Psychological Factors of Students in Learning English in Eleventh Students of SMA Negeri I Eremerasa, Bantaeng Regency. Judul Skripsi: Students' Psychological Factors in Learning English in Class XI Ipa 1 and XI Ipa 2 in SMA Negeri 1 Eremerasa, Bantaeng Regency. JudulSkripsi: Students' Psychological Factors in Learning English in Class XI Ipa 1 and XI Ipa 2 in SMA Negeri 1 Eremerasa, Bantaeng Regency.
Psychological Factors of Students in Learning English in Eleventh Students of SMA Negeri 1 Eremerasa, Bantaeng Regency”.
INTRODUCTION INTRODUCTION
Problem Satement
How is the students' anxiety to learn English at the second grade of SMA Negeri 1 Eremerasa, Bantaeng. How are the students' attitude in learning English at the second grade of SMA Negeri 1 Eremerasa, Bantaeng. How is the students' motivation to learn English at the second grade of SMA Negeri 1 Eremerasa, Bantaeng.
Objective of the Research
Significance of the Research
Scope of the Research
Psychological Factors in Learning Process
- Anxiety
- Attitude
- Motivation
Whereas, in the context of speaking English as a second language, Young (1991) listed six possible causes of language anxiety, including both personal and interpersonal factors, students' beliefs about language learning, and those of teachers. The expressions of fear of being judged negatively in a formal classroom setting support previous research that students feel more anxious in highly evaluative situations, especially in the foreign language classroom, where their performance is constantly monitored by both their teacher and classmates (Daly , 1991). Due to the fear of making mistakes, some students said that learning and speaking a foreign language in class is always a problem.
In this regard, the reason why students do not participate in class activities is the fear of verbal mistakes. Young (1991) pointed out that the reason why students do not participate in classroom activities is the fear of making a verbal mistake. Some innovations in the classroom can lead to changes in students' attitudes and motivation.
Types of Motivation
The downside to this is that external motivators, such as grades and rewards, can undermine intrinsic motivation for a task (Deci, Koestner, & Ryan, 1999). Matos & Lacante (2004) showed that students with intrinsic motivation processed reading material more deeply, achieved higher grades and showed more persistence than students with extrinsic motivation. Comparing these two types of motivation with each other, Ellis (1994) believes that the best and the perfect motivation is the integrative motivation.
There is another concept in the field of motivation introduced by Ryan &. Extrinsic Motivation The most fundamental difference is between intrinsic motivation and extrinsic motivation. a). Intrinsic motivation is the desire and interest to do and participate in certain activities because an individual feels that they are attractive and enjoyable. Students who are intrinsically motivated are inclined to stick with complex and complicated problems and gain knowledge from their errors and mistakes (Walker, Greene, & Mansell, 2006).
In addition, intrinsic motivation is essential and fundamental to the process of integration, through which elements of one's available internal awareness and knowledge are assimilated or blended with new knowledge. Extrinsic motivation is the tendency to engage in activities for reasons unrelated to the activity. To get to the point, intrinsic motivation is a motivation to do an activity for its own sake.
In fact, the teacher should know that the English language as a tool should be worthwhile for the student. It should also be mentioned that intrinsic motivation makes the learner think that learning a specific subject is worth the effort or not.
Conceptual Framework
In this part, the researcher presented the research method, the description of the research design, the variable, the population and the sample, the research instrument, the data collection procedure and the data analysis technique. To test the psychological stage of the students, the research questions asked, a multiple case study was conducted. The reason of the researcher used it, because it was assimilated with the real situation of the classroom that was to be described, analyzed and interpreted.
A descriptive example of a study is a kind of research that includes an intensive study of the background, current state, and environmental interactions of a given social unit of an individual, group, institution, or community. This study incorporates qualitative strategies to obtain more revealing information about the study's objectives.
Research Design
Variables and Indicators
Population and Sample 1. Population
Research Instrument
Procedures of Data Collection
Technique of Data Analysis
To determine the levels of language anxiety, the means to determine language anxiety were calculated. To describe students' attitudes, a 5-point Likert scale adapted from the original 7-point Likert scale format of Gardner's Attitude/Motivation Test Battery (AMTB) has been used. The questionnaires were administered to all students in the study to examine psychological factors in students' attitudes.
