FACTORS INFLUENCING THE LACK OF STUDENTS’

INTEREST IN LEARNING ENGLISH AT THE SECOND

GRADE STUDENTS OF SMPN 4 BAUBAU

A THESIS

Submitted as a Partial Fulfillment of Requirements for the Degree of Sarjana Pendidikan

at English Education Study Program of Teacher Training and Education Faculty
of Dayanu Ikhsanuddin University
Baubau

By:
NURLIANA
NPM. 13 231 101

ENGLISH EDUCATION STUDY PROGRAM

EDUCATION AND TEACHER TRAINING FACULTY
DAYANU IKHSANUDDIN UNIVERSITY
BAUBAU
2017

1
 APPROVAL SHEET

This thesis has been examined and corrected by consultants at English

Education Study Program of Education and Teacher Training Faculty at Dayanu
Ikhsanuddin University Baubau.

Baubau, 25 September 2017

Nurliana
NPM.13 231 101

Approved by:

Consultant I, Consultant II,

Rizal Arisman, S.Pd.,M.Pd.

NIDN. 0910048601

ii
 LEGALIZATION SHEET

This thesis has been examined and accepted by the committee of thesis

examination of Teacher Training and Education Faculty of Dayanu Ikhsanuddin

University in partial fulfillment of the requirements for the degree of Sarjana

Pendidikan at English Education Study Program on September 22th, 2017.

THESIS EXAMINATION COMMITTEE

Supervisor

Leader : Drs. Anwar, M.Pd.

Secretary : Dr. Wa Ode Hanafiah, M.Hum.

The Examiners

Main Examiner :Baharudin Adu, S.Pd.,M.Pd.

Member Examiner : Rizal Arisman, S.Pd.,M.Pd.

Member Examiner :Baharudin, S.Pd.,M.Pd.

Baubau, 29 September2017

ized by,
of FKIP Unidayan

iii
 ACKNOWLEDGEMENT

The researcher would firstly like to express a grateful thanks to Almighty

God who has bestowed blessing to His creature especially to the researcher in

completing this thesis, although, was still far for being perfect. The writing of this

thesis was intended in fulfilling one of the requirements to get the title as scholar

education of Dayanu Ikhsanuddin University, English Education Study Program of

Teacher Training and Education Faculty.

Special thanks to Baharudin Adu, S.Pd., M.Pd as the first consultant and

Rizal Arisman, S.Pd., M.Pd as the second consultant, who have spent their time in

giving guidance and great attention to the researcher during the arrangement of this

thesis. The researcher would like to express grateful thanks and appreciation to the

following persons:

1. Ir. H. L.M. Sjamsul Qamar, MT., as the Rector of Dayanu Ikhsanuddin

University.

2. Drs. Anwar, M.Pd., as the Dean of Teacher Training and Education Faculty.

3. Dr. Wa Ode Hanafiah, M.Hum., as the Head of English Education Study

Program of Education and Teacher Training Faculty of Dayanu Ikhsanudin

University.

4. Baharudin Adu, S.Pd., M.Pd as the Secretary of English Education Study

Program.

5. All of the lecturers of Teacher Training and Education Faculty in particular the

lectures of English Education Study Program in giving guidance to the writer in

completing this thesis.

iv
6. Bariun, S.Pd., M.Pd. as the Headmaster of SMP Negeri 4 Baubau who had

permitted the researcher in doing research at the lovely school.

7. Abdul Manan, S.Pd as the Teacher of Class VIII.5 at SMP Negeri 4 Baubau who

had given the researcher opportunity did the research in his class.

8. All of the teachers of SMP Negeri 4 Baubau in giving guidance and cooperation

to the writer in completing this thesis.

9. Grateful thanks go to my beloved parents (Kasim Iyzi and Arsina) for their

supporting, praying, inspiring, and loving since the researcher was a kid till now

on and also my sister (Riska Febrianti) and my brother (Muhamad Fakhril) who

always pray, support, care, and their kindness so that the researcher could finish

the writing of this thesis.

10. Thanks to my close friends (Puji Astuti Said, Ainun Rahma, Rahmaniar La

Mimu, Yanti Saputri, Indriana Kartika, Melwinda Elisa Rahmi, Nur Afni

Hanafi, Rini Lampade, Mita, Heti) who always support, help, give me

motivation and thanks for being my friends.

11. To all my friends in English Study Program especially of class C 2013 who

can’t be mentioned one by one, thanks for your support during my study, our

memory in English Department is never changed.

12. And also grateful thanks too for my someone special Muhamad Iksan Sahaliy,

S.Pd., who always pray, have high spirit, support and help in arranging and

finishing the writing of this thesis.

v
May the Almighty God will give uncountable rewards to all kinds. Finally, the

researcher realizes that this thesis is not in perfections yet. Therefore, the

researcher will receive all the constructive contributions and suggestion for the

perfections of this writing.

Baubau, September 2017

Nurliana

vi
 ABSTRACT

Nurliana, 13231101. Factors Influencing the Lack of Students’ Interest in

Learning English at the Second Grade Students of SMPN 4 Baubau. Education
and Teacher Training Faculty. (supervised by Baharudin Adu and Rizal
Arisman)

Problem statements of this research is what factors are influencing the lack
of students’ interest in learning English at the second grade students of SMPN 4
Baubau. Objective of this research is to know what factors influencing the lack of
students’ interest in learning English at the second grade students of SMPN 4
Baubau.
This research used qualitative design with applied the descriptive method.
Population in this research was all students at the second grade of SMPN 4 Baubau
in school year of 2017/2018 which consisted of 432 students. Sample of the research
was class VIII.5 which had 23 students taken by using the purposive sampling
technique. Instruments used in this research were test, questionnaire, and interview.
The finding of the resarch indicates that factors influencing the lack
students’ interest in learning English were lack of readiness in learning, feeling
bored when the teacher explained the material too much, lack of participation in
learning process, and lack of attention during learning process.

vii
 ABSTRAK

Nurliana, 13231101. Faktor-Faktor yang Mempengaruhi Kurangnya Minat

Siswa dalam Mempelajari Bahasa Inggris pada Siswa Tingkat Dua di SMPN 4
Baubau. Fakultas Keguruan dan Ilmu Pendidikan. (dibimbing oleh Baharudin
Adu and Rizal Arisman)

Masalah penelitian ini adalah apakah faktor-faktor yang mempengaruhi

kurangnya minat siswa dalam mempelajari bahasa Inggris pada siswa tingkat
dua di SMPN 4 Baubau. Tujuan penelitian ini adalah untuk mengetahui faktor-
faktor yang mempengaruhi kurangnya minat siswa dalam mempelajari bahasa
Inggris pada siswa kelas dua di SMPN 4 Baubau.
Penelitian ini menggunakan pendekatan kualitatif dengan menerapkan
metode deskriptif. Populasi penelitian ini adalah semua siswa tingkat dua SMPN
4 Baubau tahun pelajaran 201712018. Sampel dalam penelitian ini adalah kelas
VII15 dengan jumlah siswa 23 orang yang diambil dengan menggunakan teknik
purposive sampling. Instrumen yang digunakan dalam penelitian ini adalah tes,
angket dan wawancara.
Temuan penelitian menunjukkan bahwa faktor-faktor yang mempengaruhi
kurangnya minat siswa dalam mempelajari bahasa Inggris adalah kurangnya
kesiapan siswa dalam pembelajaran, perasaan bosan ketika guru menjelaskan
banyak materi, kurangnya partisipasi dalam proses pembelajaran, dan kurangnya
perhatian selama proses pembelajaran.

viii
 LIST OF CONTENTS

COVER.................................................................................................. i
APPROVAL SHEET ........................................................................... ii
LEGALIZATION SHEET .................................................................. iii
ACKNOWLEDGEMENT…………………………………………… iv
ABSTRACT ………………………………………………………..... vii
ABSTRAK ……………………………………...………………….. viii
LIST OF CONTENTS ......................................................................... ix
LIST OF FIGURE ................................................................................ xi
LIST OF TABLES …………………………………………………. xii
LIST OF APPENDIXES ………………………………………….. xiii
CHAPTER I INTRODUCTION ......................................................... 1
A. Background ..................................................................................... 1

B. Problem Statements ......................................................................... 4

C. Scope of the Research ..................................................................... 4

D. Objective of the Research ............................................................... 5

E. Significance of the Research ........................................................... 5

CHAPTER II REVIEW OF RELATED LITERATURE, THE

RELEVANT OF RESEARCH AND CONCEPTUAL FRAMEWORK 6
A. Review of Related Literature .......................................................... 6

1. Learning…………………………….. .......................................... 6

a. Definition of Learning……………………………................... 6
b. Factors that Influence the Learning Process……………… ..... 7
2. Interest........................................................................................... 8

a. Definition of Interest ................................................................ 8

b. Aspect of Interest ..................................................................... 9

c. Factors that Could Growing Interest in Learning..................... 11

d. Function of Interest .................................................................. 13

e. Characteristics of Interest ......................................................... 15

f. Kinds of Interest ....................................................................... 16

ix
 g. Interest in Learning English ..................................................... 16

