CHAPTER III RESEARCH METHOD
C. Population and Sample
The population of the research was the first grade of students of SMA Negeri 8 Mandai in 2013/2014 academic year which consists of six classes. Each class consists of 35 students. Total population was 210 students.
2. Sample
The researcher used the technique of sampling, namely purposive sampling and the researcher chose X.1 which was the total number of students were 30 students as a sample. They were 13 female and 17 male.
D. Research Instrument
The researchers used one instrument, namely questionnaire. The test consists of test. Test consists of questionnaire. There were eight numbers in test, the students answered the questionnaire and then deliver their idea in the classroom. The test was used to find out the students‟ intrinsic and extrinsic motivation in Speaking through Pictorial Riddle Approach.
E. Procedure of Data Collection
There was a step in collecting the data, it was test. The test was conducted by giving the questionnaire to see the students‟ intrinsic and extrinsic motivation in speaking after the treatment was given.
The way to take data as follows:
Table 3.1 The Motivation Inquiry
No. Condition
Motivation Inquiry Number Statements
1. Attention 1, 2
2. Relevance 3, 4
3. Self-Confidence 5, 6
4. Satisfaction 7, 8
Recapitulation scores that given to the students on the statements in the students‟
motivation inquiry made with determinate as follows:
1. The statements with positive criteria: 1 = very disagree, 2 = disagree, 3 = uncertain, 4 = agree, 5 = really agree.
2. The statements with negative criteria: 1 = really agree, 2 = agree, 3 = uncertain, 4 = disagree, 5 = very disagree.
3. Counting average score with composite from positive criteria and negative criteria at each condition, then determine the category with the determinate average score 1.00-1.49 = poor, 1.50-2.49 = fair, 2.50-3.49 = fairly good, 3.50-4.49 = good, and 4.50-5.00 = very good.
(John Keller, 1987) F. Technique of Data Analysis
The technique of data analysis was as follows:
1. Find out the mean score of the students following formula:
N X
XWhere:
X = Mean score
X = Total scoreN= Number of student (Gay , 1981: 298).
2. To classify the students‟ score, there were seven classifications which used as follows:
a. 4.50 – 5.00 as very good b. 3.50 – 4.49 as good c. 2.50 – 3.49 as fairly good d. 1.50 – 2.49 as fair
e. 1.00 – 1.49 as poor (John Keller, 1987).
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
A. Findings
The data are collected by administrating the test. The test is administrated once. The test is given after treatment.
1. The Students’ mean scores of Intrinsic and Extrinsic Motivation in Speaking
To answer the research questions in the previous chapter, the researcher administered a test, which is given once to the students. The test is given after the treatment. The result of the students‟ intrinsic and extrinsic motivation and speaking are presented in the table below:
Table 4.1: The Students’ mean scores of Intrinsic Motivation in Speaking
The data in the table above shows the students‟ intrinsic motivation in speaking whose indicators are attention and self confidence as the result of calculating of students‟ test through Pictorial Riddle Approach where the students‟ attention scores (8.6) and students‟ self confidence scores (8.4). The students‟ intrinsic motivation whose indicators are attention and self confidence indicate the students‟ attention score (8.6) is great and the
No Indicators Scores
1. Attention 8.6
2. Self-Confidence 8.4
students‟ self-confidence score (8.4) is fewer. It is more clearly shown in the graphic, below:
Figure 4.1: The Students’ Mean Score of Intrinsic Motivation in Speaking The data in the graphic above indicates the mean scores of student‟s intrinsic motivation where the indicators are attention and self-confidence.
The students‟ attention score is obtained from the total score of each answer which is chosen by the students in the questionnaire (8.6) and so with the self-confidence score, the students‟ self-confidence score is obtained from the total score of each answer which is chosen by the students in the questionnaire (8.4). This case shows the students‟ attention score in intrinsic motivation (8.6) is higher than the students‟ self-confidence score (8.4).
In correlation with the data above, Pictorial Riddle Approach make the students‟ attention is higher than the students‟ self-confidence in speaking.
1 3 5 7 9
8.6 8.4
Self Confidence Attention
Table 4.2: The Students’ score of Extrinsic Motivation in Speaking
The data in the table above showed the students‟ extrinsic motivation in speaking whose indicator are relevance and satisfaction as the result of calculating of students‟ test through Pictorial Riddle Approach where the students‟ relevance scores (8.0) and students‟ satisfaction scores (8.8). The students‟ extrinsic motivation whose indicators are satisfaction and relevance indicate the students‟ satisfaction score (8.0) is fewer and the students‟
relevance score (8.8) is great. It is more clearly shown in the graphic, below:
Figure 4.2: The Students’ Mean Score of Extrinsic Motivation in Speaking
The data in the graphic above indicates the mean scores of student‟s extrinsic motivation where the indicators are relevance and satisfaction. The students‟ relevance score is obtained from the total score of each answer which is chosen by the students in the questionnaire (8.0) and so with the
1 3 5 7 9
8 8.8
Satisfaction Relevance
No Indicators Score
1. Relevance 8.0
2. Satisfaction 8.8
satisfaction score, the students‟ satisfaction score is obtained from the total score of each answer which is chosen by the students in the questionnaire (8.8). This case shows the students‟ relevance score in intrinsic motivation (8.0) is lower than the students‟ satisfaction score (8.8).
In correlation with the data above, Pictorial Riddle Approach make the students‟ satisfaction is higher than the students‟ relevance in speaking.
2. The Percentage of the Students’ Intrinsic and Extrinsic Motivation in Speaking
This part presents the result of the students‟ intrinsic and extrinsic motivation in speaking. The students‟ score of test is classified into some criteria and percentage as follows:
Table 4.3: The classification and percentage of the students’ and Extrinsic Motivation in Speaking
The table above showed the students‟ score of test in intrinsic motivation and extrinsic motivation. The students‟ score in intrinsic motivation, there were 13 (43.3%) students who got very good, 17 (56.6%) students that got good, while the students‟ score in extrinsic motivation, there were 8 (26.6%) student that got very good, 22 (73.3 %) students that got good.
No Classification Score
Intrinsic Extrinsic Freq
uenc y
Perce ntage
Frequ ency
Percentage
1. Very Good 4.50-5.00 13 43.3 % 8 26.6 %
2. Good 3.50-4.49 17 56.6 % 22 73.3 %
3. Fairly Good 2.50-3.49 0 0 % 0 0 %
4. Fair 1.50-2.49 0 0 % 0 0 %
5. Poor 1.00-1.49 0 0 % 0 0 %
Total 30 100 % 30 100 %
B. Discussions.
In this part, discussion deals with the interpretation of findings that derived from the result of findings about the students‟ motivation in speaking. The application of Pictorial Riddle Approach could analyze the students‟ motivation in speaking dealing with intrinsic and extrinsic motivation.
After the students are given the test by the researcher, the researcher found in intrinsic motivation where the attention and self-confidence become the indicator have little dispute score. The students‟ attention score which is taken from the total score of answer of 30 students in 4 question of intrinsic motivation produce 8.6 (mean score) and the students‟ self-confident score which is taken from the total score of answer of 30 students in 4 question of intrinsic motivation produce 8.4 (mean score). This case indicates the attention of the students‟
intrinsic motivation is higher than the students‟ self-confidence in speaking with the Pictorial Riddle Approach.
Related to the statements above the researcher found that the extrinsic motivation where the relevance and satisfaction become the indicator have much dispute score. The students‟ relevance score which is taken from the total score of answer of 30 students in 4 question of extrinsic motivation produce 8.0 (mean score) and the students‟ satisfaction score which is taken from the total score of answer of 30 students in 4 question of extrinsic motivation produce 8.8 (mean score). This case indicates the relevance of the students‟ extrinsic motivation is lower than the students‟ satisfaction in speaking with the Pictorial Riddle Approach.
The researcher concludes that the students‟ score of intrinsic motivation in speaking is 9.46 and the students‟ score of extrinsic motivation in speaking is 8.18. The score is taken from the mean scores of indicator of intrinsic motivation are attention and self-confidence and the mean scores of indicator of extrinsic motivation It means that the student‟s intrinsic motivation is higher to motivating than the students‟ extrinsic motivation in speaking by using Pictorial Riddle Approach.
In the fact, the researcher found the students classification result, they were intrinsic motivation which consist of 13 students acquired very good (43.3%) and 17 student acquired good (56.6%) and extrinsic motivation which consist of 8 students acquired very good (26.6%) and 22 students acquired good (73.3 %). So, we can conclude that the classification score of students‟ motivation are 7 students get very good and 23 students get good.
According to Widada in Yusuf (2012:11), Pictorial Riddle Approach is approach to develop student motivation and interest in small group discussion to help improve the ability to think critically and creatively. In this research, Pictorial Riddle Approach is proven to be in increasing the students‟ motivation where the students‟ intrinsic motivation at the X.1 class of SMA Negeri 8 Mandai is very good with 9.46 as the mean score and the students‟ extrinsic motivation is good with 8.18 as the mean score in speaking.
