THE EFFECT OF
TEACHER IN GIVING MOTIVATION
TOWARD
STUDENTS’ ACHIEVEMENT IN ENGLISH
STUDY FOR THE
SECOND YEAR OF MADRASAH
TSANAWIYAH
MU’ALLIMAT NW PANCOR
IN THE SCHOOL
YEAR 2007/2008
CHAPTER I
INTRODUCTION
This
introduction presents and discusses about background of the problem, statement
of the problems, objective of the study, hypothesis of the study, significance
of the study, assumption of the study, scope and limitation of the study, and
definition of key terms.
1.1
Background
of the Problem
Language is the only
tool for people to communicate their ideas, thoughts, opinions, feeling, or
even their emotion. As an international and scientific language, English
becomes a necessity. Most of scientific book in our libraries are written in
English. The optimistic discussion and seminar often held by certain of
institutions concerning with the importance of the language. In addition,
international conference, meeting, negotiation, or congress emphasizes the
flexible usage of English. And in Indonesia, English is a first foreign
language, because it is not utilized in daily communication. However, it is
taught at almost all levels of the school, began from secondary or junior high
school to university level.
Teachers and students
always expect the success of teaching and learning process. Teacher, as a
figure for students must be demanded to be more creative and innovative in
teaching and learning process. The teachers always expected to help and guide
their students, arise their interesting or increase their commitment to learn
English in order to they can get the maximum capability, and they are able to
master well. So, the teacher is not only presenting the materials, telling the
students what to do, and evaluating their progress, but also is motivating the
students in learning English.
And now, let’s see the
other side, the true learning activities would e nothing if students do not
regard a study English as their necessity, and here it is the problem that
often found in teaching and learning process.
There are so many
students regard study English as a lesson that not interesting and so bore,
whether it because so difficult to understand, students have low motivation or
the teacher is not so creative in teaching.
Actually, there is no
lesson that so difficult to learn, except if there is no serious willingness to
learn it, even in learning English. If students have very low spirit and
motivation, in addition they have negative perception about English study. So,
here it is the teacher’s position as a motivator.
Motivating the students
is one of the important task. Teacher should do it in the teaching and learning
process, especially in the teaching and learning process of English. The
teacher encourages to motivate the students in learning English refers to any
attempt the teacher does to increase the students’ motivation in the teaching
and learning activities.
Motivation is to extend
or to develop students’ willingness to learn. According to Rosita (1996: 102),
motivation is a basic stimulus which encourages someone to behave. The problem
here is, sometimes teachers do not know one method to attract students and give
stimulus in learning English. So that why, the discourse about motivation is
very important. From this discourse we hope it can rise up some principles and
make it as a standard and reference in giving motivation.
The second year students
of MTs. Mu’allimat NW Pancor in the
school year 2007/2008 always motivated by their teacher. It showed from the enthusiasm
of students of MTs. Mu’allimat NW Pancor
in learning English. They are learning English not only on the lesson hours for
English in the school, but also on extracurricular tutorial lesson.
So, based on the above
phenomenon, the researcher will investigate about: The Effect of Teacher in
Giving Motivation Toward Students’
Achievement in English Study for the Second Year of Madarasah Tsanawiyah M u’allimat NW Pancor in the school year
2007/2008”
1.2
Statements
of the Problem
Based
on the background, the problems of this research are:
1.
To what extent is the effort of teacher to
motivate students in learning English for the second year students of MTs. Mu’allimat NW Pancor in the school
year 2007/2008?
2.
To what extent is the effect of teacher in
giving motivation toward the students’ achievement in English study for the
second year of MTs. NW Mu’allimat NW
Pancor in school year 2007/2008?
1.3
Objective
of the Study
In
order to obtain such a conclusive description, referring to the researcher
problems, this study will be primarily intended at describing:
1.
The effort of teacher to motivate the second
year students of MTs. Mu’allimat NW
Pancor in learning English.
2.
The effect of teacher in giving motivation
toward students’ achievement in English study for the second year of MTs. Mu’allimat NW Pancor in school year
2007/2008.
1.4
Hypothesis
of the Study
Most
of scientific research are pointed to evaluate the hypothesis presented.
Hypothesis is a statement of which need the answer, and it is also necessary to
prove its truth.
Therefore,
the hypothesis of this study is formulated as follows: there is a significance
effect of teacher in giving motivation toward students’ achievement in English
study for the second year of MTs.
