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THE CORRELATION BETWEEN STUDENTS’ LEARNING INTEREST

AND THEIR ENGLISH ACHIEVEMENT


AT SMAN 10 KENDARI

THESIS

Submitted as Partial Fulfillments of the Requirements for Degree of Sarjana


Pendidikan of English Department

BY:

YULIANA

A1D4 12 012

TEACHER TRAINING AND EDUCATION FACULTY


HALU OLEO UNIVERSITY
KENDARI
2019
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iii
ABSTRACT

THE CORRELATION BETWEEN STUDENTS’ LEARNING INTEREST


AND THEIR ENGLISH ACHIEVEMENT AT SMAN 10 KENDARI

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.

Keyword: Correlation, Learning Interest, English Achievement

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

companions, who had struggled to peach Islam to the hole.

The researcher is particularly indebted to her supervisors, Drs. H. Firdaus

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

from them through the meaningful consultations in completing this study.

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

given suggestion or recommendation for making this study better.

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

Suhartini, M.Hum as the head of English Department of Teacher Training

Education Faculty of Halu Oleo University and Wa Ode Fatmawati, S.Pd., M.A as

the secretary of English Department of Teacher Training Education Faculty of

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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

thankfulness to Allah SWT.

Thanks a lot to Yuliana beloved, La Ode Andum, who have supported,

motivated, gave spirit and patiently accompanied her in all condition to complete

this study. She will never forget all of you.

For all my senior and my junior at English Department of Halu Oleo

University, thank you very much for your comments, critics, and advices in

guiding me on my research. Furthermore, to all of my friends in English

Department especially students of 2012 academic year. Thank for all moment and

I am very grateful to my friends who encouraged me to finish my result.

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

in order to make it more useful for all of us.

Kendari, Februari 2019

The Writer

vi
LIST OF CONTENT

TITLE SHET ...................................................................................................... i

APPROVAL SHEET .......................................................................................... ii

LEGALIZATION SHEET ................................................................................. iii

ABSTRACT ...................................................................................................... iv

ACHNOWLEDGMENT ...................................................................................... v

LIST OF CONTENT ......................................................................................... vii

LIST OF TABLES ................................................................................................ x

LIST OF APPENDIX ......................................................................................... xi

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

1.1 Background of Research ....................................................................... 1

1.2 Research Question ................................................................................ 8

1.3 Objective of the Research ..................................................................... 8

1.4 Scope of the Research ........................................................................... 8

1.5 Significant of the Research ................................................................... 8

1.6 Hypothesis of the Research .................................................................. 9

1.7 Definition of Terms .............................................................................. 9

CHAPTER II LITRTURE REVIEW .............................................................. 10

2.1 The Concept Students’ Learning Interest ............................................. 10

2.1.1 The Definition of Interest ............................................................ 10

2.1.2 The Definition of Learning ......................................................... 14

2.1.3 The Definition of Students’ Learning Interest ........................... 15

2.1.4 Factors Influence of Students’ learning Interest ......................... 16

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2.1.5 The Indicators of Students’ Learning Interest ............................. 17

2.1.6 The function of Students’ Interest ............................................. 19


2.2 Students’ English Achievement ........................................................... 20

2.2.1 Definotion of Achievement ........................................................ 20

2.3 Review of Previous Study ................................................................... 22

CHAPTER III RESEARCH METHOD ......................................................... 23

3.1 Research Design .................................................................................. 23

3.2 Variable of Research............................................................................ 23

3.3 Operational Definition of Variable ...................................................... 24

3.4 Research Paradigm .............................................................................. 25

3.5 Population and Sample ........................................................................ 25

3.5.1 Population................................................................................... 25

3.5.2 Sample ........................................................................................ 26

3.6 Technique of Collecting Data .............................................................. 29

3.6.1 Questionnaire ............................................................................. 29

3.6.2 Documentation ........................................................................... 29

3.7 Research Instrument ............................................................................ 30

3.8 Pilot of research ................................................................................... 31

3.8.1 Validity ....................................................................................... 31

3.8.2 Reliability ................................................................................... 33

3.9 Technique of Data Analysis................................................................. 34

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ..................... 37

4.1 Research Findings ................................................................................ 37

4.1.1 Data Description ......................................................................... 37

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4.1.1.1 The Students’ Learning Interest Score ........................... 37

4.1.1.2 The Students’ English Achievement .............................. 39

4.1.2 Analysis Data ............................................................................. 40

4.1.2.1 The Correlation between The Students’ Learning

Interest and their English Achievement ......................... 40

4.1.2.2 Analysis Hypothesis of the Research ............................. 42

4.2 Discussion ............................................................................................ 42

CHAPTER V CONCLUSION AND SUGGESTION .................................... 47

5.1 Conclusion ........................................................................................... 47

5.2 Suggestion............................................................................................ 47

REFERENCE .................................................................................................... 49

APPENDIX ........................................................................................................ 52

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LIST OF TABLE

3.1 The List Population of Students’ Class Eleventh Grade SMAN 10

Kendari ................................................................................................ 26

3.2 The List Sample of Students’ Class Eleventh Grade SMAN 10

Kendari ................................................................................................ 28

3.3 Indicator of Students’ Learning Interest ............................................. 30

3.4 The criteria for scoring the items on students’ learning interest ......... 31

3.5 Result Validity Test Questionnaire ...................................................... 32

3.6 Result of Instrument Reliability Questionnaire ................................... 34

3.7 Variable Categorization Formula ........................................................ 35

3.8 Correlation Coefficient Interpretation Guidelines ............................... 36

4.1 Descriptive Statistics of Students Learning Interest (X) ..................... 38

4.2 Classification of Student Learning Interest Data ................................. 38

4.3 Descriptive Statistics of Students English Achievement (Y) ............... 39

4.4 Classification of Students' English Achievement Data ....................... 40

4.5 The Correlation between the Students’ Learning Interest (X) and

Their English Achievement Score (Y) ................................................ 41

4.6 Correlation Coefficient value of product moment ............................... 41

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LIST OF APPENDIX

Appendix 1. The total items of the students’ learning interests questionnaire

are 19 items .................................................................................... 53

Appendix 2. Table Result of the students’ learning interests Questionnaire for

Trial ................................................................................................ 57

Appendix 3. The total items of questionnaire are 18 items ............................... 59

Appendix 4. Table Result of the students’ learning interests Questionnaire ..... 63

Appendix 5.The rapport Data of Students’ Achievement in Learning English

Subject ........................................................................................... 65

Appendix 6. r Table............................................................................................. 69

Appendix 7. The Documentation of SMAN 10 Kendari .................................... 70

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CHAPTER I
INTRODUCTION

This chapter presents and discusses background of research, research

question, objective of the research, scope of the research, significance of the

research, hypothesis, and definition of terms.

1.1 Background of Research

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

in the face of challenges.

In general, Interest is related to intrinsic motivation and is centered on the

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

tendency or elevated passion or eagerness on something (Syah, 2001: 136).

Interest is one of psychological factors effecting students’ achievement in quantity

and quality (Tohirin, 2005: 117). Interest is as a drive in successful learning. It

shows that students’ interest will drive people to do something. Interest can also

be defined as a condition happened when a person see some characteristics or

interpretations of a temporary situation that have something in common with her

or his personal needs and wants (Sardiman, 2003:76). According to Marimba

(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

accompanied by feelings of pleasure will be something that. Exposure can be

concluded that, interest is a fixed tendency to notice and remember some of the

activities.

Hilgard which is quoted by Slameto (2015: 57) gives definition of

interest as follows, “Interest is persisting tendency to pay attention to and enjoy

some activity or content”. Interest is constant tendency to pay attention and do

something. Activity which is interested by someone will be paid attention

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,

while interest is always followed by pleasure and there is satisfying. Interests

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

to arouse interest in a given subject so easy to understand students.

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

an interest in learning. In addition, interest helps in overcoming unusual or early

arrival or frequent repetition of plateaus in learning. They also give enough

strength to an individual to resist fatigue and avoid failure.

According to Abror (1989: 59), someone said interested in something if

the individual has several elements, among others, attitudes, interests, wishes,

encouragement, perseverance, attention. Some of these elements can be shown to

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

learning task be perceived differently by each learner.

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

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

study.” Because the writer agrees that interest is a feeling or emotion that causes

attention to focus on an object or an event or a process. The lack of interest in

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

for their learning if they have the big of involvement.

Considering this, interest seems to be an important basis for students to

perform activities properly. In psychiatric aspect, interest not only affect a

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

with what is learned.

An interest can be expressed through a statement which indicates

students 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 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

interests in students. This can be achieved by providing information to students

about the relationship between materials provided with the previous teaching

materials, outlining its usefulness for students in the future.

Interest in something subsequently affects learning as well as affects the

acceptance of new interests. So the interest in something is the result of learning

and interest supports further learning. Although interest in something is not

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.

The students’ interest in learning English affects their for English. It is

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

students’ with high interested tend to be more attentive in learning English, of

course, with the high frequency of attendance. In other words, the more they learn

and the more attentive they follow the lesson, the better English they will acquire.

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

better than learning without interest.

5
Based on the research that written by Firmani (2009), with the title is

“The correlation between students’ interest and their achievement in learning

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

motivated to enrich their vocabulary, to practice their English and do a lot

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

words, they are looking for attention.

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.

Therefore, teachers provide follow-up program in the form of improved oral,

written, and assignments for students who score less than the Minimum

Graduation Criteria (KKM).

There are several factors that lead to low learning achievement, including

the presumption interest in learning, so the effect on students' English learning

achievement. Interest in English is essential to improve learning. Some students

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

of students. Teachers who teach English in the classroom should be concerned

about their students. Because students who arrived in the class with certain

concepts about themselves. Teachers should be aware that the same learning task

can be perceived differently by each learner. Student interests in learning English

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

student achievement. One of which is a factor of motivation, intelligence is also

an important factor but in this study, the writer chose to lift interest because of

previous interest still rarely studied in the Department of English in comparison

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

factor that contributes to student achievement in Senior High School 10 Kendari.

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

learn as well as possible, because there is no appeal for him.

Therefore, the writer wants to find out whether this assumption can be

trusted or if there is a significant correlation between students’ interests and their

achievements in learning English. With regard to the above description, the

researcher interested in conducting research with the title “The Correlation

Between Students’ Learning Interest and Their English Achievement at

Senior High School 10 Kendari”.

1.2 Research Question

Based on the background above, the formulation of the research question

in this research as follow:

1. What is the students’ learning interet at the SMAN 10 Kendari?

2. What is the students’ English achievement at the SMAN 10 Kendari?

3. Is there any correlation between students’ learning interest and their

English achievement at the SMAN 10 Kendari?

1.3 Objective of the Research

Based on the research question, the objective of this study

are:

1. To know the students’ learning interest at the SMAN 10 Kendari.

2. To know the students’ achievement in learning english at the SMAN 10

Kendari.

3. To find out the correlation between students’ learning interest and their

English achievement at the SMAN 10 Kendari.

8
1.4 Scope of the Research

The scope of the study is the writer focused on the indicators of students’

learning interest and their English achievement at SMAN 10 Kendari.

1.5 Significant of the Research

There are some significances of this research:

1. For the English teacher; the findings of this study are expected to be able to

improve their responsibilities in teaching their students.

2. For the students; the result of this study is expected to increase their

interesting learning English

3. For other researchers, the results of this study are hoped as a basic

consideration and basic information to do the further investigation.

1.6 Hypothesis of the Research

Based on the theory previously, the writer formulates the hypothesis of

this research was: “There is significant correlation between students’ learning

interest and their English achievement at the SMAN 10 Kendari”.

1.7 Definition of Terms

For clarification, some term in this study need to be defined as follow:

1. The Students’ learning Interest in learning is a condition response of pleasure

or satisfaction which accompanies intellectual’s consideration of something or

ideas or participation in some activity.

2. Students’ English achievement (Y) is a learning achievement that measured in

the form the scores of the final semester academic year 2016/2017 which is

obtained from school documents.

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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

definition of students’ learning interest, factors to influence of students’ learning

interest, the indicators of students’ learning interest, and the function of students’

interest; students’ English achievement: definition of achievement; and review of

previous study.

2.1 The Concept Students ‘Learning Interest


2.1.1 The Definition of Interest

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

desire of somebody toward something as influence of environment where or they

live. 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

gain satisfaction or pleasure from what she or he does. According Woolfolk

(2004: 363) said that, students’ interest in and excitement about what they’re

learning is one of most important factors in education”. Learning process will go

well if someone has an interest. Meanwhile, according Dornyei (2001: 110) said

interest is related to intrinsic motivation and is centered on the individual’s

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.

According Sabri (1998: 84) says that interest is a tendency toward

something to be frequently notified and recalled gaudily. Interest is closely

relative to feeling, mainly a pleasure. Therefore, interest would be happening

because of pleasure toward something. Interest is close related to feelings mainly

pleasure. Therefore, interest will be happening because of pleasure toward

something. Syah (2001: 136), Interests and excitement is high tendency or

inclination towards something great. Interest will arise when people feel happy,

excited and high spirited to something. Interest usually comes from the inside

without any enforcement from outside.

Marimba (1980: 79) states that interest is the tendency soul to something,

because people feel there is something of interest with that, generally

accompanied by feelings of pleasure will be something that. Exposure can be

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,

he does not get satisfaction from that lesson.

Teaching materials that interest students, more easily memorized and

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

(1983: 229) interest is psychological symptoms associated with objects or

activities that stimulate feelings of pleasure on the individual. Walgito (2004: 38)

defines interest as a situation where a person has a great attention to an object

which is accompanied by a desire to know and learn until further evidence about

the object.

Frendsen (1957: 191) said, “Interest is a condition response of pleasure

or satisfaction which accompanies intellectual’s consideration of something or

ideas or participation in some activity”. According to Hilgard which is quoted by

Slameto (2015: 57), interest is persisting tendency to pay attention to and enjoy

some activities or content. This definition tells us that an interest is shown by a

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

words, in teaching-learning process, a teacher needs paying attention on students’

interest and need, because both of them caused an attention. Something interest

and needed by students make them to learn seriously.

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

motivational variable, as well as a psychological state that occurs during

interactions between persons and their objects of interest, and it is characterized

by increased attention, concentration and affect. It means that interest can

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

that interest is the monitor in establishing all of activities or information what we

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

something. According to Shalahuddin (1990: 95), Interest is a concern that

contains elements of feeling. With such interest, it can motivate the students to be

active in a job or their activity.

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

encourages us feel attracted to people, objects, activities or experiences that can

be effectively stimulated by the activity itself”. According to Hazin (2004: 365)

interest means attention, pleasure, and tendency. Interest is tendency of mood’s

someone to do something without forcing. Someone will be known his or her

interest if there is tendency to be interested to an object whether he or she is happy

or unhappy, so it results a respond to something which he or she likes.

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

an interest in learning. In addition, interest helps in overcoming unusual or early

arrival or frequent repetition of plateaus in learning. They also give enough

strength to an individual to resist fatigue and avoid failure.

Based on the definition of interest above, it can be concluded that the

interest is a situation where a person has a great attention to an object that he was

interested in a particular field and feel happy dabbling in it.

2.1.2 The definition of learning

Learning becomes an important source for the learner. Because, it is a

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

Moreover, learning is needed very much for people to increase their live become

14
well in the future. Douglas (2000: 7) says that learning is acquiring or getting

knowledge of a subject or skill by study, experience or instruction. Besides,

learning is the process by which behavior it is originated or changed through

practice or training. Elizabeth (1978: 28) State that learning comes from practice

or the mere repetition of an act.

Learning is a process attempts someone to acquire a new behavior

changes overall, as a result of his own experiences in their interactions with the

environment. Learning is a process important for changes in human behavior and

it includes everything that thought out and done. Slameto (2015: 2) describes the

definition of learning is a process attempts to obtain something someone new

behavior changes as a whole, as a result of his own experience in the interaction

with the environment. Meanwhile, Sabri in Musfiqon (2012: 2) said that learning

is a process of behavior change from experience, that is the purpose of learning is

to change behavior, both concerning the knowledge, skills, attitudes, and even

includes all personal aspects.

It can be concluded learning is a process of change in behavior and effort

to understand the science as a result of individual experiences related to cognitive,

affective, and psychomotor. Learning not only can be gained in the school but

also can be gained from family, and friends’ environment.

2.1.3 The definition of Students’ Learning Interest

According to Olivia said that (2011: 37) interest in learning basically the

attitudes of obedience in learning activities, both related to the planning schedule

of study or initiative to do the business in earnest. Based on the definition of

15
interest and study above, can be formulated that interest researchers studying the

psychological aspects that looks at a person as well as passion, desire, or feeling

like to make the process of changing behavior through various activities that

include the search for knowledge and experience. In other words, interest in

learning is a concern, a sense of love, or the interest of a (student) to study

indicated through enthusiasm, active participation in the learning process.

2.1.4 Factors to Influence of Students’ Learning Interest

Factors to influence of students’ interest, according to According Crow

(1975: 169) interests are affected by:

1. Factor needs from within; this need can be a requirement relating to the

physical and psychological that is a factor that is closely related to physical

needs, encourage individuals to defend themselves from pain, hunger and

matters relating to physical needs.

2. Factor of social motive, a factor that can generate interest do social activities

for the sake of social needs.

3. Emotional factors, namely the feelings of emotional factors that are closely

related to the interests of the particular object. An activity associated with a

particular object then can be caused of pleasure and satisfaction.

According Syah (2002: 132) the factors that influence students' interest

generally can be divided into three:

1. Internal factors (factor of the student). These factors are divided into two

aspects: the physiological and psychological aspects.

16
2. External factors (factors outside the student). These factors are divided into

two aspects: environmental, social and non-social aspects of the environment.

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

and external factors. Internal factors consist of physiological and psychological

aspect, while external factors consist of family, school environment, and friends in

a community.

2.1.5 The Indicators of Students’ Learning Interest

Suryadi in Rena (2008: 13) stated that someone can be categorized has

Interest an activity if:

1. Encouraging knowing something interesting deeply, doing that activity.

2. Doing the activity with pleasure and will prepare much time for that activity.

3. Having high attention and curiosity toward the activity.

4. Having fun in doing the activity.

Based on the statement above, it can be said that if the students have

interest in learning, they will play more attention to it.

Abror (1989: 136) stated that someone said if people are interested in

something it has several elements, among others: attitudes, willingness, interest,

encouragement, perseverance, and attention.

Sukardi(1994: 65) said that someone said if people are interested in

something it has several elements, among others:

17
1. Attention, people are interested they have the presence of concern, such as the

high spirit of creativity which focused on a certain object.

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

maintain the object.

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

interest of the individual concerned.

Whereas according Slameto (2015: 57, 181), students who are interested

in learning have several elements, among others:

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.

2. There is a sense of joy in learning activities. Students who are interested in

learning will have a sense of joy during the learning activities.

3. The interest is always followed by feelings of pleasure and satisfaction.

Student interest in learning activities, followed by a sense of excitement

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

presented by the teacher.

6. Participate in learning activities. Students who are interested in learning then

he will participate to participate in learning activities. By way of asking

questions, answering questions and conducted discussions with friends.

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

participate in learning activity.

2.1.6 The function of students’ interest

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

to understand and remember. Therefore, the interest has a great influence on

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.

Interest function in learning as a motivating force as a force that encourages

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

persevere because there is no pusher. Relation with the concentration of attention,

interest has a role in childbirth attention immediately; facilitate the creation of

concentration of attention, and attention to prevent interference from outside

(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.

2.2 Students’ English Achievement


2.2.1 Definition of Achievement

Achievement comes from the Dutch language prestatie, in Indonesian a

significant achievement of business results (Arifin, 1990: 3). The meaning of

achievement itself is a result that has been achieved (Departemen Pendidikan dan

Kebudayaan, 2002). Others say the achievement is the result obtained by the

learning activities that have been performed. Achievement is the act of

accomplishing or finishing something, sometimes that has been accomplished

success fully, by means of exertion, skill, practice or perseverance. Based on this

definition, achievement is the result of activities after learning process of

experience.

Winkel (1984: 48) stated that “ And every kind of learning activity would

produce a special change, namely learning outcome which is shown in an

achievement given by the students, such as calling the letters in alphabets

consecutively.” In other words, the students’ purpose in learning is the best

achievement. Hornby (1995: 10) stated that “achievement is a thing done

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

after following an instructional process.

Dahar in Djamarah (1994: 21) that the “achievement is what has to be

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

achievement is the result of the experience. In brief, student achievement is the

status of subject-matter knowledge, understandings, and skills at one point in

time.

Achievement is defined by student ability in computations and solving

problems, which can normally be measured by written tests. Indicators of

achievement in the opinion of Bloom's Taxonomy cited by Usman (1993: 34) are:

1. Cognitive (knowledge, comprehension, application, analysis, synthesis, and

evaluation).

2. Affective (receipt, giving the response, assessment, organization, and

characteristics).

3. Psychomotor (impersonation, manipulation, permanence, articulation, and

natural).

From the above explanations, the writer concludes that the learning

process creates modification of knowledge, comprehension, and either value or on

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.

2.3 Review of Previous Study


Some researches that relate to the present study are as follows: The first,

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

been conducted by Firmani (2009) In her research focuses on aspects of interest,

among them there are five aspects, namely: Enjoyment, attention, need, desire,

motivation. While in the research the writer would did consist of Aspects of

Learning Interests, Factors influence of students learning 'interest, indicators of

students' interest.

Second, the study that has been conducted by Agustin with the title

"Influence of Interest in Learning and School Environment against Learning

Achievement Economics in Class VIII Mts Muhammadiyah Waru Academic Year

2013/2014". Differences of this research has been done by the research to be

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

on student interest and achievement of their English language.

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

This chapter described the methodology of research which consists of

research design; variables of research; operational definition of variables; research

paradigm; population and sample; techniques of collecting data: observation,

interview, and questionnaire; research instrument; pilot of research: validity and

reliability; and technique of data analysis.

3.1 Research Design

This research, the writer uses quantitative correlation approach by using

correlation study as its method, because it compares two variables and finds the

relationship between them. Correlation study is a study to observe two variables

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

interest and their English achievement.

3.2 Variables of Research

Research variable is an object that has a variation between an object with

another object (Sugiyono, 2015: 61). In this research, there are two variables,

independent variable and dependent variable.

1. Independent variable is variable which has the influence or the cause of

change or make the existence of dependent variable (Sugiyono, 2015: 61).

The independent variable of this study, according to the definition above is

students' learning interest (X). The indicators of this variable are: Give

attention in learning activity, There is feel cheerful in learning activity,

23
Interest always followed feel happy and satisfied, There is an interest to

learn, Give more attention in learning subject, Participate in learning activity.

2. Dependent variable is variable which is influenced or became effect of the

independent variable (Sugiyono, 2015: 61). Referring to the definition, the

dependent variable in this research is their English achievement (Y). The

indicators of this variable is the value of English study program academic

years 2016/2017.

3.3 Operational Definition of Variables

The operational concept is used to give the limitation to the theoretical

frame work in order to avoid misunderstanding and misinterpretation in this

research. To reduce the occurrence of errors in the interpretation of the variables

used in this research, the writer makes restriction on the definition in a clear

statement of each variable to obtain the needed data as follows:

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’

learning interest obtained after they answered questionnaire items about

students’ learning interest by the following indicators, namely: 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 participate in learning activity.

2. Students’ English achievement (Y) is a learning achievement in cognitive

aspects measured in the form the scores of the final semester academic year

2016/2017 which is obtained from school documents.

24
3.4 Research Paradigm

Based on the Research variable above, the research paradigm can be

described as follows:

X Y

Where, X : The students’ learning interest

Y : Their English achievement

: Correlation between students’ learning interest and their

English achievement.

3.5 Population and Sample


3.5.1 Population

Before the sample was collected, the researcher had to determine the

population. According to Sugiyono (2015: 117) population is generalization

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

that population in principle is all members of human, animal, event, or thing

which live together in a place and a planned become target conclusion from the

last result of research.

The population of this research is the eleventh grade students of SMAN

10 Kendari in academic year 2016/2017 which consists of 137 students that has 5

classes and each class is about 26-29 students.

25
Table 3.1

List Population of Students Class Eleventh Grade SMAN 10 Kendari

No. Class Number of Students


1 XI IPA I 27
2 XI IPA II 29
3 XI IPA III 28
4 XI IPS I 27
5 XI IPS II 26
Total 137
Source: Primary Data 2016
3.5.2 Sample

Selection of the sample is very important step in conducting a research

study, because it can ease the burden of researcher by only focus on several

individuals in a population instead of focusing on the whole population with great

amount number of individual. According Arikunto (2010: 174), sample is a part of

population on the research subject, as the representative taken by using particular

ways. According to Sugiyono (2008: 116) “Sample is a portion of the amount and

the characteristics possessed by the population”. It means that sample was a

representative part of population that taken to represent the research.

In this research, the writer used proportional random sampling in

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

supported by Sugiyono (2012: 64). Therefore, all of students in SMAN 10

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

try out instrument of learning interest. It is supported by Arikunto (2006: 210)

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.

To take 102 samples, the researcher used the formula of Ridwan

(Sujarweni, 2014: 666), as follow:

𝑵
𝒏=
𝟏 + (𝑵 𝒙 𝒆𝟐 )

Description:

n : Number of samples

N : Total population

e : precision value 95% or sig. = 0, 05

Like : N = Population 137

Based on the formula, the researcher puts:

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

each class that has been proportionally determined. Determination of samples

from each class is carried out proportionally with the formula:

𝑵𝒊
𝒏𝒊 = ∙𝒏
𝑵

Description:

ni : The number of samples according to the stratum

n : Number of samples

Ni : Total population according to stratum (students of each class)

N : Total population (Winarsunu, 2006: 13)

The specification of the sample from each class can be seen on the table

below:

Table 3.2

List Sample of Students’ Class Eleventh Grade SMAN 10 Kendari

No Class Number of Students Sample


102
1 XI IPA 1 27 x 27  20
137
102
2 XI IPA 2 29 x 29  22
137
102
3 XI IPA 3 28 x 28  21
137
102
3 XI IPS 2 27 x 27  20
137
102
4 XI IPS 1 26 x 26  19
137
Total 137 102

Source: Primary Data 2016

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

The data in this research collected using a questionnaire. According to

Sugiyono (2012: 142) questionnaire is a technique of data collection which is

done by giving a set question or statement to the respondent to answer. The

questionnaire in this study is used to collect data on the students’ learning interest.

Students’ learning interest questionnaires are given to student to collect about

students’ learning interest. There are two kinds of questionnaire, they are open

and enclosed questionnaire. In this case, the writer used questionnaire enclosed as

the instrument. Questionnaire enclosed is questionnaire that presented in a form

such that the respondents were asked to choose one answer that suits the

characteristics of him by giving the sign (x) or a checklist (√).

There were 19 item questioner can be seen in the appendix 1.

3.6.2 Documentation

Documentation originally from word “document” which means

something that written. According Sugiyono (2015: 274). The documentation

method is used to look for the data concerning matters or the variable that took the

form of the note, transcript, book, newspaper, magazine, inscription, notes of a

meeting, agenda, etc. In this research uses the documentation technique to collect

data students’ name list, students’ English achievement and profile of school

SMAN 10 Kendari. It was carried out by copying them from administration.

29
3.7 Research Instrument

Research instrument is a device used by the researcher to collect the data.

According to Sugiyono (2004:267), research instrument is a device used by the

researcher to collect the data. Whereas Arikunto (2010: 203) said that the research

instrument is an instrument or facility used by the writer in collecting data to

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

research, the Instrument which is used to collect data is a questionnaire.

Questionnaires are used to measure the students' learning interest. Here are the

indicators of research instrument:

Table 3.3

Indicator of Students' Learning Interest

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

answer to respond each statement are as follows:

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

Source Arikunto (2010: 195)

The result students’ interest questionnaire trial showed in the appendix 2.

3.8 Pilot of Research

3.8.1 Validity

The validity is a measure that showed levels of validity or validity of

instrument. According to Arikunto (2010: 211), suggests that validity is a measure

that indicates the levels of validity or the validity of an instrument. An instrument

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

by Pearson that known as product moment correlation as follow:

𝑁(∑ 𝑋𝑌) − (∑ 𝑋 ∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁(∑ 𝑋 2 ) − (∑ 𝑋)2 }{𝑁(∑ 𝑌 2 ) − (∑ 𝑌)2 }
Where:
rxy : Validity of item

X : Score each student

Y : Total score each students

N : Number of students (Sujarweni, 2014: 83)

31
According to Arikunto (2010: 213) an instrument is valid if rcount (rxy) is

be consulted by r table at significance level of 5% and if the value of 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.

In validity test which was conducted in SMAN 10 Kendari, The validity

test of the instrument is done by testing this instrument to 35 students of SMAN

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.

The result from instrument test showed in validity table below.

Table 3.5
Result Validity Test Questionnaire

Item Number rcount (rxy) rtable Explanation


1 0.5857 0.3338 VALID
2 0.3437 0.3338 VALID
3 0.5347 0.3338 VALID
4 0.5846 0.3338 VALID
5 0.4634 0.3338 VALID
6 0.3347 0.3338 VALID
7 0.3563 0.3338 VALID
8 0.4937 0.3338 VALID
9 0.4752 0.3338 VALID
10 0.7056 0.3338 VALID
11 0.3571 0.3338 VALID
12 0.6865 0.3338 VALID
13 0.3755 0.3338 VALID
14 0.2893 0.3338 NOT VALID
15 0.3841 0.3338 VALID
16 0.3853 0.3338 VALID
17 0.3444 0.3338 VALID
18 0.3594 0.3338 VALID
19 0.3524 0.3338 VALID
Source SPSS Version 16

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

test conducted on 19 items of the questionnaire at the significance 0.05 (rtable =

0.334, df = 33 and N=35), obtained 18 items are valid while 1 invalid item of the

questionnaire students learning interest.

3.8.2 Reliability

Reliability shows whether the instrument is reliable and can be used as a

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

a measure of consistency in measuring the same phenomenon. According to

Arikunto (2010: 221) reliable show on the understanding that an instrument is

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

k = Number of item instrument

∑𝜎𝑏 = Variances of each item number

σt = Total variances of instrument (Sujaweni, 2014, 85)

33
Instruments have reliability if coefficient value of alpha more than 0.6

(Sunyoto, 2013: 141). Reliability test is using SPSS program version 16.

Reliability test results of Cronbach's Alpha by using SPSS Program Version 16

are as follows:

Table 3.6

Result of Instrument Reliability Questionnaire

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.

3.9 Technique of Data Analysis

In this research, the researcher used descriptive and inferential statistic to

analyze the data. According to Sugiyono (2010: 207), descriptive statistics is a

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

the data of sample and the result is applied to the population.

To analyze the data, the researcher used the mean value and standard

deviation. The category of students’ learning interest and their English

achievement are drawing in the following table.

34
Table 3.7

Variable Categorization Formula

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

The analysis technique in this research used Pearson Product Moment

correlation technique to find the correlation between students’ learning interest

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

is accepted, H0 is rejected: If rxy < ttable means there is no correlation and H1 is

rejected, Ho is accepted

H0 : There is no significant correlation between students’ Interest score

and students’ achievement in learning English

H1 : There is significant correlation between students’ Interest score and

students’ achievement in learning English

To decided the result of correlation between two variables, is very high

or low the research set standard based on the standard that was established as

follow: If the coefficient correlation is closed to 1 or -1, it means that the

correlation among two variables is very high. Meanwhile, if the coefficient

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 of significance shown below:

Table 3.8

Correlation coefficient Interpretation Guidelines

Value of Interval Correlation


0.00 – 0.19 Very low
0.20 – 0.39 Low
0.40 – 0.59 Enough
0.60 – 0.79 High
0.80 – 1.00 Very high
Source Sugiyono (2012: 184)

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

achievement; and analysis hypothesis of the research

4.1 Research Findings

4.1.1 Data Description

As mentioned in the research methodology. First, to get the data, the

researcher conducted a research by giving a questionnaire about students’ learning

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

and their English achievement by applying the formula of Pearson Product

Moment Correlation. The calculation of Pearson Product Moment Correlation

used the computer program that is SPSS version 16.

4.1.1.1 The Students’ Learning Interest Score

The students’ learning interest in English is as independent variable (X).

To know it, the researcher gives the questionnaire consists of one hundred and

two students as a sample. The questionnaire consists of eighteen items statement

37
about student's learning interest which has six indicators (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 participate in learning activity). The calculation

is using SPSS 16. The data are described on the following table:

Table 4.1

Descriptive Statistics of Students Learning Interest (X)

Variable N Minimum Maximum Mean Std. Deviation


Students Learning
102 58 89 73.56 5.951
Interest (X)

Source SPSS Version 16

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

Std. Deviation score is 5.951.

Students’ learning interests were classified into three levels, namely: high,

middle and low category. As for the classification of students' learning interest

data can be seen in the following table:

Table 4.2
Classification of Student Learning Interest Data

Scale (Interval) Frequency Percentage (%) Category


X ≥ 80 12 11.76% High
68 ≤ X < 80 75 73.53% Middle
X < 68 15 14.71% Low
102 100%
Source: Original Data Processed 2017

38
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. This shows that the students’ learning interest at SMAN 10 Kendari in

academic year 2016/2017 is in the middle category.

The result students’ interest questionnaire showed in the appendix 4.

4.1.1.2 The Student’ English Achievement

The students’ English learning achievement is a dependent variable (Y).

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

16. The data are described on the following table:

Table 4.3

Descriptive Statistics of Students English Achievement (Y)

Variable N Minimum Maximum Mean Std. Deviation


Students English
102 68 90 78.26 4.061
Achievement (Y)

Source SPSS Version 16

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

and Std. Deviation score is 4.061.

Students’ English achievements in SMAN 10 Kendari were classified into

three categories, namely: high, medium, and low. This classification can be seen

in the following table.

39
Table 4.4

Classification of Students' English Achievement Data

Scale (Interval) Frequency Percentage (%) Category


X ≥ 82 18 17.65% High
74 ≤ X < 82 74 72.55% Middle
X < 74 10 9.80% Low
102 100%
Source: Original Data Processed 2017

From the table above, it can be seen that the level of 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%. This shows the students English achievement at SMAN 10

Kendari in academic year 2016/2017 is in the middle category.

The report of data of students’ achievement in learning English subject

showed in the appendix 5.

4.1.2 Analysis Data.

4.1.2.1 The Correlation between Students’ Learning Interest and Their

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

described on the following table:

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).

To summarize the result of the correlation is listed below:

Table 4.6

Correlation Coefficient value of product moment

Value of Interval Correlation


0.00 – 0.19 Very low
0.20 – 0.39 Low
0.40 – 0.59 Enough
0.60 – 0.79 High
0.80 – 1.00 Very high

Source Sugiyono (2012: 184)

The rtable value of Product Moment showed in the appendix 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

“low correlation”. In the other word, there is a correlation between students’

learning interest and their English achievement.

4.1.2.2 Analysis Hypothesis of the Research

As mentioned before, from the result of the calculation, the value of rxy is

0.382; df is 100. If it is compared with the rtable 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). 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

Based on the results of the data analysis also, obtained a positive

coefficient correlation, and shows a correlation between students’ learning interest

and positive English achievement. It means increased interest in learning in the

student will bring rise to student English achievement and on the contrary if the

interest in learning is low then the English achievement of learning tends to be

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

relationship with interest in learning Arabic.

Students who are interested in learning then he will participate to

participate in learning activities. By way of asking questions, answering questions

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

is constant tendency to pay attention and do something. Activity which is

interested by someone will be paid attention continually and happily. Interests

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.

Determination of the category of correlation between variables of student

learning interest and their English achievement can be seen using interpretation of

the correlation coefficient obtained or the value of r. According Sugiyono (2010:

214) interpretation of correlation index students' learning interest and their

English achievement in SMAN 10 Kendari belongs to the category of low

correlation because of the results of correlation product moment calculation with

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

and their English achievement.

The researcher interprets the low correlation is responsibility; both of the

teacher and the student have a responsibility in teaching learning process. Teacher

who has a responsibility in teaching, he will give good and clear explanations

about the lesson. Then the students will feel happy and they will get the

information easily. Of course, they will have a responsibility in doing teachers’

order well. In other hand, the teacher gets the students’ interest by the way of his

teaching. 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

achievement they obtain, because concentration can increase their interest to do

something because it either brings them pleasure and more attention in English

lesson. An interest can be expressed through a statement which indicates students

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

not easily bored with what is learned.

The students’ learning interest could influence their achievement.

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

adds to the learning activities.

Based on that thing, it was found score that is directly proportional

between students' interest in learning and their English achievement. Students

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

significant correlation with their English achievement. Thus it can be concluded

that there is significant correlation between students’ learning interest and their

English achievement at SMAN 10 Kendari in academic year 2016/2017.

Based on the results of the analysis, this research answers the proposed

hypothesis that "there is significant correlation between interest in learning and

English achievement at SMAN 10 Kendari in academic year 2016/2017" or in

other words the hypothesis in this study accepted or proven.

46
CHAPTER V
CONCLUSSION AND SUGGESTION

In this chapter, the writer concludes the result of the study based on the

research which was conducted at SMAN 10 Kendari.

5.1 Conclusion

Based on the result of the data analysis and discussion the finding in the

previous chapter, the writer would like to draw conclusions as follow:

1. The Students’ Learning interest at SMAN 10 Kendari in academic year

2016/2017. This shows that the students’ learning interest at SMAN 10

Kendari in academic year 2016/2017 is in the middle category.

2. Students’ English Achievement at SMAN 10 Kendari in academic year

2016/2017. This shows the students English achievement at SMAN 10

Kendari in academic year 2016/2017 is in the middle category.

3. The correlation between students’ learning interest and their English

achievement of the eleventh grade students at SMAN 10 Kendari in academic

year 2016/2017. Based on the theory, previous study and the result of finding

of this presnt study, it can be concluded that there is significant correlation

between students’ learning interest and their English achievement at SMAN

10 Kendari in academic year 2016/2017.

5.2 Suggestion

Based on the result of this research, the writer presents some

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’

learning interest. Theacher who teaches english in the classroom should

care about their students. Because, the students who arrive in the

classroom with certain concepts about themselves. The teachers should

realize that the same learning task be perceived differently by each learner.

2. Students; for students, they are expected to increase their interest in

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,

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 material”

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’

leaning interest and English achievement.

48
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51
APPENDICES

52
Appendix 1
ANGKET MINAT BELAJAR SISWA

Petunjuk pengisian angket:

1. Isilah identitas pada kolom yang tersedia dengan benar.

2. Jawablah pertanyaan dengan tanda centang (√) atau silang (X) pada

kolom alternatif jawaban berikut:

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.

5. Jawaban saudara tidak akan mempengaruhi nilai pada mata pelajaran

Bahasa Inggris dan kerahasiannya terjaga.

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).

4. There is An interest to larn (Tiga bulan terakhir)


No. Pernyataan SS S RG TS STS
I more interested to study English subject than
another subject.
9
(Saya lebih tertarik untuk belajar Bahasa Inggris
daripada mata pelajaran lain).
I interested to do English assignment.
10 (Saya tertarik untuk mengerjakan tugas-tugas
Bahasa Inggris).
I try to understanding every material in English
subject.
11
(Saya berusaha untuk memahami tiap materi
dalam pelajaran Bahasa Inggris).
5. Give more Attention in Learning Subject (Tiga bulan terakhir)
No. Pernyataan SS S RG TS STS
I concentration when study English subject.
12 (Saya berkonsentrasi pada saat pelajaran Bahasa
Inggris).
I chat with my friends when English lesson.
13 (Saya mengobrol dengan teman saat pelajaran
Bahasa Inggris).
I am enthusiastic to get the nex English material
14 (Saya antusias untuk mendapatkan materi
selanjutnya dari mata pelajaran Bahasa Inggris).
I am sleepy when study English subject in the
class.
15
(Saya mengantuk ketika mengikuti pelajaran
Bahasa Inggris di kelas).

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

Score Item of The Students’ Learning Interests for Trial (X i ) Total


No Class Respondent Score
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 (Y )
1 XI IPA 1 Agus Rahman 5 4 4 4 4 3 4 4 3 4 4 4 4 4 5 4 4 4 3 75
2 XI IPA 1 Asnawati Shintia D 4 4 3 3 3 4 4 5 3 4 4 3 3 4 4 4 5 4 4 72
3 XI IPA 1 Ramadan Al Furqan 4 4 4 4 4 3 4 5 4 4 5 4 3 4 3 3 3 4 4 73
4 XI IPA 1 Reza Kurniawan N 4 5 4 4 4 2 4 5 2 4 4 4 4 4 4 4 4 5 4 75
5 XI IPA 1 Sigit Rahman 4 4 3 3 3 2 4 4 4 4 4 4 5 4 5 4 5 4 4 74
6 XI IPA 1 Sufiati 4 4 3 3 3 2 4 4 4 4 4 4 4 4 4 4 4 4 4 71
7 XI IPA 1 Sukmawati Rahman 4 4 3 3 4 4 5 5 3 4 3 3 3 3 4 4 4 5 5 73
8 XI IPA 2 Abdul Goni 5 5 5 4 5 4 5 4 4 4 4 4 3 4 4 4 4 3 4 79
9 XI IPA 2 Agus Tripaldi 4 4 4 4 3 5 3 3 3 3 5 4 4 4 5 5 5 5 5 78
10 XI IPA 2 Asyah Sri Dewi 5 5 4 4 4 4 4 5 4 4 4 4 4 4 4 5 4 5 4 81
11 XI IPA 2 LM. Sarhan 4 5 4 4 4 3 5 5 3 4 5 4 2 4 3 5 5 4 4 77
12 XI IPA 2 M. Rifki 4 4 4 4 4 3 4 4 3 3 4 4 3 4 3 4 3 4 4 70
13 XI IPA 2 Raffi Aska 4 4 2 1 3 4 5 4 4 3 5 1 2 4 5 5 4 3 1 64
14 XI IPA 2 Wa Ode Sarlina 4 4 4 2 3 2 4 5 2 4 4 4 3 4 4 5 4 5 5 72
15 XI IPA 3 Abdul Muthorif 5 5 5 5 5 2 4 4 4 5 5 5 2 4 4 4 3 3 4 78
16 XI IPA 3 Anita Rahma T. 5 5 5 5 5 5 5 5 3 4 4 4 3 4 4 4 4 4 4 82
17 XI IPA 3 Nur Asmi 5 4 4 4 4 4 5 5 4 4 4 4 3 3 4 4 4 5 5 79
18 XI IPA 3 Nur Rahmat 3 4 4 4 4 3 4 4 3 3 4 4 3 4 3 4 4 5 4 71
19 XI IPA 3 Reski RA 4 4 4 4 4 4 5 5 5 5 5 5 4 4 4 5 4 4 4 83
20 XI IPA 3 Suci Rahmayani 4 4 4 4 5 4 4 4 5 5 4 4 5 4 4 4 4 4 4 80
21 XI IPA 3 Tri Ardianti AG 4 4 4 4 4 3 4 3 3 4 5 4 4 4 4 4 5 4 4 75
22 XI IPS 1 Amar Safaat 4 4 4 4 4 4 4 5 4 4 4 4 4 4 4 5 4 4 5 79
23 XI IPS 1 Ariel La’lang 5 5 4 4 3 4 4 5 3 4 4 4 3 4 3 5 3 5 5 77
24 XI IPS 1 Aris Zain Saleh 5 5 5 5 5 4 5 5 5 5 5 5 2 5 5 4 4 4 4 87
25 XI IPS 1 Hermiati. R 3 5 4 2 3 3 1 5 2 5 5 4 4 2 5 5 5 5 5 73
26 XI IPS 1 Muh. Arif Setiawan 4 5 4 4 4 2 3 4 4 4 4 4 2 4 2 3 2 2 5 66
27 XI IPS 1 Ramadhan 5 4 4 4 4 4 4 5 5 4 4 4 5 3 4 4 4 4 4 79
28 XI IPS 1 WD Sarmilawati 4 3 4 4 4 4 4 2 4 2 4 4 2 4 3 4 2 3 4 65
29 XI IPS 2 Arni Sunira 4 4 3 3 4 3 3 3 3 4 4 4 4 4 5 5 5 5 5 75
30 XI IPS 2 M. Alfandi 4 4 5 4 5 4 4 4 3 4 4 3 3 4 3 3 4 3 3 71
31 XI IPS 2 Muh. Rahmilen 4 4 4 4 4 4 4 4 3 3 4 4 4 4 3 4 4 4 4 73
32 XI IPS 2 Muh. Ikfar Azis 4 5 4 4 4 4 4 5 5 4 3 4 4 4 4 4 2 2 4 74
33 XI IPS 2 Muh. Rizki 5 5 3 3 3 3 4 4 4 4 4 4 3 3 4 4 4 4 4 72
34 XI IPS 2 Roni Maha Putra 3 4 3 2 3 3 3 3 1 2 3 2 2 3 3 3 3 3 3 52
35 XI IPS 2 Fajar FM. 4 4 4 2 3 4 4 5 2 4 4 4 4 4 4 5 4 5 5 75

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

ANGKET MINAT BELAJAR SISWA

Petunjuk pengisian angket:

1. Isilah identitas pada kolom yang tersedia dengan benar.

2. Jawablah pertanyaan dengan tanda centang (√) atau silang (X) pada kolom

alternatif jawaban berikut:

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)

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.

5. Jawaban saudara tidak akan mempengaruhi nilai pada mata pelajaran

Bahasa Inggris dan kerahasiannya terjaga.

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).

4. There is An interest to larn (Tiga bulan terakhir)


No. Pernyataan SS S RG TS STS
I more interested to study English subject than
another subject.
9
(Saya lebih tertarik untuk belajar Bahasa Inggris
daripada mata pelajaran lain).
I interested to do English assignment.
10 (Saya tertarik untuk mengerjakan tugas-tugas
Bahasa Inggris).
I try to understanding every material in English
subject.
11
(Saya berusaha untuk memahami tiap materi
dalam pelajaran Bahasa Inggris).
5. Give more Attention in Learning Subject (Tiga bulan terakhir)
No. Pernyataan SS S RG TS STS
I concentration when study English subject.
12 (Saya berkonsentrasi pada saat pelajaran Bahasa
Inggris).
I chat with my friends when English lesson.
13 (Saya mengobrol dengan teman saat pelajaran
Bahasa Inggris).
I am sleepy when study English subject in the
class.
14
(Saya mengantuk ketika mengikuti pelajaran
Bahasa Inggris di kelas).
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.
15
(Saya mengajukan pertanyaan jika ada yang tidak
saya pahami mengenai materi yang disampaikan).

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

KELAS : XI IPA 1 MATA PELAJARAN : BHS INGGRIS


SEMESTER: GANJIL TAHUN PELAJARAN : 2016/2017
KKM : 75

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

KELAS : XI IPA 2 MATA PELAJARAN : BHS INGGRIS


SEMESTER : GANJIL TAHUN PELAJARAN : 2016/2017
KKM : 75
NILAI RAPOR
NO NAMA SISWA L/P KOGNITIF PSYCOMOTOR AFEKTIF
1 ADEN MUTAQIN O. L 86 87 A
2 AGUS TRIPALDI L 79 77 B
3 ASIH NOFRIASIH K. P 85 84 A
4 DENI SUGONO L 74 75 B
5 EDWIN L 76 77 C
6 FEBRIANSYAH ARSYAD L 77 78 B
7 HUSAENA HUSEN P 80 80 B
8 INDENG RATNA SARI P 78 78 A
9 INDRA JAYA LA HARUDU L 77 77 B
10 KURNIAWAN L 80 76 B
11 LA ODE MUH. SARHAN L 78 80 B
12 M. MUNAWIR L 77 76 C
13 M. RIFKI L 77 76 B
14 MOCHAMMAD YAHDIMAN L 78 78 B
15 MUH. SABRIN N. L 76 75 A
16 NABILA ERSI ATIKA P 76 80 C
17 NILA ANGGRAINI P 80 77 A
18 NUR ASISAH P 73 77 B
19 PUTRI AMALIA P 83 79 B
20 RENANING TRI SEPTIAN P 77 79 A
21 SYAHRIL RAMADHAN L 77 78 B
22 WA ODE SARMILAWATI P 80 70 B
23 RAFFI ASKA L 74 75 C
24 SHINDYA OCTAVIANI R. P 87 87 A
25 RIFKI RIFALDI L 76 76 B
26 ABDUL MUTHORIF L 80 75 C
27 ASYAH SRI DEWI P 78 77 C
28 IKRAM SRIJAYA L 76 80 B
29 MUH. FEBRIANYAH L 76 76 B
30 WIDI ASTUTI P 79 76 B
31 JULIA AGUSTINA P 73 79 B
32 SETIA DANANG L 79 77 B
33 DIBA RIA P 78 80 A
34 WINDA ARISKA P 79 80 B

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

KELAS : XI IPS. 1 MATA PELAJARAN : BHS INGGRIS


SEMESTER : GANJIL TAHUN PELAJARAN : 2016/2017
KKM : 75
NILAI RAPOR
No NAMA SISWA L/P KOGNITIF PSYCOMOTOR AFEKTIF
1 AKBAR L 78 79 C
2 ALFARID RAHMANSYAH S. L 74 80 B
3 ANDI ANDRI KURNIAWAN L 74 80 B
4 ANDI MUH.FIKRI TJANDA L 76 80 B
5 ARIEL LA’LANG L 76 85 B
6 ARIS ZAIN SALEH L 88 88 A
7 DARMAN L 75 80 B
8 DIRGA ANTORO L 79 83 B
9 FAJAR MAHRUL L 73 80 B
10 HERMIATI. R P 74 80 B
11 IKA RISWATI P 80 80 B
12 MARIO BASLHER L 85 85 B
13 MUH. ARIF SETIAWAN L 73 80 B
14 MUH. ASHARI L 75 80 B
15 MUH.AKBAR SALEH L 90 85 A
16 MUHAMMAD ALVIKRAM L 80 89 A
17 NOLAN L 83 85 A
18 RAMADHAN L 80 85 A
19 REFKI L 80 85 A
20 SAMULI L 80 83 B
21 TIWAN YULIANTO L 80 80 A
22 MUH. FADLI K. L 73 80 B
23 INDA ARILIA P 73 80 B
24 WD SARMILAWATI P 73 80 B
25 RISNAYANTI P 73 80 B
26 AMAR SAFAAT L 74 80 B
27 RAY MULYAN AFIF M L 89 85 A
28 LIDIA NAWANG SARI P 78 80 A
29 SUWONO GIANTORO L 75 79 B
30 GALUH SETIAWAN L 80 78 B
31 SUCI LESTARI P 79 80 A
32 EDI SANTOSO L 75 80 B

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

KELAS : XI IPS. 2 MATA PELAJARAN : BHS INGGRIS


SEMESTER : GANJIL TAHUN PELAJARAN : 2016/2017
KKM : 75

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

Taraf Signifikasi Taraf Signifikasi Taraf Signifikasi


N N N
5% 10% 5% 10% 5 10%
3 0,997 0,999 27 0,381 0,487 55 %
0,266 0,345
4 0,950 0,990 28 0,374 0,478 60 0,254 0,330
5 0,878 0,959 29 0,367 0,470 65 0,244 0,317

6 0,811 0,917 30 0,361 0,463 70 0,235 0,306


7 0,754 0,874 31 0,355 0,456 75 0,227 0,296
8 0,707 0,834 32 0,349 0,449 80 0,220 0,286
9 0,666 0,798 33 0,344 0,442 85 0,213 0,278
10 0,632 0,765 34 0,339 0,436 90 0,207 0,270

11 0,602 0,735 35 0,334 0,430 95 0,202 0,263


12 0,576 0,708 36 0,329 0,424 100 0,195 0,256
13 0,553 0,684 37 0,325 0,418 125 0,176 0,230
14 0,532 0,661 38 0,320 0,413 150 0,159 0,210
15 0,514 0,641 39 0,316 0,408 175 0,148 0,194

16 0,497 0,623 40 0,312 0,403 200 0,138 0,181


17 0,482 0,606 41 0,308 0,398 300 0,113 0,148
18 0,468 0,590 42 0,304 0,393 400 0,098 0,128
19 0,456 0,575 43 0,301 0,389 500 0,088 0,115
20 0,444 0,561 44 0,297 0,384 600 0,080 0,105

21 0,433 0,549 45 0,294 0,380 700 0,074 0,097


22 0,423 0,537 46 0,291 0,376 800 0,070 0,091
23 0,413 0,526 47 0,288 0,372 900 0,065 0,086
24 0,404 0,515 48 0,284 0,368 1000 0,062 0,081
25 0,396 0,505 49 0,281 0,364
26 0,388 0,496 50 0,279 0,361

Source, Rangkuti (2017: 163)

69
Appendix 7:

DOCUMENTATION

PHOTO OF RESEARCH IN SMA NEGERI 10 KENDARI

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