THE CORRELATION BETWEEN STUDENTS’ INTEREST

AND THEIR ACHIEVEMENT IN LEARNING ENGLISH

AT THE SECOND YEAR OF SLTPN 1 PAMULANG

A “Skripsi”
Presented of the Faculty of Tarbiya and Teachers’ Training
in Partial Fulfillment of the Requirements
for Degree of S.Pd (Bachelor of Arts) in English Language Education

By

SUFI HUDAIBIAH FIRMANI

NIM: 103014026976

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2009
 ABSTRACT

HUDAIBIAH, SUFI F. 2009. The Correlation between Students’ Interest and

Their Achievement in Learning English at the Second Year of SLTPN
1 Pamulang), Skripsi, English Department, Faculty of Tarbiya and
Teachers’ Training, Syarif Hidayatullah State Islamic University
Jakarta.
Advisor: Agus Mukhtar R., M.Ed.

Key words: Students’ Interest, Achievement.

The study tries to describe about how well is the correlation

between students’ interest and their achievement in learning
English. It includes some factors which influence the students’
interest, the interest role in learning, and also English learning
achievement.

The study aims is to investigate whether there is significant

correlation between students’ interest and their achievement in
learning English. The subject of this study is the second year of SLTPN
1 Pamulang class 7-4. In this case, the writer took 30 students as the
subject. The techniques used to collect the data are observation,
documentation and questionnaire.

The finding of the study is the students’ interest could

influence their achievement. Students who have high interest try to
pursue knowledge more than who have the low one. They tend to
be more attentive in learning the lesson. They enjoy and ready to
do any task given by teacher. They learn English in school and also
out of the school. They are motivated to enrich their vocabulary, to
practice their English and do a lot of exercises to make them more
skillful in using English. In other side, students who have low interest
look bored while studying, disturbing their friends. In other words,
they are looking for attention.

Based on the finding above, it is suggested to (1) to teacher

who teaches English in the classroom need to ensure that students
realize that both high and low interest gets attention, (2) the
teacher has to manage the classroom to help the students think
creatively.
 ABSTRAK

HUDAIBIAH, SUFI F. 2009. The Correlation between Students’ Interest and

Their Achievement in Learning English at the Second Year of SLTPN
1 Pamulang), Skripsi, English Department, Faculty of Tarbiya and
Teachers’ Training, Syarif Hidayatullah State Islamic University
Jakarta.
Advisor: Agus Mukhtar R., M.Ed

Kata Kunci: Minat Siswa, Hasil Belajar.

Penelitian ini menggambarkan seberapa baikkah hubungan

antara minat siswa dan hasil belajar siswa dalam belajar bahasa
Inggris. Penelitian ini meliputi faktor-faktor yang dapat
mempengaruhi minat siswa dalam belajar bahasa Inggris, peran
minat dalam belajar, dan juga hasil belajar bahasa Inggris.

Penelitian ini bertujuan untuk menginvestigasi apakkah

terdapat hubungan yang signifikan antara minat siswa dan hasil
belajar siswa dalam belajar bahasa Inggris. Subyek dari penelitian
ini adalah siswa kelas 7-4 SLTPN 1 Pamulang pada semester ke-dua.
Pada hal ini, siswa mengambil 30 (tiga puluh) siswa sebagai
subyeknya. Tehnik yang digunakan untuk mengumpulkan data
penelitian ini berupa observasi, dokumentasi dan angket.

Penemuan dari penelitian ini adalah minat siswa dapat

mempengaruhi hasil belajar siswa. Siswa yang memiliki minat yang
tinggi mencoba untuk mendapatkan pengetahuan lebih dari siswa
yang memiliki minat yang rendah. Mereka cenderung lebih
perhatian dalam belajar. Mereka menikmati dan siap melakukan
tugas apapun yang diberikan oleh guru. Mereka belajar bahasa
Inggris di sekolah dan juga di luar sekolah. Mereka termotivasi untuk
memperkaya kosakatanya, mempraktekkan bahasa Inggris dan
melakukan latihan-latihan untuk membuat mereka lebih mahir
dalam menggunakan bahasa Inggris. Di sisi lain, siswa yang
memiliki minat rendah terlihat bosan ketika pelajaran berlangsung,
mengganggu teman-temannya. Dengan kata lain, mereka
sedang mencari perhatian.