Mu’allimat NW Pancor in the school year 2007/2008.
1.5
Significance
of the Study
In
the significance of the study, the result of this study is expected to be any
use, either theoretically or practically as follow:
1.5.1
Theoretically
a.
As reference to other researcher who want to
investigate about teacher in giving motivation.
b.
The result of this study is expected to be able
to enrich the teachers’ knowledge in giving motivation to their students
in English learning.
1.5.2
Practically
a.
The result of this study is expected can be used
by the teachers in teaching and learning process to support their students’
achievement, especially in English study.
1.6
Assumption
of the Study
The
researcher underlines the assumptions of the study as follows:
1.
The students of MTs. Mu’allimat NW Pancor especially the second grade have been
given the motivation in learning English by their teacher, but not so effective
and continuously, so, there are some students still have low motivation in
learning English.
2.
Motivating the students can arise their
interesting or increase their commitment to learn English.
1.7
Scope
and Limitation of the Study
This
study is limited to the second year students of MTs. Mu’allimat NW Pancor in the school year 2007/2008. The limitation includes on the subject
and object of the study as follow:
1.
The research subjects is the second year students of MTs. Mu’allimat NW Pancor in the school year 2007/2008.
2.
The research object is the effect of teacher in
giving motivation toward students’ achievement in English study.
1.8
Definition
of Key Terms
To
avoid ambiguity, misunderstanding, and misinterpretation of the readers, it is
essential to give clarification about the terms used in this study, as follows:
1.
Giving motivation in general is motivating the
students to extend or to develop a willingness to carry out something in
special intention to extend or to develop a willingness for students to learn.
2.
Students’ achievement is mastery of knowledge or
developing of skill on English study. It showed from the mark that has given by
the teacher.
CHAPTER
II
REVIEW
OF RELATED LITERATURES
This
chapter discusses about sub-heading of study; definition of motivation and
learning achievement, the important of motivation in teaching and learning
process, kinds of motivation, intrinsic motivation, extrinsic motivation, the
efforts of teacher in motivating students, the effect in giving motivation
toward students’ achievement in English study, by learning guidance, change the
environment, giving the guidance about the effective of learning strategy,
relevant studies and theoretical framework.
2.1
Definition
of Motivation and Learning Achievement
2.1.1
Definition
of Motivation
Motivation
is generated from the word “motive”. It has meaning someone encouraged to do
something. The experts give some definition, as follows:
a.
Motivation is a complex question in one organism
that guide behavior toward a goal. The goal or intensive goal is something that
determines or controls organism’s behavior (Oemar Hamalik, 1994: 108).
b.
Motivation is a power that encourages someone to
do something, or activator power from the inside and in the inside of subject
to do certain activities to reach the goal (Ali Imran, 1996: 87).
c.
Motivation is a basic stimulus which encourages
someone to behave (Rosita, 1996: 102).
According
to Mc Donald in Hamalik, motivation is the change of energy in someone inside,
it signed by the emerging of feeling, and it preceded by respond toward the
goal (Oemar Hamalik, 1994: 108).
Based
on the above definition that stated by Mc Donald, he says that there are three
important elements in motivation’s meaning, as follows:
1.
Motivation preced the change of energy in
someone’s inside. The development of motivation will bring the change of human
energy in “neuropsychological” system, and it is in human’s organism.
2.
Motivation can be signified by emerging feeling.
In this case, motivation is related to psychological’s matters. Affection and
emotion can determine human’s behavior.
3.
Motivation is reactions to reach the goal,
motivation emergs from human’s inside, but the emerging of motivation stimulated
by the goal.
Therefore,
the emerging of motivation is someone’s inside will cause to the change of
energy in someone his self. It is related to psychological, feeling and
emotion.
From
some definitions above, so the conclusion here is, we know that motivation is
everything in someone’s inside that encourage him to do something, and it can
guide his behavior toward the goal. Related to educational field, motivation is
encourage students’ willingness to learn.
According
to Kingsey in Udin S, there are three changes showed in students that involve
their selves in teaching and learning process, as follows:
a.
Skill and habit
b.
Knowledge and understanding
c.
Attitude and ideals
So,
motivation in educational meaning is the power that encourage students to
involve their selves in teaching and learning activities.
