THE SECOND YEAR
STUDENTS’ MOTIVATION IN LEARNING ENGLISH AT SMPN 4 MATARAM IN ACADEMIC YEAR
2009/2010
CHAPTER
I
INTRODUCTION
1.1 Background of study
Many factors affect
students’ successful in learning. Motivation of English learners was regarded
as one of the most important aspect to determine the successful learning. It was
believed that students with higher motivation of learning foreign languages
tend to perform better than those who have low motivation (Chang 2005). The
first summary of L2 motivation research was first proposed by Robert Gardner
and Wallance Lambert in 1972. Motivation is commonly considered to be an inner
drive, impulse, emotion or desire that moves one to apparticular action; or “In
a general sense, motivation can be defined as the dynamically changing
cumulative arousal in a person that initiates, directs, coordinates, amplifies,
terminates, and evaluates the cognitive and motor processes whereby initial
wishes and desires are selected, prioritized, operationalised and (successfully
or unsuccessfully) acted out” (Dornyei, 1998). Gardener defined “motivation” as
“the combination of effort plus desire to achieve the goal of learning the
language plus favorable attitudes towards learning the language”.
According to Keller,
motivation is “the choices people make as to what experiences or goals they
will approach or avoid and the degree of effort they will exert in that expect”
(Keller, 1983). It has an undoubted evident effect on second language teaching
and learning and it is generally accepted as one of the major determinants of
second language teaching and learning.
Motivation is the process whereby
goal-directed activity is instigated and sustained (Pintrich & Schunk, 2002),
it is one of the keys that influence the rate and success of language learning (Dorney,
1998). Virtually all language teachers
want to motivate their students to study languages.
The Indonesia
government has been aware of the importance English. It is really realized that
English plays an important role in international interaction. Having qualified
in English now days might give wide opportunities to get a good jobs are as one
of its requirement. The conditions lead learners to another motivation to learn
English. They learn English not only for the shake of their rank in the class
but also for future purposed that is to enable them to get jobs. This condition
rises up the learners’ motivation to study English. Based on the explanation
the teacher has the importance role to motivate the students learned including
facilitating, guiding and showing something to learn.
1.2 Statement of problem
The
research is intended to answer the following research question:
1.
What is the students’ motivation in learning English?
2.
What factors that influence the students’ motivation in
learning English?
1.3 Purpose of study
The purposes of this study are:
1.
To find out the students’ motivation in learning
English
2.
To identify the factors influencing the students’
motivation in learning English.
1.4 Assumption
of study
1.
Student’s have the same background of learning.
2.
In the teaching the are many various efforts have been
used by teacher to increase the motivation.
1.5 Scope of study
Based on the researcher determined the scope of this research
that was directed to find out the kind of factors influence the students’ motivation
in learning English. The subject of this research was the second year students
of SMA DARUL HIKMAH Mataram.
1.6 Significance of study
Thus hopefully, the result of this
investigation could be applied by both teachers and students and other
education institutions in motivating the students to learn English and also to
improve the quality of teaching and learning English. So, the students would be
able to use either spoken or written English on the next level of education
such as senior high school and even university.
1.7 Definition of Key terms
To avoid misunderstanding and misinformation on the side of
the readers, it was necessary to define the key terms in this study were as
follows;
1.
Motivation
According to Keller, motivation refers to “the choice
people make as to what experiences or goals they will approach or avoid, and
the degree or effort they will exert in that expect” (Keller, 1983).
Motivation,
“the process whereby goal-directed activity is instigated and sustained” (Pintrich & Schunk, 2002), is one
of the keys that influence the rate and success of language learning (Dorney,
1998).
2. Learning
Learning is the lifelong process of transforming
information and experience into knowledge, skills, behaviors, and attitudes
Many cognitive psychologist, who focus on the change in
knowledge, believe that learning is an internal mental activity that cannot be
observed directly, it only can be observed from the activities which are done
by the learner in getting an information or knowledge, such as reading,
listening, or showing his attention toward the certain object.
3.
The second year students
The second year students of SMA DARUL
HIKMAH Mataram in Academic year 2011/2012
CHAPTER
II
REVIEW
OF RELATED LITERATURE
2.1
Motivation in Learning
According to Zhang
Rui1, FU Liang2 (2008) in his article, motivation was divided into two basic
types: intrinsic motivation and extrinsic motivation.
1.
Intrinsic motivation
Intrinsic
motivation is raised up from the students themselves when they were born and it
is raises factually when it is needed. Intrinsic motivation reflects the desire
to do something because it is enjoyable. If we are intrinsically motivated, we
would not be worried about external rewards such as praise or awards. If we are
intrinsically motivated, the enjoyment we experience would be sufficient for us
to want to perform the activity in the future.
2.
Extrinsic motivation
Extrinsic
motivation comes from outside the students themselves. Extrinsic motivation
reflects the desire to do something because external rewards such as award,
money and praise. People who are extrinsically may not enjoy certain
activities. They may only wish to engage in certain activities because wish to
receive some external reward. There are three aspects of extrinsic motivation,
namely:
a. Parent aspect
Parent of the students play
important role to stimulate their children in learning English.
b. Peers aspect
Friend also can stimulate the
students in study, the students who has friend with high motivation in study
will bring good effect to their interest in learning.
c. Environment aspect
Environment in
which the students live can stimulate the students to study English better. The
students who live in big town, in which there are many library, there are many
book stores, and other equipment that can complete the students need will has
effect on students’ motivation.
B.
The Previous Study on the Students’ Motivation in Learning English
Al-Tammy, A. (2009) has investigated Petroleum Engineering
students’ motivation and attitudes towards learning the English language. The
study investigated students’ motivation in terms of three motivational
constructs: instrumental motivation, integrative motivation and personal
motivation based on Gardner’s (1985) and Cooper and Fishman’s (1977) works. To
achieve this objective, two research tools were used namely, questionnaire and
interviews. The target students’ population in this study was all the students
who studied in the academic year 2006-2007 in the Department of Petroleum
Engineering (DPE) at HUST, Yemen. The total number of the students was 191 males.
The data collected in the present study was of two types i.e. quantitative and
qualitative. For the students’ motivation, the results showed that instrumental
motivation was the primary source of the petroleum engineering students’
motivation toward learning the English language. Personal reasons were also
regarded as important motives to the students. However, in regards to the
integrative reasons, the results provided evidence that learning English
to be part of the culture of its people had the least impact in students’
English language motivation.
Carreira, J.M. (2006)
has investigated a combination of motivation and foreign language anxiety among
Japanese university students. The participants were 91 sophomores majoring in
English at a women’s private college in Japan. The main purpose was to
investigate the relationship between motivation for EFL and foreign language
anxiety. This study indicates that students who have practical reasons and intellectual
satisfaction tend to have lower levels of foreign language anxiety. Although
this study did not reveal strong correlations between motivation and foreign
language anxiety, it would be unwise to conclude that motivation and foreign
language anxiety do not interact. Further research is needed to explore
possible links between motivation and foreign language anxiety. The results of
the current study suggest that foreign language anxiety is only related to a
small extent to motivation, and then the low level of variance explained
suggests that other variables play more important roles.
Chen, W.C.D. (2008)
has to investigate some freshmen cadets’ orientations of motivation on English
learning. The result showed that the Linguistic
self-confidence orientation got the highest score. To obtain the data,
this research utilized statistical means of descriptive statistics. There were
61 subjects in total participating. The limit of this research is that the
study was conducted at a military academy in southern Taiwan. The finding will not be
applicable to the orientations of other students’ motivation on learning
English in Taiwan.
However, this study provides a general perspective towards the orientations of
some freshman cadets’ motivation on English learning. For the in-depth
discussion, further interviews with cadets or even with teachers toward the
motivational aspect of students’ English learning will be recommended.
Kam, C.K.M. (2006)
tries to identify the factors affecting the second language acquisition and
their relative contribution to the determination of language learning outcomes.
Participants were drawn 247 students attending week-end Chinese schools in Sydney. 628 students were
drawn from 17 classes; 10 classes from primary school and 7 classes from
secondary schools. Participants were also required to attempt short tests in
Chinese and English, the performances were captured as Chinese and English
scores. Each participant was asked to complete a questionnaire consisting of 65
items together with a self-perception rating of English performance in four
domains, namely, reading, writing, listening and speaking. After collection of
the questionnaires, participants were asked to attempt English and Chinese
papers to assess their language proficiency. They were validated assessment
instruments gauging the students’ language proficiency. The opinion data from
questionnaires were subjected to factor analyzed using SPSS package with
Principal Axis Factoring to determine the factor structures, followed by
confirmatory factor analysis using LISREL package to ascertain the scales for
latent variables. The relationship between goals and motivation was not
significant. The present study represents an initial attempt to describe the
relationship between the motivational attitudes and the second language
learning for ethnic Chinese students in Sydney.
