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THESIS
BY:
YULIANA
A1D4 12 012
BY
YULIANA
(A1D4 12 012)
The purpose of this research were: (1) to know the students’ learning interest
achievement at the SMAN 10 Kendari, (2) to know the students’ achievement in
learning English achievement at the SMAN 10 Kendari, and (3) to find out the
correlation between students’ learning interest and their English achievement at
the SMAN 10 Kend ari. The method used in conducting this research is a
correlation study. The result of the research shows that: (1) the student's learning
interest to high category the frequency is 12 students with a percentage is 11.76%,
middle category the frequency is 75 students with 73.53% percentage, and low
category the frequency is 15 students with 14.71% percentage, (2) students
English achievement of Students Class Eleventh Grade SMAN 10 Kendari in
academic year 2016/2017 which is in the high category the frequency is 18
students with a percentage 17.65%, in the middle category the frequency is 74
students with a percentage 72.55%, and in the category low the frequency is 10
students with a percentage 9.80%, and (3) there is significant correlation between
students’ learning interest and their English achievement. It can be seen by the
results of analysis using Correlation Product Moment with program SPSS
Version 16, it showed a significance value rxy is 0.382; df is 100 if it is compared
with the r table at the degree of significance 5% (0.195) and 1% (0.254), the
correlation between students’ learning interest and their English achievement is
significant (rxy: rtable= 0.382 > 0.195; rxy: rtable = 0.382 > 0.254) it means that H0
rejected and H1 accepted. Thus it can be concluded that the students’ learning
interest at SMAN 10 Kendari in academic year 2016/2017 is in the middle
category, the students’ English achievement at SMAN 10 Kendari in academic
year 2016/2017 is in the middle category and there is significant correlation
between students’ learning interest and their English achievement at SMAN 10
Kendari in academic year 2016/2017.
iv
ACHNOWLEDGEMENT
Alhamdulillah be praised to Allah SWT for the mercy and blessing from
the beginning through this present time, she knows without the help it will be
impossible for the writer to pass the whole process of conducting this paper and
completing this study. Peace is upon to our beloved Muhammad SAW and his
Sale, M.Pd and La Ode Nggawu, S.Pd., M.Si who give their time, guidance,
helpful and patient in leading me to accomplish this study. The researcher realized
that their feedback and suggestions have worked greatly on me and I learned a lot
The researcher will never forget to say her gratitude to her examiner, Prof.
Dr. H. Hanna, M.Pd, Dr. H. Amri Tanduklangi, M. Lis, Dr. Mursalim, M.Pd.,M.
Inf. Tech, Dr. Kamaluddin, M.Pd, and Dr. La Miliha, S.Pd., M.Hum who has
The researcher also would like to record her thankfulness to Prof. Dr.
Muhammad Zamrun F, S.Si., M.Si., M.Sc as the rector of Halu Oleo University,
and Dr. Jamiludin, M. Hum as the Dean of Teacher Training Education Faculty of
Halu Oleo University. The two of this kind of people have inspired me to be a
good learner in my learning process at Halu Oleo University. Also Dra. Lelly
Education Faculty of Halu Oleo University and Wa Ode Fatmawati, S.Pd., M.A as
v
Halu Oleo University, who has been working really hard in arranging the
student’s administrative matters and has been being one of the inspiring lecturers.
The researcher will never forget to say her gratitude to all of the lecturers
of English Department for all the endless lessons that she got with the laugh, the
anger, sadness, happiness, and all condition that we spend together in this six
years.
Her deepest love, thankfulness and appreciation to her lovely parents, her
great Lamino and Alm Mujiatun, She is really thank full for having both of you in
her life. Then, her beloved sister Erni Ika Natalia, S.Pd. for all the support and
love that all of you has given to her. Being part of our family is her big
motivated, gave spirit and patiently accompanied her in all condition to complete
University, thank you very much for your comments, critics, and advices in
Department especially students of 2012 academic year. Thank for all moment and
Finally, the researcher realize that this thesis is far to be perfect. Therefore,
I will be really glad to receive ideas and constructive suggestion from the reader
The Writer
vi
LIST OF CONTENT
ABSTRACT ...................................................................................................... iv
ACHNOWLEDGMENT ...................................................................................... v
CHAPTER I INTRODUCTION....................................................................... 1
vii
2.1.5 The Indicators of Students’ Learning Interest ............................. 17
3.5.1 Population................................................................................... 25
viii
4.1.1.1 The Students’ Learning Interest Score ........................... 37
5.2 Suggestion............................................................................................ 47
REFERENCE .................................................................................................... 49
APPENDIX ........................................................................................................ 52
ix
LIST OF TABLE
Kendari ................................................................................................ 26
Kendari ................................................................................................ 28
3.4 The criteria for scoring the items on students’ learning interest ......... 31
4.5 The Correlation between the Students’ Learning Interest (X) and
x
LIST OF APPENDIX
Trial ................................................................................................ 57
Subject ........................................................................................... 65
Appendix 6. r Table............................................................................................. 69
xi
CHAPTER I
INTRODUCTION
Almost every person has interest in his life because interest can make
him do something which they like. Interest is an important thing in one’s activity
in the daily life, including in the field of education. People’s interest will be
shown in their activity to gain their purpose. There is someone who is interested
in something, but someone else is not. It also happens in the field of education.
Strong interest would lead to a serious and persistent effort is not easy to despair
individual’s inherent curiosity and desire to know more about himself or herself
and his or her environment (Dornyei, 2001: 110). Interest can be defined as the
shows that students’ interest will drive people to do something. Interest can also
(1980: 79), “interest is the tendency of people to something because they feel
1
there is an interest in something”. it means that interest is the tendency soul to
something, because people feel there is something of interest with that, generally
concluded that, interest is a fixed tendency to notice and remember some of the
activities.
continually and happily. So, interest is different from attention, because attention
is temporary (it is not for a long time) and it is not certain followed by pleasure,
major effect on learning. If the material being studied is not in accordance with
the interests of students, the students will not learn as well as possible because
there is no appeal for him. Sabri’s (1995: 84), Interest is the tendency to always
pay attention and remember things continually, this interest is closely related to
feelings of pleasure, because it can be said that interest happens because of his
love for something, people who are interested in something means that he is
happy to something. Djamarah (2002: 133), in the case of learning teacher needs
According to Mangal (2007: 351) interest is the central force that drives
the whole machinery of the teaching learning process. It means, with have an
interest students will more focus and easy to understands the material that given
2
by the teacher. Big interest will give influence on students’ activity, because the
students’ interest will be doing something that interested for them, in this case is
the individual has several elements, among others, attitudes, interests, wishes,
be calm and do not make noise in the class, would ask if less understand the
material, not in a hurry to break the spirit to read the related reference materials
studied, complete the task on time, and do not read books other subjects when
studying certain subjects, disturb their friends, make a joke on their teacher
performance, sleepy, daydreaming go to toilet many times, and leave the subject.
On the other hand we have less agreed heard that the success or failure of teaching
is possibly by the students’ interest. Teacher who teaches English in the classroom
should care about their students. The students who arrive in the classroom with
certain concepts about themselves. The teachers should realize that the same
Slameto (2015: 57) stated “if there are students who are less interested in
learning, can be cultivated by way of explaining things that are interesting and
useful for life as well as matters relating to the ideals connection with the material
studied. If the material is not in accordance with the interests of learners, they
certainly will not learn well because there is no interest in them to learn the
3
material”. This is accordance with the opinion of Syah (2004: 136) stated “interest
study.” Because the writer agrees that interest is a feeling or emotion that causes
learning English can cause of why the students become motionless of what the
teacher teach. All the students who have interest toward the subject tend to give
great attention to the subject. Slameto (2015: 56) stated that to achieve the result
of learning well, the students have to pay attention to the material that they learn.
Students always study hard the materials that give by the teacher when the
students motivated and interested in their learning; they take more responsibility
person's behavior, but also encourage people to keep doing and getting something.
This is accordance with the opinion of Nasution (1998: 58) that the lesson will run
smoothly if there is interest. In other words, the students will fail in the exams or
their laziness happen because of having no interest. Having good interest in doing
something will help to concentrate more, remember easily, and is not easily bored
students prefer a thing than anything else; it can also be manifested through
to give greater attention to the subject. Besides the use of existing interests,
4
Tanner in Nasution (1998: 59) suggested that the teacher also tries to form new
about the relationship between materials provided with the previous teaching
essential to be able to learned, the common assumption explains that interest will
help someone to learn (Nurhidayanti, 2006: 2). Therefore, to obtain good results
in learning a student must have an interest in the subject that will encourage him
to continue to learn.
assumed that the students who have high interest in English will show effort to
learn English more than the students who have low interested in English. The
course, with the high frequency of attendance. In other words, the more they learn
and the more attentive they follow the lesson, the better English they will acquire.
In learning activities, interests have a very important role. If students do not have
interest and great attention to the object being studied, it is difficult to expect
students to be diligent and get good results from the study. Conversely, if students
have interest and great attention to the object being studied, the results are better.
As expressed by Efendi and Praja (1993: 122) that learning with interest would be
5
Based on the research that written by Firmani (2009), with the title is
English at the second year of SLTP 1 Pamulung”, found of the study is students’
interest could influence their achievement. Students who have high interest try to
pursue knowledge more than who have the law one. They tend to be more
attentive in learning the lesson. They enjoy and ready to do any task given by
teacher. They learn English in school and also out of the school. They are
exercises to make them more skillful in using English. In the other side, students
who have low interest look bored while studying, disturbing their friends. In the
Based on interviews with teachers who are equipped with a data value of
students at Senior High School 10 Kendari, it was found that the achievement of
learning English at eleven grade students is still low. This is indicated by the
value of the average English class of 137 students of class elevens grade of 73.77,
less than Minimum Graduation Criteria (KKM) that has been determined is 75.
written, and assignments for students who score less than the Minimum
There are several factors that lead to low learning achievement, including
are lazy in educational activities, can be caused by one of the factors that lower
6
interest. They looked bored while studying, want to make noise, interfere with
their friends, make jokes about the performance of their teachers, drowsiness,
dreaming to go to the toilet many times, and leave the subject. On the other hand,
we rarely hear that the success or failure of teaching is possible with the interests
about their students. Because students who arrived in the class with certain
concepts about themselves. Teachers should be aware that the same learning task
affect their value to English. It is assumed that students with a strong interest in
the English language would indicate an effort to learning English than students
whose interest is lower in English. The students with a high interest tend to be
more attention to learning the English language, of course, with the high
frequency of attendance. In other words, the more they learn and the more
attentive they follow the lessons, the better English they will acquire.
Based on the statements above interest is not the only factor causing low
an important factor but in this study, the writer chose to lift interest because of
with the motivation, intelligence, the writer have often encountered, other than
that based on the statements above and theory that is, interest in learning is a
Then the writer chose researching conjunction with the achievement of interest
because the interests of big influence on learning, then the lessons learned when
7
the material is not in accordance with the interests of students, students will not
Therefore, the writer wants to find out whether this assumption can be
are:
Kendari.
3. To find out the correlation between students’ learning interest and their
8
1.4 Scope of the Research
The scope of the study is the writer focused on the indicators of students’
1. For the English teacher; the findings of this study are expected to be able to
2. For the students; the result of this study is expected to increase their
3. For other researchers, the results of this study are hoped as a basic
the form the scores of the final semester academic year 2016/2017 which is
9
CHAPTER II
LITERATURE REVIEW
This chapter presents the theory of the study which comprise the concept
students ‘learning interest: the definition of interest, the definition of learning, the
interest, the indicators of students’ learning interest, and the function of students’
previous study.
live. Here some of the definition of interest according to several experts, some of
them are. Students’ interest can be seen on what the individual like to do, see, hear
and read. Because, the individual gains certain satisfaction or pleasure from the
activity that is done. But, individual’s interest can also decrease when he cannot
(2004: 363) said that, students’ interest in and excitement about what they’re
well if someone has an interest. Meanwhile, according Dornyei (2001: 110) said
inherent curiosity and desire to know more about himself or herself and his or her
environment.
10
N.L. and Barliner (1997: 374) said that “Students with an interest in a
subject tend to pay attention to it. They feel it makes a difference to them. They
want to become fully aware of its character. They enjoy dealing with it, either for
what it can lead to or for its own sake. Their attention level is high, their work
output is sustained”. Winkel (1983: 83) states that interest is a stable trend in
subject, interest is certain case, and pleasant to involve in that case. He adds the
positive judging would build the sense of the satisfactory, happy and sympathy
while negative feeling build the sense of lazy, unpleasant, hateful and afraid.
inclination towards something great. Interest will arise when people feel happy,
excited and high spirited to something. Interest usually comes from the inside
Marimba (1980: 79) states that interest is the tendency soul to something,
concluded that, interest is a fixed tendency to notice and remember some of the
activities. Activities of a person of interest, note that along with the continuous
pleasure. Great interest influence on learning, because the lessons learned when
11
the material is not in accordance with their interests, students will not learn as
well as possible, because there is no attraction for him. He was reluctant to learn,
stored because the interest adds to the learning activities. According to Slameto
(2015: 180) interest is sense of some preferred taste and sense of interest in a
matter or activity, without being told. Meanwhile, according Nurkancana said that
activities that stimulate feelings of pleasure on the individual. Walgito (2004: 38)
which is accompanied by a desire to know and learn until further evidence about
the object.
Slameto (2015: 57), interest is persisting tendency to pay attention to and enjoy
pay attention and enjoyment in any activity. So, by having interest we are going to
be able to get attention in learning fully. It means that when a person is interested
in something he/she will pay it full attention and also feels enjoyable it. In other
interest and need, because both of them caused an attention. Something interest
12
This definition tells us that an interest is shown by paying attention and
enjoyment in any activity. Hidi (2006: 70) defined interest as, “A unique
influence the students’ mindset become positive in learning process. The positive
mindset gives more attention and concentration for the students in certain subject
matter. That statement is parallel with Hidi (2001: 159) in the other paper argued
want or what we select. It means when we are interested, we are attentive and
focused of object or activity that make us interest. The students will study
regularly or effectively and they will success if they have a high interest.
Stone and Nielson (1982: 165) said “On personal is a positive interest
that will increase the chance for success”. Student who has certain needs or
desires toward something, they will have high interest a more enthusiastic to
achieve what they want to do as Sardiman (2003: 76) said “interest is a condition
that occurred when someone see characteristic of situation that is correlated with
his/her own need and desire”. When it happened, he or she will be easily to learn
contains elements of feeling. With such interest, it can motivate the students to be
Interest motivates people to choose the best and the most interesting
activity in their life. Because each activity has own characteristic, people always
13
select activities and thing those are interesting. Furthermore, According to Crow
in Abror (1993: 112), “interest can be associated with the movement that
According to Mangal (2007: 351) interest is the central force that drives
the whole machinery of the teaching learning process. It means, with have an
interest students will more focus and easy to understands the material that given
by the teacher. Big interest will give influence on students’ activity, because the
students’ interest will be doing something that interested for them, in this case is
interest is a situation where a person has a great attention to an object that he was
process that done by the learner to get knowledge, especially in learning English.
Moreover, learning is needed very much for people to increase their live become
14
well in the future. Douglas (2000: 7) says that learning is acquiring or getting
practice or training. Elizabeth (1978: 28) State that learning comes from practice
changes overall, as a result of his own experiences in their interactions with the
it includes everything that thought out and done. Slameto (2015: 2) describes the
with the environment. Meanwhile, Sabri in Musfiqon (2012: 2) said that learning
to change behavior, both concerning the knowledge, skills, attitudes, and even
affective, and psychomotor. Learning not only can be gained in the school but
According to Olivia said that (2011: 37) interest in learning basically the
15
interest and study above, can be formulated that interest researchers studying the
like to make the process of changing behavior through various activities that
include the search for knowledge and experience. In other words, interest in
1. Factor needs from within; this need can be a requirement relating to the
2. Factor of social motive, a factor that can generate interest do social activities
3. Emotional factors, namely the feelings of emotional factors that are closely
According Syah (2002: 132) the factors that influence students' interest
1. Internal factors (factor of the student). These factors are divided into two
16
2. External factors (factors outside the student). These factors are divided into
3. Learning approach factors. That is the type of student learning effort that
includes strategies and methods used by students to learn the lesson materials.
From the explanation of the experts above, it can be concluded that there
are two factors that affect the Students’ learning interest. They are internal factors
aspect, while external factors consist of family, school environment, and friends in
a community.
Suryadi in Rena (2008: 13) stated that someone can be categorized has
2. Doing the activity with pleasure and will prepare much time for that activity.
Based on the statement above, it can be said that if the students have
Abror (1989: 136) stated that someone said if people are interested in
17
1. Attention, people are interested they have the presence of concern, such as the
2. Fun, good feelings toward an object either people or objects will generate
interest in a person. People who are feeling interested then in, in their turn the
desire that the object desired to be his. Thus the individual concerned seeks to
3. Interest, directed to the desired destination by the mind. This impulse will
shows the emergence of an attention to an object so that, thus will bring up the
Whereas according Slameto (2015: 57, 181), students who are interested
1. Pay attention in learning activities. Students who are interested in learning pay
attention to what the teacher will explain and teach during the learning
activities.
students had learned the object. Students will also get satisfaction during the
learning activities.
4. There is an interest to learn. Students who have interest in learning will have a
sense of interest for continuous learning not only when the teacher explains
but also when there is a task related to the material presented by the teacher.
