THE RELATIONSHIP BETWEEN STUDENTS’ MOTIVATION AND

THEIR ENGLISH LEARNING ACHIEVEMENT

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

By:
VIONA ROSALINA
109014000124

THE DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYA AND TEACHERS’ TRAINING
THE SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
 THE RELATIONSHIP BETWEEN STUDENTS’ MOTIVATION AND
THEIR ENGLISH LEARNING ACHIEVEMENT
(A Correlational Study at the Second Grade of the SMAN 3 TANGSEL)

“Skripsi”

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

ofthe Requirements for Degree of S.Pd. (Bachelor of Arts) in English Language
Education

By:
VIONA ROSALINA
109014000124

THE DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYA AND TEACHERS’ TRAINING
THE SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014

i
ii
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 ABSTRACT

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

Motivation and Their English Learning Achievement (A Correlational Study at
the Second Grade of SMAN 3 TANGSEL). Skripsi. The Department of English
Education. The Faculty of Tarbiya and Teachers’ Training. The State of Islamic
University.

Motivation is one of the important things in learning process. The motivation can
help someone achieve his or her goals if they have strong motivation in doing
steps to achieve it, but the students and the teachers don’t realize about it. So they
need to know about that.

This study is purposed to find out the correlation between students’ motivation
and their English learning achievement at the second grade of SMAN 3
TANGSEL academic year 2013/2014. The sample of this study is the 31 students
in the XI Science 4 class. The English learning achievement in this study refers to
the students’ English learning score.

Based on the aim above, the researcher formulated the study correlational study.
The students’ motivation score was obtained from the students after they filled out
the questionnaire about it. The questionnaire consists of 33 items. This
questionnaire was formulated based on Ur’s description about motivated learner.
For the students’ English learning score, the researcher got it through
documentation from the English teacher. This English learning score is obtained
from the students’ midterm test. In the technique of data analysis, the researcher
used Pearson Product Moment in the program SPSS 16.

The result from the calculation, the value of is 0.143. Then the researcher
compared it with at the significant degree 5% (0.355), the correlation
between students’ motivation and their English learning achievement is negative

( : = 0.143 < 0.355). So, the alternative hypothesis which states that “ means that
there is correlation between X variable and Y variable” is rejected.

v
 ABSTRAK
Viona Rosalina (NIM: 109014000124). Hubungan antara Motivasi Siswa dan
Prestasi Belajar Bahasa Inggrisnya (Sebuah Studi Korelasi di Kelas 2 SMAN 3
TANGSEL). Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah
dan Keguruan Universitas Islam Negeri Syarif Hidayatullah, 2014.

Motivasi adalah salah satu hal penting dalam proses belajar. Motivasi dapat
membantu sesorang mencapai tujuannya jika mereka memliki motivasi yang kuat
dalam nya, tetapi para siswa dan guru tidak menyadari hal ini. Maka mereka perlu
mengetahui ini.

Studi ini bertujuan untuk menemukan bagaimana hubungan antara motivasi siswa
dengan hasil belajar bahasa Inggrisnya pada kelas 2 SMAN 3 TANGSEL tahun
ajaran 2013/2014. Sampel pada studi ini adalah 31 siswa di kelas XI Science 4.
Hasil belajar bahas Inggris pada studi ini merujuk pada nilai belajar bahasa
Inggris nya siswa.

Berdasarkan tujuan tersebut, peneliti memformulasikan studi ini dalam bentuk

survey dan secara spesifik dilaksanakan dalam studi korelasi. Nilai motivasi siswa
didapatkan dari siswa setelah mereka mengisi kuesionaire tentang motivasi
siswas. Kuesionaire ini berisi 33 butir. Kuesionaire ini diformulasikan dari
deskripsi tentang motivasi siswa yang dideskripsikan oleh Penny Ur. Untuk nilai
belajar bahasa Inggris siswa, peneliti mendapatkannya melalui dokumentasi dari
guru bahasa Inggris kelas tersebut. Nilai belajar bahasa Inggris ini didapatkan dari
nilai hasil midtest mereka. Dalam menganalisis data, peneliti menggunakan
Pearson Product Moment melalui program SPSS 16.
Hasil data analisisnya menunjukan bahwa rxy sebesar 0,143. Kemudian penulis
membandingkan nilai ini dengan rtable pada level signifikansi 5% (0,355), hubungan
antara motivasi siswa dan hasil belajar bahasa Inggrisnya adalah negative (r xy : rtable
= 0,143 < 0,355). Sehingga hipotesa alternative yang berbunyi
bahwa “rxy > rtable berarti bahwa hubungan antara variabel X dan variabel Y”
ditolak.

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

Praise be to Allah, Lord of the world who has blessed and given the
strength to the researcher in completing Skripsi. Sholawat and Salam are given
upon our prophet Muhammad, peace and blessings be upon him, who have given
the way of truth and brought the true light of life.

Through this occasion, the researcher would like to express her greatest
honor and her gratitude to the advisors, Drs. Bahrul Hasibuan, M. Ed and Neneng
Sunengsih, M. Pd, who have spread their time and for giving consultation,
contribution, guidance, and patience to the researcher during completing Skripsi.
May Allah always bless their kindheartedness.

From the researcher’s deepest heart, the researcher was so thankful and the
researcher realized that if there were no support and motivation from people
around her, the researcher could not finish Skripsi. Therefore, she would like to
express her gratitude and give her best appreciation to:

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

Education, Zaharil Anasy, M. Hum., as the secretary of the Department of
English Education, and Drs. Nasifuddin Djalil, M. Ag., as her academic
advisor.

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

They have given the researcher the wonderful experiences in learning, and
also precious knowledge.

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

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

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

vii
 staffs of SMAN 3 TANGSEL, and the students of XI Science 3 and XI
science 4 for their help during the research.

5. The researcher’s parents, the late Yosman Nasir, Elfi Hendriani Faisal,
and Linggo Busono. Skripsi is dedicated to them who have given her the
opportunity of an education from the best institutions and support her in
the lifespan, their moral support, affection, and guidance to their daughter.

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

Firmansyah Maulana and Ardyana Amaraluhita, uncles and aunts, and
cousins who always give their support, happiness, and spirit in finishing
her study.

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

Class 2009 for their support and friendship. She also would like to thank
Siti Nuraeni, Arief Rahman, Nuraini, and Sheira Ayu Indrayani for the
wonderful friendship, and the group of Skripsi advisory for their support,
attention and motivation during finishing Skripsi.

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

support and reminding her to do this Skripsi.

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

researcher. The researcher realized that this Skripsi is far from being perfect. It is
a pleasure for her to receive constructive criticism and suggestion from anyone
who read her Skripsi.

