Second Language Acquisition
THE RELATION BETWEEN MOTIVATION AND ENGLISH ACHIEVEMENT IN THE SECOND YEAR OF SENIOR HIGH SCHOOL
RIZKI MITRA AMALIA
081042045
ENGLISH EDUCATION STUDY PROGRAM
ARTS AND LANGUAGE EDUCATION DEPARTMENT
SCHOOL OF EDUCATION AND PEDAGOGY
LAMPUNG UNIVERSITY
2011
ABSTRACT
Motivation is one of the important factors that influence English learning achievement. That’s true of the students in the Senior High School. In order to improve the students’ English performance, a research by means of a questionnaire and an interview is done in a key Senior School on the motivation in learning English in order to improve the English teaching. The results showed that the motivation has a close relationship with the students’ performance. But the different strength in motivation will lead to different learning efficiency. So to help the students to maintain a proper strength in English learning motivation is very necessary for the teachers in the daily teaching procedure.
CHAPTER I
INTRODUCTION
As we all know, motivation is one of the most important factors that will influence students' English achievements or Performance. It has a close relationship with students' success or failure in English teaching in the Senior High School. Therefore, Teachers must pay more attention to this aspect. As Gardner (1985) emphasized that the motivation constructed the primary factor to influence students on English learning. He believed that motivation for language
learning can not only include goal orientation but the combination of effort, desire to achieve the goal of learning the language and favorable attitudes toward learning the language. And the core of his motivation is the dichotomy of integrative and instrumental orientations. (Zhang Suyan, 20)There exists a great dispute about the effect of the kinds of motivation on the English study performance. Lukmani discovered that the learners with instrumental orientations will be easily successful in English Learning than those with integrative motivation. Similarly Lzzo discovered in his survey that students with instrumental motivation will make great success in foreign language learning. But Burstall discovered that those two motivations have been parelleled connected with the success of a foreign language study closely, unable to distinguish which effect is more or less. Gardner gives a great impetus to the motivation theory development. On the base of him, Graham divided the motivation into integrative motivation and assimilative motivation. (Zhao Ju, 2003, 12).
However not all researchers in the world agree with Gardner ’s theory. Hungarian psychologist Dornyei brought forward three-level mode: language level; learner level and situation level. Language level includes the motivity every part of language produced on the learners; Learner language means the features of individual difference, among which the most important is the need for success and maintenance of the learners’ self-esteem; the situation level are those factors including the impetuses by teachers and group. Differently Brown divided the motivations into three types: global motivation, situational motivation, task motivation. (Zhaoju, 2003, 12). .Besides there are other different voices on this subject at home .Wen Qiufang (1996, 174) explained motivation as the reason for studying English and the aim of learning English. She divided the motivation of learning English into two groups: surface motive and deep motive.
People with surface motive tend to get a degree, a good job or a higher pay; people with deep motive tend to study English for great interest and for extension of their knowledge. In her research, she finds out to know about one’s own motivation type will do good to further study. In this article, the theory outline mainly comes from Wen Qiufang (1996).
The author intends to make a research on the English learning motivation in a Senior High school, which is one of the three key senior High schools in a little city, or rather, the third one in the quality of the students’ performance. Many students come from the countryside with a poor foundation and little interest in English. A number of students have not their own goals in English learning, just following the teacher blindly. Seemly they are forced to do that. They do not know how to learn English well. As a result, we can imagine what their English performances are like. In order to narrow down the gap between the school and the other two key schools, the headmaster encourage the author to do a research on this problem, hoping to find out the reason for that and to solve the serious problem , making students learning English actively and efficiently finally.
CHAPTER II
RESEARCH DESIGN AND DATA COLLECTION
2.1 Subjects
The subjects in this survey are the second year students of senior high school. The total number is 20. The reason why I choose subjects in this way is that the survey is intended to get overall information on motivation of the students in the school in order to get valid information from a small sample.
2.2 Research instruments
The instruments used in the study were one questionnaire (for the students). The questionnaire is made according to Setiadi (1999). This questionnaire is made up of twenty questions, which are all translated into Bahasa Indonesia. Each questions have three choices marked with the score value:"0,1,2" to represent the different meanings: 0. Bad motive, 1. Surface-motive, 2. Deep motive.
2.3 Procedures for data analysis
2.3.1 Questionnaire
Choose a suitable day when students have enough time to cooperate with the questionnaire. Before they do, the requirements must be made clearly enough to all the students. After collecting the information from the subjects, the data were input into the computer. By means of the Statistical Package for Social Science (SPSS), we can draw some information about the students’ response to each question. Judging from the mean of each question used by students, we can know how forceful they are in motivation. We can also calculate the correlation between the motivation and English achievement. Then according to the statistics theory, we can look into the inner relationships between the motivation and the students’ English achievement.
