The Correlation between students' motivation and their English listening achievement : (correlational study at eleventh grade of SMAN 3 Tegal)

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103014026999

DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYA AND TEACHERS' TRAINING

STATE ISLAMIC UNIVERSITY

SYARIF HIDAYATULLAH

JAKARTA

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PERPUST /\KAAN UTAMA

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UIN SYAHtD JAKARTA

A Skripsi

Presented to the Faculty ofTarbiyah and Teachers' Training in

Partial Fulfillment of Requirements for the Degree of Strata SI

Approv by the Advisor

\

Drs. Munir S nhad'i M.Ed

NIP : 150 050 682

DEPARTEMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SY ARIF HIDA YATULLAH

STATE ISLAMIC UNIVERSITY

JAKARTA

1430 H/ 2009 M

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that the "skripsi" (scientific paper) entitled 'The Coffelation between Students' Motivation

and Their English Listening Achievement at Eleventh Grade of SMAN 3 Tega!" written by

lndi Hafiah lrhamnah, student's registration number: 103014026999, was examined by the

committee on January 23, 2009 This "skripsi" has fulfilled one of the requirements for the

Degree of Strata 1 (S 1) in English Education Department.

Chairman

Secretary

The Examination Committee

: Ors. Syauki, M.Pd.

NIP. 19641212 199103 I 002

: Neneng Sunengsih, S.Pd

NIP. 150 293 236

Examiners : 1. Drs. Syauki, M.Pd

.Ed

Acknowledge by:

Jakarta, January 23, 2009

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All praise be to Allah the Lord of the worlds.

Peace and Blessing be upon Muhammad, our beloved Prophet, his family,

his companions and to all his followers.

This skripsi is presented to the Faculty and Teachers' Training, State

Islamic University, Jakarta as a partial fulfillment of the requirements for the

degree of Sarjana Pendidikan in English Language Teaching.

The writer would like to thank to her beloved mother (Mrs. Marianah)

with a deep caring and loving to all her children until now. And her father (Mr.

Darla) who had been a great father, he always gives her the financial and support

in finishing this skripsi.

The writer would like to express her great honor and deepest gratitude to

her advisor, Ors. Munir Sonhadji, M.Ed for his patience to guide, correct, suggest

and help for completion of this skripsi, without his help this skripsi will mean

nothing.

The writer also would like to express her gratitude to all people who helped her in

completing this 'skripsi', particularly to:

1. All lecturers and the staff in English Education Depertment, for giving

motivation, valuable, knowledge, and support during her study at Syarif

Hidayatullah State Islamis University, Jakarta.

2. Prof. Dr. Dede Rosyada, M A the dean of Tarbiyah and Teachers'

Training Faculty.

3. Ors. Nasrun Mahmud, M.Pd the former of the head of English Language

Teaching Department, and Nida Husna, M.Pd the former secretary of

English Language Teaching Department.

4. Drs. Syauki, M.Pd the head of English Language Teaching Department,

and Neneng Sunengsih, S.Pd the secretary of English Language Teaching

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5. Drs. Wuryanto the headmaster of SMAN 3 TEGAL and Afuiati, S.Pd as

the English teacher of SMAN 3 TEGAL.

6. Her lovely sisters and brother ( Firdha Ifriana, Miftah Resia Nanda,

Hildatun Nafilah and Ridwan Numunzir) who always give her much love.

7. Her grandma', uncle and her aunts who always give support in completing

this 'skripsi' .

8. A person who always loves and accompanies her in every situation. Her

lovely soul mate 'Bhakti '.

9. HMI that always gives her many experiences.

10. Her unforgettable friends in English Department, especially class B 2003.

11. To my roommate unun, santi, dewi, pupunk, syifa, vya, nely, thanks for

your support.

12. All her friends that the writer can not mentioned their names one by one.

May Allah the Almighty bless them all, amien. Finally, the writer realizes

would like to accept any constructive suggestion to make this paper better.

Jakarta,2008

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'lliis sk,ripsi is tfeau:atetf to

my

6elirvetf parents 'Mrs. 'Marianali ('My 'Mom) anti 'Mr. IJ)arta ('My IJ)atf)

Ｇｬｬｩ｡ｮｾ＠ foryour lirve

'May Jtffa/i always 6Cess 6otli

of

you. ....

Witli £01Je

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TABLE OF CONTENT

AKNOWLEDGEMENT ... i

TABLE OF CONTENT... iv

I. INTRODUCTION A. The Background of Study . . . .. 1

B. The Limitation and Formulation of Problem ...•... 3

C. The Purpose of Study . . . 3

D. The Significance of Study . . . .. . . .. 3

E. The Scope of Study . . . 3

II. THEORETICAL FRAMEWORK A. Motivation . . . 4

1. The Definition of Motivation ...•...• .4

2. The Kinds of Motivation ... 7

a. Extrinsic . . . .• . . . 7

b. Intrinsic .. . . ... 11

B. The nature of listening . . . .. 13

1. The Definition of Listening ... 13

2. The Factors Affecting of Listening Skill .... .. ... .. . 14

3. The Types of Listening ... .. ... .. ... ... ... 16

4. The Types of Listening Activities . . . .• . . . .... 17

III. RESEARCH METHODOLOGY AND RESEARCH FINDINGS A. RESEARCH METHODOLOGY 1. The Method of Research... 19

2. The place and Time of study... 19

3. The Technique of Sample Taking ...•... 19

4. The Technique of Data Collecting... 20

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B. RESEARCH FINDINGS

1. The Description of Data ...•••... 22

2. The Interpretation of Data ...•... 26

3. The Test Hypothesis ... 28

4. The Conclusion of Hypothesis Test Result... 29

IV. CONCLUSION AND SUGGESTION A. Conclusion... 30

B. Suggestion ...•... 31

BIBLIOGRAPHY

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Language plays an important role in the society. It is impossible to

communicate and to understand to other people without language. Someone who

master the first language is also expected to master other language. The language

which is frequently used in international communication is English.

English is widely used as a means of communication for people all over

the world in their activities, either formal or non-formal. They maybe motivated

by their own needs. English is used for business purpose, technology, academic,

occupation and others.

English is one of the foreign languages which is learned at school in

Indonesia. It is taught from Elementary School up to university. Since this

language has been taught in Indonesian school, some problems arisen concerning

with the structural rule and others found by teachers or students.

One of problems in English teaching is motivation, which mostly happens

among students. Motivation will give an influence to the achievement of learning

objective. It is not only limited to intelligence, enviromnent and age.

