Students’ Involvement in Extracurricular Activities and Their English Academic

Achievement

A Baby Thesis

Submitted as one of the requirements for the degree of

Sarjana Pendidikan from Faculty of Education
Universitas Klabat

By
Dewita Desliani Surentu
102021418001

Fakultas Keguruan dan Ilmu Pendidikan

Universitas Klabat
Mei, 2019
 APPROVAL SHEET

Title : “Students’ Involvement in Extracurricular Activities and Their

English Academic Achievement”

By : Dewita Desliani Surentu

NIM : 1020214180004

Major : English Language Education

This skripsi has been approved by the skripsi committee on Mei 2019

Skripsi Committee

Advisor Examiner

Billy M Sakul, M.Hum. Alfrits Sinadia, M.Pd

NIDN: 0914047201 NIDN: 0901048004
Chair

Petrus Kondo, MAEd

NIDN: 0905077802

Certified by
Dean of Faculty of Education
Universitas Klabat

Ate Gueen Simanungkalit, PhD

NIDN: 915056801 Date:
 DECLARATION OF AUTHORSHIP

I, Dewita Desliani Surentu declare that this research and the work presented in

it is my own and has been generated by me as the result of my own original research

entitled

“Students’ Involvement in Extracurricular Activities and Their English

Academic Achievement”

I confirm that:

1. This work was done wholly or mainly while studying at Universitas Kabat;

2. Where any part of this skripsi has previously been submitted for a degree or

any other qualification at Universitas Klabat or any other institution, this has

been clearly stated;

3. Where I have consulted from work of others, this is always clearly attributed;

4. Where I have quoted from the work of others, the source is always given. With

the exception of such quotations, this skripsi is entirely my own work;

5. I have acknowledged all main sources of help;

6. Where the skripsi is based on work done by myself jointly with others, I have

made clear exactly what was done by others and what I have contributed

myself;

7. Either none of this work has been published before submission.

Signature : …………………….

Date : ……………………
 iv

Acknowledgements

Personally, I, Dewita Desliani Surentu, from the depth of my heart would like

to express my sincere gratitude to The Almighty God for all His love and blessings to

my life for sending me people that surround me in finishing this thesis.

I would like to extend my gratefulness to Billy M. Sakul, M.Hum. as my

advisor that provide valuable solutions and support, for always reminding me to take

my time, showing great effort, spending his extra time for me. This thesis would not

have been done without his help and also the family, who always welcome me to

consult anytime.

I would like to thank my evaluators, Petrus Kondo, MAEd. as the chair for

the suggestions, corrections, and ideas for the improvement room. This thankfulness I

send also to Alfrits Sinadia, M.Pd. as the examiner for the willingness to give me

supports by giving chance to improve my thesis through his suggestions and

corrections.

For the expert teacher who were involved in validation of the questionnaire:

Virginia Sengkey, MAEd, and Dr. Elizabeth. M. M. Lasut, MAEd. Thank you very

much for helpful suggestion and professional revision. I also want to thank SMA

Advent Klabat Manado, especially the headmaster and the teachers who have given

me permission to do my research.

My special acknowledgment goes to Hesty Saroinsong, S.Pd. for her

unconditional support and being a great guru pamong for me in PPL 2 class. Thank

you also for Billy M. Sakul, M.Hum. For being such a wonderful PPL 2 advisor for

me. I thank for his sacrifices throughout my PPL 2 class. I want to thank also grade

XI Science 1 of SMA UNKLAB Airmadidi to participate in my teaching

 v

performance. Thank you to Ms. Paula Sumarandak, S.Pd. for her help in preparing

every supporting document regarding to my thesis and PPL 2 exam.

My gratefulness I send to my parents Welly Surentu and Rosfin Likuayang,

my little brother Steven Hibbert Surentu, and also my special friend Glandy B

Tawaris, S.H. and his family, thank you for their constant supports, love,

unconditional prayers who supported me spiritually, mentally and financially. I cannot

do anything without your help.

I would like to thank all my friends in, Universitas Klabat. Mashella Kawet,

Bright Surentu, Prilly, Ka kevin and to those who are in papua Ka Toni, Angel

Mamalanggo S.pd and Amelia Tedjo S.pd thanks for your prayes, and also to all my

friends in Fakultas Keguruan dan Ilmu Pendidikan (Sheryl, Nia, Esi, Elsa, Igin,

Jembris, Lisa, Thya, Ag, Eta, Arline, Steph, Tesa, ka Ira, Glavi, Clau, Nivid, Yoshiko,

Brenda, Chris, Villya, Siska, Sarah, Candy, Michelle, Selin, Caren, Vino, Recky,

Olivia, Ellen, Chia, etc.) to all Senior 80, to all AY Staff Unklab (PC, Fern Wallace,

and UIC), to all IMT (Ikatan Mahasiswa Tadulako), to all IKMAPAP (Ikatan

Mahasiswa Papua), to all my Basket Ball Team (IBC Girls), to all Flobamora (anak-

anak kupang), the last but not least to all Rainbow Kos gengs (Lidya, Chindy, Rose,

Ka Yana, Grace, Rosa, Sunny, Lanny, Nony, Ka Lorta, Ka Lanny, and their babies.),

I would also like to express my thanks for all who were directly or indirectly

that involved in this thesis that I did not mention above by names. Even the smallest

kind of support that you showed was very meaningful to me. Thank you for

accompanying me during ups and downs in my study, for being faithful friends and

pray for my success. May the good Lord will return all your goodness.
 vi

Abstract

This study was to figure out the students’ involvement in extracurricular activities and

their English academic achievement. Moreover, this study sought to find whether the

students involvement in extracurricular activities correlate with students’ English

academic achievement. This study used quantitative approaches which were

descriptive and correlational. In collecting the data, the questionnaire was adapted

from Pollock (2010) questionnaire of Measure of Perceived Overscheduling (MOPS).

In this study was conducted to the grade X and XI students of SMA Advent Klabat

Manado enrolled in the second semester of 2018/2019 academic year. Results showed

that the extracurricular activities was high (M= 3.54) and students’ English academic

achievement was good (M= 85.31). Finally this study found that there was a

significant correlation between student’ involvement in extracurricular activities and

their English academic achievement because the result showed r= .223 with p= .047.

Finally is it recommended to increase the student’s involvement in extracurricular and

their English academic achievement.

Keywords: Extracurricular, English achievement

 vii

Table of Contents
Cover ............................................................................................................................... i
Approval Sheet................................................................................................................ i
Declaration Of Authorship .............................................................................................. i
Acknowledgements ....................................................................................................... iv
Abstract ......................................................................................................................... vi
Chapter 1 Introduction ................................................................................................... 1
Identification of the Problem........................................................................ 2
Purpose of the study ..................................................................................... 4
Research Question ........................................................................................ 4
Null Hypothesis ............................................................................................ 4
Significant of the study ................................................................................ 4
Scope of the Study........................................................................................ 5
Limitation of the Study ................................................................................ 5
Definition of Term ....................................................................................... 5
Chapter 2 Literature Review .......................................................................................... 6
Extracurricular .............................................................................................. 6
Type of Extracurricular Activities ....................................................... 8
Academic Achievement ............................................................................... 9
Achievement Test .................................................................................. 9
Achievement and Grading System ........................................................ 9
Extracurricular Activities and Academic Achievement ............................. 10
Related Study ............................................................................................. 10
Conceptual Framework .............................................................................. 11
Chapter 3 Methodology ............................................................................................... 12
Research method and Design ..................................................................... 12
Respondents of the Study ........................................................................... 12
Sampling Technique ................................................................................... 13
Instrument................................................................................................... 13
Procedure of Data Collection ..................................................................... 13
Pilot Study .................................................................................................... 14
Validity and Reliability ................................................................................ 14
Ethical Consideration ................................................................................... 15
Data Analysis ............................................................................................... 16
 viii

Verbal Interpretation .................................................................................... 16

Chapter 4 Result, Interpretation and Discussion.......................................................... 18
Research Question 1 ..................................................................................... 18
Research Question 2 ..................................................................................... 19
Research Question 3 ..................................................................................... 20
Chapter 5 Summary, Conclusion, and Recommendation ............................................ 21
Summary ...................................................................................................... 21
Conclusion.................................................................................................... 21
Recommendations ........................................................................................ 22
References .................................................................................................................... 23

Appendices

Appendix A Covering Letter

Appendix B Questionnaire
Appendix C Data
Appendix D Validity and Reliability
Appendix E Result of Research Questions
Appendix F Consult Sheet
Curriculum Vitae
 Chapter 1

Introduction

Extracurricular activities are crucial to help students to increase their

involvement and achievement. According to Free Encyclopedia (2019)

Extracurricular or extra academic activity are those that fall outside the realm of the

normal curriculum of school or university education, performed by students.

