i
THE EFFECT OF USING STAND UP HAND UP PAIR UP
(SUHUPU) STRATEGY IN STUDENTS’ MOTIVATION IN
SPEAKING ENGLISH FOR THE ELEVENTH GRADE
STUDENTS AT SYUBBANUL WATHON VOCATIONAL
HIGH SCHOOL IN ACADEMIC YEAR 2018/2019
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfilment of the Requirements for the Degree of Sarjana Pendidikan (S. Pd) English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN)
Salatiga
Written by:
FITA WIDYASTUTI
NIM. 113 14 060
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
v
MOTTO
“Strength Does Not Come From Physical Capacity. It Comes From
An Indomitable Will”
vi
DEDICATION This graduating paper is dedicated to:
Allah SWT who always bestows blessing and gives me strength. Without Alloh, I am nothing, the only God who show me the right path and guide me to do good deeds.
My beloved parents, my father, and mother, thanks for everything. You always love and support me. You are my inspiration and my everything. My proudly respect belongs to both of you.
My beloved sister Fira Dwi Yulian, who always help and loves me all the time. Thank you so much. You are like a little elf of my helper.
My big family that supported my education.
One of my beloved friend who always supports and loves me all the time. Thank you so much
The family of ICP batch 14, who always accompany my journey
vii ACKNOWLEDGEMENT
Bismillahirrahmanirrahim, Assalamu’alaikum Wr.Wb.
Alhamdulillahirabbil’alamin, all praise to Allah SWT, the most Gracious
and the most Merciful. I thank to Allah, the almighty, for giving me the strength to carry on this graduating paper as one of the requirement for Sarjana Pendidikan (S.Pd) in English Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga in 2018. May peace and salutation always deliver to our beloved Prophet, Muhammad SAW who has guided us from the darkness to the brightness.
However, this success would not be achieved without highly efforts and many great people, and also institutions that have been my greatest support in both my personal and professional life. I would like to seize this opportunity to express my deepest regard and gratitude for:
1. Dr. Rahmat Hariyadi, M.Pd., the Rector of State Institute for Islamic Studies (IAIN) of Salatiga.
2. Suwardi, M.Pd., the Dean of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) of Salatiga.
ix ABSTRACT
Widyastuti, Fita. 2018. The Effect of Using Stand Up Hand Up Pair Up (SUHUPU) Strategy in Students’ Motivation in Speaking English For The Eleventh Grade Students at Syubbanul Wathon Vocational High School in Academic Year 2018/2019. A Graduating Paper. English Education Department. Teacher Training and Education Faculty. State Institute for Islamic Studies (IAIN) Salatiga. Counselor: Noor Malihah, Ph.D.
This research dealt with the effect of using Stand Up Hand Up Pair Up (SUHUPU) strategy in students’ motivation in speaking English for the eleventh grade students at Syubbanul Wathon vocational high school. The objectives of this research were (1) to find out the students’ motivation in speaking English before implementing SUHUPU (2) to find out the students’ motivation in speaking English after implementing SUHUPU. The subject of this research were two classes in the eleventh grade: the first class was Ja dda 8 as the experimental class and the second class was Jadda 3 as the comparison class. The approach of research was quntitative research especially quasi experimental research. The instument that used to collect the students’ motivation data was questionnaire. The data collected from the score of pre-questionnaire and post-questionnaire after treatment was implemented. The data tested statistically by using Statistical Product and Service Solution (SPSS) version 16.0.
The researcher found that there was no significant difference in the students’ motivation in speaking English before implementing SUHUPU. The mean score of EC (Experimental Class) was 3.49 and CC (Comparison Class) was 3.46. Those can be categorized into moderate degree of motivation. Independent T-test result showed that 𝑡𝑜 was 0.29. By referring to the 𝑡𝑡 in number 1.997, thus 𝑡𝑜 < 𝑡𝑡. So that EC and CC indeed belong to the same participants when the research was started. After implementing SUHUPU, the mean score of the student’ motivation in speaking English was increased. The mean score of EC became 4.10 and CC became 3.80. Those result can be categorized into high degree of motivation. The result of Independent T -test showed that 𝑡𝑜 was 4.559. by refering to the 𝑡𝑡, 𝑡𝑜> 𝑡𝑡. Hence, researcher interpreted that there was any significant difference after implementing SUHUPU. The result showed that SUHUPU strategy was an effective strategy in improving the students’ motivation in speaking English. To sum up, the researcher concluded that null hypothesis (Ha) is accepted and alternative hypothesis (H0) is rejected.