CHAPTER III
DATA COLLECTING TECHNIQUE
According to the questionnaire, we can get two kinds of students: students with surface-motive and deep motive. If the mean of total answers from 0.40 until 1.15 can be categorized as surface-motive, and the mean of total answers from 1.16-1.90 can be categorized as deep motive. And then, we can make a form showing the correlation relationship between the motivation type and the English achievement.
When analyzing the questionnaire with the help of the SPSS, the author is doing a kind of quantitative analysis; while using the interview, the author is doing qualitative analysis. The qualitative analysis and quantitative analysis are combined here to enhance the validity of the research. The interview can help the research find out the truth behind their choices. In qualitative analysis, the researcher can base his or her interpretation or conclusion on the daily observation.
CHAPTER IV
RESULT AND DISCUSSION
If the results show that the students are mainly super-motive oriented, this means they are in a state of being forced to study. Some of those students usually are lack of activity and direct interest when studying English. Though they have some indirect interest, it cannot support them for further studies with higher difficulty. Combined with the information from those students with super motive, the truth can be found: Not all the students feel uninterested in the English from the very beginning but lose the interest as the difficulty in English learning increases because of lack of enough perseverance. Others become frustrated when they can’t make progress in English learning. If so, they may be in hot water and hard to throw off it.
If the results show that the students are type of deep-motive, those students must have very deep interest in what they learn. Interest has two kinds of classifications: direct and indirect interest. The former is caused by the learning course and the knowledge. The latter is decided by the students’ cognition in the learning activities .If students are lack of direct interest, studies will become a kind of burden, boring and dull; if they have no indirect interest, they will be easy to lose heart and perseverance in the English. But those students should keep up this motivation in case it changes into surface one. They should monitor the changes so as to make any adjustment. From the above survey, we can also draw a conclusion that motivation and learning strategies can supplement to each other.
Based o the data, the researcher analyzes the data using three test. There are descriptive statistics frequencies, compare means, and bivariate correlation as follow:
| Statistics | |||
| | | Student_Motivation | English_Achievement |
| N | Valid | 20 | 20 |
| Missing | 0 | 0 | |
| Std. Deviation | .51299 | 8.58027 | |
| Variance | .263 | 73.621 | |
| Range | 1.00 | 35.00 | |
| Minimum | 1.00 | 55.00 | |
| Maximum | 2.00 | 90.00 | |
| Student_Motivation | |||||
| | | Frequency | Percent | Valid Percent | Cumulative Percent |
| Valid | 1.00 | 10 | 50.0 | 50.0 | 50.0 |
| 2.00 | 10 | 50.0 | 50.0 | 100.0 | |
| Total | 20 | 100.0 | 100.0 | | |
| English_Achievement | |||||
| | | Frequency | Percent | Valid Percent | Cumulative Percent |
| Valid | 55.00 | 1 | 5.0 | 5.0 | 5.0 |
| 65.00 | 2 | 10.0 | 10.0 | 15.0 | |
| 68.00 | 3 | 15.0 | 15.0 | 30.0 | |
| 70.00 | 2 | 10.0 | 10.0 | 40.0 | |
| 72.00 | 2 | 10.0 | 10.0 | 50.0 | |
| 75.00 | 1 | 5.0 | 5.0 | 55.0 | |
| 78.00 | 2 | 10.0 | 10.0 | 65.0 | |
| 80.00 | 2 | 10.0 | 10.0 | 75.0 | |
| 82.00 | 2 | 10.0 | 10.0 | 85.0 | |
| 85.00 | 2 | 10.0 | 10.0 | 95.0 | |
| 90.00 | 1 | 5.0 | 5.0 | 100.0 | |
| Total | 20 | 100.0 | 100.0 | | |
From frequency table above, we can see as follows:
a. 1 = Surface motive : 10 students (50%).
b. 2 = Deep motive : 10 students (50%).
Based on the table above, it can be inferred that there are 20 data input which are valid with
· means of English Achievement 74.40 and means of student’s motivation 15.00
· standard deviation of English score .51299 and standard deviation of student’s motivation 8.58027
· APPENDIX
Kuisioner
motivasi belajar bahasa inggris
Petunjuk
Jawablah pertanyaan-pertanyaan berikut ini dengan melingkari jawaban yang sesuai dengan kondisi Anda sebenarnya. Demi kesuksesan penelitian, pilih seakurat mungkin jawaban yang Anda anggap paling sesuai.
1. Mengapa saya belajar bahasa Inggris? Sesungguhnya karena saya:
a. Hanya mengisi waktu luang
b. Diberi saran oleh orang lain untuk ikut belajar bahasa Inggris
c. Benar-benar ingin mempelajari bahasa Inggris
2. Jika guru bahasa Inggris bermaksud memberi tugas tambahan kepada para siswa yang ingin mendapat tambahan nilai, saya akan:
a. Sangat bersedia mengerjakannya secara sukarela
b. Bersedia mengerjakannya jika beliau secara langsung memerintah saya
c. Tidak bersedia mengerjakannya
3. Ketika saya mendengar lagu-lagu berbahasa Inggris di radio, saya:
a. Mengganti gelombang radio tersebut
b. Memilih untuk mendengarkan lagu tersebut dan hanya mencoba memperhatikan kata-kata pada lirik yang mudah saja.
c. Mendengarkannya dengan seksama dan mencoba memahi seluruh kata dalam setiap liriknya.
4. Jika saya diberi PR bahasa Inggris, maka saya:
a. Hanya mengerjakannya sekilas
b. Berusaha mengerjakannya, namun tidak sebanyak yang saya mampu
c. Mengerjakannya dengan hati-hati dan berusaha untuk memahaminya
5. Ketika saya melihat petunjuk-petunjuk yang ditulis dalam bahasa inggris, saya:
a. Membacanya dengan hati-hati dan mencoba untuk memahaminya
b. Membacanya, namun akan menyerah ketika menemukan kata-kata sulit.
c. Berusaha mencari terjemahan bahasa Indonesia-nya
6. Jika saya menemukan kesulitan dalam memahami materi pelajaran bahasa Inggris yang sedang saya pelajari, saya:
a. Akan melupakannya
b. Hanya akan mencari bantuan sebelum ujian tiba
c. Akan segera menanyakannya kepada guru
7. Saya berusaha memahami kembali materi-materi yang sudah saya dapatkan selama saya belajar bahasa Inggris.
a. Sangat sering
b. Sesekali/ kadang - kadang
c. Hampir tidak pernah
8. Ketika saya berada dalam diskusi bahasa Inggris, saya:
a. Diam saja
b. Sesekali berbicara
c. Cukup sering berbicara
9. Saya membaca majalah dan buku-buku bahasa Inggris di luar kelas.
a. Cukup sering
b. Kadang – kadang
c. Tidak pernah
10. Setelah tugas bahasa Inggris saya dibagikan, saya:
a. Selalu menulisnya kembali dan memperbaiki yang salah.
b. Memperhatikannya kembali, namun tidak memperbaiki bagian-bagian yang salah.
c. Hanya meletakkannya di dalam tas dan melupakannya.
11. Jika ditawari kursus bahasa Inggris, saya akan:
a. Tidak mendaftarkan diri
b. Mendaftarkan diri jika kursus diberikan secara gratis
c. Segera mendaftarkan diri
12. Jika saya mempunyai kesempatan untuk berbicara dalam bahasa Inggris di luar kelas, saya akan:
a. Berbicara sesering mungkin
b. Berbicara jika perlu
c. Diam saja
13. Selama jam pelajaran bahasa Inggris, saya akan:
a. Berbahasa Inggris secara lisan
b. Menggunakan gabungan bahasa Indonesia dan Inggris secara lisan
c. Tetap berbicara menggunakan bahasa Indonesia
14. Jika saya memiliki kesempatan untuk bertemu dengan orang-orang yang berbahasa Inggris, saya akan:
a. Tidak menggunakan kesempatan tersebut
b. Menggunakan kesempatan tersebut jika saya mempunyai waktu luang
c. Pasti menggunakan kesempatan tersebut sebaik mungkin
15. Jika saya memiliki sebuah pilihan, saya akan memilih:
a. Hanya memilih kelas bahasa Inggris
b. Kelas bahasa Inggris dan bahasa asing lainnya
c. Kelas bahasa asing lainnya
16. Jika ada speaking club di sekolah, saya akan:
a. Berusaha hadir dalam setiap pertemuan sesering mungkin
b. Sesekali hadir dalam pertemuan
c. Tidak tertarik untuk bergabung
17. Jika saya cukup mengerti bahasa Inggris, saya akan menonton program-program tv bahasa Inggris.
a. Sesering mungkin
b. Kadang-kadang
c. Tidak pernah
18. Jika saya mempunyai kesempatan dan kemampuan cukup dalam berbahasa Inggris, saya akan membaca buku-buku dan majalah bahasa Inggris.
