CHAPTER III RESEARCH METHOD
F. Technique of Data Analysis
The data was collected through the questionnaire. Questionnaire is a group of questions that used for get information from the respondent about some report about their individuals or other. It is analyzed the rate percentage of students’
Instrumental, Integrative motivation and behavior attitude.
To analyzed the data, the researcher asked the students to choose one answer by using Likert scale, which contains five levels (strongly agree-agree- uncertain or unsure-disagree-strongly disagree). The answer based on their personality Attitude and motivation. The questionnaires consist of 16 items. It was classified into four categories; positive and negative attitude, Intrinsic motivation and Extrinsic motivation.
F N
After collecting the data from the questionnaires, the researcher analyzed by using quantitative approach that for each items have score based on the five levels (strongly agree (SA) – agree (A) - uncertain or unsure (UN) – disagree (DA) - strongly disagree (SD)).
Typical of Likert scale can be seen in the Table 3.1:
Table 3.1 Typical of Likert Scale No. Point Strongly
Agree Agree Unsure Disagree Strongly Disagree
1. Positive 5 4 3 2 1
2. Negative 1 2 3 4 5
Gay (1987: 285) For the items number 1, 5, 9, and 13 in the questionnaire sheets are the positive statement of attitude, while the item number 2, 6, 10, and 14 are the negative statement. For the item number 3,7,11,15 are the intrinsic motivation and the item number 4,8,12,16 are extrinsic motivation.
The frequency of students’ answer used to analyze data questionnaire.
To calculate the percentage rate of the students, the formula used as follows:
P = X 100%
Notes:
P : Percentage F : Frequency
N : Number of sample
Arikunto (1992:91)
1. Students’ Attitude
To describe students’ attitude, there are 5 point of Likert scale, the ranged from Strongly Disagree to Strongly Agree. There are 8 items to describe students’
attitude toward English learning.
The items were presented in random order, followed by 5 point of Likert scale for most items ranging from strong agree (5) to strong disagree (1). The researcher prepared the questionnaires in Indonesian language to make students to be understood. There are two kinds of the statement, which are positive and negative statement.
The collected data were analyzed in manually. To determine students’
attitude using formula, as follow:
= ∑ where :
X : Median / Average
∑ : Total score of the students Xi : Total number of the students
To calculate the percentage rate of the students, the formula used as follows:
= Notes:
P : Percentage f : Frequency
n : Number of sample
Arikunto (1992:91)
After gained the percentages score, then it was categorized in to the criteria:
Table 3.2: the category of Students’ Attitude
Percentages Categories
90-100 Very positive
80-89 Positive
60-79 Neutral
40-59 Negative
20-36 Very Negative
2. Students’ motivation
To describe students’ motivation, there are 5 point of Likert scale, the ranged from Strongly Disagree to Strongly Agree. There are 8 items to describe students’ motivationtoward English learning.
The items were presented in random order, followed by 5 point of Likert scale for most items ranging from strong agree (5) to strong disagree (1). The researcher prepared the questionnaires in Indonesian language to make students to be understood.
Table 3.3 classification of Motivation
Mean Range Interpretation
3.6-5.0 High Motivation
2.6-3.5 Moderate motivation
1.0-2.5 Low motivation
The collected data were analyzed in manually. To determine students’ attitude using formula, as follow:
= ∑
where :
X : Median / Average
∑ : Total score of the students Xi : Total number of the students
To calculate the percentage rate of the students, the formula used as follows:
= Notes:
P : Percentage f : Frequency
n : Number of sample
Arikunto (1992:91)
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter consists of findings of the research and its discussion. The findings of the research presented the result of students’ attitude and motivation toward English learning, and the discussion of the research covers further explanation of the findings.
A. Finding
The result of the data analysis collected by using questionnaire was presented in this part. Questionnaire was conducted to find out the students’
attitudes that include behavior attitude and motivation that include intrinsic and extrinsic motivation in learning English. The data Collected from students at the eleventh grade of SMA Negeri 1 Pallangga. The finding of the main problem was described as follow:
1. Students’ Attitude toward English Learning at Eleventh Grade of SMA Negeri 1 Pallangga.
To explain the students’ attitude in English learning, the researcher gave questionnaire to the students that obtained of 8 items that based on the two parts, namely, positive and negative attitude.
The data were calculated with the rangers for the scoring from 8 items. To know the median and percentage of students’ attitude, can be show by using median and percentages formula below:
33
= 1574
50 = 31.48
The data above shows the median of students attitude, where the total median of students’ attitude were 31.48. It means that students’ attitude toward English learning was negative. After that, the researcher calculated the percentages of students’ attitude using formula below:
=1574 5000 100
= 31.48
%The percentages was indicated the quantity of students’ attitude, where 34.3%. It means that the students’ attitude in learning English was Negative.
There were 8 questionnaires that describe students’ attitude toward English learning. Concerning the first research question, the result of descriptive analysis shows that the overall mean score of English Language Attitude among the participants is 34.3%. This result reveals that the participants have a negative attitude towards learning English.
Table 4.1 Table of Attitude
No Attitude Questionnaire Xi X
1 I like to give opinions during English lessons. 193 50 3.86 2 I do not pay any attention when my English
teacher is explaining the lesson.
218 50 4.36
3 I wish I could speak English fluently. 243 50 4.86 4 I am not relaxed whenever I have to speak in
my English class.
163 50 3.26
5 I like my English class so much; I look forward to studying more English in the future.
202 50 4.04
6 I do not feel enthusiastic to come to class when the English teacher is being taught.
226 50 4.52
7 I enjoy doing activities in English. 121 50 3.82 8 I cannot summarize the important points in
the English subject content by myself
266 50 5.32
As shown in Table 4.1, students’ attitude towards English language represents the lowest mean score (3.26). That is, the participants have negative attitude and feel not relaxed whenever they have to speak in English class.
(Shams:2008) study also explored that most of the participants were confused and nervous when they started speaking English in front of other students.The item “I can’t summarize the important point in the English subject content by myself”
was the highest rank (5.32) where it provided that students has negative attitude in learning English.
2. Students’ Motivation toward English Learning at Eleventh Grade of SMA Negeri 1 Pallangga.
The data were calculated with the rangers for the scoring from 8 items. To know the median and percentage of students’ motivation, can be show by using median and percentages formula below:
=1610 50 = 32
The data above shows the median of students motivation, where the total median of students’ motivation were 32.2. So that the researcher gave the result of students’ motivation were 32.2. So, the researcher calculated the percentages of students’ motivation using formula below:
= 1610 5000 100
= = 32.2
%The percentages was indicated the quantity of students’ motivation which were in a moderate motivation that was 32.2%. It means that the student’
motivation was good.
Table 4.2 Table of Motivation
No Motivation Questionnaire Xi X
1 Learning English is my hobby for me. 185 50 3.7 2 Learning and speak English will add my
social status.
266 50 5.32
3 I know English is important for my future. 146 50 2.92 4 If I learn English better, I will be able to get a
better job.
231 50 4.62
5 Learning English is a challenge that I enjoy. 209 50 4.18 6 I want to learn English because I want to
show my ability to my family, friend, supervisors and others
188 50 3.76
7 I enjoy learning English very much. 213 50 4.26 8 The main reason I need to learn English is to
pass examinations.
172 50 3.44
The responses regarding the students’ motivation towards English are quite different from those of attitude and the mean score is 32.2. As can be seen in Table 4.2, most of the participants showed that they preferred studying English to add social status, representing the highest mean score (5.32). This item explained
about students’ intrinsic motivation and it can conclude that students’ motivation were moderate high.
The items “I know that English important for my future is the lowest score (2.92). It means that students’ assumption about English is doesn’t essential for their future life. Motivation toward English learning is good (moderate high).
B. Discussion
In this part, the researcher present the discussion of the data analysis result collected thought the questionnaire.
