MOTIVATION OF FIRST YEAR STUDENTS IN ENGLISH LANGUAGE
EDUCATION PROGRAM FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Kartika Dianing Rahmadani
112012051
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
i
MOTIVATION OF FIRST YEAR STUDENTS IN ENGLISH LANGUAGE
EDUCATION PROGRAM FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Kartika Dianing Rahmadani
112012051
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
vii
TABLE OF CONTENTS
COVER ... Error! Bookmark not defined. APPROVAL PAGE ... Error! Bookmark not defined. PUBLICATION AGREEMENT DECLARATION ... Error! Bookmark not defined. COPYRIGHT STATEMENT ... Error! Bookmark not defined.
TABLE OF CONTENTS ... vi
LIST OF TABLES ... ixi
Abstract ... 1
I. INTRODUCTION ... 1
II. LITERATURE REVIEW ... 3
1. Motivation Definition ... 3
2. Motivation Types ... 4
III. METHODOLOGY ... 7
1. Context ... 7
3. Participant ... 7
4. Instrument ... 7
5. Data Collection Procedure ... 8
6. Data Analysis Procedure ... 8
IV. FINDING AND ANALYSIS ... 10
V. CONCLUSION ... 15
References ... 18
viii
ix
LIST OF TABLES
Table 1 : Likert’s Scale ... 8
Motivation of First Year Students in English Language Education Program
Faculty of Language and Arts Universitas Kristen Satya Wacana
Abstract
Motivation in learning English as Foreign Language (EFL) creates a big drive to learning
achievement in the process. Students’ motivation became the motor to keep them learning and
create action in learning process (Dornyei 2009, Gardner, 1985). Seen from how motivation could help students and teachers in learning process, a study is needed in order to find what motivation students have to learn English in University level. The aim of this study was to find out students motivations in learning English in English Language Education Program of Faculty of Language and Art at Universitas Kristen Satya Wacana. The participants of this research is the 2015 batch students. As for the instrument, Attitude Motivation Test Battery (AMTB) by Gardner (1985) is used as questionnaire in this research. The questionnaire which was given to 124 participants used 20 statements regarding students’ reasons in learning English. The data of the research was counted using Likert-scale measurements to find students highest percentage in each statements. From the finding, there are 6 statements which got high percentage. To be able to communicate using English is the highest motivation for students to learn English in University level.
Keyword: Motivation, English-learning, English as Foreign Language (EFL)
I. INTRODUCTION
English nowadays has become the bridge to connect one nation to another in this era. English as the lingua-franca, and probably all over the world, has proven how it affects Indonesia in crucial aspects such as industry, economy, information and education (Zacharias, 2013). This situation made Indonesians realize that English has become one part of their life even in education, therefore teaching English as soon as possible in school for students is a common phenomenon. If the next generation want to be part of the globalisation they have to learn English. In fact, English has been taught to students since elementary level in Indonesia. Even parents nowadays, believe that their children capability to learn English will help those children to be successful in their future life. Parents believe if their children master English, it would be easier for their children to survive in the globalisation era. They believe that English will create better opportunity for their children in future success.
Seen from how crucial English affects children’ future life, parents try to make children
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success as for jobs, information, relations, and other aspect as further education that will lead them to better future, therefore, a lot of students decided to learn English in University level. However, not all students have same motivation when they decided to learn English in University level. Some of them might learn English because they just simply like it. They just wanted to know more about the language, to be able to speak it and communicate it. These
students’ different motivation to learn English is really important because it will not only push
them to keep learning but also will create different future goals for them.
Students’ motivation to learn something is what researchers called as learning
motivation. (Dornyei 2009, Gardner, 1985). As stated in paragraph above, that students motivation in learning English is different, their motivation in learning English is also different. Even though, students have different motivation in learning it is clear that
“Motivation has been widely accepted by both teachers and researchers as one of the key
factors that influence the rate and success of second or foreign language (EFL) learning”
(Dornyei, 2009 p.117). Students’ motivation drive them to their goals in the future, therefore,
students’ motivation is indeed important to look for because motivation could affect students’
future success.
On the other hand, students’ ability in learning English is different, so does their reason
in learning. One student might become a better speaker, while other might be a better writer.
