CHAPTER II

DISCUSSION

2.1.Research Problem

The research problem is the problem that someone wants to study, the problem can be anything that is
found unsatisfactory or there is no solution, the case statement must be changed, anything that does not work
as it should, the problem covers the area of concern of the researcher as an educator, the condition that wants
to be corrected , difficulties to be overcome, questions that need answers. Finding the problem is the most
difficult and crucial stage of the research because the research problem influences the strategy adopted in
solving the research. Problems occur if:
• There are obstacles in getting a goal / achieving something.
• If the reality is not in line with expectations (not according to das-so ein, "reality" and das-sollen
"should".
According to (Nasution, 2006: 16), there are several things that need to be considered by prospective
researchers in raising research issues, including:
1. Is the problem new, interesting and creating to prospective researchers?
2. Does the problem suit with the majors, abilities, and educational background?
3. Can the necessary data be collected with certain methods?
4. Will prospective researchers be able to bear all of their funding?
5. Does the research contain danger, threat, or other risks?
6. Can prospective researchers complete it within the time available?
It is not easy for researchers to formulate research problems, especially for beginner researchers.
Research problems are often formulated too broadly so that subject matter that is not clear will complicate
the problem solving stage, which includes determining the theoretical concepts studied and selecting data
testing methods. The more specific the formulation of research problems the easier it is to test empirically.

2.1.1. Sources of Research Problems

When a problem is found, it is not always possible that the problem can be identified immediately
even after the problem formulated into a research topic. This can happen because of the extent of the
problems and the lack of information related to the problem. With analysis will help to look for possible
problems and then based on priorities will be able to choose the problem that will be determined to be
investigated.
Beginning of a Research. Based on the description above, it can be said that the first time a starting
point for problem formulation is an identified problem, a problem can be sourced from:
• An odd or unexpected event or reality.
• There is a lack of information.

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 • Is a follow-up of the initial information from the results of previous studies, both to add what has
not been covered in previous studies or to add information that has been obtained from previous
studies1.
Sources of problems in a study can come from various sources. According to Mac Millan and
Schumacher (Hadjar, 1996: 40-42), problems can come from observations, deduction results from a theory,
literature reviews, social problems that are currently happening, practical situations and can also come from
personal experience. Each source can be explained as follows:
2.1.1.1. Observation
Observation is the main source of research problems. Most practical decisions are based on
presumptions that are not supported by empirical data. Research problems can be raised from the results of
observations of a particular relationship that still does not have an adequate basis of explanation and routine
ways in carrying out an action based on tradition or authority. Investigation is likely to result in new
theories, recommendations for practical problem solving and identifying variables that are not yet in the
literature's discussion.
2.1.1.2. Deduction from theory
The theory itself is concepts that are still in the form of general principles whose application cannot
be known as long as it has not been empirically tested. Investigation of a problem raised from theory is
useful to obtain empirical explanations of practice about the theory.
2.1.1.3. Literature
The results of the study may provide recommendations on the need for a repeat study (replication),
both with and without variation. Replication can increase the validity of research results and the ability to be
generalized more broadly. Research reports are not infrequently also submit a recommendation to other
researchers about what needs further research. The results of this study can also be a source for determining
the issues that need to be raised for a study.

2.1.1.4.Social problem
Social problems can also be a source of research problems. As is often the case between students that
fighting between schools, can make questions about the effectiveness of the implementation of religious and
moral education and fostering discipline in the school environment. The large number of unemployed
college graduates can also raise questions about the suitability of the curriculum with the needs of the
community.
2.1.1.5.Practical situation
At the stage of making a particular decision, it is not uncommon to conduct an evaluative study. The
results of this study are needed to be used as a basis for making further decisions.
2.1.1.6. Personal experience

