A THESIS
MUH. FATHURRAHMAN
10535658615
2020
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UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
SURAT PERNYATAAN
Nim : 10535658615
Dengan ini saya menyatakan bahwa skripsi yang saya ajukan di depan tim penguji
adalah hasil karya saya sendiri dan bukan hasil karya dari orang lain atau
Demikian pernyataan ini dan saya bersedia menerima sanksi apabila pernyataan
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UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
SURAT PERJANJIAN
Nim : 10535658615
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MOTTO
“TALK LESS
DO MORE’’
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ABSTRACT
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ABSTRAK
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ACKNOWLEDGMENT
All praise is only for Allah, Almighty God. May peace and blessings from
Allah be upon me with the Prophet Muhammad SAW for his family and followers. It
is part of God's grace that the writer can finish writing this thesis. This was submitted
The author realizes that this thesis will never be completed without the help of
a number of people. Therefore, the author would like to express appreciation and
deep gratitude to those who have helped and involved in completing the thesis.
Prof. Dr. Abdul Rahman Rahim, SE., MM, Dean of the Teaching and Education
Faculty Erwin Akib, M.Pd., Ph.D and Head of the Department of English Education
The deepest gratitude that the author wishes to convey to the two supervisors:
Dr. Nur Qalby, S.S, M.Hum as the first supervisor and Yassir Mallapiang, S.S, M.Pd
as the second supervisor, for spending so much time guiding the author to form the
beginning to the end of this thesis, provide comments, corrections, and suggestions
that help the author to facilitate the writer in completing this research.
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The author thanks the Principal of SMAN 7 Makassar School Drs. Anwar,
M.M and Nurlela, S.Pd as English Teachers at SMAN 7 Makassar, and all students of
In particular and especially the author, sincerely thanks my parents, Drs. H. Muh
Saleh and Nuraeni, S.Pd, my sister Siti Uswatun Hasanah, A.Md., F.Km and sitti
magfira, S.Pd, my brothers Muh annas Fathir, and Muh Fadlillah ...
The author also thanks all my classmates, my best friends, Assalam Djihat,
arifudin S.DM, Muh hardiyansah, muhtar jayadi, and Muslimin Nur for their help and
The author believes that this thesis is still far from perfection, for this reason
the writer highly appreciates the criticism and suggestions of the reader in improving
this thesis. The author hopes this thesis can help readers in the future. Finally, the
authors hope this paper provides many benefits. May Allah always forgive us.
MUH. FATHURRAHMAN
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TABLE OF CONTENT
Page
ABSTRACT ……………………………………………………………….. iv
ACKNOWLEDGEMENT ………………………………………………… vi
CHAPTER I: INTRODUCTION 1
A. Background ………………………………………………….. 1
vii
D. Interest learning……………………………………………. 11
A. Finding …………………………………………….. 24
B. Discussion …………………………………………….. 37
A. Conclusion…………………………………………… 39
B. Suggestion……………………………………………. 39
BIBLIOGRAPY 40
APPENDICES 42
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LIST OF TABLE
Page
Table 1.1 During the teaching and learning activities taking place in the morning
Table 1.3 I can easily remember the material explained by my English teacher
Table 1.7 I prefer reading books when studying in the morning ………………. 27
Table 1.11 During the teaching and learning activities taking place
ix
Table 1.13 I can easily remember the material explained by my English
Table 1.16 I prefer to do the daily tests given by the teacher in the afternoon…. 32
The afternoon.................................................................................... 33
Table 1.20 I often get late in class when learning English is done in
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LIST OF APPENDIX
Page
Appendix F Questionnaire……………………………………………….. 56
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CHAPTER I
INTRODUCTION
A. Background
cannot be implemented and improved on lesson schedules and objects that are
canceled at school.
schedule have a morning study schedule and some have a morning to evening
study schedule. Studying in the Morning at school will make a different difference
from studying in the afternoon because in the morning students like to be fresh
and full in addition to students who stay up late at night or students who don't
have breakfast in the morning. The efficiency of sleep time and initial sleep time
different study times. Mostly in learning in class. For example the case of students
who study in the morning. Focus more on learning during the day. Less focus on
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2
According to Slameto (2015: 68) that school time also affects student
learning. This can be seen during the learning process in the morning and evening.
a compilation of people learning in the morning will focus more on the material
delivered by the teacher from individuals who get lessons in the afternoon. These
two time differences will be one of the differences in students' interest in learning.
