The Correlation between Memorizing al-Qur’an Mastery, Student’s Attitude in Learning English and Student’s English Achievement in Wisma Putri SMA IT Nur Hidayah Surakarta in Academic Year 2017/2018 - iainska repository

  The Correlation between Memorizing al-Qu r’an Mastery, Student’s Attitude in Learning English and Student’s English Achievement in Wisma Putri SMA IT Nur Hidayah Surakarta in Academic Year 2017/2018 THESIS

  Submitted as A partial Requirements for the degree of Sarjana in English Department

  By: Imroatul Mukarromah SRN. 143221092 ENGLISH DEPARTMENT

ISLAMIC EDUCATION AND TEACHER TRAINING FACULTY THE STATE ISLAMIC INSTITUTE OF SURAKARTA 2018

ADVISOR SHEET

  Subject : Thesis of Imroatul Mukarromah SRN : 143221092

  To: The Dean of Islamic Education And Teacher Training Faculty

  IAIN Surakarta In Surakarta Assalaamu’alaikum Wr. Wb.

  After reading thoroughly and giving necessary advices, herewith, as advisors, we state that the thesis of Name : Imroatul Mukarromah SRN : 143221092 Title : The Correlation between Memorizing al- Qur’an Mastery, Student’s Attitude in

  Learning English and Student’s English Achievement in Wisma Putri SMA IT Nur Hidayah Surakarta in Academic Year 2017/2018 has already fulfilled the requirements to be presented before The Board of Examiners

  (Munaqosyah) to gain Bachelor Degree in English Education Department.

  Thank you for the attention.

  Wassalamu’alaikum Wr. Wb. nd

  Surakarta, July 2 , 2018 Advisor, Dr. Rohmat Budi Santoso, S.Pd., M.Pd.

  NIP. 19691111 200212 1 001

  DEDICATION

  I proudly dedicated this thesis to: 1.

  My beloved parents who always love me forever, support, pray, help and never stop to motivate me.

2. My great friends in FORDISTA IAIN Surakarta 3.

  Almamater The State Islamic Institute of Surakarta.

  

MOTTO

  ِِمي ِح َّرلا ِِنَمْحَّرلا َِِّاللَ ِِمْسِب

  

“Dengan menyebut nama Allah yang Maha Pemurah lagi Maha Penyayang”

  “O you who have believed, if you support Allah, He will support you and plant firmly your feet” “Hai orang-orang mukmin, jika kamu menolong (agama) Allah, niscaya dia akan

  menolongmu dan meneguhkan kedudukanmu .”

  (QS. Muhammad: 7) Indeed, Allah loves those who fight in His cause in a row as though they are a [single] structure joined firmly.

  

“Sesungguhnya Allah menyukai orang yang berperang dijalan-Nya dalam barisan yang

teratur seakan- akan mereka seperti suatu bangunan yang tersusun kokoh.”

  (QS.As-Shaf: 4)

  “Jangan menunggu ikhlas, tapi berbuat sebanyak- banyaknya agar menjadi ikhlas”

  (The Researcher)

  

ACKNOWLEDGMENT

  Alhamdulillah, all praises be to Allah, the single power, the Lord of the universe, master of the day of judgment, for all blessings and mercies so the researcher was able to finish this thesis entitled,

  “The Correlation between Memorizing al-Qur’an Mastery, Student’s Attitude in Learning English and Student’s English Achievement in Wisma Putri SMA IT Nur Hidayah Surakarta in Academic Year 2017/2018 ”. Peace be upon Prophet Muhammad SAW, the great leader and good inspiration of world revolution.

  The researcher is sure that this thesis would not be completed without the helps, supports, and suggestions from several sides. Thus, the researcher would like to express her deepest thanks to all of those who had helped, supported, and suggested her during the process of writing this thesis. This goes to:

  1. Dr. Mudhofir, S.Ag, M.Pd, as the Rector of the State Islamic Institute of Surakarta.

  2. Dr. H. Giyoto, M. Hum, as the Dean of Islamic Education and Teacher Training Faculty of State Islamic Institute of Surakarta.

  3. Dr. Imroatus Sholikhah, M.Pd, as the head of the English Education Study Program.

  4. Dr. Rochmat Budi Santoso, S.Pd., M.Pd, as the advisor, for his guidance and help in writing the thesis from beginning until the end.

  5. All of the lecturers and staffs in IAIN Surakarta who have given their knowledge and experience.

  6. For all who have helped the researcher in finishing this thesis that researcher could not mention one by one.

  The researcher realizes that this thesis is far for being perfect. Hence, the researcher hopes for some corrections, suggestions, or criticism to correct it. Finally, the researcher hopes that this thesis is useful for the researcher especially and the readers generally.

  nd

  Surakarta, July 2 , 2018

  

ABSTRACT

Imroatul Mukarromah. 143221092.

  “The Correlation between Memorizing al-Qur’an Mastery,

  

Student’s Attitude in Learning English and Student’s English Achievement in Wisma Putri

SMA IT Nur Hidayah Surakarta in Academic Year 2017/2018 ”. Thesis. Surakarta: English

  Education, Islamic Education and Teacher Training Faculty. The State Islamic Institute of Surakarta. Advisors: Dr. Rochmat Budi Santoso, S.Pd, M.Pd Key Word: Memorizing al- Qur’an Mastery, Student’s Attitude in Learning English, English Achievement

  This study are aimed to find out the correlation between: (1) Memorizing al- Qur’an mastery and student’s English achievement in Wisma Putri SMA IT Nur Hidayah Surakarta in the academic year 2017/2018; (2) Student’s attitude in learning English and student’s English achievement in Wisma Putri SMA IT Nur Hidayah Surakarta in the academic year 2017/2018; and (3) Memorizing al-

  Qur’an mastery, student’s attitude and student’s English achievement in Wisma Putri SMA IT Nur Hidayah Surakarta in the academic year 2017/2018. This research used a correlation design. The research was carried out in May until June 2018 and conducted in SMA IT Nur Hidayah Surakarta. The population was all of the students of the female boarding school students of SMA IT Nur Hidayah Surakarta in Academic Years 2017/2018. The total number of female students in boarding school was 189 students. The sample of the research was 22 students chosen by cluster random sampling technique. The researcher used questionnaire and documentation as the instruments of technique collecting the data. The questionnaire was taken to collect the data of students’ attitude in learning English whereas the documentation was taken to get the data of memorizing al- Qur’an and English Achievement. The techniques which were used to analyze the data were Simple Correlation and Multiple Regression Correlation which were computed by the Statistical Product and Service Solutions (SPSS) to compute the data.

  The results of the analysis of the data on this research show that: (1) there is a positive correlation between memorizing al- Qur’an mastery and English achievement with correlation score = 0.335 and p < α (0.017 < 0.05), (2) there is a positive correlation between student’s attitude in learning English and English achievement with the correlation score = 0.311 and p < α (0.028 < 0.05), and (3) there is a positive correlation between memorizing al-Qur’an mastery, s tudent’s attitude in learning and student’s English achievement with correlation score of correlation coefficient R = 0,449 with significantly

  = 0,005 for significance is 0.05.

  2 Furthermore, the results show that the contribution of that three variables is that CD = r x 100%

  2

  = (0,449) x 100% = 24,9% variance of Student’s English Achievement is influenced by Memorizing al- Qur’an Mastery and Student’s Attitude in Learning, while 75,09% is contributed by other factors.

  TABLE OF CONTENT

  Page TITLE ...................................................................................................... i PAGE OF APPROVAL ........................................................................... ii RATIFICATION ...................................................................................... iii DEDICATIONS ........................................................................................ iv MOTTO ................................................................................................... v PRONOUNCEMENT ............................................................................... vi ACKNOWLEDGEMENT ....................................................................... vii ABSTRACT ............................................................................................. viii TABLE OF CONTENT ............................................................................ ix LIST OF FIGURES .................................................................................. x LIST OF TABLES .................................................................................... xi LIST OF APPENDICES ........................................................................... xii

  CHAPTER I: INTRODUCTION A. Background of the Study .......................................................... 1 B. Problem Identification ............................................................... 6 C. Problem Limitation .................................................................... 7 D. Problem Formulation ................................................................. 7 E. Objective of the Study ............................................................... 8 F. Benefit of the Study ................................................................... 9 CHAPTER II: THEORITICAL REVIEW A. English Achievement ................................................................. 9

  1. The Definition of Achievement ............................................. 10

  2. The Kinds of Achievement .................................................... 12

  3. Factors that Influence Achievement ...................................... 17

  B. Memorizing al- Qur’an Mastery ................................................. 19

  3. Technique of Memorizing al- Qur’an ..................................... 23

  4. Review of Memorizing al- Qur’an .......................................... 24

  5. Basic Memorizing al- Qur’an ................................................. 29

  6. The Methods of Memorizing al- Qur’an ................................. 31

  7. The Components of Evaluating Memorizing al- Qur’an ........ 32

  8. Memorizer al- Qur’an’s Attitude ............................................ 34 C.

  Student’s Attitude in Learning English ..................................... 35

  1. Definition of Student’s Attitude............................................. 35

  2. Components of Attitude ......................................................... 39

  3. Factors that Influence Attitude............................................... 41

  4. Attitude in Learning English .................................................. 42

  D. Previous Related Study .............................................................. 44

  E. Rationale .................................................................................... 48

  E. Action Hypothesis ...................................................................... 49

  CHAPTER III: RESEARCH METHODOLOGY A. Research Design ........................................................................ 50 B. Research Setting ........................................................................ 53 C. Subject of the Study ................................................................... 53

  1. Population .............................................................................. 54

  2. Sample.................................................................................... 55

  3. Sampling. ............................................................................... 55

  D. Technique of collecting the data ................................................ 56

  1. Instruments of Collecting the Data ........................................ 58

  a. Questionnaire ...................................................................... 58

  b. Documentation. ................................................................... 59

  2. Try-out of the Instruments. .................................................... 61

  a. The Validity of the Instrument ............................................ 61

  b. The Reliability of the Instrument. ....................................... 64

  E. Technique of Analyzing the Data .............................................. 66

  b. Linearity Testing ................................................................. 66

  2. Hypotheses Testing. ............................................................... 67

  CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION A. Description of the Data ............................................................. 70

  1. The Data of English achievement ......................................... 71

  2. The Data of Memorizing al- Qur’an Mastery ......................... 73

  3. The Data of Student’s Attitude in Learning ........................... 75

  B. Prerequisite Testing ................................................................... 77

  1. Normality Testing .................................................................. 77

  2 Linearity Test .......................................................................... 77

  C. Hypotheses Testing .................................................................... . 79

  D. Discussion .................................................................................. 83

  CHAPTER V: CONCLUSION AND SUGGESTION A. Conclusion ................................................................................. 87 B. Suggestion .................................................................................. 88 BIBLIOGRAPHY ..................................................................................... 90 APPENDICES .......................................................................................... 96

  

LIST OF FIGURES

Figure 2.1 Taxonomy Bloom of Learning Goal

  ………………………………………….. 14

Figure 3.1 The Scheme of Relationship between Variables

  ……………………………... 53

Figure 4.1 The Histogram of English Achievement ……………………………………... 73Figure 4.2 The Histogram of Memorizing Al-

  Qur’an Mastery………………………….. 75

Figure 4.3 The Histogram of

  Student’s Attitude in Learning……………………………. 76

  LIST OF TABLE

Table 3.1 The Key of Scoring The Questionnair e…………………………………......... 59Table 3.2 The Result of Validity test of

  Student’s Attitude in Learning instrument ..... ... 63

Table 3.3 The Statistical Hypotheses……………………………………………………. 67Table 4.1 Variable Data Description

