THE CORRELATION BETWEEN STUDENTS’ MOTIVATION AND

THEIR ENGLISH LEARNING ACHIEVEMENT

(A Survey Study at the Second Grade of MTs Negeri Pamulang)

By:

Rahmad Hidayadi

108014000087

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHER’S TRAINING

STATE ISLAMIC UNIVERSITY

SYARIF HIDAYATULLAH

2015

i

THE CORRELATION BETWEEN STUDENTS’ MOTIVATION AND

THEIR ENGLISH LEARNING ACHIEVEMENT

(A Survey Study at the Second Grade of MTs Negeri Pamulang)

“Skripsi”

Presented to the Faculty of Tarbiyah and Teacher’s Training in a Partial of

Fulfillment of the Requirements for Degree of S.Pd. (Bachelor of Arts) in

English Language Education

By:

Rahmad Hidayadi

108014000087

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHER’S TRAINING

STATE ISLAMIC UNIVERSITY

SYARIF HIDAYATULLAH

2015

E:-'#

THE CORRELATION BETWEEN STUDENTS' MOTIYATION AND

THEIR ENGLISH LEARNING ACHIEVEMENT

(A Survey Study at the Second Grade of MTs Negeri pamulang)

"Skripsi"Presented to the Faculty of Tarbiyah and Teacher,s Training in a partial ofFulfillment of the Requirements for Degree of S.pd. @achelor of Arts) in

English Language Education

By:

Rahmad Hidayad i

108014000087

Apprqved

NIP. 19761007 200710 1 001

DEPARTMENT OF ENGLISH EDTTCATION

FACULTY OF TARBIYAH AND TEACHER'S TRAINING

STATE ISLAMIC UNIVERSITY

SYARIF HIDAYATULLAH

by the Advisors

haril Anasy, M.IIumr9560506

2015

r

ENDORSEMENT SHEET

The Examination Committee of the Facnlty of Tarbiyah and Teacher's

Training Certifies that the "Skripsi" (Scientific Paper) entitle "The Correlation

between Students' Motivation and Their English Learning Achievement at

the second Year of MTs Negeri Pamulang written by Rahmad Hidayadi,

Student's Registration Number 108014000087 was examined by the Committee

on June 4b 2015, and Declared to have passed and therefore, Fulfilled one of the

Requirements for the Academic title of 'S.Pd' (Bachelor of Arts) in English

Language Education at the Department of English Education.

Jakarta,4 June 2015

EXAMINATION COMMITTEE

CHAIRMAN

SECRETARY

EXAMINERS I

EXAMINERS II

Drs. Syauki. M.PdNrP. 196412t2 r99t03 1002

Zaharil Anasv. NI.HumNIP. 19761007 200710 I 001

Dr. Atiq Susilo M.ANIP. 19491 t2 2t91803 1 001

Devi Yusnita. M.Pd

Teacher's Traini Faculty

ilt

Acknowledged by:

982031 007

Ltxr I

KEMENTERIAN AGAMAUIN JAKARTAFITKJl. Ir. H. Juando No 9t Ciputut I 54 t 2 Indon+io

FORM (FR)

No. Dokumen FITK.FR-AKD-O{

I Maret 2010

0l

SURAT PERNYATAAN KARYA SBNDIRT

Saya yang bertanda tan

Nama

Tempat/Tgl.Lahir

NIM

Jurusan / Prodi

Judul Skripsi "The Correlation behyeen Students, Motivation and

Their English Learning AchievemerLt,,

Dosen Pembimbing : 1. Drs. Nasifuddin Djalil, M. AS

2. Zaharll Anasy, M. Hurn

dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hhsil karya

sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.

Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.

Rahmad HidayadiNIM.108014000087

gan di barvah ini,

Rahmad Hidayadi

Sungai Pua, 01 Maret 1989

1 08014000087

PBI/SI

lv

Jakarta, 0l Juni 2015

v

ABSTRACT

Rahmad Hidayadi (NIM: 109014000124). The Correlation between Students’

Motivation and Their English Learning Achievement (A Survey Study at the

Second Grade of MTs Negeri Pamulang). Skripsi, The Department of English

Education, The Faculty of Tarbiyah and Teacher’s Training ‘Syarif Hidayatullah’

State of Islamic University, Jakarta.

Advisors : 1. Drs. Nasifuddin Djalil, M.Ag

2. Zaharil Anasy, M.Hum

Key Words : Motivation and Achievement, MTs Negeri Pamulang

The aim of this study is to find out the Correlation between students’

motivation and their English learning achievement at the second grade of MTs

Negeri Pamulang. This study is done by gaining the information about students’

motivation and their English learning achievement in the second grade of MTs

Negeri Pamulang. The specific class is one chosen class of the second grade

classes with the population are 31 Students. The technique of collecting data is

through questioner and midterm score of English learning in the class. The

technique of sampling in this research used cluster sampling technique and the

questionnaire is the instrument.

The result from the research calculation showed that the result of rxyis

0.091 and rtableis 0.355. It describes that rxy<rtable= 0.091 < 0.355., it means that

rxyis smaller than rtable. The hypothesis shows the correlationbetween students’

motivationand their English learning achievement is very weak, which is rejected.

So, it states that there is no correlation between students’ motivation and their

English learning achievement.

vi

ABSTRAK

Rahmad Hidayadi (NIM: 109014000124). Hubungan antara Motivasi Siswa

dan Pencapaian Bahasa Inggrisnya. (Sebuah Studi Kasus pada Kelas Dua di

MTs Negeri Pamulang). Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas

Ilmu Tarbiyah dan Keguruan, Universitas Syarif Hidayatullah Jakarta.

Pembimbing : 1. Drs. Nasifuddin Djalil, M.Ag

2. Zaharil Anasy, M.Hum

Kata Kunci : Motivasi dan Pencapaian, MTs Negeri Pamulang

Studi ini bertujuan untuk menemukan hubungan antara motivasi siswa dan

pencapaian bahasa inggrisnya di kelas dua MTs Negeri pamulang. Studi ini

terselesaikan dengan memperoleh sederet informasi tentang motivasi dan

pencapaian bahasa Inggris pada kelas dua MTs Negeri Pamulang. Kelas yang

yang dipilih dalam penelitian ini adalah salah satu dari kelas dua tersebut yang

berjumlah 31 (tiga puluh satu) siswa. Teknik pengumpulan datanya menggunakan

30 pertanyaan yang sudah divalidasi dan hasil ujian tengah semester kelas dua

tersebut. pengambilan sampel dimana pemilihan mengacu pada kelompok bukan

pada individu dan alat yang digunakan adalah angket.

Hasil dari perhitungan penelitian menunjukkan bahwa hasil dari rxy adalah

0.091 dan rtable adalah 0.355. itu dapat digambarkan bahwa rxy < rtable., itu berari

bahwa rxy lebih kecil dari rtable. Hipotesis menunjukkan bahwa hubungan antara

motivasi siswa dan pencapaian bahasa Inggrisnya adalah sangat lemah, yang mana

itu ditolak. Jadi, Hipotesis tersebut menyatakan bahwa tidak ada hubungan antara

motivasi siswa dan pencapaian bahasa Inggrisnya.

vii

ACKNOWLEDGEMENT

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

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

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

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

way of truth and brought the true light of life.

First of all, he would like to express his big gratitude to Allah for having

beloved mother Suratna who always being power for his study, and father’s spirit

Alimin (Alm) in himself. Skripsi is dedicated to them who have given him the

opportunity of an education from the best institutions and support him in their

accompanying, moral support, affection, and life spirit during his study.

Through this occasion, the writer would like to express his greatest honor

and his gratitude to the advisors, Drs. Nasifuddin Djalil, M.Ag and Zaharil Anasy,

M.Hum, who have spared their time and for giving consultation, contribution,

guidance, and patience to him during completing Skripsi. May Allah always bless

their kindheartedness.

From the writer’s deepest heart, he was so thankful and realized that if

there were no support and motivation from people around him, he could not finish

Skripsi. Therefore, he would like to express his gratitude and give his best

appreciation to:

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

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

Education, Drs. Nasifuddin Djalil, M.Ag., and Zaharil Anasy, M.Hum., are as

his academic advisors. Dr. Atiq Susilo, M.A., and Devi Yusnita, M.Pd., are as

his examiners for their support in his study.

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

have given him the wonderful experiences in learning and knowledge.

3. Prof. Dr. Ahmad Thib Raya, MA., as the Dean of the Faculty of Tarbiyah and

Teachers Training.

viii

4. Drs. Suhardi, M.Ag., as the headmaster of MTs Negeri Pamulang, Neneng

Herawati, S.Pd., as the English teacher at MTs Negeri Pamulang, the all staffs

of MTs Negeri Pamulang, and the students of VIII Bina Prestasi English Class

1 for their help during the research.

5. His teacher of State Islamic Senior High School Model 1 Bukittinggi is

Hasrida, M.Ag who has motivated and helped him to continue study in UIN

Syarif Hidayatullah Jakarta.

6. His family members, all beloved eight (8) brothers, uncles and aunts, and

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

study.

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

2008 for their support, friendship and togetherness. He also would like to

thank to Damanhuri Al Ayubi, Mutia Mutmainnah, and Nurma Hudaya for

their wonderful helps in finishing this Skripsi.

8. Tu Anh Thi Nguyen, as his close friend from Vietnam with her fully kindness

to support him a lot during his Skripsi.

9. His special friends of Initiatives of Change (IofC) Indonesia for their spirit,

kindheartedness and support to do this Skripsi. He also would like to express

special thanks to Aisyah Annas, Srinelvia Edwitri and Dahlia Rera Oktasiani

for lending her laptop to continue his Skripsi, it is very blessings. And may

Skripsi can be useful to the readers, particularly to him. He realized that this

Skripsi is far from being perfect. It is a pleasure for him to receive constructive

criticism and suggestion from anyone who read his Skripsi.