18
5. Giving great attention to subjects. Students who have interest in learning will
always pay attention and focus on the great attention or subject matter
From the explanation some expert above, the researcher can conclude
that indicator interests are closely as follow: give attention in learning activity,
there is feel cheerful in learning activity, interest always followed feel happy and
satisfied, there is an interest to learn, give more attention in learning subject and
Interest is one factor that can affect a person's effort. Strong interest
would lead to a serious and persistent effort is not easy to despair in the face of
challenges. If someone students have the curiosity to learn, he will quickly be able
learning because if the lessons learned are not in accordance with the interests of
students, the students will not learn as well as possible, because there is no appeal
for him. Meanwhile, when the lesson material is attracting students, it will be easy
to learn because they lack of interest thereby increasing the learning activities.
students to learn.
19
Students who are interested in the lesson would seem compelled continue
to diligently study, in contrast with the attitude of students who only received a
lesson. They will only be moved to want to learn but difficult to continue to
(Liang, 2004: 57). Therefore, to obtain good results in learning a student must
have an interest in the subject that will encourage him to continue to learn.
achievement itself is a result that has been achieved (Departemen Pendidikan dan
Kebudayaan, 2002). Others say the achievement is the result obtained by the
experience.
Winkel (1984: 48) stated that “ And every kind of learning activity would
20
successfully, especially with an effort and skill. In other word, it is some things
that will get after accomplished it. Gronlund (1981: 331) stated that “achievement
is what a pupil has learned.” It means that achievement is result of students gain
created, the results of a job, pleasing results are obtained with tenacity the way of
work”. It means that achievement is the changing of the behavior or the changing
of knowledge that has been experience by a man who has learned, and
time.
achievement in the opinion of Bloom's Taxonomy cited by Usman (1993: 34) are:
evaluation).
characteristics).
natural).
From the above explanations, the writer concludes that the learning
skill aspect and behavior aspect and it called achievement. In other word
21
achievement is a change level that has been reached by the students who has done
learning activities and it can be seen on their performance, capability, skill and
attitudes.
the study with title “The correlation between students’ interest and their
achievement in learning English at the second year of SLTP 1 Pamulung” that has
among them there are five aspects, namely: Enjoyment, attention, need, desire,
motivation. While in the research the writer would did consist of Aspects of
students' interest.
Second, the study that has been conducted by Agustin with the title
conducted by the researchers is on research that has been done by Denik Agustin
besides learning and economic achievements of students here also talks about the
school environment. While the research that the writer would did better to focus
Then we can look the different general of the researches above with her
writer are from the level of school, in her writer would conducted at SMAN 10
Kendari.
22
CHAPTER III
RESEARCH METHOD
correlation study as its method, because it compares two variables and finds the
have related or not (Arikunto, 2010: 313). This research used correlation research
because this method showed the relationship and the influence. In this research,
the researcher would like to see the correlation between the students’ learning
another object (Sugiyono, 2015: 61). In this research, there are two variables,
students' learning interest (X). The indicators of this variable are: Give
23
Interest always followed feel happy and satisfied, There is an interest to
years 2016/2017.
used in this research, the writer makes restriction on the definition in a clear
1. The students’ learning interest (X) is the conditions or attention which gave a
boost to the students in learning to achieve the best results. Scores students’
followed feel happy and satisfied, there is an interest to learn, give more
aspects measured in the form the scores of the final semester academic year
24
3.4 Research Paradigm
described as follows:
X Y
English achievement.
Before the sample was collected, the researcher had to determine the
region that consists of object, subject that have quality and certain characteristic
who prescript by researcher for study to pull the conclusion. The whole of
research subject (Arikunto, 2010: 115). Meanwhile Sukardi (2012: 53) also states
which live together in a place and a planned become target conclusion from the
10 Kendari in academic year 2016/2017 which consists of 137 students that has 5
25
Table 3.1
study, because it can ease the burden of researcher by only focus on several
ways. According to Sugiyono (2008: 116) “Sample is a portion of the amount and
choosing the sample, because it is one of the techniques that all individual of
population may have the same opportunity and have been chosen as the sample
(Sukardi, 2010: 58). The way to take this sample used lottery’s style. It is
Kendari especially eleventh grade have the same levels (low, middle and high
26
level), from 137 students in Senior High School the researcher used 35 students to
state that as example while, to analysis of the subject of the trials the can be taken
from 25-40, the number of subjects which is already has enabled to the
implementation and analysis. And from 102 students the researcher used samples.
𝑵
𝒏=
𝟏 + (𝑵 𝒙 𝒆𝟐 )
Description:
n : Number of samples
N : Total population
N
n=
1 + (N x e2 )
137
n=
1 + (137 x 0,052 )
137
n=
1 + ( 137 x 0,0025)
137
n=
1 + 0,3425
137
n=
1,3425
n = 102,0484171
n ≈ 102
So, sample is 102 students.
27
The number of students which is sampled adjusted to the sample size of
𝑵𝒊
𝒏𝒊 = ∙𝒏
𝑵
Description:
n : Number of samples
The specification of the sample from each class can be seen on the table
below:
Table 3.2
28
3.6 Techniques of Collecting Data
The data collecting method is the method to obtain the data in the
research.
3.6.1 Questionnaire
questionnaire in this study is used to collect data on the students’ learning interest.
students’ learning interest. There are two kinds of questionnaire, they are open
and enclosed questionnaire. In this case, the writer used questionnaire enclosed as
such that the respondents were asked to choose one answer that suits the
3.6.2 Documentation
method is used to look for the data concerning matters or the variable that took the
meeting, agenda, etc. In this research uses the documentation technique to collect
data students’ name list, students’ English achievement and profile of school
29
3.7 Research Instrument
researcher to collect the data. Whereas Arikunto (2010: 203) said that the research
make their job easier and get better results, in the sense of a more thorough,
complete and systematic approach so that data is more easily processed. In this
Questionnaires are used to measure the students' learning interest. Here are the
Table 3.3
Item Number
Variable Indicator
Positive Negative
1. Give attention in learning activity 1,2
2. There is feel cheerful in learning
3,4
activity
Students’ 3. Interest always followed feel
learning 5,7,8 6
happy and satisfied
Interest
(X) 4. There is an interest to learn 9,10,11
5. Give more attention in learning
12, 14, 13,15
subject
6. Participate in learning activity 16, 19 17, 18
The scoring technique of the questionnaire is used the Likert Scale type.
The Likert Scale type presents a number of positive and negative statements
regarding the students' learning interest of the which is contain five alternatives of
30
Table 3.4
The criteria for scoring the items on students’ learning interest questionnaire
Score
Criteria
Positive Negative
Very Agree 5 1
Agree 4 2
Less Agree 3 3
Disagree 2 4
Very Disagree 1 5
3.8.1 Validity
is valid if the instrument is able to measure what they want and can reveal the data
of the variables studied appropriately. This validity using the formula developed
𝑁(∑ 𝑋𝑌) − (∑ 𝑋 ∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁(∑ 𝑋 2 ) − (∑ 𝑋)2 }{𝑁(∑ 𝑌 2 ) − (∑ 𝑌)2 }
Where:
rxy : Validity of item
31
According to Arikunto (2010: 213) an instrument is valid if rcount (rxy) is
greater than rtable or equal r table so the instrument is valid. Vice versa if the known
value of rcount (rxy) is smaller than r table, the instrument is not valid.
10 Kendari on May 16, 2017. The analysis of the validity of each item is done by
using Pearson product moment correlation and the calculation is using SPSS 16.
Table 3.5
Result Validity Test Questionnaire
32
Validity for students’ learning interest questionnaire can be seen in the
table above, specifically for corrected item total correlation column, the criteria is
said valid if the coefficient more than or equal 0.334 (rtable α=5%). Based on the
analysis result number 14 (rxy=0.289 and N=35) less than rtable α=5% (0.334). The
conclusion number 14 was not valid, so it can be removed. Based on the validity
0.334, df = 33 and N=35), obtained 18 items are valid while 1 invalid item of the
3.8.2 Reliability
device to collect the data. Reliability is the extent to which the measure will give
the same response under similar circumstances. In other words, Reliability shows
reliable good enough to be used as collecting data because the instrument was
good. Reliability test instrument used Cronbach Alpha formula, with the
following formulation:
𝑘 ∑ 𝜎𝑏
𝑟11 = ( )( )
𝑘−1 𝜎𝑡
Where:
r 11 = Reliability of instrument
33
Instruments have reliability if coefficient value of alpha more than 0.6
(Sunyoto, 2013: 141). Reliability test is using SPSS program version 16.
are as follows:
Table 3.6
Reliability Statistics
Cronbach’s Alpha N of Items
0.765 19
Source SPSS Version 16
Table above can be seen reliability test with Cronbach’s Alpha. The
instruments are said reliable if coefficient value of Alpha (r=0.765) more than 0.6.
