A STUDY ON STUDENTS’ MOTIVATION IN LEARNING ENGLISH AT THE EIGHTH GRADE OF SMP TA’MIRUL ISLAM SURAKARTA IN THE
ACADEMIC YEAR 2018/2019
THESIS
Submitted as A Partial Requirements Forthe Degree of Undergraduatein Education
By :
Dilla Nawang Kharisma SRN. 143221087
ENGLISH EDUCATION DEPARTMENT
ISLAMIC EDUCATION AND TEACHER TRAINING FACULTY THE STATE ISLAMIC INSTITUTE OF SURAKARTA
2018
Subject : Thesis of Dilla Nawang Kharisma SRN : 143221087
To:
The Dean of Islalmic Education and Teacher Training Faculty IAIN Surakarta
In Surakarta
Assalamu’alaikum Wr. Wb.
After reading thoroughly and giving necessary advices, herewith, as the advisor, we state that the thesis of:
Name : Dilla Nawang Kharisma SRN : 143221087
Title : A Study on Students’ Motivation in Learning English at the Eighth Grade of SMP Ta’mirul Islam Surakarta in the Academic Year 2018/2019
has already fulfilled the requirements to be presented before The Board of Examiners (Munaqosyah) to gain Undergraduate Degree in English Education Department.
Thank you for the attention. Wassalamu’alaikum Wr. Wb
Surakarta, 20th August 2018 Advisor,
Arina Rohmatika, S.Pd.,M.Pd NIP. 1984061320155032005
RATIFICATION
This is to certify the Undergraduate Degreethesis entitled“A Study on Students’ Motivation in Learning English at the Eighth Grade of SMP Ta’mirul Islam Surakarta in the Academic Year 2018/2019” by Dilla Nawang Kharisma (143221087) has been approved by the Board of Thesis Examiners as the requirement for the Degree of Undergraduate in Islamic Education and Teacher Training Faculty.
Chairman : Dr. H. Giyoto, M. Hum (...) NIP. 19670224 200003 1 001
Main Examiner : Dr. Yusti Arini, M. Pd. (...) NIP. 19750829 200312 2 001
Secretary : Arina Rohmatika, S. Pd.,M.Pd. (...) NIP. 1984061320155032005
Surakarta, 29th August 2018 Approved by
The Dean of Islamic Education and Teacher Training Faculty
Dr. H. Giyoto, M.Hum. NIP. 19670224 200003 1 001
PRONOUNCEMENT
Name : Dilla Nawang Kharisma
SRN : 143221087
Study Program : English Education
I hereby sincerely state that the thesis titled “A Study on Students’ Motivation in Learning English at the Eighth Grade of SMP Ta’mirul Islam Surakarta in the Academic Year 2018/2019” is my real masterpiece. The things out of my masterpiece in this thesis are signed by citation and referred in bibliography.
If this thesis is later proven plagiarism. I am willing to take the academic sanctions in the form of repealing my thesis and academic degree.
Surakarta, 29th August 2018 Stated by,
Dilla Nawang Kharisma SRN. 143221087
DEDICATION This thesis is dedicated to :
1. My Beloved Parents(Tego Agus Budianto and Tut Wuri Handayani) and My Sisters (Donna and Nadine).
2. My Friends. 3. My Lecturers.
4. My Almamater, The State Islamic Institute of Surakarta.
MOTTO
مكمادقأ تبثيو مكرصني ا اورصنت نإ اونمآ نيذلا اه يأ اي
"O ya mu’min, if you help (religion) of Allah, He will help you and confirm your position."
(QS. Muhammad: 7)
“Go get your heaven and the world will follow after”
(The Researcher)
“Whoever strives shall succeed”
ACKNOWLEDGMENT
Alhamdulillah, all praises to be Alloh SWT the single power, the Lord of the universe, master of the day of judgment, God all mighty, for all blessing and mercies so the researcher was able to finish this thesis entitled “A Study on Students’ Motivation in Learning English at the Eighth Grade of SMP Ta’mirul Islam Surakarta in the Academic Year 2018/2019”. Peace is upon Prophet Muhammad SAW, the great inspiring leader of world revolution.
This research would not complete without the helps, supports. And suggestion from several concerned. Thus, the researcher would like to express his deepest thanks to all of those who had helped, supported, and suggests her during the process of writing the thesis, especially to:
1. Dr. Mudofir, S.Ag. M.Pd., as the Rector of the State Islamic Institute of Surakarta.
2. Dr. H. Giyoto, M.Hum., as the Dean of Islamic Education and Teacher Training Faculty.
3. Dr. Imroatus Solikhah, M.Pd., as the Head of English Education Study Program of Islamic Education and Teacher Training Faculty of state Islamic Institute of Surakarta.
4. Arina Rohmatika, S. Pd.,M.Pd.,as the advisor who has given her time to guide the researcher until this work finished. Thanks for advice, suggestion, and guidance.
5. All the lectures in English Education Department who have taught their useful knowledge this thesis.
6. Drs. Bandung Gunadi., as the Headmaster of SMP Ta’mirul Islam Surakarta for facilitating the researcher in collecting the data.
7. Ita Fatmawati S.Pd.,as the English teacher of SMP Ta’mirul Islam Surakarta who helped the researcher to do the research.
8. The eighth grade students of SMP Ta’mirul Islam Surakarta for their participation in this research.
9. Her beloved parents and sisters who have given everything she needs. Her mom (Tut Wuri Handayani) always prayer for her everyday and everything she does. Her father (Tego Agus Budianto)with his praying and support to help reach her dream.
10. Her best friends ( Yogi, Verla, Katherin, Mutia, Efje and Indah) who give the researcher support and motivation to finish the thesis.
11. The university students of COC Class as her friends who have accompany the researcher to study together in this situation.
12. All her friends in English department that can not mention all, thanks for everything.
The researcher realizes that this thesis is far for being perfect. Hence, the researcher hopes for some corrections, suggestions, or criticism and improve it. Finally, the researcher hopes that this thesis is useful for researcher especially and the readers generally.
...
