the contribution of student's motivation

THE CONTRIBUTION OF STUDENT’S MOTIVATION,

TEACHING METHOD, AND STUDENT’S LEARNING

STYLE TOWARDS STUDENT’S ENGLISH GRAMMAR

ACHIEVEMENT IN SMK MUHAMMADIYAH 1

SUKOHARJO

Submitted as a Partial Fulfillment of the Requirements for

Getting Master Degree Language in Education

By

ARDIKA RIZKI PRIHANTORO

S200160013

DEPARTMENT OF LANGUAGE STUDIES

GRADUATE SCHOOL

UNIVERSITAS MUHAMMADIYAH SURAKARTA

2017

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The Contribution of Student’s Motivation, Teaching Method, and Student’s

Learning Style towards Student’s English Grammar Achievement in SMK

Muhammadiyah 1 Sukoharjo

ABSTRAK

Penelitian ini bertujuan untuk mengetahui kontribusi motivasi siswa, metode

pengajaran, dan gaya belajar siswa terhadap prestasi belajar bahasa inggris siswa di

grammar dalam program RPL (Rekayasa Perangkat Lunak) pada kelas 10 di SMK

Muhammadiyah 1 Sukoharjo.

Jenis penelitian ini adalah penelitian kuantitatif. Populasi penelitian ini adalah

siswa dalam program RPL 2 (Rekayasa Perangkat Lunak) pada kelas 10 di SMK

Muhammadiyah 1 Sukoharjo. Penelitian ini metode random sampling untuk

mendapatkan sampel penelitian. Instrumennya adalah kuisoner dan tes. Terdapat tiga

variabel independen yaitu motivasi siswa, metode pengajaran, dan gaya belajar, serta

satu variabel dependen yaitu prestasi belajar bahasa inggris siswa di grammar.

Peneliti menggunakan analisis data (statistik deskriptif, uji asumsi klasik (normalitas,

linieritas, multikolinearitas, heteroskedastisitas), regresi berganda)) dan pengujian

hipotesis (uji-t (partial), uji-f (simulasi), koefisien determinasi, kontribusi prediktor)

untuk teknik menganalisis data.

Hasil penelitian ini menunjukkan bahwa ada kontribusi motivasi siswa, metode

pengajaran dan gaya belajar siswa terhadap prestasi belajar bahasa inggris siswa di

grammar dalam program RPL 2 (Rekayasa Perangkat Lunak) pada kelas 10 di SMK

Muhammadiyah 1 Sukoharjo. Persentase dari semua variabel bebas adalah motivasi

belajar siswa sebesar 63,0%, metode pengajaran 68,5%, dan gaya belajar siswa

63,7%.

Kata Kunci : Motivasi Siswa, Metode Pengajaran, Gaya Belajar Siswa, dan

Prestasi Belajar Bahasa Inggris Siswa di Grammar

ABSTRACT

This research is aimed knowing the contribution of student’s motivation,

teaching method, and student’s learning style towards student’s English grammar

achievement in RPL (Rekayasa Perangkat Lunak) program at tenth grade of SMK

Muhammadiyah 1 Sukoharjo.

The type of this research is quantitative research. The population of this research

were 30 students in RPL 2 (Rekayasa Peranngkat Lunak) program at tenth grade of

SMK Muhammadiyah 1 Sukoharjo. The researcher used random sampling in getting

the samples. The instrument is questionnaire and test. There are three independent

variables namely, student’s motivation, teaching method, and student’s learning style,

and one dependent variable is student’s English grammar achievement. The

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researcher used data analysis (descriptive statistic, classic assumption test (normality,

linearity, multicolinearity, heteroscedasticity), multiple regressions)) and hypothesis

testing (t-test (partial), f-test (simulation), coefficient of determination, predictor

contributions) to techinque of data analysis.

The result of this research shows that there is a postive and significant

contribution of student’s motivation, teaching method, and student’s learning style

toward student’s English grammar achievement in RPL 2 (Rekayasa Perangkat

Lunak) program at tenth grade of SMK Muhammadiyah 1 Sukoharjo. The percentage

of all independent variables are student’s motivation is 63,0%, teaching method is

68,5%, and student’s learning style is 63,7%.

