CHAPTER I

INTRODUCTION

A. Background

Language as a means of communication has an important role in

education and culture. According to curriculum of 2006, language is used to

express their information, ideas, thoughts, feeling mind, and to develop science

technology and culture. Language is an essential aspect of human life. People

need language to share idea, opinions or feelings. Therefor a language is a tool

of communication.

In the era of globalization, there is much information which is spoken

or written in English. It can be in book, magazine, radio, advertisement,

television, internet, and so on. English is a language mostly used by people in

many countries because English is the international language. As an

international language, automatically English is learnt by many students in the

world.

In Indonesia, English is the first foreign language taught beginning

from elementary school until college. Even in junior high school, it become

one of the important subject. The students who learn English should be

provided with four language skills. According to Brown (2001: 297) says that

there are four language skills, namely: listening, reading, writing and speaking.

Besides skills, they also learn English language component as grammar

especially tenses, pronunciation and vocabulary. Learning English as a foreign

language is a complex process. The student have to know to learn well.

1
 However English becomes a compulsory subject, in fact for there are

many students, English is one of the most difficult foreign language in the

study because they must understand how to use grammar correctly, how the

pronunciation right and vocabulary a lot. This resulted in students often

assumed that learning English is a complicated and tedious because it must

relate to the above.

The success of teaching and learning English activity in influenced by

many factors. Some factor come from the students’ surroundings, some others

are from the students’ themselves such us interest and motivation. Interest is

very important in learning English. Interest in learning English become a key

factor to successful in learning English. According to Muhibbin (2004: 136),

interest affects the quality of students’ learning achievement in many field of

certain study. Interest influences the process of learning result, when the

students are not interested in learning something, the result cannot be expected

to be well successful.

Interest in student learning is influenced by several factors, among

others: the internal and external factors. The internal factor is the factor that

comes from the learners themselves, for example sick and tired. While external

factors are factors from outside the learners themselves, for example:

classroom full of condition, lack of learning resources like a book and boring

of learning strategies.

There are some factors causing of students’ learning problems.

According to Muhibbin (2005: 173), causal factors of students’ learning

2
problem are divided into two categories: they are internal and external factors.

The internal factors include cognitive, affective and psychomotor. Meanwhile

the external factors include family, society, and school environment (school

building condition, the teacher and learning facilities). According to Abu and

Widodo (2004: 78), classified causal factors of students’ learning problem into

two categories: internal, which include physiology factor and psychology

factor, and external, which include social, family and school.

When doing PPL in SMPN 4 Baubau, researcher found there were

many students were bored during the lesson, they were lack attention to learn,

like they were always disturb their friends, went to toilet many times, made

noisy, got daydreaming, made a joke on their teacher performance and left the

class. Those problems were very disturbing the learning process. Result of

interview from teacher and some students, the English teacher says that in

some classes there are many students are lack interest and attention when he

gives English material, there only students who like and want to learn English

that will pay attention when he explain the material. The English teacher

assumes he needs to work hard to make students interest to learn. He realizes in

teaching and learning process he need variety of method in English learning, so

the students will be interested in learning English. Some students say they are

lack of attention when their teacher gives English subject because English is a

difficult lesson. They do not know the meaning of question when they do a test

and English is a different subject between writing, reading, and meaning.

3
 Based on the statements above, the researcher concludes that there are

many cause make the students lack attention when English learning process,

one of them is the teacher are less variety of method in English learning

process. The teacher must be applying variety of method in English learning

process, so the students will be interested in learning English.

B. Problem Statement

Based on the background above, the researcher formulated the problem

statement is what are factors influencing the lack of students’ interest in

learning English at the second grade students of SMPN 4 Baubau?

C. Scope of the Research

The scope of this research was focused on the factors influencing the

lack of students’ interest in learning English at the second grade students of

SMPN 4 Baubau.

D. Objective of the Research

Based on the problem statement, the objective of the research wasto

know what factors influencing the lack of students’ interest in learning English

at the second grade students of SMPN 4 Baubau.

E. Significance of the Research

The significance of this research were as follows:

4
1. It can be used to help the teacher to understand the importance of interest in

teaching learning activity.

2. To provide the information to teachers about the way in teaching English to

improve students’ interest.

3. To improve the students’ interest in learning English.

5
 CHAPTER II

REVIEW OF RELATED LITERATURE, THE RELEVANT OF

RESEARCH AND CONCEPTUAL FRAMEWORK

A. Review of Related Literature

1. Learning

a. Definition of Learning

Learning is a matter that related with a life. Life is a lesson. By

learning, people know how to life. Because of learning is a process that

happens for a long time and through many steps, it will make someone change

in certain aspect in his own self. For instance, get dress, use washing machine,

ride the motorcycle, they can be done after learning.

Learning become an important source for the learner because, it is a

process that done by the learner to get knowledge, especially in learning

English. Moreover, learning is needed very much for people to increase their

life become well in the future.

Obviously, many researchers have attempted to define the concept of

learning. According to Wakefield (1996) in Atia (2011: 22), learning can be

described as a relatively permanent change in the behavior of an individual

based on his/her experiences or discoveries. Thus the processes of experience

and discovery lead to a new understanding of the world and ourselves, and

enable us to apply the acquired knowledge in new situations. Knowledge

acquisition, then involves processes that transform data from experience into

organized information.

6
 According to Smith (1962) in Sufi (2009: 20), learning is the

acquisition of new behavior or the strengthening or weakening of old behavior

as the result of experience. Learning become an important source for the

learner because it is a process that done by the learner to get knowledge,

especially in learning English. Moreover, learning is needed very much for

people to increase their live become well in the future.

According to Hilgard (1994: 59), learning is a process by which activity

or it is changed through responding to a situation; provide to a change cannot

be attribute to growth or to temporary states of the organism as the figure.

Based on the explanations above, there is a change in learning. It is

about learning for formation of personality and behavior based on the

experience in order to give benefit for surrounding people.

b. Factors that Influence the Learning Process

According to Suryabrata (2012: 63), the factors that influence the

process of learning can be classified into two factors. The two factors are

internal and external factor.

a. Internal factor

Internal factor is the factors that influence a learning difficulty that comes

from learning itself. In dealing with the factor, it can be explained as follows:

1. Physical factors consist of health factor and physical factor.

2. Psychological factor consist of intelligence, attention, interest, talent,

motivation, attitude, and concentration.

7
b. External factor

External factor consist of non-social factors and social factor. Non-social

factor include place, the tools of learning (pen, pencil, and book) or learning

facilities. While social factor include family, teacher, and society.

2. Interest

a. Definition of Interest

Interest is one of the internal factors in learning activity. Interest is the

desire of somebody toward something as influence of environment where or

they live.

Every individual have tendency to deal with something in their

environment. If it gives something good to them, possible they will interest to

it. Students who has certain needs or desire toward something, they will have

high interest a more enthusiastic to achieve what they want to do. According to

Sardiman (2003: 76), interest is a condition that occurred when someone see

characteristic of situation that is correlated with his/her own need and desire.

