THE CORRELATION BETWEEN THE STUDENTS’ MOTIVATION AND THEIR WRITING ABILITY OF SECOND YEAR STUDENTS OF SMA AL KAUTSAR BANDAR LAMPUNG

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THE CORRELATION BETWEEN THE

STUDENTS’

MOTIVATION AND THEIR WRITING ABILITY OF SECOND

YEAR STUDENTS OF SMA AL KAUTSAR

BANDAR LAMPUNG

DARA HELMASENA A Script

Submitted in a Partial Fulfillment of The Requirements for S-1 Degree

The Language and Arts Department of Teacher Training and Education Faculty

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF LAMPUNG

BANDAR LAMPUNG

2015

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i ABSTRACT

THE CORRELATION BETWEEN THE STUDENTS’ MOTIVATION AND THEIR WRITING ABILITY OF SECOND YEAR STUDENTS OF SMA AL

KAUTSAR BANDAR LAMPUNG

Dara Helmasena

This research was aimed at finding out whether there is a correlation between the students’ motivation and their writing ability of second year students of SMA Al Kautsar Bandar Lampung.

This research was conducted at SMA Al Kautsar Bandar Lampung in academic year 2014/2015. The researcher took place in class XI Science 1 which consisted of 34 students. The instruments used to gather the data were motivation test and writing test.

The result showed that the highest score of students’ motivation was 94, the lowest score was 41, and the average was 65.8. While for the writing test the score was gained from the average of interaters sum scoring, the highest score was 95, the lowest score was 55, and the average was 75. Then the researcher correlated the students’ motivation and their writing. It was found that the coefficient correlation between the students motivation and their writing ability was 0.873. It meant that the correlation between the students’ motivation and their writing ability was high. It was proven by the result of Pearson Product Moment formula, which showed p was 0.00 and it meant that the result was significant because p<0.05 α (0.00<0.05).

Based on the result above it can concluded that there is a significant correlation between the students’ motivation and their wrtiting ability.

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CURRICULUM VITAE

The writer’s name is Dara Helmasena. She was born on April 24th, 1993 in Gisting, Tanggamus. She is the second child of Hamdani MS and Aprida Haryati.

She began her formal educational institution for the first time at TK Aisyah Bustanul Athfal in 1998 and graduated in 1999. She continued her study at SDN 2 Talangpadang Tanggamus and graduated in 2005. Then she continued her study at MTsN Model Talangpadang Tanggamus (now MTsN 2 Tanggamus) and graduated in 2008. After that she continued her study at SMAN 1 Pringsewu and graduated in 2011. In the same year, in 2011 she was registered as a student of English Education Study Program, in Language and Art Education Department of Teacher Training and Education Faculty at Lampung University.

From July 2nd to September 17th 2014, she carried out Teaching Practice Program (PPL) at SMAN 1 Talangpadang, Tanggamus, Lampung.

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DEDICATION

This paper is proudly dedicated to: My Beloved Parents

My Brothers and Sister English Education Program My Almamater, University of Lampung

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vi MOTTO

Do not compare yourself to others. If you do so, you are insulting yourself. If you are lucky enough to be different, do not ever change.

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ACKNOWLEDGEMENT

Alhamdulillahirabbil’alamin…

First of all, praise is merely to Allah SWT, the almighty and merciful God, for His abundant mercy and blessing that enables the writer to finish her script. This script entitled “The Correlation between the Students’ Motivation and Their Writing Ability of Second Year Students of SMA Al Kautsar Bandar Lampung” is submitted as a compulsory fulfillment of the requirement for S-1 Degree at the Language and Arts Education Department of Teacher Training and Education Faculty of University of Lampung.

Gratitude and honor are addressed to all persons who have helped and supported the writer until the completion of this research. Since it is necessary to be known that this research will never have come into its existence without any supports, encouragements and assistances by several outstanding people and institutions, the writer would like to express his sincere gratitude and respect to:

1. Prof. Dr. Cucu Sutarsyah, M.A., as my first supervisor and also my academic advisor who has contributed and given his invaluable evaluations, comments, and suggestions during the completion of this script.

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2. Drs. Deddy Supriyadi, M.Pd., as the second advisor, for his assistance, ideas, guidance and carefulness in correcting the writer’s script.

3. Drs. Sudirman, M.Pd., as the examiner and for his support encouragement, ideas, and suggestion in supporting the writer.

4. Dr. Mulyanto Widodo, M.Pd., as the chairperson of Language and Arts Education Department.

5. Dr. Ari Nurweni, M.A., as the Chief of English Education Study Program and all lecturers of English Education Study Program who have contributed their guidance during the completion process until accomplishing this script.

6. Eko Anzair, S.Si., as the Headmaster of SMA Al Kautsar Bandar Lampung for giving the writer permittion to conduct the research.

7. Liszia Devi Mutiara, S.Pd., as the English teacher of SMA Al Kautsar Bandar Lampung who has allowed the writer did the research there. Also all the students of XI IPA 1 and XI IPA 2 in the year of 2014/2015, for their participation as the subject of this research.

8. The writer’s parents (Hamdani MS and Aprida Haryati), the great brothers (Agung Prima Putra, M. Faridz Alfaridzi, and M. Dhuha Alfathin) and my lovely sister (Rully Trisna Iswari, Amd.), for their loves, supports, motivations and prayers.

9. My Best Women, Suri Widhya Kesuma, Nidia Putri, Realita Siwi JN, Fiya Sholatunisa, Yuyun Diah Anggraini, and Hesti Apala. Thanks for accompanying me in my bad, flat, and good times.

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11.My Two Girls at BH (Bangke House) Hanna Benedicta Simanjuntak and Elisabeth Gracia Simanjuntak. It is such a crazy heights to know and live together with you.

12.My Partner, Danel Mahendra. Thanks for acquainting me to the realm. You have made it.

13.Alexander Sitinjak, S.Pd., as my informal advisor.

Finally, the writer believes that her writing is still far for perfection. There may be weaknesses in this research. Thus, comments and suggestions are always opened for better research. Somehow, the writer hopes this research can give a positive contribution to the educational development, the readers and those who want to accomplish further research.

Bandar Lampung, Agustus 2015

The writer,

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LIST OF CONTENTS

Pages

ABSTRACT ... i

CURRICULUM VITAE ... iv

DEDICATION ... v

MOTTO ... vi

ACKNOWLEDGEMENT ... vii

LIST OF CONTENTS ... x

LIST OF TABLES ... xii

LIST OF CHARTS ... xiii

LIST OF APPENDICES ... xiv

I. INTRODUCTION ... ..1

1.1Background of the Research ... ..1

1.2Research Question ... ..7

1.3Objective of the Research ... ..7

1.4Uses of the Research ... ..7

1.5Scope of the Research ... ..8

1.6Definition of Terms ... ..8

II. LITERATURE REVIEW ... 10

2.1 Previous Related Research ... 10

2.2 Concept of Motivation ... 12

2.3 Types of Motivation ... 14

2.4 Types of Motivation in Learning English as a Foreign Language ... 16

2.5 Roles of Motivation ... 17

2.6 Concepts of Writing ... 19

2.7 Aspects of Writing ... 24

2.8 Theoretical Assumption ... 26

2.9 Hypothesis ... 26

III.METHODS ... 28

3.1 Research Design ... 28

3.2 Population and Sample ... 30

3.2.1 Population ... 30

3.2.2 Sample ... 30

3.3 Data ... 31

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3.5 Research Procedures ... 33

3.6 Instruments ... 36

3.6.1 English Learning Motivation Questionnaire ... 36

3.6.2 Writing Test ... 38

3.7 Reliability and Validity of the Instruments ... 39

3.7.1 Reliability of Questionnaire ... 39

3.7.2 Reliability of Writing Test ... 40

3.7.3 Validity of Questionnaire ... 41

3.7.4 Validity of Writing Test ... 41

3.7.5 Try Out of the Instrument ... 42

3.8 Reliability and Validity of Students’ Motivation Questionnaire Try Out ... 42

3.8.1 Reliability of Motivation Questionnaire ... 42

3.9 Data Analysis ... 43

3.10 Hypotheses Testing ... 44

IV.RESULT AND DISCUSSION ... 46

4.1 Result of the Research ... 46

4.1.1 Result of Motivation ... 47

4.1.2 Result of English Writing Test ... 49

4.1.3 Tables of Frequency of the Students’ Score in Each Component of Writing ... 52

4.1.4 The Correlation between the Students’ Motivation and Their Writing Ability ... 57

4.1.5 Hypothesis Testing ... 59

4.2 Discussion of Findings ... 60

V. CONCLUSION AND SUGGESTION ... 64

5.1 Conclusion ... 64

5.2 Suggestion ... 65

REFFERENCES ... 65

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LIST OF TABLES

Tables Pages

3.1 Computation of Writing Score ... 35

3.2 Table Specification of Motivation Questionnaire Test ... 38

4.1 The Score of Motivation ... 48

4.3 Result of Students Writing Ability ... 49

4.4 Distribution of Students’ Content Score in Writing Test ... 52

4.5 Distribution of Students’ Organization Score in Writing Test ... 53

4.6 Distribution of Students’ Vocabulary Score in Writing Test ... 54

4.7 Distribution of Students’ Language Use Score in Writing Test ... 55

4.8 Distribution of Students’ Mechanic Score in Writing Test ... 56

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LIST OF APPENDICES

Appendices Pages

Appendix 1 ... 69

Appendix 2 ... 71

Appendix 3 ... 73

Appendix 4 ... 75

Appendix 5 ... 77

Appendix 6 ... 78

Appendix 7 ... 79

Appendix 8 ... 80

Appendix 9 ... 82

Appendix 10 ... 83

Writing Test ... 84

Table of Scoring Criteria by Heaton ... 86 Kuesioner Motivasi Siswa

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LIST OF CHART

Chart Pages

4.1 Score of Students Motivation ... 48

4.2 Students’ Score of Writing Ability Test ... 50

4.3 Distribution of Students’ Content Score in Writing Test ... 52

4.4 Distribution of Students’ Organization Score in Writing Test ... 53

4.5 Distribution of Students’ Vocabulary Score in Writing Test ... 54

4.6 Distribution of Students’ Language Use Score in Writing Test ... 55

4.7 Distribution of Students’ Mechanic Score in Writing Test ... 56

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I. INTRODUCTION

This chapter will discuss about the introduction of the research which deals with several points i.e., background of the research, research question, objective of the research, uses of the research, scope of the research, and definition of terms.

1.1. Background of the Research

Being successful in learning English is the dominant factor that the English teach-er should pay attention to, especially in teaching writing. Teaching English which is applied at school is specialized in four skill, listening, speaking, reading, and writing. Writing is the most difficult ability out of the others especially for stu-dents in Senior High School. Writing ability receives no serious attention because many students think that writing is difficult. Writing ability is focused on structure of the text and also the content. Yet, the teacher does not really pay attention on how the students can get the new words (vocabulary) or be good at grammatical structure.

There are many factors that might influence the students’ quality of writing such as students’ lack of grammar, vocabulary, ideas, and motivation to write. It has

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been known that it is hard enough to develop an idea into a long paragraph. These factors can cause the students unmotivated start writing. Motivation is the main problem for the students to start learning the second language especially writing. In other words, factor that might influence students to write is their motivation.

In the other words, writing ability is an important part of communication. Good writing skills allow the students to communicate their message with clarity and ease to a far larger audience than through face-to-face or telephone conversations. Writing is the productive skill in the written mode. It is more complicated than it seems at first, and often seems to be the hardest of the skills, even for native speakers of a language. This is because it involves not only a graphic representa-tion of speech, but also the development and presentarepresenta-tion of thoughts in a struc-tured way.

Writing is a means to communicate, to convey message, ideas, and feeling in a written form. Raimes (1983: 76) states that writing is a skill in which we express ideas, feeling and thought which is to be arranged in words, sentences and para-graph. Writing is also reinforces the use of sentence’s structure and tenses, idiom and vocabulary correctly in order to make the reader get the idea clearly.

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the writers do naturally when they speak. Writing is speaking to other on paper or on computer screen. Writing is also an action or a process of discovering and or-ganizing their ideas, putting them on a paper and reshaping and revising them. Palmer (1994: 5) states that writing is recursive. It goes back and forth we plan a little, put words on paper, stop plan when we want to say next, go back and change a sentence, or change their minds altogether.

Writing, one of the productive skills, is considered difficult, especially writing in foreign language. According to Chastain (1988: 5) writing is a complex process and such contains element of mastery and surprise. When students want to write something they should have a lot of information ideas, and thought in their mind so that they will be able to express them into sentences, paragraphs, and an essay.

According to Tarigan (1985: 5) writing is productive skills for writing an indirect communication and the nature of the character is very different from that expressed by speaking directly, therefore writing is included an ability. Another definition of writing is proposed by Nation (2009: 112) who states that writing is an activity that can usefully be prepared for work in other skills of listening, speaking, and reading. These preparations can make it possible for words that have been used receptively to come into productive use.

The previous lines of argument indicated that writing ability dealing mainly with expressing ideas, facts, feelings, experience, and thought in written form. In writ-ing, the aspects include the content, grammar, organization, vocabulary, and

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chanics. Those aspects are important to master in order to be able to produce good writing. Not only the aspects above but also motivation is needed if the students want to start writing. Motivation is the main factors when they want to do some-thing, including writing.

Unfortunately, during the researcher’s observation in SMA Negeri 1 Ta-langpadang while conducting her PPL program, there was found that there were many students showing up in classroom without having developed a motivation to learn. They usually made clear themselves in their behaviour like leaving the classroom before or and during the class was ongoing. In addition, it was found that the problem faced by the students due to the lack of motivation.

However, many students did not pay attention to the teacher, playing handphone, or leaving the classroom before the class began. But some of them still paid atten-tion to the teacher. Many of students became passive when they were faced with a writing task. This phenomenon influenced the students’ writing ability achiev e-ment and as a consequence some of the senior high school students’ scores were good in writing. Based on the information from their English teacher at SMA Negeri 1 Talangpadang almost half of the students got score under 80 whereas the minimum mastery criteria was 75. As the result, their average score of writing was low. Their writing achievement was below the expectation.

According to Larrivee (2006: 231), motivation is defined as “emotional tende n-cies that guide or facilitate reaching goals”. In the classroom, teachers strive to

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guide students towards goals. This can pose problems when the students’ em o-tional tendencies are against learning and reaching these goals. It is said by Cocks and Watt (2004) that “students with mastery goals are intrinsically motivated to strive to develop competence by learning as much as they can about a subject, fo-cusing on their development of ability and competence relative to the task”. A teacher can alter a child’s intrinsic motivation with appropriate and valued aca-demic constructs that the child will perceive as worthwhile. It means that motiva-tion can stimulate students to write in order to improve their quality in evolving a text and it makes them become creative researchers.

Students’ motivation is an essential element that is necessary for quality of educa-tion. It influences students’ success in learning a second language and also can be used as stimulus to do efforts in order to reach the achievement. So there must be a correlation between students’ motivation and their writing ability.

There are many reasons to investigate the correlation between students’ motiva-tion and their writing ability. First, at the first time the students are glad when they would like to study English as their school subject. However, when they are learn-ing English in the classroom, almost all of them are gettlearn-ing bored. They do not feel interested any more to study this subject. Second, they lack awareness the importance of learning English. Third, the technique that is used in teaching learn-ing process is not interestlearn-ing. Considerlearn-ing these statements, the researcher realizes that motivation is a key problem for the students to be successful in learning.

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Motivation is very important in second language learning. The primary motivation for learning a language is being able to communicate in the target. The students also have to pay attention whether they motivated from outside or inside. As it has been known that there are two types of motivation that can affect the students’ willingness in learning English especially in employing writing skill, namely in-trinsic motivation and exin-trinsic motivation.

Intrinsically motivated 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. On the other hand, extrinsic motivation is external factor to the individual and unrelated to the task they are performing. The examples are money, good grades, and other rewards. Extrinsically motivated students may have to be bribed to perform the same tasks.

From those definitions above, the researcher was interested in investigating the correlation between the students’ motivation and their writing ability of second year students of SMA Al Kautsar Bandar Lampung in the academic year 2014-2015.

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1.2. Research Question

In line with the background stated previously, the problem is:

Is there any correlation between the students’ motivation and their writing ability of second year students of SMA Al Kautsar Bandar Lampung in the academic year 2014/2015?

1.3. Objective of the Research

By relating to the research question, the objective of the research is:

To find out whether there is a correlation between the students’ motivation and their writing ability of second year students of SMA Al Kautsar Bandar Lampung in the academic year 2014/2015.

1.4. Uses of the Research

In relation to the problems and objectives, the findings of the research may be beneficial not only theoretically but also practically. Therefore, the uses can be described as follows:

1. Theoretically, the result of this research is expected to be a useful refer-ence for the English language teaching particularly for teaching writing. For the other researchers, this may become a trigger for them to go to the further investigation on similar matter.

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2. Practically, the result of this research is expected to provide a positive contribution to the teachers, especially in teaching writing. The teacher should know the ability of their students and what the factor to motivate the students in writing is.

Those are the uses of the research that are related to the problems and objectives.

1.5. Scope of the Research

This quantitative research is focused on the correlation between the students’ m o-tivation and their writing ability. The research is focused on high, average, or low motivation since its level of motivation played an important role in order to make the students mastered their English and got the best ability in writing. The writing test is focused on descriptive text since it is the common text which is used in Senior High School by considering Curriculum 13 (K13). The materials are taken from the unpublished script of English Department and students’ book. The data of the students’ motivation is obtained from questionnaire, while for measuring the students’ writing ability; the data are taken from the students’ work in writing test. The writing test uses descriptive text. The questionnaire motivation consists of 30 questions and writing test was a form of paragraph.

1.6. Definitions of Terms

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1) Writing

Writing is an ability in which we are not also expressing ideas, facts, feel-ing, experience, and thought in written form, but also far more than merely the act of transferring thought to paper; the act of writing helps to shape and refine our thinking.

2) Motivation

Motivation is an inner power from psychological condition which derives and reinforces someone to something especially to reach the goal in learn-ing English.

3) Correlation

Correlation means statistical description for determining relationship be-tween two variables.

4) Ability

Ability is a competence in applying certain activity. In writing, the components are content, organization, vocabulary, language use, and mechanic.

This chapter already discussed the introduction of the research including the explanations about the background of the research, the research question, objective of the research, uses of the research, scope of the research, and definition of terms. Those were discussed in order to provide an insight to this research. The next chapter will deal with literature review of this research.

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II. LITERATURE REVIEW

This chapter will discuss several points relating to the theories used in this study, such as the concept of motivation, types of motivation, types of motivation in learning English as a foreign language, the role of motivation, the concept of writ-ing, theoretical assumption, and hypothesis.

2.1 Previous Related Researchers

There are some studies that have been carried out to investigate the students’ motivation in English learning process. First, in one of objectives of Apridawati’s research (2011), she analyzes how far motivation contributed to the students Eng-lish speaking ability after being taught by using CLL at the second grade of SMPN 22 Bandar Lampung. She developes a questionnaire to elicit the data required. The questionnaire is administered on approximately 60 students from two classes which is selected randomly. The findings reveal that Community Language Learning can be used to improve the students’ motivation in speaking ability.

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Then, Hulda (2011) investigates whether there is significant influence between the students motivation and their writing ability in SMAN 1 Kalianda, Lampung Selatan. The research sample is the second year students because it is assumed that they had an experience of learning English in their school for four years. In collecting the data of motivation, she administeres a questionnaire of motivation developed by Sadewo (1999). The results supported the theory of motivation that stated by Huit (2001: 1) who said “motivation refers to an internal state that serves to activate or energize behaviour and give it direction”. It also proved that what Hamacheck (1994: 276) has said about the roles of motivation.

To sum up, based on the previous studies, it can be stated that all above mentioned studies reconfirmed the importance of identifying learners’ motivation in the English learning process. The studies have been carried out to investigate foreig learners’ motivation and these studies help the researchers to understand how to identify learners’ motivation. Not only that, these studies focus on learners’ motivation. Besides adapting questions to investigate the students’ motivation, these studies can help the researchers to build their idea on how to identify students’ motivation in English learning process.

However, there is still, at least, one issue which has not been investigated, that is a correlation between the students’ motivation and their writing ability. Therefore, this research is carried out to investigate the correlation between the students’ motivation and their writing ability and to find out which level of motivation that

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influnce more the improvement of students’ writing ability of second year students of SMA Al Kautsar Bandar Lampung in the academic year 2014/2015.

2.2 Concept of Motivation

Based on Maslow in Setiawan (2013), the word motivation is taken from the Latin word “movere”, which means “to move”. The students can succeed in task is simply due to the fact that they are truly motivated. According to Oxford and Shearin (1994: 12), motivation is an inner power reinforcing someone to do some-thing, all inner power that determines successful is learning activity. If the stu-dents are strongly motivated, the process of learning will be more active and af-fect their achievement.

Motivation is also defined as an internal drive that activates behavior and gives it direction. According to Gardner and Lambert in Setiawan (2012), motivation is the internal factors that energize and direct human behavior. This statement con-tains three basic elements of motivation; motivation which stimulates the inner drive, signals it with feeling, and stimulates because of the goal. The researcher believes that motivation is a psychological condition which derives someone to do something so that he/she can reach the goal.

Motivation is one of the factors that can influence the students’ ability in learning language so that the teachers have to know how to motivate the students. The stu-dents should be aware that motivation is important in learning English. Besides,

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teachers also need new teaching methodology to make the learning process more interesting.

Gardner and Lambert (1972: 25) identify motivation as primarily with the stu-dents’ orientation toward learning a second language. According to this idea, mo-tivation plays an important role toward the students’ succession in learning second or foreign language. Since the learning process needs motivation, the students also need the motivation in learning language especially in learning English. When the students have good motivation in learning English, they will do anything that can improve their knowledge about English. They will also try to read an English book, list their difficult word and find its meaning, also try to create their own writing. Their English will be better if they do a lot of practices.

Oxford and Shearin (1994: 198) state that motivation is extremely important for second language learning and it is crucial to understand what the students’ mot i-vation is. Understanding their motii-vation is important in order to know why they learn a foreign language. Motivation is also used to facilitate the students to reach their objectives in learning English; that is to have a good ability in writing.

From all statements above, the researcher assumes that motivation is a positive impulse toward the language learning in order to achieve the goal of foreign lan-guage learning. Thus, it seems that motivation plays important part in order to make the students master their English and get the best achievement.

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2.3 Types of Motivation

Motivation is a support which comes from inside consciously or unconsciously to do something based on their own specific goal. Furthermore, the researcher also believes that motivation is also the efforts which stimulate someone to act so that he/she can reach their goal.

According to Sardiman (2005), motivation is divided into two types; they are in-trinsic and exin-trinsic motivation.

1. Intrinsic Motivation

Intrinsic motivation is a motivation as incentive, which originates within the be-havior itself rather than externally as in playing musical instrument for enjoyment (Setiyadi, 2006). It means that intrinsic motivation comes from individual itself without any pressure or encouragement from the outside. In another word, if the reasons of studying English are for enjoyment and knowledge, it belongs to intrin-sic motivation. According to Bainbridge (1987: 36), intrinintrin-sic motivation refers to motivation that comes from inside an individual rather than from any external or outside rewards, such as money or grades. The motivation comes from the pleas-ure one gets from the task itself or from the sense of satisfaction in completing or even working on a task. According to Deci and Ryan’s (1985: 18) self-determination approach to motivation, intrinsic motivation refers to motivation to perform an activity simply for the pleasure and satisfaction that accompany the

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action. These feelings of pleasure derive from fulfilling innate needs for competence and self-determination (Deci et al., 1991).

People who are intrinsically motivated feel that they are doing an activity because they have chosen to do so voluntarily and because the activity represents a challenge to their existing competencies and requires them to use their creative capabilities. This kind of motivation is considered to be highly self-determined in the sense that the reason for doing the activity is linked solely to the individual’s positive feelings while performing the task. An example of this type of motivation is the student who finds delight in learning a new way to express an idea in the L2.

An intrinsically motivated person will work on physics, for example, because it is enjoyable. Or an intrinsically motivated person will work on a solution to a prob-lem because the challenge of finding a solution provides a sense of pleasure. In neither case does the person work on the task because there is some reward in-volved, such as prize, a payment, or in the case of students, a grade.

2. Extrinsic Motivation

Extrinsically motivated behaviours are those behaviours that are performed not because of inherent interest in the activity, but in order to arrive at some instrumental end, such that the source of regulation is external to the activity perse. The researcher believes originally that extrinsic motivation implied a lack of self-determination in the behaviours performed. More recently, however, Deci

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and Ryan (1985: 45) proposed that they are different. This motivation is external factors to the individual and unrelated to the task they are performing.

Extrinsic motivation derives from outside effect of individual, whether it is from environment, society, pressure, persuasion so that the learners tend to be active in their learning process. The examples are money, good grades, and other rewards. Extrinsically motivated students may have to be bribed to perform the same tasks. For example, the teacher will give a gift to the students if they answer the question correctly. Extrinsic motivation stems from positive or negative reinforcement which is external to the behavior itself rather than inherent in it, for instance, studying to get good scores not because of studying is enjoyable.

2.4 Types of Motivation in Learning English as a Foreign Language

For these several decades, research about motivation in the field of second or for-eign language acquisition research has been strongly influenced by the work of Gardner and his associates. In this succession of research studies, a distinction has been made between integrative and instrumental orientation. According to Gard-ner and Lambert (1972: 78), motivation in learning English is divided into two parts. The first is integrative motivation that is identified with positive attitudes toward the target language group and the potential for integrating into that group or at least an interest in meeting and interacting with members of the target lan-guage group. The second is instrumental motivation, which refers to more

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tional reasons for learning a language, for example to pass a required examination or to get a better job.

2.5 Roles of Motivation

Motivation is one of the most significant factors that influences language learning (Dörnyei, 2005). Therefore, it is important to know what motivates different groups of language learners in order to be able to create the most appropriate learning environment for them. Motivation is correlated with aims or objectives. The aim of the students who study hard is for passing their exam. It can be said that motivation influences somebody to act. According to Sardiman (2005: 85), there are three roles of motivation, they are:

1. Pushing human to do something. Motivation as activator or motor which escape energy. In this case, motivation is activator motor from every activ-ity that will be done.

2. Determining the destination of behavior toward the goal that will be achieved. Thus, motivation can give the destination and the activity that has to be done based on the objectives.

3. Selecting the action, which is determining the suitable actions that have to do to achieve the goal by eliminating the action which useless for that goal. A student, who will face the exam and hope to face the exam, must be studying and will not spend his time to play card or read comics be-cause those are not suitable with his goals.

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Motivation also has the function as the stimulus to do efforts to reach the achievement. Somebody does an effort because of motivation. For teachers, the roles of motivation are very important in the learning process because motivation can give spirit, willingness, and awareness to increase their students’ achiev e-ment. The way teachers motivate their students can be giving praise, advice, re-ward, giving English story books, and helping students in doing task. It can make the students love learning. The willingness that comes from inside is like an ener-gy which can push and drive the activity to study hard.

The various motivational constructs described above have been related to several psychological variables that are important in the general educational setting, and hence they may have predictive utility for the language classroom. Increased intrinsic motivation has been related to greater interest in course material and higher academic performance (Ryan, 1983: 64). The subtypes of extrinsic motivation have been shown to be related differentially to educational variables such as effort and positive emotions & and perseverance (Vallerand & Bissonette, 1992).

Since of those variables are important in L2 learning as well as in education generally, it would seem that this motivational paradigm is also useful for understanding motivation to learn an L2. Indeed, some empirical evidence suggests that the distinction between intrinsic and extrinsic goals can be of service in predicting L2 learning outcomes. For example, the results of Ramage’s (1990) study indicate that continuing students tend to be more motivated to learn

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language for language’s sake, that is, to be intrinsically motivated, than students who decide to discontinue language studies.

Students who decide to discontinue language studies can be characterized by a stronger interest in language learning as a means to other goals (e.g., academic credit), that is, to be more extrinsically motivated than students who continue language study. Kamada (1986) also reports that intrinsic interest, defined as the extent to which one “likes” the L2, is related to the acquisition of L2 skills (e.g., listening and speaking) beyond external requirements (e.g., writing and writing for examination requirements).

Finally, research examining Gardner’s socioeducational model of language learning motivation has repeatedly demonstrated an important link between positive attitudes toward the learning situation and L2 achievement and related outcomes (Gardner, 1985: 124).

2.6 Concept of Writing

Writing is one of the skills of language that is studied in the classroom. Writing is the activity requiring the ability to make the word become sentence. It also activi-ties of constructing sentence into a text. Writing is not easy. It is the most difficult subject in the school since the students have to produce a text by using English. It takes series practices to develop this ability, it cannot learn only one time. The students have to write what they think in their mind and state it on a paper by

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ing correct procedure. Learning to write either in the last year of Junior High School or even in Senior High School is one of the most difficult tasks a learner encounter and one that few people can be said master.

Writing as one of the four language skills and most often as the last one, plays an important role in the processes of language learning. Chastain (1988: 85), states that writing skill is viewed as a basic communication skill and a unique asset in the process of learning a second language. Writing is considered as a wing of lit-eracy and plays a very important role in today’s world. As a case in point, much of the information exchange around the world takes place through written texts. Besides, the rapid development in every field is due to the ability of the research-ers to write their findings and actually record them. Nowadays writing is thought of as a skill in whose teaching all language skills (i.e., listening, speaking, reading and writing) are involved. In other words, it is a whole-language teaching skill since its teaching involves practicing all language skills (i.e., listening, speaking, reading, and writing).

Writing ability seems to be necessary in both academic environments (e.g., writ-ing papers, theses, etc.) and non-academic situations (e.g., writwrit-ing letters, invita-tion, etc.). Finally, it increases language retention as well as ensuring availability for later use and reference. It seems, thus, that teaching and learning skills can be the most demanding task for both teachers and students. This means that writing requires a good command of language knowledge as well as the orchestration of several processes. Therefore, it may be reasonable to survey different views

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con-21

cerning this ability as well as the methods writing has been taught in different pe-riods of time.

Globally, language learners attempt to attain certain goals, one of the most signifi-cant of which is writing achievement. Academic writing ability has been particu-larly recognized as one of the most crucial aspects of language ability for success-ful academic achievement. Writing is a mode of learning, a facility which gives students the power to create meaning and to affect those with whom they share their writing.

Writing, then, is far more than merely the act of transferring thought to paper; the act of writing helps to shape and refine our thinking. It seems, however, that teaching and learning this ability can be the most demanding task for both teach-ers and students. Throughout the history of education, language researchteach-ers have been at pains to find effective ways to help students achieve writing as a major ability. It goes without saying that motivation has a leading role in gaining writing ability.

An important aspect that has a significant role in writing is social and affective factors (such as students’ attitudes and motivation). According to Silva and Matusda (2001) social and affective factors seem too strongly influence the writ-ing development of second language writers who have to learn a new language within a variety of social contexts. Moreover, some researchers in L1

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composi-22

tions have demonstrated that the writing process is extremely complex and in-volves social as well as cognitive factors (Bizzell, 1992).

Writing is a means to communicated, to convey message, ideas, and feeling in a written form. Raimes (1983: 76) states that writing is a skill in which we express ideas, feeling, and thought which are to be arranged in words, sentences and para-graph. Writing is also reinforces the use of sentence’s structure and tenses, idiom and vocabulary correctly in order to make the reader get the idea clearly.

Writing, according to Barton (2000: 5) is a complicated and often mysterious pro-cess. Although the writers may think of it as little more than arranging letters and words on a page, a few moments’ reflection reveal that it is much more than that. Furthermore, Harmer (2004: 86) states that writing is a process and that we write is often heavily influenced by constrains of genre, then these elements have to be present in learning activities. Writing is a powerful tool to organize the out of or-der and events make them manageable. Writing is really a form of thinking using the written word.

Meanwhile, Meyers (2005:2) states that writing is a way to produce language that the writers do naturally when they speak. Writing is speaking to other on paper or on computer screen. Writing is also an action or a process of discovering and or-ganizing their ideas, putting them on a paper and reshaping and revising them. Palmer (1994: 5) states that writing is recursive. It goes back and forth we plan a little, put words on paper, stop plan when we want to say next, go back and

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change a sentence, or change their minds altogether. Flower and Hayes (2002: 11) states that writing is a continuous process of thinking and organizing, rethinking, and reorganizing.

Furthermore, Nation (2009: 84) describes that the process of writing is a way of bringing about improvement in learners’ writing by providing help at the various stages of the process instead of focusing only on the finished product. This state-ment implies that writing, as a process, needs a kind of technique to enable the students to improve their writing achievement. Hence, the existence of certain technique is needed to make the writing process valuable.

Writing enables the students to describe their ideas in sequence and communica-tive way. Raimes (1983: 3) states that writing also involves thinking. In addition, the close relationship between thinking and writing makes writing as a valuable part of any other ability. People generally write to either communicate something to another people (the writing is meant to be read by others) or to be used for their own personal use (the writing is not usually meant to be read by others).

From the opinion above, it can be said that writing is a significant ability since it involves a process of communication to express feeling, ideas, thought in written form. Finally, writing process needs a certain technique that can make it commu-nicative in order to send a message to others.

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2.7 Aspects of Writing

In writing, there are several aspects which should be considered by students in order to write well. Brown (2001: 15) proposes six major aspects of writing that have to be required by a writer in producing a written text namely content, organi-zation, discourse, syntax, vocabulary, and mechanics. Content deals with thesis statement, related ideas, development ideas, and the use of description. Organiza-tion covers the effectiveness of introducOrganiza-tion, logical sequences of ideas, conclu-sion, and appropriate length. Discourses include topic sentence, paragraph unity, transition, discourse maker, cohesion, rhetorical convention, reference, fluency, economy, and variation. Mechanics include the use of spelling, punctuation, cita-tion of reference, and appearance.

Another explanation, Harris (1979: 68) proposes five aspects of writing namely content (the substance of writing), form (the organization of content), grammar (the employment of grammatical form and syntactic pattern), and style (the choic-es of structure and lexical items to give a particular tone or flavor to the writing). Similarly, Heaton (1988: 79) mentions that in order to be effective, a piece of composition should meet the following qualities:

1. Content

Content refers to the substance of writing, the experience of main idea. i.e., group of related statements that a writer presents as unit in developing a subject. Content the paragraph do the work of conveying ideas rather that fulfilling special function of transition, restatement, and emphasis.

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2. Organization

Organization refers to the logical organization of content. It is scarily more than attempt to piece together all collection of fact and jumble ideas. Even in early drafts it may still be searching for order, trying to make out pat-terns in its materials and working to bring particulars of its subject in line with what is still only a half-formed notion of purpose.

3. Vocabulary

Vocabulary refers to the selection of words those are suitable with the con-tent. It begins with the assumption that writer wants to express the ideas as clearly and directly as he/she can. As a general rule, clarity should be his/her prime objective. Choosing words that express his/her meaning is precisely rather than skews it or blurs it.

4. Language use

Language use refers to the use of correct grammatical form and synthetic pattern of separating, combining, and grouping ideas in words, phrases, clauses, and sentences to bring out logical relationship in paragraph writ-ing.

5. Mechanic

Mechanic refers to the use graphic conventionalof the language, i.e., the step of arranging letters, words, and paragraphs by using knowledge of structure and some others related to one another.

Based on the categories of writing aspects above, it can be concluded that general-ly the aspects of the writing are classified into five aspects, namegeneral-ly, content,

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ganization, vocabulary, language use, and mechanic. Students can make a well-organized text by those aspects.

2.8 Theoretical Assumption

Writing is far more than merely the act of transferring thought to paper; the act of writing helps to shape and refine our thinking. The present study is aimed to know which level of motivation (very low, low, normal, high, very high) that is approriate to students writing ability. The teacher should know how to build their motivation to make students being active learners especially in writing. But, it will take a long process because each student has different level of motivation depend-ing on their environment and themselves. From the explanation above, it is as-sumed that if the learners have high motivation, they would love to write. Because by having high motivation, the students will have self-confidence and effort to develop their ability in writing.

2.9 Hypothesis

Based on the theoretical assumption above, the researcher formulates the follow-ing hypothesis:

There is a significant correlation between the students’ motivation and their writ-ing ability of second year students of SMA Al Kautsar Bandar Lampung in the academic year 2014/2015.

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That is the literature review of this research. It explained the writing as language skill, motivation, writing and motivation relationship, advantages and disadvantages, theoretical assumption, and hypothesis. The next chapter will deal with methodology of this research.

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III. METHOD

This chapter will discuss about the research method. Everything relates to the model of the research, such as research design, data, data source, data collecting technique, research procedure, instrument, scoring criteria, data analysis, validity and reliability, and hypotheses testing will be described as follows.

3.1. Research Design

The researcher used quantitative descriptive design (ex post facto) in conducting the research. That design considered suitable to analyze level of motivation (very low, low, normal, high, very high) of the students and how it influenced the writ-ing ability. Ex post facto design is a non-experimental research technique in which pre-existing groups were compared on some dependent variables. As Hatch and Farhady (1982) say, “Ex-post facto design are often used when the researcher does not have control over the selection and manipulation of the independent variable... correlation designs are the most commonly used subset ex-post facto design”. Then, Karl (1996) adds “we may use the ex-post strategy when we wish to investigate the influence of variables like home environtment, sex, motivation, intelligent, and parental reading habits”.

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In accordance with Setiyadi (2006), there are two types of ex post facto research

design, “co-relational study involves one group and causal comparative study in-volves two groups.” Since this research was about correlation between the

stu-dents’ motivation and their writing ability so the researcher would look at the type and/or degree of relationship between two variables rather than at cause-effect re-lationship. Thus, co-relational is used with its formula as follows:

X Y

In which:

X: students’ motivation as an independent variable Y: students’ writing ability as a dependent variable

The researcher used one class as the experimental class. Whereby, in collecting the research data, the researcher administers test of motivation in form of ques-tionnaire and test of writing ability. The researcher shared a quesques-tionnaire first in order to know the students’ motivation level. After that, the researcher gives the test of writing ability in form of fostering a topic into paragraph to measure the

students’ writing ability. Henceforth, the output from questionnaire will be

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3.2. Population and Sample

The researcher would choose the sample from the population.

3.2.1. Population

Population is the most often a theoretical group of all possible scores with the same trait or traits (Coolidge, 2000: 24). Simply, a population is the whole sub-jects of the research.

The population of this research is the students of second year of SMA Al Kautsar Bandar Lampung in the academic year of 2014/2015. There were 8 classes (four science classes and four social classes) and each class consisted of 29 to 40 stu-dents.

3.2.2. Sample

Sample is a smaller group of scores selected from population of scores (Coolidge, 2000: 24).

The researcher chooses second grade students because the researcher assumed that they had known English better than first grade or third grade and they also already had experienced of learning English. The researcher determined the sample by using random sampling technique. First, the researcher wrote those eight classes on a small-folded paper, one class for one piece of small-folded paper. Then she took one folded paper randomly to choose the class to be the sample.

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Finally, the researcher got one class XI IPA 1 with the total number 34 students as the sample. Then the writer chose one class more to be the try-out class for trying and class XI IPA 2 as the experimental class.

3.3. Data

The data of this research are the result in form of score of students’ motivation test (questionnaire) and the result of writing test. The data were taken by questionnaire of motivation in learning English and writing test. In addition, data was being proceed by parametrics analysis using Product Moment Formula by Pearson. The researcher used random sampling technique to collect the data. Every class in population has the same chance to be chosen as sample. First, the researcher wrote those eight classes on a small paper, one class for one piece of small paper. Then she took one paper randomly to choose the class to be the sample.

Finally, the researcher got one class XI IPA 1 with the total number 34 students as the sample. Then the writer chose one class more to be the try-out class for trying out the questionnaire of motivation before it is conducted in the research class. That class XI IPA. The researcher chose this school because there was no research

yet conducted here previously and the topic for testing the students’ writing ability

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3.4. Data Collecting Techniques

In collecting the data, the researcher will use:

1. Questionnaire

After deciding the subject, the researcher gave the questionnaire to the subject. To find out what is most influence students’ motivation in their writing ability. There were 30 items of motivation questionnaire and the students had to checklist the optional honestly. There are four optional answer; A, B, C, and D. The indicators of motivation are (1) learning dura-tion; (2) activity frequency; (3) persistency; (4) perseverance; (5) devo-tion; (6) aspiration level; (7) qualification level; and (8) attitude. Ques-tionnaire was used by the researcher to gain the data of the students’ En g-lish learning motivation.

2. Writing test

This step is done after the researcher had given the questionnaire to the subject. The researcher gave writing test to find out their writing ability. The writing test (essay form) is used to elicit the students’ composition based on the given topic. The text is about descriptive text. In the writing test, the students focused only on descriptive text. Since the students had been done this text at the first grade so they will definitely understand this text well. The topic given was just one. It is about family tree. The students were instructed to finish the test for 45 minutes. They were given the expalanation and the example of desscriptive text about family tree

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before they were asked to do their test. Thus, they just wrote about their family and developed it into a paragraph.

3.5. Research Procedures

In collecting the data, the researcher uses following steps:

1. Selecting instrument of materials

The instrument materials of writing test were chosen by the researcher. The selecting process is considered the materials that had been taught to the students and level of the students that was second year students. The researcher uses one type of writing text and it was descriptive text. The se-lecting process for the questionnaire test was considered based on

classifi-cation of students’ motivation in learning English. In order to get honest data, the questionnaire uses understandable sentence and Indonesian. Thus, it facilitated students to answer the questions.

2. Determining the sample of the research

A sample is a smaller group example chosen from the population that ac-tually measures. Sample consists of some members of population. The sample of this research was determined by using purposive sampling. There were eight classes of second grade of SMA Al Kautsar Bandar Lampung. However, only class XI IPA 1 that had an opportunity to be the sample of this research. This research only uses one class because there was no treatment to the sample but the data are collected by seeing the cor-relation between the data from questionnaire and data from writing test.

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3. Trying out the instruments

The motivation questionnaire is tried out to the students in order to find out reliability and validity of the instrument that was given. While for writing test, it is not being tried out to the students.

4. Analyzing the try out result

After the try-out class finished answering the motivation questionnaire and writing test, an analysis is done in this phase to find out the validity and re-liability of the instruments.

5. Final testing of the instruments

In this phase, the instruments are revised based on the result of try-out test. The revision is done by revising the items of instrument that had low va-lidity and reliability.

6. Distributing the questionnaire of motivation

The researcher distributes the questionnaire to the sample in order to get

the information about the students’ motivation and the students have to an-swer the questions based on the statements which are provided.

7. Conducting writing test

The researcher distributes the writing test to the students in order to get the

information about the students’ writing. The students directly do the writ-ing test without any treatment first. They are instructed to make a para-graph.

8. Analyzing the data from the instruments

The output data from questionnaire and score of writing test were analyzed by using Pearson Product Moment because it is one of techniques to look

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for the correlation between two variables. Therefore, whether there is any significant correlation between the students’ motivation and their writing ability.

