A CORRELATION STUDY BETWEEN EXTRINSIC MOTIVATION AND ENGLISH ACHIEVEMENT OF THE FIRST YEAR STUDENTS OF MA A B A D I YAH G A B U S PATI IN THE ACADEMIC YEAR OF 20062007 A Graduating Paper Submitted to the Board of Examiners as a Partial Fulfillment of the
A CORRELATION STUDY BETWEEN EXTRINSIC MOTIVATION
AND ENGLISH ACHIEVEMENT OF THE FIRST YEAR STUDENTS
OF MA A B A D I YAH G A B U S PATI
IN THE ACADEMIC YEAR OF 2006/2007
A Graduating Paper
Submitted to the Board of Examiners as a Partial Fulfillment
of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I)
in the English Department of Education Faculty
State Islamic Studies Institute (STAIN) Salatiga
ENGLISH DEPARTMENT OF EDUCATION FACULTY
STATE ISLAMIC STUDIES INSTITUTE (STAIN)SALATIGA
By:
JJTFI RIYADLOH NIM. 113 03 001
2007
DEPARTEMEN AGAMA SEKOLAH TINGGI AGAMA ISLAM NEGERI (STAIN) SALATIGA
Jl. Tentara Pelajar 02 Telp. (0298) 323706, 323433 Fax 323433 Salatiga 50721 Website :
D E K L A R A S I
Bismillah irrah man irrahimDengan penuh kejujuran dan tanggung jawab, penulis menyatakan bahwa skripsi ini tidak berisi materi yang pernah ditulis oleh orang lain atau pernah diterbitkan. Demikian juga skripsi ini tidak berisi satupun pikiran-pikiran orang lain, kecuali informasi yang terdapat dalam referensi yang dijadikan bahan rujukan.
Apabila di kemudian hari ternyata terdapat materi atau pikiran-pikiran orang lain di luar referensi yang peneliti cantumkan, maka peneliti sanggup mempertanggung jawabkan kembali keaslian skripsi ini di hadapan sidang munaqosyah skripsi.
Demikian deklarasi ini dibuat oleh peneliti untuk dapat dimaklumi.
Salatiga, 17 Juli 2007 Penulis
LUTFI RIYADLOH NIM. 113 03 001 Ruwandi, M.A T he L ectu rer o f E ducation Faculty State Islam ic Studies Institute o f Salatiga
ATTENTIVE COUNSELOR NOTES
Case : Lutfi Riyadloh’ s Thesis Salatiga, Juli 17th , 2007 Dear The Head o f State Islamic Studies Institute o f Salatiga Assalamu’aJaiknm Wr. Wb.
After reading and correcting Lutfi Riyadloh’s thesis entitled “A CORRELATION STUDY BETWEEN EXTRINSIC MOTIVATION AND ENGLISH ACHIEVEMENT OF THE FIRST YEAR STUDENTS OF MA ABADIYAH GABUS PATI IN T H E A C A D E M IC Y E A R O F 2006/2007”, I have decided and would like to propose that if it could be accepted by the education faculty, I hope it would be examined as soon as possible.
W assalamu’alaikum Wr. Wb.
TABLE OF CONTENTS
CHAPTER 1 INTRODUCTION
CHAPTER V CT ,OSl JRF.
BIBLIOGRAPHY C U RICU U JM VITAF, APPENDIX t-'
DEPARTMENT OF RELIGIOUS AFFARIS
Jl. Stadion 03 Phone (0298) 323706 Salatiga 50721
STATEMENT OF CERTIFICATION
A CORRELATION STUDY BETWEEN EXTRINSIC MOTIVATION
AND ENGLISH ACHIEVEMENT OF THE FIRST YEAR STUDENTS
OF MA ABADIYAH GABUS PATI
IN THE ACADEMIC YEAR OF 2006/2007
LUTFI RIYADLOH NIM. 113 03 001 Has been brought to the board of examiners in September 11th, 2007/Sya’ban 29th, 1428 H to completely fulfill the requirement of the Degree of Sarjana Pendidikan Islam (S.Pd.I) in the English Department of Educational Faculty.
Salatiga, September 11th , 2007 M Sya’ban 29th, 1428 H
Board Examiners
MOTTO ☆
The best of all things is to learn. Money can be lost or stolen, health and strength may fall, that what you have committed your mind is yours forever
If there is a will, will be a way - A - When you cannot get your idea on a way, get in on another way
DEDICATION The writer dedicates this graduating paper to:
> My beloved Mom (Siti Masriah) and my Dad (Mathori) > My soulmate, my husband will be (Kakak) and his family > All of my brothers (Saiful Huda, Kasan Taufiq, and Ahmad Badawi) and my sisters (Munirotul Maisati and Anis Khumaidah)
> All of my nephews (Aji, Uya, and Qomar) and my causins (Navis and Putri) > K.H. Zumri, Hj. Lathifah, Abah Salam and big family of Al Falah Salatiga
> My graduating paper’s consultant (Mr. Ruwandi, M.A.) > My best friend (Hanik)
ABSTRACT
There are many factors that have a strong effect on success in foreign language learning. Motivation is one of influencing factors succeeding students in their study. It influences people to decide to do something; how long they want to do it; and how hard they prepare to work to achieve it. A student will be successful in language learning if he/she has a strong motivation. On the contraiy, if the student has a low motivation, he/she will get failure. There are two types of motivation, namely intrinsic and extrinsic motivations. Intrinsic motivation is the most potential force since a person who has developed it may continue to learn. While, extrinsic motivation can be used to promote the development of intrinsic motivation.
Many researchers have found out that extrinsic motivation has a close correlation with a higher academic achievement. It can be affected and influenced by attitude of a number of people. They are parents, teachers, friends, and social members. This study concerns the investigation of extrinsic motivation and
English achievement. The purpose of this study is to know whether there is a correlation between extrinsic motivation and achievement -in learning English. This study is very useful for those figures to know the importance of extrinsic motivation in students’ learning process. By knowing students’ extrinsic motivation, it is hoped that those figures can motivate them in order to increase their English achievement.
The sample of this research is class X-A o f the first year students of MA Abadiyah Gabus Pati in the Academic Year of 2006/2007. There are 32 students o f class X-A. The methods used to collect data in this research are questionnaire, report book, and documentation. In this research, the writer uses descriptive method and quantitative approach. There are two variables in this research. Those are independent variables (X) and dependents variables (T). Independent variables is obtained by questionnaire dealing with extrinsic motivation and dependent variables is English achievement.
Based on the calculation result of extrinsic motivation, the writer classifies that there are 3 students getting excellent scores (9,375%), 5 students getting good scores (15,625%), 12 students getting fair scores (37, 5%), and 12 students getting poor scores (37, 5%). While, based on the calculation of English achievement, there are 3 students getting excellent scores (9,375%), 6 students getting good scores (18, 75%), 12 students getting fair scores (37, 5%), and 11 students getting poor scores (34,375%). Then, based on the calculation of product moment formula, it is found that ro = 0,947 and rt in the level of significance 5% is 0,349 and in the level of significance 1% is 0,449. If ro > rt\ Ho is refused (there is a correlation). On the contrary, if ro < rt', Ho is received (there is no correlation).
From this explanation, the writer concludes that there is high significance correlation between extrinsic motivation and English achievement of the first year students of MA Abadiyah Gabus Pati in the Academic Year of 2006/2007.
- i. vii
Alhamdulillahirobbil''alamin, firstly; the writer antends praises and thanks
to Allah SWT because of His Blessing and Mercy, the writer could complete this graduating paper as one of the requirements for getting Sarjana Pendidikan Islam in English Department of Education Faculty of State Islamic Studies Institute (STAIN) Salatiga.
The writer realizes that she would not be able to finish her work without support, pursue, motivation, advice, help, and encouragement from others.
Therefore, she would like to express her thanks and gratitude to:
1. Drs. Imam Sutomo, M.Ag, as the Rector of State Islamic Studies Institute (STAIN) of Salatiga.
2. Ruwandi, M.A, as the Head of English Department and her consultant of this graduating paper. Thanks for his careful guidance, suggestions, kindness, motivation, and knowledge during the completion of this graduating paper.
3. All of lectures of English Department who educate and gives their knowledge during her study.
4. All of teachers, staffs, and students of MA Abadiyah Gabus Pati who have given their permission to conduct the research and their cooperation to provide the data dealing with the research.
5. Her beloved Mom (Siti Masriah) and her Dad (Mathori) who prayed, facilitated, and encouraged her to finish her study. She could has never thanked them enough and never been be able to repay what they have done and given to her.