B. The Relevant of Research ............................................................... 17

C. Conceptual Framework ................................................................... 19

CHAPTER III METHOD OF THE RESEARCH…………………. 21

A. Design of the Research .................................................................... 21

B. Source of the Data ........................................................................... 21

C. Instrument and Technique of Data Collection ................................ 22

1. Instrument of the Research ....................................................... 22

2. Technique of Data Collection …………………………........ 25

D. Technique of Data Analysis………………………………........... 25

E. Schedule of the Research ……………………………………….. 31

CHAPTER IV FINDING AND DISCUSSION……………........... 32

A. Finding ……………………………………................................ 32

1. Description of the Research Place...........…........................... 32

2. The Result of Test …………………....................................... 33

3. The Result of Questionnaire …………………................... 34

4. The Result of Interview ………………………................. 37

B. Discussion ……………………………………………………. 44

CHAPTER V CONCLUSION AND SUGGESTION …………… 46

A. Conclusion …………………………………………………………. 46

B. Suggestion …………………………………………………………. 46

C. Recommendation ………………………………………………….. 46

BIBLIOGRAPHY

APPENDIXES

x
 LIST OF FIGURE

Figure 1: The Conceptual of Framework …………………………… 20

xi
 LIST OF TABLES

Table 1: Blueprint of Learning Interest…………………………...…. 24

Table 2: Criteria of Students’ Score …………………………………. 26

Table 3: The Score Distribution for Each Option of the Questionnaire … 27

Table 4: The Rating Score of the Students’ Questionnaire …………….. 28

Table 5: The Rating Score of the Students’ Questionnaire of indicator 1.. 28

Table 6: The Rating Score of the Students’ Questionnaire of indicator 2 .. 29

Table 7: The Rating Score of the Students’ Questionnaire of indicator 3 .. 29

Table 8: Schedule of the Research …………………………………… 31

Table 9: The Result of Distribution Test ………………………………. 33

Table 10: The Result of Distribution Questionnaire of Each Indicator ... 34

xii
 LIST OF APPENDIXES

Appendix 1: English Proficiency Test ……………………………… 50

Appendix 2: Answer Key of Test …………………………………... 55

Appendix 3: Questionnaire of Students’ Interest in Learning ……. 56

Appendix 4: Questions of Interview ……………………………….. 59

Appendix 5: The Result of Students’ Interview ………………….. 60

Appendix 6: Scoring of Students in the Test ……………………… 64

Appendix 7: Scoring of Questionnaire in Indicator 1 ……………... 65

Appendix 8: Scoring of Questionnaire in Indicator 2 ……………… 67

Appendix 9: Scoring of Questionnaire in Indicator 3 ……………… 69

Appendix 10: Scoring of Questionnaire ………………………….... 71

Appendix 11: The Letters ………………………………………….. 72

xiii
 CHAPTER I

INTRODUCTION

A. Background

Language as a means of communication has an important role in

education and culture. According to curriculum of 2006, language is used to

express their information, ideas, thoughts, feeling mind, and to develop science

technology and culture. Language is an essential aspect of human life. People

need language to share idea, opinions or feelings. Therefor a language is a tool

of communication.

In the era of globalization, there is much information which is spoken or

written in English. It can be in book, magazine, radio, advertisement, television,

internet, and so on. English is a language mostly used by people in many

countries because English is the international language. As an international

language, automatically English is learnt by many students in the world.

In Indonesia, English is the first foreign language taught beginning from

elementary school until college. Even in junior high school, it become one of the

important subject. The students who learn English should be provided with four

language skills. According to Brown (2001: 297) says that there are four

language skills, namely: listening, reading, writing and speaking. Besides skills,

they also learn English language component as grammar especially tenses,

pronunciation and vocabulary. Learning English as a foreign language is a

complex process. The student have to know to learn well.

1
 However English becomes a compulsory subject, in fact for there are

many students, English is one of the most difficult foreign language in the study

because they must understand how to use grammar correctly, how the

pronunciation right and vocabulary a lot. This resulted in students often assumed

that learning English is a complicated and tedious because it must relate to the

above.

The success of teaching and learning English activity in influenced by

many factors. Some factor come from the students’ surroundings, some others

are from the students’ themselves such us interest and motivation. Interest is very

important in learning English. Interest in learning English become a key factor

to successful in learning English. According to Muhibbin (2004: 136), interest

affects the quality of students’ learning achievement in many field of certain

study. Interest influences the process of learning result, when the students are

not interested in learning something, the result cannot be expected to be well

successful.

Interest in student learning is influenced by several factors, among

others: the internal and external factors. The internal factor is the factor that

comes from the learners themselves, for example sick and tired. While external

factors are factors from outside the learners themselves, for example: classroom

full of condition, lack of learning resources like a book and boring of learning

strategies.

There are some factors causing of students’ learning problems.

According to Muhibbin (2005: 173), causal factors of students’ learning problem

2
are divided into two categories: they are internal and external factors. The

internal factors include cognitive, affective and psychomotor. Meanwhile the

external factors include family, society, and school environment (school

building condition, the teacher and learning facilities). According to Abu and

Widodo (2004: 78), classified causal factors of students’ learning problem into

two categories: internal, which include physiology factor and psychology factor,

and external, which include social, family and school.

When doing PPL in SMPN 4 Baubau, researcher found there were many

students were bored during the lesson, they were lack attention to learn, like they

were always disturb their friends, went to toilet many times, made noisy, got

daydreaming, made a joke on their teacher performance and left the class. Those

problems were very disturbing the learning process. Result of interview from

teacher and some students, the English teacher says that in some classes there

are many students are lack interest and attention when he gives English material,

there only students who like and want to learn English that will pay attention

when he explain the material. The English teacher assumes he needs to work

hard to make students interest to learn. He realizes in teaching and learning

process he need variety of method in English learning, so the students will be

interested in learning English. Some students say they are lack of attention when

their teacher gives English subject because English is a difficult lesson. They do

not know the meaning of question when they do a test and English is a different

subject between writing, reading, and meaning.

3
 Based on the statements above, the researcher concludes that there are

many cause make the students lack attention when English learning process, one

of them is the teacher are less variety of method in English learning process. The

teacher must be applying variety of method in English learning process, so the

students will be interested in learning English.

B. Problem Statement

Based on the background above, the researcher formulated the problem

statement is what are factors influencing the lack of students’ interest in learning

English at the second grade students of SMPN 4 Baubau?

C. Scope of the Research

The scope of this research was focused on the factors influencing the lack

of students’ interest in learning English at the second grade students of SMPN 4

Baubau.

D. Objective of the Research

Based on the problem statement, the objective of the research wasto

know what factors influencing the lack of students’ interest in learning English

at the second grade students of SMPN 4 Baubau.

4
E. Significance of the Research

The significance of this research were as follows:

1. It can be used to help the teacher to understand the importance of interest in

teaching learning activity.

2. To provide the information to teachers about the way in teaching English to

improve students’ interest.

3. To improve the students’ interest in learning English.

5
 CHAPTER II

REVIEW OF RELATED LITERATURE, THE RELEVANT OF

RESEARCH AND CONCEPTUAL FRAMEWORK

A. Review of Related Literature

1. Learning

a. Definition of Learning

Learning is a matter that related with a life. Life is a lesson. By learning,

people know how to life. Because of learning is a process that happens for a long

time and through many steps, it will make someone change in certain aspect in

his own self. For instance, get dress, use washing machine, ride the motorcycle,

they can be done after learning.

Learning become an important source for the learner because, it is a

process that done by the learner to get knowledge, especially in learning English.

Moreover, learning is needed very much for people to increase their life become

well in the future.

Obviously, many researchers have attempted to define the concept of

learning. According to Wakefield (1996) in Atia (2011: 22), learning can be

described as a relatively permanent change in the behavior of an individual based

on his/her experiences or discoveries. Thus the processes of experience and

discovery lead to a new understanding of the world and ourselves, and enable us

to apply the acquired knowledge in new situations. Knowledge acquisition, then

involves processes that transform data from experience into organized

information.

6
 According to Smith (1962) in Sufi (2009: 20), learning is the acquisition

of new behavior or the strengthening or weakening of old behavior as the result

of experience. Learning become an important source for the learner because it is

a process that done by the learner to get knowledge, especially in learning

English. Moreover, learning is needed very much for people to increase their live

become well in the future.

According to Hilgard (1994: 59), learning is a process by which activity

or it is changed through responding to a situation; provide to a change cannot be

attribute to growth or to temporary states of the organism as the figure.

Based on the explanations above, there is a change in learning. It is about

learning for formation of personality and behavior based on the experience in

order to give benefit for surrounding people.

b. Factors that Influence the Learning Process

According to Suryabrata (2012: 63), the factors that influence the process

of learning can be classified into two factors. The two factors are internal and

external factor.

a. Internal factor

Internal factor is the factors that influence a learning difficulty that comes

from learning itself. In dealing with the factor, it can be explained as follows:

1. Physical factors consist of health factor and physical factor.

2. Psychological factor consist of intelligence, attention, interest, talent,

motivation, attitude, and concentration.