x TABLE OF CONTENT
TITLE ... i
DECLARATION ... ii
ATTENTIVE COUNSELOR’S NOTE ... iii
STATEMENT OF CERTIFICATION ... iv
MOTTO ... v
DEDICATION ... vi
ACKNOWLEDGEMENT ... vii
ABSTRACT... ix
TABLE OF CONTENT... x
LIST OF TABLES ... xiii
CHAPTER I INTRODUCTION A. Background of the Research ... 1
B. Research Question ... 5
C. Objectives of the Research ... 6
D. Significance of the Research ... 6
E. Definition of Key Terms ... 7
F. Graduating Paper Outline ... 8
CHAPTER II LITERATURE REVIEW A. Previous Research ... 10
B. Theoretical Framework ... 12
xi
a. Nature of Speaking ... 12
b. Function of Speaking ... 14
c. Types of Speaking ... 16
2. Teaching Speaking ... 18
a. Nature of Teaching Speaking ... 18
b. Activities to Promote Speaking ... 21
c. Characteristic of Successful Teaching Speaking... 24
3. Motivation ... 25
a. Nature of Motivation ... 25
b. Types of Motivation in Learning... 27
c. Factor Influence Motivation in Learning ... 30
d. Characteristics of Motivated Students ... 31
4. Stand Up Hand Up Pair Up (SUHUPU) ... 32
a. Definition of SUHUPU ... 32
b. The Purposes of SUHUPU ... 34
c. The Standard Procedures of SUHUPU ... 34
5. Numbered Heads Together(NHT) ... 35
a. Definition of Numbered Heads Together ... 35
b. The Purposes of Numbered Heads Together ... 36
c. The Standard Procedures of Numbered Heads Together ... 37
d. Hypothesis of the Research ... 37
xii
B. Time and Location of the Research ... 42
C. Population and Sample of the Research ... 42
1. Population ... 42
2. Sample ... 43
3. Variable of the Research ... 47
4. Instrument of the Research ... 48
5. The Test of Instrument ... 49
6. Technique of Collecting Data ... 50
7. Technique of Data Analysis ... 51
CHAPTER IV DISCUSSION AND DATA ANALYSIS A. Description 1. Pre-Questionnaire of Students’ Motivation ... 55
2. Post-Questionnaire of Students’ Motivation ... 58
B. Data Analysis ... 61
1. Pre-Questionnaire of Students’ Motivation Analysis ... 62
2. Post-Questionnaire of Students’ Motivation Analysis ... 71
a. Statistical Analysis Result of Pre and Post Questionnaire of Students’ Motivation of Experimental Class ... 78
b. Statistical Analysis Result of Pre and Post Questionnaire of Students’ Motivation of Comparison Class ... 80
C. Discussion ... 82
xiii 2. The Analysis of the Students’ Motivation in Speaking English After
Implementing SUHUPU ... 84
3. Hypotheses Result ... 85
CHAPTER V CLOSURE A. Conclusion ... 87
B. Suggestions... 88
1. For the Teachers ... 88
2. For other Researchers ... 89
xiv
LIST OF TABLES
Table 3.1 Pre- Questionnaire and Post- Questionnaire Control Group Design ... 41
Table 3.2 The Total Population of the Second Year Students of SMK Syubbanul Wathon Tegalrejo Magelang in 2018-2019 ... 43
Table 3.3 Likert- Type Scale Response Anchors: Level of agreement ... 50
Table 3.4 Students’ motivation level ... 52
Table 4.1 Result of Pre-Questionnaire of Students’ Motivation in Experimental Class ... 55
Table 4.2 Result of Pre- Questionnaire of Students’ Motivation in Comparison Class ... 57
Table 4.3 Result of Post-Questionnaire of Students’ Motivation in Experimental Class ... 58
Table 4.4 Result of Post-Questionnaire of Students’ Motivation in Comparison Class ... 60
Table 4.5 The Mean Scores of Pre-Questionnaire of Students’ Motivation... 62
Table 4.6 Distribution Score in both EC and CC ... 63
Table 4.7 Critical Values for two tailed test ... 67
Table 4.8 Group Statistics ... 70
Table 4.9 Independent Samples Test of Pre-Questionnaire... 70
Table 4.10 The Mean Scores of Post-Questionnaires of Students’ Motivation .... 71
Table 4.11 Post-Questionnaire Distribution Score in both EC and CC ... 72
Table 4.12 Group Statistics of Students’ Motivation Post-Questionnaire ... 76
Table 4.13 Independent Sample Test of Post-Questionnaire... 83
Table 4.14 Paired Samples Statistics of Experimental Class ... 79
Table 4.15 Paired Samples Test of Experimental Class ... 80
Table 4.16 Paired Samples Statistics of Comparison Class ... 81
Table 4.17 Paired Samples Test of Comparison Class ... 81
xv
LIST OF APPENDICES
1. Curriculum Vitae 2. SKK
3. Note of counselor
4. Research permission Letter
5. Official Statement letter from SMK Syubbanul Wathon Tegalrejo Magelang
6. Profile of SMK SMK Syubbanul Wathon Tegalrejo Magelang 7. Consultation Sheet
8. Lesson Plan/ RPP
1 CHAPTER 1
INTRODUCTION
This chapter focuses on discussing an introductory explanation of the research. It presents the background of the research, research questions, objectives of the research, limitations of the research, significance of the research, clarification of key terms, hypothesis of the research, the system of the graduating paper outline.
A. Background of the Research
God create human to live together in this world. Of course, they need a tool to communicate and interact with other people around them. Communication is one of the essential aspects of life. The communication will be more effective with the help of language. Language is a system of communication using sound or symbols that enable us to exchange knowledge, beliefs, inner thought, emotion, feeling or experience. Basically, language is speech. It is used for carrying out various activities of life. Sapir (1921) state that “Language is an anonymous, collective and
unconscious art; it was a result of the creativity of thousands of generations”. In another word, a language developed spontaneously without conscious effort and deployed without awareness in the society.
2 language. Firstly, language is as an official language of a country which is used as a medium of communication in the government, law courts, media, and also the educational system. Secondly, a language will be known as a global status when it is used as a priority in a country’s foreign -language-teaching. Right now, we can see in our society, more than 300 million of the world’s population speak English as native, second or foreign language. It may not be the most spoken language in the world, but it is the official language in many countries, including Indonesia. A global language acts as “lingua-franca”. It means English enable people from
various backgrounds and ethics to communicate with each other. Today, English plays important role in every sector of human life such as economic, business, education, health, politics, media mass, engineering, and others. In the education sector, English may open doors in the academic world. English also will give an opportunity to study overseas. Thus, learners may get more knowledge and experience.
3 far we know that the Indonesian language as the official language, while English acts as a foreign language. Thus, not so many people use English in their day-to-day communication (Musyahda, 2002). Learning English is quite challenging to be learned. Actually, there are some problems faced by Indonesia in learning English, for instance: inappropriate learning system, Indonesian’ perspective and lack of motivation disable Indonesia
from learning English. For that reason, Indonesia should pay more attention to English. Huda (1997) states that developing an educational system is the main challenge for Indonesia.
Based on the researcher’s observation, SMK Syubannul Wathon is
a Technology Vocational High School based Islamic boarding system. In this school, English is learned a nd taught as a compulsory subject. The school pays a good attention to English subject, students learn English for one hundred and sixty minutes a week. Moreover, the school also hold extracurricular to support students’ English Learning such as English Intensive Program and English Corner. Ideally, students should achieve the passing grade that has been determined and students should be able to master in 4 skills in English, especially in speaking subject.
4 techniques for practicing real-world transaction that involves of 3 steps; preparing, modeling and eliciting, and practicing and reviewing. Purposely, role play is useful to encourage students’ curiosity,
participation and motivate them to learn more. Moreover, it revives the ease and the joy of experimental learning (Mantooth, 2014:6). In another side, role play takes a long time for speaking practice. Other reason, role play needs some creativity from both of teachers and also students. From the observation that has been done, the researcher tried to apply another strategy for designing speaking class. That strategy was Stand Up Hand Up and Pair Up (SUHUPU). Researcher’s aim is to try out SUHUPU
strategy so that speaking activity is more effective than using the old strategy.
One of the students’ success keys depends on the individuals strive
and desire to reach their goal. Of course, they need something that prompts, incites or stimulates their actions which are known by motivation. Motivation is the essential key in the field of education. According to Sabouri (2012) “motivation is a combination of effort plus desire to achieve a goal plus favorable attitudes toward the goal to be accomplished”. It is like a tool to prompt our heart to make something
happen. Here, motivated learners are a teacher’s dream. Sometimes,
teachers often forget that their learning activities are filtered through students’ motivation in the class. From the previous statement, we can
5 To improve students’ motivation in speaking skill, an appropriate
strategy is needed. Teaching speaking needs fun and enjoys strategy. Stand Up Hand Up Pair Up (SUHUPU) is a fun and enjoy strategy that used to motivate students in oral communication skill, improve student’s
participation and easy grouping in the classroom. This strategy was created by Kagan (1998). He argued that SUHUPU is “a class building
activity that can be used to motivate, active prior knowledge, close a lesson or group of a lesson, review previously learned material, and to have fun”.
Regarding with the symptoms that researcher explain above, the researcher is interested to conduct a research entitled: “The Effect of Using
Stand Up Hand Up Pair Up (SUHUPU) Strategy in Students’ Motivation
in Speaking English For the Eleventh Grade Students at Syubbanul Wathon Vocational High School”
B. Research Question
The questions of research can be formulated into the following questions: 1. How is the students’ motivation in speaking English before
implementing SUHUPU?
6 C. Objectives of the Research
1. To find out the student’s motivation in speaking English before implementing SUHUPU.
2. To find out the students’ motivation in speaking English after implementing SUHUPU.
D. Significance of the Research
According to Creswell (1994: 113), the significance of the study should describe the importance of the study for selected audiences. Therefore, I expect that this study meaningfully contributes to give practical and theoretical benefits.
1. Practically
a. For the Researcher
By conducting this research, the researcher can learn how to conduct research correctly. The finding of the effect by using SUHUPU in the students’ motivation in speaking English for the research can be used as the starting points in improving the researcher teaching skill, especially in teaching speaking. This research can give some innovations to the teachers in the future planning.
b. For students
7 2. Theoretically
The result of researcher paper can be used as a comparison strategy in English teaching-learning process, especially for speaking skill.
E. Definition of the Key Terms
In order to explain and avoid misunderstanding about the title and the content of the research, there are several key terms should the researcher define as the following.
1. Speaking
Speaking is the action of conveying information or expressing one’s feeling in speech (Oxford Dictionaries). Likewise, Nunan (2003) argues that speaking is the productive oral skill that consists of systematic verbal utterance to convey meaning. In this research, speaking is a way for students to express their idea to the others in the learning process.
2. Motivation
8 3. Strategy
A strategy is a careful plan or method for achieving a particular goal usually over a long period of time (Webster: 2010). In this research, a strategy is a plan that used to increase students’ motivation
in English speaking skill. 4. SUHUPU
SUHUPU is a funny strategy that used to motivate, improve students’ participant and inclusion, promote in speaking skill, and easy
grouping of the student in the learning process. SUHUPU is an effective strategy to improve students’ social and thinking skill
(Kagan, 2009).
F. Graduating Paper Outline
In this section, the researcher discussed some terms in chapter one into chapter five as follows:
10 CHAPTER II
LITERATURE REVIEW
This chapter, the researcher focuses on giving a comprehensive theoretical foundation for the research. It aims at giving direction to what extent the research is conducted, theories explained in this research are conducted based on the research of this theory.
A. Previous Research
The first previous research came from Masiska. She told about her experiences when teaching English in Junior High School. Purposely, she conducted research in order to solve her students’ problem in English skill,
11 Interview Strategy could improve students’ speaking ability. Moreover,
students felt enjoy and interest in the classroom activity. Students participated more and used their thinking skill to solve some problems that given by the teacher in the class. In the previous researcher, Masiska combined SUHUPU Strategy and Three Steps Interview Strategy. While in this research, the researcher focuses on the SUHUPU strategy. The researcher tries to find out the effect of using SUHUPU strategy in students’ motivation in speaking English.
The second previous research came from Ihsan (2016). He conducted a research in Muhammadiyah 1 Senior High School Gresik in Easy-Speaking course. He wanted to know the students’ motivation in practicing speaking English in Easy-Speaking course. In this previous research, Ihsan used a descriptive quantitative research. The data obtained from the questionnaire distributed and analyzed to get the result. The result showed that 1) Learners effort in practicing speaking English is 56.1%. 2) The learners’ interest in practicing speaking English is 49.7%. 3) The
learner’s attitude towards practicing speaking English is 59.9%. 4) The
learner’s desire in practicing speaking is 71.43%. Ihsan suggested that
using media is very important both to increase the students’ motivation and to give a big opportunity to the students to explore their idea. The similarity both Ihsan and my research are equally looking for the students’
12 the strategy that has been applied there. In this research, the researcher uses SUHUPU strategy to examine and improve the students’ motivation.
The third previous research came from Heriani Saputri (2010). She tried to find out whether there is a significant effect of using GAP Activities toward students’ motivation in speaking English among second -year students at MAN 2 Model Pekanbaru. In this previous research, she used Pre-Experimental design with emphasis upon “intact group design”. From the research, she found there was a significant effect of using information GAP Activities. The questioner result showed that there was an increase of points in the experimental group. In short, she concluded that GAP Activities was effective to improve students’ motivation in
speaking English.
B. Theoretical Framework 1. Speaking
a. Nature of Speaking
13 they are producing words, gestures, or others which have meaning and the listener can give respond or feedback.
Speaking can be said as a tool to identify who knows or does not know about language. Brown (2001: 267) asserts a good speaker is someone who can carry on certain language in the conversation reasonably competently. Thus, speaking requires that speaker not only how to produce specific points of language such as grammar, pronunciation, and vocabulary (linguistic competence), but also they understand when, why, and in what ways to produce language.
Richard (2008: 19) states that the mastery of speaking skills in English is a priority for many second-language or foreign- language learners. Malihah (2010: 85) underlines that speaking is a crucial part of second language learning and teaching. In communication skill, it is not merely about repeating and memorizing dialogues, but students should be able to use the utterance to communicate in the real situations. Stovall (1998) states that students need to recognize that speaking involves three areas of knowledge. Here, the definition of those areas:
1) Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation.
14 when precise understanding is not required interaction/relationship building.
3) Social and cultural rules and norms (turn-taking, a rate of speech, length of pauses between speakers, relative roles of participants): Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason.
Based on the definition above, the researcher can conclude that speaking is a productive skill to an express idea, feeling, and also mind through verbal and non-verbal symbol to make others understand about what we are talking about. In this research, speaking is the appropriate way to build communication between teachers and students or students to their classmates in the learning process. A good classroom activity is an activity that can develop learners’ ability for expressing something through speaking (Ur: 1991).
b. Function of Speaking
15 1) Talk as interaction
Talk as interaction refers to what we normally mean by “conversation” and describes the interaction that serves a primarily social function. Purposely, this type is to maintain social relations. It usually happens when people meet each other, they exchange greetings, involve in the small talk, and to establish a comfortable zone of interaction. This type focuses on the speaker and how they wish to present themselves to each other than on the message.
2) Talk as transaction
Talk as transaction refers to the situation where the focus is on what is said or done. The central focus is the message and making oneself understood clearly and accurately, rather than the participants and how they interact socially with each other. Burns (1998) distinguishes the types of talk as transaction into two. There are:
16 b) The second type is transaction that focuses on obtaining goods or services. For example: checking hotel or ordering some foods in the restaurant.
Some skills that involve in using talk as transaction are explaining need or intention, describing something, asking for clarification, making a suggestion, making a comparison, agreeing or disagreeing, and etc.
3) Talk as performance
Talk as performance refers to public talk that transmits information before an audience, such as classroom presentation, public speaking, public announcement, speech and etc. in this type, talk form in monologue rather than dialog and is closer to written language than conversational language. Here, the examples of talk as performance such as giving a class report about a school trip, conducting a class debate, making a sales presentation, and etc.
c. Types of Speaking
According to Brown (2001: 276), there are six categories that students are expected to carry out in the classroom. There are imitative, intensive, responsive, transactional, interpersonal and extensive.
1) Imitative
17 pronunciation skills. In this type, teachers usually ask their students to repeat what has been said. Furthermore, imitative may include pronunciation skill, grammatical properties, and another linguistic difficulty. This type is used to establish students’ psychomotor patterns (loosen the tongue) and to
associate appropriate grammatical forms based on the context. This activity usually performed in form of drilling.
2) Intensive
Intensive speaking goes one step beyond imitative speaking to include any speaking performance. It is useful to practice some phonological or grammatical aspect of language. It can be in the form of self-initiated or pair work activity
3) Responsive
Responsive is slightly more complex than intensive type. Responsive becomes a good type of student speech in the class. In this level, the dialog includes standards greetings, small talk, and simple questions or comments.
4) Transactional
Transactional carries out for the purpose of conveying or exchanging in the specific information. It is an extended form of responsive language.
5) Interpersonal
18 context of pragmatic. In this type, a speaker should be able to keep in mind of using slang, humor, ellipsis, and etc. This type is a little trickier for learner because it involves some factors like a casual register, colloquial language, emotionally charged language, slang, ellipsis, sarcasm, and a convert “agenda”.
6) Extensive (monologue).
In this type, students include in the intermediate to advanced not typically improvisational communication.
In this research, the researcher focuses on transactional levels in the form of oral reports, summaries, or perhaps short speeches. Extensive type needs a great deal of preparation and interpersonal type. The researcher tries to find out the effect of using SUHUPU strategy in students’ motivation in speaking English.
2. Teaching Speaking.
a. Nature of Teaching Speaking
19 However, today’s world requires that the goal of teaching
speaking should improve students’ communication skill. It is
because only in that way students can develop and learn how to follow the social and cultural rules appropriate in each communicative circumstance. Hence, the teacher should be able to create such situations where students have real-life communication, authentic activities, and meaningful task to promote students’
speaking activity.
Nunan (2003) defines “teaching speaking” is an activity that has some objectives to let student to (1) Produce the English speech sounds and sound patterns; (2) Use words and sentence stress, intonation pattern and rhythm of the second language; (3) Select appropriate words and sentences according to the proper social setting, audience, situation, and subject matter; (4) Organize their thoughts in a meaningful and logical sentences; (5) Use language as a means of expressing values and judgments; (6) Use the language quickly and confidently with few unnatural pauses, which is called as fluency.
20 1) Use techniques that cover the spectrum of learners needs, form
language-based focus on accuracy to message-based focus on interaction, meaning, and fluency.
2) Provide intrinsically motivating techniques.
3) Encourage the use of authentic language in meaningful contexts
4) Provide appropriate feedback and correction.
5) Capitalize on the natural link between speaking and listening. 6) Give students an opportunity to initiate oral communication. 7) Encourage the development of speaking strategy.
On the other way around, Nunan (2003: 54) argues there are many principles that every teacher should consider while planning a speaking course. They are:
1) Be aware of the differences between second language and foreign language learning contexts.
2) Give students practice with both fluency and accuracy.
3) Provide opportunities to talk by using group work or pair work, and limiting teacher talk.
4) Plan speaking tasks that involve negotiation for meaning. 5) Designing classroom activities that involve guidance and
practice in both transactional and interactional speaking.
21 make them learn how to follow the social and culture by having real-life communication, authentic activities, and meaningful task. b. Activities to Promote Speaking
Kayi (2006) infers from some linguistics in her article, there are thirteen activities to promote speaking activity. Here, the brief explanation of these activities:
1) Discussions
A discussion can be held for various reasons. The students may aim to arrive at a conclusion, share ideas about an event or find solutions in their discussion groups. By doing discussion, the goal of that activity can be set by the teacher. In this way, discussion points are relevant to the teacher’s purpose, so that students do not spend their time with the irrelevant thing. 2) Role Play
The other way of getting students to speak is role-playing. Students pretend they are in various social contexts and have a variety of that social roles. In this activity, a teacher gives information about what the learners should do or feel in the certain context.
3) Simulation
22 student is acting as a singer so that she brings a microphone to sing and so on.
4) Information Gap
Information gap serves many purposes such as solving a problem or collecting information. In this activity, students are supposed to be working in pairs. One student will have the information that other partner does not have and share that information with other friends. Also, each partner plays an important role because the task cannot be completed if the partner does not provide some information. This activity is effective because everybody has the opportunity to talk extensively in the target language.