Jakarta, April 2014

Viona Rosalina

viii
 TABLE OF CONTENTS

TITLE ............................................................................................................................... i
APPROVAL ................................................................................................................... ii
ENDORSEMENT SHEET ....................................................................................... iii
SURAT PERNYATAAN KARYA SENDIRI ........................................................ iv
ABSTRACT .................................................................................................................... v
ABSTRAK ........................................................................................................................ vi
ACKNOWLEDGEMENT ........................................................................................ vii
TABLE OF CONTENTS .......................................................................................... ix
LIST OF TABLES ....................................................................................................... xii
LIST OF FIGURES ..................................................................................................... xiii
LIST OF APPENDICES ........................................................................................... xiv

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

A. The Background of the Study ............................................................................... 1
B. The Identification of the Study ............................................................................. 4
C. The Limitation of the Problem .............................................................................. 5
D. The Formulation of the Problem .......................................................................... 5
E. The Objective of the Study ..................................................................................... 5
F. The Significance of the Study ................................................................................ 5

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

A. Motivation ................................................................................................................... 5
1. The Understanding of Motivation ................................................................... 5
2. The Influence Factors of Motivation .............................................................. 8
3. The Kinds of Motivation .................................................................................... 10
B. English Learning Achievement............................................................................. 12
1. The Understanding of Learning ....................................................................... 12
2. The Understanding of Achievement ............................................................... 14
3. The Understanding of English Learning Achievement ............................. 15

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C. The Thinking Framework ....................................................................................... 16
D. Previous Study ........................................................................................................... 16
E. The Research Hypothesis ........................................................................................ 19

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

A. The Place and Time of the Research ................................................................... 20
B. The Method of the Research .................................................................................. 20
C. The Population and the Sample ............................................................................ 20
D. The Technique of Instrument and Data Collection ......................................... 20
1. The Questionnaire ................................................................................................ 21
a. Validity Instrument ......................................................................................... 22
b. The Result of Reliability Test ...................................................................... 23
c. The Result of Normality Test ...................................................................... 23
2. The Documentation ............................................................................................. 24
E. The Technique of Data Analysis........................................................................... 24
F. The Statistical Hypothesis ....................................................................................... 26

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

A. The Description of the Data ................................................................................... 27
1. The Students’ Motivation Score ...................................................................... 27
2. The Students’ English Learning Score ........................................................... 28
3. The Correlation between Students’ Motivation and
their English Learning Achievement Score ................................................... 29
B. The Interpretation of the Data ............................................................................... 31
1. The Frequency of the Data ................................................................................ 31
2. The Histogram ....................................................................................................... 33
3. The Normality Test .............................................................................................. 34
3. The Correlation Result ........................................................................................ 35
C. The Hypothesis Test ................................................................................................. 36

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

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A. Conclusion .................................................................................................................. 37
B. Suggestion ................................................................................................................... 38

BIBLIOGRAPHY ........................................................................................................ 39
APPENDICES ............................................................................................................... 41

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 LIST OF TABLES

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

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

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

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

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

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

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

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

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

Table 4.4 The Summary Score of Motivation (X) and

English Learning (Y) 31

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

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

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

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 LIST OF FIGURES

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

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

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

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

xiii
 LIST OF APPENDICES

Appendix 1 The Students’ Motivation Scores Appendix 2

The Students English Learning Score Appendix 3 The

Questionnaire for the Validity Test Appendix 4 The

Questionnaire for the Students’ Motivation Appendix 5

Surat Bimbingan Skripsi

Appendix 6 Surat Permohonan Izin Penelitian

Appendix 7 Surat Izin Penelitian Appendix 8

Surat Keterangan Penelitian Appendix 9 Nilai-

nilai r Product Moment Appendix 10 The Test

of References

xiv
 CHAPTER I
INTRODUCTION

A. The Background of the Study

Language is a means of communication of human beings.
Language can be in written, spoken, or signal forms. According to
Santrock, ―Language is a form of communication—whether spoken,
written, or signed—that is based on a system of symbols.‖1 From those
symbols, it is combined to be the words then those words become a
language. According to Santrock, ―Language consists of the words used
by a community (vocabulary) and the rules for varying and combining
them (grammar and syntax)‖.2 Language helps people communicate easily
in their community. In each community, they have their own language.
However, when one community would like to communicate with other
communities from different language backgrounds, they need to use a
language which each of them can speak with.
English is a language widely used in the world. English has an
important role in many aspects of life. English is used in technology,
education, science, career, and also as a primary means in communication.
English is one of foreign languages that it is taught in Indonesia.
English in Indonesia is an important subject. English subject in
Indonesia is taught from kindergarten until the university. This subject in
kindergarten and elementary level is a local content. Meanwhile in junior
and senior high school, English is a compulsory subject and also is
examined in national Examination. In college level, English subject is a
complementary subject in order to help students’ access references in
English.
The objective of teaching English in Indonesia schools is as
follows: (a) develop communicative skills in oral and written form. The

1
John Santrock, Educational Psychology (New York: McGraw-Hill Companies, Inc.,
2011), 5th edition, p. 58.
2
Ibid.

1
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skills are listening, reading, writing and speaking, (b) build the importance
of learning English as one of foreign language to be main learning
material, and (c) develop an understanding about interrelation between
language and culture and expanded sight, so the students have cross-
cultural sight and involve in.3

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

English language learning and teaching in Indonesia is to develop
communicative ability in the four of language skills, they are; listening,
reading, writing, and speaking. So, if students can use English
communicatively, they are likely to broaden their inter-lingual and cross
cultural insight so that they can promote their culture to the world.

These communicative objectives are contrary with the practical

realities. The researcher has seen that students do not use English
communicatively. From the researcher experiences, she had seen her
friends in her school life seemed that they did not have a high motivation.
In spite of the fact, her friends got the high scores in their learning.
Another experience that the researcher has found recently is her
students learning in an English course. Her students learn English because
they love to learn. They love to learn with their own favorite activities like
watching movies or playing games. The students who do it through this
way have the high learning score.
For other students in the same English course, they learn English
just because they have to learn it or because of their parents want them to
learn it. These students never feel excited to learn. It affects their score.
They just have a standard score and might be too bad for some others.
However, there are some other students who never spend their time to
learn beyond the class, but they are good enough in their English learning
score.

