EXTERNAL MOTIVATION TO ACTIVATE SENIOR HIGH SCHOOL STUDENTS TO SPEAK.

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EXTERl~AL

MOTIVATION TO ACTIVATE

SENIOR HIGH SCHOOL STUDENTS

TO SPEAK

A THESIS

Submitted to the English Applied Linguistics Graduate Program in

Partial

Fulfillment of The Req~irements fo{

the

DegrH" of.

MAGISTER HUMANIORA

By :

I

MliJKPERPUST

AKAA~

~!MED

1

NOVITA CHRISTIANTI HUTABARAT

RIC. 0 I SO I 0033

1.).

_!

ENGEISH APPLIED LINGUISTICS

GRA'DUATE PROGRAM

STATP::..UNIVERSITY OF MEDAN

2004

THESIS

EXTERNAL MOTIVATION TO ACTIVATE

SENIOR HIGH SCHOOL STUDENTS

TO SPEAK

Arranged and Proposed by;

NAME; NOYITA

CHRISTIANII

HUTABARAor

Reg. No: 015010033

Has been defended before the Thesis Examination Committee on June 23, 2004 and declared to have fulflllcd the requirements

First Consultant,

---~·~

?-___.,..,.. . ..-

--· --

':"'"=..:..:: ___ ·

-Prof. Dr. J. Naibaho

English Applied Linguistics

Dead!

Prof. Dr. J. Naibaho

Approved By:

ACKNOWLEDGEMENTS

By the Grace of God, The Most Merciful and with all his guidance the writer

completed this thesis. In accomplishing her study in the Gmduate Program of Applied

Linguistics of State University of Medan, many parties have been involved. In this

occasion, she would like to express her sincere gratitude and deep appreciation to all

of them.

She indeed indebted and would like to express her great appreciation to her

first consultant, Prof. DR. J. Naibaho and DR. L. Sihombing, M. Pd, (as her second

consultant) who both have spared time and given lots of guidance, comments,

suggestions, and endless support from reading the draft to the completion of the

thesis.

Special gratitude is expressed to the Head of English Applied Linguistics,

Prof. DR. J. 1\aibaho, and the secretary Ora. Mesuri, M.A., and all the lectures who

have given her encouragement, a lot of experience and knowledge during her study.

Many thanks are particularly put into words to her beloved lectures and

reviewers, Prof. Tina Mariany A. M.A, Ph.D, Amrin Saragih, M.A., Ph.D, DR. Berlin

Sibarani, M.Pd. who have given lots of important critical comments, suggestions and

recommendations in improving her thesis in seminar of proposal, seminar of result

and at her final exam.

The most precious appreciation is expressed to her family, her beloved

parents, W_ Hutabarat, S.H and, T. Br. Simamora for their spiritual support which

support during her study. Her special thanks are also due to her oldest brother,

Herwinto Hutabarat, S.E., M.M., her sister, Erika Hutabarat, S.T., and her sister's

husband, G. Sntumeang, S.T. and her youngest brother Jimmy R. Hutabarat, for their

support, and encouragement during her study.

Last but not least, she wishes to thank to all her friends in Graduate Program

of Applied Linguistics, State University of Medan, and to a few close friends Wina,

Tresna S., Nike, Kak. Ouk·guk, Nurmawati, Vely, Ibok, Nelly. and all others who can

not be mentioned one by one, for their support.

Medan., June 2004

(Novita Christianti Hutabarat)

ii

:,

a

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ABSTRACT

HUTABARAT, NOVITA CHRISTIANTI. External Motivation to activate Senior

High School (SMU) Students Speak in SMU DWI W ARNA Medan. Thesis. Applied

Linguistics Graduate Program. :rhe

State

University ofMedan (UN1MED) 2004.

The present thesis that deals with external motivation to activate Senior High

School (SMU) to speak is based on quantitative research. The objectives of the study

are to describe the factors of external motivation which are significanlly motivated students to learn English and to find out the significant correlation between external motivation and students' achievement in speaking. The most dominant factor was watching Television. The data were obtained from 30 students of SMU DWI

.

.

questionnaire for external motivation and opened-questionnaire for the question in

speaking. In analyzing the data, product moment statistical were applied in order to

get the findings about the correlation between external motivation and student's achievement in speaking. The findings indicated that there is a positive correlation

both of them. The correlation is high and significant because the correlation was

0.98

TABLE OF CONTENTS

ACKNOWLEDGEMENTS ... .

ABSTRACT ... .

TABLE OF CONTENTS ... .. ... ..

1.1. Background of the study ... .. 1.2. Scope ofthe study ... ..

1.3. Research problems of the study ... .

1.4. Objectives of the study ... ..

1. 5. Significance of the study ... ..

1.6. Assumption ... .

CHAPTER II: BRIEF REVIEW OF LITERATURE ... .

2.1. Motivation ... ..

2.2. External Motivation ... . 2.3. Advantages of Being Motivated ... .

2.4. Factors of External Motivation ... .

2.5. Speaking ... ..

2.6. Appropriate Material to increase

External Motivation ... ..

CHAPTER ID: RESEARCH METHOD ... .

3.1 Research Des;Jll ... .

3.2. Population and Sample ... ..

page 4 5 5 6 6 8 9 10 13

3.3.

Instrument

of Collecting Data... 16

5.4. Technique of Analyzing the Data... . . . .. '21

CIIAPTER IV: DATA AND DATA ANALYSIS... 20

4.1. Data... 20

4.2. Data

Analysis...

22

CHAPTER V: CONCLUSION, SUGGESTION,

AND IMPLICATION ... .

26

5.1.

Conclusion ... .. . .... ... . ..

5.2.

Suggestion ... .

5. 3. Implication ... .

REFERENCES... 43

APPENDICES... 32-80

LIST OF TABLES

page

Table

3.1:

The

Aspects of

Speaking... 18

Table 4.1: The Result ofthe Students' questionnaire... 21

Table 2 :Items of Students' Questionnaire ... .

Table 3 :The Questionnaires' Score ... ..

Table 5 : The Frequency and Percentage of the Items'

Questionnaire .. . . .. . . . .. .. . . .. .. . . .. . .. . .. .. . .. .. .. . .. . .. . 54

Table 6 :The Percentage of the Students'

Questionnaire Score ... ..

68

Table 7 :Students' Score in Speaking through Aspects

of Speaking ... ..

70

Table 8 :Comparing Students' Score in English Aehievement

70

Table 9 : Students• Scores in English Achievement... 72

Table 10: The Average ofthe Students' Score... 74

Table 11 : The Value of Product Moment. ... .

Appendix I Appendix II Appendix Ill Appendix IV Appendix VI Appendix VD Appendix VIII Appendix IX Appendix X Appendix XI Appendix XII AppendixXill Appendix XIY.

LIST OF APPENDICES

:Questionnaire ... .

: Initial of the Students ... ..

: Items of Students' Questionnaire ... .

Questionnaire ...

: Indicators of the Questionnaire's Item

: The Frequency and Percentage of

the Items' Questionnaire ...

: The Percentage ofthe Students'

Questionnaire Score ...

:Students' Score in Speaking through

Aspects of Speaking ...

:Comparing Students' Score in English

Achievement ...

: The Average of the Students' Score .

:The Value of Product Moment.. ...

: TRANSTV ...

:Summary of Senandung Masa Puber.

CHAPTER I

INTRODUCTION

1.1. Background of the study

Facing the information and globalization era. many people are obliged to learn

English as the global language. There are lots of facts to support the

idea

that learning

English is crucial such as: 1) 400 million speakers of first language; 2) 700 million

speakers of second or foreign language; 3) over 80% of the infonnation stored in the

world's computers is in English; 4) more than half the world's scientific journals are

in English; and 5)

if

s the main language on the internet, fihns, songs, and so on

(Porter Keith, 2003).

In line of this, Acha (2003: 45) said that English is one of the important things

that we have to know because in this era of globalization there is much information

written down in English.

Indonesia is one of the developing countries which treat English as a foreign

language, as the consequence this English is taught to the students from primary up to

the University level. With this fact, it is hoped that the students realize English is

important to learn. In addition, they can pass their exam, graduate from school,. speak

English, get better jobs, enter the college or university, etc.

In cGnnection with the result of learning English, learning will be effective

when

an

individual is

ready

to learn, that is when someone wants to know something.

In seconlliuy vel, the students do not realize yet that English

is·very

important since

2

it is taught as one of the subject matters. The importance of learning English hold by

the teachers of English subject at school, so they have to motivate their students in

\earning English.

Motivation is the willingness to persevere in a learning task; the drive or

impulse that causes one to act in a certain manner; the process of providing with a

motive or motives; the force or incentive within a person that stimulates him/her to

have an active interest; the drives, impulse, and intention and causes a person to do

something (act) in certain ways. Student's motivation naturally has to do with

students• needs. Needs is a lack of something useful; required or desired (Webster,

1996: 906).

Motivation to learn a foreign language is seen as referring to the extent to

which the individual works or strives to learn the language because they are need to

do so and the satisfaction experienced toward the activity. So different learners will

have different motivation depends on their needs.

The major recognizable concepts of motivation are internal and external

motivation. internal motivation is an internal source used to urge a person forward.

This includes an inner sense of accomplishment and purpose that can boost

self-esteem and performance in the classroom. While external motivation comes from

external

source of motivation can be from people such as watching television (TV),

reading books, teachers, and parents, but most often involve objects in a reward and

punishmen ~ system. Both of the motivation can be activated in the learning process

3

External

motivation is seeking

external

rewards and avoiding punishment.

A

student can be described as extrinsically motivated when he or she engages in

learning. School practices that seek to motivate students extrinsically include rewards

and on the basis students' academic performance (Ames and Ames, 1989).

External motivation is also a motivation where fear is the key. To be success,

all the teachers were expected to sign the forms. Active participation provides a

stimulating environment. To provide this environment,

learning strategies

should

be

flexible, creative and constantly applied. Stimulating learning environments provide

variety in presentation styles, methods of instruction and

learning

materials.

External motivation that is given to the students is enhanced by the way in

which the instructional material organized. ln general, the best organized material

makes the information meaningful to the individual, and it

will

also enhance students

to speak (Nicholas and Miner, 1994).

So in order to help the students to be able to speak, the teachers have to give

them motivation in the process of teaching-learning English as a foreign language.

With this fact, it is hoped that the students realize Enghsh is important to learn. But

talking with Senior High School (SMU) students, the external motivation applies to

them, because they need to pass the exam, high score, etc. In order to make it short,

the writer infonned that the using of Senior High School did not use any more, but

the writer only used SMU.

Many

students have less motivation in learning English. Generally, classes

:z

4

practice. Language is perfected when it is practiced and using plentiful of time. Due

to lack at practice, their speaking is weak. These conditions make them shy to speak.

Based on explanation above, the writer is only interested in motivating the

students to

speak.

The writer

wanted

to

improve

the students'

speaking

by giving

them an external motivation, and used films which are displayed by private television

in Indonesia and through conversational practice

in

English classes. In this study, the

writer was

only

examining the external motivation to activate SMO students speak.

1.2.. Scope of the study

This study has specific intention to the external motivation to activate SMU

students speak.

1.3. Research Problems of the study

The problems of this study are formulated as the following:

1. What factors of external motivation are significantly motivated students to

learn

English?

2. Is there

any

significant correlation between external motivation and students'

achievement in speaking?

1.4. Objectives of the study

The objectives ofthis study are:

1. To identity factors of external motivation which are significantly motivated

5

2. To find out the significant correlation between external motivation and

students' achievement in speaking.

1.5. Signjficance of the study

After completing this study, the writer hopes that her. thesis would be able to

help teachers

of

English with a clear idea of strategy in giving external motivation to

activate SMU students speak.

The result will lead English teachers to teach their students to motivate the

ir own advanta es. In addition it can be said that an anal sis of

external motivation to activate SMU students speak give the students evidence of

their current competence in the process of learning foreign language. Besides, they

will gain valuable information which is important to design teaching materials to

make their class more enjoyable.

1.6. Assumption

The spread of English as a universal language is a clear cultural sign of the

globalization taking place at the end of the century, but the teaching ofEnglish as an

English language in traditional schools is unsatisfactory in Indonesia.

There is

insufficient awareness of the impediment to globalization that the inability to

communicate in English represents. Once again education looks elsewhere jnstead of

mobilizing sufficient material.

So

in

order to help the students enhance their interest to l~am English, the

teachers have to give them motivation, and the motivation must be from the outside

CHAPTERV

CONCLUSION, SUGGESTION, AND IMPLICATlON,

5.1. Conclusion

Having analyzed the data which are presented in the previous chapter, the

writer draws conclusion as the following:

5.1.1 Motivation is one of the most important influencing the studentst-success or

failure in learning English. S1-Hdents who are highly motivated are interested in

on what they have learned. Talking about SMU students, external motivation

are applied to them, because they needs to achieve a good score, especially in

speaking.

5.1.2 There was a significant correlation between students' external Questionnaire

and students' Achievement Score in Speaking. The hypothesis is accepted, and

z

the correlation between both of the variables was 0.98. It means the correlation

is high.

5.1.3 SMU Students of Dwi Warna Medan, are still needed external motivation from

their teachers enable the students to speak English.

5.2. Suggestion

Based on the conclusion, the suggestion draws in the following:

5.2.1 Metnod of teachiftg English has to be modified in order to make them

interested

in learnin.g English.

27

5.2.2 The teachers and parents have to control the student's ability in learning

English. This monitoring is necessary for them because it can be as a starting

point to them, and how far the students' improve.

5.2.3 In the process of learning English especially in speaking, the teachers have to

create

the

class more enjoyable. For example, by asking them to speak, the

teachers can

take

from others

sources

than merely from text books and asks

them to speak about it.

The result of this research showed that students' external motivation and

students' achievement in speaking gave valuable input to teachers of English in

helping the students in learning English particularly in speaking for SMU students in

general and particularly SMU DWI W ARNA Medan where this research was done.

There is a good result when the external motivation is given to the students.

Talking about the SMU students, the external motivation was applied to them. This

implication gave good evidence because it can enhance them speak.

5.3.1 Ways of improving the students' external motivation

Students' external motivation questionnaire valuable input that's why same

activities/ guidance should be given by following:

5.3.1.1 Pare~ts

Parent's involvement is very important in educating their children. In learning

28

if

parents facilitate them by giving good chance for learning at school and at home as

well. Parents are hoped too to facilitate their children with suitable books, dictionruy,

films, put in English course, etc. The facilitated can give contribute to their children

in learning English, es~cially in speaking English.

5.3.1.2 Teach~~t·s

Motivation starts with the needs. In this case the duty of a teacher is to find

out why students are enrolled in the course, how they feel about the subject matter,

e course

content to students' interest.

A strategy is concerned with how the teacher chooses material which is

suitable for their students. The teachers can take from others sources as their medium

in teaching, for example, in speaking the teachers can take from TV program, and of

it can enhance them in speaking English.

The attitudes of teachers can be determined or beneficial to a student's

motivational process. When the teacher demonstrate a lesson with a high energy,

dynamic fashion suggestive of enthusiasm leads students to experience greater

interest in and enjoyment of the material.

5.3.1.3 Environment

The em-ironment can be used to arouse the student's attention or eagerness to

in learning English. Social reinforces is anything that contributes to the satisfaction of

one's needs for approval, affection, acceptahce, affiliation, esteem or some other

29

5.3.1.4 Reading Books

Reading is a selective process taking place between the reader and the text in

which background knowledge and various types of knowledge information in the

text. In activating the students to speak; the teachers have to give them an external

motivation such

as

reading books. From reading books, they

can

grasp something,

and it will help them to trainee their speaking.

All of those factors at5ove give big influence in improving the students' score

5.3.2 Ways of improving the students' Achievement Score in Speaking

Talking about materials of English

for SMU

students, the first thing came-to

our mind is text book. From this text book, the writer hopes that there found material

for speaking. Even though the main emphasis of teaching English in Indonesia is

reading, but speaking should be trained too. In fact the writer found only small

number of speaking material there. For the time being it can be understood, why the

students are not so good in speaking. So in order to help them, the teachers have to

create their class more enjoyable. A new topic from other sources, is the way of

creating a subject so that the students did not feel bored to the subject. Taking a film

as ilie medium of teaching, and ask them to speak about it is the way of efihancing

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