A STUDY ON STUDENTS’ ENGLISH ACHIEVEMENT

AT MULTI PRIMA COLLEGE (MPC)

MAKASSAR

A Thesis
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan in English Education Department of
Tarbiyah and Teaching Science Faculty of
UIN Alauddin Makassar

BY

NURDIN SYARIF
Reg. Number: T0400104075

ENGLISH EDUCATION DEPARTMENT

TARBIYAH AND TEACHING SCIENCE FACULTY
ALAUDDIN STATE ISLAMIC UNIVERSITY MAKASSAR
2010
 PERNYATAAN KEASLIAN SKRIPSI

Dengan penuh kesadaran, penulis yang bertanda tangan di bawah ini

menyatakan bahwa skripsi ini benar-benar hasil karya penyusunan sendiri. Jika di

kemudian hari skripsi ini terbukti merupakan duplikat, tiruan, plagiat dan atau dibuat

orang lain secara keseluruhan atau sebagian, maka skripsi dan gelar yang diperoleh

karenanya dinyatakan batal demi hukum.

Makassar, November 2009

Penyusun,

Nurdin Syarif
 PENGESAHAN SKRIPSI

Skripsi yang berjudul “STUDY ON STUDENTS’ ENGLISH ACHIEVEMENT

AT MULTI PRIMA COLLEGE (MPC) MAKASSAR” yang disusun oleh

saudara: Nurdin Syarif, Nim: T0400104075, mahasiswa jurusan Pendidikan Bahasa

Inggris pada fakultas Tarbiyah UIN Alauddin Makassar, telah diuji dan

dipertahankan.
 ACKNOWLEDGEMENT

Bismillahirrahmanirrahim

Alhamdulillahi rabbil alamin the writer thanks to Allah SWT, the Almighty

God, for His Mercy, blessing and opportunity given to him so that he was able to

finish writing his thesis. Shalawat and salam to our prophet Muhammad SAW for his

guidance, There were some handicaps and problems that he encountered from the

beginning to the end of writing this thesis, owing to help and invaluable suggestion

from numerous people, he could complete this thesis, so he has to express his deepest

indebtedness to the following person:

1. The writer’s beloved parents St. Arifah and Syamsul Syarifuddin, and

beloved grandmother St. Patimasang M for their continuous pray to the

Almighty God, love, soul, motivate, and advice so he can finish his thesis.

Thanks for everything, for them this thesis is dedicated.

2. Prof.DR.H.Azhar Arsyad, MA, The Rector of Islamic State University of

Alauddin Makassar for his advice during her studied at the University.

3. Prof.DR.H.Muh.Natsir Mahmud, MA, The Dean of Tarbiyah Faculty for his

advice and motivation.

4. Dra.Djuwairiah Ahmad, M.Pd., M. TESOL and Dra. Kamsinah M. Pd., the

Chief and the Secretary of English Education Department for advice and

motivation.

5. The writer thanks for the guidance and correction to this writing; deeply

thanks are expressed to some people, especially to Dra.Djuwairiah Ahmad,

 M.Pd., M. TESOL as the first-consultant and Dra. Kamsinah M. Pd. as the

second consultant who always give advice and guidance.

6. Sudirman Syahrir S. Si. as the General Manager of Multi Prima College

(MPC) Makassar, and all his staff for their help during the writer’s research.
7. Special thanks for k’ Kokom who is always ready to provide all sources of
the writer’s need during the research.
8. All the lecturers and the staff of Tarbiyah and Teaching Faculty of UIN
Alauddin Makassar for their guidance and services during his study.
9. All people who help him and those whom the writer cannot mention one by

one.

Finally, the writer is sure that this thesis is still far from being perfect so that

the writer sincerely appreciates the constructive criticism from the reader.

Wassalam

The Writer

NURDIN SYARIF
Reg.T0400104075
 TABLE OF CONTENTS

Page
TITLE PAGE .................................................................................................... i

PERNYATAAN KEASLIAN SKRIPSI ............................................................ ii

HALAMAN PERSETUJUAN PEMBIMBING ................................................ iii

PENGESAHAN SKRIPSI ................................................................................ iv

ACKNOWLEDGEMENT ................................................................................ v

TABLE OF CONTENTS .................................................................................. vii

LIST OF TABLES ............................................................................................. ix

ABSTRACT ....................................................................................................... x

CHAPTER I INTRODUCTION.................................................................... 1

A. Background .......................................................................... 1
B. Problem Statements.............................................................. 3
C. Objective of the Research ……………………………….. 4
D. Significance of the Research …………………………… 4
E. Scope of the Research ………………………………….. 4
F. Operational Definition…………………………………… 5

CHAPTER II REVIEW OF RELATED LITERATURE ............................ 6

A. Some Definition of Learning and Achievement ……… 6

B. The Inhibiting factors………… ........................................... 8
C. Brief Description of MPC Makassar .................................... 20
CHAPTER III METHODOLOGY OF THE RESEARCH ......................... 21

A. Method of the Research ……………………….............. 21

B. Population and Sample ………………………... ……….... 21
C. Instrument of the Research. ……………………………. 22
D. Procedure of Data Collection ............................................... 23
E. Technique Of Data Analysis ................................................ 23

CHAPTER IV FINDINGS AND DISCUSSIONS ...................................... … 25

A. Findings ................................................................................ . 25
B. Discussion ............................................................................ . 43

CHAPTER V CONCLUSION AND SUGGESTION ................................... . 46

A. Conclusion ........................................................................... . 46
B. Suggestion ............................................................................ . 47
BILBIOGRAPHY ………………………………………………………….. 48

APPENDIX
 LIST OF TABLE

Table 1 Statistics of students’ English achievement at Social

Department ............................................................................. 26

Table 2 The distribution frequency and percentage of the students’

score at Social Department ..................................................... 26

Table 3 Statistics of students’ English achievement at Science

Department ............................................................................ 27

Table 4 The distribution frequency and percentage of the students’

score at Science Department ................................................. 28

Table 5 The systematization of English teacher in presenting material 29

Table 6 The students response to English material presented by teacher. 30

Table 7 The students response to the disciplinary of English teacher 30

Table 8 The students response to the way English teacher present the
material(interactive/communicative) ……………………….. 31
Table 9 The students response to motivation given by the English
teacher ……………………..………………………............... 32
Table 10 The students response to method applied by the English
teacher .................................................................................. 32

Table 11 The students response to additional learning given by the English teacher
…………………………………………………. 33
Table 12 The students response to teaching media used by the English teacher 33
Table 13 The students response to preface language given by the English teacher
………………………………………………………………. 34
Table14 The students response to method applied by English teacher …. 35

Table15 The students response to additional test out of schedule given

by the English teacher …………………………………………. 35

Table16 The students response to their coming late …………………… 36

Table17 The students’ attention to teacher’s explanation ……………… 36

Table18 The frequency of students’ asking if there is material that

they do not know ……………………………………………… 37

Table19 The frequency of students’ interest to the way teacher explain the
material ………………………………………………………... 37
 ABSTRACT

Topic : Study on Students’ English Achievement at Multi Prima

College (MPC) Makassar
Researcher : Nurdin Syarif
Consultant I : Dra.Djuwairiah Ahmad, M.Pd., M.TESOL
Consultant II : Dra. Kamsinah M. Pd.I

This thesis presented the Study on Students’ English Achievement at Multi

Prima College (MPC) Makassar. This thesis aimed at finding out the students’
English achievement at Multi Prima College (MPC) Makassar.
The problem statements of this research were: (1)What is the students’
English achievement at Multi Prima College (MPC) Makassar? (2)What are the
inhibiting factors faced by the students during their learning at Multi Prima College
(MPC) Makassar? (3)What are the strategies applied by the teachers in teaching
English at Multi Prima College?
To answer those questions, the writer applied descriptive qualitative method.
The research population was the third year students of Senior High School at Multi
Prima College (MPC) Makassar in the 2009-2010 academic year. The sample was
twenty five (25) students at Science Department and twenty five (25) students at
Social Department by using total sampling technique. The instrument of the research
used were test, questionnaire, interview, and observation. The test was used to obtain
data about the students’ English achievement at Multi Prima College (MPC)
Makassar.
The result of the study indicated that (1) the students’ English achievement at
Multi Prima College (MPC) Makassar is at “poor” category. It was proven by the
average score of the student’s rehearsal test at Social Department is of 4.20. And the
average score of the student’s rehearsal test students at Science Department is also at
score of 4.12. Both of them the same poor qualities in English subject taught at Multi
Prima College (MPC) Makassar, (2) the inhibiting factors faced by students at Multi
Prima College (MPC) Makassar are mostly coming from the teachers themselves, (3)
strategies applied by English teachers in increasing students’ achievement covered
three phases (pre-teaching, whilst teaching, and post teaching activities).
 CHAPTER I

INTRODUCTION

This chapter deals with research background, problem statement, objective of

the research, significance of the research, scope of the research and definition of

operational terms.