2.1.2
Definition
of Learning Achievement
Learning
achievement consists of two words, learning and achievement. Learning is a
process of effort to obtain the change of behavior entirely, as the result of
experience in interaction with the environment (Ali Imron, 1996: 787).
Achievement is a
representation of talent and capability, where the talent and capability are
potential that need to developed and accustomed in order to be able to
materialized. And than, capability is the power to behave, it is as the result
of character.
Morgan says,
“learning is every relative change that stabilize in behavior that occurs as a
result of experience”.
Witherington says,
“learning is a change in individuality that manifest itself as a new model of
reaction, like capability, custom, cleverness, or a knowledge.
Based on the above
definition, we can see some important elements toward the meaning of learning,
as follows:
a.
Learning is the change of behavior
b.
Learning is the change that occurs by way of
some experiences.
c.
The change must be steady relatively.
d.
Behavior that changed by learning process,
related to some of individuality aspects, both of physical, or psychological.
يَرْفَعِ اللَّهُ
الَّذِينَ آمَنُوا مِنكُمْ وَالَّذِينَ أُوتُوا الْعِلْمَ دَرَجَاتٍ وَاللَّهُ
بِمَا تَعْمَلُونَ خَبِيرٌ…
“Allah will rise up (to suitable
ranks and degrees) those of you who believe, and who have been guaranteed
knowledge, and Allah is well acquainted with all you do” (Al-Mujadalah: 11)
Based
on those explanations, we can conclude that, we can obtain the better result
than before from process of learning. So, from the process of learning, we know
someone’s learning achievement.
Furthermore,
learning achievement is the result of learning process itself. Where, learning
achievement in this case, is mastery of knowledge and skill that developed by
lesson, and it showed by mark of test or the grade that has given by teacher.
Learning
achievement is very wanted by students, to increase it, needed to give a
stimulus to reach the goal of learning. So, between achievement and motivation
must be linear in teaching and learning process in order to be able to reach
the goal that hoped.
2.2
Important
of Motivation in Teaching and Learning Process
As
we know, learning process not only occurs in the family circle, but also the
school takes it parts, and it is so important for children’s education.
Teachers
play their important role as the educator, and they responsible on the success
of their students’ education, because the success of students’ education can
not be apart from teacher’s motivation.
Motivating
the students means encourage them to involve their selves in learning activity.
Whatever we do, important or unimportant, dangerous or there is no risk,
motivation always be there. So does in learning, motivation is very important.
And education psychologist said that motivation is an absolute requirement in
learning (Oemar Hamalik, 1994: 108).
In
teaching and learning process, especially in English study, in the classroom
will be found different reaction toward tasks and learning materials which have
been given toward students. Some of them are interested in the lesson
materials, but the others are not interested , and feel annoyed or inked. This
circumstance is not rare to be found in classroom. It means, teacher is not
success yet to give appropriate motivation to encourage their students’
willingness. Motivating the students is one of the important task. Teacher
should do it in the teaching and learning process. If students obtain
appropriate motivation, that will be emerging the power to reach the best
result.
2.2.1
Kinds
of Motivation
Actually,
motivation can be divided into two major categories, that is:
1.
Intrinsic
motivation
Intrinsic
motivation is a motivation which is derived from a student oneself without
emerging external factors or external influence.
According
to Edward Deci in Brown, he defined motivation this way:
Intrinsically
motivated activities are ones for which there is no apparent reward except the
activity itself. People seem to engage in the activities for their own sake and
not because they lead to an extrinsic reward. Intrinsically motivated behavior
are aimed at bringing about certain internally rewarding consequences, namely,
feelings of competence and self-determination (H. Douglas Brown, 2001: 76).
Furthermore,
Abraham Maslow (in H. Douglas Brown, 2001: 74) claimed that intrinsic
motivation is clearly superior to extrinsic. We may see Maslow’s hierarchy of
needs. His hierarchy is best viewed metaphorically as a pyramid of need (See
fig. 2.1). we are ultimately motivated to achieve “self-actualization” once the
basic physical, safety, and community needs are met.
Maslow’s
theory tells us that what might be inappropriately viewed as rather ordinary
classroom routines may in fact be important precursors to motivation for higher
attainment.
