Second Languange Acquisition
STUDENTS’ MOTIVATION
IN ENGLISH LEARNING
FERDIANSYAH
0813042004
ENGLISH EDUCATION STUDY PROGRAM
ART AND LANGUAGE EDUCATION DEPARTMENT
2011
A. Background of the problem
Motivation methods for students are plenty. To suggest one of the most effective methods of motivating students, it is that of having a motivation workshop/session in the school. When a school holds an event that has motivational speakers address the students and have workshops or sessions that inculcate motivation in students of the school, it is beneficial. It helps the students get encourages and increases their morale in ways that are hugely effective.
Motivation plays a significant role in the process of learning a second language. Language teachers cannot effectively teach a language if they do not understand the relationship between motivation and its effect on second language acquisition. The core of motivation is what might be called passion. Passion, which relates to a person’s goals and desires, is intrinsic. Successful learners know their preferences, their strengths and weaknesses, and effectively utilize strengths and compensate for weaknesses. Successful language learning is linked to the learner’s passion. Instructors should find ways to connect to this passion.
The session or workshop must involve personalized elements of motivation as well; wherein each student is communicated to individually at some part of the motivation session/workshop. This will bring about a equitable motivation to each student, making him or her feel personally motivated as well as a participant in an over-all –group motivation program. This is good in two ways: One, because the student feels like he/she is with his/her class (grade) and is experiencing a training or learning together with his/her fellow-class-mates and the other is the motivation that the student undergoes individually and feels special because of the time allotted to motivate each student separately in that session.
B. Theoretical framework
Motivation is a desire to achieve a goal, combined with the energy to work towards that goal. Many researchers consider motivation as one of the main elements that determine success in developing a second or foreign language; it determines the extent of active, personal involvement in L2 learning. (Oxford & Shearin, 1994).
According to the Webster's, to motivate means to provide with a motive, a need or desire that causes a person to act. Motivation has been identified as the learner's orientation with regard to the goal of learning a second language (Crookes and Schmidt 1991). It is thought that students who are most successful when learning a target language are those who like the people that speak the language, admire the culture and have a desire to become familiar with or even integrate into the society in which the language is used (Falk 1978).
Gardner (1985) stated that motivation is concerned with the question, "Why does an organism behave as it does. Motivation involves 4 aspects: A Goal, An Effort, a Desire to attain the goal, favorable attitude toward the activity in question. Motivation is also defined as the impetus to create and sustain intentions and goal-seeking acts (Ames & Ames, 1989). It is important because it determines the extent of the learner's active involvement and attitude toward learning. (Ngeow, Karen Yeok-Hwa, 1998).
Gass and Selinker (1994) suggest that motivation in the second language will influence the level of proficiency s learner can attain. However, improving proficiency in a second language is a long term project. Success in this long term project depends on success in a series of short activities. A learner who is vigilant about instituting many encounters to gain comprehensible input is more likely to succeed in second language learning environments. A learner who expands the effort for memorization is more likely succeed in either foreign or second language environment. However, this notion still needs further verification.
III. Data collecting technique
| Students' number | Q1 | Q2 | Q3 | Q4 | Q5 | Q6 | Q7 | Q8 | Q9 | Q10 | MEAN | COGNITIVE SCORE | STUDENT'S MOTIVATION | |
| 1 | 1 | 2 | 5 | 1 | 1 | 3 | 1 | 5 | 5 | 1 | 2.5 | 75 | 1 | |
| 2 | 1 | 3 | 4 | 2 | 1 | 2 | 1 | 4 | 4 | 2 | 2.4 | 64 | 1 | |
| 3 | 1 | 2 | 3 | 1 | 2 | 3 | 1 | 3 | 4 | 2 | 2.2 | 66 | 1 | |
| 4 | 1 | 4 | 4 | 2 | 2 | 2 | 1 | 3 | 5 | 1 | 2.5 | 78 | 1 | |
| 5 | 1 | 2 | 3 | 3 | 2 | 2 | 2 | 4 | 3 | 3 | 2.5 | 76 | 1 | |
| 6 | 1 | 1 | 4 | 2 | 3 | 1 | 3 | 3 | 2 | 4 | 2.4 | 80 | 1 | |
| 7 | 1 | 1 | 5 | 1 | 2 | 2 | 2 | 2 | 4 | 3 | 2.3 | 78 | 1 | |
| 8 | 1 | 3 | 5 | 1 | 1 | 3 | 2 | 1 | 5 | 2 | 2.4 | 75 | 1 | |
| 9 | 1 | 2 | 5 | 3 | 2 | 4 | 2 | 1 | 4 | 3 | 2.7 | 75 | 2 | |
| 10 | 1 | 1 | 4 | 4 | 2 | 3 | 1 | 2 | 3 | 3 | 2.4 | 66 | 1 | |
| 11 | 1 | 1 | 3 | 2 | 3 | 2 | 3 | 3 | 3 | 2 | 2.3 | 64 | 1 | |
| 12 | 1 | 4 | 2 | 1 | 3 | 1 | 3 | 4 | 4 | 2 | 2.5 | 73 | 1 | |
| 13 | 1 | 3 | 4 | 1 | 2 | 2 | 4 | 2 | 3 | 1 | 2.3 | 81 | 1 | |
| 14 | 1 | 2 | 5 | 2 | 1 | 3 | 5 | 1 | 3 | 1 | 2.4 | 77 | 1 | |
| 15 | 1 | 1 | 3 | 2 | 2 | 3 | 5 | 4 | 4 | 3 | 2.8 | 87 | 2 | |
| 16 | 1 | 1 | 4 | 2 | 3 | 2 | 1 | 2 | 5 | 2 | 2.3 | 65 | 1 | |
| 17 | 1 | 2 | 4 | 3 | 2 | 1 | 2 | 3 | 3 | 2 | 2.3 | 64 | 1 | |
| 18 | 1 | 2 | 5 | 2 | 1 | 3 | 3 | 2 | 4 | 2 | 2.5 | 76 | 1 | |
| 19 | 1 | 4 | 3 | 1 | 1 | 4 | 2 | 1 | 4 | 1 | 2.2 | 86 | 1 | |
| 20 | 1 | 3 | 3 | 2 | 2 | 2 | 1 | 2 | 5 | 1 | 2.2 | 78 | 1 |
The data is in the form of descriptive data which is conducted on Monday, June 06th, 2011. The sample of the research is student of SMA 12 Bandar Lampung. Furthermore, the data is presented as follow:
Firstly, the researcher gives the questionnaire which consists of 10 items to 20 students. Then, the researcher gets the data and transcript as table above. The items are represented by Q1-Q10. MEAN, COGNITIVE SCORE, and STUDENTS’ MOTIVATION.
Q1 – Q10 are answers from question number 1 until number 10.
MEAN are the average of total answers.
Cognitive score is the last score achieved by students. Students’ motivation which 1 for low motivation, and 2 for high motivation.
IV. Result and Discussion
Frequencies
| Statistics | |||
| | | COGNITIVE_SCORE | STUDENT_MOTIVATION |
| N | Valid | 20 | 20 |
| Missing | 0 | 0 | |
| Std. Deviation | 7.16424 | .30779 | |
| Variance | 51.326 | .095 | |
| Range | 23.00 | 1.00 | |
| Minimum | 64.00 | 1.00 | |
| Maximum | 87.00 | 2.00 | |
Based on the table above, it can be inferred that there are 20 data input which are valid with
· means of English score 74.20 and means of motivation classification 1.01
· standard deviation of cognitive score 7.16424 and standard deviation of motivation of student .30779
In further, the data is shown more specific as table and histograms in follow:
Frequency Table
| COGNITIVE_SCORE | |||||
| | | Frequency | Percent | Valid Percent | Cumulative Percent |
| Valid | 64.00 | 3 | 15.0 | 15.0 | 15.0 |
| 65.00 | 1 | 5.0 | 5.0 | 20.0 | |
| 66.00 | 2 | 10.0 | 10.0 | 30.0 | |
| 73.00 | 1 | 5.0 | 5.0 | 35.0 | |
| 75.00 | 3 | 15.0 | 15.0 | 50.0 | |
| 76.00 | 2 | 10.0 | 10.0 | 60.0 | |
| 77.00 | 1 | 5.0 | 5.0 | 65.0 | |
| 78.00 | 3 | 15.0 | 15.0 | 80.0 | |
| 80.00 | 1 | 5.0 | 5.0 | 85.0 | |
| 81.00 | 1 | 5.0 | 5.0 | 90.0 | |
| 86.00 | 1 | 5.0 | 5.0 | 95.0 | |
| 87.00 | 1 | 5.0 | 5.0 | 100.0 | |
| Total | 20 | 100.0 | 100.0 | | |
| STUDENT_MOTIVATION | |||||
| | | Frequency | Percent | Valid Percent | Cumulative Percent |
| Valid | 1.00 | 15 | 75.0 | 88.2 | 88.2 |
| 2.00 | 2 | 10.0 | 11.8 | 100.0 | |
| Total | 17 | 85.0 | 100.0 | | |
| Missing | System | 3 | 15.0 | | |
| Total | 20 | 100.0 | | | |
V. Appendix
KUESIONER TENTANG MOTIVASI TERHADAP
BAHASA INGGRIS
Berikut adalah beberapa pernyataan dengan beberapa orang yang setuju atau tidak setuju. Dibawah ini tidak ada jawaban benar atau salah karena beberapa orang mempunyai opini yang berbeda. Kami akan mengindikasikan opini anda tentang beberapa pernyataan dengan menconteng jawaban yang sangat mengindikasikan secara luas apakah anda setuju atau tidak setuju dengan beberapa pernyataan dibawah ini.
| No | Pernyataan | Sangat setuju | Setuju | Ragu-ragu | Tidak Setuju | Sangat Tidak Setuju |
| 1 | Bahasa Inggris sangat penting di era globalisasi | | | | | |
| 2 | Bahasa inggris adalah sebuah bahasa dengan aturan standar | | | | | |
| 3 | Di Indonesia penggunaan Bahasa Inggris harus dibatasi | | | | | |
| 4 | Bahasa Inggris adalah bahasa populer di Indonesia | | | | | |
| 5 | Program TV berbahasa Inggris harus yang disiarkan di Indonesia harus diterjemahkan | | | | | |
| 6 | Bahasa Inggris kurang penting dibandingkan dengan bahasa asing yang lain untuk orang Indonesia | | | | | |
| 7 | Bahasa Inggris sangat adalah bahasa yang sangat rumit | | | | | |
| 8 | Bahasa Inggris adalah bahasa orang-orang berpendidikan | | | | | |
| 9 | Mendengarkan lagu bahasa Inggris membuat anda bingung | | | | | |
| 10 | Pengucapan dalam bahasa Inggris sangat indah | | | | | |
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