problems that arise in the difference in learning time, namely the students' interest
in terms of learning in class. Thus the student problems discussed earlier are very
and afternoon
The teaching and learning process also involves students' interests and
learning time learning towards students 'interests, activities and learning outcomes
showed that there was a significant difference between learning time in the
morning and evening for students' interests and activeness. However, there is a
B. Research Problem
the learning on morning and afternoon schedule at the second grade SMAN 7
In line with what has been stated on research questions part, this research
was aimed to find out the different student learning English interest occurred
when the morning and afternoon study schedule at the second grade of SMAN
The result of this research will expect to give some positive outcome as
follow:
1. Theoretically, the researcher hopes that the result of this writing can be
inform the people that we can get the interesting study especially English
English teacher and the students that learning process in the morning and in
4
morning and evening schedules. This investigation was carried out in the second
In this chapter, the researcher discusses about previous related findings and
the researcher was present review of related theories which consists of two-part,
interest learning and morning and afternoon schedule and discusses about a
comparative of them. Considering the theories two parts, the writer formulated
showed that the study time in the morning and afternoon did not affect students'
time and interest in students’ learning achievement in class VIII SMP Da’wah
Pekanbaru shows that there is a positive relationship with the medium category
Cipayung, East Jakarta showed that there was a significant influence of learning
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Yogyakarta showed that there was no influence between study times and learning
achievement, this also relates to learning interest where students' interests and
motivation will encourage objectivity in the learning process so students can excel
at school.
Based on some of the research reviews related above, the difference between
my research is: in Giovani (2018) the result of her research the activeness and
learning outcomes showed that this study time in the morning and afternoon did
not affect student interest; in Sari (2017) the result is the interest between study
time morning and afternoon shows that there is relationship with the medium
in lestari (2013) showed that there was a significant influence of learning interest
in learning outcomes but there was not significant interaction effect between
times; in prayitno (2009) showed that there was not influence between study time
and learning achievement with relates learning interest of the student; while in my
research is focused student interest between morning and afternoon schedule. The
B. Learning
allows one to acquire and shape new competencies, skills and attitudes (2014: 50)
constructing meaning either dialog text, physical experience, etc. (Suparno, 1997:
61)
of experience.
From some of the opinions above, the writer can be conclude that learning
the surrounding environment to get skills and new attitudes. An individual who
learns it will get something that he does not understand by constructing the
connecting experiences or learns the material with the understanding they have
that the understanding is developed (Suparno, 1997: 61). A person who learns not
According to Slameto (2015: 54) there are the factors that influence, but it
can be classify into only two groups, namely internal (internal) and external
(external) factors. Internal factors are the factor that exist in individuals
who are learning, while external factors are a factor that exist outside the
fatigue factor. External factors include family factor, school factors and
community factor.
According to Suryabrata 1989 (in Giovanni 2014: 58) the factors that
b) Psychological factor.
b) Non-Social factor.
learning there are factors that influence the success of learning. These
factors are internal factors that come from within, the individual and
external factors that originate outside the individual who learns. Internal
most people find it easier to understand lessons in the morning than during
the day or evening. From the above events it can be explain that there are
outcomes are not in line with expectations, we must not blame that
individual's intelligence as the cause. But it must also pay attention to the
C. Learning Time
the school. School time is the time of the learning process at school, at
2015: 68). Biggers (1980, in Shah 2008: 138) argues that the time of
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his research, Lestari (2013: 119) argues that in the morning school it
starts at 6:30 to 12:00, and during the day from 12:00 to 17:30.
enters school during the day, the student will have difficulty in receiving
because the condition of the mind is still clear and fresh and the physical
condition is still good. As a result, choosing the right school time will
physics takes place in the morning, students still concentrate, focus and
take place during the day the students are not concentrated, out of focus
and active students are only part of the number of students in the class.
This is because during the day the body is tired / weak. This will affect
the results of student physics learning. Because the time at school start at
7:15 a.m. and ends at 3:45 p.m, then in this study morning it is used
between 07:00 WIB until 12:00 WIB and afternoon study time between
166).
From some of the opinions of the experts above, it can be conclude that
thing or activity without talking. From this conclusion, it can be say that
interest has a major influence on learning. This happen because if the teaching
material learns it’s not in accordance with the interests of students, students
will not learn as well as possible, because there is no attraction for him. When
a student has a high interest in a lesson, for example the subject is physics, he
will focus his attention on physics. By focusing his attention on physics, the
student will actively study physics. By actively studying physics, the learning
outcomes will also increase. This is supported by the opinion of Shah, who
said that interest will affect the quality of achieving student learning outcomes
of things below:
E. Types of interest
four types, namely: expressed interest, manifest interest, tested interest and
a. Expressed interest
b. Manifest interest
action.
c. Tested interest
vocabulary
d. Inventoried interest
the respondents.
Waljito (1998: 35) factors that influence interest there two are intrinsic
factors and extinsic factors. The intrinsic factor is factors that come from
within the individual and extrinsic factors are factors that come from
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A. Intrinsic factor
1. Feelings of interest
attitude towards learning or other activities that are certain plays a big role
in his life even though it is difficult for him show the function of a positive
to follow learning.
that feeling of interest was the attitude positive towards learning or other
activities in the form of feelings satisfied, relieved, like and happy about
2) Attention
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student shows more or like one thing over another. Get it too manifested
certain objects tend to give greater attention to objects that is. Attention is
certain inside attention symptoms of the three mental functions also exist,
but the element of thought is the strongest influence (Abu Ahmadi, 2003:
concentration or for focus the mind on an object both inside and at outside
Is attention will make the work possible easily and hopefully getting good
results.
3. Feeling happy
subjective soul in feeling happy and unhappy (Abu Ahmadi and Widodo
Supriyono (2004: 38). According to Winkel W.S (2004: 212) between the
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attractive to him, then the work will be more satisfying than he who does
something that is not he likes it. Students who have feelings of pleasure
and sincerity
learning, so that they will arises the desire and willingness to master it.
4. Hope
is the desire and attraction for following something that caught his
attention and pleasure, these students also have hopes that they want to
The expectations of each student are not the same depending on the
5. Needs
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one important factor and a driving force for someone to learn is his desire
to make ends meet to succeed and stay away from failure. Close interest
are:
a. Primary needs Primary needs are needs that are numbered united
concerning the needs of living things, life and functions of human body
tools.
b. Secondary needs Secondary needs are needs number two this need
concerns life in society, but it does not concern human vital needs and
psychiatric function.
6. Motivation
78) is a condition that causes or cause certain behaviors and directions and
B. Extrinsic Factor
activity where the activity can increase knowledge of a things and things
theory, then he will try to repeat his involvement. The desire to continue
Based on some of the descriptions above, it turns out that there are many factors
that influence interest are internal factors (intrinsic) and factors that come from
outside the individual (extrinsic). By knowing these factors are expected, the
teacher can spur students' interest in learning to be useful in their future lives. In
research this is a factor that comes from within the individual is students' interest
in learning in subjects and factors that come from outside the individual are
teacher's encouragement
F. Conceptual Framework
systematically. The aim of this study is the interest in learning towards study
time. The research needs an analysis unit to make it easier and to know
whether there are differences in learning interest in the morning and afternoon.
Student Interest
Learning
Morning Afternoon
schedule schedule
RESEARCH METHODOLOGY
location and time of the research, variable and operational definition, population
A. Research Design
In this study, research was used quantitative approaches and used descriptive
The quantitative descriptive design forms used in this study are to study
differences in learning interest in the morning with the afternoon. The Researcher
has used a questionnaire design in the morning class and afternoon class. The
result is to prove or compare the student interest on the morning and afternoon
study schedules,
Km 18, Kota Makassar. This research was conduct in 5-9 October 2019.
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1. Variable
2. Operational Definition
in schools
researcher used questionnaire to get the data about students’ interest of the
Questionnaire
(respondents) as the research’s request. In this research, the research was gives the
student interest about learning at morning and afternoon time.. The list of question
which the student choose one of the choice as their interest about learning time
In giving the questionnaire, the research was gives them by the step. First,
the research gives the questionnaire. Second, He ask them to give attention on the
options for each of the available options. To get this percentage, we used the
following formula
24
P=
Notation:
P = Percentage
F = Frequency
Gay (2006:173)
Scoring of Questionnaire
Answer Score
Very Disagree 1
Disagree 2
Neutral 3
Agree 4
Very Agree 5
BAB IV
A. FINDING
This part presented the result of data analysis of students learning interest
between morning and afternoon schedule at the second grade students of SMAN 7
Table 1.1 During the teaching and learning activities taking place in the
morning I pay attention to the material delivered by my English teacher.
No Alternative of Answer Frequency Percentage (%)
1 Strongly Disagree - -
2 Disagree 3 9.7
3 Neutral - -
4 Agree 18 58.1
5 Strongly agree 10 32.3
Amount 31 100
58.1% of respondents who chose to agree, and 32.3% of respondents who chose
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respondents who chose neutral, 22.6% of respondents who chose to agree, and
respondents who chose neutral, 45.2% of respondents who chose to agree, and
strongly disagreed and disagreed, 19.4% of respondents who chose neutral, 29.0%
of respondents who chose to agree, and 51.6% of respondents who chose strongly
agreed.
respondents who chose neutral, 12.9% of respondents who chose agreed, and
Table 1.6 I prefer to do the daily tests given by the teacher in the morning
respondents who chose neutral, 29.0% of respondents who chose to agree, and
respondents who chose neutral, 29.0% of respondents who chose to agree, and
Table 1.8 I was very excited when working on English material in the
morning
respondents who chose neutral, 32.3% of respondents who chose agreed, and
Table 1.9 I like learning English in the morning because my mind is still fresh
who chose neutral, 41.9% of respondents who chose to agree, and 25.8% of
Table 1.10 I often get late in class when learning English is done in the
morning
respondents who chose neutral, 29.0% of respondents who chose agreed, and
Table 1.11 During the teaching and learning activities taking place in the
afternoon I pay attention to the material delivered by my English teacher
No Alternative of Answer Frequency Percentage (%)
1 Strongly Disagree 1 3.2
2 Disagree 18 58.1
3 Neutral 6 19.4
4 Agree 3 9.7
5 Strongly agree 3 9.7
Amount 31 100
Based on the table above it was found that, 3.2% of respondents who
respondents who chose neutral, 9.7% of respondents who chose to agree, and
respondents who chose neutral, 19.4% of respondents who chose agreed, 12.9% of
respondents who chose neutral, 0% of respondents who chose agreed and strongly
agreed.
respondents who chose neutral, and 0% of respondents who chose agreed and
strongly agreed.
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Table 1.16 I prefer to do the daily tests given by the teacher in the afternoon
respondents who chose neutral, 0% of respondents who voted agree and 3.2% of
35.5% of respondents who chose neutral, 12.9% of respondents who chose agreed,
Table 1.18 I was very excited when working on English material in the
afternoon
respondents who chose neutral, 19.4% of respondents who chose to agree, and
Table 1.19 I like learning English in the afternoon because my mind is still
fresh
respondents who chose neutral, 12.9% of respondents who chose agreed, and 0%
Table 1.20 I often get late in class when learning English is done in the
afternoon
who chose neutral, 35.5% of respondents who chose to agree, and 48.4% of
After calculating and processing data using IBM SPSS 24, the results
obtained average scores and standard deviations from morning and afternoon
From the data presented it can be seen that the mean value of students on
the morning schedule is 36.39, with a standard deviation of 4.924, minimum value
achieved by students is 25, and the maximum value is 45. Whereas on the
afternoon class schedule the mean score is 25.94, with a standard deviation of
3.687, the minimum value achieved by students is 19, and the maximum value is
36.
Based on the table above it is known that students who are interested in
morning learning are 17 students with a percentage of 54.8. while students who
are interested in learning during the day are 15 students with a percentage of 48.4.
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DISCUSSION
From the results of the analysis of the Mean score data on student
interest in studying the morning schedule and the afternoon schedule shows that
there are differences between the morning and afternoon schedules. Means score
on student learning interest in the morning is 36.39 and student learning interest in
the afternoon is 25.94. This indicates that students' interest in learning in the
10.45. From the results of independent tests using IBM SPSS 24, it was found that
the significant value (sig) 0,000 <0.005. It shows that there is a significant
difference between students' learning interest in the morning and afternoon, and
based on the Chi-Square Tests t is known that there are differences in interest in
learning English based on learning time, where students who are interested in
learning English in the morning are 17 students with a percentage of 54.8 while
students who are interested in learning during the day are 15 students 48.4. In this
study it can be concluded that students have a higher interest when studying in the
Based on the results of the study it was proven that there was a significant
effect between study times on interest in learning English. This shows interest in
learning English will increase when students learn in the morning. English
appropriate time in learning, conditions in the morning are still fresh because there
is not much activity to help students concentrate in learning English, this causes
increased interest in learning English. That time does indeed affect the success of
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one's learning (Hakim, 2005: 20) a student will be able to achieve success in
learning, if he has the right time to learn and can manage that time to be more
The results of this study are in line with research conducted by lestary indah
(2013) conducted at Cipayung Public Middle School, East Jakarta, which shows
Yogyakarta High School, there is no influence between learning time and learning
achievement, this is also related to interest in learning where students' interest and
motivation will encourage objectivity in the learning process so that students can
excel at school.
