ABSTRACT
CORRELATION BETWEEN MOTIVATION AND SPEAKING ABILITY OF FIRST GRADE STUDENTS OF SMA AL AZHAR 3 BANDAR LAMPUNG
By
EKA SETIAWAN
Since language is a means of communication, therefore the success of English
learning is determined generally by the speaking ability. Nowadays, although learners
have learned English for years, many of them are still incapable to use English orally.
These may be caused by the limitation of opportunity to practice, lack of vocabulary,
or psychological factors which more concern to the fear of making mistakes when
speaking English. One of factors that make the students fail in learning English is
because of having low motivation. As we know that motivation identifies as primarily
with the learner’s orientation toward of learning a second language. The lowest
motivation they have in uttering their own utterances the lowest chance to be
successful in learning a foreign language especially in speaking will be.
This research is quantitative research. The design used in this research was expost-facto design. This research was conducted at SMA Al Azhar 3 Bandar Lampung in
After doing normality test and homogeneity test, it was found that the data were
normally distributed and also fulfilled the criteria of the equality of variance. The
result of normality test showed the value of two-tailed significant 0.200 (0.200>0.05).
The result of homogeneity test also showed the value of two-tailed significance 0.205
> 0.05. It means that H0 was accepted. Furthermore, the result of this research showed
that there is a significant correlation between motivation and students’ English speaking ability. At level of significance 0.01, the coefficient correlation is higher
than the critical value of r-table (0.818>0.413), with the 2 tail significance p< 0.01
(p= .000). It was also found that coefficient correlation was 0.818 categorized as high
or strong correlation. Moreover, the contribution value showed that motivation
contributes 67% to their English speaking ability while 33% was influenced by other
ACKNOWLEDGMENTS
Bismillahirrahmanirrahim…
Praise is always to THE MIGHTY ALLAH SWT for the gracious mercy and tremendous blessing that always guides the writer along his life. He believes that by the blessing and the grace of Allah SWT, he is able to accomplish this script, entitled “Correlation Between Motivation And Speaking Ability Of First Grade Students of SMA Al Azhar 3 Bandar Lampung” as one of the prerequisites to finish the S1 degree at Language and Arts Department at Teacher Training and Education Faculty, University of Lampung.
His first appreciation goes to Prof. Dr. Patuan Raja, M.Pd., as my academic advisor for his guidance and motivation to do what should I do in dealing my study during in University of Lampung.
Furthermore, he owes the greatest debt to both of his advisors, Prof. Dr. Cucu Sutarsyah, M.A., and Drs. Sudirman, M.Pd., who had full of patience and some humor in guiding him to write this script. Although very busy with their routine as the lecture of Lampung University, they have been very generous with their time, comments, suggestions and corrections on every draft of his script. Without such guidance and assistance, he could not have finished his research and writing up this script on time.
His gratitude is also extended to Mr. Drs. Hery Yufrizal, M.A. Ph.D., as the examiner for patiently giving any suggestions, critics, input and advices to improve this script.
He would also like to express his gratitude to the headmaster of SMA Al Azhar 3 Bandar Lampung, Drs. H. Ma’rifuddin Mz., M.Pd.I., and the English Teacher, Mrs. Tien Yati Authon, SS., for giving the opportunity and time to conduct this research. Appreciation is also addressed to all students of SMA AL AZHAR 3 Bandar Lampung class X 5 for being good and sweet students.
Moreover, special indebtedness is dedicated to his beloved parents, his mother Ernayati and his father Iswandi, S.Ip., who always care, protect and support the writer the whole of life. He gained mental and physical strength from their prayers so that he could finish his S1 degree. His thankfulness is also dedicated to his whole family, especially to his brother, Indra Budi Wijaya.
06, i thank you for helping me so far. For All my best friends in PMII (Indonesian Muslim Students Movement), ESo (English Society) Lampung University, and BEM Lampung University, i would like to express my appreciation for giving any space of place and time in gathering much experience and network so far.
Last but not least, his thankfulness is also addressed to his best friends forever Erlan Heryanto, S.Pd., and Ahmad Sahlan. They also assisted him in clarifying important concepts and theories related to his research topic at the beginning of his research work.
Bandar Lampung, January , 2012 The writer,
ADMITTED BY
1. Examination Committee
Chairperson : Prof. Dr. Cucu Sutarsyah, M.A. ………
Examiner : Drs. Hery Yufrizal, M.A., Ph.D. ………
Secretary : Drs. Sudirman, M.Pd. ………
2. The Dean of Teacher Training and Education Faculty
Dr. H. Bujang Rahman, M.Si. NIP 19600315 198503 1 003
Research Title : CORRELATION BETWEEN MOTIVATION AND
SPEAKING ABILITY OF FIRST GRADE
STUDENTS OF SMA AL AZHAR 3 BANDAR LAMPUNG
Student’s Name : Eka Setiawan Student’s Number : 0643042009
Department : Language and Arts Department
Program : English Education Program
Faculty : Teacher Training and Education
APPROVED BY
ADVISORY COMMITTEE
Co-Advisor Advisor
Prof. Dr. Cucu Sutarsyah, M.A. Drs. Sudirman, M.Pd. NIP 19570406 1986 03 1 001 NIP 19550712 198603 1 001
The Head of
Language and Arts Education Department
CORRELATION BETWEEN MOTIVATION AND SPEAKING ABILITY OF FIRST GRADE STUDENTS OF SMA AL AZHAR 3 BANDAR
LAMPUNG
By Eka Setiawan
A Script Submitted in a Partial Fulfillment of
The Requirements for S-1 Degree
in The Language and Arts Department of
Teacher Training and Education Faculty
LAMPUNG UNIVERSITY BANDAR LAMPUNG
CORRELATION BETWEEN MOTIVATION AND SPEAKING ABILITY OF FIRST GRADE STUDENTS OF SMA AL AZHAR 3 BANDAR LAMPUNG
(A Script)
By
Eka Setiawan
0643042009
TEACHER TRAINING AND EDUCATION FACULTY LAMPUNG UNIVERSITY
CURRICULUM VITAE
The writer was born in Bandar Lampung, on October 28th, 1986. He is the oldest son of Moslem couple Iswandi, S.Ip., and Ernayati. He has one brother named Indra Budi wijaya. He went to a formal education institution for the first time at TK PTPN VII Bandar Lampung in 1991 and graduated in 1992.
He had his study in primary school at SD Al Azhar Bandar Lampung and graduated in 1998. Then, he continued to secondary school at SMPN 1 Bandar Lampung and accomplished it in 2001. After that, he joined a state senior high school at SMA Negeri 6 Bandar Lampung and graduated in 2004.
CONTENTS
2.3. Types of Motivation in Learning English as a Foreign Language ... 15
2.4. Types of Motivation in Speaking English ... 16
3.4. Reliability and Validity of the Instruments ... 38
5. CONCLUSION AND SUGGESTIONS ... 72
5.1. Conclusion ... 72
5.2. Suggestions ... 74
REFERENCES ... 76
APPENDICES ... 78
DEDICATION
This script is dedicated to:
1.
My parents (Iswandi, S.Ip., and Ernayati).
2.
My brother (Indra Budi Wijaya).
3.
My wife to be (APP).
4.
My best friend (Erlan Heryanto, S.Pd., Ahmad Sahlan, Setio Agung W,
Jaka Dirgantara, M. Khadafi, Adi Suratman, Ferry Kurniawan, Yeni
Ratnasari, Lucy Rosiana, Eva Wijayanti, Zulpri, M. Karisma,
Noprisyah Hariyanto, Haris Tamzil, Achmad Yudi and to all may
classmate of English 06.
GRAPH
Graph Page
LIST OF TABLES
Table
Pages
Table of Motivation Score ... 47
Table of Descriptive Statistics ... 48
Table of Total Score of Each Indicator in Motivation’s Questionnaire ... 49
Table of Result of Students’ English Speaking Ability ... 51
Table of Frequency of the Students’ Score in Each Component of Speaking. ... 52
Table of Normality Test ... 56
Table of Homogeneity Test... 57
Table of Value of Pearson Product Moment Correlation ... 58
MOTTO
I. INTRODUCTION
In this chapter, the writer presents six topics which consist of background of the
problem, formulation of the problem, objective of the research, uses of the research,
scope of the research, and definition of terms, where each topic specifically explains
why and where the research was held.
1.1 Background of the Problem
In this globalization era, at school English is taught as a foreign language in
Indonesia. It has an important role in the world, in term of communication and
interaction. As an international language, most countries in the world use English as
medium of communication in entire aspects of life. Meanwhile, In Indonesia English
is considered as a foreign language (EFL). It also has been introduced to educational
institutions which are learnt from Elementary School up to university as compulsory
subject. The ability to speak English has always become a very important goal for
learners of this language both its natural and foreign setting. Although learning
English without learning how to communicate in English is possible, today’s frequent transactions by means of the language have made the possession of the ability to
Since, English is taught as a foreign language in Indonesia. The government has
already changed the education system with curriculum based on competence called
CBC. It is adjusted with the demand of the world which already enters the
globalization era. This system has standard competence and basic competence where
each of them reinforces one another. In English subject, especially speaking skill at
the first grade of senior high school, the standard competence is the students are able
to express the meaning of short functional text and monologue text in form of
recount, narrative, and procedure in daily context and in accessing the science.
Whereas in basic competence, the students are hoped to be able to express the
meaning of simple monologue text that uses language of popularly oral style
accurately, fluently, and acceptably in form of recount, narrative, and procedure text.
Based on those, simply, the students are hoped to be able to express their mind or
idea using English in daily activity. However, more failures than successes have
always marked the English teaching when attempts are made a particularly deal with
ability to communicate. Many learners know about the language, but only some of
them understand how to use it in daily social use correctly, not necessarily
appropriately. As we know that English is already taught since they were in
elementary school but the fact shows that they are still lack of ability in speaking
English.
Based on the writer’s PPL experience in the first grade students of SMA Al Azhar 3
class. Most students were unwilling to express their idea or opinion using English.
They thought speaking is the most difficult part in learning English as a foreign
language. It was also being supported by some students’ statement that said English is one of the difficult subjects to be studied. Therefore, they need a teacher who can
motivate them so that it can increase their eagerness in learning English. In fact,
mostly, at the first time the students were glad when they would like to face English
as their school subject. They felt happy and curious to study English which is known
as an International language. But, during the time to time, their motivation was lower
than before. Most of them were getting bored to have this subject. Consequently, the
aim of teaching English was far from the objective. Considering those statements, the
writer realizes that it was because they had low motivation so that when they found
difficulties they tend to be lazy in learning the language; consequently they were not
able to speak in English.
The lowest motivation they have in uttering their own utterances the lowest chance to
be successful in learning a foreign language especially in speaking will be. As
Gardner and Lambert (1959) cited in Crookes and Schdmith (1991) identify
motivation as primarily with the learner’s orientation toward of learning a second
language. The theory means to imply that motivation is one of the determining factors
in developing a second or foreign language. Without blaming who and why, this is
the function of the pioneer of knowledge to return the students’ motivation or to
is not to inform our students about the language, but to develop their ability to use
language.
Language is a means of communication (Allen and Widdowson, 1983:125).
Therefore the writer realizes that one way to communicate with others is by speaking
the same language. Since speaking is a productive skill, it is believed that more
practice will make the students better than before. Therefore, the students need to
practice in expressing their ideas in their speaking class. The purpose of English
teaching is to develop in the students’ awareness of the ways in which the language
system is used to express scientific facts and concepts (Setiyadi, 2006:143). Based on
this idea, it is clear that the main teaching of English both for teacher and student is
that they are able to use English as means of communication based on the context and
the situation. But there are obstacles in motivating the students to build his/her
utterances as Bygate (1987:Vii) states that one of the basic problem in foreign
language is to prepare learners to be able to use the language. It is clear that
psychological factor may give some contributions in successful learning especially
English speaking. Moreover, the teacher has an important role in motivating the
students to make them more active and brave to use their English orally, since the
standard competence and basic competence in KTSP curriculum generally requires
the students to be able to communicate in English. How this preparation is doing
successfully depends very much on how we as the teacher understand the aim of
In the light of considerations above, the writer was attracted to investigate whether
there is a correlation between students’ speaking ability and students’ motivation. So
far, people believe that the more motivation the students have is the more ability in
speaking students have. But this sentence should be proven by giving any kind of
data. Furthermore, the writer also has a willingness to find out how far the motivation
can contribute to students’ speaking ability.
1.2 Formulation of the Problem
Based on the background above, the problem was formulated as follow:
1. Is there any significant correlation between motivation and speaking ability at first
year students of SMA Al Azhar 3 Bandar Lampung?
2. How far does motivation contribute to students’ speaking ability at the first year of SMA Al Azhar 3 Bandar Lampung?
1.3 Objective of the Research
Based on the formulation of the problem above, the objective of this research was
to investigate:
1. Whether there is significant correlation between motivation and speaking
ability at first year students of SMA Al Azhar 3 Bandar Lampung.
1.4Uses of the Research
It was hoped that the result of the research can be used as:
1) Information for English teachers, especially at SMA Al Azhar 3 Bandar
Lampung to motivate the students in learning English so that the students
have a high motivation in speaking English.
2) A contribution for the school to improve and increase English teaching
learning process especially in speaking class.
3) Practically, it may be used to inform the readers about contribution of the
motivation toward students’ awareness in speaking English.
1.5Scope of the Research
This research was a quantitative because the writer had willingness to
interpret a numeric data and the data were quantified statistically (Seliger and
Shohami, 1990:117). The research was conducted in SMA Al Azhar 3
Bandar Lampung at first grade students in year 2010/2011. Since, Garner and
Lambert in Littlewood (1991) divided motivation in learning the language
into two parts; integrated motivation and instrumental motivation. The writer
looked for how far the integrated motivation and the instrumental motivation
1.6Definition of Terms
In order to avoid misunderstanding, the writer clarified some definition of key
terms as stated below:
a. Co relational study in the present study means statistical description for
determining relationship between two variables.
b. Motivation in this study refers to changing the students’ attitude or behavior toward their speaking class to be more interested and interactive.
While motivation is an inner power reinforcing someone to do something
(Oxford & Shearin, 1994:12)
c. Speaking in this study means an activity of interacting and communicating among people in social life. Lado (1960) defines speaking is the ability to
express oneself in life situation, or the ability to converse, or to express a
sequence of ideas fluently (dialogue speaking).
d. English speaking ability in this research refers to as an ability or skill
which the learners have in communicating, conveying the meaning, and
using a meaningful conversation in English that cover pronunciation, idea,
II. FRAME OF THEORIES
This chapter deals with the concept of motivation in general, types of motivation,
types of motivation in learning English as foreign language, types of motivation in
speaking English as foreign language, the notion of speaking English, types of
speaking, aspects of speaking, concept of speaking ability, evaluating speaking
ability, and theoretical assumption. Each topic would present in specific ways
supported with theories so that this research will be more reliable and valid.
1.1 Motivation in General
Based on Maslow (1970), the word motivation is coined from the Latin word
"movere", which means to move. Motivation is defined as an internal drive that
activates behavior and gives it direction. The term motivation theory is concerned
with the processes that describe why and how human behavior is activated and
directed. It is regarded as one of the most important areas of study in the field of
According to Mc. Donald (1991), motivation is the internal factors that energize and
direct human behavior. This theory contains three basic elements or main
characteristic in motivation; motivation which stimulates the inner drive, signaled it
with feeling, and stimulated because of the goal. Based on this theory, the writer
believes that motivation is physicological condition which derives someone to do
something so that he/she can reach the goal. The term motivation theory is concerned
with the processes that describe why and how human behavior is activated and
directed. It is regarded as one of the most important areas of study in the field of
organizational behavior.
According to Handoko (1992:42), there are five motivation theories. They are as
follows:
1. Cognitive Theory
Dahar (1989: 152) stated that cognitive concept could be explained as process which
are more focused on insight thinking, reasoning, using inductive deductive logical.
Therefore, based on cognitive theory, human being is a rationale creature. The more
education they have, the better attitude they have.
2. Hedonism Theory
Hedonism Theory states that every human activity, consciously or unconsciously
which come from inside or outside have the same purpose. They look for happiness
and prevent disgusting activity. Relating to the motivation, it can be said that action
faced. Positive anticipation toward stimulation will effect on approaching reaction
while negative anticipation toward negative stimulation will effect on ejecting
reaction. This theory applies affective arousal model which says that the stimulation
has brought comfortable or uncomfortable situation.
3. Instinct theory
This theory believes that every man has biologist power since they are born. This
power makes someone to act based on the specific way. It is different from rationale
theory which believes that human thinking as the decision maker of human behavior.
4. Psychoanalytical Theory
This theory is as the development of instinct theory. This theory recognizes that the
power which comes naturally from the human will cause and organize the human
behavior.
5. Homeostasis Theory (Balance Theory)
This theory argues that human behavior happens because of unbalance feeling inside
of them. In another word, the human will always defense the balance that they have in
their mind. It can be concluded that human activity happens because of the need and
this activity direct to the achievement that can bring them to the satisfaction feeling. It
will derive someone to act so that they can reach their goal. After they reach their first
goal, they will create another goal so that they will never to be passive.
While Brown (2000, 72) defines motivation as the extent to which you make choices
sake of simplicity, let us look at theories of motivation in term of two opposing
camps. In one of these camps is a traditional view of motivation that accounts for
human behavior through a behavioristic paradigm that stresses the important rewards
and reinforcement. In the other camp are a number of cognitive psychological
viewpoints that explain motivation through deeper, less observable phenomena.
These two traditions are described as follows:
I. A Behavioristic Definition
A Behavioristic psychologist like Skinner or Watson would stress the role of rewards
(and perhaps punishments) in motivating behavior. In Skinner’s operant conditioning
model, for example, human beings, like other living organism, will pursue a goal
because they perceive a reward for doing so. This rewards serves to reinforce
behavior: to cause it to persist.
II.Cognitive Definitions
A number of cognitive psychological viewpoints offer quite a different perspective on
motivation. While rewards are very much a part of the whole picture, the differences
lies in the sources of motivation and in the power of self-reward. Three different
theories illustrate this side of motivation.
a. Drive Theory
Those who see human drives as fundamental to human behavior claim that
motivation stems from basic innate drives. David Ausubel (1968) elaborated
on six different drives:
Manipulation
Activity
Stimulation
Knowledge
Ego enhancement
All of these drives act not so much as reinforces, as in behavioristic theory,
but as innate predispositions, compelling us, as it were, to probe the unknown,
to control our environment, to be physically active, to be receptive mental,
emotional, or physical stimulation, to yearn for answers to questions, and to
build our own self esteem.
b. Hierarchy of needs theory
One of the most widely cited theories of motivation comes from Abraham
Maslow (1970) who, in the spirit of drive theory, elaborated further to
describe a system of needs within each human being that propel us to higher
attainment. Maslow’s hierarchy is best viewed metaphorically as pyramid of
needs (see Fig below), progressing from the satisfaction of purely physical
needs up through safety and communal needs, to needs of esteem, and finally
Maslow’s hierarchy of needs (Maslow 1970)
Of key importance here is that person is not adequately energized to pursue
some of the higher needs until the lower foundations of pyramid have been
satisfied. Therefore, a person who is hungry or cold, who has gotten little
sleep, etc., has little motivation to see beyond those pressing physical
discomforts to pursue anything higher. Likewise, needs for safety (comfort,
routine, protection) and for a feeling of belonging (in a group classmates or
friends) must be met in order a person to devote full energy to the higher
needs of academic attainment, achievement of recognition for successes and
to the ultimate peak of “being all that you can be”.
c. Self-control theory
Certain cognitive psychologists (for instance, Hunt 1971) focused on the
importance of people deciding for themselves what to think or feel or do.
Self-actualization
Esteem: Strength Esteem: Status
Love Belongingnes Affectio
Safety Security Protection Freedom from fear
1.2 Types of Motivation
Based on the definitions of motivation above, it can be concluded that motivation is a
support which comes from inside consciously/unconsciously to do something based
on their own specific goal. Next, the writer also believes that motivation is also the
efforts which stimuli people to act so that they can reach their goal.
According to Sardiman (2005:89-91), motivation is divided into two types; they are
intrinsic and extrinsic motivation.
Intrinsic Motivation
Intrinsic Motivation is a motivation as incentive, which originates within the
behavior itself rather than externally as in playing musical instrument for
enjoyment (Setiyadi, 1999). It means that intrinsic motivation comes from the
individual itself without any pressure from the outside. In another word, if the
reasons of studying English are for enjoyment and knowledge, it belongs to
intrinsic motivation. There are two types of intrinsic motivation:
1. Self Determination
In this perspective, the students believe that they act because of their
Here, internal motivation and intrinsic willingness in doing job of school will
increase when they have choices and opportunities for taking personal
responsibility in learning process.
2. Personal Choice
This optimal experience happens when human thinks that they are able to cover
and concentrate in doing any activity fully. This also happens when the
individual involves in any challenges considered not too difficult and too easy.
Extrinsic Motivation
This motivation derives from the outside effect of individual, whether it is
from environment, society, pressure, persuasion so that the learners tends to
be active in their learning process. For example: the teacher will give a candy
to the students if they answer the question correctly. Mc Clelland in Amirullah
(2002:154-155) states that there are three of human needs, they are; the need
for achievement, need for affiliation, need for power. People who have the
high need tends to be more responsible in solving any problems, they tend to
set a difficult goal for themselves and take a risk which already be considered
in achieving the goal.
1.3 Types of Motivation in Learning English as a Foreign Language
The writer remembers the wise words states that “for every complicated problem
assumes that human has their own way in solving their own problem. It depends on
how the people overcome and find the solution of every problem they have. Talking
about problem, there will be problems in second/foreign language learning and
teaching second or foreign language. Therefore, the motivation plays an important
role in learning English as a foreign language. This statement is also being
supporting by other researchers Hayati and Ostadian (2008) said that no activity will
be carried out successfully without motivation.
For several decades, research on motivation in the field of second/foreign language
acquisition research has been strongly influenced by the work of Robert Gardner and
his associates (Gardner 7 Lambert 1972; Gardner 1985; Gardner 7 Macintyre 1991,
1993; Gardner & Tremblay 1994). In this succession of research studies, a distinction
has been made between integrative and instrumental orientation. While in 1972 study
claimed that an integrative orientation (desire to learn a language stemming from
positive affect toward a community of its speaker) was more linked to success in
learning a second/foreign language than an instrumental orientation (desire to learn a
language in order to attain certain career, educational, or financial goals), later studies
showed that both orientations could be associated with success.
2.4 Types of Motivation in Speaking English
Since, motivation is as an internal drive that comes from intrinsic and extrinsic
aspects, it is of course one of the parts which will encourage the students to learn the
are able to speak in its language, therefore, motivation is something important that
students should have in order for them become attractively in acquiring it.
Conscious/unconsciously, they will be eager to master it even it is difficult for them.
In addition, according to Krashen’s Affective hypothesis (1981), in acquiring second
language, learner is affected by some variables including motivation, self confidence,
and anxiety. Krashen states that with high motivation, self confidence, a good self
esteem, and a low level of anxiety, learner will be better for success in second
language acquisition. Therefore, the learners who are highly motivated will have their
own strategies to reach their objectives in learning English. Meanwhile, the students
can acquire the language and can speak in English.
Motivation in learning the language is divided into two parts, based on Garner and
Lambert in Littlewood (1991). They are integrative motivation and instrumental
motivation. Integrative motivation which deals with positive attitudes toward the
target language group and the potential for integrating into that group or at least an
interest in meeting and interacting with members of the target language group. While,
instrumental motivation which refers to more functional reasons for learning the
language, for example, to have a better job or promotion, or to pass a required
examination.
As stated before, integrative motivation is determined by more general attitudes and
beliefs: an interest in foreign languages and people, the cultural and intellectual
target language (Dörnyei, 1990). Instrumental orientation is associated with external
regulation whereas travel, friendship, and knowledge orientations are correlated with
the more self-determined and intrinsic motivation (Noels et al., 2000).