Many teachers think that their job at school is only to teach. They do not

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process. As Paul R Pintrich said "Motivation is an important quality that pervades

all students' activities"1

Based on research, one of the psychological problems is students'

motivation. Psychologists believe that an intermediate level of motivation is the

best for many learning tasks. If a persons' level of motivation is too low, he or she

may give up quickly. Jeremy Harmer stated, "in the face of such phenomena it

seems reasonable to suggest that the motivation that students bring to class is the

biggest single factor affecting their success.2

Motivation is one of affective factors in language learning. The students'

motivation in language learning also affects their score for English. It is assumed

that the students with high motivation in learning English will be more successful

rather than the students who have low motivation or not at all.

There are four language skills which are concluded in English language.

Listening, Speaking, Reading and Writing. In this paper the writer is going to

focus on Listening.

The writer chooses the listening as the objective of research because the

writer wants to know why the students are not motivated on listening subject. It is

because the teacher is not interesting or not good enough to give the material, or

because the lack of facilities.

It is such an interesting study to have a research on what have been

mentioned above in order to find whether the students' motivation has any

correlation with their English Listening achievement. It is expected that this study

may support the English Teaching-Learning process to improve the quality of

study.

1

Paul R. Pintrich and Dale I-1. Schunk, Motivation in Education; Theory, Research, a11d

Applicatio11, (New Jersey: Pearson Education, Inc., 1996), p.4

2

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B. The Limitation and formulation of problem

In this paper, the writer limits the study on the discussion on students'

motivation in correlation with students' English Listening achievement. In this

research, the object of the study is limited on the Eleventh Grade of SMAN 3.

The formulation of the problem in this paper is; "Is there any correlation

between students' motivation and their English Listening achievement?"

C. The Purpose of study

This study aims to know whether motivation has any correlation with

students' English Listening achievement. The writer hopes that this research will

help to develop the student's motivation in teaching-learning listening.

D. The Significance of study

This study is expected to provide a useful information about the condition

of teaching English listening in SMAN 3 TEGAL, especially in students' English

Listening achievement in relation with their motivation.

From the information given, the English teacher of SMAN 3 TEGAL can

evaluate whether motivation has any correlation with students' English Listening

achievement.

In addition, the result of this research can be used as a reference for further

researcher who is interested in conducting similar case of study.

E. The scope of the study

In this study, the writer focuses at Eleventh Grade (XI IPA 4) of SMAN 3

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1. Meaning of Motivation

The word "motivation" is familiar enough for us that are commonly used

in our society. But actually this word is not easy enough to define. The abstract

term 'motivation' on its own is rather difficult to define. It is easier and more

useful to think in term of the 'motivated' learner: one who is willing or even eager

to invest effort in learning activities and to progress. Learner motivation makes

teaching and learning immeasurably easier and more pleasant, as well as more

productive: hence the importance or the topic for the teachers. 1 So the teacher

must develop an understanding of the nature of the motives and techniques of

motivation.

Many experts in psychology have given various definitions of motivation

because it is an abstract concept cannot be easily to define. It is internal to person

and thus cannot be observed. Nonetheless, experienced teachers know the

importance of motivation as one of the important forces that guides students'

action.

1

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Motivation has a significant role in teaching learning process. The students

who have a higher motivation will get a better opportunity to achieve the goal in

their learning activities than the lower one. Ngalim Purwanto said that: "Jika

seseorang mendapat motivasi yang tepat. .. sehingga tercapai hasil yang semula tak

terduga". (if someone gets right motivation ... so that he reaches unpredictable

result)2

Jeremy Harmer stated that motivation is some kind of internal drive that

encourages somebody to pursue a course of action. 3 In addition Paul R. Pintrich

stated that Motivation is the process whereby goal-directed activity is instigated

and sustained. 4 From the statements above we can conclude that motivation is an

essential of learning to achieve something. It is the process which directs to

activity.

Douglash Brown stated that: "Motivation is probably the most frequently

used catch-all term for explaining the success or failure of virtually any complex

task". 5 It means motivation plays a vital part in teaching learning activity, so it has

an influence toward students' success or failure as language learner.

The author of classic successful language learning (Naiman et al., 1987)

came to the conclusion that the most successful learners are not necessarily those

to whom a language comes very easily; they are those who display certain typical

characteristics, most of them clearly associated with motivation. Some of these

are:

2

M. Ngalim Purwanto, Psiko/ogi Pendidikan, (Bandung: CV Remaja Rosda Karya, 1985), p.65. 'Jeremy Harmer, The Practice of Eng/L<h Language Teaching, (Harlow: Longman, l 991), p.3.

4

Paul R. Pintrich and Dale H. Schunk, Motivation in Education; Theory, Research, and

Application, (Colombus: Merril., l 996), p.5.

5

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1. Positive task orientation. The learner is willing to tackle task and

challenges, and has confidence in his or her success.

2. Ego-involvement. The learner finds it important to succeed in

learning in order to maintain and promote his or her own (positive)

self-image.

3. Need for achievement. The learner has a need to achieve, to

overcome difficulties and succeed in what he or she sets out to do.

4. High aspiration. The learner is ambitious, goes for demanding

challenges, high proficiency, top grades.

5. Goal orientation. The learner is very aware of the goals oflearning, or

of specific learning activities, and directs his or her effort towards

achieving them.

6. Perseverance. The learner consistently invests a high lever of effort in

learning, and is not discouraged by setbacks or apparent lack of

progress.

7. Tolerance of ambiguity. The learner is not disturbed or frustrated by

situation involving a temporary lack of understanding or confusion;

he or she can live with these patiently, in the confidence that

understanding will come later. 6

From these definitions above, they could be concluded that motivation is

the process or a way to get a success. So it is very important thing for everyone if

he/she wanted to achieve his/her goal in learning achievement. It is very difficult

to achieve a goal without motivation. In teaching-learning process, giving

motivation to the students is a process to support them to learn, so it can help the

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B. Kinds of Motivation

a. Extrinsic motivation

In this case, many experts have defined extrinsic motivation differently,

but it has the same meanings and purpose. According to Pamela R. Rothstein

stated that: extrinsic motivation is administrated from an external source and is

not inherent in the behavior itself.7

In addition, Penny Ur extrinsic motivation is that which derives from the

influence of some kind of external incentive, as distinct from the wish to learn for

its own sake or interests in tasks.8 This statement is supported by Jeremy Harmer

who said that extrinsic motivation is caused by any number or outside factors, for

example, the need to pass exam, the hope of financial reward, or the possibility of

future travel. 9

Extrinsic motivation is motivation which not derives from our selves but

from outside. As Oemar Hamalik stated that extrinsic motivation is "motivasi

yang disebabkan oleh faktor-falctor dari luar situasi belajar (motivation caused by

outside factors of situation/0

From the definition above, they could be concluded that Extrinsic

motivation is motivation which is the sources derive from outside factors. An

example; a person studying because he or she knows that tomorrow morning there

is will be a test, by hoping that he/she could get a good value. So it is very

important in teaching learning process, the teacher should have to improve or

support their students in learning process.