CHAPTER V
A. CONCLUSION
students' interest in learning English on the morning and afternoon classes has a
media where the results indicate that the results of the study are less than 0.05. If
the research results show below 0.05 that means it has a significant difference.
interest will make students eager to learn and not make learning time as an
obstacle but rather make a challenge, so that student learning outcomes will be
B. SUGGESTION
Learning time is right for students in the morning, requires for schools that
still need time to study during the day if providing a way of learning that is
suitable for their study time. For example by using learning methods that are fun,
varied, and also not monotonous. So students are more interested in learning
English.
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40
Therefore, teachers need to develop theories, concepts and aspects needed by teachers
related to the subject, and Suggestion for students is to keep increasing their interest
Abu Akhmadi & Widodo Suproyono. 2004. Psikologi Belajar. Jakarta: Rineka
Cipta.
41
42
Sardiman A.M. 2001. Interaksi dan Motivasi Belajar Mengajar. Jakarta: PT. Raja
Grafindo Persada.
Sari, Ermina, dan Oktaviani, Ira. 2017. Hubungan Antara Waktu Belajar Dan
Minat Belajar Terhadap Prestasi Belajar Biologi Siswa Di Kelas Viii Smp
Da’wah Pekanbaru. Jurnal Pendidikan Biologi, Vol 5, No 2, Oktober 2018
Septiani,dwi. 2013. Pengaruh Kecerdasan Emosional (EQ) dan Minat
BelajarTerhadap Hasil Belajar Mahasiswa. Pekanbaru
Slameto. 2015. Belajar dan Faktor-faktor Yang Mempengaruhi. Jakarta: Rineka
Cipta.
Sugihartono, et all. 2007. Psikologi Pendidikan. Yogyakarta: UNY Press.
MORNING SCHEDULE
NO MS.1 MS.2 MS.3 MS.4 MS.5 MS.6 MS.7 MS.8 MS.9 MS.10 TOTAL
1 4 4 3 5 3 4 4 3 4 1 35
2 4 5 3 3 5 5 4 4 5 4 42
3 4 5 4 5 5 4 5 5 5 3 45
4 5 4 3 5 1 3 5 5 5 1 37
5 4 4 4 4 3 2 3 3 3 1 31
6 4 5 4 5 4 4 3 4 4 3 40
7 4 3 3 3 5 3 3 3 2 3 32
8 2 1 2 3 4 3 2 3 3 4 27
9 2 1 2 3 4 3 2 3 3 2 25
10 2 1 2 5 4 3 2 2 2 3 26
11 4 4 4 4 3 2 4 3 3 1 32
12 5 5 3 3 2 4 1 3 3 3 32
13 4 5 4 5 1 3 5 5 4 2 38
14 4 3 4 4 3 3 4 5 5 1 36
15 4 3 4 5 2 3 4 4 5 1 35
16 5 4 4 4 2 2 5 4 4 1 35
17 4 5 3 4 1 5 3 4 5 1 35
18 4 4 4 4 2 5 2 4 4 1 34
19 5 5 4 5 3 4 5 4 5 1 41
20 4 3 4 5 3 5 5 4 3 5 41
21 4 5 4 4 3 5 4 5 4 1 39
22 5 5 5 5 2 4 5 4 5 1 41
23 5 4 3 3 2 2 4 3 4 4 34
24 4 5 4 4 2 5 4 3 5 1 37
25 5 5 5 5 2 4 5 4 5 1 41
26 4 5 5 5 2 4 5 5 4 1 40
27 5 5 5 5 2 5 5 4 5 1 42
28 5 5 5 5 2 4 4 5 5 1 41
29 4 5 4 5 2 5 5 4 5 1 40
30 4 5 3 5 1 5 4 5 5 1 38
31 5 5 3 4 2 3 5 4 4 1 36
1128
AFTERNOON SCHEDULE
NO AS.1 AS.2 AS.3 AS.4 AS.5 AS.6 AS.7 AS.8 AS.9 AS.10 TOTAL
1 5 4 5 1 3 2 3 4 3 4 34
2 4 3 3 1 2 1 1 1 3 5 24
3 2 2 4 1 1 2 2 2 4 2 22
