THE CORRELATION BETWEEN STUDENTS’ MOTIVATION AND

THEIR ENGLISH LEARNING ACHIEVEMENT

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

By:
Rahmad Hidayadi
108014000087

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHER’S TRAINING
STATE ISLAMIC UNIVERSITY
SYARIF HIDAYATULLAH
2015
 THE CORRELATION BETWEEN STUDENTS’ MOTIVATION AND
THEIR ENGLISH LEARNING ACHIEVEMENT
(A Survey Study at the Second Grade of MTs Negeri Pamulang)

“Skripsi”
Presented to the Faculty of Tarbiyah and Teacher’s Training in a Partial of
Fulfillment of the Requirements for Degree of S.Pd. (Bachelor of Arts) in
English Language Education

By:
Rahmad Hidayadi
108014000087

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHER’S TRAINING
STATE ISLAMIC UNIVERSITY
SYARIF HIDAYATULLAH
2015

i
E:-'
#

THE CORRELATION BETWEEN STUDENTS' MOTIYATION AND

THEIR ENGLISH LEARNING ACHIEVEMENT
(A Survey Study at the Second Grade of MTs Negeri pamulang)

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

By:
Rahmad Hidayad i
108014000087

Apprqved by the Advisors

haril Anasy, M.IIum

r9560506 NIP. 19761007 200710 1 001

DEPARTMENT OF ENGLISH EDTTCATION

FACULTY OF TARBIYAH AND TEACHER'S TRAINING
STATE ISLAMIC UNIVERSITY
SYARIF HIDAYATULLAH
2015
r

ENDORSEMENT SHEET

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

Training Certifies that the "Skripsi" (Scientific Paper) entitle "The Correlation
between Students' Motivation and Their English Learning Achievement at
the second Year of MTs Negeri Pamulang written by Rahmad Hidayadi,
Student's Registration Number 108014000087 was examined by the Committee
on June 4b 2015, and Declared to have passed and therefore, Fulfilled one of the
Requirements for the Academic title of 'S.Pd' (Bachelor of Arts) in English
Language Education at the Department of English Education.

Jakarta,4 June 2015

EXAMINATION COMMITTEE

Drs. Syauki. M.Pd

CHAIRMAN
NrP. 196412t2 r99t03 1002

SECRETARY Zaharil Anasv. NI.Hum

NIP. 19761007 200710 I 001

EXAMINERS I Dr. Atiq Susilo M.A

NIP. 19491 t2 2t91803 1 001

EXAMINERS II Devi Yusnita. M.Pd

Acknowledged by:
Teacher's Traini Faculty

982031 007

ilt
 KEMENTERIAN AGAMA No. Dokumen FITK.FR-AKD-O{
UIN JAKARTA I Maret 2010
FORM (FR)
FITK 0l
Ltxr I Jl. Ir. H. Juando No 9t Ciputut I 54 t 2 Indon+io

SURAT PERNYATAAN KARYA SBNDIRT

Saya yang bertanda tan gan di barvah ini,

Nama Rahmad Hidayadi

Tempat/Tgl.Lahir Sungai Pua, 01 Maret 1989
NIM 1 08014000087
Jurusan / Prodi PBI/SI
Judul Skripsi "The Correlation behyeen Students, Motivation and
Their English Learning AchievemerLt,,

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

2. Zaharll Anasy, M. Hurn

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

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

Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.

Jakarta, 0l Juni 2015

Rahmad Hidayadi
NIM.108014000087

lv
 ABSTRACT

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

Motivation and Their English Learning Achievement (A Survey Study at the
Second Grade of MTs Negeri Pamulang). Skripsi, The Department of English
Education, The Faculty of Tarbiyah and Teacher’s Training ‘Syarif Hidayatullah’
State of Islamic University, Jakarta.

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

2. Zaharil Anasy, M.Hum
Key Words : Motivation and Achievement, MTs Negeri Pamulang

The aim of this study is to find out the Correlation between students’
motivation and their English learning achievement at the second grade of MTs
Negeri Pamulang. This study is done by gaining the information about students’
motivation and their English learning achievement in the second grade of MTs
Negeri Pamulang. The specific class is one chosen class of the second grade
classes with the population are 31 Students. The technique of collecting data is
through questioner and midterm score of English learning in the class. The
technique of sampling in this research used cluster sampling technique and the
questionnaire is the instrument.
The result from the research calculation showed that the result of rxyis
0.091 and rtableis 0.355. It describes that rxy<rtable= 0.091 < 0.355., it means that
rxyis smaller than rtable. The hypothesis shows the correlationbetween students’
motivationand their English learning achievement is very weak, which is rejected.
So, it states that there is no correlation between students’ motivation and their
English learning achievement.

v
 ABSTRAK

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

dan Pencapaian Bahasa Inggrisnya. (Sebuah Studi Kasus pada Kelas Dua di
MTs Negeri Pamulang). Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas
Ilmu Tarbiyah dan Keguruan, Universitas Syarif Hidayatullah Jakarta.
Pembimbing : 1. Drs. Nasifuddin Djalil, M.Ag
2. Zaharil Anasy, M.Hum
Kata Kunci : Motivasi dan Pencapaian, MTs Negeri Pamulang

Studi ini bertujuan untuk menemukan hubungan antara motivasi siswa dan
pencapaian bahasa inggrisnya di kelas dua MTs Negeri pamulang. Studi ini
terselesaikan dengan memperoleh sederet informasi tentang motivasi dan
pencapaian bahasa Inggris pada kelas dua MTs Negeri Pamulang. Kelas yang
yang dipilih dalam penelitian ini adalah salah satu dari kelas dua tersebut yang
berjumlah 31 (tiga puluh satu) siswa. Teknik pengumpulan datanya menggunakan
30 pertanyaan yang sudah divalidasi dan hasil ujian tengah semester kelas dua
tersebut. pengambilan sampel dimana pemilihan mengacu pada kelompok bukan
pada individu dan alat yang digunakan adalah angket.
Hasil dari perhitungan penelitian menunjukkan bahwa hasil dari rxy adalah
0.091 dan rtable adalah 0.355. itu dapat digambarkan bahwa rxy < rtable., itu berari
bahwa rxy lebih kecil dari rtable. Hipotesis menunjukkan bahwa hubungan antara
motivasi siswa dan pencapaian bahasa Inggrisnya adalah sangat lemah, yang mana
itu ditolak. Jadi, Hipotesis tersebut menyatakan bahwa tidak ada hubungan antara
motivasi siswa dan pencapaian bahasa Inggrisnya.

vi
 ACKNOWLEDGEMENT

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

Praise be to Allah, Lord of the world who has blessed and given the
strength to the writer in completing Skripsi. Sholawat and Salam are given upon
our prophet Muhammad, peace and blessings be upon him, who have given the
way of truth and brought the true light of life.
First of all, he would like to express his big gratitude to Allah for having
beloved mother Suratna who always being power for his study, and father’s spirit
Alimin (Alm) in himself. Skripsi is dedicated to them who have given him the
opportunity of an education from the best institutions and support him in their
accompanying, moral support, affection, and life spirit during his study.
Through this occasion, the writer would like to express his greatest honor
and his gratitude to the advisors, Drs. Nasifuddin Djalil, M.Ag and Zaharil Anasy,
M.Hum, who have spared their time and for giving consultation, contribution,
guidance, and patience to him during completing Skripsi. May Allah always bless
their kindheartedness.
From the writer’s deepest heart, he was so thankful and realized that if
there were no support and motivation from people around him, he could not finish
Skripsi. Therefore, he would like to express his gratitude and give his best
appreciation to:
1. Drs. Syauki, M.Pd., as the chairman of the Department of English Education,
Zaharil Anasy, M.Hum., as the secretary of the Department of English
Education, Drs. Nasifuddin Djalil, M.Ag., and Zaharil Anasy, M.Hum., are as
his academic advisors. Dr. Atiq Susilo, M.A., and Devi Yusnita, M.Pd., are as
his examiners for their support in his study.
2. All of the lecturers and staffs of the Department of English Education. They
have given him the wonderful experiences in learning and knowledge.
3. Prof. Dr. Ahmad Thib Raya, MA., as the Dean of the Faculty of Tarbiyah and
Teachers Training.

vii
4. Drs. Suhardi, M.Ag., as the headmaster of MTs Negeri Pamulang, Neneng
Herawati, S.Pd., as the English teacher at MTs Negeri Pamulang, the all staffs
of MTs Negeri Pamulang, and the students of VIII Bina Prestasi English Class
1 for their help during the research.
5. His teacher of State Islamic Senior High School Model 1 Bukittinggi is
Hasrida, M.Ag who has motivated and helped him to continue study in UIN
Syarif Hidayatullah Jakarta.
6. His family members, all beloved eight (8) brothers, uncles and aunts, and
cousins who always give their support, happiness, and spirit in finishing his
study.
7. All his friends in the Department of English Education, especially for C Class
2008 for their support, friendship and togetherness. He also would like to
thank to Damanhuri Al Ayubi, Mutia Mutmainnah, and Nurma Hudaya for
their wonderful helps in finishing this Skripsi.
8. Tu Anh Thi Nguyen, as his close friend from Vietnam with her fully kindness
to support him a lot during his Skripsi.
9. His special friends of Initiatives of Change (IofC) Indonesia for their spirit,
kindheartedness and support to do this Skripsi. He also would like to express
special thanks to Aisyah Annas, Srinelvia Edwitri and Dahlia Rera Oktasiani
for lending her laptop to continue his Skripsi, it is very blessings. And may
Skripsi can be useful to the readers, particularly to him. He realized that this
Skripsi is far from being perfect. It is a pleasure for him to receive constructive
criticism and suggestion from anyone who read his Skripsi.