Extracurricular activities exist for all students. Extracurricular activities consist of

various activities such as choir, vocal group, English debate, English clubs, and other

important activities that support their education.

Students should choose extracurricular activities that interest them and are

available in school and they can choose to be involved in several activities that are

beneficial. Barnett (2007) notes that “schools encourage students to participate in

various extracurricular activities, such as athletics, vocational clubs, student

government, newspapers and yearbooks, and special interest groups” (p. 316).

Participation in extracurricular activities substantially contributes to a healthy and

active life of a child. An extracurricular activity might even have the effect of

“recharging” the brain after a day of rigorous schoolwork, allowing students to return

to homework assignments with a refreshed mind.

Today extracurricular where physical inactivity and obesity are common;

encouraging children to sports, making children like sports and getting children to

adopt a lifelong sports habit gain importance in order to raise a healthy generation.

McGaha and Fitzpatrick (2010) described extracurricular activities as “participation in

school and neighborhood activities” (p. 24). School is a place for student to engage in

extracurricular activities. It provides several activities for students to be involved in.

 2

After school time, the students have time for doing their activities in the afternoon.

Steinberg (2011) stated that “extracurricular activities can build a bridge between the

school and the students who are not particularly interested in or successful at

academic” (p.304). Student who are involved in activities are often interested in some

activities and opportunity to practice their skill.

Extracurricular activities are one of the best investments that a school can

make to help promote achievement, student engagement, and the attitudes and habits

that lead to college aspirations and ultimate success. In this study, the main focus will

be on the students’ extracurricular activities and academic achievement. The way

students choose to spend their free time can affect their school performance.

Students’ who are involved in activities are often interested in some activities

and opportunity to practice their skill. Antovska and Kostov (2016) believed that

extracurricular activities take place on a regular basis and are supervised by adults.

Extracurricular activities will help students to be successful personally and

academically in school and community.

Identification of the Problem

Extracurricular is important for students. Almost every high school in

Indonesia offers some type of extracurricular activities, such as choir, vocal group,

English debate, English club and other important activities that support their

education. According to Oxford Learner Pocket Dictionary, extracurricular activities

are “outside the regular course of work at school or college” (p.156). Getting a good

grade is important for students since it can be a good sign of acceptance among their

group. Students’ involvement in extracurricular activities will build self-confidence in

their environment. Extracurricular activities also help students to increase their

involvement and achievement in social functions. Participating in extracurricular

 3

activities help students in different ways. The most basic reason for joining a club or

team that gives the students something better to do than just staring at the wall,

wandering the hall, or napping all day doing nothing.

According to Dowshen (2013) it’s important to keep a balance between

schoolwork, extracurricular activities, a job, social life and health. Having a healthy

life also good for everyone, that is why students’ need to be involved in some

extracurricular or some sports so that their daily activities will never be boring. Toft

and Ellis (2009) stated that brilliant students involved in extracurricular activities

facilitate students’ to link the inside and outside world.

Extracurricular activities include informal programs in school to motivate

students in learning. In English learning, extracurricular is an effective way to develop

the students’ ability in using English. They can participate in the activities which

directly influence their study. Gonzales (2002) stated that “extracurricular

participation can transform the schooling experience by making school much more

than a place for academic learning. (p.88).

There are some researchers concluded that participation in extracurricular

activities has a negative impact on student achievement (McMillen, 1991). The

researcher want to conduct this study is because in the past the researcher has the

same problem, involved in extracurricular but not really good in the English academic

achievement at the school since high school.

In this study is to find out the students’ participation in extracurricular

activities and is it enhance their performance in learning and involvement to be active

in school.
 4

Purpose of the study

The purpose of this study is to find out the level of the students’ involvement

in extracurricular activities and to find out the level of students and their academic

achievement especially in English subject. And also to find out the correlation

between the two variable.

Research Question

The research question of this study is to answer the following question:

1. What is the level of students’ involvement in extracurricular activities?

2. What is the level of students’ English academic achievement?

3. Is there any significant correlation between the students’ level of

involvement in extracurricular activities and their English academic

achievement?

Null Hypothesis

Based on the research questions stated above; the null hypothesis formulated as

following:

H0 There is no significant correlation between the students’ level of involvement

in extracurricular activities and their English academic achievement.

Ha There is significant correlation between the students’ level of involvement in

extracurricular activities and their English academic achievement

Significant of the study

This study focused on the involvement of students in the extracurricular

activities and their academic achievement especially in English subject, which might

have a good impact on their achievement in the classroom. The result of this study

will be great benefit for the students and the teachers. For English teacher, this study
 5

will be helpful to determine which extracurricular activities that can develop the

students’ achievement in English learning and help the teachers to have a positive

response to the students who are involve in extracurricular activities.

Scope of the Study

The scope of this study focused on students’ involvement in extracurricular

activities and their academic achievement. The questionnaire that researcher used in

this study developed by Aaron S. Pollock (2010) The Development of the Measure of

Perceived Overscheduling. The respondents of this study used grade X, and XI,

students of SMA Advent Klabat Manado. Research design in this study was a

descriptive design and correlative design. In this study, the researcher used statistical

tool and likert scale interpretation to analyze the data.

Limitation of the Study

This study got the data through the distribution of a questionnaire and mid-

semester grade for their English subject. The researcher might not be able to control

how respondents answer the questionnaire or how they finish it. They just answered it

according to their perception.

Definition of Term

The terms used in this study were:

1. Academic Achievement. This referred to the mid test of English subject result of the

students in the 2018/2019 academic year.

2. Extracurricular activities. This referred to the students’ activities in and out of school

time such as choir, vocal group, English debate or English Speech.

3. Students. This refers to grade X, and XI, students of SMA Advent Klabat Manado
 Chapter 2

Literature Review

Participation in extracurricular activities need the involvement of a student.

Involvement in an activity can be a way of showing one dedication to one community

and self. Studies state that a students can earn a lot of benefits when one is involved in

extracurricular activities. Benefits like learning how to manage their time, prioritizing

and gaining self-confidence. Students’ involvement in extracurricular activities

usually gives a positive effect to the student. This chapter presents the theories that

related and relevant to this study. The first part contains the review on extracurricular

activities. The second part includes the review on achievement. The last section

reviews extracurricular activities and academic achievement.

Extracurricular

Extracurricular activities are activities that provided or initiated by the school.

Extracurricular activities are those activities that fall outside the realm of the normal

curriculum of school or university education, performed by students (Bhadi, 2014,

p.27). Extracurricular are activity that do beside formal learning proses can offer a

multitude of benefits for children by control of the school (Pollock, 2010). In other

words, extracurricular is important for students to trained their behavioral or develop

their skill and knowledge.

Extracurricular activities are important to increase the grade of student in

learning. Adeyemo (2010) said that “involvement in a schools activity can be an

important learning experience for secondary school students as clubs, library,

debating club, young achieve club, organized essay competition and some other clubs

often teach the basic concepts and values of the society as a whole”(pp.111-112). In
 7

addition, Person and Wyche (2009) stated that extracurricular activities include a

“choice to voluntarily engage in an activity beyond the standard curriculum” (p. 41).

Extracurricular activities such as sports, drama, music, dance, and various clubs are

important part of the educational experience of students. Colby, Ehrich, and

Beaumonth (2003) noted that students who had an outside experience to increase

many important aspects in their lives such as full range of understanding, motivation,

and skills to interact with their environment. Extracurricular activities take important

role to students’ lives that participated and keep students increase their academic

achievement. In contrast, a study conducted by Hunt (2005) studied about the effect

of extracurricular activities in the educational process on the academic outcomes.

