Motivation, learning strategy, and learning achievement of the students at Depok 2 state vocational school [SMK Negeri 2 Depok] Sleman - USD Repository

  MOTIVATION, LEARNING STRATEGY, AND LEARNING ACHIEVEMENT OF THE STUDENTS AT DEPOK 2 STATE

  VOCATIONAL SCHOOL (SMK NEGERI 2 DEPOK) SLEMAN A THESIS Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M.Hum) Degree in English Language Studies By Tri Suko Bambang Wiyono 056332022 THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY YOGYAKARTA 2008

STATEMENT OF ORIGINALITY

  This is to certify that all ideas, phrases, sentences, unless otherwise stated, are the ideas, phrases, and sentences of the thesis writer. The writer understands the full consequences including degree cancellation if he took somebody else's ideas, phrases, or sentences without proper references.

  Yogyakarta, December 11, 2008 Tri Suko Bambang Wiyono 056332022

  

ACKNOWLEDGMENTS

  Many people had contributed to the completion of this thesis of my post graduate study program at Sanata Dharma University, Yogyakarta. First of all, I would like to express my deepest gratitude to God the Almighty for His great blessings, graces, love and mercy. Without Him, I am but nothing. My special gratitude goes to LPMP (The Institute of Education Quality

  

Assurance) of Yogyakarta and BKD (The Regional Office of Human Resources) Sleman

for granting me a golden opportunity to study with a full scholarship.

  I would like to acknowledge my indebtedness to all my lecturers of the post graduate study program, Sanata Dharma University: Prof. Soepomo., Dr. J. Bismoko., Dr. B.B. Dwijatmoko. M.A., Dr. Drs. Mukarto, Dr. Novita Dewi, M.S., M.A (Hons), and Drs. Barli Bram, M.Ed.

  From the very sincerest bottom of my heart, I am thankful to Dr. J. Bismoko, my adviser, for his enormous guidance, advice, suggestions, corrections and patience that the thesis could have finished. This thesis largely had resulted from his great ideas and wonderful suggestions. What a piece of luck to be supervised by him during my thesis writing.

  My greatest gratitude flows to my dearest father and mother, Hadimartono. I would not have been to thank them enough for their unconditional and undying love, care, kindness, support, sacrifices and prayers. My gratitude is also extended to my deceased beloved mother in law, Tukinem Noto Wardoyo. I would not have been to thank to her enough for her love and prayers. Although she is no longer in the world to see my accomplishments, I believe she is happy in her FATHER's Arms.

  nd

  Another deep gratitude of mine flies to the 2 year students of Depok 2 State Vocational School (SMK Negeri 2 Depok) in the academic year of 2006-2007 for helping me answer the given questionnaire and participate in the interviews so that the required data could be collected.

  My sincere gratitude also flies to colleagues, Mrs. Anna Maria Isyana, M.A., Mrs Endang Listyandari, S.Pd., Mrs Dra. Yohana Umiyati, and all the classmates of S2 program whom I do not mention here one by one for their support, prayers and making the world a better place for me during my study, with their friendly personalities, smiling faces, helpful minds and loving hearts. May they eternally bloom and be fragrant like flowers.

  With all my grateful heart, I thank my wife Suprihati; my son Wawan, and my daughter Candra for their great love, care, kindness, encouragement, time, and everything they share together to support me. They all are very loving and wonderful persons. They are always by my side especially when I am in need of help. They are the ones who always lift me up when I am down. Again, I heartily thank them for everything they have done for me.

  Finally, I would like to thank all my benefactors seen and unseen, and known and unknown. May God bless them all.