Jakarta, 04 Juni 2015

Rahmad Hidayadi

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

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

A. Motivation ..................................................................................................... 6
1. The Understanding of Motivation ........................................................... 6
2. Kinds of Motivation ................................................................................ 9
a. Intrinsic of Motivation ...................................................................... 9
b. Extrinsic of Motivation ..................................................................... 10
B. Achievement ................................................................................................. 13

ix
C. Learning ........................................................................................................ 16
D. Review of Previous Related Study................................................................ 18
E. Framework of Thinking ................................................................................ 19
F. Hypothesis ..................................................................................................... 20

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

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

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

A. Description of the Data ................................................................................. 27
1. The Students Motivation Score ................................................................. 27
2. The Students’ English Learning Achievement Score ................................ 28
3. The Correlation between Students’ Motivation and their English Learning
Achievement Score ................................................................................. 29
B. The Analysis of Data ..................................................................................... 30
1. The Frequency of Data .............................................................................. 31
2. The Summary of Motivation and English Learning Achievement ............ 32
3. The Histogram ........................................................................................... 33
4. The Correlation Result ............................................................................... 34
C. The Test of Hypothesis ................................................................................. 34

x
CHAPTER V: CONCLUSION AND SUGGESTION ....................................... 35
A. Conclusion .................................................................................................... 35
B. Suggestion ..................................................................................................... 35

BIBLIOGRAPHY ............................................................................................... 36
APPENDICES .................................................................................................... 39

xi
 LIST OF THE TABLES

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

Table 3.2 Table Indicators of Instrument ........................................................... 22
Table 3.3 The Result of Validity Instrument ...................................................... 23
Table 3.4 The Result of Reliability Test ............................................................ 24
Table 3.5 The Interpretation of Correlation ....................................................... 25
Table 4.1 The Motivation Score (X) .................................................................. 27
Table 4.2 The English Learning Achievement Score (Y) .................................. 28
Table 4.3 The Correlation Score of X and Y Variable ....................................... 29
Table 4.4 The Frequency of Motivation Score ................................................... 31
Table 4.5 The Frequency of English Learning Achievement Score .................. 31
Table 4.6 The Summary Score of Motivation (X) and English Learning (Y) ... 32
Table 4.7 The Result of Correlation Calculation................................................ 34

xii
 LIST OF THE FIGURES

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

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

xiii
 LIST OF APPENDICES

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

The Students’ Motivation Scores ................................................ Appendix 2
The First Value of Achievement and Motivation Scores ............ Appendix 3
The Questionnaire for the Validity Test ..................................... Appendix 4
The Questionnaire for the Students’ Motivation ........................ Appendix 5
Surat Bimbingan Skripsi ............................................................ Appendix 6
Surat Permohonan Izin Penelitian ............................................. Appendix 7
Surat Keterangan Penelitian ...................................................... Appendix 8
The Critical Values of Product Moment Significant Table ....... Appendix 9
The Test of References ............................................................... Appendix 10

xiv
 CHAPTER I
INTRODUCTION

A. Background of the study

Language is a communication tool to express someone’s feeling
through verbal action. Language is very important to get clear information that
would be a basic tool to increase insights, knowledge and link each other.
H. Doughlas Brown stated that a consolidation of a number of possible
definitions of language yields the following composite definition; (1) language
is systematic, (2) language is a set of arbitrary symbols, (3) those symbols are
primarily vocal, but may also be visual, (4) those symbols have
conventionalized meaning to which they refer, (5) language is used for
communication, (6) language operates in a speech community or culture, (7)
language is essentially human, although possibly not limited humans, (8)
language is acquired by all people in much the same way, language and
language world.1 From the statement above, it is very clearly to be interpreted
that language is a complex definition. Language is a practice, someone does a
practical thing through language; it is possible to achieve the goal of language
as communication tools. Carlson defines practice simply as “repeated
performance of the same (or closely similar) routines”.2 So, it means that
practice is a repetition way of performance through effort that creates a habit,
because someone who has a habit for something, he can be easy to do it.
Now days, most of information are delivered by English language. The
entire world is considering that English is as international network of
communication to unite among countries. Jeremy Harmer stated that although
English is not the language with the largest number of native of ‘first’
language speaker, it has become a lingua franca.3

1
H. Doughlas Brown, Principles of Language Learning and Teaching, (New York:
Pearson Education), 5th Edition, p. 6
2
Robert M. DeKeyser, Practice in a Second Language – Perspective from Applied
Linguistics and Cognitive Psychology, (New York: Cambridge University Press, 2007), p. 2
3
Jeremy Harmer, The Practice of English Language Teaching, (New York: Pearson
Education, 2001), 3rd Edition, p. 1

1
 2

English in Indonesian school is learnt from Elementary school until

University. Sometimes students are not feeling well when they communicate
by using English, they do not feel confident enough and they cannot convey
their ideas orally, but they are able to understand what people are saying in
English. Indonesia is not a country where people learn English as a second
language but Indonesian learns English as a foreign language, because
Indonesia is very diverse, a lot of cultures with their ‘mother tongue’, that’s
why Indonesian language becomes the second language to unit people around
the regions and cultures. It is very challenging as a foreign language learner to
learn English as foreign language.
There are a lot of factors that can cause the low English learning
achievement. They can come from inside such as self motivation or self needs
and outside of individual such as family, teacher, or environment that cause
the effect in learning English achievement.
Robert E. Slavin defined that motivation is also one of the most
difficult to measure. What makes a student need to learn? The willingness to
put effort into learning is product of many factors, ranging from the students’
personality and abilities to characteristics of particular learning tasks,
incentives for learning, settings, and teacher’s behaviors.4 Motivation is very
important aspect in teaching the students who are not too interested in learning
English. Therefore in learning English, students with higher motivation will
have better English, while those with lower motivation will have worse one.
Zoltan Zornrey stated that ‘motivation’ is related to one of the most
basic aspects of the human mind, and most teachers and researchers would
agree that it has a very important role in determining success or failure in any
learning situation.5 It is very interesting about how mind set can break the role
of successful and failure, it depends on the students persuade themselves to
solve it through motivation. It is very challenging to create self motivation,

4
Robert E. Slavin, Educational Psychology – Theory and Practice, (New Jersey: Pearson
Education, 2012), p. 286
5
Zoltan Dornrey, Motivational Strategies in the Language Classroom, (New York:
Cambridge University Press, 2001), p. 2
 3

and students should have good environment such as teacher who will give
them the support to raise their motivation to achieve their mental resources in
getting successful in learning process. As stated by Lewis, Massad and Carrol,
it is reported that how teachers perceive their own competence in the foreign
language affects students’ achievement.6 Teachers’ competence will influence
students in achieving their English score, because teachers become trendsetter
of the students who will imitate everything teacher’ teaching, the teachers who
have good competence and good self-motivation, it will help much students to
grow with their own ability in learning process. Competence is not only higher
in academic but also has good behavior which will be a model for students.
Maslow said that individual needs must be satisfied in this sequence:
physiological, safety, love and belongingness, esteem, and self-actualization.7
Students can be easy to achieve their learning process, they have to know their
potential through their needs that are supported by teacher and environment in
order can achieve what they need to achieve in study.
Achievement motivation is the expectancy of finding satisfaction in
mastering challenging performances.8 Students will be satisfied when they can
achieve their English learning achievement. It is a process to find it, students
need to follow rule of study, it can help student to build their self-trust with
their ability through assessment and evaluation. Brindley stated that
assessment differs from evaluation. It can be useful to look at the distinction
between the two. Assessment refers to collecting information and making
judgment on a learner’s knowledge, whereas evaluation is used when
collecting and interpreting information for making decisions about the
effectiveness of an education program.9 The students can achieve their good

6
British Council ,ELT Documents 108-National Syllabus, (London: British Council,
1980),p. 18
7
John W. Santrock, Educational Psychology – Classroom Update: Preparing for
PRAXISTM and Practice, (New York: McGraw-Hill, 2006), p. 416
8
Morris L. Bigge and Maurice P. Hunt, Psychological foundations of Education – An
Introduction to Human Motivation, Development, and Learning, (New York: Harper and Row
1980), 3rd Edition, p. 96
9
Caroline T. Linse, Practice English Language Teaching: Young Learners, (New York:
McGraw-Hill, 2005) p, 138
 4

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

when the students cannot achieve their good score, it might be a challenge for
students to develop their motivation in learning, it means that role of teacher
will be an effectiveness to encourage students’ motivation.
MTsN Pamulang has a good environment which supports teaching and
learning process. Besides, the facilities are also completely provided at the
school such as education tools, the buildings, natural resources, technology,
competence teachers, and various students from different background. Islamic
Junior High School Pamulang where 2nd grade is this study proposed.
There are some factors that affect students’ achievement in learning
forign language. After doing the survey, found it second grade class 1 of Bina
Prestasi is the one of growing classes. So, that’s why the class called by Bina
Prestasi, although the students come from lower achievement. The teacher
mentioned that Bina Prestasi is hoped to motivate them in learning process
especially in learning English. This is one of the problem faced in this school,
the students has less motivation in learning English. So, MTsN is using
Contextual Teaching Learning (CTL) method to create student as center of
teaching and learning process and teachers are trying to create fun learning to
motivate them more in learning English, although all of those things are still
difficult to apply at school.
Besides that, the students has to achieve minimum score is 75 as
Minimum Mastery Criterion – Kriteria Ketuntasa Minimum (KKM). It means
that students should achieve that’s score even some of them have to do
remedial to complete the score many times to reach the standard score.
And then, teachers and students forget about the basic of English
learning is to communicate because only reaching out the score itself. In fact,
students are not confident to communicate their English ability although they
have learnt English much in the class.
Furthermore, this study is to find a research about “the correlation
between students’ motivation and their English learning achievement.” (A
Survey Study at the Second Grade of MTs Negeri Pamulang).
 5

B. Identification of the Study

Based on the background study above, the problem related to the
students’ motivation in learning English could be identified as follows.
1. Some students are less motivation to learn English.
2. Some students are difficult to achieve their English learning score.
3. The students are not confident enough to communicate their English.

C. Limitation of the Problem

As mentioned in the background above, the problem is limited only on
motivation in correlation with students’ achievement in learning English. In
this research, the object of the study is limited at the second year students of
MTs Negeri Pamulang, Jalan Pajajaran No.31 Pamulang, Kota Tangerang
Selatan, Banten 15417, Indonesia.

D. Formulation of the Problem

Based on the background of the problem, the research problem is
formulated as follows” Is there any correlation between students’ motivation
and their learning English achievement?”

E. Objective of the Study

The objective of this study is as follows:
1. Knowing the English learning achievement of the second grade students at
Bina Prestasi Class of MTsN Pamulang.
2. Gaining the motivation score of the second grade students at Bina Prestasi
Class of MTsN Pamulang.
3. Correlating the students' motivation and achievement in learning English
of the second grade students at Bina Prestasi Class of MTsN Pamulang.

F. Significance of the Study

This study is expected to give new insights for the writer, teachers’ and
students’ evaluation and the readers generally.
 CHAPTER II
THEORETICAL FRAMEWORK

A. Motivation
1. The Understanding of Motivation
There are many definitions of motivation by experts from different
backgrounds. The term “motivation” is derived from the Latin verb
movere (to move). The idea of movement is reflected in such common
sense ideas about motivation as something that gets someone going, keeps
him working, and helps him complete tasks.1 John De Cecco stated that
motivation is also related to learning itself: The amount of effort, energy,
and vigor a student invest in any performance will be one factor in
determining how well he performs.2 It means that motivation is a
movement that can raise good energy to keep someone’s performance in
learning well as much as students’ investment does.
Herbert L. Petri and John M. Govern claimed that motivation is the
concept used when he describes the forces of acting on or within an
organism to initiate and direct behavior.3Charles Cofer and Mortimer
Appley believed that the general statement “without motivation there
would be no behavior” is without meaning.4 It means that motivation
influences the behavior; good motivation will result in good behavior.
Jeremy Harmer stated that motivation is some kind of internal
drive that encourages somebody to pursue course of actions. Robert S.
Feldman continued that “A drive is motivational tension, or arousal, that
energizes behavior in order to fulfill some need.5 In describing the nature

1
Paul R. Pintrich, Motivation in Education, (New Jersey: Pearson Merrill Prentice Hall,
2008), 3rd Edition, p.4
2
John P. De Cecco, The Psychology of Learning and Instruction: Educational Psychology,
(New York: Prentice Hall, 1968) p. 132
3
Herbert L. Petri and John M. Govern, Motivation: Theory, Research, and Applications,
(Wadsworth Thomson, 2004), 5th edition, p. 16
4
Ibid., p. 133
5
Robert S. Feldman, Essential of Understanding Psychology, (New York: McGraw Hill,
2003), 5th Edition, p. 251

6
 7

of the motivated state, some theorists would pay most attention to the
physiological conditions responsible for such things as hunger, thirst, pain,
and sex drive.6It means that motivation can be a drive which drives the
internal person to get his needs through energy which comes from
motivation.
Motivation is about how to set the mindset, as what Carol Dweck
said “most recent analyses of motivation for achievement stress the
importance of children developing a mindset.7 From this statement, it can
be understood that mindset is a part of motivation which will influence the
outer journey of life. A good condition will be created when one has a
good mindset and vice versa, bad condition will be created with a bad
mindset. To maintain a positive mindset may be of a great challenge,
however it can be useful for one’s learning process towards an
achievement.
The abstract term “motivation” on its own is rather difficult to
define. It is easier and more useful to think in terms of the “motivated”
learner: one who is willing or even eager to invest an effort in learning
activities and to progress. Learner motivation makes teaching and learning
immeasurably easier and more pleasant, as well as more productive: hence
the importance of the topic for teachers.8 From this statement is
understood that teachers can give a stimulus to the students to be
motivated learners and they should know the students’ needs in the class in
order to properly encourage them.
The authors of classic study of successful language learning came
to the conclusion that the most successful learners are not necessary those
who display certain typical characteristics, most of which are clearly
associated with motivation. Some of these characteristics include are; (a)

6
John M. Stephens, The Psychology of Classroom Learning, (New York:Rinehart and
Winston,1965), p. 187
7
John W. Santrock, Educational Psychology,(New York: McGraw Hill, 2009) Updated 4 th
Edition,p. 472
8
Penny Ur, A Course in Language Teaching, (Cambridge: University Press, 1996) p. 274
 8

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

challenges and has confidence in his or her success. (b) Ego involvement –
means the learner finds it important to success in learning in order to
maintain and promote his or her own (positive) self-image. (c) Need for
achievement, which means the learner has a need to achieve, to overcome
difficulties and succeed in what he or she sets out to do. (d) High
aspiration - the learner is ambitious, goes for demanding challenges high
proficiency, top grades. (e) Goal orientation - means that the learner is
very aware of the goals of learning or learning activities, and directs his
efforts towards achieving them. (f) Perseverance - means the learner very
consistently invests a high level of effort in learning and is not discouraged
by setbacks or apparent lack of progress. (g) Tolerance of ambiguity -
means that the learner consistently invests a high level to effort in situation
involving a temporary lack of understanding on confusion; he can live
with this patiently and in the confidence that understanding will be coming
later.9
According to Penny Ur’s description above, it gets the
interpretation through the typical of characteristics for successful students.
Good aspiration will bring the learners eagerness to have a goal orientation
that will impact the responsibility to complete the tasks, so it will get the
need to be achieved because of that the effort. The learners are able to set
strong ambitions to become confidence and patience in achieving the
successful in learning process.
A simple but accurate definition of motivation is not easy. It must
be able to include terms that refer to such diverse states as desires, wishes,
plans, goals, intents, impulses, and purposes. Some of these states imply a
deliberate and calculated process involving reasons, whereas others
convey a flavor of spontaneity. And then, Fritz Heider emphasized that

9
Ibid.,p. 275
 9

“the process by which makes these interpretations or attributions causal

motivation.”10

2. Kinds of Motivation
Motivation can be divided into two kinds: intrinsic motivation (the
urge to encourage in the learning activity for its own sake) and extrinsic
motivation (motivation that is derived from external incentives). Both of
these have important roles to play in classroom motivation, and both are at
least partially accessible to teacher influence.11 It means that there should
be synchronization and a balance between the inner and outer growth.
a. Intrinsic of motivation
According to Jeremy Harmer, intrinsic motivation depends on
what takes place in the classroom.12 And then, John W. Santrock said
that intrinsic motivation is based on internal factors, such as self-
determination, curiosity, challenge, and effort, which indicate that the
internal factors themselves influence the learner.13 Richard I. Arends
stated that intrinsic motivation causes people to act in a certain way
because it brings personal satisfaction.14Saundra K. Ciccarelli& J.
Noland White said that intrinsic motivation is the type of motivation in
which a person performs an action because the act itself is rewarding
or satisfying in some internal manner.15 The statements, it can be
understood that intrinsic motivation is driven by an interest or
enjoyment in the task itself, and exists within the individual rather than
relying on external pressures or desire for an obvious external reward.
Stephanie Gerding says that everyone is motivated by personal desires,

10
Jung, John. Understanding Human Motivation; A Cognitive Approach. (New York:
California State University, Long Beach, 1978), p. 4-5.
11
Penny Ur, 1996, op, cit., p.276
12
Jeremy Harmer, 1991, op, cit., p.3
13
John W. Santrock, Psychology, (New York: Mc-Graw Hill, 2005), Updated 7th Edition, p.
428
14
Richard I. Arends, Learning to Teach, (New York: Mc-Graw Hill, 2007) 7th Edition, p.
138
15
Saundra K. Ciccarelli & J. Noland White, Psychology 2ndEdition, (New Jersey: Pearson
Education, 2009), 2nd Edition, p.358
 10

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

someone is internally motivated to do something because it brings him
pleasure, he views it as important, or he considers what he is learning
morally significant. This would include an internal desire to learn, such
as in lifelong learning, and also feeling of obligation, needs for
satisfaction or accomplishment, or even interest related to hobbies.16
It can be understood that desires, interests, goals, and hobbies
related to interests are the characteristic of intrinsic of motivation
which are related to the personal development in learning process,
specifically English learning at school.

b. Extrinsic Motivations
Penny Ur states that extrinsic motivation is that which derives
from the influence of some kind of external incentive, as distinct from
the wish to learn for its own case or interest in tasks. Penny Ur named
five factors that can be directly influenced by teachers: (1) Sources and
its rewards, this is perhaps the single most important feature in rising
extrinsic learners who succeeded in the past. When the student is
successful at certain task, he will be likely to try it again and become
more confident. In the motivation process, the role of a teacher toward
this aspect is to make learners aware of their accomplishments and
appraised for their work and effort. They can be presented by good
grades, appraisals in front of peers, or external awards. (2) Failure and
it penalties, failure is not just a matter of wrong answer, learner should
be aware that they are failing when they have done significantly than
they could have, because they are making unsatisfactory progress or
not taking action. Failure in any sense is generally regarded as
something to be avoided, just as success in something to be sought.
But this should be taken too far. For one thing, success cases its

16
Stephanie Gerding, The Accidental Technology Trainer – A Guide for Libraries, (New
Jersey: Information Today, Inc., 2007), p. 86
 11

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

experiences of failure. (3) Authoritative demand, Learners are often led
by teacher pressure. They may be willing to invest effort in tasks
simply because they are told to recognize teachers’ authority and right
for making demands, and trust their judgment. Even if authoritative
demands need to be exercised more on the younger learners, older
learners and adults do require them, especially clear demands, as well.
Authoritative demands can be, of course, over-used or misused, of
learners only to do things with obedience, and without any awareness
of objectives and result or involvement in decisions. Therefore,
authority plays a vital role to maintain discipline among students at a
certain level and can be substituted with other creative activities to
create their intrinsic motivations. (4) Test, Tests may have high
motivational impact on some learners. The motivating power of the
test appears clear to those that know they are going to be tested on a
specific material next week and when it gets closer, they are motivated
to study more carefully. However, tests can also be motivating because
they cause stress on the students about their results. Therefore, teachers
need to be aware of both of their motivating and negative impacts so as
to stress on the importance of the tests as part of the learning process.
Students should be kept well informed that language learning is for
practical use and tests are just evaluation tools to measure their
progresses. (5) Competition, Some learners will often be motivated to
give their best not for the sake of the learning itself but in order to be at
their opponent in a competition. While it can be a very good
motivation to some extent, competition can cause less cooperation and
teamwork among classmates. Therefore, some experts claimed that it is
advisable to use group competitions in replacement of individual ones
in a learning environment.17

17
Penny Ur, 1996, op, cit., p.277
 12

Extrinsic Motivation is to encourage in an activity as a means

to an end. Students will be inspired to study when they can pass their
goals and successful in desirable outcomes such as a reward, teacher
praise, friends praise, or avoidance of punishment. It directly will make
them happy in doing their study.
Extrinsically, motivated behaviors are carried out in
anticipation or a reward from outside and beyond itself. Some factors
come from extrinsic motivation; (1) Teacher, the relationship between
teachers and pupils is of fundamental importance to effective
teaching.18 (2) Parent, the most important experience for parents and
their newborn babies is that of bonding – boding is so important that
when the infant cannot bond to a person because there is no person
available, the infant will bond to an animal or even to an object.19 (3)
Social, social facilitation can reflect a coactions effect, which is a form
of modeling that occurs when performance is motivated as a result of
other performing the same action, or an audience effect that reflects the
energizing of one’s behavior due to the presence of observers.20
Based on the definition above, motivation is the power comes
also from outside of students. That it will influence students to motor
their life education in achieving a good value of learning and a good
result of achievement itself. Many experts have defined the extrinsic
motivation differently, but it has the same meaning and purpose.
Extrinsic motivation is caused by any number or outside factors, for
example, the need to pass exam, the hope for financial reword or the
possibility of future travel. Another important point to be kept in mind
is that ultimate purpose of some extrinsic motivations is to influence
and enhance the intrinsic ones that come from inside of the students.