a. Tidak pernah
b. Kadang-kadang
c. Sesering mungkin
19. Setelah kelas bahasa Inggris selesai, saya mungkin akan:
a. Tidak berusaha mengingat materi-materi yang telah dipelajari
b. Berusaha hanya menggunakan bahasa Inggris yang telah saya kuasai
c. Berusaha menggunakan bahasa Inggris sebanyak mungkin
20. Jika ada stasiun televisi bahasa Inggris, saya akan:
a. Tidak tertarik untuk menontonnya
b. Sesekali menontonnya
c. Berusaha menontonnya sesering mungkin
(Sumber: Setiyadi. 1999)
| NO | NAME | Q1 | Q2 | Q3 | Q4 | Q5 | Q6 | Q7 | Q8 | Q9 | Q10 | Q11 | Q12 | Q13 | Q14 | Q15 | Q16 | Q17 | Q18 | Q19 | Q20 | ENGLISH ACHIEVEMENT |
| | | | | | | | | | | | | | | | | | | | | | | |
| 1 | A BASYIR FIRDAUS | 1 | 1 | 1 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 2 | 0 | 1 | 1 | 1 | 0 | 68 |
| 2 | ADONIS PRANATA | 1 | 1 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 2 | 0 | 1 | 1 | 1 | 0 | 65 |
| 3 | BONI PASKAH NAPITU | 2 | 1 | 1 | 1 | 1 | 2 | 1 | 0 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 1 | 80 |
| 4 | DIDIT ROMADHONI | 1 | 1 | 0 | 1 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 1 | 1 | 1 | 0 | 62 |
| 5 | EFRINA DHANI | 2 | 2 | 1 | 2 | 1 | 2 | 1 | 0 | 1 | 1 | 2 | 1 | 1 | 1 | 2 | 1 | 2 | 2 | 2 | 1 | 75 |
| 6 | FARA FERNANDA | 2 | 2 | 1 | 2 | 0 | 2 | 1 | 1 | 2 | 2 | 1 | 1 | 1 | 1 | 2 | 1 | 2 | 2 | 2 | 2 | 78 |
| 7 | GALIH NGESTI PERTIWI | 2 | 2 | 1 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 2 | 2 | 2 | 2 | 82 |
| 8 | GATHA HARRIS WIDODO | 0 | 1 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 1 | 1 | 1 | 0 | 52 |
| 9 | IRAWAN YUDHA KUSUMA | 1 | 1 | 0 | 0 | 0 | 1 | 1 | 0 | 1 | 0 | 1 | 1 | 0 | 0 | 2 | 0 | 2 | 2 | 1 | 1 | 68 |
| 10 | JESSIE DWI PUSPITA | 2 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 2 | 1 | 2 | 2 | 2 | 1 | 78 |
| 11 | LUSIA YULI HASTITI | 2 | 2 | 1 | 1 | 0 | 1 | 1 | 0 | 0 | 1 | 1 | 1 | 0 | 1 | 2 | 1 | 2 | 2 | 2 | 1 | 75 |
| 12 | MARIANA | 2 | 2 | 1 | 2 | 0 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 1 | 2 | 2 | 1 | 2 | 2 | 2 | 1 | 78 |
| 13 | MUHAMAD LUTHFI | 1 | 1 | 0 | 1 | 0 | 1 | 1 | 0 | 0 | 1 | 1 | 0 | 0 | 1 | 2 | 0 | 2 | 2 | 1 | 1 | 68 |
| 14 | NIDIA FIFI FRIANDANA | 2 | 2 | 2 | 2 | 1 | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 2 | 92 |
| 15 | PRILIANI GAMAYANTI | 2 | 2 | 1 | 1 | 0 | 1 | 1 | 0 | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 80 |
| 16 | RENI ANTIKA | 2 | 2 | 2 | 1 | 1 | 1 | 1 | 0 | 2 | 2 | 1 | 1 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 85 |
| 17 | SEPTIANA SARI | 2 | 2 | 1 | 1 | 1 | 1 | 1 | 0 | 0 | 1 | 1 | 1 | 0 | 1 | 2 | 1 | 2 | 2 | 2 | 1 | 75 |
| 18 | SUTAN PASHA | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 2 | 0 | 1 | 1 | 0 | 0 | 50 |
| 19 | TRESIA ANGGRAINI | 2 | 2 | 2 | 1 | 1 | 2 | 2 | 1 | 1 | 2 | 2 | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 2 | 2 | 88 |
| 20 | VERAWATI HUTAJULU | 2 | 1 | 2 | 1 | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 2 | 90 |
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