A. Background

Oftentimes we listen to radio, watch television, and even look at

advertisement written in English. Websites, information of job vacancies, as well

as email address, are all in English. It is a fact that English in this globalization

era is truly respected and extremely needed throughout the world. To satisfy this

need, many schools, for instance; in Indonesia, try to provide students with

advance learning. But it is as if it ends in failure.

Go to any school in our country, peek into it, then you will see the same

picture. The schooling systems do not teach us how to win, but we are taught that

we are quite stupid (Konopasek, 2001: 10). The students then are in their effort to

quest for another institution outside the school. The institution where they can

feel free to study, the place in which they enjoy their learning and are able to get

meaningful learning. Nowadays, the institution the most widely search for is

Intensive Course.

It is not only looked for by Senior High School students but also by

Junior High School students, especially by the students at the last semester.

Because they are concentrating on getting success in the national exam.In

1
 2

Indonesia, particularly in Makassar, there are at least 7 Intensive Courses in

Makassar competing each other. One of them is Multi Prima College (MPC).

MPC provides the students with :

a. High class facilities and secure environment. It is offered due to students

interest in teaching and learning process. Good environmental study will

enable students’ brain to develop well. (Rahmat, 2005: 33).

b. Attractive, humorous, and friendly teachers. Almost all the students like the

teachers who are friendly and are able to entertain the students. The

friendliness which the teachers have will encourage the students to ask or

share with the tutors whenever and whatever they want to share.

c. Teaching method. MPC applies quantum learning for its students. Students

can also listen to the music while they are studying.

d. Well evaluated learning system. The learning system is evaluated by

involving computerisation system. It can enable those teachers to analyze the

students’ weekneses.

e. Almost all of the materials are practically presented by the teachers. They do

not teach any basic concept. Even they just teach how to answer those

questions quickly and correctly without understanding the text thoroughly.

They also teach the students by using high speed english formula which

nobody knows where it is from. (Sudrajat, 2008: 3).

 3

f. High class teachers. Teacher plays vital roles in education system. Nomatter

how well is our educational system, it will have no effect if the teacher is at

low quality. (Muchtaridi, 2004: 2).

Since MPC is built, it always produces students who succeed either in the

national exam or in the university entrance test. MPC helps its students gain entry

to their favorite universities such as; UGM, UI, ITB, ITS, UNHAS, and UNM.

MPC also makes its students succeed in International Junior Science Olimpic

(IJSO). Those are the main purposes of Multi Prima College. As we know that to

Enter those universities, there are at least seven subjects tested (depend on

their choosen departement). They are; Math, English, Bahasa, Science, Chemist,

and Physics. The prospective students are acclaimed that they pass the test as

they are able to reach the passing grade in their chosen departement. And this can

be gained by the accumulation of the whole score from those subjects tested. The

researcher, therfore, would like to conduct study on student’s English

achievement at Multi Prima College. In this case, the researcher will know, is

their English adequate enough to make them pass the test or else?

B. Problem Statements

Based on the previous statement, the writer focuses this study on the

following question:

1. What is the students’ English achievement at Multi Prima College?

2. What are the inhibiting factors faced by the students during their learning at

Multi Prima College?

 4

3. What are the strategies applied by the teachers in teaching English at Multi

Prima College?

C. Objective of the Research

This research aims at (1) finding the students’ English achievement at

Senior High School at Multi Prima College, (2) the inhibiting factors faced by the

students during their learning at Multi Prima College, (3) strategies applied by

the teachers in teaching English at Multi Prima College.

D. Significance of the Research

The outcome of the study is expected to be meaningful and helpful

information for the English teachers in general and for the English teachers at

Multi Prima College in particular, in order to improve the quality of teaching

English as well as input for management and English teachers teaching at Multi

Prima College Makassar so that the teaching and learning process at Multi Prima

College will be more handled and adjusted well.

E. Scope of the Research

The scope of the research is restricted to know the students’ English

achievement, particularly, the third year students of Senior High School at Multi

Prima College Makassar. The reason of why the researcher intends to study the

English achievement at the third year students is because the success of the third

year students becomes the most valid measurement of students achievement at

Multi Prima College Makassar.

 5

F. Defenition of Terms

To avoid misunderstanding, the writer would like to give some defenition

in terms of the title.

Study : A thorough enquiry into particular subject, especially including a piece of

writing on it. (Oxford, 1998: 9)

Achievement : Something succesfully finished or gain, especially through skill

and hardwork.

Multi Prima College : A company under Multi Niaga Group focusing on offering

help for students, either to pass the National exam or to succeed to gain entry to

their favorite universities through University Entrance Test . It is exactly located

on Alauddin Street.
 CHAPTER II

REVIEW OF RELATED LITERATURES

This chapter reviews some literatures on the issues of student’s achievement.

The review begins with some research findings on student’s achievement followed

by some definition of learning and achievement. Included in this chapter is things

affecting student’s achievement.

A. Some Definition of Learning and Achievement

There are at least three (3) different points of view mentioned by educational

experts.

1. Definition of learning

a) According to Abdurrahman, learning is individual interaction leading to

changes towards the way people to behave and to act (Abdurrahman, 1999:

98-99).

b) While Soejanto said that learning is reorganizing experience, by means,

during lifetime human being adapt several from many selected experiences

to draw and reorganize the previous experience (Soejanto, 1991: 19).

c) Slameto added in detail that learning is a process of how one self could get

changes on the whole behavior as experience in making interaction with the

environment (Slameto, 1995: 2).

Learning as used here, refers to concerted activity that increases the capacity

and willingness of individuals, groups, organizations and communities to acquire and

6
 7

productively apply new knowledge and skills, to grow and mature and to adapt

successfully to changes and challenges. Such learning empowers individuals and

organizations to make wise choices, solve problems and break new ground. In

particular, it is sustainable, it is a lifelong, renewable process for people and for the

institutions that serves people. Learning certainly includes academic studies and

occupational training through high school and beyond. But it also encompasses the

physical, cognitive, emotional and social development of children in the earliest

years of their lives. It includes the capacity of organizations to anticipate and adapt to

evolving values, technologies, performance standards and constituent expectations.

And it includes the capacity of geographic communities and communities of

common interest to respond with understanding and initiative to broad changes that

represent threats or opportunities.

2. Definition of achievement

a) Syaiful Bahri Djamarah stated that achievement is outcome of activitiy which

has been done, created, or shaped, either individually or in group (Djamarah,

1994: 19-20).

b) M. Chobib Thoha argued, the ability of how the students move from stupidity

to cleverness, from not knowing how to knowing how is called achievement

(Thoha, 1994: 87).

c) According to Adi Negoro (1980), achievement is everything we do

succesfully then it reveals the proficiency of one nation. Whereas

Purwadarminto stated, achievement is the outcome of something we achieve.

 8

Therefore, the writer concluded that achievement is any kind of effort reached

by human being with satisfaying outcomes.