Kasami, N. (2006) tries to identify motivational enhancements in the Bulletin
Board System (BBS)-based intercultural exchange project. The exchange project
was carried out by the 386 students of 14universities in 9 countries, Japan,
Korea, Taiwan, Brazil, Indonesia, UAE, Burkina Faso, Mexico, and Namibia in
2005. This research deals with Japanese student’s motivation for English and
culture learning systematically in terms of Keller’s ARCS Model of Motivational
Design. Based on analyses of questionnaires and English tests, it is indicated
that the exchange project sustained students’ motivation for learning and
enhanced students’ English writing and intercultural communicative competence.
Kimura, Y., Nakata, Y., & Okumura, T. (2001) explore the
types of language learning motivation possessed by Japanese EFL learners from
diverse learning milieus. Research on L2 motivation has long been conducted
within the paradigm of social psychology. However, the revival of interest in
L2 motivation in the 1990s shows a clear shift to an educational focus in which
L2 learners’ cognitive, affective characteristics and classroom considerations
have become major areas of concern. Following this trend, the present study
employed a 50-item motivational questionnaire based on several motivational
components from educational and social psychology. The questionnaire was
administered to 1,027 participants from various learning contexts. Exploratory
factor analysis confirmed six motivational factors and the follow-up
multivariate analysis of variance (MANOVA) indicated that some factors are characteristic
of certain language learning milieus, while others are common to all
situations. The results are discussed in terms of the motivational characteristics
of EFL learners in Japan.
Liu, M. (2007) has
investigated Chinese university students’ attitudes towards and motivation to
learn English and the correlations of the said variable with the students’
English proficiency. The participant was 202 third-year students (51 female and
151 males) in six classes were randomly selected for the study in a southern
university in China.
The result of this study revealed that the students who had more positive
attitudes toward learning English tended to score higher in the proficiency
test and that the students who were more instrumentally or travel motivated
tended to perform better in the test and both intrinsic and extrinsic
motivations contribute to the learning of a second/foreign language. Other
research methods such as interviews and reflective journal can be employed to
supplement the survey so that the change or differences in attitudes and
motivation among students can be explained.
Man_fat, M.W. (2004) focuses
on the relationship between integrative motivations an L2 achievement among
Chinese L2 learners in Hong Kong. Integrative motivation has been found to be
correlated number of factors, such as perservance and classroom behaviors, in
addition to L2 achievement. Therefore, having a deeper understanding of the
relationship between integrative motivation and L2 linguist achievement in Hong
Kong allows teachers, curriculum planners and policy makers to improve teaching
practices and polices.
Rui1, Z., &
Liang2, F. (2008) have aim to put forward the motivation theories and their
implications in language teaching, meanwhile studies the motivational factors
and presents several motivational strategies. Questionnaire survey is to be
conducted among the adult non-English learners in Xingjian Normal
University in order that
non-English learners’ motivation and motivational factors could be generally
identified. Statistical data analysis is to be done after the survey and the
factors affecting the non-English adult learners’ English study are expected to
be exposed to the readers. Based on the analysis of the data and statistics,
some practical implications are provided. The purpose of this essay is to cope
with the following two research questions: (1) What motivates the non-English
learners to study English and how? (2) What can be done to enhance non-English
learners’ motivation in learning English? 60 learners with ages from 20 to 35,
selected randomly from the Law Department and Economics Department, Xingjian Normal University
took part in the quantitative questionnaire survey. They have been studying in
the university for 2 years. Among the subjects, 42 were females and 18 were
males. They at least have learned English for 8 years. In conclusion, through
the research work, it is easy for us to detect that there are some problems in
existence in adult learners’ English learning, in particular, the low
motivation in language learning. However, if we adopt the right way to arouse
their motivation and prompt them to learn, they would make great progress in
learning and upgrade the level of English study.
Vaezi, Z.
(2008) describes and examines Iranian's undergraduate students' integrative and
instrumental motivation
toward learning as a
foreign language. In the study, 79 non-major students from the Islamic Republic
of Iran (IRI) were selected to complete a questionnaire reflecting their motivation for learning. In order to
determine the students’ tendency towards the two kind of motivation a modified
25-item survey was administered to undergraduate students in a university
located in east of Iran. The results have shown that Iranian students had very
high motivation and
positive attitudes towards learning
and they were more instrumentally motivated. Finally, based on the findings
some suggestions and recommendations for teachers have been highlighted.
Wong, R.M.H. (2008)
has investigated how gender differences place impact on a group of Chinese
immigrant students’ motivation to learn English. This study aimed to investigate
how Chinese immigrant students’ motivation in relations to age differences
affected the teaching and learning of English as a second language. The
questionnaire included items on different motivational constructs at different
levels, based on the conceptual framework mentioned in the last section. Data
collected from the questionnaire was analyzed using SPSS. Descriptive analyses
were mainly used to project participants’ motivation and learning strategies
for English learning. Chinese immigrant students were found to have stronger
motivation to learn English, as they grow older, especially for a group of
Chinese immigrant students who are over 16 years old. While for those who are
less than 15 years old, their motivation to learn English tend to be weaker.
According to both quantitative and qualitative results, both pointed at a
direction that older Chinese immigrant students have stronger sense of
self-efficacy in dealing with a difficult task in comparison with the younger
ones. Older Chinese immigrant students tended to believe that paying sufficient
effort could lead to academic success and they had stronger confidence in their
study methods while the younger Chinese immigrant students were still searching
for a good way to learn English in Hong Kong.
Wu, M.V., & Wu,
P.H.N. (2008) use quantitative methodology to explore the perceptions of
students at a Taiwanese technical university concerning its EFL learning
environment in three aspects the physical environment, instructional
arrangements, and social interaction. The paper concludes with recommendations
by the researchers for improving practice. The participants were 593 freshman
students selected from the population using a two-stage random sampling
procedure, it takes place in Taiwan.
The researchers used the software SPSS to analyze the quantitative data. The
result of this study revealed that students had a low motivation and it
indicates a neutral impression of their own motivation. This study more contact
with native speakers. If instructors are not able to bring foreigners to the
classroom, they could assign students to conduct their own interviews with
foreigner living in the community.
Yihong, G., Yuan, Z., Ying, C., and Yan, Z. (2007) have
investigated the relationship between English learning motivation types and
self-identity changes among university students in the People’s Republic of
China. The sample obtained from a stratified sampling consisted of 2,278
undergraduates from 30 universities in 29 regions. The instrument was a
Likert-scale questionnaire which included 30 items of motivation types based on
free responses, and 24 items of self-identity changes in six predefined
categories: self-confidence, subtractive, additive, productive, split, and zero
changes. An exploratory factor analysis revealed seven motivation types:
intrinsic interest, immediate achievement, individual development, information medium,
going abroad, social responsibility, and learning situation. A canonical
correlation test found that motivation types and self-identity changes were
correlated through four pairs of canonical variables. Among these, intrinsic
interest was correlated with productive and additive changes, individual
development with self-confidence change, social responsibility with productive
and split changes. Theoretical and pedagogical implications of the results are
discussed.
One of the most
general and well-known distinctions in motivation theories is that of intrinsic
versus extrinsic motivation. Deci (1985) defined intrinsic motivation.
Intrinsically motivated activities deal with behavior performed for its own
sake in order to experience pleasure and satisfaction, such as the joy of doing
a particular activity or satisfying one’s curiosity. According to Vallerand
(1983) and his colleagues , there are three subtypes of intrinsic motivation:
(1) to learn (engaging in an activity for the pleasure and satisfaction of
understanding something new, satisfying one’s curiosity and exploring the
world); (2) towards achievement (engaging in an activity for the satisfaction
of surpassing oneself, coping with challenges and accomplishing or creating
something); (3) to experience stimulation (engaging in an activity to
experience pleasant sensations). For extrinsically motivated behavior, on the other
hand, is carried out in anticipation of a reward from outside and beyond the
self, such as passing an exam, obtaining financial rewards and even certain
type of positive feedback are likely to be extrinsic. According to Deci and
Ryan (1985), there are four types of extrinsic motivation in existence: (1)
External regulation refers to the least self-determined form of extrinsic
motivation, coming entirely from external sources such as rewards or threats;
(2) Interjected regulation involves externally imposed rules that the student
accepts as norms to be followed in order not to feel guilty; (3) Identified
regulation occurs when the person engages in an activity because he or she
highly values and identifies with the behavior, and sees its usefulness; (4) Integrated
regulation is the most developmentally advanced form of extrinsic motivation,
involving optional behavior that is fully assimilated with the individual’s
other values and needs.
