CORRELATION BETWEEN MOTIVATION AND SPEAKING ABILITY OF FIRST GRADE STUDENTS OF SMA AL AZHAR 3 BANDAR LAMPUNG (A Script)

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ABSTRACT

CORRELATION BETWEEN MOTIVATION AND SPEAKING ABILITY OF FIRST GRADE STUDENTS OF SMA AL AZHAR 3 BANDAR LAMPUNG

EKA SETIAWAN

Since language is a means of communication, therefore the success of English learning is determined generally by the speaking ability. Nowadays, although learners have learned English for years, many of them are still incapable to use English orally. These may be caused by the limitation of opportunity to practice, lack of vocabulary, or psychological factors which more concern to the fear of making mistakes when speaking English. One of factors that make the students fail in learning English is because of having low motivation. As we know that motivation identifies as primarily with the learner’s orientation toward of learning a second language. The lowest motivation they have in uttering their own utterances the lowest chance to be successful in learning a foreign language especially in speaking will be.

This research is quantitative research. The design used in this research was expost-facto design. This research was conducted at SMA Al Azhar 3 Bandar Lampung in the school year 20100/2011 and the subject was one of the classes of the first grade

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After doing normality test and homogeneity test, it was found that the data were normally distributed and also fulfilled the criteria of the equality of variance. The result of normality test showed the value of two-tailed significant 0.200 (0.200>0.05). The result of homogeneity test also showed the value of two-tailed significance 0.205 > 0.05. It means that H0 was accepted. Furthermore, the result of this research showed

that there is a significant correlation between motivation and students’ English speaking ability. At level of significance 0.01, the coefficient correlation is higher than the critical value of r-table (0.818>0.413), with the 2 tail significance p< 0.01 (p= .000). It was also found that coefficient correlation was 0.818 categorized as high or strong correlation. Moreover, the contribution value showed that motivation contributes 67% to their English speaking ability while 33% was influenced by other factors.

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ACKNOWLEDGMENTS

Bismillahirrahmanirrahim…

Praise is always to THE MIGHTY ALLAH SWT for the gracious mercy and tremendous blessing that always guides the writer along his life. He believes that by the blessing and the grace of Allah SWT, he is able to accomplish this script, entitled “Correlation Between Motivation And Speaking Ability Of First Grade Students of SMA Al Azhar 3 Bandar Lampung” as one of the prerequisites to finish the S1 degree at Language and Arts Department at Teacher Training and Education Faculty, University of Lampung.

His first appreciation goes to Prof. Dr. Patuan Raja, M.Pd., as my academic advisor for his guidance and motivation to do what should I do in dealing my study during in University of Lampung.

Furthermore, he owes the greatest debt to both of his advisors, Prof. Dr. Cucu Sutarsyah, M.A., and Drs. Sudirman, M.Pd., who had full of patience and some humor in guiding him to write this script. Although very busy with their routine as the lecture of Lampung University, they have been very generous with their time, comments, suggestions and corrections on every draft of his script. Without such guidance and assistance, he could not have finished his research and writing up this script on time.

His gratitude is also extended to Mr. Drs. Hery Yufrizal, M.A. Ph.D., as the examiner for patiently giving any suggestions, critics, input and advices to improve this script.

He would also like to express his gratitude to the headmaster of SMA Al Azhar 3 Bandar Lampung, Drs. H. Ma’rifuddin Mz., M.Pd.I., and the English Teacher, Mrs. Tien Yati Authon, SS., for giving the opportunity and time to conduct this research. Appreciation is also addressed to all students of SMA AL AZHAR 3 Bandar Lampung class X 5 for being good and sweet students.

Moreover, special indebtedness is dedicated to his beloved parents, his mother Ernayati and his father Iswandi, S.Ip., who always care, protect and support the writer the whole of life. He gained mental and physical strength from their prayers so that he could finish his S1 degree. His thankfulness is also dedicated to his whole family, especially to his brother, Indra Budi Wijaya.

He would also like to express his gratitude to his great woman Ariesta Prapti Pratiwi, S.Pd., for her patience and big love. For my entire classmate of English

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06, i thank you for helping me so far. For All my best friends in PMII (Indonesian Muslim Students Movement), ESo (English Society) Lampung University, and BEM Lampung University, i would like to express my appreciation for giving any space of place and time in gathering much experience and network so far.

Last but not least, his thankfulness is also addressed to his best friends forever Erlan Heryanto, S.Pd., and Ahmad Sahlan. They also assisted him in clarifying important concepts and theories related to his research topic at the beginning of his research work.

Bandar Lampung, January , 2012 The writer,

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ADMITTED BY

1. Examination Committee

Chairperson : Prof. Dr. Cucu Sutarsyah, M.A. ………

Examiner : Drs. Hery Yufrizal, M.A., Ph.D. ………

Secretary : Drs. Sudirman, M.Pd. ………

2. The Dean of Teacher Training and Education Faculty

Dr. H. Bujang Rahman, M.Si. NIP 19600315 198503 1 003

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Research Title : CORRELATION BETWEEN MOTIVATION AND

SPEAKING ABILITY OF FIRST GRADE

STUDENTS OF SMA AL AZHAR 3 BANDAR LAMPUNG

Student’s Name : Eka Setiawan Student’s Number : 0643042009

Department : Language and Arts Department Program : English Education Program Faculty : Teacher Training and Education

APPROVED BY

ADVISORY COMMITTEE

Co-Advisor Advisor

Prof. Dr. Cucu Sutarsyah, M.A. Drs. Sudirman, M.Pd. NIP 19570406 1986 03 1 001 NIP 19550712 198603 1 001

The Head of

Language and Arts Education Department

Drs. Imam Rejana, M.Si. NIP 19480421 1978031 004

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CORRELATION BETWEEN MOTIVATION AND SPEAKING ABILITY OF FIRST GRADE STUDENTS OF SMA AL AZHAR 3 BANDAR

LAMPUNG

By Eka Setiawan

A Script Submitted in a Partial Fulfillment of

The Requirements for S-1 Degree

in The Language and Arts Department of

Teacher Training and Education Faculty

LAMPUNG UNIVERSITY BANDAR LAMPUNG

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CORRELATION BETWEEN MOTIVATION AND SPEAKING ABILITY OF FIRST GRADE STUDENTS OF SMA AL AZHAR 3 BANDAR LAMPUNG

(A Script)

By

Eka Setiawan

0643042009

TEACHER TRAINING AND EDUCATION FACULTY LAMPUNG UNIVERSITY

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CURRICULUM VITAE

The writer was born in Bandar Lampung, on October 28th, 1986. He is the oldest son of Moslem couple Iswandi, S.Ip., and Ernayati. He has one brother named Indra Budi wijaya. He went to a formal education institution for the first time at TK PTPN VII Bandar Lampung in 1991 and graduated in 1992.

He had his study in primary school at SD Al Azhar Bandar Lampung and graduated in 1998. Then, he continued to secondary school at SMPN 1 Bandar Lampung and accomplished it in 2001. After that, he joined a state senior high school at SMA Negeri 6 Bandar Lampung and graduated in 2004.

In the same year, 2004, he was registered as a student in Diploma 3 Informatics System Computer Program in Teknokrat University, and then in the end of August 2006 he was registered as student in S1 English Education Study Program in the Teacher Training and Education Faculty, University of Lampung. He graduated from University of Lampung on March 2012. At the beginning of February, 2010, he performed field practice program (PKL) at SMA AL AZHAR Bandar Lampung for two months and finished at the end of April, 2010.

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CONTENTS

Page

ABSTRACT ... i

ADVISOR APPROVAL ... iii

ADMISSION ... iv

CURRICULUM VITAE ... v

DEDICATION ... vi

MOTTO ... vii

ACKNOWLEDGEMENTS ... viii

TABLE OF CONTENTS ... x

LIST OF TABLES ... xii

LIST OF GRAPH ... xiii

1. INTRODUCTION ... 1

1.1. Background of the Problem ... 1

1.2. Formulation of the Problem ... 5

1.3. Objective of the Research ... 5

1.4. Uses of the Research ... 6

1.5. Scope of the Research ... 6

1.6. Definition of Terms ... 7

2. FRAME OF THEORIES ... 8

2.1. Motivation in General ... 8

2.2. Types of Motivation ... 14

2.3. Types of Motivation in Learning English as a Foreign Language ... 15

2.4. Types of Motivation in Speaking English ... 16

2.5. Notion of Speaking English ... 18

2.6. Types of Speaking Skill ... 21

2.7. Aspects of Speaking ... 22

2.8. Evaluating Speaking Ability ... 24

2.9. Theoretical Assumption ... 26

2.10. Hypothesis... 27

3. RESEARCH METHODS ... 28

3.1. Research Design ... 28

3.2. Population and Sample ... 30

3.3. Research Instruments ... 31

3.3.1. Test of Motivation ... 31

3.3.1.1. Table Specification of Motivation ... 33

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3.4. Reliability and Validity of the Instruments ... 38

3.4.1. Reliability of Instruments ... 38

3.4.2. Validity of Instruments ... 40

3.5. Research Procedure ... 41

3.6. Data Treatment ... 42

3.7. Hypothesis Testing ... 45

4. RESULTS AND DISCUSSION ... 46

4.1. Result of the Research ... 46

4.1.1. Result of Motivation Test ... 47

4.1.2. Result of English Speaking Test ... 50

4.1.3. Result of Normality Test ... 56

4.1.4. Result of Homogeneity Test ... 57

4.1.5. Correlation between Motivation and Students’ English Speaking Ability ... 57

4.1.6. Contribution of Students’ Motivation toward Students’ English Speaking Ability……….... 58

4.1.7. Hypothesis Testing………. 59

4.2. Discussions………... 60

5. CONCLUSION AND SUGGESTIONS ... 72

5.1. Conclusion ... 72

5.2. Suggestions ... 74

REFERENCES ... 76

APPENDICES ... 78

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DEDICATION

This script is dedicated to:

My parents (Iswandi, S.Ip., and Ernayati).

My brother (Indra Budi Wijaya).

My wife to be (APP).

My best friend (Erlan Heryanto, S.Pd., Ahmad Sahlan, Setio Agung W,

Jaka Dirgantara, M. Khadafi, Adi Suratman, Ferry Kurniawan, Yeni

Ratnasari, Lucy Rosiana, Eva Wijayanti, Zulpri, M. Karisma,

Noprisyah Hariyanto, Haris Tamzil, Achmad Yudi and to all may

classmate of English 06.

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GRAPH

Graph Page

1. Estimated Marginal Means of Speaking………. 72

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LIST OF TABLES

Table

Pages

Table of Motivation Score ... 47

Table of Descriptive Statistics ... 48

Table of Total Score of Each Indicator in Motivation’s Questionnaire ... 49

Table of Result of Students’ English Speaking Ability ... 51

Table of Frequency of the Students’ Score in Each Component of Speaking. ... 52

Table of Normality Test ... 56

Table of Homogeneity Test... 57

Table of Value of Pearson Product Moment Correlation ... 58

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MOTTO

….Allah

exalts those who believe among you and those

who are given some degree of science

( Al-Mujaadilah : 11 )

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I. INTRODUCTION

In this chapter, the writer presents six topics which consist of background of the problem, formulation of the problem, objective of the research, uses of the research, scope of the research, and definition of terms, where each topic specifically explains why and where the research was held.

1.1 Background of the Problem

In this globalization era, at school English is taught as a foreign language in Indonesia. It has an important role in the world, in term of communication and interaction. As an international language, most countries in the world use English as medium of communication in entire aspects of life. Meanwhile, In Indonesia English is considered as a foreign language (EFL). It also has been introduced to educational institutions which are learnt from Elementary School up to university as compulsory subject. The ability to speak English has always become a very important goal for learners of this language both its natural and foreign setting. Although learning English without learning how to communicate in English is possible, today’s frequent transactions by means of the language have made the possession of the ability to speak in it become indispensable.

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Since, English is taught as a foreign language in Indonesia. The government has already changed the education system with curriculum based on competence called CBC. It is adjusted with the demand of the world which already enters the globalization era. This system has standard competence and basic competence where each of them reinforces one another. In English subject, especially speaking skill at the first grade of senior high school, the standard competence is the students are able to express the meaning of short functional text and monologue text in form of recount, narrative, and procedure in daily context and in accessing the science. Whereas in basic competence, the students are hoped to be able to express the meaning of simple monologue text that uses language of popularly oral style accurately, fluently, and acceptably in form of recount, narrative, and procedure text. Based on those, simply, the students are hoped to be able to express their mind or idea using English in daily activity. However, more failures than successes have always marked the English teaching when attempts are made a particularly deal with ability to communicate. Many learners know about the language, but only some of them understand how to use it in daily social use correctly, not necessarily appropriately. As we know that English is already taught since they were in elementary school but the fact shows that they are still lack of ability in speaking English.

Based on the writer’s PPL experience in the first grade students of SMA Al Azhar 3 Bandar Lampung, it was found that there was still limited interaction in speaking

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class. Most students were unwilling to express their idea or opinion using English. They thought speaking is the most difficult part in learning English as a foreign language. It was also being supported by some students’ statement that said English is one of the difficult subjects to be studied. Therefore, they need a teacher who can motivate them so that it can increase their eagerness in learning English. In fact, mostly, at the first time the students were glad when they would like to face English as their school subject. They felt happy and curious to study English which is known as an International language. But, during the time to time, their motivation was lower than before. Most of them were getting bored to have this subject. Consequently, the aim of teaching English was far from the objective. Considering those statements, the writer realizes that it was because they had low motivation so that when they found difficulties they tend to be lazy in learning the language; consequently they were not able to speak in English.

The lowest motivation they have in uttering their own utterances the lowest chance to be successful in learning a foreign language especially in speaking will be. As Gardner and Lambert (1959) cited in Crookes and Schdmith (1991) identify motivation as primarily with the learner’s orientation toward of learning a second language. The theory means to imply that motivation is one of the determining factors in developing a second or foreign language. Without blaming who and why, this is the function of the pioneer of knowledge to return the students’ motivation or to encourage their confidence. Byrne (1982:2) says that our concern as language teacher

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is not to inform our students about the language, but to develop their ability to use language.