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 Personal experience can lead to problems that require empirical answers to get a deeper
understanding (Purwanto, 2010: 109-111)
The problem can be interpreted as a deviation between what should be (expectations) with what
actually happened (reality), between rules and implementation, between theory and practice, between plans
and implementation. This is with the statement of Stonner (1982) that problems can be known or sought if
there is a deviation between experience and reality, between what is planned with reality, complaints, and
competition.
a) There is a deviation between experience and reality.
All of what is in the world is always changing and what remains is only change, but not infrequently
the change is not expected by certain people, because it will causes the problems.
For example, in experience, borrowers who usually borrowing fund if in conventional banks when
borrowing funds don’t have to make financial reports. But the fact is the borrower's of the fund when
borrowing from conventional banks or Islamic banks, then she/he must make financial reports when
financing.
b) There is a deviation between what has been planned and reality.
A plan that has been set but the results are different from the purpose of the plan, then of course there
is a problem. For example, what has been planned, the business projected that they will get high profits and
plan to sell 100 units of vehicle annually. But in reality, there was no profit in the business, instead it
became a loss by selling 30 units of vehicles per year.
c) Complaints.
In a school organization that had been quiet there were no problems, it turns out that after there were
certain parties who complained about the products or services provided, then problems arose in that
organization. The reader's mind which is usually published in newspapers or magazines that complains the
quality of services or products of an educational institution, can be seen as a problem, because it is reported
through the media so that many people become aware of the quality of the product and the quality of the
services that provide by company. Thus people will not buy anymore or no longer use the services of these
institutions. Another case for an example is a complaint at a Sharia Financial Institution which initially did
nothing. But then there was a complaint through the media that the LKS carried out practices that were not
sharia compliant, for example financing using interest practices even though it was small.
d) There is competition.
The existence of rivals or competition can often cause big problems if they cannot use it for
cooperation. Post and Giro companies feel they have problems after there are other service bureaus that
receive letter deposits, item deposits, there are mobile phones that can be used for SMS, internet, e-mail.
The Railroad Company views public road transportation by Bus as a competitor, causing problems. But
maybe PT. Telkom lacks a problem because there are no other companies that provide the same service via
cable telephone, but it becomes a problem after there is a rival mobile phone (hand phone). Another case

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example is that in the beginning there was only one company that produced Muslim clothing products, but
apparently there were other companies that produced the same products with other brands.

In a research proposal, each problem must be indicated by data. For example research on HR, HR
issues must be indicated by data. HR problems for example, limited number of human resources, low levels
of education, competency and productivity are still low. Problem data can be obtained from preliminary
observations of other people's research results, or from documentation. The data provided must be up to
date, complete and accurate. The amount of problem data raised depends on the number of research
variables determined to be examined. If the research deals with 5 variables, then the problem data raised is
at least 5. Without showing the data, the problem raised in the study will not be trusted.
The following table provides an example of data on human resource issues in Indonesia, which rank
110th of 179 countries. This is a problem because it is expected that high quality human resources but in
reality there are lower quality human resources when compared to other countries.

Human development index asean + 3 countries

No. Country Life Adult Gros GDP Per- HDI
expectancy literacy rate enrolment capita (PPP Rank
(years) (%) ratio (%) US$)
1. Singapure 78,7 92,5 87 24,481 25
2. Brunei 76.4 92,7 74 19,210 33
3. Malaysia 73,2 88,7 71 9,512 61
4. Thailand 70,0 92,6 73 7,595 73
5. Philippanes 70,4 92,6 82 4,321 84
6. Vietnam 70,5 90,3 64 2,490 108
7. Indonesia 66,8 87,9 66 3,361 110
8. Myanmar 60,2 89,7 48 1,027 129
9. Cambodia 56,2 73,6 59 2,078 130
10. Lao pdr 54,7 68,7 61 1,759 133
11. Japan 82,0 – 84 27,967 11
12. Korea 77,0 97,9 93 17,971 28
13. China 71,6 90,9 69 5,003 85

Source: UNDP – Human Development Report 2005. (Sugiyono,2012:52-55)

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2.1.2. Criteria for Choosing Research Problems
There are a number of criteria used as considerations in finding research problems, including:
1. Interest issues and topics
If the research idea originates from the researcher, the problem areas chosen are generally the ones
that attract attention and are the areas of expertise mastered by the researcher. The research environment
includes: educational background, thinking and discipline occupied, are the factors that influence the
selection of problem areas and researchers understanding of the problem under study.
2. Theoretical or practical significance
The researcher must consider whether the subject matter and research topic of interest to be studied
have theoretical significance (for basic research) or practically (for applied
research). The considerations used to determine the significance of the research problem relate to
the following three things:
a. There is support for theoretical concepts from previous studies that have similar topics
b. Availability and data acquisition that can be relevant to the research topic
c. Contribution of research results to the development of theory or practical problem solving
3. Can be tested through data collection and analysis
The problem under study must be able to be tested through data collection and analysis. In order to
be tested, researchers need to isolate general problems into specific problems that clearly identify the
variables studied and the unit of analysis. Unit of analysis is a type of data unit analyzed, which can include:
individuals, groups, parts of or the whole organization, industry and country.
4. In accordance with the time and cost available
Limitation of the scope of the problem can be done on various aspects including: the period of
observation, the elements (variables) studied, and the environment of the research subject. Funding sources
for basic research usually come from researchers. The process of selecting issues that are important to be
researched is called the scoping process. Mukayat (1994) mentions several considerations that need to be
considered in seeing whether a problem is feasible or important to be investigated, as follows:
a. Is it true that the problem determined has never sought an answer?
b. Is the specified problem really important to solve when the research is done (research reality)?
c. Does the specified problem meet 5 W, namely what, where, why, when, and how?
Understanding of the choice of the problem becomes very important especially for researchers to
avoid problem solving efforts that are not research problems. A problem, not a research problem certainly
does not meet the criteria mentioned above, or when the possible answers to the solution of the problem are
only one without any other possible alternative to the one answer.

