This thesis would not have come to its final form without generous help, support, advice, and prayers ofthe following people to whom the writer is greatly indebted. First of all, she would like to express her deepest gratitude to her first advisor Dr. Masduki, M.Pd, and her second advisor Drs. Adiloka, M.Pd. For their suggestions, guidance, comments, patience, during the consultation period until the completion of this thesis.
SMAN 1 RAJAGALUH MAJALENGKA is one ofthe Senior High School that uses the curriculum namely KTSP. That school located at Jalan Raya Mutiara Rajagaluh, the distric of Rajagaluh, The regency of Majalengka. Refers to thestudents’ test in mastery of new words is 70.25. It can be considered as “good”. Meanwhile, the average score ofthestudents’ ability to comprehend theEnglish text 81.75. It can be considered as “very good”. So, there are correlationbetweenthestudents’ mastery in new words andtheirability to comprehend theEnglish text in approve thecorrelation is 0.44. It can be considered as “sufficient or enough”.
Another study by FengXia Wang (2008) inthe study titled MotivationandEnglish Achievement: An Exploratory and Confirmatory Factor Analysis of New Measure for Chinese StudentsofEnglishLearning also helps the writer to know deep about the study ofmotivationand achievement. This research conducted in order to (1) construct a scale ofEnglishlearningmotivationin a particular Chinese context, the intrinsic/extrinsic motivation scale ofEnglishlearning (I/EMSEL) and (2) explore the relationship between intrinsic motivation, extrinsic motivationandEnglish achievement. The I/EMSEL scale was administered to two samples of first-year non-English-majors. Pearson correlations and multiple regressions were then performed between different kinds ofmotivationandEnglish achievement. Results indicated that autonomous extrinsic motivation correlated positively with intrinsic motivationand achievement, while controlled extrinsic motivation correlated negatively with them. In this study, there were two samples inthe survey. The size of
Besides, Samaya used interview instrument to know themotivationofstudentsat Basic Education grade2 to speak English. He used it because he was interested in understanding students’ views about speaking activities directly. The interview is conducted intheir mother tongue to avoid students’ nervous and to encourage thestudents to speak in more details and without pressure using English. His interview was consisted of three specific issues. Inthe first interview, he asked students to agree or disagree with a number of statements about their feelings about learningEnglishand about different types of skills and activities. The second interview focused on their self- confidence andthe last is he engaged thestudentsin a self-assessment exercise using a unit of material from English for Me Grade2. These three interviews allowed the research to collect in-depth information from each student about theirmotivationin relation to speaking activities inlearningEnglish. Finally, the result of his study showed that motivation took an important role to encourage studentsin speaking English. The study also proved that most ofthestudents thought that they were not ready to speak English because they did not know English much yet. 31
Students need positive motivation to read while the teacher needs to consider how to motivate students to engage as actively as possible in reading task. I n other words, teacher‟s job is to increase motivation, to discover, to prompt, and to sustain students‟ motivation to learn that kno wledge and skills needed for success inschoolandin life, and to engage in activities that lead to this learning. Meanwhile, motivation can come from many sources. One of them is goal setting. Slavin (2009: 306) says that students with learning goals see the purpose of schooling as gaining competence inthe skills being taught, such as reading and they are likely to take difficult courses and to seek challenges. Teachers can emphasize learning goals and positive or empowering attributions. Harmer (2005: 53) suggests teachers to make distinction between long and short-term goals and to focus their attention to the short-term goals. Teachers need to recognize that long-term goals are vitally important but that they can often seems too far away, so it can change or be degraded. On the other hand, the short-term goal oflearning language such as passing an English test atthe end ofthe week is more real for studentsand they will be easier to focus on achieving that goal. If the teacher can help studentsinthe achievement of short-term goals, they will have a significant effect on theirmotivation.
