A MAGISTER THESIS · Aspek keberhasilan belajar dinilai dari nilai Indeks Prestasi Kumulatif (IPK) ... Di penelitian ini juga ... Hasil penelitian ini memiliki beberapa

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A MAGISTER THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Magister

Humaniora Degree in English Language Study Graduate Program

Name : Maria Dea Wrestiningtyas

Student Number : 156332021

THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017

RELATION BETWEEN ATTITUDE, DISCIPLINE, MOTIVATION AND

LEARNING SUCCESS OF FOREIGN LANGUAGE ACADEMY

STUDENTS

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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A MAGISTER THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Magister

Humaniora Degree in English Language Study Graduate Program

Name : Maria Dea Wrestiningtyas

Student Number : 156332021

THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017

RELATION BETWEEN ATTITUDE, DISCIPLINE, MOTIVATION AND

LEARNING SUCCESS OF FOREIGN LANGUAGE ACADEMY

STUDENTS






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ACKNOWLEDGMENTS

It will be a great opportunity for me to express my gratitude to the

Almighty Jesus Christ for His love, grace, blessings and guidance in my life. I

always believe that He has made everything beautiful in its time. The greatest

appreciation belongs to Dr. J. Bismoko for his guidance, kindness, support, and

patience during the completion of my thesis. I also thank Dr. B.B. Dwijatmoko,

M.A, Dr. J. Bismoko, F.X. Mukarto, Ph.D, and Paulus Sarwoto, Ph.D. as my

thesis reviewer for their advice, correction, feedback, and time to read my thesis.

My special thanks go to Erna Sadiarti Budi, S.Sos., M.Hum. for

following me did the research at St. Pignatelli Foreign Language Academy

Surakarta and all St. Pignatelli Foreign Language Academy staff for the help,

guidance, and willingness to give the suggestions for the improvement of

research. I also address my thanks to the 3rd grade students of St. Pignatelli

Foreign Language Academy for their cooperation and willingness to help me in

conducting my research.

My deeply gratitude goes to my beloved parents, Bapak Yohanes

Suhardjo and Ibu Christiana Sri P. for their love, care, support, advice, and

prayers they have given to me. My gratitude also goes to my brother, Michael

Yesse P. I thank them for their love, care, support, and the wonderful moments we

have shared together. Besides, I would like to give my special thanks to

Wihandaru for his support, love, care, and time during the completion of my

thesis.


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I would like to express my special gratitude to my all best friend Dita,

Desi, Afifah, Arina, Sigit, Dewi, Lupita and Galuh for their love, support,

friendship, and all the happiness. I never forget to express my gratitude for my

great friends in KBI ’15, my workmates (mas Leo and mas Padmo) and all my

cycling team friends. I thank them for giving me support, love, and prayers in my

life. Last but not least, my gratitude also goes to all the people whose names

cannot be mentioned one by one here. God bless us forever.


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ABSTRACT

Wrestiningtyas, Maria Dea. (2017). Relation between Attitude, Discipline,

Motivation and Learning Success of Foreign Language Academy Students.

Yogyakarta: Sanata Dharma University.

English language communication skills are needed in many life aspects.

English becomes a compulsory subject at school. Foreign language academy is

one of the schools that run English language program for preparing the students to

succeed. Based on the data from PDPT, the number of successful students

graduating the Foreign Language Academy in Indonesia is still very low. One

main reason seems to be the input competence. Unfortunately, it’s hardly possible

to improve their input competence. Therefore, it is worth trying to discover other

controllable learning attributes, for example attitude, discipline, and motivation.

This research answered two research questions: (a) is there a relation

between attitude, discipline, motivation and learning success? and (b) is learning

success predictable from attitude, discipline, and motivation?

The data were collected from 30 students of the 3rd semester at the

Academy of Foreign Language St. Pignatelli. Students’ attitude data were from

students’ report book of their Senior High School. Students’ discipline data were

from students’ attendance list during a semester and a questionnaire. Students’

motivation was assessed using a questionnaire. Students’ learning success was

assessed by their grade point average (GPA). This research also administered an

interview to get in-depth information of students’ perception about the relation

between students’ attitude, discipline, and motivation. Correlational research was

conducted to answer the research question using Regression Analysis.

The analysis results confirm that there is a positive correlation between

attitude, discipline, motivation, and learning success (R 1.234 = 0.77, p= 0.00 <

0.05). The correlation is considered strong and positive since the coefficient of

correlation is 0.77 (the value is approaching 1). Attitude and learning success are

correlated (r1.2= 0.75), discipline and learning success are correlated (r1.3=0.49),

motivation and learning success are correlated (r1.4= 0.67).

Learning success is predictable from attitude, discipline, and motivation (F

= 12.94 at p = 0.00< 0.05). F value > F table (12.94 > 2.98) indicates that the relation

is significant and null hypothesis (Ho) is rejected. Thus, this method can be used for

prediction formula since the relation is significant. Attitude aspect contributes 56%

of the learning success gaining. Discipline aspect contributes 24% of the learning

success gaining. Motivation aspect contributes 44% of learning success gaining.

These research findings have some practical implications for the English

education, especially toward learners and lecturers. These findings could

encourage the learners to be more aware about their attitude, discipline, and

motivation. Also, the lecturers can use the result of this study as the reasons to

improve students’ attitude, discipline, and motivation and predict the students’

learning success.

Keywords: attitude, discipline, motivation, learning success, regression analysis.


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ABSTRAK

Wrestiningtyas, Maria Dea. (2017). Relation between Attitude, Discipline,

Motivation and Learning Success of Foreign Language Academy Students.


Keterampilan komunikasi bahasa Inggris dibutuhkan dalam banyak aspek

kehidupan dan wajib dipelajari. Akademi bahasa asing adalah salah satu sekolah

yang mengajarkan bahasa Inggris untuk mempersiapkan masa depan mahasiswa

menjadi sukses. Berdasarkan data dari PDPT (Pangkalan Data Perguruan Tinggi),

jumlah lulusan Akademi Bahasa Asing yang berhasil di Indonesia masih rendah

karena rendahnya kompetensi para mahasiswa. Namun, untuk meningkatkan

kompetensi mahasiswa tidaklah mudah. Maka, meningkatkan nilai variabel

pembelajaran yang lain yaitu sikap, disiplin, dan motivasi sangatlah penting.

Penelitian ini menjawab dua pertanyaan: (a) apakah ada korelasi antara

sikap, disiplin, motivasi dan kesuksesan belajar mahasiswa?, (b) apakah

keberhasilan belajar dapat diprediksi dari aspek sikap, kedisiplinan, dan motivasi?

Studi korelasi dan regresi dilakukan untuk menjawab dua pertanyaan tersebut.

Data penelitian dikumpul dari 30 mahasiswa di semester 3 Akademi

Bahasa Asing St. Pignatelli Surakarta. Aspek sikap dinilai dari buku rapot di

bangku Sekolah Menengah Atas (SMA). Aspek kedisiplinan dinilai dari daftar

hadir di kelas selama satu semester dan dari kuesioner. Aspek motivasi dinilai dari

kuesioner. Aspek keberhasilan belajar dinilai dari nilai Indeks Prestasi Kumulatif

(IPK) para mahasiswa. Di penelitian ini juga dilakukan wawancara untuk

mendapat informasi mengenai persepsi mahasiswa tentang hubungan antara sikap,

kedisiplinan, motivasi, dan tingkat kesuksesan belajar mahasiswa.

Hasil analisis menunjukkan bahwa terdapat hubungan positif antara sikap,

disiplin, motivasi, dan keberhasilan belajar (R1.234 = 0,77, p = 0,00 <0,05).

Korelasi tersebut kuat dan positif karena nilai koefisien korelasi mendekati 1 (R=

0.77). Sikap dan keberhasilan belajar berkorelasi (r1.2 = 0,75), disiplin dan

keberhasilan belajar berkorelasi (r1.3 = 0,49), motivasi dan keberhasilan belajar

berkorelasi (r1.4 = 0,67).

Kesuksesan belajar dapat diprediksi dari sikap, disiplin, dan motivasi (F =

12,94 pada p = 0,00<0,05). F hitung > F tabel (12,94 > 2.98), menunjukkan relasi

yang signifikan dan hipotesis nol (H0) ditolak. Maka, metode ini bisa digunakan

untuk memprediksi nilai. Aspek sikap berkontribusi 56% terhadap keberhasilan

belajar. Aspek disiplin berkontribusi 24% terhadap keberhasilan belajar. Aspek

motivasi berkontribusi 44% terhadap keberhasilan belajar.

Hasil penelitian ini memiliki beberapa implikasi positif di bidang

pembelajaran bahasa Inggris terutama bagi para pengajar dan peserta didik. Dosen

diharapkan dapat mengetahui cara meningkatkan sikap, disiplin, dan motivasi

siswa dan memprediksi nilai belajar siswa. Para siswa diharapkan menyadari

pentingnya sikap, disiplin, dan motivasi untuk meningkatkan keberhasilan belajar.

Kata kunci: sikap, kedisiplinan, motivasi, keberhasilan belajar, IPK, Studi

Korelasi, Regresi Berganda


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TABLE OF CONTENTS

TITTLE PAGE ....................................................................................................... i

APPROVAL PAGE .............................................................................................. ii

DEFENSE APPROVAL PAGE .......................................................................... iii

STATEMENT OF ORIGINALITY ................................................................... iv

LEMBAR PERNYATAAN PERSETUJUAN .................................................... v

ACKNOWLEDGMENTS ................................................................................... vi

ABSTRACT .......................................................................................................... ix

ABSTRAK ............................................................................................................ xi

LIST OF APPENDICES .................................................................................. xvii

CHAPTER I ........................................................................................................... 1

INTRODUCTION ................................................................................................. 1

A. BACKGROUND ........................................................................................ 1

B. PROBLEM IDENTIFICATION ............................................................ 11

C. PROBLEM LIMITATION ..................................................................... 13

D. PROBLEM FORMULATION ................................................................ 14

E. RESEARCH QUESTION ....................................................................... 15

F. RESEARCH OBJECTIVES ................................................................... 15

G. RESEARCH BENEFITS ......................................................................... 16

CHAPTER II ....................................................................................................... 18

REVIEW OF RELATED LITERATURE ........................................................ 18

A. THEORETICAL REVIEW .................................................................... 18

1. Attitude ............................................................................................ 18

2. Discipline ........................................................................................ 23

3. Motivation ....................................................................................... 26

4. Learning Success ............................................................................. 30

5. Correlational Survey Research ........................................................ 32

6. Regression Analysis ........................................................................ 38

7. Confirmatory Survey Research ....................................................... 39

8. Variables ......................................................................................... 39

9. Review of Related Research ........................................................... 40

B. THEORETICAL FRAMEWORK ......................................................... 42


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CHAPTER III ..................................................................................................... 47

METHODOLOGY .............................................................................................. 47

A. RESEARCH GOAL AND METHOD .................................................... 47

B. THE NATURE OF THE DATA ............................................................. 49

C. RESPONDENTS ...................................................................................... 51

D. INSTRUMENTS ...................................................................................... 51

E. PILOT STUDY ......................................................................................... 57

F. DATA GATHERING TECHNIQUES ................................................... 57

G. DATA ANALYSIS ................................................................................... 58

CHAPTER IV ...................................................................................................... 71

RESEARCH RESULTS ..................................................................................... 66

A. ASSUMPTION FOR STATISTICAL TEST ........................................ 66

1. Normality Test ................................................................................ 67

2. Linearity Test .................................................................................. 69

3. Homogeneity Test ........................................................................... 69

B. RELATION BETWEEN ATTITUDE, DISCIPLINE, MOTIVATION

AND LEARNING SUCCESS ........................................................... 77

1. Descriptive Statistic ........................................................................ 78

2. Multiple Correlations ...................................................................... 80

3. Model Summary of Multiple Correlation ....................................... 82

C. PREDICTABILITY OF LEARNING SUCCESS FROM ATTITUDE,

DISCIPLINE, AND

MOTIVATION....................................................................................84

1. Anova Analysis of the Regression Formula....................................84

2. Multiple Regression Coefficient.....................................................85

3. Casewise Diagnostics......................................................................87

4. Discussion.......................................................................................87

CHAPTER V ..................................................................................................... 128

CONCLUSION .................................................................................................. 128

A. IMPLICATIONS .................................................................................... 131

B. SUGGESTIONS ..................................................................................... 132

BIBLIOGRAPHY ............................................................................................. 134


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LIST OF THE TABLES

Table 3.1: The Nature of the Data….....................................................................50

Table 3.2: The Blueprint of the Questionnaire ....................................................52

Table 3.3: Score and Criteria of the Likert Scale..................................................59

Table 3.4: Meaning of Likert Scale Criteria..........................................................60

Table 4.1: Descriptive Statistic table…………………….......……......................72

Table 4.2: Sample of Students’ Responses from the Interview…………….........80


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LIST OF FIGURES

Figure 3.4: Data Gathering Technique, Instruments, and Data Analysis Technique

of the Research....................................................................................66

Figure 4.1: Scatter Plot.......................................................................................... 77

Figure 4.2: Graph of Attitude Outlier....................................................................78

Figure 4.3: Graph of Discipline Outlier.................................................................78

Figure 4.4: Graph of Motivation Outlier…………………………………………78

Figure 4.5: Normal P-P Plot of Regression Standardized Residual……………...80

Figure 4.6: Scatterplot……………………………………………………………81


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LIST OF APPENDICES

Appendix 1: Permission Letter for the Director of ABA ST. Pignatelli

Appendix 2: Interview Results from the Lecturer

Appendix 3: Interview Results from the Students

Appendix 4: Questionnaire of Students’ Attitude, Discipline, Motivation and

Learning Success

Appendix 5: Questionnaire Results

Appendix 6: Table of Raw Data


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CHAPTER I

INTRODUCTION

This introductory chapter aims to expose the research-project justification

(validity: relevance and benefit) and feasibility (the capability of being done

successfully within the accessible facilities and inherent constraints). This chapter

discusses seven major sections, namely: Research Background, Problem

Identification, Problem Limitation, Problem Formulation, Research Goal, and

Research Benefits. The Research Background explains the reasons why this

research is necessary. The Problem Identification explains the problem to discuss.

The Problem Limitation explains the limitation of the subject matter. The Problem

Formulation states the research problem into a research question as a guideline to

focus on. The Research Goal explains the expected results of the research. The

Research Benefit explains the goals and advantages that will be achieved.

A. BACKGROUND

English language gives a big impact for this world. It is the international

language which all people have to master to compete in this globalization world.

David Graddol (2007) states that the phenomena of globalization and the need for

communication using English language around the world is a fact that English

language becomes important. English Language is the key to succeed. Learning

an English language can be a challenge and the learners have to take an effort on

it. The university students learn English language seriously for several reasons,


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they are for judicial requirement, job requirement, and study further requirement

(TOEFL test).

Recently, Indonesia government has implemented several efforts to face

the Asean Free Trade Area (AFTA) and Asean Free Labour Area (AFLA). It

means that Indonesian people have to improve their quality thus they can compete

with other human resources who come from other countries. Pramudita, S. (2015)

states that one of the ways to improve the quality is by being able to communicate

with English language fluently because English is an international language and it

should be a bridge in facing AFTA and AFLA. In addition, all students of be

prepared for AFTA and AFLA since they are taught to be ready for working.

They should be able to communicate in order to cooperate or to compete with

others.

Vocational school is one of the educational institutions which prepare the

students to be ready for working. Marsigit (2008: p.2) explains that a vocational

school, sometimes called a trade school or vocational college, is a post-

secondary educational institution designed to provide vocational education, or

technical skills required to perform the tasks of a particular and specific job.

Vocational schools are traditionally distinguished from four-year colleges by their

focus on job-specific training to students who are typically bound for one of

the skilled trades, rather than providing academic training for students pursuing

careers in a professional discipline. Vocational education has its purpose to

prepare learners for careers that are based in manual or practical activities,

occupation or vocation, hence the term in which the learners participates. English

in this school helps students in their future working. Thus, it can be said that the


https://en.wikipedia.org/wiki/Post-secondary

https://en.wikipedia.org/wiki/Post-secondary

https://en.wikipedia.org/wiki/Institution

https://en.wikipedia.org/wiki/Vocational_education

https://en.wikipedia.org/wiki/Colleges

https://en.wikipedia.org/wiki/Skilled_trade

https://en.wikipedia.org/wiki/Professional

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aim of learning English in vocational high school is preparing students for

working. Academy school is one of vocational education. Academy school is

considered a higher level of education; however, unlike universities, it is more

oriented to a particular trade. Academy school has many areas, such as science;

arts; business and enterprise; computing; engineering; mathematics; foreign

languages; performing arts; sport; or technology. Foreign Language Academy is

one of the academy schools which prepares the students have state standards in all

tested areas; to be proficient readers, writers and speakers of the target language.

English language in the foreign language academy helps students in their future

working.

Based on the data from PDPT (Pangkalan Data Perguruan Tinggi), there

are approximately two hundreds foreign language academy in Indonesia. There

are five foreign language academy in Central Java, they are Akademi Bahasa

Asing IEC Putra Bangsa Surakarta, Akademi Bahasa Asing IEC Semarang,

Akademi Bahasa Asing St. Pignatelli Surakarta, Akademi Bahasa Asing Harapan

Bangsa Tegal, and Akademi Bahasa Asing RA Kartini Surakarta. Moreover, there

are only three foreign language in around Surakarta (Solo Raya region), they are

Akademi Bahasa Asing St. Pignatelli, Akademi Bahasa Asing Harapan

Bangsa Surakarta, and Akademi Bahasa Asing RA Kartini Surakarta (see the

appendix). This indicates that the amount of foreign language academy is lower

than the other colleges in Indonesia.

Foreign language academy is still considered as the second choice. When

the senior high school graduates are not accepted in a state university, foreign

language academy will be chosen as the second choice then (Marsigit, 2008). The


https://id.wikipedia.org/w/index.php?title=Akademi_Bahasa_Asing_IEC_Putra_Bangsa&action=edit&redlink=1

https://id.wikipedia.org/w/index.php?title=Akademi_Bahasa_Asing_IEC_Putra_Bangsa&action=edit&redlink=1

https://id.wikipedia.org/w/index.php?title=Akademi_Bahasa_Asing_IEC_Semarang&action=edit&redlink=1

https://id.wikipedia.org/w/index.php?title=Akademi_Bahasa_Asing_St._Pignatelli&action=edit&redlink=1

https://id.wikipedia.org/w/index.php?title=Akademi_Bahasa_Asing_Harapan_Bangsa&action=edit&redlink=1


https://id.wikipedia.org/w/index.php?title=Akademi_Bahasa_Asing_RA_Kartini_Surakarta&action=edit&redlink=1

https://id.wikipedia.org/w/index.php?title=Akademi_Bahasa_Asing_St._Pignatelli&action=edit&redlink=1



https://id.wikipedia.org/w/index.php?title=Akademi_Bahasa_Asing_RA_Kartini_Surakarta&action=edit&redlink=1

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freshmen are accepted all in the foreign language academy without any selection

test. The researcher has done the preliminary observation to get the previous

information about the research field and research participants. It was done in two

ways. The first one was analyzing the students’ GPA score. The second one was

interviewing the lecturers to get the information about students’ initial

competence and students’ attitude, motivation, and discipline.

In the first step of the preliminary observation, the researcher analyzed the

students’ preliminary score. The score is based on the students’ GPA score (see

appendix). The students’ preliminary score is not satisfying. There are only six

students whose GPA are above 3.00, while the other twenty four students have not

reached the GPA score 3.00 yet.

In the second step, the researcher interviewed the lecturer to get deep

information about the students’ competence. The questions in the interview were

about students’ initial competence also students’ attitude, motivation, and

discipline. Initial competence was what has been achieved by students. Actually,

there were some factors that could influence the students’ ability, such as

students’ background, willingness, and capability to digest the materials. The

lecturers explained that most of the students came from the districts outside

Surakarta city, such as Sukoharjo, Klaten, Boyolali, Wonogiri, and only a few of

them came from favorite senior high schools. That factor could bring effect for the

students when they studied in Foreign Language Academy. The students English

skill in listening, speaking, reading, and writing were very low, even only few

students who could answer the questions given by the lecturer although the

teacher had explained that materials before. Lacking of English language


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competence, were the main reason why students got difficulties in learning

English language. They need to practice more to improve their English language

skill.

In the third step of preliminary research, the researcher conducted the

observation at 3rd grade class. The observation was done on November 24, 2016

(in reading subject class). The students were to discuss the reading texts in their

group. In the groups, only few students could comprehend the text quickly. The

other students in group could not comprehend it quickly. The students seems not

really confident with their English language skill. After the students read the text,

they did the exercise. Sometimes they made mistake on doing writing exercise.

Based on the preliminary research above, it could be assumed that the

input quality of the foreign language students are lower than the state university

students. Since the students’ English language competence is low, it will give bad

influence to their learning success. Purwanto (2007: 106) suggests the quality of

student input is one of the important factors that affect learning success. Input

competence is defined by Webster (1981) as the quality or state of being

functionally adequate or having sufficient knowledge, judgment, skill or strength.

The input competence of the student may refer to the initial capabilities relevant

to what he is supposed to learn. Several studies have shown a positive effect on

the learning success of quality inputs (Fajariana 2011; Syamsurijal, 2012). In

addition to the above factor, the variable that plays an important role in

determining the learning success is the students themselves. Lena (2007) found a

significant effect of students’ input competence on learning success. Also,

Leondari and Gonida (2008: 175) found the same fact.


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Despite of the fact that the students’ input competence in foreign language

academy is lower than the other colleges, foreign language academy itself is in

charge of creating professional and productive generation who are ready to work

and improve the quality of human resources through education and training. Since

the input of Foreign Language Academy students are strongly considered of

planning for the future, the college should commit to support the students to

achieve learning success. Generally, the freshmen whose input competence is high

will also gain success.

For achieving learning success, surely there are lots of things to be gained.

