6. 1 • SU!!lmary - The correlation between the motivation of the first-year students of SMA in Surabaya in learning English and their English achievement - Widya Mandala Catholic University Surabaya Repository

CHAPTER VI

CONCLUSION

6.

1 • SU!!lmary

As it has been stated in chapter one, this study

aims at seeing whether there is a positive significant

correlation between the motivation of the first-year

stu-dents of S~"A in Surabaya in learning English and their

English acr.i evemer:. t or not. Besid-es, it is also designed

to see what type of motivation - instrumental or integra-ti,;::: - tile first-year students of SMA in Surabaya have in

learning English is more dominant.

There are 210 first-year students of SMA in

Suraba-ya whicb belong to the school year of

1987/1988

who become

U:~ :3Ubje(:ts of this study. On May

1988,

a set of

qta:s;;ior""-'lires w:::ts administered to these students in order

t: ~easure their motivatio~ as well as to know

orientaticns in learning English. While, their

their

English

s.cr..:i eH;:'; '"'; '!:. was r epr esen ted by their English grades of the

?.t:e data on the con-::;lation between motivational

in-dex scorez and English grades were, then, analyzed, using

Sp·~ar:rw.n 1 _{.s formula for ra.nk correlation. The results of}

sam-;;J..e c,f ;:h:'._,, study reveal that there is a positive

signifi-ca~t corrslation between the motivation of these students

in leal':li::g English and their English ac:b.ievement. After

the Spearrr:an's coefficient of rank correlation ( ~c. ) of

each ;roup was group, based on to which school they

be-long, and analyzed further, it was found that all the

C

of

each schc:)l under· study is higher than

rt

And, in the

final a::::.alysis, it was also found that ~c of all SMAs

un-der study which was +0. 714 was higher than the

rt

which

was +0. y::<• Thus, it can be said that there is a positive

si&:ific.s . .:;t correlation between the ruotivation of the

fi!·st-yea.r students of Sl·~A in Surabaya in learning English

and tt&i r Sngli .sl: a chi evemen t.

It has also been found that KD of all sample SMAs

is :;,1 .04; . .,;, ~he value of KD confirms the above conclusion

bec?.use 51.04% o:f the English achievement of the

first-year students of S>iA in Surabaya is accounted for by their

mctiV3.tion in learning English. The rest 48.96% is caused

by otlH:r· factors which are outside the scope of this

the-sis.

_l:e type of motivation can be inferred from the

reaso:;r: fer stuciying Ell[lish. Thus, to determine what type

of r::::ti.ve:.tc .. on- instrumt:ntal or integrative- that the

learning

82

si.llts cf d?.ta ancclysis, it was found that Zc which was

was [reater than

+1.65.

This finding led the writer

to conclude that for the significance at the five per cent

level the first-year students of SMA in Surabaya are more

instru:nentally motivated than integratively in learning

:Snglish.

5.2.

Suggestions

Using inferential statistics, the writer has proved

tLat there is a positive signific!'tnt correlation between

the motivation of the first-year students of SMA in

Sura-baya in leclrning English and their English achievement. In

rega:·d to tbis finding, the writer would like to give the

following sugges;;ions :

1. As the teacher is the key to the motivation of the

stu-dents in the classroom, i t is essential for the. English

teachers, especially those of the first-year students

of

s:·'A,

to analyze their students' needs, that is by

:r:eans c f observing ( 1) the goals for which the indi

vi-dual ap:Jears to be striving and (2) the effects that

occur when what appears to be goal objects are denied

they will be ai:>le to help

eYer:; .::tudent meet :b.is needs and hence, he will be

mo-.

Fr~derick J. ~c Donald,

U.s ....

~

.• ,

Wads·1:orth Publishing Co.

Educational Psychology,

2. As the needs and learned goal expectations differ from

2

person to person , the English teachers of the

first-year students of Sl·U;. should foster the acquisition of

the ne·"' needs of the students and broaden the students'

conception of their goals, that is by encouraging group

particip3tion and cooperation in the attainment of the

com:r:on c;oal, for under these conditions, a student's

concern is no longer over satisfying his individual

needs but rather integrating b.is needs with those of

the group.

3.

The school authorities should help the English teachers

of the first-year students of SHA who have difficulties

both i:-1 inferring their students 1 _{needs and in finding}

out "':!::8 way of how to help the students satisfy their nee-::.s.

' •ll'n"i c::: s+-urhr

'+ • -...~.._ "-.:• .... v...; ' however, should be continued, using more

sophisticated instruments and research techniques to

find whi.ch one of the two types of motivation -

instru-r::<:ntal or integrative- that makesthe first-year

stu-dents of SEA in Surabaya more successful in learning

English in order to give better· in forruation to the

Eng-lish teacher£. of the first-year students of Sl'-!A in

64

n~eds of the students and broadening the students'

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