AN ANALYSIS ON THE STUDENT’S LEARNING ENGLISH ...Jurusan : Pendidikan Bahasa Inggris Judul Skripsi : AN ANALYSIS ON THE STUDENT’S LEARNING INTEREST BETWEEN MORNING AND AFTERNOON

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AN ANALYSIS ON THE STUDENT’S LEARNING ENGLISH INTEREST

BETWEEN MORNING AND AFTERNOON SCHEDULE IN SMAN 7

MAKASSAR

(Descriptive Quantitative)

A THESIS

Submitted to the Faculty of Teacher Training and Education

Muhammadiyah University of Makassar in Part Fulfillment of the Requirement

for the Degree of Education in English Department

MUH. FATHURRAHMAN

10535658615

FACULTY OF TEACHER TRAINING AND EDUCATION

ENGLISH EDUCATION DEPARTMENT

UNIVERSITAS MUHAMMADIYAH MAKASSAR

2020

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FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221

SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : Muh. Fathur Rahman

Nim : 10535658615

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : AN ANALYSIS ON THE STUDENT’S LEARNING

INTEREST BETWEEN MORNING AND

AFTERNOON SCHEDULE IN SMAN 7 MAKASSAR


Dengan ini saya menyatakan bahwa skripsi yang saya ajukan di depan tim penguji

adalah hasil karya saya sendiri dan bukan hasil karya dari orang lain atau

dibuatkan oleh siapapun.

Demikian pernyataan ini dan saya bersedia menerima sanksi apabila pernyataan

ini tidak benar.

Makassar, January 2020

Yang Membuat Pernyataan

Muh. Fathur Rahman

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FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : Muh. Fathur Rahman

Nim : 10535658615

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : AN ANALYSIS ON THE STUDENT’S LEARNING

INTEREST BETWEEN MORNING AND

AFTERNOON SCHEDULE IN SMAN 7 MAKASSAR


Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai selesai penyusunan skripsi ini, saya

akan menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).

2. Dalam penyusunan skripsi, saya akan selalu melakukan kosnsultasi dengan

pembimbing yang telah ditetapkan oleh pimpinan fakultas.

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi

ini.

4. Apabila saya melanggar perjanjian pada butir 1, 2, 3, saya bersedia

menerima sanksi sesuai dengan aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh keasdaran.

Makassar, january 2020

Yang Membuat Pernyataan

Muh. Fathur Rahman

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MOTTO

“TALK LESS DO MORE’’

I dedicated this thesis to

My beloved parents and my families

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ABSTRACT

MUH FATHURRAHMAN, 2019. Thesis of English department Faculty of

Teacher Training and Education, Muhammadiyah University of Makassar. “An

Analysis ON the Student’s Learning Interest between Morning and Afternoon

Schedule in SMAN 7 Makassar”. Thesis Guided by (Nur Qalby and Yassir

Mallapiang)

This study aim to analyze student learning interest based on the morning and

afternoon study schedule at the second grade of SMAN 7 Makassar in academic

year 2019/2020.

This research applied the Descriptive Quantitative Method, with used a

questionnaire instrument, and the sample used 2 classes, Morning class and

Afternoon class.

The result research from descriptive analysis test on the morning schedule is

36.39, with a standard deviation of 4.924, the minimum value achieved by

students is 25, and the maximum value is 45. Whereas on the afternoon class

schedule the mean score is 25.94, with a standard deviation of 3.687, the

minimum value achieved by students is 19, and the maximum value is 36, While

the results of the t-test using the SPSS program found that the value of sig (2-

tailed) was 0.00 <0.05 so that the conclusion that interest in learning towards

morning and evening classes had a significant difference.

Key Words: Interest, Morning Schedule, Afternoon Schedule

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ABSTRAK

MUH FATHURRAHMAN, 2019. Tesis jurusan Bahasa Inggris dari

Fakultas Pelatihan dan Pendidikan Guru, Universitas Muhammadiyah Makassar.

"Analisis tentang Minat Belajar Siswa antara Jadwal Pagi dan Sore di SMAN 7

Makassar". Tesis Dipandu oleh (Nur Qalby dan Yassir Mallapiang)

Penelitian ini bertujuan untuk menganalisis minat belajar siswa

berdasarkan jadwal belajar pagi dan sore di kelas dua SMAN 7 Makassar pada

tahun akademik 2019/2020.

Penelitian ini menggunakan Metode Kuantitatif Deskriptif, dengan

menggunakan instrumen kuesioner, dan sampel menggunakan 2 kelas, kelas Pagi

dan kelas Sore.

Hasil penelitian dari uji analisis deskriptif pada jadwal pagi adalah 36,39,

dengan standar deviasi 4,924, nilai minimum yang dicapai oleh siswa adalah 25,

dan nilai maksimum adalah 45. Sedangkan pada jadwal kelas sore skor rata-rata

adalah 25,94, dengan standar deviasi 3,687, nilai minimum yang dicapai oleh

siswa adalah 19, dan nilai maksimum adalah 36, sedangkan hasil uji-t

menggunakan program SPSS menemukan bahwa nilai sig (2-tailed) adalah 0,00

<0,05 sehingga kesimpulan bahwa minat belajar terhadap kelas pagi dan sore

memiliki perbedaan yang signifikan.

Kata Kunci: Bunga, Jadwal Pagi, Jadwal Sore

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ACKNOWLEDGMENT

All praise is only for Allah, Almighty God. May peace and blessings from

Allah be upon me with the Prophet Muhammad SAW for his family and followers. It

is part of God's grace that the writer can finish writing this thesis. This was submitted

as one of the requirements for completing studies at Makassar Muhammadiyah

University, Faculty of Teacher Training and Education.

The author realizes that this thesis will never be completed without the help of

a number of people. Therefore, the author would like to express appreciation and

deep gratitude to those who have helped and involved in completing the thesis.

The author thanks the the Chancellor of Makassar Muhammadiyah University

Prof. Dr. Abdul Rahman Rahim, SE., MM, Dean of the Teaching and Education

Faculty Erwin Akib, M.Pd., Ph.D and Head of the Department of English Education

Ummi Khaerati Syam, S.Pd., M.Pd.

The deepest gratitude that the author wishes to convey to the two supervisors:

Dr. Nur Qalby, S.S, M.Hum as the first supervisor and Yassir Mallapiang, S.S, M.Pd

as the second supervisor, for spending so much time guiding the author to form the

beginning to the end of this thesis, provide comments, corrections, and suggestions

that help the author to facilitate the writer in completing this research.

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The author thanks the Principal of SMAN 7 Makassar School Drs. Anwar,

M.M and Nurlela, S.Pd as English Teachers at SMAN 7 Makassar, and all students of

SMAN 7 Makassar who have appreciated me during my research.

In particular and especially the author, sincerely thanks my parents, Drs. H. Muh

Saleh and Nuraeni, S.Pd, my sister Siti Uswatun Hasanah, A.Md., F.Km and sitti

magfira, S.Pd, my brothers Muh annas Fathir, and Muh Fadlillah ...

The author also thanks all my classmates, my best friends, Assalam Djihat,

arifudin S.DM, Muh hardiyansah, muhtar jayadi, and Muslimin Nur for their help and

motivation to complete this skripsi.

The author believes that this thesis is still far from perfection, for this reason

the writer highly appreciates the criticism and suggestions of the reader in improving

this thesis. The author hopes this thesis can help readers in the future. Finally, the

authors hope this paper provides many benefits. May Allah always forgive us.

