THE CORRELATION BETWEEN STUDENTS’ MOTIVATION AND THEIR ENGLISH SPEAKING ABILITY AT THE SECOND YEAR OF SMPN 19 BANDAR LAMPUNG IN THE ACADEMIC YEAR 2012-2013
APPROVAL FOR FINAL EXAMINATION
Research title
: The Correlation between Students’ Motivation and Their
English Speaking Ability at The Second Year of SMPN 19
Bandar Lampung in the Academic Year 2012-2013.
Student’s name
: Mesi Astriani
SRN
: 0743042022
Department
: Language and Arts
Study program
: English
Faculty
: Teachers Training and Education
Approved by:
Supervisor,
Co-supervisor,
H. M. Ujang Suparman, M.A., Ph.D.
NIP 19570608 198603 1 001
Budi Kadaryanto, S.Pd., M.A.
NIP 19810326 200501 1 002
The Chairperson of
Language and Art Education Department
Dr. Muhammad Fuad, M.Hum
NIP 19590722 198603 1 003
DEDICATION
This script would humbly be dedicated to:
1. My beloved parents, The Late of Mr. Zainal Abidin and The Late
Female of Mrs. Asnani.
2. My beloved brothers and sisters (Bang Di, Bang Wan, Bang Kus,
Yuk Ria, Yuk Evi, and the last, Yuk Meri).
3. My beloved nephews and nieces ( Putri, Agung, Vivi, Ferdy, Icha,
Fariz, Sultan, Eko, Dinta, Bilal, and Altra).
4. My unique bestfriends ( Desy Putriyani, Dwi Paramita S.,
Marhamah, Nur Sartika P., Yuyun Fadilah, Silvia Agustin) and to
all my classmate of English ’07.
5. My big family.
6. My almamater, Lampung University.
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I.
INTRODUCTION
In this chapter, the researcher presents eight topics which consist of background of the
problem, identification of the problems, limitation of the problems, formulation of the
problems, objective of the research, uses of the research, scope of the research and definition
of terms.
1.1 Background of the Problem
Speaking is oral communication skill that is learned by students from Elementary School to
Senior High School. Speaking is a process of communication between at least two people and
speaking is one of ways to express someone’s idea. Therefore, the English curriculum for
SMP requires that the goal of teaching speaking should improve students’ communicative
skill because only in that way can the students express their idea and learn how to follow the
social and cultural roles appropriately in commuicative circumstances.
Speaking is an important aspect in language learning. By speaking, people can convey
information and ideas, and maintain social relationship by communicating with others. In
addition a large percentage of the world’s language learners study Engish in order to be able
communicate fluently.
In Indonesia, many language learners regard speaking ability as the measure of language
mastery because the main purpose of language learning is to develop the proficiency in
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speaking and communication effectively. Many learners regard speaking as the most
important skill.
According to Apridawati’s research (2011), it was found that for most learners, speaking is
the most difficult part when they learn a foreign language. Almost all of students were
unwilling to express their feelings or opinions using their English language. They lack of
motivation in their speaking class. So there were still limited interaction among the students
and the speaking class was less alive. Therefore, they need a teacher who can motivate them
to increase their eagerness in learning English.
There are many reasons to investigate the correlation between students’ motivation and their
English speaking ability. First, at the first time the students were glad when they would like
to study English as their school subject. However, when they were learning English in the
classroom, almost all of them were getting bored. They did not feel interested any more to
study this subject. Second, they lacked awareness the importance of learning English. Third,
the technique used in teaching learning process was not interesting. Considering the
statements, the researcher realizes that motivation is a key problem for the students to be
success in learning. Having low motivation influences their achievement in speaking skill.
When they found difficulties they tend to be lazy in learning the language; consequently they
were not able to participate successfully in oral interaction. On the other hand, it was also
found that the students’ speaking skill is also low. This can be seen from the facts (1) when
the teacher asked the students to speak in English, they did not give respond and (2) there was
a limited number of interaction in speaking class.
Motivation is very important in second language learning. The primary motivation for
learning a language is being able to communicate in the target. Motivation in second
3
language learning may influence the level of proficiency a learner can attain. The more
motivated the students are, the more successful in learning language they will be.
Based on the description above, the writer was interested in investigating the correlation
between students’ motivation and their English speaking ability of the second year students
of SMPN 19 Bandar Lampung in the academic year 2012-2013.
1.2 Identification of the Problems
Based on the background above, the following problems can be identified:
a.
For most people, speaking is the most difficult part when they learn foreign
language.
b.
Students’ speaking ability is poor.
c.
The learners’ motivation to learn speaking is low
d.
Students get bored after long time in learning English.
e.
The frequency in learning speaking is not enough.
f.
In learning process students get some difficulties to interact.
g.
The methods that are used by the teacher in teaching speaking are not appropriate.
h.
The awareness of second language uses is low.
i.
The facilities of learning speaking are not supporting.
j.
Lack of awareness how important English is.
1.3 Limitation of the Problems
In line with the identification of the problems above, the writer limits her research as follows:
1.
Investigating students’ motivation.
2.
Investigating students’ English speaking ability.
4
3.
Investigating the correlation between students’ motivation and their English
speaking ability.
1.4 Formulation of the Problems
Based on the limitation of the problems above, the writer formulated the research problems as
follows:
-
Is there any correlation between students’ motivation and their English speaking
ability?.
1.5 Objective of the Research
Given the formulation of the problems above, the objective of the research was to investigate
whether there is correlation between students’ motivation and their English speaking ability
at the second year students of SMPN 19 Bandar Lampung in the academic year 2012 - 2013.
1.6 Uses of the Research
The uses of the research might be beneficial theoretically and practically:
a.
Theoretically
-
To support the existing theory, especially on the theory of motivation as discussed in
Chapter 2.
-
To answer the writer’s curiosity on the correlation students’ motivation and their
English speaking ability.
b. Practically
The findings of the research are expected to be practically beneficial as follows:
5
-
As information for English teachers to make a classroom a positive learning
environment, and must help students to build a positive motivation.
-
As a contribution for the school to improve and increase English teaching learning
process especially in speaking class.
-
As information for the researchers who are interested in investigating the correlation
between students’ motivation and their English speaking ability.
1.7 Scope of the Research
In this research, the writer focused on finding out the results of students’speaking ability
which may be affected by their motivation. It analyzed the correlation between students’
motivation and their speaking in learning English. For gaining the data, the writer gave the
tests. For measuring students’ motivation, the writer used questionnaire. For test of English
speaking ability, the writer chose the topic about invitation. The writer measured the
motivation by administering Likert measurement technique (Likert Scale) range 1 to 4. This
technique placed psychological aspect that used into all instruments such as motivation.
1.8 Definition of Terms
There are some terms that are used throughout this research and to make it clear, some
definitions of terms are mentioned as follow:
Speaking
In this study means an activity of interacting and communicating among people in social life.
Lado (1960) defines speaking is the ability to express oneself in life situations, or the ability
to report acts or situation in precise words, or the ability to converse, or to express a sequence
of ideas fluently.
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English speaking ability
In this research refers to as an ability or skill which the learners have in communicating,
conveying the meaning, and using a meaningful conversation in English that cover
pronunciation, idea, grammar, fluency, comprehension, and vocabulary.
Motivation
In this study means a psychological condition which derives someone to do something to
reach the goal of learning English. While Oxford and Shearin (1994:12) defines motivation is
an inner power reinforcing someone to do something.
Correlation
In the present study means statistical description for determining relationship between two
variables. In this research, the first variable is motivation (independent variable) and the
second variable is students’ English speaking ability (dependent variable).
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I.
FRAME OF THEORIES
This chapter discusses review of previous research and review of related literature
to support the research. This chapter deals with the concept of motivation, the
roles of motivation, the concept of speaking, theoretical assumption, and
hypothesis.
2.1 Review of Previous Research
There are some studies that have been carried out to investigate students’
motivation in English learning process. First, in one of objectives of her research,
Apridawati (2011) analyzes how far motivation contributed to the students
English 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 was administered on approximately 60 students from
two classes which is selected randomly. The findings revealed that Community
Language Learning can be used to improve students’ motivation in speaking
ability. Second, Hulda (2011) investigates whether there was significant influence
between students’ motivation and their reading comprehension achievement in
SMAN 1 Lampung Selatan. The research sample was the second year students
becauseit was assumed that they had had an experince of learning English in their
8
school at least one year. In collecting the data of motivation, she administered 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 behavior and give it
direction”. And it also proved that what Hamacheck (1994:276) has said about the
roles of motivation is true.
Third, by Ali (2010) attempts to find out whether teaching speaking using visual
media can improve students’ motivation significantly in their speaking class. The
research sample was one class of three classes of the second grade that chosen by
lottery. To collect the data, he administered a set of the motivation questionnaire
which the scores were based on the Likert scale. The results indicated that
students’ score of motivation in their speaking class improved after they were
taught through visual media.
To sum up, based on the previous studies, it can be stated that all the above
mentioned studies reconfirmed the importance of identifying learners’ motivation
in the English learning process. The studies had been carried out to investigate
foreign language learners’ motivation and these studies helped the researchers to
understand the how to identify learners’ motivation. Not only that, these studies
focused 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 was still, at least, one issue which has not been investigated, that
was the correlation between students’ motivation and their English speaking
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ability. Therefore, this research was carried out to investigate the correlation
between the students’ motivation and their English speaking ability and to find out
which type of motivation influenced more on the improvement of students’
English speaking ability at the second year of SMPN 19 Bandar Lampung in the
academic year 2012 – 2013.
2.2 The Concept of Motivation
Motivation is an inner power reinforcing someone to do something, all inner
power that determines successul learning activity (Oxford and Shearin, 1994:12).
We can figure out that success in task is simply due to fact that someone is
motivated. If the students are strongly motivated, the process of learning will be
more active and effect their achievement.
Based on Maslow in Setiawan (2012), the word motivation is taken from the Latin
word “movere”, which means “to move”. Motivation is defined as an internal
drive that activates behavior and gives it direction. According to Mc. Donald in
Setiawan (2012), motivation is the internal factors that energize and direct human
behavior. This statement contains three basic elements of motivation; motivation
which stimulates the inner drive, signaled it with feeling, and stimulated because
of the goal. The researcher beliaves that motivation is physicological condition
which derives someone to do something so that he/she can reach the goal.
One of the factors that can influence the students’ ability in learning language is
motivation that is why the teachers have to know how to give motivation to the
students. Students should be aware that motivation is important in learning
10
English. Besides that, teachers need new teaching methodology to make the
learning process more interesting.
As Gardner and Lambert (1972) identified motivation as primarily with the
students’ orientation toward of learning a second language. Based on this idea,
motivation plays an important role toward the students’ succession in learning
second or foreign language. 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 speak in that langugae with their friends without being afraid
in making mistke. More practice they have better their English will be.
According to Samsudin in Sadewo (2009:32) learning motivation consist 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 will
be achieved with the activity that will be done (7) qualification level, that is
achievement which is achieved from the activity, and (8) attitude, that is the target
of learning activity.
Since the learning process needs motivation, the students also need the motivation
in learning language especially in learning English. Oxford and Shearin (1994)
state that motivation is extremely important for second language learning and it is
crucial to understand what our student’s motivation are. Understanding their
motivation is important in order to know why they learn a foreign language.
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Motivation is also used to facilitate students to reach their objectives in learning
English; it is to reach good achievement in speaking.
From all statements above, the researcher assumed that motivation means positive
impulse toward the language learning in order to attain the goal of foreign
language learning. Thus, it seems that motivation plays important part in order to
make the students master their English and get the best achievement.
2.3 Types of Motivation
Based on the definitions above, it can be concluded that motivation is a support
which comes from inside consciously or unconsciously to do something based on
their own specific goal. Next, the writer also believes that motivation is also the
efforts which stimuli people to act so that they can reach their goal.
According to Sardiman (2005), motivation is divided into two types; they are
intrinsic and extrinsic motivation.
Intrinsic Motivation
Intrinsic motivation is a motivation as incentive, which originates within
the behavior itself rather than externlly as in playing musical instrument
for enjoyment (Setiyadi, 1999). It means that intrinsic motivation comes
from the individual itself without any pressure from the outside. In
another word, if the reasons of studying English are for enjoyment and
knowledge, it belongs to intrinsic motivation. According to Bainbridge,
intrinsic motivation refers to motivation that comes from inside an
12
individual rather than from any external or outside rewards, such as
money or grades. The motivation comes from the pleasure one gets from
the task itself or from the sense of satisfaction in completing or even
working on a task. an intrinsically motivated person will work on a math
equation, for example, because it is enjoyable. Or an intrinsically
motivated person will work on a solution to a problem because the
challenge of finding a solution is provides a sense of pleasure. In neither
case does the person work on the task because there is some reward
involved, such as prize, a payment, or in the case of students, a grade.
Extrinsic Motivation
This motivation derives from the outside effect of individual, whether it
is from enviroment, society, pressure, persuasion so that the learners
tends to be active in their learning process. 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 several decades, research on motivation in the field of second or foreign
langugae acquisition research has been strongly influenced by the work of
Gardner and his associates. In this succession of research stuidies, a distinction
has been made between integrative and instrumental orientation. According to
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Gardner and Lambert (1972), motivation in learning English is divided into two
parts. The first is integrative motivation that 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
language group. The second is instrumental motivation, which refers to more
functional reasons for learning a language, for example to pass a required
examination or to get a better job.
2.5 Types of Motivation in Speaking English
Since motivation is as an internal drive that comes from intrinsic and extrinsic
aspects, it is of course one of the parts whch will encourage the students to learn
the language appropriately. The main goal in learning the language is the students
are able to speak in its language, therefore, motivation is something important that
students should have in order for them become attractively in acquiring it.
consciouly or unconsciouly, they were eagered to matser it even it is difficult for
them.
In addition, according to Krashen’s Affective hypothesis (1981), in acquiring
second language, learner is affected by some variables including motivation, self
confidence, and anxiety. Krashen states that with high motivaton, self confidence,
a good self esteem, and a low level of anxiety, learner will be better for succes in
second language acquisition. Therefore, the learners who are highly motivated
will have their own strategies to reach their objectives in learning English.
Meanwhile, the students can acquire the langugae and can speak in English.
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Motivation in learning English is divided into two parts, based on Gardner and
Lambert (1972). The first is integrative motivation that 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 language group. The second is instrumental motivation, which refers to
more functional reasons for learning a language, for example to pass a required
examination or to get a better job.
2.6 The Roles of Motivation
Motivation is an essential condition of learning. When the students have a target
to be achieved, they will be motivated to find the way to achieve it. For example,
the students locks himself in his bedroom, spend hours to study to face his
examination. Motivation is correlated with aims or objectives. The aim of the
students who study hard is for passing his exam. It can be said that motivation
influences somebody to act. According to Sardiman (1994:85) there are three
roles of motivation, they are:
1) Pushing human to do something. Motivation is as activator or motor
which escape energy. In this case, motivation is activator motor from
every activity that will be done.
2) Determining the destination of behavior that is 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 what is suitable actions that
have to do to achive the goal, by eliminating the action which are useless
15
for that goal. A student who will face the exam and hope to pass the
exam, must be studying and will not spend his time to play card or read
comics because those are not suitable with his goals.
Another function of motivation is a 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’ achievement.
The way teacher motivate their students can be giving praise, advice, reward,
giving English story books and helping students in doing task. It can make
students love learning. The willingness that comes from inside is like an energy
which can push and drive the activity to study hard.
Motivation is considered by many to be one of determining factors in developing
a second language or foreign language. Motivation determines the extent of active
and personal involvement. On the contrary, Gardner explains that motivation
differs from orientation but not be highly motivated to achieve that goal.
Motivation, in this case is a positive power, which stems from desire to attain the
goal reflected in the orientation, for instance, learning English seriously in order
to get a better job in the future. In relation with the previous statement, students
need motivation in order to attain the goal of learning learning and the motivation
come from themselves or from their environment.
Motivation in learning English is also divided into intrinsic and extrinsic
motivation. Intrinsic motivation is a motivation as incentive, which originates
within the behavior itself rather that externally as in playing musical instrument
16
for enjoyment (Setiyadi, 1999). If reasons of studying English are for his
enjoyment himself and his knowledge himself, it is called intrinsic motivation.
Intrinsic motivation does not mean, however, that a person will not seek rewards.
It just means that such external rewards are not enough to keep a person
motivated. An intrinsically motivated student, for example, may want to get a
good grade on an assignment, but if the assignment does not interest that student,
the possibility of a good grade is not enough to maintain that students’ motivation
to put any effort into the project.
Bainbridge (2005) also states extrinsic motivation refers to motivation that comes
from outside an individual. The motivating factors are external, or outside,
rewards such as money or grades. These rewards provide satisfaction and pleasure
that the task itself may not provide.
An extrinsically motivated person will work on a task even when they have little
interest in it because of the anticipated satisfaction they will get from some
reward. The rewards can be something as minor as smiley face to something
major like fame or fortune. For example, an extrinsically motivated person who
dislike math may work hard on a math equation because wants the reward for
completing it. in the case of a student, the reward would be a good grade on an
assignment or in the class.
