The Correlation between students' motivation and their English listening achievement : (correlational study at eleventh grade of SMAN 3 Tegal)

THE CORRELATION BETWEEN STUDENTS' MOTIVATION
AND THEIR ENGLISH LISTENING ACHIEVEMENT
(Correlational Study at Eleventh Grade ofSMAN 3 TEGAL)

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103014026999
DEPARTMENT OF ENGLISH EDUCATION
THE FACULTY OF TARBIYA AND TEACHERS' TRAINING
STATE ISLAMIC UNIVERSITY
SYARIF HIDAYATULLAH
JAKARTA
1430 H/2009 M

72:,

THE CORRELATION BETWEEN STUDENTS' MOTIVATION
AND THEIR ENGLISH LISTENING ACHIEVEMENT

·-----,l

(Correlational Study at Eleventh Grade of SMAN 3 TE GAL)

PERPUST /\KAAN UTAMA
UIN SYAHtD JAKARTA

A Skripsi
Presented to the Faculty ofTarbiyah and Teachers' Training in
Partial Fulfillment of Requirements for the Degree of Strata SI

Approv

by the Advisor

\

Drs. Munir S nhad'i M.Ed
NIP : 150 050 682

DEPARTEMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDA YATULLAH
STATE ISLAMIC UNIVERSITY
JAKARTA
1430 H/ 2009 M

•

ENDORSEMENT SHEET

The examination committee of the Faculty ofTarbiya and Teachers' Training certifies

that the "skripsi" (scientific paper) entitled 'The Coffelation between Students' Motivation

and Their English Listening Achievement at Eleventh Grade of SMAN 3 Tega!" written by

lndi Hafiah lrhamnah, student's registration number: 103014026999, was examined by the
committee on January 23, 2009 This "skripsi" has fulfilled one of the requirements for the
Degree of Strata 1 (S 1) in English Education Department.

Jakarta, January 23, 2009

The Examination Committee

Chairman

ll

(........ ··;·········)

: Ors. Syauki, M.Pd.
NIP. 19641212 199103 I 002

Secretary

: Neneng Sunengsih, S.Pd

(....................... )

NIP. 150 293 236

Examiners

: 1. Drs. Syauki, M.Pd

( ..........

.Ed

ｾ＠

....... )

(. . . . )jl/
. . . . . . .)

Acknowledge by:
Dean ofTarbiya and Teacher's Training Faculty

AKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful.
All praise be to Allah the Lord of the worlds.
Peace and Blessing be upon Muhammad, our beloved Prophet, his family,
his companions and to all his followers.

This skripsi is presented to the Faculty and Teachers' Training, State
Islamic University, Jakarta as a partial fulfillment of the requirements for the
degree of Sarjana Pendidikan in English Language Teaching.
The writer would like to thank to her beloved mother (Mrs. Marianah)
with a deep caring and loving to all her children until now. And her father (Mr.
Darla) who had been a great father, he always gives her the financial and support

in finishing this skripsi.
The writer would like to express her great honor and deepest gratitude to
her advisor, Ors. Munir Sonhadji, M.Ed for his patience to guide, correct, suggest
and help for completion of this skripsi, without his help this skripsi will mean
nothing.
The writer also would like to express her gratitude to all people who helped her in
completing this 'skripsi', particularly to:
1. All lecturers and the staff in English Education Depertment, for giving
motivation, valuable, knowledge, and support during her study at Syarif
Hidayatullah State Islamis University, Jakarta.
2. Prof. Dr. Dede Rosyada, M A the dean of Tarbiyah and Teachers'
Training Faculty.
3. Ors. Nasrun Mahmud, M.Pd the former of the head of English Language

Teaching Department, and Nida Husna, M.Pd the former secretary of
English Language Teaching Department.
4. Drs. Syauki, M.Pd the head of English Language Teaching Department,
and Neneng Sunengsih, S.Pd the secretary of English Language Teaching
Department.

