OF MA A B A D I YAH G A B U S PATI
IN THE ACADEMIC YEAR OF 2006/2007
A Graduating Paper
Submitted to the Board of Examiners as a Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan Islam
(
S.Pd.I)
in the English Department of Education Faculty
State Islamic Studies Institute (STAIN) Salatiga
ENGLISH DEPARTMENT OF EDUCATION FACULTY
STATE ISLAMIC STUDIES INSTITUTE (STAIN)
SALATIGA
By:
JJTFI RIYADLOH NIM. 113 03 001
Website : www.sialnsalaliua.ac.id E-mail : administrasi@stainsalatiga.ac.id
D E K L A R A S I
Bismillah irrah man irrahim
Dengan penuh kejujuran dan tanggung jawab, penulis menyatakan bahwa skripsi ini tidak berisi materi yang pernah ditulis oleh orang lain atau pernah diterbitkan. Demikian juga skripsi ini tidak berisi satupun pikiran-pikiran orang lain, kecuali informasi yang terdapat dalam referensi yang dijadikan bahan rujukan.
Apabila di kemudian hari ternyata terdapat materi atau pikiran-pikiran orang lain di luar referensi yang peneliti cantumkan, maka peneliti sanggup mempertanggung jawabkan kembali keaslian skripsi ini di hadapan sidang munaqosyah skripsi.
Demikian deklarasi ini dibuat oleh peneliti untuk dapat dimaklumi.
Salatiga, 17 Juli 2007 Penulis
ATTENTIVE COUNSELOR NOTES
Case : Lutfi Riyadloh’ s Thesis Salatiga, Juli 17th , 2007
Dear
The Head o f State Islamic Studies Institute o f Salatiga
Assalamu’aJaiknm Wr. Wb.
After reading and correcting Lutfi Riyadloh’s thesis entitled “A CORRELATION STUDY BETWEEN EXTRINSIC MOTIVATION AND ENGLISH ACHIEVEMENT OF THE FIRST YEAR STUDENTS OF MA ABADIYAH GABUS PATI IN T H E A C A D E M IC Y E A R O F 2006/2007”, I have decided and would like to propose that if it could be accepted by the education faculty, I hope it would be examined as soon as possible.
W assalamu’alaikum Wr. Wb.
Title P a g e ... i
Deklarasi.,... ii
Attentive C o u n selo r... iii
Statement o f C ertification... iv
Motto ... v
Dedication ... vi
A bstract... vii
A cknow ledgem ent... viii
Table o f Contents ... xi
List o f T a b le s... xiii
CHAPTER 1 INTRODUCTION A. Background o f the Study... 1
B. Statements o f the Problem ... 5
C. Objectives o f the Study... 5
D. Benefits o f the S tu d y ... 6
E. Report o f the Previous Research... 7
F. Outlines o f the Graduating P a p e r... 7
CHAPTER II REVIEW OF RELATED LITERATURE A. Motivation ... 9
B. L earning... 18
E. Correlation Between Extrinsic Motivation and English
Achievement ... 47
F. Research H ypothesis... 49
CHAPTER ITT REPORT OF RESEARCH A. Research D e sig n ... 50
B. The Profil o f MA Abadiyah Gabus P a ti... 52
C. Variables ... 59
D. Methods o f Collecting D ata... 60
E. Data A nalysis... 61
F. Statistical H y p o th esis... 63
CHAPTER IV DATA ANALYSIS A. Data Presentation ... 64
B. A n a ly sis... 65
CHAPTER V CT ,OSl JRF. A. Conclusion ... 78
B. S u g g estio n ... 79 BIBLIOGRAPHY
C U RICU U JM VITAF, APPENDIX
t-'
SALATIGA
Jl. Stadion 03 Phone (0298) 323706 Salatiga 50721
STATEMENT OF CERTIFICATION
A CORRELATION STUDY BETWEEN EXTRINSIC MOTIVATION AND ENGLISH ACHIEVEMENT OF THE FIRST YEAR STUDENTS
OF MA ABADIYAH GABUS PATI IN THE ACADEMIC YEAR OF 2006/2007
LUTFI RIYADLOH NIM. 113 03 001
Has been brought to the board of examiners in September 11th, 2007/Sya’ban 29th, 1428 H to completely fulfill the requirement of the Degree of Sarjana
Pendidikan Islam (S.Pd.I) in the English Department of Educational Faculty.
Salatiga, September 11th , 2007 M Sya’ban 29th, 1428 H Board Examiners
☆ The best of all things is to learn. Money
can be lost or stolen, health and strength
may fall, that what you have committed
your mind is yours forever
If there is a will, will be a way
- A - When you cannot get your idea on a way, get
in on another way
The writer dedicates this graduating paper to:
> My beloved Mom (Siti Masriah) and my Dad (Mathori) > My soulmate, my husband will be (Kakak) and his family
> All of my brothers (Saiful Huda, Kasan Taufiq, and Ahmad Badawi) and my sisters (Munirotul Maisati and Anis Khumaidah)
> All of my nephews (Aji, Uya, and Qomar) and my causins (Navis and Putri) > K.H. Zumri, Hj. Lathifah, Abah Salam and big family of Al Falah Salatiga > My graduating paper’s consultant (Mr. Ruwandi, M.A.)
> My best friend (Hanik)
There are many factors that have a strong effect on success in foreign language learning. Motivation is one of influencing factors succeeding students in their study. It influences people to decide to do something; how long they want to do it; and how hard they prepare to work to achieve it. A student will be successful in language learning if he/she has a strong motivation. On the contraiy, if the student has a low motivation, he/she will get failure. There are two types of motivation, namely intrinsic and extrinsic motivations. Intrinsic motivation is the most potential force since a person who has developed it may continue to learn. While, extrinsic motivation can be used to promote the development of intrinsic motivation.
Many researchers have found out that extrinsic motivation has a close correlation with a higher academic achievement. It can be affected and influenced by attitude of a number of people. They are parents, teachers, friends, and social members. This study concerns the investigation of extrinsic motivation and English achievement. The purpose of this study is to know whether there is a correlation between extrinsic motivation and achievement -in learning English. This study is very useful for those figures to know the importance of extrinsic motivation in students’ learning process. By knowing students’ extrinsic motivation, it is hoped that those figures can motivate them in order to increase their English achievement.
The sample of this research is class X-A o f the first year students of MA Abadiyah Gabus Pati in the Academic Year of 2006/2007. There are 32 students o f class X-A. The methods used to collect data in this research are questionnaire, report book, and documentation. In this research, the writer uses descriptive method and quantitative approach. There are two variables in this research. Those are independent variables (X) and dependents variables (T). Independent variables is obtained by questionnaire dealing with extrinsic motivation and dependent variables is English achievement.
Based on the calculation result of extrinsic motivation, the writer classifies that there are 3 students getting excellent scores (9,375%), 5 students getting good scores (15,625%), 12 students getting fair scores (37, 5%), and 12 students getting poor scores (37, 5%). While, based on the calculation of English achievement, there are 3 students getting excellent scores (9,375%), 6 students getting good scores (18, 75%), 12 students getting fair scores (37, 5%), and 11 students getting poor scores (34,375%). Then, based on the calculation of product moment formula, it is found that ro = 0,947 and rt in the level of significance 5% is 0,349 and in the level of significance 1% is 0,449. If ro > rt\ Ho is refused (there is a correlation). On the contrary, if ro < rt', Ho is received (there is no correlation). From this explanation, the writer concludes that there is high significance correlation between extrinsic motivation and English achievement of the first year students of MA Abadiyah Gabus Pati in the Academic Year of 2006/2007.
Assalamu''alaikum fVr. Wb.
Alhamdulillahirobbil''alamin, firstly; the writer antends praises and thanks
to Allah SWT because of His Blessing and Mercy, the writer could complete this graduating paper as one of the requirements for getting Sarjana Pendidikan Islam
in English Department of Education Faculty of State Islamic Studies Institute (STAIN) Salatiga.
The writer realizes that she would not be able to finish her work without support, pursue, motivation, advice, help, and encouragement from others. Therefore, she would like to express her thanks and gratitude to:
1. Drs. Imam Sutomo, M.Ag, as the Rector of State Islamic Studies Institute (STAIN) of Salatiga.
2. Ruwandi, M.A, as the Head of English Department and her consultant of this graduating paper. Thanks for his careful guidance, suggestions, kindness, motivation, and knowledge during the completion of this graduating paper. 3. All of lectures of English Department who educate and gives their knowledge
during her study.
4. All of teachers, staffs, and students of MA Abadiyah Gabus Pati who have given their permission to conduct the research and their cooperation to provide the data dealing with the research.
5. Her beloved Mom (Siti Masriah) and her Dad (Mathori) who prayed, facilitated, and encouraged her to finish her study. She could has never
6. Her soulmate, her husband will be (Kakak), who always accompanies her neither happy nor sad. May be distance keep us, but never in heart and nothing can separate us. Thanks for Kakak’s motivation, support, pursue, and kindness.
7. All of her brothers and sisters, especially to Anis. Thanks for their togetherness and brotherhood.
8. K.H. Zumri RWS, Hj. Lathiefah, and Abah Salam. Thanks for their Islamic Education; and big family o f Al Falah Salatiga, especially Pak Lurah (kang Asef), Bu Lurah (mbak Atiek), Sanah, Fella, and Ela. Thanks for their togetherness in beloved A1 Falah.
9. Her best friend (Hanik). Thanks for her motivation, support, and kindness. May their beautiful friendship is forever.
10. Her KKN’s team in Jambewangi, Pakis, Magelang. Thanks for their togetherness.
11. Her friends in STAIN Salatiga of 2003, especially in English Department. Thanks for their togetherness in her study.
12. All sides that help the writer. It is impossible for her to mention one by one. The writer have made efforts as many as possible in finishing this graduating paper, but she is sure that there are still many shortage lack. Therefore, the hopes the critiques and suggestions for her completion of this graduating
Wassalamu 'alaikum Wr. Wb.
Salatiga, July 17 th ,2007
The writer
TART .F. T STl JDF.NTS OF MA A R A O IY A H ... 55
T A RT.F IT TEACHERS AND STAFFS OF MA A R A O IY A H ... 56
T ART,F, TTT FACTT.TTTF.S OF MA ARAOIYAH GARTJS P A T I... 57
T A RT.F TV THF T,1ST OF SA M PT.FS... 64
TABLE V THE QUESTIONNAIRE A N SW E R S ... 67
TART,F VI PF.R CENT A OF. OTSTRTRT JTTON OF FXTRINSTC MOTTVATTON... 69
TART-F, VIT STUOFNTS’ ENGLISH ACHIEVEMENT ... 70
TART.F. VTTT PERCENTAGE OTSTRTRUTION OF ENGLISH A CH IEV EM EN T... 72
A. Background of the Study
English is one of the many languages that is used as an international language in many countries in the world, including Indonesia. It has a special position here since it has become the international language of communication.1 In Indonesia, it functions as the first foreign language; therefore, it is natural if Indonesian people be familiar with it. It is learnt by Indonesian people from the fourth grade o f the elementary school up to the university. For elementary school students, it is just an elective subject. But for junior and senior high school students, it is a compulsory subject; even, it becomes a subject that is nationally examined for school graduation. While for university and academic levels, it is a compulsory subject that must be taken by an every student in all faculties and departments all over Indonesia since curriculum 1994 was applied.2
As a foreign language, English is difficult to be learnt by Indonesian people although it has been taught for years. Seeing this fact, people usually blame teachers as the actors who should be responsible for successful learning of it. People assume that the primary source of the unsatisfactory result of
1 Jeremy Harmer. 1983. The Practice o f English Language Teaching. N ew Edition. London and N ew York: Longman. Page 1
2 Tri Wiratno. 2003. Merencana Buku Teks Bahasa Inggris Melalui Pemahaman Bentuk Gramatikal. Yogyakarta: Pustaka Belajar. Page 5
English teaching process is teachers. Our society often question the teachers’ work and even consider them as unqualified resources. However, as member of the scientific community, teachers should use a good and an appropriate methods that are suitable with students’ condition in teaching. They should be able to find out elements from which the cause of the failure. Another essential skill of teaching is the teachers’ ability to manage the class sufficiently to allow learning to flourish.3 4
There are many factors that have a strong effect on success in foreign language learning. Abdul Chaer states those factors are motivation, age, teaching-learning process, the first language interference and environment. Jerome and Cynthia also show some factors effecting a second or a foreign language learning. Those are cognitive factors (because he/she unfamiliar with the language used to present; he/she forgot the information contained in it; and he/she never learned the concepts and the rules necessary for solving it). The second ones are affective factors (insufficient motivation; fear of possible failure; and low expectancy of success).5 According to Abd. Rahman Abror, the factors that influence learning consist of the intrapersonal and personal factors. The intrapersonal factors consist of cognitive structure variable, development readiness, intellectual ability, motivational and attituditional factors, and personality factors. Situational factors involve practice, the
3 John. A.R. W ilson, Mildred C. Robeck, W illiam B. M ichael. Psychology Foundation of Learning and Teaching. Second Edition. N ew York: McGraw-Hill Book Company. Page 3
4Abdul Chaer. 2003. Psikolinguistik: Kajian Teoretik. Cet. 3. Jakarta: Rineka Cipta. Page 251-257
arrangement of instructional, certain group and social factors, and characteristics of the teacher.6
Motivation is one of influencing factors succeeding students in their study. It is a kind of an internal drive which pursues someone to do things to achieve something.7 A student will be successful in language learning if he/she has a strong motivation. On the contrary, if the student has a low motivation, he/she will get failure. The learner should be stimulated in order to be motivated in language learning. Without motivation, learning out comes that are reached by the learner will not be optimal. Strong or low motivation helps to create the successful language learning.
Motivation is a very important factor in a foreign language learning. It gives spirit to a learner in his/her activities. Moreover, motivation gives guidance to behavior.8 Continuous motivation is needed in order to help the learners to concern themselves on the lesson material. A learner’s attention gives more way o f something to another things during learning. Successful learning gives more extended out put, when the learner is given spirit to his devote attention toward a lesson.
6 Abd. Rachman Abror. 1993. Psikologi Pendidikan. Yogyakarta: PT Tiara Wacana. Page 73-74
7Jeremy Harmer. 2001. The Practice o f English Language Teaching. Third Edition. Completely Revised and Updated. London and N ew York: Longman. Page 51
Harmer divides motivation into extrinsic motivation, which is concerned with factors outside the classroom, and intrinsic motivation, which is concerned with what taking place inside the classroom.9 Intrinsic motivation ..occurs because whatever activity being pursued satisfies a deeply felt personal need. It is better if students are interested in learning task and are motivated to learn it for their own shake. Extrinsic motivation refers to motivation to accomplish a task that is prompted by something other than an inner satisfaction in which the task itself is worthy of accomplishment. It seems that intrinsic motivation is the most potential force since a person who has developed it may continue to learn. Well, extrinsic motivation can be used to promote the development o f intrinsic motivation.
The extrinsic motivation that bring learners to the foreign language can be effected and influenced by attitude o f a number o f people. They are parents, teachers, friends, and social members.10 Their treatment for the learners will effect the learners’ motivation and attitude whether it reinforces or undermines previous learning experiences or not. Between one element with other elements should pursue each other to reach success in foreign language learning. In short, motivation is one of very important factors that determines the success of a foreign language learning. Based on the reviews above, the writer is interested in conducting a research paper entitled “A CORRELATION STUDY BETWEEN EXTRINSIC MOTIVATION
* Jeremy Harmer. op. cit. Page 3
AND ENGLISH ACHIEVEM ENT OF THE FIRST YEAR STUDENTS OF MA ARADIYAH GABUS PATI IN THE ACADEMIC YEAR OF 2006/2007” .
B. Statements of the Problem
There are some extrinsic motivations that should be taken into account by the first year students o f MA “Abadiyah” to pursue their English achievement. For the reason, the writer tries to formulate the research problems as follows:
1. What are the sources o f students’ extrinsic motivations that should be taken into account by the first year students o f MA Abadiyah Gabus Pati for their English achievement?
2. How high is the students’ extrinsic motivations and their English achievement ?
3. Is there any correlation between students’ extrinsic motivations and their English achievement?
C. Objectives of the Study
Based on the problem statements above, the writer proposes the objectives o f the study as follows :
2. To find out the score of the students’ extrinsic motivations and their English achievement.
3. To find out the correlation between students’ extrinsic motivations and their English achievement.
D. Benefits of the Study
1. For Teachers
This study will be very useful for teachers to know the importance of many factors that influence students’ achievement in learning English. One of them is extrinsic motivations. By identifying students’ extrinsic motivations, it is hoped that the teacher can motivate and facilitate the students’ learning.
2. For Students
Students should understand the effect of extrinsic motivations in language learning so they are able to use the motivation to achieve their English achievement.
3. For Linguists
E. Report of the Previous Research
The writer takes one o f the research report written by Retno Widarti as the starting point. She was a university student o f English Department, Faculty o f Language and Art Semarang State University. In 2006, she wrote a research entitled “A Correlation Study Between Locus o f Control and Students’ Achievement in Learning English”. In her thesis, it was mentioned that one o f factors that determined the success o f foreign language learning was locus o f control. It is the type o f attribution we make for our successes and /failures in school tasks. There are two types o f locus o f control, namely internal and external. Many researchers have found out that internal locus o f control has a close relationship with a higher academic achievement. In her research she draws a conclusion that there is a significance correlation between locus o f control and students’ achievement in learning English.1'
F. Outlines of the Graduating Paper
Chapter I is an introduction, it consists o f the background o f the study, statements o f the problem, objectives o f the study, benefits o f the study, report o f the previous research, and outlines o f the graduating paper.
Chapter II is a review o f related literature. It reveals some ideas and opinions related to the topic. It consists o f motivation, learning, teaching achievement, correlation between extrinsic motivation and English achievement, and research hypothesis.
Chapter III is a research method. It concerns research design, the profil o f MA Abadiyah, variables, methods o f collecting data, data analysis, and statistical hypothesis.
A.
Motivation1. The Definition o f Motivation
There are several definitions o f motivation. Jeremy Harmer says motivation is a kind o f an internal drive which pursues someone to do things to achieve something.1 Then, McDonald quoted by Oemar Hamalik says motivation is an energy change within a person characterized by affective arousal and reaction to achieve the goal.2 The following is Lambert (1972) quoted by Abdul Chaer. He says that motivation is a reasoning to achieve the goal totally.3 The next is Clifford T. Morgan quoted by Wasty Soemanto who says that motivation relates with three things o f motivation aspect; those are motivating states, motivated behavior, and goals or ends o f such behavior.4 5 And the last is Emerald V. Dechant saying that motivation is the way o f human behavior.^
From some definitions above, the writer concludes that motivation influences people to decide to do something; how long they want to do it; and how hard they prepare to work to achieve it.
1 Jerem y Harmer. 2 0 0 1 . The Practice o f English Language Teaching. Third E dition. C om p letely R ev ised and U pdated. N e w York: L ongm an. P a g e 5 l
2 O em ar H am alik. 1992. Psikologi Belajar dan Mengajar. C et. I. Bandung: Sinar Baru. P age 173
’ A bdul Chaer. 2 0 0 3 . Psikolinguistik: Kajian Teoretik. Jakarta: R ineka Cipta. P age 251 4 W asty Soem anto. 1990. Psikologi Pendidikan (Landasan Kerja Pemimpin Pendidikan).
Jakarta: R ineka C ipta. Page 194
5 Em erald V . D echant. 1982. Improving the Teaching o f Reading. N e w Jersey: Prentice Hall. Page 73
2. The Components o f Learning Motivation
Learning motivation consists o f two components, those are inner and outer components.6 7
a. Inner component is a change within a person and situation where someone feels unsatisfied and psychologically strained.
b. Outer component wanted by someone is the goal that becomes the purpose o f an action.
3. The Principles o f Learning Motivation
There are 17 principles o f motivation in learning.' These principles assist that:
a. Reward is more effective than punishment. Punishment has characteristic to stop an act, while reward has characteristic to appreciate what is done. Therefore, reward is more valuable in learning motivation.
b. All students have basic psychological needs that should be met. Those who are able to fulfill their needs effectively through learning activities, they just need a little help to be motivated and discipline. c. Inner motivation is more effective than outer motivation.
d. Compatible action that is suitable with willing needs reinforcement. This reinforcement should be given in an every level o f learning experience.
e. Motivation is easily spread toward other people. Teachers who have high enthusiasm absolutely influence their students to have high enthusiasm in learning.
f. Clear understanding about the goal o f learning will stimulate motivation.
g. Student-made assignments will increase higher interest than teacher- made assignments.
h. External rewards are sometimes needed and effective to stimulate real
interest. •: '
i. The variations o f teaching procedure and method are effective to keep students’ interest in learning. This causes fun learning situation.
j. Particular interest owned by student is useful to learn others.
k. The activities stimulating slow learner’s interest are less important for fast learner’s interest.
l. Motivation pressures from younger students are commonly more effective than from adults.
m. High motivation relates with students’ creativity. With a certain teaching method, students’ motivation can be directed to creative activities.
n. Anxiety will cause learning difficulties. o. Frustration can help students to do better.
p. Too difficult assignments can cause frustration and the assignments can cause demoralization.
4. The Factors Influencing Learning Motivation
Many factors influence motivation to learn a foreign language. These factors include: 8
a. Give advantages to students to master the foreign language well; for example: to find jobs, to get on to courses o f study, and to get good scores from teachers.
b. Students’ interest in the target language culture (the foreign language culture they are learning).
c. Good sense about foreign language for instance: success, self confidence, students’ autonomy or independence.
d. Drive from others as teachers, parents, friends, peers, schools, classmates or societies.
e. Students’ interest in the language learning process: interest and relevance o f the students’ course content, classroom activities, the teacher’s personality, or teaching methods.
Students may have high motivation in one o f these factors; and have a little in another, or their motivation may be really balancing. Different students can also be motivated in different techniques from other people, and motivation can change. Students may, for example, be really uninterested in learning a certain foreign language. Then, they meet a teacher that they very like, thus, they begin to love learning the foreign language. On the contrary, if they meet a teacher that they dislike, he/she
will make them unmotivated to learn the foreign language. Motivation can change in different age levels, and it may also be a factor that is less important as students get older. We know that motivation needs to be both created and continued.
5. The Sources o f Poor Motivation
There are some reasons why students are unmotivated to do homework or learning. These reasons a re :y
a. Really preferring something else to attend school.
b. Attending school as a means to an end other than learning. c. Distracting personal problems.
d. Laziness.
e. Lack o f vocational choice. f. Continuing immature values. 6. The Functions o f Motivations
In a foreign language learning, there are two functions o f motivation. These functions include:9 10
a. Integrative function
It is motivation which pursues someone to learn a foreign language because there are wants to communicate with community’s speakers, wants to self integrate with their cultures or wants to be part o f the language community member.
9 Francis P. R obinson . 1970. Effective Study. Fourth E dition. N e w York: Evanston and London. Harper and R ow Publishers. P age 100
h. Instrumental function
It is motivation which pursues someone to learn a foreign language because there are desires to achieve social recognition, social mobility or to get a job or career. Therefore, instrumental motivation is usually used to vocational reasons, status, achievement, personal success, self enhancement, self actualization or basic security and survival.
In their first research, Gardner and Lembert quoted by Soenjono Dardjowidjojo found that integrative motivation has more significant role than instrumental motivation. But research from another expert (Lukmani quoted by Soenjono Dardjowidjojo, 72) shows that in fact, students who have stronger instrumental motivation get higher score than those who have integrative motivation in English examination. Even, Gardner and MacIntyre quoted by Soenjono Dardjowidjojo found that instrumental motivation is actually very potential. Because the world becomes universal and English becomes international language, instrumental motivation has more important role than integrative motivation. Expecting heterogeneous people to have a strong motivation to learn English is far from being realistic. The question is why a lot o f people take foreign language courses especially English today? It is because they are aware o f their more auspicious future if they have this language infrastructure. 11
7. Kinds o f Motivation
Jeremy Harmer divides learning motivation into two kinds, those are extrinsic and intrinsic motivations.12
a. Extrinsic motivation
It is motivation which concerns factors outside classroom, for example: the need to pass an exam, the hope o f financial rewards or the possibility o f future travel.
b. Intrinsic motivation
It is motivation which concerns factors that take place inside classroom. Someone may be motivated by the enjoyment o f the learning process itself or by a drive to make him/her feel better.
8. Sources o f Extrinsic Motivation
Extrinsic motivation that brings students to the task o f learning English can be affected and influenced by attitude o f a number o f elements; they are parents, teachers, friends and societies.13
a. Parents
Parents are one o f family’s members. Family is the first educational institution for children. The all children’s learning needs are parents’ responsibility. They should fulfill their learning needs, including their English learning. Besides that, they must also give motivation to their children to learn the language English. The positive attitude o f parents and other family’s members are crucial for the
children to learn it. They should approve them to learn English and create situation which is important for their English achievement, for example: they make the children listen to English music, watch English TV program, speak English little by little, read English texts, accompany them to leam English and also create conducive and fun learning environments, so, their children are able to achieve satisfactory achievement in English.
b. Teachers
Teacher is a person who causes students to know or be able to do something or give a person knowledge or skill.14 15 Students’ English achievement is also influenced by the teacher. In English teaching, they have major roles to reach the learning goals. Therefore, they should posses skills o f teaching English; managing the steps of learning; mastering approaches, methods and techniques; using media and dividing time.13 They should use various and fanciful methods so their students will be interested and will not be bored in learning it. They should also give motivation to the students to leam the language. In classroom, the teacher should not only give lessons, but also opportunities to self learning or to express their ideas and he/she should respect their ideas. Last but not the least, he/she should make his/her students as learning partners not as learning rivals.
14 Syafruddin Nurdin and Basyirudin Usman. 2002. Guru Profesional & Implementasi Kurikulum. Jakarta Selatan: Internusa Ciputat Press. Page 7
c. Friends
Friend is a person not a relative, whom one knows and likes well. One of extrinsic motivation sources is friends, so, they also influence learning achievement.17 Sardiman A.M says that they can be partners to increase creativity and to arouse motivation in learning including the learning of English. They create situation to compete one another. He also says that competition can be motivation to pursue learning that may increase learning achievement.18 They are very influential for our personalities or characteristics. Therefore, we should choose them who can increase our achievement too.
d. Society
Society is a system whereby people live together in organized communities.19 Beside as an individual creature, human is also a social creature where we must interact with others directly or indirectly. Every social member has a different way of live. This way influences other social members, either positive or negative. From these explanations, it can be concluded that social members also have an important role toward students’ English achievement.
6 AS Hom by. 1974. Oxford Advanced Learner’s Dictionary o f Current English. Revised 1 N ew York: Oxford University Press. Page 345
’. D alyono. Op. cit. Page 57 PT
'diman A.M .. 1994. Interaksi dan Motivasi Belajar Mengajar. Cet 5. Jakarta, V
'ersada. Page 92
B. Learning
1. The Definitions of Learning
There are several definitions o f learning. Ernest R. Hilgard quoted by Abu Ahmadi says that learning is a process by which an activity originates or is changed through training procedures that are different from changes by factors that are not attributed to training.20 Then, Cronbach (1954 : 47) quoted by Wasty Soemanto formulates that learning is a change in behavior as a result of experience.21 The following is Jeremy Harmer states that learning is a league between teachers and students.22 The next is Thorndike (1913 : 16) quoted by George and Raymond says learning is a change series in human behavior.23 And the last is Kimble and Garmezy (1963 : 133) quoted H. Douglas Brown explains learning is a relatively permanent change in a behavior tendency and is as a result of reinforced practice.24 *
From some definitions above, the writer concludes that learning is signed by the change in human behavior. Thus, if there is no change in the process, the learning process never occurs.
20 Abu Ahmadi. 1993. Cara Belajar yang Mandiri dan Sukses. Solo: CV Aneka. Page 20 “ Wasty Soemanto. op. cit. Page 99
22 Jeremy Harmer. 1998. How to Teach English: An Introduction to the Practice of English Language Teaching. N ew York: Longman. Page 9
23 George M. Gazda and Raymond J. Corsini. 1990. Theories of Learning: A Comparative Approach. Itasca, Illinois. F.E: Peacock Publisher, Inc. Page 1
The figure o f nativism is Noam Chomsky. This theory states that environment has not influence in learning process. On the contrary, it states that learning occurs because biology giving. This
25 giving is called nature giving hypotheses. b. Behaviorism
The figure o f behaviorism is B.F. Skinner. He proposes that change in rate o f behavior is the best measure o f learning. If the rate changes in the presence o f only certain stimuli, then the person has learned something special about those stimuli. He had already argued for a behavioral rather than a psychological definition o f the reflex, as an observed correlation between stimuli and responses. The stimuli-response relation called as S-R.26 27
c. Cognitivism
The figure o f cognitivism is Jean Piageat. He gives more attention to the development o f learning than the learning o f concepts. To him, learning itself takes on different forms at different stages o f development. First, ehildren in ,he sensor motor period leam through direet aetion on objeets in their environment. Then, in ,he preopera,ional period, they learn by representing the static shapes and
26 A bdul Chaer. Op. cit.Page 2 2 2
the movement o f objects, but they can not use the relations between shapes and movement to make inferences about such matters or the conversation o f quantity. Children in the concrete operational period can make these inferences, but only in reference to things that they can witness. They can not yet make inferences on an inferred event (a proposition). This last form o f learning is an accomplishment o f the
28
formal operational period. 3. The Types o f Learning
In this classic work on the conditions o f learning, Robert Gagne says that ably demonstrated the importance o f identifying a number o f different types o f learning. The types o f learning are a complex task; such as language learning involves everyone o f Gagne’s types o f learning. He identifies eight types o f learning. These types a r e :28 29
a. Signal learning. The learner learns to create a general diffuse response to a signal. This is the classical conditioned response o f Pavlov.
b. Stimulus response learning. The learner acquires a precise response to a discriminated stimulus.
c. Chaining. What is acquired is a chain o f two or more stimulus response connections.
d. Verbal association. Is the learning o f chains that are verbal.
28 Ibid, page 2 8 8
e. Multiple discrimination. Someone learns to create a number of different identifying responses to many different stimuli which may resemble each other in physical appearance to a greater or lesser degree.
f. Concept learning. The learner acquires the ability to make a general response to a class o f stimuli even though the learners o f that class may differ from each other widely.
g. Principle learning. It is a chain o f two or more concepts.
h. Problem solving. It is a kind o f learning that requires the internal events, usually referred to as “thinking”.
4. The Strategies o f Language Learning
In a foreign language learning, we can divide two basic categories
TO
o f strategies. These strategies are:
a. Learning strategy, it is a method o f feeling and saving certain items for later recall.
b. Communication strategy, it is a method to achieve a communicative expression in a language.
In the literature o f language learning strategies, four terms have commonly been singled out for explication: transfer, interference, generalization, and simplification. These terms have too often been considered as separate strategies. They are more correctly understood as several manifestations o f one learning principle. The interaction o f
30Ibid,
previously learned material with a present learning event, from the beginning o f life o f the human organism or any organism; for that matter, builds as structure o f knowledge by the accumulation of experiences and by the storage aspects of the memory experiences.
