THE RELATIONSHIP BETWEEN STUDENTS’ MOTIVATION AND

THEIR ENGLISH LEARNING ACHIEVEMENT

(A Correlational Study at the Second Grade of the SMAN 3 TANGSEL)

By:

VIONA ROSALINA

109014000124

THE DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYA AND TEACHERS’ TRAINING

THE SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

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THE RELATIONSHIP BETWEEN STUDENTS’ MOTIVATION AND

THEIR ENGLISH LEARNING ACHIEVEMENT

(A Correlational Study at the Second Grade of the SMAN 3 TANGSEL)

“Skripsi”

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

ofthe Requirements for Degree of S.Pd. (Bachelor of Arts)

in English Language Education

By:

VIONA ROSALINA

109014000124

THE DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYA AND TEACHERS’ TRAINING

THE SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

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ABSTRACT

Viona Rosalina (NIM: 109014000124). The Relationship between Students’

Motivation and Their English Learning Achievement (A Correlational Study

at the Second Grade of SMAN 3 TANGSEL). Skripsi. The Department of English

Education. The Faculty of Tarbiya and Teachers’ Training. The State of Islamic

University.

Motivation is one of the important things in learning process. The motivation can

help someone achieve his or her goals if they have strong motivation in doing

steps to achieve it, but the students and the teachers don’t realize about it. So they

need to know about that.

This study is purposed to find out the correlation between students’ motivation

and their English learning achievement at the second grade of SMAN 3

TANGSEL academic year 2013/2014. The sample of this study is the 31 students

in the XI Science 4 class. The English learning achievement in this study refers to

the students’ English learning score.

Based on the aim above, the researcher formulated the study correlational study.

The students’ motivation score was obtained from the students after they filled out

the questionnaire about it. The questionnaire consists of 33 items. This

questionnaire was formulated based on Ur’s description about motivated learner.

For the students’ English learning score, the researcher got it through

documentation from the English teacher. This English learning score is obtained

from the students’ midterm test. In the technique of data analysis, the researcher

used Pearson Product Moment in the program SPSS 16.

The result from the calculation, the value of is 0.143. Then the researcher

compared it with at the significant degree 5% (0.355), the correlation

between students’ motivation and their English learning achievement is negative

( : = 0.143 < 0.355). So, the alternative hypothesis which states that

“ means that there is correlation between X variable and Y variable”

is rejected.

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ABSTRAK

Viona Rosalina (NIM: 109014000124). Hubungan antara Motivasi Siswa dan

Prestasi Belajar Bahasa Inggrisnya (Sebuah Studi Korelasi di Kelas 2 SMAN 3

TANGSEL). Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah

dan Keguruan Universitas Islam Negeri Syarif Hidayatullah, 2014.

Motivasi adalah salah satu hal penting dalam proses belajar. Motivasi dapat

membantu sesorang mencapai tujuannya jika mereka memliki motivasi yang kuat

dalam nya, tetapi para siswa dan guru tidak menyadari hal ini. Maka mereka perlu

mengetahui ini.

Studi ini bertujuan untuk menemukan bagaimana hubungan antara motivasi siswa

dengan hasil belajar bahasa Inggrisnya pada kelas 2 SMAN 3 TANGSEL tahun

ajaran 2013/2014. Sampel pada studi ini adalah 31 siswa di kelas XI Science 4.

Hasil belajar bahas Inggris pada studi ini merujuk pada nilai belajar bahasa

Inggris nya siswa.

Berdasarkan tujuan tersebut, peneliti memformulasikan studi ini dalam bentuk

survey dan secara spesifik dilaksanakan dalam studi korelasi. Nilai motivasi siswa

didapatkan dari siswa setelah mereka mengisi kuesionaire tentang motivasi

siswas. Kuesionaire ini berisi 33 butir. Kuesionaire ini diformulasikan dari

deskripsi tentang motivasi siswa yang dideskripsikan oleh Penny Ur. Untuk nilai

belajar bahasa Inggris siswa, peneliti mendapatkannya melalui dokumentasi dari

guru bahasa Inggris kelas tersebut. Nilai belajar bahasa Inggris ini didapatkan dari

nilai hasil midtest mereka. Dalam menganalisis data, peneliti menggunakan

Pearson Product Moment melalui program SPSS 16.

Hasil data analisisnya menunjukan bahwa rxy sebesar 0,143. Kemudian penulis

membandingkan nilai ini dengan rtable pada level signifikansi 5% (0,355),

hubungan antara motivasi siswa dan hasil belajar bahasa Inggrisnya adalah

negative (rxy : rtable = 0,143 < 0,355). Sehingga hipotesa alternative yang berbunyi

bahwa “rxy > rtable berarti bahwa hubungan antara variabel X dan variabel Y”

ditolak.

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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful.

Praise be to Allah, Lord of the world who has blessed and given the

strength to the researcher in completing Skripsi. Sholawat and Salam are given

upon our prophet Muhammad, peace and blessings be upon him, who have given

the way of truth and brought the true light of life.

Through this occasion, the researcher would like to express her greatest

honor and her gratitude to the advisors, Drs. Bahrul Hasibuan, M. Ed and Neneng

Sunengsih, M. Pd, who have spread their time and for giving consultation,

contribution, guidance, and patience to the researcher during completing Skripsi.

May Allah always bless their kindheartedness.

From the researcher’s deepest heart, the researcher was so thankful and the

researcher realized that if there were no support and motivation from people

around her, the researcher could not finish Skripsi. Therefore, she would like to

express her gratitude and give her best appreciation to:

1. Drs. Syauki, M. Pd., as the chairman of the Department of English

Education, Zaharil Anasy, M. Hum., as the secretary of the Department of

English Education, and Drs. Nasifuddin Djalil, M. Ag., as her academic

advisor.

2. All of the lecturers and staffs of the Department of English Education.

They have given the researcher the wonderful experiences in learning, and

also precious knowledge.

3. Drs. Nurlena Rifa’I, M. A, Ph. D., as the Dean of the Faculty of Tarbiya

and Teachers’ Training.

4. Drs. H. P. A. Sopandy, M. Pd., as the headmaster of SMAN 3 TANGSEL,

Ahmad Hasanudin, as the English teacher at SMAN 3 TANGSEL, the all

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staffs of SMAN 3 TANGSEL, and the students of XI Science 3 and XI

science 4 for their help during the research.

5. The researcher’s parents, the late Yosman Nasir, Elfi Hendriani Faisal, and

Linggo Busono. Skripsi is dedicated to them who have given her the

opportunity of an education from the best institutions and support her in

the lifespan, their moral support, affection, and guidance to their daughter.

6. The researcher’s family members, her beloved brother and sister,

Firmansyah Maulana and Ardyana Amaraluhita, uncles and aunts, and

cousins who always give their support, happiness, and spirit in finishing

her study.

7. All her friends in the Department of English Education, especially for C

Class 2009 for their support and friendship. She also would like to thank

Siti Nuraeni, Arief Rahman, Nuraini, and Sheira Ayu Indrayani for the

wonderful friendship, and the group of Skripsi advisory for their support,

attention and motivation during finishing Skripsi.

8. The researcher’s workmates in BKB Nurul Fikri TANGSEL for their

support and reminding her to do this Skripsi.

And may Skripsi can be useful to the readers, particularly to the

researcher. The researcher realized that this Skripsi is far from being perfect. It is

a pleasure for her to receive constructive criticism and suggestion from anyone

who read her Skripsi.

Jakarta, April 2014

Viona Rosalina

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TABLE OF CONTENTS

TITLE .................................................................................................... i

APPROVAL .......................................................................................... ii

ENDORSEMENT SHEET ................................................................... iii

SURAT PERNYATAAN KARYA SENDIRI ......................................... iv

ABSTRACT ........................................................................................... v

ABSTRAK ............................................................................................... vi

ACKNOWLEDGEMENT .................................................................... vii

TABLE OF CONTENTS ...................................................................... ix

LIST OF TABLES ................................................................................ xii

LIST OF FIGURES .............................................................................. xiii

LIST OF APPENDICES ...................................................................... xiv

CHAPTER I : INTRODUCTION ....................................................... 1

A. The Background of the Study ............................................................ 1

B. The Identification of the Study ........................................................... 4

C. The Limitation of the Problem ........................................................... 5

D. The Formulation of the Problem ........................................................ 5

E. The Objective of the Study ................................................................. 5

F. The Significance of the Study ............................................................. 5

CHAPTER II : LITERATURE FRAMEWORK .............................. 6

A. Motivation .......................................................................................... 5

1. The Understanding of Motivation .................................................. 5

2. The Influence Factors of Motivation .............................................. 8

3. The Kinds of Motivation ................................................................ 10

B. English Learning Achievement .......................................................... 12

1. The Understanding of Learning ...................................................... 12

2. The Understanding of Achievement ............................................... 14

3. The Understanding of English Learning Achievement .................. 15

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C. The Thinking Framework ................................................................... 16

D. Previous Study ................................................................................... 16

E. The Research Hypothesis ................................................................... 19

CHAPTER III : RESEARCH METHODOLOGY ............................ 20

A. The Place and Time of the Research .................................................. 20

B. The Method of the Research............................................................... 20

C. The Population and the Sample .......................................................... 20

D. The Technique of Instrument and Data Collection ............................ 20

1. The Questionnaire ........................................................................... 21

a. Validity Instrument .................................................................... 22

b. The Result of Reliability Test .................................................... 23

c. The Result of Normality Test ..................................................... 23

2. The Documentation ........................................................................ 24

E. The Technique of Data Analysis ........................................................ 24

F. The Statistical Hypothesis .................................................................. 26

CHAPTER VI : RESEARCH FINDINGS AND DISCUSSION ...... 27

A. The Description of the Data ............................................................... 27

1. The Students’ Motivation Score ..................................................... 27

2. The Students’ English Learning Score ........................................... 28

3. The Correlation between Students’ Motivation and

their English Learning Achievement Score ..................................... 29

B. The Interpretation of the Data ............................................................ 31

1. The Frequency of the Data ............................................................. 31

2. The Histogram ................................................................................ 33

3. The Normality Test ......................................................................... 34

3. The Correlation Result .................................................................... 35

C. The Hypothesis Test ........................................................................... 36

CHAPTER V : CONCLUSION AND SUGGESTION ...................... 37

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A. Conclusion .......................................................................................... 37

B. Suggestion .......................................................................................... 38

BIBLIOGRAPHY ................................................................................. 39

APPENDICES ....................................................................................... 41

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LIST OF TABLES

Table 3.1 The Likert Scale ................................................................... 21

Table 3.2 The Indicators of Instrument ................................................ 21

Table 3.3 The Result of Validity Instrument ........................................ 22

Table 3.4 The Result of Reliability Test .............................................. 23

Table 3.5 The Result of Normality Test ............................................... 24

Table 3.6 The Interpretation of Correlation ......................................... 25

Table 4.1 The Motivation Score (X) .................................................... 27

Table 4.2 The English Learning Score ................................................. 28

Table 4.3 The Correlation Score of X and Y Variable ......................... 29

Table 4.4 The Summary Score of Motivation (X) and

English Learning (Y) ........................................................... 31

Table 4.5 The Frequency of Motivation Score..................................... 31

Table 4.6 The Frequency of English Learning Score ........................... 32

Table 4.7 The Result of Correlation Calculation ................................. 35

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LIST OF FIGURES

Figure 4.1 The Motivation Score ......................................................... 33

Figure 4.2 The English Learning Score ............................................... 34

Figure 4.3 The Normal Q-Q Plot of Motivation Score ......................... 34

Figure 4.4 The Normal Q-Q Plot of Students’ English Score .............. 35

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LIST OF APPENDICES

Appendix 1 The Students’ Motivation Scores

Appendix 2 The Students English Learning Score

Appendix 3 The Questionnaire for the Validity Test

Appendix 4 The Questionnaire for the Students’ Motivation

Appendix 5 Surat Bimbingan Skripsi

Appendix 6 Surat Permohonan Izin Penelitian

Appendix 7 Surat Izin Penelitian

Appendix 8 Surat Keterangan Penelitian

Appendix 9 Nilai-nilai r Product Moment

Appendix 10 The Test of References

1

CHAPTER I

INTRODUCTION

A. The Background of the Study

Language is a means of communication of human beings.

Language can be in written, spoken, or signal forms. According to

Santrock, ―Language is a form of communication—whether spoken,

written, or signed—that is based on a system of symbols.‖1 From those

symbols, it is combined to be the words then those words become a

language. According to Santrock, ―Language consists of the words used by

a community (vocabulary) and the rules for varying and combining them

(grammar and syntax)‖.2 Language helps people communicate easily in

their community. In each community, they have their own language.

However, when one community would like to communicate with other

communities from different language backgrounds, they need to use a

language which each of them can speak with.

English is a language widely used in the world. English has an

important role in many aspects of life. English is used in technology,

education, science, career, and also as a primary means in communication.

English is one of foreign languages that it is taught in Indonesia.

English in Indonesia is an important subject. English subject in

Indonesia is taught from kindergarten until the university. This subject in

kindergarten and elementary level is a local content. Meanwhile in junior

and senior high school, English is a compulsory subject and also is

examined in national Examination. In college level, English subject is a

complementary subject in order to help students’ access references in

English.

The objective of teaching English in Indonesia schools is as

follows: (a) develop communicative skills in oral and written form. The

1 John Santrock, Educational Psychology (New York: McGraw-Hill Companies, Inc.,

2011), 5th edition, p. 58. 2 Ibid.

2

skills are listening, reading, writing and speaking, (b) build the importance

of learning English as one of foreign language to be main learning

material, and (c) develop an understanding about interrelation between

language and culture and expanded sight, so the students have cross-

cultural sight and involve in.3

According to the text above, it can be seen that the objective of

English language learning and teaching in Indonesia is to develop

communicative ability in the four of language skills, they are; listening,

reading, writing, and speaking. So, if students can use English

communicatively, they are likely to broaden their inter-lingual and cross

cultural insight so that they can promote their culture to the world.