5) Brainstorming
On a given topic, students can make ideas in the limited time. By having brainstorming, students are not criticized for their ideas, so students will be open to sharing new ideas.
6) Storytelling
Storytelling fosters students to have creative thinking. It helps students express their ideas in the format of beginning, development, and ending, including the characters and setting a story.
7) Interview
23 class so that it helps students becoming socialized. Students can conduct interviews on the selected topics with other friend or their partner.
8) Story Completion
This is very enjoyable, whole-class, free-speaking activity for students sit in the circle. In this activity, the teacher starts to tell a story, but after a few sentences, teacher stops narrating. Then, each student starts to narrate from the point where the previous one stopped. Hence, students can add new characters, events, descriptions and so on.
9) Reporting
In the reporting activity, students are asked to read a newspaper and report to other friends.
10)Playing Cards
In this game, students should form groups of four. Each suit will represent a topic. For instance: diamonds means earning money, hearts means love and relationship, and etc. Each student in a group will choose a card and write 4-5 questions about that topic.
24 deal in developing students’ basic interactive skills. These
activities will make students more active in the learning process. Besides, students will have more meaningful and fun learning. In this research, the researcher uses the discussion way to promote speaking activities. It is used as the part of SUHUPU strategy. c. Characteristics of Successful Teaching Speaking
According to Ur (1991: 120), there are four characteristics of success in speaking activity. The description of these characteristics is written below:
1) Students talk a lot
A good speaking classroom is designed for the students center where students speak a lot rather than teachers in the classroom. In fact, the activity is occupied by students. 2) Participation is even
All participants get the same chance to speak in the class. Thus, discussion and contribution are not dominated by the talkative students only.
3) Motivation is high
Students are eager to speak when they feel enjoy or interest in the topic that is discussed in the classroom. It is caused all learners want to speak and give some contribution.
25 The student will involve themselves in dialog when they enable to understand. It means language that is relevant, easily comprehensible, and an acceptable level.
One of the characteristics of successful teaching speaking is having high motivation. Hence, it can be seen that motivation is an important thing in language learning. By having high motivation, students will have a high spirit in learning a language and easier to reach their target and dream.
3. Motivation
a. The Nature of Motivation
There are many related literatures about motivation. Brown states that motivation is an inner drive, impulse and emotion or desire that makes someone decide and move to a particular action. In another word, it can be inferred that motivation is what gets you going, keeps you going, and determines where you are trying to go (Salvin, 2006: 317). What makes motivation somewhat mysterious is that we cannot see it or touch it or precisely measure it. Some people said that motivation is one of the most difficult to measure. The measurement of motivation is indirect, just as a measurement of other psychological constructs such as attitude, interest, and desire.
26 refers to the combination of effort plus desire to achieve the goal of learning plus favorable attitudes toward learning the language. Wlodkowski (2008: 3) argues that being motivated means being purposeful. Therefore, Students will use their attention, concentration, imagination, passion, and other processes to pursue their goals. When students are motivated in the learning process, things will go more smoothly, communication flows, anxiety decreases, and creativity and learning are more apparent (Wlodkowski, 2008: 3)
A behavioristic psychologist defines that motivation as “the
anticipation of reinforcement”. Hence, students encourage
themselves to strive and sustain their goal-directed actions. Most professional infer the presence of motivation from the behavioral indicators (Dale et al., 2010). Those indicators are: first, motivated students display interest in activities. This becomes an important motivation’s indicator. When students can demonstrate their
27 expend their effort, and persist are likely to achieve their higher levels.
To put it quite simply, motivation is the power that makes someone move or decide to do something in order to sustain certain goals. When there is no motivation to learn, there is no learning (Walberg and Uguroglu, 1980). By having high motivation in learning activity especially in speaking, students will have higher achievement.
b. Types of Motivation in Learning
In the self-determination theory proposed by Deci and Ryan (1995), learners’ motivation is classified into three different categories: amotivation, extrinsic motivation, and intrinsic motivation.
1) Intrinsic Motivation
28 accomplishment (an effort to master a task or achieve a goal), and stimulation (motivation that refers to sensations stimulated or mood by performing a task, such as excitement.
2) Extrinsic Motivation
Extrinsic motivation is a behavior that is performed not because of inherent interest in the activity, but in order to arrive at some instrumental end. Within the realm of education, three levels of extrinsic motivation have been distinguished empirically. In term of self-determination, they are classified as external, introjected and identified regulation. External refers to a behavior that is determined through means external to the individual such as reward or punishment. While introjected regulation represents the reason for performing an activity because of a certain pressure. The last stage is identified regulation. In this point, the individual decides to perform a behavior because he or she views that the activity as personally worthwhile.
3) Amotivation
29 According to Harmer (1991) as quoted by Wimolmas, the word “goal” is used to categorize the motivation in the second
language learning into two types: 1) Short-term goal
Short-term goal is the wish of the students to succeed in doing something in the near future. For instance: a student who wants to pass her examination or to get a good score or a high score. 2) Long-term goal
Long-term goal refers to a wish of the students or learners who want to get a better future or better job. Furthermore, they have the aim to master that language. So that, they are able to communicate with other people who used the target language.
Krashen (1988: 22) mentioned the following summary of attitudinal factors which are related to motivation. Basically, it will attempt to relate the second language ability to these two functions.
1) Integrative Motivation
30 by using the language. In brief, integrative motivation simply means the learner is pursuing a second language for social or cultural purposes.
2) Instrumental Motivation
Instrumental Motivation defines as a desire to achieve proficiency in a language in order to increase students’ careers or business opportunities, give them more prestige and power, access scientific and technical information or just to pass their study in the school. Thus students are studying a certain language in order to further a career or academic goal. c. Factor Influence Motivation in Learning
There are two factors that influence students’ motivation in
learning English Second Language (ESL) and English First Language. Abismara (2009:5) argues that there are several internal and external factors, they are:
1) Internal Factors a) Age
b) Gender c) Religion d) Need
e) Interest and Curiosity f) Attitude
g) Expectancy
31 i) Native Language Proficiency
2) External Factors a) Teachers
b) Course content & atmosphere c) Social Identify (peer groups) d) Role Models
e) Home support
f) Learning environment
Based on the description above, it can be concluded that interest in internal factor. While, teacher and course content & atmosphere in external factor. Both of them influence in the students’ motivation in the learning process. However, the use of
SUHUPU strategy is used to interest student to speak more in the fun atmosphere.
d. Characteristics of motivated students
According to Ur (1991: 275), there are some characteristics of the successful learner in the language learning. Some of these are:
1) Positive task orientation
Students are willing to get some activity or challenge and have high confidence in their dream.
32 Students find that ego-involvement is important for their learning success in order to maintain their self-image.
3) Need for achievement
Students have a different way to reach their dreams. Students need to achieve, overcome difficulties and find their own way to get that dreams
4) High aspirations
Students have strong ambitions, high spirit and also high proficiency in every challenge.
5) Goal orientation
Students are aware of their learning goal they direct their effort toward achieving their goal.
6) Perseverance
Students have consistently in their high level of effort in the learning process.
7) Tolerance of ambiguity
Students stay focus on their ways and principles without disturbed by confusion situation.
4. Stand Up Hand Up Pair Up (SUHUPU) Strategy a. Definition of SUHUPU
33 class building activity that can be used to motivate, active prior knowledge, close a lesson or group of lessons, review previously learned material, and to have fun”. It can be said that SUHUPU is a strategy that used to improve the student’s participation and
inclusion by looking for their partner, share their ideas, and also solve the challenge that is given by the teacher in the class. Moreover, SUHUPU is a fun strategy that gives students opportunity to stretch and move to look for their partner.
In addition, Kagan (2009) states that SUHUPU is an effective strategy to improve the students’ social and thinking skill.
It is because this strategy gives student an opportunity to get up out of their chair and talk with another partner. Thus, students actively engaged in the classroom activity. The most important thing is students have time to share and respect with other friends’
perception. Besides that, students not only pairs with their close friends but also students have to know other friends. In fact, this strategy will improve students’ social skill.
In short, SUHUPU is an effective strategy to improve students’ social skill, students’ thinking skill, and also a fun class
34 b. The Purposes of Stand Up Hand Up Pair Up (SUHUPU)
According to Mantooth (2014: 10), there are some purposes of SUHUPU strategy:
1) Provide structured oral language development for students. 2) A quick opportunity to get up out of their chairs and talk with
another partner.
3) Students are actively engaged in the activity and talking with a new partner.
4) A brain break that provides for a motivating way for students to incorporate physical activity and social skill for students. c. The Standard Procedures of Stand Up Hand Up Pair Up
(SUHUPU)
Stand Up Hand Up Pair Up (SUHUPU) strategy cannot be worked well without teacher guiding to all students in the classroom. In order to use this strategy work well, there are some steps that should be done by teachers. Kagan (2009) offers the following strategy that can be applied to the learning process:
1) Have students stand up
2) When the music starts, students walk around the room 3) Students stop walking when the music stops
35 5) Teacher reveals first prompt/ question. Student pairs read and
each student thinks about possible responses.
6) Teacher displays appropriate sentence frame to utilize during the first discussion.
7) Students pairs take a turn discussing the prompt/ question, etc. using the provided sentence frame
8) Partners can then share the answer and their idea to a question or activity.
9) Repeat steps until all prompts have been discussed. Typically, 2 to 3 prompts are sufficient.
5. Numbered Heads Together (NHT)
a. Definition of Numbered Heads Together (NHT)
Numbered Heads Together (NHT) is one of the cooperative learning models which can ensure the students’ involvement in the
36 between students in group to achieve learning objectives. So that students will be actively involved in the thinking process and learning activities.
In this case, Numbered Heads Together could improve the students’ motivation in speaking English. Through this strategy,
students have equal opportunity to speak in group and to give a solutions about the problem that was given by teachers. Thus, students could understand and be responsible of their idea. Numbered Heads Together also support the students’ motivation in
speaking English by having serious discussion in the small group. Then, every groups will get a challenge to perform about the result discussion randomly. This way helps students to improve their motivation in speaking English.
b. The purposes of Numbered Heads Together (NHT)
According to Mantooth (2014: 02), there are several purposes of NHT.
1) A cooperative learning structure that is effective for processing information, developing thinking, review facts, or coming to a consensus as a team.
37 3) Beneficial for reviewing subject matter and provides
opportunities for students to talk, listen, and discuss content and rehearse answers.
4) Encourage students to take greater responsibility for their own learning and to learn from one another.
5) Provides support for English learners and all learners to develop language skill.
c. The Standard Procedures of Numbered Heads Together (NHT) 1) Students are placed in groups of four and each student numbers
off within each group.
2) Students have 2 minutes of thinking time to solve the problem on their own.
3) Students think individually about the questions and write their answers on a whiteboard or paper.
4) Students share and discuss their answers in the group.
5) The group discussed the answer so that any member can report out the answer correctly.
6) Teacher randomly calls a number and the student with the number report for the group.
C. Hypothesis of the Research
According to Creswell (2009: 132), “Quantitative hypotheses are
38 1. Alternative hypothesis (Ha)
Alternative hypothesis (Ha) states that there is no a significant
difference in students’ motivation in speaking English after implementing SUHUPU strategy in teaching speaking.
2. Null hypothesis (H0)
Null hypothesis (H0) states that there is a significant difference in
39 CHAPTER III
RESEARCH METHODOLOGY
This part of the research focused on Research Methodology which consists of Type of the Research, Time and Location of the Research, Population and Sample of the Research, Variable of the Research, Instrument of the Research, Test of the Instrument, Technique of Collecting Data, and Technique of Data Analysis.
A. Type of the Research
The approach that was used in this research was a quantitative approach. According to Creswell (2008:4), quantitative research is used to test objective theories by examining the relationship among variables. It is applicable to phenomena that can be expressed in terms of quantity. Creswell (2012:13) argues that several major characteristics of quantitative research are:
1. Describing a research problem through a description of a need for an explanation of the relationship among variable
2. Providing a major role for the literature by suggesting research question, justifying the research problem, and creating direction (e.g. purpose statement, research question, and hypotheses) of the study 3. Creating purpose statements, research questions, and hypotheses 4. Collecting numeric data from a large number of people by using
certain instrument
40 6.Writing a research report using standard, fixes structures, and
evaluation criteria, and taking an objective.
From the theory above, it can be concluded that quantitative research is a kind of research which use numeral data that can be analyzed by using statistical procedures. In quantitative research, the researcher use research questions and hypotheses, and sometimes objectives to shape and specifically focus the purpose of the study.
41 The design of this research was Quasi-Experimental design. In educational research, it is simply not possible for the researcher to undertake a true experiment. This is because the setting prohibits forming artificial class that will disrupt classroom teaching and learning or school system. In quasi-experimental designs, both comparison and experiment class are used in the research, but subjects have not normally been randomly selected (Porte, 2002: 64). The traditional experimental is known as the pre-questionnaire post-questionnaire control group design (Muijs, 2004:18). According to this design, both of two classes require pre-questionnaire and post-questionnaire. Therefore, a treatment is given in one class, and then its result will be compared to the second class which has not received any treatment. In this research, the students who participated were taken from the equal level of cleverness, major, and also grade.
Table 3.1
Pre- Questionnaire and Post- Questionnaire Control Group Design
Class Pre-Questionnaire Treatment Post- Questionnaire
Comparison
Class
Pre-Questioner No Treatment Post-Questioner
42 Furthermore, the researcher can assign intact class the experimental and comparison treatment, administer a pretest to both classes, conduct experimental treatment to experimental class only, and administer a posttest to both class to assess the differences between the two class (Creswell, 2012:310).
In this research, the researcher not only observes and describes what is happening, but she also takes an action or teaching. This research is conducted through the collaboration with English teachers in the school. B. Time and Location of the Research
This research was conducted on April up to May 2018. It was located at SMK Syubbanul Wathon, Kyai Abdan street Number 03 Tepo Dlimas Tegalrejo, Magelang, Central Java Province, phone number (0293) 31490001 Website www.smksw.sch.id, Postcode 56192.
C. Population and Sample of the Research 1. Population
43 Table 3.2
The Total Population of the Second Year Students of SMK Syubbanul Wathon Tegalrejo
Magelang in 2018-2019
No Class Major Total
1 Jadda 1 Multimedia 28 students
2 Jadda 2 Multimedia 34 students
3 Jadda 3 Multimedia 33 students
4 Jadda 4 TKJ 40 students
5 Jadda 5 TKJ 39 students
6 Jadda 6 TKJ 37 students
7 Jadda 7 TKJ 32 students
8 Jadda 8 Multimedia 40 students
9 Jadda 9 Tata Busana 37 students
10 Jadda 10 Tata Busana 38 students
Total 358 students
2. Sample
44 There are two main methods of sampling: a probability and a non- probability. Cohen et al., 2007: 110 tried to explain the difference between them. In a probability sample, every member of the wider population has an equal chance of being included in the sample. Whereas in a non-probability sample, some members of the wider population definitely will be excluded and others definitely included. From the previous statement, it can be seen that a probability sample draws randomly from the wide population and useful for seeking the representative sample. The following several types of a probability sample:
a. Simple random sampling
In the simple random sampling, each member of the population have an equal chance of being selected. This can be done by drawing names out of a container until the required number is reached, or by using a table of random numbers set out in the matrix form (Cohen, 2007: 111).
b. Systematic samples
Systematic sample is a modified form of simple random sampling. But, it is more systematic rather than random fashion. In selecting a sample, this type uses a simple statistic. Here the formula:
f = 𝑁 𝑠𝑛
f = frequency interval
45 c. Stratified samples
In the stratified sampling, the researcher divides the population into homogenous class and each class contains subjects with similar characteristics such as gender. It can be applied in the heterogenic population and having strata promotionally.
d. Cluster sample
Cluster sampling is used when the population is too large and wide. By using cluster sampling, the researcher can select a specific number of schools and test all the students in those selected schools.
e. Stage sampling
Stage sampling is an extension of cluster sampling. It involves selecting sample in stages, which is, taking the samples from samples Cohen (2007:112).
f. Multi-phase sampling
In the previous type, the purpose was to reach a particular class of students from a stage whereas the purposes change at each phase in the multi-phase sampling.
While non-probability sampling is a sampling method which simply represents itself and does not give the same chance to the population chosen as a sample. This following of non- probability sampling:
46 Convenience sampling or usually called by accidental or opportunity sampling involves choosing the nearest individuals that process until the required sample size has been obtained. Research simply choose the sample from those to whom they have easy access.
b. Quota sampling
Quota sampling strives to represent significant characteristics (strata). Sampling based on the characteristic similarities and the number of quotas wanted.
c. Purposive sampling
Purposive sampling is a sampling based on the researcher’ specific
needs. In many cases, it is used in order to access ‘knowledgeable
people’.
d. Dimensional sampling
Dimensional sampling is a refinement of quota sampling. It involves identifying various factors of interest in a population and obtaining at least one respondent of every combination of those factors.
e. Snowball sampling
This method is useful for a population where access is difficult or maybe it has a sensitive topic.
f. Theoretical sampling
Theoretical sampling is a method of sampling which requires the researcher to have sufficient data to be able to generate the theory in the research context.
47 In this method, the researcher may have to rely on volunteers. They may have range of different motive for volunteering.
In this research, researcher uses a probability sample or known as “random sampling” or “chance sampling”. Probability sample draws randomly from the wider population. Furthermore, it permits two-tailed tests to be administered in the statistical analysis of quantitative data. This research uses stratified sampling as the sampling strategy to be used. It is because the population has similar characteristics. Futhermore, this school is a school based Islamic boarding school. Hence, between female and male students have a different place and also time. Based on the limitation of the research, the researcher took only two classes. Those classes were taken from the same major of multimedia. One class became an experimental class and another became comparison class. The XI Jadda 3 was as a comparison class and XI Jadda 8 was an experimental class.
Arikunto (2006:134) said that if the population is more than 100 people, the researcher might take 10-15% or 20-25% or more from all the population. Therefore, the researcher took 20 % out of 358 students as the sample of the research or equal to 73 students.
D. Variable of the Research
“Variable refers to a characteristic or attribute of an individual or organization that can be measured or observed that varies among the people or organization being studied” (Creswell, 2008:49).
48 1. Dependent Variable
Dependent Variable is the major variable that will be measured or observed to determine how, and if. This variable is influenced by the independent variable. We may find that variable in the literature as the outcome, effect, criterion, or consequence variables. The dependent variable of this research was students’ motivation in speaking English for the eleventh grade students at Syubbanul Wathon Vocational High School. This object called by dependent variable since it could be affected by SUHUPU strategy.
2. Independent Variable
Independent Variable is the element that the researcher believes related to, or influences the dependent variable. The independent variable of this research was Stand Up Hand Up Pair Up (SUHUPU) Strategy. It called by independent variable since that strategy is the object of the research that can influence the students’ motivation in
speaking English for the eleventh grade students at Syubbanul Wathon Vocational High School.
