AN ANALYSIS OF STUDENTS’ MOTIVATION IN LEARNING ENGLISH AT MTsN 5 SAROLANGUN
THESIS
NURLAILA TE.161784
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TARBIYAH AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN JAMBI
2021
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AN ANALYSIS OF STUDENTS’ MOTIVATION IN LEARNING ENGLISH AT MTsN 5 SAROLANGUN
THESIS
Submitted to fulfill one the requirement to obtain the Undergraduate Degree (S1) in English Education Program of Education Faculty of The State Islamic
University of Sulthan Thaha Saifuddin Jambi
NURLAILA TE.161784
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TARBIYAH AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN JAMBI
2021
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iii Advisor I : Dr. Mahyuzar Rahman, M.Ag Advisor II : Dr. Muhamad Taridi, M.Pd
Adress : Faculty of Tarbiyah and Teacher Training The Islamic State University of Sulthan Thaha Saifuddin Jambi
The dean of Faculty of Tarbiyah and Teacher Training
The Islamic State University of Sulthan Thaha Saifuddin Jambi In Jambi
OFFICIAL NOTE
Assalamualaikum warahmatullahi wabarakatuh,
After reading and making some necessary corrections, we agree that thesis entitled “An Analysis Of Students‟ Motivation In Learning English At MTsN 5 Sarolangun” by Nurlaila, TE.161784, English Education Program is approved for thesis defense as partial fulfillment of the requirements to obtain undergraduate degree (S1) at English Education Study Program Faculty of Tarbiyah and Teacher Training at The Islamic State University of Sultan Thaha Saifuddin Jambi.
So, we submit it in order to be received well. We appreciate your attention.
May this thesis be a great benefit for the religion and nation.
Wassalamualaikum warahmatullahi wabarakatuh
Advisor I Advisor II
Dr. Mahyuzar Rahman, M.Ag Dr. Muhamad Taridi, M.Pd
NIP.19720401 200003 1 002 NIP.19640106 201412 1 002
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ORIGINALITY THESIS STATEMENT
I who signed below stated that the thesis that I arrange as a requirement to get undergraduate degree which is entitled “An Analysis Of Students‟ Motivation In Learning English At MTsN 5 Sarolangun” is originally truly my own work.
As certain parts of the thesis which I quoted from the work of other people, I have written the source clearly in accordance with the norms, rules and ethics of scientific writing.
If later found that some parts of the thesis are not my own work or indicated any element of plagiarism, I am willing to accept the consequences in accordance with rules and regulation prevail. Therefore, in writing this statement, I am in good health and mind.
Jambi, 05 February 2021
Nurlaila TE.161784
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DEDICATION
In the name of ALLAH SWT the most gracious and te most merciful, who has given researcher mercy and blessing, health and ability to finish the thesis. The researcher dedicates this thesis to:
1. My beloved parents, my father Sabri, S.Pd and my mother Hamsiah.
Thank you for supporting every step that I have been taken, thank you for believing and praying for your daughter to be a success person and make you proud of me someday. To my beloved sisters, Nely Gusriani, Fitri Aulia, Arin Azkiya, thank you for your support and praying. Thank you to my big family who has support me in finishing this thesis.
2. My beloved husband, Rudi Efendi Siregar, S.T thank you for supporting and praying for me to be a success person in the future and thank you for the loving that you have given to me.
3. My beloved daughter, Hafiza Farhana Siregar thank you for coming into my life because of you my life is full of happiness and ease in every condition.
4. My Friends, Nopi Windi Lestari, Dea Roza Ayuningtyas and Siti Naima, thank you for help and support and always together in every situation, I hope we always remember our friendship till the end of our life.
5. My classmate, sisters and brothers PBI A 2016 specially thank you for the quality time to share information and happiness with me, that I can‟t mention it one by one 4 years being together with you all.
May Allah always bless them all, Aamiin.
vi MOTTO
Q.S Al Baqarah 216
“Fighting has been enjoyed upon you while it is hateful to you. But perhaps you hate a thing and it is good for you; and perhaps you love a thing and it is bad for
you. And Allah knows, while you know not.”
(Al Baqarah 216)
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ACKNOWLEDGEMENTS
Alhamdulillah, Firstly, In the name of Allah, the most gracious and merciful, the lord of universe. Because of His blessings, the researcher could finish this thesis as one of the requirement for S1 degree in English Education Program of Education and Teacher Training Faculty of the State Islamic University of Sulthan Thaha Saifuddin Jambi.
Secondly, peace and salutation always be given to our prophet Muhammad SAW who has guided us from the darkness into the lightness.
The researcher realize that this thesis would have not completed without the help, advice and guidance from many people. Therefore, in this opportunity the researcher would like to express thanks and gratitude to following parties for their contribution:
1. Prof. Dr. H. Suaidi Asy‟ari, MA., Ph.D Rector of the State Islamic University of Sulthan Thaha Saifuddin Jambi.
2. Dr. Hj. Fadlilah, M.Pd, as Dean of Faculty of Education and Teacher Training of the State Islamic University of Sulthan Thaha Saifuddin Jambi.
3. Wahyuni Fitria, M.Pd as the chief of English Education Program.
4. Dr. Mahyuzar Rahman, M.Ag, as my first advisor and Dr. Muhamad Taridi, M.Pd as my second advisor.
5. All lecturers at the Faculty of Education and Teacher Training of The State Islamic University of Sultan Thaha Saifuddin Jambi.
6. English teacher and students at MTsN 5 Sarolangun that had help me to finish this research.
It is expected that this thesis will give contribution to the Students of English Education Program that will be English teacher in the future. Then, the researcher realized that this thesis is still far from being perfect. For that reason, the researcher hope constructive critics and suggestion from readers for the
viii perfection of this thesis.
May Allah SWT always gives guidance and blessing to us. Aamiin Ya Rabbal Aalamiin.
