THE CORRELATION BETWEEN STUDENTS MOTIVATION IN MUSIC AND THEIR ENGLISH ACHIEVEMENT FOR THE ELEVENTH GRADERS OF SMAN

2 SELONG IN THE SCHOOL YEAR 2010/2011

THESIS

M. SYABI RAMZANI NPM. 06461740

STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION DEPARTMENT OF LANGUAGE AND ART EDUCATION STKIP HAMZANWADI SELONG 2011
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THE CORRELATION BETWEEN STUDENTS MOTIVATION IN MUSIC AND THEIR ENGLISH ACHIEVEMENT FOR THE ELEVENTH GRADERS OF SMAN 2 SELONG IN THE SCHOOL YEAR 2010/2011

M. SYABI RAMZANI NPM. 06461740

A Thesis Submitted to HAMZANWADI SELONG College of Teacher Training and Education in the Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan in English Language Education

STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION DEPARTMENT OF LANGUAGE AND ART EDUCATION STKIP HAMZANWADI SELONG 2011
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ABSTRACT Syabi Ramzani, Muhammad. 2011. The Correlation Between Students Motivation in Music and their English Achievement for the Eleventh Graders of SMAN 2 Selong in the school year 2010/2011. Thesis.Strata1 Degree of Hamzanwadi College of Teacher Training and Education at Selong.Department of Language in Education. Advisors (1) MOEDJITO, Ph.D. (2) L. YANI WARDAN, M. Pd. Key words: Correlation, Students Motivation in Music, English Achievement. The problem of difficulties involved by the teacher as facilitator in teaching and learning process was committing the cooperation with the students music motivation in case guiding students learning in their around because the students motivation had different background. Based on the survey that was done by the teachers, it was known that the students music motivation unconsciously to give the guiding for the students, it was seen from the students achievement result. Next, the researcher would like to identify the correlation between students motivation in music and their English achievement that was conducted at the eleventh graders of SMAN 2 Selong in the school year 2010/2011 include two statements of the problem that is: (1) is there any correlation between students motivation in music and their English achievement? (2) to what extent are the correlation between students motivation in music and their English achievement?. To answer the problems, the researcher designed a research as quantitative descriptive that studies the correlation between students motivation in music and their English achievement. Based on the subject, this study included the sample study because it was taking a part of population as a sample. From those total numbers of thye eleventh graders of students that is included 103 student (XI IPA 1, XI IPA 2, XI, and IPA 3), the researcher took 21 of student as the research subject. In obtaining the data, the students given the questionnaire about motivation in music and English test includes listening skill in form of multiple choice. Meanwhile, from the result of analyzing the data it was known that the presentation obtained for the students music motivation and their English achievement was: for the students motivation in music (x= 52.62%) were lower score than the mean score (47.38). And for their English achievement (y= 47.80%) were lower than the mean score (52.20). So that, the value of coefficient correlation (r) is -0.073.Than, compared to the critical value 5% (0.433) and 1% (0.549) with df = 21 for pearson correlation. It indicated there is no correlation between students motivation in music and their English achievement.

DECLARATION

I declare that this thesis does not contain material which has been accepted for the award of any other degree or diploma in any university, nor does it contain material previously published or written by any other person, except where due reference is made in the text of the thesis.

M. Syabi Ramzani

APPROVAL THE CORRELATION BETWEEN STUDENTS MOTIVATION IN MUSIC AND THEIR ENGLISH ACHIEVEMENT FOR THE ELEVENTH GRADERS OF SMAN 2 SELONG IN THE SCHOOL YEAR 2010/2011

M. SYABI RAMZANI NPM. 06461740

This is to certify that this thesis has been approved by the advisors for the thesis defense.

Approved by: Advisor I, Advisor II,

Moedjito, Ph.D. NIS. 3303121034

LaluYaniWardan, M.Pd. NIS. 3303121333

Acknowledged by: Study Program of English Language Education Head,

Baiq Rismarini Nursaly, M. Hum. NIS. 3303121259

RATIFICATION THE CORRELATION BETWEEN STUDENTS MOTIVATION IN MUSIC AND THEIR ENGLISH ACHIEVEMENT FOR THE ELEVENTH GRADERS OF SMAN 2 SELONG IN THE SCHOOL YEAR 2010/2011 M. SYABI RAMZANI NPM. 06461740

Accepted by the Board of Examiners as the requirement for the degree of Sarjana Pendidikan in English Language Education on .. th, 2011. Board of Examiners .

USULUDDIN, M.Pd. NIS. .. (Chairman) Moedjito, Ph.D. NIS. 3303121034 (Member) Lalu. Yani Wardan, M.Pd. NIS. 3303121333 (Member)

Acknowledged by: HAMZANWADI SELONG College of Teacher Training and Education Head,

Drs. H. Muh. Suruji NIS. 3302111012

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DEDICATION

This thesis is presented: To my beloved mother and father Maesarah and Muh.Yunus, S. Pd To my elder sister and younger sister RaudhatulHasanah, S.Pd and NurLailiHijri Who gave me gone after my little dreams in looking for my future home. And very special thanks for all of my best friend becauseyou were my inspiration, come when I losing my heart andlooking for each other when our soul yearns and need some peace.

MOTTO

Check your book that you read last night, and you will know that you have bill in humans,life, and yourself.

. A. B. I.

ACKNOWLEDGEMENTS First of all, in the name of Allah, the Almighty the researcher says Al hamdulillahirobbil Alamin. It impossible to be finished without his blessing in developing ideas to accomplished this thesis. His greatest debts of gratitude are owed to people, because of their enlightening comments, continued encouragement and also for initiating the researcher in writing this thesis. Thus, the researcher expresses his thanks to: 1. Drs. H. Muh. Suruji as the Head of Hamzanwadi Selong College of Teacher Training and Education. 2. Baiq Rismarini Nursaly, S.Pd., M.Hum as the Head of English Language Education Study Program. 3. Moedjito, Ph.D as the first advisor who has given precious time, guidance and assistance to help the writer, even he has very busy with this work. 4. L. Yani Wardan, M.Pd as the second advisor who has also given much guidance, help, support, to the writer in finishing this thesis. 5. All of the lecturers who had taught during my studying in Hamzanwadi Selong College of Teacher Training and Education. 6. Head master of SMAN 2 Selong, for guiding the researcher in doing the research. 7. All of the researchers family, relatives and colleagues in English Department who had shown great relation, thank for everything. Finally, the researcher realizes that this thesis is still far from perfect. Therefore, the constructive critics and suggestions are needed for the better work.

M. Syabi Ramzani

CONTENTS

Title Page .... i Abstract .. ii Abstrak ... iii Declaration . iv Approval Page .... v Ratification . vi Dedication.. vii Motto.. viii Acknowledgements .... ix Table of Contents ................................................... x List of Tables xiii List of Figures .. xiv List of Appendices xv CHAPTER I: INTRODUCTION A. Background of the Study .............................................................. 1 B. Statement of the Problem .............................................................. 2 C. Purpose of the Study ..................................................................... 2 D. Significances of the Study ............................................................. 3 E. Assumptions of The Study ............................................................ 3 F. Scope and limitation of the Study ................................................. 4 G. Hypothesis of The Study ............................................................... 4
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H. Definition of Key Terms ............................................................... 4 CHAPTER II: REVIEW OF RELATED LITERATURE A. Motivation in Education ....................................................... 6 1. Learners Motivation ..................................................................... 6 2. Motivation to Learn another Language .......................................... 8 3. Language Learning Motivation .................................................... 10 B. Music and Language Education ............................................... 12 1. Definition of Music ....................................................................... 12 2. Music Helps Build Listening Ability ............................................ 13 3. Motivating Students through Music and Literature ..................... 14 4. Does listen to music help you study? ........................................... 15 C. Achievement . 16 1. Definition of Achievement ............................................................. 16 2. Motivation and English Achievement ........................................... 18 3. Reporting Students Achievement ................................................ 20 D. Relevant Study 21 E. Theoretical Framework .. 21 CHAPTER III: RESEARCH DESIGN A. Research Design .. 23 B. Population and Sample .. 23 1. Population of The Study 23 2. Sample of The Study . 24 C. Instrument of the Data Collection . 25 1. Try Out of Instrument .. 25 2. Validity of Instrument .. 26 3. Reliability of Instrument ... 27 D. Technique of the Data Collection .. 28
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E. Technique of Data Analysis 29 CHAPTER IV: DATA ANALYSIS AND DISCUSSION A. Tabulation of the Data 30 B. Correlation Between Students Motivation in Music and Their English Achievement ... 34 C. Discussion .36 CHAPTER V: CONCLUSION A. Conclusions ..38 B. Suggestions .. 38 REFERENCES APPENDICES

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LIST OF TABLES

Table 1 Sample of the study ......... ............................................................... Table 2 The Interpretation of Coefficient Correlation Value of r................. Table 3 Score of Students motivation ......................................................... Table 4 Score of Students English Achievement............ Table 5 Interprating the value of x and y......

23 29 30 32 34

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LIST OF FIGURES

Figure 1 A simple representation of the socioeducational model .................. 11

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LIST OF APPENDICES Appendix 01. Appendix 02. Appendix 03. Second instrument for the students English achievement The first instrument for the students music motivation Indices of Difficulty Level and Discriminating Power of English Achievement Appendix 04. Appendix 05. Reliability test Classification of Test Items of English Achievement by Using Half Procedures Appendix 06. Appendix 07. Appendix 08. Appendix 09. Reliability Estimate Calculation of Variance Difference Analysis of Test Items on English Achievement (Try-Out) Great Number of Students in High Group Who Answer Correctly

Appendix 010. Great Number of Students in Low Group Who Answer Correctly Appendix 011. Key answers Appendix 012. Coefficient correlation Appendix 013. Appendix 014. Analysis the Number of Sample on Students' Motivation in Music Appendix 015. Scores of Students Motivation in Music Appendix 016. Critical values for Person Product-Moment Correlation

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CHAPTER I INTRODUCTION

This chapter talked about background of the study, statement of the problems, purpose of the study, significances of the study, assumptions of the study, scope and limitation of the study, hypothesis of the study and, definition of the key terms. A. Background of the Study English is a foreign language in our country that has been regarded as the first foreign language from the other language such as Arabic, Germany, French and etc. As the result, in Indonesian school, it is also the first foreign language taught as one of compulsory subject in some of primary level up to university. It mean that English has been considered as an important in all levels of education. In teaching and learning process, language is a means of communication used to rise and understand oral and written information. Communication involves four languages namely: listening, speaking, reading and writing. Speaking and listening are for oral communication, while writing and reading are for written communication. Communication occurs in a situation where more than one person is involved. It also involves language activities for instance, reading and replying to a letter, to achieve the purposes of communication. Language is also changing of behavior, attitude, and skill. It is the process of changing happens after someone gets continuous interaction with environment. And there are many factors that can be classified into two major factors. There are internal factor and external factor. First, the external factor influences the children from outside of their personality include matching their skill by using their knowledge from around and it can be called as a process of changing their personality. Taken example; from their parents and society or the environment.

Second, the internal factor means that the factor which come from the learner him/her self. Included; their motivation, interest (music), age, sex, and intelligence. It can be called the particular factor or problem that will be discussed and explain detail in the chapter two. Might be one of the factor influence the students English achievement such the students more interest and motivate in playing music so that it can influence their motivation to study lower than playing music itself. So, the people consider that the students English achievements get lower influenced by the music itself and most people assumption that if the students join in the music the students get lower achievement when they have some more motivation in music itself. In short, the students think about music is more important than their achievement in study. Base on the ideas above, the writer in his mine assumed that their motivation in music can effect their English achievement and that was the reason why the writer found that this study was necessary to conduct. B. Statement of the Problems The writer stated that this investigation addresses to the following research question: 1. Is there any correlation between students motivation in music and their English achievement for the eleventh graders of SMAN 2 Selong in the school year 2010/2011? 2. To what extent are the correlation between students motivation in music and their English achievement for the eleventh graders of SMAN 2 Selong in the school year 2010/2011? C. Purpose of the Study Based on the title of this study, the correlation between students motivation in music and their English achievement, the writer needed to determine the purposes of the study. In order to make classification of this study, these purposes of the study were as follows:

1. To know whether there is some correlation between students motivation in music and their English achievement for the eleventh graders of SMAN 2 Selong in the school year 2010/2011. 2. To know the extent of correlation between students motivation in music and their English achievement for the eleventh graders of SMAN 2 Selong in the school year 2010/2011. D. Significances of the Study The research was designed in order meaningful. So, there were some advantages in such theoretically and practically and it was extended to be useful in teaching and learning process included some contributed to the head master, teacher, and students. 1. Theoretically. a. The result of this research was expected can give some additional contributions to the branch of sciences and the scientists on how to maximize more attention about the students ability in music and their achievement. b. The result of this study was expected to give some additional contributions to the development of the English achievement especially in listening skill. 2. Practically a. The result of this study was expected has significance to the English teacher practically to develop the strategies and method in teaching learning process especially in teaching English b. The result of this study was expected has significance to the students ability in music to be a motivation toward their English achievement. E. Assumptions of the Study Based on the significant of the study above, the writer has basic supposition about the situation arise in the class so that the writer presents some assumptions as follows:

a. The eleventh graders of SMAN 2 Selong have low achievement in English

learning.
b. The eleventh graders of SMAN 2 Selong have different achievement in

English learning.
c. The eleventh graders of SMAN 2 Selong have different musics motivation.

F. Scope and Limitation of the Study In this scope and limitation of the study, the writer limited the research because of limitation of time and the ability. This research was limited on the research subject and the object of the study. 1. Subject of the Study The research subject of this study was limited to the eleventh graders of SMAN 2 Selong in the school year 2010/2011. And the writer limited the subject to the XI IPA 1, XI IPA 2, and XI IPA 3 classes. 2. Object of the study The research object of this study was the correlation between students motivation in music and their English achievement on listening skill. G. Hypothesis of the Study Hypothesis is a set for the recent study which was used as attentive answer of the research problem. In this case, the writer formulated the hypothesis based on the following alternative hypothesis (Ha) which read; there was a significant correlation between motivation in music and their English achievement for the eleventh graders of SMAN 2 Selong in the school year 2010/2011. For the sake of statistical computation the alternate hypothesis (Ha) above was changed into null hypothesis (Ho) which read; There was no correlation between students motivation in music and their English achievement. H. Definition of the Key Terms In order to avoid misinterpretation of the research finding, the writer explained and defined the key terms used:

1. Students Motivation is a willingness of activating, acting, transferring and

guide attitude and individual behavior in learning (Koeswara, 1989; Siagian, 1989; Schein, 1991; Biggs and Telfer, 1987)
2. Music means the art of arranging sounds in time to produce a continuous,

unified, and evocative composition, as through melody, harmony, rhythm, and timbre to be a beautiful sound. English Achievement means the result of having an English skills, includes listening, speaking, reading and writing that it has collected by the teacher given to the students or people after the teaching and learning process in the school. Based on the statement, the writer could conclude that achievement in this study is English achievement of the eleventh graders of SMAN 2 Selong.

CHAPTER II REVIEW RELATED LITERATURE

In this chapter, the writer elaborated and reviewed some literatures adapted from internet and taken from the other literature related with this project namely; Motivation in education, Music and language education, Achievement, Relevant Study, and Theoretical Framework. A. Motivation in Education 1. Learners Motivation It is accepted for most fields of learning that motivation is essential to success that we have to do something to success at it. Without such motivation we will almost certainly fail to make the necessary effort. If motivation is so important, therefore, it makes sense to try and develop our understanding of it. Are all students motivated in the same way? What is the teachers role in students motivation? How can motivation be sustained? a. Defining Motivation In discussion of motivation an accepted distinction is made between extrinsic and intrinsic motivation, that is motivation which comes from outside and from inside. - Extrinsic Motivation Extrinsic motivation is caused by any number of outside factors, for example, they need to pass an exam, they hope the financial reward, or their possibility of future travel. - Intrinsic Motivation Intrinsic motivation comes from the individual. Thus a person might be motivated by an enjoyment of the learning process itself or by a desire to make themselves feed better. (Jeremi Harmer, 2002). b. Sources of Motivation

The motivation that brings students to the task of learning English can affected and influenced by the attitude of people. It is worth considering what and who these rest since them from part of the world around students feeling and engagement with learning process. 1) The society we live in: outside any classroom there are attitudes to language learning and the English language in particular. How important is the learning of English considered to be in the society? In a school situation, for example, is the language learning part of the curriculum of high or low status? If school students were offered the choice of two languages to learn, which one would they choose and why? Are the culture images associated with English positive or negative? All these views of language learning will affect the students attitude to the language being studied, and the nature and strength of this attitude will, in its turn, have a profound effect on the degree of motivation the student brings to class and whether or not that motivation continues. Even where adult students have mode their own decision to come to a class to study English, they will bring with them attitudes from the society they live in, developed over years, whether these attitudes are thoroughly positive or somewhat negative. 2) Significant other: apart from the culture of the world around students their attitude to language learning will be greatly affected by the influence of people who are close to them. The attitude of parents and older sibling will be crucial. Do they approve of language learning, for example, or do they think that math and reading are counted, and clearly show that they are more concerned with those subjects than with the students success in English? The attitude of a students peers is also crucial. If they are critical of the subject or activity, the students own motivation may

suffer. If they are enthusiastic learners, however, they may take the student along with them. 3) The teacher: clearly a major factor in the continuance of a students motivation is the teacher. Here it is worth pointing out that his or her attitude to the language and the task of learning will be vital. An obvious enthusiasm for English and English learning, in this case, would seem to be prerequisites for a positive classroom atmosphere. 4) The method: it is vital that both teacher and students have some confidence in the way teaching and learning take place. When either loses this confidence, motivation can be disastrously affected, but when both comfortable with the method being used, success is much more likely. (Jeremy Harmer, 2002). Following this model, it comes out clearly that the greater the value of individuals attach to the accomplishment of an activity, the more highly motivated they will be to engage in it and later to put sustained effort until they achieve their goal. 2. Motivation to Learn Another Language Motivation is the integral factor in the adoption of another language whether it is caused you want to fetch yourself some exotic English partner or because you need to learn another language to improve your job prospects. a. Motivational Factors There were important factors in second language acquisition which make the difference between learners who will eventually become fluent in a language compared to those who will forever have "learn English" on their to do lists. Some of these factors, in no particular order, include: 1) Wanting to integrate with another culture
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The learner must have a strong willingness and interest in having social interaction with members of a different culture (and in his language). This is the intrinsic motivation that makes language students willing to sustain the activity of learning. 2) Seeing a language as an instrument They need to have a second language in order to obtain a job or other similar reasons. 3) Spark A spark is the first wish of wanting to learn another language. If the initial spark was strong enough this will always be a motivating factor for the language student. 4) Desire to blend in/communicate After an initial immersion experience, the learner realizes the difference between what he wants to say and what he can say. This starts a sequence of motivation to become more proficient at the language. 5) Political awareness Finally language can help the learner access the within-group variance of a particular culture. b. Motivational Dimensions The three different motivational dimensions are:
Are Are

you extrinsically or intrinsically motivated? you motivated by cause or result?

 Does

your motivation come from a need to integrate or an instrumental

need of a language? A strong motivation to learn a language will always be the decisive factor in its adoption. One may hypothesize that a learner with high attitude may learn with greater ease and speed but the other learners with high levels of motivation, will be just as successful. Its just a matter of knowing what you want and that learning a specific language is the way youre going to achieve that aim. 3. Language Learning Motivation Social psychologists were the first to initiate serious research on motivation in language learning because of their awareness of the social and cultural effects on L2 learning (Dornyei, 2003)1. This interest was translated into the appearance of a number of models that stressed the affective aspect of language learning including Krashens (1981) Monitor Model and Schumann's (1986) Acculturation Model. However, the most influential model of LLM in the early sixties through the eighties of the previous century was that developed by Gardner, following studies carried out by him and associates. The model came to be known as the Socioeducational Model (Gardner, 1985). Gardner defined motivation as a combination of effort plus desire to achieve the goal of learning the language plus favorable attitudes towards learning the language (ibid: 10). In his model, Gardner talked about two kinds of motivation, the integrative and the instrumental, with much emphasis on the former. The integrative motivation refers to learners desire to least of communicate or most integrate (or even assimilate) with the members of the target language. The instrumental motivation refers to more functional reasons for learning the language such as getting a better job, a higher salary or passing an examination (Gardner, 1985).

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There are a number of components in the socioeducational model which are measured using different attitudinal and motivational scales in what Gardner called the AMBT (Attitude / Motivation Test Battery). Integrativeness is measured by three scales: attitudes towards the target language group, interest in foreign languages, and integrative orientation. Motivation is also measured by three scales: motivational intensity (the amount of effort invested in learning the language), attitudes toward learning the target language and the desire to learn the target language. Attitudes toward the learning situation which refer to the individuals reactions to anything associated with the immediate context in which learning takes place is measured by two scales: attitudes toward the teacher and attitudes toward the course. However, it was the integrative motivation that was most stressed by Gardner and it was in fact the backbone of his model (figure 1). The role of attitudes towards the learner the language, its speakers and the learning situation are all considered parts of the integrative motivation. In fact, the integrative aspect of the model appears in three different components: integrative orientation, Integrativeness, and integrative motivation. Gardner repeatedly stressed the differences among these components (e.g. Gardner 1985, 2001; Masgoret & Gardner, 2003) since confusion was often made between orientations and motivations. According to Gardner orientations refer to the set of reasons for which an individual studies the language; whereas, motivation refers to the driving force which involves expending effort, expressing desire and feeling enjoyment. The term orientation is problematic since it can also mean attitude or inclination. Still however, other understandings of the concept of orientation have been suggested. For example, according to the understanding of Belmsihri & Hammel (1998), and others in the field, orientations are longrange goals (more will be said below about the role of goals in motivation), which, along with attitudes, sustain students motivation.

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Figure 1 - A simple representation of the socioeducational model Adopted from Gardner (2001). The dotted square represents the borders of the integrative motivation. B. Music and Language Education 1. Definition of music Music, often an art/entertainment, is a total social fact whose definitions vary according to era and culture," according to Jean Molino. It is often contrasted with noise. According to musicologist Jean-Jacques Nattiez: "The border between music and noise is always culturally defined which implies that, even within a single society, this border does not always pass through the same place; in short, there is rarely a consensus. By all accounts there is no single and intercultural universal concept defining what music might be. Given the above demonstration that "there is no limit to the number or the genre of variables that might intervene in a definition of the musical," and organization of definitions and elements is necessary. Nattiez describes definitions according to a tripartite semi logical scheme similar to the following: There are three levels of description, the poetics, the neutral, and the esthetic:

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1)

By 'poetics' I understand describing the link among the composer's intentions, his creative procedures, his mental schemas, and the result of this collection of strategies; that is, the components that go into the work's material embodiment. Poetics description thus also deals with a quite special form of hearing (Verse called it 'the interior ear'): what the composer hears while imagining the work's sonorous results, or while experimenting at the piano, or with tape."

2)

"By 'esthetics' I understand not merely the artificially attentive hearing of a musicologist, but the description of perceptive behaviors within a given population of listeners; that is how this or that aspect of sonorous reality is captured by their perceptive strategies." (Nattiez: 1990:90)

3)

The neutral level is that of the physical "trace", (Saussere's sound-image, a sonority, a score), created and interpreted by the esthetics level (which corresponds to a perceptive definition; the perceptive and/or "social" construction definitions below) and the poetics level (which corresponds to a creative, as in compositional, definition; the organizational and social construction definitions below).

2. Music helps Build Listening Ability Learning to listen is a prerequisite listening to learn, stresses researcher Mayesky (1986). Listening is the first language mode that children acquire, and it provides a foundation for all aspects of language and reading development. Listening is a very large part of school learning, with students spending an estimated 50 to 75 percent of classroom time listening to the teacher, to other students, or to media (Smith, 1992). Despite the frequency of listening activity in classrooms, listening skills are not frequently taught explicitly (Hyslop & Tone, 1988; Newton, 1990). Most teachers teach, assuming that because they are talking, their students are listening (Swanson, 1996). As a result, many children do not acquire the listening skills necessary to acquire new knowledge and information.

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Too often listening is thought to be a natural skill that develops automatically, but in fact developing good listening skills requires explicit instruction. If we expect children to become good listeners we need to teach them to become active listeners (Jalongo, 1995). Direct instruction in listening skills should include lessons designed to specifically teach and model the skills necessary for active listening (Matheson, Moon & Winiecki, 2000). An experimental study with young English language learners showed that focused listening instruction can benefit listening comprehension for children learning a second language (Goh & Taib, 2006). 3. Motivating Students Through Music and Literature Music is universal. Listening to music can soothe the soul, exite the emotions and provide sense of cultural identify. Music maybe especially bineficial for helping children divelove their musical rithemic intlegency (Gardner, 1985). The musical learners (music lover) learn best through rythem, melody and music. These children are good at ficking up sound, remembering melodies, noteing pictures and rythem and keeping time. They like to sing, hom tones, listen to musis and play an instrument (Nicholson Nelson, 1998). Music can motivate children to read. When lucy. When elementary teacher in californias central valley (all names are pseudonims), started playing Vivaldis four seasons as background music during daily DEAR time (drop everything and read), she felt that her students aptitudes toword reading improved dramatically. Song can be used effectively for teaching phonemic awareness (Yopp & Yopp, 1996. This is the magical moment in early literacy, when understandings of the voice-point match lead children to grasp the alphabetic principle and finally begin to learn and read. Pat has become convinced that music is a powerful way to teach sound toword correspondence, especially for students who have difficulty learning to listen and read.

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Numerous methods are available for motivating students to read and for building literacy skills using music with literature. This article will focus on the following activities: a) Reading picture books made from songs b) Reading picture books written by musicians c) Using music to set the mood for selected story d) Using instruments or sound effects. 4. Does Listen to Music Help You Study? The students dont like to study. They never work harder than you need to, and want to make studying for school more exciting. Why they do not play music? The choice of style is them, the volume and mood of the music is all up to the students and they are only playing what they want to hear. However, the question remains: is it beneficial? Personally, I think its useless. They cant study something to its full capacity and expect to understand and remember minor details while impulsive music is playing in the background. Truth is, even though they dont want to pay attention to the music, they obviously will. Music is being played in hopes of getting them to focus on their schoolwork, but its actually diminishing their attentiveness. Their attention and concentration tends to toggle back and forth between the music and their schoolwork. Music, especially rock and rap, will disturb them mentally because of the distinct beat that sets apart of each song. It seems like they are getting exactly what they need: absence of silence. However it still doesnt guarantee effective studying. So why they do not try to complete silence? Although many people will argue that complete silence causes more distractions, since it increases ones attention toward all the little noises, I think theyre just not concentrated enough to study effectively. If a noise isnt harsh and alarming enough to scare them, it shouldnt distract them from their work.
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With assignments coming in one-after-the-other, deadlines quickly approaching, and being bombarded with more homework every passing class, the stress tends to add up. The workload can become pretty overwhelming. Listening to music can even increase your level of stress and restlessness. So, as opposed to blasting their favorite radio station next time they are trying to derive the particular velocity of an electro-magnetic wave, try it without music playing. Its pretty difficult to make studying efficient by flooding the air with sidetracking music. As someone told me, Work hard, and party harder. C. Achievement 1. Definition of achievement A students current level of achievement is at a standard above their year group, which means that special consideration needs to be given to their learning needs in order to provide them with sufficient challenge to continue their accelerated rate of progression into the future. A student is currently meeting the standard, and effective classroom teaching should realistically enable them to meet or well exceed the standard for next year. A student is not currently meeting the standard, but there is every reason to believe that their learning needs can be accommodate within effective differentiated classroom teaching in order to meet the standard for next year. A students current achievement against the standard is such in order to have a realistic chance of making sufficient progress to meet the standard for next year, special consideration needs to be given to their learning needs and specific actions in addition to effective differentiated classroom teaching may need to be taken.

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The way in which these generic definitions are translated into practice within different subject areas may vary. One approach is to identify the year standard (linked to curriculum progression) which is the best fit with the students current level of achievement in the subject. If the balance of evidence shows that student performance:

Maps more closely to a standard above that year's standard, the students achievement is likely to be described as above the National Standard Is predominantly meeting the expectations at a year level, the students achievement will be described as at the National Standard Maps more closely to the preceding year's standard, the students achievement will be described as below the National Standard Maps more closely to a standard more than one year below, the students achievement is likely to be described as well below the National Standard. Students who are well below the expected standard may require

modified classroom programmes and extra support to continue their development and maintain positive attitudes. In order to make a judgment from the balance of evidence, a range of sources will need to be considered, including classroom observation against clear criteria, demonstrated behavior on texts and tasks and the information from student performance on assessment activities. 2. Motivation and English achievement Guided by self-determination theory, the present study sought to (1) construct a scale of English learning motivation in a particular Chinese context, the Intrinsic /Extrinsic Motivation Scale of English Learning (I/EMSEL) and (2) explore the relationship between intrinsic motivation, extrinsic motivation and English achievement. The I/EMSEL scale was administered to two samples of first-year non-English-majors. Factor analysis of the results revealed a multidimensional construct composed of motivation for knowledge, motivation for challenge, internal fulfillment regulation and external utility

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regulation. Pearson correlations and multiple regressions were then performed between different kinds of motivation and English achievement. Results indicated that autonomous extrinsic motivation correlated positively with intrinsic motivation and achievement, while controlled extrinsic motivation correlated negatively with them. The results were discussed from the aspect of self-determination theory and the reference to their relevance in the EFL classroom. In the field of second language acquisition (SLA) there have been various attempts to define second language acquisition motivation and to discover the relationship between motivation and English achievement. It has been argued that learning a second language differs from learning other school subjects because of its social nature (Dornyei, 2003). Many theories of language learning motivation tend to be social-psychological, among which the most influential is Gardner's socio-educational model, including attitudes, motivations and anxiety variables (Gardner, 1988; Gardner, Masgoret, Tennant, & Mihic, 2004; Masgoret & Gardner, 2003). Integrative orientation and instrumental orientation are two important factors in his theory. An integrative orientation occurs when learners hold favorable attitudes to the language/culture, and wish to identify with the culture of speakers of that language. An instrumental orientation refers to the utility value of learning a second/foreign language, such as passing examinations, financial rewards or future career. Burke (2004) found that aspects of integrative motivation are related to greater motivational effort as well as better language competence in learning a second language. An instrumental orientation was likely related to outcomes such as job-seeking and social status. Intrinsic motivation originates from within the individual and results in enjoyment of the process of increasing one's competency in regard to particular academic tasks. Extrinsic motivation is motivation induced by rewards or punishment dependent upon success or failure in the task (Deci & Ryan 2000; Walker, Greene, & Mansell, 2006). Contrasted with intrinsically motivated

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students, who work for the feeling of satisfaction or accomplishment, extrinsically motivated students will perform mainly for the attainment of a desired external reward or to avoid external punishment. Are extrinsic and intrinsic motives necessarily incompatible? In the past, researchers found that extrinsic motivation sometimes has a destructive impact on intrinsic motivation by perceived constraints on autonomy (Lepper, Greene, & Nisbett, 1973). Hennessey and Amabile (1998) also found that a promised reward for non-specific performance lessened intrinsic motivation by reducing perceived self-determination or increasing attention to the reward. However, the external reward contingency (requiring a high level of performance or novel performance) may increase perceived competence and self determination, thus increasing intrinsic motivation. Researchers

(Covington, 2000a, 2000b; Eisenberger & Shanock, 2003) found that if external rewards function as feedback for how they can improve and learn more, external rewards may improve intrinsic motivation. Why do those results seemingly conflict with each other? Firstly, researchers use different methodology and procedures to define intrinsic and extrinsic motivation. (Eisenberger & Shanock, 2003). Secondly, it is suggested that researchers should investigate the effects of different kinds of external rewards on intrinsic motivation. A meta-analysis showed that different kinds of rewards function differently (Deci, Koestner, & Ryan, 1999). 3. Reporting students achievement Student achievement is communicated formally to students and parents by means of the Virtual High. a. Reporting on Achievement of Curriculum Expectations The report card, which follows the Provincial Report Card extremely closely, provides a record of the students achievement of the curriculum expectations in the form of a percentage grade, which reflects the

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corresponding level of achievement as described in the achievement chart for the discipline.

A final grade is recorded for every course, and a credit is granted and recorded for every course in which the students grade is 50% or higher.

The final grade for each course in Grades 912 will be determined as follows: 70% of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the students most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement. 30% of the grade will be based on a final evaluation in the form of an examination and or performance essay and/or other method of evaluation suitable to the course content and administered towards the end of the course.

b. Reporting on Demonstrated Learning Skills The report card provides a record of the learning skills demonstrated by the student in every course, in the following five categories: Works Independently, Teamwork, Organization, Work Habits, and Initiative. The learning skills are evaluated using a four-point scale (EExcellent, GGood, SSatisfactory, NNeeds Improvement). c. Teacher Comments The report card also includes teachers comments on the students strengths, weaknesses, and areas in which improvement is needed. d. Principal Comments The report card may also include the principal's comments on the performance of the student.

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D. Relevant Study In case of supporting the investigation, this research needs the relevant of the study to determine the similarity and differentiation of the investigation. So, this research is relevant with Hamdis thesis (2008) in which he investigated about the correlation between the educational level of parents and their children English achievement. This research was conducted at MA DAYAMA JEROWARU for the second year students. In this investigation, he concluded that there was no close relationship or correlation between the educational level of parents and their children English achievement. It can be seen from the result of the hypothesis testing that is the t value was lower than the t table. But in this research, the researcher would like to investigate the correlation between students motivation in music and their English achievement at SMAN 2 Selong for the eleventh graders 2010/2011. In this case, the researcher adopts the similar investigation in which both a writer and his study investigate about correlation study. Furthermore, the research is different on the objects of the investigation. He investigated about the correlation between the educational level of parents and their children English achievement. But on the other hand, the researcher will investigate about the correlation between students motivation in music and their English achievement. E. Theoretical Framework Butler (1985:137) states that correlation is area of statistics which is concerns with the study of systematic relationship between two (or more) variables, and attempts to answer questions such as. Do high values of variable X tend to go together with high values of variable Y? Or do high values of X go with low values of Y? Or is there some more complex relationship between X and Y, or perhaps no relationship at all? In the study researcher will correlate the variable X and Y namely; students motivation in music and uneducational level on students English achievement include the coefficient correlation of bipartite. In Indonesia, the

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formal educational are related to the elementary school (SD), junior high school (SMP), senior high school (SMA), and university. Both students motivation in music and uneducational will be correlated based on the students achievement on English, while achievement means that the fact of having the skill, power of other qualities that are needed to do something. (Steve vai by, AS. 1986: 8). The students achievements have close relationship with the background of their music educational level. Some programs involve the music which does not usually participate in students education. One kind of musical involvement is school-based and includes participating in music-teacher conferences and functions, and receiving and responding to the written communications from the teacher.

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CHAPTER III RESEARCH METHODOLOGY In this part, it needed to determine clearly the design and method that will be used by the writer to found out the general innate. So, the research methodology was meaningful. And, in this chapter the writer elaborated and talked about: research design, population and sample, instrument of the study, technique of data collection, and technique of data analysis. A. Research Design Research design was a planning for collecting and analyzing the data in order to answer the research questions. Next, the writer collected and analyzed the data by using descriptive. It meant that there were certain procedures for collecting the data; it was a design of the research. Therefore, the writer designed the method used in the research was the quantitative method. The obtained data was analyzed statistically by using correlation techniques to examine the existing relationship between variables. B. Population and Sample In conducting the investigation, the writer needed to determine one of the important elements was a research population as the subject. Hadi, in Nahdi (2005: 22) states that population is number of people or individual who has at least the same characters. Furthermore, the writer presented about population and sample of the study. 1. Population of the Study In this research, it needed to determine the subject of the research, and also where and from whom the researcher collected the data. Arikunto (2006: 108) states that population is defined as a set of all elements possessing one or more attributes of interest. Based on the above opinion, the writer concluded that the population was a set of elements and character having at least the same category. So, the

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writer determined the population of the investigation that will be analyzed was the eleventh graders of SMAN 2 Selong in the school year 2010/2011 and the research will chose the XI IPA 1, XI IPA 2, and XI IPA 3 classes to be the population of the study which the total of the students in the eleventh graders of IPA classes are 103 students. 2. Sample of the Study In a research, the subjects selected were usually used as the sample of the study. One opinion states that if we will investigate only part of the population, it is called sample study (Arikunto, 2002: 112). It means that a good sample should be representative. In this research, the writer took the sample based on their music participant in their school. Arikunto in the same page states that if the subject of the study are less than hundred, all population can be taken as a sample of the study and if the number of subjects are more than hundred, sampling technique can be done to take as a sample of the study and 10-15% of all population can be taken as a sample of the study. Based on the above experts opinion, the research knew the total number of population were more than a hundred. Therefore, the researcher took 20% from the total number of population as a sample, which consists of 21 students. In paradigm, the whole eleventh graders will be taken to be a sample of the study based on their music background. To get more detail explanation above this investigate, the writer presented the number of the samples as the following table.
Table 1 Sample of the study

No 1 2 3 Total

Classes XI IPA.1 XI IPA.2 XI IPA.3

Population 32 31 40 103

Sample 7 7 7 21

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C. Instrument of the study Based on the research methodology, the researcher needed to determine the research instrument to derive the data. The instrument that was designed can be used as a measurement to get a valid data. Arikunto (2002:142) states that instrument is a tool that is used by the researcher to collect the data. Furthermore, Tjokrosujoso in Wahyudi (2004:39) states that a test is a set of questions and stimulus given to the subjects or respondents, to get answer or responses which will be a standard in measuring the achievement, skill, knowledge, intelligence, aptitude, personality of individual group. While questionnaire defined as a set of written questions given to the subjects to be answered based on their real condition. Referring the above opinion, the instrument was one component used by the researcher as a measurement in cased of collecting the data in the field. As has been known that the educational research instrument was generally use the quantitative approach namely test and questionnaire. To derive a valid data, the researcher used both forms of instruments such as test and questionnaire that was used in his investigation. A test used in this research instrument was formulated in multiple choice forms by involving listening skill. The total number of the test were fifty items, each item consist of four instructions. The whole items were answered by the students in order the researcher precisely knows the students achievement. Meanwhile, the questionnaires were answered by the students before having the test. Those questionnaires were answered by the students based on the background of their musics motivation. 1. Try Out of the Instrument Before administrating the instrument to the participants a tried-out might be conducted to determine validity and reliability. The test was tried out to the students who did not include to the population of this study. For this purpose, the writer selected the tried-out subject from the eleventh graders of SMAN 2 Selong in the school year 2010/2011. The choice of the subject was done because they have similar characteristics to the other students of the

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eleventh grader. Another reason to conduct the tried-out of the test was to determine type time allocated for the subjects to do the test. 2. Validity of Instrument In the selection of some tests, two questions might be considered: (1) What precisely did the test measure? And (2) How well did the test measure? Related to the above questions, Gay in Ramadhan (2000:27) states that test validity refers to the degree to which a test measures what is supposed to measured. Based on the above opinion, the writer determined the validity of instrument from number types of validity until the writer used the content of validity. The test was designed to measure achievement on English skill or the content of a particular course of study. In this case the writer measured the students achievement on English, whether the research instrument was valid or not. In this purpose, the writer calculated the test by using formula as follows:

(1) According to Healton in Munawar (1999: 58) says that a valid test is a test in which has P = 20% and D = 30% - 70%.

(2) Notes: CU = a great number of students in high group who answer correctly. CL = a great number of students in low group who answer correctly.

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= number of samples

Fv = facility value P D = level of difficulties = discrimination power

3. Reliability of Instrument The reliability meant the stability of test scores. A test cannot measure anything well unless if measures consistently. It meant that, the reliability concerned to the stability or consistency of the test performance which was evaluated so that the students score were the same or nearly the same for the same test. From the score, reliability was nearly perfect in the case of object tests, like composition or a series of test items may be made. Such as the thing or data that was measured somewhere, by using the instrument which was researched with the same result so the instrument was called reliable. In this case, Nunan (1997:59) says that the reliability refers to purely and simply to the precision of which the test measures and it means that the best measures what the test user want to measures. Related to the reliability of the instrument, the research needed the tried-out of the instrument which was arranged by the researcher. Actually, the bound of reliability was not for a test as a tool of measurement but as the results in the form of values score. A method for estimating the reliability of the test consists of giving single administration of one form of the test and then by dividing the item into the values, obtaining the score for each individual. By such Split half procedures, the researcher gathered with inters items consistency as determined by proposition of the students. To know the reliability of instrument, the writer calculated the test by using the following formula:

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(3) According to Rulon in Arikunto (2002: 161). In obtaining the variants difference, it was used the following formula: Vd = d2 (d2) N N (4) Where: r11 = Reliability of instrument Vt = Variance total Vd = Variance different D N = range difference = Number of students who try the test

D. Technique of Data Collection After the instruments determined, thus the next step was collecting the data. The data meant the whole information that was directly collected from the subjects. The data was obtained by giving the students a questionnaire and tests in objective form. Those questionnaires were given before taking the test. In obtaining the data, the researcher had to test some cases that are measured one day after the students having the questionnaire. The data was needed as the teaching and learning result. Then, the students were given the test concerns to the English achievement which was facilitated with the instruction at the beginning of the test To found out the data, the researcher needed information that was directly or indirectly obtained from the subject. The data of the study obtained in the regular instruction to the subject. The steps used in finding the data were as follows: 1. The researcher gave the questionnaire to the students as the sample of the research
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2. The researcher gave information to the students refer to research need and give the instruction to answer the questionnaire. 3. The students asked to submit their worksheet of questioner. 4. Finally, the writer was continuous to analysis of the students worksheet to find out individual score of students. E. Technique of Data Analysis In analyzing both data, the researcher used coefficient correlation between two different variables. According to Butler (1985: 141) states that correlation is the area of statistics which concerns with the study of systematic relationship between two or more variables, and attemps to answer the questions. Did high values of variable X tend to go together with high values of variables Y? Or did high values of X go with low values of Y? Or was there any complex relationship between X and Y, or perhaps there was no relationship at all? Based on the above explanation, the reesarcher analyzed the data by using the Person Product Momet formula stated by Butler (1985: 144) as follows: r (xy) = N ( xy) ( x) (y) {N ( x2) ( x)2 } { N ( y2) ( y)2 } (5) Notes: x y N x y = the sum of students music motivation scores = the sum of students test achievement scores = the number of sample = the students music motivation scores = the students test achievement scores

Before taking the formula, the researcher firstly worked through the following steps to get the values of x2, y2 and xy. Those values were needed in computing the correlation coeficient (r) of the Person Product Moment correlation by using raw score data.

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The steps were as follows: 1. Listed the score for each sample in parallel columns on a data sheet (scores of x and scores of y). 2. Squared each score and entered those values in the columns labeled x2 and y2. 3. Multiflied the scores (X x Y) and entered this value in the XY columns. 4. Added the values in each column. After finding the value of (r), futhermore the researcher presented the interpretation table of coefficient correlation of (r) value below: Table 2 The Interpretation of Coefficient Correlation Value of (r). Sum of value r 0.800-1.000 0.600-0.790 0.400-0.590 0.200-0.390 0.000-0.190 Interpretation Very high High Sufficient Low Very low (no correlation) (Arikunto, 2002: 245).

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CHAPTER IV DATA ANALYSIS AND DISCUSSION In this chapter the researcher obtained the data through the investigation and comes to the process of analyzing the data which followed by the interpretation of result. To be more detail and more clear the researcher elaborates as follows: A. Tabulation of the data Through the investigation the researcher got the data which was taken by using the questionnaire contained the students motivation in music. The questionnaire was given to the eleventh graders of SMAN 2 Selong in the school year 20010/2011 on 15 to 28th January 2011. The data derived through the questionnaire was scored and presented as in following table. Table 3 Score of students motivation Level of Students Music Name of Motivation Subjects (X) 50 50 50 70 35 35 25 50 80 80 25 25 40 75 40 50 25 50 25

No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

47.38 47.38 47.38 47.38 47.38 47.38 47.38 47.38 47.38 47.38 47.38 47.38 47.38 47.38 47.38 47.38 47.38 47.38 47.38

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20 21 TOTAL

30 85 995

47.38 47.38

Interpreting the above data see (appendicess: 13 and 15) those were elaborated from the subjects and classified as follows: 6 student got musics motivation score 50.00 1 students got musics motivation score 70.00 2 students got musics motivation score 35.00 5 students got musics motivation score 25.00 2 student got musics motivation score 80.00 2 student got musics motivation score 40.00 1 students got musics motivation score 75.00 1 student got musics motivation score 30.00 1 student got musics motivation score 85.00 As the amount of the score based on the students' motivation in music, the writer applied the following formula to determine the mean of scores: Where: N