Based on the discussion above, the researcher knew that there was different result after the students given treatments and also post-test between intrinsic motivation and extrinsic motivation in speaking through Pictorial Riddle Approach. The researcher might say that through Pictorial Riddle Approach was a good way to analyze the students‟ motivation in speaking.
CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
As has been stated on the previous chapter, the present research investigated the students‟ motivation in intrinsic motivation and extrinsic motivation in speaking through the application Pictorial Riddle Approach. The study employed an experimental design in SMA Negeri 8 Mandai. Therefore, the findings and discussion in the previous chapter, the researcher concludes as follows:
1. The students‟ intrinsic motivation in speaking through the application of Pictorial Riddle Approach shows 9.46 as the score.
2. The students‟ extrinsic motivation in speaking through the application of Pictorial Riddle Approach shows 8.18 as the score.
3. The application of Pictorial Riddle Approach indicates the students‟ intrinsic motivation (9.46) is higher than the students‟ extrinsic motivation (8.18) in speaking.
B. Suggestion
Based on the conclusion above, the researcher presents some suggestions as follows:
1. Students
a. The students have to habituate to speak in their daily activity.
b. The students have to enrich their knowledge about speaking.
c. Vocabulary is one of the most important things in speaking, so the students have to enrich vocabularies.
2. Teacher
a. The researcher suggested to the teacher to use the appropriate approach, such as Pictorial Riddle Approach to analyze the intrinsic and extrinsic motivation especially in speaking.
b. In order to make the class more active, the teacher should use the popular pictures because it can rouse the students‟ motivation in speaking.
c. The teacher should pay more attention and more appreciate to the students who can speak in the class.
d. The teacher suggested to ask the students to keep on speaking in their daily activity.
e. The teacher had better to motivate the students to speak.
3. Next Researchers
In the next researcher, the researchers are expected to develop this thesis of speaking with other appropriate learning model, learning method, learning strategy, or learning approach.
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APPENDIX A
The Raw Score of Students’ Motivation in Intrinsic Motivation Students
Intrinsic Motivation
Scores Attention Self Confidence
Std-01 8 9 8.25
Std-02 9 6 7.75
Std-03 9 9 8.5
Std-04 9 10 8.75
Std-05 8 7 7.75
Std-06 9 7 8
Std-07 10 8 8.5
Std-08 8 6 7.5
Std-09 9 9 8.5
Std-10 10 9 8.75
Std-11 8 8 8
Std-12 8 8 8
Std-13 9 9 8.5
Std-14 8 8 8
Std-15 9 7 8
Std-16 7 9 8
Std-17 10 8 8.5
Std-18 8 8 8
Std-19 9 10 8.75
Std-20 7 8 7.75
Std-21 9 9 8.5
Std-22 9 10 8.75
Std-23 8 9 8.25
Std-24 8 9 8.25
Std-25 9 9 8.5
Std-26 8 8 8
Std-27 9 8 8.25
Std-28 8 8 8
Std-29 8 10 8.5
Std-30 10 9 8.75
Total Score
258 252 281
Mean Score
8.6 8.4 9.46
APPENDIX B
The Raw Score of Students’ Motivation in Extrinsic Motivation
Students
Extrinsic Motivation
Scores
Relevance Satisfaction
Std-01 8 8 8
Std-02 7 9 8
Std-03 9 8 8.25
Std-04 9 9 8.5
Std-05 6 8 7.5
Std-06 8 8 8
Std-07 6 8 7.5
Std-08 6 9 7.75
Std-09 6 10 8
Std-10 9 10 8.75
Std-11 8 8 8
Std-12 9 8 8.25
Std-13 8 9 8.25
Std-14 9 9 8.5
Std-15 8 9 8.25
Std-16 10 9 8.75
Std-17 8 9 8.25
Std-18 9 9 8.5
Std-19 10 9 8.75
Std-20 8 9 8.25
Std-21 10 9 8.75
Std-22 8 9 8.25
Std-23 6 8 7.5
Std-24 10 10 9
Std-25 8 9 8.25
Std-26 7 9 8
Std-27 6 8 7.5
Std-28 8 8 8
Std-29 7 9 8
Std-30 8 9 8.25
Total Score
239 263 245.5
Mean Score
8.0 8.8 8.18
APPENDIX C
The Classification Score of Students’ Motivation in Post- test
Students Intrinsic Motivation
Extrinsic Motivation
Classification
Std-01 17 16 Good
Std-02 15 16 Good
Std-03 18 17 Good
Std-04 19 18 Very Good
Std-05 16 14 Good
Std-06 16 16 Good
Std-07 18 14 Good
Std-08 14 15 Good
Std-09 18 16 Good
Std-10 19 19 Very Good
Std-11 16 16 Good
Std-12 16 17 Good
Std-13 18 17 Good
Std-14 16 18 Good
Std-15 16 17 Good
Std-16 16 19 Good
Std-17 18 17 Good
Std-18 16 18 Good
Std-19 19 19 Very Good
Std-20 15 17 Good
Std-21 18 19 Very Good
Std-22 19 17 Very Good
Std-23 17 14 Good
Std-24 17 20 Very Good
Std-25 18 17 Good
Std-26 16 16 Good
Std-27 17 14 Good
Std-28 16 16 Good
Std-29 18 16 Good
Std-30 19 17 Very Good
Very Good = 7 Good = 23
APPENDIX D
DAFTAR HADIR KELAS: X.1
N
O. NAME
ATTENDENT LIST Treatment Post
Test
1 2 3 4 5
1 ANDI IKA ULYA LISTIANA √ s √ √ √
2 ANDI SAFRI NUR √ √ √ √ √
3 ABDUL HALIM √ √ √ √ √
4 AHMAD RISALDI √ √ √ √ √
5 BUDIANTO ARIFUDDIN √ √ √ √ √
6 FAISAL TANJUNG √ √ √ √ √
7 HALIMAH √ √ √ √ √
8 HASRIANI √ √ √ √ √
9 HENDRA √ √ √ √ √
10 IDAWATI √ √ √ √ √
11 IIN PUSPITASARI √ √ √ √ √
12 IRWANDI √ √ √ √ √
13 ISABELLA ROSIGNA KOTA √ √ √ √ √
14 ISMAIL √ √ √ √ √
15 JUPRI √ √ √ √ √
16 MUHAMMAD RIJAL SYAM √ √ √ √ √
17 MUHAMMAD NAWIR √ √ √ √ √
18 MUHAMMAD RIPAL √ √ √ √ √
19 MURSALIM √ √ √ √ √
20 MUSHAF ASIS ARIF √ √ √ √ √
21 NURAKSA √ √ √ √ √
22 RAHMAN BUDIMAN √ √ √ √ √
23 RIAN ANDIKA SAPUTRA √ √ √ √ √
24 RISKA DIANA √ √ √ √ √
25 RISKA BASIR √ √ √ √ √
26 SARASWATI √ √ √ √ √
27 WA ODE ISTIHARAH MUSLIMAH √ √ √ √ √
28 WAHYUDI WAHID √ √ √ √ √
29 WIDIA WATI ANGELINA BAWAWA √ √ √ √ √
30 YASRIANTI NUR √ √ √ √ √
Ket:
A Absen S Sakit I Izin
APPENDIX E
Expressing Relief
1. Look at the picture carefully!
2. Determine the expression at the picture above!
3. Find out the cause of expression at the picture above!
4. Do you ever feel the expression as the picture above?
5. When did you feel the expression?
6. Reveal the expressions that are written below:
a. Oh, that’s a relief b. Thanks heavens c. Oh good d. Oh marvelous e. Good for you f. I feel so relieved g. It’s very relaxing
Expressing Pain
1. Look at the picture carefully!
2. Determine the expression at the picture above!
3. Find out the cause of expression at the picture above!
4. Do you ever feel the expression as the picture above?
5. When did you feel the expression?
6. Reveal the expression that written below:
a. Ouch! it hurt me so much.
b. Ouch! Stop pinching me.
c. Oh! My head aches! And my back hurt.
d. Ah! What is it?
e. Ouch! That’s hurt.
f. Aw! The pain hurt me very much.
g. It’s very painful. I can stand it.
Expressing Hope
e
1. Look at the picture carefully!
2. Determine the expression at the picture above!
3. Find out the cause of expression at the picture above!
4. Do you ever feel the expression as the picture above?
5. When did you feel the expression?
6. Reveal the expression that written below:
a. I Hope b. I Wish c. I Think so d. Let’s hope
e. May God bless you
f. May your dream come true g. I look forward to
h. Hopefully i. I expect that
Expressing Sadness
1. Look at the picture carefully!
2. Determine the expression at the picture above!
3. Find out the cause of expression at the picture above!
4. Do you ever feel the expression as the picture above?
5. When did you feel the expression?
6. Reveal the expression that written below:
a. My heart is so burdened
b. I can’t tell my pain and sorrow in words c. …. Comes as my great sadness.
d. I’m so sad to hear it.
e. I’m very sad about ….
f. I can’t believe what’s going on.
g. I can’t hold my tears on it.
h. Oh, no ….