18
Chris Keryacou, Effective Teaching in the Schools – Theory and Practice, (London:
Stanley Tornes, 2009), p. 101
19
Margaret Paul, Inner Bonding – Becoming a Loving Adult to Your Inner Child, (New
York: HapperCollins Publisher, 1992) p. 80
20
Paul R. Pintrich, Motivation in Education – Theory, Research, and Application, (New
Jersey: Prentice Hall, 1996), p. 187
 13

B. Achievement
Achievement motivation is the expectancy of finding satisfaction in
mastering challenging performances.21 It means that students’ satisfaction can
be achieved when the result after facing challenging by doing it, is fully
attained.
In all types of classroom, teacher talk is important, and has been
extensively researched and documented. In language classrooms it is
particularly important because the medium is the message. The modification
which teachers make to their language, questions they ask, feedback they
provide and the types of instructions and explanations they provide can all
have an important bearing, not only on the effective management of the
classroom, but also on the acquisition by learners of the target language. 22The
information above is a mutual relationship with teachers and students to get
messages in dealing with the instructions and teacher should be able to support
the students with their curiosity without any judgment.
Schunk showed that difficult goals raised children’s academic
motivation more than easier goals and persuasive information (“you can work
25 problems.”) Increased self-efficacy more than social comparative
information, and the difficult goals plus persuasive information led to the
highest achievement.23 Sometimes comparative information can be a good
way to stimuli students’ motivation to make a goal easier. Some students will
feel excited to reach more of achievement in the class when teacher can give
them a good way of comparative information. Sometimes, some students will
feel down when they cannot be like their competitor in the class. Therefore,
the stimulus can be created well; they will have the eagerness to do what the
good students have done.

21
Morris L. Bigge and Maurice P. Hunt, Psychological foundations of Education – An
Introduction to Human Motivation, Development, and Learning, (New York: Harper and Row,
1980), 3rd Edition, p. 96
22
David Nunan, Language Teaching Methodology, (London: Prentice Hall International,
1991), p. 7
23
Dale H. Schunk, Motivation in Education – Theory, Research, and Applications, (New
Jersey: Pearson Education, 2008), 3rd Edition, p. 153
 14

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

Achievement tests are used to evaluate the effectiveness of instructional
program and identify students with learning disabilities.24 It means that
achievement can be modified into a test, in order to know the standard of
ability of the students. Peter Airasian stated that a standardized assessment is
the one that (1) is designed to be used in many different classrooms and
schools and (2) is administered, scored, and interpreted in the same way for all
test takers no matter when or where it is given. Commercial achievement tests
are usually given each year. They provide information about pupil
performance over time and identify strengths and weaknesses.25 As mentioned
by Albert, a teacher needs to be knowledgeable about standardized tests, not
only to defend against their misuse, but also to take advantage of the
information they can provide. An appropriately selected standardized test can
furnish a snapshot of students’ abilities, identifying areas of probable strengths
and weaknesses. Based on the statements above, it can be analyzed that test is
a good way to know the ability of students in understanding the learning
process and standardized test will not only improve their achievement in
school area or local area but also prove the ability that students have overseas.
So, it can motivate students to achieve more of their knowledge, skills and
potentials.
Based on a long series of studies, McClelland and Alschuler have
concluded that successful decision makers share certain characteristics: They
compete with a standard of excellence in mind, they take moderate risks, and
they make good use of creating feedback. Sprinthall stated that three
characteristics term the achievement syndrome.26 The experts above also
stated that in order to achieve success, students need to be good decision
makers. Becoming a decision maker is a big challenge because of the social

24
Albert Oosterhof, Developing and Using Classroom Assessments, (New Jersey: Pearson
Education 2002), 3rd Edition, p. 228
25
Peter W. Airasian, Assessment in the Classroom – A Concise Approach, (New York:
McGraw-Hill Companies, 2000), 2nd Edition, p. 238
26
Norman A. Sprinthall and Richard C. Sprinthall, Educational Psychology – A
developmental Approach, (New York: McGraw-Hill, 1990), 5th Edition, p. 527
 15

environment forces and some students are of less confidence and not to be
brave showing their ability.
James E. Twining stated that evaluating your success in learning
means judging whether or not you achieved your purpose and are able to
retain what you have learned. It is a continuous cycle of self-testing and
review. Regular self-testing promotes successful academic performance.27
Talking about an evaluation, we can see that many kinds of tests are used in
the schools today. For teachers, the question of what constitutes a good test is
pertinent to the tasks of selecting standardized tests and constructing
achievement tests utilizing a wide variety of other evaluative devices. In
general, the basic characteristics that need to be considered in either selecting
or constructing a test or other evaluative devices are: validity, reliability,
objective, and practicality.
Achievement motivation is the desire to experience success and to
participate in activities in which success is dependent on personal effort and
abilities.28 Achievement and motivation have a positive correlation and are
walking together, but it depends on personal effort to achieve the success.
One definition of achievement can be found in the Dictionary of
Education (which is currently undergoing its first revision in over two decades).
In this reference, achievement is defined as "(1) accomplishment or proficiency
of performance in a given skill or body of knowledge; (2) progress in school" (C.
V. Good, 1973, p. 7). Academic achievement is defined as "knowledge gained or
skills developed in the school subjects, usually designated by test scores or by
marks assigned by teachers, or by both" (p. 7).29

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

the class in leaning process. The achievement is commonly designed by scores
through English test in the class. Achievement will be accumulated from
English learning which has been done by students through a test where is

27
James E. Twining, Strategies for Active Learning, (New York: A Division of Simon &
Schuster, 1991), p. 32
28
Robert E. Slavin, Educational Psychology, (New York: A Division of Simon & Schuster,
1991), 3rd Edition, p. 329
29
Gary D. Phye, Handbook of Classroom Assessment Learning, Achievement, and
Adjustment, (San Diego: Academic Press, 1997), p.4
 16

scored by teacher as an evaluation for both teachers and students what they
have done in learning process.

C. Learning
Anita Woolfolk stated that learning occurs when experience causes a
relatively permanent change in an individual’s knowledge or behavior. 30 And
then, George S. Morrison stated that learning refers to the cognitive and
behavioral changes that result from experiences.31 Besides, Jeanne Ellis
Ormrod stated that learning as a long term change in mental representations or
associations as a result of experience.32Ellen Green Wood said that learning is
a relatively permanent change in behavior, knowledge, capability, or attitude
that is acquired through experience and cannot be attributed to illness, injury,
or maturation.33Through the statements above, there is new insight that
experience creates learning; identically experience is a way to learn something
new, from the experience someone can learn something that will change the
behavior of him, it can develop his way of behavior and find his needs in
doing daily activities because he can develop knowledge, skill and so on.
The discussion of each learning approach includes suggestions for
specific techniques and methods of teaching to guide teachers in
understanding student behavior and in making decision about how to teach.34
It means that learning is not always about teaching; it is about how to know
each other, especially to know students’ characters. And then, Nelson B.
Henry stated that learning is herein seen as far more closely interrelated with
the process of living than most among one thought.35 It is very interesting,

30
Anita Woolfolk, 2004, op, cit., p. 206
31
George S. Morrison, Early Childhood Education Today, (New Jersey: Pearson Education,
2009) 11th Edition, p. 113
32
Jeanne Ellis Ormrod, Educational Psychology – Developing Learner, (Boston: Pearson
Eduction, 2011), 7th Edition, p. 180
33
Ellen Green Wood, Mastering the World of Psychology, (New York: Pearson Education,
2011), P. 137
34
Fredric Linder, Educational Psychology, (New York: McGraw Hill Companies, 2004),
19th Edition, p.73
35
Nelson B. Henry,Philosophies of Education, (Chicago: The University Chicago Press,
1942), p. 66
 17

because learning is not about thinking but it is about living in real life,
learning can be from communication, observation and conversation among
learners.
Associative learning occurs when a connection, or an association, is
made between two events.36 Continued by John W. Santrock that associative
learning is divided into two types of conditioning: classical and operant those
two events are connected. In classical conditioning, organisms learn the
association between two stimuli. Besides that, in operant condition, organisms
learn the association between a behavior and a consequence.37 The experts
give one the associative learning description that is internal and external needs
during learning process, inside or outside needs to support students in
associating their power stable.
Alice and Lester D. Crow stated that learning is complex. At one and
the same time, and individual is (1) learning new skills or improving those that
already are operating, (2) building a store of information or knowledge, and
(3) developing interests, attitudes, and ways of thinking. 38 Basically, learning
is not as easy as ones think about. It can be easy to understand about learning
but practically is really challenging for them, in doing a great thing is always
challenging, and students need to be able to manage their mindset and
motivation. Learning is a long process, although someone dies, learning will
be growing if he can show a good life as inspiration and motivation to people
around.
When students run into trouble in completing an assignment or in
making progress in general in gaining proficiency in their foreign language, it
is often useful to look at what they are doing when they learn. The activities
and techniques they use to learn are called learning strategies. These
strategies tend to fall into various groups, which are considered to represent a

36
Laura A. King, The Science of Psychology, (New York: Mc-Graw Hill, 2008),p. 248
37
John W. Santrock, Psychology Essentials, (New York:McGraw-Hill, 2003), 2nd Edition,
p. 195
38
Lester D. Crow and Alice Crow, Human Development and Learning, (New York:
American Book Company, 1956), p. 212
 18

more abstract set of tendencies that are called learning styles.39 It means that
learning strategies and styles can be ways of learning process to achieve
learning progress, because learning strategies is to develop their mind’s
sensitivity to create creativity and learning styles is to develop their ways or
styles in learning, so they can identify their potential through it.
Dale H. Schunk mentioned 3 (three) criteria of learning, (1) Learning
involves change-in behavior or in the capacity for behavior. People learn when
they become capable of doing something differently. (2) Learning endures
over time. (3) Learning occurs through experience.40It makes a chance to
student to change their behavior and achieve learning process through ways of
learning, because everyone has their own capacity and potentials which are
likely to grow if students can be guided into their own motivation and
communicate with outside to have a good chance to grow with.

D. Review of Previous Related Research

There are some researches related to the correlation between students’
motivation with their achievement. The first one is who wrote her paper
research, entitled “The Correlation between Students’ Motivation and Their
Achievement in Learning English.” (A Correlational Study at Eight Grade of
MTs Negeri Parung Bogor).She conducted this research because; based on her
opinion, in learning English, the motivation of the student is able to
distinguish the way of the student to achieve a good result in English. This
quantitative research showed that there is no significant correlation between
students’ motivation and their achievement in learning English. The
relationship between her researches is almost the same. She uses the
motivation’s students as variable. But, it is different students’ variable and
school level or institution.

39
MadelineEhrman, Achieving Success in Second Learning Acquisition, (New York:
Cambridge University Press, 2005), p. 66
40
Dale H. Schunk, Learning Theories an Educational Perspective, (New York: Pearson
Education, 2014), 6th Edition, p. 4
 19

The second one is from Heryanti with her research paper entitled, “The
correlation between students’ interests and their achievement in learning
English.”(A Case Study at the Second Year Students of SMP Negeri 178
Jakarta). This research used the correlation technique to identify the
correlation between students’ interests and their achievement in learning
English. This research used the correlation technique to identify the
correlation between students’ interests and their achievement in learning
English. The result assessed by using liker scale questionnaires test, showed
that there is correlation between these two factors. This research has a similar
approach on the variable to be examined. She used interests of the students as
variables; however, it used motivation of the students as variables. Interest is
one of the categories of motivation itself that included. The different are the
variable in quantity of students, school level or institution and motivation as
an issue in research.
And the last one is Dwi Gitawati, who wrote her last paper entitled,
“Correlation between Students’ Motivation and Their Achievement in
Learning English.” (Correlational Study in the Eight Class of MTs Al-
Hamidiyah). This quantitative research tried to find out the correlation
between students’ motivation and their achievement in the class. The result
showed that was the same result with the first previous research that
mentioned it above. That was not significant correlation between students’
motivation and their achievement in English. She has the almost same
research, but the specific difference placed in the variable, the quantity of the
variable that used.

E. Framework of Thinking
Motivation is a drive coming from inside and outside of person in
doing life activities. It can be the energy to do everything even in learning
process. Some students can perform well when they are motivated, it can be a
stimulus to encourage students in their study. The theories state above that
motivation is one of the keys to learning achievement.
 20

Achievement is the result that students achieve during learning

process. It shows how well students improve their learning through score
achievement. If the score of learning is good, the process of learning may run
well as desired. Students and teachers are two crucial factors in learning
process, beside the learning environment itself that triggers students’
motivation.
Therefore, it is assumed that everything can be attained in learning
process by the motivation to have achievement. As explained above, it would
be there is a relationship between students’ motivation and their English
learning achievement.

F. Hypothesis
The research need to be tested as a hypothesis. Hypothesis is assuming
two side of views, either the hypothesis is accepted nor rejected which needs
to be proved. In this study, the theoretical hypothesis is students’ motivation is
correlated to the learning achievement. In other words, the higher motivation
students have, the higher English learning achievement they will achieve.
 CHAPTER III
RESEARCH METHODOLOGY AND FINDINGS

A. Place and Time of the Research

The research was conducted on February 2015 at the second grade of
MTs Negeri Pamulang which is located on Pajajaran Street No.31 Pamulang,
South Tangerang, Banten 15417, Indonesia.

B. Method of the Research

This study was used a survey method through correlation techniques.
The dependent variable of this research is English learning achievement
(variable Y), and the independent variable is students' motivation (variable X).
In this study, the writer would like to gain the possibility of the correlation
between the students’ motivation as independent variable (X variable) and
their achievement as dependent variable (Y variable).

C. The Population and Sample

The population of this research is the students of the second grade of
MTs Negeri Pamulang. Total students of the second grade are 319 students.
These students are distributed into 10 classes, 6 classes for Bina Prestasi class
and 2 classes for science class, 2 classes for English bilingual and 1 class for
Arabic bilingual class. In each science class consists of about 31 – 32 students.
The technique of sampling in this research used cluster sampling
technique. The sampling was from Bina Prestasi class 1 in this research which
is consisted of about 31 students.

D. The Technique of Instrument and Data Collection

The data collection was distributed the questionnaire. Besides that,
students’ English learning achievement variable was collected from
documentary score that the English teaching had conducted.

21
 22

1. The Technique of Instrumentation

This research used questionnaire to know the students’ motivation
of MTsN Pamulang at the second grade. The questionnaire consisted of 30
items, 21 positive statements and 9 negative statements. The instrument
has some alternative options based on Likert Scale; Strongly Agree
(sangat setuju), In Doubt (kurang setuju), Agree (setuju), Disagree (tidak
setuju), and Strongly Disagree (sangat tidak setuju). As see below:1
Table 3.1
The Likert Scale
English Indonesia Symbols Positive Negative
Strongly Agree Sangat Setuju SS 5 1
Agree Setuju S 4 2
In Doubt Kurang Setuju KS 3 3
Disagree Tidak Setuju TS 2 4
Strongly disagree Sangat Tidak Setuju STS 1 5

The Questionnaire consists of intrinsic and extrinsic motivation.

The Indicators of intrinsic motivation are desire, interest, need and goal.
The Indicators of extrinsic motivation are teacher, parents and social.
Table 3.2
Table Indicators of Motivated Learners
Items Number
Variable Dimensions Indicators
Positive Negative
Desire 1,3,5 2,4,6
Interest 7,9,11,13 8,10,12,14
Intrinsic
Need 15,16,17,18 19,20
Motivation Goal 21,22,23,24 25
Teacher 26,27 28,29,30
Extrinsic Parents 31,32 33,34,35
Social 36,37 38,39,40

1
Zoltan Dornyei, Questionnaires in Second Language Research – Contraction,
Administration, and Processing, (New York: Madison Avenue, 2010), p. 27
 23

a. Validity Instrument
Validation of instrument was conducted to see whether the
instrument is capable to collect the data or not. The writer got the
standard coefficient validity minimum for this instrument with N = 31
and coefficient significance level 5%. The coefficient validity is 0.3.
To see the validity instrument, the writer did it through SPSS 19
Program. In validity test which was conducted in VIII of MTsN
Pamulang the writer got 30 items valid from 40 items of the
questionnaire. The numbers of valid item are 2, 3, 4, 5, 6, 7, 8, 9, 11,
13, 14, 15, 16, 18, 20, 22, 24, 26, 27, 28, 30, 32, 34, 37, 38, 39, 40. The
numbers of invalid item are 1, 10, 12, 19, 21, 25, 31, 33, 35, and 36. It
can be seen as below:
Table 3.3
Table Indicators of Motivated Learners
Items Number
Variable Dimensions Indicators
Positive Negative
Desire 1*,3,5 2,4,6
Interest 7,9,11,13 8,10*,12*,14
Intrinsics
Need 15,16,17,18 19*,20
Motivation Goal 21*,22,23,24 25*
Teacher 26,27 28,29,30
Extrinsics Parents 31*,32 33*,34,35*
Environment 36*,37 38,39,40
(*) means invalid
 24

b. The Result of Reliability Test

The Table 3.4
The Result of Reliability Test

Reliability Statistics
Cronbach's
Alpha Based on
Cronbach's Standardized
Alpha Items N of Items
.630 .638 40

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

writer compared to rtable with N = 40 and 0.5 % as significant level,
and rtable = 0.312. It can be assumed that the instrument is reliable with
rresult > rtable = 0.630 > 0.312.

2. The Technique of Data Collection

The data collection distributed a students' motivation questionnaire
to the respondents. To know the students' English learning achievement,
the writer used their midterm scores as the documentation. The data is
collected from the English teaching.

E. The Technique of Data Analysis

The data analysis used the relationship technique, by using Pearson's
product moment relationship as follows of the formula2:

𝑁∑𝑋𝑌−(∑𝑋)(∑𝑌)
rxy=
√[𝑁𝑋 2 −(∑𝑋)2 ][𝑁∑𝑌 2 −(∑𝑌)2 ]
rxy : Coefficient Relationship
N : Number of Respondents
∑XY : Total Numbers of X multiplied by Y

2
Prof. Drs. Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindo
Persada, 2006) p. 209.
 25

∑X : Total Score of X
∑Y : Total Score of Y
Criteria : if rxy > rtable means there is relationship and Ha is accepted, Ho is
rejected. If rxy < rtable means there is no relationship and Ha is
rejected, Ho is accepted.
Ho : there is not significant relationship between students’ motivation
and their English learning score.
Ha : there is a significant relationship between students’ motivation
and their English learning score.

