i
A MAGISTER THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Magister
Humaniora Degree in English Language Study Graduate Program
Name : Maria Dea Wrestiningtyas
Student Number : 156332021
THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
RELATION BETWEEN ATTITUDE, DISCIPLINE, MOTIVATION AND
LEARNING SUCCESS OF FOREIGN LANGUAGE ACADEMY
STUDENTS
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A MAGISTER THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Magister
Humaniora Degree in English Language Study Graduate Program
Name : Maria Dea Wrestiningtyas
Student Number : 156332021
THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
RELATION BETWEEN ATTITUDE, DISCIPLINE, MOTIVATION AND
LEARNING SUCCESS OF FOREIGN LANGUAGE ACADEMY
STUDENTS
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ACKNOWLEDGMENTS
It will be a great opportunity for me to express my gratitude to the
Almighty Jesus Christ for His love, grace, blessings and guidance in my life. I
always believe that He has made everything beautiful in its time. The greatest
appreciation belongs to Dr. J. Bismoko for his guidance, kindness, support, and
patience during the completion of my thesis. I also thank Dr. B.B. Dwijatmoko,
M.A, Dr. J. Bismoko, F.X. Mukarto, Ph.D, and Paulus Sarwoto, Ph.D. as my
thesis reviewer for their advice, correction, feedback, and time to read my thesis.
My special thanks go to Erna Sadiarti Budi, S.Sos., M.Hum. for
following me did the research at St. Pignatelli Foreign Language Academy
Surakarta and all St. Pignatelli Foreign Language Academy staff for the help,
guidance, and willingness to give the suggestions for the improvement of
research. I also address my thanks to the 3rd grade students of St. Pignatelli
Foreign Language Academy for their cooperation and willingness to help me in
conducting my research.
My deeply gratitude goes to my beloved parents, Bapak Yohanes
Suhardjo and Ibu Christiana Sri P. for their love, care, support, advice, and
prayers they have given to me. My gratitude also goes to my brother, Michael
Yesse P. I thank them for their love, care, support, and the wonderful moments we
have shared together. Besides, I would like to give my special thanks to
Wihandaru for his support, love, care, and time during the completion of my
thesis.
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I would like to express my special gratitude to my all best friend Dita,
Desi, Afifah, Arina, Sigit, Dewi, Lupita and Galuh for their love, support,
friendship, and all the happiness. I never forget to express my gratitude for my
great friends in KBI ’15, my workmates (mas Leo and mas Padmo) and all my
cycling team friends. I thank them for giving me support, love, and prayers in my
life. Last but not least, my gratitude also goes to all the people whose names
cannot be mentioned one by one here. God bless us forever.
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ABSTRACT
Wrestiningtyas, Maria Dea. (2017). Relation between Attitude, Discipline,
Motivation and Learning Success of Foreign Language Academy Students.
Yogyakarta: Sanata Dharma University.
English language communication skills are needed in many life aspects.
English becomes a compulsory subject at school. Foreign language academy is
one of the schools that run English language program for preparing the students to
succeed. Based on the data from PDPT, the number of successful students
graduating the Foreign Language Academy in Indonesia is still very low. One
main reason seems to be the input competence. Unfortunately, it’s hardly possible
to improve their input competence. Therefore, it is worth trying to discover other
controllable learning attributes, for example attitude, discipline, and motivation.
This research answered two research questions: (a) is there a relation
between attitude, discipline, motivation and learning success? and (b) is learning
success predictable from attitude, discipline, and motivation?
The data were collected from 30 students of the 3rd semester at the
Academy of Foreign Language St. Pignatelli. Students’ attitude data were from
students’ report book of their Senior High School. Students’ discipline data were
from students’ attendance list during a semester and a questionnaire. Students’
motivation was assessed using a questionnaire. Students’ learning success was
assessed by their grade point average (GPA). This research also administered an
interview to get in-depth information of students’ perception about the relation
between students’ attitude, discipline, and motivation. Correlational research was
conducted to answer the research question using Regression Analysis.
The analysis results confirm that there is a positive correlation between
attitude, discipline, motivation, and learning success (R 1.234 = 0.77, p= 0.00 <
0.05). The correlation is considered strong and positive since the coefficient of
correlation is 0.77 (the value is approaching 1). Attitude and learning success are
correlated (r1.2= 0.75), discipline and learning success are correlated (r1.3=0.49),
motivation and learning success are correlated (r1.4= 0.67).
Learning success is predictable from attitude, discipline, and motivation (F
= 12.94 at p = 0.00< 0.05). F value > F table (12.94 > 2.98) indicates that the relation
is significant and null hypothesis (Ho) is rejected. Thus, this method can be used for
prediction formula since the relation is significant. Attitude aspect contributes 56%
of the learning success gaining. Discipline aspect contributes 24% of the learning
success gaining. Motivation aspect contributes 44% of learning success gaining.
These research findings have some practical implications for the English
education, especially toward learners and lecturers. These findings could
encourage the learners to be more aware about their attitude, discipline, and
motivation. Also, the lecturers can use the result of this study as the reasons to
improve students’ attitude, discipline, and motivation and predict the students’
learning success.
Keywords: attitude, discipline, motivation, learning success, regression analysis.
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ABSTRAK
Wrestiningtyas, Maria Dea. (2017). Relation between Attitude, Discipline,
Motivation and Learning Success of Foreign Language Academy Students.
Yogyakarta: Sanata Dharma University.
Keterampilan komunikasi bahasa Inggris dibutuhkan dalam banyak aspek
kehidupan dan wajib dipelajari. Akademi bahasa asing adalah salah satu sekolah
yang mengajarkan bahasa Inggris untuk mempersiapkan masa depan mahasiswa
menjadi sukses. Berdasarkan data dari PDPT (Pangkalan Data Perguruan Tinggi),
jumlah lulusan Akademi Bahasa Asing yang berhasil di Indonesia masih rendah
karena rendahnya kompetensi para mahasiswa. Namun, untuk meningkatkan
kompetensi mahasiswa tidaklah mudah. Maka, meningkatkan nilai variabel
pembelajaran yang lain yaitu sikap, disiplin, dan motivasi sangatlah penting.
Penelitian ini menjawab dua pertanyaan: (a) apakah ada korelasi antara
sikap, disiplin, motivasi dan kesuksesan belajar mahasiswa?, (b) apakah
keberhasilan belajar dapat diprediksi dari aspek sikap, kedisiplinan, dan motivasi?
Studi korelasi dan regresi dilakukan untuk menjawab dua pertanyaan tersebut.
Data penelitian dikumpul dari 30 mahasiswa di semester 3 Akademi
Bahasa Asing St. Pignatelli Surakarta. Aspek sikap dinilai dari buku rapot di
bangku Sekolah Menengah Atas (SMA). Aspek kedisiplinan dinilai dari daftar
hadir di kelas selama satu semester dan dari kuesioner. Aspek motivasi dinilai dari
kuesioner. Aspek keberhasilan belajar dinilai dari nilai Indeks Prestasi Kumulatif
(IPK) para mahasiswa. Di penelitian ini juga dilakukan wawancara untuk
mendapat informasi mengenai persepsi mahasiswa tentang hubungan antara sikap,
kedisiplinan, motivasi, dan tingkat kesuksesan belajar mahasiswa.
Hasil analisis menunjukkan bahwa terdapat hubungan positif antara sikap,
disiplin, motivasi, dan keberhasilan belajar (R1.234 = 0,77, p = 0,00 <0,05).
Korelasi tersebut kuat dan positif karena nilai koefisien korelasi mendekati 1 (R=
0.77). Sikap dan keberhasilan belajar berkorelasi (r1.2 = 0,75), disiplin dan
keberhasilan belajar berkorelasi (r1.3 = 0,49), motivasi dan keberhasilan belajar
berkorelasi (r1.4 = 0,67).
Kesuksesan belajar dapat diprediksi dari sikap, disiplin, dan motivasi (F =
12,94 pada p = 0,00<0,05). F hitung > F tabel (12,94 > 2.98), menunjukkan relasi
yang signifikan dan hipotesis nol (H0) ditolak. Maka, metode ini bisa digunakan
untuk memprediksi nilai. Aspek sikap berkontribusi 56% terhadap keberhasilan
belajar. Aspek disiplin berkontribusi 24% terhadap keberhasilan belajar. Aspek
motivasi berkontribusi 44% terhadap keberhasilan belajar.
Hasil penelitian ini memiliki beberapa implikasi positif di bidang
pembelajaran bahasa Inggris terutama bagi para pengajar dan peserta didik. Dosen
diharapkan dapat mengetahui cara meningkatkan sikap, disiplin, dan motivasi
siswa dan memprediksi nilai belajar siswa. Para siswa diharapkan menyadari
pentingnya sikap, disiplin, dan motivasi untuk meningkatkan keberhasilan belajar.
Kata kunci: sikap, kedisiplinan, motivasi, keberhasilan belajar, IPK, Studi
Korelasi, Regresi Berganda
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TABLE OF CONTENTS
TITTLE PAGE ....................................................................................................... i
APPROVAL PAGE .............................................................................................. ii
DEFENSE APPROVAL PAGE .......................................................................... iii
STATEMENT OF ORIGINALITY ................................................................... iv
LEMBAR PERNYATAAN PERSETUJUAN .................................................... v
ACKNOWLEDGMENTS ................................................................................... vi
ABSTRACT .......................................................................................................... ix
ABSTRAK ............................................................................................................ xi
LIST OF APPENDICES .................................................................................. xvii
CHAPTER I ........................................................................................................... 1
INTRODUCTION ................................................................................................. 1
A. BACKGROUND ........................................................................................ 1
B. PROBLEM IDENTIFICATION ............................................................ 11
C. PROBLEM LIMITATION ..................................................................... 13
D. PROBLEM FORMULATION ................................................................ 14
E. RESEARCH QUESTION ....................................................................... 15
F. RESEARCH OBJECTIVES ................................................................... 15
G. RESEARCH BENEFITS ......................................................................... 16
CHAPTER II ....................................................................................................... 18
REVIEW OF RELATED LITERATURE ........................................................ 18
A. THEORETICAL REVIEW .................................................................... 18
1. Attitude ............................................................................................ 18
2. Discipline ........................................................................................ 23
3. Motivation ....................................................................................... 26
4. Learning Success ............................................................................. 30
5. Correlational Survey Research ........................................................ 32
6. Regression Analysis ........................................................................ 38
7. Confirmatory Survey Research ....................................................... 39
8. Variables ......................................................................................... 39
9. Review of Related Research ........................................................... 40
B. THEORETICAL FRAMEWORK ......................................................... 42
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CHAPTER III ..................................................................................................... 47
METHODOLOGY .............................................................................................. 47
A. RESEARCH GOAL AND METHOD .................................................... 47
B. THE NATURE OF THE DATA ............................................................. 49
C. RESPONDENTS ...................................................................................... 51
D. INSTRUMENTS ...................................................................................... 51
E. PILOT STUDY ......................................................................................... 57
F. DATA GATHERING TECHNIQUES ................................................... 57
G. DATA ANALYSIS ................................................................................... 58
CHAPTER IV ...................................................................................................... 71
RESEARCH RESULTS ..................................................................................... 66
A. ASSUMPTION FOR STATISTICAL TEST ........................................ 66
1. Normality Test ................................................................................ 67
2. Linearity Test .................................................................................. 69
3. Homogeneity Test ........................................................................... 69
B. RELATION BETWEEN ATTITUDE, DISCIPLINE, MOTIVATION
AND LEARNING SUCCESS ........................................................... 77
1. Descriptive Statistic ........................................................................ 78
2. Multiple Correlations ...................................................................... 80
3. Model Summary of Multiple Correlation ....................................... 82
C. PREDICTABILITY OF LEARNING SUCCESS FROM ATTITUDE,
DISCIPLINE, AND
MOTIVATION....................................................................................84
1. Anova Analysis of the Regression Formula....................................84
2. Multiple Regression Coefficient.....................................................85
3. Casewise Diagnostics......................................................................87
4. Discussion.......................................................................................87
CHAPTER V ..................................................................................................... 128
CONCLUSION .................................................................................................. 128
A. IMPLICATIONS .................................................................................... 131
B. SUGGESTIONS ..................................................................................... 132
BIBLIOGRAPHY ............................................................................................. 134
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LIST OF THE TABLES
Table 3.1: The Nature of the Data….....................................................................50
Table 3.2: The Blueprint of the Questionnaire ....................................................52
Table 3.3: Score and Criteria of the Likert Scale..................................................59
Table 3.4: Meaning of Likert Scale Criteria..........................................................60
Table 4.1: Descriptive Statistic table…………………….......……......................72
Table 4.2: Sample of Students’ Responses from the Interview…………….........80
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LIST OF FIGURES
Figure 3.4: Data Gathering Technique, Instruments, and Data Analysis Technique
of the Research....................................................................................66
Figure 4.1: Scatter Plot.......................................................................................... 77
Figure 4.2: Graph of Attitude Outlier....................................................................78
Figure 4.3: Graph of Discipline Outlier.................................................................78
Figure 4.4: Graph of Motivation Outlier…………………………………………78
Figure 4.5: Normal P-P Plot of Regression Standardized Residual……………...80
Figure 4.6: Scatterplot……………………………………………………………81
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LIST OF APPENDICES
Appendix 1: Permission Letter for the Director of ABA ST. Pignatelli
Appendix 2: Interview Results from the Lecturer
Appendix 3: Interview Results from the Students
Appendix 4: Questionnaire of Students’ Attitude, Discipline, Motivation and
Learning Success
Appendix 5: Questionnaire Results
Appendix 6: Table of Raw Data
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CHAPTER I
INTRODUCTION
This introductory chapter aims to expose the research-project justification
(validity: relevance and benefit) and feasibility (the capability of being done
successfully within the accessible facilities and inherent constraints). This chapter
discusses seven major sections, namely: Research Background, Problem
Identification, Problem Limitation, Problem Formulation, Research Goal, and
Research Benefits. The Research Background explains the reasons why this
research is necessary. The Problem Identification explains the problem to discuss.
The Problem Limitation explains the limitation of the subject matter. The Problem
Formulation states the research problem into a research question as a guideline to
focus on. The Research Goal explains the expected results of the research. The
Research Benefit explains the goals and advantages that will be achieved.
A. BACKGROUND
English language gives a big impact for this world. It is the international
language which all people have to master to compete in this globalization world.
David Graddol (2007) states that the phenomena of globalization and the need for
communication using English language around the world is a fact that English
language becomes important. English Language is the key to succeed. Learning
an English language can be a challenge and the learners have to take an effort on
it. The university students learn English language seriously for several reasons,
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they are for judicial requirement, job requirement, and study further requirement
(TOEFL test).
Recently, Indonesia government has implemented several efforts to face
the Asean Free Trade Area (AFTA) and Asean Free Labour Area (AFLA). It
means that Indonesian people have to improve their quality thus they can compete
with other human resources who come from other countries. Pramudita, S. (2015)
states that one of the ways to improve the quality is by being able to communicate
with English language fluently because English is an international language and it
should be a bridge in facing AFTA and AFLA. In addition, all students of be
prepared for AFTA and AFLA since they are taught to be ready for working.
They should be able to communicate in order to cooperate or to compete with
others.
Vocational school is one of the educational institutions which prepare the
students to be ready for working. Marsigit (2008: p.2) explains that a vocational
school, sometimes called a trade school or vocational college, is a post-
secondary educational institution designed to provide vocational education, or
technical skills required to perform the tasks of a particular and specific job.
Vocational schools are traditionally distinguished from four-year colleges by their
focus on job-specific training to students who are typically bound for one of
the skilled trades, rather than providing academic training for students pursuing
careers in a professional discipline. Vocational education has its purpose to
prepare learners for careers that are based in manual or practical activities,
occupation or vocation, hence the term in which the learners participates. English
in this school helps students in their future working. Thus, it can be said that the
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aim of learning English in vocational high school is preparing students for
working. Academy school is one of vocational education. Academy school is
considered a higher level of education; however, unlike universities, it is more
oriented to a particular trade. Academy school has many areas, such as science;
arts; business and enterprise; computing; engineering; mathematics; foreign
languages; performing arts; sport; or technology. Foreign Language Academy is
one of the academy schools which prepares the students have state standards in all
tested areas; to be proficient readers, writers and speakers of the target language.
English language in the foreign language academy helps students in their future
working.
Based on the data from PDPT (Pangkalan Data Perguruan Tinggi), there
are approximately two hundreds foreign language academy in Indonesia. There
are five foreign language academy in Central Java, they are Akademi Bahasa
Asing IEC Putra Bangsa Surakarta, Akademi Bahasa Asing IEC Semarang,
Akademi Bahasa Asing St. Pignatelli Surakarta, Akademi Bahasa Asing Harapan
Bangsa Tegal, and Akademi Bahasa Asing RA Kartini Surakarta. Moreover, there
are only three foreign language in around Surakarta (Solo Raya region), they are
Akademi Bahasa Asing St. Pignatelli, Akademi Bahasa Asing Harapan
Bangsa Surakarta, and Akademi Bahasa Asing RA Kartini Surakarta (see the
appendix). This indicates that the amount of foreign language academy is lower
than the other colleges in Indonesia.
Foreign language academy is still considered as the second choice. When
the senior high school graduates are not accepted in a state university, foreign
language academy will be chosen as the second choice then (Marsigit, 2008). The
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freshmen are accepted all in the foreign language academy without any selection
test. The researcher has done the preliminary observation to get the previous
information about the research field and research participants. It was done in two
ways. The first one was analyzing the students’ GPA score. The second one was
interviewing the lecturers to get the information about students’ initial
competence and students’ attitude, motivation, and discipline.
In the first step of the preliminary observation, the researcher analyzed the
students’ preliminary score. The score is based on the students’ GPA score (see
appendix). The students’ preliminary score is not satisfying. There are only six
students whose GPA are above 3.00, while the other twenty four students have not
reached the GPA score 3.00 yet.
In the second step, the researcher interviewed the lecturer to get deep
information about the students’ competence. The questions in the interview were
about students’ initial competence also students’ attitude, motivation, and
discipline. Initial competence was what has been achieved by students. Actually,
there were some factors that could influence the students’ ability, such as
students’ background, willingness, and capability to digest the materials. The
lecturers explained that most of the students came from the districts outside
Surakarta city, such as Sukoharjo, Klaten, Boyolali, Wonogiri, and only a few of
them came from favorite senior high schools. That factor could bring effect for the
students when they studied in Foreign Language Academy. The students English
skill in listening, speaking, reading, and writing were very low, even only few
students who could answer the questions given by the lecturer although the
teacher had explained that materials before. Lacking of English language
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competence, were the main reason why students got difficulties in learning
English language. They need to practice more to improve their English language
skill.
In the third step of preliminary research, the researcher conducted the
observation at 3rd grade class. The observation was done on November 24, 2016
(in reading subject class). The students were to discuss the reading texts in their
group. In the groups, only few students could comprehend the text quickly. The
other students in group could not comprehend it quickly. The students seems not
really confident with their English language skill. After the students read the text,
they did the exercise. Sometimes they made mistake on doing writing exercise.
Based on the preliminary research above, it could be assumed that the
input quality of the foreign language students are lower than the state university
students. Since the students’ English language competence is low, it will give bad
influence to their learning success. Purwanto (2007: 106) suggests the quality of
student input is one of the important factors that affect learning success. Input
competence is defined by Webster (1981) as the quality or state of being
functionally adequate or having sufficient knowledge, judgment, skill or strength.
The input competence of the student may refer to the initial capabilities relevant
to what he is supposed to learn. Several studies have shown a positive effect on
the learning success of quality inputs (Fajariana 2011; Syamsurijal, 2012). In
addition to the above factor, the variable that plays an important role in
determining the learning success is the students themselves. Lena (2007) found a
significant effect of students’ input competence on learning success. Also,
Leondari and Gonida (2008: 175) found the same fact.
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Despite of the fact that the students’ input competence in foreign language
academy is lower than the other colleges, foreign language academy itself is in
charge of creating professional and productive generation who are ready to work
and improve the quality of human resources through education and training. Since
the input of Foreign Language Academy students are strongly considered of
planning for the future, the college should commit to support the students to
achieve learning success. Generally, the freshmen whose input competence is high
will also gain success.
For achieving learning success, surely there are lots of things to be gained.
Learning success is affected of lots of many things. There are learning variables
which are given, uncontrollable, for example initial competence and IQ
(Intelligence Quotient). Some are controllable, the others are uncontrollable; they
are attitude, discipline, and motivation. Attitude, discipline, and motivation are the
learning variables which can be controlled (controllable) since they can be directly
influenced. Controllable variable means aspects of a phenomenon or situation that
can be directly influenced or controlled. Several studies have been conducted
related to the research on examining the relation between students’ attitudes,
discipline, motivation and learning success. The relation between attitude,
discipline, motivation and students’ learning success seems to suggest that the
variables maybe manipulated (controllable variables) to improve students’
learning success. Some other variables cannot be controlled, such as IQ
(Intelligence Quotient), input competence, and social status. Those variables
cannot be controlled to help the students be successful. Thus, to help the students
on achieving learning success, the researcher may interfere with those variables.
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The researcher will interfere the attitude, discipline, and motivation variable to
help the students on achieving learning success. Those variables can be directly
controlled to influence the controllable variable.
In order to improve the humans’ quality, this research focuses on helping
the foreign language academy school students to be successful on their academic
skill. Since this research is kind of research on English language education, the
foreign language academy is chosen (especially the foreign language academy
that runs English language education). This research will examine the attitude,
discipline, and motivation attributes that can give influence to the students’
learning success. Those variables will be controlled to help the students to
succeed. Those controllable variables strongly influences the results (learning
success), and it is held to test the relationship of attitude, discipline, motivation,
and learning success.
The higher positive attitude the students have, the higher learning
achievement they get. The higher discipline aspect the students have, the higher
learning achievement they get. Then, the higher motivation aspect the students
have, the higher learning achievement they get (Blair, 2012 and Diamond & Lee,
2011).
Several studies have been conducted related to the research on examining
the relation between students’ attitudes, discipline, motivation and learning
success. Masten and her associates (2005) proposed that for the students, high
learning success and behavioral competence should be regarded as two important
indicators for their success. Such findings have prompted that emotional
competencies, such as behavioral regulation, students’ attitude, attentional skills,
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and the ability to problem solve, are critical to children’s academic outcomes
(Blair, 2012; Diamond & Lee, 2011). Recently, the increase in the prevalence of
behaviors during adolescence has broken the traditional view that academic
success is the only standard in assessing students’ competence.
The relation between attitude, discipline, motivation and students’ learning
success seems to suggest that the variables maybe manipulated (controllable
variables) to improve students’ learning success. Therefore, exploring the relation
between attitude, discipline, motivation and learning success of the students will
give important implications for the English learning education. This has been
demonstrated in a number of studies.
Attitude academic outcomes refer to the changes that student actions can
have on the ability to maintain good performance in the classroom. Positive
changes on the attitude of students can improve the academic outcomes at any
grade level. A positive attitude is seen as the important key to achieve good
achievement. To make a high achievement, everyone should develop a positive
attitude in teaching-learning activity.