One
type of extrinsic reward can indeed have an effect on intrinsic motivation: the
positive feedback that learners perceive as a boost to their feelings of
competence and self-determination (H. Douglas Brown, 2001: 77). Sincerely
delivered positive feedback in a classroom, seen by students as validation of
their own personal autonomy, critical thinking ability, and self-fulfillment,
can increase or maintain intrinsic motivation.
Intrinsic
motivation is of course not the only determines of success for a language
learner. Sometimes, no matter how much you want to accomplish something or how
hard you try, you may not succeed for a host of other reasons. But if the
learners in your classroom are given an opportunity to “do” language for their
own personal reasons of achieving competence and autonomy, those learners will
have a better chance of success than if they become dependent on external
rewards for their motivation.
Zottan
Dőrnyei and Kata Csizér (in H. Douglas Brown,
2001: 81) offered a set of “ten commandments” for motivating learners. All ten
items focus on what the teacher can do to stimulate intrinsic motivation.
1)
Set a personal example with your own behavior.
2)
Create a pleasant, relaxed atmosphere in the
classroom.
3)
Present the tasks properly.
4)
Develop a good relationship with the learners.
5)
Increase the learners’ linguistic
self-confidence
6)
Make the language classes interesting
7)
Promote learner autonomy
8)
Personalize the learning process
9)
Increase the learners’ goal-orientedness
10) Familiarize
learners with the target language culture
2.
Extrinsic
Motivation
Extrinsic
motivation is an external factor which influences or effects students in
learning or doing an activity. The extrinsic motivation is one thing which is
needed at school. Extrinsic motivation can excite or encourage intrinsic
motivation, as an example: desires, but students’ willingness will increase
because there are some reinforcements which are derived from the other people
such as teacher, friends, etc.
Extrinsically
motivated behaviors are carried out in anticipating of a reward from outside
and beyond the self (H. Douglas Brown, 2001: 76).
Typical
extrinsic reward are money, prizes, grades, and even certain types of positive
feedback. Behaviors initiated solely to avoid punishment are also extrinsically
motivated, even though numerous intrinsic benefits can ultimately accrue to
those who, instead, view punishment avoidance as a challenge that can build
their sense of competence and self-determination.
Jerome
Bruner (1962), praising the “autonomy of self-reward” claimed that one of the
most effective ways to help both children and adults to think and learn is to
free them from the control of rewards and punishments. One of the principal
weakness of extrinsically driven behavior is its addictive nature. Once
captivated, as it were, by the lure of an immediate prize or praise, we can
become dependent on those tangible rewards, even to the point that their
withdrawal can extinguish the desire to learn.
The
consequence of such extrinsic motivators is that schools all to often teach
students to play the “game” of pleasing teachers and authorities rather than
developing an internalized thirst for knowledge and experience.
Table
2.1 depicts what can happen in an institution that takes eight extrinsic
elements and, while accepting their reality in virtually any society or
educational institution, turn those elements in an intrinsically oriented
direction. The notion here is that an intrinsically oriented school can begin
to transform itself into a more positive, affirming environment not so much by
revolutionizing society but by shifting its view of the student.
There
are some strategies to stimulate the extrinsic motivation of students in
teaching and learning process, as follows:
1)
Introduce or convey the objectives of teaching
so that students know clearly what they must get in teaching and learning process.
2)
Monitor the progress of students and give
reinforcement of student who have higher achievement than the other students.
3)
Assess or grade the students task and give
comment to their task non-verbally.
4)
Emphasizing the “big” picture-larger perspectives.
5)
Letting students set long-term goals.
6)
Allowing sufficient time for learning.
7)
Cooperative learning activities.
8)
Group work
9)
Viewing the class as a team.
10) Content-centered
teaching.
11) English
for specific (vocational/professional) purposes.
12) English
in the workplace.
13) Allowing
risk-taking behavior.
14) Rewarding
innovation and creativity.
2.3
The
Efforts of Teacher in Motivating the Students
In
teaching and learning process, teachers play the important roles to support
students’ learning achievement. Teachers have to encourage and guide their
students, and facilitate them to support their learning activities. There are
some strategies to motivate students, as follows:
2.3.1
Giving
the Grade
Grade is the
number of achievement which is students reach in learning. In this case, grade
as the symbol of students’ marks in their learning activities.
Usually, students
pursue good grade, they study hard to reach satisfactory grade (Udin, S, dkk.
1997: 114).