1. Students’ Attitude toward English learning at Eleventh Grade of SMA Negeri 1 Pallangga.
According to Gardner(1980:267) defines attitude as the sum total of man’s instinctions and feelings, prejudice or bias, specified topic”. After read the questionnaire that had been distributed which students can understood the intent of the question. So, the students can be filled the questionnaire that was suitable with their condition.
The result of this descriptive dialed with the answer of problem statements which aimed to know about the students’ attitude toward English learning.
Based on the data analysis collected through questionnaire, it was found that the majority of students agree with negative statements.
After analyzed the questionnaire, it was found that the mean score of questionnaire was 31.5 it means that most of students agree in negative statement.
In this case, it can be said that they has some problems in learning English in the
class. Most of the participants showed a negative attitude and it was also proposed that the reason of such a negative attitude might have been a reaction to the instructional and traditional techniques used by some of the English language teachers. One of the problems that students chose in the questionnaire which has high mean score 5.32 “I cannot summarize the important points in the English subject content by myself’. It can be seen in table 4.1. Meanwhile the questionnaire “I enjoy doing activities in English.” has low mean score 3.82. It shows that students has negative attitude toward English learning.
2. Students’ Motivation toward English Learning at Eleventh Grade of SMA Negeri 1 Pallangga.
Motivation is instigation; the activity which is bewared to stimulate someone’s behavior in order that they heart is moved to do something so they attains result or certain purpose. Burn (2005:71).
The result of this descriptive dialed with the answer of problem statements which aimed to know about the students’ motivationtoward English learning.
After analyzed the questionnaire, it was found that the mean score of questionnaire of motivation was 32.2 it means that most of students agree in positive statement. One of the questionnaire that students chose has high mean score 5.32 “Learning and speak English will add my social status”. It can be seen in table 4.2. It shows that students have positive response of their motivation in learning English.The item of “If I learn English, I will be able to get a better job”
have the second higher mean score (4.62). This Item explained about extrinsic
motivation of students. “The main reason I need to learn English is to pass examinations.” has lower mean score 3.44. In this case, it can be said that they has some motives when they study English in the class. The researcher can conclude that students’ motivation is moderate high, and its’ more tendencies of Extrinsic motivation. Gilmer (1975:73) states that when we are extrinsically motivated to do something, we do it because it leads to an external rewards, such as money, praise from someone.
BAB V
CONCLUSION AND SUGGESTION
This chapter consisted of two parts. The first part presented some conclusions base on the data analysis and finding in the previous chapter. The second part presented some suggestion based on the findings and conclusion of this research.
A. Conclusion
Based on the results of the data analyzed and finding, the researcher concluded:
1. Students’ attitude toward English learning at the eleventh grade of SMA Negeri 1 Pallangga have negative attitude. This provided by the mean score of the students where the result of questionnaire was 31.2. It means that students are not aware of the importance of English and learn it as a compulsory subject. Positive attitude should be the umbrella of language learning. It provided that some factors that influence students’ attitude toward English learning in the class.
2. The observation result of the students’ motivation was 32. So, students at eleventh grade of SMA Negeri 1 Pallangga have moderate motivation. It means that students in learning English have well enough motivation although some factors internal and external that influences them in learning English.
40
B. Suggestion
In relation to the English learning of attitude and motivation, the researcher would like to give some suggestions to the students (learners), the English teacher and the next researcher as follow:
1. The researcher suggests that a teacher must pay attention for the students’
attitude and motivation in learning English.
2. The teacher should be creative in teaching English, it need more technique or methods to make students more motivate and have positive attitude toward English Learning.
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Class :………..
Gender : [ ] male / [ ] Female Instruction
1. Read the following statement carefully!
2. Put a tick mark on the statement that describes your situation on attitude and motivation in learning English.
Notes:
SA : Strongly Agree A : Agree
UN : Uncertain D : Disagree
SD : Strongly Disagree Indicators of Questionnaire:
1. Positive attitude : 1,5,9,13 2. Negative attitude : 2,6,10,14 3. Intrinsic of motivation : 3,7,11,15 4. Extrinsic of motivation : 4,8,12,16
NO QUESTIONNAIRE SA A N SD D
1 I like to give opinions during English lessons.
2 I do not pay any attention when my English teacher is explaining the lesson.
3 Learning English is my hobby for me
4 Being able in speak English will add my social status.
5 I wish I could speak English fluently.
6 I am not relaxed whenever I have to speak in my English class.
7 English is important for me.
8 If I learn English better, I will be able to get a better job.
9 I like my English class so much; I look forward to studying more English in the future.
ability to my family, friend, supervisors and others 13 I enjoy doing activities in English.
14 I cannot summarize the important points in the English subject content by myself
15 I enjoy learning English very much.
16 The main reason I need to learn English is to pass examinations.
1 I like to give opinions during English lessons.
2 I do not pay any attention when my English teacher is explaining the lesson.
5 I wish I could speak English fluently.
6 I am not relaxed whenever I have to speak in my English class.
9 I like my English class so much; I look forward to studying more English in the future.
10 I do not feel enthusiastic to come to class when the English teacher is being taught.
13 I enjoy doing activities in English.
14 I cannot summarize the important points in the English subject content by myself
Source: (Soleimani: 2013)
NO QUESTIONNAIRE OF MOTIVATION SA A N SD D
3 Learning English is my hobby for me.
4 Being able in speak English will add my social status.
7 I don’t like learning English, but I know English is important for me.
8 If I learn English better, I will be able to get a better job.
11 Learning English is a challenge that I enjoy.
12 I want to learn English because I want to show my ability to my family, friend, supervisors and others 15 I enjoy learning English very much.
16 The main reason I need to learn English is to pass examinations.
Source: (Schmidt: 1996)
Instruction
1. Bacalah Penyataan dibawah dengan saksama!
2. Beri tanda centang [] pada penyataan yang menggambarkan sikap dan juga motivasimu dalam pembelajaran bahasa Inggris.
Notes:
SA : Strongly Agree (Sangat Setuju) A : Agree (Setuju)
UN : Uncertain (Ragu-ragu) D : Disagree (Tidak Setuju)
SD : Strongly Disagree (Sangat Tidak Setuju)
NO QUESTIONNAIRE SA A UN D SD
1 Saya senang memberi pendapat ketika pembelajaraan bahasa Inggris berlangsung.
2 Saya tidak memperhatikan penjelasan guru bahasa Inggris saya ketika menjelaskan materi pembelajaran.
3 Belajar bahasa Inggris adalah hobbi untuk ku.
4 Dapat berbicara berbahasa Inggris akan menambah status sosial ku.
5 Saya berharap, Saya bisa berbicara bahasa Inggris dengan fasih.
6 Saya tidak nyaman ketika saya berbicara dalam pembelajaran bahasa Inggris.
7 Saya tidak suka pelajaran bahasa inggris, tapi saya tau bahasa inggris sangat penting untukku.
8 Jika saya belajar bahasa Inggris, saya akan mendapatkan pekerjaan yang baik.
9 Saya sangat menyukai kelas bahasa Inggris, Saya akan terus belajar bahasa Inggris di masa depan.
10 Saya meresa sangat tidak tertarik untuk datang ke kelas saat pembelajaran bahasa Inggris berlangsung.
11 Belajar bahasa inggris adalah tantangan yang saya nikamati.
12 Saya ingin belajar bahasa inggris karena saya ingin menunjukkan kemampuanku kepada keluarga/teman- teman/guru-guruku.
13 Saya sangat senang mengerjakan tugas and aktifitas dalam pembelajaran bahasa Inggris.
14 Saya tidak dapat memberi kesimpulan pada poin-poin penting dalam pembelajaran bahasa Inggris.
15 Saya sangat senang belajar bahasa Inggris
16 Alasan utama mengapa saya belajar bahasa inggris adalah untuk lulus ujian.