Keywords : Student’s Motivation, Teaching Method, Student’s Learning Style,

and Student’s English Grammar Achievement

1. Introduction

This research discusses about the contribution of student’s motivation,

teaching method, and student’s learning style towards student’s English grammar

achievement in SMK Muhammadiyah 1 Sukoharjo.

Language is an important tool to all people in the world because it helps them

to communicate other. This shows how important the function of the language as

communication in daily life. Language can bring people into relationship with their

environment. According to Boey (1975: 3) “language is, therefore, socially learned

behavior that is a skill that is acquired as we grow up in society”. Remembering

that the importance of language serves as a means of communication and everyone

in the world learns language.

In Indonesian education, English is one of the subject matters in school.

English is one of the foreign languages for Indonesian students since Kindergarten

level until Unviersity level. They do not only learn how to speak English, but the

students also learn other English skills. There are four skills that students must

master, namely listening, speaking, reading, and writing. For many Indonesian

students, English is considered as a difficult subject because English is completely

different from Indonesian language. English is not their mother tongue.

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2. Background

2.1. English material

Teaching-learning English in senior high school or vocational school

contains high level of language skills. With regards to materials, Allwright in

(Fauziati, 2010: 207) argues that materials should teach students to learn, that

they should be resource books for ideas and activities for instruction/ learning,

and that they should give teachers rationales for what they do.

2.2. Student’s motivation

Motivation is important for students. Motivation is defined as the extent

ones strive to acquire the language beacuse of the desire to do so and the

satisfaction derived from it (Gardner, 1985). We know that, every student has

a different personality and so is the students spirit to learn. When the students

must learn difficult subject in the school, there are many students that feel

angry, confused, irritated and any others bad feelings. Automatically, they are

not interested in learning English. So, the students need encouragement.

Motivation plays as considered significant role for students to learn English.

So, motivation is very important for the students. Zoltan (2002) states that the

learner’s enthusiasm, commitments and persistence are the key determinants

of success or failure.

2.3. Teaching method

As we know that teachers also need something to help them to teach the

students, namely method. With the method, the teacher can be easy to teach the

English lesson for the students. Method in learning process makes a teacher

more ready and know what to do in the learning process. According to Anthony

(1963: 95) method as “an overall plan for the orderly presentation of language

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material, no part of which contradicts, and all of which is based upon the

selected approach. An approach is axiomatic whereas a method is procedural”.

Method also helps the teacher to enjoy in teaching English matter and the

students automatically will feel enjoy and easier to understand what the teacher

explained. It is very important in learning process to make the classroom

situation more interesting. Because method is treated at the level of design in

which the roles of teachers, learners and instructional materials are specified.

Thus, method is theoretically related to an approach and is organizationally

determined by a design (Fauziati, 2014: 12).

2.4. Student’s learning style

To support the teacher in learning process there is one teaching element

used by teacher to help the students easy to understand the English matter,

namely learning styles. The teacher can give information to the students about

appropriate learning styles based on each English matter. The students must

develop the learning style to make their learning easier, faster, enjoyable and

effective. A learning style is an individual’s preferred way of learning

(Fauziati, 2010: 147).

2.5. Student’s English grammar achievement

When the students success to master subject matters from the teacher, the

teacher will give the students achievement. Achievement is a proof for students

whether the students are success or not in the mastery and implemented the

subject matters. So, achievement also is the measured competence from the

students. Achievement also is a measurement of the quality or quantity from

students’ success in the mastery of knowledge, skills, or understandings. As we

know that, in English learning there are four skills the students should master,

such as listening, speaking, reading and writing. It is very important from the

students because one of the students’ purpose in learning is to get the best

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achievement. Automatically, the teacher feel proud to the students. According

to Hornby (2005) achievement is a thing done successfully, especially with an

effort and skill. And then, achievement is what a pupil has learned (Norman,

1991: 331). In other word, achievement is the students result from the students

learning.

