In the light of considerations above, the writer was attracted to investigate whether there is a correlation between
students’ speaking ability and students’ motivation. So far, people believe that the more motivation the students have is the more ability in
speaking students have. But this sentence should be proven by giving any kind of data. Furthermore, the writer also has a willingness to find out how far the motivation
can contribute to students’ speaking ability.
1.2 Formulation of the Problem
Based on the background above, the problem was formulated as follow: 1.
Is there any significant correlation between motivation and speaking ability at first year students of SMA Al Azhar 3 Bandar Lampung?
2. How far does motivation contribute to students’ speaking ability at the first year of
SMA Al Azhar 3 Bandar Lampung?
1.3 Objective of the Research
Based on the formulation of the problem above, the objective of this research was to investigate:
1. Whether there is significant correlation between motivation and speaking
ability at first year students of SMA Al Azhar 3 Bandar Lampung. 2.
To find out the contribution of motivation toward students’ speaking ability at first year students of SMA Al Azhar 3 Bandar Lampung.
1.4 Uses of the Research
It was hoped that the result of the research can be used as: 1
Information for English teachers, especially at SMA Al Azhar 3 Bandar Lampung to motivate the students in learning English so that the students
have a high motivation in speaking English. 2
A contribution for the school to improve and increase English teaching learning process especially in speaking class.
3 Practically, it may be used to inform the readers about contribution of the
motivation toward students’ awareness in speaking English.
1.5 Scope of the Research
This research was a quantitative because the writer had willingness to interpret a numeric data and the data were quantified statistically Seliger and
Shohami, 1990:117. The research was conducted in SMA Al Azhar 3 Bandar Lampung at first grade students in year 20102011. Since, Garner and
Lambert in Littlewood 1991 divided motivation in learning the language into two parts; integrated motivation and instrumental motivation. The writer
looked for how far the integrated motivation and the instrumental motivation interrelated with students speaking ability in English.
1.6 Definition of Terms