Makassar, 8 November 2019

MUH. FATHURRAHMAN

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TABLE OF CONTENT

Page

PAGE OF TITLE …………………………………………………………. i

APPROVAL SHEET ……………………………………………………… ii

PERNYATAAN …………………………………………………………… iii

ABSTRACT ……………………………………………………………….. iv

ACKNOWLEDGEMENT ………………………………………………… vi

TABLE OF CONTENT ………………………………………………….. viii

LIST OF TABLE …………………………………………………………. x

LIST OF APPENDIX ... …………………………………………………… xii

CHAPTER I: INTRODUCTION 1

A. Background ………………………………………………….. 1

B. Research Question …………………………………………… 3

C. Object of the Research . …………………………………….. 3

D. Significance of the Research ………………………………… 3

E. Scope of the Research ………………………………………. 4

CHAPTER II: REVIEW OF RELATED LITERATURE

A. Previous Related Findings ... ………………………………… 5

B. Learning .......... ………………………………………………. 6

C. Learning Time ..................... ……………………………... 9

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D. Interest learning……………………………………………. 11

E. Conceptual Framework ... …………………………………. 20

CHAPTER III: RESEARCH METHOD

A. Research Design ... ……………………………………….. 21

B. Location and Time of the Research………………………….. 21

C. Variable Operational Definition ... ……………………….. 22

D. Subject and object of the research…………………………... 22

E. Instrument of the Research ..... ……………………………… 23

F. Procedure of Collecting Data ... ……………………………. 23

G. Technique of Data Analysis .... …………………………….. 23

CHAPTER IV FINDING AND DISCUSSION

A. Finding …………………………………………….. 24

B. Discussion …………………………………………….. 37

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion…………………………………………… 39

B. Suggestion……………………………………………. 39

BIBLIOGRAPY 40

APPENDICES 42

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LIST OF TABLE

Page

Table 1.1 During the teaching and learning activities taking place in the morning

I pay attention to the material delivered by my English teacher……… 24

Table 1.2 I prefer learning English in the morning ……………………………… 25

Table 1.3 I can easily remember the material explained by my English teacher

In the morning ……………………………………………………….. 25

Table 1.4 I am more active studying in the morning …………………………… 26

Table 1.5 I feel sleepy when studying in the morning …………………………. 26

Table 1.6 I prefer to do the daily tests given by the teacher

in the morning ………………………………………………………. 27

Table 1.7 I prefer reading books when studying in the morning ………………. 27

Table 1.8 I was very excited when working on English material

in the morning ………………………………………………………. 28

Table 1.9 I like learning English in the morning because

my mind is still fresh ………………………………………………… 28

Table 1.10 I often get late in class when learning English is

done in the morning …………………………………………………… 29

Table 1.11 During the teaching and learning activities taking place

in the afternoon I pay attention to the material delivered by my English

teacher……………………………………………………………… 29

Table 1.12 I prefer learning English in the afternoon…………………………. 30

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Table 1.13 I can easily remember the material explained by my English

teacher in the afternoon…………………………….. 30

Table 1.14 I am more active studying in the afternoon………………………….. 31

Table 1.15 I feel sleepy when studying in the afternoon………………………... 31

Table 1.16 I prefer to do the daily tests given by the teacher in the afternoon…. 32

Table 1.17 I prefer reading books when studying in the afternoon……………….32

Table 1.18 I was very excited when working on English material in

The afternoon.................................................................................... 33

Table 1.19 I like learning English in the afternoon because

My mind is still fresh ……………………………………………. 33

Table 1.20 I often get late in class when learning English is done in

The afternoon …………………………………………………………………. 34

Table 1.21 Descriptive analysis test ………………………………………….. 35

Table 1.22 Chi-Square Tests ………………………………………………………………… 36

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LIST OF APPENDIX

Page

Appendix A Table Data Questionnaire ………………………………… 43

Appendix B Analysis Questionnaire Morning Schedule ………………. 45

Appendix C Analysis Questionnaire Afternoon Schedule ……………. 50

Appendix D Table descriptive Analysis test …………………………… 55

Appendix E Table Independent t-Test ………………………………… 55

Appendix F Questionnaire……………………………………………….. 56

0Appendix G Documentation …………………………………………….. 62

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CHAPTER I

INTRODUCTION

This chapter discusses about background, research question, objective of

the research, significant of the research, and scope of the research.

A. Background

Learning schedule is a way to share time for each subject to accommodate

learning activities at school. Without a learning schedule, learning planning

cannot be implemented and improved on lesson schedules and objects that are

canceled at school.

Sometimes, each school has a different study schedule, some on the

schedule have a morning study schedule and some have a morning to evening

study schedule. Studying in the Morning at school will make a different difference

from studying in the afternoon because in the morning students like to be fresh

and full in addition to students who stay up late at night or students who don't

have breakfast in the morning. The efficiency of sleep time and initial sleep time

on weekends does not differ between groups. Martin, et al (2016: 207).

There are so many challenging things in learning English that have

different study times. Mostly in learning in class. For example the case of students

who study in the morning. Focus more on learning during the day. Less focus on

other learning is another problem faced by students.

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According to Slameto (2015: 68) that school time also affects student

learning. This can be seen during the learning process in the morning and evening.

a compilation of people learning in the morning will focus more on the material

delivered by the teacher from individuals who get lessons in the afternoon. These

two time differences will be one of the differences in students' interest in learning.

From the explanation above the researcher can be explained in several

problems that arise in the difference in learning time, namely the students' interest

in terms of learning in class. Thus the student problems discussed earlier are very

interesting to uncover differences in student interest in learning between morning

and afternoon

Interest is something that is obtained from birth but is obtained later. An

individual who has an interest in something, he will be more in the learning

process and learning outcomes will be better.

The teaching and learning process also involves students' interests and

activeness. According to Slameto, interest is something that is liked and desirable

by someone or the activity proposed to them (2015: 180).

Previous research conducted by Lestari in Yogyakarta (2013: 124) on

learning time learning towards students 'interests, activities and learning outcomes

showed that there was a significant difference between learning time in the

morning and evening for students' interests and activeness. However, there is a

significant difference between learning time in the morning and afternoon on

student learning outcomes.

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Based on the above description, the researcher wants to conduct a

comparative between morning and afternoon schedule entitled:

“An Analysis on the Student’s Learning Interest between Morning and

Afternoon Schedule in SMAN 7 Makassar”

B. Research Problem

Based on the background mentioned, the research question:

“Is there a difference in student learning English interest occurred between

the learning on morning and afternoon schedule at the second grade SMAN 7

Makassar in academic year 2019/2020?”

C. Objective of the Research

In line with what has been stated on research questions part, this research

was aimed to find out the different student learning English interest occurred

when the morning and afternoon study schedule at the second grade of SMAN

7 Makassar in academic year 2019/2020.

D. Significance of the Research

The result of this research will expect to give some positive outcome as

follow:

1. Theoretically, the researcher hopes that the result of this writing can be

inform the people that we can get the interesting study especially English

subject based on time study. So this writing will be considering people in

an attempt to increase the result of study.

2. Practically, this investigation was proved to other people especially to

English teacher and the students that learning process in the morning and in

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the afternoon are difference situation studies. Especially, to inform for

English teacher when he wants to teach in classroom.

E. Scope of the Research

The focus of this research is students' interest in learning English on the

morning and evening schedules. This investigation was carried out in the second

grade of Makassar 7 High School.

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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher discusses about previous related findings and

the researcher was present review of related theories which consists of two-part,

interest learning and morning and afternoon schedule and discusses about a

comparative of them. Considering the theories two parts, the writer formulated

conceptual framework, rationale and hypotheses

A. Previous Related Findings

The research conducted by Giovanni (2018) about the influence of study

time on interests, activeness and learning outcomes of students in Yogyakarta

showed that the study time in the morning and afternoon did not affect students'

interests and activeness but had an effect on student learning outcomes.

Another study which aims to determine the relationship between study

time and interest in students’ learning achievement in class VIII SMP Da’wah

Pekanbaru shows that there is a positive relationship with the medium category

between learning time and interest in learning on student achievement in class

VIII SMP Da’wah Pekanbaru in 2017/2018. (Sari, 2017)

In addition, another study conducted by Lestari (2013) at SMP Negeri

Cipayung, East Jakarta showed that there was a significant influence of learning

interest in mathematics learning outcomes but there was no significant interaction

effect between times.

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Research conducted by Prayitno (2009) at SMA Muhammadiyah 2 in

Yogyakarta showed that there was no influence between study times and learning

achievement, this also relates to learning interest where students' interests and

motivation will encourage objectivity in the learning process so students can excel

at school.

Based on some of the research reviews related above, the difference between

my research is: in Giovani (2018) the result of her research the activeness and

learning outcomes showed that this study time in the morning and afternoon did

not affect student interest; in Sari (2017) the result is the interest between study

time morning and afternoon shows that there is relationship with the medium

category between learning time and interest I n learning on student achievement;

in lestari (2013) showed that there was a significant influence of learning interest

in learning outcomes but there was not significant interaction effect between

times; in prayitno (2009) showed that there was not influence between study time

and learning achievement with relates learning interest of the student; while in my

research is focused student interest between morning and afternoon schedule. The

research will be applied in SMAN 7 Makassar.

B. Learning

Learning is a mental / psychological activity that takes place in active interaction

with the environment, which results some of changes in knowledge /

understanding, skills and attitudes (Winkel, 2004: 59). According to Slameto,

learning is a business process carried out by a person to obtain a new change in

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behavior as a whole, as a result of his own experience in interaction with his

environment (2015: 2). Whereas according to Khodijah, learning is a process that

allows one to acquire and shape new competencies, skills and attitudes (2014: 50)

and according to constructivists learning is an active process of students

constructing meaning either dialog text, physical experience, etc. (Suparno, 1997:

61)

Some definitions of other learning according to experts are as follows

(Khodijah, 2014: 47):

1. Harold Spears (1955) states that learning is observing, reading, imitating,

trying something yourself, listening, following Instructions.

2. Cronbach (1960) states that learning is shown by behavior change as a result

of experience.

3. Bell-Gredler (1986) states learning as a process of acquiring various

competencies, skills, and attitudes.

From some of the opinions above, the writer can be conclude that learning

is a process of changing behavior carry out by someone in active interaction with

the surrounding environment to get skills and new attitudes. An individual who

learns it will get something that he does not understand by constructing the

information he gets himself. Learning is also a process of assimilating and

connecting experiences or learns the material with the understanding they have

that the understanding is developed (Suparno, 1997: 61). A person who learns not

only adds information that is obtained, but it also to associate or connect

information that is possessed with new information.

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In learning, there are also factors that influence success in learning.

According to Slameto (2015: 54) there are the factors that influence, but it

can be classify into only two groups, namely internal (internal) and external

(external) factors. Internal factors are the factor that exist in individuals

who are learning, while external factors are a factor that exist outside the

individual. Internal factors include physical factor, psychological factor and

fatigue factor. External factors include family factor, school factors and

community factor.

According to Suryabrata 1989 (in Giovanni 2014: 58) the factors that

influence learning can be classified into two, namely:

1. Factors that originate in self-learning, they are:

a) Physiological factor, and

b) Psychological factor.

2. Factors originating from outside self-learning, which include:

a) Social factor, and

b) Non-Social factor.

From the opinion of the experts above it can be conclude that in

learning there are factors that influence the success of learning. These

factors are internal factors that come from within, the individual and

external factors that originate outside the individual who learns. Internal

factors include physical, psychological and fatigue conditions, while

external factors include family, school, community, social and non-social.

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One example for external factors that occur in learning is also

include in non-social factors. The example is that as expressed by

Suryabrata 1989 (in Giovanni 2018) is time (morning, afternoon, or night),

most people find it easier to understand lessons in the morning than during

the day or evening. From the above events it can be explain that there are

actually many that affect learning. So that when an individual's learning

outcomes are not in line with expectations, we must not blame that

individual's intelligence as the cause. But it must also pay attention to the

factors that might influence as explain above.

C. Learning Time

According to the Big Indonesian Dictionary, time is a whole series

when it is a process, an action, or a state of being or going on. Learning

is a process of changing behavior carries out by someone in active

interaction with the surrounding environment to get new skills and

attitudes. Thus, learning time is the process of the active interaction of an

individual with the surrounding environment to get behavioral changes

such as skills and attitudes.

An individual conducts learning activities in two ways, both of

formally and informally. Formal study is carried out by an individual at

school. Meanwhile, non-formal learning is done by an individual outside

the school. School time is the time of the learning process at school, at

that time it can be in the morning, afternoon, evening / night (Slameto,

2015: 68). Biggers (1980, in Shah 2008: 138) argues that the time of

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learning in the morning is more effective than learning at other times. In

his research, Lestari (2013: 119) argues that in the morning school it

starts at 6:30 to 12:00, and during the day from 12:00 to 17:30.

Student learning time is influenced by school time. When a student

enters school during the day, the student will have difficulty in receiving

lessons because the body is tired. The difficulty is caused by students

having difficulty concentrating and thinking in a tired body condition.

Conversely, when students receive lessons in the morning the student

will be easy to concentrate and focus on receiving lessons. This is

because the condition of the mind is still clear and fresh and the physical

condition is still good. As a result, choosing the right school time will

have a positive influence on learning outcomes. For example, when

physics takes place in the morning, students still concentrate, focus and

active in following the learning process. Whereas, when physics lessons

take place during the day the students are not concentrated, out of focus

and active students are only part of the number of students in the class.

This is because during the day the body is tired / weak. This will affect

the results of student physics learning. Because the time at school start at

7:15 a.m. and ends at 3:45 p.m, then in this study morning it is used

between 07:00 WIB until 12:00 WIB and afternoon study time between

12:00 WIB and 17:00 WIB.

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D. Interest in learning English

Interest is a feeling of being more like and feeling attach to something or

activity, without anyone ordering (Slameto, 2015: 180). According to the

Shah, interest (interest) means a tendency and high enthusiasm or a great

desire for something (2008: 136). Whereas according to Djamarah, interest is

a sedentary tendency to pay attention and remember some activities (2011:

166).

From some of the opinions of the experts above, it can be conclude that

interest is a feeling of preferring, a tendency and a high interest in a particular

thing or activity without talking. From this conclusion, it can be say that

interest has a major influence on learning. This happen because if the teaching

material learns it’s not in accordance with the interests of students, students

will not learn as well as possible, because there is no attraction for him. When

a student has a high interest in a lesson, for example the subject is physics, he

will focus his attention on physics. By focusing his attention on physics, the

student will actively study physics. By actively studying physics, the learning

outcomes will also increase. This is supported by the opinion of Shah, who

said that interest will affect the quality of achieving student learning outcomes

in certain fields of study.

In detail the measurement of student interest can be seen from a number

of things below:

1. Students like to study physics.

2. Students are interested in physics.

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3. Students want to do physics questions without anyone telling.

4. Students follow the entire process of learning physics in class and

outside the classroom.

E. Types of interest

Hansen et al (1982:379) in megawati (2005) categorize interest into

four types, namely: expressed interest, manifest interest, tested interest and

inventoried interest (interest inventories)

a. Expressed interest

Expressed interest is the verbal profession of interest in an object,

activity, task or occupation. In this type of interest, someone

express his interest in something with certain words, expressed

interest is the verbal expression of liking or disliking something.

These expressions are often to maturity and experience.

b. Manifest interest

Manifest interest is displayed by participation in activity or

occupation. In manifest interest, an individual does not express his

interest through words, but he does it through action on particular

action.

c. Tested interest

In tested interest, someone’s interest is measured by objective test

which are based on subjective self-estimates. Or it can be

ascertained by measuring the knowledge of vocabulary or other

information the examined has in specific interest area. These

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measures are based an assumption that interest results in the

accumulation of relevant information as well as specialized

vocabulary

d. Inventoried interest

It is determined by interest checklist. Someone’s interest in

measured by asking him/her to answer a number of particular

questions or to choose certain activities that have been prepare put

them in sequence or he is asked to check whether or not he likes

certain activities of adults or young people, the result being

frequently uses as a basic for planning educational programs for

the respondents.