7

Pamela R. Rothstein, Educational Psyclto/ogy, (Singapore: McGraw-Hill, 1990), p.137.

8

Penny Ur, A Course in Language ... p. 277.

9

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There are some factors that can influence extrinsic motivation in teaching

learning process as follows:

1). Teacher

Teacher has an important role in teaching learning activity. Teacher

is not only a person who transfers the knowledge to the students, but also as

a motivator who can motivate or support the students in learning activity.

Teacher has a responsibility to make learning process successfully.

Therefore, teacher has an obligation to arise motivation to their students to

learn hard.

In an article written some years ago, Girard (1977) emphasized that it

is an important part of the teacher's job to motivate learners. In more recent

'learner-centered' approaches to language teaching, however the teacher's

function is seen mainly as a provider of materials and conditions for

learning, while the learner takes responsibility for his or her own motivation

and performance. 11

The statements above conclude that the teacher as a motivator must

support and motivate the students to learn harder.

According to Penny Ur, other sources are certainly affected by

teacher action. Here some of them:

a) Success and its rewards

This is perhaps the single most important feature in raising extrinsic

motivation. Learners who have succeeded in past tasks will be more

willing to engage with the next one, more confident in their chances of

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b) Failure and its penalties

Failure, too, is not just a matter of wrong answers; learners should be

aware that they are failing if they have done significantly less that they

could have, if they are making unsatisfactory, or not taking care.

Failure in any sense is generally regarded as something to be avoided,

just is success is something to be sought. But this should not be taken

too far. For one thing, success loses its sweetness if it is too easily

attained and ifthere is no real possibility or experience of failure.

c) Authoritative demands

Learner are often motivated by teacher pressure: they may be willing to

invest effort in tasks simply because you have told them to, recognizing

your authority and right to make this demand, and trusting your

judgment. Younger learners on the whole need the exercise of such

authority more, adult less: but even adult prefer to be faced with a clear

demanded.

d) Tests

The motivating power of tests appears clear: learners who know they

are going to be tested on specific material next week will normally be

more motivated to study it caref1.1lly than if they had simply been told to

learn it. Again, this is a useful incentive, provided there is not too much

stress attached, and provided it is not used too often.

e) Competition

Learners will often be motivated to give of their best not for the sake of

the learning itself but in order to beat their opponents in a competition.

Individual competition can be stressful for people who find losing

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consistently to lose in contests based on (linguistic) knowledge; and is

over used, it eventually affects negatively learners' willingness to

cooperate and help each other.12

2). Parents

Richard I. Arends stated about parents as follows:

"Parents with high social economic status seem to instill high

achievement motivation in their children, parent who encourage their

children to try new things and who reward them for high perform,

establish in their children needs to achieve and a willingness to take

risk. On the other hand, parent who overly protect their children and

punish them for failure tend to raise children with low motivation".13

From the statements above we can conclude that the parents have a

important role. They should have to support their children to create their

motivation.

3). Environment

Talking about the meanmg of environment, Tabrani defined,

"Lingkungan adalah sesuatu yang berada di sekitar kita, yang ada

hubungannya dan berpengaruh terhadap diri kita (Environment is everything

which exist all around us, which has correlation and gives influence on our

selves)"14

Sardiman said, "Lingkungan (environment) ialah meliputi semua

kondisi-kondisi dalam dunia yang dalam cara-cara tertentu mempengaruhi

tingkah laku kita, pertumbuhan dan perkembangan atau proses hidup kita.

12

Penny Ur, A Course i11 Language ... p. 277-279.

13

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(Environment is all conditions in the world which can influence our behavior,

our growth or life proces)"15

b. Intrinsic Motivation

Oemar Hamalik stated that "Motivasi intrinsic adalah motivasi yang

tercakup dalam situasi belajar yang bersumber dari kebutuhan dan

tujuan-tujuan siswa itu sendiri (Intrinsic Motivation is a motivation included in

learning situation that originally comes from the need and goals of the

students itself)16

According to Sardiman A. M, "Motivasi intrinsik adalah motif-motif

yang menjadi aktif atau berfungsinya tidak perlu dirangsang dari luar, karena

dalam setiap individu sudah ada untuk melakukan sesuatu (Intrinsic

Motivation comes from within and operates without any external stimulus).17

Norman stated that Intrinsic motives are those which are satisfied by internal

reinforces.18

Intrinsic motivation is the natural tendency to seek out and conquer

challenges as we pursue personal interest and exercise capabilities. (Deci &

. 19

Ryan, 1985; Reeve, 1996; Ryan & Deci, 2000)

The statements above shown, that motivation will be active or

function did not need to stimulate from outside, because every person has a

drive to do something. Need, interest and goal are three of the aspects

covered in intrinsic motivation.

15

M. Ngalim Purwanto, Psiko/ogi Pendidikan ... p. 28.

16

Oemar Hamalik, Kurikulum dan ... p.112.

17

Sardiman A. M., Interaksi dan Motivasl Be/ajar Mengajar, (Jakarta: DEPDIKBUD, RI, CV,Rajawali, 1990), p.88.

18

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I) Need

Everyone has physical needs and psychic needs. The term 'need'

defined as "circumstance in which something is lacking or necessary or

require some course of action"20

The students who has a need is one who lacks something that a

given activity or outcome can provide. Thus a need for achievement can

be met with a corresponding increase in satisfaction, by success in

attaining some goal requiring effort.21

2) Interest

Interest is the second factor which determines ones attitude in

working or studying actively learning process go well. Interest are closely

related to habit motives in that acquired as a result of satisfying

experiences in a given activity and once established, tend to perpetuate

them as long as they are effective from the stand point of the persons

goals and purposes. 22

Learning process will go well if someone has an interest. "An

interest is motivating force that impulse an individual toward

participation in one activity rather than another".23

In teaching learning activity the teacher should have to increase

the students' interest. So they will be motivated to learn harder.

20 _{AS. Homby,}_{Oxford Advance Learner Dictionary of Current English,}_{(Oxford University}

press, 1987), p. 586.

21 _{David C. Berliner,}_{Educational Psychology,}_{(London: Houghton Mifflin ·Company, 1984),}

Third Ed, p. 374.

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3) Goal

All people have a goal in their life. Before they do what they wanted to

do, the have decided a goal first. Jeremy Harmer said that motivation is

closely bound up with a person's desire to achieve a goal.24

In teaching learning activity, the students should have to know and

decide the goal, because it can be a great motivation for them. If the

students knew the appropriate goal they will prepare everything that can

help them to achieve their goal.