  

TABLE OF CONTENTS

  TITLE PAGE …………………………………………………………………. i APPROVAL PAGE …………………………………………………………... ii DEFENSE APPROVAL PAGE ...……………………………………………. iii STATEMENT OF ORIGINALITY …………………………………………... iv LEMBAR PERNYATAAN PUBLIKASI KARYA ILMIAH………… ……. v ACKNOWLEDGEMENTS …………………………………………………... vi TABLE OF CONTENTS ……………………………………………………... vii LIST OF TABLES ……………………………………………………………. x LIST OF FIGURES ……………………………………………………… xi LIST OF APPENDICES ……………………………………………………… xii LIST OF ABBREVIATIONS…………………………………………………. xiii ABSTRACT …………………………………………………………………. xiv ABSTRAK ……………………………………………………………………. xv

  CHAPTER I: INTRODUCTION …………………………………………….. 1 A. Background ………………………………………………………………. 1 B. Problem Identification …………………………………………………… 4 C. Problem Limitation ………………………………………………………. 7 D. Research Question ………………………………………………………..

  8 E. Research Objectives ……………………………………………………… 8

  F. Research Benefit …………………………………………………………. 9 CHAPTER II: LITERATURE REVIEW ……………………………………..

  11 A. Theoretical review …………………………………………………………. 11

  1. Motivation ……………………………………………………………. 11

  a. Motivation …………………………………………………………

  11 b. Achievement Motivation …………………………………………..

  12

  2. Language Learning Strategy …………………………………………. 17

  a. Learning ……………………………………………….................. 17

  b. Language Learning ………………………………………………. 20

  c. Learning English as a Foreign Language ………………………… 21

  d. Strategy …………………………………………………………... 24

  e. English Language Learning Strategy …………………………….. 24

  4. Learning Achievement ……………………………………………….. 35 5. Vocational School …………………………………………........

  38 B. Relevant Research Results ………………………………………………… 40

  40

  2. Ambarwati (2005) ……………………………………………………. 41

  3. Shmais (2003) ………………………………………………………... 41

  C. Theoretical Framework ……………………………………………………

  42

  1. The Correlation between Learning Motivation, Learning Strategy and

  42 Learning Achievement………………………………………………...

  English Learning Strategies …………………………………………..

  3. The Correlation between Students’ Achievement Motivation and

  44 English Learning Achievement………………………………………..

  4. The Correlation between English Learning Strategies and English

  44 Learning Achievement………………………………………………...

  D. Hypothesis ………………………………………………………………… 46

  CHAPTER III: METHODOLOGY ………………………………………….. 48 A. Research Methods ………………………………………………………… 48 B. Nature of Data …………………………………………………………….. 49 C. Population and Sample of the Study ………………………………………

  49 D. Data Gathering Instruments and Data Presentation……………………….. 50

  E. Procedure of Data Collection ……………………………………………… 57

  F. Data Analysis and Interpretation ……………............................................... 57

  1. Descriptive Statistics …………………………………………………… 57 2. Inferential Statistics……………………………………………………..

  58 CHAPTER IV: RESEARCH FINDINGS ……………………………………

  59 A. Main Findings ……………………………………………………………… 59

  1. Data Description ……………………………………………………….. 59

  a. The Student’s Achievement Motivation …………………………… 60

  b. The Student’s English Learning Strategy…………………………... 61

  1. Memory Strategy ……………………………………………… 63

  2. Cognitive Strategy …………………………………………….. 64

  3. Compensation Strategy ……………………………………….. 65

  4. Metacognitive Strategy ……………………………………….. 67

  5. Affective Strategy …………………………………………….. 68

  6. Social Strategy ………………………………………………… 69 c. The Student’s English Learning Achievement …………………….

  71 2. Testing of Hypothesis ………………………………………………….

  72

  a. The Correlation between Students’ Achievement Motivation and

  72 English learning Strategy and English learning Achievement………

  b. The Correlation between Students’ Achievement Motivation and

  73 their English Learning Strategies ………………………………… c. The Correlation between Students’ Achievement Motivation and