The population of this research was the second year studentsof SMPN 19 Bandar Lampung in academic year 2012-2013. There are eight classes for the second year. They were VIIIA, VIIIB, VIIIC, VIIID, VIIIE, VIIIF, VIIIG and VIIIH. The writer chose one of them through random sampling technique, where every class in population has the same chance to be chosen as sample. First, the writer wrote those eight classes on a small paper, one class for one piece of small paper. Then, she took one paper randomly to choose the class to be the sample. Finally, the writer got one class VIIIF with total number 36 students as the sample. Then the writer chose one class more to be a try out class for trying out the questionnaire before it is conducted in research class. That class was VIIIG. The writer chose this school because there was no research yet conducted here previously andthe topic for testing students’ English speaking ability is appropriate for students Junior High School.
be a complete section; that is, a unit. As they read, the tester will notice any places where the reader hesitates. In addition, if he stops and re –reads the sentence, this should be noted as it indicates some problem in readability. Readability tests do not need to be done in formal sessions only. At any time that someone is reading the translation, the translator, testers, and reviewers who are listening should be aware of any difficulties in reading. A text is readable because it is good writing, that is, it has a pleasing style, a good rhythm, and moves along at an acceptable pace. It should be kept in mind that what is readable for one audience may not be readable for another. Readability may also be affected by formatting matters. The size of type, punctuation, spelling, size of margins and space between lines may all affect the readability tests.
English is an International language that is used in many countries, either as foreign language or a second language. In teaching andlearning process inthe class, there are a lot ofstudents who find some difficulties inlearningEnglish. One ofthe difficulties that thestudents find inEnglishlearning activity is speaking. Thestudents’ speaking abilityinSMA N1 Abung Pekurun, Kotabumi, North Lampung is still low. To solve this problem, the researcher correlate it with Pronunciation. The objective of this research is to know whether there is acorrelation betweenstudents pronunciation mastery andtheir speaking abilityatthe first semester ofthe eleventh gradeofSMA N1 Abung Pekurun Kotabumi North Lampung inthe academic year of 2017/2018. The research methodology was correlational research. The population ofthe research was taken from studentsofthe eleventh gradeofSMA N1 Abung Pekurun Kotabumi North Lampung especially in IPA classes. The researcher took 30 studentsin IPA 1 as the sample from 87 students who come from IPA 1, IPA 2, and IPA 3. The sample ofthe research was gained through cluster random sampling. In collecting the data, the researcher used test to measure students’ pronunciation maste ry andtheir speaking ability. The form ofthe test was made a dialogue with a friend. The test was done to find out the validity, reliability and readability . After the data ofthestudents’ pronunciation mastery andtheir speaking ability were collected, the data were statistically comput ed to find out thecorrelationbetweenstudents’ pronunciation mastery andtheir speaking ability.
low achievers oflearningEnglish, altogether 12 students aged 17 to 20, were invited to attend semi-structured interviews. Through the account oftheirEnglishlearning experience, the relationship between motivational factors and academic achievement in foreign language learning was investigated. The findings indicated that there was a positive relationship betweenmotivationand achievement among this sample of Hong Kong Advanced-level studentsin this sixth form college. The results also indicated that all the high, average and low achievers had strong extrinsic motivation, but this did not have any significant correlation with students’ English attainment. Instead, it was intrinsic motivation that had a positive correlation with students’ English grades. In this sample, intrinsic and extrinsic motives did not inhibit each other as they had no significant correlation. 31
English speaking ability after being taught by using CLL atthe second gradeof SMPN 22 Bandar lampung. She developes a questionnaire to elicit the data required. The questionnaire was administered on approximately 60 students from two classes which is selected randomly. The findings revealed that Community Language Learning can be used to improve students’ m otivation in speaking ability. Second, Hulda (2011) investigates whether there was significant influence betweenstudents’ motivationandtheir reading comprehension achievement in
According to the statement above so theenglish teachers in indonesia has to become a good teachers and also thestudents has to become a good learners. this demanding teachers in Indonesia must have a good strategy to make theirstudents feel interested inlearning languages, especially English. Teacher is an educator who can touch the personal life of a student. and teachers are now the dominant figure inthe look up by students. therefore, teachers should have adequate behavior for students to develop themselves intheir entirety. inthe laws ofthe republic of Indonesia Number 14 of 2005 on teachers and lecturers article 1 paragraph 1 explain that :
7. The writer ’s beloved friends of 2011 English Department, Erlin Arisca, Eva Mayang Sari, Lia Anggraini Sari, Reininta Kesuma Redante, Barry Afriando, S.Pd as the chairman, Caboca crew; Marshela Risdanti, Ratih Widiasari, Luh Ayu Ferniawati M., S.Pd, Sofia Permatasari, S.Pd., Nitta Sitta Rahma, R. Siwi Juwita N., Komang Mega Susanti, Yohanes Agung P., Revi Marsita, Elisabeth G, Arthadina J, Dewi Firdanti, Ita Retno S, Anggarini Khandari, Yuni Apriani, Nurul A, Fiya S, Dara Helmasena, Rima Priska, Nidia Putri, Anggun KS, and all the boys in class B; Tri Widioko, Afif, Aria Nugraha, Chairul Ichwan, Hamdan H, I Nyoman, Kharis M, and Bagus Alghani, S.Pd and also my familiy of Sumber Agung, Agus Komari, S.Pd., Agus Wantoro, Galant Jodhi, Satrya Kurniawan, Maulida Etikasari, S.Pd. Nyoman Lusiani, Rika Sundari, Ria Afriza, Hani Ervina, Marelita Devisa and Dwi Winarsih and all ofEnglish 2011 fraternity. Thanks for your support to finish this script.