Extracurricular activities teach real world activities. Yiannakis and Melnick

(2006) stated that students can express identities and passions as effort of involvement

in the extracurricular activities, such as difference in society. Students also learn team

work in their academic study. Pollock (2010) claimed that extracurricular activity

involvement and lead to later behavioral or developmental challenges for children,

particularly when children are pressured or overscheduled. Its activities teach real

world activities where student can learn how in teamwork with different people after

school.

The goal of extracurricular activities is to provide students with opportunities

to realize students’ potential. Lunenburg and Irby (2006) pointed out that

extracurricular activities “serve the same goals and functions as the required and

elective courses in the curriculum” (p. 149). Students’ participation is usually

determined in subject area in the school. School activities are important in playing a

major role in the effect of academic achievement on the students. Revees (2008)

made a research about the advantage of extracurricular activities and students’

 8

achievement. The research focused on the influence of extracurricular participation in

the students’ achievement. Woodstock High School in Woodstock, Illinois was

profiled for its academic improvement and high level of student participation in

extracurricular activities. The result was academic improvement of a variety of

factors such as good teachers, community support, and an effective curriculum.

Participation in extracurricular activities such as those mentioned above

promotes social and emotional learning. Students’ involvement in extracurricular

activities increases students’ engagement. Lerner and Steinberg (2004) declared that

“involvement in a school organization or sports link an adolescent to a set similar

peers, provides shared experiences and goal, and can reinforce friendship between

peers” (p. 304). In other words knowledge and skill can be develop by join

extracurricular activities. Based on the explanation above it can be conclude the goal

of extracurricular is showing the opportunities to realize students potential and for

learning in teamwork and also to express identities and passion of the student.

Type of Extracurricular Activities

There are many types of extracurricular activities for the student in school.

They can be categorizing in spiritual club, sport and also art activities. Extracurricular

activities can be category in to art or theater, academic, civic activities and sports

(Pollock 2010) As Bear (2010) stated that extracurricular activities include business

clubs, vocational club, religious club, game club, service club, academic and foreign

language club. Fine arts are music, band, chorus, drama, art club. Furthermore,

Honeybourne, Hill, and Moors (2000) gave more areas such as games, athletic

gymnastics, dance, swimming and adventure.

 9

Academic Achievement

Academic achievement is the result of what an individual learned from some

activities. Greaney and Kellaghan (2008) stated that achievement in education is

classified for all grades and age levels. Achievement plays an important part in learning

process and education. Ditual (2012) stated that learners were highly motivated with

positive attitudes towards learning English. In addition, students were motivated by

their result to gain their ability in learning activities.

Achievement Test

Achievement test is a method to measure the result by doing some activities.

Tatum (2011) stated his articles that the achievement test serves as a tool to measure

current knowledge levels for the purpose of placing students in an educational

environment where they have the chance to advance at a peace that is suitable for

their abilities. As Brataan and Felopulos (2004) stated that “achievement tests are

design to measure what a child has actually learned, including how well a child adds

or reads, spells, or understands science concepts” (p. 85). Achievement test is an

approach to assess a result.

Achievement and Grading System

Achievement and grading function to assess students’ activities in their area of

interest. Magno (2010) stated that grading is the one of the major function,

result, and outcome of assessing and evaluating students’ learning in the

educational setting. It was given to students for their individual effort in their

learning activities, such as assignment, quizzes, and tests in their area. Furthermore,

Chan (2011) stated that to give students’ grades is more important than just students’

level of achievement.
 10

Achievement should measure what students have learned in school. Genesse

(2006) stated that a common evaluation of school achievement includes, for example,

grade point average (GPA). Grading system motivates the students to make

competition in the class.

Extracurricular Activities and Academic Achievement

The success of learning is more related to the activity of students’

extracurricular activities and their academic achievement. Extracurricular activities

are one of the students’ supporting factors. Case (2010) stated that “adolescent who

participated in activities reported higher levels of maturity, as well as more adaptive

decision – making skills” (p. 11). He also suggested that “extracurricular activity

participation has been investigated as a protective factor in adolescence” (p. 11) and

involvement in the activities can make the academic achievement higher.

Related Study

From the results, we find out that most of male students like to join sports

activity but the female students like to join the program that their clubs or society

organized. This was similar to the research at Ireland which is conducted by Prof.

Sheila Greene (2010). She stated that 84 percent boys are more active involve in

sports than girls. When a research about to examine students’ motivations for

participating extracurricular activities at University at Buffalo, a large proportion of

respondents engage in co-curricular activities (83.7%), while a much smaller

proportion engages in community service and volunteering (63.3%).

 11

Conceptual Framework

Based on the review above, the conceptual framework used in this study is that

extracurricular activities have a relationship with academic achievement.

Extracurricular Activities Academic Achievement

Figure 1. Conceptual Framework of Students’ Extracurricular Activity and Academic

Achievement
 Chapter 3

Methodology

This chapter presents the research design, respondents, sampling technique,

instrumentation, procedure of data collection, pilot study, validity and reliability,

ethical consideration, data analysis techniques, and interpretation. The methodology

has been arranged below.

Research method and Design

This study used a quantitative method. Morris (2012) stated “one way of

looking at quantitative methods is a collection of techniques for organizing,

presenting, summarizing, communicating and drawing conclusions from data, so that

becomes informative” (p.1). The data was analyzed statistically using numbers.

Furthermore, Johnson and Christensen (2011) stated that “descriptive research to

learn about the attitudes, opinions, beliefs, behaviors, and demographics (e.g. age,

gender, ethnicity, education) of people.”(p.366). The last was according to Nunan

(1992) stated that correlative research is used to “estimate the degree of association of

two variables” (p. 38). The two variables correlated in this study were extracurricular

activities and academic achievement.

Respondents of the Study

The respondents in this study was grade X, and XI of SMA Advent Klabat

Manado who enrolled in academic year 2018/2019. The reason why the researcher

chose this class was because all of them were involved in the extracurricular activities

like choir, vocal group and other extracurriculars. The respondents consisted of 80

students: 40 students from grade X and 40 students from grade XI.

 13

Sampling Technique

In this study, the researcher used convenience sampling technique because the

convenience sampling technique uses “subjects who are readily accessible or

available” (Etikan, Musa, & Alkassim, 2015, p.8). If the subjects are readily

accessible, the process of selecting the respondent becomes easier. In this study, the

respondents were the students who were present when the researcher distributed the

questionnaires.

Instrument

The instrument for collecting data in this research was a questionnaire adapted

from Pollock (2010). Items on the MOPS were ranked and scored on a 6-point Likert-

type scale in the following order: (Strongly Disagree, Disagree, Sometimes Disagree,

Sometimes Agree, Agree, and Strongly Agree). The researcher modified the 6-point

Likert-type scale into five namely (1 = Strongly Disagree, 2 = Disagree, 3 = Moderate

Agree, 4 = Agree, and 5 = Strongly Agree). Questionnaires were translated into

Bahasa. The questionnaire consists of 20 items.

Likert Scale Interpretation for questionnaire

Strongly Agree : 4.50 – 5.00

Agree : 3.50 – 4.49
Moderate : 2.50 – 3.49

Disagree : 1.50 – 2.49

Strongly Disagrees : 1.00 – 1.49

Procedure of Data Collection

There were several steps taken by the researcher in order to collect the data:
 14

1. Asking permission from the Dean of Education Faculty of Universitas Klabat to

collect data at SMA Advent Klabat Manado.

2. Submitting the recommendation letter to the principal of SMA Advent Klabat

Manado and ask the agreement from Headmasters of SMA Advent Klabat Manado.

3. Explaining the resolve of the questionnaire and ask the students to fill it honestly

based in their own practice.

4. Giving time-limit to fill the questionnaire and collect it after they reach the time-limit.

5. Importing the data to be analyze and counted using certain formula by requesting help

from the advisor.

