Analyzing figurative language in song lyrics was easier to be done in group.

KONFERENSI NASIONAL SASTRA, BAHASA BUDAYA KS2B 2016 | 249 MOTIVATION TOWARD READING CLUB IN ENGLISH FOR SPECIFIC PURPOSES ESP CLASS Urwatus Silvia Rahmah Maulana Malik Ibrahim State Islamic University, Malang silviarahmah3gmail.com ABSTRACT Teaching English For Specific Purposes ESP in university level becomes necessary in Indonesia. The common purpose is the students need to be expert in understanding the text given by the teacher according to their disciplines. In other words, English is considered to be an international language so that, the students are prepared to face the global era by their English skill. However, in the context of reading skill, some students have no interest and motivation in order to get the meaning of the text. It may happen because the students lack of information during read a text. The external factor can be also from the teachers. How teachers attach the text to the students may be varied related to the method, strategy or technique that can be implemented to the students. At Maulana Malik Ibrahim State Islamic University, Malang has obligatory course for a year that students from non language major have to take and complete ESP class. This study aims to investigate motivation toward reading club in ESP class. From the result, reading curiosity had been the most dominant aspect. Students were motivated in a particular topic of interest, in case, made them curios and motivated to read more. Moreover, the purpose of reading club in ESP classroom, students have to know well the topic from their reading text. They chosed their own topic then read it for their friends and lecturer to complete their reading grades. Basically, the desire of students for reading cannot be left behind. Keyword : Motivation, reading, English for specific purposesESP. BACKGROUND The teaching of English for specific purposes ESP really needs additional effort to make ESP learning more naturally and meet the goals based on the students’ discipline. According Scieppegrell and Bowman 1986, ESP integrates subject matter and English language instruction. The students are able to apply what they learn in their English classes to their major field of study. And also, being able to use the vocabulary and structures that they learn in a meaningful context reinforces what is taught and increases students motivation.For instance, Motivation can also be defined as forces acting within a person to initiate an attitude. The process whereby goal- directed activity is instigated and sustained Schunk Pintrich, 2008:4.Motivation is one of the main concerns of second or foreign language L2 learning achievement in the last three decades and have been more paying attention to the nature and role motivation in the L2 learning process Dornyei, 1994:273. The study of motivation in education are really considered among teachers or researchers. Dornyei 1998:117 stated that motivation has been widely accepted by both teacher and researcher as one of the key factor that influence the success of second or foreign language learning in a classroom. English is considered to be an international language so that, the ESP students are prepared to face the global era by their English skill. In the context of English skill, teaching reading is one of methods that help students master in one of the skills. The students will be able to read a text in English and also will increase their vocabularies and at least pleasuring them by reading a text.But somehow, some students have no interest and motivation in order to get the meaning of the text. It might be happened, because the students lack of information during read a text. Motivation for reading is an important contribution to students’ reading achievement and school success Guthrie and Wigfield, 2006:232. The importance of motivation in L1 reading development suggests the need to thoroughly explore the potential impact of motivation on L2 reading behaviors and outcomes Komiyama, 2013:149. A student with skill may be capable, but without will, she cannot become a reader. For some students, motivation appear in the positive form driving students toward reading. For other students, the motivation are negative and push students away from books Cambria and Guthrie, 2010. The importance of providing motivational input to the students is evident, because it achieves the goal and get suitable atmosphere and materials for the task. Sometimes, the teacher must be willing to see how their students learn independently. The extensive reading practice allows students choosing their own reading text while participating on the benefits derived from the experience Gonzalez de Ozaeta, 2012. Thus the researcher was interested in developing a theoretical and empirical account focused on motivation for reading as an important contributor to the reading club in ESP class.The term of reading club in this context, the students have to work in intensive small group. Wilson and Nabors 2012 stated that through social interaction and small group learning activities, they will begin to integrate and control specific knowledge and skill gradually. In term condition, teacher also having conversation with students, hear more questions, provide more direct feedback, etc. In their activity, each group gets instruction from the teacher to find and allow them to select their own text. Then,it will be discussed with their peers group before it is delivered to the teacher.According to Hunter 2005, students need to know that they have some power over their education. When they aren’t given any choices, it certainly doesn’t inspire them to be proactive about their participation, because they feel it’s already a done deal. In any classroom, some students have an enormous range of interest. While at the same time, not all students really like reading as one of their classroom activity although they have theirpeers to share with. Here, the researcher tried to expose students’ motivation because it relates to the reason why they have to do or not to do the activity. It means that motivation as responsible for why people decide to do something, how long they are willing to sustain the activity, and how hard they are going to pursue it Dornyei, 2000. In this study the researcher adapted the theories of motivation related to Wigfield and Guthries 1997 about the aspects of reading motivation. They defined the theories of reading motivation into some aspects. There are self efficacy, deals with reading efficacy which is something belief about successful in reading, and reading challenge, concerns more about the satisfaction of mastering ideas in a text. The second aspects is related to intrinsic-extrinsic motivation, subjective values, and achievement goals. The intrinsic motivation and learning goals aspects include reading curiosity, wich is about the desire to learn a particular topic of interest, and reading involvement, the enjoyment of experiencing different kinds of literary or informational texts. Extrinsic motivation and performance goals aspects include competition in reading, recognition for reading, and reading for grades. Sometimes in a classroom, students often read where they are evaluated and compared with others, competition, recognition, and grades may figure transparently in their motivation. The last aspects deals with social motivation for reading, include social