  74 English Learning Achievement ……………………………………..

  d. The Correlation between Students’ English Learning Strategy and

  75 English Learning Achievement …………………………………….

  3. Data Interpretation …………………………………………………….

  76

  a. Correlation between Students’ Achievement Motivation and

  76 English Learning Strategy and English Learning Achievement ……

  b. Correlation between Students’ Achievement Motivation and their

  78 English Learning Strategies ………………………………………..

  c. Correlation between Students’ Achievement Motivation and

  78 English Learning Achievement ……………………………………. d. Correlation between Students’ English Learning Strategy and

  79 English Learning Achievement ……………………………………..

  B. Other Findings ……………………………………………………………..

  80 CHAPTER V: CONCLUSIONS, SUGGESTIONS, AND IMPLICATIONS... 82

  A. Conclusion …………………………………………………………………. 82

  B. Suggestion …………………………………………………………………. 83

  1. To Teachers …………………………………………………………… 84

  2. To Students ……………………………………………………………

  85

  3. To Researchers ………………………………………………………... 85

  C. Implication …………………………………………………………………. 86 BIBLIOGRAPHY …………………………………………………………….. 88

  

LIST OF TABLES

Table 2.1 Types of Learning Theory and their Taxonomy

  20 Table 2.2 Diagram of the Strategy System (Oxford, 2003: 7)……………… 34

Table 3.1 Research Respondents by Students’ Class and Number of

  50 Students …………………………………………………………..

Table 3.2 Questionnaire Blueprint of the Students Achievement Motivation 51Table 3.3 Result of Validity Test of Achievement Motivation Variable…… 52Table 3.4 Result of Reliability Test of Achievement Motivation Variable… 53 Table 3.5 Scoring Grades of Questionnaire……………………………….

  56 Table 3.6 Framework of Learning Strategies According to Items, Concepts,

  56 and Numbers……………………………………………………..

Tabel 4.1 The Norm of Achievement Motivation ………………………….

  59

  60 Table 4.2 Percentage of Students’ Achievement Motivation Categories …..

Table 4.3 The norm of Achievement Motivation …………………………..

  61 Table 4.4 Percentage of Students’ English Learning Strategies Categories... 61

Table 4.5 The Summary Table of Scores on SILL ………………………… 62Table 4.6 The Norm of Memory Strategy Calculation …………………….. 63

  63 Table 4.7 Percentage of Memory Strategy ………………………………....

Table 4.8 The Norm of Cognitive Strategy Calculation …………………… 64 Table 4.9 Percentage of Cognitive Strategy………………………………...

  64 Table 4.10 The Norm of Compensation Strategy Calculation ……………... 65

Table 4.11 Percentage of Compensation Strategy …………………………. 66

  67 Table 4.12 The Norm of Metacognitive Strategy Calculation ……………

Table 4.13 Frequency of Metacognitive Strategy ………………………….. 67Table 4.14 The Norm of Affective Strategy Calculation …………………... 68Table 4.15 Frequency of Affective Strategy ……………………………….. 69Table 4.16 The Norm of Social Strategy Calculation ……………………… 70Table 4.17 Frequency of Social Strategy …………………………………... 70 Table 4.18 Frequency of English Learning Achievement ………………….

  71 Table 4.19 The Result of the Multiple Regression Analysis ………………. 73

Table 4.20 The Result of the Second Hypothesis Testing …………………. 74Table 4.21 The Result of the Third Hypothesis Testing …………………… 75Table 4.22 The Result of the Fourth Hypothesis Testing ………………….. 76Table 4.23 Descriptive Statistics …………………………………………... 80

  LIST OF FIGURES

Figure 1.1 The Interrelationship of Variables in Language Learning ……

  7 Figure 3:1 Research Paradigm...................................................

  49 Figure 4.1 Histogram of Frequency of Scores of Students’ Achievement Motivation …………………………………………………….

  60 Figure 4.2 Histogram of Frequency of Scores of English Learning Strategies ……………………………………………………..

  62 Figure 4.3 Histogram of Frequency of Scores of Memory Strategy ……

  64 Figure 4.4 Histogram of Frequency of Scores of Cognitive Strategy ……. 65 Figure 4.5 Histogram of Frequency of Scores of Compensation Strategy..

  66 Figure 4.6 Histogram of Frequency of Scores of Metacognitive Strategy..

  68 Figure 4.7 Histogram of Frequency of Scores of Affective Strategy …….. 69 Figure 4.8 Histogram of Frequency of Scores of Social Strategy ……….