Learning success is affected of lots of many things. There are learning variables

which are given, uncontrollable, for example initial competence and IQ

(Intelligence Quotient). Some are controllable, the others are uncontrollable; they

are attitude, discipline, and motivation. Attitude, discipline, and motivation are the

learning variables which can be controlled (controllable) since they can be directly

influenced. Controllable variable means aspects of a phenomenon or situation that

can be directly influenced or controlled. Several studies have been conducted

related to the research on examining the relation between students’ attitudes,

discipline, motivation and learning success. The relation between attitude,

discipline, motivation and students’ learning success seems to suggest that the

variables maybe manipulated (controllable variables) to improve students’

learning success. Some other variables cannot be controlled, such as IQ

(Intelligence Quotient), input competence, and social status. Those variables

cannot be controlled to help the students be successful. Thus, to help the students

on achieving learning success, the researcher may interfere with those variables.


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The researcher will interfere the attitude, discipline, and motivation variable to

help the students on achieving learning success. Those variables can be directly

controlled to influence the controllable variable.

In order to improve the humans’ quality, this research focuses on helping

the foreign language academy school students to be successful on their academic

skill. Since this research is kind of research on English language education, the

foreign language academy is chosen (especially the foreign language academy

that runs English language education). This research will examine the attitude,

discipline, and motivation attributes that can give influence to the students’

learning success. Those variables will be controlled to help the students to

succeed. Those controllable variables strongly influences the results (learning

success), and it is held to test the relationship of attitude, discipline, motivation,

and learning success.

The higher positive attitude the students have, the higher learning

achievement they get. The higher discipline aspect the students have, the higher

learning achievement they get. Then, the higher motivation aspect the students

have, the higher learning achievement they get (Blair, 2012 and Diamond & Lee,

2011).

Several studies have been conducted related to the research on examining

the relation between students’ attitudes, discipline, motivation and learning

success. Masten and her associates (2005) proposed that for the students, high

learning success and behavioral competence should be regarded as two important

indicators for their success. Such findings have prompted that emotional

competencies, such as behavioral regulation, students’ attitude, attentional skills,


http://ero.sagepub.com/content/1/3/2332858415603959#ref-8



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and the ability to problem solve, are critical to children’s academic outcomes

(Blair, 2012; Diamond & Lee, 2011). Recently, the increase in the prevalence of

behaviors during adolescence has broken the traditional view that academic

success is the only standard in assessing students’ competence.

The relation between attitude, discipline, motivation and students’ learning

success seems to suggest that the variables maybe manipulated (controllable

variables) to improve students’ learning success. Therefore, exploring the relation

between attitude, discipline, motivation and learning success of the students will

give important implications for the English learning education. This has been

demonstrated in a number of studies.

Attitude academic outcomes refer to the changes that student actions can

have on the ability to maintain good performance in the classroom. Positive

changes on the attitude of students can improve the academic outcomes at any

grade level. A positive attitude is seen as the important key to achieve good

achievement. To make a high achievement, everyone should develop a positive

attitude in teaching-learning activity.

Ushida, E. (2007) stated that students who have good attitude study

regularly and productively in order to take every opportunity to perfect their

language skills. That is, the students who have positive motivation and attitudes

toward the study are able to control their learning even though they have to study

mostly on their own. Thus, students’ attitude can be controlled to help the students

become more successful. A positive attitude helps the students more easily on

bringing the success. Without positive attitudes and perceptions, students have

little chance of learning proficiently.




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The second variable is motivation. Academic motivation is associated with

a pragmatic purpose for language learning where by students study harder to

receive high marks in school (Hamilton, 2011; Locastro, 2011). Broussard and

Garrison (2004) broadly define motivation as “the attribute that moves us to do or

not to do something” (p. 106). Also, according to (Pintrich & Schunk, 2002, p.

49), motivation is defined here as “the process whereby goal-directed behavior is

energized and sustained”. That is, motivation is that which activates and directs

behavior towards certain goals. In term of education, motivation is defined as the

feelings of the learner toward the particular target language, its culture and the

individual pragmatic reasons for learning a foreign language (Horwitz, 2010).

With the relation to the learning success, Ray Williams (2005), who writes

for Psychology Today, defines motivation as, “predisposition to behave in a

purposeful manner to achieve specific, unmet needs and the will to achieve, and

the inner force that drives individuals to accomplish personal organizational

goals” (Williams). A person becomes motivated in order to achieve their own

personal goals. To evaluate academic motivation, some studies have set out to

develop and validate questionnaires or scales, as follows: Yamauchi (1980)

developed a scale to measure motives related to academic performance.

To be a language success, students should demonstrate not only fluency

but accuracy as well, and that can be considered as educational achievement. The

successful of learning English language in this study is shown by the students’

GPA (Grade Point Average). A grade point average (GPA) is a calculated average

of the letter grades earn in school following a 0 to 4.0 or 5.0 scale. GPA assumes a

grading scale of A, B, C, D, E, F. Each grade is assigned a number of grade


https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3179410/#R69

10

points. Every semester, every student will receive it. It measures the students’

ability to combine listening, reading, speaking and writing skills. The grades that

the students receive in college are all averaged together to arrive at one

cumulative grade, which is then converted into GPA.

This study attempts to provide empirical evidence from the relation

between the students’ attitude, discipline, motivation and the students’ learning

success seen by their GPA. It is important to see the relationship between the

variables since the result of it can solve the problem of foreign language academy

students. If the variables are correlated, there must be several efforts to do for

improving students’ learning success. Those efforts are the ways to manipulate the

controllable variables (attitude, motivation, and discipline) to improve students’

learning success.

This study was done at a Foreign Language Academy. Foreign language

academy was chosen since it prepares the whole society, especially the young

generation to face the demands of 'life skills' current and future by providing

education or training-language international languages. Foreign language

academy prepares the students have state standards in all tested areas; to be

proficient readers, writers and speakers of the target language. English language in

the foreign language academy helps students in their future working. It can be said

that the aim of foreign language academy is preparing students for working based

on the competency in foreign language academy.

This thesis tried to examine foreign language academy students’ quality by

implementing Correlational study in a foreign language academy that needs to be

developed. The researcher found for the foreign language academy whose the


11

students need to be helped to be success. Thus, the input quality of the students is

lower than the students from other colleges.

B. PROBLEM IDENTIFICATION

All the reasons mentioned above have built up an effort to overcome the

obstacles found in teaching and learning English in the foreign language academy.

The Indonesian government has determined that foreign language academy should

prepare the students to be ready for working. Foreign language academy students

are expected to become ready for working after they graduate from high school.

In the field of English learning as a foreign language, not all students have

the highest level of achievement since several students have lower even the lowest

level of achievements in spite of the same context such as teachers, subjects, and

situation. Individual learner differences, which involve attitude, aptitude,

intelligent, motivation, anxiety, learner belief, and learning strategy have a very

big role on the students’ learning achievements (Dornyei, 2008). To be successful

in English, the differences are needed to be considered since those influence

students’ achievements. The individual learner differences, which the factors

involve language attitude, aptitude, motivation, or learning styles, are essential

contributors to succeed in mastering English since those have a long tradition in

second language (Seliger, H. W., & Shohamy, E., 1989).

In order to improve the humans’ quality and to help the students achieving

learning success, this research is implemented. This research aims to examine the

relation between attitude, discipline, motivation and learning success of students

at a Foreign Language Academy. The researcher chose 3rd semester students to be

the research participants. The researcher wanted to help the 3rd semester students


12

on improving the students’ GPA. Furthermore, in the 5th semester, the students

have to complete TOEFL test as their judicial requirement.

The relation between the students’ competence and their learning

successful is of considered important. To this effect, good attitude in learning

English language may be a positive predictive validity variable on the

performance of students. The main question brought into discussion in this paper

is that whether or not attitude, discipline, motivation predict relation between the

students’ learning success. Findings from this study are very beneficial as input

for the teaching learning process.

Several studies of the relation between students’ attitude, discipline,

motivation and students’ learning success have been conducted. Golden, Suzanne,

Ann (2012) found that there is significant improvement of learning success of

students in the domain reading comprehension when the teachers employed

instruction. From this evidence, it might be predicted that high learning success

would be clearly associated with attitude. Two news reports (Kang & Saar, 1996;

Seo, 2005) have reported that some Asian students in the USA involved in

violence had not attained top point averages, which indicates that high learning

success is strongly associated with a lower level of students’ attitude among Asian

Pacific Islander American youth compared with other racial and ethnic groups of

youth. A similar study done by Çetin (2015) indicated that there is relation

between students’ GPA and students’ attitude.

In this thesis, the researcher implemented Correlational Survey Research.

In the first step of the research, the researcher conducted the preliminary research

to collect the need analysis of the research. In gathering the need analysis of the


13

research, interviews were done to some lecturers at the Foreign Language

Academy chosen as the place for the research. Furthermore, the researcher

analyzed the students’ preliminary score. The score was based on their GPA. GPA

is needed to check their learning success level. The students’ GPA score ranged

from 0 to 4.

In the second step, the researcher distributed the questionnaire to the

students. The questions in the questionnaire were about the attitude, discipline and

motivation in learning English language. Then, the results of the questionnaire

were analyzed and scored.

In the third step, the researcher interviewed 10 students to gain students’

perception about the relation between attitude, discipline, motivation and learning

success of the students. Semi-structured interview was used as data collector to

get supportive information. All of the scores being gathered above were then

computed into SPSS program to see the relation between the variables and

learning success.

C. PROBLEM LIMITATION

It is important to highlight some of the limitations of the study. This

research focuses only on the exploration of the relation between attitude,

discipline, motivation and learning success. Actually, there are many other

variables that can be controlled to help the students achieving learning success,

such as curriculum, teaching strategy, media, etc. However, this research limits

only the exploration of the relation between attitude, discipline, motivation and

learning success.


14

There are number of problems in studying the relation between students’

attitude, discipline, motivation and their learning success. This study concerns

into the two research questions, they are:

1. the relation between students’ attitude, discipline, motivation and their learning

success

2. whether learning success is predictable from students’ attitude, discipline, and

motivation

This research limits only to the Foreign Language Academy students

(from English major) who are on the 3rd semester. There were 30 students (10

male, 20 female) as the respondents in this study to collect the data.

D. PROBLEM FORMULATION

All the reasons mentioned above have built up an effort to overcome the

obstacles found in teaching and learning English in the foreign language academy.

As discussed before that students’ attitude, discipline, motivation has significant

influence toward students’ learning success. Golden, Suzanne, Ann (2012) found

that there is significant improvement of learning success of students in the domain

reading comprehension when the teachers employed instruction. From this

evidence, it might be predicted that high learning success would be clearly

associated with students’ attitude. This study draws several problems related to

the students’ attitude and students’ learning success research:

1. There is still debatable point whether or not students’ attitude has relation

with students’ learning success

2. Is learning success predictable from students’ attitude, discipline, and

motivation


15

E. RESEARCH QUESTION

This study is aimed to discover the level of students’ attitude in learning

process and to investigate the relation between the attitude, discipline, motivation

and learning success of the students. Thus, there are two research questions to

reach the goal of the study, they are:

1. Is there a relation of students’ attitude, discipline, motivation and learning

success?


motivation?

F. RESEARCH OBJECTIVES

This research consists of two research objectives. First, it aims at finding

out whether or not there is a positive correlation among attitude, discipline,

motivation and the learning success of the foreign language academy students

seen by their GPA. The results are obtained by employing a correlational research

design through Multiple Regression statistical procedure. The significance level of

0.05 is used to determine whether the correlation is significant or not. If the

correlation is significant, it means that there is a positive correlation between

attitude, discipline, motivation, and learning success.

Also, this study is aimed to determine whether or not learning success

predictable from students’ attitude, discipline, and motivation. This is to identify

variables that can effectively predict criterion variables. This is a statistical

procedure that can estimate whether or not students’ learning success is

predictable from students’ attitude, discipline and motivation.


16

G. RESEARCH BENEFITS

This study is expected to have several benefits. Theoretically, the research

might become an additional reference on the literature of English Studies in

Indonesian context. It is mainly for those who concern on the relation of the

relation between attitude, discipline, motivation, and learning success. Despite of

students’ low competence, the Foreign Language Academy St. Pignatelli’s

lecturers can improve the students’ learning success by improving attitude,

discipline, and motivation. Hopefully, the results of the research or the theories of

the relation between attitude, discipline, motivation, and learning success can

improve one’s understanding on the theories such as how one variable may affect

the other variables.

Practically, the research gives some benefits dealing with the

understanding of the theories especially for the readers. First, the understanding is

able to explain the relation between attitude, discipline, motivation, and learning

success. This study is also aimed at increasing personal knowledge and to develop

students’ attitude, discipline and motivation. This can also be the consideration for

Foreign Language Academy St. Pignatelli’s lecturers on designing the curriculum

which can help improving the students’ attitude, discipline, and motivation.

Despite of low competence, the lecturers can improve the students’ learning

success by improving attitude, discipline, and motivation. Since the correlation is

significant, it means that if the attitude, discipline, and motivation score increase,

so does the learning success.

On the other hand, this research is also beneficial for the students or

participants as well as the future researchers. The students may improve their

understanding of English language. The researcher also expects that the future


17

researchers will also implement a model which has the better and more complex

method. The result of this study can be the reference for the future researches. It is

supposed to be research-based-information source for the future researchers.


18

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher presents the related theories and literatures

that elaborate the theoretical description regarded to this Correlational Survey

Research. There are two parts presented in this chapter. They are the theoretical

description and the theoretical framework. In the theoretical description, the

researcher will present the theories about attitude, learning success, Survey

research, Confirmatory Survey, and Regression analysis. In the theoretical

framework the researcher will relate the study matter to the theories.

A. THEORETICAL REVIEW

The theoretical review clarifies nine concepts include attitude, discipline,

motivation, learning success, Grade Point Average, leaning success, Correlational

Survey Research, Regression Analysis, Confirmatory Survey Research and

Variables. The explanation of the theoretical review will be divided into the

conceptual definition and operational definition. The conceptual definitions are

used as the constructs that underlie the study. The operational definitions of each

variable are used to develop the indicators of questionnaires and interview items.

1. Attitude

a. Conceptual Definition

Various conceptual definitions of attitudes are provided by some experts.

Jowell, R. (2005) defined an attitude as ‘a psychological tendency to view a

particular object or behaviour with a degree of favour or disfavour’. Also, Krech

and Crutchfield (2008) wrote, "An attitude can be defined as an enduring


19

organization of motivational, emotional, perceptual, and cognitive processes with

respect to some aspect of the individual's world" (p. 152). Gardner (1985, in

Bartram, 2010: 34) defines attitude as “an evaluation reaction to some referent or

attitude object, inferred on the basis of the individual’s beliefs or opinions about

the referent”. Attitudes are defined as being specific to an object or behaviour

while beliefs are more generic, relating to a wider worldview, and tend to be more

stable.

Attitude can be defined as a set of beliefs developed in a due course of

time in a given sociocultural setting. It has been proved that positive attitude

facilitates learning (Dörneyi, 1990; Dörneyi, 2001; Gardner & Lambert, 1972;

Heckhausen, 1991). If the learner is reluctant to learn or he/she does not have a

positive attitude, he/she does not produce any result. Attitude is strongly linked to

motivation which can be defined as the driving force in any situation. The study of

motivation has been a prominent area for research in psychology and education

for many years (Dörnyei, 2001).

b. Operational Definitions

The explanation of the operational definitions will be described below as

the indicators of each variable. Operational definitions define concepts and labels

by the way they are measured.The operational definitions of each variable are

used to develop the indicators of questionnaires and interview items.

1) The Indicators of Attitude

Positive attitude can impact every aspect of your life. People who maintain

a positive approach to life situations and challenges will be able to move forward

more constructively than those who become stuck in a negative attitude. It can


20

take a little time and effort to create the habit of a positive attitude if it is not

something you are accustomed to doing. The indicators of a good attitude

according to Chris, B. (2015) are:

a) The attitude involves a set of strong beliefs

An attitude is "a relatively enduring organization of beliefs, feelings, and

behavioral tendencies towards socially significant objects, groups, events or

symbols" (Hogg, & Vaughan 2005, p. 150).

b) Having a big optimism

Optimism is one of the most mainstream concepts in positive psychology,

almost synonymous with happiness or positivity itself. Everyone needs a big

optimism for having a good attitude (Peter, L. 2005).

c) Having a big effort

Paul, J. (2015) said that ‘To have a good attitude, we have to dream requires

the same effort as having a good attitude”

d) Having a good self-acceptance

The term self-acceptance seems not to be well explained and well understood.

Accepting yourself as we are is only the first step. It helps us realize our good,

and not so good qualities, and can alleviate feelings of guilt, lack of self esteem

and unhappiness. The social benefits are especially significant here because,

after all, gratitude is a social emotion. It is a relation-strengthening emotion

because it requires us to see how we’ve been supported and affirmed by other

people.

e) Having a good gratitude


21

The effects of gratitude on physical health, on psychological well-being, and its

relations with others have been studied more than a decade. Acknowledging

good and bad habits and traits of character can alleviate feelings of

dissatisfaction, anger, resentment or unhappiness.

2) The Constructs of Students’ Attitude in English Language Learning

Attitude towards bilingual education is a very important affective variable

to consider in the classroom. It is one of the predictors of success in learning

English language. It refers to the individual’s reaction to anything associated with

the immediate context in which the language is taught (Masgoret & Gardner,

2000, p. 172). Attitude is strongly linked to motivation which can be defined as

the driving force in any situation. The study of motivation has been a prominent

area for research in psychology and education for many years (Dörnyei, 2001).

This interest may reflect the widespread perception of classroom teachers who

tend to regard student motivation as the most important factor in educational

success in general (Dörnyei, 2001). The role of L2 learning motivation has been

intensively studied by social psychologists in Canada, where French and English

are the two official languages. Gardner (1985) hypothesized that L2 learners with

positive attitudes toward the target culture and people will learn the target

language more effectively than those who do not have such positive attitudes.

Baker defines attitudes as the ways the students behave and react in a

particular situation (2009). Each behavioral component of attitudes is more

observable because teachers can see it from the way the students learn or tackle

assignments. To identify students’ attitudes, teachers need to find out students’

thoughts, feelings, and actions.


22

Baker mentions that students’ attitudes towards language and language

learning can be identifies from their reason to learn a language, use of language,

and engagement in the process of learning language (2009, p.23). Their learning

motive can determine their attitudes towards learning success.

Students’ attitudes towards a learning behavior or action contains

instrumental as well as experiential aspects which determine whether they have

the desire to learn or not, whether their action is valuable or worthless to take,

whether their learning experience is pleasant or unpleasant, and whether the

learning process is interesting or boring (Ajzen & Fishbein, 2005, p. 199). Those

aspects will affect students’ effort to learn. Students who have positive good

attitudes show good learning effort which will lead to a better performance. Cohen

(1964, p.61) mentions that students’ attitudes determine students’ behavior on

achieving learning success.

Ushida, E. (2007) stated that students who have good attitude study




mostly on their own.

“Learners’ attitude plays a significant role in maximizing learning and

teaching output. Learners’ attitude can be defined as a collection of feelings

regarding language use and its status in the society. The feelings are good, bad

and neutral. They can nurture or hinder the learning process effectively” (p.1).

Considering this fact, the teachers should always pay a big attention to every

child. Their attitude plays a big part in everyday lives and can affect how life may


23

turn out in the future. If the children have a good attitude, they will be the kind of

people who works hard.

2. Discipline

Gordon, T. (2012) states that discipline is an attitude that

requires knowledge, responsibility, skill, sensitivity, and self-confidence.

Discipline in terms of education is the required action by a teacher toward a

student (or group of students), after the student’s behavior disrupts the ongoing

educational activity or breaks a pre established rule created by the teacher

(Gordon, T. 2012)

a. Conceptual Definition

Discipline implies responsibility, order, and regulation, and it is only when

these qualities are present that freedom is possible (Dan, L. 2006). In terms of

education, discipline can means several. It can refers to the techniques used by the

teachers to increase good behavior. Discipline actions are intended to help student

become responsible and to manage their own behaviour responsibly.

b. Operational Definitions

The indicators of discipline according to Dan, L (2006) are:


24

1) Emphasis in positive behaviors.

Positive behavior is a proactive approach to establish the behavioral

supports and social culture and needed for the people to achieve social, emotional

and academic success. Attention is focused on creating the people by making

targeted misbehavior less effective, efficient, and relevant and desired behavior

more functional.

2) Discipline means being involved in the activities that can gain confidence

This involves acting according to what we think instead of how we feel in

the moment. Therefore it is self-discipline that drives us to work. Being able to

respond quickly and effectively with the information we have in our head is

essential to accomplishing anything (Marc, C. 2012).

3) Discipline means being motivated.

Motivation comes from self-conscious. Both discipline and motivation

have a strong relation. Motivation is empowering and makes us feel like we can

really reach our goals. Motivation is that fire inside the self-discipline (Covey, S.

2012).

4) Providing the processes to reach the goals.

Discipline means behaving according to what we have decided is best to

reach the goals, regardless of how we feel in the moment. Therefore the first trait

of discipline is self-knowledge. We need to decide what behavior best reflects our

goals and values. This process requires introspection and self-analysis, and is

most effective when tied to written expression (Covey, S. 2012).


25

b. The Constructs of Students’ Discipline in English Language Learning

In this study, motivation is defined as the feelings of the learners toward

the particular target language, its culture and the individual pragmatic reasons for

learning a foreign language (Horwitz, 1990). Integrative motivation begins with a

personal effort and continues on with a desire to know the target language’s native

speakers. The aim of the students’ studies and activities is learning something new

(Horwitz, 1987, 2001). Instrumental motivation is associated with a pragmatic

purpose for language learning whereby the students study harder to receive high

marks in school (Hamilton, 2001; Locastro, 2001).

Khuluse, N. (2009) stated that it became clear that classroom management

is a necessary condition for effective student learning. The school climate

established by the educator can have a major impact on learners’ motivation and

attitude towards learning. As such, the skills involved in establishing a positive

classroom climate are of immense importance. Clearly, learners need order in the

classroom if the activities, which take place, are to facilitate effective learning.

The discipline aspect involved in establishing a positive classroom climate is

importance. The most important point in considering discipline is that creating the

necessary order is more to do with the skills involved in effective teaching. The

types of learner’s discipline most frequently are: paying attention to the educator,

getting on with the work required, and arriving on time for lessons. To a large

extent, such discipline problems can be minimized by skillful teaching in general,

and by developing routines for behavior, which are followed.

An educator has the right to recommend the removal of a student who

continually disrupts, but only after other discipline options have been tried. The


26

educators should also enforce rules fairly and consistently. Teaching good

discipline is just as important as teaching subject matter.