9. Scoring system

Five aspects evaluated by the researcher are content, organization, vocabu-lary, language use, and mechanic. The researcher uses computation of writing score revised from Heaton (1988: 146) as follows:

Table 3.1. Computation of Writing Score

a. Content is scored as much as 30% from the total sentences supporting the main idea (unity).

b. Organization is scored as much as 20% from sentences using correct grammar.

c. Vocabulary is scored 20% as much as from vocabularies which are used correctly

d. Language use is evaluated as much as 25% from the total sentences which are written in chronological order (coherence).

e. Mechanic is evaluated as much as 5% from use punctuation, spelling and capitalization correctly.

Based on the explanation above, the researcher evaluates the aspects of de-scriptive text writing based on the content, organization, vocabulary, lan-guage use, and mechanic. The lowest score is 0 and the highest score is 100.

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3.6. Instrument

The researcher uses two instruments in this research. They are students’ English learning motivation questionnaire and writing test.

3.6.1. English Learning Motivation Questionnaire

In collecting the data, the researcher uses questionnaire as the tool of measure-ment. Questionnaire is an instrument which is very effective to measure aspects and variables in associated psychology aspect or sociology (Setiyadi, 2006). In this study, the researcher uses a closed direct questionnaire. A closed direct ques-tionnaire is a quesques-tionnaire that provides several answers. So the respondents only give cross mark for the most suitable answer. The questionnaire that was used is in Indonesian language. There are 30 items of questionnaire with four alternatives answer (a, b, c, and d). The score is based on the Likert Scale which is most often used to measure attitude, opinion, and perception of respondent. That scale is cho-sen because it was relative easy and had high reliability. The range is 4 to 1 for the positive statements while the range which is from 1 to 4 for the negative state-ment.

The 30 items questionnaire asked about the motivation students in learning Eng-lish implemented by respondent. The students are supposed to give their answers as factual and real information about themselves or the information that is close to the fact as provided in the four alternative answers. Thus, the researcher can dif-ferentiate students that have high, average, and low motivation.

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Each of the alternatives is scored as follows: A = 4, for the very high motivation answer. B = 3, for the high motivation answer. C = 2, for the middle motivation answer. D = 1, for the low motivation answer.

Except items number 2, 6, 9, 10, 15, 20, 25 are the inverse answers which are scored as follows:

A = 1, for the low motivation answer. B = 2, for the middle motivation answer. C = 3, for the high motivation answer. D = 4, for the very high motivation answer.

In addition to the indicator of motivation, the researcher took the indicators from Samsudin in Sadewo (2009: 32). Learning motivation consists of some aspects, they are: (1) learning duration, that is, how long someone is able to use the time to do an activity; (2) activity frequency, that is, how often an activity is done in a period; (3) persistency, that is, the continuity at the purpose of the activity; (4) perseverance, that is, the ability in facing hindrance and difficulty; (5) devotion, that is, sacrifice to achieve the aim; (6) aspiration level, that is, the target that would be achieved with the activity that would be done; (7) qualification level, that is, achievement which is achieved from the activity; and (8) attitude, that is, the target of learning activity.

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Table 3.2 Specification of Motivation Questionnaire Test

No. Category Item

Num-ber

Total Item 1.

The duration of students in learning English; how long is the ability of students to use time in doing activity of learning.

3, 12, 16,

20, 24 5

2. The frequency of students’ activity in learning En

g-lish; how often does the activity take place. 2, 4, 13,17 4 3.

The persistence of students in learning English; how functional in doing activity; how strong his/her tenacity is.

1, 5 2

The perseverance of students’ in learning English;

how to solve the difficulties and face the problems in learning English.

7, 8, 11, 16 4

The devotion of students to get the objective of learning English. For instance: thought, time, mon-ey, effort.

14, 19, 29 3

6. The aspiration of the students, for instance: purpose

target etc 21, 25, 26 3

7. The qualification level of students’ ability in lear

n-ing English. 10, 28 2

8. The students’ attitude to the purposes of learning English.

13, 15, 18, 22, 23, 27,

Total number 30 30

3.6.2. Writing Test

The Instrument of this research is descriptive text writing test. The researcher conducted writing test to find out which motivation that the students have and use in fostering their writing ability. Thus, the researcher differentiates the students’ writing test score according to their motivation. The students are asked to write descriptive text based on their own thought with the topic is about family tree. The students are given a chance to make writing for about 45 minutes.

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3.7. Reliability and Validity of the Instruments

3.7.1. Reliability of Questionnaire

Even though reliability is only supporting data, but reliability aspect is really im-portant. Reliability can be defined as the extent to which a test produces consistent results when administered under similar conditions (Hatch and Farhady, 1982: 244). The instrument which has low reliability means invalid instrument. A test is called reliable if the score gained by the examiners is constant whenever and by whomever the test is conducted. To make sure whether the instruments are relia-ble or not the researcher used the Cronbach’s Alpha. It was counted based on the motivation scale and the range of 1 to 4. The higher Alpha is the more reliable the questionnaire will be (Setiyadi, 2006: 35).

According to Arikunto (1998: 260), the standard of reliability of the instrument can be described as follows:

1. 0.80 – 1.0 : very high reliability 2. 0.60 – 0.79 : high reliability 3. 0.40 – 0.59 : medium reliability 4. 0.20 – 0.39 : low reliability 5. 0.0 – 0.19 : very low reliability

As stated before, to measure whether the test is reliable or not, the researcher used

Cronbach’s Alpha. Each item in motivation questionnaire iss analyzed to make sure that the items consisted of good unity. Motivation questionnaire was made up

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of 30 items on four point Likert Scale from one to four, ranging from very high motivation, high motivation, normal motivation, and low motivation.

From the calculation of reliability analysis, the alpha point is 0,921. It means that the questionnaire has very high reliability. It could be interpreted that the ques-tionnaire is proper to be used for the research. The analysis of each item showed that if an item deleted, it would make alpha lower. By considering this, it could be stated that if item number 1 was deleted, Alpha would be lower than 0,921 where-as the higher alpha wwhere-as the better the questionnaire is.

3.7.2. Reliability of Writing Test

For writing test, inter rater reliability is used as the standard for measuring the writing test’s reliability. Two raters would score the students’ compositions. First rater is the researcher herself, while for the second rater is Mrs. Liszia Devi Muti-ara, S.Pd. She is the English teacher for second grade two of science class at SMA

AL Kautsar Bandar Lampung. To measure the reliability, Pearson’s Product M

o-ment formula is used as the means for calculation. The formula is: ∑

Where:

r : Coefficient of rank correlation

: Square of differences of rank correlation d : Sum differences between each pair of ranks N : Number of students

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The criteria of the reliability are as follows: 0.8 – 1.0 : very high reliability

0.6 – 0.79 : high reliability 0.4 – 0.59 : medium reliability 0.2 – 0.39 : low reliability 0 – 0.19 : very low reliability

(Arikunto, 2005)

3.7.3. Validity of Questionnaire

Validity is a matter of relevance; it means that the test measures what will be claimed to measure. To measure whether the test has a good validity, it can be an-alyzed from its content validity and construct validity. Content validity concerns whether the tests will sufficiently representative for the rest of the test or not. While construct validity focuses on the relationship between indicators within the test. The validity of questionnaire is being tested using Pearson’s Product Moment Formula. The questionnaire is being tried out to 60 respondents or students of the two classes. The result of the test is being tested its validity and reliability. In ana-lyzing the validity of English learning motivation questionnaire try-out, the re-searcher uses continuum score which has score range 1 to 4.

3.7.4. Validity of Writing Test

Construct validity concerns with the teacher and the test is actually in line with the theory of what it means to know the language that is being measured; it examines

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whether the test questions actually reflect what it means to know a language. In this research, the researcher focuses on descriptive text writing.

3.7.5. Try Out of the Instrument

The try-out of the instrument aims to test the quality of the test used as the data collecting instrument of the research. There are two elements to test quality of the

students’ motivation questionnaire; validity and reliability. While for the writing test, it does not need to be tried out. The researcher gave the writing test only once and used inter rater to know the reliability of writing test.

3.8. Reliability of the Students’ Motivation Questionnaire Try Out

The paragraph below is the result of reliability and validity of the students’ motivation questionnaire try out class.

3.8.1. Reliability of Motivation Questionnaire

Try out of motivation questionnaire consists of 30 items that refer to high or low of motivation level. The calculation of reliability analysis of questionnaire from the tryout class by using Cronbach Alpha formula is 0.753. It means that motiva-tion had very high reliability. So it can be interpreted that motivamotiva-tion quesmotiva-tion- question-naire is proper to be used in this research.

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3.9. Data Analysis

In order to find out the correlation between the students’ motivation and their writing ability, the researcher analyzes the data as follow:

a. Tabulating the score of motivation and writing test.

All the students’ answers are tabulated and scored. For the writing test, the students’ writing are scored by inter rater; first rater is the researcher her-self and the second rater is the English teacher from its school, Mrs. Liszia Devi Mutiara, S.Pd.

b. Analyzing the data

The data that had been tabulated and scored were analyzed. It analyzes the validity and reliability of motivation questionnaire and writing test. Then the researcher analyzes the correlation between the students’ motivation and their writing ability.

In analyzing the data, the result of the students’ motivation questionnaire and the result of writing test are used to find the coefficient correlation between them. The data are correlated by using Pearson Product Moment Correlation in order to in-vestigate whether there is any correlation or not.

The two groups are correlated by using Pearson Product Moment, the formula as follows:

√ }

Notes :

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N : The number of students in sample

Σx : The sum of students’ writing score

Σy : The sum of students’ motivation questionnaire score

Σx² : The sum of square of students’ writing test score

Σy² : The sum of square of students’ motivation questionnaire score

Σxy² : The sum of product of x and y scores of each students.

(Hatch and Farhady, 1982: 222)

The researcher also uses statistical computerization by using Statistical Package for Social Science (SPSS) for windows version 16.0 to find whether there is any correlation between the students’ motivation and their writing ability.

3.10. Hypotheses Testing

After the researcher found the coefficient correlation between the students’ mot i-vation and their writing ability, the researcher also found out the criterion for the hypotheses acceptance. To determine whether the hypothesis are accepted or re-jected, the following criterion acceptance is used:

: < : > Notes:

(Null Hypothesis): There is no significant correlation between the students’ motivation and their writing skill. The can be accepted if is lower than .

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(Alternative Hypothesis): There is a correlation between the students’ motivation and their writing skill. The can be accepted if is higher than .

The coefficient is between -1 up to +1. The negative coefficient shows contrary correlation, while the positive coefficient shows that there is a correlation.

Below is the interpretation of coefficient correlation: a. Between 0.800 to 1.00 : very high correlation b. Between 0.600 to 0.800 : high correlation c. Between 0.400 to 0.600 : medium correlation d. Between 0.200 to 0.400 : low moderate e. Between 0.00 to 0.200 : very low correlation

(Setiyadi, 2006: 67)

The researcher uses the level of significance 0.05 in which the hypothesis is ap-proved if sign < p. It means that the probability of error in hypotheses is only 5%.

That is the method of this research. The explanations about the research design, data, data source, data collecting technique, research procedure, instruments, scor-ing criteria, data analysis, validity and reliability, and hypotheses testscor-ing were discussed in order to provide an answer to this research.

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V. CONCLUSION AND SUGGESTIONS

In this chapter, the researcher comes to the conclusions and suggestions of this research. In the conclusion, the researcher divides four points of view, while for suggestion the researcher gives five points of views.

5.1. Conclusion

Based on the finding of this research, the researcher concludes that there was a positive significant correlation between the students’ motivation and their writing ability. The coefficient correlation between the students’ motivation and their writing ability is 0.873. The data in this research showed that coefficient correlation is higher than r table (0.873 > 0.265) at significant level 0.01. It is classified into high correlation. The students who had motivation toward English writing affect their ability in writing to expand their idea, vocabulary, and also their willingness to keep on writing. Thus, motivation had positive relationship with the students’ability especially with their writing ability.

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5.2. Suggestions

Given the conclusion above, the researcher proposes some suggestion as follow: 1. For the teachers

a. Besides teaching the material about writing, the teachers also should be aware of the students’ psychological factors, such as motivation. This is because a good teacher is one who pays optimal attention to linguistics goals and to the personhood of their students.

b. The teacher should be able to use every single chance for doing writing practice in the class. For example, the teachers may use English when they teach or even just give the instruction.

c. Besides giving an interesting material, the teacher should also use methods in teaching English that can encourage the students to practice a lot in writing ability.

2. For the students

a. Besides preparing idea to be conveyed when writing, the students also need to have a high motivation. By having high motivation, they have strength and effort to learn and develop their competence in writing and are good at writing ability.

b. Basically, they also need to read an English book or an English novel where it can develop their idea in writing.

c. In maintaining the students’ motivation, the researcher also suggests some tips that can preserve the students’ motivation; the students must join in a group where people in this group have a good motivation in

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learning English. Therefore, that they can learn each other on how to master English.

3. For other researchers who are going to conduct similar researches, this research can be used as a source of reference. Despite all of effort attempted to perfect this research, there still must be many mistakes occurred in it. Therefore, it is suggested for others writers intending to do any similar researches to comprehensively and deeply pay more attention to academic motivation so that the result will be much better and helpful for language academic development.

Those are the conclusion and suggestions of this research. In the conclusion, the researcher explaines the conclussion into paragraph, while for suggestion the researcher gives three points of views.

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V. CONCLUSION AND SUGGESTIONS

5.1. Conclusion

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5.2. Suggestions

Given the conclusion above, the researcher proposes some suggestion as follow: 1. For the teachers

b. The teacher should be able to use every single chance for doing writing practice in the class. For example, the teachers may use English when they teach or even just give the instruction.

c. Besides giving an interesting material, the teacher should also use methods in teaching English that can encourage the students to practice a lot in writing ability.

2. For the students

b. Basically, they also need to read an English book or an English novel where it can develop their idea in writing.

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learning English. Therefore, that they can learn each other on how to master English.

Those are the conclusion and suggestions of this research. In the conclusion, the researcher explaines the conclussion into paragraph, while for suggestion the researcher gives three points of views.

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THE CORRELATION BETWEEN THE STUDENTS’ MOTIVATION AND THEIR WRITING ABILITY OF SECOND YEAR STUDENTS OF SMA AL KAUTSAR BANDAR LAMPUNG