T1 112012152 Full text
THE SMPN 7 SALATIGA STUDENTS’ MOTIVATION IN
ENGLISH LEARNING
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Patricia Putri Septiana
112012152
ENGLISH LANGUAGE TEACHING PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
2016
THE SMPN 7 SALATIGA STUDENTS’ MOTIVATION IN
ENGLISH LEARNING
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Patricia Putri Septiana
112012152
ENGLISH LANGUAGE TEACHING PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
2016
ii
iii
iv
THE SMPN 7 SALATIGA STUDENTS’ MOTIVATION IN
ENGLISH LEARNING
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Patricia Putri Septiana
112012152
Approved by:
Supervisor
Examiner
Anita Kurniawati, M.Hum
Dian Toar Y.G. Sumakul, M.A.
v
PUBLICATION AGREEMENT DECLARATION
As a member of the (SWCU) Satya Wacana Christian academic
community, I verify that:
Name
: Patricia Putri Septiana
Student ID Number
: 112012152
Study Program
: English Language Teaching Program
Faculty
: Language and Literature
Kind of work
: Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive
royalty free right for my intellectual property and the contents therein entitled:
THE SMPN 7 SALATIGA STUDENTS‟ MOTIVATION IN
ENGLISH LEARNING
along with any pertinent equipment.
With this non-exclusive royalty free right, SWCU maintains the right to copy,
reproduce, print, publish, post, display, incorporate, store in or scan into a
retrieval system or database, transmit, broadcast, barter or sell my intellectual
property, in whole or in part without my express written permission, as long as my
name is still included as the wiriter.
This declaration is amde acccording to the best of my knowledge.
Made : Salatiga
Date : April 22, 2016
Verified by signee,
Patricia Putri Septiana
Approved by
Thesis Supervisor
Thesis Examiner
Anita Kurniawati, M.Hum
Dian Toar Y.G. Sumakul, M.A
vi
COPYRIGHT STATEMENT
This thesis no such material as has been submitted for examination in any course
or accepted for the fulfillment of any degree or diploma in any university. To the
best of my knowledge and my belief, this contains no material previously
published or written by any other person except where due reference is made in
the text.
Copyright@2016. Patricia Putri Septiana and Anita Kurniawati, M.Hum
All rights reserved. No part of this tesis may be reproduced by any means without
the permission of at least one of the copyright owners or the English Department,
Faculty of Language and Literature, Satya Wacana University, Salatiga.
Patricia Putri Septiana
vii
TABLE OF CONTENT
Cover page .......................................................................................................
i
Approval page ..................................................................................................
ii
Publication Declaration Agreement .................................................................
iii
Copyright statement .........................................................................................
iv
Table of Content ...............................................................................................
v
Abstract .............................................................................................................
1
Introduction .......................................................................................................
1
Literature Review
1. What is Motivation ............................................................................
4
2. Motivation can influence the student learning ..................................
4
3. Types of motivation ..........................................................................
5
The study
1. Context ...........................................................................................
9
2. Participants .....................................................................................
9
3. Data collection instrument .............................................................
11
4. Data collection procedures .............................................................
11
5. Data analysis procedures ................................................................
12
Finding and Discussion ....................................................................................
14
1. Integrative Motivation ...................................................................
14
viii
2. Instrumental Motivation ................................................................
20
3. Extrinsic Motivation ......................................................................
23
4. Intrinsic Motivation ........................................................................
29
Conclusion .......................................................................................................
34
Acknowledgement ...........................................................................................
36
References .......................................................................................................
37
Appendix .........................................................................................................
39
ix
THE SMPN 7 SALATIGA STUDENTS’ MOTIVATION IN
ENGLISH LEARNING
PATRICIA PUTRI SEPTIANA
Abstract
The aim of the study was to find out the students‟ motivation in English
learning. The subject in this study were 167 students. They were from 8th grade of
SMP N 7 Salatiga. It used criterion-based sampling. The researcher used a likert
scale questionnaire and close-ended questionnaire. There were 17 items of
questionnaire which were divided into 4 sections based on the types of
motivations. Integrative motivation had 5 items, Instrumental motivation had 3
items, Extrinsic motivation had 5 items, and Intrinsic motivation had 4 items. It
helped the students learn English well based on the students‟ motivation. The
types of motivation were integrative motivation, instrumental motivation,
extrinsic motivation, and intrinsic motivation. The result of the study showed that
the students have strong intrinsic motivation to learn English. Based on the result,
the participant had not been know that by learning English, they can get higher
salary and appreciation from their partner. The teacher should give explanation or
input positive about the benefit of learning English.
Keywords: Student Motivation, Learning English, SMP N 7 Salatiga
INTRODUCTION
Motivation has effect in achieving something such as pass the examination
or get the best mark. It is important because it influences the students throughout
the learning process especially in English learning. Learning motivation is a point
factor to learn English as a foreign language. It is supported by Feng et al., 2013.
The other research is from Woolfolk (1998) who defined “Motivation as an
internal state that arouses, directs and maintains behavior over time”. It is
supported by Salvin (2002) who defined that motivation as an internal process
such as guides the people activities and maintain behavior over time. Motivation
can be considered a process that influences the language in learning process.
1
Unfortunately, many students cannot understand English well in some schools. It
may happen because some students do not have enough motivation to learn
English. If the students have good motivation, their performance in learning
English is also good, but if the students do not have enough good motivation so
that their performance may not be good.
For example, in SMP N 7 Salatiga, the students have difficulties to learn
English. Many students are having difficulties to follow the lesson and understand
easily. The researcher had done a teaching practicum there and tried to use fun
activities to catch the students‟ attention and also to make them easy to understand
the material. Some of the students received the material given in the learning
process, but some of them did not really pay attention with the lesson. Some
students might think that English is difficult that they cannot understand the
lesson. Many students in some schools rarely use English even in their English
class because they have difficulties in producing spoken English.
The researcher did observation for 2 months when she did teaching
practicum and tried to make enjoyable learning English with fun activities.
However, the result was not maximal as their performance did not improve
significantly. In this case, the researcher found out that the students might have
different motivation in English learning because it influences their class
performance. It is relevant with the definition of motivation that is “the reasons
underlying behavior.” (Guay et al., 2010). According to Gredler, Broussard and
Garrison (2004), the definition of motivation is “the attribute that moves us to do
or to do something.”(cited in Lai, 2011).
2
The aim of this research is to find out the students‟ motivation in English
learning. It helps the students learn well based on the students‟ motivation. The
researcher investigated students in eighth grade classes of SMP N 7 Salatiga. The
researcher chose to investigate junior high students because they actually have
known what are the purpose of learning English and it found that some of them
did not learn English well, such as they did not enjoy the activities in English
class, busied or disturbed with other friends, and etc. It might happen because they
have different motivations.
This topic has similar idea with Gardner (2001) who stated that motivation
has responsibility for the students‟ success in English learning (cited in Rubrecht,
2007). The research question for this paper was „What are the SMP N 7 Salatiga
students‟ motivations in English learning?‟ This paper seeks to contribute to this
area of research and find out the students‟ motivation in English learning and the
researcher hopes that the result of this study will be useful as an additional
information for Junior High School English teachers so that the teaching and
learning English process will improve.
3
LITERATURE REVIEW
What is Motivation
Lifrieri (2005) pointed out that when people talked about the factors that
can influenced the individual success in their activity such as learn language,
people would certainly mention motivation among them. Pintrich and Schunk
defined “Motivation is the process whereby goal-directed activity is instigated and
sustained.”(1996, cited in Dornyei, 1998).; we need to find brief and clear
definitions by some experts. Dornyei (1998) defines motivation is „A process
whereby a certain amount of instigation force arises, initiates action, and persists
as long as no other force comes into play to weaken it and thereby terminate
action, or until the planned outcome has been reached'. The other comes from
Eggen and Don‟s point of view. They said that motivation is “a force that
energizes, sustains, and directs behavior toward a goal” (2005, cited in Chen et al.
, 2013).
Motivation can influence the student learning
Learning English as second or foreign language relates to motivations that
can influence the successful of the learning itself. It is similar to Dornyei (1998)
who stated that motivation has a role to influence the successful of learning
English as second or foreign language. There is another researcher who discussed
about same topic. Gardner (2001) stated that motivation has responsibility for the
students‟ success in English learning (cited in Rubrecht, 2007). A study by
Rubrecht (2007) also stated that Gardner & MacIntyre (1999) found that “The
existence of a motivation orientation, ...can still influence learners‟ second
4
language learning more than for those not so motivated.” Those might prove that
learning English cannot be separated with the learner motivation and also many
researchers have already believed that they have a relation between each other.
The type of motivation that often happen in learning process is intrinsic
motivation. Intrinsic motivation results in high-quality learning and creativity
(Ryan & Stiller, 1991, cited in Ryan & Deci, 2000). It is supported by Gardner
(2006) who believed that “if one is motivated, he/she has reasons (motives) for
engaging in the relevant activities, expends effort, persist in the activities, attends
to the tasks, shows desire to achieve the goal, enjoys the activities, etc.” (cited in
Al-Tamimi, 2009). According to Deci et al. (1999), usually the learners consider
intrinsic motivation to be more desirable and to result in better learning output
than extrinsic motivation. (cited in Lai, 2011). In other hand, Frankly said that the
teacher want the students to perform are inherently enjoyable, more active and
desire to learn. It becomes successful teaching by extrinsic motivation (cited in
Ryan & Deci, 2000). In previous research by Chen et al. (2013), the junior high
school students‟ learning motivation are influenced by intrinsic and extrinsic
motivation, but the affect mainly is extrinsic motivation.
Types of motivation
People have different kinds of motivation, not only how much their
motivation, but also what types of their motivation (Ryan, Deci, 2000). In SelfDetermination Theory (SDT; Deci & Ryan, 1985), we know that different types of
motivation based on the different purposes and reasons that give impact in their
5
performance (cited in Ryan, Deci, 2000). We have to know the basic concept of
motivation.
Gardner identified two classes of motivation. There are integrative
motivation and instrumental motivation. First, integrative motivation reflects “...
the individual to acquire the language of a second-language community in order to
facilitate communication with that group.” (Gardner et. al., cited in Dornyei
1990). It is associated with interest in “foreign language, the eagerness to learn the
target language, ....”(Gardner, 1982). Gardner and Masgoret (2003) stated that
integrative motivation refers to “an openness to identify at least in part with
another language community”. Gardner also has other statement. Gardner (1983)
defines integrative motivation as integrative motivation is when the language
learner want to identify their selves with or become integrated into the society of
the target language. He also has another statement in 2007 said that an
integratively motivated student shows interest in learning about the culture and
the people of target language.
It is similar with Wilkins (1972) who stated that they motivated when they
want to learn a language because they want to “know more of the culture and
values of the foreign language group... to make contact with the speakers of the
languages... to live in the country concerned”. It is almost similar with Ellis who
stated that integrative motivation is when the students learn English so that fulfill
the desire to mix up in the people and culture of the target language (1997). The
other point of view is from Noel et al. Noel et al. (2000) defined the integrative
6
motivation refers to an eagerness to learn the L2 in order to have contact with, and
might to identify with, members from L2 community.
The second is instrumental motivation. Gardner believed that the learner
interest to learn English because want to get benefit things as higher salary or
better job. Gardner (2007) also has statement that instrumentally motivated
student has more pragmatic consideration in their mind regarding L2 learning
such as gaining more money and better job. It is supported by Noel et al. (2000),
he stated that instrumental motivation when the students has desire to learn
English to gain the practical purpose such as better job or appreciation.
Huitt (2001) stated that the teachers can increase the learner motivation on
classroom tasks with the variety of action. It is related to intrinsic and extrinsic
motivation (Ryan&Deci, 2000). Ryan and Deci (2000) who stated that intrinsic
motivation refers to do something because of interesting or fun activities. Making
fun activities, games, or creating curiosity are examples to increase intrinsic
motivation of the learner. Ryan and Deci (2000) also defined intrinsic motivation
is when the students do activity for satisfaction or enjoyment rather than for some
consequences. It is similar to Noel at al. (2002) who said that intrinsic motivation
is when the students feel free to choose to perform an activity and they looking for
the interesting activities which they have challenges to presents. From it, they can
develop their abilities.
The other statements are from Pintrich and Schunk. Pintrich and Schunk
(2002) defined intrinsic motivation refers to motivation that use to activity for its
own interest. Then, Schmidt, Boraie, and Kassabgy (1996) defined intrinsic
7
motivation as motivation to obtain enough rewards from the activity itself. (cited
from Junko, 2006). Another type of motivation is extrinsic motivation. Extrinsic
motivation refers to something because of the achievement in the end, such as
reward or punishment (Noels, 2000). From other researcher, extrinsic motivation
is to engage in activity as a tools to reach the goal in the end (Eggen&Don, 2005
cited in Chen, 2013). They pointed out that the students‟ performance in order to
get a reward like pass the test or graduate and avoid the penalty such fail grade.
It is similar to Pintrich and Schunk (2002) who stated that extrinsic
motivation happen when the join an activity to get the reward in the end. It is also
supported by Schmidt et al (1996) who stated that extrinsic motivation refers to
get an external reward (cited in Junko, 2006). Another statement that supported is
from Ryan and Deci (2000) who believed that extrinsic motivation is an activity
that in order to some outcomes (the students feel afraid if they did not do their
homework, the parents will be angry).
8
THE STUDY
Context
This research was conducted at SMP N 7 Salatiga especially in 8th grade.
This school located in suburban of Salatiga which is in Jl. Setiaki, 15, Sidomukti,
Salatiga. The school is government school. The environment of this school is
comfortable, cool and also conducive to learning process so that this school get an
award “Sekolah Adiwiyata Tingkat Salatiga” in 2013. This school has 47
teachers, 672 students, 24 classes, more than 8 extracurricular activities for the
students. Some teachers in this school also has many achievements. The
researcher chose the school because she felt curious to find out the students‟
motivation when she did a teaching practicum in some months. In this school, the
students get 4 learning hours to learn English every week. The type of this
research is qualitative.
Participants
The participants of this study were 167 students. There were from 8th
grade, 8A-8H. The researcher chose 8th grade, after she asked some students in
each class, because they actually had known what are the purpose of learning
English rather than the 7th grade.
9
Class
Gender
Male
Female
Total
8A
14
6
20
8B
12
11
23
8D
13
12
25
8E
15
11
26
8F
9
11
20
8G
15
11
26
8H
14
6
20
167
Table 1. The Number Male or Female Students in Every Class.
Age
(years
12
13
14
15
16
1
48
67
42
9
old)
Total
Table 2. The Age of The Participants.
Age
(years
3
4
5
6
7
8
9
10
11
12
2
7
37
35
59
10
13
1
2
1
old)
Total
Table 3. The Age of The Participants Learned English
10
According to Table 3, the majority of the participants learned English is when
they was 7 years old.
Data Collection Instruments
The study used a close-ended questionnaire and using likert scale with
four options (Appendix) that were “strongly agree”, “agree”, “disagree”, and
“strongly disagree”. It included the basic demographic information of the
students, including gender, the grade, and the age of the participants learned
English. Close-ended questionnaire typed was chosen because it made the
students easy to answer, just give the tick. The items of questionnaire have been
developed based on the discussion on the literature review and then fit into
Indonesian context. It was from some other researchers and have been developed
by the researcher. The researcher changed some questions such as changed the
difficult words, and used the simple question based on the research context. It was
because the questionnaire would be filled by the junior high school students.
There were 17 items which represent the four types of motivations. There were
integrative motivation, instrumental motivation, extrinsic motivation, and also
intrinsic motivation. There were 5 items of integrative motivation, 3 items of
instrumental motivation, 5 items of extrinsic motivation, and 4 items of intrinsic
motivation.
Data Collection Procedures
Before actually distributed the questionnaire to the real
participants, the researcher need to test the questionnaire items to a group of
11
people who have similar characteristics to the real participants. This procedure
make sure that the items we developed could get the expected answers.
The researcher did a piloting in 8C class. The researcher asked 26 students
to fill the research instrument. The researcher distributed the questionnaire to the
piloting participants.
There were some important things to highlight from the piloting
results. First, the questionnaire contained a difficult word that confused some of
the piloting participants. It is on demographic information “lama belajar bahasa
inggris. They felt confused and asked what the meaning is. They were slow to fill
this part, because they had to memorize and count how many years they study.
Then, the researcher decided to change the term into an easy word which was
”umur pertama kali belajar bahasa inggris”. Second, in consent form part. In the
questionnaire, it just “hp”, the participants felt confused and asked. Then, the
researcher revised become “no. Hp”. The last was the researcher omitted “email”,
because actually they did not remember their email and some of students did not
have email.
The questionnaires were distributed to 167 students from six
classes. It consists of 8A, 8B, 8D, 8E, 8F, 8G, 8H. The questionnaires were
delivered to the participants directly. After receiving the data, the first step to do
was to input them in Microsoft Excel worksheet.
Data Analysis Procedures
After got the data from the questionnaires, the researcher read and started
to input in Microsoft Excel. Then, the researcher made coding and categorized in
12
some keywords from the items in the questionnaire. The researcher made some
themes or subheading in finding and interpreted in qualitative-descriptive manner.
The researcher also made a diagram about the finding in order to make the readers
easy to understand and also make conclusion to cover all of the findings.
13
FINDINGS AND DISCUSSION
In this part, the researcher discuss about the findings. After distributed,
collected the questionnaire and then classified the answers, the researcher divided
the discussion into 4 sections which are integrative motivation, instrumental
motivation, extrinsic motivation, and intrinsic motivation.
Integrative motivation
To explore students‟ integrative motivation, there were 5 statements that
the researcher divided to be 2 topics because 5 statements here have different
keyword. The first three explored about English is useful to communicate the
foreigners or friends and the last two was about learning English is also learn
English culture and society will accept the learners easier.
Integrative motivation reflects “... the individual to acquire the language of
a second-language community in order to facilitate communication with that
group.” (Gardner et. al. , cited from Dornyei 1990). It is associated with interest in
“foreign language, the eagerness to learn the target language, ....”(Gardner, 1982).
It talks about English is useful to communicate and they are eager to learn, it can
be the culture of the target language. The Dornyei statement is represented by the
researcher with some statements. The result is illustrated by the diagram.
14
Figure 1 : Statement 1
According to Figure 1, the majority of the participants (91%) agreed to the
statement that “ I am learning English to go aboard.” Only 9% of participant
disagreed to the statement. From the majority, they might think that by learning
English, they can easy to go aboard because they have already learn the language
to communicate there. People who cannot speak English will have difficulty to go
aboard because they have difficulty to communicate using English as an
international language. The majority result of this statement is similar to Ahat‟s
research. Ahat (2013) found that the participants agreed that learning English is
useful to go aboard. It is contrast with Yue Yu study from Jiangsu University of
Science and Technology, Jiangsu, China (n.d), found that the learners showed
weak desire to going aboard. Their goals of learning English are academic and
economically purpose such as pass the exam.
15
Figure 2 : Statement 2
Based on Figure 2 which is “Saya mau belajar bahasa Inggris agar bisa
berkomunikasi dengan orang berbahasa Inggris”, the majority of the participants
(99%) agreed that “I am learning English to communicate with people who speak
English”. It is similar to Yue Yu who found that many students as her participants
in her research, like to communicate with people who speak English. In other
words, Yue Yu‟s research categorized this statement in interest motivation factors.
It is different to this research that categorized in integrative motivation with other
items. From the result on the table, we can know that many students have desire to
learn English because they want to communicate with people who using English.
It is also similar with Yue Yu who believed that the students have desire to learn
English. If their interest is decrease so that their desire to learn English also
become low. The table also shows that many students agreed but there were 2%
who were 3 students disagreed.
16
Figure 3 : Statement 3
Regarding to the Figure 3 on “Saya belajar bahasa Inggris agar mudah
berkomunikasi dengan bahasa Inggris dengan teman sekelas saya”, the data
shows that the majority of the participant (81%) agreed to the statement “I am
learning English to communicate with my classmates using English.” The
participants have desire to learn English to communicate with their classmates
using English.
From the discussion above, it could be concluded that the students agreed
that learning English is helping them to communicate with their classmates. There
were 19% of students disagreed with this statement. They did not learn English to
communicate with their classmates. They probably learned English not only to
communicate with their classmates but also the foreigners or the other people.
From the result of this theme, many students agreed with this statement as many
students realized that learning English is essential for communication. It shows
that many students have enough integrative motivation which is learning English
is a tool to communicate. It is similar with Gardner (1982), “...in order to facilitate
communication with a group.” (cited from Dorney 1990)
17
Figure 4 : Statement 4
Based on Figure 4 that has statement “Saya merasa jika saya belajar
bahasa Inggris, saya menjadi bagian dari budaya asing”, the data shows that the
majority of the participant (73%) disagreed to the statement that “I am becoming
part of English culture if I learn English.” The participants as a youngster might
not think deeper than adult. Then, the participants just wanted to learn English,
they might think that they did not need to become part of English culture. They
might aware that by learning English, did not change them into other culture. The
result of this figure is similar to Al-Tamimi and Shuib‟s research in 2009, with
university students as participants found that the number of students who would
like to learn English “to integrate with the western culture” is minority. It had the
least impact for students in learning English.
18
Figure 5 : Statement 5
According to Figure 5, “Saya merasa lebih mudah diterima di masyarakat
modern jika saya dapat berbicara bahasa Inggris”, the data shows that the
majority of the participant (57%) disagreed to the statement that “If I can speak
English, I can be accepted easier in modern society.” Total score of agree and
disagree are almost same which were 57% and 43%. The most result of
disagreeing statement that was 57%, more than a half of 100%. It shows that the
participants might want to learn English, but some of the participants (43%)
probably did not know that they would be accepted by modern society through
learning English.
From statement 1 to 5, we can conclude that the students agreed that they
want to learn English because many reasons such as can go aboard, can
communicate with people who using English, and also can communicate with
their classmates using English. It is similar to Ahat (2013) research that found
“Learning English is useful to go abroad later.” Many students agreed with that
statement. On the other hand, some students disagreed that they learn English
19
because they feel become another culture‟s part and existence in modern society.
They probably have other reasons related to this statements.
Instrumental motivation
Instrumental motivation refers to the learner‟s interest to learn the foreign
language. It is associated with pragmatic, the benefit like to get a better job
(Gardner, 1982). To explore students‟ instrumental motivation, there were 3
statements. The Gardner statement, is represented by the researcher using the
diagram. We can see the result of the statement by seeing the diagram.
According to Figure 6, “Saya mau belajar bahasa Inggris untuk
mendapatkan gaji yang tinggi.”, the data shows that the majority of the
participant (54%) disagreed to the statement that “I am learning English to get a
higher salary.” The students learn English did not want to get high salary or they
might not aware that learning English can help them to get higher salary in future,
but the total of disagreeing statement is almost similar with total of agreeing
statement which was 46%. They probably realize that learning English can help
them to get higher salary in future.
Figure 6 : Statement 6
20
On the other hand, some students might not learn English because they
want to get higher salary. It might be they have long time to work in real life.
They probably have other reasons to learn English except to get higher salary.
From figure 6, we know that the students have less instrumental motivation „get a
higher salary‟ like Gardner theory (2007) who believed that students interest to
learn English because want to get benefit things as higher salary. It is contract
with the result of this figure.
Statement 7
Based on Figure 7 that is “Saya mau belajar bahasa Inggris agar atasan
nantinya dan teman sekerja saya menghargai saya.”, the data shows that the
majority of the participant (52%) disagreed to the statement that “I am learning
English from my boss and partners in future”. The total is almost balance result,
because the total of agreeing statement was 48%. Many students want to get an
appreciation from my boss and partners in future, but some students do not so. It
is interesting because the result almost same between agree and disagree
statement.
Figure 7 : Statement 7
21
The students who disagreed might did not know that by learning English,
the partners can respect them. It would be long time for them as a Junior High
School students to think about work in real life. In other hand, some students
realized that by learning English, the partners can respect them.
Statement 8
According to Figure 8, “Saya mau belajar bahasa Inggris untuk
mendapatkan pekerjaan.”, the data shows that the majority of the participant
(83%) agreed to the statement that “I am learning English to get a job”. The
students have high motivation to learn English because of this reason, get a job.
They realize that by learning English can help them to get a job.
Figure 8 : Statement 8
22
From statement 6 to 8, we can see that statement 8 (83%) is the most
dominant agree result. They might just learn English, not asked to accept an
appreciation from the others. Actually, they realize that by learning English is
useful to get a job in a future. It is similar to Ahat‟s research (2013) who found
that learning English is useful to find a good job after the graduation. It is also
supported by some researcher in China which are Gao, 2004; Hu & Alsogoff,
2010; Pan & Block, 2011, cited in Ahat 2013). They confirm the instrumentally of
EFL learner motivation in past research. They found that the learner in China fully
aware that they need English to survive in the globalized era especially in job. The
result of statement 8 also similar to the findings from Al Tamimi (2009). He
found that the students indicated more emphasis on instrumental reason of
learning English such as get a job easily.
They realize English is useful in get a job in a future, but they are not
aware that learning English is a “benefit” that can help them to get a higher salary.
It can proved by statement 6 and 7 that shows dominant disagree result. It is same
with Gardner that the learners want to learn English because it helps to getting a
better job (1982). Actually, the students of junior high school probably do not
think yet about get a higher salary because it is still many years for them to come
in work life.
Extrinsic motivation
To explore students‟ extrinsic motivation, there are 5 statements, but
would be divided to be 2 topics. Statement number 9 until 11 were talking about
23
get a feedback, include positive and negative feedback. Then, statement number
12 and 13 were talking about pass or success to come the next level.
Extrinsic motivation refers to to something because of the achievement in
the end, such as reward or punishment (Noels, 2000). Gardner (1982), the
examples of the extrinsic motivation are giving feedback and reward to the
learner. Another one is “extrinsic motivation is characterized as the motivation to
engage in an activity as a means to an end” (Eggen&Don, 2005 cited in Chen,
2013). They pointed out that the students‟ performance in order to get a reward
like pass the test or graduate and avoid the penalty such fail grade. It is showed by
diagram that related to the statement.
Statement 9
Regarding the Figure 9 on “Saya belajar bahasa Inggris untuk mencari
hadiah seperti pulpen dari guru saya”, the data shows that the majority of the
participant (87%) disagreed to the statement that “I am learning English to get a
reward from the teacher.”
Figure 9 : Statement 9
24
From this data result, students learn English do not want to get a reward
from their teacher. It can be concluded that they learn English not only because of
the reward. Although Yue Yu (n.d) found from her research that the some
students indicates want to get praise and reward from the teacher, but the
motivation of participants in this research is not to get a reward or praise from the
teacher. Yue Yu believed that some students need to encouraged in the English
learning process. On the other hand, we can say from this table that extrinsic
motivation is not influence the students desire to learn English. The result of this
figure 9 is similar to Amedi study in 2013, found that both female or male
students like to learn English for the activities and not for any reward.
Figure 10 : Statement 10
According to Figure 10 that has statement “Saya belajar bahasa Inggris
untuk mendapatkan pujian dari orang lain”, the data shows that the majority of
the participant (88%) disagreed to the statement that “I am learning English to get
praise from others.” From the data, the students learn English not to get praise
from others. They may think that compliment is not necessary than the other
reasons. However, Yue Yu (n.d) found that some students should encouraged in
English learning process. It can be a reward or praise from the other people. It
might make them keep spirit to learn English.
25
Figure 10 : Stetement 10
Statement 11
Based on Figure 11 that has statement “Saya mau belajar bahasa Inggis
agar tidak dimarahin guru saya” (I am learning English because I want my
teacher to be happy), the data shows that the most participants (55%) disagreed to
the statement and other (18%) was strongly disagree. The majority was 73% that
disagreed. From the data, the students learn English is not because of the teacher.
It may English is compulsory subject in their school and they might have other
reason why they learn English.
Figure 11 : Stetement 11
26
From the statement 9 to 11 , it could be concluded that the students learn
English is not to get a gift or reward and also a punishment like the teacher angry
to them. A feedback or gift does not influence their spirit to learn even there are
some students, not significant, who ask the feedback or a gift from their teacher or
friends. They learn English did not because other factors such as want a reward,
praise, and punishment. It is similar to Amedi (2013) who found that both female
or male students like to learn English for the activities and not for any reward.
Statement 12
According to Figure 12 which is statement “Saya mau belajar bahasa
Inggris karena saya ingin lulus tes bahasa Inggris”, the data shows that many
students agreed with this statement that “I am learning English to pass an English
examination.”. The 57% strongly agreed and 39% agreed. The number of agreeing
precentage was 96%, it was almost perfect. We know that most of students want
to learn English in order to pass English exam. They are realize that learning
English is useful to do the English exam.
Figure 12 : Statement 12
27
It is similar to Yue Yu (n.d) study result found that the students have a
goal in learning English such as success in examination. If they fail in English
examination, they will be frustrated and disappointed.
Statement 13
Regarding the Figure 13 on “Saya mau belajar bahasa Inggris agar bisa
diterima masuk SMA favorite (ada tes bahasa Inggrisnya.”, the data shows that
the majority of the participant (95%) agreed to the statement that “I am learning
English to enter a favorite Senior High School.” The big and strong motivation of
the students to learn English which is to enroll in favorite Senior High School. It
is relevant because they are a Junior High School students so that their mind is
continue in their favorite school. It is supported by previous research by Chen et
al. (2013), the Junior High School students‟ learning motivation are influenced by
intrinsic and extrinsic motivation, but the affect mainly is extrinsic motivation. It
is proven by the result of figure 13. They have extrinsic motivation (enter to
favorite Senior High School) to learn English.
Figure 13 : Statement 13
28
In conclusion, statement number 12 and 13 happened with many students.
The result shows that the participants realized that learn English is useful to pass
the test at school and enter in favorite Senior High School. They have extrinsic
motivation that can influence their learning. Chen et al (2013) as previous
research, believed that the dominant effect that can influence the junior high
school students to learn is extrinsic motivation. The period of this participant is
time to reach their dream. They have some goals such as enroll in favorite Senior
High School or pass the test with the best score. They have to have extrinsic
motivation to keep learning English. It is same with Eggen&Don (2005) believed
that “extrinsic motivation is characterized as the motivation to engage in an
activity as a means to an end” (cited in Chen, 2013). They pointed out that the
students‟ performance in order to get a reward like pass the test or graduate and
avoid the penalty such fail grade.
Intrinsic motivation
According to Ryan and Deci (2000), Intrinsic motivation refers to do
something because of interesting or fun activities. Making fun activities, games,
or creating curiosity are examples to increase intrinsic motivation of the learner.
To explore students‟ intrinsic motivation, there are 4 statements. Every statement
will be represented by a diagram. We can see the result of the statement.
29
Figure 14 : Statement 14
Based on Figure 14 that has statement “Saya mau belajar bahasa Inggris
supaya saya bisa mengekpresikan diri saya dengan bahasa Inggris seperti
berbicara dikelas, bercerita dan kegiatan menyenangkan lainnya ”, the data shows
that the majority of the participant (88%) agreed to the statement that “I am
learning English to express myself using English such as speak at class, tell a
story and do the fun activities.” From the data, most of students agree that by
learning English is useful to express theirselves. Students may have desire to learn
English to make conversation at class, etc. It is supported by Narayanan (n.d)
from Vinayaka Missions University, found that both female and male have
intrinsic motivation (want to express myself in English).
30
Figure 15 : Statement 15
Regarding to Figure 15 which is “Saya mau belajar bahasa Inggris karena
aktifitasnya tidak membosankan seperti bermain gambar, tebak-tebakan”, the
majority of the participant (86%) agreed to the statement that “I am learning
English because the activities are not boring such as using pictures or guessing.”
From this data, the students have motivation or spirit more to learn English if the
activities is fun and interesting. Actually, if they learn English with fun and
enjoyable, they do not feel bored, tired and sleepy during the lesson. Making fun
and interesting activities during lesson can make them to more motivated to learn.
It is similar with Ryan&Deci (2000) believed that making fun activities, games, or
creating curiosity are examples to increase intrinsic motivation of the learner.
31
Figure 16 : Statement 16
Based in Figure 16 that has statement “Saya mau belajar bahasa Inggris
karena aktifitasnya tidak hanya melibatkan saya namun juga teman-teman saya
seperti diskusi, berpasangan, berkelompok.”, the data shows that the majority of
the participant (85%) agreed to the statement that “I am learning English because
it involves collaborative learning.” The data shows that the students wanted to
learn English because the activities involve collaborative learning such as in pair
or in group. It makes the students happy to learn because they also can learn each
other, not only get input from the teacher but also from their friends. It is similar
to Amedi (2013) who found that both female or male students like to learn
English for the activities and not for any reward.
32
Figure 17 : Statement 17
According to Figure 17 which has statement “Saya belajar bahasa Inggris
untuk menyenangkan hati orangtua saya”, the data shows that the majority of the
participant (74%) agreed to the statement that “I am learning English because I
want my parents to be happy.” Many students want to learn English because want
to make their parents happy, even there are some students do not feel that. They
are still children who have parents and they aware to make them happy.
We can conclude from figure 14 to 17 that the participants have strong
extrinsic motivation. They interest to learn English because they feel enjoys and
fun with the activities itself. Although some of students learn English just want to
make their parents happy, but their motivation of learning can increase as long as
the activities during the lesson. It is teacher role to make fun activities. Frankly
found that the teacher want the students to perform are inherently enjoyable, more
active and desire to learn. It becomes successful teaching by extrinsic motivation
(cited in Ryan & Deci, 2000)
33
CONCLUSION
The aim of this research was to find out the students‟ motivation in
English learning. It helps the students learn well based on their motivation. From
this researcher, the researcher know that they have various results of their
motivation. The discussion above shows that many students have a strong intrinsic
motivation in their English learning. They have desire to learn because the
activities is fun, interesting, collaborative. They want to express theirselves in
English and they want their parents to be happy if they learn English. Most of
them prefer short-term goals to long term-goals such as to pass English exam, to
enroll their favorite Senior High School. They have not been aware about higher
salary and appreciation from their boss in future yet. The students performance is
not influenced by extrinsic motivation. They do not learn English to get a reward
from the teacher or appreciation from others.
From the discussion above, it could be concluded that they have less
instrumental motivation. They have not been aware yet, it will help them to get
higher salary and also appreciation from their boss and partner in future. The
researcher suggests that, the teacher should give explanation or input to the
students that learning English can get many benefits such as get a better job,
higher salary in future, etc. It may increase the students motivation to learn
English especially in instrumental motivation.
The limitation of the study is the result of this study cannot be generalized
because the study is only use one grade (7classes) in this context. Although the
study discussed about 167 students in English learning, but the number is only a
34
small size. Some students also have been know with the benefit of learning
English such as get higher salary. For the further research, it may be larger
context, so that the result is more reliable and detail.
35
ACKNOWLEDGEMENT
This thesis would not have been done without many helps and supports.
Foremost, I would like to thank to Jesus Christ for his blessing and guidance so
that I can finish this thesis. I would like to express my sincere thanks to my
supervisor, Mrs. Anita Kurniawati, M.Hum. for her patience, time, and guidance
me to complete this study and also my examiner, Mr. Dian Toar Y.G.Sumakul,
M.A. for his suggestion for this thesis.
I would like to express my sincere gratitude to my beloved mother
(Endang Rubiyati) ,father (Parsudi), brothers (Joshua and Andika) for their love,
prayer and support to finish this study. I want to express my special gratitude to
Dhanan Dwi Rizki for his help, prayer, support, encouragement to finish this
study. Thanks for his gripe if I prefer join many organizations than stay in my
building house and his advice everyday to keep my spirit to do this thesis. I also
want to say thank you to my friends: Ika, Ira, Tika, Ecca, Nova, Firsta, El, Mita,
Chintya, and Vica for their support and prayer. Thank you to Teta, Ririn, Amel,
and Virna for their help and share knowledge to finish this study. I would like to
say thank you Twelvers family for the happiness that we shared in the college. I
would like to express my appreciation gratitude for all lectures and staffs in
Faculty of Language and Literature, Satya Wacana Christian University for
teaching and helping me in four years. And the last, I would like to thank to
SMPN 7 Salatiga family for their permission, help and suggestion related to this
study, especially the 8th grade students. Thanks for being my participants.
36
REFERENCES
Ahat, R. (2013). Motivation, Gender, and Learner Performance of English as an
L3 in the Xinjiang Uyghur Autonomous Region. Canadian Center of
Science and Education, 6, 158-167
Al-Tamimi, A., & Shuib, M. (2009). Motivation and Attitudes Toward Learning
English: A Study of Petroleum Engineering Undergraduates at
Hadhramout University of Science and Technology. GEMA Online
Journal of Language Studies,9 (2), 29-55.
Amedi, D. S., (2013). The Possible Relationship Between Gender and Motivation.
Unpublished master‟s thesis, Kristianstad University, Sweden.
Carreira, J. M. (2005). New Framework of Intrinsic/Extrinsic and
Integrative/Instrumental motivation in Second language Acquisition. The
Keiai Journal of International Studies, 16, 39-64.
Carreira, J. M. (2006). Motivation for Learning English as a Foreign Language in
Japanese Elementary Schools. JALT Journal, 28, 135-156.
Chen, L., Chunmei, L., Zhu, M.,(2013). The Study of Student Motivation on
English Learning in Junior Middle School- A case Study of no. 5 Middle
School in Gejiu. English Language Teaching, 6, 136-145.
Deci, E. L, & Ryan, R. M. (2000). Intrinsic and Extrinsic Motivations: Classic
Definitions and. Contemporary Educational Psychology, 25, 54–67.
Dörnyei (1998). Motivation in second and foreign language learning. Language
Teaching, 31, pp 117-135
Dornyei, Z. (1990). Conceptualizing Motivation in Foreign-Language Learning.
45-78.
Dörnyei, Z. (2009). Motivation in second and foreign language learning.
Cambridge Journal, 117-135.
Feng, H., Fan, J., Yang, H. (2013). The Relationship of Learning Motivation and
Achievement in EFL: Gender as an Intermediated variable. Educational
Research International, 2, 50-58.
Khodashenas, M. R., Amouzegar, E., Farahani, S, K., Hasheminab, S. G. H.,
Kazemian, V. (2013). Role of Motivation in Language Learning.
International Research Journal of Applied and Basic Sciences,
ENGLISH LEARNING
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Patricia Putri Septiana
112012152
ENGLISH LANGUAGE TEACHING PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
2016
THE SMPN 7 SALATIGA STUDENTS’ MOTIVATION IN
ENGLISH LEARNING
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Patricia Putri Septiana
112012152
ENGLISH LANGUAGE TEACHING PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
2016
ii
iii
iv
THE SMPN 7 SALATIGA STUDENTS’ MOTIVATION IN
ENGLISH LEARNING
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Patricia Putri Septiana
112012152
Approved by:
Supervisor
Examiner
Anita Kurniawati, M.Hum
Dian Toar Y.G. Sumakul, M.A.
v
PUBLICATION AGREEMENT DECLARATION
As a member of the (SWCU) Satya Wacana Christian academic
community, I verify that:
Name
: Patricia Putri Septiana
Student ID Number
: 112012152
Study Program
: English Language Teaching Program
Faculty
: Language and Literature
Kind of work
: Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive
royalty free right for my intellectual property and the contents therein entitled:
THE SMPN 7 SALATIGA STUDENTS‟ MOTIVATION IN
ENGLISH LEARNING
along with any pertinent equipment.
With this non-exclusive royalty free right, SWCU maintains the right to copy,
reproduce, print, publish, post, display, incorporate, store in or scan into a
retrieval system or database, transmit, broadcast, barter or sell my intellectual
property, in whole or in part without my express written permission, as long as my
name is still included as the wiriter.
This declaration is amde acccording to the best of my knowledge.
Made : Salatiga
Date : April 22, 2016
Verified by signee,
Patricia Putri Septiana
Approved by
Thesis Supervisor
Thesis Examiner
Anita Kurniawati, M.Hum
Dian Toar Y.G. Sumakul, M.A
vi
COPYRIGHT STATEMENT
This thesis no such material as has been submitted for examination in any course
or accepted for the fulfillment of any degree or diploma in any university. To the
best of my knowledge and my belief, this contains no material previously
published or written by any other person except where due reference is made in
the text.
Copyright@2016. Patricia Putri Septiana and Anita Kurniawati, M.Hum
All rights reserved. No part of this tesis may be reproduced by any means without
the permission of at least one of the copyright owners or the English Department,
Faculty of Language and Literature, Satya Wacana University, Salatiga.
Patricia Putri Septiana
vii
TABLE OF CONTENT
Cover page .......................................................................................................
i
Approval page ..................................................................................................
ii
Publication Declaration Agreement .................................................................
iii
Copyright statement .........................................................................................
iv
Table of Content ...............................................................................................
v
Abstract .............................................................................................................
1
Introduction .......................................................................................................
1
Literature Review
1. What is Motivation ............................................................................
4
2. Motivation can influence the student learning ..................................
4
3. Types of motivation ..........................................................................
5
The study
1. Context ...........................................................................................
9
2. Participants .....................................................................................
9
3. Data collection instrument .............................................................
11
4. Data collection procedures .............................................................
11
5. Data analysis procedures ................................................................
12
Finding and Discussion ....................................................................................
14
1. Integrative Motivation ...................................................................
14
viii
2. Instrumental Motivation ................................................................
20
3. Extrinsic Motivation ......................................................................
23
4. Intrinsic Motivation ........................................................................
29
Conclusion .......................................................................................................
34
Acknowledgement ...........................................................................................
36
References .......................................................................................................
37
Appendix .........................................................................................................
39
ix
THE SMPN 7 SALATIGA STUDENTS’ MOTIVATION IN
ENGLISH LEARNING
PATRICIA PUTRI SEPTIANA
Abstract
The aim of the study was to find out the students‟ motivation in English
learning. The subject in this study were 167 students. They were from 8th grade of
SMP N 7 Salatiga. It used criterion-based sampling. The researcher used a likert
scale questionnaire and close-ended questionnaire. There were 17 items of
questionnaire which were divided into 4 sections based on the types of
motivations. Integrative motivation had 5 items, Instrumental motivation had 3
items, Extrinsic motivation had 5 items, and Intrinsic motivation had 4 items. It
helped the students learn English well based on the students‟ motivation. The
types of motivation were integrative motivation, instrumental motivation,
extrinsic motivation, and intrinsic motivation. The result of the study showed that
the students have strong intrinsic motivation to learn English. Based on the result,
the participant had not been know that by learning English, they can get higher
salary and appreciation from their partner. The teacher should give explanation or
input positive about the benefit of learning English.
Keywords: Student Motivation, Learning English, SMP N 7 Salatiga
INTRODUCTION
Motivation has effect in achieving something such as pass the examination
or get the best mark. It is important because it influences the students throughout
the learning process especially in English learning. Learning motivation is a point
factor to learn English as a foreign language. It is supported by Feng et al., 2013.
The other research is from Woolfolk (1998) who defined “Motivation as an
internal state that arouses, directs and maintains behavior over time”. It is
supported by Salvin (2002) who defined that motivation as an internal process
such as guides the people activities and maintain behavior over time. Motivation
can be considered a process that influences the language in learning process.
1
Unfortunately, many students cannot understand English well in some schools. It
may happen because some students do not have enough motivation to learn
English. If the students have good motivation, their performance in learning
English is also good, but if the students do not have enough good motivation so
that their performance may not be good.
For example, in SMP N 7 Salatiga, the students have difficulties to learn
English. Many students are having difficulties to follow the lesson and understand
easily. The researcher had done a teaching practicum there and tried to use fun
activities to catch the students‟ attention and also to make them easy to understand
the material. Some of the students received the material given in the learning
process, but some of them did not really pay attention with the lesson. Some
students might think that English is difficult that they cannot understand the
lesson. Many students in some schools rarely use English even in their English
class because they have difficulties in producing spoken English.
The researcher did observation for 2 months when she did teaching
practicum and tried to make enjoyable learning English with fun activities.
However, the result was not maximal as their performance did not improve
significantly. In this case, the researcher found out that the students might have
different motivation in English learning because it influences their class
performance. It is relevant with the definition of motivation that is “the reasons
underlying behavior.” (Guay et al., 2010). According to Gredler, Broussard and
Garrison (2004), the definition of motivation is “the attribute that moves us to do
or to do something.”(cited in Lai, 2011).
2
The aim of this research is to find out the students‟ motivation in English
learning. It helps the students learn well based on the students‟ motivation. The
researcher investigated students in eighth grade classes of SMP N 7 Salatiga. The
researcher chose to investigate junior high students because they actually have
known what are the purpose of learning English and it found that some of them
did not learn English well, such as they did not enjoy the activities in English
class, busied or disturbed with other friends, and etc. It might happen because they
have different motivations.
This topic has similar idea with Gardner (2001) who stated that motivation
has responsibility for the students‟ success in English learning (cited in Rubrecht,
2007). The research question for this paper was „What are the SMP N 7 Salatiga
students‟ motivations in English learning?‟ This paper seeks to contribute to this
area of research and find out the students‟ motivation in English learning and the
researcher hopes that the result of this study will be useful as an additional
information for Junior High School English teachers so that the teaching and
learning English process will improve.
3
LITERATURE REVIEW
What is Motivation
Lifrieri (2005) pointed out that when people talked about the factors that
can influenced the individual success in their activity such as learn language,
people would certainly mention motivation among them. Pintrich and Schunk
defined “Motivation is the process whereby goal-directed activity is instigated and
sustained.”(1996, cited in Dornyei, 1998).; we need to find brief and clear
definitions by some experts. Dornyei (1998) defines motivation is „A process
whereby a certain amount of instigation force arises, initiates action, and persists
as long as no other force comes into play to weaken it and thereby terminate
action, or until the planned outcome has been reached'. The other comes from
Eggen and Don‟s point of view. They said that motivation is “a force that
energizes, sustains, and directs behavior toward a goal” (2005, cited in Chen et al.
, 2013).
Motivation can influence the student learning
Learning English as second or foreign language relates to motivations that
can influence the successful of the learning itself. It is similar to Dornyei (1998)
who stated that motivation has a role to influence the successful of learning
English as second or foreign language. There is another researcher who discussed
about same topic. Gardner (2001) stated that motivation has responsibility for the
students‟ success in English learning (cited in Rubrecht, 2007). A study by
Rubrecht (2007) also stated that Gardner & MacIntyre (1999) found that “The
existence of a motivation orientation, ...can still influence learners‟ second
4
language learning more than for those not so motivated.” Those might prove that
learning English cannot be separated with the learner motivation and also many
researchers have already believed that they have a relation between each other.
The type of motivation that often happen in learning process is intrinsic
motivation. Intrinsic motivation results in high-quality learning and creativity
(Ryan & Stiller, 1991, cited in Ryan & Deci, 2000). It is supported by Gardner
(2006) who believed that “if one is motivated, he/she has reasons (motives) for
engaging in the relevant activities, expends effort, persist in the activities, attends
to the tasks, shows desire to achieve the goal, enjoys the activities, etc.” (cited in
Al-Tamimi, 2009). According to Deci et al. (1999), usually the learners consider
intrinsic motivation to be more desirable and to result in better learning output
than extrinsic motivation. (cited in Lai, 2011). In other hand, Frankly said that the
teacher want the students to perform are inherently enjoyable, more active and
desire to learn. It becomes successful teaching by extrinsic motivation (cited in
Ryan & Deci, 2000). In previous research by Chen et al. (2013), the junior high
school students‟ learning motivation are influenced by intrinsic and extrinsic
motivation, but the affect mainly is extrinsic motivation.
Types of motivation
People have different kinds of motivation, not only how much their
motivation, but also what types of their motivation (Ryan, Deci, 2000). In SelfDetermination Theory (SDT; Deci & Ryan, 1985), we know that different types of
motivation based on the different purposes and reasons that give impact in their
5
performance (cited in Ryan, Deci, 2000). We have to know the basic concept of
motivation.
Gardner identified two classes of motivation. There are integrative
motivation and instrumental motivation. First, integrative motivation reflects “...
the individual to acquire the language of a second-language community in order to
facilitate communication with that group.” (Gardner et. al., cited in Dornyei
1990). It is associated with interest in “foreign language, the eagerness to learn the
target language, ....”(Gardner, 1982). Gardner and Masgoret (2003) stated that
integrative motivation refers to “an openness to identify at least in part with
another language community”. Gardner also has other statement. Gardner (1983)
defines integrative motivation as integrative motivation is when the language
learner want to identify their selves with or become integrated into the society of
the target language. He also has another statement in 2007 said that an
integratively motivated student shows interest in learning about the culture and
the people of target language.
It is similar with Wilkins (1972) who stated that they motivated when they
want to learn a language because they want to “know more of the culture and
values of the foreign language group... to make contact with the speakers of the
languages... to live in the country concerned”. It is almost similar with Ellis who
stated that integrative motivation is when the students learn English so that fulfill
the desire to mix up in the people and culture of the target language (1997). The
other point of view is from Noel et al. Noel et al. (2000) defined the integrative
6
motivation refers to an eagerness to learn the L2 in order to have contact with, and
might to identify with, members from L2 community.
The second is instrumental motivation. Gardner believed that the learner
interest to learn English because want to get benefit things as higher salary or
better job. Gardner (2007) also has statement that instrumentally motivated
student has more pragmatic consideration in their mind regarding L2 learning
such as gaining more money and better job. It is supported by Noel et al. (2000),
he stated that instrumental motivation when the students has desire to learn
English to gain the practical purpose such as better job or appreciation.
Huitt (2001) stated that the teachers can increase the learner motivation on
classroom tasks with the variety of action. It is related to intrinsic and extrinsic
motivation (Ryan&Deci, 2000). Ryan and Deci (2000) who stated that intrinsic
motivation refers to do something because of interesting or fun activities. Making
fun activities, games, or creating curiosity are examples to increase intrinsic
motivation of the learner. Ryan and Deci (2000) also defined intrinsic motivation
is when the students do activity for satisfaction or enjoyment rather than for some
consequences. It is similar to Noel at al. (2002) who said that intrinsic motivation
is when the students feel free to choose to perform an activity and they looking for
the interesting activities which they have challenges to presents. From it, they can
develop their abilities.
The other statements are from Pintrich and Schunk. Pintrich and Schunk
(2002) defined intrinsic motivation refers to motivation that use to activity for its
own interest. Then, Schmidt, Boraie, and Kassabgy (1996) defined intrinsic
7
motivation as motivation to obtain enough rewards from the activity itself. (cited
from Junko, 2006). Another type of motivation is extrinsic motivation. Extrinsic
motivation refers to something because of the achievement in the end, such as
reward or punishment (Noels, 2000). From other researcher, extrinsic motivation
is to engage in activity as a tools to reach the goal in the end (Eggen&Don, 2005
cited in Chen, 2013). They pointed out that the students‟ performance in order to
get a reward like pass the test or graduate and avoid the penalty such fail grade.
It is similar to Pintrich and Schunk (2002) who stated that extrinsic
motivation happen when the join an activity to get the reward in the end. It is also
supported by Schmidt et al (1996) who stated that extrinsic motivation refers to
get an external reward (cited in Junko, 2006). Another statement that supported is
from Ryan and Deci (2000) who believed that extrinsic motivation is an activity
that in order to some outcomes (the students feel afraid if they did not do their
homework, the parents will be angry).
8
THE STUDY
Context
This research was conducted at SMP N 7 Salatiga especially in 8th grade.
This school located in suburban of Salatiga which is in Jl. Setiaki, 15, Sidomukti,
Salatiga. The school is government school. The environment of this school is
comfortable, cool and also conducive to learning process so that this school get an
award “Sekolah Adiwiyata Tingkat Salatiga” in 2013. This school has 47
teachers, 672 students, 24 classes, more than 8 extracurricular activities for the
students. Some teachers in this school also has many achievements. The
researcher chose the school because she felt curious to find out the students‟
motivation when she did a teaching practicum in some months. In this school, the
students get 4 learning hours to learn English every week. The type of this
research is qualitative.
Participants
The participants of this study were 167 students. There were from 8th
grade, 8A-8H. The researcher chose 8th grade, after she asked some students in
each class, because they actually had known what are the purpose of learning
English rather than the 7th grade.
9
Class
Gender
Male
Female
Total
8A
14
6
20
8B
12
11
23
8D
13
12
25
8E
15
11
26
8F
9
11
20
8G
15
11
26
8H
14
6
20
167
Table 1. The Number Male or Female Students in Every Class.
Age
(years
12
13
14
15
16
1
48
67
42
9
old)
Total
Table 2. The Age of The Participants.
Age
(years
3
4
5
6
7
8
9
10
11
12
2
7
37
35
59
10
13
1
2
1
old)
Total
Table 3. The Age of The Participants Learned English
10
According to Table 3, the majority of the participants learned English is when
they was 7 years old.
Data Collection Instruments
The study used a close-ended questionnaire and using likert scale with
four options (Appendix) that were “strongly agree”, “agree”, “disagree”, and
“strongly disagree”. It included the basic demographic information of the
students, including gender, the grade, and the age of the participants learned
English. Close-ended questionnaire typed was chosen because it made the
students easy to answer, just give the tick. The items of questionnaire have been
developed based on the discussion on the literature review and then fit into
Indonesian context. It was from some other researchers and have been developed
by the researcher. The researcher changed some questions such as changed the
difficult words, and used the simple question based on the research context. It was
because the questionnaire would be filled by the junior high school students.
There were 17 items which represent the four types of motivations. There were
integrative motivation, instrumental motivation, extrinsic motivation, and also
intrinsic motivation. There were 5 items of integrative motivation, 3 items of
instrumental motivation, 5 items of extrinsic motivation, and 4 items of intrinsic
motivation.
Data Collection Procedures
Before actually distributed the questionnaire to the real
participants, the researcher need to test the questionnaire items to a group of
11
people who have similar characteristics to the real participants. This procedure
make sure that the items we developed could get the expected answers.
The researcher did a piloting in 8C class. The researcher asked 26 students
to fill the research instrument. The researcher distributed the questionnaire to the
piloting participants.
There were some important things to highlight from the piloting
results. First, the questionnaire contained a difficult word that confused some of
the piloting participants. It is on demographic information “lama belajar bahasa
inggris. They felt confused and asked what the meaning is. They were slow to fill
this part, because they had to memorize and count how many years they study.
Then, the researcher decided to change the term into an easy word which was
”umur pertama kali belajar bahasa inggris”. Second, in consent form part. In the
questionnaire, it just “hp”, the participants felt confused and asked. Then, the
researcher revised become “no. Hp”. The last was the researcher omitted “email”,
because actually they did not remember their email and some of students did not
have email.
The questionnaires were distributed to 167 students from six
classes. It consists of 8A, 8B, 8D, 8E, 8F, 8G, 8H. The questionnaires were
delivered to the participants directly. After receiving the data, the first step to do
was to input them in Microsoft Excel worksheet.
Data Analysis Procedures
After got the data from the questionnaires, the researcher read and started
to input in Microsoft Excel. Then, the researcher made coding and categorized in
12
some keywords from the items in the questionnaire. The researcher made some
themes or subheading in finding and interpreted in qualitative-descriptive manner.
The researcher also made a diagram about the finding in order to make the readers
easy to understand and also make conclusion to cover all of the findings.
13
FINDINGS AND DISCUSSION
In this part, the researcher discuss about the findings. After distributed,
collected the questionnaire and then classified the answers, the researcher divided
the discussion into 4 sections which are integrative motivation, instrumental
motivation, extrinsic motivation, and intrinsic motivation.
Integrative motivation
To explore students‟ integrative motivation, there were 5 statements that
the researcher divided to be 2 topics because 5 statements here have different
keyword. The first three explored about English is useful to communicate the
foreigners or friends and the last two was about learning English is also learn
English culture and society will accept the learners easier.
Integrative motivation reflects “... the individual to acquire the language of
a second-language community in order to facilitate communication with that
group.” (Gardner et. al. , cited from Dornyei 1990). It is associated with interest in
“foreign language, the eagerness to learn the target language, ....”(Gardner, 1982).
It talks about English is useful to communicate and they are eager to learn, it can
be the culture of the target language. The Dornyei statement is represented by the
researcher with some statements. The result is illustrated by the diagram.
14
Figure 1 : Statement 1
According to Figure 1, the majority of the participants (91%) agreed to the
statement that “ I am learning English to go aboard.” Only 9% of participant
disagreed to the statement. From the majority, they might think that by learning
English, they can easy to go aboard because they have already learn the language
to communicate there. People who cannot speak English will have difficulty to go
aboard because they have difficulty to communicate using English as an
international language. The majority result of this statement is similar to Ahat‟s
research. Ahat (2013) found that the participants agreed that learning English is
useful to go aboard. It is contrast with Yue Yu study from Jiangsu University of
Science and Technology, Jiangsu, China (n.d), found that the learners showed
weak desire to going aboard. Their goals of learning English are academic and
economically purpose such as pass the exam.
15
Figure 2 : Statement 2
Based on Figure 2 which is “Saya mau belajar bahasa Inggris agar bisa
berkomunikasi dengan orang berbahasa Inggris”, the majority of the participants
(99%) agreed that “I am learning English to communicate with people who speak
English”. It is similar to Yue Yu who found that many students as her participants
in her research, like to communicate with people who speak English. In other
words, Yue Yu‟s research categorized this statement in interest motivation factors.
It is different to this research that categorized in integrative motivation with other
items. From the result on the table, we can know that many students have desire to
learn English because they want to communicate with people who using English.
It is also similar with Yue Yu who believed that the students have desire to learn
English. If their interest is decrease so that their desire to learn English also
become low. The table also shows that many students agreed but there were 2%
who were 3 students disagreed.
16
Figure 3 : Statement 3
Regarding to the Figure 3 on “Saya belajar bahasa Inggris agar mudah
berkomunikasi dengan bahasa Inggris dengan teman sekelas saya”, the data
shows that the majority of the participant (81%) agreed to the statement “I am
learning English to communicate with my classmates using English.” The
participants have desire to learn English to communicate with their classmates
using English.
From the discussion above, it could be concluded that the students agreed
that learning English is helping them to communicate with their classmates. There
were 19% of students disagreed with this statement. They did not learn English to
communicate with their classmates. They probably learned English not only to
communicate with their classmates but also the foreigners or the other people.
From the result of this theme, many students agreed with this statement as many
students realized that learning English is essential for communication. It shows
that many students have enough integrative motivation which is learning English
is a tool to communicate. It is similar with Gardner (1982), “...in order to facilitate
communication with a group.” (cited from Dorney 1990)
17
Figure 4 : Statement 4
Based on Figure 4 that has statement “Saya merasa jika saya belajar
bahasa Inggris, saya menjadi bagian dari budaya asing”, the data shows that the
majority of the participant (73%) disagreed to the statement that “I am becoming
part of English culture if I learn English.” The participants as a youngster might
not think deeper than adult. Then, the participants just wanted to learn English,
they might think that they did not need to become part of English culture. They
might aware that by learning English, did not change them into other culture. The
result of this figure is similar to Al-Tamimi and Shuib‟s research in 2009, with
university students as participants found that the number of students who would
like to learn English “to integrate with the western culture” is minority. It had the
least impact for students in learning English.
18
Figure 5 : Statement 5
According to Figure 5, “Saya merasa lebih mudah diterima di masyarakat
modern jika saya dapat berbicara bahasa Inggris”, the data shows that the
majority of the participant (57%) disagreed to the statement that “If I can speak
English, I can be accepted easier in modern society.” Total score of agree and
disagree are almost same which were 57% and 43%. The most result of
disagreeing statement that was 57%, more than a half of 100%. It shows that the
participants might want to learn English, but some of the participants (43%)
probably did not know that they would be accepted by modern society through
learning English.
From statement 1 to 5, we can conclude that the students agreed that they
want to learn English because many reasons such as can go aboard, can
communicate with people who using English, and also can communicate with
their classmates using English. It is similar to Ahat (2013) research that found
“Learning English is useful to go abroad later.” Many students agreed with that
statement. On the other hand, some students disagreed that they learn English
19
because they feel become another culture‟s part and existence in modern society.
They probably have other reasons related to this statements.
Instrumental motivation
Instrumental motivation refers to the learner‟s interest to learn the foreign
language. It is associated with pragmatic, the benefit like to get a better job
(Gardner, 1982). To explore students‟ instrumental motivation, there were 3
statements. The Gardner statement, is represented by the researcher using the
diagram. We can see the result of the statement by seeing the diagram.
According to Figure 6, “Saya mau belajar bahasa Inggris untuk
mendapatkan gaji yang tinggi.”, the data shows that the majority of the
participant (54%) disagreed to the statement that “I am learning English to get a
higher salary.” The students learn English did not want to get high salary or they
might not aware that learning English can help them to get higher salary in future,
but the total of disagreeing statement is almost similar with total of agreeing
statement which was 46%. They probably realize that learning English can help
them to get higher salary in future.
Figure 6 : Statement 6
20
On the other hand, some students might not learn English because they
want to get higher salary. It might be they have long time to work in real life.
They probably have other reasons to learn English except to get higher salary.
From figure 6, we know that the students have less instrumental motivation „get a
higher salary‟ like Gardner theory (2007) who believed that students interest to
learn English because want to get benefit things as higher salary. It is contract
with the result of this figure.
Statement 7
Based on Figure 7 that is “Saya mau belajar bahasa Inggris agar atasan
nantinya dan teman sekerja saya menghargai saya.”, the data shows that the
majority of the participant (52%) disagreed to the statement that “I am learning
English from my boss and partners in future”. The total is almost balance result,
because the total of agreeing statement was 48%. Many students want to get an
appreciation from my boss and partners in future, but some students do not so. It
is interesting because the result almost same between agree and disagree
statement.
Figure 7 : Statement 7
21
The students who disagreed might did not know that by learning English,
the partners can respect them. It would be long time for them as a Junior High
School students to think about work in real life. In other hand, some students
realized that by learning English, the partners can respect them.
Statement 8
According to Figure 8, “Saya mau belajar bahasa Inggris untuk
mendapatkan pekerjaan.”, the data shows that the majority of the participant
(83%) agreed to the statement that “I am learning English to get a job”. The
students have high motivation to learn English because of this reason, get a job.
They realize that by learning English can help them to get a job.
Figure 8 : Statement 8
22
From statement 6 to 8, we can see that statement 8 (83%) is the most
dominant agree result. They might just learn English, not asked to accept an
appreciation from the others. Actually, they realize that by learning English is
useful to get a job in a future. It is similar to Ahat‟s research (2013) who found
that learning English is useful to find a good job after the graduation. It is also
supported by some researcher in China which are Gao, 2004; Hu & Alsogoff,
2010; Pan & Block, 2011, cited in Ahat 2013). They confirm the instrumentally of
EFL learner motivation in past research. They found that the learner in China fully
aware that they need English to survive in the globalized era especially in job. The
result of statement 8 also similar to the findings from Al Tamimi (2009). He
found that the students indicated more emphasis on instrumental reason of
learning English such as get a job easily.
They realize English is useful in get a job in a future, but they are not
aware that learning English is a “benefit” that can help them to get a higher salary.
It can proved by statement 6 and 7 that shows dominant disagree result. It is same
with Gardner that the learners want to learn English because it helps to getting a
better job (1982). Actually, the students of junior high school probably do not
think yet about get a higher salary because it is still many years for them to come
in work life.
Extrinsic motivation
To explore students‟ extrinsic motivation, there are 5 statements, but
would be divided to be 2 topics. Statement number 9 until 11 were talking about
23
get a feedback, include positive and negative feedback. Then, statement number
12 and 13 were talking about pass or success to come the next level.
Extrinsic motivation refers to to something because of the achievement in
the end, such as reward or punishment (Noels, 2000). Gardner (1982), the
examples of the extrinsic motivation are giving feedback and reward to the
learner. Another one is “extrinsic motivation is characterized as the motivation to
engage in an activity as a means to an end” (Eggen&Don, 2005 cited in Chen,
2013). They pointed out that the students‟ performance in order to get a reward
like pass the test or graduate and avoid the penalty such fail grade. It is showed by
diagram that related to the statement.
Statement 9
Regarding the Figure 9 on “Saya belajar bahasa Inggris untuk mencari
hadiah seperti pulpen dari guru saya”, the data shows that the majority of the
participant (87%) disagreed to the statement that “I am learning English to get a
reward from the teacher.”
Figure 9 : Statement 9
24
From this data result, students learn English do not want to get a reward
from their teacher. It can be concluded that they learn English not only because of
the reward. Although Yue Yu (n.d) found from her research that the some
students indicates want to get praise and reward from the teacher, but the
motivation of participants in this research is not to get a reward or praise from the
teacher. Yue Yu believed that some students need to encouraged in the English
learning process. On the other hand, we can say from this table that extrinsic
motivation is not influence the students desire to learn English. The result of this
figure 9 is similar to Amedi study in 2013, found that both female or male
students like to learn English for the activities and not for any reward.
Figure 10 : Statement 10
According to Figure 10 that has statement “Saya belajar bahasa Inggris
untuk mendapatkan pujian dari orang lain”, the data shows that the majority of
the participant (88%) disagreed to the statement that “I am learning English to get
praise from others.” From the data, the students learn English not to get praise
from others. They may think that compliment is not necessary than the other
reasons. However, Yue Yu (n.d) found that some students should encouraged in
English learning process. It can be a reward or praise from the other people. It
might make them keep spirit to learn English.
25
Figure 10 : Stetement 10
Statement 11
Based on Figure 11 that has statement “Saya mau belajar bahasa Inggis
agar tidak dimarahin guru saya” (I am learning English because I want my
teacher to be happy), the data shows that the most participants (55%) disagreed to
the statement and other (18%) was strongly disagree. The majority was 73% that
disagreed. From the data, the students learn English is not because of the teacher.
It may English is compulsory subject in their school and they might have other
reason why they learn English.
Figure 11 : Stetement 11
26
From the statement 9 to 11 , it could be concluded that the students learn
English is not to get a gift or reward and also a punishment like the teacher angry
to them. A feedback or gift does not influence their spirit to learn even there are
some students, not significant, who ask the feedback or a gift from their teacher or
friends. They learn English did not because other factors such as want a reward,
praise, and punishment. It is similar to Amedi (2013) who found that both female
or male students like to learn English for the activities and not for any reward.
Statement 12
According to Figure 12 which is statement “Saya mau belajar bahasa
Inggris karena saya ingin lulus tes bahasa Inggris”, the data shows that many
students agreed with this statement that “I am learning English to pass an English
examination.”. The 57% strongly agreed and 39% agreed. The number of agreeing
precentage was 96%, it was almost perfect. We know that most of students want
to learn English in order to pass English exam. They are realize that learning
English is useful to do the English exam.
Figure 12 : Statement 12
27
It is similar to Yue Yu (n.d) study result found that the students have a
goal in learning English such as success in examination. If they fail in English
examination, they will be frustrated and disappointed.
Statement 13
Regarding the Figure 13 on “Saya mau belajar bahasa Inggris agar bisa
diterima masuk SMA favorite (ada tes bahasa Inggrisnya.”, the data shows that
the majority of the participant (95%) agreed to the statement that “I am learning
English to enter a favorite Senior High School.” The big and strong motivation of
the students to learn English which is to enroll in favorite Senior High School. It
is relevant because they are a Junior High School students so that their mind is
continue in their favorite school. It is supported by previous research by Chen et
al. (2013), the Junior High School students‟ learning motivation are influenced by
intrinsic and extrinsic motivation, but the affect mainly is extrinsic motivation. It
is proven by the result of figure 13. They have extrinsic motivation (enter to
favorite Senior High School) to learn English.
Figure 13 : Statement 13
28
In conclusion, statement number 12 and 13 happened with many students.
The result shows that the participants realized that learn English is useful to pass
the test at school and enter in favorite Senior High School. They have extrinsic
motivation that can influence their learning. Chen et al (2013) as previous
research, believed that the dominant effect that can influence the junior high
school students to learn is extrinsic motivation. The period of this participant is
time to reach their dream. They have some goals such as enroll in favorite Senior
High School or pass the test with the best score. They have to have extrinsic
motivation to keep learning English. It is same with Eggen&Don (2005) believed
that “extrinsic motivation is characterized as the motivation to engage in an
activity as a means to an end” (cited in Chen, 2013). They pointed out that the
students‟ performance in order to get a reward like pass the test or graduate and
avoid the penalty such fail grade.
Intrinsic motivation
According to Ryan and Deci (2000), Intrinsic motivation refers to do
something because of interesting or fun activities. Making fun activities, games,
or creating curiosity are examples to increase intrinsic motivation of the learner.
To explore students‟ intrinsic motivation, there are 4 statements. Every statement
will be represented by a diagram. We can see the result of the statement.
29
Figure 14 : Statement 14
Based on Figure 14 that has statement “Saya mau belajar bahasa Inggris
supaya saya bisa mengekpresikan diri saya dengan bahasa Inggris seperti
berbicara dikelas, bercerita dan kegiatan menyenangkan lainnya ”, the data shows
that the majority of the participant (88%) agreed to the statement that “I am
learning English to express myself using English such as speak at class, tell a
story and do the fun activities.” From the data, most of students agree that by
learning English is useful to express theirselves. Students may have desire to learn
English to make conversation at class, etc. It is supported by Narayanan (n.d)
from Vinayaka Missions University, found that both female and male have
intrinsic motivation (want to express myself in English).
30
Figure 15 : Statement 15
Regarding to Figure 15 which is “Saya mau belajar bahasa Inggris karena
aktifitasnya tidak membosankan seperti bermain gambar, tebak-tebakan”, the
majority of the participant (86%) agreed to the statement that “I am learning
English because the activities are not boring such as using pictures or guessing.”
From this data, the students have motivation or spirit more to learn English if the
activities is fun and interesting. Actually, if they learn English with fun and
enjoyable, they do not feel bored, tired and sleepy during the lesson. Making fun
and interesting activities during lesson can make them to more motivated to learn.
It is similar with Ryan&Deci (2000) believed that making fun activities, games, or
creating curiosity are examples to increase intrinsic motivation of the learner.
31
Figure 16 : Statement 16
Based in Figure 16 that has statement “Saya mau belajar bahasa Inggris
karena aktifitasnya tidak hanya melibatkan saya namun juga teman-teman saya
seperti diskusi, berpasangan, berkelompok.”, the data shows that the majority of
the participant (85%) agreed to the statement that “I am learning English because
it involves collaborative learning.” The data shows that the students wanted to
learn English because the activities involve collaborative learning such as in pair
or in group. It makes the students happy to learn because they also can learn each
other, not only get input from the teacher but also from their friends. It is similar
to Amedi (2013) who found that both female or male students like to learn
English for the activities and not for any reward.
32
Figure 17 : Statement 17
According to Figure 17 which has statement “Saya belajar bahasa Inggris
untuk menyenangkan hati orangtua saya”, the data shows that the majority of the
participant (74%) agreed to the statement that “I am learning English because I
want my parents to be happy.” Many students want to learn English because want
to make their parents happy, even there are some students do not feel that. They
are still children who have parents and they aware to make them happy.
We can conclude from figure 14 to 17 that the participants have strong
extrinsic motivation. They interest to learn English because they feel enjoys and
fun with the activities itself. Although some of students learn English just want to
make their parents happy, but their motivation of learning can increase as long as
the activities during the lesson. It is teacher role to make fun activities. Frankly
found that the teacher want the students to perform are inherently enjoyable, more
active and desire to learn. It becomes successful teaching by extrinsic motivation
(cited in Ryan & Deci, 2000)
33
CONCLUSION
The aim of this research was to find out the students‟ motivation in
English learning. It helps the students learn well based on their motivation. From
this researcher, the researcher know that they have various results of their
motivation. The discussion above shows that many students have a strong intrinsic
motivation in their English learning. They have desire to learn because the
activities is fun, interesting, collaborative. They want to express theirselves in
English and they want their parents to be happy if they learn English. Most of
them prefer short-term goals to long term-goals such as to pass English exam, to
enroll their favorite Senior High School. They have not been aware about higher
salary and appreciation from their boss in future yet. The students performance is
not influenced by extrinsic motivation. They do not learn English to get a reward
from the teacher or appreciation from others.
From the discussion above, it could be concluded that they have less
instrumental motivation. They have not been aware yet, it will help them to get
higher salary and also appreciation from their boss and partner in future. The
researcher suggests that, the teacher should give explanation or input to the
students that learning English can get many benefits such as get a better job,
higher salary in future, etc. It may increase the students motivation to learn
English especially in instrumental motivation.
The limitation of the study is the result of this study cannot be generalized
because the study is only use one grade (7classes) in this context. Although the
study discussed about 167 students in English learning, but the number is only a
34
small size. Some students also have been know with the benefit of learning
English such as get higher salary. For the further research, it may be larger
context, so that the result is more reliable and detail.
35
ACKNOWLEDGEMENT
This thesis would not have been done without many helps and supports.
Foremost, I would like to thank to Jesus Christ for his blessing and guidance so
that I can finish this thesis. I would like to express my sincere thanks to my
supervisor, Mrs. Anita Kurniawati, M.Hum. for her patience, time, and guidance
me to complete this study and also my examiner, Mr. Dian Toar Y.G.Sumakul,
M.A. for his suggestion for this thesis.
I would like to express my sincere gratitude to my beloved mother
(Endang Rubiyati) ,father (Parsudi), brothers (Joshua and Andika) for their love,
prayer and support to finish this study. I want to express my special gratitude to
Dhanan Dwi Rizki for his help, prayer, support, encouragement to finish this
study. Thanks for his gripe if I prefer join many organizations than stay in my
building house and his advice everyday to keep my spirit to do this thesis. I also
want to say thank you to my friends: Ika, Ira, Tika, Ecca, Nova, Firsta, El, Mita,
Chintya, and Vica for their support and prayer. Thank you to Teta, Ririn, Amel,
and Virna for their help and share knowledge to finish this study. I would like to
say thank you Twelvers family for the happiness that we shared in the college. I
would like to express my appreciation gratitude for all lectures and staffs in
Faculty of Language and Literature, Satya Wacana Christian University for
teaching and helping me in four years. And the last, I would like to thank to
SMPN 7 Salatiga family for their permission, help and suggestion related to this
study, especially the 8th grade students. Thanks for being my participants.
36
REFERENCES
Ahat, R. (2013). Motivation, Gender, and Learner Performance of English as an
L3 in the Xinjiang Uyghur Autonomous Region. Canadian Center of
Science and Education, 6, 158-167
Al-Tamimi, A., & Shuib, M. (2009). Motivation and Attitudes Toward Learning
English: A Study of Petroleum Engineering Undergraduates at
Hadhramout University of Science and Technology. GEMA Online
Journal of Language Studies,9 (2), 29-55.
Amedi, D. S., (2013). The Possible Relationship Between Gender and Motivation.
Unpublished master‟s thesis, Kristianstad University, Sweden.
Carreira, J. M. (2005). New Framework of Intrinsic/Extrinsic and
Integrative/Instrumental motivation in Second language Acquisition. The
Keiai Journal of International Studies, 16, 39-64.
Carreira, J. M. (2006). Motivation for Learning English as a Foreign Language in
Japanese Elementary Schools. JALT Journal, 28, 135-156.
Chen, L., Chunmei, L., Zhu, M.,(2013). The Study of Student Motivation on
English Learning in Junior Middle School- A case Study of no. 5 Middle
School in Gejiu. English Language Teaching, 6, 136-145.
Deci, E. L, & Ryan, R. M. (2000). Intrinsic and Extrinsic Motivations: Classic
Definitions and. Contemporary Educational Psychology, 25, 54–67.
Dörnyei (1998). Motivation in second and foreign language learning. Language
Teaching, 31, pp 117-135
Dornyei, Z. (1990). Conceptualizing Motivation in Foreign-Language Learning.
45-78.
Dörnyei, Z. (2009). Motivation in second and foreign language learning.
Cambridge Journal, 117-135.
Feng, H., Fan, J., Yang, H. (2013). The Relationship of Learning Motivation and
Achievement in EFL: Gender as an Intermediated variable. Educational
Research International, 2, 50-58.
Khodashenas, M. R., Amouzegar, E., Farahani, S, K., Hasheminab, S. G. H.,
Kazemian, V. (2013). Role of Motivation in Language Learning.
International Research Journal of Applied and Basic Sciences,