CHAPTER III METHOD OF THE RESEARCH
H. Technique of Analyzing Data
This research was descriptive quantitative research. It attempts as objective as possible to describe the data of students’ motivation in learning English through blended learning of the questionnaire answer that given to the students, the data was analyzed by using the following formula (Sudijono, 2004, p.43):
Where:
P= Percentage
F= Frequency
N= Total Respondents
Ridwan (2014, p.88) indicated the scale for classifying the gained percentage of questionnaire as follows:
Table III. 7
The Classification of Questionnaire Category
No Score Category
1 81-100% Very high level
2 61-80% High level
3 41-60% Average level
4 21-40% Low level
5 0-20% Very low level
47 CHAPTER V
CONCLUSSION AND SUGESTION A. Conclusion
Based on what have been discussed and the data presented in the last chapter, it can be concluded that from the result of the research, students’ learning English motivation in blended learning at Cendana senior high school Pekanbaru was at the high category with a percentage of 73,2%. All of indicator get high category, for indicator students actively involved in the English learning activities get 78,8%, indicator students’
urge to find out things related to the lessons get 80,44%, indicator students’ encouragement and learning needs to learn independently get 67,56%, indicator students’ urge to get good grades get 75,8%, indicator interesting activity in learning get 63,56%, indicator conducive learning environment get 75,78%.
B. Suggestion
Based on the research finding and conclusion, it is known that students’ English learning motivation in blended learning is high.
Certainly, the researcher would like to give the following suggestion:
1. For the students, they are expected to increase their learning motivation toward blended learning. All of the students must be aware that English is very important especially for their future carries.
48
2. For the teacher, they can use blended learning, because it can make the students feel motivated in learning process. The teacher need to concern
more on how to motivate students. They have to try to motivate their students by giving interesting English learning activities by using interesting method and media so the students can enjoy in English learning activities.
3. For the other researcher, this research only to find how students’
English learning motivation in blended learning. For other researcher who want to do the similar research they can find another thing that related to students’ motivation or blended learning. This research can be used as a source of reference to support their research.
49
REFERENCES
Al Fiky, A. I. (2011). Blended Learning: Educational Design, Multi-media, Creative Thinking. Amman (Jordan): Dar Athaqafa for publishing and distribution.
Anjomshoa, L., & Sadighi, F. (2015). The importance of motivation in second language acquisition. International Journal on Studies in English Language and Literature (IJSEL), 3(2).
Arikunto, S. (2006). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta:
Asvio, N. (2017). The Influence of Learning Motivation and Learning Environment on Undergraduate Students Learning Achievement of Management of Islamic Education, Study Program of Iain Batusangkar In 2016. Noble International Journal of Social Science Research,, 2(2).
Aydogan, H. (2016). Intrinsic and extrinsic motivation for English learning scale (IEM-ELS): A psycholinguistics study of reliability and valid. MCBU Sosyal Bilimber Dergisi, 14(3).
Brian, T. (1998). Materials development in language teaching. Cambridge:
Cambridge University Press.
Brown, H. Douglas. (2008). Prinsip Pembelajaran dan Pengajaran Bahasa.
Jakarta: Kedutaan Besar Amerika Serikat.
Cohen, Louis., Lawrence Manion, and keith Morrison. (2007). Research Method in Education (Sixth Edition).London: RoutledgeFalmer
Cresswell, John. W. (2012). Educational research: planning, conducting, and Sevaluating qualitative research: Fourth Edition, New Jersey: Pearson Education.
Dahliana, S. (2019). Students’ motivation and responsive pedagogy in language classroom. Englisia, 6(2).
Daif, A. S., & Aljumah, F.H. (2020). Differences in motivation to learning English among Saudi university students. English language teaching,13(2).
Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018).
Blended learning: the new normal and emerging technologies.
International journal of educational technology in Higher education, 15(1).
Fachraini, S. (2017). An analysis of students’ motivation in studying English (A survey study at UIN Ar-Raniry Banda Aceh. Getsempena English Education Journal, 4(1).
