ABSTRACT
THE EFFECT OF MOTIVATION ON STUDENTS’ SPEAKING ABILITY AT THE SECOND GRADE OF
SMAN 1 KOTABUMI BY
AYU NURJANNAH
Success or failure in language learning seems largely dependent on students’ motivation to learn the target language. Motivation in learning English has important role to stimulate students’ mastery in the target language. In particular, motivation seems to be very important in the development of speaking skills. In fact, in the classroom there are the high and low motivated student which have various speaking ability. Therefore, this research aims to find out whether or not there is a significant effect of motivation on speaking ability. The design of this research is ex post facto research design. This research was conducted at SMAN 1 Kotabumi, and the population was the second grade student consisting of 36. The instruments of this research are motivation questionnaire to measure the students’ motivation in learning English and speaking test using prepared talk to measure speaking ability.
The result of this research shows that there is a significant effect of students’ motivation on speaking ability. It can be seen from the result of data analysis that sig = 0. 000 (sig < 0.05). Moreover, the students with high motivation have better speaking ability than those with low motivation. Therefore, the writer suggests that English teacher should maintain students’ motivation in order to improve students’ speaking ability.
LIST OF APPENDICES
1. Questionnaire of Motivation……….……… 66
2. English Speaking Assessment for Second Grade of Senior High School………... 75
3. Students’ Attendance List……..……….. 76
4. The Realibility of Motivation Questionnaire……..……….. 77
5. Student Motivation Questionnaire Score………...………. 80
6. Students’ Speaking Transcript……...……… 83
7. Students’ Speaking English Score….……… 91
8. The Students’ Motivation and Speaking Ability…..………. 92
9. The Students’ Very High Motivation and Speaking Ability.………… 94
10.The Students’ Low Motivation and Speaking Ability………. 95
11.Oneway Anova………….…...…………...…………...…………...…. 97
12.Post Hoc Tests Scheffe ( Follow Up Anova) ………... 98
LIST OF CHARTS
1. Result of Students’ Motivation in Learning English based on Category of
Motivation………... 43
2. Score of Each Category of Motivation Indicator. ……..………… 46 3. Result of Students’ English Speaking Performance……… 48 4. Students’ Score in each aspect of Speaking...………. 50 5. Students’ Very High and Low Motivation in their achievement for
LIST OF TABLES
1. Table Spesification of Motivation……….... 27
2. The Rubric of Grading System (Speaking)………...……… 29
3. Motivation Score……….. 40
4. Table Descriptive Statistic………...……… 44
5. Total Score of Each Indicator in Motivation Questionnaire………… 42
6. Result of Students’ Speaking English Ability……….. 45
7. Table of Frequency of Students’ Score in Each Component of Speaking……….. 46
I. INTRODUCTION
This chapter discusses the reasons for conducting the research and it deals with several points, namely introduction that deals with background of the problem, formulation of the problems, objectives of the research, uses of the research, scope of the research, and definition of terms clarified like the following.
1.1. Background of the Problem
English is a crucial language in this globalization era since it plays an important role to convey information. The position of English as international language automatically leads most countries in the world to use English as medium of communication. Meanwhile, in Indonesia English is considered as a foreign language (EFL). English is taught in educational institution from Elementary School to University as a compulsary subject. In learning English, the students are expected to master four English skills, i.e. listening, speaking, reading, and writing, and all of which are important to support the goal of communication, that is, being able to understand and express information, idea, feeling, developing knowledge, technology, and culture.
instruction so that speaking is put ahead above the other skills. School-Based Curriculum (Depdiknas, 2006: 308) stated that the objective of teaching learning English at Senior High School is that the students are expected to be able to develop communicative competence both in written and in spoken form to achieve informational literacy level. It means that the students have to be able to master productive skill, like speaking skill. Speaking is perceived as measurement of people’s language mastery. Speaking is also the most important language skills
that need to be controlled, and they assess learning achievement based on mastery of speaking skills (Burnkart, 1998). Speaking seems to be intuitively the most important language skill. People who know a language are referred to as “speaker” of that language, as if speaking included all other kinds of
knowing; and many, if not most foreign language learners, are primarily interested in learning to speak (Ur, 1996). This skill is important for communication among people in the society in order to convey information and ideas, and maintain social relationship.
activity. But, in fact many language learners lack the ability to express their idea orally. Producing spoken language has often meant a difficulty for them. As the statement that speaking is the most complex and difficult skill to master (Hinkel, 2005, p. 485), whereas speaking is most often used to communicate by people.
Based on the researcher’s experience when conducting Field Practice Program
(PPL) in the second and third grade of SMP PGRI 4 Labuhan Ratu, it was found that the students mostly had limited mastery of speaking. Some of them have big desire to speak English, although they thought that speaking is the most difficult skill in learning English. Therefore, they also need a teacher who can motivate and bring them into interesting class. Most of the cases indicate that English become favorite subject in the beginning of class. The student feel curious to study English that is known as an International Language. But, during the process of learning, their motivation to learn English become lower than before. Consequently, the aim of teaching English is far from the objective. On the other occassion, the researcher interviewed one of English Teachers in SMAN 1 Kotabumi and it was found that the difficulties of teaching speaking might be caused by monotonous material, classroom situation, learning media, and student’s motivation. Based on the statements above, the researcher realizes that
motivation in learning English has important role to stimulate their mastery in the target language. The lower motivation they have in expressing their own idea, the lower chance to be successful in learning English especially in speaking will be.
cognitive factors, and other factors. Motivation can push someone to complete a course of work. Motivation is also a passion to do something. Therefore, motivation plays very important role in language learning. Success or failure in language learning seems largely dependent on students’ motivation to learn the target language.
Second language learning will be more effective and efficient if it is pushed by motivation. Dörnyei (1998) further argues the importance of motivation by stating that motivation provides learners the primary stimuli for initiating second language learning, and later motivation become the driving force for learners to be persistent in tedious learning process, so that learners may be able to complete long-term goals if there is sufficient motivation. The theory implies that motivation is one of the determining factors in developing a second language. In particular, motivation seems to be very important in the development of speaking skills. One who has strong motivation might take a part in speaking. It can be inferred that one might speak well in English as a result of motivation which pushes to speak. So, motivation has main role for knowing someone’s ability in
speaking. For example, one who has strong speaking motivation will practice and train themselves to speak fluently and accurately in order to be better speaker. On the contrary, one who has low motivation in speaking will rarely practice and train himself to speak fluently and accurately. So, it might influence their speaking ability stay the same or even get worse.
this research is entitled “The Effect of Motivation on Students’ Speaking Ability
on the Second Grade of SMAN 1 Kotabumi”.
1.2. Formulation of the problem
Referring to the background of the problem above, the researcher formulates the research problem as follows:
(1) Is there any significant effect of motivation in learning English on students’ speaking ability?
(2) What aspects of speaking is the most achieved by high and low motivated students?
1.3. Objective of the Research
In line with background and problem formulation above, the researcher states that the objectives of the research as :
(1) to know whether or not there is significant effect of motivation on students’ speaking ability
(2) To investigate whether or not students who have high motivation in learning English have better speaking ability than the low ones
1.4. Uses of the Research
1.4.1 Theoritically
The uses of this research are as follow:
- As a support for related and previous research
- As a prove of theory which states that motivation is important aspect in speaking
1.4.2. Practically
The results of this research hopefully can give:
- Information sharing for SMA English teacher and students on how motivation relates to speaking ability
- As information for all readers about contribution of the motivation toward students’ speaking mastery
- As information for other researchers who are interested in investigating students’ motivation
1.5. Scope of the Research
1.6. Definition of Terms
In order to avoid misunderstanding, the writer clarified some definition of key terms as stated below:
Motivation
Motivation is an individual inner power to do something. Motivation in English learning means that motivation pushes one to learn English so that learning activity run smoothly and this might affect students’ ability to be successful.
Speaking
Speaking is the productive skill in oral mode. Speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information. Lado (1960) defines speaking as the ability to express oneself in life situation, or the ability to converse, or to express a sequence of ideas fluently.
Prepared Talk
II. LITERATURE REVIEW
This chapter provides explanation related theories used in this study, such as concept of motivation, types of motivation, high and low motivation in learning English, concept of speaking, concept of speaking activity, relation between
students’ motivation and speaking ability, theoretical assumption and the
hyphothesis.