Berdasarkan penemuan di atas, disarankan kepada (1) guru

yang mengajar bahasa Inggris di kelas harus memastikan kepada
siswa untuk menyadari bahwa siswa yang memiliki minat tinggi
atau rendah kedua-duanya mendapatkan perhatian, (2) guru
harus mengatur kelas untuk membantu siswa berpikir kreatif.
 ACKNOWLEDGMENT

In the name of Allah, The Beneficent and The Merciful. All praise be to
Allah, The Lord of the worlds, who has given the health and strength to the writer
in completing this “skripsi”. May Allah’s peace and blessing be upon His final
Prophet and Messenger, Muhammad, his family and his companions.
This “skripsi” is presented to the Department of English Education of
Tarbiyah Faculty State Islamic University Syarif Hidayatullah Jakarta as a partial
fulfillment of the requirements for the degree of S.Pd.
It is the great honor for the writer to make acknowledgment of
indebtedness to convey her sincere gratitude to Mr. Agus Mukhtar R, M.Ed., who
has patiently given valuable advice and guidance to finalize this “skripsi”.
The most special person in her life, her beloved Parents (Mafrodi Badawi
and Rofiatun), have given their support during her study and her writing skripsi.
She thanks for their kindness and patience. Sugi Mulyono, her sweetheart, always
encourages her in every situation with his full heart and love. She thanks so much
for his spirit.
Alhamdulillah, the writer has finished this skripsi. Absolutely it is not an
effort by herself alone, there are many “hands” which help her. In this occasion,
she presents great honor to:
1. All lecturers who have taught her in this Department of English Education,
for giving new knowledge, advices in facing life, and for giving gorgeous
study experiences.
2. Drs. Syauki M.Pd., the head of Department of English Education. And
Neneng Sunengsih, S.Pd., the secretary of Department of English
Education.
3. Prof. Dr. Dede Rosyada, MA., Dean of Tarbiyah Faculty and Teachers’
Training.
4. All teachers and the students at the second grade of SMPN 1 Pamulang for
giving permission and helping the writer to do this research.
 5. Her beloved best friends, Fitria Pujiastuti, Tanti Bertalona, Prastya, Suci
Anggraeni, Iin Marlina, Oom Komariyah who helped her to finish her
study.
6. Maulana Rafif Yaqhdan, her little boy, she apologizes because she always
leaves him when she is doing her “skripsi”. She thanks, because he is not
fussy.
Finally, the writer realizes that this “skripsi’ still has some weakness and
mistakes. Thus, she would be grateful to accept any suggestion and correction
from anyone for the better writing.

Jakarta, August 2009

The Writer
 Table of contents

Abstract 1 ………………………………………………………………….. i
Abstract 2 ………………………………………………………………….. ii
Acknowledgment
………………………………………………………………. iii
Table of
contents...………………………………………………....................... v
List of tables ………………………………………………………………. vi
List of appendices
........................................................................................ vii

CHAPTER I : INTRODUCTION
A. Background of the Study………………………. 1
B. Formulation of the Problem …………………… 3
C. Objective of the Study…………………………. 3
D. Limitation of the Study ………………………... 3
E. Significance of the Study ……………………… 3
F. Hypothesis ……………………………………... 4
G. Operational Definition ………………................ 4

CHAPTER II : THEORITICAL FRAMEWORK

A. Interest
1. The Definition of Interest………………….... 5
2. The Aspect of Interest ……………………… 6
a. Enjoyment ……………………………… 6
b. Motivation ……………………………… 6
c. Attention ……………………………….. 7
d. Need ……………………………………. 8
e. Desire …………………………………... 8
3. The Interest Role in Learning………………. 9
 B. English Learning Achievement
1. Achievement ……………………………….. 9
2. Learning …………………………… ……… 10
3. English …………………………………… 11
4. English Learning Achievement …………… 12

CHAPTER III : RESEARCH METHODOLOGY

A. Research Method …………………………… 13
B. Place and Time of Research ………………... 13
C. Population and Sample ……………………... 14
D. Instrumentation ……………………………... 14
E. Technique of Collecting the Data …………... 14
F. Technique of Analysis the Data ……………. 15

CHAPTER IV : RESEARCH FINDING AND DISCUSSIONS

A. Research Finding …………………………….. 17
B. Research Discussions ………………………… 23
C. Test of Hypothesis …………………………… 24

CHAPTER V : CONCLUSION AND SUGGESTIONS

A. Conclusion …………………………………… 26
B. Suggestion ……………………………………. 26

BIBLIOGRAPHY

APPENDICES
 LIST OF TABLES

Table 3.1 Specification of Instrument

………………………………………… 15

Table 4.1 The Students’ Interest Scores

……..……………………………….. 17

Table 4.2 The Students’ English Scores

…...…………………………………. 19

Table 4.3 The Students’ Interest and Their English Learning

Achievement …. 21

Table 4.4 “r” Value of Product Moment

……………………………………… 23
 CHAPTER I
INTRODUCTION

This chapter present and discusses background of the study, Formulation

of the Problem, The objective of the study, Limitation of the study, Significance
of the study, Hypothesis, and Operational definition.