Ushida, E. (2007) stated that students who have good attitude study
regularly and productively in order to take every opportunity to perfect their
language skills. That is, the students who have positive motivation and attitudes
toward the study are able to control their learning even though they have to study
mostly on their own. Thus, students’ attitude can be controlled to help the students
become more successful. A positive attitude helps the students more easily on
bringing the success. Without positive attitudes and perceptions, students have
little chance of learning proficiently.
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The second variable is motivation. Academic motivation is associated with
a pragmatic purpose for language learning where by students study harder to
receive high marks in school (Hamilton, 2011; Locastro, 2011). Broussard and
Garrison (2004) broadly define motivation as “the attribute that moves us to do or
not to do something” (p. 106). Also, according to (Pintrich & Schunk, 2002, p.
49), motivation is defined here as “the process whereby goal-directed behavior is
energized and sustained”. That is, motivation is that which activates and directs
behavior towards certain goals. In term of education, motivation is defined as the
feelings of the learner toward the particular target language, its culture and the
individual pragmatic reasons for learning a foreign language (Horwitz, 2010).
With the relation to the learning success, Ray Williams (2005), who writes
for Psychology Today, defines motivation as, “predisposition to behave in a
purposeful manner to achieve specific, unmet needs and the will to achieve, and
the inner force that drives individuals to accomplish personal organizational
goals” (Williams). A person becomes motivated in order to achieve their own
personal goals. To evaluate academic motivation, some studies have set out to
develop and validate questionnaires or scales, as follows: Yamauchi (1980)
developed a scale to measure motives related to academic performance.
To be a language success, students should demonstrate not only fluency
but accuracy as well, and that can be considered as educational achievement. The
successful of learning English language in this study is shown by the students’
GPA (Grade Point Average). A grade point average (GPA) is a calculated average
of the letter grades earn in school following a 0 to 4.0 or 5.0 scale. GPA assumes a
grading scale of A, B, C, D, E, F. Each grade is assigned a number of grade
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points. Every semester, every student will receive it. It measures the students’
ability to combine listening, reading, speaking and writing skills. The grades that
the students receive in college are all averaged together to arrive at one
cumulative grade, which is then converted into GPA.
This study attempts to provide empirical evidence from the relation
between the students’ attitude, discipline, motivation and the students’ learning
success seen by their GPA. It is important to see the relationship between the
variables since the result of it can solve the problem of foreign language academy
students. If the variables are correlated, there must be several efforts to do for
improving students’ learning success. Those efforts are the ways to manipulate the
controllable variables (attitude, motivation, and discipline) to improve students’
learning success.
This study was done at a Foreign Language Academy. Foreign language
academy was chosen since it prepares the whole society, especially the young
generation to face the demands of 'life skills' current and future by providing
education or training-language international languages. Foreign language
academy prepares the students have state standards in all tested areas; to be
proficient readers, writers and speakers of the target language. English language in
the foreign language academy helps students in their future working. It can be said
that the aim of foreign language academy is preparing students for working based
on the competency in foreign language academy.
This thesis tried to examine foreign language academy students’ quality by
implementing Correlational study in a foreign language academy that needs to be
developed. The researcher found for the foreign language academy whose the
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students need to be helped to be success. Thus, the input quality of the students is
lower than the students from other colleges.
B. PROBLEM IDENTIFICATION
All the reasons mentioned above have built up an effort to overcome the
obstacles found in teaching and learning English in the foreign language academy.
The Indonesian government has determined that foreign language academy should
prepare the students to be ready for working. Foreign language academy students
are expected to become ready for working after they graduate from high school.
In the field of English learning as a foreign language, not all students have
the highest level of achievement since several students have lower even the lowest
level of achievements in spite of the same context such as teachers, subjects, and
situation. Individual learner differences, which involve attitude, aptitude,
intelligent, motivation, anxiety, learner belief, and learning strategy have a very
big role on the students’ learning achievements (Dornyei, 2008). To be successful
in English, the differences are needed to be considered since those influence
students’ achievements. The individual learner differences, which the factors
involve language attitude, aptitude, motivation, or learning styles, are essential
contributors to succeed in mastering English since those have a long tradition in
second language (Seliger, H. W., & Shohamy, E., 1989).
In order to improve the humans’ quality and to help the students achieving
learning success, this research is implemented. This research aims to examine the
relation between attitude, discipline, motivation and learning success of students
at a Foreign Language Academy. The researcher chose 3rd semester students to be
the research participants. The researcher wanted to help the 3rd semester students
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on improving the students’ GPA. Furthermore, in the 5th semester, the students
have to complete TOEFL test as their judicial requirement.
The relation between the students’ competence and their learning
successful is of considered important. To this effect, good attitude in learning
English language may be a positive predictive validity variable on the
performance of students. The main question brought into discussion in this paper
is that whether or not attitude, discipline, motivation predict relation between the
students’ learning success. Findings from this study are very beneficial as input
for the teaching learning process.
Several studies of the relation between students’ attitude, discipline,
motivation and students’ learning success have been conducted. Golden, Suzanne,
Ann (2012) found that there is significant improvement of learning success of
students in the domain reading comprehension when the teachers employed
instruction. From this evidence, it might be predicted that high learning success
would be clearly associated with attitude. Two news reports (Kang & Saar, 1996;
Seo, 2005) have reported that some Asian students in the USA involved in
violence had not attained top point averages, which indicates that high learning
success is strongly associated with a lower level of students’ attitude among Asian
Pacific Islander American youth compared with other racial and ethnic groups of
youth. A similar study done by Çetin (2015) indicated that there is relation
between students’ GPA and students’ attitude.
In this thesis, the researcher implemented Correlational Survey Research.
In the first step of the research, the researcher conducted the preliminary research
to collect the need analysis of the research. In gathering the need analysis of the
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research, interviews were done to some lecturers at the Foreign Language
Academy chosen as the place for the research. Furthermore, the researcher
analyzed the students’ preliminary score. The score was based on their GPA. GPA
is needed to check their learning success level. The students’ GPA score ranged
from 0 to 4.
In the second step, the researcher distributed the questionnaire to the
students. The questions in the questionnaire were about the attitude, discipline and
motivation in learning English language. Then, the results of the questionnaire
were analyzed and scored.
In the third step, the researcher interviewed 10 students to gain students’
perception about the relation between attitude, discipline, motivation and learning
success of the students. Semi-structured interview was used as data collector to
get supportive information. All of the scores being gathered above were then
computed into SPSS program to see the relation between the variables and
learning success.
C. PROBLEM LIMITATION
It is important to highlight some of the limitations of the study. This
research focuses only on the exploration of the relation between attitude,
discipline, motivation and learning success. Actually, there are many other
variables that can be controlled to help the students achieving learning success,
such as curriculum, teaching strategy, media, etc. However, this research limits
only the exploration of the relation between attitude, discipline, motivation and
learning success.
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There are number of problems in studying the relation between students’
attitude, discipline, motivation and their learning success. This study concerns
into the two research questions, they are:
1. the relation between students’ attitude, discipline, motivation and their learning
success
2. whether learning success is predictable from students’ attitude, discipline, and
motivation
This research limits only to the Foreign Language Academy students
(from English major) who are on the 3rd semester. There were 30 students (10
male, 20 female) as the respondents in this study to collect the data.
D. PROBLEM FORMULATION
All the reasons mentioned above have built up an effort to overcome the
obstacles found in teaching and learning English in the foreign language academy.
As discussed before that students’ attitude, discipline, motivation has significant
influence toward students’ learning success. Golden, Suzanne, Ann (2012) found
that there is significant improvement of learning success of students in the domain
reading comprehension when the teachers employed instruction. From this
evidence, it might be predicted that high learning success would be clearly
associated with students’ attitude. This study draws several problems related to
the students’ attitude and students’ learning success research:
1. There is still debatable point whether or not students’ attitude has relation
with students’ learning success
2. Is learning success predictable from students’ attitude, discipline, and
motivation
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E. RESEARCH QUESTION
This study is aimed to discover the level of students’ attitude in learning
process and to investigate the relation between the attitude, discipline, motivation
and learning success of the students. Thus, there are two research questions to
reach the goal of the study, they are:
1. Is there a relation of students’ attitude, discipline, motivation and learning
success?
2. Is learning success predictable from students’ attitude, discipline, and
motivation?
F. RESEARCH OBJECTIVES
This research consists of two research objectives. First, it aims at finding
out whether or not there is a positive correlation among attitude, discipline,
motivation and the learning success of the foreign language academy students
seen by their GPA. The results are obtained by employing a correlational research
design through Multiple Regression statistical procedure. The significance level of
0.05 is used to determine whether the correlation is significant or not. If the
correlation is significant, it means that there is a positive correlation between
attitude, discipline, motivation, and learning success.
Also, this study is aimed to determine whether or not learning success
predictable from students’ attitude, discipline, and motivation. This is to identify
variables that can effectively predict criterion variables. This is a statistical
procedure that can estimate whether or not students’ learning success is
predictable from students’ attitude, discipline and motivation.
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G. RESEARCH BENEFITS
This study is expected to have several benefits. Theoretically, the research
might become an additional reference on the literature of English Studies in
Indonesian context. It is mainly for those who concern on the relation of the
relation between attitude, discipline, motivation, and learning success. Despite of
students’ low competence, the Foreign Language Academy St. Pignatelli’s
lecturers can improve the students’ learning success by improving attitude,
discipline, and motivation. Hopefully, the results of the research or the theories of
the relation between attitude, discipline, motivation, and learning success can
improve one’s understanding on the theories such as how one variable may affect
the other variables.
Practically, the research gives some benefits dealing with the
understanding of the theories especially for the readers. First, the understanding is
able to explain the relation between attitude, discipline, motivation, and learning
success. This study is also aimed at increasing personal knowledge and to develop
students’ attitude, discipline and motivation. This can also be the consideration for
Foreign Language Academy St. Pignatelli’s lecturers on designing the curriculum
which can help improving the students’ attitude, discipline, and motivation.
Despite of low competence, the lecturers can improve the students’ learning
success by improving attitude, discipline, and motivation. Since the correlation is
significant, it means that if the attitude, discipline, and motivation score increase,
so does the learning success.
On the other hand, this research is also beneficial for the students or
participants as well as the future researchers. The students may improve their
understanding of English language. The researcher also expects that the future
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researchers will also implement a model which has the better and more complex
method. The result of this study can be the reference for the future researches. It is
supposed to be research-based-information source for the future researchers.
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CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher presents the related theories and literatures
that elaborate the theoretical description regarded to this Correlational Survey
Research. There are two parts presented in this chapter. They are the theoretical
description and the theoretical framework. In the theoretical description, the
researcher will present the theories about attitude, learning success, Survey
research, Confirmatory Survey, and Regression analysis. In the theoretical
framework the researcher will relate the study matter to the theories.
A. THEORETICAL REVIEW
The theoretical review clarifies nine concepts include attitude, discipline,
motivation, learning success, Grade Point Average, leaning success, Correlational
Survey Research, Regression Analysis, Confirmatory Survey Research and
Variables. The explanation of the theoretical review will be divided into the
conceptual definition and operational definition. The conceptual definitions are
used as the constructs that underlie the study. The operational definitions of each
variable are used to develop the indicators of questionnaires and interview items.
1. Attitude
a. Conceptual Definition
Various conceptual definitions of attitudes are provided by some experts.
Jowell, R. (2005) defined an attitude as ‘a psychological tendency to view a
particular object or behaviour with a degree of favour or disfavour’. Also, Krech
and Crutchfield (2008) wrote, "An attitude can be defined as an enduring
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organization of motivational, emotional, perceptual, and cognitive processes with
respect to some aspect of the individual's world" (p. 152). Gardner (1985, in
Bartram, 2010: 34) defines attitude as “an evaluation reaction to some referent or
attitude object, inferred on the basis of the individual’s beliefs or opinions about
the referent”. Attitudes are defined as being specific to an object or behaviour
while beliefs are more generic, relating to a wider worldview, and tend to be more
stable.
Attitude can be defined as a set of beliefs developed in a due course of
time in a given sociocultural setting. It has been proved that positive attitude
facilitates learning (Dörneyi, 1990; Dörneyi, 2001; Gardner & Lambert, 1972;
Heckhausen, 1991). If the learner is reluctant to learn or he/she does not have a
positive attitude, he/she does not produce any result. Attitude is strongly linked to
motivation which can be defined as the driving force in any situation. The study of
motivation has been a prominent area for research in psychology and education
for many years (Dörnyei, 2001).
b. Operational Definitions
The explanation of the operational definitions will be described below as
the indicators of each variable. Operational definitions define concepts and labels
by the way they are measured.The operational definitions of each variable are
used to develop the indicators of questionnaires and interview items.
1) The Indicators of Attitude
Positive attitude can impact every aspect of your life. People who maintain
a positive approach to life situations and challenges will be able to move forward
more constructively than those who become stuck in a negative attitude. It can
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take a little time and effort to create the habit of a positive attitude if it is not
something you are accustomed to doing. The indicators of a good attitude
according to Chris, B. (2015) are:
a) The attitude involves a set of strong beliefs
An attitude is "a relatively enduring organization of beliefs, feelings, and
behavioral tendencies towards socially significant objects, groups, events or
symbols" (Hogg, & Vaughan 2005, p. 150).
b) Having a big optimism
Optimism is one of the most mainstream concepts in positive psychology,
almost synonymous with happiness or positivity itself. Everyone needs a big
optimism for having a good attitude (Peter, L. 2005).
c) Having a big effort
Paul, J. (2015) said that ‘To have a good attitude, we have to dream requires
the same effort as having a good attitude”
d) Having a good self-acceptance
The term self-acceptance seems not to be well explained and well understood.
Accepting yourself as we are is only the first step. It helps us realize our good,
and not so good qualities, and can alleviate feelings of guilt, lack of self esteem
and unhappiness. The social benefits are especially significant here because,
after all, gratitude is a social emotion. It is a relation-strengthening emotion
because it requires us to see how we’ve been supported and affirmed by other
people.
e) Having a good gratitude
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The effects of gratitude on physical health, on psychological well-being, and its
relations with others have been studied more than a decade. Acknowledging
good and bad habits and traits of character can alleviate feelings of
dissatisfaction, anger, resentment or unhappiness.
2) The Constructs of Students’ Attitude in English Language Learning
Attitude towards bilingual education is a very important affective variable
to consider in the classroom. It is one of the predictors of success in learning
English language. It refers to the individual’s reaction to anything associated with
the immediate context in which the language is taught (Masgoret & Gardner,
2000, p. 172). Attitude is strongly linked to motivation which can be defined as
the driving force in any situation. The study of motivation has been a prominent
area for research in psychology and education for many years (Dörnyei, 2001).
This interest may reflect the widespread perception of classroom teachers who
tend to regard student motivation as the most important factor in educational
success in general (Dörnyei, 2001). The role of L2 learning motivation has been
intensively studied by social psychologists in Canada, where French and English
are the two official languages. Gardner (1985) hypothesized that L2 learners with
positive attitudes toward the target culture and people will learn the target
language more effectively than those who do not have such positive attitudes.
Baker defines attitudes as the ways the students behave and react in a
particular situation (2009). Each behavioral component of attitudes is more
observable because teachers can see it from the way the students learn or tackle
assignments. To identify students’ attitudes, teachers need to find out students’
thoughts, feelings, and actions.
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Baker mentions that students’ attitudes towards language and language
learning can be identifies from their reason to learn a language, use of language,
and engagement in the process of learning language (2009, p.23). Their learning
motive can determine their attitudes towards learning success.
Students’ attitudes towards a learning behavior or action contains
instrumental as well as experiential aspects which determine whether they have
the desire to learn or not, whether their action is valuable or worthless to take,
whether their learning experience is pleasant or unpleasant, and whether the
learning process is interesting or boring (Ajzen & Fishbein, 2005, p. 199). Those
aspects will affect students’ effort to learn. Students who have positive good
attitudes show good learning effort which will lead to a better performance. Cohen
(1964, p.61) mentions that students’ attitudes determine students’ behavior on
achieving learning success.
Ushida, E. (2007) stated that students who have good attitude study
regularly and productively in order to take every opportunity to perfect their
language skills. That is, the students who have positive motivation and attitudes
toward the study are able to control their learning even though they have to study
mostly on their own.
“Learners’ attitude plays a significant role in maximizing learning and
teaching output. Learners’ attitude can be defined as a collection of feelings
regarding language use and its status in the society. The feelings are good, bad
and neutral. They can nurture or hinder the learning process effectively” (p.1).
Considering this fact, the teachers should always pay a big attention to every
child. Their attitude plays a big part in everyday lives and can affect how life may
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turn out in the future. If the children have a good attitude, they will be the kind of
people who works hard.
2. Discipline
Gordon, T. (2012) states that discipline is an attitude that
requires knowledge, responsibility, skill, sensitivity, and self-confidence.
Discipline in terms of education is the required action by a teacher toward a
student (or group of students), after the student’s behavior disrupts the ongoing
educational activity or breaks a pre established rule created by the teacher
(Gordon, T. 2012)
a. Conceptual Definition
Discipline implies responsibility, order, and regulation, and it is only when
these qualities are present that freedom is possible (Dan, L. 2006). In terms of
education, discipline can means several. It can refers to the techniques used by the
teachers to increase good behavior. Discipline actions are intended to help student
become responsible and to manage their own behaviour responsibly.
b. Operational Definitions
The indicators of discipline according to Dan, L (2006) are:
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1) Emphasis in positive behaviors.
Positive behavior is a proactive approach to establish the behavioral
supports and social culture and needed for the people to achieve social, emotional
and academic success. Attention is focused on creating the people by making
targeted misbehavior less effective, efficient, and relevant and desired behavior
more functional.
2) Discipline means being involved in the activities that can gain confidence
This involves acting according to what we think instead of how we feel in
the moment. Therefore it is self-discipline that drives us to work. Being able to
respond quickly and effectively with the information we have in our head is
essential to accomplishing anything (Marc, C. 2012).
3) Discipline means being motivated.
Motivation comes from self-conscious. Both discipline and motivation
have a strong relation. Motivation is empowering and makes us feel like we can
really reach our goals. Motivation is that fire inside the self-discipline (Covey, S.
2012).
4) Providing the processes to reach the goals.
Discipline means behaving according to what we have decided is best to
reach the goals, regardless of how we feel in the moment. Therefore the first trait
of discipline is self-knowledge. We need to decide what behavior best reflects our
goals and values. This process requires introspection and self-analysis, and is
most effective when tied to written expression (Covey, S. 2012).
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b. The Constructs of Students’ Discipline in English Language Learning
In this study, motivation is defined as the feelings of the learners toward
the particular target language, its culture and the individual pragmatic reasons for
learning a foreign language (Horwitz, 1990). Integrative motivation begins with a
personal effort and continues on with a desire to know the target language’s native
speakers. The aim of the students’ studies and activities is learning something new
(Horwitz, 1987, 2001). Instrumental motivation is associated with a pragmatic
purpose for language learning whereby the students study harder to receive high
marks in school (Hamilton, 2001; Locastro, 2001).
Khuluse, N. (2009) stated that it became clear that classroom management
is a necessary condition for effective student learning. The school climate
established by the educator can have a major impact on learners’ motivation and
attitude towards learning. As such, the skills involved in establishing a positive
classroom climate are of immense importance. Clearly, learners need order in the
classroom if the activities, which take place, are to facilitate effective learning.
The discipline aspect involved in establishing a positive classroom climate is
importance. The most important point in considering discipline is that creating the
necessary order is more to do with the skills involved in effective teaching. The
types of learner’s discipline most frequently are: paying attention to the educator,
getting on with the work required, and arriving on time for lessons. To a large
extent, such discipline problems can be minimized by skillful teaching in general,
and by developing routines for behavior, which are followed.
An educator has the right to recommend the removal of a student who
continually disrupts, but only after other discipline options have been tried. The
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educators should also enforce rules fairly and consistently. Teaching good
discipline is just as important as teaching subject matter.
Considering this fact, the teachers should always pay a big attention to
every child. They should pay attention to every child’s activities and every
development on learning they make. Encouraging children's discipline is hard
work. However, it will be dangerous when the teacher ignores the children’s
discipline, we may be stunting her desire to know. The best way for the teachers
and parents to encourage children's curiosity is to stay curious themselves (Leslie,
2014).
3. Motivation
Motivation refers to “the reasons underlying behavior” (Guay et al., 2010,
p. 712). Paraphrasing Gredler, Broussard and Garrison (2004) broadly define
motivation as “the attribute that moves us to do or not to do something” (p. 106).
Also, according to (Pintrich & Schunk, 2002, p. 49), motivation is defined here as
“the process whereby goal-directed behavior is energized and sustained”. That is,
motivation is that which activates and directs behavior towards certain goals. In
term of education, motivation is defined as the feelings of the learner toward the
particular target language, its culture and the individual pragmatic reasons for
learning a foreign language (Horwitz, 2010). Shields (2007, p.42) defines
motivation as ‘The well spring of task behaviour or effort, and it refers to the
strength of a person’s willingness to perform allotted work tasks’. Then,
according to Maehr and Meyer (2010): “Motivation is a theoretical construct used
to explain behavior. It gives the reasons for people's actions, desires, and needs.
Motivation can also be defined as one's direction to behavior, or what causes a
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person to want to repeat a behavior and vice versa. A motive is what prompts the
person to act in a certain way, or at least develop an inclination for specific
behavior.”
a. Conceptual of Motivation
Motivation involves a constellation of beliefs, perceptions, values,
interests, and actions that are all closely related. As a result, various approaches to
motivation can focus on cognitive behaviors (such as monitoring and strategy
use), non-cognitive aspects (such as perceptions, beliefs, and attitudes), or both. In
terms of education, Gottfried (1990) defines academic motivation as “enjoyment
of school learning characterized by a mastery orientation; curiosity; persistence;
task-endogeny; and the learning of challenging, difficult, and novel tasks” (p.
525).
There are two kinds of motivation; they are internal motivation and
external motivation. According to Cherry, K. (2016), internal motivation is
motivation which involves engaging in a behavior because it is personally
rewarding. Examples of actions that are the results of internal motivation include
participating in an English Speaking Club because we find the activity enjoyable
and solving a word puzzle because we find the challenge fun and exciting.
Whereas, external motivation is motivation that occurs when we are motivated to
perform a behavior or engage in an activity to earn a reward or avoid punishment.
Examples of behaviors that are the results of external motivation include studying
because we want a good grade and competing in a contest to win a scholarship
(Nakhon, K. & Tantip, K. (2012).
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To assess motivation, researchers have often focused on self-reports of
task-related beliefs (e.g., efficacy beliefs, outcome attributions, expectations for
success, task value, perceived control, goals, strategies, and internal emotional
experiences) as important aspects of motivation (Elliot & Dweck, 2005,
and Wigfield et al., 2006). Among school-age children, for example, perceived
competence beliefs have been shown to predict children's valuation of academic
domains (Jacobs, Lanza, Osgood, Eccles, & Wigfield, 2002) and interest,
participation, and achievement in reading (Wigfield & Guthrie, 1997). The
survey- and interview-based methods traditionally used to assess these constructs
are not as useful for young children.
b. The Indicators of Motivation
The indicators of motivation according to Adair, J. (2011) are:
1) Energy – not necessarily being extrovert, but alertness and quiet resolve.
