6. 1 • SU!!lmary - The correlation between the motivation of the first-year students of SMA in Surabaya in learning English and their English achievement - Widya Mandala Catholic University Surabaya Repository
CHAPTER
VI
CONCLUSION
6. 1 •
SU!!lmary
As it has been stated in chapter one,
this
study
significant
aims at seeing whether there is a positive
correlation between the motivation of the first-year
dents of
S~"A
in Surabaya in learning English
and
stutheir
English acr.i evemer:. t or not. Besid-es, it is also
designed
to see what type of motivation - instrumental or
integra-
ti,;::: - tile first-year students of SMA in Surabaya have
in
learning English is more dominant.
There are 210 first-year students of SMA in Surabaya whicb belong to the school year of 1987/1988 who become
:3Ubje(:ts of this study. On May
U:~
1988,
a
set
of
qta:s;;ior""-'lires w:::ts administered to these students in order
as well as to know
their
orientaticns in learning English. While, their
English
t:
their
~easur
motiva~
s.cr..:i eH;:'; '"'; '!:. was r epr esen ted by their English grades of the
?.t:e
data on the con-::;lation between motivational in-
Sp·~ar:w.n
dex scorez and English grades were, then, analyzed,
1
.s formula for ra.nk correlation. The results
using
of
the ds :2, !"l.!lalysi.s in each class or group taken as the sam-
81
;;J..e c,f
ca~t
study reveal that there is a positive signifi-
;:h:'._,,
corrslation between the motivation of these
in leal':li::g English and their English
the Spearrr:an's coefficient of
rank
students
ac:b.ievement.
After
correlation ( ~c.
)
each ;roup was group, based on to which school they
long, and analyzed further, it was found that
each schc:)l under· study is higher than
rt
final a::::.alysis, it was also found that ~c
Sl·~A
rt
the
was +0. y::iA in Surabaya is accounted for by their
mctiV3.tion in learning English. The rest 48.96%
is caused
by otlH:r· factors which are outside the scope of
this the-
sis.
_l:e type of motivation can be inferred
from
the
reaso:;r: fer stuciying Ell[lish. Thus, to determine what type
of r::::ti.ve:.tc. on- instrumt:ntal or integrative- that
the
~l£ict
learning
iE
~ore
domin~t,
the data on orientation
index
82
si.llts cf d?.ta ancclysis, it was found that Zc which
was [reater than
was
+1.65. This finding led the writer
to conclude that for the significance at the five per cent
level the first-year students of SMA in Surabaya
are more
instru:nentally motivated than integratively in
learning
:Snglish.
5.2. Suggestions
Using inferential statistics, the writer has proved
tLat there is a positive signific!'tnt correlation
between
the motivation of the first-year students of SMA in
Sura-
baya in leclrning English and their English achievement. In
rega:·d to tbis finding, the writer would like to give
the
following sugges;;ions :
1. As the teacher is the key to the motivation of the students in the classroom, it is essential for the. English
teachers, especially those of the first-year
students
of s:·'A, to analyze their students' needs, that is
:r:eans c f observing ( 1) the goals for which the
indi vi-
dual ap:Jears to be striving and (2) the effects
occur when what appears to be goal objects are
by
that
denied
they will be ai:>le to help
eYer:; .::tudent meet :b.is needs and hence, he will be
.
mo-
J. ~c
Donald,
Educational Psychology,
U.s ....~ .• , Wads·1:orth Publishing Co. Inc., 1965, p. 12l••
Fr~deick
tivated to learn English.
2. As the needs and learned goal expectations differ
2
person to person , the English teachers of the
from
first-
year students of Sl·U;. should foster the acquisition
of
the ne·"' needs of the students and broaden the students'
conception of their goals, that is by encouraging group
particip3tion and cooperation in the attainment of
com:r:on c;oal, for under these conditions, a
concern is no longer over satisfying
the
student's
his
individual
needs but rather integrating b.is needs with
those
of
the group.
3. The school authorities should help the English teachers
of the first-year students of SHA who have difficulties
both i:-1 inferring their students 1 needs and in
finding
out "':!::8 way of how to help the students satisfy
their
nee-::.s.
' •
'+
•ll'n"i
- .~_
"-.c::::•
s+-urhr
. . v...; '
using
however, should be continued,
sophisticated instruments and research techniques
more
to
find whi.ch one of the two types of motivation - instrur::
VI
CONCLUSION
6. 1 •
SU!!lmary
As it has been stated in chapter one,
this
study
significant
aims at seeing whether there is a positive
correlation between the motivation of the first-year
dents of
S~"A
in Surabaya in learning English
and
stutheir
English acr.i evemer:. t or not. Besid-es, it is also
designed
to see what type of motivation - instrumental or
integra-
ti,;::: - tile first-year students of SMA in Surabaya have
in
learning English is more dominant.
There are 210 first-year students of SMA in Surabaya whicb belong to the school year of 1987/1988 who become
:3Ubje(:ts of this study. On May
U:~
1988,
a
set
of
qta:s;;ior""-'lires w:::ts administered to these students in order
as well as to know
their
orientaticns in learning English. While, their
English
t:
their
~easur
motiva~
s.cr..:i eH;:'; '"'; '!:. was r epr esen ted by their English grades of the
?.t:e
data on the con-::;lation between motivational in-
Sp·~ar:w.n
dex scorez and English grades were, then, analyzed,
1
.s formula for ra.nk correlation. The results
using
of
the ds :2, !"l.!lalysi.s in each class or group taken as the sam-
81
;;J..e c,f
ca~t
study reveal that there is a positive signifi-
;:h:'._,,
corrslation between the motivation of these
in leal':li::g English and their English
the Spearrr:an's coefficient of
rank
students
ac:b.ievement.
After
correlation ( ~c.
)
each ;roup was group, based on to which school they
long, and analyzed further, it was found that
each schc:)l under· study is higher than
rt
final a::::.alysis, it was also found that ~c
Sl·~A
rt
the
was +0. y::iA in Surabaya is accounted for by their
mctiV3.tion in learning English. The rest 48.96%
is caused
by otlH:r· factors which are outside the scope of
this the-
sis.
_l:e type of motivation can be inferred
from
the
reaso:;r: fer stuciying Ell[lish. Thus, to determine what type
of r::::ti.ve:.tc. on- instrumt:ntal or integrative- that
the
~l£ict
learning
iE
~ore
domin~t,
the data on orientation
index
82
si.llts cf d?.ta ancclysis, it was found that Zc which
was [reater than
was
+1.65. This finding led the writer
to conclude that for the significance at the five per cent
level the first-year students of SMA in Surabaya
are more
instru:nentally motivated than integratively in
learning
:Snglish.
5.2. Suggestions
Using inferential statistics, the writer has proved
tLat there is a positive signific!'tnt correlation
between
the motivation of the first-year students of SMA in
Sura-
baya in leclrning English and their English achievement. In
rega:·d to tbis finding, the writer would like to give
the
following sugges;;ions :
1. As the teacher is the key to the motivation of the students in the classroom, it is essential for the. English
teachers, especially those of the first-year
students
of s:·'A, to analyze their students' needs, that is
:r:eans c f observing ( 1) the goals for which the
indi vi-
dual ap:Jears to be striving and (2) the effects
occur when what appears to be goal objects are
by
that
denied
they will be ai:>le to help
eYer:; .::tudent meet :b.is needs and hence, he will be
.
mo-
J. ~c
Donald,
Educational Psychology,
U.s ....~ .• , Wads·1:orth Publishing Co. Inc., 1965, p. 12l••
Fr~deick
tivated to learn English.
2. As the needs and learned goal expectations differ
2
person to person , the English teachers of the
from
first-
year students of Sl·U;. should foster the acquisition
of
the ne·"' needs of the students and broaden the students'
conception of their goals, that is by encouraging group
particip3tion and cooperation in the attainment of
com:r:on c;oal, for under these conditions, a
concern is no longer over satisfying
the
student's
his
individual
needs but rather integrating b.is needs with
those
of
the group.
3. The school authorities should help the English teachers
of the first-year students of SHA who have difficulties
both i:-1 inferring their students 1 needs and in
finding
out "':!::8 way of how to help the students satisfy
their
nee-::.s.
' •
'+
•ll'n"i
- .~_
"-.c::::•
s+-urhr
. . v...; '
using
however, should be continued,
sophisticated instruments and research techniques
more
to
find whi.ch one of the two types of motivation - instrur::