A. Background of the Study

English is now the dominant language in almost all countries. From this
fact, it can be understood that English is a vital means of communication for
millions of people around the world.
During the twentieth century, numerous technological inventions and
development, such as telephone, electronic mail, etc. have facilitated
communication between people from all of life and the language that is
used most is English, most of the scientific, technological and academic
information in the world is expressed in English and over 80% of all the
information stored in electronics retrieval systems is in English.1

Almost all countries have adapted English used as a compulsory subject at

school. In Indonesia, English is the subject learned by the students in the formal or
non formal education. It started form primary school and up to university.
Therefore, the mastery of English is imperative for Indonesian students. However,
most students do not master English yet. They can not absorb the knowledge from
the book or other media without mastering English. This is proven by the low
level of students’ scores. As the following quotes proves, “Understanding English,
or any language, is not easy. Language problems are very complicated and unlike
any other problems we meet. They are also, for everybody, unavoidable
problem.”2

1 Crystal David, the Cambridge Encyclopedia of the English Language, (Cambridge:

Cambridge University Press, 1997), p. 110.

2
Paul Roberts, Understanding English, (New York: Harper & Brothers Publishers, 1985),
p. 17.
 The writer argued most people think those factors which effect in the
achievement of the objective in learning are not only limited to intelligence, age
and environment, but it also depends on many factors, one of them is interest. As
Muhibbin stated “interest affects the quality of students’ learning achievement in
many field of certain study.”3 (minat dapat mempengaruhi kualitas pencapaian
hasil belajar siswa dalam bidang studi tertentu). Because the writer agrees that
interest is a feeling or emotion that causes attention to focus on an object or an
event or a process.
The interest in English is very important to increase in English learning.
Some of students who are lazy in educational activities, it can be caused by one of
factors that is low interest. They look bored while studying, like to make noise,
disturb their friends, make a joke on their teacher performance, sleepy,
daydreaming, go to toilet many times, and leave the subject. On the other hand,
we have seldom heard that the success or failure of teaching is possibly by the
students’ interest.
Teachers who teach English in the classroom should care about their
students. Because, the students who arrive in the classroom with certain concepts
about themselves. The teachers should realize that the same learning task may be
perceived differently by each learner.
The students’ interest in learning English affects their marks for English. It
is assumed that the students who have high interested in English will show effort
to learn English more than the students who have low interested in English. The
students with high interested tend to be more attentive in learning English, of
course, with the high frequency of attendance. In other words, the more they learn
and the more attentive they follow the lesson, the better English they will acquire.
Therefore, the writer wants to find out whether the above assumption can be
trusted or if there is a significant correlation between students’ interest and their
achievement in learning English.

3
Muhibbin Syah, Psikologi Belajar, (Jakarta: PT. Logos Wacana Ilmu, 2004), h. 136.
B. Formulation of the Problem
Based on the background above, it is necessary to do evaluation of
students on SLTPN 1 Pamulang. The general question of this study is “is there
any correlation between students’ interest and their achievement in learning
English?”
To specify this problem the specific research are formulated as follows:
• How well is the correlation between students’ interest and their achievement
in learning English?

C. Objective of the Study

According to statement of formulation of the problem stated above the
general objective of the study is to describe whether there is any correlation
between students’ interest and their achievement in learning English.

D. Limitation of the Study

The limitation of the study is the writer wants to analyze whether there is
significant correlation between students’ interest and their achievement in learning
English.

E. Significance of the Study

The results of this study are expected for 3 (three) groups of people
are: (1) English teachers, (2) Students, (3) other researchers. To English
teachers, the findings of this study are expected to be able to improve their
responsibilities in teaching their students. To students, the result of this study
is expected to increase their interesting learning English. To other researchers,
the results of this study are hoped as a basic consideration and basic
information to do the further investigation.
F. Hypothesis
Based on the theory previously, the writer formulates the hypothesis of
this research as follows:
1. Null hypothesis (Ho) = there is no significant correlation between
students’ interest and their English learning achievement.
2. Alternative Hypothesis (Ha) = there is a significant correlation between
students’ interest and their English learning achievement.

G. Operational Definition
For clarification, some terms in this study need to be defined as
follows:
1) Students’ interest refers to students’ feeling like and attention to
somebody, something or activity, that make them give full attention to
something which taking their fancy without command or compulsion from
outside.
2) Achievement is the students’ improvement in term behavior after the
English learning activity has already done.
3) SMPN 1 Pamulang stands for State Junior High School which is located at
Jl. Pamulang Permai Barat III, Pamulang, Tangerang.
 CHAPTER II
THEORETICAL FRAMEWORK

This chapter presents the theory of the study which comprise Interest; the
definition, its aspects and role in learning, English learning achievement and the
definitions.

A. Interest
1. The Definition of Interest
Every individual have tendency to deal with something in their
environment. If it gives something good to them, possible, they will interest to
it.
Interesting of something is arising from the individual’s interested to
something because of their requirement or their feeling that something –they
will be learned- will mean for them.
Students who has certain needs or desires toward something, they will
have high interest a more enthusiastic to achieve what they want to do as
Sardiman said “interest is a condition that occurred when someone see
characteristic of situation that is correlated with his/her own need and desire.”4
(Minat diartikan sebagai suatu kondisi yang terjadi apabila seseorang melihat
ciri-ciri atau arti sementara situasi yang dihubungkan dengan keinginan-
keinginan atau kebutuhan-kebutuhannya sendiri). When it happened, he or she
will be easily to learn something. “Thus, students’ interest in and excitement
about what they’re learning is one of the most important factors in
education.”5

4
Sardiman, A.M., Interaksi dan Motivasi Belajar Mengajar, (Jakarta: PT. Raja Grafindo
Persada, 2003), h. 76
5
Anita Woolfolk, Educational Psychology, (New York: Pearson Education, Inc., 2004),
p. 362.
 Interest motivates people to choose the best and the most interesting
activity in their life. Because each activity has own characteristic, people
always select activities and thing those are interesting.
Furthermore, Lester D. Crow and Alice Crow stated that: “an interest
is a motivating force that impels an individual toward participation in one
activity rather than another. It indicates that interest provide a strong
motivation to learn.”6
Ahmad D. Marimba said that “interest is tendency to something that
we feel there is an importance to something with happy feeling to something”7
( minat adalah kecenderungan jiwa pada sesuatu, karena kita merasa ada
kepentingan dengan sesuatu itu, pada umumnya disertai dengan perasaan
senang akan sesuatu itu).
According to some definition above the writer conclude that interest is
feeling like and attention to somebody, something or activity, that make the
people give full attention to something which taking someone’s fancy without
command or compulsion from outside.

2. The Aspect of Interest

There are some factors that influence the interest. Then the writer
includes them to the questionnaire, such as:
a. Enjoyment
In this section, “enjoyment means the pleasure felt when having a good
time or good act of receiving from something.”8 Someone who can enjoy
something especially the lesson, he or she will give a good action, by
giving an attention to teacher’s explanation or reading the book.

b. Motivation

6
Lester D. Crow and Alice Crow, Human Development and Learning (New York:
American Book Company, 1956), p. 79
7
Ahmad D. Marimba, Pengantar Filsafat Pendidikan Islam, ( Bandung: PT. Al- Ma’arif,
1992),Cet.VIII, h.79.
8
www.wordnet.princeton.edu/perl/webwn
 “Motivation is some kind of internal drive which pushes someone to
do or think in order to achieve something.”9 In learning, motivation is
importance. “Learner motivation makes teaching and learning
immeasurably easier and more pleasant.”10 Interest will increase if there is
motivation, both from internal and external factor.
Motivation is one of the affective factors in language learning. Its role
in learning has been the source of speculation for many years; however,
many experiments and research that have been done suggest that scores on
self rating motivation are closely related to school attainment.
Someone who has a motivation in his religion, he will aim his interest
to read the religion book, go to holy places, and join to his religion
community. Like the other people who are interested in different areas.
They will find the information and try to understand and implement it
what they are interested in.
Someone who has motivation he will try something hardly, won’t
surrender, read book to increase his achievement. On the contrary, they
who have weak motivation will be easy to feel hopeless, won’t concentrate
to their lesson, like to disturb another people.
The students’ motivation in learning English then also affects their
marks for English. It is assumed that the students with high motivation in
learning English will be more successful than the students with low
motivation or no motivation at all.

c. Attention
“Attention is represented of concentration or activity of soul to
perception; understanding”11 (perhatian mewakili aktivitas atau
konsentrasi jiwa terhadap persepsi; pemahaman). If the student gives good

9
Jeremy Harmer, the Practice of English Language Teaching, (London: Longman, 1991),
p. 51.
10
Penny Ur, a Course in Language Teaching, (Cambridge: Cambridge University Press,
1996), p. 276.
11
Agus Sujanto, Psikologi Perkembangan, (Jakarta: Aksara Baru, 1986), Cet. V, h. 94.
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 is most efficient when a
person is paying attention. Poor attention can be a sign disorders behavior
in children learning process. Someone who has attention to something it
means that he or she has interest to something. In the other hand, “it is a
general interest that leads a person to know more.”12

d. Need
Need defined as circumstance in which something is lacking or
necessary or require some course of action. “Needs also mean a condition
or situation in which something is required or wanted.”13 When children
need to learn English might be caused by the lack of English. Need could
motivate the children give attention to the lesson.
Interest that appears from children’s need encourages the children to
do their best efforts. For instance, the child needs knowledge from the
English book, will try to learn the language more.
There are many kinds of needs. One of them is to best achieve that cannot be
separated from learning and teaching process. And individuals differ in their need
to achieve: some are highly motivated internally to succeed both in competitions
with other or in working alone. Others are motivated by a fear or failure and are
less likely to take the risk which lead to achievement. The need to achieve can
become a motivation factor in learning.

e. Desire
“The natural longing that is excited by the enjoyment or the thought of
any good, and impels to action or effort its continuance or possession.”14 If

12
www.wordnet.princeton.edu/perl/webwn
13
http://www.thefreedictionary.com/need
14
http://www.brainyquote.com/words/de/desire153299.html
 a person has a desire to learn English automatically he or she will try to
know it more.