  ……………………………………………………. 71

Table 4.2 Frequency Distribution of English Achievement Score

  ……………………… 72

Table 4.3 Frequency Distribution of Memorizing al- Qur’an Mastery………………….. 74Table 4.4 Frequency Distribution of Student’s Attitude in Learning…………………… 77Table 4.5 The Result of Normality Test

  ………………………………………………… 78

Table 4.6 Data of Linearity Testing of Memorizing al-

  79 Qur’an and Student’s English Achievement ……………………………………………………………………

Table 4.7 Data of Linearity Testing of Stu

  79 dent’s Attitude in Learning and Student’s English Achievement ………………………………………………………….

LIST OF APPENDICES

  Appendix 1 Blueprint of Student 96 ’s Attitude in Learning English (Try Out)………………….

  Appendix 2 Questionnaire of Student 98 ’s Attitude in Learning English (Try Out)……………..

  Appendix 3 Students Joining the T ry Out…………………………………………………….. 101 Appendix 4 Score of

  Tryout Questionnaire Student’s Attitude in Learning English………… 102 Appendix 5

  The Blue Print of Student’s Attitude in Learning English Questionnaire (To Take the Data) ………………………………………………………………. 105

  Appendix 6 Student’s Attitude Questionnaire (To Take the Data)…………………………… 107 Appendix 7 Students Joining the Test

  ………………………………………………………… 110 Appendix 8 Documentation of the Tahfidz

  Score in the Students’ Book Report…………….. 112 Appendix 9 Score of the Result Student’s Attitude in Learning English…………………….. 114 Appendix 10

  Documentation of the English Score in the Students’ Book Report…………….. 116 Appendix 11 Data Description of Each Variable

  ………………………………………………. 118 Appendix 12 Test of Normality ………………………………………………………………... 119 Appendix 13 Linearity Testing ………………………………………………………………… 120 Appendix 14 Correlation

  ………………………………………………………………………... 121 Appendix 15 F-Table Distribution

  ……………………………………………………………… 122

CHAPTER I INTRODUCTION A. Background of the Study Education is the most important thing that be emphasized in our country. Good education system can influence the developing of our country. The data of education rank 2017 in the world from UNESCO, Indonesia has

  positioned 64 from 120 countries according to Education Development Index (EDI). Education problems in Indonesia are low quality of education, less effective and efficient, less infrastructures, and low of student’s level achievement. These problems can influence our education and also our country’s developing.

  The low student’s achievement in Indonesia is one of factor that influenced rank of education in the world. One of the reasons that we have to solve in education is many students who get low or lack to reach high achievement caused by students cannot concentration well in learning. (http://republika.co.id.11 November 2017). Concentration is the main of all of learning activity, but ironically many students who do not concentrate well or yet.

  Al- Qur’an is the holy book for Moslems in the world. It contains rules that guide of people in the world. According to Federspiel (1994: 73) states

  2 or, even, the entire Qur’an has long been regarded as a pious and meritorious act that large numbers of believers have undertaken. People who memorize the entire Qur’an have been given a special title called hafidz and accorded considerable respect. Therefore, by memorizing the Qur’an hope students in Indonesia have good achievement in spiritual and in intellectual.

  Amjad Qosim (2008: 78- 80) there are two parts of human’s brain, conscious mind and unconscious mind. We use conscious mind to read and understanding new information. While unconscious mind is part of brain which control attitude, habit, and behavior. This part of brain has amazing power to change our life. Indeed, when conscious mind gets new information continuity, so unconscious mind will receive it and we will get strong memory. Higher memorization will make us smarter. From that theories, we can conclude that people cannot separate from concept of memory and from repeating can make people easier for remembering new information.