Energy means a quantity equivalent to the capacity of a physical system to do
work.
2) Commitment – to the common purpose.
It is an act of committing to a charge or trust. It is also an agreement to
do something in the future.
3) Staying power – in the face of problems/difficulties/set backs.
It means the ability or capacity to act or do something effectively
4) Skill– possession of skills indicates purpose and ambition.
Skill means the ability, coming from one’s knowledge, practice, aptitude, etc.,
to do something well.
5) Have a big curiosity toward something new
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6) Having a big curiosity can mean that someone has a big motivation to learn.
Those who have a big curiosity are naturally active and have great curiosity
toward everything around them. They want to explore their environment
because they have curiosity about something which is not familiar with them.
They will explore everything they do not know.
7) Enjoyment – goes hand in hand with motivation.
Enjoyment can mean something that gives keen satisfaction (the life has its
enjoyments and pleasures). Everyone has a great capacity to enjoy themselves.
8) Responsibility – willingness to seek and accept it
Having responsibility is the duty or obligation to act. Taking responsibility is
acknowledging and accepting the choices we have made, the actions you have
taken, and the results they have led to. True autonomy leads to
both having responsibility and taking responsibility.
c. The Construct of Students’ Motivation in English Language Learning
According to Siqueira and Wechsler (2006, p. 22), researchers' interest in
the motivational aspects of learning is a recent development, whereas older
theories positioned motivation as an important precondition. However, today's
studies show a reciprocal relation, i.e., "motivation can have an effect on learning
and performance at the same time that learning can affect motivation" (Siqueira
and Wechsler, 2006, p. 22).
According to Penna (2001), motivation is the study object of Psychology,
and the various theories are derived from four main movements: behavioral,
cognitive, psychoanalytic, and humanistic. With the relation to the learning
success, Ray Williams, who writes for Psychology Today, defines motivation as,
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“predisposition to behave in a purposeful manner to achieve specific, unmet needs
and the will to achieve, and the inner force that drives individuals to accomplish
personal organizational goals” (Williams). A person becomes motivated in order
to achieve their own personal goals.
To evaluate academic motivation, some studies have set out to develop
and validate questionnaires or scales, as follows: Yamauchi (1980) developed a
scale to measure motives related to academic performance, involving a sample of
299 university students; Harter (1981) constructed an instrument to assess
children's intrinsic versus extrinsic orientation in school learning and mastery in
the classroom (based on a sample of 2,925 subjects); Palenzuela (1987) attempted
to develop a Spanish questionnaire to evaluate intrinsic motivation and self-
determination; and Shah (1988) developed a motivation scale for performance
based on four factors of need; namely, motivation to perform, to achieve academic
success, toward vocational performance and social performance, and skills.
To improve students’ motivation, educators could start just by choosing
and trying possibilities for enriching student motivation. More importantly,
educators could watch themselves and their own behaviors to become self-aware
of new understandings about motivation (Koltai, A. 2012).
4. Learning Success
The success of learning English language in this study is shown by the
students’ GPA (Grade Point Average). A grade point average (GPA) is a
calculated average of the letter grades we earn in school following a 0 to 4.0 or
5.0 scale. GPA assumes a grading scale of A, B, C, D, E, F. Each grade is
assigned a number of grade points. Every semester, every student will receive it. It
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measures the students’ ability to combine listening, reading, speaking and writing
skills. The grades that the students receive in college are all averaged together to
arrive at one cumulative grade, which is then converted into GPA.
a. Grade Point Average (GPA)
Grade Point Average (GPA) is an internationally recognized calculation
used to find the average result of all grades achieved for the course. The GPA
helps the lecturers to interpret the results and to compare the results with those of
other students.
A grade point average is a number representing the average value of the
accumulated final grades earned in courses over time. More commonly called
a GPA, a students’ grade point average is calculated by adding up all accumulated
final grades and dividing that figure by the number of grades awarded. This
calculation results in a mathematical mean—or average—of all final grades. The
most common form of GPA is based on a 0 to 4.0 scale (A = 4.0, B = 3.0, C = 2.0,
D = 1.0, and F = 0),
b. Relation between Attitude, Discipline and Motivation and Learning
Success
The relation between students’ attitude, discipline, motivation and
students’ learning success is sustainable. William G. Thompson (2012) found that
there is significant improvement of students’ attitude, discipline, motivation and
learning success. Students’ learning success will develop their learning skills.
Thus, this study assumes that there is significant relation between attitude,
discipline, motivation and learning success of the students.
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The relation between attitude, discipline, motivation and learning success
has been demonstrated in a number of studies. The balance of evidence from long-
standing research suggests that problematic behavior and academic failure are
clearly associated both concurrently and predictively in western literature (see
Hinshaw, 2012 for a review). Generally, the link between the two variables is
explained from two points of view.
This study is also conducted to investigate how important is students’
attitude role on achieving learning success. The study is hoped to provide some
evidences that motivates students studied regularly and productively. Attitudes are
thus closely related to motivation. Fortune is the teacher whose children are
positively oriented toward them. This change in attitude toward learning affect a
change in their learning achievement.
5. Correlational Survey Research
A correlational research design is a specific type of non experimental
design used to describe the relation between or among variables. It provides
empirical evidence suggesting two or more variables are – or are not – related.
While this evidence does not establish causal relations, it does contribute to a
deeper understanding of the variables being studied and their relation (Ketner,
Smith, Parnell, 2007).
“Correlational study was intended to look over the relation between two or
more variables. This research is to discover the relation of two different variables
without treatment (the empirical truth is shown by the data)”. Then, Creswell
(2012, p.619) proposes correlational research design as quantitative design in
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which the researcher uses a correlational statistical technique to describe and
measure the degree of association or relation between two or more variables or
sets of scores. Moreover, it was carried to seek out interrelation between or among
variables. In its application, “it involves collecting data in order to determine
whether, and to what degree, a relation exists between two or more quantifiable
variables” (Gay: 1992, p.264).
There is no manipulation of variables in Correlational Research. Relations
among two or more variables are studied without any attempt to influence them.
This investigates the possibility of relations between two variables. What includes
in Confirmatory Survey research are (Concept Level):
1) Discover the logical truth
2) Empirical truth
3) Validation of the logical and empirical truth
a. The Steps of Correlational Survey Research Technique
In a correlational study, hypotheses or research questions are stated at the
beginning of the study. The null hypotheses are often used in a correlational
study. Correlational study does not specify cause-and-effect relationships between
variables under consideration. It merely specifies concomitant variations in the
scores on the variables. The steps according to Theodore (2002):
1) Selection of a Problem
Correlational study is designed (a) to determine whether and how a set
of variables are related, or (b) to test the hypothesis of expected relation between
among the set of two or more variables. The variables to be included in the study
need to be selected on the basis of a sound theory or prior research or observation
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and experience. There has to be some logical connections between the variables so
as to make interpretations of the findings of the study more meaningful, valid and
scientific. A Correlational study is not done just to find out what exists: it is done
for the ultimate purpose of explanation and prediction of phenomena. If a
Correlational study is done just to find out what exists, it is usually known as a
‘shot gun’ approach and the findings of such a study are very difficult to
interpret.
2) Selection of the Sample and the Tools
The minimum acceptable sample size should be 30, as statistically, it is
regarded as a large sample. The sample is generally selected using one of the
acceptable sampling methods. If the validity and the reliability of the variables to
be studied are low, the measurement error is likely to be high and hence the
sample size should be large. Thus it is necessary to ensure that valid and reliable
tools are used for the purpose of collecting the data.
3) Design and Procedure
The basic design of a correlational study is simple. It requires scores
obtained on two or more variables from each unit of the sample and the
correlation coefficient between the paired scores is computed which indicates the
degree and direction of the relation between variables.
4) Interpretation of the Findings:
In a study designed to explore or test hypothesized relations, a correlation
coefficient is interpreted in terms of significance. We perform a hypothesis test of
the significance of the correlation coefficient to decide whether the linear
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relationship in the sample data is strong enough to use to model the relationship in
the population. The correlation coefficient, r, tells about the strength of the linear
relationship between x and y.
b. Characteristics of Correlational Survey Research
Correlational research is aimed at determining the nature, degree and
direction of relationships between variables or using these relationships to make
predictions. Correlational studies typically investigate a number of variables
expected to be related to a major, complex variable. According to Butler, R.
(2014), the characteristics of Correlational Survey research are:
1) Correlational studies are carried out to explain important human behavior or to
predict likely outcomes (identify relations among variables).
2) If a relation of sufficient magnitude exists between two variables, it becomes
possible to predict a score on either variable if a score on the other variable is
known (Prediction Studies).
3) The variable that is used to make the prediction is called the predictor variable.
4) The variable about which the prediction is made is called the criterion variable
(predicted variable).
5) Both scatterplots and regression lines are used in correlational studies to
predict a score on a criterion variable
6) A predicted score is never exact. Through a prediction equation (see p. 585),
researchers use a predicted score and an index of prediction error (standard
error of estimate) to conclude if the score is likely to be incorrect.
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c. Types of Correlational Design
There are many types of correlational research. The commonality among
all types of correlational research is that they explore relationships between
variables. Where descriptive research only described what was going on,
correlational research talks about the link between different things. It is important
to understand that correlational research does not tell us that variable A caused
Variable B, but rather that they are somehow related (Alston, 2004). The design
has two forms, they are.
1) Relational design
The first is called a relational design because the basic intent is to explain
the relation – or association – between two or more variables. An examination of
the relation between students’ attitudes toward math and their math achievement
is an example of a relational design. In fact, this is a specific design known as a
simple bivariate correlational design. This design can be extended to include more
variables to more precisely describe the relations among variables. There are five
general characteristics associated with relational designs. These are as follows:
a) Two or more variables are collected from each individual in the sample.
b) Data is collected at a single point in time.
c) The data is analyzed as a single group.
d) A correlational coefficient (e.g., Pearson Product Moment, multiple R) is
reported and discussed in terms of strength, direction, and statistical
significance.
e) Interpretations from the statistical results are drawn about the relation.
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2) Prediction Design
A second type of correlational design is called a prediction design. The
purpose of this design is to identify variables that can effectively predict some
outcome or criterion. The variable being predicted is called the criterion variable,
and the variable or variables being used to predict the criterion are called
predictors. When a study involves only two variables, the predictive relation is
estimated with a statistical procedure called simple linear regression. When more
than one predictor variable is used to predict a criterion, the analysis is called
multiple regression. This is an extremely powerful statistical procedure that can
estimate the collective as well as the individual contributions of all predictor
variables. This analysis makes it is possible to develop not only an effective
prediction, but also an efficient one.
While the general characteristics of prediction designs are similar to those
for relational designs, they differ several important ways. These are as follows.
a) Two or more variables are collected from each individual in the sample.
b) Data for the predictor variables is typically collected prior to that of the
criterion variable.
c) The data is analyzed as a single group.
d) A correlation coefficient – typically a multiple R – is reported and discussed in
terms of its strength, direction, and statistical significance.
e) The contribution of each predictor variable is examined in terms of its unique
contribution to the prediction of the criterion variable.
A regression coefficient – bi – is reported for each predictor variable and is
discussed in terms of its significance to the prediction of the criterion variable. In
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some cases, a specific analysis is used to evaluate the efficiency and effectiveness
of the predictor variables. This is called stepwise regression and results in the
prediction of the criterion variable in which the effectiveness of each predictor
variable is examined for redundancy with other predictors. Those predictors that
do not uniquely contribute to the prediction are eliminated.
f) A regression equation is produced which can be used to predict the criterion
variable from data collected only on the predictor variables.
g) Interpretations from the statistical results are drawn about the predictive
process.
6. Regression Analysis
Regression analysis is a statistical tool for the investigation of relation
between variables. It is to determine the linear relation between two or more
variables. Regression is primarily used for prediction and causal inference.
(Campbell, 2008).
Regression analysis is a statistical tool for the investigation of relations
between variables. Usually, the investigator seeks to ascertain the causal effect of
one variable upon another (Alan, O. 2006). Regression analysis is used when two
or more variables are thought to be systematically connected by a linear relation.
In simple regression, we have only two – let us designate them x and y – and we
suppose that they are related by an expression of the form y = b0 + b1 x + e.
The hypothesis might be that there is a positive correlation or a negative
correlation. A perfect correlation would be an r = +1.0 & -1.0, while no
correlation would be r = 0. Perfect correlation would almost never occur; expect
to see correlation much less than + or - 1.0. Although correlation can't prove a
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causal relation, it can be used for prediction, to support a theory, to measure test-
retest reliability, etc.
7. Confirmatory Survey Research
“Confirmatory Survey research is a research to determine the tendency or
pattern of two or more variables to vary consistently” (John W., 2012).
Confirmatory research tests a priori hypotheses - outcome predictions that are
made before the measurement phase begins. Such a priori hypotheses are usually
derived from a theory or the results of previous studies. Exploratory research on
the other hand seeks to generate a posteriori hypotheses by examining a data-set
and looking for potential relations between variables. It is also possible to have an
idea about a relation between variables but to lack knowledge of the direction and
strength of the relation.
8. Variables
The researcher will not be able the research unless you know how to talk
about variables. A variable is any entity that can take on different values.
Anything that can vary can be considered a variable (John W., 2012). A
researcher must determine which variable needs to be manipulated to generate the
results.
a. The Definition of Controllable Variables
Controllale variable is an extraneous variable that an investigator does not
wish to examine in a study. Thus the investigator controls this variable. Control
Variables - the variables that we control (don’t change) in an experiment. For
example, in the dog experiment example, it would need to control how hungry the
dogs are at the start of the experiment, the type of food we are feeding them, and
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whether the food was a type that they liked. If we did not, then other explanations
could be given for differences we observe in how much they eat. For instance,
maybe the little dog eats more because it is hungrier that day, maybe the big dog
does not like the dog food offered, or maybe all dogs will eat more wet dog food
than dry dog food. Thus, we should keep all the other variables the same (control
them) that we can see only the effect of the one variable (the independent
variable) that we are trying to test (John W., 2012)..
b. The Definition of Predictor Variables
A predictor variable is a variable that is being used to predict some other
variable or outcome. The variable or variables being used to predict the criterion
are called predictors. In the example the researcher just used now, the researcher
used attendance as a means to predict another variable, grade point average.
Predictor variables are used in non experimental research.
c. Predicted Variables
It is the variable being predicted in Regression analysis, also known as
Criterion variable. It is the variable that the analysis predicts. The number given
from the analysis fits into the regression line. The predicted variable is generally
one in the same as the dependent variable (Pam, M. 2015).
9. Review of Related Research
Several studies have been conducted related to the research on examining
the relation between students’ attitudes, discipline, motivation and learning
success. This research is supported by four related studies which concern on the
relation between attitude, discipline, motivation, and learning success. Those
topics are related to the point the researcher tries to investigate. Those related
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studies are first by Haibin, Li (2010), second by Purwaningtyas, A.S. (2015), third
by Papaja (2012), fourth by Osman, A. (2010).
The first related study entitled “The Correlation between Academic
Achievement and Attitude in Mainland Chinese Students”. Haibin (2005)
proposed that for the students, high learning success and behavioral competence
should be regarded as two important indicators for their success. Such findings
have prompted that emotional competencies, such as behavioral regulation,
students’ attitude, attentional skills, and the ability to problem solve, are critical to
children’s academic outcomes (Blair, 2012; Diamond & Lee, 2011).
The second related study entitled “Students’ Attitude towards Success of
Spoken English Competency Test (TKBI) at University Level. The writer,
Purwaningtyas (2015) used one hundred students through cluster random
sampling to participate in the study as a sample. The results imply the correlation
between the components of attitude and the success of spoken English
competency (TKBI).
The third related study entitled “The Relation between School Discipline
and Academic Achievement”. The writer, Whisman, A. & Hammer, P. (2014)
used thirty students through purposive sampling to participate in the study as a
sample. The findings demonstrate that disciplinary involvement increases the
students’ academic achievement.
The last related study entitled “The Relation between Motivation and
Second Language Success”. The writer, Osman, A. (2010) used an achievement
tes to all the participating students in order to examine the relationships between
the students’ success and motivation levels. The findings show that there is
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relation among integrative, instrumental, and work avoidance motivations and
students’ successes in second language learning.
B. THEORETICAL FRAMEWORK
In this part, the researcher relates the theories with this research. This
section tried to answer the research question theoretically using the theories that
are used by the researcher. Several studies of the relation between students’
attitude, discipline, motivation and students’ learning success have ben conducted.
Some studies reported that students’ attitude, discipline, motivation and learning
success have positive relation. Students’ attitude, discipline and motivation are the
learning variables that can be controlled to improve students’ academic skill.
This research is aimed to investigate the relation between students’ attitude,
discipline, motivation and students’ learning success. Questionnaire and semi-
structured interview is used as data collector to get supportive information. After
noted the theories, the study proposes two kinds of hypothesis.
In relation to the answer of the first research question, it was essential to
scrutinize the relation between each controllable variables and learning success.
The first variable is attitude. Jowell, R. (2005) defined an attitude as ‘a
psychological tendency to view a particular object or behaviour with a degree of
favour or disfavor’. Also, Krech and Crutchfield (2008) wrote, "An attitude can be
defined as an enduring organization of motivational, emotional, perceptual, and
cognitive processes with respect to some aspect of the individual's world" (p.
152). Attitudes are defined as being specific to an object or behaviour while
beliefs are more generic, relating to a wider worldview, and tend to be more
stable. Ushida, E. (2007) stated that students who have good attitude study
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regularly and productively in order to take every opportunity to perfect their
language skills. That is, the students who have positive motivation and attitudes
toward the study are able to control their learning even though they have to study
mostly on their own. Thus, the higher positive attitude the students have, the
higher learning achievement they get.
The second variable is that discipline. According to Gordon, T. (2012),
discipline is an attitude that requires knowledge, responsibility, skill,
sensitivity, and self-confidence. Discipline in terms of education is the required
action by a teacher toward a student (or group of students), after the student’s
behavior disrupts the ongoing educational activity or breaks a preestablished rule
created by the teacher (Gordon, T. 2012). Discipline implies responsibility, order,
and regulation, and it is only when these qualities are present that freedom is
possible. Thus, the higher discipline aspect the students have, the higher learning
achievement they get.
The third variable is that motivation. Motivation refers to “the reasons
underlying behavior” (Guay et al., 2010, p. 712). Paraphrasing Gredler, Broussard
and Garrison (2004) broadly define motivation as “the attribute that moves us to
do or not to do something” (p. 106). In term of education, motivation is defined as
the feelings of the learner toward the particular target language, its culture and the
individual pragmatic reasons for learning a foreign language (Horwitz, 2010).
With the relation to the learning success, Ray Williams, who writes for
Psychology Today, defines motivation as, “predisposition to behave in a
purposeful manner to achieve specific, unmet needs and the will to achieve, and
the inner force that drives individuals to accomplish personal organizational
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goals” (Williams). A person becomes motivated in order to achieve their own
personal goals. Thus, the higher motivation aspect the students have, the higher
learning achievement they get. The first hypothesis is related to test the relation
between students’ attitude, discipline, motivation and learning success. The higher
positive attitude the students have, the higher learning achievement they get. The
higher positive discipline the students have, the higher learning achievement they
get. The higher positive motivation the students have, the higher learning
achievement they get. Therefore, the first hypothesis would be: there is a relation
of attitude, discipline, motivation and learning success of Foreign Language
Academy students.
1) H0: There is no relation between students’ attitude, discipline, motivation and
learning success
2) H1: There is a relation between students’ attitude, discipline, motivation and
learning success
H0: r 1.2 3 4 < 0 means that the predictor variables don’t have correlation
with the predicted variable (Y) if the predictor variables are less than or equal to
0. Then, H1: r 1. 2 3 4 > 0 means that the predictor variables have correlation with
the predicted variable (Y) if the predictor variables are greater than 0.
Coming with the same theory with the first hypothesis, the second
hypothesis would be: Learning success is predictable from attitude, discipline, and
motivation.
H0: r 1.2 3 4 < 0
H1: r 1. 2 3 4 > 0
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H0: ¥ < a+b1X1+b2X2+ b3X3 means that the predictor variables do not
significantly predictive from predicted variable (Y) if the score of Y is lower than
a+b1X1+b2Y2+ d3Z3. Then, H1: ¥ > a+b1X1+b2X2+ b3X3means that the predictor
variables do significantly predictive from predicted variable (Y) if the score of Y
is greater than a+b1X1+b2X2+ b3X3.
In relation to the answer of the first research question, it was essential to
see the relation between students’ learning success and each variable. This is to
examine whether or not learning success predictable from students’ attitude,
discipline, and motivation.
The second hypothesis is related to the second research question, it is
about the prediction of the design. This is to identify variables that can effectively
predict criterion variables. This is a statistical procedure that can estimate whether
or not students’ learning success is predictable from students’ attitude, discipline
and motivation.
By means of Correlational research design, this study takes several steps to
do. The data will be collected in three sections. In the first section, the study will
collect the data of the students’ attitude based on the students’ report book. In the
second section, the score of students’ discipline and motivation will be seen from
their attendance list in the college. The last study will collect the data of the
H0: ¥ < a+b1X1+b2X2+ b3X3
H1: ¥ > a+b1X1+b2X2+ b3X3
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students’ GPA. To analyze the research result, the researcher will employ
Regression analysis using statistical counting. Questionnaire and semi-structured
interview is meant as data collector to get information.
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CHAPTER III
METHODOLOGY
This chapter presents the methodology that is going to be used in this
research; the research methodology, research setting, research participants,
instrument and data gathering technique, data analysis technique, and research
procedure. This chapter is intended to expose the validity of the empirical truth to
discover.
A. RESEARCH GOAL AND METHOD
This study is aimed to investigate the relation between students’ attitude,
discipline, motivation and students’ learning success. It is also directed to look
into the explanation of the found results. To reach those intended goals, this
research applied Correlational Survey research and Regression analysis as the
statistical tool. This research combined both quantitative data correlational study
and qualitative data gained from the interview and questionnaire about the relation
between students’ attitude, discipline, motivation, and learning success.
Burns, N. (2005) states that “Quantitative analysis is a technique that aims
at understanding behavior through the use of complex mathematical and statistical
modeling, measurement, and research”. Explained in broad terms, quantitative
analysis is simply a way of evaluating things. In simpler way, it can be stated that
“Quantitative research is a formal, objective, systematic process in which
numerical data are used to obtain information about the world”. This research
method is used to describe variables, to examine relations among variables and to
determine cause-and-effect interactions between variables.' (Burns & Grove
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2005:23). Quantitative research involves measuring a phenomenon in multiple
grades, whereas qualitative research usually requires Boolean measurements only.
