A. Research Design
This researcher used descriptive study. Descriptive study described or explained a systematic, factual and accurate. The type was survey research design used quantitative approach.
The researcher selected the samples of respondents from a population and manage a standardized questionnaire to them was used to gather information on a population.
B. Variables and Indicator 1. Variables
This research consists of the following variable:
a) Students‟ intrinsic motivation (X) b) Learning English (Y)
2. Indicator
The indicator of this research was the finding of students' intrinsic motivation in learning English especially instrumental motivation.
A Population and Sample 1. Population
The population of this research was 42 students‟ of SMA Muhammadiyah 9 Makassar that consisted of three classes. There were 12 students in class X, 14 students in class XI and 16 students in class XII.
2. Sample
The research used total sampling technique. Total sampling is a sampling technique in which the number of samples equals the population.
The sample of this research took all the population. Thus, the total number of sample was 42.
B Research Instrument
The instrument of this research was questionnaire. It was aimed to find out the students‟ intrinsic motivation especially instrumental motivation in learning English. The researcher adopted the questionnaire from Gardner attitude and motivation in Jefira (2011).
The item consisted of 20 items. It was collected the information about intrinsic motivation especially instrumental motivation. In this item, students were ask to answer the question by choosing four categories S (Strongly Agree), A (Agree), D (Disagree), And SD (Strongly Disagree) Likert Scale (Nurakhira:
2014). Each students were assigned the questionnaire based on their opinion and feeling.
The students‟ participation in research toward the material and activities in teaching and learning process analyzed by observation sheet. The students‟ active participation described as follow:
Table 3.1 Students’ Active Participation No The Students‟ Active
Participation
Score Indicator
1. Very active 4 Students are very active to
respond the a
2. Active 3 students respond the
material actively
3. Fairly Active 2 Students‟ respond the
material just once or twice
4. Not Active 1 Students‟ just shut down
during the activity without doing
( Sugiyono, 2010:94)
C Procedure of Data Collection 1) Observation
Before giving questionnaire to the students, the researcher observed in the classroom, especially for the object of the research.
2) Questionnaires
The researcher distributed the questionnaire to the students by giving a check in the questionnaire based on their opinion and feeling using positive statement. After the students had completed answering the questions, students submitted the questionnaires to the researcher.
Table 3.2 The Distributor of Questionnaires Score
Options Score
Positive Negative
Strongly Agree 4 1
Agree 3 2
Disagree 2 3
Strongly Disagree 1 4
(Adopted from : Likert Scale in Nurakhira: 2010)
D Technique of Data Analysis
This method tell, analyzed, and classified; investigated by survey technique, observation and questionnaire. It concluded that this descriptive method was a method that tells and interprets existing data, about a situation experienced, a relationship, an activity, a view, an attitude that is visible, or about an ongoing process. In this research, the researcher follows the formula:
P = 00%
Notation:
P = Percentage of questionnaire Fq = Number of frequency
N = Number of students (Sudjana in Haeria, 2011:37).
To rate students‟ motivation, the researcher used the criteria as follows:
1. Score 81-100 is categorized very high 2. Score 61-80 is categorized high
3. Score 41-60 is categorized intermediate 4. Score 21-40 is categorized low
5. Score 0 – 20 is categorized very low)
(Depdikbud in Nurleni 2012:30)
The researcher calculated mean score by using the following formula:
x ∑
Notation:
x = mean score
∑ = the sum of all score N = the total number of score
(Gay, 1981:298)
CHAPTER IV
FINDING AND DISCUSSION
This chapter consists of two sections: the finding of the research and the discussion. The findings present the result of data analysis and the discussion deal with the arguments and interpretation of the research findings.
A. Findings
Students' intrinsic motivation in learning English at SMA Muhammadiyah 9 Makassar. Results of the study stated that the motivation of many students answered strongly agree and agree on the questions related to students' intrinsic motivation especially in instrumental motivation..
The findings of the research deal with the scoring classification of students‟
questionnaires for each item and mean score of the students‟ questionnaires.