3. Method

3.1. Population and place

Population as the totality of all subjects that conform to a set of

specifications, comprising the entire group of persons that is of interest to the

researcher and to whom the research results can be generalised (Polit and

Hungler, 1999: 43 and 232). The population of this research is the first semester

students at the tenth grade of RPL (Rekayasa Perangkat Lunak) program in

SMK Muhammadiyah 1 Sukoharjo academic year 2017/ 2018. The population

of the research is 30 students in RPL (Rekayasa Perangkat Lunak) program.

This research is conducted in SMK Muhammadiyah 1 Sukoharjo. It is

located on Jl. Anggrek No. 2 Sukoharjo 57511 Jawa Tengah Telp. (0271)

593187. This school is one of Senior High School on Sukoharjo. There are

some reasons why the researcher chooses this school, namely: this is one of

favorite schools in Sukoharjo, there are many classes and students, and the

researcher knows this school because he ever did a previous English research

in this school.

3.2. Technique of data collection

In collecting the data in this research, the researcher use questionnaire

and test. Questionnaire is one of the techniques of data collection which being

answered by the respondents about their life condition, belief, and attitudes

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(Sutama, 2012: 94). Test is measuring method used to measure individual’s

ability, knowledge or performance in some domain (Brown, 2004: 3).

The questionnaires are given to the first semester students at the tenth

grade of RPL (Rekayasa Perangkat Lunak) class in SMK Muhammadiyah

Sukoharjo. The questionnaires uses closed-questionnaires as we can see in the

description of the Linkert scale in the instruments below, the answers of each

question or statement are given, and the respondents choose the answers. The

researcher make student’s motivation questionnaires based on the Harter‘s

theory (1981), teaching method questionnaires based on the method in 2013

curriculum, and student’s learning style questionnaires based on the Oxford’s

theory (1995).

Then, the test uses to get the student’s English grammar achievement

data. The test uses Guttman scale as the scoring rubric. The researcher make

grammar test based on the material in handbook.

3.3. Data analysis

3.3.1. Desscriptive statistic

Descriptive statistic is a statistic which function is to describe the

object of the research through sample or population without doing

analysis and it draw conclusion in general (Sugiyono, 2014: 29). In this

part includes about the discussion of the collection, summary, and data

display. The function of this part is the summarized data in the table to

make it easy for making decision because the data result of the research

is the raw data.

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3.3.2. Classic assumption test

3.3.2.1. Normality

Normality test is used to test whether the regression

model, the residuals have a normal distribution (Ghozali,

2011: 160). The researcher use graphic analysis and

Kolmogorov-Smirnov test with SPSS version 16.0 to know

that the sample is normal distribution.

Graph analysis uses histograms graph using chats and

P-P plot graphs. On the histogram graph, the data that follows

or approaches the normal distribution is the distribution of

data with a bell shape (Ghozali, 2011: 163). On P-P Plot

graph, the data defines as normal data if the data points

spread around the normal line (Ghozali, 2011: 163).

Kolmogorov-Smirnov test is included as a complement to the

graphical analysis. If the probability or sig. (2-tailed) > 0.05,

the data distribution is normal. If the probability or sig. (2-

tailed) < 0.05 the data distribution is not normal (Ghozali,

2011: 163).

3.3.2.2. Linearity

Linearity test is used to determine whether the regression

line between the variables X and Y forms a linear line or not.

If it is not linier then the regression analysis can not be

continued (Sugioyo, 2014: 265). The linearity of data is tested

by F-test with SPSS version 16.0. If the probability is > 0.05

the research data is linear and if the probability is <0.05 the

research data is not linear.

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3.3.2.3. Multicolinearity

Multicolinearity test is used to test whether the

regression model found a correlation between the independent

variables (Ghozali, 2011: 105). Multicolinearity can be seen

from tolerance value and variance inflation factor (VIF) using

SPSS version 16.0. If the tolerance value > 0,10 and VIF < 10,

the independent variables do not have serious multicolinearity

problem with the others independent variables. On the other

hand, If the tolerance value < 0,10 and VIF > 10, the

independent variables have serious multicolinearity problem

with the others independent variables.