3. The Interest Role in Learning

Interest should be in learning process. If there is no intention in
learning, at least, they who study need to have a positive attitude (accept) to
the lesson.
Interest will become a motivation force, that, as a strength to
encourage somebody to learn. They who like to the lesson will look like being
encouraging to learn continually than the other who only accept the lesson,
they just moved to learn but got the difficulty to learn more and more because
of they lack of encouragement.

B. English Learning Achievement

1. Achievement
Achievement is a measure of the quality and or the quantity of the
success one has in the mastery of knowledge, skills, or understandings.
References to academic achievement, for example, usually involve
performance in such areas as reading, mathematics, science, or social
studies.15
“And every kind of learning activity would produce a special change,
namely learning outcome which is shown in an achievement given by the
students, such as calling the letters in alphabets consecutively.”16 (dan segala
macam kegiatan belajar akan menghasilkan suatu perubahan khusus,
dinamakan hasil belajar yang ditunjukkan dalam sebuah prestasi oleh siswa,

15
www.geniusdenied.com/articles/Record.aspx
16
W.S. Winkel, Psikologi Pendidikan dan Evaluasi Belajar, (Jakarta: PT. Gramedia,
1984), p. 48.
 dalam bentuk huruf secara teratur). In other words, the students’ purpose in
learning is the best achievement.
Hornby stated that “achievement is a thing done successfully,
especially with an effort and skill.”17 In other word, it is some things that will
get after accomplished it.
Norman E. Gronlund stated that “achievement is what a pupil has
learned.”18 It means that achievement is the result of students gain after
following an instructional process.
Sukmadinata said that “achievement of the lesson can be signed with
number or letter. The number 0-10 at elementary until middle education and
the letter A, B, C, D at the high education.”19 (tingkat penguasaan pelajaran
atau hasil belajar dalam mata pelajaran dilambangkan dengan angka-angka
atau huruf, angka 0-10 pada pendidikan dasar dan menengah dan huruf A, B,
C, D pada pendidikan tinggi). This statement tells us the achievement is
realization of students’ abilities.

2. Learning
Learning is a matter that related with a life. Life is a lesson. By
learning, people know how to live. Because of learning is a process that
happens for along 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, etc. They can be done after learning.
According to Henry Smith, “learning is the acquisition of new
behavior or the strengthening or weakening of old behavior as the result of
experience.”20 Also David in his book Educational Psychology defines

17
A.S. Hornby, Oxford Advanced Learner Dictionay, (Oxford: Oxford University Press,
1995), p. 10.
18
Norman E. Gronlund, Measurement and Evaluation in Teaching, (New York:
Macmillan Publishing Co. Inc., 1981), p. 331.
19
Nana Syaodih Sukmadinata, Landasan Psikologi Proses Pendidikan, ( Bandung: PT.
Remaja Rosdakarya, 2003), p. 103.
20
Henry P. Smith, Psychology in Teaching, (USA: Prentice-Hall, Inc., 1962), p. 260.
 learning as the process whereby an organism changes its behavior as a result
of experience.
Ray Loree defines “learning as a relatively permanent change of
behavior that occurs as a result of experience or practice.”21 Changes in
behavior may occur because of a change in the level of interest of individual.
An additional definition stated by Jane S., Halonen, she said that
learning is relatively permanent change in behavior that occurs through
experience. This description tells us that an alteration of learning is relatively
stable. Through experiences students also learned that they need to study in
order to do well on a test.
Stephen B. Klein also has similar definition about learning, he said that
“learning is relatively permanent change the ability to exhibit a behavior, this
change occurs as the result of successful or unsuccessful experience.”22 It
means that a change of learning relatively stable; depend on student ability
and their successful in getting experience. A student who has good ability
he/she will have successful experience and better change in behavior. By
contrast, a student who has bad ability he/she will have unsuccessful
experience and worse change of behavior.

3. English
Brendon L. Carrol defines English is language of essential tool for
communication and where as grammatical pattern play a crucial role in
communication, the prime need almost learners is not for theoretical or
analytical knowledge of the target language, but for an ability to
understand and be understood in that language within the context and
constraints of peculiar language using circumstance.23

So far English is commonly learnt by people from around the world

than it can be considered as both vehicular and vernacular language.

21
M. Ray Loreee, Psychology of Education, (New York: The Ronald Press Company,
1965), p. 193-194.
22
Stephen B. Klein, Learning: Principle and Application, (New York: McGraw Hill
Book Company, 1978), p. 2.
23
Berndon L. Carrol, Testing Communication Performance an Interview Study, (Oxford:
Oxford Perganon Press. Ltd., 1980), p. 7.
 Vehicular language is a language goes beyond the boundaries of it
original community and used as a second language for communication
between communities. The opposite meaning of “vehicular language” is
“vernacular language” means a language used as a native language in a single
community.
As English called as vehicular and vernacular language, it is
understand why English become a dominant international language in present
communication, science, business, aviation, entertainment, radio, and
diplomacy. Therefore, it can be a reason why today’s English is being taught
to over one billion people throughout the world as their second language to
communicate each other.