7
b. External factor

External factor consist of non-social factors and social factor. Non-social

factor include place, the tools of learning (pen, pencil, and book) or learning

facilities. While social factor include family, teacher, and society.

2. Interest

a. Definition of Interest

Interest is one of the internal factors in learning activity. Interest is the

desire of somebody toward something as influence of environment where or they

live.

Every individual have tendency to deal with something in their

environment. If it gives something good to them, possible they will interest to it.

Students who has certain needs or desire toward something, they will have high

interest a more enthusiastic to achieve what they want to do. According to

Sardiman (2003: 76), interest is a condition that occurred when someone see

characteristic of situation that is correlated with his/her own need and desire.

When it happened, he or she will be easily to learn something.

Interest is greatly affected by the process and learning outcomes. If a

person was not interested in learning something, it cannot be expected to do well

in the process of learning. Conversely, if a person with an interest to learn

something, then the expected results will be better. If every teacher realizes this,

the question that arises is how to make things that are presented as a learning

8
experience that can attract students or how to determine that students learn things

which are interested them.

Acoording to Hilgard (1962) in Desmita (2015: 7) pointed out that:

“Interest is persisting tendency to pay attention to and enjoy some activity or

content”. This confirms that what causes the interest, we also have an attention

and if there is an attention, we will be interested in. So, there is a relationship

between the interest and attention. According to Gazali (1974) in Desmita (2015:

7) stated that “Perhatian adalah keaktifan jiwa yang dipertinggi, jiwa itu pun

semata-mata tertuju kepada suatu obyek (benda/hal) atau sekumpulan objek.”

In order to ensure a good learning outcomes, then students should have the

attention of the learned material. If materials are not subject to the attention of

students, hence the boredom was coming. So, he does not like anymore for

studying. In order to students can learn best, try to make a learning materials

always attract attention by way of seeking the lessons which in accordance with

the hobby or talent.

If there are students who are less interested in the study, it can be arranged

so that it has a greater interest, by way of explaining things interesting and useful

for life, as well as the matters which is related to the ideas, and it’s relation to

material they learned.

b. Aspect of Interest

There are several aspects of students who have a high interest in learning

that can be known through a learning process in the classroom and at home.

9
Djamarah (2008: 166) revealed that interest can be expressed through the

students:

a) Like something more than others.

b) Participating in an activity.

c) Paying more attention to what students interested.

Similar opinions are also expressed by Slameto (2010: 180) stated that,

an interest can be expressed through a statement that indicates that the student

prefers something more than anything else, can also be manifested through

participation in an activity.

Based on the opinions above, it can be conclude that the students interest

in study certain subject can be seen from the attitude of students who prefer a

subject in comparison with other subject. It can be indicated by the motivation

or encouragement of students to learn with respect to the subject his like, then

the participation of students in teaching and learning activities, and attention of

students in teaching and learning activities.

Thus, the indicators of interest used as a references in this research

(Slameto, 2010: 180), such as:

1) Motivation or the encouragement to learn, with sub indicators:

a. Readiness of students in learning English.

b. Motivation or encouragement of students to learning English.

2) Students participation in teaching and learning activities, with sub

indicators:

a. Student participation in learning English.

10
 b. Student active in answering the problems.

3) Attention of students in teaching and learning activities, with sub indicators:

a. Student attention during the learning takes place.

b. Attention of students in understanding the material that has been taught

English.

The interest expressed in this research is the interest of students to learn

English lesson.

c. Factors that Could Growing Interest in Learning

Some education experts believe that the most effective way to generate

interest in a few subject is to use the interests of students who have been there.

According to Tanner (2006) suggests that teachers be trying to create new

interest in students. This can be achieved through the giving of information to

students about the materials that will be delivered by connecting the last lesson

materials, and described its use in the future.

According to Kitson (2007: 130), there are two rules of interest (the laws

of interest), which reads:

1) To foster interest in a subject, try to obtain information about it.

2) To foster interest in a subject, do activities related to it.

Interest in learning will grow if we are trying to find a variety of

information as complete as possible about the subject, the significance or charms

and other aspects that may be of interest. That information can be obtained from

the handle. Encyclopedia books, teachers and senior students who are interested

11
or interested in the subject. Besides, it is necessary for activities related to that

subject, for example through the subjects of art try to follow what should be done

either by drawing or painting. With the measures students’ interest towards the

subjects that will grow.

Loekmono (1985) in Sufi (2009: 22), suggests that the ways to foster

interest in learning on students is as follows:

1) Check the physical condition of the child, to find out if this aspect is the

cause.

2) Use the method that is varied and interesting learning media that can

stimulate children to learn.

3) Helping children receive mental health condition better.

4) Check the person or the other teachers, whether the attitudes and behavior

only in your lessons or also shown in another class when taught by other

teachers.

5) It may be less concerned with the child’s home environment of school and

learning. In this case the people in the house need to be convinced of the

importance of learning for children.

6) Try to find something that can attract the attention of the child, or moved

his interest. When his interest moved, then the interest can be transferred to

other activities in the school.

From the opinions that have been expressed can be understood that many

factors that encourage or arouse interest in learning to students. Live how the

effort we have to do as a teacher in solving this problem, so that students are

12
helped to find interest in following the learning. Students who have different

characters require different handling, including the growing interest in learning.

With the efforts of teachers and others in the growing interest in learning for

students, are expected to achieve the learning objectives are ultimately focused

on the success of students learning.

d. Function of interest

Function of interest in learning, Gie (1998: 28) in argues that the interest

is one of the factors for success in learning. In more detail the meaning and the

important role of interest in relation to the implementation of the study or the

study are:

1) Interest childbirth attention immediately

One’s attention to something that can be divided into two kinds items,

namely immediately attention and attention enforced. Attention roomates

necessarily spontaneously, is reasonable, easy to survive, which grow without

coercion and willingness in a person. Attention is being forced to be used for

developing power and continuance.

According to Ahmad (2002: 24), interest has emerged then attention will

follow. But together with interest the attention easily lost. Opinions above gives

an idea of the close connection between interest and attention. Then concluded

that to improve one’s attention in this case the student against something, then

it must first be improved interest.

2) Interests facilitate the creation of concentration

13
 Interests facilitate the creation of concentration in the mind of a person.

Obtained necessarily concern fairly and without coercion to force one’s ability

facilitates the development of concentration, focus roomates lesson. According

to Winkel (2005: 183), the concentration is the concentration of power and

psychic energy in the face of an object, in this case teaching and learning events

in class. Concentration in learning related to the willingness and desire to learn,

but the concentration in the study influenced by feelings of students and interest

in learning.

3) Interest preventing disturbance of attention outside

Interest in the study to prevent interference from outside sources such

attention, people talking. Someone easily distracted or frequent distraction

from learning to something else, if the interests of small studies.

4) Interest in strengthening the attachment of learning materials in memory

Closely related to the concentration of the subject is given the power

lesson. Recollecting material was only possible if one is interested in the

lessons. Who has an interest can letter sounds, can remember the words, have

the ability to distinguish and has spoken language development and vocabulary

adequate. The opinions above, indicate to learn has a role facilitate and

strengthen the attachment of learning materials in memory.

5) Interest reduce bored in the self-study

Everything was drab, boring, trivial, and continuously take place

automatically will not be able to attract the attention (Kartini, 1996: 31). By

therefor, elimination of bored in learning from someone also just can be done

14
 with the growing interest in learning first and then increase of the maximum

interest.

e. Characteristics of Interest

According to Hurlock (1999: 115), the characteristics of interest are:

1) Interest grows with physical and mental development

2) Interest depends on the readiness to learn

3) Interest depend on learning opportunities

4) Development of interest may be limited

5) Interest influenced culture

6) Interest emotional weight

7) Interest was egocentric.

Interest in all fields can change during physical and mental changes occur

in children. Children cannot have had an interest before they’re ready physically

and mentally. Opportunity children have to learn to rely heavily on the

environment and interest. Physical and mental inability owned subsidiaries and

limited social experience can limit children’s interests. Children are also entitled

to have the opportunity of parents, teachers, and adults to learn about what the

cultural groups they deemed appropriate interest. In addition, an unpleasant

emotional weight can weaken the interest and fun weight can reinforce interest.

f. Kinds of Interest

15
 According to Slameto (2010) in Dyah (2012: 30), interest can be divided

into three kinds, they are:

1) Expressed interest, someone can express his or her interest through certain

words.

2) Manifest interest, someone can express his or her interest not with words

but through action or activities.

3) Inventoried interest, someone who have interests can to measure by respond

a questions.

g. Interest in Learning English

Interest is a positive factor in learning English. It is important for teacher

and students in teaching and learning English. It means that without interest to

learn speaking, writing, reading, and listening of the students, the learning

activity cannot be done in a proper way. Furthermore, the importance of interest

in learning activity can help developing students motivation and to encourage

students to do the activities necessary during learning process.

In teaching and learning process, interest is important for the teacher to

give great attention to development of the students’ interest because, this is the

key of success of English learning.

In the school education, teacher should pay more attention to train and

maintain the students’ interest in learning English. Therefore, interest should be

aroused. By arousing interest in lesson can improve the way of thinking, the way

of studying so that the lesson can be mastered. Motivation is closely related to

16
the arousing in learning, and it is development is a basic of learning activity.

