The Correlation Between Students’ Motivation In Learning Speaking And Their Speaking Ability (A Correlational Study In The Second Grade Of Sma Darussalam Ciputat)
THE CORRELATION BETWEEN STUDENTS’
MOTIVATION IN LEARNING SPEAKING AND THEIR
(A Correlational Study in the Second Grade of SMA Darussalam Ciputat) “Skripsi”
THE DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC
NERFI ISTIANTI, 2013, The Correlation between Students’ Motivation in Learning Speaking and Their Speaking Ability (A Correlational Study in the Second Grade of SMA Darussalam Ciputat), Skripsi, English Education Department, The Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University Jakarta, 2013.
Key Words : Motivation, Speaking Ability.
The purpose of this study is to know whether there is any correlation between students’ motivation in learning speaking and students’ speaking ability at second grade of SMA Darussalam Ciputat. The sample of this study is 30 students taken from second grade of SMA Darussalam Ciputat. The method used in this study was a quantitative method and the technique used in this study was a correlational technique. In collecting the data, this study was distributing questionnaires to the respondents and conducting classroom observation to assess students’ motivation. The questionnaires based on the indicators of intrinsic and extrinsic motivation which adopted from The Attitude/Motivation Test Batery (AMTB) by Gardner and translated into Indonesian language. Besides, in assessing students’ speaking ability, this study conducted oral test to the students. In analyzing the data, the questionnaires were assessed by Likert’s scale rating, classroom observation was assessed based on the classroom observation rubric, and oral test was measured by David’s scale rating. The result of this study shows that there is a positive correlation between students’ motivation in learning speaking and their speaking ability. It is proved by the rxy (0.555) is bigger than r table in the degree significance 5% (0.349) and 1% (0.449). It is considered that the null hypothesis (Ho) in this study is rejected and the alternative hypothesis (Ha) which is states that there is correlation between students’ motivation in learning speaking and their speaking ability is accepted. In conclusion, there is a positive correlation between students’ motivation in learning speaking and their speaking ability. It means that students with higher motivation will get better speaking ability than the lower one. In other words, the higher motivated students, the better speaking ability can be achieved.
NERFI ISTIANTI, 2013, The Correlation between Students’ Motivation in Learning Speaking and Their Speaking Ability (Penelitian korelasi di SMA Darussalam Ciputat), Skripsi, Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2013.
Key Words : Motivation, Speaking Ability.
Penelitian ini bertujuan untuk mengetahui apakah ada korelasi antara motivasi siswa dalam belajar berbicara (Speaking) dan kemampuan berbicara mereka di kelas 2 SMA Darussalam Ciputat. Sampel yang digunakan dalam penelitian ini berjumlah 30 responden diambil dari siswa kelas 2 SMA Darussalam Ciputat. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif melalui teknik korelasi. Dalam pengumpulan data, peneliti menyebarkan angket kepada responden dan melakukan observasi kelas untuk mengetahui motivasi siswa dalam belajar speaking di kelas. Angket yang digunakan terdiri dari indicator ekstrinsik dan intrinsik motivasi yang
diadopsi dari The Attitude/Motivation Test Batery (AMTB) oleh Gardner dan
diterjemahkan ke dalam Bahasa Indonesia. Kemudian, untuk mengukur kemampuan berbicara (Speaking) siswa, penelitian ini menggunakan tes oral kepada siswa. Pada analisis data, Angket siswa diukur dengan skala Likert, observasi kelas diukur berdasarkan rubric observasi kelas, dan tes oral diukur melalui skala David. Kemudian, hasil dari penelitian ini menunjukkan bahwa terdapat korelasi positif antara motivasi siswa dalam belajar speaking dan kemampuan berbicara mereka. Terbukti dari besarnya rxy 0.555 > rtable pada signifikan 5% (0.349) dan 1% (0.449). Itu dianggap bahwa null hypothesis (Ho) ditolak dan alternative hypothesis (Ha) diterima. Oleh karena itu, penelitian ini dapat disimpulkan terdapat adanya korelasi positif antara motivasi siswa dalam belajar speaking dan kemampuan berbicara siswa. Ini berarti bahwa semakin tinggi motivasi siswa dalam belajar, maka akan semakin bagus pula kemampuan berbicara mereka.
In the name of Allah, the Beneficent, the Merciful.
All praised is due to Allah, Lord of the world, who has given the writer love and blessing to finish her last assignment in her study, “Skripsi”. Peace and salutation be upon to the prophet Muhammad SAW, his family, his companion, and his adherence.
It is a pleasure to acknowledge the help and contributions to all of lecturers, institution, family and friends who have contributed in the different ways hence this “Skripsi” is processed until it becomes a complete writing which will be presented to the Faculty of Tarbiyah and Teachers Training in partial fulfillment of the requirement for the degree S.Pd (Bachelor of Arts) in English Language Education.
The first, she would like to give her sincere thanks to her advisors Mr. Dr. M. Farkhan, M.Pd and Mr. Teguh Khaerudin, M.App.Ling who has given the writer precious help, the guidance, and the advices patiently during the completion and the development of the study.
Secondly, the writer also would like to express her thanks and gratitude to her beloved parents, Ripin Safrudin and Salmiyah whom never stop motivate her and always pray for her everytime; her lovely brother, Kukuh Widiansyah who always encourage her to finish the study; and her man, Jhoni Suhani who never stop giving support and help in finishing this study. A thousand thanks for your precious time.
Thirdly, the writer also realized that she never finish this paper without the help of some people around her. Therefore, the writer would like to give her gratitude and appreciations to:
1. Nurlena Rifa’i, MA.Ph.D, as the Dean of Faculty of Tarbiyah and Teachers
Training Syarif Hidayatullah State Islamic University Jakarta. 2. Drs. Syauki, M.Pd, as the Head of English Education Department.
3. Zaharil Anasy, M.Hum, as the Secretary of English Education Department. 4. All lecturers in English Education Department who always give motivation
and valuable knowledge during her study.
5. Marul Wa’id, S.Ag, as the Headmaster of SMA Darussalam Ciputat.
6. Firman Hardiansyah, S.Pd and Riza, S.Pd, as the English teachers in SMA Darussalam Ciputat.
7. All of teachers and staff at SMA Darussalam Ciputat that cannot be mentioned one by one.
8. All Classes of the second grade of SMA Darussalam Ciputat.
9. All of her friends in English Education Department 2009 academic year, especially E class and her best friends (Maret, Mada, Ditha, Nisa, Enti), and also her sweetest roommate, Sri Wahyuni.
The words are not enough to say any appreciation for their help and contribution in this paper. May Allah, the Almighty bless them all. Moreover, the writer also realized that this paper is far from perfect. It is a pleasure for her to get critiques and suggestions to make this paper better.