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

variable and Y variable, as below3:
Table 3.5
The Interpretation of Relationship
rxy Interpretations
0.00 – 0.20 The relationship between X variable and Y variable
is very weak or can be told there is no relationship
between the variables
0.20 – 0.40 There is weak relationship between X variable and Y
Variable
0.40 – 0.70 There is enough relationship between X variable and
Y variable
0.70 – 0.90 There is strong relationship between X variable and
Y Variable
0.90 – 1.00 There is very strong relationship between X variable
and Y variable

3
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 rxy > rtable means there is correlation between X variable and Y variable, Ha
is accepted and Ho is rejected.
If rxy < rtable means there is no correlation between X variable and Y variable,
Ho is accepted and Ha is rejected
 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION

A. The Description of Data

The research used questionnaire in VIII English Bina Prestasi 1 class
to get motivation score. This class consists of 32 students; however 1 student
did not come because she was sick. So, the respondents became 31 students.
Before that, the first research was to know the validity of the data. In English
learning score, the data collected from the English teacher of VIII English
Bina Prestasi 1 class. The score was taken from the midterm test that was
conducted in the first semester.
Finally, the data was analyzed to know the correlation between
students’ motivation and their English learning achievement with formula of
Pearson Product Moment SPSS Program and Microsoft Excel program for
comparison.
1. The Students’ Motivation Score
Students’ motivation score as X variable (Independent variable) in
this study. To get the score, the research was conducted through
questionnaire in VIII English Bina Prestasi class 1 as the sample. The table
below describes the result of the students’ motivation questionnaire.
Table 4.1
The Motivation Score (X)
N Score (X) 9 66
1 69 10 70
2 61 11 73
3 62 12 69
4 60 13 58
5 68 14 60
6 63 15 59
7 64 16 55
8 64 17 62

27
 28
28

18 54 26 63
19 66 27 53
20 56 28 71
21 68 29 52
22 73 30 65
23 64 31 61
24 63 N = 31 ∑X= 1964
25 72
*the motivation scores are converted into achievement score by score balance
(See Appendixes, p.

2. The Students’ English Learning Achievement Score

The Y variable (dependent variable), students’ English learning
score took from their midterm school report. The description of data as
below:
Table 4.2
The English Learning Achievement Score (Y)
N Score (Y) 15 94
1 97 16 91,5
2 94 17 84
3 94,5 18 89,5
4 91,5 19 94,5
5 88,5 20 94,5
6 84 21 91,5
7 99 22 81
8 91,5 23 97,5
9 74 24 71,5
10 93 25 93
11 96 26 99
12 97 27 90,5
13 90 28 96
14 82 29 87
 30
29
30

30 87 N = 31 ∑Y= 2805
31 91

3. The Correlation between Students’ Motivation and their English

Learning Achievement Score
To see how correlation between students’ motivation and their
achievement, it is calculated through Pearson Product Moment.
Table 4.3
The Correlation Score of X and Y Variable
No X Y XY X2 Y2
1 69 97 6693 4761 9409
2 61 94 5734 3721 8836
3 62 94.5 5859 3844 8930.25
4 60 91.5 5490 3600 8372.25
5 68 88.5 6018 4624 7832.25
6 63 84 5292 3969 7056
7 64 99 6336 4096 9801
8 64 91.5 5856 4096 8372.25
9 66 74 4884 4356 5476
10 70 93 6510 4900 8649
11 73 96 7008 5329 9216
12 69 97 6693 4761 9409
13 58 90 5220 3364 8100
14 60 82 4920 3600 6724
15 59 94 5546 3481 8836
16 55 91.5 5032.5 3025 8372.25
17 62 84 5208 3844 7056
18 54 89.5 4833 2916 8010.25
19 66 94.5 6237 4356 8930.25
20 56 94.5 5292 3136 8930.25
21 68 91.5 6222 4624 8372.25
 28
28
30

22 73 81 5913 5329 6561

23 64 97.5 6240 4096 9506.25
24 63 71.5 4504.5 3969 5112.25
25 72 93 6696 5184 8649
26 63 99 6237 3969 9801
27 53 90.5 4796.5 2809 8190.25
28 71 96 6816 5041 9216
29 52 87 4524 2704 7569
30 65 87 5655 4225 7569
31 61 91 5551 3721 8281
∑X= ∑Y= ∑XY= ∑X2 = ∑Y2 =
N=31
1964 2805 177816.5 125450 255145

𝑁.∑𝑋𝑌−(∑𝑋)(∑𝑌)
rxy=
√[𝑁𝑋 2 −(∑𝑋)2 ][𝑁∑𝑌 2 −(∑𝑌)2 ]

31 𝑥 177816.5−(1964)(2805)
rxy=
√[31 𝑥 125450−(1964)2 ][31 𝑥 255145−(2805)2 ]

3291.5
rxy=
36231.078

rxy=0.09084741

rxy=0.091

B. The Analysis of the Data

Pearson program was used for calculation of the data to get result of
correlation between students’ motivation and their English learning
achievement score. The result can be seen below:
 29
31

1. The Frequency of Data

Table 4.4
The Frequency of Data Motivation Score (X)
X

Cumulative
Frequency Percent Valid Percent Percent

Valid 52.00 1 3.2 3.2 3.2

53.00 1 3.2 3.2 6.5

54.00 1 3.2 3.2 9.7

55.00 1 3.2 3.2 12.9

56.00 1 3.2 3.2 16.1

58.00 1 3.2 3.2 19.4

59.00 1 3.2 3.2 22.6

60.00 2 6.5 6.5 29.0

61.00 2 6.5 6.5 35.5

62.00 2 6.5 6.5 41.9

63.00 3 9.7 9.7 51.6

64.00 3 9.7 9.7 61.3

65.00 1 3.2 3.2 64.5

66.00 2 6.5 6.5 71.0

68.00 2 6.5 6.5 77.4

69.00 2 6.5 6.5 83.9

70.00 1 3.2 3.2 87.1

71.00 1 3.2 3.2 90.3

72.00 1 3.2 3.2 93.5

73.00 2 6.5 6.5 100.0

Total 31 100.0 100.0

Table 4.5
The Frequency of Data Achievement Score (Y)
Y
Cumulative
Frequency Percent Valid Percent Percent
Valid 71.50 1 3.2 3.2 3.2
74.00 1 3.2 3.2 6.5
 30
30
32

81.00 1 3.2 3.2 9.7

82.00 1 3.2 3.2 12.9
84.00 2 6.5 6.5 19.4
87.00 2 6.5 6.5 25.8
88.50 1 3.2 3.2 29.0
89.50 1 3.2 3.2 32.3
90.00 1 3.2 3.2 35.5
90.50 1 3.2 3.2 38.7
91.00 1 3.2 3.2 41.9
91.50 4 12.9 12.9 54.8
93.00 2 6.5 6.5 61.3
94.00 2 6.5 6.5 67.7
94.50 3 9.7 9.7 77.4
96.00 2 6.5 6.5 83.9
97.00 2 6.5 6.5 90.3
97.50 1 3.2 3.2 93.5
99.00 2 6.5 6.5 100.0
Total 31 100.0 100.0

2. The Summary of Motivation and English Learning Achievement

Table 4.6
The Summary of Motivation (X) and Achievement (Y)
Statistics

X Y

N Valid 31 31

Missing 0 0
Mean 63.3548 90.4839
Median 63.0000 91.5000
Mode 63.00a 91.50
Std. Deviation 5.83409 6.67768
Minimum 52.00 71.50
Maximum 73.00 99.00
Sum 1964.00 2805.00
 31
33

3. The Histogram

Figure 4.1
The Motivation Score

Figure 4.2
The Achievement Score
 32
32
34

4. The Correlation Result

Table 4.7
The Correlation Result
Correlations

X Y

X Pearson Correlation 1 .091

Sig. (2-tailed) .627

N 31 31
Y Pearson Correlation .091 1

Sig. (2-tailed) .627

N 31 31

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

sig. (2-tailed) is 0.627. After calculating the data, it can be described that
there is a very weak correlation between X variable and Y variable, or it
can be assumed that there is no correlation between students’ motivation
score and their English learning achievement score. Based on the rtable of
product moment mentioned that significant 5% is 0.355 (see appendix).It
can be described that rxy<rtable= 0.091 < 0.355, it means that Ho is rejected
and Ha is accepted.

C. The Test of Hypothesis

From the calculation Pearson’s Product moment, it was got the result
of rxy= 0.091; it is between 0.00 – 0.20. It means that rxy<rtable= 0.091 < 0.355.
According to the interpretation of data above, it can be described through the
result that the correlation between X variable and Y variable is very weak. In
other words, it means that there is no significance correlation between
students’ motivation (X variable) and their English learning achievement (Y
variable) score.
 CHAPTER V
CONCLUSION AND SUGGESTION

A. Conclusion
Based on the description of data in the previous chapter, it can be
concluded that null hypothesis is accepted and alternative hypothesis is
rejected. The result can be seen that rxy is 0.091 then the result in 5%
significance level is 0.355. So, rxy is smaller than rtable, rxy<rtable = 0.091<
0.355. It means that there is no correlation between students’ motivation and
their English learning achievement.
The conclusion describes that the correlation is very weak, in can be
understood that low motivated students do not always get low score in the
class, and high motivated students do not have a guarantee to achieve a high
score in the class of English study.

B. Suggestion
The conclusion above gives a new insight about this research in the
future. There are a few things that all English teachers can perform better from
this study. Teachers should be more welcome with the students’ needs,
particularly emotional needs. Students’ needs can be served by teachers’
initiatives in creating teaching and learning method that those be more
relevance for their students’ needs. Besides that, Emotional becomes a
fundamental for students that teachers need to know. Teachers should have
space with students to listen them deeply, because emotional needs to be
listened.
Learning is a process where the place to make things right or wrong. It
should be realized that learning is not always about score, but how to create
meaningful students who have quality of values in themselves. There is no
guarantee that students are with greatest score they will have values within.
But, it is good momentum when students have good motivation, achievement
and values together to achieve better than before.

