CHAPTER I

INTRODUCTION

A. Background of the Study

In Indonesia, English have been taught to students since they are in

elementry school, and its curriculum has allowed fundamental grammar to

be learned in junior and senior high school. Nowadays, good writing skill

is demanding as long as it has important role to convey a phemonenon of

event more detail and understandable. Well written has several sub-points

to be considered, those are grammar, idea or contents, organization, word

choice, sentence fluency, and conventions. But then, most people,

particularly students have less undestanding in creating a good written,

even more a very good written. This thing is the root of the problem in

creating the good written. Finally, the result of their writting surely are

going bad.

Actually, there is a lot of things that should be considered by the

writer in creating a good writing, but there are fundamental things to be

considered, those are an interest and grammar. Grammar is the set of

formal patterns in which the words of a language are arranged in order to

convey larger meanings (Hartwell, 2008: 109), while the interest in

individually is conceived of as a relative enduring preference for certain

topics, subject areas, or activities (Schiefele, 1991: 302).

Furthermore, when the writer has considered all the elements in

creating a good written, particularly the grammar and interest that will be

1
 examined by the researcher in this research, the result of their writing will

be more comprehendable and meaningful. In this case, the research aims

to examine the correlation between these three major points: Students’

interest, grammar mastery, and writing achievement.

B. Statements of the Problem

From three major points of this study, there are some questions

appear to be answered, as follows:

1. Is there any correlation between students’ interest towards writing

achievement of 1st grade students at Madani Super Camp?

2. Is there any correlation between grammar mastery towards writing

achievement of 1st grade students at Madani Super Camp?

3. Is there any correlation between students’ interest and grammar

mastery of 1st grade students at Madani Super Camp?

4. Is there any correlation between students’ interest, grammar mastery,

towards writing achievement of 1st grade students at Madani Super

Camp?

C. Purposes of the Study

In conducting this research, of course, the researcher will have

purpose to achieve, as follows:

1. To find out the correlation between students’ interest towards writing

achievement of 1st grade students at Madani Super Camp.

2. To find out the correlation between grammar mastery towards writing

achievement of 1st grade students at Madani Super Camp.

2
 3. To find out the correlation between students’ interest and grammar

mastery of 1st grade students at Madani Super Camp.

4. To find out the correlation between students’ interest, grammar

mastery, towards writing achievement of 1st grade students at Madani

Super Camp.

D. Significances of the Study

The result of the study is expected to be used theoretically and

practically:

1. Theoretically

a. The results of this study are expected to improve our understanding

that interest and grammar greatly affect the results of students’

writing.

b. As a reference to other researchers who want to study more

intensively in teaching writing.

2. Practically

a. The result of this study is suggested to increase the students’

competence in English writing skill.

b. Through this study, teachers will understand about what shoud they

teach first to their students in improving students’ writing ability.

E. Limitation of the Study

In examining the correlation between students’ interest, grammar

mastery, towards writing achievement, the researcher will use narrative

text for narrowing and facilitating this research, and it is appropriate to

3
 these three variables also. The researcher will use narrative text because

some reasons as follows:

1. Narrative text is related to something interesting, that is story, that can

make students more interest than other texts. It will stimulate interest

of the students if they tell their life experiences or other strories that

they have red.

2. Narrative text is using simple past tense. The researcher considers the

1st students of Madani Super Camp have a good understanding about

grammar because their level equals to senior high school which means

they have learnt it. Thus, the researcher assumes they have background

knowledege of it.

F. Definition of the Key Terms

1. Students’ Interest

Students’ interest is an innate thing that comes from students

themselves for enjoying something in teaching learning process. With

an interest, students are more comprehendable in pervading materials

that delivered by their teacher or learnt by themselves.

2. Grammar

Grammar is the set of formal patterns in which the words of a

language are arranged in order to convey larger meanings. It is

important because it is the one of the sub-skills that should be learned

by the students in learning a new language.