  70 Figure 4.9 Histogram of Frequency of Scores of English Learning Achievement …………………………………………………

  72 Figure 4.10 Correlation between X

  1 , X

  80

2 Variables and Y Variable ………

LIST OF APPENDICES

  I. Questionnaire of the Students’ Achievement Motivation (English

  92 Version) ……………………………………………………………

  II. Questionnaire of the Students’ Achievement Motivation

  95 (Indonesian Version) ………………………………………………

  III. Data of Achievement Motivation Score……………………………

  99 IV. Strategy Inventory for Language Learning/SILL (English 100 Version) …………………………………………………………

  V. Translated Strategy Inventory for Language Learning/SILL 103 (Indonesian Version) ……………………………………………

  VI. Data of Students’ Learning Strategy Score ………………………… 106

  VII. Data of Students’ Learning Achievement ………………………… 107

  VIII. Transcript of Students’ Interview (Indonesian Version) …………… 108

  

LIST OF ABBREVIATIONS

BKD = Badan Kepegawaian Daerah LPMP = Lembaga Penjaminan Mutu Pendidikan SILL = Strategy Inventory for Language Learning SMK = Sekolah Menengah Kejuruan

  

ABSTRACT

  Tri Suko Bambang Wiyono. 2006. Motivation, Learning Strategy, and Learning

  

Achievement of the Students at Depok 2 State Vocational School (SMK Negeri 2,

Depok), Sleman. Yogyakarta: The Graduate Program in English Language Studies,

  Sanata Dharma University The objectives of this research were to find out: (1) the correlationship of students’ achievement motivation and English learning strategy with their English learning achievement; (2) the correlationship of achievement motivation with their English learning strategy; (3) the correlationship of achievement motivation with their English learning achievement; and (4) the correlationship of English learning strategy with their English learning achievement. In addition, the research was also to acquire preliminary description and interpretation about students’ learning experience of their motivation and learning strategy application.

  The population of this research was the second year students of Depok 2 State Vocational School (SMK Negeri 2, Depok), Sleman in the Academic Year of 2006/2007. The population of this study consisted of 190 students. The sampling technique of this research was random sampling. The result of the tossing was the class of Network Computer Technician Program (Teknik Komputer Jaringan). The instruments used in this study were a questionnaire, score documents and interviews.

  The technique of analysis used in this study was statistical in nature using Multiple Regression Analysis and Product Moment Analysis.

  The results of the data analysis showed that: (1) there was a correlation of the students’ achievement motivation and English learning strategy with their English learning achievement (0.843 > 0.361, at the significant level of 5%). This agrees with the result of interview with a student who had a high English learning achievement, a high achievement motivation, and a high learning strategy; (2) there was not a correlation of students’ achievement motivation with their English learning strategies (0.156 < 0.361, at the significance level 5%). This goes along with the result of interview with a student who had a high achievement motivation scores and a medium English learning strategy scores. She said that she liked learning English and was aware that English was needed to learn in the global era but she could not use appropriate English learning strategies; (3) there was not a correlation of students’ achievement motivation with English learning achievement (0.350 < 0.361, at the significance 5%). The finding was therefore the same as the result of interview with a student who had a high achievement motivation scores, but a low English learning achievement. He said that learning English was not only for getting a good achievement but for better communication in English; and (4) there was a correlation of students’ English learning strategy with English learning achievement (0.703 > 0.361, at significance 5%).

  To summarize, it was confirmed that achievement motivation and learning strategy were simultaneously and positively correlated with learning achievement, and so was learning strategy alone with learning achievement. On the other hand, it was somewhat controversial in that achievement motivation was not correlated either with learning strategy or learning achievement.

  

ABSTRAK

  Tri Suko Bambang Wiyono. 2006. Motivasi, Strategi Belajar dan Hasil Belajar Siswa

  

SMK Negeri 2 Depok, Sleman. Yogyakarta: Kajian Bahasa Inggris, Program Paska

Sarjana, Universitas Sanata Dharma.