On account of the
various educational, social and psychological backgrounds, language learners
vary in each other and learners’ differences influence their studying outcomes.
Of all these differences, eight have been mainly focused and discussed.
Respectively they are motivation, intelligence, aptitude, personality, age, sex,
first language and learning strategies (Ellis, 1997). Of the eight differences
mentioned above, motivation plays an essential part in language learning,
Skehan (1989) points out that motivation is the second most powerful factor in
forecasting language learning effects and it is only after aptitude. For
motivation determines the degree of effort the language learners make in
learning foreign language. The more motivation they have, the positive attitude
they would adopt and the more efforts they would make in learning the target
language.
In conclusion,
integrative orientation or intrinsic motivation plays a more important
role in second/foreign language learning than instrumental or extrinsic
motivation.
With reference to the
above review, the writer want to find out the students’ motivation in learning
English and to identify the factors that influence the students’
motivation in learning English at SMA DARUL HIKMAH Mataram.
CHAPTER III
RESEARCH METHODOLOGY
3.1 Research Design
This study conducted with descriptive qualitative method
which adapts Vaezi, Z (2008) combine with writer method to analyze the data.
Method of this study was used to describe the motivation of second year
students of SMP 4 Mataram in Learning English.
3.2 Population and Sampling Technique
Regarding of the population, arikunto said if the population
is less than 100 people, we can take all the population as the subject of the
research. If the number of population is more than one hundred, we can take
10%-15% or 20%-25% of the population for the subject of the study. The number
of population is representative enough for the subject of the research.
(arikunto : 1991:107).
The population in this research is the motivation of the
second years students of SMA DARUL HIKMAH MATARAM, all students are 31 students
as a population.
|
No.
|
Class
|
Population
|
|
1.
|
VIII
BIL
|
30
|
|
2.
|
VIII1
|
36
|
|
3.
|
VIII2
|
36
|
|
4.
|
VIII3
|
36
|
|
5.
|
VIII4
|
37
|
|
6.
|
VIII5
|
35
|
|
7.
|
VIII6
|
37
|
|
|
TOTAL
|
247
|
3.2.2
Samples
In this research, the numbers of population were 247
students. According to Arikunto (2006)
“if the population is less than 100, it is suggested taking all as sample, but
if they are more than 100, we can take only 10-15%, 20-25%, 30-35%, etc”.
Because the number of students was more than 100, the writer takes only 10 % of
247 students.
|
No.
|
Class
|
Samples
|
|
1.
|
VIII
BIL
|
3
|
|
2.
|
VIII1
|
4
|
|
3.
|
VIII2
|
4
|
|
4.
|
VIII3
|
4
|
|
5.
|
VIII4
|
4
|
|
6.
|
VIII5
|
4
|
|
7.
|
VIII6
|
4
|
|
|
TOTAL
|
27
|
3.3 Data Collection Procedure
This study was tried to find out the motivation of the
second year students of SMPN 4 Mataram. The writer was used the questionnaire
technique for this research. The data were obtained through spreading out
questionnaires for the second year students of SMPN 4 Mataram. The researchers
adapted and modified these questions from Al-Tamimi,
A. (2009), Liu, M (2007), Rui1, Z., & Liang2, F.(2008) and Vaezi, Z.(2008).
Questionnaires were translated in Indonesian to make easy for the participants
who were investigation according to Al-Tamimi
who did investigation in Arab and translated questionnaire into Arabic. The
questionnaire consists of 30 items divided into two parts, the first part
contain of the students intrinsic motivation while the second part of questionnaire
related the students extrinsic motivation. Every question has choice of “YES”
and ”NO”.
3.4 Data Analysis Procedure
After
collected through questionnaires the data was then analyzed based on the steps
below:
1.
Spread out the questionnaire which consists of 30
statements.
2.
Identifying the answer from the questionnaire. This
means that the answer will be grouped into “YES” and “NO”.
3.
List the answers. How many students answer “YES” and
how many of them answering “NO” for the whole question. The answer will be
drawn into a table for the easiness in computing.
4.
Percentage the data to find the result.
5.
Clarify the percentage.
6.
Take conclusion.