Considering this fact, the teachers should always pay a big attention to

every child. They should pay attention to every child’s activities and every

development on learning they make. Encouraging children's discipline is hard

work. However, it will be dangerous when the teacher ignores the children’s

discipline, we may be stunting her desire to know. The best way for the teachers

and parents to encourage children's curiosity is to stay curious themselves (Leslie,

2014).

3. Motivation

Motivation refers to “the reasons underlying behavior” (Guay et al., 2010,

p. 712). Paraphrasing Gredler, Broussard and Garrison (2004) broadly define

motivation as “the attribute that moves us to do or not to do something” (p. 106).

Also, according to (Pintrich & Schunk, 2002, p. 49), motivation is defined here as

“the process whereby goal-directed behavior is energized and sustained”. That is,

motivation is that which activates and directs behavior towards certain goals. In

term of education, motivation is defined as the feelings of the learner toward the

particular target language, its culture and the individual pragmatic reasons for

learning a foreign language (Horwitz, 2010). Shields (2007, p.42) defines

motivation as ‘The well spring of task behaviour or effort, and it refers to the

strength of a person’s willingness to perform allotted work tasks’. Then,

according to Maehr and Meyer (2010): “Motivation is a theoretical construct used

to explain behavior. It gives the reasons for people's actions, desires, and needs.

Motivation can also be defined as one's direction to behavior, or what causes a



https://en.wikipedia.org/wiki/Theoretical_construct

https://en.wikipedia.org/wiki/Behavior

27

person to want to repeat a behavior and vice versa. A motive is what prompts the

person to act in a certain way, or at least develop an inclination for specific

behavior.”

a. Conceptual of Motivation

Motivation involves a constellation of beliefs, perceptions, values,

interests, and actions that are all closely related. As a result, various approaches to

motivation can focus on cognitive behaviors (such as monitoring and strategy

use), non-cognitive aspects (such as perceptions, beliefs, and attitudes), or both. In

terms of education, Gottfried (1990) defines academic motivation as “enjoyment

of school learning characterized by a mastery orientation; curiosity; persistence;

task-endogeny; and the learning of challenging, difficult, and novel tasks” (p.

525).

There are two kinds of motivation; they are internal motivation and

external motivation. According to Cherry, K. (2016), internal motivation is

motivation which involves engaging in a behavior because it is personally

rewarding. Examples of actions that are the results of internal motivation include

participating in an English Speaking Club because we find the activity enjoyable

and solving a word puzzle because we find the challenge fun and exciting.

Whereas, external motivation is motivation that occurs when we are motivated to

perform a behavior or engage in an activity to earn a reward or avoid punishment.

Examples of behaviors that are the results of external motivation include studying

because we want a good grade and competing in a contest to win a scholarship

(Nakhon, K. & Tantip, K. (2012).


28

To assess motivation, researchers have often focused on self-reports of

task-related beliefs (e.g., efficacy beliefs, outcome attributions, expectations for

success, task value, perceived control, goals, strategies, and internal emotional

experiences) as important aspects of motivation (Elliot & Dweck, 2005,

and Wigfield et al., 2006). Among school-age children, for example, perceived

competence beliefs have been shown to predict children's valuation of academic

domains (Jacobs, Lanza, Osgood, Eccles, & Wigfield, 2002) and interest,

participation, and achievement in reading (Wigfield & Guthrie, 1997). The

survey- and interview-based methods traditionally used to assess these constructs

are not as useful for young children.

b. The Indicators of Motivation

The indicators of motivation according to Adair, J. (2011) are:

1) Energy – not necessarily being extrovert, but alertness and quiet resolve.

Energy means a quantity equivalent to the capacity of a physical system to do

work.

2) Commitment – to the common purpose.

It is an act of committing to a charge or trust. It is also an agreement to

do something in the future.

3) Staying power – in the face of problems/difficulties/set backs.

It means the ability or capacity to act or do something effectively

4) Skill– possession of skills indicates purpose and ambition.

Skill means the ability, coming from one’s knowledge, practice, aptitude, etc.,

to do something well.

5) Have a big curiosity toward something new






https://www.merriam-webster.com/dictionary/commit

29

6) Having a big curiosity can mean that someone has a big motivation to learn.

Those who have a big curiosity are naturally active and have great curiosity

toward everything around them. They want to explore their environment

because they have curiosity about something which is not familiar with them.

They will explore everything they do not know.

7) Enjoyment – goes hand in hand with motivation.

Enjoyment can mean something that gives keen satisfaction (the life has its

enjoyments and pleasures). Everyone has a great capacity to enjoy themselves.

8) Responsibility – willingness to seek and accept it

Having responsibility is the duty or obligation to act. Taking responsibility is

acknowledging and accepting the choices we have made, the actions you have

taken, and the results they have led to. True autonomy leads to

both having responsibility and taking responsibility.

c. The Construct of Students’ Motivation in English Language Learning

According to Siqueira and Wechsler (2006, p. 22), researchers' interest in

the motivational aspects of learning is a recent development, whereas older

theories positioned motivation as an important precondition. However, today's

studies show a reciprocal relation, i.e., "motivation can have an effect on learning

and performance at the same time that learning can affect motivation" (Siqueira

and Wechsler, 2006, p. 22).

According to Penna (2001), motivation is the study object of Psychology,

and the various theories are derived from four main movements: behavioral,

cognitive, psychoanalytic, and humanistic. With the relation to the learning

success, Ray Williams, who writes for Psychology Today, defines motivation as,


30

“predisposition to behave in a purposeful manner to achieve specific, unmet needs

and the will to achieve, and the inner force that drives individuals to accomplish

personal organizational goals” (Williams). A person becomes motivated in order

to achieve their own personal goals.

To evaluate academic motivation, some studies have set out to develop

and validate questionnaires or scales, as follows: Yamauchi (1980) developed a

scale to measure motives related to academic performance, involving a sample of

299 university students; Harter (1981) constructed an instrument to assess

children's intrinsic versus extrinsic orientation in school learning and mastery in

the classroom (based on a sample of 2,925 subjects); Palenzuela (1987) attempted

to develop a Spanish questionnaire to evaluate intrinsic motivation and self-

determination; and Shah (1988) developed a motivation scale for performance

based on four factors of need; namely, motivation to perform, to achieve academic

success, toward vocational performance and social performance, and skills.

To improve students’ motivation, educators could start just by choosing

and trying possibilities for enriching student motivation. More importantly,

educators could watch themselves and their own behaviors to become self-aware

of new understandings about motivation (Koltai, A. 2012).

4. Learning Success

The success of learning English language in this study is shown by the

students’ GPA (Grade Point Average). A grade point average (GPA) is a

calculated average of the letter grades we earn in school following a 0 to 4.0 or

5.0 scale. GPA assumes a grading scale of A, B, C, D, E, F. Each grade is

assigned a number of grade points. Every semester, every student will receive it. It


31

measures the students’ ability to combine listening, reading, speaking and writing

skills. The grades that the students receive in college are all averaged together to

arrive at one cumulative grade, which is then converted into GPA.

a. Grade Point Average (GPA)

Grade Point Average (GPA) is an internationally recognized calculation

used to find the average result of all grades achieved for the course. The GPA

helps the lecturers to interpret the results and to compare the results with those of

other students.

A grade point average is a number representing the average value of the

accumulated final grades earned in courses over time. More commonly called

a GPA, a students’ grade point average is calculated by adding up all accumulated

final grades and dividing that figure by the number of grades awarded. This

calculation results in a mathematical mean—or average—of all final grades. The

most common form of GPA is based on a 0 to 4.0 scale (A = 4.0, B = 3.0, C = 2.0,

D = 1.0, and F = 0),

b. Relation between Attitude, Discipline and Motivation and Learning

Success

The relation between students’ attitude, discipline, motivation and

students’ learning success is sustainable. William G. Thompson (2012) found that

there is significant improvement of students’ attitude, discipline, motivation and

learning success. Students’ learning success will develop their learning skills.

Thus, this study assumes that there is significant relation between attitude,

discipline, motivation and learning success of the students.


32

The relation between attitude, discipline, motivation and learning success

has been demonstrated in a number of studies. The balance of evidence from long-

standing research suggests that problematic behavior and academic failure are

clearly associated both concurrently and predictively in western literature (see

Hinshaw, 2012 for a review). Generally, the link between the two variables is

explained from two points of view.

This study is also conducted to investigate how important is students’

attitude role on achieving learning success. The study is hoped to provide some

evidences that motivates students studied regularly and productively. Attitudes are

thus closely related to motivation. Fortune is the teacher whose children are

positively oriented toward them. This change in attitude toward learning affect a

change in their learning achievement.

5. Correlational Survey Research

A correlational research design is a specific type of non experimental

design used to describe the relation between or among variables. It provides

empirical evidence suggesting two or more variables are – or are not – related.

While this evidence does not establish causal relations, it does contribute to a

deeper understanding of the variables being studied and their relation (Ketner,

Smith, Parnell, 2007).

“Correlational study was intended to look over the relation between two or

more variables. This research is to discover the relation of two different variables

without treatment (the empirical truth is shown by the data)”. Then, Creswell

(2012, p.619) proposes correlational research design as quantitative design in


33

which the researcher uses a correlational statistical technique to describe and

measure the degree of association or relation between two or more variables or

sets of scores. Moreover, it was carried to seek out interrelation between or among

variables. In its application, “it involves collecting data in order to determine

whether, and to what degree, a relation exists between two or more quantifiable

variables” (Gay: 1992, p.264).

There is no manipulation of variables in Correlational Research. Relations

among two or more variables are studied without any attempt to influence them.

This investigates the possibility of relations between two variables. What includes

in Confirmatory Survey research are (Concept Level):

1) Discover the logical truth

2) Empirical truth

3) Validation of the logical and empirical truth

a. The Steps of Correlational Survey Research Technique

In a correlational study, hypotheses or research questions are stated at the

beginning of the study. The null hypotheses are often used in a correlational

study. Correlational study does not specify cause-and-effect relationships between

variables under consideration. It merely specifies concomitant variations in the

scores on the variables. The steps according to Theodore (2002):

1) Selection of a Problem

Correlational study is designed (a) to determine whether and how a set

of variables are related, or (b) to test the hypothesis of expected relation between

among the set of two or more variables. The variables to be included in the study

need to be selected on the basis of a sound theory or prior research or observation


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and experience. There has to be some logical connections between the variables so

as to make interpretations of the findings of the study more meaningful, valid and

scientific. A Correlational study is not done just to find out what exists: it is done

for the ultimate purpose of explanation and prediction of phenomena. If a

Correlational study is done just to find out what exists, it is usually known as a

‘shot gun’ approach and the findings of such a study are very difficult to

interpret.

2) Selection of the Sample and the Tools

The minimum acceptable sample size should be 30, as statistically, it is

regarded as a large sample. The sample is generally selected using one of the

acceptable sampling methods. If the validity and the reliability of the variables to

be studied are low, the measurement error is likely to be high and hence the

sample size should be large. Thus it is necessary to ensure that valid and reliable

tools are used for the purpose of collecting the data.

3) Design and Procedure

The basic design of a correlational study is simple. It requires scores

obtained on two or more variables from each unit of the sample and the

correlation coefficient between the paired scores is computed which indicates the

degree and direction of the relation between variables.

4) Interpretation of the Findings:

In a study designed to explore or test hypothesized relations, a correlation

coefficient is interpreted in terms of significance. We perform a hypothesis test of

the significance of the correlation coefficient to decide whether the linear


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relationship in the sample data is strong enough to use to model the relationship in

the population. The correlation coefficient, r, tells about the strength of the linear

relationship between x and y.

b. Characteristics of Correlational Survey Research

Correlational research is aimed at determining the nature, degree and

direction of relationships between variables or using these relationships to make

predictions. Correlational studies typically investigate a number of variables

expected to be related to a major, complex variable. According to Butler, R.

(2014), the characteristics of Correlational Survey research are:

1) Correlational studies are carried out to explain important human behavior or to

predict likely outcomes (identify relations among variables).

2) If a relation of sufficient magnitude exists between two variables, it becomes

possible to predict a score on either variable if a score on the other variable is

known (Prediction Studies).

3) The variable that is used to make the prediction is called the predictor variable.

4) The variable about which the prediction is made is called the criterion variable

(predicted variable).

5) Both scatterplots and regression lines are used in correlational studies to

predict a score on a criterion variable

6) A predicted score is never exact. Through a prediction equation (see p. 585),

researchers use a predicted score and an index of prediction error (standard

error of estimate) to conclude if the score is likely to be incorrect.


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c. Types of Correlational Design

There are many types of correlational research. The commonality among

all types of correlational research is that they explore relationships between

variables. Where descriptive research only described what was going on,

correlational research talks about the link between different things. It is important

to understand that correlational research does not tell us that variable A caused

Variable B, but rather that they are somehow related (Alston, 2004). The design

has two forms, they are.

1) Relational design

The first is called a relational design because the basic intent is to explain

the relation – or association – between two or more variables. An examination of

the relation between students’ attitudes toward math and their math achievement

is an example of a relational design. In fact, this is a specific design known as a

simple bivariate correlational design. This design can be extended to include more

variables to more precisely describe the relations among variables. There are five

general characteristics associated with relational designs. These are as follows:

a) Two or more variables are collected from each individual in the sample.

b) Data is collected at a single point in time.

c) The data is analyzed as a single group.

d) A correlational coefficient (e.g., Pearson Product Moment, multiple R) is

reported and discussed in terms of strength, direction, and statistical

significance.

e) Interpretations from the statistical results are drawn about the relation.


37

2) Prediction Design

A second type of correlational design is called a prediction design. The

purpose of this design is to identify variables that can effectively predict some

outcome or criterion. The variable being predicted is called the criterion variable,

and the variable or variables being used to predict the criterion are called

predictors. When a study involves only two variables, the predictive relation is

estimated with a statistical procedure called simple linear regression. When more

than one predictor variable is used to predict a criterion, the analysis is called

multiple regression. This is an extremely powerful statistical procedure that can

estimate the collective as well as the individual contributions of all predictor

variables. This analysis makes it is possible to develop not only an effective

prediction, but also an efficient one.

While the general characteristics of prediction designs are similar to those

for relational designs, they differ several important ways. These are as follows.

a) Two or more variables are collected from each individual in the sample.

b) Data for the predictor variables is typically collected prior to that of the

criterion variable.

c) The data is analyzed as a single group.

d) A correlation coefficient – typically a multiple R – is reported and discussed in

terms of its strength, direction, and statistical significance.

e) The contribution of each predictor variable is examined in terms of its unique

contribution to the prediction of the criterion variable.

A regression coefficient – bi – is reported for each predictor variable and is

discussed in terms of its significance to the prediction of the criterion variable. In


38

some cases, a specific analysis is used to evaluate the efficiency and effectiveness

of the predictor variables. This is called stepwise regression and results in the

prediction of the criterion variable in which the effectiveness of each predictor

variable is examined for redundancy with other predictors. Those predictors that

do not uniquely contribute to the prediction are eliminated.

f) A regression equation is produced which can be used to predict the criterion

variable from data collected only on the predictor variables.

g) Interpretations from the statistical results are drawn about the predictive

process.

6. Regression Analysis

Regression analysis is a statistical tool for the investigation of relation

between variables. It is to determine the linear relation between two or more

variables. Regression is primarily used for prediction and causal inference.

(Campbell, 2008).

Regression analysis is a statistical tool for the investigation of relations

between variables. Usually, the investigator seeks to ascertain the causal effect of

one variable upon another (Alan, O. 2006). Regression analysis is used when two

or more variables are thought to be systematically connected by a linear relation.

In simple regression, we have only two – let us designate them x and y – and we

suppose that they are related by an expression of the form y = b0 + b1 x + e.

The hypothesis might be that there is a positive correlation or a negative

correlation. A perfect correlation would be an r = +1.0 & -1.0, while no

correlation would be r = 0. Perfect correlation would almost never occur; expect

to see correlation much less than + or - 1.0. Although correlation can't prove a


39

causal relation, it can be used for prediction, to support a theory, to measure test-

retest reliability, etc.

7. Confirmatory Survey Research

“Confirmatory Survey research is a research to determine the tendency or

pattern of two or more variables to vary consistently” (John W., 2012).

Confirmatory research tests a priori hypotheses - outcome predictions that are

made before the measurement phase begins. Such a priori hypotheses are usually

derived from a theory or the results of previous studies. Exploratory research on

the other hand seeks to generate a posteriori hypotheses by examining a data-set

and looking for potential relations between variables. It is also possible to have an

idea about a relation between variables but to lack knowledge of the direction and

strength of the relation.

8. Variables

The researcher will not be able the research unless you know how to talk

about variables. A variable is any entity that can take on different values.

Anything that can vary can be considered a variable (John W., 2012). A

researcher must determine which variable needs to be manipulated to generate the

results.

a. The Definition of Controllable Variables

Controllale variable is an extraneous variable that an investigator does not

wish to examine in a study. Thus the investigator controls this variable. Control

Variables - the variables that we control (don’t change) in an experiment. For

example, in the dog experiment example, it would need to control how hungry the

dogs are at the start of the experiment, the type of food we are feeding them, and


40

whether the food was a type that they liked. If we did not, then other explanations

could be given for differences we observe in how much they eat. For instance,

maybe the little dog eats more because it is hungrier that day, maybe the big dog

does not like the dog food offered, or maybe all dogs will eat more wet dog food

than dry dog food. Thus, we should keep all the other variables the same (control

them) that we can see only the effect of the one variable (the independent

variable) that we are trying to test (John W., 2012)..

b. The Definition of Predictor Variables

A predictor variable is a variable that is being used to predict some other

variable or outcome. The variable or variables being used to predict the criterion

are called predictors. In the example the researcher just used now, the researcher

used attendance as a means to predict another variable, grade point average.

Predictor variables are used in non experimental research.

c. Predicted Variables

It is the variable being predicted in Regression analysis, also known as

Criterion variable. It is the variable that the analysis predicts. The number given

from the analysis fits into the regression line. The predicted variable is generally

one in the same as the dependent variable (Pam, M. 2015).

9. Review of Related Research

Several studies have been conducted related to the research on examining

the relation between students’ attitudes, discipline, motivation and learning

success. This research is supported by four related studies which concern on the

relation between attitude, discipline, motivation, and learning success. Those

topics are related to the point the researcher tries to investigate. Those related


41

studies are first by Haibin, Li (2010), second by Purwaningtyas, A.S. (2015), third

by Papaja (2012), fourth by Osman, A. (2010).

The first related study entitled “The Correlation between Academic

Achievement and Attitude in Mainland Chinese Students”. Haibin (2005)

proposed that for the students, high learning success and behavioral competence

should be regarded as two important indicators for their success. Such findings

have prompted that emotional competencies, such as behavioral regulation,

students’ attitude, attentional skills, and the ability to problem solve, are critical to

children’s academic outcomes (Blair, 2012; Diamond & Lee, 2011).

The second related study entitled “Students’ Attitude towards Success of

Spoken English Competency Test (TKBI) at University Level. The writer,

Purwaningtyas (2015) used one hundred students through cluster random

sampling to participate in the study as a sample. The results imply the correlation

between the components of attitude and the success of spoken English

competency (TKBI).

The third related study entitled “The Relation between School Discipline

and Academic Achievement”. The writer, Whisman, A. & Hammer, P. (2014)

used thirty students through purposive sampling to participate in the study as a

sample. The findings demonstrate that disciplinary involvement increases the

students’ academic achievement.

The last related study entitled “The Relation between Motivation and

Second Language Success”. The writer, Osman, A. (2010) used an achievement

tes to all the participating students in order to examine the relationships between

the students’ success and motivation levels. The findings show that there is




42

relation among integrative, instrumental, and work avoidance motivations and

students’ successes in second language learning.

B. THEORETICAL FRAMEWORK

In this part, the researcher relates the theories with this research. This

section tried to answer the research question theoretically using the theories that

are used by the researcher. Several studies of the relation between students’

attitude, discipline, motivation and students’ learning success have ben conducted.

Some studies reported that students’ attitude, discipline, motivation and learning

success have positive relation. Students’ attitude, discipline and motivation are the

learning variables that can be controlled to improve students’ academic skill.

This research is aimed to investigate the relation between students’ attitude,

discipline, motivation and students’ learning success. Questionnaire and semi-

structured interview is used as data collector to get supportive information. After

noted the theories, the study proposes two kinds of hypothesis.

In relation to the answer of the first research question, it was essential to

scrutinize the relation between each controllable variables and learning success.

The first variable is attitude. Jowell, R. (2005) defined an attitude as ‘a

psychological tendency to view a particular object or behaviour with a degree of

favour or disfavor’. Also, Krech and Crutchfield (2008) wrote, "An attitude can be

defined as an enduring organization of motivational, emotional, perceptual, and

cognitive processes with respect to some aspect of the individual's world" (p.

152). Attitudes are defined as being specific to an object or behaviour while

beliefs are more generic, relating to a wider worldview, and tend to be more

stable. Ushida, E. (2007) stated that students who have good attitude study


43




mostly on their own. Thus, the higher positive attitude the students have, the

higher learning achievement they get.

The second variable is that discipline. According to Gordon, T. (2012),

discipline is an attitude that requires knowledge, responsibility, skill,

sensitivity, and self-confidence. Discipline in terms of education is the required

action by a teacher toward a student (or group of students), after the student’s

behavior disrupts the ongoing educational activity or breaks a preestablished rule

created by the teacher (Gordon, T. 2012). Discipline implies responsibility, order,

and regulation, and it is only when these qualities are present that freedom is

possible. Thus, the higher discipline aspect the students have, the higher learning

achievement they get.

The third variable is that motivation. Motivation refers to “the reasons

underlying behavior” (Guay et al., 2010, p. 712). Paraphrasing Gredler, Broussard

and Garrison (2004) broadly define motivation as “the attribute that moves us to

do or not to do something” (p. 106). In term of education, motivation is defined as

the feelings of the learner toward the particular target language, its culture and the

individual pragmatic reasons for learning a foreign language (Horwitz, 2010).

With the relation to the learning success, Ray Williams, who writes for

Psychology Today, defines motivation as, “predisposition to behave in a

purposeful manner to achieve specific, unmet needs and the will to achieve, and

the inner force that drives individuals to accomplish personal organizational


44

goals” (Williams). A person becomes motivated in order to achieve their own

personal goals. Thus, the higher motivation aspect the students have, the higher

learning achievement they get. The first hypothesis is related to test the relation

between students’ attitude, discipline, motivation and learning success. The higher

positive attitude the students have, the higher learning achievement they get. The

higher positive discipline the students have, the higher learning achievement they

get. The higher positive motivation the students have, the higher learning

achievement they get. Therefore, the first hypothesis would be: there is a relation

of attitude, discipline, motivation and learning success of Foreign Language

Academy students.

1) H0: There is no relation between students’ attitude, discipline, motivation and

learning success

2) H1: There is a relation between students’ attitude, discipline, motivation and

learning success

H0: r 1.2 3 4 < 0 means that the predictor variables don’t have correlation

with the predicted variable (Y) if the predictor variables are less than or equal to

0. Then, H1: r 1. 2 3 4 > 0 means that the predictor variables have correlation with

the predicted variable (Y) if the predictor variables are greater than 0.

Coming with the same theory with the first hypothesis, the second

hypothesis would be: Learning success is predictable from attitude, discipline, and

motivation.

H0: r 1.2 3 4 < 0

H1: r 1. 2 3 4 > 0


45

H0: ¥ < a+b1X1+b2X2+ b3X3 means that the predictor variables do not

significantly predictive from predicted variable (Y) if the score of Y is lower than

a+b1X1+b2Y2+ d3Z3. Then, H1: ¥ > a+b1X1+b2X2+ b3X3means that the predictor

variables do significantly predictive from predicted variable (Y) if the score of Y

is greater than a+b1X1+b2X2+ b3X3.

In relation to the answer of the first research question, it was essential to

see the relation between students’ learning success and each variable. This is to

examine whether or not learning success predictable from students’ attitude,

discipline, and motivation.

The second hypothesis is related to the second research question, it is

about the prediction of the design. This is to identify variables that can effectively

predict criterion variables. This is a statistical procedure that can estimate whether

or not students’ learning success is predictable from students’ attitude, discipline

and motivation.

By means of Correlational research design, this study takes several steps to

do. The data will be collected in three sections. In the first section, the study will

collect the data of the students’ attitude based on the students’ report book. In the

second section, the score of students’ discipline and motivation will be seen from

their attendance list in the college. The last study will collect the data of the

H0: ¥ < a+b1X1+b2X2+ b3X3

H1: ¥ > a+b1X1+b2X2+ b3X3


46

students’ GPA. To analyze the research result, the researcher will employ

Regression analysis using statistical counting. Questionnaire and semi-structured

interview is meant as data collector to get information.


47

CHAPTER III

METHODOLOGY

This chapter presents the methodology that is going to be used in this

research; the research methodology, research setting, research participants,

instrument and data gathering technique, data analysis technique, and research

procedure. This chapter is intended to expose the validity of the empirical truth to

discover.

A. RESEARCH GOAL AND METHOD

This study is aimed to investigate the relation between students’ attitude,

discipline, motivation and students’ learning success. It is also directed to look

into the explanation of the found results. To reach those intended goals, this

research applied Correlational Survey research and Regression analysis as the

statistical tool. This research combined both quantitative data correlational study

and qualitative data gained from the interview and questionnaire about the relation

between students’ attitude, discipline, motivation, and learning success.

Burns, N. (2005) states that “Quantitative analysis is a technique that aims

at understanding behavior through the use of complex mathematical and statistical

modeling, measurement, and research”. Explained in broad terms, quantitative

analysis is simply a way of evaluating things. In simpler way, it can be stated that

“Quantitative research is a formal, objective, systematic process in which

numerical data are used to obtain information about the world”. This research

method is used to describe variables, to examine relations among variables and to

determine cause-and-effect interactions between variables.' (Burns & Grove


48

2005:23). Quantitative research involves measuring a phenomenon in multiple

grades, whereas qualitative research usually requires Boolean measurements only.

Suitability of a solution can be studied qualitatively, but comparison between

candidate solutions requires quantitative observation. Whereas,

Qualitative analysis is an analysis that uses subjective judgment based on

unquantifiable information (Marshall, C., & Rossman, G. B., 2006).

To answer the first research question, this research employed Correlational

Survey research in purpose to look over the relation between the two variables.

Correlational study is intended to look over the relation between two variables.

Then, Creswell (2012, p.619) proposes Correlational research design as

quantitative design in which the researcher uses a Correlational statistic technique

to describe and measure the degree of the relation between two or more variables.

In its application, "It involves collecting data to determine whether, and to what

degree, a relation exists between two or more variables” (Gay: 2012, p.264). In

general, a Correlational study is a quantitative method of research in which there

are two or more quantitative variables from the same group of subjects and the

goal is to determine if there is a relation (or covariation) between the two

variables (a similarity between them, not a difference between their means).

Theoretically, any two quantitative variables can be correlated as long as there are

scores on these variables from the same participants.

To answer the second research question, this research employed

Regression Analysis. This research was a Correlational Survey research which

employed Regression analysis for the analysis of the hypothesis. The general

purpose of multiple regression (Pearson, 1908) is to learn more about the


49

relationship between several independent or predictor variables and a dependent

or criterion variable. Regression analysis in this research is used for prediction and

causal inference. This is to determine whether or not students’ learning success is

predictable from students’ attitude, discipline and motivation. Furthermore, to

accumulate supporting data toward found result, this study provided qualitative

data by conducting semi-structured interview. Semi-structured interview is

conducted to get individual perception toward the relation between students’

attitude, discipline, motivation and learning success.

B. THE NATURE OF THE DATA

To answer the two question researches, the result of the research should

identify the phenomenon to be studied and outlines a research problem. Thus, the

conducted method should answer the research questions. The table below is the

summary of the used method that will answer the research questions.

Table 3.1. The nature of the data: perception, secondary data (document)

and measurement (test)

No. Variable Nature of data Data gathering

instruments

Data

1 Attitude Document Report book Attitude score

2 Discipline Document Attendance list Attendance score

3 Motivation Perception Questionnaire Motivation score

4 Learning Success Document GPA list GPA

The data in this research consisted of quantitative and qualitative data. The

quantitative data were primarily gathered in this research because the correlational

research mainly dealt with quantitative data. The qualitative data were used as the

additional information and clarifications of the correlation results. Basically, two


50

major techniques were employed in this research for the data collection, namely

tests and questionnaire.

The quantitative data were obtained from the score of the students’

questionnaire (analyzed using Likert scale), students’ attitude score at the report

book and students’ GPA. This close-ended questionnaire with 5-points Likert

scale revealed the data in the forms of interval data which was then converted into

nominal (categorical) data. The data were converted to make them able to be

operated by using statistical analysis of Multiple Regression.

The qualitative data were obtained from the interview to the students. The

interview data were in the forms of students’ perceptions of the correlation

between attitude, discipline, motivation and learning success. Those were verbal

data.

The hypothesis might be that there is a positive correlation or a negative

correlation. A perfect correlation would be an r = +1.0 & -1.0, while no

correlation would be r = 0. Perfect correlation would almost never occur; expect

to see correlation much less than + or - 1.0. Although correlation can't prove a

causal relation, it can be used for prediction, to support a theory, to measure test-

retest reliability, etc.

In survey research, there is no manipulation on the participants, so it does

not explore cause and effect relationship. The data obtained from the research can

only describe correlational relation (Creswell, 2012, p.376). The data cannot

explain causal relation between the variables, but they only describe the relation

between the variables. Therefore, the analysis could only be used to describe the

relation between attitude, discipline, motivation, and learning success.


51

C. RESPONDENTS

The respondents in this research were Foreign Language Academy

students chosen (especially the Foreign Language Academy that ran English

language education). The researcher chose this Foreign Language Academy since

this is considered as the second choice. The input quality of the students is lower

than the students from other colleges. The input of the students is less learn. Thus,

this research aimed to help the students to be successful in academic skill.

This research employed incidental sampling. An incidental sampling is a

convenience which choose the samples by selecting elements or individuals who

are conveniently available. There were 30 third-year students (fifth semester) of

an English Department year 2015/2016 as the respondents. The total number of

students is thirty consisting of twenty thirteen female students and seventeen male

students.

D. INSTRUMENTS

The main data of this research were collected through questionnaire and

GPA score. Interview was also used as the data collector. More particularly, the

data collectors are described as below:

1) Questionnaire

In this research, the researcher is going to distribute the questionnaires to

all students of semester 3 in order to obtain information and opinions from the

students whether the students’ attitude, discipline, motivation and their learning

success have a relation or not. The researcher is going to use two kinds of

questionnaire form proposed by Best & Khan (1986). They are close item and

open ended items. The close item is the closed-form type where the respondent


52

can only give a mark yes or no, write a short response, or check an item from a list

of suggested responses. The open ended item is the open-form or unrestricted

questionnaire for a free response in the respondent’s words. In this research, there

will be eighteen numbers of close–ended and four numbers of open-ended

questionnaires. The following table represents the blueprint of the questionnaire.

Table 3.2. The Blueprint of the Questionnaire

Attitude Aspect

No Working Concept Indicator Statement

1. a psychological tendency

to view a particular

object or behaviour with

a degree of favour

Having a big optimism I am quite confident with my

English skill.




a degree of favour

The attitude involve a set

of strong beliefs

The improvement of

knowledge, skill, attitude, and

responsibility can help me to

have a better life quality in the

future.




a degree of favour


of strong beliefs

The improvement of


responsibility can help me to

have a better job.




a degree of favour


of strong beliefs

I avoid getting punishments




a degree of favour

Having a big effort I often find my course boring

but will stick with it




a degree of favour

Having a big effort Knowledge should be balance

with good skill and attitude if I

want to be success in learning

English language

7. an enduring organization

of motivational,

emotional, perceptual,

and cognitive processes

Involve in the process of

learning

I can keep the class quiet


of motivational,



learning

I can keep the class working


53



of motivational,




learning

Making mistakes when

learning foreign language is a

common thing


of motivational,




learning

I have strong beliefs toward

my goals that I can achieve my

academic goals


of motivational,




learning

Knowledge should be balance

with good skill, activeness and

attitude if I want to be success

in learning English language.


of motivational,




learning


my goals that I can achieve my

academic goals

Discipline Aspect


1. an attitude that

requires knowledge,

responsibility, skill,

sensitivity, and self-

confidence

Emphasis in positive

behaviors.

I obey all of the school’s rules

2. an attitude that

requires knowledge,



confidence


behaviors.

I obey all of the teacher’s

instructions

3. an attitude that

requires knowledge,



confidence


behaviors.

I do all of my obligations at

school

4. an attitude that

requires knowledge,



confidence


behaviors.

I always come to the class on

time

5. an attitude that

requires knowledge,



confidence


behaviors.

I give my respects to all of my

lecturers

6. an attitude that

requires knowledge,

It provides the processes

to reach the goals.

I focus on the processes to

reach the goal by combining


54



confidence

the knowledge, skill, attitude,

and responsibility in the

English

7. an attitude that

requires knowledge,



confidence

It provides the processes

to reach the goals.

I have a big effort on

achieving my goals

8. an attitude that

requires knowledge,



confidence

Discipline means being

motivated.

I often find my course boring


9. an attitude that

requires knowledge,



confidence

Involved in the activities

that can form good

attitude

I involve in every activities at

class

10. an attitude that

requires knowledge,



confidence

Involved in the activities

that can form good

attitude

I always do all the tasks

enthisuastically and submit it

on time


requires knowledge,



confidence

It has the motivation

comes from self-conscious

I have the motivation that



requires knowledge,



confidence

It has the motivation


I have a big motivation to

learn English language

Motivation Aspect


1. “the process whereby

goal-directed behavior is

energized and sustained”

Staying power – in the face of

problems/difficulties/setbacks

(external motivation).

In general, the lecturers

stimulated my interest in my

subject













I need to know how well I’m

doing in order to feel


55

energized and sustained” (external motivation).

motivated to work




Skill – possession of skills

indicates purpose and

ambition (internal

motivation).

I like to learn about new

aspects of my subject and to

explore new ideas




Skill – possession of skills


ambition (internal

motivation).

I don’t find it difficult to get

motivated to work on my

course

6.

“enjoyment of the

activities characterized

by a mastery orientation

Enjoyment – goes hand in

hand with motivation.

(internal motivation)

In general, I found my course

very interesting

7. “enjoyment of the






I really enjoy to study







I get satisfaction from meeting

intellectual challenges and

pushing my limits







I feel that I really belong to

this university







Overall, I have really enjoyed

my studies so far at university

level

11. “the attribute that moves

us to do something”

Have a strong commitment

(external motivation)

I want to gain high marks at

university

12. “the attribute that moves

us to do something”



In general, I do my maximal

of work which is required of

me

A Likert scale was used in questionnaires to obtain participant’s degree of

agreement. Likert scales are a non‐comparative scaling technique and are

undimensional (only measure a single trait) in nature. Respondents are asked to

indicate their level of agreement. It consists of 20 questions with 5 possible

answers. The answers range from “Strongly Agree” to “Strongly Disagree.”


56

Table 3.3. The Meaning of Score Criteria

No. Criteria Score Meaning

1. Very High 4.51 - 5.0 Most respondents strongly agree with the

statement

2. High 3.76 - 4.50 Most respondents agree with the statement

3. Fair 3.26 - 3.75 Most respondents are not sure with the

statement

4. Low 2.51 - 3.25 Most respondents disagree with the

statement

5. Poor 00 - 2.50 Most respondents strongly disagree with the

statement

2) Semi-structure Interview

To gain deeper information, some students were selected randomly and

were interviewed. An interview is used to provide information that cannot be

obtained through observation and to verify the observation. It will be conducted in

the end of research after the students fill the questionnaires. Those students were

asked about several questions related to the students’ attitude and learning

success.

In this research, the researcher is going to use semi-structured interview. A

semi-structured approach, where the interviewer asks certain reset questions but

allows interviewees freedom to raise their own topics as the interview progresses,

is probably better than a rigidly structured approach (Elliott, 2011). The researcher

chooses this kind of interview because there is no limitation for the interviewee to

speak and raise the topic. Gall, Gall & Borg (2007) as cited by Kennedy stated

that semi-structure interview “involves asking a series of structured questions and

then probing more deeply with open-form questions to obtain additional

information” (p. 246). The researcher is going to interview ten students at

semester 3 Foreign Language Academy St. Pignatelli.


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3) Document Analysis

Document analysis is a process of gathering information that usually on

the written text materials. Bogdan & Biklen (2003) stated, “Document refers to

the materials such as photographs, videos, films, memos, letters, diaries, clinical

case records, and memorabilia” (p. 57). In this study, the researcher collected the

students’ attitude score from the students’ report book when they were at the

senior high school level. The researcher also use references from some books and

some journals. The researcher would use those documents to support the

researcher’s argument.

E. PILOT STUDY

Pilot study was implemented in this research to measure the validity and

reliability of the instruments. A pilot study can be used as “a small scale version

or trial run in preparation for a major study” (Polit, Beck, and Hungler, 2011 as

cited in Simon, 2011). In this research, the pilot study was conducted by involving

three students. They were the students of a Foreign Language Academy. It aimed

to check whether or not the instruments were comprehensible and usable.

The two instruments were pilot-tested before they were given to the

sample of the research. First, the number of the questionnaire and interview lists

were appropriated to each indicator of good attitude, discipline, and motivation

aspect. Second, several inappropriate words and grammars were changed to be

better and more comprehensible.

F. DATA GATHERING TECHNIQUES

The researcher has conducted the interview with the academic lecturer of

3rd semester. The preliminary research will be done in the three ways. The first


58

one was analyzing the students’ GPA seen from the students’ academic transcript

and analyzing the students’ attitude seen from the students’ Senior High School

report book. The second one is distributing the questionnaire to the students. The

third one is conducting the observation at the class.

In the first step of the preliminary observation, the researcher analyzed the

students’ preliminary score. The score was based on their GPA. GPA was needed

to check their learning success level. The students’ GPA score ranged from 0 to 4.

In the second step, the researcher distributed the questionnaire to the students. The

questions in the questionnaire were about the students’ attitude and discipline,

motivation in learning English language.

In the third step, the researcher interviewed 10 students to gain students’

perception about the relation between students’ attitude, discipline, motivation and

students’ learning success. Eventually, students’ attitude, discipline, motivation

score and GPA score were correlated by Regression Analysis Model using SPSS

program. Regression analysis is a statistical tool for the investigation of relation

between variables. To investigate this hypothesis, the researcher gathered data on

education and earnings for various individuals. Then, the researcher plot this

information for all of the individuals in the sample using a two-dimensional

diagram, conventionally termed a “scatter” diagram. Each point in the diagram

represents an individual in the sample (Alan O. Sykes, 1986).

G. DATA ANALYSIS

After proposing the data collecting instruments (students’ attitude score,

students’ discipline and motivation score, questionnaire result, interview result

and students’ GPA), the collected data from the respondents were analyzed in


59

three stages. First stage was the analysis data of the questionnaire, then analysis of

students’ GPA and analysis of correlation of those both data. More specifically,

the stages were described as below:

Preliminary analyses included descriptive statistics’ comparisons of the

two main variables (GPA and students’ attitude) across three samples (full

sample, males and females). In the next step, relation among students’ attitude,

discipline, motivation and learning success were tested via correlation analysis.

1. Students’ Attitude

Students’ attitude aspect measured by self-reports. According to Moffitt,

Caspi, Rutter, and Silva (2001), self-reports from adolescents are reliable and

valid while in adolescence much antisocial behavior is always concealed from

other reporters (e.g., parents and teachers). Students’ attitude aspect is also

measured by a questionnaire. The questionnaire is divided into two categories, the

first one use Likert scale and the second one using open-ended questions. The

explanation would be presented as follows: In Likert scale, the researcher used

five point scales which were Strongly Agree (SA), Agree (A), Doubt (D),

Disagree (DA), and Strongly Disagree (SD). Choosing Strongly Agree (SA) had

point of agreement which is 5. Choosing Agree (A) had 4 as the point of

agreement. Choosing Doubt (D) had 3 as the point of agreement. Choosing

Disagree (DA) had 2 as the point of agreement. Choosing Strongly Disagree (SD)

had 1 as the point of agreement.

2. Students’ Discipline

Students’ discipline aspect is measured by students’ attendance list during

a semester and a questionnaire. The questionnaire is divided into two categories,


60

the first one use Likert scale and the second one using open-ended questions. The

explanation would be presented as follows: In Likert scale, the researcher used

five point scales which were Strongly Agree (SA), Agree (A), Doubt (D),

Disagree (DA), and Strongly Disagree (SD). Choosing Strongly Agree (SA) had

point of agreement which is 5. Choosing Agree (A) had 4 as the point of



had 1 as the point of agreement.

3. Students’ Motivation

Students’ motivation aspect is measured by a questionnaire. The

questionnaire’s format is the same as the questionnaire for discipline and attitude

aspect. The questionnaire was to obtain the information about students’

motivation on English learning activities. All questionnaire were on closed

questions in which the students were to choose the appropriate statement which

correspond most closely to the desired students. In the last step, the researcher

presented the correlational data between students’ motivation and learning

success.

4. Learning Success

Students’ learning success is assessed using their grades. The average

grade (e.g., A, B, C, D, or F) of the three semester mid-term examination is taken

directly from the students’ GPA. Grades were coded on a continuous scale

ranging from A (4) to F (0).

5. Questionnaire


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The explanation would be presented as follows: In Likert scale, the

researcher used five point scales which were Strongly Agree (SA), Agree (A),

Doubt (D), Disagree (DA), and Strongly Disagree (SD). Choosing Strongly Agree

(SA) had point of agreement which is 5. Choosing Agree (A) had 4 as the point of



had 1 as the point of agreement (Saris, W.E. & Gallhofer, I.N., 2007).

After scores were determined, all data was coded and entered into SPSS by

one of the researcher’s advisers to avoid bias, and statistical analyses were

conducted. A Regression analysis was conducted to determine the type and

strength of relation present between attitude and achievement.

6. Analysis of Correlation between Students’ Attitude and Learning

Success

To analyze the correlation between students’ attitude and learning success,

this study used Regression Analysis. Regression analysis is a statistical tool for

the investigation of relation between variables. Usually, the investigator seeks to

ascertain the causal effect of one variable upon another—the effect of a price

increase upon demand, for example, or the effect of changes in the money supply

upon the inflation rate. To explore such issues, the investigator assembles data on

the underlying variables of interest and employs regression to estimate the

quantitative effect of the causal variables upon the variable that they influence.

The investigator also typically assesses the “statistical significance” of the

estimated relation, that is, the degree of confidence that the true relation is close to

the estimated relation (Alan O. Sykes, 2002).


62

Thirty students were randomly selected and results of them were analyzed

using a Regression analysis. Data were collected from 30 students in year

2016/2017 at a Foreign Language Academy. Students’ learning success was

assessed using their grade point average (GPA). Students’ attitude was assessed

from students’ report book when they were at Senior High School. The data

supports the hypothesis that there will be relation between the students’ attitude

and learning success.

Table 3.4 Meaning of Likert Scale Score Criteria

Criteria Score

Strongly Agree 5

Agree 4

Doubt 3

Disagree 2

Strongly Disagree 1

In calculating the score to describe the result, finding the mean is needed. The

formula to get mean can be presented as follows:

M = ∑x

N

Note:

M = mean (indicators of central tendency of the set of sources)


63

N = number of cases (the number of respondents)

Mean of each item was categorized into certain criteria. In order to categorize the

mean criteria, the ideal mean (Mi) and ideal standard deviation (SDi) should be

obtained. Best (1970, p. 179) classifies the range of the point of agreement from

1-5.

7. Descriptive Statistics

Descriptive statistics was used to describe and summarize the data before

conducting a hypothesis testing by using inferential statistics. The data that were

gathered from the students’ scores of the questionnaire and students’ GPA score

were processed by using SPSS 16.0 program. This step was done to obtain the

range, minimum, maximum, mean and standard deviation scores followed by the

frequency chart of each variable.

8. Inferential Statistics

Inferential statistic was used to test the research hypothesis. The pre-

analysis tests were conducted before the statistical analysis was applied. In this

research, the pre-analysis tests consisted of normality and hypothesis test.

The normality test was used to find out whether the data obtained the

research variables had a normal distribution of scores or not. In this research, the

test used the Kolmogoroy-Smirnov test. If p value was higher than α (0.05), it

meant that the scores had a normal distribution.