  Tujuan penelitian ini adalah untuk mengetahui; (1) apakah terdapat hubungan antara motivasi berprestasi dan strategi belajar bahasa Inggris dengan prestasi belajar bahasa Inggris; (2) apakah terdapat hubungan antara motivasi berprestasi dan strategi belajar bahasa Inggris; (3) apakah terdapat hubungan antara motivasi berprestasi dan prestasi belajar bahasa Inggris; dan (4) apakah terdapat hubungan antara strategi belajar bahasa Inggris dengan prestasi belajar bahasa Inggris. Selain itu, penelitian ini juga bertujuan untuk memperoleh deskripsi dan interpretasi awal tentang pengalaman belajar siswa mengenai aplikasi motivasi dan strategi belajar mereka.

  Populasi penelitian ini adalah siswa kelas dua SMK Negeri 2 Depok Sleman tahun ajaran 2006/2007 yang berjumlah 190 siswa. Teknik sampling yang digunakan adalah cluster sampling. Hasil undian jatuh pada kelas Teknik Kompter Jaringan. Instrumen penelitian yang digunakan adalah kuestioner, dokumen nilai dan wawancara. Teknik analisis data yang digunakan adalah analisis Multiple Regression Analysis dan Product Moment Analysis.

  Hasil analisis data menunjukkan bahwa: (1) terdapat korelasi antara motivasi berprestasi dan strategi belajar bahasa Inggris dengan prestasi belajar bahasa Inggris (0.843 > 0.361, pada tingkat signifikansi 5%). Hal ini sama dengan hasil wawancara dengan seorang siswa yang memiliki prestasi belajar bahasa Inggris, motivasi berprestasi, dan strategi belajar yang tinggi. Dengan memiliki motivasi belajar yang tinggi dan menggunakan strategi belajar bahasa Inggris yang cocok, siswa akan dapat memperoleh prestasi belajar yang tinggi; (2) tidak terdapat korelasi antara motivasi berprestasi dengan strategi belajar bahasa Inggris (0.156 > 0.36, pada taraf signifikansi 0,05). Hasil ini diperkuat oleh wawancara dengan seorang siswa yang memiliki motivasi berprestasi tinggi, namun strategi belajarnya sedang. Siswa menyukai belajar bahasa Inggris dan sadar bahwa bahasa Inggris diperlukan di era global seperti saat ini, akan tetapi dia tidak menggunakan strategi belajar bahasa Inggis dengan baik; (3) tidak terdapat korelasi antara motivasi berprestasi dengan prestasi belajar bahasa (0.350 < 0.36, pada taraf signifikansi 0,05). Hasil tersebut diperkuat oleh wawancara dengan seorang siswa yang memiliki motivasi berprestasi tinggi, namun prestasi belajar bahasa Inggris yang rendah. Siswa tersebut beranggapan bahwa belajar bahasa Inggris tidak hanya untuk mendapat nilai bagus, tetapi untuk dapat berkomunikasi dalam bahasa Inggris; dan (4) terdapat korelasi antara strategi belajar bahasa Inggris dengan prestasi belajar bahasa Inggris(0.703 > 0.361, pada taraf signifikansi 0,05).

  Dapat disimpulkan bahwa motivasi berprestasi dan strategi belajar secara bersama-sama berkorelasi positive dengan prestasi belajar, dan strategi belajar secara mandiri juga berkorelasi positip dengan prestasi belajar. Dilain pihak, terdapat temuan yang kontroversi dimana motivasi berprestasi tidak berkorelasi baik dengan strategi belajar maupun dengan prestasi belajar.

CHAPTER I INTRODUCTION A. Background Common daily classroom settings prove that only a few students can be

  categorized as good learners. They are those who are willing and accurate guessers with strong drive to communicate, often not inhibitor, prepared to attend to form and practice, monitors their own speech and the speech of others, and attends to meaning (Rubin (1975). Some students are moderately involved while some others are passive as shown by their being silent, cheerless, low motivation, no confidence, slow responses, and low achievement.

  Motivation is at the heart of many of the most important concerns of teachers. Weiner et al. (1978) in Woolfolk and McCune-Nicholich (2003: 275) state that in the classroom, the greatest problems of motivation are likely to arise when students attribute failures to internal, stable, and uncontrollable characteristics such as ability. They may seem apathetic, depressed, helpless, or unmotivated.

