THE CORRELATION BETWEEN STUDENTS’ MOTIVATION AND THEIR SPEAKING ABILITY AT THE FIRST SEMESTER OF THE ELEVENTH GRADE OF SMA PGRI 1 TALANG PADANG IN THE ACADEMIC YEAR OF 2018/2019 - Raden Intan Repository

  THE COR RELATION BETWEEN STUDENTS’ MOTIVATION AND

THEIR SPEAKING ABILITY AT THE FIRST SEMESTER OF THE

ELEVENTH GRADE OF SMA PGRI 1 TALANG PADANG IN THE

ACADEMIC YEAR OF 2018/2019

  

(A Thesis)

Submitted as Partial Fulfillment of

the Requirement for S1-Degree

By:

  

Nopela Marselena

NPM: 1411040313

Study Program: English Education

  Advisor : Prof. Dr. Idham Kholid, M.Ag. Co-Advisor : Agus Hidayat M.Pd.

  

TARBIYAH AND TEACHER TRAINING FACULTY

RADEN INTAN STATE ISLAMIC UNIVERSITY

LAMPUNG

2019

  

ABSTRACT

THE CORRELATION BETWEEN STUDENTS’ MOTIVATION AND THEIR

SPEAKING ABILITY AT THE FIRST SEMESTER OF ELEVENTH

GRADE OF SMA PGRI 1 TALANG PADANG IN ACADEMIC

  

YEAR OF 2018/2019

By:

NOPELA MARSELENA

  The thesis entitled The Correlation between Students' Motivation and Their Speaking Ability is aimed to get empirical evidence of the students’ motivation in relation to their ability in speaking. The students should have good motivation, by having adequately motivation the students speaking ability may well be facilitated.

  The research methodology used in this research is descriptive quantitative method. This is correlational research. The population of this research was all eleventh grade students at SMA PGRI 1 Talang Padang amounting 165 students. There were only 30 students taken as the sample of this study which are determined by using cluster random sampling. In collecting the data, the researcher use instruments in form of multiple choice questions for students’ motivation and oral test for speaking ability. In this research SPSS was used to compute the data.

  The finding of this study reveals that there is a significant correlation between students’ motivation and speaking ability at the first semester of the eleventh grade of SMA PGRI 1 Talang Padang. From the data analysis computed by using SPSS, it was obtained that Sig α=0.05. It means Ha is accepted because Sig=0.001<0.05. Therefore, there is a significant correlation between students’ motivation and their speaking ability at the first semester of the eleventh grade of SMA PGRI 1 Talang Padang in the academic year of 2018/2019.

  

MOTTO

               

          

Then observe one who is devout in prayer, standing and in prostration, during the hours of

the night, and who fears the Hereafter, and hopes for the mercy of his Lord. Ask them: Can

those who know be like those who know not? It is only those endowed with understanding

  1 that take heed. (QS. Az-Zummar:9)

  

DEDICATION

  This thesis is dedicated to:

  1. My beloved parents Mrs. Zatun Meria and Mr. Soleh (Alm) who always pray and give me support and spirit as well as wish for my success.

  3. My beloved grandfather who always pray for my success.

  2. All of my big families who always give me motivation, suggestion and give me spirit for my study.

  4. My beloved Almamater UIN Raden Intan Lampung.

  5. My Beloved Friends, who always support me in finishing this thesis.

  

ACKNOWLEDGEMENT

  All praise to Allah the almighty God, the Most Merciful, and the Most Beneficent, for blessing the researcher with His mercy and guidance to finish this thesis.

  Peace and Salutation is extended to the prophet Muhammad peace be upon him, with his family and followers. This thesis entitle d “The Correlation Between

  Students’ Motivation and Their Speaking Ability at the First Semester of the Eleventh Grade of SMA PGRI 1 Talang Padang in the Academic Year of 2018/2019

  ” is submitted as compulsory fulfillments of requirements for S1- degree of English Education Study Program at Tarbiyah and Teacher Training Faculty, Raden Intan State Islamic University (UIN) Lampung. Without help, support, and encouragement from several people and institution, this thesis would never come into existence. Therefore, the researcher would sincerely thank:

  1. Prof. Dr. H. Chairul Anwar, M.Pd., the Dean of Tarbiyah and Teacher Training Faculty UIN Raden Intan Lampung.

  2. Meisuri, M.Pd., the Chairperson of English Education Study Program of UIN Raden Intan Lampung.

  3. Prof. Dr. Idham Kholid, M.Ag., the Advisor who has patiently guided and directed until the completion of this thesis.

  4. Agus Hidayat, M.Pd., the Co-Advisor who has patiently guided and

  5. All nice lecturers of English Education Department for their guidance to the researcher during her study at UIN Raden Intan Lampung.

  6. Fenti Hara, MP.d., the head master of SMA PGRI 1 Talang Padang Tanggamus who has given a chance to the researcher to carry out the research.

  7. Agus Mardika, SP.d., the English teacher of SMA PGRI 1 Talang Padang Tanggamus who helped the researcher in collecting the data.

  8. Beloved friends, Mutiara Sari, Novita Sari, Ririn Gustina Dewi, Nurlatifah, Rama, Penda Yani Yuza, Fitri, Tata, Emilia and Eka also all of students in my class who always cheer her up until completion this thesis, and thanks for your kindness.

  9. Any other person who cannot be mentioned one by one for their contribution to the researcher during finishing her thesis.

CURRICULUM VITAE

  th

  The writer name is Nopela Marselena. She was born on November 26 , 1995 in Sukaraja, Gunung Alip. She is the single child of the couple Mr. Soleh (Alm) and Mrs. Zatun Meria.

  She started her formal education at SD Negeri 1 Kutadalom and move in SD Negeri 1 Sukaraja at the four grade and graduated in 2008. Next, she continued her study at Junior High School of MTsN Model Talang Padang and graduated in 2011. After graduating from MTsN Model Talang Padang she continued in MAN

  1 Pringsewu and finished in 2014. Then, she continued her study at UIN Raden Intan Lampung in English Education Department of Tarbiyah and Teacher Training Faculty.

  TABLE OF CONTENT COVER ........................................................................................ i ABSTRACT ................................................................................. ii APPROVAL ................................................................................ iii ADMISSION ................................................................................ iv DECLARATION ......................................................................... v MOTTO ....................................................................................... vi

DEDICATION ............................................................................. vii

CURRICULUM VITAE ............................................................. viii

ACKNOWLEDGEMENT .......................................................... ix TABLE OF CONTENT .............................................................. xi

LIST OF TABLE ........................................................................ xvi

LIST OF CHART ........................................................................ xvii

LIST OF APPENDIX ................................................................. xviii

  CHAPTER I INTRODUCTION A. Background of the Problem ............................ 1 B. Identification of Problem ................................ 10 C. Limitation of Problem ..................................... 10 D. Formulation of Problem .................................. 11 E. Objective of the Research ............................... 11 F. Significant of Research ................................... 11 G. Scope of the Research ..................................... 12

  1. Subject of the Research ............................... 12

  2. Object of the Research ................................ 12

  3. Place of the Research .................................. 12

  4. Time of the Research .................................. 12

  H. Definition of the Term .................................... 13

  2. Speaking ..................................................... 13

  3. Correlation ................................................. 13

  4. Ability ........................................................ 13

  CHAPTER II LITERATURE OF THEORIES A. Concept of Motivation .................................... 14

  1. Definition of Motivation ............................. 14

  2. Kinds of Motivation in Learning L2/FL ..... 17

  a. Integrative Motivation ............................. 17

  b. Instrumental Motivation .......................... 18

  3. Characteristic Motivation ............................ 18

  a. Attitude toward learning language .......... 19

  b. Desire ...................................................... 19

  c. Motivational Intensity ............................. 19

  4. Function of Motivation in Learning ............ 21

  5. Assessing Motivation .................................. 22

  a. Direct Observations ................................. 22

  b. Rating by Brother .................................... 23

  c. Self-Report .............................................. 23

  B. Concept of Speaking ....................................... 25

  1. Definition of Speaking ................................ 25

  2. Elements of Speaking .................................. 26

  3. The Goal of Speaking.................................. 27

  4. Kind of Speaking Classroom Activity ........ 28

  a. Communication Games ........................... 28

  b. Questionnaire .......................................... 29

  c. Debate ...................................................... 29

  d. Role play ................................................. 30

  e. Dramatization .......................................... 30

  5. Characteristic of Good Speaking Activity .. 31

  a. Learners Talk a lot ................................... 31

  b. Participation is Even ............................... 32

  c. Motivation is High .................................. 32

  d. Language is an Acceptable Level ........... 32

  6. Assessing Speaking Ability ........................ 32

  C. Concept of Conversation ................................. 34

  1. Types of Conversation ................................ 35

  a. Talking Nice ............................................ 37

  b. Debating .................................................. 37

  c. Reflexive Dialogue .................................. 37

  d. Co-Creation ............................................. 37

  D. Correlation Be tween Students’ Motivation and their Speaking Ability ............................................. 37

  E. Conceptual Framework ................................... 40

  F. Hypothesis of Study ........................................ 41

  CHAPTER III RESEARCH DESIGN A. Design of the Research .................................. 42 B. Variable of the Research ................................ 43 C. Operational Definition of Variables .............. 43

  1. Students’ Motivation ................................. 43

  2. Speaking Ability........................................ 44

  D. Population, Sample and Sampling Technique 44

  1. Population ................................................... 45

  2. Sample Technique ....................................... 45

  3. Sample ......................................................... 45

  E. Technique of Collecting Data ......................... 46

  1. Motivation ................................................... 46

  2. Speaking ...................................................... 46

  1. Motivation ................................................... 48

  2. Speaking ...................................................... 50

  G. Research Procedure ......................................... 50

  1. Determining the Population ......................... 51

  2. Finding the Sample ...................................... 51

  3. Validity of the Scale and Test ...................... 51

  4. Distributing the Instrument .......................... 51

  5. Analyzing the Data ....................................... 51

  H. Reliability and Validity of the Instrument ...... 51

  1. Validity ........................................................ 51

  a. Content Validity ...................................... 52

  b. Construct Validity ................................... 52

  c. Validity of the Instruments ...................... 52

  2. Reliability of Test ........................................ 53

  3. Normality .................................................... 54

  4. Linearity ....................................................... 54

  I. Technique of Data Analysis ............................ 55

  1. Assessing Motivation .................................. 55

  2. Assessing Speaking ..................................... 56

  3. Assessing Two Variables ............................ 56 J. Hypothesis Testing .......................................... 57

  CHAPTER IV RESULT AND DICUSSION A. Data Description ............................................ 60 B. Data Analysis ................................................. 60

  1. Students’ Motivation Score ........................ 60

  a. Questionnaire.......................................... 60

  2. Students’ Speaking Score ........................... 62

  3. Normality ................................................... 65

  4. Linearity ...................................................... 65

  Speaking Ability ............................................. 66

  1. Result of Hypothetical Test ......................... 66

  2. Hypothesis Testing ...................................... 68

  D. Discussion Findings ........................................ 68

  CHAPTER V RESULT AND FINDINGS A. Conclusion ...................................................... 72 B. Suggestion ....................................................... 73

  1. For the Teacher ........................................... 73

  2. For the Student ............................................ 73

  3. For Other Researcher .................................. 74

  

REFERENCES ............................................................................ 75

APPENDICES ............................................................................. 79

  LIST OF TABLE Page

  Table 1. Student speaking score of SMA PGRI............................ 5 Table 2. Population ....................................................................... 44 Table 3. Sample ............................................................................ 46 Table 4. Spesification of motivation questionnaire ...................... 49 Table 5. Likert scale rating ........................................................... 55 Table 6. Score of motivation ......................................................... 61 Table 7. Score of student speaking ability .................................... 63 Table 8. Central tendency of speaking score ................................ 64 Table 9. Normality motivation ...................................................... 65 Table 10. Normality speaking ....................................................... 65 Table 11. Linearity ........................................................................ 65 Table 12. Correlation SPSS .......................................................... 67

LIST OF CHART

  Chart 1. Student motivation score ................................................. 61

  Page

  LIST OF APPENDIX Page

  Appendix 1. Student motivation score .......................................... 80 Appendix 2. Student Speaking Score ............................................ 82 Appendix 3. Reliability of Speaking ............................................. 84 Appendix 4. Calculation of SPSS ................................................. 83 Appendix 5. Questionnaire ........................................................... 87 Appendix 6. Speaking instrument ................................................. 90 Appendix 7. Transcript of speaking test ....................................... 91 Appendix 8

  . Heaton’s rating score ................................................ 93 Appendix 9. Motivation indicators ............................................... 95

CHAPTER I INTRODUCTION A. Background of the Problem Human beings need communication to deal with one and another in their

  lives. If there are no languages, it must be very difficult for human to communicate each other. Language is also a tool fashioned by man, given nature of his innate endowment it is one of most sophisticated tools human use it to do various thing, like giving commands and asking questions and expressing feeling, but we usually

  1

  use it to communicate information about the world. English is one of the languages which is widely used in the world. It is important to be mastered because most of the current international communication is delivered through English. Harmer stated that language is used widely for communication between

  2

  people who do not share the same first (or even second) language. Language is used by human in order to know and understand each other. As we know that God created human in different condition and character, so they need to interact among people. Allah has explained this instruction in the Quran at Surah Al-Hujurat: 13.

  ساَّنل ٱ اَهُّيَأَٰٓ َي َّنِإ ْۚ آَٰى فَراَعَتِل َلِئَٰٓاَبَقَو اٗبى ع ش ۡم ك َنۡلَعَجَو ىَثن أَو ٖرَكَذ نِّم م ك َنۡقَلَخ اَّنِإ ٣١ ٱ ٱ

  َِّللّ ََّللّ ₁ ٞريِبَخ ٌميِلَع َّنِإ ْۚۡم ك ىَقۡتَأ َدنِع ۡم كَمَر ۡكَأ ₂ Prashant Parikh, The Use of Language, (CSLI Publication: 2001) Jeremy Harmer, The Practice of English Language Teaching, (4thEd), (Edinburgh Gate: Longman, 2007), p. 13

  

O mankind, We have created you from male and female; and We have

divided you into tribes and sub-tribes for greater facility of intercourse.

  

Verily, the most honored among you in the sight of Allah is he who is the

  3

most righteous among you. Surely, Allah is All Knowing, All Aware. (QS.

  Al- Hujurat: 13) From the explanation above, it shows that people have been instructed by

  Allah to be a friendship or can be understood between each other, although they have different sex, tribe, country, and language. People need a communication to know each other. It is a basic human activity, and basic of all human’s communication is language. Language has some functions in people life, in everyday activities. People use language; they can introduce themselves, communicate with other, and enlarge their knowledge. Without language it is hard to imagine how people can cooperate and get along with other. In one of theory says that language is a means of communication among the nations and people, will be utilized to deliver someone’s idea, felling, thought, and opinion to someone else. English is an International language which has been received by countries all over the world. The function of it is as a means of communication in meeting business or other activities among government over the world. Besides, English is used as science of knowledge, new invention in field of modern technology, pharmaceutical, medical, etc. ₃ Muhammad Zafrulla Khan, Op.Cit, p. 97.

  As a foreign language in Indonesia, English is learned seriously by many people to have a good prospect in the community of international world. Recently, English becomes important and its plays a key role in our educational system and

  4 national system.

  Since it’s important, English is taught widely at formal school starting from elementary school up to universities; even at informal school i.e. courses. There are four skills in learning English they are listening, speaking, reading and writing. Speaking is very important because speaking and human being cannot be separated from each other. Speaking is used to express their ideas or argument and to communicate to people in civilized world.

  Speaking is a complex skill among the other three skills in English. No doubt that many students get difficult in learning speaking, moreover to practice it. Every student has different perception. Many students judge speaking is a difficult material that they learned. There are many cases of this such as lack in vocabulary as not knowing what to say the word in English. The student also said that they cannot think of anything to said beside, they are not feel confidence and feeling shy. Students are also lack of speaking English in the class they are prefers to speaking with mother tongue because they feel it more easy.

  Based on the explanation above, the researcher conducted preliminary research at the students of SMA PGRI 1 Talang Padang. The data were obtained by interviewing the English teacher and some students of SMA PGRI 1 Talang ₄ M.F. Fatel & Preeven M. Jain, English Langusge Teaching, (Jaipur: Sunrise Publisher Distributors, 2008), p. 2. Padang, Mr. Agus Mardika. The researcher found that the students have problems in practicing the conversation of dialogue in speaking lesson. The teacher said that there are problems faced by students when they want to practice it. They seem to be confused in speaking because their vocabulary is low and they could not think the words that should be said. Moreover, student is afraid by their mistake and being laughing by their classmate as delivered by their teachers, students also have similar argument about the difficult that they face in learning English especially speaking, quoted from the result of student interview show that many students who are weak on speaking skill both influenced from the method of teaching and the lack of pronunciation in English when they practice. In addition, some students are shy or afraid to practice speaking they are do not braveness and afraid being laughing by their classmate or receive less favorable criticism from the teacher this problem also show in the book written by Holt, he said that the classmate and sometime teacher also throw a taunt to the students who are left behind in the lesson and they tend to fear the ridicule that make them feel insecure for more

  5

  flexibility in learning. Students also lack of interest to practice speaking English because the mother-tongue is easier to pronounce.

  The problem encountered can also be seen from the students’ capability in mastering English, especially in speaking ability, teacher said that only a few of students got score above the criteria of minimum mastery (KKM), while many students got score below KKM. The criterion of minimum mastery (KKM) of this ₅ John Holt, How Children Fail, (Jakarta: PT Gelora Aksara Pratama, 2011), p. 20. school is 77. The researcher assumed that the students’ ability in speaking is still low. It can be seen on the table below

  

Table 1

Students’ Speaking Score of SMA PGRI 1 Talang Padang

2018/2019

Class Score The Number Of Percentage

  Student

  XI IPA 1 9 38 % ≥ 77 21 62 % ≤ 77

  Total 30 100%

  XI IPA 2 12 41 % ≥ 77 14 59 % ≤ 77

  Total 26 100%

  XI IPA 3 12 38 % ≥ 77 13 62 % ≤ 77

  Total 25 100%

  XI IPS 1 18 37 % ≥ 77 22 63 % ≤ 77

  Total 30 100%

  XI IPS 2 11 39 %

  ≥ 77

  14 61 %

  ≤ 77 Total 25 100 %

  XI IPS 3 9 39 %

  ≥ 77

  20 61 %

  ≤ 77 Total 29 100 %

  Source: Documentation from English teacher of SMA PGRI 1 Talang Padang in

  academic year 2018/2019

  There are methods, ways and factors that teacher can do and take effect to solve this problem. Which one that the researcher was discuss is motivation. One of factors effect to the student in learning speaking is motivation from affective

  6

  factors. Krashen argued that affective filter is a mental block that prevents acquires from fully utilizing the comprehensible input they receive for language acquisition when it is up the acquirer may understand what he hears and reads but the input will not reach LAD this occurs when the acquirer is on unmotivated,

  7

  lacking in self-confidence or anxious when he is on the defensive. Lara and Peres in Goulaugsdottir’s essay define that LAD (Language Acquisition Device) is the specific, genetic program of humans, which allows them to learn and the language,

  8

  regardless of the degree difficulty of the language. Hong Tuan also says that to overcome problem in speaking can be effected by the factor which one is affective

  9

  factor that consist of motivation, self- confidence and anxiety. Motivation has an important role in learning speaking. It is a key for the student have the spirit in learning speaking. Motivation is energy of students which come from inside or

  10

  outside encouraging themselves to do something. 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. It can be concluded that affective factor especially motivation can help

  6 Shazams, M.

  “Students’ Attitudes, Motivation and Anxiety Towards English Language Learning ₇ ”. Journal of Research and Reflection in Education, Vol. 2 No. 2 (December 2008), p. 120.

  Stephen D. Krashen, The Input Hypothesis: Issues and Implications, (New York: Longman, 1985), p. 81. ₈ Erla Bjork Goulaugsdottir, BA Essay: Children’s First Language Acquisition, (Haskoli Island: Scool of Humanities Departmen of English, 2016), p.11. ₉ Nguyen Hong Tuan, “Factors Affecting Students Speaking Performance at Le Thanh Hien

  High School ₁₀ ”. Asian Journal of Educational Research, Vol 3 No. 2 (2015), p. 9.

  Harmer, Op.Cit. p 3. or slow the process of mastering the ability to speak (speaking) of learners in the process of learning English as a foreign language There were some previous research that related about correlation students motivation and their speaking ability, one of the research was conducted Dina

  Maryana 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 (Stude nts’ speaking achievement) is 0.406. It means both variables have medium

  11 correlation and the hypothesis of the research is accepted.

  Other research is from Dara Helmasena conducted study by the title

  “The Correlation Between Students’ Motivation and Their Writing Ability”. This ₁₁ 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. research was conducted at SMA Al Kautsar Bandar Lampung in academic year of 2014/2015. She took place in class XI Science 1 which consisted of 34 students.

  The instruments used to gather the data were motivation questionnaire and writing test. The result showed th at the highest score of students’ motivation was 94, the lowest score was 41, and the average was 65.8. while for the writing test the score was gained from the average of interest sum scoring, the highest score was 95, the lowest score was 55, and the ave rage was 75. The she correlated the students’ motivation and their writing. It was found that the coefficient correlation between the students’ motivation and their writing ability was 0.873. It can be seen that the correlation between the students’ motivation and their writing ability was high. It was proven by the result of Pearson Product Moment Formula, which showed p

  12

  was 0.00 and the result was significant because p<0.05 a (0.00<0.05). It can concluded that there is a significant correlation between t he students’ motivation and their writing ability.

  To sum up, based on the previous study, it can be stated that all above mentioned studied reconfirmed the importance of identifying learners’ motivation in the English learning process. The studies have been carried out to investigate foreign learners’ motivation and these studies help the researchers to understand how to identify learners’ motivation. Not only that, these studies focus on learners’ motivation. Beside adapting questions to investigate the students’ motivation, ₁₂ Dara Helmasena,

  “The Correlaton Between Students’ Motivation and Their Writing Ability ”, (Thesis fo S-1 Degree Universitas Lampung, 2015, p. 1. these studies can help the researchers to build their idea on how to identify students ’ motivation in English learning process.

  Based on that explanation, it can be assumed that some Indonesian students have low motivation in learning English especially in speaking. Actually, all of students have different motivation in learning speaking. Some of them are high motivated. They will push themselves to speak up and overcome obstacle which come to them with strong strength from inside. So, motivated students often get best result because they will improve their performance. In contrast, low motivated student will have little interest to the subject and tend to have difficult in learning.

  Therefore, the study was conducted to know whether there is any relation between students’ motivation in learning speaking at SMA PGRI 1 TALANG PADANG by the tittle The Correlation Between

  Students’ Motivation and Their Speaking Ability at the First Semester of the Eleventh Grade in Academic Year 2018/2019.

B. Identification of the Problem

  From explanation above, the writer was identified some problem teaching and learning speaking, they are:

  1. Many students have a low motivation

  2. All of the student have different motivation in learning speaking

  3. Many students lack of speaking and prefer to used mother tongue in the class

  4. Many students consider that speaking is difficult subject to learn

  5. Most of student feel shy to practice speaking inside or outside the class

  C. Limitation of the Problem

  This research focused on the correlation between two variables are students’ motivation and students’ ability in practicing conversation of dialogue in speaking skill at the first semester of eleventh grade at SMA PGRI 1 Talang Padang in the academic year of 2018/2019. In this research, the researcher took the material about “Asking and Giving Opinion” because this material is there in syllabus.

  D. Formulation of the Problem

  Based on the background, the identification and the limitation of the problem mentioned above, the researcher formulated the problem as follows: Is there any significant correlation between students’ motivation and their speaking ability at the first semester of the eleventh grade at SMA PGRI 1 Talang Padang in the academic year of 2018/2019?

  E. Objective of the Research

  The objective of conducting this research is: To know whether there is a significant correlation between students’ motivation and their speaking ability at the first semester of the eleventh grade at SMA 1 PGRI Talang Padang in the academic year of 2018/2019.

F. Significant of the Research

  The result of this research is expected to give the theoretical and practical contribution.

  1. Theoretically to enrich new theory to English teacher of SMA PGRI 1 Talang Padang about the correlation between students’ motivation and their speaking ability. Practically:

  a. For the teacher, this study hoped to help teachers to improve student motivation in speaking ability.

  b. For the students, it is expected that they will feel more brave, interest and have a desire in learning English.

c. For the school, it is expected that this research will give them solution to face problems of the students from affective factor’s view.

G. Scope of the Research

  In the research, the researcher included some kinds of information as the scope of the research. They are as follows:

  1. Subject of the Research The subject of the research are students of eleventh grade of SMA PGRI 1 Talang Padang.

  2. Object of the Research The object of the research is correla tion between students’ motivation and their speaking ability of practice conversation.

  3. Place of the Research The research was conducted at SMA PGRI 1 Talang Padang.

  4. Time of the Research The research was conducted at the first semester of 2018/2019 academic year.

CHAPTER II RIVIEW OF THE RELATED LITERATURE A. Concept of Motivation

1. Definition of Motivation

  Paraphrasing from Garner m otivation refers to “the reasons

  1

  paraphrasing Gredler, Broussard and Garrison in underlying behavior”. Lai broadly define motivation as “the attribute that moves us to do or not

2 Motivation is the central factor in the effective to do something”.

  management of process of learning some type of motivation must

  3

  presented in learning. It makes teaching and learning more easy and interesting and very good if both of teacher and students motivate each other in learning.

  As we know, how important to study, Allah explained instruction at Surah Az-Zumar:

  ۡ ٱ ۡ ٱ ۡ َۡةَزِخٓ لۡ ۡ هَّمَأ ۡ ُرَذ حَيۡا ٗمِئٓاَقَوۡا ٗدِجاَس ِۡل يَّل ۡ َءٓاَواَءۡ ٌتِىََٰقۡ َوُه

  َۡتَم حَرْۡاوُج زَيَو ۡ ٱ ۡ ٱ ۡ ۦۡ َۡهيِذَّل َۡهيِذَّل ِۡهِّبَر َۡوۡ َنوُمَل عَي

  ْۡاوُلْوُأُۡزَّكَذَتَيۡاَمَّوِإۡ َنوُمَل عَيۡ َلَ ۡيِوَت سَيۡ لَهۡ لُق ۡ ۡ ٩ ۡ ٱ ِۡبََٰب لَ لۡ

1 R. C. Gardner, Social Psychology and Second Language Learning, (London: Edward Arnold Ltd, 1985), p. 50.

  ₂ Emilly R Lai. Motivation: “A Literature Review”. Research Report, (April 2011), p. 4. ₃

  

Say (unto them, O Muhammad): are those who equal with

those who know not? But only man of understanding will pay

  4 heed. (QS. Az-Zummar:9)

  Other instruction Allah explained in Surah Al- „Alaq:

  ۡ ۡ ١ َۡقَلَخ ۡ ٱ ۡ ٱ يِذَّل َۡكِّبَر ۡ أَز ق ِۡم س ِۡۡبٱ

  

“Read in the name of your Lord, Who has created (all that

  5 exist).

