Bab4 5sella

52
CHAPTER IV
RESEARCH RESULT AND DISCUSSION
4.1 Research Result
In starting this research, the researcher conducted tryout to find the validity
and reliability of the instrument used in the research.The tryout both of
instruments was conducted onMonday, November 16th 2020, 32 students at the
eleventh grade in SMK N 01 Kotabumi followed the test. Then, the research was
conducted on Tuesday, December 01st 2020. The samples in this research were 37
students of 405 from the thirteen classes of the population because the researcher
used 10% of population randomly. After the validity and reliability both of
instruments were found, the researcher gave the test to the sample of the research
to find out the correlation between students’ motivation and speaking ability at the
eleventh grade of SMK N 03 Kotabumi Academic Year 2020/2021.
4.1.1 Validity and Reliability of Speaking Ability
a. Validity of Speaking Ability
Validity of instrument speaking ability was gotten from the experts
judgments. The procedure is the experts compare the content of instrument with
the material wanted to be searched. The instrument was designed based on the
concept and definition of the variable. It means that the researcher made an
instrument of speaking ability, and then it was consulted with the expert; in this
53
research the experts are Mr. SigitSuharjono, S.Pd., M.Pd., and Mrs. Dewi Sri
Kuning.
b. Reliability of Speaking Ability
Reliability is that something can be reliable enough if the instrument can be
used as a tool to collect the data in different place and time. Reliability is needed
to know the instrument that will be used is reliable or not. In this research to
measure the reliability of the test instrument from students speaking abilitythe
researcher was calculated by using inter-rater reliability.The coefficient reliability
gotten from the calculation was 0.838, it means there is consistency between two
raters and can be said that the result of measurement is reliable.
4.1.2 Validity and Reliability of Students’ Motivation
a. Validity of Students’ Motivation Instrument
The instrument of students’ motivation was in the form of questionnaire.
Validity ofstudents’ motivation questionnaire test was calculated by using Product
Moment Formula. A criterion for valid instrument is if robserved is bigger than rtable.
The analysis resulted 30 valid items out of 40 items which was tasted. Below the
summary of validity test of questionnaire instruments.
TABLE 13
THE SUMMARY OF VALIDITY TEST OF QUESTIONNAIRE
Observation Frequency
Valid 30
Invalid 10
Total 40
Based on the table, it can be seen there were 30 items valid namely question
number 1, 2, 3, 4, 5, 6, 7, 11, 12, 13, 14, 15, 16, 17, 18, 20, 21, 22, 23, 24, 25, 26,
54
28, 29, 32, 34, 36, 38, 39, and 40. Meanwhile, there were 10 items invalid,
namely items number 8, 9, 10, 19, 27, 30, 31, 33, 35, and 37. Because the valid
items all represented the aspect to be measure in this research.
b. Reliability of Students’ Motivation
Meanwhile, the reliability of students’ motivation questionnaire was
calculated by using Alpha Formula. The criterion for reliable instrument is if
robserved is greater than rtable in significant level 5% with n was 32.
TABLE 14
THE SUMMARY OF RELIABILITY TEST OF STUDENTS’
MOTIVATION INSTRUMENT TEST
Observation Result
robserved 0.826
rtable 0.339
Description The instrument is reliable
Based on the tables above, it was found that r observed for instrument
students’ motivation is greater than rtablewhich is 0.826 ≥ 0.339. It could be said
that the instruments was reliable. The calculation can be seen in appendix 5page
77.
4.1.3 Description of Data
After conducting the try out and analyzing the validity and reliability of the
instruments, the researcher began to conduct the research in the real sample. They
were 37 students as the sample taken proportional randomly from each class in
eleventh grade of SMKN 3 Kotabumi. To collect the data of students’ motivation,
the students were given questionnaire which consists of 30 statements which

55
positive were 15statements and 15 negative statements. Having finished
answering the questionnaire, the participants were asked to do speaking test by
oral test which consisted ofthe kinds of narrative story text.
4.1.4 Data Analysis
4.1.4.1 Normality Test
In this research, the researcher analyzed the data to find whether the data
came from normal distribution or not. Therefore, the researcher used normality
test, by using Liliefors formula. The summary is presented in the table below:
TABLE 15
THE SUMMARY OF NORMALITY TEST
No. Variables Lo max Ltable Description
1 Students’ Motivation 0.1081 0.1456 Normally Distributed
2 Speaking Ability 0.1398 0.1456 Normally Distributed
Based on the table above, it can be seen that the data for variablestudents
motivation was found Lobserved= 0.1081. The value of Ltable= 0.1456 Furthermore,
the result normality test for variable speaking ability was found that Lobserved=
0.1398 and Ltable= 0.1456.
From the explanation above, it can be seen that L observed from the variable
of students’ motivation and variable speaking ability were smaller than Ltable. It
means that H0 was accepted. Therefore, it can be concluded that the data of
variable students’ motivation and the data of variable speaking achievement came
from the sample which had normal distribution. The complete calculation can be
seen on appendix 14 and 15.

56
4.1.4.2 Homogeneity Test of Data
Homogenity test is done by taking the data from the samples, which is
same or not variant of samples which is taken from the same population. In
homogeneity test, the researcher calculated thehomogenity testwhich done using
F-test Formula. It aims to know whether the sample is taken to have the same
variant (homogen). The result of homogeneity test can be shown in the
calculationof F-test:
Fobserved = The Highest Variance

The Lowest Variance
Fobserved= 35.95
23.73
Fobserved= 1.52
Based on the result of homogenity test, it was found thatFobserved= 1.52 with
Ftable (0.05,37)= 1.74. The calculation inferred that Ho is accepted; therefore it can
be said that the data from two variables are homogenous. The complete
calculation can be seen in appendix16on page 90.
4.1.4.3 Hypotheses Test
The hypothesis test was done after the data was found to be in normal
distribution and homogenous. This research hypothesis was tested by using
Pearson’s Product Moment formula. The calculation can be seen in appendix 17
page 91. The following is the summary of hypothesis test.
TABLE 16
THE SUMMARY OF HYPOTHESES TEST
Observed Result
robserved 0.935
rtable 0.325
Conclusion H0 was rejected, Ha was accepted
57
Based on the calculation by using Product Moment Formula, it was found
that the correlation between two variables (X) and (Y) or rxyor robserved= 0.935 and
rtable (37)(0.05) =0.325with n = 37. Therefore, because of robserved is greater than rtable
or 0.935 > 0.325, it means that Ho was rejected, and Ha was accepted. It means
that there is correlation between students’ motivation and speaking ability.
4.1.4.4 Significant Test
After the correlation was calculated by using Pearson Product Moment
formula, the researcher used t-test to know the significant of the correlation. The
following is the summary of significant test.
TABLE 17
THE SUMMARY OF SIGNIFICANT TEST
Observed Description
tobserved 15.652
ttable 1.687
Conclusion H0 was rejected, Hawas accepted
From the result above it is found thetobservedwas 15.652 and ttable,with n=37
by using significant level 0,05 is 1.687. As the result, so H0 was rejected, and Ha
was accepted, which means that the correlation was significant. This showed that
there is significant correlation between students’ motivation and speaking ability
at the eleventh grade in SMK N 03KotabumiAcademic Year 2020/2021. The
complete calculation can be seen on page 93.

58
4.2 Discussion
The research was conducted in SMK N 03 Kotabumi on December, 01 st
2020. From the result of hypothesis testing using Pearson Product Moment
correlation and t-test, it was found that there was a significant correlation between
students’ motivation and speaking ability of the eleventh grade students in SMK
N 03 Kotabumi academic year 2020/2021, and it is categorized into high
correlation.The result of this research agrees with theory According to Uno (2012,
p. 1) motivation is the process of trying to influenced the person or people they
lead to do the desired work. That it is true that motivation affects the achievement
in students’ speaking ability.
In addition, this research result is also in line with the research conducted
previously by Tutur (2016) entitled “A correlation Study between Students
Motivation and Their Speaking Ability Skill at the eleventh grade of SMK Batik
Sakti 2 Kebumen in the academic year 2015/2016” which found that positive
correlation between students’ motivation and their speaking ability with a
coefficient correlation of 0.796. Thus, it can be concluded that students’
motivation has correlation with speaking ability.
In conclusion, from the research finding, and previous theories, it has been
proved that students’ motivation gives positive and significant correlation to
students’ speaking ability. By having high motivation in learning students will be
enthusiastic in the learning process, so they will study English well. However,
when the students lack motivation in learning English, they do not enjoy studying
and do less effort in the learning process. As the result, they are difficult to
achieve the maximum result. Based on the previous research, students’ motivation
59
in learning English very influenced toward other students’ speaking ability. Not
only influence to speaking ability but also others such as between motivation and
speaking achievement, vocabulary mastery and reading comprehension
achievement.
60
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on the result hypothesis and the significant test,it can be concluded
that there issignificant correlation between Students’ Motivation and Speaking
Ability at the Eleventh Grade in SMK N 03 Kotabumi academic year 2020/2021.
5.2 Suggestion
Based on the discussion and conclusion previously described, the
researcher gives some useful suggestions to support the teaching of speaking. For
English teacher, they are expected promote their students motivation in learning
English because students with high motivation can increase their speaking ability,
then the teacher provide activities, employ certain technique or method that can
increase students’ motivation. For the students, the students are suggested to have
interest in learning English, so they can increase their motivation, moreover
motivation can influence their speaking ability. For further researcher,to find out
factors that can be increase students’ motivation in learning English especially in
speaking ability.
61
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64
CURRICULUM VITAE
The writer of this research paper is Sella Monika. She was born on
January, 04th 1998 in Kota Gajah. She is the first child of two children of Mr.
Rizal and Mrs Nomi Indriani. She lived in Kotabumi, Pendawa 5 street, No. 30
Rejosari North Lampung.
She graduated from SDN 02 Rejosari, North Lampung in 2010. Then, she
continued studying at SMP N 12 Kotabumi North Lampung and graduated in
2013. Having finished from junior high school, she entered to senior high school.
She chose SMK N 03 Kotabumi and graduated in 2016. After that, she continued
her study to University of Muhammadiyah Kotabumi North Lampung and took
English Education Study Program.

65
APPENDICES
QUESTIONNAIRE STUDENTS’ MOTIVATION
(TRY OUT)
“The Correlation between Students' Motivation and Speaking Ability of the

Eleventh Grade Students in SMK N 03 Kotabumi Academic Year 2020/2021”
I. PENGANTAR
1. Angket ini diedarkan dengan maksud untuk mendapatkan informasi
sehubungan dengan pendekatan tentang motivasi dalam belajar bahasa Inggris
Anda khususnya kemampuan berbicara dalam memberikan pendapat.
2. Partisipasi anda dapat memberikan informasi yang sangat dibutuhkan oleh
peneliti.
II. PETUNJUK PENGISIAN

1. Sebelum mengisi pernyataan, bacalah petunjuk pengisian dengan cermat.
2. Angket ini terdiri dari 40 pernyataan.
3. Beri nama dan kelas
4. Berilah tanda check list ( √ ) pada satu kolom yang tersedia; Sangat Setuju,
(SS), Setuju (S), Netral (N), Tidak Setuju (TS), Sangat Tidak Setju (STS).
5. Semua jawaban nilainya benar dan tidak ada yang salah, oleh karena itu
jawablah semua pernyataan sesuai dengan keadaan dan kondisi nyata Anda
dengan jujur.
Nama : ……………………..
Kelas : ……………………..
STATEMENTS SS S N TS STS
1. Teacher always give gifts to students
who get good English scores.
(Guru selalu memberikan hadiah kepada

siswa yang mendapatkan nilai bahasa
Inggris yang bagus)
2. My teacher is a great source of

inspiration to me.
(Guru bahasa inggris saya sumber

inspirasi yang baik bagi saya).
3. My English Teacher present materials in
an interesting way
(guru bahasa Ingris saya menyajikan

materi yang menarik).
4. Teacher never give gifts to students who
get good score English.
(Guru saya tidak pernah memberi hadiah

kepada siswa yang mendapat nilai
bahasa Inggris bagus).
5. I think my English teacher is boring.
(Menurut saya, guru bahasa Inggris saya

membosankan).
6. My English teacher doesn’t present
materials in an interesting way.
(Guru bahasa Inggris saya tidak

menyajikan materi dengan cara yang
menarik).
7. My Parent helping me to learn English.
(Orang tua saya membantu saya belajar

bahasa Inggris).
8. My parents do not care about my study
(Orang tua saya tidak peduli dengan

sekolah saya).
9. My parents feel that I should continue
studying English all through school.
(Orang tua saya merasa bahwa saya

harus terus belajar bahasa Inggris selama
sekolah).
10. Every day, my parents never give me
gifts.
(Setiap hari, orang tua saya tidak pernah

member saya hadiah)
11. My parents always encourage me to
learn English and give me a reward if
my English grades are good.
(Orang tua saya selalu mendorong saya

untuk beajar bahasa Inggris dan
memberikan hadiah apabila nilai bahasa
Inggris saya bagus).
12. My Parents never help me learn
English.
(Orang tua saya tidak pernah

membantu saya belajar bahasa Inggris).
13. My parents never encouraged me to
study English and never give me gift.
(Orang tua saya tidak pernah

mendorong saya untuk belajar bahasa
Inggris dan tidak pernah member saya
hadiah).
14. Learning English is very fun because
the atmosphere in the classroom is very
supportive for learning speaking
English.
(Belajar bahasa Inggris sangat

menyenangkan karena suasana didalam
kelas sangat mendukung untuk belajar
berbicara bahasa Inggris).
15. I would feel comfortable speaking
English anywhere.
(Saya merasa nyaman berbicara bahasa

Inggris dimanapun).
16. I feel confident when asked to speak in
my English class.
(Saya merasa percaya diri ketika

diminta untuk berbicara dikelas bahasa
Inggris saya).
17. To be honest, I don’t like English class.
(Jujur saya tidak suka dengan kelas

bahasa Inggris).
18. Speaking English anywhere make me

feel worried.
(Berbicara dimanapun membuat saya

khawatir)
19. I never did my English assignment.
(Saya tidak pernah mengerjakan tugas

bahasa Inggris saya).
20. I get nervous when I am speaking in my
class.
(saya tidak percaya diri ketika

berbicara bahasa Inggris dikelas).
21. I always practice my English every
day.
(saya selalu melatih bahasa Inggris

saya setiap hari.
22. When I have a problem understanding
something in my English, I always
asked my teacher.
(Ketika saya mengalami kesulitan

dalam bahasa Inggris, saya selalu
bertanya dengan guru saya).
23. I immediately worked on the English
assignment given by the teacher.
(Saya langsung mengerjakan tugas

bahasa Inggris yang diberikan oleh
guru).
24. I never practice English every day.
(Saya tidak pernah mempraktikan

bahasa Inggris setiap hari).
25. I never asked my teacher, If I have a
problem in learning English.
(Saya tidak pernah bertanya dengan

guru sata, jika saya memiliki masalah
dalam belajar bahasa Inggris).
26. I put off my English homework as much
as possible.
(Saya menunda pekerjaan rumah

bahasa Inggris saya sebanyak
mungkin.
27. I am sometimes anxious that the other
students im class will laugh at me when
I speak English.
(Saya terkadang cemas bahwa siswa

lain dikelas akan menertawakan saya
ketika saya berbicara bahasa Inggris).
28. I wish I could speak English perfectly.
(Saya berharap saya dapat berbicara

bahasa Inggris dengan sempurna)
29. Studying English is important because

I will need it for my career.
(Belajar bahasa Inggris itu penting

karena saya akan membutuhkanya
untuk karier saya).
30. I plan to learn as much speak English
as possible.
(Saya merencanakan belajar berbicara

bahasa Inggris sebisa mungkin).
31. Studying English is important because
it will be useful in greeting a good job.
(Mempelajari bahasa Inggris itu penting

karena akan berguna dalam menyapa
pekerjaan yang baik).
32. I don’t have desire to be speak English.
(Saya tidak mempunyai keinginan

untuk bisa berbahasa Inggris).
33. My English teacher has a dynamic and
interesting teaching style.
(Guru bahasa Inggris saya memiliki

gaya mengajar yang dinamis dan
menarik).
34. Knowing English isn’t really an
important goal in my life.
(Mengetahui bahasa Inggris bukanlah

tujuan penting dalam hidup saya).
35. I don’t understand why other people

nervous about speaking in class.
(Saya tidak mengerti mengapa setiap

siswa cemas berbicara bahasa Inggris
di kelas).
36. I like speak English.
(Saya suka berbicara bahasa Inggris).

37. My English teacher is one of the least
pleasant people I know.
(Guru bahasa Inggris saya adalah salah

satu orang yang paling tidak
menyenangkan yang saya kenal).
38. I like learn English because I want to
be speak English fluent.
(Saya menyukai pelajaran bahasa

Inggris karena saya ingin berbicara
bahasa Inggris dengan lancar).
39. I don’t like speak English.
(Saya tidak suka berbicara bahasa

Inggris).
40. I don’t like learn English.
(Saya tidak suka belajar bahasa

Inggris).
Source: Adopted from the Attitude/Motivation Test Battery by R.C Gardner
QUESTIONNAIRE STUDENTS’ MOTIVATION (RESEARCH)
“The Correlation between Students' Motivation and Speaking Ability of the

Eleventh Grade Students in SMK N 03 Kotabumi Academic Year 2020/2021”
III. PENGANTAR
1. Angket ini diedarkan dengan maksud untuk mendapatkan informasi
sehubungan dengan pendekatan tentang motivasi dalam belajar bahasa Inggris
Anda khususnya kemampuan berbicara dalam memberikan pendapat.
2. Partisipasi anda dapat memberikan informasi yang sangat dibutuhkan oleh
peneliti.
IV. PETUNJUK PENGISIAN

4. Berilah tanda check list ( √ ) pada satu kolom yang tersedia; Sangat Setuju,
(SS), Setuju (S), Netral (N), Tidak Setuju (TS), Sangat Tidak Setju (STS).
5. Semua jawaban nilainya benar dan tidak ada yang salah, oleh karena itu
jawablah semua pernyataan sesuai dengan keadaan dan kondisi nyata Anda
dengan jujur.
Nama : ……………………..
Kelas : ……………………..
1. Teacher always give gifts to students who get
good English scores.
(Guru selalu memberikan hadiah kepada

siswa yang mendapatkan nilai bahasa Inggris
yang bagus)
2. My teacher is a great source of inspiration to
me.
(Guru bahasa inggris saya sumber inspirasi

yang baik bagi saya).
3. My English Teacher present materials in an
interesting way
(guru bahasa Ingris saya menyajikan materi

yang menarik).
4. Teacher never give gifts to students who get
good score English.
(Guru saya tidak pernah memberi hadiah

kepada siswa yang mendapat nilai bahasa
Inggris bagus).
5. I think my English teacher is boring.
(Menurut saya, guru bahasa Inggris saya

membosankan).
6. My English teacher doesn’t present materials
in an interesting way.
(Guru bahasa Inggris saya tidak menyajikan

materi dengan cara yang menarik).
7. My Parent helping me to learn English.
(Orang tua saya membantu saya belajar

bahasa Inggris).
8. My parents always encourage me to learn
English and give me a reward if my English
grades are good.
(Orang tua saya selalu mendorong saya untuk

beajar bahasa Inggris dan memberikan
hadiah apabila nilai bahasa Inggris saya
bagus).
9. My Parents never help me learn English.
(Orang tua saya tidak pernah membantu

saya belajar bahasa Inggris).
10. My parents never encouraged me to study
English and never give me gift.
(Orang tua saya tidak pernah mendorong

saya untuk belajar bahasa Inggris dan tidak
pernah member saya hadiah).
11. Learning English is very fun because the
atmosphere in the classroom is very
supportive for learning speaking English.
(Belajar bahasa Inggris sangat

menyenangkan karena suasana didalam
kelas sangat mendukung untuk belajar
berbicara bahasa Inggris).
12. I would feel comfortable speaking English
anywhere.
(Saya merasa nyaman berbicara bahasa

Inggris dimanapun).
13. I feel confident when asked to speak in my
English class.
(Saya merasa percaya diri ketika diminta

untuk berbicara dikelas bahasa Inggris
saya).
14. To be honest, I don’t like English class.
(Jujur saya tidak suka dengan kelas bahasa

Inggris).
15. Speaking English anywhere make me feel
worried.
(berbicara dimanapun membuat saya

khawatir).
16. I get nervous when I am speaking in my
class.
(saya tidak percaya diri ketika berbicara

bahasa Inggris dikelas).
17. I always practice my English every day.
(saya selalu melatih bahasa Inggris saya

setiap hari.
18. When I have a problem understanding
something in my English, I always asked
my teacher.
(Ketika saya mengalami kesulitan dalam

bahasa Inggris, saya selalu bertanya dengan
guru saya).
19. I immediately worked on the English
assignment given by the teacher.
(Saya langsung mengerjakan tugas bahasa

Inggris yang diberikan oleh guru).
20. I never practice English every day.
(Saya tidak pernah mempraktikan bahasa

Inggris setiap hari).
21. I never asked my teacher, If I have a
problem in learning English.
(Saya tidak pernah bertanya dengan guru

sata, jika saya memiliki masalah dalam
belajar bahasa Inggris).
22. I put off my English homework as much as

possible.
(Saya menunda pekerjaan rumah bahasa

Inggris saya sebanyak mungkin.
23. I wish I could speak English perfectly.
(Saya berharap saya dapat berbicara bahasa

Inggris dengan sempurna)
24. Studying English is important because I will

need it for my career.
(Belajar bahasa Inggris itu penting karena

saya akan membutuhkanya untuk karier
saya).
25. I don’t have desire to be speak English.
(Saya tidak mempunyai keinginan untuk

bisa berbahasa Inggris).
26. Knowing English isn’t really an important

goal in my life.
(Mengetahui bahasa Inggris bukanlah

tujuan penting dalam hidup saya).
27. I like speak English.
(Saya suka berbicara bahasa Inggris).
28. I like learn English because I want to be

speak English fluent.
(Saya menyukai pelajaran bahasa Inggris

karena saya ingin berbicara bahasa Inggris
dengan lancar).
29. I don’t like speak English.
(Saya tidak suka berbicara bahasa Inggris).
30. I don’t like learn English.
(Saya tidak suka belajar bahasa Inggris).
Source: Adopted from the Attitude/Motivation Test Battery by R.C Gardner

Test Instrumen
Basic Competence : Speaking

Topic : Narative text
Class/Semester : XI/1
Time Alocation : 3 x 45 minutes
Direction!
1. Read the text about Cinderella.
2. Answer these questions.
b. How did Princess Cinderella come to the prince’s party?
c. Why did Princess Cinderella lose her glass shoes?
3. You are given 2 – 3 minutes to answer the question above!
4. Record by using your phone!
(Based on the condition, the students must make a video)
Cinderella
Once upon a time, there was a beautiful girl named Cinderella. She lived with
her wicked stepmother and two stepsisters. They treated Cinderella very badly. One
day, they were invited for a grand ball in the king’s palace. But Cinderella’s
stepmother would not let her go. Cinderella was made to sew new party gowns for
her stepmother and stepsisters, and curl their hair. They then went to the ball, leaving
Cinderella alone at home.
Cinderella felt very sad and began to cry. Suddenly, a fairy godmother appeared
and said, “Don’t cry, Cinderella! I will send you to the ball!” But Cinderella was sad.
She said, “I don’t have a gown to wear for the ball!” The fairy godmother waved her
magic wand and changed Cinderella’s old clothes into a beautiful new gown! The
fairy godmother then touched Cinderella’s feet with the magic wand. And lo! She had
beautiful glass slippers! “How will I go to the grand ball?” asked Cinderella. The
fairy godmother found six mice playing near a pumpkin, in the kitchen. She touched
them with her magic wand and the mice became four shiny black horses and two
coachmen and the pumpkin turned into a golden coach. Cinderella was overjoyed and
set off for the ball in the coach drawn by the six black horses. Before leaving. the
fairy godmother said, “Cinderella, this magic will only last until midnight! You must
reach home by then!”
When Cinderella entered the palace, everybody was struck by her beauty.
Nobody, not even Cinderella’s stepmother or stepsisters, knew who she really was in
her pretty clothes and shoes. The handsome prince also saw her and fell in love with
Cinderella. He went to her and asked, “Do you want to dance?” And Cinderella said,
“Yes!” The prince danced with her all night and nobody recognized the beautiful
dancer. Cinderella was so happy dancing with the prince that she almost forgot what
the fairy godmother had said. At the last moment, Cinderella remembered her fairy
godmother’s words and she rushed to go home. “Oh! I must go!” she cried and ran
out of the palace. One of her glass slippers came off but Cinderella did not turn back
for it. She reached home just as the clock struck twelve. Her coach turned back into a
pumpkin, the horses into mice and her fine ball gown into rags. Her stepmother and
stepsisters reached home shortly after that. They were talking about the beautiful lady
who had been dancing with the prince.
The prince had fallen in love with Cinderella and wanted to find out who the
beautiful girl was, but he did not even know her name. He found the glass slipper that
had come off Cinderella’s foot as she ran home. The prince said, “I will find her. The
lady whose foot fits this slipper will be the one I marry!” The next day, the prince and
his servants took the glass slipper and went to all the houses in the kingdom. They
wanted to find the lady whose feet would fit in the slipper. All the women in the
kingdom tried the slipper but it would not fit any of them. Cinderella’s stepsisters
also tried on the little glass slipper. They tried to squeeze their feet and push hard into
the slipper, but the servant was afraid the slipper would break. Cinderella’s
stepmother would not let her try the slipper on, but the prince saw her and said, “Let
her also try on the slipper!” The slipper fit her perfectly. The prince recognized her
from the ball. He married Cinderella and together they lived happily ever after.
75
76
77
78
Reliability of Students’ Motivation Test
𝑘 ∑ 𝜎𝑏2
𝑟11 = { } {1 − 2 }
𝑘−1 𝜎𝑡
40 81.47
𝑟11 = { } {1 − }
40 − 1 407.94
40
𝑟11 = { } {1 − 0.199}
39
𝑟11 = {1.03}{0.801} = 0.826

79
80
81
82
Interrater Reliability of Speaking Try Out Test
Se² =
 i² - (  R² ) /n - (  T² ) / K + (  i ) ² /n K
( n -1) ( K -1)
313600- (9963936)/ 32 - (626560)/2 + (4464)² / 32.2

Se² =
( 32 - 1 ) ( 2 - 1 )
313600 - 311373 - 313280 + (19927296) /64
Se² =
31
- 311053 + 311364
Se² =
31
311
Se² = = 10.0323
31
(  T² ) / K - (  i )
Ss² =
n -1
(626560) /2 - (4464)² / 32.2

Ss² =
32 - 1
313280 - 19927296/ 64
=
31
313280 - 311364 1916

= = = 61,8065
31 31
The formula to estimate interrater realibility
( Ss ² - Se ² )
r xx' =
Ss ²
(61,8065- 10,0323)
r xx' =
61,8065
( 51,774)
r xx' = = 0.838
61,8065
83
84
85
86
87
88
89
90
91
92
The Hypothesis Test Between Two Variables
N  XY − ( X )( Y )
rXY =
{N  X 2 − ( X ) 2 }  {N  Y 2 − ( Y ) 2 }
(37  159108) − (2481  2118)

rXY =
{(37  187245) − (2481  2481)}{( 37  137220) − (2118  2118)
5886996 − 5254758
rXY =
(6928065 − 6155361)(5077140 − 4485924 )
632238
rXY =
(772704)(591216)
632238
rXY =
456834
632238
rXY =
675894
rXY = 0.935
93
The Calculation of Correlation Coeficient Signification
1. Calculation
r n−2
t=
1− r2
0.935 37 − 2
t=
1 − (0.935) 2
0,935 35
t=
1 − 0.8742
5,5258
t=
0,1258
5,5258
t=
0,35
= 15.652
Because score tobserved= 15.652≥ 1.687= ttable with a= 0.05. So it can be
concluded that Ho is rejected. It mean that there is significant correlation between
speaking ability and Students’ Motivation at the eleventh grade students in SMK N 3
Kotabumi Academic year 2020/2021.

QUESTIONNAIRE OF STUDENTS' MOTIVATION IN SPEAKING ABILITY (SMK NEGERI 1
KOTABUMI)
PETUNJUK PENGISIAN:
4. Berilah tanda check list ( √ ) pada satu kolom yang tersedia; Sangat Setuju (SS), Setuju (S), Netral (N), Tidak Setuju (TS), Sangat Tidak Setju (STS).
5. Semua jawaban nilainya benar dan tidak ada yang salah, oleh karena itu jawablah semua pernyataan sesuai dengan keadaan dan kondisi nyata Anda dengan jujur.
Nama *
Adelia Putri
Kelas *
XI AKL 1
1. Teacher always give gifts to students who get good English scores. (Guru selalu memberikan hadiah kepada siswa yang mendapatkan nilai bahasa Inggris yang bagus) *
SS S N TS STS
Jawaban
2. My teacher is a great source of inspiration to me. (Guru bahasa inggris saya sumber inspirasi yang baik bagi saya). *
SS S N TS STS
Jawaban
3. My English Teacher present materials in an interesting way. (guru bahasa Ingris saya menyajikan materi yang menarik). *
SS S N TS STS
Jawaban
4. Teacher never give gifts to students who get good score English. (Guru saya tidak pernah memberi hadiah kepada siswa yang mendapat nilai bahasa Inggris bagus). *
SS S N TS STS
Jawaban
5. I think my English teacher is boring. (Menurut saya, guru bahasa Inggris saya membosankan). *
SS S N TS STS
Jawaban
6. My English teacher doesn’t present materials in an interesting way. (Guru bahasa Inggris saya tidak menyajikan materi dengan cara yang menarik). *
SS S N TS STS
Jawaban
7. My Parent helping me to learn English. (Orang tua saya membantu saya belajar bahasa Inggris). *
SS S N TS STS
Jawaban
8. My parents do not care about my study. (Orang tua saya tidak peduli dengan sekolah saya). *
SS S N TS STS
Jawaban
9. My parents feel that I should continue studying English all through school. (Orang tua saya merasa bahwa saya harus terus belajar bahasa Inggris selama sekolah). *
SS S N TS STS
Jawaban
10. Every day, my parents never give me gifts. (Setiap hari, orang tua saya tidak pernah member saya hadiah) *
SS S N TS STS
Jawaban
11. My parents always encourage me to learn English and give me a reward if my English grades are good. (Orang tua saya selalu mendorong saya untuk beajar bahasa Inggris
dan memberikan hadiah apabila nilai bahasa Inggris saya bagus). *
SS S N TS STS
Jawaban
12. My Parents never help me learn English. (Orang tua saya tidak pernah membantu saya belajar bahasa Inggris). *
SS S N TS STS
Jawaban
13. My parents never encouraged me to study English and never give me gift. (Orang tua saya tidak pernah mendorong saya untuk belajar bahasa Inggris dan tidak pernah
member saya hadiah). *
SS S N TS STS
Jawaban
14. Learning English is very fun because the atmosphere in the classroom is very supportive for learning speaking English. (Belajar bahasa Inggris sangat menyenangkan karena
suasana didalam kelas sangat mendukung untuk belajar berbicara bahasa Inggris). *
SS S N TS STS
Jawaban
15. I would feel comfortable speaking English anywhere. (Saya merasa nyaman berbicara bahasa Inggris dimanapun). *
SS S N TS STS
Jawaban
16. I feel confident when asked to speak in my English class. (Saya merasa percaya diri ketika diminta untuk berbicara dikelas bahasa Inggris saya). *
SS S N TS STS
Jawaban
17. To be honest, I don’t like English class. (Jujur saya tidak suka dengan kelas bahasa Inggris). *
SS S N TS STS
Jawaban
18. Speaking English anywhere make me feel worried. (Berbicara dimanapun membuat saya khawatir) *
SS S N TS STS
Jawaban
19. I never did my English assignment. (Saya tidak pernah mengerjakan tugas bahasa Inggris saya). *
SS S N TS STS
Jawaban
20. I get nervous when I am speaking in my class.(saya tidak percaya diri ketika berbicara bahasa Inggris dikelas). *
SS S N TS STS
Jawaban
21. I always practice my English every day. (saya selalu melatih bahasa Inggris saya setiap hari. *
SS S N TS STS
Jawaban
22. When I have a problem understanding something in my English, I always asked my teacher. (Ketika saya mengalami kesulitan dalam bahasa Inggris, saya selalu bertanya
dengan guru saya). *
SS S N TS STS
Jawaban
23. I immediately worked on the English assignment given by the teacher. (Saya langsung mengerjakan tugas bahasa Inggris yang diberikan oleh guru). *
SS S N TS STS
Jawaban
24. I never practice English every day. (Saya tidak pernah mempraktikan bahasa Inggris setiap hari). *
SS S N TS STS
Jawaban
25. I never asked my teacher, If I have a problem in learning English. (Saya tidak pernah bertanya dengan guru sata, jika saya memiliki masalah dalam belajar bahasa Inggris). *
SS S N TS STS
Jawaban
26. I put off my English homework as much as possible.(Saya menunda pekerjaan rumah bahasa Inggris saya sebanyak mungkin. *
SS S N TS STS
Jawaban
27. I am sometimes anxious that the other students im class will laugh at me when I speak English. (Saya terkadang cemas bahwa siswa lain dikelas akan menertawakan saya
ketika saya berbicara bahasa Inggris). *
SS S N TS STS
Jawaban
28. I wish I could speak English perfectly. (Saya berharap saya dapat berbicara bahasa Inggris dengan sempurna) *
SS S N TS STS
Jawaban
29. Studying English is important because I will need it for my career.(Belajar bahasa Inggris itu penting karena saya akan membutuhkanya untuk karier saya). *
SS S N TS STS
Jawaban
30. I plan to learn as much speak English as possible. (Saya merencanakan belajar berbicara bahasa Inggris sebisa mungkin). *
SS S N TS STS
Jawaban
31. Studying English is important because it will be useful in greeting a good job. (Mempelajari bahasa Inggris itu penting karena akan berguna dalam menyapa pekerjaan yang
baik). *
SS S N TS STS
Jawaban
32. I don’t have desire to be speak English. (Saya tidak mempunyai keinginan untuk bisa berbahasa Inggris). *
SS S N TS STS
Jawaban
33. My English teacher has a dynamic and interesting teaching style. (Guru bahasa Inggris saya memiliki gaya mengajar yang dinamis dan menarik). *
SS S N TS STS
Jawaban
34. Knowing English isn’t really an important goal in my life. (Mengetahui bahasa Inggris bukanlah tujuan penting dalam hidup saya). *
SS S N TS STS
Jawaban
35. I don’t understand why other people nervous about speaking in class. (Saya tidak mengerti mengapa setiap siswa cemas berbicara bahasa Inggris di kelas). *
SS S N TS STS
Jawaban
36. I like speak English. (Saya suka berbicara bahasa Inggris). *
SS S N TS STS
Jawaban
37. My English teacher is one of the least pleasant people I know. (Guru bahasa Inggris saya adalah salah satu orang yang paling tidak menyenangkan yang saya kenal). *
SS S N TS STS
Jawaban
38. I like learn English because I want to be speak English fluent. (Saya menyukai pelajaran bahasa Inggris karena saya ingin berbicara bahasa Inggris dengan lancar). *
SS S N TS STS
Jawaban
39. I don’t like speak English. (Saya tidak suka berbicara bahasa Inggris). *
SS S N TS STS
Jawaban
40. I don’t like learn English. (Saya tidak suka belajar bahasa Inggris). *
SS S N TS STS
Jawaban
Konten ini tidak dibuat atau didukung oleh Google.
Formulir
QUESTIONNAIRE OF STUDENTS' MOTIVATION IN SPEAKING ABILITY (SMK NEGERI 1
KOTABUMI)
PETUNJUK PENGISIAN:
Nama *
Ajeng Lusi Anggraini
Kelas *
XI AKL 1
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
8. My parents do not care about my study. (Orang tua saya tidak peduli dengan sekolah saya). *
SS S N TS STS
Jawaban
9. My parents feel that I should continue studying English all through school. (Orang tua saya merasa bahwa saya harus terus belajar bahasa Inggris selama sekolah). *
SS S N TS STS
Jawaban
10. Every day, my parents never give me gifts. (Setiap hari, orang tua saya tidak pernah member saya hadiah) *
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
18. Speaking English anywhere make me feel worried. (Berbicara dimanapun membuat saya khawatir) *
SS S N TS STS
Jawaban
19. I never did my English assignment. (Saya tidak pernah mengerjakan tugas bahasa Inggris saya). *
SS S N TS STS
Jawaban
20. I get nervous when I am speaking in my class.(saya tidak percaya diri ketika berbicara bahasa Inggris dikelas). *
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
26. I put off my English homework as much as possible.(Saya menunda pekerjaan rumah bahasa Inggris saya sebanyak mungkin. *
SS S N TS STS
Jawaban
27. I am sometimes anxious that the other students im class will laugh at me when I speak English. (Saya terkadang cemas bahwa siswa lain dikelas akan menertawakan saya
ketika saya berbicara bahasa Inggris). *
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
29. Studying English is important because I will need it for my career.(Belajar bahasa Inggris itu penting karena saya akan membutuhkanya untuk karier saya). *
SS S N TS STS
Jawaban
30. I plan to learn as much speak English as possible. (Saya merencanakan belajar berbicara bahasa Inggris sebisa mungkin). *
SS S N TS STS
Jawaban
31. Studying English is important because it will be useful in greeting a good job. (Mempelajari bahasa Inggris itu penting karena akan berguna dalam menyapa pekerjaan yang
baik). *
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
33. My English teacher has a dynamic and interesting teaching style. (Guru bahasa Inggris saya memiliki gaya mengajar yang dinamis dan menarik). *
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
35. I don’t understand why other people nervous about speaking in class. (Saya tidak mengerti mengapa setiap siswa cemas berbicara bahasa Inggris di kelas). *
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
37. My English teacher is one of the least pleasant people I know. (Guru bahasa Inggris saya adalah salah satu orang yang paling tidak menyenangkan yang saya kenal). *
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
Formulir
QUESTIONNAIRE OF STUDENTS' MOTIVATION IN SPEAKING ABILITY
PETUNJUK PENGISIAN:
Nama *
Akasah Anggiora
Kelas *
XI DPIB 1
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
15. Speaking English anywhere make me feel worried. (berbicara dimanapun membuat saya khawatir). *
SS S N TS STS
Jawaban
16. I get nervous when I am speaking in my class. (saya tidak percaya diri ketika berbicara bahasa Inggris dikelas). *
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
22. I put off my English homework as much as possible. (Saya menunda pekerjaan rumah bahasa Inggris saya sebanyak mungkin. *
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
24. Studying English is important because I will need it for my career. (Belajar bahasa Inggris itu penting karena saya akan membutuhkanya untuk karier saya). *
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
Formulir
PETUNJUK PENGISIAN:
Nama *
Anita Lestari
Kelas *
XI DPIB 2
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
Formulir
PETUNJUK PENGISIAN:
Nama *
Aprilia
Kelas *
XI TKJ 1
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
Formulir
PETUNJUK PENGISIAN:
Nama *
Ardila Ajeng Utami
Kelas *
11 Tkj 2
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
Jawaban
SS S N TS STS
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52

4.1 Research Result

and reliability of the instrument used in the research.The tryout both of

instruments was conducted onMonday, November 16th 2020, 32 students at the

eleventh grade of SMK N 03 Kotabumi Academic Year 2020/2021.

4.1.1 Validity and Reliability of Speaking Ability

a. Validity of Speaking Ability

Validity of instrument speaking ability was gotten from the experts

b. Reliability of Speaking Ability

Reliability is that something can be reliable enough if the instrument can be

researcher was calculated by using inter-rater reliability.The coefficient reliability

raters and can be said that the result of measurement is reliable.

4.1.2 Validity and Reliability of Students’ Motivation

a. Validity of Students’ Motivation Instrument

The instrument of students’ motivation was in the form of questionnaire.

Validity ofstudents’ motivation questionnaire test was calculated by using Product

summary of validity test of questionnaire instruments.

items all represented the aspect to be measure in this research.

b. Reliability of Students’ Motivation

Meanwhile, the reliability of students’ motivation questionnaire was

calculated by using Alpha Formula. The criterion for reliable instrument is if

robserved is greater than rtable in significant level 5% with n was 32.

students’ motivation is greater than rtablewhich is 0.826 ≥ 0.339. It could be said

4.1.3 Description of Data

eleventh grade of SMKN 3 Kotabumi. To collect the data of students’ motivation,

the students were given questionnaire which consists of 30 statements which

positive were 15statements and 15 negative statements. Having finished

answering the questionnaire, the participants were asked to do speaking test by

oral test which consisted ofthe kinds of narrative story text.

4.1.4 Data Analysis

4.1.4.1 Normality Test

0.1398 and Ltable= 0.1456.

seen on appendix 14 and 15.

4.1.4.2 Homogeneity Test of Data

homogeneity test, the researcher calculated thehomogenity testwhich done using

variant (homogen). The result of homogeneity test can be shown in the

Fobserved = The Highest Variance

calculation can be seen in appendix16on page 90.

4.1.4.3 Hypotheses Test

distribution and homogenous. This research hypothesis was tested by using

Pearson’s Product Moment formula. The calculation can be seen in appendix 17

page 91. The following is the summary of hypothesis test.

Based on the calculation by using Product Moment Formula, it was found

that there is correlation between students’ motivation and speaking ability.

4.1.4.4 Significant Test

After the correlation was calculated by using Pearson Product Moment

following is the summary of significant test.

there is significant correlation between students’ motivation and speaking ability

at the eleventh grade in SMK N 03KotabumiAcademic Year 2020/2021. The

complete calculation can be seen on page 93.

The research was conducted in SMK N 03 Kotabumi on December, 01 st

N 03 Kotabumi academic year 2020/2021, and it is categorized into high

p. 1) motivation is the process of trying to influenced the person or people they

in students’ speaking ability.

previously by Tutur (2016) entitled “A correlation Study between Students

correlation between students’ motivation and their speaking ability with a

coefficient correlation of 0.796. Thus, it can be concluded that students’

motivation has correlation with speaking ability.

proved that students’ motivation gives positive and significant correlation to