In this study, students have expressed interest if students do activities such

as those written in detail in measuring student interest.

F. Factors that influence interest

According to Slameto and Syaiful (2002: 158-159) interest is

influenced by two factors, namely internal and external factors. Which

includes factors intern includes physical factors, psychological factors and

factor fatigue. While external factors include family factors, factors

schools or educational institutions and community factors. In accordance

with the above understanding according to A.J Jones quoted by Slamet

Waljito (1998: 35) factors that influence interest there two are intrinsic

factors and extinsic factors. The intrinsic factor is factors that come from

within the individual and extrinsic factors are factors that come from

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outside themselves or influence from people other or environment. Below

are explained several factors considered dominant influence someone's

interest, from factors intrinsic and extrinsic factors.

A. Intrinsic factor

Intrinsic factors include: feelings of interest, attention, feelings of

pleasure, hope, need and motivation.

1. Feelings of interest

Feelings of interest according to the Ministry of Education in the

dictionary Indonesian (2002) is satisfied and relieved, like and happy.

Feelings of students' interest in learning can be interpreted by student

satisfaction, relief and happy in participating in every theory and learning

practice. Whereas according to Winkel (2003: 30) interested is positive

attitude towards learning or other activities that are certain plays a big role

in his life even though it is difficult for him show the function of a positive

attitude. Interested in that referred to in this study is pure interest students

to follow learning.

So based on some of the opinions above, you can it was concluded

that feeling of interest was the attitude positive towards learning or other

activities in the form of feelings satisfied, relieved, like and happy about

an activity but the individual in carrying out an activity or something

interesting for him.

2) Attention

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Interests can be expressed through a statement shows that a

student shows more or like one thing over another. Get it too manifested

through participation in an activity. Students who have an interest in

certain objects tend to give greater attention to objects that is. Attention is

the activity of the soul that is directed to something certain object in

attention symptoms is activeness the soul which is directed at something

certain inside attention symptoms of the three mental functions also exist,

but the element of thought is the strongest influence (Abu Ahmadi, 2003:

151). According to Mustaqim (2008: 72) attention is concentration of

psychic energy aimed at an object or many little awareness that

accompanies the activities carried out. Whereas according to Ben Walgito

(1997) attention is concentration concentration of all individual activities

addressed to something or a collection of objects. From the description

above it can be concluded that attention is mental awareness for

concentration or for focus the mind on an object both inside and at outside

of himself. In life, people need to focus their attention of what he is doing.

Is attention will make the work possible easily and hopefully getting good

results.

3. Feeling happy

Feelings of pleasure are a function of the soul to get consider and

measure things according to taste happy and unhappy, or a statement of a

subjective soul in feeling happy and unhappy (Abu Ahmadi and Widodo

Supriyono (2004: 38). According to Winkel W.S (2004: 212) between the

16

interests and feelings of pleasure there reciprocal relationships, so it's not

surprising if unhappy participants will also be less interested, and on the

contrary if the participant has a feeling of pleasure then he will be very

interested in doing something. Usually someone will do the job happily or

attractive to him, then the work will be more satisfying than he who does

something that is not he likes it. Students who have feelings of pleasure

and sincerity

Interested in participating in learning, he will be more diligent and

passionate in follow the lesson, because students already know or know

the object. Attraction will encourage students to be more diligent in

learning, so that they will arises the desire and willingness to master it.

4. Hope

Hope is something you want to achieve from something tendency,

is the desire and attraction for following something that caught his

attention. Become a student interested in learning, while having interest,

attention and pleasure, these students also have hopes that they want to

achieve learning will greatly help students to be more active in studying /

learning about learning. So hope in

Formation of interest needs to be obtained, because if someone

interested in something he hopes for get results obtained after learning.

The expectations of each student are not the same depending on the

person's personal condition.

5. Needs

17

According to Sunaryo (2004: 142) the need is lack of something

and demand immediately fulfillment so that a balance occurs. According

to Maslow (Effendi et al., 1985) needs are shortcomings someone feels at

a certain time, both physiologically, social and psychological. So the need

is lack what someone feels about something that is demanding immediate

fulfillment so that a balance occurs.

According to Atkinson (Arman Hakim M, et al., 2007: 24) wrong

one important factor and a driving force for someone to learn is his desire

to make ends meet to succeed and stay away from failure. Close interest

has to do with needs.

According to Sunaryo (2004: 2) there are two kinds of needs that

are:

a. Primary needs Primary needs are needs that are numbered united

concerning the needs of living things, life and functions of human body

tools.

b. Secondary needs Secondary needs are needs number two this need

concerns life in society, but it does not concern human vital needs and

psychiatric function.

6. Motivation

Motivation is the desire or drive to learn (Sardiman, A.M, 2001:

38). Motivation is a state of the soul individuals who encourage to do

something in order to achieve a goal (Abu Ahmadi (2003: 77). Motivation

18

is a factor that influences the effectiveness of activities student learning

(Drs. H. Baharudin, M.Pd et al, 2007: 22).

Motivation according to Wlodkowsky (in Sugihartono et al., 2007:

78) is a condition that causes or cause certain behaviors and directions and

resilience to that behavior.

Based on some of the opinions above, it can be concluded that

motivation is the driving force and driver of in individuals to act to meet

needs and achieve certain goals.

Motivation is said to be pure if the individual has a desire strong to

achieve the learning outcomes themselves. Motivation high learning is

reflected in perseverance that is not easy broken to achieve success even

though it was confronted by various difficulties.

B. Extrinsic Factor

Extrinsic factors are factors that come from outside themselves or

influence from other people or the environment. Factor of this research is

experience. Experience according to the Dictionary Great Indonesian

Language (2002: 19) is tasting, undergoing, bear, interest, strength and

encouragement with individuals related to. From the above understanding

it can be concluded that experience is tasting or undergoing an event or

activity where the activity can increase knowledge of a things and things

become part of knowledge, accompanied understanding of what is in

nature so what is in natural is his. In this study is the experience of

students towards activities originating from all natural environments both

19

from the family, social, community and cultural environment as well

school environment Students who are interested in learning practice and

theory, then he will try to repeat his involvement. The desire to continue

and reduce his involvement in an activity or experience that is called

interest. So experience also shapes interest in the individual self. This

experience can be obtained through education and environment.

Based on some of the descriptions above, it turns out that there are many factors

that influence interest are internal factors (intrinsic) and factors that come from

outside the individual (extrinsic). By knowing these factors are expected, the

teacher can spur students' interest in learning to be useful in their future lives. In

research this is a factor that comes from within the individual is students' interest

in learning in subjects and factors that come from outside the individual are

teacher's encouragement

F. Conceptual Framework

Based on the description above, it will be analyzed critically and

systematically. The aim of this study is the interest in learning towards study

time. The research needs an analysis unit to make it easier and to know

whether there are differences in learning interest in the morning and afternoon.

Unit analysis is an important analysis used in his study is the questionnaire.

Here is the conceptual framework of this research.

20

Student Interest

Learning

Morning

schedule

Afternoon

schedule

Student Interest learning between morning

and afternoon schedule

21

BAB III

RESEARCH METHODOLOGY

In this chapter, the researcher was discusses about research design,

location and time of the research, variable and operational definition, population

and sample, instrument of the research, procedure of collecting data, and

technique of data analysis

A. Research Design

In this study, research was used quantitative approaches and used descriptive

quantitative research methods. Descriptive research is a quantitative research

method that attempts to collect quantifiable information to be used for statistical

analysis of the population sample.

The quantitative descriptive design forms used in this study are to study

differences in learning interest in the morning with the afternoon. The Researcher

has used a questionnaire design in the morning class and afternoon class. The

result is to prove or compare the student interest on the morning and afternoon

study schedules,

B. Location and Time of the Research

The research was conduct at SMAN 7 Makassar Jl. Perintis Kemerdekaan

Km 18, Kota Makassar. This research was conduct in 5-9 October 2019.

22

C. Variable and Operational Definition

1. Variable

Variable of this research consist of 2 variables. Variable independent and

variable dependent. Variable independent is students interest learning (X) and

variable dependent is Morning and afternoon schedule (Y).

2. Operational Definition

Operational definition of this research can see below:

a. Students interest learning is a great attraction, tendency or passion in

students towards learning activities

b. Study time is the process of ongoing teaching and learning activities

in schools

D. Subject and object of the research

1. Subject of the research

The subjects in this research were second grade students at SMAN 07

Makassar consisting class IPA 1 and class IPA 2

2. Object of The Research

The object of this research is to know the difference in interest in learning

English between morning and afternoon.

23

E. Instrument of the Research

There is an instrument of this research. It consist of questionnaire. The

researcher used questionnaire to get the data about students’ interest of the

learning time on morning and afternoon schedule.

F. Procedure of Collecting Data

Questionnaire

Questionnaire is a list of questions provide to others who was to respond

(respondents) as the research’s request. In this research, the research was gives the

questionnaire to the students.

In using of questionnaire, the research was gives questionnaire about the

student interest about learning at morning and afternoon time.. The list of question

which the student choose one of the choice as their interest about learning time

where giving the result by checking the select answer.

In giving the questionnaire, the research was gives them by the step. First,

the research gives the questionnaire. Second, He ask them to give attention on the

paper. Then, the students listen how to work it.

G. Technique of Data Analysis

In discussing the results of the questionnaire, we was discusses the

options for each of the available options. To get this percentage, we used the

following formula

24

P =

Notation:

P = Percentage

F = Frequency

N = Total Number of Students

Gay (2006:173)

Scoring of Questionnaire

Answer Score

Very Disagree 1

Disagree 2

Neutral 3

Agree 4

Very Agree 5

25

BAB IV

FINDING AND DISCUSSION

A. FINDING

This part presented the result of data analysis of students learning interest

between morning and afternoon schedule at the second grade students of SMAN 7

Makassar. The data has taken from 2 classes.

1. Analysis of the questionnaire on the Morning schedule

Table 1.1 During the teaching and learning activities taking place in the

morning I pay attention to the material delivered by my English teacher.

No Alternative of Answer Frequency Percentage (%)

1 Strongly Disagree - -

2 Disagree 3 9.7

3 Neutral - -

4 Agree 18 58.1

5 Strongly agree 10 32.3

Amount 31 100

Based on the table above, in 0% of respondents who voted strongly disagree,

9.7% of respondents who chose disagree, 0% of respondents who chose neutral,

58.1% of respondents who chose to agree, and 32.3% of respondents who chose

very much agree.

26

Table 2.1 I prefer learning English in the morning


1 Strongly Disagree 3 9.7

2 Disagree - -

3 Neutral 4 12.9

4 Agree 7 22.6


Amount 31 100

Based on the table above, it was found that 9.7% of respondents who

chose strongly disagreed, 0% of respondents who chose disagree, 12.9% of

respondents who chose neutral, 22.6% of respondents who chose to agree, and

54.8% of respondents who chose strongly agreed.


teacher in the morning



2 Disagree 3 9.7

3 Neutral 9 29.0

4 Agree 14 45.2


Amount 31 100

Based on the table above, it was found that 0% of respondents who chose

strongly disagreed, 9.7% of respondents who chose disagree, 29.0% of



27

Table 1.4 I am more active studying in the morning



2 Disagree - -

3 Neutral 6 19.4

4 Agree 9 29.0


Amount 31 100

Based on the above table, it is found that, 0% of respondents who chose

strongly disagreed and disagreed, 19.4% of respondents who chose neutral, 29.0%

of respondents who chose to agree, and 51.6% of respondents who chose strongly

agreed.

Table 1.5 I feel sleepy when studying in the morning



2 Disagree 13 41.9

3 Neutral 7 22.6

4 Agree 4 12.9


Amount 31 100

Based on the table above, it was found that, 12.9% of respondents who

chose strongly disagreed, 41.9% of respondents who chose disagree, 22.9% of

respondents who chose neutral, 12.9% of respondents who chose agreed, and


28

Table 1.6 I prefer to do the daily tests given by the teacher in the morning



2 Disagree 4 12.9

3 Neutral 9 29.0

4 Agree 9 29.0


Amount 31 100

Based on the table above it is found that, 0% of respondents who chose



29.0% of respondents who chose strongly disagreed.

Table 1.7 I prefer reading books when studying in the morning



2 Disagree 4 12.9

3 Neutral 9 29.0

4 Agree 9 29.0


Amount 31 100

Based on the table above it was found that, 0% of respondents who chose




29

Table 1.8 I was very excited when working on English material in the

morning



2 Disagree 4 12.9

3 Neutral 4 12.9

4 Agree 10 32.3


Amount 31 100





Table 1.9 I like learning English in the morning because my mind is still fresh



2 Disagree 1 3.2

3 Neutral 9 29.0

4 Agree 13 41.9


Amount 31 100

Based on the table above found that, 0% of respondents who chose

strongly disagree, 3.2% of respondents who chose to agree, 29.0% of respondents

who chose neutral, 41.9% of respondents who chose to agree, and 25.8% of

respondents who chose strongly agreed.

30

Table 1.10 I often get late in class when learning English is done in the

morning



2 Disagree 2 6.5

3 Neutral 6 19.4

4 Agree 9 29.0


Amount 31 100

Based on the table above it was found that, 0% of respondents who chose




2. Analysis of the questionnaire on the Afternoon schedule

Table 1.11 During the teaching and learning activities taking place in the

afternoon I pay attention to the material delivered by my English teacher



2 Disagree 18 58.1

3 Neutral 6 19.4

4 Agree 3 9.7


Amount 31 100

Based on the table above it was found that, 3.2% of respondents who




31

Table 1.12 I prefer learning English in the afternoon



2 Disagree 15 48.4

3 Neutral 11 35.5

4 Agree 2 6.5

5 Strongly agree - -

Amount 31 100

above table, it is found that, 9.7% of respondents who voted strongly

disagree, 48.4% of respondents who chose disagree, 35.5% of respondents who

chose neutral, 6.5% of respondents who chose to agree, and 0% of respondents

who voted strongly agreed


teacher in the afternoon



2 Disagree 7 22.6

3 Neutral 13 41.9

4 Agree 6 19.4


Amount 31 100



respondents who chose neutral, 19.4% of respondents who chose agreed, 12.9% of

respondents who chose strongly agreed.

32

Table 1.14 I am more active studying in the afternoon



2 Disagree 9 29.0

3 Neutral 1 3.2

4 Agree - -


Amount 31 100

Based on the above table, it is found that, 67.7% of respondents who voted

strongly disagreed, 29.0% of respondents who chose disagreed, 3.2% of

respondents who chose neutral, 0% of respondents who chose agreed and strongly

agreed.

Table 1.15 I feel sleepy when studying in the afternoon



2 Disagree 17 54.8

3 Neutral 9 29.0

4 Agree - -


Amount 31 100

Based on the table above it is found that, 16.1% of respondents who chose


respondents who chose neutral, and 0% of respondents who chose agreed and

strongly agreed.

33

Table 1.16 I prefer to do the daily tests given by the teacher in the afternoon



2 Disagree 14 45.2

3 Neutral 14 45.2

4 Agree - -


Amount 20 100


strongly disagree, 45.2% of respondents who chose disagree, 45.2% of

respondents who chose neutral, 0% of respondents who voted agree and 3.2% of

respondents who chose strongly agreed

Table 1.17 I prefer reading books when studying in the afternoon



2 Disagree 12 38.7

3 Neutral 11 35.5

4 Agree 4 12.9


Amount 31 100


chose strongly disagreed, 38.7% of respondents who chose strongly disagreed,

35.5% of respondents who chose neutral, 12.9% of respondents who chose agreed,

and 3.2% of respondents who chose strongly agreed.

34

Table 1.18 I was very excited when working on English material in the

afternoon



2 Disagree 16 51.6

3 Neutral 5 16.1

4 Agree 6 19.4


Amount 31 100





Table 1.19 I like learning English in the afternoon because my mind is still

fresh



2 Disagree 13 41.9

3 Neutral 9 29.0

4 Agree 4 12.9


Amount 31 100



respondents who chose neutral, 12.9% of respondents who chose agreed, and 0%

of respondents who chose strongly agreed.

35

Table 1.20 I often get late in class when learning English is done in the

afternoon



2 Disagree 1 3.2

3 Neutral 3 9.7

4 Agree 11 35.5


Amount 31 100


strongly disagree, 3.2% of respondents who chose disagree, 9.7% of respondents

who chose neutral, 35.5% of respondents who chose to agree, and 48.4% of

respondents who chose strongly agree.

3. Descriptive analysis test

After calculating and processing data using IBM SPSS 24, the results

obtained average scores and standard deviations from morning and afternoon

classes. Where data is presented in the following table.

Table 1.21 Descriptive analysis test

No Category Morning Schedule

Afternoon Schedule

1 Minimum 25 19

2 Maximum 45 36

3 Mean 36.39 25.94

4 Std. division 4.924 3.687

5 N 31 31

36

From the data presented it can be seen that the mean value of students on

the morning schedule is 36.39, with a standard deviation of 4.924, minimum value

achieved by students is 25, and the maximum value is 45. Whereas on the

afternoon class schedule the mean score is 25.94, with a standard deviation of

3.687, the minimum value achieved by students is 19, and the maximum value is

36.

Table 1.22 Chi-Square Tests

Learning time No Interest Interest Total

n % n % N %

Morning Schedule 14 45.2 17 54.8 31 100

Afternoon Schedule 16 51.6 15 48.4 31 100

Based on the table above it is known that students who are interested in

morning learning are 17 students with a percentage of 54.8. while students who

are interested in learning during the day are 15 students with a percentage of 48.4.

37

DISCUSSION

From the results of the analysis of the Mean score data on student

interest in studying the morning schedule and the afternoon schedule shows that

there are differences between the morning and afternoon schedules. Means score

on student learning interest in the morning is 36.39 and student learning interest in

the afternoon is 25.94. This indicates that students' interest in learning in the

morning is greater in comparison in the afternoon, judging by the difference of

10.45. From the results of independent tests using IBM SPSS 24, it was found that

the significant value (sig) 0,000 <0.005. It shows that there is a significant

difference between students' learning interest in the morning and afternoon, and

based on the Chi-Square Tests t is known that there are differences in interest in

learning English based on learning time, where students who are interested in

learning English in the morning are 17 students with a percentage of 54.8 while

students who are interested in learning during the day are 15 students 48.4. In this

study it can be concluded that students have a higher interest when studying in the

morning compared to studying in the afternoon.

Based on the results of the study it was proven that there was a significant

effect between study times on interest in learning English. This shows interest in

learning English will increase when students learn in the morning. English

language material that is difficult and requires concentration in learning requires

appropriate time in learning, conditions in the morning are still fresh because there

is not much activity to help students concentrate in learning English, this causes

increased interest in learning English. That time does indeed affect the success of

38

one's learning (Hakim, 2005: 20) a student will be able to achieve success in

learning, if he has the right time to learn and can manage that time to be more

efficient so that the learning process is more effective.

The results of this study are in line with research conducted by lestary indah

(2013) conducted at Cipayung Public Middle School, East Jakarta, which shows

that there is a significant influence of interest in learning towards mathematics

learning outcomes but there is no significant interaction effect between time.

Compared with research by Prayitno (2009) at Muhammadiyah 2

Yogyakarta High School, there is no influence between learning time and learning

achievement, this is also related to interest in learning where students' interest and

motivation will encourage objectivity in the learning process so that students can

excel at school.

39

CHAPTER V

CONCULSION AND SUGGESTION

A. CONCLUSION

In the study conducted at SMAN 7 Makassar, it can be concluded that

students' interest in learning English on the morning and afternoon classes has a

significant difference. It is evidenced through the results of tests using SPSS

media where the results indicate that the results of the study are less than 0.05. If

the research results show below 0.05 that means it has a significant difference.

That's why to improve student learning outcomes in English will be more

effective by increasing their interest in learning, because with high learning

interest will make students eager to learn and not make learning time as an

obstacle but rather make a challenge, so that student learning outcomes will be

better with obstacles different study time.

B. SUGGESTION

Learning time is right for students in the morning, requires for schools that

still need time to study during the day if providing a way of learning that is

suitable for their study time. For example by using learning methods that are fun,

varied, and also not monotonous. So students are more interested in learning

English.

40

Therefore, teachers need to develop theories, concepts and aspects needed by teachers

related to the subject, and Suggestion for students is to keep increasing their interest

in learning both in the morning and in the afternoon

41

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Appendices A

TABLE DATA QUISTIONER

NO

MORNING SCHEDULE

MS.1 MS.2 MS.3 MS.4 MS.5 MS.6 MS.7 MS.8 MS.9 MS.10 TOTAL

1 4 4 3 5 3 4 4 3 4 1 35

2 4 5 3 3 5 5 4 4 5 4 42

3 4 5 4 5 5 4 5 5 5 3 45

4 5 4 3 5 1 3 5 5 5 1 37

5 4 4 4 4 3 2 3 3 3 1 31

6 4 5 4 5 4 4 3 4 4 3 40

7 4 3 3 3 5 3 3 3 2 3 32

8 2 1 2 3 4 3 2 3 3 4 27

9 2 1 2 3 4 3 2 3 3 2 25

10 2 1 2 5 4 3 2 2 2 3 26

11 4 4 4 4 3 2 4 3 3 1 32

12 5 5 3 3 2 4 1 3 3 3 32

13 4 5 4 5 1 3 5 5 4 2 38

14 4 3 4 4 3 3 4 5 5 1 36

15 4 3 4 5 2 3 4 4 5 1 35

16 5 4 4 4 2 2 5 4 4 1 35

17 4 5 3 4 1 5 3 4 5 1 35

18 4 4 4 4 2 5 2 4 4 1 34

19 5 5 4 5 3 4 5 4 5 1 41

20 4 3 4 5 3 5 5 4 3 5 41

21 4 5 4 4 3 5 4 5 4 1 39

22 5 5 5 5 2 4 5 4 5 1 41

23 5 4 3 3 2 2 4 3 4 4 34

24 4 5 4 4 2 5 4 3 5 1 37

25 5 5 5 5 2 4 5 4 5 1 41

26 4 5 5 5 2 4 5 5 4 1 40

27 5 5 5 5 2 5 5 4 5 1 42

28 5 5 5 5 2 4 4 5 5 1 41

29 4 5 4 5 2 5 5 4 5 1 40

30 4 5 3 5 1 5 4 5 5 1 38

31 5 5 3 4 2 3 5 4 4 1 36

1128

NO

AFTERNOON SCHEDULE

AS.1 AS.2 AS.3 AS.4 AS.5 AS.6 AS.7 AS.8 AS.9 AS.10 TOTAL

1 5 4 5 1 3 2 3 4 3 4 34

2 4 3 3 1 2 1 1 1 3 5 24

3 2 2 4 1 1 2 2 2 4 2 22

4 2 1 3 1 2 3 3 1 2 5 23

5 2 3 3 1 2 3 1 2 1 5 23

6 3 3 2 1 2 2 2 3 3 5 26

7 4 2 2 2 2 2 2 2 2 5 25

8 2 2 3 2 2 5 4 2 2 5 29

9 2 2 3 2 2 3 4 2 2 5 27

10 3 3 4 1 2 2 2 3 4 5 29

11 3 2 3 1 2 3 3 2 2 4 25

12 3 3 4 1 2 2 2 3 3 4 27

13 2 2 2 1 1 2 3 2 2 4 21

14 2 2 1 1 3 3 2 2 3 5 24

15 2 3 4 2 1 3 2 4 3 1 25

16 2 3 3 3 2 3 3 2 3 3 27

17 2 2 3 1 3 3 1 2 3 5 25

18 5 3 5 2 2 3 2 5 4 5 36

19 2 2 2 1 3 2 4 2 2 4 24

20 5 4 4 2 2 2 2 4 2 4 31

21 2 2 3 1 2 3 3 1 1 3 21

22 2 2 5 1 3 2 3 4 2 3 27

23 3 3 2 1 3 3 3 2 1 5 26

24 2 2 3 1 1 1 2 2 1 4 19

25 1 1 3 1 1 2 5 4 2 5 25

26 2 2 2 2 3 3 3 2 2 5 26

27 2 3 2 2 3 3 4 2 2 4 27

28 4 2 4 1 2 3 3 4 4 4 31

29 2 2 3 1 3 2 3 2 3 4 25

30 3 3 5 2 2 2 2 3 2 4 28

31 2 1 3 1 2 2 2 3 1 5 22

804

Appendices B

Result of SPSS

MORNING SCHEDULE

Table 1.1 During the teaching and learning activities taking

place in the morning I pay attention to the material delivered by

my English teacher

Frequency Percent Valid Percent

Cumulative

Percent

Valid TS 3 9.7 9.7 9.7

S 18 58.1 58.1 67.7

SS 10 32.3 32.3 100.0

Total 31 100.0 100.0

Table 1.2 I prefer learning English in the morning


Cumulative

Percent

Valid STS 3 9.7 9.7 9.7

RATA-RATA 4 12.9 12.9 22.6

S 7 22.6 22.6 45.2

SS 17 54.8 54.8 100.0

Total 31 100.0 100.0

Table 1.3 I can easily remember the material explained by my

English teacher in the morning


Cumulative

Percent

Valid TS 3 9.7 9.7 9.7

RATA-RATA 9 29.0 29.0 38.7

S 14 45.2 45.2 83.9

SS 5 16.1 16.1 100.0

Total 31 100.0 100.0

Table 1.4 I am more active studying in the morning


Cumulative

Percent

Valid RATA-RATA 6 19.4 19.4 19.4

S 9 29.0 29.0 48.4

SS 16 51.6 51.6 100.0

Total 31 100.0 100.0

Table 1.5 I feel sleepy when studying in the morning


Cumulative

Percent

Valid STS 4 12.9 12.9 12.9

TS 13 41.9 41.9 54.8

RATA-RATA 7 22.6 22.6 77.4

S 4 12.9 12.9 90.3

SS 3 9.7 9.7 100.0

Total 31 100.0 100.0

Table 1.6 I prefer to do the daily tests given by the teacher in the

morning


Cumulative

Percent

Valid TS 4 12.9 12.9 12.9

RATA-RATA 9 29.0 29.0 41.9

S 9 29.0 29.0 71.0

SS 9 29.0 29.0 100.0

Total 31 100.0 100.0

Table 1.7 I prefer reading books when studying in the morning


Cumulative

Percent

Valid TS 4 12.9 12.9 12.9

RATA-RATA 9 29.0 29.0 41.9

S 9 29.0 29.0 71.0

SS 9 29.0 29.0 100.0

Total 31 100.0 100.0


the morning


Cumulative

Percent

Valid STS 1 3.2 3.2 3.2

TS 4 12.9 12.9 16.1

RATA-RATA 4 12.9 12.9 29.0

S 10 32.3 32.3 61.3

SS 12 38.7 38.7 100.0

Total 31 100.0 100.0

Table 1.9 I like learning English in the morning because my mind is

still fresh


Cumulative

Percent

Valid TS 1 3.2 3.2 3.2

RATA-RATA 9 29.0 29.0 32.3

S 13 41.9 41.9 74.2

SS 8 25.8 25.8 100.0

Total 31 100.0 100.0


the morning


Cumulative

Percent

Valid TS 2 6.5 6.5 6.5

RATA-RATA 6 19.4 19.4 25.8

S 9 29.0 29.0 54.8

SS 14 45.2 45.2 100.0

Total 31 100.0 100.0

Appendices C

AFTERNOON SCHEDULE

Table 1.11 During the teaching and learning activities taking place in

the afternoon I pay attention to the material delivered by my English

teacher


Cumulative

Percent

Valid STS 1 3.2 3.2 3.2

TS 18 58.1 58.1 61.3

RATA-RATA 6 19.4 19.4 80.6

S 3 9.7 9.7 90.3

SS 3 9.7 9.7 100.0

Total 31 100.0 100.0

Table 1.12 I prefer learning English in the afternoon


Cumulative

Percent

Valid STS 3 9.7 9.7 9.7

TS 15 48.4 48.4 58.1

RATA-RATA 11 35.5 35.5 93.5

S 2 6.5 6.5 100.0

Total 31 100.0 100.0

Table 1.13 I can easily remember the material explained by my

English teacher in the afternoon


Cumulative

Percent

Valid STS 1 3.2 3.2 3.2

TS 7 22.6 22.6 25.8

RATA-RATA 13 41.9 41.9 67.7

S 6 19.4 19.4 87.1

SS 4 12.9 12.9 100.0

Total 31 100.0 100.0

Table 1.14 I am more active studying in the afternoon


Cumulative

Percent

Valid STS 21 67.7 67.7 67.7

TS 9 29.0 29.0 96.8

RATA-RATA 1 3.2 3.2 100.0

Total 31 100.0 100.0

Table 1.15 I feel sleepy when studying in the afternoon


Cumulative

Percent

Valid STS 5 16.1 16.1 16.1

TS 17 54.8 54.8 71.0

RATA-RATA 9 29.0 29.0 100.0

Total 31 100.0 100.0

Table 1.16 I prefer to do the daily tests given by the teacher in the

afternoon


Cumulative

Percent

Valid STS 2 6.5 6.5 6.5

TS 14 45.2 45.2 51.6

RATA-RATA 14 45.2 45.2 96.8

SS 1 3.2 3.2 100.0

Total 31 100.0 100.0

Table 1.17 I prefer reading books when studying in the afternoon


Cumulative

Percent

Valid STS 3 9.7 9.7 9.7

TS 12 38.7 38.7 48.4

RATA-RATA 11 35.5 35.5 83.9

S 4 12.9 12.9 96.8

SS 1 3.2 3.2 100.0

Total 31 100.0 100.0


the afternoon


Cumulative

Percent

Valid STS 3 9.7 9.7 9.7

TS 16 51.6 51.6 61.3

RATA-RATA 5 16.1 16.1 77.4

S 6 19.4 19.4 96.8

SS 1 3.2 3.2 100.0

Total 31 100.0 100.0

Table 1.19 I like learning English in the afternoon because my mind

is still fresh


Cumulative

Percent

Valid STS 5 16.1 16.1 16.1

TS 13 41.9 41.9 58.1

RATA-RATA 9 29.0 29.0 87.1

S 4 12.9 12.9 100.0

Total 31 100.0 100.0


the afternoon


Cumulative

Percent

Valid STS 1 3.2 3.2 3.2

TS 1 3.2 3.2 6.5

RATA-RATA 3 9.7 9.7 16.1

S 11 35.5 35.5 51.6

SS 15 48.4 48.4 100.0

Total 31 100.0 100.0

Appendices D

Table 1.21 Descriptive analysis test

N Minimum Maximum Mean Std. Deviation

morning schedule 31 25 45 36.39 4.924

afternoon schedule 31 19 36 25.94 3.687

Valid N (listwise) 31

Appendices E

Table 1.24 Independent Samples Test

No Statistic

Value

Levene's

Test for

Equality

of

Variances

t-test for Equality of Means

F Si

g. T df

Si

g.

(2-

tai

led

)

Mean

Differe

nce

Std.

Err

or

Dif

fere

nce

95%

Confidence

Interval of the

Difference

Low

er Upper

1

Equal

variances

assumed

3.1

88

0.

07

9

9.4

60 60

.00

0

10.451

61

1.1

048

4

8.24

160

12.66

162

2

Equal

variances

not assumed

9.4

60

55.

597

.00

0

10.451

61

1.1

048

4

8.23

800

12.66

523

Appendices F

MORNING SCHEDULE

Nama :

Kelas :

ANGKET PENELITIAN

Petunjuk Pengisian Angket :

1. Isilah identitas saudara/i pada kolom yang telah disediakan

2. Cara Mengisi angket sebagai berikut :

a. Angket ini hanya dipergunakan untuk keperluan ilmiah, untuk itu setiap

jawaban yang diberikan tidak mempengaruhi nilai atau prestasi anda di kelas.

b. Kerjakan setiap nomor dan mohon jangan sampai ada yang terlewati.

c. Pilihlah salah satu dari alternatif jawaban :

- Sangat Sesuai (SS) jika anda merasa sangat setuju dan sependapat atas

pernyataan tersebut.

- Sesuai (S) jika anda hanya merasa setuju atas pernyataan tersebut

- Rata-rata (R)

- Tidak Sesuai (TS) jika anda merasa tidak sependapat atas pernyataan

tersebut

- Sangat Tidak Sesuai (STS) jika anda merasa sangat tidak sependapat dan

menganggap pernyataan itu salah

d. Jawaban yang diberikan cukup dengan memberikan tanda ceklis ( ) pada

alternatif jawaban yang tersedia, sesuai dengan keadaan saudara/i rasakan

selama ini. Seandainya saudara/i ingin meralat jawaban yang telah diisi, maka

cukup dengan memberi tanda () pada jawaban yang dianggap salah dengan

membuat yang baru.

e. Setelah angket selesai dijawab, mohon kesediaan saudara/i untuk dapat

mengembalikannya kepada pengedar angket tepat pada waktunya.

No. Pernyataan Jawaban

SS S R TS STS

1 Selama kegiatan belajar mengajar

berlangsung di pagi hari saya

memperhatikan materi yang disampaikan

oleh guru bahasa inggris saya

(During the teaching and learning

activities taking place in the morning I pay

attention to the material delivered by my

English teacher)

2 Saya lebih senang belajar bahasa inggris di

pagi hari.

(I prefer learning English in the morning)

3 Saya mudah mengingat materi yang

dijelaskan oleh guru bahasa inggris saya

pada saat pagi hari.

(I can easily remember the material

explained by my English teacher in the

morning)

4 Saya lebih aktif belajar pada saat pagi hari

(I am more active studying in the morning)

5 Saya merasa ngantuk ketika belajar di pagi

hari

(I feel sleepy when studying in the

morning)

6 Saya lebih senang mengerjakan ulangan

harian yang di berikan oleh guru pada saat

di pagi hari.

(I prefer to do the daily tests given by the

teacher in the morning)

7 Saya lebih suka membaca buku ketika

pembaljaran di pagi hari.

(I prefer reading books when studying in

the morning)

8 Saya sangat bersemangat saat mengerjakan

materi bahasa inggris.pada saat pagi hari

(I was very excited when working on

English material in the morning)

9 Saya menyukai belajar bahasa inggris di

pagi hari karena pikiran saya masih segar

(I like learning English in the morning

because my mind is still fresh)

10 Saya sering terlambat masuk di kelas pada

saat belajar bahasa inggris dilakukan di

pagi hari

(I often get late in class when learning

English is done in the morning)

AFTERNOON SHCEDULE

Nama :

Kelas :

ANGKET PENELITIAN

Petunjuk Pengisian Angket :

3. Isilah identitas saudara/i pada kolom yang telah disediakan

4. Cara Mengisi angket sebagai berikut :

a. Angket ini hanya dipergunakan untuk keperluan ilmiah, untuk itu setiap

jawaban yang diberikan tidak mempengaruhi nilai atau prestasi anda di kelas.

b. Kerjakan setiap nomor dan mohon jangan sampai ada yang terlewati.

c. Pilihlah salah satu dari alternatif jawaban :

- Sangat Sesuai (SS) jika anda merasa sangat setuju dan sependapat atas

pernyataan tersebut.

- Sesuai (S) jika anda hanya merasa setuju atas pernyataan tersebut

- Rata-rata (R)

- Tidak Sesuai (TS) jika anda merasa tidak sependapat atas pernyataan

tersebut

- Sangat Tidak Sesuai (STS) jika anda merasa sangat tidak sependapat dan

menganggap pernyataan itu salah

d. Jawaban yang diberikan cukup dengan memberikan tanda ceklis ( ) pada

alternatif jawaban yang tersedia, sesuai dengan keadaan saudara/i rasakan

selama ini. Seandainya saudara/i ingin meralat jawaban yang telah diisi, maka

cukup dengan memberi tanda () pada jawaban yang dianggap salah dengan

membuat yang baru.

e. Setelah angket selesai dijawab, mohon kesediaan saudara/i untuk dapat

mengembalikannya kepada pengedar angket tepat pada waktunya.

No. Pernyataan Jawaban

SS S R TS STS

1 Selama kegiatan belajar mengajar

berlangsung di siang hari saya

memperhatikan materi yang disampaikan

oleh guru bahasa inggris saya

(During the teaching and learning

activities taking place in the afternoon I

pay attention to the material delivered by

my English teacher)

2 Saya lebih senang belajar bahasa inggris di

siang hari.

(I prefer learning English in the afternoon)

3 Saya mudah mengingat materi yang

dijelaskan oleh guru bahasa inggris saya

pada saat siang hari.

(I can easily remember the material

explained by my English teacher in the

afternoon)

4 Saya lebih aktif belajar pada saat siang

hari

(I am more active studying in the

afternoon)

5 Saya merasa ngantuk ketika belajar di

siang hari

(I feel sleepy when studying in the

afternoon)

6 Saya lebih senang mengerjakan ulangan

harian yang di berikan oleh guru pada saat

di siang hari.

(I prefer to do the daily tests given by the

teacher in the afternoon)

7 Saya lebih suka membaca buku ketika

pembaljaran di siang hari.

(I prefer reading books when studying in

the afternoon)

8 Saya sangat bersemangat saat mengerjakan

materi bahasa inggris.pada saat siang hari

(I was very excited when working on

English material in the afternoon)

9 Saya menyukai belajar bahasa inggris di

siang hari karena pikiran saya masih segar

(I like learning English in the afternoon

because my mind is still fresh)

10 Saya sering terlambat masuk di kelas pada

saat belajar bahasa inggris dilakukan di

siang hari

(I often get late in class when learning

English is done in the afternoon)

Appendices G

DOCUMENTASI

Morning class

Afternoon class

CURRICULUM VITAE

MUH FATHURRAHMAN was born in Makassar

on October 1, 1997. He is the second child of Drs. H.

Muh. Saleh and Nuraeni, S.Pd. he has two brothers named

Muh. Annas Fathir and Muh. Fadlillah and one sister

named Siti Uswatun Hasanah, A.Md., Gz., F.K.M. In

2003, he entered Tangkala 2 elementary school and finished in 2009. Then, he

continued his studies at 25 junior high schools of Makassar, and finished in 2012.

Then he continued his studies at SMAN 7 Makassar in 2012 and finished in 2015.

In the same year, he continued his studies at the English language department,

faculty of education and education at the Makassar Muhammadiyah University.

Documents

AN ANALYSIS ON THE STUDENT’S LEARNING ENGLISH ...Jurusan : Pendidikan Bahasa Inggris Judul Skripsi : AN ANALYSIS ON THE STUDENT’S LEARNING INTEREST BETWEEN MORNING AND AFTERNOON