Students’ skills might be different with one another because they have different abilities and
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first year students’ motivation in learning English at University level in Faculty of Language and Arts of Universitas Kristen Satya Wacana Salatiga.
From Kitjaroonchi’s (2012) research’s result in Thai college students age 18-24 years
old, students’ instrumental motivation mean score is slightly higher than their integrative
result by 0. 38 point (p. 27). Similar research that conducted by Wimolmas (2013, p. 912) using the same motivations toward first year students in Sirindhorn International Institute of
Technology shows similar result with 0.41 point higher for students’ instrumental motivation.
If the same test is conducted in first year students at Faculty of Language and Arts, would similar result occur and what highest motivation students have. This research about students’
motivation might help teacher to understand their students’ motivation better. Thus, it might
help teachers to understand their students’ way of learning and how to lead them to their
success. While for the students, it is expected from this thesis they can enhance their skill better by knowing their motivation and be able to set better learning strategies and goals for their future life.
II. LITERATURE REVIEW
Motivation as the reasons of students to learn English is considered as the motor of students learning. Motivation decides how far students could go as their desire told them and they will be satisfied when they reach their goals. Gardner (1985) states that motivation is considered as the reason to acquire EFL because of the desire to do so and the satisfaction learner get from its result. The importance of students’ motivation in their learning process is indeed clear.
1. Motivation Definition
Dornyei (2009, p.118) describes motivation as individual belief and thought that create action. Dornyei (2009) stated that “Motivation is the process whereby goal-directed activity is instigated and sustained”. He also describes the meaning of motivation as the
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action that can be called as “the action driven by motivation”. This action will be students’ effort to gain more knowledge regarding their EFL improvement. Supporting that, Gardner (1985, p.12) stated that motivation is combination of effort and desire to learn foreign language. This type of motivation states that students have worked hard to gain their study achievement and it will help them in the process. For conclusion, motivation is a continuous process based on the individual desire.
Motivation become students motor to learn and helps them to achieve their goal. Learning and understanding their desire to learn will make them realize what they want from their study and put them in effort to achieve that certain desire. This desire would help them to find their learning style and help them to better understanding. As motivation is one of key factor for learners to find their learning style and strategies to achieve their learning goal (Skehan, 1991).
I strongly agree with those statements especially Gardner (1985) statement that
motivation is learners’ will that create action so they can fulfil their desire. This desire
creates result that might make learners feel contented. In addition I have same believe with Sekhan (1991) about how motivation would help students. However, a student’s desire might be different from other students’. Thankfully, some researchers have categorised the types of motivation that students have in learning EFL.
2. Motivation Types
Types of motivations that Harmer (1991, p.3) states are Long-term goal and Short term goal. These types of motivation can be differentiated according to the goals. Each motivation has different goal as follows:
1. Long-term goal pictures about students who want to learn English for better job in the future, and pass exams at the end of the year, while for
5
While Gardner (2001, p.9-12) differentiates type of motivation according to the desire into two,
1. Integrative motivation is defined as a desire to be part of the community who speaks the language, in this case is English. Learners want to be acknowledged as the member, therefore, learners will interact and socialize with the native speaker of the language. Gardner (2001) states that integrative motivation
“reflects a genuine interest in learning the second language in order to come
closer psychologically to the other language community”. Students with integrative motivation would learn English to become part of the English community. He also stated that people with extreme intergrativeness would accept all cultures of the language they want to be part of. They would act like one of them and try to learn about the tradition and the ways of life of certain community from all sources they can get. Example of extreme intergrativeness is a letter of a man who really wanted to be part of Japanese culture in Gardner (2001). The man states that he speaks Japanese, he reads Japanese newspaper, watch Japanese television and even states that he is a Japanese at sub-conscious level (Gardner 2001, p. 9).
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stated in his journal, which entitled An Instrumental Motivation in Language Study, that instrumental motivation is a motivation that drives students to do better in learning to achieve better reward, therefore, they would spend more time in studying. He said that other result showed students with instrumental motivation spent more time in studying than students that have non-instrumental motivation.
There are other types of motivation which are stated in Ryan and Deci’s (2010) study about classic definition of Intrinsic and Extrinsic motivation. These types motivation are classified from the source of students’ goal.