These communicative objectives are contrary with the practical

realities. The researcher has seen that students do not use English

communicatively. From the researcher experiences, she had seen her

friends in her school life seemed that they did not have a high motivation.

In spite of the fact, her friends got the high scores in their learning.

Another experience that the researcher has found recently is her

students learning in an English course. Her students learn English because

they love to learn. They love to learn with their own favorite activities like

watching movies or playing games. The students who do it through this

way have the high learning score.

For other students in the same English course, they learn English

just because they have to learn it or because of their parents want them to

learn it. These students never feel excited to learn. It affects their score.

They just have a standard score and might be too bad for some others.

However, there are some other students who never spend their time to

learn beyond the class, but they are good enough in their English learning

score.

3 Departemen Pendidikan Nasional, Standar Kompetensi Mata Pelajaran Bahasa Inggris

Sekolah Menengah Atas dan Madrasah Aliyah di Indonesia. (Jakarta: Pusat Kurikulum, Balitbang

Depdiknas, 2003), p.14

3

From those facts, the researcher concludes that something plays an

important role inside that makes the objective of curriculum can be

accomplished. In building a communicative language, the researcher sees

that there is a motivation which makes the accomplishment of the

instructional objectives possible. Harmer in How to Teach English points

out;

Whatever we think of the teaching methods used –or the reason

for language learning – the teachers and the students in these cases

had a number of things on their side: they were highly motivated,

they really wanted to learn and they had powerful reasons for doing

so –including, of course, a fear or failure4

It means no matter what and how the methods are used, the result will be

affected by the motivation of the students and the teachers. With

motivation, people are eager to do more. In this education field, motivation

makes the students want to learn their subject more from everything and

the teachers also try to make the dynamic class. It can be summed up that

high motivation will affect learning achievement.

In fact, some teachers in schools don’t realize that they have to

motivate their students to study. Teachers just give the learning process

without direct the students to be interested in their learning or even don’t

let their students to know what their learning purposes are. The researcher

had interviewed some students whom took learning course after their

school time and asked how the students got their great or low scores in the

subject. Then the result of interview indicates that they are motivated

because of how the teachers delivered the subject or because they know

what their learning goals are. This condition is same as Dornyei states that

one of main determinants of second/foreign language learning

achievement is motivation.5

4 Jeremy Harmer, How to Teach English, (Essex: Addision Wesley Longman Limited,

2001) p. 8 5 Zoltán Dōrnyei, Motivation and Motivating in the Foreign Language Classroom, The

Modern Language Journal, Vol. 78 No. 3, 1994, p. 273-284.

4

Nowadays the Ministry of Education has developed a good

communicative learning especially in English learning. One of efforts that

Ministry of Education has done is bilingual class. Literally, bilingual is

―(of a person) able to use two languages for communication, or (of a thing)

using or involving two languages‖.6 That means the students who learn in

bilingual class always get chance to listen and use two languages to

communicate and are expected to be able to use English communicatively.

In Indonesia, bilingual class students use English and Indonesian as the

medium of class interaction.

To see how the role of motivation and native teacher has in a

school, the researcher did observation. The researcher has come to the

school nearby her house. The researcher chose this school because of the

time efficiency. The school’s name is Al Syukro Islamic Universal

Elementary School. From this school, the researcher gets the points that

students are excited to have native teacher in their school.

SMAN 3 TANGSEL is another school which have native English

teacher. The native English teacher comes to teach this school because of

the schools’ program. This program helps the students to improve their

English skill. Through this school the researcher hopes that she can see

how the objectives learning English and the influence of native teacher

involve in.

Based on the conditions above, the researcher is interested in

studying the correlation between students’ motivation and their English

learning achievement.

B. The Identification of the Study

Based on the background above, the identification of the study are:

1. The objectives of English subject in Indonesia have not accomplished.

2. Some students feel that they are hard to achieve their English learning

score as the compulsory subject and some neither.

6 Cambridge University Press, Cambridge Advance Learner Dictionary, (New York:

Cambridge University Press, 2009) p. 132

5

3. English is examined in National Examination as the graduation

requirement in Indonesia.

4. Motivation is one of determinants of second/foreign language

learning achievement.

C. The Limitation of the Problem

The study is focused on motivation as one of determinants of

second/foreign language learning achievement. So, the researcher is

interested to see how the correlation between the motivation and learning

achievement is.

D. The Formulation of the Problem

Based on the limitation of the problem above, the researcher

formulates the question of research as follows; ―Is there any correlation

between students’ motivation and their English learning achievement?‖

E. The Objective of the Study

The objective of the study is to find empirical evidence of whether

or not there is significant correlation between the students’ motivation and

their learning achievement in English subject.

F. The Significance of the Study

This study is expected to broaden the researcher’s insight about

this topic, in particular, and for the readers’ in general.

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CHAPTER II

LITERATURE REVIEW

A. Motivation

1. The Understanding of Motivation

Motivation is a common word for people nowadays. It can be

seen through some seminars, and television programs. These

programs motivate people to have a better life sight and also push

them to be better than before. For this study, the researcher needs to

know what motivation is for her own understanding to do the research

latter.

As stated literally, motivation is an enthusiasm or need for

doing something.1 Theorists actually have their own understanding

what motivation is. Most of them have the same perception.

According to Woolfolk, “motivation is usually defined as an internal

state that arouses, directs, and maintains behavior.”2 Santrock also

defined that “motivation involves the processes that energize, direct,

and sustain behavior.”3 Schunk and friends also state that “motivation

is the process whereby goal-directed activity is instigated and

sustained.”4 It means that motivation can direct a person’s behavior to

achieve his/her goals. A person has a reason and enthusiasts to do

something in his/her life by motivation. Those theorists above have

same perception that motivation is a thing which directs and also has

the relation with behavior. In another way, Yun Dai and Stemberg

state about motivation as follow; “motivation attempts to explain the

“what,” “why,” and “where” of a person’s more or less conscious

1 Cambridge University Press, Cambridge Advance Learner Dictionary (New York:

Cambridge University Press, 2009), p. 928. 2 Anita Woolfolk, Educational Psychology (Boston: Pearson Education, Inc., 2007), 10th

Edition, p. 372. 3 John Santrock, Educational Psychology (New York: McGraw Hill, 2011), 5th Edition, p.

438. 4 Dale H. Schunk et al., Motivation in Education –theory, research, and applications-

(New Jersey: Pearson Education, Inc., 2008), 3rd Edition, p. 4.

7

praxis and practice.”5 It helps the researcher concludes that

motivation can be a reason for someone to do something or practice.

In another statement Santrock states the example of it as

follow; “If students don’t complete an assignment because they are

bored, lack of motivation is involved. If students encounter challenges

in researching and writing a paper, but persist and overcome hurdles,

motivation is involved.”6 As Santrock gives examples above, the

researcher concludes that motivation include in good learning process.

It means students need motivation to be included as energy or support

for their successful learning. Harmer also states that “it is accepted for

most fields of learning that motivation is essential to success: that we

have to want to do something to succeed at it. Without such

motivation we will almost certainly fail to make the necessary

effort.”7 That means motivation can be as the key for the successful

learning. The failure of successful planning process can be caused by

there is no motivation. It can be seen that motivation is important in

learning process. Aronson also states in his book that the role of

motivation in achievement based on many researchers is the key

component.8

The researcher concludes that motivation generally as energy

to support all goals that humans have made. Motivation can be as a

guidance to take some efforts to achieve what the people want.

Motivation as a direction and also energy for people do everything

included learning something.

Because this study about the students’ motivation, the

researcher needs to know how motivation works in the students. Ur

5 David Yun Dai and Robert J. Sternberg (eds.), Motivation, Emotion, and Cognition –

Integrative Perspectives on Intellectual Functioning and Development- (New Jersey: Lawrence

Erlbaum Associates, Inc., 2004), p. 198. 6 Santrock, 2011, op. cit., p. 438. 7 Jeremy Harmer, The Practice of English Language (Essex: Pearson Limited, 2002), 3rd

Edition, p. 51. 8 Joshua Aronson, Improving Academic Achievement –Impact of Psychological Factors

on Education- (New York: Academic Press, 2002), p. 38.

8

helps the researcher to understand it through these characteristics of

motivated learners: (a) positive task orientation, it means that the

learners have willing to undertake the tasks and challenges and also

confidence in their success. (b) ego-involvement, it means that the

learners feel the important of the learning for themselves. (c) need for

achievement, means that the learners have a need to achieve and

overcome difficulties and succeed. (d) high aspiration, can be

assumed that the learners are ambitious in getting the best learning for

their own self. (e) goal orientation, it assumes that the learners know

better with what they have to achieve in learning process. (f)

perseverance, it means that the learners have the high level in doing

their efforts. (g) tolerance of ambiguity, the ambiguity is not the big

problem for the learners.9

Based on Ur’s description above, the researcher deduces that

need achievement and high aspiration points can be mixed in one

description, because it describes that the learner is ambitious to

achieve their learning goals. Then the researcher figures out that the

motivated learner will have the best effort to face their challenges in

learning, have willing to finish the challenges, ambitious, know what

their goals in learning, adapt in a confused meaning as learning

process, and never feel hesitant in learning. These characteristics can

be as a description for the researcher to see which the learners are

having motivation in their learning process.

2. The Influence Factors of Motivation

Motivation also has the factors which can influence how the

motivation can be decreased or increased in the learning process. The

researcher gets this understanding from Hamalik.

9 Penny Ur, A Course in Language Teaching –Practice and Theory- (Cambridge:

Cambridge University Press, 2009) p. 275.

9

Hamalik points out that the influence of motivation are; (a)

students’ awareness of their learning goals, (b) teachers’ attitude to

their students in class can be as intrinsic or extrinsic motivation, (c)

influence from students’ group, and (d) class environment.10

The

writer gets the points from this theory that motivation in learning is

influenced by students’ self, the teachers, and also students’

environment. All of these roles are have their own influences to make

motivation exist. Due to the existence of motivation, the successful

learning can be achieved. This theory has same meaning with

Dornyei’s that the researcher has mentioned in the previous chapter

that is stated “motivation is one of the main determinants of

second/foreign language learning achievement.”11

As mention above, one of influence factors of motivation is

the class environment. It makes the researcher interested in finding

out more how motivation is in class. For this case, the researcher

found that motivated learning which Schunk and friends, and also

Sanjaya define it in their book.

Schunk and friends define “motivated learning is a

motivation to acquire skills and strategies rather than to perform tasks

that modeling by with highlights the role of self-efficacy”.12

Sanjaya

also has the same perception that the learning can be success if

students’ motivation as direct and arouse.13

It can be stated that

motivation is acquired in learning in order to achieve the skills and

strategies.

From the theories above, the researcher concludes that

motivated learning is a thing that can help to build success learning in

10 Dr. Wina Sanjaya, M. Pd., Kurikulum dan Pembelajaran-Teori dan Praktik

Pengembangan Kurikulum Tingkat Satuan Pendidikan (KTSP) (Jakarta: Kencana Perdana Media

Group, 2008), p. 256-257. 11 Zoltán Dōrnyei, Motivation and Motivating in the Foreign Language Classroom, The

Modern Language Journal, Vol. 78 No. 3, 1994, p. 273-284. 12 Schunk et al., 2008, op. cit., p. 147. 13 Sanjaya, 2008, op. cit., p. 249.

10

class. In a learning process, motivation can be a good machine as the

energy.

3. The Kinds of Motivation

Motivation can be divided into two kinds. These kinds of

motivation are divided through how the motivation arrives and the

influences around the person itself. They are extrinsic motivation and

intrinsic motivation.

a. Extrinsic Motivation

To get more understanding about extrinsic motivation, the

writer found out some theories that help her to understand.

Santrock defines extrinsic motivation as below:

Extrinsic motivation involves doing something to

obtain something else. Extrinsic motivation is often

influenced by external incentives such as rewards and

punishments. For example, a student may study hard for

a test in order to obtain a good grade in the course.14

Motivation can be stated as extrinsic motivation in

condition of external influenced. The influences can be

rewards and punishments. For example, the boy studied hard

due to his father will give him the new robot as his reward in

getting best score. It is same as Alderman says. Alderman has

perception that “Extrinsic motivation occurs when students

engage in activities for external reasons (outside of

themselves) such as praise, grades, special privileges, and

certificates or material rewards.”15

14 Santrock, 2011, op. cit., p. 441. 15 M. Kay Alderman, Motivation for Achievement –Possibilities for Teaching and

Learning (New Jersey: Lawrence Erlbaum Associates, Inc., 2004), 2nd Edition, p. 247.

11

In a book named Intrinsic and Extrinsic Motivation, the

researcher finds that extrinsic motivation has different

perspective to know what extrinsic motivation is as follows:

… .Two distinct definitions of extrinsic motivation

appear to have emerged: (1) when motivation is based on

something extrinsic to the activity and (2) when

motivation is based on something extrinsic to the

person.16

The author of this book thinks that extrinsic motivation

happens in two kinds of condition. It is based on outside of the

activity and also from the person.

It can be deduced that extrinsic motivation is a type of

motivation that comes from outside of the people themselves.

In the learning process, extrinsic motivation can come from

the teachers’ reward for their students, praising, or others. It

makes the motivation as drive in learning process.

b. Intrinsic Motivation

According to Santrock, “intrinsic motivation involves the

internal motivation to do something for its own sake. For

example, a student may study hard for a test because she

enjoys the content of the course.”17

It means that intrinsic

motivation comes from inside of the person. Alderman also

defines that “intrinsic motivation is typically defined as

students engaging in actions for their own sake and without

coercion such as satisfaction, interest, learning, and

challenge.”18

With intrinsic motivation, the students don’t

need to be pushed in doing something. This statement is same

16 Carol Sansone and Judith M. Harackiewicz (eds.), Intrinsic and Extrinsic Motivation –

The Search for Optimal Motivation and Performance- (San Diego: Academic Press, 2000), p. 445. 17 Santrock, 2011, loc. cit. 18 Alderman, 2004, loc. cit.

