Statement of Authenticity
I am the student with the identity:
Name : Eka Fitriana Yulia Putri
Student Number : 20130810118
Department : English Education Department
Faculty : Faculty of Language Education
University : Universitas Muhammadiyah Yogyakarta
Certify that this skripsi entitled “The Correlation between Students’ Interest in their Teachers’ Personality and Academic Achievement at English Education Department of Universitas Muhammadiyah Yogyakarta” is purely my own writing and idea. This
paper does not include the work of other people, except the theory that is cited in the quotations and references with the ethical standard. I am absolutely responsible with the entire content of this research.
Yogyakarta, August 19, 2017
Acknowledgements
The greatest gratitude belongs to Allah SWT the Most Gracious and the Most Merciful who has given His blessing and mercy so that the researcher can complete this skripsi on time.
The researcher realizes that she cannot finish this skripsi without the
contribution and the support from many people. Hereby, the researcher would like to give the appreciation and the gratitude to those people who has the contribution in this project. The appreciation and the gratitude to:
1. My beloved parent Ir. Sajuri and Yulia Hartati, my sister Lisa Oktaviana, and my little brother Rachmatulloh Al Hasani and Muhammad Husen Al Ichsani who always support me and remind me to finish this research. 2. My skripsi supervisor Dr. Suryanto, who gives me a guidance and
supervision during my skripsi project.
3. The first examiner of my research Eko Purwanti., Ph.D and the second examiner Sri Sudarsi, S.S.,M.InT, who give me suggestions and recommendations for my research so that makes my research better. 4. All of the EED lecturers who teaches me and guides me during my
undergraduate program at English Education Department.
one here. Thank to you all who support me, encourage me, and help me to finish this research on time.
Table of Contents
Approval Sheet ... ii
Statement of Authenticity ... iii
Acknowledgements ... iv
Abstract ... 0
Chapter One ... 1
Introduction ... 1
Background ... 1
Statement of the Problem ... 5
Research Question ... 5
The Purpose of the Research ... 5
The Significance of the Research ... 6
Students ... 6
Teachers ... 6
Schools ... 7
The Outline of the Research ... 7
Chapter one ... 7
Chapter two ... 8
Chapter three ... 8
Chapter four ... 8
Chapter five... 8
Chapter Two ... 10
Literature Review... 10
Students’ interests ... 10
Definition ... 10
Type of students’ interest ... 11
Characteristics of students’ interest. ... 12
Factors affecting students’ interest. ... 14
Definition. ... 14
Teachers’ personality types. ... 14
Students’ interests in their teachers’ personality ... 16
Definition. ... 17
The effects of students’ interest in teachers’ personality ... 17
Academic achievement ... 19
Definition ... 19
Factors affecting academic achievement ... 19
Measurement of academic achievement ... 21
Correlation between students’ interest in their teacher personality and academic achievement ... 21
Related Study Review ... 23
Conceptual Framework ... 23
Research Hypothesis ... 24
Chapter Three ... 25
Methodology ... 25
Research Design ... 25
Research Setting ... 26
Population, Sample, and Sampling ... 27
Population ... 27
Sample ... 27
Sampling ... 28
Data Collection Method ... 29
Instrument validity ... 31
Instruments reliability. ... 33
Data Analysis ... 34
Descriptive statistical analysis ... 35
Inferential statistical analysis ... 36
Chapter Four ... 38
Finding of the Research ... 38
The result of the frequency of the questionnaire items. ... 38
The EED students’ interest to their teachers’ personality... 50
The EED students’ academic achievement ... 52
The correlation between EED students’ interest in teachers’ personality and academic achievement ... 53
Discussion ... 56
The EED students’ interest to their teachers’ personality... 56
The EED students’ academic achievement ... 57
The correlation between EED students’ interest in teachers’ personality and academic achievement ... 58
Chapter Five ... 61
Conclusion and Recommendation ... 61
Conclusion ... 61
Recommendation ... 62
References ... 65
Appendices ... 71
Appendix 1. Questionnaire ... 71
Appendix 2. References of the questionnaire ... 73
Appendix 3. The expert judgment form ... 76
Tables List
Table 1. Diagram of conceptual framework ... 24
Table 2. Scoring of Likert scale ... 30
Table 3. The instrument’s original source... 32
Table 4. Result of expert judgment ... 33
Table 5. Reliability Statistics ... 34
Table 6. Level of the correlation ... 37
Table 7. Level of the items frequencies ... 39
Table 8. The total mean score of the questionnaire items ... 40
Table 9.1. Questionnaire item 1 ... 41
Table 9.2. Questionnaire item 2 ... 41
Table 9.3. Questionnaire item 3 ... 42
Table 9.4. Questionnaire item 4 ... 43
Table 9.5. Questionnaire item 5 ... 43
Table 9.6. Questionnaire item 6 ... 44
Table 9.7. Questionnaire item 7 ... 45
Table 9.8. Questionnaire item 8 ... 45
Table 9.9. Questionnaire item 9 ... 46
Table 9.10. Questionnaire item 10 ... 47
Table 9.11. Questionnaire item 11 ... 47
Table 9.12. Questionnaire item 12 ... 48
Table 9.13. Questionnaire item 13 ... 49
Table 9.14. Questionnaire item 14 ... 49
Table 9.15. Questionnaire item 15 ... 50
Table 10. Category of students’ interest in teachers’ personality ... 51
Table 11. Statistics of Questionnaire ... 51
Table 12. Result of student’s interest in teacher’s personality... 52
Table 13. Result of students’ academic achievement ... 53
Table 14. Result of Normality test ... 54
Appendices List
Appendix 1. Questionnaire ... 71
Appendix 2. References of the questionnaire ... 73
Appendix 3. The expert judgment form ... 76