When it happened, he or she will be easily to learn something.

Interest is greatly affected by the process and learning outcomes. If a

person was not interested in learning something, it cannot be expected to do

well in the process of learning. Conversely, if a person with an interest to learn

something, then the expected results will be better. If every teacher realizes

this, the question that arises is how to make things that are presented as a

8
learning experience that can attract students or how to determine that students

learn things which are interested them.

Acoording to Hilgard (1962) in Desmita (2015: 7) pointed out that:

“Interest is persisting tendency to pay attention to and enjoy some activity or

content”. This confirms that what causes the interest, we also have an attention

and if there is an attention, we will be interested in. So, there is a relationship

between the interest and attention. According to Gazali (1974) in Desmita

(2015: 7) stated that “Perhatian adalah keaktifan jiwa yang dipertinggi, jiwa

itu pun semata-mata tertuju kepada suatu obyek (benda/hal) atau sekumpulan

objek.” In order to ensure a good learning outcomes, then students should have

the attention of the learned material. If materials are not subject to the attention

of students, hence the boredom was coming. So, he does not like anymore for

studying. In order to students can learn best, try to make a learning materials

always attract attention by way of seeking the lessons which in accordance

with the hobby or talent.

If there are students who are less interested in the study, it can be

arranged so that it has a greater interest, by way of explaining things interesting

and useful for life, as well as the matters which is related to the ideas, and it’s

relation to material they learned.

b. Aspect of Interest

There are several aspects of students who have a high interest in

learning that can be known through a learning process in the classroom and at

9
home. Djamarah (2008: 166) revealed that interest can be expressed through

the students:

a) Like something more than others.

b) Participating in an activity.

c) Paying more attention to what students interested.

Similar opinions are also expressed by Slameto (2010: 180) stated that,

an interest can be expressed through a statement that indicates that the student

prefers something more than anything else, can also be manifested through

participation in an activity.

Based on the opinions above, it can be conclude that the students

interest in study certain subject can be seen from the attitude of students who

prefer a subject in comparison with other subject. It can be indicated by the

motivation or encouragement of students to learn with respect to the subject his

like, then the participation of students in teaching and learning activities, and

attention of students in teaching and learning activities.

Thus, the indicators of interest used as a references in this research

(Slameto, 2010: 180), such as:

1) Motivation or the encouragement to learn, with sub indicators:

a. Readiness of students in learning English.

b. Motivation or encouragement of students to learning English.

2) Students participation in teaching and learning activities, with sub

indicators:

a. Student participation in learning English.

10
 b. Student active in answering the problems.

3) Attention of students in teaching and learning activities, with sub

indicators:

a. Student attention during the learning takes place.

b. Attention of students in understanding the material that has been taught

English.

The interest expressed in this research is the interest of students to learn

English lesson.

c. Factors that Could Growing Interest in Learning

Some education experts believe that the most effective way to generate

interest in a few subject is to use the interests of students who have been there.

According to Tanner (2006) suggests that teachers be trying to create new

interest in students. This can be achieved through the giving of information to

students about the materials that will be delivered by connecting the last lesson

materials, and described its use in the future.

According to Kitson (2007: 130), there are two rules of interest (the

laws of interest), which reads:

1) To foster interest in a subject, try to obtain information about it.

2) To foster interest in a subject, do activities related to it.

Interest in learning will grow if we are trying to find a variety of

information as complete as possible about the subject, the significance or

charms and other aspects that may be of interest. That information can be

11
obtained from the handle. Encyclopedia books, teachers and senior students

who are interested or interested in the subject. Besides, it is necessary for

activities related to that subject, for example through the subjects of art try to

follow what should be done either by drawing or painting. With the measures

students’ interest towards the subjects that will grow.

Loekmono (1985) in Sufi (2009: 22), suggests that the ways to foster

interest in learning on students is as follows:

1) Check the physical condition of the child, to find out if this aspect is the

cause.

2) Use the method that is varied and interesting learning media that can

stimulate children to learn.

3) Helping children receive mental health condition better.

4) Check the person or the other teachers, whether the attitudes and behavior

only in your lessons or also shown in another class when taught by other

teachers.

5) It may be less concerned with the child’s home environment of school and

learning. In this case the people in the house need to be convinced of the

importance of learning for children.

6) Try to find something that can attract the attention of the child, or moved

his interest. When his interest moved, then the interest can be transferred

to other activities in the school.

From the opinions that have been expressed can be understood that

many factors that encourage or arouse interest in learning to students. Live how

12
the effort we have to do as a teacher in solving this problem, so that students

are helped to find interest in following the learning. Students who have

different characters require different handling, including the growing interest in

learning. With the efforts of teachers and others in the growing interest in

learning for students, are expected to achieve the learning objectives are

ultimately focused on the success of students learning.

d. Function of interest

Function of interest in learning, Gie (1998: 28) in argues that the

interest is one of the factors for success in learning. In more detail the meaning

and the important role of interest in relation to the implementation of the study

or the study are:

1) Interest childbirth attention immediately

One’s attention to something that can be divided into two kinds items,

namely immediately attention and attention enforced. Attention roomates

necessarily spontaneously, is reasonable, easy to survive, which grow without

coercion and willingness in a person. Attention is being forced to be used for

developing power and continuance.

According to Ahmad (2002: 24), interest has emerged then attention

will follow. But together with interest the attention easily lost. Opinions

above gives an idea of the close connection between interest and attention.

Then concluded that to improve one’s attention in this case the student

against something, then it must first be improved interest.

13
2) Interests facilitate the creation of concentration

Interests facilitate the creation of concentration in the mind of a person.

Obtained necessarily concern fairly and without coercion to force one’s

ability facilitates the development of concentration, focus roomates lesson.

According to Winkel (2005: 183), the concentration is the concentration of

power and psychic energy in the face of an object, in this case teaching and

learning events in class. Concentration in learning related to the willingness

and desire to learn, but the concentration in the study influenced by feelings

of students and interest in learning.

3) Interest preventing disturbance of attention outside

Interest in the study to prevent interference from outside sources such

attention, people talking. Someone easily distracted or frequent distraction

from learning to something else, if the interests of small studies.

4) Interest in strengthening the attachment of learning materials in memory

Closely related to the concentration of the subject is given the power

lesson. Recollecting material was only possible if one is interested in the

lessons. Who has an interest can letter sounds, can remember the words, have

the ability to distinguish and has spoken language development and

vocabulary adequate. The opinions above, indicate to learn has a role

facilitate and strengthen the attachment of learning materials in memory.

5) Interest reduce bored in the self-study

Everything was drab, boring, trivial, and continuously take place

automatically will not be able to attract the attention (Kartini, 1996: 31). By

14
 therefor, elimination of bored in learning from someone also just can be done

with the growing interest in learning first and then increase of the maximum

interest.

e. Characteristics of Interest

According to Hurlock (1999: 115), the characteristics of interest are:

1) Interest grows with physical and mental development

2) Interest depends on the readiness to learn

3) Interest depend on learning opportunities

4) Development of interest may be limited

5) Interest influenced culture

6) Interest emotional weight

7) Interest was egocentric.