4
3. Writing

Writing is a language skill that communicates indirectly, which

means someone who uses this skill do not need face to face to

communicate their ideas or notions. Writing has many considering

factors, one of those factors is grammar. When the writer contructs their

written, he or she needs grammar for building a conceptual thinking

about the structure of the English language.

5
 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Interest

1. The Defintion of Interest

Interest is conceived of as a relative enduring preference for

certain topics, subject areas, or activities (Schiefele, 1991: 302). More

contemporary interest theorists have divided interest into two

components: individual interest and situational interest (Hidi & Baird,

1988; Renninger, 2000: 42). The interest which will discuss in this

reasearch is individual interest because it is related to the students.

Interest refers to both the state of being engaged with and also

the predisposition to return to engagement with particular content. The

researcher presumes that students’ interest is the innate power comes

from within the students which makes them interested in to things that

deliver in teaching learning process. There are various ways for

stimulating their interest in teaching learning process, such telling

them a life experience or a life story, showing them pictures, giving

them audio visual materials, and so on as long as related to course or

lesson.

2. The Indicators of Interest

There are some factors that influence the interest, and it includes

them to the questionnaire as follows:

6
a. Enjoyment

Enjoyment is the pleasure felt when having a good time or

good act of recieving from something. When students enjoy

something especially the lesson, they will give good response to the

lesson by giving thier attention to teacher or lesson material.

b. Motivation

According to Harmer (1991), motivation is some kind of

internal drive which pushes some to do or think in order to achieve

something. With motivation, students will please and ease to get an

interest for learning or studying.

c. Attention

Agus Sujanto (1986) says attention is represented of

concentration or activity of soul to perception; understanding.

Learning or studying will more efficient when a person pay thier

attention. In the other hand, when someone has an attention to

something, it means he or she has interested to it.

d. Need

Need defined as circumstance in which something is lacking

or necessery or require some course of action. Lack of students’

comprehension could cause the students to learn especially English.

e. Desire

The desire that is exited by the enjoyment or the thought of

any good, and impels to action or effort its continuance or

7
 possession. If someone has a desire to study or learn something, he

or she will try to know it more.

B. Grammar

1. The Definition of Grammar

Generally, a language has its rules when it produces by human

being to make it sure understandable for others. This thing called

grammar. Every single language has grammar, included English.

Grammar is the rules that show how words are combined,

arranged or changed to show certain kinds of meaning (Swan, 2005:

19). Therefore, using correct grammar influence the spoken and

written languages which make the languages more understandable and

look well-regulated than not using it.

2. The Indicators of Grammar

According to Newman (2014: 100), there are five points about

grammar that should be considered in writing skill:

a. Sentence Structure

In grammar, sentence structure is very considered beacuse

regularity in English makes its meaning more understandable.

Itincludes coordination and subordination and variety.

b. Sentence Problems

In creating a sentence, writers needs more understanding,

especsially about problems that will be happened when they start to

write, such as fragments, comma splices, run-ons, etc.

8
 c. Verb Structures

In English, verb is one of the elements that should be

considered. Using different verb in a sentence can influence

whether the sentence means past, present, future, passive, active,

etc. It depends on structure or form of a verb.

d. Phrase Structure

The grammaritical arrangement of words in sentences called

phrase structure.

e. Articles, Pronouns, and Prepositions

Article is a word that is used alongside a noun to specify

grammatical definiteness of the noun, and in some languages

extending to volume or numerical scope. Pronoun is a word that

substitutes for a noun or noun phrase. Prepositions are words

which link nouns, pronouns and phrases to other words in a

sentence.

C. Writing

1. The Definition of Writing

According to Hedge (2005:10), he states the writing, “...produce

whole pieces of communication, to link and develop information, ideas,

or arguments for a particular reader or a group of readers.” Writing is

the last skill that comprehended by human being after listening,

speaking, and reading skill is writing skill. Writing skill needs plenty

understanding about particular language if it would be written.

9
 According to Brown (2000: 335), he states writing that he

assumes as a written language is the graphic repserentation of spoken

language, and that written performance is much like oral performance,

the only difference lying in graphic instead of auditory signals.

Therefore, writing is a skill that used by human in communicating their

ideas represented in graphic of spoken language.

2. The Indicators of Writing

In the teaching of writing, an evaluation should be done to

measure or to know the students’ ability in the writing. The

effectiveness of a learning process of writing skill can be measured

through an evaluation activity. According to Brown (2000: 357),

categories for evaluating the writing are:

a. Content

It includes thesis statement, related ideas, development of

ideas, and development of ideas through personal experience,

illustration, facts, and opinions.

b. Organization

It includes the effectiveness of introduction, logical sequence

of ideas, conclusion and appropriate length.

c. Discourse

It includes topic sentences, paragraph unity, transitions,

discourse markers, cohesion, rhetorical conventions, reference,

fluency, economy, variation.

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 d. Syntax

It is about how to make sentences arranged in sequence, and

which sequences are well-formed.

e. Vocabulary

It is all the words which exist in a particular language or

subject, and it is includes noun, verb, adjective, adverbs, and

prepositions.

f. Mechanics

It includes spelling, punctuation, and citation of references,

neatness and appearance.

3. The Rubric Score of Writing

In scoring the students’ final products, scoring rubric adapted from

Brown and Bailey (1984, cited in Brown, 2004:245) and ESL Composition

Profile (Jacob et.al, 1981; Hartfiel, 1985, cited in Ito, 2011:29) will use.

There are five aspects as the criteria in the scoring rubric, including

content, organization, vocabulary, grammar, and mechanics.

There are four categories using in this study in order to identify the

level of students’ ability in writing narrative text in each aspect. They are

excellent, good, fair, and poor in the range of scale from 1 to 20. If the

score of an aspect is more than 15 up to less than or equal 20 (15<n<20),

the competence of writing in terms of this aspect is describing as excellent.

The score of an aspect of composition is considering to be good if it is

achieved more than 10 up to less than or equal 14 (10<n<14). If the score

is more than 5 up to less than or equal 10 (5<n<10), it is interpreted as fair.

11
 If the score of an aspect of student’s narrative writing is more or equal

than 1 up to less than 4 (1<n<4), the competence of the students in this

aspect is considering to be poor.

D. Previous of the Study

The researcher takes research of Diah Kurnia Dewi as relevant of the

the study and tries to compared his research to her research. In comparing

this research with her research, the researcher finds out similarities and

differences as follows:

Table 01

Identification of Previous of the Study

No. Title Similarities Differences

1 The Students’ Interest 1. There is one 1. There are two

in Reading Scientific similar variable. different variables.

Essays, Scientific 2. Using similar kind 2. Using different

Vocabulary Mastery, of instrument in kinds of

and Their Achievement students’ interest. instruments, except

in Reading 3. Using similar data questionnaire for

Comprehension (Diah analysis students’ interest.

Kurnia Dewi in 2007)

The previous study of Diah Kurnia Dewi in 2007, and its title is

“The Students’ Interest in Reading Scientific Essays, Scientific

Vocabulary Mastery, and Their Achievement in Reading Comprehension”

has similarities and differences to this study.

12
 1. Similarities

In Diah’s research, she found out the correlation between those

three variables in her title; Interest of the students, vocabulary mastery,

and reading achievement. Her study is similar to this study, like having

three variables and using same formula for obtaining correlation

statistically.

2. Differences

The difference between this research and Diah’s research is the

variables of Diah’s research are interest of the students, vocabulary

mastery, and reading achievement, while the variables of this research

are interest of the students, grammar mastery, and writing achievement.