The grade is the
strong motivation for students, it’s their target and it is as the barometer in
the success of students in learning. Student that reach the high grade
categorized as the success student, in the other side, student that reach the
low grade categorized as the unsuccessful student. So, they have to try so hard
in order to obtain the high grade. But, in this case, the grade which they
reach must be really depict the result (values) of students’ learning, because,
if learning’s goal just to reach the grade, it’s would be never enough to b e
the result of learning. So, the teachers have to give the grade which is can be
related to the values in every knowledge, not only in cognition aspect, but
also in skill and affection aspects.
2.3.2
Present
Present
is reward that is given to someone in the form of material because of certain
reason. In the case of learning, present can be categorized as a motivation,
but actually not always like that.
Present
will be given to students who have good achievement. Of course the appropriate
and interesting present in this case, for example, books, pencils, rulers,
etcetera.
2.3.3
Praise
Praise
is the expression and the sincere appreciation on the kindness and superiority
of students. It is one of reward which is very easy to carry out.
If
you find your students finished their duties perfectly, you have to appreciate
them with the praise. It can be in the form of word, that is given to students,
such as teacher says, “Good! Excellent!” etcetera.
Praise
is the positive appreciation and good motivation. Praise can also in the form
of gesture or symbol. For example, teacher give applause, or teacher raises
his/her thumb (jempol) to her students.
The
appropriate praise can be emerging gratify atmosphere and supporting the strong
desire to study hard, and it can increase students’ self-confidence (Udin, S.
dkk, 1997: 114).
So,
there is no doubt, that in apprise, there is a power which can support students
to do goodness thing. Because of praise, students feel that their goodness make
them more honored and loved.
2.3.4
Punishment
Punishment as a
negative admission, but if teacher give it appropriately and wisely, it can be
a motivation. But in giving a punishment as motivation, teacher has to
understand its principles (Udin, S, dkk. 1997: 105).
Islam regards that
punishment is not the first measure that has to conducted by a teacher, and not
must be a priority. But in this case, advice is the priority.
If model and
advice would not be able to solve the naughty students, so, it must be
conducted resolute measure at that time. The resolute measure means here is the
punishment.
2.3.5
Tests
and Exams
Students
will be more study hard, if they know will be executed test or exam in the near
time. But if the test is given too frequently, every days for example, it makes
the test would be not so meaningful. It’s better the test executed twice in a
weak, and it and it will be more stimulate students to study hard.
In
this case, it’s better if teacher inform their students before, that will be
executed the test. The sudden test can disturb students’ motivation. For
example, they will grumble because they will be not ready to face the test, and
then, they will answer it perfunctorily, and finally, they will be have no
spirit.
2.3.6
Warning
and Criticism
Warning
and criticism used to repair students that do wrong, lazy and behaving of bad
character. But teacher must do it wisely and carefully in order to do not broke
their self-esteem and feeling (Oemar Hamalik, 1994: 120).
So,
in this case, teachers have to consider the utilizing of warning and criticism
in supporting students’ motivation in learning, because if warning and
criticism hurt them, it make students will be have no spirit, compete against
the teacher it may concern.
Thus,
the kinds of motivation, and the teachers can choice and use it to motivate
their students, and of course teachers can develop and modify it as creative as
possible.
2.4
The
Effect in Giving Motivation Toward Students’ Achievement in English Study
One
of the more complicated problems of second language learning and teaching has
been to define and apply the construct of motivation in the classroom.
Motivation
is very related to the goal. The more valuable the goal. The more stronger the
motivation. So, motivation is very useful to students’ behavior. Especially the
intrinsic motivation, it is an encouragement that emerge from students inside.
In this case, related to learning activities, if the students have the strong
willingness to learn, so we can ensure that there is an escalation of their
learning, and than their achievement will be increase too. It is surely,
because their awareness to learn related to the strong willingness to attain
the goal in learning activities.
Intrinsic
motivation is more effective, but of course not the only determiner of success
for a language learner. And clearly teacher will be able to use a combination
of extrinsic (for more immediate concerns or for extremely low motivational
contexts, for example) and intrinsic motives to teacher’s advantage in
classroom; there is indeed a place-and a very soundly supportable place for extrinsic
motives in the language classroom.
Sometimes,
no matter how much you want to accomplish something or how hard you try, you
may not succeed for a host of other reasons. But if the personal reasons of
achieving competence and autonomy, those learners will have a better chance of
success than if they become dependent on external rewards for their motivation.