  Within the field of education during the last two decades, a gradual but significant shift has taken place, resulting in less stress on teachers and teaching and greater emphasis on learners and learning (Nunan, 2004). One consequence of this shift was an increasing awareness and interest in resources for learning styles learning. Researchers such as Oxford (2003); O'Mallay and Chamot (1990) have stressed that effective learners use a variety of different strategies and techniques in order to solve problems that they face while acquiring or producing the language. One focus of research in the area of EFL has been that of the identification of how learners process new information and what kinds of strategies they employ to understand, learn or remember the information.

  In addition, achievement of excellence in the learning is an ambition for all educational communities. Students, given the appropriate time and support, can achieve academic success. It is up to their teachers to ensure that, regardless of individual circumstance, they all receive the support they require to achieve the highest standards possible. Achievement is what learners do with what they learn; it is the outward and visible sign of progress. It may take the form of passing an examination, but it is observable in the actions, products and/or behavior of learners wherever active learning takes place. Achievement in learning shows the increased skills, knowledge and understanding. The richness of a successful learning experience and the gains to individuals and groups cannot all be defined.

  Teachers recognize the impact in use and enjoyment. While a sense of achievement and the potential to do more come with successful learning, learners sometimes underrate their achievements and do not gain the confidence they need to move on. Assessment is a means of analyzing learning, and it enables learners to see their progress, gains confidence and build to recognize it more fully.

  Vocational education has played an important role in the Indonesian oriented, with the goal of training manpower to meet the demands of national economic growth, industrial changes, social needs, and technological advancement. During the past decades, the vocational system in Indonesia has already successfully cultivated many professionals who contribute greatly to their organizations and society. However, due to the system of university entrance examinations and the high value Indonesian culture places on academic performance, most of the students who choose to attend vocational colleges tend to be those who do not perform well in academic subjects. Better performing students usually do not choose vocational education schools, but instead choose general universities to continue their higher education. Although the vocational education system has contributed much to the Indonesian economy and successfully cultivated much human resources, it is still not students' first choice.

  According to the researcher's experience teaching in the vocational education system, students in this system possess low confidence and motivation in learning.

  Many of them even suffer low self-esteem because they think they are inferior to those in the universities. From this point of view, the researcher suggests that teaching students how to learn on their own, find the most effective way to learn, and raise their own interest and motivation in learning are very important issues that require special attention. Applying this to language learning, motivation and language learning strategy are certainly the tool and the shortcut to help the vocational students learn English, not only for the present but also for lifelong learning of foreign languages.

  English at vocational schools is taught from the first grade to the third grade. It is expected that at the end of the learning process, students are able to use English; they are able to read, to listen, to speak, and to write in English through themes that are selected based on the level of students’ development and interest.

  McClelland et al. (1953) in Woolfolk and McCune-Nicholich (2003: 279) studied in achievement motivation for the first time. They said that people who struggle for excellence in a field for the sake of achieving and not for some reward are considered to be high in the need for achievement, and people who have a high learning achievement, they use appropriate learning strategies.

  In this study the researcher intends to investigate the achievement motivation, learning strategy, and learning achievement of the students of Depok

  2 State Vocational School (SMK Negeri 2) Sleman, Yogyakarta.

B. Problem Identification

  When we talk about language learning, we cannot cast aside the fact that language learning is a complex phenomenon. There is a set of variables that are involved in it and each of them has important contribution to the degree of language learning outcome, including English learning outcome. Stern (1987: 338) points out five variables that are involved in language learning. They are (1) social context, (2) learner characteristics, (3) learning conditions, (4) learning process, and (5) learning outcome.

  The first variable, the social context of language learning, involves the language situation or the language background involving the target language and the learner’s own language. These aspects closely relate to the degree of the supportiveness of the learner’s language to the target language learning. Besides, we have to be equally aware of the differences in social classes and occupations, as well as culture and religion because these aspects will affect the attitudes of the society, including the learners, towards learning a new language.

  The second variable is learner characteristics. The learner brings to the language learning certain characteristics: age and sex, cognitive characteristics which cover general learning abilities, language learning aptitude, previous learning experiences and cognitive learning styles, as well as affective characteristics such as attitude, motivation, and personality.

  In considering the third variable, the condition of learning, Stern makes a basic distinction whether the new language is learnt in a supportive language environment, or, in a specific sense, as a second language, or whether it is learnt in a language class in a non-supportive language environment, or as a foreign language. In foreign language learning, instruction is likely to be the major or even the only source of the target language input.

  Learning process is the next variable that should be taken into account. This leaning process, as has been stated before, can be looked upon as consisting of strategies, techniques, and mental operations employed by students which have the function to enhance their learning (Oxford, 2003: 1) and to cope with difficulties that arise as a result of the different linguistic and cultural features that

  The last variable is the learning outcome. From the learning process, the outcome that is expected is a change in the learner’s disposition or capabilities (Gagne, 1976: 3). In terms of language learning, it is generally agreed that what is expected to be mastered by the students is the communicative competence.

  However, in order to master this competence the students have to have sufficient knowledge of the language to be learned. Stern (1987 : 346), in detail, even states that in language learning a person should have the mastery of the forms of the language, the linguistic, cognitive, affective and sociocultural meanings that are expressed by the language forms, the capacity to use the language with maximum attention to communication and minimum attention to form, and the creativity of language use.

  These capabilities are, in fact, not instantly acquired. It takes time to be in such conditions. However, in the context of language learning and teaching, an evaluation on the learning progress over a period of time is really needed in order to know whether the learner’s achievement corresponds with the objective of the instruction or not. In turn, the inferred information will be useful for improving the learning outcome.

  Those five variables form a general sequence of learning elements. The social context affects the learner and the learning conditions. These three variables then are the determinants of the learning process, and through it, of the learning outcome. The intercorrelationship is summarized in the following diagram:

  Learner characteristics Learning

  Social context Learning process outcomes Learning conditions

Figure 1.1 The Intercorrelationship of variables in language learning (Stern: 1983)

C. Problem Limitation

  Considering that there were so many aspects related to the English learning outcome while the writer’s time, ability, and fund were limited, the writer limited the problem of his research only to the learning achievement and its relation to students achievement motivation and their English learning strategies. This limitation was based on his assumption that the responsibility for the success of language learning rests with the individual students who had to take full advantage of the opportunities to learn. In other words, learning was autonomous and because of this autonomy the students’ motivation to achieve as high as possible a success from their learning is essential. This assumption implied that students had different levels of achievement motivation and employ different English learning strategies. These differences eventually made their achievements different.

  The limitation was also done with regard to the population of the research. Because of the writer’s limited time, fund, and ability, it was only the second year students was not wise because it distracted their preparation for the national final exam. Meanwhile, the inclusion of the first year students was not an appropriate decision either because these students were still in the process of adjustment to the new learning environment so that their psychological condition was still under pressure of the process.

  D. Research Questions

  The study intended to do research on the correlation of achievement motivation and learning strategies with learning achievement among students of Depok 2 State Vocational School, Sleman. It was specifically addressed to seek answers to the following questions:

  1. Is there a positive correlation between students’ achievement motivation, English learning strategy and their English learning achievement?

  2. Is there a positive correlation between students’ achievement motivation and their English learning strategy?

  3. Is there a positive correlation between students’ achievement motivation and their English learning achievement?

  4. Is there a positive correlation between students’ English learning strategy and their English learning achievement?

  E. Research Objectives

  In line with the presented research questions, the research objectives were to find out whether:

  1. There is a correlation between students’ achievement motivation, English learning strategy and their English learning achievement.

  2. There is a correlation between students’ achievement motivation and their English learning strategy.

  3. There is a correlation between students’ achievement motivation and their English learning achievement.

  4. There is a correlation between students’ English learning strategy and their English learning achievement.

  In addition, the objectives are also going to verify previous researches on similar issues in the following ways:

  1. The higher the scores of the students’ achievement motivation and learning strategy are, the higher of their learning achievement results are.

  2. The higher the scores of the students’ achievement motivation are, the higher of their learning strategy scores are.

  3. The higher the scores of the students’ achievement motivation are, the higher of their learning achievement results are.