50
Fauziah, Z. (2020) Pembelajaran Bahasa Inggris Berbasis Blended Learning di Era New Normal dengan Menggunakan Missing Pieces Activities. Jurnal Pendidikan dan Kajian Keislaman. 2(2).
Hamzah. U. B (2008) Teori Motivasi & Pengukurannya. Jakarta: Bumi Aksara Harahap, S. H. (2012). The analysis of grade x students’ motivation in learning
english at Madrasah Aliyah Negeri (MAN) Hutagodang Langga Payung (Doctoral dissertation, IAIN Padang Sidimpuan).
Harmer, Jeremy. (2007). The Practice of English Language Teaching. Malaysia:
Longman
Hofmann J. (2011). Top 10 Challenges of Blended Learning. Retrived May 9th, 2022 from http;//www..trainingmag.com/article/soapbox-top-10-challenges-blended-leaning
Islam, S., Baharun, H., Muali, C., Ghufron, M. i., el Iq Bali, M., Wijaya, M., &
Marzuki, I. (2018). To boost students’ motivation and achievement through blended learning. Journal of Physic: Conference Series, 1114(1).
Ja’ashan, M. M. N. H (2015). Perceptions and Attitudes Towards Blended Learning for English Coures: A Case Study of Students at University of Bisha. English Language Teaching, 8(9).
Kong, Y. (2009) A brief discussion of motivation and ways motivate students in English language learning. International Journal of Business and Social Science, 3(24).
Melbourne. (2012). Blended Learning a synthesis of Research findings in victorian education 2006-2011. Ultranet and Digital Learning Branch : Victoria
Mukhtar, F. (2017). The students motivation in English language learning of eight graders at MTS Darul Amin Palangkaraya. Palangkarya: Unpublished doctoral dissertation.
Nailufar, Y. (2018). Analysis of motivation to study English and Arabic. English Education Journal (EEJ),9(2).
Nyoman, M. I. B. (2021). Blended Learning as A Future Learning Model to Enhance Students’ Learning Competence. Journal on Studies in English Language Teaching (JOSELT), 2(2).
Oletic, A. (2014). Intrinsic and extrinsic motivation for learning English as a foreign language.ELTA Journal, 2(2).
51
Paramita, I. D. (2021). Effect of Blended Learning on Students Motivation in Civil Engineering of Department Politeknik Negeri Bali. Soshum: Jurnal Sosial dan Humaniora, 11(2).
Purnama, N. A., Rahayu, N. S., & Yugafiati, R. (2019). Students’ motivation in learning English. PROJECT (Professional Journal of English Education), 2(4).
Purwanto. (2011). Evaluasi Hasil Belajar. Yogyakarta: Pustaka Pelajar
Rahman, H. A., Rajab, A., Wahab, S. R. H., Nor, F. M., Zakaria, W. Z.W., &
Badli, M. A. (2017). Factor affecting motivation in language learning.International Journal of Information and Education Technology, 7(7).
Ridwan. (2014). Metode dan Teknik Menyusun Tesis. Bandung: Alfabeta. Rineka Cipta.
Risfayanti, L., Sofian, H., & Husin, F. (2015). An analysis of external factors influencing students English learning achievements. Journal Pendidikan dan Pembelajaran Khatulistiwa, 4(5).
Samejon, K. (2015). Extrinsic motivation factors in learning English as second language. Extrinsic Motivation in L2 Learning, 1(1).
Saputri, R. E. (2022). EFL Students’ Motivation in Blended Learning Environment (A qualitative study at SMPN 29 Bengkulu Tengah):
Unpublished Doctoral dissertation.
Sardiman. (2011). Interaksi dan Motivasi Belajar Mengajar. Jakarta: PT. Raja Grafindo Persada.
Sari, B. (2019). Students’ Motivation in English Language Learning Viewed from Gardner Theory (A Survey Study at Second Years Students’ of TBI IAIN Bengkulu in Academic Year 2018/2019. Bengkulu: Unpublished doctoral dissertation.
Sari, I. F., Rahayu, A., Apriliandari, D. I., & Sulisworo, D. (2018). Blended learning: Improving students' motivation in English teaching learning process. International Journal of Languages' Education and Teaching, 6(1).