4. English Learning Achievement

Based on the definition of English, learning, and achievement above.
English learning achievement is the result which students get after they have
followed learning process that is signed by score.
Students who are interested in learning usually have high motivation.
They are very enthusiastic to do something. Then it will make an effort to
follow the learning process intensively, and they will learn the lesson as well
as possible not only in the school but also out of the school.
In learning English, they usually pay attention to what they learn. So
they are easy to absorb most of the teacher gives them or gains the knowledge
from the books. They also have needs toward the lesson and usually have a
clear target to gain what he wants to reach. Of course, they will be intended
for doing something to make maximally effort to learn.
Most of them have desires about what they are going to learn. With
high interest, students can master more information in long-time memory. It
helps them to answer the examination given. At last they possible get better
result in English.
In other words, the more interest and the more attentive they follow the
lesson in English the better English learning achievement they will acquire.
The writer concludes, there is a positive correlation between the students’
interest and their achievement in learning English.
 CHAPTER III
RESEARCH METHODOLOGY

This chapter presents the description of the research method used in the
study. It comprise research design, place and time of the study, population and
sample, research instrument, technique of collecting data, and technique of
analysis data.

A. Research Design
In this study the writer used correlation between two variables. In popular
usage the term correlation refers to any type of relationship between events or
objects. In statistical correlation, there must be two measures for each subject
(person) in a group. If this condition is satisfied, the data can be inserted into a
statistical formulation which will reveal the type and strength of the relationship
under study.24
In this study the writer compared two variables. Those are the students’
interest scores and the students’ achievement scores. Those variables were gained
by following in teaching learning process.

B. Place and Time of Research

The research of this study was held at SLTPN 1 Pamulang, which is
located at Jl. Pamulang Permai Barat III, Pamulang, Tangerang. The research was
conducted while she did her PPKT (Praktek Profesi Keguruan Terpadu) from
February up to May 2007.

24 W. James Popham, Educational Statistics: Use and Interpretation, (New York: Harper

& Row, Publishers, 1967), p.65.

C. Population and Sample
The population of this study is the first year students in the 2007-2008
academic year of SMPN 1 Pamulang consisting six classes. For the research, the
writer only took sample 30 students namely class 7-4.

D. Instrumentation
The research instruments that used for this study includes observation,
documentation, questionnaire, and interview.
The observation is used to observe the teaching learning conducted by the
English teacher in the classroom including his activity, the media used, and his
performance in the classroom.
The documentations are used to gain the data about teaching preparation
made by English teacher. And the writer copied the final score of 30 students to
compare with the result of the questionnaire.
The questionnaires are used to gain the data about students’ interest in
learning English. By giving 20 item number of question and contain 5 indicators;
enjoyment, motivation, attention, need, and desire.
Interview is used to ask the English teacher about managing the classroom
related to increasing students’ interest.

E. Technique of Collecting the Data

In this research, the writer gets the data which related to teaching learning
English by doing some:
1) Observation
It began in February 6 th, 2007 the writer observed the school, the
teacher, the staff administration, and the students. She started to observe the
teaching learning process in class 7-4 on February 14th and 20th, 2007. In this
case, the writer acted as an observer the English teacher and his activity
without involving the teaching learning process.
 2) Documentation
The writer got the data about teacher’s preparation and the students’
final score. It was carried out by copying them from administration.

3) Questionnaire
The questionnaire is taken form interest questionnaire which consists
of 20 test items and has 5 indicators; enjoyment, motivation, attention, need,
and desire. It also used the Likert scale; it shows on the table 3.1.

Table 3.1
Specification of Instrument
Total
No. Indicator Item Number
Positive Negative
1 Enjoyment 4 1 1, 2, 3, 4, 6.
2 Motivation 3 2 5, 7, 8, 9, 10.
3 Attention 2 2 11, 12, 13, 14.
4 Need 2 1 15, 16, 17.
5 Desire 2 1 18, 19, 20.
Total 13 7

The table 3.1 explains each number has positive or negative

meaning to be answered. Positive meaning shows high interest in learning
English. And the other side, negative meaning shows low interest in learning
English.