Extrinsic motivation does not mean that a person will not get any pleasure from
working on or completing a task. it just means that the pleasure they anticipate
from some external reward will continue to be a motivation even when the task tto
17
be done holds little or no interest. An extrinsically motivated student, for example,
may dislike an assignment, may find it boring, or may have no interest in the
subject, but the possibility of a good grade will be enough to keep the student
motivated in order for him or her to put forth the effort to do well on a task.
The researcher assumes that all kinds of learning process need the motivation
especially in learning English as foreign language. The students can reach their
goal if they have intrinsic or extrinsic motivation. In this research, the researcher
will focus on the students’ intrinsic motivation because it would be come from
their inner mind and feeling to speak enjoyable. Besides that, it focuses also on
students’ extrinsic motivation to support intrinsic motivation itself. Therefore,
they can speak without any pressure from teacher or other students. In ideal
classroom, students pay attention, ask questions and want to learn. They do their
assignments without complaining and study without being coaxed or cajoled. But,
teachers do not do teach is an ideal world. They often have students who are not
motivated; more accurately, students do not seem motivated to work on the task
their teachers have set out from them, including in speaking class. A teacher
contributes a great deal to the students’ desire to learn and to make responsibility
and control for their own learning. With a positive, proactive to motivation, a
teacher can influence the way students view themselves and learning.
From all statements above, the researcher agrees that motivation means positive
impulse towards the language learning in order to attain the goal of foreign
language learning. Students’ motivation is critical for learning. Learning and
motivation are so strongly interrelated that a person cannot fully understand
18
learning without considering the impact of motivation on it. So that is why, in this
research, the researcher focused on the correlation between students’ motivation
and their English speaking ability.
2.7 The Concept of Speaking
In facts, speaking is one of the most important things in life, thus any expression
of thought that comes from mind can be conveyed by speaking. For instance in
daily lives most of people speak more than write. On the other hands, speaking a
foreign language usually seems much harder than learning to write and read it.
Often the most important problem people have with foreign languages is that they
cannot speak. Probably it happens because they shame to speak in the public.
Speaking is a productive skill which the speaker produces and uses the language
by expressing a sequence of ideas and at the same time he/she tries to get the ideas
or the message across. In this case, there is a process of giving message or
encoding process. At the same time, there is a process of understanding the
message of the speaker.
Speaking skill is very important in daily activities. It is because we can give
responds to the people and situation and can express our ideas, thoughts, and
feeling through spoken language. Lado (1977:240) states that speaking is
described as an ability to converse or two express a sequence of ideas fluently. It
means that in speaking someone can transfer his/her ideas or thought to other
people. That is why, speaking can be an important aspect from four language
skills that should be a priority in language learning.
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People try to communicate with each other and use their language to make other
people understand. Byrne (1984:8) says that speaking or oral communication is a
two-way process between speaker and listener and involves productive and
receptive skill or understanding. It means that we try to send our message to the
second people. In this case, the communication needs at least two people, a
speaker who produces a message and a listener who receives the message.
In speaking process, one tries to communicate with and send out his/her message
to the others. In this case, the communication needs at least two people, a speaker
who produces a message and a listener who receives the message. Therefore, in
speaking process, especially in dialogue, needs at least two people because we
cannot do it individually. One becomes a speaker who produces information and
the other become listener who receive information. Referring to this, transactional
dialogue is suitable to measur students’ achievements since transactional dialogue
refers to situation where the focus is on whatt is said or done. The message nd
making oneself understood clearly and accurately is the central focus, rather than
the participants and how they interact socially with each other.
Brown (2001:251) also classifies the types of spoken language. Those types are as
follows:
a.
Monologue
In monologue, when a speaker uses spoken language like in speech, lecture,
etc the listener must process long stretches of speech without interrupting the
stream of the speech will go on whether or not the listener comprehend.
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b.
Dialogue
Dialogue involves two or more speakers and can be subdivided into
interpersonal and transactional language is a dialogue involves two or more
speakers to convey propositional or factual information. There are three
aspects that would be measured for the speaking test. The researcher will
exam the aspects of pronunciation, fluency, and comprehensibility. From the
statement above we can see that pronunciation is a way in which someone
utters the words or the language to another based on the available rules.
Hedge (2003) defines fluency as the ability to link units of speech together with
facility and without strain or inappropriate slowness, or undue hesitation. Fluency
is the smoothness or flow with which sounds, syllables, words, phrases, are joined
together when speaking. Meanwhile, comprehensibility focuses on the student’s
understanding of the conversation. Comprehensibility measures how much
interpretation is required to understand students’ responses. These aspects of
speaking are important for the learners to master English communication.
From the definition above, the writer concluded that speaking is two ways process
between speaker and listener and the process includes encoding that is, the
process of giving idea or making the listener understand, and decoding that is a
process of getting idea of the speaker. In addition, to make students get
accustomed to speaking, teachers need to give them a lot of opportunities to
practice speaking during the class.
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2.8 Theoretical Assumption
Based on the theories above, the writer formulated the theoretical assumption as
follow: “If the learners have high motivation they can speak confidently. Because
by having high motivation, the students have strength and effort to learn and
develop their competence in speaking and be active in English speaking class”.
Thus, the writer was interested in investigating the correlation between students’
motivation and their English speaking ability of the second year students of
SMPN 19 Bandar Lampung in the academic year 2012 - 2013.
2.9 Hypothesis
Referring to related literature presented earlier, the writer stated the hypothesis as
follows:
1.
There is a significant correlation between students’ motivation and their
English speaking ability
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III.
RESEARCH METHODS
The researcher elaborates this chapter into seven topics and sub topics. They are
research design, population and sample, research instruments, administrating try
out, research procedures, data analysis, and hypothesis testing. They are explained
in specific way how the researcher collected the data, calculated the data, prepared
the data, and how reliable and valid the data were so that the reader can
comprehend easily.
1.1 Research Design
This is a quantitative study. Hatch and Farhady (1982: 26) state that quantitative is
a kind of research in which the data used to tend to use statistic as measurement in
deciding the conclusion.
Related to this, the writer used ex post facto design because she investigated
whether there is a correlation between students’ motivation and their English
speaking ability. There was no treatment in this research.
Hatch and Farhady (1982: 26) state ex post facto design is often used when the
researcher does not have control over the selection and manipulation of the
independent variable. This is why the researcher looks at the type and /or degree
23
of relationship between two variables rather than at a cause-and–effect
relationship.
The aim of this research is to find out the correlation between two variables
(students’ motivation and their English speaking ability).
This design used because it is most suitable to investigate whether there is a
significant correlation between students’ motivation and their English speaking
ability.
The writer administered test of motivation and test of English speaking ability.
The test of motivation conducted to measure students’ motivation and the test of
English speaking ability to measure student’s ability in speaking skill.
Ex post facto design is a s follows:
T1
T2
(Hatch and Farhady, 1982:27)
In which
T1
= The test of motivation
T2
= The test of English speaking ability
The score for each student on one test can then be correlated with the score of the
others, allowing readers to see whether those students who score high on one test
also score high on the others.
The data of this study were students’ motivation and English speaking ability
scores. Motivation is one of the language drives symbolized as „X’ variable that
measured by using Likert scale and the result is students’ motivation data. English
speaking ability is one of the language skills and the result is students’ English
speaking ability scores symbolized as „Y’.
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1.2 Population and Sample
The population of this research was the second year students of SMPN 19 Bandar
Lampung in academic year 2012-2013. There are eight classes for the second
year. They were VIIIA, VIIIB, VIIIC, VIIID, VIIIE, VIIIF, VIIIG and VIIIH. The
writer chose one of them through random sampling technique, where every class
in population has the same chance to be chosen as sample. First, the writer 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
writer got one class VIIIF with total number 36 students as the sample. Then the
writer chose one class more to be a try out class for trying out the questionnaire
before it is conducted in research class. That class was VIIIG. The writer chose
this school because there was no research yet conducted here previously and the
topic for testing students’ English speaking ability is appropriate for students
Junior High School.
1.3 Research Instruments
In collecting the data, the researcher used questionnaire and transactional English
speaking test to score their ability in speaking English as the instrument.
1.3.1 Test of Motivation
In this research, one kind of questionnaire that had been used was a set of
questionnaire consisted of 25 items. It was used to measure students’ motivation
in learning English. For the questionnaire, the writer applied Likert Scale where
each item has mainly four alternative answers those are A, B, C, and D. By this
25
the students were supposed to give their answers as factual and real information
about themselves or the information that was close to the fact as provided in the 4
alternative answers.
Each of the alternatives is scored as the following:
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 following:
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 writer took the indicators from
Samsudin in Sadewo (2009:32) learning motivation consist 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
26
achievement which is achieved from the activity, and (8) attitude, that is the target
of learning activity.
3.3.1.1 Table Specification of Motivation.
No
1.
2.
3.
4.
5.
6.
7.
8.