The hypothesis testing was used to answer the first research question. To

test the hypothesis, the data were processed by using the statistic software of

SPSS 16.0. Attitude, discipline, and motivation aspect were set as the predictor

variables. Learning success was set as the predicted variable. An analysis was


64

used to find out how the variables related. The technique of the analysis was a

Multiple Regression. The Multiple Regression is also called as a multiple relation

consisting of two or more predictor variables. It is used to predict one predicted

variable (Bluman, 2009).

In this research, after analyzing, the quantitative data were presented in

some tables and also graphs which including numbers. The table showed the

results of the statistical analysis of the multiple regressions to answer the research

question about the relation between attitude, discipline, motivation, and learning.

9. Descriptive Qualitative

In this research, descriptive qualitative was used to analyze the qualitative

data. Besides, it functioned as the qualitative description and interpretation of the

relation between attitude, discipline, motivation and learning success and to

answer the second research question. The qualitative data were presented as the

supporting to the statistical correlation. According to Creswell (2012), qualitative

data analysis consisted of six steps. They were preparing and organizing,

transcribing, exploring and coding, representing and reporting, interpreting, and

validating the data.

The first step was preparing and organizing. The data that were obtained

were prepared to be organized by reading and re-reading them. The data were

organized whether those would be organized based on the people, topic, or time

period of the research. This step was done after reading the data for several times.

The second step was transcribing. The results from this step were interview

transcriptions. “Transcription is the process of converting audiotape recordings or

field notes into text data.” (Creswell, 2012:239). Since the data obtained for the


65

qualitative analysis were in form of words, converting these words into a

computer document for analyses was needed to be done to make the analysis

easier. This step was started by listening to the tapes or recording through

interviewing results.

The third step was exploring and coding. “Coding is the process of

segmenting and labelling text to form descriptions and board themes in the data.”

(Creswell, 2012: 243). Coding was done by diving the text data, labelling the

segments with codes, examining codes for overlap and redundancy, and collapse

these codes into broad themes. It was done by reading and re=reading all of the

data of the transcription

The fourth step was representing and reporting. Representing was related

of how to the data were going to be presented. After being represented, the data

were then reported to make the readers recognize. The data were reported based

on reflecting the students’ words and acts for obtaining understanding from them.

The presented and reported data were in a form of narrative discussion. “A

narrative discussion is a written passage in qualitative study in which authors

summarize, in detail, the findings from the data analysis. (Creswell, 2012: 534)

The fifth step was interpreting. In this step, the researcher reflected the words and

acts of the participants and then described crucial understanding from them. The

results from this step were interpretations. “Interpretation in qualitative research

means that the researcher steps back and forms some larger meaning about the

phenomenon based on personal views, comparisons with part studies, or both.”

(Creswell, 2012: 257). The interpretations were obtained based on the researcher’s

feeling and supported by the data.


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The last step was validating the data. Validating data was conducted to

make sure that the data were completely accurate. According to Creswell (2012:

259), “Validating findings means that the researcher determines the accuracy and

credibility of the findings through strategies such as number checking or

triangulation.” For the qualitative data of this research, validating was done by

doing member checking.

In this research, the interview data were presented by the researcher in the

forms of descriptive details related to the students’’ perceptions of the correlation

between attitude, discipline, motivation, and learning success. The descriptive

qualitative data were essentially used to support and explain the quantitative

findings.

10. Validity

Davis, K. (2005) says that research is a necessary component of

determining whether a given treatment is effective and if our current

understanding of human behavior is accurate. Therefore, the instruments used to

evaluate research data must be valid and precise. If they are not, the information

collected from a study is likely to be biased. Thus, it is important to do the

validation because the data can be accurate to answer the research question

(Fraenkel, J, R. & Wallen, N, E, 2009).

Purwaningsih, A.S. (2015) adds that the data or the findings should be

valiad and reliable as well. The data can be considered valid if the findings relate

to the constructs. In order to obtain valid data, the instruments are designed based

on the constructs. The validity is also ensured through triangulation.


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Triangulation enabled the researcher to gain multiple sources of information

about the same phenomenon.

The researcher uses document, questionnaire, and interview for data

triangulation. The results are aligned each other. A methodological triangulation

was implemented in this research to convince the readers about the empirical data

in data analysis. Triangulation was defined as a process of verification to increase

validity by incorporating point of views and methods. This methodological

triangulation was the combination of two or more theories, data sources, methods

or investigations of a single phenomenon one research to converge on a single

construct. Moreover, this method could be used in both quantitative (validation)

and qualitative (inquiry) studies (Yeasmin, 2012).

Triangulation involves comparison the information from three different

points (Hopkins, 2008), in this case are the lecturer, the students and the

researcher/the observer. The basic principle of triangulation is that collecting

observations/accounts of a situation from a variety of angles and then comparing

and contrasting them. In comparing different accounts, the points where they

differ, agree, and disagree should be noted. (Elliot, 1991).

This research involved a correlational research and a descriptive

qualitative research. An analysis of the quantitative data was used to find out the

correlation between attitude, discipline, motivation, and learning success. Then,

the results obtained from an interview of students’ perceptions were described to

support the quantitative data. Therefore, since the results of the quantitative data

were supported by the results of the analysis from the qualitative data, then, they


68

were considered valid because they supported each other. Furthermore, below is

the detail explanation of the validity of each instrument:

a. Validity of the Document

In this research, the researcher uses students’ report book on Senior High

school and attendance list at class in a semester as the document data. Those

documents are checked by the two experts; they are the researcher’s supervisor

and the lecturer at ABA Pignatelli.

b. Validity of the Questionnaire

On designing the questionnaire, firstly the researcher makes the goals and

objectives are clearly defined. The assessment measure has been matched with the

goals and objectives. After the list of questionnaire items and the assessment have

been made, those are reviewed to obtain feedback by the two experts; they are the

researcher’s supervisor and the lecturer at ABA Pignatelli. The researcher also

gets the students involved; have the students look over the assessment of the

questionnaire.

c. Validity of the Interview

On designing the interview question list, firstly the researcher makes the

interview blueprint to make a grid of the first question. The questions made are

the development of the questions in the questionnaire. After that, the questions are

consulted and approved by two experts; they are the researcher’s supervisor and

the lecturer at ABA Pignatelli. The researcher also avoids asking questions just

depending on a pilot interview. The interviewee is given a chance to sum up and

clarify the points they have made.

11. Reliability


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Reliability is a major concern when a test is used to measure some

attribute or behaviour (Rosenthal and Rosnow, 1991). For instance, to understand

the functioning of a test, it is important that the test which is used consistently

discriminates individuals at one time or over a course of time. In other words,

reliability is the extent to which measurements are repeatable –when different

persons perform the measurements, on different occasions, under different

conditions, with supposedly alternative instruments which measure the same

thing. In sum, reliability is consistency of measurement (Bollen, 1989), or

stability of measurement over a variety of conditions in which basically the same

results should be obtained (Nunnally, 1978).

Bollen (1990) explains that reliability is that part of measure that is free of

random error and in the description of reliability requires that the measure be

valid. Because reliability is consistency of measurement over time or stability of

measurement over a variety of conditions, the most commonly used technique to

estimate reliability is with a measure of association, the correlation coefficient,

often termed reliability coefficient (Rosnow and Rosenthal, 1991). The reliability

coefficient is the correlation between two or more variables which measures the

same thing.

a. Reliability of the Document

On this research, the researcher uses report book and attendance list as the

data instrument. In this case, the researcher cannot verify the reliability of the

document instruments but the researcher can do make the assumption of it. The

researcher assumes that the assessment in both the report book and the attendance

list is reliable and valid. Also, the researcher assumes that the assessment has the


70

internal consistency of the scoring. The scores should be thought of as random

samples of particular occasions (Nunnally, 1978).

b. Reliability of the Questionnaire

Estimating reliability is internal consistency. Reliability can be improved

by writing items clearly, making questionnaire instructions easily understood, and

training the raters effectively by making the rules for scoring as explicit as

possible (Nunnally, 1978), for instance. Thus, the researcher makes the

questionnaire blueprint first as a guide on designing the questionnaire. The

researcher makes different sets of question that can measure the same factor. The

researcher also gives the questionnaire twice to the students to improve the

reliability. Having finished the questionnaire, the researcher done the cross

checking to recheck to questionnaire result.

Figure 3.4. Data Gathering Technique, Instruments, and Data Analysis

Technique


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CHAPTER IV

RESEARCH RESULTS

This chapter focuses on the analysis of the gained data, which provides the basic

analysis of the study. In the first subheading of this chapter, the findings are presented

in the table. In the next subheading of this chapter, discussion section will talk about the

interpretation of the findings. The discussion of the research result is aimed to answer

the research questions. This chapter presents the research results and the discussion in

implementing Correlational Survey technique to investigate the relation between the

variables.

A. Research Data and Information Collecting

This chapter will bring in the presentation of the findings in this research. In this

step, necessary findings and information for analyzing the data were collected by

interviewing the students, distributing questionnaires to the students, and analyzing the

documents, such as students’ report book and attendance list.

The interviews and the questionnaires were conducted to reveal the students’

perceptions of the correlation of attitude, discipline, motivation, and learning success.

After the data were obtained from the interviews, they were transcribed and coded. The

description of students’ interview and questionnaires responses are presented as follows.


72

1. The Responses of Students’ Interview

Table 4.14 Sample of Students’ Responses from the Interview

Interview Point Theme Sample Response

Attitude Students’ perception of relation

between attitude and learning success

“Yes, it is related. If we don’t have

good attitude toward learning, it

makes difficult to achieve learning

success.”

Students’ opinion about their attitude

on learning activities

“On the learning process, I am not

really confident with my English

language skill. However, I am also

responsible for all of my duties”

Discipline Students’ perception of relation

between discipline and learning

success


good discipline toward learning, it


success.”

Students’ opinion about their

discipline toward learning activities

I am responsible to follow all of

the learning process, I do every

task seriously.

Motivation Students’ perception of relation

between motivation and learning

success


strong motivation on learning, it


success.”

Students’ opinion about their

motivation toward learning activities

I think I still have lack of

motivation and I sometimes still

feel lazy to learn and prefer to do

other activity.

Learning

Success

Students’ perception of relation

between attitude, discipline,


good attitude toward learning, it


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motivation and learning success makes difficult to achieve learning

success.”

Students’ opinion about their learning

success

“Without having a good attitude,

discipline and motivation aspect

then we will not able to achieve

learning success.”

The table shows several responses from the students obtained through the

interview. The students' responses are elaborated based on the topics presented below.

a. Students’ Attitude

This section presents AD, AE, and AA’s perceptions of the relation between

attitude, discipline, motivation, and learning success. AD was the low-achiever of the

GPA. AE was the middle-achiever of the GPA. AA was the high-achiever of the GPA.

It had completely been proven by the in-depth interview that were done on January

2017.

The students’ responses on the interview showed that most of the students had

positive attitudes on learning English language though the other don’t. This condition

can contribute to the positive correlation between attitude and learning success. The

interview showed that the students were not really sure to have sufficient knowledge.

They were not really confident about their language competence, including grammar

knowledge, lexical knowledge, and fluency. However, they always study hard to gain

better English language competence. They believe that they could had competent

language by the process, thus they felt optimist being able to achieve learning success.


74

Those elements are considered as the significant factors that build students’ self-

efficacy. Most of the students showed positive attitude that they had big willingness to

succeed.

“When learning English language, I enjoy it so much though sometimes I

feel bored. On the learning process, I am not really confident with my

English language skill. Sometimes I make mistake to say in English.

However, I am responsible for all of my duties though sometimes I

postpone doing my tasks.”(AD)

“When studying, I find the right moment to be serious and it shows a

good attitude though I am still not confident with my English skill. I lack

of English language skill and I should be able to increase it. I am

responsible for all tasks assigned by the lecturers and I will do it

seriously.”(AE)

This interview also gave information about the contribution of students’ attitude

on learning English language toward the learning success. The low-achiever student

stated that sometimes he doesn’t show good attitude on learning English, so does the

middle-achiever student. However, they show positive attitude that they have big

willingness to succeed. Meanwhile, the high-achiever stated that she always shows the

good attitude while learning English language since she wants to achieve learning

success. The students could also share whether or not the students’ attitude gave

influence to learning success.

“Yes, attitude aspect gives influence to the learning success because it

shows one's readiness to learn.”(AD)

“Yes, attitude aspect gives influence to the learning success. By having a

good attitude, we can concentrate to study well.” (AE)

“Yes, attitude aspect gives influence to the learning success. For

instance, our attitude when joining teaching learning activities will

results on our learning success.” (AA).


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The responses show that attitude aspect give big contribution on achieving

learning success. The contribution of this attitude aspect on the learning success also

necessary for the students to support them.

“Yes, it can.” (AD)

“Not always.” (AE)

“Yes.” (AA)

The students’ responses revealed that attitude aspect was useful for their

learning success. Ushida, E. (2007) stated that students who have good attitude study

regularly and productively in order to take every opportunity to perfect their language

skills. That is, the students who have positive motivation and attitudes toward the study

are able to control their learning even though they have to study mostly on their own.

Ahmed (2015) points out that “learners’ attitude play a significant role in maximizing

learning and teaching output. Learners’ attitude can be defined as a collection of

feelings regarding language use and its status in the society. The feelings are good, bad

and neutral. They can nurture or hinder the learning process effectively” (p.1).

b. Discipline

The students’ responses showed that most of the students had positive discipline

on learning English language. This condition can contribute to the positive correlation

between discipline aspect and learning success. Few students state their discipline

aspect is not really good. Sometimes they are not discipline though they always try to be

discipline. Laziness is their main enemy for being discipline. However, they always be

responsible for all the given tasks.


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“I think my discipline is still lacking, I often prefer to use Indonesian and

Javanese than English. I always go to the class on time, even though

sometimes I feel lazy but I still go to the classes. I am also being

responsible for all the given tasks although sometimes I often delay

it.”(AD)

“I think I still have lack of discipline and I sometimes still feel lazy to

learn and prefer to do a new activity.” (AE)

“I think I am discipline enough to obey all the teaching learning

activities since I want to succeed. I am also being responsible for all the

given tasks.” (AA)

As the second predictor variable, discipline aspect had a close relation with the

learning success. The relation was proven by the students’ perception of the influence of

discipline aspect toward learning success.

“Yes, it is related. If we are not discipline, it makes us difficult on

achieving learning success.” (AD)

“Yes, discipline aspect gives influence to the learning success because

that is important in the learning process.” (AE)

“Yes, discipline aspects gives influence to the success of learning, for

example, when a student is not discipline in following the learning

process, he/she will miss the learning material and may affect to the

score.”(AA)

Their responses above proved that they were discipline enough on learning

process. It means that their discipline aspect good is positively related to their learning

success. Having good discipline aspect makes them easier to achieve learning success.

The good discipline aspect was important to be increased to support their learning

success.


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The students’ discipline aspect was related to their learning success. Therefore,

it can be stated that their discipline aspect and learning success have a positive relation.

The students’ discipline provided useful contributions on the learning success. The

relation between discipline and learning success was considered big. They succeeded to

achieve learning success since they have good discipline aspect.

c. Motivation

The students’ responses showed that most of the students had positive

motivation on learning English language. This condition can contribute to the positive

correlation between motivation aspect and learning success. They state they have big

motivation to learn English language.

“I think I still have lack of motivation and I sometimes still feel lazy to

learn and prefer to do a new activity.” (AD)

“I think I still have lack of motivation since I sometimes still feel lazy to

learn, don’t do the task sincerely and don’t go to the class on time” (AE)

“I think my motivation on learning is quite good because I have the big

motivation to trigger my enthusiasm in learning.” (AA)

Their responses above proved that they had big motivation to learn English

language. It means that their motivation aspect is positively related to their learning

success. Even though motivation aspect had the least contribution to students’ learning

success, the motivation aspect was very important to be increased to support their

learning success. Having good motivation aspect makes them easier to achieve learning


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success. Therefore, it can be stated that their motivation aspect and learning success

have a positive relation.

“Yes, motivation aspect gives influence to the learning success because

when we are studying, we should be motivated to learn. We must aware

that we should arise our own motivation, no one else can arise our

motivation. As the students know everything that they should learn. I

think the effect as it can improve the process and achievements while

studying.” (AD)

“Yes, motivation aspect gives influence to the learning success because if

we do not have the motivation to learn then we may not be able to catch

the lesson maximally.”(AE)

Yes, motivation aspect gives influence to the learning success because if

we do not have the motivation to learn then we may not be able to catch

the lesson maximally.” (AA)

d. Correlation between Attitude, Discipline, Motivation, and Learning Success

The relation between attitude, discipline, motivation and learning success truly

existed. The students claimed that attitude, discipline, motivation, and learning success

have positive relation. This result revealed that there was relation between attitude,

discipline, motivation and learning success.

“Yes, attitude, discipline and motivation will affect the achievement of

learning success. When all its aspects are in balance, it will be easier to

achieve success in learning.” (AD)

“Yes, attitude, discipline, and motivation will affect to the achievement of

the learning success. Without having a good attitude, discipline and

motivation aspect then we will not able to achieve learning

success.”(AE)


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“Yes, attitude, discipline, and motivation will affect to the achievement of

the learning success. Success in learning is important because if we are

successful in learning means we already master the material.” (AA)

According to the students’ responses above, it could be concluded that all of

them agree that there was relation between attitude, discipline, motivation and learning

success. The results were supported by their statements about the contribution of

attitude, discipline, and motivation on achieving learning success. Since attitude,

discipline, and motivation provided positive contribution on the learning success, they

got some useful input for their learning success.

Their responses above show that attitude, discipline, and motivation aspect are

contributive not only for the process of achieving learning success. The predictor

variables support each other. It can be stated that they are positively correlated.

According to the analysis of the interview answers, it is found that there is a

positive and significant relation between attitude, discipline, motivation, and learning

success. The findings of this interview can therefore provide a substantial contribution

to the teaching. Knowing the students’ attitude, discipline and motivation means that

teachers and institutions can act to stimulate the students throughout several ways. That

is, there is a persistent and consistent attempt to make the students be better for helping

them be successful.

By doing so, the students can be motivated to achieve the academic goals. Such

an individual will express the desire to succeed, and will strive to achieve success. The

motivated individual will enjoy the task of learning the language. Such an individual


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will say that it is fun, a challenge, and enjoyable, even though at times enthusiasm may

be less than at other times (Gardner, 2002).

2. The Result of the Questionnaires for Foreign Language Academy Students

The questionnaire to obtain the data of students’ attitude, discipline and

motivation was conducted for the third grade of Foreign Language Academy of St.

Pignatelli students. The questionnaires were distributed on 1st December 2016 and 2nd

December 2016. The number of the participants who were chosen to fill in the

questionnaire was 30 students from third grade semester. Besides, this research had

several primary aims. The first was to obtain the information about students’ attitude on

English learning activities. The second was to obtain the information about students’

discipline on English learning activities. The third was to obtain the information about

students’ motivation on English learning activities. All questionnaires were on closed

questions in which the students were to choose the appropriate statement which

correspond most closely to the desired students. All questionnaires were completed and

therefore applied. The complete result of the questionnaire could be seen in the

appendix. Based on the obtained data, the researcher could generate students’ attitude,

students’ discipline and students’ motivation.

This section describes the result of the questionnaire, including the inferential

statistic calculation and descriptive statistic calculation. A descriptive analysis was

made to describe the components of students’ attitudes, discipline, and motivation

including students’ perceptions on those relation toward learning success.


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The data from the questionnaire helps the researcher to describe the students’

attitude, discipline, and motivation aspect. Students’ attitude, discipline, and motivation

aspect could be identified in the questionnaire section using Likert scale score. This

close-ended questionnaire has 5-points Likert scale that reveals the data in the forms of

interval data which are then converted into nominal (categorical) data. The data are

converted to make them able to be operated by using statistical analysis of Multiple

Regression.

The questionnaire items were divided into three parts; they were attitude part,

discipline part, and motivation part. Therefore, when the students were asked to respond

on some questionnaire items about their attitude, discipline, and motivation, all the

students gave their own evaluation. More than half of the students gave the positive

evaluation. The explanation of the themes would be presented below.

1) Students’ Attitude

The first theme in the questionnaire was about students’ attitude on learning

English language. The first statement in the questionnaire was “I am quite confident

with my English skill”. It was to know the students’ confidence in using English

language. The result of the questionnaire showed that mostly the students were doubt

and not confident with their English skill. It may because by the students’ frequency and

opportunity to communicate in English. The students had limited time and opportunity

to communicate in English and even they had no chance to communicate in English

outside the classrooms. Besides, the students’ environment does not support the students

to communicate in English.


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The second statement is “I have a big effort on achieving my academic goals”.

The next point was about the students’ efforts on achieving the academic goals. The

students agreed that they have a big effort on achieving the academic goal. If the learner

is reluctant to learn or he/she does not have a big effort, he/she does not produce any

result.

The third statement is “The improvement of knowledge, skill, attitude, and

responsibility can help me to have a better life quality in the future”. The students agree

with the statement. It could be shown from the result of questionnaire. Every student

came from the English language major thus certainly they have to improve English

language in all skills. Those factors influenced the students’ way of thinking of the

English learning.

The fourth statement is “The improvement of knowledge, skill, attitude and

responsibility help to get a better job”. The students agreed with the statement. Since

“improving skills” is considered as such an important avenue to achieving goals, the

next set of questions became even more relevant.

The next statement is “Making mistakes when learning foreign language is a

common thing”. The students agreed that making mistakes when learning foreign

language was a common thing, especially for beginners. That statement was supported

by the result of the questionnaire. The average score indicated that the students had

positive response towards the statement because making mistakes when learning foreign

language was a common thing, moreover students could learn from their mistakes and

making mistakes also could not decrease the students’ self-confidence. Besides, people


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knew that self-confidence is very important for humans’ life if they want to be more

successful and have a better life quality.

The next statement is “I have strong beliefs toward my goals that I can achieve

my academic goals”. The students agreed with the statement. When we have a strong

belief, then we will start taking action for achieving the goals. By taking actions, we

will begin taking the result.

The next statement is “I avoid getting punishment”. The students agreed with

the statement. Be willing to work on a solution together. This will show we are taking

action to prevent the problem, and the parents may feel punishment is unnecessary.

The role of L2 learning motivation has been intensively studied by social

psychologists in Canada, where French and English are the two official languages.