6. Her soulmate, her husband will be (Kakak), who always accompanies her neither happy nor sad. May be distance keep us, but never in heart and nothing can separate us. Thanks for Kakak’s motivation, support, pursue, and kindness.
7. All of her brothers and sisters, especially to Anis. Thanks for their togetherness and brotherhood.
8. K.H. Zumri RWS, Hj. Lathiefah, and Abah Salam. Thanks for their Islamic Education; and big family o f Al Falah Salatiga, especially Pak Lurah (kang Asef), Bu Lurah (mbak Atiek), Sanah, Fella, and Ela. Thanks for their togetherness in beloved A1 Falah.
9. Her best friend (Hanik). Thanks for her motivation, support, and kindness.
May their beautiful friendship is forever.
10. Her KKN’s team in Jambewangi, Pakis, Magelang. Thanks for their togetherness.
11. Her friends in STAIN Salatiga of 2003, especially in English Department.
Thanks for their togetherness in her study.
12. All sides that help the writer. It is impossible for her to mention one by one.
The writer have made efforts as many as possible in finishing this graduating paper, but she is sure that there are still many shortage lack. Therefore, the hopes the critiques and suggestions for her completion of this graduating paper. May this graduating paper be able to provide useful experience for writer and give information for readers.
Wassalamu 'alaikum Wr. Wb.
Salatiga, July 17 th ,2007 The writer
LIST OF TABLES
TART,F VI PF.R CENT A OF. OTSTRTRT JTTON OF FXTRINSTC
TART.F. VTTT PERCENTAGE OTSTRTRUTION OF ENGLISH TARLF. IX CORRET,ATION RF.TWEF.N EXTRINSIC MOTIVATION
CHAPTER L
INTRODUCTION
A. Background of the Study
English is one of the many languages that is used as an international language in many countries in the world, including Indonesia. It has a special position here since it has become the international language of communication.1 In Indonesia, it functions as the first foreign language; therefore, it is natural if Indonesian people be familiar with it. It is learnt by Indonesian people from the fourth grade o f the elementary school up to the university. For elementary school students, it is just an elective subject. But for junior and senior high school students, it is a compulsory subject; even, it becomes a subject that is nationally examined for school graduation. While for university and academic levels, it is a compulsory subject that must be taken by an every student in all faculties and departments all over Indonesia since curriculum 1994 was applied.2
As a foreign language, English is difficult to be learnt by Indonesian people although it has been taught for years. Seeing this fact, people usually blame teachers as the actors who should be responsible for successful learning of it. People assume that the primary source of the unsatisfactory result of
1 Jeremy Harmer. 1983. The Practice o f English Language Teaching. N ew Edition. London and N ew York: Longman. Page 1
2 Tri Wiratno. 2003. Merencana Buku Teks Bahasa Inggris Melalui Pemahaman Bentuk Gramatikal. Yogyakarta: Pustaka Belajar. Page 5
1
2 English teaching process is teachers. Our society often question the teachers’ work and even consider them as unqualified resources. However, as member of the scientific community, teachers should use a good and an appropriate methods that are suitable with students’ condition in teaching. They should be able to find out elements from which the cause of the failure. Another essential skill of teaching is the teachers’ ability to manage the class sufficiently to allow learning to flourish.3 4
There are many factors that have a strong effect on success in foreign language learning. Abdul Chaer states those factors are motivation, age, teaching-learning process, the first language interference and environment. Jerome and Cynthia also show some factors effecting a second or a foreign language learning. Those are cognitive factors (because he/she unfamiliar with the language used to present; he/she forgot the information contained in it; and he/she never learned the concepts and the rules necessary for solving it). The second ones are affective factors (insufficient motivation; fear of possible failure; and low expectancy of success).5 According to Abd. Rahman Abror, the factors that influence learning consist of the intrapersonal and personal factors. The intrapersonal factors consist of cognitive structure variable, development readiness, intellectual ability, motivational and attituditional factors, and personality factors. Situational factors involve practice, the
3 John. A.R. W ilson, Mildred C. Robeck, W illiam B. M ichael. Psychology Foundation of
Learning and Teaching. Second Edition. N ew York: McGraw-Hill Book Company. Page 3 Psikolinguistik: Kajian Teoretik.
4Abdul Chaer. 2003. Cet. 3. Jakarta: Rineka Cipta. Page
251-257
5 Jerome Kagan and Cynthia Lang. 1978. Psychology and Education. USA: Harcourt
Brace Jovanovich Inc. Page 2663 arrangement of instructional, certain group and social factors, and characteristics of the teacher.6
Motivation is one of influencing factors succeeding students in their study. It is a kind of an internal drive which pursues someone to do things to achieve something.7 A student will be successful in language learning if he/she has a strong motivation. On the contrary, if the student has a low motivation, he/she will get failure. The learner should be stimulated in order to be motivated in language learning. Without motivation, learning out comes that are reached by the learner will not be optimal. Strong or low motivation helps to create the successful language learning.
Motivation is a very important factor in a foreign language learning. It gives spirit to a learner in his/her activities. Moreover, motivation gives guidance to behavior.8 Continuous motivation is needed in order to help the learners to concern themselves on the lesson material. A learner’s attention gives more way o f something to another things during learning. Successful learning gives more extended out put, when the learner is given spirit to his devote attention toward a lesson.
Psikologi Pendidikan.
6 Abd. Rachman Abror. 1993. Yogyakarta: PT Tiara Wacana.
Page 73-74 7Jeremy Harmer. 2001. The Practice o f English Language Teaching. Third Edition. Completely Revised and Updated. London and N ew York: Longman. Page 51 Psikologi Pendidikan.8 Z. Kasijan. 1984. Buku I. Surabaya: PT Bina Ilmu. Page 359-360
4 Harmer divides motivation into extrinsic motivation, which is concerned with factors outside the classroom, and intrinsic motivation, which is concerned with what taking place inside the classroom.9 Intrinsic motivation
..occurs because whatever activity being pursued satisfies a deeply felt personal need. It is better if students are interested in learning task and are motivated to learn it for their own shake. Extrinsic motivation refers to motivation to accomplish a task that is prompted by something other than an inner satisfaction in which the task itself is worthy of accomplishment. It seems that intrinsic motivation is the most potential force since a person who has developed it may continue to learn. Well, extrinsic motivation can be used to promote the development o f intrinsic motivation.
The extrinsic motivation that bring learners to the foreign language can be effected and influenced by attitude o f a number o f people. They are parents, teachers, friends, and social members.10 Their treatment for the learners will effect the learners’ motivation and attitude whether it reinforces or undermines previous learning experiences or not. Between one element with other elements should pursue each other to reach success in foreign language learning. In short, motivation is one of very important factors that determines the success of a foreign language learning. Based on the reviews above, the writer is interested in conducting a research paper entitled “A CORRELATION STUDY BETWEEN EXTRINSIC MOTIVATION
- * Jeremy Harmer. op. cit. Page 3
10 M. Dalyono. 1997. Psikologi Pendidikan (Komponen MKDK). Jakarta: PT. Rineka Cipta. Page 57
5 AND ENGLISH ACHIEVEM ENT OF THE FIRST YEAR STUDENTS OF MA ARADIYAH GABUS PATI IN THE ACADEMIC YEAR OF 2006/2007” .
B. Statements of the Problem
There are some extrinsic motivations that should be taken into account by the first year students o f MA “Abadiyah” to pursue their English achievement. For the reason, the writer tries to formulate the research problems as follows:
1. What are the sources o f students’ extrinsic motivations that should be taken into account by the first year students o f MA Abadiyah Gabus Pati for their English achievement?
2. How high is the students’ extrinsic motivations and their English achievement ?
3. Is there any correlation between students’ extrinsic motivations and their English achievement?
C. Objectives of the Study
Based on the problem statements above, the writer proposes the objectives o f the study as follows :
1. To find out the sources o f students’ extrinsic motivations that should be taken into account by the first year students o f MA Abadiyah Gabus Pati in the Academic Year o f 2006/2007.
6
2. To find out the score of the students’ extrinsic motivations and their English achievement.
3. To find out the correlation between students’ extrinsic motivations and their English achievement.
D. Benefits of the Study
1. For Teachers This study will be very useful for teachers to know the importance of many factors that influence students’ achievement in learning English.
One of them is extrinsic motivations. By identifying students’ extrinsic motivations, it is hoped that the teacher can motivate and facilitate the students’ learning.
