THE CORRELATION BETWEEN ENGLISH LEARNING INTEREST AND LISTENING ACHIEVEMENT
(A study at Ninth Grade Students of SMP N 4 Gunung Talang Kabupaten Solok)
Oleh:
Tuti Susanti *)
**) Mayuasti, M.Pd, and Hevriani Sevrika, M.Pd
Staf Pengajar Program Studi Bahasa Inggris STKIP PGRI Sumatera Barat ABSTRAK
Penelitian ini bertujuan untuk mengetahui apakah ada atau tidak korelasi antara minat belajar bahasa Inggris siswa dengan prestasi mendengar siswa. Populasi dari penelitian ini adalah siswa kelas 3 SMP N 4 Gunung Talang Kabupaten Solok yang berjumlah 150 orang dan terbagi ke dalam 5 kelas. Dalam menentukan sample, peneliti menggunakan simple random sampling teknik sehingga diperoleh sample berjumlah 45 orang. Dari hasil perhitungan dengan menggunakan korelasi product moment diperoleh r-hitung sebesar 0,518. Kemudian hasil tersebut dibandingkan dengan r-tabel dengan df = 43 taraf signifikansi 5% adalah 0,301 (0,518 > 0,30), berarti r-hitung lebih besar dari r-tabel. Sedangkan pada taraf 1% diperoleh r-table 0,389 (0,518 > 0,389), maka r-table kecil dari r-hitung. Dengan demikian dapat diketahui H1diterima dan H0ditolak. Dari perhitungan ini berarti menunjukkan terdapat korelasi antara minat belajar bahasa Inggris dengan prestasi mendengar siswa.
Dengan demikian dapat disimpulkan bahwa minat belajar bahasa Inggris memiliki pengaruh terhadap prestasi mendengar siswa pada bidang studi pendidikan bahasa Inggris di SMP N 4 Gunung Talang. Sehingga, diharapkan guru dapat membantu dan mendukung siswa untuk mengembangkan dan meningkatkan minat belajar bahasa Inggris mereka.
Kata Kunci: Minat belajar bahasa Inggris, prestasi mendengar
*) Penulis
**) Pembimbing
INTRODUCTION
Interest is one of the intrinsic factor that affects students in learning. According to Djamarah (2002:133), students who have interest will study well, be easy to remember the lesson that interested for them and learning process will run well.
Students who have interest in learning English immediately will diligent for study rather than students who do not have interest on it. They will focus to listens the information that they hear. Try to pass all of the tasks and want to improve their ability in each skill. They know the important of learning English, so they will study hard to get good achievement in learning process. They want to find any other sources to improve their knowledge. However, in learning activity, some of students lacked interest gets a good achievement and students who have interest get low achievement. In learning process, when the teacher asked question there are some students enthusiastic to answer, but some of them are just silent.
Moreover, some of students are difficult to maintain their interest in learning English. For example in listening activity, there are some students doing other activities such as; making a picture on piece of paper, talking with their friends, and disturb their friends while listening,. As stated of the explanation above, the researcher is curious to know whether there is correlation between students’ English learning interest and students’
listening achievement.
Interest
Interest is the crucial thing that should be developed by the teacher in teaching learning process, because it will encourage students to get satisfaction in learning process. According to Hendra (2009:2), interest is a strong pretension to fill the satisfaction. It can be pretension to get or do something. It means that students who have interest will have good desire to study the subject that is interested for them. They will study hard to get satisfaction. In learning activity students feel satisfied if they get good value. It can be seen from their achievement at the end of learning process.
Interest makes students pay attention to the subject or activity which interested for them.
Furthermore, Slameto (2010:180) states that interest is persisting tendency to pay attention to and enjoy to some activity and content. Interest is tendency to pay attention and remember some activity. Students who have an interest will pay attention and feel enjoy to something and get satisfaction from that. This feels arising from the environment or from the object of interest. Thus, the teacher has to provide stimulus to the students in order to make them feel interested in participating in learning English. If the students have fells interested in learning they will pay attention to the English material. They will enjoy
for study English and wants to do anything to get good result at the end of teaching learning process.
Interest is strong tendency that is gotten by students after getting several advantages or stimulus from the certain subject or activity.
Based on Wentzel and Brophy (2014:100), interest is the term that is used to describe focus attention to a lesson, text passage or learning activity that occurs because the students values or has positive effective responses to its content or processes. Interest is the positive effect that is gotten by students because of the students get advantages from the activities or content from learning activity. It can be seen from students focus attention in learning and students’ responses.
Types of Interest
Learning activity will be run well if it is supported by strong interest. The strong interest consist of two types of interest; individual and situational interest. Based on Hidi and Renninger (2006:113), there are two types of interest which are situational and individual interest. Situational interest refers to focus attention and the affective reaction that is triggered in the moment by environmental stimuli; which may or may not last over time. In contrast, individual interest refers to a persons’ relatively enduring predisposition to reengage particular content over time as well as the immediate psychological state when this predisposition has been activated. It means that situational interest can be shown to narrow inferences, focus attention, enable integration of information with prior knowledge and enhance levels of learning. Whereas individual interest can be founds as a positive impact on attention, recognition and recall.
According to Anley in Christenson (2012:286), situational interest refers to interest that is triggered or activated by features of specific situation such as novelty, opportunities for exploration and challenge, and instant enjoyment.
Individual interest refers to a positive orientation toward an activity or domain that has value for the person. When there is a match between students’
individual interest and specific contextual approaches, students readily embrace the activity expressing enjoyment, concentration and a desire to find out more.
In addition, Wentzel and Brophy (2014:100) state that there are two types of interest.
First, individual interest refers to an enduring disposition to engage with particular content or activities whenever opportunities arise. When working in areas of individual interest, students display heightened attention, concentration, persistence, mastery orientation, positive affects, immediate comprehension of the material and strong subsequent test performance. Students usually have larger and better organized network of
prior knowledge in their areas of individual interest than in their content domain. Second, situational interest is triggered into the moment, emerging in response to something in the situation that catches our attention and motivates us to focus on it and explore it further. Situational interest can be sparked by adding such a feature as novelty to the learning situation.
Indicators of interest
Interest is needed to support teaching learning process. There are several indicators for knowing students who has high or low interest in learning. It can be seen from students’ activities in teaching learning process in the class or at home.
Djamarah (2002:132) states that interest not only can be expressed through a statement which indicates students prefer a thing than anything else, it can also be manifested through participation, pay attention and enjoy to the thing or activity. It means that, student who has interest in learning English will be active in doing participation while learning process. The students will consistent to pay attention to the material or teacher explanation. In following learning activity, students will be enjoying without having anxiety and stress in doing many tasks or exercises.
According to Safari in Nurhidayati (2006:15), interest is the students’ tendency in learning activity that is gotten from learning interest test that measure several aspects, like willingness, anxiety, attention and involvement.
Willingness is students’ enthusiasm in following the lesson and students response in following the lesson. Anxiety can be seen from students’
attention and concentration to follow the lesson at school. Attention can be categorized as students’
involvement during learning process and their desire to do the task, asking for getting more information about the lesson, and find another source to support them in learning the lesson.
Furthermore, involvement is students’ awareness for study at home such as students ‘action after miss at the class, students’ awareness to utilize the time for study and aware to follow private lesson.
Moreover, Slameto (2010:180) states that interest is a feel more than anxiety to the something or activity and will do anything to do the best to get it without waiting for command. Basically, interest is an acceptance of relationship between inside and outside of the person. Students who have interest in a subject inclined give more attention to the subject. They feel comfort and will attract by the subject. If they have been attracted they will give attention to the thing that is interested for them and aware that it is important for them.
REASEARCH METHODE
The population in this research was the ninth grade students of SMP N 4 Gunung Talang,
who registered in 2014/2015 academic year. The number of population was 150 students, and the members of population were distributed in five classes: Class IX 1, IX 2, IX 3, IX 4, IX 5. The researcher used simple random sampling as the technique to select the sample and got 45 students as a sample. Researcher used the questionnaire form as an instrument to collect data on students’
interestin learning English and use teachers’ made test to get the data about students’ listening achievement. The test consists of 25 items with multiple choice types.
After collecting the data, the researcher analyzed it. There were two kinds of instruments that were analyzed: English learning interest and listening achievement. First, the data was analyzed by scoring the students’ English learning achievement questionnaire. The result of questionnaire was found by sum up the total responds score from the questionnaire. Next, researcher copied students’ listening score thathad been gotten from the English teacher whose teach the ninth class. Then, the researcher counted both of the students’ interest score and their listening achievement score by using Pearson Product Moment formula to see the correlation.
From the calculation, it was known that r- counted = 0, 518 and df = 43. If we compare with the r-table value at the degree of significance of 5%
and 1%, the correlation between students’ English learning interest and their listening achievement was significant (r = 0,518 > 0,301; r = 0,518 >
0,389). It can be seen that the correlation index (r = 0,518) is in the interval 0,41-0,60, this means that the correlation belong to “moderate correlation.” In the other words, there was a positive correlation between students’ English learning interest (X) and students’ listening achievement (Y).
FINDINGS
Students who has interest to study try to pursue knowledge more than who have the low one. They tend to be more attentive in learning the lesson. They enjoy and ready to do any task given by teacher. They are motivated to enrich their vocabulary, to practice their English lesson and do a lot of exercise to make them more skilful in Using English. They pay attention and focus to the lesson. It is supported by Brophy (2014:100), interest is the term that is used to describe focus attention to a lesson, text passage or learning activity that occurs because the students values or has positive effective response to its content or processes.
In this research, the result of correlation can be found by correlating the result of students’
English learning interest questionnaire and students’ listening achievement score. Based on the data analysis, the researcher found that r-counted was 0,518 and r-table 0, 301. In the degrees of
freedom (df) n-2 where the level of significance (a) 0,05. Then, the strength of its correlation resided in moderate correlation. From the result, there were several kinds of the data was found. First, there were 24 students who had high English learning interest and listening achievement score. It is shown that interest in learning English give influence students’ listening achievement. This statement supported by Syah (2004:136), interest affects the quality of students’ learning achievement in many fields in certain study. Thus, the result of this research is same with the theory.
Second, the researcher found that there were 5 students who had high English learning interest score, but their listening achievement were low. Last, from the data there were 6 students who had low English learning interest score, however;
their listening achievement score were high. It means that beside interest in learning English, there were other factors that can influence students’
score in listening achievement.
In conclusion, there was positive correlation between English learning interest and listening achievement. It can be seen that students with high learning interest score have a good listening achievement score. Even thought, not all students with high English learning interest got a good listening achievement. On the other hand, not all students with low listening achievement had low English learning interest. It would depend on other factors that influenced students in learning process
Conclusion
According to the research findings that mentioned on the previous, the researcher conclude that there is correlation between students’ English learning interest and their listening achievement at ninth grade students in SMP N 4 Gunung Talang Kabupatn Solok. It is proved by the value of r- counted which is higher than r-table. The data is gotten from English learning interest and listening achievement documentation.
The researcher points out the conclusion that the students’ English learning interest influence their achievement in listening. If the students do not have interest in learning English they will have difficulty to absorb the lesson and unable in each skill. The students with high interest tend to be more attentive in learning so they will get good score. In other words, the more they learn and the more attentive they follow the lesson, the better English they will acquire.
Suggestion
Related to the finding of the research, the researcher proposed several suggestions for teachers, students and readers. First, for the teacher, the English teacher are expected to support the students to develop their English learning interest, because interest in learning English gives
contribution to the students listening achievement and makes the students score be better. Second, for the students, the researcher suggests the students to increase the frequency of time in practice English and search many things about English to develop their English learning interest. Then, in this research, the researcher only used questionnaire and listening achievement documentation as instrument, these could be done limitations finding.
The researcher suggested to the next researcher who has interested to this research to conduct other related research in the large scope.
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