1. The students‟ intrinsic motivation in learning English
The data analysis of the mean score shows that the students‟ intrinsic motivation in learning English at SMA Muhammadiyah 9 Makassar was in intermediate level. The mean score of students‟ intrinsic motivation was achieved by dividing the sum of all scores to the subjects‟ total number was in the following table:
Table 4.1 Students’ Mean Score in Learning English
Option Mean Score
Strongly agree 6
Agree 6
Disagree 5
Strongly Disagree 3
It can be seen that there were 6% students strongly agree, students agree were 6% students, 5% students disagree and 3% students strongly disagree with the statement. It was give the information that most of students have good intrinsic motivation in learning English.
Table 4.2 Students’ Frequency in Learning English
Option Frequency
Strongly agree 248
Agree 256
Disagree 208
Strongly Disagree 128
Table 4.2 above indicated that were 248 students strongly agree, there were 256 students agree, 208 students disagree and 128 students strongly disagree. It was give the information that most of students have good intrinsic motivation in learning English.
2. Scoring classification of students‟ questionnaires for each item 1) Item 1:
I learned English to improve my English skills.
Table 4.3 Classification of Students’ Questionnaires in Item 1 No. Options Frequency Percentage (100%)
1. Strongly Agree 20 47
2. Agree 16 39
3. Disagree 6 4
4. Strongly Disagree 0 0
Total 42 100%
From the question number (1), 20 (47%) students strongly agree, 16 (39%) students agree, 6 (4%) students disagree with this statement.
It was give the information that most of students have good intrinsic motivation in learning English. The student motivated to study English because they want to improve their language skill.
2) Item 2:
Learning English will make me more comfortable talking with an English speaker
Table 4.4 Classification of Students’ Questionnaires in Item 2 No. Options Frequency Percentage (100%)
1. Strongly Agree 15 36
2. Agree 13 31
3. Disagree 8 19
4. Strongly Disagree 6 14
Total 42 100%
From the question number (2), Student strongly agree with the statement in 15 (36%). 13(31%) students agree, 8 (19%) disagree, and 6 (14%) students strongly disagree that learning English is very important to give easier for the students to communicate with English speaker. By mastering English they can communicate and got any information for some people in other country.
3) Item 3
Learning English will let me participate more freely in the activities of other cultural groups
Table 4.5 Classification of Students’ Questionnaires in Item 3 No. Options Frequency Percentage (100%)
1. Strongly Agree 11 26
2. Agree 15 36
3. Disagree 10 24
4. Strongly Disagree 6 14
Total 42 100%
From the question number (3), 11 (26%) students strongly agree with this statement, 15 (36%) students agree that learning English can give some beneficial to get more freely in the activities in other cultural groups, 10 (24%) disagree with the statement, 6 (14%) students disagree with this statement.
4) Item 4
I learned English because it is something I always wanted to do Table 4.6 Classification of Students’ Questionnaires in Item 4 No. Options Frequency Percentage (100%)
1. Strongly Agree 14 34
2. Agree 13 31
3. Disagree 9 21
4. Strongly Disagree 6 14
Total 42 100%
From the question number (4), 3 (12%) students strongly agree if they learning English because they want to learn it. 9 (36%) students agree, 7 (28%) students disagree, and 8 (24%) students strongly disagree with the statement, because they learn English just as a lesson in the school.
5) Item 5
I learned English because I enjoyed it
Table 4.7 Classification of Students’ Questionnaires in item 5 No. Options Frequency Percentage (100%)
1. Strongly Agree 16 39
2. Agree 13 31
3. Disagree 9 21
4. Strongly Disagree 4 9
Total 42 100%
From the question number (5), 16 (39%) students strongly agree with the statement because they feel enjoy in learning English. 13 (31%) students agree if they enjoy learning English because they like English lesson and they feel that learning English is interesting, 9(21%)) disagree and 4 (9%) strongly disagree. Some of them may feel anxiety and find some difficulties in learning English so they feel bored to learn.
