THE RELATIONSHIP BETWEEN THE STUDENTS’
MOTIVATION TOWARDS LEARNING ENGLISH AND
THEIR ENGLISH ACHIEVEMENT
(Final Task for Second Language Acquisition Class)
Mirwan Saputra
0813042037
ENGLISH EDUCATION STUDY PROGRAM
LANGUAGE AND ART DEPARTMENT
SCHOOL OF TEACHER TRAINING AND PEDAGOGY
LAMPUNG UNIVERSITY
2011
I. INTRODUCTION
1.1 Background of the Research
Motivation is one of the most crucial factors in learning a second or a foreign language. Motivation plays a major role in arousing students’ interest to learn a second language. High motivation and engagement in learning have consistently been linked to reduced dropout rates and increased levels of student success (Kushman, Sieber, & Harold, 2000). Kushman also states that learning a foreign language is determined by the learner‟s motivation towards the target group and language in particular. Thus, success or failure in learning a language is determined by the motivation that students hold towards the language and also towards learning it and towards the target language group and their culture.
Motivation plays a major role in learning a second language since the students’ high or low motivation towards learning English largely determine high or low achievement or score in English. Therefore, the present study aims to investigate students’ motivation towards learning English. It attempts to examine the relationship between the students’ motivation towards learning English and their English language achievement.
1.2 Formulation of the Problem
In line with the background of the study described in previous pages, the formulation of the problem in general is:
Is there a correlation between students’motivation towards learning English and their achievement in English?
1.3 Research Objectives
In relation to the formulation of the problem, the objective of this classroom action research is:
To find out how the correlation between student’s motivation towards learning English and their achievement in English
1.4 The Uses of the Research
The study, it is hoped, will throw light on the student’s motivation towards learning English. Further, the study will help us understand the relationship between student’s motivation towards learning English and their achievement in English. It may be that students have low motivation towards learning English, in turn, affect their achievement in English and hinder them from adopting effective measures to improve their competence in English. The study might show that students with high motivation towards learning English have high achievement, and those students who have low motivation have low achievement and proficiency in English. On contrary, it is also possible that students with low motivation have high proficiency and achieve better in English than those students with high motivation.
1.5 Research Scope
This research focuses on students of first grade of Senior High School; the data is gathered from the SMA Gajah Mada, Bandar Lampung. The study focuses on motivation of students towards English.
1.6 Definition of Key Terms
Before we proceed further, an understanding of the important terms used in the title will be useful. The term motivation as used in the title refers to the attribute that “moves” us to do or not do something (Gredler, 2001). It is determined by internal interests such as mastery, curiosity, and preference for challenge. The term achievement is used to refer to the student’s proficiency in English as well as the efforts made by them to improve their proficiency in English. However, the two terms: achievement and proficiency are used interchangeably in many positions in the present study.
II. LITERATURE REVIEW
There are some concepts related with this research. The review of literature is divided into the following sections: (1) motivation, (2) achievement, (3) cognitive development and motivation, (4) classroom motivation and academic achievement
2. 1. Motivation
Many young children begin school with a thirst for learning. They enthusiastically and curiously seek novel or challenging tasks (Goldberg, 1994). It can be concluded then that young children begin school intrinsically motivated. When studying motivation, it is useful to distinguish between two basic orientations: Intrinsic (or Mastery) versus Extrinsic (or Performance) orientation toward learning (Goldberg, 1994). Intrinsic motivational patterns have been associated with high-perceived ability and control, realistic task analysis and planning, and the belief that effort increases one’s ability and control. An extrinsic orientation toward learning is characterized by a concern with external reasons for working, such as the judgment of others regarding one’s performance, grades, or some anticipated reward (Goldberg, 1994). Goldberg (1994) states that intrinsic motivation is attenuated by the use of extrinsic rewards and tends to change or decrease as the age of the child increases. Kassin and Lepper (1984) have demonstrated that if children are given external justification for engaging in an activity they enjoy, they will infer that they participated because of that extrinsic reason, and in the future, they will tend not to participate in the activity when a reward is not present. Harter (1981) states that children’s intrinsic motivation for learning diminishes as they begin to adapt to the incentive structure of our elementary schools (e.g. grades, praise, criticism).
2. 2. Achievement
Upon examination of the motivation/achievement literature, there does not appear to be one specific or universal definition of academic achievement. For the purposes of this study, it will be defined as that which is accomplished by the actual execution of class work in the school setting. It is typically assessed by the use of teacher ratings, tests, and exams; however, it should be noted that IQ tests are usually not included in analyses relative to achievement research to ensure the uniqueness and significance of the other relationships being studied (Howse, 1999). Academic achievement and academic performance can be used interchangeably, as there is no real difference or distinction between the two concepts in the literature. Stipek (1984) provides an early example of this interchangeability in the following:
I once interviewed 96 children at the beginning of first grade; they all claimed to be among the smartest in their class (Stipek, 1977). But, the actual performance of many of these children fell significantly short of their expectations. Some of them, by any objective standard an adult would use, failed miserably. Many papers came back with more answers marked wrong than right. At the end of they year, these children were reading stories out of primary texts. Interviews of these relatively low achieving children at the end of the school year revealed a remarkable ignorance of their poor academic performance. (p. 169).
Academic competence, as it relates to this study, is defined in terms of the students’ expectancy and ability beliefs (Wigfield & Eccles, 2000). Research often shows that students’ perceptions of academic competency decline as they advance in school (Eccles, Wigfield, & Schiefele, 1998). Schunk & Pajares (2002) attribute this decline to various factors, including greater competition, less teacher attention to individual student progress, and stresses associated with school transitions. For younger children, ability seems to be more related to concrete, observable, things they know and can do. Dweck (2002) goes on to state that in contrast, at about 7-8 years of age, children are developing an awareness of ability as a more internal, less observable quality (i.e., being smart can mean outperforming others). Children 7-8 years old also seem to become more accurate in their self-perceptions of academic competence, and this typically means perceptions that are less positive and less optimistic than younger children (Eccles, Wigfield, Harold, & Blumenfeld, 1993).
2.3. Cognitive Development and Motivation
As previously mentioned in the discussion regarding motivation and achievement, it appears that young children begin their academic career with an intrinsic approach to learning and achievement. Goldberg (1994) states that this is due to multiple social/cognitive factors such as an egocentric conception of task difficulty or inability to utilize performance norms, an incomplete differentiation between the concepts of ability and effort, and an unrealistic success expectancy or wishful thinking that seem to change during the time period between the beginning of second grade and the end of third grade. Harter (1981) suggests that prior to approximately age 8, young children have not yet developed an internalized belief system that includes concepts of motivation and internal judgments of performance. She hypothesizes that these younger children are too cognitively immature to have developed an intrinsic motivational orientation (Goldberg, 1994). It should be noted that in a study by Lepper and Green (1975), they found that preschool children’s intrinsic motivation to play with certain toys was diminished by paying the children. Goldberg (1994) suggests a possible resolution to this inconsistency in stating that the cognitive informational component of motivation, which Harter (1981) called autonomous judgment, develops separately from intrinsic mastery motivation behavior.
2.4. Motivation and Academic Achievement
Gottfried (1985) demonstrates the significance of academic intrinsic motivation for children’s education in the results of three studies. The participants of study 1 were
141 white, middle-class children attending fourth and seventh grades in a suburban, public school district. Participants of study 2 were 260 black and white middle-class children in grades 4 through 7 of an integrated, public school. One hundred sixty six white, middle-class boys and girls comprise the sample of study 3. They attended grades 5 through 8 at a private school. Gottfried hypothesized that academic intrinsic motivation is positively related to school achievement. She also used the third study to determine the correlation between the Children’s Academic Intrinsic Motivation Inventory (CAIMI) and Harter’s (1980, 1981) Scale of Intrinsic Versus Extrinsic Orientation in the Classroom. It was hypothesized that the CAIMI is positively related to Harter’s measure.
The CAIMI was the measure used to assess children’s intrinsic motivation for school learning. It contains five subscales, four of which measure intrinsic motivation in the subject areas of reading, math, social studies, and science, with the fifth measuring intrinsic motivation as a general orientation toward school learning (Gottfried, 1985).
Achievement measures were administered concurrently within the same period of time as the CAIMI. In study 1, the SAT’s scores in math, reading, and auditory comprehension skills were used. Social studies and science achievement scores were available for the seventh graders. In study 2, a standardized achievement test was administered to all children, which yielded scores in reading, language, and math. The same standardized achievement test was also administered to all children in study 3, yielding scores in reading, language, math, social studies, and science. Final report card grades were also available in studies 2 and 3 utilizing a letter-grade system (A+ to F).
According to Gottfried (1985), the results supported the hypothesis that academic intrinsic motivation is positively and significantly related to children’s school achievement as measured by both standardized achievement tests and teacher grades.
Children who reported higher academic intrinsic motivation had significantly higher school achievement (Gottfried, 1985). The findings also revealed that the CAIMI subscales were positively correlated with Harter’s measure of intrinsic motivation. In Gottfried (1990), further empirical support is found confirming that intrinsic motivation is a significant construct in children’s education. In this study, she examined the construct of academic intrinsic motivation in young, elementary school children presented in two studies. The first was a longitudinal study of 107 middle-class subjects beginning at age 1 and continuing through age 9. Children’s development was assessed every 6 months from ages 1 to 3.5 years and yearly from ages 5 through 9 years. At each assessment, a comprehensive battery of standardized measures was administered to examine development across cognitive, social, behavioral, and academic domains (Gottfried, Gottfried, & Bathurst, 1988). The second study was cross-sectional, and involved a sample of 98 multiethnic children in first, second, and third grades.
Young Children’s Academic Intrinsic Motivation Inventory (Y-CAIMI) was the index used to assess intrinsic motivation. It assesses intrinsic motivation in math and reading, and it provides a score for general intrinsic motivation. In the longitudinal study, standardized achievement was assessed using the Woodcock-Johnson Psycho- Educational Battery at ages 7, 8, and 9 years. Teacher’s ratings of children’s academic performance in reading and math were obtained through completion of the teacher version of the Child Behavior Checklist (Achenbach & Edelbrock, 1986) also at ages 7, 8, and 9 years. In the cross-sectional study, achievement was assessed using scores on a standardized test that had been administered by the schools, end-of-the-year report card grades in reading and math, and teacher ratings obtained using the same method as in the longitudinal study.
Gottfried found that academic intrinsic motivation is a valid construct for young children. Across both studies, positive correlations between motivation and achievement were obtained. Specifically, young children with higher academic intrinsic motivation had significantly higher achievement and intellectual performance (Gottfried, 1990). Overall, young children with higher academic intrinsic motivation functioned more effectively in school. She also found that early intrinsic motivation correlates with later motivation and achievement and that later motivation is predictable from early achievement (Gottfried, 1990). As a longitudinal study, Gottfried’s work is an important contribution to validating the construct of intrinsic motivation in younger children. The small sample size should be noted as a limitation, however. In Fortier (1995), it was also found that perceived academic competence was positively related to intrinsic motivation. Her study was comprised of a sample of 263 French-Canadian students in the ninth grade from two Montreal high schools. To measure academic motivation, students completed the French form of the Academic Motivation Scale, which assesses three different types of intrinsic motivation: intrinsic motivation to know, intrinsic motivation to accomplish things, and intrinsic motivation to experience stimulation. Final math, French, geography, and biology grades were used to determine school performance. It seems that students who feel competent and self-determined in the school context develop an autonomous motivational profile toward education, which in turn leads them to obtain higher school grades (Fortier, Vallerand, & Guay, 1995). More specifically, Fortier (1995) found that perceived academic competence and perceived academic self-determination positively influenced autonomous academic motivation, which in turn had a positive impact on school performance. It should be noted that Fortier did not use an experimental or longitudinal design in this study. Her failure to control for prior achievement or ability level (IQ) is another limitation of this study.
In a research paper comprised of several field studies and laboratory experiments, Boggiano et al. (1992) revealed that academic motivation positively influenced academic performance. Fifth-grade children participated in a field study conducted over a 2-year period and examined whether extrinsic and intrinsic children’s achievement in an experimental setting paralleled their achievement in the classroom. Motivation orientation was assessed using Harter’s (1980, 1981) scale. The assessment of academic achievement was more detailed. It involved three different sessions over the 2-year period. After training problems in math were undertaken to ensure that all children could solve the problems equally well, children worked on a set of four test problems, which were unsolvable (Boggiano et al., 1992). Children’s verbalizations during the final two failure problems were recorded as well as their attributions for their performance. National percentile scores for the math and reading portions of the Iowa Test of Basic
Skills were obtained as well.