Ciputat, 9th December, 2013
TABLE OF CONTENTS
ENDORSEMENT SHEET ……….…..ii
TABLE Of CONTENTS………..………...vii
LIST OF TABLE ...ix
LIST OF APPENDICES ...x
CHAPTER I : INTRODUCTION………...1
A. Background of the Study………...1
B. Identification of Problem………...4
C. Limitation of the Study………...5
D. Formulation of Problem ………...5
E. Objective of the Study ………..5
F. Significance of the Study………...5
CHAPTER II : LITERATURE REVIEW………...7
A. Motivation ………...7
1. Meaning of Motivation ………...7
2. Kinds of Motivation ………...8
3. The Characteristics of Motivated Students …………...13
4. Motivation and Learning Achievement ………...…...14
5. Assessing Motivation ………...16
B. Speaking ………...……...19
1. The Definition of Speaking ………..……….……19
2. The Goal of Speaking ………...20
3. Kinds of Speaking Activity………....20
6. Assessing Speaking Ability ………...23
C. Motivation and Speaking Ability ………....25
D. Relevant Study ………...………26
E. Conceptual Framework ………...….28
F. Hypothesis of Study ………...………29
CHAPTER III : RESEARCH METHODOLOGY ………...30
A. Place and Time ………...………30
B. Research Method and Design ………...….30
C. Population and Sample ………...………....31
D. Technique of Collecting Data ………...……..31
E. Technique of Data Analysis ………...…………...37
CHAPTER IV: RESEARCH FINDINGS ………...….42
A. Data Description ………...42
B. Data Analysis ……….……...42
C. The Interpretation of Data ………...………..51
D. The Test of Hypothesis ………...54
CHAPTER V: CONCLUSION AND SUGGESTION ………....56
A. Conclusion ………...56
B. Suggestions ………...57
LIST OF TABLES
Table 3.1 The Indicators of Extrinsic Motivation ...32
Table 3.2 The Indicators of Intrinsic Motivation ...34
Table 3.3 The Likert’s Scale Rating ...37
Table 3.4 Classroom Observation Rubrics ...38
Table 3.5 David P. Harris’ Scale Rating Scores of Oral Test ...39
Table 4.1 Score of Students’ Motivation in Learning Speaking (X Variable) ...43
Table 4.2 Descriptive Statistic of Motivation ...44
Table 4.3 Score of Students’ Speaking Test (Y Variable) ...48
Table 4.4 Descriptive Statistic of Speaking ...49
Table 4.5The Calculation of Questionnaires of Motivation and Speaking Score..50
LIST OF APPENDICES
APPENDIX 1 Score of Students’ Motivation ...………...62
APPENDIX 2 Questionnaires of Students’ Motivation………...63
APPENDIX 3 Students’ Speaking Score ……….…...68
APPENDIX 4 Transcript of Students Oral Test ...………...69
APPENDIX 6 Output SPSS of Students’ Motivation ...75
APPENDIX 7 Output SPSS of Students’ Speaking Score...76
Background of Study
Speaking is a tool to communicate with other people. It is an activity conducted by a person to communicate with others in order to express ideas, feelings, opinions, etc. It also used to share information among people, to negotiate, to solve problems, to maintain social relationship and friendship. Speaking is used by people almost every time to interact with others. Therefore, it is an essential skill to be learned by students in learning English.
Speaking is a complex skill among the other three skills in English. No doubt that many students get difficulties in learning speaking, moreover to practice it. To learn speaking skill is not only learning about the language itself, but also learning how to speak in real communication.1 However, many students cannot use English in the classroom and in real communication. Because English is not their mother tongue, it is rarely used in daily activities to interact with others. They are not accustomed to use English neither in the classroom nor outside the classroom. On the other hand, actually to get successful in learning speaking, students should be at the situation in which they are willing to speak in English. Besides, students also should have strength from inside to speak up. In other words, many factors affect students in learning speaking.
One of factors affects students in learning speaking is motivation.2 Motivation seems having an important role in developing students’ speaking ability. Motivation is energy of students which come from inside or outside encouraging themselves to do something.3 It will give strength to students in learning speaking in order to speak up. In fact, motivated students will do everything which supports their performance. They will do the best way to get the best result.
1 Jayanti, Ni Luh Putri,The Contribution of Learning Motivation and Language Learning Strategies to English Proficiencyof the Second Grade student of SMP Dwijendra Denpasar, 2012, p. 3.
2 Shams, M. Students’ Attitudes, Motivation and Anxiety towards English Language Learning. Journal of Research and Reflections in Education, 2008, p. 120.
3Jeremy Harmer, The Practice of English Language Teaching, (London: Longman, 1991), New Edition, p. 3.
However, every student has different perception about speaking. Not all students perceive speaking in the same feeling. Many students judge speaking is a difficult subject to be learned. There are many factors that cause students getting problems in learning speaking. Many students are lack of vocabulary as not knowing what to say in English. Students often complain that they cannot think of anything to say. Besides, students feel that they are lack of confidence as the result they feel shyness. Students are also lack of practicing English neither in the classroom nor in the real communication. They prefer to speak their mother tongue rather than English because they feel it is more natural and easier to speak in Indonesian language. It happened because they are not accustomed to use English in and out the classroom. Moreover, students are afraid of making mistakes and being laugh by their classmates.4 So, they consider that speaking is difficult skill to practice.
Based on the explanation above about students’ perception of speaking, it is assumed that many Indonesian students have low motivation in learning speaking. Actually, all of students have different motivation in learning speaking. Some of them are highly motivated students. Students with high motivation in learning speaking will push themselves to speak up. They will overcome obstacles which come to them with strong strength from inside. Moreover, motivated students often get best result because motivation will improve their performance. They will become the most successful students. In contrast, low motivated students will have little interest to the subject and tend to have difficulty in learning.5 In fact, most of students have low motivation in learning speaking.
Low motivated students in learning speaking are caused by many factors. Based on the observation in the school in teaching speaking, here is some factors affects students’ motivation. Firstly, the method of teacher in teaching and learning process is not interesting for students. It makes students lazy to learn speaking. Secondly, the situation of environment is not support to speak up,
4Penny Ur, A Course in Language Teaching Practice and Theory, (Cambridge: Cambridge University Press, 1996), p. 121.
Jeanne Ellis Ormrod, Psikologi Pendidikan Membantu Siswa Tumbuh dan Berkembang jilid 2, (Jakarta: Erlangga, 2009), Edisi keenam, p. 59.
neither inside the classroom nor outside. In the classroom, students have a limited time to learn speaking, so they cannot practice English well in a very little time. While outside the classroom, students are not used to speak English. They prefer to speak in their native language, Indonesian, because almost people around them speak Indonesian. Thirdly, students feel shy and lack of confidence to speak up because they are afraid of making mistakes and being laughed by their friends. Then, students’ view about speaking that it is a difficult subject to learn causes them difficult to practice it. They think that many components of language should be mastered to speak English well such as pronunciation, vocabulary, grammar. However, not all low motivated students in learning speaking have low speaking ability. On the other hand, highly motivated students do not always have good speaking ability.
Therefore, the study is conducted to know students’ motivation in learning speaking and to know whether there is any correlation between students’ motivation in learning speaking and their speaking ability at the second grade of SMA Darussalam Ciputat by the title “The Correlation Between Students’ Motivation In Learning Speaking and Their Speaking Ability”.
Identification of Problem
From the explanation above, the writer identifies some problems teaching and learning speaking, they are:
1. Speaking is an essential skill to be learned by English students.
2. Many students cannot use English in the classroom and in real
3. One of factors affects students in learning speaking is motivation.
4. Motivation seems having an important role in developing students’ speaking ability.
5. All of students have different motivation in learning speaking. 6. Most of them have low motivation in learning speaking.
7. Many students consider that speaking is very difficult subject to learn. 8. The method of teacher in teaching and learning process is not interesting. 9. Most of students feel shy and lack of confidence.
10. It is assumed that students with high motivation in learning speaking will be more successful to speak rather than students with low motivation.
Limitation of Study
To avoid the study being too broad, the writer limits the study to know the correlation between students’ motivation in learning speaking and their speaking ability.
Formulation of Problem
Based on the limitation of study above, the formulation of problem in this research is “Is there any correlation between students’ motivation in learning speaking and their speaking ability?”
Objective of Study
This study is conducted to know the students’ motivation in learning speaking and their speaking ability, and to know whether there is any correlation between students’ motivation in learning speaking and their speaking ability.
Significance of Study
This study is expected to provide useful information about the teaching and learning English at second grade students of SMA Darussalam Ciputat, especially in students’ speaking ability related to their motivation. This study is also useful for students, teachers, and the further researchers which described in the following points:
1. For students
It is useful for students at SMA Darussalam Ciputat because this study conducted to know the students’ motivation in learning speaking and their speaking ability. Moreover, students are expected to improve their motivation and their speaking ability.
It is useful for teachers at SMA Darussalam Ciputat to improve students’ motivation in learning speaking.
3. For further researchers
The result of this study can be used as a reference for other researchers who are interested in conducting similar study.