4 2 1 3 1 2 3 3 1 2 5 23
5 2 3 3 1 2 3 1 2 1 5 23
6 3 3 2 1 2 2 2 3 3 5 26
7 4 2 2 2 2 2 2 2 2 5 25
8 2 2 3 2 2 5 4 2 2 5 29
9 2 2 3 2 2 3 4 2 2 5 27
10 3 3 4 1 2 2 2 3 4 5 29
11 3 2 3 1 2 3 3 2 2 4 25
12 3 3 4 1 2 2 2 3 3 4 27
13 2 2 2 1 1 2 3 2 2 4 21
14 2 2 1 1 3 3 2 2 3 5 24
15 2 3 4 2 1 3 2 4 3 1 25
16 2 3 3 3 2 3 3 2 3 3 27
17 2 2 3 1 3 3 1 2 3 5 25
18 5 3 5 2 2 3 2 5 4 5 36
19 2 2 2 1 3 2 4 2 2 4 24
20 5 4 4 2 2 2 2 4 2 4 31
21 2 2 3 1 2 3 3 1 1 3 21
22 2 2 5 1 3 2 3 4 2 3 27
23 3 3 2 1 3 3 3 2 1 5 26
24 2 2 3 1 1 1 2 2 1 4 19
25 1 1 3 1 1 2 5 4 2 5 25
26 2 2 2 2 3 3 3 2 2 5 26
27 2 3 2 2 3 3 4 2 2 4 27
28 4 2 4 1 2 3 3 4 4 4 31
29 2 2 3 1 3 2 3 2 3 4 25
30 3 3 5 2 2 2 2 3 2 4 28
31 2 1 3 1 2 2 2 3 1 5 22
804
Appendices B
Result of SPSS
MORNING SCHEDULE
Cumulative
Frequency Percent Valid Percent Percent
Cumulative
Frequency Percent Valid Percent Percent
Cumulative
Frequency Percent Valid Percent Percent
Cumulative
Frequency Percent Valid Percent Percent
Cumulative
Frequency Percent Valid Percent Percent
Table 1.6 I prefer to do the daily tests given by the teacher in the
morning
Cumulative
Frequency Percent Valid Percent Percent
Cumulative
Frequency Percent Valid Percent Percent
Cumulative
Frequency Percent Valid Percent Percent
Cumulative
Frequency Percent Valid Percent Percent
Table 1.10 I often get late in class when learning English is done in
the morning
Cumulative
Frequency Percent Valid Percent Percent
AFTERNOON SCHEDULE
Table 1.11 During the teaching and learning activities taking place in
the afternoon I pay attention to the material delivered by my English
teacher
Cumulative
Frequency Percent Valid Percent Percent
Cumulative
Frequency Percent Valid Percent Percent
Cumulative
Frequency Percent Valid Percent Percent
Cumulative
Frequency Percent Valid Percent Percent
Cumulative
Frequency Percent Valid Percent Percent
Table 1.16 I prefer to do the daily tests given by the teacher in the
afternoon
Cumulative
Frequency Percent Valid Percent Percent
Cumulative
Frequency Percent Valid Percent Percent
Cumulative
Frequency Percent Valid Percent Percent
Cumulative
Frequency Percent Valid Percent Percent
Table 1.20 I often get late in class when learning English is done in
the afternoon
Cumulative
Frequency Percent Valid Percent Percent
Valid N (listwise) 31
Appendices E
MORNING SCHEDULE
Nama :
Kelas :
ANGKET PENELITIAN
SS S R TS STS
Nama :
Kelas :
ANGKET PENELITIAN
DOCUMENTASI
Morning class
Afternoon class
CURRICULUM VITAE
continued his studies at 25 junior high schools of Makassar, and finished in 2012.
Then he continued his studies at SMAN 7 Makassar in 2012 and finished in 2015.
In the same year, he continued his studies at the English language department,