Category
The duration of stuedents in learning English;
how long is the ability of students to use time
in doing activity of learning
The frequency of students’ activity in learning
English; how often does the activity take place
The persistence of students in learning English;
how functional in doing activity; how strong
his/her tenacity is.
The perseverance of students’ in learning
English; how to solve the difficulties and face
the problems in learning English
The devotion of students to get the objective of
learning English. For instance: thought, time,
money, effort.
The aspiration of the students, for instance;
purpose target etc
The qualification level of students’
achievement in learning English
The students’ attitude to the purposes of
learning English.
Item
Numbers
Total
Item
3, 7, 20
3
2, 4, 13
3
1, 5, 19
3
6, 9, 12
3
10, 11, 14, 16
4
17, 18, 21
3
8, 15, 24
3
22, 23, 25
3
Note:
Items number 2, 6, 9, 10, 15, 20, 25 are inverse answers which answer D is scored
4 while A is scored 1.
1.3.2 Test of Speaking
The researcher used role play as a technique to investigate students’ English
speaking ability. Role is defined as the person whom an actor represents in a film
27
or play, while role play is a method of acting out particular ways of behaving or
pretending to be other people who deal with new situation. In this case, Ladousse
(1998) illustrates that when students assume, “Role” they play a part either their
own or somebody else in speific situation. “Play” means that is taken on in a safe
environment in which students are as an inventive and playful as possible. It
involves two or more students like in real situation while the first person initiates
conversation and the second person responds to the first person.
Stocker in Ripratiwi (2012: 15) states that role play is interestng, memorable,
engaging, and makes students retain the material they have learned. In their
assumed role, students drop their shyness and other personality and cultural
inhabitions, making them one of the best tools available for teaching a second
language. For students who are shy, they usually need friend beside her or him in
order to reduce their shyness because they will feel safe if there is a friend beside
her or him. Communication can be natural in playing the role.
Role play technique certainly has both advantages and disadvantages. Its
advantages are, it can builds-up the creativity of the students in their learning
process, the students do not only sit as passive learners, they can involve in it.
And the students get communicative competence since the students do not only
have to master knowledge of form and meaning but also the students must be able
to apply their knowledge in negotiation through the interaction between the
speaker and listener so that meaning becomes clear. The disadvantage of this
technique is the teacher or the researcher cannot monitor every student since the
classroom is noisy.
28
Referring to the guideline of competence-based curriculum which states that the
aim of learning English is to enable the students to express their thoughts, ideas,
both in written and spoken. For oral skill the teacher can use role play technique
by giving dialogues to be played so that the students get more an interest in
learning English.
Example:
The topic of test students’ English speaking ability was about the
expressions of an invitation. They developed their own conversation based
on the situation given. The result of this test was considered as the data of
students’ English speaking ability.
Invitation is a written or spoken request asking someone to spend time with you
socially or to come to a social event. The kinds of invitation are: wedding
invitation, farewell invitation, dinner invitation, birthday party invitation, meeting
invitation, holiday invitation, training invitation, competition invitation, and so on.
In gaining students’ speaking data, first the writer asked the students to choose
their partner then she gave the example of invitation’s expression and the example
of its dialogue. Then the writer asked the students to make the dialogue based on
the topic that had been prepared by the writer. The students chose one of the
topics that they considered most interesting. After they finished, they are asked to
role the dialogue that they have made. For example:
Jan
Brown
Jan
Brown
: Mr. Brown, my husband and I were just wondering if you
would like to come over for dinner this evening.
: Oh, thank you! I’d be delighted to.
: Great! Could you come over at around 6?
: Sure. Do I need to bring anything?
29
Jan
Brown
: No, but thanks for asking.
: Ok. See you this evening then.
The students were asked to speak clearly since their voice was recorded during the
test.
As speaking is highly subjective measurement, the great weakness of oral rating is
their tendency to have rather low reliability, and to make sure consistency of
rating of that subjective measurement, the inter rater reliability is used as it related
to this study. In scoring the test, the writer will get the scores to be gained by the
researcher and two raters. The inter rater is another person who gives score
besides the researcher herself.
The following table is the oral ability scale that was adapted from Heaton (1991).
It has been modified by the writer which is used as the scoring standard for the
students’ speaking ability.
Range
90-100
Pronunciation
The students’
pronunciation is very
slightly influenced by
mother-tongue.
Fluency
The student speaks
fluently without a
great effort.
80-89
Most of students’
utterances are correct.
70-79
Pronunciation is still
moderately
influenced by the
mother tongue but no
serious phonological
errors.
The student has to
make an effort at
times to search for
words.
Although she/he
has made an effort
and search for
words, there are
not too many
unnatural pauses.
60-69
Pronunciation is
influenced by the
mother tongue but
The student has to
make an effort for
much of the time.
Comprehensibility
The student in
conveying the
meaning is easy for
another student to
understand.
The speaker’s
intention and general
meaning and fairly
clear.
Most of the speakers
say is easy to follow.
His intention is
always are clear but
several interruptions
are necessary to help
him to convey the
message or to see the
clarification.
The listener can
understand a lot of
what is said, but he
30
only a few serious
phonological errorrs.
50-59
Pronunciation is
influenced by the
mother tongue with
errors causing
misunderstanding in
communication.
30-49
Serious pronunciation
errors. No evidence
of having mastered
any of the languages
skills and areas
practiced in course.
Often has to search
for desired
meaning.
Long pauses while
he searches for the
desired meaning.
Almost gives up
for making the
effort at times.
Full of long and
unnatural pauses.
must constantly seek
clarification.
Only small bits
(usually short
sentences and
phrases) can be
understood-and then
with considerable
effort by someone
who is used to
listening to the
speaker.
Hardly anything of
what is said can be
understood even when
the listener makes a
great effort or
interrupts, the speaker
is unable to clarify
anything seems to
have said.
1.4 Administrating Try Out
The writer conducted a try out test for the test of motivation in try out class,
VIIIG, to determine the reliability and the validity of the test. The reliability
analysis from tryout class, Alpha was 0.753. It was categorized as high reliability.
Since the sample of this research was Indonesian students, the writer translated
the questionnaire into Indonesian version. The writer tried to define the definition
of reliability and validity as well as what kinds of tests that can be said valid and
reliable.
1.4.1 Reliability
Eventhough reliability is only supporting data, but reliability aspect is really
important. The instrument which has low reliability will mean invalid instrument.
31
Shohamy (1985:70) states that reliability shows whether the test is consistent in its
score and it gives us an indication of how accurate the test score are. Reliability
means the stability of test scores when the test is used. 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 were reliable or ot the writer 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 questioner will be (Setiyadi:2006).
According to Arikunto (1998:260), the standard of reliability of the instrument can be
described as follows:
1.
0.80 – 1.0
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 high reliability
: very low reliability
As stated before, to measure whether the test was reliable or not the writer used
Cronbach’s Alpha. Every item in motivation questionnaire was analyzed to make
sure that the items consist of good unity. Motivation questionnaire was made up
of 25 items on four point Likert Scale from one to four, ranging from very high
motivation, high motivation, medium motivation and low motivation.
From the calculation of reliability analysis, alpha is 0.921. it means that the
questionnaire has very high reliability. It can be interpreted that the questionnaire
is proper to be used for a research. The analysis of each item showed that if an
item deleted, it would make alpha lower. For example, item 1 on if item deleted
32
coloum (see appendix 5), the alpha is 0.917. By considering this, it can be said
that if item number 1 was deleted, Alpha would be lower than 0.921 whereas the
higher alpha is the better the questionnaire is.
For speaking test, to make the score more acceptable, to ensure the ability of
scores and to avoid the subjectivity of the research, the writer used inter-rater
reliability. Inter-rater reliability is used when scores of the test are independently
estimated by two or more judges or raters. It means that there is another person
who gives score besides the researcher herself. She was Mrs. Siti Asiah Oktarina,
S.Pd., as the English teacher at SMPN 19 Bandar Lampung.
The writer considered that one inter rater was qualified to measure the learners’
speaking ability since she had a alot of experiences in teaching English and had
much experience in teaching speaking class more than three years and had
graduated from university (minimally S1) in English major.
1.4.2 Validity
In this research, to measure whether the test has good validity or not, the writer
analyzed from content and construct validity. Validity is a standard or criterion
that shows whether the instrument is valid or not. A test is valid to the extent that
it measures what it claims to measure (Ary, 1985: 143). Setiyadi (2002) says that
a test is valid if it measures what it purposes to measure. He states there are four
types of validity, namely face validity, content validity, construct validity, and
empirical validity or criterion-related validity.