Some researchers believe that intrinsic-extrinsic distinction is similar to
integrative-instrumental distinction. As Schmidt et al.㸦1996㸧defines extrinsic motivation as
motivation to obtain an external reward and intrinsic motivation as motivation to get
sufficient rewards from the activity itself. Schmidt et al. stated that intrinsic-extrinsic
distinction is similar to integrative-instrumental distinction, but not identical. Both
instrumental and integrative motivation can be seen as subtypes of extrinsic
motivation, because both are related to goals and outcomes (Schmidt et al., 1996).
Schmidt et al. also state that integrative and instrumental motivation are not a
dichotomy and that there are some learners who are both instrumentally and
integratively motivated to learn a foreign language and those who are neither
instrumentally nor integratively motivated.
2.5 Notion of Speaking English
Speaking ability is an aptitude of human being in communicating each other even in
different language. Speaking is one of effective way to interact and communicate
among people in social life. Brown (1980) states, that speaking is an interactive
process of constructing meaning that involves producing, receiving, and processing
which must be occurred to the participants of communication (speakers and listeners)
to construct the meaning during the interaction among them.
Speaking is also the ability to receive and to produce the words which have meaning.
Byrne (1984:9) defines speaking as two-ways process between speaker and listener
and it involves the productive skill and receptive skill of understanding. Actually,
speaking process needs at least two people, one as a speaker and the other as listener.
Brown also classifies types of spoken language into two types, they are monologue
and dialogue. In monologue, when a speaker uses spoken language like in speech,
lecture, etc, the hearer must process long stretches of speech without interruption the
stream of speech will go on whether the listener comprehend or not. While dialogue,
involves two or more speakers and can be subdivided into interpersonal and
transactional. An interpersonal language is a dialogue with the purpose is to promote
social relationship between speakers. On the other hand transactional language is
dialogue which involves two or more speakers and the purpose is to convey
propositional or factual information.
On the relevancies of curriculum applied in Indonesia, especially in speaking subject,
student is hoped to be able to express the meaning of short functional text and
monologue text in form of recount, narrative, and procedure in daily context and in
have good ability in speaking. They have to be able to communicate, to convey
meaning, and to have a meaningful conversation in English.
But, there some factors should be underlined in speaking, according to Heaton
(1991):
1. Standard of voice
According to Gilman (1968) the characteristics of voices is commonly
described as pitch, loudness, fluency, duration, and quality.
2. Pronunciation
Brown (2001:198) separates teaching pronunciation into two, they are:
a. The beginning levels: learner hopefully can surface that threshold
beneath which pronunciation detracts from their ability to
communicate.
b. The advanced level: learners focus on elements that entrance
communication intonation features that go beyond basic patterns,
voice of quality, phonetic distinction between registers and others
refinements that are far more important in the several stream of
clear communication than rolling the English/r/or getting vowel to
c. Comprehensibility
Heaton (1991:35) describes that comprehensibility denotes the
ability of understanding the speakers’ intension and general
meaning. It means that the speakers and the listeners must grasp
the meaning quickly and correctly while speaking so that the
conversation can run well.
Based on the ideas above to acquire the language especially in speaking, the
pioneer of education must give much more opportunities to the students to
practice speaking during the class. In order for the students get accustomed to
speaking while improving their voice, pronunciation, and also understanding
of the words.
2.6 Types of Speaking Skill
Based on categorical level of proficiency of speaking in foreign language, speaking
can be divided into three types of speaking skill
1. Beginner level
In this type, people cannot speak in foreign language. When they make a conversation
especially in English people who are the partner totally do not understand what are
being said by him/her.
People who are belong to these type are able to speak in English but sometimes they
will make some mistake but not totally wrong. It still can be tolerated because he/she
only makes local errors not global errors so that can influence on the whole meaning.
In another word, people in this type have a little ability to communicate in English
but not fluently.
3. Advance level
This types is the upper level of proficiency in English, people who are belong to this
level are able to communicate in English even in the native environment. They can
speak English fluently and totally understandable by others. Sometimes, their
pronunciation is likely a native speaker so that the native can easily comprehend
everything being said by them.
2.7 Aspects of Speaking
Speaking mode
The first feature is the speaking mode: it can be isolated (the words are pronounced
in isolation with pauses between two successive words), connected (usually used
when spelling names or giving phone numbers digit by digit), or continuous (fluent
speech).
With the three speaking modes, the speech input can be spontaneous or read (scripted
speech for data entry by computer operators or a text dictated to a secretary from a
manuscript document).
Speaking rate
It is obvious that the speech production rate varies from one speaker to another. The
speaking rate depends on the exploitation conditions in particular due to stressful
operating conditions such as adverse physical environments. The speaking rate can be
slow, normal or fast. This may be measured by the statistical distribution of the
average number of speech frames within a given set of sentences. If the performance
result is obtained with a particular speaking rate that is not used during the
exploitation it has to be specified. A tool may be required by the application
developer to measure speaking rate.
Non-speech sounds
The users are likely to produce acoustic sounds that are not relevant to the
application, such as cough, sneeze, clearing one's throat, lip smacks, clicks, etc. These
extra-linguistic phenomena (or non linguistic phenomena) may be considered as part
of the speech modeling (implementation of the rejection mode described below), or
may be tackled at the linguistic level or other higher levels.
The application developer has to know if these phenomena are handled or not, and
2.8 Evaluating Speaking Ability
Tests are most powerful as they are often the single indicators for determining the
future of individualism (Shohamy 1997:2). According to Douglas Brown (2000:390),
there are many kinds of tests in second language learning, each with a specific
purpose, a particular criterion to be measured. They are as follows:
1. Proficiency tests
A proficiency test is not intended to be limited to any course, curriculum, or
single skill in the language. Proficiency test have traditionally consisted of
standardized multiple-choice items on grammar, vocabulary, reading
comprehension, and sometimes a sample of writing.
2. Diagnostic tests
A diagnostic test is designed to diagnose particular aspects of language.
Achievement tests are useful for analyzing the extent to which students have
acquired language that have already been taught.