2.1.3. Guidelines for Formulating Research Problems

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 Good research is research that fulfills five main characteristics, namely the researchers' trance, can
be done (feasible), clear (clear), contributes to the knowledge of human life (significant), and does not cause
damage to nature, the human environment (ethical). Fraenkel and Wallen (1990, in Sugiyono, 2000) raise
issues of research that both fulfill the following:
1. The research problem must be feasible because it is related to whether or not p was done. The
efficiency aspect is the basis of this criteria. Suharsimi Arikuntoro gave consideration to whether or
not a problem might be examined from the perspective of the supporting factors as follows:
Judging from the researchers themselves:
1.1. Researchers must have the ability to examine the problem, meaning that it has material that is
the background of the problem and mastering methods for solving problems
1.2. have enough time so they don't do it as long as it's done.
1.3. Researchers have the energy to carry it out.
1.4. Researchers have sufficient funds. In terms of the availability of supporting factors:
1.5. There are funds available so that research questions can be answered.
1.6. There is permission from the authorities.
2. A research problem must also be clear because the research problem must not be understood by the
researcher, but also by the public at large. Nawaw added that before conducting research, a
researcher conducted the literature.
3. The problem must be significant, in the sense that the answer to the problem must seek to contribute
to the development of science and practical problem solving. Research ideally answers questions that
advance the knowledge of the field under study, as well as practically it improves quality to humans.
4. The problem is ethical, which is not related to things that are ethical values, beliefs and religion.
Research problems must be appropriate, appropriate, and to be studied. In essence, the research did
not cause damage to humans and socially. There are no general rules in the formulation of a problem.
Sumadi (1989) and (in Sugiono, 2000) suggested the formulation of the problem as follows:
a. Problems should be formulated in the Question sentence
b. The formulation of the problem should be concise and clear
c. Link the relationship between two or more variables
d. The formulation of the problem should provide clues about the possibility of developing data to
answer research questions.
In the formulation of problems we need to pay attention to the forms of the problem. Sugiyono
(2000) mentions that there are three forms of problems namely descriptive, comparative, and associative
problems.

a. Descriptive Problem Formulation

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 Descriptive problem is a problem formulation regarding the statement of the existence of an
independent variable, either only on one or more variables (independent variables). So in this study the
researcher did not make a comparison of that variable in another sample, and looked for the relationship of
that variable with another variable.
The Examples of descriptive problems:
1. What is the attitude of the community towards state universities having legal status?
2. How well is the Ministry of National Education's performance?
3. How high is the effectiveness of the School Based Management policy in Indonesia?
4. How high is the level of productivity and financial gain of the Production Unit in vocational schools?
5. How high is the level of community satisfaction with local government services in education?
6. How high is the interest in reading and average length of study per day of school students in
Indonesia?
7. What is the customer's attitude towards the concept of interest according to when lending at the
bank?
8. How high is the work productivity of employees at worksheets?
From the examples above it can be seen that each research question concerns one or more variables
independently (compare with comparative and associative problems).

b. Comparative Problem Formulation

Comparative problem is a research problem that is comparing the existence of one or more variables
in two or more different samples, or at different times.
Examples of problem formulations are as follows:
1. Is there a difference in work productivity between public servants and the private sector? (one
variable in two samples)
2. Are there differences in ability and work discipline between national private employees and foreign
companies? (two variables in two samples)
3. Is there a difference in the durability of the shopkeepers standing from cities, villages and
mountains? (one variable in three samples)
4. Is there a difference in the quality of management between Islamic banks and conventional banks?
5. Is there a difference in work productivity between employees of Islamic banks and conventional
banks?

c. Associative problem
Associative problem is a research question that is the relationship between two or more variables. The
relationship can be symmetrical, causal, or reciprocal relationship.

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 1. A symmetrical relationship is a relationship between two or more variables which coincidentally occur
together. So it's not a causal or interactive relationship. Examples of the formulation of the problem are
as follows:
1.1. Is there a relationship between the amount of ice sold and the number of crimes against school
students? (the first variable is ice sales and the second is crime) This means the cause of the crime
is not because of the ice sold. Maybe the logic is as follows. When the ice is sold a lot during the
school holidays, when many students are picnicking to some recreation place. Because many
students take picnics, there is a lot of crime.
1.2. Is there a relationship between hair color and the ability to lead a school?
1.3. Is there a relationship between the number of radios in the rural areas and the number of people
attending school?
1.4. Is there a relationship between houses near the railroad tracks and the number of children?
1.5. Is there a relationship between the number of umbrellas sold and the number of school students?
1.6. Is there a relationship between the understanding of unlawful interest with the number of Islamic
bank customers?
1.7. Is there a relationship between an increase in stock prices and the distribution of dividends to be
distributed to investors?

Examples of research titles are as follows.

1. Relationship between the house near the railroad tracks with the number of children.
2. The relationship between the amount of ice sold and the number of crimes against school students.
3. The relationship between the number of radios in rural areas and the number of people attending
school.
4. The relationship between hair color and the ability to lead a school.
5. The relationship between understanding of unlawful interest with the number of Islamic bank
customers
6. The relationship between rising stock prices and dividend payments that will be distributed to
investors

2. Causal relationships, is relationship that are causal. In this case there are independent variables
(independent variables) and dependent variables. The independent variable influences the dependent
variable.
2.1. Is there any influence of parental education on children's learning achievements? (parent
education independent variable and learning achievement dependent variable).
2.2. How big is the effect of classroom layout on the efficiency of learning in high school?

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 2.3. How much influence does the headmaster of SMK have on the speed with which graduates get
jobs? (independent variable leadership and speed of obtaining the dependent variable work).
2.4. How much influence the curriculum, educational media and teacher quality on the quality of
human resources produced from a school? (curriculum, media, and teacher quality as the
independent variable and HR quality as the dependent variable).
2.5. Is there any effect of the payroll system on work performance? (payroll system as an independent
variable and work performance as the dependent variable)
2.6. How does service affect customer interest in saving? (service as an independent variable and
interest in saving as a dependent variable)
Example of research title:
1. The influence of the principal's leadership on the speed of graduates obtaining employment at
vocational high schools in Indrakila Province.
2. The influence of parental education on children's learning achievements in Al Completeura Regency
Elementary School.
3. The effect of curriculum, educational media and teacher quality on the quality of human resources
produced from a school.
4. Effect of payroll system on work performance
5. The effect of service on customers' interest in saving

3. Mutual or interactive relationships are relationships that influence each other. Here it is unknown
which dependent variable and independent variables. Example:
1. The relationship between motivation and achievement. Here it can be stated motivation affects
achievement and also achievement influences motivation.
2. The relationship between intelligence and wealth. Intelligence can cause wealth, likewise rich
people can increase intelligence because nutrition is fulfilled.

d. Comparative-Associative Problem Formulation

Comparative-associative problem formulation is a problem formulation that asks the comparison of
correlations between two or more variables in different samples or populations.
Example:
1. Is there a difference in correlation between service quality and value selling between Shop A and
Shop B?
2. Is there a difference in the influence of leadership on employee discipline between Government and
Private Institutions?

e. Structutal Problem Formulation

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 Structural problem formulation is a research problem formulation that is asking the validity of the
structure of the relationship between two or more variables that have intervening variables. To test the
structure of the relationship between variables that are causal used path analysis (path analysis) and to test
the structure of relationships between variables that are equipped with manifest variables that are causal or
respirocal used SEM (Structure Equation Model)
Examples of Structural Problems:
a. Can the structure of the relationship between variables that affect the work productivity of
employees at PT Kinanta be proven by the empirical data collected?
b. Is the structure of the relationship between variables that influence the Regent's leadership supported
by the empirical data collected?

2.1.4. Research Questions, Management Questions, Investigative Questions

Hierarchically a problem or research question starts with a more general question and then swings to a
more specific question. Cooper and Emory (1996) distinguish hierarchical questions into 4 levels, namely
management questions, research questions, inquiry questions, and measurement questions.
1. Management questions are questions that reflect a decision that must be made by a manager and are
a problem that causes research to be conducted. A question that shows management questions such
as how to increase profits.
2. Research Question (research question) is a question that emphasizes the facts and collected
information . Related to bank failures in obtaining higher profits, the following research questions
can be asked:
1. What are the main factors that cause banks to fail to achieve higher growth in their savings
rates?
2. How well does the bank run the following things?
3. The quality of the work environment?
3. Investigation questions are statements that researchers must answer to be able to respond to general
statements satisfactorily. The aim is to take more general research questions and break them down
into more detailed questions. Inquiry questions related to the research questions above can be asked:
a. How is the community's position with regard to financial services and their use?
1. What specific financial services are used?
2. To what extent are such services interesting?
3. What factors influence someone to use certain services?
b. What is the competitive position of the bank?
1. What is the geographical pattern of its customers?
2. To what extent do people know about promotional efforts undertaken by banks?

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 4. Measurement questions (measurement questions) in the survey measurement questions are the actual
questions asked to respondents. These questions appear in the questionnaire.
Example: how do you rate the quality and price of product A?

2.2. LITERATURE AND HYPOTHESIS STUDY

Literature review is one of the important steps in the research process. Literature is intended to look
for theories, concepts, generalizations that can be used as a theoretical basis for research to be conducted.
Theory is the flow of logic or reasoning which is a set of concept definitions, propositions that are arranged
systematically.
The theory has three functions, namely to explain (explanation), predict (prediction), and control
(control) of a phenomenon. Why is performance low in an organization? Can be explained through theory
(explaining function). What is the impact of the low performance of employees in an organization
(prediction function), and so that performance can be improved what should be done? (control function).

2.2.1. Literature Review (Textbooks and Research Results)

In the discussion of the literature review / review of the literature, the authors discuss it by analyzing
the contents of chapter 2 chapter 5 of the book How to Design and Evaluate Research by Fraenkle and
Wallen with chapter 4 on Literature Review written by Sally Schumacher in his book entitled Research in
Education, as well as other sources. There are four main points in the discussion of review of this literature,
namely:
1. The importance of literature review
2. Literature sources,
3. Steps to prepare a literature review,
4. Write a literature review report

2.2.2. Description of Theory

Description of the theory in a study is a systematic description of the theory (and not just the opinion
of an expert or author of the book) and the results of research that are relevant to the variables studied. How

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many theory groups need to be stated / described, will depend on the extent of the problem and technically
depends on the number of variables studied. If in a study there are three independent variables and one
dependent variable, the theory groups that need to be described are four theoretical groups, namely the
theory group regarding three independent variables and one dependent variable. Therefore, the more
variables studied, the more variables will be examined theory to be put forward.
The description of the theory contains at least an explanation of the variables studied, through
definitions, and a complete and in-depth description of various references so that the scope, position and
predictions of the relationship between the variables to be studied become clearer and more directed.
Therefore, as a first step in describing theories, especially in the quantitative research paradigm,
research first determines the number of variables to be examined. If there are two dependent variables and
one dependent variable, the researcher must describe three theories related to these variables, namely the
theory group that is pleased with two independent variables and the theory group that is pleased with one
dependent variable.
Theory can be mastered by reading text books, dictionaries, encyclopedias, relevant scientific
journals and the results of previous research. A good reading source for describing theories must meet two
principles (Suryabrata, 2003. In textbook I Ketut Rahyuda, et al, 2004), namely relevance and finesse.
(Sugiyono, 2000. In textbook I Ketut Rahyuda, et al, 2004) added one more principle, namely completeness
so that there are three principles needed for a reading that is considered good. The principle of relevance is
pleased with the compatibility between the variables studied and the theories put forward. The principle of
completeness is pleasing to the number of sources read. In connection with the many sources of reading,
researchers can be helped by utilizing CD-ROMs that are generally available in libraries, while the principle
of prowess is pleased with the time dimension. The more new a reading source is, the more theory will be
obtained.

Associated with the use of the results of previous research in the process of describing the theory of
researchers can see the relevance of the results of the research problems examined, research time, place of
research, research samples, research methods, analysis and conclusions.

2.2.3. Steps to describe the theory

Some steps in describing the theory are as follows:
1. Determine the name of the variable and the number of variables studied.
2. Find as many sources of reading that are relevant to each variable studied.
3. See the table of contents in each book and select the topics that are relevant to each variable to be
examined.
4. Find the definition of each variable to be examined in each reading source, compare between one
source with another source, and select the definition that matches the research to be conducted.

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 5. Read the entire contents of the book topic in accordance with the variables to be studied, do the
analysis, ponder, and make a formula in your own language about the contents of each reading
source that is read.
6. Describe theories that have been read from various sources into written form in their own language.
Reading sources cited or used as a basis for describing theories must be included.

2.2.4. Framework for Thinking

Uma Sekaran in his book Business Research (1992) suggests that, the framework of thinking is a
conceptual model of how theories relate to various factors that have been identified as important problems.
A good thinking framework will theoretically explain the interrelation between variables to be
studied. So theoretically it is necessary to explain the relationship between independent and dependent
variables. If there are moderator and intervening variables in the study, it also needs to be explained, why
those variables are involved in the research. The interrelationships between these variables, then formulated
in the form of relationships between research variables. Therefore, in every preparation of the research
paradigm it must be based on a framework of thinking.
Thinking framework in a study needs to be stated if in the study regarding two or more variables. If
the research only discusses one variable or more independently, then what the researcher does besides
presenting a theoretical description for each variable, is also an argument against variations in the magnitude
of the variable under study (Sapto Haryoko, 1999).
Research regarding two or more variables, hypotheses in the form of comparisons and relationships
are usually formulated. Therefore, in order to formulate research hypotheses in the form of relationships and
comparisons, it is necessary to put forward a thinking framework. A researcher must master scientific
theories as a basis for argumentation in compiling a framework that produces a hypothesis. This framework
of thought is a temporary explanation of the phenomena that are the object of the problem. (Suriasumantri,
1986). The main criterion so that a framework of thought can convince fellow scientists, is the logical paths
of thought in constructing a framework of thinking that produces conclusions in the form of hypotheses. So
the framework of thinking is a synthesis of the relationship between variables compiled from various
theories that have been described.
Furthermore Uma Sekaran (1992) states that, a good frame of mind, contains the following matters:
a. The variables to be examined must be explained.
b. Discussion in the framework of thinking must be able to show and explain the interrelation /
relationship between the variables studied, and there is an underlying theory.
c. The discussion must also be able to show and explain whether the relationship between variables is
positive or negative, symmetrical, causal or interactive (reciprocal).

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 d. This framework of thinking needs to be stated in the form of diagrams (research paradigms), so that
other parties can understand the mindset put forward in the study. The resulting thinking framework
can be either an associative or comparative / comparative thinking framework.
Example sentence thinking framework
a. If customer satisfaction is high, then there is a tendency to buy again will be high (associative
thinking framework). Formulation of the hypothesis "There is a positive and significant relationship
between satisfaction with customer loyalty / buy again)".
b. If the manager's leadership is good, and the quality of goods is attractive, then the company's profit
will be high (an associative thinking framework with two independent variables). Formulation of the
hypothesis "There is a positive and significant relationship together the same between managerial
leadership and attractiveness of the word significant only for corporate profits "(word significance
only for research on samples If the economic status of the people is different, then the tendency to
choose the quality of goods is also different (comparative thinking framework). Formulation of the
hypothesis "There is a difference between rich and poor groups in choosing the quality of goods"
Examples of Framework Theory of Thinking and Hypothesis.

Research title: EFFECT OF LEADERSHIP ON EMPLOYEE MOTIVATION

Theories used in this research are leadership theory and work motivation Research Paradigm (relationship
model between variables)
THEORY:
Leadership Theory
1. Leadership is the process of influencing other people for the goals of achieving shared goals
(Megginson)
Leadership is the process of influencing others to achieve shared goals.
2. Leadership is: a process in which an individual influences other group members to achieve the
specified group or organization goals.
Synthesis
Leadership is the process of influencing others to achieve group or organizational goals
Motivation Theory:

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 1. Is the set of processes that arose, direct, and maintain human behavior toward attaining some goals
(Grenberg, Baron. 2001)
Motivation is a process that can arouse, direct and maintain people's behavior to achieve several
goals.
2. Is a set of factors that cause people to behave in certain ways. (Griffin, Moorhead, 2000)
Motivation are factors that cause people to choose a certain path.
Synthesis
Motivation is a set of factors that can arouse, direct and maintain one's behavior to choose a certain
path in achieving goals.

THINKING FRAMEWORK:
If leadership is a factor that can influence other people, then that influence will be able to arouse, encourage,
and maintain one's behavior towards the goal.

HYPOTHESIS
There is a positive influence between leadership and work motivation.

2.2.5. Steps for Thinking Framework Development

The process of thinking framework for the formulation of hypotheses requires six steps (Sugiyono,
2000, in textbook I Ketut Rahyuda, et al, 2004) as follows:
1) Establish the variable under study
2) Read books and research results
3) Describe the theory and research results
4) Critical analysis of the theory and research results
5) Comparative analysis of the theory and research results
6) Synthesis and conclusions
Sakeran (1996) in textbook I Ketut Rahyuda, et al (2004) states, a good frame of mind contains the
following matters:
1. The variables studied must be explained.
2. Discussion in the framework of thinking must be able to show and explain the relationship or
relationship between the variables studied and / or the underlying theory.
3. Discussion must also be able to show and explain whether the relationship between these variables is
positive or negative, symmetrical, causal or reciprocal.
4. The framework for thinking needs to be stated in the form of diagrams (research paradigms), so that
other parties can understand the mindset expressed in the research.

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2.2.6. Forms of Hypothesis
Hypothesis comes from the words hypo and thesis. Hipo means doubt, while thesis means truth. Thus
means the hypothesis is the truth that is still in doubt. This means that the hypothesis will be rejected if
empirical data in the research justifies it and is otherwise accepted if the empirical facts of the research
reject it. The hypothesis can also be seen as a temporary conclusion or a temporary answer to the problem at
hand. It is said to be temporary because the hypothesis is based on relevant theory, not yet based on
empirical facts. Hypotheses are distinguished between research hypotheses and statistical hypotheses.
1. Research hypothesis is a temporary answer to a research problem, or a hypothesis which results are
obtained from the test / theory. The research hypothesis is distinguished between the working
hypothesis and the null hypothesis (zero). Working hypothesis is a hypothesis that will be tested for
truth. This hypothesis is composed of theories that have been tested for reliability, while the null
hypothesis is prepared from theories that are seen as lacking reliability.
2. Statistical hypotheses exist when researchers work with samples, or the results of hypotheses /
studies use samples. If the researcher does not work with a sample, there is no statistical hypothesis.
For research that works with populations there may be research hypotheses, but there are no
statistical hypotheses.

The hypothesis is formed by a statement about the frequency of events or relationships between
variables. It can be stated that something happened in one part of the whole time, or a symptom that was
followed by another symptom, or something bigger or smaller than another. Bias is also stated about the
correlation with one another. Following are examples of each of the descriptive, comparative and associative
hypotheses
a. Descriptive Hypothesis
Descriptive hypotheses are temporary answers to descriptive problems, namely those concerning
independent variables, either one or more variables. In italics are research variables.
Example:
1) Descriptive Problem Formulation
a. What is the durability of incandescent brand X lights?
b. How high is the employee morale at PT. Y?
c. How high is the discipline and productivity of private employees?
2) Descriptive Hypothesis
Durability of incandescent brand lights X = 600 hours (Ho). This is the null hypothesis, because the
lamp life in the sample is expected not to differ significantly from the lamp life in the population.
Alternative hypotheses are: Durability of X # 600 hour incandescent brand lamps. "Not the same as" this
can mean greater or less than 600 hours.
3) Statistical Hypothesis (only available when based on sample data)

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 Ho: u = 600
Ha: u = 600 or> 6000 or 600
For problem formulation number 2 the null hypothesis can be shape thus.
a. The morale of employees at PT X-75% of the ideal criteria set.
b. The employee morale at PT X is at least 60% of the ideal criteria set (at least that means greater
or equal to 2).
c. The morale of employees at PT X is at most 60% of the ideal criteria set (at most that means less
or equal to S).
In reality the hypothesis raised is only one, and which hypothesis is chosen depends on the
theory and preliminary observations made on the object. The alternative hypotheses respectively
are:

a. The enthusiasm of the employees at PT X ≠ 75%

b. The enthusiasm of the employees at PT X <75%
c. The enthusiasm of the employees at PT X > 75%
The statistical hypothesis is (only available when based on sample data)
a. Ho: p =75%
Ha: p≠75%
b. Ho: p ≥75%
Ha: p<75%
c. Ho: p ≤75%
Ha: p >75%
The statistical techniques used to test the three hypotheses are not the same. Ways to test hypotheses
will be given in a separate chapter, namely in the data analysis chapter.
b. Comparative Hypothesis
The comparative hypothesis is a formulation of comparative problems. In this formula the variables are
the same but the population or sample is different, or the situation occurs at different times.
Example:
1. Comparative Problem Formulation
What is the work productivity of PT X employees when compared to PT Y?
2. Comparative hypothesis: based on the formulation of the comparative problem, three zero and alternative
hypothesis models can be put forward as follows:
Zero Hypothesis:
1) Ho: There is no difference in work productivity between employees at PT X and PT Y; or there is a
work productivity equation between PT X and Y employees, or.

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 2) Ho: The productivity of PT X employees is greater or equal to (2) PT Y ("greater or equal to" =
least).
3) Ho: The productivity of PT X employees is smaller or equal to (S) PT Y ("smaller or equal").
Alternative Hypothesis:
4) Ha: The work productivity of PT X employees is greater (or smaller &) than the employees of PT Y.
5) Ha: The productivity of PT X's employees is smaller than (PT Y.
6) Ha: The productivity of PT X's employees is greater or equal to PT Y.
Another example is:
Null hypothesis : There is no difference in the operating profit of PT X and PT Y.
Alternative Hypothesis : PT X's profit will not equal (greater or greater or small) with PT Y. Profit

c. Associative Hypothesis
The associative hypothesis is a temporary answer to the formulation of associative problems, namely
asking the relationship between two or more variables.
1) Examples of Associative Problems Formulation
Is there a relationship between the level of deflation and the price of shares outstanding?
2) Research Hypothesis
There is a positive and significant relationship between the level of deflation and the price of shares
outstanding

d. Statistical Hypothesis
Ho : 𝜌 = 0 0 means there is no relationship
Ho :𝜌 ≠ 0 “not equal to zero" means greater or less than zero means there is no relationship

𝜌 = the correlation value in the formulation was hypothesized

2.2.7. Formulate Hypothesis

The hypothesis is a temporary conjecture that contains scientific statements, but still needs testing.
Therefore, the hypothesis is made based on the results of past research or based on data that had existed
before the study was carried out further with the aim of re-testing the hypothesis. However, researchers may
not manipulate data in such a way that it leads to an irresistibility of the hypothesis. He must be objective
about the data collected. Therefore, formulating a hypothesis is not easy. As mentioned earlier there are at
least three causes of difficulties in formulating hypotheses, namely:
1) The absence of a theoretical framework or knowledge of a clear theoretical framework.
2) Lack of ability to use existing theoretical frameworks.
3) Failing to get acquainted with existing research techniques to be able to string words together in
making hypotheses correctly

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 CHAPTER III
CLOSING
3.1.Conclusion

Based on the discussion above, it can be concluded several important points, including:
1. Problem formulation is a formula that questions a phenomenon, both in its position as an
independent phenomenon, and in its position as a phenomenon that is interrelated between one
phenomenon and another, both as a cause and as a result.
2. The formulation of the problem has several functions, including the following:
a. As a driver of a research activity to be held
b. As a guide / determining direction or focus of a study
c. As a determinant what kind of data needs and must be collected by researchers, and what types
of data do not need and must be set aside by researchers
d. With the formulation of the research problem, the researchers can be made easier in
determining who will be the population and sample in the study
3. Criteria in the formulation of the problem, including:
a. Being a question sentence or interrogative sentence, both questions that require descriptive
answers, and questions that require explanatory answers.
b. Useful or associated with efforts to form and develop theories.
c. The formulation of the problem should be formulated in the context of actual pragmatic policies.
4. The characteristics of a good problem, namely:
a. Having research value
b. Problems must have authenticity
c. The problem must state a relationship
d. Problems must be important
e. The problem must be testable
f. Problems must be stated in the form of questions
g. Has feasibility
h. In accordance with the qualifications of researcher
5. The general problem formulation model can be divided into three forms, namely descriptive,
comparative, and associative problem formulation.
6. There are six (6) benchmarks in conducting problem formulation analysis, namely:
a. Does the formulation of the problem link two more factors?
b. Is the formulation of the problem separated from the research objectives?
c. Is the description descriptive only or is it accompanied by a research question, or is it only a
research question?
d. Is the description of the problem specifically presented so that it can meet the criteria of
"inclusions" or is it still so generally that the criteria are not met?
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 e. Is the word "work hypothesis" explicitly related to the research problem? Or is it only stated
implicitly?
f. Is the study limitation explicitly stated in terms of "focus" explicitly or not, and is focus a
problem?
7. Some principles in the formulation of problems, including:
a. Principles relating to theory from the base
b. Principles relating to the intentions of problem formulation
c. The principle of factor relationships
d. Focus as a vehicle to limit study
e. Principles relating to inclusion-exclusion criteria
f. Principles relating to the form and manner of problem formulation
g. Principle with respect to the position of the formulation of the problem
h. Principles relating to the results of a literature review
8. Literature Review is reading material related to research objects that have been made which are used
to analyze the research object being studied.
9. How to arrange a literature study can be divided into two groups, namely:
a. In accordance with years of research and in accordance with the relevance and closeness of the
object
b. Descriptive and descriptive analytical
10. Hypothesis is a temporary statement or allegation of the state of the population that will be
examined against the problem raised.
11. The characteristics of a good hypothesis is that it must state the relationship, according to the facts
and can explain it, relate to science and in accordance with the growth of science, testable, and
simple.
12. The type of hypothesis in terms of the formulation of the problem can be divided into a working
hypothesis and a null hypothesis. Whereas based on the process of acquisition it can be divided into
a deductive hypothesis and an inductive hypothesis.
13. The hypothesis serves to provide a temporary explanation of the symptoms and facilitate the
expansion of knowledge in a field; provide a statement of the relationship that took place can be
tested in research; give direction to research; and provide a framework for reporting the conclusion
of an investigation.

3.2. SUGGESTION
1. Because the formulation of the problem is the upstream of a study, we must arrange it well so that
the research conducted can be maximized and useful.
2. Formulation of the problem should be made in the form of clear and concise questions.

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3. Hopefully with the preparation of this paper can be useful for readers and add to the treasury of
knowledge, especially in making the formulation of problems in research.

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