Teacher should encourage the students so that stimuli can bring satisfaction and

pleasure.

B. The Relevant of Research

Atia (2011) the purpose of this research to know what the factors

influence students’ interest in learning English. Based on result of the research,

the researcher found there are some factors that influence students’ interest in

learning English. They are: internal factors (come from the students themselves

such as physical condition, intelligence, attaining, and readiness) and external

factors such us family, teacher, school, and peer. The dominant factors that

influence students interest is school factors.

Desmita (2015) the purpose of this research to find out the effort of

teacher to increase students’ interest in learning English. Based on result of the

research, the researcher found that the efforts of the teacher to increase the

students’ interest in learning English by opening the class with something

unique. The teacher give the question about the topic that will be studied through

game or guessing the meant material. Basically, everyone likes playing game.

By applying the suitable game, of course the students will be comfortable in

learning. In addition, the students will get the points of the material easily. For

example, in learning descriptive text, the teacher can describe the features or

appearances of something. At the end, the teacher ask them about what the thing

that he/she meant. In the middle of learning process, teacher can give the

17
relaxation for the students even though only for a few minutes. In this moment,

the teacher can create something interesting. For example, creating the funny

things, and so on. In the last of learning process the teacher guided the students

to make lesson summary according to the lesson indicator. Then before going

home the teacher gave homework to the students which would be collected in

the next meeting. In addition the effort of teacher to increase students’ interest

in learning English such as build a harmonious relationship with the students and

the teacher should use some method in teaching learning process. The students

interest were in high interest category which could be seen by the numbers of

students’ interest that there were 1 student got very high interest and 22 students

got high interest. The suggestion of the research that to the teacher should use

some method in teaching learning process to make the teacher brought the

material easier and also the students were more easier for understanding the

lesson and also the teacher should be more creative in teaching learning process

to increase the students interest and they would be happy for studying.

From the findings that have been given above, the researher concludes

that there are many method to make students’ interest in learning English, one

of them is the teacher should be more creative in teaching learning process like

creating the funny things and insert the game into learning process so the

students will be interested in learning English.

C. Conceptual Framework

18
 There are some factors that influence the interest. Then the researcher

includes them to the questionnaire, such as: motivation is some kind of internal

drive which pushes someone to do or think in order to achieve something. In

learning, motivation is importance. Learner motivation makes teaching and

learning immeasurably easier and more pleasant. Interest will increase if there is

motivation. Someone who has motivation he will try something hardly, won’t

surrender, read book to increase his achievement. It is assumed that the students

with high motivation in learning English will be more successful than the

students with low motivation.

Participation is participating in an activity. Participation is in

involvement of students in the learning process. Students who have an interest

in a lesson will involve themselves actively in matters relating to the activities

they are interested in learning. Student participation in the learning process can

be seen from the attitude of students who are active in the classroom as diligently

ask and express their opinion.

According to Suryabrata (2012: 14), “perhatian adalah banyak

sedikitnya kesadaran yang menyertai suatu aktivitas yang dilakukan.” If the

student gives good attention to English, certainly the student has an interesting

in English. In the other hand, interest comes from attention. Attention is

important to learn. Learning most efficient when a person is paying attention.

Poor attention can be a sign disorders behavior in children learning process.

Someone who has attention to something it means that he or she has interest to

something.

19
 The conceptual framework in this research is shown in the following

figure:

English Learning

Students’
Interest

Motivation Participation Attention

Figure 1. Conceptual Framework

CHAPTER III

METHOD OF THE RESEARCH

20
A. Design of the Research

This research used qualitative design with applied the descriptive

method. Descriptive research is research that is intended to gather information

about the status of an existing symptom, the symptom according to what their

circumstances at the time of the study (Suharsimi, 2005: 234). Descriptive study

assesses the nature of the condition appear. The purpose of research was limited

to describe the characteristics of things as they are.

B. Source of the Data

To get the data in this research, the researcher used primary data and

secondary data. Primary data is the data that obtained directly from the original

source or parties first. It specially collected by the researcher question. It will be

in the form of opinion research subject (people), both individually or a group,

the observation against an object (physical), events, or activities, and the result

testing. The data source of this research is the students who will involve in this

study.

According to Kuncoro (2005: 127), secondary data is collection of data

by the institution of collecting data and published to the user of data. In this

research, the researcher looking for the data in SMPN 4 Baubau to be supporting

data by library research likes books, articles, journals, and the literature of the

previous research, and documentation likes result of English test from students.

21
 The population of this research is all students at the second grade of

SMPN 4 Baubau in school year of 2017/2018. The total population are 432

students that are spread into 18 classes and each class has about 23 students.

Researcher will use purposive sampling to determine the sample to be

observed. According to Sugiyono (2015: 301), purposive sampling is a type of

nonprobability sampling, purposive sampling is a technique of sampling the

source data with certain considerations. This certain considerations means that

the person who is deemed most knowledgeable about what the researcher expect.

Based on the opinion above, the sample that will be used as an object of the

research is the second grade students of SMPN 4 Baubau at one class namely

class VIII.5. Respondents in this research as many as four students who are less

interested in learning English. In this research subjects will be limited to

obtaining saturated data.

C. Instrument and Technique of Data Collection

1. Instrument of the Research

There are three instruments that used to collect the data in this research,

they were test, questionnaire and interview.

1. Test

22
 The test was used to measure students’ ability in English learning. The

researcher gave the English test to the students. The students would have 30

minutes to finish answering the test.

2. Questionnaire

Questionnaire was used to assess the students’ interest in learning

English. There were 22 items to assess by the students about their interest. This

questionnaire is adapted from Dyah (2012) which was consisted of five optional

answers, those are strongly agree, agree, undecided, disagree, and strongly

disagree. The students will have 30 minutes to finish answering the

questionnaire. The blueprint of the questionnaire can be seen in the following.

Table 1
Blueprint of Learning Interest

23
 Distribution of items /
Variable Indicator Sub Indicator Number
Favorable Unfavorable
Readiness of
students in learning 1, 2 -
Motivation or
English
the
Motivation or
encouragement
encouragement of
to learn 4 3, 5, 6
students to learn
English
Students Student participation
7, 8, 10 9
participation in in learning English
LEARNING
teaching and Student activeness in
INTEREST
learning respond the 12, 13 11, 14
activities problems
Student attention
Students during of learning 16 15, 17
attention in process
teaching and Students attention in
learning understanding the
18, 20, 22 19, 21
activities material that has
been taught English
Total items 12 items 10 items
3. Interview

The researcher would be used interview which aim at getting the

information directly from the source. In this interview, the researcher would be

used glided interview in which the respondent would be asked based on the

questions that have been prepared by the researcher. In the interview, each

respondent would be given the same questions.

2. Technique of Data Collection

24
 The following procedure was applied by the research in collecting the

data of the research:

a. Test

1) The researcher shares English test to the students.

2) Ask the students to fill the English test in 30 minutes.

3) Gathers the students’ test.

b. Questionnaire

1) The researcher shares the questionnaire to the students.

2) Explains the purpose of the research.

3) Ask the students to fill the questionnaire in 25 minutes.

4) Gathers the students’ questionnaire.

c. Interview

1) Make the question list.

2) Interview will done to some students that lack interest in learning

English.

D. Technique of Data Analysis

The problem that became the discussion in this research to know factors

that influencing students’ interest in learning English at the second grade

students of SMPN 4 Baubau. As for the stages of data analysis in this research.

1. The test was used to measure students’ ability. The scores using scale of

100 using the formula:

25
 raw score
Final score = ideal maximum score x 100
(Sudijono, 2013: 318)

Table 2
Criteria of Students’ Score

No Scoring Range Criteria Score in letter

1 86 – 100 Very Good A

2 71 – 85 Good B

3 56 – 70 Moderate C

4 0 – 55 Low D

Source: Direktorat Jendral Pendidikan Dasar dan Menengah (2015: 15)

2. The questionnaire used in this research applied the Likert Scale with five

optional answers, those are strongly agree, agree, undecided, disagree, and

strongly disagree. The score distribution for each option of the questionnaire as

displayed in the following table:

Table 3
Likert Scale

26
 Positive Statement Negatif Statement Category
5 1 Strongly agree
4 2 Agree
3 3 Undecided
2 4 Disagree
1 5 Strongly disagree

(Source: Sugiyono, 2015: 137)

The mean score of the students was categorized using the following

formula:

Lowest score < X < μ – 1.5 (σ) very low

μ - 1.5(σ) < X < μ - 0.5(σ) low

μ - 0.5(σ) < X < μ + 0.5(σ) moderate

μ + 0.5(σ) < X < μ + 1.5(σ) high

μ + 1.5(σ) < X < highest score very high

Where, μ = lowest score x 3

highest score – lowest score
σ=
6

(Azwar, 2013: 148)

It needs to know that the rating scores range from 22 to 110, and the

questionnaire employed five classifications as displayed in the following table:

Table 4
The Rating Score of the Students’ Questionnaire

27
 No Scoring Range Criteria

1 88 ≤ x < 100 Very high

2 73.3 ≤ x < 88 High

3 59 ≤ x < 73.3 Moderate

4 44 ≤ x < 59 Low

5 22 ≤ x < 44 Very low

Table 5
The Rating Score of the Students’ Questionnaire of indicator 1: Motivation or the
encouragement to learn

No Scoring Range Criteria

1 24 ≤ x < 30 Very high

2 20 ≤ x < 24 High

3 16 ≤ x < 20 Moderate

4 12 ≤ x < 16 Low

5 6 ≤ x < 12 Very low

Based on the table above, from less than or equal 24 up to less than 30 is

very high category, less than or equal 20 up to less than 24 is high category, less

than or equal 16 up to less than 20 is moderate category, less than or equal 12 up

to less than 16 is low category, and less than or equal 6 up to less than 12 is very

low category.