E. Instrument of the Research
49 this research, the researcher uses questionnaires as the instrument to test the variable.
Cohen and friends (2007: 317) define that questionnaire is useful instrument for collecting survey information, providing numerical data, often being comparatively straightforward to analyze. Furthermore, by using the questionnaire, it can be administered without the presence of the researcher. Therefore, it will be more efficient. To sump up, a questionnaire is set of questions for obtaining personal information statistically. The researcher uses questionnaire to collect data and get more information about students’ motivation in teaching speaking by
using SUHUPU strategy.
Furthermore, in the questionnaire, the researcher used a 5 point Likert Scale. It was adapted from Likert-Type Scale Response Anchors. A thirteen-item questionnaire was constructed based on the Language Learning Orientations Scale presented and used by many SLA researchers, including Noels et al. (2000) and Vandergrift (2005). The questionnaire consisted of two parts: items 1-9 on motivation and items 10-13 on the learning environment. Specifically, items on the motivation represented three different types of motivation. There are extrinsic (items 1 -5), intrinsic (items 6-8), and amotivation (items 9).
F. The Test of Instrument
50 instrument to its reliability when it would produce “approximately” the
same score even with repeated testing to the same individual. While validity indicates the instrument’s accuracy. In this research, Cronbach’s alpha was calculated to check the internal consistency and reliability of the questionnaire items on students’ speaking motivation. The reliability
estimate was 0.792 in Cronbach’s coefficient alpha value, which was considered acceptable for this research.
G. Technique of Collecting Data
In this research, the technique of collecting data was questionnaire. Researcher used the Likert scale to pose questions to the students and have them respond by using an agreement scale. All the participants completed the questionnaire. Students select a number that best represented their response. Here, the Likert scale in the level of agreement:
Table 3.3
Likert- Type Scale Response Anchors: Level of agreement
Strongly
51 classes. Both of them got one pre-questionnaire and post-questionnaire. Purposely, the researcher tried to find out the difference score between comparison class and experimental class. Another aim, after giving a treatment in the experimental class, the researcher tried to find out the significant effect of using SUHUPU strategy in students’ speaking
English. Then the researcher also tried to compare with the comparison class to know which strategy is more effective in teaching speaking English.
H. Technique of Data Analysis
In this research, there were some techniques to analyze the data and to find out the information about the effect of SUHUPU in the students’ motivation in speaking English toward both of experimental
class and comparison class. The researcher did some computations on the questionnaires and the interview of the students’ motivation in speaking English for both classes. The data obtained from the questionnaires and interviews were analyzed by using SPSS program. A five-point Likert scale was used to measure the level of the students’ motivation. Such scale
52 2. Standard Deviation Calculation
Standard Deviation describes the spread of values in the sample. SD is the squared root of variance
53 σ𝑥 =√Ʃ(𝑋−𝑀𝑥)
2
𝑁𝑥 σ𝑦= √
Ʃ(𝑌−𝑀𝑦)2
𝑁𝑦
σ𝑥 = Standard Deviation experimental class σ𝑦 = Standard Deviation comparison class
Ʃ(𝑋 − 𝑀𝑥)2 = The sum of deviation of experimental students after
being quadrate
Ʃ(𝑋 − 𝑀𝑥)2 = The sum of deviation of comparison students after
being quadrate
𝑁𝑥 = the number of cases/ experimental class 𝑁𝑦 = the number of cases/ comparison class 3. Standard Error of Mean Calculation
SE𝑥 = √𝑁𝑥−1σ𝑥 SE𝑦 = √𝑁𝑦−1σ𝑦
𝑆𝐸𝑀𝑥 = Standard errors of Experimental class 𝑆𝐸𝑀𝑌 = Standard errors of Comparison class
σ𝑥 = Standard Deviation experimental class
σ𝑦 = Standard Deviation comparison class
𝑁𝑥 = The number of experimental class
𝑁𝑦 = The number of comparison class
4. Standard error of Mean difference Calculation 𝑆𝐸𝑀𝑥−𝑀𝑦 = √𝑆𝐸𝑀𝑥2+𝑆𝐸 𝑀𝑦2
𝑆𝐸𝑀𝑥−𝑀𝑦 = Standard error of Mean difference
54 𝑆𝐸𝑀𝑦 = Standard errors of Mean of comparison class
5. T – test Calculation
T – test Calculation is formula to know the significant differences between experimental and comparison class. The formula is:
𝑡𝑜 =σ𝑀𝑥−𝑀𝑦 𝑀𝑥− 𝑀𝑦
σ𝑀𝑥 𝑀𝑦 = √( 𝑁𝑥 −1)σ𝑥
2+( 𝑁𝑦 −1) σ 𝑦 2 𝑁𝑥 +𝑁𝑦 −2
𝑡𝑜 = T-test for different of experimental and comparison class
55 CHAPTER IV
DISCUSSION AND DATA ANALYSIS
This chapter focuses on presenting the description, data analysis and findings of this research, which is indeed as the core of the research. In this chapter, researcher tried to describe the variables in the research, to analyze collected data, and to answer the research questions in the first chapter.
A. Description
1. Pre- Questionnaire of Students’ motivation
a. Pre- Questionnaire of Students’ Motivation in Experimental Class Table 4.1
Result of Pre-Questionnaire of Students’ Motivation in Experimental Class
No Name Score
1. AK 3.7
2. AEW 2.9
3. AIP 3.7
4. AP 3.2
5. AN 3.8
6. ADM 3.3
7. AI 3.4
8. AZMW 3.7
9. AQA 3.3
10. DRF 4.3
11. DAP 3.1
12. DM 3.2
57
Total Score 3.49
b. Pre- Questionnaire of Students’ Motivation in Comparison Class
Table 4.2
Result of Pre- Questionnaire of Students’ Motivation in Comparison Class
No Name Score
1. AA 3.4
2. AIM 3.1
3. AH 3.7
4. AAY 3.2
5. AFA 3.1
6. AHG 3.2
7. ATM 3.4
8. AF 3.3
9. AKU 3.3
10. AG 3.9
11. ATA 4.1
12. AS 3.3
13. FB 3.8
14. FMLR 3.6
15. FKA 3.3
16. HM 3.8
17. HR 3.6
18. KW 2.3
19. MH 3.5