33
Content validity is concerned with whether or not the content of the test is
sufficiently representative and comprehensive for the test to be valid measure it is
supposed to measure. While construct validity focuses on the kind of the test that
is used to measure the ability. To get the content validity, the test was adapted
from Likert Scale which was deveoped by Uniroh (1990). In this test, the writer
gave 25 questions which each item had the purposed to measure students’
motivation in learning English. It has been modified by the writer, that
Research title
: The Correlation between Students’ Motivation and Their
English Speaking Ability at The Second Year of SMPN 19
Bandar Lampung in the Academic Year 2012-2013.
Student’s name
: Mesi Astriani
SRN
: 0743042022
Department
: Language and Arts
Study program
: English
Faculty
: Teachers Training and Education
Approved by:
Supervisor,
Co-supervisor,
H. M. Ujang Suparman, M.A., Ph.D.
NIP 19570608 198603 1 001
Budi Kadaryanto, S.Pd., M.A.
NIP 19810326 200501 1 002
The Chairperson of
Language and Art Education Department
Dr. Muhammad Fuad, M.Hum
NIP 19590722 198603 1 003
DEDICATION
This script would humbly be dedicated to:
1. My beloved parents, The Late of Mr. Zainal Abidin and The Late
Female of Mrs. Asnani.
2. My beloved brothers and sisters (Bang Di, Bang Wan, Bang Kus,
Yuk Ria, Yuk Evi, and the last, Yuk Meri).
3. My beloved nephews and nieces ( Putri, Agung, Vivi, Ferdy, Icha,
Fariz, Sultan, Eko, Dinta, Bilal, and Altra).
4. My unique bestfriends ( Desy Putriyani, Dwi Paramita S.,
Marhamah, Nur Sartika P., Yuyun Fadilah, Silvia Agustin) and to
all my classmate of English ’07.
5. My big family.
6. My almamater, Lampung University.
1
I.
INTRODUCTION
In this chapter, the researcher presents eight topics which consist of background of the
problem, identification of the problems, limitation of the problems, formulation of the
problems, objective of the research, uses of the research, scope of the research and definition
of terms.
1.1 Background of the Problem
Speaking is oral communication skill that is learned by students from Elementary School to
Senior High School. Speaking is a process of communication between at least two people and
speaking is one of ways to express someone’s idea. Therefore, the English curriculum for
SMP requires that the goal of teaching speaking should improve students’ communicative
skill because only in that way can the students express their idea and learn how to follow the
social and cultural roles appropriately in commuicative circumstances.
Speaking is an important aspect in language learning. By speaking, people can convey
information and ideas, and maintain social relationship by communicating with others. In
addition a large percentage of the world’s language learners study Engish in order to be able
communicate fluently.
In Indonesia, many language learners regard speaking ability as the measure of language
mastery because the main purpose of language learning is to develop the proficiency in
2
speaking and communication effectively. Many learners regard speaking as the most
important skill.
According to Apridawati’s research (2011), it was found that for most learners, speaking is
the most difficult part when they learn a foreign language. Almost all of students were
unwilling to express their feelings or opinions using their English language. They lack of
motivation in their speaking class. So there were still limited interaction among the students
and the speaking class was less alive. Therefore, they need a teacher who can motivate them
to increase their eagerness in learning English.
There are many reasons to investigate the correlation between students’ motivation and their
English speaking ability. First, at the first time the students were glad when they would like
to study English as their school subject. However, when they were learning English in the
classroom, almost all of them were getting bored. They did not feel interested any more to
study this subject. Second, they lacked awareness the importance of learning English. Third,
the technique used in teaching learning process was not interesting. Considering the
statements, the researcher realizes that motivation is a key problem for the students to be
success in learning. Having low motivation influences their achievement in speaking skill.
When they found difficulties they tend to be lazy in learning the language; consequently they
were not able to participate successfully in oral interaction. On the other hand, it was also
found that the students’ speaking skill is also low. This can be seen from the facts (1) when
the teacher asked the students to speak in English, they did not give respond and (2) there was
a limited number of interaction in speaking class.
Motivation is very important in second language learning. The primary motivation for
learning a language is being able to communicate in the target. Motivation in second
3
language learning may influence the level of proficiency a learner can attain. The more
motivated the students are, the more successful in learning language they will be.
Based on the description above, the writer was interested in investigating the correlation
between students’ motivation and their English speaking ability of the second year students
of SMPN 19 Bandar Lampung in the academic year 2012-2013.
1.2 Identification of the Problems
Based on the background above, the following problems can be identified:
a.
For most people, speaking is the most difficult part when they learn foreign
language.
b.
Students’ speaking ability is poor.
c.
The learners’ motivation to learn speaking is low
d.
Students get bored after long time in learning English.
e.
The frequency in learning speaking is not enough.
f.
In learning process students get some difficulties to interact.
g.
The methods that are used by the teacher in teaching speaking are not appropriate.
h.
The awareness of second language uses is low.
i.
The facilities of learning speaking are not supporting.
j.
Lack of awareness how important English is.
1.3 Limitation of the Problems
In line with the identification of the problems above, the writer limits her research as follows:
1.
Investigating students’ motivation.
2.
Investigating students’ English speaking ability.
4
3.
Investigating the correlation between students’ motivation and their English
speaking ability.
1.4 Formulation of the Problems
Based on the limitation of the problems above, the writer formulated the research problems as
follows:
-
Is there any correlation between students’ motivation and their English speaking
ability?.
1.5 Objective of the Research
Given the formulation of the problems above, the objective of the research was to investigate
whether there is correlation between students’ motivation and their English speaking ability
at the second year students of SMPN 19 Bandar Lampung in the academic year 2012 - 2013.
1.6 Uses of the Research
The uses of the research might be beneficial theoretically and practically:
a.
Theoretically
-
To support the existing theory, especially on the theory of motivation as discussed in
Chapter 2.
-
To answer the writer’s curiosity on the correlation students’ motivation and their
English speaking ability.
b. Practically
The findings of the research are expected to be practically beneficial as follows:
5
-
As information for English teachers to make a classroom a positive learning
environment, and must help students to build a positive motivation.
-
As a contribution for the school to improve and increase English teaching learning
process especially in speaking class.
-
As information for the researchers who are interested in investigating the correlation
between students’ motivation and their English speaking ability.
1.7 Scope of the Research
In this research, the writer focused on finding out the results of students’speaking ability
which may be affected by their motivation. It analyzed the correlation between students’
motivation and their speaking in learning English. For gaining the data, the writer gave the
tests. For measuring students’ motivation, the writer used questionnaire. For test of English
speaking ability, the writer chose the topic about invitation. The writer measured the
motivation by administering Likert measurement technique (Likert Scale) range 1 to 4. This
technique placed psychological aspect that used into all instruments such as motivation.
1.8 Definition of Terms
There are some terms that are used throughout this research and to make it clear, some
definitions of terms are mentioned as follow:
Speaking
In this study means an activity of interacting and communicating among people in social life.
Lado (1960) defines speaking is the ability to express oneself in life situations, or the ability
to report acts or situation in precise words, or the ability to converse, or to express a sequence
of ideas fluently.
6
English speaking ability
In this research refers to as an ability or skill which the learners have in communicating,
conveying the meaning, and using a meaningful conversation in English that cover
pronunciation, idea, grammar, fluency, comprehension, and vocabulary.
Motivation
In this study means a psychological condition which derives someone to do something to
reach the goal of learning English. While Oxford and Shearin (1994:12) defines motivation is
an inner power reinforcing someone to do something.
Correlation
In the present study means statistical description for determining relationship between two
variables. In this research, the first variable is motivation (independent variable) and the
second variable is students’ English speaking ability (dependent variable).
7
I.
FRAME OF THEORIES
This chapter discusses review of previous research and review of related literature
to support the research. This chapter deals with the concept of motivation, the
roles of motivation, the concept of speaking, theoretical assumption, and
hypothesis.
2.1 Review of Previous Research
There are some studies that have been carried out to investigate students’
motivation in English learning process. First, in one of objectives of her research,
Apridawati (2011) analyzes how far motivation contributed to the students
English 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 was administered on approximately 60 students from
two classes which is selected randomly. The findings revealed that Community
Language Learning can be used to improve students’ motivation in speaking
ability. Second, Hulda (2011) investigates whether there was significant influence
between students’ motivation and their reading comprehension achievement in
SMAN 1 Lampung Selatan. The research sample was the second year students
becauseit was assumed that they had had an experince of learning English in their
8
school at least one year. In collecting the data of motivation, she administered 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 behavior and give it
direction”. And it also proved that what Hamacheck (1994:276) has said about the
roles of motivation is true.
Third, by Ali (2010) attempts to find out whether teaching speaking using visual
media can improve students’ motivation significantly in their speaking class. The
research sample was one class of three classes of the second grade that chosen by
lottery. To collect the data, he administered a set of the motivation questionnaire
which the scores were based on the Likert scale. The results indicated that
students’ score of motivation in their speaking class improved after they were
taught through visual media.