C. Limitation of the Problem ...11
D. Statement of the Problem ...12
E. Objective of the Study...12
F. The Benefit of the Study ...13
G. The Definition of Key Term ...14
CHAPTER II: REVIEW ON RELATED LITERATURE
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION A. Research findings... 60
1. Factors influencing students’ English learning motivation... 60
ABSTRACT
Dilla Nawang Kharisma. 2018.“A Study on Students’ Motivation in Learning English at the Eighth Grade of SMP Ta’mirul Islam Surakarta in the Academic Year 2018/2019”. Thesis English Education Departement, Islamic Education and Teacher Training Faculty
Advisor : Arina Rohmatika, S. Pd.,M.Pd
Key words : Study, Students’ Motivation, Learning English, Descriptive Qualitative Research.
Motivation is concerned with the factors that stimulate or inhibit the desire to engange in behavior. The students’ motivation in SMP Ta’mirul Surakarta have high motivation. The objective of this research isto know what the factors influencing students’ English Learning Motivation viewed from their intrinsic and extrinsic motivation at the eighth grade of SMP Ta’mirul Islam Surakarta 2018/2019 academic year. The subject of this study consisted of 10 students in the 8A class.
This research is a descriptive qualitative research. Data sources of this research are the English teacher and eighth grade students of SMP Ta’mirul Islam Surakarta in the academic year 2018/2019. The researcher conducted observation and interview to collect the required data. In validating the data, the researcher used data source triangulation by comparing the result of observation and interview. This research is analyzed by using Miles and Huberman’s interactive model of data analysis including reducing the data, displaying the data and taking conclusion and verification.
motivation such us; interest, need, attitude, aspiration and incentive. There are two factors of extrinsic motivation such us; teacher and parent.The students were motivated by the enjoyment of the learning process itself or by their internal desire. They want to learn English because it gives them pleasure and develops a particular skill. From the interview students, the researcher found some students’ extrinsic motivation. It showed that some students of SMP Ta’mirul Islam Surakarta motivated by their external desire. They were motivated to learn English because of their goals such as they want to get a good score in final exam, they are supported by their parents.
LIST OF FIGURE
Figure 2.1: Internal Motivation Process... 38
LIST OF APPENDICES
Appendix 1 Field Note... 90
Appendix 2 Interview Guideline... 97
Appendix 3 The data of the interview result to the students...100
Appendix 4 Photograph... 124
CHAPTER I INTRODUCTION
A. Background of the Study
Education is one of the important parts of human life. By getting education, people can make or change their live to be better. Every school will try to give education for their students well. Teaching and learning are process of transferring message from a message source by using media to a message receiver. The education system in Indonesia also includes English since they are in the elementary school. Moreover, there are some students who have learned English since they are in the kindergarten. However, it does not mean that English is an easy subject for Indonesian students. It is because English is not their native English. In education English has been one of the most important subject or material in any educational program. Rohmah (2008:1) stated that the globalization of English has prompted continuing debate about the rule of English as a language for international communication and people from other linguistic communities might in the world English alsobecomes requirement of learning subject for students want to graduate from junior high school or senior high school. It will be important for people who want to apply for a job, because it is requirement that is required in most of the Companies.
As foreign language in Indonesia, English is learned seriously by many students to have a good prospect in the community of international world. English as a foreign language in Indonesia is acquired through learning process. Learning is acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction (Brown, 1994:7). English is taught widely at formal school starting elementary school up to universitieseven at informal school i.e. courses. Therefore the government compels all ofteachers to find a good way to make students to master English easily. As a foreign languageEnglish mastery also must be appropriated with the students' capability.It will be very impossible in mastering English, if teacher presents hard materials to beginner learner.Furthermore, the custom of using and applying English also influence their capability, because having good skill comes from good habit.According to Broad (1960:4), the materials served to the students have usefulness, meaningfulness and not odd with the requirements of standardization.
state that the motivation of the students is one of the most important factors influencing success or failure in learning the language. Moreover, Brown (2001) also adds that motivation is a factor that influences the high or low of the goal. It means that motivation deals with encouragement and willingness of the act that cause someone to act directly toward the specific goals to be achieved. It shows that the important of motivation in learning English cannot be separated.
Motivation in language-learning plays a vital role. It produces effective foreign language communicatorsby planting in them the seed of selfconfidence. It also successfully creates learners who continuously engage themselves in learning even after they complete a targeted goal. People do certain activities it gives them pleasure and develops a particular skill based on their internal desire. Intrinsically motivation students are bound to do much better in classroom activities, because they are willing and eager to learn new material. Their learning experience is more meaningful, and they go deeper into the subject to fully understand it. Emily (2011:4) state that intrinsic motivation is appeared from students personal such as their comfort, happiness and interest. Students who have intrinsic motivation also will be quicker and more simply to achieve their goals because they have motivation inside themselves.
Motivation can affect students’ success because motivation influences the way students learn English language. Schunk (1995) supported this idea by stating motivation can influence what, when, how we learn. Students who are motivated will give more attention in learning English. It is the reason why
motivation can influence the students’ goal in learning English. Zimmerman (2000) as cited in Bhoje (2015:41) states that:
“Student motivated to learn about a topic apt to engage in activities they believe will help them learn, such as attend carefully to the instruction, mentally organize and rehearse the material to be learned, take notes the facilitate subsequent studying check their level of understanding and ask for help when they do not understand the material.”
Based on Zimmerman’s theory (2000), as cited in Bhoje (2015:41), students who have motivation will be attentive during the English lesson. They will organize and rehearse the material. They will also monitor their level of understanding. They will not hesitate to ask if they have not understood about the lesson. However, students who are not motivated will not try to be included in the English learning process. Schunk, Pintrich, and Meece (2008) state that the students unmotivated to learn are not apt to be as systematic in their learning effort. It shows that motivation deals with encouragement and willingness of the act. It causes someone to act directly toward specific goals to be achieved. Motivation has two types. They are intrinsic motivation and extrinsic motivation. Intrinsic motivation is a type of motivation that comes from inside of the students. Extrinsic motivation is a type of motivation that is influenced by external factor.
inhibit the desire to engage in behavior. In education, motivation deals with the problem of setting previous statement, Brophy (2004:4) states that:
"Motives, goals, and strategies can be difficult to distinguish in situations that call for intentional learning of cognitive content (such as the content of this book), because optimal forms of motivation to learn and optimal strategies for accomplishing the learning tend to occur together in the classroom context, the concept of student motivation is used to explain the degree to which students invest attention and effort in various pursuits, which may or may not be the ones desired by their teachers."