Jambi, 05 February 2021 Researcher
Nurlaila TE.161784
ix ABSTRAK
Nama : Nurlaila
Program Studi : Pendidikan Bahasa Inggris
Judul : Analisis Motivasi Siswa dalam Pembelajaran Bahasa Inggris di MTsN 5 Sarolangun
Tujuan dari penelitian ini adalah untuk mengetahui tipe motivasi siswa dalam pembelajaran bahasa inggris dan tipe motivasi yang lebih dominan dipakai oleh siswa kelas VIII MTsN 5 Sarolangun. Dalam melakukan penelitian ini, peneliti menggunakan penelitian kualitatif deskriptif. Dalam mengumpulkan data, peneliti menggunakan angket dan wawancara. Hasil penelitian ini menunjukkan bahwa siswa mempunyai dua tipe motivasi berdasarkan teori Gardner dan Lambert yaitu motivasi integrative dan motivasi instrumental. Hasil dari penghitungan data pada angket dan wawancara menunjukkan bahwa siswa lebih dominan menggunakan tipe motivasi integrative dibandingkan dengan motivasi instrumental.
Kata Kunci: Motivasi Siswa, Motivasi Integratif, Motivasi Instrumental, Pembelajaran Bahasa Inggris.
x ABSTRACT
Name : Nurlaila
Study Program : English Education Study Program
Title : An Analysis of Students’ Motivation in Learning English at MTsN 5 Sarolangun
The aim of this study is to know the types of students‟ motivation in learning English and the dominant types of motivation used by students class VIII at MTsN 5 Sarolangun. In conducting this study, the researcher used descriptive qualitative research. In collecting the data, the researcher used questionnaire and interview. The result of this research showed that the students have two types of motivation based on Gardner and Lambert‟s theories: Integrative Motivation and Instrumental Motivation. The result from data calculation in questionnaire and interview indicate that students are more likely to use integrative motivation types rather than instrumental motivation.
Key Words: Students‟ Motivation, Integrative Motivation, Instrumental Motivation, Learning English
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TABLE OF CONTENTS
TITLE PAGE ... i
THESIS APROVAL ... ii
OFFICIAL NOTE ... iii
ORIGINALITY THESIS STATEMENT ... iv
DEDICATION ... v
MOTTO ... vi
ACKNOWLEDGEMENT ... vii
ABSTRACT ... ix
TABLE OF CONTENTS ... xi
LIST OF TABLE ...xiii
LIST OF APPENDICES ...xiv
CHAPTER 1 INTRODUCTION A. Background of the Research ... 1
B. Focus of the Research ... 3
C. Formulation of the Research ... 3
D. Objective of the Research ... 4
E. Significance of the Research ... 4
CHAPTER II REVIEW OF RELATED LITERATURE A. Theoretical Framework ... 5
1. Motivation ... 5
2. Students‟ Motivation in Learning English ... 8
B. Relevant Study ... 9
CHAPTER III METHODOLOGY OF THE RESEARCH A. Research Design ... 12
B. Setting of the Research ... 12
C. Subject of the Research ... 12
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D. Sources of the Data ... 13
E. Technique of Collecting the Data... 13
F. Technique of Analyzing the Data... 14
G. Trustworthiness ... 15
CHAPTER IV FINDING AND DISCUSSION A. Research Finding ... 16
B. Discussion ... 32
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 35
B. Suggestion ... 36 REFERENCES
APPENDICES
DOCUMENTATIONS CURICULUM VITAE
.
xiii
LIST OF TABLE
Table 4.1 : The students‟ motivation questionnaire in English language
learning ... 17 Table 4.2 : The Comparison Between Integrative and Instrumental
Motivation ... 24 Table 4.3 : Kinds of Students‟ Motivation with Instrumental and Integrative Motivation ... 26
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LIST OF APPENDICES
Appendix 1 : The Indicators of Questions ... 39 Appendix 2 : Students‟ Questionnaire of Motivation ... 40 Appendix 3 : The Calculation of Instrumental and Integrative Score from the Questionnaire ... 44 Appendix 4 : The Total Number of Students who have Integrative Motivation 47 Appendix 5 : Question of Interview ... 48 Appendix 6 : Interview Result ... 49
1 CHAPTER I INTRODUCTION
A. Background of the Research
Language is an important aspect in our life, because it enables us to communicate. Language is very important for human beings, people use it to communicate with another, to give and accept the information, to solve the problems, etc. English is the most important language in the world. We know that English is an international language that is used by all of the countries in the world. Education system in Indonesia includes English since they are in elementary school or in kindergarten. It does not mean that English is an easy subject for Indonesian students, because English is not their first language.
English has been one of the most important subjects in any educational program.
Rohmah (2008:1) stated that globalization of English has prompted continuing debate about the rule of English as a language for international communication and people from other linguistic communities might in the world English also becomes requirement of learning subject for students who want to graduate from junior high school or senior high school.
As foreign language in Indonesia, English is learned seriously by many students to have a good prospect in the community of international world. English as a foreign language in Indonesia it is acquired through learning process.
Learning is acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction (Brown, 1994:7). English is taught from elementary school until university. Therefore the government compels the teacher to find out the best way to make students mastering in English.
English is also a difficult language because English has own language structure. The structure of English language is different from Indonesian language it is more complex then Indonesian language. Knowing English is not easy, some students don‟t interested in learning English. However, there are some students try to know more about English. It‟s affected by their motivation in learning English.
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It shows that motivation has an important role in learning English. McDonough (1983:142) stated that the motivation of the students is one of the most important factors influencing success or failure in learning a language.
Motivation in language learning plays a vital role. Motivation can affect students‟ success because motivation influences the way students learn English. In learning English, students are supported by some motivations. Every student has a different motivation to learn English. There are two kinds of motivation in learning English as a second language as proposed by Gardner and Lambert (1972), namely integrative and instrumental motivation. Integrative motivation means the desire to learn a language in order to communicate with people from another culture who speak that language, while instrumental motivation refers to the desire to learn a language because it would fulfill certain positive goal, such as getting a job, passing an examination, etc. The motivation can influence teacher‟s role in the classroom because teacher must know what kind of motivation that students has.
There are many studies that have been done in the field of motivation in learning English in Indonesian school. A study founded by Yuyun Nailufar (2018) with the study about Analysis of Motivations to Study English and Arabic. The population of her study is at UIN Ar-Raniry Banda Aceh. In her study, she finds out that the students have an instrumental and integrative motivation. She uses a qualitative research procedure to obtain the data. In collecting the data, she uses questionnaire and using random sampling. The result of her study is that the students at UIN Ar-Raniry were more influenced by integrative motivation in learning English than by instrumental motivation.
Another study was conducted by Anna Riana Suryanti Tambunan &
Tiarnita M. S Siregar (2016). The population of their study is at Sultan Ageng Tirtayasa University in Serang Banten. The data were analyzed by describing the types of motivation. The result of their study is that the students have two types of
motivation, there was instrumental and integrative. The instrumental motivation has more influenced than the integrative motivation.
The researcher did the preliminary observation at 8 grades of MTsN 5 Sarolangun. That school has a good result in learning English. It is seen from their achievement in some English competition. MTsN 5 Sarolangun has a good religious education and Islamic values are emphasized in this school. This school also emphasizes the character‟s education that breathes Islam. When teachers teach in the classroom, they certain make an interaction with the students. In the interaction, the teacher makes English lesson become interesting and have fun so that the teacher asks the students why they all interested in learning English. Most of students have the different answers such as because they want to speak with tourism, they want to continue their study in another countries, etc. Based on that answers, the researcher interested to do the research with them.
According to the problems in that school, the researcher entitles the research “AN ANALYSIS OF STUDENTS‟ MOTIVATION IN LEARNING ENGLISH AT MTsN 5 SAROLANGUN”.
B. Focus of the Research
The problem is focused on integrative and instrumental motivation of the students at junior high school. In addition, the researcher focuses on the students at the eighth grade of MTsN 5 Sarolangun.
C. Formulation of the Research
Based on the background of the research above, it can be formulated as follows:
1. Which sort of motivation is dominant among the students‟ of MTsN 5 Sarolangun?
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D. Objective of the Research
The purpose of the research is the answer of the question stated in problem statement below:
1. To find out which sort of motivation is dominant among the students‟ of MTsN 5 Sarolangun.
E. Significance of the Research
The result of this study is expected to be useful for:
1. The Teachers
The teacher, especially the English teacher will get information and description about the types and dominant types of motivation of the students.
2. The Students
After the students are researched, they will know the types of motivation that they have in learning English.
3. The researcher
By conducting the study, the researcher knows the types and dominant types of motivation of the students.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoretical Framework 1. Motivation
a. Definition of Motivation
Motivation is the most important components of learning process for students. Without motivation, students will be difficult to achieve the success.
Students need the motivation when they have to do something to succeed. In general, everyone knows what motivation is, but it is not always easy to understand what motivation actually is. Motivation has been a central in both educational and psychological research and plays a significant role in several theories of human development and learning. There are some experts who define the word motivation.
One of them is Elliot (2000:332) states that motivation can be defined as an internal state that arouses us to action, pushes. Motivation is one of the most important components of learning process for students. In the field of learning motivation is essential to success. In this case without motivation, success will be hard to achieve. Motivation is not only important in getting students to engage in academic activities. It also important in determining how much students will learn from the activities they perform or the information to which they are exposed.
William and Burden (1997:120) state that motivation may be constructed as a stage of cognitive and emotional arousal, which read to a conscious decision to act and which gives rise a period order to attain a previously set goal. The word motivation is accepted for most fields in learning that motivation is essential to success. We need the motivation when we have to do something to succeed. Without such motivation we will almost certainly fail to
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make necessary effort. There are many factors that depend on motivation, such as motivation is very influent in learning English. When the learners are not motivated, they will not take risk in learning English or even paying any attention to learn it. As a result, motivation is considered an essential element along with language capacity in shaping success in learning new language in classroom setting.
Harmer (1988:51) stated that motivation is some kinds of internal drive which pushes someone to do something in order to achieve something or to reach the goal. Other definition comes from Rod Ellis (1997:75) states that motivation involves the attitudes and affective states that influence the degree of effort that learners make to learn a second language.
Based on the definition above, it can be concluded that motivation will make people work hard to achieve something. Motivation is a factor that comes from inside or outside our selves that encourages people to do something.
b. Kinds of Motivation
1). Integrative Motivation
Gardner and Lambert (1972), stated that there are two types of motivation to learn English as a foreign language such as integrative and instrumental motivation. Integrative motivation plays an essential role in successful language learning. Whereas, the learners‟ attitudes and motivation towards the target culture is positive, there by the second language or foreign language learners easily become a part of the second language or foreign language culture. So, there is no doubt that people whom learn English with the integrative motivation are attracted to adopt western style or modern culture.
It can be concluded that students who have integrative motivation not only have an interest in mastering the foreign language, but also interested in cultures related to the language. For example, people learn
English because they want to adapt themselves to western culture that is considered modern culture one example is the way of thinking western people are open minded in some ways.
2). Instrumental Motivation
In the meantime, Gardner & Lambert (1972) stated that instrumental motivation is related to learners‟ practical needs, such as getting a job, passing an exam or to get high income. Besides that, instrumental motivated learners want to achieve a goal for their own satisfaction. On the other words, people who learn language with instrumental motivation want to improve their professional prospects. In other words, students with instrumental motivation have a better purpose because they have planned their better future by becoming an English language bachelor.
It can be concluded that students with instrumental motivation will utilize the role of English as an international language to achieve higher standard of living for example learning English, they hope to get better job and high salary because almost every country especially developing country like Indonesia assume that language English is very important role in almost all field of life such as business, education, economics, etc.
Actually, many other factors that can influence upon students‟
extrinsic motivation in teaching and learning process as follow:
a) Teacher
Teacher is a person who has an important role in teaching and learning activity to socialize and shaping motivation among students. Dorney (1998:130) states that teacher‟s skill in motivating students should be seen as the central in teaching and learning process. Teacher is the key instrument to handle and organize students in the classroom.
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b) Parents
Harmer (2007:4) states that if the parents are very much against the culture of the language this will probably affect his or her motivation in negative way. If they are very much in favor of the language this might have the opposite effect. This statement means that parents have an important role to motivate their children. They should have to support their children to create their motivation.
c) Environment
Tabrani (2003:148) states that environment is everything which exists around us, which has correlation and gives influence to ourselves. Students will be more interesting if the environment of the classroom is comfortable and half environment can give better satisfactory both of for teacher and students than conducted in bad environment.
2. Students‟ Motivation in Learning English
In this research, motivation relates to the students‟ motivation in their language learning. Students have many reasons for learning English. It can be simply said that they learn English because they love it or they learn English because it is school requirement. According to Brophy as cited in Wool folk (1990:328) states that students‟ motivation to learn a students‟ tendency to find academic activities meaningful and worthwhile and try to do derive the academic advantages from those activities. This means that motivated students will do their academic work seriously and try to do their best out of it. Through the motivation, the students will have an effort when they meet obstacles or failure.
Any individual may be influenced by a variety of motivations which will affect such things as anxiety or attitude, or willingness to try new learning
strategies. Based on the explanation, the researcher concludes that having high motivation is able to make students better for their learning process. Through the motivation, the students will have an effort when they meet obstacles or failure.
B. Relevant Study
To make a different research from the previous research, the study has found a few relevant studies that related to this research. The first research is from Fina Hajar Kusumawati from Education and English Department of Teacher Training and Education Faculty of IAIN Tulung Agung 2014. The title of the research is “Students‟ Motivation in Learning English in MAN Kunir Wonodadi Blitar”. The result of this research is the score of students‟ intrinsic motivation is 55% and the extrinsic motivation is 45%. It means that the motivation of the students in MAN Kunir Wonodadi Blitar is high, especially in English learning process. The similarity of this research is about students‟ motivation, not teacher‟s motivation. The differences are describing the factors of students‟ English Learning Motivation viewed from their integrative and instrumental motivation.
The second research is entitled “Language Learning Strategies Used by English Teacher to Motivate Students at The Eight Grade of SMP Nurul Islam Boyolali in The academic Year 2013/2014”. This thesis was written by Reny Safitri, a bachelor of English Education Department of Islamic Education and Teacher Training Faculty of State Islamic Institute of Surakarta 2014. The purpose of this study was to find out language learning strategies used by English teacher to motivate students at the eighth grade of SMP Nurul Islam Boyolali.
Besides, it was also to describe the reason of language learning strategies used by English teacher to motivate students at the eighth grade of SMP Nurul Islam Boyolali. Based on the explanation of the previous study, the researcher found similarity and difference. The similarity is this research is about the motivation in learning English. The differences are describing the factors of students‟ English Learning Motivation viewed from their integrative and instrumental motivation.
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The third research is entitled “The Strategies of the Teacher in Motivating the Student in Learning English (A Study at the Tenth Grade MAN 2 Boyolali in the Academic Year 2016/2017”. This thesis was written by Muhammad Wahyudi.
This research is to describe how the English teacher‟s strategies to increase motivation to the students are. The researcher conducted observation and interview to collect the data. This research is analyzed by using Miles and Huberman‟s interactive model of data analysis including reducing the data, displaying the data and taking conclusion and verification. The similarity of this research is about students‟ motivation. The difference of this research is the motivation of the students is come from their teacher not from their intrinsic factors.
The next previous study entitled “The Correlation Between Motivation and Speaking Achievement of the Second Semester Students of English Department of Muria Kudus University in the Academic Year 2012/2013” written by Feistya Sofyan in Education and English Department of Teacher Training and Education Faculty of Muria Kudus University 2013. The result of the research is the motivation of the students in second semester is high (mean of instrumental motivation 7.34). The achievement of speaking score of the students in second semester is good (the mean is 80.08). The result of the calculation of correlation is -0.18. The similarity of this research is the research is about motivation. The difference is this research is correlational study about speaking and motivation.
The difference is describing the factors of students‟ English Learning Motivation viewed from their integrative and instrumental motivation.
The last research is entitled “Learning Motivation and English Achievement of Students at POLITEKNIK Negeri Semarang Central Java” this thesis was written by Ridha Fadillah. The aim of this study was to investigate the correlation between learning motivation and English achievement of students of Mechanical Engineering at Politeknik Negeri Semarang. The data were collected using questionnaire and analyzed using the Statistic Package for Social Science (SPSS). The result indicates that the students‟ motivation in learning English was
at moderate level. The similarity of this research is students‟ learning motivation in English. The difference is the factors of students‟ motivation in learning English.
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CHAPTER III
METHODOLOGY OF THE RESEARCH
A. Research Design
This research would be conducted by using qualitative as well as descriptive method and it‟s designed to find out some information from actual condition. It would be directed to determine the nature of a current situation in time the research is done. Descriptive research describes and interprets events, condition, or situation at the present. The aim of this study is to find out the data about students‟ motivation; either they used instrumental or integrative motivation in learning English.
Elliot and Kratochwill (1999:24) state that descriptive study is a research in which the investigator examines and report thing as the way are in an attempt to understand and explain them. The aim of descriptive research is to provide as accurate account as possible about what is the current practice, how learner do learn, how teachers do teach, what classroom looks like, at the particular moment in particular place.
B. Setting of the Research
The research held at MTsN 5 Sarolangun. It located at Jalan Abdul Latief Desa Pulau Pandan Kecamatan Limun Kabupaten Sarolangun, Jambi.
The writer conducted the study about one month. The study will be held in November 1st - 30th, 2020 at the first semester of the year 2020/2021.
C. Subject of the Research
The subject of this research is all of the eight grade students of MTsN 5 Sarolangun.
D. Sources of the Data
The source of the data in this research is collected in the form of information from the students about students‟ motivation in learning English at the eighth grade of MTsN 5 Sarolangun in academic year 2020/2021.
E. Technique of Collecting the Data
Technique of collecting data applies in the research are as follow:
1. Questionnaire
The data was taken by giving questionnaire. In this research, the questionnaire distributed to know the students‟ motivation in learning English. In questionnaire there are some questions that was written in English and also translated into Indonesia to give easier the students to understand and answer the questions. The questionnaire would be asked the participants‟
general information and English learning experience. The questionnaire used in this research will be a 5 point Likert Scale adapted from Likert Scale format 6 original points from Gardner‟s Attitude/ Motivation Test Battery (AMTB), from „Strongly Agree‟ to „Strongly Disagree‟ (Gardner: 2004).
The English version of the AMTB questionnaire is used because AMTB provides good validity and reliability of the questionnaire. The questionnaire consists of two main parts: integrative motivation (10 items) and instrumental motivation (10 items).
2. Interview
Interview is oral questioning of a subject (Ary: 2010). Interviews are used to gather data from people about opinions, beliefs, and feelings about situations in their own words. They used to help understanding the experiences people have and the meaning they make of them rather than to test hypotheses (Ary: 2010). According to Esterbergin Sugiyono stated that, interview is a meeting of two persons to exchange
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information and idea through question and responses, resulting, in communication and joint construction on meaning about a particular topic (Sugiyono: 2007).
In this research, researcher uses structured interview therefore that process will be effective and efficient. By this technique, the researcher made an interview to students at VIII grades of MTsN 5 Sarolangun.
F. Technique of Analyzing the Data
The technique of analyzing the data in this research is descriptive analysis. Using this technique, the researcher collects, arranges and presents the data. The scheme above is the techniques in analyzing data by:
1. Data Reduction
During the field notes process, the data gains grow much and complex. The data need to be reduced. Data reduction means to summarize, to choose the points, to focus on students‟ motivation, in order to find the answer. The researcher reduces from the whole data collected and gets the more suitable data that would be analyzed.
2. Data Display
Data display is the second form of data analysis after the process of selecting, simplifying, and organizing, raw data. In this research, the researcher will display carefully in the form of descriptive text. In displaying the data, the formulation of research questions were taken to be considered by the researcher in order to make the data displayed always suitable to the research questions using Gardner and Lambert theory.
3. Conclusion/Verification
The conclusion needed to be verified for its credibility.
Verification is some program to check the researcher‟s carefulness and to the accurate data. Taking conclusion is only the part of activity in though configuration. The researcher begins to seek supporting information, then
the reduction data, presentation data, and the last was making conclusion.
After reduced and presented the data, the last step the researcher made the conclusion about students‟ motivation in learning English.
G. Trustworthiness
Qualitative research concerns on the trustworthiness to check the credibility of the data. The trustworthiness used is triangulation. According to Moleong (2006:330), triangulation technique is the technique to check the data by using something beyond the data. He also says that triangulation is mixing of data or method so that the deserve viewpoints or standpoints cast light upon a topic.
Furthermore, in this case the researcher uses data sources triangulation.
In this research, the researcher chose and took the data sources from students of the eighth grade of MTsN 5 Sarolangun in the academic year 2020/2021.
In validating the data, the researcher compared the data of questionnaire and interview.
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CHAPTER IV
FINDING AND DISCUSSION
A. Research Finding
This chapter presented the result of the findings. it was intended to answer the problems of the study. The researcher described the process of calculating and presenting result of the data. Where in the discussion section the researcher analyzed the finding. The researcher did the research and got the complete data from all the research instruments including interview and questionnaire. To get the objectives of the research, the researcher analyzed the data systematically and accurately. The data were analyzed in order to draw conclusion about the objective of study. Researcher showed the findings in this chapter into several points below.
1. The motivation types of students in learning English
To get the data, the researcher did the interview and provided the questionnaires to students of MTsN 5 Sarolangun on 21 November 2020- 23 December 2020. The results of students‟ motivation in English class using descriptive analysis. In this study, the researcher used a questionnaire and interview to find out and analyze the motivation types and the dominant types of students in learning English at eighth grade of MTsN 5 Sarolangun. Questionnaire and interview given to 18 students at the eight class. Students are told by researcher to answer 20 questions of questionnaire and 10 questions of interview.
The following Table 4.1 contains 20 instrumentally and integrative motivated related items. The types of student motivation with instrumental and integrative motivation in learning English are presented in these following table.
Table 4.1
The students’ motivation questionnaire in English language learning
No Statement Strongly
disagree disagree Neutral Agree Strongly
agree Score 1 I mainly focus on using
English for class assignment and the exams.
5 13 0 0 0 1,72
2 I simply quote the textbooks and do not really communicate myself when speaking or writing in the class.
0 0 4 11 3 3,94
3 I interested in reading only English textbooks for my lessons, but not other English texts e.g newspaper, magazines.
0 18 0 0 0 2,00
4 I interested in earning a university degree and a good job then learning English language itself.
0 7 11 0 0 2,61
5 I interested in furthering my higher education then learning English language itself.
0 5 9 0 4 3,17
6 Learning English is important for traveling abroad.
0 0 0 13 5 4,28
7 Learning English is important to make me a knowledgeable and skillful person.
0 11 7 0 0 2,39
8 Learning English is important to make me an educated person.
0 4 14 0 0 2,78
9 Being proficient in English can lead me more success in my life.
0 0 6 12 0 3,67
10 Being proficient in English make other people respect me.
0 0 9 9 0 3,50
11 Studying English enables me to understand English books, movies, pop music etc.
0 0 0 8 10 4,56
12 Studying English enables me to be better
understand and
appreciate the way of life of native English speaker.
0 0 0 13 5 4,28
13 Studying English enables me to keep in touch with foreign acquaintances.
0 0 0 13 5 4,28
14 Studying English enables me to discuss interesting topic in English with the people from other background.
0 0 3 10 5 4,11
15 Studying English enables me to transfer my knowledge to other people e.g giving direction to tourists.
0 0 0 4 14 4,78
16 Studying English enables me to participate freely in academic, social, and professional activities among other cultural groups.
0 0 7 6 5 3,89
17 Studying English enables me like native English speakers, e.g accent,
using English
expressions.
0 9 0 5 4 3,22
18 Studying English enables me to appreciate English arts and literature.
0 0 0 18 0 4,00
19 Studying English helps me to be an open-minded and sociable person.
0 0 4 14 0 3,78
20 I determined to study English as best as I can to
achieve maximum
proficiency.
