TUDENTSÂ’ MOTIVATION IN LEARNING SPEAKING AT ENGLISH CLUB EXTRACURRICULAR OF MTS DARUSSALAM BLITAR
STUDENTS’ MOTIVATION IN LEARNING SPEAKING AT
ENGLISH CLUB EXTRACURRICULAR OF MTS
DARUSSALAM BLITAR
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana
Degree in English Language Education Department
By:
SRI AJENG AMALIA KUSUMA DEWI
201110100311091
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
This thesis written by Sri Ajeng Amalia Kusuma Dewi was approved on
August 9th, 2016.
By:
ACKNOWLEDGEMENTS
In the name of Allah, the most gracious and the most merciful, all
praises given to Allah SWT for the uncountable blessing given to the researcher
during this study in English Department of University of Muhammadiyah Malang
and especially in completing this thesis.
The researcher would like to show her deep gratitude to Dr. Hartono,
M.Pd as the first advisor and Adityo, SS., M.A as the second advisor, for their
patience, kindness, and invaluable advice in guiding the researcher until she could
finish her thesis.
Furthermore a special gratitude to my beloved mom Sriami, my father
Suyokoand lovely Hadisuseno, that always gave the researcher motivation,
support, care, financial, and prayer for the finishing of this thesis.
The last, many thank to the lecturers of English Department who have
educated me patiently and my beloved friends of KA and B class who gave such a
colorful life and supports.
Malang, July 25th, 2016
Sri AjengAmaliaKusumaDewi
ORIGINALITY DECLARATION
The undersigned:
Name
: Sri AjengAmaliaKusumaDewi
Student ID Number
: 201110100311091
Program of Study
: English Language Education Department
Faculty
: Faculty of Teacher Training and Education
I declare that the work presented in this thesis was carried out by myself and does
not incorporate without acknowledgement any material previously submitted for a
degree or diploma in any university. To the best of my knowledge this thesis does
not contain any materials previously publish or written by another person except
where due reference is made in text.
MOTTO AND DEDICATION
“I really think a champion is defined not by their wins, but
how they can recover when they fall”
Da s a a ya
-pohon di bumimenjadipenadanlaut (menjaditinta),
ditambahkankepadanyatujuhlaut (lagi) sesudah (kering)nya, niscayatidakakanhabishabisnya (di tuliskan) kalimat Allah. Sesungguhnya Allah Maha Perkasa
a Ma aB a sa a .
(QS. Luqman 21:27)
I dedicated this thesis to:
My beloved parents Sriami and Suyoko
My beloved husband Hadi Suseno
My lovely Melvin Suseno
My beloved friends of KusumaAyu (Ajeng, Prima, Heny and, Yessi)
TABLE OF CONTENTS
TITLE................................................................................................................. i
APPROVAL....................................................................................................... ii
LEGALIZATION ............................................................................................. iii
ORIGINALITY DECLARATION .................................................................. iv
MOTTO AND DEDICATION ......................................................................... v
ACKNOWLEDGEMENTS .............................................................................. vi
ABSTRACT ....................................................................................................... vii
TABLE OF CONTENTS .................................................................................. viii
CHAPTER I: INTRODUCTION
1.1 Background of the Study...................................................................... 1
1.2 Statement of the Problems ................................................................... 5
1.3 Purposes of the Study ........................................................................... 5
1.4 Significance of the Study ..................................................................... 6
1.5 Scope and Limitation ........................................................................... 6
1.6 Definition of the Key Terms ................................................................ 6
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1 Motivation ............................................................................................ 8
2.2 Type of Motivation .............................................................................. 9
2.3 Factor Influencing Motivation ............................................................. 10
2.3.1 Factor Influencing Extrinsic Motivation ..................................... 10
2.3.2 Factor influencing Intrinsic Motivation ...................................... 12
2.4 Learning Speaking ............................................................................... 14
2.4.1 The Problems in Learning Speaking ........................................... 15
2.5 Teacher Strategies in Motivating the Students..................................... 17
CHAPTER III: RESEARCH METHOD
3.1 Research Design ................................................................................... 21
3.2 Subject of the Study ............................................................................. 22
3.3 Data Collection..................................................................................... 22
3.3.1 Data .............................................................................................. 21
3.3.2 Instrument to Collect the Data ..................................................... 22
3.3.3 Step in Collecting Data ................................................................ 24
3.1 Data Analysis ....................................................................................... 25
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings ................................................................................ 26
4.1.1 Students’ Motivation in learning Speaking ............................... 26
4.1.2 Factors which Influence Students’ Motivation in Learning
Speaking .................................................................................... 27
4.1.2.1 Intrinsic Factors ............................................................. 27
4.1.2.2 Extrinsic Factors............................................................ 28
4.1.3 The Teacher’s Ways in Motivating the Students in Learning
Speaking .................................................................................... 28
4.2 Discussion ............................................................................................ 29
4.2.1 Students’ Motivation in learning Speaking ............................... 30
4.2.2 Factors which Influence Students’ Motivation in Learning
Speaking .................................................................................... 30
4.2.3 The Teacher’s Ways in Motivating the Students in Learning
Speaking .................................................................................... 35
CHAPTER V: CONCLUSION AND SUGGESTIONS
5.1 Conclusion............................................................................................ 36
5.2 Suggestions .......................................................................................... 36
REFERENCES
APPENDIX
1.1 Questionnaire Form
1.2 Interview Guide for the Teacher
1.3 Interview Guide for the Students
1.4 Observational Checklist
1.5 The Result of Questionnaires’ Answer
Appendix 1.4
THE RESULT OF QUESTIONNAIRES’ ANSWER
No.
Score of Students’ Motivation in Learning Speaking
Respondent’
s name
Internal Motivation
Total
Score
External motivation
Grade VII
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
T
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
T
1
BintiMiftahul R.
