THE CORRELATION BETWEEN THE STUDENTS’ MOTIVATION AND THEIR ABILITY IN LEARNING ENGLISH AT THE X GRADE OF THE INTERNATIONAL SCHOOL SMA NEGERI 2 MOJOKERTO
THE CORRELATION BETWEEN THE STUDENTS’ MOTIVATION AND THEIR
ABILITY IN LEARNING ENGLISH AT THE X GRADE OF THE INTERNATIONAL
SCHOOL SMA NEGERI 2 MOJOKERTO
THESIS
BY:
ISMAYA ANDINI LESTARI
08360237
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2012
ACKNOWLEDGEMENT
Bismillahirahmanirrohim,
Alhamdulillah, the writer would like to express her deepest gratitude by saying thank you
to Allah SWT for the blessing and merci that given to her, so that she could compose and finish
this thesis.
This thesis would not have come to its final form without generous help, support, advice,
and prayers of the following people to whom the writer is greatly indebted. First of all, she
would like to express her deepest gratitude to her first advisor Dr. Masduki, M.Pd, and her
second advisor Drs. Adiloka, M.Pd. For their suggestions, guidance, comments, patience, during
the consultation period until the completion of this thesis.
The writer also would like to thank you to the English teacher of X6, Mrs. Atik Herawati,
S.S who allowed her to do the observation in her speaking class, and also the staff of SMA
Negeri 2 Mojokerto who helped her for the administration, and so on.
Finally, the writer would like to express her special thanks to her beloved parents mom
and dad, her family in Mojokerto, her friends at the boarding house “koztgaul”, and other friends
that cannot be mentioned one by one. Thank you for the encouragement, love, care, and prayer
so that the writer could finish this thesis.
Hopefully, Allah SWT always blesses them all. Amen.
Malang, October 5th, 2012
The Writer,
IsmayaAndini Lestari
TABLE OF CONTENTS
APPROVAL ...................................................................................................
i
LEGALIZATION ..........................................................................................
ii
MOTTO AND DEDICATION......................................................................
iii
ABSTRACT ....................................................................................................
iv
ACKNOWLEDGEMENT .............................................................................
v
TABLE OF CONTENTS ..............................................................................
vi
CHAPTER I: INTRODUCTION…………………………………………..
1
1.1 Background of the study ............................................................................
1
1.2 Statement of Problem .................................................................................
4
1.3 Purpose of the Study ..................................................................................
4
1.4 Significance of the Study ...........................................................................
4
1.5 Scope and Limitation .................................................................................
5
1.6 Definition of the Key Terms ......................................................................
5
CHAPTER II: REVIEW OF RELATED LITERATURE ........................
7
2.1 Motivation ..................................................................................................
7
2.1.1 Theories of Motivation ....................................................................
8
a. Incentives Theory ........................................................................
8
b. Hedonistic View ..........................................................................
8
2.2 Kinds of Motivation ............................................................................
8
a. Intrinsic Motivation .....................................................................
9
b. Extrinsic Motivation ....................................................................
9
2.3 Learning English .................................................................................
10
2.4 Types of Learning ...............................................................................
12
1. Visual Learning ...........................................................................
12
2. Auditory Learning .......................................................................
12
3. Kinesthetic Learning ...................................................................
13
2.5 Factors Affecting Learning .................................................................
13
1. Motivation ...................................................................................
13
2. Maturation ...................................................................................
13
3. Physical and Mental Development ..............................................
13
4. Home Condition and School Environment affect learning .........
13
5. Academic Ability of the Teacher Affects learning .....................
13
6. Meaningfulness of subject-matter makes learning easier............
13
7. Teaching Methods .......................................................................
13
CHAPTER III: RESEARCH METHODOLOGY ......................................
14
3.1 Research Design.........................................................................................
14
3.2 Population and Sample ..............................................................................
15
3.3 Research Instrument...................................................................................
16
3.3.1 Observation ......................................................................................
16
3.3.2 Questionnaire ...................................................................................
17
3.4 Data Collection ..........................................................................................
18
3.5 Data Analysis .............................................................................................
19
CHAPTER IV: RESEARCH FINDING AND DISCUSSION ..................
21
4.1 Research Finding .......................................................................................
21
4.2 Discussion ..................................................................................................
23
CHAPTER V: CONCLUSION AND SUGGESTION ...............................
25
5.1 Conclusion .................................................................................................
25
5.2 Suggestion ..................................................................................................
25
5.2.1 Suggestion for the Students .............................................................
26
5.2.2 Suggestion for the Teacher ..............................................................
26
APPENDIX
REFERENCES
REFERENCES
Ary, Donald et. Al. 2010. Introduction to Research in Education 8th Edition.United States:
Wadsworth
Brown, Douglas. 2000. Principles of Language Learning and Teaching 4th Edition. New York:
The McGraw-Hill Companies, Inc
Harmer, J. 1984.The Practice of English Language Teaching. London: Longman.
Feldman, Robert S. 2008. Essentials of Understanding Psychology 7th Edition. New York: The
McGraw-Hill Companies, Inc
Omrod, J.E. 2003.Educational Psychology: Developing Learners. 3rd Edition.New Jersey:
Pearson Education
Parrott, Marfin. 2002. Tasks for Language Teachers. United Kingdom: Cambridge University
Press
Santrock, John W. 2008. Educational Psychology 3rd Edition.New York: The McGraw-Hill
Companies, Inc
Sumintono, Bambang&Mislan, Nora. 2007. Struggling to Improve: A case Study of the
Indonesia’s International Standard School in Improving its Capacity Building. (Online),
(http://eprints.utm.my/../1/SBI_struggling_to_improve Bambang Nora.pdf)
http://home.epix.net/~tcannon1/Physioweek10.htm 2/11/2012
Staff, EduGuide. 2012. Types of Learning Styles. (Online),
(http://www.eduguide.org/library/viewarticle/2094/).
http://en.wikipedia.org/wiki/Visual_learning 2/12/2012
http://en.wikipedia.org/wiki/Auditory_learning 2/12/2012
http://en.wikipedia.org/wiki/Kinesthetic_learning 2/12/2012
Senthil,Kumar. 2012. What are the Factors that Affect Learning?.(Online),
(http://www.publishyourarticles.net/knowledge-hub/education/what-are-the-factors-thataffect-learning.html)
NenyDwiana. 2007. Students motivation in Learning English of Second Year Student of MTS Al
Amanah Besuki Situbondo. Unpublished Thesis. Malang: University of Muhammadiyah
Malang
Rosalina. 2009. A Study on the Students’ Motivation in Learning English Language Program in
SMAN 2 Batu. Unpublished Thesis. Malang: University of Muhammadiyah Malang
CHAPTER I
INTRODUCTION
Chapter I present the topic, such as background of the study, statement of the
problem, purpose of the study, significance of the study, scope and limitation, and
definition of key terms.
1.1
Background of the Study
Nowadays, the number of the students in Indonesia has been increasing year to
year. The number of high school students who apply for the International Standardized
School has been increasing as well. In Indonesian, we call it as SBI. It is the shortened of
Sekolah Berstandar Internasional. One of the requirements to enter the International
Standardized School is to have a good ability in understanding spoken and written
English because they get the lessons in two languages namely English and Indonesian.
International Standardized School based on the official books (Depdiknas, 2007;
2008; 2009) refers to teachers using English as communication language in the
classroom and information and communication technology (ICT) in teaching and
learning. While Kustulasari (2009) states that, “The term only applied on adopting the
curriculum (such as International Baccalaureate), examination (Cambridge) and national
school overseas. The number of the students in SBI class is smaller than regular class. In
SBI class only consist around 25-30 students. Then, in the SBI classroom they provide
TV and computer to support the teaching and learning activities”.
1
2
The students who study in the International school should learn English intensely
because the materials which are given to them are from Cambridge and also from the
local curriculum. Also, they are allowed to join the examination which is held by
Cambridge University. If the students are not able to master English, it means they are
not qualified to study in International Standardized School.
Furthermore, SMA Negeri 2 is one of the best International Standardized Schools
in East Java and Indonesia. So, they want to go to the International Standardized School,
they should have motivation to learn all English skills more deep again. The English
skills are speaking, writing, listening, reading, pronunciation, vocabulary and also
grammar.
The students should be active learners. Studying English is not about
understanding spoken and written English, but they should have motivation to increase
their ability in learning because learning English is needed for them in order to make
them to be fluent and have more knowledge about the English language.
As for motivation, it is the crucial element in learning process. Every student
needs it to motor himself and to achieve the goal of learning. Motivation influences the
learning process, quality of thinking and information processing as well as an individual’s
motivation to learn. According to Mc. Donald (in Sardiman 2004: 73), “Motivation is a
motor to move person’s energy that is signed by feeling appearance. It can start with
conception of purpose”.
One of the factors that influence students’ motivation in increasing their ability in
learning English is the teachers. They should give motivation and make the students
3
interested in learning process. When the students have motivation and interest, the goal of
learning process will be enriched easily.
There have been some researchers of motivation in learning speaking. One was
Dian Ika Rusita (2007) who has researched “Students’ Motivation in Learning Speaking
at Akademi Keperawatan Blambangan Banyuwangi”. Her findings showed that students
who had good motivation would be easier to develop their communication skill to
exchange information and knowledge.
Another researcher was Neny Dwiana (2007) who has researched “Students’
Motivation in Learning English of Second Year Student of MTS Al Amanah Besuki,
Situbondo. The result showed that the intrinsic students’ motivation was more influential
than extrinsic motivation. The factors of intrinsic motivation are need, intention, and self
improvement. From those factors, the researcher found that self improvement was the
highest one. It means that, the students learned English because they want to increase
their knowledge after knowing their improvement in understanding the subject. The
difference of those researches and this research is that, those researches are only talking
about the students’ motivation in learning English, as for this research, the writer tries to
find the correlation between students’ motivation and their speaking ability.
For this research, the writer has chosen the research under the title “The
Correlation Between The Students’ Motivation and Their Ability in Learning English at
the X grade in the International School of SMA Negeri 2 Mojokerto” because SMA
Negeri 2 Mojokerto is one of The International Standardized Schools which has
International programs such as student exchange, teacher exchange etc. Besides, in SMA
Negeri 2 Mojokerto, there are native speakers who teach all the students of all grades.
4
The presence of native speakers there, give the influence for the students to motivate
themselves in order to increase ability in learning English. Both native speakers and
English teachers who teach at the X grade always have programs which can make the
students’ are motivated to use English when they are at school.
Motivation has correlation with achievement and success. Brown has stated “It is
easy to assume that success in any task is due simply to the fact that someone is
motivated” (2000:160). That is why, it is important to identify students’ motivation.
1.2
Statement of the Problem
How is the correlation between the students’ motivation and Their Ability in
Learning English at the X grade of International School SMA Negeri 2
Mojokerto.
1.3
Purpose of the Study
It is focused to answer how the correlation between the students’ motivation and
their speaking ability at the X grade of the International School SMA Negeri 2
Mojokerto.
1.4
Significance of the Study
This study is important to be done because it will give the important
concept to the readers about the correlation between students’ motivation and
their ability in learning English at the X grade of the International School SMA
5
Negeri 2 Mojokerto. It also shows their motivation and how to increase their
ability in learning English while studying in the class.
As the teachers to be, it is also useful for the teaching insight. It gives the
real description about the students’ motivation and their ability in learning
English. It also shows their motivation and their way to be more active to learn
English.
For the English teachers of International School in SMA Negeri 2
Mojokerto, they can know more about their students’ motivation and how they
can be motivated to learn English intensely. Therefore, they can use the effective
teaching strategies and recover their weaknesses in teaching English.
1.5
Scope and Limitation
The scope of this research is the correlation between the students’
motivation and their ability in learning English. It is limited to investigate the
students’ motivation and their ability in learning English at the X grade students’
of International School SMA Negeri 2 Mojokerto.
1.6
Definition of the Key Terms
1. Learning is the way that human beings acquire new skills, knowledge,
attitudes and values. Gradler (2001)
2. International Standardized School based on the official books
(Depdiknas, 2007; 2008; 2009) refers to teachers using English as
6
communication language in the classroom and information and
communication technology (ICT) in teaching and learning. While
Kustulasari (2009) states that, “The term only applied on adopting
curriculum
(such
as
International Baccalaureate), examination
(Cambridge) and national school overseas.
The number of the
students in SBI class is smaller than regular class. In SBI class only
consist around 25-30 students. Then, in the SBI classroom they
provide TV and computer to support the teaching and learning
activities”.
3. Motivation is a motor to move person’s energy that is signed by
feeling appearance. It can start with conception of purpose. Mc.
Donald (in Sardiman 2004: 73). While according to Hebert (1981),
“Motivation is the internal state through which behavior decisions are
made and though which the individuals goal and desires are attended.
ABILITY IN LEARNING ENGLISH AT THE X GRADE OF THE INTERNATIONAL
SCHOOL SMA NEGERI 2 MOJOKERTO
THESIS
BY:
ISMAYA ANDINI LESTARI
08360237
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2012
ACKNOWLEDGEMENT
Bismillahirahmanirrohim,
Alhamdulillah, the writer would like to express her deepest gratitude by saying thank you
to Allah SWT for the blessing and merci that given to her, so that she could compose and finish
this thesis.
This thesis would not have come to its final form without generous help, support, advice,
and prayers of the following people to whom the writer is greatly indebted. First of all, she
would like to express her deepest gratitude to her first advisor Dr. Masduki, M.Pd, and her
second advisor Drs. Adiloka, M.Pd. For their suggestions, guidance, comments, patience, during
the consultation period until the completion of this thesis.
The writer also would like to thank you to the English teacher of X6, Mrs. Atik Herawati,
S.S who allowed her to do the observation in her speaking class, and also the staff of SMA
Negeri 2 Mojokerto who helped her for the administration, and so on.
Finally, the writer would like to express her special thanks to her beloved parents mom
and dad, her family in Mojokerto, her friends at the boarding house “koztgaul”, and other friends
that cannot be mentioned one by one. Thank you for the encouragement, love, care, and prayer
so that the writer could finish this thesis.
Hopefully, Allah SWT always blesses them all. Amen.
Malang, October 5th, 2012
The Writer,
IsmayaAndini Lestari
TABLE OF CONTENTS
APPROVAL ...................................................................................................
i
LEGALIZATION ..........................................................................................
ii
MOTTO AND DEDICATION......................................................................
iii
ABSTRACT ....................................................................................................
iv
ACKNOWLEDGEMENT .............................................................................
v
TABLE OF CONTENTS ..............................................................................
vi
CHAPTER I: INTRODUCTION…………………………………………..
1
1.1 Background of the study ............................................................................
1
1.2 Statement of Problem .................................................................................
4
1.3 Purpose of the Study ..................................................................................
4
1.4 Significance of the Study ...........................................................................
4
1.5 Scope and Limitation .................................................................................
5
1.6 Definition of the Key Terms ......................................................................
5
CHAPTER II: REVIEW OF RELATED LITERATURE ........................
7
2.1 Motivation ..................................................................................................
7
2.1.1 Theories of Motivation ....................................................................
8
a. Incentives Theory ........................................................................
8
b. Hedonistic View ..........................................................................
8
2.2 Kinds of Motivation ............................................................................
8
a. Intrinsic Motivation .....................................................................
9
b. Extrinsic Motivation ....................................................................
9
2.3 Learning English .................................................................................
10
2.4 Types of Learning ...............................................................................
12
1. Visual Learning ...........................................................................
12
2. Auditory Learning .......................................................................
12
3. Kinesthetic Learning ...................................................................
13
2.5 Factors Affecting Learning .................................................................
13
1. Motivation ...................................................................................
13
2. Maturation ...................................................................................
13
3. Physical and Mental Development ..............................................
13
4. Home Condition and School Environment affect learning .........
13
5. Academic Ability of the Teacher Affects learning .....................
13
6. Meaningfulness of subject-matter makes learning easier............
13
7. Teaching Methods .......................................................................
13
CHAPTER III: RESEARCH METHODOLOGY ......................................
14
3.1 Research Design.........................................................................................
14
3.2 Population and Sample ..............................................................................
15
3.3 Research Instrument...................................................................................
16
3.3.1 Observation ......................................................................................
16
3.3.2 Questionnaire ...................................................................................
17
3.4 Data Collection ..........................................................................................
18
3.5 Data Analysis .............................................................................................
19
CHAPTER IV: RESEARCH FINDING AND DISCUSSION ..................
21
4.1 Research Finding .......................................................................................
21
4.2 Discussion ..................................................................................................
23
CHAPTER V: CONCLUSION AND SUGGESTION ...............................
25
5.1 Conclusion .................................................................................................
25
5.2 Suggestion ..................................................................................................
25
5.2.1 Suggestion for the Students .............................................................
26
5.2.2 Suggestion for the Teacher ..............................................................
26
APPENDIX
REFERENCES
REFERENCES
Ary, Donald et. Al. 2010. Introduction to Research in Education 8th Edition.United States:
Wadsworth
Brown, Douglas. 2000. Principles of Language Learning and Teaching 4th Edition. New York:
The McGraw-Hill Companies, Inc
Harmer, J. 1984.The Practice of English Language Teaching. London: Longman.
Feldman, Robert S. 2008. Essentials of Understanding Psychology 7th Edition. New York: The
McGraw-Hill Companies, Inc
Omrod, J.E. 2003.Educational Psychology: Developing Learners. 3rd Edition.New Jersey:
Pearson Education
Parrott, Marfin. 2002. Tasks for Language Teachers. United Kingdom: Cambridge University
Press
Santrock, John W. 2008. Educational Psychology 3rd Edition.New York: The McGraw-Hill
Companies, Inc
Sumintono, Bambang&Mislan, Nora. 2007. Struggling to Improve: A case Study of the
Indonesia’s International Standard School in Improving its Capacity Building. (Online),
(http://eprints.utm.my/../1/SBI_struggling_to_improve Bambang Nora.pdf)
http://home.epix.net/~tcannon1/Physioweek10.htm 2/11/2012
Staff, EduGuide. 2012. Types of Learning Styles. (Online),
(http://www.eduguide.org/library/viewarticle/2094/).
http://en.wikipedia.org/wiki/Visual_learning 2/12/2012
http://en.wikipedia.org/wiki/Auditory_learning 2/12/2012
http://en.wikipedia.org/wiki/Kinesthetic_learning 2/12/2012
Senthil,Kumar. 2012. What are the Factors that Affect Learning?.(Online),
(http://www.publishyourarticles.net/knowledge-hub/education/what-are-the-factors-thataffect-learning.html)
NenyDwiana. 2007. Students motivation in Learning English of Second Year Student of MTS Al
Amanah Besuki Situbondo. Unpublished Thesis. Malang: University of Muhammadiyah
Malang
Rosalina. 2009. A Study on the Students’ Motivation in Learning English Language Program in
SMAN 2 Batu. Unpublished Thesis. Malang: University of Muhammadiyah Malang
CHAPTER I
INTRODUCTION
Chapter I present the topic, such as background of the study, statement of the
problem, purpose of the study, significance of the study, scope and limitation, and
definition of key terms.
1.1
Background of the Study
Nowadays, the number of the students in Indonesia has been increasing year to
year. The number of high school students who apply for the International Standardized
School has been increasing as well. In Indonesian, we call it as SBI. It is the shortened of
Sekolah Berstandar Internasional. One of the requirements to enter the International
Standardized School is to have a good ability in understanding spoken and written
English because they get the lessons in two languages namely English and Indonesian.
International Standardized School based on the official books (Depdiknas, 2007;
2008; 2009) refers to teachers using English as communication language in the
classroom and information and communication technology (ICT) in teaching and
learning. While Kustulasari (2009) states that, “The term only applied on adopting the
curriculum (such as International Baccalaureate), examination (Cambridge) and national
school overseas. The number of the students in SBI class is smaller than regular class. In
SBI class only consist around 25-30 students. Then, in the SBI classroom they provide
TV and computer to support the teaching and learning activities”.
1
2
The students who study in the International school should learn English intensely
because the materials which are given to them are from Cambridge and also from the
local curriculum. Also, they are allowed to join the examination which is held by
Cambridge University. If the students are not able to master English, it means they are
not qualified to study in International Standardized School.
Furthermore, SMA Negeri 2 is one of the best International Standardized Schools
in East Java and Indonesia. So, they want to go to the International Standardized School,
they should have motivation to learn all English skills more deep again. The English
skills are speaking, writing, listening, reading, pronunciation, vocabulary and also
grammar.
The students should be active learners. Studying English is not about
understanding spoken and written English, but they should have motivation to increase
their ability in learning because learning English is needed for them in order to make
them to be fluent and have more knowledge about the English language.
As for motivation, it is the crucial element in learning process. Every student
needs it to motor himself and to achieve the goal of learning. Motivation influences the
learning process, quality of thinking and information processing as well as an individual’s
motivation to learn. According to Mc. Donald (in Sardiman 2004: 73), “Motivation is a
motor to move person’s energy that is signed by feeling appearance. It can start with
conception of purpose”.
One of the factors that influence students’ motivation in increasing their ability in
learning English is the teachers. They should give motivation and make the students
3
interested in learning process. When the students have motivation and interest, the goal of
learning process will be enriched easily.
There have been some researchers of motivation in learning speaking. One was
Dian Ika Rusita (2007) who has researched “Students’ Motivation in Learning Speaking
at Akademi Keperawatan Blambangan Banyuwangi”. Her findings showed that students
who had good motivation would be easier to develop their communication skill to
exchange information and knowledge.
Another researcher was Neny Dwiana (2007) who has researched “Students’
Motivation in Learning English of Second Year Student of MTS Al Amanah Besuki,
Situbondo. The result showed that the intrinsic students’ motivation was more influential
than extrinsic motivation. The factors of intrinsic motivation are need, intention, and self
improvement. From those factors, the researcher found that self improvement was the
highest one. It means that, the students learned English because they want to increase
their knowledge after knowing their improvement in understanding the subject. The
difference of those researches and this research is that, those researches are only talking
about the students’ motivation in learning English, as for this research, the writer tries to
find the correlation between students’ motivation and their speaking ability.
For this research, the writer has chosen the research under the title “The
Correlation Between The Students’ Motivation and Their Ability in Learning English at
the X grade in the International School of SMA Negeri 2 Mojokerto” because SMA
Negeri 2 Mojokerto is one of The International Standardized Schools which has
International programs such as student exchange, teacher exchange etc. Besides, in SMA
Negeri 2 Mojokerto, there are native speakers who teach all the students of all grades.
4
The presence of native speakers there, give the influence for the students to motivate
themselves in order to increase ability in learning English. Both native speakers and
English teachers who teach at the X grade always have programs which can make the
students’ are motivated to use English when they are at school.
Motivation has correlation with achievement and success. Brown has stated “It is
easy to assume that success in any task is due simply to the fact that someone is
motivated” (2000:160). That is why, it is important to identify students’ motivation.
1.2
Statement of the Problem
How is the correlation between the students’ motivation and Their Ability in
Learning English at the X grade of International School SMA Negeri 2
Mojokerto.
1.3
Purpose of the Study
It is focused to answer how the correlation between the students’ motivation and
their speaking ability at the X grade of the International School SMA Negeri 2
Mojokerto.
1.4
Significance of the Study
This study is important to be done because it will give the important
concept to the readers about the correlation between students’ motivation and
their ability in learning English at the X grade of the International School SMA
5
Negeri 2 Mojokerto. It also shows their motivation and how to increase their
ability in learning English while studying in the class.
As the teachers to be, it is also useful for the teaching insight. It gives the
real description about the students’ motivation and their ability in learning
English. It also shows their motivation and their way to be more active to learn
English.
For the English teachers of International School in SMA Negeri 2
Mojokerto, they can know more about their students’ motivation and how they
can be motivated to learn English intensely. Therefore, they can use the effective
teaching strategies and recover their weaknesses in teaching English.
1.5
Scope and Limitation
The scope of this research is the correlation between the students’
motivation and their ability in learning English. It is limited to investigate the
students’ motivation and their ability in learning English at the X grade students’
of International School SMA Negeri 2 Mojokerto.
1.6
Definition of the Key Terms
1. Learning is the way that human beings acquire new skills, knowledge,
attitudes and values. Gradler (2001)
2. International Standardized School based on the official books
(Depdiknas, 2007; 2008; 2009) refers to teachers using English as
6
communication language in the classroom and information and
communication technology (ICT) in teaching and learning. While
Kustulasari (2009) states that, “The term only applied on adopting
curriculum
(such
as
International Baccalaureate), examination
(Cambridge) and national school overseas.
The number of the
students in SBI class is smaller than regular class. In SBI class only
consist around 25-30 students. Then, in the SBI classroom they
provide TV and computer to support the teaching and learning
activities”.
3. Motivation is a motor to move person’s energy that is signed by
feeling appearance. It can start with conception of purpose. Mc.
Donald (in Sardiman 2004: 73). While according to Hebert (1981),
“Motivation is the internal state through which behavior decisions are
made and though which the individuals goal and desires are attended.