Generally, teacher knows that students have different motivation and character. They also need different attention. Therefore, English teacher tries to provide motivation by trying as much as possible to make the process of learning English as pleasant as possible for them, and continue to assure students that English is notvery difficult lesson as most students assume these years.Brophy (2004:1) states that learning is fun and exiting, the materials must be matched to the students' interest and abilities. If students arenot enjoying learning, the teacher has somehow turn inherently into enjoyable activity. Teachermakes an interesting in learning English, as well as teaching materials associate with things that are of interest to students. In this way teacher not only is expected to increase the motivation of students, but also increase students’ success in the English, which is a foreign language. However, despite doing things that are positive in an effort to increase students’ motivation and spirit, there are still some students who are not yet fully active, therefore that the study results do not get a significant change towards the better. In the face of this, teacher tries to give special attention also more patience in guiding and teaching students. One way is teaching students. Another way is students frequently asked
questions. Teacher tries to find out the problems of students and working to find solutions.
Knowing motivation by the students can influence teachers’ role in the class, that it way teacher must know what kinds of motivation had by students and how the motivation can influence their learning in the class, Skinner and Michael (1993:571) states that:
“Highly motivated children are easy to identify. They are enthusiastic, interested, involved, curious, they try hard and persist and they actively cope with challenges and setbacks. They are students who should stay in the school longer, learn more, feel better about themselves and continue their education after their High School.”
From statement above, researcher can conclude that students who have intrinsic motivation also will be quicker and easier to achieve their goals because they have motivation inside themselves. A person might be motivated by the enjoyment of the learning process itself or by the desire to make themselves feel better.
the hard work of a teacher. They painstakingly transfer their knowledge to their students tirelissely, until their students become smart. Looking back on his motto, in SMP Ta’mirul Islam Surakarta multiply and give more emphasis to religious studies, while the general lessons have run in accordance with the curriculum.
At SMP Ta’mirul Islam Surakarta, all teachers do not only teach but they can also educate their students. Teaching here can be interpreted as a teacher transferring knowledge that is good and beneficial for his students. While educating here can be interpreted by the teachers to build characters that are of spiritual value to their students. Not only the teacher but the principal also plays an important role in the success of this school. Now from year to year SMP Ta’mirul Islam has joined SD Ta’mirul Islam and has become the same foundation. Technology is becoming more sophisticated, now junior high schools are developing following the times. Of course, it will never escape religious education. Even though it is modern, it still remains the initial principle, which is to develop students with the good attitude.
SMP Ta’mirul Islam has more students and the school has added some space. The goal is to broaden the students’ insight. Because now there is a special room for the Language LAB which is equipped with decent facilities including air conditioning. In addition, to the Language LAB there is also a Science LAB in which there are shopisticated tools for practicum materials. Besides that there are still many other facilities available at SMP Ta’mirul Islam Surakarta.
The school is one of bona fide school in Surakarta because the school’s accreditation is A. It is important to learn the students’ motivation at SMP Ta’mirul Islam Surakarta because at school it has its own special compared to
other schools. SMP Ta’mirul IslamSurakarta has a very good religious
education, Islamic values are emphasized in this school. Similarly, the school
familiarizes students for Dhuha prayer at recess. At the time of prayer dhuhur,
teachers and students to the mosque for congregational prayers.
On the other side, the lessons based on religion such as Fiqh, PAI,
Aqeedah Akhlak, Quran Hadist, Arabic and SKI. These lessons can trigger
intrinsic motivation to the students. Teachers in this school often motivate
students, for example at the time of Aqeedah Akhlak lessons, the material about
worship and teachers are motivating students to pray diligently at all times, for
example praying on time. The teacher also said that there are 3 keys to success
are: 1. Tawakal / closer to the Allah Swt. 2. Obey and respect the parents. 3.
Polite and respectful of teachers. For example, on the observation day during
Quran Hadist, the teacher gave a motivation based on the Quran that he said that
in Muhammad's letter verse: 7 Allah says:
مكمادقأ تبثيو مكرصني ا اورصنت نإ اونمآ نيذلا اه يأ اي
"O ya mu’min, if you help (religion) of Allah, He will help you and confirm your
position."
This verse is God's command to the believers that they help His religion,
preach to Him, and strive against His enemies in the hope of His pleasure. But
and stay away from the ban. Following his orders by praying on time, reading
Al-Quran, Dhikr etc. If they do so, Allah Swt will help them and strengthen
them, which strengthen them with patience, calm, and enable them to be patient
on it and help them against their enemies (Satan). This is the promise of the
mostGracious God who is true to His promise, that whoever helps his religion
with words and deeds, thenHe will help him, facilitate the causes of help, such
as firmness and also Allah will help all his servants’matters in the world such as
school, work, and others. Although this school focuses on religious subjects but
English lessons whose categories are different from other religious lessons are
also able to excel because of the motivation that teachers give to students during
religious studies.
SMP Ta’mirul Islam Surakarta, as a private Islamic school. The school emphasizes the education of the character that breathes Islam. Where in the case of religious education also takes precedence, besides SKI, Aqidah Akhlaq, and Quran Hadist. There are also Tahfidz lessons to deepen the students’ ability to read the Quran. In addition to deepening knowledge of science and religion in the school. There is also guidance to hone talents and interests of students in various extra-curricular activities and also follow various contests. There are many extra-curricular activities such as; Tilawah, Hadrah, Tahfidz Quran, Calligraphy, English plus and etc. Not even a few some achievements of students Ta’mirul Islam; Champion 1 Science Competition National in Madiun city 2018, Champion 2 Mathematic National in Madiun City 2018, Champion 1 Competition Calligraphy Islamic SMAGA Surakarta City 2017, Champion 2
Competition Hadrah MAPSI Surakarta City 2017, Champion 3 Competition Tahfidz Islamic SMAGA Surakarta City 2017, Champion 1 Competition Art Reading Al-Quran Putra FLS2N Surakarta city level 2015, 3rd Winner Blog Competition Soloraya level by Indischool Telkom 2013, Champion of Hope 1 Indonesian National Intelligent Film Competition By Indischool 2014, Champion 2 Speaking Contest SMAGA Surakarta City 2017, Champion 2 English CompetitionNational in Madiun City 2018 and others.