Language is a means of communication (Allen and Widdowson, 1983:125). Therefore the writer realizes that one way to communicate with others is by speaking the same language. Since speaking is a productive skill, it is believed that more practice will make the students better than before. Therefore, the students need to practice in expressing their ideas in their speaking class. The purpose of English teaching is to develop in the students’ awareness of the ways in which the language system is used to express scientific facts and concepts (Setiyadi, 2006:143). Based on this idea, it is clear that the main teaching of English both for teacher and student is that they are able to use English as means of communication based on the context and the situation. But there are obstacles in motivating the students to build his/her utterances as Bygate (1987:Vii) states that one of the basic problem in foreign language is to prepare learners to be able to use the language. It is clear that psychological factor may give some contributions in successful learning especially English speaking. Moreover, the teacher has an important role in motivating the students to make them more active and brave to use their English orally, since the standard competence and basic competence in KTSP curriculum generally requires the students to be able to communicate in English. How this preparation is doing successfully depends very much on how we as the teacher understand the aim of teaching.

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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.

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1.4Uses 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.

1.5Scope 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 2010/2011. 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.

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1.6Definition of Terms

In order to avoid misunderstanding, the writer clarified some definition of key terms as stated below:

a. Co relational study in the present study means statistical description for determining relationship between two variables.

b. Motivation in this study refers to changing the students’ attitude or behavior toward their speaking class to be more interested and interactive. While motivation is an inner power reinforcing someone to do something (Oxford & Shearin, 1994:12)

c. Speaking in this study means an activity of interacting and communicating among people in social life. Lado (1960) defines speaking is the ability to express oneself in life situation, or the ability to converse, or to express a sequence of ideas fluently (dialogue speaking).

d. English speaking ability in this research refers to as an ability or skill which the learners have in communicating, conveying the meaning, and using a meaningful conversation in English that cover pronunciation, idea, grammar, fluency, comprehension, and vocabulary.

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II. FRAME OF THEORIES

This chapter deals with the concept of motivation in general, types of motivation, types of motivation in learning English as foreign language, types of motivation in speaking English as foreign language, the notion of speaking English, types of speaking, aspects of speaking, concept of speaking ability, evaluating speaking ability, and theoretical assumption. Each topic would present in specific ways supported with theories so that this research will be more reliable and valid.

1.1 Motivation in General

Based on Maslow (1970), the word motivation is coined from the Latin word "movere", which means to move. Motivation is defined as an internal drive that activates behavior and gives it direction. The term motivation theory is concerned with the processes that describe why and how human behavior is activated and directed. It is regarded as one of the most important areas of study in the field of organizational behavior.

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According to Mc. Donald (1991), motivation is the internal factors that energize and direct human behavior. This theory contains three basic elements or main characteristic in motivation; motivation which stimulates the inner drive, signaled it with feeling, and stimulated because of the goal. Based on this theory, the writer believes that motivation is physicological condition which derives someone to do something so that he/she can reach the goal. The term motivation theory is concerned with the processes that describe why and how human behavior is activated and directed. It is regarded as one of the most important areas of study in the field of organizational behavior.

According to Handoko (1992:42), there are five motivation theories. They are as follows:

1. Cognitive Theory

Dahar (1989: 152) stated that cognitive concept could be explained as process which are more focused on insight thinking, reasoning, using inductive deductive logical. Therefore, based on cognitive theory, human being is a rationale creature. The more education they have, the better attitude they have.

2. Hedonism Theory

Hedonism Theory states that every human activity, consciously or unconsciously which come from inside or outside have the same purpose. They look for happiness and prevent disgusting activity. Relating to the motivation, it can be said that action depends on someone anticipation and expectancy toward an object or stimulation

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faced. Positive anticipation toward stimulation will effect on approaching reaction while negative anticipation toward negative stimulation will effect on ejecting reaction. This theory applies affective arousal model which says that the stimulation has brought comfortable or uncomfortable situation.

3. Instinct theory

This theory believes that every man has biologist power since they are born. This power makes someone to act based on the specific way. It is different from rationale theory which believes that human thinking as the decision maker of human behavior. 4. Psychoanalytical Theory

This theory is as the development of instinct theory. This theory recognizes that the power which comes naturally from the human will cause and organize the human behavior.

5. Homeostasis Theory (Balance Theory)

This theory argues that human behavior happens because of unbalance feeling inside of them. In another word, the human will always defense the balance that they have in their mind. It can be concluded that human activity happens because of the need and this activity direct to the achievement that can bring them to the satisfaction feeling. It will derive someone to act so that they can reach their goal. After they reach their first goal, they will create another goal so that they will never to be passive.

While Brown (2000, 72) defines motivation as the extent to which you make choices about (a) goals to pursue and (b) the effort you will devote to that pursuit. For the

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sake of simplicity, let us look at theories of motivation in term of two opposing camps. In one of these camps is a traditional view of motivation that accounts for human behavior through a behavioristic paradigm that stresses the important rewards and reinforcement. In the other camp are a number of cognitive psychological viewpoints that explain motivation through deeper, less observable phenomena. These two traditions are described as follows:

I. A Behavioristic Definition

A Behavioristic psychologist like Skinner or Watson would stress the role of rewards

(and perhaps punishments) in motivating behavior. In Skinner’s operant conditioning

model, for example, human beings, like other living organism, will pursue a goal because they perceive a reward for doing so. This rewards serves to reinforce behavior: to cause it to persist.

II.Cognitive Definitions

A number of cognitive psychological viewpoints offer quite a different perspective on motivation. While rewards are very much a part of the whole picture, the differences lies in the sources of motivation and in the power of self-reward. Three different theories illustrate this side of motivation.

a. Drive Theory

Those who see human drives as fundamental to human behavior claim that motivation stems from basic innate drives. David Ausubel (1968) elaborated on six different drives:

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 Manipulation

 Activity

 Stimulation

 Knowledge

 Ego enhancement

All of these drives act not so much as reinforces, as in behavioristic theory, but as innate predispositions, compelling us, as it were, to probe the unknown, to control our environment, to be physically active, to be receptive mental, emotional, or physical stimulation, to yearn for answers to questions, and to build our own self esteem.

b. Hierarchy of needs theory

One of the most widely cited theories of motivation comes from Abraham Maslow (1970) who, in the spirit of drive theory, elaborated further to describe a system of needs within each human being that propel us to higher attainment. Maslow’s hierarchy is best viewed metaphorically as pyramid of needs (see Fig below), progressing from the satisfaction of purely physical needs up through safety and communal needs, to needs of esteem, and finally

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Maslow’s hierarchy of needs (Maslow 1970)

Of key importance here is that person is not adequately energized to pursue some of the higher needs until the lower foundations of pyramid have been satisfied. Therefore, a person who is hungry or cold, who has gotten little sleep, etc., has little motivation to see beyond those pressing physical discomforts to pursue anything higher. Likewise, needs for safety (comfort, routine, protection) and for a feeling of belonging (in a group classmates or friends) must be met in order a person to devote full energy to the higher needs of academic attainment, achievement of recognition for successes and

to the ultimate peak of “being all that you can be”.

c. Self-control theory

Certain cognitive psychologists (for instance, Hunt 1971) focused on the importance of people deciding for themselves what to think or feel or do.

Self-actualization

Esteem: Strength Esteem: Status

Love Belongingnes Affectio

Safety Security Protection Freedom from fear

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1.2 Types of Motivation

Based on the definitions of motivation above, it can be concluded that motivation is a support which comes from inside consciously/unconsciously to do something based on their own specific goal. Next, the writer also believes that motivation is also the efforts which stimuli people to act so that they can reach their goal.

According to Sardiman (2005:89-91), motivation is divided into two types; they are intrinsic and extrinsic motivation.

 Intrinsic Motivation

Intrinsic Motivation is a motivation as incentive, which originates within the behavior itself rather than externally as in playing musical instrument for enjoyment (Setiyadi, 1999). It means that intrinsic motivation comes from the individual itself without any pressure from the outside. In another word, if the reasons of studying English are for enjoyment and knowledge, it belongs to intrinsic motivation. There are two types of intrinsic motivation:

1. Self Determination

In this perspective, the students believe that they act because of their willingness not because of the successful or another external factor.

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Here, internal motivation and intrinsic willingness in doing job of school will increase when they have choices and opportunities for taking personal responsibility in learning process.

2. Personal Choice

This optimal experience happens when human thinks that they are able to cover and concentrate in doing any activity fully. This also happens when the individual involves in any challenges considered not too difficult and too easy.

 Extrinsic Motivation

This motivation derives from the outside effect of individual, whether it is from environment, society, pressure, persuasion so that the learners tends to be active in their learning process. For example: the teacher will give a candy to the students if they answer the question correctly. Mc Clelland in Amirullah (2002:154-155) states that there are three of human needs, they are; the need for achievement, need for affiliation, need for power. People who have the high need tends to be more responsible in solving any problems, they tend to set a difficult goal for themselves and take a risk which already be considered in achieving the goal.

1.3 Types of Motivation in Learning English as a Foreign Language

The writer remembers the wise words states that “for every complicated problem

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assumes that human has their own way in solving their own problem. It depends on how the people overcome and find the solution of every problem they have. Talking about problem, there will be problems in second/foreign language learning and teaching second or foreign language. Therefore, the motivation plays an important role in learning English as a foreign language. This statement is also being supporting by other researchers Hayati and Ostadian (2008) said that no activity will be carried out successfully without motivation.

For several decades, research on motivation in the field of second/foreign language acquisition research has been strongly influenced by the work of Robert Gardner and his associates (Gardner 7 Lambert 1972; Gardner 1985; Gardner 7 Macintyre 1991, 1993; Gardner & Tremblay 1994). In this succession of research studies, a distinction has been made between integrative and instrumental orientation. While in 1972 study claimed that an integrative orientation (desire to learn a language stemming from positive affect toward a community of its speaker) was more linked to success in learning a second/foreign language than an instrumental orientation (desire to learn a language in order to attain certain career, educational, or financial goals), later studies showed that both orientations could be associated with success.

2.4 Types of Motivation in Speaking English

Since, motivation is as an internal drive that comes from intrinsic and extrinsic aspects, it is of course one of the parts which will encourage the students to learn the language appropriately. While, the main goal in learning the language is the students

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are able to speak in its language, therefore, motivation is something important that students should have in order for them become attractively in acquiring it. Conscious/unconsciously, they will be eager to master it even it is difficult for them.

In addition, according to Krashen’s Affective hypothesis (1981), in acquiring second

language, learner is affected by some variables including motivation, self confidence, and anxiety. Krashen states that with high motivation, self confidence, a good self esteem, and a low level of anxiety, learner will be better for success in second language acquisition. Therefore, the learners who are highly motivated will have their own strategies to reach their objectives in learning English. Meanwhile, the students can acquire the language and can speak in English.

Motivation in learning the language is divided into two parts, based on Garner and Lambert in Littlewood (1991). They are integrative motivation and instrumental motivation. Integrative motivation which deals with positive attitudes toward the target language group and the potential for integrating into that group or at least an interest in meeting and interacting with members of the target language group. While, instrumental motivation which refers to more functional reasons for learning the language, for example, to have a better job or promotion, or to pass a required examination.

As stated before, integrative motivation is determined by more general attitudes and beliefs: an interest in foreign languages and people, the cultural and intellectual values that the target language has, and new stimuli through learning and using the

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target language (Dörnyei, 1990). Instrumental orientation is associated with external regulation whereas travel, friendship, and knowledge orientations are correlated with the more self-determined and intrinsic motivation (Noels et al., 2000).

Some researchers believe that intrinsic-extrinsic distinction is similar to integrative-instrumental distinction. As Schmidt et al.㸦1996㸧defines extrinsic motivation as motivation to obtain an external reward and intrinsic motivation as motivation to get sufficient rewards from the activity itself. Schmidt et al. stated that intrinsic-extrinsic distinction is similar to integrative-instrumental distinction, but not identical. Both instrumental and integrative motivation can be seen as subtypes of extrinsic motivation, because both are related to goals and outcomes (Schmidt et al., 1996). Schmidt et al. also state that integrative and instrumental motivation are not a dichotomy and that there are some learners who are both instrumentally and integratively motivated to learn a foreign language and those who are neither instrumentally nor integratively motivated.

2.5 Notion of Speaking English

Speaking ability is an aptitude of human being in communicating each other even in different language. Speaking is one of effective way to interact and communicate among people in social life. Brown (1980) states, that speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information. Based on the theory above, there are three main important points of view

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which must be occurred to the participants of communication (speakers and listeners) to construct the meaning during the interaction among them.

Speaking is also the ability to receive and to produce the words which have meaning. Byrne (1984:9) defines speaking as two-ways process between speaker and listener and it involves the productive skill and receptive skill of understanding. Actually, speaking process needs at least two people, one as a speaker and the other as listener.

Brown also classifies types of spoken language into two types, they are monologue and dialogue. In monologue, when a speaker uses spoken language like in speech, lecture, etc, the hearer must process long stretches of speech without interruption the stream of speech will go on whether the listener comprehend or not. While dialogue, involves two or more speakers and can be subdivided into interpersonal and transactional. An interpersonal language is a dialogue with the purpose is to promote social relationship between speakers. On the other hand transactional language is dialogue which involves two or more speakers and the purpose is to convey propositional or factual information.

On the relevancies of curriculum applied in Indonesia, especially in speaking subject, student is hoped to be able to express the meaning of short functional text and monologue text in form of recount, narrative, and procedure in daily context and in accessing the science. Therefore, after being taught English subject, the students must

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have good ability in speaking. They have to be able to communicate, to convey meaning, and to have a meaningful conversation in English.

But, there some factors should be underlined in speaking, according to Heaton (1991):

1. Standard of voice

According to Gilman (1968) the characteristics of voices is commonly described as pitch, loudness, fluency, duration, and quality.

2. Pronunciation

Brown (2001:198) separates teaching pronunciation into two, they are:

a. The beginning levels: learner hopefully can surface that threshold beneath which pronunciation detracts from their ability to

communicate.

b. The advanced level: learners focus on elements that entrance communication intonation features that go beyond basic patterns, voice of quality, phonetic distinction between registers and others refinements that are far more important in the several stream of clear communication than rolling the English/r/or getting vowel to perfectly imitate a native speaker.

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c. Comprehensibility

Heaton (1991:35) describes that comprehensibility denotes the

ability of understanding the speakers’ intension and general

meaning. It means that the speakers and the listeners must grasp the meaning quickly and correctly while speaking so that the conversation can run well.

Based on the ideas above to acquire the language especially in speaking, the pioneer of education must give much more opportunities to the students to practice speaking during the class. In order for the students get accustomed to speaking while improving their voice, pronunciation, and also understanding of the words.

2.6 Types of Speaking Skill

Based on categorical level of proficiency of speaking in foreign language, speaking can be divided into three types of speaking skill

1. Beginner level

In this type, people cannot speak in foreign language. When they make a conversation especially in English people who are the partner totally do not understand what are being said by him/her.

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People who are belong to these type are able to speak in English but sometimes they will make some mistake but not totally wrong. It still can be tolerated because he/she only makes local errors not global errors so that can influence on the whole meaning. In another word, people in this type have a little ability to communicate in English but not fluently.

3. Advance level

This types is the upper level of proficiency in English, people who are belong to this level are able to communicate in English even in the native environment. They can speak English fluently and totally understandable by others. Sometimes, their pronunciation is likely a native speaker so that the native can easily comprehend everything being said by them.

2.7 Aspects of Speaking

 Speaking mode

The first feature is the speaking mode: it can be isolated (the words are pronounced in isolation with pauses between two successive words), connected (usually used when spelling names or giving phone numbers digit by digit), or continuous (fluent speech).

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With the three speaking modes, the speech input can be spontaneous or read (scripted speech for data entry by computer operators or a text dictated to a secretary from a manuscript document).

 Speaking rate

It is obvious that the speech production rate varies from one speaker to another. The speaking rate depends on the exploitation conditions in particular due to stressful operating conditions such as adverse physical environments. The speaking rate can be slow, normal or fast. This may be measured by the statistical distribution of the average number of speech frames within a given set of sentences. If the performance result is obtained with a particular speaking rate that is not used during the exploitation it has to be specified. A tool may be required by the application developer to measure speaking rate.

 Non-speech sounds

The users are likely to produce acoustic sounds that are not relevant to the application, such as cough, sneeze, clearing one's throat, lip smacks, clicks, etc. These extra-linguistic phenomena (or non linguistic phenomena) may be considered as part of the speech modeling (implementation of the rejection mode described below), or may be tackled at the linguistic level or other higher levels.

The application developer has to know if these phenomena are handled or not, and how to tune the system for that purpose if any intervention is needed.

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2.8 Evaluating Speaking Ability

Tests are most powerful as they are often the single indicators for determining the future of individualism (Shohamy 1997:2). According to Douglas Brown (2000:390), there are many kinds of tests in second language learning, each with a specific purpose, a particular criterion to be measured. They are as follows:

1. Proficiency tests

A proficiency test is not intended to be limited to any course, curriculum, or single skill in the language. Proficiency test have traditionally consisted of standardized multiple-choice items on grammar, vocabulary, reading comprehension, and sometimes a sample of writing.

2. Diagnostic tests

A diagnostic test is designed to diagnose particular aspects of language. Achievement tests are useful for analyzing the extent to which students have acquired language that have already been taught.

3. Placement tests

Certain proficiency tests and diagnostic test can act in the role of placement tests, whose purpose is to place a student into an appropriate level or section of a language curriculum.

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An achievement test is related directly to classroom lessons, units, or even a total curriculum. Achievements test are limited to particular material covered in a curriculum within a particular time frame, and are offered after a course has covered the objectives in question.

5. Aptitude tests

A language aptitude test is designed to measure a person’s capacity or general

ability to learn a foreign language and to be successful in that undertaking.

In interpreting a test it is important to note which linguistic units are being tested. Speaking or oral production tests can be test of overall conversational fluency or pronunciation of a particular subset of phonology, and can take the form imitation, structured responses, or free responses.

Speaking is probably the most difficult skill to test. It involves a combination of skills that may have no correlation with each other, and which do not lend themselves well to objective testing. In (Kitao & Kitao, 1996), it was mentioned that there are not yet good answers to questions about the criteria for testing these skills and the weighing of these factors.

It is possible to find people who can produce the different sounds of a foreign language appropriately; hence they lack the ability to communicate their ideas correctly. This is one of the difficulties that testers encounter when testing the oral

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production of learners. However, the opposite situation could occur as well; some people do have the ability of expressing their ideas clearly, but at the same time they cannot pronounce all the sounds correctly.

Another difficulty is the administration of speaking skills testing. That is because it is hard to test large numbers of learners in a relatively short time. Therefore, the examiner of an oral production is put under great pressure (Heaton, 1988).

Finally, the assessment and scoring of speaking skills is one of its biggest problems.

If possible, it is better to record the examinees’ performance and the scoring will be

done upon listening to the tape. In testing oral proficiency, or oral skills of second language learning, four components are emphasised. These include: vocabulary, grammar, semantics, and phonology. Accurate assessment of limited-English speaking learners requires a total description of the communication skills, linguistic

structures, and functional usage of the learner’s language within all social domains

(Silverman, Noa, & Russel, 1977).

2.9 Theoretical Assumption

Based on the theoretical review, motivation has important role in learning process, especially in speaking. Thus, the writer believes that learning and motivation are strongly interrelated that a person cannot fully understand learning without considering the impact of motivation on it.

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In this study, the writer assumes that the students who are highly motivated will be able to acquire the language and speak English fluently, confidently, and regularly. Because of the highly motivated students will look for the ways that can help them in mastering English particularly in speaking. They will decrease the anxiety levels or their affective filter so that they are brave to take risks of making mistake and decide about what to say and how to express their ideas in English.

Based on the ideas about, the writer is attracted in investigating the correlation

between students’ speaking ability and students’ motivation and also analyze how far the contribution of motivation in students’ speaking ability at first grade students of

SMA Al Azhar 3 Bandar Lampung.

2.10 Hypothesis

Referring to the theoretical views and assumption above, the writer stated the hypothesis as follows:

1. There is a significant correlation between motivation and speaking ability of first grade students of SMA Al Azhar 3 Bandar Lampung

2. Motivation has a significant contribution to the students’ speaking ability of first grade students of SMA Al Azhar 3 Bandar Lampung

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III . RESEARCH METHODS

The writer elaborates this chapter into seven topics and sub topics. They are research design, population and sample, research instruments, reliability and validity of the instruments, research procedure, data treatment, and hypothesis testing. Each of them is explained in specific way so that the reader can comprehend easily how the writer collected the data, calculated the data, prepared the test, and how reliable and valid the data were.

3.1 Research Design

Since, this research is correlation study where the writer investigated correlation between motivation and speaking ability of first grade students of SMA Al Azhar 3 Bandar Lampung. Therefore, the writer categorized this research as quantitative research where it belongs to pre-experiment. The writer was interested in measuring how far the relationship between those two variables. The design used in this research was expost-facto design. The writer did not need control classes and experiment classes but the writer only collected the data at the present moment from one class chosen as the sample of this research.

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The design was presented as follow:

X Y

(Hatch and Farhady, 1982:27)

Where:

X = Motivation test (independent variable)

Y = Speaking test (dependent variable)

In other words, motivation is independent variable (X) that was tested by using Likert Measurement Technique (Likert Scale) where the result was students’ motivation data. While speaking ability as dependent variable (Y) is one of the language skills that was tested by responsive speaking and the result was students’ English speaking ability.

To process the data so that the writer can see the coefficient correlation between motivation and speaking ability, the writer applied Pearson product-moment correlation coefficient. While, to find how far the contribution of motivation to students’ English ability is, the writer implemented regression technique

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3.2 Population and Sample

The population of this research was the first grade students of SMA Al Azhar 3 Bandar Lampung in the first semester. This research was conducted after mid semester because the writer intended to investigate their motivation in speaking class after they had studied English before having semester. There were eight classes of the first grade of SMA Al Azhar 3 Bandar Lampung in the academic year of 2010/2011. They were X1, X2, X3, X4, X5, X6, X7, and X8. Furthermore, the writer chose one of them through purposive sampling where every class had probability to be chosen as a sample. Finally, the writer found one class X5 with total number 38 students as the sample. The writer believed that this method can fulfill the external validity aspect and to get normal distribution data. There procedure was as follows:

 The writer collected the data based on the absent to the teacher, there were eight classes of first grade students of SMA Al Azhar 3 Bandar Lampung.

Then, the writer wrote eight names of the classes in the rolled papers and put it into a glass

 The glass was shaken and poured until one rolled of the paper came out then it was selected as the sample.

 Furthermore, the writer asked the absent of this class to the teacher where based on the absent there were 38 students which belong to this class, therefore automatically, these students were as the samples of this research.

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3.3 Research Instruments

In collecting the data of variables X and Y (motivation and speaking ability), the writer used questionnaire applying Likert measurement technique (Likert scale) to measure students’ motivation (variable X), while for measuring students’ ability in speaking the writer applied a test where it was a set of questions and problems in form of subjective test (variable Y). And for the technique, the writer implemented pair work technique.

3.3.1 Test of Motivation

As mentioned previously, the measurement of motivation (X) was carried out through questionnaire. This questionnaire consisted of 25 items where each of them refered to integrative motivation and instrumental motivation. Actually, for the questionnaire, the writer applied Likert Scale where each item has mainly four alternative answers that is A, B, C, and D. By this the students were supposed to give their answers as factual and real information about themselves or the information that was close to the fact as provided in the 4 alternative answers.

Each of the alternatives is scored as the following: A = 4; for the very high motivation answer B = 3; for the high motivation answer C = 2; for the middle motivation answer D = 1; for the low motivation answer

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Except items number 6, 16, 20 are the inverse answers which are scored as following: A = 1; for the low motivation answer

B = 2; for the middle motivation answer C = 3; for the high motivation answer D = 4; for the very high motivation answer

In addition to the indicator of motivation the writer takes the indicators from Makmun, (1983, p: 33-34) as reference as follows:

1. The duration of students in learning English; How long is the ability of students to use time in doing activity of learning

2. The frequency of students’ activity in learning English e.g., how often does the activity take place?

3. The persistence of students in learning English; How functual in doing activity; How strong his/her tenacity is.

4. The toughness or endurance of students in solving the difficulties of learning English and facing its problems or obstacles.

5. The aspiration of the students, for instance: purpose target etc.

6. The qualification level of students’ achievement in learning English

7. The devotion of students to get the objective of learning English, for instance: though, time, money, effort.

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8. The students’ attitude to the purposes of learning English.

 Durasi kegiatan, (berapa lama kemampuan penggunaan waktu dalam melakukan

kegiatan)

 Frekwensi kegiatan (seberapa sering kegiatan itu dilakukan dalam periode tertentu)

 Persistensinya (ketepatannya dan keuletannya pada tujuan kegiatan)

 Ketabahan, keuletan, dan kemampuan dalam menghadapi rintangan untuk mencapai

tujuan.

 Tingkat aspirasinya (maksud, rencana, cita-cita sasaran atau target idolanya yang hendak

dicapai dengan kegiatan yang dilakukan.

 Tingkat kwalifikasinya dari prestasi atau produk atau out put yang dicapai dari

kegiatannya (berapa banyak memadai serta memuaskan atau tidak).

 Devosi atau pengabdian dan pengorbanan untuk mencapai.

 Arah sikap terhadap sasaran kegiatan

(Abin Samsudin Makmun, 1983, p: 33-34, Psikologi Pendidikan)

3.3.1.1 Table Specification of Motivation

No Category Item Numbers Total

Item

1. The duration of students in learning English; How long is the ability of students to use time in doing activity of learning

1, 2, 25 3

2. The frequency of students’ activity in learning English e.g., how often does the activity take place?

3, 6, 23 3

3. The persistence of students in learning English; How functual in doing activity; How strong his/her tenacity is.

4, 8, 24 3

4. The toughness or endurance of students in solving the difficulties of learning English and facing its problems or obstacles.

11, 17, 22 3

5. The aspiration of the students, for instance: purpose target etc.

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6. The qualification level of students’ achievement in learning English

5, 19, 20 3

7. The devotion of students to get the objective of learning English, for instance: though, time, money, effort.

11, 12, 21 3

8. The students’ attitude to the purposes of learning English.

7, 13, 15, 16 4

Note:

Items number 6, 16, 20 are inverse answers which answer D is scored 4 while A is scored 1

3.3.2 Speaking Test

In gathering students’ speaking data, the writer matched the test with the syllabus of the first year of SMA student based on school based curriculum or KTSP (an English operational curriculum which is arranged and applied by each education unit) which the newest curriculum used by the School. The writer conducted speaking test, which last for 90 minutes. In conducting the test the learners were provided a topic and guided to make a short dialogue in pair. The test was done orally, and directly the teacher called the group one by one in front of the class to perform the dialogue.

The learners were asked to speak clearly since their voice was recorded during the test. The material of the test was taken from person to person book which was appropriate for the students in the first grade. The form of the test was subjective test since there were no exact answers. The score of the students’ speaking ability was given based on the oral rating sheet provided. Since, this research applied Heaton (1991) as a guidance in measuring students’ speaking ability, the teacher and the

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writer assessed the students concerned on 3 aspects namely pronunciation, fluency, and comprehension. As stated previously, in this test inter rater was applied; the first rater was the writer himself and the English teacher as the second rater.

3.3.2.1 Speaking Topics

As stated at the previous page, the writer took the material that was considered matching with the syllabus so that the students already had the background knowledge about its topics before. It also can be considered that students who have good motivation will not forget the material they have learnt before because the writer believes that they will use it in their daily activity with their friends, while students that have low motivation will forget it soon.

Pair work technique was used to assess English speaking ability of the students. The writer asked the students to work in pairs so that they can learn several things when working with a partner. Students learnt to clarify, confirm, and comprehend information; students learnt to assist each other in language learning and pronounce words correctly; and students learnt what they need to work on the most.

The students played role as the citizen census committee and the citizen in one section. After the test covered asking and giving personal information, for example name, date of birth, hobbies address, etc. Moreover, the writer recorded their conversation by using recording tools while they were speaking. The result of this test was considered as the data of students’ English ability.

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3.3.2.2 Speaking Scoring System

The writer applied the oral ability scale proposed by Heaton (1991) as guidance for scoring the students’ speaking test that implements holistic scoring which covers accuracy, fluency, and comprehensibility. Therefore, the writer scored those aspects collectively. Since, the writer applied pair work technique in testing the students’ speaking ability and the materials were dialogue, therefore the writer divides 38 students into a pair where one pair consists of 2 students so that there were 19 pairs. Each pair had 3 minutes to speak. During the speaking test the writer recorded the students’ conversation in the recording tools (hand phone) so that it can be transferred into compact disk while the teacher saw the process. The writer gave the copy of data that had been transferred into compact disk to the teacher in order that data can be measured by her. Furthermore, the recorded data was scored to measure the English speaking ability of the students individually then the writer accumulated the result of the test with the English teacher to fulfill the reliability of the test.

Range Pronunciation Fluency Comprehensibility

90-100 Pronunciation only very slightly

influenced by mother-tongue.

Speak without too great an effort with a fairly wide range of expression. Search for words

occasionally but only one or two unnatural pauses.

Easy for listener to understand the speakers’ intention and general meaning

80-89 Pronunciation is still moderately influenced by the mother tongue with errors causing a breakdown in

communication.

Has to make an effort at times to search for words. Neverthless smooth very delivery on the whole and only a few unnatural pauses.

The speaker’s

intention and general meaning are fairly clear. A few interruptions by listener for the sake

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of clarification are necessary.

70-79 Pronunciation is still moderately influenced by the mother tongue but no serious

phonological errors.

Although she/he has made an effort and search for words, there aren’t too many unnatural pauses. Fairly smooth delivery mostly.

Most of the speakers say is easy to follow. His/her intention is always clear but several interruptions are necessary to help him to convey the message or to see the clarification

60-69 Pronunciation is influenced by the mother tongue but only a few serious phonological errors

Has to make an effort for much of the time. Often has to look for the desired meaning. Rather halting delivery and fragmentary.

The listener can understand a lot of things being said. But he/she must constantly seek clarification. Cannot understand many of the speakers’ more complex or longer sentences

40-59 Pronunciation is influenced by the mother tongue with errors causing a breakdown in

communication/global errors

Long pauses while he/she searches for the desired meaning. Frequently halting delivery and fragmentary almost gives up for making the effort at times.

Only a little bit (usually short sentences and phrases) can be understood and then with considerable effort by someone who is used to listening to the speaker. 30-49 Serious pronunciation

errors. No evidence of having mastered any of the language skills and areas practiced in course.

Full of long and unnatural pauses. Very halting and fragmentary delivery. At times gives up making the effort

Hardly anything of what being said can be understood. Even when the listener makes a great effort or interrupts the speaker is unable to clarify anything being said.

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3.4 Reliability and Validity of the Instruments

Every research including social science and language research always use the reliable and valid instrument in order for the result to be more meaningful and believable. Therefore, the writer tried to define the definition of reliability, and validity as well as what kinds of tests that can be said valid and reliable.

3.4.1 Reliability of the Instruments

Even tough, reliability is only supporting data, but reliability aspect is really important. The instrument which has low reliability will mean invalid instrument. Shohamy (1985:70) states that reliability refers to the extent to which the test is consistent in its score, and it gives an indication of how accurate the test score. It means that the test score is dependable, stable and consistent when given to different situation or different people; in order words, the score of odd and even numbers have no high differences. To make sure whether the instruments were reliable or not the writer used the Cronbach’s Alpha. It was count based on the motivation scale and the range of 0 to 1. The higher Alpha is the more reliable the questioner will be (Setiyadi, 2006: 190-191).

According to Arikunto (1998: 260), the standard of reliability of the instrument can be described as follows:

1. 0.80 – 1.0 : very high reliability 2. 0.60 – 0.79 : high reliability

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3. 0.40 – 0.59 : medium reliability 4. 0.20 – 0.39 : low reliability 5. 0.0 – 0.19 : very low reliability

As stated before, to measure whether the test was reliable or not the writer used Cronbach Alpha. Every item in motivation questioner was analyzed to make sure that the items consist of good unity. Motivation questioner was made up of 25 items that refer to integrative and instrumental motivation rated on four point Likert type scale from one to four, ranging from very high motivation, high motivation, middle motivation, and low motivation.

From the calculation of reliability analysis, alpha is 0.731. It means that the questionnaire has high reliability. It can be interpreted that the questionnaire is proper to be used for a research. The analysis of each item showed that if an item deleted, it would make alpha lower. For example, VAR00001 on if item deleted column (see Appendix 3), the alpha is 0.729. By considering this, it can be said that if item number 1 was deleted, Alpha would be lower than 0.731 whereas the higher Alpha is the better the questionnaire is. It also happened if VAR00002 on if item deleted column (see Appendix 3), the alpha is 0.721. It also did not make the alpha coefficient reliability 0.731. Therefore, with alpha 0.731, the writer believed that the questionnaire had high reliability and reliable to be administered. It also fulfilled the criteria of standard of reliability which is proposed by Arikunto (1998: 260). The

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alpha score was 0.731, it means that the reliability of the instrument can be categorized as high reliability.

For speaking test, to ensure the reliability of scores and to keep away from the subjectivity of the research, the writer used inter-rater reliability. Inter-rater reliability is used when scores of the test are independently estimated by two or more judges or raters. It means that there will be another person who gives score besides the writer himself. She was Mrs. Tien Yati Authon, SS., as the English teacher at SMA Al Azhar 3 Bandar Lampung.

The writer considered that one inter rater was qualified to measure the learners’ speaking ability since she had a lot of experiences in teaching English and had much experiences in teaching speaking class at LIA. Moreover, she had graduated from university (minimally S1) in English major.

3.4.2. Validity of the Instruments

In this research, to measure whether the test has good validity or not, the writer analyzed from content and construct validity. Content validity means that the test is a good reflection of what has been taught and the knowledge which the teacher wants the students to know (Shohamy, 1985:74). It means that the items of the test should represent the material being discussed. While construct validity focuses on the kind of test that is used to measure the ability.

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To get the content validity, the test is adapted from Likert Scale which was developed by Uniroh (1990, p. 91-97). In this test, the writer will give 25 questions which each item had the purposed to measure students’ motivation in learning English. It was believed that this questionnaire had content validity since this test had been already applied many times by other researchers who had the same intention.

For the speaking test, the writer adapted the topic that had been discussed in the class. It was about interpersonal text where the students gave some information about their self whether about their biography and also family in form of dialogue. The material taken from persons to person book and also adjust it so that relevance on the English curriculum. The writer also applied the oral ability scale proposed by Heaton (1991) as guidance for scoring the students’ speaking test that implemented holistic scoring which covers accuracy, fluency, and comprehensibility.

3.5 Research Procedure

In conducting this research, the writer used the steps as follows:

1. Administrating Motivation Test

The writer provided a questionnaire of motivation to the students.

2. Administrating English Speaking Test

The writer conducted English speaking test by recording the result. The recorded result was rated by two raters.

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3. Collecting Data

The writer gathered those data after the test by giving score. 4. Analyzing the Data

The data was analyzed by using SPSS software to observe whether there is any significant correlation or not and to analyze whether there is also influence or not.

3.6 Data Treatment

Since this research was a correlation study, the writer divided these variables into two variables. They were dependent variable and independent variable. The writer categorized speaking skill as a dependent variable since this ability is influenced by motivation while motivation was as an independent variable. The writer assumed that motivation has an influence toward the language achievement.

According to Setiyadi (2006:168-169), before analyzing correlation there are some assumptions that should be fulfilled. They are as follows:

a. The data should come from the same sample

b. The data should be interval or ratio

c. The data is distributed normally

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Therefore before testing the hypothesis using Pearson Product Moment Correlation, it was necessary to find out whether the data in the samples are normally distributed and homogenous or not. This study applied these following procedures:

1. Normality Test

The purpose of computing the normality test was to find out whether the data was distributed normally or not. In this research, the significant level of 0.05 was used to determine the normality of the data. The hypothesis of normal distribution can be described as follows:

H0 : the distribution of the data is normal

H1 : the distribution of the data is not normal.

The hypothesis is accepted if the result of the normality test is higher than 0.05 (sign > α). In this case, the level of significance of 0.05 is used.

2. Homogeneity Test

The test was used to determine whether the data fulfill the criteria of the quality of variances. The hypothesis for the homogeneity test of two variables is as follows:

H0 : there is no significant different in the level of ability (equal)

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The criterion for the hypothesis is: H0 is accepted if the result of homogeneity test of pre-test is higher than 0.05 (Sign > α).

Furthermore, after fulfilling the criteria of normality and homogeneity test, the writer correlated the variables by using Pearson Product Moment Correlation in order to process whether there is correlation between motivation and speaking ability.

The formula is as follows:

(Hatch & Farhady, 1982 : 198) Note:

r : the coefficient correlation x : motivation score

y : speaking ability score

∑x : the sum of scores in X-distribution ∑y : the sum of scores in Y-distribution

∑xy : the sum of products of paired X and Y distribution ∑x2

: the sum of the squared scores in X distribution ∑y2 : the sum of the squared scores in Y distribution N : the number of paired X and Y scores

For the next is Simple Regression was done to find how far the contribution of motivation to their English speaking ability. The formulation is as follow:

  



 

 

 













2 2 2 2

y

N

x

N

y

x

y

x

N

r

_xy

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R = r2 Note:

R : Regression

r : coefficient correlation

3.7 Hypothesis Testing

As well as coefficient correlation, the writer must also find out the criterion of the hypothesis acceptance to show whether the first hypothesis was accepted or rejected, the writer applied a critical value table for Pearson Correlation Coefficient, the following criterion acceptance is used:

H

= r

value

< r

table

H

= r

value

> r

table

With the explanation as follows:

a. H0 : there is no significant correlation between motivation and students’

English speaking ability. We could accept this hypothesis if

r

_valueis lower than

r

_table.

b. H1 : there is a significant correlation between motivation and students’ English

speaking ability. We could accept this hypothesis if

r

_valueis higher than

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V. CONCLUSION AND SUGGESTIONS

In this chapter, the writer comes to the conclusion and suggestions of this research. In the conclusion, the writer divides four points of view, while for suggestion the writer gives five points of view.

5.1 Conclusion

As stated by some experts that motivation is a factor that can influence human activity; students’ motivation in learning English can also influence their speaking ability. It means that the teacher as the pioneer of education as well as parents should motivate the students in learning English so that the purpose of learning English as means of communication can be achieved.

Based on the result of data analysis and discussion, there is significant correlation between motivation and English speaking ability, the following conclusions are drawn:

1. The average score of students’ motivation is 72. 2 where it is in normal category. It means that mostly students have good motivation in learning English. It just

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depends on the teacher to maintain their motivation so that the students have good willingness in practicing their English.

2. The average score of students in speaking English is 82. 8. It means that the students have high ability in speaking. The data show that students good in pronunciation, fluency, and comprehensibility. Since, they were good in pronunciation and fluently in delivering their questions and answers, the teacher and the writer were easy to understand their intention and general meanings of the conversation. It means that when they were good in pronunciation and fluency, the conversation would be comprehensible as well.

3. There is a close correlation between motivation and English speaking ability. The statistical analysis of motivation and English speaking ability showed that the value of coefficient correlation (r)= 0,818

4. For the contribution value, it was found that the coefficient influences value is 0,670 at the significant level 0.05. It means that motivation (variable X) contributes 67% to their English speaking ability (variable Y) at first grade students of SMA AL AZHAR 3 Bandar Lampung.

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5.2 Suggestions

Derived from the conclusion above, the writer proposes some suggestions concerning the research findings as follow:

1. For the teacher, it is important for them to maintain the students’ motivation. Besides giving an interesting material, they should also use methods in teaching English that can magnetize the students to practice a lot in speaking English. Therefore, the goal of teaching English can be achieved as what the teachers expect and also match with the curriculum deals with.

2. The teacher also must be aware to the students’ psychological factor that influences on the students development. Because, the students who are still in the first grade of senior high school have changeable attitude toward English subject. But, if the teacher can utilize the students’ curiosity and direct this feeling to the positive attitude in learning English. The students will be happy in learning English and their motivation will be more and more increase.

3. Since practice is the best way in learning the language, therefore the teacher must build the situation that can involve the teacher and the students and the student to the student communicatively speak in English.

4. For students, they must have good confidence in speaking English. By having good confidence they will be brave to produce words in English without feeling

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shy or being afraid in making mistake. Basically, they also need to join conversation class where it can give them more space to practice their English. In maintaining the students’ motivation, the writer also suggests some tips that can preserve students’ motivation; that students must join in a group where people in this group has good motivation in learning English so that they can learn each other on how to master in English, learn everything that can improve your ability in English, associate with optimists and positive people, and find a people that can motivate you when you need some suggestions or trouble in your life.

5. For future researcher, they can use this research as a literature to guide them when they want to do the similar research.

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Retrieved October 20, 2009, <http://www.ils.nwu.edu/e-for-e/nodes/NODE-62-pg.html>

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