Gardner (1985) hypothesized that L2 learners with positive attitudes toward the target

culture and people will learn the target language more effectively than those who do not

have such positive attitudes. In their earlier studies, Gardner and Lambert (1959) found

that attitude and motivation were the two factors most strongly associated with learners'

L2 achievement.

Ushida, E. (2007) stated that students who have good attitude study regularly

and productively in order to take every opportunity to perfect their language skills. That

is, the students who have positive motivation and attitudes toward the study are able to

control their learning even though they have to study mostly on their own. Ahmed

(2015) points out that “learners’ attitude play a significant role in maximizing learning

and teaching output. Learners’ attitude can be defined as a collection of feelings


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regarding language use and its status in the society. The feelings are good, bad and

neutral. They can nurture or hinder the learning process effectively” (p.1).


child. Their attitude plays a big part in everyday lives and can affect how life may turn

out in the future. If the children have a good attitude, they will be the kind of people

who works hard.

2) Students’ Motivation

The second theme in the questionnaire was about students’ motivation on

learning English language. The first statement in the questionnaire is “In general, I

found my course is very interesting”. The students agreed with the statement. The

students found the course very interesting. They have several different ways of trying to

overcome the problems on learning. They really enjoy to study topics at all the courses.

The next statement is “In general, the lecturers stimulated my interest in my

subject”. When analyzing the data, it can be seen that most students are not very keen

on classes/lectures, which are in English. The reason why the students do not consider

the classes/lectures in English more interesting can be connected with the fact that the

methods of teaching content subjects in English is not interesting for them. However,

they build their own motivation. They don’t find it difficult to get motivated to work on

the course. Though they often find the course boring but they will stick with it.

The next statement is “Overall, I have really enjoyed my studies so far at

university level”. The students consider that their studies at university is a fun. The

university is an inclusive place to study. They love their time there. In general, the


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students their maximal of work which was required of them since they want to gain high

marks at university.

The findings of the present study can therefore provide a substantial contribution

to the teaching. Knowing the motivations of students means that teachers and

institutions can act to stimulate the students and maintain motivation levels throughout

the program, according to the results found in the present study. The motivated

individual expands effort to learn the language. That is, there is a persistent and

consistent attempt to learn the material by doing homework, by seeking out

opportunities to learn more, by doing extra work, etc.

First, the motivated individual expands effort to learn the language. That is,

there is a persistent and consistent attempt to learn the material by doing homework, by

seeking out opportunities to learn more, by doing extra work, etc. Second, the motivated

individual wants to achieve the goal. Such an individual will express the desire to

succeed, and will strive to achieve success. Third, the motivated individual will enjoy

the task of learning the language. Such an individual will say that it is fun, a challenge,

and enjoyable, even though at times enthusiasm may be less than at other times

(Gardner, 2002).

To improve students’ motivation, educators could start just by choosing and

trying possibilities for enriching student motivation. More importantly, educators could

watch themselves and their own behaviors to become self-aware of new understandings

about motivation.


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3) Student’s Discipline

The last theme in the questionnaire was about students’ discipline on learning

English language. The first statement in the questionnaire is “I obey all of the school’s

rules”. The students agreed with the statement. The students was aware of being

discipline. The other statement concluded that the students were aware for being

discipline. As the English educator, it is important to assure the students that discipline

is not just about making them suffer like giving such rules or punishment. They should

also understand that discipline is obligatory for a good learning environment and

interaction between students.

An educator has the right to recommend the removal of a student who

continually disrupts, but only after other discipline options have been tried. The

educators should also enforce rules fairly and consistently. Teaching good discipline is

just as important as teaching subject matter.


child. They should pay attention to every child’s activities and every development on

learning they make. Encouraging children's discipline is hard work. However, it will be

dangerous when the teacher ignores the children’s discipline, I may be stunting her

desire to know. The best way for the teachers and parents to encourage children's

curiosity is to stay curious themselves (Leslie, 2014).

The findings of this questionnaire can therefore provide a substantial

contribution to the teaching. Knowing the students’ attitude, discipline and motivation

means that teachers and institutions can act to stimulate the students throughout several


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ways. That is, there is a persistent and consistent attempt to make the students be better

for helping them be successful.

By doing so, the students can be motivated to achieve the academic goals. Such

an individual will express the desire to succeed, and will strive to achieve success. The

motivated individual will enjoy the task of learning the language. Such an individual

will say that it is fun, a challenge, and enjoyable, even though at times enthusiasm may

be less than at other times (Gardner, 2002).

The questionnaire also gives information about the contribution of attitude,

discipline, and motivation on the learning success gaining. The students could share

whether attitude, discipline, and motivation aspect influence their learning success and

are they enough to help them achieve learning success.

Table 4.1. Interpretation of Questionnaire Result

Attitude Aspect


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No Questions

SA

(n)

5

(k)

A

(n)

4

(k)

D

(n)

3

(k)

DA

(n)

2

(k)

SDA

(n)

1

(k)

N X

1. I am quite

confident with my

English skill

6 30 10 40 14 42 0 0 0 0 112 3,73

2. I have a big effort

on achieving my

academic goals

8 40 6 24 16 48 0 0 0 0 112 3,73

3. The improvement

of knowledge,

skill, attitude and

responsibility help

to achieve a better

life

8 40 14 56 8 24 0 0 0 0 130 4,33

4. The improvement

of knowledge,

skill, attitude and

responsibility help

to get a better job

8 40 14 56 8 24 0 0 0 0 130 4,33

5. I can keep the class

quiet.

8 40 12 48 8 24 4 8 0 0 120 4,00


working/tasks

8 40 14 56 10 30 4 8 0 0 134 4,47

7. Making mistakes

when learning

foreign language is

a common thing

3 15 6 32 10 30 11 22 0 0 99 3,30

8. I have strong

beliefs toward my

goals that I can

achieve my

academic goals:

very agree

12 60 14 56 4 12 0 0 0 0 128 4,27

9. I avoid getting

punishment

6 30 18 72 6 18 0 0 0 0 120 4,00

10. I often find my

course boring but I

will stick with it

11 55 14 56 5 15 0 0 0 0 126 4,20

11. Knowledge should

be balance with

good skill and

attitude

30 15

0

0 0 0 0 0 0 0 0 150 5,00

12 I have strong

beliefs toward my

goals

6 30 18 72 6 18 0 0 0 0 120 4,00


89

Motivation Aspect

Discipline Aspect

No Questions

SA

(n)

5

(k)

A

(n)

4

(k)

D

(n)

3

(k)

DA

(n)

2

(k)

SDA

(n)

1

(k)

N

X

1. I obey all of school’s

rules

14 70 10 40 3 9 3 6 0 0 125 4,17

2. I obey all of the

teacher’s

instructions

1 5 25 10

0

2 6 1 2 1 4 117 3,90

3. I do all of my

obligations at school

3 15 24 96 3 6 0 0 0 0 117 3,90

4. I always come to the

class on time.

1 5 14 56 12 36 2 2 1 4 103 3,43

5. I give my respects to

all of my lecturers

19 95 6 24 5 30 0 0 0 0 149 4,97

6. I involve in every

activities at class

13 65 8 32 9 27 0 0 0 0 124 4,13

7. I have the

motivation that

comes from self-

conscious

16 80 10 40 2 6 2 4 0 0 130 4,33

8. I focus on the

processes to reach

the goal by

combining the

knowledge, skill,

and attitude

17 85 12 48 1 3 0 0 0 0 136 4,53

9. I have a big effort on

achieving my goals

13 65 8 32 9 27 0 0 0 0 124 4,13

10. I often find my

course boring but

will stick with it

16 80 10 40 2 6 2 4 0 0 130 4,33

11. I have a motivation

comes from self-

conscious

16 80 10 40 2 6 2 4 0 0 130 4,33

12. I have a big

motivation to learn

English language

16 80 10 40 2 6 2 4 0 0 130 4,33

No Questions

SA

(n)

5

(k)

A

(n)

4

(k)

D

(n)

3

(k)

DA

(n)

2

(k)

SDA

(n)

1

(k)

N X

1. In general, I find my

course is very

interesting

12 60 14 56 1 3 1 2 2 8 129 4,33


90

After the data were calculated and evaluated, it was found that the results

of the questionnaires were satisfying. It was found out that the average point of

2. I really enjoy to study

my topics of English

materials

11 55 14 56 5 15 0 0 0 0 126 4,20

3. I don’t find it difficult

to get motivated to

work on my course

3 15 24 96 3 6 0 0 0 0 117 3,90

4. I need to know how

well I am doing in

order to feel

motivated to work.

14 70 10 40 3 9 3 6 0 0 125 4,17

5. In general, the

lecturers stimulated

my interest in

learning

11 55 14 56 5 15 0 0 0 0 126 4,20

6. I like to learn about

new aspects of my

subjects and to

explore new ideas

13 65 8 32 9 27 0 0 0 0 124 4,13

7. I get satisfaction from

meeting intellectual

challenges and

pushing my limits

13 65 8 32 9 27 0 0 0 0 124 4,13

8. I often find my

course boring but I

will stick with it

16 80 10 40 2 6 2 4 0 0 130 4,33

9. I feel that I really

belong at university

6 30 18 72 6 18 0 0 0 0 130 4,33

10. Overall, I have really

enjoyed my studies

so far at university

level

6 30 18 72 6 18 0 0 0 0 130 4,33

11. In general, I do my

maximal of work

which is required of

me

19 95 6 24 5 30 0 0 0 0 149 4,97

12. I want to gain high

marks at university

19 95 6 24 5 30 0 0 0 0 149 4,97

TOTAL SCORE 4.155

MEAN 4,21 GOOD


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the central tendency is 4,21 from the scale 5,0. It shows that the students’ attitude,

discipline, and motivation are quiet good and they consider that those aspects are

important to achieve learning success.

The questionnaire results were then analyzed using SPSS Program. The

scores of each student’s questionnaire result were computed into SPSS analysis.

Thus, the researcher can infer the relation between attitude, discipline, motivation,

and learning success as a way to ensure the validity of the data and the

instruments. The statistic also allowed prediction about the students’ attitude,

discipline, and motivation. The value of the statistical analysis presented above

accepts the correlation between attitude, discipline, motivation, and learning

success.

B. Assumption of Statistical Test

After the researcher already got the research data and information from the

questionnaire, the interview and the document analysis; the researcher used the

data to be analyzed. The assumption of statistical test was done first before the

Correlation research and Multiple Regression.

Statistical tests rely upon certain assumptions about the variables used in

an analysis (Osborne & Waters, 2002). Multiple regression examines the

relationship between a single outcome measure and several predictor or

independent variables (Jaccard et al., 2006). The correct use of the multiple

regression model requires several critical assumptions to apply the model and

establish validity (Poole & O’Farrell, 1971). Inferences and generalizations about

the theory are only valid if the assumptions in an analysis have been tested and


92

fulfilled. Multiple Regression can be used to test hypothesis of linear associations

among variables, to examine associations among pairs of variables, and to test

complex associations among multiple variables (Hoyt et al., 2006).

The assumptions of Multiple Regression that are identified as primary

concern in the research include collinearity, outliers, normality, linearity,

homoscedasticity, and independence of residuals. This section will specifically

define each assumption, review consequences of assumption failure, and address

how to test for each assumption, and the interpretation of results.

1) Normality Test

The normality test is tested before the calculation of the hypothesis testing.

First of all, the scores are checked through the test of normality. It is aimed at

knowing whether the data distribution is normal or not. If the sig. value is greater

than 0.05, the data distribution is normal and vice versa. This test is described

clearly in table 4.1 below.

The table shows the normality test of the variables. The requirement for

judging whether the data are in normal distribution is if p value or sig is greater

than α (0.05). A way to check the normality is by using Kolmogorov-Smirnov

test. According to the Kolmogorov-Smirnov test, the significance values show

that the data are 0.22. In other words, 0.22 is greater than 0.05 (0.22 > 0.05). It is

concluded that the data are in normal distribution. The table 4.1. below is normal

P-Plot of regression standardized residual figure.


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Table 4.1. Tests of Normality

The normality test is used to find out whether the data obtained the

research variables have a normal distribution of scores or not. In this research, the

test uses the Kolmogoroy-Smirnov test. If p value is higher than α (0.05), it means

that the scores have normal distribution.

As the scores are normally distributed, as the second stage, the scores are

analyzed in paired samples t-test. After computing the scores, there is the

following table obtained as the result. Before going to the final table of

computation, this table is carefully seen to check whether the data are already

correct and valid. It can be done by checking the mean and standard deviation for

each group and the number of people in each group.

2) Paired Samples Test

Table 4.2 Paired Samples Statistics


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Paired sample t-test is a statistical technique that is used to compare two

population means in the case of two samples that are correlated. After paired

samples test is analyzed, the results are interpreted. The interpretation of the

results starts from looking at the value in the column of confidence value and sig.

(1-tailed). The confidence value chosen should be 95%. If the value in sig. (1-

tailed) is less than 0.05, it means that H0 is rejected. The value in Sig. (2 tailed) is

0.00, in which the P-value is < 0.05 thus H0 is rejected. In other words, it can be

concluded that the hypothesis alternative (H1) is accepted. It means there is

relationship between attitude, discipline, motivation, and learning success.

3) Linearity Test

Linearity test is used to see the relationship between variables whether or

not they have a straight pattern. The pattern will be seen from the increase or


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decrease in the quantity of one variable followed by another variable. Linearity

test is done using Test for Linearity Test; if the variables meet the probability of p

correlation < 0, 05 then the relationship between variables is linear. Based on the

results of Linearity Test of this research, it obtains F = 0.00, p correlation <0.05.

Thus, it can be concluded that the relationship between variables is linear.

4) Homogeneity Test

Table 4.3 Homogeneity Test

Homogeneity test is a test of whether or not the variances of two or

more distributions are same. Homogeneity test is done to find out whether the

data in variables X and Y are homogeneous or not. Based on the table above,

it is known that significance value of learning success based on attitude

variable is 0.42 > 0.05, it means that data of learning success variable based

on attitude variable has the same variant.


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5) Collinearity

Table 4.4 Collinearity Statistic

After the normality of the data are met, the next step to determine whether

there is similarity between the variables, it is necessary to do collinearity test.

Collinearity refers to the relationship among the variables. Collinearity occurs

when several independent variables correlate at high levels with one another. The

researcher is able to interpret regression coefficients as the effects of the

independent variables on the dependent variables when collinearity is low.

The most common summary statistic for evaluating collinearity are

tolerance and VIF. The tolerance value for a particular predictor in a particular

model is 1 - R², where the R² is obtained using that predictor as a criterion and all

others as predictors. SPSS automatically does a tolerance analysis and will not

enter the regression model any variable with tolerance < 0.01 -- that's a variable

that shares more than 99.9% of its variance with the rest of the predictor set. If


97

this value is very small (less than .10) it indicates that the multiple correlation

with other variables is high, suggesting the possibility of collinearity.

From the table above, it can be seen that “attitude” aspect has a Tolerance

of 0.47. It means that if the researcher ran a multiple regression with “attitude” as

the dependent and “discipline” and “motivation” as the independent variables, the

researcher would get an R-square value of 0.47.

The other value given is the VIF (Variance inflation factor), which

is just the inverse of the Tolerance value (1 divided by Tolerance). The Variance

Inflation Factor (VIF) measures the impact of collinearity among the variables in

a regression model. The Variance Inflation Factor (VIF) is 1/Tolerance, it is

always greater than or equal to 1. Values of VIF that exceed 1 are often regarded

as indicating collinearity. In the table of Collinearity above, the VIF of all the

variables exceed 1 that indicate collinearity.

6) Outlier

Outliers are data that deviate too far from other data in a data set. The

existence of data outliers will make the analysis of a series of data becomes

biased, or does not reflect the actual phenomenon. It is important to identify

outliers for several reasons. Some measures of central tendency can be skewed,

such as the mean. Because of this effect, they might represent the most influential

values. Sometimes outliers occur because a value is recorded incorrectly. That

value might be excluded from the original data. Outliers can be detected along the


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distribution in a scatter plot. Thus, the figure of scatterplot will be presented

below along with the explanation of each aspect outlier.

Figure 4.1 Scatterplot

The figure shows that in Scatterplot, there is presence of outlier. The

outlier deviates too far from other data in a data set. This existence of data outlier

will make the analysis of a series of data becomes biased. It is important to

identify outliers for several reasons. Below, these are the more detailed

information of the outliers in every variable.


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Figure 4.2 Graph of Attitude Outlier

On the table of data above, there is only one data outlier. The data looks

different and far from others, thus the data can be said outlier data. The existence

of data outliers will make the analysis of a series of data becomes biased, or does

not reflect the actual phenomenon.

Figure 4.3 Graph of Discipline Outlier


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Figure 4.4 Graph of Motivation Outlier






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Table 4.5 Removing Outliers

To avoid data becomes biased or does not reflect the actual phenomenon,

outliers can either be deleted from the data set or, alternatively, given a score for

that variable that is high but not too different from the remaining cluster of scores.

The researcher tried to remove the outliers from the data set using SPSS. After the

outliers are removed, all the data are valid.

7) Normal P-P Plot of Regression Standardized Residual

One of the ways that these assumptions can be checked is by inspecting

the Normal Probability Plot (P-P) of the Regression Standardized Residual and

the Scatterplot that are requested as part of the analysis. These are presented at the

end of the output. The normal probability plot is a graphical tool for comparing a

data set with the normal distribution. In the Normal P-P Plot, the points will lie in

a reasonably straight diagonal line from bottom left to top right. This would


http://www.r-tutor.com/node/58

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suggest no major deviations from normality. Figure 4.5 below is normal P-P Plot

of regression standardized residual chart.

Figure 4.5 Normal P-P Plot of Regression Standardized Residual

Based on the chart of Normal P-Plot Regression above, the points lie in a

straight diagonal line from bottom left to top right. This will suggest that there is a

close relationship between variable 1 and variable 2. This will also suggest no

major deviations from normality.

8) Scatterplot

Scatter plot is a graph commonly used to see a relationship pattern

between 2 variables. As described before, scatterplot can detect all the data

distribution. Thus, the figure of scatterplot will present the distribution of each


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data. To be able to use a scatter plot, the scale of the data used should be the

interval and ratio scale. If the scatter plot forms a straight line-like pattern, it

indicates that there is a close relationship between variable 1 and variable 2.

Figure 4.6 Scatterplot

Based on the graph above, it could be seen that the data are scattered and

form a pattern. The points form a line pointing upwards to the right (that is,

they start low on the left-hand side and move higher on the right), thus it indicates

the positive correlation.

B. Relation between Attitude, Discipline, Motivation, and Learning Success

This section describes research results and the discussion in implementing

Correlational Survey technique to answer the first research question. The first

research question is that whether or not there is a relation between attitude,

discipline, motivation, and learning success. The data were quantitatively

analyzed to find out the correlation between attitude, discipline, motivation, and


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learning success. Both assumption test and hypothesis test were used to analyze

the data in this research. The assumption test was done before the Regression

analysis; it was to check linear associations among variables, to examine

associations among pairs of variables, and to test complex associations among

multiple variables. The hypothesis testing was used to answer the research

questions.

1) Hypothesis Testing

After doing the assumption test of research, it could be seen that the

research data is normally distributed and the relationship between variables is

linear. The next step is the hypothesis testing. The hypothesis testing is used to

answer the research questions. To test the hypothesis, the data are processed by

using the statistic software of SPSS 16.0. Attitude, discipline, and motivation

aspect are set as the predictor variables. Learning success is set as the predicted

variable. An analysis is used to find out how the variables related. The technique

of the analysis is a Multiple Regression. The Multiple Regression is also called as

a multiple relation consisting of two or more predictor variables. It is used to

predict one predicted variable (Bluman, 2009).

In this research, after analyzing, the quantitative data are presented in

some tables and also graphs which including numbers. The table showed the

results of the statistical analysis of the multiple regressions to answer the research

question about the relation between attitude, discipline, motivation, and learning

success.


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2) Descriptive Statistics

This research focuses on three topics which are as the controllable

variables/predictor variables, those are students’ attitude, discipline, and

motivation. There are several variables in this research, those are predictor

variable and predicted variable. Predictor variable is the variable that is used to

make the prediction. In this research, the students’ attitude, discipline, and

motivation are the predictor variables. Predicted variable (criterion variable) is the

variable about which the prediction is made. In this research, the predicted

variable is learning success.

In the descriptive statistics table above, the researcher tries to find out the

mean, range, and standard deviation to summarize and describe the variables. The

mean, range variance, and the standard deviation of the variables will be described

below.

Table 4.6 Descriptive Statistic

Based on the finding provided above, the table 4.6 shows an overview of

several Regression analyses from the entire thirty students. Variable 2 (discipline

aspect) came to be the foremost subcategory with the highest average (M= 82)


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and (SD=14). It also indicated that discipline aspect is classified as High in the

level of the relation with the learning success. Coming second is variable 3

(motivation aspect) with the average M= 72 and SD= 3, 5. Coming as the third is

variable 2 (attitude aspect) with the average M= 80 and SD=0.

3) Correlations

Multiple correlation is a technique that predicts values of one variable on

the basis of two or more variables. The multiple correlation shows the relationship

between predictor variables and predicted variable. The purpose of multiple

regression is to predict a single variable from one or more predictor variables.

Table 4.7 below shows that the relation between three predictor variables which

are attitude, discipline, and motivation with the predicted variable which is

learning success

Table 4.7 Multiple Correlations


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Table 4.7 shows that the three predictor variables which are attitude,

discipline, and motivation are correlated with the predicted variable which is

learning success. From the calculation table above, it can be seen the result of

Pearson Correlation, and significance level.

The Pearson Correlation shows that attitude, discipline, motivation, and

learning success are all positively correlated with learning success. The coefficient

of correlation has a value between +1 and −1, where 1 is total positive linear

correlation, 0 is no linear correlation, and −1 is total negative linear

correlation. The coefficient of correlation (strength of the correlation/ r) between

attitude aspect and learning success is r 1.2= 0.75. It indicated strong since the

value approached 1. The coefficient of correlation (strength of the correlation/ R)

between discipline aspect and learning success is r 1.3= 0.49. The value of this

correlation coefficient is considered medium (r= 0.49). Then, the coefficient of

correlation (strength of the correlation/ r) between motivation aspect and learning

success is r 1.4= 0.67. The value of this correlation coefficient is considered strong

(r = 0.49) since it approached 1. The relationship between attitude and learning

success is stronger than the relationship between discipline, motivation and

learning success as shown on the higher co-efficient of correlation.

Later, the significance level, also denoted as alpha or α, is the probability

of rejecting the null hypothesis when it is true. For example, a significance level

of 0.05 indicates a 5% risk of concluding that a difference exists when there is no

actual difference. In the table above, all the variables shows the significance level


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below 0.05. It means those variables have low risk of rejecting the null hypothesis

when it is true.

“Attitude” aspect is listed as the top predictor variable that get significance

level at 0.00 (1-tailed) (p correlation < .05). Additionaly, in Pearson Correlation,

the point as approaching in level 0.75 (the strongest level is at point +1).

Furthermore, “Motivation” aspect also got the definite relation to learning success

with significance level 0.00 (p correlation < .05) and Pearson Correlation level at

.67. Eventually, “Discipline” aspect is also reported gaining positive relation to

learning success as well that get significance level at .03 (p correlation < .05).

As for the prediction of the relation between attitude, discipline,

motivation and learning success, the multiple regressions are used with the results

in the following tables. Besides, the multiple regressions are conducted to seek

whether there is positive and significant relationship between the variables. SPSS

16 computer program is used to analyze the hypothesis and the data. In hypothesis

testing, H1 is accepted if the value of p correlation < 0.05. Therefore, Ho is

rejected and H1 is accepted. The result of the multiple regression is presented in

the following table.

The hypothesis testing could be done by using this Multiple Regression

Analysis. The alternative hypothesis (H1) in this research is “There is a positive

correlation between attitude, discipline, motivation, and learning success.

Meanwhile, the null hypothesis (Ho) is “There is no positive correlation between

attitude, discipline, motivation, and learning success”.


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4) Model Summary of Multiple Regression Correlation

Table 4.8 Model Summary of Multiple Correlation

Table 4.8 showed how much the variance in the learning success is

explained by attitude, discipline, and motivation aspect. It is found that the value

of R square is .60. It could be expressed into percentage (multiply by 100) as

60%. It means that attitude, discipline, and motivation aspect explained 60% of

the learning success gaining (students’ GPA).

5) Discussion

The analysis result confirm that there is a positive correlation between

attitude, discipline, motivation, and learning success (R 1.234 = 0.77, p correlation=

0.00 < 0.05). This means that the coefficient of correlation between attitude,

discipline, motivation, and learning success is at 0.77 value. The correlation is

considered strong and positive since the coefficient of correlation is 0.77 (the

value is approaching 1).

Attitude and learning success are correlated with r 1.2= 0.75, this means that

the value of correlation strength is big since it approaches 1. Discipline and learning

success are correlated with r 1.3= 0.49, this means that the value of correlation


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strength is medium. Motivation and learning success are correlated with r 1.4= 0.67, it

means that the value of correlation strength is big since it approaches 1.

The coefficient of multiple correlation was relevantly significant in level

0.00 (p < .05). Hence, the null hypothesis (H0) can be rejected because of the low

significant level (<0.05) and the coefficient correlation is greater than 0.00 (R =

0.77). It can be concluded also from the research result that there were significant

correlation between students’ attitude, discipline, motivation and learning success

in which the coefficient multiple correlation is perfect (R = 0.77 > 0.00) and the

significance level is at 0.00 (< 0.05). It can be stated that if the score of the

attitude, discipline, and motivation is higher, so does the score of the GPA.

C. Predictability of Learning Success from Attitude, Discipline, and

Motivation

This section describes research results and the discussion in implementing

Correlational Survey technique to answer the second research question. The

second research question is that whether or not learning success is predictable

from attitude, discipline, and motivation aspect. The data were quantitatively

analyzed to find out whether or not learning success was predictable from attitude,

discipline, and motivation and to determine the percentage of the predictor

variables on influencing the predicted variable. Both assumption test and

hypothesis test were used to analyze the data in this research. The assumption test

was done before the Regression analysis, it was to check linear associations

among variables, to examine associations among pairs of variables, and to test


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complex associations among multiple variables. The explanation of the

assumption test has been already conveyed by the researcher. The hypothesis

testing was used to answer the research questions.

1) ANOVA Analysis

As noted previously, this study is aimed to investigate the relation between

attitude, discipline, motivation, and learning success. Then, the data of correlation

is provided in the table 4.9 below. ANOVA is used to analyze the differences

among group means and their associated procedures.

Table 4.9 ANOVA Analysis

The table Analysis of Variance (ANOVA) above revealed that coefficient

of multiple correlation is relevantly significant in level 0.00 (p correlation < .05).

F-test is also conducted to test the statistical significance. It is found that F value

is 12.9. Afterwards, the F value is compared with the value of F table (2.98). It

means F value is higher than F table (12.9 > 2.98). Thus, the null hypothesis (H0)

of hypothesis number one is rejected and indicates that the correlation is

significant.


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2) Multiple Regression Coefficient

Multiple regression coefficient is a measure of how well a given variable

can be predicted using a linear function of a set of variables. It is the correlation

between the variable’s values and the best predictions that can be computed

linearly from the predictive variables.

Table 4.10 Multiple Regression Coefficient

Table 4.10 showed a report of regression coefficients as well as correlation

among the predictor variables. By means of 95% confidence intervals of the

analysis, alpha in level .05 is set up. Based on the Beta value above, it could be

seen that attitude aspect has largest Beta value, it is 0.56. This means that attitude

aspect has the strongest contribution to explain the predicted variable (learning

success). Coming second is motivation aspect, it had Beta value of 0.25. The last

one is discipline aspect, it had Beta value of 0.01, indicated that it made less

contribution to explain the predicted variable.

To assess the influence of “Attitude” aspect toward learning success, t-test is

also conducted. It is found that t value of “Attitude” aspect is higher than the


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value of t-table (3.08 > 2.98). For this reason, the alternative hypothesis (H1) of

hypothesis number two is accepted.

The next variable is “Discipline” aspect. The study found that t-value of

“Discipline” aspect is lower than t-table (.056 < 2.98). It is also found that the p

value of “Discipline” aspect is 0.96 (> 0.05). It means that the null hypothesis of

hypothesis number two is accepted.

The last variable is “Motivation” aspect. The study found that t value of

“Motivation” aspect is 1.12. This value is lower than t-table (1.12 < 2.98). It is

also found that p value of “Motivation” aspect is 0.27 or more than alpha level

(0.05). Thus, the null hypothesis of hypothesis number two is accepted. It means

that there is relationship between attitude, discipline, motivation, and learning

success.

3) Casewise Diagnostics

Table 4.11 Casewise Diagnostics

The Casewise Diagnostics table is a list of all cases for which

the residual’s size exceeds 3. These will tell which cases have residuals that are

three or more standard deviations away from the mean. These are the cases with

the largest errors and will be outliers. The outliers will have a relatively small

impact on the model.


http://www.restore.ac.uk/srme/www/fac/soc/wie/research-new/srme/glossary/index2f4f.html?selectedLetter=R#residuals

http://www.restore.ac.uk/srme/www/fac/soc/wie/research-new/srme/glossary/index2f4f.html?selectedLetter=R#residuals

http://www.restore.ac.uk/srme/www/fac/soc/wie/research-new/srme/glossary/index2cbf.html?selectedLetter=S#standard-deviation

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4) Discussion

The analysis result confirm that learning success is predicted from attitude,

discipline, and motivation with a multiple regression formula (F = 12.94 at p = 0.00

< 0.05). F test score of 12.94 means that all predictor variables give significant

relation to the learning success (above 10). F value > F table (12.94 > 2.98) indicates

that the relation is significant and null hypothesis (Ho) is rejected. Thus, this method

can be used for prediction formula since the relation is significant.

Later, the researcher will explain about the proportion of the variance in

the predicted variable that is predictable from the predictor variables. R square

value of attitude aspect is 0.56; it means that attitude aspect contributes 56% of

the learning success gaining. R square value of discipline aspect is 0.24; it means

that discipline aspect contributes 24% of the learning success gaining. Then, R

square value of motivation aspect is 0.44; it means that motivation aspect

contributes 44% of the learning success gaining.

D. ANALYSIS RESULT

The analysis of the quantitative data reveals the answer of the first and

second research question. The research result is aimed to answer the two research

questions, they were:

1. Is there a relation of students’ attitude, discipline, motivation and learning

success?


motivation?


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The findings of the current study provide support for the first research

question and the second research question. The first research question is that about

the relation between students’ attitude, discipline, motivation and students’

learning success. The research result answered the first research question that

there was relation between the students’ attitude, discipline, motivation and

students’ learning success. There were several statistically correlation between the

variables. According to the analysis of inferential statistic result using the

Multiple Regression, it is found that there is a positive and significant relation

between attitude, discipline, motivation, and learning success (R 1.234 = 0.77, p=

0.00). This means that the coefficient of correlation between attitude, discipline,

motivation, and learning success is at 0.77 value. The correlation is considered

strong and positive since the coefficient of correlation is 0.77 (the value is

approaching 1).

The coefficient of multiple correlation was relevantly significant in level

.00 (p correlation < .05). Hence, the null hypothesis (H0) can be rejected because

of the low significant level (<0.05) and the coefficient correlation is greater than

0.00 (R =0.77). It can be concluded also that the coefficient multiple correlation is

perfect (R = 0.77> 0.00) and the significance level is at 0.00 (< 0.05).

Attitude and learning success are correlated with r 1.2= 0.75, this means that

the value of correlation strength is big since it approaches 1. Discipline and learning

success are correlated with r 1.3= 0.49, this means that the value of correlation

strength is medium. Motivation and learning success are correlated with r 1.4= 0.67, it

means that the value of correlation strength is big since it approaches 1.


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Thus, if the students’ attitude, discipline, and motivation score is high,

their learning success (GPA) will also high. Then, if the students’ attitude,

discipline, and motivation score is low, their learning success (GPA) will also

low. These findings are in agreement with results of other studies like Pintrich

and Degroot (1990), Button et al. (1996), and Brown and Gerhardt (2006). This

findings answered the first research question about the relation between students’

attitude, discipline, motivation and learning success.

Next, the Multiple Regression analysis results showed that the relation

between attitude, discipline, motivation and learning success could be predicted.

The score of learning success could be predicted from the score of attitude,

discipline, and motivation. The R value was smaller than the significance level

(0.00 < 0.05).

The analysis result confirm that learning success is predicted from attitude,

discipline, and motivation with a multiple regression formula (F = 12.94 at p = 0.00

< 0.05). Learning success is predictable from attitude, discipline, and motivation

with a multiple regression formula (F = 12.94 at p regression = 0.00< 0.05). F value

> F table (12.94 > 2.98) indicates that the relation is significant and null hypothesis

(Ho) is rejected. Thus, this method can be used for prediction formula since the

relation is significant. Attitude aspect contributes 56% of the learning success

gaining. Discipline aspect contributes 24% of the learning success gaining. Then,

motivation aspect contributes 44% of learning success gaining. These findings

answered the second research question about the prediction score of learning

success from the attitude, discipline, and motivation variable. Qualitatively, the


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previous discussion on this relationship supports the statistical results of this

research. When the hypothesis is accepted, thus the correlation is confirmed. This

means that the prediction formula can be used to predict. Regression models are

often constructed based on certain conditions that must be verified for the model

to fit the data well, and to be able to predict accurately.

The relation between attitude, discipline, motivation and students’ learning

success seems to suggest that the variables maybe manipulated (controllable

variables) to improve students’ learning success. Therefore, exploring the relation

between attitude, discipline, motivation and learning success of the students will

give important implications for the English learning education. This has been

demonstrated in a number of studies.

This finding is in line with the previous studies which reveal that there is a

significant positive correlation between attitude and learning success. Those

topics are related to the point the researcher tries to investigate. Those related

studies are first by Haibin (2010), second by Purwaningtyas, A.S. (2015), third by

Papaja (2012), fourth by Osman, A. (2010).

A research by Purwaningtyas reveals that there is a positive relation

between students’ attitude and learning success. Moreover, this positive

relationship is supported by the results of in-depth interview conducted to low-

achiever, middle-achiever, and high-achiever. The students claimed that attitude

had contribution to their learning success.

A research by Haibin reveals that there is a positive relation between

discipline aspect and learning achievement. Haibin (2010) proposed that for the


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students, high learning success and behavioral competence should be regarded as

two important indicators for their success. Such findings have prompted that

emotional competencies, such as behavioral regulation, students’ attitude,

attentional skills, and the ability to problem solve, are critical to children’s

academic outcomes.

A research by Osman, A. (2010) reveals that there is a positive relation

between motivation aspect and learning achievement. Osman, A. (2010) used an

achievement test to all the participating students in order to examine the

relationships between the students’ success and motivation levels. The findings

show that there is relation among integrative, instrumental, and motivations and

students’ successes in second language learning.

Later, the researcher would describe the strength and relationship between

the variables as explained below:

1. Relation between Attitude and Learning Success

The first question of this study was intended to investigate the relation

between attitude (predictor variable) and learning success (predicted variable).

Therefore, to determine the relationship, Pearson Analysis – Pearson Product

Moment was conducted. Moreover, this study also directed Multiple-regression

analysis by a means to look further the correlation between the variables. The

alpha level of this analysis was set on level .05 intended for all analysis in the

study.

According to the results, it was found that there was significant relation

between attitude and learning success gains bigger than 0.00 and the coefficient


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is 0.00 (r 1.2 = 0.75 > 0.00 and sig = 0.00 < 0.05). Attitude aspect has a strong

linear relation between the learning successes since the correlation score is

approaching +1 (0.75). It demonstrates a strong positive linear relation between

both variables. It is concluded that the correlation coefficient between attitude

and learning success is significant.

R square value of attitude aspect is 0.56; it means that attitude aspect

contributes 56% of the learning success gaining. In other words, attitude aspect

has the big contribution in students’ learning success. This finding was in line

with the findings of preceding studies such as Gardner (2012). It also indicates

that students with good attitude are reported to have learning success as well.

Additionally, it explicitly states that attitude aspect take a role in achieving the

learning success. This finding also supports a research by Jowell, R and Gardner

(2015) which shows that attitude gives positive relation to the learning success.

This finding is in line with other study which reveals that there is a significant

positive correlation between attitude and learning success. Gardner (2000) states

that attitude aspect is one of the predictors of success in learning English

language.

Then, to answer the second research question, the researcher employed

Multiple Regression. It is to predict the future of the predictor variables and

predicted variable (assuming that the identified relationship will persist). Thus, this

Regression analysis result can predict the score of students’ attitude. The analysis

used statistical equation of Y= a+ bX. “Y” is the symbol for the predicted

variable (learning success/students’ GPA); “b” is the constant value; and “X” is


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the symbol for the variable (attitude/discipline/motivation). Using this statistical

formula, the score of students’ GPA (Y) can be predicted from the score of

attitude, discipline, and motivation aspect score. For the example is that if the

students’ GPA is 3.5, thus the calculation of students’ attitude score prediction is:

Y= a + bX

3.5 = -1.37 + (0.04 x X variable)

3.5 = -1.37 + (0.04 x X variable)

(0.04 x X variable) = 2.18

X variable (attitude score)= 2.18 = 65

0.04

Seen from the calculation of students’ attitude score above, it can be

described that the students’ GPA score is 3,5 then the attitude aspect score will be

65. If the students’ GPA score is higher, then the attitude score will be higher too.

If the students’ GPA score is lower, then the attitude score will be lower too. This

prove that the attitude aspect has positive relation to the learning success

(students’ GPA). Moreover, this positive relation is supported by the results of in-

depth interview conducted to low-achiever, middle-achiever, and high achiever.

The students claimed that attitude aspect had contribution to their learning

success.


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2. Relation between Discipline and Learning Success

In addition, the correlation between discipline aspect and learning success

is considered positive which is bigger than 0.00 and the coefficient is 0.00 (r 1.3 =

0.49 > 0.00 and sig = 0.03 < 0.05). Thus, it is found that there is a positive and

significant correlation between students’ attitude and students’ learning success. It

demonstrates a strong positive linear relation between both variables since the

coefficient level is bigger than 0.00 and the significance level is less than 0.05.

R square value of discipline aspect is 0.24, it means that attitude aspect

contributes 24% of the learning success gaining. Then, R square value of

motivation aspect is 0.44, it means that motivation aspect contributes 44% of the

learning success gaining. This finding was in line with the findings of preceding

studies such as Gordon (2005). It also indicates that students with good discipline

are reported to have learning success as well. Additionally, it explicitly states that

discipline aspect take a role in achieving the learning success. This finding

supports other related study by Gordon, T. (2012). His research shows that there is

correlation between discipline and learning success.

Moreover, this positive relationship is supported by the results of in-depth

interview conducted to low-achiever, middle-achiever, and high-achiever. All of

the students agreed that discipline aspect was related to their learning success. If

the students’ GPA score is higher, then the discipline score will be higher too. If

the students’ GPA score is lower, then the discipline score will be lower too. This

prove that the discipline aspect has positive relation to the learning success


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(students’ GPA). Moreover, this positive relation is supported by the results of in-

depth interview conducted to low-achiever, middle-achiever, and high achiever.

The students claimed that discipline aspect had positive contribution to their

learning success.

3. Relation between Motivation and Learning Success

According to the results, it was found that there was significant relation

between attitude and learning success gains bigger than 0.00 and the coefficient is

0.00 (r 1.4= 0.67 > 0.00 and sig = 0.00 < 0.05). It demonstrates a strong positive

linear relation between both variables. Motivation aspect has a strong linear

relation between the learning successes since the correlation score is approaching

+1 (0.67). Then, R square value of motivation aspect is 0.44, it means that

motivation aspect contributes 44% of the learning success gaining.

It also indicates that students with good motivation are reported to have

learning success as well. It means that if the motivation aspect is high, their

learning success will be also high. On the contrary, if their motivation aspect is

low, their learning success will be also low.

Additionally, it explicitly states that motivation aspect take a role in

achieving the learning success. This finding is also in line with the studies which

reveal that there is a strong correlation between students’ motivation and their

learning success. This study concludes that motivation aspect is contributive in

helping the students to achieve their learning success. If the students’ GPA score

is higher, then the motivation score will be higher too. If the students’ GPA score


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is lower, then the motivation score will be lower too. This prove that the

motivation aspect has positive relation to the learning success (students’ GPA).

Moreover, this positive relation is supported by the results of in-depth interview

conducted to low-achiever, middle-achiever, and high achiever. The students

claimed that motivation aspect had positive contribution to their learning success.

4. Prediction of the Learning Success

Since the major purpose of Multiple Regression analysis is to predict the

future (assuming that the identified relationship will persist), then this Multiple

Regression analysis result can predict the score of students’ attitude. The analysis

used statistical equation of Y= a+b1X1+b2X2+b3X3. “Y” is the symbol for the

predicted variable (learning success/students’ GPA); “b” is the constant value; and

“X” is the symbol for the variable (attitude/discipline/motivation). Using this

statistical formula, the score of students’ GPA (Y) can be predicted from the score

of attitude, discipline, and motivation aspect score. In other words, this is to seek

how learning success predictable from attitude, discipline, and motivation. Thus

the calculation of students’ learning success (GPA) score prediction is: Y=

a+b1X1+b2X2+b3X3.


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Table 4.13 Coefficient Correlation

The researcher took an example of a student’s score named Sonia on her

attitude, discipline, and motivation score. The value (constant) is -1.37 while the

b1 value for X1 is 0.04, b2 value for X2 is 0.01, and b3 value for X3 is 0.02.

Therefore, her learning success (GPA) score is:

Y= -1.37 + (0.04 x 83.6) + (0.01 x 82.7) + (0.02 x 79.3)

= -1.37+ 3.34 + 0.83 + 1.6 = 3.57.

From this calculation, it can be seen that the GPA score is 3.57. Thus, this

Multiple Regression analysis can be used to predict the score of students’ GPA

and also the students’ attitude, discipline, and motivation score. The significance

level above also indicates that attitude, discipline, and motivation give positive

relation to the learning success. This linear relationship is to predict the (average)

numerical value of Y for a given value of X using a straight line (called the

regression line).


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The above equation shows that the every increase of one score on the

predictor variable is followed by the increase of learning success (GPA) score as

much as 0.04, 0.00 and 0.02 at constant -1.37. Constants of -1.37 states that if the

value of the variable (attitude, discipline, and motivation) is 0, then the value of

learning success (GPA) shows negative value of -1.37.

3. Research’s Implication to English Language Education

This research findings bring about some consequences for those involved

in the field of English learning in its context. The research result is of considered

important because it has significant implications for the English education. The

result of the study may have some implications toward learners and lecturers as a

mean to improve and solve problem in the scope of teaching and learning of

English as a foreign language.

It is, therefore, very important for foreign language teachers to provide

their students with enough integrative and instrumental motivation. Teachers must

utilize activities to develop students’ attitude, discipline, and motivation. If the

teachers have good information about students’ attitude, discipline, and

motivation, they can assist the students in improving their learning techniques and

second language learning skills.

Consequently, teachers can develop both the students’ learning techniques

and language learning achievement. It is also believed that the students’ desire to

succeed has an effect on their language learning success. Teachers can utilize

learning tools focusing on positive motivation types and less on work avoidance

motivation.


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The results of this research could suggest that attitude is strongly

correlated with learning success. By gathering students’ scores, the teachers can

identify to what extent attitude, discipline, and motivation can affect learning

success.

For the students, the implementation of the research can affects students’

perceptions on the English language, whether it is meaningful, beneficial and

feasible (Bachman & Palmer, 1996, p.32; Ajzen, 1988, p.4; French et al, 2005,

p.1826; Gardner & Lambert, 1972). Overall, the students had positive perceptions

about the English language that they were meaningful and beneficial for their

academic purpose and future career.

As Baker mentions, students’ attitude, discipline, and motivation can be

identified from their reasons to learn a language, thus learning goals also

contribute to shape students’ attitude, discipline, and motivation (2009, p.23).

Certainly, the students learned English because it is necessary for their academic

or working purpose. Having clear learning goals is believed to have strong

correlation with learning, as Gardner mentions that students who have clear

learning goals will have high learning success (1985, p.61).

If students are aware of the importance of having good attitude, discipline,

and motivation, they will struggle on their achieving of success. They need to be

encouraged to understand that they must learn all the components of the chosen

foreign language or languages in order to advance in their careers.