6. Interpreting the analyzed data by consulting with the advisor.

Pilot Study

A pilot study is essential to recognize whether the quality of instrument that

will use is valid and reliable. The pilot study helps to decide whether the study is

possible and useful to continue. The questionnaire was translated into Bahasa

Indonesia. The pilot study was conducted at SMA Advent Klabat Manado for grade

XII class. The school uses English in class activities. The researcher distributed and

explained the questionnaire for 40 students on the distribution day.

Validity and Reliability

Validity is needed of each study because if the study not deemed to be valid it

means that that study not success. Validity is significant of this study because validity

is described as the degree to which a research study measures what it intends to

measure. Validity is aspect vital for this research to prove the research in analysis the

appropriateness, meaningfulness and usefulness of a research study. Reliability is

 15

important things because the reliability is the consistency of results. The data taken

from the pilot study by using statistical tools and finally be analyzed.

As a result, extracurricular activities questionnaire showed that from 30 items,

20 items (number 1, 4, 7, 8, 10, 11, 12, 13, 14, 15, 16, 20, 21, 23, 24, 25, 26, 27,28

and 30) were valid, but 10 items (number 2, 3, 5, 6, 9, 17, 18, 19, 22, and 29) were

invalid. The invalid items were not used in the real study. The data that the researcher

collected through the pilot study were analyzed by using Cronbach Alpha Scale to

measure the reliability of each questionnaire. Sharma (2016) explained that the

selection of coefficient of alpha to observe the extent of reliability of instrument α ≥

0.9 (excellent), 0.9 ˃ α ≥ 0.8 (good), 0.8 ˃ α ≥ 0.7 (acceptable), 0.7 ˃ α ≥ 0.6

(questionable), 0.6 ˃ α ≥ 0.5 (poor), and 0.5 ˃ α (unacceptable). The reliability of

students’ involvement in extracurricular study was 0.824. In other words this

questionnaire were reliable and ready to be used in the real study.

Ethical Consideration

As for the ethical consideration, the respondents were assured that their

identity remained unknown when their result used as a research material. They were

told that their answers were needed and only be used for current research’s purpose

only. Every personal information that the researcher got in the course of the study,

which was not related to the study, were not be disclosed to anyone. The result could

only be seen by the researcher. Their answers were not affect their grades and their

relationship with the teachers.

 16

Data Analysis

The data were analyzed by using a statistical tool to answer the research

questions. The following techniques were used to analyze the data collected in this

study.

1. To find out the level of involvement, the researcher used MEAN.

2. To find out the level of their academic achievement, the researcher used MEAN.

3. To find the significant correlation between involvement in the extracurricular

activities and the level of academic achievement, the researcher used Pearson

correlation to find the significant correlation between the extracurricular activities and

the level of academic achievement.

Verbal Interpretation

The responses of the students’ level of involvement in the extracurricular

activity and their English academic achievement were interpreted base on the

following five levels scale:

Interpretation of students’ involvement in extracurricular activities

Very high : 4.50 – 5.00

High : 3.50 – 4.49
Moderate : 2.50 – 3.49

Low : 1.50 – 2.49

Very Low : 1.00 – 1.49

To find out the level of students’ first semester achievement in academic, the

researcher used the guidelines of Laporan Hasil Belajar Siswa SMA, Departemen

Pendidikan Nasional Republik Indonesia (Achievement Report of Senior High School

Students, Department of National Education Republic of Indonesia).

 17

A = Very Good (90-100)

B = Good (80-89)

C = Average (70-79)

D = Below Average (< 69)

Statistic Corner by Mukaka, M. (2012).

Correlation between students’ involvement in extracurricular activities and their

English academic achievement.

.00 to .30 (-.00 to -.30) Negligible correlation

.30 to .50 (-.30 to -.50) Low positive (negative) correlation

.50 to 70 (-.50 to -.70) Moderate positive (negative) correlation

.70 to .90 (-.70 to -.90) High positive (negative) correlation

.90 to 1.00 (-.90 to -1.00) Very high positive (negative) correlation

18
 Chapter 4

Result, Interpretation and Discussion

This chapter provides the result, the interpretation of the data, and the

discussion. This chapter presents the level of students’ involvement in extracurricular

activities, and the level of students’ English academic achievement. This chapter also

presents the results of the correlation between students’ involvement in extracurricular

activities and their English academic achievement.

Research Question 1

Level of Students’ Involvement in Extracurricular Activities

The result showed that the Mean score of the students’ level of involvement in

extracurricular activities fell between 3.50 - 4.49. This indicated that their

involvement in extracurricular were high. This suggested that the students were very

much involved in the extracurricular activities in the school.

Table 4.1 Level of students’ involvement in extracurricular activities

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Extracurricular 80 2.15 4.25 3.5438 .47670

Valid N 80
(listwise)

The result of the Mean score fell between 3.50 – 4.49. (From the results of the

students’ involvement in extracurricular for grade X and XI SMA Advent Klabat

Manado). When viewed at the scale level interpreted of students’ involvement in

extracurricular activities are at level 3.50 – 4.49 or they are in high category. I
 19

assumed that the involvement of the students in extracurricular were very good or in

other way we can say they were in highly category. The result of this research was in

harmony with Martinez’ (2017) research result that the level of students involvement

in extracurricular was in the high level with the Mean score 3.73.

Research Question 2

Level of Students’ English Academic Achievement

The result showed that the Mean scored of the level of students’ English

academic achievement, fell at the level of 80 – 89, which indicated that the level of

students English academic achievement fell in Good categories.

Table 4.2 Level of students’ English Academic Achievement

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Achievement 80 75 95 85.31 5.918

Valid N (listwise) 80

The result of the Mean score was 85.31 from the results of the students

English academic achievement grade X and XI SMA Advent Klabat Manado. When

viewed at the scale level interpreted reports on students’ English academic

achievement of the Republic of Indonesia National Education Department can be

interpreted that students’ English academic achievement are at level 80 - 89 that is in

good category. Likewise found in Sumilat (2013) in his research the level of students

achievement entered the good level with a mean score of 77, 94.
 20

Research Question 3

The correlation between students’ involvement in extracurricular activities and

their English academic achievement

In the correlation between the students’ involvement in extracurricular

activities and their English academic achievement, the findings showed that the

correlation was positive (r= .223*). This meant that the extracurricular had correlation

to their English achievement. Table 4.3.

Table 4.3 the correlation between students’ involvement in extracurricular activities

and their English academic achievement

Correlations

Extracurricular Achievement

Pearson Correlation 1 .223*

Extracurricular Sig. (2-tailed) .047

N 80 80

Pearson Correlation .223* 1

Achievement Sig. (2-tailed) .047

N 80 80

We could see that the results obtained from the study of the relationship of student

involvement in extracurricular and English academic achievement showed a

significant value of correlation .047. The study of Freeman (2017) about the

relationship between extracurricular activities and academic achievement that had the

same significant correlation 0.34, with the present study. According to the result of

this research it has a significant correlation but the scale was just fell in weak level.
 Chapter 5

Summary, Conclusion, and Recommendation

This chapter focused on the result of the study, summary, conclusion, and the

recommendations based on the findings in this research.

Summary

The purpose of this study was to find out through following statement of

problems: What is the level of students’ involvement in extracurricular activities?

What is the level of students’ English academic achievement? Is there any correlation

between students’ extracurricular activities and their academic achievement?

The result of this study showed that the students of SMA Advent Klabat

Manado in grade X and XI, enrolled in the first semester of academic 2018/2019 had

high extracurricular activities and it was also found that they had good level of

English achievement since they passed the level point of competence. (Based on the

grading system issued by the Republic of Indonesian National Education

Department).

Finally, it was found that there was a significant correlation between students’

involvement in extracurricular activities and their English academic achievement.

Conclusion

Based on the result, it can be concluded that grade X and XI student of SMA

Advent Klabat Manado had high level of extracurricular and their English academic

achievement was good. Finally, the students’ extracurricular had a significant

correlation with their English academic achievement.

 22

Recommendations

Based on findings and discussions this study presents several

recommendations. First, since the students of SMA Advent Klabat Manado have high

extracurricular activities and their achievement is good. Therefore, it is advisable for

the teachers to use this as factors in order to maintain and even to improve the

students’ English achievement. Second, teachers should make something interesting

in their teaching approaches in order for the students to learn English well. Finally,

the school may design a program to stimulate students’ ability in English learning

such as English club. This study can be done in larger scales of population, places,

and different subjects, etc.

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Appendices
 Appendix A

Covering Letter
 Appendix B

Questionnaire
 KWESIONER (Pilot Study)

Kegiatan Ekstrakrikuler dan Prestasi siswa

(Students’ Extracurricular Activities and Their Academic Achievement)

Kwesioner ini digunakan untuk mengumpulkan data tentang ekstrakurikuler

anda dan belajar bahasa Inggris. Jawablah pertanyaan di bawah ini berdasarkan
pengalaman anda sendiri. Jawaban anda dijamin kerahasiaannya karena hanya dipakai
untuk penelitian.

Petunjuk: Berilah tanda cek (√) pada kotak untuk mengisi data berikut ini.

Jenis kelamin : Pria Wanita

Jurusan : IPA IPS
Kelas : I II

Kegiatan ekstrakurikuler apa yang anda ikut, boleh pilih lebih dari satu:

Debat Bahasa Inggris Pidato Bahasa Inggris

Koor Vocal Group

Berapa kali seminggu anda mengikuti kegiatan ekstrakurikuler?

0-2 Kali 3-4 Kali 5-7 Kali

Berapa jam anda menghabiskan waktu per hari dalam kegiatan eksrakurikuler?

0-2 Jam 3-4 Jam 5-7 Jam

 Petunjuk pengisian:
Lingkarilah pada skala/nilai 1 sampai 5 sesuai dengan pengalaman anda atau
pendapat anda terhadap kegiatan ekstrakurikuler.

Keterangan:
1 = sangat tidak setuju (STS) 2 = tidak setuju (TS) 3 = kadang tidak setuju (KTS)
4 = kadang setuju (KS) 5 = setuju(S)

1. Saya selalu merasa tertekan melakukan kegiatan ekstrakurikuler. 1 2 3 4 5

2. Orang tua saya memaksakan saya mengikuti kegiatan ekstrakurikuler. 1 2 3 4 5

3. Saya tidak memiliki cukup waktu untuk hal – hal yang saya senang 1 2 3 4 5
lakukan.
4. Saya memiliki banyak waktu lowong. 1 2 3 4 5

5. Biasanya saya menyukai aktivitas saya. 1 2 3 4 5

6. Saya merasa kewalahan dengan kegiatan yang saya lakukan. 1 2 3 4 5

7. Ada beberapa kegiatan yang tidak saya nikmati tetapi penting bagi orang 1 2 3 4 5
lain
8. Kegiatan –kegiatan saya membuat saya merasa percaya diri. 1 2 3 4 5

9. Jika saya berhenti terlibat dalam satu aktivitas, saya membiarkan lain 1 2 3 4 5
kecewa.
10. Saya merasa dibatasi dengan aktivitas yang saya ikuti 1 2 3 4 5
11. Orang tua saya memaksa saya untuk terlibat dalam banyak aktivitas. 1 2 3 4 5

12. Saya memiliki banyak waktu untuk melakukan hal-hal yang saya inginkan 1 2 3 4 5
13 Saya berharap saya bisa lebih banyak terlibat dalam kegiatan. 1 2 3 4 5

14. Guru mendorong saya untuk berpartisipasi dalam kegiatan ekstrakurikuler 1 2 3 4 5

karena merekapun mengikuti kegiatan ekstrakurikuler saat mereka seusia
saya.

15. Saya melakukan berbagaiaktivitas walaupun kenyataannya saya tidak 1 2 3 4 5

cocok dengan aktivitas tersebut.
16. Saya merasa kewajiban untuk melakukan aktivitasyang saya lakukan. 1 2 3 4 5

17. Ekstrakurikuler mengganggu saya dalam mengerjakan tugas saya. 1 2 3 4 5

18. Saya melakukan kegiatan yang saya ikuti karena saya benar - benar 1 2 3 4 5
menyukainya.

19. Saya memiliki waktu untuk melakukan apa yang saya inginkan 1 2 3 4 5
20. Saya merasa tertekan untuk berpartisipasi dalam kegiatan - kegiatan. 1 2 3 4 5
21. Saya memiliki sedikit kontrol atas jadwal kegiatan saya. 1 2 3 4 5
22. Saya memiliki terlalu banyak waktu luang. 1 2 3 4 5
23. Saya berharap saya bisa terlibat dalam kegiatan lain, gantinya aktivitas 1 2 3 4 5
yang saya lakukan saat ini.
24. Saya melakukan kegiatan yang saya lakukan karena akan lebih 1 2 3 4 5
memudahkan saya untuk masuk ke perguruan tinggi, mendapatkan
pekerjaan atau merawat keluarga saya.
25. Jika saya bisa mengurangi kegiatan saya, saya akan menguranginya. 1 2 3 4 5
26. Tidak ada cukup waktu bagi saya untuk dapat menyelesaikan segalanya. 1 2 3 4 5
27. Saya senang melakukan kegiatan yang saya lakukan selain tugas sekolah. 1 2 3 4 5
28. Saya berharap saya bisa berhenti dari beberapa kegiatan. 1 2 3 4 5
 Kwesioner (Real Study)
Kegiatan Ekstrakrikuler dan Prestasi siswa
(Students’ Extracurricular Activities and Their Academic Achievement)

Kwesioner ini digunakan untuk mengumpulkan data tentang ekstrakurikuler

anda dan belajar bahasa Inggris. Jawablah pertanyaan di bawah ini berdasarkan
pengalaman anda sendiri. Jawaban anda dijamin kerahasiaannya karena hanya dipakai
untuk penelitian.

Petunjuk: Berilah tanda cek (√) pada kotak untuk mengisi data berikut ini.

Jenis kelamin : Pria Wanita

Jurusan : IPA IPS
Kelas : I II

Kegiatan ekstrakurikuler apa yang anda ikut, boleh pilih lebih dari satu:

Debat Bahasa Inggris Pidato Bahasa Inggris

Koor Vocal Group

Berapa kali seminggu anda mengikuti kegiatan ekstrakurikuler?

0-2 Kali 3-4 Kali 5-7 Kali

Berapa jam anda menghabiskan waktu per hari dalam kegiatan eksrakurikuler?

0-2 Jam 3-4 Jam 5-7 Jam

 Petunjuk pengisian:
Lingkarilah pada skala/nilai 1 sampai 5 sesuai dengan pengalaman anda atau
pendapat anda terhadap kegiatan ekstrakurikuler.

Keterangan:
1 = sangat tidak setuju (STS) 2 = tidak setuju (TS) 3 = kadang tidak setuju (KTS)
4 = kadang setuju (KS) 5 = setuju(S)

1. Saya selalu merasa tertekan melakukan kegiatan ekstrakurikuler. 1 2 3 4 5

2. Orang tua saya memaksakan saya mengikuti kegiatan ekstrakurikuler. 1 2 3 4 5

3. Saya tidak memiliki cukup waktu untuk hal – hal yang saya senang 1 2 3 4 5
lakukan.
4. Saya memiliki banyak waktu lowong. 1 2 3 4 5

5. Biasanya saya menyukai aktivitas saya. 1 2 3 4 5

6. Saya merasa kewalahan dengan kegiatan yang saya lakukan. 1 2 3 4 5

7. Ada beberapa kegiatan yang tidak saya nikmati tetapi penting bagi orang 1 2 3 4 5
lain
8. Kegiatan –kegiatan saya membuat saya merasa percaya diri. 1 2 3 4 5

9. Jika saya berhenti terlibat dalam satu aktivitas, saya membiarkan lain 1 2 3 4 5
kecewa.
10. Saya merasa dibatasi dengan aktivitas yang saya ikuti 1 2 3 4 5
11. Orang tua saya memaksa saya untuk terlibat dalam banyak aktivitas. 1 2 3 4 5

12. Saya memiliki banyak waktu untuk melakukan hal-hal yang saya inginkan 1 2 3 4 5
13 Saya berharap saya bisa lebih banyak terlibat dalam kegiatan. 1 2 3 4 5

14. Guru mendorong saya untuk berpartisipasi dalam kegiatan ekstrakurikuler 1 2 3 4 5

karena merekapun mengikuti kegiatan ekstrakurikuler saat mereka seusia
saya.

