STUDENTSÂ’ MOTIVATION IN LEARNING ENGLISH AT PROGRESSIVE PRIVATE CENTER (P2C) COURSE
1
CHAPTER I INTRODUCTION
This chapter presents background of the study, statement of problem, purposes of the study, significant of the study, scope and limitation, and definition of key terms.
1.1Background of Study
According to Baugh (2002:15), English is one of the most important language of the world. Based on his statement, it can be concluded that people have to learn English to be able to communicate with other people in the world.
Nowadays, in Indonesia English is very important in many fields. For example, in business, English is used to communicate with tourists or foreigners who cannot speak Bahasa Indonesia when we get job as a guide or staff in hotel. While in education, English is a requirement should applicant fulfill to get scholarship to overseas.
Because the importance of English, it is taught in the earlier level of education. In the school students are taught many skill and aspect of language such as writing, reading, speaking, listening, grammar and vocabulary. Many factors affect students successful in learning. Motivation of English learners was regarded as one of the most important aspects to determine the successful learning. Motivation involves the process that energize, direct, and sustain behavior (Santrock 2012:438)
(2)
2
Motivation is categorized into two types. They are extrinsic and intrinsic motivation. Extrinsic motivation refers to reward that are obtained not from the activity, but as a consequence of the activity (Morris and Maisto 2002:203). So, this motivation is about individual’s support to do something that comes from outside. But, it different from intrinsic motivation. According to Morris and Maisto (2002:204) intrinsic motivation is the ultimate goal in education at every level. The students who have intrinsic motivation usually focus do activity based on their own pleasure and enjoyment because motivation comes from individual itself.
Student often has many difficulties to reach the goal of learning English. It is important for teachers to be truly effective to help their students be motivated to learn. Teachers must go beyond the materials and processes typically used to stimulate and understand the underlying elements involved in the motivation to learn. According to Brown (2003:202), the concept of motivation is linked closely to other constructs in education and psychology such as constructs of attention, needs, goals, and interests which are all contribute to simulating students interest in learning and their intention to engage in particular activities and achieve various goal.
According to Ames (1992:219), there are six areas that can influence students’ motivation to learn they are: the task that students are asked to do, the autonomy students are allowed in working, how students are recognized for their accomplishments, grouping practices, evaluation procedures, scheduling of time in the classroom.
(3)
3
There were researches that have been conducted related to this study. One of them was conducted by Benni (2009). The research was about the first year students’ motivation in learning English at SMK Negeri 3 Pamekasan Madura. In this research, the researcher found that the mean score of students motivation was 75.01. It means that the first year students’ motivation in learning English in SMK 3 Pamekasan-Madura was high. Another research was done by Fithra (2010) entitled “A study on students’ motivation in learning English at MTs Nurul Ulum Gadungan. Based on the result of data analysis, it was concluded that out of 37 students under investigation, no student (0%) had very high motivation in learning English, eleven student (29.72%) had high motivation, twenty four students (64.86%) had average motivation in learning English, two students (5.48%) had low motivation, in learning English. Furthermore, based on the result of mean score, it was concluded that the mean score of the second year students at MTs Nurul Ulum Gadungan was 99.10. This means that their motivation in learning English was average.
Those previous researches are about motivation in learning English at school. However, language learning is not only at schools. Some students join English language course to improve their English. Therefore, it is important to know the motivation of the students who join in English course.
This research chooses Progressive Private Center (P2C) to be observed and to get the data. The researcher chose P2C course because it was famous and the best course in Malang. P2C has guided students from TK to SMA and helped graduating students in poor national exam (UN) and school exams. P2C course
(4)
4
develops program learning system like regular class and home learning. Furthermore, P2C is also supported by professional tutors. P2C is located in Perum Griya Shanta C 103 Malang. P2C has guided students from TK, SD, SMP, and SMA. This study will focus on the students motivation in learning English in P2C English course based on the types of motivation.
1.2Statement of Problem
Based on the background of study above, the problems of the study are formulated as follows:
1. What kinds of motivation do students have in learning English at P2C course?
2. What are the factors that motivate students in learning English at P2C course?
1.3Purpose of Study
The purpose of study is related to the problems of study as follows:
1. To know kinds of motivation students have in learning English at P2C course?
2. To know the factors that motivates students in learning English at P2C course.
1.4Significance of study
The result of this study is expected to be useful both theoretically and practically. Theoretically, this research can give clear explanation about student motivation in learning English at P2C course.
(5)
5
Practically, for the teacher to know student motivation in learning English and for the readers more information about student motivation in learning English at P2C course. Moreover this research can be an additional source about student motivation for the next researcher who are interesting in analyzing similar research.
1.5 Scope and Limitation
The scope of this research is focuses on students’ motivation in learning English at P2C English course. The limitation of this study is 5th grade students’ at P2C English course.
1.6Definition of key term
1. Motivation
Motivation involves the processes that energize, direct, and sustain behavior (Santrock, 2012:438)
2. Students’ motivation
Students’ motivation naturally has to do with students’ desire to participate in the learning process. (Gregory, 2009:1)
3. P2C
P2C is the name of language course (Progressive Private Center) and located in Perum Griya Shanta C 103 Malang.
(6)
i
STUDENTS’ MOTIVATION IN LEARNING ENGLISH AT
PROGRESSIVE PRIVATE CENTER (P2C) COURSE
THESIS
By:
DANIAH MELYANTI
201010100311248
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
(7)
ii
STUDENTS’
MOTIVATION IN LEARNING ENGLISH AT
PROGRESSIVE PRIVATE CENTER (P2C) COURSE
THESIS
By:
DANIAH MELYANTI
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
(8)
iii
STUDENTS’ MOTIVATION IN LEARNING
ENGLISH AT
PROGRESSIVE PRIVATE CENTER (P2C) COURSE
THESIS
This thesis is submitted to meet one of the requirements
to achieve Sarjana Degree in English Education
By:
DANIAH MELYANTI
201010100311248
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
(9)
(10)
(11)
(12)
vi
MOTTO AND DEDICATION
Allah does not charge a soul expect (with that within)
its capacity
Q.S Al baqarah,2:286
A courage was not an absence of fear, but the triumph
over it.
( Mario Teguh )
DEDICATION:
I dedicated this thesis to
My beloved parents,
(13)
viii
ACKNOWLEDGEMENTS
First of all, I would like to express my sincere gratitude to the Almighty God, Allah SWT, who always gives me blessing and guidance so that this thesis could be completed in order to obtain Sarjana Degree in University of Muhammadiyah Malang.
The researcher wants to express her deepest gratitude for the participants who contribute in completing this research. First, the researcher would like to thank to Mr. Puji Sumarsono, S.Pd., M.Ed as the first advisor and Mr. Drs.
Mas’udi, M.Ed as the second advisor for their invaluable advise and guidance in
writing this thesis. Second, great thanks also to my mother Supriyanti and the big family for their praying and support. Third, thanks to my best friend Fitri Mursalin, Devi Laila, Tia Puspita Sari, Elsa Kencana, Mbak Indri, Mas senal, Mas Irul, Mbk elok, Ropek for always giving me support, help and attention. Finally thanks for my beloved husband Samsul Anwar who always support everything I do.
Malang, August10, 2016
The writer,
(14)
ix
TABLE OF CONTENTS
APPROVAL ... iii
LEGALIZATION ... iv
MOTTO AND DEDICATION ... v
ABSTRACT ... vi
ACKNOWLEDGEMENTS ... vii
TABLE OF CONTENTS ... .. ix
CHAPTER I INTRODUCTION 1.1Background of Study ... 1
1.2Statements of Problems ... 4
1.3Purpose of Study ... . 4
1.4Significance of Study ... 4
1.5Scope and Limitation ... 5
1.6Definition of Key Terms ... 5
CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Motivation ... 6
2.2 Kinds of Motivation Theory ... 7
2.2.1 Behavioral theory ... 7
2.2.2 Humanistic theory ... 7
2.2.3 Cognitive theory ... 8
2.3 Kinds of Motivation ... 9
2.3.1 Intrinsic Motivation ... 9
2.3.2 Extrinsic Motivation ... 9
2.4 The Function of Motivation ... 10
2.4.1 It directs behavior toward particular goals ... 10
2.4.2 It leads to increased effort and energy ... 10
2.4.3 It increases initiation of and persistence in activities ... 10
2.4.4 It enhances cognitive processing ... 11
2.4.5 It determines what consequences are reinforcing ... 11
2.4.6 It leads to improved performance ... 11
2.5 Factor Influencing Motivation ... 11
2.5.1 Factor Influencing Intrinsic Motivation ... 12
2.5.1.1 Need for Self-Esteem ... 12
2.5.1.2 Self Fulfillment ... 12
2.5.1.3 Self Determination ... 12
2.5.1.4 Beliefs ... 13
2.5.1.5 Attribution for success and failure ... 13
2.5.1.6 Expectations ... 14
2.5.1.7 Engaged participation in learning communities ... 14
2.5.1.8 Maintaining identity through participation in activities of group ... 14
(15)
x
2.5.2 Factor Influencing Extrinsic Motivation ... 15
2.5.2.1 Punishment ... 15
2.5.2.2 Reward ... 15
2.5.2.3 Reinforcement ... 16
2.5.2.4 Incentive ... 16
CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design ... ..17
3.2 Subject of Research ... 17
3.3 Research Instrument ... 18
3.3.1 Structured Interview ... 18
3.3.2 Semi-structured Interview ... 19
3.3.3 Unstructured Interview ... 19
3.4 Data Collection... 20
3.5 Data Analysis ... 20
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION 4.1 Research Finding ... 21
4.1.1 Kinds of Student Motivation in Learning English at P2C course ... 22
4.1.2 The Factor that Motivate Students at P2C course ... 22
4.2 Discussion ... 23
CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusion ... ... 26
5.2 Suggestion ... ... 26
5.2.1 Suggestion for the Director ... 26
5.2.2 Suggestion for the English Teacher ... 27
5.2.3 Suggestion for the Next Researcher ... 27
REFERENCES APPENDIX 1 APPENDIX 2 APPENDIX 3 APPENDIX 4
(16)
xi
REFERENCES
Ames Carole. 1992. Journal of Educational Psychology. American Psychology Association, Inc.
Arikunto, S. 2010. Prosedur Penelitian Pendekatan Praktek. Edisi Rineka Cipta. Jakarta
Ary, Donald et.al. 2010, Introduction to Research in Education. USA: Holt, Riachart and Winston, Inc.
Baugh C. Albert. 2002. A History of the English Language. Pearson Education, Inc., Publishing as Prentice Hall, Inc.
Beni Lismarta. 2009. The first Year Student Motivation in Learning English at SMK Negeri 3 Pamekasan Madura. Unpublished Thesis. Malang: University of Muhammadiyah Malang.
Douglas, H. Brown. 2007. Teaching by Principles an Interactive Approach to Language Pedagogy. New York: Addition Wasley longman, Inc.
Fithra Samudra Arif, 2010. Study on Students Motivation in Learning English at Mts Nurul Ulum Gadungan. Unpublished Thesis. Malang: University of Muhammadiyah Malang.
Gregory, W Robert. 2009. Student Motivation. United States Military Academy, West Point, NY.
Lefrancois, R Guy. 2000. Psychology for teaching. 10th Edition. Ontario: Wadsworth.
Maslow’s, A. H. 1971. A Theory of Human Motivation. Published in
Psychological Review.
Morris, C.G. & Maisto. 2002. An Introduction Psychology. 11th Edition. Merrill Prentice Hall. USA
Ormrod, Jeane Ellis. 2003. Educational psychology: Developing Learners”. 4th Edition. Ohio: Merrill Prentice Hall.
Parsons, Richard D, Stephanie Lewis Hinson and Deborah Sardo-Brown. 2001. Educational Psychology: A Practitioner-Researcher Model of Teaching. Canada: wadsworth. A devision of Thomsom learning. Inc. Santrock, John W. 2012. Educational Psychology. New York: McGrown-Hill
Companies. Inc.
Woolfolk, Anita. 2004. Educational Psychology. 9th Education. USA: Pearson education, Inc.
(1)
(2)
vi
MOTTO AND DEDICATION
Allah does not charge a soul expect (with that within)
its capacity
Q.S Al baqarah,2:286
A courage was not an absence of fear, but the triumph
over it.
( Mario Teguh )
DEDICATION:
I dedicated this thesis to
My beloved parents,
(3)
viii
ACKNOWLEDGEMENTS
First of all, I would like to express my sincere gratitude to the Almighty God, Allah SWT, who always gives me blessing and guidance so that this thesis could be completed in order to obtain Sarjana Degree in University of Muhammadiyah Malang.
The researcher wants to express her deepest gratitude for the participants who contribute in completing this research. First, the researcher would like to thank to Mr. Puji Sumarsono, S.Pd., M.Ed as the first advisor and Mr. Drs. Mas’udi, M.Ed as the second advisor for their invaluable advise and guidance in writing this thesis. Second, great thanks also to my mother Supriyanti and the big family for their praying and support. Third, thanks to my best friend Fitri Mursalin, Devi Laila, Tia Puspita Sari, Elsa Kencana, Mbak Indri, Mas senal, Mas Irul, Mbk elok, Ropek for always giving me support, help and attention. Finally thanks for my beloved husband Samsul Anwar who always support everything I do.
Malang, August10, 2016
The writer,
(4)
ix
TABLE OF CONTENTS
APPROVAL ... iii
LEGALIZATION ... iv
MOTTO AND DEDICATION ... v
ABSTRACT ... vi
ACKNOWLEDGEMENTS ... vii
TABLE OF CONTENTS ... .. ix
CHAPTER I INTRODUCTION 1.1Background of Study ... 1
1.2Statements of Problems ... 4
1.3Purpose of Study ... . 4
1.4Significance of Study ... 4
1.5Scope and Limitation ... 5
1.6Definition of Key Terms ... 5
CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Motivation ... 6
2.2 Kinds of Motivation Theory ... 7
2.2.1 Behavioral theory ... 7
2.2.2 Humanistic theory ... 7
2.2.3 Cognitive theory ... 8
2.3 Kinds of Motivation ... 9
2.3.1 Intrinsic Motivation ... 9
2.3.2 Extrinsic Motivation ... 9
2.4 The Function of Motivation ... 10
2.4.1 It directs behavior toward particular goals ... 10
2.4.2 It leads to increased effort and energy ... 10
2.4.3 It increases initiation of and persistence in activities ... 10
2.4.4 It enhances cognitive processing ... 11
2.4.5 It determines what consequences are reinforcing ... 11
2.4.6 It leads to improved performance ... 11
2.5 Factor Influencing Motivation ... 11
2.5.1 Factor Influencing Intrinsic Motivation ... 12
2.5.1.1 Need for Self-Esteem ... 12
2.5.1.2 Self Fulfillment ... 12
2.5.1.3 Self Determination ... 12
2.5.1.4 Beliefs ... 13
2.5.1.5 Attribution for success and failure ... 13
2.5.1.6 Expectations ... 14
2.5.1.7 Engaged participation in learning communities ... 14
2.5.1.8 Maintaining identity through participation in activities of group ... 14
(5)
x
2.5.2 Factor Influencing Extrinsic Motivation ... 15
2.5.2.1 Punishment ... 15
2.5.2.2 Reward ... 15
2.5.2.3 Reinforcement ... 16
2.5.2.4 Incentive ... 16
CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design ... ..17
3.2 Subject of Research ... 17
3.3 Research Instrument ... 18
3.3.1 Structured Interview ... 18
3.3.2 Semi-structured Interview ... 19
3.3.3 Unstructured Interview ... 19
3.4 Data Collection... 20
3.5 Data Analysis ... 20
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION 4.1 Research Finding ... 21
4.1.1 Kinds of Student Motivation in Learning English at P2C course ... 22
4.1.2 The Factor that Motivate Students at P2C course ... 22
4.2 Discussion ... 23
CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusion ... ... 26
5.2 Suggestion ... ... 26
5.2.1 Suggestion for the Director ... 26
5.2.2 Suggestion for the English Teacher ... 27
5.2.3 Suggestion for the Next Researcher ... 27 REFERENCES
APPENDIX 1 APPENDIX 2 APPENDIX 3 APPENDIX 4
(6)
xi
REFERENCES
Ames Carole. 1992. Journal of Educational Psychology. American Psychology Association, Inc.
Arikunto, S. 2010. Prosedur Penelitian Pendekatan Praktek. Edisi Rineka Cipta. Jakarta
Ary, Donald et.al. 2010, Introduction to Research in Education. USA: Holt, Riachart and Winston, Inc.
Baugh C. Albert. 2002. A History of the English Language. Pearson Education, Inc., Publishing as Prentice Hall, Inc.
Beni Lismarta. 2009. The first Year Student Motivation in Learning English at
SMK Negeri 3 Pamekasan Madura. Unpublished Thesis. Malang:
University of Muhammadiyah Malang.
Douglas, H. Brown. 2007. Teaching by Principles an Interactive Approach to
Language Pedagogy. New York: Addition Wasley longman, Inc.
Fithra Samudra Arif, 2010. Study on Students Motivation in Learning English at
Mts Nurul Ulum Gadungan. Unpublished Thesis. Malang: University of
Muhammadiyah Malang.
Gregory, W Robert. 2009. Student Motivation. United States Military Academy, West Point, NY.
Lefrancois, R Guy. 2000. Psychology for teaching. 10th Edition. Ontario: Wadsworth.
Maslow’s, A. H. 1971. A Theory of Human Motivation. Published in Psychological Review.
Morris, C.G. & Maisto. 2002. An Introduction Psychology. 11th Edition. Merrill Prentice Hall. USA
Ormrod, Jeane Ellis. 2003. Educational psychology: Developing Learners”. 4th Edition. Ohio: Merrill Prentice Hall.
Parsons, Richard D, Stephanie Lewis Hinson and Deborah Sardo-Brown. 2001.
Educational Psychology: A Practitioner-Researcher Model of
Teaching. Canada: wadsworth. A devision of Thomsom learning. Inc.
Santrock, John W. 2012. Educational Psychology. New York: McGrown-Hill Companies. Inc.
Woolfolk, Anita. 2004. Educational Psychology. 9th Education. USA: Pearson education, Inc.