= is the sum of students' music motivation = is the number of sample = is the mean scores of x

= 995.00 21

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= 47, 38 Table 4.1 shows that 13 students got lower than mean score. It means that (47.38%) of the students were having low motivation. And 8 students got highter than the mean score, it means that (52.62%) of the students were having high motivation. Moreover the researcher would like to present the data derived from the eleventh class students of SMAN 2 Selong after the students answered the English achievement test. This data was derived one day after the eleventh class students of SMAN 2 Selong had taken the questionnaire. Furthermore, the writer compared them to the students' English achievement scores. In more detail, the researcher presented the English achievement result as in the following table. Table 4 Scores of Students' English Achievement Level of Students Name of Subjects achievements scores (Y) 50 38.46 30.77 42.31 57.69 46.15 30.77 80.77 30.77 53.85 26.92 84.62 84.62 26.92 50 50 65.38 46.15

No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

52.20 52.20 52.20 52.20 52.20 52.20 52.20 52.20 52.20 52.20 52.20 52.20 52.20 52.20 52.20 52.20 52.20 52.20

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19 20 21 TOTAL

61.54 61.54 76.92 1096.15

52.20 52.20 52.20

Where: N

= is the sum of students' achievement scores = is the number of sample = is the mean scores of y = 1096.15 21 = 52,20

The table 4 above explicitly describes that 12 students score for the English test were higher meanwhile 9 students score for the English test were lower. B. Correlation between students motivation in music and their English achievement After obtaining students' music motivation scores of variable x and their English achievement of variable y, the writer than put the data into the working table to find the x2, y2 and xy. This was needed to compute the correlation coefficient (r) of the Person Product-moment correlation.

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Table 5 Interpreting the value of x and y Number of subjects 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Total X 50 50 50 70 35 35 25 50 80 80 25 25 40 75 40 50 25 50 25 30 85 995 Y 50 38.46 30.77 42.31 57.69 46.15 30.77 80.77 30.77 53.85 26.92 84.62 84.62 26.92 50 50 65.38 46.15 61.54 61.54 76.92 1096.15 X2 2500 2500 2500 4900 1225 1225 625 2500 6400 6400 625 625 1600 5625 1600 2500 625 2500 625 900 7225 55225 Y2 2500 1479.172 946.7929 1790.136 3328.136 2129.823 946.7929 6523.793 946.7929 2899.823 724.6864 7160.544 7160.544 724.6864 2500 2500 4274.544 2129.823 3787.172 3787.172 5916.686 64157.12 XY 2500 1923 1538.5 2961.7 2019.15 1615.25 769.25 4038.5 2461.6 4308 673 2115.5 3384.8 2019 2000 2500 1634.5 2307.5 1538.5 1846.2 6538.2 50692.15

The last step was to find the correlation coefficient (r) of the two variables with the following formula: ( ) ( )( ) ) ( ) ] ( ) ( ) ]

Where r11 = the person correlation coefficient; the subscripts x and y stand for the two variables being compared. ( ( ) ( ) )] ( ( )( ) ) ( )]

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C. Discussion Referring to the result of the correlation (r) of the two variables using the person product-moment correlation formula, and it was found out that the value of r was -0.073. The writer than determines whether the correlation between variable x and variable y are significant or not by determining the degree of freedom (df) for the person correlation. The formula value was used: Df= N Where N= is the number of samples Df= 21 The (r) tables (see appendix 16) shows that the critical value at significance level: 5%= 0.433 1%= 0.549 The value of r observation is compared to the critical value at both significance or not as well as to test whether the research hypothesis was accepted or rejected. Actually, the value of r observed was lower than the critical values at both significance levels. Therefore, the research hypothesis stated that there was a correlation between students motivation in music and their English achievement is rejected. It means that the alternative hypothesis was scientifically unproved, while the null hypothesis stated that there was no significance correlation between

36

students; motivation in music and their English achievement was definitely accepted. The last value of rxy (-0.073) means there was no correlation between variable x and variable y. from the quotation to the table 3 and 4 that the lower scores of variable x (47.38%) was also followed by the lower scores of variable y (52.20%). So that, there was no significance correlation between students motivation in music and their English achievement.

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CHAPTER V CONCLUSION A. Conclusions Based on the data analysis and discussion presented in the previous chapter, the researcher finally comes to the conclusion as follows: 1. The mean score of students' music motivation was 47.38 while the mean score of their English achievement was 52.20. 2. The value of the coefficient correlation between students' music motivation and their English achievement was (rxy) -0.073. Based on the coefficient correlation between students' motivation in music and their English achievement, there was no correlation between both, students motivation in music and their English achievement. It was approved that value of rxy < than critical value of rt (1%) = 0.549 and rt (5%) = 0.433 in the row of (df= 21). B. Suggestions In the end of the investigation, the researcher gives suggestions as a little contribution for the students, the teachers and the other researchers as follows: 1. Every teacher should try to learn like in listening the music. 2. School government should give some policy to the teacher to learn in leading the students to motivate them in music be a motivator in learning English 3. To another researcher, we hope them to show and look more about music and English achievement 4. Students should increase their achievement without having participated them in music to study.

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REFERENCES Angle.2006.Teacher perspectives on illinois alternate assesment (McGill international Excecutive Institute. Arikunto, Suharsimi . 2002 .Prosudur penelitian: Suatu pendekatan praktek. PT. Rineka Cipta.Jakarta. Nasution, S.2006. Berbagai pendekatan dalam proses belajar dan mengajar. Bumi Aksara. Butler, Christopher. 1985. Statistic in linguistic. New York: Basil Black well Ltd. Deboah. 1998. Students perception of the effect of the basic oral communication course on their devolvement as the communicator. Southem Illinois University Carbondale. Hornby, A.S. 1986. Oxford advanced learners dictionary. Oxford: Prenticee Hall Inc. Marsono, H. Bambang. 2000. The teaching of English to speakers of other language. Jakarta: Oxford Graventa Indonesia. Nahdi, 2005. Metodologi penelitian pendidikan (Sebuah panduan ringkas) STKIP Hamzanwadi Selong. Nunan, David.1997. Research method in language learning. New York: Cambridge University Press. Google search. 15. 06. 2010: 04. 00 pm. Music and students achievement. happy. Net. Selong. www. winta.com.cn, 28. 06. 2010: 06.49 pm. Motivation in education. Happy. Net. Selong.

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