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

i

Students’ Motivation in Learning English
at Madrasah Mu’allimaat Muhammadiyah Yogyakarta
A Skripsi
Submitted to the Faculty of Language Education in Partial Fulfillment
of the Requirements for the Degree of Sarjana Pendidikan

Fitriah
20110540001
English Education Department
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
2016

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Motto
 Allah is the great King to be asked everything that we need.
 Family is the most precious wealth in this life.
 Friend is like the light that always acompany you in up and down.

 Beliefs , effort, and prayer are the way to reach the aim.
 Always there is a path for somebody who believe the miracle of love.

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Dedications
I would like to dedicate my skripsi to my beloved mother, my father, my
lovely sisters and brothers, my nephews, my nieces, my friends, my lectures,
and my best supervisor Ms. Maryam Sorohiti.

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Table of Content
Cover .............................................................................................................. i
Approval Page ................................................................................................ ii
Statement of Authenticity ............................................................................. iii
Motto................... .......................................................................................... iv
Dedication.... .................................................................................................. v
Table of Content ............................................................................................ vi
Abstract ........................................................................................................ ix

Acknowledgement.......................................................................................... x
Chapter One Introduction............................................................................... 1
Background of the Study .................................................................... 1
Statement and Limitation of the Problem .......................................... 2
Research Question .............................................................................. 4
Purpose of the Study .......................................................................... 4
The Significance of the Problem ........................................................ 4
Outline of the Study ........................................................................... 5
Chapter Two Literature review ...................................................................... 7

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Student Motivation in Learning English ............................................ 7
Instrumental Motivation .................................................................... 9
Integrative Motivation ...................................................................... 10
Intrinsic Motivation .......................................................................... 10
Extrinsic Motivation ......................................................................... 11
Factors Influencing Motivation ........................................................ 12
Factors Influencing the Development of Student Motivation ......... 13
The Importance of Motivation in Second Language Learning ........ 13

Review of Related Study .................................................................. 14
Conceptual Framework .................................................................... 15
Chapter Three Methodology ........................................................................ 18
Research Design ............................................................................... 18
Research Setting ............................................................................... 18
Population and Sample ..................................................................... 19
Data Collection Method .................................................................. 20
Data Analysis ................................................................................... 21
Validity and Reliability .................................................................... 21

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Chapter Four Result and Discussion ............................................................ 24
Result ................................................................................................ 24
Discussion ........................................................................................ 30
Chapter Five ................................................................................................. 32
Conclusion .......................................................................................... 32
Recommendation ................................................................................ 32
References .................................................................................................... 34
Appendix ...................................................................................................... 43

Appendix 1: Quesionnaires ................................................................. 43
Appendix 2: Revisi Questionnaire ...................................................... 46
Appendix 3: Mean of Questionnaire................................................... 48

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Acknowledgement
Firstly, I would like to thank to Allah SWT for all the mercy and blessings
given to me so that I can accomplish this research. Secondly, I would like to thank
to our prophet Muhammad SAW who had brought the lighteness to our life.
Then, my beloved mother and my father for all their love, their prayer and their
support, so I have motivation to finish this research. Next, my big gratitude goes
to my sisters, Purwanti, Suwasmi, Sri Prihatin, and Suryani for all their love and
support during up and down time until the researcher accomplished this study.
Next, my sincerely gratitude to Ms. Maryam Sorohiti who has guided,
support, and advice me patiently until the researcher can finish this research.
Additionaly, my gratitude to Ms. Arifah and Mr Puthut as my examiners who
have given me the useful feedback. Moreover, the researcher would like to thank
to all the lecturers in English Education Department of Universitas
Muhammadiyah Yogyakarta that have taught me sincerely.

Furthermore, I would like to thank to my friend, Atika Salma who has
helped me and motivated me in conducting this research, my friends Rohaeni
Apriliani, Retna Rumayanti, Andreas Corsini Giri Sinta, Alfiyani Rukmana,
Aprilia Dwi Fitriani, Guntur Triantaka, for all my friends in class A, and also all
my friends batch 2011.
I do not forget to say thanks a lot for Ningrum, Mery, Mimi, Eka, Ayem,
and all my friends in boardinghouse, you always help and share the happiness in
our lovely boardinghouse. My biggest thank to my respondents, the students grade

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XI at Madrasah Mua’llimaat Muhammadiyah Yogyakarta. For Mr. Setya and Ms.
Titin, thank you so much for giving the permition, support, and your advise.

Fitriah

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Abstract
Motivation plays an important role in learning English. By having motivation, the

students will determine a clear goal in learning English. This research aimed to
find out the students’ motivation in learning English at Madrasah Mu’allimaat
Muhammadiyah Yogyakarta. The researcher used quesionnaire as the instrument
in gathering the data. The quesionnaire were given to 132 students grade XI batch
2015. The data of this research were analyzed by using descriptive statistics in
SPSS program to reveal students’ motivation in learning English at Madrasah
Mu’allimaat Muhammadiyah Yogyakarta. From all the data that had been
analyzed, it was found out that the students’ motivations in learning English was
high, shown by the total means of 22.69 which was in the category of high. The
three highest motivation scores were from the items showing they want to know
anything about English, they will learn English seriously, and they learn English
because of their own willingness. These things belong to intrinsic motivation.
Keywords: students’ motivation, intrinsic motivation

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Chapter One
Introduction
Chapter One presents background of study, statement and limitation of the
problem, research question, the purpose of the study, the significance of the study

and outline of the study.
Background of Study
The researcher believes that every student has motivation when they
decide to learn something. The motivation can come from their own desire or
from other factors like their parents, their friends, or their environment. In
learning English, motivation is really needed to drive the students to be more
serious in doing all learning activities. Motivation will determine the next step or
the strategy that they have to do. They will make a planning to reach their goal,
and also the way to realize it. When there are many obstacles in learning English,
they will be able to face it. They know what they do because they have
motivation. They have a goal in learning English. Therefore, they become serious
in studying it to reach their aim.
When a learner has a clear motivation, it can guide them to find the way in
learning knowledge. Ellis (1998) argued that the students will have the
responsibility toward themselves or their parents who had trusted them in learning
English. If they have motivation, they do not want to make their parents
disappointed. They want to show them if they can understand English well. The
students want to show to the people, including their parents if by having English

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skills whether in speaking or writing, they can get a bright future. Besides, they
get the benefit for themselves; they also can share it to other people.
Realizing the benefits of mastering English, all schools in Indonesia have
English subject as compulsory. The headmasters and teachers often discuss and
make English programs to attract the students in learning English. The programs
like English club, English debate, storytelling, and also speech. By participating
those programs, the students are expected to get the progress in studying English.
The students will be given the chance to join in the championship that correlates
with English. If they win the championship, they will get the reward. Therefore, it
can increase their motivation in learning English.
Several schools in Indonesia have implemented English to be used in
conversation in the school circumstance. The schools provide at least one day or
an English day in a week to practice English. By practicing speaking English the
students will be familiar and motivated to learn English. One of the schools that
implements an English day to motivate the students to learn English is Madrasah
Mu’allimaat Muhammadiyah Yogyakarta (for further mention in this research,
Madrasah Mu’allimaat Muhammadiyah Yogyakarta is abreviated into MMMY).
There are two foreign languages that are supported by MMMY. The
languages are Arabic and English. This school implements an English day in the

first day of every first and second week of the month, and uses Arabic and
Indonesian language in the first day of the third and fourth week. One of the
missions of MMMY stated in the decree number 147/KEP/1.0/F/2008 about

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vision and mission of MMMY is to create students who have competence in
English skills. They are expected to become a great leader in the future who will
have good attitude and also good English.
To enhance the students’ motivation in learning English, MMMY provided
English extracurricular program. On the 7th semester, the researcher did the
teaching practicum by teaching English in the extracurricular program. Based on
the researcher’s experience there were some problems. Some students felt
unconfident to speak English. They were afraid if their friends would laugh at
them because their English was not good. They also said that they lacked of
motivation in learning English. All those things have become the problems in
learning English at MMMY. Since motivation plays an important role in learning
English, the researcher is interested in conducting the research about students’
motivation. The researcher wants to know the students motivation in learning
English at MMMY.

Statement and Limitation of the Problem
Motivation is essential for the students when they want to learn English.
By having motivation, they can determine their goal in learning English and how
to reach it. Students who have strong motivation will be easier in understanding
English. When students have strong motivation, it will be easier for them to
manage the difficulties in learning English. However, not all students have strong
motivation. They feel unconfident having low English skills, and also get pressure
from outside. Some of them learn English because of their parents’ willingness.

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The motivation does not come from students’ desire. These things also happen in
MMMY. Based on the researcher’s experience, not all students showed strong
motivation in learning English. If special attention is not paid to this condition, the
low student motivation might affect the students’ English proficiency. Therefore,
it is important to know the student motivation in learning English at MMMY. In
this research, the researcher focused on the students’ motivation of grade XI in
learning English. It only covered intrinsic and integrative motivation.
Research Question
To identify the students’ motivation of Madrasah Mu’allimaat

Muhammadiyah Yogyakarta in learning English, a research question is
formulated. The research question is “How is the students’ motivation in learning
English at Madrasah Mu’allimaat Muhammadiyah Yogyakarta.
The Purpose of the Study
The purpose of the research is to reveal the students’ motivation in
learning English at Madrasah Mu’allimaat Muhammadiyah Yogyakarta.
The Significance of the Study
The researcher hopes that this research will give benefits to the researcher, the
teachers and the next researchers.

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The researcher. By doing this research, the researcher expects to get
knowledge about students’ motivation in learning English at MMMY, so this
knowledge can support her in her teaching career.
The teachers. The researcher hopes this research will give information about
students’ motivation in learning English at MMMY. By knowing the students’
motivation the teacher might apply their knowledge to understand their students
better.
The next researchers. This research can be a reference for the next
researchers if they want to do the same study. This research provides the students’
motivation in learning English; it can be used as a reference in conducting a
research with a similar topic.
Outline of the Study
The structure of this research is arranged in five chapters. In the first
chapter, the researcher explains introduction of the research which conveys
background of the study, statement and limitation of the problem, research
question, the purpose of the study, the significance of the study, and outline of the
research. The second chapter presents a review of literature on student motivation
in learning English. The literature review explains instrumental motivation,
integrative motivation, intrinsic motivation, and extrinsic motivation.
Additionally, Chapter Two explains about factors influencing motivation, factors
influencing the development of students’ motivation, and the importance of
motivation in second language learning. Chapter Two also delivers review of

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related study and conceptual framework. Meanwhile, Chapter Three presents the
research methodology which involves research design, instrument, participant,
and data analysis. Chapter four presents the result and discussion and the last
chapter concludes the research and gives the recomendation.

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Chapter Two
Literature Review
In this second chapter, the researcher will explain about students’
motivation in learning English, factors influencing motivation, factors influencing
the development of students’ motivation, the importance of motivation in second
language learning, review of related study, and conceptual framework. The
explanation will be supported by some theories.
Students’ Motivation in Learning English
Every student has different goal in learning English in school, but there is one
thing similar, it is motivation (Brown, 1994). The researcher believes that almost
all students in MMMY have motivation in learning English. Ellis (1997) argued
that motivation is the essential thing in getting knowledge, including in learning
English. There are many researchers who conducted research about motivation
and got the evidence that motivation is the crucial factor in learning language.
Brown (1994) stated that motivation is the key to understand English as the
second or foreign language.
Ellis (1997) also stated that motivation is like a machine which encourages
students to be serious in learning and reaching their goals. In Indonesia, English is
used as a foreign language. Although, learning English at the first time is difficult,
it will be easier if the learners have strong motivation (Brown 1994). By having
motivation, they will look for the best way to understand the language learned.
Additionally, the students will also overcome their problems more easily in

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learning English. The problem might include grammar, pronunciation, and also
vocabulary.
Motivation is a power of the student to learn knowledge until she or he
masters it well (Dornyei and Ushioda 2011). Motivation will determine the next
step or the strategy that they have to do. They will make a planning to reach their
goal, and also the way to realize it. By having motivation, the students can be
motivated in learning English. Although there are many obstacles in learning this
language, they will be able to face it. Motivation is a reason of a student in
learning something (Brown, 2000). It can be from their own willingness or from
the other.
In learning English, students know what they will do if they have motivation.
When they have a goal in learning English they become serious in studying it to
reach their aim. Brown (2000) also said that when a learner has a clear motivation,
it can guide them to find the way in learning knowledge. Moreover, Ellis (1997)
argued that the students will have the responsibility toward themselves or their
parents who have trusted them in learning English. If they have motivation, they
do not want to make their parents disappointed.
By understanding English well, they can get a better future. Besides, they get
the benefit for themselves; they also can share it to other people. For example, if
they choose to become a teacher, they will teach their students to understand this
language. It means that when they are sharing their skill, the advantages can be
acquired by their students.

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According to Brown (2000) by mastering English somebody will receive a lot
of benefits because there are many jobs which need this language such as teacher,
translator, interpreter, and still many more. In this century, most of the big
companies or education institutions apply the rule for the registrants’ to be able
this language.
By having motivation, the learner will be motivated in learning because she
or he has a clear goal to be reached (Maslow, 1970). On the other hand, if they
lack of motivation or even have no motivation, it will hamper them in getting
successful in learning English. Harmer (1991) stated that motivation is like a
machine which encourages someone to do something. Every individual or student
has different perspective toward the definition of motivation. Spolsky (1989)
divided motivation into two kinds:
Instrumental Motivation. This type of motivation in learning English is
owned by the students who learn English because they want to get something or
specific goal in his or her future (Spolsky, 1989). For example, students learn
English because they want to get a good job after they graduate. Another example
is mastering English as the requirement to get a scholarship to study abroad. They
are pushed themselves in learning English to reach their aims. This kind of
motivation is called instrumental motivation as by learning this language and
master it well the students use it as the instrument to fulfill their expectation.