Jakarta, 04 Juni 2015

Rahmad Hidayadi

ix

TABLE OF CONTENTS

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

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

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

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

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

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

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

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

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

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

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

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

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

B. Identification of the Study ............................................................................. 5

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

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

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

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

CHAPTER II: THEORETICAL FRAMEWORK .............................................. 6

A. Motivation ..................................................................................................... 6

1. The Understanding of Motivation ........................................................... 6

2. Kinds of Motivation ................................................................................ 9

a. Intrinsic of Motivation ...................................................................... 9

b. Extrinsic of Motivation ..................................................................... 10

B. Achievement ................................................................................................. 13

x

C. Learning ........................................................................................................ 16

D. Review of Previous Related Study ................................................................ 18

E. Framework of Thinking ................................................................................ 19

F. Hypothesis ..................................................................................................... 20

CHAPTER III: RESEARCH METHODOLOGY AND FINDINGS ................. 21

A. Place and Time of the Research .................................................................... 21

B. Method of the Research ................................................................................ 21

C. Population and Sample .................................................................................. 21

D. Technique of Instrument and Data Collection .............................................. 21

1. Technique of Instrumentation ................................................................. 23

a. Validity .............................................................................................. 23

b. The Result of Reliability Test ........................................................... 24

2. Technique of Data Collection ................................................................. 24

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

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

CHAPTER IV: RESEARCH FINDINGS ........................................................... 27

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

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

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

3. The Correlation between Students’ Motivation and their English Learning

Achievement Score ................................................................................. 29

B. The Analysis of Data ..................................................................................... 30

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

2. The Summary of Motivation and English Learning Achievement ............ 32

3. The Histogram ........................................................................................... 33

4. The Correlation Result ............................................................................... 34

C. The Test of Hypothesis ................................................................................. 34

xi

CHAPTER V: CONCLUSION AND SUGGESTION ....................................... 35

A. Conclusion .................................................................................................... 35

B. Suggestion ..................................................................................................... 35

BIBLIOGRAPHY ............................................................................................... 36

APPENDICES .................................................................................................... 39

xii

LIST OF THE TABLES

Table 3.1 The Likert Scale ................................................................................. 22

Table 3.2 Table Indicators of Instrument ........................................................... 22

Table 3.3 The Result of Validity Instrument ...................................................... 23

Table 3.4 The Result of Reliability Test ............................................................ 24

Table 3.5 The Interpretation of Correlation ....................................................... 25

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

Table 4.2 The English Learning Achievement Score (Y) .................................. 28

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

Table 4.4 The Frequency of Motivation Score ................................................... 31

Table 4.5 The Frequency of English Learning Achievement Score .................. 31

Table 4.6 The Summary Score of Motivation (X) and English Learning (Y) ... 32

Table 4.7 The Result of Correlation Calculation................................................ 34

xiii

LIST OF THE FIGURES

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

Figure 4.2 The English Learning Achievement Score ....................................... 33

xiv

LIST OF APPENDICES

The Students English Learning Achievement Scores ................. Appendix 1

The Students’ Motivation Scores ................................................ Appendix 2

The First Value of Achievement and Motivation Scores ............ Appendix 3

The Questionnaire for the Validity Test ..................................... Appendix 4

The Questionnaire for the Students’ Motivation ........................ Appendix 5

Surat Bimbingan Skripsi ............................................................ Appendix 6

Surat Permohonan Izin Penelitian ............................................. Appendix 7

Surat Keterangan Penelitian ...................................................... Appendix 8

The Critical Values of Product Moment Significant Table ....... Appendix 9

The Test of References ............................................................... Appendix 10

1

CHAPTER I

INTRODUCTION

A. Background of the study

Language is a communication tool to express someone’s feeling

through verbal action. Language is very important to get clear information that

would be a basic tool to increase insights, knowledge and link each other.

H. Doughlas Brown stated that a consolidation of a number of possible

definitions of language yields the following composite definition; (1) language

is systematic, (2) language is a set of arbitrary symbols, (3) those symbols are

primarily vocal, but may also be visual, (4) those symbols have

conventionalized meaning to which they refer, (5) language is used for

communication, (6) language operates in a speech community or culture, (7)

language is essentially human, although possibly not limited humans, (8)

language is acquired by all people in much the same way, language and

language world.1 From the statement above, it is very clearly to be interpreted

that language is a complex definition. Language is a practice, someone does a

practical thing through language; it is possible to achieve the goal of language

as communication tools. Carlson defines practice simply as “repeated

performance of the same (or closely similar) routines”.2 So, it means that

practice is a repetition way of performance through effort that creates a habit,

because someone who has a habit for something, he can be easy to do it.

Now days, most of information are delivered by English language. The

entire world is considering that English is as international network of

communication to unite among countries. Jeremy Harmer stated that although

English is not the language with the largest number of native of ‘first’

language speaker, it has become a lingua franca.3

1 H. Doughlas Brown, Principles of Language Learning and Teaching, (New York:

Pearson Education), 5th Edition, p. 6 2 Robert M. DeKeyser, Practice in a Second Language – Perspective from Applied

Linguistics and Cognitive Psychology, (New York: Cambridge University Press, 2007), p. 2 3 Jeremy Harmer, The Practice of English Language Teaching, (New York: Pearson

Education, 2001), 3rd Edition, p. 1

2

English in Indonesian school is learnt from Elementary school until

University. Sometimes students are not feeling well when they communicate

by using English, they do not feel confident enough and they cannot convey

their ideas orally, but they are able to understand what people are saying in

English. Indonesia is not a country where people learn English as a second

language but Indonesian learns English as a foreign language, because

Indonesia is very diverse, a lot of cultures with their ‘mother tongue’, that’s

why Indonesian language becomes the second language to unit people around

the regions and cultures. It is very challenging as a foreign language learner to

learn English as foreign language.

There are a lot of factors that can cause the low English learning

achievement. They can come from inside such as self motivation or self needs

and outside of individual such as family, teacher, or environment that cause

the effect in learning English achievement.

Robert E. Slavin defined that motivation is also one of the most

difficult to measure. What makes a student need to learn? The willingness to

put effort into learning is product of many factors, ranging from the students’

personality and abilities to characteristics of particular learning tasks,

incentives for learning, settings, and teacher’s behaviors.4 Motivation is very

important aspect in teaching the students who are not too interested in learning

English. Therefore in learning English, students with higher motivation will

have better English, while those with lower motivation will have worse one.

Zoltan Zornrey stated that ‘motivation’ is related to one of the most

basic aspects of the human mind, and most teachers and researchers would

agree that it has a very important role in determining success or failure in any

learning situation.5 It is very interesting about how mind set can break the role

of successful and failure, it depends on the students persuade themselves to

solve it through motivation. It is very challenging to create self motivation,

4 Robert E. Slavin, Educational Psychology – Theory and Practice, (New Jersey: Pearson

Education, 2012), p. 286 5 Zoltan Dornrey, Motivational Strategies in the Language Classroom, (New York:

Cambridge University Press, 2001), p. 2

3

and students should have good environment such as teacher who will give

them the support to raise their motivation to achieve their mental resources in

getting successful in learning process. As stated by Lewis, Massad and Carrol,

it is reported that how teachers perceive their own competence in the foreign

language affects students’ achievement.6 Teachers’ competence will influence

students in achieving their English score, because teachers become trendsetter

of the students who will imitate everything teacher’ teaching, the teachers who

have good competence and good self-motivation, it will help much students to

grow with their own ability in learning process. Competence is not only higher

in academic but also has good behavior which will be a model for students.

Maslow said that individual needs must be satisfied in this sequence:

physiological, safety, love and belongingness, esteem, and self-actualization.7

Students can be easy to achieve their learning process, they have to know their

potential through their needs that are supported by teacher and environment in

order can achieve what they need to achieve in study.

Achievement motivation is the expectancy of finding satisfaction in

mastering challenging performances.8 Students will be satisfied when they can

achieve their English learning achievement. It is a process to find it, students

need to follow rule of study, it can help student to build their self-trust with

their ability through assessment and evaluation. Brindley stated that

assessment differs from evaluation. It can be useful to look at the distinction

between the two. Assessment refers to collecting information and making

judgment on a learner’s knowledge, whereas evaluation is used when

collecting and interpreting information for making decisions about the

effectiveness of an education program.9 The students can achieve their good

6British Council ,ELT Documents 108-National Syllabus, (London: British Council,

1980),p. 18 7 John W. Santrock, Educational Psychology – Classroom Update: Preparing for

PRAXISTM and Practice, (New York: McGraw-Hill, 2006), p. 416 8 Morris L. Bigge and Maurice P. Hunt, Psychological foundations of Education – An

Introduction to Human Motivation, Development, and Learning, (New York: Harper and Row

1980), 3rd Edition, p. 96 9 Caroline T. Linse, Practice English Language Teaching: Young Learners, (New York:

McGraw-Hill, 2005) p, 138

4

score through the assessment; it can be successful in learning process. But,

when the students cannot achieve their good score, it might be a challenge for

students to develop their motivation in learning, it means that role of teacher

will be an effectiveness to encourage students’ motivation.

MTsN Pamulang has a good environment which supports teaching and

learning process. Besides, the facilities are also completely provided at the

school such as education tools, the buildings, natural resources, technology,

competence teachers, and various students from different background. Islamic

Junior High School Pamulang where 2nd grade is this study proposed.

There are some factors that affect students’ achievement in learning

forign language. After doing the survey, found it second grade class 1 of Bina

Prestasi is the one of growing classes. So, that’s why the class called by Bina

Prestasi, although the students come from lower achievement. The teacher

mentioned that Bina Prestasi is hoped to motivate them in learning process

especially in learning English. This is one of the problem faced in this school,

the students has less motivation in learning English. So, MTsN is using

Contextual Teaching Learning (CTL) method to create student as center of

teaching and learning process and teachers are trying to create fun learning to

motivate them more in learning English, although all of those things are still

difficult to apply at school.

Besides that, the students has to achieve minimum score is 75 as

Minimum Mastery Criterion – Kriteria Ketuntasa Minimum (KKM). It means

that students should achieve that’s score even some of them have to do

remedial to complete the score many times to reach the standard score.

And then, teachers and students forget about the basic of English

learning is to communicate because only reaching out the score itself. In fact,

students are not confident to communicate their English ability although they

have learnt English much in the class.

Furthermore, this study is to find a research about “the correlation

between students’ motivation and their English learning achievement.” (A

Survey Study at the Second Grade of MTs Negeri Pamulang).

5

B. Identification of the Study

Based on the background study above, the problem related to the

students’ motivation in learning English could be identified as follows.

1. Some students are less motivation to learn English.

2. Some students are difficult to achieve their English learning score.

3. The students are not confident enough to communicate their English.

C. Limitation of the Problem

As mentioned in the background above, the problem is limited only on

motivation in correlation with students’ achievement in learning English. In

this research, the object of the study is limited at the second year students of

MTs Negeri Pamulang, Jalan Pajajaran No.31 Pamulang, Kota Tangerang

Selatan, Banten 15417, Indonesia.

D. Formulation of the Problem

Based on the background of the problem, the research problem is

formulated as follows” Is there any correlation between students’ motivation

and their learning English achievement?”

E. Objective of the Study

The objective of this study is as follows:

1. Knowing the English learning achievement of the second grade students at

Bina Prestasi Class of MTsN Pamulang.

2. Gaining the motivation score of the second grade students at Bina Prestasi

Class of MTsN Pamulang.

3. Correlating the students' motivation and achievement in learning English

of the second grade students at Bina Prestasi Class of MTsN Pamulang.

F. Significance of the Study

This study is expected to give new insights for the writer, teachers’ and

students’ evaluation and the readers generally.

6

CHAPTER II

THEORETICAL FRAMEWORK

A. Motivation

1. The Understanding of Motivation

There are many definitions of motivation by experts from different

backgrounds. The term “motivation” is derived from the Latin verb

movere (to move). The idea of movement is reflected in such common

sense ideas about motivation as something that gets someone going, keeps

him working, and helps him complete tasks.1 John De Cecco stated that

motivation is also related to learning itself: The amount of effort, energy,

and vigor a student invest in any performance will be one factor in

determining how well he performs.2 It means that motivation is a

movement that can raise good energy to keep someone’s performance in

learning well as much as students’ investment does.

Herbert L. Petri and John M. Govern claimed that motivation is the

concept used when he describes the forces of acting on or within an

organism to initiate and direct behavior.3Charles Cofer and Mortimer

Appley believed that the general statement “without motivation there

would be no behavior” is without meaning.4 It means that motivation

influences the behavior; good motivation will result in good behavior.

Jeremy Harmer stated that motivation is some kind of internal

drive that encourages somebody to pursue course of actions. Robert S.

Feldman continued that “A drive is motivational tension, or arousal, that

energizes behavior in order to fulfill some need.5 In describing the nature

1 Paul R. Pintrich, Motivation in Education, (New Jersey: Pearson Merrill Prentice Hall,

2008), 3rd Edition, p.4 2 John P. De Cecco, The Psychology of Learning and Instruction: Educational Psychology,

(New York: Prentice Hall, 1968) p. 132 3 Herbert L. Petri and John M. Govern, Motivation: Theory, Research, and Applications,

(Wadsworth Thomson, 2004), 5th edition, p. 16 4Ibid., p. 133 5 Robert S. Feldman, Essential of Understanding Psychology, (New York: McGraw Hill,

2003), 5th Edition, p. 251

7

of the motivated state, some theorists would pay most attention to the

physiological conditions responsible for such things as hunger, thirst, pain,

and sex drive.6It means that motivation can be a drive which drives the

internal person to get his needs through energy which comes from

motivation.

Motivation is about how to set the mindset, as what Carol Dweck

said “most recent analyses of motivation for achievement stress the

importance of children developing a mindset.7 From this statement, it can

be understood that mindset is a part of motivation which will influence the

outer journey of life. A good condition will be created when one has a

good mindset and vice versa, bad condition will be created with a bad

mindset. To maintain a positive mindset may be of a great challenge,

however it can be useful for one’s learning process towards an

achievement.

The abstract term “motivation” on its own is rather difficult to

define. It is easier and more useful to think in terms of the “motivated”

learner: one who is willing or even eager to invest an effort in learning

activities and to progress. Learner motivation makes teaching and learning

immeasurably easier and more pleasant, as well as more productive: hence

the importance of the topic for teachers.8 From this statement is

understood that teachers can give a stimulus to the students to be

motivated learners and they should know the students’ needs in the class in

order to properly encourage them.

The authors of classic study of successful language learning came

to the conclusion that the most successful learners are not necessary those

who display certain typical characteristics, most of which are clearly

associated with motivation. Some of these characteristics include are; (a)

6 John M. Stephens, The Psychology of Classroom Learning, (New York:Rinehart and

Winston,1965), p. 187 7 John W. Santrock, Educational Psychology,(New York: McGraw Hill, 2009) Updated 4th

Edition,p. 472 8 Penny Ur, A Course in Language Teaching, (Cambridge: University Press, 1996) p. 274

8

Positive task orientation - the learner is willing to tackle tasks and

challenges and has confidence in his or her success. (b) Ego involvement –

means the learner finds it important to success in learning in order to

maintain and promote his or her own (positive) self-image. (c) Need for

achievement, which means the learner has a need to achieve, to overcome

difficulties and succeed in what he or she sets out to do. (d) High

aspiration - the learner is ambitious, goes for demanding challenges high

proficiency, top grades. (e) Goal orientation - means that the learner is

very aware of the goals of learning or learning activities, and directs his

efforts towards achieving them. (f) Perseverance - means the learner very

consistently invests a high level of effort in learning and is not discouraged

by setbacks or apparent lack of progress. (g) Tolerance of ambiguity -

means that the learner consistently invests a high level to effort in situation

involving a temporary lack of understanding on confusion; he can live

with this patiently and in the confidence that understanding will be coming

later.9

According to Penny Ur’s description above, it gets the

interpretation through the typical of characteristics for successful students.

Good aspiration will bring the learners eagerness to have a goal orientation

that will impact the responsibility to complete the tasks, so it will get the

need to be achieved because of that the effort. The learners are able to set

strong ambitions to become confidence and patience in achieving the

successful in learning process.

A simple but accurate definition of motivation is not easy. It must

be able to include terms that refer to such diverse states as desires, wishes,

plans, goals, intents, impulses, and purposes. Some of these states imply a

deliberate and calculated process involving reasons, whereas others

convey a flavor of spontaneity. And then, Fritz Heider emphasized that

9Ibid.,p. 275

9

“the process by which makes these interpretations or attributions causal

motivation.”10

2. Kinds of Motivation

Motivation can be divided into two kinds: intrinsic motivation (the

urge to encourage in the learning activity for its own sake) and extrinsic

motivation (motivation that is derived from external incentives). Both of

these have important roles to play in classroom motivation, and both are at

least partially accessible to teacher influence.11 It means that there should

be synchronization and a balance between the inner and outer growth.

a. Intrinsic of motivation

According to Jeremy Harmer, intrinsic motivation depends on

what takes place in the classroom.12 And then, John W. Santrock said

that intrinsic motivation is based on internal factors, such as self-

determination, curiosity, challenge, and effort, which indicate that the

internal factors themselves influence the learner.13 Richard I. Arends

stated that intrinsic motivation causes people to act in a certain way

because it brings personal satisfaction.14Saundra K. Ciccarelli& J.

Noland White said that intrinsic motivation is the type of motivation in

which a person performs an action because the act itself is rewarding

or satisfying in some internal manner.15 The statements, it can be

understood that intrinsic motivation is driven by an interest or

enjoyment in the task itself, and exists within the individual rather than

relying on external pressures or desire for an obvious external reward.

Stephanie Gerding says that everyone is motivated by personal desires,

10 Jung, John. Understanding Human Motivation; A Cognitive Approach. (New York:

California State University, Long Beach, 1978), p. 4-5. 11Penny Ur, 1996, op, cit., p.276 12 Jeremy Harmer, 1991, op, cit., p.3 13 John W. Santrock, Psychology, (New York: Mc-Graw Hill, 2005), Updated 7th Edition, p.

428 14 Richard I. Arends, Learning to Teach, (New York: Mc-Graw Hill, 2007) 7th Edition, p.

138

15 Saundra K. Ciccarelli & J. Noland White, Psychology 2ndEdition, (New Jersey: Pearson

Education, 2009), 2nd Edition, p.358

10

interests, and goals. Besides that, intrinsic motivation occurs when

someone is internally motivated to do something because it brings him

pleasure, he views it as important, or he considers what he is learning

morally significant. This would include an internal desire to learn, such

as in lifelong learning, and also feeling of obligation, needs for

satisfaction or accomplishment, or even interest related to hobbies.16

It can be understood that desires, interests, goals, and hobbies

related to interests are the characteristic of intrinsic of motivation

which are related to the personal development in learning process,

specifically English learning at school.

b. Extrinsic Motivations

Penny Ur states that extrinsic motivation is that which derives

from the influence of some kind of external incentive, as distinct from

the wish to learn for its own case or interest in tasks. Penny Ur named

five factors that can be directly influenced by teachers: (1) Sources and

its rewards, this is perhaps the single most important feature in rising

extrinsic learners who succeeded in the past. When the student is

successful at certain task, he will be likely to try it again and become

more confident. In the motivation process, the role of a teacher toward

this aspect is to make learners aware of their accomplishments and

appraised for their work and effort. They can be presented by good

grades, appraisals in front of peers, or external awards. (2) Failure and

it penalties, failure is not just a matter of wrong answer, learner should

be aware that they are failing when they have done significantly than

they could have, because they are making unsatisfactory progress or

not taking action. Failure in any sense is generally regarded as

something to be avoided, just as success in something to be sought.

But this should be taken too far. For one thing, success cases its

16 Stephanie Gerding, The Accidental Technology Trainer – A Guide for Libraries, (New

Jersey: Information Today, Inc., 2007), p. 86

11

sweetness if it is too easily attained and if there is no real possibility or

experiences of failure. (3) Authoritative demand, Learners are often led

by teacher pressure. They may be willing to invest effort in tasks

simply because they are told to recognize teachers’ authority and right

for making demands, and trust their judgment. Even if authoritative

demands need to be exercised more on the younger learners, older

learners and adults do require them, especially clear demands, as well.

Authoritative demands can be, of course, over-used or misused, of

learners only to do things with obedience, and without any awareness

of objectives and result or involvement in decisions. Therefore,

authority plays a vital role to maintain discipline among students at a

certain level and can be substituted with other creative activities to

create their intrinsic motivations. (4) Test, Tests may have high

motivational impact on some learners. The motivating power of the

test appears clear to those that know they are going to be tested on a

specific material next week and when it gets closer, they are motivated

to study more carefully. However, tests can also be motivating because

they cause stress on the students about their results. Therefore, teachers

need to be aware of both of their motivating and negative impacts so as

to stress on the importance of the tests as part of the learning process.