3
Departemen Pendidikan Nasional, Standar Kompetensi Mata Pelajaran Bahasa Inggris
Sekolah Menengah Atas dan Madrasah Aliyah di Indonesia. (Jakarta: Pusat Kurikulum, Balitbang
Depdiknas, 2003), p.14
 3

From those facts, the researcher concludes that something plays an

important role inside that makes the objective of curriculum can be
accomplished. In building a communicative language, the researcher sees
that there is a motivation which makes the accomplishment of the
instructional objectives possible. Harmer in How to Teach English points
out;
Whatever we think of the teaching methods used –or the reason
for language learning – the teachers and the students in these cases
had a number of things on their side: they were highly motivated,
they really wanted to learn and they had powerful reasons for doing
so –including, of course, a fear or failure4

It means no matter what and how the methods are used, the result will be
affected by the motivation of the students and the teachers. With
motivation, people are eager to do more. In this education field, motivation
makes the students want to learn their subject more from everything and
the teachers also try to make the dynamic class. It can be summed up that
high motivation will affect learning achievement.
In fact, some teachers in schools don’t realize that they have to
motivate their students to study. Teachers just give the learning process
without direct the students to be interested in their learning or even don’t
let their students to know what their learning purposes are. The researcher
had interviewed some students whom took learning course after their
school time and asked how the students got their great or low scores in the
subject. Then the result of interview indicates that they are motivated
because of how the teachers delivered the subject or because they know
what their learning goals are. This condition is same as Dornyei states that
one of main determinants of second/foreign language learning
achievement is motivation.5

4
Jeremy Harmer, How to Teach English, (Essex: Addision Wesley Longman Limited,
2001) p. 8
5
Zoltán Dōrnyei, Motivation and Motivating in the Foreign Language Classroom, The
Modern Language Journal, Vol. 78 No. 3, 1994, p. 273-284.
 4

Nowadays the Ministry of Education has developed a good

communicative learning especially in English learning. One of efforts that
Ministry of Education has done is bilingual class. Literally, bilingual is
―(of a person) able to use two languages for communication, or (of a
thing) using or involving two languages‖.6 That means the students who
learn in bilingual class always get chance to listen and use two languages
to communicate and are expected to be able to use English
communicatively. In Indonesia, bilingual class students use English and
Indonesian as the medium of class interaction.
To see how the role of motivation and native teacher has in a
school, the researcher did observation. The researcher has come to the
school nearby her house. The researcher chose this school because of the
time efficiency. The school’s name is Al Syukro Islamic Universal
Elementary School. From this school, the researcher gets the points that
students are excited to have native teacher in their school.
SMAN 3 TANGSEL is another school which have native English
teacher. The native English teacher comes to teach this school because of
the schools’ program. This program helps the students to improve their
English skill. Through this school the researcher hopes that she can see
how the objectives learning English and the influence of native teacher
involve in.
Based on the conditions above, the researcher is interested in
studying the correlation between students’ motivation and their English
learning achievement.
B. The Identification of the Study
Based on the background above, the identification of the study are:
1. The objectives of English subject in Indonesia have not accomplished.
2. Some students feel that they are hard to achieve their English learning
score as the compulsory subject and some neither.

6
Cambridge University Press, Cambridge Advance Learner Dictionary, (New
York: Cambridge University Press, 2009) p. 132
 5

3. English is examined in National Examination as the graduation

requirement in Indonesia.
4. Motivation is one of determinants of second/foreign language
learning achievement.
C. The Limitation of the Problem
The study is focused on motivation as one of determinants of
second/foreign language learning achievement. So, the researcher is
interested to see how the correlation between the motivation and learning
achievement is.
D. The Formulation of the Problem
Based on the limitation of the problem above, the researcher
formulates the question of research as follows; ―Is there any correlation
between students’ motivation and their English learning achievement?‖
E. The Objective of the Study
The objective of the study is to find empirical evidence of whether
or not there is significant correlation between the students’ motivation and
their learning achievement in English subject.
F. The Significance of the Study
This study is expected to broaden the researcher’s insight about
this topic, in particular, and for the readers’ in general.
 CHAPTER II
LITERATURE REVIEW

A. Motivation
1. The Understanding of Motivation
Motivation is a common word for people nowadays. It can be
seen through some seminars, and television programs. These
programs motivate people to have a better life sight and also push
them to be better than before. For this study, the researcher needs to
know what motivation is for her own understanding to do the research
latter.
As stated literally, motivation is an enthusiasm or need for
doing something.1 Theorists actually have their own understanding
what motivation is. Most of them have the same perception.
According to Woolfolk, “motivation is usually defined as an internal
state that arouses, directs, and maintains behavior.”2 Santrock also
defined that “motivation involves the processes that energize, direct,
and sustain behavior.”3 Schunk and friends also state that “motivation
is the process whereby goal-directed activity is instigated and
sustained.”4 It means that motivation can direct a person’s behavior to
achieve his/her goals. A person has a reason and enthusiasts to do
something in his/her life by motivation. Those theorists above have
same perception that motivation is a thing which directs and also has
the relation with behavior. In another way, Yun Dai and Stemberg
state about motivation as follow; “motivation attempts to explain the
“what,” “why,” and “where” of a person’s more or less conscious

1
Cambridge University Press, Cambridge Advance Learner Dictionary (New York:
Cambridge University Press, 2009), p. 928.
2
Anita Woolfolk, Educational Psychology (Boston: Pearson Education, Inc., 2007),
th
10 Edition, p. 372.
3
John Santrock, Educational Psychology (New York: McGraw Hill, 2011), 5th Edition, p.
438.
4
Dale H. Schunk et al., Motivation in Education –theory, research, and applications-
(New Jersey: Pearson Education, Inc., 2008), 3 rd Edition, p. 4.

6
 7

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

motivation can be a reason for someone to do something or practice.
In another statement Santrock states the example of it as
follow; “If students don’t complete an assignment because they are
bored, lack of motivation is involved. If students encounter challenges
in researching and writing a paper, but persist and overcome hurdles,
motivation is involved.”6 As Santrock gives examples above, the
researcher concludes that motivation include in good learning
process. It means students need motivation to be included as energy
or support for their successful learning. Harmer also states that “it is
accepted for most fields of learning that motivation is essential to
success: that we have to want to do something to succeed at it.
Without such motivation we will almost certainly fail to make the
necessary effort.”7 That means motivation can be as the key for the
successful learning. The failure of successful planning process can be
caused by there is no motivation. It can be seen that motivation is
important in learning process. Aronson also states in his book that the
role of motivation in achievement based on many researchers is the
key component.8
The researcher concludes that motivation generally as energy
to support all goals that humans have made. Motivation can be as a
guidance to take some efforts to achieve what the people want.
Motivation as a direction and also energy for people do everything
included learning something.
Because this study about the students’ motivation, the
researcher needs to know how motivation works in the students. Ur

5
David Yun Dai and Robert J. Sternberg (eds.), Motivation, Emotion, and Cognition –
Integrative Perspectives on Intellectual Functioning and Development- (New Jersey: Lawrence
Erlbaum Associates, Inc., 2004), p. 198.
6
Santrock, 2011, op. cit., p. 438.
7
Jeremy Harmer, The Practice of English Language (Essex: Pearson Limited, 2002),
3rd Edition, p. 51.
8
Joshua Aronson, Improving Academic Achievement –Impact of Psychological Factors
on Education- (New York: Academic Press, 2002), p. 38.
 8

helps the researcher to understand it through these characteristics of

motivated learners: (a) positive task orientation, it means that the
learners have willing to undertake the tasks and challenges and also
confidence in their success. (b) ego-involvement, it means that the
learners feel the important of the learning for themselves. (c) need for
achievement, means that the learners have a need to achieve and
overcome difficulties and succeed. (d) high aspiration, can be
assumed that the learners are ambitious in getting the best learning for
their own self. (e) goal orientation, it assumes that the learners know
better with what they have to achieve in learning process. (f)
perseverance, it means that the learners have the high level in doing
their efforts. (g) tolerance of ambiguity, the ambiguity is not the big
problem for the learners.9
Based on Ur’s description above, the researcher deduces that
need achievement and high aspiration points can be mixed in one
description, because it describes that the learner is ambitious to
achieve their learning goals. Then the researcher figures out that the
motivated learner will have the best effort to face their challenges in
learning, have willing to finish the challenges, ambitious, know what
their goals in learning, adapt in a confused meaning as learning
process, and never feel hesitant in learning. These characteristics can
be as a description for the researcher to see which the learners are
having motivation in their learning process.

2. The Influence Factors of Motivation

Motivation also has the factors which can influence how the
motivation can be decreased or increased in the learning process. The
researcher gets this understanding from Hamalik.

9
Penny Ur, A Course in Language Teaching –Practice and Theory- (Cambridge:
Cambridge University Press, 2009) p. 275.
 9

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

students’ awareness of their learning goals, (b) teachers’ attitude to
their students in class can be as intrinsic or extrinsic motivation, (c)
influence from students’ group, and (d) class environment.10 The
writer gets the points from this theory that motivation in learning is
influenced by students’ self, the teachers, and also students’
environment. All of these roles are have their own influences to make
motivation exist. Due to the existence of motivation, the successful
learning can be achieved. This theory has same meaning with
Dornyei’s that the researcher has mentioned in the previous chapter
that is stated “motivation is one of the main determinants of
second/foreign language learning achievement.”11
As mention above, one of influence factors of motivation is
the class environment. It makes the researcher interested in finding
out more how motivation is in class. For this case, the researcher
found that motivated learning which Schunk and friends, and also
Sanjaya define it in their book.
Schunk and friends define “motivated learning is a
motivation to acquire skills and strategies rather than to perform tasks
that modeling by with highlights the role of self-efficacy”.12 Sanjaya
also has the same perception that the learning can be success if
students’ motivation as direct and arouse.13 It can be stated that
motivation is acquired in learning in order to achieve the skills and
strategies.
From the theories above, the researcher concludes that
motivated learning is a thing that can help to build success learning in

10
Dr. Wina Sanjaya, M. Pd., Kurikulum dan Pembelajaran-Teori dan Praktik
Pengembangan Kurikulum Tingkat Satuan Pendidikan (KTSP) (Jakarta: Kencana Perdana Media
Group, 2008), p. 256-257.
11
Zoltán Dōrnyei, Motivation and Motivating in the Foreign Language Classroom, The
Modern Language Journal, Vol. 78 No. 3, 1994, p. 273-284.
12
Schunk et al., 2008, op. cit., p. 147.
13
Sanjaya, 2008, op. cit., p. 249.
 10

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

energy.

3. The Kinds of Motivation

Motivation can be divided into two kinds. These kinds of
motivation are divided through how the motivation arrives and the
influences around the person itself. They are extrinsic motivation and
intrinsic motivation.
a. Extrinsic Motivation
To get more understanding about extrinsic motivation, the
writer found out some theories that help her to understand.
Santrock defines extrinsic motivation as below:
Extrinsic motivation involves doing something to
obtain something else. Extrinsic motivation is often
influenced by external incentives such as rewards and
punishments. For example, a student may study hard for
a test in order to obtain a good grade in the course.14

Motivation can be stated as extrinsic motivation in

condition of external influenced. The influences can be
rewards and punishments. For example, the boy studied hard
due to his father will give him the new robot as his reward in
getting best score. It is same as Alderman says. Alderman has
perception that “Extrinsic motivation occurs when students
engage in activities for external reasons (outside of
themselves) such as praise, grades, special privileges, and
certificates or material rewards.”15

14
Santrock, 2011, op. cit., p. 441.
15
M. Kay Alderman, Motivation for Achievement –Possibilities for Teaching and
Learning (New Jersey: Lawrence Erlbaum Associates, Inc., 2004), 2nd Edition, p. 247.
 11

In a book named Intrinsic and Extrinsic Motivation, the

researcher finds that extrinsic motivation has different
perspective to know what extrinsic motivation is as follows:

… .Two distinct definitions of extrinsic motivation

appear to have emerged: (1) when motivation is based on
something extrinsic to the activity and (2) when
motivation is based on something extrinsic to the
person.16

The author of this book thinks that extrinsic motivation

happens in two kinds of condition. It is based on outside of the
activity and also from the person.
It can be deduced that extrinsic motivation is a type of
motivation that comes from outside of the people themselves.
In the learning process, extrinsic motivation can come from
the teachers’ reward for their students, praising, or others. It
makes the motivation as drive in learning process.

b. Intrinsic Motivation
According to Santrock, “intrinsic motivation involves the
internal motivation to do something for its own sake. For
example, a student may study hard for a test because she
enjoys the content of the course.”17 It means that intrinsic
motivation comes from inside of the person. Alderman also
defines that “intrinsic motivation is typically defined as
students engaging in actions for their own sake and without
coercion such as satisfaction, interest, learning, and
challenge.”18 With intrinsic motivation, the students don’t
need to be pushed in doing something. This statement is same

16
Carol Sansone and Judith M. Harackiewicz (eds.), Intrinsic and Extrinsic Motivation – The
Search for Optimal Motivation and Performance- (San Diego: Academic Press, 2000), p. 445.
17
Santrock, 2011, loc. cit.
18
Alderman, 2004, loc. cit.
 12

with this next statement that “Intrinsic motivation describes

self-initiated task engagement with no apparent extrinsic
rewards beyond the activity itself.”19 The researcher also finds
that “a number of researchers define intrinsic motivation as
occurring when an activity satisfies basic human needs for
competence and control, which makes the activity interesting
and likely to be performed for its own sake rather than as a
means to an end.”20 It means that intrinsic motivation can be a
parameter to someone in doing the job. If the person feels
interesting to do learning, it means that he/she has the intrinsic
motivation.
The researcher deduces that intrinsic motivation is an
energy that the people got from inside of themselves. This
energy never got influence from the outside. This motivation
can be as a satisfaction for the people themselves. The
interesting in learning or do something is the indicator that a
person has intrinsic motivation.

