The Effect of Motivation and Discipline toward English Reading

Achievement

Dini Hidayati

, Marhamah

, Yulie Marlina

and Gusneti Ilyas

Universiti Sain Malaysia, Malaysia

Islamic University of Jakarta, Indonesia

Universitas Krisnadwipayana, Jakarta, Indonesia

Keywords: motivation, learning discipline, and learning achievement

Abstract: The purpose of this study was to determine the influence of motivation and discipline to learn together the

learning achievement of the students' English reading. Knowing the influence of motivation to learn to read

English learning achievement of students. As well as determine the effect of the discipline of learning to

read English learning achievement of students. This study uses survey, The population in this study is total

VIII classes totaling 90 learners, while the number of samples by using the formula obtained 90 respondents

Slovin, The results showed that there is significant influence learning motivation of independent variables

(X1) and the Discipline of Learning (X2) jointly against English Reading Achievement (Y). There is a

significant influence of independent variables X1 (Motivation) on the dependent variable Y (Achievement

Learning English Reading). There is a significant influence of independent variables X2 (Discipline Study)

on the dependent variable Y.

1 BACKGROUND

Of the many factors that can affect student

achievement motivation factor and discipline

students' learning needs attention in order to achieve

teaching objectives.

As a basic assumption can be said that if the

students' motivation high and positive student

discipline, it would be a good learning performance.

This is due to motivation is a factor that can

motivate a person to obtain the desired achievement.

While discipline is an effective internal dimension

phenomenon in the form of a tendency to react or

respond to an object, either positively or negatively.

(Shah, 2000: 135).

In the process of learning and teaching, a student

needs to have discipline discipline by doing

exercises that strengthen itself to always accustomed

to obey and heightens the power of self-control.

Discipline arising from his own consciousness will

be more encouraged and durable than the discipline

that arises because of the scrutiny of others.

As mentioned by Sincere Tu'u (2004: 37) that the

emerging discipline for self-awareness, the students

excel in learning, without the discipline of good

teaching and learning-conducive. Students who have

a strong motivation will determine the level of

achievement or failure of the learning activities of

students, motivated learning is essentially learning

appropriate to the needs, drives, motives, interests,

which exist on students. Motivation is part of the

principles of teaching and learning for motivation to

be one factor that determines the effective learning

(Djamarah, 2000: 123)

In relation to learning, motivation is closely

related to self-actualization needs that motivation

greatest effect on students' learning activities. If

there is no motivation to learn in students, it will

cause a feeling lazy to learn well in following the

process of teaching and learning and working on

individual tasks of teachers. People who have high

motivation in learning will arise great interest in

doing the task, build discipline and learn healthy

habits through the preparation of study schedules

and execute it diligently.

Hidayati, D., Marhamah, ., Marlina, Y. and Ilyas, G.

The Effect of Motivation and Discipline toward English Reading Achievement.

DOI: 10.5220/0009918229332939

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 2933-2939

ISBN: 978-989-758-458-9

2933

Based on the above it is clear that the motivation

is very important in the learning process, because the

motivation to encourage students to undertake

certain activities related to teaching and learning.

Discipline and high motivation to learn important

owned by each student for discipline and high

motivation to learn will help students learn in a

focused and organized so as to create an effective

learning environment.

But in fact the field may be said, that every

student is different in learning motivation and

attitude toward a subject taught in schools, so that

the learning achievement was different. Things like

this can happen there are any subjects including

English, and can be found on the achievements of

learning to read English.

Based on the observations of the author at the

time of observation to SMPN 23 Bekasi, student

achievement in the subjects of English can be seen

in the table below.

Table 1: Student achievement in the English subject

No. School

year

KKM The

average

value

1. 2011 -

2012

70 68

2. 2012 -

2013

71 69

3. 2014 -

2015

72 69

Source: The average value of SMPN 23 Bekasi

English is a very important lesson for the

students, because the students' English language can

open wider and able to follow the flow of the

advance of technology and information. However,

English is still very much a scourge for students,

many students still felt burdened in learning English

especially in reading (reading) English.

It can be seen from reading the English learning

achievement of students who are still below the

passing standard. So we can conclude there is still a

low motivation and discipline in learning English,

especially in reading.

This is why researchers conducting research with

the aim to determine:

Effect of motivation and discipline to learn

together the learning achievement of the students'

English reading.

Influence the motivation to learn to read English

learning achievement of students.

Influence the discipline of learning to read

English learning achievement of students.

2 RESEARCH METHODS

This research carried out in junior high school

students in the city of Bekasi. The research was

carried out in stages, namely at the stage of

preparation researchers in July 2015 through

February 2015. The detailed implementation of a

research can be seen in the table below.

This study used survey method. Survey methods

conducted to determine the effect of variable to

variable Y X1, X2 variable influence to variable Y

and the influence of two independent variables X1

and X2 to variable Y.

Thus, researchers will reveal the effect of

learning motivation (X1) to the achievement of

learning to read English language learners (Y), the

effect of learning discipline (X2) on the achievement

of learning to read English learners (Y) and the

effect of learning motivation (X1) discipline of

learning (X2) together to achievement learn to read

English learners (Y).

The sample in this study determined from the

total population. The first phase determines the

sampling technique, in this study used multiple stage

sample. Namely, a sample drawn from population

groups, but not all members of the group become

members of the sample population (Moh. Nazir,

1983: 332)

In accordance with the opinion of M. Nazir, in

this study, researchers set VIII classes totaling 90

learners as population.

Further determination of the research sample

study was randomly (random sampling). The

sampling technique used Slovin formula (Ridwan

and Engkos A. Kuncoro. 2011: 49), namely:

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Information :

n = Number of Samples

N = Total Population

d2 = Precision (set at 10% with 95% confidence

level)

Steps are being made to take samples of the

study are:

Set a whole population of learners class VIII

SMPN 23 Bekasi and SMPN 24 Bekasi, totaling 500

students, consisting of 12 classes.

Specifies the number of samples by using the

formula obtained by the number of 90 respondents

Slovin.

Data collected by using a questionnaire form

research instrument. The scale of assessment for all

of the variables have a selection of five categories

response, namely: (a) Strongly agree, (b) Agree, (c)

Neutral, (d), Disagree and (e) Strongly disagree.

Answer given weight value to 1. Instruments tested

before use in the research. From the achievement

testing is used to get the research data, with the five-

point scale questionnaire. The instrument is based on

the theories used. Questionnaires were distributed to

students who were respondents in this study.

The variables in this study consisted of two

independent variables and the dependent variable.

The independent variable was the motivation to

learn Siwa and discipline of study, while the

dependent variable was the focus of the research is

the achievement of learning English.

In this study, there are three instruments that will

be tested, namely the instrument of learning

motivation, discipline and learning achievement

students learn to read English.

In the descriptive analysis will be carried out

engineering data presentation in the form of a

frequency distribution table, chart polygons and

histograms for each variable of the study. In

addition, each group of data variables of learning

motivation (X1), the discipline of learning (X2) and

the achievement of learning to read English (Y) will

be processed and analyzed measures of central

tendency and layout as the mean, mode and median

as well as the size of the deviation of such range,

variance, standard deviation, skewness and kurtosis.

The processing to test the descriptive analysis was

conducted using SPSS 22.0.

3 RESEARCH RESULT

Data collected and already tested the item

discrimination, reliability test, the prerequisite test

(test for normality of distribution and relationship

linearity test) as a precondition perform data

analysis. The hypothesis in this study were tested

using regression analysis. Implementation analysis

using SPSS version 20.0 and the results are reported

as follows:

3.1 Relationship between Variable

Simultaneous

Pro-social behavior as dependent variables,

religiosity and the tendency of authoritarian

parenting as an independent variable has met the test

for normality of distribution and relationship

linearity test. Relationships between variables

simultaneously. SPSS 20.0 statistical calculation

results with the technique of regression F regression

= 0.7758; p = 0.001 <0.01 (significant). Means there

is a significant relationship between religiosity and

the tendency of authoritarian parenting with pro-

social behavior.

3.2 Relationship between Variable

Partial

SPSS 20.0 statistical calculation results with the

partial correlation obtained partial r = 0.94; t

regression = 0.803; p = 0.425> 0.05 (not significant).

Means there is no significant relationship between

religiosity and pro-social behavior of adolescents.

This means that the rise and fall of religiosity, is not

followed by ups and downs of teenage pro-social

behavior. This means that religiosity cannot be used

as predictors of pro-social behavior change in

adolescence.

SPSS 20.0 statistical calculation results with the

partial correlation obtained partial r = -0.395;

regression t = -3.644; p = 0.001 <0.01 (significant).

Means there is a very significant negative correlation

a. n =

The Effect of Motivation and Discipline toward English Reading Achievement

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between the tendency of authoritarian parenting with

pro-social behavior, increasingly authoritarian

upbringing in boarding the adolescent more pro-

social behavior. Therefore, the tendency of

authoritarian parenting can be used as a prediction of

the rise and fall of pro-social behavior of teenagers.

3.3 Donations Effective in Overall

Effective contribution to the overall result of R

square (coefficient) of 0.177, which means 17.7%

variable pro-social behavior is determined by

variable religiusitas and the tendency of

authoritarian upbringing, the remaining 82.3% is

determined by other variables not examined in this

study.

4 DISCUSSION

4.1 Variable Learning English Reading

Achievement (Y)

Data read English learning achievement test results

obtained from 32 rounds of multiple choice

questions, which are obtained from the respondents

had an average of 67.83 with a standard deviation of

10.58, a median of 67.50, the minimum score 38 and

score 88. This maksmum showed that the average

achievement of learning to read English from

respondents included being. Standard deviation

score of 10.58 or equal to 156% of the average,

show differences between respondents' answers is

small. This indicates that the score data read English

learning achievement of the respondents are quite

varied.

From these descriptions can also be seen that the

average value and and a middle value (median) is

almost the same, namely 67.83 and 67.50. This

shows that learning achievement score data read

English in this study is quite representative. While

the score is above the average more than those who

are under the average, suggesting that students who

have high achievement more than the low.

4.2 Variable Motivation (X2)

Learning motivation scores obtained from the

respondents averaged 104.14 with a standard

deviation of 10.54, 104.00 median, minimum score

78 and score maksmum 128. The number of the

questions are valid in this instrument are 30 items

with a maximum score of each the questions is 5,

then the theoretical score range is 30 to 150. scores

standard deviation of 10.54 or equal to 10.1% of the

average, show differences between respondents'

answers were moderate. This indicates that the data

score motivation to learn of the respondents are

quite varied.

From these descriptions can also be seen that the

average value and and a middle value (median) is

almost the same, ie 104.14 and 104.00. This

suggests that learning motivation score data obtained

in this study are representative. While the score is

above the average more than those who are under

the average score data show that high motivation to

learn more than the low.

4.3 Learning Discipline variable (X1)

Scores discipline of study obtained from the

respondents had an average 89.77 with a standard

deviation of 8.88, the median is 89, minimum score

71 and score maksmum 112. The number of the

questions are valid instruments Learning Discipline

is 24 grains with a maximum score of each the

questions is 5, the theoretical score range is 24 to

120. scores standard deviation of 8.88 or equal to

9.89% of the average, show differences between

respondents' answers is small. This suggests that the

discipline of learning of the respondents are quite

varied.

From these descriptions can also be seen that the

average value and the median is almost the same,

namely 89.77 and 89.00. This suggests that the

Learning Discipline score data in this study is quite

representative. While the score is above the average

more than those who are under the average shows

that students who have a high Discipline Learning

more than low.

5 TESTING REQUIREMENTS

ANALYSIS DATA

The calculation result of normality test, sig for

variaebl achievement adalah0,066 learn to read

English, the motivation of 0.200, and variable

learning discipline of 0.056, which means that all

values of each variable sig is greater than 0.05, so

H0 is accepted, with another said that the data from

all the samples in this study normal distribution.

Linearity test of the results obtained, the value in

column Deviation fromLinierity Sig line is 0.680,

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which means greater than 0.05, so H0 is accepted, in

other words that the regression line between the

variable X1 and Y is linear. Values in column

Deviation fromLinierity Sig line is 0.083, which

means greater than 0.05, so H0 is accepted, in other

words that the regression line between the variable

X2 and Y are linear.

In the test results multikolinearitas in mind that

the results of Tolerance and the value of Variance

Inflation Factor (VIF) in each variable approaches

the number one. Based on the calculation results

obtained SPSS tolerance values of 0.835 and 1.197

VIF. So that there is no regression model

multicollinearity problem.

At this stage of hypothesis test obtained multiple

correlation coefficient independent variables

motivation (X1) and the Discipline of Learning (X2)

together on Learning Achievement English Reading

(Y) is equal to 0.545, this indicates that there is a

relationship being between the variables of

motivation (X1 ) and the Discipline of Learning

(X2) jointly against English Reading Achievement

(Y).

The calculation of multiple correlation

coefficient significance testing can be seen in the

significant mark (a) on the RDI column of Table 4.6

.. From these calculations showed that the

correlation coefficient was significant, in other

words that there is a significant influence of the

independent variable motivation (X1) and the

Discipline of Learning ( X2) jointly against English

Reading Achievement (Y).

While the determination coefficient of 29.7%

indicates that the contribution of independent

variables motivation (X1) and the Discipline of

Learning (X2) jointly against English Reading

Achievement (Y) was 29.7%, the remaining 70.3%

for the influence of other factors.

6 INTERPRETATION OF

RESULTS

6.1 Effect of Motivation and Discipline

Learning Together against English

Reading Achievement

The results showed a significant influence learning

motivation and discipline to learn together against

English Reading Achievement. This can be proved

by sig = 0.000 <0.05, and F count> F table, where F

count = 18.369 and F table = 3.101.

The learning achievement is influenced by

internal factors are factors that come from within the

students among others factors, intelligence, interest,

motivation, talent and external factors such as

factors of teachers, curriculum, and methods

pembelajran ,. According Sudjana (2010: 22),

academic achievement is the ability of the students

after receiving a learning experience. Furthermore

Wahidmurni, et al. (2010: 18) explains that a person

can be said to have been accomplished in the study

if he is able to indicate a change in him. Such

changes in between in terms of thinking ability,

skill, or attitude toward an object.

1. Readers who either hold a strategic role and

play an active role in the process of reading

2. Reading should occur in the context of

meaningful

Motivation to learn is a process of

encouragement, direction and persistence of

behavior. In other words motivation as an energy

change in the person of a man marked by the onset

affective (feeling) and the reaction to achieve the

goal. Indicator motivation of students can be seen

through the following matters:

1. The motivation of self (internal) include

happy, achievement, compete, award

ideals/goals, excellence and

confidence/recognized.

2. Motivation from outside the student

(external) include parents, family, friends,

teachers and the community.

Furthermore, discipline is an attitude, behavior or

actions of learners to undertake learning activities in

accordance with the decisions, regulations, and

norms set forth in writing, whether or not in writing

between learners and teachers in order to gain

mastery of knowledge, skill, and wisdom.

With the motivation and discipline of higher

learning owned by a student, then these students will

strive to achieve the highest achievement, including

the achievement in learning to read English. He will

try to follow each lesson well, always trying to

improve the knowledge, understanding, skills and

attitudes in the learning value that ultimately will

increase learning achievement.

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2937

Of quantitative information and the theory

researchers concluded that there is significant

influence learning motivation and discipline to learn

together to achievement learn to read English.

6.2 Influence Achievement Motivation

to Learn to Read English

The study concluded there is significant influence

learning motivation towards learning English

achievement. Hal Reading Language can be

evidenced with sig = 0.000 <0.05, and t> t table,

where t = 4.105, and the table = 1.987.

The learning achievement is influenced by

internal factors are factors that come from within the

students among others factors, intelligence, interest,

motivation, talent and external factors such as

factors of teachers, curriculum, and methods

pembelajran ,. According Sudjana (2010: 22),

academic achievement is the ability of the students

after receiving a learning experience. Furthermore

Wahidmurni, et al. (2010: 18) explains that a person

can be said to have been accomplished in the study

if he is able to indicate a change in him. Such

changes in between in terms of thinking ability,

skill, or attitude toward an object.

Many factors affect the readability. The

principles of reading which is based on research that

most affect reading comprehension is as stated

below:

1. Comprehension is the process of social

constructivist

2. Literacy balance is a curriculum framework

that fosters understanding

3. Reading professional teacher (superior) affect

student learning

4. Readers who either hold a strategic role and

play an active role in the process of reading

5. Reading should occur in the context of

meaningful

Of quantitative information and the theory, the

researchers concluded that motivasibelajar have a

significant impact on the achievement of learning to

read English

6.3 Discipline Influence on Learning

Achievement Learning English

Reading

The results showed a significant influence on the

discipline of study English Reading Achievement.

This can be proved by sig = 0.018 <0.05, and t> t

table, where t = 2.408, and the table = 1.987.

With a high learning discipline owned by a

student, then these students will seek an orderly

fashion to achieve higher performance, including the

achievement in learning to read English. He will try

to follow the discipline of each lesson well, always

trying to improve the knowledge, understanding,

skills and attitudes in the learning value that

ultimately will increase learning achievement.

7 CONCLUSION

a. There is a significant influence of independent

variables Motivation (X1) and the Discipline of

Learning (X2) jointly against English Reading

Achievement (Y), this can be proved by the Sig

= 0.000 <0.05 and F count = 18.369. Motivation

independent variable (X1) and the Discipline of

Learning (X2) together accounted for 29.7% of

the English Reading Achievement (Y).

b. There is a significant influence of independent

variables X1 (Motivation) on the dependent

variable Y (Achievement Learning English

Reading). This can be evidenced by the Sig =

0.000 <0.05 and t = 4.105,

c. There is a significant influence of independent

variables X2 (learning discipline) on the

dependent variable Y (Achievement Learning

English Reading) .It can be evidenced by the Sig

= 0.018 <0.05 and t = 2.408.

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