Students should be kept well informed that language learning is for

practical use and tests are just evaluation tools to measure their

progresses. (5) Competition, Some learners will often be motivated to

give their best not for the sake of the learning itself but in order to be at

their opponent in a competition. While it can be a very good

motivation to some extent, competition can cause less cooperation and

teamwork among classmates. Therefore, some experts claimed that it is

advisable to use group competitions in replacement of individual ones

in a learning environment.17

17Penny Ur, 1996, op, cit., p.277

12

Extrinsic Motivation is to encourage in an activity as a means

to an end. Students will be inspired to study when they can pass their

goals and successful in desirable outcomes such as a reward, teacher

praise, friends praise, or avoidance of punishment. It directly will make

them happy in doing their study.

Extrinsically, motivated behaviors are carried out in

anticipation or a reward from outside and beyond itself. Some factors

come from extrinsic motivation; (1) Teacher, the relationship between

teachers and pupils is of fundamental importance to effective

teaching.18 (2) Parent, the most important experience for parents and

their newborn babies is that of bonding – boding is so important that

when the infant cannot bond to a person because there is no person

available, the infant will bond to an animal or even to an object.19 (3)

Social, social facilitation can reflect a coactions effect, which is a form

of modeling that occurs when performance is motivated as a result of

other performing the same action, or an audience effect that reflects the

energizing of one’s behavior due to the presence of observers.20

Based on the definition above, motivation is the power comes

also from outside of students. That it will influence students to motor

their life education in achieving a good value of learning and a good

result of achievement itself. Many experts have defined the extrinsic

motivation differently, but it has the same meaning and purpose.

Extrinsic motivation is caused by any number or outside factors, for

example, the need to pass exam, the hope for financial reword or the

possibility of future travel. Another important point to be kept in mind

is that ultimate purpose of some extrinsic motivations is to influence

and enhance the intrinsic ones that come from inside of the students.

18 Chris Keryacou, Effective Teaching in the Schools – Theory and Practice, (London:

Stanley Tornes, 2009), p. 101 19 Margaret Paul, Inner Bonding – Becoming a Loving Adult to Your Inner Child, (New

York: HapperCollins Publisher, 1992) p. 80 20 Paul R. Pintrich, Motivation in Education – Theory, Research, and Application, (New

Jersey: Prentice Hall, 1996), p. 187

13

B. Achievement

Achievement motivation is the expectancy of finding satisfaction in

mastering challenging performances.21 It means that students’ satisfaction can

be achieved when the result after facing challenging by doing it, is fully

attained.

In all types of classroom, teacher talk is important, and has been

extensively researched and documented. In language classrooms it is

particularly important because the medium is the message. The modification

which teachers make to their language, questions they ask, feedback they

provide and the types of instructions and explanations they provide can all

have an important bearing, not only on the effective management of the

classroom, but also on the acquisition by learners of the target language.22The

information above is a mutual relationship with teachers and students to get

messages in dealing with the instructions and teacher should be able to support

the students with their curiosity without any judgment.

Schunk showed that difficult goals raised children’s academic

motivation more than easier goals and persuasive information (“you can work

25 problems.”) Increased self-efficacy more than social comparative

information, and the difficult goals plus persuasive information led to the

highest achievement.23 Sometimes comparative information can be a good

way to stimuli students’ motivation to make a goal easier. Some students will

feel excited to reach more of achievement in the class when teacher can give

them a good way of comparative information. Sometimes, some students will

feel down when they cannot be like their competitor in the class. Therefore,

the stimulus can be created well; they will have the eagerness to do what the

good students have done.

21 Morris L. Bigge and Maurice P. Hunt, Psychological foundations of Education – An

Introduction to Human Motivation, Development, and Learning, (New York: Harper and Row,

1980), 3rd Edition, p. 96 22 David Nunan, Language Teaching Methodology, (London: Prentice Hall International,

1991), p. 7 23 Dale H. Schunk, Motivation in Education – Theory, Research, and Applications, (New

Jersey: Pearson Education, 2008), 3rd Edition, p. 153

14

Achievement test measures students’ present status with a set of skills.

Achievement tests are used to evaluate the effectiveness of instructional

program and identify students with learning disabilities.24 It means that

achievement can be modified into a test, in order to know the standard of

ability of the students. Peter Airasian stated that a standardized assessment is

the one that (1) is designed to be used in many different classrooms and

schools and (2) is administered, scored, and interpreted in the same way for all

test takers no matter when or where it is given. Commercial achievement tests

are usually given each year. They provide information about pupil

performance over time and identify strengths and weaknesses.25 As mentioned

by Albert, a teacher needs to be knowledgeable about standardized tests, not

only to defend against their misuse, but also to take advantage of the

information they can provide. An appropriately selected standardized test can

furnish a snapshot of students’ abilities, identifying areas of probable strengths

and weaknesses. Based on the statements above, it can be analyzed that test is

a good way to know the ability of students in understanding the learning

process and standardized test will not only improve their achievement in

school area or local area but also prove the ability that students have overseas.

So, it can motivate students to achieve more of their knowledge, skills and

potentials.

Based on a long series of studies, McClelland and Alschuler have

concluded that successful decision makers share certain characteristics: They

compete with a standard of excellence in mind, they take moderate risks, and

they make good use of creating feedback. Sprinthall stated that three

characteristics term the achievement syndrome.26 The experts above also

stated that in order to achieve success, students need to be good decision

makers. Becoming a decision maker is a big challenge because of the social

24 Albert Oosterhof, Developing and Using Classroom Assessments, (New Jersey: Pearson

Education 2002), 3rd Edition, p. 228 25 Peter W. Airasian, Assessment in the Classroom – A Concise Approach, (New York:

McGraw-Hill Companies, 2000), 2nd Edition, p. 238 26 Norman A. Sprinthall and Richard C. Sprinthall, Educational Psychology – A

developmental Approach, (New York: McGraw-Hill, 1990), 5th Edition, p. 527

15

environment forces and some students are of less confidence and not to be

brave showing their ability.

James E. Twining stated that evaluating your success in learning

means judging whether or not you achieved your purpose and are able to

retain what you have learned. It is a continuous cycle of self-testing and

review. Regular self-testing promotes successful academic performance.27

Talking about an evaluation, we can see that many kinds of tests are used in

the schools today. For teachers, the question of what constitutes a good test is

pertinent to the tasks of selecting standardized tests and constructing

achievement tests utilizing a wide variety of other evaluative devices. In

general, the basic characteristics that need to be considered in either selecting

or constructing a test or other evaluative devices are: validity, reliability,

objective, and practicality.

Achievement motivation is the desire to experience success and to

participate in activities in which success is dependent on personal effort and

abilities.28 Achievement and motivation have a positive correlation and are

walking together, but it depends on personal effort to achieve the success.

One definition of achievement can be found in the Dictionary of

Education (which is currently undergoing its first revision in over two decades).

In this reference, achievement is defined as "(1) accomplishment or proficiency

of performance in a given skill or body of knowledge; (2) progress in school" (C.

V. Good, 1973, p. 7). Academic achievement is defined as "knowledge gained or

skills developed in the school subjects, usually designated by test scores or by

marks assigned by teachers, or by both" (p. 7).29

It means that achievement is an indicator about students’ achieving in

the class in leaning process. The achievement is commonly designed by scores

through English test in the class. Achievement will be accumulated from

English learning which has been done by students through a test where is

27 James E. Twining, Strategies for Active Learning, (New York: A Division of Simon &

Schuster, 1991), p. 32 28 Robert E. Slavin, Educational Psychology, (New York: A Division of Simon & Schuster,

1991), 3rd Edition, p. 329 29 Gary D. Phye, Handbook of Classroom Assessment Learning, Achievement, and

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

16

scored by teacher as an evaluation for both teachers and students what they

have done in learning process.

C. Learning

Anita Woolfolk stated that learning occurs when experience causes a

relatively permanent change in an individual’s knowledge or behavior.30 And

then, George S. Morrison stated that learning refers to the cognitive and

behavioral changes that result from experiences.31 Besides, Jeanne Ellis

Ormrod stated that learning as a long term change in mental representations or

associations as a result of experience.32Ellen Green Wood said that learning is

a relatively permanent change in behavior, knowledge, capability, or attitude

that is acquired through experience and cannot be attributed to illness, injury,

or maturation.33Through the statements above, there is new insight that

experience creates learning; identically experience is a way to learn something

new, from the experience someone can learn something that will change the

behavior of him, it can develop his way of behavior and find his needs in

doing daily activities because he can develop knowledge, skill and so on.

The discussion of each learning approach includes suggestions for

specific techniques and methods of teaching to guide teachers in

understanding student behavior and in making decision about how to teach.34

It means that learning is not always about teaching; it is about how to know

each other, especially to know students’ characters. And then, Nelson B.

Henry stated that learning is herein seen as far more closely interrelated with

the process of living than most among one thought.35 It is very interesting,

30 Anita Woolfolk, 2004, op, cit., p. 206 31George S. Morrison, Early Childhood Education Today, (New Jersey: Pearson Education,

2009) 11th Edition, p. 113 32 Jeanne Ellis Ormrod, Educational Psychology – Developing Learner, (Boston: Pearson

Eduction, 2011), 7th Edition, p. 180 33 Ellen Green Wood, Mastering the World of Psychology, (New York: Pearson Education,

2011), P. 137 34 Fredric Linder, Educational Psychology, (New York: McGraw Hill Companies, 2004),

19th Edition, p.73 35 Nelson B. Henry,Philosophies of Education, (Chicago: The University Chicago Press,

1942), p. 66

17

because learning is not about thinking but it is about living in real life,

learning can be from communication, observation and conversation among

learners.

Associative learning occurs when a connection, or an association, is

made between two events.36 Continued by John W. Santrock that associative

learning is divided into two types of conditioning: classical and operant those

two events are connected. In classical conditioning, organisms learn the

association between two stimuli. Besides that, in operant condition, organisms

learn the association between a behavior and a consequence.37 The experts

give one the associative learning description that is internal and external needs

during learning process, inside or outside needs to support students in

associating their power stable.

Alice and Lester D. Crow stated that learning is complex. At one and

the same time, and individual is (1) learning new skills or improving those that

already are operating, (2) building a store of information or knowledge, and

(3) developing interests, attitudes, and ways of thinking.38 Basically, learning

is not as easy as ones think about. It can be easy to understand about learning

but practically is really challenging for them, in doing a great thing is always

challenging, and students need to be able to manage their mindset and

motivation. Learning is a long process, although someone dies, learning will

be growing if he can show a good life as inspiration and motivation to people

around.

