STUDENTS
’
MOTIVATION IN LEARNING ENGLISH
AT RUMAH BELAJAR PANDAWA NGAGEL
WONOKROMO SURABAYA
THESIS
Submitted to partial fulfillment of the requirement for the degree of
Sarjana Pendidikan (S.Pd) in Teaching English
By:
Roissatur Rosidah
D55211062
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
SURABAYA
ABSTRAK
Roissatur Rosidah (2017). Motivasi siswa dalam belajar bahasa Inggris di Rumah Belajar Pandawa Ngagel Wonokromo Surabaya. Departemen Pendidikan Bahasa Inggris. Fakultas Tarbiyah dan Pelatihan Guru Negara Universitas Islam Sunan Ampel Surabaya. Advisor: Drs. Muhtarom, M.Ed. Gred.Dip.Tesol.
Kata kunci: Motivasi Siswa, Belajar Bahasa Inggris
TABLE OF CONTENTS
TITLE SHEET... i
ADVISOR APPROVAL SHEET... ii
APPROVAL SHEET... iii
MOTTO... iv
DEDICATION SHEET... v
ABSTRACT... vi
ACKNOWLEDGEMENTS... vii
PERNYATAAN KEASLIAN TULISAN... viii
LIST OF CONTENT... ix
D. Scope and Limitation of the Study... 9
F. The significances of the Study... 10
G. Definition of Key Terms... 11
CHAPTER II REVIEW OF RELATED LITERATURE A. REVIEWS OF RELATED LITERATURE 1. Motivation a. Definition of Motivation... 14
b. Types of Motivation... 16
c. Sources of Motivation... 21
d. The Role of Motivation... 26
e. Theories of Motivation... 27
2. Learning a. Definition of Learning... 31
b. Theories of Learning... 32
3. English
a. Definition of English Language... 35
4. Learning English as a Foreign Language ... 37
5. Motivation for Learning English... 37
B. PREVIEW OF PREVIOUS STUDY... 38
CHAPTER III RESEARCH METHOD A. Approach and Research Design... 43
B. Research Presence... 45
C. Research Location ... 46
D. Data and Source Data... 48
E. Data Collection Technique... 55
F. Research Instrument... 57
G. Data Analysis Technique... 60
H. Checking Validation of Finding... 66
I. Research Stages... 67
CHAPTER VI PRESENTATION AND ANALYSIS OF DATA A. Research Finding... 70
B. Discussion... 87
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 91
B. Suggestion ... 93
BIBLIOGRAPHY... APPENDIX...
LIST OF TABLES
Table 3.1 Schedule of English Course In Rumah Belajar Pandawa Surabaya... 47
Table 3.2 The Blue Print of Students’ Motivation in Learning English... 56
Table 3.3 Extrinsic Motivation... 61
Table 3.4 Intrinsic Motivation... 62
Table 3.5 Classroom Observation Rubric... 64
Table 4.1 Data Respondents... 71
Table 4.2 Extrinsic Motivation (Frequency Distribution)... 72
Table 4.3 Intrinsic Motivation (Frequency Distribution)... 73
Table 4.4 Result of Questionnaire of Students’ Motivation in Learning English... 73
CHAPTER I
INTRODUCTION
The aim of this research is to know students’ motivation in learning English.
This chapter gives an overview of the background of the study that explains about the
problem and why the writer chooses the topic, the research questions, objectives of
the study, the significance of the study, the scope and limitation of the study, and
definition of key terms used in this study are also presented. Each section is preseted
as follows.
A. Background of the Study
Teaching English in Indonesia has been implemented at the very beginning
level, in elementary school and even in the kindergarten. Brown states that teaching
can be defined as a guiding and facilitating learning, enabling the learner to learn,
setting the condition for learning1. Teaching is important to be given since early age
because the young age is the ideal period for acquiring a language. Abd Ghofur states
that the teaching of English in primary level would bring some advantages because
young children tend to learn a language easily2. Children have more opportunities to
learn language than adult, because their brain is more adaptable. They are also better
1
Douglas Brown, Principles of Language Learning and Teaching, Fourth Edition (Longman: San Fransisco State University, 2000), 7.
2
2
motivation than adult, more closely integrated with real communication.3 It is also
hoped that at the same time they will be familiar with English language as early as
possible to develop English skills.
The Indonesian government launched the International-based education at all
educational levels from as kindergarten, elementary, junior and senior high school.
The decree of Ministry of Education and Culture (R.I/No.0487/14/1992, Chapter VIII)
states that an elementary school can include extra lessons in its curriculum as long as
they are not in contradiction with the objectives of national education. In accordance
with this policy another decree (No 060/U/1993) was released and states that English
can be introduced to the fourth grade student of elementary school. This critical
moment inspires teachers in Indonesia to teach English from the very beginning. In
particular kindergartens, they take English subject as an extra lesson to attract new
students.
In the past, the focus of the English language teaching was on adult or Junior
High School, with relatively little concern for primary level. Today, after the
regulation was issued Street Children is an interesting subject to discuss. There have
been many seminars, short course or workshop on street children as a foreign and an
international language. Street children is an advantege to be introduced to children.
Children learn language better at a young age4. An acquisition of language is possible
3
Sofkhatin Khumaidah, “Developing English Syllabus For Kindergarten in Jember”. Fenomena Journal Penelitian STAIN Jember. Vol.3 No.2, Juli 2004. 22.
4
3
without self consciousness at an early stage, children have fewer negative attitudes to
foreign language and chulture than adult and that consequently they are better
motivation than adult5. Wright (in Sofkhatin) states that the earlier a child starts to
learn a foreign language, the earlier it will be for him to acquire the pronunciation6.
Moreover childhood is the best period to put basic ability in speaking fruently7. It
means that the young children have more time to language learning than adults.
Based on the characteristic of young learner above, to get the best learning
process in teaching, teacher needs special skill and knowledge to face young learner.
It is because teaching of young learner is different from teaching adult learner. To be a
good teacher, a teacher must be able to present the material and also manage the
classroom well.
According to Gurrey:
“ The three things that a teacher needs for his language lesson are: a
knowledge of the best and the most effective method to use and understanding
of the purpose and the aim of each method be uses, and the confidence and
skill in his handling of them, with perseverance and courage to carry on the
work with good humor enjoyment”8
Publisher, 1991).vi.
5
Ibid..vi
6
Sofkhatin Khumaidah, “Developing English Syllabus For Kindergarten in Jember”. 22.
7
Mary Finnochiaro, Teaching Children Foreign Language (New York: Mc. Graw-Hill Book Company, 1964). 25.
8
4
Teaching young learner needs special skill. Unfortunately, in Indonesia most
of the teachers who teach English for young learner have difficulties to conduct
young learner, they do not have special background to teach young learners, they do
not hold English teaching degree. Only a few have some training to teach English to
young children. The cause of the difficulties are, they do not have basic of teaching
young learner, as we know that teaching young learner is different with teaching adult
learner.
Facing the impact of globalization, many countries make the international
language of learning in education in order to promote the student’s capability of
foreign language. In Taiwan the foreign language learning almost is English
learning.9 But in Indonesia the students have learned English since at elementary
school. They learn English based on the KTSP (Kurikulum Tingkat satuan
Pendidikan or Curriculum 2006), K-13 (curriculum 2013) curriculum. However, it
isn’t enough to make the students love and learn English. There are still many factors
that influence them to learn English. The factor is age, teacher’s way of teaching,
time, facilities, and especially motivation, Brown state that motivation has very
important in learning English.10 Furthermore, Chomsky (1965:321) as quoted by
Nurmalela (2001:1) also state that by having motivation, normal children can learn
9
Hsiang young feng,jin-jun fan and hui zhen yang. The relationship of learning motivation and achievement in EFL: gender as an intermediated variable. (Taiwan: educational research international. october 2013) vol.2.no.2. (www.eajournals.org. accessed on Oktober 12,2016)
10
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any language to which they have adequate exposures. He added that learning foreign
language is easy for children as early as possible.
Motivation is an energy change within the person characterized by affective
arousal and anticipatory goal reaction, in short, motivation can be said that process of
individual to act. Motivation may indeed be an important requirement for success in
language learning, related to this theory it can be said the students who would like to
learn English as a foreign language actually ought to have motivation. Based on the
writer teaching experience at the second year of Rumah Belajar Pandawa Surabaya,
most of the students studied English lazily, they just keep silent in class. Students
we’re not active in studying English. Actually, there are many factors that influence
their study, such as lack of motivation in learning English. In this case, the students
are assumed to have low of motivation in learning English. Based on the theory and
problem found, the writer is interest to give idea about the importance of motivation
for students before learning teaching process.
Rumah Belajar Pandawa was established 2011. It is located at Lumumba
Dalam Ngagel Wonokromo Surabaya. Rumah Belajar Pandawa is one of service
learning in Surabaya and students not all school in formal like elementary school or
junior high school. And have many students basicly street children and they have time
to study in Ruah Belajar Pandawa if they not work like after pray sholat magrib. And
many kind of servis learning in Surabaya like Alang-alang, ITS mengajar, Unair
6
Rumah Belajar Pandawa students have little opportunities to practice English
communication skills than students of many other school since lecturer course from
Belanda and China University in there have more opportunities to practice English.
The lecturer course from Belanda and China is from AIESEC community and
the active in leadership potential of young people. Students have to study English for
2 hours in Monday until Thursday for a course. In Rumah Belajar Pandawa have
many kind of background teacher and not all the teacher basicly education in
university. Even though English is the medium of instruction at Rumah Belajar
Pandawa, but their progress in English skills, especially in English classes are still
unsatisfactory.
In general, the students of the second year students of Rumah Belajar Pandawa
Surabaya don’t want to learn English due to their difficulty to understand it. Then,
they weren’t active in practicing English whenever and wherever they are. They
always kept silent if were at the place in which two or more people communicate in
English.
The other problem is that the students is that the students did not do their task,
and they did not only individually but also together with their friends. Beside that this
community have good library with many kinds of books, such as: English books,
magazine, and newspaper that can help students to do task from teacher but they still
7
have any interest to learn when the teacher explained the English lesson, they didn’t
pay attention when the teacher asked one of them he just keep silent.
The students’ parents haven’t motivation or not interested to buy English
books and also other books for other subjects. It can be seen from students’ books that
were bought by the library not by parents. When the teachers ask the parents of
students to buy some English books they did argue because low economy.
The study of the first year after AIESEC program at Rumah Belajar Pandawa
the significant of this study should be that the responses lead to a better knowledge of
their motivation. The findings could help the Rumah Belajar Pandawa work toward an
improvement of their motivations and alongside, enhancing their language learning
achievement at the very earliest stage of their enrollment in the first year.
Therefore it is important to find out the underlying possible factors which
affect students’ motivation in English learning especially in the practical sense to
teachers who want to stimulate students’ motivation.