1. Intrinsic Motivation is described as the doing of an activity based on someone satisfaction nature, not based on what the separable consequences. This means that when people with this motivation decide to do something, it is because they think that what they are going to do is fun or challenging for them. People with intrinsic motivation would not act according to what are the rewards or pressures from other.
2. Extrinsic Motivation is described as an act that was done because the doer is chasing certain outcome. Basically, people with extrinsic motivation did something not because they find it interesting but because they have a certain result they have to achieve. For example, when students have to finish their homework and they do it because they are afraid of the punishment and not because they like the subject. It is called as extrinsic motivation. Extrinsic motivation happens when the person acts something because of certain regulation or the ego to show how valuable they are.
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and integrative type of motivation. In addition, students might have different reasons why they learn English as college students. Furthermore, I use the term that Gardner used in this research to clearly state which term of motivation is used.
III. METHODOLOGY
1. Context
The context of this research is in English Language Education Program Faculty of Language and Art of Universitas Kristen Satya Wacana. I am a senior in this faculty, therefore it is easier to find the data needed for this research, and as it feels more familiar with the students. members of this faculty that haven’t found their style of learning and how to adjust it to help them in the future.
4. Instrument
This research used quantitative method and close ended questionnaire for finding the
data. The aim of the close ended questionnaire was to find students’ reasons in learning
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while statement number 4, 5, 6, 10, 11, 12, 14, 15, 19, 20 were instrumental motivation questions.
The answer of the questionnaire is provided using variables from ‘strongly agree’,
‘agree’, ‘moderate’, ‘disagree’, to ‘strongly disagree’. As I decided to use Likert Scale,
each variable hold a score from 5 to 1, as follows, ‘strongly agree’ equals to 5, ‘agree’
equals to 4, ‘moderate’ equals to 3, ‘disagree’ equals to 2, and ‘ strongly disagree’ equals
to 1. The questionnaire is divided into parts, there are:
Part 1 : General demographic information of students: sex, age.
Part 2 : Tables ofstudents’ reasons of English language learning in University level.
Part 3 : Contact number or email for students 5. Data Collection Procedure
Piloting was done using 8 students from the 2015 academic year and thus decided to translate the questionnaire into Bahasa Indonesia so the students would not waste time in understanding the questionnaire. Most of them were still new to certain terms such as
value and further as they keep on asking what those words mean in Bahasa Indonesia. As for the research, the questionnaires were distributed to the 2015 academic year students after their normal class. They were also given clear instructions and explanation to fill the questionnaire. Clear explanation was also given to the students and if they do not want to give their identity such as name and contact number than I will respect their decision. The questionnaires then were collected when the students finished filling the questionnaire. 6. Data Analysis Procedure
The first thing that can be done after receiving the data questionnaire was to count how many score each statement has.
Table 1: Likert’s scale
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As I decided to use Likert Scale, each variable hold a score from 5 to 1, as follows,
‘strongly agree’ equals to 5, ‘agree’ equals to 4, ‘moderate’ equals to 3, ‘disagree’ equals
to 2, and ‘strongly disagree’ equals to 1. The answers are scored to make it easier to
calculate students’ motivation. After finding the mean score, which is the average of the data of each statements, I started to find the total value of each score according to
students’ checklist. I counted it according to Likert’s way of data counting. According to
Sugiyono (2009, p. 94-95) there are two ways to count the data. One of them is finding each statement total value by multipling each variable indicators with the participants who checked it. Before that, the total ideal score or criterion must be counted by multipling the total of participant with highest variable indicator. As I use 124 participants, than the criterion of this research is 124 x 5 = 620. This criterion is used to range the students’ motivation. Therefore, each score was multiplied by how many students that checked the variable indications. As stated before that the result is ranged according to its total value
the range will be shown as follows. The range is counted as Likert’s example. The range is
counted according to the total of participants multiplied the score of the variable indications. For example if the participant used in the research is 100 that the lowest range,
that is ‘strongly disagree’ is 100 x 1 = 100 and so on. As I use 124 participants, the range
is described as follows,
Table. 2 Data Approval Level
Approval Level Range
10 motivation for students to learn English in University level.