When students run into trouble in completing an assignment or in

making progress in general in gaining proficiency in their foreign language, it

is often useful to look at what they are doing when they learn. The activities

and techniques they use to learn are called learning strategies. These

strategies tend to fall into various groups, which are considered to represent a

36 Laura A. King, The Science of Psychology, (New York: Mc-Graw Hill, 2008),p. 248 37 John W. Santrock, Psychology Essentials, (New York:McGraw-Hill, 2003), 2nd Edition,

p. 195 38 Lester D. Crow and Alice Crow, Human Development and Learning, (New York:

American Book Company, 1956), p. 212

18

more abstract set of tendencies that are called learning styles.39 It means that

learning strategies and styles can be ways of learning process to achieve

learning progress, because learning strategies is to develop their mind’s

sensitivity to create creativity and learning styles is to develop their ways or

styles in learning, so they can identify their potential through it.

Dale H. Schunk mentioned 3 (three) criteria of learning, (1) Learning

involves change-in behavior or in the capacity for behavior. People learn when

they become capable of doing something differently. (2) Learning endures

over time. (3) Learning occurs through experience.40It makes a chance to

student to change their behavior and achieve learning process through ways of

learning, because everyone has their own capacity and potentials which are

likely to grow if students can be guided into their own motivation and

communicate with outside to have a good chance to grow with.

D. Review of Previous Related Research

There are some researches related to the correlation between students’

motivation with their achievement. The first one is who wrote her paper

research, entitled “The Correlation between Students’ Motivation and Their

Achievement in Learning English.” (A Correlational Study at Eight Grade of

MTs Negeri Parung Bogor).She conducted this research because; based on her

opinion, in learning English, the motivation of the student is able to

distinguish the way of the student to achieve a good result in English. This

quantitative research showed that there is no significant correlation between

students’ motivation and their achievement in learning English. The

relationship between her researches is almost the same. She uses the

motivation’s students as variable. But, it is different students’ variable and

school level or institution.

39MadelineEhrman, Achieving Success in Second Learning Acquisition, (New York:

Cambridge University Press, 2005), p. 66 40 Dale H. Schunk, Learning Theories an Educational Perspective, (New York: Pearson

Education, 2014), 6th Edition, p. 4

19

The second one is from Heryanti with her research paper entitled, “The

correlation between students’ interests and their achievement in learning

English.”(A Case Study at the Second Year Students of SMP Negeri 178

Jakarta). This research used the correlation technique to identify the

correlation between students’ interests and their achievement in learning

English. This research used the correlation technique to identify the

correlation between students’ interests and their achievement in learning

English. The result assessed by using liker scale questionnaires test, showed

that there is correlation between these two factors. This research has a similar

approach on the variable to be examined. She used interests of the students as

variables; however, it used motivation of the students as variables. Interest is

one of the categories of motivation itself that included. The different are the

variable in quantity of students, school level or institution and motivation as

an issue in research.

And the last one is Dwi Gitawati, who wrote her last paper entitled,

“Correlation between Students’ Motivation and Their Achievement in

Learning English.” (Correlational Study in the Eight Class of MTs Al-

Hamidiyah). This quantitative research tried to find out the correlation

between students’ motivation and their achievement in the class. The result

showed that was the same result with the first previous research that

mentioned it above. That was not significant correlation between students’

motivation and their achievement in English. She has the almost same

research, but the specific difference placed in the variable, the quantity of the

variable that used.

E. Framework of Thinking

Motivation is a drive coming from inside and outside of person in

doing life activities. It can be the energy to do everything even in learning

process. Some students can perform well when they are motivated, it can be a

stimulus to encourage students in their study. The theories state above that

motivation is one of the keys to learning achievement.

20

Achievement is the result that students achieve during learning

process. It shows how well students improve their learning through score

achievement. If the score of learning is good, the process of learning may run

well as desired. Students and teachers are two crucial factors in learning

process, beside the learning environment itself that triggers students’

motivation.

Therefore, it is assumed that everything can be attained in learning

process by the motivation to have achievement. As explained above, it would

be there is a relationship between students’ motivation and their English

learning achievement.

F. Hypothesis

The research need to be tested as a hypothesis. Hypothesis is assuming

two side of views, either the hypothesis is accepted nor rejected which needs

to be proved. In this study, the theoretical hypothesis is students’ motivation is

correlated to the learning achievement. In other words, the higher motivation

students have, the higher English learning achievement they will achieve.

21

CHAPTER III

RESEARCH METHODOLOGY AND FINDINGS

A. Place and Time of the Research

The research was conducted on February 2015 at the second grade of

MTs Negeri Pamulang which is located on Pajajaran Street No.31 Pamulang,

South Tangerang, Banten 15417, Indonesia.

B. Method of the Research

This study was used a survey method through correlation techniques.

The dependent variable of this research is English learning achievement

(variable Y), and the independent variable is students' motivation (variable X).

In this study, the writer would like to gain the possibility of the correlation

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

their achievement as dependent variable (Y variable).

C. The Population and Sample

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

MTs Negeri Pamulang. Total students of the second grade are 319 students.

These students are distributed into 10 classes, 6 classes for Bina Prestasi class

and 2 classes for science class, 2 classes for English bilingual and 1 class for

Arabic bilingual class. In each science class consists of about 31 – 32 students.

The technique of sampling in this research used cluster sampling

technique. The sampling was from Bina Prestasi class 1 in this research which

is consisted of about 31 students.

D. The Technique of Instrument and Data Collection

The data collection was distributed the questionnaire. Besides that,

students’ English learning achievement variable was collected from

documentary score that the English teaching had conducted.

22

1. The Technique of Instrumentation

This research used questionnaire to know the students’ motivation

of MTsN Pamulang at the second grade. The questionnaire consisted of 30

items, 21 positive statements and 9 negative statements. The instrument

has some alternative options based on Likert Scale; Strongly Agree

(sangat setuju), In Doubt (kurang setuju), Agree (setuju), Disagree (tidak

setuju), and Strongly Disagree (sangat tidak setuju). As see below:1

Table 3.1

The Likert Scale

English Indonesia Symbols Positive Negative

Strongly Agree Sangat Setuju SS 5 1

Agree Setuju S 4 2

In Doubt Kurang Setuju KS 3 3

Disagree Tidak Setuju TS 2 4

Strongly disagree Sangat Tidak Setuju STS 1 5

The Questionnaire consists of intrinsic and extrinsic motivation.

The Indicators of intrinsic motivation are desire, interest, need and goal.

The Indicators of extrinsic motivation are teacher, parents and social.

Table 3.2

Table Indicators of Motivated Learners

Variable Dimensions Indicators Items Number

Positive Negative

Motivation

Intrinsic

Desire 1,3,5 2,4,6

Interest 7,9,11,13 8,10,12,14

Need 15,16,17,18 19,20

Goal 21,22,23,24 25

Extrinsic

Teacher 26,27 28,29,30

Parents 31,32 33,34,35

Social 36,37 38,39,40

1Zoltan Dornyei, Questionnaires in Second Language Research – Contraction,

Administration, and Processing, (New York: Madison Avenue, 2010), p. 27

23

a. Validity Instrument

Validation of instrument was conducted to see whether the

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

standard coefficient validity minimum for this instrument with N = 31

and coefficient significance level 5%. The coefficient validity is 0.3.

To see the validity instrument, the writer did it through SPSS 19

Program. In validity test which was conducted in VIII of MTsN

Pamulang the writer got 30 items valid from 40 items of the

questionnaire. The numbers of valid item are 2, 3, 4, 5, 6, 7, 8, 9, 11,

13, 14, 15, 16, 18, 20, 22, 24, 26, 27, 28, 30, 32, 34, 37, 38, 39, 40. The

numbers of invalid item are 1, 10, 12, 19, 21, 25, 31, 33, 35, and 36. It

can be seen as below:

Table 3.3

Table Indicators of Motivated Learners

Variable Dimensions Indicators Items Number

Positive Negative

Motivation

Intrinsics

Desire 1*,3,5 2,4,6

Interest 7,9,11,13 8,10*,12*,14

Need 15,16,17,18 19*,20

Goal 21*,22,23,24 25*

Extrinsics

Teacher 26,27 28,29,30

Parents 31*,32 33*,34,35*

Environment 36*,37 38,39,40

(*) means invalid

24

b. The Result of Reliability Test

The Table 3.4

The Result of Reliability Test

Reliability Statistics

Cronbach's

Alpha

Cronbach's

Alpha Based on

Standardized

Items N of Items

.630 .638 40

From the result, it can be described that rresult = 0.630. The

writer compared to rtable with N = 40 and 0.5 % as significant level,

and rtable = 0.312. It can be assumed that the instrument is reliable with

rresult > rtable = 0.630 > 0.312.

2. The Technique of Data Collection

The data collection distributed a students' motivation questionnaire

to the respondents. To know the students' English learning achievement,

the writer used their midterm scores as the documentation. The data is

collected from the English teaching.

E. The Technique of Data Analysis

The data analysis used the relationship technique, by using Pearson's

product moment relationship as follows of the formula2:

rxy=𝑁∑𝑋𝑌−(∑𝑋)(∑𝑌)

√[𝑁𝑋2−(∑𝑋)2][𝑁∑𝑌2−(∑𝑌)2]

rxy : Coefficient Relationship

N : Number of Respondents

∑XY : Total Numbers of X multiplied by Y

2Prof. Drs. Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindo

Persada, 2006) p. 209.

25

∑X : Total Score of X

∑Y : Total Score of Y

Criteria : if rxy > rtable means there is relationship and Ha is accepted, Ho is

rejected. If rxy < rtable means there is no relationship and Ha is

rejected, Ho is accepted.

Ho : there is not significant relationship between students’ motivation

and their English learning score.

Ha : there is a significant relationship between students’ motivation

and their English learning score.

With that formula, it could get a description of the relationship between X

variable and Y variable, as below3:

Table 3.5

The Interpretation of Relationship

rxy Interpretations

0.00 – 0.20 The relationship between X variable and Y variable

is very weak or can be told there is no relationship

between the variables

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

Variable

0.40 – 0.70 There is enough relationship between X variable and

Y variable

0.70 – 0.90 There is strong relationship between X variable and

Y Variable

0.90 – 1.00 There is very strong relationship between X variable

and Y variable

3Iqbal Hasan, Analisis Data Penelitian dengan Statistik, (Jakarta: PT Bumi Aksara,

2009) p. 44.