15. Saya melakukan berbagaiaktivitas walaupun kenyataannya saya tidak 1 2 3 4 5

cocok dengan aktivitas tersebut.
16. Saya merasa kewajiban untuk melakukan aktivitasyang saya lakukan. 1 2 3 4 5

17. Ekstrakurikuler mengganggu saya dalam mengerjakan tugas saya. 1 2 3 4 5

18. Saya melakukan kegiatan yang saya ikuti karena saya benar - benar 1 2 3 4 5
menyukainya.

19. Saya memiliki waktu untuk melakukan apa yang saya inginkan 1 2 3 4 5
20. Saya merasa tertekan untuk berpartisipasi dalam kegiatan - kegiatan. 1 2 3 4 5
21. Saya memiliki sedikit kontrol atas jadwal kegiatan saya. 1 2 3 4 5
22. Saya memiliki terlalu banyak waktu luang. 1 2 3 4 5
23. Saya berharap saya bisa terlibat dalam kegiatan lain, gantinya aktivitas 1 2 3 4 5
yang saya lakukan saat ini.
24. Saya melakukan kegiatan yang saya lakukan karena akan lebih 1 2 3 4 5
memudahkan saya untuk masuk ke perguruan tinggi, mendapatkan
pekerjaan atau merawat keluarga saya.
25. Jika saya bisa mengurangi kegiatan saya, saya akan menguranginya. 1 2 3 4 5
26. Tidak ada cukup waktu bagi saya untuk dapat menyelesaikan segalanya. 1 2 3 4 5
27. Saya senang melakukan kegiatan yang saya lakukan selain tugas sekolah. 1 2 3 4 5
28. Saya berharap saya bisa berhenti dari beberapa kegiatan. 1 2 3 4 5
29. Saya dapat memilih kegiatan ekstrakurikuler yang menarik bagi saya 1 2 3 4 5
30. Adalah pilihan saya untuk berpartisipasi dalam kegiatan yang saya ikuti. 1 2 3 4 5
Appendix C

Data
Data kuesioner (pilot study)

Name I1 I2 I3 I4 I5 I6 I7 I8
S1 4 3 5 2 4 3 4 4
S2 2 2 5 2 5 2 5 5
S3 3 2 3 4 4 3 5 4
S4 2 1 5 2 5 1 3 5
S5 1 2 2 2 4 2 2 2
S6 2 3 5 2 5 2 3 5
S7 4 5 4 4 1 4 4 5
S8 1 1 1 1 5 1 1 2
S9 2 2 5 4 4 4 4 4
S10 2 2 3 3 5 4 3 2
S11 3 2 3 2 4 4 3 5
S12 4 1 4 5 5 2 5 5
S13 4 2 4 4 5 2 5 5
S14 3 2 3 4 5 4 4 5
S15 2 2 3 2 4 2 4 5
S16 4 2 2 2 5 4 2 5
S17 3 3 3 3 4 3 2 5
S18 2 2 2 2 5 2 4 5
S19 1 1 5 5 5 4 5 4
S20 5 1 5 2 5 4 5 5
S21 4 2 3 2 4 4 3 5
S22 1 1 4 3 5 4 4 5
S23 4 1 1 4 5 4 4 5
S24 1 2 4 3 5 3 3 5
S25 4 2 4 3 4 3 3 5
S26 2 4 5 2 2 3 3 5
S27 2 3 3 3 5 3 5 5
S28 1 5 5 3 5 5 5 5
S29 4 1 4 2 4 5 4 5
S30 3 2 5 2 4 4 4 3
S31 4 2 4 4 5 4 4 3
S32 2 1 3 2 5 4 2 5
S33 1 2 4 1 4 4 3 5
S34 2 1 4 2 3 4 5 5
S35 4 1 4 3 4 3 2 2
S36 1 1 3 4 4 2 5 5
S37 4 3 4 2 5 2 5 5
S38 2 2 4 3 4 4 4 4
S39 4 3 4 5 5 3 5 5
S40 2 2 5 5 4 3 2 4
I9 I10 I11 I12 I13 I14 I15 I16 I17
2 3 5 2 5 4 3 4 4
3 2 2 2 2 5 5 2 5
5 4 3 3 3 3 4 4 4
3 5 1 3 5 5 5 1 2
1 1 1 4 2 1 1 1 1
2 2 3 2 1 2 3 2 1
4 4 4 5 4 4 4 4 5
3 2 1 1 1 2 5 2 3
3 2 2 5 2 2 4 4 2
2 3 2 3 3 3 4 4 2
2 3 1 4 5 5 4 5 2
1 4 5 5 5 5 4 5 4
4 3 5 3 5 5 5 4 3
2 3 5 4 3 4 1 4 3
2 2 1 4 5 5 3 5 2
2 4 2 5 5 2 5 2 2
4 4 3 3 4 2 1 4 4
2 2 5 4 4 5 2 5 4
3 1 1 5 5 3 2 4 2
3 4 1 4 4 4 5 5 1
2 2 1 2 5 3 2 4 1
2 3 3 4 5 4 4 5 4
2 2 2 4 5 5 4 5 4
2 2 2 4 4 3 2 3 3
2 3 1 3 4 3 1 4 1
2 2 2 2 2 2 4 4 4
5 3 5 5 4 4 5 3 4
3 1 1 5 5 4 5 3 1
3 4 1 1 1 4 3 4 4
3 2 2 3 4 3 4 4 3
2 3 2 3 3 3 3 3 4
1 2 4 5 5 5 5 2 5
4 4 1 3 5 3 2 4 4
2 2 3 4 5 5 5 5 1
2 2 2 3 3 5 3 4 5
3 1 2 4 5 4 2 4 4
2 4 2 4 4 2 4 4 5
2 3 2 3 3 3 2 4 4
1 2 3 5 5 5 4 5 2
1 3 1 5 4 4 1 5 2
I18 I19 I20 I21 I22 I23 I24 I25 I26
4 3 4 5 3 4 3 5 3
5 5 5 2 2 2 5 5 5
2 3 2 4 3 2 3 2 2
3 4 4 5 2 4 5 4 5
3 4 1 1 3 2 2 2 1
3 5 3 3 4 1 2 3 4
1 4 4 4 4 4 4 4 4
4 4 1 2 1 4 3 3 3
4 5 2 4 4 3 3 3 3
4 5 2 4 4 3 3 3 3
5 4 2 3 2 5 5 5 4
5 5 4 5 3 5 5 5 5
5 3 4 5 4 4 5 3 3
2 4 4 2 1 4 3 3 5
5 4 2 3 2 5 5 5 4
5 4 4 5 2 5 5 5 2
4 4 3 2 2 3 5 4 3
5 5 1 4 2 4 5 2 2
5 4 1 4 4 5 4 4 4
4 5 4 1 1 5 5 4 3
5 3 2 3 2 5 4 3 2
5 5 5 4 5 5 5 3 3
5 4 1 4 4 4 4 4 5
5 3 4 4 3 3 5 2 3
5 3 1 3 2 4 4 4 3
5 5 3 3 2 2 4 5 3
3 2 3 3 5 5 4 4 5
5 5 5 3 1 3 5 5 5
5 3 4 2 1 3 4 5 3
3 3 3 4 2 4 3 4 5
3 4 3 4 3 3 4 4 3
4 1 1 2 3 5 4 2 5
5 2 1 4 2 1 4 3 4
5 5 4 2 1 5 5 4 1
2 2 4 3 2 2 5 3 2
5 4 1 4 4 5 5 3 4
4 4 3 4 4 4 5 3 5
4 3 3 4 2 2 3 3 3
5 4 3 4 2 5 5 3 4
5 5 1 3 4 3 5 3 2
I26 I27 I28 I29 I30 Mean
3 4 3 4 3 3,63
5 2 5 5 5 3,63
2 5 4 5 3 3,37
5 3 1 2 4 3,33
1 1 1 4 4 1,97
4 2 3 2 2 2,73
4 5 4 4 4 3,97
3 3 3 3 2 2,30
3 3 2 3 5 3,30
3 3 2 3 5 3,13
4 5 3 5 5 3,67
5 5 3 5 5 4,30
3 5 3 5 5 4,07
5 5 4 5 5 3,53
4 5 2 5 5 3,50
2 5 5 5 5 3,73
3 4 3 4 4 3,33
2 5 4 5 5 3,53
4 5 5 5 5 3,70
3 5 3 5 5 3,77
2 5 1 3 4 3,03
3 4 3 2 4 3,80
5 1 5 1 4 3,57
3 3 1 5 5 3,23
3 4 2 5 5 3,17
3 4 5 5 5 3,37
5 2 3 5 5 3,87
5 5 4 3 3 3,80
3 4 5 5 5 3,43
5 4 3 4 5 3,40
3 5 3 4 4 3,43
5 3 5 5 5 3,43
4 5 1 4 5 3,17
1 5 1 4 5 3,50
2 3 5 5 4 3,13
4 1 1 4 5 3,33
5 4 4 3 5 3,77
3 4 2 4 4 3,13
4 5 3 5 5 3,97
2 4 2 5 5 3,33
Data kuesioner (real study)