From those points of view, the writer concludes that students’ achievement is

the result of learning process which is not previously possessed and marked with

behavioral development and changes on oneself. This achievement can be in the

form of mark or test result. It is syncronyzed with the words of Purwadarminto

(1987: 767) which confirmed that students achievement is the maximum result that

the students can achieve based on their ability when they do certain process of

learning.Travers (1970: 447) stated that achievement is the result of what an

individual has learned from some educational experiences. Additionally, De Cecco &

Crawford in Anderson (1984) stated that achievement is the expectancy of finding

satisfaction in mastering challenging and difficult performances. Furthermore,

Tinambunan (1988: 149) defined achievement as the student’s grasp of some body of

knowledge or proficiency in certain skills.

B. The Inhibiting Factors

Explaining the factors affecting students achievement in various lessons has

become a subject that interests a great number of researchers. Studies of this kind are

carried out intensively in the field of language. Yucel (2007:712) said that the reason

for this is that studies have established that student achievement in the field of

language is low.

According to Abu Ahmadi, achievement gained by a student is outcomes

from various affected factors which come from within (internal) or outside himself
 9

(external) (Ahmadi, 1991: 130). They cover each other. If one of them dissappeared

or lost,imbalance will arise. For example; if the students feel hurt, broken-hearted,

dissappointed or being in conflict with their parents, they will feel that their spirit is

in decrease (Dalyono, 1997: 55).

What are the factors that affect student learning? Some obvious answers

come to mind: Teacher quality, classroom resources, instructional leadership at the

school site (Larry Aceves, 2002: 1). But even when those factors are in place, some

kids still don't learn. Why? Sometimes what is lacking is an unwavering commitment

that all children can learn. Sometimes what is lacking is a "no excuses" attitude.

Perhaps those students have never been taught the skills needed to be able to learn

effectively. So, what factors affect student learning?

There are virtually many factors involving as the teachers want to get the

desired result in shaping students’ achievement. These can be divided into two (2)

parts, they are: (1) Internal factor and (2) External factor. Factors which come from

within is called internal factor, whereas factors coming from outside is called

external factor.

It is a must that someone who does an activity or more must have something

that can influence that work, either that influence can encourage one’s to develop or

even hinder the progress. In learning process, there must be many troubles faced by

the students. According to Baitul Alim (2009), many factors take part into a learning

achievement. Parents should know what factors can influence the study achievement
 10

of their children so that they are aware of the cause and the supporting things for

their children. Below are the factors that parents or teachers need to give more focus:

1. Internal Factor

Internal factor is a factor lies within the student’s self. It can be divided

into four (4) categories. Such as intelligence, interest, physical and psychological

condition and motivation. The writer will explain them further as follows:

a. Intelligence factor

There are probably as many definitions of intelligence as there are experts

who study it. Simply put, however, intelligence is the ability to learn about, learn

from, understand, and interact with one’s environment . Bainbridge (2009:1)

explains that this general ability consists of a number of specific abilities, which

include these specific abilities:

 Capacity for knowledge and the ability to acquire it

 Capacity for reason and abstract thought

 Ability to comprehend relationships

 Ability to evaluate and judge

 Capacity for original and productive thought

Kartono (1995) gives more detail that intelligence is one of important

aspects of human life. Intelligence in a narrow terms means the ability to achieve

goal in teaching and learning process. This intelligence holds a vital role for

students’ learning achievement. That is the reason why the teacher has to pay a
 11

great deal of attention for students, especially the students who study language or

math.

Intelligence could also be defined as ability and adaptability to a new

environment or to changes in the current environment. This ability is highly

determined by lower or higher of one’s intelligence. This intelligence also

depends on students’ psychological development. Oftentimes, the development

marked by different progress among students. That is why the students with

certain level of age will be more in progress than others. The intelligence,

therefore, is something could not be ignored in teaching and learning process.

Looking at those arguments above, it is clear that intelligence also takes

part in human learning, particularly for students.

b. Students’ interest

There are different types of interest, some of which may be more

important for knowledge acquisition. For example, Hidi in DeMarie (1990)

differentiated personal, individual interest from situational interest. Whereas

personal, individual interest takes a longer time to develop and affects a person's

knowledge and values over time, situational interest appears more suddenly and

as a result of something in the environment. Situational interest is thought to have

only short-term impact, whereas personal interest is believed to fuel one's pursuit

of knowledge toward the development of expertise. The writer, in this matter,

will not explain further about situational interest nor personal interest. Whether
 12

or not students are interested in their major is not a moot point because interest

plays an important role in the acquisition of knowledge.

Furthermore, Kartono (1995:1) defined interest as a sense of concern with

and curiosity about someone or something; "an interest in music". If that interest

is provided chances to develop or to improve, it will be a real power for students.

Additionally, Syah Muhibbin (1999) stated, interest could be defined as the

ability to work and perform one job without taking previous training. Interest

also is the tendency of oneself to certain subject.

From the two different points of view, we can conclude that the growth

of a certain expertise appears from the interest that students have. In teaching and

learning process, especially digging for skills, interest has a high position in

determining one’s achievement. The teacher or parents could destroy their

children’s future if they force them to study something which they have no

interest about what they will learn. Try to imagine, if one student has no interest

in his learning process, no matter how hard he tries, it will be a sheer nonsense.

That is why the students who learn without interest, will be hindered in their

progress.

c. Physical and psychological condition

Physical and psychological condition could have influence on student’s

teaching and learning process. A healthy and strong psychologygal circumstance

will give more advantage leading to students’ achievement. On the contrary, if

the students have a bad psychologycal or poor physical condition, it could be

 13

assured that they will not get a good achievement, even they will be left far

behind their friends.

d. Motivation

Infants and young children appear to be propelled by curiosity, driven by

an intense need to explore, interact with, and make sense of their environment.

As one author puts it, "Rarely does one hear parents complain that their pre-

schooler is 'unmotivated' " (Raffini, 1993: 286).

Unfortunately, as children grow, their passion for learning frequently

seems to shrink. Learning often becomes associated with drudgery instead of

delight. A large number of students, more than one in four, leave school before

graduating. Many more are physically present in the classroom but largely

mentally absent; they fail to invest themselves fully in the experience of learning.

What Is Student Motivation?

Student motivation naturally has to do with students' desire to participate

in the learning process. But it also concerns the reasons or goals that underlie

their involvement or noninvolvement in academic activities (Kidsource, 2000: 1).

Although students may be equally motivated to perform a task, the sources of

their motivation may differ.

A student who is intrinsically motivated undertakes an activity "for its

own sake, for the enjoyment it provides, the learning it permits, or the feelings of

accomplishment it evokes" (Lepper, 1988: 289-309. ). An extrinsically motivated

 14

student performs "in order to obtain some reward or avoid some punishment

external to the activity itself," such as grades, stickers, or teacher approval.

The term motivation to learn has a slightly different meaning. It is defined

by one author as "the meaningfulness, value, and benefits of academic tasks to

the learner--regardless of whether or not they are intrinsically interesting"

(Hermine Marshall, 1987: 125). Another note that motivation to learn is

characterized by long-term, quality involvement in learning and commitment to

the process of learning (Carole Ames, 1990: 255).

Nasution (1995:73) stated that motivation is everything encourages us to

do something. While Sardiman (1992:77) said, the power to encourage students

to move or want to do something is called motivation.

Motivation in learning process is including the most decisive factor due to

its encouragement to students to join learning. All matters concerned about

motivation in teaching and learning process is about how to improve the

motivation itself. A student can fall into failure if they do not have it.

In giving motivation, teachers should do their best as hard as they could

to lead the students attention, in order to achieve the desired result. Through this

motivation, initiative which lies within students’ self will empower their thought

and then realize the reason why they have to study.

2. Eksternal Factor

Eksternal factor is a factor which comes and influences the students

achievement. According to Slameto, there are three (3) main points of external
 15

factor that can influence student’s achievement, they are; familial backround,

schooling system and environment/ society. (Slameto, 1995: 60).

a. Familial background

Parents have a wide range of function. One is taking care of their son and

daughter. In taking care of their children, there might be culture involved.

Besides, parents have certain character to take care, to lead, and to show them the

right path or the right direction. This character is reflected in the way the parents

take care of their children.

The importance of family is very clear in the student’s study. Family

encouragement and expectations influenced the achievement can students in this

study.Parents' talked extensively to their children about doing well in school and

stressed that a good education leads to a good professional career. Parents'

modeled this behavior for their children by remaining involved in their child's

education.