3.3.2.4. Heteroscedasticity

Heteroscedasticity test aims to test whether the

regression model occurred inequality variance from the one

residuals observations to other ones (Ghozali, 2011: 139). If

the variance from the one residuals to the other ones is remain,

so it calls homoscedasticity and if it is different it calls

heteroscedasticity. To know whether there is

heteroscedasticity. or not, it can be seen from the result of

statistic analysis. Statistic analysis done uses Glejser –Test

with SPSS version 16.0. If the sig. 2-tailed < α = 0,05 so there

is heteroscedasticity, but if the sig. 2 tailed > α == 0,05 so there

is no heteroscedasticity.

3.3.3. Multiple regressions

Multiple regression analysis used if the researcher predicts how

the condition of the dependent variable if there are two or more

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independent variable as the factors of manipulated variable. The

formulation of multiple regressions is as follow:

Y = a + b1 X1 + b2 X2 + b3 X3

In which:

X1 = Student’s Motivation

X2 = Teaching Method

X3 = Student’s Learning Style

Y = Student’s English Grammar Achievements

a = Constanta

b = Coefficient of regression, this is the change of

dependent variables the result of the independent

variable changes.

3.4. Hypothesis testing

3.4.1. t-test (partial)

The use of t-test is to show how deep the influence of an

independent variable individually to explain the dependent variable

(Ghozali, 2011: 98). The formula of t-test or the statistic of t as follows:

𝑡 = 𝑟√𝑛−2

𝑟√1−𝑟2

In which:

t = tresult

r = coefficient of correlation

𝑟2 = coefficient of determine

K = the total of independent variables

n = degree of deliberation (dk)

(Sugiyono, 2014: 230)

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3.4.2. f-test (simulation)

The function of f-test is to know either all independent variables

in the study simultaneously give the influence toward the dependent

variable (Ghozali, 2011: 98). The formula to use this type as follows:

F = 𝑅2

𝑘⁄

(1−𝑅2)/(𝑛−𝑘−1)

In which:

F = 𝐹𝑟𝑒𝑠𝑢𝑙𝑡

𝑅2 = coefficient of correlation found

K = the total of independent variables

n = total of the sample

(Sugiyono, 2014: 235)

3.4.3. Coefficient of determination

Next step is search the coefficient of determination (𝑅2). Here,

the variance happen in dependent variable can be explained toward the

variance happen in dependent variable (Sugiyono, 2014: 231).

3.4.4. Predictor contributions

This part can be used to know how much the contribution of each

X variables toward Y variable and there are two types of predictor

contributions are effective contribution (EC) and relative contribution

(RC). Based on Budiono (2004: 293) sum of the effective contribution

and relative contribution is coefficient of determination, while sum of

all relative contribution of all variables is 1 or 100%. The formula of t-

test or the statistic of t as follows:

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Effective Contribution (EC)

𝐸𝐶% =𝑏𝑥 . 𝐶𝑃 . 𝑅2

𝑅𝑒𝑔𝑟𝑒𝑠𝑠𝑖𝑜𝑛

In which:

EC% = effective contribution from variable X

𝑏𝑥 = coefficient b of variable X

𝐶𝑃 = crossproduct variable X

Regression = regression value

𝑅2 = coefficient of determination

Relative Contribution (RC)

𝑅𝐶% =𝑆𝐸%

𝑅2 𝑥 100%

In which:

EC% = effective contribution from variable X

RC% = relative contribution from variable X

𝑅2 = coefficient of determination

4. Results

4.1. Classic assumption testing

4.1.1. Normality testing

The first testing is normality testing and this testing uses graph

analysis and Kolmogorov-Smirnov testing by using SPSS program ver.

16.0. There are two elements to used in graph analysis, namely

Histogram graph and P-P plot graph. The result of Histogram graph

analysis can be seen in picture 4.5., and to picture 4.6. is the result of P-

P plot graph analysis.

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Figure 4.5. Normality Testing by Using Histogram Graph

Based on the picture 4.5. above, the researcher concluded that the

distribution result of normality testing using Histogram graph is

symmetric because the histogram is not skewed left or right. The

histogram result also balance, so it mean that the distribution of the data

is normal.

Figure 4.6. Normality Testing by Using Histogram Graph

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Based on the picture 4.6. above, the researcher concluded that the

dots in the picture are not skewed left or right but the dots can spread

around the diagonal line. So, the distribution result of the data is normal.

4.1.2. Linearity testing

The point of probability value in line Deviation from Linearity

and column Sig. The result of probability value of each variable as

follow: Student’s Motivation (X1) is 0,240; Teaching Method (X2) is

0,245; Student’s Learning Style (X3) is 0,978. It means that all

probability values of variables are more than 0,05 (>0,05). So, the

researcher concluded that this research data is linear.

4.1.3. Multicolinearity testing

The point value result of multicolinearity from tolerance value

and variance inflation factor (VIF). The result of tolerance value of each

variable as follow: Student’s Motivation (X1) is 0,615; Teaching

Method (X2) is 0,586; Student’s Learning Style (X3) is 0,417, all result

which is >0,10. Then, the result of variance inflation factor (VIF) value

of each variable as follow: Student’s Motivation (X1) is 1,625; Teaching

Method (X2) is 1,708; Student’s Learning Style (X3) is 2,397, all result

which is <10. The researcher concluded that the independents variables

do not have serious multicolinearity problem with the others

independent variables.

4.1.4. Heteroscedasticity testing

The point value result of heteroscedasticity in column Sig. The result of

heteroscedasticity value of each variable as follow: Student’s

Motivation (X1) is 0,399; Teaching Method (X2) is 0,077; Student’s

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Learning Style (X3) is 0,823. It means that all probability values of

variables are more than 0,05 (>0,05). So, the researcher concluded that

in regression model there is no heteroscedasticity.

4.2. Multiple regressions

the researcher gets the result of regression coefficient for independent

variables are: Student’s Motivation is 0, 375; Teaching Method is 0,269; and

Student’s Learning Style is 0,231. From the all independent variables, the

constant value of regression is 2,273. And then, about the formulation of

multiple regression is Y=2,273 + 0,375X1 + 0,269X2 + 0,231X3. The

explanations that:

1) If the Student’s Motivation variable, Teaching Method variable, and

Student’s Learning Style variable are 0, Student’s English Grammar

Achievement variable will become 2,273.

2) If the Student’s Motivation variable increases one point while the Teaching

Method variable and Student’s Learning Style variable are assumed

constant, the increment of Student’s English Grammar Achievement will

become 0,375.

3) If the Teaching Method variable increases one point while the Student’s

Motivation variable and Student’s Learning Style variable are assumed


become 0,269.

4) If the Student’s Learning Style variable increases one point while the

Student’s Motivation variable and Teaching Method variable are assumed


become 0,231.

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4.3. Hypothesis testing

4.3.1. t-test (partial)

The first testing in hypothesis testing is t-test (partial). This test

use to show how deep the individually contribution of each independent

variable namely Student’s Motivation (X1), Teaching Method (X2), and

Student’s Learning Style (X3) towards Student’s English Grammar

Achievement (Y) as a dependent variable. Based on the table 4.15.

above, the researcher concluded about the result of hypothesis testing

of all independent variables towards dependet variable as follow:

a) The regression coefficient for Student’s Motivation (X1) variable is

0,375. The result of tresult is 4,623 which is more than ttable (>2,048).

The significance result of this variable is 0,000 which is less than

0,05. From the result above, the researcher concluded Ho is denied

and Ha is accepted. So, it means that the hypothesis (H1) of “there is

positive and significant contribution of student’s motivation toward

student’s English grammar achievement” is accepted.

b) The regression coefficient for Teaching Method (X2) variable is

0,269. The result of tresult is 2,616 which is more than ttable (>2,048).




positive and significant contribution of teaching method toward

student’s English grammar achievement” is accepted.

c) The regression coefficient for Student’s Learning Style (X3) variable

is 0,231. The result of tresult is 2,932 which is more than ttable (>2,048).




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positive and significant contribution of student’s learning style

toward student’e English grammar achievement” is accepted.

4.3.2. f-test (simulation)

The result of Fresult is 44.937 which more Ftable (>2,95). The

significance is 0,000 which is less than 0,05. From the result above, the

researcher concluded Ho is denied and Ha is accepted. So, it means that

the hypothesis (H4) of “student’s motivation, teaching method, and

student’s learning style are partially contributed towards student’s

English grammar achievement” is accepted.

4.3.3. Coefficient of determination

The result of R2 is 0,838. So, it means that the contribution value

of all independent variables namely Student’s Motivation (X1),

Teaching Method (X2), and Student’s Learning Style (X3) towards

Student’s English Grammar Achievement (Y) as a dependent variable

in the RPL 2 (Rekayasa Perangkat Lunak) program at tenth grade of

SMK Muhammadiyah 1 Sukoharjo is 83,8% and the other 16,2% are

influenced by other factors which are not discussed in this research.

4.3.4. Predictor contribution

The last testing in hypothesis testing is predictor contributions.

This test use to know how much the contribution of each independent

variables namely Student’s Motivation (X1), Teaching Method (X2),

and Student’s Learning Style (X3) towards Student’s English Grammar

Achievement (Y) as a dependent variable. The table 4.18. below is the

calculation result of effective contributions (EC) and relative

contributions (RC).

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Table 4.18. Summary of Effective Contribution (EC) and Relative

Contribution (RC)

Variables Effective

Contribution (EC)

Relative

Contribution (RC)

Student’s

Motivation

36,5% 43,5%

Teaching Method 18,0% 21,5%

Student’s Learning

Style

29,3% 35,0%

Total 83,8% 100%

The researcher concluded that the highest result of effective

contribution (EC) is student’s motivation with 36,5% and the lowest

result is teaching method with 18,0%. It means that the variable

student’s motivation is giving the most dominant contribution toward

student’s English grammar achievement in RPL 2 (Rekayasa Perangkat

Lunak) program at tenth grade of SMK Muhammadiyah 1 Sukoharjo.

5. Discussion

5.1. Student’s motivation toward student’s English grammar achievement

From the result of descriptive statistic about student’s motivation above,

the researcher concluded that the students often have motivation in learning.

Statistically, the percentage of student’s motivation is 63,0%. So, it means that

the students in RPL 2 (Rekayasa Perangkat Lunak) program at tenth grade of

SMK Muhammadiyah 1 Sukoharjo are motivated to learn in school. There are

two indicators in this variable, namely intrinsic motivation and extrinsic

motivation. Based on percentage of each indicators, the highest motivation is

in Intrinsic Motivation with 66,0% which consist of challenge, curiosity, and

independent mastery. But, the Extrinsic Motivation also give the contribution

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for the students to learn the materials in school. The percentage of extrinsic

motivation in often and always category is 60,0% which consist of easy work,

pleasing teacher, and dependence on teacher.

5.2. Teaching method toward student’s English grammar achievement

From the result of descriptive statistic about teaching method above, the

researcher concluded that the students often easy understand the lesson with

teaching method in learning. Statistically, the percentage of teaching method is

68,5%. So, it means that the students in RPL 2 (Rekayasa Perangkat Lunak)

program at tenth grade of SMK Muhammadiyah 1 Sukoharjo easy understand

the lesson with teaching method in learning. There are six indicators in this

variable, namely scientific approach, inquiry-based language learning (IBLL),

project-based language learning (Proj. BLL), problem-based language learning

(Prop. BLL), discovery language learning (DLL), and task-based language

learning (TBLL). Based on percentage of each indicators, the highest teaching

method is in task-based language learning (TBLL) with 100%. But, the other

indicators also give the contribution. In scientific approach with 51%, inquiry-

based language learning (IBLL) with 86,6%, project-based language learning

(Proj. BLL) with 26,6%, problem-based language learning (Prop. BLL) with

26,6%, discovery language learning (DLL) with 56,6%, and task-based

language learning (TBLL) with 90,0%.

