CHAPTER V CONCLUSIONS AND SUGGESTION
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.
BIBLIOGRAPHY
Brown, (2007). Principles of Language Learning and Teaching. New York:
Person Education
Emaliana, I. (2011). A Survey on Relationship Between Motivation and Their Achievement. Malang: University of Malang.
Engin, A. O. (2009). Second language learning success and motivation. Social Behavior & Personality, 37(8), 1035-1041
Gardner, R. C. (1985). Social Psychology and Second Language Learning: The role of attitudes and motivation. London: Edward Arnold
Gardner, R. C., & Lambert, W. C. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House.
Gitawaty, D. (2010). The Correlation Between the students’ Learning Motivation and Their Achievement in English. Jakarta: „Syarif Hidayatullah‟ State Islamic University.
Harmer, Jeremy, (1990). The Practice of English Language Teaching. London:
Longman
Hudson, G. (2000). Essential introductory linguistics Blackwell Publishers.
Hanafiah, (2010). Konsep Strategi Pembelajaran. Bandung: PT. Refika Aditama.
Krashen, Stephen D. 1982. Principles and Practice in Second Language Acquisition. First Edition. New York: Pergamon Press.
Kusumawati, F. H. (2014). Students' Motivation in Learning English.
Tulungagung: State Islamic Institute (Iain) Tulungagung.
Mathers, N. (2009). Surveys and Questionnaires. The NIHR Research Design Service , 5-48.
Nurakhirah, (2014). Students' Motivation in Learning English at Outdoor.
Makassar: Muhammadiyah University of Makassar.
Oxford Learners' Pocket Dictionary. (2003). New York: Oxford University Press.
Policy, C. o. (2003). Student Motivation An Overlooked Piece of School Reform.
Washington, D.C: The George Washington university.
Reja, U. (2003). Open-ended vs. Close-ended Questions in Web Questionnaires.
Metodološki zvezki , 1-19.
Rosalina, V. (2014). The Relationship Between Students’ Motivation and Their English Learning Achievement. Jakarta: „Syarif Hidayatullah‟ State Islamic University.
Ryan, R. M. (2000). Intrinsic and Extrinsic Motivations. Contemporary Educational Psychology , 1-14.
Safitri, E. (2016). Teachers Teaching Skills and Student Learning Motivation as a Determinant of the Learning Outcomes. Jurnal pendidikan manajemen perkantoran , 1-11.
Sanjaya, W. (2013). Penelitian Pendidikan. Jakarta: Prenamedia Group.
Sardiman. (2014). Interaksi dan Motivasi Belajar Mengajar. Jakarta:
PT.Rajagrafindo Persada.
Sugiyono, (2010). Metode Penelitian Kuantitatif dan Kualitatif. Bandung:
Alfabeta
Stirling, D. (2014). Motivation in Education. Learning Development Institute , 1- 24.
Spolsky, (1990). Condition for Second Language Learning. Hong Kong: Oxford University Press.
Tileston W.D. (2010). What every teacher should know about student motivation.
California: Corwin Press
Ur, Penny. (1996). a course in languge teaching. New York: Cambridge University Press.
Wimolmas, R. (1998). A Survey Study of Motivation in English Language Learning of. thailand: Thammasat University.
Appendices
Appendix 1
Answer the questions below be honestly, by choosing four categories SA (Strongly Agree), A (Agree), D(disagree), and SD (Strongly Disagree). !
No. Questionnaires SA A D SD
1.
I learned English to improve my English skills
2.
Learning English will make me more comfortable talking with an English speaker
3.
Learning English will let me participate more freely in the activities of other cultural groups
4.
I learned English because it is something I always wanted to do
5. I learned English because I enjoyed it
6.
My curiosity is often moved by the questions raised and the problems that teachers give to English learning materials.
7. At the time I was studying English, I
believed that I could succeed if I tried hard enough
8.
I am satisfied with the evaluation done by the teacher compared to my judgment 9.
The things I learned in English learning will be beneficial to me
10.
Without telling me to record things that are important while the lessons are in progress
11.
I focus on watching if the teacher is explaining the material
12.
I speak English because I am glad to speak English
13.
Jealous of seeing friends who are active in English so I was encouraged to learn English
14. I really enjoy speaking English in class
15.
I always pay attention to friends who fluently speak English
16.
I love to learn English because I like the songs speak English.
17. I am motivated to bring an English
dictionary on every English lesson
18.
My curiosity towards the new English word is very high
19.
I want to learn English because I believe English will be useful in the future 20.