6) Item 6
My curiosity is often move by the questions raised and the problems that teachers give to English learning materials.
Table 4.8 Classification of Students’ Questionnaires in Item 6 No. Options Frequency Percentage (100%)
1. Strongly Agree 15 36
2. Agree 13 31
3. Disagree 12 29
4. Strongly Disagree 2 5
Total 42 100%
From the question number (6), 15 (36%) students strongly agree, 13 (31%) students agree, 12 (29%) students disagree with the statement, and 2 (5%) students strongly disagree with the statements
7) Item 7
At the time I was studying English, I believed that I could succeed if I tried hard enough
Table 4.9 Classification of Students’ Questionnaires in Item 7 No. Options Frequency Percentage (100%)
1. Strongly Agree 20 47
2. Agree 14 34
3. Disagree 7 17
4. Strongly Disagree 1 2
Total 42 100%
From the question number (7), 20 (14%) students strongly disagree, 14 (34%) students agree with the statement because student believe that I could succeed if I tried hard enough, 7 (17%) students disagree and 1 (2%) students strongly disagree with the statement.
8) Item 8
I am satisfied with the evaluation done by the teacher compared to my judgment
Table 4.10 Classification of Students’ Questionnaires in Item 8 No. Options Frequency Percentage (100%)
1. Strongly Agree 12 29
2. Agree 9 21
3. Disagree 9 21
4. Strongly Disagree 12 29
Total 42 100%
From the question number (8), Student strongly agree with the statement are 12 (29%), 9(21%) students agree, 9 (21%) students disagree, and 12 (29%) students strongly disagree with the statement.
9) Item 9
The things I learned in English learning will be beneficial to me Table 4.11 Classification of Students’ Questionnaires in Item 9 No. Options Frequency Percentage (100%)
1. Strongly Agree 12 29
2. Agree 19 45
3. Disagree 8 19
4. Strongly Disagree 3 7
Total 42 100%
From the question number (9), 12 (29%) Students strongly agree, 19(45%) student agrees with the statement and 8 (19%) students disagree, and 3 (7%) students strongly disagree with the statement. Students believe learned English will be beneficial.
10) Item 10
Without telling me to record things that are important while the lessons are in progress
Table 4.12 Classification of Students’ Questionnaires in Item 10 No. Options Frequency Percentage (100%)
1. Strongly Agree - -
2. Agree 20 47
3. Disagree 14 34
4. Strongly Disagree 8 19
Total 42 100%
From the question number (10), nothing students agree, 20(47%) students agree, 14 (34%) students disagree, and 8 (19%) students strongly disagree. students are aware to record things that are important while the lesson is in progress.
11) Item 11
I focus on watching if the teacher is explaining the material
Table 4.13 Classification of Students’ Questionnaires in Item 11 No. Options Frequency Percentage (100%)
1. Strongly Agree 9 21
2. Agree 11 27
3. Disagree 11 27
4. Strongly Disagree 11 27
Total 42 100%
From the question number (11). 9 (21%) students strongly agree, 11 (27%) students agree, 11 (27%) students disagree, 11 (27%) students strongly disagree.
12) Item 12
I speak English because I am glad to speak English
Table 4.14 Classification of Students’ Questionnaires in Item 12 No. Options Frequency Percentage (100%)
1. Strongly Agree 6 14
2. Agree 12 29
3. Disagree 18 43
4. Strongly Disagree 6 14
Total 42 100%
From the question number (12), 6 (14%) students strongly agree, 12(29%) students agree, 18 (43%) students disagree, and 6(14%) students strongly disagree with the statement I speak English because I am glad to speak English.
13) Item 13
Jealous of seeing friends who are active in English so I was encouraged to learn English
Table 4.15 Classification of Students’ Questionnaires in Item 13 No. Options Frequency Percentage (100%)
1. Strongly Agree 15 36
2. Agree 10 24
3. Disagree 10 24
4. Strongly Disagree 7 16
Total 42 100%
From the question number (13), 15 (36%) students strongly agree with the statement because they feel enjoy in learning English.