Suitability of a solution can be studied qualitatively, but comparison between
candidate solutions requires quantitative observation. Whereas,
Qualitative analysis is an analysis that uses subjective judgment based on
unquantifiable information (Marshall, C., & Rossman, G. B., 2006).
To answer the first research question, this research employed Correlational
Survey research in purpose to look over the relation between the two variables.
Correlational study is intended to look over the relation between two variables.
Then, Creswell (2012, p.619) proposes Correlational research design as
quantitative design in which the researcher uses a Correlational statistic technique
to describe and measure the degree of the relation between two or more variables.
In its application, "It involves collecting data to determine whether, and to what
degree, a relation exists between two or more variables” (Gay: 2012, p.264). In
general, a Correlational study is a quantitative method of research in which there
are two or more quantitative variables from the same group of subjects and the
goal is to determine if there is a relation (or covariation) between the two
variables (a similarity between them, not a difference between their means).
Theoretically, any two quantitative variables can be correlated as long as there are
scores on these variables from the same participants.
To answer the second research question, this research employed
Regression Analysis. This research was a Correlational Survey research which
employed Regression analysis for the analysis of the hypothesis. The general
purpose of multiple regression (Pearson, 1908) is to learn more about the
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relationship between several independent or predictor variables and a dependent
or criterion variable. Regression analysis in this research is used for prediction and
causal inference. This is to determine whether or not students’ learning success is
predictable from students’ attitude, discipline and motivation. Furthermore, to
accumulate supporting data toward found result, this study provided qualitative
data by conducting semi-structured interview. Semi-structured interview is
conducted to get individual perception toward the relation between students’
attitude, discipline, motivation and learning success.
B. THE NATURE OF THE DATA
To answer the two question researches, the result of the research should
identify the phenomenon to be studied and outlines a research problem. Thus, the
conducted method should answer the research questions. The table below is the
summary of the used method that will answer the research questions.
Table 3.1. The nature of the data: perception, secondary data (document)
and measurement (test)
No. Variable Nature of data Data gathering
instruments
Data
1 Attitude Document Report book Attitude score
2 Discipline Document Attendance list Attendance score
3 Motivation Perception Questionnaire Motivation score
4 Learning Success Document GPA list GPA
The data in this research consisted of quantitative and qualitative data. The
quantitative data were primarily gathered in this research because the correlational
research mainly dealt with quantitative data. The qualitative data were used as the
additional information and clarifications of the correlation results. Basically, two
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major techniques were employed in this research for the data collection, namely
tests and questionnaire.
The quantitative data were obtained from the score of the students’
questionnaire (analyzed using Likert scale), students’ attitude score at the report
book and students’ GPA. This close-ended questionnaire with 5-points Likert
scale revealed the data in the forms of interval data which was then converted into
nominal (categorical) data. The data were converted to make them able to be
operated by using statistical analysis of Multiple Regression.
The qualitative data were obtained from the interview to the students. The
interview data were in the forms of students’ perceptions of the correlation
between attitude, discipline, motivation and learning success. Those were verbal
data.
The hypothesis might be that there is a positive correlation or a negative
correlation. A perfect correlation would be an r = +1.0 & -1.0, while no
correlation would be r = 0. Perfect correlation would almost never occur; expect
to see correlation much less than + or - 1.0. Although correlation can't prove a
causal relation, it can be used for prediction, to support a theory, to measure test-
retest reliability, etc.
In survey research, there is no manipulation on the participants, so it does
not explore cause and effect relationship. The data obtained from the research can
only describe correlational relation (Creswell, 2012, p.376). The data cannot
explain causal relation between the variables, but they only describe the relation
between the variables. Therefore, the analysis could only be used to describe the
relation between attitude, discipline, motivation, and learning success.
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C. RESPONDENTS
The respondents in this research were Foreign Language Academy
students chosen (especially the Foreign Language Academy that ran English
language education). The researcher chose this Foreign Language Academy since
this is considered as the second choice. The input quality of the students is lower
than the students from other colleges. The input of the students is less learn. Thus,
this research aimed to help the students to be successful in academic skill.
This research employed incidental sampling. An incidental sampling is a
convenience which choose the samples by selecting elements or individuals who
are conveniently available. There were 30 third-year students (fifth semester) of
an English Department year 2015/2016 as the respondents. The total number of
students is thirty consisting of twenty thirteen female students and seventeen male
students.
D. INSTRUMENTS
The main data of this research were collected through questionnaire and
GPA score. Interview was also used as the data collector. More particularly, the
data collectors are described as below:
1) Questionnaire
In this research, the researcher is going to distribute the questionnaires to
all students of semester 3 in order to obtain information and opinions from the
students whether the students’ attitude, discipline, motivation and their learning
success have a relation or not. The researcher is going to use two kinds of
questionnaire form proposed by Best & Khan (1986). They are close item and
open ended items. The close item is the closed-form type where the respondent
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can only give a mark yes or no, write a short response, or check an item from a list
of suggested responses. The open ended item is the open-form or unrestricted
questionnaire for a free response in the respondent’s words. In this research, there
will be eighteen numbers of close–ended and four numbers of open-ended
questionnaires. The following table represents the blueprint of the questionnaire.
Table 3.2. The Blueprint of the Questionnaire
Attitude Aspect
No Working Concept Indicator Statement
1. a psychological tendency
to view a particular
object or behaviour with
a degree of favour
Having a big optimism I am quite confident with my
English skill.
2. a psychological tendency
to view a particular
object or behaviour with
a degree of favour
The attitude involve a set
of strong beliefs
The improvement of
knowledge, skill, attitude, and
responsibility can help me to
have a better life quality in the
future.
3. a psychological tendency
to view a particular
object or behaviour with
a degree of favour
The attitude involve a set
of strong beliefs
The improvement of
knowledge, skill, attitude, and
responsibility can help me to
have a better job.
4. a psychological tendency
to view a particular
object or behaviour with
a degree of favour
The attitude involve a set
of strong beliefs
I avoid getting punishments
5. a psychological tendency
to view a particular
object or behaviour with
a degree of favour
Having a big effort I often find my course boring
but will stick with it
6. a psychological tendency
to view a particular
object or behaviour with
a degree of favour
Having a big effort Knowledge should be balance
with good skill and attitude if I
want to be success in learning
English language
7. an enduring organization
of motivational,
emotional, perceptual,
and cognitive processes
Involve in the process of
learning
I can keep the class quiet
8. an enduring organization
of motivational,
emotional, perceptual,
Involve in the process of
learning
I can keep the class working
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and cognitive processes
9. an enduring organization
of motivational,
emotional, perceptual,
and cognitive processes
Involve in the process of
learning
Making mistakes when
learning foreign language is a
common thing
10. an enduring organization
of motivational,
emotional, perceptual,
and cognitive processes
Involve in the process of
learning
I have strong beliefs toward
my goals that I can achieve my
academic goals
11. an enduring organization
of motivational,
emotional, perceptual,
and cognitive processes
Involve in the process of
learning
Knowledge should be balance
with good skill, activeness and
attitude if I want to be success
in learning English language.
12. an enduring organization
of motivational,
emotional, perceptual,
and cognitive processes
Involve in the process of
learning
I have strong beliefs toward
my goals that I can achieve my
academic goals
Discipline Aspect
No Working Concept Indicator Statement
1. an attitude that
requires knowledge,
responsibility, skill,
sensitivity, and self-
confidence
Emphasis in positive
behaviors.
I obey all of the school’s rules
2. an attitude that
requires knowledge,
responsibility, skill,
sensitivity, and self-
confidence
Emphasis in positive
behaviors.
I obey all of the teacher’s
instructions
3. an attitude that
requires knowledge,
responsibility, skill,
sensitivity, and self-
confidence
Emphasis in positive
behaviors.
I do all of my obligations at
school
4. an attitude that
requires knowledge,
responsibility, skill,
sensitivity, and self-
confidence
Emphasis in positive
behaviors.
I always come to the class on
time
5. an attitude that
requires knowledge,
responsibility, skill,
sensitivity, and self-
confidence
Emphasis in positive
behaviors.
I give my respects to all of my
lecturers
6. an attitude that
requires knowledge,
It provides the processes
to reach the goals.
I focus on the processes to
reach the goal by combining
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responsibility, skill,
sensitivity, and self-
confidence
the knowledge, skill, attitude,
and responsibility in the
English
7. an attitude that
requires knowledge,
responsibility, skill,
sensitivity, and self-
confidence
It provides the processes
to reach the goals.
I have a big effort on
achieving my goals
8. an attitude that
requires knowledge,
responsibility, skill,
sensitivity, and self-
confidence
Discipline means being
motivated.
I often find my course boring
but will stick with it
9. an attitude that
requires knowledge,
responsibility, skill,
sensitivity, and self-
confidence
Involved in the activities
that can form good
attitude
I involve in every activities at
class
10. an attitude that
requires knowledge,
responsibility, skill,
sensitivity, and self-
confidence
Involved in the activities
that can form good
attitude
I always do all the tasks
enthisuastically and submit it
on time
11. an attitude that
requires knowledge,
responsibility, skill,
sensitivity, and self-
confidence
It has the motivation
comes from self-conscious
I have the motivation that
comes from self-conscious
12. an attitude that
requires knowledge,
responsibility, skill,
sensitivity, and self-
confidence
It has the motivation
comes from self-conscious
I have a big motivation to
learn English language
Motivation Aspect
No Working Concept Indicator Statement
1. “the process whereby
goal-directed behavior is
energized and sustained”
Staying power – in the face of
problems/difficulties/setbacks
(external motivation).
In general, the lecturers
stimulated my interest in my
subject
2. “the process whereby
goal-directed behavior is
energized and sustained”
Staying power – in the face of
problems/difficulties/setbacks
(external motivation).
I often find my course boring
but will stick with it
3. “the process whereby
goal-directed behavior is
Staying power – in the face of
problems/difficulties/setbacks
I need to know how well I’m
doing in order to feel
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energized and sustained” (external motivation).
motivated to work
4. “the process whereby
goal-directed behavior is
energized and sustained”
Skill – possession of skills
indicates purpose and
ambition (internal
motivation).
I like to learn about new
aspects of my subject and to
explore new ideas
5. “the process whereby
goal-directed behavior is
energized and sustained”
Skill – possession of skills
indicates purpose and
ambition (internal
motivation).
I don’t find it difficult to get
motivated to work on my
course
6.
“enjoyment of the
activities characterized
by a mastery orientation
Enjoyment – goes hand in
hand with motivation.
(internal motivation)
In general, I found my course
very interesting
7. “enjoyment of the
activities characterized
by a mastery orientation
Enjoyment – goes hand in
hand with motivation.
(internal motivation)
I really enjoy to study
8. “enjoyment of the
activities characterized
by a mastery orientation
Enjoyment – goes hand in
hand with motivation.
(internal motivation)
I get satisfaction from meeting
intellectual challenges and
pushing my limits
9. “enjoyment of the
activities characterized
by a mastery orientation
Enjoyment – goes hand in
hand with motivation.
(internal motivation)
I feel that I really belong to
this university
10. “enjoyment of the
activities characterized
by a mastery orientation
Enjoyment – goes hand in
hand with motivation.
(internal motivation)
Overall, I have really enjoyed
my studies so far at university
level
11. “the attribute that moves
us to do something”
Have a strong commitment
(external motivation)
I want to gain high marks at
university
12. “the attribute that moves
us to do something”
Have a strong commitment
(external motivation)
In general, I do my maximal
of work which is required of
me
A Likert scale was used in questionnaires to obtain participant’s degree of
agreement. Likert scales are a non‐comparative scaling technique and are
undimensional (only measure a single trait) in nature. Respondents are asked to
indicate their level of agreement. It consists of 20 questions with 5 possible
answers. The answers range from “Strongly Agree” to “Strongly Disagree.”
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Table 3.3. The Meaning of Score Criteria
No. Criteria Score Meaning
1. Very High 4.51 - 5.0 Most respondents strongly agree with the
statement
2. High 3.76 - 4.50 Most respondents agree with the statement
3. Fair 3.26 - 3.75 Most respondents are not sure with the
statement
4. Low 2.51 - 3.25 Most respondents disagree with the
statement
5. Poor 00 - 2.50 Most respondents strongly disagree with the
statement
2) Semi-structure Interview
To gain deeper information, some students were selected randomly and
were interviewed. An interview is used to provide information that cannot be
obtained through observation and to verify the observation. It will be conducted in
the end of research after the students fill the questionnaires. Those students were
asked about several questions related to the students’ attitude and learning
success.
In this research, the researcher is going to use semi-structured interview. A
semi-structured approach, where the interviewer asks certain reset questions but
allows interviewees freedom to raise their own topics as the interview progresses,
is probably better than a rigidly structured approach (Elliott, 2011). The researcher
chooses this kind of interview because there is no limitation for the interviewee to
speak and raise the topic. Gall, Gall & Borg (2007) as cited by Kennedy stated
that semi-structure interview “involves asking a series of structured questions and
then probing more deeply with open-form questions to obtain additional
information” (p. 246). The researcher is going to interview ten students at
semester 3 Foreign Language Academy St. Pignatelli.
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3) Document Analysis
Document analysis is a process of gathering information that usually on
the written text materials. Bogdan & Biklen (2003) stated, “Document refers to
the materials such as photographs, videos, films, memos, letters, diaries, clinical
case records, and memorabilia” (p. 57). In this study, the researcher collected the
students’ attitude score from the students’ report book when they were at the
senior high school level. The researcher also use references from some books and
some journals. The researcher would use those documents to support the
researcher’s argument.
E. PILOT STUDY
Pilot study was implemented in this research to measure the validity and
reliability of the instruments. A pilot study can be used as “a small scale version
or trial run in preparation for a major study” (Polit, Beck, and Hungler, 2011 as
cited in Simon, 2011). In this research, the pilot study was conducted by involving
three students. They were the students of a Foreign Language Academy. It aimed
to check whether or not the instruments were comprehensible and usable.
The two instruments were pilot-tested before they were given to the
sample of the research. First, the number of the questionnaire and interview lists
were appropriated to each indicator of good attitude, discipline, and motivation
aspect. Second, several inappropriate words and grammars were changed to be
better and more comprehensible.
F. DATA GATHERING TECHNIQUES
The researcher has conducted the interview with the academic lecturer of
3rd semester. The preliminary research will be done in the three ways. The first
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one was analyzing the students’ GPA seen from the students’ academic transcript
and analyzing the students’ attitude seen from the students’ Senior High School
report book. The second one is distributing the questionnaire to the students. The
third one is conducting the observation at the class.
In the first step of the preliminary observation, the researcher analyzed the
students’ preliminary score. The score was based on their GPA. GPA was needed
to check their learning success level. The students’ GPA score ranged from 0 to 4.
In the second step, the researcher distributed the questionnaire to the students. The
questions in the questionnaire were about the students’ attitude and discipline,
motivation in learning English language.
In the third step, the researcher interviewed 10 students to gain students’
perception about the relation between students’ attitude, discipline, motivation and
students’ learning success. Eventually, students’ attitude, discipline, motivation
score and GPA score were correlated by Regression Analysis Model using SPSS
program. Regression analysis is a statistical tool for the investigation of relation
between variables. To investigate this hypothesis, the researcher gathered data on
education and earnings for various individuals. Then, the researcher plot this
information for all of the individuals in the sample using a two-dimensional
diagram, conventionally termed a “scatter” diagram. Each point in the diagram
represents an individual in the sample (Alan O. Sykes, 1986).
G. DATA ANALYSIS
After proposing the data collecting instruments (students’ attitude score,
students’ discipline and motivation score, questionnaire result, interview result
and students’ GPA), the collected data from the respondents were analyzed in
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three stages. First stage was the analysis data of the questionnaire, then analysis of
students’ GPA and analysis of correlation of those both data. More specifically,
the stages were described as below:
Preliminary analyses included descriptive statistics’ comparisons of the
two main variables (GPA and students’ attitude) across three samples (full
sample, males and females). In the next step, relation among students’ attitude,
discipline, motivation and learning success were tested via correlation analysis.
1. Students’ Attitude
Students’ attitude aspect measured by self-reports. According to Moffitt,
Caspi, Rutter, and Silva (2001), self-reports from adolescents are reliable and
valid while in adolescence much antisocial behavior is always concealed from
other reporters (e.g., parents and teachers). Students’ attitude aspect is also
measured by a questionnaire. The questionnaire is divided into two categories, the
first one use Likert scale and the second one using open-ended questions. The
explanation would be presented as follows: In Likert scale, the researcher used
five point scales which were Strongly Agree (SA), Agree (A), Doubt (D),
Disagree (DA), and Strongly Disagree (SD). Choosing Strongly Agree (SA) had
point of agreement which is 5. Choosing Agree (A) had 4 as the point of
agreement. Choosing Doubt (D) had 3 as the point of agreement. Choosing
Disagree (DA) had 2 as the point of agreement. Choosing Strongly Disagree (SD)
had 1 as the point of agreement.
2. Students’ Discipline
Students’ discipline aspect is measured by students’ attendance list during
a semester and a questionnaire. The questionnaire is divided into two categories,
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the first one use Likert scale and the second one using open-ended questions. The
explanation would be presented as follows: In Likert scale, the researcher used
five point scales which were Strongly Agree (SA), Agree (A), Doubt (D),
Disagree (DA), and Strongly Disagree (SD). Choosing Strongly Agree (SA) had
point of agreement which is 5. Choosing Agree (A) had 4 as the point of
agreement. Choosing Doubt (D) had 3 as the point of agreement. Choosing
Disagree (DA) had 2 as the point of agreement. Choosing Strongly Disagree (SD)
had 1 as the point of agreement.
3. Students’ Motivation
Students’ motivation aspect is measured by a questionnaire. The
questionnaire’s format is the same as the questionnaire for discipline and attitude
aspect. The questionnaire was to obtain the information about students’
motivation on English learning activities. All questionnaire were on closed
questions in which the students were to choose the appropriate statement which
correspond most closely to the desired students. In the last step, the researcher
presented the correlational data between students’ motivation and learning
success.
4. Learning Success
Students’ learning success is assessed using their grades. The average
grade (e.g., A, B, C, D, or F) of the three semester mid-term examination is taken
directly from the students’ GPA. Grades were coded on a continuous scale
ranging from A (4) to F (0).
5. Questionnaire
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The explanation would be presented as follows: In Likert scale, the
researcher used five point scales which were Strongly Agree (SA), Agree (A),
Doubt (D), Disagree (DA), and Strongly Disagree (SD). Choosing Strongly Agree
(SA) had point of agreement which is 5. Choosing Agree (A) had 4 as the point of
agreement. Choosing Doubt (D) had 3 as the point of agreement. Choosing
Disagree (DA) had 2 as the point of agreement. Choosing Strongly Disagree (SD)
had 1 as the point of agreement (Saris, W.E. & Gallhofer, I.N., 2007).
After scores were determined, all data was coded and entered into SPSS by
one of the researcher’s advisers to avoid bias, and statistical analyses were
conducted. A Regression analysis was conducted to determine the type and
strength of relation present between attitude and achievement.
6. Analysis of Correlation between Students’ Attitude and Learning
Success
To analyze the correlation between students’ attitude and learning success,
this study used Regression Analysis. Regression analysis is a statistical tool for
the investigation of relation between variables. Usually, the investigator seeks to
ascertain the causal effect of one variable upon another—the effect of a price
increase upon demand, for example, or the effect of changes in the money supply
upon the inflation rate. To explore such issues, the investigator assembles data on
the underlying variables of interest and employs regression to estimate the
quantitative effect of the causal variables upon the variable that they influence.
The investigator also typically assesses the “statistical significance” of the
estimated relation, that is, the degree of confidence that the true relation is close to
the estimated relation (Alan O. Sykes, 2002).
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Thirty students were randomly selected and results of them were analyzed
using a Regression analysis. Data were collected from 30 students in year
2016/2017 at a Foreign Language Academy. Students’ learning success was
assessed using their grade point average (GPA). Students’ attitude was assessed
from students’ report book when they were at Senior High School. The data
supports the hypothesis that there will be relation between the students’ attitude
and learning success.
Table 3.4 Meaning of Likert Scale Score Criteria
Criteria Score
Strongly Agree 5
Agree 4
Doubt 3
Disagree 2
Strongly Disagree 1
In calculating the score to describe the result, finding the mean is needed. The
formula to get mean can be presented as follows:
M = ∑x
N
Note:
M = mean (indicators of central tendency of the set of sources)
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N = number of cases (the number of respondents)
Mean of each item was categorized into certain criteria. In order to categorize the
mean criteria, the ideal mean (Mi) and ideal standard deviation (SDi) should be
obtained. Best (1970, p. 179) classifies the range of the point of agreement from
1-5.
7. Descriptive Statistics
Descriptive statistics was used to describe and summarize the data before
conducting a hypothesis testing by using inferential statistics. The data that were
gathered from the students’ scores of the questionnaire and students’ GPA score
were processed by using SPSS 16.0 program. This step was done to obtain the
range, minimum, maximum, mean and standard deviation scores followed by the
frequency chart of each variable.
8. Inferential Statistics
Inferential statistic was used to test the research hypothesis. The pre-
analysis tests were conducted before the statistical analysis was applied. In this
research, the pre-analysis tests consisted of normality and hypothesis test.
The normality test was used to find out whether the data obtained the
research variables had a normal distribution of scores or not. In this research, the
test used the Kolmogoroy-Smirnov test. If p value was higher than α (0.05), it
meant that the scores had a normal distribution.
The hypothesis testing was used to answer the first research question. To
test the hypothesis, the data were processed by using the statistic software of
SPSS 16.0. Attitude, discipline, and motivation aspect were set as the predictor
variables. Learning success was set as the predicted variable. An analysis was
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used to find out how the variables related. The technique of the analysis was a
Multiple Regression. The Multiple Regression is also called as a multiple relation
consisting of two or more predictor variables. It is used to predict one predicted
variable (Bluman, 2009).
In this research, after analyzing, the quantitative data were presented in
some tables and also graphs which including numbers. The table showed the
results of the statistical analysis of the multiple regressions to answer the research
question about the relation between attitude, discipline, motivation, and learning.
9. Descriptive Qualitative
In this research, descriptive qualitative was used to analyze the qualitative
data. Besides, it functioned as the qualitative description and interpretation of the
relation between attitude, discipline, motivation and learning success and to
answer the second research question. The qualitative data were presented as the
supporting to the statistical correlation. According to Creswell (2012), qualitative
data analysis consisted of six steps. They were preparing and organizing,
transcribing, exploring and coding, representing and reporting, interpreting, and
validating the data.
The first step was preparing and organizing. The data that were obtained
were prepared to be organized by reading and re-reading them. The data were
organized whether those would be organized based on the people, topic, or time
period of the research. This step was done after reading the data for several times.
The second step was transcribing. The results from this step were interview
transcriptions. “Transcription is the process of converting audiotape recordings or
field notes into text data.” (Creswell, 2012:239). Since the data obtained for the
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qualitative analysis were in form of words, converting these words into a
computer document for analyses was needed to be done to make the analysis
easier. This step was started by listening to the tapes or recording through
interviewing results.