5.3. Student’s learning style toward student’s English achievement

From the result of descriptive statistic about student’s learning style

above, the researcher concluded that the students often use their learning style

to master the materials. Statistically, the percentage of student’s learning style

is 63,7%. So, it means that the students in RPL 2 (Rekayasa Perangkat Lunak)

program at tenth grade of SMK Muhammadiyah 1 Sukoharjo use their learning

style to learn in school. There are three indicators in this variable, namely

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sensory, personality, and cognitive. Based on percentage of each indicators, the

highest learning style is in personality with 73,4% which consist of extroverted,

intuitive-random, and sensing-sequential. But, the other indicators also give the

contribution. In sensory with 62,2% which consist of visual and auditory. Then,

in cognitive with 55,8% consist of global, analytic, field dependent, and field

independent.

5.4. Student’s motivation, teaching method, and student’s learning style towards

student’s English achievement

The last discussion is about the contribution of all independent variables

(student’s motivation (X1), teaching method (X2), and student’s learning style

(X3)) towards the dependent variable (student’s English grammar achievement

(Y)).

Meanwhile, the calculation result shows that there is positive and

significant contribution of student’s motivation, teaching method, and

student’s learning style towards student’s English grammar achievement in

RPL 2 (Rekayasa Perangkat Lunak) program at tenth grade of SMK

Muhammadiyah 1 Sukoharjo. The first is result of the fresult is 44.937 which is

more than ftable (>2,95). The second is result of the significance is 0,000 which

is less than 0,05. The last is result of the variables can be known from

coefficient determination (R2), and based on table 4.17., the result of (R2) is

0,838. So, it means that the contribution value of all independent variables

namely Student’s Motivation (X1), Teaching Method (X2), and Student’s

Learning Style (X3) towards Student’s English Grammar Achievement (Y) as

a dependent variable in the RPL 2 (Rekayasa Perangkat Lunak) program at

tenth grade of SMK Muhammadiyah 1 Sukoharjo is 83,8% and the other 16,2%

are influenced by other factors which are not discussed in this research.

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6. Conclusion

In this point, the researcher concludes the ressearch. This conclusion is

dealing with the answer of the research question.

1. There is positive and significant contribution of student’s motivation toward

student’s English grammar achievement in RPL 2 (Rekayasa Perangkat Lunak)

program at tenth grade of SMK Muhammadiyah 1 Sukoharjo value is 36,5%. It

means that student’s motivation in learning English will make them get higher

achievement in English grammar. Otherwise, if the students do not have enough

have motivation to learn English, their achievement in English grammar will not

be higher.

2. There is positive and significant contribution of teaching method toward

student’s English grammar achievement in RPL 2 (Rekayasa Perangkat Lunak)


means that the maximum teaching method in learning also gives the higher

contribution in learning English to make students get higher achievement in

English grammar. Otherwise, the teaching method is not maximum in learning

process, the effect is that the student’s English grammar achievement is not

higher or maximum.

3. There is positive and significant contribution of student’s learning style toward

student’s English grammar achievemnet in RPL 2 (Rekayasa Perangkat Lunak)


means that students suitable learning style used in learning process will make

them get higher achievement in English grammar. Otherwise, when the students

do used not suitable learning style in learning English grammar. Their English

grammar achievement do not higher or maximum.

4. There is positive and significant contribution of student’s motivation, teaching

method, and student’s learning style towards student’s English grammar

achievemnet in RPL 2 (Rekayasa Perangkat Lunak) program at tenth grade of

SMK Muhammadiyah 1 Sukoharjo value is 83,8%. It means that the students

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will get higher achievement in English grammar if the increase their motivation,

consistently get teaching method, and suitable use of learning style in learning.

Acknowledgements

This paper is based on result of Ardika’s research (2017). Thank you very much

for all those who participated in the making of this article, especially through gives

comments and suggestions to makes this journal is very perfect.

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