THE EFFECT OF MOTIVATION ON STUDENTS’ SPEAKING ABILITY AT THE SECOND GRADE OF SMAN 1 KOTABUMI

ABSTRACT

THE EFFECT OF MOTIVATION ON STUDENTS’ SPEAKING
ABILITY AT THE SECOND GRADE OF
SMAN 1 KOTABUMI
BY
AYU NURJANNAH

Success or failure in language learning seems largely dependent on students’
motivation to learn the target language. Motivation in learning English has
important role to stimulate students’ mastery in the target language. In
particular, motivation seems to be very important in the development of
speaking skills. In fact, in the classroom there are the high and low motivated
student which have various speaking ability. Therefore, this research aims to
find out whether or not there is a significant effect of motivation on speaking
ability. The design of this research is ex post facto research design. This
research was conducted at SMAN 1 Kotabumi, and the population was the
second grade student consisting of 36. The instruments of this research are
motivation questionnaire to measure the students’ motivation in learning
English and speaking test using prepared talk to measure speaking ability.
The result of this research shows that there is a significant effect of students’

motivation on speaking ability. It can be seen from the result of data analysis
that sig = 0. 000 (sig < 0.05). Moreover, the students with high motivation
have better speaking ability than those with low motivation. Therefore, the
writer suggests that English teacher should maintain students’ motivation in
order to improve students’ speaking ability.

.

LIST OF APPENDICES

1. Questionnaire of Motivation………………………….……………… 66
2. English Speaking Assessment for Second Grade of Senior High
School……………………………………………………………....... 75
3. Students’ Attendance List……..……………………………………..

76

4. The Realibility of Motivation Questionnaire……..………………….. 77
5. Student Motivation Questionnaire Score……….....…………………. 80
6. Students’ Speaking Transcript……...………………………………… 83

7. Students’ Speaking English Score….………………………………… 91
8. The Students’ Motivation and Speaking Ability…..…………………. 92
9. The Students’ Very High Motivation and Speaking Ability.………… 94
10. The Students’ Low Motivation and Speaking Ability ………………. 95
11. Oneway Anova………….…...…………...…………...…………...…. 97
12. Post Hoc Tests Scheffe ( Follow Up Anova) ……………………....... 98
13. One Way Anova and Post Hoc Tests Scheffe……………………......

100

LIST OF CHARTS

1. Result of Students’ Motivation in Learning English based on Category of
Motivation………………………………………………………...

43

2. Score of Each Category of Motivation Indicator. ……..…………

46

3. Result of Students’ English Speaking Performance………………

48

4. Students’ Score in each aspect of Speaking...…………………….

50

5. Students’ Very High and Low Motivation in their achievement for
each Speaking Aspect…………………………………………….

54

LIST OF TABLES

1. Table Spesification of Motivation………………………………….... 27
2. The Rubric of Grading System (Speaking)……………….......……… 29
3. Motivation Score……………………………………………………..

40

4. Table Descriptive Statistic……………….......………………………

44

5. Total Score of Each Indicator in Motivation Questionnaire…………

42

6. Result of Students’ Speaking English Ability……………………….. 45
7. Table of Frequency of Students’ Score in Each Component of
Speaking……………………………………………………………..

46

8. Table Value of One Way Anova……………….......……………….

52

1

I.

INTRODUCTION

This chapter discusses the reasons for conducting the research and it deals with
several points, namely introduction that deals with background of the problem,
formulation of the problems, objectives of the research, uses of the research, scope
of the research, and definition of terms clarified like the following.

1.1.

Background of the Problem

English is a crucial language in this globalization era since it plays an important
role to convey information. The position of English as international language
automatically leads most countries in the world to use English as medium of
communication. Meanwhile, in Indonesia English is considered as a foreign
language (EFL). English is taught in educational institution from Elementary

School to University as a compulsary subject. In learning English, the students are
expected to master four English skills, i.e. listening, speaking, reading, and
writing, and all of which are important to support the goal of communication, that
is, being able to understand and express information, idea, feeling, developing
knowledge, technology, and culture.

It is known that the ability to speak English has become a very important goal for
learners .The ability to communicate is the primary goal of foreign language

2

instruction so that speaking is put ahead above the other skills. School-Based
Curriculum (Depdiknas, 2006: 308) stated that the objective of teaching learning
English at Senior High School is that the students are expected to be able to
develop communicative competence both in written and in spoken form to achieve
informational literacy level. It means that the students have to be able to master
productive skill, like speaking skill. Speaking is perceived as measurement of
people’s language mastery. Speaking is also the most important language skills
that need to be controlled, and they assess learning achievement based on mastery
of speaking skills (Burnkart, 1998). Speaking seems to be intuitively the most

important language skill. People who know a language are referred to as
“speaker” of that language, as if

speaking

included

all

other

kinds

of

knowing; and many, if not most foreign language learners, are primarily
interested in learning to speak (Ur, 1996). This skill is important for
communication among people in the society in order to convey information and
ideas, and maintain social relationship.