  According to a journal that was published by American Research Institute for Policy Development (2015), Nazia Nawaz and Prof. Dr. Syeda Farhana Jahangir present their research about the effects of memorizing al- Qur’an in reaction on academic achievement and socio-cultural life for hafidz (someone who memorize al- Qur’an). The result of this study revealed a significant difference in academic achievement of hafidz before and after memorizing al- Qur’an. Moreover the content analysis showed overall positive

  3 illustration enhancement, and oration feature. Indeed, it is believed that memorization itself is not a tragic or bad practice, and the beauty of memorization appears when the memorizer tries to understand what he had memorized (Yusuf, 2010: 5). Based on J. Grider (1970) in Dwi Maryati, Neuro Linguistics is a skill to understand and influence our-self and other people. Neurolinguistics is one of the areas of interdisciplinary studies in the science of linguistics and medical science that examines the relationship between the workings of the human brain to process language activities. From that theory, memorization especially in memorizing al- Qur’an can improve student’s level achievement because of brain tries to memorize and do more activities and it can give positive impact to brain.

  Less effective and efficiency of our education system are caused by many factors. For the first is teacher, second is student. Effectiveness and efficiency of education is influenced by student’s attitude in learning subject in class. Student is a main character in education. A good education is effective and efficient education while students have good education. Student’s achievement is influenced by two factors, external and internal factor (Untari. 2013: 56).

  One of the internal factors is student’s attitude in English. Student’s attitude in English influenced student’s English achievement.

  Education has goals to make smart society and developing human to

  4 Developing skill and building good character that has prestige in the way to make a smart society, developing student’s potential become a religious student, has good character, health, learned, creative, independent, and to be democratic and responsible societies. Learning is a mental activity/psychic that takes place in an active interaction with the environment that result in changes in knowledge, attitudes and skills (Winkel, 1999: 53). In the study there is a learning process. The process aimed to improve the personality with the road trying to get a new understanding, new values, and new skills for students. Success or failure of a person to run a learning process associated with the act. The act is defined as the result of a learning process that is made possible by a state of physical, spiritual, social and environmental. In this case attitude is seen as one of the personalities that affects the learning process. Attitude is closely related to learning because attitudes are internal factors that can affect learning.

  Attitude is one manifestation of learned behavior. Attitude is considered as a tendency of students to act in a certain way. In this case the behavior of student learning will be marked by the emergence of a new trend that has been changed to an object. Attitude can vary from more specific to more general. Usually embodiment of attitude that gives assessment (accept or reject) of the object is encountered (Suryabrata, 1983: 209). Suryabrata says that another factor affecting student achievement is attitude. Attitude is something that is learned, and attitude determines how individuals react to the situation and determine what people look for in life. As we see, English is a

  5 can make students like and dislike in this subject. Elyildirim and Ashton in Dwi Maryati, said that most members of the language teaching profession realize that their students’ learning potential increases when attitude is positive.

  According to researcher’s experiences in SMA IT Nur Hidayah’s boarding school, many students who do not fluency in memorizing al- Qur’an have a low focus in studying, especially English. This problem impacts on student while understanding English subject. Attitude in learning is also important, positive attitude about language and language learning may as such the result of the success as the cause (McKay and Homberger, 1996: 4). While the negative attitude toward the language will make the earning impaired or even rendered ineffective.

  SMA IT Nur Hidayah Surakarta is the one of school in Indonesia which has Tahfidz program. Students have obligation to memorize the al- Qur’an with the target that have been programmed by school. In this school, character is one of important things that have to be applied. Because of that, SMA IT Nur Hidayah Surakarta can be a school which is good in achievement and also in religion.

  In SMA IT Nur Hidayah Surakarta, many students come from many islands. They come from far place to school in this school. This school has boarding school. There are two types of boarding school in this senior high

  6 target more than target that is decided from school. While in Qur’an boarding school, each student only has obligation to memorize al-

  Qur’an up to minimal target from school.

  English achievement is important for students because it requisites school graduation. Memorization especially memorizing al- Qur’an as a learning style is one of method to improve student’s achievement. English as a subject that is taught in school must be a subject where students have positive attitude to reach great achievement in English. Positive or negative student’s attitude in English can impact English achievement.