B. The Nature of Listening

1. The Definition of Listening

When people listen - whether they are listening to a lecture, a news

broadcast, or a joke, or are engaging in a conversation - they are listening to a

stretch of discourse. In fact, listening is the most frequently used language skill in

everyday life. 25

Listening is used-far more than any other single language skill in normal

daily life. On average, we can expect to listen twice as much as we speak, four

times more than we read, and five times more that we write. (Rivers, 1981;

Weaver, 1972).26

It is many definitions about listening, according to Greene and Loomis

"Listening means giving ... full attention, to a sound". In other words, it is does not

24 _{Jeremy Harmer,}_{Tiie Practice of. ...}_p.53.

25 _{Marianne Celce and Murcia Elite,}_{Discourse and Context in Language Teaclli11g,}_(Cambridge:

Cambridge University Press, 2000), p.102 .

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only have something to do with the ear, but also with the mind. However, hearing

does not necessarily mean giving full attention. It is merely a matter of ear.27

Listening is assuming greater and greater importance in many foreign

language contexts, which have until relatively recently focused their efforts on the

development of writing skills. In short, Listening is essential not only as a

receptive skill but also to development of spoken language proficiency.28

From the definition given above, they could be concluded that listening is

a mental process which involves full attention to get an understanding from the

words which are given by the speaker.

2. The Factors Affecting of Listening Skill

According to Joseph P. Boyle, there are three factors that affect listening

skill, they are: Listener factors, Speaker factors and Material Factors, as follow:

a. Listener Factors

General

I. Experience/ practice in listening to the target language: use of

media (cinema, TV, radio, etc)

2. General intelligence

3. General background knowledge of the world

27

Harry A. Greene and Loomis, Basic La11guage I, (New York: Harper and Row English Curriculum, 1982), p.27.

28

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More specific

4. Physical and education

a). Age/ sex

b). Home background, size of family

c). Educational background and type of school

d). Physical health and alertness

5. Intellectual

a). Knowledge of the target language in its vanous aspects:

phonology, lexis, syntax and cohesion.

b ). Powers of analysis and selection: ability to distinguish between

main and supporting points.

c). Knowledge of the specific topic and subject.

d). Memory (short term and long term)

6. Psychological

a). Motivation and sense of purpose while listening

b ). Attitude of the listener to the speaker

c ). Attitude of listener to the message: level of interest

d). Listener's powers, attention and concentration

b. Speaker factors

1. Language ability of the speaker: native speaker-beginner-level

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2. Speaker's production: pronunciation, accent, variation, voice,

etcetera

3. Speed of delivery

4. Prestige and personality of the speaker

c. Factors in the material and medium

I. The language used to convey the massage: phonological features,

including stress, intonation, weak forms (especially in

conversation), lexis, syntax, cohesion, and etcetera.

2. Difficulty of content and concepts, especially if the material is

abstract, abstruse, highly specialized or technical, esoteric,

lengthy, or poorly organized.

3. Acoustic environment: noise and interference

4. Amount of support provided by gestures, visuals, etcetera.

3. Types of Listening

The types of listening is divided into two kinds, they are Extensive

Listening and Intensive Listening.

a. Extensive Listening

This type of listening is usually used to listen or to remember something

that has been known before in a certain condition that is new vocabulary or

1

.

29

structura pomts m an utterance.

According to Wright, "Extensive Listening is the students attempts to

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b. Intensive Listening

Another type of listening is Intensive Listening. This type of listening

emphasizes the capability of the listener to understand deeply what is uttered by

the speaker. 31

According to wright, Intensive Listening is the, student attempts to

understand a high proportion of what we hears or a high proportion of a certain

part of the text. 32

4. Types of Listening Activitics33

a). No overt response

The learners do not have to do anything in response to the listening;

however facial expression and body language often show if they are following or

not. For example; stories, songs, entertainment.

b ). Short response

Obeying instructions. Learners perform actions, on draw shapes or pictures,

in response to instructions.

c ). Longer responses

Answeling questions. One or more questions demanding fairly full

responses are given in advance, to which the listening text provides the answer(s).

Because of the relative length of the answer demanded, they are most

conveniently given in writing.

30 _{Andrew Wright,}_{V/s11a/ Materia/fort/1e Lang11age Teacller,}_{(London: Longman Group, 1976),}

p.10,

31

Henry Guntur Tarigan, Menyimak Sebagai S11at11 •.••• p.40-42.

32

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d). Extended responses

Here, the listening is only a 'jump-off point' for extended reading, writing or

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A. RESEARCH METHODOLOGY

1. The Method of Research

In writing this research, the writer used a survey method through

correlational techniques. She analyzed the research by using Pearson Correlation

Product Momeni to know the result.

2. The Place and Time of Study

The writer did the research at SMAN 3 TEGAL. This research started on

August to September 2008. On August 25 the writer asked permission to the

headmaster to do the research. On September 3, 2008 the writer gave the

questionnaire to the respondents (students) in order to know the students'

motivation in studying listening. Then on September 13, 2008 the writer took the

students' score oflistening.

3. The Technique of Sample Taking

In this research the writer took population of the Eleventh Grade students

at SMAN 3 TEGAL. The total population is about 797 students from 21 classes.

Then the writer chose the students from one class as a sample, namely the class of

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4. The Technique of Data Collecting I

To get the data of students' motivation in learning Listening, the writer

used the questionnaires to get the students' answers. The questionnaires based on

indicators of motivation of extrinsic mid intrinsic motivation and they consist of

20 items, and each item has five options which are:

Strongly Agree, Agree, In doubt, Disagree, Strongly Disagree

The answers to each question that the students much answer are 4 choices

and the value of each is as follows:

a. Score 5 is very high

b. Score 4 is high

c. Score 3 is neutral

d. Score 2 is low

e. Score 1 is very low

Before the questionnaire was tried out, the number of item was 27, after a

try out was conducted, the number of valid items are 20, because the coefficient

value of each item is more than 0.300 (r>0.300) and another seven items are not

validbecause their coefficient values are less than 0.300 (r<0.300). The invalid

items are not used in this study but only the valid ones are applied to take the data.

Components of motivation in learning English listening include these

characteristics:

Intrinsic Motivation

a. Interest

b. Need

c. Goal

Extrinsic Motivation

a. Teacher

(29)

In answering the questionnaire the students were asked to choose one of

the options by giving a mark or checklist.

Then the writer took the score of listening from the English teacher to

conelate the motivation score.

5. The Technique of Data Analysis

This analysis is to see whether there is conelation between score of

students' motivation in leaming English listening and their listening score.