Name I1 I4 I7 I8 I10 I11 I12 I13 I14 I15

S1 3 2 5 5 2 2 5 5 5 5
S2 4 4 5 5 3 3 3 3 5 3
S3 3 3 4 4 3 3 4 5 4 2
S4 1 2 5 5 2 5 5 5 5 2
S5 2 4 4 5 3 2 5 4 5 2
S6 3 4 3 4 1 5 4 4 5 1
S7 2 3 4 3 3 3 4 3 3 2
S8 2 1 4 5 4 2 4 3 4 4
S9 2 4 2 4 3 2 4 3 1 2
S10 2 4 5 5 2 2 5 5 5 5
S11 1 3 3 4 2 3 3 2 2 4
S12 1 1 2 3 2 2 2 3 2 3
S13 1 4 4 5 4 4 5 5 4 1
S14 1 4 2 2 2 3 2 3 3 2
S15 3 4 5 5 4 3 5 3 4 4
S16 1 3 4 5 2 2 4 5 5 3
S17 1 4 5 5 3 5 4 4 5 4
S18 1 5 5 2 2 5 5 1 2 2
S19 3 4 5 5 4 3 5 3 4 4
S20 1 3 4 4 2 3 4 5 3 3
S21 2 4 4 5 3 2 5 4 5 2
S22 2 2 4 3 5 2 3 5 4 2
S23 2 5 5 5 2 2 3 5 5 2
S24 1 2 3 3 3 1 3 5 4 3
S25 2 5 2 5 2 2 5 5 5 5
S26 2 5 2 5 2 2 5 5 5 5
S27 2 3 3 5 4 2 3 3 4 3
S28 2 5 5 5 2 2 5 5 2 5
S29 1 3 3 3 3 2 5 4 3 3
S30 1 2 2 5 5 2 2 3 4 1
S31 1 3 3 2 4 4 4 4 4 3
S32 2 2 5 5 2 1 2 5 5 3
S33 4 3 3 4 4 3 4 3 4 3
S34 4 3 4 3 4 4 2 4 4 4
S35 3 2 4 4 5 4 2 3 4 5
S36 4 3 4 5 3 2 4 3 3 3
S37 1 3 3 5 1 1 2 5 3 3
S38 2 4 5 5 4 3 5 4 4 3
S39 4 5 5 5 2 5 5 5 4 4
S40 2 1 4 3 1 4 1 5 5 4
S41 2 3 3 2 3 1 3 2 2 3
S42 5 5 5 4 5 3 5 4 5 3
S43 5 5 5 4 5 3 5 4 5 3
S44 2 2 3 5 1 3 1 5 5 5
S45 2 2 5 5 2 4 3 5 5 4
S46 3 3 4 2 4 4 4 4 1 2
S47 3 5 5 5 3 2 5 5 4 3
S48 3 3 4 5 3 2 4 4 4 2
S49 4 4 3 5 5 3 1 2 2 5
S50 4 2 5 5 4 3 3 4 4 4
S51 4 4 4 4 4 2 4 5 5 4
S52 2 5 5 4 2 2 2 5 2 2
S53 2 5 5 5 2 2 3 5 2 4
S54 1 4 5 5 2 2 3 5 2 4
S55 1 1 4 4 2 4 5 3 4 2
S56 1 2 4 4 2 2 3 2 2 3
S57 1 3 4 4 3 1 3 4 2 3
S58 2 3 2 3 2 2 4 2 2 2
S59 4 2 4 4 3 5 2 5 4 3
S60 2 2 5 5 2 2 2 2 5 5
S61 3 2 5 5 2 2 5 5 5 5
S62 4 4 5 5 3 3 3 3 5 3
S63 3 3 4 4 3 3 4 5 4 2
S64 1 2 5 5 2 5 5 5 5 2
S65 2 4 4 5 3 2 5 4 5 2
S66 3 4 3 4 1 5 4 4 5 1
S67 2 3 4 3 3 3 4 3 3 2
S68 2 1 4 5 4 2 4 3 4 4
S69 2 4 2 4 3 2 4 3 1 2
S70 2 4 5 5 2 2 5 5 5 5
S71 1 3 3 4 2 3 3 2 2 4
S72 1 1 2 3 2 2 2 3 2 3
S73 1 4 4 5 4 4 5 5 4 1
S74 1 4 2 2 2 3 2 3 3 2
S75 3 4 5 5 4 3 5 3 4 4
S76 1 3 4 5 2 2 4 5 5 3
S77 1 4 5 5 3 5 4 4 5 4
S78 1 5 5 2 2 5 5 1 2 2
S79 3 4 5 5 4 3 5 3 4 4
S80 1 3 4 4 2 3 4 5 3 3