CHAPTER
IV
DATA ANALYSIS AND DISCUSSION
4.1 Data Analysis
As the writer stated in previous chapter, the data
gathered were classified. In this chapter some motivations with the same
categories were isolated and analyzed as the influencing to student’s English
learning.
There were two categories of students motivation
considered to analyze. They are intrinsic and extrinsic motivation on the
second year of SMPN 4 Mataram.
4.1.1 The Student’s Intrinsic Motivation
Result
|
Motivation
|
Yes
|
No
|
|
You learn
English because of your own desire
|
89%
|
11%
|
|
You learn
English because you really like English subject
|
59%
|
41%
|
|
You learn
English because you are interested in mastering it
|
93%
|
7%
|
|
You learn
English with pleasure
|
78%
|
22%
|
|
You learn
English outside of school as well
|
15%
|
85%
|
|
You learn
English diligently
|
67%
|
33%
|
|
You learn
English because you want to master about the structure of English
|
89%
|
11%
|
|
You learn
English because you want to master as much as possible English vocabularies
|
96%
|
4%
|
|
You learn
English because you want to be brighter in writing and reading in English
|
100%
|
0%
|
|
You learn
English because you are really interested with English books
|
70%
|
30%
|
|
You learn
English because you like to listen news paper or English songs
|
81%
|
19%
|
|
You learn
English because you want to be able to speak English fluently
|
96%
|
4%
|
|
You learn
English in order to be able to communicate with foreign people/native speaker
|
85%
|
15%
|
|
You learn
English because you want to continue your study on abroad
|
63%
|
37%
|
|
You learn
English because you want to be an English teacher
|
59%
|
41%
|
Table above shows student’s response for intrinsic
motivations aspect in learning English. The intrinsic motivations related to
“You learn English because of your desire”, 24 students (89%) stated “YES” and
3 students (11%) stated “NO”. Towards the second motivation “You learn English
because you really like English subject”, 16 students (59%) stated “YES” and 11
students (41%) stated “NO”. Towards the third motivation “You learn English
because you are interested to master it”, 25 students (93%) stated “YES” and 2
students (7%) stated “NO”. Toward the fourth motivation “You learn English with
pleasure”, 21 students (78%) stated “YES” and 6 students (22%) stated “NO”.
While motivation number five “You learn English outside of school as well”, 4
students (15%) stated “YES” and 23 students (85%) stated “NO”.
Furthermore there more 18 (67%) of students’ stated
“YES” on motivation number 6 and 9 students (33%) stated “NO”, while 24
students (89%) stated “YES” and 3 students (11%) stated “NO” on motivation
number 7. On motivation number 8, 26 students (96%) stated “YES” and 1 student
(4%) stated “NO”. On number 9 that 27 (100%) of the students’ answered “YES”.
While on motivation number 10, 19 (70%) of students’ stated “YES” and 8
students (30%) stated “NO”. Then, on motivation on number 11, 22 students (81%)
answered “YES” and 5 students (19%) answered “NO”. There were 26 students (96%)
of students’ stated “YES” on motivation number 12 and 1 student (4%) stated
“NO”. It is also found the motivation number 13, 23 students (85%) stated “YES”
and 4 students (15%) stated “NO”. In addition in relation to motivation number
14, there were 17 students (63%) stated “YES” and 10 students (37%) stated
“NO”. And then, 16 (59%) of students’ answered “YES” and 11 students (41%)
answered “NO”.
Observing closer the table, it was explicitly that the
second year students’ of SMPN 4 Mataram have intrinsic motivation in learning
English at school. It was proved that there were 15 intrinsic motivational
statements offered to the students were chosen positively. Another word, a great
part of the students’ answered “YES” instead of disagrees “NO” of those inner
motivation statements offered to them. Take for example there were 27 (100%)
students want to be able to write and read English.
|
Motivation
|
Yes
|
No
|
|
You learn English because of
forced by your friends
|
11%
|
89%
|
|
You learn English because you
posses a friend from abroad
|
11%
|
89%
|
|
You learn English in order to
get award in English competition
|
4%
|
96%
|
|
You learn English because you
are afraid not to pass in English
|
48%
|
52%
|
|
You learn English because you
like west culture
|
26%
|
74%
|
|
You learn English because it
is a main subject at school
|
89%
|
11%
|
|
You learn English because of
forced by your parents
|
11%
|
89%
|
|
You learn English in order to
receive good value
|
89%
|
11%
|
|
You learn English because of
forced by your teacher
|
11%
|
89%
|
|
You learn English to compete
in globalization era
|
63%
|
37%
|
|
You learn English in order to
understand English television program
|
74%
|
26%
|
|
You learn English in order to
understand English magazine and English news paper
|
56%
|
44%
|
|
You learn English because it
is an international language
|
89%
|
11%
|
|
You learn English in order to
get respect full from your friends
|
11%
|
89%
|
|
You learn English in order
that you get a job easily
|
100%
|
0%
|
Another evidence showed that 24 (89%) students want to
master about the structure of English, and 26 (96%) of them want to master as
much as possible English vocabularies.