12

with this next statement that “Intrinsic motivation describes

self-initiated task engagement with no apparent extrinsic

rewards beyond the activity itself.”19

The researcher also finds

that “a number of researchers define intrinsic motivation as

occurring when an activity satisfies basic human needs for

competence and control, which makes the activity interesting

and likely to be performed for its own sake rather than as a

means to an end.”20

It means that intrinsic motivation can be a

parameter to someone in doing the job. If the person feels

interesting to do learning, it means that he/she has the intrinsic

motivation.

The researcher deduces that intrinsic motivation is an

energy that the people got from inside of themselves. This

energy never got influence from the outside. This motivation

can be as a satisfaction for the people themselves. The

interesting in learning or do something is the indicator that a

person has intrinsic motivation.

B. English Learning Achievement

1. The Understanding of Learning

Each scientist has their own theory about what is learning. Kimble

said that learning is a relatively permanent change in behavioral

potentiality that occurs as a result of reinforced practice.21

That means

learning has a change in behavioral and needed a reinforcement to

reinforce it.

Nowadays that theory also has a meaning that learning is a change

in behavior or potential behavior of a relatively permanent that comes

from experience and cannot be attributed to temporary body states as a

19 Dai and Robert J. Sternberg (eds.), op. cit., 2004, p. 329. 20 Sansone and Judith M. Harackiewicz (eds.), 2000, op. cit., p. 444. 21 B. R. Hergenhahn and Matthew H. Olson, Theories of Learning (Teori Belajar), terj.

Tri Wibowo B. S. (Jakarta: Prenada Media Group., 2010), p. 2.

13

condition caused by illness, fatigue or drugs.22

In this theory, learning

still need an experience but it leaves to the theorists itself what kind of

that experience. The experience may be as the correlation of stimulus

and response, reinforcement and others.

Schunk defines the learning involves acquiring and modifying

knowledge, skills, strategies, beliefs, attitudes, and behaviors.23

It

means that learning is not only getting knowledge, but also modifying

the knowledge itself and elaborates it into skills, attitudes and so on.

Learning is an enduring change in behavior, or in the capacity to

behave in a given fashion, which results from practice or other forms

of experience.24

So learning is the process that involves not only the

practice but also other forms of experiences. It is described by Schunk

as follow;

Three criteria of learning;

a. Learning involves change—in behavior or in the capacity

for behavior. People learn when they become capable of

doing something differently.

b. Learning endures over time.

c. Learning occurs through experience.25

It means that learning is not a simple process. Learning has to make

the changing in the person. Learning must make the learner being able

to do what they have learned. Learning needs time to make the

successful learning can be achieved.

The researcher deduces that the learning have to be able to make

the learners have their new experiences, knowledge. Then these new

parts of learning also have to be modified by the learner. The

modifying means that the learners are able to apply their knowledge in

any condition because they are really understand it.

22 Ibid., p. 8. 23 Dale H. Schunk, Learning Theories –An Educational Perspective- (Boston; Pearson

Education, Inc., 2012), 6th Edition, p. 2. 24 Ibid., p. 3. 25 Ibid., p. 4.

14

2. The Understanding of Achievement

To see how far the students have learned in their learning, the

teacher can see it through their achievement test. An achievement test

is intended to measure what the student has learned or what skills the

student has mastered.26

It makes the researcher concludes that

achievement test is the way to measure the students progress in their

learning. With achievement test, the teachers get the evidence of the

students’ progress result from their class that they have taught.

The researcher also gets another theorist that “achievement refers

to school-based learning, while ability and aptitude refer to broader

learning acquired mostly through nonschool sources such as parents

and peer groups.”27

Ur also states that “an achievement test measures

how much the material taught in a given course, or part of one, has in

fact been learned.”28

It is same with Oosterhof who states

“achievement tests measure students’ present status with a set of

skills. Achievement test are used to evaluate the effectiveness of

instructional programs and to identify students with learning

disabilities.”29

That means achievement test is the measurement tool

that teachers give to their students in order to see the effectiveness of

the learning process is going in their students. Also with this test, the

teachers can see what difficulties that the learners have in their

learning process. Gary also helps the researcher to know deeper what

achievement is in his book as follows;

One definition of achievement can be found in the Dictionary

of Education (which is currently undergoing its first revision in

over two decades). In this reference, achievement is defined as "(1)

accomplishment or proficiency of performance in a given skill or

body of knowledge; (2) progress in school" (C. V. Good, 1973, p.

26 Santrock, 2011, op. cit., p. 521. 27 Peter W Airasian, Classroom Assessment –Concepts and Application- (McGraw Hill

Online Resources, 2008), p. 53. 28 Ur, 2009, op. cit., p. 44. 29 Albert Oosterhof, Developing and Using Classroom Assessment (New Jersey: Pearson

Education, Inc., 2003), 3rd Edition, p. 228.

15

7). Academic achievement is defined as "knowledge gained or

skills developed in the school subjects, usually designated by test

scores or by marks assigned by teachers, or by both" (p. 7).30

That means achievement is the proficiency that students have in their

learning process. This achievement is also as indicator that what

students get in their learning. The achievement commonly is designed

in the scores by test scores or teachers’ marks.

With these theories, the researcher concludes that achievement is

the accumulative result of learning process. In achievement, the

teachers or the students themselves can see how far their learning

process that they did.

3. The Understanding of English Learning Achievement

From the explanation above, the researcher has the understanding

for this variable that English learning achievement is a result of

students learning progress in class. This achievement appears as the

score that can be as description of their successful in learning. If the

students get 60 in their test, it can be concluded that they are not

really successful in the learning. This assuming also can be used in

opposite words.

English learning achievement in this study can be described as the

result of English learning process that students get from the teachers

in form of score. The score is getting trough test that teachers’ made

or a kind of standardized test.

In this study, the achievement scores can help the researcher to

describe how far the students’ ability in English. The achievement

scores also come from the calculation of some test that teachers have

made for their students.

30 Gary D. Phye, Handbook of Classroom Assessment –Learning, Achievement, and

Adjustment- (San Diego: Academic Press, 1997), p. 4.

16

C. The Thinking Framework

Motivation is a drive inside of the people in doing something.

Motivation can be as energy fuel in doing everything, included learning.

With motivation, the learning can run well. Motivation can be as the

indicator that the person enjoys what he/she does. In the learning process,

students’ motivation is one of factors that make their learning works well.

As the theorists state above, the motivation is the key component in

learning achievement.

Achievement can be as the description for the students and also

about how well their learning process work. So the achievement in

learning can be seen in form of learning score. If the students have the

great scores, it means the learning process is success achieved by the

students and the teachers also.

So the researcher concludes that it can be happened in English

learning process. With the description above that explains motivation

affects learning achievement, it makes the researcher believes that there is

correlation between students’ motivation and their learning achievement.

D. Previous Study

The Relationship between Motivation and Achievement in Foreign

Language Learning in a Sixth Form College in Hong Kong by Chan Chie

Yuet (2008) is the study that examined about motivation and achievement.

This study attempts to unveil relationship between motivation and

achievement in learning English in a sixth form college in Hong Kong.

The methodological dimensions of the investigation were twofold. First,

by means of questionnaires distributed to 33 Advanced-level students,

their motivation intensity and orientations in learning English were

explored. Pearson Product Moment Correlation was computed to examine

the students’ motivation components and their English grades both in the

Hong Kong Certificate of Education Examination and the Hong Kong

Advanced Level Examination. Second, four high, four average and four

17

low achievers of learning English, altogether 12 students aged 17 to 20,

were invited to attend semi-structured interviews. Through the account of

their English learning experience, the relationship between motivational

factors and academic achievement in foreign language learning was

investigated. The findings indicated that there was a positive relationship

between motivation and achievement among this sample of Hong Kong

Advanced-level students in this sixth form college. The results also

indicated that all the high, average and low achievers had strong extrinsic

motivation, but this did not have any significant correlation with students’

English attainment. Instead, it was intrinsic motivation that had a positive

correlation with students’ English grades. In this sample, intrinsic and

extrinsic motives did not inhibit each other as they had no significant

correlation.31

Another study by FengXia Wang (2008) in the study titled

Motivation and English Achievement: An Exploratory and Confirmatory

Factor Analysis of New Measure for Chinese Students of English Learning

also helps the writer to know deep about the study of motivation and

achievement. This research conducted in order to (1) construct a scale of

English learning motivation in a particular Chinese context, the

intrinsic/extrinsic motivation scale of English learning (I/EMSEL) and (2)

explore the relationship between intrinsic motivation, extrinsic motivation

and English achievement. The I/EMSEL scale was administered to two

samples of first-year non-English-majors. Pearson correlations and

multiple regressions were then performed between different kinds of

motivation and English achievement. Results indicated that autonomous

extrinsic motivation correlated positively with intrinsic motivation and

achievement, while controlled extrinsic motivation correlated negatively

with them. In this study, there were two samples in the survey. The size of

31 Chan Chiu Yuet, “The Relationship between Motivation and Achievement in Foreign

Language Learning in a Sixth form College in Hong Kong”, Thesis in School of Education at the

University of Leicester Hong Kong. http://hdl.handle.net/2381/7812

18

Sample 1 was 140 and participants were freshmen from several non-

English majors (for example, educational technology, journalism, and

education) at a comprehensive university in China. Males constituted

about 45.6% of the sample with a total mean age of about 20. The

participants in Sample 2 were 329 freshmen from the same university and

they were randomly selected from several non-English-majors, such as

mathematics, physics, education, computer science, Chinese literature, and

art. The participants were about equal numbers of men and women

between the ages of 18 and 20 years. The researcher used questionnaire.

Most items of the scale were written based on the constructs proposed in

SDT and SLA motivation. The questionnaire, consisting of 24 five-point

Likert scale items, was developed and group administered to two samples,

Sample 1 for exploratory factor analysis and Sample 2 for confirmatory

factor analysis. The mark on the final English examination of the semester

was used as an indication of English achievement.32

Yang, Y. and Mukherjee, D. in their research with the title The

Correlation between English Learning Motivation and Achievement in

Three Chinese Junior Middle Schools find out that there is positive

correlation between students’ English learning motivation and students’

achievement. The sample is taken from three classes of students selected

from first grade junior middle school. Data are collected from the

motivation questionnaires administered to students and also interviews

with their English teacher to collect their average English grade, which

indicates their English achievement.33

32 FengXia Wang, An Exploratory and Confirmatory Factor Analysis of New Measure for

Chinese Students of English Learning, North American Journal of Psychology, Vol. 10, 2008, pp.

633-646. 33 Yang, Y. and Mukherjee, D., The Correlation between English Learning Motivation

and Achievement in Three Chinese Junior Middle Schools, ICERI2012 Proceedings, 2012, pp.

3659-3668. http://library.iated.org/view/YANG2012COR

19

E. The Research Hypothesis

Based on the literature review and the thinking framework above,

the hypothesis is formulated as follow:

Ho = there is no correlation between students’ motivation and students’

English learning achievement.

Ha = there is correlation between students’ motivation and students’

English learning achievement.

In this study, the alternative hypothesis is used. It is needed to test in order

to prove the notion about the correlation between students’ motivation and

their English learning achievement.

20

CHAPTER III

RESEARCH METHODOLOGY

A. The Place and The Time of the Research

The researcher conducted the research at the second grade of

SMAN 3 TANGSEL which is located on Jl. Benda Timur XI Pamulang

Permai 2 Benda Baru Pamulang. The researcher did this research on

March 2014 in the 2013/2014 academic year.

B. The Method of the Research

The researcher used survey method to do this study. With survey

method, the researcher doesn’t need to give a treatment for her objects.

Specifically, this research was conducted through correlational study. In

this research, the researcher would like to see the possibility of correlation

between the students’ motivation as independent variable (X variable) and

their achievement as dependent variable (Y variable).

C. The Population and the Sample

The population in this research is the students of the second grade

of SMAN 3 TANGSEL. Total students of the second grade in SMAN 3

TANGSEL are 220 students. These students are distributed in 8 classes, 6

classes for science class and the other 2 classes for social class. In each

science class, the class consists around 32 - 31 students. For social classes,

the class has 35 students in each.

The technique of sampling in this research used purposive cluster

sampling technique. From this sampling, the writer got XI Science 4 as the

sample for this research. This class consists of 31 students.

D. The Technique of Instrument and Data Collection

To get the data for the variable X, the researcher spread the

questionnaire. Through questionnaire, the researcher could get how

21

motivation is in form of score. Therefore, students’ English learning

achievement variable are getting from documentation score that the

English teacher has.

1. The Questionnaire

In this research, the researcher used questionnaire to know

the students’ motivation of SMAN 1 Tangsel at the second grade.

The questionnaire consists of 33 items, 21 positive statements and

12 negative statements. The instrument has some alternative

options based on Likert Scale; Strongly Agree (sangat setuju),

Agree (setuju), Disagree (tidak setuju), and Strongly Disagree

(sangat tidak setuju). As see below:

Table 3.1

The Likert Scale

Alternative

options

Score

Favorable Unfavorable

Strongly agree 4 1

Agree 3 2

Disagree 2 3

Strongly disagree 1 4

The questions of questionnaire are taken from Ur’s theory

about the characteristic of motivated learner. From the description,

the researcher formulated it into some statements in the

questionnaire. (See Appendixes)

Table 3.2

The Indicators of Instrument

Indicators of

Motivation

Items number

Positive

statement

Negative

statement

Positive task orientation 9, 19, 38 8, 13, 32, 39

Ego-involvement 10, 22, 16 4, 24

22

Need for achievement

and High aspiration

5, 7, 37 17, 23, 40

Goal orientation 3, 14, 34, 20, 27 12

Perseverance 1, 6, 18, 30, 33 2, 21, 26, 28, 31

Tolerance of ambiguity 11, 35, 36 15, 25, 29

a. Validity Instrument

Validation of instrument was conducted to see whether

the instrument is capable to collect the data or not. The

writer got the standard coefficient validity minimum for

this instrument with N = 31 and coefficient significance

level 5%. The coefficient validity is 0.35. To see the

validity instrument, the researcher did it through SPSS 16

Program.