  ” (QS. Al-„Alaq:1)

  As explained in the two verses, how important is to study in Islam, a Muslim is not only emphasized to study religious lessons, studying others sciences like English, science, mathematics, economics, etc. To live it does not escape with the motivation Bill Gates once s aid “it is good to celebrate success, but this is important to take lesson from failure”. This is where the importance of motivational role in learning, motivation is motivator that is owned by someone in performing motivational actions will be the driving force for achieve learning goals, this confirms that‟s motivation is an important factor for the success of doing a person in action, including in learning in the school.

  Many experts have given definitions of motivation. Graham in Kathleen defines motivation as: “The choices people make as to what experiences or goals they will approach or avoid, and the degree of effort _{4 5} Muhammad Zafrulla Khan, Loc.Cit, p.68.

  Dr. Muhammad Taqi-ud-Din Al-Hilali and Dr. Muhsin Khan, The Noble Quran,

  6

  they will Motivation plays an important role in all exert in this respect.” types of learning, including language learning. Highly motivated students work hard, persevere through challenges and obstacles, and find satisfaction through the successful completion of a learning task.

  Sardiman interpreted that motivation is from the word “motive” is

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  define as the effort force that encourages someone to do something. It is mean that motivation is a mover from our self that can driving learners to do something that they want or to reach the goal of them in learning English.

  Wimolmas says in his research that motivation in English language learning of the students can be a great source of knowledge and understanding to implement relevant programs or activities to stimulate

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  the more motivating learning atmosphere. It can be state that motivation can make the learner more interest in learning process and make the situational more enjoyable.

  From those definition, it is concluded that motivation is a key and direction to do something. Motivation is a process to get success and has

  6 Kathleen A. Laing: Factors that Influence Student Motivation in the Middle and

High School French Language Classroom. State University of New York at Oswego, 2011,

p.5. ₇ Sardiman A.M: Interaksi dan Motivasi Belajar Mengajar. (Jakarta: PT.

  RajaGrafindo Persada 2012). P. 73. ₈ Ratanawalee Wimolmas, A Survey Study of Motivation in English Language

Learning of First Year Undergraduate Students at Sirindhorn International Institute of Technology (SIIT) (Thaland: Thammasat University), p. 904. a great influence to future achievement. Giving motivation to students is process to support and push them to learn or to do something that can make them success, also something that they want get.

2. Kind of Motivation in Learning L2/FL

  Gardner and Maclntyre in Altasan hypothesized that both integrative

  9 and instrumental motivation can influence second language learning.

  a. Integrative motivation Gardner in Gholami define Integrative motivation side describe the learners who wish to integrate themselves into culture of second language group and become involved in social interchange in that

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  particular group. Integrative motivation is based on interest in learning L2 because of a desire to learn about or associate with the people who

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  use it (e.g. for romantic reasons). Gardner and Lambert in Altasan proposed that it is integrative motivation that maintains better long-term

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  motivation when learning a second language . So, this motivation is come from the outside factor likes friend and community, it is also make student motivate to learn l2 because they need it to communicate with people around them who use the language target. ₉ Ahmad Mousa B. Altasan, “Motivational orientations and their effect on English

  Language Learning: A Study in EFL Saudi Context ”, American Journal of Educational Research , Vol 4 No. 16, (2016), p. 1133. ₁₀ Reza Gholami, Negah Allahyar and Shameem Rafik- galea,” Integrative

Motivation as an Essential Determinant of Achievement: A case of EFL High School

  Students ₁₁ ”, World Applied Science Journal, Vol 17 No. 11, 2012, p. 1416.

  Muriel Saville-Troik, Introducing second language acquisition. (New York: Cambridge University Press, 2005), p. 86. ₁₂ b. Instrumental motivation.

  Gardner in Gholami Instrumental refers to acquiring a language as a

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