Related to English Teaching Learning process. Teachers are center on teaching and learning process because the school still applied KTSP curriculum. When the teachers deliver the material, they certain make interaction with their students. Interaction is needed in the classroom because without it, transferring the material from teacher to students it cannot run smoothly. Interaction happens when there is relation and transferring idea between one people to other people. In the interaction, the teacher makes English lessons to be interesting and fun so that students are encouraged to learn harder because students’ motivation is very influence in achieve the goal.
The Researcher found some problems in process of learning English of the school. There are many factors can affect the problems emergence, such as;
1. Students have high and low motivation in developing their active skill learning English (reading, writing, speaking, and listening)
2. Students need intrinsic motivation and extrinsic motivation in this case they really need students motivation to resolve their problem and to arouse their motivation in the process learning English.
3. Students need intrinsic motivation and extrinsic motivation (environment, parent and teacher in this case they really need students motivation to resolve their problem and to arouse their motivation in the process learning English.
4. Each student has different character and motivation in learning English. 5. Each Student has different problem in the process of learning English.
C. Limitation of the Problem
In this research, the research limited the research on motivation from students in learning English at the eight grade students of SMP Ta'mirul Islam Surakarta. The researcher analyzed data from the observation then the teacher was doing the teaching English process. The researcher also analyzed data from interview of students.
D. Statement of the Problem
Based on the explanation above in previous section, the researcher is able to identify some problems at SMP Ta’mirul Islam Surakarta. The problem are found as follow :
1. What factors influencing students’ English Learning Motivation viewed from their intrinsic and extrinsic motivation at the eighth grade of SMP Ta’mirul Islam Surakarta 2018/2019 academic year?
E. Objectives of the Study
The purpose of the study at finding the answer to the question stated in the problem statement:
1. To know factors influencing students’ English Learning Motivation viewed from their intrinsic and extrinsic motivation at the eighth grade of SMP Ta’mirul Islam Surakarta 2018/2019 academic year.
F. The Benefit of the Study
The results of the research are expected to give benefits both theoretically and practically:
1. Theoretically
a. The results of this research can be used as a reference for further research.
b. The results of this research can add knowledge to readers about descriptive study on students motivation in learning English.
The researcher expects the students will be motivated in learning English and having appropriate behavioral change during the the teaching learning process.
b. Teacher
Information of this study will help the English teacher in designing the teaching process in the classroom where there are many students with different characters and motivation. In addition, it makes the English teaching-learning process become interesting. The result of this research can be used as input the teachers of SMP Ta’mirul Islam Surakarta to pay attention to their students’ ability in learning English.
G. The Definition of Key Term 1. Motivation
Motivation is concerned with the factors that stimulate or inhibit the desire to engage in behavior (Morris & Maisto, 1978:1)
2. Student
Student are scholar, learner; especially one who atttends a school (Merriam, 1999: 3).
3. Descriptive qualitative
Descriptive qualitative is describing and interpreting events, condition or situation of the present (Nurkamto, 2004:3).
CHAPTER II
RIVIEW ON RELATED LITERATURE
A. Theoretical Description
1. English Learning and Teaching
International language its means a language that already spoken in the whole of the world, as an effect of globalization era. People have to master the international language in this case is English, in order to make easier in socialize in business, interact, job, etc.
In addition, Brumfit (1982:1) states that English as an international language in that it is the most widespread medium of internal communication both because of the number and the geographical spread of its speaker, and because of the large of number of non native speaker who use it for part at least of their international context. Moody (1970:1) states that English is a language, it means that English language is develop technique of communication. Generally, the use of English we say is to facilitate communication, to promote understanding between languages, to enable useful, appropriate and efficient action to take place.
analytical knowledge of the target language, but for an ability for understand an be understood in that language within the context and constraints of peculiar language using circumstance. Brown (1993:7) states that language is a system of arbitrary, vocal symbols that permit all people in a given culture, or other people who have learned the system of that culture to communicate.
Based on those definitions above we can conclude that English is an International language, which use as a tool of interaction with our society. Learning is the process through various experiences. Hilgard (2001:5) states that learning is an activity originates or is the changed through training procedures (whether in the laboratory or in the natural environment) as distinguishing from changes by factors not attribution able to train. Myer in Seels and Richey (1994:12) add that learning refers to the relatively permanent change in person’s knowledge or behavior due to experience. Then Syamsudin (1996:20) states that learning is a process of behavior change or private person based on practices or particular experience.
directed to process the experience. Dick and Carey (1985:2) states that learning is the instructional is systematic process in which every component is crucial to successful learning.
Another definition of learning presented by Uno (2009:84), learning is planning or design in an effort to encourage students to learn, so that students interact with teacher as a source of learning and interacting with the entire learning resources to achieve the desired learning.
From statements above, it can be concluded that the learning is a systematic process that is planned by teacher in order to help students to achieve and implement learning objectives in a way to interact with all the leraning resources. The principles of learning cannot stand alone but interrelated therefore that the process of learning in students going to happen.
Brown (2007:7) states that learning is acquiring or getting of knowlegde of a subject or a skill by thye study, experience, or instruction. Based on Brown, there are many concept of learning:
1) Learning is retention of information or skill 2) Learning is acquistion or getting
3) Retention implies stroge systems, memory and cognitive organization
6) Learning involves some form practice, perhaps, reinforced practice
7) Learning involves active, conscious focus on and acting upon events outside or inside the organism.
These concepts above, also give way to a number of subfields within discipline of psychology.
According to Smith (1962:260) state that learning is the acquisition of new behavior or strengthening or weakening of old behavior as the result of experience. David (1975:86) state that learning, as the process where by an organism changes it is behavior as a result of experience. Experiences can be gained from learning because students can get knowledge and skill that are very important for students’ life.