In this analyze, the writer used Pearson's coefficient of conelation formula

or "product moment" 1:

The formula is:

N.L, XY

-

(I X)(I

Y)

lb.y

= - - ; = = = = = = = = = = = = =

ｾ＠

(

N.L,

X

2

-

(I

X)

2) (

N.L,

Y

2 -

(I

Y)

2)

Note:

Rxy : Correlation coefficient between students' motivation and their listening

score

N : Number ofrespondents

X : Distribution of students' motivation score

Y : Distribution of students' listening score

:Ex : Total score of students' motivation distribution

:Ey : Total score of students' listening score distribution

:Exy : Total numbers ofX multiplied by Y

x

2

: Guarded from X

(30)

Significant critical value : 0.05 and 0.01

Criteria: Ifro >rt means there is correlation and Ha is accepted, Ho is rejected.

lf ro<rt means there is no correlation and Ha is rejected, Ho is accepted.

Ho : There is no significant correlation between students' motivation and their

English listening score

Ha : There is a significant correlation between students' motivation and their

English listening score.

B. RESEARCH FINDINGS

1. The Description of Data

As mentioned in the previous chapter, to get the data, firstly the writer

conducted a research by giving questionnaires about students' motivation in

learning listening to 36 students as a sample. After the data were collected, ·she

analyzed them to know how many students having high motivation and how many

students having low motivation.

Second, to get the data about students' listening achievement, the writer

took from the English teacher.

Finally, after the writer analyzed both data to see the correlation between

students' motivation and their listening achievement by applying the formula of

pearson' s product moment correlation.

1) Students' Motivation Scores

In this case, students' motivation in learning listening is as

independent variable (X). To know it, the writer gave the questionnaire to 36

students as a sample. The following table describes the result of '

(31)

[image:31.519.82.389.98.424.2]

Table 1

Score of Students' Motivation (Variable X)

N

x

N

x

1 77 19 72

2

>-· 78 20 81

3 93 21 '72

4 71 22 73

5 77 23 73

6 97 24 92

7 77 25 75

8 98 26 84

9 65 27 81

10 73 28 73

11 88 29 74

12 74 30 72

13 94 31 85

14 74 32 89

15 87 33 71

16 89 34 82

17 89 35 78

18 85 36 81

I: N = 36 I:

X=2849

From the table above, we can see the total score from 36

respondents is 2849. By applying SPSS program, it is showed that the

minimum score is 65, maximum score is 95, mean is 8039, mode is 73,

median is 78.00 and standard deviation is 8.432.

2) Students' English Score

In this case, students' English listening achievement is as dependent

variable (Y). To know it, the writer took the students' listening score

(32)

[image:32.519.89.397.113.433.2]

Table 2

Score of students' listening score (Variable Y)

N

x

N

x

1 65 19 60

2 80 20 92

3 90 21 70

4 30 22 75

5 87 23 75

6 95 24 70

7 90 25 75

8 80 26 95

9 80 27 90

10 75 28 55

11 90 29 92

12 70 30 90

13 65 31 50

14 90 32 85

15

so

33 85

16 50 34 77

17 80 35 52

18 75 36 95

I:

N= 36

l:Y=2725

From the table above, we can see the total score from 36

respondents is 2725. by applying SPSS program, it is showed that the

minimum score is 30, maximum score is 95, mean is 7569, mode is 90,

median is 78.50 and standard deviation is 15.935.

3) The Correlation between Students' Motivation and Students'

Listening Achievement

In this case, both the students' motivation and students' listening scores

(33)

[image:33.518.10.468.102.644.2]

Table 3

The Calculation of Questionnaires of Motivation and Listening Score

N

x

y

XY

x2

y2

1

77

65

5005

5929

4225

2

78

80

6240

6084

6400

3

93

90

8370

8649

8100

4

71

30

2130

5041

900

5

77

87

6699

5929

7569

6

97

95

9215

9409

9025

7

77

90

6930

5929

8100

8

98

80

7840

9604

6400

9

65

80

5200

4225

6400

10

73

75

5475

5329

5625

11

88

90

7920

7744

8100

12

74

70

5180

5476

4900

13

94

65

6110

8836

4225

14

74

90

6660

5476

8100

15

87

50

4350

7569

2500

16

89

50

4450

7921

2500

17

89

80

7120

7921

6400

18

85

75

6375

7225

5625

19

72

60

4320

5184

3600

20

81

92

7452

6561

8464

21

72

70

5040

5184

4900

22

73

75

5475

5329

5625

23

73

75

5475

5329

5625

24

92

70

6440

8464

4900

25

75

5625

26

84

95

7980

7056

9025

27

81

90

7290

6561

8100

28

73

55

4015

5329

3025

29

74

92

6808

5476

8464

30

72

90

6480

5184

8100

31

85

50

4250

7225

2500

32

89

85

7565

7921

7225

33

71

85

6035

5041

7225

34

82

77

6314

6724

5929

35

78

52

4056

6084

2704

36

81

95

7695

6561

9025

(34)

N.I XY

-

CI X)CI

Y)

R')' =

-ｾｃｎＮｉ＠

X

2

-CI X)2)CN.I

Y

2

-CI

Y)

2 )

36.219584-(2894).(2725)

=

·-;::::===

.)(36.235134-- (2894) 2 ).(36.215155 - (2725)

2

7905024- 7886150

=

ｾＨＸＴＶＴＸＲＴＭＸＳＷＵＲＳＶＩＮＨＷＴＴＵＵＸＰＭ 7425625)

18875 =

.)89588.19955

18875

=

= =

.Ji

787728540

18875

42281.539

= 0.446

2. The Interpretation of Data

After the writer proceeded the formula, as it had been found out about the

result of the correlation, the next level is to give the interpretation of the 'r' score

(rxy ).

From the data on students' motivation and their listening score, it appeared

that the conelation index between X variable and Y variable is 0,446. it means

that between both variables have a correlation.

To give simple interpretation toward the correlation index 'r' Product

(35)

'r' score of Product Moment Interpretation

0.00- 0.20 There is no correlation between variable X and variable Y

0.20-0.40 There is low correlation between variable X and variable Y

0.40- 0.70 There is medium correlation between

variable X and variable Y

0.70-0.90 There is strong correlation between variable X and variable Y

0.90-1.00 There is very strong correlation between variable X and variable Y

From the calculation of the estimation above, it concludes that there is

medium correlation between students' motivation and students' listening, and the

hypothesis of the research is accepted.

Then in order to complete the result of this research, the writer tried to find

out the degree of freedom (df) with the formula:

df=N-nr

=36-2

=34

df= 34 (see table of"r" values of the degree of significance of5 % and 1%)

At the degree of significance 5% = 0.325

1%=0.418

5% = ro : rt = 0.446 < 0.325

1% = ro: rt= 0.446 < 0.418

To know correlation between them, the writer use 'r' table with (df= 34),

get significance 5% = 0.325, significance 1 % = 0.418 and fxy = 0.446, so it can be

(36)

The significance 5% = fxy : rt= 0.446 > 0.325 and in significance 1 % = rxy : rt= 0.446 > 0.418. It shows that null hypothesis (Ho) which states that there is no

significance correlation between students' motivation and their achievement in

listening score is rejected, and alternative hypothesis (Ha) which states that there

is a significance co1Telation between students' motivation and their achievement

in listening score is accepted.

PERPUSTAl<AAN UTAMA UIN SYAHID JAKARTA 3. The Test of Hypothesis

To prove the result of hypothesis, the writer calculates the obtained data by

using Pearson's coefficient of correlation or "product moment" as follows:

below:

I. Formulation the alternative hypothesis (Ha): there is a significant

correlation between variable X and variable Y.

2. Formulation the null hypothesis (Ho): there 1s not a significant

co1Telation between variable X and variable Y.

From the fonnulation above, the writer followed some assumption as

a. If the result of calculation ro is lower than r1 (r table) ro<rt, the null

hypothesis (Ho) is accepted, and alternative hypothesis (Ha) is

rejected.

b. If the result of calculation ro is bigger than rt (r table) ro>rt, the null

hypothesis (Ho) is rejected, and alternative hypothesis (Ha) is

(37)

4. The Conclusion of Hypothesis Test Result

The result of r test shows that r count value (0.446) is bigger than r table

value (0.325) with significant value 0.05 and (0.446) with significant value 0.01.

So the conclusions are:

Rejected Ho

Accepted Ha

There is a significant correlation between students' motivation and their

(38)

Based on the description of the data that the writer described in the

previous chapter, it can be conclude that the test of hypothesis which is done by

using a correlation coefficient product moment (r Pearson) that according to df 34

we got point 0.325 on r table for the 5% significance degree, and 0.418 r table for

the 1 % significance degree. It means that ro is lower than r table (0.446 > 0.325

and 0.446 > 0.418). From the result, we can conclude that null hypothesis is

rejected and alternative hypothesis is accepted. It means there is a significant

correlation between students' motivation and their achievement in English

Listening score.

B. Suggestion

Based on the conclusion above, the writer would like to suggest the

following points:

1. English teachers are expected to create the students' motivation in learning

English, especially in listening subject in order to create a comfortable

learning situation.

2. The English teacher should be able to determine the right media before

(39)

3. The students are expected to improve their motivation in learning English

Listening with another way, such as watching English movie, listening

English song, etc.

4. Parents should give more support to their children to create their

motivation in learning English.

5. A good and conducive environment will also give an influence to students'

(40)

Arends, Richard I., Leaming to Teaclt. (London: Mc-graw Hill, Inc., 1994)

Berliner, David C, Educational Psycltology, (London: Houghton Mifflin Company, 1984), Third Edition.

Brown, Doughlas H, Principle of La11guage Leaming a11d Teaclzi11g,

(Englewood Cliffs: Prentice Hall Regents, 1994) Third Edition.

Celce, Marianne and Murcia Elite, Discourse a11d Context in Language Teaching, (Cambridge: Cambridge University Press, 2000)

Celce, Marianne and Murcia, Teaclti11g E11glislt as a second or Foreig11 Language, (Boston: Heinle and Heinle, 1991)

Hamalik, Oemar Kurikulum dan Pembelajara11, (Jakarta: Bumi Aksara, 1995)

Harmer, Jeremy Tlte Practice of Englislz Language Teaclzi11g, (London: Longman, 1991)

Tarigan, Henry Guntur, Me11yimak Sebagai Suatu Keterampila11 Berbal1asa,

(Bandung: Angkasa Bandung, 1990)

Homby AS., Oxfonl Advance Learner Dictionary of C11rre11t E11glislz, (Oxford University press, 1987)

Loree, M. Ray Psychologist of Education, (New York: The Rinald Press, 1965)

Mouly, George. J, Psychology for Effective Teaclzi11g (Boston: Hort. Rinehart and Winston inc. 1964)

Nunan, David and Lindsay Miller, New ways i11 Teaclli11g Listeni11g, (Alexandria: Teacher of English to Speakers of Other Language, Inc, 1995

Purwanto, M. Ngalim Psikologi Pendidika11, (Bandung: CV Remaja Rosda Karya, 1985)

Pintrich, Paul R. and Dale H. Schunk, Motivation 111 Education; Tlieory, Research, a11d Appllcat/011, (Colombus: Merril, Inc., 1996)

(41)

Sprinthall, A Norman, et.al, Educational Psycltology, (New York: McGraw-Hill, inc, 1994 ), Sixth Edition.

Ur, Penny, A course in Language Teaclting Practice & Tlteory, (Cambridge: Cambridge University Press)

Woolfolk, Anita Educational Psycltology, (Boston: Allyn & Bacon, Inc, 2004), Ninth Edition.

(42)

Data uji validitas:

ITEM HARGA KOEFISIEN KESIMPULAN

QUESTIONNAIRE

I 0,306 Valid

2 0,644 Valid

3 0,462 Valid

4 0,464 Valid

5 0,564 Valid

6 0,419 Valid

7 0,126 Tidak Valid

9 0,575 Valid

10 0,562 Valid

11 -0,256 Tidak Valid

12 0,446 Valid

14 0,444 Valid

15 0,301 Valid

16 0,549 Valid

17 0,689 Valid

19 -0,036 Tidak Valid

20 0,716 Valid

21 0,655 Valid

23 0,638 Valid

24 0,616 Valid

25 0,372 Valid

26 0,761 Valid

(43)

AMALIA 4 3 4 4 5 3 3 4 4 3 3 3 3 4 3 3 4 3 4 4 71

ANISA 4 4 4 5 4 3 4 3 3 4 3 4 4 4 4 4 3 4 4 5 77

ARIF 5 5 5 5 5 5 5 5 5 4 5 5 4 5 4 5 5 5 5 5 97

AYU.R 4 4 4 3 4 3 5 5 5 3 3 5 4 3 4 4 5 3 3 3 77

AYU. T 5 5 5 5 5 5 5 5 5 5 5 5 4 5 4 5 5 5 5 5 98

DEVI 4 3 4 3 4 3 3 4 3 3 3 3 3 3 3 3 4 3 3 3 65

I DEVIANT! 4 4 4 3 4 4 3 5 3 3 4 3 3 4 3 4 4 5 3 3 73

I DEWI 3 4 5 5 5 3 4 4 4 5 5 3 5 5 5 4 4 5 5 5 88

! DEWINTA 3 4 5 3 4 4 3 4 3 4 5 3 4 3 4 4 4 4 3 3 74

I DHESI 5 5 5 4 5 5 5 5 5 5 3 5 4 5 4 5 5 5 5 4 94

I DYAH 4 5 3 3 4 4 3 3 4 4 5 3 4 4 4 3 3 4 4 3 74

j _GALUH.A ₃ ₅ ₅ ₅ ₄ ₃ ₄ ₅ ₅ ₅ ₃ ₃ ₄ ₅ ₄ ₅ ₅ ₄ ₅ ₅ ₈₇

I GALUH.W 3 5 5 3 5 5 5 5 5 4 5 5 4 5 4 5 5 3 5 3 89

' GINA 3 5 5 3 5 3 5 5 5 3 3 5 5 5 5 5 5 4 5 5 89

I HILMI 5 5 4 3 5 4 5 5 3 3 3 4 5 4 5 5 5 3 4 5 85

I IDRIS 4 4 4 3 4 3 3 3 5 4 4 4 3 3 3 4 3 5 3 3 72

I !GA 3 4 4 5 4 5 3 4 3 4 3 3 5 5 5 4 4 5 3 5 81

I !MAS 4 4 4 4 3 3 4 3 3 4 4 5 3 3 3 4 3 4 3 4 72

! !NOAH 3 4 4 3 3 5 3 3 3 5 3 3 4 4 4 4 3 5 4 3 73

I ISTIANA 3 4 4 5 4 3 3 4 4 4 4 3 3 3 3 4 4 3 3 5 73

I IZMI 3 4 5 5 5 4 4 5 4 5 5 5 5 5 5 4 5 4 5 5 92

j _LEONARD ₃ ₄ ₅ ₄ ₄ ₅ ₄ ₄ ₅ ₄ ₃ ₃ ₃ ₃ ₃ ₄ ₄ ₃ ₃ ₄ ₇₅

I LOLITA 4 4 4 4 5 3 4 5 4 5 4 3 4 5 4 4 5 4 5 4 84

' MIKAIL 4 4 4 4 4 4 4 5 4 3 3 5 4 4 4 4 5 3 4 5 81

I NILA 3 4 5 4 4 3 3 3 4 4 3 3 3 4 3 4 3 5 4 4 73

I RAHMA 4 4 5 3 4 5 4 4 4 3 4 3 3 3 4 4 4 3 3 3 74

) RIZA 4 3 4 4 4 3 5 4 4 4 3 4 3 3 3 3 4 3 3 4 72

I RIZK! 5 4 5 4 4 4 5 5 5 4 3 4 3 5 3 4 5 4 5 4 85

! SAFRIAL 4 4 5 5 5 5 3 5 4 5 4 5 5 4 5 4 5 3 4 5 89

I SYAIFUL 4 3 4 4 3 3 4 4 4 4 3 3 3 4 3 3 4 3 4 4 71

I VIA 3 4 5 5 5 4 4 5 3 3 5 4 4 3 4 4 5 4 3 5 82

j _VISCA ₃ ₄ ₅ 3 4 3 4 5 5 5 3 3 3 4 3 4 5 3 4 5 78

I YUSI 4 4 5 4 5 4 5 4 3 4 4 5 4 3 4 4 4 4 3 4 81

(44)

Kisi- kisi Instrument Penelitian

Jml

No Variabel Sub Variabel lndikator No. Soal _{So al}

1 Motivation Intrinsik Motivation Interest ' 1,4,6, 13,23 5

Need 2,7,12 3

Goal 3,5,8,11,14,18 6

Ekstrinsik Motivation Teacher 15,19,21,24,26 5

Parents 9,17,22,27 4

(45)

ANGKET SISWA

Penelitian Mengenai Hubungan Antara Motivasi Siswa Terhadap Prestasi Siswa Dalam Listening.

KELAS 11SMAN3 KOTA TEGAL-JAWA TENGAH

Petnnjuk

Tulis nama anda si sudut kanan atas

Beri tanda silang (X) pada pilihan yang sesuai dengan keadaan anda Jawaban anda tidak akan mempengaruhi nilai anda

Terima kasih atas kesediaa1111ya untuk mengisi angket ini

Saya senang belajar listening.

a. Sangat setuju b. Setuju c. Netral d. Tidak setuju e. Sangat tidak setuju

Saya selalu hadir dalam pelajaran listening.

Saya selalu berusaha untuk memahami dalam pelajaran listening.

Saya terdorong untuk belajar listening karena guru saya selalu memberikan metode yang

bervariasi sehingga tidak membosankan.

Setelah belajar listening, sedikitnya saya dapat memahami apa yang orang lain bicarakan

dalan1 bahasa inggris.

Menurut saya pelajaran listening adalah pelajaran yang paling menyenangkan.

Bahasa Inggris adalah bahasa Inter11asio11al, jadi saya ltarus mempelajarinya de11ga11

s1mggu!t-sungg11!z.

(46)

Orang tua saya selalu menganjurkan dan memberi dukungan untuk menda!ami pelajaran

bahasa inggris dengan Jes privat.

). Prestasi teman/ tetangga memotivasi saya untuk belajar lebih giat lagi.

1. Dapat berbicara balzasa Inggris adalalz tujuan saya

2. Saya selalu bertanya ketika ada penjelasan yang kurang di pahami.

ｾＮ＠ Saya se11a11g menonton film barat.

i. Saya ingin menjadi yang terbaik di dalam kelas.

5. Guru selalu memberikan dorongan apabila nilai bahasa inggris saya turun.

6. Suasana di dalam kelas memotivasi saya untuk belajar listening.

7. Orang tua sya selalu membantu mengatasi kesulitan seputar pelajaran di sekolah.

IJ. Dengan be/ajar ballasa Inggris saya /ebill percaya diri

(47)

. Guru bahasa Inggris saya selalu mengadakan kompetisi antar siswa sehingga memotivasi

saya untuk belajar lebih giat lagi

'. Orang tua saya selalu memperliatika11 da11 me11a11yaka11 te11ta11g pelajara11 di sekolalt.

'· Saya senang mendengarkan lagu-lagu barat.

·· Guru saya selalu memberikan reward/hadia11 kepada siswa yang memiliki nilai paling

baik.

i. Dengan adanya lab bahasa, memotivasi saya untuk belajar listening.

i. Saya selalu memperhatikan ketika guru saya menjelaskan materi.

a. Sangat setuju b. Setuju c. Netral d. Tidak setuju e. Sangattidaksetuju

1. Orang tua saya selalu memberikan hadiah apabila nilai bahasa inggris saya bagus,

sehingga memotivasi saya untuk belajar lebih giat lagi.