In English subject, especially speaking skill at the second grade of senior high
school, the standard competence is that the students are able to express the
meaning of short functional text and monologue text in form of report, narrative,
and analytical exposition in daily context and in accessing science. While in basic
competence, the students are hoped to be able to express the meaning of simple
monologue text that uses language of popularly oral style accurately, fluently, and
acceptably in form of report, narrative, and analytical exposition. So, it means that
the students are hoped to be able to express their idea using English in daily

3

activity. But, in fact many language learners lack the ability to express their idea
orally. Producing spoken language has often meant a difficulty for them. As the
statement that speaking is the most complex and difficult skill to master (Hinkel,
2005, p. 485), whereas speaking is most often used to communicate by people.

Based on the researcher’s experience when conducting Field Practice Program
(PPL) in the second and third grade of SMP PGRI 4 Labuhan Ratu, it was found
that the students mostly had limited mastery of speaking. Some of them have big
desire to speak English, although they thought that speaking is the most difficult

skill in learning English. Therefore, they also need a teacher who can motivate
and bring them into interesting class. Most of the cases indicate that English
become favorite subject in the beginning of class. The student feel curious to
study English that is known as an International Language. But, during the process
of learning, their motivation to learn English become lower than before.
Consequently, the aim of teaching English is far from the objective. On the other
occassion, the researcher interviewed one of English Teachers in

SMAN 1

Kotabumi and it was found that the difficulties of teaching speaking might be
caused by monotonous material, classroom situation, learning media, and
student’s motivation. Based on the statements above, the researcher realizes that
motivation in learning English has important role to stimulate their mastery in the
target language. The lower motivation they have in expressing their own idea, the
lower chance to be successful in learning English especially in speaking will be.

Yufrizal (2008: 111) states that the factors which influence the second language
learning are motivation and attitudes, anxiety, age difference, personality factors,

4

cognitive factors, and other factors. Motivation can push someone to complete a
course of work. Motivation is also a passion to do something. Therefore,
motivation plays very important role in language learning. Success or failure in
language learning seems largely dependent on students’ motivation to learn the
target language.
Second language learning will be more effective and efficient if it is pushed by
motivation. Dörnyei (1998) further argues the importance of motivation by stating
that motivation provides learners the primary stimuli for initiating second
language learning, and later motivation become the driving force for learners to be
persistent in tedious learning process, so that learners may be able to complete
long-term goals if there is sufficient motivation. The theory implies that
motivation is one of the determining factors in developing a second language. In
particular, motivation seems to be very important in the development of speaking
skills. One who has strong motivation might take a part in speaking. It can be
inferred that one might speak well in English as a result of motivation which
pushes to speak. So, motivation has main role for knowing someone’s ability in
speaking. For example, one who has strong speaking motivation will practice and
train themselves to speak fluently and accurately in order to be better speaker. On

the contrary, one who has low motivation in speaking will rarely practice and train
himself to speak fluently and accurately. So, it might influence their speaking
ability stay the same or even get worse.

The whole explanations above encourage the writer to investigate more about the
effect of motivation in learning English on students’ speaking ability. Therefore,

5

this research is entitled “The Effect of Motivation on Students’ Speaking Ability
on the Second Grade of SMAN 1 Kotabumi”.

1.2.

Formulation of the problem

Referring to the background of the problem above, the researcher formulates the
research problem as follows:
(1) Is there any significant effect of motivation in learning English on students’
speaking ability?
(2) What aspects of speaking is the most achieved by high and low motivated
students?

1.3.

Objective of the Research

In line with background and problem formulation above, the researcher states that
the objectives of the research as :
(1) to know whether or not there is significant effect of motivation on students’
speaking ability
(2) To investigate whether or not students who have high motivation in learning
English have better speaking ability than the low ones

1.4.

Uses of the Research

The researcher hopes this research can be used in:

6

1.4.1 Theoritically
The uses of this research are as follow:
-

As a support for related and previous research

-

As a prove of theory which states that motivation is important
aspect in speaking

1.4.2.

Practically
The results of this research hopefully can give:
- Information sharing for SMA English teacher and students on how
motivation relates to speaking ability
- As information for all readers about contribution of the motivation
toward students’ speaking mastery
- As information for other researchers who are interested in
investigating students’ motivation

1.5.

Scope of the Research

The research was focused on finding out the results of students’ speaking ability
in which it might be caused by effect of their motivation in learning English. It
analyzed the comparation between students with high and low motivation in their
speaking ability. This speaking ability was tested by using Prepared Talk
Activities. Then, this research was conducted at second grade of SMAN 1
Kotabumi. The researcher chose the second grade students because it could be
predicted that they have more experience of learning English in their school. So,
they knew their self-motivation when they learn.