IV. FINDING AND ANALYSIS
From the research that had been held using 124 participants, I started to analyse the data and research analysis in excel. The findings of the data were explained using descriptive statistics (Sugiyono, 2009 p.147) and table will be use to show the results and explain which motivation that students have to learn English in University level. The data is presented from the table of finding which contain the mean that was counted using the average formula in Excel, while for total value and percentage of each statements are counted according to Likert’s scale that I have explained above. The description of students’ highest motivation in learning English will be discussed after the table.
Table 3. Data Result
Question Mean
Total value
%
Q1. Studying English is important to me because I can understand their culture and tradition.
3,94 489 79%
Q2. Studying English is important to me because I can understand English stories, novels, and literature
3,88 481 78%
Q3. Studying English can be important for me because I will be able to participate more freely in activities among other groups who speak English.
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Q4. Studying English can be important for me because it will help me to get an ideal job in the future.
4,06 504 81%
Q5. Studying English can be important for me because I will need it for my future career.
4,11 510 82%
Q6. Studying English can be important for me because it will make me a more knowledgeable person.
4,10 509 82%
Q7. Studying English helps me to better understand the ways of life of native English speakers
3,90 483 78%
Q8. Studying English helps me to easily make friends with foreigners.
3,98 493 80%
Q9. Studying English helps me to associate with foreigners and learn about their values and beliefs.
3,81 473 76%
Q10. Studying English can be important for me because other people will respect me more if I know a foreign language.
3,86 479 77%
Q11. Studying English can be important for me because it will help me to further my studies.
4,10 509 82%
Q12. Studying English can be important for me because it will help me search for information and materials in English on the Internet.
4,06 504 81%
Q13. Studying English helps me to be an open-minded and friendly person like native English speakers.
3,99 495 80%
Q14. Studying English is important to me because it will help me when I travel abroad.
3,98 494 80%
Q15. Studying English is important to me because it will help me to achieve at school.
4,09 507 82%
Q16. The American and British are kind and cheerful.
3,83 475 77%
Q17. I enjoy watching English news and movies. 3,83 475 77% Q18. I enjoy reading English books, articles,
newspapers, and magazines.
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Q19. I study English diligently because I want to earn a university degree.
4,08 506 82%
Q20. I study English diligently because it is an important tool for communication.
4,24 526 85%
According to the table, there are 15 statements that were categorised as strongly agree but, in the discussion I only discuss 6 statements with highest percentage. Those 6 statements are statements 5, 6, 11, 15, 19 and 20. The highest mean belongs to statement number 20 with 4,24 and the rest of the highest statement means ranged from 4,08 up to 4,11. Below, the items will be discussed in detail.
The highest result is statement number 20 which states that students study English diligently because it is an important tool for communication. Statement number 20 got 85% with 526 total value. Students’ reasons to learn English is to be able to communicate using it.
As the growing number of people in the world who have familiarity with English allow English to act as a language of wider communication for a great variety of purposes, contributing to its status as a global lingua franca. Finally, many current learners of English may desire to learn English in order to share with others information about their own countries for such purposes as encouraging economic development, promoting trade and tourism, and exchanging information. (McKay, 2003 p. 32)
English is a language that can be used to communicate with people around the world, so it is easier to exchange information using one language. That is why, information around the world that are written and told in English, therefore it is important to see English as an International communication tool. As McKay (2003) states above that English is not only used for exchanging information but also helping the development of other aspects such as economy. We should realize that English has become part of the Expanding Circle Countries
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English diligently as it is an important communication tool in their daily life and become the highest motivation for them to learn English in university level.
Based on the data, the second highest results are number 5, 6, 11, 15 and 19. Those items got the same percentage that are 82%. First, statement number 5 stated that studying English can be important for students because they will need it for their future career. The fact of English as global lingua franca (Mckey, 2003) has made it important for certain jobs. As the participants of this research are might be future English teachers, mastering English is really important for them. The participants will not only use English but also teach it to their future students. The participants should be able to create a future generation who master English and some of them might teach students in dual language education. “Dual language education refers to programs, primarily for students in preschool, elementary, and secondary levels of schooling, which provide literacy and content area instruction to all students through two languages (their native language and a new language).” (Christian, 2011 p. 3). In Indonesia, English has been taught to children even when they are in preschool, so job vacancy as English teacher is needed. This made students believe that in order to find good job they should master English. This belief supported by the statement’s total point which got 510 out of 620 total.
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online forum to gain more data and information. Seen the importance of it, this statement scored 509 out of 620 total value.
Third, students believe that studying English will help them in their future study. From statement number 11 students who wanted to pursue their further study would need English. The reason is because many educational journals and textbooks that master degree students need are written in English. This happens because students in their master degree need more information and trusted source, therefore those journals and textbooks are taken from many languages and writers all around the world. If they want to gain understanding from that journals and textbooks to help them for their further study, they will need to master English. Especially, for them who want to learn abroad for their future study. Students believe that they should master English in order to achieve their goal. Even tough, these students are not taking English related master program they still need to master English. It is because the lesson will be given in English, so it is a must for them who want to study abroad to master it. They think if they master English it will be easier for them to study and help them to achieve their further study. No wonder that this statement is categorised as strongly agree with 509 out of 620 total value.
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Fifth, statement number 19 stated that students study English because they just simply wanted to earn University degree. We all understand that having bachelor degree will make someone’s life easier. People with a bachelor degree will get a better job than those who do not have it. That is why, students go to higher level of education to study. As stated above that to gain trusted information we need to gain data from a lot of sources and most of the sources are provided in English. Students need to be able to read and write in English. The result of this motivation is to finish the university level, and to do so English is needed to help them to gain that result.
From the results above, all the highest items were categorized in Instrumental motivation by Gardner (2001, p.13). Those items such as using English as a communication tool, getting better career, help students in their future study, achieve knowledge, better achievement in school and just simply to earn university degree were students desire to gain certain purposes. As Lambert in Gardner (1991, p.58) stated that “instrumental orientation
emphasizes “the practical value and advantages in learning a new language” So it can be
concluded that those highest items are considered as the advantages of learning English as a foreign language for the students.
V. CONCLUSION
In order to understand students’ motivation in learning English at the University level in
English Language Education Program at Faculty of Language and Arts Universitas Kristen Satya Wacana, a research has been conducted using 124 participants of the 2015 batch students. The research was conducted using a questionnaire to find students highest motivation in learning English. Gardner (1985) AMTB or Attitude Motivation Test Battery questionnaire was used to find students highest motivation.
From the result, there are 6 statements that are categorized as highest motivation according to the Likert-scale measurements. First is statement number 20 which states that
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consider as the highest motivation as its the total value scored 526 out of 620 with 85% percentage. English as lingua franca has created communication as a tool for wider purposes for economy, tourism and education. That is why communicate using English is the highest reason to learn English. Second highest statements are number 5, 6, 11, 15 and 19 with similar result that is 82%. Statement number 5 states that studying English can be important for students because they will need it for their future career with 510 total value. While statement number 6 states that students studying English because it will make them to become a more knowledgeable person got 509 total value out of 620. Statement number 11 which states that students believe that studying English will help them in their future study scored same with statement number 6 which is 509 out of 620 total value. Furthermore, statement number 15 scored 507 out of 620 total value states that students study English because they just simply wanted to gain achievement in school. Last is statement number 19 with only slightly difference with statement number 15. It scored 506 out of 620 total value with statement students study English because they just simply wanted to earn University degree.
Those statements are categorized as strongly agree in students’ questionnaire approval
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18 References
Christian, D. (Eds.). (2011). Handbook of research in second language teaching and learning (pp. 3-20). New York: Taylor & Francis e-Library.
Dornyei, Z. (2009). Motivation in second and foreign language learning. Languange Teaching, 45(4), 117-135.
Gardner, R. C. (1985). Social psychology and second language learning the role of attitude and motivation. London: Edward Arnold.
Gardner, R. C. (2001). Language learning motivation: the student,the teacher, and the researcher.
Texas Papers in Foreign Language Education, 6, 01-18.
Harklau, L. (Eds.). (2011). Handbook of research in second language teaching and learning (pp. 175-189). New York: Taylor & Francis e-Library.
Harmer, J. (1991). The practice of English language teaching (Rev. ed.). London: Longman.
Kachru, Y. (2011). World English contexts and relevance for language education. In E. Hinkel,
Handbook of research in second language teaching and learning (pp. 155-172). New York: Taylor & Francis e-Library.
Kitjaroonchai, N. &. (2012). Motivation toward English language learning of Thai students majoring in English at Asia-Pacific International University. Catalyst, 7(1), 21-38.