It was found that motivational orientation predicted children’s standardized achievement scores (Boggiano et al., 1992). Specifically, children with an intrinsic motivational orientation had higher reading and math scores and higher overall achievement scores than their extrinsic counterparts. According to Boggiano and his colleagues (1992), results indicate that adopting an intrinsic vs. extrinsic motivational orientation affects a host of achievement-related behaviors and cognitions in addition to standardized test scores. Children who were extrinsically motivated showed marked performance deterioration. Their data suggest that motivational orientation may be a determinant of attributions and perceptions of competence that undoubtedly contribute to students’ achievements (Boggiano et al., 1992). It should be noted that some studies have found little or no significant relationship between motivation and academic achievement. Niebuhr (1995) completed a study that examined relationships between several variables and student academic achievement. The study included an investigation of the relationship of individual motivation and its effect on academic achievement. A survey questionnaire was administered to 241 high school freshmen in a small town in the Southeast United States. The recently revised Harter motivation instrument (Harter, Whitesell, & Kowalski, 1992) was used to measure independently whether a student’s motivation was intrinsically or extrinsically oriented (Niebuhr, 1995). Grade point averages that where reported by the students in the sample were used as the index for academic achievement. The survey questionnaire consisted of 163 items providing individual and family demographic information and responses to perceptual measures (Niebuhr, 1995).
Findings indicate that student motivation showed no significant effect on the relationship with academic achievement (Niehbur, 1995). Niebuhr’s (1995) findings suggest that the elements of both school climate and family environment have a stronger direct impact on academic achievement. It should be noted that grade point averages were reported by the students and may not be as valid as school records.
2.4. Theoretical Assumption and Hypothesis
The research is based on the following assumptions:
There is a link between the achievement in English and the students’ motivation towards learning English. Interestingly and conversely it can further be argued that the students’ motivation towards English might be low since the achievement in English is low. Based on the above assumptions, it is hypothesized that:
The low achievement in English of the students is a result of their motivation towards English learning.
III. RESEARCH METHOD
3.1 Research Tools
The only tool is used for data collection is the questionnaire. The rationale for the choice of the tool and its design, and the administration of the tool is discussed below. Questionnaire-based data collection was preferred over other means. The questionnaire is most easily administered and can be used to collect data from an unlimited number of subjects. In fact, the nature of data determines the tool and the method of collecting it. The questions require the students to respond on scale in five gradations: strongly disagree, disagree, agree and strongly agree. The study used only the questionnaire to collect data from the students. Since the study has focused on the relationship between the students’ motivation towards learning English and their English language achievement exactly their English score at the first semester, a test could have been conducted to measure the students’ achievement and proficiency in English.
3.2. Profile of the sample
The subjects of the research are the students of Senior High School in the first grade of Junior High School (VII3), SMAN Gajah Mada, Bandar Lampung. The sample of the study is restricted to 20 students of which 10 are males and 10 are females.
3.3. Variables and Assessment
Data for the proposed study were collected using one instrument. Student’s motivation was measured by using questionnaires (the questionnaire, as used in the current study, is included in Appendix). Each item is scored on an ordinal scale from 1 to 4; a score of four indicates the maximum motivation. Academic achievement was assessed by the child’s teacher and represented by the student’s scores in English.
IV. FINDINGS AND DISCUSSION
4.1. Students’ Motivation Indexes
As mentioned previously, two variables are involved in this research. The first variable is students’ motivation indexes (X). This variable is administered through the questionnaire. Because the result of the questionnaire is confidential, the names of the students do not need to be mentioned. Only the numbers of student and the result of the scoring are mentioned. The table below shows the results of questionnaires analysis.
Table 4.1.1. Students’ Motivation Indexes
Students Mean of Motivation Index (X) Classification
| Students | Mean of Motivation Index (X) | Classification |
| 1 | 3,1 | High |
| 2 | 3,0 | High |
| 3 | 2,7 | High |
| 4 | 3,8 | Very High |
| 5 | 3,3 | High |
| 6 | 2,9 | High |
| 7 | 3,2 | High |
| 8 | 2,6 | High |
| 9 | 2,9 | High |
| 10 | 3,0 | High |
| 11 | 3,2 | High |
| 12 | 2,7 | High |
| 13 | 2,3 | Low |
| 14 | 2,8 | High |
| 15 | 3,2 | High |
| 16 | 3,9 | Very High |
| 17 | 3,0 | High |
| 18 | 2,8 | High |
| 19 | 3,8 | Very High |
| 20 | 3.0 | High |
Based on the table above, the data shows that the highest motivation index is 3,9. The score is showed by the student number 16. The lowest motivation index is 2,3, which is showed by the student number 13. If the students’ motivation indexes are classified based on classification, it can be seen that nearly all of students (80%) are highly motivated and 15 % of students have very strong motivation while one student (5%) have low motivation.
Table 4.1.2. The Frequency and Percentage of Students’ Motivation Classification
Scale Classification Frequency Percentage
| Scale | Classification | Frequency | Percentage |
| ≥ 1,5 | Very Low | 0 | 0 % |
| 1,6-2,5 | Low | 1 | 5 % |
| 2,6-3,5 | High | 16 | 80 % |
| 3,6-4 | Very High | 3 | 15 % |
| Total | 20 | 100 % |
4.2. Students’ Achievement Scores
The second variable which is involved in this research is students’ achievement scores in English class (Y). Students’ achievement scores in this research refer to students’ English scores at the first semester. This variable is collected from the students’ achievement record. Below is the table of students’ achievement scores.
Table 4.2.1 Students’ Achievement Scores
Student Achievement Score (Y) Classification
| Student | Achievement Score (Y) | Classification |
| 1 | 58 | Pass |
| 2 | 64 | Pass |
| 3 | 63 | Pass |
| 4 | 80 | Pass |
| 5 | 68 | Pass |
| 6 | 66 | Pass |
| 7 | 51 | Failed |
| 8 | 76 | Pass |
| 9 | 70 | Pass |
| 10 | 63 | Pass |
| 11 | 52 | Failed |
| 12 | 59 | Pass |
| 13 | 59 | Pass |
| 14 | 42 | Failed |
| 15 | 73 | Pass |
| 16 | 66 | Pass |
| 17 | 50 | Failed |
| 18 | 54 | Failed |
| 19 | 67 | Pass |
| 20 | 70 | Pass |
Based on the table, the data shows that the highest score is 80. The score is reached by the student number 6. The lowest score is 42, which is reached by the student number 14. If the students’ scores are classified based on Kriteria Ketuntasan Minimal (KKM) which given by school (KKM=55), 75% of students pass the KKM and the rest should take the remedial test.
Table 4.2.2. Students’ Classification Based on KKM
Score Frequency Percentage Classification
| Score | Frequency | Percentage | Classification |
| > 55 | 5 | 25 % | Pass |
| ≥ 55 | 15 | 75 % | Failed |
The percentage in the table above can give a general description that nearly all of students in the first grade of SMP Gajah Mada Bandar Lampung are have good mark in English subject since the mean of students’ score is 62,55 and it is higher then KKM (55).
4.3. The Normality of Data Distribution
Chi-square test is applied to predict the normality of the data distribution. Remember, if the data is normally distributed, it means that the result of the research represents the whole population. On the contrary, if it is not, so it only works at the samples. In other words, researcher cannot make generalization of the result of the research for the whole population. Besides that, this test is purposed to determine the appropriate further statistic analysis. According to Sugiyono (2003) as cited by Resmawati (2007), if the data ar e not normally distributed, the parametric statistic cannot be applied. It needs non-parametric statistical technique to analyze the data. The table below is the result of chi square test.
Table 4.3.1. Distribution Analysis
| Variable | (X2) | Significances level | Prediction |
| X | 5,6 | 0,05 | Normal |
| Y | 11,4 | 0,05 | Not Normal |
The table above shows the result of chi-square calculation. The chi-square for X variable is 5.6 and for Y variable is 11,4. B y using 0.05 level of significant, we can read that the critical value from the table of chi-square is 11.070. It indicates that the distribution of X variable is normal because 5.6<11.070. In contrast, the distribution of Y variable is not normal because 11.4>11.070. It means for the further analysis parametric statistical technique cannot be applied and the result of the research cannot be generalized for the whole population, the result only works at the samples.