Table 6
The Rating Score of the Students’ Questionnaire of indicator 2: Students’
participation in teaching and learning activities

28
 No Scoring Range Criteria

1 32 ≤ x < 40 Very high

2 26.6 ≤ x < 32 High

3 21 ≤ x < 26.6 Moderate

4 16 ≤ x < 21 Low

5 8 ≤ x < 16 Very low

Based on the table above, from less than or equal 32 up to less than 40 is

very high category, less than or equal 26.6 up to less than 32 is high category,

less than or equal 21 up to less than 26.6 is moderate category, less than or equal

16 up to less than 21 is low category, and less than or equal 8 up to less than 16

is very low category.

Table 7
The Rating Score of the Students’ Questionnaire of indicator 3: Students’
attention in teaching and learning activities

No Scoring Range Criteria

1 32 ≤ x < 40 Very high

2 26.6 ≤ x < 32 High

3 21 ≤ x < 26.6 Moderate

4 16 ≤ x < 21 Low

5 8 ≤ x < 16 Very low

29
 Based on the table above, from less than or equal 32 up to less than 40 is

very high category, less than or equal 26.6 up to less than 32 is high category,

less than or equal 21 up to less than 26.6 is moderate category, less than or equal

16 up to less than 21 is low category, and less than or equal 8 up to less than 16

is very low category.

Miles and Huberman in Sugiyono (2010: 337) suggest that activity in

qualitative data analysis performs interactively and continuous over time until

complete, so the data already saturated. Activity in the data analysis, namely are

data reduction, data display, and conclusion.

1. Data Reduction

Data collection obtained from questionnaire and interview will be get a

lot of data varies. The data have many similarities, likeness, similarity with other

data. In addition, the data also exist describe the differences, important and

unimportant, relevant and irrelevant data. Therefore, in the stage, it will be done

the sorting of data by categorizing and classifying the more important,

meaningful and relevant data to the issues and research purposes.

2. Data Display

The second stage is the appearance of data reduction process that has

been selected from many existing data. These stages are intended facilitate

understanding of the issue and the data that have been selected to be easily

30
 understood by others. Then the data is displayed and presented systematically.

Data display will be conducted in a short description or narrative text.

3. Drawing conclusion or verification

The process of data reduction and data display into an integral part in this

final stage that conclusion. Researcher in this case trying to make conclusions as

objectively as possible, so that conclusions can be justified scientifically.

E. Schedule of the Research

The activities would be conducted in the research can be seen in the table

below:

Table 8
Schedule of the Research

No Activities Date Time

Conducted the test to students in

1 August, 10th 2017 15.45 – 17.00
class VIII.5

Conducted the questionairre to

2 August, 18th 2017 15.45 – 17.00
students in class VIII.5

It was conducted interview to

3 August, 30th 2017 15.45 – 17.00
students in class VIII.5

31
 CHAPTER IV

FINDING AND DISCUSSION

In this chapter, the researcher explains data and result of research about

problems have been explained in chapter I, it is the factors influencing the lack

of students’ interest in learning English at the second grade students at SMPN 4

Baubau. The result of this research is gotten with answer the test, questionnaire

and interview by the students.

A. Finding

1. Description of the Research Place

SMP Negeri 4 Baubau is located in Jl. Betoambari No. 69 Baubau. This

school consist of 1 head master, 3 principal deputy, 62 teachers, and 11

administrations staff. The school has enough facilitates, such as 28 buildings of

school, 54 classrooms, an administration staff’s room, a headmaster and vice of

headmaster’s room, a teacher’s room, 8 toilets, a hostel, a meeting’s room and

others. This school is really discipline, everyone should always follow the

regulation of the school otherwise they will get punishment or warning from the

Head Master if they break the regulation. Everyone got the same treatment. So

that is this school can be known as the best school in Baubau. It is proved by the

students who always be the participants or enjoying very kind of competitions

that is held and the result they always get the first winner.

32
2. The Result of Test

The first meeting on 10 August 2017, the researcher gives test to the

students of classes VIII. 5 of 23 students. This test is used to find out the level

of students ' ability in learning English. Then the result of the test distribution as

following table:

Table 9
The Result of Distribution Test

No Scoring Range Frequency Category

1 86 – 100 0 Very good

2 71 – 85 4 Good

3 56 – 70 15 Moderate

4 0 – 55 4 Low

Total 23

Based on the table above, the total of students are 23 students, which 4

students who get good category, 15 students who get moderate category, and 4

students who get low category. Thus, mean score of students’ score in the test of

class VIII.5 at SMPN 4 Baubau is 63.91 with moderate category based on

appendix 6.

33
3. The Result of Questionnaire

The second meeting on 18th August 2017, the researcher gives

questionnaire to students. The questionnaire is given to the students are obtained

by using 22 questions that are related students’ interest in learning English. It is

used to find out the factors influencing the lack of students’ interest in learning

English. There are 23 students’ who is given the questionnaire by the researcher.

Then the result of questionnaire distribution as following table:

Table 10
The Result of Distribution Questionnaire of Each Indicator

a. Indicator 1: Motivation and the encouragement to learn

No Scoring Range Frequency Category

1 24 ≤ x < 30 0 Very high

2 20 ≤ x < 24 5 High

3 16 ≤ x < 20 12 Moderate

4 12 ≤ x < 16 5 Low

5 6 ≤ x < 12 1 Very low

Total 23

Based on the table above, the total of students are 23 students, which 5

students who get high category, 12 students who get moderate category, 5

34
students who get low category, and 1 student who get very low category. Thus,

mean score of students’ score in the questionnaire of indicator motivation or the

encouragement to learn of class VIII.5 at SMPN 4 Baubau is 16.91 with

moderate category based on appendix 7.

b. Indicator 2: Students’ participation in teaching and learning activities

No Scoring Range Frequency Category

1 32 ≤ x < 40 0 Very high

2 26.6 ≤ x < 32 7 High

3 21 ≤ x < 26.6 13 Moderate

4 16 ≤ x < 21 3 Low

5 8 ≤ x < 16 0 Very low

Total 23

Based on the table above, the total of students are 23 students, which 7

students who get high category, 13 students who get moderate category, and 3

students who get low category. Thus, mean score of students’ score in the

questionnaire of indicator Students’ participation in teaching and learning

activities of class VIII.5 at SMPN 4 Baubau is 24.60 with moderate category

based on appendix 8.

35
c. Indicator 3: Students’ attention in teaching and learning activities

No Scoring Range Frequency Category

1 32 ≤ x < 40 0 Very high

2 26.6 ≤ x < 32 6 High

3 21 ≤ x < 26.6 14 Moderate

4 16 ≤ x < 21 3 Low

5 8 ≤ x < 16 0 Very low

Total 23

Based on the table above, the total of students are 23 students, which 6

students who get high category, 14 students who get moderate category, and 3

students who get low category. Thus, mean score of students’ score in the

questionnaire of indicator Students’ attention in teaching and learning activities

of class VIII.5 at SMPN 4 Baubau is 24.26 with moderate category based on

appendix 9.

36
4. The Result of Interview

Based on the date obtained through an interview is conducted by the

researcher on 30th August 2017 witht the students of class VIII. 5 at SMP 4

Baubau. The researcher makes an interview with four students to support the

result of questionnaire, for knowing several factors influencing the lack of

students interest in learning English. In this interview researcher prepares six

questions based on three indicators and six sub indicator, where each an

indicator consists of two sub indicators.

The first indicator is motivation or encouragement to learn English. This

indicator consists of two sub indicator, they are:

a. Readiness of students in learning English.

The sub indicator describes readiness of students grade VIII.5 at SMPN

4 Baubau before English lessons began. At the time of the interview researcher

finds the vary answers or statement from respondents or students.

The respondent 1 initial AP gives a statement:

"duduk duduk ditempat sambil melihat guru".

From this statement it can be conclude that the students do not prepare to

attend. The next researcher makes interview to respondent 2 initial ASA and

respondent gives a statement:

"membaca buku pelajaran atau bermain".

From this statement, the researcher concludes that the students can

prepare themselves to follow English lessons with no harmony seriously.

37
 After that the researcher come back to interview the respondent 3 initial

MZ, the respondent gives a statement that is:

"mengerjakan PR bahasa Inggris".

From this statement the researcher concludes that these studentwas less

prepares to follow English lesson because the student do his homework at school

when the English learning process will begin.

Then researcher makes interview again to the respondent 4 initial

WDAM 4, the respondent's statement that is:

"menunggu guru masuk ke kelas, sambil menyiapkan alat tulis".

From this statement, the researcher concludes that this student just sat

quietly and prepare stationery without reading or discussing with friends about

the subject matter that would be learned.

b. The motivation or encouragement of students to learn English.

The sub indicator describes about building up confidence so that students

can be motivated themselves in the following English lessons.

Researcher makes interview to the respondent 1 initial AP, the

respondent gives a statement which is:

"memperhatikan guru sambil menunggu pergantian jam".

This respondent's statement can be infer that the respondent is less focus

to the materials given by the teacher because the respondent wants a quick

English lessons the end. Next, the researcher makes interview to respondent 2

initial ASA, this respondent gives statement that is:

"berusaha membaca buku atau mendengar arahan dari bapak/ibu guru".

38
 From the respondent's statement above researcher concludes that the

student has a willingness to motivate himself in the following English lessons by

way of reading a book.

After that researcher makes interview to respondent 3 initial MZ , this

respondent gives the statement that is:

"melihat kiri dan kanan".

From the respondent's statement, researcher concludes that the

respondent is not interested toward English lessons.

Next, the researcher makes interview respondent 4 initial WDAM, this

respondent give statement that is:

"kalau saya lagi malas, yang saya lakukan hanya duduk-duduk sambil
melihat-lihat guru menjelaskan".

From the respondent's statement, the researcher concludes that studentis

not trying to motivate himself to follow English lessons to good use.

The second indicator is students’ participation in teaching and learning

activities.

This indicator consists of two sub indicator, they are:

a. Students ' participation in learning English.

The sub indicator describes the involvement of students in the following

English lessons.

Researcher makes interview to the respondent 1 initial AP, respondent

gives the statement that is:

"kadang-kadang mendengarkan penjelasan guru dan kadang-kadang

bercerita dengan teman".

39
 From this statement, the researcher concludes that the respondent is less

participation when English learning process.

Next, the researcher makes interview to respondent 2 initial ASA, the

respondent gives statement that is:

“kadang-kadang bermain dan kadang-kadang mendengarkan perkataan

guru".

From this statement, the researcher can be conclude that the respondent

is less participation when English learning process.

After that, researcher makes interview on respondent 3 initial MZ, the

respondent gives the statement that is:

"mengajak teman bercerita".

From this respondent’s statement, researcher concludes that the

respondent does not participate when the English learning process.

Next, the researcher makes interview to respondent 4 initial WDAM,

this respondent gives statement that is:

"duduk-duduk sambil lihat-lihat guru".

From respondent's statement, the researcher concludes that the

respondent participates when the English learning process.

b. Student activeness in respond the problem.

This sub indicator describes the interaction of the students against an

issue faced when the English learning process.

Researcher then makes against the respondent 1 initial AP, respondent is

simply giving a statement that is:

40
 "mengerjakan soal yang diberikan oleh guru lalu mengerjakannya di
papan tulis".

From this statement, the researcher concludes that the respondent is

active when the English learning process.

After that, the researcher continue the interview to respondent 2 initial

ASA, the respondent gives a statement that is:

"kerjakan tugas dari guru, kadang-kadang juga tidak dihiraukan". From

this statement researcher concludes that is respondent less indicate activeness in

following the process of learning.

Then researcher continue the interview on respondent 3 initial MZ,

respondent gives a statement that is:

“meminta jawaban kepada teman".

From this statement researcher can conclude that the respondent does not

show activeness in resolving problems.

Next on, the researcher makes interview on the respondent 4 initial

WDAM, the respondent's statement that is:

"bertanya kepada guru".

From this statement, researcher can be conclude that the respondent

demonstrates activeness towards a problem that finding when the English

learning process.

The third indicator is students’ attention in teaching and learning

activities.

41
 This indicator consists of two sub indicator, they are:

a. Students’ attention during of learning process.

This sub indicator describes the students’ attention to the materials given

by the teacher during the learning process.

The researcher makes against to the respondent 1 initial AP, the

respondent gives the statement is:

"jika guru terlalu lama memberikan penjelasan, kadang-kadang saya

tertidur di dalam kelas, karena bagi saya guru yang terlalu lama
berbicara sama saja dengan menceritakan sebuah dongeng sebelum
tidur".

From this statement, the researcher concludes that the respondent is

dislike when the teacher is too much to explain learning material, it makes the

respondent bored.

After that the researcher continue the interview to respondent 2 initial

ASA, the respondent gives a statement that is:

"kurang baik".

From this statement, researcher concludes that respondent does not pay

attention to the teacher who is giving the matter during the English learning

process.

Then researcher continue the interview on respondent 3 initial MZ,

respondent gives the statement is:

"diam dan mendengarkan".

From this statement researcher can be infer that the respondent pay

attention to the teacher who is giving the material to learn.

42
 Next on, the researcher makes interview on the respondent 4 initial

WDAM, respondent gives a statement which is:

"memperhatikan guru".

From this statement it can be conclude that respondent notice the teacher

is giving material learning.

b. Students' attention in understanding the material that has been taught

English.

This sub indicator describes the understanding of students against the

material taught by the teacher.

Then researcher makes against the respondent 1 initial AP. This

respondent gives the statement is:

"pelajari kembali materi yang telah di ajarkan hingga berulang-ulang".

From this statement, the researcher concludes that the respondent provide

trying to make sense of the material that has been taught by the teacher.

After that researcher continue the interview to respondent 2 initial ASA,

the respondent gives the statement is:

"baca buku".

From this statement researcher concludes that respondent attempts to

understand the material that has been taught by teacher with reading the book.

Then researcher continue the interview on respondent 3 initial MZ,

respondent gives statement that is:

"bertanya kepada guru".

43
 From this statement researcher can be infer that the respondent regards

to the teacher if there any problem of material is not understanding.

After that the researcher makes interview on the respondent 4 initial

WDAM, respondent gives the statement that is:

“baca - baca buku".

From this statement researcher concludes that respondent attempts to

understand the material that has been taught by teacher with reading the book.

B. Discussion

After analyzing the data, the researcher finds out that students’ score in

the test of class VIII.5 at SMPN 4 Baubau in term very good, good, moderate

and low as follows: 4 students who get good category, 15 students who get

moderate category, and 4 students who get low category. Thus, mean score of

students’ score in the test of class VIII.5 at SMPN 4 Baubau is 63.91 with

moderate category based on appendix 6. Then questionnaire, the researcher finds

out that mean score of students in the questionnaire of indicator motivation or

the encouragement to learn of SMPN 4 Baubau is 16.91 with moderate category

based on appendix 7. Thus, the mean score of students in the questionnaire of

indicator students’ participation in teaching and learning activities of SMPN 4

Baubau is 24.60 with moderate category based on appendix 8. In addition, the

mean score of students in the questionnaire of indicator students’ attention in

teaching and learning activities of SMPN 4 Baubau is 24.26 with moderate

category based on appendix 9.

44
 In addition, based on the statements of several students in the interview,

the researcher finds out the factors influencing the lack students’ interest in

learning English that are the students do not prepare to attend, students follow

learning English not seriously, students have less prepare to follow English

lesson because the students do homework at school when the English learning

process will begin, students have less focus to the materials given by the teacher

because the students want a quick English lessons the end, students are not trying

to motivate himself to follow English lessons to good use, the students have less

participation when English learning process, the students do not participate when

the English learning process, students have less indicate activeness in following

the process of learning, the students dislike when the teacher is too much to

explain learning material because it makes the students bored and the students

do not pay attention to the teacher who is giving the matter during the English

learning process.

45
 CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

The factors influencing the lack students’ interest in learning English are

the students have less readiness in learning, the students are bored when the

teacher explains the material very much, the students have less participation in

learning process, and the students have less attention during learning process.

B. Suggestion

Considering the result of the research, the researcher will give some

suggestions are as follows the researcher expects to the students to motivate

themselves for learning English and the students must be activate in learning

process, the researcher hopes that the teacher often trains giving more to the

students for learning, and the researcher also hopes the students giving their

attention when the teacher giving explanation. Finally the researcher hopes

constructive contribution and suggestion in order this research to be perfect.

C. Recommendation

Based on conclusion above, the researcher recommends as follows:

1. The present study does not explore interest in English skill. For the further

research this component could be observed.

2. The present study does not explore the influence of interest to the students’

ability. For the further research this component could be observed.

46
3. The researcher finds the factors influencing the lack students’ interest in

learning English, for the researcher who has the same tittle by the research

can be use the result from this research as one of reference.

47
 BIBLIOGRAPHY

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Arikunto, S. (2005). Manajemen Penelitian. Jakarta: Rineka Cipta.

Azwar, S. (2013). Penyusun Skala Psikologi. Yogyakarta: Pustaka Pelajar

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Language Pedagogy. New Jersey: Prentice Hall Regents.