Students’
learning achievement is very related to motivation, giving test can be
categorized as motivator in learning. Based on the experience, it show that
students will be more diligent to study, and they will study hard if they know
that in the end program of study will e executed the exam to measure their
learning achievement. So, in this case, the test is a factor that motivate and
guide students in learning. If the test
used to measure achievement goodly, so the element of motivation in the
test is very valuable.
Students’
learning achievement can be known by way of evaluation, in which evaluation not
only illustrate about students’ capability to learn, but also has role as a
tool to maintain students in order to they study hard and better.
According
to Ebel in Oemar Hamalik (1994: 113), he claimed, sometimes the test considered
as extrinsic motivator. A psychology theory stated, that extrinsic motivator
can be keeping in a longtime and its effect will b e lost soon when the goal is
attained. So, intrinsic motivator considered has better motivation power and
more durable, but in the case of learning achievement, the most important one
is attain the learning goal, without differentiate between extrinsic and
intrinsic motivation. If the learning goal can be attained by extrinsic
motivation, it must be maximized, and we realize that giving extrinsic
motivation is easier than giving intrinsic motivation.
Tests,
with some special attention from the teacher, can be intrinsically motivating.
Allowing some students input to the test, giving well-thought-out classroom
tests that are face-valid in the eyes of students, and giving narrative
evaluations.
Besides
motivation, there are the other ways to supports’ learning achievement as
follows:
2.4.1
By
Learning Guidance
Learning
guidance at school conducted to overcome many factors that cause difficulty in
learning. So, in this case, learning guidance gave related to internal factor
(individual problem) of students.
The
goal of learning guidance is to help students that get the difficulty in
learning. Teacher can do it by communicate immediately to the student, face to
face relationship, like a counselor and client.
2.4.2
Change
the Environment
The
way to overcome the difficulties in learning that caused by external factor is
by way of change the environment means change parents’ attitude to their
children, and manage the environment of family to be more comfortable.
For
this goal, it’s necessary to make a relationship between parents and children.
The goal of this relationship is to solve children’s problem.
2.4.3
Giving
the Guidance About the Effective of Learning Strategy
To
support students’ learning achievement, we can help them by way of giving the
guidance about the effective strategy in learning.
According
to Crow and Crow in Oemar Hamalik (1994: 10), there are some effective
strategies in learning, as follows:
1.
Students must have the certain goal of learning.
2.
Comfortable of place to learning.
3.
The condition of physical must be well, so that
students can be concentrate and active in learning.
4.
Have the planning and follow the schedule of
learning.
5.
Intersperse the learning with the spare time
regulately.
6.
Find out the main topic from each paragraph.
7.
Use technique speed reading and make a summary.
8.
Learners take charge of their own learning
through setting some personal goals and utilizing learning strategies.
9.
Content-based activities and course.
10. Learners
need to develop autonomy, not dependence.
2.5
Relevant
Study
In
this part, the writer states the relevant research which possible in adding the
reader’s view on the effect of teacher in giving motivation toward students’
achievement in English study.
The
only study which relevant to this study was conducted by Megawati (2006). The
study was “Reward in Increasing Students’ Motivation in Learning English for
the Second Year Students of SMPN 1
Sukamulia in the School Year 2005/2006”. The study elaborated how to
increase students’ motivation through reward in increasing students’ motivation
in learning English.
She
used descriptive qualitative design in her study. In collecting the data, she
used observation and interview. The result of the study showed that motivation
is very important in the process of teaching and learning English.
From
the result above, the writer assumes that teaching English for the Senior High School students
is very effective, so that the writer observes the students’ English mastery.
2.6
Theoretical
Framework
In
illustrating theoretical framework, the researcher starts thinking based on the
statement of the problems. That is in teaching and learning process, especially
in English. The success of the students in learning English mostly determined by both teachers
and students (Faerch and Kasper, 1983).
In
productive and interactive, the teacher makes plans in presenting the material.
The aim of planning is to avoid difficulties faced by the student and for
reaching particular.
So,
motivation in teaching and learning process is very important, especially
English subject. The teacher must give the students motivation in order that
the student scan be interested in studying English. Communication is a
systematic technique employed by a speaker to express his meaning when faced
with some difficulties (Corde, 1977). The teacher in teaching and learning
process can do many activities to overcome the students’ difficulties, such as
making short question with short answer. So, one of the way of teacher is to make
students interested in teaching and learning process by giving reward to
students.