10 (24%) students agree because they Jealous if seeing friends who are active in English, and 10 (24%) strongly disagree, and 7 (16%) students strongly disagree.
14) Item 14
I really enjoy speaking English in class
Table 4.16 Classification of Students’ Questionnaires in Item 14 No. Options Frequency Percentage (100%)
1. Strongly Agree 10 24
2. Agree 7 16
3. Disagree 13 31
4. Strongly Disagree 12 29
Total 42 100%
From the question number (14), 10 (24%) students strongly agree with the statement, 7 (16%) students agree, 13 (31%) student disagree and 12 (29%) students strongly disagree with the statement.
15) Item 15
I always pay attention to friends who fluently speak English
Table 4.17 Classification of Students’ Questionnaires in Item 15 No. Options Frequency Percentage (100%)
1. Strongly Agree 15 36
2. Agree 11 26
3. Disagree 8 19
4. Strongly Disagree 8 19
Total 42 100%
From the question number (15), 15 (36%) students strongly agree, 11 (26%) students agree with the statement, 8 (19%) students disagree, and 8(19%) students strongly disagree with the statement.
16) Item 16
I love to learn English because I like the songs speak English.
Table 4.18 Classification of Students’ Questionnaires in Item16 No. Options Frequency Percentage (100%)
1. Strongly Agree 14 33
2. Agree 14 33
3. Disagree 7 17
4. Strongly Disagree 7 17
Total 42 100%
From the question number 16, 14 (33%) students strongly agree, 14 (33%) students agree, 7 (17%) students disagree, and 7(17%) students strongly disagree.
17) Item 17
I am motivated to bring an English dictionary on every English lesson Table 4.19 Classification of Students’ Questionnaires in Item 17 No. Options Frequency Percentage (100%)
1. Strongly Agree 16 38
2. Agree 7 16
3. Disagree 14 34
4. Strongly Disagree 5 12
Total 42 100%
From the question number 17, 16 (38%) students strongly agree, 7(16%) students agree, 14 (34%) students disagree, and 5(12%) students strongly disagree with the statement.
18) Item 18
My curiosity towards the new English word is very high
Table 4.20 Classification of Students’ Questionnaires in Item 18
No. Options Frequency Percentage
(100%)
1. Strongly Agree 8 19
2. Agree 12 29
3. Disagree 12 28
4. Strongly Disagree 10 24
Total 42 100%
From the question number 18, 8 (19%) students strongly agree, 12 (29%) students agree, 12 (28%) students disagree, and 10(24%) students strongly disagree.
19) Item 19
I want to learn English because I believe English will be useful in the future
Table 4.21 Classification of Students’ Questionnaires in Item 19 No. Options Frequency Percentage (100%)
1. Strongly Agree 9 21
2. Agree 7 17
3. Disagree 16 39
4. Strongly Disagree 10 24
Total 42 100%
From the question number 19, 9 (21%) students strongly agree, 7(17%) students agree, 16 (39%) students disagree, 10 (24%) students strongly disagree.
20) Item 20
I am very happy to read sentences in English
Table 4.22 Classification of Students’ Questionnaires in Item 20
No. Options Frequency Percentage (100%)
1. Strongly Agree 11 27
2. Agree 20 47
3. Disagree 7 17
4. Strongly Disagree 4 9
Total 42 100%
From the question number 20, 11(27%) students strongly agree, 20 (47%) students agree, 7 (17%) students strongly disagree, and 4(9%) students strongly disagree.
3. The students‟ motivation in the mean score of students‟ questionnaires a) Students‟ motivation
Having calculated the result of the students responses for each item of the questionnaires, the mean score had to be counted in order to know, the students‟ motivation in learning English were very high, high, intermediate, low, or. It was explained as follow:
Table 4.23 Students’ Motivation in Learning English No. Range Category Frequency Percentage
(%)
1. 81-100 Very High 23 55%
2. 61-80 High 19 45%
3. 41-60 Intermediate - -
4. 21-40 Low - -
Total 42 100%
The table shows that 23 (55%) students get very high motivation and 19 (45%) students high motivation.
b) The Mean Score of the Students‟ Questionnaires
From 42 of students, total score of the questionnaires was 2272 and total number of item was 20 for the questionnairess using Likert Scale.