35
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 Appendix 1

DAFTAR NILAI
SEMESTER GENAP TAHUN PELAJARAN 2014-2015
MTSN TANGERANG 2 PAMULANG
Jl. Pajajaran No. 31 Pamulang Barat - Kota Tangerang Selatan - Banten - Indonesia 15417
Telp./Fax. 021-7415023 | e-mail: infomtsnpamulang@yahoo.com

KELAS : 8 Bina Prestasi Inggris 1

WALI KELAS : Neneng Herawati, S.Pd
KOGNITIF PSIKOMOTORIK SIKAP UTS
NO NAMA LENGKAP
1 2 3 UH 1 1 2 3
1 ADARA NAILARIFQA 95 97
2 ADINDA MAISYA Z 70 94
3 AHMAD KAMAL F 95 94,5
4 ALYSSA SHAFA Z 85 91,5
5 AMELIA SUKMAPUTRI 80 88,5
6 ANISYA RAMADHAN 85 84
7 ANNISA MUNTAMA 65 86,5
8 ANNISA PRATAMA KH 85 99
9 ARYA ALIFIA MUKHTI 75 91,5
10 ATHAYA DAMAR H 90 74
11 AURA NUR AZZAHRA 95 93
12 AZZAHRA FIRDANI 85 96
13 DENTA PRAWIRA D 90 97
14 FARAH SHARFINA 75 90
15 FATMAWATI M 75 82
16 FAUZAN AZHAR M 95 94
17 FIRDHA RIZKIANA P 60 91,5
18 HARID CAHYA F 60 84
19 JAUZA HAANIYAH 85 89,5
20 KHANSA AUFA 85 94,5
21 MAS BIMA S 95 94,5
22 MAULIDA ALMAS 80 91,5
23 MUHAMMAD FAIZ R 85 81
24 NAMIRA SUKMA D 90 97,5
25 PUTRI APRILIA A 85 71,5
26 RAUDHA NISRINA A 70 93
27 ROSY NISRIYAWATI 85 99
28 SALSABILA SYIPA A 90 90,5
29 SISLANTIKA A M 100 96
30 SYAIFA NURUL A H 85 87
31 VENNY AGUSTIANI 85 87
32 WINA PUTRI KIRANA 90 91

Tangerang Selatan, Februari 2015

Guru Bidang Studi,

Neneng Herawati, S.Pd

NIP
 Appendix 2
Statistic Motivation Score
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z AA AB AC AD AF AG
1 NAMA SISWA Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20 Q21 Q22 Q23 Q24 Q25 Q26 Q27 Q28 Q29 Q30 Total
2 ATHAYA DAMAR H 4 4 2 3 3 3 4 4 4 4 2 4 2 4 2 3 4 4 4 5 4 3 3 3 5 2 3 3 3 5 103
3 AURA NUR AZZAHRA 3 4 2 4 3 3 4 4 2 4 2 4 2 4 2 2 4 4 4 4 3 2 2 2 4 2 3 2 3 3 91
4 JAUZA HAANIYAH 3 3 1 4 3 4 2 3 1 4 3 4 2 5 1 3 5 5 4 3 3 3 3 3 3 2 3 3 3 4 93
5 RAUDHA NISRINA A 3 4 3 3 3 3 3 2 3 4 2 3 3 4 1 3 4 3 3 4 3 3 3 3 3 2 3 3 3 3 90
6 AHMAD KAMAL F 3 4 2 4 3 4 4 4 2 4 3 4 2 4 2 3 4 4 4 4 4 3 3 3 4 3 3 4 3 4 102
7 ARYA ALIFIA MUKHTI 2 5 1 5 1 4 5 5 5 5 2 5 2 4 1 1 4 4 4 3 3 3 2 1 4 2 3 3 2 3 94
8 FAUZAN AZHAR M 3 3 2 4 3 3 4 5 3 4 1 3 2 4 3 3 5 5 5 2 3 3 2 2 4 1 3 4 3 4 96
9 SALSABILA SYIPA A 4 5 1 4 5 5 3 1 2 5 1 4 1 5 1 1 4 3 3 2 1 5 5 2 4 1 4 5 4 5 96
10 AMELIA SUKMAPUTRI 3 3 3 3 3 3 3 4 2 4 2 3 2 4 3 2 4 4 4 5 4 4 4 3 2 2 4 4 4 4 99
11 ANISYA RAMADHAN 3 4 3 4 4 3 3 3 3 4 2 4 4 4 4 3 5 4 4 4 4 3 3 3 4 3 3 3 3 4 105
12 ADINDA MAISYA Z 3 4 2 4 3 4 3 4 4 4 3 4 3 4 2 3 5 5 4 4 3 4 4 4 4 3 4 4 4 4 110
13 MUHAMMAD FAIZ R 3 5 3 5 2 3 4 4 2 5 1 3 2 5 3 2 5 5 5 4 3 2 3 3 4 2 4 4 3 5 104
14 SISLANTIKA A M 4 3 3 3 3 2 3 3 3 3 2 3 3 4 2 3 4 4 4 3 2 3 2 2 4 2 2 3 3 2 87
15 ROSY NISRIYAWATI 2 5 2 4 3 3 4 2 1 5 1 4 2 5 2 2 4 4 3 4 4 2 2 2 4 1 3 3 4 3 90
16 DENTA PRAWIRA D 3 4 2 4 4 3 4 3 1 4 3 3 2 4 2 4 5 3 4 3 4 1 1 1 4 4 2 3 1 2 88
17 VENNY AGUSTIANI 3 4 2 3 3 3 2 3 2 4 2 3 2 4 2 2 4 4 3 3 2 2 2 2 3 2 2 3 2 4 82
18 WINA PUTRI KIRANA 3 5 3 3 4 2 2 3 2 4 1 4 4 5 2 1 4 3 4 3 4 3 3 1 2 3 4 4 5 2 93
19 MAS BIMA S 4 4 2 4 2 3 2 2 3 4 1 3 2 4 2 2 4 4 4 4 4 2 2 3 1 1 3 2 2 1 81
20 ANNISA PRATAMA KH 3 4 2 4 3 4 3 4 2 5 1 4 2 5 1 2 5 5 5 4 4 3 3 3 4 3 2 3 3 3 99
21 FARAH SHARFINA 3 3 1 2 3 3 3 4 1 4 3 3 3 4 1 3 5 2 3 2 3 3 3 3 3 2 3 2 3 3 84
22 KHANSA AUFA 3 4 3 4 3 2 3 4 2 4 2 4 3 4 2 3 3 3 4 3 5 4 4 4 4 3 3 4 4 4 102
23 HARID CAHYA F 3 5 1 4 3 3 4 4 3 5 3 5 2 5 1 3 5 5 4 4 4 4 4 4 4 2 4 4 4 3 109
24 PUTRI APRILIA A 1 5 1 4 2 3 4 4 2 4 2 3 2 4 2 3 5 5 5 3 3 3 3 2 4 3 3 3 4 4 96
25 FATMAWATI M 2 3 2 4 3 3 2 3 2 4 2 4 2 4 2 3 5 4 4 3 3 3 3 4 4 2 3 4 4 4 95
26 FIRDHA RIZKIANA P 4 5 5 5 4 3 3 3 4 5 2 2 2 5 5 2 4 4 4 4 3 5 4 2 5 2 4 3 3 2 108
27 NAMIRA SUKMA D 3 3 2 4 3 2 3 4 2 4 2 3 2 4 1 3 4 4 4 4 3 3 4 3 4 2 4 4 3 4 95
28 ADARA NAILARIFQA 3 4 1 4 4 5 3 4 4 4 2 5 1 3 1 1 3 3 2 4 4 1 1 1 4 1 2 2 1 2 80
29 SYAIFA NURUL A H 3 4 3 3 4 3 3 4 4 4 3 4 4 4 3 3 4 5 5 4 4 4 4 4 2 4 4 4 2 1 107
30 AZZAHRA FIRDANI 2 5 1 5 1 3 5 4 1 4 1 4 2 4 1 2 4 4 3 3 2 1 1 1 4 1 2 2 3 2 78
31 ALYSSA SHAFA Z 3 5 1 4 3 5 4 4 3 5 1 5 2 4 1 1 5 4 4 4 4 4 4 1 4 1 3 3 2 3 97
32 MAULIDA ALMAS 4 4 2 4 4 3 2 2 3 4 2 4 1 4 2 2 4 4 4 4 3 2 3 3 4 1 3 4 2 4 92
 Appendix 3

The First Motivation Scores

Value 16 82 55
N 150/1.5 = Score (X) 17 93 62
100 18 81 54
1 103 69 19 99 66
2 91 61 20 84 56
3 93 62 21 102 68
4 91 60 22 109 73
5 102 68 23 96 64
6 94 63 24 95 63
7 96 64 25 108 72
8 96 64 26 95 63
9 99 66 27 80 53
10 105 70 28 107 71
11 110 73 29 78 52
12 104 69 30 97 65
13 87 58 31 92 61
14 90 60 N = 31 ∑X= 2946 ∑X= 1964
15 88 59
 Appendix 3

The First Achievement Scores

Value 16 91,5 91,5

N 100/1 = Score (X) 17 84 84
100 18 89,5 89,5
1 97 97 19 94,5 94,5
2 94 94 20 94,5 94,5
3 94,5 94,5 21 91,5 91,5
4 91,5 91,5 22 81 81
5 88,5 88,5 23 97,5 97,5
6 84 84 24 71,5 71,5
7 99 99 25 93 93
8 91,5 91,5 26 99 99
9 74 74 27 90,5 90,5
10 93 93 28 96 96
11 96 96 29 87 87
12 97 97 30 87 87
13 90 90 31 91 91
14 82 82 N = 31 ∑Y= 2805 ∑Y= 2805
15 94 94

Note;

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

2. Total value of Achievement Score is 100/1 = 100
3. Both Scores become 100 (balance)

Edited by Microsoft Excel

 Appendix 4

The Questionnaire for the Validity Test

ANGKET PERTANYAAN (QUESTIONNAIRES)

A. Petujuk Umum
1. Bacalah basmalah sebelum memulai.
2. Agket ini bersifat ilmiah dan hanya untuk kebutuhan penelitian, tidak
ada tujuan lain.
3. Jawablah pertanyaan ini dengan jujur.
4. Berilah tanda centang (√) pada jawaban anda.
B. Bioadata Responden (Penjawab Pertanyaan)
1. Nama :
2. Jenis Kelamin :
3. Sekolah : MTs Negeri Pamulang
4. Kelas : 8 BP English Class 1
C. Keterangan
SS =Sangat Setuju
S = Setuju
KS = Kurang Setuju
TS = Tidak Setuju
STS = Sangat Tidak Setuju
D. Terimakasih atas kesediaannya mengisi angket ini.
No Pertanyaan SS S KS TS STS