The third step was exploring and coding. “Coding is the process of
segmenting and labelling text to form descriptions and board themes in the data.”
(Creswell, 2012: 243). Coding was done by diving the text data, labelling the
segments with codes, examining codes for overlap and redundancy, and collapse
these codes into broad themes. It was done by reading and re=reading all of the
data of the transcription
The fourth step was representing and reporting. Representing was related
of how to the data were going to be presented. After being represented, the data
were then reported to make the readers recognize. The data were reported based
on reflecting the students’ words and acts for obtaining understanding from them.
The presented and reported data were in a form of narrative discussion. “A
narrative discussion is a written passage in qualitative study in which authors
summarize, in detail, the findings from the data analysis. (Creswell, 2012: 534)
The fifth step was interpreting. In this step, the researcher reflected the words and
acts of the participants and then described crucial understanding from them. The
results from this step were interpretations. “Interpretation in qualitative research
means that the researcher steps back and forms some larger meaning about the
phenomenon based on personal views, comparisons with part studies, or both.”
(Creswell, 2012: 257). The interpretations were obtained based on the researcher’s
feeling and supported by the data.
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The last step was validating the data. Validating data was conducted to
make sure that the data were completely accurate. According to Creswell (2012:
259), “Validating findings means that the researcher determines the accuracy and
credibility of the findings through strategies such as number checking or
triangulation.” For the qualitative data of this research, validating was done by
doing member checking.
In this research, the interview data were presented by the researcher in the
forms of descriptive details related to the students’’ perceptions of the correlation
between attitude, discipline, motivation, and learning success. The descriptive
qualitative data were essentially used to support and explain the quantitative
findings.
10. Validity
Davis, K. (2005) says that research is a necessary component of
determining whether a given treatment is effective and if our current
understanding of human behavior is accurate. Therefore, the instruments used to
evaluate research data must be valid and precise. If they are not, the information
collected from a study is likely to be biased. Thus, it is important to do the
validation because the data can be accurate to answer the research question
(Fraenkel, J, R. & Wallen, N, E, 2009).
Purwaningsih, A.S. (2015) adds that the data or the findings should be
valiad and reliable as well. The data can be considered valid if the findings relate
to the constructs. In order to obtain valid data, the instruments are designed based
on the constructs. The validity is also ensured through triangulation.
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Triangulation enabled the researcher to gain multiple sources of information
about the same phenomenon.
The researcher uses document, questionnaire, and interview for data
triangulation. The results are aligned each other. A methodological triangulation
was implemented in this research to convince the readers about the empirical data
in data analysis. Triangulation was defined as a process of verification to increase
validity by incorporating point of views and methods. This methodological
triangulation was the combination of two or more theories, data sources, methods
or investigations of a single phenomenon one research to converge on a single
construct. Moreover, this method could be used in both quantitative (validation)
and qualitative (inquiry) studies (Yeasmin, 2012).
Triangulation involves comparison the information from three different
points (Hopkins, 2008), in this case are the lecturer, the students and the
researcher/the observer. The basic principle of triangulation is that collecting
observations/accounts of a situation from a variety of angles and then comparing
and contrasting them. In comparing different accounts, the points where they
differ, agree, and disagree should be noted. (Elliot, 1991).
This research involved a correlational research and a descriptive
qualitative research. An analysis of the quantitative data was used to find out the
correlation between attitude, discipline, motivation, and learning success. Then,
the results obtained from an interview of students’ perceptions were described to
support the quantitative data. Therefore, since the results of the quantitative data
were supported by the results of the analysis from the qualitative data, then, they
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were considered valid because they supported each other. Furthermore, below is
the detail explanation of the validity of each instrument:
a. Validity of the Document
In this research, the researcher uses students’ report book on Senior High
school and attendance list at class in a semester as the document data. Those
documents are checked by the two experts; they are the researcher’s supervisor
and the lecturer at ABA Pignatelli.
b. Validity of the Questionnaire
On designing the questionnaire, firstly the researcher makes the goals and
objectives are clearly defined. The assessment measure has been matched with the
goals and objectives. After the list of questionnaire items and the assessment have
been made, those are reviewed to obtain feedback by the two experts; they are the
researcher’s supervisor and the lecturer at ABA Pignatelli. The researcher also
gets the students involved; have the students look over the assessment of the
questionnaire.
c. Validity of the Interview
On designing the interview question list, firstly the researcher makes the
interview blueprint to make a grid of the first question. The questions made are
the development of the questions in the questionnaire. After that, the questions are
consulted and approved by two experts; they are the researcher’s supervisor and
the lecturer at ABA Pignatelli. The researcher also avoids asking questions just
depending on a pilot interview. The interviewee is given a chance to sum up and
clarify the points they have made.
11. Reliability
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Reliability is a major concern when a test is used to measure some
attribute or behaviour (Rosenthal and Rosnow, 1991). For instance, to understand
the functioning of a test, it is important that the test which is used consistently
discriminates individuals at one time or over a course of time. In other words,
reliability is the extent to which measurements are repeatable –when different
persons perform the measurements, on different occasions, under different
conditions, with supposedly alternative instruments which measure the same
thing. In sum, reliability is consistency of measurement (Bollen, 1989), or
stability of measurement over a variety of conditions in which basically the same
results should be obtained (Nunnally, 1978).
Bollen (1990) explains that reliability is that part of measure that is free of
random error and in the description of reliability requires that the measure be
valid. Because reliability is consistency of measurement over time or stability of
measurement over a variety of conditions, the most commonly used technique to
estimate reliability is with a measure of association, the correlation coefficient,
often termed reliability coefficient (Rosnow and Rosenthal, 1991). The reliability
coefficient is the correlation between two or more variables which measures the
same thing.
a. Reliability of the Document
On this research, the researcher uses report book and attendance list as the
data instrument. In this case, the researcher cannot verify the reliability of the
document instruments but the researcher can do make the assumption of it. The
researcher assumes that the assessment in both the report book and the attendance
list is reliable and valid. Also, the researcher assumes that the assessment has the
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internal consistency of the scoring. The scores should be thought of as random
samples of particular occasions (Nunnally, 1978).
b. Reliability of the Questionnaire
Estimating reliability is internal consistency. Reliability can be improved
by writing items clearly, making questionnaire instructions easily understood, and
training the raters effectively by making the rules for scoring as explicit as
possible (Nunnally, 1978), for instance. Thus, the researcher makes the
questionnaire blueprint first as a guide on designing the questionnaire. The
researcher makes different sets of question that can measure the same factor. The
researcher also gives the questionnaire twice to the students to improve the
reliability. Having finished the questionnaire, the researcher done the cross
checking to recheck to questionnaire result.
Figure 3.4. Data Gathering Technique, Instruments, and Data Analysis
Technique
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CHAPTER IV
RESEARCH RESULTS
This chapter focuses on the analysis of the gained data, which provides the basic
analysis of the study. In the first subheading of this chapter, the findings are presented
in the table. In the next subheading of this chapter, discussion section will talk about the
interpretation of the findings. The discussion of the research result is aimed to answer
the research questions. This chapter presents the research results and the discussion in
implementing Correlational Survey technique to investigate the relation between the
variables.
A. Research Data and Information Collecting
This chapter will bring in the presentation of the findings in this research. In this
step, necessary findings and information for analyzing the data were collected by
interviewing the students, distributing questionnaires to the students, and analyzing the
documents, such as students’ report book and attendance list.
The interviews and the questionnaires were conducted to reveal the students’
perceptions of the correlation of attitude, discipline, motivation, and learning success.
After the data were obtained from the interviews, they were transcribed and coded. The
description of students’ interview and questionnaires responses are presented as follows.
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1. The Responses of Students’ Interview
Table 4.14 Sample of Students’ Responses from the Interview
Interview Point Theme Sample Response
Attitude Students’ perception of relation
between attitude and learning success
“Yes, it is related. If we don’t have
good attitude toward learning, it
makes difficult to achieve learning
success.”
Students’ opinion about their attitude
on learning activities
“On the learning process, I am not
really confident with my English
language skill. However, I am also
responsible for all of my duties”
Discipline Students’ perception of relation
between discipline and learning
success
“Yes, it is related. If we don’t have
good discipline toward learning, it
makes difficult to achieve learning
success.”
Students’ opinion about their
discipline toward learning activities
I am responsible to follow all of
the learning process, I do every
task seriously.
Motivation Students’ perception of relation
between motivation and learning
success
“Yes, it is related. If we don’t have
strong motivation on learning, it
makes difficult to achieve learning
success.”
Students’ opinion about their
motivation toward learning activities
I think I still have lack of
motivation and I sometimes still
feel lazy to learn and prefer to do
other activity.
Learning
Success
Students’ perception of relation
between attitude, discipline,
“Yes, it is related. If we don’t have
good attitude toward learning, it
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motivation and learning success makes difficult to achieve learning
success.”
Students’ opinion about their learning
success
“Without having a good attitude,
discipline and motivation aspect
then we will not able to achieve
learning success.”
The table shows several responses from the students obtained through the
interview. The students' responses are elaborated based on the topics presented below.
a. Students’ Attitude
This section presents AD, AE, and AA’s perceptions of the relation between
attitude, discipline, motivation, and learning success. AD was the low-achiever of the
GPA. AE was the middle-achiever of the GPA. AA was the high-achiever of the GPA.
It had completely been proven by the in-depth interview that were done on January
2017.
The students’ responses on the interview showed that most of the students had
positive attitudes on learning English language though the other don’t. This condition
can contribute to the positive correlation between attitude and learning success. The
interview showed that the students were not really sure to have sufficient knowledge.
They were not really confident about their language competence, including grammar
knowledge, lexical knowledge, and fluency. However, they always study hard to gain
better English language competence. They believe that they could had competent
language by the process, thus they felt optimist being able to achieve learning success.
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Those elements are considered as the significant factors that build students’ self-
efficacy. Most of the students showed positive attitude that they had big willingness to
succeed.
“When learning English language, I enjoy it so much though sometimes I
feel bored. On the learning process, I am not really confident with my
English language skill. Sometimes I make mistake to say in English.
However, I am responsible for all of my duties though sometimes I
postpone doing my tasks.”(AD)
“When studying, I find the right moment to be serious and it shows a
good attitude though I am still not confident with my English skill. I lack
of English language skill and I should be able to increase it. I am
responsible for all tasks assigned by the lecturers and I will do it
seriously.”(AE)
This interview also gave information about the contribution of students’ attitude
on learning English language toward the learning success. The low-achiever student
stated that sometimes he doesn’t show good attitude on learning English, so does the
middle-achiever student. However, they show positive attitude that they have big
willingness to succeed. Meanwhile, the high-achiever stated that she always shows the
good attitude while learning English language since she wants to achieve learning
success. The students could also share whether or not the students’ attitude gave
influence to learning success.
“Yes, attitude aspect gives influence to the learning success because it
shows one's readiness to learn.”(AD)
“Yes, attitude aspect gives influence to the learning success. By having a
good attitude, we can concentrate to study well.” (AE)
“Yes, attitude aspect gives influence to the learning success. For
instance, our attitude when joining teaching learning activities will
results on our learning success.” (AA).
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The responses show that attitude aspect give big contribution on achieving
learning success. The contribution of this attitude aspect on the learning success also
necessary for the students to support them.
“Yes, it can.” (AD)
“Not always.” (AE)
“Yes.” (AA)
The students’ responses revealed that attitude aspect was useful for their
learning success. Ushida, E. (2007) stated that students who have good attitude study
regularly and productively in order to take every opportunity to perfect their language
skills. That is, the students who have positive motivation and attitudes toward the study
are able to control their learning even though they have to study mostly on their own.
Ahmed (2015) points out that “learners’ attitude play a significant role in maximizing
learning and teaching output. Learners’ attitude can be defined as a collection of
feelings regarding language use and its status in the society. The feelings are good, bad
and neutral. They can nurture or hinder the learning process effectively” (p.1).
b. Discipline
The students’ responses showed that most of the students had positive discipline
on learning English language. This condition can contribute to the positive correlation
between discipline aspect and learning success. Few students state their discipline
aspect is not really good. Sometimes they are not discipline though they always try to be
discipline. Laziness is their main enemy for being discipline. However, they always be
responsible for all the given tasks.
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“I think my discipline is still lacking, I often prefer to use Indonesian and
Javanese than English. I always go to the class on time, even though
sometimes I feel lazy but I still go to the classes. I am also being
responsible for all the given tasks although sometimes I often delay
it.”(AD)
“I think I still have lack of discipline and I sometimes still feel lazy to
learn and prefer to do a new activity.” (AE)
“I think I am discipline enough to obey all the teaching learning
activities since I want to succeed. I am also being responsible for all the
given tasks.” (AA)
As the second predictor variable, discipline aspect had a close relation with the
learning success. The relation was proven by the students’ perception of the influence of
discipline aspect toward learning success.
“Yes, it is related. If we are not discipline, it makes us difficult on
achieving learning success.” (AD)
“Yes, discipline aspect gives influence to the learning success because
that is important in the learning process.” (AE)
“Yes, discipline aspects gives influence to the success of learning, for
example, when a student is not discipline in following the learning
process, he/she will miss the learning material and may affect to the
score.”(AA)
Their responses above proved that they were discipline enough on learning
process. It means that their discipline aspect good is positively related to their learning
success. Having good discipline aspect makes them easier to achieve learning success.
The good discipline aspect was important to be increased to support their learning
success.
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The students’ discipline aspect was related to their learning success. Therefore,
it can be stated that their discipline aspect and learning success have a positive relation.
The students’ discipline provided useful contributions on the learning success. The
relation between discipline and learning success was considered big. They succeeded to
achieve learning success since they have good discipline aspect.
c. Motivation
The students’ responses showed that most of the students had positive
motivation on learning English language. This condition can contribute to the positive
correlation between motivation aspect and learning success. They state they have big
motivation to learn English language.
“I think I still have lack of motivation and I sometimes still feel lazy to
learn and prefer to do a new activity.” (AD)
“I think I still have lack of motivation since I sometimes still feel lazy to
learn, don’t do the task sincerely and don’t go to the class on time” (AE)
“I think my motivation on learning is quite good because I have the big
motivation to trigger my enthusiasm in learning.” (AA)
Their responses above proved that they had big motivation to learn English
language. It means that their motivation aspect is positively related to their learning
success. Even though motivation aspect had the least contribution to students’ learning
success, the motivation aspect was very important to be increased to support their
learning success. Having good motivation aspect makes them easier to achieve learning
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
78
success. Therefore, it can be stated that their motivation aspect and learning success
have a positive relation.
“Yes, motivation aspect gives influence to the learning success because
when we are studying, we should be motivated to learn. We must aware
that we should arise our own motivation, no one else can arise our
motivation. As the students know everything that they should learn. I
think the effect as it can improve the process and achievements while
studying.” (AD)
“Yes, motivation aspect gives influence to the learning success because if
we do not have the motivation to learn then we may not be able to catch
the lesson maximally.”(AE)
Yes, motivation aspect gives influence to the learning success because if
we do not have the motivation to learn then we may not be able to catch
the lesson maximally.” (AA)
d. Correlation between Attitude, Discipline, Motivation, and Learning Success
The relation between attitude, discipline, motivation and learning success truly
existed. The students claimed that attitude, discipline, motivation, and learning success
have positive relation. This result revealed that there was relation between attitude,
discipline, motivation and learning success.
“Yes, attitude, discipline and motivation will affect the achievement of
learning success. When all its aspects are in balance, it will be easier to
achieve success in learning.” (AD)
“Yes, attitude, discipline, and motivation will affect to the achievement of
the learning success. Without having a good attitude, discipline and
motivation aspect then we will not able to achieve learning
success.”(AE)
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“Yes, attitude, discipline, and motivation will affect to the achievement of
the learning success. Success in learning is important because if we are
successful in learning means we already master the material.” (AA)
According to the students’ responses above, it could be concluded that all of
them agree that there was relation between attitude, discipline, motivation and learning
success. The results were supported by their statements about the contribution of
attitude, discipline, and motivation on achieving learning success. Since attitude,
discipline, and motivation provided positive contribution on the learning success, they
got some useful input for their learning success.
Their responses above show that attitude, discipline, and motivation aspect are
contributive not only for the process of achieving learning success. The predictor
variables support each other. It can be stated that they are positively correlated.
According to the analysis of the interview answers, it is found that there is a
positive and significant relation between attitude, discipline, motivation, and learning
success. The findings of this interview can therefore provide a substantial contribution
to the teaching. Knowing the students’ attitude, discipline and motivation means that
teachers and institutions can act to stimulate the students throughout several ways. That
is, there is a persistent and consistent attempt to make the students be better for helping
them be successful.
By doing so, the students can be motivated to achieve the academic goals. Such
an individual will express the desire to succeed, and will strive to achieve success. The
motivated individual will enjoy the task of learning the language. Such an individual
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80
will say that it is fun, a challenge, and enjoyable, even though at times enthusiasm may
be less than at other times (Gardner, 2002).
2. The Result of the Questionnaires for Foreign Language Academy Students
The questionnaire to obtain the data of students’ attitude, discipline and
motivation was conducted for the third grade of Foreign Language Academy of St.
Pignatelli students. The questionnaires were distributed on 1st December 2016 and 2nd
December 2016. The number of the participants who were chosen to fill in the
questionnaire was 30 students from third grade semester. Besides, this research had
several primary aims. The first was to obtain the information about students’ attitude on
English learning activities. The second was to obtain the information about students’
discipline on English learning activities. The third was to obtain the information about
students’ motivation on English learning activities. All questionnaires were on closed
questions in which the students were to choose the appropriate statement which
correspond most closely to the desired students. All questionnaires were completed and
therefore applied. The complete result of the questionnaire could be seen in the
appendix. Based on the obtained data, the researcher could generate students’ attitude,
students’ discipline and students’ motivation.
This section describes the result of the questionnaire, including the inferential
statistic calculation and descriptive statistic calculation. A descriptive analysis was
made to describe the components of students’ attitudes, discipline, and motivation
including students’ perceptions on those relation toward learning success.
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81
The data from the questionnaire helps the researcher to describe the students’
attitude, discipline, and motivation aspect. Students’ attitude, discipline, and motivation
aspect could be identified in the questionnaire section using Likert scale score. This
close-ended questionnaire has 5-points Likert scale that reveals the data in the forms of
interval data which are then converted into nominal (categorical) data. The data are
converted to make them able to be operated by using statistical analysis of Multiple
Regression.
The questionnaire items were divided into three parts; they were attitude part,
discipline part, and motivation part. Therefore, when the students were asked to respond
on some questionnaire items about their attitude, discipline, and motivation, all the
students gave their own evaluation. More than half of the students gave the positive
evaluation. The explanation of the themes would be presented below.
1) Students’ Attitude
The first theme in the questionnaire was about students’ attitude on learning
English language. The first statement in the questionnaire was “I am quite confident
with my English skill”. It was to know the students’ confidence in using English
language. The result of the questionnaire showed that mostly the students were doubt
and not confident with their English skill. It may because by the students’ frequency and
opportunity to communicate in English. The students had limited time and opportunity
to communicate in English and even they had no chance to communicate in English
outside the classrooms. Besides, the students’ environment does not support the students
to communicate in English.
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82
The second statement is “I have a big effort on achieving my academic goals”.
The next point was about the students’ efforts on achieving the academic goals. The
students agreed that they have a big effort on achieving the academic goal. If the learner
is reluctant to learn or he/she does not have a big effort, he/she does not produce any
result.
The third statement is “The improvement of knowledge, skill, attitude, and
responsibility can help me to have a better life quality in the future”. The students agree
with the statement. It could be shown from the result of questionnaire. Every student
came from the English language major thus certainly they have to improve English
language in all skills. Those factors influenced the students’ way of thinking of the
English learning.
The fourth statement is “The improvement of knowledge, skill, attitude and
responsibility help to get a better job”. The students agreed with the statement. Since
“improving skills” is considered as such an important avenue to achieving goals, the
next set of questions became even more relevant.
The next statement is “Making mistakes when learning foreign language is a
common thing”. The students agreed that making mistakes when learning foreign
language was a common thing, especially for beginners. That statement was supported
by the result of the questionnaire. The average score indicated that the students had
positive response towards the statement because making mistakes when learning foreign
language was a common thing, moreover students could learn from their mistakes and
making mistakes also could not decrease the students’ self-confidence. Besides, people
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
83
knew that self-confidence is very important for humans’ life if they want to be more
successful and have a better life quality.
The next statement is “I have strong beliefs toward my goals that I can achieve
my academic goals”. The students agreed with the statement. When we have a strong
belief, then we will start taking action for achieving the goals. By taking actions, we
will begin taking the result.
The next statement is “I avoid getting punishment”. The students agreed with
the statement. Be willing to work on a solution together. This will show we are taking
action to prevent the problem, and the parents may feel punishment is unnecessary.
The role of L2 learning motivation has been intensively studied by social
psychologists in Canada, where French and English are the two official languages.
Gardner (1985) hypothesized that L2 learners with positive attitudes toward the target
culture and people will learn the target language more effectively than those who do not
have such positive attitudes. In their earlier studies, Gardner and Lambert (1959) found
that attitude and motivation were the two factors most strongly associated with learners'
L2 achievement.
Ushida, E. (2007) stated that students who have good attitude study regularly
and productively in order to take every opportunity to perfect their language skills. That
is, the students who have positive motivation and attitudes toward the study are able to
control their learning even though they have to study mostly on their own. Ahmed
(2015) points out that “learners’ attitude play a significant role in maximizing learning
and teaching output. Learners’ attitude can be defined as a collection of feelings
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
84
regarding language use and its status in the society. The feelings are good, bad and
neutral. They can nurture or hinder the learning process effectively” (p.1).
Considering this fact, the teachers should always pay a big attention to every
child. Their attitude plays a big part in everyday lives and can affect how life may turn
out in the future. If the children have a good attitude, they will be the kind of people
who works hard.
2) Students’ Motivation
The second theme in the questionnaire was about students’ motivation on
learning English language. The first statement in the questionnaire is “In general, I
found my course is very interesting”. The students agreed with the statement. The
students found the course very interesting. They have several different ways of trying to
overcome the problems on learning. They really enjoy to study topics at all the courses.
The next statement is “In general, the lecturers stimulated my interest in my
subject”. When analyzing the data, it can be seen that most students are not very keen
on classes/lectures, which are in English. The reason why the students do not consider
the classes/lectures in English more interesting can be connected with the fact that the
methods of teaching content subjects in English is not interesting for them. However,
they build their own motivation. They don’t find it difficult to get motivated to work on
the course. Though they often find the course boring but they will stick with it.
The next statement is “Overall, I have really enjoyed my studies so far at
university level”. The students consider that their studies at university is a fun. The
university is an inclusive place to study. They love their time there. In general, the
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85
students their maximal of work which was required of them since they want to gain high
marks at university.
The findings of the present study can therefore provide a substantial contribution
to the teaching. Knowing the motivations of students means that teachers and
institutions can act to stimulate the students and maintain motivation levels throughout
the program, according to the results found in the present study. The motivated
individual expands effort to learn the language. That is, there is a persistent and
consistent attempt to learn the material by doing homework, by seeking out
opportunities to learn more, by doing extra work, etc.
First, the motivated individual expands effort to learn the language. That is,
there is a persistent and consistent attempt to learn the material by doing homework, by
seeking out opportunities to learn more, by doing extra work, etc. Second, the motivated
individual wants to achieve the goal. Such an individual will express the desire to
succeed, and will strive to achieve success. Third, the motivated individual will enjoy
the task of learning the language. Such an individual will say that it is fun, a challenge,
and enjoyable, even though at times enthusiasm may be less than at other times
(Gardner, 2002).
To improve students’ motivation, educators could start just by choosing and
trying possibilities for enriching student motivation. More importantly, educators could
watch themselves and their own behaviors to become self-aware of new understandings
about motivation.
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3) Student’s Discipline
The last theme in the questionnaire was about students’ discipline on learning
English language. The first statement in the questionnaire is “I obey all of the school’s
rules”. The students agreed with the statement. The students was aware of being
discipline. The other statement concluded that the students were aware for being
discipline. As the English educator, it is important to assure the students that discipline
is not just about making them suffer like giving such rules or punishment. They should
also understand that discipline is obligatory for a good learning environment and
interaction between students.
An educator has the right to recommend the removal of a student who
continually disrupts, but only after other discipline options have been tried. The
educators should also enforce rules fairly and consistently. Teaching good discipline is
just as important as teaching subject matter.
Considering this fact, the teachers should always pay a big attention to every
child. They should pay attention to every child’s activities and every development on
learning they make. Encouraging children's discipline is hard work. However, it will be
dangerous when the teacher ignores the children’s discipline, I may be stunting her
desire to know. The best way for the teachers and parents to encourage children's
curiosity is to stay curious themselves (Leslie, 2014).
The findings of this questionnaire can therefore provide a substantial
contribution to the teaching. Knowing the students’ attitude, discipline and motivation
means that teachers and institutions can act to stimulate the students throughout several
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
87
ways. That is, there is a persistent and consistent attempt to make the students be better
for helping them be successful.
By doing so, the students can be motivated to achieve the academic goals. Such
an individual will express the desire to succeed, and will strive to achieve success. The
motivated individual will enjoy the task of learning the language. Such an individual
will say that it is fun, a challenge, and enjoyable, even though at times enthusiasm may
be less than at other times (Gardner, 2002).
The questionnaire also gives information about the contribution of attitude,
discipline, and motivation on the learning success gaining. The students could share
whether attitude, discipline, and motivation aspect influence their learning success and
are they enough to help them achieve learning success.
Table 4.1. Interpretation of Questionnaire Result
Attitude Aspect
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No Questions
SA
(n)
5
(k)
A
(n)
4
(k)
D
(n)
3
(k)
DA
(n)
2
(k)
SDA
(n)
1
(k)
N X
1. I am quite
confident with my
English skill
6 30 10 40 14 42 0 0 0 0 112 3,73
2. I have a big effort
on achieving my
academic goals
8 40 6 24 16 48 0 0 0 0 112 3,73
3. The improvement
of knowledge,
skill, attitude and
responsibility help
to achieve a better
life
8 40 14 56 8 24 0 0 0 0 130 4,33
4. The improvement
of knowledge,
skill, attitude and
responsibility help
to get a better job
8 40 14 56 8 24 0 0 0 0 130 4,33
5. I can keep the class
quiet.
8 40 12 48 8 24 4 8 0 0 120 4,00
6. I can keep the class
working/tasks
8 40 14 56 10 30 4 8 0 0 134 4,47
7. Making mistakes
when learning
foreign language is
a common thing
3 15 6 32 10 30 11 22 0 0 99 3,30
8. I have strong
beliefs toward my
goals that I can
achieve my
academic goals:
very agree
12 60 14 56 4 12 0 0 0 0 128 4,27
9. I avoid getting
punishment
6 30 18 72 6 18 0 0 0 0 120 4,00
10. I often find my
course boring but I
will stick with it
11 55 14 56 5 15 0 0 0 0 126 4,20
11. Knowledge should
be balance with
good skill and
attitude
30 15
0
0 0 0 0 0 0 0 0 150 5,00
12 I have strong
beliefs toward my
goals
6 30 18 72 6 18 0 0 0 0 120 4,00
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Motivation Aspect
Discipline Aspect
No Questions
SA
(n)
5
(k)
A
(n)
4
(k)
D
(n)
3
(k)
DA
(n)
2
(k)
SDA
(n)
1
(k)
N
X
1. I obey all of school’s
rules
14 70 10 40 3 9 3 6 0 0 125 4,17
2. I obey all of the
teacher’s
instructions
1 5 25 10
0
2 6 1 2 1 4 117 3,90
3. I do all of my
obligations at school
3 15 24 96 3 6 0 0 0 0 117 3,90
4. I always come to the
class on time.
1 5 14 56 12 36 2 2 1 4 103 3,43
5. I give my respects to
all of my lecturers
19 95 6 24 5 30 0 0 0 0 149 4,97
6. I involve in every
activities at class
13 65 8 32 9 27 0 0 0 0 124 4,13
7. I have the
motivation that
comes from self-
conscious
16 80 10 40 2 6 2 4 0 0 130 4,33
8. I focus on the
processes to reach
the goal by
combining the
knowledge, skill,
and attitude
17 85 12 48 1 3 0 0 0 0 136 4,53
9. I have a big effort on
achieving my goals
13 65 8 32 9 27 0 0 0 0 124 4,13
10. I often find my
course boring but
will stick with it
16 80 10 40 2 6 2 4 0 0 130 4,33
11. I have a motivation
comes from self-
conscious
16 80 10 40 2 6 2 4 0 0 130 4,33
12. I have a big
motivation to learn
English language
16 80 10 40 2 6 2 4 0 0 130 4,33
No Questions
SA
(n)
5
(k)
A
(n)
4
(k)
D
(n)
3
(k)
DA
(n)
2
(k)
SDA
(n)
1
(k)
N X
1. In general, I find my
course is very
interesting
12 60 14 56 1 3 1 2 2 8 129 4,33
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After the data were calculated and evaluated, it was found that the results
of the questionnaires were satisfying. It was found out that the average point of
2. I really enjoy to study
my topics of English
materials
11 55 14 56 5 15 0 0 0 0 126 4,20
3. I don’t find it difficult
to get motivated to
work on my course
3 15 24 96 3 6 0 0 0 0 117 3,90
4. I need to know how
well I am doing in
order to feel
motivated to work.
14 70 10 40 3 9 3 6 0 0 125 4,17
5. In general, the
lecturers stimulated
my interest in
learning
11 55 14 56 5 15 0 0 0 0 126 4,20
6. I like to learn about
new aspects of my
subjects and to
explore new ideas
13 65 8 32 9 27 0 0 0 0 124 4,13
7. I get satisfaction from
meeting intellectual
challenges and
pushing my limits
13 65 8 32 9 27 0 0 0 0 124 4,13
8. I often find my
course boring but I
will stick with it
16 80 10 40 2 6 2 4 0 0 130 4,33
9. I feel that I really
belong at university
6 30 18 72 6 18 0 0 0 0 130 4,33
10. Overall, I have really
enjoyed my studies
so far at university
level
6 30 18 72 6 18 0 0 0 0 130 4,33
11. In general, I do my
maximal of work
which is required of
me
19 95 6 24 5 30 0 0 0 0 149 4,97
12. I want to gain high
marks at university
19 95 6 24 5 30 0 0 0 0 149 4,97
TOTAL SCORE 4.155
MEAN 4,21 GOOD
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91
the central tendency is 4,21 from the scale 5,0. It shows that the students’ attitude,
discipline, and motivation are quiet good and they consider that those aspects are
important to achieve learning success.
The questionnaire results were then analyzed using SPSS Program. The
scores of each student’s questionnaire result were computed into SPSS analysis.
Thus, the researcher can infer the relation between attitude, discipline, motivation,
and learning success as a way to ensure the validity of the data and the
instruments. The statistic also allowed prediction about the students’ attitude,
discipline, and motivation. The value of the statistical analysis presented above
accepts the correlation between attitude, discipline, motivation, and learning
success.
B. Assumption of Statistical Test
After the researcher already got the research data and information from the
questionnaire, the interview and the document analysis; the researcher used the
data to be analyzed. The assumption of statistical test was done first before the
Correlation research and Multiple Regression.
Statistical tests rely upon certain assumptions about the variables used in
an analysis (Osborne & Waters, 2002). Multiple regression examines the
relationship between a single outcome measure and several predictor or
independent variables (Jaccard et al., 2006). The correct use of the multiple
regression model requires several critical assumptions to apply the model and
establish validity (Poole & O’Farrell, 1971). Inferences and generalizations about
the theory are only valid if the assumptions in an analysis have been tested and
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
92
fulfilled. Multiple Regression can be used to test hypothesis of linear associations
among variables, to examine associations among pairs of variables, and to test
complex associations among multiple variables (Hoyt et al., 2006).
The assumptions of Multiple Regression that are identified as primary
concern in the research include collinearity, outliers, normality, linearity,
homoscedasticity, and independence of residuals. This section will specifically
define each assumption, review consequences of assumption failure, and address
how to test for each assumption, and the interpretation of results.
1) Normality Test
The normality test is tested before the calculation of the hypothesis testing.
First of all, the scores are checked through the test of normality. It is aimed at
knowing whether the data distribution is normal or not. If the sig. value is greater
than 0.05, the data distribution is normal and vice versa. This test is described
clearly in table 4.1 below.
The table shows the normality test of the variables. The requirement for
judging whether the data are in normal distribution is if p value or sig is greater
than α (0.05). A way to check the normality is by using Kolmogorov-Smirnov
test. According to the Kolmogorov-Smirnov test, the significance values show
that the data are 0.22. In other words, 0.22 is greater than 0.05 (0.22 > 0.05). It is
concluded that the data are in normal distribution. The table 4.1. below is normal
P-Plot of regression standardized residual figure.
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Table 4.1. Tests of Normality
The normality test is used to find out whether the data obtained the
research variables have a normal distribution of scores or not. In this research, the
test uses the Kolmogoroy-Smirnov test. If p value is higher than α (0.05), it means
that the scores have normal distribution.
As the scores are normally distributed, as the second stage, the scores are
analyzed in paired samples t-test. After computing the scores, there is the
following table obtained as the result. Before going to the final table of
computation, this table is carefully seen to check whether the data are already
correct and valid. It can be done by checking the mean and standard deviation for
each group and the number of people in each group.
2) Paired Samples Test
Table 4.2 Paired Samples Statistics
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Paired sample t-test is a statistical technique that is used to compare two
population means in the case of two samples that are correlated. After paired
samples test is analyzed, the results are interpreted. The interpretation of the
results starts from looking at the value in the column of confidence value and sig.
(1-tailed). The confidence value chosen should be 95%. If the value in sig. (1-
tailed) is less than 0.05, it means that H0 is rejected. The value in Sig. (2 tailed) is
0.00, in which the P-value is < 0.05 thus H0 is rejected. In other words, it can be
concluded that the hypothesis alternative (H1) is accepted. It means there is
relationship between attitude, discipline, motivation, and learning success.
3) Linearity Test
Linearity test is used to see the relationship between variables whether or
not they have a straight pattern. The pattern will be seen from the increase or
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decrease in the quantity of one variable followed by another variable. Linearity
test is done using Test for Linearity Test; if the variables meet the probability of p
correlation < 0, 05 then the relationship between variables is linear. Based on the
results of Linearity Test of this research, it obtains F = 0.00, p correlation <0.05.
Thus, it can be concluded that the relationship between variables is linear.
4) Homogeneity Test
Table 4.3 Homogeneity Test
Homogeneity test is a test of whether or not the variances of two or
more distributions are same. Homogeneity test is done to find out whether the
data in variables X and Y are homogeneous or not. Based on the table above,
it is known that significance value of learning success based on attitude
variable is 0.42 > 0.05, it means that data of learning success variable based
on attitude variable has the same variant.
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5) Collinearity
Table 4.4 Collinearity Statistic
After the normality of the data are met, the next step to determine whether
there is similarity between the variables, it is necessary to do collinearity test.
Collinearity refers to the relationship among the variables. Collinearity occurs
when several independent variables correlate at high levels with one another. The
researcher is able to interpret regression coefficients as the effects of the
independent variables on the dependent variables when collinearity is low.
The most common summary statistic for evaluating collinearity are
tolerance and VIF. The tolerance value for a particular predictor in a particular
model is 1 - R², where the R² is obtained using that predictor as a criterion and all
others as predictors. SPSS automatically does a tolerance analysis and will not
enter the regression model any variable with tolerance < 0.01 -- that's a variable
that shares more than 99.9% of its variance with the rest of the predictor set. If
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this value is very small (less than .10) it indicates that the multiple correlation
with other variables is high, suggesting the possibility of collinearity.
From the table above, it can be seen that “attitude” aspect has a Tolerance
of 0.47. It means that if the researcher ran a multiple regression with “attitude” as
the dependent and “discipline” and “motivation” as the independent variables, the
researcher would get an R-square value of 0.47.
The other value given is the VIF (Variance inflation factor), which
is just the inverse of the Tolerance value (1 divided by Tolerance). The Variance
Inflation Factor (VIF) measures the impact of collinearity among the variables in
a regression model. The Variance Inflation Factor (VIF) is 1/Tolerance, it is
always greater than or equal to 1. Values of VIF that exceed 1 are often regarded
as indicating collinearity. In the table of Collinearity above, the VIF of all the
variables exceed 1 that indicate collinearity.
6) Outlier
Outliers are data that deviate too far from other data in a data set. The
existence of data outliers will make the analysis of a series of data becomes
biased, or does not reflect the actual phenomenon. It is important to identify
outliers for several reasons. Some measures of central tendency can be skewed,
such as the mean. Because of this effect, they might represent the most influential
values. Sometimes outliers occur because a value is recorded incorrectly. That
value might be excluded from the original data. Outliers can be detected along the
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distribution in a scatter plot. Thus, the figure of scatterplot will be presented
below along with the explanation of each aspect outlier.
Figure 4.1 Scatterplot
The figure shows that in Scatterplot, there is presence of outlier. The
outlier deviates too far from other data in a data set. This existence of data outlier
will make the analysis of a series of data becomes biased. It is important to
identify outliers for several reasons. Below, these are the more detailed
information of the outliers in every variable.
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Figure 4.2 Graph of Attitude Outlier
On the table of data above, there is only one data outlier. The data looks
different and far from others, thus the data can be said outlier data. The existence
of data outliers will make the analysis of a series of data becomes biased, or does
not reflect the actual phenomenon.
Figure 4.3 Graph of Discipline Outlier
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On the table of data above, there is only one data outlier. The data looks
different and far from others, thus the data can be said outlier data. The existence
of data outliers will make the analysis of a series of data becomes biased, or does
not reflect the actual phenomenon.
Figure 4.4 Graph of Motivation Outlier
On the table of data above, there is only one data outlier. The data looks
different and far from others, thus the data can be said outlier data. The existence
of data outliers will make the analysis of a series of data becomes biased, or does
not reflect the actual phenomenon.
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Table 4.5 Removing Outliers
To avoid data becomes biased or does not reflect the actual phenomenon,
outliers can either be deleted from the data set or, alternatively, given a score for
that variable that is high but not too different from the remaining cluster of scores.
The researcher tried to remove the outliers from the data set using SPSS. After the
outliers are removed, all the data are valid.
7) Normal P-P Plot of Regression Standardized Residual
One of the ways that these assumptions can be checked is by inspecting
the Normal Probability Plot (P-P) of the Regression Standardized Residual and
the Scatterplot that are requested as part of the analysis. These are presented at the
end of the output. The normal probability plot is a graphical tool for comparing a
data set with the normal distribution. In the Normal P-P Plot, the points will lie in
a reasonably straight diagonal line from bottom left to top right. This would
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suggest no major deviations from normality. Figure 4.5 below is normal P-P Plot
of regression standardized residual chart.
Figure 4.5 Normal P-P Plot of Regression Standardized Residual
Based on the chart of Normal P-Plot Regression above, the points lie in a
straight diagonal line from bottom left to top right. This will suggest that there is a
close relationship between variable 1 and variable 2. This will also suggest no
major deviations from normality.
8) Scatterplot
Scatter plot is a graph commonly used to see a relationship pattern
between 2 variables. As described before, scatterplot can detect all the data
distribution. Thus, the figure of scatterplot will present the distribution of each
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data. To be able to use a scatter plot, the scale of the data used should be the
interval and ratio scale. If the scatter plot forms a straight line-like pattern, it
indicates that there is a close relationship between variable 1 and variable 2.
Figure 4.6 Scatterplot
Based on the graph above, it could be seen that the data are scattered and
form a pattern. The points form a line pointing upwards to the right (that is,
they start low on the left-hand side and move higher on the right), thus it indicates
the positive correlation.
B. Relation between Attitude, Discipline, Motivation, and Learning Success
This section describes research results and the discussion in implementing
Correlational Survey technique to answer the first research question. The first
research question is that whether or not there is a relation between attitude,
discipline, motivation, and learning success. The data were quantitatively
analyzed to find out the correlation between attitude, discipline, motivation, and
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learning success. Both assumption test and hypothesis test were used to analyze
the data in this research. The assumption test was done before the Regression
analysis; it was to check linear associations among variables, to examine
associations among pairs of variables, and to test complex associations among
multiple variables. The hypothesis testing was used to answer the research
questions.
1) Hypothesis Testing
After doing the assumption test of research, it could be seen that the
research data is normally distributed and the relationship between variables is
linear. The next step is the hypothesis testing. The hypothesis testing is used to
answer the research questions. To test the hypothesis, the data are processed by
using the statistic software of SPSS 16.0. Attitude, discipline, and motivation
aspect are set as the predictor variables. Learning success is set as the predicted
variable. An analysis is used to find out how the variables related. The technique
of the analysis is a Multiple Regression. The Multiple Regression is also called as
a multiple relation consisting of two or more predictor variables. It is used to
predict one predicted variable (Bluman, 2009).
In this research, after analyzing, the quantitative data are presented in
some tables and also graphs which including numbers. The table showed the
results of the statistical analysis of the multiple regressions to answer the research
question about the relation between attitude, discipline, motivation, and learning
success.
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2) Descriptive Statistics
This research focuses on three topics which are as the controllable
variables/predictor variables, those are students’ attitude, discipline, and
motivation. There are several variables in this research, those are predictor
variable and predicted variable. Predictor variable is the variable that is used to
make the prediction. In this research, the students’ attitude, discipline, and
motivation are the predictor variables. Predicted variable (criterion variable) is the
variable about which the prediction is made. In this research, the predicted
variable is learning success.
In the descriptive statistics table above, the researcher tries to find out the
mean, range, and standard deviation to summarize and describe the variables. The
mean, range variance, and the standard deviation of the variables will be described
below.
Table 4.6 Descriptive Statistic
Based on the finding provided above, the table 4.6 shows an overview of
several Regression analyses from the entire thirty students. Variable 2 (discipline
aspect) came to be the foremost subcategory with the highest average (M= 82)
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and (SD=14). It also indicated that discipline aspect is classified as High in the
level of the relation with the learning success. Coming second is variable 3
(motivation aspect) with the average M= 72 and SD= 3, 5. Coming as the third is
variable 2 (attitude aspect) with the average M= 80 and SD=0.
3) Correlations
Multiple correlation is a technique that predicts values of one variable on
the basis of two or more variables. The multiple correlation shows the relationship
between predictor variables and predicted variable. The purpose of multiple
regression is to predict a single variable from one or more predictor variables.
Table 4.7 below shows that the relation between three predictor variables which
are attitude, discipline, and motivation with the predicted variable which is
learning success
Table 4.7 Multiple Correlations
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Table 4.7 shows that the three predictor variables which are attitude,
discipline, and motivation are correlated with the predicted variable which is
learning success. From the calculation table above, it can be seen the result of
Pearson Correlation, and significance level.
The Pearson Correlation shows that attitude, discipline, motivation, and
learning success are all positively correlated with learning success. The coefficient
of correlation has a value between +1 and −1, where 1 is total positive linear
correlation, 0 is no linear correlation, and −1 is total negative linear
correlation. The coefficient of correlation (strength of the correlation/ r) between
attitude aspect and learning success is r 1.2= 0.75. It indicated strong since the
value approached 1. The coefficient of correlation (strength of the correlation/ R)
between discipline aspect and learning success is r 1.3= 0.49. The value of this
correlation coefficient is considered medium (r= 0.49). Then, the coefficient of
correlation (strength of the correlation/ r) between motivation aspect and learning
success is r 1.4= 0.67. The value of this correlation coefficient is considered strong
(r = 0.49) since it approached 1. The relationship between attitude and learning
success is stronger than the relationship between discipline, motivation and
learning success as shown on the higher co-efficient of correlation.
Later, the significance level, also denoted as alpha or α, is the probability
of rejecting the null hypothesis when it is true. For example, a significance level
of 0.05 indicates a 5% risk of concluding that a difference exists when there is no
actual difference. In the table above, all the variables shows the significance level
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below 0.05. It means those variables have low risk of rejecting the null hypothesis
when it is true.
“Attitude” aspect is listed as the top predictor variable that get significance
level at 0.00 (1-tailed) (p correlation < .05). Additionaly, in Pearson Correlation,
the point as approaching in level 0.75 (the strongest level is at point +1).
Furthermore, “Motivation” aspect also got the definite relation to learning success
with significance level 0.00 (p correlation < .05) and Pearson Correlation level at
.67. Eventually, “Discipline” aspect is also reported gaining positive relation to
learning success as well that get significance level at .03 (p correlation < .05).
As for the prediction of the relation between attitude, discipline,
motivation and learning success, the multiple regressions are used with the results
in the following tables. Besides, the multiple regressions are conducted to seek
whether there is positive and significant relationship between the variables. SPSS
16 computer program is used to analyze the hypothesis and the data. In hypothesis
testing, H1 is accepted if the value of p correlation < 0.05. Therefore, Ho is
rejected and H1 is accepted. The result of the multiple regression is presented in
the following table.
The hypothesis testing could be done by using this Multiple Regression
Analysis. The alternative hypothesis (H1) in this research is “There is a positive
correlation between attitude, discipline, motivation, and learning success.
Meanwhile, the null hypothesis (Ho) is “There is no positive correlation between
attitude, discipline, motivation, and learning success”.
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4) Model Summary of Multiple Regression Correlation
Table 4.8 Model Summary of Multiple Correlation
Table 4.8 showed how much the variance in the learning success is
explained by attitude, discipline, and motivation aspect. It is found that the value
of R square is .60. It could be expressed into percentage (multiply by 100) as
60%. It means that attitude, discipline, and motivation aspect explained 60% of
the learning success gaining (students’ GPA).