First, to understand students' antecedent factors in terms of previous experience in language learning and technology, two types of background questionnaires were administered at the very beginning of the semester, these were General Background Questionnaire (GBQ). The items were presented in a random order, followed by a 5-point Likert scale for most items ranging from strongly agree (5) to strongly disagree (1). The averages were calculated to determine the students' attitude where the formula is used, as follows.
To describe student motivation, a 5-point Likert scale adapted from the original 7-point Likert scale format of Gardner's Attitude/Motivation Test Battery (AMTB) has been used. The questionnaires were administered to all students in the study to examine psychological factors in student motivation. A five-point Likert scale was used to measure the level and type of learning motivation of the subjects.
The items were presented in random order, followed by a 5-point Likert scale for most items, ranging from 'never' (1 point) to always (5 points). The means were calculated as follows to determine students' motivation when using the formula.
Findings
- Students’ Anxiety Levels
- Students’ Attitude in Learning English
- Students’ Motivation in Learning English
Where the total average of student anxiety was 63 of the highest marks was 100 marks and the question total was 20 marks. So the researcher has given the result that the students' anxiety levels were 3.1 out of the total acquisition was 5. The above data shows the average of the students' attitude, where the total average of the students' anxiety was 65 out of the highest score was 100 points and the total the question was 20 numbers.
So that the researcher gave the result of students' attitude was 3.2 of the total acquisition 6 point. This means that the degree of students' attitude in learning English was good enough, of the highest percentage was 100. Where the total median of students' anxiety was 65 of the highest score was 100 points and the total of the question was 20 numbers. .
So that the researcher gave the result of students' anxiety levels were 3.2 of the total acquisition was 6 points. It means that students' motivation to learn English is still at the default value. The equal percentages indicated the amount of motivation of students, which was in a moderate degree of motivation, which was 65.
This means that the students' motivation to learn English was good, of which the highest percentage was 100% for very good motivation. This means that the anxiety level of the students when they were learning English was good enough when calculated as a percentage and 100% as the highest standardized as a very good anxiety level.
Discussion
From the above three psychological factors, the researcher could conclude that half of all correspondents were still difficult to attract when they were in English class. From the results of the research, it can be seen that their percentage was high as the main cause of students' anxiety in the learning process. Positive attitudes are usually associated with the speakers of the language in question and the culture that the speakers represent.
There is little indication that the changes in attitude are the result of differential grades obtained in the classroom. If relatively short innovations are introduced into the learning situation, they can affect attitudes and motivation, especially for those who actively become involved. The goals of the lessons should be such that they motivate students who have instrumental motivation to become aware and realize the value of a student who thinks about the English language as an instrument to achieve a certain goal, such as achieving grades or passing the exam.
The researcher could conclude that the biggest influence of the students' influence was an external factors. Since the English learning motivation is one of the most important learning factors, the need to determine the actual motivational situations of any student group is worthwhile. Motivation in English language learning of the students can be a great source of knowledge and understanding to implement relevant programs or activities to stimulate the more motivating learning atmosphere.
Based on the above findings, the researcher found that there is a positive response from the students for the English subject, especially when the topic talks about their daily activities or their real situation. Of the total points, the students' acquisition of the psychological factors instrument has an average of 3.1 points, and it was observed that the students' psychological factors in learning English were quite good.
Conclusion
Suggestion
Saya tidak pernah merasa begitu percaya diri berbicara bahasa Inggris di kelas. Saya sering memikirkan hal-hal yang tidak berhubungan dengan bahasa Inggris di kelas bahasa Inggris. VARIABEL SIKAP Di kelas, saya bekerja keras untuk mendapatkan nilai yang lebih baik di kelas bahasa Inggris.
9 Saya bersemangat belajar bahasa Inggris karena teman saya menganggap bahasa Inggris itu penting. 19 Ketika saya mempunyai masalah dalam bahasa Inggris, saya langsung bertanya kepada guru. 20 Saya belajar bahasa Inggris karena saya ingin.
مــــيحرلا نمـحرلا هـللا مــــــسب
Dengan Judul: Psychological Factors of Students in Learning English in Second Grade of SMA Negeri 1 Eremerasa, Bantaeng Regency. Title: Psychological Factors of Students in Learning English in Second Grade of SMA Negeri 1 Eremerasa, Bantaeng Regency.