F. Technique of Analyzing the Data

In this step, the writer uses the correlation technique. The writer compares
the score of students’ interest and their achievement in learning English. This
technique is useful to prove statistically whether there is any significant
correlation between two variables.
To find the correlation between students’ interest and their achievement in
learning English, the writer used the product-moment correlation coefficient
formula.25
The formula is:

(∑X) (∑Y)
∑XY -
N
rxy =
(∑X)2 (∑Y)2
∑X
2
- ∑Y
2
-
√ N N

rxy = correlation coefficient between X and Y

∑XY = sum of cross products of deviation scores for X and Y

∑X = Total Score of X
∑Y = Total Score of Y
N = Number of Cases
Criteria:
Rejected Ha when rxy < tt
Accepted ha when rxy > tt

25 W. James Popham, Educational Statistics: Use and Interpretation, … p. 89.

 CHAPTER IV
RESEARCH FINDING AND DISCUSSIONS

This chapter presents and discusses the students’ interest

score and their achievement in learning English, and the result from
the product moment correlation coefficient formula.

A. Research Finding
First, to get the data, the writer conducted a research by
giving a questionnaire about students’ interest in learning English
thirty students as a sample. After the data were collected, the
writer analyzed them to know how many students having high
interests and how many students having low interests.
Next, the writer took students’ English scores from their tests
about what they have learned until second semester in the
academic year 2007-2008.
After the writer analyzed them, whether there is a correlation
between students’ interest in learning English and their English
learning achievement by applying the formula of Pearson Product
Moment Correlation.

1. The Students’ Interest Score

The students’ interest in learning English is as independent
variable (X). The writer gives the questionnaire to thirty students as a
sample. The questionnaire consists of twenty test item which has five
indicators (enjoyment, motivation, attention, need, and desire).
 Table 4.1
The Students’ Interest Scores
Students'
N
Interest Scores
1 66
2 81
3 63
4 71
5 85
6 79
7 81
8 73
9 58
10 81
11 56
12 58
13 71
14 81
15 84
16 73
17 63
18 66
19 58
20 56
21 85
22 73
23 79
24 79
25 73
26 58
27 73
28 60
29 58
30 71
N
=
30 ∑X = 2213
 From the table previously, it showed the highest interest score
from thirty students is 85 and the lowest interest score is 56. The total
of students’ interest scores (X) is 2213.

2. The Students’ English Score

The students’ English learning achievement is as dependent
variable (Y). The writer took the score from the students’ final test. It’s
about what they have learned until second semester in the academic
year 2007-2008. It was carried out by copying them from
administration.

Table 4.2
The Students’ English Scores
Students' English
N
Scores
1 76
2 78
3 72
4 74
5 78
6 78
7 78
8 73
9 73
10 77
11 72
12 73
13 75
14 74
15 79
 16 73
17 72
18 74
19 69
20 70
21 76
22 72
23 74
24 75
25 72
26 74
27 74
28 72
29 70
30 71
N
= ∑Y = 2218
30

Table 4.2 showed the highest scores from thirty student is 79 and
the lowest score is 69. We could see the total score of students’ English
learning achievement is 2218.

3. The Correlation between the students’ interest and their English

learning achievement.
After the writer got the total of students’ interest score and their
achievement scores, she continued to count them both of the
students’ interest score and their English learning achievement score
are correlated by using Pearson’s Product Moment.
 Table 4.3
The Students’ Interest and
Their English Learning Achievement

N X Y XY X2 Y2
1 66 76 5016 4356 5776
2 81 78 6318 6561 6084
3 63 72 4536 3969 5184
4 71 74 5254 5041 5476
5 85 78 6630 7225 6084
6 79 78 6162 6241 6084
7 81 78 6318 6561 6084
8 73 73 5329 5329 5329
9 58 73 4234 3364 5329
10 81 77 6237 6561 5929
11 56 72 4032 3136 5184
12 58 73 4234 3364 5329
13 71 75 5325 5041 5625
14 81 74 5994 6561 5476
15 84 79 6636 7056 6241
16 73 73 5329 5329 5329
17 63 72 4536 3969 5184
18 66 74 4884 4356 5476
19 58 69 4002 3364 4761
20 56 70 3920 3136 4900
21 85 76 6460 7225 5776
22 73 72 5256 5329 5184
23 79 74 5846 6241 5476
24 79 75 5925 6241 5625
25 73 72 5256 5329 5184
26 58 74 4292 3364 5476
27 73 74 5402 5329 5476
28 60 72 4320 3600 5184
29 58 70 4060 3364 4900
30 71 71 5041 5041 5041
∑X
N ∑Y ∑X2 = ∑Y2 =
= ∑XY =
= = 15158 16418
211 156784
30 2218 3 6
3

∑ (∑X) (∑Y)
X
r N
Y

x
-
∑ ∑
y X Y
(∑ (∑
2 2
= X)2 Y)2
√ - N
- N

rxy = 156784 – (2113)(2218)

30______________
151583 – (2113)2 164186 – (2218)2
√ 30 30
Rxy = 156784 - 4686634
30_____________
151583 – 446769 164186 – 4919524
√ 30 30
Rxy = 156784 – 156221,13 ___________
 √151583 – 148825,63 164186 – 163984,13
Rxy = 562,87_______
√ (2757,37) (201,87)
Rxy = 562,87____
√ 556630,2819
Rxy = 562,87___
746,0765925
Rxy = 0,75443996 = 0,754

df = N – nr
= 30 – 2
= 28

From the calculation above, it was known that rxy = 0,754

and df = 28; if we compare with the table of “r” values at the
degree of significance of 5% and 1%, then the correlation
between students’ interest in learning English and their English
learning achievement is significant (rxy = 0,754 > 0,361 ; rxy = 0,754
> 0,463).