Desmita. (2015). The Effort to Increase Students’ Interest in Learning English

at the First Grade Students of SMAN 1Talaga Raya: Unpublished Thesis.
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Direktorat Jendral Pendidikan Dasar dan Menengah. (2015). Buku Panduan

Penilaian Untuk Sekolah Menengah Pertama (SMP). Jakarta.

Djamarah. (2008). Psikologi Belajar. Jakarta: Rineka Cipta.

Firmani, S, H. (2009). The Correlation between Students’ Interest and Their

Achievement in Learning English at the Second Year of SLTPN 1
Pamulang. Abstract Result of Research Syarif Hidayatullah State Islamic
University Jakarta. Jakarta: Research Institution.

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Hurlock. (1999). Perkembangan Minat Baca Anak. Jilid II. Penerjemah:

Meitasari Tjandrasa. Jakarta: Erlangga.

Kartono, K. (1996). Psikologi Anak (Psikologi Perkembangan). Bandung:

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Terhadap Hasil Belajar Akutansi Pada Kompetensi Dasar Menyusun
Laporan Keuangan Perusahaan Dagang Pada Siswa Kelas X Program
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Universitas Negeri Semarang. Semarang: Lembaga Penelitian.

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Rahmah, A. (2011). Factors Influencing Students’ Interest in Learning English
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Rineka Cipta.

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Winkel, W.S. (2005). Psikologi Pengajaran. Yogyakarta: Media Abadi.

APPENDIX 1

49
 English Proficiency Test
Name : ……………………………………………
Class : ……………………………………………
Instruction : Choose the correct answer by crossing a, b, c, or d
1. Ariel : ...you like banana?
Benny : No, I don’t.
a. Does
b. Do
c. Are
d. Is

2. Fenny : Does your mother ...durian?

Steve : Yes, she does.
a. like
b. likes
c. liked
d. is liking

3. Ika : Where is your handphone?

Farid : ... the table.
a. In
b. At
c. On
d. To

4. Andi : Where is your car, Rian?

Rian : ........the garage.
a. On
b. In
c. From
d. To

The text is for questions 5-7 Ihsan Idol

50
 Ihsan Idol 3. That is how people call him. He sings
very well. No wonder he could win the Indonesian Idol 3
Contest sometimes ago. He is very attractive. His little
eyes and pointed nose really match his cute face.
Ihsan is about 17 years old. He has a friendly smile
with pearly white teeth. He is not very tall, only about 165
cm but he is still charming.
Ihsan is very slim, but he has been trying to increase
his body weigth so that he will look a little fatter. Winning
the singing contest makes him more confident that before.
5. How is Ihsan’s face?
a. It’s small
b. It’s cute
c. It’s very well
d. It’s rounded

6. Which of the following is Ihsan’s physical characteristic?

a. He has little eyes
b. He sings very well
c. He has much money
d. He is called Ihsan Idol

7. “He is very attractive” (line 2 paragraph 1).

Which of following words is closest in meaning with the underlined one?
a. Cute
b. Confident
c. Friendly
d. Interesting

8. Tourist : Would you show me the way to the museum, please?

Boy : . . . . ., sir.
a. With pleasure
b. You’re welcome
c. That’s right
d. Very well

9. Jolie : Could you tell me how to get to the city library?

Richard: Okay. . . . . . to the next light and turn right.

51
 a. You
b. It
c. Go
d. The library

The text is for questions 10-12.

The Jackson Family

Mr. Jackson is an American teacher, but he lives and works in
Denpasar. He teaches English at SMP 8. He is a very good teacher. His
students like him.
His wife is an Indonesian. She comes from Medan. They have one
son and one daughter. The children go to a primary school.
Mr. Jackson’s house is made of wood. It has five rooms: a kitchen,
a bathroom, a living room and two bedrooms. The Jackson have a house
maid to help Mrs. Jackson to do the house work. The maid comes from
Bantul.

10. What does Mr. Jackson do? He is .....

a. a father
b. a teacher
c. a student
d. a house maid

11. Where do the Jackson stay?

a. In Denpasar
b. In Bantul
c. In Medan
d. In America

12. “She comes from Medan.”(line 3)

The underlined word refers to Mr. Jackson’s.....
a. teacher
b. daughter
c. student
d. wife

13. Maria :...., Sir. I have a problem. Can you gave me a favour?
Teacher : Yes of course. What can idofor you?

52
 a. Excuse me
b. See you
c. Good evening
d. Good morning

14. Megan : Can you help me with my physics?

John : ....., I will help you
a. Oh
b. No
c. How
d. Sure

15. Lian : Where is Puji and Winda’s house?

Iksan : .... house in on Hayam Wuruk Street.
a. Themselves
b. Their
c. They
d. Them

16. Mother : Marni, this is the list of the things you have to buy.
Mimi : Ok, mum, i’ll go to the........ now.
Bread 2 boxes
Candies 1 packet
Sugar 1 kilo
Coffee ½ kilo
Tea 2 packets
Rice 2 kilos
Bananas 1 bunch

a. Butcher
b. Grocer
c. Florist
d. Drugstore

17. Mother : Put some salt in the soup, Marni.

Marni : But there is not..... salt in the jar.

53
 a. Some
b. Much
c. A little
d. Any

18. Teacher : .....you bring this box for me to my office?

Dina : Yes, mom. I’ll do it.
a. Have
b. Could
c. Do
d. Are

Read the following text to answer question 19.

DUE TO MANY SHARP CORALS,
THE VISITOR ARE PROHIBITED
TO SWIM ALONG THIS AREA

19. Where do we ussually find the text?

a. At the lake
b. At the beach
c. At the river bank
d. At the swimming pool

20. John was born in USA. He is ...

a. A Canadian
b. An American
c. A Brazilian
d. A Mexican

APPENDIX 2

54
 Answer Key of Test

1. B. Do
2. A. like
3. C. On
4. B. In
5. B. It’s cute
6. A. He has little eyes
7. D. Interesting
8. A. With pleasure
9. D. The library
10. B. a teacher
11. A. In Denpasar
12. D. wife
13. A. Excuse me
14. D. Sure
15. B. Their
16. B. Grocer
17. D. Any
18. B. Could
19. B. At the beach
20. B. An American

APPENDIX 3

55
 Questionnaire of Students’ Interest in Learning

Nama : ……………………………………………
Kelas : ……………………………………………

Angket ini bertujuan untuk memperoleh data tentang faktor-faktor yang

mempengaruhi minat belajar siswa terhadap pelajaran bahasa Inggris. Berikan
tanda ceklis () pada jawaban yang sesuai pengalaman anda selama mengikuti
pelajaran.
Keterangan : STS = Sangat Tidak Setuju
TS = Tidak Setuju
R = Ragu-ragu
SS = Sangat Setuju
S = Setuju

Pilihan Jawaban
NO Pernyataan
STS TS R SS S
Skala Minat Belajar
Saya melengkapi referensi pelajaran bahasa inggris
1
dengan membeli atau meminjam buku di perpustakaan
Saya berusaha untuk meminjam catatan teman jika
2
terpaksa tidak bisa mengikuti pelajaran bahasa inggris
Saya mau belajar bahasa inggris sewaktu ada ulangan
3 pelajaran bahasa inggris saja

Saya mampu menyelesaikan setiap tugas pelajaran

4
bahasa inggris yang diberikan tanpa bantuan teman
Saya merasa tidak mampu menyelesaikan tugas
5 pelajaran bahasa inggris tanpa bantuan dari teman yang
lebih pandai

56
 Saya malas menyelesaikan tugas pelajaran bahasa
6
inggris jika soalnya sulit
Saya berpartisipasi mengikuti pelajaran bahasa inggris
7
karena tertarik dengan materi yang diajarkan
Saya selalu memperhatikan dan mencatatpenjelasan
8
dari guru kemudian menerapkannya dalam praktek
Saya tidak pernah berpartisipasi untuk memberikan
9
jawaban atas pertanyaan yang diajukan oleh teman
Saya berpartisipasi dalam pembelajaran bahasa inggris
10
karena saya ingin memperoleh nilai yang baik
Jika guru meminta saya untuk mengerjakan soal
11
didepan kelas, saya mengerjakannya dengan terpaksa
Saya selalu menyiapkan beberapa pertanyaan yang
12 berhubungan dengan materi pelajaran bahasa inggris
untuk ditanyakan kepada guru
Saya selalu aktif dalam menanggapi pertanyaan dari
13
guru mengenai materi pelajaran bahasa inggris
Saya lebih senang jika ada tugas kelompok, karena saya
bisa menggantungkan nilai pada teman satu kelompok
14
saya

Ketika pembelajaran berlangsung saya lebih suka

berbicara sendiri daripada harus memperhatikan materi
15
yang diajarkan oleh guru

Saya tidak pernah terlambat dalam mengumpulkan

16
tugas pelajaran bahasa inggris
Saya malas jika harus mendengarkan penjelasan guru
17 dari awal sampai akhir pelajaran

57
 Saya mempelajari kembali materi pelajaran bahasa
inggris yang sudah diajarkan dengan mengerjakan
18
latihan-latihan soal

Bagi saya pelajaran bahasa inggris tidak terlalu penting

19
untuk dipelajari
Saya bisa langsung memahami materi pelajaran bahasa
20
inggris yang telah disampaikan oleh guru
Bagi saya pelajaran bahasa inggris tidak dapat
21
diterapkan dalam kehidupan sehari-hari
Dalam kelas, saya benar-benar memperhatikan
22 penjelasan dari guru karena saya takut tidak
memahami materi yang disampaikan

58
APPENDIX 4

Questions of Interview

1. Bagaimana anda mempersiapkan diri dalam mengikuti pelajaran Bahasa

Inggris di kelas?