CHAPTER
III
RESEARCH
METHODOLOGY
This chapter present the
description and discussion about the research methodology will be employed in
this study. The discussion includes the research design, population and sample,
the instrument of the study, the technique of data collection and the data
analysis.
3.1
Research
Design
It
has been stated in the introduction that the purposes of this study was to find
out the effect of teacher in giving motivation toward students’ achievement in
English study. In conducting this research, the writer used experimental design
that was conducted at MTs. Mu’allimat NW
Pancor in the school year 2007/2008. Subject of this study was the second year
students of MTs. Mu’allimat NW Pancor
and the object of this study was the effect of teacher in giving motivation
toward students’ achievement in English study.
According
to Ary (2002: 276), and experimental research is a scientific investigation in which
the researcher manipulates one or more independent variables, controls any
other relevant variable, and observe the effect of the manipulation on the
dependent variable.
In
this study, there were two variable; independent and dependent variable. Teacher
in giving motivation was the dependent variable and students’ achievement in
English study was independent variable.
Firstly,
the writer divided the sample into two groups, which consists of experimental
and control groups, where the experimental group was treated by using teacher’s
motivation while control group was not treated by using teacher’s motivation.
In collecting the data, the researcher used test. The research design is
presented in the following table.
Table 3.1 Experimental design
Group
|
Pre-test
|
Independent
Variable
|
Post-test
|
E
|
T1
|
X
|
T2
|
C
|
T1
|
-
|
T2
|
Where:
E : the experimental group
C : the control group
T1 : pre-test
X : the treatment toward
experimental group with teacher’s motivation
T2 : post-test
Experimental
group is group that is given pre-test, treatment, and post-test. And control
group is group that is given pre-test and post-test without treatment. The
result of post-test of both groups were compared to know which group is higher
and to know whether teacher in giving motivation has any effect toward
students’ achievement.
3.2 Population and Sample
In
this sub-topic, the researcher describes about the population and sample of
this research.
3.2.1
Population
of the Study
The
term “population” in scientific research refers to the quantity of the subject
who has different characteristic that researcher investigates through research
activity (Arikunto, 2002: 42). While, Singarimbun and Efendi (1992: 152) stated
that population is a total of all unit analysis with identities were expected.
Based on the above opinion, population is all of research subjects which have
been researcher’s attention and it function as resource of data.
The
population of this research covered of the second year students of MTs. Mu’allimat NW Pancor in the school
year 2007/2008. The population was consisted of six classes (VIIIA
to VIIIF), which amount 240 students. The following table describes
the number of research population.
Table 3.2. The population of the second year students of MTs. Mu’allimat NW Pancor in the school
year 2007/2008
No
|
Class
|
Number of Population
|
1
2
3
4
5
6
|
VIIIA
VIIIB
VIIIC
VIIID
VIIIE
VIIIF
|
40
40
39
41
40
40
|
Number
|
240
|
|
3.2.2
Sample
of the Study
The
sample of this research was taken through random sampling technique, because
the writer realized that she found some difficulties to carry out the big
sample, because of the limitation of the facility, finance, energy, time, etc.
possessed by her.
If
the writer used the random sampling, it means that the writer did not take all
of the populations, but a part of them which was done based on what Arikunto
said, if the number of population is more than 100, it is suggested to take
10-15% or 20-25% (Arikunto, 2002: 111).
The
researcher took 60 students as the sample. The students was divided into 30
students as experimental group and 30 students as control group.
3.3
Research
Instrument
In
a research, the definition of instrument and method are different. Arikunto
(2002: 194) states that research method is the way that is used to collect the
data, but instrument is a tool that is used to collect the data. She further
says that instrument is a question or exercises or other tools which are used
to measure skill, knowledge, intelligence, achievement, and attitudes of
someone or a group of people.
Based
on the above opinion the test is absolutely needed to measure the students’
achievement in teaching and learning English process. In this research, the
writer used teacher’s motivation to measure the students’ achievement.
In
collecting data of this study, the writer will use test, in which the content
of the test taken from the materials that are taught by the English teacher
based on the second year of Junior High School textbook.