Margana. (2013). Theoretical justification of bilingual education program in Indonesia. (pp. 772-784).
Mckay, S. L. (2003). EIL curriculum development. 31(34). San Fransisco: SAGE. Retrieved August 8, 2017, from http://rel.sagepub.com/content/34/1/31
Rheinberg, F., Vollmeyer, R. & Rollett, W. (2000). Motivation and action in self-regulated learning.
In M.Boekaerts, P. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation: Theory, research, and application. San Diego: Academic Press.
Ryan, R. M. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions.
Contemporary Educational Psychology, 25. Retrieved October 8, 2016,
https://mmrg.pbworks.com/f/Ryan,+Deci+00.pdf
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Wimolmas, W. (2013). A Survey Study of Motivation in English Language Learning of First Year
Undergraduate Students at Sirindhorn International Institute of Technology
(SIIT),Thammasat University. Language Institute, Thammasat University.
20 APPENDIX
Kuesioner ini dibuat dan diedarkan untuk mendapatkan informasi guna menyelesaikan skirpsi dengan judul : (Motivation of First Year Students in English Language Education Program Faculty of Language and Arts Universitas Kristen Satya Wacana).
Sehubungan dengan ini, anda diminta untuk memberikan tanggapan atas pernyataan yang ada pada angket ini sesuai dengan keadaan dan pendapat partisipan. Peneliti tidak memaksa ataupun memberikan pendapatnya dalam proses pengisian kuesioner ini.
Dalam pengisian jawaban kuesioner ini tidak terdapat jawab benar ataupun salah serta tidak akan mempengaruhi nilai ataupun hasil studi partisipan. Jawaban yang diberikan semata-mata hanya untuk kepentingan akademis.
Kuesioner berikut memiliki lima alternatif jawaban, yaitu :
SS : Sangat Setuju, apabila pernyataan yang ada benar-benar menggambarkan keadaan dan pendapat partisipan.
S : Setuju, apabila pernyataan sesuai dengan keadaan dan pendapat partisipan. B : Biasa, apabila pernyataan tersebut tidak sepenuhnya sesuai dengan keadaan dan
pendapat partisipan.
TS : Tidak Setuju, apabila pernyataan tersebut tidak sesuai dengan keadaan dan pendapat partisipan.
STS : Sangat Tidak Setuju, apabila pernyataan tersebut benar-benar tidak menggambarkan keadaan dan pendapat partisipan.
Data yang anda isi tidak akan berpengaruh apapun terhadap hasil studi anda. Kesadaran anda untuk mengisi angket tersebut merupakan bantuan yang sangat penting bagi peneliti untuk menyelesaikan skripsi.
Nama : *
NIM : *
21 dapat berpartisipasi secara bebas dalam kelompok orang-orang yang mampu berbicara Bahasa Inggris Inggris membuat saya menjadi orang yang berpengetahuan luas membantu saya untuk mendapat teman dari luar negeri dengan
10. Belajar Bahasa Inggris menjadi penting bagi saya karena orang lain akan lebih menghormati saya jika saya mampu berbahasa asing 11. Belajar Bahasa Inggris menjadi
22 membantu saya pada proses belajar saya dimasa depan
12. Belajar Bahasa Inggris menjadi penting bagi saya karena Bahasa Inggris dapat membantu saya dalam mencari informasi dan materi dalam Bahasa Inggris di Internet
13. Belajar Bahasa Inggris membantu saya untuk menjadi orang yang terbuka dan mudah bergaul seperti Native Speaker 14. Belajar Bahasa Inggris menjadi
penting bagi saya karena dapat membantu saya ketika saya berlibur ke luar negeri
15. Belajar Bahasa Inggris penting bagi saya karena akan membantu pencapaian saya di sekolah 16. Orang Amerika dan Inggris
adalah orang-orang yang baik dan menyenangkan
Untuk memudahkan peniliti dalam mengambil informasi lebih lanjut, silahkan isi data diri dan nomer kontak, email atau PIN BB dibawah ini. (bagi partisipan yang mengijinkan)
Nomer telepon : Alamat email :
23
ACKNOWLEDGMENT
Thankfulness to God Almighty, this study has finally been finished. This hard long work could not be done without those who supported me during my study. I would like to dedicate my acknowledgment to,