  From the statements above, researcher wants to search about a correlation between memorizing al- Qur’an mastery, student’s attitude, and student’s English achievement in eleventh grade students of Asrama Putri SMA IT Nur Hidayah Surakarta in the academic year 2017/2018.

B. Problem Identification

  Based on the background of the study, there are many problems that may arise. The problems are as follows:

  1. What factor can influence students’ English achievement? 2.

  Does students’ memorizing al-Qur’an mastery determine their English achievement?

  3. How far does students’ attitude memorizing al-Qur’an mastery determine

  7

  6. How far is the correlation between students’ memorizing al-Qur’an mastery, students’ attitude and students’ English achievement? C.

   Limitation of the Problem

  In order to focus on a topic in this paper, the researcher makes limitation on object of the study. The researcher limits the problems of this thesis on three variables; those are memorizing al- Qur’an mastery, student’s attitude, and student’s English achievement. Memorizing al-Qur’an mastery means student’s ability in memorizing al-Qur’an, this variable used student’s Tahfidz score from daily until final test score

  . Student’s attitude means that attitude in learning English. The research subjects are female students in

  wisma putri SMA IT Nur Hidayah Surakarta in the academic year 2017/2018.

  The correlation method is used to examine the coefficient of the correlation between the variables.

D. Problem Formulation 1.

  Is there any positive correlation between memorizing al-Qur’an mastery and student’s English achievement in Asrama Putri SMA IT Nur Hidayah Surakarta in the academic year 2017/2018? 2. Is there any positive correlation between student’s attitude and student’s

  English achievement in eleventh grade students of Asrama Putri SMA IT

  8

  Asrama Putri SMA IT Nur Hidayah Surakarta in the academic year

  2017/2018? E.

   The Objectives of the Study

  The objective of the study is the important part of this research. Based on the problem in this study, the objective of the study are as follows:

  1. To know whether there is a positive significant correlation between memorizing al- Qur’an mastery and student’s English achievement at eleventh grade students of Asrama Putri SMA IT Nur Hidayah Surakarta in the academic year 2017/2018.

  2. To know whether there is a positive significant correlation between student’s attitude and student’s English achievement at eleventh grade students of Asrama Putri SMA IT Nur Hidayah Surakarta in the academic year 2017/2018.

3. To know whether there is a significant interaction between memorizing al-

  Qur’an mastery, student’s attitude and student’s English achievement at eleventh grade students of Asrama Putri SMA IT Nur Hidayah Surakarta in the academic year 2017/2018.

F. The Benefits of the Study

  The results of this study are expected to give advantages both

  9 The result of the research gives information about memorizing al- Qur’an mastery and student’s attitude to improve student’s English achievement.

  This information can be used to improve knowledge whether factors should be improved or not. The researcher expect that this research will give contribution for the development of education especially language learning.

2. Practical Benefit a.

  For the English teachers; this study gives information about degree of correlation between memorizing al- Qur’an, student’s attitude, and student’s English achievement. It can be used for teacher to decide whether the student’s English achievement possible be improved by two factors.

  b.

  For students; this study can improve their English achievement by improving their memorizing al- Qur’an mastery and attitude.

  c.

  For boarding school; this study provides information about the student’s memorizing al-Qur’an mastery, student’s attitude, and student’s English achievement.

  d.

  For other researcher; this study can be one of reference. It hopes that this research can be used as the reference to conduct other research related to study.

CHAPTER II REVIEW ON RELATED LITERATURE A. Theoretical Description 1. English Achievement a. Definition of English Achievement According to Hornby (1987:8), achievement is something done

  successfully, with effort and skill. A good achievement means that students reach the goal as standardized by the curriculum for each subject the students learnt. Spence and Helmreich in Kulwinder Singh (2011: 162) defined achievements as task-oriented behavior.

  Performances of individuals are often compared against standards or with others for assessments.

