Judul Skripsi: Students' Attitude and Motivation towards English Learning (A Descriptive Research at the Eleventh Grade of SMA Negeri 1 Pallangga). Judul Skripsi: Students' Attitude and Motivation towards English Learning (A Descriptive Research at the Eleventh Grade of SMA Negeri 1 Pallangga). This descriptive research aimed to find out the students' attitude and motivation towards English learning.
Based on the data analysis, it was found that the total score of the students in the eleventh grade of SMA Negeri 1 Pallangga has more trends in motivation where the average score was 32, and Students' attitude average score was 31.2. Based on the finding and discussion of the research, the researcher made a conclusion that students of SMA Negeri 1 Pallangga have moderately high motivation and low attitude. By reciting Bismillahi Rahmani Rahim, the researcher started the process of this activity, including the mainly observation, literature review, writing process, research and consultation.
Therefore, the great gratitude is applied to the almighty God (Allah SWT) and his messenger Muhammad SAW, who gave her the best everything to complete the whole process of this work. The researcher realizes that many people in the execution and writing of this thesis have given her valuable suggestions, guidance, assistance and advice for the completion of this thesis.
INTRODUCTION
- Problem Statement
- Objective of the Research
- Significance of the Research
- Scope of the Research
What is the students' attitude towards learning English at the eleventh grade of SMA Negeri 1 Pallangga. How is the students' motivation to learn English at the eleventh grade of SMA Negeri 1 Pallangga. To find out the students' attitude towards English learning at the eleventh grade of SMA Negeri 1 Pallangga.
To find out the students' motivation for learning English at the eleventh grade of SMA Negeri 1 Pallangga. The subject of this research identified and knew how far the students' attitude and motivation towards English learning. Students' attitude towards learning English in the eleventh grade of SMA Negeri 1 Pallangga has a negative attitude.
REVIEW OF RELATED LITERATURE
Concept of Attitude
- Definition of Attitude
- The component of attitude
Language learning has psychological and social aspects and attitude towards second language learning influences the ability of the learners to master a language. Attitude can be defined as an original and consistent way of thinking, feeling and reacting to people, groups, social issues or more generally, to any event in the environment. Tahaineh and Danna mention that attitudes play an outstanding role in determining one's behavior, since the attitude has an impetus that stimulates the behavior and directs it in a particular direction.
It can be said that improving students' positive attitude towards a certain academic subject can increase their desire to learn the subject and develop the ability to apply what they have learned, and also lead to improved memorization. The attitude is determined by the individual's beliefs about the results or characteristics of performing the behavior (behavioral beliefs), weighted by evaluations of these results or characteristics. Thus, a person who has a firm belief that positively valued outcomes will result from performing the behavior will have a positive attitude toward the behavior.
Conversely, someone who strongly believes that negatively valued outcomes will result from the behavior will adopt a negative attitude.” The attitude concept can be viewed from these three dimensions. Cognitive component refers to one's belief about the subject, whether positive or negative. Behavioral components refer to one's behavioral intention or to one's actual behavior toward the object.
In relation to the above explanation, the researcher may find that attitude is the potential tendency to respond to stimulants. When students have a positive attitude toward a lesson when learning, they are likely to always study the lesson. The degree of success that students can achieve in their learning activities largely depends on their own attitude.
Gardner and Lambert (1972) have concluded that students' ability to master a second language is not only influenced by the mental competence or language skills, but also by the students' attitudes and perceptions towards the target language.
Concept of motivation
- Definition of Motivation
- Kinds of Motivation
- The Importance of Motivation in second Language
- English Skill
The purpose of the desire behavior is driven by extrinsic motivation lies outside the behavior. Both integrative and instrumental motivations are also grouped under the branch of extrinsic motivation (Harmer, . 1991:4). Integrative motivation defined as the desire to be part of recognized or important members of the community or that society that speaks the second language.
It is based on interest in learning the second language due to their need to learn about, associate or socialize with the people who use it due to purpose or intention to participate or integrate in the second language through the same use language in that community; but sometimes it involves a lot of emotion or affective factors. When someone becomes a resident in a new community that uses the target language in their social interaction, integrative motivation becomes a key component in helping the learner to develop some proficiency in the language. As he said: "If the students lose confidence in the method, they will become demotivated" (Harmer, 1991:5).