statistical analysis which is used to analyze the data by making a real description
about the data that has been collected by the researcher. Also, Sugiyono (2010:
209) said that inferential statistic is a statistical technique that is used to analyze
To analyze the data, the researcher used the mean value and standard
34
Table 3.7
Interval Category
X ≥ (µ + 1,0σ) High
(µ − 1,0σ)≤ X <(µ + 1,0σ) Middle
X < (µ − 1,0σ) Low
Azwar (2007: 149)
Description:
µ= mean
σ= standard deviation
and their English achievement. The data analyzed using the computer program
that is SPSS version 16. Criteria: If rxy > rtable means there is correlation and H1
rejected, Ho is accepted
or low the research set standard based on the standard that was established as
35
correlation is closed to 0, it is low correlation among variables. The significant
coefficient correlation can be seen at the level of significant. The product moment
Table 3.8
36
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter presents and discusses results of the data description: the
students’ learning interest score and the student’ English achievement; and
analysis data: the correlation between students’ learning interest and their English
interest to 102 students as a sample. After the data were collected, the researcher
analyzed them to know how many students having high interest and how many
students having low interest. Second, to get the data about students’ English
achievement, the researcher took the score from the students’ final test. It’s about
what they have learned until second semester in academic year 2016/2017. It was
carried out by copying them from English teacher administration. Finally, after
the researcher analyzed both data to see the correlation between students’ interest
To know it, the researcher gives the questionnaire consists of one hundred and
37
about student's learning interest which has six indicators (give attention in
followed feel happy and satisfied, there is an interest to learn, give more
is using SPSS 16. The data are described on the following table:
Table 4.1
From the table 4.1 above, it showed the Minimum scores from students’
Learning interest (X) is 58, the Maximum score is 89, mean score is 73.56 and
Students’ learning interests were classified into three levels, namely: high,
middle and low category. As for the classification of students' learning interest
Table 4.2
Classification of Student Learning Interest Data
38
Student's learning interest to high category the frequency is 12 students
73.53% percentage, and low category the frequency is 15 students with 14.71%
percentage. This shows that the students’ learning interest at SMAN 10 Kendari in
To know it, the researcher took the score from the students’ final test. It’s about
what they have learned until second semester in academic year 2016/2017. It was
carried out by copying them from administration. The calculation is using SPSS
Table 4.3
From the table 4.3 above, it showed the Minimum scores from students’
English Achievement (Y) is 68, the Maximum score is 90, mean score is 78.26
three categories, namely: high, medium, and low. This classification can be seen
39
Table 4.4
From the table above, it can be seen that the level of students English
year 2016/2017 which is in the high category the frequency is 18 students with a
percentage 72.55%, and in the category low the frequency is 10 students with a
English Achievement
After researcher got the total of students’ learning interest score and their
English achievement, the researcher continued to count them both of the students’
learning interest score and their English learning achievement are correlated by
using Pearson’s Product Moment. The calculation is using SPSS 16. The data are
40
Table 4.5
The Correlation between the Students’ Learning Interest (X) and Their
English Achievement Score (Y)
Students' Students' English
Learning Interest Achievement
(X) (Y)
Students' Pearson Correlation 1 .382**
Learning Sig. (1-tailed) .000
Interest N 102 102
(X)
Students' English Pearson Correlation .382** 1
Achievement Sig. (1-tailed) .000
(Y) N 102 102
**. Correlation is significant at the 0.01 level (1-tailed).
Source SPSS Version 16
From the table above, it was known that rxy= 0.382, df=100 and N=102,
if we compare with the table of “r” values at the degree of significance of 5% and
1%, then the correlation between students’ learning interest and their English
achievement is significant (rxy: rtable = 0.382 > 0.195; rxy: rtable = 0.382 > 0.254).
Table 4.6
41
Based on the table above, it can be seen that the correlation coefficient (r xy
= 0.382) is in interval of 0.20 – 0.39, this means that the correlation belong to
As mentioned before, from the result of the calculation, the value of rxy is
(0.195) and 1% (0.254), the correlation between students’ learning interest and
their English achievement is significant (rxy : rtable = 0.382> 0.195; rxy : rtable =
0.382 > 0.254). So, the one hypothesis (H1) is accepted. The meaning of this
statement is the students’ learning interest has significant correlation with their
English achievement.
4.2 Discussions
student will bring rise to student English achievement and on the contrary if the
low. The student interest low to the causes the students are not to be interested
activities with relate to the learning process. This is because students do not know
the importance of paying attention to and master the English subject delivered by
the teacher. The delivery of the teacher directly cannot be accepted by students,
especially when reading the matter given by the teacher without explanation. This
42
result is supported by the results of Hilmi's research in the International Journals
of Scientific & Technology Research Volume 2, Issue 12, December 2013, the
results showed that achievement Tafsir al-Qur'an has a positive and significant
and conducted discussions with friends. The students who have participate, the
easier activate previous experience, and then the retention can be enhanced. They
feel satisfied get highest score in English lesson. Therefore their English
achievement is better. In accordance with Slameto's (2015: 57) stated that interest
major effect on learning. If the material being studied is not in accordance with
the interests of students, the students will not learn as well as possible because
there is no appeal for him. This research proves that interests theory with related
English achievement.
learning interest and their English achievement can be seen using interpretation of
the help of SPSS version 16, the correlation between the two variables shows a
43
value of 0.382, the value was consulted with interpretation According Sugiyono
(2012: 184) that the correlation index (rxy = 0.382) is in interval of 0.20 – 0.39,
this means that the correlation belong to “low correlation”. This indicates that
students ' learning interest has a low correlation with their English achievement.
In other words, there is a correlation between variable students ' learning interest
teacher and the student have a responsibility in teaching learning process. Teacher
who has a responsibility in teaching, he will give good and clear explanations
about the lesson. Then the students will feel happy and they will get the
order well. In other hand, the teacher gets the students’ interest by the way of his
teaching. This is accordance with the opinion of Slameto (2015: 56) stated that to
achieve the result of learning well, the students have to pay attention to the
material that they learn. Students always study hard the materials that give by the
teacher when the students motivated and interested in their learning; they take
more responsibility for their learning if they have the big of involvement.
The more the students concentrate on the lesson, the better the
something because it either brings them pleasure and more attention in English
prefer a thing than anything else; it can also be manifested through participation in
an activity. Students who have an interest in certain subjects tend to give greater
44
attention to the subject. In harmony with opinion S. Nasution (1998: 58) that the
lesson will run smoothly if there is interest. In other word, students’ having good
interest in doing something will help to concentrate more, remember easily, and is
Students who have higher interest in learning get a better score than the lower
one. Students who have high interest try to pursue knowledge more than those
who have the low one. They tend to be more attentive in learning the lesson. They
always feel happy and interested to do any task given by the teacher. They do not
only learn English in school but also out of the school (They learn English in
school and also out of the school). Of course, with the high frequency of
attendance, and finally they will get good score In other side, students who have
low interest look bored while studying, disturbing their friends. Of course in doing
the task of they cannot do it well. And they will get bad score. In other word they
are looking for attention. This is in line with the theory expressed by the results of
Slameto (2015: 57), Great interest influence on learning, because the lessons
learned when the material is not in accordance with their interests, students’ will
not learn as well as possible, because there is no attraction for him. He was
reluctant to learn, he does not get satisfaction from that lesson. Teaching materials
that students’ interest, more easily memorized and stored, because the interest
45
who get high scores the charging students' learning interest scale also has the good
average value of report card. This is proven from the results of the hypothesis test
in this research which states that H0 of the research is rejected and H1 is accepted.
The meaning of this statement is the students’ learning interest has there is a
that there is significant correlation between students’ learning interest and their
Based on the results of the analysis, this research answers the proposed
46
CHAPTER V
CONCLUSSION AND SUGGESTION
In this chapter, the writer concludes the result of the study based on the
5.1 Conclusion
Based on the result of the data analysis and discussion the finding in the
year 2016/2017. Based on the theory, previous study and the result of finding
5.2 Suggestion
recommmendation for English teachers, the students’ and the next researchers as
follows:
47
1. For the English Teacher; it must expected to improve their students’
care about their students. Because, the students who arrive in the
realize that the same learning task be perceived differently by each learner.
studying English. They are also expected to be more aware that English is
very important in their life. Students who are less interested in learning,
useful for life as well as matters relating to the ideals connection with the
learners, they certainly will not learn well because there is no interest in
3. The next Researcher; for the researchers who are interested in conducting
similar study, they can use this finding as references for their research and
looked for another case that make low correlation between students’
48
REFERENCE
Arden N. Frendsen. (1957). How Child Learning. New York: Mc. Grow-Hill
Book Company Inc.
Gage, N.L, David C.B. (1997). Educational Psychology. Chicago: Rand Mc Nally
Pub.
Gie, The Liang. (2004). Cara Belajar Yang Baik Bagi Mahasiswa. Yogyakarta:
Gajah Mada Press.
49
Hilmi, Fuad. (2013). Analysis Of Relationship Between Learning Achievement Of
Tafsir Al-Quran And Arabic Learning Interests (International Journal of
Scientific & Technology Research Volume 2 , Issue 12, December 2013)
Hornby, A.S. (1995). Oxford advancel Learner Dictionary. Oxford: Oxford
University Press.
Hudaibiah, Sufi. (2009). The Correlation between Student Interest and Their
Achievement in Learning English. Jakarta: Pamulang.
Nur, Kholif Hazin. (2004). Kamus Lengkap Bahasa Indonesia. Surabaya: Usaha
Nasional.
Olivia, Femi. (2011). Teknik Ujian Efektif. Jakarta: Elex Media Komputindo.
50
Sujarweni, V. Wiratna. (2014). Metode Penelitian: Lengkap, Praktis, dan Mudah
Dipahami. Yogyakarta: Pustaka Baru Press.
Sukardi, Dewa ketut. (1994). Belajar dan Pembelajaran. Jakarta: Rineka Cipta.
51
APPENDICES
52
Appendix 1
ANGKET MINAT BELAJAR SISWA
2. Jawablah pertanyaan dengan tanda centang (√) atau silang (X) pada
Skor
Alternatif Jawaban
Positif Negatif
Sangat Setuju (SS) 5 1
Setuju (S) 4 2
Ragu-Ragu(RG) 3 3
Tidak Setuju (TS) 2 4
Sangat Tidak Setuju (SS) 1 5
3. Jawablah semua pertanyaan dengan memilih salah satu dari alternatif jawaban
yang tersedia.
4. Tidak diperkenankan untuk memberikan jawaban lebih dari satu dalam satu
nomor.
Identitas responden:
Nama :
NIS :
Kelas :
Jurusan :
No. Absen :
53
1. Give Attention in Learning Activity (Tiga bulan terakhir)
No. Pernyataan SS S RG TS STS
I pay attention when teacher explain English
subject.
1
(Saya memperhatikan saat guru menjelaskan
mata pelajaran Bahasa Inggris).
I pay attention when teacher give example
question English subject.
2
(Saya memperhatikan saat guru memberikan
contoh soal Bahasa Inggris).
2. There is Feel Cheerful in Learning Activity (Tiga bulan terakhir)
No. Pernyataan SS S RG TS STS
I am glad during follow English subject.
3 (Saya merasa gembira selama mengikuti
pelajaran Bahasa Inggris).
I am waiting for English subject.
4 (Saya sangat menantikan untuk mengikuti
pelajaran Bahasa Inggris).
3. Interest always followed feel Happy and Satisfied (Tiga bulan terakhir)
No. Pernyataan SS S RG TS STS
I feel happy to study English subject inside
school or outside school.
5
(Saya merasa senang untuk belajar Bahasa
Inggris di sekolah maupun diluar sekolah).
I am not satisfied with material was delivered
by teacher.
6 (Saya merasa tidak puas dengan materi pada
pelajaran Bahasa Inggris yang sudah
disampaikan guru).
I am happy can help my friends who don’t
understand the English subject.
7 (Saya merasa senang dapat membantu teman
yang tidak paham pada pelajaran Bahasa
Inggris).
54
I feel satisfied get highest score in English
subject.
8
(Saya merasa puas bisa mendapatkan nilai
tertinggi pada pelajaran Bahasa Inggris).
55
6. Participate in Learning Activity (Tiga bulan terakhir)
No. Pernyataan SS S RG TS STS
I ask question if I don’t understand the English
material.
16
(Saya mengajukan pertanyaan jika ada yang tidak
saya pahami mengenai materi yang disampaikan).
I keep silent when teacher ask question.
17
(Saya diam saja saat guru memberi pertanyaan).
I am dizzy to enter English class.
18 (Saya malas masuk kelas saat pelajaran Bahasa
Inggris).
I discuss about English material which difficult to
understand with my friends.
19
(Saya berdiskusi dengan teman mengenai materi
yang tidak saya pahami).
Questionnaire adapted from Slameto (2015)
56
Appendix 2:
Table
Result of the students’ learning interests Questionnaire for Trial
Item Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
rtabel(α=5%) 0.334 0.334 0.334 0.334 0.334 0.334 0.334 0.334 0.334 0.334 0.334 0.334 0.334 0.334 0.334 0.334 0.334 0.334 0.334
rx y 0.586 0.344 0.535 0.585 0.463 0.335 0.356 0.494 0.475 0.706 0.357 0.687 0.376 0.289 0.384 0.385 0.344 0.359 0.352
Explanation Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Not Valid Valid Valid Valid Valid
57
Correlations
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 r xy
1 Pearson 1 .361* .357* .485** .364* 0.24 .500** 0.24 .452** .336* 0.07 .343* -0.02 0.22 0.19 0.05 -0.07 -0.01 0.01 .586**
Correlation
Sig. (2-tailed) 0.03 0.04 0 0.03 0.17 0 0.16 0.01 0.05 0.69 0.04 0.9 0.21 0.29 0.79 0.68 0.95 0.94 0
N 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35
*
2 Pearson .361 1 .350* 0.27 0.21 -0.11 -0.02 .456** 0.06 .484** 0.11 0.27 -0.17 -0.01 0.02 0.07 -0.05 -0.09 0.12 .344*
Correlation
Sig. (2-tailed) 0.03 0.04 0.12 0.24 0.52 0.9 0.01 0.75 0 0.53 0.12 0.33 0.94 0.92 0.69 0.78 0.63 0.49 0.04
N 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35
3 Pearson .357* .350* 1 .733** .718** 0.19 0.12 0.18 0.13 .336* 0.21 .619** -0.08 0.28 -0.2 -0.15 -0.18 -0.1 0.24 .535**
Correlation
Sig. (2-tailed) 0.04 0.04 0 0 0.27 0.5 0.31 0.47 0.05 0.24 0 0.66 0.1 0.25 0.39 0.3 0.58 0.16 0
N 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35
4 Pearson .485** 0.27 .733** 1 .744** 0.19 0.3 0.06 .440** 0.24 0.14 .658** -0.01 .413* -0.24 -0.27 -0.22 -0.14 0.19 .585**
Correlation
Sig. (2-tailed) 0 0.12 0 0 0.28 0.08 0.75 0.01 0.16 0.44 0 0.97 0.01 0.17 0.13 0.21 0.44 0.29 0
N 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35
5 Pearson .364* 0.21 .718** .744** 1 0.21 .387* 0.03 .402* 0.32 0.06 .364* -0.11 .343* -0.14 -.336* -0.18 -0.29 -0.08 .463**
Correlation
Sig. (2-tailed) 0.03 0.24 0 0 0.23 0.02 0.86 0.02 0.06 0.71 0.03 0.54 0.04 0.41 0.05 0.29 0.09 0.66 0.01
N 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35
6 Pearson 0.24 -0.11 0.19 0.19 0.21 1 0.29 0.1 0.22 -0.11 -0.04 -0.14 0.07 0.04 0.12 0.22 0.07 0.06 -0.03 .335*
Correlation
Sig. (2-tailed) 0.17 0.52 0.27 0.28 0.23 0.09 0.57 0.21 0.53 0.84 0.44 0.69 0.83 0.48 0.21 0.68 0.72 0.86 0.05
N 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35
7 Pearson .500** -0.02 0.12 0.3 .387* 0.29 1 0.27 .403* 0.06 -0.01 0.01 -0.22 .450** -0.04 -0.01 -0.04 -0.09 -0.29 .356*
Correlation
Sig. (2-tailed) 0 0.9 0.5 0.08 0.02 0.09 0.12 0.02 0.74 0.95 0.97 0.2 0.01 0.8 0.95 0.82 0.61 0.09 0.04
N 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35
**
8 Pearson 0.24 .456 0.18 0.06 0.03 0.1 0.27 1 0.11 .579** 0.01 0.18 0.13 -0.08 0.06 0.22 0.1 0.29 0.22 .494**
Correlation
Sig. (2-tailed) 0.16 0.01 0.31 0.75 0.86 0.57 0.12 0.52 0 0.97 0.3 0.45 0.65 0.73 0.2 0.57 0.09 0.2 0
N 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35
9 Pearson .452** 0.06 0.13 .440** .402* 0.22 .403* 0.11 1 .369* 0.17 .339* 0.15 0.28 0.11 -0.06 -0.22 -.366* -0.11 .475**
Correlation
Sig. (2-tailed) 0.01 0.75 0.47 0.01 0.02 0.21 0.02 0.52 0.03 0.32 0.05 0.39 0.11 0.52 0.75 0.2 0.03 0.54 0
N 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35
10 Pearson .336* .484** .336* 0.24 0.32 -0.11 0.06 .579** .369* 1 .338* .526** 0.29 0.03 .353* 0.18 0.27 0.15 0.28 .706**
Correlation
Sig. (2-tailed) 0.05 0 0.05 0.16 0.06 0.53 0.74 0 0.03 0.05 0 0.09 0.89 0.04 0.3 0.11 0.39 0.1 0
N 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35
11 Pearson 0.07 0.11 0.21 0.14 0.06 -0.04 -0.01 0.01 0.17 .338* 1 0.27 -0.12 0.2 0.25 0.31 .354* 0.11 -0.11 .357*
Correlation
Sig. (2-tailed) 0.69 0.53 0.24 0.44 0.71 0.84 0.95 0.97 0.32 0.05 0.11 0.5 0.24 0.15 0.07 0.04 0.53 0.53 0.04
N 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35
12 Pearson .343* 0.27 .619** .658** .364* -0.14 0.01 0.18 .339* .526** 0.27 1 0.25 0.25 0.02 0.13 -0.03 0.19 .583** .687**
Correlation
Sig. (2-tailed) 0.04 0.12 0 0 0.03 0.44 0.97 0.3 0.05 0 0.11 0.14 0.16 0.9 0.47 0.88 0.26 0 0
N 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35
13 Pearson -0.02 -0.17 -0.08 -0.01 -0.11 0.07 -0.22 0.13 0.15 0.29 -0.12 0.25 1 -0.12 .401* 0.24 .405* .366* 0.23 .376*
Correlation
Sig. (2-tailed) 0.9 0.33 0.66 0.97 0.54 0.69 0.2 0.45 0.39 0.09 0.5 0.14 0.48 0.02 0.17 0.02 0.03 0.18 0.03
N 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35
14 Pearson 0.22 -0.01 0.28 .413* .343* 0.04 .450** -0.08 0.28 0.03 0.2 0.25 -0.12 1 -0.05 0.02 -0.12 -0.19 -0.17 0.29
Correlation
Sig. (2-tailed) 0.21 0.94 0.1 0.01 0.04 0.83 0.01 0.65 0.11 0.89 0.24 0.16 0.48 0.77 0.92 0.51 0.28 0.34 0.09
N 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35
15 Pearson 0.19 0.02 -0.2 -0.24 -0.14 0.12 -0.04 0.06 0.11 .353* 0.25 0.02 .401* -0.05 1 .478** .585** 0.32 -0.08 .384*
Correlation
Sig. (2-tailed) 0.29 0.92 0.25 0.17 0.41 0.48 0.8 0.73 0.52 0.04 0.15 0.9 0.02 0.77 0 0 0.06 0.67 0.02
N 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35
16 Pearson 0.05 0.07 -0.15 -0.27 -.336* 0.22 -0.01 0.22 -0.06 0.18 0.31 0.13 0.24 0.02 .478** 1 .436** .532** 0.25 .385*
Correlation
Sig. (2-tailed) 0.79 0.69 0.39 0.13 0.05 0.21 0.95 0.2 0.75 0.3 0.07 0.47 0.17 0.92 0 0.01 0 0.16 0.02
N 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35
17 Pearson -0.07 -0.05 -0.18 -0.22 -0.18 0.07 -0.04 0.1 -0.22 0.27 .354* -0.03 .405* -0.12 .585** .436** 1 .582** 0.07 .344*
Correlation
Sig. (2-tailed) 0.68 0.78 0.3 0.21 0.29 0.68 0.82 0.57 0.2 0.11 0.04 0.88 0.02 0.51 0 0.01 0 0.71 0.04
N 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35
18 Pearson -0.01 -0.09 -0.1 -0.14 -0.29 0.06 -0.09 0.29 -.366* 0.15 0.11 0.19 .366* -0.19 0.32 .532** .582** 1 .469** .359*
Correlation
Sig. (2-tailed) 0.95 0.63 0.58 0.44 0.09 0.72 0.61 0.09 0.03 0.39 0.53 0.26 0.03 0.28 0.06 0 0 0 0.03
N 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35
19 Pearson 0.01 0.12 0.24 0.19 -0.08 -0.03 -0.29 0.22 -0.11 0.28 -0.11 .583** 0.23 -0.17 -0.08 0.25 0.07 .469** 1 .352*
Correlation
Sig. (2-tailed) 0.94 0.49 0.16 0.29 0.66 0.86 0.09 0.2 0.54 0.1 0.53 0 0.18 0.34 0.67 0.16 0.71 0 0.04
N 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35
r xy Pearson .586** .344* .535** .585** .463** .335* .356* .494** .475** .706** .357* .687** .376* 0.29 .384* .385* .344* .359* .352* 1
Correlation
Sig. (2-tailed) 0 0.04 0 0 0.01 0.05 0.04 0 0 0 0.04 0 0.03 0.09 0.02 0.02 0.04 0.03 0.04
N 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35
*. Correlation is significant at the 0.05
levelat(2-tailed).
**. Correlation is significant the 0.01
level (2-tailed).
58
Appendix 3
2. Jawablah pertanyaan dengan tanda centang (√) atau silang (X) pada kolom
Skor
Alternatif Jawaban
Positif Negatif
Sangat Setuju (SS) 5 1
Setuju (S) 4 2
Ragu-Ragu(RG) 3 3
Tidak Setuju (TS) 2 4
Sangat Tidak Setuju 1 5
(SS)
4. Tidak diperkenankan untuk memberikan jawaban lebih dari satu dalam satu
nomor.
Identitas responden :
Nama :
Kelas :
No. Absen :
59
1. Give Attention in Learning Activity (Tiga bulan terakhir)
No. Pernyataan SS S RG TS STS
I pay attention when teacher explain English
subject.
1
(Saya memperhatikan saat guru menjelaskan
mata pelajaran Bahasa Inggris).
I pay attention when teacher give example
question English subject.
2
(Saya memperhatikan saat guru memberikan
contoh soal Bahasa Inggris).
2. There is Feel Cheerful in Learning Activity (Tiga bulan terakhir)
No. Pernyataan SS S RG TS STS
I am glad during follow English subject.
3 (Saya merasa gembira selama mengikuti
pelajaran Bahasa Inggris).
I am waiting for English subject.
4 (Saya sangat menantikan untuk mengikuti
pelajaran Bahasa Inggris).
3. Interest always followed feel Happy and Satisfied (Tiga bulan terakhir)
No. Pernyataan SS S RG TS STS
I feel happy to study English subject inside
school or outside school.
5
(Saya merasa senang untuk belajar Bahasa
Inggris di sekolah maupun diluar sekolah).
I am not satisfied with material was delivered
by teacher.
6 (Saya merasa tidak puas dengan materi pada
pelajaran Bahasa Inggris yang sudah
disampaikan guru).
I am happy can help my friends who don’t
understand the English subject.
7 (Saya merasa senang dapat membantu teman
yang tidak paham pada pelajaran Bahasa
Inggris).
60
I feel satisfied get highest score in English
subject.
8
(Saya merasa puas bisa mendapatkan nilai
tertinggi pada pelajaran Bahasa Inggris).
61
I keep silent when teacher ask question.
16
(Saya diam saja saat guru memberi pertanyaan).
I am dizzy to enter English class.
17 (Saya malas masuk kelas saat pelajaran Bahasa
Inggris).
I discuss about English material which difficult to
understand with my friends.
18
(Saya berdiskusi dengan teman mengenai materi
yang tidak saya pahami).
Questionnaire adapted from Slameto (2015)
62
Appendix 4:
Table
Result of the students’ learning interests Questionnaire
Score Item of the Students' Learning Interest Total
NO Class Respondent
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Score
1 XI IPA 1 ABD AHMAD R AL ISRA 5 4 4 4 4 3 4 4 4 4 4 4 4 4 4 4 4 4 72
2 XI IPA 1 AIDIL FURQAN 4 5 4 4 4 4 4 4 4 4 4 4 3 3 3 3 3 5 69
3 XI IPA 1 ALVERY 5 5 5 4 5 3 5 4 4 4 4 4 3 3 4 4 4 4 74
4 XI IPA 1 DEVI ALVIANTI 5 5 5 5 4 4 4 5 4 4 5 5 5 5 5 4 5 4 83
5 XI IPA 1 FARID REZAL 4 4 5 5 5 4 4 5 4 4 4 4 3 3 4 4 3 3 72
6 XI IPA 1 IRSAN 4 4 4 4 4 3 4 5 4 4 4 4 3 3 5 5 5 5 74
7 XI IPA 1 KARYANTO SAMSI 5 5 4 4 4 4 5 5 4 5 4 5 4 4 5 4 5 5 81
8 XI IPA 1 LOLA AULIA M 4 4 4 4 4 2 4 4 4 4 4 4 5 4 4 4 4 4 71
9 XI IPA 1 MUH. ZULFIKAR 4 4 4 4 4 3 4 4 4 4 4 4 4 4 4 4 4 4 71
10 XI IPA 1 MUHAMMAD ALI NUR 5 5 4 4 4 4 4 4 4 4 4 4 4 5 5 5 5 4 78
11 XI IPA 1 MUHAMMAD FIKRAM SURYA 4 4 4 4 4 4 4 4 4 4 4 4 5 5 4 4 4 4 74
12 XI IPA 1 NUR INTAN 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 72
13 XI IPA 1 SALNA DAFANJANI 4 4 4 4 4 5 4 4 4 4 5 4 4 5 5 5 5 5 79
14 XI IPA 1 SINAR FEBRIANTI 5 5 4 4 4 4 4 5 4 4 4 4 4 4 5 5 5 5 79
15 XI IPA 1 SIRMA 5 4 4 5 5 4 5 5 4 4 5 4 4 5 5 4 5 5 82
16 XI IPA 1 TARI MAR'ATHUS 4 4 4 4 5 4 4 5 4 4 5 4 3 3 4 4 4 4 73
17 XI IPA 1 VINI SINTIA BERLIAN 4 4 4 4 4 4 4 4 4 4 4 4 5 5 4 5 5 5 77
18 XI IPA 1 WD. NUR ISLAMIAH 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 4 73
19 XI IPA 1 WIRA SETIAWAN 4 5 4 4 4 3 5 5 4 4 5 4 4 4 5 5 4 4 77
20 XI IPA 1 YENI MUSRIANI 5 4 4 4 5 3 4 5 5 4 4 4 5 4 4 4 4 4 76
21 XI IPA 2 ADEN MUTAQIN O. 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 89
22 XI IPA 2 ASIH NOFRIASIH K. 5 5 5 4 5 4 5 4 4 4 5 5 5 5 5 5 5 5 85
23 XI IPA 2 DENI SUGONO 4 4 4 4 4 3 4 5 4 3 3 4 5 4 5 4 4 5 73
24 XI IPA 2 EDWIN 4 4 4 4 4 4 4 4 4 4 4 4 4 3 5 3 5 4 72
25 XI IPA 2 FEBRIANSYAH ARSYAD 4 4 4 4 5 4 4 4 4 4 4 4 5 4 4 4 4 4 74
26 XI IPA 2 HUSAENA HUSEN 4 4 4 4 4 4 4 4 3 3 4 4 4 4 5 4 5 4 72
27 XI IPA 2 IKRAM SRIJAYA 5 5 5 5 4 4 4 4 2 3 4 4 4 5 4 4 5 4 75
28 XI IPA 2 INDENG RATNA SARI 4 5 4 4 5 4 5 5 3 4 4 4 4 4 4 4 5 4 76
29 XI IPA 2 INDRA JAYA LA HARUDU 5 5 4 4 4 4 4 4 3 4 4 4 4 4 4 4 4 5 74
30 XI IPA 2 KURNIAWAN 4 5 4 4 4 4 4 4 4 4 4 4 4 4 5 4 4 4 74
31 XI IPA 2 M. MUNAWIR 4 4 5 5 5 4 4 5 5 4 4 4 3 4 4 4 4 4 76
32 XI IPA 2 MOCHAMMAD YAHDIMAN 5 4 4 5 4 5 4 4 4 4 4 4 4 4 4 3 4 4 74
33 XI IPA 2 MUH. FEDRIANYAH 5 4 4 4 5 5 4 5 5 5 4 5 4 5 4 4 3 4 79
34 XI IPA 2 MUH. SABRIN NANDAR 5 4 4 4 5 2 3 5 4 4 5 4 5 4 4 4 4 4 74
35 XI IPA 2 NABILA ERSI ATIKA 5 5 5 5 4 2 5 5 3 4 5 5 4 4 5 4 4 5 79
36 XI IPA 2 NILA ANGGRAINI 5 5 3 3 3 3 3 5 3 3 5 5 5 5 5 5 5 3 74
37 XI IPA 2 NUR ASISAH 4 4 4 4 4 5 4 4 4 4 4 4 4 3 5 4 4 4 73
38 XI IPA 2 PUTRI AMALIA 5 5 5 4 5 3 4 5 4 4 5 4 3 5 5 5 5 5 81
39 XI IPA 2 RENANING TRI SEPTIAN 4 5 4 4 4 4 4 5 2 4 4 4 4 4 4 4 4 4 72
40 XI IPA 2 RIFKI RIFALDI 5 5 4 4 4 3 5 5 5 4 4 5 5 4 5 3 3 5 78
41 XI IPA 2 SHINDYA OCTAVIANI R. 5 5 5 5 4 4 5 5 5 5 5 5 5 5 5 4 5 4 86
42 XI IPA 2 SYAHRIL RAMADHAN 5 5 4 4 4 3 5 4 4 3 5 4 5 4 5 5 5 4 78
43 XI IPA 3 ADILLA MUWAHADDAH 5 5 5 5 5 4 4 4 3 4 5 5 3 4 5 5 5 4 80
44 XI IPA 3 AHMAD RIZAL DARWIS 4 5 4 4 4 4 4 4 3 4 4 4 3 4 5 5 5 5 75
45 XI IPA 3 AJAIB BASODE 4 4 3 4 3 3 4 4 3 4 4 4 3 4 4 3 4 4 66
46 XI IPA 3 ALDIMAN 3 4 5 4 4 4 5 4 4 3 4 5 4 3 5 4 5 5 75
47 XI IPA 3 ASYAH SRI DEWI 5 5 4 4 4 4 4 3 2 4 4 4 4 4 3 4 4 4 70
48 XI IPA 3 DADANG SUMARDIN 5 5 5 5 5 3 4 4 5 5 5 5 2 3 4 2 5 4 76
49 XI IPA 3 ERIK SAID 4 5 4 4 3 4 3 5 2 4 5 4 4 4 5 4 5 3 72
50 XI IPA 3 FITRIA LAILA SARAMPANG 4 4 3 3 4 4 5 5 3 4 3 3 3 3 3 4 5 4 67
63
Score Item of the Students' Learning Interest Total
NO Class Respondent
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Score
51 XI IPA 3 HILDA PRATIWI PUTRI 4 4 4 2 3 2 4 5 2 4 4 4 2 4 5 4 5 5 67
52 XI IPA 3 HILTON ESBAGEO 5 4 4 1 4 5 3 5 1 4 5 5 2 2 2 1 3 3 59
53 XI IPA 3 IRNA 4 4 3 3 3 3 4 4 3 4 4 3 3 3 3 3 3 3 60
54 XI IPA 3 LISRA MEYLARA 4 4 4 4 4 3 3 4 2 2 4 4 4 4 3 3 4 3 63
55 XI IPA 3 MUFTI HIDAYAT SAMBIA 4 4 4 4 5 4 4 5 2 5 5 4 3 4 5 5 5 5 77
56 XI IPA 3 MUH ARIS SULAEMAN 3 3 5 4 2 1 3 4 4 2 4 5 4 2 3 4 1 4 58
57 XI IPA 3 MUH ASHAR NAWIR 5 5 5 5 5 3 5 5 3 5 5 5 3 3 5 4 5 5 81
58 XI IPA 3 MUH FANDI HIDAYAT 5 5 4 4 4 4 5 4 4 4 5 4 4 4 5 4 4 4 77
59 XI IPA 3 MUHAMMAD ARDIANYAH Z. 5 4 4 4 4 3 5 4 3 4 5 4 2 4 5 4 5 4 73
60 XI IPA 3 NUR ZAKYAH SAFITRI 5 5 4 4 4 5 4 5 3 4 5 4 4 4 4 4 5 4 77
61 XI IPA 3 REZKI 4 4 5 5 5 4 4 4 4 4 4 4 4 4 4 4 4 4 75
62 XI IPA 3 RIZAL BASRI 5 5 4 5 5 4 4 4 4 4 5 5 4 4 4 5 5 4 80
63 XI IPA 3 WAODE JIANA 4 5 4 5 5 5 4 4 4 4 4 5 4 4 4 4 5 4 78
64 XI IPS 1 AKBAR 5 5 4 4 5 4 5 5 4 4 4 4 4 4 4 4 5 4 78
65 XI IPS 1 ALFARID RAHMANSYAH S. 4 4 4 4 4 3 4 4 4 4 4 4 4 4 4 4 4 4 71
66 XI IPS 1 ANDI ANDRI KURNIAWAN 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 72
67 XI IPS 1 ANDI MUH.FIKRI TJANDA 4 5 5 4 4 4 4 4 5 4 4 4 4 4 4 4 4 4 75
68 XI IPS 1 DARMAN 5 5 4 4 4 3 3 5 4 4 4 4 4 4 5 5 4 4 75
69 XI IPS 1 DIRGA ANTORO 4 5 5 5 5 5 4 4 4 5 4 4 4 4 4 4 4 4 78
70 XI IPS 1 FAJAR MAHRUL 4 4 5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 73
71 XI IPS 1 IKA RISWATI 5 4 4 4 5 5 4 5 5 5 4 5 2 1 4 4 4 4 74
72 XI IPS 1 INDA ARILIA 4 5 4 4 4 3 4 4 4 4 4 4 3 3 4 4 4 4 70
73 XI IPS 1 MARIO BASLHER 5 5 5 4 5 5 5 5 4 4 5 5 4 4 5 5 5 5 85
74 XI IPS 1 MUH. ASHARI 5 4 4 4 5 3 4 5 4 4 5 4 4 5 4 4 4 4 76
75 XI IPS 1 MUH. FADLI K. 4 4 4 4 4 3 4 5 3 4 4 4 4 3 4 3 4 5 70
76 XI IPS 1 MUH.AKBAR SALEH 5 5 5 5 4 1 5 5 5 5 5 5 5 5 5 4 5 4 83
77 XI IPS 1 MUHAMMAD ALVIKRAM 5 5 4 4 4 3 4 4 4 4 4 4 4 5 5 5 5 4 77
78 XI IPS 1 NOLAN 4 4 5 5 5 4 4 4 5 5 4 4 4 4 5 4 4 4 78
79 XI IPS 1 RAY MULYAN AFIF M 5 5 4 3 3 4 4 4 1 4 4 4 3 5 5 5 5 4 72
80 XI IPS 1 REFKI 4 4 4 4 4 3 4 4 3 3 4 4 3 3 4 3 3 4 65
81 XI IPS 1 RISNAYANTI 5 4 4 4 4 3 4 4 3 4 4 4 4 4 4 4 4 2 69
82 XI IPS 1 SAMULI 5 5 4 4 3 4 4 5 3 4 4 4 3 3 5 3 4 4 71
83 XI IPS 1 TIWAN YULIANTO 4 4 5 5 5 4 4 5 3 4 4 4 3 3 4 4 3 3 71
84 XI IPS 2 ABD.RAUF 5 5 4 3 2 2 4 5 3 3 4 3 3 1 4 2 2 4 59
85 XI IPS 2 ALFAN ALFIAN 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4 3 4 70
86 XI IPS 2 ALY IDRIS DODO 4 4 4 3 4 4 4 4 3 4 4 3 3 3 4 3 4 3 65
87 XI IPS 2 ANGGREANI PEBRIANTI 4 5 5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 74
88 XI IPS 2 DARMA YANTI 4 4 4 4 4 2 3 5 3 3 4 4 4 3 4 2 4 5 66
89 XI IPS 2 FAKIH HIDAYATULLAH 4 4 5 4 4 4 4 4 4 4 4 4 4 3 4 4 4 3 71
90 XI IPS 2 FERRY FADLY 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 72
91 XI IPS 2 FIKRAM SAPUTRA 5 4 4 5 4 3 4 5 3 3 4 5 1 2 4 1 1 1 59
92 XI IPS 2 HERDIN FILANGI 4 4 4 3 4 3 4 4 4 4 4 3 2 4 4 3 4 4 66
93 XI IPS 2 IMAN AJAIS 4 4 4 4 3 3 3 3 4 2 2 4 2 4 4 3 4 4 61
94 XI IPS 2 KASMILA 5 5 5 5 5 5 4 5 4 4 4 4 5 4 4 2 3 4 77
95 XI IPS 2 L.M SHAHIBUL KARAMA 4 4 4 4 4 3 4 5 4 3 3 4 5 4 5 4 4 5 73
96 XI IPS 2 LUKY REZA 4 5 5 5 4 4 4 4 4 4 5 4 4 4 4 3 4 3 74
97 XI IPS 2 MUH.SABARA 5 5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 74
98 XI IPS 2 NURDESI KURNIAWATI K. 4 5 5 5 4 4 4 4 5 4 5 5 3 4 4 4 4 2 75
99 XI IPS 2 SAWAL SADRI 4 4 4 5 5 4 4 4 4 4 4 4 4 4 4 4 4 4 74
100 XI IPS 2 SUARDI 4 4 4 4 4 4 4 5 4 3 3 4 4 3 4 3 3 5 69
101 XI IPS 2 SUMARDIN 4 4 4 4 4 4 3 4 2 4 4 2 2 2 4 4 4 4 63
102 XI IPS 2 ZULKARNAEN SUDIRMAN 5 4 4 4 4 5 4 5 4 4 4 4 5 4 5 5 4 3 77
64
Appendix 5:
PEMERINTAHAN KOTA KENDARI
DINAS PENDIDIKAN DAN KEBUDAYAAN
SMA NEGERI 10 KENDARI
Jalan Boulevard Kel. Mokou, Kec. Kambu. Kode Pos: 3923
Website: www.sman10kendari.sch.id, email: sma10kendari@yahoo.com
REKAPITULASI NILAI
NILAI RAPOR
No NAMA SISWA L/P KOGNITIF PSYCOMOTOR AFEKTIF
1 ABD AHMAD R AL ISRA L 75 75 C
2 AIDIL FURQAN L 75 75 C
3 ASNAWATI SHINTIA D P 77 77 B
4 DEVI ALVIANTI P 80 80 B
5 FARID REZAL L 72 74 C
6 IRSAN L 75 76 B
7 KARYANTO SAMSI L 78 78 B
8 LOLA AULIA M P 77 77 B
9 MUH. ZULFIKAR L 76 76 B
10 MUHAMMAD ALI NUR L 79 78 A
11 NUR INTAN P 78 77 B
12 RAMADAN AL FURQAN L 76 76 B
13 REZA KURNIAWAN N L 77 76 B
14 SALNA DAFANJANI P 80 79 A
15 SINAR FEBRIANTI P 78 79 B
16 SIRMA P 76 76 B
17 SUKMAWATI RAHMAN P 77 76 B
18 TARI MAR'ATHUS P 79 78 A
19 VINI SINTIA BERLIAN P 77 77 B
20 WD. NUR ISLAMIAH P 77 77 B
21 WIRA SETIAWAN L 76 77 B
22 YENI MUSRIANI P 80 80 A
23 MUHAMMAD FIKRAM L 76 76 B
24 SIGIT RAHMAN L 78 78 B
25 ALVERY L 76 76 B
26 AGUS TRIPALDI L 76 77 B
27 SUFIATI P 76 77 B
65
PEMERINTAHAN KOTA KENDARI
DINAS PENDIDIKAN DAN KEBUDAYAAN
SMA NEGERI 10 KENDARI
Jalan Boulevard Kel. Mokou, Kec. Kambu. Kode Pos: 3923
Website: www.sman10kendari.sch.id, email: sma10kendari@yahoo.com
REKAPITULASI NILAI
66
PEMERINTAHAN KOTA KENDARI
DINAS PENDIDIKAN DAN KEBUDAYAAN
SMA NEGERI 10 KENDARI
Jalan Boulevard Kel. Mokou, Kec. Kambu. Kode Pos: 3923
Website: www.sman10kendari.sch.id, email: sma10kendari@yahoo.com
REKAPITULASI NILAI
67
DINAS PENDIDIKAN DAN KEBUDAYAAN
SMA NEGERI 10 KENDARI
Jalan Boulevard Kel. Mokou, Kec. Kambu. Kode Pos: 3923
Website: www.sman10kendari.sch.id, email: sma10kendari@yahoo.com
REKAPITULASI NILAI
NILAI RAPOR
No NAMA SISWA L/P KOGNITIF PSYCOMOTOR AFEKTIF
1 ABD.RAUF L 77 76 B
2 ALFAN ALFIAN L 75 76 B
3 ALY IDRIS DODO L 68 72 C
4 ANGGREANI PEBRIANTI P 75 76 B
5 ARNI SUNIRA P 78 78 A
6 DARMA YANTI P 77 77 B
7 FAJAR FATRIDANSYAH M. L 76 76 B
8 FERRY FADLY L 72 70 C
9 HERDIN FILANGI L 76 76 B
10 IMAN AJAIS L 75 74 B
11 LUKY REZA L 76 75 B
12 MUH. RAHMILEN L 74 75 C
13 MUH.SABARA L 75 75 C
14 MUH.IKFAR AZIS L 75 75 C
15 NURDESI KURNIAWATI K. P 79 79 A
16 SAWAL SADRI L 76 76 B
17 SUARDI L 75 75 B
18 SUMARDIN L 75 75 B
19 ZULKARNAEN SUDIRMAN L 77 77 B
20 KASMILA P 79 79 A
21 FIKRAM SAPUTRA L 75 75 C
22 FAKIH HIDAYATULLAH L 73 74 C
23 MUH.RIZKI L 74 74 C
24 M. ALFANDI L 73 70 C
25 L..M SHAHIBUL KARAMA L 73 70 B
26 RONI MAHAPUTRA L 51 50 C
68
Appendix 6:
Tabel
Nilai r Product Moment
69
Appendix 7:
DOCUMENTATION
70
71
72