Parents were involved in their children's education in three ways: First,

parents created a home environment that was conducive to studying. Second,

parents communicated the importance of getting an education. Third, parents

were involved in school (Braxton, 1999: 5).

b. Schooling system

Schooling system, in this case, is teacher. Teacher holds direct control on

students’ progress, either physically or psychologically. Besides, teacher plays

many and varied role, such as conducting teaching and learning process, training,
 16

researching, developing teaching skill and technique. The environment of school

creates and shapes the students’ mindset. That is the reason why the teacher has a

great influence in educating students. If the students achieve their own success

and have a far better behavior when they come back into the society, it means

that the teacher has succeeded in educating the students. But if not, it can be said

that the teacher is in failure. The schooling environment is a place where teacher,

student, and the whole element of school gather around. It is the place where the

teacher and students hang with together. The teacher has to create a comfortable,

enjoyable and meaningful learning, so that the students will find their own

ability.

The Educational Testing Service (ETS) released a report last month

detailing more than a dozen factors related to student achievement (Hammer,

2003; 2 ). The report explores the factors affecting students in three core

categories: early development, school environment and the home. In the early

development area, factors affecting future student achievement include weight at

birth, exposure to lead poisoning, nutrition and hunger. In the school

environment area, the factors include teacher preparation and experience, and the

rigor of the school curriculum. Other factors include the level of technology in

the classroom, class size and school safety.

The home environment is as important as what goes on in the school, the

report says. Important factors include parental involvement in their children's

education, how much parents read to young children, how much TV children are
 17

allowed to watch and how often students change schools. The report shows that

minority and poor students disproportionately face conditions that hinder their

achievement, relative to majority students, from birth through their completion of

school. "Inequality is like an unwanted guest who comes early and stays late," the

report says. A more effective education policy would seek to affect each one of

the factors outlined in the report, it says.

In the conclusion of the report, the study's author takes several thinly

veiled swipes at the No Child Left Behind Act and the school reform movement.

Barton writes that education policy must go beyond establishing standards for

curriculum, achievement levels and measures of accountability.

"Denying the role of these outside happenings--or the impact of a

student's home circumstances--will not help to endow teachers and schools with

the capacity to reduce achievement gaps," the report's conclusion says. "Also,

insistence that it can all be done in the school may be taken to provide excuses

for public policy, ignoring what is necessary to prevent learning gaps from

opening."

c. Student’s Environment

Out-of-school time programs can provide valuable supports to the

positive development of children and youth. These programs can help cultivate

social and emotional skills, and further students' academic achievements.

Furthermore, the safe environment provided by out-of-school time programs can

offer children and youth, especially those living in disadvantaged urban areas, a
 18

welcome retreat from the streets and a place to be with friends. Analyzing report

data from the 2003 National Survey of Children's Health (NSCH), Child Trends

estimated that ten percent of teens in higher-income families do not participate in

any activities, compared with 30 percent of teens in families living below 200

percent of the federal poverty line. Most Youth Roundtable participants implied

that they have experienced financial problems, which could decrease the chances

that they will participate in programs, as could "hood beats" and other safety

concerns. However, youth in situations and environments similar to those

experienced by the Roundtable participants might benefit the most from out-of-

school time programs in that they provide stable environments in which young

people can meet, grow, and interact with each other.

Overall, Youth Roundtable participants mentioned numerous and varied

reasons why youth do not get involved and eagerly shared their thoughts on how

program providers can increase and maintain participation. For example, using

peer recruiters, involving parents, offering activities for a variety of interests, and

hiring competent, respectful staff are all ways to increase program recruitment,

participation, and retention. While many at the Roundtable expressed frustrations

with available programs, all of the participants voiced a clear desire to be

involved in out-of-school time programs and requested that more opportunities

be made available to them.

Although a child’s teacher and school may be fantastic, according to an

article published by Education Week, a new research report published by David

 19

C. Berliner, a professor of educational leadership and policy studies at Arizona

State University, insists that may not be enough. Attention must be turned outside

of the school walls, toward a child’s social and political environment (Berliner,

2003: 3). Berliner’s research shows evidence of seven factors influencing a

student’s educational success and also inequality among children:

1. Prenatal care

2. Health care

3. Food insecurity ( i.e. not having adequate meals and nutrition)

4. Environmental pollutants (i.e. smoke, noise, etc.)

5. Family stress ( i.e. parent losing a job or parents constantly in

conflict)

6. Neighborhood characteristics (i.e. violence & crime)

7. Extended learning opportunities (i.e. preschool or summer programs)

What is the solution? One solution suggests a “broader, bolder approach

to education," rather than the narrow emphasis on student achievement embodied

in efforts such as the federal No Child Left Behind Act. The research report

offers some recommendations for policy-makers, such as: “high-quality

preschools for all children, summer programs for disadvantaged children, and

universal, free medical care.”

 20

C. Brief Description of Multi Prima College (MPC) Makassar

Multi Prima College (MPC) Makassar is located in Alauddin Street No.

212 South Sulawesi. It has eight (8) branches; Tamalanrea, Borong, Maros, Pare-

Pare, Pinrang, Palopo, Bone, and Kendari. Its head office is located in Alauddin.

Multi Prima College is a non formal education to help students pass National

Exmination (UN) and University Entrance Test (SPMB). It was built on April 20,

2004 in Makassar.

Formerly, its amount of students is about 102. But, in academic year of

2008 the total students of MPC is 3.868, an amazing achievement of a newly

built Intensive Course.

This great achievement could not be separated from hard working people

at Multi Prima College. Its highly learned and qualified teacher, relevance of

material with curriculum taught at school, very updated information, and its

excellent services attract the prospective students in South Sulawesi to join.

It just takes about two minutes by public transport to get there from UIN

Alauddin. (Nurdin Syarif, 2009)

 CHAPTER III

METHODOLOGY OF THE RESARCH

This chapter deals with research method that consists of research design,

population and sample, variables, instruments, data collection procedures, and data

analysis techniques.

A. Research Design

This research applied descriptive qualitative research design. Descriptive

qualitative analysis is an analysis towards the data through observation without

using numbers (Faisal, 2005: 153). By means, it is undertaken by interpreting the

data into words and we make it relevant with supporting theory due to its data

cannot be presented by using numbers.

B. Population and Sample

a) Population

Population is object of the study from which we collect data (Subagyo,

1991: 23). Nana sudjana said that population is a group of people or things where

the researcher can obtain information and data (Sudjana, 1989: 84).

The population of this research was the third year students of Senior High

School at Multi Prima College in the academic year of 2009 – 2010. The total

population was 205. They are located in BTP, and Alauddin where its head office

addressed in Alauddin.

21
 22

b) Sample

Sample is a portion of the whole population that will be studied

(Arikunto, 1992: 104). Because the population was too large, the researcher used

random sampling technique. It means that the researcher took two (2) classes.

One class at social department (25 students) and one class at science department

(25 students). Thus, the total sample was 50 students.

C. Instrument of the Research

Instrument of the research is something that we use in describing data to

measure a social phenomena (Sugyono, 2000: 84). In this research, the writer

used four instruments. They are:

a. Test. The researcher provided the test to the students to measure their English

ability. Particular in this matter, the ability that was tested is about what they

are going to get in their national exam, except listening. The test given was

based on standardized competence established by Minister of Education and

is consisted of 35 questions. This test was given to 25 students at each

Science and Social department.

b. Questionaire. This contains list of questions that was given to students to

know the problems they face during they study English at Multi Prima

College (MPC) Makassar.

c. Interview. It is another means of method in collecting data and is generally

used to study social matters (Tiro, 1999: 103). In this case, those information

we need is directly taken from the informan.The researcher had interviewed

 23

the English teachers who teach or handle the class concerning about their

teaching method.

d. Observation. The purpose of this instrument is to make sure the result of

interview. By means, to identify whether the strategies applied by teachers

suit what they had expressed during the interview session.

D. Procedure of Collecting Data

In collecting the data from the participants, the researcher used these

following procedures:

Step one: The researcher distributed the test to two classes (students at Science

and Social Department).

Step two: The researcher distributed questionaires to both students at social

department and science department.

Step three: The researcher invited the English teachers handling a certain class to

walk in interview.

Step four : The researcher came to class to observe each English teacher when

teaching.

E. Technique of Analyzing Data

In analyzing the data that collected, the researcher used this following

procedure:

1. Classifying the students’ score which falls into seven classification:

a. 9.6 to 10.0 is classified as excellent

b. 8.6 to 9.5 is classified as very good

 24

c. 7.6 to 8.5 is classified as good

d. 6.6 to 7.5 is classified as fairly good

e. 5.6 to 6.5 is classified as fair

f. 3.6 to 5.5 is classified as poor

g. 0 to 3.5 is classified as very poor (Depdikbud in Taufik, 1997)

2. Scoring the students’ answer by using formula:

Score: students’ correct answer x 10

The maximum score

3. To know the mean score of all students, the researcher gave the formula:

X
X=
N

Where: X : Mean score

X : Total of row score

N : The total number of subject (Sudjono, 2003; 77)

4. After collecting the data from questionaire, the researcher then calculated the

percentage of the students’ score by using this following formula:

F
P x 100%
N
Notation:

P = percentage

F = frequency

N = the total number of students (Gay, 1981)

 CHAPTER IV

FINDINGS AND DISCUSSIONS

This chapter presents the findings and the discussion of the research. The

findings consist of the data obtained through analyzing the students score,

questionnaires, interview, and observation.

A. The Findings

The finding reported in this section was based on the analysis of the data

collected. The finding was organized into one kind by referring to the research

question formulated in the previous chapter, they are :(1) What is the students‟

English achievement at Multi Prima College? (2) What are the inhibiting factors

faced by the students during their learning at Multi Prima College?(3) What are

the strategies applied by the teachers in teaching English at Multi Prima College?

Three questions above were formulated to find out the students‟

achievement in English at Multi Prima College (MPC) Makassar. The result of the

data was classified from poor until excellent classification. The further

interpretation of the findings is given below:

1. The students’ English achievement

The students‟ English achievement at Multi Prima College (MPC)

Makassar at two departments is presented in the table below. The students score is

analyzed by using SPSS program:

25
 26

Table 1

Statistics of student’s English achievement at Social Departement

Statistics Score Statistics

Sample 25
Maximum Score 6.00
Minimum Score 2.00
Mean score 4.20
Range 4.00
Median 4.00
Standar Deviasi 1.05
Varians 1.10

The tabel above shows that the students‟ mean score in English lesson is of

4.2 from its ideal score of 100 with standard deviation 1.05. The distribution of

respondents‟ score with the highest score is at 6.00 and the lowest score is at 2.00.

Table 2
The distribution frequency and percentage of
the students’ score at Social Department

No Achievement Categories Score Frequency Percentage

1 Excellent 9.6 – 10 - -
2 Very Good 8.6 – 9.5 - -
3 Good 7.6 – 8.5 - -
4 Fairly Good 6.6 – 7.5 - -
5 Fair 5.6 – 6.5 3 12%
6 Poor 3.6 – 5.5 15 60%
7 Very Poor 0 – 3.5 7 28%
Total 25 100%
 27

The description in the table 2 above indicates that none of the students at

Multi Prima College (MPC) Makassar got an excellent, very good, or even good

grade. The students at the Social department who got a fair grade is about 12% (3

students), while students with poor is approximately 60% (15 students). As high

as 28% (7 students) with very poor grade.

Table 3
Statistics of student’s English achievement at Science Departement

Statistics Score Statistics

Sample 25
Maximum Score 7.42
Minimum Score 1.71
Mean score 4.12
Range 5.71
Median 4.28
Standar Deviasi 1.23
Varians 1.52

The Tabel above shows that the students‟ mean score at Science in English

lesson is of 4.12 from its ideal score of 100 with standard deviation 1.23. The

distribution of respondents‟ score with the highest score is at 7.42 and the lowest

score is at 1.71.
 28

Table 4
The distribution frequency and percentage of
the students’ score at Science Department
No Achievement Categories Score frequency percentage
1 Excellent 9.6 – 10 - -
2 Very Good 8.6 – 9.5 - -
3 Good 7.6 – 8.5 - -
4 Fairly Good 6.6 – 7.5 1 4%
5 Fair 5.6 – 6.5 2 8%
6 Poor 3.6 – 5.5 14 56%
7 Very Poor 0 – 3.5 8 32%
Total 25 100%

The table 4 shows that from 25 students, none of the students can be

categorized as excellent, very good, or even good. There was only 1 student (4 %)

fairly good, 2 students (8%) were in fair classification, 14 students (56%) were in

poor classification, and the rest, as many as 8 students (32%) were in very poor

classification . Based on the data above it shows that most of students (58%) were

in poor classification. It means that the students have the least achievement in

their English.
 29

2. The Inhibiting Factors Faced by The Students at Multi Prima College

(MPC) Makassar

We have discussed in the pevious chapter that there are two main factors

inhibiting students progress; internal and external factor. Including in internal factor

are intelligence, level of interest, motivation, and physical and psychological

condition. Whereas background of family, schooling system, and environment are

the factors influence students achievement from outside theirself. To discuss more

about the inhibiting factors faced by the students at Multi Prima College (MPC)

Makassar, the researcher tries to present the result of questionnaires provided to

students at multi prima College. The researcher arranged the questionnaires based on

three aspects; teacher aspect, student aspect, and facilities used at Multi Prima

College. There are as many as fifteen (15) questions presented in that questionnaires.

Those are had been tabulated in the table.

Tabel 5

The systematization of English teacher in presenting material

No Option Frequency Percentage

A Often 20 40%
B Sometimes 28 56%
C Never 2 4%
Total 50 100%
Source: questionnaire no. 1
 30

The chart above describes the responses taken from 50 students stated that

only 2 students said that their English teachers never systematic in presenting the

material. This reflects that the English teachers at Multi Prima College have a

better understanding in presenting the material systematically.

Tabel 6
The students response to English material presented by teacher
No Option Frequency Percentage
A Often understood 19 38%
B Sometimes understood 31 62%
C Never understood - 0%
Total 50 100%
Source: questionnaire no. 2

From the table above, the writer analyzes that no one of Multi Prima

College students are left behind of the material presented.

Tabel 7

The students response to the disciplinary of English teacher

No Option Frequency Percentage

A Very discipline 32 64%
B Less discipline 17 34%
C Not discipline 1 2%
Total 50 100%
Source: questionnaire no. 3

The writer presents, on the table, that the English teachers at Multi Prima

College (MPC) Makassar are quite discipline. From 50 respondents as high as 32

students(64%) said that the English teachers at Multi Prima College (MPC)
 31

Makassar are „very discipline‟. While 17 students or about 34% expressed that

their English teacher are less discipline. Only 1 student (2%) is in agreement and

said that the English teachers are not discipline.

Tabel 8

The students response to the way English teacher present the

material(interactive/communicative)

No Option Frequency Percentage

A Very interactive 27 54%
B Less interactive 23 46%
C Not interactive - 0%
Total 50 100%
Source: questionnaire no. 4

By looking at the table, it means that, the English teachers present the

material interactively and communicatively. They apply one of the principle in

language teaching.

Tabel 9

The students response to motivation given by the English teacher

No Option Frequency Percentage

A Often 15 30%
B Sometimes 25 50%
C Never 10 20%
Total 50 100%
Source: questionnaire no. 5
 32

Do you want to see how far the English teachers at MPC motivate their

students? Just see chart above. Of responses taken from 50 students, as many as

10 students stated that they never have the motivation from their English teacher.

It means that not only the material the English teachers have to focus on but also

the motivation itself.

Tabel 10

The students response to methode applied by the English teacher

No Option Frequency Percentage

A Games 4 8%
B Role play - 0%
C Grouping 25 50%
Total 50 100%
Source: questionnaire no. 6

Based on the result of the questionnaire, the writer presents that the

method applied by English teachers at Multi Prima College (MPC) Makassar is

„grouping‟ method. From 50 respondents as high as 25 students(50%) said that

the English teachers at Multi Prima College (MPC) Makassar applied “campur”

method. While 4 students or about 8% expressed that they are always given

„games‟by their English teacher.