From Krashen's affective filter hypothesis (as cited in Lightbown and Spada), emotional states such as fatigue, depression, boredom, etc. hinder students' learning process. When learning languages, students have conscious knowledge of the new language and can talk about that knowledge. While students learn English several times without focusing on the method and material the teacher gives them.
English, one of the factors is age, where adults learning English can understand better than children in the classroom environment. After repeatedly combining the meat powder with the sound of the bell, he then removed the meat powder and found that the sound of the bell alone induced salivation (the conditioned response). Listening not only means paying positive attention to what is being said, but also being more active in understanding the meaning of the spoken language.
For the beginner, reading is primarily concerned with learning to recognize the printed symbols that represent language and to respond intellectually and emotionally when asked about the content of the text he has read.
Conceptual Framework
Based on Figure 2.1 above explains that the input of this research is the students' psychological aspect in terms of attitude and motivation, and the researcher will find the students' psychological aspect in relation to English learning.
RESEARCH METHOD
- Variable
- Population and Sample
- Instrument of the Research
- Procedure of Collecting Data
- Technique of Data Analysis
The population of this research was applied to eleventh year students of SMA Negeri 1 Pallanga. The instrument of this research was the questionnaire, which contained several questions to describe students' attitude and motivation towards English. To describe students' attitude, there is a 5-point Likert scale ranging from Strongly Disagree to Strongly Agree.
The findings of the study presented the result of students' attitudes and motivation towards learning English, and the discussion of the study includes further explanation of the findings. The above data shows the median of student attitudes, where the overall median of student attitudes was 31.48. The above data shows the median of student motivation, where the overall median of student motivation was 32.2.
The percentages indicated the amount of students' motivation, which was in a moderate motivation, which was 32.2%. The responses regarding students' motivation for English are quite different from the attitude, and the mean score is 32.2. The result of this descriptive came with the answer to problem statements, which aimed to know about the students' attitude towards English learning.
The result of this description was related to the answer to the problem statements, the aim of which was to determine the students' motivation for learning English. The researcher can conclude that the students' motivation is moderately high and is more prone to extrinsic motivation. He gave some factors that influence students' attitude towards learning English in the classroom.
Journal of EFL students' attitudes towards English language learning: the case of Libyan high school students.
FINDINGS AND DISCUSSION
Discussion
In this part, the researcher presents the discussion of the data analysis result collected through the questionnaire. In this case, it can be said that they have some problems in learning English in the. One of the problems selected by students in the questionnaire that has a high average score of 5.32 is "I cannot summarize the important points in the English subject content by myself".
One of the questionnaires chosen by students has a high mean score of 5.32 "Learning and speaking English will add to my social status". It shows that students have positive response to their motivation to learn English. The item of "If I learn English, I will be able to get a better job". This is provided by the average score of the students where the result of the questionnaire was 31.2.
This means that students in learning English have sufficient motivation, although some factors internal and external that influence them to learn English. Jordanian undergraduate students' motivations and attitudes towards learning English in EFL context, International Review of Social Sciences and Humanities Vol. Tick the statement that describes your situation regarding attitude and motivation to learn English.
12 Saya ingin belajar bahasa Inggris karena saya ingin menunjukkan kemampuan saya kepada keluarga, teman, atasan dan lain-lain. 15 Saya sangat menikmati belajar bahasa Inggris. Beri tanda centang [] pada pernyataan yang menggambarkan sikap dan motivasi Anda untuk belajar bahasa Inggris. 9 Saya sangat menyukai kelas bahasa Inggris, saya akan terus belajar bahasa Inggris di masa depan.
12 Saya ingin belajar bahasa Inggris karena saya ingin menunjukkan kemampuan saya kepada keluarga/teman/guru.
CONCLUSION AND SUGGESTIONS
Suggestions
9 I really like my English class; I look forward to studying more English in the future. 10 I don't feel enthusiastic about coming to class when the English teacher is teaching.