However, the students probably do not like to study
English because there were still studying at school and do not like studying at
home, join in course, not have an appreciation in English, etc. These can be
seen from table above that there were 4 (15%) of the students’ agreed or chose
“YES” on the statement number 5” You learn English out of school as well”.
4.1.2 The Student’s Extrinsic
Motivation Result
Table above showed that student’s responses for extrinsic
motivations aspect in learning English. The extrinsic motivation related to
“You learn English because of forced by your friends”, 3 students (11%) stated
“YES” and 24 students (89%) stated “NO”. Toward the motivation no. 17 “You
learn English because you posses a friend from abroad”, 3 students (11%) sated
“YES” and 24 students (89%) stated “NO”. Toward the motivation no. 18 “You
learn English in order to get award in English competition”, 7 (26%) of
students’ answered “YES” and 20 students (74%) answered “NO”. There were 13
(48%) of students’ stated “YES” on motivation no. 19 and 14 students (52%)
stated “NO”. Toward the motivation no.20 “You learn English because you like
west culture”, 7 (26%) of students’ answered “YES” and 20 students (74%)
answered “NO”. Toward the motivation no.21 “You learn English because it is a
main subject at school”, 24 students (89%) stated “YES” and 3 students (11%)
stated “NO”.
Furthermore, there were 3 (11%) of students stated “YES” and
24 (89%) stated “NO” on motivation no. 22. Moreover, 24 students (89%) stated
“YES” and 3 students (11%) stated “NO” on motivation no. 23. It also found that
3 (11%) of students answered “YES” and 24 students (89%) answered “NO” on
motivation no. 24. Then, 17 (63%) of students stated “YES” and 10 students
(37%) stated “NO” on motivation no. 25. It also found that 20 (74%) of students
answered “YES” and 7 students (26%) answered “NO” on motivation no. 26. There
were 15 students (56%) stated “YES” and 12 (44%) stated “NO” on motivation no.
27 (You learn English in order to understand English magazine and English news
paper). In addition, in relation to motivation “You learn English because it is
an international language”, there were 24 (89%) of students stated “YES” and 3
students (11%) stated “NO”. While motivation no. 29 relating to “You learn English
in order to get respect full from your friends”, there were 3 students (11%)
answered “YES” and 24 students (89%) answered “NO”. Finally, 27 (100%) of
students answered “YES”.
Observing closer the table, it was explicitly that the second
year students of SMPN 4 Mataram had extrinsic motivation in learning English at
school. It was proved that there were fifteen extrinsic motivation statements
offered to the students were chosen negatively. Another word, a great part of
the students answered “NO” instead of agrees “YES” of those extrinsic
motivational statements offered to them. For example, there were 24 (89%)
students want to learn English because of forced by their teacher.
Another evidence showed that 24 students (89%) want to learn
English because of forced by their parents, and 24 students (89%) want to learn
English to get respect full from their friends. However, the students probably
want to learn English in order to get award, it can be seen from table on the
statement no.18 “You learn English in order to get award in English
competition”.
In brief, the students’ motivation to study English was
divided into two types. They were intrinsic and extrinsic motivations that have
a close related with students’ ability in learning English. As what was
researched with data of class VIII shown that they had a motivation in studying
English.
4.2 Discussion
From the in-depth observation the writer found that second
year students’ motivation had several differences which were influenced by two
factors that were intrinsic and extrinsic motivation. It is similar to Liu,M’s
(2007) statement in her study that intrinsic and extrinsic motivations
contribute to the learning of a second/foreign language and also stated by
Skehan (1989) that motivation plays an essential part in language learning.