There are two different kinds of variables. Thus, both researches above

are using different kinds of instruments and data collecting.

After the researcher found out those similarities and differences

above, he will conduct this research in the line of research of Diah Kurnia

Dewi.

E. Theoretical Framework

According to writer, if someone - in this case, a student - have an

interest to lesson or course, they will easier understand or comprehend

than have not an interest. This is appropriate to the theory of Schiefele

(1991: 302), the interest in individually is conceived of as a relative

enduring preference for certain topics, subject areas, or activities. Similarly

with English, it will be easy to learn if the students have an interest.

13
 Henceforth, Grammar in language is very important because in

producing language, people need grammar for making their language

understandable and arranged, whether in spoken or written form. Grammar

is a system of rulers governing the conventional arrangement and

relationship of words in a sentence (Brown, 2000: 347). Thus, writer also

assumes when someones are having a good grammar in delivering their

language, means they are understand about the language. English also has

patterns of its grammar, and if the students can use its grammar properly,

we can assumes the students understand about English.

Writing is the last skill of 4 skills in comprehending a language,

because it requires plenty requirements for obtaining well language in

written form. Thus, Interest will become an important thing for keeping up

writers have good written, particularly students. One of the requirements

that needs an interest is grammar. Grammar consists a lot of it rules, and it

starts from easy to complicated rules. By having an interest, the students

will learn and master the grammar with their pleasure, and produce their

written properly. Therefore, it indicates that, the relation between an

interest, grammar, and writing does exist.

As the topics of this study, students’ interest, grammar mastery, and

writing achievement will be observed by the researcher to find out the

significances of thier correlations. Only then, the researcher would

determine whether his notions in the hypothesis are correct or not.

14
F. Hypothesis

A hypothesis in this research is a basic assumption of the result of

the research will be. There are two kinds of hypothesis:

1. Alternative Hypothesis (Ha)

a. There is significance correlation between students’ interest towards

writing achievement of 1st grade students at Madani Super Camp.

b. There is significance correlation between grammar mastery towards

writing achievement of 1st grade students at Madani Super Camp.

c. There is significance relation between students’ interest and

grammar mastery of 1st grade students at Madani Super Camp.

d. There is significance correlation between students’ interest, grammar

mastery, towards writing achievement of 1st grade students at

Madani Super Camp.

2. Null Hypothesis (H0)

a. There is no significance correlation between students’ interest

towards writing achievement of 1st grade students at Madani Super

Camp.

b. There is no significance correlation between grammar mastery

towards writing achievement of 1st grade students at Madani Super

Camp.

c. There is no significance relation between students’ interest and

grammar mastery of 1st grade students at Madani Super Camp.

15
d. There is no significance correlation between students’ interest,

grammar mastery, towards writing achievement of 1st grade students

at Madani Super Camp.

16
 CHAPTER III

RESEARCH METHOD

A. Research Design

In this research, a quantitave method will be used by researcher in

achieving desired result. It means the researcher will collect and analyze

the data statistically from the students’ score of 1st grade students at

Madani Super Camp, West Lombok. The researcher will conduct his

research by using multiple correlation design which consists of univariate,

bivariate, and multivariate analysis.

By the title of this research, there are three variables that will be

studied by the researcher. Students’ interest and grammar mastery are

independent variables, and writing achievement is a dependent variable.

The researcher will consider “students’ interest” as X1, “grammar

mastery” as X2, and “writing achievement” as Y. By this case, the

researcher will use product moment correlation which population

symbolized rho (𝜌) and sample symbolized r (Sugiyono, 2007: 228), to

find correlation between two variables as follows:

a. 𝑟𝑥1 𝑦

b. 𝑟𝑥2 𝑦

c. 𝑟𝑥1 𝑥2

After finding the coefficient value of correlation between two variables by

using product moment correlation, they will be used by researcher to find

partial correlation in order to analyze the influence of independent variable

17
 and dependent variable, where one of the independent variable considered

constant (Sugiyono, 2007: 235) as follows:

a. 𝑟 𝑥2 (𝑥1 𝑦)

b. 𝑟 𝑥1 (𝑥2 𝑦)

c. 𝑟 𝑦(𝑥1 𝑥2 )

Furthermore, the researcher will use multiple correlation to analyze the

direction and strenght of correlation between two independent variables or

more with one dependent variable (Sugiyono, 2007: 231-232).

B. Population and Sample

1. Population

Population is all subject of the research (Arikunto, 1996: 173).

The population of this research is the whole of 1st grade students of

Madani Super Camp, West Lombok. Whereas, the total numbers of 80

students. They were divided into four classes, i.e. Xa, Xb, Xc, and Xd,

and each class consists 20 students.

2. Sample

In this research, the sample of the population will be taken

through simple random sampling because the popuplation is

homogeneous. In this case, the researcher will use Slovin’s formula as

follows:

𝑁
𝑛=
1 + 𝑁𝛼 2

(Almeda, Capistrano, Sarte, 2010)

Where:

n = Number of sample

18
 N = Number of population

α = Level of significance

In this case, the researcher will find out the number of sample by

using formula above, where the number of population (N) is 80, and

the level of significance (α) is 0,05, thus:

𝑁
𝑛=
1 + 𝑁𝛼 2

80
𝑛=
1 + (80)(0,05)2

80
𝑛=
1 + (80)(0,05)2

80
𝑛=
1,2

𝑛 = 66,67 = 67

In conclusion, the number of sample of this research is 67 from

80 students in population.

C. Research Instruments

In a study, instrument has significant role as a tool for collecting

data. Thus, an appropriate manner of constructing research instrument is

greatly fundamental. The researcher in this study will use some kinds of

instruments for collecting the students’ data in order to find the correlation

between students’ interest, grammar mastery towards writing achievement

as follows:

19
1. Questionnaire of Students’ Interest

Questionnaire will use for collecting students’ data in order to

find correlation students’ interest towards writing achievement. The

researcher will use Likert scale in the questionnaire that consists of 20

questions which each question will have five alternative answers, there

are Strongly Agree, Agree, Moderate, Disagree, Strongly disagree. The

score for the questionnaire for each answer is as follows:

d. For positive question, the score will: SA = 5, A = 4, M = 3, D = 2,

and SD = 1.

e. For negative question, the score will: SA = 1, A = 2, M = 3, D = 4,

and SD = 5.

2. Test of Grammar

Test of grammar mastery will be used by researcher for

measuring their grammar understanding. The test consists of 25

questions in multiple choice, essay, and arranging the words into a

correct sentence. The questions are related to grammar mastery

indicator. Total of its score is 100. The way of evaluating their test will

use the formula below:

𝑃
𝐹= 𝑥 100
𝑁

Where:

F = Total score

P = Number of correct answer

N = Number of item

20
 3. Test of Writing

The researcher will examine the students by writing test,

particularly writing a narrative text. In writing the narrative text, the

students will be asked by researcher to write their life experiences

through narrative. Futher, the researcher will evaluate their written by

using Brown’s assessing scale as follows:

Content : 0 - 24

Organization : 0 - 20

Discourse : 0 - 20

Syntax : 0 - 12

Vocabulary : 0 - 12

Mechanics : 0 - 12

TOTAL : 100

(Brown, 2000: 358)

D. Procedures of Data Collection

In collecting some data of the students, there are several steps that

will be conducted by researcher.

1. Giving Questionnaire of Students’ Interest

The researcher will give questionnaire about students’ interest

towards writing to 1st grade students at madani super camp. He will

provide closed questions in his questionnaire in order to know their

interest in writing. The questionnaire consists questions about how the

students interest in writing of narrative text. In detail, the questionnaire

21
 provides the students 20 items of questions for obtaining the desired

data.

2. Giving Grammar Test

Giving a test about grammar mastery in order to measure their

grammar mastery. The researcher will give the test without involving

teaching learning process. It means the researcher will give them

directly, and the test duration will be given by the reseacher is 1 hour

(60 minutes) and the students will submit their work when the times run

out.

3. Giving Writing Test

The researcher will give the students order to write their life

experience through writing a narrative text. The students will be given

30 minutes for writing their story by the researcher and they will submit

their work when the times run out.

E. Procedures of Data Analysis

In this research there are three steps for analyzing those data. The

first step is by using univariate analysis, then bivariate analysis, and the

last is multivariate analysis.

1. Univariate Analysis

This analysis will use to find the descriptive analysis data as

follows:

a) Mean

∑ 𝑓𝑖 𝑥𝑖
𝑀𝑒 =
∑ 𝑓𝑖

Sugiyono (2017: 54)

22
 Where:

Me : Average Value of Group Data

∑ 𝑓𝑖 : Number of Data

𝑓𝑖 𝑦𝑖 : Product between fi in each Interval of Data with Class (xi)

b) Median

1
𝑛−𝐹
𝑀𝑜 = 𝑏 + 𝑝 (2 )
𝑓

Sugiyono (2017: 53)

Where:

Md : Median

b : Low limit, where median located

n : Number of data

p : Range of interfal class

F : Number of all frequencies before class median

f : Frequency of class median

c) Mode

𝑏1
𝑀𝑜 = 𝑏 + 𝑝 ( )
𝑏1 + 𝑏2

Sugiyono (2017: 52)

Where:

Mo : Mode

b : Interval class limit with the most frequency

p : Lenght of interval class

23
 b1 : Frequency in mode class ( frequency in the most interval

class) minus with the nearest frequency interval class

before.

b2 : Frequency mode class minus with the next interval class

d) Standard Deviation

2
∑
𝑆= √ 𝑓𝑖 (𝑥𝑖 − x )
(𝑛 − 1)

Sugiyono (2017: 58)

Where:

S : Standart deviation

∑fi : Total frequency of interval class

xi-x : Median of interval class

n : Number of sample

2. Bivariate Analysis

In order to find the significance correlation between two

variables of the three variables, the researcher will use formula pearson

product moment correlation, partial correlation and, t-test in order to

find the answers of the 1st, 2nd, and 3rd questions in the statement of the

problem as follows:

24
a) Pearson Product Moment

In order to find out the significance of two variables, the

researcher will find out the coefficient of correlation value by
using this formula:

𝑁 ∑ 𝑋𝑌 − (∑ 𝑋). (∑ 𝑌)
𝑟𝑥𝑦 =
√[𝑁 ∑ 𝑋 2 − (∑ 𝑋)2 ] [𝑁 ∑ 𝑌 2 − (∑ 𝑌)2 ]

(Sugiyono, 2017)

b) Partial Correlation

After finding the coofficient of product moment, the

researcher will continue using the partial correlation as follows:

1) Correlation between (X1) independent variable and (Y)

dependent variable, if independent variable (X1) fixed.

𝑟𝑥1 𝑦 – 𝑟𝑥2 𝑦 . 𝑟𝑥1 𝑥2

𝑟𝑥2 (𝑥1 𝑦) =
√(1−𝑟 2 𝑥2 𝑦)(1−𝑟 2 𝑥2 𝑥1 )

2) Correlation between (X2) independent variable and (Y)

dependent variable, if independent variable (X1) fixed.

𝑟𝑥2 𝑦 − 𝑟𝑥1 𝑦 . 𝑟𝑥1 𝑥2

𝑟𝑥1 (𝑥2 𝑦) =
√(1−𝑟 2 𝑥1 𝑦)(1−𝑟 2 𝑥2 𝑥1 )

3) Correlation between (X1) independent variable and (X1)

independent variable, if dependent variable (Y) fixed.

𝑟𝑥1 𝑥2 – 𝑟𝑥1 𝑦 . 𝑟𝑥1 𝑦

𝑟𝑦(𝑥1 𝑥2 ) =
√(1−𝑟 2 𝑥1 𝑦)(1−𝑟 2 𝑥2 𝑦)

(Sugiyono, 236-237)

25
 c) T-test

By using the formula below, the researcher will examine

whether the there is significance correlation between the two

variables.

𝑛−3
𝑡 = 𝑟𝑠 √
1 − 𝑟𝑠2

(Sugiyono, 2017)

Criteria:

Reject H0 if the result of t calculation is bigger than the value of t

table, with dof = n – 1.

3. Multivariate Analysis

Multivariate analysis will use to find out the multiple regression

of those three question in order to estimate up-and-down of dependent

varaible because there are two independent variables which

manipulated their value. The eqution of this research for multiple

regression as follows:

Y = a + b1 X1 + b2 X2

(Sugiyiono, 2017: 275)

In order to find its coefficient a, b1, and b2, the researcher will

use these formula:

∑Y = an + b1 ∑X1 + b2 ∑X2

∑X1Y = a ∑X1 + b1 ∑X12 + b2 ∑X1X2

∑X2Y = a ∑X2 + b1 ∑X1X2 + b2 ∑X22

(Sugiyiono, 2017: 278)

26
 In order to examine the linearity of regression, the researcher

will use the formula below respectively.

𝐽𝐾 (𝑇) = ∑ 𝑌 2

(∑ 𝑌)2
𝐽𝐾 (𝐴) =
𝑛

(∑ 𝑋)(∑ 𝑌)
𝐽𝐾 (𝑏|𝑎) = 𝑏 {∑ 𝑋𝑌 − }
𝑛

[𝑛 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)]2
=
𝑛[𝑛 ∑ 𝑋 2 − (∑ 𝑋)2 ]

𝐽𝐾(𝑆) = 𝐽𝐾(𝑇) − 𝐽𝐾(𝑎) − 𝐽𝐾(𝑏|𝑎)

(∑ 𝑌)2
2
𝐽𝐾(𝑇𝐶) = ∑ [∑ 𝑌 − ]
𝑛𝑖
𝑥𝑖

𝐽𝐾(𝐺) = 𝐽𝐾(𝑆) − 𝐽𝐾(𝑇𝐶)

(Sugiyono, 2017: 265)

After finding the result by using the formulas above, the researcher

will examine the result whether it is significance or not though the

formula below here:

2
𝑠𝑟𝑒𝑔
𝐹= 2
𝑠𝑠𝑖𝑠

(Sugiyono, 2017: 273)

The last step is finding the correlation between the three variable by using

multiple correlation to find significance correlation between them by using

formula as follows:

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 𝑟 2 𝑥1 𝑦 + 𝑟 2 𝑥2 𝑦 – 2 . 𝑟𝑥1 𝑦 . 𝑟𝑥2 𝑦 . 𝑟𝑥1 𝑥2
𝑅𝑥1 𝑥2 𝑦 = √
1 − 𝑟𝑥1 𝑟22

(Sugiyono, 2017: 233)

Furthermore, after getting the result of multiple correlation, the

researcher will conduct the examination to find significance of

calculating pervious multiple correlation that have been obtained by

using this formula:

𝑅𝑥1 𝑥2 𝑦
𝐹= 𝑘
1 − 𝑅𝑥21 𝑥2 𝑦
𝑛−𝑘−1

(Sugiyono, 2017: 235)

Where:

R = Coefficient of multiple correlation

F = Value of F test that will be compared to vlaue of F table

k = Number of independent variable (X)

n = Size of sample

Criteria:

Reject H0 of value the result of F calculation is bigger than the value of

F table, with dof1 = k, and dof2 = n – k – 1.

28
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