0 0 0 4 14 4,78
Total 5 67 74 140 74 71,72
Based on the data above, it can be described as follow:
On statement number 1 “I mainly focus on using English for class assignment and the exams”. there was 5 students who strongly disagree, 13 students disagree, no student choose neutral, no student agree, and no student strongly agree. the researcher concluded, there was 1,72 % students who like the statement number one.
On statement number 2 “I simply quote the textbooks and do not really communicate myself when speaking or writing in the class”. There was no student who strongly disagree, no student disagree, 4 students choose neutral, 11 students agree, and 3 students strongly agree. the researcher concluded, there was 3,94 % students who like the statement number two.
On statement number 3 “I interested in reading only English textbooks for my lessons, but not other English texts e.g newspaper, magazines”. There was no student who strongly disagree, 18 students disagree, no student choose neutral, no student agree, and no student strongly agree. the researcher concluded, there was 2,00 % students who like the statement number three.
On statement number 4 “I interested in earning a university degree and a good job then learning English language itself”. There was no student who strongly disagree, 7 students disagree, 11 students choose neutral, no student agree, and no student strongly agree. the researcher concluded, there was 2,61 % students who like the statement number four.
On statement number 5 “I interested in furthering my higher education then learning English language itself”. There was no student who strongly disagree, 5 students disagree, 9 students choose neutral, no student agree, and 4 students strongly agree. the researcher concluded, there was 3,17 % students who like the statement number five.
On statement number 6 “Learning English is important for traveling abroad”. There was no student who strongly disagree, no student disagree, no student choose neutral, 13 students agree, and 5 students strongly agree. the researcher concluded, there was 4,28 % students who like the statement number six.
On statement number 7 “Learning English is important to make me a knowledgeable and skillful person”. There was no student who strongly disagree, 11 students disagree, 7 students choose neutral, no student agree, and no student strongly agree. the researcher concluded, there was 2,39 % students who like the statement number seven.
On statement number 8 “Learning English is important to make me an educated person”. There was no student who strongly disagree, 4
students disagree, 14 students choose neutral, no student agree, and no student strongly agree. the researcher concluded, there was 2,78 % students who like the statement number eight.
On statement number 9 “Being proficient in English can lead me more success in my life”. There was no student who strongly disagree, no student disagree, 6 students choose neutral, 12 students agree, and no student strongly agree. the researcher concluded, there was 3,67 % students who like the statement number nine.
On statement number 10 “Being proficient in English make other people respect me”. There was no student who strongly disagree, no student disagree, 9 students choose neutral, 9 students agree, and no student strongly agree. the researcher concluded, there was 3,50 % students who like the statement number ten.
On statement number 11 “Studying English enables me to understand English books, movies, pop music etc”. There was no student who strongly disagree, no student disagree, 8 students choose neutral, 10 student agree, and no student strongly agree. the researcher concluded, there was 4,56 % students who like the statement number eleven.
On statement number 12 “Studying English enables me to be better understand and appreciate the way of life of native English speaker”.
There was no student who strongly disagree, no student disagree, no student choose neutral, 13 students agree, and 5 students strongly agree.
the researcher concluded, there was 4,28 % students who like the statement number twelve.
On statement number 13 “Studying English enables me to keep in touch with foreign acquaintances”. There was no student who strongly disagree, no student disagree, no student choose neutral, 13 students agree, and 5 students strongly agree. the researcher concluded, there was 4,28 % students who like the statement number thirteen.
On statement number 14 “Studying English enables me to discuss interesting topic in English with the people from other background”. There was no student who strongly disagree, no student disagree, 3 students choose neutral, 10 students agree, and 5 students strongly agree. the researcher concluded, there was 4,11 % students who like the statement number fourteen.
On statement number 15 “Studying English enables me to transfer my knowledge to other people e.g giving direction to tourists”. There was no student who strongly disagree, no student disagree, no student choose neutral, 4 students agree, and 14 students strongly agree. the researcher concluded, there was 4,78 % students who like the statement number fifteen.
On statement number 16 “Studying English enables me to participate freely in academic, social, and professional activities among other cultural groups”. There was no student who strongly disagree, no
student disagree, 7 students choose neutral, 6 students agree, and 5 students strongly agree. the researcher concluded, there was 3,89 % students who like the statement number sixteen.
On statement number 17 “Studying English enables me like native English speakers, e.g accent, using English expressions”. There was no student who strongly disagree, 9 students disagree, no student choose neutral, 5 students agree, and 4 students strongly agree. the researcher concluded, there was 3,22 % students who like the statement number seventeen.
On statement number 18 “Studying English enables me to appreciate English arts and literature”. There was no student who strongly disagree, no student disagree, no student choose neutral, 18 students agree, and no student strongly agree. the researcher concluded, there was 4,00 % students who like the statement number eighteen.
On statement number 19 “Studying English helps me to be an open-minded and sociable person”. There was no student who strongly disagree, no student disagree, 4 students choose neutral, 14 students agree, and no student strongly agree. the researcher concluded, there was 3,78 % students who like the statement number nineteen.
On statement number 20 “I determined to study English as best as I can to achieve maximum proficiency”. There was no student who strongly disagree, no student disagree, no student choose neutral, 4
students agree, and 14 students strongly agree. the researcher concluded, there was 4,78 % students who like the statement number twenty.
Based on the overall data above, it was said that the students have a high level of integrative motivation with a mean score 4,78 and the lowest mean score was 1,72 with instrumental motivation.
2. The dominant types of students’ motivation in learning English
Students' motivation with instrumental and integrative motivation in learning English, below are the results of the researcher conducting questionnaires and interviews:
2.1 Result of Questionnaire
This following table described the dominant of integrative or instrumental motivation in language learning at t h e e i g h t g r a d e o f M T s N 5 S a r o l a n g u n in Academic Year 2019/2020.
Researcher puts it in the comparison score between integrative and instrumental motivation which can be seen in table below:
Table 4.2
The Comparison Between Integrative and Instrumental Motivation
Motivation Mean
Instrumental Motivation 3.01 Integrative Motivation 4.17
Total 3.59
The comparison between instrumental and integrative motivation.
It reveals that the mean score of instrumental motivation (3.01) is lower than the mean score of integrative motivation (4.17). However, the overall mean of motivation is 3.59.
The total score of instrumental and integrative motivation for each student was obtained from the results of the questionnaire.
Questions number one to number ten are used to measure students' instrumental motivation and questions number eleven to number twenty are used to measure students' integrative motivation. If the total instrumental part score is higher than the integrative part, it means that students have instrumental motivation. Conversely, if the total score of the integrative section is higher than the instrumental part, it can be concluded that students have integrative motivation. From the table above, it can be seen that students who have the dominant motivation in learning English at MTsN 5 Sarolangun of the eight grade are integrative motivation. From the results above, it proves that the majority of students to learn English because of integrative motivation.
They like to learn about people who use the language. In addition, they also want to know deeply about culture. The more people understand about culture, the more they can more easily understand the language of people who have language.
The kinds of motivation students with instrumental and integrative motivation in learning English are presented in the following table:
Table 4.3
Kinds of Students’ Motivation
with Instrumental and Integrative Motivation
No Kinds of Motivation
Frequency Percentage
1 Instrumental 0 0%
2 Integrative 18 100%
Total 18 100%
The results of the data above show that 18 students were integratively motivated with the highest percentage of 100% and no student was motivated by instrumental with the lowest percentage of 0%.
If the data are demonstrated in percentage, the students who integratively motivated in learning English is 100%; meanwhile, the students who instrumentally motivated is 0%. From the result, it proves that the majority of students learning English because of integrative motivation. They like to learn about the people who use the language. Beside that, they also want to know deeply about the culture. The more people understand about the culture, the more they can be easier t o understand about the language of people who own the language.
2.2 Result of Interview
To validate data from the questionnaire, interviews were conducted. 18 students from the eight grade of MTsN 5 Sarolangun were taken. The total number of students interviewed is eighteen students. Ten questions in the interview section were asked to students to find out their perceptions about learning motivation in learning English at MTsN 5 Sarolangun.
Consistent with the questionnaire, the majority of those interviewed were more motivated integratively in learning English.
Students who have integrative motivation, they learn English because they are interesting to the culture of people who speak the language.
The following direct quote was the answer from the interview‟s question “in your opinion, which one is more important, learning English for job acquirement or learning English to understand about the people who speak the language and its culture? Why?”.
Student 1: VT
"Learning English to understand about the people who speak the language and its culture is more important, because if sometimes I went to another country, I can understand that people and their culture”
Student 2: RM
"I study English to understand the people and culture they have.
Because if we go abroad or meet with tourists outside, then we certainly use English as a center of communication, and exchange information and culture with each other"
Student 3: YT
"Learning English for job acquirement is more important because I want to be success in my life”
Student 4: CA
"I study English to understand the people and culture they have, because I can communicate with tourist”
Student 5: FA
"Learning English for job acquirement is more important, because it makes me easy to get a job everywhere”
Student 6: NN
"I think what is more important is learning English to understand people and the culture they have, because by directly learning about people's culture we have a lot of insights and know how the culture in that country”
Student 7: HF
"In my opinion, it is more important to learn English to understand the people and culture they have because when we learn a language to understand a people culture, later on I think we will be able to understand English for applying for the job itself"
Student 8: AAF
"Learning English to understand about the people who speak the language and its culture is more important, because if sometimes I went to another country, I can understand that people and their culture”
Student 9: NH
"Learning English to understand about the people who speak the language and its culture is more important, because if sometimes I went to another country, I can read and understand any direction‟s street at that country”
Student 10: HR
"Learning English to understand about the people who speak the language and its culture is more important, because if sometimes I went to another country, I can communicate with them as well as I can”
Student 11: SO
"Learning English to understand about the people who speak the language and its culture is more important, because if sometimes I went to another country, I want to speak English like tourist with their accent too”
Student 12: DF
"Learning English to understand about the people who speak the language and its culture is more important, because I want to know their culture like I know Indonesia‟s culture”
Student 13: AS
"Learning English to understand about the people who speak the language and its culture is more important, because I want to know their culture and their language”
Student 14: GA
"Learning English to understand about the people who speak the language and its culture is more important, because I want to go to another country for travelling”
Student 15: NR
"Learning English to understand about the people who speak the language and its culture is more important, because I want to travel around the world”
Student 16: WD
"Both are very important, if told to choose I want to study English to get a job. Because after studying I need a job to get a money"
Student 17: GR
"In my opinion it is more important for job acquirement because it can be our good value, its mean that if we can speak English we can be given more consideration to enter a company or agency"
Student 18: DW
"In my opinion it is more important for job acquirement because I want to get a money to help my parents”
From the result of interviews above, there are 13 students were answered learning English to understand about the people who speak the language and its culture. Its mean that 13 students were chose integrative motivation. Meanwhile, 5 students were answered learning English for job acquirement is more important. Its mean that 5 students were choose instrumental motivation.
Students have a different goals in learning English. On the integrative motivated side, students learn English because they want to understand what native speakers say. They are interesting with culture.
In addition, they also want to communicate with people who speak the language itself and to find out more about the culture of native speakers' lives.
Meanwhile, students who are instrumentally motivated learn English because they need to master English to get a higher score in English Language Study Program. On the motivated side of the instrumental, by learning English students get a lot of access in education and in the company. So they need to learn English.
B. Discussion
First, the discussion is about the types of students‟ motivation among the eight grade students at MTsN 5 Sarolangun of English learning is partly instrumental and integrative. Gardner has distinguished motivation into two kinds of learning English language. They are integrative motivation and instrumental motivation.
The first motivation is integrative, it is motivation which shows a prosperous posture in the object of language; this motivation is characterized by desirability to fuse and to follow a culture by means of language. The second motivation is instrumental, the example is promoting for occupation and demanding of language. Each of motivation
has dissimilar use in studying English language. From the research findings about the dominant types of student motivation, it appears that students have different goals in learning English. Instrumental motivation is different from integrative motivation in doing things in learning English.
Instrumental motivation focuses more on the aims and advantages of the performance level in learning English language.
Second, in the next question, it is discovered that the students are slightly more strongly integratively motivated to learn English which can answer the research question of the motivation found is more integrative or instrumental.
Gardner states that integrative motivation is characterized by the desire to merge and follow the culture by means of language. People who have this kind of motivation are more attractive in the culture and way of life of people who speak languages. From the results of the questionnaire, it proves that successful students agree with learning English, it will make it easier for them to interact with people who speak English; it will enable them to meet and communicate with more and diverse people; learning English is important because it will enable them to understand and appreciate how the life of tourist, and learning English is important because they will be able to interact more easily with English speakers.
Students are more integratively motivated than those who are motivated instrumentally to learn English from the findings previously mentioned.
In addition, from the results of the interviews, most students managed to have integrative motivation. There are examples of direct quotes from students interviewed. "I learned English to understand the people and culture they have. Because if we go abroad or meet with tourists outside, then we certainly use English as a communication tool and exchange information and culture with each other".
From the example above , it can be seen that successful students say that "... I study English to understand the people and culture they have ..." This implies that they have integrative motivation because they like learning and understanding the culture of people who speak the language.
In addition, from the students interviewed they said that "more important is learning English to understand the people and the culture they have, because by studying the culture of people directly we have a lot of insight and know how the culture there" This implies that students tend to learn English because they appeal to the culture of people who have language.
The findings of this study support those possessed by students that integrative motivation is higher than instrumental motivation. Students are more interesting in learning about culture, people, and all things related to English. This finding does not mean that students do not have instrumental motivation.
35
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the results of the data analysis in chapter four, it was concluded that students' motivation in English language learning at the eight grade Students of MTsN 5 Sarolangun in Academic Year 2019/2020:
1. The researcher concludes that there are two types of students‟
motivation in learning English:
1.1. Instrumental motivation
1.2. Integrative motivation
The students have different goals in learning English. Some have the motivation to get a job or educational requirements and some are encouraged to learn English because they want to understand the culture of others.
2. The researcher concludes the dominant types of students‟
motivation in learning English:
Students from the eight grade of MTsN 5 Sarolangun have integrative motivation in learning English. It reveals that the mean score of integrative motivation (4.17) is higher than the mean score of instrumental motivation (3.01). Its means that they want to learn
English culture and understand what native speakers say and also communicate.
B. Suggestions
Based on the conclusions above, the researcher would like to make a number of suggestions for making it better than the researcher. The researcher put forward some suggestions as follows:
1. In conducting further research, future researchers need to use not only questionnaires and interviews but also need to use observation to see their activities and to get a complete picture of how they study in the class.
2. A larger sample size with a longer time frame must be expanded to increase the level of generalization of research and to make findings more valid and reliable.
3. That more variations of respondents must be studied including different years of study.
4. The weakness of the instrument is no try out yet.
37
REFERENCES
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Fifth edition. Addison Wesley Longman, Inc. A Pearson Education Company.
Denzin, Norman K. 1970. The research act: A theoretical introduction to sociological. Chicago: Aldine Publishing Company
Elliott, S.N., Kratochwill, T.R., Cook, J.L. & Travers, J.F. 2000. Educational psychology: effective learning. 3rd ed. Boston: McGraw Hill Ellis, Rod. 1994. The Study of Second Language Acquisition. Oxford: Oxford
University Press.
Gardner. R. C. (2004). Attitude/Motivation Test Batttery: International AMTB Research Project (English Version). Retrieved on March 15th,2020 from: http://publish.uwo.ca/-Gardner/docs/englishamtb.pdf
Harmer, Jeremy, 2007. The Practice of English Language Teaching. England:
Pearson Education Limited.
Kusumawati. F. H. 2014. Students’ Motivation in Learning English in MAN Kunir Wonodadi Blitar. Thesis Tulung agung: Training and Education Faculty of IAIN Tulung agung.
McDonough, S. 1983. Psychology in foreign language teaching. London:
George Allen & Unwin.
Miles, Matthew B,. & A. Michael Huberman. 1992. Qualitative Data Analysis. United States of America: Arizona State University.
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Safitri, Reny. 2014. Language Learning Strategies used by English Teacher to Motivate Students at the Eight Grade of SMP Nurul Islam Boyolali 2013/2014 Academic Year. Surakarta: English Education Department of Islamic Education and Teacher Training Faculty of IAIN Surakarta.
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Appendices
Appendix 1 : The Indicators of Questions
Variable Dimension Indicator Item Number
Motivation
Instrumental
Assignment 1
Knowledge 2, 3, 7
Good Job 4
Education 5, 8
Travelling abroad 6
Achievements 9
People View 10
Integrative
Understanding 11, 12
Communicating 13, 14
Join a Group 15, 16, 18, 19
Skill 17, 20
Appendix 2 : Students’ Questionnaire of Motivation Name of student:
Class :
Direction : put the mark [ √ ] in the column of each
statement numbers that appropriate with your answers
Statements Strongly
Disagree Disagree Neutral Agree Strongly Agree 1. I mainly focus on
using English for class assignment and the exams.
2. I simply quote the textbooks and do
not really
communicate myself when speaking or writing in the class.
3. I mainly focus in reading only English textbooks for my lessons, but not other English texts e.g newspaper,
magazines.
4. I mainly focus in
earning a
university degree and a good job then learning English language itself.
5. I mainly focus in furthering my higher education
then learning English language itself.
6. Learning English is important for traveling abroad.
7. Learning English is important to
make me a
knowledgeable and skillful person.
8. Learning English is important to make me an educated person.
9. Being proficient in English can lead me more success in my life.
10. Being proficient in English make other people respect me.
11. Studying English enables me to understand
English books, movies, pop music etc.
12. Studying English enables me to be better understand and appreciate the way of life of native English speaker.
13. Studying English enables me to keep in touch with foreign
acquaintances.
14. Studying English enables me to discuss interesting topic in English