2. Bagaimana cara anda untuk memotivasi diri dalam mengikuti pelajaran

Bahasa Inggris?

3. Bagaiman acara anda berpartisipasi dalam mengikuti pelejaran Bahasa

Inggris?

4. Bagaimana cara anda menunjukkan keaktifan anda untuk mengatasi

masalah anda di kelas?

5. Bagaimana perhatian yang anda berikan selama proses pembelajaran?

6. Bagaimana perhatian yang anda berikan dalam memahami materi yang telah

diajarkan?

59
60
61
62
63
APPENDIX 6

Scoring of Students in the Test

Initial Correct Score in

No Score
Name Answer Letter
1 AP 10 50 D
2 IRB 13 65 C
3 RH 13 65 C
4 LMAH 14 70 C
5 LMDA 15 75 B
6 RAW 14 70 C
7 GH 13 65 C
8 YHM 12 60 C
9 ATR 12 60 C
10 MAK 14 70 C
11 ASA 9 45 D
12 AS 15 75 B
13 FH 12 60 C
14 MZ 13 65 C
15 MNZ 10 50 D
16 WDA 10 50 D
17 CA 14 70 C
18 FS 12 60 C
19 YU 13 75 B
20 PM 13 65 C
21 WSN 13 65 C
22 ADS 13 65 C
23 AAP 15 75 B
Total 1470
Mean 63.91

64
APPENDIX 7

Scoring of Questionnaire in Indicator 1 is Motivation or the

encouragement to learn

Number of Questionnaire Total

No
1 2 3 4 5 6
1 2 3 2 3 1 2 13

2 4 4 2 3 3 2 18

3 4 4 4 1 2 1 16

4 4 2 3 3 2 3 17

5 4 4 3 4 2 3 20

6 4 1 3 4 2 3 17

7 4 2 4 4 1 4 19

8 4 2 1 3 2 3 15

9 4 3 2 4 3 1 17

10 3 5 4 4 3 2 21

11 3 4 3 3 2 2 17

12 4 4 3 4 5 1 21

13 4 1 4 1 3 4 17

14 4 4 2 3 4 3 20

15 3 2 1 2 1 3 12

16 3 2 3 2 2 3 15

17 3 4 4 3 3 3 20

18 3 3 3 1 3 3 16

19 3 3 3 1 2 4 16

20 1 2 1 2 2 3 11

65
 21 3 2 1 3 2 4 15

22 2 4 2 3 4 3 18

23 3 4 2 4 3 2 18

Total 76 69 60 65 57 62 389

Mean 3.30 3 2.60 2.82 2.47 2.69 16.91

66
APPENDIX 8

Scoring of Questionnaire in Indicator 2 is Students’

participation in teaching and learning activities

Number of Questionnaire Total

No
7 8 9 10 11 12 13 14
1 1 3 2 2 3 2 3 2 18

2 2 3 4 5 3 1 2 3 23

3 3 3 3 4 3 3 4 3 26

4 4 3 3 4 3 4 3 2 26

5 4 4 2 4 3 4 4 1 26

6 4 3 3 4 2 3 4 2 25

7 1 4 4 4 1 2 3 2 21

8 4 3 3 4 2 3 3 3 25

9 3 4 3 4 2 3 4 1 24

10 3 4 3 5 3 4 3 3 28

11 3 2 3 1 3 2 2 2 18

12 4 4 4 3 3 4 3 3 28

13 4 3 4 4 3 4 3 2 27

14 4 3 4 4 2 3 4 1 25

15 1 3 3 2 2 3 4 2 20

16 1 2 2 2 4 4 3 3 21

17 2 3 2 4 3 3 3 4 24

18 3 4 3 3 2 3 4 1 23

67
 19 3 4 4 4 4 3 4 2 28

20 3 3 4 3 4 4 3 3 27

21 4 3 4 3 4 4 4 4 30

22 3 3 3 4 4 3 2 3 25

23 3 3 4 4 5 3 4 2 28

Total 67 74 74 81 68 72 76 54 566

Mean 2.91 3.21 3.21 3.52 2.95 3.13 3.30 2.34 24.60

68
APPENDIX 9

Scoring of Questionnaire in Indicator 2 is Students’ attention in

teaching and learning activities

Number of Questionnaire Total

No
15 16 17 18 19 20 21 22
1 4 3 2 4 3 1 3 4 24

2 4 4 3 1 4 3 4 4 27

3 2 4 2 4 4 3 3 3 25

4 4 3 4 3 3 2 3 4 26

5 3 4 2 4 4 3 2 4 26

6 3 3 4 4 3 4 3 4 28

7 4 3 3 4 3 3 3 4 27

8 3 3 2 4 2 3 3 3 23

9 2 2 4 4 1 4 3 1 21

10 2 3 2 4 4 3 2 3 23

11 3 2 1 3 3 3 1 3 19

12 1 1 4 2 2 3 3 4 20

13 3 2 3 4 2 3 4 3 24

14 4 3 4 2 4 3 3 4 27

15 3 2 4 3 2 3 3 2 22

69
 16 1 2 1 3 3 2 2 3 17

17 4 3 3 4 2 3 3 4 26

18 3 3 3 4 3 3 3 4 26

19 3 4 3 3 3 3 4 4 27

20 3 3 3 3 2 4 3 4 25

21 2 3 4 2 3 4 2 4 24

22 3 4 3 2 3 2 3 4 24

23 4 3 4 4 3 4 2 3 27

Total 68 67 68 75 66 69 65 80 558

Mean 2.95 2.91 2.95 3.26 2.86 3 2.82 3.47 24.26

70
 APPENDIX 10
Scoring of Questionnaire

Initial Questionnaire Items

No Total
Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
1 AP 2 3 2 3 1 2 1 3 2 2 3 2 3 2 4 3 2 4 3 1 3 4 55
2 IRB 4 4 2 3 3 2 2 3 4 5 3 1 2 3 4 4 3 1 4 3 4 4 68
3 RH 4 4 4 1 2 1 3 3 3 4 3 3 4 3 2 4 2 4 4 3 3 3 67
4 LMAH 4 2 3 3 2 3 4 3 3 4 3 4 3 2 4 3 4 3 3 2 3 4 69
5 LMDA 4 4 3 4 2 3 4 4 2 4 3 4 4 1 3 4 2 4 4 3 2 4 72
6 RAW 4 1 3 4 2 3 4 3 3 4 2 3 4 2 3 3 4 4 3 4 3 4 70
7 GH 4 2 4 4 1 4 1 4 4 4 1 2 3 2 4 3 3 4 3 3 3 4 67
8 YHM 4 2 1 3 2 3 4 3 3 4 2 3 3 3 3 3 2 4 2 3 3 3 63
9 ATR 4 3 2 4 3 1 3 4 3 4 2 3 4 1 2 2 4 4 1 4 3 1 62
10 MAK 3 5 4 4 3 2 3 4 3 5 3 4 3 3 2 3 2 4 4 3 2 3 72
11 ASA 3 4 3 3 2 2 3 2 3 1 3 2 2 2 3 2 1 3 3 3 1 3 54
12 AS 4 4 3 4 5 1 4 4 4 3 3 4 3 3 1 1 4 2 2 3 3 4 69
13 FH 4 1 4 1 3 4 4 3 4 4 3 4 3 2 3 2 3 4 2 3 4 3 68
14 MZ 4 4 2 3 4 3 4 3 4 4 2 3 4 1 4 3 4 2 4 3 3 4 72
15 MNZ 3 2 1 2 1 3 1 3 3 2 2 3 4 2 3 2 4 3 2 3 3 2 54
16 WDA 3 2 3 2 2 3 1 2 2 2 4 4 3 3 1 2 1 3 3 2 2 3 53
17 CA 3 4 4 3 3 3 2 3 2 4 3 3 3 4 4 3 3 4 2 3 3 4 70
18 FS 3 3 3 1 3 3 3 4 3 3 2 3 4 1 3 3 3 4 3 3 3 4 65
19 YU 3 3 3 1 2 4 3 4 4 4 4 3 4 2 3 4 3 3 3 3 4 4 71
20 PM 1 2 1 2 2 3 3 3 4 3 4 4 3 3 3 3 3 3 2 4 3 4 63
21 WSN 3 2 1 3 2 4 4 3 4 3 4 4 4 4 2 3 4 2 3 4 2 4 69
22 ADS 2 4 2 3 4 3 3 3 3 4 4 3 2 3 3 4 3 2 3 2 3 4 67
23 AAP 3 4 2 4 3 2 3 3 4 4 5 3 4 2 4 3 4 4 3 4 2 3 73
Total 1513
Mean 65.78

71
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