 33

Tabel 11

The students response to additional learning given by the English teacher

No Option Frequency Percentage

A Often 9 18%
B Sometimes 17 34%
C Never 24 48%
Total 50 100%
Source: questionnaire no. 7

The writer analyzes that it is strange to notice that as many as 24 students

stated that the English teachers at Multi Prima College (MPC) Makassar never

give them additional learning. In fact, additional learning is highly needed to

support their learning at school.

Tabel 12

The students response to teaching media used by the English teacher

No Option Frequency Percentage

A Often - 0%

B Sometimes 10 20%

C Never 40 80%

Total 50 100%

Source: questionnaire no. 8

Let‟s take a quick glance at the table presented! It‟s amazing that no one of

English teachers at Multi Prima College (MPC) Makassar use media for their

teaching and learning process. We can see that from 50 respondents, more than a half
 34

or exactly 40 students express their opinion that all of their English teachers „never‟

use teaching media. We can imagine; how can the students improve their learning

without having technology touches.It is a big mistake virtually.

Tabel 13

The students response to preface language given by the English teacher

No Option Frequency Percentage

A Often 10 20%
B Sometimes 32 64%
C Never 8 16%
Total 50 100%
Source: questionnaire no. 9

How can students master English or improve their vocabulary if their

English teachers do not familiarize the students with English? The result of the

questionnaire explain that as many as 10 students give response that their English

teachers „often‟ use preface language in opening the lesson or making interaction

with the students. 32 students or about 64% expressed „sometimes‟ and the rest

about 16% or 8 students said „never‟.

 35

Tabel 14

The students response to method applied by English teacher

No Option Frequency Percentage

A Often understood 13 26%
B Sometimes understood 37 74%
C Never understood - 0%
Total 50 100%
Source: questionnaire no. 10

According to the table above, responses taken from 50 students stated that

13 students said that the material delivered by applying certain method, is „often

understood‟. Whereas 37 students or about 74% expressed „sometimes

understood‟. In this case, no student said „never understood‟.

Tabel 15

The students response to additional test out of schedule given

by the English teacher

No Option Frequency Percentage

A Often 12 24%
B Sometimes 28 56%
C Never 10 20%
Total 50 100%
Source: questionnaire no. 11
 36

From the table above, the writer analyzes that about 24% students (12)

said „often‟. Whereas 56% students (28) stated that English teachers at Multi

Prima College (MPC) Makassar „sometimes‟ give them additional test out of

schedule and the rest about 20% (10) expressed „never‟.

Tabel 16

The students response to their coming late

No Option Frequency Percentage

A Often 11 22%
B Sometimes 15 30%
C Never 24 48%
Total 50 100%
Source: questionnaire no. 12

Based on the result of the questionnaire, the writer presents that as much

as 22% students „often‟ come late to classroom. 30% „sometimes‟ and the rest of

it is 48% students „never‟ come late.

Tabel 17

The students’ attention to teacher’s explanation

No Option Frequency Percentage

A Often 24 48%
B Sometimes 26 52%
C Never - 0%
Total 50 100%
Source: questionnaire no. 13
 37

Responses taken from 50 students stated that as many as 24 students said

that they „often‟ pay attention to their English teacher. Whereas 26 students or

expressed „sometimes‟. No one of them did not pay attention when their teacher

explain the material.

Tabel 18
The frequency of students’ asking if there is material that
they do not know
No Option Frequency Percentage
A Often 22 44%
B Sometimes 27 54%
C Never 10 2%
Total 50 100%
Source: questionnaire no. 14

By looking at the table, as many as 22 (44%) students „often‟ ask the

English teacher if any material they do not know. While 27(54%) students

stressed „sometimes‟, while the rest, 2% students emphasized „never‟ ask.

Tabel 19

The frequency of students’ interest to the way teacher explain the material

No Option Frequency Percentage

A Like 34 68%
B Sometimes like 15 30%
C Dislike 10 2%
Total 50 100%
Source: questionnaire no. 15
 38

By paying attention to the table above, students who „like‟ the way

teacher explain the material is about 68%. There are 30% students „sometimes

like‟ and the rest, 2% students implied „dislike‟ it.

3. Strategies Applied by English Teachers at Multi Prima College (MPC)

Makassar

To improve students‟ achievement, every institution needs to touch

the students‟ deepest heart to generate their spirit in order that the students can

study hardly and intensely. In this chapter the writer will propose the result of the

reasearch about strategies applied by English teachers at Multi Prima College

(MPC) Makassar.

To know the strategies applied by the English teachers at Multi Prima

College (MPC) Makassar, the researcher invited three (3) English teachers to be

interviewed and observed. As many as fifteen (15) questions the researcher

presented in the list of interview question. Those questions cover 3 phase of

teaching and learning process; pre teaching, whilst teaching, and post teaching.

Ranging from how to open teaching and learning process, how to take control

over the coming late, naughty, and silent student, how to arrange a well-

presented material up to how to enclose the teaching and learning process. These

following are the outcomes of interview:

 39

1. Name : Multazam Abu Bakar

Class : IPA 1

No Pre-Teaching Whilst-Teaching Post-Teaching Activities

Activities Activities
1. Greeting, constructing
communication with --- ---
student.

2. --- --- ---

3. --- Asking to read question ---

and answering together.

4. --- Appointing student and ---

asking to answer by
him/herself.

5. --- Approaching and ---

admonishing
him/herself.

6. --- ---
Allowing him if not
more than 15 minutes
late.
7. --- ---
Approaching and asking
if any they do not
understand.
8. --- ---
No grouping.

9. --- ---
Just like delivering
speech/lecturing.
 40

10. --- ---

No teaching media.

11. --- Always delivering ---

inspiring stories.

12. --- Postponed in case of ---

short time.

13. --- Sometimes described by ---

using another word,
sometimes just straight
forward.
14. --- --- Reminding of their
national exam that is
getting closer and closer.

15. --- Sometimes using this ---

method.
Source: interview

2. Name : Muh. Syarif

Class : IPA 2

No Pre-Teaching Whilst-Teaching Post-Teaching Activities

Activities Activities
1. Greeting and making
the students calm down --- ---
then directed to open
their book.
2. Depends on situation.if --- ---
the students keep silent,
willing to try to explore
them.
3. --- Asking name, material ---
and explore whether he
understand the material
or not.
4. --- Appointing student and ---
asking to answer by
 41

him/herself.

5. --- If naughty, touching his ---

heart, and giving
offensive jokes.

6. --- No entrance if more than ---

15 minutes late unless
with acceptable reason.

7. --- Asking if they ---

understand or not. There
will be repetition if still
any.
8. --- No grouping. ---

9. --- Just like delivering ---

speech/lecturing.

10.
--- Using LCD. ---

11.
--- Giving motivating ---
stories.

12.
--- Giving logical ---
reasons,i.e do not ask out
of discussion.
13.
--- Describing vocabulary ---
by putting it together
into sentence.
14.
--- --- The class is closed by
telling them inspiring
story
15.
--- Sometimes using this
 42

method. ---
Source: interview

3. Name : Ardiana
Class : IPS 1

No Pre-Teaching Activities Whilst-Teaching Post-Teaching Activities

Activities
1. Giving flashback,
review, or --- ---
reinforcement.

2. Before starting the --- ---

lesson, a U-class model
is applied.

3. --- Getting his attention by ---

presenting interesting
questions.

4. --- Making approach to ---

student and asking if
something is not
understood.
5. --- Getting their attention ---
by telling funny jokes to
take control over them.

6. --- No entrance if more ---

than 15 minutes late
unless with acceptable
reason.
7. --- Presenting the material ---
through interesting
method.

8. --- Sometimes grouped. ---

Then they are given a
topic to discuss.

9. --- Grouping 50% and ---

games 30%.
 43

10. --- No teaching media. ---

11. --- Giving motivation that ---

the national exam is
approaching.

12. --- Providing opportunity to ---

others to answer the
unable to answer
question.
13. --- Describing vocabulary ---
by putting it together
into sentence.

14. --- --- Telling them an inspiring

story.

15. --- Sometimes using this ---

method.
Source: interview

B. Discussion of the Data Analysis

To make detailed information about the data analysis on the research having

been illustrated in the previous sub chapter, the researcher intends to present the

discussion about students English achievement, the inhibiting factors during their

learning English, and strategies applied by English teacher at Multi Prima College

(MPC) Makassar.

After analyzing the students‟ score, the researcher finds that the students‟

English achievement at Multi Prima College (MPC) Makassar is at poor category,

either the students at Social Department or those of at Science Department. This

 44

assumption is supported by following evidence: The students‟ mean score Social

Department is at 4.20, whereas those of at Science Department at is at 4.12. It means

that the students‟ English achievement at Multi Prima College (MPC) Makassar is

far from the expected outcomes.

These unexpected result are exacerbated by the problems that can hinder the

students progress in studying English. Looking at the outcomes of questionnaires, the

researcher concluded that lots of factors play important role inhibiting the students‟

achievement at Multi Prima College. The researcher here divided into three (3)

categories; (firstly) from teacher side, (secondly) from student itself, (thirdly) from

material and other supporting facilities. From the teacher side, the way the teacher

present is too fast. High speed speaking is something applied by English teachers at

Multi Prima College that the students hard to catch up. Less systematic explanation,

less interactive, teacher‟s coming late, and frequently- switched teacher also

contributes to the problems that can hamper the students‟ English achievement. From

the students side, many students are still lacking in vocabularies. Another side,

reading material presented is extremely high. Besides, there is no supporting

facilities such as listening facilities, moreover, time allocation is 60 minutes only. To

get a better quality for students, it is also determined by the strategies applied by

teacher who teaches us.

Having observed the strategies applied by English teacher for a month at

Multi Prima College, the researcher found that there are several strategies that they

do not apply when they are teaching. There was still any teacher did not use media in
 45

their teaching. The way they delivered material was still using old method, just like

standing in front of the class, speaking from A till Z and so on. After that, over!.

They finished the teaching and learning process. If this such a teaching style that

always applied in every single daily teaching of theirs, it can be assured that it will be

so hard for students to put themselves at a highly satisfied achievement. They

should, therefore, better themselves and improve their teaching skill to make the

students achieve their success.

 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions of the study and some suggestions

based on the conclusions.

A. Conclusions

According to the results of the study, the researcher concludes that:

1. There are virtually many factors involving as the teachers want to get the desired

result in shaping students’ achievement. (1) Internal factor and (2) External

factor. Included in internal factor are intelligence factor, students’ interest,

physical and psychological condition, and motivation. Whereas external factor

consists of familial background, schooling system, student’s environment.

2. The result of the study indicated that the students’ English achievement at Multi

Prima College (MPC) Makassar is poor. It was proven by the mean score of the

student’s English test at Social Department is at score of 4.20. And the mean

score of the student’s test at Science Department is of 4.12. Both of them the

same poor qualities in English subject taught at Multi Prima College (MPC)

Makassar.

3. The inhibiting factors faced by students at Multi Prima College (MPC) Makassar

are the level of students interest in learning is low and there are still many

students consider that English is a difficult subject. Less attention also

contributes to students low achievement in English.

46
 47

4. Strategies applied by English teachers in increasing students’ achievement are:

by giving motivation, using effective method of teaching, giving more exercises

and additional learning.

B. Suggestions

In this term, the writer is going to put forward some suggestions for the

English teachers, the students themselves, and the next researchers.

1. For the English Teachers

a) The teachers should give more assignment to the students in order to intensify

the students’ ability in English, especially in reading.

b) The teachers should guide and motivate the students to do the exercise

actively both within and after the class.

c) The teachers should be creative to develop teaching material. They can use

many various techniques and materials to catch the students’ attention and

motivation in learning English generally and reading text particularly.

2. For the students

The students should be the good learners, not only in the classroom but

also out of classroom. Therefore, that they can follow up what they get from this

learning teaching process.

3. For the next researchers

The next researchers are expected to make a thesis of students’ English

achievement at another institution with other forms which is more than what the

writer has.
 BIBLIOGRAPHY

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Alim, Muhammad Baitul. 2009. Faktor yang Mempengaruhi Prestasi Belajar Anak.
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 ANGKET PENELITIAN

TENTANG PRESTASI BELAJAR BAHASA INGGRIS SISWA KELAS 3 SMA DI MULTI PRIMA COLLEGE MAKASSAR

I. Petunjuk
Bacalah angket di bawah ini dengan baik!

II. Beri tanda silang (X) pada jawaban yang anda anggap benar!
1. Bagaimana tanggapan anda terhadap bahasa Inggris?
a. Mudah
b. Sulit
c. Biasa- biasa
2. Apakah sebelum mengajar, guru memberikan motivasi terlebih dahulu?
a. Ya
b. Kadang-kadang
c. Tidak
3. Metode yang dipakai oleh guru?
a. Campur
b. Ceramah
c. Diskusi
4. Di tempat bimbingan belajar anda, apakah ada pelajaran tambahan?
a. Ya
b. Kadang-kadang
c. Tidak
5. Apakah guru bahasa Inggris anda menggunakan media pada saat mengajar?
a. Ya
b. Kadang-kadang
c. Tidak
6. Apakah guru bahasa Inggris anda menggunakan bahasa Inggris sebagai pengantar?
a. Ya
b. Kadang-kadang
c. Tidak
7. Bagaimana tanggapan anda terhadap metode yang digunakan guru dalam mengajar bahasa Inggris?
a. Cepat dipahami
b. Kadang-kadang dipahami
c. Sulit dipahami
8. Apakah di tempat bimbingan belajar anda diberikan tes diluar jadwal?
a. Ya
b. Kadang-kadang
c. Tidak
9. Menurut penilaian anda, bagaimana guru dalam menyajikan materi?
a. Baik
b. Kurang baik
c. Tidak baik
10. Apa yang menjadi kendala selama anda belajar bahasa Inggris di MPC Makassar?
 Appendix

Result of students’ test at Social department.

Converted
No. Name of Respondents Score
Score
1 Zulkipli Zahlan 20 5.71
2 Ummul Khasanah 9 2.57
3 Fikrul Ilmi 7 2.00
4 Rachmat 12 3.42
5 Ilmiah 14 4.00
6 Tati Fitri Kartika Wati 14 4.00
7 Andi Nurfuhairah 13 3.71
8 Muhammad Dzuhri Ramadhan 14 4.00
9 Zaldy 14 4.00
10 Muthia 13 3.71
11 Ayu Humairah 14 4.00
12 Nur Astifani 12 3.42
13 Muh. Husni Rusdi 18 5.14
14 Nur Atira Muthmainna 10 2.85
15 Arini Ridhawati 17 4.85
16 Ni Putu Juwita Madu Sari 21 6.00
17 Cecep Nurhikmah 11 3.14
18 Rusdianto 18 5.14
19 Hasrullah 16 4.57
20 Marlinda A. Z 15 4.28
21 Prasetya Adimakayasa 18 5.14
22 Putri Fathurrahman 19 5.42
23 Azhar Zuhlan 12 3.42
24 A. Gemilang 16 4.57
25 Aryanto Wira Prayuda 21 6.00
 Result of students’ test at Science department

Converted
No Name of Respondent Score
Score
1 Amiruddin 6 1.72
2 Syam Nuzul Qadri 11 3.14
3 M. Adi Pati Jayadi 15 4.28
4 Irhas M. F 21 6.00
5 Rezki Yusuf 18 5.14
6 Nurfadhilah 20 5.71
7 Indra Wandi 16 4.57
8 Nur Annisya 12 3.42
9 Ayu soraya 13 3.71
10 Fatmi Putri Ayu. Y 15 4.28
11 Nurfadilla 15 4.28
12 Arlin Dwi Prasetyo 13 3.71
13 Reski Yuliani 16 4.57
14 Nurfika Aryani 15 4.28
15 Nasti 16 4.57
16 Suci Amirah 17 4.85
17 Mundzir 10 2.85
18 Ahmad Akram 6 1.71
19 Muh. Fauzi R 15 4.28
20 Makq Dipo A. P 26 7.42
21 Sarah Widya Fauziah W. 14 4.00
22 Feby Febriani 12 3.42
23 Fandy Tri Adhyaksa 11 3.14
24 Syefira Wiharti 11 3.14
25 Putri Dewi 14 4.00
A. IPS