Interest in all fields can change during physical and mental changes

occur in children. Children cannot have had an interest before they’re ready

physically and mentally. Opportunity children have to learn to rely heavily on

the environment and interest. Physical and mental inability owned subsidiaries

and limited social experience can limit children’s interests. Children are also

entitled to have the opportunity of parents, teachers, and adults to learn about

what the cultural groups they deemed appropriate interest. In addition, an

unpleasant emotional weight can weaken the interest and fun weight can

reinforce interest.

15
f. Kinds of Interest

According to Slameto (2010) in Dyah (2012: 30), interest can be

divided into three kinds, they are:

1) Expressed interest, someone can express his or her interest through

certain words.

2) Manifest interest, someone can express his or her interest not with words

but through action or activities.

3) Inventoried interest, someone who have interests can to measure by

respond a questions.

g. Interest in Learning English

Interest is a positive factor in learning English. It is important for

teacher and students in teaching and learning English. It means that without

interest to learn speaking, writing, reading, and listening of the students, the

learning activity cannot be done in a proper way. Furthermore, the importance

of interest in learning activity can help developing students motivation and to

encourage students to do the activities necessary during learning process.

In teaching and learning process, interest is important for the teacher to

give great attention to development of the students’ interest because, this is the

key of success of English learning.

In the school education, teacher should pay more attention to train and

maintain the students’ interest in learning English. Therefore, interest should be

aroused. By arousing interest in lesson can improve the way of thinking, the

16
way of studying so that the lesson can be mastered. Motivation is closely

related to the arousing in learning, and it is development is a basic of learning

activity. Teacher should encourage the students so that stimuli can bring

satisfaction and pleasure.

B. The Relevant of Research

Atia (2011) the purpose of this research to know what the factors

influence students’ interest in learning English. Based on result of the research,

the researcher found there are some factors that influence students’ interest in

learning English. They are: internal factors (come from the students themselves

such as physical condition, intelligence, attaining, and readiness) and external

factors such us family, teacher, school, and peer. The dominant factors that

influence students interest is school factors.

Desmita (2015) the purpose of this research to find out the effort of

teacher to increase students’ interest in learning English. Based on result of the

research, the researcher found that the efforts of the teacher to increase the

students’ interest in learning English by opening the class with something

unique. The teacher give the question about the topic that will be studied

through game or guessing the meant material. Basically, everyone likes playing

game. By applying the suitable game, of course the students will be

comfortable in learning. In addition, the students will get the points of the

material easily. For example, in learning descriptive text, the teacher can

describe the features or appearances of something. At the end, the teacher ask

17
them about what the thing that he/she meant. In the middle of learning process,

teacher can give the relaxation for the students even though only for a few

minutes. In this moment, the teacher can create something interesting. For

example, creating the funny things, and so on. In the last of learning process

the teacher guided the students to make lesson summary according to the

lesson indicator. Then before going home the teacher gave homework to the

students which would be collected in the next meeting. In addition the effort of

teacher to increase students’ interest in learning English such as build a

harmonious relationship with the students and the teacher should use some

method in teaching learning process. The students interest were in high interest

category which could be seen by the numbers of students’ interest that there

were 1 student got very high interest and 22 students got high interest. The

suggestion of the research that to the teacher should use some method in

teaching learning process to make the teacher brought the material easier and

also the students were more easier for understanding the lesson and also the

teacher should be more creative in teaching learning process to increase the

students interest and they would be happy for studying.

From the findings that have been given above, the researher concludes

that there are many method to make students’ interest in learning English, one

of them is the teacher should be more creative in teaching learning process like

creating the funny things and insert the game into learning process so the

students will be interested in learning English.

18
C. Conceptual Framework

There are some factors that influence the interest. Then the researcher

includes them to the questionnaire, such as: motivation is some kind of internal

drive which pushes someone to do or think in order to achieve something. In

learning, motivation is importance. Learner motivation makes teaching and

learning immeasurably easier and more pleasant. Interest will increase if there

is motivation. Someone who has motivation he will try something hardly,

won’t surrender, read book to increase his achievement. It is assumed that the

students with high motivation in learning English will be more successful than

the students with low motivation.

Participation is participating in an activity. Participation is in

involvement of students in the learning process. Students who have an interest

in a lesson will involve themselves actively in matters relating to the activities

they are interested in learning. Student participation in the learning process can

be seen from the attitude of students who are active in the classroom as

diligently ask and express their opinion.

According to Suryabrata (2012: 14), “perhatian adalah banyak

sedikitnya kesadaran yang menyertai suatu aktivitas yang dilakukan.” If the

student gives good attention to English, certainly the student has an interesting

in English. In the other hand, interest comes from attention. Attention is

important to learn. Learning most efficient when a person is paying attention.

Poor attention can be a sign disorders behavior in children learning process.

19
Someone who has attention to something it means that he or she has interest to

something.

The conceptual framework in this research is shown in the following

figure:

English Learning

Students’
Interest

Motivation Participation Attention

Figure 1. Conceptual Framework

20
 CHAPTER III

METHOD OF THE RESEARCH

A. Design of the Research

This research used qualitative design with applied the descriptive

method. Descriptive research is research that is intended to gather information

about the status of an existing symptom, the symptom according to what their

circumstances at the time of the study (Suharsimi, 2005: 234). Descriptive

study assesses the nature of the condition appear. The purpose of research was

limited to describe the characteristics of things as they are.

B. Source of the Data

To get the data in this research, the researcher used primary data and

secondary data. Primary data is the data that obtained directly from the original

source or parties first. It specially collected by the researcher question. It will

be in the form of opinion research subject (people), both individually or a

group, the observation against an object (physical), events, or activities, and the

result testing. The data source of this research is the students who will involve

in this study.

According to Kuncoro (2005: 127), secondary data is collection of data

by the institution of collecting data and published to the user of data. In this

research, the researcher looking for the data in SMPN 4 Baubau to be

supporting data by library research likes books, articles, journals, and the

21
literature of the previous research, and documentation likes result of English

test from students.

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

SMPN 4 Baubau in school year of 2017/2018. The total population are 432

students that are spread into 18 classes and each class has about 23 students.

Researcher will use purposive sampling to determine the sample to be

observed. According to Sugiyono (2015: 301), purposive sampling is a type of

nonprobability sampling, purposive sampling is a technique of sampling the

source data with certain considerations. This certain considerations means that

the person who is deemed most knowledgeable about what the researcher

expect. Based on the opinion above, the sample that will be used as an object

of the research is the second grade students of SMPN 4 Baubau at one class

namely class VIII.5. Respondents in this research as many as four students who

are less interested in learning English. In this research subjects will be limited

to obtaining saturated data.