Based on the definition above, it can be conclude that learning is the acquisition of a new behavior, that occur as the result of relatively permanent changes and the organism’ experience or practice.
students learning activity and organizing environment to support the learning. Excellent teachers uses their voices, gestures, and movements to elicit and maintain attention and to stimulate students’ emotions. Like other performers, teacher must convey a strong sense of presence, of highly focused energy. Davis (1993:8) state that teaching calls for the trained eye to see what is actually happening, and the trained mind to decide what to do next.
and latter their teachers. So the teachers have the important role in the students’ learning foreign language.
2. Motivation
a. Definition of Motivation
In general, everyone knows what motivation is, but it is not always easy to understand what motivation actually is. Motivation has been a central in both educational and psychological research and plays a significant role in several theories of human development and learning. There are some experts who define the word motivation. One of them is Elliot (2000:332) states that motivation can be defined as an internal state that arouses us to action, pushes. Us in particular directions and keeps us engaged in certain activities. William and Burden (1997:120) state that motivation may be constructed as a stage of cognitive and emotional arousal, which read to a conscious decision to act and which gives rise a period order to attain a previously set goal.
The word motivation is accepted for most fields in learning that motivation is essential to success. We need the motivation when we have to do something to succeed. Without such motivation we will almost certainly fail to make necessary effort. There are many factors that depend on motivation, such as motivation is very influent in learning English. When the learners are not motivated, they will not take risk in learning English or even paying any attention to learn it. As a result, motivation is considered an essential element along with language capacity in shaping success in learning new language in classroom setting.
Others definition comes from George (2000:427) defines motivation as “psychological forces that determine the direction of a person’s behavior, a person’s level of effort, a person’s level of persistence in the face of obstacles”. Brown (2001:75) states that motivation is a factor of high or low of the goal. According to Dorney (2001:7) describes “motivation as the choice of a particular action, the effort of doing something and the persistance with doing it”. Dorney (2001:7) also states that motivation explains why people decide to do something how hard they are going to achieve it and how long they are willing to maintain the activity.
b. Kinds of Motivation
There is concept in the field of motivation introduced by Ryan & Deci (2000) as Self-Determination. They say that Self-Determination Theory categorizes and tells apart diverse kinds of motivation in accordance with the different rationales, causes, or targets which strengthen a deed or an achievement. They devide motivation into 2 kinds based on source of intrinsic motivation and extrinsic motivation. 1) Intrinsic motivation
Vallerand and his colleagues (in Dornyei, 2001:28) have recently posited the existence of three subtypes of intrinsic motivation as follow:
a) To learn (engaging in an activity for the satisfaction of understanding something new, satisfying one’s curiosity and exploration the world).
b) Toward learn (engaging in an activity for the satisfaction of understanding something new, satisfying one’s curiosity and exploration the world).
c) Toward experience stimulation (engaging an activity to experience pleasant sensation).
The intrinsic distinction has been influential in studies of motivation, and these concepts have been used in various attempts to explain differences in motivation among different learners. An intrinsically motivated students learns because he or she wants to learn. Paul, Eggen, & Kauchak, Don (2005:398) states that :
“Intrinsic motivation is the motivation to be involved in an activity for it is own sake”.
students are bound to do much better in classroom activities, because they are willing and eager to learn new material. Their learning experience is more meaningful, and they go deeper into subject to fully understand it. Emily (2011:4) states that intrinsic motivation is appeared from students personal such as their comfort, happiness and interest. Students who have intrinsic motivation also will be quicker and more simply to achieve their goals because they have motivation inside themselves.
2) Extrinsic motivation
Extrinsic motivation is the propensity to take part in activities because of the reasons which do not link to the activity. These reasons can be the anticipation of reward or punishment, like being successful in the exam or getting a good mark (Ryan & Deci, 2000). Morris & Maisto (2002) states that extrinsic motivation refers to rewards and praises that are obtained not from the activity, but as a consequence of the activity. Teachers use extrinsic motivation to stimulate learning or encourage students to perform in a particular way. It is one of the most powerful motivation. It is operative when an individual is motivated by an outcome that is external or somehow related to the activity in which she or he is engaged.
to the outcome. According Paul Eggen and Kauchak Don “Extrinsic motivation is characterized as the motivation to engage in activity as a means to an end. An extrinsically motivated students performs in order to receive a reward, such as graduating or passing a test or avoiding a penalty like a failing grade. The dominated extrinsic motivation including current incentives, strengthening attract, desperate for peer recognition and admiration.
Harmer (2007:98) states that extrinsic motivation is the result of any number of outside factors. Extrinsic motivation is that which derives from the influence of some kind of external incentives, as distinct from the wish to learn for it is own sake or interest in task. According Gardner and Lambert’s research, there are two main types of extrinsic motivation they are integrative motivation and instrumental motivation. It is considered that integrative motivation is the reasons of students to learn the English language, while instrumental motivation is students’ view of English as a means to get a better job, position, and status in the future life.
On the other hand, Dorney (2001:28) purposes four types of extrinsic motivation as follow:
b) Interjected regulation involves externally imposed rules that the students accepts as norms to be followed in order not to feel guilty (e.g. rules against playing truant).
c) Identified regulation occurs when the person engages in an activity because he/she highly values and identifies with the behavior, and sees its usefulness (e.g. learning a language which is necessary to pursue one’s hobbies or interest).
d) Intergrated regulation is the most develop mentally advanced from of extrinsic motivation, involving changeful values, need identify (learning English because its proficiency is part of an educated cosmopolitan culture one has adapted).
Actually, many other factors that can influence upon students’ extrinsic motivation in teaching and learning process as follow:
a) Teacher
failure and it is penalties, authoritative demands, test and competition.
b) Parents
Harmer (2007:4) states that if the parents are very much against the culture of the language this will probably affect his or her motivation in negative way. If they are very much in favor of the language this might have the opposite effect. This statement means that parents have an important role to motivate their children. They should have to support their children to create their motivation.
c) Environment
Tabrani (2003:148) states that environment is everything which exist around us, which has correlation and gives influence to ourselves. Students will be more interesting if the environment of the classroom is comfortable and halt environment can give better satisfactory both of for teacher and students than conducted in bad environment.
c. Perspectives of Motivation
1) The Behavioural Perspective
Skinner (1953) states when students are rewarded with praise and a gold star for doing their job correctly, they will look forward to the next English lesson, anticipating another rewards. At some time in the past, they must have been rewarded for similar achievements and this experience acts as a motivator for future learning of a similar type. Brody, 1992 in Krause (et. al, 2003) “almost all teachers use extrinsic reinforcement in some form to motivate students, although they may not realize they are doing so and may not always use of extrinsic reinforcement to stimulate students’ task engagement. The reinforcement can take the form of praise, a smile, an early mark or loss of previleges such as missing out on sport.
2) The Humanistic Perspective
The humanist theory of motivation is interesting because it is not only linked to achievement and education, but also has implications for students’ well-being through its concern with basic needs. It stresses on students’ capacity for personal growth, freedom to choose their destiny and positive qualities.
Maslow (2000:335) states that perceived motivation in terms of a hierarchy of needs that can also conceived as ‘motives’. There are five basic needs as follows:
Psychological needs such as hunger and sleep are domain in the basis of motivation unless they are satisfied, everything else recedes.
b) Safety needs
These needs family and friends. Affection group of motivation and personal acceptances are including in this need.
c) Love needs
These needs acceptance from teachers, parents, and friends d) Esteem needs
These needs encompass this reaction of others to as an individual and our opinion of our self.
e) Needs for self-actualization
Needs for self the actualization is a need which consist of self-fulfillment and achievement of personal
3) The Cognitive Perspective
failure, rather than a need to achieve success, will look for tasks that are either very easy and have little risk of failure, or very difficult so that failure is not their fault.
4) The Social Learning Perspective
The Social Learning Perspective defines motivation is conceived as goal-directed behavior that is closely linked to feelings of personal effectiveness (Bandura, 1986). Those who often experience success are more likely to positively value their own competence than those who regularly experience failure. However, this relationship does not always occur. Sometimes, individuals attribute their success to force which is out of their control (such as good luck or chance), while failure is explained by luck rather than personal inadequacies. Another influence on self-evaluation, particularly peers and comparison with their achievements. Such comparison occurs frequently in competitive school situations.
d. Sources of Motivation
1) Concepts related to motivation
Gage (1984:374) states that “motivation is a diffuse concept and is often tied to other factors that influence the energy and direction of behavior. The factors such as interest, need, attitude, aspiration and incentive; a) Interest
fully aware of it character. Interest can refer to selection of stimulate or attending to something.
b) Need
The students who has a need is one who lacks something that a given activity or outcome can provide. Thus a “need for affilation” is satisfied by friendly relationship with other person. A “need for achievement” can be met with a corresponding increase in satisfaction by success in attaining some goal requiring effort.
c) Attitude
The students attitude toward something consists of her feeling for or againts what she conceives that thing to be. So an attitude involves emotion (feeling), directionality (for or againts), an objective (to something). Attitudes like motives, arouse and direct purposeful activity.
d) Aspiration
A students aspiration is his hope or longing for a certain kind of achievement, with a certain level of aspiration. The students will try without it. They will make a little effort, students have levels of aspiration that mobalize and direct activity toward such goals.
e) Incentive
motivated by curiosity has understanding or knowledge as her incentives.
2) The factors that influence the motivation
According to Muhibbin, there are some factors that create differential among language learner, such as: internal factor and external factor. In internal factors include of intellegence, attitude, interest and attention, aptitude, while in external factors include of environment, family and society.
a) Internal factors
The internal factors are the factors that come from the students themselves.
(1) Intellegence
Intellegence presents one aspect determining succes in study. If students have normal intellegence or higher one it my potentially obtain god achievement in learning.
(2) Attitude
(3) Interest and attention
Interest and attention have close relation which learning. One who has interested in special lesson such as English subject then to other. Students who interest in choosing English subject, may have more opportunities to reach high achievement in learning. (4) Aptitude
Aptitude is not easy to define. It is usually defined in terms of the test that have been used to measure it. According to Carol in Larsen-Freeman and long, aptitude as a concept correspond to the nation that in approaching a particular learning task or a program, the individual may be though of a processing some current state of capability in learning that task-if individual motivated and has the opportunity of doing so that capability is presumed to depend on some combination of more or less enduring characteristic of individual.
b) External factors
Some external factors which also influence the students learning are:
(1) Environment
environment may get better achievement than the students who study in bad surrounding such as dirty or hot air.
(2) Family
When students’ family and it is member give stimulus to their study, for example by giving motivation or guidance to the students obtain better achievement in study.
(3) Society
The member of society may arise difficulty and easy to the students study, because the society can give the may of thinking and giving respond to an object. Thus the society may also correlate to the learning process.
First of all the factor that having great influence is family because it is the first children education.
3) Characteristic of Students’ motivation
(a) Positive Task Orientation
Students are willing to tackle task an challenge, and have confidence in their success.
(b) Ego-Involvement
Students’ find it important to succeed in learning in order maintain and promoted their self-image.
(c) Need for Achievement
Students have needed to achieve to overcome difficulties and succeed in what they set out to do.
(d) High Aspiration
Students are ambitious, go for demanding challenges, high proficiency, and top grades.
(e) Goal Orientation
Students are very aware of learning or of the specific learning activities and direct their own efforts toward achieving them.
e. Students’ Motivation in Learning English
is an active process requiring conscious and planned activity. This means that motivation becomes so important in learning English. It is because motivation will determine students’ effort to achieve the goal of learning English. Students who have higher motivation will have better achievement in learning English.
Students have many reasons for learning English. It can be simply said that they learn English because they love it or they learn English because it is school requirement. According to Brophy as cited in Woolfolk (1990:328) states that students’ motivation to learn a students’ tendency to find academic activities meaningful and worthwhile and try to do derive the academic advantages from those activities.This means that motivated students will do their academic work seriously and try to do their best out of it. Through the motivation, the students will have an effort when they meet obstacles or failure.
Based on the explanation, the researcher conclude that having high motivation is able to make students better for their learning process. Through the motivation, the students will have an effort when they meet obstacles or failure.
f. Motivation in Teaching and Learning Process
According to Krause, K. L., Bochner, S., & Duchesne, S. (2003) Motivation involves the processes that energize direct and sustain behavior as shown in figure A.2. It can be thought of as an internal process that activates, guides, and maintains behavior overtime.