3. Placement tests
Certain proficiency tests and diagnostic test can act in the role of placement tests,
whose purpose is to place a student into an appropriate level or section of a
language curriculum.
An achievement test is related directly to classroom lessons, units, or even a total
curriculum. Achievements test are limited to particular material covered in a
curriculum within a particular time frame, and are offered after a course has
covered the objectives in question.
5. Aptitude tests
A language aptitude test is designed to measure a person’s capacity or general
ability to learn a foreign language and to be successful in that undertaking.
In interpreting a test it is important to note which linguistic units are being tested.
Speaking or oral production tests can be test of overall conversational fluency or
pronunciation of a particular subset of phonology, and can take the form imitation,
structured responses, or free responses.
Speaking is probably the most difficult skill to test. It involves a combination of skills
that may have no correlation with each other, and which do not lend themselves well
to objective testing. In (Kitao & Kitao, 1996), it was mentioned that there are not yet
good answers to questions about the criteria for testing these skills and the weighing
of these factors.
It is possible to find people who can produce the different sounds of a foreign
language appropriately; hence they lack the ability to communicate their ideas
production of learners. However, the opposite situation could occur as well; some
people do have the ability of expressing their ideas clearly, but at the same time they
cannot pronounce all the sounds correctly.
Another difficulty is the administration of speaking skills testing. That is because it is
hard to test large numbers of learners in a relatively short time. Therefore, the
examiner of an oral production is put under great pressure (Heaton, 1988).
Finally, the assessment and scoring of speaking skills is one of its biggest problems.
If possible, it is better to record the examinees’ performance and the scoring will be
done upon listening to the tape. In testing oral proficiency, or oral skills of second
language learning, four components are emphasised. These include: vocabulary,
grammar, semantics, and phonology. Accurate assessment of limited-English
speaking learners requires a total description of the communication skills, linguistic
structures, and functional usage of the learner’s language within all social domains
(Silverman, Noa, & Russel, 1977).
2.9 Theoretical Assumption
Based on the theoretical review, motivation has important role in learning process,
especially in speaking. Thus, the writer believes that learning and motivation are
strongly interrelated that a person cannot fully understand learning without
In this study, the writer assumes that the students who are highly motivated will be
able to acquire the language and speak English fluently, confidently, and regularly.
Because of the highly motivated students will look for the ways that can help them in
mastering English particularly in speaking. They will decrease the anxiety levels or
their affective filter so that they are brave to take risks of making mistake and decide
about what to say and how to express their ideas in English.
Based on the ideas about, the writer is attracted in investigating the correlation
between students’ speaking ability and students’ motivation and also analyze how far
the contribution of motivation in students’ speaking ability at first grade students of
SMA Al Azhar 3 Bandar Lampung.
2.10 Hypothesis
Referring to the theoretical views and assumption above, the writer stated the
hypothesis as follows:
1. There is a significant correlation between motivation and speaking ability of first
grade students of SMA Al Azhar 3 Bandar Lampung
2. Motivation has a significant contribution to the students’ speaking ability of first
III . RESEARCH METHODS
The writer elaborates this chapter into seven topics and sub topics. They are research
design, population and sample, research instruments, reliability and validity of the
instruments, research procedure, data treatment, and hypothesis testing. Each of them
is explained in specific way so that the reader can comprehend easily how the writer
collected the data, calculated the data, prepared the test, and how reliable and valid
the data were.
3.1 Research Design
Since, this research is correlation study where the writer investigated correlation
between motivation and speaking ability of first grade students of SMA Al Azhar 3
Bandar Lampung. Therefore, the writer categorized this research as quantitative
research where it belongs to pre-experiment. The writer was interested in measuring
how far the relationship between those two variables. The design used in this research
was expost-facto design. The writer did not need control classes and experiment
classes but the writer only collected the data at the present moment from one class
The design was presented as follow:
X Y
(Hatch and Farhady, 1982:27)
Where:
X = Motivation test (independent variable)
Y = Speaking test (dependent variable)
In other words, motivation is independent variable (X) that was tested by using Likert
Measurement Technique (Likert Scale) where the result was students’ motivation
data. While speaking ability as dependent variable (Y) is one of the language skills
that was tested by responsive speaking and the result was students’ English speaking
ability.
To process the data so that the writer can see the coefficient correlation between
motivation and speaking ability, the writer applied Pearson product-moment
correlation coefficient. While, to find how far the contribution of motivation to
3.2 Population and Sample
The population of this research was the first grade students of SMA Al Azhar 3
Bandar Lampung in the first semester. This research was conducted after mid
semester because the writer intended to investigate their motivation in speaking class
after they had studied English before having semester. There were eight classes of the
first grade of SMA Al Azhar 3 Bandar Lampung in the academic year of 2010/2011.
They were X1, X2, X3, X4, X5, X6, X7, and X8. Furthermore, the writer chose one
of them through purposive sampling where every class had probability to be chosen
as a sample. Finally, the writer found one class X5 with total number 38 students as
the sample. The writer believed that this method can fulfill the external validity
aspect and to get normal distribution data. There procedure was as follows:
The writer collected the data based on the absent to the teacher, there were eight
classes of first grade students of SMA Al Azhar 3 Bandar Lampung.
Then, the writer wrote eight names of the classes in the rolled papers and put it
into a glass
The glass was shaken and poured until one rolled of the paper came out then it was
selected as the sample.
Furthermore, the writer asked the absent of this class to the teacher where based on
the absent there were 38 students which belong to this class, therefore
3.3 Research Instruments
In collecting the data of variables X and Y (motivation and speaking ability), the
writer used questionnaire applying Likert measurement technique (Likert scale) to
measure students’ motivation (variable X), while for measuring students’ ability in
speaking the writer applied a test where it was a set of questions and problems in
form of subjective test (variable Y). And for the technique, the writer implemented
pair work technique.
3.3.1 Test of Motivation
As mentioned previously, the measurement of motivation (X) was carried out through
questionnaire. This questionnaire consisted of 25 items where each of them refered to
integrative motivation and instrumental motivation. Actually, for the questionnaire,
the writer applied Likert Scale where each item has mainly four alternative answers
that is A, B, C, and D. By this the students were supposed to give their answers as
factual and real information about themselves or the information that was close to the
fact as provided in the 4 alternative answers.
Each of the alternatives is scored as the following:
A = 4; for the very high motivation answer
B = 3; for the high motivation answer
C = 2; for the middle motivation answer
Except items number 6, 16, 20 are the inverse answers which are scored as following:
A = 1; for the low motivation answer
B = 2; for the middle motivation answer
C = 3; for the high motivation answer
D = 4; for the very high motivation answer
In addition to the indicator of motivation the writer takes the indicators from
Makmun, (1983, p: 33-34) as reference as follows:
1. The duration of students in learning English; How long is the ability of students to
use time in doing activity of learning
2. The frequency of students’ activity in learning English e.g., how often does the activity take place?
3. The persistence of students in learning English; How functual in doing activity;
How strong his/her tenacity is.
4. The toughness or endurance of students in solving the difficulties of learning
English and facing its problems or obstacles.
5. The aspiration of the students, for instance: purpose target etc.
6. The qualification level of students’ achievement in learning English
7. The devotion of students to get the objective of learning English, for instance:
8. The students’ attitude to the purposes of learning English.
Durasi kegiatan, (berapa lama kemampuan penggunaan waktu dalam melakukan
kegiatan)
Frekwensi kegiatan (seberapa sering kegiatan itu dilakukan dalam periode tertentu)
Persistensinya (ketepatannya dan keuletannya pada tujuan kegiatan)
Ketabahan, keuletan, dan kemampuan dalam menghadapi rintangan untuk mencapai
tujuan.
Tingkat aspirasinya (maksud, rencana, cita-cita sasaran atau target idolanya yang hendak
dicapai dengan kegiatan yang dilakukan.
Tingkat kwalifikasinya dari prestasi atau produk atau out put yang dicapai dari
kegiatannya (berapa banyak memadai serta memuaskan atau tidak).
Devosi atau pengabdian dan pengorbanan untuk mencapai.
Arah sikap terhadap sasaran kegiatan
(Abin Samsudin Makmun, 1983, p: 33-34, Psikologi Pendidikan)
3.3.1.1 Table Specification of Motivation
No Category Item Numbers Total
Item
1. The duration of students in learning English; How long is the ability of students to use time in doing activity of learning
1, 2, 25 3
2. The frequency of students’ activity in learning English e.g., how often does the activity take place?
3, 6, 23 3
3. The persistence of students in learning English; How functual in doing activity; How strong his/her tenacity is.
4, 8, 24 3
4. The toughness or endurance of students in solving the difficulties of learning English and facing its problems or obstacles.
11, 17, 22 3
5. The aspiration of the students, for instance: purpose target etc.
6. The qualification level of students’ achievement in learning English
5, 19, 20 3
7. The devotion of students to get the objective of learning English, for instance: though, time, money, effort.
11, 12, 21 3
8. The students’ attitude to the purposes of learning English.
7, 13, 15, 16 4
Note:
Items number 6, 16, 20 are inverse answers which answer D is scored 4 while A is scored 1
3.3.2 Speaking Test
In gathering students’ speaking data, the writer matched the test with the syllabus of the first year of SMA student based on school based curriculum or KTSP (an English
operational curriculum which is arranged and applied by each education unit) which
the newest curriculum used by the School. The writer conducted speaking test, which
last for 90 minutes. In conducting the test the learners were provided a topic and
guided to make a short dialogue in pair. The test was done orally, and directly the
teacher called the group one by one in front of the class to perform the dialogue.
The learners were asked to speak clearly since their voice was recorded during the
test. The material of the test was taken from person to person book which was
appropriate for the students in the first grade. The form of the test was subjective test
since there were no exact answers. The score of the students’ speaking ability was
given based on the oral rating sheet provided. Since, this research applied Heaton
writer assessed the students concerned on 3 aspects namely pronunciation, fluency,
and comprehension. As stated previously, in this test inter rater was applied; the first
rater was the writer himself and the English teacher as the second rater.
3.3.2.1 Speaking Topics
As stated at the previous page, the writer took the material that was considered
matching with the syllabus so that the students already had the background
knowledge about its topics before. It also can be considered that students who have
good motivation will not forget the material they have learnt before because the
writer believes that they will use it in their daily activity with their friends, while
students that have low motivation will forget it soon.
Pair work technique was used to assess English speaking ability of the students. The
writer asked the students to work in pairs so that they can learn several things when
working with a partner. Students learnt to clarify, confirm, and comprehend
information; students learnt to assist each other in language learning and pronounce
words correctly; and students learnt what they need to work on the most.
The students played role as the citizen census committee and the citizen in one
section. After the test covered asking and giving personal information, for example
name, date of birth, hobbies address, etc. Moreover, the writer recorded their
conversation by using recording tools while they were speaking. The result of this test
3.3.2.2 Speaking Scoring System
The writer applied the oral ability scale proposed by Heaton (1991) as guidance for
scoring the students’ speaking test that implements holistic scoring which covers
accuracy, fluency, and comprehensibility. Therefore, the writer scored those aspects
collectively. Since, the writer applied pair work technique in testing the students’
speaking ability and the materials were dialogue, therefore the writer divides 38
students into a pair where one pair consists of 2 students so that there were 19 pairs.
Each pair had 3 minutes to speak. During the speaking test the writer recorded the
students’ conversation in the recording tools (hand phone) so that it can be transferred
into compact disk while the teacher saw the process. The writer gave the copy of data
that had been transferred into compact disk to the teacher in order that data can be
measured by her. Furthermore, the recorded data was scored to measure the English
speaking ability of the students individually then the writer accumulated the result of
the test with the English teacher to fulfill the reliability of the test.
Range Pronunciation Fluency Comprehensibility
3.4 Reliability and Validity of the Instruments
Every research including social science and language research always use the reliable
and valid instrument in order for the result to be more meaningful and believable.
Therefore, the writer tried to define the definition of reliability, and validity as well as
what kinds of tests that can be said valid and reliable.
3.4.1 Reliability of the Instruments
Even tough, reliability is only supporting data, but reliability aspect is really
important. The instrument which has low reliability will mean invalid instrument.
Shohamy (1985:70) states that reliability refers to the extent to which the test is
consistent in its score, and it gives an indication of how accurate the test score. It
means that the test score is dependable, stable and consistent when given to different
situation or different people; in order words, the score of odd and even numbers have
no high differences. To make sure whether the instruments were reliable or not the
writer used the Cronbach’s Alpha. It was count based on the motivation scale and the
range of 0 to 1. The higher Alpha is the more reliable the questioner will be
(Setiyadi, 2006: 190-191).
According to Arikunto (1998: 260), the standard of reliability of the instrument can
be described as follows:
3. 0.40 – 0.59 : medium reliability 4. 0.20 – 0.39 : low reliability
5. 0.0 – 0.19 : very low reliability
As stated before, to measure whether the test was reliable or not the writer used
Cronbach Alpha. Every item in motivation questioner was analyzed to make sure that
the items consist of good unity. Motivation questioner was made up of 25 items that
refer to integrative and instrumental motivation rated on four point Likert type scale
from one to four, ranging from very high motivation, high motivation, middle
motivation, and low motivation.
From the calculation of reliability analysis, alpha is 0.731. It means that the
questionnaire has high reliability. It can be interpreted that the questionnaire is proper
to be used for a research. The analysis of each item showed that if an item deleted, it
would make alpha lower. For example, VAR00001 on if item deleted column (see Appendix 3), the alpha is 0.729. By considering this, it can be said that if item
number 1 was deleted, Alpha would be lower than 0.731 whereas the higher Alpha is
the better the questionnaire is. It also happened if VAR00002 on if item deleted column (see Appendix 3), the alpha is 0.721. It also did not make the alpha
coefficient reliability 0.731. Therefore, with alpha 0.731, the writer believed that the
questionnaire had high reliability and reliable to be administered. It also fulfilled the
alpha score was 0.731, it means that the reliability of the instrument can be
categorized as high reliability.
For speaking test, to ensure the reliability of scores and to keep away from the
subjectivity of the research, the writer used inter-rater reliability. Inter-rater reliability
is used when scores of the test are independently estimated by two or more judges or
raters. It means that there will be another person who gives score besides the writer
himself. She was Mrs. Tien Yati Authon, SS., as the English teacher at SMA Al
Azhar 3 Bandar Lampung.
The writer considered that one inter rater was qualified to measure the learners’ speaking ability since she had a lot of experiences in teaching English and had much
experiences in teaching speaking class at LIA. Moreover, she had graduated from
university (minimally S1) in English major.
3.4.2. Validity of the Instruments
In this research, to measure whether the test has good validity or not, the writer
analyzed from content and construct validity. Content validity means that the test is a
good reflection of what has been taught and the knowledge which the teacher wants
the students to know (Shohamy, 1985:74). It means that the items of the test should
represent the material being discussed. While construct validity focuses on the kind of
To get the content validity, the test is adapted from Likert Scale which was developed
by Uniroh (1990, p. 91-97). In this test, the writer will give 25 questions which each
item had the purposed to measure students’ motivation in learning English. It was
believed that this questionnaire had content validity since this test had been already
applied many times by other researchers who had the same intention.
For the speaking test, the writer adapted the topic that had been discussed in the class.
It was about interpersonal text where the students gave some information about their
self whether about their biography and also family in form of dialogue. The material
taken from persons to person book and also adjust it so that relevance on the English
curriculum. The writer also applied the oral ability scale proposed by Heaton (1991)
as guidance for scoring the students’ speaking test that implemented holistic scoring
which covers accuracy, fluency, and comprehensibility.
3.5 Research Procedure
In conducting this research, the writer used the steps as follows:
1. Administrating Motivation Test
The writer provided a questionnaire of motivation to the students.
2. Administrating English Speaking Test
The writer conducted English speaking test by recording the result. The recorded
3. Collecting Data
The writer gathered those data after the test by giving score.
4. Analyzing the Data
The data was analyzed by using SPSS software to observe whether there is any
significant correlation or not and to analyze whether there is also influence or not.
3.6 Data Treatment
Since this research was a correlation study, the writer divided these variables into two
variables. They were dependent variable and independent variable. The writer
categorized speaking skill as a dependent variable since this ability is influenced by
motivation while motivation was as an independent variable. The writer assumed that
motivation has an influence toward the language achievement.
According to Setiyadi (2006:168-169), before analyzing correlation there are some
assumptions that should be fulfilled. They are as follows:
a. The data should come from the same sample
b. The data should be interval or ratio
c. The data is distributed normally
Therefore before testing the hypothesis using Pearson Product Moment Correlation, it
was necessary to find out whether the data in the samples are normally distributed
and homogenous or not. This study applied these following procedures:
1. Normality Test
The purpose of computing the normality test was to find out whether the data was
distributed normally or not. In this research, the significant level of 0.05 was used to
determine the normality of the data. The hypothesis of normal distribution can be
described as follows:
H0 : the distribution of the data is normal
H1 : the distribution of the data is not normal.
The hypothesis is accepted if the result of the normality test is higher than 0.05 (sign
> α). In this case, the level of significance of 0.05 is used.
2. Homogeneity Test
The test was used to determine whether the data fulfill the criteria of the quality of
variances. The hypothesis for the homogeneity test of two variables is as follows:
H0 : there is no significant different in the level of ability (equal)
The criterion for the hypothesis is: H0 is accepted if the result of homogeneity test of
pre-test is higher than 0.05 (Sign > α).
Furthermore, after fulfilling the criteria of normality and homogeneity test, the writer
correlated the variables by using Pearson Product Moment Correlation in order to
process whether there is correlation between motivation and speaking ability.
The formula is as follows:
(Hatch & Farhady, 1982 : 198)
Note:
r : the coefficient correlation
x : motivation score
y : speaking ability score
∑x : the sum of scores in X-distribution ∑y : the sum of scores in Y-distribution
∑xy : the sum of products of paired X and Y distribution ∑x2
: the sum of the squared scores in X distribution
∑y2 : the sum of the squared scores in Y distribution N : the number of paired X and Y scores
For the next is Simple Regression was done to find how far the contribution of motivation to their English speaking ability. The formulation is as follow:
