T ING 1302662 Chapter5
CHAPTER V
CONCLUSIONS, SUGGESTIONS, AND LIMITATION OF THE STUDY
In this last chapter, the results discussed and elaborated in chapter four are
concluded. Additionally, suggestions are also presented, intended to readers,
teachers, parents, as well as for educational practice such as institutions, policy
maker, and other stakeholders, including further researchers who have similar
interest on learning motivation in EFL context and on after-school activities.
Moreover, the limitations of the study may present further information about the
research conducted.
5.1
Conclusions
This present study focuses on motivation in EFL and the potential of after-
school activities to enhance students on learning English. The study was intended
to investigate students’ motivational orientations in English learning and their
after-school activities which may affect their academic achievement. Aiming at
finding their perceptions towards after-school activities, related to their motivation
for learning English, the conclusions drawn are provided as summarized answer
of the research questions presented below:
1. What type of motivation (intrinsic or extrinsic) could be students’ primary
motivation in English learning which may affect their academic achievement?
2. What are students’ perceptions towards after-school activities and their reasons
for learning English?
The conclusions that answer the first research question are: (1) extrinsic
motivation is students’ primary motivation in English learning which affect their
academic achievement, (2) two extrinsic pressure that make them learn English
are English is compulsory and exams, (3) they perceived exams, assessments, and
homework as main source of their academic scores, (4) extrinsic motivation may
be as good as the intrinsic motivation, albeit the motivation in learning and in EFL
context has been categorized (5) multicultural setting may affect students’ English
Herlinda Putri, 2016
INTRINSIC AND EXTRINSIC MOTIVATIONAL ORIENTATIONS FOR LEARNING ENGLISH: AFTERSCHOOL ACTIVITIES AND ACADEMIC ACHIEVEMENT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
102
learning and their perceptions on reasons for learning English, (6) they may be
motivated to pursue their academic achievement to some extent depends on their
motivational orientation in English learning, (7) to motivate or to maintain
motivation should consider students’ motivational orientations, (8) most of them
do not realize that studying English may enable them to broaden their views, and
(9) parental push to learn English may also support students’ needs, albeit they
may not explain clearly that it is for their children’s good.
Additionally, the last conclusion mentioned may serve as another
conclusion that consequently, students do not realize that learning English may be
good for their future because they do not understand their parents’ good intention
when pushing them to learn English.
In short, extrinsic motivation as students’ primary motivation in English
learning answers the first research question. Thus, it is different from other
previous research, nevertheless, is in line with the conclusion proposed by other
researchers who emphasize the importance of motivation in language learning.
Since there are two research questions in this present study, therefore, the
conclusions that answer the second research question are: (1) students’ afterschool activities, including the after-school program that they chose, may be parts
of their reason for learning English, (2) different after-school activities, whether
they are school-related or non-school-related, may be as good as different
motivational orientation, (3) non-school-related activities may help students to
enhance their English learning.
Finally, students believe that school-related programs that they attend or
participate, after-school time, such as English courses out-of-school, cram schools,
and private tutoring may enhance their English learning. The motivation of these
students in English learning and their reasons for learning English may also be
related to their after-school activities, because students are only at school for a
limited time compared to their out-of-school time. This confirms the positive
effects of after-school program on students.
Herlinda Putri, 2016
INTRINSIC AND EXTRINSIC MOTIVATIONAL ORIENTATIONS FOR LEARNING ENGLISH: AFTERSCHOOL ACTIVITIES AND ACADEMIC ACHIEVEMENT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
103
5.2
Suggestions
The suggestions are directed to reader, English teachers, and for the
importance of policy makers and further researchers. First of all, students’
motivation, which affects their learning, is different one another. There is a
possibility of students do certain activities without realizing it may incline or
decline their achievement academically. Consequently, it is imperative to know
and understand, from the students’ perspective and from theoretical view. Thus, it
is recommended that English teachers and the parents of the students notice
students’ reasons for learning English and learning activities which may promote
their English learning.
The aforementioned suggestion is considered helpful in students’ learning,
as an aspect which should be taken into consideration regarding motivating
students and maintaining their existing motivation, including guiding them during
the learning process and for the better learning outcomes.
Some of the research limitations lead naturally into the second suggestion
for further researchers, related with the research site and participants in this
research study. Because the research was conducted in a private school generally
and a type of RSBI (Rintisan Sekolah Bertaraf Internasional – a kind of semi
international school) in particular, which the participants’ economic status is
considered middle and high, other researchers should conduct similar research in
different school type. The research participants were from secondary level, that
their perception tends to easily changed as they are considered in the phase of
children or teenagers, according to the theory of psychology of learners. Thus,
other researchers should conduct similar research on higher level of participants,
for example on high school students or on university students. Additionally,
because this research was limited on the 7th and the 8th grades of secondary
schools, other researchers should include all level of students.
Herlinda Putri, 2016
INTRINSIC AND EXTRINSIC MOTIVATIONAL ORIENTATIONS FOR LEARNING ENGLISH: AFTERSCHOOL ACTIVITIES AND ACADEMIC ACHIEVEMENT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
104
5.3
Limitation of the Study
Albeit this research has reached its aims, there were some unavoidable
limitations. Firstly, because the students from 9th grade were not allowed to be
involved in this present study, the results of the numerical data from the
motivational orientation questionnaire and the survey items of after-school
activities were not categorized by participants’ grade level. Thus, to enrich the
results of study, any similar studies should also consider the students’ grade level
by categorizing the participants’ grade level, including having all grades level,
that are the 7th, 8th, and 9th grades, studied.
Secondly, the participants were from semi-international school, where
English language is essential in many aspects and is sometimes used for
conducting the lesson, albeit in this present study, the use of English language by
the students varies in cultural setting. Therefore, the students’ negative attitude
and perception towards English should be reconfirmed by reasons or aspects
triggering, for instance, by conducting similar research in different type of school,
but the same level, such as a public school or the religion-based school like MTs
(an abbreviation of Madrasah Tsanawiyah / Islamic junior high school).
Despite the limitation of the study explained above, this research is
considered important for teaching and learning English in general. Moreover,
concerning the conclusions and the suggestions previously elaborated, it may be
considered important regarding after-school programs beyond the intracurriculum and after-school activities organized out-of-school.
Herlinda Putri, 2016
INTRINSIC AND EXTRINSIC MOTIVATIONAL ORIENTATIONS FOR LEARNING ENGLISH: AFTERSCHOOL ACTIVITIES AND ACADEMIC ACHIEVEMENT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
105
CONCLUSIONS, SUGGESTIONS, AND LIMITATION OF THE STUDY
In this last chapter, the results discussed and elaborated in chapter four are
concluded. Additionally, suggestions are also presented, intended to readers,
teachers, parents, as well as for educational practice such as institutions, policy
maker, and other stakeholders, including further researchers who have similar
interest on learning motivation in EFL context and on after-school activities.
Moreover, the limitations of the study may present further information about the
research conducted.
5.1
Conclusions
This present study focuses on motivation in EFL and the potential of after-
school activities to enhance students on learning English. The study was intended
to investigate students’ motivational orientations in English learning and their
after-school activities which may affect their academic achievement. Aiming at
finding their perceptions towards after-school activities, related to their motivation
for learning English, the conclusions drawn are provided as summarized answer
of the research questions presented below:
1. What type of motivation (intrinsic or extrinsic) could be students’ primary
motivation in English learning which may affect their academic achievement?
2. What are students’ perceptions towards after-school activities and their reasons
for learning English?
The conclusions that answer the first research question are: (1) extrinsic
motivation is students’ primary motivation in English learning which affect their
academic achievement, (2) two extrinsic pressure that make them learn English
are English is compulsory and exams, (3) they perceived exams, assessments, and
homework as main source of their academic scores, (4) extrinsic motivation may
be as good as the intrinsic motivation, albeit the motivation in learning and in EFL
context has been categorized (5) multicultural setting may affect students’ English
Herlinda Putri, 2016
INTRINSIC AND EXTRINSIC MOTIVATIONAL ORIENTATIONS FOR LEARNING ENGLISH: AFTERSCHOOL ACTIVITIES AND ACADEMIC ACHIEVEMENT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
102
learning and their perceptions on reasons for learning English, (6) they may be
motivated to pursue their academic achievement to some extent depends on their
motivational orientation in English learning, (7) to motivate or to maintain
motivation should consider students’ motivational orientations, (8) most of them
do not realize that studying English may enable them to broaden their views, and
(9) parental push to learn English may also support students’ needs, albeit they
may not explain clearly that it is for their children’s good.