11

5. Drs. Wuryanto the headmaster of SMAN 3 TEGAL and Afuiati, S.Pd as
the English teacher of SMAN 3 TEGAL.
6. Her lovely sisters and brother ( Firdha Ifriana, Miftah Resia Nanda,
Hildatun Nafilah and Ridwan Numunzir) who always give her much love.
7. Her grandma', uncle and her aunts who always give support in completing
this 'skripsi' .
8. A person who always loves and accompanies her in every situation. Her
lovely soul mate 'Bhakti '.
9. HMI that always gives her many experiences.
10. Her unforgettable friends in English Department, especially class B 2003.
11. To my roommate unun, santi, dewi, pupunk, syifa, vya, nely, thanks for
your support.

12. All her friends that the writer can not mentioned their names one by one.

May Allah the Almighty bless them all, amien. Finally, the writer realizes
would like to accept any constructive suggestion to make this paper better.

Jakarta,2008

The writer

iii

'lliis sk,ripsi is tfeau:atetf to my 6elirvetfparents
'Mrs. 'Marianali ('My 'Mom) anti'Mr. IJ)arta ('My IJ)atf)
Ｇｬｩ｡ｮｾ＠

foryour lirve

'May Jtffa/i always 6Cess 6otli ofyou. .. ..

Witli £01Je

'Y"our tfaugliter "Intfy"

iv

TABLE OF CONTENT
AKNOWLEDGEMENT .......................................................... i
TABLE OF CONTENT.......................................................... iv
I.

INTRODUCTION
A. The Background of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 1
B. The Limitation and Formulation of Problem ..........•........ 3
C. The Purpose of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
D. The Significance of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . .. 3
E. The Scope of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

II.

THEORETICAL FRAMEWORK
A.

Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
1. The Definition of Motivation ................•................•.4
2. The Kinds of Motivation ........................................ 7

B.

a. Extrinsic . . . .• . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7

b. Intrinsic .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...

11

The nature of listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 13
1. The Definition of Listening..................................... 13
2. The Factors Affecting of Listening Skill .... .. ......... .. . 14
3. The Types of Listening ... .. ........ .. ........ ......... .......

16

4. The Types of Listening Activities . . . . . . . . . . . . .• . . . . . . . . . .... 17
III. RESEARCH METHODOLOGY AND RESEARCH FINDINGS
A.

RESEARCH METHODOLOGY
1. The Method of Research......................................

19

2. The place and Time of study................................. 19
3. The Technique of Sample Taking...•.......................... 19
4. The Technique of Data Collecting........................... 20
5. The Techniaue of Data Analvsis ................... __________ n

v

B.

RESEARCH FINDINGS
1. The Description of Data .................•••......................22

2. The Interpretation of Data ...........................•.......... 26
3. The Test Hypothesis ............................................. 28
4. The Conclusion of Hypothesis Test Result................ 29

IV. CONCLUSION AND SUGGESTION
A.

Conclusion............................................................. 30

B.

Suggestion ...•.......................................................... 31

BIBLIOGRAPHY
APPENDICES

CHAPTER I
INTRODUCTION
A. Background of Study

Language plays an important role in the society. It is impossible to
communicate and to understand to other people without language. Someone who
master the first language is also expected to master other language. The language
which is frequently used in international communication is English.
English is widely used as a means of communication for people all over
the world in their activities, either formal or non-formal. They maybe motivated
by their own needs. English is used for business purpose, technology, academic,
occupation and others.
English is one of the foreign languages which is learned at school in
Indonesia. It is taught from Elementary School up to university. Since this
language has been taught in Indonesian school, some problems arisen concerning
with the structural rule and others found by teachers or students.
One of problems in English teaching is motivation, which mostly happens
among students. Motivation will give an influence to the achievement of learning
objective. It is not only limited to intelligence, enviromnent and age.
Many teachers think that their job at school is only to teach. They do not
care much about their students. In this case, the teachers should motivate their

2

process. As Paul R Pintrich said "Motivation is an important quality that pervades
all students' activities" 1
Based on research, one of the psychological problems is students'
motivation. Psychologists believe that an intermediate level of motivation is the
best for many learning tasks. If a persons' level of motivation is too low, he or she
may give up quickly. Jeremy Harmer stated, "in the face of such phenomena it
seems reasonable to suggest that the motivation that students bring to class is the
biggest single factor affecting their success. 2
Motivation is one of affective factors in language learning. The students'
motivation in language learning also affects their score for English. It is assumed
that the students with high motivation in learning English will be more successful
rather than the students who have low motivation or not at all.
There are four language skills which are concluded in English language.
Listening, Speaking, Reading and Writing. In this paper the writer is going to
focus on Listening.
The writer chooses the listening as the objective of research because the
writer wants to know why the students are not motivated on listening subject. It is
because the teacher is not interesting or not good enough to give the material, or
because the lack of facilities.
It is such an interesting study to have a research on what have been

mentioned above in order to find whether the students' motivation has any
correlation with their English Listening achievement. It is expected that this study
may support the English Teaching-Learning process to improve the quality of
study.

1

Paul R. Pintrich and Dale I-1. Schunk, Motivation in Education; Theory, Research, a11d
Applicatio11, (New Jersey: Pearson Education, Inc., 1996), p.4
2

Jeremy Harmer, The Practice of Eflglisil La11g11age Teacili11g, (London: Longman,

3

B. The Limitation and formulation of problem

In this paper, the writer limits the study on the discussion on students'
motivation in correlation with students' English Listening achievement. In this
research, the object of the study is limited on the Eleventh Grade of SMAN 3.
The formulation of the problem in this paper is; "Is there any correlation
between students' motivation and their English Listening achievement?"
C. The Purpose of study

This study aims to know whether motivation has any correlation with
students' English Listening achievement. The writer hopes that this research will
help to develop the student's motivation in teaching-learning listening.
D. The Significance of study

This study is expected to provide a useful information about the condition
of teaching English listening in SMAN 3 TEGAL, especially in students' English
Listening achievement in relation with their motivation.
From the information given, the English teacher of SMAN 3 TEGAL can
evaluate whether motivation has any correlation with students' English Listening
achievement.
In addition, the result of this research can be used as a reference for further
researcher who is interested in conducting similar case of study.
E. The scope of the study

In this study, the writer focuses at Eleventh Grade (XI IPA 4) of SMAN 3
TEGAL.

CHAPTER II
THEORETICAL FRAMEWORK

A. Motivation
1. Meaning of Motivation

The word "motivation" is familiar enough for us that are commonly used
in our society. But actually this word is not easy enough to define. The abstract
term 'motivation' on its own is rather difficult to define. It is easier and more
useful to think in term of the 'motivated' learner: one who is willing or even eager
to invest effort in learning activities and to progress. Learner motivation makes
teaching and learning immeasurably easier and more pleasant, as well as more
productive: hence the importance or the topic for the teachers. 1 So the teacher
must develop an understanding of the nature of the motives and techniques of
motivation.
Many experts in psychology have given various definitions of motivation
because it is an abstract concept cannot be easily to define. It is internal to person
and thus cannot be observed. Nonetheless, experienced teachers know the
importance of motivation as one of the important forces that guides students'
action.

1

Pennv Ur. A course

i11

La11f!Uaf!e Teachi1tf! Practice & Theorv, (Cambridge:

5

Motivation has a significant role in teaching learning process. The students
who have a higher motivation will get a better opportunity to achieve the goal in
their learning activities than the lower one. Ngalim Purwanto said that: "Jika
seseorang mendapat motivasi yang tepat. .. sehingga tercapai hasil yang semula tak
terduga". (if someone gets right motivation ... so that he reaches unpredictable
result)2
Jeremy Harmer stated that motivation is some kind of internal drive that
encourages somebody to pursue a course of action. 3 In addition Paul R. Pintrich
stated that Motivation is the process whereby goal-directed activity is instigated
and sustained. 4 From the statements above we can conclude that motivation is an
essential of learning to achieve something. It is the process which directs to
activity.
Douglash Brown stated that: "Motivation is probably the most frequently
used catch-all term for explaining the success or failure of virtually any complex
task". 5 It means motivation plays a vital part in teaching learning activity, so it has
an influence toward students' success or failure as language learner.
The author of classic successful language learning (Naiman et al., 1987)
came to the conclusion that the most successful learners are not necessarily those
to whom a language comes very easily; they are those who display certain typical
characteristics, most of them clearly associated with motivation. Some of these
are:

2

M. Ngalim Purwanto, Psiko/ogi Pendidikan, (Bandung: CV Remaja Rosda Karya, 1985), p.65.

'Jeremy Harmer, The Practice of Eng/L 0.325 and in significance 1% = rxy
: rt= 0.446 > 0.418. It shows that null hypothesis (Ho) which states that there is no
significance correlation between students' motivation and their achievement in
listening score is rejected, and alternative hypothesis (Ha) which states that there
is a significance co1Telation between students' motivation and their achievement
in listening score is accepted.
PERPUSTAl 0.325
and 0.446 > 0.418). From the result, we can conclude that null hypothesis is
rejected and alternative hypothesis is accepted. It means there is a significant
correlation between students' motivation and their achievement in English
Listening score.
B. Suggestion
Based on the conclusion above, the writer would like to suggest the
following points:
1. English teachers are expected to create the students' motivation in learning

English, especially in listening subject in order to create a comfortable
learning situation.
2. The English teacher should be able to determine the right media before
doing the teaching learning process in classroom.

31

3. The students are expected to improve their motivation in learning English
Listening with another way, such as watching English movie, listening
English song, etc.
4. Parents should give more support to their children to create their
motivation in learning English.
5. A good and conducive environment will also give an influence to students'
motivation in learning English.

BIBLIOGRAPHY

Arends, Richard I., Leaming to Teaclt. (London: Mc-graw Hill, Inc., 1994)
Berliner, David C, Educational Psycltology, (London: Houghton Mifflin
Company, 1984), Third Edition.
Brown, Doughlas H, Principle of La11guage Leaming a11d Teaclzi11g,
(Englewood Cliffs: Prentice Hall Regents, 1994) Third Edition.
Celce, Marianne and Murcia Elite, Discourse a11d Context in Language
Teaching, (Cambridge: Cambridge University Press, 2000)
Celce, Marianne and Murcia, Teaclti11g E11glislt as a second or Foreig11
Language, (Boston: Heinle and Heinle, 1991)
Hamalik, Oemar Kurikulum dan Pembelajara11, (Jakarta: Bumi Aksara, 1995)
Harmer, Jeremy Tlte Practice of Englislz Language Teaclzi11g, (London:
Longman, 1991)
Tarigan, Henry Guntur, Me11yimak Sebagai Suatu Keterampila11 Berbal1asa,
(Bandung: Angkasa Bandung, 1990)
Homby AS., Oxfonl Advance Learner Dictionary of C11rre11t E11glislz, (Oxford
University press, 1987)
Loree, M. Ray Psychologist ofEducation, (New York: The Rinald Press, 1965)
Mouly, George. J, Psychology for Effective Teaclzi11g (Boston: Hort. Rinehart
and Winston inc. 1964)
Nunan, David and Lindsay Miller, New ways i11 Teaclli11g Listeni11g, (Alexandria:
Teacher of English to Speakers of Other Language, Inc, 1995
Purwanto, M. Ngalim Psikologi Pendidika11, (Bandung: CV Remaja Rosda
Karya, 1985)
Pintrich, Paul R. and Dale H. Schunk, Motivation 111 Education; Tlieory,
Research, a11d Appllcat/011, (Colombus: Merril, Inc., 1996)
Rothstein. Pamela R. Educati01ial P.