THE CORRELATION BETWEEN THE
STUDENTS’
MOTIVATION AND THEIR WRITING ABILITY OF SECOND
YEAR STUDENTS OF SMA AL KAUTSAR
BANDAR LAMPUNG
By
DARA HELMASENA A Script
Submitted in a Partial Fulfillment of The Requirements for S-1 Degree
in
The Language and Arts Department of Teacher Training and Education Faculty
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF LAMPUNG
i ABSTRACT
THE CORRELATION BETWEEN THE STUDENTS’ MOTIVATION AND THEIR WRITING ABILITY OF SECOND YEAR STUDENTS OF SMA AL
KAUTSAR BANDAR LAMPUNG
By
Dara Helmasena
This research was aimed at finding out whether there is a correlation between the students’ motivation and their writing ability of second year students of SMA Al Kautsar Bandar Lampung.
This research was conducted at SMA Al Kautsar Bandar Lampung in academic year 2014/2015. The researcher took place in class XI Science 1 which consisted of 34 students. The instruments used to gather the data were motivation test and writing test.
The result showed that the highest score of students’ motivation was 94, the lowest score was 41, and the average was 65.8. While for the writing test the score was gained from the average of interaters sum scoring, the highest score was 95, the lowest score was 55, and the average was 75. Then the researcher correlated the students’ motivation and their writing. It was found that the coefficient correlation between the students motivation and their writing ability was 0.873. It meant that the correlation between the students’ motivation and their writing ability was high. It was proven by the result of Pearson Product Moment formula, which showed p was 0.00 and it meant that the result was significant because p<0.05 α (0.00<0.05).
iv
CURRICULUM VITAE
The writer’s name is Dara Helmasena. She was born on April 24th, 1993 in
Gisting, Tanggamus. She is the second child of Hamdani MS and Aprida Haryati.
She began her formal educational institution for the first time at TK Aisyah
Bustanul Athfal in 1998 and graduated in 1999. She continued her study at SDN 2
Talangpadang Tanggamus and graduated in 2005. Then she continued her study at
MTsN Model Talangpadang Tanggamus (now MTsN 2 Tanggamus) and
graduated in 2008. After that she continued her study at SMAN 1 Pringsewu and
graduated in 2011. In the same year, in 2011 she was registered as a student of
English Education Study Program, in Language and Art Education Department of
Teacher Training and Education Faculty at Lampung University.
From July 2nd to September 17th 2014, she carried out Teaching Practice Program
v
DEDICATION
This paper is proudly dedicated to: My Beloved Parents
My Brothers and Sister
English Education Program
vi MOTTO
Do not compare yourself to others. If you do so, you are insulting yourself. If you
are lucky enough to be different, do not ever change.
vii
ACKNOWLEDGEMENT
Alhamdulillahirabbil’alamin…
First of all, praise is merely to Allah SWT, the almighty and merciful God, for His
abundant mercy and blessing that enables the writer to finish her script. This script
entitled “The Correlation between the Students’ Motivation and Their Writing
Ability of Second Year Students of SMA Al Kautsar Bandar Lampung” is
submitted as a compulsory fulfillment of the requirement for S-1 Degree at the
Language and Arts Education Department of Teacher Training and Education
Faculty of University of Lampung.
Gratitude and honor are addressed to all persons who have helped and supported
the writer until the completion of this research. Since it is necessary to be known
that this research will never have come into its existence without any supports,
encouragements and assistances by several outstanding people and institutions,
the writer would like to express his sincere gratitude and respect to:
1. Prof. Dr. Cucu Sutarsyah, M.A., as my first supervisor and also my
academic advisor who has contributed and given his invaluable
evaluations, comments, and suggestions during the completion of this
viii
2. Drs. Deddy Supriyadi, M.Pd., as the second advisor, for his assistance,
ideas, guidance and carefulness in correcting the writer’s script.
3. Drs. Sudirman, M.Pd., as the examiner and for his support encouragement,
ideas, and suggestion in supporting the writer.
4. Dr. Mulyanto Widodo, M.Pd., as the chairperson of Language and Arts
Education Department.
5. Dr. Ari Nurweni, M.A., as the Chief of English Education Study Program
and all lecturers of English Education Study Program who have
contributed their guidance during the completion process until
accomplishing this script.
6. Eko Anzair, S.Si., as the Headmaster of SMA Al Kautsar Bandar
Lampung for giving the writer permittion to conduct the research.
7. Liszia Devi Mutiara, S.Pd., as the English teacher of SMA Al Kautsar
Bandar Lampung who has allowed the writer did the research there. Also
all the students of XI IPA 1 and XI IPA 2 in the year of 2014/2015, for
their participation as the subject of this research.
8. The writer’s parents (Hamdani MS and Aprida Haryati), the great brothers
(Agung Prima Putra, M. Faridz Alfaridzi, and M. Dhuha Alfathin) and my
lovely sister (Rully Trisna Iswari, Amd.), for their loves, supports,
motivations and prayers.
9. My Best Women, Suri Widhya Kesuma, Nidia Putri, Realita Siwi JN, Fiya
Sholatunisa, Yuyun Diah Anggraini, and Hesti Apala. Thanks for
accompanying me in my bad, flat, and good times.
ix
11.My Two Girls at BH (Bangke House) Hanna Benedicta Simanjuntak and
Elisabeth Gracia Simanjuntak. It is such a crazy heights to know and live
together with you.
12.My Partner, Danel Mahendra. Thanks for acquainting me to the realm.
You have made it.
13.Alexander Sitinjak, S.Pd., as my informal advisor.
Finally, the writer believes that her writing is still far for perfection. There
may be weaknesses in this research. Thus, comments and suggestions are
always opened for better research. Somehow, the writer hopes this
research can give a positive contribution to the educational development,
the readers and those who want to accomplish further research.
