THE CORRELATION BETWEEN STUDENTS’ MOTIVATION AND SPEAKING ABILITY AT SMA N 2 PADANG IN ACADEMIC YEAR 2017/2018
Riza Afprimaita, Siska, Hevriani Sevrika.
Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat [email protected]
ABSTRAK
Penelitian ini bertujuan untuk mengetahui apakah ada atau tidak korelasi antara motivasi siswa dengan kemampuan berbicara. Populasi dari penelitian ini adalah siswa jurusan IPA kelas X di SMA N 2 Padang yang berjumlah 286 orang yang terbagi ke dalam 8 kelas. Dalam menentukan sampel, peneliti menggunakan cluster sampling teknik sehingga diperoleh sampel yang berjumlah 35 orang (1 kelas) yaitu di kelas X MIPA 4.
Teknik pengumpulan data dengan menggunakan angket dan dokumentasi (speaking test), kemudian di analisis menggunakan rumus Product Moment Correlation. Hasil penelitian menunjukkan bahwa nilai hubungan sikap siswa dan prestasi belajar siswa IPA di SMA N 2 Padang sebesar rxy = 0,47 dengan tingkat hubungan sedang. Kemudian hasil tersebut dibandingkan dengan rhitung dan rtabel dengan df = 33 taraf signifikansi 5% adalah 0,33 (0,47>0,33), dan nilai hubungan dari thitung = 3,06 dengan level signifikan (α) 0,05. Hasil dari ttabel = 1,69 dengan level signifikan (α) 0,05 dan df = n-2. Ini berarti rhitung lebih besar dari rtabel dan thitung lebih besar dari ttabel. Maka H1 pada penelitian ini di terima dan H0 ditolak.Dengan demikian dapat disimpulkan bahwa motivasi siswa mempengaruhi kemampuan berbicara di SMA N 2 Padang khususnya di kelas X MIPA 4.
Kata Kunci : Motifasi Siswa, dan Kemampuan Berbicara Siswa
INTRODUCTION
Speaking is one of skill in addition to listening, writing, and reading in English. Speaking is also one of the processes for interacting with a way of communicating in the environment.
Through speaking, students can get an update and improve their knowledge to use interact and send the messages every of their daily activities. Speaking is also a tool of communication for students to
communicate with teachers and classmates. Using speaking, teachers can convey what they do not understand about learning. This is why the speaking skills are needed partner in the learning process.
As an active skill, speaking is also very difficult to be taught to students in the classroom for English. Because in English speaking class the students are hoped to speak and also demanded to
share ideas, interact each other and communicate in English. Then, the students face problems in giving their ideas. In this case, students tend to listen, and they do not enthusiast to speak English in the classroom.
Basically motivation greatly affects students' speaking ability. The reason that students have is higher motivation, so their learning outcomes and speaking skills will be better. Conversely, the students’ motivation is low, because the have lack of confidence to communicate with others. Then, motivation is also one of the factors that influence many people to learn the language. Because the motivated individual is the person who wants to achieve a certain goal, devote enough effort to achieve that goal, and experience satisfaction in the activities associated with achieving that goal. And students must have the motivation to learn to improve their speaking ability in English communication.
Based on the rationale above, the researcher want to know if there is a relationship to the motivation of students with their speaking ability and to find out how far does the motivation contribute students English speaking ability.
According to Brown (2004:140) speaking is productive skill that can be directly and empirically observe.
According Kayi (2011:161) defines that speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols in variety of context.
Based on the explanation above, it can be concluded that speaking is an active activity which is used by a person to exchange ideas, information, opinions and emotion to other person. Speaking is also the way of communication influences, agreements, ideas, feelings, wishes, and argumentations by symbols called words that form into statement.
According to Linse (2005:149) there are five components of speaking.
Those components are grammar, vocabulary, comprehension, fluency, and pronunciation. Richards and Renandya (2002:36) proposed that there are five components of speaking, they are:
pronunciation, fluency, expression, rhythm, and intonation.
In conclusion, there are some components in speaking. They cannot be separated because the components are correlated with one another speak. If one of them is missing, speak good
performance is still far away. They all components must be included when speaking in order to obtain a clear understanding of what is being said.
According to Nunan (2003:48) teaching speaking is something considered a simple process. Yajun (2007:23) proposes that teaching speaking is how the teacher provides structured and guided learning experiences for language learners to develop their speaking competence.
In summary, in teaching speaking teacher is as a mediator and facilitator to the students in speaking class. A good way or strategy which is used by teacher will determine effectiveness or failure of the features in teaching speaking, they are activity, purpose, information gap, personalization, and interest.
According to Freeman in Risnadedi (2001:56) speaking ability more complex and difficult than people assume, and speaking study like study other cases in study of language, naturalize many case to language teachers. Kawain in Griffts (2008:175) states that clear pronounciation is important aspect of the ability to speak effectively.
The researcher can conclude that all components of speaking ability. There are
four aspects in speaking ability, those are grammar, vocabulary, pronounciation and fluency. If the students can master all of components, so they can have good speaking ability, but if the students can not master that components, so they do not have good speaking ability.
According to Sardiman (2016:102) motivation can be defined as the overall driving force in the student who raises, ensuring continuity and provide direction and learning activities, so that the objective can be achieved. It means that, motivation is a force to encourage or provide direction to students so that students can easily achieve the goals of their learning. Beside that there are two types of motivation such as intrinsic motivation and extrinsic motivation.
Thus, intrinsic motivation is a psychological factor that comes from within them, such as effort, interesting, enjoying, and satisfying. According to Moore (2005:372) intrinsic motivation is what learners themselves bring into the learning environment, like attitudes, needs, personality factors, and values.
Therefore, intrinsic motivation concern with individual behaviors when the students learned the learning activities.
And the extrinsic motivation is one of factor in supporting students achievement such as reward, praise, reinforcement, and punishment. Its supported by Marsh (1996:27) extrinsic motivation is experienced by students when they receive a reward, or avoid punishment, or in some other way unconnected with the task, earn the approval for particular behavior. In other words, extrinsic motivation is motivation that comes from outside of students’ self, not from inside.
According to Nicholson (2007:22) there are some characteristics of students motivation, they are interest in learning, participation, focus of the work activities in classroom, and enthusiasm doing task.
It means that, the students who have high motivation, they will always enjoy in learning. When the teachers give task, they will enthusiasm and focus to do task.
They will be diligent in doing task and homework. It is supported by It is supported by Sardiman (2011:83) the students’ motivation has four characteristics.
Do the task intensively
The students who have high motivation in learning will show their big interest and full attention to the learning
tasks and does a task continually before the task is finished. If the teacher gives task at school, the students will do seriously. They will not make noisy it can make their friend feel uncomfortable.
Solve the problem seriously
The students have problem in learning, they will solve it seriously.
They always find the solution whatever the way to solve it or have willingness to do it. Because they know that the benefit of study is for he own good. And also if they can solve the problem, they will feel satisfaction.
Never give up easily
If the students get the problem in learning they never give up easily. They will find the solution to solve it, for example; the students who get a problem to understand about English vocabulary, they will find the solution by studying with their friend who smarter than them.
They can’t enjoy before the find the solution about their problem.
Never get bored to do daily task.
The students who have high motivation will be more focus and serious in learning without getting bored when their teachers gives them a task regularly.
RESEARCH METHOD
The research used correlation research design. According to Gay and Airasian (2000:321), a correlation describes an existing condition where it is distinctly from it correlation provide an estimate of just how relation two variables. According to Gay and Airasian (1987:102), the population is the group of interest to the researcher, the group to which he or she would like the results of the study to be generalizable.
The population in this research was the Tenth grade in SMA N 2 Padang of IPA class includes 8 classes XI IPA 1- 8. In this research was chosen IPA class as the population and sample used cluster sampling. According to Gay and Airasian (2000) cluster sampling is the process of selecting a sample which we find in intact group of population members with similar characteristics and then the research chosen X IPA 4. In the research used two instrument are quetionnaire and speaking test, the reseacher collected data used questionnaire of students motivation and speaking test of speaking ability and the technique of analysis used Pearson Product Moment by Riduwan, 2013.