Sharma, Pete.(2011). Key Concept in ELT “Blended Learning’, ELT Journal, 64(4).
Siregar, F. R., & Siregar, R. (2020). Students’ Motivation in Learning English. English Education: English Journal for Teaching and Learning, 8(2).
52
Slameto. (2015). Belajar dan Faktor-Faktor yang Mempengaruhinya. Jakarta:
Rineka Cipta.
Subakthiasih, P., & Putri, I. G. A. V. W. (2020). An analysis of students’
motivation in studying English during COVID-19 pandemic. Linguistic, English Education and Art (LEEA) Journal, 4(1).
Sudijono, Anas. (2004). Pengantar Statistik Pendidikan.Jakarta: Raja Grafindo.
Sugiyono. (2014). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.
Sulistiani, F., & Sukirno, S. (2016). The Implementation of Blended Learning Model Based on Edmodo to Improve Students Learnng Motivation and Achievement. Jurnal Pendidikan Akuntansi Indonesia, 14(1).
Sulistyawati, W., Wahyudi, W., & Trinuryono, S. (2022). Analisis Motivasi Belajar Siswa dengan Menggunakan Model Pembelajaran Blended Learning saat Pandemi Covid-19 (Deskriptif Kuantitatif di SMAN 1 Babadan Ponorogo). KadikmA, 13(1).
Sulistyawati, W., Wahyudi, W., & Trinuryono, S. (2022). Analisis Motivasi Belajar Siswa dengan Menggunakan Model Pembelajaran Blended Learning Saat Pandemi Covid-19 (Deskriptif Kuantitatif di SMAN 1 Babadan Ponorogo). KadikmA, 13(1).
Surya. M. (2004). Psikologi Pembelajaran dan Pengajaran. Bandung: Pustaka Bani Quraisy.
Suryasa, W., Prayoga, I. G. P. A., & Werdistira, I. (2017). An analysis of students motivation toward English learning as second language among students in Pritchard English academy (PEACE). International journal of social sciences and humanities, 1(2).
Syafii. S, M. (2017). From paragraphs to a research report: A writing of English for academic purpose. Pekanbaru: Kreasi Edukasi.
Talis, S. S. N., Akib, E., & Baso, F. A. (2018). The Students’ Perception toward Implementing Blended Learning Method in English Language Teaching (ELT) at the 5th Semester Students of English Education Department (a descriptive qualitative research). Jurnal Keguruan Dan Ilmu Pendidikan (JKIP), 5(1).
Tong, D. H., Uyen, B. P., & Ngan, L. K. (2022). The effectiveness of blended learning on students' academic achievement, self-study skills and learning attitudes: A quasi-experiment study in teaching the conventions for coordinates in the plane. Heliyon, e12657.
53
Yulfi, Y., &Alayina, A. (2021). Students’ Motivation in Learning English.
Linguistic English Education and Art (LEEA) Journal. 4(2).
Appendix 1
Questionnaire Validity
Appendix 2
Students’ Questionnaire
Score
No RespondenQ1Q2Q3Q4Q5Q6Q7Q8Q9Q10Q11Q12Q13Q14Q15Q16Q17Q18Mean 1543554434343444434470 24435445345534555554,578 34433453334544333433,565 44343535344534433333,566 55555553335545433334,574 6553544444442444444472 7433343433342333443359 8333433433344333344360 9443554432444342544468 10555455342555433343473 11433443433445333353364 125532543233424345253,564 13344434533344322252360 14444444444444443444471 15555555555555111541573 16333234533334333333357 17433333333333333333355 18443454433455333344468 19454355323354422554468 20245344432343333344361 21343553533454344353469 22543255511235112254356 23333443523444222353359 24233353422553433445363 25233353422343332343355 26443454535144444444470 27233353422553433445363 28444454542245442444469 29435445453344552555475 30554544442245541455472 Mean4434544333,5424333,5443,75 Total11511610611313211712491891061281131049785109122110111,51977 Students' English Learning Motivation in Blended LearningTotal
s