The table showed that second year students of SMPN 4 Mataram
had intrinsic motivation in learning English at the school. It was proved that
there were intrinsic motivation statements offered to the students were chosen
positively. Another word, a great part of the students answer “Yes” of those intrinsic motivation
statements offered to them. For example there were 27 (100%) students wanted to
be able to write and read English. The table also shows that second year
students of SMPN 4 Mataram had extrinsic motivation in learning English at the
school. It was proved that there were fifteen extrinsic motivations statements
offered to the students were chosen negatively. Another word, a great part of
the students answered “No” instead of agrees “Yes” of those extrinsic
motivation statements offered to them. For examples there were 24 students
(89%) want to learn English because of force. It is different from Hao, Liu
& Hao, (2004) stated that Chinese students are often highly motivated to
study English. In brief, the students of SMPN 4 Mataram had high motivation.
In addition, the tables revealed that the
students’ intrinsic motivation had more essential role than the extrinsic
motivation, it was similar to Gardner et al.,(1987); Gardner et al., (1989);
Noels et al., (2001) stated that integrative orientation or intrinsic
motivation plays a more important role in second/foreign language learning than
instrumental or extrinsic motivation. But it may not be true in all learning
situations. According to Vaezi, Z (2008) in his study has found that Iranian
students had very high motivation and positive attitudes towards learning and
they were more instrumentally motivated and also stated by Liu, M (2007) in her
article that as China’s economy is developing fast and Chinese people are in
more contact with those from other cultures in various ways (such as attending
conferences, studying and traveling), English is becoming more important. It
plays a major role in determining what university middle school graduates can
choose and in selecting college graduates for further education. It is also an
influential factor in deciding what jobs and salaries people can get in the job
market.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
The
research reveals that there were various motivations in the second year
students of SMPN 4 Mataram in academic year 2009/2010 in learning English at
the second class. Some of them had intrinsic motivations and extrinsic
motivations. The intrinsic motivations were statements numbers 1-15. Motivation
number 9 was 27 (100%) of the students agreed “Yes” of learning English because
they want to be able to write and read English.
Moreover,
there were extrinsic motivations. The extrinsic motivations were statement
numbers 16-30. Motivation number 16 was 24 (89%) of the students disagreed “No”
to learn English because of forces from their friends. Statements number 22 was
24 (89%) of the students disagree “No” to learn English because of forces from
their parents. Finally, motivation number 24 was 24 (89%) of the students
disagree “No” to learn English because of forces from their teacher.
The level of
students’ motivation can be divided into several categories, such as:
1. High
Motivations Category
The high motivation of the
students can be measured from their answer of “Yes” that shown in the
questionnaires. The number of students that are included into this category is
about 80% to 100%.
2. Medium
Motivations Category
The students who refer to this
category are those who answer the questionnaires “Yes” about 60% to 79%.
3. Low
Motivations Category
The students that categorized into low motivations
are those who answer the questionnaires about 0% to 59%.
Among those
three kinds of motivations above were influenced by intrinsic motivations that
appear from the learners themselves and the other one was influenced by
extrinsic motivations which the factors were out of learners’ mind or those
were influenced by their environment.
In this case,
the students were more intrinsically than extrinsically motivated to learn
English, which was different from Liu,M (2007) claim that the students were
more instrumentally or extrinsically than integratively or intrinsically
motivated to learn English.
5.2 Suggestions
Observing the conclusion above, it was provided some
suggestions to the students, teacher and parents are as follows:
a. Students
- Should
be able to have an interest to learn English in improving their motivation.
-
The students hoped to keep their motivation which is
important for their learning activities.
b. Teachers
-
Teachers have to observe the students intrinsic and
extrinsic motivations because those are the basic that influence their interest
in learning, and always tell the students the advantages of English to increase
their interest in learning English.
-
Bearing in mind the importance of students’ motivation
and attitude in the success or failure in learning teaching process. Teachers
have to accommodate and anticipate it by improving and developing the teaching
strategies those later enable students to take part actively in the class.
c. Parents
-
The parents must care of their children motivations.
The parents have to support their children to learn more (intrinsic
motivation), and also reserve their motivations with many things connected with
their needs. For example: in learning English children need dictionary, tape
recorder etc and also join with English course (extrinsic motivation).
-
The parents should give more attention to their
children motivation as unique individual with specific capability, strength,
limitation and weakness. The parents should also make children feel loved and
needed by giving positive evaluation on their abilities and not enforcing them
to fulfill all their expectations without considering their abilities.
-
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