Maintenance Guidance Activation
Figure 2.1: Internal Motivation Process
Activation’ starts you off, gets you going. ‘Guidance’ determines what you do, what choices you make and what interests you pursue. While ‘maintenance’ ensures that this activity continues over time.
attracted towards activities that are perceived as having the potential to meet this need or desire.”
Impact of motivation on learning of students in the education is important. Without motivation learning is impossible to happen. So, in education the role of motivation is effective on students learning. Due to motivation students do any task and achieve the goal. Motivation increases speed to work and a person is doing everything to achieve the goal. Motivation increases the performance of learning. It provide energy and learner achieve the task because she has a direction and performance of learner is increase. In education level of motivation (high or low motivation), effect on students’ success.
Motivation is important not only for teacher but also for students. (Reeve and Hyungshin, 2006:209) state that there are some ways to motivate students in the class:
1) Adopt a supportive style
Teacher’s guidance is important for students and that guidance motivate and develop the interest of learning. Teacher allows student to sellect any assignment and teacher guide the students for doing the assignment. When students do their assignment it can give them a sense of control and they are motivated. A supportive teaching style that allows for students autonomy can foster increased student interest, enjoyment, engagement and performance. Supportive teacher behaviors include listening, giving hints and encouragement, being responsive to student question and showing empathy for students.
2) Healthy Environment
The environment effects on students’ motivation and learning. Healthy environment motivate students for learning. Teacher can create the healthy class during the teaching. Do not threat the students in negative way. Teachers should appreciate students during in the class and lesson and understand students’ problem. If teacher understand the students’ problem, the teacher can motivate the students for learning. 3) Arrange Field Trips
class or subject change is necessary. So school arranges field trips according to student’s curriculum. Students’ interest increase in subject and they are motivate for learning.
4) Rewards
Students like rewards, because it develops the students’ motivation. Teacher should offer the students foe reward it is an excellent way for students’ motivation. Award may be simple like sweets, stickers on a paper or any gift. According to student nature need teacher can give the class or student. Students do better for the interest of.
5) Give Praise When Earned
Based on the explanation above, the researcher conclude that teacher’s guidance is important for students and that guidance motivate and develop the interest of learning. Students learn so many things in the classroom but students are bore for setting a long time in a class. Students like rewards, because it develops the students’ motivation. Teachers can give students a bounty of motivation by rewarding success publicly, giving praise for a job well done, and sharing exemplary work. Most of teachers use concept of punishment and reward because they are the best way to create students’ motivation to learn.
g. Strategies of How to Motivate Learners
According to Carol Ames (1990, 1992), there are six areas can influence students’ motivation to learn;
1) The task that students are asked to do.
The strength of teacher’s motivation in a particular situation is determined by teacher’s expectation that teacher can success and the value of that success. To understand how an academic task can affect students’ motivation, teacher needs to analyze them. Task can be interesting or boring for students. And tasks have different value for students.
2) The autonomy students are allowed in working.
3) How students are recognized for their accomplishments.
Students should be recognized for improving on their own personal best, for tackling difficult tasks, for persistence, and for creativity. Study by Ruth Butler (1987) shows interest, performance, attribution to effort and task involvement were higher after personal comments. Ego-involved motivation (the desire to look good or do better than others) was greater after grades and standars praise.
4) Grouping practices.
Motivation can greatly influenced by the ways, teacher relates to the other people who are also involved in accomplishing a particular goal. When the task involves complex learning and problem skills, coorperation leads to higher achievement than competition, especially for student who have low abilities. The interaction with peers that the students enjoy so much becomes a part of learning process. The need for belonging described by Maslow is more likely to be met and motivation is increased.
5) Evaluation procedures.
emphasize learning in the class. Students need to understand the value of the work or how the information will be useful in solving problems they want to solve. One way to emphasize learning rather than grades is to use self-evaluation.
6) Scheduling of time in the classroom.
Most teachers know that there is too much work and not enough time in the school day. Even if they become engrossed in a project, students must stop and trun their attention to another subject when the bell rings or the scheduls demands. Furthermore, students must progress as a group. Therefore, scheduling often interferes with motivation by making students move faster or slower and interrupting their involvement. Therefore, teacher should be able to give extended periode when everyone, even the teachers engage in activity or to have some sort of block scheduling in which teachers work in teams to plan larger blocks of time.
According to Elliot (2000:366), there are six factors affecting students’ motivation:
a) Anxiety
associated with feeling of uneasiness, frustration, self-doubt, apprehension, or worry (Brown, 1994:141).
b) Curiosity and interest
Curiosity is a cognitively based emotion that occurs when a recognizes a conflict between what she/he believe to be true about the world and what turns out actually to be true (Loewenstein, in Elliot et al, 2000:348). Interest is similar and related to curiosity, it is enduring characteristic expressed by relationship between a person and a particular activity or object. Interest occurs when students’ needs, capacities, and skill are good match for the demands offered by the particular activity (Deci, in Elliot et al, 2000:349).
c) Locus of control
Locus of control is a personality train that concern whatever people atribute responsibility for their own failure of success to internal factors or to external factors (Solvin, in Elliot, 2000:10). A person in an internal locus of control is one who believes that success of failure is due to his or her own effort or abilities. On the other hand, someone with external locus of control is more likely to believe the other factors such as; luck, task difficulty, or other people actions or failure.
According to Elliot et al, (2000:352), there are three components that have particular relevance for the classroom namely:
(1) Failure to initiate actions, the students who have experienced learned helpless tent not to try learn new material (passive).
(2) Failure to learn, even when new directions are given to these students, they still learn nothing from them.
(3) Emotional problems, these seem to accompany learned helpless, frustration, depression and incompetence occurs frequently.
e) Self-efficacy
It refers to person’s beliefs in their own capabilities to exert control over aspect of their lives, these beliefs are the product of one’ performances, vicarious experiences, verb all persuasion from others, and emotional arousal (Bandura, in Elliot et al, 2000:352). Students that are lack of sense of efficiency tend to focus their attention and effort on the demands of the task and minimized potential difficulties. f) Students environment
(1) Classroom environment
and skill that they can use for self-help later (Newman, in Elliot et al, 2000:354). Despite the obvious importance of help seeking in the classroom, many students do not ask the teacher for the help. Teachers must show the students that they want to succeed and also that they expect the students to achieve the major learning objectives (Alderman, in Elliot et al, 2000:355).
(2) Multicultural background of students
Providing on understanding and supportive environment can guide to the successful integration accomplishment of multicultural students. Treating all students with respect and dignity is a vital first step. Teacher must is familiar with their students’ cultural background.
(3) Cooperative learning
(4) Computer Technology
Most studies assessing students’ attitude report positive change when technology is used in classroom: students seem like using computer to learn (Elliot et al 2000:361) many students find the computer software is motivating. It provide access to different kinds and levels of information than a typical teacher can provide. Students can visit such website to get more complete information that teacher or book provided.
B. Previous Related Study
Based on the explanation of the previous study, the researcher found similarity and difference. The similarity is this research is about the motivation in learning English. The difference of this research is about language learning strategies. The differences are describe the factors cause students’ English Learning Motivation viewed from their intrinsic and extrinsic motivation.
Second previous study is written by Fina Hajar Kusumawati from Education and English Department of Teacher Training and Education Faculty of IAIN Tulung Agung 2014. The title of the research is “Students’ Motivation in Learning English in MAN Kunir Wonodadi Blitar”. The result of this research is the score of students’ intrinsic motivation is 55% and the extrinsic motivation is 45%. It means that the motivation of the students in MAN Kunir Wonodadi Blitar is high, especially in English learning process. The similarity is this research is about students’ motivation, not teacher’s motivation. The differences are describe the factors cause students’ English Learning Motivation viewed from their intrinsic and extrinsic motivation.
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
The researcher uses the descriptive qualitative method in this research. Descriptive research describes and interprets events, condition, or situation of the present. On the other hand, qualitative research is research method based on post-positivism and naturalist paradigm. It has some characteristics: (1) the objects observed are process and value; (2) most of data are words; (3) when collecting data, the researcher actively interact with the data sources; (4) the data are analyzed inductively; (5) the result of the research cannot be generalized; (6) the research is subjective and related value (Nurkamto, 2004:3). In qualitative research, the researcher investigates the quality of relationship, activities, and situation or materials. (Fraenkel and Wallen, 2000:502).
In addition, qualitative method is a research method is based naturalist paradigm that has some characteristics. First, the realities are multiple and holistic. Second are interactive and inseparable. Third, hypothesis is bounded by time and context. Fourth, the causes and effect are impossible to be distinguished. Fifth, the inquiry is value-bond (Lincoln and Guba, 1985:37). B. Setting of the Research
1. Place of the Research
The research was conducted at SMP Ta’mirul Islam Surakarta. This school is located at Dr. Wahidin No.5, Bumi, Laweyan, Surakarta.
2. Time of the Research
The Researcher did preliminary observation at the eighth grade of SMP Ta’mirul Islam Surakarta when the researcher was doing PPL program of Islamic Education and Teacher Training Faculty for two months. Then researcher continued observation for a month, starting September up to Oktober 2017.researcher chose this school because the school’s accreditation is A. Besides the students has different character and motivation in learning English. The students different problem in the process of learning English.
C. Subject of the Research
The subject of this research is the eighth grade students of SMP Ta’mirul Islam Surakarta in the academic year 2018/2019 class VIII A of 10 students.
Sutopo (2002:6) states that data in qualitative research are collection of information and/or fact in the form of words in sentences that is meaningful. According to Lofland (1984), sources of data in qualitative research are words and actions, the additional data can be documents or other sources. The research data in this research is collected in the form of information about students’ motivation in learning English at the eighth grade of SMP Ta’mirul Islam Surakarta 2018/2019 academic year.
The sources of the data in this research include events and informant; 1. Event
As quoted from Cambridge Advanced Learner’s Dictionary third edition, event is anything that happens, especially something important. The event in this research is in the form of teaching and learning activities of English in the classroom especially the eighth grade of SMP Ta’mirul Islam Surakarta 2018/2019 academic year.
2. Informant
Informant is considered as person who gives information about something. In other words, informant is a person who becomes the source of the data. In this research, the informant is English teacher and eighth grade students of SMP Ta’mirul Islam Surakarta 2018/2019 academic year.
E. Techniques of Collecting the Data
1. Observation
Allison et. All (1996:26) state that observation is observing and recording of event or circumstances. There are two kinds of observation which are laboratory and naturalistic observation. Laboratory observation is done in laboratory or other setting which is set up by researcher. In the contrary, naturalistic observation is done directly in the class and there is no setting from researcher. In the research, the researcher conducted naturalistic observation. The researcher did observation in learning English for the eighth grade student of SMP Ta’mirul Islam Surakarta 2018/2019 academic year directly.
2. Interview
One of the most popular techniques of obtaining information in research by asking respondent orraly is interview. The information is obtained directly from the respondents while talking face to face. Nazir (2005:193) states that interview is the process the collecting information for research’s goal through talking face to face with the respondents using instrument which is called interview guide. It is done spontaneously but it directs into information that we expects from respondents.There some factors which influence interaction on an interview i.e. situation, interviewer, respondents, and contents.
this technique, the researcher made an interview to students of SMP Ta’mirul Islam Surakarta.
The topic of interview was about students’ motivation in learning English at the eighth grade of SMP Ta’mirul Islam Surakarta 2018/2019 academic year. F. Technique of Analyzing the Data
The data in this research is analyzed by using interactive model of data analysis including reducing the data, displaying the data and taking conclusion and verification (Milles and Huberman, 1992:16).
1. Reducing the Data
The data obtained in the field is quite a lot, it is necessary to note carefully and in detail. Not all of the discovered data of the research are important. It means that the important information must be taken and the unimportant one must be ignored. Data reduction means summarizing, choose things that are fundamental, focusing on things that are important, look for themes and patterns and discard unnecessary. Therefore, data reduction can be interpreted as the process of selection, simplification, and transformation of the data to the field notes.
In the process of data reduction, the researcher selected, focused, and simplifies the data. In this case, researcher reducedthe information from the research activities if the data were unimportant or did not support the data the researcher needed.