Bandar Lampung, Agustus 2015
The writer,
x
2.1 Previous Related Research ... 10
2.2 Concept of Motivation ... 12
2.3 Types of Motivation ... 14
2.4 Types of Motivation in Learning English as a Foreign Language ... 16
2.5 Roles of Motivation ... 17
2.6 Concepts of Writing ... 19
2.7 Aspects of Writing ... 24
2.8 Theoretical Assumption ... 26
2.9 Hypothesis ... 26
xi
3.5 Research Procedures ... 33
3.6 Instruments ... 36
3.6.1 English Learning Motivation Questionnaire ... 36
3.6.2 Writing Test ... 38
3.7 Reliability and Validity of the Instruments ... 39
3.7.1 Reliability of Questionnaire ... 39
3.7.2 Reliability of Writing Test ... 40
3.7.3 Validity of Questionnaire ... 41
3.7.4 Validity of Writing Test ... 41
3.7.5 Try Out of the Instrument ... 42
3.8 Reliability and Validity of Students’ Motivation Questionnaire Try Out ... 42
3.8.1 Reliability of Motivation Questionnaire ... 42
3.9 Data Analysis ... 43
3.10 Hypotheses Testing ... 44
IV.RESULT AND DISCUSSION ... 46
4.2 Discussion of Findings ... 60
V. CONCLUSION AND SUGGESTION ... 64
5.1 Conclusion ... 64
5.2 Suggestion ... 65
REFFERENCES ... 65
xii
LIST OF TABLES
Tables Pages
3.1 Computation of Writing Score ... 35
3.2 Table Specification of Motivation Questionnaire Test ... 38
4.1 The Score of Motivation ... 48
4.3 Result of Students Writing Ability ... 49
4.4 Distribution of Students’ Content Score in Writing Test ... 52
4.5 Distribution of Students’ Organization Score in Writing Test ... 53
4.6 Distribution of Students’ Vocabulary Score in Writing Test ... 54
4.7 Distribution of Students’ Language Use Score in Writing Test ... 55
4.8 Distribution of Students’ Mechanic Score in Writing Test ... 56
xiv
LIST OF APPENDICES
Appendices Pages
Appendix 1 ... 69
Appendix 2 ... 71
Appendix 3 ... 73
Appendix 4 ... 75
Appendix 5 ... 77
Appendix 6 ... 78
Appendix 7 ... 79
Appendix 8 ... 80
Appendix 9 ... 82
Appendix 10 ... 83
Writing Test ... 84
Table of Scoring Criteria by Heaton ... 86 Kuesioner Motivasi Siswa
xiii
LIST OF CHART
Chart Pages
4.1 Score of Students Motivation ... 48
4.2 Students’ Score of Writing Ability Test ... 50
4.3 Distribution of Students’ Content Score in Writing Test ... 52
4.4 Distribution of Students’ Organization Score in Writing Test ... 53
4.5 Distribution of Students’ Vocabulary Score in Writing Test ... 54
4.6 Distribution of Students’ Language Use Score in Writing Test ... 55
4.7 Distribution of Students’ Mechanic Score in Writing Test ... 56
I. INTRODUCTION
This chapter will discuss about the introduction of the research which deals with
several points i.e., background of the research, research question, objective of the
research, uses of the research, scope of the research, and definition of terms.
1.1. Background of the Research
Being successful in learning English is the dominant factor that the English
teach-er should pay attention to, especially in teaching writing. Teaching English which
is applied at school is specialized in four skill, listening, speaking, reading, and
writing. Writing is the most difficult ability out of the others especially for
stu-dents in Senior High School. Writing ability receives no serious attention because
many students think that writing is difficult. Writing ability is focused on structure
of the text and also the content. Yet, the teacher does not really pay attention on
how the students can get the new words (vocabulary) or be good at grammatical
structure.
There are many factors that might influence the students’ quality of writing such
2
been known that it is hard enough to develop an idea into a long paragraph. These
factors can cause the students unmotivated start writing. Motivation is the main
problem for the students to start learning the second language especially writing.
In other words, factor that might influence students to write is their motivation.
In the other words, writing ability is an important part of communication. Good
writing skills allow the students to communicate their message with clarity and
ease to a far larger audience than through face-to-face or telephone conversations.
Writing is the productive skill in the written mode. It is more complicated than it
seems at first, and often seems to be the hardest of the skills, even for native
speakers of a language. This is because it involves not only a graphic
representa-tion of speech, but also the development and presentarepresenta-tion of thoughts in a
struc-tured way.
Writing is a means to communicate, to convey message, ideas, and feeling in a
written form. Raimes (1983: 76) states that writing is a skill in which we express
ideas, feeling and thought which is to be arranged in words, sentences and
para-graph. Writing is also reinforces the use of sentence’s structure and tenses, idiom
and vocabulary correctly in order to make the reader get the idea clearly.
Writing, according to Barton (2000: 5) is a complicated and often mysterious
pro-cess. Although the writers may think of it as little more than arranging letters and
words on a page, a few moments’ reflection reveal that it is much more than that.
3
the writers do naturally when they speak. Writing is speaking to other on paper or
on computer screen. Writing is also an action or a process of discovering and
or-ganizing their ideas, putting them on a paper and reshaping and revising them.
Palmer (1994: 5) states that writing is recursive. It goes back and forth we plan a
little, put words on paper, stop plan when we want to say next, go back and
change a sentence, or change their minds altogether.
Writing, one of the productive skills, is considered difficult, especially writing in
foreign language. According to Chastain (1988: 5) writing is a complex process
and such contains element of mastery and surprise. When students want to write
something they should have a lot of information ideas, and thought in their mind
so that they will be able to express them into sentences, paragraphs, and an essay.
According to Tarigan (1985: 5) writing is productive skills for writing an indirect
communication and the nature of the character is very different from that
expressed by speaking directly, therefore writing is included an ability. Another
definition of writing is proposed by Nation (2009: 112) who states that writing is
an activity that can usefully be prepared for work in other skills of listening,
speaking, and reading. These preparations can make it possible for words that
have been used receptively to come into productive use.
The previous lines of argument indicated that writing ability dealing mainly with
expressing ideas, facts, feelings, experience, and thought in written form. In
me-4
chanics. Those aspects are important to master in order to be able to produce good
writing. Not only the aspects above but also motivation is needed if the students
want to start writing. Motivation is the main factors when they want to do
some-thing, including writing.
Unfortunately, during the researcher’s observation in SMA Negeri 1
Ta-langpadang while conducting her PPL program, there was found that there were
many students showing up in classroom without having developed a motivation to
learn. They usually made clear themselves in their behaviour like leaving the
classroom before or and during the class was ongoing. In addition, it was found
that the problem faced by the students due to the lack of motivation.
However, many students did not pay attention to the teacher, playing handphone,
or leaving the classroom before the class began. But some of them still paid
atten-tion to the teacher. Many of students became passive when they were faced with a
writing task. This phenomenon influenced the students’ writing ability achiev
e-ment and as a consequence some of the senior high school students’ scores were
good in writing. Based on the information from their English teacher at SMA
Negeri 1 Talangpadang almost half of the students got score under 80 whereas the
minimum mastery criteria was 75. As the result, their average score of writing
was low. Their writing achievement was below the expectation.
According to Larrivee (2006: 231), motivation is defined as “emotional tende
5
guide students towards goals. This can pose problems when the students’ em
o-tional tendencies are against learning and reaching these goals. It is said by Cocks
and Watt (2004) that “students with mastery goals are intrinsically motivated to
strive to develop competence by learning as much as they can about a subject,
fo-cusing on their development of ability and competence relative to the task”. A
teacher can alter a child’s intrinsic motivation with appropriate and valued
aca-demic constructs that the child will perceive as worthwhile. It means that
motiva-tion can stimulate students to write in order to improve their quality in evolving a
text and it makes them become creative researchers.
Students’ motivation is an essential element that is necessary for quality of
educa-tion. It influences students’ success in learning a second language and also can be
used as stimulus to do efforts in order to reach the achievement. So there must be
a correlation between students’ motivation and their writing ability.
There are many reasons to investigate the correlation between students’
motiva-tion and their writing ability. First, at the first time the students are glad when they
would like to study English as their school subject. However, when they are
learn-ing English in the classroom, almost all of them are gettlearn-ing bored. They do not
feel interested any more to study this subject. Second, they lack awareness the
importance of learning English. Third, the technique that is used in teaching
learn-ing process is not interestlearn-ing. Considerlearn-ing these statements, the researcher realizes
6
Motivation is very important in second language learning. The primary motivation
for learning a language is being able to communicate in the target. The students
also have to pay attention whether they motivated from outside or inside. As it has
been known that there are two types of motivation that can affect the students’
willingness in learning English especially in employing writing skill, namely
in-trinsic motivation and exin-trinsic motivation.
Intrinsically motivated students are bound to do much better in classroom
activities, because they are willing and eager to learn new material. Their learning
experience is more meaningful and they go deeper into the subject to fully
understand it. On the other hand, extrinsic motivation is external factor to the
individual and unrelated to the task they are performing. The examples are money,
good grades, and other rewards. Extrinsically motivated students may have to be
bribed to perform the same tasks.
From those definitions above, the researcher was interested in investigating the
correlation between the students’ motivation and their writing ability of second
year students of SMA Al Kautsar Bandar Lampung in the academic year
7
1.2. Research Question
In line with the background stated previously, the problem is:
Is there any correlation between the students’ motivation and their writing ability
of second year students of SMA Al Kautsar Bandar Lampung in the academic
year 2014/2015?
1.3. Objective of the Research
By relating to the research question, the objective of the research is:
To find out whether there is a correlation between the students’ motivation and
their writing ability of second year students of SMA Al Kautsar Bandar Lampung
in the academic year 2014/2015.
1.4. Uses of the Research
In relation to the problems and objectives, the findings of the research may be
beneficial not only theoretically but also practically. Therefore, the uses can be
described as follows:
1. Theoretically, the result of this research is expected to be a useful
refer-ence for the English language teaching particularly for teaching writing.
For the other researchers, this may become a trigger for them to go to the
8
2. Practically, the result of this research is expected to provide a positive
contribution to the teachers, especially in teaching writing. The teacher
should know the ability of their students and what the factor to motivate
the students in writing is.
Those are the uses of the research that are related to the problems and objectives.
1.5. Scope of the Research
This quantitative research is focused on the correlation between the students’ m
o-tivation and their writing ability. The research is focused on high, average, or low
motivation since its level of motivation played an important role in order to make
the students mastered their English and got the best ability in writing. The writing
test is focused on descriptive text since it is the common text which is used in
Senior High School by considering Curriculum 13 (K13). The materials are taken
from the unpublished script of English Department and students’ book. The data
of the students’ motivation is obtained from questionnaire, while for measuring
the students’ writing ability; the data are taken from the students’ work in writing
test. The writing test uses descriptive text. The questionnaire motivation consists
of 30 questions and writing test was a form of paragraph.
1.6. Definitions of Terms
9
1) Writing
Writing is an ability in which we are not also expressing ideas, facts,
feel-ing, experience, and thought in written form, but also far more than merely
the act of transferring thought to paper; the act of writing helps to shape
and refine our thinking.
2) Motivation
Motivation is an inner power from psychological condition which derives
and reinforces someone to something especially to reach the goal in
learn-ing English.
3) Correlation
Correlation means statistical description for determining relationship
be-tween two variables.
4) Ability
Ability is a competence in applying certain activity. In writing, the
components are content, organization, vocabulary, language use, and
mechanic.
This chapter already discussed the introduction of the research including the
explanations about the background of the research, the research question,
objective of the research, uses of the research, scope of the research, and
definition of terms. Those were discussed in order to provide an insight to this
II. LITERATURE REVIEW
This chapter will discuss several points relating to the theories used in this study,
such as the concept of motivation, types of motivation, types of motivation in
learning English as a foreign language, the role of motivation, the concept of
writ-ing, theoretical assumption, and hypothesis.
2.1 Previous Related Researchers
There are some studies that have been carried out to investigate the students’
motivation in English learning process. First, in one of objectives of Apridawati’s
research (2011), she analyzes how far motivation contributed to the students
Eng-lish speaking ability after being taught by using CLL at the second grade of
SMPN 22 Bandar Lampung. She developes a questionnaire to elicit the data
required. The questionnaire is administered on approximately 60 students from
two classes which is selected randomly. The findings reveal that Community
Language Learning can be used to improve the students’ motivation in speaking
11
Then, Hulda (2011) investigates whether there is significant influence between the
students motivation and their writing ability in SMAN 1 Kalianda, Lampung
Selatan. The research sample is the second year students because it is assumed
that they had an experience of learning English in their school for four years. In
collecting the data of motivation, she administeres a questionnaire of motivation
developed by Sadewo (1999). The results supported the theory of motivation that
stated by Huit (2001: 1) who said “motivation refers to an internal state that serves
to activate or energize behaviour and give it direction”. It also proved that what
Hamacheck (1994: 276) has said about the roles of motivation.