C. Instrument and Technique of Data Collection

1. Instrument of the Research

There are three instruments that used to collect the data in this research,

they were test, questionnaire and interview.

22
1. Test

The test was used to measure students’ ability in English learning. The

researcher gave the English test to the students. The students would have 30

minutes to finish answering the test.

2. Questionnaire

Questionnaire was used to assess the students’ interest in learning

English. There were 22 items to assess by the students about their interest. This

questionnaire is adapted from Dyah (2012) which was consisted of five

optional answers, those are strongly agree, agree, undecided, disagree, and

strongly disagree. The students will have 30 minutes to finish answering the

questionnaire. The blueprint of the questionnaire can be seen in the following.

23
 Table 1
Blueprint of Learning Interest

Distribution of items /
Variable Indicator Sub Indicator Number
Favorable Unfavorable
Readiness of
students in learning 1, 2 -
Motivation or
English
the
Motivation or
encouragement
encouragement of
to learn 4 3, 5, 6
students to learn
English
Students Student participation
7, 8, 10 9
participation in in learning English
LEARNING
teaching and Student activeness in
INTEREST
learning respond the 12, 13 11, 14
activities problems
Student attention
Students during of learning 16 15, 17
attention in process
teaching and Students attention in
learning understanding the
18, 20, 22 19, 21
activities material that has
been taught English
Total items 12 items 10 items

3. Interview

The researcher would be used interview which aim at getting the

information directly from the source. In this interview, the researcher would be

used glided interview in which the respondent would be asked based on the

questions that have been prepared by the researcher. In the interview, each

respondent would be given the same questions.

24
2. Technique of Data Collection

The following procedure was applied by the research in collecting the

data of the research:

a. Documentation

1) The researcher shares English test to the students.

2) Ask the students to fill the English test in 30 minutes.

3) Gathers the students’ test.

b. Questionnaire

1) The researcher shares the questionnaire to the students.

2) Explains the purpose of the research.

3) Ask the students to fill the questionnaire in 25 minutes.

4) Gathers the students’ questionnaire.

c. Interview

1) Make the question list.

2) Interview will done to some students that lack interest in learning

English.

D. Technique of Data Analysis

The problem that became the discussion in this research to know factors

that influencing students’ interest in learning English at the second grade

students of SMPN 4 Baubau. As for the stages of data analysis in this research.

25
 1. The test was used to measure students’ ability. The scores using scale of

100 using the formula:

raw score
Final score = ideal maximum score x 100
(Sudijono, 2013: 318)

Table 2
Criteria of Students’ Score

No Scoring Range Criteria Score in letter

1 86 – 100 Very Good A

2 71 – 85 Good B

3 56 – 70 Moderate C

4 0 – 55 Low D

Source: Direktorat Jendral Pendidikan Dasar dan Menengah (2015: 15)

2. The questionnaire used in this research applied the Likert Scale with five

optional answers, those are strongly agree, agree, undecided, disagree, and

strongly disagree. The score distribution for each option of the questionnaire as

displayed in the following table:

26
 Table 3
Likert Scale

Positive Statement Negatif Statement Category

5 1 Strongly agree
4 2 Agree
3 3 Undecided
2 4 Disagree
1 5 Strongly disagree

(Source: Sugiyono, 2015: 137)

The mean score of the students was categorized using the following

formula:

Lowest score < X < μ – 1.5 (σ) very low

μ - 1.5(σ) < X < μ - 0.5(σ) low

μ - 0.5(σ) < X < μ + 0.5(σ) moderate

μ + 0.5(σ) < X < μ + 1.5(σ) high

μ + 1.5(σ) < X < highest score very high

Where, μ = lowest score x 3

highest score – lowest score

σ=
6
(Azwar, 2013: 148)

It needs to know that the rating scores range from 22 to 110, and the

questionnaire employed five classifications as displayed in the following table:

Table 4

27
 The Rating Score of the Students’ Questionnaire

No Scoring Range Criteria

1 88 – 100 Very high

2 73.3 – 88 High

3 59 – 73.3 Moderate

4 44 – 59 Low

5 22 – 44 Very low

Miles and Huberman in Sugiyono (2010: 337) suggest that activity in

qualitative data analysis performs interactively and continuous over time until

complete, so the data already saturated. Activity in the data analysis, namely

are data reduction, data display, and conclusion.

1. Data Reduction

Data collection obtained from questionnaire and interview will be get a

lot of data varies. The data have many similarities, likeness, similarity with

other data. In addition, the data also exist describe the differences, important

and unimportant, relevant and irrelevant data. Therefore, in the stage, it will be

done the sorting of data by categorizing and classifying the more important,

meaningful and relevant data to the issues and research purposes.

2. Data Display

The second stage is the appearance of data reduction process that has

been selected from many existing data. These stages are intended facilitate

understanding of the issue and the data that have been selected to be easily

28
 understood by others. Then the data is displayed and presented systematically.

Data display will be conducted in a short description or narrative text.

3. Drawing conclusion or verification

The process of data reduction and data display into an integral part in

this final stage that conclusion. Researcher in this case trying to make

conclusions as objectively as possible, so that conclusions can be justified

scientifically.

E. Schedule of the Research

The activities would be conducted in the research can be seen in the

table below:

Table 5
Schedule of the Research

No Activities Date Time

Conducted the test to students in

1 August, 10th 2017 15.45 – 17.00
class VIII.5

Conducted the questionairre to

2 August, 18th 2017 15.45 – 17.00
students in class VIII.5

It was conducted interview to

3 August, 30th 2017 15.45 – 17.00
students in class VIII.5

29
 CHAPTER IV

FINDING AND DISCUSSION

In this chapter, the researcher explains data and result of research about

problems have been explained in chapter I, it is the factors influencing the lack

of students’ interest in learning English at the second grade students at SMPN

4 Baubau. The result of this research is gotten with answer the test,

questionnaire and interview by the students.

A. Finding

1. Description of the Research Place

SMP Negeri 4 Baubau is located in Jl. Betoambari No. 69 Baubau. This

school consist of 1 head master, 3 principal deputy, 62 teachers, and 11

administrations staff. The school has enough facilitates, such as 28 buildings of

school, 54 classrooms, an administration staff’s room, a headmaster and vice of

headmaster’s room, a teacher’s room, 8 toilets, a hostel, a meeting’s room and

others. This school is really discipline, everyone should always follow the

regulation of the school otherwise they will get punishment or warning from

the Head Master if they break the regulation. Everyone got the same treatment.

So that is this school can be known as the best school in Baubau. It is proved

by the students who always be the participants or enjoying very kind of

competitions that is held and the result they always get the first winner.

30
2. The Result of Test

The first meeting on 10 August 2017, the researcher gives test to the

students of classes VIII. 5 of 23 students. This test is used to find out the level

of students ' ability in learning English. Then the result of the test distribution

as following table:

Table 6
The Result of Distribution Test

No Scoring Range Frequency Category

1 86 – 100 0 Very good

2 71 – 85 4 Good

3 56 – 70 15 Moderate

4 0 – 55 4 Low

Total 23

Based on the table above, the total of students are 23 students, which 4

students who get good category, 15 students who get moderate category, and 4

students who get low category. Thus, mean score of students’ score in the test

of class VIII.5 at SMPN 4 Baubau is 63.91 with moderate category based on

appendix 5.