3.3.1
Try-Out
of the Instrument
Based
on the researcher administrate the test to the number of sample, the try-out of
instruments will be conducted to determine the validity and reliability of the
test. The kind of test is an objective test. It consisted of 25 items. The
score will be given to each number of item test; score 1 for the right answer
on each items and score 0 for the wrong answer for each items. The researcher
will conduct try-out instrument out of the sample, in this case, another sample
that are considered having similar characteristic.
3.3.2
Test
Validity
A test must be
valid and reliable. An instrument called valid if it is able to measure what
should be measured. The goal of measurement is for getting illustrated clearly
about the investigation variable.
In this study, the
validity instrument was hoped to measure a validity of test content. It is
valid if it consulted with the contents validity. Hence, the test was taken
from the material of the second year students of MTs. Mu’allimat NW Pancor in the school year 2007/2008.
A test as the
instrument of every research must be valid. An instrument is called valid if it
is able to measure whatever will be measured. The test used in this research
was a test which is considered having a content validity.
3.3.3
Test
Reliability
Reliability
is very important of test to get a reliable result of measurement. Reliability
is stability of test if it is used, a test is called reliable if it is obtained
the stable data or consistent if it used to measure a same test in other time
or place.
Toe
know about the reliability of the test instrument, the researcher used the
KR-21 formula as follows:
Where: r11 = is reliability of the
instrument
K = is the number of item test
M = is square variance
Vt = variance total square (Arikunto, 2002: 164)
3.4
Technique
of Data Collection
The
primary data of this study was obtained from the result of tests given by the
researcher at both of groups, in which experimental group which was treated by
using teacher’s motivation and control group that was not treated by using teacher’s
motivation.
The
administration of the test follows some steps:
1.
The researcher gage the students the question
and answer sheet.
2.
Asking the students to write their identity
completely.
3.
Before doing the test, researcher told the
students to do their task carefully.
4.
Researcher supervised during the writing of the
test.
5.
After finishing the test, students ought to
submit their answer sheets.
6.
The research analyzed the data.
The
administration of each of the test will be done by the researcher with the help
of the teacher whose class is used. The time schedule of test will be consulted
to the English teacher of the second year students of MTs. Mu’allimat NW Pancor.
3.5
Technique
of Data Analysis
In
this research, data analysis is the most important step that has to do if the data has been
gotten. In order to the data can be understood, they have to be presented in
general form and conclusion.
This
part discusses about: normality testing of the data, and hypothesis testing.
-
Normality
of the Data
Before
testing hypothesis, the normality testing of the data was conducted. To test
normality of the data, the following formula was applied:
Where: x2 = the score of chi-square
fo = the frequency
fh = the standard frequency (Arikunto, 2002: 259).
The
criteria of the normality testing, the data are normal if: x2 < x2
1 table, and it not normal if x2 > x2 1 table.
(Arikunto, 2002).
-
Hypothesis
Testing
Before
testing hypothesis, the writer got students’ score of the experimental and
control groups. The score checked for pre-test and post-test. Firstly, the
writer calculated the mean score of experimental group. For the purposes the
following formula was applied as follows:
Where: MA = the mean score of
experimental group
X = the deviation score of
pre-test and post-test
N = the number of sample
S
= the sum of… (Arikunto,
2002)
Then, the formula was applied for
the control group, as follows:
Where: MB = the mean score of control
group
Y = the deviation score of
pre-test and post-test
N = the number of sample
S
= the sum of… (Arikunto,
2002)
Mean
score obtained through the above formula was analyzed and interpreted. Finally,
the computation of correlation of the two means score needed was tested its
significant. For the sake of the computation, it was applied the formula
recommended by Arikunto (2002: 280). The formula is as follows:
Where: t = computation of correlation
M
= the mean score of each group
N
= the number of sample of each group
A
= the sample of experimental group
B
= the sample of control group
X
= deviation of X1 and X2
Y
= deviation of Y1 and Y2
S = the sum of..
Ö = the root of… (Arikunto, 2002: 280)
Furthermore, the
criteria used is as follows:
1.
If t-test > t-table in significant rank of
0.5, Ho (null hypothesis) is rejected. It means that mean score of the
experimental group is higher than the control group.
2.
If t-test < t-table in significant rank of
0.5, Ho (null hypothesis) accepted. It means that the rates of mean score of
the experimental group is lower than the control group.
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Brown, H. Douglas. Teaching by
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