Additionally, the last conclusion mentioned may serve as another
conclusion that consequently, students do not realize that learning English may be
good for their future because they do not understand their parents’ good intention
when pushing them to learn English.
In short, extrinsic motivation as students’ primary motivation in English
learning answers the first research question. Thus, it is different from other
previous research, nevertheless, is in line with the conclusion proposed by other
researchers who emphasize the importance of motivation in language learning.
Since there are two research questions in this present study, therefore, the
conclusions that answer the second research question are: (1) students’ afterschool activities, including the after-school program that they chose, may be parts
of their reason for learning English, (2) different after-school activities, whether
they are school-related or non-school-related, may be as good as different
motivational orientation, (3) non-school-related activities may help students to
enhance their English learning.
Finally, students believe that school-related programs that they attend or
participate, after-school time, such as English courses out-of-school, cram schools,
and private tutoring may enhance their English learning. The motivation of these
students in English learning and their reasons for learning English may also be
related to their after-school activities, because students are only at school for a
limited time compared to their out-of-school time. This confirms the positive
effects of after-school program on students.
Herlinda Putri, 2016
INTRINSIC AND EXTRINSIC MOTIVATIONAL ORIENTATIONS FOR LEARNING ENGLISH: AFTERSCHOOL ACTIVITIES AND ACADEMIC ACHIEVEMENT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
103
5.2
Suggestions
The suggestions are directed to reader, English teachers, and for the
importance of policy makers and further researchers. First of all, students’
motivation, which affects their learning, is different one another. There is a
possibility of students do certain activities without realizing it may incline or
decline their achievement academically. Consequently, it is imperative to know
and understand, from the students’ perspective and from theoretical view. Thus, it
is recommended that English teachers and the parents of the students notice
students’ reasons for learning English and learning activities which may promote
their English learning.
The aforementioned suggestion is considered helpful in students’ learning,
as an aspect which should be taken into consideration regarding motivating
students and maintaining their existing motivation, including guiding them during
the learning process and for the better learning outcomes.
Some of the research limitations lead naturally into the second suggestion
for further researchers, related with the research site and participants in this
research study. Because the research was conducted in a private school generally
and a type of RSBI (Rintisan Sekolah Bertaraf Internasional – a kind of semi
international school) in particular, which the participants’ economic status is
considered middle and high, other researchers should conduct similar research in
different school type. The research participants were from secondary level, that
their perception tends to easily changed as they are considered in the phase of
children or teenagers, according to the theory of psychology of learners. Thus,
other researchers should conduct similar research on higher level of participants,
for example on high school students or on university students. Additionally,
because this research was limited on the 7th and the 8th grades of secondary
schools, other researchers should include all level of students.
Herlinda Putri, 2016
INTRINSIC AND EXTRINSIC MOTIVATIONAL ORIENTATIONS FOR LEARNING ENGLISH: AFTERSCHOOL ACTIVITIES AND ACADEMIC ACHIEVEMENT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
104
5.3
Limitation of the Study
Albeit this research has reached its aims, there were some unavoidable
limitations. Firstly, because the students from 9th grade were not allowed to be
involved in this present study, the results of the numerical data from the
motivational orientation questionnaire and the survey items of after-school
activities were not categorized by participants’ grade level. Thus, to enrich the
results of study, any similar studies should also consider the students’ grade level
by categorizing the participants’ grade level, including having all grades level,
that are the 7th, 8th, and 9th grades, studied.
Secondly, the participants were from semi-international school, where
English language is essential in many aspects and is sometimes used for
conducting the lesson, albeit in this present study, the use of English language by
the students varies in cultural setting. Therefore, the students’ negative attitude
and perception towards English should be reconfirmed by reasons or aspects
triggering, for instance, by conducting similar research in different type of school,
but the same level, such as a public school or the religion-based school like MTs
(an abbreviation of Madrasah Tsanawiyah / Islamic junior high school).
Despite the limitation of the study explained above, this research is
considered important for teaching and learning English in general. Moreover,
concerning the conclusions and the suggestions previously elaborated, it may be
considered important regarding after-school programs beyond the intracurriculum and after-school activities organized out-of-school.
Herlinda Putri, 2016
INTRINSIC AND EXTRINSIC MOTIVATIONAL ORIENTATIONS FOR LEARNING ENGLISH: AFTERSCHOOL ACTIVITIES AND ACADEMIC ACHIEVEMENT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
105