B. English Learning Achievement

1. The Understanding of Learning
Each scientist has their own theory about what is learning. Kimble
said that learning is a relatively permanent change in behavioral
potentiality that occurs as a result of reinforced practice.21 That means
learning has a change in behavioral and needed a reinforcement to
reinforce it.
Nowadays that theory also has a meaning that learning is a change
in behavior or potential behavior of a relatively permanent that comes
from experience and cannot be attributed to temporary body states as a

19
Dai and Robert J. Sternberg (eds.), op. cit., 2004, p. 329.
20
Sansone and Judith M. Harackiewicz (eds.), 2000, op. cit., p. 444.
21
B. R. Hergenhahn and Matthew H. Olson, Theories of Learning (Teori Belajar), terj. Tri
Wibowo B. S. (Jakarta: Prenada Media Group., 2010), p. 2.
 13

condition caused by illness, fatigue or drugs.22 In this theory, learning

still need an experience but it leaves to the theorists itself what kind of
that experience. The experience may be as the correlation of stimulus
and response, reinforcement and others.
Schunk defines the learning involves acquiring and modifying
knowledge, skills, strategies, beliefs, attitudes, and behaviors.23 It
means that learning is not only getting knowledge, but also modifying
the knowledge itself and elaborates it into skills, attitudes and so on.
Learning is an enduring change in behavior, or in the capacity to
behave in a given fashion, which results from practice or other forms
of experience.24 So learning is the process that involves not only the
practice but also other forms of experiences. It is described by Schunk
as follow;
Three criteria of learning;
a. Learning involves change—in behavior or in the capacity
for behavior. People learn when they become capable of
doing something differently.
b. Learning endures over time.
c. Learning occurs through experience.25

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

the changing in the person. Learning must make the learner being able
to do what they have learned. Learning needs time to make the
successful learning can be achieved.
The researcher deduces that the learning have to be able to make
the learners have their new experiences, knowledge. Then these new
parts of learning also have to be modified by the learner. The
modifying means that the learners are able to apply their knowledge in
any condition because they are really understand it.

22
Ibid., p. 8.
23
Dale H. Schunk, Learning Theories –An Educational Perspective- (Boston; Pearson
Education, Inc., 2012), 6th Edition, p. 2.
24
Ibid., p. 3.
25
Ibid., p. 4.
 14

2. The Understanding of Achievement

To see how far the students have learned in their learning, the
teacher can see it through their achievement test. An achievement test
is intended to measure what the student has learned or what skills the
student has mastered.26 It makes the researcher concludes that
achievement test is the way to measure the students progress in their
learning. With achievement test, the teachers get the evidence of the
students’ progress result from their class that they have taught.
The researcher also gets another theorist that “achievement refers
to school-based learning, while ability and aptitude refer to broader
learning acquired mostly through nonschool sources such as parents
and peer groups.”27 Ur also states that “an achievement test measures
how much the material taught in a given course, or part of one, has in
fact been learned.”28 It is same with Oosterhof who states
“achievement tests measure students’ present status with a set of
skills. Achievement test are used to evaluate the effectiveness of
instructional programs and to identify students with learning
disabilities.”29 That means achievement test is the measurement tool
that teachers give to their students in order to see the effectiveness of
the learning process is going in their students. Also with this test, the
teachers can see what difficulties that the learners have in their
learning process. Gary also helps the researcher to know deeper what
achievement is in his book as follows;
One definition of achievement can be found in the Dictionary
of Education (which is currently undergoing its first revision in
over two decades). In this reference, achievement is defined as "(1)
accomplishment or proficiency of performance in a given skill or
body of knowledge; (2) progress in school" (C. V. Good, 1973, p.

26
Santrock, 2011, op. cit., p. 521.
27
Peter W Airasian, Classroom Assessment –Concepts and Application- (McGraw Hill
Online Resources, 2008), p. 53.
28
Ur, 2009, op. cit., p. 44.
29
Albert Oosterhof, Developing and Using Classroom Assessment (New Jersey: Pearson
Education, Inc., 2003), 3rd Edition, p. 228.
 15

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

skills developed in the school subjects, usually designated by test
scores or by marks assigned by teachers, or by both" (p. 7).30
That means achievement is the proficiency that students have in their
learning process. This achievement is also as indicator that what
students get in their learning. The achievement commonly is designed
in the scores by test scores or teachers’ marks.

With these theories, the researcher concludes that achievement is

the accumulative result of learning process. In achievement, the
teachers or the students themselves can see how far their learning
process that they did.

3. The Understanding of English Learning Achievement

From the explanation above, the researcher has the understanding
for this variable that English learning achievement is a result of
students learning progress in class. This achievement appears as the
score that can be as description of their successful in learning. If the
students get 60 in their test, it can be concluded that they are not
really successful in the learning. This assuming also can be used in
opposite words.
English learning achievement in this study can be described as the
result of English learning process that students get from the teachers
in form of score. The score is getting trough test that teachers’ made
or a kind of standardized test.
In this study, the achievement scores can help the researcher to
describe how far the students’ ability in English. The achievement
scores also come from the calculation of some test that teachers have
made for their students.

30
Gary D. Phye, Handbook of Classroom Assessment –Learning, Achievement, and
Adjustment- (San Diego: Academic Press, 1997), p. 4.
 16

C. The Thinking Framework

Motivation is a drive inside of the people in doing something.
Motivation can be as energy fuel in doing everything, included learning.
With motivation, the learning can run well. Motivation can be as the
indicator that the person enjoys what he/she does. In the learning process,
students’ motivation is one of factors that make their learning works well.
As the theorists state above, the motivation is the key component in
learning achievement.
Achievement can be as the description for the students and also
about how well their learning process work. So the achievement in
learning can be seen in form of learning score. If the students have the
great scores, it means the learning process is success achieved by the
students and the teachers also.
So the researcher concludes that it can be happened in English
learning process. With the description above that explains motivation
affects learning achievement, it makes the researcher believes that there is
correlation between students’ motivation and their learning achievement.