2. For Students Students should understand the effect of extrinsic motivations in language learning so they are able to use the motivation to achieve their
English achievement.
3. For Linguists It is wished that the linguists are able to investigate more and review the importance of extrinsic motivations and recommend teachers including English teachers to consider and revitalize the motivation to increase students’ achievement in general and the English achievement in particular.
7 E. Report of the Previous Research The writer takes one o f the research report written by Retno Widarti as the starting point. She was a university student o f English Department, Faculty o f Language and Art Semarang State University. In 2006, she wrote a research entitled “A Correlation Study Between Locus o f Control and Students’ Achievement in Learning English”. In her thesis, it was mentioned that one o f factors that determined the success o f foreign language learning was locus o f control. It is the type o f attribution we make for our successes and /failures in school tasks. There are two types o f locus o f control, namely internal and external. Many researchers have found out that internal locus o f control has a close relationship with a higher academic achievement. In her research she draws a conclusion that there is a significance correlation between locus o f control and students’ achievement in learning English.1'
F. Outlines of the Graduating Paper
Chapter I is an introduction, it consists o f the background o f the study, statements o f the problem, objectives o f the study, benefits o f the study, report o f the previous research, and outlines o f the graduating paper.
Chapter II is a review o f related literature. It reveals some ideas and opinions related to the topic. It consists o f motivation, learning, teaching achievement, correlation between extrinsic motivation and English achievement, and research hypothesis.
11 R etno W idarti. 2 0 0 6 .
A Correlation Study Between Locus o f Control and Students’ Achievement in Learning English.
Sem arang: Sem arang State U niversity. P age iii
8 Chapter III is a research method. It concerns research design, the profil o f MA Abadiyah, variables, methods o f collecting data, data analysis, and statistical hypothesis.
Chapter IV is a discussion. It consists o f data presentation and analysis. The last chapter is closure. It presents conclusion and suggestion.
C H A PTER II
REVIEW OF RELATED LITERATURE
A. Motivation
1. The Definition o f Motivation There are several definitions o f motivation. Jeremy Harmer says motivation is a kind o f an internal drive which pursues someone to do things to achieve something.1 Then, McDonald quoted by Oemar Hamalik says motivation is an energy change within a person characterized by affective arousal and reaction to achieve the goal.2 The following is Lambert (1972) quoted by Abdul Chaer. He says that motivation is a reasoning to achieve the goal totally.3 The next is Clifford T. Morgan quoted by Wasty Soemanto who says that motivation relates with three things o f motivation aspect; those are motivating states, motivated behavior, and goals or ends o f such behavior.4 5 And the last is Emerald V. Dechant saying that motivation is the way o f human behavior.^
From some definitions above, the writer concludes that motivation influences people to decide to do something; how long they want to do it; and how hard they prepare to work to achieve it.
The Practice o f English Language Teaching.
1 Jerem y Harmer. 2 0 0 1 .
Third E dition. C om p letely R ev ised and U pdated. N e w York: L ongm an. P a g e 5 l 2 O em ar H am alik. 1992. Psikologi Belajar dan Mengajar. C et. I. Bandung: Sinar Baru. P age 173 ’ A bdul Chaer. 2 0 0 3 .
Psikolinguistik: Kajian Teoretik.
Jakarta: R ineka Cipta. P age 251 4 W asty Soem anto. 1990.
Psikologi Pendidikan (Landasan Kerja Pemimpin Pendidikan).
Jakarta: R ineka C ipta. Page 194 5 Em erald V . D echant. 1982.
Improving the Teaching o f Reading.
N e w Jersey: Prentice Hall. Page 73
10
2. The Components o f Learning Motivation Learning motivation consists o f two components, those are inner and outer components.6 7 a. Inner component is a change within a person and situation where someone feels unsatisfied and psychologically strained.
b. Outer component wanted by someone is the goal that becomes the purpose o f an action.
3. The Principles o f Learning Motivation There are 17 principles o f motivation in learning.' These principles assist that: a. Reward is more effective than punishment. Punishment has characteristic to stop an act, while reward has characteristic to appreciate what is done. Therefore, reward is more valuable in learning motivation.
b. All students have basic psychological needs that should be met. Those who are able to fulfill their needs effectively through learning activities, they just need a little help to be motivated and discipline.
c. Inner motivation is more effective than outer motivation.
d. Compatible action that is suitable with willing needs reinforcement.
This reinforcement should be given in an every level o f learning experience.
6 O em ar H am alik. op. cit. Page 174
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e. Motivation is easily spread toward other people. Teachers who have high enthusiasm absolutely influence their students to have high enthusiasm in learning.
f. Clear understanding about the goal o f learning will stimulate motivation.
g. Student-made assignments will increase higher interest than teacher- made assignments.
h. External rewards are sometimes needed and effective to stimulate real interest.
- : ' i. The variations o f teaching procedure and method are effective to keep students’ interest in learning. This causes fun learning situation.
j. Particular interest owned by student is useful to learn others. k. The activities stimulating slow learner’s interest are less important for fast learner’s interest. l. Motivation pressures from younger students are commonly more effective than from adults. m. High motivation relates with students’ creativity. With a certain teaching method, students’ motivation can be directed to creative activities. n. Anxiety will cause learning difficulties. o. Frustration can help students to do better. p. Too difficult assignments can cause frustration and the assignments can cause demoralization. q. Every student has frustration level and different tolerance.
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4. The Factors Influencing Learning Motivation Many factors influence motivation to learn a foreign language.
These factors include: 8
a. Give advantages to students to master the foreign language well; for example: to find jobs, to get on to courses o f study, and to get good scores from teachers.
b. Students’ interest in the target language culture (the foreign language culture they are learning).
c. Good sense about foreign language for instance: success, self confidence, students’ autonomy or independence.
d. Drive from others as teachers, parents, friends, peers, schools, classmates or societies.
e. Students’ interest in the language learning process: interest and relevance o f the students’ course content, classroom activities, the teacher’s personality, or teaching methods.
Students may have high motivation in one o f these factors; and have a little in another, or their motivation may be really balancing.
Different students can also be motivated in different techniques from other people, and motivation can change. Students may, for example, be really uninterested in learning a certain foreign language. Then, they meet a teacher that they very like, thus, they begin to love learning the foreign language. On the contrary, if they meet a teacher that they dislike, he/she 8 Mary Spartt, A lan P u rvem ess, and M elan ie W illiam s. 2 0 0 5 .
The TKT : Teaching Knowledge Test Course. C am bridge: C am bridge U n iversity P ress. Page 38
13 will make them unmotivated to learn the foreign language. Motivation can change in different age levels, and it may also be a factor that is less important as students get older. We know that motivation needs to be both created and continued.
5. The Sources o f Poor Motivation There are some reasons why students are unmotivated to do homework or learning. These reasons a re :y a. Really preferring something else to attend school.
b. Attending school as a means to an end other than learning.
c. Distracting personal problems.
d. Laziness.
e. Lack o f vocational choice.
f. Continuing immature values.
6. The Functions o f Motivations In a foreign language learning, there are two functions o f motivation. These functions include:9
10
a. Integrative function It is motivation which pursues someone to learn a foreign language because there are wants to communicate with community’s speakers, wants to self integrate with their cultures or wants to be part o f the language community member.
14
h. Instrumental function It is motivation which pursues someone to learn a foreign language because there are desires to achieve social recognition, social mobility or to get a job or career. Therefore, instrumental motivation is usually used to vocational reasons, status, achievement, personal success, self enhancement, self actualization or basic security and survival.
In their first research, Gardner and Lembert quoted by Soenjono Dardjowidjojo found that integrative motivation has more significant role than instrumental motivation. But research from another expert (Lukmani quoted by Soenjono Dardjowidjojo, 72) shows that in fact, students who have stronger instrumental motivation get higher score than those who have integrative motivation in English examination. Even, Gardner and MacIntyre quoted by Soenjono Dardjowidjojo found that instrumental motivation is actually very potential. Because the world becomes universal and English becomes international language, instrumental motivation has more important role than integrative motivation. Expecting heterogeneous people to have a strong motivation to learn English is far from being realistic. The question is why a lot o f people take foreign language courses especially English today? It is because they are aware o f their more auspicious future if they have this language infrastructure. 11 " S oen jon o D ardjow idjojo. 2 0 0 3 .
Rampai Bahasa, Pendidikan dan Budaya (Kumpulan
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7. Kinds o f Motivation Jeremy Harmer divides learning motivation into two kinds, those are extrinsic and intrinsic motivations.12 a. Extrinsic motivation
It is motivation which concerns factors outside classroom, for example: the need to pass an exam, the hope o f financial rewards or the possibility o f future travel.
b. Intrinsic motivation It is motivation which concerns factors that take place inside classroom. Someone may be motivated by the enjoyment o f the learning process itself or by a drive to make him/her feel better.
8. Sources o f Extrinsic Motivation Extrinsic motivation that brings students to the task o f learning
English can be affected and influenced by attitude o f a number o f elements; they are parents, teachers, friends and societies.13 a. Parents
Parents are one o f family’s members. Family is the first educational institution for children. The all children’s learning needs are parents’ responsibility. They should fulfill their learning needs, including their English learning. Besides that, they must also give motivation to their children to learn the language English. The positive attitude o f parents and other family’s members are crucial for the
12 Jerem y harmer. op. cit. Page 51
16 children to learn it. They should approve them to learn English and create situation which is important for their English achievement, for example: they make the children listen to English music, watch English TV program, speak English little by little, read English texts, accompany them to leam English and also create conducive and fun learning environments, so, their children are able to achieve satisfactory achievement in English.
b. Teachers Teacher is a person who causes students to know or be able to do something or give a person knowledge or skill.14 1 Students’ English
5 achievement is also influenced by the teacher. In English teaching, they have major roles to reach the learning goals. Therefore, they should posses skills o f teaching English; managing the steps of learning; mastering approaches, methods and techniques; using media and dividing time.13 They should use various and fanciful methods so their students will be interested and will not be bored in learning it. They should also give motivation to the students to leam the language.
In classroom, the teacher should not only give lessons, but also opportunities to self learning or to express their ideas and he/she should respect their ideas. Last but not the least, he/she should make his/her students as learning partners not as learning rivals.
Guru Profesional
14 Syafruddin Nurdin and Basyirudin Usman. 2002. & Implementasi
Kurikulum. Jakarta Selatan: Internusa Ciputat Press. Page 7 15 N .D. Robinson. 1988.
Asas-asas Praktik Mengajar (Saduran : Suparno, Sulaiman Sahlan, Ruslan Effendi). and Jakarta: Bhratara. Page 12
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c. Friends Friend is a person not a relative, whom one knows and likes well. One of extrinsic motivation sources is friends, so, they also influence learning achievement.17 Sardiman A.M says that they can be partners to increase creativity and to arouse motivation in learning including the learning of English. They create situation to compete one another. He also says that competition can be motivation to pursue learning that may increase learning achievement.18 They are very influential for our personalities or characteristics. Therefore, we should choose them who can increase our achievement too.
d. Society Society is a system whereby people live together in organized communities.19 Beside as an individual creature, human is also a social creature where we must interact with others directly or indirectly. Every social member has a different way of live. This way influences other social members, either positive or negative. From these explanations, it can be concluded that social members also have an important role toward students’ English achievement.
6 AS Hom by. 1974. Oxford Advanced Learner’s Dictionary o f Current English. Revised
1 N ew York: Oxford University Press. Page 345 ’. D alyono. Op. cit. Page 57 PT Interaksi dan Motivasi Belajar Mengajar.
V
'diman A.M .. 1994. Cet 5. Jakarta,
'ersada. Page 9218 B. Learning
1. The Definitions of Learning There are several definitions o f learning. Ernest R. Hilgard quoted by Abu Ahmadi says that learning is a process by which an activity originates or is changed through training procedures that are different from changes by factors that are not attributed to training.20 Then, Cronbach (1954 : 47) quoted by Wasty Soemanto formulates that learning is a change in behavior as a result of experience.21 The following is Jeremy Harmer states that learning is a league between teachers and students.22
The next is Thorndike (1913 : 16) quoted by George and Raymond says learning is a change series in human behavior.23 And the last is Kimble and Garmezy (1963 : 133) quoted H. Douglas Brown explains learning is a relatively permanent change in a behavior tendency and is as a result of reinforced practice.24 *
From some definitions above, the writer concludes that learning is signed by the change in human behavior. Thus, if there is no change in the process, the learning process never occurs.
Cara Belajar yang Mandiri dan Sukses.
20 Abu Ahmadi. 1993. Solo: CV Aneka. Page 20 op. cit. “ Wasty Soemanto. Page 99
22 Jeremy Harmer. 1998. How to Teach English: An Introduction to the Practice of English Language Teaching. N ew York: Longman. Page 9 23 George M. Gazda and Raymond J. Corsini. 1990.
Theories of Learning: A Comparative Approach.
Itasca, Illinois. F.E: Peacock Publisher, Inc. Page 1 Principle of Language Learning and Teaching.
24 H. D oglas Brown. 1980. USA: Prentice Hall Inc. Page 7
2. The Theories o f Learning
a. Nativism The figure o f nativism is Noam Chomsky. This theory states that environment has not influence in learning process. On the contrary, it states that learning occurs because biology giving. This
25 giving is called nature giving hypotheses.
b. Behaviorism The figure o f behaviorism is B.F. Skinner. He proposes that change in rate o f behavior is the best measure o f learning. If the rate changes in the presence o f only certain stimuli, then the person has learned something special about those stimuli. He had already argued for a behavioral rather than a psychological definition o f the reflex, as an observed correlation between stimuli and responses. The stimuli-response relation called as S-R.2
6
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c. Cognitivism The figure o f cognitivism is Jean Piageat. He gives more attention to the development o f learning than the learning o f concepts.
To him, learning itself takes on different forms at different stages o f development. First, ehildren in ,he sensor motor period leam through direet aetion on objeets in their environment. Then, in ,he preopera,ional period, they learn by representing the static shapes and
26 A bdul Chaer. Op. cit. Page 2 2 2
» / ° 3 rpag“ ' I42aZdi‘ Raym0Kt 1 C " * - Op. C . Page 235
20 the movement o f objects, but they can not use the relations between shapes and movement to make inferences about such matters or the conversation o f quantity. Children in the concrete operational period can make these inferences, but only in reference to things that they can witness. They can not yet make inferences on an inferred event (a proposition). This last form o f learning is an accomplishment o f the
28 formal operational period.
3. The Types o f Learning In this classic work on the conditions o f learning, Robert Gagne says that ably demonstrated the importance o f identifying a number o f different types o f learning. The types o f learning are a complex task; such as language learning involves everyone o f Gagne’s types o f learning. He identifies eight types o f learning. These types a r e :2
8
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a. Signal learning. The learner learns to create a general diffuse response to a signal. This is the classical conditioned response o f Pavlov.
b. Stimulus response learning. The learner acquires a precise response to a discriminated stimulus.
c. Chaining. What is acquired is a chain o f two or more stimulus response connections.
d. Verbal association. Is the learning o f chains that are verbal.
28 Ibid, page 2 8 8
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e. Multiple discrimination. Someone learns to create a number of different identifying responses to many different stimuli which may resemble each other in physical appearance to a greater or lesser degree.
f. Concept learning. The learner acquires the ability to make a general response to a class o f stimuli even though the learners o f that class may differ from each other widely.
g. Principle learning. It is a chain o f two or more concepts.
h. Problem solving. It is a kind o f learning that requires the internal events, usually referred to as “thinking”.
4. The Strategies o f Language Learning In a foreign language learning, we can divide two basic categories TO o f strategies. These strategies are: a. Learning strategy, it is a method o f feeling and saving certain items for later recall.
b. Communication strategy, it is a method to achieve a communicative expression in a language.
In the literature o f language learning strategies, four terms have commonly been singled out for explication: transfer, interference, generalization, and simplification. These terms have too often been considered as separate strategies. They are more correctly understood as several manifestations o f one learning principle. The interaction o f
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22 previously learned material with a present learning event, from the beginning o f life o f the human organism or any organism; for that matter, builds as structure o f knowledge by the accumulation of experiences and by the storage aspects of the memory experiences.
5. The Language Learning Process Commonly, the situation o f language mastery is divided into formal and informal processes. ’1
- There are goals
Situation of language mastery Formal
__ At school — There are teachers — -There are learners
— There are methods — There are curriculum
There are evaluation Informal
At home/society There are not teachers There are learners There are not goals There are not methods There are not curriculum
There are not evaluation
31 Pranowo. 1996. Analisis Pengajaran Bahasa : Untuk Mahasiswa Jurusan Bahasa dan Guru Bahasa.
Yogyakarta: Gadjah Mada University Press. Page 27
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