We can see the categories of interpretation of “r” below:

Table 4.4
“r” Value of Product Moment26
"r" Value of
Product Interpretation
Moment
Considered as no
00,0 - 0,20
correlation
0,20 - 0,40 Low correlation

26 Anas Sudjono, Pengantar Statistik Pendidikan , (PT.Raja Grafindo Persada, 1987), p.

193.
 0,40 - 0,70 Medium correlation

0,70 - 0,90 Strong correlation

Very strong/perfect
0,90 - 1,00
correlation

Based on the table above, it can be seen that the

correlation index (rxy = 0,754) is in the interval of 0,60 – 0,80, this
means that the correlation belong to “ strong correlation ”. In the
other words, there is a positive correlation between variable X
and variable Y.

B. Research Discussions
Based on the data, there is a significant correlation between
students’ interest and their English learning achievement. The writer
interprets the strong correlation is responsibility; both of the teacher
and the student have a responsibility in teaching learning process.
Teacher who has a responsibility in teaching, he will give good
and clear explanations about the lesson; by doing games or sing a
song. Then the students will feel happy and they will get the
information easily. Of course, they will have a responsibility in doing
teachers’ order well. In other hand, the teacher gets the students’
interest by the way of his teaching.
Students who have high interest try to pursue knowledge more
than who have the low one. They tend to be more attentive in learning
the lesson. They enjoy and ready to do any task given by teacher. They
learn English in school and also out of the school. They are motivated
to enrich their vocabulary, to practice their English and do a lot of
exercises to make them more skillful in using English.
Beside that, high interest in learning makes students possible
concentrate on learning English lesson. The more the students
 concentrate on the lesson, the better the achievement they obtain,
because concentration can increase their motivation. When people
are internally motivated to do something because it either brings them
pleasure, they think it is important, or they feel that what they are
learning is significant. High motivated students can arise a feeling and
emotional connection to the lesson. The students who have a feeling
and emotional connection to the material, they easier activate
previous experience, and then the retention can be enhanced.
Therefore their English achievement is better.

C. Test of Hypothesis
Based on the theory above, the writer formulates the hypothesis of this
research as follows:
1. Null hypothesis (Ho) = there is no significant correlation between
students’ interest and their English learning achievement.
2. Alternative Hypothesis (Ha) = there is a significant correlation between
students’ interest and their English learning achievement.
As mentioned before, from the result of the calculation, the value of rxy
is 0,754; df is 28 if it is compared with the rt at the degree of significance 5%
(0,361) and 1% (0,463), the correlation between students’ interest and their
English learning achievement is significant (rxy : rt =0,754 > 0,361 ; rxy ; rt =
0,754 > 0,463). So, the null hypothesis of the research is rejected and the
alternative hypothesis is accepted. The meaning of this statement is the
students’ interest and in learning English has a significant correlation with
their English learning achievement.
 CHAPTER V
CONCLUSION AND SUGGESTION

In this chapter, the writer concludes the result of the study based on the
research which was conducted at the second year of SLTPN 1 Pamulang.

A. CONCLUSION
According to the description of the data that mentioned in the previous
chapter, the writer concluded that there is a significant correlation between the
students’ interest and their achievement in learning English. The students’ interest
could influence their achievement. If the students do not have an interest of
learning English they will have difficulty to absorb the lesson. Of course in
answering the question they can not do it well, and then they will get bad scores.
Whereas, the students with high interest tend to be more attentive in learning
English, of course, with the high frequency of attendance. Finally, they will get
good scores. In other words, the more they learn and the more attentive they
follow the lesson, the better English they will acquire.

B. SUGGESTION
Based on the conclusion above, the writer would like to suggest the
following points:
1. Teacher :
a. Teacher has to manage the classroom to help the students think
creatively.
b. Teacher gives a good attitude in teaching learning at school, such as
being well prepared; give good and clear explanation about the lesson,
read a book, make a discussion, etc. They can be a positive motivator
for the student.
c. Teacher provides media to support in teaching.
 d. Teacher should give praise to the student who can answer correctly or
do a good activity.
e. Teacher observes other teacher.

2. Student :
a. The student has to keep health to help him/her to absorb the lesson
well.
b. The student has to realize about learning goals.
c. The student should give more attention to teacher’s explanation.
d. The student should consider that the lessons are important so the will
learn seriously.

3. Parents :
Parents make a family management practices; provide a good condition at
home; observe their children about their lesson.
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