country has its own national language. English is on ofinternational language. Although there are many languages which are used as international language for communication but English is well understood by many people inthe world as a global language. The general objective ofthe teaching englishin indonesia based on the competence based curriculum 2004 is to develop students ’ communicative competence ofthe four language skills or aspects of teaching andlearning : listening, speaking, reading, and writing (Depdiknas 2005 : 171).
The method that is used in this study is correlational study. The study was conducted in May 2013 atSMANegeri 3 Surakarta. The population of this study is all the first gradestudentsofSMANegeri 3 Surakarta inthe academic year of 2012/2013 which consists of ten classes. The total ofthe population is 318 students. By using cluster random sampling technique, the writer takes class X.10 as the sample which consists of 32 students. The instruments to collect the data are inthe form of questionnaire and test. The questionnaire is used to collect the data of vocabulary mastery and reading comprehension. The techniques which are used in analyzing the data are Simple Correlationand Multiple Regression Correlation.
10. And all people including the writer‟s friends w ho cannot be mentioned here. The writer realizes that this thesis is still farof being perfect and there are many mistakes either in arrangement or inthe content. So the writer is widely opened to receive any criticism and suggestion to make this thesis better for the future.
Rosalina, Viona. 2014. The Relationship betweenStudents’ MotivationandTheirEnglishLearning Achievement (A Correlational Study atthe Second Gradeof SMAN 3 TANGSEL). Skripsi.Jakarta: The Department ofEnglish Education.The Faculty of Tarbiya and Teachers’ Training.UIN Jakarta.
Jong, R. d., Mainhard, T., Tartwijk, J. v., Veldman, I., Verloop, N., & Wubbels, T. (2013). How pre- service teachers’ personality traits, self -efficacy, and discipline strategies contribute to the teacher – student relationship. British Journal of Educational Psychology, 84 (2), 294-310.
in developing effective perceptual skills of reading Englishandin increasing reading speed inEnglish. This drill is very essential to improve the pre-reading skill. A language learner should be drilled in how to move his eyes properly during reading a text. The eye movement drill includes only two or three bars across the line. The student is required to move his eyes from left to right quickly and make a fixation only on the bars of each line. Timing should be identified in each drill to assess the reader's progress. There are three objectives for using this type of technique:
This research was aimed: (1) To find out whether or not learningmotivation has a positive correlation with students’ reading competence ofthe first gradestudentsofSMA Veteran 1 Sukoharjo inthe academic year 2011-2012. (2) To find out whether or not vocabulary knowledge has a positive correlation with students’ reading competence ofthe first gradestudentsofSMA Veteran 1 Sukoharjo inthe academic year 2011-2012. (3) To find out whether or not learningmotivationand vocabulary knowledge simultaneously has a positive correlation with students’ reading competence ofthe first gradestudentsofSMA Veteran 1 Sukoharjo inthe academic year 2011-2012.
motivation. Strongly motivated students will likely achieve better grade than non-motivated students. It is the job ofthe teachers to give stimulus so that the non-motivated students will have a spirit to le arn. Considering thestudents‟ behaviour, teachers must also know whether thestudents are diligent enough or not in revieweing the material, since memorizing vocabulary is essential for them to develop theirabilityin mastering English. In this study, the researcher identifies whether those phenomena occur to the Elementary Schools Studentsin Salatiga, Indonesia.