  According to Winkel in Arvi Riwahyudin (2015: 13) achievement is a result that is achieved by students who have learning process in school and effort which can make change of knowledge, attitude, and behavior. Result of the changes is shown in score. Result on the study in the school with standardized of education test to describe what student‟s ability in receiving material and process of learning in the classroom.

  Based on the statements above, the researcher concludes that scores of the study result, student‟s book report of English lesson. This score is gotten from English teacher who took it from period of time.

  This score is from daily test, assignments that are given to the students, mid-semester test, and also final examination (semester test); all scores are calculated to get the final score in student‟s book report. In this research, researcher used student‟s report of first semester in academic year 2017/2018.

  Achievement is the abilities of the students after he received a learning experience. Student achievement are essentially changes include the areas of cognitive, affective and psychomotor oriented learning process experienced by students (Sudjana, 2005: 2).

  Meanwhile, according to Dimyati and Mudjiono (2006: 3), student achievement are the result of an interaction acts and acts of teaching and learning. In terms of teachers, teaching acts ends with the evaluation of learning achievement. In terms of students, achievement of the summit was the end of the teaching-learning process. Sudjana (2005: 2) says that the achievement related to instructional objectives and learning experiences experienced by students. According to Kaden (2015: 51) student achievement is influenced by teachers, instructional curriculum, and school-community integration patterns.

  Based on the statements above, it can be concluded that given as result of a measurement or evaluation after following the learning process. It is because the learner will learn how to reach achievement on their learning depends on what and how they understand the material.

b. Kinds of English Level Achievement

  According to Benjamin S. Bloom in Suharsimi Arikunto (2005: 114-121) said that achievement of the study divided into three domains, first domain is cognitive, the second is affective, third is psychomotoric. 1)

  Cognitive Domain Anderson & Krathwohl (2001: 29) explain that the objective of learning has two dimensions, namely knowledge dimension and cognitive process dimension. The dimension of knowledge is divided into four namely factual knowledge, conceptual knowledge, procedural knowledge and meta-cognitive knowledge. Furthermore, cognitive process dimension is divided into six levels those are to remember, to understand, to apply, to analyze, to evaluate and to create. Factual knowledge relates to the fact and symbol. Conceptual knowledge relates to the understanding, definition and theory. Procedural knowledge relates dimension and the dimension of the cognitive process) please look at the chart below.

  Metacognitive Procedural

  Noun Dimension Conceptual

  Factual Create

  Evaluate Analyze

  Cognitive Process Dimension

  Apply Understand

  Remember

Figure 2.1 Taxonomy Bloom of Learning Goal

  (Anderson & Krathwohl: 2001) Figure 1 above shows that knowledge consists of four dimensions, namely factual knowledge, conceptual knowledge, knowledge is knowledge about the working step or procedure, and meta-cognitive knowledge is knowledge about the strategic use of knowledge or knowledge that answers the question why. Factual knowledge is knowledge of the simplest, while meta-cognitive knowledge is the most complex.

  In the context of cognitive process, there are six levels of student learning objectives which constitute a student‟s ability. The six levels refer to hierarchical levels, ranging from the simplest level to the highest level. The simplest is to remember and the highest is to create. The concept of Anderson & Krathwohl puts „creating‟ (to create) as the highest objective. It means that any learning process that we designed should be directed to the creativity in creating something. In the context of the knowledge dimension, the ability to create is the ability to create new ideas.

  Based on Figure 1 above we can conclude that to remember is the lowest learning objectives, while to create is the highest learning objectives.

  2) Affective Domain

  Hopkins & Antes; Worthen & Sandes in Dwi Suryani (2015: ), explained that the effective domain covers five levels. outcomes. It refers to willingness of students to receive the teacher‟s attention. Students must be able to accept stimuli.

  b) Responding. Responding involves the active participation on the part of the student in attending and reacting to a particular phenomenon. It also involves seeking out and enjoyment of particular activities.

  c) Valuing. Valuing s the worth a student attaches to a particular phenomenon, object, or behavior.

  d) Organization. Organization is the beginning of building of a value system and comparing, relating, and synthesizing values.

  e) Characterization. Characterization is a value complex. The individual‟s behavior as related to life-style is under the control of the value system. It is consistent and predictable.

