The author realizes that this thesis will never be completed without the help of a number of people. 32 Table 1.17 I prefer to read books when I study in the afternoon……….32 Table 1.18 I was very excited when working on the English material in.
Background
An individual who is interested in something will be more involved in the learning process and the learning outcomes will be better. However, there is a significant difference between morning and afternoon teaching time in terms of student learning outcomes.
Research Problem
An analysis of student learning interest between morning and afternoon schedule in SMAN 7 Makassar”.
Objective of the Research
Significance of the Research
The focus of this research is on students' interest in learning English in the morning and evening hours. In this chapter, the researcher discusses previous related findings and the researcher attended a review of related theories, which consists of two parts: interest-based learning and a morning and afternoon schedule, and discusses a comparison of them.
Previous Related Findings
Research conducted by Prayitno (2009) at SMA Muhammadiyah 2 in Yogyakarta showed that there was no influence between study times and learning performance. This also relates to learning interest where students' interests and motivation will encourage objectivity in the learning process so that students can excel in school. Based on some of the research reviews mentioned above, the difference between my research is: In Giovani (2018), the result of her research showed that the activity and the learning outcomes showed that this study time in the morning and afternoon does not increase the interest of the students influenced; in Sari (2017), the result is that the interest between morning and afternoon study time shows that there is a relationship between learning time and interest in learning for student performance in the middle category;
Learning
According to Slameto, there are the factors that influence, but it can only be classified into two groups, namely internal (internal) and external (external) factors. An example of external factors that arise in learning is also included in non-social factors.
Learning Time
Conversely, when students receive lessons in the morning, the student will be easy to concentrate and focus on receiving lessons. While the students are not concentrated when the physics lessons take place during the day, out of focus and active students are only a part of the number of students in the class.
Interest in learning English
Types of interest
A person's interest to measure by asking him/her to answer a series of certain questions or choose certain activities that have been prepared, put them in order, or he is asked to check whether he likes certain activities by adults or young people, the result is often used as a basis for planning training programs for the respondents.
Factors that influence interest
Intrinsic factor
- Feelings of interest
- Attention
- Feeling happy
- Hope
- Needs
- Motivation
According to Mustaqim, attention is the concentration of psychic energy aimed at an object or very little awareness of it. While according to Ben Walgito (1997) attention is the concentration of concentration of all individual activities that are directed to something or a collection of objects. Feelings of pleasure are a function of the soul to consider and measure things according to the happy and unhappy taste, or a statement of a subjective soul in the feeling of happiness and unhappiness (Abu Ahmadi and Widodo Supriyono (2004: 38) .
According to Sunaryo, need is the lack of something and the demand for immediate fulfillment in order for a balance to occur. According to Maslow (Effendi et al., 1985) needs are deficiencies that someone feels at a certain time, such as physiologically, socially and psychologically. Motivation according to Wlodkowsky (in Sugihartono et al) is a state that causes or causes certain behavior and directions and resilience to that behavior.
Extrinsic Factor
Based on some of the above opinions, it can be concluded that motivation is the driving force and drive of individuals to act to satisfy needs and achieve certain goals. Motivation is said to be pure when the individual has a strong desire to achieve the learning outcomes themselves. The desire to continue and decrease one's involvement in an activity or experience called interest.
Based on some of the descriptions above, it appears that there are many factors that influence interest: internal factors (intrinsic) and factors that come from outside the individual (extrinsic). By knowing that these factors are expected, the teacher can stimulate students' interest in learning usefully in their future lives. In research, this is a factor that comes from within the individual: students' interest in learning subjects, and factors that come from outside the individual are the teacher's encouragement.
Conceptual Framework
In this chapter the researcher was discussed about research design, location and time of the research, variable and operational definition, population and sample, instrument of the research, procedure to collect data and technique of data analysis.
Research Design
Location and Time of the Research
Variable and Operational Definition 1. Variable
Instrument of the Research
Procedure of Collecting Data Questionnaire Questionnaire
Technique of Data Analysis
FINDING
Analysis of the questionnaire on the Morning schedule
Based on the above table, it was found that 9.7% of respondents who chose strongly disagree, 0% of respondents who disagree, 12.9% of respondents who chose neutral, 22.6% of respondents who chose to agree and 54.8% of respondents who chose very agree. Based on the above table, it was found that 0% of respondents who chose strongly disagree, 9.7% of respondents who disagree, 29.0% of respondents who chose neutral, 45.2% of respondents who chose to agree and 16.1% of respondents who chose very agree. Based on the table above, it is found that, 0% of respondents who chose strongly disagreed and disagreed, 19.4% of respondents who chose neutral, 29.0%.
Based on the table above, it is found that 0% of respondents who chose strongly disagree, 12.9% of respondents who chose disagree, 29.0% of respondents who chose neutral, 29, 0% of respondents who chose to agree and 29.0% of respondents who chose to agree. chose strongly disagree. Based on the table above, it was found that 0% of respondents who chose strongly disagree, 12.9% of respondents who chose Disagree, 29.0% of respondents who chose neutral, 29, 0% of respondents who chose to agree and 29.0% of respondents who chose to agree. chose very agree. Based on the table above, it was found that 0% of respondents who chose strongly disagree, 6.5% of respondents who chose disagree, 19.4% of.
Analysis of the questionnaire on the Afternoon schedule
Based on the table above, it was found that 3.2% of respondents who chose strongly disagree, 22.6% of respondents who chose disagree, 41.9% of respondents who chose neutral, 19.4% of respondents who chose agreed, 12.9% of respondents who chose strongly. agreed. Based on the above table, it is found that 67.7% of respondents who voted strongly disagreed, 29.0% of respondents who chose disagreed, 3.2% of respondents who chose neutral, 0% of respondents who chose agreed and strongly agreed. Based on the table above, it is found that 16.1% of respondents who chose strongly disagree, 54.8% of respondents who chose disagree, 29.0% of respondents who chose neutral, and 0% of respondents who chose agreed and strongly agreed.
Based on the table above, it is found that 6.5% of the respondents who chose disagree, 45.2% of the respondents who chose disagree, 45.2% of the respondents who are neutral chose, 0% of respondents who voted agreed and 3.2% of respondents who strongly chose agreed. Based on the table above it is found that 9.7% of the respondents who chose disagree, 51.6% of the respondents who chose disagree, 16.1% of the respondents who chose neutral , 19.4% of respondents who chose to agree, and 3.2% of respondents who strongly agreed. Based on the table above it was found that, 16.1% of the respondents who chose disagreed, 41.9% of the respondents who chose disagree, 29.0% of the respondents who were neutral chose, 12.9% of respondents who chose agreed and 0%
Descriptive analysis test
From the results of the analysis of the average score data on students' interest in studying the morning schedule and the afternoon schedule show that there are differences between the morning and afternoon schedules. Mean score on student learning interest in the morning is 36.39 and student learning interest in the afternoon is 25.94. This indicates that students' interest in learning in the morning is greater compared to the afternoon, judging by the difference of 10.45.
It can be concluded from this research that students are more interested in studying in the morning than in studying in the afternoon. Based on the results of the study, it was proven that between study moments there was a significant effect on the interest in learning English. From the research conducted at SMAN 7 Makassar, it can be concluded that students' interest in learning English during morning and afternoon classes has a significant difference.
SUGGESTION
Isilah identitas saudara/i pada kolom yang telah disediakan 2. Cara Mengisi angket sebagai berikut
Saya lebih suka belajar bahasa Inggris di pagi hari) 3 Saya mudah mengingat materi. dijelaskan oleh guru bahasa Inggris saya di pagi hari. 4 Saya lebih aktif belajar di pagi hari (Saya lebih aktif belajar di pagi hari) 5 Saya mengantuk saat belajar di pagi hari. 6 Saya lebih suka mengerjakan ulangan harian yang diberikan guru di pagi hari.
8 Saya sangat bersemangat ketika mengerjakan materi bahasa Inggris di pagi hari (saya sangat bersemangat ketika mengerjakan materi bahasa Inggris di pagi hari). 9 Saya suka belajar bahasa Inggris di pagi hari karena pikiran saya masih segar (saya suka belajar bahasa Inggris di pagi hari karena pikiran saya masih segar). 10 Saya sering terlambat masuk kelas ketika bahasa Inggris diajarkan di pagi hari.
Isilah identitas saudara/i pada kolom yang telah disediakan 4. Cara Mengisi angket sebagai berikut
1 Pada saat kegiatan belajar mengajar di sore hari, saya memperhatikan materi yang disampaikan oleh guru bahasa Inggris saya. Saya lebih suka belajar bahasa Inggris di sore hari) 3 Saya dapat mengingat materi dengan mudah. dijelaskan oleh guru bahasa Inggris saya pada siang hari. 6 Saya lebih suka mengerjakan ulangan harian yang diberikan guru pada siang hari.
8 Saya sangat bersemangat ketika mengerjakan materi bahasa Inggris di sore hari (saya sangat bersemangat ketika mengerjakan materi bahasa Inggris di sore hari). 9 Saya suka belajar bahasa Inggris di sore hari karena pikiran saya masih segar (saya suka belajar bahasa Inggris di sore hari karena pikiran saya masih segar). 10 Saya sering terlambat masuk kelas ketika saya sedang belajar bahasa Inggris di sore hari.