Such a great importance brings with it huge challenge to the teacher of the
language. This challenge is not only the matter of methodology and instructional
strategy and also a matter between the student’s interest and motivation to learn the
language. The quality of the student’s inner drive to learn language should be taken in
8
available in the teaching English to low motivated in learning English. This difficult
for teacher to do.11
People involved in language teaching often say that the students who really
want to learn English will succeed in whatever situation they study. All teacher can
think of situation in which certain “ motivated” students significantly do better then
their friends, students frequency succeed in what to be probably conditions even
though what teachers consider unsatisfactory in face of such phenomena it is quite
reasonable to suggest that the students bring to class is the biggest single factor
affective their success.12 He further says that the students with strongly motivated
long term goals for the English are probably easier to teach that these who have no
such goals (and therefore no real drive). For the latter students short-term goals will
often provide the only motivation they feel.
Students in learning English have two motivation that are intrinsic motivation
and extrinsic motivation. Harmer stated that intrinsic motivation comes from within
individual but extrinsic motivation is the result of any number of outside factors.13
Externally, the factors that can influence the English students’ ability are
environment, parent, teacher, method, media etc. Internally, the factors that can affect
English ability are interest, attitude, intelligence, personality, and learning style
including motivation. All the teachers and students must spare no effort to work hard
11
Girard, D..Motivation the Responsibility of the Teacher. ELT Journal 31/2. 1977.15
12
Harmer, J.Practice of English Language Teaching (London and New York. Longman.1991).13
13
9
in the process of teaching and learning. The most important thing is that spur
students’ motivation to heighten the teaching effect in English teaching and learning
so as to the students English practical ability.14 Motivation is one of the factors that
are regarded as factors that can cause the low level of students’ ability. Gilhotra and
Callender said that many factors the obvious importance in determining the success
of a second language learner, and one of the factor is motivation.15 Motivation can
effect profiency in a particular language, but this connecttion is characteristics by
mutual causation because unfavourable and favourable learning attitudes and
experiences can affect the learners motivation.16
Based on the explanation above, we know that motivation is considered an
essential element along with language capacity in shaping success in learning a new
language in the classroom setting. By knowing about students’ motivation, teachers
can know their students interest in learning English. So they can improve their
teaching. In learning English each students’ has various motivations. In this study the
writer wanted to know the students’ motivation in learning English. So the writer
carried out of study entitled “Students motivation in learning English at Rumah
Belajar Pandawa Ngagel Wonokromo Surabaya”
14
Chunmei long,zung ming and liping chen. The study of student motivation on english learning in junior middle school-a case study of no.5 middle school in gejiu.(china:canadian center of science and education.2013)vol.6.No.9.
15
Gilhotra,Manjit S and Gillian Callender, The Role Of Individual Factors In Second Language Learning By Dult Migrants,( Oxford University Press. Oxford.)1997.
16
10
B. Statement of Problems
This research especially focused in the students’ motivation in learning
English.
Therefore, the problems of this research are mentioned as below:
1. What types of motivation in learning English of the students of Rumah
Belajar Pandawa?
2. What might be the factors of the students’ motivation in learning English of
the students of Rumah Belajar Pandawa?
C. Objectives of the Study
Considering the research question above, thus this research aims to:
1. Find out the type of motivations in learning English of the students of Rumah
Belajar Pandawa or not.
2. Find out what might be the factors of the students’ motivation in learning
English of the students of Rumah Belajar Pandawa or not.
D. Scope and Limitation of the Study
The scope of this research is extrinsic and intrinsic motivation of students in
Rumah Belajar Pandawa Ngagel Wonokromo Surabaya This research involves two
clases as samples that are VII-A dan VII B class in Junior High School. As stated
11
foreign language. And the population is students in Rumah Belajar Pandawa Ngagel
Wonokromo Surabaya.
This reseach is limited to the learning motivation of the students Rumah
Belajar Pandawa Ngagel Wonokromo Surabaya. It focused on speaking activities at
students’ in learning English. The data for this study is obtained through
questionnaire administered to the total number of 54 students. Identifying whether
they are intrinsic and extrinsic motivated, we may be able to formulate measures for
the improvement of their learning motivation in English language. This is for the
purpose of their better language learning success. Their type motivation could be
identified at this first point to assist them through their successful path of learning
English.
E. The Significances of Study
This research was expected to give contribution to educational area, especially
in English teaching and learning. For details, the significances were broken down as
below:
1. To give information to the stakeholders (e,g, headmaster) of the community in
r
2. elation to the motivation in learning English.
3. To give contribution and information to the English teachers about students’
motivation in learning English, so can improve their ways of teaching in order
12
4. To give contribution and information to the students about motivation in
learning English are suggested to do their activities as well as possible. Thus
all of them can increase their achievement through self-activated English
language learning.
5. To give contribution and information to the parents about his children’s
motivation in learning English to motivate their children to study hard,
especially in learning English because English is very important to their life in
the future.
6. To give information to the other researcher to continue this research about the
student’s motivation in learning English.
F. Definition of Key Terms
To avoid misinterpretation in understanding this research, several key terms
are clarified as below:
1. Motivations
Harmer stated that motivation is some kind of internal drives that
encourage somebody to purpose encourage of action.17 Motivation is the set
of reasons that determiners one to engage in a particular behavior.
Motivation in this research refers to reasons for engaging students in
learning English. The reason can be from their intrinsic motivation or
extrinsic motivation.
17
13
a. Intrinsic motivation
Harmer stated that intrinsic motivation comes from within
individual. Person might be motivated by enjoyment of the
learning process or desire to make themselves feel better.18
Here the students are motivated by the intrinsic motivation,
they learn English because their internal desire such as they learn
English because they are enjoy learn it.
b. Extrinsic motivation
Harmer stated that extrinsic motivation is the result of any
number of outside factors, for example, the hope of financial
reared or the possibility of future travel. Extrinsic motivation is
that which derives from the influence of some kind of external
incentive, as distinct from the wish to learn for its own sake or
interest in task.
2. Learning English
Pinter stated that the process of learning language has a significant
effect on how young learners are able to acquire the foreign languge.19
Meanwhile Johnson (2001:3) stated that in many other contexs in the world,
however, when children start learning English, they are not immersed in an
18
Harmer. The Practice of English Language Teaching. Fourth edition. (Malaysia : Longman Pearson Education Limited. 2007).98
19
14
English environment and they are not learning English to make friend or fit
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses some issues related to the students’ motivation in
choosing subject which become the focus of this research. It contains the review of
related study or calls the previous study. Some previous study studies related to this
research are also discussed. Another, it consists of some theories strengthening the
problem discussed here.
A. Reviews of Related Literature
This chapter reviewed some theories and previous studied related to the
topic. Theories related to the topic are about the definition of motivation in
learning English and types of motivation and learning and theories of
motivation and learning. The previous studies consist of the studies related to
the students’ motivation in learning English.
1. Motivation
Motivation is one of the most important components of
learning process for students. In the field of learning motivation is
essential to success. In this case without motivation, success will be
hard to achieve. Motivation is not only important in getting students to
14
much students will learn from the activities they perform or the
information to which they are exposed. Students who are motivated to
learn something use higher cognitive process in learning about it and
retain more from it1
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.
To develop understanding of motivation we must know about
what it means of motivation, types, sources, role and theories of
motivation.
a. Definition of Motivation
In general, everyone knows what motivation is, but it is not
always easy to understand what motivation actually is. There are
1
15
various definitions of motivation from many psychologists.
According to Santrock,” Motivation is the processes that energize,
direct, and sustain behavior”.2 It means that motivation is the
process in which pushes and shows students to do something and
keep on the activity continuously.
At its most basic level, “motivation is some kind of internal
drive which pushes someone to do things in order to achieve
something”.3 While Dimyati and Mudjiono stated that motivation is
a mental encouragement that moves and leads human behavior.4
The word motivation is derived from motive that means anything
that encourages person to act to do something.5
Brown stated that “motivation is something that can, like
self-esteem, be global, situational, or task oriented. Motivation is also
typically examined in term of the intrinsic and extrinsic motives of
the learner”. 6 Gardner & lambert state that motivation means the
combination of effort plus desire to achieve the goal of learning the
language which leads to conscious decision to act, and which gives
rise to a period of sustained intellectual and or physical effort in
2
John W. Santrock. Educational Psychology, (New York:Mc.Graw Hill,2004) Second Edition.417
3
Harmer. The Practice of English Language Teaching. Fourth edition.(Malaysia : Longman Pearson Education Limited. 2007). 98
4
Dimyati and Mudjiono. Belajar dan Pembelajaran. (Malang University. 1994.). 75
5
Purwanto, ngalim. Psikologi Pendidikan. (Bandung: PT Remaja Rosdakarya Offset. 2011).60
6
16
order to attain previous set goals. In this study, motivation is
classified into two types : instrumental and integrative motivation.7
Motivation has a significant role in teaching and learning
process. That motivation of the students was positively correlated
with their English perficiency, these significant result were in line
with chalermporn and Usa.8James stated that the idea of someone
to conduct activity and control the frequency of the actions is called
motivation.9 So, students’ motivation becomes a vital part in
teaching and learning process. It great influence to students to push
themselves in learning to get their needs, goals and interest.
From those definition above, it is concluded that motivation is
an energy and directed to do something. Therefore, the researcer
believe that motivations is a process to get success and has a great
influence to the future achievement. In teaching and learning
process, giving motivation to the students is a process to push and
to support them to learn. Therefore, it can help students to achieve
their goals.
7
Gardner, R. C., & Lambert, W. E. Attitudes and motivation in second language learning. Rowley, (Mass: Newbury House. 1972)
8
Chalermporn choosri and Usa Intharaksa. Relationship between motivation and students’ English learning achievement: A study of the second-year vocational certificate level hatyai technical college students.(faculty of liberal arts: international conference on humanisties and social science.2011) The 3
rd.
.12.
9
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b. Types of Motivation
Motivation was separated into two main types that are intrinsic
motivation and extrinsic motivation. We will discuss about them as
follows:
1. Intrinsic Motivation
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
student learns because he or she wants to learn. “Intrinsic
motivation is the motivation to be involved in an activity
for its own sake”10
Intrinsic motivation is desire which comes from
within individual to make an effort to achieve the goal.
According to Harmer “thus a person might be motivated by
the enjoyment of the learning process itself or by the desire
to make themselves feel better”.11
10
Paul, Eggen., & Kauchak, Don. Educational Psychology: Windows on Classroom,( Shangxi: Shangxi Normal University Press.2005). 398
11
18
People do certain activities because 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.
According Emily in her research, intrinsic motivation is
appeared from students personal such as their comfort,
happiness and interest.12 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
Biggs stated that extrinsic motivation is a standing
invitation to students to adopt a surface approach.13 The
student’s focus on their performance and the value or the
importance that they attach to the outcome.
According Paul Eggen nd Kauchak Don “Extrinsic
motivation is characterized as the motivation to engage in
12
Emily R.Lai. A Research Report Motivation Literature review,(Pearson, April, 2011) .4
13
19
activity as a means to an end.”14 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.15
Harmer 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
incentive, as distinct from the wish to learn for its own sake
or interest in task. 16
According Gardner and Lambert’s research, there are
two main types of extrinsic motivation they are integrative
motivation and instrumental motivation.17 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.
14
Paul, Eggen., & Kauchak, Don.349
15
An Min. On Training and Stimulate Students Learning Motivation, Modern Reading. (The ninth perid.2010)
16
Harmer. The Practice of English Language Teaching. Fourth edition. 98
17
20
Actually, many other factors that can influence upon
students’ extrinsic motivation in teaching and learning
process as follow:
a. Teacher
Teacher is a person who has an important role
in teaching and learning activity to socialize and
shaping motivation among students. Dornyei in
forms that teacher’s skill in motivating students
should be seen as the central in teaching and
learning process.18 Teacher is the key instrument to
handle and organize students in the classroom.
According to Penny Ur other sources are
certainly affected by the teacher actions: they are
success and its reward, failure and its penalties,
authoritative demands, test and competition.19
b. Parents
Jaremy harmer stated that “if the parents are
very much against the culture of the language this
will probably affect his or her motivation in a
18
Zolt n Dornyei. Motivation in second and Foreign Language Learning. Language Teaching .1998..130
19
21
negative way. If they are very much in favor of the
language this might have the opposite effect”.20
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
According to Tabrani environment is everything
which exist around us, which has correlation and
gives influence to ourselves.21 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. Sources of Motivation
According to Harmer “the motivation that brings students to
the task of learning English can be affected and influenced by the
attitude of a number of people”.22 There are some sources the effect
20
Harmer. The Practice of English Language Teaching. Fourth edition. 4
21
A Tabrani Rusyan. Pendekatan Dalam Proses Belajar Mengajar, (Bandung: PT Remaja Rosydakarya, 2003). 148
22
22
the students’ motivation in learning English first is society, second
is significant, third is teacher and the last is method.
1. Concepts relation to motivation
Motivation is a diffuse concept and is often tied to other
factors that influence the energy and direction of bahavior.
The factors suct as interst, need, attitude, aspiration and
incentive23
a. Interest
Students with an interest in a subject tend to pay
attention to it. They feel that it makes a difference to
them. They want to become fully aware of it character.
Interest can refer to selection of stimuli or attending to
something.
b. Need
The students who has a need is one who lacks
something that a given activity or out come can
provide. Thus a “need for affiliation” is satisfied by
friendly relationship with other person. A “need for
achievement” can be met with a corresponding increase
23
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in satisfaction by success in attaining some goal
requiring effort.
c. Attitude
The students attitude toward semothing consists
of her feeling for or againts what she conceives that
thing to be. So an attitude involves emotion (feeling),
directionaility (for or againts), an objective (the
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 little effort, students have levels of aspiration that
mobilize and direct activity toward such goals.
e. Incentive
Incentively arouse activity is the tip-off that behavior
modification technique use this aspect of moivation to
the fullest. The students motivated by curiosity has
understanding or knowledge as her incentives.
24
According to muhibbin, there are some factors that
create differential among language learner, such as: internal
factor and external factor. In internal factor 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 espresents one aspect determining
success in study. If students have normal
intellegence or higher one it my potentially
obtain god achievement in learning.
2. Attitude
Attitude is internal indication which has
the affective dimension in form of responds
tendency in the same way to a thing, the object
and etc. Both positively and negatively. The
25
to the lesson, it is good indication for the
students in learning process.
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 defi ne. 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 indivisual is
motivated and has the opportunity of doing so
26
combination of more or less enduring
characteristic of individual.
b. External factors
Some external factors which also influence the
students learning are
1. Environment
The conditions of surrounding where the
students study also have influence or their
acquisition fresh air, for instance, will affect to their
soul. So the students who study in acceptable
environmentmay get better achievement than the
students who study in bad surrounding such as dirty
or hot air.
2. Family
When students family and its member give
stimulus to their study, for example by giving
motivation or guidance to the students learning at
home. This condition will help the students obtein
better achievement in study.
27
The member of society may arise difficulty and
easy to the students study, because the society can
give the may of thingking and giving respond to an
object. Thus the society may also correclate to the
learning process.
First of all the factor that having great influence
is family because it is the first children education.
d. The Role of Motivation
People who learn a new language, their motivation to learn are
related to wanting to fit in with people in their new community.
Pinter stated “when we learn first language, it is all natural part of
growing up”. So motivation is crucial in learning other languages.24
e. Theories of Motivation 1. Brown’s Theory
Brown stated that “motivation is something that can,
like self-esteem, be global, situational, or task oriented.”25
Motivation also typically examined in terms of the intrinsic
and extrinsic motives of the learner. Intrinsic motivation for
example occur when the learner learn for their own
24
Pinter, Annamaria. Teaching Young Language Learner. (China: Oxford University Press. 2006.) .36
25
28
perceived needs and goals. While, learner who pursue a goal
only to receive an external reward from someone else are
extrinsically motivated.
There are three different perspectives emerge based on
Brown:26
a. Behavioral perspective, motivation is seen in very
matter fact term. It is quite simply the anticipation
of reward
b. Cognitive term, motivation places much more
emphasis on the individual’s decisions. Brown
identified six needs undergirding the construct of
motivation:
1) The need for exploration
2) The need for activity, for movement and
exercise, both physical and mental
3) The need for manipulation
4) The need for ego enhancement, for the self to be
known and to be accepted and approved of by
others
26
29
5) The need for stimulation, the need to be
stimulated by the environment, by other people,
or by ideas, thoughts and feelings.
6) The need knowledge, the need to process and
internalize the result of
exploration,manipulation, activity and
stimulation, to resolve contradiction, to quest
for solutions to problems and for self consistent
systems or knowledge.
c. A constructivist. Each person is motivated
differently and will therefore act on his or her
environment in ways that are unique. But these
unique acts are always carried out within a cultural
and social milieu and cannot be completely
separated from that context.
The “needs” concept of motivation in some ways
belongs to all three schools of though. The fulfillment of needs
is rewarding, requires choices, and in many cases must be
interpreted in a social context. For example, children who are
motivated to learn to read because they perceive the value
30
stimulation, knowledge, self-esteem, and autonomy, and they
do so in widely varying ways and schedules and in the context
of a society that values literacy. On the other hand, children my
unmotivated to learn because they fail to see the reward, only
connect to the learning to superficial needs such as fulfilling a
requirement.
2. Maslow’s Theory
Abraham Maslow, one of the founding father of
humanist approaches to management, wrote an influential
paper that out of five fundamental human needs and their
hierarchical nature. Maslow’s humanistic need theory of
motivation suggests that people are motivated to achieve goals
because of the tension created by unfulfilled needs. The five
31
Figure 1: Maslows’ Hierarchy of Needs
Source: Adapted from Abraham Maslow’s “Theory of Human Motivation”
a. Psychological needs
It was to do with maintenance of the human body if
we are unwell, then little else matters until we
recover.
b. Safety needs
It was about putting off over heads and keeping us
from harm, if we are rich, strong and powerful or
have good friends, we can make ourselves safe.
c. Belonging needs
Introduce our tribal nature, if we are help fill and
kind to others, they will want us as friends.
d. Esteem needs are for a higher position within a
group
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It was become what we are capable of becoming,
which would our greatest achievement.
2. Learning
a. Definition of learning
Brown stated that “learning is acquiring or getting of
knowledge of a subject or a skill by the study, experience, or
instruction”. 27 Based on Brown, there are many concept of
learning:
1. Learning is retention of information or skill
2. Learning is acquisition or getting
3. Retention implies stroge systems, memory and cognitive
organization
4. Learning is relatively permanent
5. Learning is a change behavior
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.
27
33
According to Hanry Smith, learning is the acquisition of new
behavior or strengthening or weakening of old behavior as the
result of experience.28
David defines learning, as the process whereby an organism
changes it is behavior as a result of experience.29 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, the writer summarize that
learning is the acquisition of a new behavior, that occur as the
result of relatively permanent changes and the organisms’
experience or practice.
b. Theories of Learning
Learning is one of the most important activities in which
humans engage in their life. Learning are occur not only in the class
but also outside from the class. Various theories of learning have
been suggested, and these theories differ for a variety of reason. A
theory most simply, is a combination of different factors or
variables woven together in an effort to explain whatever the theory
is about. In general, theories based on scientific evidence are
28
Hanry smith, Psychology In Teaching, (USA:Prentice Hll.1962).260
29
34
considered more valid than theories based on opinion or personal
experience.
There is no final answer to question about learning and no
theory can be found to be absolutely superior to all others.
Nevertheless, learning theories can develop by the teacher of their
own. Through study of learning theories and their historical
development, teacher should gain insight into the harmonies and
conflicts that prevail in present educational theory. From this
insight, teacher should more toward developing adequate theories
of their own.
1. J.B Waston: Conditioning Reflect
J.B Waston making Pavlov research as based for to his
learning theory. Waston believes that Learning is a process
from conditioning reflects or response passes through a
chance from stimulus to another. Waston makes a same
principle to explain human attitude. There are many
attitudes to study in passed classical conditioning. They
study have negative attitudes with foreign language,
because there are have association with bad experience, for
instance the teacher ordered to the students to translate in
35
was angry with them. Generalization afraid of them with
another lesson.
c. Types of Learning
The educational psychologist, Robert Gagne (1965),
demonstrated the importance of identifying a number of types of
learning, which all human beings use. Because theories of learning
of course do not capture the entire possible element of principles of
human learning in general.30 . Types of learning vary according to
the context and subject matter to be learned. Gagne in Brown
identified eight types of learning as follows:
1. Signal Learning : the individual learns to make a general
diffuse response to a signal
2. Stimulus Response Learning : the learner acquires a
precise response to a discriminated stimulus
3. Chaining : is a chain of two or more stimulus response
connection
4. Verbal Association is the learning of chains that are
verbal.
5. Multiple Discrimination. The individual learns to make a
number of different identifying responses to many different
30
36
stimuli, which may resemble each other in physical
appearance to a greater to a greater or lesser degree.
6. Concept Learning. The learner is able to make a response
that identifies an entire class of object or events.
7. Principle Learning. In simplest terms, a principle is a chain
of two or more concept.
8. Problem Solving is a kind of learning that requires the
internal events usually referred to as “thinking”.
3. English
a. Definition of English Language
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 defines English as an international
language in that it is the most widespread medium of internal
communication both because of the number and the geographical
37
native speaker who use it for part at least of their international
context31.
Based on Moody, English is a language, it means that
English language is developed technique of communication. More
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.32
Brendon L. Carroll defines English as a language of
essential tool for communication and whereas grammatical pettern
play a crucia role in communication, the prime need almost learners
is not for theoretical or 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.33 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 communicate34
31
C.J. Brumfit , English For International Communication (Oxford: Perganon Instute of English,1982) .1
32
H.L.B. Moody, Varieties of English, (Singapore : Longman House Group, 1970) . 1
33
Brendon J. Carol. Testing Communicative Performance an Interview Study, (Oxford: Perganon Press,1980). 7
34
38
Based on those definitions above we can above we can
conclude that English is an International language, which use as a
tool of interaction with our sociaty.
4. Learning English as a Foreign Language
Nowadays, there are about a billion people in the world
learning English as foreign language, Johnson (2001:3). “In many
other contexts in the world, however, when children start learning
English, they are not immersed in an English environment and they
are not learning English to make friend or fit into a new school and
culture”.
Pinter stated that the process of learning language has a
significant effect on how young learners are able to acquire the
foreign language. 35The strategy of learning from mother tongue
can be adopted for learning foreign language. Primarily, those who
are involved in the children’s learning process are their parents, and
latter their teachers. So the teachers have the important role in the
students’ learning foreign language.
5. Motivation for Learning English
Hedge stated that “Adult learners returning to study may
regard language learning as a hobby or cultural pursuit worthy of
35
39
the educated person, or may have pressing reason for wishing to
communicate with English”.36 Now, in much state school system,
where the pupils’ future use of English is uncertain, a primary aim
is to build communicative potential. Any individual may be
influenced by a variety of motivations which will affect such things
as anxiety or attitude, or willingness to try new learning strategies.
B. Preview of Previous Study
In this part, the researcher reviews some previous studies related to the topic
students’ motivation in learning English.
The first by teacher training and education faculty IAIN Tulungagung, the
researcher is Fina Hajar Kusumawati with entitle “Students’ motivation in learning
English in MAN Kunir Wonodadi Blitar.”37 The aims of this study were to give
explanation about students’ intrinsic and extrinsic motivation in learning English in
MAN Kunir Wonodadi Blitar. This research uses quantitative method that uses
questionnaires to collect data. The result of this research showed from students’
answer in the questionnaire. From the calculation showed that the score of the
students’ intrinsic motivation is 55% and the students’ extrinsic motivation is 45%. It
mean that the students in MAN Kunir Wonodadi Blitar have higher intrinsic
36
Hedge, Tricia. Teaching and Learning in the Language Classroom. (China: Oxford University Press. 2003) .22
37
40
motivation than extrinsic motivation. While the differences are this research, the
writer focuses on the students in MAN Wonodadi Blitar. In this research focus on the
students in Rumah Belajar Pandawa. Furthermore in his research she uses
quantitative method that uses questionnaire to collect data, but this using descriptive
qualitative method that uses questionnaire, observation and documentation to collect
the data.
The second entitled “the students’ motivation in learning English (a
descriptive study of SMPN 235 Jakarta in the second grade). The researcher is Eka
Munipah, Department of English Education Faculty Of Tarbiyah And Teacher
Training Syarif Hidayatullloh State Islamic University Jakarta.38 The aims of this
study were to give information about how high the student’s motivation in learning
English. This research uses a descriptive quantitative that uses questionnaires to
collect the data. Based on the research findings, it can be concluded that the student’s
motivation in learning English of SMPN 235 Jakarta is still categorize medium.
While the differences are this research, the writer focuses on the students in SMPN
235 Jakarta. In this research focus on the students in Rumah Belajar Pandawa.
Furthermore in his research she uses descriptive quantitative that uses questionnaires
to collect the data, but this using descriptive qualitative method that uses
questionnaire, observation and documentation to collect the data.
38
41
The third is by Nerfi Istianti with entitled “The Correlation between Students’
Motivation in Learning Speaking and Their Speaking Ability”39 The aim of this study
is to know whether there is any correlation between students’ motivation in learning
speaking and students’ speaking ability at second grade of SMA Darussalam Ciputat.
The research uses quantitative method uses questionnaires to the collect the data. The
result of this study shows that there is a positive correlation between students’
motivation in learning speaking and their speaking ability. While the differences are
this research, the writer focuses on the students in SMA Darussalam Ciputat. In this
research focus on the students in Rumah Belajar Pandawa. Furthermore in his
research she uses quantitative method that uses questionnaire to collect data, but this
using descriptive qualitative method that uses questionnaire, observation and
documentation to collect the data.
The fourth is by Marlis with entitled “A Study on the Student’s Motivation in
Learning English at SMPN 1 Gunung Toar” 40 the aim of this study is to know the students who have lack of motivation in learning English. The research uses
descriptive method uses questionnaires to the collect the data. The result of this study
most of the third year students of SMPN 1 Gunung Toar didn’t have support from
their home background. And the motivation was still low to learn English. While the
differences are this research, the writer focuses on the students in SMPN 1 Gunung
39
Istianti. Nerfi.The Correlation Between Students’ Motivation In Learning Speaking And Their Speaking Ability.(Jakarta:FKIP.2013)
40
42
Toar. In this research focus on the students in Rumah Belajar Pandawa. Furthermore
in his research she uses descriptive quantitative that uses questionnaires to collect the
data, but this using descriptive qualitative method that uses questionnaire, observation
and documentation to collect the data.
The fifth is by Chunmei Long, Zhu Ming and Liping Chen with title “The
Study of Student Motivation on English Learning in Junior Middle School-A Case
Study No.5 Middle School in Gejiu”41 The aim of this study was to find out the
unfavorable factors. The researcher uses questionnaire to collect the data. According
the analysis that motivation is very essential in students’ learning English in junior
middle school. The methods excite students’ English learning motivation are
necessary. While the differences are this research, the writer focuses on the students
in Junior middle school-a case study in Gejiu. In this research focus on the students in
Rumah Belajar Pandawa. Furthermore in his research she uses descriptive
quantitative that uses questionnaires to collect the data, but this using descriptive
qualitative method that uses questionnaire, observation and documentation to collect
the data.
The sixth is by Viona Rosalina with title “ The Relationship Between
Students’ Motivation and Their English Learning Achievement (a correlation study at
41
43
the second grade of the SMAN 3 Tangsel)”42the aim of this study was to find out the
correlation students motivation and their learning achievemen at the second grade of
SMAN 3 Tangsel academic year 2013/2014. The researcher use questionnaire to
collect the data and the researcher formulated the study correlation study.the English
learning achievement in this study refers to student’s English learning score. The
result from this research is the correlation between students’ motivation and their
English learning achievement is negative. While the differences are this research, the
writer focuses on the students in second grade of SMAN 3 Tangsel academic year
2013/ 2014. In this research focus on the students in Rumah Belajar Pandawa.
Furthermore in the researcher using correlation study or quantitave method that uses
questionnaires to collect the data, but this using descriptive qualitative method that
uses questionnaire, observation and documentation to collect the data.
Meanwhile what makes this study different from the researches above is that
this research about students motivation in learning English at Rumah Belajar
Pandawa Surabaya. This study aimed to find out the type of motivation in learning
English and might be the factors of the students’ motivation in learning English. This
study uses qualitative method uses questionnaire, observation and documentation to
collect the data. Based on the research finding above, students motivation have many
benefits for example the teacher know students need at learning English in class.
42
44
Therefore, the researcher chooses students motivation to know the students ability in
learning English. The researcher believes that this study is different with other
research above. Because this institution is focus on street children and the other
institution is same students in all formal school. And in Rumah Belajar Pandawa have
agenda if the semester in learning English with native language teacher. Like from
CHAPTER III RESEARCH METHOD
In this chapter containd about the descriptions of how the research would be be
done. They are approach and research design, research presence, research location,
data and source of data, research instrument, data collection technique, data analysis
technique and checking validation of finding and research stages.
A. Approach and Research Design
Definition of research design was a plan or concept of the research
which was created by the researcher.1 Research design in this study was to
seek the data needed and to be able to answer the question of the study. This
study was designed to students’ motivation in learning English at Rumah
Belajar Pandawa Ngagel Surabaya.
In doing so, the researcher tended to use descriptive qualitative
research. in this case, the design of this research used case study. Case study
is a kind of qualitative research which makes an individual or certain unit as
the research object.2 Based on Sukmadinata, Qualitative research is a research
which has purpose to describe and analyze the real phenomenon, social
activity, attitude, belief, perception, and people’s thought individually or in a
group.3 Although a case study differs from an ethnography (focus on culture)
1
Suharsimi.Arikunto. Prosedur Penelitin Suatu Pendekatan Praktek(Jakarta: Rineka Cipta,2002).51
2
Lexy J Maleong. Metodologi Penelitian Kualitatif (PT Remaja Rosda Karya : Bandung, 2005). 6
3
44
and phenomenological study (focus on a phenomenon).4 Case study aims to
investigated a bounded system (e.g. activity, event, process, or individuals)
based on extensive data collection.5 “Bounded” means that the case is
separated out for research in terms of time, place, or some physical
boundaries. In this study, the researcher used boundary system of the
students’ motivation in learning English.
In short, this researcher represented the phenomenon of students’
motivation in learning English and the way of teacher to manage their anxiety
in the first teaching practice through instrumental case studies. Thus, type of
qualitative case study with descriptive approach was used in this research with
aims to investigate the phenomenon about particular boundary of students’
motivation in learning English at Rumah Belajar Pandawa. Specially, the kind
of case study in this research was explanatory case study. Yin states that
explanatory case study explains how event occurred and reflects a cause and
effect relationship.6 The researcher chose this study as explanatory case study
since the aims of this study were to explain the students’ motivation in
learning English and are there any motivation factors intrinsic or extrinsic
motivation in learning English.
4
Scoot W. Vanderstoep and Deirdre D. Johnston. Research Method for Everyday Life (San Francisco: Jossey-Bass, 2009). 209
5
John W. Creswell. Educational Research. Planning, Conducting, and Evaluating Quantitative and Qualitative Research (Lincoln: Pearson, 2007). 465
6
45
Descriptive qualitative research was a research that described a natural
phenomenon. In line with that definition, the researcher would describe the
real situation and condition that the researcher faced in the field of students’
motivation in learning English. The researcher used some techniques to
collect the data. Those techniques were observation students’ motivation in
learning English. These kinds of techniques had been taken in this research to
make it valid and reliable findings.
B. Researcher Presence
In this study, the researcher did the observation by herself because the
result of the research would be more valid.7 The researcher acted as the
instrumen of the data at once. The other instruments and observation checklist
were used in definitife function to endorse the researcher’s task as instrument.
However to make it more valid, the researcher validated the instrument by
asking students, then doing some revisions to make the instrument accepted
and valid. Therefore, the presence of the research in qualitative research was
imperative. In the qualitative method, the researcher was to be everything in
the whole research process.8
One of the researcher’s role in this study was as an observe of
participant . It was because the research subject known about the presence as
7
A.D. Chohen & E. Macaro (Eds) Language Learner Strategies: Thirty Years of Research and Practice. (new Work: Oxford University Press,2007)
8
46
the role of the researcher in this study when observing during the process of
learning English.
In addition, another researcher’s role in this study was an interviewer
using questionnaire. The researcher questionnaire about students’ motivation
in learning English in class. After all the data obtained by the researcher were
collected, then they were expected to answer the research question which had
stated previously in the chapter I.
C. Research Location
According to Ary, a sample was the small group that was observed
and the larger group about which the generalization was made was called a
population.9 He also defined the population as all members of any well
defined class, of people, event, or object.
From the statement above, the writer concluded that population was
the whole object of research which defined class of people or events as a
source of data. Population also intended to apply the result of research.
The population of this study is students of Rumah Belajar Pandawa.
The number of the population is around 54 students. Since the number of the
population was less than 100 students, they were all taken as the subject of
study. Therefore, this research used population sampling technique.
9