Meaning of Motivation
Motivation is very important in everything we will do. It is a powerful for us to get the best in doing something. Moreover, in teaching and learning process, motivation is really needed. Motivation makes teaching and learning easier and more interesting. It is very good if both of teacher and students motivate each other in teaching and learning process.
Many experts in psychology have given various definitions of motivation. According to Santrock, “motivation is the processes that energize, direct, and sustain behavior”.6 It means that motivation is the process in which pushes and shows students to do something and keep on the activity continuously. Motivated students will feel eager to achieve what they want with strong desire. It is similar with the idea of Schunk that motivation is the process of students to conduct activities based on their goals and to keep them on straight away.7
Motivation has a significant role in teaching and learning process. The students who have a higher motivation will get a better opportunity to achieve the goal in their learning activities than the lower one. Harmer states that motivation is an energy of students which come from inside encouraging themselves to do activity.8 It assumed that motivation is an essential of learning to achieve something. It is a process which directs students to activity to get goals.
James says that the idea of someone to conduct activity and control the frequency of the actions is called motivation. It is used to see whether the students are interested in the classroom activities.9 So, students’ motivation becomes a vital part in
6 John W. Santrock, Educational Psychology, (New York: McGraw-Hill, 2004), Second Edition, p. 417.
7Dale H. Schunk, Learning Theories an Educational Perspective, (Boston: Pearson Education, Inc, 2012), Six Edition, p. 58.
8 Harmer. loc.cit. p. 3.
9 James P. Byrnes, Cognitive Development and Learning in Instructional Contexts, (United State: Pearson Education, Inc, 2009), Third Edition, p. 99.
teaching and learning process. It gives a great influence to students to push themselves in learning to get their needs, goals, and interests.
From those definitions above, it is concluded that motivation is an energy and direction to do something. Motivation is a process to get success and has a great influence to the future achievement. In teaching and learning process, giving motivation to the students is a process to push and to support them to learn. Therefore, it can help the students to achieve their goals.
Kinds of Motivation
Schunk classifies that motivation is divided into two parts, extrinsic motivation and intrinsic motivation.10
a. Extrinsic motivation
Extrinsic motivation is motivation which engages in an activity as a means to an end. Motivated students extrinsically work on activities because they believe that participation will result in desirable outcomes such as reward, teacher praise, or punishment. According to Santrock, extrinsic motivation causes someone to conduct something in order to get something else. In other words, it is a means to get something.11 Motivation is caused by external incentives such as rewards and punishments.
Extrinsic motivation is motivation which come from not from inside of ourselves but from outside. As Oemar Hamalik explains that extrinsic motivation is motivation that caused by outside factors of situation.12 In Marsh’ book, he informs that extrinsic motivation is “Experienced by students when they receive a reward, or avoid punishment, or in some other way unconnected with the task earn approval for particular behavior.”13 From the statement above, it is assumed that extrinsic motivation is caused by factors from outside of students. It can be from teachers, parents, friends, environment, etc.
10 Dale H. Schunk, Paul R. Pintrich, Judith L. Meec. Motivation in Education Theory, Research, and Applications. 2008, p. 236.
11 Santrock, op. cit., p. 418.
12 Oemar Hamalik, Kurikulum dan Pembelajaran, (Jakarta: Bumi Aksara, 1995), p. 113. 13 Colin Marsh, Becoming a Teacher Knowledge, Skills and Issues, (New South Wales: Pearson Australia, 2010), Fifth Edition, p. 58.
Besides, for the further explanation about extrinsic motivation, according to Gardner and Lambert’s research, there are two main types of extrinsic motivation: they are integrative motivation and instrumental motivation:14
1) Integrative motivation
In integrative motivation, students need to be attracted by the culture of the target language community. It involves students’ reasons for learning the language. To strengthen this motivation, students wish to integrate themselves into that culture and learn hard to master the language. A weaker form of this motivation would be the desire to know as much as possible about the culture of the target language community (English).
2) Instrumental motivation
This motivation describes a situation in which students believe that mastery of the target language will be instrumental in getting them a better job, position, or status. The language is an instrument in their attainment of such a goal.
From those explanations above, it is considered that integrative motivation is the reasons of students to learn the English language, while instrumental motivation is students’ view of English as a means to get a better job, position, and status in the future life.
Actually, many other factors that can influence upon students’ extrinsic motivation in teaching and learning process as follow:
Teacher is a person who has an important role in teaching and learning activity to socialize and shaping motivation among students. Teacher is not only a person who transfers the knowledge to students, but also as a motivator who always motivates and supports the students in teaching and learning. Dornyei informs that teacher’s skill in motivating students should be seen as
14R. C. Gardner and Lambert, Attitude and Motivation in second language learning, (Newbury House, 1972).
the central in teaching and learning process.15 Teacher is the key instrument to handle and organize students in the classroom.
The teacher has responsibility to make teaching and learning process successfully. Thus, teacher has an obligation to arise motivation to the students to learn hard.
According to Penny Ur, other sources are certainly affected by the teacher actions; they are success and its reward, failure and its penalties, authoritative demands, test, and competition.16
a) Success and its reward
This is the single most important feature in raising extrinsic motivation. Learners who have succeeded in the past tasks will be more willing to engage with the next one, more confident in their chances in succeeding, and more likely to persevere in their effort. The teacher’s most important function here is simply to make sure that learners are aware of their own success; the message can be conveyed by a nod, a tick, even significant lack of response.
b) Failure and its penalties
Failure is not just a matter of wrong answer; learners should be aware that they are failing if they have done significantly less that they could have, if they are making unsatisfactory, or not taking care. Failure in any sense is generally regarded as something to be avoided, whereas success is something to be sought.
c) Authoritative demands
Learners are often motivated by teachers’ pressure. They may be willing to invest efforts in tasks simply because you have told them to, recognizing your authority and right to make this demand, and trusting your judgment.
The motivating power of tests appears clear: learners who know they are going to be tasted on specific material next week will
15Zolt´n Dörnyei (1998). Motivation in second and foreign language learning. Language Teaching, 31, p. 130.
normally be more motivated to study it carefully than if they had simply been told to learn it. Again, this is a useful incentive, provided there is not too much stress attached, and provided it is not used too often.
Learners will often be motivated to give their best not for the sake of the learning itself but in order to beat their opponents in a competition.
Individual competition can be stressful for people who find losing humiliating, are not very good at the language and therefore likely consistently to lose in contest based on (linguistic) knowledge; and is over used, it eventually affects negatively learners’ willingness to cooperate and help each other.
The role of parents can influence upon students’ extrinsic motivation in teaching and learning process. Parents give great influence to their children as students in school. Parents are expected to motivate their children to achieve the good goals in school. Jeremy Harmer stated that “if the parents are very much against the culture of the language this will probably affect his or her motivation in a negative way. If they are very much in favor of the language this might have the opposite effect”.17 This statement means that parents have an important role to motivate their children. They should have to support their children to create their motivation.
The teaching and learning activity in which conducted in good, clean, and health environment can give better satisfactory both of for teacher and students than conducted in bad environment. Environment also will cause students’ motivation. Students will be more interesting, if the environment of the classroom is comfortable. According to Tabrani environment is everything
17 Harmer, op. cit., p. 4.
which exist around us, which has correlation and gives influence to ourselves.18
b. Intrinsic motivation
Intrinsic motivation refers to motivation concerned in activities for its own sake.19 Internal motivation involves motivation to do something for its own desire. This motivation is appeared from ourselves. The students who have intrinsic motivation will study hard and enjoy the teaching and learning process because they have desire to do everything from inside themselves. They do activities because they have own desire and reward from themselves and do not depend on the external rewards. Harmer states that intrinsic motivation takes a vital role in the result of students’ language learning.20 Many students bring no extrinsic motivation to the classroom. They may perceive no interest about language learning in the classroom. Therefore, it becomes teacher’ role to create intrinsic motivation in the classroom in order to maintain students’ learning.
According to Emily in her research, intrinsic motivation is appeared from students’ personal such as their comfort, happiness, interest.21 Researchers often contrast intrinsic motivation with extrinsic motivation, which is motivation governed by reinforcement contingencies. Traditionally, educators consider intrinsic motivation to be more desirable to result in better learning outcomes than extrinsic motivation. Intrinsic motivation is better for students because if the students have intrinsic motivation, they will be easier and more enthusiasm in learning. Students who have intrinsic motivation also will be quicker and more simply to achieve their goals because they have motivation inside themselves.
The Characteristics of Motivated Students
The most successful students are not necessarily those to whom a language comes very easily. However, they are those who display certain characteristics, most of them clearly associated with motivation, as follows:22
18 A Tabrani Rusyan, Pendekatan Dalam Proses Belajar Mengajar, (Bandung: PT Remaja Rosydakarya,2003 ), p. 148.
19 Schunk, et. al, loc. cit, 236. 20 Harmer, loc. cit., p. 4.
21 Emily R. Lai, A Research Report, Motivation: Literature review, (Pearson, April 2011), p. 4. 22 Penny Ur, op. cit., p. 275.
The characteristics of motivated students according to Penny Ur are: a. Positive task orientation: the student is willing to do tasks and challenges, and has confidence in his or her success, b. Ego-involvement: the student finds the task important to succeed in learning in order to maintain and promote his or her own self-image, c. Need for achievement: the student has a need to achieve, to overcome difficulties and succeed in what he or she sets out to do, d. High aspirations: the student is ambitious, goes for demanding challenges, high proficiency, top grades, e. Goal orientation: the student is very aware of the goal of learning, or of specific learning activities, and directs his or her efforts toward achieving them, f. Perseverance: the student consistently invests a high level of effort in learning, and is not discouraged by setbacks or apparent lack of progress, g. Tolerance of ambiguity: the student is not disturbed and frustrated by situations involving a temporary lack of understanding or confusion; he or she can live with these patiently in the confidence that understanding will come later.
Motivation and Learning Achievement.
Motivation seems to be a vital role in teaching and learning process. It gives great influence for students to encourage themselves to learn eagerly. It is also as a director for students to conduct activities to reach their goals.23 Each student is differed from how they react to any school activity or material. Some students will enjoy the learning happily, some will learn the material lazily, some will receive new topic with eagerness, and some will deny to follow the teaching and learning. Some students also will do the assignment you gave for them, and others will copy the assignment from their friends. Besides, any students always try to get the best in everything they do, and any of the students just do what they want. All of the differences in the students’ perception towards learning above are affected by motivation.24
Motivation is one of the most important factors that will influence students' English achievements or performance. Achievement is the result of an activity that has been done, created by students. It becomes a measurement whether the students success or failure in learning. If it can affect students learning and performance, surely it will influence students’ learning achievement. It was proved by Shams’ research that motivation affects students’ language learning achievement.25 His research findings show that a high degree of extrinsic motivation influence students’ language learning
23Hamalik, op. cit., p. 106.
24N.L Gage & Berliner, Educational Psychology, (Boston: Houghton Mifflin Company, 1984), p. 273.
outcomes. Motivated students got the higher score in language learning than the lower one.
Bo wang also considers that motivation is one of the important factors that influence English learning achievement. According to him, in order to help the students to maintain a proper strength in English learning, motivation is very necessary for the teachers in the daily teaching procedure by encouraging students to be more attractive in teaching and learning process. He also explains in his paper that Zhang Bensheng did research on 70 outstanding students including English and non-English majors from seven key colleges and universities in Wuhan. The results showed that the achievements of the students had a close relationship with their motivation. All of the students possessed some kind of motivation for learning English: some were intent on making a useful contribution to society, while others wanted to improve their professional prospects in the future. Such students seemed to have instrumental motivation. Still others were interested in the learning environment or encouraged by their previous success. They had task and situational motivation. A few of them were attracted by the target culture; they were integrally motivated.26
Besides, Wolters’ study towards mathematics’ students shows that motivated students expressed the stronger focus on learning and reached the goal of learning than the lower one.27 His study was conducted in the secondary school. It describes that the motivated students attempt to get the best result in learning. Students with high motivation show the greater effort and persistence to get everything they want.
Therefore based on the explanations above, it can be considered that motivation has an important role in teaching learning. It can affect students’ performance and achievement in learning. It also gives contribution in students’ success or failure in learning. As Fortune et.all state in the journal of Social Work Education that Students with high motivation to reach something will success in their school and carrier.28 Motivated students will get the higher achievement than the lower one. Students with
26Bo Wang, Motivation and Language Learning, Asian Social Science, College of Foreign Languages Daqing Petroleum Institute DaQing 163318, China, Vol. 5, No.1 January 2009, p. 99.
27Christopher A. Wolters, Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students’ Motivation, Cognition, and Achievement, Journal of Educational Psychology. University of Houston, 2004, p. 247.
28 Fortune, Anne E; Lee, Mingun; Cavazos, Alonzo, Achievement Motivation And Outcome In Social Work Field Education, Journal of Social Work Education 41.1 (Winter 2005): 115-129.
high motivation also will learn and do activities in the school with strong desire and eagerness.
Assessing motivation is an important topic for researchers and practitioners to know the level of motivation and how to optimize it. Motivation can be assessed in various ways. Schunk describes three kinds of methods for assessing motivation:29
a. Direct observations
It refers to behavioral instances of choice of tasks, effort, and persistence. It is usually used to measure motivation. Motivated students can be seen by the observation of students’ persistence at tasks, the effort they expend to perform well, and how willingly they engage in tasks.
b. Rating by others
Another method to assess motivation is done by observers (teachers, parents, researchers) to rate students. Rating by others is judgments by observers of students on characteristics indicative of motivation. One of the advantage of rating by others is observers may be more objective about students rather than students do it themselves because it is done by others. c. Self-reports
Self-reports involve people’s judgment and statement about themselves. The types of self-report instruments are questionnaires, interviews, stimulated recalls, think-alouds and dialogues.
1) Questionnaires are consisted of a number of questions should be answered by respondents asking about their actions and beliefs. 2) An interview is a type of questionnaire in which the questions or
points to discuss are presented by an interviewer and participants answer orally.
3) Stimulated recalls, recall of thoughts accompanying one’s
performances at various times.
4) Think-aloud refers to students’ verbalizing aloud their thoughts, actions, and emotions while working on a task.
29 Schunk, op.cit., 13.
5) Dialogues are conversation between two or more persons.
In fact, self-reports are the most commonly used in assessing motivation by the researchers. For examples, Dina’s research about students’ motivation in learning English, she used questionnaires to know the students’ motivation. The questionnaires are consisted of some indicators that indicate students’ extrinsic and intrinsic motivation. The result of the research shows that questionnaires can measure the level of students’ motivation in learning English.30
Besides, Samaya used interview instrument to know the motivation of students at Basic Education grade 2 to speak English. He used it because he was interested in understanding students’ views about speaking activities directly. The interview is conducted in their mother tongue to avoid students’ nervous and to encourage the students to speak in more details and without pressure using English. His interview was consisted of three specific issues. In the first interview, he asked students to agree or disagree with a number of statements about their feelings about learning English and about different types of skills and activities. The second interview focused on their self-confidence and the last is he engaged the students in a self-assessment exercise using a unit of material from English for Me Grade 2. These three interviews allowed the research to collect in-depth information from each student about their motivation in relation to speaking activities in learning English. Finally, the result of his study showed that motivation took an important role to encourage students in speaking English. The study also proved that most of the students thought that they were not ready to speak English because they did not know English much yet.31
Moreover, a number of research by Gardner also used self-reports to assess motivation. The Attitude/Motivation Test Battery is the kind of technical report to know students’ motivation and attitude toward language learning. It is consisted of many statements describing students’ perception in learning a language. AMTB is made to assess non-linguistic aspects in language learning.32 Many researchers also adopted AMTB to assess their study about attitude and motivation because the questionnaires
30 Dina Maryana, The Correlation between Students’ Motivation in Learning English and their Speaking Achievement (A correlational study at Second grade students of Muhmmadiyah 17 Junior High School Tangerang), Unpublished research, 2011, p. 26.
31Sumaya, op. cit., pp. 48-49.
32 R. C Gardner, TheAttitude/Motivation Test Battery: International AMTB Research Project, (The University of Western Ontario, Canada: 2004).
are quiet valid and reliable to asses students motivation. This study also adopted some questionnaires from International AMTB Research Project by Gardner. This AMTB is the English-language version for use with students studying English as a foreign language. However, the researcher only took the questionnaires about motivation which are suitable with this study.
To strengthen the result of motivation, this study also conducted observation to the English teaching and learning process. It is done to confirm the result of motivated students in questionnaires whether they truly have high motivation or not. Motivated students can be seen by the observation of students’ persistence at tasks, the effort they expend to perform well, and how willingly they engage in tasks.
The Definition of Speaking
Speaking is the essential skill among other language skills that must be learned by English students. It is as the major criterion to consider that the English students’ competence is good or lack. There are many definitions of speaking from English experts. However, the writer only chooses several definitions which are important to talk about.
According to Jo McDonough and Christopher Shaw, “speaking is a desire and purpose-driven that may involve expressing ideas and opinions; expressing a wish or a desire to do something; negotiation and or solving a particular problem or establishing and maintaining social relationship and friendship”.33 Besides Lynne Cameron’s definition, “speaking is the active use of language to express meanings so that peoples can make senses of them”.34
From the definitions above, the writer conclude that speaking is a desire or a wish of person to express ideas, opinions and feelings to others, to negotiate, to solve problems in order to make and to maintain interaction, social relationship, and friendship.
33 Jo McDonough and Christopher Shaw, Materials and Method in ELT: A Teacher’s Guide, (Cambridge: Blackwell Publisher, 1993), p. 152.
34 Lynne Cameron, Teaching Language To Young Learners, (Cambridge: Cambridge University Press, 2001), p. 40.
The essential thing in speaking is practicing the language, because practices make us perfect. This skill is used by everyone to communicate in daily life whether at school or outside school. It is can be done by two or more people to communicate, to share information and to achieve a particular goals.
The Goal of Speaking
Scrivener informs in his book, fluency and confidence are the important goals in the speaking class.35 From the statement above, it means that speaking exercises students to have fluency and confidence to communicate with others. Fluency is used to describe the ability to communicate an intended message. Fluency is expected to be accurate in order to the listener easy to get the point of the message.
The goal of teaching speaking is to encourage students to develop ability to communicate and interact with others, to develop fluency and natural in expression and to have bravery share their ideas, feeling and opinion to other people.
Basically the goal of speaking is to communicate, as Henry Guntur Tarigan says: “the particular aim of speaking is to communicate”. Speech has three general goals: “to inform, to entertain and to persuade”.36
Kinds of Speaking Activity
Speaking is an oral communication. It is a process in which someone uses spoken words to express feelings, ideas, opinions and information to another person. When students learn a language, they must practice speaking. There are many activities may be useful for students to improve their speaking ability as follow:
a. Communication games
Speaking activities based on games are a useful way of giving students valuable practice. Game-based activities can involve practice of oral strategies such as describing, predicting, simplifying, asking for feedback through activities such as filling questionnaires and guessing unknown information.
35 Jim Scrivener, Learning Teaching A Guidebook for English Language Teachers (Oxford: Macmillan publisher, 2005), p. 146.
36 Henry Guntur Tarigan, Berbicara: Sebagai Suatu Satuan Ketrampilan Berbahasa, (Bandung: Angkasa, 1985), p. 16.
Actually the students really like this activity because they can learn how to speak the language by using games. They don’t realize that the teacher asks them to practice the language itself because they really enjoy it. They do it voluntarily. Whereas, when the teacher asks them to practice a dialogue, sometime they feel shy. This activity makes them fun, so they don’t feel bored.
b. Role play/simulations
One way of getting students to speak in different social contexts and to assume various social roles is to use role play activities in the classroom. In role play activities, the teacher gives information to the learners such as who they are and what they think or feel.
Simulation is very similar to role play but there is a little differences. In simulation, students can bring items to the class to create a realistic environment. c. Information gap
In this activity, students are supposed to be working in pairs. One student will have the information that other partner does not have and the partner will share their information. Information gap activities serve many purposes such as solving a problem or collecting information. Also, each partner plays an important role because the task cannot be completed if the partners do not provide the information the others need.
d. Retelling story
Retelling a story in a foreign language is a very demanding task. The demands of retelling story after listening and understanding should be not underestimated: language needed at a word, sentence and discourse levels must be found and produced. If the students are to retell the story, they are asked to work at this level in production.37
The students are expected to be able to enter to imaginative world that the story creates. It means that they can understand enough about the characters and their lives to be able to empathise with them. Thus, they can produce sentences by retelling the story well because they can image what the story actually looks like.
37 Cameron, Op. Cit., p. 176.
Discussion is an activity to talking about something to others. It can be done in pairs or groups. It is a very good and useful activity to improve students’ speaking skill. For example, after hearing a story, each student is given the opportunity to comment and to react to one another’s comments. Students are asked to discuss the value or moral in the story. Surely, many different opinions come out from each student.
It is an active situation with a lot of learning and experiencing. This involves students in learning lines for their role and can provide them with a memorable occasion to practice English. This activity involves a high amount of participant by the group. The group should learn how they would act in a situation, or explore being characters in a situation and what is making them act the way they are in order to the drama appears natural.
The Prepared speech is an activity which is commonly used in the speaking skill class. The topics used for speeches will vary depending on the level of the students and the focus of the class. It is good for students to be given some leeway in determining the content of their speeches.38
The Characteristics of Good Speaking Activity
According to Penny Ur, there are many characteristics of good speaking activity as follows:39
a. Learners talk a lot
As much as possible of the period of time allotted to the activity is occupied by learner talk.
b. Participation is even
All of students get a chance to speak and contributions are fairly evenly distributed. So, classroom discussion is not dominated by a minority of talkative participations.
c. Motivation is high
38 Marriane Celce Murcia, Teaching English as A Second Language, (Boston Massachusetts: Heinle publishers, 1991), p. 106.
Learners are eager to speak because they are interested to the topic and have something new to say about it, or because they want to contribute to achieving a task objective task.
d. Language is of an acceptable level
Learners express themselves in utterances that are relevant, easily comprehensible to each other and of an acceptable level of language accuracy.
Assessing Speaking Ability
Evaluating speaking skill is the most important aspect in language testing.40 However, Speaking is a complex skill among the other skills in English to be assessed because many criteria should be evaluated in speaking such as pronunciation, vocabulary, grammar, fluency, comprehension. Moreover, the administration of speaking test is quite difficult because it will be not effective and sufficient to test speaking skill in large number of students at limited time.
The other skills can be assessed by paper and pencil test, whereas speaking cannot be assessed by it. Students’ speaking skill should be measured by oral test. The kinds of oral test commonly used by teachers and practitioners to know the students’ speaking is face to face speaking test (interview), conversations, role plays, story-telling, oral presentations, etc. Actually all of them only the most popular choices of oral test in teaching and learning English to assess students’ speaking skill.
According to Kemtong in her journal, interview is considered as the most popular means in evaluating speaking ability. It is a direct test, face to face speaking between the students and the interviewer(s).41 It is right that interview is the most commonly used to measure speaking skill because it is the simplest one and direct means to know students skill. By interview the examiner can get the students’ speaking skill clearly and get the information from the students in depth.
Besides, Poonpon in his study to measure students’ speaking test also used dialogue speaking task and monologue speaking task. In dialogue speaking task, students are required to work in pair to prepare a 3-minute dialogue using phrases they
40 J.B. Heaton, Writing English Language Tests, (Longman, London and New York: 1995), New Edition, p. 88.
41Kemtong Sinwongsuwat, Rethinking Assessment of Thai EFL Learners’ Speaking Skills, Language Testing in Asia, Prince of Songkla University, Thailand, October 2012, p. 77.
had learned from their English course. The students were given a chance to rehearse the dialogue before taking the test. While in monologue speaking task, students are asked to give their opinion about a topic for a minute orally.
However, it is different from Dina’s study in evaluating students’ speaking skill. She assessed students’ skill by using role play test. In role play, students are asked to act as an actor based on the situations and contexts. Students are given a situation and problem before they act. Then, she scored students’ performance by using rating scores of oral test by Higgs and Clifford.42 It is important that whatever techniques of oral tests used to evaluate students’ ability, the most essential in this test is scale rating scores. Teachers and researchers should have reference of scale rating score of speaking to assess students’ speaking ability.
Therefore, this study is used conversational exchange to assess students’ speaking ability since it is simple and good to know information about students’ skill in depth. The test is evaluated into five criteria; they are pronunciation, grammar, vocabulary, fluency and comprehension. The five criteria are the components of speaking skill. In this study, the students are scored based on five components of speaking skill by using the scale rating scores of David P. Harris.
Motivation and Speaking Ability
Motivation is energy of students come from inside or outside which push themselves to do something. Motivation is considered as an essential part in learning speaking ability. It affects students’ ability to speak up. Motivated students will speak up eagerly without feeling shy. Murcia states in her book that to motivate the acquisition of communication skill of students and to provide real communication inside and outside of the classroom are the goals of speaking.43
Speaking is the essential skill among other language skills that must be learned by English students. It is as the major criterion to consider that the English students’ competence is good or lack.44 The essential thing in speaking is practicing the language, because practices make us perfect. This skill is used by everyone to communicate in
42 Siti Nurhayati, Teaching Speaking Skill Through Communicative Language Teaching, Unpublished thesis, UIN Jakarta, 2011, p. 51.
43Murcia, op. cit., p. 125. 44Ibid, p. 126.
daily life whether at school or outside school. It is can be done by two or more people to communicate, to share information and to achieve a particular goals. However, based on the writer’s observation in teaching speaking, many students feel shy to speak up in the classroom. They are also afraid of being laughed by their friends when they speak up. Moreover, many students are still lack of vocabulary.
All of them actually happened because of students are low motivated. It is assumed that motivated students will not face the problems above. Students with high motivation will study hard and attempt to get the best in learning. One of characteristics of motivated students is high persistence and effort in learning. Besides, Sumaya states in his research that motivation has important role in developing students’ speaking ability.45 In his research, he also faced many students’ problems which are almost similar with the problems above such as the students are lack of confident, lack of vocabulary, and worried making mistakes. He also declares that motivation should be created among students by the teacher in the classroom. Teacher should encourage and support the students to speak up, and also help them to feel enjoy by making interesting situation in learning process. Therefore, teacher has a vital role in teaching and learning to create motivation among students.46
Besides, the research conducted at Ha Noi University of technology students shows that motivation plays an important role in learning speaking. According to the results of the study, students at Ha Noi University of Technology have a higher degree of extrinsic motivation in learning English speaking skill than other kinds of motivation.47
Meenaz Sham conducted study by the title Students’ Attitudes, Motivation and Anxiety towards English Language Learning. This mini-research study attempted to investigate gender wise students’ attitudes, motivation and anxiety towards the learning of English as a second language in the multilingual context of Karachi, Pakistan. The study adapted a survey questionnaire from Gardner’s ‘Attitude Motivation Test
45Sumaya Ali Al-badi, Learners’ Motivation to Speak English, p. 46. 46 ibid, p. 53.
47 Nội học kỹ năng nói, Ways to motivate the first year non-English majors at Hanoi University of Technology in learning English speaking skill, Minor Thesis, p. 8.
Battery,’ to explore attitudes (English language and learning), motivations (intrinsic and extrinsic) and classroom anxiety of grade 8th students in a private secondary school. The survey findings of 77 students (40 males and 37 females) highlight that students have positive attitude and high level of enthusiasm towards English language and its learning. This study also described a higher degree level of extrinsic motivation than intrinsic motivation. Overall, the results emphasized girls to have a slightly higher degree of positive attitudes and motivation comparable to the boys.
Dina Maryana also conducted research at SMP Muhammadiyah Ciputat by the title “The Correlation between Students’ Motivation in Learning English and Their Speaking Achievement”, the study was showed that there was a significant correlation between students’ motivation and achievement in learning speaking. It means that the students with higher motivation get better achievement in speaking than the lower one. Her research was used survey method through correlational technique. This research took 34 participants as the sample taken by using random sampling technique. The data were collected by two techniques. The first technique was distributing questionnaires to measure the students’ motivation. The second technique was collecting students’ speaking score from English teacher. Then, the data collected were analyzed by formula of correlational product moment. The result showed that the correlation index between X variable (students’ motivation) and Y variable (Students’ speaking achievement) is 0, 406. It means both variables have medium correlation and the hypothesis of the research is accepted.48
Based on Lisa Kusumawati’s research at Department of English Education UIN Syarif Hidayatullah Jakarta by the title “The Correlation between students’ motivation in learning English and their speaking achievement”, the study was used a correlational method. In collecting the data, the researcher distributed questionnaires to the respondents and took students’ speaking score from English teacher. This research used random sampling to take respondents as the sample. After the data collected, the data were analyzed by formula of correlational product moment. The study stated that there is correlation between students’ motivation in learning English and their speaking achievement and the students with high motivation in learning English will get better
speaking achievement than those with low motivation in learning English. It means that motivation in learning English affects students’ speaking achievement.
Besides on Desi’s research, there is no significant correlation between students’ motivation and their achievement in learning English at MTs Negeri Parung. It was approved by the data which showed the rxy is smaller than ttable; rxy is 0.128 and ttable from the df (34) on the degree of significant 5% is 0.349. It means that the null hypothesis (Ho) is accepted and the alternative hypothesis (Ha) is rejected. This research was used quantitative research trough survey method. The population of this research was students at eight grade of MTs Negeri Parung. However, the researcher only took 36 students as her samples. The data collected by distributing questionnaires to the students at the school and taking students’ speaking score from the English teacher. Then, both of the data were analyzed by the formula of correlational product moment.49
Speaking is a process to get meaning by sending and receiving information between two people or more. It is one of skill used by everyone to communicate in daily life whether at school or outside school.
One of characteristics of good speaking activity is high motivation to speak. Students are eager to speak because they are interested to the topic and enjoy the teaching and learning process. Therefore, it is assumed motivation having correlation with speaking ability. Motivation is a power which comes from inside or outside of students and pushes themselves to do something.
Students who have motivation will make an effort to follow the learning process intensively and they will learn the lesson which supports speaking ability as well as possible not only in school but also out of school. Besides, students with high motivation in learning usually feel enjoyable in learning. It makes them easier to speak up and may practice easy or complex sentences to their friends accurately and fluently. It is assumed that motivation affects students’ speaking ability.
49 Desi Rahmayanti, The Correlation Between Students’ Motivation and Their Achievement in Learning English at Eight Grade of MTs Negeri PArung Bogor, Unpublished thesis, UIN Syarif Hidayatullah Jakarta.
Hypothesis of Study
It is assumed that there is a correlation between students’ motivation in learning speaking and their speaking ability at the second grade of SMA Darussalam Ciputat. The hypothesis which is formulated in this study as follow:
1. Null Hypothesis (Ho)
There is no correlation between students’ motivation in learning speaking and their speaking ability.
2. Alternative Hypothesis (Ha)
There is a correlation between students’ motivation in learning speaking and their speaking ability.
Place and Time
The research was conducted at the second grade of SMA Darussalam Ciputat.
The research started from July to November 2013. It was done to know the students’ motivation in learning speaking and their speaking ability and to know whether there is any correlation between them.
Research Method and Design
The method used in this study was a correlational method in a quantitative design. In correlational method, the researcher uses the correlation statistical test to describe and measure between two or more variables.50 In other words, it is used to analyze whether there is any correlation between two or more variables. This study is conducted to know the correlation between two variables. They are students’ motivation in learning speaking as the independent variable and students’ speaking ability as the dependent variable.
In the process of writing, the writer did field research. To get data of students’ motivation, she distributed questionnaires and conducted oral test to the students as the sample and also observed students’ classroom to confirm students’ motivation in learning speaking. Then, after data completed, the data will be analyzed by the formula of correlation product moment.
Population and Sample
The population of this research is all of students at the second grade of SMA Darussalam Ciputat. There are four classes in the second grade. However, there are 30 students as sample taken by using purposive sampling techniques. This technique was
50 John W. Creswell, Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research, (New Jersey: Pearson Prentice Hall, 2008), Third Edition, p. 356.
taken because of some purposes. The first purpose is the students have same level of intelligence in English. The second is the recommendation of teacher in SMA Darussalam to take sample in grade 2.1. Moreover, this study used purposive sampling because the research has limited time, energy and fund.
Technique of Collecting Data
Based on the explanation above, the techniques used to collecting data in this research as followed:
To get data of students’ motivation in learning speaking, the writer used questionnaires to get students’ answers. Questionnaires are consisted of a number of questions should be answered by respondents asking about their actions and beliefs. 51
The questionnaires are adopted from The Attitude/Motivation Test Batery (AMTB) by Gardner. Actually it consists of many items of statements involving attitude and motivation but the researcher only took 30 items which are suitable with this study and modified the questionnaires based on the context of students. Therefore, the researcher only took motivation statements from AMTB and then translated into Indonesian language.
The questionnaires are “closed”, it means the respondents are only choosing the best one on the items and making checklist on the given answers. In answering the questionnaires, the students are asked to choose one of the options by giving a mark or checklist. Then the students are tested by oral test.
The questionnaires are based on the indicators of extrinsic and intrinsic motivation. These are the components of indicators of students’ motivation in learning speaking used in this research:
1) Extrinsic motivation
Indicators of Extrinsic Motivation
Aspects Indicators Statements
Teachers Teacher encourages
students to learn
English, such as:
a. Teacher gives
reward to students.
memberikan hadiah kepada siswa yang mendapatkan nilai bahasa Inggris yang bagus.
Guru tidak pernah
memberikan hadiah kepada siswa yang mendapat nilai bahasa Inggris bagus.
b. Teacher becomes an inspiration.
Guru bahasa Inggris
di sekolah adalah sumber inspirasi saya.
Menurut saya, guru
bahasa Inggris saya tidak menyenangkan.
b. Teacher uses
interesting method in teaching.
yang digunakan guru dalam mengajar bahasa Inggris sangat menyenangkan.
digunakan guru dalam menjelaskan materi bahasa Inggris sangat membosankan.
Parents Parents encourage
students to learn
a. Asking students to
Orangtua saya selalu
menganjurkan dan memberi dukungan untuk mendalami pelajaran bahasa Inggris dengan les privat.
Orangtua saya tidak
mendukung saya belajar bahasa Inggris.
b. Helping students to overcome
Orangtua saya selalu
membantu mengatasi kesulitan seputar pelajaran bahasa Inggris.
Orangtua saya tidak
pernah membantu saya mengatasi kesulitan pelajaran bahasa Inggris.
c. Giving rewards to students.
Orangtua saya selalu
mendorong saya untuk belajar bahasa Inggris dan
memberikan hadiah apabila nilai bahasa Inggris saya bagus.
Orangtua tidak pernah
mendorong saya untuk belajar bahasa Inggris dan tidak pernah memberikan hadiah kepada saya.
Environment Environment really
ability to speak, such as:
a. The situation in the classroom is very interesting.
1. Belajar bahasa Inggris itu sangat menyenangkan karena suasana di kelas sangat mendukung saya untuk berbahasa Inggris.
Jujur, saya tidak suka dengan kelas bahasa Inggris.
b. Students are easy to speak wherever they are.
Inggris itu mudah bagi saya di manapun saya berada.
Saya merasa tidak
nyaman ketika berbicara bahasa Inggris dimanapun saya berada. c. Students have high
confidence to speak.
Saya sangat percaya
diri ketika diminta untuk berbicara bahasa Inggris di dalam kelas.
Saya tidak percaya diri ketika berbicara bahasa Inggris di dalam kelas.
2) Intrinsic motivation a) Effort
b) Desire c) Attitude
Indicators of Intrinsic Motivation
Aspects Indicators Statements
Effort Students attempt to learn English hard by:
a. Practice English
Saya selalu melatih
bahasa Inggris dengan mempraktikannya hampir setiap hari.
Saya tidak pernah
mempraktikkan bahasa Inggris.
b. Asking to teacher
mengalami kesulitan dalam belajar bahasa Inggris, saya selalu bertanya kepada guru.
Saya tidak pernah
bertanya kepada guru bahasa Inggris, walaupun saya mengalami kesulitan.
c. Doing English
mengerjakan tugas bahasa Inggris yang diberikan oleh guru.
Sebisa mungkin saya
menunda mengerjakan tugas bahasa Inggris yang diberikan oleh guru.
Desire a. Students have strong desire to be able to speak English.
Saya ingin bisa
berbicara bahasa Inggris dengan lancar.
Saya tidak mempunyai
keinginan untuk bisa berbicara bahasa Inggris.
b. English is very
students’ carrier in the future.
Saya Ingin menguasai
bahasa Inggris karena akan menunjang karir saya di kemudian hari.
bukanlah hal yang penting dalam hidup saya.
c. Students exercise
English by watching English program on television.
Saya lebih suka
menonton program televise yang
berbahasa Inggris dari pada yang berbahasa Indonesia.
Saya lebih suka
menonton program televise yang
menggunakan bahasa Indonesia.
Attitude a. Students like to speak English.
adalah kegiatan yang sangat menyenangkan.
adalah kegiatan yang sangat menegangkan.
b. Students considered
English as an
Saya sangat menyukai
pelajaran bahasa Inggris karena saya ingin bisa berbahasa Inggris dengan lancar.
Saya tidak suka
dengan pelajaran bahasa Inggris.
c. Speaking in English is important program in the school.
adalah program sekolah yang sangat penting.
hanya membuang waktu saja.
The kind of test used in this research is oral test. It is done to know the students’ speaking ability involving their pronunciation, grammar, vocabulary, fluency and comprehension. The students’ speaking ability is as the dependent variable in this research. So, to know the score of students’ speaking ability, the writer conducted oral test to the students.
The oral test carried out to the students once after the students answering the questionnaires. The type of oral tests used in this study is conversational exchange.
Students are given a situation and required to develop the sentences on the lines of certain pattern. To avoid subjectivity in this study, the oral test is assessed by two persons whom know about speaking ability test.52 The test is conducted in the classroom. Students are asked to practice speaking in pairs (Asking and Giving Information). Before students practice, they are given a situation “You meet your friend in the classroom and then you ask him/her about “What did you do last night?”. Then each pair of students speaks in front of the classroom.
In order to get students’ motivation in depth and to strengthen the instrument in this study, this study also used observation for triangulation. Observation was conducted to know the reality of students’ motivation in questionnaires, whether there is any similarity between the result of questionnaire and the activities in the classroom which describing the participant of students in learning speaking. In other words, it is used to confirm the students’ motivation assessed by questionnaires with classroom observation. In this study, the researchers observed the process teaching and learning English in the classroom which show the characteristics of motivated students. Motivated students can be seen by the observation of students’ persistence at tasks, the effort they expend to perform well, and how willingly they engage in tasks.53
This study employed non-participants observation which means the researchers are not directly involved in the situation observed. The researcher only watched the English teaching and learning process in the classroom and evaluated the activities which describe the characteristics of motivation in a form of rubric. Arikunto states that the most effective way in using observation technique in collecting data is to use form of rubric.54 The rubric is consisted of items about events or activities that happened in English teaching and learning process inside the classroom.
52 Heaton, op. cit., 89.
53Schunk, op. cit., 13.
54Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: Rineka Cipta, 2010), p. 272.
Technique of Data Analysis
After the writer got the data from questionnaires of motivation, observation of students in English teaching and learning speaking and test of speaking ability, she measured each of data:
1. Assessing Motivation
To measure motivation in this study, the researcher used two techniques: Questionnaires and classroom observation.
The questionnaires in this study have 30 items adopted from AMTB by Gardner. The questionnaires were assessed by Likert scale rating. This scale rating has five options. They are: Strongly Agree (Sangat setuju), Agree (Setuju), Undecided (Ragu-ragu), Disagree (Tidak Setuju), and Strongly Disagree (Sangat Tidak Setuju). Each option also has score based on the Likert Scale Rating below:55
The Likert Scale Rating
Strongly agree 5 1
Agree 4 2
Undecided 3 3
Disagree 2 4
To analyze data from observation, the researcher used descriptive technique to describe the result from observation in English teaching and learning activities based on the classroom observation rubric. She explains the situation and the condition in the classroom and reveals activities that
55 Sugiyono, Metode Penelitian Pendidikan Pendekatan Kuantitatif, kualitatif dan R&D, (Bandung: Alfabeta, 2010), p. 135.
show the characteristics of students’ motivation. These are some aspects which are observed in the classroom covered in the rubric below:
Classroom Observation Rubric
No Observed Aspects
1 Student pays attention to the teacher’s explanation.
2 Student asks to the teacher when he/she does not understand about
3 Student expresses his/her ideas when she/he is given chance. 4 Student writes down the points of teacher’s explanation. 5 Student follows the teaching and learning process.
6 Student is interested in the material which delivered by teacher. 7 The interaction between teacher and student are created lively in
8 Student studies hard toward material sources given by teacher.
9 Student does assignment given by teacher.
10 Student answers teacher’s question well.
2. Assessing Speaking Ability.
To know students’ speaking ability in this study, students are assessed by oral test. The test is evaluated into five criteria; they are pronunciation, grammar, vocabulary, fluency and comprehension. The five criteria are the components of speaking skill. In this study, the students are scored based on five components of speaking skill by using the scale rating scores of David P. Harris.
David P. Harris’ scale rating scores
No Criteria Rating
1. Pronunciation (5) Has few traces of foreign accent.
(4) Always intelligible, though one is conscious
of a definite accent.
(3) Pronunciation problem necessities
Student 15 : “What was have you finished fisika homework?” Student 16 : “Oh My God, I’m forget doing the homework fisika.” Student 15 : “What…what did you do last night?”
Student 16 : “I played games Angry Birds last night, so I forget doing my homework.”
Student 15 : “Maybe, you see my homework.” Student 16 : “Really?”
Student 15 : “Yes…”
Student 15 : “Thank you Eka.” Student 16 : “You’re welcome.” 9. Student 17 : “Morning…”
Student 18 : “Morning…”
Student 17 : “How are you today?” Student 18 : “I fine thank you, and you?”
Student 17 : “I fine thank you. Where are you going?” Student 18 : “I want to training football, and you?”
Student 17 : “I want…I want looking for breakfast. What did you do last night?”
Student 18 : “I went to the restaurant with my family.” Student 17 : “Where was the restaurant?”
Student 18 : “I visit Prepet Chicken restaurant. What did you do last night?” Student 17 : “I watched on TV last night.”
Student 18 : “What is the TV program?”
Student 17 : “I watched on TV program comedy last night.” Student 18 : “Okay, see you.”
Student 17 : “Okay, see you.”
10. Student 19 : “Good morning, how are you?”
Student 20 : “Good morning too, I’m fine thanks and you?” Student 19 : “I’m fine too. What do you last night?”
Student 20 : “I played football last night and you? What did you do last night?”
Student 20 : “Okay, thanks see you later.” Student 19 : “See you.”
11. Student 21 : Hi… good morning. Student 22 : Hi…good morning too.
Student 21 : By the way, How are you today?
Student 22 : I am fine, thank you and you?
Student 21 : I am fine thank you. By the way, what did you do last night?
Student 22 : I’m sleep last night, and you?
Student 21 : I studied with my friend last night.
Student 22 : Ok, thank you.
Student 21 : thank you.
12. Student 23 : “Good morning.” Student 24 : “Good morning too.”
Student 23 : “What did you do last night?”
Student 24 : “I met my friend last night, and you?”
Student 23 : “I slept last night. Where did you met your friend? Student 24 : “I met her in the restaurant”
Student 23 : “Oh.. with whom you met her? Student 24 : “hmm.. with my sister”
Student 23 : “ Oh… ok thanks for your information. Nice to meet you.” Student 24 : “Nice to meet you too.
13. Student 25 : “Hi, Good morning…” Student 26 : “Morning…”
Student 25 : “How are you today?” Student 26 : “I’m fine thanks and you?”
Student 25 : “Fine too, what did you do last night?” Student 26 : “I watched television and how about you?” Student 25 : “I played with my friend.”
Student 25 : “See you…”
14. Student 27 : “Good morning…” Student 28 : “Good morning too…” Student 27 : “How are you?”
Student 28 : “I’m fine, thank you and you?”
Student 27 : “Fine too, emmm… by the way what did you do in the night?” Student 28 : “I’m watch television and you?”
Student 27 : “I dinner with my family.” Student 28 : “Woww, it’s great.” Student 27 : “Okey, see you.” Student 28 : “See you.” 15. Student 29 : “Morning…”
Student 30 : “Morning…”
Student 29 : “How are you today?” Student 30 : “I’m fine, and you?”
Student 29 : “I’m fine too. What…what did you do last night?” Student 30 : “I’m studying English with my friend, and you?”
Student 29 : “I’m watching television with my family. See you again, thank you for your inform. Nice too meet you.
Student 30 : Thank you. See you later.” Student 29 : “Okey…bye…”
Output SPSS of Students’ Motivation
Frequency Percent Valid Percent Cumulative Percent
78.00 3 10.0 10.0 10.0
82.00 2 6.7 6.7 16.7
83.00 1 3.3 3.3 20.0
85.00 1 3.3 3.3 23.3
86.00 3 10.0 10.0 33.3
87.00 7 23.3 23.3 56.7
88.00 5 16.7 16.7 73.3
89.00 1 3.3 3.3 76.7
90.00 1 3.3 3.3 80.0
91.00 3 10.0 10.0 90.0
92.00 2 6.7 6.7 96.7
93.00 1 3.3 3.3 100.0
Total 30 100.0 100.0
N Valid 30
Std. Deviation 4.00804
Output SPSS of Students’ Speaking Score
N Valid 30
Std. Deviation 5.68412
Frequency Percent Valid Percent Cumulative Percent
64.00 1 3.3 3.3 3.3
66.00 3 10.0 10.0 13.3
68.00 5 16.7 16.7 30.0
70.00 4 13.3 13.3 43.3
72.00 2 6.7 6.7 50.0
74.00 4 13.3 13.3 63.3
75.00 4 13.3 13.3 76.7
76.00 1 3.3 3.3 80.0
78.00 1 3.3 3.3 83.3
80.00 2 6.7 6.7 90.0
82.00 1 3.3 3.3 93.3
85.00 1 3.3 3.3 96.7
86.00 1 3.3 3.3 100.0
Output of Correlation between Students’ Motivation Score (X variable) and Their Speaking Scores (Y variable) by Applying SPSS
Pearson Correlation 1 .555**
Sig. (2-tailed) .001
N 30 30
Pearson Correlation .555** 1
Sig. (2-tailed) .001
N 30 30