Statistics Students’ Score at Social Department

Valid Cumulative
Nilai IPS Frequency Percent
Percent Percent
N Valid 25
Valid 7 1 4.0 4.0 4.0
Missing 0
9 1 4.0 4.0 8.0
Mean 14.7200
10 1 4.0 4.0 12.0
Std. Error of Mean .73603
11 1 4.0 4.0 16.0
Median 14.0000
Mode 14.00 12 3 12.0 12.0 28.0

Std. Deviation 3.68013 13 2 8.0 8.0 36.0

Variance 13.543 14 5 20.0 20.0 56.0
Skewness -.030 15 1 4.0 4.0 60.0
Std. Error of Skewness .464
16 2 8.0 8.0 68.0
Kurtosis -.469
17 1 4.0 4.0 72.0
Std. Error of Kurtosis .902
18 3 12.0 12.0 84.0
Range 14.00
Minimum 7.00 19 1 4.0 4.0 88.0

Maximum 21.00 20 1 4.0 4.0 92.0

Sum 368.00 21 2 8.0 8.0 100.0
Total 25 100.0 100.0
B. IPA

Nilai IPA
Statistics Valid Cumulative
Frequency Percent
Percent Percent
Nilai IPA
Valid 6 2 8.0 8.0 8.0
N Valid 25
10 1 4.0 4.0 12.0
Missing 0
11 3 12.0 12.0 24.0
Mean 14.3200
12 2 8.0 8.0 32.0
Std. Error of Mean .86549
Median 15.0000 13 2 8.0 8.0 40.0

Mode 15.00 14 2 8.0 8.0 48.0

Std. Deviation 4.32743 15 5 20.0 20.0 68.0
Variance 18.727 16 3 12.0 12.0 80.0
Skewness .440 17 1 4.0 4.0 84.0
Std. Error of Skewness .464
18 1 4.0 4.0 88.0
Kurtosis 1.509
20 1 4.0 4.0 92.0
Std. Error of Kurtosis .902
21 1 4.0 4.0 96.0
Range 20.00
Minimum 6.00 26 1 4.0 4.0 100.0
Maximum 26.00 Total 25 100.0 100.0
Sum 358.00
 Table 3

Result of students’ test at Social department.

Tabel …

Table frequency to look for students’ mean score at Social Department

x f Fx

7 3 21

6 2 12

5 9 45

4 6 24

3 3 9

2 2 4

Total N=25 =115

By looking at the table, the researcher applied formula:

X
X
N

= 4.6
 Table 5

Result of students’ test at Science department.

Converted
No Name of respondent Score
Score
1 Amiruddin 6 1.72
2 Syam Nuzul Qadri 11 3.14
3 M. Adi Pati Jayadi 15 4.28
4 Irhas M. F 21 6.00
5 Rezki Yusuf 18 5.14
6 Nurfadhilah 20 5.71
7 Indra Wandi 16 4.57
8 Nur Annisya 12 3.42
9 Ayu soraya 13 3.71
10 Fatmi Putri Ayu. Y 15 4.28
11 Nurfadilla 15 4.28
12 Arlin Dwi Prasetyo 13 3.71
13 Reski Yuliani 16 4.57
14 Nurfika Aryani 15 4.28
15 Nasti 16 4.57
16 Suci Amirah 17 4.85
17 Mundzir 10 2.85
18 Ahmad Akram 6 1.71
19 Muh. Fauzi R 15 4.28
20 Makq Dipo A. P 26 7.42
21 Sarah Widya Fauziah W. 14 4.00
22 Feby Febriani 12 3.42
23 Fandy Tri Adhyaksa 11 3.14
24 Syefira Wiharti 11 3.14
25 Putri Dewi 14 4.00

Table 6 reflects the students’ English achievement at at Multi Prima College (MPC) Makassar.

All of the scores obtained have been converted by using formula :

Score: Students’ correct answer x 10

The total number of items

To find out the mean score of students answer in the table, the researcher used the formula

below:
 X
X
N

X  mean score

X  the sum of all scores

N the total number of students

Table 6

Table frequency to look for students’ mean score at Science Department

x f Fx

7 1 7

6 4 24

5 8 40

4 8 32

3 4 12

Total N=25 =115

 Result of students’ test at Social department.

No Nama Peserta B S Poin

1 Zulkipli Zahlan 20 15 20,00

2 Ummul Khasanah 9 26 9,00

3 Fikrul Ilmi 7 28 7,00

4 Rachmat 12 23 12,00

5 Ilmiah 14 21 14,00

6 Tati Fitri Kartika Wati 14 21 14,00

7 Andi Nurfuhairah 13 22 13,00

8 Muhammad Dzuhri Ramadhan 14 21 14,00

9 Zaldy 14 21 14,00

10 Muthia 13 22 13,00

11 Ayu Humairah 14 21 14,00

12 Nur Astifani 12 23 12,00

13 Muh. Husni Rusdi 18 17 18,00

14 Nur Atira Muthmainna 10 25 10,00

15 Arini Ridhawati 17 18 17,00

16 Ni Putu Juwita Madu Sari 21 14 21,00

17 Cecep Nurhikmah 11 24 11,00

18 Rusdianto 18 17 18,00

19 Hasrullah 16 19 16,00

20 Marlinda A. Z 15 20 15,00

21 Prasetya Adimakayasa 18 17 18,00

22 Putri Fathurrahman 19 16 19,00

23 Azhar Zuhlan 12 23 12,00

24 A. Gemilang 16 19 16,00

25 Aryanto Wira Prayuda 21 14 21,00

Table 5

Result of students’ test at Science department.

No Name of respondent B S Poin

1 Amiruddin 6 29 6.00

2 Syam Nuzul Qadri 11 24 11.00

3 M. Adi Pati Jayadi 15 20 15.00

4 Irhas M. F 21 14 21,00

5 Rezki Yusuf 18 17 18,00

6 Nurfadhilah 20 15 20,00

7 Indra Wandi 16 19 16,00

 8 Nur Annisya 12 23 12,00

9 Ayu soraya 13 22 13,00

10 Fatmi Putri Ayu. Y 15 20 15,00

11 Nurfadilla 15 20 15,00

12 Arlin Dwi Prasetyo 13 22 13,00

13 Reski Yuliani 16 19 16,00

14 Nurfika Aryani 15 20 15,00

15 Nasti 16 19 16,00

16 Suci Amirah 17 18 17,00

17 Mundzir 10 25 10,00

18 Ahmad Akram 6 29 6,00

19 Muh. Fauzi R 15 20 15,00

20 Makq Dipo A. P 26 9 26,00

21 Sarah Widya Fauziah W. 14 21 14,00

22 Feby Febriani 12 13 12,00

23 Fandy Tri Adhyaksa 11 24 11,00

24 Syefira Wiharti 11 24 11,00

25 Putri Dewi 14 21 14,00

3. Strategies Applied by English Teachers at Multi Prima College (MPC) Makassar

 To improve students’ achievement, every institution needs to touch the students’ deepest

heart to generate their spirit. In this chapter the writer will propose the result of the reasearch

about strategies applied by English teachers at Multi Prima College (MPC) Makassar.

To know the strategies applied by the English teachers at Multi Prima College (MPC)

Makassar, the researcher invited three (3) English teachers to be interviewed and observed. As

many as fifteen (15) questions the researcher presented in the list of interview question. Those

questions cover 3 phase of teaching and learning process; pre teaching, whilst teaching, and post

teaching. Ranging from how to open teaching and learning process, how to take control over the

coming late, naughty, and silent student, how to arrange a well- presented material up to how to

enclose the teaching and learning process. Below are the outcomes of interview: