The Correlation between Memorizing al-Qur’an Mastery, Student’s Attitude in Learning English and Student’s English Achievement in Wisma Putri SMA IT Nur Hidayah Surakarta in Academic Year 2017/2018 - iainska repository

 0  0  145  2019-04-16 08:14:51 Laporkan dokumen yang dilanggar

The Correlation between Memorizing al-Qu r’an Mastery, Student’s Attitude in Learning English and Student’s English Achievement in Wisma Putri SMA IT Nur Hidayah Surakarta in Academic Year 2017/2018 THESIS

The Correlation between Memorizing al-Qu r’an Mastery, Student’s Attitude in Learning English and Student’s English Achievement in Wisma Putri SMA IT Nur Hidayah Surakarta in Academic Year 2017/2018 THESIS Submitted as A partial Requirements for the degree of Sarjana in English Department By: Imroatul Mukarromah SRN. 143221092 ENGLISH DEPARTMENT

ISLAMIC EDUCATION AND TEACHER TRAINING FACULTY THE STATE ISLAMIC INSTITUTE OF SURAKARTA 2018

ADVISOR SHEET

  Subject : Thesis of Imroatul MukarromahSRN : 143221092 To:The Dean of Islamic EducationAnd Teacher Training Faculty IAIN SurakartaIn Surakarta Assalaamu’alaikum Wr. My beloved parents who always love me forever, support, pray, help and never stop to motivate me.

2. My great friends in FORDISTA IAIN Surakarta 3

  The questionnaire was taken to collect the data of students’ attitude in learning Englishwhereas the documentation was taken to get the data of memorizing al- Qur’an and EnglishAchievement. 2 Furthermore, the results show that the contribution of that three variables is that CD = r x 100% 2 = (0,449) x 100% = 24,9% variance of Student’s English Achievement is influenced byMemorizing al- Qur’an Mastery and Student’s Attitude in Learning, while 75,09% is contributed by other factors.

LIST OF APPENDICES

  101Appendix 4 Score of Tryout Questionnaire Student’s Attitude in Learning English………… 102Appendix 5 The Blue Print of Student’s Attitude in Learning English Questionnaire(To Take the Data) ………………………………………………………………. 114Appendix 10 Documentation of the English Score in the Students’ Book Report……………..

CHAPTER I INTRODUCTION A. Background of the Study Education is the most important thing that be emphasized in our country. Good education system can influence the developing of our country. The data of education rank 2017 in the world from UNESCO, Indonesia has

  Neurolinguistics is one of the areas of interdisciplinary studies in thescience of linguistics and medical science that examines the relationship between the workings of the human brain to process language activities. Education has goals to make smart society and developing human to 4Developing skill and building good character that has prestige in the way to make a smart society, developing student’s potential become areligious student, has good character, health, learned, creative, independent, and to be democratic and responsible societies.

B. Problem Identification

  Limitation of the Problem In order to focus on a topic in this paper, the researcher makes limitation on object of the study. The correlation method is used to examine the coefficient of the correlation between the variables.

D. Problem Formulation 1

  The Objectives of the Study The objective of the study is the important part of this research. To know whether there is a positive significant correlation between student’s attitude and student’s English achievement at eleventh gradestudents of Asrama Putri SMA IT Nur Hidayah Surakarta in the academic year 2017/2018.

3. To know whether there is a significant interaction between memorizing al-

Qur’an mastery, student’s attitude and student’s English achievement at eleventh grade students of Asrama Putri SMA IT Nur Hidayah Surakartain the academic year 2017/2018.

F. The Benefits of the Study

  The results of this study are expected to give advantages both 9The result of the research gives information about memorizing al- Qur’an mastery and student’s attitude to improve student’s English achievement. The researcher expect that this research willgive contribution for the development of education especially language learning.

2. Practical Benefit a

  For the English teachers; this study gives information about degree of correlation between memorizing al- Qur’an, student’s attitude, andstudent’s English achievement. It hopes that this research can be used as the reference to conduct other researchrelated to study.

CHAPTER II REVIEW ON RELATED LITERATURE A. Theoretical Description 1. English Achievement a. Definition of English Achievement According to Hornby (1987:8), achievement is something done

  According to Winkel in Arvi Riwahyudin (2015: 13) achievement is a result that is achieved by students who have learningprocess in school and effort which can make change of knowledge, attitude, and behavior. Based on the statements above, the researcher concludes that This score is from daily test, assignments that are given to the students, mid-semester test, and also final examination (semester test); all scoresare calculated to get the final score in student‟s book report.

b. Kinds of English Level Achievement

  Bloom in Suharsimi Arikunto (2005:114-121) said that achievement of the study divided into three domains, first domain is cognitive, the second is affective, third ispsychomotoric.1) Cognitive DomainAnderson & Krathwohl (2001: 29) explain that the objective of learning has two dimensions, namely knowledgedimension and cognitive process dimension. In the context of the knowledge dimension, the ability to create is the ability to create new ideas.

c. Factors Influence to The English Level Achievement

  Basically the teaching and learning activities are determined by the factors derived from the students and the factors that originate fromoutside of the student. Suharsimi Arikunto (1990: 20) argues that:"The factors that influence learning achievement can be divided into two types, namely the source of a study in human, which is referred toas internal factors and external factors sourced from human self- learning, which referred to external factors.” The internal factors arefactors that exist within ourselves as interest, readiness, motivation, effort, passion and perception.

2. Memorizing al-Qur’an Mastery a. Notion of Memorizing

  The key to learning is the brain‟s ability to change the experience ofexisting for now the password and store it so that, in the future, the experience can be called back for the sake of your importance. The act of memorization is often adeliberate mental process undertaken in order to store in memory for later recall items such as experiences, names, appointments, addresses, According to statements above, we can conclude that memorize is the process of committing something.

b. Approach of Theory Memorizing

  The occurrence of these behaviours is dependentupon three crucial elements in learning a stimulus, which serves to elicit behavior, a response triggered by a stimulus; andreinforcement, which serves to mark the response as being appropriate (or inappropriate) and encourage the repetition (orsuppression), of the response in the future. Cognitive development is a term which is used by psychologist to explain all of mental activity which has connectionwith perception, taught, memory, and processing information that allow somebody to get knowledge, solving problem, and planningfuture (Desmita, 2017: 97-98).

c. Technique of Memorizing al-Qur’an

  Because both have a great influence on the development of the soul and disturb the peace of the hearts ofthose who are in memorizing Al- Qur’an that will destroy istiqomah and concentration that has been built and trained. 8)Parents, or husbands Permits The license is not an imperative necessity, only with the consent will create a mutual understanding between the two parties iebetween the parent and the child, between the husband and wife or between the guardian and the person in the under guardianship.

e. Basic Memorizing al-Qur’an

  Among the very basic teaching principles are as explained in the letter of al-Qamar verse 17 that the Qur’an was recited in memorization andgranted ease by God for those who tried to memorize it. Furthermore, in the letter al-A'laq verse 1-5 it is clear that for the first time there is aprocess of teaching between the Jibril and Prophet Muhammadṣallallāh 'alayh wa sallam.

f. The Methods of Memorizing al-Qur’an

  Afterstudents memorize one by one verse in a page, students have to memorize verse by verse in one page full. Memorizer writes the verses, then memorizer read it untilshe/he memorize it well, after that continue to the next verse.

g. The Component of Evaluating Memorizing al-Qur’an

  What iscertain is that in the form of reading commended by Alloh SWT cannot be realized except by keeping the rules of recitation in thereading as exemplified by Rosululloh SAW related the Quran verse with tartil. Learning Tajwid means learning how to pronounce the letters in the words correctly, which covers matters like when aconsonant is silent or not and how long a vowel is.3) Makhorijul Huruf (Pronunciation) Makhorijul Huruf is place where the position or the point of articulation which a letter in the sound stops at or produced from.

h. Memorizer Qur’an’s Attitude

  Good attitude and character that is Al-Qur‟an is the one of source for serenity heart. Remember, only remembering Alloh our heart will beserenity” From that verse we can conclude that the source of serenity heart is in remembering Alloh SWT.

3. Student’s Attitude a. Definition of Student’s Attitude

  The same thing also expressed by Natawijaya (1986: 40) about the attitude: Mental attitude is the willingness of individuals thatinfluence, even determine the color the individual concerned activities in response to the object or situation that gives meaning to him/her. They must develop a positive attitude towards the In article by Al Noursi (2012) entitled”Honey catches flies more than Ginger: Enhancing Arab students towards learning English”maintains that the type of students‟ attitudes towards the target language and the teacher is a vitalcriteria in determining students‟ success and/or failure in learning a foreign language.

b. Components of Attitude

  1)Cognitive component is concerned with the people‟s belief to the 2)Affective component deals with the subjective emotion of the people to the object. Personality, motivation, intelligence and attitudeincludes in the internal factors or what we may usually call as individual characteristic, while the external factors consist of teacher,friends, learning facilities and schooling system.

c. Factors That Influence Attitudes

  Based on Anwar (2009:30) attitude has some factors that influenced it, here are some factors that influenced someone‟sattitudes: 1)Personal experience It can be the basis for the formation of attitude, personal 2)Influence others that are considered important In general, people tend to have a conformist attitude or direction of the attitude of people who are considered important. 5)Institute of Education and Religious Institutions Moral concepts and teachings of educational institutions and religious institutions determine the belief system it is not surprisingthat in turn affects the attitude concept.6) Emotional FactorsSometimes, a form of attitude is a statement that is based on Someone‟s attitude can be formed as feeling like or dislike, agree or disagree to an object.

d. Attitude in Learning English

  The attitude of the learners toward the target language (in this case English), the learning situations, and the roles that they areexpected to play within the learning situation will have important 2013: 26). It motives the students to do particular things related to From of the theories above, it can be concluded that students who have a good attitude tend to have a good learning attitude, otherwisestudents who have a bad attitude tend to have a poor learning attitude.

2. Previous Related Study

  Previous research is important for the researcher, because the researcher has certain source to show where the important of researcher‟sresearch. This research has aim to know the effects of memorizing al- Qur’an mastery to student‟s electronica ex-school achievement, effects of student‟s motivation to student‟s electronica ex-school achievement, and both memorizing al- Qur’an mastery Alpha Cronbach .

3. Rationale

  High mastery ofstudent will influence the cells connected, and it also influence in students to analyze new knowledge. The good memorizing mastery of student, will influence the good attitude of thisstudents and also will influence student‟s achievement.

4. Action Hypothesis a

  There is positive correlation between memorizing al-Qur’an mastery, student‟s attitude, and student‟s English achievement in Asrama PutriSMA IT Nur Hidayah Surakarta b. There is no positive correlation between memorizing al-Qur’an mastery, student‟s attitude, and student‟s English achievement in Asrama Putri SMA IT Nur Hidayah Surakarta c.

CHAPTER II I RESEARCH METHODOLOGY A. Research Design According to Fraenkel et al (2012:7) the term of research can mean any

  The reason of choosing this type is the researcher wants to know the strength of the relation oftwo or more variables based on correlational coefficient. In this research, the researcher uses quantitative research by using associative approach to understand the correlation between memorizing al-Qur’an, student’s attitude, and student’s English level achievement Asrama Putri SMA IT Nur Hidayah Surakarta in the academic year 2017/2018.

3. Archival Research

  Archival research is done by analyzing studies conducted by other researchers or by looking at historical records. There are three variables in the study, namely: 1.

1 Student's English Level

  Based on Sutrisno Hadi (1998: 70), population is the individuals for whom the reality of the sample will be generalized. From that statements, researcherconcludes that population is all the members or individuals that can or may give data and information in a research.

2. Sample The sample is part of the number and characteristics of the population

  According to Bret Hanlon and Bret Larget (2011: 7) sample is asubset of the individuals in a population; there is typically data available for individuals in samples. Suharsimi Arikunto (2006: 134) states that if the number of thesample is less than 100 it will be better to take all the population as the sample, and researcher can take between 10-15% or 20-25% if subjects are inbig quantity.

3. Sampling

  This technique is a type of probability sampling method in which sample members from a larger population are selected according to a randomstarting point and a fixed. The questions in multiple choices include fill in the blank, continuing verse, meaning of verse, tafsir, and asbabun nuzul.

1. Instruments of Collecting the Data a. Questionnaire

  In this scale, the response to the student of the questionnaire is usually expressed in five options and in determining the students’ scores. While Ismail in DwiSuryani (2015: 53) says that technique of collecting data with documentation is taking data which is got through documents, they are In this research, the document that was used was the document taken from the book report resulted from the examination.

2. Try-Out of the Instruments a. The Validity of the Instrument

  According to Nunan (1992:232) validity is the extent to which one has really observed and the extent to which one can generalize ones findings from the subject and situationsto other subjects and situation. The researcher applied Pearson’sproduct moment formula as follows: ∑X∑Y = The sum of the scores of each student = The total multiplication between X and Y∑XYN = The number of the students(Arikunto, 1996: 160) The criteria of validity test called valid if r-obtained is higher than r-table and it is not valid if r-obtained is lower than r- table.

E. Technique of Analyzing the Data

  The next step after collecting the data is analyzing the data researcher gotten to know whether there is a positive correlational between memorizing al-Qur’an and English achievement. Before testing the hypothesis, it is necessary to test the data.

1. Pre-requirement Analysis a. Normality Testing

  The researcheranalyzed the collected data using Kolmogrof Smirnov formula to test the normality by SPSS 20 for windows. The decision is about the normal ornot in the data distribution by comparing the significance score.

b. Linearity Testing

  After finding that normality, linearity, and the significance testing shows that the data are in normal distribution and the regression is linear andsignificant, the researcher can continue to prove the hypotheses of the research stated on the previous chapter. First Hypothesis Second Hypothesis Third Hypothesis Ho= r x1y Ho= r x2y Ho= r≤0 ≤0 ≤0 Ha= r x1y >0 Ha= r x2y >0 Ha= r >0Table 3.2: The Statistical Hypotheses Ho = Null hypothesisHa = Alternative hypothesis = the value of the testRo = the value of R test The analogy of the hypothesis formula above is that when the value of is 0 or lower than 0, it means that there is no correlation.

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION This chapter presents the research finding and discussion of the study

A. Description of the Data

  The data which are analyzed in this study, namely: memorizing al-Qur’an mastery, student’s attitude, and English achievement are obtained from the result of questionnaire and documentation. The score ofmemorizing al- Qur’an mastery, student’s attitude, and English achievement can be seen in Appendix 8; 9; and 10.

1. The Data of English Achievement

  Table 4.2 Frequency Distribution of English Achievement Score 2 18.0 80 5 10.0 10.0 28.0 81 2 4.0 4.0 32.0 82 4.0 4.0 4.0 36.0 83 2 4.0 4.0 40.0 84 5 10.0 10.0 50.0 4.0 2 Frequency Percent ValidPercent 76 CumulativePercent Valid 63 1 2.0 2.0 2.0 65 1 2.0 2.0 4.0 2 The English achievement score was got from documentation of students’ task, students’ activity, and students’ examining that had beencalculated in the students’ book report. From the data of the English achievement, it is found that the highest score is 97 and the lowest oneis 63 with the range is 34.

2. The Data of Memorizing al-Qur’an Mastery

  The mean of the total score is82.88, the median of the total score is 84.5, the mode of the total score is 100. In this histogram, the vertical dimension on the graph list thefrequencies of the score, and the horizontal dimension rank order the scores of the score, and the horizontal dimension rank order the scoresof Memorizing Qur’an from the lowest to the highest.

3. The Data of Student’s Attitude in Learning

  From the data of students’ attitude in learning English score, it is found that the highest score is 131 and thelowest one is 78 with the range is 53. In this histogram, the vertical dimension on the graph list thefrequencies of the score, and the horizontal dimension rank order the scores of the score, and the horizontal dimension rank order the scoresof Student’s Attitude in Learning from the lowest to the highest.

B. Prerequisite Testing

  Before the researcher had done the test of hypothesis, the early step is pre-requirement analysis. The instruments of test in regard to thenormality and linearity test are the prerequisite test.

1. Normality Testing

  Linearity Testing Linearity test is used to determine whether the relationship 78 Table 4.6 Data of Linearity Testing of Memorizing al- Qur’an and Student’s English Achievement From the table above, the linearity testing from Memorizing Al-Qur’an and Student’s English achievement that the value F-Obtained of deviation the F is 1,004, the value significant of linearity is 0,020. It means that the regression 79 Since the computation of normality and linearity testing shows that the data are in normal distribution and the regression is linear, the researchercontinue to test three hypotheses of the research stated on the previous chapter.

2. Ha : r

8324,9% variance of Student’s English Achievement is influenced by Memorizing al- Qur’an Mastery and Student’s Attitude in Learning, while 75,09% is contributed by other factors.

D. Discussion of the Research Finding

  The analyzing of the data computation is to know if there is correlation between memorizing al- Qur’an mastery, student’s attitude, andstudent’s English achievement. Then to understand how high the contribution of the correlation, from the computation, the result of theresearch showed the positive correlation.

1. The first finding of the hypothesis testing

  The first finding of the hypothesis testing shows that there is a positive correlation between memorizing al- Qur’an mastery, student’sa ttitude, and student’s English achievement. Based on the result productmoment correlation analysis, the value of significance testing also shows that the correlation between memorizing al- Qur’an mastery andstudent’s English achievement is significant, because (0,017 < 0,05).

2. The second finding of the hypothesis testing

  85analysis, the value of significance testing also shows that the correlation between student’s attitude in learning and student’s Englishachievement is significant, because (0,028 < 0,05). It means there is positive significant correlation between student’s attitude in learning and student’s English achievement in Asrama Putri SMA IT Nur Hidayah Surakarta in the academic year 2017/2018.

3. The third finding of the testing

  Based on the result product momentcorrelation analysis, the value of significance testing also shows that the correlation between memorizing al- Qur’an mastery, student’s attitude,and student’s English achievement is significant, because (0,005 < 0,05). It means there is positive significant correlation between memorizing al-Qur’an mastery, student’s attitude in learning and student’s English achievement in Asrama Putri SMA IT Nur Hidayah Surakarta in the academic year 2017/2018.

CHAPTER V CONCLUSION AND SUGGESTION This chapter presents the conclusion and suggestion of the study is about the correlation

A. Conclusion

  Based on the data analysis, the researcher can make the conclusion that from the first hypothesis testing there is a positive correlation between memorizing al- Qur’anmastery and English achievement inAsrama Putri SMA IT Nur Hidayah Surakarta in the academic year 2017/2018. Furthermore, the third hypothesis shows that there is a significant correlation between memorizing al-Qur’an mastery, student’s attitude in learning English, and English Qur’an mastery and feel pleasure onEnglish lesson and they will have better English achievement.

B. Suggestion

Based on the result, the researcher would like to present some suggestions as follows:

1. Suggestion for an English teacher a

Memorizing al- Qur’an should be considered as an important thing beside give the other program b. In increasing English achievement of the students need to with increasing memorizing al- Qur’an

c. It is a duty for the English teacher to make good method in teaching thus its looks

  Recommendations for Further ResearchThe further research on English achievement might focus on another factor in large area of cognitive or psychological aspect such as students’ intelligence,vocabulary, grammatical, English skill, teaching method, etc., which might influence the English achievement and also for the further research should intensively find thenew innovation aspect that is beneficial for the development of English achievement. A Correlation Study between Memorizing the Qur’an and English Achievement of the Eight Grade Students of SMP IT BaitulQur’an Sambirejo Sragen on the Academic Year of 2014/2015.

2. Berikan tanda check list (√) pada jawaban yang Anda anggap paling benar

  Inggris yang diberikan oleh guru di rumah APPENDIX 3 Students Joining the Tryout No. Yasmin Muna X-IPS 2 17185 Tryout Questionnaire Student’s Attitude in Learning English No.

Dokumen baru
Aktifitas terbaru
Penulis
123dok avatar

Berpartisipasi : 2019-03-13

Dokumen yang terkait

The Correlation between Memorizing al-Qur’an..

Gratis

Feedback