In validity test which was conducted in XI Science 3 of

SMAN 3 TANGSEL, the researcher got 33 items valid

from 40 items of the questionnaire. The numbers of valid

item are 1, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 18,

19, 20, 21, 22, 24, 26, 27, 28, 30, 31, 32, 33, 34, 35, 36, and

37. The numbers of invalid item are 2, 17, 23, 29, 38, 39,

and 40. It can be seen as below:

Table 3.3

The Result of Validity Instrument

Indicators

Items number

Positive

statement

Negative

statement

Positive task

orientation 9, 19, 38* 8, 13, 32, 39*

Ego-involvement 10, 22, 16 4, 24

Need for achievement

and High aspiration 5, 7, 37 17*, 23*, 40*

23

Goal orientation

3, 14, 34, 20,

27 12

Perseverance 1, 6, 18, 30, 33 2*, 21, 26, 28,

31

Tolerance of ambiguity 11, 35, 36 15, 25, 29*

(*) means invalid

b. The Result of Reliability Test

The researcher used SPPS 16 in order to get the

reliability of the questionnaire. The result can be seen as

below:

Table 3.4

The Result of Reliability Test

Reliability Statistics

Cronbach's

Alpha N of Items

.907 40

From the result, it can be seen that .

Then the researcher compared to with N= 40 and 5%

as significant level, that is . It can be

concluded that this instrument reliable because

= .

c. The Result of Normality Test

The result of normality test is used to see whether

the items of the questionnaire are distributed normal or not.

Based on normality test through SPSS program, the

researcher got that the items of the questionnaire is

distributed normal. It can be seen as below:

24

Table 3.5

The Result of Normality Test

Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic Df Sig.

Total .113 31 .200* .967 31 .449

a. Lilliefors Significance Correction

*. This is a lower bound of the true significance.

With and N = 33, and

it can be described then can be

concluded that the items of the instrument are normal.

2. The Documentation

To know the students’ English learning achievement, the

researcher used their midterm scores as the documentation. The

data was collected from the English teacher. The detail score can

be seen in the appendix.

E. The Technique of Data Analysis

After getting data from the students in the questionnaire, the researcher

need to analyze the data and correlate between questionnaire result and

students’ English learning scores. The researcher did description analysis

to describe the data statistically.

The technique on data analysis used correlation technique from

Pearson Product Moment1, that is;

( )( )

√[ ( ) ][ ( ) ]

1 Prof. Drs. Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindo

Persada, 2006) p. 209.

25

Explanation:

= Coefficient of correlation between X variable and Y

variable

∑X = Sum of score in X distribution

∑Y = Sum of score in Y distribution

∑XY = Sum of multiplication of X and Y

N = Number of Respondents

X2

= Sum of X quadrate

Y2 = Sum of Y quadrate

With that formula, the researcher got r coefficient that can describe the

correlation between X variable and Y variable, as below2:

Table 3.6

The Interpretation of Correlation

Interpretation

0.00 – 0.20 The correlation between X variable and Y variable is

very weak or can be told there is no correlation between

the variables

0.20 – 0.40 There is weak correlation between X variable and Y

variable

0.40 – 0.70 There is enough correlation between X variable and Y

variable

0.70 – 0.90 There is strong correlation between X variable and Y

variable

0.90 – 1.00 There is very strong correlation between X variable and

Y variable

2 Iqbal Hasan, Analisis Data Penelitian dengan Statistik, (Jakarta: PT Bumi Aksara,

2009) p. 44.

26

F. The Statistical Hypothesis

The statistical hypothesis with significance level 5% was

formulated as follow:

Ho : r = 0

Ha : r ≠ 0

If > means there is correlation between X variable and Y

variable, Ha is accepted and Ho is rejected.

If < means there is no correlation between X variable and Y

variable, Ho is accepted and Ha is rejected.

27

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

A. The Description of the Data

As mentioned before in previous chapter, the researcher conducted

the research using questionnaire in XI Science 4 class for getting

motivation score. This class consists of 31 students. Before the researcher

did her research, she did the validation of instrument in XI Science 3 that

also consists of 31 students.

In English learning score, the researcher got it from the English

teacher of XI Science 4 class, Mr. Ahas. The score is taken from the

midterm test that was conducted on February 2014 and also from the daily

test that was combined it to be a midterm score in students’ report school.

Finally, the researcher analyzed the data to know the correlation

between students’ motivation and their English learning achievement with

formula of Pearson Product Moment in SPSS 16 Program.

1. The Students’ Motivation Score

Students’ motivation score as X variable (Independent variable) in

this study. To get the score, the researcher conducted her research through

questionnaire in XI Science 4 class as the sample. The table below

describes the result of the students’ motivation questionnaire

Table 4.1

The Motivation Score (X)

N Score

1 98

2 99

3 86

4 101

5 92

6 105

7 117

8 119

9 107

10 89

11 98

12 79

13 84

28

14 98

15 98

16 108

17 114

18 83

19 114

20 95

21 104

22 92

23 98

24 78

25 111

26 113

27 110

28 115

29 102

30 89

31 99

N=31 ∑ 3095

2. The Students’ English Learning Score

As Y variable (dependent variable), students’ English learning

score took from their midterm school report. The researcher got the data

from students’ English teacher, Mr. Ahas. The description of data as

below:

Table 4.2

The English Learning Score (Y)

N Score

1 82

2 83

3 78

4 74.5

5 78.5

6 85

7 80

8 85

9 82.5

10 73

11 82

12 84.5

13 80

14 80

15 72.5

16 80

17 76.5

18 74.5

19 87.5

20 78.5

21 77

22 81

23 77

29

24 85

25 79.5

26 82.5

27 76.5

28 79.5

29 85

30 79.5

31 84.5

N=31 ∑

3. The Correlation between Students’ Motivation and their

English Learning Achievement Score

To see how correlation between students’ motivation and their

achievement, it is calculated through Pearson Product Moment.

Table 4.3

The Correlation Score of X and Y Variable

No X Y XY X2

Y2

1 98 82 8036 9604 6724

2 99 83 8217 9801 6889

3 86 78 6708 7396 6084

4 101 74.5 7524.5 10201 5550.25

5 92 78.5 7222 8464 6162.25

6 105 85 8925 11025 7225

7 117 80 9360 13689 6400

8 119 85 10115 14161 7225

9 107 82.5 8827.5 11449 6806.25

10 89 73 6497 7921 5329

11 98 82 8036 9604 6724

12 79 84.5 6675.5 6241 7140.25

13 84 80 6720 7056 6400

14 98 80 7840 9604 6400

15 98 72.5 7105 9604 5256.25

16 108 80 8640 11664 6400

17 114 76.5 8721 12996 5852.25

30

18 83 74.5 6183.5 6889 5550.25

19 114 87.5 9975 12996 7656.25

20 95 78.5 7457.5 9025 6162.25

21 104 77 8008 10816 5929

22 92 81 7452 8464 6561

23 98 77 7546 9604 5929

24 78 85 6630 6084 7225

25 111 79.5 8824.5 12321 6320.25

26 113 82.5 9322.5 12769 6806.25

27 110 76.5 8415 12100 5852.25

28 115 79.5 9142.5 13225 6320.25

29 102 85 8670 10404 7225

30 89 79.5 7075.5 7921 6320.25

31 99 84.5 8365.5 9801 7140.25

Total ∑ =

3095

∑ =

2484.5

∑

∑ 312899

∑ 199564.8

∑ (∑ )(∑ )

√[ ∑ (∑ ) ][ ∑ (∑ ) ]

( )( )

√[ ( ) ][ ( ) ]

√[ ][ ]

√[ ][ ]

√

= 0.143

31

By using SPPS, the researcher got the summary as follows:

Table 4.4

The Summary Score of Motivation (X) and English Learning (Y)

Parameter X Y

Minimum Score 78 72.50

Maximum Score 119 87.50

Std Deviation 11.399 3.847

Mean 99.84 80.145

Median 99.00 80.00

Mode 98 80.00

Sum 3095 2484.50

B. The Interpretation of the Data

To get the result of relationship between students’ motivation score

and their English learning score, the researcher calculated the data through

SPPS 16. The result from the program as below:

1. The Frequency of the Data

Table 4.5

The Frequency of Motivation Score

Motivation Score

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid 78 1 3.2 3.2 3.2

79 1 3.2 3.2 6.5

83 1 3.2 3.2 9.7

84 1 3.2 3.2 12.9

86 1 3.2 3.2 16.1

89 2 6.5 6.5 22.6

92 2 6.5 6.5 29.0

95 1 3.2 3.2 32.3

32

98 5 16.1 16.1 48.4

99 2 6.5 6.5 54.8

101 1 3.2 3.2 58.1

102 1 3.2 3.2 61.3

104 1 3.2 3.2 64.5

105 1 3.2 3.2 67.7

107 1 3.2 3.2 71.0

108 1 3.2 3.2 74.2

110 1 3.2 3.2 77.4

111 1 3.2 3.2 80.6

113 1 3.2 3.2 83.9

114 2 6.5 6.5 90.3

115 1 3.2 3.2 93.5

117 1 3.2 3.2 96.8

119 1 3.2 3.2 100.0

Total 31 100.0 100.0

Table 4.6

The Frequency of English Learning Score

English Learning Score

Frequency Percent Valid Percent

Cumulative

Percent

Valid 72.5 1 3.2 3.2 3.2

73 1 3.2 3.2 6.5

74.5 2 6.5 6.5 12.9

76.5 2 6.5 6.5 19.4

77 2 6.5 6.5 25.8

78 1 3.2 3.2 29.0

78.5 2 6.5 6.5 35.5

79.5 3 9.7 9.7 45.2

80 4 12.9 12.9 58.1

33

81 1 3.2 3.2 61.3

82 2 6.5 6.5 67.7

82.5 2 6.5 6.5 74.2

83 1 3.2 3.2 77.4

84.5 2 6.5 6.5 83.9

85 4 12.9 12.9 96.8

87.5 1 3.2 3.2 100.0

Total 31 100.0 100.0

2. The Histogram

Through histogram, the researcher can see how the distribution of

data is distributed as below:

Figure 4.1

The Motivation Score

34

Figure 4.2

The English Learning Score

3. The Normality Test

In checking normality data both English score and Students’

motivation score, the researcher used Normal Q-Q Plot in SPSS 16 as

the description. The result is normal as pictures below:

Figure 4.3

The Normal Q-Q Plot of Motivation Score

35

Figure 4.3

The Normal Q-Q Plot of Motivation Score

4. The Correlation Result

Table 4.7

The Result of Correlation Calculation

Correlations

Motivation Score

English Learning

Score

Motivation

Score

Pearson Correlation 1 .143

Sig. (2-tailed) .444

N 31 31

English

Learning

Score

Pearson Correlation .143 1

Sig. (2-tailed) .444

N 31 31

From this table, the researcher describes that r coefficient is

and the sig. (2-tailed) is . Then the researcher looked at r table as

mention in Chapter 3.

From the table, included in the first category (0.00 – 0.20)

that describes there is very weak correlation between X variable and Y

variable, or it can be stated that there is no correlation between

36

students’ motivation score and their English learning score. Based

on , > ; 0.355 > 0.143 and also from sig (2-tailed)

result, it can be described that 0.444 > 0.005 (probability score).

C. The Hypothesis Test

As described in previous chapter, if > means there is

correlation between X variable and Y variable, Ha is accepted and Ho is

rejected. Then if < means there is no correlation between X

variable and Y variable, Ho is accepted and Ha is rejected. From the result

above, the researcher got that < ; 0.143 < 0.355 that means H0 is

accepted and Ha is rejected. In another word there is no correlation

between students’ motivation and their English learning score.

37

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

As mentioned before in the previous chapter, motivation is one of

the important things in learning process. The motivation can help someone

achieve his or her goals if they have strong motivation in doing steps to

achieve it. So the students and the teachers need to know about it. In order

to prove the assumptions, the researcher did this study.

Based on the description of data in the previous chapter that has

been described, it can be concluded that null hypothesis is accepted and

alternative hypothesis is rejected. It can be seen that is 0.143 then the

result from in 5% significance level is 0.355. So is smaller than

or it can be stated that < ; 0.143 < 0.355. It means that

the researcher gets conclusion for the study that there is no correlation

between students’ motivation and their English motivation in SMAN 3

TANGSEL for 2013/2014 academic year.

From interpretation correlation table that the researcher displayed

in the previous chapter, 0.143 is included in the first category that the

correlation between X variable and Y variable is very weak that be stated

there is no correlation. It can be guessed that motivation has the

correlation in students’ score even it is very weak. So if the teachers

increase the students’ motivation or the students aware about the important

role of motivation, the result score will be better than the researcher got

from this data.

B. Suggestion

Based on the conclusion above that there is no relationship

between students’ motivation and their English learning achievement, the

teachers and the students may not paying much attention to motivation in

English teaching and learning process. Somehow, according to the

38

characteristics of motivated learner, there are some points that can be as

the references for the teachers and also the students themselves to get the

great learning achievement. If the students and teachers are working

together to fulfill those characteristics, it means that the high motivation

involves and high learning achievement can be achieved greater than

before.

39

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