VERY INDRA WAHYU (0813042051) - FINAL TASK OF SLA

CORRELATION BETWEEN MOTIVATION AND ENGLISH SCORE OF SECOND YEAR OF SMA N 1 KALIREJO
(An Final Assignment of Second Language Acquisition)









VERY INDRA WAHYU
0813042051










ENGLISH DEPARTEMENT
LANGUAGE AND ART DEPARTEMENT
EDUCATION AND PEDAGOGY FACULTY
LAMPUNG UNIVERSITY
2011




I. Introduction

Motivation is considered by many to be the one of determining factors in developing a second language or foreign language. Motivation, in this case is a positive power, which stems from desire to attain the goal reflected in the orientation, for instance, learning English seriously in order to get a better job in the future. In relation with the previous statement, the students need motivation in order to attain the goal of language learning and motivation can come from themselves or from their environment.

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.

Since learners have different purposes for studying a language, it is important for instructors to identify the purposes and the needs of the students and develop proper motivational strategies. Students should understand why they need to make an effort, how long they must sustain an activity, how hard they should pursue it, and how motivated they feel towards their pursuits. Motivation fluctuates. It is very challenging to keep language learners’ motivation at a high level all the time. While designing a language course teachers must take into consideration that each learners’ interests and expectations are different.

Based on the explanation above, the researcher conducts a research. The research is conducted to answer the research question: is there any significant correlation between motivation and English score of second year student, of SMA N 1 KALIREJO Central Lampung.
II. Theoretical framework

Motivation is considered by many to be the one of determining factors in developing a second language or foreign language. Motivation determines the extent of active and personal involvement. On the contrary, Gardner (1985) in Aprida (2002) states that motivation differs from orientation because the students may demonstrate a particular orientation but not be highly motivated to achieve the goal. Motivation, in this case is a positive power, which stems from desire to attain the goal reflected in the orientation, for instance, learning English seriously in order to get a better job in the future. In relation with the previous statement, the students need motivation in order to attain the goal of language learning and motivation can come from themselves or from their environment.

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).

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).

Sometimes a distinction is made between positive and negative motivation. Positive motivation is a response which includes enjoyment and optimism about the tasks that you are involved in. Negative motivation involves undertaking tasks for fear that there should be undesirable outcomes, e.g. failing a subject, if tasks are not completed.

In general, explanations regarding the source(s) of motivation can be categorized as either extrinsic (outside the person) or intrinsic (internal to the person). Intrinsic sources and corresponding theories can be further subcategorized as either body/physical, mind/mental (i.e., cognitive, affective, conative) or transpersonal/spiritual.




















III. Data collecting technique

The data is in the form of descriptive data which is conducted on Monday, July 12th, 2011. The sample of the research is twenty third year science student of SMA N 1 Kalirejo Central Lampung. Furthermore, the data is presented as follow:
NAME Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20 SCORE
ADI 2 2 2 2 2 2 2 2 2 2 1 1 1 2 2 2 3 3 1 2 70
AGUS 2 1 2 2 2 2 2 2 2 3 1 2 2 3 1 1 2 2 2 2 60
AMBAR 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 75
AYU 2 2 2 2 3 3 3 2 2 2 2 2 2 2 3 2 3 2 2 2 80
BAYU 2 2 2 2 2 2 2 3 2 3 2 3 2 3 2 3 2 3 2 3 85
BENI 2 2 2 2 1 2 1 2 2 2 2 2 2 2 2 2 2 2 2 2 65
BOLANG 2 1 2 2 1 1 2 2 2 1 1 2 2 2 2 2 2 2 2 2 55
CANDRA 2 2 2 2 2 2 1 1 1 2 2 2 2 2 2 2 2 2 2 2 60
DESI 2 2 2 2 2 2 2 2 3 2 3 2 3 2 2 2 2 2 3 2 75
DIAN 2 2 2 2 2 2 3 3 3 3 3 3 2 2 2 3 3 3 2 2 85
DINA 2 2 2 2 2 1 3 3 3 3 3 2 2 2 2 2 2 2 3 2 80
ELLISA 2 1 2 2 2 1 2 2 2 2 2 2 2 2 3 3 2 2 2 2 65
EKI 2 2 2 2 2 1 1 2 1 2 1 2 2 2 2 2 2 2 2 2 60
FAISAL 2 1 2 1 2 1 2 1 2 2 2 2 2 2 1 3 1 2 2 2 50
GOGON 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 70
HAIKAL 2 2 2 2 2 1 2 2 2 3 2 2 2 2 2 2 2 2 2 3 75
INDRA 2 2 2 2 2 2 1 2 2 2 1 2 2 2 2 1 2 2 2 2 65
NANANG 2 2 2 2 2 2 3 2 2 3 2 3 2 3 2 2 2 2 2 2 75
PUJI 2 2 2 2 2 2 2 2 1 1 2 2 2 2 2 2 2 2 2 2 65
RESTI 2 2 2 2 3 2 3 2 3 2 2 2 2 2 2 2 2 3 2 3 80

Firstly, the researcher gives the questionnaire which consists of 20 items to 20 students. Then, the researcher gets the data and transcript as table above. The items are represented by Q1-Q20. MEAN (total motivation), and ENGSCORE are respectively total motivation, and English score.







IV. Result and Discussion

Based o the data in chapter III, the researcher analyzes the data using three test. there are descriptive statistics frequencies, compare means, and bivariate correlation as follow:

Frequencies

Statistics
SCORE MEAN
N Valid 20 20
Missing 0 0
Mean 69.7500 2.0300
Std. Deviation 9.93068 .20863
Range 35.00 .70
Minimum 50.00 1.75
Maximum 85.00 2.45


Based on the table above, it can be inferred that there are 20 data input which are valid with
• mean of English score 69.7500 and means of mean (total motivation) 2.0300
• standard deviation of English score 9.93068 and standard deviation of motivation .20863
In further, the data is shown more specific as table and histograms in follow:

Frequency Table
English Score
Frequency Percent Valid Percent Cumulative Percent
Valid 64.00 1 5.0 5.0 5.0
67.00 1 5.0 5.0 10.0
70.00 2 10.0 10.0 20.0
71.00 2 10.0 10.0 30.0
72.00 3 15.0 15.0 45.0
73.00 2 10.0 10.0 55.0
74.00 1 5.0 5.0 60.0
75.00 2 10.0 10.0 70.0
76.00 3 15.0 15.0 85.0
79.00 2 10.0 10.0 95.0
80.00 1 5.0 5.0 100.0
Total 20 100.0 100.0


MEAN
Frequency Percent Valid Percent Cumulative Percent
Valid 1.75 2 10.0 10.0 10.0
1.80 1 5.0 5.0 15.0
1.85 2 10.0 10.0 25.0
1.90 4 20.0 20.0 45.0
2.00 3 15.0 15.0 60.0
2.05 1 5.0 5.0 65.0
2.20 2 10.0 10.0 75.0
2.25 3 15.0 15.0 90.0
2.35 1 5.0 5.0 95.0
2.45 1 5.0 5.0 100.0
Total 20 100.0 100.0





APPENDICES
Questionnaire motivation
1. Kenapa saya belajar bahasa inggris?
a. Mengisi waktu kosong
b. Disuruh teman
c. Benar- benar ingin belajar bahasa inggris
2. Ketika saya mendengar lagu barat di radio, saya
a. Merubah saluran radio
b. Mendengarkan dan memperhatikan kata-kata yang mudah saja
c. Mendengarkan dengan baik dan memahami setiap kata.
3. Jika saya mempunyai tugas bahasa inggris maka saya
a. Tidak mengerjakan
b. Mengerjakan yang bisa saja
c. Berusaha mengerjakan semuanya.
4. Ketika melihat bacaan bahasa inggris maka kamu akan
a. Membaca dan berusaha mengerti
b. Membaca yang bisa-bisa saja
c. Mencari arti dalam bahasa Indonesia
5. Ketika saya mempunyai masalah dalam belajar bahasa inggris?
a. Lupakan saja
b. Mencari ketika akan ujian
c. Langsung bertanya kepada guru
6. Saya selalu memikirkan materi bahasa inggris yang sudah dipelajari
a. Tidak pernah
b. Kadang-kadang
c. Sering
7. Ketika saya sedang berdiskusi bahasa inggris
a. Tidak pernah berbicara apapun
b. Berbicara kadang-kadang
c. Sering berbicara
8. Membaca buku bahasa inggris diluar kelas
a. Tidak pernah
b. Kadang-kadang
c. Sering
9. Setelah buku tugas dikembalikan
a. Letakkan begitu saja
b. Dilihat nilainya
c. Dilihat nilai dan salahnya
10. Jika ada kurusus bahasa inggris saya akan?
a. Tidak ikut
b. Ikut jika gratis
c. Pasti ikut
11. Saya ditugaskan untuk berbicara bahasa inggris diluar kelas, maka saya akan?
a. Tidak akan berbahasa inggris
b. Berbahasa inggris jika dilihat guru saja
c. Berusaha berbahasa inggris sebisa mungkin
12. Selama dalam pelajaran bahasa inggris saya akan?
a. Berbahasa Indonesia saja
b. Berbahasa inggris yang bisa-bisa saja
c. Berusaha sekeras mungkin menggunakan bahasa inggris
13. Jika ada klub bahasa inggris maka saya akan?
a. Tidak menghiraukan
b. Menghadiri sekali saja
c. Menghadiri pertemuan sebisa mungkin
14. Jika ada program bahasa inggris di TV saya akan?
a. Tidak akan melihat’nya
b. Kadang-kadang melihat
c. Sesering mungkin melihat
15. Jika saya menguasai bahasa inggris maka saya akan membaca buku bahasa inggris dan majalah inggris,
a. Tidak pernah
b. Tidak terlalu sering
c. Sering
16. Setelah selesai pelajaran bahasa inggris saya akan?
a. Ngobrol dengan teman-teman
b. Mengingat-ingat pelajaran yang sudah dibahas
c. Membuat rangkuman tentang materi yang sudah dibahas untuk dipelajari dirumah
17. Jika ada program bahasa inggris di TV saya akan
a. Tidak pernah melihatnya
b. Mematikan TV
c. Melihat dan memperhatikan
18. Jika guru memberikan tugas bahasa inggris, saya akan?
a. Tidak mengerjakan
b. Mengerjakan yang bisa saja
c. Berusaha mengerjakan semua soal
19. Jika bertemu dengan guru bahasa inggris disekolah maka saya akan
a. Menyapa dengan bahasa daerah
b. Menyapa dengan bahasa Indonesia
c. Menyapa dengan bahasa inggris
20. Jika bertemu dengan turis di tempat pariwisata saya akan
a. Biarkan saja
b. Mengucapkan hallo
c. Berusaha berkomunikasi dengan turis tersebut