The correlation between students interest and their achiement in learning english at the second year of SLPTN 1 Pamulang

(1)

THE CORRELATION BETWEEN STUDENTS’ INTEREST AND THEIR ACHIEVEMENT IN LEARNING ENGLISH

AT THE SECOND YEAR OF SLTPN 1 PAMULANG

A “Skripsi”

Presented of the Faculty of Tarbiya and Teachers’ Training in Partial Fulfillment of the Requirements

for Degree of S.Pd (Bachelor of Arts) in English Language Education

By

SUFI HUDAIBIAH FIRMANI NIM: 103014026976

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA 2009


(2)

!" ! " # $

" % " ! $ &

'

$& ( ) * ) $

+ , $ ( $ % &

" $ $ # # , ,

# , $ % $ &

$ ! , ! $ %

$ &

" $ & , !

# , $ % $ &

" #- ! $ $ ! ."/0

1 / 234 , 5 $

#- " 6 $ $ # &

$ $ 6

" ! $ ! $ $ % $

! & $ , &

, $ , & , " $

# & " - $ $

$ & # " $

! " & $ & #


(3)

! $ $ , & ,

# $ , $ $ # ! $ , $

!

$ ! $ # & $ 819

, $ $

: # $ , 8 9

$


(4)

!" ! " # $

" % " ! $ &

'

$& ( ) * ) $

+ + ( ) ,

-/ # # # #

, $ # - , $ # - #

/ ! 3! $

, $ # - #

$ # - $ - # - #

/ # - &

$ # ! , $

# - , $ # - # # $

$ , 234 ."/0 1 / $ 3$

/ $ , # 5 8 9 , #

# " $ $

# # & $ $

/ $ $ , $

# - , ,

# $ # $ ,

$ ) $ #

$ # - ) $


(5)

$ $ - $ ) &

# $

3 # #

$ # ,

$ # - #

3 $

$ $ $ $ 819

- # $ $

, $ # , ,

$ $ 3$ $ 8 9


(6)

ACKNOWLEDGMENT

In the name of Allah, The Beneficent and The Merciful. All praise be to Allah, The Lord of the worlds, who has given the health and strength to the writer in completing this “skripsi”. May Allah’s peace and blessing be upon His final Prophet and Messenger, Muhammad, his family and his companions.

This “skripsi” is presented to the Department of English Education of Tarbiyah Faculty State Islamic University Syarif Hidayatullah Jakarta as a partial fulfillment of the requirements for the degree of S.Pd.

It is the great honor for the writer to make acknowledgment of indebtedness to convey her sincere gratitude to Mr. Agus Mukhtar R, M.Ed., who has patiently given valuable advice and guidance to finalize this “skripsi”.

The most special person in her life, her beloved Parents (Mafrodi Badawi and Rofiatun), have given their support during her study and her writing skripsi. She thanks for their kindness and patience. Sugi Mulyono, her sweetheart, always encourages her in every situation with his full heart and love. She thanks so much for his spirit.

Alhamdulillah, the writer has finished this skripsi. Absolutely it is not an effort by herself alone, there are many “hands” which help her. In this occasion, she presents great honor to:

1. All lecturers who have taught her in this Department of English Education, for giving new knowledge, advices in facing life, and for giving gorgeous study experiences.

2. Drs. Syauki M.Pd., the head of Department of English Education. And Neneng Sunengsih, S.Pd., the secretary of Department of English Education.

3. Prof. Dr. Dede Rosyada, MA., Dean of Tarbiyah Faculty and Teachers’ Training.

4. All teachers and the students at the second grade of SMPN 1 Pamulang for giving permission and helping the writer to do this research.


(7)

5. Her beloved best friends, Fitria Pujiastuti, Tanti Bertalona, Prastya, Suci Anggraeni, Iin Marlina, Oom Komariyah who helped her to finish her study.

6. Maulana Rafif Yaqhdan, her little boy, she apologizes because she always leaves him when she is doing her “skripsi”. She thanks, because he is not fussy.

Finally, the writer realizes that this “skripsi’ still has some weakness and mistakes. Thus, she would be grateful to accept any suggestion and correction from anyone for the better writing.

Jakarta, August 2009


(8)

;;;;;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;;;;;;

;;;;;;;;;;;;;;;;;;;;;;;;

;;;;;;;;;;;;;;;;;; &

;;;;;;;;;;;;;;;;;;;;;;;; &

&

! " !# $%& !$#

$ ! $ ;;;;;;;;; 1

! / # ;;;;;;;; 5

< =#- & ! $ ;;;;;;;;;; 5

. ! $ ;;;;;;;;; 5

! ! $ ;;;;;;;;; 5

;;;;;;;;;;;;;; 4

> = ! ;;;;;; 4

!! " $ ! ! ' ( )$

1 " ! ! ;;;;;;; ?

" ! ;;;;;;;;; @

- ;;;;;;;;;;;; @

# ) & ;;;;;;;;;;;; @

;;;;;;;;;;;; 2

$ 0 $ ;;;;;;;;;;;;;; A

;;;;;;;;;;;;; A


(9)

. &

1 & ;;;;;;;;;;;;

. ;;;;;;;;;;; ;;; 1

5 ;;;;;;;;;;;;;; 11

4 . & ;;;;; 1

!!! " ( $%$ $*+

* ) $ ;;;;;;;;;;; 15

/ $ " ! * ;;;;;; 15

< / $ ;;;;;;;; 14

;;;;;;;;;;; 14

" 6 ! < ;;;; 14

" 6 ! ;;;;; 1?