To sum up, based on the previous studies, it can be stated that all above
mentioned studies reconfirmed the importance of identifying learners’ motivation
in the English learning process. The studies have been carried out to investigate
foreig learners’ motivation and these studies help the researchers to understand
how to identify learners’ motivation. Not only that, these studies focus on
learners’ motivation. Besides adapting questions to investigate the students’
motivation, these studies can help the researchers to build their idea on how to
identify students’ motivation in English learning process.
However, there is still, at least, one issue which has not been investigated, that is a
correlation between the students’ motivation and their writing ability. Therefore,
this research is carried out to investigate the correlation between the students’
12
influnce more the improvement of students’ writing ability of second year
students of SMA Al Kautsar Bandar Lampung in the academic year 2014/2015.
2.2 Concept of Motivation
Based on Maslow in Setiawan (2013), the word motivation is taken from the Latin
word “movere”, which means “to move”. The students can succeed in task is
simply due to the fact that they are truly motivated. According to Oxford and
Shearin (1994: 12), motivation is an inner power reinforcing someone to do
some-thing, all inner power that determines successful is learning activity. If the
stu-dents are strongly motivated, the process of learning will be more active and
af-fect their achievement.
Motivation is also defined as an internal drive that activates behavior and gives it
direction. According to Gardner and Lambert in Setiawan (2012), motivation is
the internal factors that energize and direct human behavior. This statement
con-tains three basic elements of motivation; motivation which stimulates the inner
drive, signals it with feeling, and stimulates because of the goal. The researcher
believes that motivation is a psychological condition which derives someone to do
something so that he/she can reach the goal.
Motivation is one of the factors that can influence the students’ ability in learning
language so that the teachers have to know how to motivate the students. The
13
teachers also need new teaching methodology to make the learning process more
interesting.
Gardner and Lambert (1972: 25) identify motivation as primarily with the
stu-dents’ orientation toward learning a second language. According to this idea,
mo-tivation plays an important role toward the students’ succession in learning second
or foreign language. Since the learning process needs motivation, the students also
need the motivation in learning language especially in learning English. When the
students have good motivation in learning English, they will do anything that can
improve their knowledge about English. They will also try to read an English
book, list their difficult word and find its meaning, also try to create their own
writing. Their English will be better if they do a lot of practices.
Oxford and Shearin (1994: 198) state that motivation is extremely important for
second language learning and it is crucial to understand what the students’ mot
i-vation is. Understanding their motii-vation is important in order to know why they
learn a foreign language. Motivation is also used to facilitate the students to reach
their objectives in learning English; that is to have a good ability in writing.
From all statements above, the researcher assumes that motivation is a positive
impulse toward the language learning in order to achieve the goal of foreign
lan-guage learning. Thus, it seems that motivation plays important part in order to
14
2.3 Types of Motivation
Motivation is a support which comes from inside consciously or unconsciously to
do something based on their own specific goal. Furthermore, the researcher also
believes that motivation is also the efforts which stimulate someone to act so that
he/she can reach their goal.
According to Sardiman (2005), motivation is divided into two types; they are
in-trinsic and exin-trinsic motivation.
1. Intrinsic Motivation
Intrinsic motivation is a motivation as incentive, which originates within the
be-havior itself rather than externally as in playing musical instrument for enjoyment
(Setiyadi, 2006). It means that intrinsic motivation comes from individual itself
without any pressure or encouragement from the outside. In another word, if the
reasons of studying English are for enjoyment and knowledge, it belongs to
intrin-sic motivation. According to Bainbridge (1987: 36), intrinintrin-sic motivation refers to
motivation that comes from inside an individual rather than from any external or
outside rewards, such as money or grades. The motivation comes from the
pleas-ure one gets from the task itself or from the sense of satisfaction in completing or
even working on a task. According to Deci and Ryan’s (1985: 18)
self-determination approach to motivation, intrinsic motivation refers to motivation to
15
action. These feelings of pleasure derive from fulfilling innate needs for
competence and self-determination (Deci et al., 1991).
People who are intrinsically motivated feel that they are doing an activity because
they have chosen to do so voluntarily and because the activity represents a
challenge to their existing competencies and requires them to use their creative
capabilities. This kind of motivation is considered to be highly self-determined in
the sense that the reason for doing the activity is linked solely to the individual’s
positive feelings while performing the task. An example of this type of motivation
is the student who finds delight in learning a new way to express an idea in the
L2.
An intrinsically motivated person will work on physics, for example, because it is
enjoyable. Or an intrinsically motivated person will work on a solution to a
prob-lem because the challenge of finding a solution provides a sense of pleasure. In
neither case does the person work on the task because there is some reward
in-volved, such as prize, a payment, or in the case of students, a grade.
2. Extrinsic Motivation
Extrinsically motivated behaviours are those behaviours that are performed not
because of inherent interest in the activity, but in order to arrive at some
instrumental end, such that the source of regulation is external to the activity
perse. The researcher believes originally that extrinsic motivation implied a lack
16
and Ryan (1985: 45) proposed that they are different. This motivation is external
factors to the individual and unrelated to the task they are performing.
Extrinsic motivation derives from outside effect of individual, whether it is from
environment, society, pressure, persuasion so that the learners tend to be active in
their learning process. The examples are money, good grades, and other rewards.
Extrinsically motivated students may have to be bribed to perform the same tasks.
For example, the teacher will give a gift to the students if they answer the question
correctly. Extrinsic motivation stems from positive or negative reinforcement
which is external to the behavior itself rather than inherent in it, for instance,
studying to get good scores not because of studying is enjoyable.
