CHAPTER IV

FINDING OF THE RESEARCH

In this chapter, the writer explains and analyzes the research finding of the

retrieved data based on the statement of the problem. It is to find out there is a

significant difference between the academic achievement of the seventh semester

students of English Education Department of Teaching Training and Education

Faculty of Muria Kudus University with integrative and instrumental motivation.

The writer found the result of this research by calculating all the data

systematically by using the certain formula. It presents the data of the academic

achievements of the students with integrative and instrumental motivation.

4.1 Instrumental and Integrative Motivation of the Muria Kudus University

Students.

4.1.1 Ratings of Instrumental Motivation

There are 6 items (items 1, 2, 3, 4, 5, and 6) from this category and each
participant is required to rate on a 5-point scale to the level for each instrumental
or utilitarian reasons to learn English language. The higher the students' scores in
this category, the more he or she is identified as an instrumentally motivated
learner.

4.1.2 Ratings of Integrative Motivation

There are 6 items (items 7, 8, 9, 10, 11, and 12) from this category and
each participant is required to rate on a 5-point scale to the extent for each
integrative reasons to learn English language. If the student is integratively
motivated in learning the second language, he or she would be assumed to place
more emphasis on the integrative value of learning the language (Al-Ansari,
1993). Ultimately, the higher the student scores in this category, the more he or
she is identified as an integratively motivated learner.
Table. X1
Number of Percentage
Type of Motivations
Respondents (%)
Instrumetal 15 37,5

Integrative 15 37,5

Similar Score 10 25

Total 40 100

Table X1 shows the relationship between the number of respondents and

their type of motivation (instrumental motivation and integrative motivation) in

learning English language. From the data collected, 15 respondents scored higher

in the instrumental motivation category and this group of people essentially had

accounted 37,5% of the entire sample group. 15 respondents (37,5%) scored

higher in the integrative motivation faction; besides that, there were 10 students

(25%) had the same score for both instrumental and integrative motivation. On the

other hand, the scores in both instrumental motivation as well as integrative

motivation of every respondent or participant of this study is shown in Appendix

E or Table 7. Apparently, the total score for the instrumental motivation category

(924 points) is higher than the score for the integrative motivation group (916

points) by 8 points. Therefore, this elucidates that instrumental motivation has

greater influence among the majority of the students.

4.2 Academic Achievement of the Students

After finding the data about motivation of the Muria Kudus University

Students, the writer then analyze the academic achievement of the Muria Kudus
University. The students academic achievement was taken from students grade

point average (GPA), the writer got the data from the questionnaire. The

respondent was requested to write their grade point average on the questionnaire

sheet. After the data was collected, the writer then group it based on three criteria.
Table X2.

F %
Low 2,99 0 0,00
Average 3,00 s/d 3,50 27 67,50
High 3,51 13 32,50
Total 40 100,00

Table X3

GPA GPA
N sum mean Sd
Instrumetally motivated
students 15 53,70 3,58 0,185703

integratively motivated
students 15 53,62 3,57 0,1732

Table X3 shows the grade point average of the Muria Kudus University students

with instrumental and integrative motivation. The total grade point average of the

instrumentally motivated students is 53,70 with mean 3,58. The grade point

average of the integratively students is slightly below the instrumentally

motivated students, 53,67 with mean 3,57.

4.3 Hypothesis Testing

 integrativ
e instrumental
Mean 3,58 3,574666667
Variance 0,034486 0,029998095
Observations 15 15
Pooled Variance 0,032242
Hypothesized Mean
Difference 0
df 28
t Stat 0,081343
P(T<=t) one-tail 0,467874
t Critical one-tail 1,701131
P(T<=t) two-tail 0,935748
t Critical two-tail 2,048407

This research uses quantivatve data, so the hypothesis testing is done by the

formula null hypothesis (Ho) which states that there is no significant difference

between academic achievement of the seventh semester students with instrumental

and integrative motivation of English Education Department of Muria Kudus

University

To find out whether there is a significant difference between academic

achievement of the seventh semester students with instrumental and integrative

motivation of English Education Department of Muria Kudus University, the

writer analyzes the data using t-test. The writer find out the result of the t-test (to)

is 0,08 and the writer consulted in the t-table with the level of significance 0.05.

The number of degree of freedom (df) 28 from n1+n2-2, it has 15+15-2 = 28

degree of freedom. So, the level of significance 0.05 t-table is 1,70.

Based on the statement above that t-observation is lower than t-table. So, (H0) is

failed to reject and (Ha) is failed to accept. It can be concluded that in the level of
significance is 0.05 t-table is 1,70 or (0,08 < 1,70). Because t-test is lower than t-

table, the writer concluded that there is no significant difference between the

academic achievements of the Muria Kudus University with instrumental and

integrative motivation.

3.5 Data Analysis

The researcher analyzes the data using statistical calculation to get the

conclusion accurately by the following steps:

1. Mean and standard deviation
After making the distribution frequencies in group, the researcher

is going to already arrange the central tendency by using the formula of

mean and standard deviation. They are following:

a. Mean

Note:
= mean
f = frequency
x = middle score of interval class
N = the number of sample

b. Standard Deviation

Note:
sd = Standard deviation

i = interval

N = the number of sample

f = frequency

x = middle score of interval class

c. T - test

A t-test allows us to compare the average score of two groups and

determine how likely the difference between the two means occurred by chance.

Note:
t = tcalculation
= mean of the first sample
= mean of the second sample
= the standard error of the difference between two mean

To determine there is a significant difference of the academic achievement

of the seventh semester students with integrative and instrumental motivation of

English Education Department of Muria Kudus University in academic year

2013/1014. The hypothesis testing calculated by the statistical or null hypothesis

(Sugiyono 2009:229) as follows:

H0 1 = 2

It means that there is no significant difference between academic

achievement of the seventh semester students with instrumental and integrative

motivation of English Education Department of Muria Kudus University in

academic year 2016/2017.

Ha 1 2

The formulation above means that there is a significant difference between

academic achievement of the seventh semester students with instrumental and

integrative motivation of English Education Department of Muria Kudus

University in academic year 2016/2017.

Note :

1 : The academic achievement of the seventh semester students with

instrumental motivation of English Education Department of Muria Kudus

University in academic year 2013/2014.

2 : The achievement of the seventh semester students with integrative

motivation of English Education Department of Muria Kudus University in

academic year 2016/2017.