5. The Language Learning Process
Commonly, the situation o f language mastery is divided into formal and informal processes. ’1
Situation of language
a. Language Learning Process o f Krashen’s Model
Krashen (1976) says that foreign or second language mastery for adults is different from that o f children. The former goes on unconsciously and naturally. This process is called acquisition. While the later goes on consciously through language forms and is realized in verbal forms. The adults master the language through language formal principles. This process is called learning. The diagram can be seen as follow s:32
b. Language learning process o f Bialystok’s model
This language learning process is organized into three levels: 1) Input, through reading and speaking learning.
2) Knowledge, information saving.
3) Output, drawing o f language understanding, and expressing.
32Ibid,
The process can be seen in a draft as follows: J~'
Explanation:
: compulsory process : strategy (optimal)
From the draft above, it can be concluded that:
In formal practice, a learner reads to add language exposure.
- In informal practice, language exposure is acquired in natural communication.
- In monitoring strategy, language knowledge is used by learner to prepare language expression.
- In inferension, hypothesis testing is used to process knowledge o f the previous unknown language.
c. Language Learning Process of Stevicks’ Model
Steviks (1980) follows Krashen and Bialystok’s model. Steviks uses terms to draw language mastery process that is called lever tone machine draft.34
Output---► Reaction
The draft has characteristics as follows: 1) Learning outcomes are saved in acquisition stock. 2) Language learning can be output material.
3) Acquisition function and role and learning are not separated strictly. 4) Affection factor becomes rheostat.
6. The Factor Effecting Learning
There are internal, external, and learning approach factors have effects in learning.35
a. Internal Factors (factors which come from the students themselves). 1) Physiological aspects
The condition of the students’ body and the tonus (the muscle tension) which signs the fitting level of body organs
34 Ibid, page 36
and joints, can affect the students’ spirit and intensity in learning.
2) Psychological aspect includes: a) Students’ intelligence
Generally, intelligence can be meant as the psychophysics ability to react the stimulus or to adapt the self to the environment with the proper way.
b) Students’ attitude
It includes the attitude which tends to respond in a relative way toward the object, both positively and negatively. c) Students’ talent
Talent is the potential ability possessed by the students (someone) to reach the success in the future time. Talent will affect the learning achievement.
d) Students’ interest
A student who intends to the certain lesson will pay much attention to lesson. This can make the learning spirit and he/she can reach the result he/she wants.
e) Students’ motivation
h. External Factors, includes : 1) Social environment
Schools, teachers, administration staffs and classmates can affect the students’ spirit in learning process.
Society; bad society can cause difficulties in learning activities for students.
Family can cause good or bad impact for students in learning activities and it influences the learning achievement.
2) Non social environment
It includes the school building, the location, the house, the equipment, the weather and the time when learning process is being held by the students. These factors also determine students’ success in learning,
c. Learning approach factors
In this case, a way or a strategy is a set o f operational steps which are made to solve problems or to reach the aim o f learning. The factors o f learning approach also affect the level o f the students’ learning process.
7. The Differences Between Li and L2 Learning
There are several differences between Li (first language) and L2
(second/foreign language) learn in g /6
Li Learning L2 learning (in the classroom)
Age - Baby to young child - usually at primary school and/or secondary school Ways o f - By exposure and picking - Sometimes through learning up language exposure but often by - By wanting and needing being taught specific
to communicate (with language
strong motivation) - With strong, little or no - Through interaction with motivation
family and friends - Through interaction with - By talking about things a teacher and sometimes
present in the child’s with classmates
surroundings - Often by talking about life ■ - By listening and taking in outside the classroom
language for many - Often by needing to months before using it produce language soon (silent period) after it has been taught - By playing and - Often by using language
experimenting with new in controlled practice
Li Learning L2 learning (in the classroom)
- Caretakers often praise - The learner does not and encourage the child’s receive individual use of language attention from the teacher - Caretakers simplify their - Teachers commonly
speech to the child
- Caretakers rarely correct the form and accuracy of what the child says in an obvious way
correct learners a lot
The Successful Language Learning
Kind of “Patchwork” lesson, the elements necessary for successful language learning are: E - A - A - S - A - S - E - A.37
a. E (Engage): students look at the sunbathers and give response to them. b. A (Activate): students act out a dialogue, a doctor, sunburn, and
sacrifice after a day at the beach.
c. A (Activate): students look at a text describing different people and the effects o f the sun has on their skin.
d. S (Study): the teacher does vocabulary work on words.
e. A (Activate): students describe themselves or people; they know in the same kind of ways as the reading text.
f. S (Study): the teacher focuses the students’ attention on the relative clause construction used in the text.
g. E (Engage): the teacher discusses advertisements with the students. h. A (Activate): the students write a radio commercial for a sunscreen. The teacher lets them record it using sound effect and music.
Such classes are very common, especially at intermediate and advanced levels. Not only do they probably reflect the way we leam-rather chaotically, not always in a straight line-but they also provide an appealing balance between study and activation, between language and topic. They also give the students the kind of flexibility.
The Reasons of Foreign Language Learning
There are some reasons why many people learn a foreign language especially English. These reasons a re :38
a. It is a school curriculum.
b. It offers a chance for advancement in professional level. c. To achieve target language community.
d. To learn ESP (English for Specific Purpose).
e. Because they are attracted to the culture of the foreign language.
C. Teaching
1. The Definitions of Teaching
There are several definitions o f teaching. AS Hornby says teaching is to give the instructions to somebody that cause somebody to know or be able to do something/9 Then, Jack C. Richard and Charles Lockhart, say that teaching is an activity which is embedded within a set o f culturally bound assumptions about teacher, teaching, and learner.39 40 The next is S. Pit Corder who says that teaching is an art.41 Kimble and Garmezy (1963 : 133) quoted by H. Douglas Brown affirm that teaching is showing or helping someone to learn how to do something, giving instruction, guiding in the learn of something, providing with knowledge, causing to know or understand.42
From definitions above, the writer concludes that teaching is an art o f giving instruction, providing the knowledge, and causing someone to understand.
2. The Principles o f Language Teaching
Principles are important and enough to define the approach of science. They are subjects to change or isolation; as a new scientific fact to add knowledge. There are 17 principles of language teaching. These principles are:4j
39 AS. Hornby, op. cit. Page 886
30 Jack C. Richard and Charles Lockhart. 1994. Reflective Teaching in Second Language Classroom. USA: Cambridge Unviersity Press. Page 107
41 Pit Corder. 1973. Introducing Applied Linguistics. Great Britain: Penguin Books. Page 9
42 H. Doglas Brown, op. cit. Page 7
a. Speech before writing
Firstly, the teacher teaches listening and speaking, then reading and writing. This principle is the basic of the audio lingual approach. b. Basic sentence
Students should have memorized basic conversational sentences as accurately as possible. Usually they have shorter memory time in a foreign language than in their native one.
c. Patterns as habits
In foreign language teaching, the teacher should use pattern of structure appropriate with vocabulary at normal speed for communication.
d. Sound system for use
The teacher should use the sound system structurally by demonstration, imitation, props, contrast, and practice.
e. Vocabulary control
The effort of jnany students to concentrate on learning vocabulary at the beginning is misguided. Every effort to hold the vocabulary loads at first to the words needed to manipulate the patterns or illustrate the sounds and contrast.
f. Teaching the problems
conscious understanding and massive practice, while the structurally analogous units between language needed not be taught.
g. Writing as representation o f speech
Teach reading and writing as manipulations o f graphic representation o f language units and patterns that the students already know.
h. Graded patterns
Teach a patterns gradually, in cumulative graded steps. To teach a language is to impart a new system o f complex habit and habits are acquired slowly.
i. Language practice versus translation
Translation is not a substitute for language practice. j. Authentic language standards
Teach the language as it is not as it ought to be. This principle means that the language style to be taught is that o f educated native speakers.
k. Practice
The student must be engaged in practice most o f the learning time.
l. Shaping o f responses
m. Speed and style
The principle makes sure that the practice ends in a linguistically acceptable and psychologically full experience.
n. Immediate reinforcement
This principle implements the obvious applicability o f this psychological evidence to language teaching.
o. Attitude toward target culture
This principle is based on the belief o f many teachers and has been partly confirmed by the research o f Wallace Lambert and his associates, who used attitude questionnaire and correlated their results with achievement in French.
p. Content
Teach the meaning content o f the second language as it has developed in the culture where the language is spoken natively.
q. Learning as the crucial outcome
Teach primarily to produce learning rather than to please or entertain. This principle is based on the observation that classes that are the most entertaining are not always the most effective.
3. The Methods o f Language Teaching
discipline, we have seen language teaching is not just linguist or psychology, but involves both along with pedagogical, sociological and other interdisciplinary considerations.
There are several methods o f language teaching according to Endang Fauziati. These methods are:44
a. Grammar Translation Method (GTM) The principles of GTM are:
1) The purpose of foreign language learning is to learn a language in order to read its literature.
2) Vocabulary and grammar are maintained
3) Choosing of vocabulary is based on using reading text and words are taught through bilingual word list, learning the dictionary, and memorization.
4) The sentence is the main unit of language teaching practice 5) Frugality is maintained
6) Grammar is taught deductively
7) The learner’s native language is the teaching medium b. Direct Method (DM); the principles are:
1) The purpose it to create students to learn how to communicate in the target language
2) The teaching is needed to relate meaning and the target language directly
e. Community Language Learning (CLL); the principles are:
1) Stage (embryonic stage), the learners are dependent on the knowledge for linguistic content completely
2) Stage two (self assertion stage), the child reads independent measure from the parents
3) Stage three (separate existence stage), the child learns understanding from the other members directly in the foreign language
4) Stage four (reversal stage), the child begins to express himself independently
5) Stage five (independent stage), the child knows all that the teacher has to teach.
f. Total Physical Response (TPR); the principles are:
1) It is built on perception that is much to grammar based views of language
2) Language acquisition is resulted from verbal stimulus and response type of learning
g. Natural Approach (NA); the principles are : 1) The acquisition/leaming hypothesis
2) The natural order hypothesis, that grammatical structures are needed in a predictable order.
4) The input hypothesis, that listening and reading are the most important in the language program; and ability to speak and write fluently in a second language will come on its own in the course of time.
5) The affective filter hypothesis, that affective variables in successful second language acquisition is commonly related with language acquisition not language learning.
h. Silent Way (SW); the principles are:
1) Aspect for the learners’ capacity to workout language problems and recall information on their own with no verbalization and minimal help is from the teacher.
2) Learners can develop a sense of correctness i. Suggestopedia; the principles are:
1) Learning involves unconscious function of the learner as well as the conscious function
2) Learners can learn faster than they usually, do, under certain situation 3) Learning is held back by : norms and limitation; lack of
harmonious; consequent failure
j. Communicative Language Teaching (CLT) The principles of CLT are: 45
1) Know what you are doing
2) The whole is more important than its parts
45 A.M . Slamet Soewandi, B. Widharyanto, Barli Bram, Y.F. Setya Tri Nugraha. 2005.
3) The processes are as important as the forms 4) To learn it, do it
5) Mistakes are not always mistakes
4. Key Concepts and the Language Teaching Classroom
There are some suggestions about how teachers can encourage greater motivation to their learners in language teaching:46
a. Set a personal example with behavior (be motivated as a teacher). b. Make a relaxed atmosphere in the classroom.
c. Give assignments in an interesting way which creates the assignments seem achievable to the learners.
d. Create relationship well with the learners.
e. Increase the learners’ self confidence about language learning (give truthful to learners that they can be good at language learning).
f. Create the language classes interesting. g. Increase learner autonomy.
h. Personalize the learning process (create the course feels relevant to the learners’ live)
i. Increase the learners’ awareness of their goals (what they want to achieve)
j. Familiarize learners with the target language culture
5. The Cycle of Language Teaching
The cycle o f language teaching is as follows:47 inform ation
Explanations:
a. This cycle does represent how people learn, then the ‘jug and mug’ approach maybe largely inappropriate if it dominates classroom time.
b. Be a better teacher if he worries less about teaching techniques and try to make, the enabling of learning, his main concern.
c. Teacher needs to ensure that he allows his students’ practical experience in doing things.
d. It may be that being “lover helpful” as a teacher could get in the way of learning.
e. It may be useful to help students become more aware about how they are learning. 47
f. It is OK for students to make mistakes, to try things out and get things wrong and learn from that.
g. And that’s true for teacher as a “learning teacher” as well. 6. The Criteria of Good Teacher
There are several criteria of good teacher. These criteria are:48 49 a. Understand and respect the students.
b. Mastery the lesson material.
c. Adjust the teaching method with material.
d. Adjust the lesson material with personal students' capability. e. Activate the students in learning.
f. Give sense.
g. Connect the lesson with students' needs. h. Teacher has certain purpose in teaching. i. He/she unlimited using one book in teaching.
j. He/she not only transfer of knowledge, but also transfer of values. 7. The Teacher’s Role
The teacher is much person. Teaching is so dynamic and concerned with people. The teacher is always changing and final solutions will probably never exist. And so forth, a teacher has many roles. They
Senior High Schools. Although it has been taught in both Junior and Senior High Schools, the result o f the teaching process in Indonesia has not been satisfactory. Students are learning English because it is the compulsory subject they have to study. So, they are only learning English, but not acquiring it. Acquiring a language is more successful and longer than learning a language. That is why many students fail in learning English.
a. The Use o f Teaching Approach
Teacher should apply meaningfully based approach teach English in Senior High School. The basic concepts o f the approach are as follows:
1) English is a means for expressing ideas revealed through structure. 2) Meaning defined with language scope or situation, that belongs to
the basic concept o f meaningfully based approach for language teaching must be supported by cross culture understanding.
3) Meaning can be revealed by different sentences; both verbal and non-verbal sentence. A sentence has different meaning, depending on the situation.
4) Foreign language learning is learning to communicate through the target language verbally or non- verbally.
6) In teaching learning process, students are a prior subject. Students’ experience about environment, motivation, and future, are very important for teacher to make class management be more significant or meaningful for them, because they are not only object o f teaching.
7) In teaching learning process, teacher functions as a facilitator that helps students to develop their language skills
b. G BPP’s Model for Senior High School
In the 1994 curriculum, one o f the most important concepts in teaching English in Senior High School is “theme”. The themes in the basic course outline (GBPP) constitutes the scope o f the three year course program and consists o f topic used in teaching English to create communicative activities in the language. These activities involve the four skills constituting the goals o f the teaching o f English. Furthermore, it is stated in the GBPP that the communicate approach, specially called meaningful based approach is considered the most appropriate approach for the attainment o f the goals o f the teaching English from the point o f view o f its nature and function. This approach considers language as an instrument for expressing ideas, thoughts, optimism or feelings.
The GBPP’s model for Senior High School is:
2) The given themes begin from easy to difficult cases. 3) Themes clarified become prior teaching problem.
The important recommendations that be attention o f GBPP’s user are as follows:
1) The teacher hopes to develop self unit subject which is appropriate with learning process.
2) The teacher should need teaching learning activity guidelines if they will use GBPP.
3) The teacher must be creative in arranging learning material, choosing literature and using teaching technique.
4) The teacher should increase situation that supports the language practice
5) For Senior High Schools students who will continue to university, they should be given additional material for obtaining a better achievement.
D, Achievement
1. The Definitions o f Achievement
There are several definitions o f achievement. AS Hornby says that achievement is something done successfully with effort and skill or something gained or achieved by effort or skill.3' Then, Sulchan Yasyin says that achievement is the process which is achieved by something
having been done.52 And the last is Clark quoted by Ahmad Sabri. He says
2. The Measurement o f Achievement
There are several principles in measurement o f achievement. These principles a re :54
a. Achievement test must measure learning outcomes clearly that appropriate with instructional purpose.
b. It must measure a representative sample o f learning outcomes and materials that included by instructional program.
c. It must contain suitable items to measure the learning outcomes wanted. d. It must be designed in order to appropriate w ith purpose.
e. It must be made as reliable as and then it must be explained carefully. f. It must be used to increase students’ learning.
3. The Achievement Factors a. Internal Factors
1) Physical factors are everything coming from the body, for example: eyes, mouth, ear, hand, feeling, etc.
i Y asyin . 1995. Kamus Pintar Bahasa Indonesia. Surabaya: A m anah. Page 182 Sabri. 2 0 0 5 . Strategi Belajar Mengajar dan Micro Teaching, Quantum
ge 4 8
zw ar. Test Prestasi: Fungsi dan Pengembangan Pengukuran Prestasi
2) Psychological factors are classified into:
a) Intellectual factors consisting of talent, intelligence, etc.
b) Non intellectual factors consisting of attitude, interest, motivation, emotion, habit, etc.
b. External factors
1) Social factors consisting of family, school, society, group, etc. 2) Cultural factors including knowledge, technology, art, custom, etc. 3) Equipment factors including school facilities, learning facilities,
and the other equipment in studying. 4) Spiritual factors; it is religion.
Based on explanation above, it can be understood that achievement is the result of the students’ learning. It can be understood that the factors influence students’ achievement. The measurement of achievement can be known by test. The result of the test shows the development of the students.
D, Correlation Between Extrinsic Motivation and English Achievement
individual who learns. External factors consist o f social and non social factors. Social factors deal with the other individuals like parents, family, learn friends, teachers, supervisors, headmasters, workers, etc. While non social factors are non human, like room, books, lamps, ventilation, weather, fan, etc.
From the explanation above, it is clear that motivation is one o f those influencing factors in learning including the learning o f English. It is a kind o f internal drive which pursues someone to do things to achieve something. A student will be successful in language learning if he/she has a strong motivation. On the contrary, a student who has a low motivation will get failure. Harmer divides motivation into extrinsic and intrinsic motivations. Extrinsic motivation is concerned with factors outside the classroom. While intrinsic motivation is concerned with places inside the classroom.
F. Research Hypothesis
Hypothesis is a tentative answer to research problems.51 The research hypothesis may say positive or negative correlation. The research hypothesis in this graduating paper says that there is a correlation between extrinsic motivation and English achievement o f the first year students o f MA Abadiyah Gabus Pati in the Academic Year o f 2006/2007. 55
55 D avid N ach m ias and C hava N ach m ias. 1992. Research Methods in the Social Science.
A. Research Design
1. Type of Research
Research can be defined as the process of problem solving. To solve the problem, we need a method. It is a means which used to solve the problem to set a certain objective and the method itself is an important 'r
way in carrying out the research. There are some kinds o f methods which can be used in research. The choices o f these methods depend on the purpose o f the research. The research methods can be classified into historical method, descriptive method, and experimental method.1
In this research, the writer uses descriptive method. Generally, it is aimed at solving the correct problem. This includes many kinds of descriptive technique.2 One o f them is used to describe or analyze research data taken by survey. He also says that it is not only limited to collect and arrange data, but also to analyze and interpret the meaning of the data. In this method, the writer will describe a correlation study between extrinsic motivation and English achievement o f the first year students o f MA Abadiyah Gabus Pati in the Academic Year of 2006/2007.
1 W inamo Surakhmad. 1980. Pengantar Penelitian Ilmiah: Dasar, Metode, dan Teknik.
Edisi Ke-7. Bandung: Tarsito. Page 132-148 2 Ibid. Page 139
