A STUDY ON STUDENTS’ MOTIVATION IN LEARNING ENGLISH AT THE EIGHTH GRADE OF SMP TA’MIRUL ISLAM SURAKARTA IN THE ACADEMIC YEAR 20182019 THESIS Submitted as A Partial Requirements Forthe Degree of Undergraduatein Education
A STUDY ON STUDENTS’ MOTIVATION IN LEARNING ENGLISH AT THE EIGHTH GRADE OF SMP TA’MIRUL ISLAM SURAKARTA IN THE
ACADEMIC YEAR 2018/2019
THESIS
Submitted as A Partial Requirements
Forthe Degree of Undergraduatein Education
By :
Dilla Nawang Kharisma
SRN. 143221087
ENGLISH EDUCATION DEPARTMENT
ISLAMIC EDUCATION AND TEACHER TRAINING FACULTY THE STATE ISLAMIC INSTITUTE OF SURAKARTA 2018
ADVISOR SHEET
1 Subject : Thesis of Dilla Nawang Kharisma SRN : 143221087
To: The Dean of Islalmic Education and Teacher Training Faculty
IAIN Surakarta In Surakarta Assalamu’alaikum Wr. Wb.
After reading thoroughly and giving necessary advices, herewith, as the advisor, we state that the thesis of: Name : Dilla Nawang Kharisma SRN : 143221087
Title : A Study on Students’ Motivation in Learning English at
the Eighth Grade of SMP Ta’mirul Islam Surakarta in the Academic Year 2018/2019
has already fulfilled the requirements to be presented before The Board of Examiners (Munaqosyah) to gain Undergraduate Degree in English Education Department.
Thank you for the attention.
Wassalamu’alaikum Wr. Wb th
Surakarta, 20 August 2018 Advisor, Arina Rohmatika, S.Pd.,M.Pd
NIP. 1984061320155032005
RATIFICATION
2 This is to certify the Undergraduate Degreethesis entitled“A Study
on Students’ Motivation in Learning English at the Eighth Grade of SMP
Ta’mirul Islam Surakarta in the Academic Year 2018/2019” by Dilla Nawang
Kharisma (143221087) has been approved by the Board of Thesis Examiners as the requirement for the Degree of Undergraduate in Islamic Education and Teacher Training Faculty.
Chairman : Dr. H. Giyoto, M. Hum (........................)
NIP. 19670224 200003 1 001
Main Examiner : Dr. Yusti Arini, M. Pd. (.........................)
NIP. 19750829 200312 2 001
Secretary : Arina Rohmatika, S. Pd.,M.Pd. (.........................)
NIP. 1984061320155032005
th
Surakarta, 29 August 2018 Approved by
The Dean of Islamic Education and Teacher Training Faculty
Dr. H. Giyoto, M.Hum.
NIP. 19670224 200003 1 001
PRONOUNCEMENT
Name : Dilla Nawang Kharisma SRN : 143221087 Study Program : English Education Faculty : Islamic Education and Teacher Training Faculty
3 I hereby sincerely state that the thesis titled “A Study on Students’
Motivation in Learning English at the Eighth Grade of SMP Ta’mirul Islam
Surakarta in the Academic Year 2018/2019” is my real masterpiece. The things
out of my masterpiece in this thesis are signed by citation and referred in bibliography.
If this thesis is later proven plagiarism. I am willing to take the academic sanctions in the form of repealing my thesis and academic degree. th Surakarta, 29 August 2018 Stated by,
Dilla Nawang Kharisma SRN. 143221087
DEDICATION
This thesis is dedicated to :
1. My Beloved Parents(Tego Agus Budianto and Tut Wuri Handayani) and My Sisters (Donna and Nadine).
2. My Friends.
3. My Lecturers.
4. My Almamater, The State Islamic Institute of Surakarta.
4
MOTTO
مكمادقأ تبثيو مكرصني ا اورصنت نإ اونمآ نيذلا اه يأ اي
"O ya mu’min, if you help (religion) of Allah, He will help you and confirm your
position."
(QS. Muhammad: 7)
“Go get your heaven and the world will follow after”
(The Researcher)
“Whoever strives shall succeed”
(The Researcher)
5
ACKNOWLEDGMENT
Alhamdulillah, all praises to be Alloh SWT the single power, the Lord of the universe, master of the day of judgment, God all mighty, for all blessing and mercies so the researcher was able to finish this thesis entitled “A Study on
Students’ Motivation in Learning English at the Eighth Grade of SMP
Ta’mirul Islam Surakarta in the Academic Year 2018/2019”. Peace is upon
Prophet Muhammad SAW, the great inspiring leader of world revolution.
This research would not complete without the helps, supports. And suggestion from several concerned. Thus, the researcher would like to express his deepest thanks to all of those who had helped, supported, and suggests her during the process of writing the thesis, especially to:
1. Dr. Mudofir, S.Ag. M.Pd., as the Rector of the State Islamic Institute of Surakarta.
2. Dr. H. Giyoto, M.Hum., as the Dean of Islamic Education and Teacher Training Faculty.
3. Dr. Imroatus Solikhah, M.Pd., as the Head of English Education Study Program of Islamic Education and Teacher Training Faculty of state Islamic Institute of Surakarta.
4. Arina Rohmatika, S. Pd.,M.Pd.,as the advisor who has given her time to guide the researcher until this work finished. Thanks for advice, suggestion, and guidance.
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5. All the lectures in English Education Department who have taught their useful knowledge this thesis.
6. Drs. Bandung Gunadi., as the Headmaster of SMP Ta’mirul Islam Surakarta for facilitating the researcher in collecting the data.
7. Ita Fatmawati S.Pd.,as the English teacher of SMP Ta’mirul Islam Surakarta who helped the researcher to do the research.
8. The eighth grade students of SMP Ta’mirul Islam Surakarta for their participation in this research.
9. Her beloved parents and sisters who have given everything she needs. Her mom (Tut Wuri Handayani) always prayer for her everyday and everything she does. Her father (Tego Agus Budianto)with his praying and support to help reach her dream.
10. Her best friends ( Yogi, Verla, Katherin, Mutia, Efje and Indah) who give the researcher support and motivation to finish the thesis.
11. The university students of COC Class as her friends who have accompany the researcher to study together in this situation.
12. All her friends in English department that can not mention all, thanks for everything.
The researcher realizes that this thesis is far for being perfect. Hence, the researcher hopes for some corrections, suggestions, or criticism and improve it. Finally, the researcher hopes that this thesis is useful for researcher especially and the readers generally. th
Surakarta, 29 August 2018 The Researcher
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TABLE OF CONTENT
TITLE................................................................................................................... i
ADVISOR SHEET.............................................................................................. ii
RATIFICATION............................................................................................... iii
PRONOUNCEMENT........................................................................................ iv
DEDICATION.................................................................................................... v
MOTTO............................................................................................................. vi
ACKNOWLEDGEMENTS............................................................................. vii
TABLE OF CONTENT................................................................................... ix
ABSTRACT...................................................................................................... xii
LIST OFFIGURE........................................................................................... xiii
LIST OFAPPENDICES.................................................................................. xivCHAPTER I: INTRODUCTION A. Background of the Study .........................................................................1 B. Identification of the Problem.....................................................................11 C. Limitation of the Problem ........................................................................11 D. Statement of the Problem ..........................................................................12 E. Objective of the Study...............................................................................12 F. The Benefit of the Study .......................................................................13 G. The Definition of Key Term .....................................................................14 CHAPTER II: REVIEW ON RELATED LITERATURE A. Theoretical Description.............................................................................15
1. English Learning and Teaching..........................................................15
2. Motivation...........................................................................................20
B. Previous Related Study..............................................................................49
CHAPTER III: RESEARCH METODOLOGY A. Research Design................................................................................... 51 B. Setting of the Research........................................................................ 51 C. Subject of the Research....................................................................... 51 D. Source of the Data....................................................................................52 E. Techniques of Collecting the Data............................................................52 F. Technique of Analyzing the Data..............................................................53 G. Trustworthiness.........................................................................................57 CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION A. Research findings................................................................................... 60
1. Factors influencing students’ English learning motivation.............. 60
2. Students’ Intrinsic Motivation..........................................................77
3. Students’ Extrinsic Motivation.......................................................... 78
B. Discussion............................................................................................... 80
CHAPTER V: CONCLUSION, IMPLICATION AND RECOMMENDATION A. Conclusion...............................................................................................86 B. Implication and Recommendation...........................................................87 BIBLIOGRAPHY.................................................................................................89 APPENDICES.......................................................................................................94
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ABSTRACT
Dilla Nawang Kharisma. 2018.“A Study on Students’ Motivation in Learning
English at the Eighth Grade of SMP Ta’mirul Islam Surakarta in the
Academic Year 2018/2019”. Thesis English Education Departement, Islamic
Education and Teacher Training Faculty Advisor : Arina Rohmatika, S. Pd.,M.Pd Key words : Study, Students’ Motivation, Learning English, Descriptive Qualitative Research.
Motivation is concerned with the factors that stimulate or inhibit the desire to engange in behavior. The students’ motivation in SMP Ta’mirul Surakarta have high motivation. The objective of this research isto know what the factors influencing students’ English Learning Motivation viewed from their intrinsic and extrinsic motivation at the eighth grade of SMP Ta’mirul Islam Surakarta 2018/2019 academic year. The subject of this study consisted of 10 students in the 8A class.
This research is a descriptive qualitative research. Data sources of this research are the English teacher and eighth grade students of SMP Ta’mirul Islam Surakarta in the academic year 2018/2019. The researcher conducted observation and interview to collect the required data. In validating the data, the researcher used data source triangulation by comparing the result of observation and interview. This research is analyzed by using Miles and Huberman’s interactive model of data analysis including reducing the data, displaying the data and taking conclusion and verification.
Based on the research finding in the result of observation and interview. It can be concluded that the students have high motivation in learning English.Therefore, it can be said the students has two types motivation. They are intrinsic motivation and extrinsic motivation. There are many factors of intrinsic
9 motivation such us; interest, need, attitude, aspiration and incentive. There are two factors of extrinsic motivation such us; teacher and parent.The students were motivated by the enjoyment of the learning process itself or by their internal desire. They want to learn English because it gives them pleasure and develops a particular skill. From the interview students, the researcher found some students’ extrinsic motivation. It showed that some students of SMP Ta’mirul Islam Surakarta motivated by their external desire. They were motivated to learn English because of their goals such as they want to get a good score in final exam, they are supported by their parents.
LIST OF FIGURE
Figure 2.1: Internal Motivation Process............................................... 38
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LIST OF APPENDICES Appendix 1 Field Note................................................................... 90
Appendix 2 Interview Guideline..................................................... 97 Appendix 3 The data of the interview result to the students.................100 Appendix 4 Photograph........................................................................ 124 Appendix 5 List of the student................................................................. 126
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CHAPTER I INTRODUCTION A. Background of the Study Education is one of the important parts of human life. By getting
education, people can make or change their live to be better. Every school will try to give education for their students well. Teaching and learning are process of transferring message from a message source by using media to a message receiver. The education system in Indonesia also includes English since they are in the elementary school. Moreover, there are some students who have learned English since they are in the kindergarten.
However, it does not mean that English is an easy subject for Indonesian students. It is because English is not their native English. In education English has been one of the most important subject or material in any educational program. Rohmah (2008:1) stated that the globalization of English has prompted continuing debate about the rule of English as a language for international communication and people from other linguistic communities might in the world English alsobecomes requirement of learning subject for students want to graduate from junior high school or senior high school. It will be important for people who want to apply for a job, because it is requirement that is required in most of the Companies.
12 As foreign language in Indonesia, English is learned seriously by many students to have a good prospect in the community of international world. English as a foreign language in Indonesia is acquired through learning process. Learning is acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction (Brown, 1994:7). English is taught widely at formal school starting elementary school up to universitieseven at informal school i.e. courses.
Therefore the government compels all ofteachers to find a good way to make students to master English easily. As a foreign languageEnglish mastery also must be appropriated with the students' capability.It will be very impossible in mastering English, if teacher presents hard materials to beginner learner.Furthermore, the custom of using and applying English also influence their capability, because having good skill comes from good habit.According to Broad (1960:4), the materials served to the students have usefulness, meaningfulness and not odd with the requirements of standardization.
English is also difficult because English has its own language structure. The English language’s structure is different from Indonesian language structure. It is more complex. Dorney (2001) who states that language is more than a communication code whose grammar rules and vocabulary can be taught very much the same way as any school subject. Knowing English is not easy, some students do not interested in learning it. However, there are a lot of students who try to know more about English. It is affected by their motivation in learning English. It shows that motivation become a key point in learning English. It is because motivation can influence students’ success. McDonough (1983:142) state that the motivation of the students is one of the most important factors influencing success or failure in learning the language. Moreover, Brown (2001) also adds that motivation is a factor that influences the high or low of the goal. It means that motivation deals with encouragement and willingness of the act that cause someone to act directly toward the specific goals to be achieved. It shows that the important of motivation in learning English cannot be separated.
Motivation in language-learning plays a vital role. It produces effective foreign language communicatorsby planting in them the seed of selfconfidence.
It also successfully creates learners who continuously engage themselves in learning even after they complete a targeted goal. People do certain activities it gives them pleasure and develops a particular skill based on their internal desire. Intrinsically motivation students are bound to do much better in classroom activities, because they are willing and eager to learn new material. Their learning experience is more meaningful, and they go deeper into the subject to fully understand it. Emily (2011:4) state that intrinsic motivation is appeared from students personal such as their comfort, happiness and interest. Students who have intrinsic motivation also will be quicker and more simply to achieve their goals because they have motivation inside themselves. Motivation can affect students’ success because motivation influences the way students learn English language. Schunk (1995) supported this idea by stating motivation can influence what, when, how we learn. Students who are motivated will give more attention in learning English. It is the reason why motivation can influence the students’ goal in learning English. Zimmerman (2000) as cited in Bhoje (2015:41) states that:
“Student motivated to learn about a topic apt to engage in activities they believe will help them learn, such as attend carefully to the instruction, mentally organize and rehearse the material to be learned, take notes the facilitate subsequent studying check their level of understanding and ask for help when they do not understand the material.”
Based on Zimmerman’s theory (2000), as cited in Bhoje (2015:41), students who have motivation will be attentive during the English lesson. They will organize and rehearse the material. They will also monitor their level of understanding. They will not hesitate to ask if they have not understood about the lesson. However, students who are not motivated will not try to be included in the English learning process. Schunk, Pintrich, and Meece (2008) state that the students unmotivated to learn are not apt to be as systematic in their learning effort. It shows that motivation deals with encouragement and willingness of the act. It causes someone to act directly toward specific goals to be achieved. Motivation has two types. They are intrinsic motivation and extrinsic motivation. Intrinsic motivation is a type of motivation that comes from inside of the students. Extrinsic motivation is a type of motivation that is influenced by external factor.
However, learners always face many problems when they learn English as a foreign language.Learners should recognize and learn "to be,tenses, etc that they do not have in either mother tongue or Indonesian Language (Herlina, 2006:99). In general, motivation is concerned with the factors that stimulate or inhibit the desire to engage in behavior. In education, motivation deals with the problem of setting previous statement, Brophy (2004:4) states that: "Motives, goals, and strategies can be difficult to distinguish in situations that call for intentional learning of cognitive content (such as the content of this book), because optimal forms of motivation to learn and optimal strategies for accomplishing the learning tend to occur together in the classroom context, the concept of student motivation is used to explain the degree to which students invest attention and effort in various pursuits, which may or may not be the ones desired by their teachers."
Generally, teacher knows that students have different motivation and character. They also need different attention. Therefore, English teacher tries to provide motivation by trying as much as possible to make the process of learning English as pleasant as possible for them, and continue to assure students that English is notvery difficult lesson as most students assume these years.Brophy (2004:1) states that learning is fun and exiting, the materials must be matched to the students' interest and abilities. If students arenot enjoying learning, the teacher has somehow turn inherently into enjoyable activity.
Teachermakes an interesting in learning English, as well as teaching materials associate with things that are of interest to students. In this way teacher not only is expected to increase the motivation of students, but also increase students’ success in the English, which is a foreign language. However, despite doing things that are positive in an effort to increase students’ motivation and spirit, there are still some students who are not yet fully active, therefore that the study results do not get a significant change towards the better. In the face of this, teacher tries to give special attention also more patience in guiding and teaching students. One way is teaching students. Another way is students frequently asked questions. Teacher tries to find out the problems of students and working to find solutions.
Knowing motivation by the students can influence teachers’ role in the class, that it way teacher must know what kinds of motivation had by students and how the motivation can influence their learning in the class, Skinner and Michael (1993:571) states that:
“Highly motivated children are easy to identify. They are enthusiastic, interested, involved, curious, they try hard and persist and they actively cope with challenges and setbacks. They are students who should stay in the school longer, learn more, feel better about themselves and continue their education after their High School.”
From statement above, researcher can conclude that students who have intrinsic motivation also will be quicker and easier to achieve their goals because they have motivation inside themselves. A person might be motivated by the enjoyment of the learning process itself or by the desire to make themselves feel better.
Then the researcher did preliminary observation at eighth grade of SMP Ta’mirul Islam Surakarta to find the problems in class. Schools were established on May 1, 1979 by the Ta’mirul Islam Foundation, Tegal Sari Mosque, Surakarta. Until now it still exists and progresses. In 1985 SMP Ta’mirul Surakarta was accredited and received recognition. After 5 years, the status was equalized until 2006. In 2009 SMP Ta’mirul Islam Surakarta was accredited again to get status B and in 2011 it was accredited to status A until now. Before the establishment of SMP Ta’mirul Islam Surakarta, the Ta’mirul Foundation had a motto “to make students become pious and pious children, to be smarter, and to be noble in character.” Basically the success of a student does not escape the hard work of a teacher. They painstakingly transfer their knowledge to their students tirelissely, until their students become smart. Looking back on his motto, in SMP Ta’mirul Islam Surakarta multiply and give more emphasis to religious studies, while the general lessons have run in accordance with the curriculum.
At SMP Ta’mirul Islam Surakarta, all teachers do not only teach but they can also educate their students. Teaching here can be interpreted as a teacher transferring knowledge that is good and beneficial for his students. While educating here can be interpreted by the teachers to build characters that are of spiritual value to their students. Not only the teacher but the principal also plays an important role in the success of this school. Now from year to year SMP Ta’mirul Islam has joined SD Ta’mirul Islam and has become the same foundation. Technology is becoming more sophisticated, now junior high schools are developing following the times. Of course, it will never escape religious education. Even though it is modern, it still remains the initial principle, which is to develop students with the good attitude.
SMP Ta’mirul Islam has more students and the school has added some space. The goal is to broaden the students’ insight. Because now there is a special room for the Language LAB which is equipped with decent facilities including air conditioning. In addition, to the Language LAB there is also a Science LAB in which there are shopisticated tools for practicum materials. Besides that there are still many other facilities available at SMP Ta’mirul Islam Surakarta.
The school is one of bona fide school in Surakarta because the school’s accreditation is A. It is important to learn the students’ motivation at SMP
Ta’mirul Islam Surakarta because at school it has its own special compared to other schools. SMP Ta’mirul IslamSurakarta has a very good religious education, Islamic values are emphasized in this school. Similarly, the school familiarizes students for Dhuha prayer at recess. At the time of prayer dhuhur, teachers and students to the mosque for congregational prayers.
On the other side, the lessons based on religion such as Fiqh, PAI, Aqeedah Akhlak, Quran Hadist, Arabic and SKI. These lessons can trigger intrinsic motivation to the students. Teachers in this school often motivate students, for example at the time of Aqeedah Akhlak lessons, the material about worship and teachers are motivating students to pray diligently at all times, for example praying on time. The teacher also said that there are 3 keys to success are: 1. Tawakal / closer to the Allah Swt. 2. Obey and respect the parents. 3. Polite and respectful of teachers. For example, on the observation day during Quran Hadist, the teacher gave a motivation based on the Quran that he said that in Muhammad's letter verse: 7 Allah says: مكمادقأ تبثيو مكرصني ا اورصنت نإ اونمآ نيذلا اه يأ اي
"O ya mu’min, if you help (religion) of Allah, He will help you and confirm your
position." This verse is God's command to the believers that they help His religion, preach to Him, and strive against His enemies in the hope of His pleasure. But what is meant here to help the religion of Allah can mean following his orders
and stay away from the ban. Following his orders by praying on time, reading
Al-Quran, Dhikr etc. If they do so, Allah Swt will help them and strengthen
them, which strengthen them with patience, calm, and enable them to be patient
on it and help them against their enemies (Satan). This is the promise of the
mostGracious God who is true to His promise, that whoever helps his religion
with words and deeds, thenHe will help him, facilitate the causes of help, such
as firmness and also Allah will help all his servants’matters in the world such as
school, work, and others. Although this school focuses on religious subjects but
English lessons whose categories are different from other religious lessons are
also able to excel because of the motivation that teachers give to students during
religious studies.SMP Ta’mirul Islam Surakarta, as a private Islamic school. The school emphasizes the education of the character that breathes Islam. Where in the case of religious education also takes precedence, besides SKI, Aqidah Akhlaq, and Quran Hadist. There are also Tahfidz lessons to deepen the students’ ability to read the Quran. In addition to deepening knowledge of science and religion in the school. There is also guidance to hone talents and interests of students in various extra-curricular activities and also follow various contests. There are many extra-curricular activities such as; Tilawah, Hadrah, Tahfidz Quran, Calligraphy, English plus and etc. Not even a few some achievements of students Ta’mirul Islam; Champion 1 Science Competition National in Madiun city 2018, Champion 2 Mathematic National in Madiun City 2018, Champion 1 Competition Calligraphy Islamic SMAGA Surakarta City 2017, Champion 2 Competition Hadrah MAPSI Surakarta City 2017, Champion 3 Competition Tahfidz Islamic SMAGA Surakarta City 2017, Champion 1 Competition Art Reading Al-Quran Putra FLS2N Surakarta city level 2015, 3rd Winner Blog Competition Soloraya level by Indischool Telkom 2013, Champion of Hope 1 Indonesian National Intelligent Film Competition By Indischool 2014, Champion 2 Speaking Contest SMAGA Surakarta City 2017, Champion 2 English CompetitionNational in Madiun City 2018 and others.
Related to English Teaching Learning process. Teachers are center on teaching and learning process because the school still applied KTSP curriculum.
When the teachers deliver the material, they certain make interaction with their students. Interaction is needed in the classroom because without it, transferring the material from teacher to students it cannot run smoothly. Interaction happens when there is relation and transferring idea between one people to other people.
In the interaction, the teacher makes English lessons to be interesting and fun so that students are encouraged to learn harder because students’ motivation is very influence in achieve the goal.
According to the problems in the school, the researcher entitles the research “A STUDY ON STUDENTS’ MOTIVATION IN LEARNING
ENGLISH AT THE EIGHTH GRADE OF SMP TA’MIRUL ISLAM
SURAKARTA IN THE ACADEMIC YEAR 2018/2019. The researcher hopes
that this research can solve the problem and also give the motivation students.
B. Identification of the Problem
The Researcher found some problems in process of learning English of the school. There are many factors can affect the problems emergence, such as;
1. Students have high and low motivation in developing their active skill learning English (reading, writing, speaking, and listening)
2. Students need intrinsic motivation and extrinsic motivation in this case they really need students motivation to resolve their problem and to arouse their motivation in the process learning English.
3. Students need intrinsic motivation and extrinsic motivation (environment, parent and teacher in this case they really need students motivation to resolve their problem and to arouse their motivation in the process learning English.
4. Each student has different character and motivation in learning English.
5. Each Student has different problem in the process of learning English.
C. Limitation of the Problem
In this research, the research limited the research on motivation from students in learning English at the eight grade students of SMP Ta'mirul Islam Surakarta. The researcher analyzed data from the observation then the teacher was doing the teaching English process. The researcher also analyzed data from interview of students.
D. Statement of the Problem
Based on the explanation above in previous section, the researcher is able to identify some problems at SMP Ta’mirul Islam Surakarta. The problem are found as follow :
1. What factors influencing students’ English Learning Motivation viewed from their intrinsic and extrinsic motivation at the eighth grade of SMP Ta’mirul Islam Surakarta 2018/2019 academic year?
E. Objectives of the Study
The purpose of the study at finding the answer to the question stated in the problem statement:
1. To know factors influencing students’ English Learning Motivation viewed from their intrinsic and extrinsic motivation at the eighth grade of SMP Ta’mirul Islam Surakarta 2018/2019 academic year.
F. The Benefit of the Study
The results of the research are expected to give benefits both theoretically and practically:
1. Theoretically
a. The results of this research can be used as a reference for further research.
b. The results of this research can add knowledge to readers about descriptive study on students motivation in learning English.
2. Practically
a. Students
The researcher expects the students will be motivated in learning English and having appropriate behavioral change during the the teaching learning process.
b. Teacher Information of this study will help the English teacher in designing the teaching process in the classroom where there are many students with different characters and motivation. In addition, it makes the English teaching-learning process become interesting. The result of this research can be used as input the teachers of SMP Ta’mirul Islam Surakarta to pay attention to their students’ ability in learning English.
G. The Definition of Key Term
1. Motivation Motivation is concerned with the factors that stimulate or inhibit the desire to engage in behavior (Morris & Maisto, 1978:1)
2. Student Student are scholar, learner; especially one who atttends a school (Merriam, 1999: 3).
3. Descriptive qualitative Descriptive qualitative is describing and interpreting events, condition or situation of the present (Nurkamto, 2004:3).
CHAPTER II RIVIEW ON RELATED LITERATURE
A. Theoretical Description
1. English Learning and Teaching International language its means a language that already spoken in the whole of the world, as an effect of globalization era. People have to master the international language in this case is English, in order to make easier in socialize in business, interact, job, etc.
In addition, Brumfit (1982:1) states that English as an international language in that it is the most widespread medium of internal communication both because of the number and the geographical spread of its speaker, and because of the large of number of non native speaker who use it for part at least of their international context. Moody (1970:1) states that English is a language, it means that English language is develop technique of communication. Generally, the use of English we say is to facilitate communication, to promote understanding between languages, to enable useful, appropriate and efficient action to take place. Carol (1980:7) states that English as a language of essential tool for communication and whereas grammatical pattern play a crucial role in communication, the prime need almost learners is not for theoretical or analytical knowledge of the target language, but for an ability for understand an be understood in that language within the context and constraints of peculiar language using circumstance. Brown (1993:7) states that language is a system of arbitrary, vocal symbols that permit all people in a given culture, or other people who have learned the system of that culture to communicate.
Based on those definitions above we can conclude that English is an International language, which use as a tool of interaction with our society.
Learning is the process through various experiences. Hilgard (2001:5) states that learning is an activity originates or is the changed through training procedures (whether in the laboratory or in the natural environment) as distinguishing from changes by factors not attribution able to train. Myer in Seels and Richey (1994:12) add that learning refers to the relatively permanent change in person’s knowledge or behavior due to experience.
Then Syamsudin (1996:20) states that learning is a process of behavior change or private person based on practices or particular experience.
The same is expressed by Hamalik (1992:56) states that learning is a process of behavior change thanks to the training and experience. The learning process begins with the lack of attention, motivation, and liveliness. Without the attention and motivation of students, students will not learn. (Dimyati and Mudjiono, 2006:42). students’ attention will appear if students feel that learning is a necessity. In constucting the knowledge students need to be active both phisically and psychologically therefore that the activity is directed to process the experience. Dick and Carey (1985:2) states that learning is the instructional is systematic process in which every component is crucial to successful learning. Another definition of learning presented by Uno (2009:84), learning is planning or design in an effort to encourage students to learn, so that students interact with teacher as a source of learning and interacting with the entire learning resources to achieve the desired learning.
From statements above, it can be concluded that the learning is a systematic process that is planned by teacher in order to help students to achieve and implement learning objectives in a way to interact with all the leraning resources. The principles of learning cannot stand alone but interrelated therefore that the process of learning in students going to happen.
Brown (2007:7) states that learning is acquiring or getting of knowlegde of a subject or a skill by thye study, experience, or instruction.
Based on Brown, there are many concept of learning: 1) Learning is retention of information or skill 2) Learning is acquistion or getting 3) Retention implies stroge systems, memory and cognitive organization 4) Learning is realtively permanent 5) Learning is a change behavior
6) Learning involves some form practice, perhaps, reinforced practice 7) Learning involves active, conscious focus on and acting upon events outside or inside the organism.
These concepts above, also give way to a number of subfields within discipline of psychology.
According to Smith (1962:260) state that learning is the acquisition of new behavior or strengthening or weakening of old behavior as the result of experience. David (1975:86) state that learning, as the process where by an organism changes it is behavior as a result of experience. Experiences can be gained from learning because students can get knowledge and skill that are very important for students’ life. Based on the definition above, it can be conclude that learning is the acquisition of a new behavior, that occur as the result of relatively permanent changes and the organism’ experience or practice. Teaching is transferring information or knowledge from teacher, lecturer, instructor, or tutor to student or learner (Sadirman, 2014:2).
However, Fauziah says that teaching is not only transferring the information but also knowledge and skill using certain method in order to make the knowledge or skill owned. While for Hamalik (1992:8) states that teaching is organizing or ruling environment as good as in order to give chances for students to learn efficiently. He believes that teaching also is guiding students learning activity and organizing environment to support the learning. Excellent teachers uses their voices, gestures, and movements to elicit and maintain attention and to stimulate students’ emotions. Like other performers, teacher must convey a strong sense of presence, of highly focused energy. Davis (1993:8) state that teaching calls for the trained eye to see what is actually happening, and the trained mind to decide what to do next. Based on the explanation above, it can be concluded that teaching is transferring knowledge to students in order to help students facing problems in the learning process and or problem in daily. In this case, the fact students can learn on their own without their teacher, but students often have difficulty in understanding the material and properly solve their problems. Therefore, the role of the teacher in the learning process is very important. Nowdays, there are about a billion people in the world learning English as foreign language. Johnson (2001:3) states that in many other context in the world, however, when children start learning English, they are not immersed in an English environment and they are not learning English to make friend or fit into a new school and culture. Pinter (2006:32) states that the process of learning language has a significant effect on how young learners are able to acquire the foreign language. The strategy of learning from mother tongue can be adopted for learning foreign language. Primarily, those who are involved in the children’s learning process are their parents,
and latter their teachers. So the teachers have the important role in the students’ learning foreign language.2. Motivation