4.4. The Correlation between Students’ Motivation Indexes and Their Achievement Scores in English Class
To calculate the correlation coefficient, this research employs the Spearman correlation for ranked data since the normality of data distribution is violated. The distribution of Y variable (stud ents’ achievement scores) is not normal. SPSS 16.0.1. is used to calculate the correlation coefficient. Below is the result.
Table 4.3.1. The Correlation between Students’ Motivation Indexes (X) and Their Achievement Scores (Y) in English Class
Correlation
|
|
|
| X | Y |
| Spearman's rho 1.000 | X | Correlation Coefficient | 1.00 | .309* |
|
|
| Sig. (2-tailed) |
| .041 |
|
|
| N | 20 | 20 |
|
| Y | Correlation Coefficient | .309* | 1.00 |
|
|
| Sig. (2-tailed) | .041 |
|
|
|
| N | 20 | 20 |
| *. Correlation is significant at the 0.05 level (2-tailed). |
The value of r scounted is 0.309. In conclusion, there is a positive correlation between students’ motivation indexes and their achievement scores in English class because the point of correlation coefficient is greater than zero (0. 309>0). The correlation is significant at the 0.05 level. Even though the coefficient does not include to a very strong classification (0 .309 is far from 1), but it can be said that to a very limited extent student who has high motivation index achieves high score in English class.
4.5. The Coefficient of Determination
The percentage of the contribution which is given by students’ motivation indexes to students’ achievement scores in English class is determined by using the coefficient of determination (CD) formula and the result shows that the coefficient of determination is 8.8%. It can be concluded that the students’ motivation indexes in learning English contribute 8.8% to their achievement scores, while the rest is influenced by other factors which are not investigated in this research.
4.6. Discussion
There is a correlation between stud ents’ motivation indexes and their achievement scores in the class. The value of r scounted is 0.309. The correlation coefficient is significant at 0.05level. It means that students’ motivation indexes give a contribution to students’ achievement scores in English class. There is something should be considered in this case. Remember, students’ motivation indexes is not the only one factor influencing students’ achievements. In other words, there are still many factors which contribute to students’ achievement. the external and internal factors influencing the students’ achievements. The external factors include environments and instruments. The environmental factors consist of natural, social and cultural situations. The instrumental factors consist of curriculum, school program, teacher and facilities. On the other hand, the internal factors consist of physical and psychological conditions of the students. The physical factors of the students include the condition of students’ body especially their senses. The psychological factors of students include their interests, talents, intelligences, and motivation. Unfortunately, only the strength of students’ motivation becomes the focus in this research. The contribution of the other factors to students’ achievements cannot be presented statistically here. This research cannot determine which factor is more dominant than the others. The result of this research only works at the samples because the distribution of one variable is not normal (Y variable/students’ achievement scores).
If the similar research is conducted on different samples, the findings of the research might be different. However, based on the result, teachers should aware that the strength of students’ motivation in learning is an important characteristic of students that should be raised because it can influence students’ success in learning. Teachers need to find the students' motives so that teachers can accommodate them in class. It is important for teachers to find out students’ needs, goals and desires in learning English because the strength of motivation is influenced by them. Data shows that 25% of students are failed in reaching KKM. Perhaps, teachers need to be committed to offering students an opportunity to believe in themselves that they can achieve great things. There is a reason why motivation disappears from students may lie in their experience of their English classes (Littlejohn 2001). Teacher must manage the English class carefully to create motivating situation which can strengthens students’ motivation indexes because students are not always intrinsically motivated to learn sometimes they need supports from their environment. As Stipek (1988) notes in Abisamra (2002), “To a very large degree, students expect to learn if their teachers expect them to learn."
REFERENCES
Brewster, C. & Fager, J. (2000). Increasing student engagement and motivation: From
Time-on-task to homework. Retrieved June 10, 2002, from Northwest Regional
Educational Laboratory Web site: http://www.nwrel.org/request/oct00/testonly.html.