3
3
2
3
1
2
2
3
0
0
3
3
3
2
3
33
3
3
1
4
3
3
2
3
4
3
3
2
3
3
3
43
76
2
NurulNikmaturR
ohmah
3
3
2
2
1
4
2
3
3
3
3
3
3
2
3
40
3
4
3
3
4
3
3
3
3
3
1
3
3
4
4
47
87
3
AnnasikahSustyo
H.
4
4
3
1
3
3
1
4
3
3
4
4
3
3
4
47
3
2
1
2
1
3
3
3
4
4
4
2
2
4
3
41
88
4
RegitaAyu C.
4
4
3
3
3
3
2
4
3
4
4
4
3
3
4
51
3
2
3
2
1
3
3
3
3
3
3
3
2
4
3
41
92
5
Maharani Retno
N.
4
4
2
2
2
4
2
2
4
4
4
4
4
2
4
48
3
2
1
2
2
2
2
1
3
2
2
2
3
4
4
35
83
6
SafiraNisfatul
N.G
3
4
3
3
3
4
2
4
2
4
3
3
2
2
4
46
3
1
2
1
1
1
1
1
4
2
4
2
3
4
4
34
80
7
BintiAslihatul L
3
4
3
3
4
4
2
4
4
4
3
3
3
3
4
51
4
0
1
2
1
0
4
3
4
4
4
4
4
4
4
43
94
8
HannyFarianti
4
4
3
2
2
4
2
3
4
3
4
4
2
4
4
49
2
0
0
2
0
0
0
3
4
3
4
3
2
4
4
31
80
9
FriskaDwi S.
3
4
1
0
3
3
2
3
2
3
4
4
2
2
3
39
2
0
0
2
0
2
1
2
2
3
3
2
2
3
4
28
67
10
AlfinaDewi A.
3
4
4
3
2
3
2
3
2
3
4
3
3
2
4
45
3
1
1
3
4
1
3
3
3
3
4
2
3
4
4
42
87
11
NoviatusSoimah
4
4
3
3
2
4
3
4
2
4
4
4
3
3
4
51
4
1
0
3
1
1
4
3
4
4
3
4
2
4
4
42
93
12
Mei Wulandari
3
4
2
2
2
3
2
4
3
4
2
3
2
2
4
42
4
1
1
1
3
4
3
2
3
3
4
2
2
4
4
41
83
13
EkaAyu F
2
3
1
1
1
1
1
3
0
2
2
2
1
0
1
21
4
2
3
3
4
2
2
3
3
2
3
0
2
2
3
38
59
14
LailatulNurAfifa
h
3
4
4
3
3
4
2
2
3
4
2
2
3
2
4
45
4
4
4
3
3
1
3
4
4
4
4
1
4
4
4
51
96
15
M. ZusrilAangfu
N.
4
4
3
4
2
4
3
4
4
3
4
4
3
2
4
52
4
4
2
2
4
4
4
2
2
4
4
3
4
4
4
51
103
16
NukmanArdani
4
4
3
3
3
4
3
4
4
3
4
4
2
2
4
51
2
2
0
3
4
0
4
0
0
4
4
4
0
4
4
35
86
17
Adam syah Y.
4
4
3
2
2
3
2
4
2
4
4
4
2
2
4
46
4
0
0
2
4
3
2
2
4
4
4
4
2
4
4
43
89
18
DiahPuspita
3
4
4
3
3
4
3
4
3
4
3
4
2
3
4
51
3
3
4
3
1
3
4
3
4
4
3
4
4
4
4
51
102
19
SyntiaAyu A.
3
4
3
3
3
4
3
3
4
3
4
3
4
3
3
50
3
4
1
3
1
1
4
3
3
4
4
3
3
4
4
45
95
20
Anjummuz Z.
3
3
3
2
2
3
2
3
3
3
3
3
2
2
3
40
3
2
3
2
2
2
2
3
2
3
3
2
2
3
3
37
77
21
Tiara Amanda S.
4
4
3
2
2
2
2
2
2
2
3
3
2
2
2
33
2
3
3
2
1
2
2
3
3
3
2
2
2
3
3
36
73
22
MarlinaIndra R.
3
4
3
2
2
2
3
4
4
4
3
3
4
2
3
46
4
2
2
2
2
3
3
4
3
4
4
2
2
4
3
44
90
23
NikmatulHidaya
h
3
4
1
3
3
3
1
1
1
3
3
4
3
1
4
38
2
0
1
2
2
3
3
2
4
4
3
3
3
3
2
37
75
24
Angelia Vega N.
R.
4
4
4
4
3
3
3
4
3
4
4
3
3
3
4
53
4
2
2
3
3
4
4
3
4
4
3
2
3
4
4
49
102
25
Endang W.
4
4
3
3
3
3
3
4
4
4
4
3
3
3
4
52
4
2
2
3
2
2
3
2
3
2
3
2
3
4
4
41
93
26
ImaulNur
3
4
4
2
2
4
2
4
2
4
4
3
3
2
4
47
3
0
0
0
0
0
0
4
0
4
4
2
0
4
4
25
72
27
SalsabilaAnjarsar
i
4
4
3
3
3
3
2
2
3
4
4
4
3
2
2
46
1
0
2
0
3
2
3
3
4
2
4
3
2
4
4
37
83
28
DiafaOsha A.
4
4
3
3
4
4
3
4
4
4
4
4
3
4
4
56
4
3
3
1
4
1
1
4
3
4
4
4
3
4
4
47
103
29
ApriliaNur I.
4
4
3
3
2
2
2
4
2
3
4
3
3
2
4
45
4
0
3
0
0
3
3
2
1
4
4
3
3
4
4
38
83
30
RirinAlisaputri
3
4
4
2
1
2
2
3
3
2
3
3
2
2
3
39
3
3
3
3
2
4
2
3
3
4
4
2
2
4
4
46
85
31
PutriNur F.
