CHAPTER IV RESULT OF THE RESEARCH AND INTERPRETATION
2. Description of the Research
Description is the writing type that has principle purpose to elaborate the characteristic of the object from the object’s appearance that we can looks, smell, and taste. It is about sensory experience how something looks, sounds, taste. Mostly it is about visual experience. It deals with perceptions, most commonly visual perceptions. Its central problem is to arrange what we see into a significant pattern.
3) Narration
Narration is the form of writing used to relate the story of acts or events. Narration places occurrences in time and tells what happened according to natural time sequence. Types of narration include short stories, novels, and news stories, as well as large part of our everyday social interchange in the form of letters and conversation..
4) Persuasion
Persuasion is a type of non-fiction writing used to convince the reader to agree with the writer about an issue. The writer will rely heavily on facts to express their opinion. When using persuasive writing, the writer should never express their personal opinions, but instead ahould use facts to convince the reader to agree with them. In some cases, the writer will present information to the reader about two sides of an argument. This is done to show the reader that they have
thought about both sides and helps the writer shut down any counterargument that the reader may have about the issue. This type of writing style is commonly found in argumentative essays, articles, scripts for commercials and political campaigns, just to name of few.
It can change readers’s think or believe.
2. Concept of Descriptive Writing a. Definition of Descriptive Writing
According to Alice and Ann, descriptive writing appeals to the senses, so it tells how something looks, feels, smells, tastes, and/or sounds. A good descriptive text can make the readers imagine the object in their mind. A description usually follows a pattern of organization that we call spatial order. Spatial order is the arrangement of things in space.8 In short, descriptive writing is used to create sensory details as a means of enhancing the reading experience. If done effectively, the reader will be a draw connection through the use sensory details that include seeing, hearing, smelling, touching, and tasting. From the definition, it can be concluded that descriptive text is kind of writing that explain the detail characteristics of the object.
8 Ibid, Alice. O and Ann. H, p. 61
b. Structure of Descriptive Writing
Descriptive writing has two elements or generic structure, are identification and description.9
1. Identification : it identifies a particular person, place, or thing to be described. The identification can be in the form of definition. As usual, it is written at the beginning of teaxt or paragraph
2. Description : it contains subtopics. It describes parts, qualities, and characteristics os something.
Related to the explanation the generic structure above, the writer has the example of the descriptive text, as follows:
My Best Friend
John is one of my friends in the classroom.
His full name is John Marcell . He has tall body. His tall is about 170 cm. He has straight black hair. He has oval face. He has small eyes and pointed nose. He is kind smart, generous, dilligent, and he always wears black shirtt
Based on the explanation of the descriptive text above, the organization of the text consists of two parts; they are general classification and descriptions. General classification or sometimes called as
9Faisal and Krisna Suwandita, “The Effectiveness of FRESH Technique to Teach Descriptive Paragraph” in Journal of Education and Learning, (Purwokerto: University of Purwokerto Vol.7 (4)/ 2013), p.242..
Identification
Description
According to Jeremy Harmer, extrinsic motivation is the result of some outside factors that influence the need of students to to do an exam, the hope of students to get financial reward or the possibility of students to achieve the future travel.11 On the other hand, Mahadi and Jafari declare that extrinsic motivation is a tendency to do an activities expecting the reward or gift and avoiding the punishment or sanction.12 By extrinsic motivation, the students will be more motivated and interested to do something.
10 Ibid, p.242.
11 Harmer. Jeremy, “The Practice of English Language Teaching, 4th Ed”, (England : Pearson Longman, 2007), p.98.
12 Tengku Sepora T. Mahadi and Moghaddas J. Sepideh, “Motivation. Its Types, and Its Impacts in Language Learning” in International Journal of Bussiness and Social Science, (Malaysia: Universiti Sains Malaysia Volume.3, No. 24, Special Issue / December 2012), p.232.
In other resources, Richard and Edward state that Extrinsic motivation is a concept discussing about an activity which is done to gain some separable outcome.13 For the example, the student afraid if his parents give him a punishment because he doesn’t finish his homework.
In addition, he tries to do his homework because he fears about the punishment. From this example, it is an extrinsic motivation because it can influence the student does homework in order to gain the separable outcome of avoiding punishment. Then, Fen and Kiat explain that motivation coming from the individual outside is extrinsic motivation.
Students are extrinsically got a motivation when learning is done for the sake of rewards such as grades or praise.14 Rewards are often used to control behaviour. This is especially true material rewards such as money and prizes.15 However, Extrinsic motivation is seen as motivation through rewards or factors external to the task. In higher education the external rewards most commonly cited are: the degree obtained, the job it can lead to, or the salary which results from it.16
13 Richard M. Ryan and Edward L. Deci, “Intrinsic and Extrinsic Motivations: Classical definitions and New Directions” in Contemporary Educational Psychology, (Rochester: University of Rochester No.25/ 2000), p. 60..
14 Chiew Fen Ng and Poh Kiat Ng, ”A Review of Intrinsic and Extrinsic Motivations of ESL Learners” in International Journal of Languages, Literature and Linguistics, (Malaysia:
Volume. 1, No. 2, June 2015), p.98.
15 Carol Sansone & Judith M.Harackiewicz, Intrinsic and Extrinsic Motivation, (USA:
Academic Press, 2000), p.24
16 David Kember, Understanding The Nature of Motivation and Motivating Students through Teaching and Learning in Higher Education, (Australia: Springer, 2016), p.22.
The other experts, Katrina indicates that extrinsic is the activity which is doing for some reasons and getting the advantages.17 In addition, Brown declares that extrinsic motivation is carried out in expectation to get the reward from outside and beyond the self.18 As we know that, reward is the feed to get the students’ motivation. All of the students will mre enthuse to do something when the teacher give the rewards for them.
Based on the definition of some experts above, it can be concluded that the extrinsic motivation is the outside motivation influencing someone to do something to get some advantages or benefits and to avoid the sanctions.
b. Types of Extrinsic Motivation
Richard and Edward state that there are four types of extrinsic motivation. There are external regulation, introjection, identification, and integration. 19
1) External Regulation
External regulation is the type of motivation that occurs when the students participate in an activity only because they feel they have to, or because they may get a reward. Getting the reward is the main goal of the students when they perform this activity.
17 Katrina A. Korb, “Motivation in Education: Beyond Salary, Benefits, and Welfare” In Journal of Educational Foundations, (University of Jos, No 4, 2014), p.2.
18 Brown, H. Douglas. Teaching by Principles Second Editions: An Interactive Approach to Langueage Pedagogy, (New York: Addison Wesley Longman. Inc, 2001), p.76
19 Ibid, Richard M. Ryan and Edward L. Deci, p.61
2) Introjection
It occurs when the students participate in an activity because of various pressures or compulsions. Introjected regulation increases tension and anxiety. Introjection describes a type of internal regulation that is still quite controlling because people perform such actions with the feeling of pressure in order to avoid guilt or anxiety or to attain ego-enhancements or pride. Put differently, introjection represents regulation by contingent self-esteem. A classic form of introjection is ego involvement.
3) Identification
It occurs when the students participate in an activity because the activity is considered of high value and important for them, even if they do not enjoy the activity itself. The differences between identified regulation and integrated regulation, is that the identified regulation is limited to the particular activity itself. For example, going to school or doing the homework because it is a great way to learn about things which may be useful for the students. Here, the person has identified with the personal importance of a behavior and has thus accepted its regulation as his or her own.
4) Integration
It occurs when the students perform the activities to get the benefit different aspects of the activity which is performed by them, rather than the pleasure of participation itself. Integration occurs when
identified regulations have been fully assimilated to the self. This occurs through self-examination and bringing new regulations into congruence with one’s other values and needs.
c. Extrinsic Motivational Factors
According to Linberg and Lundmark extrinsic motivation is influenced by some factors, that are rewards, reputation, and personal need.20
1) Rewards
A tangible reward can be received as a payment in the form of money or prizes, but it can also be a symbolic item or a trophy that shows achievement for the students receive payment or other rewards for a performance it can motivate them to do the task in exchange for the reward. These rewards can be used to control the students’
behavior or strengthen an existing behavior, so the instance that students are given the reward, one can try to motivate the students to do something he otherwise wouldn’t do.
2) Reputation
There are students who chose to act with a certain behavior motivated by the possible gain of reputation, status and respect that one will receive from others when performing that action. When contributing content to programs or communities, some of the creators consider peer recognition as an incentive to contribute. They get an
20 Eric S. Linberg. & Joakim Lundmark, A quantitative study of product development in online communities, (Umea: Umea university, 2015), p.23-29.
ego boost from getting acknowledged by their peers and a desire to get their peers’ approval. Further creating or completing a task can also have the added benefit of getting recognized and approved from a personal authority.
Thus the motivation could come from a students’ desire for both peer and authority figures acknowledging the students’ contribution.
They retrieve their motivation by gaining statues among other in the community, and that other students like and use his content. Further unexpected feedback from others may not at all reduce intrinsic motivation but rather amplify it. This could mean that feedback from others may even boost both intrinsic and extrinsic motivation, which might increase motivation for the desired behavior further. But if the feedback is repeated and become a habit where the student expects to be complimented, it can like tangible rewards also be deleterious for intrinsic motivation. Therefore if the person expects to get positive feedback and compliments motivation for the behavior is increased extrinsic and reduced intrinsic.
3) Personal Need
Personal need is an extrinsic motivational factor which should be considered as an alternative to the extrinsic motivational factors rewards and reputation. The implication of personal need is that the contribution one provides will benefit or be useful to oneself in some way. Personal need may motivate the students to engage in virtual
versions of new knowledge development. Thus fulfilling students need is an immediate payoff resulting from participation. The students need has also been a source of innovation in fields ranging from scientific instruments find that students’ motivation to satisfy personal needs had a positive effect on participation. also find that the motivation of students need is correlated to participation
d. Advantages of Extrinsic Motivation
According to Katrina, there are primary advantages of Extrinsic Motivation.
1) Extrinsic rewards work more quickly and powerfully than intrinsic ones when teacher want students to learn new course information.
Students can be motivated to learn almost anything if promised a sufficiently attractive external reward. External reinforcement for engaging in a particular activity increases students' time on task, and performance is likely to improve as a result.
2) Extrinsic motivation may also focus on the social aspects of learning because learning is often a social activity. Learning often takes place in social settings. Students learn together in class, with friends, classmates, and study partners learn together outside of classroom.
Learning compliance is another social aspect of learning because of an external goal or requirement and because instructors require their students to learn new course information. These aspects of extrinsic
motivation are based primarily on the work of performance goals, as opposed to mastery or achievement goals, in the motivation literature.
3) Extrinsic motivation can persuade the students to engage in a specific behavior immediately, such as getting students to submit the homework on time by threatening punishment if they are late.
4) It can also be very useful for tasks that are just not interesting. For example, sometimes the students less enjoy the teaching learning process in the classroom. Therefore, one useful strategy in helping it is threathen the students who don’t pay attention will give a punishments, such reviewing what the teacher explains.21
e. Indicators of Extrinsic Motivation
Extrinsic motivation is an energy change within the person characterized by affective arousal and anticipatory goal reaction. It can be explain that extrinsic motivation is a psychologist condition that is drive someone to do something. As more specific learning extrinsic motivation can looked from the indicators as follow:
1) The students are enthusiasm in the learning activity 2) The students are active in the learning activity 3) The student attention in the learning process22
Extrinsic motivation as intensities and direction a behaviour that has correlation with the choice of decide someone to do something or to
21 Ibid, Korb Katrina A., p.2.
22 Marinda. P., et al, The Correlation between Students’ Motivation and Their Speaking Skill, (Rambah: University of Pasir Pangairan, 2016), p.8
blow a something, when do something and how the level of trying which they doing.
B. Theoretical Framework and Paradigm
became passive when they were faced with a writing task. This phenomenon influenced the students’ descriptive writing ability achievement and as a consequence not all junior high school students’ scores were good in writing descriptive text.
According to Jeremy Harmer, extrinsic motivation is the result of some outside factors that influence the need of students to to do an exam, the hope of students to get financial reward or the possibility of students to achieve the future travel.23 It is very important in second language learning.
The primary motivation for learning a language is being able to communicate in the target. The students also have to pay attention whether they motivated from outside or inside. It means that extrinsic motivation can stimulate students to write descriptive text in order to improve their quality in evolving a text and it makes them become creative writers.
Moreover, extrinsic motivation is external factor to the individual and unrelated to the task they are performing. The examples are money, good grades, and other rewards. Extrinsically motivated students may have to be bribed to perform the same tasks.
The writer assumes that better giving extrinsic motivation in teaching descriptive writing ability because the students will be more interest in learning process. If extrinsic motivation is high in writing descriptive, it will be good effect to the students. On the contary, if extrinsic motivation is low, so it will be bad effect to the students’ descriptive writing ability.
23 Ibid, Jeremy Harmer, p.98.
2. Paradigm
Based on the theoretical framework above the writer describes the paradigm as following:
Figure 1.
Scheme of the correlation between the extrinsic motivation and the students’ descriptive writing ability at the seventh grade of MTs Ma’arif NU 5 Sekampung
Based on the paradigm above, the writer concluded that If the students have high extrinsic motivation in learning, so the students’ descriptive writing ability will be good. In the reverse, if the studets have low extrinsic motivation, so the students’ descriptive writing ability will be bad.
Extrinsic motivatio
Good Students’
descriptive writing
ability
Fair
Bad
H Y P O T H E S I S Hig
Fair
Low
C. The Correlation of Extrinsic Motivation and The Students’ Descriptive
D. Hypothesis
1. Hypothesis Formulation
Paul S. Gary explains that hypothesis is a specific prediction that follows directly from theory.24 There are two kinds of hypothesis, such as alternative and null hypothesis.
Based on assumption above, hypothesis for this research can be formulated as follows:
a. Alternative Hypothesis (Ha)
There is a positive and significant correlation between extrinsic motivation and the students’ descriptive writing ability at the seventh grade of MTs Ma’arif Nu 5 Sekampung.
b. Null Hypothesis (Ho)
There is no positive and significant correlation between extrinsic motivation and the students’ descriptive writing ability at the seventh grade of MTs Ma’arif Nu 5 Sekampung.
2. Statistical Hypothesis
Based on the explanation above, the writer concludes that hypothesis are:
a. If “r observed (ro)” > r table (rt) alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected.
b. If “r observed (ro)” < r table (rt) alternative hypothesis (Ha) is rejected and null hypothesis (Ho) is accepted.
24 Paul S.Gray, The Research Imagination An Introduction to Qualitative and Quantitative Method, (New York: Cambridge University Press, 2007), p.4
CHAPTER III RESEARCH METHOD
A. Research Design
Yogesh Kumar Singh defines that reserach design is a mapping strategy which is based on sampling technique.25 It is essentially statement of the object of the inquiry, sampling, research strategy, tools and techniques for collecting the evidences, analysing the data and reporting the findings.
In this research, the writer uses quantitative research. According to Daniel Muijs, quantitative research is “explaining phenomena by collecting numerical data that are analyzed using mathematically based methods (in particular statistics)”.26 Moreover, C.R. Kothari stated that Quantitative research is based on the measurement of quantity or amount. It is applicable to phenomena that can be expressed in terms of quantity.27 Therefore, the writer concludes that this research is quantitative research because this research was using the numerical number that taken from the students.
Donald Ary decides that there are two main types of quantitative research design, experimental design and non-experimental design. Also, the writer will research by non-experimental design. The writer identifies variables
25 Yogesh Kumar Singh, Research Methodology and Statistics, (New Delhi: New Age International (P) Ltd, 2006), P
26 Daniel Muijs. Doing Quantitative Research in Education with SPSS. (London: Sage Publications, 2004). p.1
27 C.R Kathori. Research Methodology Methods and Technique. Second Revised Edition (New Delhi: New Age international publisher. 2004). p. 3
27
Mark and Peter defined variable as a general class of objects, events, situations, characteristics, and attributes that are of interest to the writer.29 They also added that the basic aim of any quantitative research is to investigate how variables interact with each other. By using operational definition, reseracher can proceed with investigations that might not otherwise be possible. There are two kinds of variable, namely:
28 Donald Ary, Introduction to Research in Education, (Wadsworth: Cengage Learning, 2010), p.26
29 Mark Balnaves and Peter Caputi. Introduction to Quantitative Research Methods.
(London: SAGE Publications Ltd. 2001),.p. 46