Gredler, 2001. Motivation. Retrieved on 2 July 2005 from www.google.motivation.htm
Goldberg, 1994, et al. Intrinsic Motivation. http://reading.blogspot.com/ Intrinsic Motivation.html
Kassin and Lepper 1984. Concept of Motivation. Retrieved on 10 May 2010 from www.schoolar.google. Concept of Motivation.com
Kushman & Harold, 2000. Concept of Motivation. Retrieved on 10 may 2010 from www. google.conceptmotivation.htm
National Center for Environment Health, (1999). Legacy for children: Parenting
research projects. Retrieved June 3, 2002, from Web site:
Setyadi, Bambang, 2006. Metode Penelitian Untuk Pengajaran Bahasa Asing. (buku ajar).
Yogyakarta: Graha Ilmu.
Universitas Lampung. 2008. Pedoman Penulisan Karya Ilmiah. Lampung University Press: Bandar Lampung
APPENDIX
The Motivation Scale of English Learning
Read the following statements and choose the number that best matches your
opinion of each statement and give your score:
1=Strongly disagree
2=Slightly disagree
3=Slightly agree
4=Strongly agree
| No. | Statements | Score |
| 1 | I like learning English. |
|
| 2 | I will persist when facing difficulties in English learning. |
|
| 3 | I can finish my English homework actively. |
|
| 4 | I like listening to English speech. |
|
| 5 | I like reading English articles. |
|
| 6 | I feel more confident in English studying compared with my classmates. |
|
| 7 | I work on my English assignments according to a planned schedule. |
|
| 8 | I study English diligently for potential development in the future. |
|
| 9 | I like challenging to difficult tasks. |
|
| 10 | I treat English exams as an evaluation of what I have learned about English. |
|
| 11 | I like English movies. |
|
| 12 | I am excited when I have accomplished a difficult task in English learning. |
|
| 13 | I study English hard for the praise of the teacher. |
|
| 14 | I seldom read English out of English class. |
|
| 15 | I seldom finished English homework. |
|
| 16 | It is very challenging to communicate with foreign speakers. |
|
| 17 | In order to know recent developments in my major, I study English diligently. |
|
| 18 | The English achievement is a crucial factor in getting the scholarship, so I study English diligently. |
|
| 19 | I study English diligently merely to graduate from university. |
|
| 20 | English is a very important tool for communication so I study it diligently. |
|
| 21 | In order to get an ideal job in the future I study English diligently. |
|
| 22 | English learning takes great advantage on the future work. |
|
| 23 | In order to go abroad in the future, I study English diligently. |
|
.
The Result (mean) of The Motivation Scale of English Learning
| No. | Statements | Score |
| 1 | I like learning English. | 3.53 |
| 2 | I will persist when facing difficulties in English learning. | 2.95 |
| 3 | I can finish my English homework actively. | 3.26 |
| 4 | I like listening to English speech. | 3.30 |
| 5 | I like reading English articles. | 3.21 |
| 6 | I feel more confident in English studying compared with my classmates. | 2.81 |
| 7 | I work on my English assignments according to a planned schedule. | 3.49 |
| 8 | I study English diligently for potential development in the future. | 3.63 |
| 9 | I like challenging to difficult tasks. | 3.28 |
| 10 | I treat English exams as an evaluation of what I have learned about English. | 3.56 |
| 11 | I like English movies. | 3.51 |
| 12 | I am excited when I have accomplished a difficult task in English learning. | 3.88 |
| 13 | I study English hard for the praise of the teacher. | 2.23 |
| 14 | I seldom read English out of English class. | 2.60 |
| 15 | I seldom finished English homework. | 2.33 |
| 16 | It is very challenging to communicate with foreign speakers. | 3.49 |
| 17 | In order to know recent developments in my major, I study English diligently. | 2.51 |
| 18 | The English achievement is a crucial factor in getting the scholarship, so I study English diligently. | 2.35 |
| 19 | I study English diligently merely to graduate from university. | 2.93 |
| 20 | English is a very important tool for communication so I study it diligently. | 3.56 |
| 21 | In order to get an ideal job in the future I study English diligently. | 3.40 |
| 22 | English learning takes great advantage on the future work. | 3.74 |
| 23 | In order to go abroad in the future, I study English diligently. | 2.33 |