1 Saya tidak suka membeli buku-buku

berbahasa Inggris
2 Saya senang mendengarkan percakapan
bahasa Inggris yang diberikan guru saya
3 Saya tidak suka menonton film berbahasa
Inggris
4 Saya senang mengerjakan tugas bahasa
Inggris di rumah
5 Saya tidak suka mengulang kembali
pelajaran bahasa Inggris di rumah
6 Saya merasa lebih mudah mendapatkan
peringkat terbaik di kelas dengan
mempelajari bahasa Inggris
7 Saya senang mengikuti lomba bahasa
Inggris
8 Bahasa Inggris dibutuhkan untuk
 Appendix 4

berkomunikasi dengan guru bahasa

Inggris dan teman-teman sekolah
9 Saya tidak merasa sedih jika hasil ulangan
bahasa Inggris saya tidak bagus
10 Saya sangat senang mengikuti pelajaran
bahasa Inggris
11 Pelajaran bahasa Inggris merupakan
pelajaran yang banyak membuang waktu
12 Saya tertarik menirukan percakapan
Bahasa Inggris ketika guru meminta saya
13 Pelajaran bahasa Inggris merupakan salah
satu mata pelajaran yang sulit
14 Saya belajar bahasa Inggris atas keinginan
saya sendiri
15 Saya tidak suka menonton film yang
berbahasa Inggris
16 Materi bahasa Inggris sangat
membosankan
17 Saya belajar bahasa Inggris agar dapat
mengerjakan soal bahasa Inggris dengan
baik dan benar
18 Saya merasa puas belajar bahasa Inggris
dengan guru di kelas
19 Materi pelajaran bahasa Inggris yang
diberikan oleh guru sudah menarik
20 Guru saya sering memberikan
penghargaanketika mengajar bahasa
Inggris
21 Saya mengharapkan pujian dari guru
ketika saya mampu mempraktekkan
bahasa Inggris yang telah diajarkan
22 Saya melaksanakan tugas karena takut
dihukum oleh guru
23 Saya mendengarkan guru menerangkan di
kelas karena takut dihukum
24 Saya menirukan pengucapan bahasa
Inggris guru karena takut dihukum
25 Orang tua saya meminta saya mengikuti
kursus bahasa Inggris
 Appendix 4

26 Orang tua saya memindahkan channel TV

ketika saya menonton film berbahasa
Inggris
27 Orang-orang di sekitar lingkungan saya
menggunakan percakapan bahasa Inggris
sehari-hari
28 Di lingkungan sekitar saya belum ada
sarana dan prasarana bahasa Inggris yang
memadai
29 Saya menggunakan bahasa Inggris karena
takut dihukum oleh orang-orang di sekitar
saya
30 Orang-orang di sekitar saya tidak
menggunakan bahasa Inggris dalam
komunikasi sehari-hari
 Appendix 5

The Questionnaire for the Students’ Motivation

ANGKET PERTANYAAN (QUESTIONNAIRES)

A. Petujuk Umum
1. Bacalah basmalah sebelum memulai.
2. Agket ini bersifat ilmiah dan hanya untuk kebutuhan penelitian, tidak
ada tujuan lain.
3. Jawablah pertanyaan ini dengan jujur.
4. Berilah tanda centang (√) pada jawaban anda.
B. Bioadata Responden (Penjawab Pertanyaan)
1. Nama :
2. Jenis Kelamin :
3. Sekolah : MTs Negeri Pamulang
4. Kelas : 8 BP English Class 1
C. Keterangan
SS =Sangat Setuju
S = Setuju
KS = Kurang Setuju
TS = Tidak Setuju
STS = Sangat Tidak Setuju
D. Terimakasih atas kesediaannya mengisi angket ini.
No Pertanyaan SS S KS TS STS

1 Saya suka berbicara dalam bahasa Inggris

2 Saya tidak suka membeli buku-buku

berbahasa Inggris
3 Saya senang mendengarkan percakapan
bahasa Inggris yang diberikan guru saya
4 Saya tidak suka menonton film berbahasa
Inggris
5 Saya senang mengerjakan tugas bahasa
Inggris di rumah
6 Saya tidak suka mengulang kembali
pelajaran bahasa Inggris di rumah
7 Saya merasa lebih mudah mendapatkan
peringkat terbaik di kelas dengan
mempelajari bahasa Inggris
8 Saya senang mengikuti lomba bahasa Inggris
 Appendix 5

9 Bahasa Inggris dibutuhkan untuk

berkomunikasi dengan guru bahasa Inggris
dan teman-teman sekolah
10 Siswa yang pintar berbahasa Inggris akan
mudah mendapatkan kesempatan mengikuti
kompetisi bahasa Inggris baik di dalam
maupun di luar lingklungan sekolah
11 Saya tidak merasa sedih jika hasil ulangan
bahasa Inggris saya tidak bagus
12 Siswa yang pandai dalam pelajaran bahasa
Inggris tidak dapat menjadi pemimpin di
kelas
13 Saya sangat senang mengikuti pelajaran
bahasa Inggris
14 Pelajaran bahasa Inggris merupakan
pelajaran yang banyak membuang waktu
15 Saya tertarik menirukan percakapan Bahasa
Inggris ketika guru meminta saya
16 Pelajaran bahasa Inggris merupakan salah
satu mata pelajaran yang sulit
17 Saya belajar bahasa Inggris atas keinginan
saya sendiri
18 Saya tidak suka menonton film yang
berbahasa Inggris
19 Saya suka berbicara bahasa Inggris dengan
guru dan teman sekolah
20 Materi bahasa Inggris sangat membosankan

21 Dapat berbicara bahasa Inggris adalah tujuan

saya
22 Saya belajar bahasa Inggris agar dapat
mengerjakan soal bahasa Inggris dengan
baik dan benar
23 Saya merasa puas belajar bahasa Inggris
dengan guru di kelas
24 Materi pelajaran bahasa Inggris yang
diberikan oleh guru sudah menarik
25 Materi pelajaran bahasa Inggris yang ada
saat ini kurang menarik
 Appendix 5

26 Guru saya sering memberikan

penghargaanketika mengajar bahasa Inggris
27 Saya mengharapkan pujian dari guru ketika
saya mampu mempraktekkan bahasa Inggris
yang telah diajarkan
28 Saya melaksanakan tugas karena takut
dihukum oleh guru
29 Saya mendengarkan guru menerangkan di
kelas karena takut dihukum
30 Saya menirukan pengucapan bahasa Inggris
guru karena takut dihukum
31 Orang tua saya memberikan buku bahasa
Inggris kepada saya
32 Orang tua saya meminta saya mengikuti
kursus bahasa Inggris
33 Orang tua saya tidak pernah membelikan
buku bahasa Inggris kepada saya
34 Orang tua saya memindahkan channel TV
ketika saya menonton film berbahasa Inggris
35 Orang tua saya tidak pernah membelikan
buku berbahasa Inggris untuk saya
36 Ketika saya bertanya menggunakan bahasa
Inggris di lingkungan sekitar saya, orang di
sekitar merespon dengan baik
37 Orang-orang di sekitar lingkungan saya
menggunakan percakapan bahasa Inggris
sehari-hari
38 Di lingkungan sekitar saya belum ada sarana
dan prasarana bahasa Inggris yang memadai
39 Saya menggunakan bahasa Inggris karena
takut dihukum oleh orang-orang di sekitar
saya
40 Orang-orang di sekitar saya tidak
menggunakan bahasa Inggris dalam
komunikasi sehari-hari
Appendix 7
Appendix 8
Appendix 9
E:-'
#

THE CORRELATION BETWEEN STUDENTS' MOTIYATION AND

THEIR ENGLISH LEARNING ACHIEVEMENT
(A Survey Study at the Second Grade of MTs Negeri pamulang)

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

By:
Rahmad Hidayad i
108014000087

Apprqved by the Advisors

haril Anasy, M.IIum

r9560506 NIP. 19761007 200710 1 001

DEPARTMENT OF ENGLISH EDTTCATION

FACULTY OF TARBIYAH AND TEACHER'S TRAINING
STATE ISLAMIC UNIVERSITY
SYARIF HIDAYATULLAH
2015
r

ENDORSEMENT SHEET

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

Training Certifies that the "Skripsi" (Scientific Paper) entitle "The Correlation
between Students' Motivation and Their English Learning Achievement at
the second Year of MTs Negeri Pamulang written by Rahmad Hidayadi,
Student's Registration Number 108014000087 was examined by the Committee
on June 4b 2015, and Declared to have passed and therefore, Fulfilled one of the
Requirements for the Academic title of 'S.Pd' (Bachelor of Arts) in English
Language Education at the Department of English Education.

Jakarta,4 June 2015

EXAMINATION COMMITTEE

Drs. Syauki. M.Pd

CHAIRMAN
NrP. 196412t2 r99t03 1002

SECRETARY Zaharil Anasv. NI.Hum

NIP. 19761007 200710 I 001

EXAMINERS I Dr. Atiq Susilo M.A

NIP. 19491 t2 2t91803 1 001

EXAMINERS II Devi Yusnita. M.Pd

Acknowledged by:
Teacher's Traini Faculty

982031 007

ilt
 KEMENTERIAN AGAMA No. Dokumen FITK.FR-AKD-O{
UIN JAKARTA I Maret 2010
FORM (FR)
FITK 0l
Ltxr I Jl. Ir. H. Juando No 9t Ciputut I 54 t 2 Indon+io

SURAT PERNYATAAN KARYA SBNDIRT

Saya yang bertanda tan gan di barvah ini,

Nama Rahmad Hidayadi

Tempat/Tgl.Lahir Sungai Pua, 01 Maret 1989
NIM 1 08014000087
Jurusan / Prodi PBI/SI
Judul Skripsi "The Correlation behyeen Students, Motivation and
Their English Learning AchievemerLt,,

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

2. Zaharll Anasy, M. Hurn

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

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

Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.

Jakarta, 0l Juni 2015

Rahmad Hidayadi
NIM.108014000087

lv
----
e
E
:l

Appendix 10

The Test of References

Name : R.ahmacl Hidayadi

NIM : 108014000087
Faculty/Department : FITK / The English Education Department
The Title of "Skripsi" : The Relationship between Students' Motivation and Their
English Learning Achievement
Advisors : 1. Drs. Nasifuddin Djalil, M.Ag
2. Zahail Anasy, M. Hum

Signature
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