THE CORRELATION BETWEEN STUDENTS’ LEARNING MOTIVATION AND SENTENCE BUILDING WITH THEIR WRITING ABILITY AT THE EIGHTH GRADE OF MTS NEGERI 1 BANDAR LAMPUNG THE ACADEMIC YEAR OF 2021/2022
Keywords:
Learning Motivation, Writing Ability, Sentence BuildingAbstract
This research aimed to find correlation between students’ learning motivation and sentence building with their writing ability. The writer used quantitative method and categorized the research as correlational research. The writer used Cluster Random Sampling Technique in taking the sample and got one class which was consisted of 30 students. In collecting the data, the writer used learning motivation questionnaire, sentence building test and writing test. To prove the hypothesis 1 and 2 the writer used Pearson Product Moment formula, and Multiple Correlation formula to test hypothesis 3. The analysis of hypothesis 1 found that rcount (0.88) > rtable (0.361). It meant that there was a positive and very strong correlation between learning motivation and writing ability. The result of the analysis of hypothesis 2 showed that that rcount (0,98) > rtable (0.361). It could be concluded that sentence building and writing ability had a very strong correlation. The result of the analysis of hypothesis 3 showed that that rcount (0,87) > rtable (0.361). It could be concluded that sentence building and writing ability had a very strong correlation.And based on the data analysis of hypothesis 4, the writer found that the rcount is greater than rtable (0,98 > 0,361) with Fcount = which was higher than Ftable 5%= 3,354 and 1% = 5,4881. It indicated that learning motivation and sentence building had a positive and strong correlation with writing ability.
References
Arikunto, S. (2006). Prosedur Penelitian: Suatu Pendekatan Praktek. Jakarta: Rineka Cipta.
Arikunto, S. (2010). Prosedur Penelitian: Suatu Pendekatan Praktek. Jakarta: Rineka Cipta.
Dubay, W. H. (2004). The Principles of Readability. California.
Gay, L. R., et al. (2018). Educational Research. USA: Pearson Education.
Greenbaum, S., & Nelson, G. (2002). An Introduction to English Grammar (Second Edi). London: Pearson Education Limited.
Heaton, J. B. (1989). Writing English Language Test. New York: Longman Pearson Education.
Larrivee, B. (2006). Authentic Classroom Management: Creating A Learning Community and Building Reflective Practice. Boston: Allyn and Bacon.
Lodico, M. G., et al. (2006). Methods in Educational Research: from Theory to Practice. San Francisco: John Wiley & Sons, Inc.
Lestari, Rina. (2018). The Effect of Grammar Mastery and Learning Motivation Toward English Descriptive Writing Skill. Journal Progressive, 13.
Oshima, A., & Hogue, A. (1998). Writing Academic English (3rd ed.). Addison Wesley Longman.
Penny, U. (2012). A Course in English Language Teaching. Cambridge: Cambridge University Press.
Slavin, R. E. (2009). Education; Psychology: Theory and Practice. New Jersey: Pearson Education, inc.
Walpole, J. (2000). Understanding Written Grammar. New York: Simon & Shuster, Inc.