5) Discussion
The analysis result confirm that there is a positive correlation between
attitude, discipline, motivation, and learning success (R 1.234 = 0.77, p correlation=
0.00 < 0.05). This means that the coefficient of correlation between attitude,
discipline, motivation, and learning success is at 0.77 value. The correlation is
considered strong and positive since the coefficient of correlation is 0.77 (the
value is approaching 1).
Attitude and learning success are correlated with r 1.2= 0.75, this means that
the value of correlation strength is big since it approaches 1. Discipline and learning
success are correlated with r 1.3= 0.49, this means that the value of correlation
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strength is medium. Motivation and learning success are correlated with r 1.4= 0.67, it
means that the value of correlation strength is big since it approaches 1.
The coefficient of multiple correlation was relevantly significant in level
0.00 (p < .05). Hence, the null hypothesis (H0) can be rejected because of the low
significant level (<0.05) and the coefficient correlation is greater than 0.00 (R =
0.77). It can be concluded also from the research result that there were significant
correlation between students’ attitude, discipline, motivation and learning success
in which the coefficient multiple correlation is perfect (R = 0.77 > 0.00) and the
significance level is at 0.00 (< 0.05). It can be stated that if the score of the
attitude, discipline, and motivation is higher, so does the score of the GPA.
C. Predictability of Learning Success from Attitude, Discipline, and
Motivation
This section describes research results and the discussion in implementing
Correlational Survey technique to answer the second research question. The
second research question is that whether or not learning success is predictable
from attitude, discipline, and motivation aspect. The data were quantitatively
analyzed to find out whether or not learning success was predictable from attitude,
discipline, and motivation and to determine the percentage of the predictor
variables on influencing the predicted variable. Both assumption test and
hypothesis test were used to analyze the data in this research. The assumption test
was done before the Regression analysis, it was to check linear associations
among variables, to examine associations among pairs of variables, and to test
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complex associations among multiple variables. The explanation of the
assumption test has been already conveyed by the researcher. The hypothesis
testing was used to answer the research questions.
1) ANOVA Analysis
As noted previously, this study is aimed to investigate the relation between
attitude, discipline, motivation, and learning success. Then, the data of correlation
is provided in the table 4.9 below. ANOVA is used to analyze the differences
among group means and their associated procedures.
Table 4.9 ANOVA Analysis
The table Analysis of Variance (ANOVA) above revealed that coefficient
of multiple correlation is relevantly significant in level 0.00 (p correlation < .05).
F-test is also conducted to test the statistical significance. It is found that F value
is 12.9. Afterwards, the F value is compared with the value of F table (2.98). It
means F value is higher than F table (12.9 > 2.98). Thus, the null hypothesis (H0)
of hypothesis number one is rejected and indicates that the correlation is
significant.
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2) Multiple Regression Coefficient
Multiple regression coefficient is a measure of how well a given variable
can be predicted using a linear function of a set of variables. It is the correlation
between the variable’s values and the best predictions that can be computed
linearly from the predictive variables.
Table 4.10 Multiple Regression Coefficient
Table 4.10 showed a report of regression coefficients as well as correlation
among the predictor variables. By means of 95% confidence intervals of the
analysis, alpha in level .05 is set up. Based on the Beta value above, it could be
seen that attitude aspect has largest Beta value, it is 0.56. This means that attitude
aspect has the strongest contribution to explain the predicted variable (learning
success). Coming second is motivation aspect, it had Beta value of 0.25. The last
one is discipline aspect, it had Beta value of 0.01, indicated that it made less
contribution to explain the predicted variable.
To assess the influence of “Attitude” aspect toward learning success, t-test is
also conducted. It is found that t value of “Attitude” aspect is higher than the
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value of t-table (3.08 > 2.98). For this reason, the alternative hypothesis (H1) of
hypothesis number two is accepted.
The next variable is “Discipline” aspect. The study found that t-value of
“Discipline” aspect is lower than t-table (.056 < 2.98). It is also found that the p
value of “Discipline” aspect is 0.96 (> 0.05). It means that the null hypothesis of
hypothesis number two is accepted.
The last variable is “Motivation” aspect. The study found that t value of
“Motivation” aspect is 1.12. This value is lower than t-table (1.12 < 2.98). It is
also found that p value of “Motivation” aspect is 0.27 or more than alpha level
(0.05). Thus, the null hypothesis of hypothesis number two is accepted. It means
that there is relationship between attitude, discipline, motivation, and learning
success.
3) Casewise Diagnostics
Table 4.11 Casewise Diagnostics
The Casewise Diagnostics table is a list of all cases for which
the residual’s size exceeds 3. These will tell which cases have residuals that are
three or more standard deviations away from the mean. These are the cases with
the largest errors and will be outliers. The outliers will have a relatively small
impact on the model.
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4) Discussion
The analysis result confirm that learning success is predicted from attitude,
discipline, and motivation with a multiple regression formula (F = 12.94 at p = 0.00
< 0.05). F test score of 12.94 means that all predictor variables give significant
relation to the learning success (above 10). F value > F table (12.94 > 2.98) indicates
that the relation is significant and null hypothesis (Ho) is rejected. Thus, this method
can be used for prediction formula since the relation is significant.
Later, the researcher will explain about the proportion of the variance in
the predicted variable that is predictable from the predictor variables. R square
value of attitude aspect is 0.56; it means that attitude aspect contributes 56% of
the learning success gaining. R square value of discipline aspect is 0.24; it means
that discipline aspect contributes 24% of the learning success gaining. Then, R
square value of motivation aspect is 0.44; it means that motivation aspect
contributes 44% of the learning success gaining.
D. ANALYSIS RESULT
The analysis of the quantitative data reveals the answer of the first and
second research question. The research result is aimed to answer the two research
questions, they were:
1. Is there a relation of students’ attitude, discipline, motivation and learning
success?
2. Is learning success predictable from students’ attitude, discipline, and
motivation?
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The findings of the current study provide support for the first research
question and the second research question. The first research question is that about
the relation between students’ attitude, discipline, motivation and students’
learning success. The research result answered the first research question that
there was relation between the students’ attitude, discipline, motivation and
students’ learning success. There were several statistically correlation between the
variables. According to the analysis of inferential statistic result using the
Multiple Regression, it is found that there is a positive and significant relation
between attitude, discipline, motivation, and learning success (R 1.234 = 0.77, p=
0.00). This means that the coefficient of correlation between attitude, discipline,
motivation, and learning success is at 0.77 value. The correlation is considered
strong and positive since the coefficient of correlation is 0.77 (the value is
approaching 1).
The coefficient of multiple correlation was relevantly significant in level
.00 (p correlation < .05). Hence, the null hypothesis (H0) can be rejected because
of the low significant level (<0.05) and the coefficient correlation is greater than
0.00 (R =0.77). It can be concluded also that the coefficient multiple correlation is
perfect (R = 0.77> 0.00) and the significance level is at 0.00 (< 0.05).
Attitude and learning success are correlated with r 1.2= 0.75, this means that
the value of correlation strength is big since it approaches 1. Discipline and learning
success are correlated with r 1.3= 0.49, this means that the value of correlation
strength is medium. Motivation and learning success are correlated with r 1.4= 0.67, it
means that the value of correlation strength is big since it approaches 1.
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Thus, if the students’ attitude, discipline, and motivation score is high,
their learning success (GPA) will also high. Then, if the students’ attitude,
discipline, and motivation score is low, their learning success (GPA) will also
low. These findings are in agreement with results of other studies like Pintrich
and Degroot (1990), Button et al. (1996), and Brown and Gerhardt (2006). This
findings answered the first research question about the relation between students’
attitude, discipline, motivation and learning success.
Next, the Multiple Regression analysis results showed that the relation
between attitude, discipline, motivation and learning success could be predicted.
The score of learning success could be predicted from the score of attitude,
discipline, and motivation. The R value was smaller than the significance level
(0.00 < 0.05).
The analysis result confirm that learning success is predicted from attitude,
discipline, and motivation with a multiple regression formula (F = 12.94 at p = 0.00
< 0.05). Learning success is predictable from attitude, discipline, and motivation
with a multiple regression formula (F = 12.94 at p regression = 0.00< 0.05). F value
> F table (12.94 > 2.98) indicates that the relation is significant and null hypothesis
(Ho) is rejected. Thus, this method can be used for prediction formula since the
relation is significant. Attitude aspect contributes 56% of the learning success
gaining. Discipline aspect contributes 24% of the learning success gaining. Then,
motivation aspect contributes 44% of learning success gaining. These findings
answered the second research question about the prediction score of learning
success from the attitude, discipline, and motivation variable. Qualitatively, the
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previous discussion on this relationship supports the statistical results of this
research. When the hypothesis is accepted, thus the correlation is confirmed. This
means that the prediction formula can be used to predict. Regression models are
often constructed based on certain conditions that must be verified for the model
to fit the data well, and to be able to predict accurately.
The relation between attitude, discipline, motivation and students’ learning
success seems to suggest that the variables maybe manipulated (controllable
variables) to improve students’ learning success. Therefore, exploring the relation
between attitude, discipline, motivation and learning success of the students will
give important implications for the English learning education. This has been
demonstrated in a number of studies.
This finding is in line with the previous studies which reveal that there is a
significant positive correlation between attitude and learning success. Those
topics are related to the point the researcher tries to investigate. Those related
studies are first by Haibin (2010), second by Purwaningtyas, A.S. (2015), third by
Papaja (2012), fourth by Osman, A. (2010).
A research by Purwaningtyas reveals that there is a positive relation
between students’ attitude and learning success. Moreover, this positive
relationship is supported by the results of in-depth interview conducted to low-
achiever, middle-achiever, and high-achiever. The students claimed that attitude
had contribution to their learning success.
A research by Haibin reveals that there is a positive relation between
discipline aspect and learning achievement. Haibin (2010) proposed that for the
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students, high learning success and behavioral competence should be regarded as
two important indicators for their success. Such findings have prompted that
emotional competencies, such as behavioral regulation, students’ attitude,
attentional skills, and the ability to problem solve, are critical to children’s
academic outcomes.
A research by Osman, A. (2010) reveals that there is a positive relation
between motivation aspect and learning achievement. Osman, A. (2010) used an
achievement test to all the participating students in order to examine the
relationships between the students’ success and motivation levels. The findings
show that there is relation among integrative, instrumental, and motivations and
students’ successes in second language learning.
Later, the researcher would describe the strength and relationship between
the variables as explained below:
1. Relation between Attitude and Learning Success
The first question of this study was intended to investigate the relation
between attitude (predictor variable) and learning success (predicted variable).
Therefore, to determine the relationship, Pearson Analysis – Pearson Product
Moment was conducted. Moreover, this study also directed Multiple-regression
analysis by a means to look further the correlation between the variables. The
alpha level of this analysis was set on level .05 intended for all analysis in the
study.
According to the results, it was found that there was significant relation
between attitude and learning success gains bigger than 0.00 and the coefficient
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is 0.00 (r 1.2 = 0.75 > 0.00 and sig = 0.00 < 0.05). Attitude aspect has a strong
linear relation between the learning successes since the correlation score is
approaching +1 (0.75). It demonstrates a strong positive linear relation between
both variables. It is concluded that the correlation coefficient between attitude
and learning success is significant.
R square value of attitude aspect is 0.56; it means that attitude aspect
contributes 56% of the learning success gaining. In other words, attitude aspect
has the big contribution in students’ learning success. This finding was in line
with the findings of preceding studies such as Gardner (2012). It also indicates
that students with good attitude are reported to have learning success as well.
Additionally, it explicitly states that attitude aspect take a role in achieving the
learning success. This finding also supports a research by Jowell, R and Gardner
(2015) which shows that attitude gives positive relation to the learning success.
This finding is in line with other study which reveals that there is a significant
positive correlation between attitude and learning success. Gardner (2000) states
that attitude aspect is one of the predictors of success in learning English
language.
Then, to answer the second research question, the researcher employed
Multiple Regression. It is to predict the future of the predictor variables and
predicted variable (assuming that the identified relationship will persist). Thus, this
Regression analysis result can predict the score of students’ attitude. The analysis
used statistical equation of Y= a+ bX. “Y” is the symbol for the predicted
variable (learning success/students’ GPA); “b” is the constant value; and “X” is
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the symbol for the variable (attitude/discipline/motivation). Using this statistical
formula, the score of students’ GPA (Y) can be predicted from the score of
attitude, discipline, and motivation aspect score. For the example is that if the
students’ GPA is 3.5, thus the calculation of students’ attitude score prediction is:
Y= a + bX
3.5 = -1.37 + (0.04 x X variable)
3.5 = -1.37 + (0.04 x X variable)
(0.04 x X variable) = 2.18
X variable (attitude score)= 2.18 = 65
0.04
Seen from the calculation of students’ attitude score above, it can be
described that the students’ GPA score is 3,5 then the attitude aspect score will be
65. If the students’ GPA score is higher, then the attitude score will be higher too.
If the students’ GPA score is lower, then the attitude score will be lower too. This
prove that the attitude aspect has positive relation to the learning success
(students’ GPA). Moreover, this positive relation is supported by the results of in-
depth interview conducted to low-achiever, middle-achiever, and high achiever.
The students claimed that attitude aspect had contribution to their learning
success.
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2. Relation between Discipline and Learning Success
In addition, the correlation between discipline aspect and learning success
is considered positive which is bigger than 0.00 and the coefficient is 0.00 (r 1.3 =
0.49 > 0.00 and sig = 0.03 < 0.05). Thus, it is found that there is a positive and
significant correlation between students’ attitude and students’ learning success. It
demonstrates a strong positive linear relation between both variables since the
coefficient level is bigger than 0.00 and the significance level is less than 0.05.
R square value of discipline aspect is 0.24, it means that attitude aspect
contributes 24% of the learning success gaining. Then, R square value of
motivation aspect is 0.44, it means that motivation aspect contributes 44% of the
learning success gaining. This finding was in line with the findings of preceding
studies such as Gordon (2005). It also indicates that students with good discipline
are reported to have learning success as well. Additionally, it explicitly states that
discipline aspect take a role in achieving the learning success. This finding
supports other related study by Gordon, T. (2012). His research shows that there is
correlation between discipline and learning success.
Moreover, this positive relationship is supported by the results of in-depth
interview conducted to low-achiever, middle-achiever, and high-achiever. All of
the students agreed that discipline aspect was related to their learning success. If
the students’ GPA score is higher, then the discipline score will be higher too. If
the students’ GPA score is lower, then the discipline score will be lower too. This
prove that the discipline aspect has positive relation to the learning success
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(students’ GPA). Moreover, this positive relation is supported by the results of in-
depth interview conducted to low-achiever, middle-achiever, and high achiever.
The students claimed that discipline aspect had positive contribution to their
learning success.
3. Relation between Motivation and Learning Success
According to the results, it was found that there was significant relation
between attitude and learning success gains bigger than 0.00 and the coefficient is
0.00 (r 1.4= 0.67 > 0.00 and sig = 0.00 < 0.05). It demonstrates a strong positive
linear relation between both variables. Motivation aspect has a strong linear
relation between the learning successes since the correlation score is approaching
+1 (0.67). Then, R square value of motivation aspect is 0.44, it means that
motivation aspect contributes 44% of the learning success gaining.
It also indicates that students with good motivation are reported to have
learning success as well. It means that if the motivation aspect is high, their
learning success will be also high. On the contrary, if their motivation aspect is
low, their learning success will be also low.
Additionally, it explicitly states that motivation aspect take a role in
achieving the learning success. This finding is also in line with the studies which
reveal that there is a strong correlation between students’ motivation and their
learning success. This study concludes that motivation aspect is contributive in
helping the students to achieve their learning success. If the students’ GPA score
is higher, then the motivation score will be higher too. If the students’ GPA score
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is lower, then the motivation score will be lower too. This prove that the
motivation aspect has positive relation to the learning success (students’ GPA).
Moreover, this positive relation is supported by the results of in-depth interview
conducted to low-achiever, middle-achiever, and high achiever. The students
claimed that motivation aspect had positive contribution to their learning success.
4. Prediction of the Learning Success
Since the major purpose of Multiple Regression analysis is to predict the
future (assuming that the identified relationship will persist), then this Multiple
Regression analysis result can predict the score of students’ attitude. The analysis
used statistical equation of Y= a+b1X1+b2X2+b3X3. “Y” is the symbol for the
predicted variable (learning success/students’ GPA); “b” is the constant value; and
“X” is the symbol for the variable (attitude/discipline/motivation). Using this
statistical formula, the score of students’ GPA (Y) can be predicted from the score
of attitude, discipline, and motivation aspect score. In other words, this is to seek
how learning success predictable from attitude, discipline, and motivation. Thus
the calculation of students’ learning success (GPA) score prediction is: Y=
a+b1X1+b2X2+b3X3.
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Table 4.13 Coefficient Correlation
The researcher took an example of a student’s score named Sonia on her
attitude, discipline, and motivation score. The value (constant) is -1.37 while the
b1 value for X1 is 0.04, b2 value for X2 is 0.01, and b3 value for X3 is 0.02.
Therefore, her learning success (GPA) score is:
Y= -1.37 + (0.04 x 83.6) + (0.01 x 82.7) + (0.02 x 79.3)
= -1.37+ 3.34 + 0.83 + 1.6 = 3.57.
From this calculation, it can be seen that the GPA score is 3.57. Thus, this
Multiple Regression analysis can be used to predict the score of students’ GPA
and also the students’ attitude, discipline, and motivation score. The significance
level above also indicates that attitude, discipline, and motivation give positive
relation to the learning success. This linear relationship is to predict the (average)
numerical value of Y for a given value of X using a straight line (called the
regression line).
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The above equation shows that the every increase of one score on the
predictor variable is followed by the increase of learning success (GPA) score as
much as 0.04, 0.00 and 0.02 at constant -1.37. Constants of -1.37 states that if the
value of the variable (attitude, discipline, and motivation) is 0, then the value of
learning success (GPA) shows negative value of -1.37.
3. Research’s Implication to English Language Education
This research findings bring about some consequences for those involved
in the field of English learning in its context. The research result is of considered
important because it has significant implications for the English education. The
result of the study may have some implications toward learners and lecturers as a
mean to improve and solve problem in the scope of teaching and learning of
English as a foreign language.
It is, therefore, very important for foreign language teachers to provide
their students with enough integrative and instrumental motivation. Teachers must
utilize activities to develop students’ attitude, discipline, and motivation. If the
teachers have good information about students’ attitude, discipline, and
motivation, they can assist the students in improving their learning techniques and
second language learning skills.
Consequently, teachers can develop both the students’ learning techniques
and language learning achievement. It is also believed that the students’ desire to
succeed has an effect on their language learning success. Teachers can utilize
learning tools focusing on positive motivation types and less on work avoidance
motivation.
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The results of this research could suggest that attitude is strongly
correlated with learning success. By gathering students’ scores, the teachers can
identify to what extent attitude, discipline, and motivation can affect learning
success.
For the students, the implementation of the research can affects students’
perceptions on the English language, whether it is meaningful, beneficial and
feasible (Bachman & Palmer, 1996, p.32; Ajzen, 1988, p.4; French et al, 2005,
p.1826; Gardner & Lambert, 1972). Overall, the students had positive perceptions
about the English language that they were meaningful and beneficial for their
academic purpose and future career.
As Baker mentions, students’ attitude, discipline, and motivation can be
identified from their reasons to learn a language, thus learning goals also
contribute to shape students’ attitude, discipline, and motivation (2009, p.23).
Certainly, the students learned English because it is necessary for their academic
or working purpose. Having clear learning goals is believed to have strong
correlation with learning, as Gardner mentions that students who have clear
learning goals will have high learning success (1985, p.61).
If students are aware of the importance of having good attitude, discipline,
and motivation, they will struggle on their achieving of success. They need to be
encouraged to understand that they must learn all the components of the chosen
foreign language or languages in order to advance in their careers.
This contribution on learning success is positively necessary for the
students to support them to achieve learning success. Therefore, having good
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attitude, discipline, and motivation is essential and useful for the students in
learning process.
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CHAPTER V
CONCLUSION
In this chapter the researcher presents the conclusions and the suggestions
of the research. The conclusions explain the summary of the research finding on
the investigation of the relation between students’ attitude and learning success.
The suggestions part presents the suggestions for the English teacher, and for
further researchers who want to conduct the same research.
A. RESEARCH RESULTS
The current study discovers the relation between students’ attitude,
discipline, motivation and students’ learning success. In addition, it is aimed to
discover whether or not learning success predictable from attitude, discipline, and
motivation. Therefore, the conclusions are made as follows.
Firstly, the findings and the discussion reveal that there is a positive and
significant relation between attitude, discipline, and learning success. This result
has answered the first research question and can be seen from the correlational
survey research. There were correlation between students’ attitude, discipline,
motivation, and learning success. The coefficient of multiple correlation was
relevantly significant in level .022 (p < .05). Hence, the null hypothesis (H0) can
be rejected because of the low significant level (<0.05) and the coefficient
correlation is greater than 0.00 (r =1). It can be concluded also from the research
result that there were significant correlation between students’ attitude, discipline,
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motivation and learning success in which the coefficient multiple correlation is
perfect (r = 1.00 > 0.00) and the significance level is at 0.22 (< 0.05). It can be
stated that if the score of the attitude, discipline, and motivation is higher, so does
the score of the GPA.
Secondly, the findings and the discussion reveal that learning success is
predictable from attitude, discipline, and motivation. This result has answered the
first research question and can be seen from the Multiple Regression analysis.
Attitude and learning success are correlated (r= 0.753), discipline and learning
success are correlated with (r= 0.494), motivation and learning success are correlated
(r= 0.673). Using the Multiple Regression formula of Y= a+b1x1+b2x2+b3x3, this
research came with the result that learning success can be predicted from attitude,
discipline, motivation, and learning success.
It was found also that the correlation between the variables was positive.
Thus, if the students’ attitude, discipline, and motivation score is high, their
learning success (GPA) will also high. Meanwhile, if the students’ attitude,
discipline, and motivation score is low, their learning success (GPA) will also
low. It means that if the scores of the predictor variables (attitude, discipline, and
motivation) change, the score of the learning success (GPA) also changes. It also
means that there is a positive and significant relation between attitude, discipline,
motivation, and learning success. The correlational findings for students’ attitude,
discipline, motivation and students’ learning success (students’ GPA score)
indicate that the findings have construct validity.
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Hence, regarding the significances and the importance of attitude,
discipline, and motivation on achieving learning success, it was crucial to have
good attitude, discipline, and motivation. The students were supposed to be more
aware that they have to improve their attitude, discipline, and motivation aspect.
The curriculum should be evaluated in terms of the impacts to the
students. The curriculum should be evaluated from its impacts on the students’
goal and the learning process. The stakeholders can design an appropriate
curriculum that can improve students’ attitude, discipline, and motivation aspect.
The students can be informed that some factors such as their attitude, discipline,
and motivation aspect can improve their learning success.
Another implication from this relation is that students’ feelings, either
positive or negative can give effect towards learning. When the students think that
their competence and ability are considerably low and they feel that there is
nothing they can do to improve their learning success. The students were anxious
that they would perform less well on their learning, thus they tried harder to
improve their learning success (Alpert & Haber, 1960, as cited in Stawiarska,
2015).
