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ABSTRACT

CORRELATION BETWEEN MOTIVATION AND SPEAKING ABILITY OF FIRST GRADE STUDENTS OF SMA AL AZHAR 3 BANDAR LAMPUNG

By

EKA SETIAWAN

Since language is a means of communication, therefore the success of English

learning is determined generally by the speaking ability. Nowadays, although learners

have learned English for years, many of them are still incapable to use English orally.

These may be caused by the limitation of opportunity to practice, lack of vocabulary,

or psychological factors which more concern to the fear of making mistakes when

speaking English. One of factors that make the students fail in learning English is

because of having low motivation. As we know that motivation identifies as primarily

with the learner’s orientation toward of learning a second language. The lowest motivation they have in uttering their own utterances the lowest chance to be

successful in learning a foreign language especially in speaking will be.

This research is quantitative research. The design used in this research was

expost-facto design. This research was conducted at SMA Al Azhar 3 Bandar Lampung in

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that was class X5 and it consisted of 38 students. In collecting data, the writer applied

the questionnaire for motivation and subjective test for speaking.

After doing normality test and homogeneity test, it was found that the data were

normally distributed and also fulfilled the criteria of the equality of variance. The

result of normality test showed the value of two-tailed significant 0.200 (0.200>0.05).

The result of homogeneity test also showed the value of two-tailed significance 0.205

> 0.05. It means that H0was accepted. Furthermore, the result of this research showed

that there is a significant correlation between motivation and students’ English speaking ability. At level of significance 0.01, the coefficient correlation is higher

than the critical value of r-table (0.818>0.413), with the 2 tail significance p< 0.01

(p= .000). It was also found that coefficient correlation was 0.818 categorized as high

or strong correlation. Moreover, the contribution value showed that motivation

contributes 67% to their English speaking ability while 33% was influenced by other

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ACKNOWLEDGMENTS

Bismillahirrahmanirrahim…

Praise is always to THE MIGHTY ALLAH SWT for the gracious mercy and tremendous blessing that always guides the writer along his life. He believes that by the blessing and the grace of Allah SWT, he is able to accomplish this script, entitled “Correlation Between Motivation And Speaking Ability Of First Grade Students of SMA Al Azhar 3 Bandar Lampung” as one of the prerequisites to finish the S1 degree at Language and Arts Department at Teacher Training and Education Faculty, University of Lampung.

His first appreciation goes to Prof. Dr. Patuan Raja, M.Pd., as my academic advisor for his guidance and motivation to do what should I do in dealing my study during in University of Lampung.

Furthermore, he owes the greatest debt to both of his advisors, Prof. Dr. Cucu Sutarsyah, M.A., and Drs. Sudirman, M.Pd., who had full of patience and some humor in guiding him to write this script. Although very busy with their routine as the lecture of Lampung University, they have been very generous with their time, comments, suggestions and corrections on every draft of his script. Without such guidance and assistance, he could not have finished his research and writing up this script on time.

His gratitude is also extended to Mr. Drs. Hery Yufrizal, M.A. Ph.D., as the examiner for patiently giving any suggestions, critics, input and advices to improve this script.

He would also like to express his gratitude to the headmaster of SMA Al Azhar 3 Bandar Lampung, Drs. H. Ma’rifuddin Mz., M.Pd.I., and the English Teacher, Mrs. Tien Yati Authon, SS., for giving the opportunity and time to conduct this research. Appreciation is also addressed to all students of SMA AL AZHAR 3 Bandar Lampung class X 5 for being good and sweet students.

Moreover, special indebtedness is dedicated to his beloved parents, his mother Ernayati and his father Iswandi, S.Ip., who always care, protect and support the writer the whole of life. He gained mental and physical strength from their prayers so that he could finish his S1 degree. His thankfulness is also dedicated to his whole family, especially to his brother, Indra Budi Wijaya.

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06, i thank you for helping me so far. For All my best friends in PMII (Indonesian Muslim Students Movement), ESo (English Society) Lampung University, and BEM Lampung University, i would like to express my appreciation for giving any space of place and time in gathering much experience and network so far.

Last but not least, his thankfulness is also addressed to his best friends forever Erlan Heryanto, S.Pd., and Ahmad Sahlan. They also assisted him in clarifying important concepts and theories related to his research topic at the beginning of his research work.

Bandar Lampung, January , 2012 The writer,

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ADMITTED BY

1. Examination Committee

Chairperson : Prof. Dr. Cucu Sutarsyah, M.A. ………

Examiner : Drs. Hery Yufrizal, M.A., Ph.D. ………

Secretary : Drs. Sudirman, M.Pd. ………

2. The Dean of Teacher Training and Education Faculty

Dr. H. Bujang Rahman, M.Si. NIP 19600315 198503 1 003

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Research Title : CORRELATION BETWEEN MOTIVATION AND

SPEAKING ABILITY OF FIRST GRADE

STUDENTS OF SMA AL AZHAR 3 BANDAR LAMPUNG

Student’s Name : Eka Setiawan Student’s Number : 0643042009

Department : Language and Arts Department

Program : English Education Program

Faculty : Teacher Training and Education

APPROVED BY

ADVISORY COMMITTEE

Co-Advisor Advisor

Prof. Dr. Cucu Sutarsyah, M.A. Drs. Sudirman, M.Pd.

NIP 19570406 1986 03 1 001 NIP 19550712 198603 1 001

The Head of

Language and Arts Education Department

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CORRELATION BETWEEN MOTIVATION AND SPEAKING ABILITY OF FIRST GRADE STUDENTS OF SMA AL AZHAR 3 BANDAR

LAMPUNG

By Eka Setiawan

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

LAMPUNG UNIVERSITY BANDAR LAMPUNG

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CURRICULUM VITAE

The writer was born in Bandar Lampung, on October 28th, 1986. He is the oldest son of Moslem couple Iswandi, S.Ip., and Ernayati. He has one brother named Indra Budi wijaya. He went to a formal education institution for the first time at TK PTPN VII Bandar Lampung in 1991 and graduated in 1992.

He had his study in primary school at SD Al Azhar Bandar Lampung and graduated in 1998. Then, he continued to secondary school at SMPN 1 Bandar Lampung and accomplished it in 2001. After that, he joined a state senior high school at SMA Negeri 6 Bandar Lampung and graduated in 2004.

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CONTENTS

1.1. Background of the Problem ... 1

1.2. Formulation of the Problem ... 5

1.3. Objective of the Research ... 5

1.4. Uses of the Research ... 6

1.5. Scope of the Research ... 6

1.6. Definition of Terms... 7

2. FRAME OF THEORIES ... 8

2.1. Motivation in General ... 8

2.2. Types of Motivation... 14

2.3. Types of Motivation in Learning English as a Foreign Language... 15

2.4. Types of Motivation in Speaking English... 16

2.5. Notion of Speaking English ... 18

2.6. Types of Speaking Skill ... 21

2.7. Aspects of Speaking... 22

2.8. Evaluating Speaking Ability ... 24

2.9. Theoretical Assumption ... 26

3.3.1.1. Table Specification of Motivation ... 33

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3.3.2.1. Speaking Topics ... 35

3.2.2.2. Speaking Scoring System... 36

3.4. Reliability and Validity of the Instruments ... 38

3.4.1. Reliability of Instruments... 38

3.4.2. Validity of Instruments ... 40

3.5. Research Procedure... 41

3.6. Data Treatment... 42

3.7. Hypothesis Testing... 45

4. RESULTS AND DISCUSSION ... 46

4.1. Result of the Research... 46

4.1.1. Result of Motivation Test ... 47

4.1.2. Result of English Speaking Test ... 50

4.1.3. Result of Normality Test ... 56

4.1.4. Result of Homogeneity Test ... 57

4.1.5. Correlation between Motivation and Students’ English Speaking Ability ... 57

4.1.6. Contribution of Students’ Motivation toward Students’ English Speaking Ability……….... 58

4.1.7. Hypothesis Testing………. 59

4.2.Discussions………... 60

5. CONCLUSION AND SUGGESTIONS ... 72

5.1. Conclusion ... 72

5.2. Suggestions ... 74

REFERENCES... 76

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DEDICATION

This script is dedicated to:

1.

My parents (Iswandi, S.Ip., and Ernayati).

2.

My brother (Indra Budi Wijaya).

3.

My wife to be (APP).

4.

My best friend (Erlan Heryanto, S.Pd., Ahmad Sahlan, Setio Agung W,

Jaka Dirgantara, M. Khadafi, Adi Suratman, Ferry Kurniawan, Yeni

Ratnasari, Lucy Rosiana, Eva Wijayanti, Zulpri, M. Karisma,

Noprisyah Hariyanto, Haris Tamzil, Achmad Yudi and to all may

classmate of English 06.

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GRAPH

Graph Page

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GRAPH

Graph Page

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LIST OF TABLES Table

Pages

Table of Motivation Score ... 47

Table of Descriptive Statistics ... 48

Table of Total Score of Each Indicator in Motivation’s Questionnaire... 49

Table of Result of Students’ English Speaking Ability... 51

Tableof Frequency of the Students’ Score in Each Component of Speaking... 52

Table of Normality Test... 56

Table of Homogeneity Test... 57

Table of Value of Pearson Product Moment Correlation ... 58

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1

I. INTRODUCTION

In this chapter, the writer presents six topics which consist of background of the

problem, formulation of the problem, objective of the research, uses of the research,

scope of the research, and definition of terms, where each topic specifically explains

why and where the research was held.

1.1 Background of the Problem

In this globalization era, at school English is taught as a foreign language in

Indonesia. It has an important role in the world, in term of communication and

interaction. As an international language, most countries in the world use English as

medium of communication in entire aspects of life. Meanwhile, In Indonesia English

is considered as a foreign language (EFL). It also has been introduced to educational

institutions which are learnt from Elementary School up to university as compulsory

subject. The ability to speak English has always become a very important goal for

learners of this language both its natural and foreign setting. Although learning

English without learning how to communicate in English is possible, today’s frequent transactions by means of the language have made the possession of the ability to

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2

Since, English is taught as a foreign language in Indonesia. The government has

already changed the education system with curriculum based on competence called

CBC. It is adjusted with the demand of the world which already enters the

globalization era. This system has standard competence and basic competence where

each of them reinforces one another. In English subject, especially speaking skill at

the first grade of senior high school, the standard competence is the students are able

to express the meaning of short functional text and monologue text in form of

recount, narrative, and procedure in daily context and in accessing the science.

Whereas in basic competence, the students are hoped to be able to express the

meaning of simple monologue text that uses language of popularly oral style

accurately, fluently, and acceptably in form of recount, narrative, and procedure text.

Based on those, simply, the students are hoped to be able to express their mind or

idea using English in daily activity. However, more failures than successes have

always marked the English teaching when attempts are made a particularly deal with

ability to communicate. Many learners know about the language, but only some of

them understand how to use it in daily social use correctly, not necessarily

appropriately. As we know that English is already taught since they were in

elementary school but the fact shows that they are still lack of ability in speaking

English.

Based on the writer’s PPL experience in the first grade students of SMA Al Azhar 3

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class. Most students were unwilling to express their idea or opinion using English.

They thought speaking is the most difficult part in learning English as a foreign

language.It was also being supported by some students’ statement that said English is one of the difficult subjects to be studied. Therefore, they need a teacher who can

motivate them so that it can increase their eagerness in learning English. In fact,

mostly, at the first time the students were glad when they would like to face English

as their school subject. They felt happy and curious to study English which is known

as an International language. But, during the time to time, their motivation was lower

than before. Most of them were getting bored to have this subject. Consequently, the

aim of teaching English was far from the objective. Considering those statements, the

writer realizes that it was because they had low motivation so that when they found

difficulties they tend to be lazy in learning the language; consequently they were not

able to speak in English.

The lowest motivation they have in uttering their own utterances the lowest chance to

be successful in learning a foreign language especially in speaking will be. As

Gardner and Lambert (1959) cited in Crookes and Schdmith (1991) identify

motivation as primarily with the learner’s orientation toward of learning a second language. The theory means to imply that motivation is one of the determining factors

in developing a second or foreign language. Without blaming who and why, this is

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is not to inform our students about the language, but to develop their ability to use

language.

Language is a means of communication (Allen and Widdowson, 1983:125).

Therefore the writer realizes that one way to communicate with others is by speaking

the same language. Since speaking is a productive skill, it is believed that more

practice will make the students better than before. Therefore, the students need to

practice in expressing their ideas in their speaking class. The purpose of English

teaching is to develop in the students’ awareness of the ways in which the language system is used to express scientific facts and concepts (Setiyadi, 2006:143). Based on

this idea, it is clear that the main teaching of English both for teacher and student is

that they are able to use English as means of communication based on the context and

the situation. But there are obstacles in motivating the students to build his/her

utterances as Bygate (1987:Vii) states that one of the basic problem in foreign

language is to prepare learners to be able to use the language. It is clear that

psychological factor may give some contributions in successful learning especially

English speaking. Moreover, the teacher has an important role in motivating the

students to make them more active and brave to use their English orally, since the

standard competence and basic competence in KTSP curriculum generally requires

the students to be able to communicate in English. How this preparation is doing

successfully depends very much on how we as the teacher understand the aim of

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In the light of considerations above, the writer was attracted to investigate whether

there is a correlation between students’ speaking ability andstudents’motivation. So far, people believe that the more motivation the students have is the more ability in

speaking students have. But this sentence should be proven by giving any kind of

data. Furthermore, the writer also has a willingness to find out how far the motivation

can contribute to students’ speaking ability.

1.2 Formulation of the Problem

Based on the background above, the problem was formulated as follow:

1. Is there any significant correlation between motivation and speaking ability at first

year students of SMA Al Azhar 3 Bandar Lampung?

2. How far does motivation contribute to students’ speaking ability at the first year of SMA Al Azhar 3 Bandar Lampung?

1.3 Objective of the Research

Based on the formulation of the problem above, the objective of this research was

to investigate:

1. Whether there is significant correlation between motivation and speaking

ability at first year students of SMA Al Azhar 3 Bandar Lampung.

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1.4 Uses of the Research

It was hoped that the result of the research can be used as:

1) Information for English teachers, especially at SMA Al Azhar 3 Bandar

Lampung to motivate the students in learning English so that the students

have a high motivation in speaking English.

2) A contribution for the school to improve and increase English teaching

learning process especially in speaking class.

3) Practically, it may be used to inform the readers about contribution of the

motivation toward students’ awareness in speaking English.

1.5 Scope of the Research

This research was a quantitative because the writer had willingness to

interpret a numeric data and the data were quantified statistically (Seliger and

Shohami, 1990:117). The research was conducted in SMA Al Azhar 3

Bandar Lampung at first grade students in year 2010/2011. Since, Garner and

Lambert in Littlewood (1991) divided motivation in learning the language

into two parts; integrated motivation and instrumental motivation. The writer

looked for how far the integrated motivation and the instrumental motivation

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1.6 Definition of Terms

In order to avoid misunderstanding, the writer clarified some definition of key

terms as stated below:

a. Co relational study in the present study means statistical description for

determining relationship between two variables.

b. Motivation in this study refers to changing the students’ attitude or behavior toward their speaking class to be more interested and interactive.

While motivation is an inner power reinforcing someone to do something

(Oxford & Shearin, 1994:12)

c. Speakingin this study means an activity of interacting and communicating

among people in social life. Lado (1960) defines speaking is the ability to

express oneself in life situation, or the ability to converse, or to express a

sequence of ideas fluently (dialogue speaking).

d. English speaking ability in this research refers to as an ability or skill

which the learners have in communicating, conveying the meaning, and

using a meaningful conversation in English that cover pronunciation, idea,

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III . RESEARCH METHODS

The writer elaborates this chapter into seven topics and sub topics. They are research

design, population and sample, research instruments, reliability and validity of the

instruments, research procedure, data treatment, and hypothesis testing. Each of them

is explained in specific way so that the reader can comprehend easily how the writer

collected the data, calculated the data, prepared the test, and how reliable and valid

the data were.

3.1 Research Design

Since, this research is correlation study where the writer investigated correlation

between motivation and speaking ability of first grade students of SMA Al Azhar 3

Bandar Lampung. Therefore, the writer categorized this research as quantitative

research where it belongs to pre-experiment. The writer was interested in measuring

how far the relationship between those two variables. The design used in this research

was expost-facto design. The writer did not need control classes and experiment

classes but the writer only collected the data at the present moment from one class

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The design was presented as follow:

X Y

(Hatch and Farhady, 1982:27)

Where:

X = Motivation test (independent variable)

Y = Speaking test (dependent variable)

In other words, motivation is independent variable (X) that was tested by using Likert

Measurement Technique (Likert Scale) where the result was students’ motivation data. While speaking ability as dependent variable (Y) is one of the language skills

that was tested by responsive speaking and the result was students’ English speaking ability.

To process the data so that the writer can see the coefficient correlation between

motivation and speaking ability, the writer applied Pearson product-moment

correlation coefficient. While, to find how far the contribution of motivation to

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3.2 Population and Sample

The population of this research was the first grade students of SMA Al Azhar 3

Bandar Lampung in the first semester. This research was conducted after mid

semester because the writer intended to investigate their motivation in speaking class

after they had studied English before having semester. There were eight classes of the

first grade of SMA Al Azhar 3 Bandar Lampung in the academic year of 2010/2011.

They were X1, X2, X3, X4, X5, X6, X7, and X8. Furthermore, the writer chose one

of them through purposive sampling where every class had probability to be chosen

as a sample. Finally, the writer found one class X5 with total number 38 students as

the sample. The writer believed that this method can fulfill the external validity

aspect and to get normal distribution data. There procedure was as follows:

•The writer collected the data based on the absent to the teacher, there were eight

classes of first grade students of SMA Al Azhar 3 Bandar Lampung.

•Then, the writer wrote eight names of the classes in the rolled papers and put it

into a glass

•The glass was shaken and poured until one rolled of the paper came out then it was

selected as the sample.

•Furthermore, the writer asked the absent of this class to the teacher where based on

the absent there were 38 students which belong to this class, therefore

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3.3 Research Instruments

In collecting the data of variables X and Y (motivation and speaking ability), the

writer used questionnaire applying Likert measurement technique (Likert scale) to

measure students’ motivation (variable X), while for measuring students’ ability in speaking the writer applied a test where it was a set of questions and problems in

form of subjective test (variable Y). And for the technique, the writer implemented

pair work technique.

3.3.1 Test of Motivation

As mentioned previously, the measurement of motivation (X) was carried out through

questionnaire. This questionnaire consisted of 25 items where each of them refered to

integrative motivation and instrumental motivation. Actually, for the questionnaire,

the writer applied Likert Scale where each item has mainly four alternative answers

that is A, B, C, and D. By this the students were supposed to give their answers as

factual and real information about themselves or the information that was close to the

fact as provided in the 4 alternative answers.

Each of the alternatives is scored as the following:

A = 4; for the very high motivation answer

B = 3; for the high motivation answer

C = 2; for the middle motivation answer

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Except items number 6, 16, 20 are the inverse answers which are scored as following:

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 writer takes the indicators from

Makmun, (1983, p: 33-34) as reference as follows:

1. The duration of students in learning English; How long is the ability of students to

use time in doing activity of learning

2. The frequency of students’ activity in learning English e.g., how often does the activity take place?

3. The persistence of students in learning English; How functual in doing activity;

How strong his/her tenacity is.

4. The toughness or endurance of students in solving the difficulties of learning

English and facing its problems or obstacles.

5. The aspiration of the students, for instance: purpose target etc.

6. The qualification level of students’ achievement in learning English

7. The devotion of students to get the objective of learning English, for instance:

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8. The students’ attitude to the purposes of learning English.

 Durasi kegiatan, (berapa lama kemampuan penggunaan waktu dalam melakukan kegiatan)

 Frekwensi kegiatan (seberapa sering kegiatan itu dilakukan dalam periode tertentu)

 Persistensinya (ketepatannya dan keuletannya pada tujuan kegiatan)

 Ketabahan, keuletan, dan kemampuan dalam menghadapi rintangan untuk mencapai tujuan.

 Tingkat aspirasinya (maksud, rencana, cita-cita sasaran atau target idolanya yang hendak dicapai dengan kegiatan yang dilakukan.

 Tingkat kwalifikasinya dari prestasi atau produk atau out put yang dicapai dari kegiatannya (berapa banyak memadai serta memuaskan atau tidak).

 Devosi atau pengabdian dan pengorbanan untuk mencapai.

 Arah sikap terhadap sasaran kegiatan

(Abin Samsudin Makmun, 1983, p: 33-34, Psikologi Pendidikan)

3.3.1.1 Table Specification of Motivation

No Category Item Numbers 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

1, 2, 25 3

2. The frequency of students’ activity in learning English e.g., how often does the activity take place?

3, 6, 23 3

3. The persistence of students in learning English; How functual in doing activity; How strong his/her tenacity is.

4, 8, 24 3

4. The toughness or endurance of students in solving the difficulties of learning English and facing its problems or obstacles.

11, 17, 22 3

5. The aspiration of the students, for instance: purpose target etc.

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6. The qualification level of students’ achievement in learning English

5, 19, 20 3

7. The devotion of students to get the objective of learning English, for instance: though, time, money, effort.

11, 12, 21 3

8. The students’ attitude to the purposes of learning English.

7, 13, 15, 16 4

Note:

Items number 6, 16, 20 are inverse answers which answer D is scored 4 while A is scored 1

3.3.2 Speaking Test

In gathering students’ speaking data, the writer matched the test with the syllabus of the first year of SMA student based on school based curriculum or KTSP (an English

operational curriculum which is arranged and applied by each education unit) which

the newest curriculum used by the School. The writer conducted speaking test, which

last for 90 minutes. In conducting the test the learners were provided a topic and

guided to make a short dialogue in pair. The test was done orally, and directly the

teacher called the group one by one in front of the class to perform the dialogue.

The learners were asked to speak clearly since their voice was recorded during the

test. The material of the test was taken from person to person book which was

appropriate for the students in the first grade. The form of the test was subjective test

since there were no exact answers. The score of the students’ speaking ability was given based on the oral rating sheet provided. Since, this research applied Heaton

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writer assessed the students concerned on 3 aspects namely pronunciation, fluency,

and comprehension. As stated previously, in this test inter rater was applied; the first

rater was the writer himself and the English teacher as the second rater.

3.3.2.1 Speaking Topics

As stated at the previous page, the writer took the material that was considered

matching with the syllabus so that the students already had the background

knowledge about its topics before. It also can be considered that students who have

good motivation will not forget the material they have learnt before because the

writer believes that they will use it in their daily activity with their friends, while

students that have low motivation will forget it soon.

Pair work technique was used to assess English speaking ability of the students. The

writer asked the students to work in pairs so that they can learn several things when

working with a partner. Students learnt to clarify, confirm, and comprehend

information; students learnt to assist each other in language learning and pronounce

words correctly; and students learnt what they need to work on the most.

The students played role as the citizen census committee and the citizen in one

section. After the test covered asking and giving personal information, for example

name, date of birth, hobbies address, etc. Moreover, the writer recorded their

conversation by using recording tools while they were speaking. The result of this test

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3.3.2.2 Speaking Scoring System

The writer applied the oral ability scale proposed by Heaton (1991) as guidance for

scoring the students’ speaking test that implements holistic scoring which covers accuracy, fluency, and comprehensibility. Therefore, the writer scored those aspects

collectively. Since, the writer applied pair work technique in testing the students’ speaking ability and the materials were dialogue, therefore the writer divides 38

students into a pair where one pair consists of 2 students so that there were 19 pairs.

Each pair had 3 minutes to speak. During the speaking test the writer recorded the

students’ conversation in the recording tools (hand phone) so that it can be transferred into compact disk while the teacher saw the process. The writer gave the copy of data

that had been transferred into compact disk to the teacher in order that data can be

measured by her. Furthermore, the recorded data was scored to measure the English

speaking ability of the students individually then the writer accumulated the result of

the test with the English teacher to fulfill the reliability of the test.

Range Pronunciation Fluency Comprehensibility

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3.4 Reliability and Validity of the Instruments

Every research including social science and language research always use the reliable

and valid instrument in order for the result to be more meaningful and believable.

Therefore, the writer tried to define the definition of reliability, and validity as well as

what kinds of tests that can be said valid and reliable.

3.4.1 Reliability of the Instruments

Even tough, reliability is only supporting data, but reliability aspect is really

important. The instrument which has low reliability will mean invalid instrument.

Shohamy (1985:70) states that reliability refers to the extent to which the test is

consistent in its score, and it gives an indication of how accurate the test score. It

means that the test score is dependable, stable and consistent when given to different

situation or different people; in order words, the score of odd and even numbers have

no high differences. To make sure whether the instruments were reliable or not the

writer used the Cronbach’s Alpha. It was count based on the motivation scale and the range of 0 to 1. The higher Alpha is the more reliable the questioner will be

(Setiyadi, 2006: 190-191).

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

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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 was reliable or not the writer used

Cronbach Alpha. Every item in motivation questioner was analyzed to make sure that

the items consist of good unity. Motivation questioner was made up of 25 items that

refer to integrative and instrumental motivation rated on four point Likert type scale

from one to four, ranging from very high motivation, high motivation, middle

motivation, and low motivation.

From the calculation of reliability analysis, alpha is 0.731. It means that the

questionnaire has high reliability. It can be interpreted that the questionnaire is proper

to be used for a research. The analysis of each item showed that if an item deleted, it

would make alpha lower. For example, VAR00001 on if item deleted column (see

Appendix 3), the alpha is 0.729. By considering this, it can be said that if item

number 1 was deleted, Alpha would be lower than 0.731 whereas the higher Alpha is

the better the questionnaire is. It also happened if VAR00002 on if item deleted

column (see Appendix 3), the alpha is 0.721. It also did not make the alpha

coefficient reliability 0.731. Therefore, with alpha 0.731, the writer believed that the

questionnaire had high reliability and reliable to be administered. It also fulfilled the

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40

alpha score was 0.731, it means that the reliability of the instrument can be

categorized as high reliability.

For speaking test, to ensure the reliability of scores and to keep away from the

subjectivity of the research, the writer used inter-rater reliability. Inter-rater reliability

is used when scores of the test are independently estimated by two or more judges or

raters. It means that there will be another person who gives score besides the writer

himself. She was Mrs. Tien Yati Authon, SS., as the English teacher at SMA Al

Azhar 3 Bandar Lampung.

The writer considered that one inter rater was qualified to measure the learners’

speaking ability since she had a lot of experiences in teaching English and had much

experiences in teaching speaking class at LIA. Moreover, she had graduated from

university (minimally S1) in English major.

3.4.2. Validity of the Instruments

In this research, to measure whether the test has good validity or not, the writer

analyzed from content and construct validity. Content validity means that the test is a

good reflection of what has been taught and the knowledge which the teacher wants

the students to know (Shohamy, 1985:74). It means that the items of the test should

represent the material being discussed. While construct validity focuses on the kind of

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41

To get the content validity, the test is adapted from Likert Scale which was developed

by Uniroh (1990, p. 91-97). In this test, the writer will give 25 questions which each

item had the purposed to measure students’ motivation in learning English. It was

believed that this questionnaire had content validity since this test had been already

applied many times by other researchers who had the same intention.

For the speaking test, the writer adapted the topic that had been discussed in the class.

It was about interpersonal text where the students gave some information about their

self whether about their biography and also family in form of dialogue. The material

taken from persons to person book and also adjust it so that relevance on the English

curriculum. The writer also applied the oral ability scale proposed by Heaton (1991)

as guidance for scoring the students’ speaking test that implemented holistic scoring

which covers accuracy, fluency, and comprehensibility.

3.5 Research Procedure

In conducting this research, the writer used the steps as follows:

1. Administrating Motivation Test

The writer provided a questionnaire of motivation to the students.

2. Administrating English Speaking Test

The writer conducted English speaking test by recording the result. The recorded

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42

3. Collecting Data

The writer gathered those data after the test by giving score.

4. Analyzing the Data

The data was analyzed by using SPSS software to observe whether there is any

significant correlation or not and to analyze whether there is also influence or not.

3.6 Data Treatment

Since this research was a correlation study, the writer divided these variables into two

variables. They were dependent variable and independent variable. The writer

categorized speaking skill as a dependent variable since this ability is influenced by

motivation while motivation was as an independent variable. The writer assumed that

motivation has an influence toward the language achievement.

According to Setiyadi (2006:168-169), before analyzing correlation there are some

assumptions that should be fulfilled. They are as follows:

a. The data should come from the same sample

b. The data should be interval or ratio

c. The data is distributed normally

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43

Therefore before testing the hypothesis using Pearson Product Moment Correlation, it

was necessary to find out whether the data in the samples are normally distributed

and homogenous or not. This study applied these following procedures:

1. Normality Test

The purpose of computing the normality test was to find out whether the data was

distributed normally or not. In this research, the significant level of 0.05 was used to

determine the normality of the data. The hypothesis of normal distribution can be

described as follows:

H0: the distribution of the data is normal

H1: the distribution of the data is not normal.

The hypothesis is accepted if the result of the normality test is higher than 0.05 (sign

> α). In this case,the level of significance of 0.05 is used.

2. Homogeneity Test

The test was used to determine whether the data fulfill the criteria of the quality of

variances. The hypothesis for the homogeneity test of two variables is as follows:

H0: there is no significant different in the level of ability (equal)

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44

The criterion for the hypothesis is: H0 is accepted if the result of homogeneity test of

pre-test is higher than 0.05 (Sign > α).

Furthermore, after fulfilling the criteria of normality and homogeneity test, the writer

correlated the variables by using Pearson Product Moment Correlation in order to

process whether there is correlation between motivation and speaking ability.

The formula is as follows:

(Hatch & Farhady, 1982 : 198)

Note:

r : the coefficient correlation

x : motivation score

y : speaking ability score

∑ x : the sum of scores in X-distribution

∑y : the sum of scores in Y-distribution

∑xy : the sum of products of paired X and Y distribution

∑x2 : the sum of the squared scores in X distribution ∑y2 : the sum of the squared scores in Y distribution N : the number of paired X and Y scores

For the next is Simple Regression was done to find how far the contribution of motivation to their English speaking ability. The formulation is as follow:

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45

R =

r

2

Note:

R : Regression

r : coefficient correlation

3.7 Hypothesis Testing

As well as coefficient correlation, the writer must also find out the criterion of the

hypothesis acceptance to show whether the first hypothesis was accepted or rejected,

the writer applied a critical value table for Pearson Correlation Coefficient, the

following criterion acceptance is used:

H

0

= r

value

< r

table

H

1

= r

value

> r

table

With the explanation as follows:

a. H0 : there is no significant correlation between motivation and students’ English speaking ability. We could accept this hypothesis if

r

valueis lower than

r

table.

b. H1 : there is a significant correlation between motivation and students’ English speaking ability. We could accept this hypothesis if

r

valueis higher than

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V. CONCLUSION AND SUGGESTIONS

In this chapter, the writer comes to the conclusion and suggestions of this research.

In the conclusion, the writer divides four points of view, while for suggestion the

writer gives five points of view.

5.1 Conclusion

As stated by some experts that motivation is a factor that can influence human

activity; students’ motivation in learning English can also influence their speaking

ability. It means that the teacher as the pioneer of education as well as parents should

motivate the students in learning English so that the purpose of learning English as

means of communication can be achieved.

Based on the result of data analysis and discussion, there is significant correlation

between motivation and English speaking ability, the following conclusions are

drawn:

1. The average score of students’ motivation is 72. 2 where it is in normal category.

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depends on the teacher to maintain their motivation so that the students have good

willingness in practicing their English.

2. The average score of students in speaking English is 82. 8. It means that the

students have high ability in speaking. The data show that students good in

pronunciation, fluency, and comprehensibility. Since, they were good in

pronunciation and fluently in delivering their questions and answers, the teacher

and the writer were easy to understand their intention and general meanings of the

conversation. It means that when they were good in pronunciation and fluency, the

conversation would be comprehensible as well.

3. There is a close correlation between motivation and English speaking ability. The

statistical analysis of motivation and English speaking ability showed that the

value of coefficient correlation (r)= 0,818

4. For the contribution value, it was found that the coefficient influences value is

0,670 at the significant level 0.05. It means that motivation (variable X)

contributes 67% to their English speaking ability (variable Y) at first grade

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✂ ✄

5.2 Suggestions

Derived from the conclusion above, the writer proposes some suggestions concerning

the research findings as follow:

1. For the teacher, it is important for them to maintain the students’ motivation.

Besides giving an interesting material, they should also use methods in teaching

English that can magnetize the students to practice a lot in speaking English.

Therefore, the goal of teaching English can be achieved as what the teachers

expect and also match with the curriculum deals with.

2. The teacher also must be aware to the students’ psychological factor that

influences on the students development. Because, the students who are still in the

first grade of senior high school have changeable attitude toward English subject.

But, if the teacher can utilize the students’ curiosity and direct this feeling to the

positive attitude in learning English. The students will be happy in learning

English and their motivation will be more and more increase.

3. Since practice is the best way in learning the language, therefore the teacher must

build the situation that can involve the teacher and the students and the student to

the student communicatively speak in English.

4. For students, they must have good confidence in speaking English. By having

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☎ ✆

shy or being afraid in making mistake. Basically, they also need to join

conversation class where it can give them more space to practice their English. In

maintaining the students’ motivation, the writer also suggests some tips that can

preserve students’ motivation; that students must join in a group where people in

this group has good motivation in learning English so that they can learn each

other on how to master in English, learn everything that can improve your ability

in English, associate with optimists and positive people, and find a people that can

motivate you when you need some suggestions or trouble in your life.

5. For future researcher, they can use this research as a literature to guide them when

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✝6

REFERENCES

Arikunto, S. 1997.Dasar-dasar Evaluasi Pendidikan. Jakarta: Bina Aksara.

Astuti, Puji Nita. 2010.Correlation between Students’ Self-Esteem and Their English Speaking Ability of Second Year Students of International Standard Class at SMP N 2 Bandar Lampung.Unpublish script. Bandar Lampung: FKIP Unila.

Atkinson, J. W. 1964.An Introduction to Motivation. Princeton, NJ: Van Nostrand. Retrieved October 20, 2009,

<http://www.ils.nwu.edu/e-for-e/nodes/NODE-62-pg.html>

Brophy, J. E. 1988.On Motivating Students. In D. Berliner & B. Rosenshine (Eds.), Talks to teachers (pp. 201-245). New York: Random House.

Brown, Douglas H. 1987.Principle of Language Learning and Teaching. Enleewood Cliffs: Prentice Hall Inc.

Brown, Douglas H. 2000.Teaching by Principles.San Francisco: Longman.

Egen, Paul D. 1977.Educational Psychology,Third Edition. New Jersey: Prenticehall Inc.

Handoko, Martin. 1992.Motivasi Daya Penggerak Tingkah Laku.Yogyakarta: Penerbit Kanisius.

Harris, David P. 1974.Testing English as a Second Language. New Delhi: Tata McGraw-Hill Publishing.

Krashen, S. 1981.Second Language Acquisition and Second Language Learning. London: A. Wheaton Co. Ltd.

Mc.Intosh, Celcia N. 1997.Teaching Foreign Language Skills. Oxford: University Press.

Santrock, John W. 2004.Educational Psychology. New York: McGraw-Hill Co.

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✞✞

Uniroh. 1990.The Correlation between The Students’ Motivation in Learning English and Their Reading Comprehension Achievement at Third Year Students of SMA Perintis Bandar Lampung.Unpublish script. Bandar Lampung: STKIP PGRI Bandar Lampung.

Universitas Lampung. 2006.Pedoman Penulisan Karya Ilmiah. Bandar Lampung: Lampung University Press.

Gambar

Table of Motivation Score ......................................................................................

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