3
3
2
2
2
3
2
3
2
2
3
3
2
2
2
36
3
3
3
2
3
3
2
2
3
3
3
2
2
3
3
40
76
32
AzizaturRozana
3
3
2
2
1
3
2
3
2
2
3
3
2
2
2
35
3
3
3
1
3
3
2
2
3
3
3
2
2
3
4
40
75
33
Kharisma U. H.
4
4
3
4
3
4
4
4
3
4
3
4
4
2
3
53
2
1
3
1
1
1
4
2
2
4
3
3
2
4
4
37
90
34
Firda
4
4
4
3
3
4
4
3
3
4
4
4
4
3
4
55
4
4
4
4
4
3
4
4
4
4
3
3
4
3
4
56
111
35
Mufida Rizal A.
W
3
3
4
4
0
2
1
2
4
4
4
3
2
2
4
42
3
4
2
3
0
3
4
4
4
4
0
2
0
4
4
41
83
14
31
3004
TOTAL
The mean score: 86.0
15
78
TOTAL
REFERENCE
Ary, D. Jacobs, and Sorensen. 2010. Introduction to research in Education (Eight
Edition).USA :Wadsword.
Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to
Language Pedagogy (Second Edition). California: Longman.
Brown, H. D. 2007. Principles of Language Learning and Teaching (Fifth
Edition). California: Longman.
Creswell, J. W. 2012. Educational research: Planning, Conducting and
Evaluating Quantitative and Qualitative Research (Fourth Edition). USA:
Pearson.
Crystal, D. 2003. English as a Global Language (Second Edition). England:
Cambridge University Press.
Fraenkel, J. R. and Wallen, N.E. 2009. How to Design and Evaluate Research
Education (Seventh Edition).New York: McGraw-Hill.
Dwina, N. 2007.A Study of Students’ Motivation in Learning English of Second
Year Students of MTs Al AmanahBesuki, Situbondo in Academic Year
2005/2006.University of Muhammadiah Malang.
ii
Harmer, J. 2001.The practice of English Language Teaching (Third Edition).
England: Longman.
Hidayati, D.W. 2007.The Problem of Learning Speaking faced by the first
Semester Students of
Muhammadiah Malang.
STTAD
LEMJINTE
Malang.University
of
Hosni, A. S. 2014. Speaking Difficulties Encountered by Young EFL Learners.
International Journal on Studies in English Language and Literature
(IJSELL), 2(6), 22-30.
Retrieved from:
www.arcjournal,org
Lefrancois, Guy R. 2000. Psychology for Teaching (Tenth Edition).USA :
Wadsworth.
Annu, S. and Sumita, N. 2014.Extracurricilar activities and students’ performance
in secondary school. International Journal of Teaching Research and
Applications.2(6), 8.
Retrieved from:
http://www.ijtra.com/view/extracurricular-activities-and-studentsperformance-in-secondary-school.pdf
Ormrod, Jeanne E. 2008. Educational Psychology: Developing Learners (Sixth
Edition). Jakarta :Erlangga.
iii
Parsons, D. R, Stephanie L.H, & Deborah S. 2001. Educational Psychology: A
practitioner Researcher Model of Teaching. Canada: Wadsworth.
Permendikbud (Permendikbud No. 57 year 2014)
Rosita, D. E. 2007. Motivation in Learning English Speaking at Akademi
KeperawatanBlambanganBayuwangi.University
Malang.
of
Muhammadiah
Samudra, F. A. 2010. A study on Students’ motivation in Learning English at MTs
NurulUlumGadungan. University of Muhammadiah Malang.
Santrock, J.W. 2001.Educational Psycology.Pennsylvania:Mc.Graw Hill.
Uno,
H.B. 2006.TeoriMotivasidanPengukurannya:
Pendidikan.Jakarta :BumiAksara.
Analisis
di
Bidang
Wilson, N. L. 2009. Impact of Extracurricular Activities on Students.University
of Wisconsin Stout.
Yin, R.K. 2011.Qualitative Research from start to Finish. New York: The
Guilford Press
iv
CHAPTER I
INTRODUCTION
This chapter presents the aspects dealing with the introduction. These
aspects are background of the study, statement of the problems, purposes of the
study, significance of the study, scope and limitation of the study, and definition
of the key terms.
1.1 Background of the Study
The English learning at Islamic junior high school has become the power
to show that Islamic students do not only focus on learning Arabic but also
English. Some interviews have been done on the teachers of Islamic junior high
school about the importance of learning English in Islamic schools. They realize
that English is the global language which cannot be separated from Indonesian
people. That is also supported by Crystal (2003) who states that English is global
language and people use it to communicate as international language. By learning
the global language, English, the students get more knowledge such as in
communication by using English language-based technology like internet and
receive English language-based news faster than the other tool could. Therefore,
English can help students get more knowledge from necessary sources.
However, there are some problems which make English difficult to be
learnt by students, including pronunciation, pitch, intonation, sound, spelling, and
stress (Harmer, 2001). First language or mother tongue has become the problem in
1
2
pronunciation and spelling because the first language previously received
becomes habitually spoken. Other problems of speaking commonly come from
the individual learners. Hosni (2014) found that there are three problems in
learning speaking which come from individual. The first is linguistic difficulties
which indicate the students struggle to find the appropriate vocabulary when they
are speaking and also difficult to build sentences when they try to express their
ideas. The second is mother tongue use which becomes particularly common in
less discipline class because the students can express their mind by using native
language. Finally, inhibition become the problem which commonly happen to
students in elementary level of English because they are afraid of making mistake,
feeling shy, and losing face.
The English learning at Islamic junior high school (MTs) for the seventh
grade student is necessary to be investigated. Based on Permendikbud
(Permendikbud No. 57 year 2014) about curriculum for elementary school,
English is not included as the mandatory subject, but the elementary school may
include English as an additional lesson “muatan lokal” or extracurricular. That
means the elementary students are not required to acquire English lesson well
because English is only an additional lesson, while in junior high school/Islamic
junior high school (MTs), English is a mandatory subject and examined in the UN
(National Examination). It makes seventh grade students of junior high school
must struggle to learn English. Some ways have been created for junior high
school students to love and be familiar with English and use it habitually, for
example carrying out extracurricular activity, English day, English zone/area,
3
speech contest, and written English (order, prohibition, motto, and etcetera) in
school area. Those activities can motivate the students to learn English
comfortably because there is no pressure or standard score outside class.
According to Lunenburg and Ornstein (2008), extracurricular activities are
voluntary and held by school officials, and it does not influence students’
academic score toward graduation. Usually, there are more than one
extracurricular program in one school, such as sport, music, Boy Scout,
automotive and many more. Generally, extracurricular programs are for free,
which means that it is optional for every student from all classes to follow them.
however, there are many advantages which can be taken by students. Supported
by Wilson (2009), the benefits of participating in extracurricular activities are not
only having better grades, having higher standardized test scores, and higher
educational attainment, but also attending school more regularly and having a
higher self-concept. Thus, learning something or a lesson in an extracurricular
program can make students more relaxed and get enjoyment because there is no
compulsion from any party to reach the minimum score.
As a prospective teacher, understanding the motivation of the learners is
important because it can improve the quality of score and students’ ability. For
example, the students who join an extracurricular program in a school might have
a purpose, and the purpose produces a motivation or a reason why they join it.
When the teacher recognizes the students’ motivation, whether it comes from
outside or inside, the teacher can choose and decide the best method or strategies
to be used. Further, motivation is something which always empowers students to
4
learn and directs students to reach their goal (Ormrod, 2008). So, motivation is an
important part in learning.
There are some researchers who have conducted the research in the same
field as this present study. Firstly, Rosita (2007) found that the students’ extrinsic
motivation was more dominant than their intrinsic motivation, and the lecture’s
ways in giving motivation were still ineffective. The second researcher, Dwina
(2007), found that the students’ intrinsic motivation was more influential than
their extrinsic motivation. Another researcher is Samudra (2010) found that the
students liked to learn English because of their own will. The difference between
those previous researches and this research is that this research investigates the
students’ motivation in learning speaking in the extracurricular program at Islamic
junior high school.
The researcher is interested in investigating the motivation of the seventh
grade students who join English Club extracurricular program at MTs
Darussalam, Blitar for some reasons. Firstly, the seventh grade students of MTsN
Jabung find the new thing that is learning English as a mandatory subject.
Secondly, the students’ motivation in learning speaking needs to be excavated
because it has a big influence on the students’ achievement. Finally, the researcher
would like to investigate on the motivation of the students who join English Club
Extracurricular (ECE) program because in ECE, based on pre-observation of the
researcher, the majority of activities are speaking English.
5
Based on the explanation above, the writer is interested in conducting the
research on the students’ motivation with the title “Students’ Motivation in
Learning Speaking at English Club Extracurricular of MTs Darussalam, Blitar”.
1.2 Statement of the Problems
Based on the background above, the research problems are formulated as
follows:
1. How is the students’ motivation in learning speaking at English Club
Extracurricular program of MTs Darussalam, Blitar?
2. What factors influence the students’ motivation in learning speaking at
English Club Extracurricular program of MTs Darussalam, Blitar?
3. How does the teacher motivate students’ in learning speaking at English Club
Extracurricular program of MTs Darussalam, Blitar?
1.3 Purposes of the Study
The purposes of the study are formulated as follows:
1. To know the students’ motivation in learning speaking at English Club
Extracurricular program of MTs Darussalam, Blitar.
2. To describe the factors which influence the students’ motivation in learning
speaking at English Club Extracurricular program of MTs Darussalam, Blitar.
3. To describe the teacher’s way to motivate students in learning speaking at
English Club Extracurricular program of MTs Darussalam, Blitar
6
1.4 Significance of the Study
This result of the study is expected to give more information about the
condition of students’ motivation in learning speaking English, the factors that
influence the students’ motivation in learning speaking English, and the way the
teacher motivates students in learning speaking English. The result of this study is
expected to give contribution to the teachers/teachers of English extracurricular
programs to find better strategies to motivate students. Also, for the other
researchers who are interested to conduct the research on the learning motivation,
this research is expected to be used as a reference in conducting their research.
1.5 Scope and Limitation of the Study
The scope of this study is the students’ motivation in learning speaking,
the factors influencing the students’ motivation, and the way the teacher motivates
students in learning speaking in English Club extracurricular program. This study
is limited to the 40 students of the seventh grade who are learning speaking and
the teachers/teachers who are teaching speaking in English Club Extracurricular
program at Islamic Junior High School (MTs) Darussalam, Blitar.
1.6 Definition of the Key Terms
In order to avoid misunderstanding, the researcher tries to give the
explanation of the key words, those are:
1. Motivation is something that produces the reasons which are characterized by
willingness (Lai, 2011:2). In this study, students’ motivation is something
7
which can make the students learn speaking English whether it comes from
their individual or environment.
2. Speaking is literally defined as to say things, express thoughts aloud, and uses
the voice. It is the most essential way in which the speaker can express
himself through a language (Brown, 2001:257).
3. English Club is the name of an extracurricular program at MTsN Jabung,
Blitar.
4. Extracurricular program is activities designed for students beyond the
standard study hours which is stated in curriculum 2013 as an extension of the
activities that is carried out under the guidance of the school which aimed to
develop talents, interests, and abilities out of the developing of curriculum
(Permendikbud no. 81A year 2013)
5. MTsN Jabung is an Islamic junior high school in Blitar Regency.
ENGLISH CLUB EXTRACURRICULAR OF MTS
DARUSSALAM BLITAR
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana
Degree in English Language Education Department
By:
SRI AJENG AMALIA KUSUMA DEWI
201110100311091
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
This thesis written by Sri Ajeng Amalia Kusuma Dewi was approved on
August 9th, 2016.
By:
ACKNOWLEDGEMENTS
In the name of Allah, the most gracious and the most merciful, all
praises given to Allah SWT for the uncountable blessing given to the researcher
during this study in English Department of University of Muhammadiyah Malang
and especially in completing this thesis.
The researcher would like to show her deep gratitude to Dr. Hartono,
M.Pd as the first advisor and Adityo, SS., M.A as the second advisor, for their
patience, kindness, and invaluable advice in guiding the researcher until she could
finish her thesis.
Furthermore a special gratitude to my beloved mom Sriami, my father
Suyokoand lovely Hadisuseno, that always gave the researcher motivation,
support, care, financial, and prayer for the finishing of this thesis.
The last, many thank to the lecturers of English Department who have
educated me patiently and my beloved friends of KA and B class who gave such a
colorful life and supports.
Malang, July 25th, 2016
Sri AjengAmaliaKusumaDewi
ORIGINALITY DECLARATION
The undersigned:
Name
: Sri AjengAmaliaKusumaDewi
Student ID Number
: 201110100311091
Program of Study
: English Language Education Department
Faculty
: Faculty of Teacher Training and Education
I declare that the work presented in this thesis was carried out by myself and does
not incorporate without acknowledgement any material previously submitted for a
degree or diploma in any university. To the best of my knowledge this thesis does
not contain any materials previously publish or written by another person except
where due reference is made in text.
MOTTO AND DEDICATION
“I really think a champion is defined not by their wins, but
how they can recover when they fall”
Da s a a ya
-pohon di bumimenjadipenadanlaut (menjaditinta),
ditambahkankepadanyatujuhlaut (lagi) sesudah (kering)nya, niscayatidakakanhabishabisnya (di tuliskan) kalimat Allah. Sesungguhnya Allah Maha Perkasa
a Ma aB a sa a .
(QS. Luqman 21:27)
I dedicated this thesis to:
My beloved parents Sriami and Suyoko
My beloved husband Hadi Suseno
My lovely Melvin Suseno
My beloved friends of KusumaAyu (Ajeng, Prima, Heny and, Yessi)
TABLE OF CONTENTS
TITLE................................................................................................................. i
APPROVAL....................................................................................................... ii
LEGALIZATION ............................................................................................. iii
ORIGINALITY DECLARATION .................................................................. iv
MOTTO AND DEDICATION ......................................................................... v
ACKNOWLEDGEMENTS .............................................................................. vi
ABSTRACT ....................................................................................................... vii
TABLE OF CONTENTS .................................................................................. viii
CHAPTER I: INTRODUCTION
1.1 Background of the Study...................................................................... 1
1.2 Statement of the Problems ................................................................... 5
1.3 Purposes of the Study ........................................................................... 5
1.4 Significance of the Study ..................................................................... 6
1.5 Scope and Limitation ........................................................................... 6
1.6 Definition of the Key Terms ................................................................ 6
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1 Motivation ............................................................................................ 8
2.2 Type of Motivation .............................................................................. 9
2.3 Factor Influencing Motivation ............................................................. 10
2.3.1 Factor Influencing Extrinsic Motivation ..................................... 10
2.3.2 Factor influencing Intrinsic Motivation ...................................... 12
2.4 Learning Speaking ............................................................................... 14
2.4.1 The Problems in Learning Speaking ........................................... 15
2.5 Teacher Strategies in Motivating the Students..................................... 17
CHAPTER III: RESEARCH METHOD
3.1 Research Design ................................................................................... 21
3.2 Subject of the Study ............................................................................. 22
3.3 Data Collection..................................................................................... 22
3.3.1 Data .............................................................................................. 21
3.3.2 Instrument to Collect the Data ..................................................... 22
3.3.3 Step in Collecting Data ................................................................ 24
3.1 Data Analysis ....................................................................................... 25
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings ................................................................................ 26
4.1.1 Students’ Motivation in learning Speaking ............................... 26
4.1.2 Factors which Influence Students’ Motivation in Learning
Speaking .................................................................................... 27
4.1.2.1 Intrinsic Factors ............................................................. 27
4.1.2.2 Extrinsic Factors............................................................ 28
4.1.3 The Teacher’s Ways in Motivating the Students in Learning
Speaking .................................................................................... 28
4.2 Discussion ............................................................................................ 29
4.2.1 Students’ Motivation in learning Speaking ............................... 30
4.2.2 Factors which Influence Students’ Motivation in Learning
Speaking .................................................................................... 30
4.2.3 The Teacher’s Ways in Motivating the Students in Learning
Speaking .................................................................................... 35
CHAPTER V: CONCLUSION AND SUGGESTIONS
5.1 Conclusion............................................................................................ 36
5.2 Suggestions .......................................................................................... 36
REFERENCES
APPENDIX
1.1 Questionnaire Form
1.2 Interview Guide for the Teacher
1.3 Interview Guide for the Students
1.4 Observational Checklist
1.5 The Result of Questionnaires’ Answer
Appendix 1.4
THE RESULT OF QUESTIONNAIRES’ ANSWER
No.
Score of Students’ Motivation in Learning Speaking
Respondent’
s name
Internal Motivation
Total
Score
External motivation
Grade VII
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
T
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
T
1
BintiMiftahul R.
3
3
2
3
1
2
2
3
0
0
3
3
3
2
3
33
3
3
1
4
3
3
2
3
4
3
3
2
3
3
3
43
76
2
NurulNikmaturR
ohmah
3
3
2
2
1
4
2
3
3
3
3
3
3
2
3
40
3
4
3
3
4
3
3
3
3
3
1
3
3
4
4
47
87
3
AnnasikahSustyo
H.
4
4
3
1
3
3
1
4
3
3
4
4
3
3
4
47
3
2
1
2
1
3
3
3
4
4
4
2
2
4
3
41
88
4
RegitaAyu C.
4
4
3
3
3
3
2
4
3
4
4
4
3
3
4
51
3
2
3
2
1
3
3
3
3
3
3
3
2
4
3
41
92
5
Maharani Retno
N.
4
4
2
2
2
4
2
2
4
4
4
4
4
2
4
48
3
2
1
2
2
2
2
1
3
2
2
2
3
4
4
35
83
6
SafiraNisfatul
N.G
3
4
3
3
3
4
2
4
2
4
3
3
2
2
4
46
3
1
2
1
1
1
1
1
4
2
4
2
3
4
4
34
80
7
BintiAslihatul L
3
4
3
3
4
4
2
4
4
4
3
3
3
3
4
51
4
0
1
2
1
0
4
3
4
4
4
4
4
4
4
43
94
8
HannyFarianti
4
4
3
2
2
4
2
3
4
3
4
4
2
4
4
49
2
0
0
2
0
0
0
3
4
3
4
3
2
4
4
31
80
9
FriskaDwi S.
3
4
1
0
3
3
2
3
2
3
4
4
2
2
3
39
2
0
0
2
0
2
1
2
2
3
3
2
2
3
4
28
67
10
AlfinaDewi A.
3
4
4
3
2
3
2
3
2
3
4
3
3
2
4
45
3
1
1
3
4
1
3
3
3
3
4
2
3
4
4
42
87
11
NoviatusSoimah
4
4
3
3
2
4
3
4
2
4
4
4
3
3
4
51
4
1
0
3
1
1
4
3
4
4
3
4
2
4
4
42
93
12
Mei Wulandari
3
4
2
2
2
3
2
4
3
4
2
3
2
2
4
42
4
1
1
1
3
4
3
2
3
3
4
2
2
4
4
41
83
13
EkaAyu F
2
3
1
1
1
1
1
3
0
2
2
2
1
0
1
21
4
2
3
3
4
2
2
3
3
2
3
0
2
2
3
38
59
14
LailatulNurAfifa
h
3
4
4
3
3
4
2
2
3
4
2
2
3
2
4
45
4
4
4
3
3
1
3
4
4
4
4
1
4
4
4
51
96
15
M. ZusrilAangfu
N.
4
4
3
4
2
4
3
4
4
3
4
4
3
2
4
52
4
4
2
2
4
4
4
2
2
4
4
3
4
4
4
51
103
16
NukmanArdani
4
4
3
3
3
4
3
4
4
3
4
4
2
2
4
51
2
2
0
3
4
0
4
0
0
4
4
4
0
4
4
35
86
17
Adam syah Y.
4
4
3
2
2
3
2
4
2
4
4
4
2
2
4
46
4
0
0
2
4
3
2
2
4
4
4
4
2
4
4
43
89
18
DiahPuspita
3
4
4
3
3
4
3
4
3
4
3
4
2
3
4
51
3
3
4
3
1
3
4
3
4
4
3
4
4
4
4
51
102
19
SyntiaAyu A.
3
4
3
3
3
4
3
3
4
3
4
3
4
3
3
50
3
4
1
3
1
1
4
3
3
4
4
3
3
4
4
45
95
20
Anjummuz Z.
3
3
3
2
2
3
2
3
3
3
3
3
2
2
3
40
3
2
3
2
2
2
2
3
2
3
3
2
2
3
3
37
77
21
Tiara Amanda S.
4
4
3
2
2
2
2
2
2
2
3
3
2
2
2
33
2
3
3
2
1
2
2
3
3
3
2
2
2
3
3
36
73
22
MarlinaIndra R.
3
4
3
2
2
2
3
4
4
4
3
3
4
2
3
46
4
2
2
2
2
3
3
4
3
4
4
2
2
4
3
44
90
23
NikmatulHidaya
h
3
4
1
3
3
3
1
1
1
3
3
4
3
1
4
38
2
0
1
2
2
3
3
2
4
4
3
3
3
3
2
37
75
24
Angelia Vega N.
R.
4
4
4
4
3
3
3
4
3
4
4
3
3
3
4
53
4
2
2
3
3
4
4
3
4
4
3
2
3
4
4
49
102
25
Endang W.
4
4
3
3
3
3
3
4
4
4
4
3
3
3
4
52
4
2
2
3
2
2
3
2
3
2
3
2
3
4
4
41
93
26
ImaulNur
3
4
4
2
2
4
2
4
2
4
4
3
3
2
4
47
3
0
0
0
0
0
0
4
0
4
4
2
0
4
4
25
72
27
SalsabilaAnjarsar
i
4
4
3
3
3
3
2
2
3
4
4
4
3
2
2
46
1
0
2
0
3
2
3
3
4
2
4
3
2
4
4
37
83
28
DiafaOsha A.
4
4
3
3
4
4
3
4
4
4
4
4
3
4
4
56
4
3
3
1
4
1
1
4
3
4
4
4
3
4
4
47
103
29
ApriliaNur I.
4
4
3
3
2
2
2
4
2
3
4
3
3
2
4
45
4
0
3
0
0
3
3
2
1
4
4
3
3
4
4
38
83
30
RirinAlisaputri
3
4
4
2
1
2
2
3
3
2
3
3
2
2
3
39
3
3
3
3
2
4
2
3
3
4
4
2
2
4
4
46
85
31
PutriNur F.
3
3
2
2
2
3
2
3
2
2
3
3
2
2
2
36
3
3
3
2
3
3
2
2
3
3
3
2
2
3
3
40
76
32
AzizaturRozana
3
3
2
2
1
3
2
3
2
2
3
3
2
2
2
35
3
3
3
1
3
3
2
2
3
3
3
2
2
3
4
40
75
33
Kharisma U. H.
4
4
3
4
3
4
4
4
3
4
3
4
4
2
3
53
2
1
3
1
1
1
4
2
2
4
3
3
2
4
4
37
90
34
Firda
4
4
4
3
3
4
4
3
3
4
4
4
4
3
4
55
4
4
4
4
4
3
4
4
4
4
3
3
4
3
4
56
111
35
Mufida Rizal A.
W
3
3
4
4
0
2
1
2
4
4
4
3
2
2
4
42
3
4
2
3
0
3
4
4
4
4
0
2
0
4
4
41
83
14
31
3004
TOTAL
The mean score: 86.0
15
78
TOTAL
REFERENCE
Ary, D. Jacobs, and Sorensen. 2010. Introduction to research in Education (Eight
Edition).USA :Wadsword.
Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to
Language Pedagogy (Second Edition). California: Longman.
Brown, H. D. 2007. Principles of Language Learning and Teaching (Fifth
Edition). California: Longman.
Creswell, J. W. 2012. Educational research: Planning, Conducting and
Evaluating Quantitative and Qualitative Research (Fourth Edition). USA:
Pearson.
Crystal, D. 2003. English as a Global Language (Second Edition). England:
Cambridge University Press.
Fraenkel, J. R. and Wallen, N.E. 2009. How to Design and Evaluate Research
Education (Seventh Edition).New York: McGraw-Hill.
Dwina, N. 2007.A Study of Students’ Motivation in Learning English of Second
Year Students of MTs Al AmanahBesuki, Situbondo in Academic Year
2005/2006.University of Muhammadiah Malang.
ii
Harmer, J. 2001.The practice of English Language Teaching (Third Edition).
England: Longman.
Hidayati, D.W. 2007.The Problem of Learning Speaking faced by the first
Semester Students of
Muhammadiah Malang.
STTAD
LEMJINTE
Malang.University
of
Hosni, A. S. 2014. Speaking Difficulties Encountered by Young EFL Learners.
International Journal on Studies in English Language and Literature
(IJSELL), 2(6), 22-30.
Retrieved from:
www.arcjournal,org
Lefrancois, Guy R. 2000. Psychology for Teaching (Tenth Edition).USA :
Wadsworth.
Annu, S. and Sumita, N. 2014.Extracurricilar activities and students’ performance
in secondary school. International Journal of Teaching Research and
Applications.2(6), 8.
Retrieved from:
http://www.ijtra.com/view/extracurricular-activities-and-studentsperformance-in-secondary-school.pdf
Ormrod, Jeanne E. 2008. Educational Psychology: Developing Learners (Sixth
Edition). Jakarta :Erlangga.
iii
Parsons, D. R, Stephanie L.H, & Deborah S. 2001. Educational Psychology: A
practitioner Researcher Model of Teaching. Canada: Wadsworth.
Permendikbud (Permendikbud No. 57 year 2014)
Rosita, D. E. 2007. Motivation in Learning English Speaking at Akademi
KeperawatanBlambanganBayuwangi.University
Malang.
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Muhammadiah
Samudra, F. A. 2010. A study on Students’ motivation in Learning English at MTs
NurulUlumGadungan. University of Muhammadiah Malang.
Santrock, J.W. 2001.Educational Psycology.Pennsylvania:Mc.Graw Hill.
Uno,
H.B. 2006.TeoriMotivasidanPengukurannya:
Pendidikan.Jakarta :BumiAksara.
Analisis
di
Bidang
Wilson, N. L. 2009. Impact of Extracurricular Activities on Students.University
of Wisconsin Stout.
Yin, R.K. 2011.Qualitative Research from start to Finish. New York: The
Guilford Press
iv
CHAPTER I
INTRODUCTION
This chapter presents the aspects dealing with the introduction. These
aspects are background of the study, statement of the problems, purposes of the
study, significance of the study, scope and limitation of the study, and definition
of the key terms.
1.1 Background of the Study
The English learning at Islamic junior high school has become the power
to show that Islamic students do not only focus on learning Arabic but also
English. Some interviews have been done on the teachers of Islamic junior high
school about the importance of learning English in Islamic schools. They realize
that English is the global language which cannot be separated from Indonesian
people. That is also supported by Crystal (2003) who states that English is global
language and people use it to communicate as international language. By learning
the global language, English, the students get more knowledge such as in
communication by using English language-based technology like internet and
receive English language-based news faster than the other tool could. Therefore,
English can help students get more knowledge from necessary sources.
However, there are some problems which make English difficult to be
learnt by students, including pronunciation, pitch, intonation, sound, spelling, and
stress (Harmer, 2001). First language or mother tongue has become the problem in
1
2
pronunciation and spelling because the first language previously received
becomes habitually spoken. Other problems of speaking commonly come from
the individual learners. Hosni (2014) found that there are three problems in
learning speaking which come from individual. The first is linguistic difficulties
which indicate the students struggle to find the appropriate vocabulary when they
are speaking and also difficult to build sentences when they try to express their
ideas. The second is mother tongue use which becomes particularly common in
less discipline class because the students can express their mind by using native
language. Finally, inhibition become the problem which commonly happen to
students in elementary level of English because they are afraid of making mistake,
feeling shy, and losing face.
The English learning at Islamic junior high school (MTs) for the seventh
grade student is necessary to be investigated. Based on Permendikbud
(Permendikbud No. 57 year 2014) about curriculum for elementary school,
English is not included as the mandatory subject, but the elementary school may
include English as an additional lesson “muatan lokal” or extracurricular. That
means the elementary students are not required to acquire English lesson well
because English is only an additional lesson, while in junior high school/Islamic
junior high school (MTs), English is a mandatory subject and examined in the UN
(National Examination). It makes seventh grade students of junior high school
must struggle to learn English. Some ways have been created for junior high
school students to love and be familiar with English and use it habitually, for
example carrying out extracurricular activity, English day, English zone/area,
3
speech contest, and written English (order, prohibition, motto, and etcetera) in
school area. Those activities can motivate the students to learn English
comfortably because there is no pressure or standard score outside class.
According to Lunenburg and Ornstein (2008), extracurricular activities are
voluntary and held by school officials, and it does not influence students’
academic score toward graduation. Usually, there are more than one
extracurricular program in one school, such as sport, music, Boy Scout,
automotive and many more. Generally, extracurricular programs are for free,
which means that it is optional for every student from all classes to follow them.
however, there are many advantages which can be taken by students. Supported
by Wilson (2009), the benefits of participating in extracurricular activities are not
only having better grades, having higher standardized test scores, and higher
educational attainment, but also attending school more regularly and having a
higher self-concept. Thus, learning something or a lesson in an extracurricular
program can make students more relaxed and get enjoyment because there is no
compulsion from any party to reach the minimum score.
As a prospective teacher, understanding the motivation of the learners is
important because it can improve the quality of score and students’ ability. For
example, the students who join an extracurricular program in a school might have
a purpose, and the purpose produces a motivation or a reason why they join it.
When the teacher recognizes the students’ motivation, whether it comes from
outside or inside, the teacher can choose and decide the best method or strategies
to be used. Further, motivation is something which always empowers students to
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learn and directs students to reach their goal (Ormrod, 2008). So, motivation is an
important part in learning.
There are some researchers who have conducted the research in the same
field as this present study. Firstly, Rosita (2007) found that the students’ extrinsic
motivation was more dominant than their intrinsic motivation, and the lecture’s
ways in giving motivation were still ineffective. The second researcher, Dwina
(2007), found that the students’ intrinsic motivation was more influential than
their extrinsic motivation. Another researcher is Samudra (2010) found that the
students liked to learn English because of their own will. The difference between
those previous researches and this research is that this research investigates the
students’ motivation in learning speaking in the extracurricular program at Islamic
junior high school.
The researcher is interested in investigating the motivation of the seventh
grade students who join English Club extracurricular program at MTs
Darussalam, Blitar for some reasons. Firstly, the seventh grade students of MTsN
Jabung find the new thing that is learning English as a mandatory subject.
Secondly, the students’ motivation in learning speaking needs to be excavated
because it has a big influence on the students’ achievement. Finally, the researcher
would like to investigate on the motivation of the students who join English Club
Extracurricular (ECE) program because in ECE, based on pre-observation of the
researcher, the majority of activities are speaking English.
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Based on the explanation above, the writer is interested in conducting the
research on the students’ motivation with the title “Students’ Motivation in
Learning Speaking at English Club Extracurricular of MTs Darussalam, Blitar”.
1.2 Statement of the Problems
Based on the background above, the research problems are formulated as
follows:
1. How is the students’ motivation in learning speaking at English Club
Extracurricular program of MTs Darussalam, Blitar?
2. What factors influence the students’ motivation in learning speaking at
English Club Extracurricular program of MTs Darussalam, Blitar?
3. How does the teacher motivate students’ in learning speaking at English Club
Extracurricular program of MTs Darussalam, Blitar?
1.3 Purposes of the Study
The purposes of the study are formulated as follows:
1. To know the students’ motivation in learning speaking at English Club
Extracurricular program of MTs Darussalam, Blitar.
2. To describe the factors which influence the students’ motivation in learning
speaking at English Club Extracurricular program of MTs Darussalam, Blitar.
3. To describe the teacher’s way to motivate students in learning speaking at
English Club Extracurricular program of MTs Darussalam, Blitar
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1.4 Significance of the Study
This result of the study is expected to give more information about the
condition of students’ motivation in learning speaking English, the factors that
influence the students’ motivation in learning speaking English, and the way the
teacher motivates students in learning speaking English. The result of this study is
expected to give contribution to the teachers/teachers of English extracurricular
programs to find better strategies to motivate students. Also, for the other
researchers who are interested to conduct the research on the learning motivation,
this research is expected to be used as a reference in conducting their research.
1.5 Scope and Limitation of the Study
The scope of this study is the students’ motivation in learning speaking,
the factors influencing the students’ motivation, and the way the teacher motivates
students in learning speaking in English Club extracurricular program. This study
is limited to the 40 students of the seventh grade who are learning speaking and
the teachers/teachers who are teaching speaking in English Club Extracurricular
program at Islamic Junior High School (MTs) Darussalam, Blitar.
1.6 Definition of the Key Terms
In order to avoid misunderstanding, the researcher tries to give the
explanation of the key words, those are:
1. Motivation is something that produces the reasons which are characterized by
willingness (Lai, 2011:2). In this study, students’ motivation is something
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which can make the students learn speaking English whether it comes from
their individual or environment.
2. Speaking is literally defined as to say things, express thoughts aloud, and uses
the voice. It is the most essential way in which the speaker can express
himself through a language (Brown, 2001:257).
3. English Club is the name of an extracurricular program at MTsN Jabung,
Blitar.
4. Extracurricular program is activities designed for students beyond the
standard study hours which is stated in curriculum 2013 as an extension of the
activities that is carried out under the guidance of the school which aimed to
develop talents, interests, and abilities out of the developing of curriculum
(Permendikbud no. 81A year 2013)
5. MTsN Jabung is an Islamic junior high school in Blitar Regency.