D. Previous Study
The Relationship between Motivation and Achievement in Foreign
Language Learning in a Sixth Form College in Hong Kong by Chan Chie
Yuet (2008) is the study that examined about motivation and achievement.
This study attempts to unveil relationship between motivation and
achievement in learning English in a sixth form college in Hong Kong.
The methodological dimensions of the investigation were twofold. First,
by means of questionnaires distributed to 33 Advanced-level students,
their motivation intensity and orientations in learning English were
explored. Pearson Product Moment Correlation was computed to examine
the students’ motivation components and their English grades both in the
Hong Kong Certificate of Education Examination and the Hong Kong
Advanced Level Examination. Second, four high, four average and four
 17

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

were invited to attend semi-structured interviews. Through the account of
their English learning experience, the relationship between motivational
factors and academic achievement in foreign language learning was
investigated. The findings indicated that there was a positive relationship
between motivation and achievement among this sample of Hong Kong
Advanced-level students in this sixth form college. The results also
indicated that all the high, average and low achievers had strong extrinsic
motivation, but this did not have any significant correlation with students’
English attainment. Instead, it was intrinsic motivation that had a positive
correlation with students’ English grades. In this sample, intrinsic and
extrinsic motives did not inhibit each other as they had no significant
correlation.31
Another study by FengXia Wang (2008) in the study titled
Motivation and English Achievement: An Exploratory and Confirmatory
Factor Analysis of New Measure for Chinese Students of English Learning
also helps the writer to know deep about the study of motivation and
achievement. This research conducted in order to (1) construct a scale of
English learning motivation in a particular Chinese context, the
intrinsic/extrinsic motivation scale of English learning (I/EMSEL) and (2)
explore the relationship between intrinsic motivation, extrinsic motivation
and English achievement. The I/EMSEL scale was administered to two
samples of first-year non-English-majors. Pearson correlations and
multiple regressions were then performed between different kinds of
motivation and English achievement. Results indicated that autonomous
extrinsic motivation correlated positively with intrinsic motivation and
achievement, while controlled extrinsic motivation correlated negatively
with them. In this study, there were two samples in the survey. The size of

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

Foreign Language Learning in a Sixth form College in Hong Kong”, Thesis in School of Education at
the University of Leicester Hong Kong. http://hdl.handle.net/2381/7812
 18

Sample 1 was 140 and participants were freshmen from several non-
English majors (for example, educational technology, journalism, and
education) at a comprehensive university in China. Males constituted
about 45.6% of the sample with a total mean age of about 20. The
participants in Sample 2 were 329 freshmen from the same university and
they were randomly selected from several non-English-majors, such as
mathematics, physics, education, computer science, Chinese literature, and
art. The participants were about equal numbers of men and women
between the ages of 18 and 20 years. The researcher used questionnaire.
Most items of the scale were written based on the constructs proposed in
SDT and SLA motivation. The questionnaire, consisting of 24 five-point
Likert scale items, was developed and group administered to two samples,
Sample 1 for exploratory factor analysis and Sample 2 for confirmatory
factor analysis. The mark on the final English examination of the semester
was used as an indication of English achievement.32
Yang, Y. and Mukherjee, D. in their research with the title The
Correlation between English Learning Motivation and Achievement in
Three Chinese Junior Middle Schools find out that there is positive
correlation between students’ English learning motivation and students’
achievement. The sample is taken from three classes of students selected
from first grade junior middle school. Data are collected from the
motivation questionnaires administered to students and also interviews
with their English teacher to collect their average English grade, which
indicates their English achievement.33

32
FengXia Wang, An Exploratory and Confirmatory Factor Analysis of New Measure for
Chinese Students of English Learning, North American Journal of Psychology, Vol. 10, 2008, pp. 633-
646.
33 Yang, Y. and Mukherjee, D., The Correlation between English Learning
Motivation and Achievement in Three Chinese Junior Middle Schools, ICERI2012 Proceedings,
2012, pp. 3659-3668. http://library.iated.org/view/YANG2012COR
 19

E. The Research Hypothesis

Based on the literature review and the thinking framework above,
the hypothesis is formulated as follow:
Ho = there is no correlation between students’ motivation and students’
English learning achievement.
Ha = there is correlation between students’ motivation and students’
English learning achievement.
In this study, the alternative hypothesis is used. It is needed to test in order
to prove the notion about the correlation between students’ motivation and
their English learning achievement.
 CHAPTER III
RESEARCH METHODOLOGY

A. The Place and The Time of the Research

The researcher conducted the research at the second grade of
SMAN 3 TANGSEL which is located on Jl. Benda Timur XI Pamulang
Permai 2 Benda Baru Pamulang. The researcher did this research on
March 2014 in the 2013/2014 academic year.

B. The Method of the Research

The researcher used survey method to do this study. With survey
method, the researcher doesn’t need to give a treatment for her objects.
Specifically, this research was conducted through correlational study. In
this research, the researcher would like to see the possibility of correlation
between the students’ motivation as independent variable (X variable) and
their achievement as dependent variable (Y variable).

C. The Population and the Sample

The population in this research is the students of the second grade
of SMAN 3 TANGSEL. Total students of the second grade in SMAN 3
TANGSEL are 220 students. These students are distributed in 8 classes, 6
classes for science class and the other 2 classes for social class. In each
science class, the class consists around 32 - 31 students. For social classes,
the class has 35 students in each.
The technique of sampling in this research used purposive cluster
sampling technique. From this sampling, the writer got XI Science 4 as the
sample for this research. This class consists of 31 students.

D. The Technique of Instrument and Data Collection

To get the data for the variable X, the researcher spread the
questionnaire. Through questionnaire, the researcher could get how

20
 21

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

achievement variable are getting from documentation score that the
English teacher has.
1. The Questionnaire
In this research, the researcher used questionnaire to know
the students’ motivation of SMAN 1 Tangsel at the second grade.
The questionnaire consists of 33 items, 21 positive statements and
12 negative statements. The instrument has some alternative
options based on Likert Scale; Strongly Agree (sangat setuju),
Agree (setuju), Disagree (tidak setuju), and Strongly Disagree
(sangat tidak setuju). As see below:
Table 3.1
The Likert Scale
Alternative Score
options Favorable Unfavorable
Strongly agree 4 1
Agree 3 2
Disagree 2 3
Strongly disagree 1 4

The questions of questionnaire are taken from Ur’s theory

about the characteristic of motivated learner. From the description,
the researcher formulated it into some statements in the
questionnaire. (See Appendixes)
Table 3.2
The Indicators of Instrument

Items number
Indicators of
Positive Negative
Motivation
statement statement
Positive task orientation 9, 19, 38 8, 13, 32, 39
Ego-involvement 10, 22, 16 4, 24
 22

