CHAPTER II REVIEW OF RELATED LITERATURE
B. Some Pertinent Ideas
4. The importance of motivation in second language learning
meaning and philosophical vindication, the intent and the implications as well as its applications, so that students can understand a situation.
This is particularly important for students that study. Understand the intent, capture its meaning, is the ultimate goal of any study.
Comprehension or understanding had a very basic sense that put parts of the study in its proportions. Without that knowledge, skill and attitude will not be meaningful.
6) Review
Forgotten is ignoble in learning something but forget is the general nature of the human being. Everyone can forget.
Investigations showed, that a day after the students learn something learning materials or listen to a lecture, they forget what they have acquired during these lessons. So, the longer the more are forgotten, although maybe not forget overall. Forget the psychological symptoms that it must be addressed.
language learners‟ motivation toward language learning, they should know the advantages of learning a new language. Learners need to understand what types of motivation they have because certain motivation brings them a greater success. To acquire a foreign language successfully, the learners need motivation and teachers who support their learning.
In Wimolmas‟ journal argues that motivation has an important role in success and failure in learning a second language. Spolsky (1990:157) stated that in motivated students are likely to learn more and learn more quickly than students who are less motivated. In a particular learning situation, students who are less motivated are likely to lose their attention, misbehave and cause discipline problems. On the contrary, students who are more highly motivated will participate actively and pay more attention to a certain learning task or activity.
5. Factors that affect motivation in second language learning
Harmer (1990:4) in Wimolmas journal there are four factors that can be dangerous to the learners‟ motivation are the following:
a. Physical condition
Which means the atmosphere in class. For example if student have to study in the lighting classroom, overcrowded with too many students, have to look at the small board, or in the unpleasant smell classroom, they can lose their motivation in learning will be lowered.
b. Method of teaching
which refers to the way that students are taught must affect their motivation. Whenever the learners feel bored at the teacher‟s method, their motivation would likely be lost or gradually decreased. As he said, “if the students loses confidence in the method, they will become demotivated”
c. The teachers
As the most powerful variable of motivation and demotivation, can become a major part demotivating the learners.
d. Success
Refer to the appropriate level of challenge designed by the teachers. If the difficulty of work and activity is too high or to low, it can lead students to a demotivated situation in learning. As harmer pointed out, to give high challenge activities may have a negative effect on motivation. Students can also equally be demotivated by too low level of challenge.
Raymond and Judith revealed there are four influences of a child's learning motivation are:
a. Culture, each ethnic group or have been assigned and indirect values with respect to both in terms of academic knowledge and traditional. Those values are revealed through the influence of religion, the political laws for education and the expectations of
parents concerning the preparation of their children in the lecture with the school. These things will motivate student learning.
b. Family, based on the study of parents gives a big influence in motivating children's learning. Its influence on the development of children learning motivation has a very strong influence in every development and will continue until the time is up high school and so on.
c. School, when it comes to learning motivation, the teachers make a difference. In many cases, they are not as strong as parents. But they can make school life fun or interesting. We can remember a teacher who meets the classroom with joy and hope and open our doors to discover the wonderful knowledge.
d. The child itself, students have the greatest possibility to learn seriously, study well and still be able to enjoy learning, behavior and character smart, qualified, to have an identity, can set their own din certainly affect the learning motivation.
Malcom in Brownlee journals, there are factors that affecting motivation :
a. Teacher factor
Someone is said to be a teacher not quite "know" something material to be taught, but the first time he must be someone who does have "teacher personality" with all the features of his maturity level and have personality. For that it be mentioned in this discussion ten
teacher competencies that are closely related to the task of forming student learning motivation in schools, among others:
1) Mastering materials or teaching materials 2) Managing the teaching and learning program 3) Classroom management
4) Using media and learning resources 5) Mastering the educational foundations
6) Manage the interaction of teaching and learning 7) Assessing student achievement for teaching purposes 8) Know the functions and program guidance & counseling 9) Know and administer the school administration
10) Know the principles and interpret the results of educational research for the benefit of teaching.
b. Parent Factor
Parenting factors in the family are crucial as well because they are partners of teachers in working together for that purpose. Parents are not satisfied enough to leave these affairs and responsibilities to the teacher.
c. Environmental Factors Society
Environmental factors of the community where students are domiciled become elements that are considered in the process of formation of student motivation, because students are also part or citizen of a society. Malcom Brownlee put forward the concept that
shows this dependence by stating "People in the community and in human society"
The concept of man in society suggests that the dependence of individuals as part of the community that have a social value system of interlocking and affect individuals who live together in a community, both communities and the city or village community or study group as students at a school.
C. Conceptual framework
In the diagram above learning English and students motivation classify briefly in the following :
1. Learning English refers to the mastery of the students‟ learning English generally in reading, speaking, listening, and writing.
Students‟ Motivation Learning English
Intrinsic motivation
Instrumental motivation
2. Students' motivation refers to the intrinsic motivation of the students‟
especially instrumental motivation.
3. Instrumental motivation refers to the students‟ motivation in learning English.
CHAPTER III RESEACH METHOD
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: