THE FIRST YEAR STUDENTSÂ’ MOTIVATION IN LEARNING WRITING OF DESCRIPTIVE TEXT AT SMPN 1 TUMPANG

i

THE

FIRST YEAR STUDENTS’ MOTIVATION IN LEARNING

WRITING OF DESCRIPTIVE TEXT

AT SMPN 1 TUMPANG

THESIS

By :

Bala Sahidna Haq 201010100311260

ENGLISH LANGUAGE EDUCATION DEPARTEMENT FACULTY TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG AUGUST 2016

i

THE FIRST YEAR STUDENTS’ MOTIVATION IN LEARNING

WRITING OF DESCRIPTIVE TEXT

AT SMPN 1 TUMPANG

THESIS

This thesis is submitted to meet of the requirements to achieve Sarjana Degree in English Language Education

By :

Bala Sahidna Haq 201010100311260

ENGLISH LANGUAGE EDUCATION DEPARTEMENT FACULTY TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG AUGUST 2016

iv

v

MOTTO DEDICATION

Wherever we found the difficulty, we also found the ease. Wherever

we found the suffering, we also found the happiness.

Therefore, after finishing some work, go on to work again. And just

to Alloh our willingness.

(Qs. Alam Nasyrah: 5-8)

This thesis is dedicated to:

My Beloved Mother Hamidah and my Father Suwoko for their

precious endless prayer, sacrifice, and support. My beloved brother Suluh and Bumi. My beloved friends and my beloved University of Muhammadiyah Malang.

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ACKNOWLEDMENT

All praises belong to Alloh SWT who has bestowed his blessing and leading upon the researcher in completing this research. Peace and Blessing be upon Prophet Muhammad SAW, his families, his companions and his followers.

This research is presented to English Education Department of the Faculty of Teacher Training, University of Muhammadiyah Malang as a partial fulfillment of the requirement for the degree of Strata-1 (S1).

The researcher believes that she cannot complete this thesis without the assistance of other. Therefore, the researcher would like to express her great honor, appreciation, and deepest gratitude is extended to Drs. Jarum, M. Ed., as the first advisor for his valuable help, guidance, corrections, and suggestions for the completion of this research. The special thanks also go to Dra. Erly Wahyuni, M. Si., as the second advisor for her valuable guidance and suggestions. The researcher would also like to express her sincere thanks to the head of English Department, Dr. Sudiran, M. Hum and all lecturers of English Department of Muhammadiyah University.

The deepest gratitude and great honor would also be extended to her beloved mother (Hamidah) and her father (Suwoko), for supporting her emotionally and materially with player, love and patience, and her beloved brother (Suluh Adining Bawono) who always gives support, motivation and moral encouragement to finish her research. And the last her best friends (all my best friends).

Malang, August 10, 2016

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TABLE OF CONTENTS

COVER ... i

THE LEGALIZATION OF ADVISOR ... ii

THE LEGALIZATION OF COMMITTEE ... iii

ORIGINALITY DECLARATION ... iv

MOTTO AND DEDICATION ... v

ACKNOWLEDGEMENT ... vi

ABSTRACT ... vii

TABLE OF CONTENTS ... viii

TABLE OF APPENDIXES ... x

CHAPTER I INTRODUCTION ... 1

1.1 Background of the Study ... 1

1.2 Statement of the Problems ... 4

1.3 Purpose of the Study ... 5

1.4 Significance of the Study ... 5

1.5 Scope and Limitation ... 5

1.6 Definition of the Key Terms ... 6

CHAPTER II REVIEW OF RELATED LITERATURE ... 7

2.1 Motivation ... 7

2.2 Types of Motivation ... 8

2.2.1 Intrinsic Motivation ... 8

2.2.2 Extrinsic Motivation ... 8

2.3 Factors Influencing Motivation ... 9

2.3.1 Factors Influencing Intrinsic Motivation... 9

2.3.1.1 Self-Esteem ... 9

2.3.1.2 Self-Determination ... 10

2.3.1.3 Expectation ... 10

2.3.1.4 Interest ... 10

2.3.1.5 Beliefs ... 10

2.3.2 Factors Influencing Extrinsic Motivation ... 11

2.3.2.1 Incentives ... 11

2.3.2.2 Reward ... 11

2.3.2.3 Punishment ... 12

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CHAPTER III RESEARCH METHODOLOGY ... 15

3.1 Research Design ... 15

3.2 Population and Sample ... 15

3.3 Research Instrument ... 17

3.3.1 Questionnaire ... 17

3.3.2 Interview... 17

3.4 Data Collection ... 17

3.5 Data Analysis ... 18

CHAPTER IV RESEARCH FINDINGS ... 20

4.1 Research Findings ... 20

4.1.1 The students’ motivation in learning writing of descriptive text ... 20

4.1.2 The teacher’s ways in motivating the students to learn writing of Descriptive text ... 22

4.2 Discussion ... 23

CHAPTER V CONCLUSION AND SUGGESTION ... 25

5.1 Conclusion ... 25

5.2 Suggestion ... 25

REFERENCES ... 26

x

TABLE OF APPENDIXES

Appendix I Appendix II Appendix III Appendix IV Appendix V Appendix VI Appendix VII Appendix VIII

xi

REFERENCES

Arikunto, Suharsimi. 2009. Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara

Arikunto, Suharmi. 2006. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: PT. Rineka Cipta

Ary, Donald, et. al. 2002. Introduction to Research in Education. Hold and Winston. New York

Ary, Donald, et. al. 2010. Introduction to Research in Education. Wadsworth. USA

Clark, Leonard H and Irving. S Starr. 1986. Secondary and Middle School

Teaching Methods: Fifth Edition. USA. Macmillan Publishing Company

Gay, LR and Peter Airsian.2003. Educational Research: Competencies for

Analysis and Application USA: Pearson Education, Inc

Hamidi. 2010. Metode Penelitian dan Teori Komunikasi. Malang. UMM Press Lefrancois, Guy R. 2000. Psychology for Teaching: 10 edition/ The United States

ofAmerica: Wodsworth Group

Ormrod, Jeanne ellies. 2003. Educational Psychology: developing learners: fourth edition. United States of America: Pearson education. inc.

Parson, Richard D, Syephanie Lewis Hinson and Deborah Sardo-Brown. 2001. Educational Psychology: A Practitioner Research Model of Teaching. Canada: Wardsworth Thomson learning, Inc

Raimes, Ann. 1983. Techniques in Teaching Writing. USA: Oxford University Press, Inc.

Santrock, John W. 2011. Educational Psychology. New York. McGraw. Hill companies. Inc

Santrock, John W. 2001. Educational psychology. New York. McGraw. Hill companies. Inc

Sugiyono. 2015. Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung. Alfabeta

Tuckman, W Bruce. 1992. Educational Psychology. United States of America: Florida States University

Veit, Richard. 1986. Educational Psychology: from Theory to Application. USA: Florida State University.

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Widoyoko, Eko Putro.2015. Teknik Penyusunan Instrumen Penelitian. Yogyakarta. Pustaka Pelajar

Woolfolk, Anita E. 2004. Educational Psychology: ninth edition

1 CHAPTER I INTRODUCTION

This chapter presents background of the study, statement of the problem, purpose of the study, significance of the study, scope and limitation, and definition of the key terms.

1.1 Background of the Study

English language is a device to communicate. To communicate is to understand and give expression to information, emotion, feeling, and share their knowledge, technology, and culture. There are four English basic skills, listening, speaking, reading, and writing. The four skills are used to create a discourse in society. Therefore, English learning was directed to develop these skills so that graduates are able to communicate well.

English plays an important role in the globalization era. It transforms technology, science, and business. In Indonesia, English has been taught as a foreign language. Our government hopes that the graduates of our schools can master English well. From four major skills of English, writing becomes one of the skills that is difficult to be learnt by the students.

Writing, beside it becomes a part of four English basic skills, also plays an important role in curriculum at school. Weigle (2005:5) said that writing is an important part of the curriculum in school from the earliest grades onward and the most children in countries that have a formal education system will learn to write, at least at a basic level in that setting. Writing is a skill that is difficult to be

2

mastered for a lot of people, especially the students in school. However it can help them to share their ideas and make them learn more about something.

In a writing lesson, there are some materials that must be mastered by students in junior high school. They are narrative text, recount text, report, procedure text, descriptive text, etc.

Descriptive text is one of the genres in writing text. It is taught for students at High Schools. There are many students who get difficulties to understand descriptive text on how they describe person, place, or thing, what its purpose involve the generic structure and language features, and how to apply those descriptive features in the text.

The problems faced by the students in learning writing of descriptive text could be caused by the teacher who only explains what the generic structure and the method used to write descriptive text, or the teacher does not use any method or new ways to teach the students. Therefore, the students will be bored, and have difficulties in learning descriptive text. The other problem might be inappropriate teaching strategies and low motivated students. Those problems make the students fail to get a good mark and gain a better knowledge. Clark and Starr (1986:92) stated that, when the students fail to learn, the chances of giving motivation are great. Since the failure to learn is the basic cause of learning trouble, teacher has to motivate the students in the teaching learning activities. Therefore, to help the students to master writing and motivating them to learn English are important. School, teacher, and environment have big responsibility to make it true. Veit (1986:254) states that all teachers want their students to speak and write fluent, effective, and grammatical English.

3

In addition, Raimes (1983:3) said that writing helps the students learn. First, writing reinforces the grammatical structures, idioms, and vocabulary that teacher have been teaching the students. Second, when the students write, they also have a chance to be adventurous with the language, to go beyond what they have just learned to say take risk. Third, when they write, they necessarily become very involved with the new language the effort to express the ideas and the constant use of eye, hand and brain is a unique way to reinforce learning.

Motivation is needed by students in the teaching learning process because it is an energy that supports the students do something that they like and facilitate

them in accepting the lesson. Santrock (2001:394) states that a student’s

motivation in the classroom involves why the student is behaving in a particular way and the extent to which the student’s behavior is energized, directed and

sustained. Therefore, motivation influences the student’s behavior in learning.

According to Maehr and Meyer (in Ormrod, 2003:472), motivation is something that energizes, directs and sustains behavior, it gets students, points them in a particular direction and keeps them going. The people usually see it reflected in a certain amount of personal investment in particular activities.

All teachers know that motivation has a big influence for the students in teaching learning process. Many techniques have been used by the teachers to motivate the students such as giving appreciation, certificate, praise, punishment and etc. motivation is necessary in education, without motivation people cannot change their future. By having good motivation, learners will be easy to access and transfer information.

4

Astuti (2008) found that there were six ways of teacher in motivating the students to learn English. First, the teacher choose picture as media to discuss a story and the students choose the topic that they like. Second, she let the students choose the topics that they like from another sources and discuss them together. Third, the teacher worked together and made a group to discuss the tasks. Next, the teacher gives punishment to the students who didn’t do their work. Fifth, the teacher made a good atmosphere by moving class to the language laboratory. And the last, the teacher motivated the students to developed their English skill.

Finally, the researcher of this thesis is interested in choosing SMPN 1 Tumpang. First, motivating students in writing subject is important to be researched because the students face many difficulties in writing subject. second, motivation of the students in learning English in this school has never been researched yet so far. This case, the researcher is willing to analyze the students’ motivation in learning writing of descriptive text at SMP N 1 Tumpang.

1.2Statement of the Problems

Based on the background of the study above, the statements of problem are formulated as follows:

1. How is the students’ motivation in learning writing of descriptive text at SMPN 1 Tumpang?

2. How does the teacher motivate the students to learn writing of descriptive text at SMPN 1 Tumpang?

5

1.3Purpose of the Study

Based on the statement of the problems above, the purposes of the study are: 1. To get information of the students’ motivation at SMPN 1 Tumpang in

learning writing of descriptive text

2. To know the teacher ways in motivating the students to learn writing of descriptive text at SMPN 1 Tumpang

1.4Significance of the Study

The finding of the study is expected to give more information about student’s motivation in learning writing of descriptive text. This contribution will be useful for the school principal in achieving the success of teaching learning activities in this school especially in English subject.

For the English teachers, they will choose and use appropriate ways to motivate the students to learn English especially in writing. Besides, teacher can

find and experiment ways to improve students’ motivation is a particular subject

taught at particular level of students.

1.5Scope and Limitation

The scope of this research focuses on the students’ motivation in learning

writing of descriptive text and the teacher’s strategies in motivating their students in learning writing of descriptive text and this study is limited on the students and the teacher of the first year students at SMPN 1 Tumpang.

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1.6Definition of the Key Terms

To avoid misunderstanding and misconception, some key terms used in this study are Explained as follows:

1. Motivation is something that energizes, directs and sustain behavior, it gets students moving, points them in a particular direction and keeps them going. We usually see it reflected in a certain amount of personal investment in particular activities (Maehr and Meyer in Ormrod, 2003:472).

2. Writing is an act that take place within a context that accomplishes a particular purpose, and that is appropriately shaped for its intended audience (Hamp-Lyons and Kroll, 1997 (in Weigle, 2002:19).

3. Descriptive text is a text which says what a person or a thing is like. Its purpose is to describe and reveal a particular person, place, or thing (Chris Soames, 2009).

1

This chapter presents background of the study, statement of the problem, purpose of the study, significance of the study, scope and limitation, and definition of the key terms.

1.1 Background of the Study

English language is a device to communicate. To communicate is to understand and give expression to information, emotion, feeling, and share their knowledge, technology, and culture. There are four English basic skills, listening, speaking, reading, and writing. The four skills are used to create a discourse in society. Therefore, English learning was directed to develop these skills so that graduates are able to communicate well.

English plays an important role in the globalization era. It transforms technology, science, and business. In Indonesia, English has been taught as a foreign language. Our government hopes that the graduates of our schools can master English well. From four major skills of English, writing becomes one of the skills that is difficult to be learnt by the students.

Writing, beside it becomes a part of four English basic skills, also plays an important role in curriculum at school. Weigle (2005:5) said that writing is an important part of the curriculum in school from the earliest grades onward and the most children in countries that have a formal education system will learn to write, at least at a basic level in that setting. Writing is a skill that is difficult to be

mastered for a lot of people, especially the students in school. However it can help them to share their ideas and make them learn more about something.

In a writing lesson, there are some materials that must be mastered by students in junior high school. They are narrative text, recount text, report, procedure text, descriptive text, etc.

Descriptive text is one of the genres in writing text. It is taught for students at High Schools. There are many students who get difficulties to understand descriptive text on how they describe person, place, or thing, what its purpose involve the generic structure and language features, and how to apply those descriptive features in the text.

The problems faced by the students in learning writing of descriptive text could be caused by the teacher who only explains what the generic structure and the method used to write descriptive text, or the teacher does not use any method or new ways to teach the students. Therefore, the students will be bored, and have difficulties in learning descriptive text. The other problem might be inappropriate teaching strategies and low motivated students. Those problems make the students fail to get a good mark and gain a better knowledge. Clark and Starr (1986:92) stated that, when the students fail to learn, the chances of giving motivation are great. Since the failure to learn is the basic cause of learning trouble, teacher has to motivate the students in the teaching learning activities. Therefore, to help the students to master writing and motivating them to learn English are important. School, teacher, and environment have big responsibility to make it true. Veit (1986:254) states that all teachers want their students to speak and write fluent, effective, and grammatical English.

In addition, Raimes (1983:3) said that writing helps the students learn. First, writing reinforces the grammatical structures, idioms, and vocabulary that teacher have been teaching the students. Second, when the students write, they also have a chance to be adventurous with the language, to go beyond what they have just learned to say take risk. Third, when they write, they necessarily become very involved with the new language the effort to express the ideas and the constant use of eye, hand and brain is a unique way to reinforce learning.

Motivation is needed by students in the teaching learning process because it is an energy that supports the students do something that they like and facilitate

them in accepting the lesson. Santrock (2001:394) states that a student’s

motivation in the classroom involves why the student is behaving in a particular way and the extent to which the student’s behavior is energized, directed and

sustained. Therefore, motivation influences the student’s behavior in learning.

According to Maehr and Meyer (in Ormrod, 2003:472), motivation is something that energizes, directs and sustains behavior, it gets students, points them in a particular direction and keeps them going. The people usually see it reflected in a certain amount of personal investment in particular activities.

All teachers know that motivation has a big influence for the students in teaching learning process. Many techniques have been used by the teachers to motivate the students such as giving appreciation, certificate, praise, punishment and etc. motivation is necessary in education, without motivation people cannot change their future. By having good motivation, learners will be easy to access and transfer information.

Astuti (2008) found that there were six ways of teacher in motivating the students to learn English. First, the teacher choose picture as media to discuss a story and the students choose the topic that they like. Second, she let the students choose the topics that they like from another sources and discuss them together. Third, the teacher worked together and made a group to discuss the tasks. Next, the teacher gives punishment to the students who didn’t do their work. Fifth, the teacher made a good atmosphere by moving class to the language laboratory. And the last, the teacher motivated the students to developed their English skill.

Finally, the researcher of this thesis is interested in choosing SMPN 1 Tumpang. First, motivating students in writing subject is important to be researched because the students face many difficulties in writing subject. second, motivation of the students in learning English in this school has never been researched yet so far. This case, the researcher is willing to analyze the students’ motivation in learning writing of descriptive text at SMP N 1 Tumpang.

1.2Statement of the Problems

Based on the background of the study above, the statements of problem are formulated as follows:

1. How is the students’ motivation in learning writing of descriptive text at

SMPN 1 Tumpang?

2. How does the teacher motivate the students to learn writing of descriptive text at SMPN 1 Tumpang?

1.3Purpose of the Study

Based on the statement of the problems above, the purposes of the study are:

1. To get information of the students’ motivation at SMPN 1 Tumpang in

learning writing of descriptive text

2. To know the teacher ways in motivating the students to learn writing of descriptive text at SMPN 1 Tumpang

1.4Significance of the Study

The finding of the study is expected to give more information about student’s motivation in learning writing of descriptive text. This contribution will be useful for the school principal in achieving the success of teaching learning activities in this school especially in English subject.

For the English teachers, they will choose and use appropriate ways to motivate the students to learn English especially in writing. Besides, teacher can

find and experiment ways to improve students’ motivation is a particular subject

taught at particular level of students.

1.5Scope and Limitation

The scope of this research focuses on the students’ motivation in learning

writing of descriptive text and the teacher’s strategies in motivating their students in learning writing of descriptive text and this study is limited on the students and the teacher of the first year students at SMPN 1 Tumpang.

1.6Definition of the Key Terms

To avoid misunderstanding and misconception, some key terms used in this study are Explained as follows:

1. Motivation is something that energizes, directs and sustain behavior, it gets students moving, points them in a particular direction and keeps them going. We usually see it reflected in a certain amount of personal investment in particular activities (Maehr and Meyer in Ormrod, 2003:472).

2. Writing is an act that take place within a context that accomplishes a particular purpose, and that is appropriately shaped for its intended audience (Hamp-Lyons and Kroll, 1997 (in Weigle, 2002:19).

3. Descriptive text is a text which says what a person or a thing is like. Its purpose is to describe and reveal a particular person, place, or thing (Chris Soames, 2009).