THE RELATIONSHIP BETWEEN STUDENTS’ MOTIVATION AND THEIR ENGLISH LEARNING ACHIEVEMENT (A Correlational Study at the Second Grade of the SMAN 3 TANGSEL) By: VIONA ROSALINA 109014000124 THE DEPARTMENT OF ENGLISH EDUCATION THE FACULTY OF TARBIYA AND TEACHERS’ TRAINING THE SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014
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THE RELATIONSHIP BETWEEN STUDENTS’ MOTIVATION AND
THEIR ENGLISH LEARNING ACHIEVEMENT
(A Correlational Study at the Second Grade of the SMAN 3 TANGSEL)
By:
VIONA ROSALINA
109014000124
THE DEPARTMENT OF ENGLISH EDUCATION
THE FACULTY OF TARBIYA AND TEACHERS’ TRAINING
THE SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
i
THE RELATIONSHIP BETWEEN STUDENTS’ MOTIVATION AND
THEIR ENGLISH LEARNING ACHIEVEMENT
(A Correlational Study at the Second Grade of the SMAN 3 TANGSEL)
“Skripsi”
Presented to the Faculty of Tarbiya and Teachers’ Training in Partial Fulfillment
ofthe Requirements for Degree of S.Pd. (Bachelor of Arts)
in English Language Education
By:
VIONA ROSALINA
109014000124
THE DEPARTMENT OF ENGLISH EDUCATION
THE FACULTY OF TARBIYA AND TEACHERS’ TRAINING
THE SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
ii
iii
iv
v
ABSTRACT
Viona Rosalina (NIM: 109014000124). The Relationship between Students’
Motivation and Their English Learning Achievement (A Correlational Study
at the Second Grade of SMAN 3 TANGSEL). Skripsi. The Department of English
Education. The Faculty of Tarbiya and Teachers’ Training. The State of Islamic
University.
Motivation is one of the important things in learning process. The motivation can
help someone achieve his or her goals if they have strong motivation in doing
steps to achieve it, but the students and the teachers don’t realize about it. So they
need to know about that.
This study is purposed to find out the correlation between students’ motivation
and their English learning achievement at the second grade of SMAN 3
TANGSEL academic year 2013/2014. The sample of this study is the 31 students
in the XI Science 4 class. The English learning achievement in this study refers to
the students’ English learning score.
Based on the aim above, the researcher formulated the study correlational study.
The students’ motivation score was obtained from the students after they filled out
the questionnaire about it. The questionnaire consists of 33 items. This
questionnaire was formulated based on Ur’s description about motivated learner.
For the students’ English learning score, the researcher got it through
documentation from the English teacher. This English learning score is obtained
from the students’ midterm test. In the technique of data analysis, the researcher
used Pearson Product Moment in the program SPSS 16.
The result from the calculation, the value of is 0.143. Then the researcher
compared it with at the significant degree 5% (0.355), the correlation
between students’ motivation and their English learning achievement is negative
( : = 0.143 < 0.355). So, the alternative hypothesis which states that
“ means that there is correlation between X variable and Y variable”
is rejected.
vi
ABSTRAK
Viona Rosalina (NIM: 109014000124). Hubungan antara Motivasi Siswa dan
Prestasi Belajar Bahasa Inggrisnya (Sebuah Studi Korelasi di Kelas 2 SMAN 3
TANGSEL). Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah
dan Keguruan Universitas Islam Negeri Syarif Hidayatullah, 2014.
Motivasi adalah salah satu hal penting dalam proses belajar. Motivasi dapat
membantu sesorang mencapai tujuannya jika mereka memliki motivasi yang kuat
dalam nya, tetapi para siswa dan guru tidak menyadari hal ini. Maka mereka perlu
mengetahui ini.
Studi ini bertujuan untuk menemukan bagaimana hubungan antara motivasi siswa
dengan hasil belajar bahasa Inggrisnya pada kelas 2 SMAN 3 TANGSEL tahun
ajaran 2013/2014. Sampel pada studi ini adalah 31 siswa di kelas XI Science 4.
Hasil belajar bahas Inggris pada studi ini merujuk pada nilai belajar bahasa
Inggris nya siswa.
Berdasarkan tujuan tersebut, peneliti memformulasikan studi ini dalam bentuk
survey dan secara spesifik dilaksanakan dalam studi korelasi. Nilai motivasi siswa
didapatkan dari siswa setelah mereka mengisi kuesionaire tentang motivasi
siswas. Kuesionaire ini berisi 33 butir. Kuesionaire ini diformulasikan dari
deskripsi tentang motivasi siswa yang dideskripsikan oleh Penny Ur. Untuk nilai
belajar bahasa Inggris siswa, peneliti mendapatkannya melalui dokumentasi dari
guru bahasa Inggris kelas tersebut. Nilai belajar bahasa Inggris ini didapatkan dari
nilai hasil midtest mereka. Dalam menganalisis data, peneliti menggunakan
Pearson Product Moment melalui program SPSS 16.
Hasil data analisisnya menunjukan bahwa rxy sebesar 0,143. Kemudian penulis
membandingkan nilai ini dengan rtable pada level signifikansi 5% (0,355),
hubungan antara motivasi siswa dan hasil belajar bahasa Inggrisnya adalah
negative (rxy : rtable = 0,143 < 0,355). Sehingga hipotesa alternative yang berbunyi
bahwa “rxy > rtable berarti bahwa hubungan antara variabel X dan variabel Y”
ditolak.
vii
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful.
Praise be to Allah, Lord of the world who has blessed and given the
strength to the researcher in completing Skripsi. Sholawat and Salam are given
upon our prophet Muhammad, peace and blessings be upon him, who have given
the way of truth and brought the true light of life.
Through this occasion, the researcher would like to express her greatest
honor and her gratitude to the advisors, Drs. Bahrul Hasibuan, M. Ed and Neneng
Sunengsih, M. Pd, who have spread their time and for giving consultation,
contribution, guidance, and patience to the researcher during completing Skripsi.
May Allah always bless their kindheartedness.
From the researcher’s deepest heart, the researcher was so thankful and the
researcher realized that if there were no support and motivation from people
around her, the researcher could not finish Skripsi. Therefore, she would like to
express her gratitude and give her best appreciation to:
1. Drs. Syauki, M. Pd., as the chairman of the Department of English
Education, Zaharil Anasy, M. Hum., as the secretary of the Department of
English Education, and Drs. Nasifuddin Djalil, M. Ag., as her academic
advisor.
2. All of the lecturers and staffs of the Department of English Education.
They have given the researcher the wonderful experiences in learning, and
also precious knowledge.
3. Drs. Nurlena Rifa’I, M. A, Ph. D., as the Dean of the Faculty of Tarbiya
and Teachers’ Training.
4. Drs. H. P. A. Sopandy, M. Pd., as the headmaster of SMAN 3 TANGSEL,
Ahmad Hasanudin, as the English teacher at SMAN 3 TANGSEL, the all
viii
staffs of SMAN 3 TANGSEL, and the students of XI Science 3 and XI
science 4 for their help during the research.
5. The researcher’s parents, the late Yosman Nasir, Elfi Hendriani Faisal, and
Linggo Busono. Skripsi is dedicated to them who have given her the
opportunity of an education from the best institutions and support her in
the lifespan, their moral support, affection, and guidance to their daughter.
6. The researcher’s family members, her beloved brother and sister,
Firmansyah Maulana and Ardyana Amaraluhita, uncles and aunts, and
cousins who always give their support, happiness, and spirit in finishing
her study.
7. All her friends in the Department of English Education, especially for C
Class 2009 for their support and friendship. She also would like to thank
Siti Nuraeni, Arief Rahman, Nuraini, and Sheira Ayu Indrayani for the
wonderful friendship, and the group of Skripsi advisory for their support,
attention and motivation during finishing Skripsi.
8. The researcher’s workmates in BKB Nurul Fikri TANGSEL for their
support and reminding her to do this Skripsi.
And may Skripsi can be useful to the readers, particularly to the
researcher. The researcher realized that this Skripsi is far from being perfect. It is
a pleasure for her to receive constructive criticism and suggestion from anyone
who read her Skripsi.
Jakarta, April 2014
Viona Rosalina
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TABLE OF CONTENTS
TITLE .................................................................................................... i
APPROVAL .......................................................................................... ii
ENDORSEMENT SHEET ................................................................... iii
SURAT PERNYATAAN KARYA SENDIRI ......................................... iv
ABSTRACT ........................................................................................... v
ABSTRAK ............................................................................................... vi
ACKNOWLEDGEMENT .................................................................... vii
TABLE OF CONTENTS ...................................................................... ix
LIST OF TABLES ................................................................................ xii
LIST OF FIGURES .............................................................................. xiii
LIST OF APPENDICES ...................................................................... xiv
CHAPTER I : INTRODUCTION ....................................................... 1
A. The Background of the Study ............................................................ 1
B. The Identification of the Study ........................................................... 4
C. The Limitation of the Problem ........................................................... 5
D. The Formulation of the Problem ........................................................ 5
E. The Objective of the Study ................................................................. 5
F. The Significance of the Study ............................................................. 5
CHAPTER II : LITERATURE FRAMEWORK .............................. 6
A. Motivation .......................................................................................... 5
1. The Understanding of Motivation .................................................. 5
2. The Influence Factors of Motivation .............................................. 8
3. The Kinds of Motivation ................................................................ 10
B. English Learning Achievement .......................................................... 12
1. The Understanding of Learning ...................................................... 12
2. The Understanding of Achievement ............................................... 14
3. The Understanding of English Learning Achievement .................. 15
x
C. The Thinking Framework ................................................................... 16
D. Previous Study ................................................................................... 16
E. The Research Hypothesis ................................................................... 19
CHAPTER III : RESEARCH METHODOLOGY ............................ 20
A. The Place and Time of the Research .................................................. 20
B. The Method of the Research............................................................... 20
C. The Population and the Sample .......................................................... 20
D. The Technique of Instrument and Data Collection ............................ 20
1. The Questionnaire ........................................................................... 21
a. Validity Instrument .................................................................... 22
b. The Result of Reliability Test .................................................... 23
c. The Result of Normality Test ..................................................... 23
2. The Documentation ........................................................................ 24
E. The Technique of Data Analysis ........................................................ 24
F. The Statistical Hypothesis .................................................................. 26
CHAPTER VI : RESEARCH FINDINGS AND DISCUSSION ...... 27
A. The Description of the Data ............................................................... 27
1. The Students’ Motivation Score ..................................................... 27
2. The Students’ English Learning Score ........................................... 28
3. The Correlation between Students’ Motivation and
their English Learning Achievement Score ..................................... 29
B. The Interpretation of the Data ............................................................ 31
1. The Frequency of the Data ............................................................. 31
2. The Histogram ................................................................................ 33
3. The Normality Test ......................................................................... 34
3. The Correlation Result .................................................................... 35
C. The Hypothesis Test ........................................................................... 36
CHAPTER V : CONCLUSION AND SUGGESTION ...................... 37
xi
A. Conclusion .......................................................................................... 37
B. Suggestion .......................................................................................... 38
Table 3.1 The Likert Scale ................................................................... 21
Table 3.2 The Indicators of Instrument ................................................ 21
Table 3.3 The Result of Validity Instrument ........................................ 22
Table 3.4 The Result of Reliability Test .............................................. 23
Table 3.5 The Result of Normality Test ............................................... 24
Table 3.6 The Interpretation of Correlation ......................................... 25
Table 4.1 The Motivation Score (X) .................................................... 27
Table 4.2 The English Learning Score ................................................. 28
Table 4.3 The Correlation Score of X and Y Variable ......................... 29
Table 4.4 The Summary Score of Motivation (X) and
English Learning (Y) ........................................................... 31
Table 4.5 The Frequency of Motivation Score..................................... 31
Table 4.6 The Frequency of English Learning Score ........................... 32
Table 4.7 The Result of Correlation Calculation ................................. 35
xiii
LIST OF FIGURES
Figure 4.1 The Motivation Score ......................................................... 33
Figure 4.2 The English Learning Score ............................................... 34
Figure 4.3 The Normal Q-Q Plot of Motivation Score ......................... 34
Figure 4.4 The Normal Q-Q Plot of Students’ English Score .............. 35
xiv
LIST OF APPENDICES
Appendix 1 The Students’ Motivation Scores
Appendix 2 The Students English Learning Score
Appendix 3 The Questionnaire for the Validity Test
Appendix 4 The Questionnaire for the Students’ Motivation
Appendix 5 Surat Bimbingan Skripsi
Appendix 6 Surat Permohonan Izin Penelitian
Appendix 7 Surat Izin Penelitian
Appendix 8 Surat Keterangan Penelitian
Appendix 9 Nilai-nilai r Product Moment
Appendix 10 The Test of References
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is a means of communication of human beings.
Language can be in written, spoken, or signal forms. According to
Santrock, ―Language is a form of communication—whether spoken,
written, or signed—that is based on a system of symbols.‖1 From those
symbols, it is combined to be the words then those words become a
language. According to Santrock, ―Language consists of the words used by
a community (vocabulary) and the rules for varying and combining them
(grammar and syntax)‖.2 Language helps people communicate easily in
their community. In each community, they have their own language.
However, when one community would like to communicate with other
communities from different language backgrounds, they need to use a
language which each of them can speak with.
English is a language widely used in the world. English has an
important role in many aspects of life. English is used in technology,
education, science, career, and also as a primary means in communication.
English is one of foreign languages that it is taught in Indonesia.
English in Indonesia is an important subject. English subject in
Indonesia is taught from kindergarten until the university. This subject in
kindergarten and elementary level is a local content. Meanwhile in junior
and senior high school, English is a compulsory subject and also is
examined in national Examination. In college level, English subject is a
complementary subject in order to help students’ access references in
English.
The objective of teaching English in Indonesia schools is as
follows: (a) develop communicative skills in oral and written form. The
1 John Santrock, Educational Psychology (New York: McGraw-Hill Companies, Inc.,
2011), 5th edition, p. 58. 2 Ibid.
2
skills are listening, reading, writing and speaking, (b) build the importance
of learning English as one of foreign language to be main learning
material, and (c) develop an understanding about interrelation between
language and culture and expanded sight, so the students have cross-
cultural sight and involve in.3
According to the text above, it can be seen that the objective of
English language learning and teaching in Indonesia is to develop
communicative ability in the four of language skills, they are; listening,
reading, writing, and speaking. So, if students can use English
communicatively, they are likely to broaden their inter-lingual and cross
cultural insight so that they can promote their culture to the world.
These communicative objectives are contrary with the practical
realities. The researcher has seen that students do not use English
communicatively. From the researcher experiences, she had seen her
friends in her school life seemed that they did not have a high motivation.
In spite of the fact, her friends got the high scores in their learning.
Another experience that the researcher has found recently is her
students learning in an English course. Her students learn English because
they love to learn. They love to learn with their own favorite activities like
watching movies or playing games. The students who do it through this
way have the high learning score.
For other students in the same English course, they learn English
just because they have to learn it or because of their parents want them to
learn it. These students never feel excited to learn. It affects their score.
They just have a standard score and might be too bad for some others.
However, there are some other students who never spend their time to
learn beyond the class, but they are good enough in their English learning
score.
3 Departemen Pendidikan Nasional, Standar Kompetensi Mata Pelajaran Bahasa Inggris
Sekolah Menengah Atas dan Madrasah Aliyah di Indonesia. (Jakarta: Pusat Kurikulum, Balitbang
Depdiknas, 2003), p.14
3
From those facts, the researcher concludes that something plays an
important role inside that makes the objective of curriculum can be
accomplished. In building a communicative language, the researcher sees
that there is a motivation which makes the accomplishment of the
instructional objectives possible. Harmer in How to Teach English points
out;
Whatever we think of the teaching methods used –or the reason
for language learning – the teachers and the students in these cases
had a number of things on their side: they were highly motivated,
they really wanted to learn and they had powerful reasons for doing
so –including, of course, a fear or failure4
It means no matter what and how the methods are used, the result will be
affected by the motivation of the students and the teachers. With
motivation, people are eager to do more. In this education field, motivation
makes the students want to learn their subject more from everything and
the teachers also try to make the dynamic class. It can be summed up that
high motivation will affect learning achievement.
In fact, some teachers in schools don’t realize that they have to
motivate their students to study. Teachers just give the learning process
without direct the students to be interested in their learning or even don’t
let their students to know what their learning purposes are. The researcher
had interviewed some students whom took learning course after their
school time and asked how the students got their great or low scores in the
subject. Then the result of interview indicates that they are motivated
because of how the teachers delivered the subject or because they know
what their learning goals are. This condition is same as Dornyei states that
one of main determinants of second/foreign language learning
achievement is motivation.5
4 Jeremy Harmer, How to Teach English, (Essex: Addision Wesley Longman Limited,
2001) p. 8 5 Zoltán Dōrnyei, Motivation and Motivating in the Foreign Language Classroom, The
Modern Language Journal, Vol. 78 No. 3, 1994, p. 273-284.
4
Nowadays the Ministry of Education has developed a good
communicative learning especially in English learning. One of efforts that
Ministry of Education has done is bilingual class. Literally, bilingual is
―(of a person) able to use two languages for communication, or (of a thing)
using or involving two languages‖.6 That means the students who learn in
bilingual class always get chance to listen and use two languages to
communicate and are expected to be able to use English communicatively.
In Indonesia, bilingual class students use English and Indonesian as the
medium of class interaction.
To see how the role of motivation and native teacher has in a
school, the researcher did observation. The researcher has come to the
school nearby her house. The researcher chose this school because of the
time efficiency. The school’s name is Al Syukro Islamic Universal
Elementary School. From this school, the researcher gets the points that
students are excited to have native teacher in their school.
SMAN 3 TANGSEL is another school which have native English
teacher. The native English teacher comes to teach this school because of
the schools’ program. This program helps the students to improve their
English skill. Through this school the researcher hopes that she can see
how the objectives learning English and the influence of native teacher
involve in.
Based on the conditions above, the researcher is interested in
studying the correlation between students’ motivation and their English
learning achievement.
B. The Identification of the Study
Based on the background above, the identification of the study are:
1. The objectives of English subject in Indonesia have not accomplished.
2. Some students feel that they are hard to achieve their English learning
score as the compulsory subject and some neither.
6 Cambridge University Press, Cambridge Advance Learner Dictionary, (New York:
Cambridge University Press, 2009) p. 132
5
3. English is examined in National Examination as the graduation
requirement in Indonesia.
4. Motivation is one of determinants of second/foreign language
learning achievement.
C. The Limitation of the Problem
The study is focused on motivation as one of determinants of
second/foreign language learning achievement. So, the researcher is
interested to see how the correlation between the motivation and learning
achievement is.
D. The Formulation of the Problem
Based on the limitation of the problem above, the researcher
formulates the question of research as follows; ―Is there any correlation
between students’ motivation and their English learning achievement?‖
E. The Objective of the Study
The objective of the study is to find empirical evidence of whether
or not there is significant correlation between the students’ motivation and
their learning achievement in English subject.
F. The Significance of the Study
This study is expected to broaden the researcher’s insight about
this topic, in particular, and for the readers’ in general.
6
CHAPTER II
LITERATURE REVIEW
A. Motivation
1. The Understanding of Motivation
Motivation is a common word for people nowadays. It can be
seen through some seminars, and television programs. These
programs motivate people to have a better life sight and also push
them to be better than before. For this study, the researcher needs to
know what motivation is for her own understanding to do the research
latter.
As stated literally, motivation is an enthusiasm or need for
doing something.1 Theorists actually have their own understanding
what motivation is. Most of them have the same perception.
According to Woolfolk, “motivation is usually defined as an internal
state that arouses, directs, and maintains behavior.”2 Santrock also
defined that “motivation involves the processes that energize, direct,
and sustain behavior.”3 Schunk and friends also state that “motivation
is the process whereby goal-directed activity is instigated and
sustained.”4 It means that motivation can direct a person’s behavior to
achieve his/her goals. A person has a reason and enthusiasts to do
something in his/her life by motivation. Those theorists above have
same perception that motivation is a thing which directs and also has
the relation with behavior. In another way, Yun Dai and Stemberg
state about motivation as follow; “motivation attempts to explain the
“what,” “why,” and “where” of a person’s more or less conscious
1 Cambridge University Press, Cambridge Advance Learner Dictionary (New York:
Cambridge University Press, 2009), p. 928. 2 Anita Woolfolk, Educational Psychology (Boston: Pearson Education, Inc., 2007), 10th
Edition, p. 372. 3 John Santrock, Educational Psychology (New York: McGraw Hill, 2011), 5th Edition, p.
438. 4 Dale H. Schunk et al., Motivation in Education –theory, research, and applications-
(New Jersey: Pearson Education, Inc., 2008), 3rd Edition, p. 4.
7
praxis and practice.”5 It helps the researcher concludes that
motivation can be a reason for someone to do something or practice.
In another statement Santrock states the example of it as
follow; “If students don’t complete an assignment because they are
bored, lack of motivation is involved. If students encounter challenges
in researching and writing a paper, but persist and overcome hurdles,
motivation is involved.”6 As Santrock gives examples above, the
researcher concludes that motivation include in good learning process.
It means students need motivation to be included as energy or support
for their successful learning. Harmer also states that “it is accepted for
most fields of learning that motivation is essential to success: that we
have to want to do something to succeed at it. Without such
motivation we will almost certainly fail to make the necessary
effort.”7 That means motivation can be as the key for the successful
learning. The failure of successful planning process can be caused by
there is no motivation. It can be seen that motivation is important in
learning process. Aronson also states in his book that the role of
motivation in achievement based on many researchers is the key
component.8
The researcher concludes that motivation generally as energy
to support all goals that humans have made. Motivation can be as a
guidance to take some efforts to achieve what the people want.
Motivation as a direction and also energy for people do everything
included learning something.
Because this study about the students’ motivation, the
researcher needs to know how motivation works in the students. Ur
5 David Yun Dai and Robert J. Sternberg (eds.), Motivation, Emotion, and Cognition –
Integrative Perspectives on Intellectual Functioning and Development- (New Jersey: Lawrence
Erlbaum Associates, Inc., 2004), p. 198. 6 Santrock, 2011, op. cit., p. 438. 7 Jeremy Harmer, The Practice of English Language (Essex: Pearson Limited, 2002), 3rd
Edition, p. 51. 8 Joshua Aronson, Improving Academic Achievement –Impact of Psychological Factors
on Education- (New York: Academic Press, 2002), p. 38.
8
helps the researcher to understand it through these characteristics of
motivated learners: (a) positive task orientation, it means that the
learners have willing to undertake the tasks and challenges and also
confidence in their success. (b) ego-involvement, it means that the
learners feel the important of the learning for themselves. (c) need for
achievement, means that the learners have a need to achieve and
overcome difficulties and succeed. (d) high aspiration, can be
assumed that the learners are ambitious in getting the best learning for
their own self. (e) goal orientation, it assumes that the learners know
better with what they have to achieve in learning process. (f)
perseverance, it means that the learners have the high level in doing
their efforts. (g) tolerance of ambiguity, the ambiguity is not the big
problem for the learners.9
Based on Ur’s description above, the researcher deduces that
need achievement and high aspiration points can be mixed in one
description, because it describes that the learner is ambitious to
achieve their learning goals. Then the researcher figures out that the
motivated learner will have the best effort to face their challenges in
learning, have willing to finish the challenges, ambitious, know what
their goals in learning, adapt in a confused meaning as learning
process, and never feel hesitant in learning. These characteristics can
be as a description for the researcher to see which the learners are
having motivation in their learning process.
2. The Influence Factors of Motivation
Motivation also has the factors which can influence how the
motivation can be decreased or increased in the learning process. The
researcher gets this understanding from Hamalik.
9 Penny Ur, A Course in Language Teaching –Practice and Theory- (Cambridge:
Cambridge University Press, 2009) p. 275.
9
Hamalik points out that the influence of motivation are; (a)
students’ awareness of their learning goals, (b) teachers’ attitude to
their students in class can be as intrinsic or extrinsic motivation, (c)
influence from students’ group, and (d) class environment.10
The
writer gets the points from this theory that motivation in learning is
influenced by students’ self, the teachers, and also students’
environment. All of these roles are have their own influences to make
motivation exist. Due to the existence of motivation, the successful
learning can be achieved. This theory has same meaning with
Dornyei’s that the researcher has mentioned in the previous chapter
that is stated “motivation is one of the main determinants of
second/foreign language learning achievement.”11
As mention above, one of influence factors of motivation is
the class environment. It makes the researcher interested in finding
out more how motivation is in class. For this case, the researcher
found that motivated learning which Schunk and friends, and also
Sanjaya define it in their book.
Schunk and friends define “motivated learning is a
motivation to acquire skills and strategies rather than to perform tasks
that modeling by with highlights the role of self-efficacy”.12
Sanjaya
also has the same perception that the learning can be success if
students’ motivation as direct and arouse.13
It can be stated that
motivation is acquired in learning in order to achieve the skills and
strategies.
From the theories above, the researcher concludes that
motivated learning is a thing that can help to build success learning in
10 Dr. Wina Sanjaya, M. Pd., Kurikulum dan Pembelajaran-Teori dan Praktik
Pengembangan Kurikulum Tingkat Satuan Pendidikan (KTSP) (Jakarta: Kencana Perdana Media
Group, 2008), p. 256-257. 11 Zoltán Dōrnyei, Motivation and Motivating in the Foreign Language Classroom, The
Modern Language Journal, Vol. 78 No. 3, 1994, p. 273-284. 12 Schunk et al., 2008, op. cit., p. 147. 13 Sanjaya, 2008, op. cit., p. 249.
10
class. In a learning process, motivation can be a good machine as the
energy.
3. The Kinds of Motivation
Motivation can be divided into two kinds. These kinds of
motivation are divided through how the motivation arrives and the
influences around the person itself. They are extrinsic motivation and
intrinsic motivation.
a. Extrinsic Motivation
To get more understanding about extrinsic motivation, the
writer found out some theories that help her to understand.
Santrock defines extrinsic motivation as below:
Extrinsic motivation involves doing something to
obtain something else. Extrinsic motivation is often
influenced by external incentives such as rewards and
punishments. For example, a student may study hard for
a test in order to obtain a good grade in the course.14
Motivation can be stated as extrinsic motivation in
condition of external influenced. The influences can be
rewards and punishments. For example, the boy studied hard
due to his father will give him the new robot as his reward in
getting best score. It is same as Alderman says. Alderman has
perception that “Extrinsic motivation occurs when students
engage in activities for external reasons (outside of
themselves) such as praise, grades, special privileges, and
certificates or material rewards.”15
14 Santrock, 2011, op. cit., p. 441. 15 M. Kay Alderman, Motivation for Achievement –Possibilities for Teaching and
Learning (New Jersey: Lawrence Erlbaum Associates, Inc., 2004), 2nd Edition, p. 247.
11
In a book named Intrinsic and Extrinsic Motivation, the
researcher finds that extrinsic motivation has different
perspective to know what extrinsic motivation is as follows:
… .Two distinct definitions of extrinsic motivation
appear to have emerged: (1) when motivation is based on
something extrinsic to the activity and (2) when
motivation is based on something extrinsic to the
person.16
The author of this book thinks that extrinsic motivation
happens in two kinds of condition. It is based on outside of the
activity and also from the person.
It can be deduced that extrinsic motivation is a type of
motivation that comes from outside of the people themselves.
In the learning process, extrinsic motivation can come from
the teachers’ reward for their students, praising, or others. It
makes the motivation as drive in learning process.
b. Intrinsic Motivation
According to Santrock, “intrinsic motivation involves the
internal motivation to do something for its own sake. For
example, a student may study hard for a test because she
enjoys the content of the course.”17
It means that intrinsic
motivation comes from inside of the person. Alderman also
defines that “intrinsic motivation is typically defined as
students engaging in actions for their own sake and without
coercion such as satisfaction, interest, learning, and
challenge.”18
With intrinsic motivation, the students don’t
need to be pushed in doing something. This statement is same
16 Carol Sansone and Judith M. Harackiewicz (eds.), Intrinsic and Extrinsic Motivation –
The Search for Optimal Motivation and Performance- (San Diego: Academic Press, 2000), p. 445. 17 Santrock, 2011, loc. cit. 18 Alderman, 2004, loc. cit.
12
with this next statement that “Intrinsic motivation describes
self-initiated task engagement with no apparent extrinsic
rewards beyond the activity itself.”19
The researcher also finds
that “a number of researchers define intrinsic motivation as
occurring when an activity satisfies basic human needs for
competence and control, which makes the activity interesting
and likely to be performed for its own sake rather than as a
means to an end.”20
It means that intrinsic motivation can be a
parameter to someone in doing the job. If the person feels
interesting to do learning, it means that he/she has the intrinsic
motivation.
The researcher deduces that intrinsic motivation is an
energy that the people got from inside of themselves. This
energy never got influence from the outside. This motivation
can be as a satisfaction for the people themselves. The
interesting in learning or do something is the indicator that a
person has intrinsic motivation.
B. English Learning Achievement
1. The Understanding of Learning
Each scientist has their own theory about what is learning. Kimble
said that learning is a relatively permanent change in behavioral
potentiality that occurs as a result of reinforced practice.21
That means
learning has a change in behavioral and needed a reinforcement to
reinforce it.
Nowadays that theory also has a meaning that learning is a change
in behavior or potential behavior of a relatively permanent that comes
from experience and cannot be attributed to temporary body states as a
19 Dai and Robert J. Sternberg (eds.), op. cit., 2004, p. 329. 20 Sansone and Judith M. Harackiewicz (eds.), 2000, op. cit., p. 444. 21 B. R. Hergenhahn and Matthew H. Olson, Theories of Learning (Teori Belajar), terj.
Tri Wibowo B. S. (Jakarta: Prenada Media Group., 2010), p. 2.
13
condition caused by illness, fatigue or drugs.22
In this theory, learning
still need an experience but it leaves to the theorists itself what kind of
that experience. The experience may be as the correlation of stimulus
and response, reinforcement and others.
Schunk defines the learning involves acquiring and modifying
knowledge, skills, strategies, beliefs, attitudes, and behaviors.23
It
means that learning is not only getting knowledge, but also modifying
the knowledge itself and elaborates it into skills, attitudes and so on.
Learning is an enduring change in behavior, or in the capacity to
behave in a given fashion, which results from practice or other forms
of experience.24
So learning is the process that involves not only the
practice but also other forms of experiences. It is described by Schunk
as follow;
Three criteria of learning;
a. Learning involves change—in behavior or in the capacity
for behavior. People learn when they become capable of
doing something differently.
b. Learning endures over time.
c. Learning occurs through experience.25
It means that learning is not a simple process. Learning has to make
the changing in the person. Learning must make the learner being able
to do what they have learned. Learning needs time to make the
successful learning can be achieved.
The researcher deduces that the learning have to be able to make
the learners have their new experiences, knowledge. Then these new
parts of learning also have to be modified by the learner. The
modifying means that the learners are able to apply their knowledge in
any condition because they are really understand it.
22 Ibid., p. 8. 23 Dale H. Schunk, Learning Theories –An Educational Perspective- (Boston; Pearson
Education, Inc., 2012), 6th Edition, p. 2. 24 Ibid., p. 3. 25 Ibid., p. 4.
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2. The Understanding of Achievement
To see how far the students have learned in their learning, the
teacher can see it through their achievement test. An achievement test
is intended to measure what the student has learned or what skills the
student has mastered.26
It makes the researcher concludes that
achievement test is the way to measure the students progress in their
learning. With achievement test, the teachers get the evidence of the
students’ progress result from their class that they have taught.
The researcher also gets another theorist that “achievement refers
to school-based learning, while ability and aptitude refer to broader
learning acquired mostly through nonschool sources such as parents
and peer groups.”27
Ur also states that “an achievement test measures
how much the material taught in a given course, or part of one, has in
fact been learned.”28
It is same with Oosterhof who states
“achievement tests measure students’ present status with a set of
skills. Achievement test are used to evaluate the effectiveness of
instructional programs and to identify students with learning
disabilities.”29
That means achievement test is the measurement tool
that teachers give to their students in order to see the effectiveness of
the learning process is going in their students. Also with this test, the
teachers can see what difficulties that the learners have in their
learning process. Gary also helps the researcher to know deeper what
achievement is in his book as follows;
One definition of achievement can be found in the Dictionary
of Education (which is currently undergoing its first revision in
over two decades). In this reference, achievement is defined as "(1)
accomplishment or proficiency of performance in a given skill or
body of knowledge; (2) progress in school" (C. V. Good, 1973, p.
26 Santrock, 2011, op. cit., p. 521. 27 Peter W Airasian, Classroom Assessment –Concepts and Application- (McGraw Hill
Online Resources, 2008), p. 53. 28 Ur, 2009, op. cit., p. 44. 29 Albert Oosterhof, Developing and Using Classroom Assessment (New Jersey: Pearson
Education, Inc., 2003), 3rd Edition, p. 228.
15
7). Academic achievement is defined as "knowledge gained or
skills developed in the school subjects, usually designated by test
scores or by marks assigned by teachers, or by both" (p. 7).30
That means achievement is the proficiency that students have in their
learning process. This achievement is also as indicator that what
students get in their learning. The achievement commonly is designed
in the scores by test scores or teachers’ marks.
With these theories, the researcher concludes that achievement is
the accumulative result of learning process. In achievement, the
teachers or the students themselves can see how far their learning
process that they did.
3. The Understanding of English Learning Achievement
From the explanation above, the researcher has the understanding
for this variable that English learning achievement is a result of
students learning progress in class. This achievement appears as the
score that can be as description of their successful in learning. If the
students get 60 in their test, it can be concluded that they are not
really successful in the learning. This assuming also can be used in
opposite words.
English learning achievement in this study can be described as the
result of English learning process that students get from the teachers
in form of score. The score is getting trough test that teachers’ made
or a kind of standardized test.
In this study, the achievement scores can help the researcher to
describe how far the students’ ability in English. The achievement
scores also come from the calculation of some test that teachers have
made for their students.
30 Gary D. Phye, Handbook of Classroom Assessment –Learning, Achievement, and
Adjustment- (San Diego: Academic Press, 1997), p. 4.
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C. The Thinking Framework
Motivation is a drive inside of the people in doing something.
Motivation can be as energy fuel in doing everything, included learning.
With motivation, the learning can run well. Motivation can be as the
indicator that the person enjoys what he/she does. In the learning process,
students’ motivation is one of factors that make their learning works well.
As the theorists state above, the motivation is the key component in
learning achievement.
Achievement can be as the description for the students and also
about how well their learning process work. So the achievement in
learning can be seen in form of learning score. If the students have the
great scores, it means the learning process is success achieved by the
students and the teachers also.
So the researcher concludes that it can be happened in English
learning process. With the description above that explains motivation
affects learning achievement, it makes the researcher believes that there is
correlation between students’ motivation and their learning achievement.
D. Previous Study
The Relationship between Motivation and Achievement in Foreign
Language Learning in a Sixth Form College in Hong Kong by Chan Chie
Yuet (2008) is the study that examined about motivation and achievement.
This study attempts to unveil relationship between motivation and
achievement in learning English in a sixth form college in Hong Kong.
The methodological dimensions of the investigation were twofold. First,
by means of questionnaires distributed to 33 Advanced-level students,
their motivation intensity and orientations in learning English were
explored. Pearson Product Moment Correlation was computed to examine
the students’ motivation components and their English grades both in the
Hong Kong Certificate of Education Examination and the Hong Kong
Advanced Level Examination. Second, four high, four average and four
17
low achievers of learning English, altogether 12 students aged 17 to 20,
were invited to attend semi-structured interviews. Through the account of
their English learning experience, the relationship between motivational
factors and academic achievement in foreign language learning was
investigated. The findings indicated that there was a positive relationship
between motivation and achievement among this sample of Hong Kong
Advanced-level students in 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
Another study by FengXia Wang (2008) in the study titled
Motivation and English Achievement: An Exploratory and Confirmatory
Factor Analysis of New Measure for Chinese Students of English Learning
also helps the writer to know deep about the study of motivation and
achievement. This research conducted in order to (1) construct a scale of
English learning motivation in a particular Chinese context, the
intrinsic/extrinsic motivation scale of English learning (I/EMSEL) and (2)
explore the relationship between intrinsic motivation, extrinsic motivation
and English 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 of
motivation and English achievement. Results indicated that autonomous
extrinsic motivation correlated positively with intrinsic motivation and
achievement, while controlled extrinsic motivation correlated negatively
with them. In this study, there were two samples in the survey. The size of
31 Chan Chiu Yuet, “The Relationship between Motivation and Achievement in Foreign
Language Learning in a Sixth form College in Hong Kong”, Thesis in School of Education at the
University of Leicester Hong Kong. http://hdl.handle.net/2381/7812