2.1. Concept of Motivation
Motivation is an individual’s inner power which pushes to do something. The term motivation theory is concerned with the process of describing why and how human behaviour is activated. Motivation is the attribute that “moves” us to do or not do something (Gredler, 2001). Huit ( 2001:1) says that “motivation is an internal state (sometimes described as a need, desires, or want) that serves to
activate or energize behaviour and gives it direction”. Motivation is usually
considered as an inner drive, impulse, emotion, or desire that moves one to a particular action (Suparman, 2010).
motivation is ‘a state of cognitive arousal’ which provokes a ‘decision to act’, as a
result of which there is ‘sustained intellectual and or physical effort’ so that the
person can achieve some ‘previously set goal’. They go on to point out that the strength of that motivation will depend on how much value the individual places on the outcome he or she wishes to achieve.
Gardner (1985) , as one of the leading researchers in the field of second language learning focuses on motivation, and defines motivation by specifying four aspects
– “a goal, effortful behavior, a desire to attain the goal, and favorable attitudes
toward the activity in question”. A goal is seen as a stimulus for increasing motivation rather than a measurable part of motivation.
However, based on the social psychological point of view, Gardner (1985) defined
L2 motivation as “the extent to which an individual works or strives to learn
language” because of their desire to do so and satisfaction obtained from the
activity, such definition focuses on learner’s inner desire and attitude. Futhermore,
based on Deci and Ryan’s (1985) self-determination theory, motivation is related
to all aspects of ”activation” and “intention” , including energy, direction, persistence, equifinality.
According to Handoko ( 1992:42 ), there are five motivation theories. They are clarified as follows:
1. Cognitive Theory
logical. Therefore, based on cognitive theory, human being is a rationale creature. The more education they have, the better attitude they have
2. Hedonism Theory
Hedonism Theory states that every human activity, consciously or unconsciously which come from inside or outside have the same purpose. They look for happiness and prevent disgusting activity. Relating to the motivation, it can be said that action depends on someone anticipation and expectancy toward an object or stimulation faced.
3. Instinct Theory
This theory believes that every man has biologist power since they are born. This power makes someone act based on the spesific way. It is different from rationale theory which believes that human thinking as the decision maker of human behaviour.
4. Psychoanalytical Theory
This theory is the development of instinct theory. This theory recognizes that the power which comes naturally from the human will cause and organize the human behaviour.
5. Homeostasis Theory
of the need and this activity directs to the achievement that can bring them to the feeling of satisfaction.
Then, according to Dornyei (1998) motivation is the “process whereby a certain
amount of instigation force arises, initiates action, and persists“ as long as there is
no other forces weakening it until the planned goals is reached. Motivation also means the combination of effort plus desire to achieve the goal of learning the language which leads to a conscious decision to act, and which gives rise to a period of sutained intellectual and/or physical efforrt in order to attain previous set goals ( Choosri and Intharaksa : 2011).
2.2. Types of Motivation
Gardner and Lambert in Suparman (2010: 71) classify motivation into two types of motivation. The first is instrumental motivation, that is, a means of getting instrumental goals, such us furthering a career, reading technical material, and translation. The second is integrative motivation, that is, a desire to be a part of the L2 society and integrate L2 culture. Yufrizal (2001:278) also states that two types of motivation i.e. Integrative and Instrumental :
(1) Integrative Motivation
A learner with integrative motivation has a genuine interest in the second language community. The learners want to learn their language in order to communicate with them more satisfactorily and to gain closer contact with their cultural.
By contrast, a learner with instrumental motivation is more interested in how the second language can be useful instrument towards furthering other goals, such as gaining a necessary qualification or improving employment.
Integrative motivation is determined by more general attitudes and beliefs: an interest in foreign languages and people, the cultural and intellectual values that the target language has, and new stimuli through learning and using the target language (Dörnyei : 1990). Instrumental orientation is associated with external regulation whereas travel, friendship, and knowledge orientations are correlated with the more self-determined and intrinsic motivation (Noels et al., 2000). While Gardner and Lambert (1972) define the integrative motivation as those that indicate an interest in learning the language in order to communicate with members of the second language community. It is characterized by those who learn the second language so as to identify themselves with the language speaking group and ultimately join it. They describe instrumental motivation as a motivation to acquire some advantage by learning a second language. A learner with instrumental motivation regards language as an instrument to get a reward.
Based on the explanation above, the researcher believes that motivation has important function in getting the purpose of doing something. This matter makes one tends to be better than anyone does and makes him or her has more energy to make it perfect. Hamachek (1994: 276) states that:
There are three important functions of motivation :
(3) Helping us to select behaviour most appropriate for achieving our goals.
So, it can be inferred that in terms of speaking, the first function of motivation is that to push and energize one to speak. Then, the second function is to make one to be concern on speaking purpose. The last function might to reflect themselves to acculturate habit in order to achieve communicative speaking.
Motivation is also classified as intrinsic and extrinsic based on the degree of self-determination. As Woolfolk (1995: 115) and Hamaheck (1994:278) stated that motivation is divided into intrinsic and extrinsic motivation :
(1) Intrinsic Motivation
Intrinsic motivation is motivation connected with actions that are their own return. Intrinsic motivation is a power that makes someone do something that comes from
himself. It is fueled by one’s own goal or ambitions (e.g. the payoff derived from
one’s own feelings of personal satisfaction or accomplishment). For example,
when students study because they enjoy the subject and desire to learn it, it seems that their motivation is primarily intrinsic; their reasons for learning reside primarily inside themselves. There are two types of intrinsic motivation :
1. Self Determination
2. Personal Choice
It happens when a person considers that he/she is able to concentrate in doing activities. It also happens when a person involves in some challenges considered not too easy and too difficult.
(2) Extrinsic Motivation
By contrast, extrinsic motivation is a power that makes someone does something that comes from outside. It is fueled by the anticipation and expectation of some kind of payoff from an external source (e.g. a dollar for every A). For example,
when students work hard to win their parents’ favor, gain teachers’ praise, or earn
high grades, it seems that their motivation is primarily extrinsic ; their reasons for work and study lie primarily outside themselves. Extrinsic motivation is motivation created by external factors like reward and punishment
2.3. High Motivation and Low Motivation in Learning English
Among various factors, motivation is cited as vital affecting language learning (Lambert, 1963). It is further claimed that motivation has direct effect on language achievement. Motivation is defined as the extent to which ones strive to acquire the language because of the desire to do so and satisfaction derived from it (Gardner, 1985 ). Motivation is, thus, considered significant in its roles in
language learning success. Along this line of thoughts, students’ motivation
toward English language learning can, to a certain degree, influence their learning result. So, motivation is cause L2 achievement.
Choice motivation as Pre-actional Stage, Executive motivation as Actional Stage, and Motivational retrospection as Post-actional stage.
According to Cook (1991 : 96 ) some L2 learners do better than others because they are better motivated. High motivation is one factor that causes successful learning ; successful learning , however , may cause high motivation. So, it can be said that high motivation can cause high achievement in learning English, and low motivation also can cause low achievement in learning English. However, it can also be argued that motivation is the result of learning.
It is also pointed out by Cook ( 1991 : 99 ) that it is not motivation for learning as such which is important to teaching but motivation for learning a particular
second language. In the teachers’ point of view, teacher can influence rather than
the learners’ more deep-seated motivations. The latter process of creating
successful learning which can spur high motivation may be under the teacher’s
control. So, the meaning of motivation for teacher is probably the interest that something generates in the students.
Furthermore, Guilloteaux (2009) from Gyeongsang National University, in her research about “Do High and Low Motivation EFL Learner Groups Have
Different Goal Orientations?”, found that both high and low motivation learner
groups reported higher performance-approach orientation goals, but in the different grade levels.
Classroom-Oriented Investigation of Teachers’ Motivational Practices and
Students’ Motivation” observes learners groups into high motivation and low
motivation based on the students’ self reported motivation and motivated learning
behaviour questionnaire. The result of research shows that the Learners’ Motivated Behavior correlates significantly and positively with both the Students’ Self-Reported Motivation and the Teacher’s Motivational Practice. The
relationship with the Teacher’s Motivational Practice is particularly strong, with a
coefficient exceeding 0.6, thereby explaining 37% of the variance in the students’ motivated learning behavior measure.
So, from the entire explanation above, it can be said that high and low motivation can directly give impact for learners and achievement of language, especially in English speaking.
2.4. Concept of Speaking
According to Chaney (1998 : 13), speaking is the process of building and sharing meaning through the use of verbal and non verbal symbol, in a variety of context. So, speaking can take place if the speaker uses verbal symbol such word and non verbal symbol like gesture and body language to convey the meaning.
Meanwhile Brown (2001 :250) says that speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information. So, it can be concluded that speaking is an interactive process for building and sharing meaning through the use of verbal and non verbal symbols in context of producing, receiving , and processing information.
There are three aspects that would be measured for speaking test : (1) Fluency
Fluency can be defined as the ability to speak fluently and accurately. Hedge (2000) defines fluency as the ability to link units of speech together with facility and without strain or inappropriate slowness, or undue hesitation. Nunan (2003) also said that fluency is use the language quickly and confidently with few unnatural pauses. So, fluency is the ability to speak fluently and confidently while the smoothness or flow with which sounds, syllables, words, phrases, are joined together when speaking.
(2) Accuracy (Pronunciation and Grammar)
which someone utters the words or the language to another based on the available rules. Heaton ( 1978: 5) defines grammar as the students ability to manipulate structure and to distinguish approriate grammatical form in approriate ones is needed for students to arrange correct sentences in conversation.
(3) Comprehensibility
Comprehensibility is the ability to understand the conversation or speaker. Comprehensibility measures how much interpretation is required to understand
student’s responses.
Those three aspect of speaking is really important to master for english learner for good communication.
Brown (2001: 250) also classifies the types of spoken language. Those types are as follows:
1. Monologue
other hesitations,can help or hinder comprehension. Planned and Unplanned has some characteristic, based on Green in Hyatt (2008) :
a. Planned
- the speaker has prepared and practised a speech or presentation (at home / before the test)
- pronunciation and intonation have been practised
- often tends towards formality of lexis and syntax
b. Unplanned
- e.g. everyday conversation – spontaneous
- utterances; short sense units, incomplete sentences
- pronunciation and intonation less controlled
- lexis and syntax tend to be informal/colloquial
Ochs (1979) states that planned speech is the situation where the speakers have prepared and possibly rehearse their presentations in advance, or they express well-thought-out points and opinion, which they may have voiced many times before. In contrast, unplanned speech is spoken on the spur of the moment, often in reaction to other speakers. It is particularly in unplanned speech that short idea
idea units are usully shorter than in writing, because the speakers know their talk has to be understood by the listeners in real time.
2. Dialogue
Dialogues involves two or more speakers and can be subdivided into interpersonal and transactional language. An interpersonal language is a dialogue which has function to promote social relationship between speakers. While transactional language is a dialogue which involves two or more speakers with the purpose is to convey propositional or factual information.
2.5. Concept of Speaking Activity through Prepared Talk
Approach by making communicative competence the goal of language teaching and by acknownledging the interdependence of language and communication (Larsen-Freeman, 2000: 121).
In the process of speaking activity through Prepared Talk, firstly we give the students time to prepare their talks. The researcher will give topic of speaking focused in three purpose :
1. Promoting a Product 2. Entertaining People
3. How To Make/Doing Something
This can be done by getting them to present their speech in pairs in front of class. After that, the teacher also can bring the class into the discussion based on the presentation. The researcher can check their speaking ability from their performance of speaking and their activeness in learning activities.
2.6. Relation Between Students’ Motivation and Speaking Ability
Hayati and Ostadian (2008) point out that no activity will be carried out succesfully without motivation. In learning activity, the student might not engage
learning if they do not have motivation. That’s why the students must have
motivation. This statement is supported by Brown (1980; 112) who states that
“motivation is the most often used to catch all term for explaining the succes or
failure of virtually and complex task”. It can be stated that success in a task is
Studying motivation is important to many SLA researchers, because it is believed that without ample motivation, even learners with the most notable abilities cannot achieve long–term goals. In other words, appropriate curriculum and good instruction might not be enough to guarantee success. Students also need to have a degree of motivation (Guilloteaux & Dörnyei, 2008). According to Ebata (2008), motivation produces successful second language (L2) communicators by making them self–confident. Moreover, it can lead learners to continue learning even after they fulfill a specific goal.
The research about motivation in the field of second language acquisition has been influenced by Gardner and his associates (Gardner & Lambart 1972; Gardner 1985; Gardner & Macintyre 1991, 1993; Gardner & Tremblay 1994). These studies focus on two types of motivation : integrative motivation and instrumental
motivation. Some research that pay attention to learners’ motivation in China also
shows that motivation can lead to successful learning (Dingfang & Zhixiang 1996; Qiufang & Haixiao 1996).
While Ur (1991, 274-280) states that “motivation is very strongly related to
achievement in language learning.” In relation to speaking, it means that eager
learners willing to invest effort in speaking activities are likely to make greater progress.
The ability to speak fluently presupposes not only knowledge of language features, but also the ability to process information and language on the spot (Harmer, 2001). Therefore, one who has strong motivation in learning English will process information and language easier than others. The more motivated the learner the better their learning process will be (Ur, 1996). So, the more motivated the learner the better their speaking ability will be.
Harmer (1991, 4-6) distinguishes extrinsic and intrinsic motivation. He claims that students´ attitude to speaking the language may be affected by different factors from the outside, such as people in close surroundings, previous speaking experience in a foreign language or the job opportunities offered after mastering foreign language communication. All of these represent extrinsic motivation. Although extrinsic motivation is nowadays a driving force for most students, without intrinsic motivation no goal in improving the speaking skill could be achieved.
Futhermore, the learners’ type of motivation play an essential role in language achievement. Different levels of students’ achievement may be impacted by types of motivation (Choosri and Intharaksa : 2011 ). Therefore, it is essential to observe how deep different level of motivation can give influence to students’ speaking ability.
2.7. Theoretical Assumption
or outside in language attitude which are known as motivation. And, the speaking ability can run smoothly if students’ motivation in learning english, especially in speaking skill stems from students’ high passion from themselves. It is also stated by Brown ( 2001 : 75) that motivation is a factor of high or low of the goal.
Based on the statement above, the writer assumes that motivation give significant effect to reach the goal, especially in speaking ability. Then, the writer also assumes that the high motivated students in learning English may have better ability in speaking than the low ones.
2.8. The Hypothesis
By concerning the theories and the assumption above, the research formulated the hypothesis as follow:
H0 there is no significant effect of motivation in learning English on speaking ability.
III. RESEARCH METHOD
This chapter discusses the following topics: research design, population and sample of the research, data collecting technique, validity and realibility, research procedure, data analysis, and hypothesis testing.
3.1 Research Design
This research was conducted to find out if there is a significant effect of
motivation in learning English on students’ speaking ability. This research used a
quantitative methodology to get empirical data. It is very useful for providing picture or factors connected with second language development. In this research, the writer used ex post facto research design because the writer do not give treatment but collecting the data by seeing the cause and effect will happen. Moreover, Hatch and Farhady (1982:26) states that ex post facto design was used when the researcher does not have control over the selection and manipulation of the independent variable (the researcher do not give treatment in the research).
X
Y
X : Students’ motivation in learning English (Very high, High, Medium, and Low)
Y : Students’ speaking ability
In this research, there are two variables; dependent variables and independent variables. Dependent variable is a product from all interaction that involve in the research. In other hand, independent variables is a variables in the research that determining the effect of the dependent variable. There are the variables follow:
a. Students’ motivation in learning English (divides into four levels : very high, high, medium, and low) as independent variable, so that it can be
assumed that students’ motivation influences the students’ speaking
ability.
b. Students’ speaking ability as dependent variable, so that it can be assumed that ability is a result of students’ motivation.
3.2 Population and Sample
sampling. The chosen class would be the experiment class and also as sample of this study. It is believed that this method can fulfill the external validity aspect and get normal distribution data. The procedure was done as follow :
The writer collects the data based on teachers’ absent, there are six classes
of the second grade of SMAN 1 Kotabumi.
Then, the six classes name is written in the rolled papers and put into a
glass.
The glass is shaken and poured. The rolled paper which come out will be
the sample.
3.3. Data Collecting Technique
Based on the formulation of the problem in the first chapter, the research will try to compile the data through data collecting technique, which is test of speaking and Questionnaire.
3.3.1 Questionnaire of Motivation In Learning English
expected to give their answers as factual and real information about themselves by this questionnaire as provided in the four alternative answers.
Each of 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 D = 1 ; for the low motivation answer
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 in learning, the researcher takes from
Makmun’s book, Psikologi Pendidikan (1983, p: 33-34) in Uniroh (1990: 32) as
reference as follows :
1. The duration of students in learning English; how long is the ability of students to use time doing activity of learning
2. The frequency of students’ activity in learning English e.g., how often does the
activity take place?
4. The toughness or endurance of students in solving the difficulties of learning English and facing its problem 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 objective of learning English , for instance: though, time, money, effort.
8. The students’ attitude to the purposes of learning English
Table 1. 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 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 punctual in doing activity; how strong his/her tenacity is.
4,8,24 3
solving the difficulties of learning English and facing its problem or obstacles.
5 The aspiration of the students, for instance: purpose target, etc.
7,9,14,18 4
6 The qualification level of students’ achievement in learning English
5,19,20 3
7 The devotion of students to get 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
This questionnaire is also extracted from Bong (2001) about Students’ Motivation
in the EFL subject domain, which consist of several points :
Self-efficacy, Task value, Mastery goal, Performance-approach goal, Performance-avoidance goal.
3.3.2 Speaking Test through Prepared Talk
are prepared. However, if possible, students should speak from notes rather than from their script. The researcher as the teacher set the class to prepare their talks (free topic based on the three purposes : Promoting a product, Entertaining people, How To Make/Doing Somethings) .This can be done by getting them to present in front of class. The test is done orally and directly in front of class one by one in a pair. The students are asked to speak clearly because their voice will be recorded during the speaking test. The asessment was done by both the teacher and the
writer using Heaton (1991) as a guidance in measuring students’ speaking ability.
It will be concerned on 3 aspects namely fluency, pronunciation, and comprehensibility.
3.3.2.1 Speaking Scoring System
Table 2. The Rubric of Grading System.
Range Pronunciation Fluency Comprehensibility
81-90 Pronunciation only very slightly influenced by mother tongue
Speaks without too greats effort with a fairly wide range of expresion. Searches for
Has to make an effort at times to search for words.
Nevertheless smooth very delivery on the whole and only a few unnatural pauses.
Most of the speaker say is easy to follow. His
Has to make an effort for much of the time. Often has to search for the desired meaning. Rather halting delivery and
fragmentary.
The listener can
understand a lot of what is said, but he must for making the effort a times.
The interpretation of grading system is as follows 81-89 : excellent
71-80 : very good 61-70 : good 51-60 : fair 41-50 : moderate
3.4. Validity and Reliability
3.4.1. Validity
A test can be said valid if the test measures the object to be measured and suitable with the criteria (Hatch and Farhady, 1982:250). According to Hatch and Farhady (1982: 251), there are two basic types of validity, content validity and construct validity.
3.4.1.1. Validity of the Instruments
the success in the future, as in replacement test (Hatch and Farhady, 1982: 251). The two types was used in this research were:
a. Content Validity
Content validity is the extent to which the test measures a representative sample of the subject matter content. The focus of the content validity is adequacy of the sample and not simply on the appearance of the test (Hatch and Farhady, 1982: 251). To get the content validity, the test adapted from Likert Scale which is developed by Uniroh (1990, p. 91-97). In this research, the test measured students’ motivation in learning English. This questionnaire is believed to have content validity because it has been already applied many times by other researchers for the same purposes.
b. Construct Validity
3.4.2. Reliability
3.4.2.1. Reliability of the Instruments
Reliability is a consistency of certain measurement in getting the result. The reliability of the questionnaire is described by using Cronbach’s alpha called correlation coefficient which is has range between 0 and 1. The higher Alpha, the
more realible the questionnaire will be (Setiyadi, 2006: 189-192).
Reliability of the test is found by using this formula:
Where:
r= coefficient of reliability between first and second half group
X = total numbers of first half group
Y = total numbers of first second group
X2 = Square of X
Y2 = Square of Y
After that, it would be continued by the calculation using formula of Spearman Brown (Hatch and Farhady, 1982: 268)
rk =
Where:
rl = the reliability of the half test
The criteria of reliability:
0, 90 – 1, 00 = high
0, 50 – 0, 89 = moderate
0, 00 – 0, 49 = low
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
From the calculation of reliability analysis, alpha is 0.997. It means that the questionnaire has high reliability. It also fulfilled the criteria standard of reliability proposed by Arikunto (1998 : 260). Because the alpha score is 0.997, it means that the reliability of instrument can be categorized as very high reliability.
To ensure the reliability of score and to avoid the subjectively of the researcher, inter rater reliability is applied in this research. Inter rater reliability is used when score of the test is independently of estimated by two or judge. To achieve the
1. Use a speaking criteria based on Heaton (1991). The focus of speaking skills that have been assese are:
a. Fluency b. Pronunciation c. Comprehensibility
2. Involves second experience rater in using the profile to give judgment for each
students’ speaking performance. The second rater is English teacher in SMAN 1
Kotabumi, Mrs. Sondang Silitonga, S.Pd., who has experience in rating students’ speaking. This is means to provide consistent and fair judgment.
3.5. Research Procedure
The procedure of this research as follows:
1. Selecting instruments material of questionnaire about motivation in learning English to the students
2. Administering English Speaking Test
The writer gives the students time in a pair to prepare their talks (free topic based on the three purposes : Promoting a product, Entertaining people, How To Make/Doing Somethings) .This can be done by getting them to
their speaking ability from their speech performance in the class and
students’ activeness in learning activities. The writer record all
speaking activity in the class. The result is rated by the writer and the teacher.
3. Collecting Data
The writer process the data after giving the score for students
4. Analyzing the Data
After the researcher gets the data, those data about students’ motivation and speaking test score were thoroughly analyzed to see the significance
effect of motivation on students’ speaking ability for both high and low
motivated students using SPSS software, then interpret the data and conclude the result.
3.6. The Data Analysis
Having finished the field research by using questionnaire about motivation and speaking test, the writer uses statistic calculation of One Way Anova to analyze
the data from the result of students’ motivation and speaking test by SPSS
3.7. Hypothesis Testing
After collecting the data, the researcher records and analyzes them in order to find out whether there is a significant effect of motivation with students’ motivation in their speaking ability. The hypothesis of this research is “there is a significant effect of motivation on students’ speaking ability”.
The hypothesis was statistically analyzed using Comparative Study (One Way Anova) that draws the conclusion in significant level if P > 0. 05, H0 accepted, and P < 0.05, H1 accepted.
H0 there is no significant effect of motivation in learning English on speaking ability.
V. CONCLUSION AND SUGGESTIONS
In this chapter, the writer comes to the conclusion and suggestions of this research. In the conclusion, the writer divides three points of view, while for suggestion the writer also gives three points of view.
5.1 Conclusion
Based on the result of data analysis and discussion, it can be concluded that :
1. There is a significant effect of motivation of motivation in learning English on speaking ability. It can be seen from the result of data analysis that sig = 0.000 (sig < 0.05). It means that the students with very high motivation have better ability in speaking compared with the students with low motivation. Motivation plays important role in themselves, especially in charging their basic passion to speak English. Therefore, it can influences their ability in speaking.
3. The students with very high motivation got better achievement in fluency and comprehensibility aspect. Meanwhile, the students with low motivation got better achievement in comprehensibility aspect.
5.2 Suggestions
Based on the conclusion above, the researcher proposes the following recommendations concerning findings as follow:
1. For the teacher, it is important for them to maintain and encourage
students’ motivation. The teacher should build active situation in the class
to involve the students’ communicative speaking in English, both for the
teacher and students and the students to the students. Besides that, the writer suggest the teacher to give interesting material and appropriate teaching method to magnetize students practicing a lot in speaking.
2. For students, they must have good confidence in speaking English. Having good confidence will encourage themselves to produce spoken English easier without feeling shy.
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