I am very happy to read sentences in English
Adopted from: Gardner in Kusumawati
Jawablah pertanyaan di bawah ini dengan jujur, dengan memilih empat kategori SS (Sangat setuju), S (Setuju), TS (Tidak Setuju), and STS (Sangat Tidak Setuju) !
No. Pertanyaan SS S TS STS
1.
Saya belajar bahasa Inggris untuk meningkatkan keterampilan berbahasa Inggris
2.
Belajar bahasa Inggris akan membuat saya lebih nyaman berbicara dengan pembicara bahasa Inggris
3.
Belajar bahasa Inggris akan membiarkan saya berpartisipasi lebih bebas dalam aktifitas dari kelompok budaya lain
4.
Saya belajar bahasa Inggris karena merupakan sesuatu yang selalu selalu ingin saya lakukan
5.
Saya belajar bahasa Inggris karena saya menikmatinya
6.
Rasa ingin tahu saya sering kali tergerak oleh pertanyaan yang dikemukakan dan masalah yang diberikan guru pada materi pembelajaran bahasa inggris.
7.
Pada saat saya mengikuti pembelajaran bahasa inggris, saya percaya bahwa saya dapat berhasil jika saya berupaya cukup keras
8.
Saya puas dengan evaluasi yang dilakukan oleh guru dibandingkan dengan penilaian saya
9.
Hal-hal yang saya pelajari dalam pembelajaran bahasa inggris akan bermanfaat bagi saya
10.
Tanpa disuruh saya mencatat hal-hal yang penting disaat penajaran sedang berlangsung
11.
Saya fokus memperhatikan jika guru sedang menjelaskan materi
12.
Saya berbicara bahasa inggris karna saya senang berbahasa inggris
13.
Cemburu melihat teman yang aktif berbahasa inggris sehingga saya terdorong untuk belajar bahasa inggris 14.
Saya sangat menikmati berbicara bahasa inggris dalam kelas
15.
Saya selalu memperhatikan teman yang lancar berbicara bahasa inggris
16.
Saya senang belajar bahasa inggris karena saya suka lagu-lagu berbahasa inggris.
17.
Saya termotivasi untuk membawa kamus bahasa inggris pada setiap pelajaran bahasa inggris
18.
Rasa ingin tahu saya terhadap kata baru bahasa Inggris sangat tinggi
19.
Saya ingin belajar bahasa Inggris karena saya yakin bahasa Inggris akan
bermanfaat ke depannya 20.
Saya sangat senang membaca kalimat dalam bahasa Inggris
Adopted from: Gardner in Kusumawati
No respondents
Questionnaires Items
Total
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
1 4 4 4 2 4 4 2 3 4 3 4 2 3 2 3 4 3 1 2 4 62
2 4 2 3 4 3 2 4 1 3 2 2 4 3 4 1 3 4 2 2 3 56
3 4 4 2 2 1 2 2 1 3 1 2 2 3 1 4 3 2 3 2 3 47
4 3 1 4 1 4 4 4 1 4 3 4 2 2 2 3 4 4 2 2 4 58
5 3 4 4 2 4 2 4 4 4 3 4 4 3 4 1 2 4 1 4 3 64
6 2 2 4 2 4 1 4 2 4 3 1 2 1 1 3 2 4 3 1 2 48
7 4 1 4 4 3 4 4 1 4 3 2 2 2 2 3 4 4 2 4 4 61
8 2 4 4 4 3 3 4 4 4 3 4 2 1 2 3 2 4 1 4 3 61
9 3 1 4 4 4 3 4 2 4 3 1 2 3 4 1 4 4 1 2 4 58
10 4 2 1 4 4 4 4 4 3 2 1 4 2 1 4 4 4 2 4 4 62
11 4 4 1 4 4 3 4 4 3 2 2 4 4 2 3 4 4 1 1 4 62
12 4 1 4 1 4 4 2 4 4 2 4 4 2 1 2 4 2 1 4 3 57