2.4 Types of Motivation in Learning English as a Foreign Language
For these several decades, research about motivation in the field of second or
for-eign language acquisition research has been strongly influenced by the work of
Gardner and his associates. In this succession of research studies, a distinction has
been made between integrative and instrumental orientation. According to
Gard-ner and Lambert (1972: 78), motivation in learning English is divided into two
parts. The first is integrative motivation that is identified with positive attitudes
toward the target language group and the potential for integrating into that group
or at least an interest in meeting and interacting with members of the target
func-17
tional reasons for learning a language, for example to pass a required examination
or to get a better job.
2.5 Roles of Motivation
Motivation is one of the most significant factors that influences language learning
(Dörnyei, 2005). Therefore, it is important to know what motivates different
groups of language learners in order to be able to create the most appropriate
learning environment for them. Motivation is correlated with aims or objectives.
The aim of the students who study hard is for passing their exam. It can be said
that motivation influences somebody to act. According to Sardiman (2005: 85),
there are three roles of motivation, they are:
1. Pushing human to do something. Motivation as activator or motor which
escape energy. In this case, motivation is activator motor from every
activ-ity that will be done.
2. Determining the destination of behavior toward the goal that will be
achieved. Thus, motivation can give the destination and the activity that
has to be done based on the objectives.
3. Selecting the action, which is determining the suitable actions that have to
do to achieve the goal by eliminating the action which useless for that
goal. A student, who will face the exam and hope to face the exam, must
be studying and will not spend his time to play card or read comics
18
Motivation also has the function as the stimulus to do efforts to reach the
achievement. Somebody does an effort because of motivation. For teachers, the
roles of motivation are very important in the learning process because motivation
can give spirit, willingness, and awareness to increase their students’ achiev
e-ment. The way teachers motivate their students can be giving praise, advice,
re-ward, giving English story books, and helping students in doing task. It can make
the students love learning. The willingness that comes from inside is like an
ener-gy which can push and drive the activity to study hard.
The various motivational constructs described above have been related to several
psychological variables that are important in the general educational setting, and
hence they may have predictive utility for the language classroom. Increased
intrinsic motivation has been related to greater interest in course material and
higher academic performance (Ryan, 1983: 64). The subtypes of extrinsic
motivation have been shown to be related differentially to educational variables
such as effort and positive emotions & and perseverance (Vallerand & Bissonette,
1992).
Since of those variables are important in L2 learning as well as in education
generally, it would seem that this motivational paradigm is also useful for
understanding motivation to learn an L2. Indeed, some empirical evidence
suggests that the distinction between intrinsic and extrinsic goals can be of service
in predicting L2 learning outcomes. For example, the results of Ramage’s (1990)
19
language for language’s sake, that is, to be intrinsically motivated, than students
who decide to discontinue language studies.
Students who decide to discontinue language studies can be characterized by a
stronger interest in language learning as a means to other goals (e.g., academic
credit), that is, to be more extrinsically motivated than students who continue
language study. Kamada (1986) also reports that intrinsic interest, defined as the
extent to which one “likes” the L2, is related to the acquisition of L2 skills (e.g.,
listening and speaking) beyond external requirements (e.g., writing and writing
for examination requirements).
Finally, research examining Gardner’s socioeducational model of language
learning motivation has repeatedly demonstrated an important link between
positive attitudes toward the learning situation and L2 achievement and related
outcomes (Gardner, 1985: 124).
2.6 Concept of Writing
Writing is one of the skills of language that is studied in the classroom. Writing is
the activity requiring the ability to make the word become sentence. It also
activi-ties of constructing sentence into a text. Writing is not easy. It is the most difficult
subject in the school since the students have to produce a text by using English. It
takes series practices to develop this ability, it cannot learn only one time. The
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ing correct procedure. Learning to write either in the last year of Junior High
School or even in Senior High School is one of the most difficult tasks a learner
encounter and one that few people can be said master.
Writing as one of the four language skills and most often as the last one, plays an
important role in the processes of language learning. Chastain (1988: 85), states
that writing skill is viewed as a basic communication skill and a unique asset in
the process of learning a second language. Writing is considered as a wing of
lit-eracy and plays a very important role in today’s world. As a case in point, much
of the information exchange around the world takes place through written texts.
Besides, the rapid development in every field is due to the ability of the
research-ers to write their findings and actually record them. Nowadays writing is thought
of as a skill in whose teaching all language skills (i.e., listening, speaking, reading
and writing) are involved. In other words, it is a whole-language teaching skill
since its teaching involves practicing all language skills (i.e., listening, speaking,
reading, and writing).
Writing ability seems to be necessary in both academic environments (e.g.,
writ-ing papers, theses, etc.) and non-academic situations (e.g., writwrit-ing letters,
invita-tion, etc.). Finally, it increases language retention as well as ensuring availability
for later use and reference. It seems, thus, that teaching and learning skills can be
the most demanding task for both teachers and students. This means that writing
requires a good command of language knowledge as well as the orchestration of
con-21
cerning this ability as well as the methods writing has been taught in different
pe-riods of time.
Globally, language learners attempt to attain certain goals, one of the most
signifi-cant of which is writing achievement. Academic writing ability has been
particu-larly recognized as one of the most crucial aspects of language ability for
success-ful academic achievement. Writing is a mode of learning, a facility which gives
students the power to create meaning and to affect those with whom they share
their writing.
Writing, then, is far more than merely the act of transferring thought to paper; the
act of writing helps to shape and refine our thinking. It seems, however, that
teaching and learning this ability can be the most demanding task for both
teach-ers and students. Throughout the history of education, language researchteach-ers have
been at pains to find effective ways to help students achieve writing as a major
ability. It goes without saying that motivation has a leading role in gaining writing
ability.
An important aspect that has a significant role in writing is social and affective
factors (such as students’ attitudes and motivation). According to Silva and
Matusda (2001) social and affective factors seem too strongly influence the
writ-ing development of second language writers who have to learn a new language
composi-22
tions have demonstrated that the writing process is extremely complex and
in-volves social as well as cognitive factors (Bizzell, 1992).
Writing is a means to communicated, to convey message, ideas, and feeling in a
written form. Raimes (1983: 76) states that writing is a skill in which we express
ideas, feeling, and thought which are to be arranged in words, sentences and
para-graph. Writing is also reinforces the use of sentence’s structure and tenses, idiom
and vocabulary correctly in order to make the reader get the idea clearly.
Writing, according to Barton (2000: 5) is a complicated and often mysterious
pro-cess. Although the writers may think of it as little more than arranging letters and
words on a page, a few moments’ reflection reveal that it is much more than that.
Furthermore, Harmer (2004: 86) states that writing is a process and that we write
is often heavily influenced by constrains of genre, then these elements have to be
present in learning activities. Writing is a powerful tool to organize the out of
or-der and events make them manageable. Writing is really a form of thinking using
the written word.
Meanwhile, Meyers (2005:2) states that writing is a way to produce language that
the writers do naturally when they speak. Writing is speaking to other on paper or
on computer screen. Writing is also an action or a process of discovering and
or-ganizing their ideas, putting them on a paper and reshaping and revising them.
Palmer (1994: 5) states that writing is recursive. It goes back and forth we plan a
23
change a sentence, or change their minds altogether. Flower and Hayes (2002: 11)
states that writing is a continuous process of thinking and organizing, rethinking,
and reorganizing.
Furthermore, Nation (2009: 84) describes that the process of writing is a way of
bringing about improvement in learners’ writing by providing help at the various
stages of the process instead of focusing only on the finished product. This
state-ment implies that writing, as a process, needs a kind of technique to enable the
students to improve their writing achievement. Hence, the existence of certain
technique is needed to make the writing process valuable.
Writing enables the students to describe their ideas in sequence and
communica-tive way. Raimes (1983: 3) states that writing also involves thinking. In addition,
the close relationship between thinking and writing makes writing as a valuable
part of any other ability. People generally write to either communicate something
to another people (the writing is meant to be read by others) or to be used for their
own personal use (the writing is not usually meant to be read by others).
From the opinion above, it can be said that writing is a significant ability since it
involves a process of communication to express feeling, ideas, thought in written
form. Finally, writing process needs a certain technique that can make it
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2.7 Aspects of Writing
In writing, there are several aspects which should be considered by students in
order to write well. Brown (2001: 15) proposes six major aspects of writing that
have to be required by a writer in producing a written text namely content,
organi-zation, discourse, syntax, vocabulary, and mechanics. Content deals with thesis
statement, related ideas, development ideas, and the use of description.
Organiza-tion covers the effectiveness of introducOrganiza-tion, logical sequences of ideas,
conclu-sion, and appropriate length. Discourses include topic sentence, paragraph unity,
transition, discourse maker, cohesion, rhetorical convention, reference, fluency,
economy, and variation. Mechanics include the use of spelling, punctuation,
cita-tion of reference, and appearance.
Another explanation, Harris (1979: 68) proposes five aspects of writing namely
content (the substance of writing), form (the organization of content), grammar
(the employment of grammatical form and syntactic pattern), and style (the
choic-es of structure and lexical items to give a particular tone or flavor to the writing).
Similarly, Heaton (1988: 79) mentions that in order to be effective, a piece of
composition should meet the following qualities:
1. Content
Content refers to the substance of writing, the experience of main idea.
i.e., group of related statements that a writer presents as unit in developing
a subject. Content the paragraph do the work of conveying ideas rather
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2. Organization
Organization refers to the logical organization of content. It is scarily more
than attempt to piece together all collection of fact and jumble ideas. Even
in early drafts it may still be searching for order, trying to make out
pat-terns in its materials and working to bring particulars of its subject in line
with what is still only a half-formed notion of purpose.
3. Vocabulary
Vocabulary refers to the selection of words those are suitable with the
con-tent. It begins with the assumption that writer wants to express the ideas as
clearly and directly as he/she can. As a general rule, clarity should be
his/her prime objective. Choosing words that express his/her meaning is
precisely rather than skews it or blurs it.
4. Language use
Language use refers to the use of correct grammatical form and synthetic
pattern of separating, combining, and grouping ideas in words, phrases,
clauses, and sentences to bring out logical relationship in paragraph
writ-ing.
5. Mechanic
Mechanic refers to the use graphic conventionalof the language, i.e., the
step of arranging letters, words, and paragraphs by using knowledge of
structure and some others related to one another.
Based on the categories of writing aspects above, it can be concluded that
or-26
ganization, vocabulary, language use, and mechanic. Students can make a
well-organized text by those aspects.
2.8 Theoretical Assumption
Writing is far more than merely the act of transferring thought to paper; the act of
writing helps to shape and refine our thinking. The present study is aimed to know
which level of motivation (very low, low, normal, high, very high) that is
approriate to students writing ability. The teacher should know how to build their
motivation to make students being active learners especially in writing. But, it will
take a long process because each student has different level of motivation
depend-ing on their environment and themselves. From the explanation above, it is
as-sumed that if the learners have high motivation, they would love to write. Because
by having high motivation, the students will have self-confidence and effort to
develop their ability in writing.
2.9 Hypothesis
Based on the theoretical assumption above, the researcher formulates the
follow-ing hypothesis:
There is a significant correlation between the students’ motivation and their
writ-ing ability of second year students of SMA Al Kautsar Bandar Lampung in the
27
That is the literature review of this research. It explained the writing as language
skill, motivation, writing and motivation relationship, advantages and
disadvantages, theoretical assumption, and hypothesis. The next chapter will deal
III. METHOD
This chapter will discuss about the research method. Everything relates to the
model of the research, such as research design, data, data source, data collecting
technique, research procedure, instrument, scoring criteria, data analysis, validity
and reliability, and hypotheses testing will be described as follows.