From the results, it was found that the study result influenced students’
attitude, discipline, and motivation. It influenced how the students’ perceived their
language skill. The students will judge themselves as having poor language
competence.
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B. IMPLICATIONS
This study found that there is a positive relation between attitude,
discipline, motivation and learning success. It means that attitude, discipline, and
motivation turn to be the influential factors the important factors to achieve
learning success. Statistical, description, and interpretation of narrative data show
that those who have the high learning success tend to have high attitude,
discipline, and motivation. Besides, those who have the low learning success tend
to have low attitude, discipline, and motivation.
This contribution on learning success is positively necessary for the
students to support them to achieve learning success. Therefore, having good
attitude, discipline, and motivation is essential and useful for the students in
learning process. The relation between attitude, discipline, motivation, and
learning success is considered big. If they have good attitude, discipline, and
motivation toward learning English language, they will achieve learning success.
On the contrary, if they do not have good attitude, discipline, and motivation
toward learning English language, they will not gain learning success. Attitude,
discipline, and motivation aspect are the important factors to achieve learning
success. Those researches have also reported the results. These research findings
bring about some consequences for those involved in the field of English learning
in its context.
The research result is of considered important because it has significant
implications for the English education. The result of the study may have some
implications toward learners and lecturers as a mean to improve and solve
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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problem in the scope of teaching and learning of English as a foreign language.
According to the observation and interview conducted by the researcher, the
students should make their efforts to gain success in learning English language.
For ESL university students, these findings could encourage them to be more
aware about their attitude, discipline, and motivation. Eventually, the English
language educators also need to promote and increase students’ attitude,
discipline, and motivation.
C. SUGGESTIONS
This research focused on the relation between attitude, discipline,
motivation, and learning success. Based on the results of the research, some
suggestions are proposed which are expected to be useful for the students,
teachers, and other researchers. This research can be the consideration for
Foreign Language Academy St. Pignatelli’s lecturers on designing the
curriculum which can help improving the students’ attitude. Eventually, the
teacher needs to promote and increase learner’s good attitude awareness in
language learning. It is a need because the students cannot be supposed to
accidentally achieve learning success without having good attitudes.
Regarding to the findings, the researcher also puts forwards a number of
suggestions for further researches. Firstly, this study could be further extended
to examine the relation between attitude, discipline, motivation, and learning
success. This might give positive impact toward English language education
field.
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Secondly, this study also gives impression of further study to get deeper
insight of the influence of attitude, discipline, motivation, and learning success.
This study also suggests that future research could provide students’ perception
of the relation between attitude, discipline, motivation, and learning success. It
also could give the English educators an overview of this study and encourage
them to be more aware about their attitude, discipline, and motivation.
The result of this research could suggest that the components of attitude,
motivation, and discipline were strongly correlated with learning success.
Since this prior study focuses on identifying students’ attitudes and the
correlation between the components of attitudes, discipline, and motivation,
further study can also be conducted on the effect of attitudes on students’
performance. Further research is expected to complete this prior research with
the causal and effect relation of students’ attitude, discipline, motivation and
their learning success. By gathering students’ scores, future researchers can
identify to what extent attitudes can affect learning success.
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LIST OF APPENDICES
Appendix 1: Permission Letter for the Director of ABA ST. Pignatelli
Appendix 2: Interview Results from the Lecturer
Appendix 3: Interview Results from the Students
Appendix 4: Questionnaire of Students’ Attitude, Discipline, Motivation and
Learning Success
Appendix 5: Questionnaire Results
Appendix 6: Table of Raw Data
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Appendix 1: Permission Letter for the Director of ABA ST. Pignatelli
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APPENDIX 2: Interview Results from the Lecturer
1st Interviewee
Name : Dra. Melania Lulut, M.Hum.
Position : English Lecturer of St.Pignatelli Foreign Language Academy
Teaching period : 27 years
Interview date : Wednesday, 8 February 2017
No. Questions Information
1. How is the students’
background?
Most of the students come from the districts
around Solo Raya, such as Surakarta, Boyolali,
Karanganyar, and Klaten. Some of them come
from favorite schools.
2. Why do the students
want to study at foreign
language academy?
Most of the students want to master English
language and want to have skill of English
language. It is important for them to look for some
jobs.
However, some of the students who study here are
not accepted in other universities that they like.
Thus, they choose this foreign language academy
as the second choice. The other choose to study
here because of their parents’ willingness.
3. What are the problems in This institution has implemented three different
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teaching and learning
process?
curriculums during the three years (2014, 2015,
2016). However, the curriculum is like the
undergraduate program in which the theory aspect
is more than the practice aspect. It has the bad
effect for the students because they cannot get the
maximum results in learning English. It is very
contradictory with the aim of vocational high
school which is preparing students for working
and the students have to be able to compete with
other human resources, especially because of
AFTA and AFLA. They have to be ready to
compete with other human resources from other
countries if they want to have better job and better
life quality.
4. How is the students’
English skill in speaking,
listening, reading, and
writing?
The students’ English skill in speaking, listening,
reading, and writing is quite low. Only few
students who can answer the English questions
given by the lecturers. If I ask the simple
questions, almost half of the students can answer
the questions. The skill in speaking, listening,
reading, and writing are medium but they have
problems in pronouncing the words. They used to
pronounce the incorrect pronunciation since they
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studied in junior high school.
5. What is the purpose of
teaching English to
vocational high school
students?
To help students to communicate in English for
their daily activity and to prepare the students for
working. Sometimes, they have to speak in
English when communicate with other people in
the working environment.
6. How is the students’
attitude in learning
English language?
I think there are some students who have poor
attitude in learning English language. They still
have lack of good attitude motivation and I
sometimes still feel lazy to learn and prefer to do a
new activity.
7. How is the students’
discipline in learning
English language?
In the learning process, some of the students are
still not discipline. Some of them are still
childishness.
8. How is the students’
motivation in learning
English language?
I think the students still have lack of motivation
and I sometimes still feel lazy to learn and prefer
to do a new activity.
9. Are the skills and
knowledge that are
possessed by the students
should be balanced with
good attitude and
responsibility?
Exactly, if the students have good attitude, of
course when they work, they will have good
attitude as well. Yes, those are very important.
Even in all subjects, the school subjects have to be
able to improve students’ skill, knowledge,
attitude, and responsibility.
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10. Are the skills and
knowledge that are
possessed by the students
should be balanced with
good discipline and
responsibility?
Exactly, if the students have good attitude, of
course when they work, they will have good
attitude as well. Yes, those are very important.
Even in all subjects, the school subjects have to be
able to improve students’ skill, knowledge,
attitude, and responsibility.
11. Are the skills and
knowledge that are
possessed by the students
should be balanced with
good motivation and
responsibility?
Exactly, if the students have good attitude, of
course when they work, they will have good
attitude as well. Yes, those are very important.
Even in all subjects, the school subjects have to be
able to improve students’ skill, knowledge,
attitude, and responsibility.
12. What are your
suggestions for
developing the students’
attitude, discipline, and
motivation?
I suggest that the English educator to design the
curriculum and to give guide which support the
students to have a good attitude, discipline, and
motivation because it will be meaningful for
students when they work in the future. Besides, it
can help them to compete with other human
resources.
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APPENDIX 3: Interview Results of Students’ Attitude, Discipline, and
Motivation from the Students
1st Interviewee (High achiever student)
Initial Name : AD
Interview date : Tuesday, 7th February 2017
No. Questions Information
1. Does the attitude aspects
when studying effect on
learning success?
Attitude aspect gives influence to the learning
success because it shows one's readiness to learn.
2. How do you think of
your attitude when
learning English
language?
When studying, I find the right moment to be
serious and it shows a good attitude though I am
still not confident with my English skill.
3. Are you confident in
your English language
skills?
No, I’m not confident enough with my English
language skill. I lack of English language skill and
I should be able to increase it.
4. Are you responsible for
all college duties?
Yes, I am. I always do it seriously.
5. What aspects of the
discipline effect on
Yes, discipline aspect gives influence to the
learning success because that is important in the
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learning success?
learning process.
6. How is your discipline
aspect while learning
English this time?
In the learning process, I am still not too
discipline since I am still childish. However, I am
responsible to follow all of the learning process, I
do every task seriously.
7.. Are you being
responsible will be your
duty to follow the
lectures? Are you being
responsible for all tasks
will be college?
I am responsible for all tasks assigned by the
lecturers and I will do it seriously
8. How do you think of
your motivation when
learning English this
time?
Yes, motivation aspect gives influence to the
learning success because when we are studying,
we should be motivated to learn. We must aware
that we should arise our own motivation, no one
else can arise our motivation. As the students
know everything that they should learn. I think the
effect as it can improve the process and
achievements while studying.
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9. In your opinion, how
important is the learning
success when studying?
The learning success is very important in studying.
10. In your opinion, how
will the attitude,
discipline, and
motivation aspect will
give effect on the
achievement of the
learning?
Those aspects will give. us the power to stick to
our decisions and follow them for achieving
learning success.
2nd Interviewee (Middle achiever student)
Initial Name : AE
Interview date : Tuesday, 17th February 2016
No. Questions Information
1. Does the behavioral
aspects when studying
effect on learning
success?
Yes, it does. By having a good attitude, we can
concentrate to study well. When learning English
language, I enjoy it so much though sometimes I
feel bored.
2. How do you think of
your attitude aspect
I think I still lack of good attitude.
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148
when learning English
language?
3. Are you confident of
your English language
skills?
On the learning process, I am not really confident
with my English language skill. Sometimes I make
mistake to say in English.
4. Are you responsible for
all college duties?
I am responsible for all of my duties though
sometimes I postpone doing my tasks.
5. What aspects of the
discipline effect on
learning success?
Yes, discipline aspect gives influence to the
learning success since being discipline will help us
to achieve learning success.
6. How is your discipline
aspect while learning
English this time?
I think my discipline is still lacking, I often prefer
to use Indonesian and Javanese than English. I
always go to the class on time, even though
sometimes I feel lazy but I still go to the classes.
7. How do you think of
your motivation when
learning English this
time?
Yes, motivation aspect gives influence to the
learning success because if we do not have the
motivation to learn then we may not be able to
catch the lesson maximally. I think I still have lack
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of motivation and I sometimes still feel lazy to
learn and prefer to do a new activity.
8. Does motivation aspect
give positive relation to
the learning success?
Yes, motivation aspect gives influence to the
learning success
9. Do attitude, discipline,
and motivation aspect
give positive relation to
the learning success?
Yes, without having a good attitude, discipline and
motivation aspect then we will not able to achieve
learning success.
10. Does success in
learning is important?
I think having the learning success itself is
important because it can measure the level of
students' understanding of the learning process that
has been accomplished.
3rd Interviewee (Low achiever student)
Initial Name : AA
Interview date : Wednesday, 17th February 2016
No. Questions Information
1. Does the attitude
aspects when studying
effect on learning
Yes, the attitude aspects effect on the behavioral
aspects of the learning success. For instance, what
our attitude when he joined the teaching and
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success? learning activities
2. How do you think of
your behavior when
learning English
language?
I feel my behavior has been good enough since I've
been following the learning process desired by Mr.
/ Ms professor.
3. Are you confident in
your English language
skills?
I was not confident with my English language skills
because I feel there are still many shortcomings in
my English language skills and are still in the
learning process.
4. Are you responsible for
all college duties?
I feel it will be responsible for all the coursework,
because I always submit the task on time.
5. What aspects of the
discipline effect on
learning success?
Yes, aspects of the discipline influence the success
of learning, for example, when a student is not
disciplined in following the learning process or
often absent it would likely miss the learning
material and may affect the value.
6. Are you being
responsible will be your
duty to follow the
lectures? Are you being
I'd had enough discipline to follow the teaching and
learning activities because I want a satisfactory
score
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responsible for all tasks
will be college?
7. How do you think of
your motivation when
learning English this
time?
Yes, I felt it was liable to be my duty to follow the
lectures, because I always try to come in the
learning process and does not present only when
sick or indeed there is something very important.
I feel it will be responsible for all the coursework,
because I always submit the task on time
8. Does motivation aspect
give positive relation to
the learning success?
Yes, because the motivation can trigger the spirit of
learning in students it could affect the outcome or
success of the study.
9. Does success in
learning is important?
Success in learning is important because if it is
successful in learning means having the ability or
signifies already mastered the material they have
learned and can learn things or matter that much
anymore. Yes, aspects of behavior, discipline and
motivation will affect the achievement of learning
success. When all its aspects are in balance it will
be easier to achieve success in learning.
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APPENDIX 4
QUESTIONNAIRE OF STUDENTS’ ATTITUDE, DISCIPLINE, AND MOTIVATION
SAINT PIGNATELLI FOREIGN LANGUAGE ACADEMY
Student Number :
Semester :
Please give a tick ( ) in the most appropriate number of each statement which correspond most closely to the desired response.
No. Criteria Score
1. Strongly Agree 5
2. Agree 4
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3. Doubt 3
4. Disagree 2
5. Strongly Disagree 1
A. ATTITUDE
No Working Concept Indicators Questions Score
1 2 3 4 5
1 ‘a psychological tendency to
view a particular object or
behaviour with a degree of
favour
Having a big
optimism
I am quite confident with my
English skill.
2 an enduring organization of
motivational, emotional,
Having a big
effort
I have a big effort on
achieving my goals
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perceptual, and cognitive
processes
‘a psychological tendency to
view a particular object or
behaviour with a degree of
favour
The attitude
involve a set of
strong beliefs
The improvement of
knowledge, skill, attitude,
and responsibility can help
me to have a better life
quality in the future.
3 ‘a psychological tendency to
view a particular object or
behaviour with a degree of
favour
The attitude
involve a set of
strong beliefs
The improvement of
knowledge, skill, attitude,
and responsibility can help
me to have a better job.
4 an enduring organization of
motivational, emotional,
perceptual, and cognitive
Involve in the
process of
learning
I can keep the class quiet
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155
processes
5 an enduring organization of
motivational, emotional,
perceptual, and cognitive
processes
Involve in the
process of
learning
I can keep the class working
6 an enduring organization of
motivational, emotional,
perceptual, and cognitive
processes
The attitude
involves a set of
strong beliefs
Making mistakes when
learning foreign language is
a common thing
7 an enduring organization of
motivational, emotional,
perceptual, and cognitive
processes
The attitude
involves a set of
strong beliefs
I have strong beliefs toward
my goals that I can achieve
my academic goals
8 ‘a psychological tendency to The attitude I avoid getting punishments
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156
view a particular object or
behaviour with a degree of
favour
involves a set of
strong beliefs
9 ‘a psychological tendency to
view a particular object or
behaviour with a degree of
favour
The attitude
involves a set of
strong beliefs
I often find my course boring
but will stick with it
10 ‘a psychological tendency to
view a particular object or
behaviour with a degree of
favour
The attitude
involves a set of
strong beliefs
Knowledge should be
balance with good skill and
attitude if I want to be
success in learning English
language
11 ‘a psychological tendency to
view a particular object or
The attitude
involves a set of
Knowledge should be
balance with good skill and
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behaviour with a degree of
favour
strong beliefs attitude
12 ‘a psychological tendency to
view a particular object or
behaviour with a degree of
favour
The attitude
involves a set of
strong beliefs
I have a strong belief
towards my goals
B. DISCIPLINE
No Working Concept Indicators Questions Score
1 2 3 4 5
1 an attitude that
requires knowledge,
Emphasis in positive
behaviors.
I obey all of the school’s rules
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responsibility, skill,
sensitivity, and self-confidence
2 an attitude that
requires knowledge,
responsibility, skill,
sensitivity, and self-confidence
Emphasis in positive
behaviors.
I obey all of the teacher’s
instructions
3 an attitude that
requires knowledge,
responsibility, skill,
sensitivity, and self-confidence
Emphasis in positive
behaviors.
I do all of my obligations at
school
4 an attitude that
requires knowledge,
responsibility, skill,
sensitivity, and self-confidence
Emphasis in positive
behaviors.
I always come to the class on
time
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5 an attitude that
requires knowledge,
responsibility, skill,
sensitivity, and self-confidence
Emphasis in positive
behaviors.
I give my respects to all of my
lecturers
6
an attitude that
requires knowledge,
responsibility, skill,
sensitivity, and self-confidence
involved in the activities that
can form my good attitude
I involve in every activities at
class
7 an attitude that
requires knowledge,
responsibility, skill,
sensitivity, and self-confidence
It has the motivation comes
from self-conscious
I have the motivation that comes
from self-conscious
8 an attitude that
requires knowledge,
It provides the processes to
reach the goals.
I focus on the processes to reach
the goal by combining the
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responsibility, skill,
sensitivity, and self-confidence
knowledge, skill, attitude, and
responsibility in the English
9 an attitude that
requires knowledge,
responsibility, skill,
sensitivity, and self-confidence
It provides the processes to
reach the goals.
I have a big effort on achieving
my goals
10 an attitude that
requires knowledge,
responsibility, skill,
sensitivity, and self-confidence
Discipline means being
motivated.
I often find my course boring but
will stick with it
11 an attitude that
requires knowledge,
responsibility, skill,
sensitivity, and self-confidence
Discipline means being
motivated.
I have a motivation comes from
self-conscious
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12 Discipline means being
motivated.
I have a big motivation to learn
English language
MOTIVATION
No Working Concept Indicators Questions Score
1 2 3 4 5
1 “enjoyment of the
activities
characterized by a
mastery orientation
Enjoyment – goes hand in
hand with motivation.
(internal motivation)
In general, I found my course very interesting
2 “enjoyment of
activities
characterized by a
Enjoyment – goes hand in
hand with motivation.
(internal motivation)
I really enjoy to study topics
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mastery orientation
3 “the process whereby
goal-directed
behavior is energized
and sustained”
Responsibility-willingness to
seek and accept it (internal
motivation)
I don’t find it difficult to get motivated to
work on my course
4 “the process whereby
goal-directed
behavior is energized
and sustained”
Staying power – in the face of
problems/difficulties/setbacks
(internal motivation)
I need to know how well I’m doing in order
to feel motivated to work
5 “the process whereby
goal-directed
behavior is energized
and sustained”
Staying power – in the face of
problems/difficulties/setbacks
(external motivation).
In general, the lecturers stimulated my
interest in my subject
6 “the process whereby Skill – possession of skills I like to learn about new aspects of my
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163
goal-directed
behavior is energized
and sustained”
indicates purpose and
ambition (internal
motivation).
subject and to explore new ideas
7 “the process whereby
goal-directed
behavior is energized
and sustained”
Enjoyment – goes hand in
hand with motivation (internal
motivation).
I get satisfaction from meeting intellectual
challenges and pushing my limits
8 “the process whereby
goal-directed
behavior is energized
and sustained”
Staying power – in the face of
problems/difficulties/setbacks
(internal motivation).
I often find my course boring but will stick
with it
9 “enjoyment of the
activities
characterized by a
Enjoyment – goes hand in
hand with motivation (internal
motivation).
I feel that I really belong at university
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164
mastery orientation
10 “enjoyment of the
activities
characterized by a
mastery orientation
Enjoyment – goes hand in
hand with motivation (internal
motivation).
Overall, I have really enjoyed my studies so
far at university level
11 “the attribute that
moves us to do
something”
Have a strong commitment
(external motivation)
In general, I did my maximal of work which
was required of me
12 “the process whereby
goal-directed
behavior is energized
and sustained”
Have a strong commitment
(external motivation)
I want to gain high marks at university
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No Questions
SA
(n)
5
(k)
A
(n)
4
(k)
D
(n)
3
(k)
DA
(n)
2
(k)
SDA
(n)
1
(k)
N x̄
1. I am quite confident
with my English skill
6 30 10 40 14 42
2. I have a big effort on
achieving my
academic goals
8 40 6 24 16 48
3. The improvement of
knowledge, skill,
attitude and
responsibility help to
achieve a better life
8 40 14 56 8 24
4. The improvement of
knowledge, skill,
attitude and
8 40 14 56 8 24
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166
responsibility help to
get a better job
5. I can keep the class
quiet.
8 40 12 48 8 24 4 8
6. I can keep the class
working/tasks
8 40 14 56 10 30 4 8
7. Making mistakes
when learning foreign
language is a common
thing
3 15 6 32 10 30 11 22
8. I have strong beliefs
toward my goals that I
can achieve my
academic goals: very
12 60 14 56 4 12
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
167
DISCIPLINE
agree
9. I avoid getting
punishment
6 30 18 72 6 18
10. I often find my course
boring but I will stick
with it
11 55 14 56 5 15
11. Knowledge should be
balance with good
skill and attitude if I
want to be success in
learning English
language
30 150
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168
No Questions
SA
(n)
5
(k)
A
(n)
4
(k)
D
(n)
3
(k)
DA
(n)
2
(k)
SDA
(n)
1
(k)
N x̄
1. I obey all of the school’s rules 6 30 10 40 14 42
2. I obey all of the teacher’s
instructions
8 40 6 24 16 48
3. I do all of my obligations at
school
8 40 14 56 8 24
4. I always come to the class on
time.
8 40 14 56 8 24
5. I give my respects to all of my
lecturers
8 40 12 48 8 24 4 8
6. I involve in every activities at
class
8 40 14 56 10 30 4 8
7. I have the big motivation that
comes from self-conscious
3 15 6 32 10 30 11 22
8. I focus on the processes to
reach the goal by combining
the knowledge, skill, attitude,
and responsibility in the
English
12 60 14 56 4 12
9. I have a big effort on
achieving my goals
12 60 14 56 4 12 12
10. I often find my course boring 6 30 18 72 6 18 6
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
169
MOTIVATION
but will stick on it
No Questions
SA
(n)
5
(k)
A
(n)
4
(k)
D
(n)
3
(k)
DA
(n)
2
(k)
SDA
(n)
1
(k)
N x̄
1. In general, I find my course is
very interesting
6 30 10 40 14 42 6
2. I really enjoy to study my
topics of English materials
8 40 6 24 16 48 8
3. I don’t find it difficult to get
motivated to work on my
course
8 40 14 56 8 24 8
4. I need to know how well I am
doing in order to feel
motivated to work.
8 40 14 56 8 24 8
5. In general, the lecturers
stimulated my interest in
learning
8 40 12 48 8 24 4 8
6. I like to learn about new
aspects of my subjects and to
explore new ideas
8 40 14 56 10 30 4 8
7. I get satisfaction from
meeting intellectual
3 15 6 32 10 30 11 3
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170
challenges and pushing my
limits
8. I often find my course boring
but I will stick with it
12 60 14 56 4 12 12
9. I feel that I really belong at
university
12 60 14 56 4 12 12 12
10. Overall, I have really enjoyed
my studies so far at university
level
6 30 18 72 6 18 6 6
11. In general, I do my maximal
of work which is required of
me
6 30 10 40 14 42 6
12. I want to gain high marks at
university
8 40 6 24 16 48 8
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171
Appendix 6: Table of Raw Data
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI