STUDENTS' MOTIVATION IN LEARNING ENGLISH AT RUMAH BELAJAR PANDAWA NGAGEL WONOKROMO SURABAYA.

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STUDENTS

’

MOTIVATION IN LEARNING ENGLISH

AT RUMAH BELAJAR PANDAWA NGAGEL

WONOKROMO SURABAYA

THESIS

Submitted to partial fulfillment of the requirement for the degree of

Sarjana Pendidikan (S.Pd) in Teaching English

By:

Roissatur Rosidah

D55211062

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

2017

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ABSTRAK

Roissatur Rosidah (2017). Motivasi siswa dalam belajar bahasa Inggris di Rumah Belajar Pandawa Ngagel Wonokromo Surabaya. Departemen Pendidikan Bahasa Inggris. Fakultas Tarbiyah dan Pelatihan Guru Negara Universitas Islam Sunan Ampel Surabaya. Advisor: Drs. Muhtarom, M.Ed. Gred.Dip.Tesol.

Kata kunci: Motivasi Siswa, Belajar Bahasa Inggris

Motivasi adalah salah satu hal penting dalam proses belajar. motivasi dapat membantu seseorang mencapai sasarannya jika mereka memiliki motivasi yang kuat dalam melakukan langkah-langkah untuk mencapainya, namun para siswa dan guru tidak menyadari tentang hal itu. Dengan memiliki siswa motivasi akan antusias dalam proses belajar mengajar sehingga mereka akan terdorong untuk belajar bahasa Inggris dengan baik. Sebagai hasil thay tidak akan mencapai studi mereka dengan baik. Dia perumusan te masalah penelitian adalah: 1) Apa jenis motivasi siswa miliki dalam belajar bahasa Inggris di Rumah Belajar Pandawa Surabaya ?, 2) Apa yang mungkin menjadi faktor motivasi siswa dalam belajar bahasa Inggris di Rumah Belajar Pandawa Surabaya ?. Tujuan dari penelitian ini adalah untuk: 1) mengetahui jenis motivasi siswa miliki dalam belajar bahasa Inggris di Rumah Belajar Pandawa Surabaya, 2) Cari tahu apa yang mungkin menjadi faktor motivasi siswa dalam belajar bahasa Inggris di rmah Belajar Pandawa Surabaya . Metode penelitian dalam desain penelitian ini adalah observasi, dan kuesioner penelitian ini dengan pendekatan kualitatif dan populasi dalam penelitian ini adalah semua siswa SMP di Rumah Belajar Pandawa Surabaya dan sampel itu VII A dan VII B kelas dengan total sampel adalah 54 siswa . Analisis data menggunakan rumus persentase. Hasil penelitian ini menunjukkan dari jawaban siswa dalam kuesioner. Ada 30 pertanyaan dalam kuesioner. Dari perhitungan menunjukkan bahwa nilai siswa motivasi ekstrinsik adalah 56% dan siswa Motivasi intrinsik adalah 44%. Ini berarti bahwa siswa di Rumah Belajar Pandawa Surabaya memiliki motivasi ekstrinsik lebih tinggi daripada motivasi intrinsik. Siswa termotivasi oleh kenikmatan dari proses pembelajaran oleh guru dan keluarga mereka. Ini berarti bahwa siswa di Rumah Belajar Pandawa Surabaya memiliki dua jenis motivasi siswa. Intrinsik dan ekstrinsik Motivation.and mereka memiliki enam faktor mereka adalah keluarga, intellegent, guru, lingkungan, keinginan dan sikap. Jadi ekstrinsik lebih tinggi dari intrinsik dan keluarga lebih tinggi dari yang lain factors.Mereka ingin belajar bahasa Inggris karena mereka merasa bahwa bahasa Inggris adalah menarik dan mereka ingin menguasainya. Mereka percaya bahwa dengan menguasai bahasa Inggris mereka dapat berkomunikasi dengan penutur asli dan mereka juga mendapatkan informasi dari negara-negara lain.

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_{TABLE OF CONTENTS}

TITLE SHEET... i

ADVISOR APPROVAL SHEET... ii

APPROVAL SHEET... iii

MOTTO... iv

DEDICATION SHEET... v

ABSTRACT... vi

ACKNOWLEDGEMENTS... vii

PERNYATAAN KEASLIAN TULISAN... viii

LIST OF CONTENT... ix

LIST OF TABLE... x

LIST OF APPENDIX... xi

CHAPTER 1 INTRODUCTION A. Background of The Study... 1

B. Statement of Problems... 9

C. Objectives of The Study... 9

D. Scope and Limitation of the Study... 9

F. The significances of the Study... 10

G. Definition of Key Terms... 11

CHAPTER II REVIEW OF RELATED LITERATURE A. REVIEWS OF RELATED LITERATURE 1. Motivation a. Definition of Motivation... 14

b. Types of Motivation... 16

c. Sources of Motivation... 21

d. The Role of Motivation... 26

e. Theories of Motivation... 27

2. Learning a. Definition of Learning... 31

b. Theories of Learning... 32

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3. English

a. Definition of English Language... 35

4. Learning English as a Foreign Language ... 37

5. Motivation for Learning English... 37

B. PREVIEW OF PREVIOUS STUDY... 38

CHAPTER III RESEARCH METHOD A. Approach and Research Design... 43

B. Research Presence... 45

C. Research Location ... 46

D. Data and Source Data... 48

E. Data Collection Technique... 55

F. Research Instrument... 57

G. Data Analysis Technique... 60

H. Checking Validation of Finding... 66

I. Research Stages... 67

CHAPTER VI PRESENTATION AND ANALYSIS OF DATA A. Research Finding... 70

B. Discussion... 87

CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 91

B. Suggestion ... 93 BIBLIOGRAPHY... APPENDIX...

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_{LIST OF TABLES}

Table 3.1 Schedule of English Course In Rumah Belajar Pandawa Surabaya... 47

Table 3.2 The Blue Print of Students’ Motivation in Learning English... 56

Table 3.3 Extrinsic Motivation... 61

Table 3.4 Intrinsic Motivation... 62

Table 3.5 Classroom Observation Rubric... 64

Table 4.1 Data Respondents... 71

Table 4.2 Extrinsic Motivation (Frequency Distribution)... 72

Table 4.3 Intrinsic Motivation (Frequency Distribution)... 73

Table 4.4 Result of Questionnaire of Students’ Motivation in Learning English... 73

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CHAPTER I

INTRODUCTION

The aim of this research is to know students’ motivation in learning English. This chapter gives an overview of the background of the study that explains about the problem and why the writer chooses the topic, the research questions, objectives of the study, the significance of the study, the scope and limitation of the study, and definition of key terms used in this study are also presented. Each section is preseted as follows.

A. Background of the Study

Teaching English in Indonesia has been implemented at the very beginning level, in elementary school and even in the kindergarten. Brown states that teaching can be defined as a guiding and facilitating learning, enabling the learner to learn, setting the condition for learning1. Teaching is important to be given since early age because the young age is the ideal period for acquiring a language. Abd Ghofur states that the teaching of English in primary level would bring some advantages because young children tend to learn a language easily2. Children have more opportunities to learn language than adult, because their brain is more adaptable. They are also better

Douglas Brown, Principles of Language Learning and Teaching, Fourth Edition (Longman: San Fransisco State University, 2000), 7.

Abd Ghofur “Teaching English For young Learners Through Games and Song”. Jurnal Studi Keislaman. Vol. VII No.1 April 2005, 533.

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motivation than adult, more closely integrated with real communication.3 It is also hoped that at the same time they will be familiar with English language as early as possible to develop English skills.

The Indonesian government launched the International-based education at all educational levels from as kindergarten, elementary, junior and senior high school. The decree of Ministry of Education and Culture (R.I/No.0487/14/1992, Chapter VIII) states that an elementary school can include extra lessons in its curriculum as long as they are not in contradiction with the objectives of national education. In accordance with this policy another decree (No 060/U/1993) was released and states that English can be introduced to the fourth grade student of elementary school. This critical moment inspires teachers in Indonesia to teach English from the very beginning. In particular kindergartens, they take English subject as an extra lesson to attract new students.

In the past, the focus of the English language teaching was on adult or Junior High School, with relatively little concern for primary level. Today, after the regulation was issued Street Children is an interesting subject to discuss. There have been many seminars, short course or workshop on street children as a foreign and an international language. Street children is an advantege to be introduced to children. Children learn language better at a young age4. An acquisition of language is possible

Sofkhatin Khumaidah, “Developing English Syllabus For Kindergarten in Jember”. Fenomena Journal Penelitian STAIN Jember. Vol.3 No.2, Juli 2004. 22.

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without self consciousness at an early stage, children have fewer negative attitudes to foreign language and chulture than adult and that consequently they are better motivation than adult5. Wright (in Sofkhatin) states that the earlier a child starts to learn a foreign language, the earlier it will be for him to acquire the pronunciation6. Moreover childhood is the best period to put basic ability in speaking fruently7. It means that the young children have more time to language learning than adults.

Based on the characteristic of young learner above, to get the best learning process in teaching, teacher needs special skill and knowledge to face young learner. It is because teaching of young learner is different from teaching adult learner. To be a good teacher, a teacher must be able to present the material and also manage the classroom well.

According to Gurrey:

“ The three things that a teacher needs for his language lesson are: a knowledge of the best and the most effective method to use and understanding of the purpose and the aim of each method be uses, and the confidence and skill in his handling of them, with perseverance and courage to carry on the work with good humor enjoyment”8

Publisher, 1991).vi.

Ibid..vi

Sofkhatin Khumaidah, “Developing English Syllabus For Kindergarten in Jember”. 22.

Mary Finnochiaro, Teaching Children Foreign Language (New York: Mc. Graw-Hill Book Company, 1964). 25.

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Teaching young learner needs special skill. Unfortunately, in Indonesia most of the teachers who teach English for young learner have difficulties to conduct young learner, they do not have special background to teach young learners, they do not hold English teaching degree. Only a few have some training to teach English to young children. The cause of the difficulties are, they do not have basic of teaching young learner, as we know that teaching young learner is different with teaching adult learner.

Facing the impact of globalization, many countries make the international language of learning in education in order to promote the student’s capability of foreign language. In Taiwan the foreign language learning almost is English learning.9 But in Indonesia the students have learned English since at elementary school. They learn English based on the KTSP (Kurikulum Tingkat satuan Pendidikan or Curriculum 2006), K-13 (curriculum 2013) curriculum. However, it isn’t enough to make the students love and learn English. There are still many factors that influence them to learn English. The factor is age, teacher’s way of teaching, time, facilities, and especially motivation, Brown state that motivation has very important in learning English.10 Furthermore, Chomsky (1965:321) as quoted by Nurmalela (2001:1) also state that by having motivation, normal children can learn

Hsiang young feng,jin-jun fan and hui zhen yang. The relationship of learning motivation and achievement in EFL: gender as an intermediated variable. (Taiwan: educational research international. october 2013) vol.2.no.2. (www.eajournals.org. accessed on Oktober 12,2016)

Brown, H. Douglas. Principles of Language Learning and Teaching. Fifth edition (Addison Wesley Longman, Inc. A Pearson Education Company.2007).115

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any language to which they have adequate exposures. He added that learning foreign language is easy for children as early as possible.

Motivation is an energy change within the person characterized by affective arousal and anticipatory goal reaction, in short, motivation can be said that process of individual to act. Motivation may indeed be an important requirement for success in language learning, related to this theory it can be said the students who would like to learn English as a foreign language actually ought to have motivation. Based on the writer teaching experience at the second year of Rumah Belajar Pandawa Surabaya, most of the students studied English lazily, they just keep silent in class. Students we’re not active in studying English. Actually, there are many factors that influence their study, such as lack of motivation in learning English. In this case, the students are assumed to have low of motivation in learning English. Based on the theory and problem found, the writer is interest to give idea about the importance of motivation for students before learning teaching process.

Rumah Belajar Pandawa was established 2011. It is located at Lumumba Dalam Ngagel Wonokromo Surabaya. Rumah Belajar Pandawa is one of service learning in Surabaya and students not all school in formal like elementary school or junior high school. And have many students basicly street children and they have time to study in Ruah Belajar Pandawa if they not work like after pray sholat magrib. And many kind of servis learning in Surabaya like Alang-alang, ITS mengajar, Unair mengajar, Turun Tangan.Garuda Team etc,being a society community in teaching

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Rumah Belajar Pandawa students have little opportunities to practice English communication skills than students of many other school since lecturer course from Belanda and China University in there have more opportunities to practice English.

The lecturer course from Belanda and China is from AIESEC community and the active in leadership potential of young people. Students have to study English for 2 hours in Monday until Thursday for a course. In Rumah Belajar Pandawa have many kind of background teacher and not all the teacher basicly education in university. Even though English is the medium of instruction at Rumah Belajar Pandawa, but their progress in English skills, especially in English classes are still unsatisfactory.

In general, the students of the second year students of Rumah Belajar Pandawa Surabaya don’t want to learn English due to their difficulty to understand it. Then, they weren’t active in practicing English whenever and wherever they are. They always kept silent if were at the place in which two or more people communicate in English.

The other problem is that the students is that the students did not do their task, and they did not only individually but also together with their friends. Beside that this community have good library with many kinds of books, such as: English books, magazine, and newspaper that can help students to do task from teacher but they still aren’t interested to visit and borrow books available in the library. Then, they didn’t

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have any interest to learn when the teacher explained the English lesson, they didn’t pay attention when the teacher asked one of them he just keep silent.

The students’ parents haven’t motivation or not interested to buy English books and also other books for other subjects. It can be seen from students’ books that were bought by the library not by parents. When the teachers ask the parents of students to buy some English books they did argue because low economy.

The study of the first year after AIESEC program at Rumah Belajar Pandawa the significant of this study should be that the responses lead to a better knowledge of their motivation. The findings could help the Rumah Belajar Pandawa work toward an improvement of their motivations and alongside, enhancing their language learning achievement at the very earliest stage of their enrollment in the first year.

Therefore it is important to find out the underlying possible factors which affect students’ motivation in English learning especially in the practical sense to teachers who want to stimulate students’ motivation.

Such a great importance brings with it huge challenge to the teacher of the language. This challenge is not only the matter of methodology and instructional strategy and also a matter between the student’s interest and motivation to learn the language. The quality of the student’s inner drive to learn language should be taken in to account. Indonesia students seem poor due to the limited number of native speakers

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available in the teaching English to low motivated in learning English. This difficult for teacher to do.11

People involved in language teaching often say that the students who really want to learn English will succeed in whatever situation they study. All teacher can think of situation in which certain “ motivated” students significantly do better then their friends, students frequency succeed in what to be probably conditions even though what teachers consider unsatisfactory in face of such phenomena it is quite reasonable to suggest that the students bring to class is the biggest single factor affective their success.12 He further says that the students with strongly motivated long term goals for the English are probably easier to teach that these who have no such goals (and therefore no real drive). For the latter students short-term goals will often provide the only motivation they feel.

Students in learning English have two motivation that are intrinsic motivation and extrinsic motivation. Harmer stated that intrinsic motivation comes from within individual but extrinsic motivation is the result of any number of outside factors.13

Externally, the factors that can influence the English students’ ability are environment, parent, teacher, method, media etc. Internally, the factors that can affect English ability are interest, attitude, intelligence, personality, and learning style including motivation. All the teachers and students must spare no effort to work hard

Girard, D..Motivation the Responsibility of the Teacher. ELT Journal 31/2. 1977.15

Harmer, J.Practice of English Language Teaching (London and New York. Longman.1991).13

Harmer. The Practice of English Language Teaching. Fourth edition. (Malaysia : Longman Pearson Education Limited) 2007.98

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in the process of teaching and learning. The most important thing is that spur students’ motivation to heighten the teaching effect in English teaching and learning so as to the students English practical ability.14 Motivation is one of the factors that are regarded as factors that can cause the low level of students’ ability. Gilhotra and Callender said that many factors the obvious importance in determining the success of a second language learner, and one of the factor is motivation.15 Motivation can effect profiency in a particular language, but this connecttion is characteristics by mutual causation because unfavourable and favourable learning attitudes and experiences can affect the learners motivation.16

Based on the explanation above, we know that motivation is considered an essential element along with language capacity in shaping success in learning a new language in the classroom setting. By knowing about students’ motivation, teachers can know their students interest in learning English. So they can improve their teaching. In learning English each students’ has various motivations. In this study the writer wanted to know the students’ motivation in learning English. So the writer carried out of study entitled “Students motivation in learning English at Rumah Belajar Pandawa Ngagel Wonokromo Surabaya”

Chunmei long,zung ming and liping chen. The study of student motivation on english learning in junior middle school-a case study of no.5 middle school in gejiu.(china:canadian center of science and education.2013)vol.6.No.9.

Gilhotra,Manjit S and Gillian Callender, The Role Of Individual Factors In Second Language Learning By Dult Migrants,( Oxford University Press. Oxford.)1997.

Fadel H.M Al Othman and Khaled M. Shuqair. The impact of motivation on english language learning in the guft states. (kuwait: international journal of higher education.2013) vol 2. No.4

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B. Statement of Problems

This research especially focused in the students’ motivation in learning English.

Therefore, the problems of this research are mentioned as below:

1. What types of motivation in learning English of the students of Rumah Belajar Pandawa?

2. What might be the factors of the students’ motivation in learning English of the students of Rumah Belajar Pandawa?

C. Objectives of the Study

Considering the research question above, thus this research aims to:

1. Find out the type of motivations in learning English of the students of Rumah Belajar Pandawa or not.

2. Find out what might be the factors of the students’ motivation in learning English of the students of Rumah Belajar Pandawa or not.

D. Scope and Limitation of the Study

The scope of this research is extrinsic and intrinsic motivation of students in Rumah Belajar Pandawa Ngagel Wonokromo Surabaya This research involves two clases as samples that are VII-A dan VII B class in Junior High School. As stated before, the motivation is one of factors that influence students in learning English as

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foreign language. And the population is students in Rumah Belajar Pandawa Ngagel Wonokromo Surabaya.

This reseach is limited to the learning motivation of the students Rumah Belajar Pandawa Ngagel Wonokromo Surabaya. It focused on speaking activities at students’ in learning English. The data for this study is obtained through questionnaire administered to the total number of 54 students. Identifying whether they are intrinsic and extrinsic motivated, we may be able to formulate measures for the improvement of their learning motivation in English language. This is for the purpose of their better language learning success. Their type motivation could be identified at this first point to assist them through their successful path of learning English.

E. The Significances of Study

This research was expected to give contribution to educational area, especially in English teaching and learning. For details, the significances were broken down as below:

1. To give information to the stakeholders (e,g, headmaster) of the community in r

2. elation to the motivation in learning English.

3. To give contribution and information to the English teachers about students’ motivation in learning English, so can improve their ways of teaching in order that the students are not bored in learning English

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4. To give contribution and information to the students about motivation in learning English are suggested to do their activities as well as possible. Thus all of them can increase their achievement through self-activated English language learning.

5. To give contribution and information to the parents about his children’s motivation in learning English to motivate their children to study hard, especially in learning English because English is very important to their life in the future.

6. To give information to the other researcher to continue this research about the student’s motivation in learning English.

F. Definition of Key Terms

To avoid misinterpretation in understanding this research, several key terms are clarified as below:

1. Motivations

Harmer stated that motivation is some kind of internal drives that encourage somebody to purpose encourage of action.17 Motivation is the set of reasons that determiners one to engage in a particular behavior.

Motivation in this research refers to reasons for engaging students in learning English. The reason can be from their intrinsic motivation or extrinsic motivation.

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a. Intrinsic motivation

Harmer stated that intrinsic motivation comes from within individual. Person might be motivated by enjoyment of the learning process or desire to make themselves feel better.18

Here the students are motivated by the intrinsic motivation, they learn English because their internal desire such as they learn English because they are enjoy learn it.

b. Extrinsic motivation

Harmer stated that extrinsic motivation is the result of any number of outside factors, for example, the hope of financial reared or the possibility of future travel. Extrinsic motivation is that which derives from the influence of some kind of external incentive, as distinct from the wish to learn for its own sake or interest in task.

2. Learning English

Pinter stated that the process of learning language has a significant effect on how young learners are able to acquire the foreign languge.19 Meanwhile Johnson (2001:3) stated that in many other contexs in the world, however, when children start learning English, they are not immersed in an

Harmer. The Practice of English Language Teaching. Fourth edition. (Malaysia : Longman Pearson Education Limited. 2007).98

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English environment and they are not learning English to make friend or fit into a new school and culture.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses some issues related to the students’ motivation in choosing subject which become the focus of this research. It contains the review of related study or calls the previous study. Some previous study studies related to this research are also discussed. Another, it consists of some theories strengthening the problem discussed here.

A. Reviews of Related Literature

This chapter reviewed some theories and previous studied related to the topic. Theories related to the topic are about the definition of motivation in learning English and types of motivation and learning and theories of motivation and learning. The previous studies consist of the studies related to the students’ motivation in learning English.

1. Motivation

Motivation is one of the most important components of learning process for students. In the field of learning motivation is essential to success. In this case without motivation, success will be hard to achieve. Motivation is not only important in getting students to engage in academic activities. It also important in determining how

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much students will learn from the activities they perform or the information to which they are exposed. Students who are motivated to learn something use higher cognitive process in learning about it and retain more from it1

The word motivation is accepted for most fields in learning that motivation is essential to success. We need the motivation when we have to do something to succeed. Without such motivation we will almost certainly fail to make necessary effort. There are many factors that depend on motivation, such as motivation is very influent in learning English. When the learners are not motivated, they will not take risk in learning English or even paying any attention to learn it. As a result, motivation is considered an essential element along with language capacity in shaping success in learning new language in classroom setting.

To develop understanding of motivation we must know about what it means of motivation, types, sources, role and theories of motivation.

a. Definition of Motivation

In general, everyone knows what motivation is, but it is not always easy to understand what motivation actually is. There are

Robert E.Slavin,Educational Psychology Theory and Practice(Boston: Johns Hopkins University.1994). 347

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various definitions of motivation from many psychologists. According to Santrock,” Motivation is the processes that energize, direct, and sustain behavior”.2 It means that motivation is the process in which pushes and shows students to do something and keep on the activity continuously.

At its most basic level, “motivation is some kind of internal drive which pushes someone to do things in order to achieve something”.3 While Dimyati and Mudjiono stated that motivation is a mental encouragement that moves and leads human behavior.4 The word motivation is derived from motive that means anything that encourages person to act to do something.5

Brown stated that “motivation is something that can, like self-esteem, be global, situational, or task oriented. Motivation is also typically examined in term of the intrinsic and extrinsic motives of the learner”. 6 Gardner & lambert state that motivation means the combination of effort plus desire to achieve the goal of learning the language which leads to conscious decision to act, and which gives rise to a period of sustained intellectual and or physical effort in

John W. Santrock. Educational Psychology, (New York:Mc.Graw Hill,2004) Second Edition.417

Harmer. The Practice of English Language Teaching. Fourth edition.(Malaysia : Longman Pearson Education Limited. 2007). 98

Dimyati and Mudjiono. Belajar dan Pembelajaran. (Malang University. 1994.). 75

Purwanto, ngalim. Psikologi Pendidikan. (Bandung: PT Remaja Rosdakarya Offset. 2011).60

Brown. Principles of Language Learning and Teaching. Fifth edition.( Addison Wesley Longman, Inc. A Pearson Education Company. 2007. ) .170

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order to attain previous set goals. In this study, motivation is classified into two types : instrumental and integrative motivation.7

Motivation has a significant role in teaching and learning process. That motivation of the students was positively correlated with their English perficiency, these significant result were in line with chalermporn and Usa.8James stated that the idea of someone to conduct activity and control the frequency of the actions is called motivation.9 So, students’ motivation becomes a vital part in teaching and learning process. It great influence to students to push themselves in learning to get their needs, goals and interest.

From those definition above, it is concluded that motivation is an energy and directed to do something. Therefore, the researcer believe that motivations is a process to get success and has a great influence to the future achievement. In teaching and learning process, giving motivation to the students is a process to push and to support them to learn. Therefore, it can help students to achieve their goals.

Gardner, R. C., & Lambert, W. E. Attitudes and motivation in second language learning. Rowley, (Mass: Newbury House. 1972)

Chalermporn choosri and Usa Intharaksa. Relationship between motivation and students’ English learning achievement: A study of the second-year vocational certificate level hatyai technical college students.(faculty of liberal arts: international conference on humanisties and social science.2011) The 3

rd.

.12.

James P. Byrnes, Cognitive Development and Learning In Instructional Contexts, (United State Pearson Education,Inc,2009), Third Edition, .99

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b. Types of Motivation

Motivation was separated into two main types that are intrinsic motivation and extrinsic motivation. We will discuss about them as follows:

1. Intrinsic Motivation

The intrinsic distinction has been influential in studies of motivation, and these concepts have been used in various attempts to explain differences in motivation among different learners. An intrinsically motivated student learns because he or she wants to learn. “Intrinsic motivation is the motivation to be involved in an activity for its own sake”10

Intrinsic motivation is desire which comes from within individual to make an effort to achieve the goal. According to Harmer “thus a person might be motivated by the enjoyment of the learning process itself or by the desire to make themselves feel better”.11

Paul, Eggen., & Kauchak, Don. Educational Psychology: Windows on Classroom,( Shangxi: Shangxi Normal University Press.2005). 398

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People do certain activities because it gives them pleasure and develops a particular skill based on their internal desire. Intrinsically motivation students are bound to do much better in classroom activities, because they are willing and eager to learn new material. Their learning experience is more meaningful, and they go deeper into the subject to fully understand it.

According Emily in her research, intrinsic motivation is appeared from students personal such as their comfort, happiness and interest.12 Students who have intrinsic motivation also will be quicker and more simply to achieve their goals because they have motivation inside themselves. 2. Extrinsic Motivation

Biggs stated that extrinsic motivation is a standing invitation to students to adopt a surface approach.13 The student’s focus on their performance and the value or the importance that they attach to the outcome.

According Paul Eggen nd Kauchak Don “Extrinsic motivation is characterized as the motivation to engage in

Emily R.Lai. A Research Report Motivation Literature review,(Pearson, April, 2011) .4

Biggs, J. Teaching for Quality Learning at University. (The Society for Resrarch into Higher Education & Open University Press.2002). .61

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activity as a means to an end.”14 An extrinsically motivated students performs in order to receive a reward, such as graduating or passing a test or avoiding a penalty like a failing grade. The dominated extrinsic motivation including current incentives, strengthening attract, desperate for peer recognition and admiration.15

Harmer states that extrinsic motivation is the result of any number of outside factors. Extrinsic motivation is that which derives from the influence of some kind of external incentive, as distinct from the wish to learn for its own sake or interest in task. 16

According Gardner and Lambert’s research, there are two main types of extrinsic motivation they are integrative motivation and instrumental motivation.17 It is considered that integrative motivation is the reasons of students to learn the English language, while instrumental motivation is students’ view of English as a means to get a better job, position, and status in the future life.

Paul, Eggen., & Kauchak, Don.349

An Min. On Training and Stimulate Students Learning Motivation, Modern Reading. (The ninth perid.2010)

Harmer. The Practice of English Language Teaching. Fourth edition. 98

R. C. Gardner and Lambert. Attitude and Motivation in Second Language Learning.(Newbury House,1972)

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Actually, many other factors that can influence upon students’ extrinsic motivation in teaching and learning process as follow:

a. Teacher

Teacher is a person who has an important role in teaching and learning activity to socialize and shaping motivation among students. Dornyei in forms that teacher’s skill in motivating students should be seen as the central in teaching and learning process.18 Teacher is the key instrument to handle and organize students in the classroom.

According to Penny Ur other sources are certainly affected by the teacher actions: they are success and its reward, failure and its penalties, authoritative demands, test and competition.19

b. Parents

Jaremy harmer stated that “if the parents are very much against the culture of the language this will probably affect his or her motivation in a

Zolt n Dornyei. Motivation in second and Foreign Language Learning. Language Teaching .1998..130

Penny Ur. A. Course in Language Teaching Practice and Theory, (Cambridge: Cambridge University Press. 1996). 277-279

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negative way. If they are very much in favor of the language this might have the opposite effect”.20 This statement means that parents have an important role to motivate their children. They should have to support their children to create their motivation.

c. Environment

According to Tabrani environment is everything which exist around us, which has correlation and gives influence to ourselves.21 Students will be more interesting if the environment of the classroom is comfortable and halt environment can give better satisfactory both of for teacher and students than conducted in bad environment.

c. Sources of Motivation

According to Harmer “the motivation that brings students to the task of learning English can be affected and influenced by the attitude of a number of people”.22 There are some sources the effect

Harmer. The Practice of English Language Teaching. Fourth edition. 4

A Tabrani Rusyan. Pendekatan Dalam Proses Belajar Mengajar, (Bandung: PT Remaja Rosydakarya, 2003). 148

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the students’ motivation in learning English first is society, second is significant, third is teacher and the last is method.

1. Concepts relation to motivation

Motivation is a diffuse concept and is often tied to other factors that influence the energy and direction of bahavior. The factors suct as interst, need, attitude, aspiration and incentive23

a. Interest

Students with an interest in a subject tend to pay attention to it. They feel that it makes a difference to them. They want to become fully aware of it character. Interest can refer to selection of stimuli or attending to something.

b. Need

The students who has a need is one who lacks something that a given activity or out come can provide. Thus a “need for affiliation” is satisfied by friendly relationship with other person. A “need for achievement” can be met with a corresponding increase

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in satisfaction by success in attaining some goal requiring effort.

c. Attitude

The students attitude toward semothing consists of her feeling for or againts what she conceives that thing to be. So an attitude involves emotion (feeling), directionaility (for or againts), an objective (the something). Attitudes like motives, arouse and direct purposeful activity.

d. Aspiration

A students aspiration is his hope or longing for a certain kind of achievement, with a certain level of aspiration. The students will try without it. They will make little effort, students have levels of aspiration that mobilize and direct activity toward such goals.

e. Incentive

Incentively arouse activity is the tip-off that behavior modification technique use this aspect of moivation to the fullest. The students motivated by curiosity has understanding or knowledge as her incentives.

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According to muhibbin, there are some factors that create differential among language learner, such as: internal factor and external factor. In internal factor include of intellegence, attitude, interest and attention, aptitude, while in external factors include of environment, family and society.

a. Internal factors

The internal factors are the factors that come from the students themselves.

1. Intellegence

Intellegence espresents one aspect determining success in study. If students have normal intellegence or higher one it my potentially obtain god achievement in learning.

2. Attitude

Attitude is internal indication which has the affective dimension in form of responds tendency in the same way to a thing, the object and etc. Both positively and negatively. The positively attitude, especially to the teacher and

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to the lesson, it is good indication for the students in learning process.

3. Interest and attention

Interest and attention have close relation which learning. One who has interested in special lesson such as English subject then to other. Students who interest in choosing English subject, may have more opportunities to reach high achievement in learning.

4. Aptitude

Aptitude is not easy to defi ne. It is usually defined in terms of the test that have been used to measure it.

According to carol in Larsen-Freeman and long, aptitude as a concept correspond to the nation that in approaching a particular learning task or a program, the individual may be though of a processing some current state of capability in learning that task-if indivisual is motivated and has the opportunity of doing so that capability is presumed to depend on some

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combination of more or less enduring characteristic of individual.

b. External factors

Some external factors which also influence the students learning are

1. Environment

The conditions of surrounding where the students study also have influence or their acquisition fresh air, for instance, will affect to their soul. So the students who study in acceptable environmentmay get better achievement than the students who study in bad surrounding such as dirty or hot air.

2. Family

When students family and its member give stimulus to their study, for example by giving motivation or guidance to the students learning at home. This condition will help the students obtein better achievement in study.

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The member of society may arise difficulty and easy to the students study, because the society can give the may of thingking and giving respond to an object. Thus the society may also correclate to the learning process.

First of all the factor that having great influence is family because it is the first children education.

d. The Role of Motivation

People who learn a new language, their motivation to learn are related to wanting to fit in with people in their new community. Pinter stated “when we learn first language, it is all natural part of growing up”. So motivation is crucial in learning other languages.24

e. Theories of Motivation

1. Brown’s Theory

Brown stated that “motivation is something that can, like self-esteem, be global, situational, or task oriented.”25 Motivation also typically examined in terms of the intrinsic and extrinsic motives of the learner. Intrinsic motivation for example occur when the learner learn for their own

Pinter, Annamaria. Teaching Young Language Learner. (China: Oxford University Press. 2006.) .36

Brown.2007. Principles of Language Learning and Teaching. Fifth edition. Addison Wesley Longman, Inc. A Pearson Education Company.p.170

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perceived needs and goals. While, learner who pursue a goal only to receive an external reward from someone else are extrinsically motivated.

There are three different perspectives emerge based on Brown:26

a. Behavioral perspective, motivation is seen in very matter fact term. It is quite simply the anticipation of reward

b. Cognitive term, motivation places much more emphasis on the individual’s decisions. Brown identified six needs undergirding the construct of motivation:

1) The need for exploration

2) The need for activity, for movement and exercise, both physical and mental

3) The need for manipulation

4) The need for ego enhancement, for the self to be known and to be accepted and approved of by others

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5) The need for stimulation, the need to be stimulated by the environment, by other people, or by ideas, thoughts and feelings.

6) The need knowledge, the need to process and

internalize the result of exploration,manipulation, activity and stimulation, to resolve contradiction, to quest for solutions to problems and for self consistent systems or knowledge.

c. A constructivist. Each person is motivated differently and will therefore act on his or her environment in ways that are unique. But these unique acts are always carried out within a cultural and social milieu and cannot be completely separated from that context.

The “needs” concept of motivation in some ways belongs to all three schools of though. The fulfillment of needs is rewarding, requires choices, and in many cases must be interpreted in a social context. For example, children who are motivated to learn to read because they perceive the value (reward) of reading, they meet the needs of exploration,

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stimulation, knowledge, self-esteem, and autonomy, and they do so in widely varying ways and schedules and in the context of a society that values literacy. On the other hand, children my unmotivated to learn because they fail to see the reward, only connect to the learning to superficial needs such as fulfilling a requirement.

2. Maslow’s Theory

Abraham Maslow, one of the founding father of humanist approaches to management, wrote an influential paper that out of five fundamental human needs and their hierarchical nature. Maslow’s humanistic need theory of motivation suggests that people are motivated to achieve goals because of the tension created by unfulfilled needs. The five needs are:

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Figure 1: Maslows’ Hierarchy of Needs

Source: Adapted from Abraham Maslow’s “Theory of Human Motivation”

a. Psychological needs

It was to do with maintenance of the human body if we are unwell, then little else matters until we recover.

b. Safety needs

It was about putting off over heads and keeping us from harm, if we are rich, strong and powerful or have good friends, we can make ourselves safe. c. Belonging needs

Introduce our tribal nature, if we are help fill and kind to others, they will want us as friends.

d. Esteem needs are for a higher position within a group

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It was become what we are capable of becoming, which would our greatest achievement.

2. Learning

a. Definition of learning

Brown stated that “learning is acquiring or getting of knowledge of a subject or a skill by the study, experience, or instruction”. 27 Based on Brown, there are many concept of learning:

1. Learning is retention of information or skill 2. Learning is acquisition or getting

3. Retention implies stroge systems, memory and cognitive organization

4. Learning is relatively permanent 5. Learning is a change behavior

6. Learning involves some form practice, perhaps reinforced practice

7. Learning involves active, conscious focus on and acting upon events outside or inside the organism.

These concepts above, also give way to a number of subfields within discipline of psychology.

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According to Hanry Smith, learning is the acquisition of new behavior or strengthening or weakening of old behavior as the result of experience.28

David defines learning, as the process whereby an organism changes it is behavior as a result of experience.29 Experiences can be gained from learning because students can get knowledge and skill that are very important for students’ life.

Based on the definition above, the writer summarize that learning is the acquisition of a new behavior, that occur as the result of relatively permanent changes and the organisms’ experience or practice.

b. Theories of Learning

Learning is one of the most important activities in which humans engage in their life. Learning are occur not only in the class but also outside from the class. Various theories of learning have been suggested, and these theories differ for a variety of reason. A theory most simply, is a combination of different factors or variables woven together in an effort to explain whatever the theory is about. In general, theories based on scientific evidence are

Hanry smith, Psychology In Teaching, (USA:Prentice Hll.1962).260

NL.Gage & David C. Berliner, Educational Psychology, (Chicago: Rand Mc nally College Publishing Company, 1975.). 86

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considered more valid than theories based on opinion or personal experience.

There is no final answer to question about learning and no theory can be found to be absolutely superior to all others. Nevertheless, learning theories can develop by the teacher of their own. Through study of learning theories and their historical development, teacher should gain insight into the harmonies and conflicts that prevail in present educational theory. From this insight, teacher should more toward developing adequate theories of their own.

1. J.B Waston: Conditioning Reflect

J.B Waston making Pavlov research as based for to his learning theory. Waston believes that Learning is a process from conditioning reflects or response passes through a chance from stimulus to another. Waston makes a same principle to explain human attitude. There are many attitudes to study in passed classical conditioning. They study have negative attitudes with foreign language, because there are have association with bad experience, for instance the teacher ordered to the students to translate in front of class and they have mistake and then the teacher

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was angry with them. Generalization afraid of them with another lesson.

c. Types of Learning

The educational psychologist, Robert Gagne (1965), demonstrated the importance of identifying a number of types of learning, which all human beings use. Because theories of learning of course do not capture the entire possible element of principles of human learning in general.30 . Types of learning vary according to the context and subject matter to be learned. Gagne in Brown identified eight types of learning as follows:

1. Signal Learning : the individual learns to make a general diffuse response to a signal

2. Stimulus Response Learning : the learner acquires a precise response to a discriminated stimulus

3. Chaining : is a chain of two or more stimulus response connection

4. Verbal Association is the learning of chains that are verbal.

5. Multiple Discrimination. The individual learns to make a number of different identifying responses to many different

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stimuli, which may resemble each other in physical appearance to a greater to a greater or lesser degree.

6. Concept Learning. The learner is able to make a response that identifies an entire class of object or events.

7. Principle Learning. In simplest terms, a principle is a chain of two or more concept.

8. Problem Solving is a kind of learning that requires the internal events usually referred to as “thinking”.

3. English

a. Definition of English Language

International language its means a language that already spoken in the whole of the world, as an effect of globalization era. People have to master the international language in this case is English, in order to make easier in socialize in business, interact, job, etc

In addition, Brumfit defines English as an international language in that it is the most widespread medium of internal communication both because of the number and the geographical spread of its speaker, and because of the large of number of non

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native speaker who use it for part at least of their international context31.

Based on Moody, English is a language, it means that English language is developed technique of communication. More generally, the use of English we say is to facilitate communication, to promote understanding between languages, to enable useful, appropriate and efficient action to take place.32

Brendon L. Carroll defines English as a language of essential tool for communication and whereas grammatical pettern play a crucia role in communication, the prime need almost learners is not for theoretical or analytical knowledge of the target language, but for an ability for understand an be understood in that language within the context and constraints of peculiar language using circumstance.33 Language is a system of arbitrary, vocal symbols that permit all people in a given culture, or other people who have learned the system of that culture to communicate34

C.J. Brumfit , English For International Communication (Oxford: Perganon Instute of English,1982) .1

H.L.B. Moody, Varieties of English, (Singapore : Longman House Group, 1970) . 1

Brendon J. Carol. Testing Communicative Performance an Interview Study, (Oxford: Perganon Press,1980). 7

Douglas. Brown. Principles of Language Learning and Teaching,(USA: Prentice Hall Regents.1993) .7

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Based on those definitions above we can above we can conclude that English is an International language, which use as a tool of interaction with our sociaty.

4. Learning English as a Foreign Language

Nowadays, there are about a billion people in the world learning English as foreign language, Johnson (2001:3). “In many other contexts in the world, however, when children start learning English, they are not immersed in an English environment and they are not learning English to make friend or fit into a new school and culture”.

Pinter stated that the process of learning language has a significant effect on how young learners are able to acquire the foreign language. 35The strategy of learning from mother tongue can be adopted for learning foreign language. Primarily, those who are involved in the children’s learning process are their parents, and latter their teachers. So the teachers have the important role in the students’ learning foreign language.

5. Motivation for Learning English

Hedge stated that “Adult learners returning to study may regard language learning as a hobby or cultural pursuit worthy of

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the educated person, or may have pressing reason for wishing to communicate with English”.36 Now, in much state school system, where the pupils’ future use of English is uncertain, a primary aim is to build communicative potential. Any individual may be influenced by a variety of motivations which will affect such things as anxiety or attitude, or willingness to try new learning strategies.

B. Preview of Previous Study

In this part, the researcher reviews some previous studies related to the topic students’ motivation in learning English.

The first by teacher training and education faculty IAIN Tulungagung, the researcher is Fina Hajar Kusumawati with entitle “Students’ motivation in learning English in MAN Kunir Wonodadi Blitar.”37 The aims of this study were to give explanation about students’ intrinsic and extrinsic motivation in learning English in MAN Kunir Wonodadi Blitar. This research uses quantitative method that uses questionnaires to collect data. The result of this research showed from students’ answer in the questionnaire. From the calculation showed that the score of the students’ intrinsic motivation is 55% and the students’ extrinsic motivation is 45%. It mean that the students in MAN Kunir Wonodadi Blitar have higher intrinsic

Hedge, Tricia. Teaching and Learning in the Language Classroom. (China: Oxford University Press. 2003) .22

Hajar Kusumawati.Fina. Students motivation in learning English in MAN Kunir Wonodadi Blitar.(Tulungagung: FKIP.2014)

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motivation than extrinsic motivation. While the differences are this research, the writer focuses on the students in MAN Wonodadi Blitar. In this research focus on the students in Rumah Belajar Pandawa. Furthermore in his research she uses quantitative method that uses questionnaire to collect data, but this using descriptive qualitative method that uses questionnaire, observation and documentation to collect the data.

The second entitled “the students’ motivation in learning English (a descriptive study of SMPN 235 Jakarta in the second grade). The researcher is Eka Munipah, Department of English Education Faculty Of Tarbiyah And Teacher Training Syarif Hidayatullloh State Islamic University Jakarta.38 The aims of this study were to give information about how high the student’s motivation in learning English. This research uses a descriptive quantitative that uses questionnaires to collect the data. Based on the research findings, it can be concluded that the student’s motivation in learning English of SMPN 235 Jakarta is still categorize medium. While the differences are this research, the writer focuses on the students in SMPN 235 Jakarta. In this research focus on the students in Rumah Belajar Pandawa. Furthermore in his research she uses descriptive quantitative that uses questionnaires to collect the data, but this using descriptive qualitative method that uses questionnaire, observation and documentation to collect the data.

Munipah,Eka. The students’ motivation in learning English (a descriptive study of SMPN 235 Jakarta in the second grade). (Jakarta: FKIP. 2008)

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The third is by Nerfi Istianti with entitled “The Correlation between Students’ Motivation in Learning Speaking and Their Speaking Ability”39 The aim of this study is to know whether there is any correlation between students’ motivation in learning speaking and students’ speaking ability at second grade of SMA Darussalam Ciputat. The research uses quantitative method uses questionnaires to the collect the data. The result of this study shows that there is a positive correlation between students’ motivation in learning speaking and their speaking ability. While the differences are this research, the writer focuses on the students in SMA Darussalam Ciputat. In this research focus on the students in Rumah Belajar Pandawa. Furthermore in his research she uses quantitative method that uses questionnaire to collect data, but this using descriptive qualitative method that uses questionnaire, observation and documentation to collect the data.

The fourth is by Marlis with entitled “A Study on the Student’s Motivation in Learning English at SMPN 1 Gunung Toar” 40 the aim of this study is to know the students who have lack of motivation in learning English. The research uses descriptive method uses questionnaires to the collect the data. The result of this study most of the third year students of SMPN 1 Gunung Toar didn’t have support from their home background. And the motivation was still low to learn English. While the differences are this research, the writer focuses on the students in SMPN 1 Gunung

Istianti. Nerfi.The Correlation Between Students’ Motivation In Learning Speaking And Their Speaking Ability.(Jakarta:FKIP.2013)

Marlis. A Study On The Student’s Motivation In Learning English At SMPN 1 Gunung Toar.(Riau:FKIP.2010)

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Toar. In this research focus on the students in Rumah Belajar Pandawa. Furthermore in his research she uses descriptive quantitative that uses questionnaires to collect the data, but this using descriptive qualitative method that uses questionnaire, observation and documentation to collect the data.

The fifth is by Chunmei Long, Zhu Ming and Liping Chen with title “The Study of Student Motivation on English Learning in Junior Middle School-A Case Study No.5 Middle School in Gejiu”41 The aim of this study was to find out the unfavorable factors. The researcher uses questionnaire to collect the data. According the analysis that motivation is very essential in students’ learning English in junior middle school. The methods excite students’ English learning motivation are necessary. While the differences are this research, the writer focuses on the students in Junior middle school-a case study in Gejiu. In this research focus on the students in Rumah Belajar Pandawa. Furthermore in his research she uses descriptive quantitative that uses questionnaires to collect the data, but this using descriptive qualitative method that uses questionnaire, observation and documentation to collect the data.

The sixth is by Viona Rosalina with title “ The Relationship Between Students’ Motivation and Their English Learning Achievement (a correlation study at

Long Chunmei & zhu ming and liping chen. The Study Of Students Motivation On English Learning In Junior Middle School- A Case Study Of No.5 Middle School In Gejiu.(china:college of foreign languages,Yunan Agricultural University.2013) Vol.6.No.9. (http://dx.doi.org/10.5539/elt.v6n9p136 , accesesd on Oktober 12,2016)

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the second grade of the SMAN 3 Tangsel)”42the aim of this study was to find out the correlation students motivation and their learning achievemen at the second grade of SMAN 3 Tangsel academic year 2013/2014. The researcher use questionnaire to collect the data and the researcher formulated the study correlation study.the English learning achievement in this study refers to student’s English learning score. The result from this research is the correlation between students’ motivation and their English learning achievement is negative. While the differences are this research, the writer focuses on the students in second grade of SMAN 3 Tangsel academic year 2013/ 2014. In this research focus on the students in Rumah Belajar Pandawa. Furthermore in the researcher using correlation study or quantitave method that uses questionnaires to collect the data, but this using descriptive qualitative method that uses questionnaire, observation and documentation to collect the data.

Meanwhile what makes this study different from the researches above is that this research about students motivation in learning English at Rumah Belajar Pandawa Surabaya. This study aimed to find out the type of motivation in learning English and might be the factors of the students’ motivation in learning English. This study uses qualitative method uses questionnaire, observation and documentation to collect the data. Based on the research finding above, students motivation have many benefits for example the teacher know students need at learning English in class.

Viona. Rosalina. The Realtionship Between Students’ Motivation And Their English Learning Achievement (a Correlational Study At The Second Grade Of The SMAN 3 Tangsel). (Jakarta: FTK Syarif Hidayatullah. 2014)

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Therefore, the researcher chooses students motivation to know the students ability in learning English. The researcher believes that this study is different with other research above. Because this institution is focus on street children and the other institution is same students in all formal school. And in Rumah Belajar Pandawa have agenda if the semester in learning English with native language teacher. Like from America, Belanda, China.

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CHAPTER III

RESEARCH METHOD

In this chapter containd about the descriptions of how the research would be be done. They are approach and research design, research presence, research location, data and source of data, research instrument, data collection technique, data analysis technique and checking validation of finding and research stages.

A. Approach and Research Design

Definition of research design was a plan or concept of the research which was created by the researcher.1 Research design in this study was to seek the data needed and to be able to answer the question of the study. This study was designed to students’ motivation in learning English at Rumah Belajar Pandawa Ngagel Surabaya.

In doing so, the researcher tended to use descriptive qualitative research. in this case, the design of this research used case study. Case study is a kind of qualitative research which makes an individual or certain unit as the research object.2 Based on Sukmadinata, Qualitative research is a research which has purpose to describe and analyze the real phenomenon, social activity, attitude, belief, perception, and people’s thought individually or in a group.3 Although a case study differs from an ethnography (focus on culture)

Suharsimi.Arikunto. Prosedur Penelitin Suatu Pendekatan Praktek(Jakarta: Rineka Cipta,2002).51

Lexy J Maleong. Metodologi Penelitian Kualitatif (PT Remaja Rosda Karya : Bandung, 2005). 6

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44 and phenomenological study (focus on a phenomenon).4 Case study aims to investigated a bounded system (e.g. activity, event, process, or individuals) based on extensive data collection.5 “Bounded” means that the case is separated out for research in terms of time, place, or some physical boundaries. In this study, the researcher used boundary system of the students’ motivation in learning English.

In short, this researcher represented the phenomenon of students’ motivation in learning English and the way of teacher to manage their anxiety in the first teaching practice through instrumental case studies. Thus, type of qualitative case study with descriptive approach was used in this research with aims to investigate the phenomenon about particular boundary of students’ motivation in learning English at Rumah Belajar Pandawa. Specially, the kind of case study in this research was explanatory case study. Yin states that explanatory case study explains how event occurred and reflects a cause and effect relationship.6 The researcher chose this study as explanatory case study since the aims of this study were to explain the students’ motivation in learning English and are there any motivation factors intrinsic or extrinsic motivation in learning English.

Scoot W. Vanderstoep and Deirdre D. Johnston. Research Method for Everyday Life (San Francisco: Jossey-Bass, 2009). 209

John W. Creswell. Educational Research. Planning, Conducting, and Evaluating Quantitative and Qualitative Research (Lincoln: Pearson, 2007). 465

Kevin Laws-Robert McLeod. Case Study and Grounded Theory ( The University of Sydney NSW: Sidney, 2006)

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45 Descriptive qualitative research was a research that described a natural phenomenon. In line with that definition, the researcher would describe the real situation and condition that the researcher faced in the field of students’ motivation in learning English. The researcher used some techniques to collect the data. Those techniques were observation students’ motivation in learning English. These kinds of techniques had been taken in this research to make it valid and reliable findings.

B. Researcher Presence

In this study, the researcher did the observation by herself because the result of the research would be more valid.7 The researcher acted as the instrumen of the data at once. The other instruments and observation checklist were used in definitife function to endorse the researcher’s task as instrument. However to make it more valid, the researcher validated the instrument by asking students, then doing some revisions to make the instrument accepted and valid. Therefore, the presence of the research in qualitative research was imperative. In the qualitative method, the researcher was to be everything in the whole research process.8

One of the researcher’s role in this study was as an observe of participant . It was because the research subject known about the presence as

A.D. Chohen & E. Macaro (Eds) Language Learner Strategies: Thirty Years of Research and Practice. (new Work: Oxford University Press,2007)

Lexy J. Moleong. Metodologi Penelitian Kualitatif Edisi Revisi(Bandung: Remaja Rosdakarya, 2009).121

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46 the role of the researcher in this study when observing during the process of learning English.

In addition, another researcher’s role in this study was an interviewer using questionnaire. The researcher questionnaire about students’ motivation in learning English in class. After all the data obtained by the researcher were collected, then they were expected to answer the research question which had stated previously in the chapter I.

C. Research Location

According to Ary, a sample was the small group that was observed and the larger group about which the generalization was made was called a population.9 He also defined the population as all members of any well defined class, of people, event, or object.

From the statement above, the writer concluded that population was the whole object of research which defined class of people or events as a source of data. Population also intended to apply the result of research.

The population of this study is students of Rumah Belajar Pandawa. The number of the population is around 54 students. Since the number of the population was less than 100 students, they were all taken as the subject of study. Therefore, this research used population sampling technique.

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47 The research of this study was conducted at Rumah Belajar Pandawa. which is located on Jl. Lumumba Dalam Gg Buntu Rt.01 Rw.01 kelurahan Ngagel Kecamatan Wonokromo Surabaya. Rumah Belajar Pandawa was established Mey, 18th 2011. Rumah Belajar Pandawa is one of service learning in Surabaya beside Alang-alang, ITS mengajar,Unair mengajar, Turun Tangan.Garuda Team etc, being a society community in teaching Rumah Belajar Pandawa students have little opportunities to practice English communication skills than students of many other school since lecturer course from Belanda and China university in there have more opportunities to practice English. The lecturer course from Belanda and China is from AIESEC community and the active in leadership potential of young people. Students have to study English for 2 hours in Monday until Thursday for a course.

This research was started in Oktober 31,2016 and was finished in November 2,2016. The researcher give 2 hours to students answer the questionnaire and the time is after learning English.

In conducting this research. Researcher was going to take second years students in Rumah belajar pandawa who random class, approximately held from Augustus up to Desember. There are VII A and VII B classes which

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48 taught by four lecturers. The classes are in Balai RT and in garden are specified in this schedule.10

3. 1

Table of Schedule of English Course in Rumah Belajar Pandawa

Surabaya

No Day Time Class Place Lecture

1 Monday 02.00-04.00

A Balai RT Charlotte Baker

B Garden Wong Lu

2 Tuesday 02.00-04.00 PM

A Garden Shirlene B Balai RT Karol 3 Wednesday 02.00-04.00

A Balai RT Shirlene B Garden Charlotte

Baker 4 Thursday 02.00-04.00

A Garden Karol B Balai RT Wong Lu

Each class consist of 27 students who will be study in English course. The researcher had been taken some students from all class VII-A and VII- B. Every class was taken all students. The researcher took sample randomly to

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49 find the causing factor of anxiety and the way of anxiety management from learning English.

D. Data and Sourceof Data

1. Data

Creswell stated that the qualitative researchers collect data themselves by examining documents, observing behavior, and interviewing participants.11 The data needed to answer the research questions was authentic materials that had been used by the students in Rumah Belajar Pandawa.

a. Types of Motivation

Motivation was separated into two main types that are intrinsic motivation and extrinsic motivation. We will discuss about them as follows:

1) Intrinsic Motivation

The intrinsic distinction has been influential in studies of motivation, and these concepts have been used in various attempts to explain differences in motivation among different learners.

John W. Creswell. Educational Research. Planning, Conducting, and Evaluating Quantitative and Qualitative Research (Lincoln: Pearson, 2007). 38

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50 According Emily in her research, intrinsic motivation is appeared from students personal such as their comfort, happiness and interest.12

2) Extrinsic Motivation

According Paul Eggen nd Kauchak Don “Extrinsic motivation is characterized as the motivation to engage in activity as a means to an end.”14 An extrinsically motivated students performs in order to receive a reward, such as graduating or passing a test or avoiding a penalty like a failing grade. The dominated extrinsic motivation including current incentives, strengthening attract, desperate for peer recognition and admiration.15

Emily R.Lai. A Research Report Motivation Literature review,(Pearson, April, 2011) .4

Biggs, J. Teaching for Quality Learning at University. (The Society for Resrarch into Higher Education & Open University Press.2002). .61

Paul, Eggen., & Kauchak, Don.349

An Min. On Training and Stimulate Students Learning Motivation, Modern Reading. (The ninth perid.2010)

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51 According Gardner and Lambert’s research, there are two main types of extrinsic motivation they are integrative motivation and instrumental motivation.16

Actually, many other factors that can influence upon students’ extrinsic motivation in teaching and learning process as follow:

a) Teacher

Teacher is a person who has an important role in teaching and learning activity to socialize and shaping motivation among students. Dornyei in forms that teacher’s skill in motivating students should be seen as the central in teaching and learning process.17 Teacher is the key instrument to handle and organize students in the classroom. b) Parents

Jaremy harmer stated that “if the parents are very much against the culture of the language this will probably affect his or her motivation in a

R. C. Gardner and Lambert. Attitude and Motivation in Second Language Learning.(Newbury House,1972)

Zolt n Dornyei. Motivation in second and Foreign Language Learning. Language Teaching .1998..130

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52 negative way. If they are very much in favor of the language this might have the opposite effect”.18 c) Environment

According to Tabrani environment is everything which exist around us, which has correlation and gives influence to ourselves.19

b. Types of students motivation in learning English

Types of students’ motivation in learning English according to the context and subject matter to be learned. Gagne in Brown identified eight types of learning as follows:

1) Signal Learning : the individual learns to make a general diffuse response to a signal

2) Stimulus Response Learning : the learner acquires a precise response to a discriminated stimulus

3) Chaining : is a chain of two or more stimulus response connection

4) Verbal Association is the learning of chains that are verbal.

Harmer. The Practice of English Language Teaching. Fourth edition. 4

A Tabrani Rusyan. Pendekatan Dalam Proses Belajar Mengajar, (Bandung: PT Remaja Rosydakarya, 2003). 148

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53 5) Multiple Discrimination. The individual learns to make a

number of different identifying responses to many different stimuli, which may resemble each other in physical appearance to a greater to a greater or lesser degree.

6) Concept Learning. The learner is able to make a response that identifies an entire class of object or events.

7) Principle Learning. In simplest terms, a principle is a chain of two or more concept.

8) Problem Solving is a kind of learning that requires the internal events usually referred to as “thinking”.

c. Factors of students motivation

According to muhibbin, there are some factors that create differential among language learner, such as: internal factor and external factor.

1) Internal factors

The internal factors are the factors that come from the students themselves.

a) Intellegence

Intellegence espresents one aspect determining success in study. If students have normal

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54 intellegence or higher one it my potentially obtain god achievement in learning.

b) Attitude

Attitude is internal indication which has the affective dimension in form of responds tendency in the same way to a thing, the object and etc.

c) Interest and attention

Interest and attention have close relation which learning. One who has interested in special lesson such as English subject then to other.

d) Aptitude

According to carol in Larsen-Freeman and long, aptitude as a concept correspond to the nation that in approaching a particular learning task or a program.

2) External factors

Some external factors which also influence the students learning are

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55 The conditions of surrounding where the students study also have influence or their acquisition fresh air, for instance, will affect to their soul.

b) Family

When students family and its member give stimulus to their study.

c) Society

d. Factors students motivation in Rumah Belajar Pandawa

Factors of students motivation in Rumah Belajar Pandawa have isx factors. There are family, teacher and environment include in Extrinsic motivation and in intrinsic motivation there are intellegent, desire and attitude.

2. Source of data

The researcher decided that the sources of the data that were documents authentic document in pandawa. Researcher who was taken as

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56 source of the data was an English students of Rumah Belajar Pandawa that used authentic materials in documentation . Thus, the subject of this research was the students in Rumah Belajar Pandawa.

Types of students motivation in rumah belajar pandawa is authentic documents and the documents are from magazine, book, jurnal etc. The research put from book in rumah belajar pandawa, beside the types of students motivation, factors of students motivation, types of students motivation in learning English and the factors of motivation are put from book in Rumah belajar pandawa but the factors of students motivation from rumah belajar pandawa the research put data from interview with teacher, and students.

E. Data Collection Technique

In this research, data had been collected by giving questionnaire, documentation and conducting observation. First, the researcher gave questionnaire to students Rumah Belajar pandawa in class VII-A and VII-B in junior hight school. Then the researcher did observation for students. And the last the researcher did documentation. Basically, the process of collecting data is specified below:

1. To answer research questions about what type of the students’ motivations in learning English at Rumah Belajar Pandawa, the researcher analyzed the questionnaire.

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teaching English. In teaching and learning, teacher are hoped to be

creative to create a good atmosphere in teaching expecially to

native language.

b) For the teacher in general

For teacher should stimulate motivation in learning and should let

students like learning and find academic activities satisfied, so they

can be more active and better progress in learning English.

3. For the students

Considering the result of this research, they are types of

motivation the students have and the factors of the students motivation

in learning English, it is important for students to prepare well all of

everyhing that conducted with learning English. To manage the enjoy

in the class, the students should always positive thingking and let the

situation in the class go with the flow and also be confidence with you.

The students also should make reflection after learning English in

class. Thus, after they finish the class they will be more ready to speak

English with natve speaker.

4. For the future researcher

Recognizing the result and significance of this study, he

researcher suggest to further researchers who are interested to conduct

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English and might be the factors of students motivation in learning

English. As this research too general, the further research can more

focus on two factors motivation the students have in learning English.

In addition, the next researcher can also conduct a research not only in

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STUDENTS' MOTIVATION IN LEARNING ENGLISH AT RUMAH BELAJAR PANDAWA NGAGEL WONOKROMO SURABAYA.

STUDENTS

’

MOTIVATION IN LEARNING ENGLISH

AT RUMAH BELAJAR PANDAWA NGAGEL

WONOKROMO SURABAYA

THESIS

Submitted to partial fulfillment of the requirement for the degree of

Sarjana Pendidikan (S.Pd) in Teaching English

By:

Roissatur Rosidah

D55211062

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

2017

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_{LIST OF TABLES}

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INTRODUCTION

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Links

STUDENTS' MOTIVATION IN LEARNING ENGLISH AT RUMAH BELAJAR PANDAWA NGAGEL WONOKROMO SURABAYA.

STUDENTS

’

MOTIVATION IN LEARNING ENGLISH

AT RUMAH BELAJAR PANDAWA NGAGEL

WONOKROMO SURABAYA

THESIS

Submitted to partial fulfillment of the requirement for the degree of

Sarjana Pendidikan (S.Pd) in Teaching English

By:

Roissatur Rosidah

D55211062

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

2017

TABLE OF CONTENTS

LIST OF TABLES

CHAPTER I

INTRODUCTION

Parts

Dokumen yang terkait

A STUDY ON STUDENTS’ MOTIVATION IN LEARNING ENGLISH AT SMP MUHAMMADIYAH 4 MALANG

Increacing students' motivation in learning english by using folktales

The Correlation between Teachers’ Discipline and Students’ Motivation in Learning English at SMA Muhammadiyah 7 Yogyakarta

THE RELATIONSHIP BETWEEN MOTIVATION IN LEARNING ENGLISH TOWARDS STUDENTS’ LEARNING ACHIEVEMENT AT THE ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA

STUDENTS’ MOTIVATION IN LEARNING ENGLISH AT MADRASAH MU’ALLIMAAT MUHAMMADIYAH YOGYAKARTA

The students` motivation in learning English : a survey study at SMP BOPKRI 1 Yogyakarta.

NEED ANALYSIS IN LEARNING ENGLISH FOR NON ENGLISH NATIVE SPEAKERS STUDENTS IN LEARNING ENGLISH AT SMP MUHAMMADIYAH 2 SURABAYA.

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