!, " '!#%!#* #% %! & !$#

* $ ;;;;;;;;;;; 12

* ;;;;;;;;;; 5

< " ! ;;;;;;;;;;; 4

, " $# & !$# #% &** !$#

< ;;;;;;;;;;;;;; @

;;;;;;;;;;;;;; @

! !$* +


(10)

!

$'

" # 5 1 ! !

;;;;;;;;;;;;;;;; 1?

" # 4 1 " $ %

;; ;;;;;;;;;;;; 12

" # 4 " $ %

; ;;;;;;;;;;;;; 1

" # 4 5 " $ % $ " .

& ; 1

" # 4 4 B C D ! / $ )


(11)

CHAPTER I

INTRODUCTION

This chapter present and discusses background of the study, Formulation of the Problem, The objective of the study, Limitation of the study, Significance of the study, Hypothesis, and Operational definition.

A. Background of the Study

English is now the dominant language in almost all countries. From this fact, it can be understood that English is a vital means of communication for millions of people around the world.

During the twentieth century, numerous technological inventions and development, such as telephone, electronic mail, etc. have facilitated communication between people from all of life and the language that is used most is English, most of the scientific, technological and academic information in the world is expressed in English and over 80% of all the information stored in electronics retrieval systems is in English.1

Almost all countries have adapted English used as a compulsory subject at school. In Indonesia, English is the subject learned by the students in the formal or non formal education. It started form primary school and up to university. Therefore, the mastery of English is imperative for Indonesian students. However, most students do not master English yet. They can not absorb the knowledge from the book or other media without mastering English. This is proven by the low level of students’ scores. As the following quotes proves, “Understanding English, or any language, is not easy. Language problems are very complicated and unlike any other problems we meet. They are also, for everybody, unavoidable problem.”2

1Crystal David, the Cambridge Encyclopedia of the English Language, (Cambridge: Cambridge University Press, 1997), p. 110.

2

Paul Roberts, Understanding English, (New York: Harper & Brothers Publishers, 1985), p. 17.


(12)

The writer argued most people think those factors which effect in the achievement of the objective in learning are not only limited to intelligence, age and environment, but it also depends on many factors, one of them is interest. As Muhibbin stated “interest affects the quality of students’ learning achievement in many field of certain study.”3 (minat dapat mempengaruhi kualitas pencapaian hasil belajar siswa dalam bidang studi tertentu). Because the writer agrees that interest is a feeling or emotion that causes attention to focus on an object or an event or a process.

The interest in English is very important to increase in English learning. Some of students who are lazy in educational activities, it can be caused by one of factors that is low interest. They look bored while studying, like to make noise, disturb their friends, make a joke on their teacher performance, sleepy, daydreaming, go to toilet many times, and leave the subject. On the other hand, we have seldom heard that the success or failure of teaching is possibly by the students’ interest.

Teachers who teach English in the classroom should care about their students. Because, the students who arrive in the classroom with certain concepts about themselves. The teachers should realize that the same learning task may be perceived differently by each learner.

The students’ interest in learning English affects their marks for English. It is assumed that the students who have high interested in English will show effort to learn English more than the students who have low interested in English. The students with high interested tend to be more attentive in learning English, of course, with the high frequency of attendance. In other words, the more they learn and the more attentive they follow the lesson, the better English they will acquire.

Therefore, the writer wants to find out whether the above assumption can be trusted or if there is a significant correlation between students’ interest and their achievement in learning English.

3


(13)

B. Formulation of the Problem

Based on the background above, it is necessary to do evaluation of students on SLTPN 1 Pamulang. The general question of this study is “is there any correlation between students’ interest and their achievement in learning English?”

To specify this problem the specific research are formulated as follows: • How well is the correlation between students’ interest and their achievement

in learning English?

C. Objective of the Study

According to statement of formulation of the problem stated above the general objective of the study is to describe whether there is any correlation between students’ interest and their achievement in learning English.

D. Limitation of the Study

The limitation of the study is the writer wants to analyze whether there is significant correlation between students’ interest and their achievement in learning English.

E. Significance of the Study

The results of this study are expected for 3 (three) groups of people are: (1) English teachers, (2) Students, (3) other researchers. To English teachers, the findings of this study are expected to be able to improve their responsibilities in teaching their students. To students, the result of this study is expected to increase their interesting learning English. To other researchers, the results of this study are hoped as a basic consideration and basic information to do the further investigation.


(14)

F. Hypothesis

Based on the theory previously, the writer formulates the hypothesis of this research as follows:

1. Null hypothesis (Ho) = there is no significant correlation between students’ interest and their English learning achievement.

2. Alternative Hypothesis (Ha) = there is a significant correlation between students’ interest and their English learning achievement.

G. Operational Definition

For clarification, some terms in this study need to be defined as follows:

1) Students’ interest refers to students’ feeling like and attention to somebody, something or activity, that make them give full attention to something which taking their fancy without command or compulsion from outside.

