable. After analyzing both variables by Pearson’s Product Moment
formula, it is found that r
xy
= 0.555. Based on the result of r
xy
= 0.555, it indicates the gravity of correlation in this study is in the medium level. It is
considered that there is medium correlation between students’ motivation in learning speaking and students’ speaking ability. Besides, by looking at
calculation above, there is positive correlation between X variable and Y variable. It means that students with higher motivation will get better speaking
ability than the lower one. In other words, the more motivated students are, the better speaking ability can be achieved.
Furthermore, by checking the r table in Df = 28 and comparing it with r
xy
, it is found that at degree of significance 5 r
o
: r
t
= 0.555 0.349 and at degree of significance 1 r
o
: r
t
= 0.555 0.449. It means that in the significance 5 and 1, r
o
r
xy
is bigger than r
t
. In other words, in the degree of significance 5 and 1, the null hypothesis Ho is rejected and the alternative
hypothesis Ha which states there is correlation between students’ motivation in learning speaking and their speaking ability is accepted.
In conclusion, there is positive correlation between students’ motivation in learning speaking and their speaking ability at second grade SMA Darussalam
Ciputat.
B. SUGGESTION
After doing the research and looking at the conclusion above, it is found that there is significant correlation between students’ motivation in learning
speaking and their speaking ability. The statistic correlation of this research shows that rxy = 0.555. It is considered that there is positive correlation between
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