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Integrative Motivation. According to Spolsky (1989) integrative motivation
refers to students’ willingness in learning English because they want to be
regarded into certain community who speak English. The same opinion comes
from Saville-Troike (2006) who stated that students learn English as the target
language in order to understand and get to know the people who speak English. In
the real life or in learning activities, they can mix it with their mother language.
Moreover, Gardner and Margoret (2003, p.126) argued that integrative
motivation refers to identify at least in part with another language community.
The similar argument comes from Ellis (1997) who explained that learners study
the target language in order to fulfill the desire to mix up in the society or people
and culture of the target language. For instance, a student who wants to study
abroad where most of the people speak in English should master English in order
to be easier to communicate with the people over there. When the learners join
certain communities that use English as the main language, they should prepare
and study the language. The integrative motivation encourages the students to
master their language target. Dornyei (2002) divided motivation into intrinsic
motivation and extrinsic motivation.
Intrinsic motivation. Intrinsic motivation comes from internal factor of the
student. The students choose to learn the language because of their own interest
(Dornyei, 2002). He adds that the learners who have this motivation have high
willingness to understand English. They feel fun and curios to know more about
English. Besides, the students get satisfaction in learning this language because
they are brave to follow their intuition to learn something. This can help them to

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overcome the difficulties in learning English. So, they will be easier to master it
well.
Deci and Ryan (1985) also argued that intrinsic motivation comes from the
learners who have the desire or self motivation. There is no reward or punishment
in their action toward their learning. There is no demand from anybody in their
decision. The students are ready to receive the possibilities towards all the
consequence in learning activity. They will never blame the other if something
wrong happens in their learning. The learners will try to look for the best way to
solve their problems. They know that when they had started to do something, they
have to finish it well.
Extrinsic Motivation. This motivation comes from external factors of the
learners. There are several factors that make them want to study this language
such as family, environment, or encouragement from their friends (Dornyei,
2002). It is opposite from intrinsic motivation because the students learn not from
their willingness. It is because of the suggestion or pressure from others. Usually,
when they get the difficulties, they will blame the others to be responsible for the
result. They will also feel guilty towards their false or their failure in learning
English. In general, students learn English because they want to receive the
reward from their teacher or from their parents (Dornyei, 2002). A student will
try to learn English as best as they can because she or he wants to get the reward.
They do not learn from their own intention. If there is no a gift or present in
learning activities, they will lack of motivation. They learn just because getting
something from other.

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Furthermore, Dornyei (2002) also added that students learn English because
they want to avoid punishment. The students learn English because of feeling
afraid of their teacher or their parents. When they get bad score, they feel that
their teacher or their parents will be angry to them or give them the punishment.
So, they try to learn as good as they can to avoid it. In this case, learning under
pressure is not good for the students’ mental. To get the best achievement and
satisfaction in learning process, students should learn in effective situation and
condition. They should learn from their inner factors than outside elements. The
same argument comes from Brown (2000) who said that by having curiosity and
strong desire; the students will be motivated in learning English.
Deci (1975) viewed 3 conditions necessary for learning second or foreign
language. The first is the need of motivated students to learn target language. The
second is native speakers support to learn foreign language, and the third is
contact between native speaker of target language and learners.
Factors Influencing Motivation
Discussing motivation cannot be separated from the internal and external
factor of the learner. Giles and Coupland (1991) explained that student beliefs
have strong influence toward their successful learning English as the second
language. A belief is the basic factor that will guide the student in making the
decision or action in learning activities.

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Factors Influencing the Development of Student Motivation
According to Brophy (1987) and Stipec (1988) cited in Hashwani (2008)
there are several factors influence the development of students’ motivation can be
outlined as home environment, school-related success and failure, teachers, beliefs
about teaching and learning, school wide goals, policies and procedure, and
classroom climates
The similar opinion comes from Gardner (1982) who reflected 4 basic features
of second or foreign language learning. They are social and cultural environment,
learners’ individual differences, the setting in which learning takes place, and
linguistics outcome. In the light of this model, it can be seen that motivation
works on 3 levels. The levels cover efforts that refer to the drive of learner, desire
that refers to the want of the learners, and affect that refers to learner’s emotional
reaction.
On the contrary, Brophy (1987) also mentioned the factors that cause of poor
motivation among students in learning English. They are lack of interest in
learning, poor academic aptitude, dissatisfaction of basic needs, psychological
strain, and parental expectation.
The importance of motivation in second language learning (SLL)
Spolsky (1989) stated that the success or failure of students in learning
English depend on their motivation. It has the essential rule in learning process.
Students who have low motivation will lack of attention, misbehave, and difficult
to run the discipline. In other hand, learners who have high motivation will pay