7

1.6. Definition of Terms
In order to avoid misunderstanding, the writer clarified some definition of key
terms as stated below:

Motivation
Motivation is an individual inner power to do something. Motivation in English
learning means that motivation pushes one to learn English so that learning
activity run smoothly and this might affect students’ ability to be successful.

Speaking
Speaking is the productive skill in oral mode. Speaking is an interactive process of
constructing meaning that involves producing, receiving, and processing
information. Lado (1960) defines speaking as the ability to express oneself in life
situation, or the ability to converse, or to express a sequence of ideas fluently.

Prepared Talk
Prepared Talk is a kind of classroom speaking activities which involve students to
makes a presentation on a topic of their own choice. It is aimed to encourage them
to speak as free as possible. Prepared Talk is part of Communicative Language
Teaching (CLT).

8

8

II.

LITERATURE REVIEW

This chapter provides explanation related theories used in this study, such as
concept of motivation, types of motivation, high and low motivation in learning
English, concept of speaking, concept of speaking activity, relation between
students’ motivation and speaking ability, theoretical assumption and the
hyphothesis.

2.1.

Concept of Motivation

Motivation is an individual’s inner power which pushes to do something. The
term motivation theory is concerned with the process of describing why and how
human behaviour is activated. Motivation is the attribute that “moves” us to do or
not do something (Gredler, 2001). Huit ( 2001:1) says that “motivation is an
internal state (sometimes described as a need, desires, or want) that serves to
activate or energize behaviour and gives it direction”. Motivation is usually
considered as an inner drive, impulse, emotion, or desire that moves one to a
particular action (Suparman, 2010).

In his discussion of motivation, Brown (2007: 169) includes the need for ego
enhancement as a prime motivator. This is the need ‘for the self to be known and
to be approved by others. Williams and Burden (1997 : 120) suggest that

9

motivation is ‘a state of cognitive arousal’ which provokes a ‘decision to act’, as a
result of which there is ‘sustained intellectual and or physical effort’ so that the
person can achieve some ‘previously set goal’. They go on to point out that the
strength of that motivation will depend on how much value the individual places
on the outcome he or she wishes to achieve.
Gardner (1985) , as one of the leading researchers in the field of second language
learning focuses on motivation, and defines motivation by specifying four aspects
– “a goal, effortful behavior, a desire to attain the goal, and favorable attitudes
toward the activity in question”. A goal is seen as a stimulus for increasing
motivation rather than a measurable part of motivation.

However, based on the social psychological point of view, Gardner (1985) defined
L2 motivation as “the extent to which an individual works or strives to learn
language” because of their desire to do so and satisfaction obtained from the
activity, such definition focuses on learner’s inner desire and attitude. Futhermore,
based on Deci and Ryan’s (1985) self-determination theory, motivation is related
to all aspects of ”activation” and “intention” , including energy, direction,
persistence, equifinality.

According to Handoko ( 1992:42 ), there are five motivation theories. They are
clarified as follows:
1.

Cognitive Theory

Dahar ( 1989: 152) stated that cognitive concept could be explained as process
which are more focused on insight thinking, reasoning, using inductive deductive

10

logical. Therefore, based on cognitive theory, human being is a rationale creature.
The more education they have, the better attitude they have
2.

Hedonism Theory

Hedonism Theory states that every human activity, consciously or unconsciously
which come from inside or outside have the same purpose. They look for
happiness and prevent disgusting activity. Relating to the motivation, it can be
said that action depends on someone anticipation and expectancy toward an object
or stimulation faced.
3.

Instinct Theory

This theory believes that every man has biologist power since they are born. This
power makes someone act based on the spesific way. It is different from rationale
theory which believes that human thinking as the decision maker of human
behaviour.
4.

Psychoanalytical Theory

This theory is the development of instinct theory. This theory recognizes that the
power which comes naturally from the human will cause and organize the human
behaviour.
5.

Homeostasis Theory

This theory argues that human behaviour happens because of unbalance feeling
inside of them. In other words, human being will always defend the balance that
they have in their mind. It can be concluded that human activity happens because

11

of the need and this activity directs to the achievement that can bring them to the
feeling of satisfaction.
Then, according to Dornyei (1998) motivation is the “process whereby a certain
amount of instigation force arises, initiates action, and persists“ as long as there is
no other forces weakening it until the planned goals is reached. Motivation also
means the combination of effort plus desire to achieve the goal of learning the
language which leads to a conscious decision to act, and which gives rise to a
period of sutained intellectual and/or physical efforrt in order to attain previous set
goals ( Choosri and Intharaksa : 2011).

2.2.

Types of Motivation

Gardner and Lambert in Suparman (2010: 71) classify motivation into two types
of motivation. The first is instrumental motivation, that is, a means of getting
instrumental goals, such us furthering a career, reading technical material, and
translation. The second is integrative motivation, that is, a desire to be a part of
the L2 society and integrate L2 culture. Yufrizal (2001:278) also states that two
types of motivation i.e. Integrative and Instrumental :
(1)

Integrative Motivation

A learner with integrative motivation has a genuine interest in the second
language community. The learners want to learn their language in order to
communicate with them more satisfactorily and to gain closer contact with their
cultural.
(2)

Instrumental Motivation

12

By contrast, a learner with instrumental motivation is more interested in how the
second language can be useful instrument towards furthering other goals, such as
gaining a necessary qualification or improving employment.

Integrative motivation is determined by more general attitudes and beliefs: an
interest in foreign languages and people, the cultural and intellectual values that
the target language has, and new stimuli through learning and using the target
language (Dörnyei : 1990). Instrumental orientation is associated with external
regulation whereas travel, friendship, and knowledge orientations are correlated
with the more self-determined and intrinsic motivation (Noels et al., 2000). While
Gardner and Lambert (1972) define the integrative motivation as those that
indicate an interest in learning the language in order to communicate with
members of the second language community. It is characterized by those who
learn the second language so as to identify themselves with the language speaking
group and ultimately join it. They describe instrumental motivation as a
motivation to acquire some advantage by learning a second language. A learner
with instrumental motivation regards language as an instrument to get a reward.

Based on the explanation above, the researcher believes that motivation has
important function in getting the purpose of doing something. This matter makes
one tends to be better than anyone does and makes him or her has more energy to
make it perfect. Hamachek (1994: 276) states that:

There are three important functions of motivation :
(1) Energizing us (i.e., turning the key and starting the motivational engine)
(2) Directing us (i.e., pointing us in a particular direction)

13

(3) Helping us to select behaviour most appropriate for achieving our goals.

So, it can be inferred that in terms of speaking, the first function of motivation is
that to push and energize one to speak. Then, the second function is to make one
to be concern on speaking purpose. The last function might to reflect themselves
to acculturate habit in order to achieve communicative speaking.

Motivation is also classified as intrinsic and extrinsic based on the degree of selfdetermination. As Woolfolk (1995: 115) and Hamaheck (1994:278) stated that
motivation is divided into intrinsic and extrinsic motivation :
(1)

Intrinsic Motivation

Intrinsic motivation is motivation connected with actions that are their own return.
Intrinsic motivation is a power that makes someone do something that comes from
himself. It is fueled by one’s own goal or ambitions (e.g. the payoff derived from
one’s own feelings of personal satisfaction or accomplishment). For example,
when students study because they enjoy the subject and desire to learn it, it seems
that their motivation is primarily intrinsic; their reasons for learning reside
primarily inside themselves. There are two types of intrinsic motivation :
1. Self Determination
In this perspective, the students believe that they act because of their
willingness not because of the successful or another external factor. It means
that the internal motivation and intrinsic willingness will increase when
students have opportunities and choices for taking personal responsibility in
learning process.

14

2. Personal Choice
It happens when a person considers that he/she is able to concentrate in doing
activities. It also happens when a person involves in some challenges
considered not too easy and too difficult.
(2)

Extrinsic Motivation

By contrast, extrinsic motivation is a power that makes someone does something
that comes from outside. It is fueled by the anticipation and expectation of some
kind of payoff from an external source (e.g. a dollar for every A). For example,
when students work hard to win their parents’ favor, gain teachers’ praise, or earn
high grades, it seems that their motivation is primarily extrinsic ; their reasons for
work and study lie primarily outside themselves. Extrinsic motivation is
motivation created by external factors like reward and punishment
In line with Woolfolk and Hamaheck, Deci and Ryan (1985) also put forward
intrinsic and extrinsic motivation theory. More specially, intrinsic motivation
refers to the motivation to engage in an activity which the learners thinks is
enjoyable and satisfying. Extrinsically motivated behaviors are those actions
carried out achieve some instrumental end, such as earning a reward or avoiding
punishment.

15

2.3.

High Motivation and Low Motivation in Learning English

Among various factors, motivation is cited as vital affecting language learning
(Lambert, 1963). It is further claimed that motivation has direct effect on language
achievement. Motivation is defined as the extent to which ones strive to acquire
the language because of the desire to do so and satisfaction derived from it
(Gardner, 1985 ). Motivation is, thus, considered significant in its roles in
language learning success. Along this line of thoughts, students’ motivation
toward English language learning can, to a certain degree, influence their learning
result. So, motivation is cause L2 achievement.
Since motivation accounts for not only why individuals come to engage in an
activity but also for how long they persist and how much effort they invest in it
Dörnyei (2005), divide the process model of L2 Learning Motivation stated as
follow :
CHOICE MOTIVATION
Motivational functions:
• Goal setting
• Intention formation
• Initiation of intention
enactment
Main motivational
influences:
• Attitudes toward the L2
and its speakers
• Values associated with
L2 learning, with the
learning process itself,
and with its outcomes
and consequences
• Expectancy of success,
and perceived coping
potential
• Various goal properties
(e.g., goal relevance,
specificity and
proximity)
• Learner beliefs and
strategies
• Action vs. state
orientation
• Environmental support
or hindrance
• Perceived
consequences for not acting

EXECUTIVE
MOTIVATION
Motivational functions:

MOTIVATIONAL
RETROSPECTION
Motivational functions:

• Ongoing appraisal of
stimuli present in
environment and of
own progress
• Generation of subtasks
and implementation
• Action control (selfregulation)

• Formation of causal
attributions
• Elaboration of
standards and strategies
• Dismissal of intention,
followed by further
planning

Main motivational
influences:

Main motivational
influences:

• Quality of the learning
experience
(pleasantness, need
significance, coping
potential, self and
social image)
• Sense of autonomy
• Teachers’ and parents’
influence
• Classroom reward- and
goal structure (e.g.,
competitive or
cooperative)
• Influence of the learner
group
•

• Attributional factors
(e.g. attributional styles
and biases)
• Self-concept beliefs
(e.g., self-confidence
and self-worth)
• Received feedback,
praise, grades

16

Choice motivation as Pre-actional Stage, Executive motivation as Actional Stage,
and Motivational retrospection as Post-actional stage.
According to Cook (1991 : 96 ) some L2 learners do better than others because
they are better motivated. High motivation is one factor that causes successful
learning ; successful learning , however , may cause high motivation. So, it can be
said that high motivation can cause high achievement in learning English, and low
motivation also can cause low achievement in learning English. However, it can
also be argued that motivation is the result of learning.
It is also pointed out by Cook ( 1991 : 99 ) that it is not motivation for learning as
such which is important to teaching but motivation for learning a particular
second language. In the teachers’ point of view, teacher can influence rather than
the learners’ more deep-seated motivations. The latter process of creating
successful learning which can spur high motivation may be under the teacher’s
control. So, the meaning of motivation for teacher is probably the interest that
something generates in the students.
Furthermore, Guilloteaux (2009) from Gyeongsang National University, in her
research about “Do High and Low Motivation EFL Learner Groups Have
Different Goal Orientations?”, found that both high and low motivation learner
groups reported higher performance-approach orientation goals, but in the
different grade levels.
In the other side, Guilloteaux (2007) in his thesis for the degree of Doctor of
Philosophy at Nottingham University about ”Motivating Language Learners : A

17

Classroom-Oriented Investigation of Teachers’ Motivational Practices and
Students’ Motivation” observes learners groups into high motivation and low
motivation based on the students’ self reported motivation and motivated learning
behaviour questionnaire. The result of research shows that the Learners’
Motivated Behavior correlates significantly and positively with both the Students’
Self-Reported Motivation and the Teacher’s Motivational Practice. The
relationship with the Teacher’s Motivational Practice is particularly strong, with a
coefficient exceeding 0.6, thereby explaining 37% of the variance in the students’
motivated learning behavior measure.
So, from the entire explanation above, it can be said that high and low motivation
can directly give impact for learners and achievement of language, especially in
English speaking.

2.4.

Concept of Speaking

Speaking is the productive skill in oral mode. Speaking is fundamental for
communication and essential for developing interpersonal skill. By speaking, one
can interact and give responds to other people and situation. One also can share
his/her ideas, thoughts, and feeling through spoken language. Byrne (1984 : 8)
states that speaking or oral communication is a two-way process between speaker
and listeners and involves the productive skills and receptive skill of
understanding. In process of speaking, there must be at least two people : one as a
speaker who share information, and the other as listener to receives information.

18

According to Chaney (1998 : 13), speaking is the process of building and sharing
meaning through the use of verbal and non verbal symbol, in a variety of context.
So, speaking can take place if the speaker uses verbal symbol such word and non
verbal symbol like gesture and body language to convey the meaning.

Meanwhile Brown (2001 :250) says that speaking is an interactive process of
constructing meaning that involves producing, receiving, and processing
information. So, it can be concluded that speaking is an interactive process for
building and sharing meaning through the use of verbal and non verbal symbols in
context of producing, receiving , and processing information.

There are three aspects that would be measured for speaking test :
(1)

Fluency

Fluency can be defined as the ability to speak fluently and accurately. Hedge
(2000) defines fluency as the ability to link units of speech together with facility
and without strain or inappropriate slowness, or undue hesitation. Nunan (2003)
also said that fluency is use the language quickly and confidently with few
unnatural pauses. So, fluency is the ability to speak fluently and confidently while
the smoothness or flow with which sounds, syllables, words, phrases, are joined
together when speaking.

(2)

Accuracy (Pronunciation and Grammar)

Pronunciation is native speaker (competent user the language) to know how to say
a word-that is how to pronounce it (Kenworthy ; 1987). Pronunciation is a way in

19

which someone utters the words or the language to another based on the available
rules. Heaton ( 1978: 5) defines grammar as the students ability to manipulate
structure and to distinguish approriate grammatical form in approriate ones is
needed for students to arrange correct sentences in conversation.

(3)

Comprehensibility

Comprehensibility is the ability to understand the conversation or speaker.
Comprehensibility measures how much interpretation is required to understand
student’s responses.
Those three aspect of speaking is really important to master for english learner for
good communication.

Brown (2001: 250) also classifies the types of spoken language. Those types are
as follows:
1.

Monologue
In monologue, when a speaker uses spoken language like in speech, news
broadcast, or lecture, the listener must process long stretches of speech
without interuption the stream of speech will go on whether the listener
comprehend or not. Monologue is divided in two parts, that are planned
and unplanned. Planned means that the speaker produces refined speech.
Planned usually manifest little redundancy and are therefore

relatively

difficult to comprehend. In contrary, the phrases are often produces one
after another in unplanned, the “nextness” shows that they are related.
Unplanned exhibit more redundancy, which makes for ease in
comprehension, but the presence of more performance variables and

20

other hesitations,can help or hinder comprehension. Planned and
Unplanned has some characteristic, based on Green in Hyatt (2008) :
a.

Planned

- the speaker has prepared and practised a speech or presentation (at home
/

before the test)
- pronunciation and intonation have been practised
- often tends towards formality of lexis and syntax

b.

Unplanned

- e.g. everyday conversation – spontaneous
- utterances; short sense units, incomplete sentences
- pronunciation and intonation less controlled
- lexis and syntax tend to be informal/colloquial

Ochs (1979) states that planned speech is the situation where the speakers have
prepared and possibly rehearse their presentations in advance, or they express
well-thought-out points and opinion, which they may have voiced many times
before. In contrast, unplanned speech is spoken on the spur of the moment, often
in reaction to other speakers. It is particularly in unplanned speech that short idea
units and ‘incomplete sentence’ are common, although even in planned speech,

21

idea units are usully shorter than in writing, because the speakers know their talk
has to be understood by the listeners in real time.

2.

Dialogue
Dialogues involves two or more speakers and can be subdivided into
interpersonal and transactional language. An interpersonal language is a
dialogue which has function to promote social relationship between
speakers. While transactional language is a dialogue which involves two or
more speakers with the purpose is to convey propositional or factual
information.

2.5.

Concept of Speaking Activity through Prepared Talk

Speaking activity is the activity that encourages students in the class to speak.
Whatever the purpose of the speaking event, we can characterise it as interactive
and non-interactive. The conversation that takes place when we buy a newspaper
at a new kios is interactive, whereas leaving message on an answer phone is noninteractive. We also make a differentiation between speaking (monologue
speaking) that is planned and unplanned. Here, the researcher uses planned
speaking namely Prepared Talk, that is a kind of classroom speaking activities
which involve students to makes a presentation on a topic of their own choice. It
is aimed to encourage them to speak as free as possible. Prepared Talk is part of
Communicative Language Teaching (CLT). Communicative Language Teaching
aims is broadly to apply the theoretical prespective of the Communicative

22

Approach by making communicative competence the goal of language teaching
and by acknownledging the interdependence of language and communication
(Larsen-Freeman, 2000: 121).

In the process of speaking activity through Prepared Talk, firstly we give the
students time to prepare their talks. The researcher will give topic of speaking
focused in three purpose :
1. Promoting a Product
2. Entertaining People
3. How To Make/Doing Something
This can be done by getting them to present their speech in pairs in front of class.
After that, the teacher also can bring the class into the discussion based on the
presentation. The researcher can check their speaking ability from their
performance of speaking and their activeness in learning activities.

2.6.

Relation Between Students’ Motivation and Speaking Ability

Hayati and Ostadian (2008) point out that no activity will be carried out
succesfully without motivation. In learning activity, the student might not engage
learning if they do not have motivation. That’s why the students must have
motivation. This statement is supported by Brown (1980; 112) who states that
“motivation is the most often used to catch all term for explaining the succes or
failure of virtually and complex task”. It can be stated that success in a task is
simply due to the fact that someone is motivated.

23

Studying motivation is important to many SLA researchers, because it is believed
that without ample motivation, even learners with the most notable abilities
cannot achieve long–term goals. In other words, appropriate curriculum and good
instruction might not be enough to guarantee success. Students also need to have a
degree of motivation (Guilloteaux & Dörnyei, 2008). According to Ebata (2008),
motivation produces successful second language (L2) communicators by making
them self–confident. Moreover, it can lead learners to continue learning even after
they fulfill a specific goal.
The research about motivation in the field of second language acquisition has
been influenced by Gardner and his associates (Gardner & Lambart 1972; Gardner
1985; Gardner & Macintyre 1991, 1993; Gardner & Tremblay 1994). These
studies focus on two types of motivation : integrative motivation and instrumental
motivation. Some research that pay attention to learners’ motivation in China also
shows that motivation can lead to successful learning (Dingfang & Zhixiang
1996; Qiufang & Haixiao 1996).
While Ur (1991, 274-280) states that “motivation is very strongly related to
achievement in language learning.” In relation to speaking, it means that eager
learners willing to invest effort in speaking activities are likely to make greater
progress.
Learning English is often related to learning how to speak the language. Speaking
is also the most important language skills that need to be controlled, and they
assess learning achievement based on mastery of speaking skills (Burnkart, 1998).
That is why speaking is perceived as measurement of people’s English mastery.

24

The ability to speak fluently presupposes not only knowledge of language
features, but also the ability to process information and language on the spot
(Harmer, 2001). Therefore, one who has strong motivation in learning English
will process information and language easier than others. The more motivated the
learner the better their learning process will be (Ur, 1996). So, the more motivated
the learner the better their speaking ability will be.
Harmer (1991, 4-6) distinguishes extrinsic and intrinsic motivation. He claims that
students´ attitude to speaking the language may be affected by different factors
from the outside, such as people in close surroundings, previous speaking
experience in a foreign language or the job opportunities offered after mastering
foreign language communication. All of these represent extrinsic motivation.
Although extrinsic motivation is nowadays a driving force for most students,
without intrinsic motivation no goal in improving the speaking skill could be
achieved.
Futhermore, the learners’ type of motivation play an essential role in language
achievement. Different levels of students’ achievement may be impacted by types
of motivation (Choosri and Intharaksa : 2011 ). Therefore, it is essential to
observe how deep different level of motivation can give influence to students’
speaking ability.

2.7.

Theoretical Assumption

Referring to what have been discussed, the writers assumes that to master
speaking skill is need strong desire. It might be the result of students themselves

25

or outside in language attitude which are known as motivation. And, the speaking
ability can run smoothly if students’ motivation in learning english, especially in
speaking skill stems from students’ high passion from themselves. It is also stated
by Brown ( 2001 : 75) that motivation is a factor of high or low of the goal.

Based on the statement above, the writer assumes that motivation give significant
effect to reach the goal, especially in speaking ability. Then, the writer also
assumes that the high motivated students in learning English may have better
ability in speaking than the low ones.

2.8. The Hypothesis

By concerning the theories and the assumption above, the research formulated the
hypothesis as follow:
H0 there is no significant effect of motivation in learning English on speaking
ability.
H1 there is a significant effect of motivation in learning English on speaking
ability.

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26

III.

RESEARCH METHOD

This chapter discusses the following topics: research design, population and
sample of the research, data collecting technique, validity and realibility, research
procedure, data analysis, and hypothesis testing.

3.1

Research Design

This research was conducted to find out if there is a significant effect of
motivation in learning English on students’ speaking ability. This research used a
quantitative methodology to get empirical data. It is very useful for providing
picture or factors connected with second language development. In this research,
the writer used ex post facto research design because the writer do not give
treatment but collecting the data by seeing the cause and effect will happen.
Moreover, Hatch and Farhady (1982:26) states that ex post facto design was used
when the researcher does not have control over the selection and manipulation of
the independent variable (the researcher do not give treatment in the research).
The research design of Ex post facto is formulated as follow:

27

X
X

Y

: Students’ motivation in learning English (Very high, High, Medium, and
Low)

Y

: Students’ speaking ability

In this research, there are two variables; dependent variables and independent
variables. Dependent variable is a product from all interaction that involve in the
research. In other hand, independent variables is a variables in the research that
determining the effect of the dependent variable. There are the variables follow:
a. Students’ motivation in learning English (divides into four levels : very
high, high, medium, and low) as independent variable, so that it can be
assumed that students’ motivation influences the students’ speaking
ability.
b. Students’ speaking ability as dependent variable, so that it can be assumed
that ability is a result of students’ motivation.

3.2

Population and Sample

The population of this research would be all of students of the second grade of
SMA Negeri 1 Kotabumi, which consist of six classes. They are XI IPA 1, XI IPA
2, XI IPA 3, XI IPA 4, XI IPS 1, XI IPS 2. There is no such favorite class which
consist of clever students only. So, the writer chose one of them through random

28

sampling. The chosen class would be the experiment class and also as sample of
this study. It is believed that this method can fulfill the external validity aspect
and get normal distribution data. The procedure was done as follow :


The writer collects the data based on teachers’ absent, there are six classes
of the second grade of SMAN 1 Kotabumi.



Then, the six classes name is written in the rolled papers and put into a
glass.



The glass is shaken and poured. The rolled paper which come out will be
the sample.

3.3. Data Collecting Technique
Based on the formulation of the problem in the first chapter, the research will try
to compile the data through data collecting technique, which is test of speaking
and Questionnaire.

3.3.1 Questionnaire of Motivation In Learning English

Questionnaire was given to students in an attempt to get data about their learning
motivation. In this case, the writer employed questionnaire consisted of 25 items
where each of them referred to integrative motivation and instrumental
motivation. The writer applied Likert Scale for the questionnaire where each item
has mainly four alternative answers that is A, B, C, and D. The students are

29

expected to give their answers as factual and real information about themselves by
this questionnaire as provided in the four alternative answers.
Each of 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 6, 16, 20 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 in learning, the researcher takes from
Makmun’s book, Psikologi Pendidikan (1983, p: 33-34) in Uniroh (1990: 32) as
reference as follows :
1. The duration of students in learning English; how long is the ability of students
to use time doing activity of learning
2. The frequency of students’ activity in learning English e.g., how often does the
activity take place?
3. The persistence of students in learning English; How punctual in doing activity;
how strong his/her tenacity is.

30

4. The toughness or endurance of students in solving the difficulties of learning
English and facing its problem or obstacles.
5. The aspiration of the students, for instance: purpose target, etc.
6. The qualification level of students’ achievement in learning English
7. The devotion of students to get objective of learning English , for instance:
though, time, money, effort.
8. The students’ attitude to the purposes of learning English
Table 1. Specification of Motivation
No

1

Category

The duration of students in learning English;

Item

Total

Numbers

Item

1,2,25

3

The frequency of students’ activity in learning 3,6,23

3

how long is the ability of students to use time
doing activity of learning
2

English e.g., how often does the activity take
place?
3

The persistence of students in learning

4,8,24

3

11,17,22

3

English; How punctual in doing activity; how
strong his/her tenacity is.
4

The toughness or endurance of students in

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solving the difficulties of learning English
and facing its problem or obstacles.
5

The aspiration of the students, for instance: 7,9,14,18

4

purpose target, etc.
6

The qualification level of students’

5,19,20

3

11,12,21

3

7,13,15,16

4

achievement in learning English
7

The devotion of students to get objective of
learning English , for instance: though, time,
money, effort.

8

The students’ attitude to the purposes of
learning English

This questionnaire is also extracted from Bong (2001) about Students’ Motivation
in the EFL subject domain, which consist of several points :
Self-efficacy,

Task

value,

Mastery

goal,

Performance-approach

goal,

Performance-avoidance goal.

3.3.2 Speaking Test through Prepared Talk

The test was given to the student in speaking test. This popular kind of speaking
activity is where students make a presentation on a topic of their own choice.
Such talks are not designed for informal spontaneous conversation, because they

32

are prepared. However, if possible, students should speak from notes rather than
from their script. The researcher as the teacher set the class to prepare their talks
(free topic based on the three purposes : Promoting a product, Entertaining people,
How To Make/Doing Somethings) .This can be done by getting them to present in
front of class. The test is done orally and directly in front of class one by one in a
pair. The students are asked to speak clearly because their voice will be recorded
during the speaking test. The asessment was done by both the teacher and the
writer using Heaton (1991) as a guidance in measuring students’ speaking ability.
It will be concerned on 3 aspects namely fluency, pronunciation, and
comprehensibility.

3.3.2.1 Speaking Scoring System
Since the writer applies the oral ability scale proposed by Heaton (1991), the
writer gives the score based on those aspect there collectively. During the
speaking test the writer recorded the students’ speech to see the process of
speaking. The recorded data scored to measure students’ English speaking ability
individually. After that, the writer accumulated the result of the test with the
English teacher to fulfill the realibility of test.

33

Table 2. The Rubric of Grading System.
Range

Pronunciation

Fluency

Comprehensibility

81-90

Pronunciation only
very slightly
influenced by
mother tongue

Speaks without too greats
effort with a fairly wide range
of expresion. Searches for
word a occasionally but only
one or two unnatural pauses.

Easy for listener to
understand the speakers
intention and general
meaning.

71-80

Pronunciation is
slightly influenced
by the mother
tongue. The most
utterance are
correct.

Has to make an effort at times
to search for words.
Nevertheless smooth very
delivery on the whole and only
a few unnatural pauses.

The speakers intention and
general meaning are fairly
clear.a few intruction by
listener for the shake of
clarrification or necessary.

61-70

Pronunciation still
moderatelly
infleunced by the
mother tongue but
no serius
phonological error.

Altough she/he has made an
effort and search for words,
there are not too meaning
unnatural pauses. Fairly
smooth delivery mostly.

Most of the speaker say is
easy to follow. His
attention is always asre
clear but several
intruptions are necessary
to have him to convey the
message or to see the
clariffication

51-60

Pronunciation is
influenced by the
mother tongue but
only few serious
phonological
errors.

Has to make an effort for much
of the time. Often has to search
for the desired meaning. Rather
halting delivery and
fragmentary.

The listener can
understand a lot of what is
said, but he must
constantly seek
clariffication. Cannot
understand of the speakers
more longer or complex
sentence.

41-50

Pronunciation is
influenced by the
mother tongue with
errors causing a
breakdown in
communication.

Long pauses while he/she
searches for desired meaning.
Frequently halting delivery and
fragmentary. Almost gives up
for making the effort a times.

Only small bits (usually
short and sentence and
prhases) can be understood
and then with considerable
effort by someone used to
listening the speaker.

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The interpre