  The level of receiving, responding, and valuing can be obtained through experiences provided in class. The organizational level requires that teacher help students organize and clarify their own value systems. Teacher must provide direction and assistance in spite of only a few students move to the fifth level- characterization by complex value.

  3) Psychomotoric Domain assist the teachers in categorizing observable movement phenomena into one of the hierarchical levels of the domain. The sixth level is explained follow.

  a) Reflex movements. They are movements that are involuntary in nature. They are forerunners and essential for basic movement.

  b) Basic- fundamental movements. They are inherent movement patterns that form the basis for specialized complex skilled movements. They are inherent motor patterns based upon reflex movements that emerge without training.

  c) Perceptual abilities. They refer to all perceptual modalities in which data are provided than utilized by the brain centers when making a response decision.

  d) Physical abilities. They are functional characteristics of organic vigor that lead to making skilled movements and a part of movement repertoire.

  e) Skilled movements. They are learned and reasonably complex skills that result from the degree of efficiency when performing a complex task.

  f) Nondiscursive communication. It is composed of forms of movement communication and ranges from facial expressions to modern dance choreographies. movement derived from the functioning of afferent nerves connected with muscular tissue skin, joints, and tendons. All students are involved in muscular movement and the associate movements to different degrees. Maturation greatly affects the psychomotor activities that may be accomplished. Psychomotor activities refer to person‟s skill.

  In achievement evaluation, the aspect that will be measured is cognitive domain. The two domain other (affective and psychomotoric) are not involved in the achievement test construction.

c. Factors Influence to The English Level Achievement

  Basically the teaching and learning activities are determined by the factors derived from the students and the factors that originate from outside of the student. Suharsimi Arikunto (1990: 20) argues that: "The factors that influence learning achievement can be divided into two types, namely the source of a study in human, which is referred to as internal factors and external factors sourced from human self- learning, which referred to external factors.” The internal factors are factors that exist within ourselves as interest, readiness, motivation, effort, passion and perception. The external factors are the factors

  The factors that can influence the achievement can be explained as follows Syaiful Bahri in Anita Retno Winarsih (2017): 1)

  External factors

  a) Environment factor

  Environment can be nature and social. Nature environment is like air, temperature, and humidity. Study in the fresh air will get better result than in the hot and stuffy air. Social environment is relationship between a person and his or her family, also a person and the society.

  b) Instrumental factor

  Instrumental factor is factor that its existence and usage have been planned, it is appropriate to the study result that be hoped.

  It is such as building, facility, and class or school administration. Factors that are hoped can bring to the better result. 2)

  Internal factors

  a) Physiology factor

  Physiology condition generally, such as body health will influences to the achievement. The healthy and fresh body will receive information easily from the teacher. It is different from the student whose body is not healthy, so his or her difference can influence the achievement. Psychology factors that be considered influence the achievement are talent, interest, intelligence, motivation, cognitive ability. From the explanation above, it is known that there are many factors that influence achievement. In this study, the researcher choose internal and external factors. Personality, motivation, intelligence and attitude includes in the internal factors or what we may usually call as individual characteristic, while the external factors consist of teacher and schooling system in influencing the achievement.

2. Memorizing al-Qur’an Mastery a. Notion of Memorizing

  Memory, according to Gamon and Bragdon (2007: 76) in Dwi Maryati (2015), is a partner in developing all other mental skills. The key to learning is the brain‟s ability to change the experience of existing for now the password and store it so that, in the future, the experience can be called back for the sake of your importance.

  Citing from Wikipedia, memorization is the process of committing something to memory. The act of memorization is often a deliberate mental process undertaken in order to store in memory for later recall items such as experiences, names, appointments, addresses, data into the memory of a device. The scientific study of memory is part of cognitive neuroscience, an interdisciplinary link between cognitive psychology and neuroscience. (Derek R. Bullamore: 2018)