2) Achievement is the students’ improvement in term behavior after the English learning activity has already done.

3) SMPN 1 Pamulang stands for State Junior High School which is located at Jl. Pamulang Permai Barat III, Pamulang, Tangerang.


(15)

CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents the theory of the study which comprise Interest; the definition, its aspects and role in learning, English learning achievement and the definitions.

A. Interest

1. The Definition of Interest

Every individual have tendency to deal with something in their environment. If it gives something good to them, possible, they will interest to it.

Interesting of something is arising from the individual’s interested to something because of their requirement or their feeling that something –they will be learned- will mean for them.

Students who has certain needs or desires toward something, they will have high interest a more enthusiastic to achieve what they want to do as Sardiman said “interest is a condition that occurred when someone see characteristic of situation that is correlated with his/her own need and desire.”4 (Minat diartikan sebagai suatu kondisi yang terjadi apabila seseorang melihat ciri-ciri atau arti sementara situasi yang dihubungkan dengan keinginan-keinginan atau kebutuhan-kebutuhannya sendiri). When it happened, he or she will be easily to learn something. “Thus, students’ interest in and excitement about what they’re learning is one of the most important factors in education.”5

4

Sardiman, A.M., Interaksi dan Motivasi Belajar Mengajar, (Jakarta: PT. Raja Grafindo Persada, 2003), h. 76

5

Anita Woolfolk, Educational Psychology, (New York: Pearson Education, Inc., 2004), p. 362.


(16)

Interest motivates people to choose the best and the most interesting activity in their life. Because each activity has own characteristic, people always select activities and thing those are interesting.

Furthermore, Lester D. Crow and Alice Crow stated that: “an interest is a motivating force that impels an individual toward participation in one activity rather than another. It indicates that interest provide a strong motivation to learn.”6

Ahmad D. Marimba said that “interest is tendency to something that we feel there is an importance to something with happy feeling to something”7 ( minat adalah kecenderungan jiwa pada sesuatu, karena kita merasa ada kepentingan dengan sesuatu itu, pada umumnya disertai dengan perasaan senang akan sesuatu itu).

According to some definition above the writer conclude that interest is feeling like and attention to somebody, something or activity, that make the people give full attention to something which taking someone’s fancy without command or compulsion from outside.

2. The Aspect of Interest

There are some factors that influence the interest. Then the writer includes them to the questionnaire, such as:

a. Enjoyment

In this section, “enjoyment means the pleasure felt when having a good time or good act of receiving from something.”8 Someone who can enjoy something especially the lesson, he or she will give a good action, by giving an attention to teacher’s explanation or reading the book.

b. Motivation

6

Lester D. Crow and Alice Crow, Human Development and Learning (New York: American Book Company, 1956), p. 79

7

Ahmad D. Marimba, Pengantar Filsafat Pendidikan Islam, ( Bandung: PT. Al- Ma’arif, 1992),Cet.VIII, h.79.

8


(17)

“Motivation is some kind of internal drive which pushes someone to do or think in order to achieve something.”9 In learning, motivation is importance. “Learner motivation makes teaching and learning immeasurably easier and more pleasant.”10Interest will increase if there is motivation, both from internal and external factor.

Motivation is one of the affective factors in language learning. Its role in learning has been the source of speculation for many years; however, many experiments and research that have been done suggest that scores on self rating motivation are closely related to school attainment.

Someone who has a motivation in his religion, he will aim his interest to read the religion book, go to holy places, and join to his religion community. Like the other people who are interested in different areas. They will find the information and try to understand and implement it what they are interested in.

Someone who has motivation he will try something hardly, won’t surrender, read book to increase his achievement. On the contrary, they who have weak motivation will be easy to feel hopeless, won’t concentrate to their lesson, like to disturb another people.

The students’ motivation in learning English then also affects their marks for English. It is assumed that the students with high motivation in learning English will be more successful than the students with low motivation or no motivation at all.

c. Attention

“Attention is represented of concentration or activity of soul to perception; understanding”11 (perhatian mewakili aktivitas atau konsentrasi jiwa terhadap persepsi; pemahaman). If the student gives good

9

Jeremy Harmer, the Practice of English Language Teaching, (London: Longman, 1991), p. 51.

10

Penny Ur, a Course in Language Teaching, (Cambridge: Cambridge University Press, 1996), p. 276.

11


(18)

attention to English, certainly the student has an interesting in English. In the other hand, interest comes from attention.

Attention is important to learn. Learning is most efficient when a person is paying attention. Poor attention can be a sign disorders behavior in children learning process. Someone who has attention to something it means that he or she has interest to something. In the other hand, “it is a general interest that leads a person to know more.”12

d. Need

Need defined as circumstance in which something is lacking or necessary or require some course of action. “Needs also mean a condition or situation in which something is required or wanted.”13 When children need to learn English might be caused by the lack of English. Need could motivate the children give attention to the lesson.

Interest that appears from children’s need encourages the children to do their best efforts. For instance, the child needs knowledge from the English book, will try to learn the language more.

There are many kinds of needs. One of them is to best achieve that cannot be separated from learning and teaching process. And individuals differ in their need to achieve: some are highly motivated internally to succeed both in competitions with other or in working alone. Others are motivated by a fear or failure and are less likely to take the risk which lead to achievement. The need to achieve can become a motivation factor in learning.

e. Desire

“The natural longing that is excited by the enjoyment or the thought of any good, and impels to action or effort its continuance or possession.”14 If

12

www.wordnet.princeton.edu/perl/webwn 13

http://www.thefreedictionary.com/need 14


(19)

a person has a desire to learn English automatically he or she will try to know it more.

3. The Interest Role in Learning

Interest should be in learning process. If there is no intention in learning, at least, they who study need to have a positive attitude (accept) to the lesson.

Interest will become a motivation force, that, as a strength to encourage somebody to learn. They who like to the lesson will look like being encouraging to learn continually than the other who only accept the lesson, they just moved to learn but got the difficulty to learn more and more because of they lack of encouragement.

B. English Learning Achievement 1. Achievement

Achievement is a measure of the quality and or the quantity of the success one has in the mastery of knowledge, skills, or understandings. References to academic achievement, for example, usually involve performance in such areas as reading, mathematics, science, or social studies.15

“And every kind of learning activity would produce a special change, namely learning outcome which is shown in an achievement given by the students, such as calling the letters in alphabets consecutively.”16 (dan segala macam kegiatan belajar akan menghasilkan suatu perubahan khusus, dinamakan hasil belajar yang ditunjukkan dalam sebuah prestasi oleh siswa,

15

www.geniusdenied.com/articles/Record.aspx 16

W.S. Winkel, Psikologi Pendidikan dan Evaluasi Belajar, (Jakarta: PT. Gramedia, 1984), p. 48.


(20)

dalam bentuk huruf secara teratur). In other words, the students’ purpose in learning is the best achievement.

Hornby stated that “achievement is a thing done successfully, especially with an effort and skill.”17 In other word, it is some things that will get after accomplished it.

Norman E. Gronlund stated that “achievement is what a pupil has learned.”18 It means that achievement is the result of students gain after following an instructional process.

Sukmadinata said that “achievement of the lesson can be signed with number or letter. The number 0-10 at elementary until middle education and the letter A, B, C, D at the high education.”19 (tingkat penguasaan pelajaran atau hasil belajar dalam mata pelajaran dilambangkan dengan angka-angka atau huruf, angka 0-10 pada pendidikan dasar dan menengah dan huruf A, B, C, D pada pendidikan tinggi). This statement tells us the achievement is realization of students’ abilities.

2. Learning

Learning is a matter that related with a life. Life is a lesson. By learning, people know how to live. Because of learning is a process that happens for along time and through many steps, it will make someone change in certain aspect in his own self. For instance, get dress, use washing machine, ride the motorcycle, etc. They can be done after learning.

According to Henry Smith, “learning is the acquisition of new behavior or the strengthening or weakening of old behavior as the result of experience.”20 Also David in his book Educational Psychology defines

17

A.S. Hornby, Oxford Advanced Learner Dictionay, (Oxford: Oxford University Press, 1995), p. 10.

18

Norman E. Gronlund, Measurement and Evaluation in Teaching, (New York: Macmillan Publishing Co. Inc., 1981), p. 331.

19

Nana Syaodih Sukmadinata, Landasan Psikologi Proses Pendidikan, ( Bandung: PT. Remaja Rosdakarya, 2003), p. 103.

20


(21)

learning as the process whereby an organism changes its behavior as a result of experience.

Ray Loree defines “learning as a relatively permanent change of behavior that occurs as a result of experience or practice.”21 Changes in behavior may occur because of a change in the level of interest of individual.

An additional definition stated by Jane S., Halonen, she said that learning is relatively permanent change in behavior that occurs through experience. This description tells us that an alteration of learning is relatively stable. Through experiences students also learned that they need to study in order to do well on a test.

Stephen B. Klein also has similar definition about learning, he said that “learning is relatively permanent change the ability to exhibit a behavior, this change occurs as the result of successful or unsuccessful experience.”22 It means that a change of learning relatively stable; depend on student ability and their successful in getting experience. A student who has good ability he/she will have successful experience and better change in behavior. By contrast, a student who has bad ability he/she will have unsuccessful experience and worse change of behavior.

3. English

Brendon L. Carrol defines English is language of essential tool for communication and where as grammatical pattern play a crucial role in communication, the prime need almost learners is not for theoretical or analytical knowledge of the target language, but for an ability to understand and be understood in that language within the context and constraints of peculiar language using circumstance.23

So far English is commonly learnt by people from around the world than it can be considered as both vehicular and vernacular language.

21

M. Ray Loreee, Psychology of Education, (New York: The Ronald Press Company, 1965), p. 193-194.

22

Stephen B. Klein, Learning: Principle and Application, (New York: McGraw Hill Book Company, 1978), p. 2.

23

Berndon L. Carrol, Testing Communication Performance an Interview Study, (Oxford: Oxford Perganon Press. Ltd., 1980), p. 7.


(22)

Vehicular language is a language goes beyond the boundaries of it original community and used as a second language for communication between communities. The opposite meaning of “vehicular language” is “vernacular language” means a language used as a native language in a single community.

As English called as vehicular and vernacular language, it is understand why English become a dominant international language in present communication, science, business, aviation, entertainment, radio, and diplomacy. Therefore, it can be a reason why today’s English is being taught to over one billion people throughout the world as their second language to communicate each other.

4. English Learning Achievement

Based on the definition of English, learning, and achievement above. English learning achievement is the result which students get after they have followed learning process that is signed by score.

Students who are interested in learning usually have high motivation. They are very enthusiastic to do something. Then it will make an effort to follow the learning process intensively, and they will learn the lesson as well as possible not only in the school but also out of the school.

In learning English, they usually pay attention to what they learn. So they are easy to absorb most of the teacher gives them or gains the knowledge from the books. They also have needs toward the lesson and usually have a clear target to gain what he wants to reach. Of course, they will be intended for doing something to make maximally effort to learn.

Most of them have desires about what they are going to learn. With high interest, students can master more information in long-time memory. It helps them to answer the examination given. At last they possible get better result in English.

In other words, the more interest and the more attentive they follow the lesson in English the better English learning achievement they will acquire.


(23)

The writer concludes, there is a positive correlation between the students’ interest and their achievement in learning English.


(24)

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the description of the research method used in the study. It comprise research design, place and time of the study, population and sample, research instrument, technique of collecting data, and technique of analysis data.

A. Research Design

In this study the writer used correlation between two variables. In popular usage the term correlation refers to any type of relationship between events or objects. In statistical correlation, there must be two measures for each subject (person) in a group. If this condition is satisfied, the data can be inserted into a statistical formulation which will reveal the type and strength of the relationship under study.24

In this study the writer compared two variables. Those are the students’ interest scores and the students’ achievement scores. Those variables were gained by following in teaching learning process.

B. Place and Time of Research

The research of this study was held at SLTPN 1 Pamulang, which is located at Jl. Pamulang Permai Barat III, Pamulang, Tangerang. The research was conducted while she did her PPKT (Praktek Profesi Keguruan Terpadu) from February up to May 2007.

4W. James Popham, Educational Statistics: Use and Interpretation, (New York: Harper & Row, Publishers, 1967), p.65.


(25)

C. Population and Sample

The population of this study is the first year students in the 2007-2008 academic year of SMPN 1 Pamulang consisting six classes. For the research, the writer only took sample 30 students namely class 7-4.

D. Instrumentation

The research instruments that used for this study includes observation, documentation, questionnaire, and interview.

The observation is used to observe the teaching learning conducted by the English teacher in the classroom including his activity, the media used, and his performance in the classroom.

The documentations are used to gain the data about teaching preparation made by English teacher. And the writer copied the final score of 30 students to compare with the result of the questionnaire.

The questionnaires are used to gain the data about students’ interest in learning English. By giving 20 item number of question and contain 5 indicators; enjoyment, motivation, attention, need, and desire.

Interview is used to ask the English teacher about managing the classroom related to increasing students’ interest.

E. Technique of Collecting the Data

In this research, the writer gets the data which related to teaching learning English by doing some:

1) Observation

It began in February 6th, 2007 the writer observed the school, the teacher, the staff administration, and the students. She started to observe the teaching learning process in class 7-4 on February 14th and 20th, 2007. In this case, the writer acted as an observer the English teacher and his activity without involving the teaching learning process.


(26)

2) Documentation

The writer got the data about teacher’s preparation and the students’ final score. It was carried out by copying them from administration.

3) Questionnaire

The questionnaire is taken form interest questionnaire which consists of 20 test items and has 5 indicators; enjoyment, motivation, attention, need, and desire. It also used the Likert scale; it shows on the table 3.1.

Table 3.1

Specification of Instrument Total

No. Indicator

Positive Negative

Item Number 1 Enjoyment 4 1 1, 2, 3, 4, 6. 2 Motivation 3 2 5, 7, 8, 9, 10. 3 Attention 2 2 11, 12, 13, 14.

4 Need 2 1 15, 16, 17.

5 Desire 2 1 18, 19, 20.

Total 13 7

The table 3.1 explains each number has positive or negative meaning to be answered. Positive meaning shows high interest in learning English. And the other side, negative meaning shows low interest in learning English.

F. Technique of Analyzing the Data

In this step, the writer uses the correlation technique. The writer compares the score of students’ interest and their achievement in learning English. This


(27)

technique is useful to prove statistically whether there is any significant correlation between two variables.

To find the correlation between students’ interest and their achievement in learning English, the writer used the product-moment correlation coefficient formula.25

The formula is:

( X) ( Y)

XY

-N

r

xy =

( X)

2

( Y)

2

X

2

-N

Y2

-N

r

xy = correlation coefficient between X and Y

XY = sum of cross products of deviation scores for X and Y X = Total Score of X

Y = Total Score of Y N = Number of Cases Criteria:

Rejected Ha when rxy < tt

Accepted ha when rxy > tt


(28)

!,

'!#%!#*

#% %!

&

!$#

" $ $ $ %

$ & $ !

$ !! !

- . '

$ , $ $ #

& 6 # $ %

$ ! $ , $

, : $ , , $ &

$ , $ & ,

0 7 , $ % !