31
3. The Result of Questionnaire

The second meeting on 18th August 2017, the researcher gives

questionnaire to students. The questionnaire is given to the students are

obtained by using 22 questions that are related students’ interest in learning

English. It is used to find out the factors influencing the lack of students’

interest in learning English. There are 23 students’ who is given the

questionnaire by the researcher. Then the result of questionnaire distribution as

following table:

Table 7
The Result of Distribution Questionnaire

No Scoring Range Frequency Category

1 88 – 100 0 Very high

2 73.3 – 88 0 High

3 59 – 73.3 19 Moderate

4 44 – 59 4 Low

5 22 – 44 0 Very low

Total 23

Based on the table above, the total of students are 23 students, which

are 19 students’ who get moderate category and 4 students who get low

category. Thus, mean score of students’ score in the questionnaire of class

32
VIII.5 at SMPN 4 Baubau is 65.78 with moderate category based on appendix

6.

4. The Result of Interview

Based on the date obtained through an interview is conducted by the

researcher on 30th August 2017 witht the students of class VIII. 5 at SMP 4

Baubau. The researcher makes an interview with four students to support the

result of questionnaire, for knowing several factors influencing the lack of

students interest in learning English. In this interview researcher prepares six

questions based on three indicators and six sub indicator, where each an

indicator consists of two sub indicators.

The first indicator is motivation or encouragement to learn English.

This indicator consists of two sub indicator, they are:

a. Readiness of students in learning English.

The sub indicator describes readiness of students grade VIII.5 at SMPN

4 Baubau before English lessons began. At the time of the interview

researcher finds the vary answers or statement from respondents or students.

The respondent 1 initial AP gives a statement:

"duduk duduk ditempat sambil melihat guru".

From this statement it can be conclude that the students do not prepare

to attend. The next researcher makes interview to respondent 2 initial ASA and

respondent gives a statement:

"membaca buku pelajaran atau bermain".

33
 From this statement, the researcher concludes that the students can

prepare themselves to follow English lessons with no harmony seriously.

After that the researcher come back to interview the respondent 3 initial

MZ, the respondent gives a statement that is:

"mengerjakan PR bahasa Inggris".

From this statement the researcher concludes that these studentwas less

prepares to follow English lesson because the student do his homework at

school when the English learning process will begin.

Then researcher makes interview again to the respondent 4 initial

WDAM 4, the respondent's statement that is:

"menunggu guru masuk ke kelas, sambil menyiapkan alat tulis".

From this statement, the researcher concludes that this student just sat

quietly and prepare stationery without reading or discussing with friends about

the subject matter that would be learned.

b. The motivation or encouragement of students to learn English.

The sub indicator describes about building up confidence so that

students can be motivated themselves in the following English lessons.

Researcher makes interview to the respondent 1 initial AP, the

respondent gives a statement which is:

"memperhatikan guru sambil menunggu pergantian jam".

This respondent's statement can be infer that the respondent is less

focus to the materials given by the teacher because the respondent wants a

34
quick English lessons the end. Next, the researcher makes interview to

respondent 2 initial ASA, this respondent gives statement that is:

"berusaha membaca buku atau mendengar arahan dari bapak/ibu

guru".

From the respondent's statement above researcher concludes that the

student has a willingness to motivate himself in the following English lessons

by way of reading a book.

After that researcher makes interview to respondent 3 initial MZ , this

respondent gives the statement that is:

"melihat kiri dan kanan".

From the respondent's statement, researcher concludes that the

respondent is not interested toward English lessons.

Next, the researcher makes interview respondent 4 initial WDAM, this

respondent give statement that is:

"kalau saya lagi malas, yang saya lakukan hanya duduk-duduk sambil
melihat-lihat guru menjelaskan".

From the respondent's statement, the researcher concludes that studentis

not trying to motivate himself to follow English lessons to good use.

The second indicator is students’ participation in teaching and learning

activities.

This indicator consists of two sub indicator, they are:

a. Students ' participation in learning English.

The sub indicator describes the involvement of students in the

following English lessons.

35
 Researcher makes interview to the respondent 1 initial AP, respondent

gives the statement that is:

"kadang-kadang mendengarkan penjelasan guru dan kadang-kadang

bercerita dengan teman".

From this statement, the researcher concludes that the respondent is less

participation when English learning process.

Next, the researcher makes interview to respondent 2 initial ASA, the

respondent gives statement that is:

“kadang-kadang bermain dan kadang-kadang mendengarkan

perkataan guru".

From this statement, the researcher can be conclude that the respondent

is less participation when English learning process.

After that, researcher makes interview on respondent 3 initial MZ, the

respondent gives the statement that is:

"mengajak teman bercerita".

From this respondent’s statement, researcher concludes that the

respondent does not participate when the English learning process.

Next, the researcher makes interview to respondent 4 initial WDAM,

this respondent gives statement that is:

"duduk-duduk sambil lihat-lihat guru".

From respondent's statement, the researcher concludes that the

respondent participates when the English learning process.

36
b. Student activeness in respond the problem.

This sub indicator describes the interaction of the students against an

issue faced when the English learning process.

Researcher then makes against the respondent 1 initial AP, respondent

is simply giving a statement that is:

"mengerjakan soal yang diberikan oleh guru lalu mengerjakannya di

papan tulis".

From this statement, the researcher concludes that the respondent is

active when the English learning process.

After that, the researcher continue the interview to respondent 2 initial

ASA, the respondent gives a statement that is:

"kerjakan tugas dari guru, kadang-kadang juga tidak dihiraukan".

From this statement researcher concludes that is respondent less indicate

activeness in following the process of learning.

Then researcher continue the interview on respondent 3 initial MZ,

respondent gives a statement that is:

“meminta jawaban kepada teman".

From this statement researcher can conclude that the respondent does

not show activeness in resolving problems.

Next on, the researcher makes interview on the respondent 4 initial

WDAM, the respondent's statement that is:

"bertanya kepada guru".

37
 From this statement, researcher can be conclude that the respondent

demonstrates activeness towards a problem that finding when the English

learning process.

The third indicator is students’ attention in teaching and learning

activities.

This indicator consists of two sub indicator, they are:

a. Students’ attention during of learning process.

This sub indicator describes the students’ attention to the materials

given by the teacher during the learning process.

The researcher makes against to the respondent 1 initial AP, the

respondent gives the statement is:

"jika guru terlalu lama memberikan penjelasan, kadang-kadang saya

tertidur di dalam kelas, karena bagi saya guru yang terlalu lama
berbicara sama saja dengan menceritakan sebuah dongeng sebelum
tidur".

From this statement, the researcher concludes that the respondent is

dislike when the teacher is too much to explain learning material, it makes the

respondent bored.

After that the researcher continue the interview to respondent 2 initial

ASA, the respondent gives a statement that is:

"kurang baik".

From this statement, researcher concludes that respondent does not pay

attention to the teacher who is giving the matter during the English learning

process.

38
 Then researcher continue the interview on respondent 3 initial MZ,

respondent gives the statement is:

"diam dan mendengarkan".

From this statement researcher can be infer that the respondent pay

attention to the teacher who is giving the material to learn.

Next on, the researcher makes interview on the respondent 4 initial

WDAM, respondent gives a statement which is:

"memperhatikan guru".

From this statement it can be conclude that respondent notice the

teacher is giving material learning.

b. Students' attention in understanding the material that has been taught

English.

This sub indicator describes the understanding of students against the

material taught by the teacher.

Then researcher makes against the respondent 1 initial AP. This

respondent gives the statement is:

"pelajari kembali materi yang telah di ajarkan hingga berulang-ulang".

From this statement, the researcher concludes that the respondent

provide trying to make sense of the material that has been taught by the

teacher.

After that researcher continue the interview to respondent 2 initial ASA,

the respondent gives the statement is:

"baca buku".

39
 From this statement researcher concludes that respondent attempts to

understand the material that has been taught by teacher with reading the book.

Then researcher continue the interview on respondent 3 initial MZ,

respondent gives statement that is:

"bertanya kepada guru".

From this statement researcher can be infer that the respondent regards

to the teacher if there any problem of material is not understanding.

After that the researcher makes interview on the respondent 4 initial

WDAM, respondent gives the statement that is:

“baca - baca buku".

From this statement researcher concludes that respondent attempts to

understand the material that has been taught by teacher with reading the book.

B. Discussion

After analyzing the data, the researcher finds out that students’ score in

the test of class VIII.5 at SMPN 4 Baubau in term very good, good, moderate

and low as follows: 4 students who get good category, 15 students who get

moderate category, and 4 students who get low category. Thus, mean score of

students’ score in the test of class VIII.5 at SMPN 4 Baubau is 63.91 with

moderate category based on appendix 5. Then questionnaire, the researcher

finds out that students’ score in the questionnaire of SMPN 4 Baubau in term

high, moderate, low and very low as follows: 19 students’ who get moderate

category and 4 students who get low category. Thus, mean score of students’

40
score in the questionnaire of class VIII.5 at SMPN 4 Baubau is 65.78 with

moderate category based on appendix 6.

In addition, based on the statements of several students in the interview,

the researcher finds out the factors influencing the lack students’ interest in

learning English that are the students do not prepare to attend, students follow

learning English not seriously, students have less prepare to follow English

lesson because the students do homework at school when the English learning

process will begin, students have less focus to the materials given by the

teacher because the students want a quick English lessons the end, students are

not trying to motivate himself to follow English lessons to good use, the

students have less participation when English learning process, the students do

not participate when the English learning process, students have less indicate

activeness in following the process of learning, the students dislike when the

teacher is too much to explain learning material because it makes the students

bored and the students do not pay attention to the teacher who is giving the

matter during the English learning process.

41
 CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

The factors influencing the lack students’ interest in learning English

are the students have less readiness in learning, the students are bored when the

teacher explains the material very much, the students have less participation in

learning process, and the students have less attention during learning process.

B. Suggestion

Considering the result of the research, the researcher will give some

suggestions are as follows the researcher expects to the students to motivate

themselves for learning English and the students must be activate in learning

process, the researcher hopes that the teacher often trains giving more to the

students for learning, and the researcher also hopes the students giving their

attention when the teacher giving explanation. Finally the researcher hopes

constructive contribution and suggestion in order this research to be perfect.

C. Recommendation

Based on conclusion above, the researcher recommends as follows:

1. The present study does not explore interest in English skill. For the further

research this component could be observed.

2. The present study does not explore the influence of interest to the students’

ability. For the further research this component could be observed.

42
3. The researcher finds the factors influencing the lack students’ interest in

learning English, for the researcher who has the same tittle by the research

can be use the result from this research as one of reference.

43
 BIBLIOGRAPHY

Ahmadi, A. & Supriyono, W. (2004). Psikologi Belajar. Jakarta: Rineka Cipta.

Arikunto, S. (2005). Manajemen Penelitian. Jakarta: Rineka Cipta.

Azwar, S. (2013). Penyusun Skala Psikologi. Yogyakarta: Pustaka Pelajar

Brown, H. D. (2001). Teaching by Principles: An Interactive Approach

Language Pedagogy. New Jersey: Prentice Hall Regents.

Desmita. (2015). The Effort to Increase Students’ Interest in Learning English

at the First Grade Students of SMAN 1Talaga Raya: Unpublished Thesis.
Baubau: Universitas Dayanu Ikhsanuddin.

Direktorat Jendral Pendidikan Dasar dan Menengah. (2015). Buku Panduan

Penilaian Untuk Sekolah Menengah Pertama (SMP). Jakarta.

Djamarah. (2008). Psikologi Belajar. Jakarta: Rineka Cipta.

Firmani, S, H. (2009). The Correlation between Students’ Interest and Their

Achievement in Learning English at the Second Year of SLTPN 1
Pamulang. Abstract Result of Research Syarif Hidayatullah State
Islamic University Jakarta. Jakarta: Research Institution.

Hilgard. (1994). Theory of Learning. New Jersey: Prentice Hall Regents.

Hurlock. (1999). Perkembangan Minat Baca Anak. Jilid II. Penerjemah:

Meitasari Tjandrasa. Jakarta: Erlangga.

Kartono, K. (1996). Psikologi Anak (Psikologi Perkembangan). Bandung:

Mandar Maju.

Kitson, H. (2007). How to Use Your Mind: A Psychology of Study. USA: Dodo
Press.

Kuncoro, M. (2003). Metode Riset untuk Bisnis dan Ekonomi. Jakarta:

Erlangga.

Pangestuti, D, A. (2012). Pengaruh Minat Belajar dan Disiplin Belajar

Terhadap Hasil Belajar Akutansi Pada Kompetensi Dasar Menyusun
Laporan Keuangan Perusahaan Dagang Pada Siswa Kelas X Program
Keahlian Akutansi di SMK Sultan Fattah Demak. Abstrak Hasil
Penelitian Universitas Negeri Semarang. Semarang: Lembaga Penelitian.

44
Rahmah, A. (2011). Factors Influencing Students’ Interest in Learning English
at the First Year Students of SMUN 3 Rumbai. Abstract Result of
Research Sultan Syarif Kasim Riau University. Pekanbaru: Research
Institution.

Sardiman, A.M. (2003). Interaksi dan Motivasi Belajar Mengajar, Jakarta: PT.
Raja Grafindo Persada.

Slameto. (2010). Belajar dan Faktor-Faktor yang Mempengaruhi. Jakarta:

Rineka Cipta.

Sudijono. (2013). Pengantar Evaluasi Pendidikan. Jakarta. Raja Grafindo

Persada.

Sugiyono. (2010). Metode Penelitian Pendidikan (Pendekatan Kuantitatif,

Kualitatif dan R&D). Bandung: Alfabeta.

Sugiyono. (2015). Metode Penelitian Kombinasi (Mixed Method). Bandung:

Alfabeta.

Suryabrata. (2012). Psikologi Pendidikan. Jakarta: Raja Grafindo Persada.

Syah, M. (2004). Psikologi Belajar, Jakarta: PT. Logos Wacana Ilmu.

Syah, M. (2005). Psikologi Pendidikan dengan Pendekatan Baru, Bandung:

PT. Remaja Rosdakarya.

Tafsir, A. (2002). Metodik Khusus Pendidikan. Bandung: Remaja Rosda

Karya.

Tanner, D. (2006). Curriculum Development Theory into Practice 4th Edition.

New York: Macmillan Publishing Co, Inc.

Winkel, W.S. (2005). Psikologi Pengajaran. Yogyakarta: Media Abadi.

45
APPENDIX 1
English Proficiency Test
Name : ……………………………………………
Class : ……………………………………………
Instruction : Choose the correct answer by crossing a, b, c, or d
1. Ariel : ...you like banana?
Benny : No, I don’t.
a. Does
b. Do
c. Are
d. Is

2. Fenny : Does your mother ...durian?

Steve : Yes, she does.
a. like
b. likes
c. liked
d. is liking

3. Ika : Where is your handphone?

Farid : ... the table.
a. In
b. At
c. On
d. To

4. Andi : Where is your car, Rian?

Rian : ........the garage.
a. On
b. In
c. From
d. To

46
The text is for questions 5-7 Ihsan Idol
Ihsan Idol 3. That is how people call him. He sings
very well. No wonder he could win the Indonesian Idol 3
Contest sometimes ago. He is very attractive. His little
eyes and pointed nose really match his cute face.
Ihsan is about 17 years old. He has a friendly smile
with pearly white teeth. He is not very tall, only about
165 cm but he is still charming.
Ihsan is very slim, but he has been trying to increase
his body weigth so that he will look a little fatter.
Winning the singing contest makes him more confident
that before.
5. How is Ihsan’s face?
a. It’s small
b. It’s cute
c. It’s very well
d. It’s rounded

6. Which of the following is Ihsan’s physical characteristic?

a. He has little eyes
b. He sings very well
c. He has much money
d. He is called Ihsan Idol

7. “He is very attractive” (line 2 paragraph 1).

Which of following words is closest in meaning with the underlined one?
a. Cute
b. Confident
c. Friendly
d. Interesting

8. Tourist : Would you show me the way to the museum, please?

Boy : . . . . ., sir.
a. With pleasure
b. You’re welcome
c. That’s right
d. Very well

47
9. Jolie : Could you tell me how to get to the city library?
Richard: Okay. . . . . . to the next light and turn right.
a. You
b. It
c. Go
d. The library

The text is for questions 10-12.

The Jackson Family

Mr. Jackson is an American teacher, but he lives and works in
Denpasar. He teaches English at SMP 8. He is a very good teacher. His
students like him.
His wife is an Indonesian. She comes from Medan. They have one
son and one daughter. The children go to a primary school.
Mr. Jackson’s house is made of wood. It has five rooms: a kitchen,
a bathroom, a living room and two bedrooms. The Jackson have a house
maid to help Mrs. Jackson to do the house work. The maid comes from
Bantul.

10. What does Mr. Jackson do? He is .....

a. a father
b. a teacher
c. a student
d. a house maid

11. Where do the Jackson stay?

a. In Denpasar
b. In Bantul
c. In Medan
d. In America

12. “She comes from Medan.”(line 3)

The underlined word refers to Mr. Jackson’s.....
a. teacher
b. daughter
c. student
d. wife

48
13. Maria :...., Sir. I have a problem. Can you gave me a favour?
Teacher : Yes of course. What can idofor you?
a. Excuse me
b. See you
c. Good evening
d. Good morning

14. Megan : Can you help me with my physics?

John : ....., I will help you
a. Oh
b. No
c. How
d. Sure

15. Lian : Where is Puji and Winda’s house?

Iksan : .... house in on Hayam Wuruk Street.
a. Themselves
b. Their
c. They
d. Them

16. Mother : Marni, this is the list of the things you have to buy.
Mimi : Ok, mum, i’ll go to the........ now.
Bread 2 boxes
Candies 1 packet
Sugar 1 kilo
Coffee ½ kilo
Tea 2 packets
Rice 2 kilos
Bananas 1 bunch

a. Butcher
b. Grocer
c. Florist
d. Drugstore

49
17. Mother : Put some salt in the soup, Marni.
Marni : But there is not..... salt in the jar.
a. Some
b. Much
c. A little
d. Any

18. Teacher : .....you bring this box for me to my office?

Dina : Yes, mom. I’ll do it.
a. Have
b. Could
c. Do
d. Are

Read the following text to answer question 19.

DUE TO MANY SHARP CORALS,
THE VISITOR ARE PROHIBITED
TO SWIM ALONG THIS AREA

19. Where do we ussually find the text?

a. At the lake
b. At the beach
c. At the river bank
d. At the swimming pool

20. John was born in USA. He is ...

a. A Canadian
b. An American
c. A Brazilian
d. A Mexican

50
APPENDIX 2

Answer Key of Test

1. B. Do
2. A. like
3. C. On
4. B. In
5. B. It’s cute
6. A. He has little eyes
7. D. Interesting
8. A. With pleasure
9. D. The library
10. B. a teacher
11. A. In Denpasar
12. D. wife
13. A. Excuse me
14. D. Sure
15. B. Their
16. B. Grocer
17. D. Any
18. B. Could
19. B. At the beach
20. B. An American

51
 APPENDIX 3

Questionnaire of Students’ Interest in Learning

21.

Nama : ……………………………………………
Kelas : ……………………………………………

Angket ini bertujuan untuk memperoleh data tentang faktor-faktor yang

mempengaruhi minat belajar siswa terhadap pelajaran bahasa Inggris. Berikan
tanda ceklis () pada jawaban yang sesuai pengalaman anda selama
mengikuti pelajaran.
Keterangan : STS = Sangat Tidak Setuju
TS = Tidak Setuju
R = Ragu-ragu
SS = Sangat Setuju
S = Setuju

Pilihan Jawaban
NO Pernyataan
STS TS R SS S
Skala Minat Belajar
Saya melengkapi referensi pelajaran bahasa inggris
1
dengan membeli atau meminjam buku di perpustakaan
Saya berusaha untuk meminjam catatan teman jika
2
terpaksa tidak bisa mengikuti pelajaran bahasa inggris
Saya mau belajar bahasa inggris sewaktu ada ulangan
3 pelajaran bahasa inggris saja

Saya mampu menyelesaikan setiap tugas pelajaran

4
bahasa inggris yang diberikan tanpa bantuan teman
Saya merasa tidak mampu menyelesaikan tugas
5 pelajaran bahasa inggris tanpa bantuan dari teman
yang lebih pandai

52
 Saya malas menyelesaikan tugas pelajaran bahasa
6
inggris jika soalnya sulit
Saya berpartisipasi mengikuti pelajaran bahasa inggris
7
karena tertarik dengan materi yang diajarkan
Saya selalu memperhatikan dan mencatatpenjelasan
8
dari guru kemudian menerapkannya dalam praktek
Saya tidak pernah berpartisipasi untuk memberikan
9
jawaban atas pertanyaan yang diajukan oleh teman
Saya berpartisipasi dalam pembelajaran bahasa inggris
10
karena saya ingin memperoleh nilai yang baik
Jika guru meminta saya untuk mengerjakan soal
11
didepan kelas, saya mengerjakannya dengan terpaksa
Saya selalu menyiapkan beberapa pertanyaan yang
12 berhubungan dengan materi pelajaran bahasa inggris
untuk ditanyakan kepada guru
Saya selalu aktif dalam menanggapi pertanyaan dari
13
guru mengenai materi pelajaran bahasa inggris
Saya lebih senang jika ada tugas kelompok, karena
saya bisa menggantungkan nilai pada teman satu
14
kelompok saya

Ketika pembelajaran berlangsung saya lebih suka

berbicara sendiri daripada harus memperhatikan materi
15
yang diajarkan oleh guru

Saya tidak pernah terlambat dalam mengumpulkan

16
tugas pelajaran bahasa inggris
Saya malas jika harus mendengarkan penjelasan guru
17 dari awal sampai akhir pelajaran

53
 Saya mempelajari kembali materi pelajaran bahasa
inggris yang sudah diajarkan dengan mengerjakan
18
latihan-latihan soal

Bagi saya pelajaran bahasa inggris tidak terlalu penting

19
untuk dipelajari
Saya bisa langsung memahami materi pelajaran bahasa
20
inggris yang telah disampaikan oleh guru
Bagi saya pelajaran bahasa inggris tidak dapat
21
diterapkan dalam kehidupan sehari-hari
Dalam kelas, saya benar-benar memperhatikan
22 penjelasan dari guru karena saya takut tidak
memahami materi yang disampaikan

54
APPENDIX 4

Questions of Interview

1. Bagaimana anda mempersiapkan diri dalam mengikuti pelajaran Bahasa

Inggris di kelas?

2. Bagaimana cara anda untuk memotivasi diri dalam mengikuti pelajaran

Bahasa Inggris?

3. Bagaiman acara anda berpartisipasi dalam mengikuti pelejaran Bahasa

Inggris?

4. Bagaimana cara anda menunjukkan keaktifan anda untuk mengatasi

masalah anda di kelas?

5. Bagaimana perhatian yang anda berikan selama proses pembelajaran?

6. Bagaimana perhatian yang anda berikan dalam memahami materi yang

telah diajarkan?

55
56
57
58
59
APPENDIX 6

Scoring of Students in the Test

Initial Correct Score in

No Score
Name Answer Letter
1 AP 10 50 D
2 IRB 13 65 C
3 RH 13 65 C
4 LMAH 14 70 C
5 LMDA 15 75 B
6 RAW 14 70 C
7 GH 13 65 C
8 YHM 12 60 C
9 ATR 12 60 C
10 MAK 14 70 C
11 ASA 9 45 D
12 AS 15 75 B
13 FH 12 60 C
14 MZ 13 65 C
15 MNZ 10 50 D
16 WDA 10 50 D
17 CA 14 70 C
18 FS 12 60 C
19 YU 13 75 B
20 PM 13 65 C
21 WSN 13 65 C
22 ADS 13 65 C
23 AAP 15 75 B
Total 1470
Mean 63.91

60
 APPENDIX 7
Scoring of Questionnaire

Initial Questionnaire Items

No Total
Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
1 AP 2 3 2 3 1 2 1 3 2 2 3 2 3 2 4 3 2 4 3 1 3 4 55
2 IRB 4 4 2 3 3 2 2 3 4 5 3 1 2 3 4 4 3 1 4 3 4 4 68
3 RH 4 4 4 1 2 1 3 3 3 4 3 3 4 3 2 4 2 4 4 3 3 3 67
4 LMAH 4 2 3 3 2 3 4 3 3 4 3 4 3 2 4 3 4 3 3 2 3 4 69
5 LMDA 4 4 3 4 2 3 4 4 2 4 3 4 4 1 3 4 2 4 4 3 2 4 72
6 RAW 4 1 3 4 2 3 4 3 3 4 2 3 4 2 3 3 4 4 3 4 3 4 70
7 GH 4 2 4 4 1 4 1 4 4 4 1 2 3 2 4 3 3 4 3 3 3 4 67
8 YHM 4 2 1 3 2 3 4 3 3 4 2 3 3 3 3 3 2 4 2 3 3 3 63
9 ATR 4 3 2 4 3 1 3 4 3 4 2 3 4 1 2 2 4 4 1 4 3 1 62
10 MAK 3 5 4 4 3 2 3 4 3 5 3 4 3 3 2 3 2 4 4 3 2 3 72
11 ASA 3 4 3 3 2 2 3 2 3 1 3 2 2 2 3 2 1 3 3 3 1 3 54
12 AS 4 4 3 4 5 1 4 4 4 3 3 4 3 3 1 1 4 2 2 3 3 4 69
13 FH 4 1 4 1 3 4 4 3 4 4 3 4 3 2 3 2 3 4 2 3 4 3 68
14 MZ 4 4 2 3 4 3 4 3 4 4 2 3 4 1 4 3 4 2 4 3 3 4 72
15 MNZ 3 2 1 2 1 3 1 3 3 2 2 3 4 2 3 2 4 3 2 3 3 2 54
16 WDA 3 2 3 2 2 3 1 2 2 2 4 4 3 3 1 2 1 3 3 2 2 3 53
17 CA 3 4 4 3 3 3 2 3 2 4 3 3 3 4 4 3 3 4 2 3 3 4 70
18 FS 3 3 3 1 3 3 3 4 3 3 2 3 4 1 3 3 3 4 3 3 3 4 65
19 YU 3 3 3 1 2 4 3 4 4 4 4 3 4 2 3 4 3 3 3 3 4 4 71
20 PM 1 2 1 2 2 3 3 3 4 3 4 4 3 3 3 3 3 3 2 4 3 4 63
21 WSN 3 2 1 3 2 4 4 3 4 3 4 4 4 4 2 3 4 2 3 4 2 4 69
22 ADS 2 4 2 3 4 3 3 3 3 4 4 3 2 3 3 4 3 2 3 2 3 4 67
23 AAP 3 4 2 4 3 2 3 3 4 4 5 3 4 2 4 3 4 4 3 4 2 3 73
Total 1513
Mean 65.78

61
62
63
64