3.1. Research Design
The researcher used quantitative descriptive design (ex post facto) in conducting
the research. That design considered suitable to analyze level of motivation (very
low, low, normal, high, very high) of the students and how it influenced the
writ-ing ability. Ex post facto design is a non-experimental research technique in
which pre-existing groups were compared on some dependent variables. As Hatch
and Farhady (1982) say, “Ex-post facto design are often used when the researcher
does not have control over the selection and manipulation of the independent
variable... correlation designs are the most commonly used subset ex-post facto
design”. Then, Karl (1996) adds “we may use the ex-post strategy when we wish
to investigate the influence of variables like home environtment, sex, motivation,
29
In accordance with Setiyadi (2006), there are two types of ex post facto research
design, “co-relational study involves one group and causal comparative study
in-volves two groups.” Since this research was about correlation between the
stu-dents’ motivation and their writing ability so the researcher would look at the type
and/or degree of relationship between two variables rather than at cause-effect
re-lationship. Thus, co-relational is used with its formula as follows:
X Y
In which:
X: students’ motivation as an independent variable
Y: students’ writing ability as a dependent variable
The researcher used one class as the experimental class. Whereby, in collecting
the research data, the researcher administers test of motivation in form of
ques-tionnaire and test of writing ability. The researcher shared a quesques-tionnaire first in
order to know the students’ motivation level. After that, the researcher gives the
test of writing ability in form of fostering a topic into paragraph to measure the
students’ writing ability. Henceforth, the output from questionnaire will be
30
3.2. Population and Sample
The researcher would choose the sample from the population.
3.2.1. Population
Population is the most often a theoretical group of all possible scores with the
same trait or traits (Coolidge, 2000: 24). Simply, a population is the whole
sub-jects of the research.
The population of this research is the students of second year of SMA Al Kautsar
Bandar Lampung in the academic year of 2014/2015. There were 8 classes (four
science classes and four social classes) and each class consisted of 29 to 40
stu-dents.
3.2.2. Sample
Sample is a smaller group of scores selected from population of scores (Coolidge,
2000: 24).
The researcher chooses second grade students because the researcher assumed that
they had known English better than first grade or third grade and they also already
had experienced of learning English. The researcher determined the sample by
using random sampling technique. First, the researcher wrote those eight classes
on a small-folded paper, one class for one piece of small-folded paper. Then she
31
Finally, the researcher got one class XI IPA 1 with the total number 34 students as
the sample. Then the writer chose one class more to be the try-out class for trying
and class XI IPA 2 as the experimental class.
3.3. Data
The data of this research are the result in form of score of students’ motivation
test (questionnaire) and the result of writing test. The data were taken by
questionnaire of motivation in learning English and writing test. In addition, data
was being proceed by parametrics analysis using Product Moment Formula by
Pearson. The researcher used random sampling technique to collect the data.
Every class in population has the same chance to be chosen as sample. First, the
researcher wrote those eight classes on a small paper, one class for one piece of
small paper. Then she took one paper randomly to choose the class to be the
sample.
Finally, the researcher got one class XI IPA 1 with the total number 34 students as
the sample. Then the writer chose one class more to be the try-out class for trying
out the questionnaire of motivation before it is conducted in the research class.
That class XI IPA. The researcher chose this school because there was no research
yet conducted here previously and the topic for testing the students’ writing ability
32
3.4. Data Collecting Techniques
In collecting the data, the researcher will use:
1. Questionnaire
After deciding the subject, the researcher gave the questionnaire to the
subject. To find out what is most influence students’ motivation in their
writing ability. There were 30 items of motivation questionnaire and the
students had to checklist the optional honestly. There are four optional
answer; A, B, C, and D. The indicators of motivation are (1) learning
dura-tion; (2) activity frequency; (3) persistency; (4) perseverance; (5)
devo-tion; (6) aspiration level; (7) qualification level; and (8) attitude.
Ques-tionnaire was used by the researcher to gain the data of the students’ En
g-lish learning motivation.
2. Writing test
This step is done after the researcher had given the questionnaire to the
subject. The researcher gave writing test to find out their writing ability.
The writing test (essay form) is used to elicit the students’ composition
based on the given topic. The text is about descriptive text. In the writing
test, the students focused only on descriptive text. Since the students had
been done this text at the first grade so they will definitely understand this
text well. The topic given was just one. It is about family tree. The
students were instructed to finish the test for 45 minutes. They were given
33
before they were asked to do their test. Thus, they just wrote about their
family and developed it into a paragraph.
3.5. Research Procedures
In collecting the data, the researcher uses following steps:
1. Selecting instrument of materials
The instrument materials of writing test were chosen by the researcher.
The selecting process is considered the materials that had been taught to
the students and level of the students that was second year students. The
researcher uses one type of writing text and it was descriptive text. The
se-lecting process for the questionnaire test was considered based on
classifi-cation of students’ motivation in learning English. In order to get honest
data, the questionnaire uses understandable sentence and Indonesian.
Thus, it facilitated students to answer the questions.
2. Determining the sample of the research
A sample is a smaller group example chosen from the population that
ac-tually measures. Sample consists of some members of population. The
sample of this research was determined by using purposive sampling.
There were eight classes of second grade of SMA Al Kautsar Bandar
Lampung. However, only class XI IPA 1 that had an opportunity to be the
sample of this research. This research only uses one class because there
was no treatment to the sample but the data are collected by seeing the
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3. Trying out the instruments
The motivation questionnaire is tried out to the students in order to find
out reliability and validity of the instrument that was given. While for
writing test, it is not being tried out to the students.
4. Analyzing the try out result
After the try-out class finished answering the motivation questionnaire and
writing test, an analysis is done in this phase to find out the validity and
re-liability of the instruments.
5. Final testing of the instruments
In this phase, the instruments are revised based on the result of try-out test.
The revision is done by revising the items of instrument that had low
va-lidity and reliability.
6. Distributing the questionnaire of motivation
The researcher distributes the questionnaire to the sample in order to get
the information about the students’ motivation and the students have to
an-swer the questions based on the statements which are provided.
7. Conducting writing test
The researcher distributes the writing test to the students in order to get the
information about the students’ writing. The students directly do the
writ-ing test without any treatment first. They are instructed to make a
para-graph.
8. Analyzing the data from the instruments
The output data from questionnaire and score of writing test were analyzed
35
for the correlation between two variables. Therefore, whether there is any
significant correlation between the students’ motivation and their writing
ability.
9. Scoring system
Five aspects evaluated by the researcher are content, organization,
vocabu-lary, language use, and mechanic. The researcher uses computation of
writing score revised from Heaton (1988: 146) as follows:
Table 3.1. Computation of Writing Score
a. Content is scored as much as 30% from the total sentences supporting the main idea (unity).
b. Organization is scored as much as 20% from sentences using correct grammar.
c. Vocabulary is scored 20% as much as from vocabularies which are used correctly
d. Language use is evaluated as much as 25% from the total sentences which are written in chronological order (coherence).
e. Mechanic is evaluated as much as 5% from use punctuation, spelling and capitalization correctly.
Based on the explanation above, the researcher evaluates the aspects of
de-scriptive text writing based on the content, organization, vocabulary,
lan-guage use, and mechanic. The lowest score is 0 and the highest score is
100.
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3.6. Instrument
The researcher uses two instruments in this research. They are students’ English
learning motivation questionnaire and writing test.
3.6.1. English Learning Motivation Questionnaire
In collecting the data, the researcher uses questionnaire as the tool of
measure-ment. Questionnaire is an instrument which is very effective to measure aspects
and variables in associated psychology aspect or sociology (Setiyadi, 2006). In
this study, the researcher uses a closed direct questionnaire. A closed direct
ques-tionnaire is a quesques-tionnaire that provides several answers. So the respondents only
give cross mark for the most suitable answer. The questionnaire that was used is
in Indonesian language. There are 30 items of questionnaire with four alternatives
answer (a, b, c, and d). The score is based on the Likert Scale which is most often
used to measure attitude, opinion, and perception of respondent. That scale is
cho-sen because it was relative easy and had high reliability. The range is 4 to 1 for the
positive statements while the range which is from 1 to 4 for the negative
state-ment.
The 30 items questionnaire asked about the motivation students in learning
Eng-lish implemented by respondent. The students are supposed to give their answers
as factual and real information about themselves or the information that is close to
the fact as provided in the four alternative answers. Thus, the researcher can
37
Each of the alternatives is scored as follows:
A = 4, for the very high motivation answer.
B = 3, for the high motivation answer.
C = 2, for the middle motivation answer.
D = 1, for the low motivation answer.
Except items number 2, 6, 9, 10, 15, 20, 25 are the inverse answers which
are scored as follows:
A = 1, for the low motivation answer.
B = 2, for the middle motivation answer.
C = 3, for the high motivation answer.
D = 4, for the very high motivation answer.
In addition to the indicator of motivation, the researcher took the indicators from
Samsudin in Sadewo (2009: 32). Learning motivation consists of some aspects,
they are: (1) learning duration, that is, how long someone is able to use the time to
do an activity; (2) activity frequency, that is, how often an activity is done in a
period; (3) persistency, that is, the continuity at the purpose of the activity; (4)
perseverance, that is, the ability in facing hindrance and difficulty; (5) devotion,
that is, sacrifice to achieve the aim; (6) aspiration level, that is, the target that
would be achieved with the activity that would be done; (7) qualification level,
that is, achievement which is achieved from the activity; and (8) attitude, that is,
38
Table 3.2 Specification of Motivation Questionnaire Test
No. Category Item
Num-ber
Total Item 1.
The duration of students in learning English; how long is the ability of students to use time in doing activity of learning.
3, 12, 16,
20, 24 5
2. The frequency of students’ activity in learning En
g-lish; how often does the activity take place. 2, 4, 13,17 4
3.
The persistence of students in learning English; how functional in doing activity; how strong his/her tenacity is.
1, 5 2
4.
The perseverance of students’ in learning English;
how to solve the difficulties and face the problems in learning English.
7, 8, 11, 16 4
5.
The devotion of students to get the objective of learning English. For instance: thought, time, mon-ey, effort.
14, 19, 29 3
6. The aspiration of the students, for instance: purpose
target etc 21, 25, 26 3
7. The qualification level of students’ ability in lear
n-ing English. 10, 28 2
8. The students’ attitude to the purposes of learning English.
conducted writing test to find out which motivation that the students have and use
in fostering their writing ability. Thus, the researcher differentiates the students’
writing test score according to their motivation. The students are asked to write
descriptive text based on their own thought with the topic is about family tree.
39
3.7. Reliability and Validity of the Instruments
3.7.1. Reliability of Questionnaire
Even though reliability is only supporting data, but reliability aspect is really
im-portant. Reliability can be defined as the extent to which a test produces consistent
results when administered under similar conditions (Hatch and Farhady, 1982:
244). The instrument which has low reliability means invalid instrument. A test is
called reliable if the score gained by the examiners is constant whenever and by
whomever the test is conducted. To make sure whether the instruments are
relia-ble or not the researcher used the Cronbach’s Alpha. It was counted based on the
motivation scale and the range of 1 to 4. The higher Alpha is the more reliable the
questionnaire will be (Setiyadi, 2006: 35).
According to Arikunto (1998: 260), the standard of reliability of the instrument
can be described as follows:
1. 0.80 – 1.0 : very high reliability
2. 0.60 – 0.79 : high reliability
3. 0.40 – 0.59 : medium reliability
4. 0.20 – 0.39 : low reliability
5. 0.0 – 0.19 : very low reliability
As stated before, to measure whether the test is reliable or not, the researcher used
Cronbach’s Alpha. Each item in motivation questionnaire iss analyzed to make
40
of 30 items on four point Likert Scale from one to four, ranging from very high
motivation, high motivation, normal motivation, and low motivation.
From the calculation of reliability analysis, the alpha point is 0,921. It means that
the questionnaire has very high reliability. It could be interpreted that the
ques-tionnaire is proper to be used for the research. The analysis of each item showed
that if an item deleted, it would make alpha lower. By considering this, it could be
stated that if item number 1 was deleted, Alpha would be lower than 0,921
where-as the higher alpha wwhere-as the better the questionnaire is.
3.7.2. Reliability of Writing Test
For writing test, inter rater reliability is used as the standard for measuring the
writing test’s reliability. Two raters would score the students’ compositions. First
rater is the researcher herself, while for the second rater is Mrs. Liszia Devi
Muti-ara, S.Pd. She is the English teacher for second grade two of science class at SMA
AL Kautsar Bandar Lampung. To measure the reliability, Pearson’s Product M
o-ment formula is used as the means for calculation. The formula is:
∑
Where:
r : Coefficient of rank correlation
: Square of differences of rank correlation
d : Sum differences between each pair of ranks
N : Number of students