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attention more, be good in attitude and behavior, and also discipline in learning
activity. They are also more active, comfortable and feel confident in appreciating
their skill in the classroom or outside. Therefore, having motivation is really
necessary for all the learners who want to be successful in studying English.
Review of Related Study
To support this research, the researcher provides two similar researches
relating to the students’ motivation in learning English. The first research was
conducted by Johansson (2010). The study investigated about what influenced
students’ motivation for learning English grammar. In gathering the data, the
researcher used the questionnaire that was given to 54 students of two classes at a
Swedish upper secondary school. The revealed that generally students were
positive towards grammar and thought that teacher-students relationship was
important in learning grammar. By having motivation and positive attitude in
learning English, they hope to be easier in getting a good score.
The second review conducted by Hashwani (2008) Journal of Research
and Reflection in Education. This research explains about motivational factors
and experiences have the potential to influence students’ attitude and anxiety
levels towards English language learning. The study was done to investigate the
gender perspective students’ attitudes, motivation, and anxiety toward the learning
English as a second language in the multilingual context of Karachi, Pakistan.
The researcher used the questionnaire as a tool in collecting the data. The
participants were chosen from grade 8th students in a private secondary school.

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There are 77 students that consist of 40 males and 37 females. The result of the
research showed that students had high motivation in learning English activities.
The other finding showed that most of the female students were more motivated
and have more positive attitude in learning English compared to male students.
From both of the related studies, the researcher got references about
motivation in learning English, so, this research can be supported by the
researcher that done the same study before. Besides, the researcher got the point
of view and knowledge about students’ motivation.
Conceptual Framework
Conceptual framework explains the related theories that are summarized
and wanted to reveal students’ motivation in learning English at MMMY.
There are four kinds of motivation in learning English. The first is
instrumental motivation. Instrumental motivation is owned by students for certain
goal or to get something. For example, the student has a goal to get a scholarship
abroad. The second is integrative motivation. This motivation is defined as
learning language because the learners want to identify themselves integrated into
the society of the target language.
The third is intrinsic motivation. It comes from the students’ desire
without any force from other factors. Students have strong willingness and
curiosity toward English. They learn because they want. They want to get the
experience in learning process until they understand about the meaning of
learning itself. The fourth is extrinsic motivation. Students learning English

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because getting support and influence from external elements like their parents,
their teacher, or their friends. They want to get the reward or want to avoid the
punishment in learning English. The conceptual framework is presented in the
following figure:
Figure 2.1.Student motivation in learning English

According to
Spolsky
(1989)

-Integrative

-Instrumental

Motivation

Dornyei
(2002)

-Instrinsic

-Extrinsic

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Chapter Three
Methodology
In this chapter the researcher discusses the methodology in conducting this
research. The data were gathered to find out the answer of the research question,
namely How is the students’ motivation in learning English at Madrasah
Mu’allimaat Muhammadiyah Yogyakarta? The methodology contains research
design, research setting, population and sample, data collection, instrument, data
collection procedure and data analysis.
Research Design
The researcher used quantitative design in gathering the data. It is because
the data of this research was in the form of numbers and used statistical analysis
(Sugiyono, 2011). In this research, the researcher used descriptive statistic to
describe students’ motivation in learning English at MMMY. The researcher
chose this quantitative research design because the researcher wanted to measure
the level of students’ motivation in learning English at MMMY, whether the level
was in the category of low, medium, high, or very high. The measurement was
conducted statistically to describe the level of motivation. Creswell (2012) stated
that descriptive research explores a statistical test to measure the tendency of one
or more variables of data to vary consistently. Therefore, descriptive quantitative
was appropriate to be employed in this research.

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Research Setting
The researcher conducted this study in MMMY. There were two reasons
why the researcher chose MMMY. The first, it is easy to be accessibility. This
school implements English for conversation in the first day of every first and
second week every month. Secondly, the researcher did the teaching practicum in
this school. Therefore, the researcher was familiar with the learning circumstance
and the students’ characters in MMMY. The researcher wanted to know the
student motivation in learning English at MMMY. Collecting the data was done in
September 2016.
Population and Sample
Population. Population is the entire research subject (Arikunto, 2013).
Besides, Sugiyono (2011) said that population is the generalization that consists of
object or subject that has quality and particular characteristic determined by the
researcher to be studied. In this research, the population was all of the active
students in MMMY grade XI. In this class there were 193 active students, so the
total population of this research was 193. The researcher chose the students from
grade XI because the students have got enough experince in learning English.
They have English subject for three years on yunior high school and one year in
senior high school. Therefore, the students would be able to answer the
questionnaire from the researcher based on their own opinion and their
experience.

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Sample. According to Arikunto (2013) sample is a representative of the
total population. Cohen, Manion, and Marion (2011) also said that sample is a
smaller number or subset of the total population which the information can be
representative from the total population. To get the number of population, the
researcher did the calculation based on Cohen, Manion, and Marion teory (2011,
p. 147) about the sample size, confidence level, and confidence intervals for
random sample. The population of my data is 193. It means close to 200. So, the
sample of 193 with the confidence level 95% and confidence interval 5% is 132.
In conducting this research, the researcher used convenience sampling
because it is easy to connect the respondents. The consideration was easy in time
and place. It means that the researcher could determine the nearest individual and
available during the data gathering time to get 132 respondents. The same
statement comes from Sugiyono (2011) that convenience sampling can be used
for accidental or opportunity sampling where a researcher can choose the nearest
individuals to prepare as respondent from the beginning until the end of the
research.
Data Collection Method
In this research, the researcher used quesionnaire as the instrument.
Firstly, the researcher made 25 items in the quesionnaire. Then, the quesionnaires
was distributed to several students. The result shown that there were some
quesionnaire items that were not suitable for them. After that, the researcher
consulted it to the supervisor. The supervisor sugested to delete the quesionnaire

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items that were not suitable for the respondents. After revision and distribution,
there were 12 qusionnaire items that were reliable to the respondents and only 7
items that valid. The 7 items covered the indicators of intrinsic and integrative
motivation.
The questionnaires were distributed to answer the research question. The
ratings scales were strongly agree (4), agree (3), disagree (2), strongly disagree
(1). The questionnaires used Indonesian language, so the respondents found it
easy in understanding the questionnaire, and they knew how to answer it based on
their experience. The questionnaires were distributed to 132 students of grade XI
of MMMY. The researcher stayed in the class during the completion of the
questionnaires. All of the students filled the questionnaires in the classroom. The
students were not allowed to bring questionnaire outside the classroom to avoid
the invalid data. The researcher allocated 15 minutes to the respondents to answer
the questionnaires items.
Validity of the Quesionairre
The researcher distributed 25 quesionnaire items to 132 students of grade
XI at MMMY. After all the data were gathered, the researcher analyzed the item
validity of the questionnaire by using SPSS. The data were analyzed to identify
the r value and the researcher compared the r value and r table. The r table of this
study (n=132) with the significance level 0.05 and confidence level 95% is 0,165.
The r table is provided at appendix three. The questionnaire items can be said

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valid if the r value is higher than r table (Arikunto, 2006). The criteria of item
validity are provided in table 3.1
Table 3.1
The criteria of item validity
r value > r table = Valid
r value < r table = Not valid
Source: Arikunto (2006)
After the data were processed, the researcher found that only 7
questionnaires were valid and 5 statements were not valid. The result of item
validity test can be seen in table 3.2 below:
Table 3.2
Test Item Validity
No

Question Item

r value

r table

Description

1

Q1

0,235

0,165

Valid

2

Q2

0,127

0,165

Not valid

3

Q3

0,258

0,165

Valid

4

Q4

0,124

0,165

Not valid

5

Q5

0,185

0,165

Valid

6

Q6

0,226

0,165

Valid

7

Q7

0,111

0,165

Not valid

8

Q8

0,207

0,165

Valid

9

Q9

0,136

0,165

Not valid

10

Q10

0,146

0,165

Not valid

11

Q11

0, 257

0,165

Valid

12

Q12

0, 216

0,165

Valid

22

Therefore, the researcher eliminated the items that were not valid, namely
Q2, Q4, Q7, Q9, and Q10 from the data. The researcher only used the valid items
namely Q1, Q3, Q5, Q6, Q8, Q11, and Q12 for the next analysis. As the result, the
instrument has limitation as a weakness. This instrument only could be used to
measure the intrinsic and integrative motivation as the indicators of motivation.
The extrinsic and instrumental motivations were not covered in this research
because when conducting piloting the result of item validity test on extrinsic and
instrumental motivation was not valid. Consequently the item related to extrinsic
and instrumental motivation should be deleted from the quesionnaire. Therefore,
the researcher did not measure the students’ motivation using extrinsic and
instrumental indicators of motivation.
Reliability of Instruments.
According to Field (2009) an instrument can be said reliable if the
Cronbach’s Alpha or reliability coefficient (a) is higher than 0.70 or > 0.70. The
result of the research showed the cronbach’s alpha was 0.8. This means that the
level of reliability was high. The reliability score is shown in the table below:
Table 3.1 Reliability score
Cronbach's

N of Items

Alpha
.785

12
Because the result of reliability test was 0.785 showing high reliability of

the items, the instrument was reliable to be used for the research.

23

Data Analysis
After gathering the data, the researcher used SPSS program version 20. 0
to analyze the data. The data of current study were analyzed on descriptive
statistic consisting of frequencies, mean, and median. It is intended to answer the
research question. The data analyses were explained in descriptive statistics. The
explanation of the results was supported by theories.

24

Chapter Four
Results and Discussion
In this fourth chapter, the researcher explains the result and discussion of
this research. The result revealed the research question proposed in this research.
Next, in the discussion, the researcher presents the detail information and
correlated the result to the theory provided in Chapter Two.
Results
The result of the descriptive statistics of the items (Q1, Q3, Q5, Q6, Q8,
Q11 and Q12) in this research is showed in table 4.1 below:
Table 4.1 Statistics mean score
Q1
Valid
N

Missing

Mean
Median

Q3

Q5

Q6

Q8

Q11

Q12

139

139

139

139

139

139

139

0

0

0

0

0

0

0

3,3

3,4

3,33

2,87

3,14

3,4

2,85

3

3

3

3

3

3

3
0,01

Skewness

0,35 -0,516

0,122 -0,257 -0,245

-0,38

Std. Error of
Skewness

9
0,20

0,206

0,206

0,206

0,206

0,206

0,206

6

Range

2

2

2

3

2

2

3

Minimum

2

2

2

1

2

2

1

Maximum

4

4

4

4

4

4

4

25

The mean of Q1=3.3, Q3=3.4, Q5=3.3, Q6=2.87, Q8=3.14, Q11=3.4, and
Q12=2.85. The total of means of Q1, Q3, Q5, Q6, Q8, Q11, and Q12 was 22.69.
The category of motivation was divided into four intervals namely very high,
high, medium and low based on Mardapi (2015). In the quesionnaire, the scales
were strongly agree scoring 4, agree scoring 3, disagree scoring 2, and strongly
disagree scoring 1. Because there were 7 items in the quesionnaire, the maximum
score was 28 and the minimum score was 7. Therefore, the four interval of
motivation starts from score 7 to 28, meaning the distance for each interval is 5,5.
The detail of the interval and category can be seen in table below:
Table 4.2 Category of four interval
Interval

Category

22.75 – 28

Very high

17.50 – 22.74

High

12.50 – 17.4

Medium

7 – 12.49

Low

Because the total of students’ motivation was 22.69, the students’
motivation was in the category high. The results presented in table 4.1 showed
that there were three highest motivation scores. They were Q11 showing the
students learn English because of their own willingness (mean: 3.4) followed by

26

Q5 showing the students will learn English seriously (mean: 3.33), and Q3
showing the students want to know about anything in learning English (mean 3.4).
The details of the result of each item in data analysis can be seen in the
following table:
Table 4.3
Item 1(Q1)
Learning English is interesting
Validity

Rating

Status

Scale

Frequency

Percent

Valid

Cumulative

Percent

Percent

2

3

2,2

2,2

2,2

3

91

65,5

65,5

67,6

4

45

32,4

32,4

100

Total

139

100

100

Valid

The statistical result for Q1 showed that 3 respondents or 2.2% answered
disagree. Then, 91 respondents or 65.5% answered agree and 45 respondents or
32.4% answered strongly agree. It means that 97.9% respondents at MMMY think
that learning English is interesting.

27

Table 4.4
Item 3(Q 3)
I want to know about anything in learning English
Validity

Rating

Status

Scale

Valid

Frequency

Percent

Valid

Cumulative

Percent

Percent

2

10

7,2

7,2

7,2

3

64

46,0

46,0

53,2

4

65

46,8

46,8

100,0

Total

139

100,0

100,0

For item Q 3 showed that 10 respondents or 7.2% answered disagree. Then
64 respondents or 46.0% answered agree and 65 respondents or 46.8% answered
strongly agree. This showed that 82.8% respondents at MMMY want to know
about anything in learning English.
Table 4.5
Item 5 (Q 5)
I will learn English seriously
Validity

Rating

Status

Scale

Valid

Frequency

Percent

Valid

Cumulative

Percent

Percent

2

4

2,9

2,9

2,9

3

85

61,2

61,2

64,0

4

50

36,0

36,0

100,0

Total

139

100,0

100,0

28

The result of computation of item Q5 showed that 4 respondents or 2.9%
answered disagree, 85 respondents or 61.2% answered agree and 50 respondents
or 36% answered strongly agree. It means that 97.2% respondents at MMMY will
learn English seriously.
Table 4.6
Item 6 (Q6)
I like to speak English to foreigners.
Validity

Rating

Status

Scale

Valid

Frequency

Percent

Valid

Cumulative

Percent

Percent

1

3

2,2

2,2

2,2

2

27

19,4

19,4

21,6

3

80

57,6

57,6

79,1

4

29

20,9

20,9

100,0

Total

139

100,0

100,0

The item Q 6 showed various answers. 3 respondents or 2.2% answered
strongly disagree; 27 respondents or 19.4% answered disagree. In addition 80
respondents or 57.6% answered agree, and 29 respondents or 20.9% answered
strongly agree. It means that 77.0% respondents at MMMY like to speak English
to foreigners.

29

Table 4.7
Item 8 (Q8)
I want to study in USA or UK ( countries that use English)
Validity

Rating

Status

Scale

Frequency

Percent

Valid

Cumulative

Percent

Percent

2

34

24,5

24,5

24,5

3

52

37,4

37,4

61,9

4

53

38,1

38,1

100,0

Total

139

100,0

100,0

Valid

The result of computation of item Q8 showed that 34 respondents or
24.5% answered disagree and 52 respondents or 37.4% answered agrees. In
addition 53 respondents or 38.1% answered strongly agree. This means that
75.5% respondents at MMMY want to study in USA or UK (countries that use
English).
Table 4.8
Item 11 (Q11)
I learn English because of my own willingness
Validity

Rating

Status

Scale

Valid

Frequency

Percent

Valid

Cumulative

Percent

Percent

2

7

5,0

5,0

5,0

3

69

49,6

49,6

54,7

4

63

45,3

45,3

100,0

Total

139

100,0

100,0

30

From the data analysis of item 11 there were 7 respondents or 5% who
answered disagree, 69 respondents or 49.6% who answered agree, and 63
respondents or 45.3% who answered strongly agree. It means that 94.9%
respondents at MMMY learn English because of their own willingness.
Table 4.9
Item 12 (Q12)
I was interested to learn English since in Junior High School
Validity

Rating

Status

Scale

Valid

Frequency

Percent

Valid

Cumulative

Percent

Percent

1

3

2,2

2,2

2,2

2

47

33,8

33,8

36,0

3

57

41,0

41,0

77,0

4

32

23,0

23,0

100,0

Total

139

100,0

100,0

The Q 12 showed that 3 respondents or 2.2% answered strongly disagree,
47 respondents or 33.8% answered disagree. Then 57 student respondents
answered agree, and 32 respondents or 23% answered strongly disagree. It means
that 64.0% respondents at MMMY have been interested in learning English since
they were in Junior High School.
Discussion
From the data analysis, it was shown that the motivation of the students of
MMMY in learning English was high proven by the total score of means which
22.69 categorized as high. The three highest motivation scores were from the
items showing they will learn English seriously, they learn English because of

31

their own willingness, and they want to know anything about English. These
things include in intrinsic motivation.
This means that the students of MMMY has the strong key to understand
English as the second or foreign language as stated by Brown (1994). The high
motivation of the students’ that showed intrinsic motivation will make the
students able to overcome the difficulties in learning English (Dornyei, 2002).
There are some obstacles in learning English as the second language, but if the
students have high motivation to solve the problem, it will be easier for them to
master English. Brown (2000) also stated that students who have high intrinsic
motivation have strong desire to learn about English. They will look for the
suitable way in learning English based on their characteristic (Brown, 2000).
They usually have planning and practice it well in learning activities. The same
statement come from (Dornyei, 2002) if the students by high intrinsic motivation
will be motivated in realize their target language because they have strong
willingness, have clear planning and implement it in their learning activities.

32

Chapter five
Conclusion and Recommendation
In this last chapter, the researcher conveys the conclusion and
recommendation. The conclusion is a brief explanation of this research. Next,
there are some recommendation for teacher, students, and another researcher.
Conclusion
The research question of this research is “How is students’ motivation in
learning English at Madrasah Mu’allimaat Muhammadiyah Yogyakarta?” To find
out the answer of the research question, the researcher distributed the
questionnaire and analyzed it by using descriptive statistic in SPSS program. The
result showed that most of the students’ grade XI at MMMY has high motivation.
The three highest motivations came from the statements that they really want to
know anything about English, they will learn English seriously, and they will
learn English because of their own willingness. These three highest scores were
included in intrinsic motivation.
Recomendation
From the result of this research, the researcher gives several
recommendations. The first is to the students. Because the result showed that the
students had high motivation in learning English, it is recommended that they
maintain their motivation. The second recommendation is to the teachers. The
researcher recommends that the teachers support and maintain the students’

33

motivation in learning English through their teaching activities eventhough the
students already have high motivation. Thirdly, the researcher recommends the
other researcher that they conduct wider focuses. Because this research has
limitation in measuring students’ motivation by only using intrinsic motivation,
the next researchers are recommended to include integrative, instrumental and
extrinsic motivation to measure students’ motivation.

34

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35

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