13 4 2 2 1 4 2 4 1 4 3 1 4 1 4 1 1 2 3 1 2 47
14 2 4 2 2 4 3 3 1 4 1 1 1 4 3 4 2 2 3 1 4 51
15 4 4 1 3 4 4 3 4 4 3 2 2 4 4 4 1 2 4 1 2 60
16 4 4 4 3 1 2 3 4 2 2 4 3 4 1 3 4 4 2 3 3 60
17 4 4 1 3 3 4 2 4 1 1 1 2 4 2 1 2 4 1 2 4 50
Appendix 2
No respondents
Questionnaire Items
Total
2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
20 4 2 4 4 2 4 3 3 2 2 4 3 4 4 3 2 3 3 3 4 63
21 4 2 4 4 1 4 3 1 2 2 1 3 2 1 1 4 4 4 2 3 52
22 3 4 3 4 4 4 4 3 3 1 3 3 3 1 1 4 1 1 1 4 55
23 2 2 3 2 4 1 2 1 3 2 1 2 2 4 4 4 1 3 3 1 47
24 3 2 3 3 4 2 3 4 3 3 2 3 4 1 4 4 4 4 2 3 61
25 4 4 3 4 2 4 4 4 3 2 4 2 4 2 4 1 1 1 1 3 57
26 3 1 3 4 2 2 3 4 3 2 3 2 4 4 3 3 4 3 3 3 59
27 3 1 3 3 4 4 3 4 1 2 3 2 1 1 3 4 3 3 2 1 51
28 4 4 2 3 3 4 4 2 3 3 3 2 4 1 4 1 4 3 2 4 60
29 3 2 3 1 3 3 3 2 2 3 1 3 3 4 3 1 3 2 3 3 51
30 3 2 2 2 2 3 4 3 3 3 1 1 2 1 2 3 4 4 1 3 49
31 3 2 2 4 3 3 3 1 2 3 2 1 4 2 4 3 2 4 3 1 52
32 4 2 3 3 2 3 3 2 3 2 3 1 2 2 4 3 2 4 1 2 51
33 2 2 2 2 2 3 3 3 3 2 3 3 3 4 2 3 3 2 4 2 53
34 3 2 1 3 3 2 4 1 3 3 2 2 2 3 4 3 2 2 2 3 50
35 4 4 2 2 1 2 2 2 2 3 2 2 4 1 4 3 3 2 1 3 49
36 3 2 3 1 2 2 4 3 3 1 3 2 1 3 2 3 2 2 4 3 49
37 3 4 3 4 3 2 2 1 1 2 2 1 3 2 4 3 2 4 4 2 52
38 3 2 3 3 2 3 3 2 2 3 3 3 2 3 4 1 3 1 2 3 51
39 3 4 3 3 4 3 1 3 2 3 1 3 4 3 2 2 4 4 2 3 57
42 3 2 3 4 3 3 4 2 3 3 3 1 4 3 2 3 1 3 2 2 54
Total 126 104 113 117 124 124 136 112 129 110 112 115 134 118 138 140 147 128 126 152 2087
Number Students Students' Participation
1 A-1 4
2 A-2 4
3 A-3 4
4 A-4 4
5 A-5 3
6 A-6 3
7 A-7 3
8 A-8 4
9 A-9 4
10 A-10 3
11 A-11 3
12 A-12 4
13 A-13
4
14 A-14
4
15 A-15
4
16 A-16
4
17 A-17
3
18 A-18
3
19 A-19
3
20 A-20
3
21 A-21
4
22 A-22
3
23 A-23
4
24 A-24
3 Appendix 3
Number Students Students' Participation
26 A-26
4
27 A-27
4
28 A-28
4
29 A-29
3
30 A-30
3
31 A-31
3
32 A-32
4
33 A-33
3
34 A-34
4
35 A-35
4
36 A-36
3
37 A-37
4
38 A-38
3
39 A-39
3
40 A-40
4
41 A-41
4
42 A-42
4
Analysis of the Data Obtained Through Item of Questionnaire
Item
Frequency
Total
SA A DS SDA
1 20 16 6 0 42
2 15 13 8 6 42
3 11 15 10 6 42
4 14 13 9 6 42
5 16 13 9 4 42
6 15 13 12 2 42
7 20 14 7 1 42
8 12 9 9 12 42
9 12 19 8 3 42
10 0 20 14 8 42
11 9 11 11 11 42
12 6 12 18 6 42
13 15 10 10 7 42
14 10 7 13 12 42
15 15 11 8 8 42
16 14 14 7 7 42
17 16 7 14 5 42
18 8 12 12 10 42
19 9 7 16 10 42
20 11 20 7 4 42
Appendix 4
The Percentage Data of Questionnaire
Item
Persentage (%)
Total (%)
SA A DA SDA
1 47 39 14 0 100
2 36 31 19 14 100
3 26 36 24 14 100
4 34 31 21 14 100
5 39 31 21 9 100
6 36 31 29 4 100
7 47 34 17 2 100
8 29 21 21 29 100
9 29 45 19 7 100
10 0 47 34 19 100
11 21 26 26 27 100
12 14 29 43 14 100
13 36 24 24 16 100
14 24 16 31 29 100
15 36 26 19 19 100
16 33 33 17 17 100
17 38 16 34 12 100
18 19 29 28 24 100
19 21 17 39 24 100
20 27 47 17 9 100
Appendix 5