I16 I20 I21 I23 I24 I25 I26 I27 I28 I30 Mean
5 2 5 5 5 2 2 5 2 5 3,85
5 3 5 4 5 3 4 5 3 5 4,00
4 3 4 2 2 1 4 5 1 5 3,30
5 2 5 5 5 2 5 5 2 5 3,90
5 3 4 3 4 4 4 4 4 5 3,80
5 1 5 4 5 4 4 4 4 5 3,75
4 3 2 4 3 4 2 3 3 2 3,00
4 3 4 3 4 5 3 4 2 4 3,45
4 3 3 2 5 2 2 3 2 2 2,75
5 2 4 5 5 5 4 5 4 5 4,20
4 3 4 3 4 4 3 4 2 5 3,15
2 2 3 3 3 2 2 3 2 3 2,30
5 5 3 5 5 4 3 5 5 5 4,10
5 5 3 5 5 4 3 5 5 5 3,45
5 5 3 5 5 4 3 5 5 5 4,25
5 3 3 3 5 4 3 5 4 4 3,65
5 3 4 4 4 4 4 5 1 5 3,95
5 1 1 1 5 1 5 5 1 5 3,00
5 5 3 5 5 4 3 5 5 5 4,25
5 3 5 4 4 3 5 2 3 4 3,50
5 3 4 3 4 4 4 4 4 5 3,80
3 3 4 5 5 4 1 4 2 5 3,40
5 2 2 5 5 2 2 5 2 5 3,55
5 4 5 4 5 3 4 4 3 5 3,50
5 3 2 5 5 5 4 5 5 5 4,10
5 3 2 5 5 5 4 5 5 5 4,10
5 4 3 4 5 4 5 5 5 5 3,85
5 3 3 5 5 5 4 5 5 5 4,15
5 3 5 4 4 4 3 5 2 3 3,40
4 2 3 3 4 5 3 5 2 5 3,15
5 3 5 5 5 2 5 1 4 1 3,40
5 3 3 5 5 3 5 4 2 5 3,60
3 4 3 3 4 3 3 5 4 5 3,60
4 2 4 4 4 3 4 3 2 4 3,50
4 5 4 5 4 5 5 4 5 4 4,05
5 3 3 4 4 3 4 5 2 4 3,55
4 1 4 5 5 4 4 5 4 5 3,40
4 3 3 2 4 4 4 4 3 4 3,70
5 1 4 1 5 1 1 5 1 5 3,65
5 1 1 5 5 3 3 2 1 5 3,05
3 1 2 3 2 1 1 3 2 1 2,15
5 3 3 4 3 3 3 2 5 4 3,95
5 3 3 4 3 3 3 2 5 4 3,95
4 2 5 2 2 5 2 2 5 2 3,15
4 2 4 5 5 3 3 4 5 2 3,70
3 3 3 5 2 5 3 3 3 3 3,20
4 4 1 5 5 5 4 3 3 4 3,90
5 3 4 1 4 3 3 4 1 5 3,35
2 2 4 2 5 5 4 4 5 4 3,55
4 2 2 5 4 4 4 4 4 5 3,80
5 4 4 4 5 4 4 4 4 5 4,15
3 2 2 4 5 4 2 3 4 2 3,10
3 2 2 4 5 4 2 3 4 2 3,30
5 3 4 4 5 5 1 5 4 5 3,70
3 2 3 4 2 3 3 4 2 3 2,95
3 2 3 2 3 5 3 5 2 5 2,90
4 3 4 3 4 3 2 4 3 3 3,05
4 2 3 3 3 2 4 3 3 4 2,75
4 4 5 4 3 5 3 4 3 3 3,70
2 5 2 2 5 5 5 2 5 5 3,50
5 2 5 5 5 2 2 5 2 5 3,85
5 3 5 4 5 3 4 5 3 5 4,00
4 3 4 2 2 1 4 5 1 5 3,30
5 2 5 5 5 2 5 5 2 5 3,90
5 3 4 3 4 4 4 4 4 5 3,80
5 1 5 4 5 4 4 4 4 5 3,75
4 3 2 4 3 4 2 3 3 2 3,00
4 3 4 3 4 5 3 4 2 4 3,45
4 3 3 2 5 2 2 3 2 2 2,75
5 2 4 5 5 5 4 5 4 5 4,20
4 3 4 3 4 4 3 4 2 5 3,15
2 2 3 3 3 2 2 3 2 3 2,30
5 5 3 5 5 4 3 5 5 5 4,10
5 5 3 5 5 4 3 5 5 5 3,45
5 5 3 5 5 4 3 5 5 5 4,25
5 3 3 3 5 4 3 5 4 4 3,65
5 3 4 4 4 4 4 5 1 5 3,95
5 1 1 1 5 1 5 5 1 5 3,00
5 5 3 5 5 4 3 5 5 5 4,25
5 3 5 4 4 3 5 2 3 4 3,50
Students Achievement

Name Achievement
S1 90
S2 90
S3 80
S4 85
S5 90
S6 95
S7 85
S8 90
S9 85
S10 90
S11 90
S12 90
S13 90
S14 90
S15 90
S16 90
S17 90
S18 90
S19 90
S20 95
S21 95
S22 90
S23 75
S24 85
S25 90
S26 85
S27 75
S28 75
S29 90
S30 80
S31 85
S32 90
S33 75
S34 85
S35 90
S36 85
S37 75
S38 75
S39 85
S40 90
S41 75
S42 85
S43 90
S44 85
S45 75
S46 75
S47 90
S48 80
S49 85
S50 90
S51 90
S52 75
S53 85
S54 90
S55 85
S56 75
S57 75
S58 90
S59 80
S60 85
S61 90
S62 85
S63 90
S64 85
S65 75
S66 75
S67 85
S68 90
S69 75
S70 85
S71 90
S72 85
S73 85
S74 85
S75 90
S76 80
S77 85
S78 90
S79 90
S80 90
 Appendix D

Validity and Reliability

 30

Correlations

extracurricular
b1 Pearson Correlation .411**
Sig. (2-tailed) ,008
N 40
b2 Pearson Correlation ,169
Sig. (2-tailed) ,298
N 40
b3 Pearson Correlation ,293
Sig. (2-tailed) ,067
N 40
b4 Pearson Correlation .423**
Sig. (2-tailed) ,007
N 40
b5 Pearson Correlation ,066
Sig. (2-tailed) ,688
N 40
b6 Pearson Correlation ,241
Sig. (2-tailed) ,134
N 40
b7 Pearson Correlation .660**
Sig. (2-tailed) ,000
N 40
b8 Pearson Correlation .588**
Sig. (2-tailed) ,000
N 40
b9 Pearson Correlation ,149
Sig. (2-tailed) ,360
N 40
b10 Pearson Correlation .318*
Sig. (2-tailed) ,046
N 40
b11 Pearson Correlation .450**
Sig. (2-tailed) ,004
N 40
b12 Pearson Correlation .468**
Sig. (2-tailed) ,002
N 40
b13 Pearson Correlation .570**
Sig. (2-tailed) ,000
N 40
b14 Pearson Correlation .575**
Sig. (2-tailed) ,000
N 40
 31

b15 Pearson Correlation .395*

Sig. (2-tailed) ,012
N 40
b16 Pearson Correlation .493**
Sig. (2-tailed) ,001
N 40
b17 Pearson Correlation ,266
Sig. (2-tailed) ,097
N 40
b18 Pearson Correlation ,189
Sig. (2-tailed) ,242
N 40
b19 Pearson Correlation ,098
Sig. (2-tailed) ,548
N 40
b20 Pearson Correlation .470**
Sig. (2-tailed) ,002
N 40
b21 Pearson Correlation .426**
Sig. (2-tailed) ,006
N 40
b22 Pearson Correlation ,159
Sig. (2-tailed) ,328
N 40
b23 Pearson Correlation .498**
Sig. (2-tailed) ,001
N 40
b24 Pearson Correlation .602**
Sig. (2-tailed) ,000
N 40
b25 Pearson Correlation .434**
Sig. (2-tailed) ,005
N 40
b26 Pearson Correlation .423**
Sig. (2-tailed) ,007
N 40
b27 Pearson Correlation .480**
Sig. (2-tailed) ,002
N 40
b28 Pearson Correlation .365*
Sig. (2-tailed) ,021
N 40
b29 Pearson Correlation ,260
Sig. (2-tailed) ,106
N 40
b30 Pearson Correlation .430**
 32

Sig. (2-tailed) ,006

N 40
extracurricular Pearson Correlation 1
Sig. (2-tailed)
N 40

Case Processing Summary

N %

Valid 40 100.0

Cases Excludeda 0 .0

Total 40 100.0

Reliability Statistics

Cronbach's N of Items
Alpha

.824 20
 33

Appendix E

Result of Research Questions

 34

Research Question No.1

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Extra 80 2.15 4.25 3.5438 .47670

Valid N (listwise) 80

Research Question No.2

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Achievement 80 75 95 85.24 5.921

Valid N (listwise) 80

Research Question No.3

Correlations

Extracurricular Achievement

Pearson Correlation 1 .223*

Extracurricular Sig. (2-tailed) .047

N 80 80

Pearson Correlation .223* 1

Achievement Sig. (2-tailed) .047

N 80 80
 35

Appendix F
 36

Curriculum Vitae

Name : Dewita Desliani Surentu

Nim : 102021418001

Place of birth : Olobaru, Kec. Parigi Selatan.

Kab. Parigi Moutong

Date of birth : 07 Desember 1992

Marital status : Single

Address : Desa. Akediri, Kec. Jailolo.

Halmaera Barat

E-mail : dewitasurentu92@gmail.com

Telephone number : +6282399667797

Formal Education

1997 – 1998 : SD Advent 1 Tikala Manado

1998 – 2000 : SD Advent Paal 2 Manado

2000 – 2006 : SD Advent Labor Unklab

2006 – 2008 : SMP Advent Labor Unklab

2008 : SMA Advent Klabat Manado

2008 – 2010 : SMK Discoveri Manado

2015 – 2019 : Universitas Klabat