This contribution on learning success is positively necessary for the

students to support them to achieve learning success. Therefore, having good


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attitude, discipline, and motivation is essential and useful for the students in

learning process.


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CHAPTER V

CONCLUSION

In this chapter the researcher presents the conclusions and the suggestions

of the research. The conclusions explain the summary of the research finding on

the investigation of the relation between students’ attitude and learning success.

The suggestions part presents the suggestions for the English teacher, and for

further researchers who want to conduct the same research.

A. RESEARCH RESULTS

The current study discovers the relation between students’ attitude,

discipline, motivation and students’ learning success. In addition, it is aimed to

discover whether or not learning success predictable from attitude, discipline, and

motivation. Therefore, the conclusions are made as follows.

Firstly, the findings and the discussion reveal that there is a positive and

significant relation between attitude, discipline, and learning success. This result

has answered the first research question and can be seen from the correlational

survey research. There were correlation between students’ attitude, discipline,

motivation, and learning success. The coefficient of multiple correlation was

relevantly significant in level .022 (p < .05). Hence, the null hypothesis (H0) can

be rejected because of the low significant level (<0.05) and the coefficient

correlation is greater than 0.00 (r =1). It can be concluded also from the research

result that there were significant correlation between students’ attitude, discipline,


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motivation and learning success in which the coefficient multiple correlation is

perfect (r = 1.00 > 0.00) and the significance level is at 0.22 (< 0.05). It can be

stated that if the score of the attitude, discipline, and motivation is higher, so does

the score of the GPA.

Secondly, the findings and the discussion reveal that learning success is

predictable from attitude, discipline, and motivation. This result has answered the

first research question and can be seen from the Multiple Regression analysis.

Attitude and learning success are correlated (r= 0.753), discipline and learning

success are correlated with (r= 0.494), motivation and learning success are correlated

(r= 0.673). Using the Multiple Regression formula of Y= a+b1x1+b2x2+b3x3, this

research came with the result that learning success can be predicted from attitude,

discipline, motivation, and learning success.

It was found also that the correlation between the variables was positive.

Thus, if the students’ attitude, discipline, and motivation score is high, their

learning success (GPA) will also high. Meanwhile, if the students’ attitude,

discipline, and motivation score is low, their learning success (GPA) will also

low. It means that if the scores of the predictor variables (attitude, discipline, and

motivation) change, the score of the learning success (GPA) also changes. It also

means that there is a positive and significant relation between attitude, discipline,

motivation, and learning success. The correlational findings for students’ attitude,

discipline, motivation and students’ learning success (students’ GPA score)

indicate that the findings have construct validity.


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Hence, regarding the significances and the importance of attitude,

discipline, and motivation on achieving learning success, it was crucial to have

good attitude, discipline, and motivation. The students were supposed to be more

aware that they have to improve their attitude, discipline, and motivation aspect.

The curriculum should be evaluated in terms of the impacts to the

students. The curriculum should be evaluated from its impacts on the students’

goal and the learning process. The stakeholders can design an appropriate

curriculum that can improve students’ attitude, discipline, and motivation aspect.

The students can be informed that some factors such as their attitude, discipline,

and motivation aspect can improve their learning success.

Another implication from this relation is that students’ feelings, either

positive or negative can give effect towards learning. When the students think that

their competence and ability are considerably low and they feel that there is

nothing they can do to improve their learning success. The students were anxious

that they would perform less well on their learning, thus they tried harder to

improve their learning success (Alpert & Haber, 1960, as cited in Stawiarska,

2015).

From the results, it was found that the study result influenced students’

attitude, discipline, and motivation. It influenced how the students’ perceived their

language skill. The students will judge themselves as having poor language

competence.


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B. IMPLICATIONS

This study found that there is a positive relation between attitude,

discipline, motivation and learning success. It means that attitude, discipline, and

motivation turn to be the influential factors the important factors to achieve

learning success. Statistical, description, and interpretation of narrative data show

that those who have the high learning success tend to have high attitude,

discipline, and motivation. Besides, those who have the low learning success tend

to have low attitude, discipline, and motivation.

This contribution on learning success is positively necessary for the

students to support them to achieve learning success. Therefore, having good

attitude, discipline, and motivation is essential and useful for the students in

learning process. The relation between attitude, discipline, motivation, and

learning success is considered big. If they have good attitude, discipline, and

motivation toward learning English language, they will achieve learning success.

On the contrary, if they do not have good attitude, discipline, and motivation

toward learning English language, they will not gain learning success. Attitude,

discipline, and motivation aspect are the important factors to achieve learning

success. Those researches have also reported the results. These research findings

bring about some consequences for those involved in the field of English learning

in its context.

The research result is of considered important because it has significant

implications for the English education. The result of the study may have some

implications toward learners and lecturers as a mean to improve and solve


132

problem in the scope of teaching and learning of English as a foreign language.

According to the observation and interview conducted by the researcher, the

students should make their efforts to gain success in learning English language.

For ESL university students, these findings could encourage them to be more

aware about their attitude, discipline, and motivation. Eventually, the English

language educators also need to promote and increase students’ attitude,

discipline, and motivation.

C. SUGGESTIONS

This research focused on the relation between attitude, discipline,

motivation, and learning success. Based on the results of the research, some

suggestions are proposed which are expected to be useful for the students,

teachers, and other researchers. This research can be the consideration for

Foreign Language Academy St. Pignatelli’s lecturers on designing the

curriculum which can help improving the students’ attitude. Eventually, the

teacher needs to promote and increase learner’s good attitude awareness in

language learning. It is a need because the students cannot be supposed to

accidentally achieve learning success without having good attitudes.

Regarding to the findings, the researcher also puts forwards a number of

suggestions for further researches. Firstly, this study could be further extended

to examine the relation between attitude, discipline, motivation, and learning

success. This might give positive impact toward English language education

field.


133

Secondly, this study also gives impression of further study to get deeper

insight of the influence of attitude, discipline, motivation, and learning success.

This study also suggests that future research could provide students’ perception

of the relation between attitude, discipline, motivation, and learning success. It

also could give the English educators an overview of this study and encourage

them to be more aware about their attitude, discipline, and motivation.

The result of this research could suggest that the components of attitude,

motivation, and discipline were strongly correlated with learning success.

Since this prior study focuses on identifying students’ attitudes and the

correlation between the components of attitudes, discipline, and motivation,

further study can also be conducted on the effect of attitudes on students’

performance. Further research is expected to complete this prior research with

the causal and effect relation of students’ attitude, discipline, motivation and

their learning success. By gathering students’ scores, future researchers can

identify to what extent attitudes can affect learning success.


134

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139

LIST OF APPENDICES


Appendix 2: Interview Results from the Lecturer

Appendix 3: Interview Results from the Students

Appendix 4: Questionnaire of Students’ Attitude, Discipline, Motivation and

Learning Success

Appendix 5: Questionnaire Results



140



141

APPENDIX 2: Interview Results from the Lecturer

1st Interviewee

Name : Dra. Melania Lulut, M.Hum.

Position : English Lecturer of St.Pignatelli Foreign Language Academy

Teaching period : 27 years

Interview date : Wednesday, 8 February 2017

No. Questions Information

1. How is the students’

background?

Most of the students come from the districts

around Solo Raya, such as Surakarta, Boyolali,

Karanganyar, and Klaten. Some of them come

from favorite schools.

2. Why do the students

want to study at foreign

language academy?

Most of the students want to master English

language and want to have skill of English

language. It is important for them to look for some

jobs.

However, some of the students who study here are

not accepted in other universities that they like.

Thus, they choose this foreign language academy

as the second choice. The other choose to study

here because of their parents’ willingness.

3. What are the problems in This institution has implemented three different


142

teaching and learning

process?

curriculums during the three years (2014, 2015,

2016). However, the curriculum is like the

undergraduate program in which the theory aspect

is more than the practice aspect. It has the bad

effect for the students because they cannot get the

maximum results in learning English. It is very

contradictory with the aim of vocational high

school which is preparing students for working

and the students have to be able to compete with

other human resources, especially because of

AFTA and AFLA. They have to be ready to

compete with other human resources from other

countries if they want to have better job and better

life quality.


English skill in speaking,

listening, reading, and

writing?

The students’ English skill in speaking, listening,

reading, and writing is quite low. Only few

students who can answer the English questions

given by the lecturers. If I ask the simple

questions, almost half of the students can answer

the questions. The skill in speaking, listening,

reading, and writing are medium but they have

problems in pronouncing the words. They used to

pronounce the incorrect pronunciation since they


143

studied in junior high school.

5. What is the purpose of

teaching English to

vocational high school

students?

To help students to communicate in English for

their daily activity and to prepare the students for

working. Sometimes, they have to speak in

English when communicate with other people in

the working environment.


attitude in learning

English language?

I think there are some students who have poor

attitude in learning English language. They still

have lack of good attitude motivation and I

sometimes still feel lazy to learn and prefer to do a

new activity.


discipline in learning

English language?

In the learning process, some of the students are

still not discipline. Some of them are still

childishness.


motivation in learning

English language?

I think the students still have lack of motivation

and I sometimes still feel lazy to learn and prefer

to do a new activity.

9. Are the skills and

knowledge that are

possessed by the students

should be balanced with

good attitude and

responsibility?

Exactly, if the students have good attitude, of

course when they work, they will have good

attitude as well. Yes, those are very important.

Even in all subjects, the school subjects have to be

able to improve students’ skill, knowledge,

attitude, and responsibility.


144


knowledge that are



good discipline and

responsibility?








knowledge that are



good motivation and

responsibility?







12. What are your

suggestions for

developing the students’

attitude, discipline, and

motivation?

I suggest that the English educator to design the

curriculum and to give guide which support the

students to have a good attitude, discipline, and

motivation because it will be meaningful for

students when they work in the future. Besides, it

can help them to compete with other human

resources.


145

APPENDIX 3: Interview Results of Students’ Attitude, Discipline, and

Motivation from the Students

1st Interviewee (High achiever student)

Initial Name : AD

Interview date : Tuesday, 7th February 2017


1. Does the attitude aspects

when studying effect on

learning success?

Attitude aspect gives influence to the learning

success because it shows one's readiness to learn.

2. How do you think of

your attitude when

learning English

language?

When studying, I find the right moment to be

serious and it shows a good attitude though I am

still not confident with my English skill.

3. Are you confident in

your English language

skills?

No, I’m not confident enough with my English

language skill. I lack of English language skill and

I should be able to increase it.

4. Are you responsible for

all college duties?

Yes, I am. I always do it seriously.

5. What aspects of the

discipline effect on

Yes, discipline aspect gives influence to the

learning success because that is important in the


146

learning success?

learning process.

6. How is your discipline

aspect while learning

English this time?

In the learning process, I am still not too

discipline since I am still childish. However, I am

responsible to follow all of the learning process, I

do every task seriously.

7.. Are you being

responsible will be your

duty to follow the

lectures? Are you being

responsible for all tasks

will be college?

I am responsible for all tasks assigned by the

lecturers and I will do it seriously


your motivation when

learning English this

time?

Yes, motivation aspect gives influence to the

learning success because when we are studying,

we should be motivated to learn. We must aware

that we should arise our own motivation, no one

else can arise our motivation. As the students

know everything that they should learn. I think the

effect as it can improve the process and

achievements while studying.


147

9. In your opinion, how

important is the learning

success when studying?

The learning success is very important in studying.

10. In your opinion, how

will the attitude,

discipline, and

motivation aspect will

give effect on the

achievement of the

learning?

Those aspects will give. us the power to stick to

our decisions and follow them for achieving

learning success.

2nd Interviewee (Middle achiever student)

Initial Name : AE

Interview date : Tuesday, 17th February 2016


1. Does the behavioral

aspects when studying

effect on learning

success?

Yes, it does. By having a good attitude, we can

concentrate to study well. When learning English

language, I enjoy it so much though sometimes I

feel bored.


your attitude aspect

I think I still lack of good attitude.


148

when learning English

language?

3. Are you confident of


skills?

On the learning process, I am not really confident

with my English language skill. Sometimes I make

mistake to say in English.


all college duties?

I am responsible for all of my duties though

sometimes I postpone doing my tasks.



learning success?

Yes, discipline aspect gives influence to the

learning success since being discipline will help us

to achieve learning success.

6. How is your discipline

aspect while learning

English this time?

I think my discipline is still lacking, I often prefer

to use Indonesian and Javanese than English. I

always go to the class on time, even though

sometimes I feel lazy but I still go to the classes.




time?


learning success because if we do not have the

motivation to learn then we may not be able to

catch the lesson maximally. I think I still have lack


149

of motivation and I sometimes still feel lazy to

learn and prefer to do a new activity.

8. Does motivation aspect

give positive relation to

the learning success?


learning success

9. Do attitude, discipline,

and motivation aspect



Yes, without having a good attitude, discipline and

motivation aspect then we will not able to achieve

learning success.

10. Does success in

learning is important?

I think having the learning success itself is

important because it can measure the level of

students' understanding of the learning process that

has been accomplished.

3rd Interviewee (Low achiever student)

Initial Name : AA

Interview date : Wednesday, 17th February 2016


1. Does the attitude

aspects when studying

effect on learning

Yes, the attitude aspects effect on the behavioral

aspects of the learning success. For instance, what

our attitude when he joined the teaching and


150

success? learning activities


your behavior when

learning English

language?

I feel my behavior has been good enough since I've

been following the learning process desired by Mr.

/ Ms professor.

3. Are you confident in


skills?

I was not confident with my English language skills

because I feel there are still many shortcomings in

my English language skills and are still in the

learning process.


all college duties?

I feel it will be responsible for all the coursework,

because I always submit the task on time.



learning success?

Yes, aspects of the discipline influence the success

of learning, for example, when a student is not

disciplined in following the learning process or

often absent it would likely miss the learning

material and may affect the value.

6. Are you being

responsible will be your

duty to follow the

lectures? Are you being

I'd had enough discipline to follow the teaching and

learning activities because I want a satisfactory

score


151

responsible for all tasks

will be college?




time?

Yes, I felt it was liable to be my duty to follow the

lectures, because I always try to come in the

learning process and does not present only when

sick or indeed there is something very important.

I feel it will be responsible for all the coursework,

because I always submit the task on time

8. Does motivation aspect



Yes, because the motivation can trigger the spirit of

learning in students it could affect the outcome or

success of the study.

9. Does success in

learning is important?

Success in learning is important because if it is

successful in learning means having the ability or

signifies already mastered the material they have

learned and can learn things or matter that much

anymore. Yes, aspects of behavior, discipline and

motivation will affect the achievement of learning

success. When all its aspects are in balance it will

be easier to achieve success in learning.


152

APPENDIX 4

QUESTIONNAIRE OF STUDENTS’ ATTITUDE, DISCIPLINE, AND MOTIVATION

SAINT PIGNATELLI FOREIGN LANGUAGE ACADEMY

Student Number :

Semester :

Please give a tick ( ) in the most appropriate number of each statement which correspond most closely to the desired response.

No. Criteria Score

1. Strongly Agree 5

2. Agree 4


153

3. Doubt 3

4. Disagree 2

5. Strongly Disagree 1

A. ATTITUDE

No Working Concept Indicators Questions Score

1 2 3 4 5

1 ‘a psychological tendency to

view a particular object or

behaviour with a degree of

favour

Having a big

optimism

I am quite confident with my

English skill.

2 an enduring organization of

motivational, emotional,

Having a big

effort

I have a big effort on

achieving my goals


154

perceptual, and cognitive

processes

‘a psychological tendency to



favour

The attitude

involve a set of

strong beliefs

The improvement of

knowledge, skill, attitude,

and responsibility can help

me to have a better life

quality in the future.




favour

The attitude

involve a set of

strong beliefs

The improvement of

knowledge, skill, attitude,

and responsibility can help

me to have a better job.




Involve in the

process of

learning

I can keep the class quiet


155

processes




processes

Involve in the

process of

learning

I can keep the class working




processes

The attitude

involves a set of

strong beliefs

Making mistakes when

learning foreign language is

a common thing




processes

The attitude

involves a set of

strong beliefs


my goals that I can achieve

my academic goals

8 ‘a psychological tendency to The attitude I avoid getting punishments


156



favour

involves a set of

strong beliefs




favour

The attitude

involves a set of

strong beliefs






favour

The attitude

involves a set of

strong beliefs

Knowledge should be

balance with good skill and

attitude if I want to be

success in learning English

language



The attitude

involves a set of

Knowledge should be

balance with good skill and


157


favour

strong beliefs attitude




favour

The attitude

involves a set of

strong beliefs

I have a strong belief

towards my goals

B. DISCIPLINE


1 2 3 4 5

1 an attitude that

requires knowledge,


behaviors.

I obey all of the school’s rules


158


sensitivity, and self-confidence

2 an attitude that

requires knowledge,




behaviors.

I obey all of the teacher’s

instructions

3 an attitude that

requires knowledge,




behaviors.

I do all of my obligations at

school

4 an attitude that

requires knowledge,




behaviors.

I always come to the class on

time


159

5 an attitude that

requires knowledge,




behaviors.

I give my respects to all of my

lecturers

6

an attitude that

requires knowledge,



involved in the activities that

can form my good attitude

I involve in every activities at

class

7 an attitude that

requires knowledge,



It has the motivation comes

from self-conscious

I have the motivation that comes

from self-conscious

8 an attitude that

requires knowledge,

It provides the processes to

reach the goals.

I focus on the processes to reach

the goal by combining the


160




responsibility in the English

9 an attitude that

requires knowledge,



It provides the processes to

reach the goals.

I have a big effort on achieving

my goals

10 an attitude that

requires knowledge,




motivated.

I often find my course boring but

will stick with it

11 an attitude that

requires knowledge,




motivated.

I have a motivation comes from

self-conscious


161

12 Discipline means being

motivated.

I have a big motivation to learn

English language

MOTIVATION


1 2 3 4 5

1 “enjoyment of the

activities

characterized by a

mastery orientation




In general, I found my course very interesting

2 “enjoyment of

activities

characterized by a




I really enjoy to study topics


162

mastery orientation

3 “the process whereby

goal-directed

behavior is energized

and sustained”

Responsibility-willingness to

seek and accept it (internal

motivation)

I don’t find it difficult to get motivated to

work on my course


goal-directed


and sustained”




I need to know how well I’m doing in order

to feel motivated to work


goal-directed


and sustained”




In general, the lecturers stimulated my

interest in my subject

6 “the process whereby Skill – possession of skills I like to learn about new aspects of my


163

goal-directed


and sustained”


ambition (internal

motivation).

subject and to explore new ideas


goal-directed


and sustained”


hand with motivation (internal

motivation).

I get satisfaction from meeting intellectual

challenges and pushing my limits


goal-directed


and sustained”



(internal motivation).

I often find my course boring but will stick

with it


activities

characterized by a



motivation).

I feel that I really belong at university


164

mastery orientation


activities

characterized by a

mastery orientation



motivation).

Overall, I have really enjoyed my studies so

far at university level

11 “the attribute that

moves us to do

something”



In general, I did my maximal of work which

was required of me


goal-directed


and sustained”



I want to gain high marks at university


165

No Questions

SA

(n)

5

(k)

A

(n)

4

(k)

D

(n)

3

(k)

DA

(n)

2

(k)

SDA

(n)

1

(k)

N x̄

1. I am quite confident

with my English skill

6 30 10 40 14 42


achieving my

academic goals

8 40 6 24 16 48

3. The improvement of

knowledge, skill,

attitude and

responsibility help to

achieve a better life

8 40 14 56 8 24

4. The improvement of

knowledge, skill,

attitude and

8 40 14 56 8 24


166

responsibility help to

get a better job


quiet.

8 40 12 48 8 24 4 8


working/tasks

8 40 14 56 10 30 4 8

7. Making mistakes

when learning foreign

language is a common

thing

3 15 6 32 10 30 11 22

8. I have strong beliefs

toward my goals that I

can achieve my

academic goals: very

12 60 14 56 4 12


167

DISCIPLINE

agree

9. I avoid getting

punishment

6 30 18 72 6 18

10. I often find my course

boring but I will stick

with it

11 55 14 56 5 15

11. Knowledge should be

balance with good

skill and attitude if I

want to be success in

learning English

language

30 150


168

No Questions

SA

(n)

5

(k)

A

(n)

4

(k)

D

(n)

3

(k)

DA

(n)

2

(k)

SDA

(n)

1

(k)

N x̄

1. I obey all of the school’s rules 6 30 10 40 14 42

2. I obey all of the teacher’s

instructions

8 40 6 24 16 48

3. I do all of my obligations at

school

8 40 14 56 8 24

4. I always come to the class on

time.

8 40 14 56 8 24

5. I give my respects to all of my

lecturers

8 40 12 48 8 24 4 8

6. I involve in every activities at

class

8 40 14 56 10 30 4 8

7. I have the big motivation that


3 15 6 32 10 30 11 22

8. I focus on the processes to

reach the goal by combining

the knowledge, skill, attitude,

and responsibility in the

English

12 60 14 56 4 12


achieving my goals

12 60 14 56 4 12 12

10. I often find my course boring 6 30 18 72 6 18 6


169

MOTIVATION

but will stick on it

No Questions

SA

(n)

5

(k)

A

(n)

4

(k)

D

(n)

3

(k)

DA

(n)

2

(k)

SDA

(n)

1

(k)

N x̄

1. In general, I find my course is

very interesting

6 30 10 40 14 42 6

2. I really enjoy to study my

topics of English materials

8 40 6 24 16 48 8

3. I don’t find it difficult to get

motivated to work on my

course

8 40 14 56 8 24 8

4. I need to know how well I am

doing in order to feel

motivated to work.

8 40 14 56 8 24 8

5. In general, the lecturers

stimulated my interest in

learning

8 40 12 48 8 24 4 8

6. I like to learn about new

aspects of my subjects and to

explore new ideas

8 40 14 56 10 30 4 8

7. I get satisfaction from

meeting intellectual

3 15 6 32 10 30 11 3


170

challenges and pushing my

limits

8. I often find my course boring

but I will stick with it

12 60 14 56 4 12 12

9. I feel that I really belong at

university

12 60 14 56 4 12 12 12

10. Overall, I have really enjoyed

my studies so far at university

level

6 30 18 72 6 18 6 6

11. In general, I do my maximal

of work which is required of

me

6 30 10 40 14 42 6

12. I want to gain high marks at

university

8 40 6 24 16 48 8


171



172


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