Herlinda Putri, 2016
INTRINSIC AND EXTRINSIC MOTIVATIONAL ORIENTATIONS FOR LEARNING ENGLISH: AFTER-SCHOOL ACTIVITIES AND ACADEMIC ACHIEVEMENT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
vi
TABLE OF CONTENTS
PAGE OF APPROVAL ... i
STATEMENT OF AUTHORIZATION ... ii
ACKNOWLEDGEMENTS ... iii
ABSTRACT ... iv
ABSTRAK ... v
TABLE OF CONTENTS ... vi
LIST OF FIGURES ... ix
LIST OF TABLES ... x
LIST OF APPENDICES ... xi
CHAPTER I ... 1
INTRODUCTION ... 1
1.1 Background of the Study ... 1
1.2 Research Question ... 5
1.3 Purpose of the Study ... 5
1.4 Research Design ... 6
1.5 Scope of the Study ... 6
1.6 Significance of the Study ... 6
1.7 Organization of the Study ... 7
1.8 Concluding Remarks ... 8
CHAPTER II ... 9
LITERATURE REVIEW ... 9
2.1 The Overview of Motivation in English learning ... 9
2.1.1 The Concept of Motivation ... 9
2.1.1.1 Motivation in Language Learning ... 10
2.1.1.2 The other side of Motivation: Demotivation and Amotivation ... 12
2.1.1.3 Motivation and Attitude ... 15
Herlinda Putri, 2016
INTRINSIC AND EXTRINSIC MOTIVATIONAL ORIENTATIONS FOR LEARNING ENGLISH: AFTER-SCHOOL ACTIVITIES AND ACADEMIC ACHIEVEMENT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
vii
2.1.1.1 Integrative and Instrumental Motivation ... 18
2.1.1.2 Intrinsic and Extrinsic Motivation ... 21
2.1.3 Process Approach to Motivation ... 23
2.1.4 Orientation of Motivation ... 24
2.1.5 Motivation and Motivational Strategies ... 26
2.2 After-school Programs ... 28
2.2.1 After-school Time ... 30
2.2.2 School-based Extracurricular ... 32
2.2.3 Cram-school ... 34
2.2.4 Private Tutoring ... 35
2.3 Review of Academic Achievement ... 37
2.4 Academic Achievement, After-school Activities, and Motivation for Learning English ... 40
2.5 Review of Related Studies ... 43
2.6 Concluding Remarks ... 46
CHAPTER III ... 47
METHODOLOGY ... 47
3.1 Research Problem ... 47
3.2 Research Design ... 47
3.3 Research Site and Participants ... 48
3.4 Research Procedure ... 50
3.5 Operational Definition ... 52
3.6 Data Collection ... 53
3.6.1 Survey of After-school Programs and Activities ... 53
3.6.2 Motivational Questionnaire ... 55
3.6.3 Interview ... 56
3.7 Data Analysis ... 56
3.7.1 The Analysis of Survey and Questionnaire ... 57
Herlinda Putri, 2016
INTRINSIC AND EXTRINSIC MOTIVATIONAL ORIENTATIONS FOR LEARNING ENGLISH: AFTER-SCHOOL ACTIVITIES AND ACADEMIC ACHIEVEMENT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
viii
3.8 Concluding Remarks... 58
CHAPTER IV ... 59
RESULTS ... 59
4.1. Students’ Primary Motivation in English learning which may affect their Academic Achievement ... 59
4.1.1 Extrinsic Motivation as opposed to Intrinsic Motivation ... 61
4.1.2 Learning situation and strategies and Students’ Motivation for learning English ... 66
4.1.3 Relation between Extrinsic and Intrinsic Motivation ... 78
4.1.4 Other Motivational Factors ... 80
4.2. Students’ Perceptions towards After-school Programs and Reasons for Learning English ... 90
4.3 Concluding Remarks ... 102
CHAPTER V ... 103
CONCLUSIONS, SUGGESTIONS, AND LIMITATION OF THE STUDY ... 103
5.1 Conclusion ... 103
5.2 Suggestions ... 105
5.3 Limitation of the Study ... 106