26

F. The Statistical Hypothesis

The statistical hypothesis with significance level 5% was formulated as

follow:

Ho : r = 0

Ha : r ≠ 0

If rxy > rtable means there is correlation between X variable and Y variable, Ha

is accepted and Ho is rejected.

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

Ho is accepted and Ha is rejected

27

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

A. The Description of Data

The research used questionnaire in VIII English Bina Prestasi 1 class

to get motivation score. This class consists of 32 students; however 1 student

did not come because she was sick. So, the respondents became 31 students.

Before that, the first research was to know the validity of the data. In English

learning score, the data collected from the English teacher of VIII English

Bina Prestasi 1 class. The score was taken from the midterm test that was

conducted in the first semester.

Finally, the data was analyzed to know the correlation between

students’ motivation and their English learning achievement with formula of

Pearson Product Moment SPSS Program and Microsoft Excel program for

comparison.

1. The Students’ Motivation Score

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

this study. To get the score, the research was conducted through

questionnaire in VIII English Bina Prestasi class 1 as the sample. The table

below describes the result of the students’ motivation questionnaire.

Table 4.1

The Motivation Score (X)

N Score (X)

1 69

2 61

3 62

4 60

5 68

6 63

7 64

8 64

9 66

10 70

11 73

12 69

13 58

14 60

15 59

16 55

17 62

28

28

18 54

19 66

20 56

21 68

22 73

23 64

24 63

25 72

26 63

27 53

28 71

29 52

30 65

31 61

N = 31 ∑X= 1964

*the motivation scores are converted into achievement score by score balance

(See Appendixes, p.

2. The Students’ English Learning Achievement Score

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

score took from their midterm school report. The description of data as

below:

Table 4.2

The English Learning Achievement Score (Y)

N Score (Y)

1 97

2 94

3 94,5

4 91,5

5 88,5

6 84

7 99

8 91,5

9 74

10 93

11 96

12 97

13 90

14 82

15 94

16 91,5

17 84

18 89,5

19 94,5

20 94,5

21 91,5

22 81

23 97,5

24 71,5

25 93

26 99

27 90,5

28 96

29 87

30

30

30 87

31 91

N = 31 ∑Y= 2805

3. The Correlation between Students’ Motivation and their English

Learning Achievement Score

To see how correlation between students’ motivation and their

achievement, it is calculated through Pearson Product Moment.

Table 4.3

The Correlation Score of X and Y Variable

No X Y XY X2 Y2

1 69 97 6693 4761 9409

2 61 94 5734 3721 8836

3 62 94.5 5859 3844 8930.25

4 60 91.5 5490 3600 8372.25

5 68 88.5 6018 4624 7832.25

6 63 84 5292 3969 7056

7 64 99 6336 4096 9801

8 64 91.5 5856 4096 8372.25

9 66 74 4884 4356 5476

10 70 93 6510 4900 8649

11 73 96 7008 5329 9216

12 69 97 6693 4761 9409

13 58 90 5220 3364 8100

14 60 82 4920 3600 6724

15 59 94 5546 3481 8836

16 55 91.5 5032.5 3025 8372.25

17 62 84 5208 3844 7056

18 54 89.5 4833 2916 8010.25

19 66 94.5 6237 4356 8930.25

20 56 94.5 5292 3136 8930.25

21 68 91.5 6222 4624 8372.25

29

28

28

22 73 81 5913 5329 6561

23 64 97.5 6240 4096 9506.25

24 63 71.5 4504.5 3969 5112.25

25 72 93 6696 5184 8649

26 63 99 6237 3969 9801

27 53 90.5 4796.5 2809 8190.25

28 71 96 6816 5041 9216

29 52 87 4524 2704 7569

30 65 87 5655 4225 7569

31 61 91 5551 3721 8281

N=31 ∑X=

1964

∑Y=

2805

∑XY=

177816.5

∑X2 =

125450

∑Y2 =

255145

rxy=𝑁.∑𝑋𝑌−(∑𝑋)(∑𝑌)

√[𝑁𝑋2−(∑𝑋)2][𝑁∑𝑌2−(∑𝑌)2]

rxy=31 𝑥 177816.5−(1964)(2805)

√[31 𝑥 125450−(1964)2][31 𝑥 255145−(2805)2]

rxy=3291.5

36231.078

rxy=0.09084741

rxy=0.091

B. The Analysis of the Data

Pearson program was used for calculation of the data to get result of

correlation between students’ motivation and their English learning

achievement score. The result can be seen below:

30

29

1. The Frequency of Data

Table 4.4

The Frequency of Data Motivation Score (X)

X

Frequency Percent Valid Percent

Cumulative

Percent

Valid 52.00 1 3.2 3.2 3.2

53.00 1 3.2 3.2 6.5

54.00 1 3.2 3.2 9.7

55.00 1 3.2 3.2 12.9

56.00 1 3.2 3.2 16.1

58.00 1 3.2 3.2 19.4

59.00 1 3.2 3.2 22.6

60.00 2 6.5 6.5 29.0

61.00 2 6.5 6.5 35.5

62.00 2 6.5 6.5 41.9

63.00 3 9.7 9.7 51.6

64.00 3 9.7 9.7 61.3

65.00 1 3.2 3.2 64.5

66.00 2 6.5 6.5 71.0

68.00 2 6.5 6.5 77.4

69.00 2 6.5 6.5 83.9

70.00 1 3.2 3.2 87.1

71.00 1 3.2 3.2 90.3

72.00 1 3.2 3.2 93.5

73.00 2 6.5 6.5 100.0

Total 31 100.0 100.0

Table 4.5

The Frequency of Data Achievement Score (Y)

Y

Frequency Percent Valid Percent

Cumulative

Percent

Valid 71.50 1 3.2 3.2 3.2

74.00 1 3.2 3.2 6.5

31

30

30

81.00 1 3.2 3.2 9.7

82.00 1 3.2 3.2 12.9

84.00 2 6.5 6.5 19.4

87.00 2 6.5 6.5 25.8

88.50 1 3.2 3.2 29.0

89.50 1 3.2 3.2 32.3

90.00 1 3.2 3.2 35.5

90.50 1 3.2 3.2 38.7

91.00 1 3.2 3.2 41.9

91.50 4 12.9 12.9 54.8

93.00 2 6.5 6.5 61.3

94.00 2 6.5 6.5 67.7

94.50 3 9.7 9.7 77.4

96.00 2 6.5 6.5 83.9

97.00 2 6.5 6.5 90.3

97.50 1 3.2 3.2 93.5

99.00 2 6.5 6.5 100.0

Total 31 100.0 100.0

2. The Summary of Motivation and English Learning Achievement

Table 4.6

The Summary of Motivation (X) and Achievement (Y)

Statistics

X Y

N Valid 31 31

Missing 0 0

Mean 63.3548 90.4839

Median 63.0000 91.5000

Mode 63.00a 91.50

Std. Deviation 5.83409 6.67768

Minimum 52.00 71.50

Maximum 73.00 99.00

Sum 1964.00 2805.00

32

31

3. The Histogram

Figure 4.1

The Motivation Score

Figure 4.2

The Achievement Score

33

32

32

4. The Correlation Result

Table 4.7

The Correlation Result

Correlations

X Y

X Pearson Correlation 1 .091

Sig. (2-tailed) .627

N 31 31

Y Pearson Correlation .091 1

Sig. (2-tailed) .627

N 31 31

The description is as table above that r coefficient is 0.091 and the

sig. (2-tailed) is 0.627. After calculating the data, it can be described that

there is a very weak correlation between X variable and Y variable, or it

can be assumed that there is no correlation between students’ motivation

score and their English learning achievement score. Based on the rtable of

product moment mentioned that significant 5% is 0.355 (see appendix).It

can be described that rxy<rtable= 0.091 < 0.355, it means that Ho is rejected

and Ha is accepted.

C. The Test of Hypothesis

From the calculation Pearson’s Product moment, it was got the result

of rxy= 0.091; it is between 0.00 – 0.20. It means that rxy<rtable= 0.091 < 0.355.

According to the interpretation of data above, it can be described through the

result that the correlation between X variable and Y variable is very weak. In

other words, it means that there is no significance correlation between

students’ motivation (X variable) and their English learning achievement (Y

variable) score.

34

35

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the description of data in the previous chapter, it can be

concluded that null hypothesis is accepted and alternative hypothesis is

rejected. The result can be seen that rxy is 0.091 then the result in 5%

significance level is 0.355. So, rxy is smaller than rtable, rxy<rtable = 0.091<

0.355. It means that there is no correlation between students’ motivation and

their English learning achievement.

The conclusion describes that the correlation is very weak, in can be

understood that low motivated students do not always get low score in the

class, and high motivated students do not have a guarantee to achieve a high

score in the class of English study.

B. Suggestion

The conclusion above gives a new insight about this research in the

future. There are a few things that all English teachers can perform better from

this study. Teachers should be more welcome with the students’ needs,

particularly emotional needs. Students’ needs can be served by teachers’

initiatives in creating teaching and learning method that those be more

relevance for their students’ needs. Besides that, Emotional becomes a

fundamental for students that teachers need to know. Teachers should have

space with students to listen them deeply, because emotional needs to be

listened.

Learning is a process where the place to make things right or wrong. It

should be realized that learning is not always about score, but how to create

meaningful students who have quality of values in themselves. There is no

guarantee that students are with greatest score they will have values within.

But, it is good momentum when students have good motivation, achievement

and values together to achieve better than before.

36

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Appendix 1

DAFTAR NILAI

SEMESTER GENAP TAHUN PELAJARAN 2014-2015

MTSN TANGERANG 2 PAMULANG Jl. Pajajaran No. 31 Pamulang Barat - Kota Tangerang Selatan - Banten - Indonesia 15417

Telp./Fax. 021-7415023 | e-mail: infomtsnpamulang@yahoo.com

KELAS : 8 Bina Prestasi Inggris 1

WALI KELAS : Neneng Herawati, S.Pd

NO NAMA LENGKAP KOGNITIF PSIKOMOTORIK SIKAP UTS

1 2 3 UH 1 1 2 3

1 ADARA NAILARIFQA 95 97

2 ADINDA MAISYA Z 70 94

3 AHMAD KAMAL F 95 94,5

4 ALYSSA SHAFA Z 85 91,5

5 AMELIA SUKMAPUTRI 80 88,5

6 ANISYA RAMADHAN 85 84

7 ANNISA MUNTAMA 65 86,5

8 ANNISA PRATAMA KH 85 99

9 ARYA ALIFIA MUKHTI 75 91,5

10 ATHAYA DAMAR H 90 74

11 AURA NUR AZZAHRA 95 93

12 AZZAHRA FIRDANI 85 96

13 DENTA PRAWIRA D 90 97

14 FARAH SHARFINA 75 90

15 FATMAWATI M 75 82

16 FAUZAN AZHAR M 95 94

17 FIRDHA RIZKIANA P 60 91,5

18 HARID CAHYA F 60 84

19 JAUZA HAANIYAH 85 89,5

20 KHANSA AUFA 85 94,5

21 MAS BIMA S 95 94,5

22 MAULIDA ALMAS 80 91,5

23 MUHAMMAD FAIZ R 85 81

24 NAMIRA SUKMA D 90 97,5

25 PUTRI APRILIA A 85 71,5

26 RAUDHA NISRINA A 70 93

27 ROSY NISRIYAWATI 85 99

28 SALSABILA SYIPA A 90 90,5

29 SISLANTIKA A M 100 96

30 SYAIFA NURUL A H 85 87

31 VENNY AGUSTIANI 85 87

32 WINA PUTRI KIRANA 90 91

Tangerang Selatan, Februari 2015

Guru Bidang Studi,

Neneng Herawati, S.Pd

NIP

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z AA AB AC AD AF AG

1 NAMA SISWA Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20 Q21 Q22 Q23 Q24 Q25 Q26 Q27 Q28 Q29 Q30 Total

2 ATHAYA DAMAR H 4 4 2 3 3 3 4 4 4 4 2 4 2 4 2 3 4 4 4 5 4 3 3 3 5 2 3 3 3 5 103

3 AURA NUR AZZAHRA 3 4 2 4 3 3 4 4 2 4 2 4 2 4 2 2 4 4 4 4 3 2 2 2 4 2 3 2 3 3 91

4 JAUZA HAANIYAH 3 3 1 4 3 4 2 3 1 4 3 4 2 5 1 3 5 5 4 3 3 3 3 3 3 2 3 3 3 4 93

5 RAUDHA NISRINA A 3 4 3 3 3 3 3 2 3 4 2 3 3 4 1 3 4 3 3 4 3 3 3 3 3 2 3 3 3 3 90

6 AHMAD KAMAL F 3 4 2 4 3 4 4 4 2 4 3 4 2 4 2 3 4 4 4 4 4 3 3 3 4 3 3 4 3 4 102

7 ARYA ALIFIA MUKHTI 2 5 1 5 1 4 5 5 5 5 2 5 2 4 1 1 4 4 4 3 3 3 2 1 4 2 3 3 2 3 94

8 FAUZAN AZHAR M 3 3 2 4 3 3 4 5 3 4 1 3 2 4 3 3 5 5 5 2 3 3 2 2 4 1 3 4 3 4 96

9 SALSABILA SYIPA A 4 5 1 4 5 5 3 1 2 5 1 4 1 5 1 1 4 3 3 2 1 5 5 2 4 1 4 5 4 5 96

10 AMELIA SUKMAPUTRI 3 3 3 3 3 3 3 4 2 4 2 3 2 4 3 2 4 4 4 5 4 4 4 3 2 2 4 4 4 4 99

11 ANISYA RAMADHAN 3 4 3 4 4 3 3 3 3 4 2 4 4 4 4 3 5 4 4 4 4 3 3 3 4 3 3 3 3 4 105

12 ADINDA MAISYA Z 3 4 2 4 3 4 3 4 4 4 3 4 3 4 2 3 5 5 4 4 3 4 4 4 4 3 4 4 4 4 110

13 MUHAMMAD FAIZ R 3 5 3 5 2 3 4 4 2 5 1 3 2 5 3 2 5 5 5 4 3 2 3 3 4 2 4 4 3 5 104

14 SISLANTIKA A M 4 3 3 3 3 2 3 3 3 3 2 3 3 4 2 3 4 4 4 3 2 3 2 2 4 2 2 3 3 2 87

15 ROSY NISRIYAWATI 2 5 2 4 3 3 4 2 1 5 1 4 2 5 2 2 4 4 3 4 4 2 2 2 4 1 3 3 4 3 90

16 DENTA PRAWIRA D 3 4 2 4 4 3 4 3 1 4 3 3 2 4 2 4 5 3 4 3 4 1 1 1 4 4 2 3 1 2 88

17 VENNY AGUSTIANI 3 4 2 3 3 3 2 3 2 4 2 3 2 4 2 2 4 4 3 3 2 2 2 2 3 2 2 3 2 4 82

18 WINA PUTRI KIRANA 3 5 3 3 4 2 2 3 2 4 1 4 4 5 2 1 4 3 4 3 4 3 3 1 2 3 4 4 5 2 93

19 MAS BIMA S 4 4 2 4 2 3 2 2 3 4 1 3 2 4 2 2 4 4 4 4 4 2 2 3 1 1 3 2 2 1 81

20 ANNISA PRATAMA KH 3 4 2 4 3 4 3 4 2 5 1 4 2 5 1 2 5 5 5 4 4 3 3 3 4 3 2 3 3 3 99

21 FARAH SHARFINA 3 3 1 2 3 3 3 4 1 4 3 3 3 4 1 3 5 2 3 2 3 3 3 3 3 2 3 2 3 3 84

22 KHANSA AUFA 3 4 3 4 3 2 3 4 2 4 2 4 3 4 2 3 3 3 4 3 5 4 4 4 4 3 3 4 4 4 102

23 HARID CAHYA F 3 5 1 4 3 3 4 4 3 5 3 5 2 5 1 3 5 5 4 4 4 4 4 4 4 2 4 4 4 3 109

24 PUTRI APRILIA A 1 5 1 4 2 3 4 4 2 4 2 3 2 4 2 3 5 5 5 3 3 3 3 2 4 3 3 3 4 4 96

25 FATMAWATI M 2 3 2 4 3 3 2 3 2 4 2 4 2 4 2 3 5 4 4 3 3 3 3 4 4 2 3 4 4 4 95

26 FIRDHA RIZKIANA P 4 5 5 5 4 3 3 3 4 5 2 2 2 5 5 2 4 4 4 4 3 5 4 2 5 2 4 3 3 2 108

27 NAMIRA SUKMA D 3 3 2 4 3 2 3 4 2 4 2 3 2 4 1 3 4 4 4 4 3 3 4 3 4 2 4 4 3 4 95

28 ADARA NAILARIFQA 3 4 1 4 4 5 3 4 4 4 2 5 1 3 1 1 3 3 2 4 4 1 1 1 4 1 2 2 1 2 80

29 SYAIFA NURUL A H 3 4 3 3 4 3 3 4 4 4 3 4 4 4 3 3 4 5 5 4 4 4 4 4 2 4 4 4 2 1 107

30 AZZAHRA FIRDANI 2 5 1 5 1 3 5 4 1 4 1 4 2 4 1 2 4 4 3 3 2 1 1 1 4 1 2 2 3 2 78

31 ALYSSA SHAFA Z 3 5 1 4 3 5 4 4 3 5 1 5 2 4 1 1 5 4 4 4 4 4 4 1 4 1 3 3 2 3 97

32 MAULIDA ALMAS 4 4 2 4 4 3 2 2 3 4 2 4 1 4 2 2 4 4 4 4 3 2 3 3 4 1 3 4 2 4 92

Statistic Motivation Score

Appendix 2

Appendix 3

The First Motivation Scores

N

Value

150/1.5 =

100

Score (X)

1 103 69

2 91 61

3 93 62

4 91 60

5 102 68

6 94 63

7 96 64

8 96 64

9 99 66

10 105 70

11 110 73

12 104 69

13 87 58

14 90 60

15 88 59

16 82 55

17 93 62

18 81 54

19 99 66

20 84 56

21 102 68

22 109 73

23 96 64

24 95 63

25 108 72

26 95 63

27 80 53

28 107 71

29 78 52

30 97 65

31 92 61

N = 31 ∑X= 2946 ∑X= 1964

Appendix 3

The First Achievement Scores

N

Value

100/1 =

100

Score (X)

1 97 97

2 94 94

3 94,5 94,5

4 91,5 91,5

5 88,5 88,5

6 84 84

7 99 99

8 91,5 91,5

9 74 74

10 93 93

11 96 96

12 97 97

13 90 90

14 82 82

15 94 94

16 91,5 91,5

17 84 84

18 89,5 89,5

19 94,5 94,5

20 94,5 94,5

21 91,5 91,5

22 81 81

23 97,5 97,5

24 71,5 71,5

25 93 93

26 99 99

27 90,5 90,5

28 96 96

29 87 87

30 87 87

31 91 91

N = 31 ∑Y= 2805 ∑Y= 2805

Note;

1. Total value of Motivation Score is 30x5 = 150/1.5 = 100

2. Total value of Achievement Score is 100/1 = 100

3. Both Scores become 100 (balance)

Edited by Microsoft Excel

Appendix 4

The Questionnaire for the Validity Test

ANGKET PERTANYAAN (QUESTIONNAIRES)

A. Petujuk Umum

1. Bacalah basmalah sebelum memulai.

2. Agket ini bersifat ilmiah dan hanya untuk kebutuhan penelitian, tidak

ada tujuan lain.

3. Jawablah pertanyaan ini dengan jujur.

4. Berilah tanda centang (√) pada jawaban anda.

B. Bioadata Responden (Penjawab Pertanyaan)

1. Nama :

2. Jenis Kelamin :

3. Sekolah : MTs Negeri Pamulang

4. Kelas : 8 BP English Class 1

C. Keterangan

SS =Sangat Setuju

S = Setuju

KS = Kurang Setuju

TS = Tidak Setuju

STS = Sangat Tidak Setuju

D. Terimakasih atas kesediaannya mengisi angket ini.

No Pertanyaan SS S KS TS STS

1 Saya tidak suka membeli buku-buku

berbahasa Inggris

2 Saya senang mendengarkan percakapan

bahasa Inggris yang diberikan guru saya

3 Saya tidak suka menonton film berbahasa

Inggris

4 Saya senang mengerjakan tugas bahasa

Inggris di rumah

5 Saya tidak suka mengulang kembali

pelajaran bahasa Inggris di rumah

6 Saya merasa lebih mudah mendapatkan

peringkat terbaik di kelas dengan

mempelajari bahasa Inggris

7 Saya senang mengikuti lomba bahasa

Inggris

8 Bahasa Inggris dibutuhkan untuk

Appendix 4

berkomunikasi dengan guru bahasa

Inggris dan teman-teman sekolah

9 Saya tidak merasa sedih jika hasil ulangan

bahasa Inggris saya tidak bagus

10 Saya sangat senang mengikuti pelajaran

bahasa Inggris

11 Pelajaran bahasa Inggris merupakan

pelajaran yang banyak membuang waktu

12 Saya tertarik menirukan percakapan

Bahasa Inggris ketika guru meminta saya

13 Pelajaran bahasa Inggris merupakan salah

satu mata pelajaran yang sulit

14 Saya belajar bahasa Inggris atas keinginan

saya sendiri

15 Saya tidak suka menonton film yang

berbahasa Inggris

16 Materi bahasa Inggris sangat

membosankan

17 Saya belajar bahasa Inggris agar dapat

mengerjakan soal bahasa Inggris dengan

baik dan benar

18 Saya merasa puas belajar bahasa Inggris

dengan guru di kelas

19 Materi pelajaran bahasa Inggris yang

diberikan oleh guru sudah menarik

20 Guru saya sering memberikan

penghargaanketika mengajar bahasa

Inggris

21 Saya mengharapkan pujian dari guru

ketika saya mampu mempraktekkan

bahasa Inggris yang telah diajarkan

22 Saya melaksanakan tugas karena takut

dihukum oleh guru

23 Saya mendengarkan guru menerangkan di

kelas karena takut dihukum

24 Saya menirukan pengucapan bahasa

Inggris guru karena takut dihukum

25 Orang tua saya meminta saya mengikuti

kursus bahasa Inggris

Appendix 4

26 Orang tua saya memindahkan channel TV

ketika saya menonton film berbahasa

Inggris

27 Orang-orang di sekitar lingkungan saya

menggunakan percakapan bahasa Inggris

sehari-hari

28 Di lingkungan sekitar saya belum ada

sarana dan prasarana bahasa Inggris yang

memadai

29 Saya menggunakan bahasa Inggris karena

takut dihukum oleh orang-orang di sekitar

saya

30 Orang-orang di sekitar saya tidak

menggunakan bahasa Inggris dalam

komunikasi sehari-hari

Appendix 5

The Questionnaire for the Students’ Motivation

ANGKET PERTANYAAN (QUESTIONNAIRES)

A. Petujuk Umum

1. Bacalah basmalah sebelum memulai.

2. Agket ini bersifat ilmiah dan hanya untuk kebutuhan penelitian, tidak

ada tujuan lain.

3. Jawablah pertanyaan ini dengan jujur.

4. Berilah tanda centang (√) pada jawaban anda.

B. Bioadata Responden (Penjawab Pertanyaan)

1. Nama :

2. Jenis Kelamin :

3. Sekolah : MTs Negeri Pamulang

4. Kelas : 8 BP English Class 1

C. Keterangan

SS =Sangat Setuju

S = Setuju

KS = Kurang Setuju

TS = Tidak Setuju

STS = Sangat Tidak Setuju

D. Terimakasih atas kesediaannya mengisi angket ini.

No Pertanyaan SS S KS TS STS

1 Saya suka berbicara dalam bahasa Inggris

2 Saya tidak suka membeli buku-buku

berbahasa Inggris

3 Saya senang mendengarkan percakapan

bahasa Inggris yang diberikan guru saya

4 Saya tidak suka menonton film berbahasa

Inggris

5 Saya senang mengerjakan tugas bahasa

Inggris di rumah

6 Saya tidak suka mengulang kembali

pelajaran bahasa Inggris di rumah

7 Saya merasa lebih mudah mendapatkan

peringkat terbaik di kelas dengan

mempelajari bahasa Inggris

8 Saya senang mengikuti lomba bahasa Inggris

Appendix 5

9 Bahasa Inggris dibutuhkan untuk

berkomunikasi dengan guru bahasa Inggris

dan teman-teman sekolah

10 Siswa yang pintar berbahasa Inggris akan

mudah mendapatkan kesempatan mengikuti

kompetisi bahasa Inggris baik di dalam

maupun di luar lingklungan sekolah

11 Saya tidak merasa sedih jika hasil ulangan

bahasa Inggris saya tidak bagus

12 Siswa yang pandai dalam pelajaran bahasa

Inggris tidak dapat menjadi pemimpin di

kelas

13 Saya sangat senang mengikuti pelajaran

bahasa Inggris

14 Pelajaran bahasa Inggris merupakan

pelajaran yang banyak membuang waktu

15 Saya tertarik menirukan percakapan Bahasa

Inggris ketika guru meminta saya

16 Pelajaran bahasa Inggris merupakan salah

satu mata pelajaran yang sulit

17 Saya belajar bahasa Inggris atas keinginan

saya sendiri

18 Saya tidak suka menonton film yang

berbahasa Inggris

19 Saya suka berbicara bahasa Inggris dengan

guru dan teman sekolah

20 Materi bahasa Inggris sangat membosankan

21 Dapat berbicara bahasa Inggris adalah tujuan

saya

22 Saya belajar bahasa Inggris agar dapat

mengerjakan soal bahasa Inggris dengan

baik dan benar

23 Saya merasa puas belajar bahasa Inggris

dengan guru di kelas

24 Materi pelajaran bahasa Inggris yang

diberikan oleh guru sudah menarik

25 Materi pelajaran bahasa Inggris yang ada

saat ini kurang menarik

Appendix 5

26 Guru saya sering memberikan

penghargaanketika mengajar bahasa Inggris

27 Saya mengharapkan pujian dari guru ketika

saya mampu mempraktekkan bahasa Inggris

yang telah diajarkan

28 Saya melaksanakan tugas karena takut

dihukum oleh guru

29 Saya mendengarkan guru menerangkan di

kelas karena takut dihukum

30 Saya menirukan pengucapan bahasa Inggris

guru karena takut dihukum

31 Orang tua saya memberikan buku bahasa

Inggris kepada saya

32 Orang tua saya meminta saya mengikuti

kursus bahasa Inggris

33 Orang tua saya tidak pernah membelikan

buku bahasa Inggris kepada saya

34 Orang tua saya memindahkan channel TV

ketika saya menonton film berbahasa Inggris

35 Orang tua saya tidak pernah membelikan

buku berbahasa Inggris untuk saya

36 Ketika saya bertanya menggunakan bahasa

Inggris di lingkungan sekitar saya, orang di

sekitar merespon dengan baik

37 Orang-orang di sekitar lingkungan saya

menggunakan percakapan bahasa Inggris

sehari-hari

38 Di lingkungan sekitar saya belum ada sarana

dan prasarana bahasa Inggris yang memadai

39 Saya menggunakan bahasa Inggris karena

takut dihukum oleh orang-orang di sekitar

saya

40 Orang-orang di sekitar saya tidak

menggunakan bahasa Inggris dalam

komunikasi sehari-hari

Appendix 7

Appendix 8

Appendix 9

E:-'#

THE CORRELATION BETWEEN STUDENTS' MOTIYATION AND

THEIR ENGLISH LEARNING ACHIEVEMENT

(A Survey Study at the Second Grade of MTs Negeri pamulang)

"Skripsi"Presented to the Faculty of Tarbiyah and Teacher,s Training in a partial ofFulfillment of the Requirements for Degree of S.pd. @achelor of Arts) in

English Language Education

By:

Rahmad Hidayad i

108014000087

Apprqved

NIP. 19761007 200710 1 001

DEPARTMENT OF ENGLISH EDTTCATION

FACULTY OF TARBIYAH AND TEACHER'S TRAINING

STATE ISLAMIC UNIVERSITY

SYARIF HIDAYATULLAH

by the Advisors

haril Anasy, M.IIumr9560506

2015

r

ENDORSEMENT SHEET

The Examination Committee of the Facnlty of Tarbiyah and Teacher's

Training Certifies that the "Skripsi" (Scientific Paper) entitle "The Correlation

between Students' Motivation and Their English Learning Achievement at

the second Year of MTs Negeri Pamulang written by Rahmad Hidayadi,

Student's Registration Number 108014000087 was examined by the Committee

on June 4b 2015, and Declared to have passed and therefore, Fulfilled one of the

Requirements for the Academic title of 'S.Pd' (Bachelor of Arts) in English

Language Education at the Department of English Education.

Jakarta,4 June 2015

EXAMINATION COMMITTEE

CHAIRMAN

SECRETARY

EXAMINERS I

EXAMINERS II

Drs. Syauki. M.PdNrP. 196412t2 r99t03 1002

Zaharil Anasv. NI.HumNIP. 19761007 200710 I 001

Dr. Atiq Susilo M.ANIP. 19491 t2 2t91803 1 001

Devi Yusnita. M.Pd

Teacher's Traini Faculty

ilt

Acknowledged by:

982031 007

Ltxr I

KEMENTERIAN AGAMAUIN JAKARTAFITKJl. Ir. H. Juando No 9t Ciputut I 54 t 2 Indon+io

FORM (FR)

No. Dokumen FITK.FR-AKD-O{

I Maret 2010

0l

SURAT PERNYATAAN KARYA SBNDIRT

Saya yang bertanda tan

Nama

Tempat/Tgl.Lahir

NIM

Jurusan / Prodi

Judul Skripsi "The Correlation behyeen Students, Motivation and

Their English Learning AchievemerLt,,

Dosen Pembimbing : 1. Drs. Nasifuddin Djalil, M. AS

2. Zaharll Anasy, M. Hurn

dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hhsil karya

sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.

Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.

Rahmad HidayadiNIM.108014000087

gan di barvah ini,

Rahmad Hidayadi

Sungai Pua, 01 Maret 1989

1 08014000087

PBI/SI

lv

Jakarta, 0l Juni 2015

----eE:l

Appendix 10

The Test of References

Name : R.ahmacl Hidayadi

NIM : 108014000087

Faculty/Department : FITK / The English Education Department

The Title of "Skripsi" : The Relationship between Students' Motivation and Their

English Learning Achievement

Advisors : 1. Drs. Nasifuddin Djalil, M.Ag

2. Zahail Anasy, M. Hum

No. ReferencesPageUsed

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iAdvisor

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2

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I

V.-''7/-

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96

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B&4*;i.:.

.':

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Appendix 10

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358-- v-g '_/

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Appendix 10

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tB&,:g

:*::'::,:t

j$*:+:g

,itl

:li..,1

:l

ilisI::i'li

*aqaga;*

4rl:B

I']l

1,

.:i

:1

Appendix 10

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