T1 112012152 Full text

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THE SMPN 7 SALATIGA STUDENTS’ MOTIVATION IN

ENGLISH LEARNING

THESIS

Submitted in Partial Fulfillment of the Requirements for the Degree of

Sarjana Pendidikan

Patricia Putri Septiana 112012152

ENGLISH LANGUAGE TEACHING PROGRAM

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

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THE SMPN 7 SALATIGA STUDENTS’ MOTIVATION IN

ENGLISH LEARNING

THESIS

Sarjana Pendidikan

ENGLISH LANGUAGE TEACHING PROGRAM

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

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THE SMPN 7 SALATIGA STUDENTS’ MOTIVATION IN

ENGLISH LEARNING

THESIS

Sarjana Pendidikan

Approved by:

Supervisor Examiner

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PUBLICATION AGREEMENT DECLARATION

As a member of the (SWCU) Satya Wacana Christian academic community, I verify that:

Name : Patricia Putri Septiana Student ID Number : 112012152

Study Program : English Language Teaching Program Faculty : Language and Literature

Kind of work : Undergraduate Thesis

In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty free right for my intellectual property and the contents therein entitled:

THE SMPN 7 SALATIGA STUDENTS‟ MOTIVATION IN

ENGLISH LEARNING

along with any pertinent equipment.

With this non-exclusive royalty free right, SWCU maintains the right to copy, reproduce, print, publish, post, display, incorporate, store in or scan into a retrieval system or database, transmit, broadcast, barter or sell my intellectual property, in whole or in part without my express written permission, as long as my name is still included as the wiriter.

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COPYRIGHT STATEMENT

This thesis no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.

Copyright@2016. Patricia Putri Septiana and Anita Kurniawati, M.Hum

All rights reserved. No part of this tesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Literature, Satya Wacana University, Salatiga.

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TABLE OF CONTENT

Cover page ... i

Approval page ... ii

Publication Declaration Agreement ... iii

Copyright statement ... iv

Table of Content ... v

Abstract ... 1

Introduction ... 1

Literature Review 1. What is Motivation ... 4

2. Motivation can influence the student learning ... 4

3. Types of motivation ... 5

The study 1. Context ... 9

2. Participants ... 9

3. Data collection instrument ... 11

4. Data collection procedures ... 11

5. Data analysis procedures ... 12

Finding and Discussion ... 14

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2. Instrumental Motivation ... 20

3. Extrinsic Motivation ... 23

4. Intrinsic Motivation ... 29

Conclusion ... 34

Acknowledgement ... 36

References ... 37

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THE

SMPN 7 SALATIGA STUDENTS’ MOTIVATION IN

ENGLISH LEARNING

PATRICIA PUTRI SEPTIANA

Abstract

The aim of the study was to find out the students‟ motivation in English

learning. The subject in this study were 167 students. They were from 8th grade of SMP N 7 Salatiga. It used criterion-based sampling. The researcher used a likert scale questionnaire and close-ended questionnaire. There were 17 items of questionnaire which were divided into 4 sections based on the types of motivations. Integrative motivation had 5 items, Instrumental motivation had 3 items, Extrinsic motivation had 5 items, and Intrinsic motivation had 4 items. It

helped the students learn English well based on the students‟ motivation. The

types of motivation were integrative motivation, instrumental motivation, extrinsic motivation, and intrinsic motivation. The result of the study showed that the students have strong intrinsic motivation to learn English. Based on the result, the participant had not been know that by learning English, they can get higher salary and appreciation from their partner. The teacher should give explanation or input positive about the benefit of learning English.

Keywords: Student Motivation, Learning English, SMP N 7 Salatiga

INTRODUCTION

Motivation has effect in achieving something such as pass the examination

or get the best mark. It is important because it influences the students throughout

the learning process especially in English learning. Learning motivation is a point

factor to learn English as a foreign language. It is supported by Feng et al., 2013.

The other research is from Woolfolk (1998) who defined “Motivation as an

internal state that arouses, directs and maintains behavior over time”. It is

supported by Salvin (2002) who defined that motivation as an internal process

such as guides the people activities and maintain behavior over time. Motivation

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Unfortunately, many students cannot understand English well in some schools. It

may happen because some students do not have enough motivation to learn

English. If the students have good motivation, their performance in learning

English is also good, but if the students do not have enough good motivation so

that their performance may not be good.

For example, in SMP N 7 Salatiga, the students have difficulties to learn English. Many students are having difficulties to follow the lesson and understand easily. The researcher had done a teaching practicum there and tried to use fun

activities to catch the students‟ attention and also to make them easy to understand

the material. Some of the students received the material given in the learning process, but some of them did not really pay attention with the lesson. Some students might think that English is difficult that they cannot understand the lesson. Many students in some schools rarely use English even in their English class because they have difficulties in producing spoken English.

The researcher did observation for 2 months when she did teaching practicum and tried to make enjoyable learning English with fun activities. However, the result was not maximal as their performance did not improve significantly. In this case, the researcher found out that the students might have different motivation in English learning because it influences their class

performance. It is relevant with the definition of motivation that is “the reasons

underlying behavior.” (Guay et al., 2010). According to Gredler, Broussard and

Garrison (2004), the definition of motivation is “the attribute that moves us to do

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The aim of this research is to find out the students‟ motivation in English

learning. It helps the students learn well based on the students‟ motivation. The

researcher investigated students in eighth grade classes of SMP N 7 Salatiga. The researcher chose to investigate junior high students because they actually have known what are the purpose of learning English and it found that some of them did not learn English well, such as they did not enjoy the activities in English class, busied or disturbed with other friends, and etc. It might happen because they have different motivations.

This topic has similar idea with Gardner (2001) who stated that motivation

has responsibility for the students‟ success in English learning (cited in Rubrecht,

2007). The research question for this paper was „What are the SMP N 7 Salatiga

students‟ motivations in English learning?‟ This paper seeks to contribute to this

area of research and find out the students‟ motivation in English learning and the

researcher hopes that the result of this study will be useful as an additional information for Junior High School English teachers so that the teaching and learning English process will improve.

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LITERATURE REVIEW

What is Motivation

Lifrieri (2005) pointed out that when people talked about the factors that can influenced the individual success in their activity such as learn language, people would certainly mention motivation among them. Pintrich and Schunk

defined “Motivation is the process whereby goal-directed activity is instigated and

sustained.”(1996, cited in Dornyei, 1998).; we need to find brief and clear

definitions by some experts. Dornyei (1998) defines motivation is „A process

whereby a certain amount of instigation force arises, initiates action, and persists as long as no other force comes into play to weaken it and thereby terminate action, or until the planned outcome has been reached'. The other comes from

Eggen and Don‟s point of view. They said that motivation is “a force that

energizes, sustains, and directs behavior toward a goal” (2005, cited in Chen et al.

, 2013).

Motivation can influence the student learning

Learning English as second or foreign language relates to motivations that can influence the successful of the learning itself. It is similar to Dornyei (1998) who stated that motivation has a role to influence the successful of learning English as second or foreign language. There is another researcher who discussed about same topic. Gardner (2001) stated that motivation has responsibility for the

students‟ success in English learning (cited in Rubrecht, 2007). A study by

Rubrecht (2007) also stated that Gardner & MacIntyre (1999) found that “The

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language learning more than for those not so motivated.” Those might prove that

learning English cannot be separated with the learner motivation and also many researchers have already believed that they have a relation between each other.

The type of motivation that often happen in learning process is intrinsic motivation. Intrinsic motivation results in high-quality learning and creativity (Ryan & Stiller, 1991, cited in Ryan & Deci, 2000). It is supported by Gardner (2006) who believed that “if one is motivated, he/she has reasons (motives) for engaging in the relevant activities, expends effort, persist in the activities, attends

to the tasks, shows desire to achieve the goal, enjoys the activities, etc.” (cited in

Al-Tamimi, 2009). According to Deci et al. (1999), usually the learners consider intrinsic motivation to be more desirable and to result in better learning output than extrinsic motivation. (cited in Lai, 2011). In other hand, Frankly said that the teacher want the students to perform are inherently enjoyable, more active and desire to learn. It becomes successful teaching by extrinsic motivation (cited in Ryan & Deci, 2000). In previous research by Chen et al. (2013), the junior high

school students‟ learning motivation are influenced by intrinsic and extrinsic

motivation, but the affect mainly is extrinsic motivation. Types of motivation

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performance (cited in Ryan, Deci, 2000). We have to know the basic concept of motivation.

Gardner identified two classes of motivation. There are integrative

motivation and instrumental motivation. First, integrative motivation reflects “...

the individual to acquire the language of a second-language community in order to facilitate communication with that group.” (Gardner et. al., cited in Dornyei

1990). It is associated with interest in “foreign language, the eagerness to learn the

target language, ....”(Gardner, 1982). Gardner and Masgoret (2003) stated that

integrative motivation refers to “an openness to identify at least in part with

another language community”. Gardner also has other statement. Gardner (1983)

defines integrative motivation as integrative motivation is when the language learner want to identify their selves with or become integrated into the society of the target language. He also has another statement in 2007 said that an integratively motivated student shows interest in learning about the culture and the people of target language.

It is similar with Wilkins (1972) who stated that they motivated when they

want to learn a language because they want to “know more of the culture and

values of the foreign language group... to make contact with the speakers of the

languages... to live in the country concerned”. It is almost similar with Ellis who

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motivation refers to an eagerness to learn the L2 in order to have contact with, and might to identify with, members from L2 community.

The second is instrumental motivation. Gardner believed that the learner interest to learn English because want to get benefit things as higher salary or better job. Gardner (2007) also has statement that instrumentally motivated student has more pragmatic consideration in their mind regarding L2 learning such as gaining more money and better job. It is supported by Noel et al. (2000), he stated that instrumental motivation when the students has desire to learn English to gain the practical purpose such as better job or appreciation.

Huitt (2001) stated that the teachers can increase the learner motivation on classroom tasks with the variety of action. It is related to intrinsic and extrinsic motivation (Ryan&Deci, 2000). Ryan and Deci (2000) who stated that intrinsic motivation refers to do something because of interesting or fun activities. Making fun activities, games, or creating curiosity are examples to increase intrinsic motivation of the learner. Ryan and Deci (2000) also defined intrinsic motivation is when the students do activity for satisfaction or enjoyment rather than for some consequences. It is similar to Noel at al. (2002) who said that intrinsic motivation is when the students feel free to choose to perform an activity and they looking for the interesting activities which they have challenges to presents. From it, they can develop their abilities.

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motivation as motivation to obtain enough rewards from the activity itself. (cited from Junko, 2006). Another type of motivation is extrinsic motivation. Extrinsic motivation refers to something because of the achievement in the end, such as reward or punishment (Noels, 2000). From other researcher, extrinsic motivation is to engage in activity as a tools to reach the goal in the end (Eggen&Don, 2005

cited in Chen, 2013). They pointed out that the students‟ performance in order to

get a reward like pass the test or graduate and avoid the penalty such fail grade. It is similar to Pintrich and Schunk (2002) who stated that extrinsic motivation happen when the join an activity to get the reward in the end. It is also supported by Schmidt et al (1996) who stated that extrinsic motivation refers to get an external reward (cited in Junko, 2006). Another statement that supported is from Ryan and Deci (2000) who believed that extrinsic motivation is an activity that in order to some outcomes (the students feel afraid if they did not do their homework, the parents will be angry).

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THE STUDY

Context

This research was conducted at SMP N 7 Salatiga especially in 8th grade. This school located in suburban of Salatiga which is in Jl. Setiaki, 15, Sidomukti, Salatiga. The school is government school. The environment of this school is comfortable, cool and also conducive to learning process so that this school get an

award “Sekolah Adiwiyata Tingkat Salatiga” in 2013. This school has 47

teachers, 672 students, 24 classes, more than 8 extracurricular activities for the students. Some teachers in this school also has many achievements. The

researcher chose the school because she felt curious to find out the students‟

motivation when she did a teaching practicum in some months. In this school, the students get 4 learning hours to learn English every week. The type of this research is qualitative.

Participants

The participants of this study were 167 students. There were from 8th grade, 8A-8H. The researcher chose 8th grade, after she asked some students in each class, because they actually had known what are the purpose of learning English rather than the 7th grade.

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Table 1. The Number Male or Female Students in Every Class.

Table 2. The Age of The Participants.

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According to Table 3, the majority of the participants learned English is when they was 7 years old.

Data Collection Instruments

The study used a close-ended questionnaire and using likert scale with

four options (Appendix) that were “strongly agree”, “agree”, “disagree”, and

“strongly disagree”. It included the basic demographic information of the

students, including gender, the grade, and the age of the participants learned English. Close-ended questionnaire typed was chosen because it made the students easy to answer, just give the tick. The items of questionnaire have been developed based on the discussion on the literature review and then fit into Indonesian context. It was from some other researchers and have been developed by the researcher. The researcher changed some questions such as changed the difficult words, and used the simple question based on the research context. It was because the questionnaire would be filled by the junior high school students. There were 17 items which represent the four types of motivations. There were integrative motivation, instrumental motivation, extrinsic motivation, and also intrinsic motivation. There were 5 items of integrative motivation, 3 items of instrumental motivation, 5 items of extrinsic motivation, and 4 items of intrinsic motivation.

Data Collection Procedures

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people who have similar characteristics to the real participants. This procedure make sure that the items we developed could get the expected answers.

The researcher did a piloting in 8C class. The researcher asked 26 students to fill the research instrument. The researcher distributed the questionnaire to the piloting participants.

There were some important things to highlight from the piloting results. First, the questionnaire contained a difficult word that confused some of

the piloting participants. It is on demographic information “lama belajar bahasa

inggris. They felt confused and asked what the meaning is. They were slow to fill this part, because they had to memorize and count how many years they study. Then, the researcher decided to change the term into an easy word which was

”umur pertama kali belajar bahasa inggris”. Second, in consent form part. In the

questionnaire, it just “hp”, the participants felt confused and asked. Then, the

researcher revised become “no. Hp”. The last was the researcher omitted “email”,

because actually they did not remember their email and some of students did not have email.

The questionnaires were distributed to 167 students from six classes. It consists of 8A, 8B, 8D, 8E, 8F, 8G, 8H. The questionnaires were delivered to the participants directly. After receiving the data, the first step to do was to input them in Microsoft Excel worksheet.

Data Analysis Procedures

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some keywords from the items in the questionnaire. The researcher made some themes or subheading in finding and interpreted in qualitative-descriptive manner. The researcher also made a diagram about the finding in order to make the readers easy to understand and also make conclusion to cover all of the findings.

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In this part, the researcher discuss about the findings. After distributed, collected the questionnaire and then classified the answers, the researcher divided the discussion into 4 sections which are integrative motivation, instrumental motivation, extrinsic motivation, and intrinsic motivation.

Integrative motivation

To explore students‟ integrative motivation, there were 5 statements that

the researcher divided to be 2 topics because 5 statements here have different keyword. The first three explored about English is useful to communicate the foreigners or friends and the last two was about learning English is also learn English culture and society will accept the learners easier.

Integrative motivation reflects “... the individual to acquire the language of

a second-language community in order to facilitate communication with that

group.” (Gardner et. al. , cited from Dornyei 1990). It is associated with interest in

“foreign language, the eagerness to learn the target language, ....”(Gardner, 1982).

It talks about English is useful to communicate and they are eager to learn, it can be the culture of the target language. The Dornyei statement is represented by the researcher with some statements. The result is illustrated by the diagram.

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Figure 1 : Statement 1

According to Figure 1, the majority of the participants (91%) agreed to the

statement that “ I am learning English to go aboard.” Only 9% of participant

disagreed to the statement. From the majority, they might think that by learning English, they can easy to go aboard because they have already learn the language to communicate there. People who cannot speak English will have difficulty to go aboard because they have difficulty to communicate using English as an international language. The majority result of this statement is similar to Ahat‟s research. Ahat (2013) found that the participants agreed that learning English is useful to go aboard. It is contrast with Yue Yu study from Jiangsu University of Science and Technology, Jiangsu, China (n.d), found that the learners showed weak desire to going aboard. Their goals of learning English are academic and economically purpose such as pass the exam.

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Based on Figure 2 which is “Saya mau belajar bahasa Inggris agar bisa

berkomunikasi dengan orang berbahasa Inggris”, the majority of the participants

(99%) agreed that “I am learning English to communicate with people who speak

English”. It is similar to Yue Yu who found that many students as her participants in her research, like to communicate with people who speak English. In other

words, Yue Yu‟s research categorized this statement in interest motivation factors.

It is different to this research that categorized in integrative motivation with other items. From the result on the table, we can know that many students have desire to learn English because they want to communicate with people who using English. It is also similar with Yue Yu who believed that the students have desire to learn English. If their interest is decrease so that their desire to learn English also become low. The table also shows that many students agreed but there were 2% who were 3 students disagreed.

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Regarding to the Figure 3 on “Saya belajar bahasa Inggris agar mudah

berkomunikasi dengan bahasa Inggris dengan teman sekelas saya”, the data

shows that the majority of the participant (81%) agreed to the statement “I am

learning English to communicate with my classmates using English.” The participants have desire to learn English to communicate with their classmates using English.

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Based on Figure 4 that has statement “Saya merasa jika saya belajar

bahasa Inggris, saya menjadi bagian dari budaya asing”, the data shows that the

majority of the participant (73%) disagreed to the statement that “I am becoming

part of English culture if I learn English.” The participants as a youngster might

not think deeper than adult. Then, the participants just wanted to learn English, they might think that they did not need to become part of English culture. They might aware that by learning English, did not change them into other culture. The result of this figure is similar to Al-Tamimi and Shuib‟s research in 2009, with university students as participants found that the number of students who would

like to learn English “to integrate with the western culture” is minority. It had the

least impact for students in learning English.

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According to Figure 5, “Saya merasa lebih mudah diterima di masyarakat

modern jika saya dapat berbicara bahasa Inggris”, the data shows that the

majority of the participant (57%) disagreed to the statement that “If I can speak

English, I can be accepted easier in modern society.” Total score of agree and

disagree are almost same which were 57% and 43%. The most result of disagreeing statement that was 57%, more than a half of 100%. It shows that the participants might want to learn English, but some of the participants (43%) probably did not know that they would be accepted by modern society through learning English.

From statement 1 to 5, we can conclude that the students agreed that they want to learn English because many reasons such as can go aboard, can communicate with people who using English, and also can communicate with their classmates using English. It is similar to Ahat (2013) research that found

“Learning English is useful to go abroad later.” Many students agreed with that

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because they feel become another culture‟s part and existence in modern society.

They probably have other reasons related to this statements. Instrumental motivation

Instrumental motivation refers to the learner‟s interest to learn the foreign

language. It is associated with pragmatic, the benefit like to get a better job

(Gardner, 1982). To explore students‟ instrumental motivation, there were 3

statements. The Gardner statement, is represented by the researcher using the diagram. We can see the result of the statement by seeing the diagram.

According to Figure 6, “Saya mau belajar bahasa Inggris untuk

mendapatkan gaji yang tinggi.”, the data shows that the majority of the

participant (54%) disagreed to the statement that “I am learning English to get a

higher salary.” The students learn English did not want to get high salary or they

might not aware that learning English can help them to get higher salary in future, but the total of disagreeing statement is almost similar with total of agreeing statement which was 46%. They probably realize that learning English can help them to get higher salary in future.

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On the other hand, some students might not learn English because they want to get higher salary. It might be they have long time to work in real life. They probably have other reasons to learn English except to get higher salary. From figure 6, we know that the students have less instrumental motivation „get a

higher salary‟ like Gardner theory (2007) who believed that students interest to

learn English because want to get benefit things as higher salary. It is contract with the result of this figure.

Statement 7

Based on Figure 7 that is “Saya mau belajar bahasa Inggris agar atasan

nantinya dan teman sekerja saya menghargai saya.”, the data shows that the

majority of the participant (52%) disagreed to the statement that “I am learning

English from my boss and partners in future”. The total is almost balance result, because the total of agreeing statement was 48%. Many students want to get an appreciation from my boss and partners in future, but some students do not so. It is interesting because the result almost same between agree and disagree statement.

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The students who disagreed might did not know that by learning English, the partners can respect them. It would be long time for them as a Junior High School students to think about work in real life. In other hand, some students realized that by learning English, the partners can respect them.

Statement 8

According to Figure 8, “Saya mau belajar bahasa Inggris untuk

mendapatkan pekerjaan.”, the data shows that the majority of the participant

(83%) agreed to the statement that “I am learning English to get a job”. The

students have high motivation to learn English because of this reason, get a job. They realize that by learning English can help them to get a job.

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From statement 6 to 8, we can see that statement 8 (83%) is the most dominant agree result. They might just learn English, not asked to accept an appreciation from the others. Actually, they realize that by learning English is useful to get a job in a future. It is similar to Ahat‟s research (2013) who found that learning English is useful to find a good job after the graduation. It is also supported by some researcher in China which are Gao, 2004; Hu & Alsogoff, 2010; Pan & Block, 2011, cited in Ahat 2013). They confirm the instrumentally of EFL learner motivation in past research. They found that the learner in China fully aware that they need English to survive in the globalized era especially in job. The result of statement 8 also similar to the findings from Al Tamimi (2009). He found that the students indicated more emphasis on instrumental reason of learning English such as get a job easily.

They realize English is useful in get a job in a future, but they are not

aware that learning English is a “benefit” that can help them to get a higher salary.

It can proved by statement 6 and 7 that shows dominant disagree result. It is same with Gardner that the learners want to learn English because it helps to getting a better job (1982). Actually, the students of junior high school probably do not think yet about get a higher salary because it is still many years for them to come in work life.

Extrinsic motivation

To explore students‟ extrinsic motivation, there are 5 statements, but

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get a feedback, include positive and negative feedback. Then, statement number 12 and 13 were talking about pass or success to come the next level.

Extrinsic motivation refers to to something because of the achievement in the end, such as reward or punishment (Noels, 2000). Gardner (1982), the examples of the extrinsic motivation are giving feedback and reward to the

learner. Another one is “extrinsic motivation is characterized as the motivation to

engage in an activity as a means to an end” (Eggen&Don, 2005 cited in Chen,

2013). They pointed out that the students‟ performance in order to get a reward

like pass the test or graduate and avoid the penalty such fail grade. It is showed by diagram that related to the statement.

Statement 9

Regarding the Figure 9 on “Saya belajar bahasa Inggris untuk mencari

hadiah seperti pulpen dari guru saya”, the data shows that the majority of the

participant (87%) disagreed to the statement that “I am learning English to get a

reward from the teacher.”

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From this data result, students learn English do not want to get a reward from their teacher. It can be concluded that they learn English not only because of the reward. Although Yue Yu (n.d) found from her research that the some students indicates want to get praise and reward from the teacher, but the motivation of participants in this research is not to get a reward or praise from the teacher. Yue Yu believed that some students need to encouraged in the English learning process. On the other hand, we can say from this table that extrinsic motivation is not influence the students desire to learn English. The result of this figure 9 is similar to Amedi study in 2013, found that both female or male students like to learn English for the activities and not for any reward.

According to Figure 10 that has statement “Saya belajar bahasa Inggris untuk mendapatkan pujian dari orang lain”, the data shows that the majority of

the participant (88%) disagreed to the statement that “I am learning English to get

praise from others.” From the data, the students learn English not to get praise

from others. They may think that compliment is not necessary than the other reasons. However, Yue Yu (n.d) found that some students should encouraged in English learning process. It can be a reward or praise from the other people. It might make them keep spirit to learn English.

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Figure 10 : Stetement 10

Statement 11

Based on Figure 11 that has statement “Saya mau belajar bahasa Inggis

agar tidak dimarahin guru saya” (I am learning English because I want my

teacher to be happy), the data shows that the most participants (55%) disagreed to the statement and other (18%) was strongly disagree. The majority was 73% that disagreed. From the data, the students learn English is not because of the teacher. It may English is compulsory subject in their school and they might have other reason why they learn English.

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From the statement 9 to 11 , it could be concluded that the students learn English is not to get a gift or reward and also a punishment like the teacher angry to them. A feedback or gift does not influence their spirit to learn even there are some students, not significant, who ask the feedback or a gift from their teacher or friends. They learn English did not because other factors such as want a reward, praise, and punishment. It is similar to Amedi (2013) who found that both female or male students like to learn English for the activities and not for any reward.

Statement 12

According to Figure 12 which is statement “Saya mau belajar bahasa

Inggris karena saya ingin lulus tes bahasa Inggris”, the data shows that many

students agreed with this statement that “I am learning English to pass an English

examination.”. The 57% strongly agreed and 39% agreed. The number of agreeing

precentage was 96%, it was almost perfect. We know that most of students want to learn English in order to pass English exam. They are realize that learning English is useful to do the English exam.

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It is similar to Yue Yu (n.d) study result found that the students have a goal in learning English such as success in examination. If they fail in English examination, they will be frustrated and disappointed.

Statement 13

Regarding the Figure 13 on “Saya mau belajar bahasa Inggris agar bisa

diterima masuk SMA favorite (ada tes bahasa Inggrisnya.”, the data shows that

the majority of the participant (95%) agreed to the statement that “I am learning

English to enter a favorite Senior High School.” The big and strong motivation of

the students to learn English which is to enroll in favorite Senior High School. It is relevant because they are a Junior High School students so that their mind is continue in their favorite school. It is supported by previous research by Chen et

al. (2013), the Junior High School students‟ learning motivation are influenced by

intrinsic and extrinsic motivation, but the affect mainly is extrinsic motivation. It is proven by the result of figure 13. They have extrinsic motivation (enter to favorite Senior High School) to learn English.

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In conclusion, statement number 12 and 13 happened with many students. The result shows that the participants realized that learn English is useful to pass the test at school and enter in favorite Senior High School. They have extrinsic motivation that can influence their learning. Chen et al (2013) as previous research, believed that the dominant effect that can influence the junior high school students to learn is extrinsic motivation. The period of this participant is time to reach their dream. They have some goals such as enroll in favorite Senior High School or pass the test with the best score. They have to have extrinsic motivation to keep learning English. It is same with Eggen&Don (2005) believed

that “extrinsic motivation is characterized as the motivation to engage in an

activity as a means to an end” (cited in Chen, 2013). They pointed out that the

students‟ performance in order to get a reward like pass the test or graduate and

avoid the penalty such fail grade. Intrinsic motivation

According to Ryan and Deci (2000), Intrinsic motivation refers to do something because of interesting or fun activities. Making fun activities, games, or creating curiosity are examples to increase intrinsic motivation of the learner.

To explore students‟ intrinsic motivation, there are 4 statements. Every statement

will be represented by a diagram. We can see the result of the statement.

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Based on Figure 14 that has statement “Saya mau belajar bahasa Inggris

supaya saya bisa mengekpresikan diri saya dengan bahasa Inggris seperti

berbicara dikelas, bercerita dan kegiatan menyenangkan lainnya”, the data shows

that the majority of the participant (88%) agreed to the statement that “I am

learning English to express myself using English such as speak at class, tell a

story and do the fun activities.” From the data, most of students agree that by

learning English is useful to express theirselves. Students may have desire to learn English to make conversation at class, etc. It is supported by Narayanan (n.d) from Vinayaka Missions University, found that both female and male have intrinsic motivation (want to express myself in English).

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Regarding to Figure 15 which is “Saya mau belajar bahasa Inggris karena

aktifitasnya tidak membosankan seperti bermain gambar, tebak-tebakan”, the

majority of the participant (86%) agreed to the statement that “I am learning

English because the activities are not boring such as using pictures or guessing.”

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32

Based in Figure 16 that has statement “Saya mau belajar bahasa Inggris karena aktifitasnya tidak hanya melibatkan saya namun juga teman-teman saya

seperti diskusi, berpasangan, berkelompok.”, the data shows that the majority of

the participant (85%) agreed to the statement that “I am learning English because

it involves collaborative learning.” The data shows that the students wanted to

learn English because the activities involve collaborative learning such as in pair or in group. It makes the students happy to learn because they also can learn each other, not only get input from the teacher but also from their friends. It is similar to Amedi (2013) who found that both female or male students like to learn English for the activities and not for any reward.

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According to Figure 17 which has statement “Saya belajar bahasa Inggris

untuk menyenangkan hati orangtua saya”, the data shows that the majority of the

participant (74%) agreed to the statement that “I am learning English because I

want my parents to be happy.” Many students want to learn English because want

to make their parents happy, even there are some students do not feel that. They are still children who have parents and they aware to make them happy.

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34 CONCLUSION

The aim of this research was to find out the students‟ motivation in

English learning. It helps the students learn well based on their motivation. From this researcher, the researcher know that they have various results of their motivation. The discussion above shows that many students have a strong intrinsic motivation in their English learning. They have desire to learn because the activities is fun, interesting, collaborative. They want to express theirselves in English and they want their parents to be happy if they learn English. Most of them prefer short-term goals to long term-goals such as to pass English exam, to enroll their favorite Senior High School. They have not been aware about higher salary and appreciation from their boss in future yet. The students performance is not influenced by extrinsic motivation. They do not learn English to get a reward from the teacher or appreciation from others.

From the discussion above, it could be concluded that they have less instrumental motivation. They have not been aware yet, it will help them to get higher salary and also appreciation from their boss and partner in future. The researcher suggests that, the teacher should give explanation or input to the students that learning English can get many benefits such as get a better job, higher salary in future, etc. It may increase the students motivation to learn English especially in instrumental motivation.

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35

small size. Some students also have been know with the benefit of learning English such as get higher salary. For the further research, it may be larger context, so that the result is more reliable and detail.

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36 ACKNOWLEDGEMENT

This thesis would not have been done without many helps and supports. Foremost, I would like to thank to Jesus Christ for his blessing and guidance so that I can finish this thesis. I would like to express my sincere thanks to my supervisor, Mrs. Anita Kurniawati, M.Hum. for her patience, time, and guidance me to complete this study and also my examiner, Mr. Dian Toar Y.G.Sumakul, M.A. for his suggestion for this thesis.

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37 REFERENCES

Ahat, R. (2013). Motivation, Gender, and Learner Performance of English as an L3 in the Xinjiang Uyghur Autonomous Region. Canadian Center of Science and Education, 6, 158-167

Al-Tamimi, A., & Shuib, M. (2009). Motivation and Attitudes Toward Learning English: A Study of Petroleum Engineering Undergraduates at Hadhramout University of Science and Technology. GEMA Online Journal of Language Studies,9 (2), 29-55.

Amedi, D. S., (2013). The Possible Relationship Between Gender and Motivation.

Unpublished master‟s thesis, Kristianstad University, Sweden.

Carreira, J. M. (2005). New Framework of Intrinsic/Extrinsic and Integrative/Instrumental motivation in Second language Acquisition. The Keiai Journal of International Studies, 16, 39-64.

Carreira, J. M. (2006). Motivation for Learning English as a Foreign Language in Japanese Elementary Schools. JALT Journal, 28, 135-156.

Chen, L., Chunmei, L., Zhu, M.,(2013). The Study of Student Motivation on English Learning in Junior Middle School- A case Study of no. 5 Middle School in Gejiu. English Language Teaching, 6, 136-145.

Deci, E. L, & Ryan, R. M. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and. Contemporary Educational Psychology, 25, 54–67. Dörnyei (1998). Motivation in second and foreign language learning. Language

Teaching, 31, pp 117-135

Dornyei, Z. (1990). Conceptualizing Motivation in Foreign-Language Learning. 45-78.

Dörnyei, Z. (2009). Motivation in second and foreign language learning. Cambridge Journal, 117-135.

Feng, H., Fan, J., Yang, H. (2013). The Relationship of Learning Motivation and Achievement in EFL: Gender as an Intermediated variable. Educational Research International, 2, 50-58.

Khodashenas, M. R., Amouzegar, E., Farahani, S, K., Hasheminab, S. G. H., Kazemian, V. (2013). Role of Motivation in Language Learning.

International Research Journal of Applied and Basic Sciences, 766-773 .

Lai, E. R. (2011). Motivation: A Literature Review.Pearson, Always Learning.

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escuelas plurilingües in Argentina. M.A thesis, University of Pittsburgh.

Long, C., Ming, Z., & Chen, L. (2013). The Study of Student Motivation on English Learning in Junior Middle School -- A Case Study of No.5 Middle School in Gejiu. English Language Teaching, 6, 135-145.

Narayanan, R., (n,d). Do female students have higher motivation than male students in learning of English at the tertiary level? Unpublished doctoral dissertation, Annamalai University, India.

Noels, K. A., Pelletier, L. G., Clement, R., & Vallerand, R. J. (2000). Why are you learning a second language ? Motivational orientations and self- determination theory. Language Learning, 50, 57-85.

Paakki, H. (2013). Difficulties in Speaking English and Perceptions of Accents A Comparative Study of Finnish and Japanese Adult Learners of English. Master's thesis, University of Eastern Finland.

Rubrecht, B. G. (2007). Expanding the Gardnerian model of motivation. In K. Bradford-Watts (Ed), JALT2006 Conference Proceedings. Tokyo:JALT

SMP N 7 Salatiga. SIAP Web Sekolah SMPN 7 SALATIGA. Retrieved April 11, 2016 from website: http://20328440.siap-sekolah.com/sekolah-profil/

Tatham, M. & Morton, K. 2006. Speech Production and Perception. New York: Palgrave Macmillan.

Yu, Y. (n.d). Study of English Learning Motivation of Less Successful Students. Retrieved Januari 12, 2016 from www.cetjournal.co.uk

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39 APPENDIX

Saya adalah mahasiswa dari Pendidikan Bahasa Inggris (tahun 2012) dan sekarang saya sedang melakukan penelitian tentang motivasi siswa belajar bahasa Inggris sebagai bahasa asing.. Saya mohon bantuan adik-adik untuk mengisi kuesioner dibawah ini dengan sejujurnya. Jawaban adik-adik tidak akan memperngaruhi nilai Bahasa Inggris adik-adik. Terimakasih

Kelas : ...

Umur : ...

Umur pertama kali belajar bahasa inggris : ...

Jenis kelamin : laki-laki/perempuan (lingkari salah satu)

Berilah tanda centang (√) disalah satu kolom dibawah ini !

SS=Sangat Setuju, S=Setuju, TS=Tidak Setuju, dan STS=Sangat Tidak Setuju

No. Pernyataan SS S TS STS

Integrative Motivation 1. Saya belajar bahasa inggris supaya saya bisa pergi keluar

negri.

2. Saya mau belajar bahasa inggris agar bisa berkomunikasi dengan orang yang berbahasa inggris

3. Saya belajar bahasa Inggris agar mudah berkomunikasi dengan bahasa inggris dengan teman sekelas saya. 4. Saya merasa jika saya belajar bahasa Inggris, saya

menjadi bagian dari budaya orang asing.

5. Saya merasa lebih mudah diterima di masyarakat modern jika saya dapat berbicara dengan berbahasa inggris.

Instrumental Motivation 6. Saya mau belajar bahasa inggris untuk mendapatkan gaji

yang tinggi.

7. Saya mau belajar bahasa inggris agar atasan nantinya dan teman sekerja saya menghargai saya.

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Extrinsic Motivation

9. Saya belajar bahasa Inggris untuk mencari hadiah seperti pulpen dari guru saya.

10. Saya belajar bahasa inggris untuk mendapatkan pujian dari orang lain.

11. Saya mau belajar bahasa inggris agar tidak dimarahi guru saya.

12. Saya mau belajar bahasa inggris karena saya ingin lulus tes bahasa inggris disekolah.

13. Saya mau belajar bahasa inggris agar bisa diterima di tes masuk SMA favorit (ada tes bahasa inggris)

Intrinsic motivation 14. Saya mau belajar bahasa inggris supaya saya bisa

mengekspresikan diri saya dengan bahasa inggris seperti berbicara dikelas, bercerita dan kegiatan menyenangkan lainnya.

15. Saya mau belajar bahasa inggris karena aktifitasnya tidak membosankan seperti bermain kata, gambar, tebak-tebakan.

16. Saya mau belajar bahasa inggris karena aktifitasnya tidak hanya melibatkan saya namun juga teman-teman saya seperti diskusi, berpasangan, kelompok.

17. Saya belajar bahasa inggris untuk menyenangkan hati orang tua saya.

Jika saya perlu informasi lebih lanjut tentang kuesioner ini, bisa saya hubungi anda untuk wawancara?

Ya / Tidak (silakan lingkari satu)