To sum up, based on the previous studies, it can be stated that all the above
mentioned studies reconfirmed the importance of identifying learners’ motivation
in the English learning process. The studies had been carried out to investigate
foreign language learners’ motivation and these studies helped the researchers to
understand the how to identify learners’ motivation. Not only that, these studies
focused 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 was still, at least, one issue which has not been investigated, that
was the correlation between students’ motivation and their English speaking
9
ability. Therefore, this research was carried out to investigate the correlation
between the students’ motivation and their English speaking ability and to find out
which type of motivation influenced more on the improvement of students’
English speaking ability at the second year of SMPN 19 Bandar Lampung in the
academic year 2012 – 2013.
2.2 The Concept of Motivation
Motivation is an inner power reinforcing someone to do something, all inner
power that determines successul learning activity (Oxford and Shearin, 1994:12).
We can figure out that success in task is simply due to fact that someone is
motivated. If the students are strongly motivated, the process of learning will be
more active and effect their achievement.
Based on Maslow in Setiawan (2012), the word motivation is taken from the Latin
word “movere”, which means “to move”. Motivation is defined as an internal
drive that activates behavior and gives it direction. According to Mc. Donald in
Setiawan (2012), motivation is the internal factors that energize and direct human
behavior. This statement contains three basic elements of motivation; motivation
which stimulates the inner drive, signaled it with feeling, and stimulated because
of the goal. The researcher beliaves that motivation is physicological condition
which derives someone to do something so that he/she can reach the goal.
One of the factors that can influence the students’ ability in learning language is
motivation that is why the teachers have to know how to give motivation to the
students. Students should be aware that motivation is important in learning
10
English. Besides that, teachers need new teaching methodology to make the
learning process more interesting.
As Gardner and Lambert (1972) identified motivation as primarily with the
students’ orientation toward of learning a second language. Based on this idea,
motivation plays an important role toward the students’ succession in learning
second or foreign language. 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 speak in that langugae with their friends without being afraid
in making mistke. More practice they have better their English will be.
According to Samsudin in Sadewo (2009:32) learning motivation consist 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 will
be achieved with the activity that will be done (7) qualification level, that is
achievement which is achieved from the activity, and (8) attitude, that is the target
of learning activity.
Since the learning process needs motivation, the students also need the motivation
in learning language especially in learning English. Oxford and Shearin (1994)
state that motivation is extremely important for second language learning and it is
crucial to understand what our student’s motivation are. Understanding their
motivation is important in order to know why they learn a foreign language.
11
Motivation is also used to facilitate students to reach their objectives in learning
English; it is to reach good achievement in speaking.
From all statements above, the researcher assumed that motivation means positive
impulse toward the language learning in order to attain the goal of foreign
language learning. Thus, it seems that motivation plays important part in order to
make the students master their English and get the best achievement.
2.3 Types of Motivation
Based on the definitions above, it can be concluded that motivation is a support
which comes from inside consciously or unconsciously to do something based on
their own specific goal. Next, the writer also believes that motivation is also the
efforts which stimuli people to act so that they can reach their goal.
According to Sardiman (2005), motivation is divided into two types; they are
intrinsic and extrinsic motivation.
Intrinsic Motivation
Intrinsic motivation is a motivation as incentive, which originates within
the behavior itself rather than externlly as in playing musical instrument
for enjoyment (Setiyadi, 1999). It means that intrinsic motivation comes
from the individual itself without any pressure from the outside. In
another word, if the reasons of studying English are for enjoyment and
knowledge, it belongs to intrinsic motivation. According to Bainbridge,
intrinsic motivation refers to motivation that comes from inside an
12
individual rather than from any external or outside rewards, such as
money or grades. The motivation comes from the pleasure one gets from
the task itself or from the sense of satisfaction in completing or even
working on a task. an intrinsically motivated person will work on a math
equation, for example, because it is enjoyable. Or an intrinsically
motivated person will work on a solution to a problem because the
challenge of finding a solution is provides a sense of pleasure. In neither
case does the person work on the task because there is some reward
involved, such as prize, a payment, or in the case of students, a grade.
Extrinsic Motivation
This motivation derives from the outside effect of individual, whether it
is from enviroment, society, pressure, persuasion so that the learners
tends to be active in their learning process. 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 several decades, research on motivation in the field of second or foreign
langugae acquisition research has been strongly influenced by the work of
Gardner and his associates. In this succession of research stuidies, a distinction
has been made between integrative and instrumental orientation. According to
13
Gardner and Lambert (1972), motivation in learning English is divided into two
parts. The first is integrative motivation that 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
language group. The second is instrumental motivation, which refers to more
functional reasons for learning a language, for example to pass a required
examination or to get a better job.
2.5 Types of Motivation in Speaking English
Since motivation is as an internal drive that comes from intrinsic and extrinsic
aspects, it is of course one of the parts whch will encourage the students to learn
the language appropriately. The main goal in learning the language is the students
are able to speak in its language, therefore, motivation is something important that
students should have in order for them become attractively in acquiring it.
consciouly or unconsciouly, they were eagered to matser it even it is difficult for
them.
In addition, according to Krashen’s Affective hypothesis (1981), in acquiring
second language, learner is affected by some variables including motivation, self
confidence, and anxiety. Krashen states that with high motivaton, self confidence,
a good self esteem, and a low level of anxiety, learner will be better for succes in
second language acquisition. Therefore, the learners who are highly motivated
will have their own strategies to reach their objectives in learning English.
Meanwhile, the students can acquire the langugae and can speak in English.
14
Motivation in learning English is divided into two parts, based on Gardner and
Lambert (1972). The first is integrative motivation that 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 language group. The second is instrumental motivation, which refers to
more functional reasons for learning a language, for example to pass a required
examination or to get a better job.
2.6 The Roles of Motivation
Motivation is an essential condition of learning. When the students have a target
to be achieved, they will be motivated to find the way to achieve it. For example,
the students locks himself in his bedroom, spend hours to study to face his
examination. Motivation is correlated with aims or objectives. The aim of the
students who study hard is for passing his exam. It can be said that motivation
influences somebody to act. According to Sardiman (1994:85) there are three
roles of motivation, they are:
1) Pushing human to do something. Motivation is as activator or motor
which escape energy. In this case, motivation is activator motor from
every activity that will be done.
2) Determining the destination of behavior that is 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 what is suitable actions that
have to do to achive the goal, by eliminating the action which are useless
15
for that goal. A student who will face the exam and hope to pass the
exam, must be studying and will not spend his time to play card or read
comics because those are not suitable with his goals.
Another function of motivation is a 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’ achievement.
The way teacher motivate their students can be giving praise, advice, reward,
giving English story books and helping students in doing task. It can make
students love learning. The willingness that comes from inside is like an energy
which can push and drive the activity to study hard.
Motivation is considered by many to be one of determining factors in developing
a second language or foreign language. Motivation determines the extent of active
and personal involvement. On the contrary, Gardner explains that motivation
differs from orientation but not be highly motivated to achieve that goal.
Motivation, in this case is a positive power, which stems from desire to attain the
goal reflected in the orientation, for instance, learning English seriously in order
to get a better job in the future. In relation with the previous statement, students
need motivation in order to attain the goal of learning learning and the motivation
come from themselves or from their environment.
Motivation in learning English is also divided into intrinsic and extrinsic
motivation. Intrinsic motivation is a motivation as incentive, which originates
within the behavior itself rather that externally as in playing musical instrument
16
for enjoyment (Setiyadi, 1999). If reasons of studying English are for his
enjoyment himself and his knowledge himself, it is called intrinsic motivation.
Intrinsic motivation does not mean, however, that a person will not seek rewards.
It just means that such external rewards are not enough to keep a person
motivated. An intrinsically motivated student, for example, may want to get a
good grade on an assignment, but if the assignment does not interest that student,
the possibility of a good grade is not enough to maintain that students’ motivation
to put any effort into the project.
Bainbridge (2005) also states extrinsic motivation refers to motivation that comes
from outside an individual. The motivating factors are external, or outside,
rewards such as money or grades. These rewards provide satisfaction and pleasure
that the task itself may not provide.
An extrinsically motivated person will work on a task even when they have little
interest in it because of the anticipated satisfaction they will get from some
reward. The rewards can be something as minor as smiley face to something
major like fame or fortune. For example, an extrinsically motivated person who
dislike math may work hard on a math equation because wants the reward for
completing it. in the case of a student, the reward would be a good grade on an
assignment or in the class.
Extrinsic motivation does not mean that a person will not get any pleasure from
working on or completing a task. it just means that the pleasure they anticipate
from some external reward will continue to be a motivation even when the task tto
17
be done holds little or no interest. An extrinsically motivated student, for example,
may dislike an assignment, may find it boring, or may have no interest in the
subject, but the possibility of a good grade will be enough to keep the student
motivated in order for him or her to put forth the effort to do well on a task.
The researcher assumes that all kinds of learning process need the motivation
especially in learning English as foreign language. The students can reach their
goal if they have intrinsic or extrinsic motivation. In this research, the researcher
will focus on the students’ intrinsic motivation because it would be come from
their inner mind and feeling to speak enjoyable. Besides that, it focuses also on
students’ extrinsic motivation to support intrinsic motivation itself. Therefore,
they can speak without any pressure from teacher or other students. In ideal
classroom, students pay attention, ask questions and want to learn. They do their
assignments without complaining and study without being coaxed or cajoled. But,
teachers do not do teach is an ideal world. They often have students who are not
motivated; more accurately, students do not seem motivated to work on the task
their teachers have set out from them, including in speaking class. A teacher
contributes a great deal to the students’ desire to learn and to make responsibility
and control for their own learning. With a positive, proactive to motivation, a
teacher can influence the way students view themselves and learning.
From all statements above, the researcher agrees that motivation means positive
impulse towards the language learning in order to attain the goal of foreign
language learning. Students’ motivation is critical for learning. Learning and
motivation are so strongly interrelated that a person cannot fully understand
18
learning without considering the impact of motivation on it. So that is why, in this
research, the researcher focused on the correlation between students’ motivation
and their English speaking ability.
2.7 The Concept of Speaking
In facts, speaking is one of the most important things in life, thus any expression
of thought that comes from mind can be conveyed by speaking. For instance in
daily lives most of people speak more than write. On the other hands, speaking a
foreign language usually seems much harder than learning to write and read it.
Often the most important problem people have with foreign languages is that they
cannot speak. Probably it happens because they shame to speak in the public.
Speaking is a productive skill which the speaker produces and uses the language
by expressing a sequence of ideas and at the same time he/she tries to get the ideas
or the message across. In this case, there is a process of giving message or
encoding process. At the same time, there is a process of understanding the
message of the speaker.
Speaking skill is very important in daily activities. It is because we can give
responds to the people and situation and can express our ideas, thoughts, and
feeling through spoken language. Lado (1977:240) states that speaking is
described as an ability to converse or two express a sequence of ideas fluently. It
means that in speaking someone can transfer his/her ideas or thought to other
people. That is why, speaking can be an important aspect from four language
skills that should be a priority in language learning.
19
People try to communicate with each other and use their language to make other
people understand. Byrne (1984:8) says that speaking or oral communication is a
two-way process between speaker and listener and involves productive and
receptive skill or understanding. It means that we try to send our message to the
second people. In this case, the communication needs at least two people, a
speaker who produces a message and a listener who receives the message.
In speaking process, one tries to communicate with and send out his/her message
to the others. In this case, the communication needs at least two people, a speaker
who produces a message and a listener who receives the message. Therefore, in
speaking process, especially in dialogue, needs at least two people because we
cannot do it individually. One becomes a speaker who produces information and
the other become listener who receive information. Referring to this, transactional
dialogue is suitable to measur students’ achievements since transactional dialogue
refers to situation where the focus is on whatt is said or done. The message nd
making oneself understood clearly and accurately is the central focus, rather than
the participants and how they interact socially with each other.
Brown (2001:251) also classifies the types of spoken language. Those types are as
follows:
a.
Monologue
In monologue, when a speaker uses spoken language like in speech, lecture,
etc the listener must process long stretches of speech without interrupting the
stream of the speech will go on whether or not the listener comprehend.
20
b.
Dialogue
Dialogue involves two or more speakers and can be subdivided into
interpersonal and transactional language is a dialogue involves two or more
speakers to convey propositional or factual information. There are three
aspects that would be measured for the speaking test. The researcher will
exam the aspects of pronunciation, fluency, and comprehensibility. From the
statement above we can see that pronunciation is a way in which someone
utters the words or the language to another based on the available rules.
Hedge (2003) defines fluency as the ability to link units of speech together with
facility and without strain or inappropriate slowness, or undue hesitation. Fluency
is the smoothness or flow with which sounds, syllables, words, phrases, are joined
together when speaking. Meanwhile, comprehensibility focuses on the student’s
understanding of the conversation. Comprehensibility measures how much
interpretation is required to understand students’ responses. These aspects of
speaking are important for the learners to master English communication.
From the definition above, the writer concluded that speaking is two ways process
between speaker and listener and the process includes encoding that is, the
process of giving idea or making the listener understand, and decoding that is a
process of getting idea of the speaker. In addition, to make students get
accustomed to speaking, teachers need to give them a lot of opportunities to
practice speaking during the class.
21
2.8 Theoretical Assumption
Based on the theories above, the writer formulated the theoretical assumption as
follow: “If the learners have high motivation they can speak confidently. Because
by having high motivation, the students have strength and effort to learn and
develop their competence in speaking and be active in English speaking class”.
Thus, the writer was interested in investigating the correlation between students’
motivation and their English speaking ability of the second year students of
SMPN 19 Bandar Lampung in the academic year 2012 - 2013.
2.9 Hypothesis
Referring to related literature presented earlier, the writer stated the hypothesis as
follows:
1.
There is a significant correlation between students’ motivation and their
English speaking ability
22
III.
RESEARCH METHODS
The researcher elaborates this chapter into seven topics and sub topics. They are
research design, population and sample, research instruments, administrating try
out, research procedures, data analysis, and hypothesis testing. They are explained
in specific way how the researcher collected the data, calculated the data, prepared
the data, and how reliable and valid the data were so that the reader can
comprehend easily.
1.1 Research Design
This is a quantitative study. Hatch and Farhady (1982: 26) state that quantitative is
a kind of research in which the data used to tend to use statistic as measurement in
deciding the conclusion.
Related to this, the writer used ex post facto design because she investigated
whether there is a correlation between students’ motivation and their English
speaking ability. There was no treatment in this research.
Hatch and Farhady (1982: 26) state ex post facto design is often used when the
researcher does not have control over the selection and manipulation of the
independent variable. This is why the researcher looks at the type and /or degree
23
of relationship between two variables rather than at a cause-and–effect
relationship.
The aim of this research is to find out the correlation between two variables
(students’ motivation and their English speaking ability).
This design used because it is most suitable to investigate whether there is a
significant correlation between students’ motivation and their English speaking
ability.
The writer administered test of motivation and test of English speaking ability.
The test of motivation conducted to measure students’ motivation and the test of
English speaking ability to measure student’s ability in speaking skill.
Ex post facto design is a s follows:
T1
T2
(Hatch and Farhady, 1982:27)
In which
T1
= The test of motivation
T2
= The test of English speaking ability
The score for each student on one test can then be correlated with the score of the
others, allowing readers to see whether those students who score high on one test
also score high on the others.
The data of this study were students’ motivation and English speaking ability
scores. Motivation is one of the language drives symbolized as „X’ variable that
measured by using Likert scale and the result is students’ motivation data. English
speaking ability is one of the language skills and the result is students’ English
speaking ability scores symbolized as „Y’.
24
1.2 Population and Sample
The population of this research was the second year students of SMPN 19 Bandar
Lampung in academic year 2012-2013. There are eight classes for the second
year. They were VIIIA, VIIIB, VIIIC, VIIID, VIIIE, VIIIF, VIIIG and VIIIH. The
writer chose one of them through random sampling technique, where every class
in population has the same chance to be chosen as sample. First, the writer 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
writer got one class VIIIF with total number 36 students as the sample. Then the
writer chose one class more to be a try out class for trying out the questionnaire
before it is conducted in research class. That class was VIIIG. The writer chose
this school because there was no research yet conducted here previously and the
topic for testing students’ English speaking ability is appropriate for students
Junior High School.
1.3 Research Instruments
In collecting the data, the researcher used questionnaire and transactional English
speaking test to score their ability in speaking English as the instrument.
1.3.1 Test of Motivation
In this research, one kind of questionnaire that had been used was a set of
questionnaire consisted of 25 items. It was used to measure students’ motivation
in learning English. For the questionnaire, the writer applied Likert Scale where
each item has mainly four alternative answers those are A, B, C, and D. By this
25
the students were supposed to give their answers as factual and real information
about themselves or the information that was close to the fact as provided in the 4
alternative answers.
Each of the alternatives is scored as the following:
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 following:
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 writer took the indicators from
Samsudin in Sadewo (2009:32) learning motivation consist 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
26
achievement which is achieved from the activity, and (8) attitude, that is the target
of learning activity.
3.3.1.1 Table Specification of Motivation.
No
1.
2.
3.
4.
5.
6.
7.
8.
Category
The duration of stuedents in learning English;
how long is the ability of students to use time
in doing activity of learning
The frequency of students’ activity in learning
English; how often does the activity take place
The persistence of students in learning English;
how functional in doing activity; how strong
his/her tenacity is.
The perseverance of students’ in learning
English; how to solve the difficulties and face
the problems in learning English
The devotion of students to get the objective of
learning English. For instance: thought, time,
money, effort.
The aspiration of the students, for instance;
purpose target etc
The qualification level of students’
achievement in learning English
The students’ attitude to the purposes of
learning English.
Item
Numbers
Total
Item
3, 7, 20
3
2, 4, 13
3
1, 5, 19
3
6, 9, 12
3
10, 11, 14, 16
4
17, 18, 21
3
8, 15, 24
3
22, 23, 25
3
Note:
Items number 2, 6, 9, 10, 15, 20, 25 are inverse answers which answer D is scored
4 while A is scored 1.
1.3.2 Test of Speaking
The researcher used role play as a technique to investigate students’ English
speaking ability. Role is defined as the person whom an actor represents in a film
27
or play, while role play is a method of acting out particular ways of behaving or
pretending to be other people who deal with new situation. In this case, Ladousse
(1998) illustrates that when students assume, “Role” they play a part either their
own or somebody else in speific situation. “Play” means that is taken on in a safe
environment in which students are as an inventive and playful as possible. It
involves two or more students like in real situation while the first person initiates
conversation and the second person responds to the first person.
Stocker in Ripratiwi (2012: 15) states that role play is interestng, memorable,
engaging, and makes students retain the material they have learned. In their
assumed role, students drop their shyness and other personality and cultural
inhabitions, making them one of the best tools available for teaching a second
language. For students who are shy, they usually need friend beside her or him in
order to reduce their shyness because they will feel safe if there is a friend beside
her or him. Communication can be natural in playing the role.
Role play technique certainly has both advantages and disadvantages. Its
advantages are, it can builds-up the creativity of the students in their learning
process, the students do not only sit as passive learners, they can involve in it.
And the students get communicative competence since the students do not only
have to master knowledge of form and meaning but also the students must be able
to apply their knowledge in negotiation through the interaction between the
speaker and listener so that meaning becomes clear. The disadvantage of this
technique is the teacher or the researcher cannot monitor every student since the
classroom is noisy.
28
Referring to the guideline of competence-based curriculum which states that the
aim of learning English is to enable the students to express their thoughts, ideas,
both in written and spoken. For oral skill the teacher can use role play technique
by giving dialogues to be played so that the students get more an interest in
learning English.
Example:
The topic of test students’ English speaking ability was about the
expressions of an invitation. They developed their own conversation based
on the situation given. The result of this test was considered as the data of
students’ English speaking ability.
Invitation is a written or spoken request asking someone to spend time with you
socially or to come to a social event. The kinds of invitation are: wedding
invitation, farewell invitation, dinner invitation, birthday party invitation, meeting
invitation, holiday invitation, training invitation, competition invitation, and so on.
In gaining students’ speaking data, first the writer asked the students to choose
their partner then she gave the example of invitation’s expression and the example
of its dialogue. Then the writer asked the students to make the dialogue based on
the topic that had been prepared by the writer. The students chose one of the
topics that they considered most interesting. After they finished, they are asked to
role the dialogue that they have made. For example:
Jan
Brown
Jan
Brown
: Mr. Brown, my husband and I were just wondering if you
would like to come over for dinner this evening.
: Oh, thank you! I’d be delighted to.
: Great! Could you come over at around 6?
: Sure. Do I need to bring anything?
29
Jan
Brown
: No, but thanks for asking.
: Ok. See you this evening then.
The students were asked to speak clearly since their voice was recorded during the
test.
As speaking is highly subjective measurement, the great weakness of oral rating is
their tendency to have rather low reliability, and to make sure consistency of
rating of that subjective measurement, the inter rater reliability is used as it related
to this study. In scoring the test, the writer will get the scores to be gained by the
researcher and two raters. The inter rater is another person who gives score
besides the researcher herself.
The following table is the oral ability scale that was adapted from Heaton (1991).
It has been modified by the writer which is used as the scoring standard for the
students’ speaking ability.
Range
90-100
Pronunciation
The students’
pronunciation is very
slightly influenced by
mother-tongue.
Fluency
The student speaks
fluently without a
great effort.
80-89
Most of students’
utterances are correct.
70-79
Pronunciation is still
moderately
influenced by the
mother tongue but no
serious phonological
errors.
The student has to
make an effort at
times to search for
words.
Although she/he
has made an effort
and search for
words, there are
not too many
unnatural pauses.
60-69
Pronunciation is
influenced by the
mother tongue but
The student has to
make an effort for
much of the time.
Comprehensibility
The student in
conveying the
meaning is easy for
another student to
understand.
The speaker’s
intention and general
meaning and fairly
clear.
Most of the speakers
say is easy to follow.
His intention is
always are clear but
several interruptions
are necessary to help
him to convey the
message or to see the
clarification.
The listener can
understand a lot of
what is said, but he
30
only a few serious
phonological errorrs.
50-59
Pronunciation is
influenced by the
mother tongue with
errors causing
misunderstanding in
communication.
30-49
Serious pronunciation
errors. No evidence
of having mastered
any of the languages
skills and areas
practiced in course.
Often has to search
for desired
meaning.
Long pauses while
he searches for the
desired meaning.
Almost gives up
for making the
effort at times.
Full of long and
unnatural pauses.
must constantly seek
clarification.
Only small bits
(usually short
sentences and
phrases) can be
understood-and then
with considerable
effort by someone
who is used to
listening to the
speaker.
Hardly anything of
what is said can be
understood even when
the listener makes a
great effort or
interrupts, the speaker
is unable to clarify
anything seems to
have said.
1.4 Administrating Try Out
The writer conducted a try out test for the test of motivation in try out class,
VIIIG, to determine the reliability and the validity of the test. The reliability
analysis from tryout class, Alpha was 0.753. It was categorized as high reliability.
Since the sample of this research was Indonesian students, the writer translated
the questionnaire into Indonesian version. The writer tried to define the definition
of reliability and validity as well as what kinds of tests that can be said valid and
reliable.
1.4.1 Reliability
Eventhough reliability is only supporting data, but reliability aspect is really
important. The instrument which has low reliability will mean invalid instrument.
31
Shohamy (1985:70) states that reliability shows whether the test is consistent in its
score and it gives us an indication of how accurate the test score are. Reliability
means the stability of test scores when the test is used. 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 were reliable or ot the writer 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 questioner will be (Setiyadi:2006).
According to Arikunto (1998:260), the standard of reliability of the instrument can be
described as follows:
1.
0.80 – 1.0
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 high reliability
: very low reliability
As stated before, to measure whether the test was reliable or not the writer used
Cronbach’s Alpha. Every item in motivation questionnaire was analyzed to make
sure that the items consist of good unity. Motivation questionnaire was made up
of 25 items on four point Likert Scale from one to four, ranging from very high
motivation, high motivation, medium motivation and low motivation.
From the calculation of reliability analysis, alpha is 0.921. it means that the
questionnaire has very high reliability. It can be interpreted that the questionnaire
is proper to be used for a research. The analysis of each item showed that if an
item deleted, it would make alpha lower. For example, item 1 on if item deleted
32
coloum (see appendix 5), the alpha is 0.917. By considering this, it can be said
that if item number 1 was deleted, Alpha would be lower than 0.921 whereas the
higher alpha is the better the questionnaire is.
For speaking test, to make the score more acceptable, to ensure the ability of
scores and to avoid the subjectivity of the research, the writer used inter-rater
reliability. Inter-rater reliability is used when scores of the test are independently
estimated by two or more judges or raters. It means that there is another person
who gives score besides the researcher herself. She was Mrs. Siti Asiah Oktarina,
S.Pd., as the English teacher at SMPN 19 Bandar Lampung.
The writer considered that one inter rater was qualified to measure the learners’
speaking ability since she had a alot of experiences in teaching English and had
much experience in teaching speaking class more than three years and had
graduated from university (minimally S1) in English major.
1.4.2 Validity
In this research, to measure whether the test has good validity or not, the writer
analyzed from content and construct validity. Validity is a standard or criterion
that shows whether the instrument is valid or not. A test is valid to the extent that
it measures what it claims to measure (Ary, 1985: 143). Setiyadi (2002) says that
a test is valid if it measures what it purposes to measure. He states there are four
types of validity, namely face validity, content validity, construct validity, and
empirical validity or criterion-related validity.
33
Content validity is concerned with whether or not the content of the test is
sufficiently representative and comprehensive for the test to be valid measure it is
supposed to measure. While construct validity focuses on the kind of the test that
is used to measure the ability. To get the content validity, the test was adapted
from Likert Scale which was deveoped by Uniroh (1990). In this test, the writer
gave 25 questions which each item had the purposed to measure students’
motivation in learning English. It has been modified by the writer, that