𝑟𝑥𝑦 = 𝑛∑𝑋𝑌 − ∑𝑋 (∑𝑌)
{𝑛∑𝑋2− ∑𝑋)2 {𝑛∑𝑌2− (∑𝑌2)
FINDING AND DISCUSSION
The researcher found several findings. The first, the researcher found there were no students had weak motivation, there were no students had weak motivation, there were no students had moderate motivation, there were 22 students (63%) had strong motivation, and there were 13 students (37%) had very strong motivation.
Next, the researcher got the data from one of teachers who teach English subject at X MIPA 4 in SMA N 2 Padang with the use criteria, they are Fluency, Pronunciation, Accuracy, and Performance skill. The material about Exposure of Identity and Compliment.
The students present in front of the class.
There were 35 students who took score as sample of this research. And then, the researcher found assessment was 80 and the criteria was high criteria.
Next, the researcher found that rcalculated (0,47) was higher than rtable (0,33) in the degree if freedom (df) n-2 and the level significance (α) 0, 05. It means that the correlation between students’
motivation and speaking ability was quite strong correlation. Then, the contribution of students’ motivation was 22, 09% in speaking ability and 77, 91% was
determined by other variables. Next the researcher found that tcalculated (3, 06) was higher than ttable (1,69) in the degree of freedom (df) n-2 and the level significance (α) 0,05.
The result of research finding showed that the correlation between students’ motivation and speaking ability can be classified as quite strong correlation and there was significance and correlation between students’
motivation and speaking ability.
Based on students answer on questionnaire, the researcher found that most of students have 63% strong motivation and 37% very strong motivation. It could be seen from indicator of students’ motivation questionnaire by Nicholson (2007:22) and Sardiman (2011:63) There are eight indicator of students’ motivation such as Interest in learning, Focus of the work activities in classroom, Enthusiasm doing task, Do the task intensively, Solve the problem seriously, Participation, Never give up easily, Never get bored to do daily task. Moreover, the data description showed that most students who had high motivation, they are also have high speaking ability.
The result of research finding showed that the correlation between students’ motivation and speaking ability can be classified as quite strong correlation and there was significance and correlation between students’
motivation and speaking ability. It’s used of formula Pearson Product Moment with the result rcalculated (0,47) and rtable (0,33). It’s means rcalculated numeral produce higher than rtable the other.
So, the result had correlate and after that to counted coefficient significant used of formula t and get the result tcalculated (3,06) and ttable (1,69). It’s means tcalculated was higher than ttable the other. So, the result had significant correlate between student’s motivation and speaking ability. Therefore, based on the finding of this research, it could be interpreted that the improvement of students’ motivation related to the improvement speaking ability.
CONCLUSION
The researcher did a research to find out whether there was correlation between students motivation and speaking ability at tenth grade SMA N 2 Padang in Academic Year 2017/2018.
This research was correlational research.
In this research, the researcher used quantitative data.
Based on finding as study already discussed in the previous chapter, the researcher printed out the conclusion.
First, there was a positive correlation between students motivation and speaking ability of the tenth grade SMA N 2 Padang. It was proved by the valued of rcalculated which was higher than rtable. Second, the researcher found the coefficient correlation or rcalculated = 0,47 and rtable = 0,33 and tcalculated = 3,06 and ttable = 1,69.
In conclusion, there was a positive correlation between students motivation and speaking ability of the tenth grade SMA N 2 Padang in Academic Year 2017/2018. The correlation was categorized quite strong correlation. In other words, students had more students motivation had more speaking ability.
Based on the finding of the research, the researcher proposed several suggestion for teachers, students, and researcher. For teachers, to know that, psychological factors in students itself, like a motivation. And should be able to use every single chance for doing speaking practice in the class. For students, The students are sugessted to
improve their motivation in order to have good speaking ability. For researcher, suggested to the next researcher who has interested to this research to conduct other related in this large scope.
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