15 presence. The comfortable classroom will affect
the students’ learning process. Comfortable classroom will make the students feel that learning is enjoyable and
fun, so that they will get involved in their learning process.
6 School Facility
School facilities are among the factors that help the students to increase their motivation in English teaching-learning process. According to Hornby
1974, facility can be defined as a quality which makes learning or doing things easy or simple and circumstances which make it easy to do several things. In
short, school facilities can mean the physical circumstances which make the teaching-learning process easy.
The school facilities c an improve the students’ spirit in the learning
process. School facilities can mean the physical circumstances which make the teaching-learning process easy. According to Mulyasa 2007, the school facilities
can also include learning media, school area, school building and its equipment.
e. Function of Motivation
Motivation has three functions. According to Sardiman 2008,
t
hose three functions of motivation namely:
1 Encouraging People to do Certain Activities
An effort or action can not be carried out without any encouragement. In this case, motivation is the motor of any activity to be undertaken. It helps
someone or students to achieve their goals.
16
2 Giving Directions
In this case, motivation gives the direction to achieve the desired changes. Thus, motivation provides the direction to the students and the activity that must
be undertaken in accordance with the goals that have set.
3 Determining Actions
Determining the actions means the motivation drives someone’s
behaviour. Besides, motivation is also as the motor that encourages someone’s interest to achieve their goals.
B. Findings
In this part, the writer presented the results of research about the level of motivation in learning English of class 8B students SMP Muhammadiyah 3 Mlati
academic year 2013-2014. As stated in previous part, the research was carried out in Class 8B SMP Muhammadiyah 3 Mlati on 2-8 December 2014. The subjects of
this study were the students of class 8B and the English teacher. This study focused on grade 8B students. The total numbers of
respondents were 26 students and one English teacher in the relevant class. The data of this study was obtained by questionnaire. The questionnaire aimed to find
out the level of students’ motivation and the teacher’s performance in the English
learning process. To obtain the data, the writer proposed several activities. The data were
collected by distributed the questionnaire to the English teacher on how the English teaching-learning activity in Class 8B. The questionnaire also focused on
17 how the students
’ participation in the teaching-learning process, and as well as the teacher
’s effort to produce good learning output. The result is divided into two sub-parts. The first sub-part was about the
students’ motivation and their participation during the English teaching-learning process. The second sub-part was about the teacher effort to motivate her students.
1. The Students’ Motivation in Learning English in SMP Muhamadiyah 3
Mlati
The result reported in this sub- part was about the students’ motivation in
the English learning process in SMP Muhammadiyah 3 mlati. There were 20 questions to the respondents see appendix. The respondents were the students of
class 8B, with total numbers were 26 students. Based on the data, most respondents agreed that English teaching-learning
activity was fun. It proved by 61.5 percent of the respondents agreed and only 23 percent of the respondents were disagreeing. This showed that the majority of
students in class 8B in SMP Muhammadiyah 3 Mlati like to learn English. Besides, the data also showed that 61.5 percent of respondents agreed that English
required a lot of practice. Thus, 53 percent of students agreed that they were excited and eager to answer the question from their teacher in an English
teaching-learning activity in the classroom. The data showed that most of the students were interested to take English
learning activity. It showed by the 53 percent of the students stated their interest in learning English and less than 16 percent did not interest in English teaching-
