KONTRIBUSI GAYA KOGNITIF, KECERDASAN LINGUISTIK DAN MOTIVASI BELAJAR TERHADAP PRESTASI BELAJAR BAHASA INGGRIS SISWA KELAS VIII DI SMPN 2 KUBUTAMBAHAN

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1 KONTRIBUSI GAYA KOGNITIF, KECERDASAN LINGUISTIK DAN MOTIVASI BELAJAR TERHADAP PRESTASI BELAJAR BAHASA INGGRIS SISWA KELAS VIII DI SMPN 2 KUBUTAMBAHAN Gede Eka Puja Dyatmika Dosen Tetap Jurusan Dharma Acarya Prodi Pendidikan Agama Hindu STAH Negeri Gde Pudja Mataram Abstract This research was to investigate the contribution of cognitive styles, linguistic intelligence, and learning motivation towards the eight grade student s English achievement of SMP 2 Kubutambahan. This research was intended to answer the following research questions: 1) Is there any significant contribution of cognitive styles towards the eight grade student s English achievement of SMP 2 Kubutambahan; 2) Is there any significant contribution of linguistic intelligence towards the eight grade student s English achievement of SMP 2 Kubutambahan; 3) Is there any significant contribution of learning motivation towards the eight grade student s English achievement SMP 2 Kubutambahan; and 4) Is there any significant contribution of cognitive styles, linguistic intelligence and learning motivation towards the eight grade student s English achievement of SMP 2 Kubutambahan? An ex post facto research design was used in this study, which involved 132 students as samples. The number of samples was determined by using simple random sampling. The data of this study were obtained through two models of instruments, namely test and questionnaire. The data were analyzed through correlation, simple and multiple regressions. The contributions of cognitive styles were 14%, linguistic intelligence was 12.5%, learning motivation 8.1%, and the contributions of those three variables were 28.3%. It means that there are other factors 71.7% which affect English achievement. The findings of the study were: 1) There was a positive significant contribution of cognitive styles to the student s English achievement; 2) There was a positive significant contribution of linguistic intelligence to student s English achievement; 3) There was a positive significant contribution of learning motivation to student s English achievement; and 4) There were simultaneous positive significant contribution of cognitive styles, linguistic intelligence, and learning motivation towards student s English achievement. Key words: cognitive styles, linguistic intelligence, learning motivation, and English achievement. A. Introduction Development constitutes a continual process which involves certain factors, such as politic, economic, social, and cultural factors. The main purpose of development itself is to increase the prosperity of society.

2 In order to achieve this purpose, qualified human resources who possibly become the actors of development are required. So in this case, education has a strategic role in providing qualified human resources, and also education will determine whether the development itself is successful or not. In other words, it can be said that education is as the main thing in determining the success of a development. Karyadi (1994) in Suranada (2003) states that education is a strategy which can be used to increase the quality of human resources. Furthermore, Coser et al. (1983) in Hasbullah (2005: 9) says that education is defined as deliberate, formal transfer of knowledge, skills and values from one person to another. Moreover, Mars and Stafford (1984) in Suranada (2003) says that a good education will bear human resources who have high quality. Based on those definitions, it is clear that education has an important role in providing qualified human resources, because by education, the people will have high quality, in the sense that they have got knowledge, skills, and values to support the success of our development. Education in Indonesia can be classified into two, namely informal and formal education. Informal education can occur in students family and their environment, while formal education can occur in a school through teaching and learning process. A school has heavy obligation and missions in succeeding education, especially it has function to make students succeed in teaching and learning process. At school students must take many subject matters, one of which is English subject. English subject has different characteristics from other subjects such as social and exact sciences. The differences lie on the function of language as a means of communication. It means that to learn English does not only learn vocabularies and grammar, but learners must try to use or apply them in real communication activity. For some students, English is considered as a very difficult subject, because they must learn spellings, pronunciation, vocabularies, meaning, and grammar. So, such students get low English learning achievement. One of the successful key in learning is that students obtain high learning achievement. It means that if students get good learning achievement, it can be said that they succeed in learning. Learning achievement is an actual ability which can be measured directly by a test (Woodwort and Marquist, 1962) in Suranada (2003). Meanwhile, Nasution (1993: 439) states that learning achievement is the mastery of certain knowledge or skills in a subject/lesson which are obtained by students from the result of the test.

3 A preliminary observation and interview were conducted with the English teachers of SMP 2 Kubutambahan in academic year 2008/2009. The teachers mentioned that there were some students of grade IX who did not pass the English examination (Ujian Nasional). English learning achievement of grade VII and VIII was not far from grade IX, 15% percent of the students of SMP 2 Kubutambahan must follow remedial program in English subject. Furthermore, based on the result of early interview towards some students, it can be concluded that the difficulty of students of SMP 2 Kubutambahan in learning English was caused by a number of factors, such as: 1) students did not understand the English subject; especially for listening skills; 2) the students are lack of vocabularies; 3) the students are also lack of practicing at school; and 4) the lack of facilities such as English laboratory. Most of the students said that English subject was really difficult to learn, and also some students were afraid of English subject. Based on that condition, it means that students were not motivated or they had low motivation to learn and they were also reluctant to learn English. These conditions certainly would influence the students English achievement. In relation to students learning achievement especially in English subject, it can be said that students English achievement is not appropriate with the expectation of the school. There are some statements of the problems that would be investigated in this study, namely: 1) Is there any positive contribution of cognitive styles towards the eighth grade students English achievement of SMP 2 Kubutambahan?, 2) Is there any positive contribution of linguistic intelligence towards the eighth grade students English achievement of SMP 2 Kubutambahan?, 3) Is there any positive contribution of learning motivation towards the eighth grade students English achievement SMP 2 Kubutambahan?, and 4) Is there any positive contribution of cognitive styles, linguistic intelligence, and learning motivation towards the eighth grade students English achievement of SMP 2 Kubutambahan? Naiman et al. (1978) in Artini (2009) in The Good Language Learner, propose list of factors that cause individual differences in language learning. From learners point of view, these factors include the factors of age, intelligence, aptitude, motivation, attitude, personality, and cognitive style. From the teacher point of view, they are materials, syllabus, methodology, and resources, while from context point of view, the factors cover second and foreign language learning factors.

4 Thus, based on some explanations above, it can be concluded that there are some factors that affect the success of students in learning. In this study, the writer only focuses on intrinsic factor of students such as cognitive styles, linguistic intelligence, and learning motivation. At the end of teaching and learning process, educators usually conduct an assessment. The purpose of the assessment is to know how far the success of learners in teaching and learning process is. Based on the assessment that has been conducted by educators, they will know the level of learners ability. The level of learners ability in learning is often called students learning achievement. Learning achievement is an actual ability which can be measured directly by a test (Woodworth and Marquist, 962: 58) in Suranada (2003), while Nasution (1993) says that achievement is the mastery of certain knowledge or skills in a subject or lesson which is obtained by students from the result of following a test. Ellis (1985: 114) says that cognitive styles are a term which is used to refer to manner in which people perceive, conceptualize, organize, and recall information. Each person is considered to have a more or less consistent mode of cognitive functioning. Moreover Johnson (2001) says that when we are given a problem to solve, we all have our own preferred ways of tackling it. These ways of thinking are referred to as cognitive styles. According to Reigeluth (1996) in Uno (2008: 189), cognitive styles are one of learners characteristics in teaching and learning process, besides other learners characteristics such as motivation, attitude, talent, interest, and ability of thinking. As one of learners characteristics, cognitive styles have important position for teachers in designing teaching materials. In designing teaching materials, teachers must be able to adapt teaching material with learners cognitive styles. In addition, according to Gagne (1985) in Uno (2008: 185), certain teaching strategies need certain learning styles. Gardner (in Suparno, 2004) explains that linguistic intelligence is the capacity to use and process words effectively either orally or written. People who have high linguistic intelligence will show that they use a language fluently, well, and completely. They will also be easy to learn a language or some languages. Children who have good linguistic intelligence will show good ability in speaking. If they are asked to make sentences, their sentences look good. They like to express themselves with

5 language; they usually get better mark in language subject than those who are not good in linguistic intelligence (Suparno, 2004). Motivation and learning constitute two things that influence each other. In learning activity, the students highly need motivation. Learning motivation is a power that can give a drive to learners to do learning activity (Daien, 1973). It means that the existence of learning motivation makes learners eager to learn, and they will focus to study. Moreover, Sardiman (2009:75) defines learning motivation in learning activity as all drives that make learners do learning activity. Learning motivation guarantees the sustainable learning activity which gives direction to learning activity in order that learners can achieve their goals in learning. B. Research Methods This study was conducted by using an ex post facto research design with correlational analysis. The population of the study was all students of the grade eight of SMP 2 Kubutambahan in academic year 2009/2010. The number of the students of grade eight of SMP 2 Kubutambahan in academic year 2009/2010 was 232. Based on the Krejcie Table, the number of samples which was used in this study was 114 students. The data of the study were collected in two different ways, namely by means of questionnaire and test. Questionnaires are documents that ask the same questions of individuals in the sample (Borg et al., 2003). This study used closed or structured questionnaires. These questionnaires were used for collecting data of students learning motivation. The questionnaires were arranged by using Likert scale. Test was used in order to know the data of: 1) students cognitive styles, 2) students linguistic intelligence, and 3) students English learning achievement. Students English achievement was measured by using achievement test. Students linguistic intelligence was measured by using linguistic intelligence test. Students cognitive styles were measured by GEFT (Group Embedded Figure Test). D. Findings and Discussion 1. Findings

6 After all requisites have been fulfilled, then hypotheses testing can be continued. The result of hypotheses testing will show whether the data support or not towards the hypotheses that have been stated previously. Hypothesis one, two, and three were analyzed by using analysis of simple regression, while for the fourth hypothesis was analyzed by using multiple regression. Alternative hypothesis (Ha) states that there is a positive contribution of cognitive styles towards the eighth grade students English achievement of SMP 2 Kubutambahan. The calculation of simple regression Y towards X revealed that the regression line Ŷ = X1. For determining the significance of regression line, F test was used. Based on the calculation of SPSS 13 for windows, the calculation found out that Fo was and F table (1:142:0.05) was So, Fo was > F table (1:142; 0.05). = It means that the regression line can be used to predict students English learning achievement based on students cognitive styles. The summary of calculation of significance test and linearity are presented as follows. Table 4.12 ANAVA for Significance Test and Regression Linearity of English Learning Achievement (Y) towards Cognitive Styles (X1); Ŷ : X1 Df Sum of Mean Squares Square Fo Significance Regression Residual Total Based on the table above, it can be concluded that regression Ŷ: 13, X1 is significant and linear. The relationship between cognitive styles (X1) and English learning achievement (Y) were calculated by using product moment correlation. Based on the calculation of SPSS 13, correlation coefficient rxy was Based on significant level 0.05, r table was So, the correlation coefficient r xy was > r table was 0.159, and the contribution of cognitive styles was 0.14 (14%). It means that the relationship between cognitive styles and English learning achievement is significant. Thus, null hypothesis (Ho) which states that there is no contribution of cognitive styles towards the eighth grade students English achievement of SMP 2

7 Kubutamabahan is refused, while alternative hypothesis (Ha) which states that there is a positive contribution of cognitive styles towards the eighth grade students English achievement of SMP 2 Kubutambahan is accepted. The conclusion is there is a positive significant contribution between cognitive styles towards the eighth grade students English achievement of SMP 2 Kubutambahan (the detailed calculation can be seen in the Appendix 8). Alternative hypothesis (Ha) states that there is a positive contribution of linguistic intelligence towards the eighth grade students English achievement of SMP 2 Kubutambahan. The calculation of simple regression Y towards X2 revealed that the regression line Ŷ = X2. For determining the significance of regression line then F test was used. Based on the calculation of SPSS 13 for windows, the calculation found out that Fo was and F table (1:142; 0.05) was 3.91 So, Fo = > F table (1:142; 0.05). = It means that the regression line can be used to predict students English learning achievement based on students linguistic intelligence. The calculation of significance test and linearity are presented as follows. Table 4.13 ANAVA for Significance Test and Regression Linearity of English Learning Achievement (Y) towards Linguistic Intelligence (X2); Ŷ = X2 Df Sum of Mean Squares Square F value Significance Regression Residual Total Based on the table above, it can be concluded that regression Ŷ = X2 is significant and linear. The relationship between linguistic intelligence (X2) and English learning achievement (Y) were calculated by using product moment correlation. Based on the calculation of SPSS 13, coefficient of correlation rxy was Based on significant level 0.05, r table was So, correlation coefficient rxy was > r table was 0.159, and the contribution of linguistic intelligence was (12.5%). It means that the relationship between linguistic intelligence and English learning achievement is significant. Thus, null hypothesis (Ho) which states that there is

8 no contribution of linguistic intelligence towards the eighth grade students English achievement of SMP 2 Kubutambahan is refused, while alternative hypothesis (Ha) which states that there is positive contribution of linguistic intelligence towards the eighth grade students English achievement of SMP 2 Kubutambahan is accepted. The conclusion is there is a positive significant contribution of linguistic intelligence towards the eighth grade students English achievement of SMP 2 Kubutambahan (the detailed calculation can be seen in the Appendix 9). Alternative hypothesis (Ha) states that there is a positive contribution of learning motivation towards the eighth grade students English achievement of SMP 2 Kubutambahan. The calculation of simple regression Y towards X3 revealed that the regression line Ŷ = X3. For determining the significance of regression line then F test was used. Based on the calculation of SPSS 13 for windows, the calculation showed that Fo was and F table (1:142; 0.05) was So, Fo was > F table (1: ). = It means that the regression line can be used to predict students English learning achievement based on students learning motivation. The calculation of significance test and linearity are presented as follows: Table 4.14 ANAVA for Significance Test and Regression Linearity of English Learning Achievement (Y) towards Learning Motivation (X3); Ŷ = 13, ,146 X3 Df Sum of Mean Squares Square F value Significance Regression Residual Total Based on the table above, it can be concluded that regression Ŷ= 13, X is significant and linear. The relationship between learning motivation (X3) and English learning achievement (Y) were calculated by using product moment correlation. Based on the calculation of SPSS 13, correlation coefficient rxy was Based on significant level 0.05, r table was So, correlation coefficient rxy was > r table was 0.159, and the contribution of learning motivation was (8.1%). It means that the relationship between learning motivation and

9 English learning achievement is significant. Thus, null hypothesis (Ho) which states that there is no contribution of learning motivation towards the eighth grade students English achievement of SMP 2 Kubutamabahan is refused, while alternative hypothesis (Ha) which states that there is a positive contribution of learning motivation towards the eighth grade students English achievement of SMP 2 Kubutambahan is accepted. The conclusion is there is a positive significant contribution of learning motivation towards the eighth grade students English achievement of SMP 2 Kubutambahan (the detailed calculation can be seen in the Appendix 10). The fourth hypothesis was analyzed by multiple regression analysis. The alternative hypothesis (Ha) states that there is a positive contribution of cognitive styles, linguistic intelligence, learning motivation towards the eighth grade students English achievement of SMP 2 Kubutambahan. The calculation of simple regression Y towards X1, X2, and X3 revealed that the regression line Ŷ= X X X3. The R(1,2,3) was To test the significance of multiple regressions, then F test was used. From the calculation of SPSS 13, Fo was and the value of F table (3:140; 0.05) was Thus, Fo was > F table (3:140;0.05) = The decision is Ho is refused and Ha is accepted. In conclusion, there is a positive contribution of cognitive styles, linguistic intelligence, and learning motivation towards the eighth grade students English learning achievement of SMP 2 Kubutambahan 2. Discussion The result of first hypothesis test showed that null hypothesis which states that there is no positive contribution of cognitive styles towards the eighth grade students English achievement of SMP 2 Kubutambahan was refused. It means that there is a positive contribution of cognitive styles towards the eighth grade students English achievement of SMP 2 Kubutambahan. Coefficient of correlation rxy was 0.374, regression line was Ŷ= X1, while the contribution of cognitive styles was (14%). This finding was supported by Reigeluth (1996) in Uno (2008:189) who says that the position of cognitive styles in teaching and learning process can not be ignored, cognitive styles is one of learners characteristic, besides other learners characteristic such as motivation,

10 attitude, talent, interest, and ability of thinking. This finding was also supported by Naiman et al. (1987) in their study entitled A Study of English Speaking Eight, Tenth, Twelfth Graders Who Were Learning France in Toronto, found out that field independence correlated positively and significantly with language success in the classroom (Brown, 1987:86). The result of second hypothesis test showed that null hypothesis which states that there is no positive contribution of linguistic intelligence towards the eighth grade students English achievement of SMP 2 Kubutambahan is refused. It means that there is a positive contribution of linguistic intelligence towards the eighth grade students English achievement of SMP 2 Kubutambahan. Coefficient of correlation rxy was 0.353, regression line was Ŷ = X2, while the contribution of linguistic intelligence was (12.5%). This finding was supported by Gardner in Suparno (2004) who explains that linguistic intelligence as capacity to use and process words effectively either orally or written. People who have high linguistic intelligence will show that they use a language fluently and well. They will also be easily to learn a language. The result of third hypothesis test showed that null hypothesis which states that there is no positive contribution of learning motivation towards the eighth grade students English achievement of SMP 2 Kubutambahan is refused. It means that there is a positive contribution of learning motivation towards the eighth grade students English achievement of SMP 2 Kubutambahan. Correlation coefficient rxy was 0.284, regression line was Ŷ = X3, while the contribution of learning motivation was (8.1%). This finding was supported by Sardiman (1986) who states that motivation is an essential condition of learning. The result of learning will be maximal if there is motivation and also motivation will determine students success in learning. It was also supported by Setiyadi (2006) who states that the role of motivation in learning is not in question; if the students have high motivation, they will succeed in learning a language. The result of fourth hypothesis showed that null hypothesis which states that there is no positive contribution of cognitive styles, linguistic intelligence, and learning motivation towards the eighth grade students English achievement of SMP 2 Kubutambahan is refused. It means that there is positive significant contribution of cognitive styles, linguistic intelligence, and learning motivation towards the eighth grade students English achievement of SMP 2 Kubutambahan is accepted. Coefficient correlation R (1,2,3) was 0.532, regression line was Ŷ =

11 0.493 X X X3, while the contributions of cognitive styles, linguistic intelligence, and learning motivation was 28.3%. It means that there are other factors 71.7 % which affect students English achievement. To know the other factors which affect students English achievement, further research or study needs to be conducted by using other factors which are predicted can give contribution towards students English achievement. D. Conclusion and Suggestions 1. Conclusion Based on the result of the study and the discussion which have been stated previously, it can be concluded as follows. 1) There is a positive contribution of cognitive styles towards the eighth grade students English achievement of SMP 2 Kubutambahan, coefficient of correlation rxy is 0.374, regression line is Ŷ = X1, and the contribution of cognitive styles variable is 0.14 (14 %). Thus, the higher score of students cognitive styles the higher score of students English achievement and vice versa. 2) There is a positive contribution of linguistic intelligence towards the eighth grade students English achievement of SMP 2 Kubutambahan, coefficient of correlation rxy is 0.353, regression line is Ŷ = X2, and the contribution of linguistic intelligence variable is (12.5 %). Thus, the higher score of students linguistic intelligence the higher score of students English achievement and vice versa. 3) There is a positive contribution of learning motivation towards the eighth grade students English achievement of SMP 2 Kubutambahan, coefficient correlation rxy is 0.284, regression line is Ŷ = X3, and the contribution of learning motivation variable is (8.1 %). Thus the higher score of students learning motivation the higher score of students English achievement. 4) There is a positive contribution of cognitive styles, linguistic intelligence, and learning motivation towards the eighth grade students English achievement of SMP 2 Kubutambahan. Coefficient of correlation rxy is 0.532, regression line is Ŷ = X X X3.

12 The contribution of cognitive styles, linguistic intelligence, and learning motivation variables are (28.3 %). It means that there are other factors 71.7 % which affect students English achievement. 4.2 Suggestions Based on the discussions and conclusions above, there are some suggestions: 1) Cognitive styles are an important thing in teaching and learning process, so that in teaching and learning process teachers should be able to know students cognitive styles, because different students have different cognitive styles. In relation to the importance of cognitive styles in this study, teachers are expected to be able to design learning materials and learning exercises that are relevant to students cognitive styles. 2) The relationship between linguistic intelligence and English achievement is significant. So, teachers must be able to increase students linguistic intelligence by giving more exercises, such as practice story telling, teach new words, and give appropriate reading exercises. 3) Teacher should be able to create a condusive learning situation, design interesting materials and exercises, use appropriate strategy in order to be able to increase students learning motivation. 4) Considering that the contribution of those three variables are low in this study. So, further study needs to be conducted by using broader population and variables. REFERENCES Arikunto, Suharsimi Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: Rineka Cipta. Arikunto, Suharsimi Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara Artini, Luh Putu Theories on English as a Foreign Language Teaching and Learning: A Literature Review. Singaraja: Universitas Pendidikan Ganesha. Borg, Walter R., Meredith D., Gall Joyce P Educational Research an Introduction. United States of America: Pearson Education, Inc. Daien, Amir Indrakusuma Pengantar Ilmu Pendidikan. Malang: Usaha Nasional.

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