(48)

Mean Median Mode

Std. Deviation

Minimum Maximum

Missing 36

80,39 78,00 73 8,432 65 98

STUDENTS' MOTIVATION IN LEARNING ENGLISH LISTENING

Freauencv Percent

Valid 65 1 1,4

71 2 2,8

72 3 4,2

73 ₄ _5,6

74 ₃ 4,2

75 ₁ _1,4

77 ₃ 4,2

78 ₂ _2,8

81 ₃ 4,2

82 ₁ _1,4

84 1 1,4

85 2 2,8

87 1 1,4

88 1 1,4

89 3 4,2

92 1 1,4

93 1 1,4

94 1 1,4

97 1 1,4

98 1 1,4

Total ₃₆ 50,0

Missing System 36 50,0

Total ₇₂ _100,0

Cumulative

Valid Percent Percent

2,8 2,8

5,6 8,3

8,3 16,7

11, 1 27,8

8,3 36,1

2,8 38,9

8,3 47,2

5,6 52,8

8,3 61,1

2,8 63,9

2,8 66,7

5,6 72,2

2,8 75,0

2,8 77,8

8,3 86, 1

2,8 88,9

2,8 91,7

2,8 94,4

2,8 97,2

2,8 100,0

(49)

Missing ₀

Mean 75.69

Median _78.50

Mode 90

Std. Deviation 15.935

Minimum ₃₀

Maximum 95

LISTENING ACHIEVEMENT

Cumulative

Frequency Percent Valid Percent Percent

Valid 30 1 2.8 2.8 2.8

50 3 8.3 8.3 11.1

52 1 2.8 2.8 13.9

55 1 2.8 2.8 16.7

60 1 2.8 2.8 19.4

65 2 5.6 5.6 25.0

70 ₃ _8.3 _8.3 _33.3

75 ₅ 13.9 13.9 47.2

77 1 2.8 2.8 50.0

80 4 11.1 11.1 61.1

85 ₂ _5.6 _5.6 _66.7

87 1 2.8 2.8 69.4

90 ₆ 16.7 16.7 86.1

92 ₂ _5.6 _5.6 _91.7

95 ₃ 8.3 8.3 100.0

(50)

Lamp : (I) Satu Berkas

Kepada Yth,

Bapak Ketua Jurusan Pendidikan Bahasa lnggris Faknltas Ilmu Tarbiyah dan Keguruan

UIN Syarif Hidayatullah Jakarta Di

Tempat

Assalamu 'alaikum Wr. Wb

Salam sejahtera dan silaturraluni saya haturkan kepada Bapak semoga senantiasa dalam lindungan Allah SWT dalam menjalani aktivitas sehari-hari. Amin.

Selanjutnya, saya yang bertanda tangan di bawah ini;

Nama : Indi Hafiah Irhamna

Nim : 103014026999

Jurusan Fakultas

: Pendidikan Bahasa Inggris : Ilmu Tarbiyah dan Keguruan

Bermaksud untuk mengajukan judul skripsi sebagai salah satu syarat menyelesaikan program S-1 (Strata) UIN Syarif Hidayatullah Jakarta. Adapun

---.,;

judul yang akan saya ajukan adalah:

c;;,..-

ｾ＠

, .. . ._:!_h_I) __ ＼［ＺＺｾｩｯｮ＠ Between Students' M.otivatio And Their

ｾ｣ｨｩ･ｶ･ｭ･ｮｴ＠ in ｌｩｳｴ･ｮｩｮｧｾｊＢＮ＠ｾ］ＭＭﾷﾷﾷＭﾷﾷﾷＭﾷﾷﾷ＠

(A-ease-Study-in-Eleventh Grade Senior High school of Social Sience in Kharismawita)

Bersama ini saya lampirkan satu berkas skripsi yang terdiri dari: I. Outline

2. Abstraksi

3. Daftar pustaka sementara

ｄｾｭｩｫｩ｡ｮｬ｡ｨ＠ surat pengajuan ini saya sampaikan, mudah-mudahan Bapak

ｾ＠Ｎｾ･Ｇｲｫ･ｮ｡ｮ＠ mernpertimbangkannya, dan atas perhatian saya ueapkan terima

·, l1.·

Ｎｾ＠

kasih

C:.,

v

J

ｾｾｬ｜ｩ＠

1

Wassalamu'alaikum Wr. Wb

Ｈｩｩｾ＠

.

Menyatujui Pemohon,

Ketua Jurus ｾ＠ｾ＠ ahasa Inggris

(51)

I. Ir. H. Juanda Nomor 95, Ciputat 15412, Indonesia

\lo '!al "ampiran

(epada Yth.

: Istimewa

: Pcrubahan Judul Skripsi

(etua Jurusan Pendidikan Bahasa Inggris 'akultas llmu Tarbiyah dan Keguruan )i

[empat

issalamualaikum Wr. Wb.

Tclp. : (62-21 )7443328, 7401925, fax. (62-21 )7443328

Email : [email protected]

Jakarta, 27 Januari 2009

3erdasarkan arahan dari Dasen Penguji Skripsi, saya yang bertanda tangan dibawah ini:

-lama : Jndi Hafiah Irhamna

-IIM : 103014026999

urusan 'akultas

: Pendidikan Bahasa lnggris : Ilmu Tarbiyah dan Keguruan

'udul Skripsi Lama : '.!Students' Motivation in Relation lo Their Achievement in English Listening Score". (Case Study at Eleventh Grade of SMAN 3)

)engan ini mengajukan perubahan judul skripsi yang baru dengan judul "The Correlation letween Students' Motivation and Their English Listening Achievement" (Correlational rtudy at Eleventh Grade of SMAN 3)

)emikianlah surat ini saya buat, alas perkenan dan perhatiannya saya ucapkan terima kasih.

'Vassalamualaikum Wr. Wb.

Mengetahui, Dasen guji Skripsi

Drs. S uki M.Prl NIP. 1 0 246 289

(52)

mda Nomor 95, Ciputat 15412, Indonesia

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Te!p. : (62-21) 7443328, 7401925, Fax. (62-21} ＷＴＴＳＳＲｾ＠

Enu1il : [email protected]

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Demikian pembcritahuan kami sampaikan. Terimakasih .

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Jurusan Pcndidikan Bahasa lnggris Ketua,

Drs. Sv, uki. M.Pd. NIP. 15 246 249

(53)

-Tegal - 52125

SURAT KETERANGAN

No. • 420 I

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I 2008

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PEP.PUST AKAAN UT AMA \

UIN SYAHID JAKARTA

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Yang bertanda tangan dibawah ini Kepala SMA Negeri '3 Tegal menerangkan

bahwa •

Nama Mahasiswa

Progdi/Jurusan

NIM

Semester I TH. Akademi

INDI HAFIAH IRHAMNAH

Fakultas llmu Tarbiyah dan Keguruan

Universitas Islam Negeri Syarif Hidayatullah

Jakarta I Pendidikan Bahasa lnggris

103014026999

XI (Sebelas)

Benar-benar yang bersangkutan telah mengadakan penelitian di SMA Negeri 3

Tegal, dengan judul skripsi • "Students' Motivation In Relation To Their

Achievement In Listening Score"

Demikian surat keterangan ini kami buat untuk dapat dipergunakan seperlunya.