# , & $ $

$ 23 A

! , : $ ,

# , $ % $

& # ! ! / / $

) <

1 " $ %

" $ % $ $

& # 8E9 " , & 6 $

" 6 ! , , ! &


(29)

/-. 0 1 !

# 0 2

!

1 @@

A1

5 @5

4 21

? A?

@ 2

2 A1

A 25

?A

1 A1

11 ?@

1 ?A

15 21

14 A1

1? A4

1@ 25

12 @5

1A @@

1 ?A

?@

1 A?

25

5 2

4 2

? 25


(30)

2 25

A @

?A

5 21

0 F


(31)

# & , $

! $ A? $ , ?@ "

! $ % 8E9 15

" $ %

" $ % & $ $

& # 8H9 " , ! $ % ! %

# , & $ $ $

23 A , $ # !

$

/-. 0 1 .

# 0 2 .

1 2@

2A

5 2

4 24

? 2A

@ 2A

2 2A

A 25

25

1 22

11 2

1 25

15 2?

14 24


(32)

1@ 25

12 2

1A 24

1 @

2

1 2@

2

5 24

4 2?

? 2

@ 24

2 24

A 2

2

5 21

0 F 5

GH F 1A

" # 4 , $ ! $ 2 $

, @ I $ ! $ %

& 1A

5 " < # , $ % $

&

! , ! $ % $

& $ # !

$ % $ &


(33)

/-3

. 0 1 !

. . . 4

# 5 + 5+ 5 +

1 @@ 2@ ? 1@ 45?@ ?22@

A1 2A @51A @?@1 @ A4

5 @5 2 4?5@ 5 @ ?1A4

4 21 24 ? ?4 ? 41 ?42@

? A? 2A @@5 2 ? @ A4

@ 2 2A @1@ @ 41 @ A4

2 A1 2A @51A @?@1 @ A4

A 25 25 ?5 ?5 ?5

?A 25 4 54 55@4 ?5

1 A1 22 @ 52 @?@1 ?

11 ?@ 2 4 5 515@ ?1A4

1 ?A 25 4 54 55@4 ?5

15 21 2? ?5 ? ? 41 ?@ ?

14 A1 24 ? 4 @?@1 ?42@

1? A4 2 @@5@ 2 ?@ @ 41

1@ 25 25 ?5 ?5 ?5

12 @5 2 4?5@ 5 @ ?1A4

1A @@ 24 4AA4 45?@ ?42@

1 ?A @ 4 55@4 42@1

?@ 2 5 515@ 4

1 A? 2@ @4@ 2 ? ?22@

25 2 ? ?@ ?5 ?1A4


(34)

4 2 2? ? ? @ 41 ?@ ?

? 25 2 ? ?@ ?5 ?1A4

@ ?A 24 4 55@4 ?42@

2 25 24 ?4 ?5 ?42@

A @ 2 45 5@ ?1A4

?A 2 4 @ 55@4 4

5 21 21 ? 41 ? 41 ? 41

0 F 5 GE F 11 5 GH F 1A

GEH F 1?@2A4

GE F

1?1?A 5

GH F

1@41A @

( X) ( Y)

X Y

-N

r

x

y

=

(

X)

2

(

Y)

2

X

2

-

N

Y 2

-N

7 F 1?@2A4 J 8 11598 1A9

5 KKKKKKKKKKKKKK 1?1?A5 J 8 1159 1@41A@ J 8 1A9

L 5 5

*7 F 1?@2A4 3 4@A@@54

5 KKKKKKKKKKKKK 1?1?A5 J 44@2@ 1@41A@ J 4 1 ? 4

L 5 5


(35)

L1?1?A5 J 14AA ? @5 1@41A@ J 1@5 A4 15 *7 F ?@ A2KKKKKKK

L 8 2?2 529 8 1 A29 *7 F ?@ A2KKKK

L ??@@5 A1 *7 F ?@ A2KKK

24@ 2@? ?

*7 F 2?445 @ F 2?4

$! F 0 J F 5 J F A

# & , , 7 F 2?4

$ $! F AM ! , , # ! B C &

$ ! ! ! ?N $ 1N

# , $ % $

& ! 87 F 2?4 O 5@1 M 7 F 2?4 O 4@59

I ! ! B C # ,(

/-/

6 7 , 0 0 ( 8

9 9 , 0 0 (

!

3 < $ $

3 4 . ,

@Anas Sudjono, Pengantar Statistik Pendidikan , (PT.Raja Grafindo Persada, 1987), p. 193.


(36)

4 3 2 ) $ 2 3

3 1 D P !

$ # # & #

$ 7 87 F 2?49 & ! @ J A

# B C

, $ & # , & # E

$ & # H

- . % 0

$ $ ! # ,

$ % $ & " ,

# M # !

$ $ & #

" , # , & $

$ 7 # M # $

" $ , ! $ ,

! =! , & # $

% $ , $ $ %

# , !

$ , & , $

, & , " $ # &

" - $ $ $ & # "

$ ! " & $

& # $ $ !

7 !

$ $ #


(37)

# & #

# & I

& $ $ # #

! ,

! & $ $ ! $

" $ , & !

$ &

& 7 $ # $

" ! & #

- : .

Based on the theory above, the writer formulates the hypothesis of this research as follows:

1. Null hypothesis (Ho) = there is no significant correlation between students’ interest and their English learning achievement.

2. Alternative Hypothesis (Ha) = there is a significant correlation between students’ interest and their English learning achievement.

As mentioned before, from the result of the calculation, the value of rxy

is 0,754; df is 28 if it is compared with the rt at the degree of significance 5%

(0,361) and 1% (0,463), the correlation between students’ interest and their English learning achievement is significant (rxy :rt =0,754 > 0,361 ; rxy ;rt =

0,754 > 0,463). So, the null hypothesis of the research is rejected and the alternative hypothesis is accepted. The meaning of this statement is the students’ interest and in learning English has a significant correlation with their English learning achievement.


(38)

CHAPTER V

CONCLUSION AND SUGGESTION

In this chapter, the writer concludes the result of the study based on the research which was conducted at the second year of SLTPN 1 Pamulang.

A.

CONCLUSION

According to the description of the data that mentioned in the previous chapter, the writer concluded that there is a significant correlation between the students’ interest and their achievement in learning English. The students’ interest could influence their achievement. If the students do not have an interest of learning English they will have difficulty to absorb the lesson. Of course in answering the question they can not do it well, and then they will get bad scores. Whereas, the students with high interest tend to be more attentive in learning English, of course, with the high frequency of attendance. Finally, they will get good scores. In other words, the more they learn and the more attentive they follow the lesson, the better English they will acquire.

B.

SUGGESTION

Based on the conclusion above, the writer would like to suggest the following points:

1. Teacher :

a. Teacher has to manage the classroom to help the students think creatively.

b. Teacher gives a good attitude in teaching learning at school, such as being well prepared; give good and clear explanation about the lesson, read a book, make a discussion, etc. They can be a positive motivator for the student.


(39)

d. Teacher should give praise to the student who can answer correctly or do a good activity.

e. Teacher observes other teacher.

2. Student :

a. The student has to keep health to help him/her to absorb the lesson well.

b. The student has to realize about learning goals.

c. The student should give more attention to teacher’s explanation. d. The student should consider that the lessons are important so the will

learn seriously.

3. Parents :

Parents make a family management practices; provide a good condition at home; observe their children about their lesson.


(40)

BIBLIOGRAPHY

Carrol, Berndon L., Testing Communication Performance an Interview Study, (Oxford: Oxford Perganon Press. Ltd., 1980), p. 7.

Crow, Lester D. and Alice Crow, Human Development and Learning, (New York: American Book Company, 1956), p. 79.

David, Crystal, the Cambridge Encyclopedia of the English Language, (Cambridge: Cambridge University Press, 1997), p. 110.

Gronlund, Norman E., Measurement and Evaluation in Teaching, (New York: Macmillan Publishing Co. Inc., 1976), p. 331.

Harmer, Jeremy, the Practice of English Language Teaching, (London: Longman, 1991), p. 51.

Hornby, A.S., Oxford Advanced Learner Dictionary, (Oxford: Oxford University Press, 1995), p. 10.

Klein, Stephen B., Learning: Principle and Application, (New York: McGraw Hill Book Company, 1978), p. 2.

Linn, Robert L., and Norman E. Gronlund, Measurement and Assessment in Teaching 7th ed. , (USA: Prentive-Hall, Inc., 1995), p. 285-287.

Loree, M. Ray, Psychology of Education, (New York: The Ronald Press Company, 1965), p. 193-194.

M., Sardiman A., Interaksi dan Motivasi Belajar Mengajar, (Jakarta: PT. Raja Grafindo Persada, 2003), p. 76.

Marimba, Ahmad D., Pengantar Filsafat Pendidikan Islam, (Bandung: PT. Al- Ma’arif, 1992), cet. ke-8, p. 79.

Popham, W. James, Educational Statistics: Use and Interpretation, (New York: Harper & Row, Publishers, 1967), p.65.

Roberts, Paul, Understanding English, (New York: Harper & Brothers, Publishers, 1985), p. 17.


(41)

Sudjono, Anas, Pengantar Statistik Pendidikan , (PT.Raja Grafindo Persada, 1987), p. 193.

Sukmadinata, Nana Syaodih, Landasan Psikologi Proses Pendidikan, (Bandung: PT. Remaja Rosdakarya, 2003), p. 103.

Sujanto, Agus, Psikologi Perkembangan, (Jakarta: Aksara Baru, 1986), cet.ke-5, p. 94.

Syah, Muhibbin, Psikologi Belajar, (Jakarta: PT. Logos Wacana Ilmu, 1999), p. 136.

Ur, Penny, a Course in Language Teaching, (Cambridge: Cambridge University Press, 1996), p. 276.

Winkel, W.S., Psikologi Pendidikan dan Evaluasi Belajar, (Jakarta: PT. Gramedia, 1984), p. 48.

Woolfolk, Anita, Educational Psychology, (New York: Pearson Education, Inc., 2004), p. 362.

www.brainyquote.com/words/de/desire153299.html www.geniusdenied.com/articles/Record.aspx www.thefreedictionary.com/need


(42)

(1)

# & #

# & I

& $ $ # #

! ,

! & $ $ ! $

" $ , & !

$ &

& 7 $ # $

" ! & #

- : .

Based on the theory above, the writer formulates the hypothesis of this research as follows:

1. Null hypothesis (Ho) = there is no significant correlation between students’ interest and their English learning achievement.

2. Alternative Hypothesis (Ha) = there is a significant correlation between students’ interest and their English learning achievement.

As mentioned before, from the result of the calculation, the value of rxy

is 0,754; df is 28 if it is compared with the rt at the degree of significance 5%

(0,361) and 1% (0,463), the correlation between students’ interest and their English learning achievement is significant (rxy :rt =0,754 > 0,361 ; rxy ;rt =

0,754 > 0,463). So, the null hypothesis of the research is rejected and the alternative hypothesis is accepted. The meaning of this statement is the students’ interest and in learning English has a significant correlation with their English learning achievement.


(2)

CHAPTER V

CONCLUSION AND SUGGESTION

In this chapter, the writer concludes the result of the study based on the research which was conducted at the second year of SLTPN 1 Pamulang.

A.

CONCLUSION

According to the description of the data that mentioned in the previous chapter, the writer concluded that there is a significant correlation between the students’ interest and their achievement in learning English. The students’ interest could influence their achievement. If the students do not have an interest of learning English they will have difficulty to absorb the lesson. Of course in answering the question they can not do it well, and then they will get bad scores. Whereas, the students with high interest tend to be more attentive in learning English, of course, with the high frequency of attendance. Finally, they will get good scores. In other words, the more they learn and the more attentive they follow the lesson, the better English they will acquire.

B.

SUGGESTION

Based on the conclusion above, the writer would like to suggest the following points:

1. Teacher :

a. Teacher has to manage the classroom to help the students think creatively.

b. Teacher gives a good attitude in teaching learning at school, such as being well prepared; give good and clear explanation about the lesson, read a book, make a discussion, etc. They can be a positive motivator for the student.


(3)

d. Teacher should give praise to the student who can answer correctly or do a good activity.

e. Teacher observes other teacher.

2. Student :

a. The student has to keep health to help him/her to absorb the lesson well.

b. The student has to realize about learning goals.

c. The student should give more attention to teacher’s explanation. d. The student should consider that the lessons are important so the will

learn seriously.

3. Parents :

Parents make a family management practices; provide a good condition at home; observe their children about their lesson.


(4)

BIBLIOGRAPHY

Carrol, Berndon L., Testing Communication Performance an Interview Study, (Oxford: Oxford Perganon Press. Ltd., 1980), p. 7.

Crow, Lester D. and Alice Crow, Human Development and Learning, (New York: American Book Company, 1956), p. 79.

David, Crystal, the Cambridge Encyclopedia of the English Language, (Cambridge: Cambridge University Press, 1997), p. 110.

Gronlund, Norman E., Measurement and Evaluation in Teaching, (New York: Macmillan Publishing Co. Inc., 1976), p. 331.

Harmer, Jeremy, the Practice of English Language Teaching, (London: Longman, 1991), p. 51.

Hornby, A.S., Oxford Advanced Learner Dictionary, (Oxford: Oxford University Press, 1995), p. 10.

Klein, Stephen B., Learning: Principle and Application, (New York: McGraw Hill Book Company, 1978), p. 2.

Linn, Robert L., and Norman E. Gronlund, Measurement and Assessment in Teaching 7th ed. , (USA: Prentive-Hall, Inc., 1995), p. 285-287.

Loree, M. Ray, Psychology of Education, (New York: The Ronald Press Company, 1965), p. 193-194.

M., Sardiman A., Interaksi dan Motivasi Belajar Mengajar, (Jakarta: PT. Raja Grafindo Persada, 2003), p. 76.

Marimba, Ahmad D., Pengantar Filsafat Pendidikan Islam, (Bandung: PT. Al- Ma’arif, 1992), cet. ke-8, p. 79.

Popham, W. James, Educational Statistics: Use and Interpretation, (New York: Harper & Row, Publishers, 1967), p.65.

Roberts, Paul, Understanding English, (New York: Harper & Brothers, Publishers, 1985), p. 17.


(5)

Sudjono, Anas, Pengantar Statistik Pendidikan , (PT.Raja Grafindo Persada, 1987), p. 193.

Sukmadinata, Nana Syaodih, Landasan Psikologi Proses Pendidikan, (Bandung: PT. Remaja Rosdakarya, 2003), p. 103.

Sujanto, Agus, Psikologi Perkembangan, (Jakarta: Aksara Baru, 1986), cet.ke-5, p. 94.

Syah, Muhibbin, Psikologi Belajar, (Jakarta: PT. Logos Wacana Ilmu, 1999), p. 136.

Ur, Penny, a Course in Language Teaching, (Cambridge: Cambridge University Press, 1996), p. 276.

Winkel, W.S., Psikologi Pendidikan dan Evaluasi Belajar, (Jakarta: PT. Gramedia, 1984), p. 48.

Woolfolk, Anita, Educational Psychology, (New York: Pearson Education, Inc., 2004), p. 362.

www.brainyquote.com/words/de/desire153299.html www.geniusdenied.com/articles/Record.aspx www.thefreedictionary.com/need


(6)