Thus, the mean score was 54.
Table 4.24 Classification of Students’ Questionnairess
Variable Mean Score
Intrinsic Motivation 54
Table 4.23 shows that the mean score of students motivation in learning English at SMA Muhammadiyah 9 Makassar was showed that the mean score of the students‟ intrinsic motivation were . It meant that the student in SMA Muhammadiyah 9 Makassar have intermediate instrumental motivation in learning English.
B. Discussion
This part, the researcher discusses result of the data analysis. The discussion in invented to know the students instrumental motivation in learning English was obtain from questionnaires.
Based on the presentation of the data above, most of the students answer strongly agree and agree in the questions from questionnaires. It was provide the information that most of the students had motivation in learning English by their intrinsic motivation.
There were some reasons why the students have intrinsic motivation in learning English such as students want to learn English because they want to improve their English language skills, they want to be more at ease with English speakers, they will more freely participate in the activities of other cultural groups, they learn English because it something that they always want to do, and they study English because they enjoy to learn. From those reason the students will drive to make an effort to achieve their reasons and their goals in learning English.
Then, from the calculation of students‟ intrinsic motivation, the researcher found the percentage that % for students‟ have intrinsic motivation. It was express that students of SMA Muhammadiyah 9 Makassar have intermediate intrinsic motivation.
From the explanation about intrinsic motivation, it is clearly showed that students in SMA Muhammadiyah 9 Makassar have intermediate intrinsic motivation in learning English. It means that they study English because they
want to improve their English language skills. In addition, they learn English because they enjoy in learning, they would more easy to join with other cultural group in other country and they would more easy to communicate with English speaker.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter consists of two sections, the first selection deals with the conclusion of the finding of the research and other one deal with suggestion A. Conclusions
Motivation is an influential factor in teaching learning process. Without motivation, the goal of learning is difficult to be reach. Because the learners‟
effort and desire affect the learner in achieve the learning goals. Motivation is crucial in learning other languages. It can drive learners in reaching learning goal.
By having motivation students will be enthusiastic in teaching learning process, so they will be pushed to study English well.
Based on the research finding and discussion in the previous chapter in this study, the researcher concluded that:
1. The students‟ motivation in learning English in terms of instrumental had intermediate category. 23 (55%) students in the very high category, and 19 (45%) in the high category.
2. The result also supported with the mean score of the students‟
motivation was 54%.
B. Suggestion
From the result of this research, the researcher recommended some suggestion to improve the students‟ motivation in learning English. The researcher suggests as follows:
1. To the institution (SMA Muhammadiyah 9 Makassar)
The researcher hopes to the institution to give appreciation to the students who have good achievement. Because by giving appreciation can build the students‟ motivation in learning. For the teachers
a) For the teachers in SMA Muhammadiyah 9 Makassar From this finding showed that students in SMA Muhammadiyah 9 Makassar have good motivation in learning English. It will gave the advantages for the teacher to bring the students in the English teaching and learning process. Because the students have good motivation in learning, they can easy to achieve their study well. In here, the teacher must build the students‟ motivation in every time they learn. It can be doing by improve their method or strategies in teaching English. In teaching and learning, teacher hoped to be creative to create a good atmosphere in teaching.
b) For the teachers in general the teacher should stimulate motivation in learning and should let students like learning and find academic activities satisfied, so they can be more active and better progress in learning English.
2. For the students
Researcher hopes the students will keep their motivation in learning English. The students should practice English and make it as habit. The most important one is they must have a big desire to learn English. Their parents also give the positive encouragement to their children to learn harder and give an understanding that English is one of important language in this era.
3. For the future researchers
It is expect to future researcher to conduct the same research on wider area. This thesis will give some contributions and information for future researcher. Thus, it will be more advantages and beneficial to the development of English education.
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