From the statement, the writer says that CTL is the method that helps students to discover meaningful relationship between the content of subject matter
and the context of the real world. Concept is internalized though process of discovering, reinforcing, and relating. In other word, this method is regarded as
the effective method to improve students ‟ motivation in teaching and learning
process. Because of the students
‟ problem in motivation is caused of teaching and learning strategy, the writer w
ould like to discuss “Improving Students’ Motivation in Learning Speaking by Using Contextual Teaching and
Learning
”.
B. Limitation of Problem
Based on the background of problem above, the writer limits the study on the uses of Contextual Teaching and Learning in improving students
‟ motivation in learning speaking.
C. Formulation of Problem
The formulation of problem in this research is whether contextual teaching and learning can improve students‟ motivation in learning speaking.
D. The Objective of Study
The objective of this research is to improve student s‟ motivation in
learning speaking through contextual teaching and learning. This writing is expected to be a great help for the writer and especially for
the teachers and the students which are involved.
E. The Significances of Study
After finishing her study, the writer hopes that, this research paper will be useful for the researcher, the teacher and the students. For the researcher; this
research is expected to make her know how big the role of Contextual Teaching and Learning in improving students‟ motivation in learning speaking. The
researcher also know how high of the improvement of students‟ motivation in learning speaking through Contextual Teaching and Learning.
For the teacher; the result of this research is expected to be able to give contribution about how to improve students‟ motivation in learning speaking
through Contextual Teaching and Learning. Then for the students; the result of this research is expected to be able to improve their motivation in learning
speaking.
CHAPTER II THEORETICAL FRAMEWORK
A. Motivation
1. Definition of Motivation
Motivation is a part of important things in learning teaching process. The term motivation derived from the Latin verb movere to move. It means that
motivation is something that gets someone moving and keeps someone working. In defining motivation, some psychologists have their own opinion.
Harmer said that “motivation is some kind of internal drive which pushes
someone to
do or
think in
order to
achieve something.
”
1
Internal drive means a tendency within an organism toward a goal is based on the changes in the organism process.
2
This definition shows that motivation comes from inside of the person, which functions to encourage him or her to conduct an
activity to achieve her or his purpose. Based on Spratt,
“motivation is the thought and feelings we have which make us to do something continue to want to do it and turn our wishes into action
i. e. motivation influences: why people decide to do something, how long they
1
Jeremy Harmer, The Practice of English Language Teaching, 3
rd
Edition Longman: Pearson Education, 2001, p. 51
2
James P. Chaplin, Dictionary of Psychology New York: Dell Publishing Co. inc., 1981, p. 148
6
want to do it for, and how hard they are prepared to work to achieve it. ”
3
According to Spratt ‟s definition, motivation is a power that urges human to move
his self to a course action. In addition, Brown defines
“motivation is inner drive, impulse, emotion or desire that moves one to the particular action.
”
4
An inner drive is a force within an organism and pushes them to do certain actions toward the goal.
5
From this definition, motivation is a power from inside which drives someone to do some
actions. Based on definitions of motivation above, the writer defined motivation as
something happen within an individual which makes he or she do an action to achieve his or her goal. So, the writer infers motivation in learning as the drive to
push the learner to do learning activities in order to achieve learning goals. Thus, motivation in learning is the efforts of the teacher to drive and make the students
in order to more active in doing any activity in teaching and learning process.
2. Kind of Motivation
There are two kinds of motivation; intrinsic motivation the urge to engage in the learning activity for its own sake and extrinsic motivation motivation that
is derived from external intensives. Both of these have an important part to play in the classroom, and both at least partially accessible to teacher influence.
a. Intrinsic motivation
Intrinsic motivation involves the internal motivation to do something for its own sake. Hamalik stated that
“intrinsic motivation is a motivation included in learning situation that originally comes from the need and goals of the students
itself. ”
6
It means that someone who is motivated for doing something because of hisher need or goals is called intrinsic motivation.
3
Marry Spratt et-al, The TKT, Teaching Knowledge Test Course New York: Cambridge University Press, 2005, p. 38
4
H. Douglas Brown, Principles of Language Learning and Teaching New Jersey: Prentice hall regents, 1980, p. 112
5
Chaplin, Dictionary of Psychology, p.148
6
Oemar Hamalik, Kurikulum dan Pembelajaran Jakarta: Bumi Aksara, 1995, p.112