Need for achievement 5, 7, 37 17, 23, 40

and High aspiration
Goal orientation 3, 14, 34, 20, 27 12
Perseverance 1, 6, 18, 30, 33 2, 21, 26, 28, 31
Tolerance of ambiguity 11, 35, 36 15, 25, 29

a. Validity Instrument
Validation of instrument was conducted to see whether
the instrument is capable to collect the data or not. The
writer got the standard coefficient validity minimum for
this instrument with N = 31 and coefficient significance
level 5%. The coefficient validity is 0.35. To see the
validity instrument, the researcher did it through SPSS 16
Program.
In validity test which was conducted in XI Science 3 of
SMAN 3 TANGSEL, the researcher got 33 items valid
from 40 items of the questionnaire. The numbers of valid
item are 1, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 18,
19, 20, 21, 22, 24, 26, 27, 28, 30, 31, 32, 33, 34, 35, 36, and
37. The numbers of invalid item are 2, 17, 23, 29, 38, 39,
and 40. It can be seen as below:

Table 3.3
The Result of Validity Instrument

Items number
Indicators Positive Negative
statement statement
Positive task
9, 19, 38* 8, 13, 32, 39*
orientation
Ego-involvement 10, 22, 16 4, 24
Need for achievement 5, 7, 37 17*, 23*, 40*
and High aspiration
 23

3, 14, 34, 20,

Goal orientation 12
27
2*, 21, 26, 28,
Perseverance 1, 6, 18, 30, 33
31
Tolerance of ambiguity 11, 35, 36 15, 25, 29*
(*) means invalid

b. The Result of Reliability Test

The researcher used SPPS 16 in order to get the
reliability of the questionnaire. The result can be seen as
below:
Table 3.4
The Result of Reliability Test
Reliability Statistics

Cronbach's
Alpha N of Items

.907 40

From the result, it can be seen that . Then the

researcher compared to with N= 40 and 5% as significant
level, that is . It can be concluded that this instrument
reliable because = .

c. The Result of Normality Test

The result of normality test is used to see whether
the items of the questionnaire are distributed normal or not.
Based on normality test through SPSS program, the
researcher got that the items of the questionnaire is
distributed normal. It can be seen as below:
 24

Table 3.5
The Result of Normality Test
Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic Df Sig.

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

a. Lilliefors Significance Correction

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

With and N = 33, and

it can be described then can be
concluded that the items of the instrument are normal.

2. The Documentation
To know the students’ English learning achievement, the
researcher used their midterm scores as the documentation. The
data was collected from the English teacher. The detail score can
be seen in the appendix.

E. The Technique of Data Analysis

After getting data from the students in the questionnaire, the researcher
need to analyze the data and correlate between questionnaire result and
students’ English learning scores. The researcher did description analysis
to describe the data statistically.
The technique on data analysis used correlation technique from
Pearson Product Moment1, that is;
( )( )
√[ ( ) ][ ( )]

1
Prof. Drs. Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindo
Persada, 2006) p. 209.
 25

Explanation:
= Coefficient of correlation between X variable and Y
variable
∑X = Sum of score in X distribution
∑Y = Sum of score in Y distribution
∑XY = Sum of multiplication of X and Y
N = Number of Respondents
X2 = Sum of X quadrate
2
Y = Sum of Y quadrate

With that formula, the researcher got r coefficient that can describe the
correlation between X variable and Y variable, as below2:
Table 3.6
The Interpretation of Correlation
Interpretation
0.00 – 0.20 The correlation between X variable and Y variable is
very weak or can be told there is no correlation between
the variables
0.20 – 0.40 There is weak correlation between X variable and Y
Variable
0.40 – 0.70 There is enough correlation between X variable and Y
Variable
0.70 – 0.90 There is strong correlation between X variable and Y
Variable
0.90 – 1.00 There is very strong correlation between X variable and
Y variable

2
Iqbal Hasan, Analisis Data Penelitian dengan Statistik, (Jakarta: PT Bumi Aksara,
2009) p. 44.
 26

F. The Statistical Hypothesis

The statistical hypothesis with significance level 5% was
formulated as follow:
Ho : r = 0
Ha : r ≠ 0

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

accepted and Ho is rejected.

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

variable, Ho is accepted and Ha is rejected.
 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION

A. The Description of the Data

As mentioned before in previous chapter, the researcher conducted
the research using questionnaire in XI Science 4 class for getting
motivation score. This class consists of 31 students. Before the researcher
did her research, she did the validation of instrument in XI Science 3 that
also consists of 31 students.
In English learning score, the researcher got it from the English
teacher of XI Science 4 class, Mr. Ahas. The score is taken from the
midterm test that was conducted on February 2014 and also from the daily
test that was combined it to be a midterm score in students’ report school.
Finally, the researcher analyzed the data to know the correlation
between students’ motivation and their English learning achievement with
formula of Pearson Product Moment in SPSS 16 Program.

1. The Students’ Motivation Score

Students’ motivation score as X variable (Independent variable) in
this study. To get the score, the researcher conducted her research through
questionnaire in XI Science 4 class as the sample. The table below
describes the result of the students’ motivation questionnaire

Table 4.1
The Motivation Score (X)
N Score 7 117
1 98 8 119
2 99 9 107
3 86 10 89
4 101 11 98
5 92 12 79
6 105 13 84

27
 28

14 98 24 78
15 98 25 111
16 108 26 113
17 114 27 110
18 83 28 115
19 114 29 102
20 95 30 89
21 104 31 99
22 92 N=31 ∑ 3095
23 98

2. The Students’ English Learning Score

As Y variable (dependent variable), students’ English learning
score took from their midterm school report. The researcher got the data
from students’ English teacher, Mr. Ahas. The description of data as
below:
Table 4.2
The English Learning Score (Y)
N Score 12
84.5
1 13
82 80
2 14
83 80
3 15
78 72.5
4 16
74.5 80
5 17
78.5 76.5
6 18
85 74.5
7 19
80 87.5
8 20
85 78.5
9 21
82.5 77
10 22
73 81
11 23
82 77
 29

24 85 29 85
25 30
79.5 79.5
26 31
82.5 N=31 ∑
84.5
27
76.5
28
79.5

3. The Correlation between Students’ Motivation and their

English Learning Achievement Score

To see how correlation between students’ motivation and their
achievement, it is calculated through Pearson Product Moment.
Table 4.3
The Correlation Score of X and Y Variable
No X Y XY X2 Y2
1 98 82 8036 9604 6724
2 99 83 8217 9801 6889
3 86 78 6708 7396 6084
4 101 74.5 7524.5 10201 5550.25
5 92 78.5 7222 8464 6162.25
6 105 85 8925 11025 7225
7 117 80 9360 13689 6400
8 119 85 10115 14161 7225
9 107 82.5 8827.5 11449 6806.25
10 89 73 6497 7921 5329
11 98 82 8036 9604 6724
12 79 84.5 6675.5 6241 7140.25
13 84 80 6720 7056 6400
14 98 80 7840 9604 6400
15 98 72.5 7105 9604 5256.25
16 108 80 8640 11664 6400
17 114 76.5 8721 12996 5852.25
 30

18 83 74.5 6183.5 6889 5550.25

19 114 87.5 9975 12996 7656.25
20 95 78.5 7457.5 9025 6162.25
21 104 77 8008 10816 5929
22 92 81 7452 8464 6561
23 98 77 7546 9604 5929
24 78 85 6630 6084 7225
25 111 79.5 8824.5 12321 6320.25
26 113 82.5 9322.5 12769 6806.25
27 110 76.5 8415 12100 5852.25
28 115 79.5 9142.5 13225 6320.25
29 102 85 8670 10404 7225
30 89 79.5 7075.5 7921 6320.25
31 99 84.5 8365.5 9801 7140.25
∑ = ∑ = ∑
∑ ∑
Total 2484.5
3095 312899 199564.8
∑ (∑ )(∑ )

√ [ ∑ (∑ ) ][ ∑ (∑ ) ]

( )( )

√ [ ( ) ][ ( )]

√[ ][ ]

√[ ][ ]

= 0.143
 31

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

Table 4.4
The Summary Score of Motivation (X) and English Learning (Y)
Parameter X Y
Minimum Score 78 72.50
Maximum Score 119 87.50
Std Deviation 11.399 3.847
Mean 99.84 80.145
Median 99.00 80.00
Mode 98 80.00
Sum 3095 2484.50

B. The Interpretation of the Data

To get the result of relationship between students’ motivation score
and their English learning score, the researcher calculated the data through
SPPS 16. The result from the program as below:

1. The Frequency of the Data

Table 4.5
The Frequency of Motivation Score

Motivation Score

Valid Cumulative
Frequency Percent Percent Percent

Valid 78 1 3.2 3.2 3.2

79 1 3.2 3.2 6.5

83 1 3.2 3.2 9.7

84 1 3.2 3.2 12.9

86 1 3.2 3.2 16.1

89 2 6.5 6.5 22.6

92 2 6.5 6.5 29.0

95 1 3.2 3.2 32.3

 32

98 5 16.1 16.1 48.4

99 2 6.5 6.5 54.8

101 1 3.2 3.2 58.1

102 1 3.2 3.2 61.3

104 1 3.2 3.2 64.5

105 1 3.2 3.2 67.7

107 1 3.2 3.2 71.0

108 1 3.2 3.2 74.2

110 1 3.2 3.2 77.4

111 1 3.2 3.2 80.6

113 1 3.2 3.2 83.9

114 2 6.5 6.5 90.3

115 1 3.2 3.2 93.5

117 1 3.2 3.2 96.8

119 1 3.2 3.2 100.0

Total 31 100.0 100.0

Table 4.6
The Frequency of English Learning Score
English Learning Score

Cumulative
Frequency Percent Valid Percent Percent

Valid 72.5 1 3.2 3.2 3.2

73 1 3.2 3.2 6.5

74.5 2 6.5 6.5 12.9

76.5 2 6.5 6.5 19.4

77 2 6.5 6.5 25.8

78 1 3.2 3.2 29.0

78.5 2 6.5 6.5 35.5

79.5 3 9.7 9.7 45.2

80 4 12.9 12.9 58.1

 33

81 1 3.2 3.2 61.3

82 2 6.5 6.5 67.7

82.5 2 6.5 6.5 74.2

83 1 3.2 3.2 77.4

84.5 2 6.5 6.5 83.9

85 4 12.9 12.9 96.8

87.5 1 3.2 3.2 100.0

Total 31 100.0 100.0

2. The Histogram
Through histogram, the researcher can see how the distribution of
data is distributed as below:

Figure 4.1
The Motivation Score
 34

Figure 4.2
The English Learning Score

3. The Normality Test

In checking normality data both English score and Students’
motivation score, the researcher used Normal Q-Q Plot in SPSS 16 as
the description. The result is normal as pictures below:

Figure 4.3
The Normal Q-Q Plot of Motivation Score
 35

Figure 4.3
The Normal Q-Q Plot of Motivation Score

4. The Correlation Result

Table 4.7
The Result of Correlation Calculation
Correlations

English Learning
Motivation Score Score

Motivation Pearson Correlation 1 .143

Score
Sig. (2-tailed) .444

N 31 31

English Pearson Correlation .143 1

Learning
Sig. (2-tailed) .444
Score
N 31 31

From this table, the researcher describes that r coefficient is

and the sig. (2-tailed) is . Then the researcher looked at r table as
mention in Chapter 3.
From the table, included in the first category (0.00 – 0.20)
that describes there is very weak correlation between X variable and Y
variable, or it can be stated that there is no correlation between
 36

students’ motivation score and their English learning score. Based

on , > ; 0.355 > 0.143 and also from sig (2-tailed)
result, it can be described that 0.444 > 0.005 (probability score).

C. The Hypothesis Test

As described in previous chapter, if > means there is
correlation between X variable and Y variable, Ha is accepted and Ho is
rejected. Then if < means there is no correlation between X
variable and Y variable, Ho is accepted and Ha is rejected. From the result
above, the researcher got that < ; 0.143 < 0.355 that means H0 is
accepted and Ha is rejected. In another word there is no correlation

between students’ motivation and their English learning score.

 CHAPTER V
CONCLUSION AND SUGGESTION

A. Conclusion
As mentioned before in the previous chapter, motivation is one of
the important things in learning process. The motivation can help someone
achieve his or her goals if they have strong motivation in doing steps to
achieve it. So the students and the teachers need to know about it. In order
to prove the assumptions, the researcher did this study.
Based on the description of data in the previous chapter that has
been described, it can be concluded that null hypothesis is accepted and
alternative hypothesis is rejected. It can be seen that is 0.143 then the
result from in 5% significance level is 0.355. So is smaller than
or it can be stated that < ; 0.143 < 0.355. It means that
the researcher gets conclusion for the study that there is no correlation
between students’ motivation and their English motivation in SMAN 3
TANGSEL for 2013/2014 academic year.
From interpretation correlation table that the researcher displayed
in the previous chapter, 0.143 is included in the first category that the
correlation between X variable and Y variable is very weak that be stated
there is no correlation. It can be guessed that motivation has the
correlation in students’ score even it is very weak. So if the teachers
increase the students’ motivation or the students aware about the important
role of motivation, the result score will be better than the researcher got
from this data.

B. Suggestion
Based on the conclusion above that there is no relationship
between students’ motivation and their English learning achievement, the
teachers and the students may not paying much attention to motivation in
English teaching and learning process. Somehow, according to the

37
 38

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

the references for the teachers and also the students themselves to get the
great learning achievement. If the students and teachers are working
together to fulfill those characteristics, it means that the high motivation
involves and high learning achievement can be achieved greater than
before.
 39

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