CONTOH SKRIPSI BAHASA INGGRIS  A STUDY ON STUDENT’S MOTIVATION IN LEARNING ENGLISH A CASE STUDY AT THE

EIGHT YEAR STUDENT OF SMPN 2JONGGAT IN ACADEMIC YEAR

2010

CHAPTER I

INTRODUCTION

1.1  Background of Study

As we know that, English is the most widely used language in the

world. It shows that English is very important to be learned by the students for

international communication.

One of the popular languages that has been learned by the student up

to know in all levels of education in Indonesia is English, because it can be

used for communication with foreign people for conference and business.

Such a great importance brings with it huge challenge to the teacher of

the language. This challenge is not only the matter of methodology and

instructional strategy and also a matter between the student’s interest and

motivation to learn the language. The quality of the student’s inner drive to

learn language should be taken in to account. Indonesia students seem poor

due to the limited number of native speakers available in the teaching English

to low motivated learns. This difficult for teacher to do ( Girard, 1977 : 15 ).

People involved in language teaching often say that the students who

really want to learn English will succeed in whatever situation they study. All

teacher can think of situation in which certain “ motivated” students

significantly do better then their friends, students frequency succeed in what to

be probably conditions even though what teachers consider unsatisfactory in

face of such phenomena it is quite reasonable to suggest that the students

bring to class is the biggest single factor affective their success ( Harmer,

1991:13). He further says that the students with strongly motivated long term

goals for the English are probably easier to teach that these who have no such

goals (and therefore no real drive). For the latter students short-term goals will

often provide the only motivation they feel.

In writer experience as long as learning English, some students who

are interested in learning English in class sometimes paid attention to teacher

explanation and usually easy for them to understand the materials. However

the students who did not show any materials always looked outside or class

through windows which were opened near them. Consequently it is difficult for

then to understand and to do some assignment given. These interesting

phenomena are the reasons for writer to choose this title.

1.2  Statement of problems

 The research problems are as follow:

a.       Are there any motivations in learning English of the students of SMPN 2

Jonggat?

b.      Are there any motivation factors of intrinsic and extrinsic in learning English

of the students of SMPN 2 Jonggat?

1.3   The Purposes of the Study

This particular writing is aimed at finding out:

a.       Whether there are some motivations in learning English of the students of

SMPN 2 Jonggat or not.

b.      Whether any motivation factors intrinsic and extrinsic in learning English of

the students of SMPN 2 Jonggat or not.

1.4  Definition of Key Terms

a. Students

This research as the subject of the second year students of SMPN 2 Jonggat in

academic year  2010-2011.

b. Motivations

Motivation is some kind of internal drives that encourage

somebody to purpose encourage of action (Harmer, 1991: 13).

Motivation is the set of reasons that determiners one to engage in

a particular behavior.

Motivation is the desire to learn a language to integrate

successfully into to the target language community ( Gardner and

Lambert, 1972:15)

Motivations are (a) reasons for learning, (b) desire to attain the

learning goal, (c) positive attitude to ward the learning situation

and (d) effortful behavior, (Crookes and Schmidt, 1991:15).

c. Learning

Learning is the process of changing original behavior through

experiences and exercises ( Garry and Slay, 1970; 15)

Learning is changing of performance as a function of practice

(Groch and Irhon, 1952; 119).

1.5  Scope of the Study

This study is devoted to deal with motivation in relation to learning

English at SMPN 2 Jonggat. The student’s motivation will be obtained through

questionnaire and interview because there are many classes in that school.

The writer only takes the second grade (2 classes) students randomly

chosen. They are class A and B.

1.6  The Significances of Study

The significances of the study are as follows:

a.       To inform the stakeholders (e,g, headmaster and the parents of students) of

the school in relation to the motivation in learning English.

b.      To inform the teachers of the school of the second year that students

motivation in learning English in order that he/she can anticipate everything

related to the teaching process in class.

c.       The result of the study is expected giving students’ motivation and good input

in learning English  process.

CHAPTER II

REVIEW OF RELATED LITERATURE

2.1. The Nature of Language

                        Whatever people do when they are together, when they are

sitting, when they are standing, when they play, fight, chat and communicated

they usually talk. Chomsky in Fromkin ( 1990:110 ) says that language that the

human use is distinguishable from other non humankinds’ language. It is

unique to man, dealing with human language mans that we are approaching

what some might call human essence.

                        People live in worked of language. We talk to friends, relatives,

wives and husband, talking to our lovers, our teacher, our parents we use

language. We talk to bus drivers, we talk to strangers, we talk to face to face

and over telephone and everyone responds with more talk. We listen to

television and radio broadcasting. Hardly of a moment of our waking lives is

free from words, and even our dream we talk and talked to.

                        The possession of language is more then any other attribute,

distinguishes human from other animals. To understand our humanity we must

understand the language that makes use human. Fromkin (1990:111) further

says that it is language that is the source of human life and power. Therefore, a

new born child a ‘thing’ not yet a ‘person’. Only by the act of learning does the

child become a human being.

2.2. Why Learning English

                        Learning as used here refers to concerted activity that in crease

the capacity and willingness of individuals, groups, organization and

communities to acquire and productively apply new knowledge and skills to

grow and mature and to adapt successfully to change and challenges. Such

leaning empowers individuals and organization to make wise choices, solve

problems and break new ground, learning certainly includes academic studies

and occupational training through high school and beyond. But it also

encompasses the physical, emotional and social development of children in the

earliest years of their life ( http/www/google.com )

                        There are number of different reason why learn English the

following treasons give great variety of the reason stated by (Harmer: 1994:13)

a. School  curriculum

Probably the greatest number of language student in the world do it

because it is on the school curriculum whether they like it or not. For many of

these students English, in particular, is something that both they and their

parents want to have taught. For orders, however, the study of English is

something they feel negative about it.

b. Advancement

Some students want to study English because they think it offers a

chance for advancement in their professional lives. They will get a better job

with two language than if they only know their mother tongue. English has a

special position here since it hag become the international language of

communication.

c. Target language community

Some English language students find themselves living in a target

language community either temporary or permanently. A target language

community is one where the inhabitants speak the language which the students

are learning; for the students of English speaking country would be target

language community. The students would need to learn English to survive in

that community.

d. English for specific purposes

Some students want to learn English because they want to read book

written in English. They want to go to university in the Unite State or in

Australia. On the other hand, may need English so that they can write report or

essays and function in seminars.

2.3. Motivation

                        In general , every one knows what motivation is, but it is not

always easy to understand what motivation actually is. According too Dornyei

in Tudor (1990:224), motivation is easier to describe than it is to define.

Further he suggests that motivation is an abstract concept that we use to

explain why people thing and behave as they do. It is obvious that in this sense

the term derives from the whole range of motivation, from financial incentive

such as raise in salary to idealistic beliefs such as the desire from freedom that

have very little in common except that they influence behavior. Thus,

motivation is best seen as a broad umbrella term than converse a variety of

meaning.

                        In connection to learning process, Biggs and Moore (1993:110)

stat that motivation is the starting point for language. How a student is

motivated determines whether or not that he or she will attempt to learn and

how the task is approached. So why do the students learn? The answers are

first, they value either the out come of the process of learning, second, they

expect that that they will be successful. Without the presence of both elements,

the activity being valued will not be performed.

                        Sprint hall (1987:98) states that teacher have long recognize

that those motivation or non intellectual factors are critical in the trimming the

achievement of their students. Even if we were to develop an absolute reliable,

valid, culture fair measure of intelligence, no totally accurate prediction of

academic achievement could be made without considering motivational

variables, it applies that motivation is inseparable factor on learning and or at

least become one of the most important factor within.

                        Generally, there are two types of motivation. They are intrinsic

and extrinsic motivation. Intrinsic motivation is initiative or driving from inner

mind whereas extrinsic is drivers and initiative are influenced by out side

factors.

a. Extrinsic Motivation

It has been stated previously that student study a language because they

haven idea of something they wish to achieve. That idea is referred to as

motivations. They are integrative motivation and instrumental motivation.

Integrative motivation for this kind of motivation students need to be

attracted by the culture of the target language community, and in the strong

from of integrative motivation they wish to integrate or put himself  in the

exposure (Krashen, 1983:25) of that language culture, a weaker from of such

motivation would be the desire to know as much as possible about the culture

of the language.

Instrumental motivation this term describe a situation in which students

believe that mastery of the target language will be instrumental in getting

them a better job, position or status. The language is an instrument in their

attainment of such a goal.

Many other factors have impact upon a student’s level of instrumental

motivation and most of these have something to do with his or her attitudes to

the language (Numan, 1991:21). Nunan further states that if the parents are

every much against the culture of the language this will probably affect his or

her motivation in negative way. If they are very much in favor of the language

this might the opposite effect. The student’s friends will also be in overfull

position to affect the attitude. What can The teachers do about instrumental

motivation and students attitude  them? In relation to this, it is clear that we

can not create it since comes into classroom from outside. It is clear too that

students have to be prepared to take some responsibility for their own

learning      

b. Intrinsic Motivation

It is reasonable that many adult learners have some degree of extrinsic

motivation, and it is clear that the attitude of the students can be affective by

their friends. But there can be not doubt that intrinsic motivation plays a vital

in most student’ success or failure as language learners. Many students bring

no extrinsic to the classroom. They may even have negative feeling about

language learning. for them what happens in the classroom will e a vital

importance in determining their attitude to be language, and supplying

motivation which we have suggested is a vital component in successful

language learning.

For this, Celc (1980:19) states that the intrinsic motivation can be

affected by physical conditions, method, the teachers and the success.

Physical condition it is clear that the case of physical condition have a

great affect in learning and can change a student’s motivation either positively

or negatively, classroom that are badly conditioned and overcrowded can be a

greatly motivation, but unfortunately many  of them exist in school. Vitally

important will be white board, it is easy visible? Is the surface in good

condition? In general teacher are supposed to try to make their classroom as

pleasant as possible. Even there the conditions are bad it many to be possible

to improve the atmosphere with poster, student’s work on the walls.

The method by which students are taught must have some effect on their

motivation. If they find it boring they will probably become them, motivated,

whereas if they have confidence in the method they will and it motivating. But

perhaps this is the most area of all to be paid attention. We said earlier that a

really motivated student will probably success whatever the method is used

(Krashen, 1983:25). It is also true that different students are more or less

favored to any particular method depending on their expectation.

Girard in Harmer (1994:13) attempted to answer the previous question.

He took data on a thousand children between the ages 12-17. they were asked

to put a list of  teacher qualifies in order of preference. The children showed

what their teaming priorities were by putting these qualities in the following

order -1= most important, 10= least important:

1.      he makes his course interesting

2.      he teaches good pronunciation

3.      he explain clearly

4.      he speaks good English

5.      he shows the same interest in all his students

6.      he makes all the students participate

7.      he shows great patience

8.      he insists on the spoken language

9.      he makes his pupils work

10.  he uses an audio-lingual method 

                        Interestingly, the main point of the study, to see if the audio-

lingual method was popular only come at the tenth. Students were more

concerned that classes should be interesting, and thereof the top ten qualities

5,6 and 7 are concerned with the relationship between teacher and the

students.

                        Another factor that should be paid attention in relation to

motivations are as follows:

c. Concept of Personality

Personality according to daily definition. In English personality

word is derived from Latin namely person, gradually person word ( personality)

changed to become one item that give a certain social description which is

received by individual from group or society and than the individual will hope

to have attitude suitable with social description.

Personality according to psychology. All expert states that a

personality is a dynamic organization of the psychophysics system which were

to decide action and feeling person (Koswara, 1991; 11).

In similar sence, Dulay et.al. (1982: 94) defines that personality

refers to an aggregate of traits or characteristic of a particular individual.

Research indicates that how low anxiety level and tendency to be out going is,

both expression of self confidence, have a positive effect on second language

acquisition. It appears that self confidence people are more willing to take risk,

to place themselves in unfamiliar learning situation, to guess or experiment

with new from and to make mistakes, all of which to contribute to their

increased ability to learn.

d. Personality Factors

Basically, human beings soul can be differentiated into two

aspects, namely: ability aspects and personality aspect. Ability aspect consist of

achievement, characteristic, adjustment, interest, attitude and motivation

(Haryono, 1993: 1).

There are two kinds of psychological factors expressed by Ellis

(1985: 9) , namely personality factors and general factors. Personality factor

consist of age, intelligence and aptitude, cognitive style, attitude and

motivation. Personality factor is highly idiosyncratic of each individual

approach to learning a second language. Here are personality traits which are

relevant to this study:

a.       Interest Factor

winkle (1986: 105) says that interest is defined to be inclination of

subject permanently, for interest some reason given enjoyment to learn

something. An interest is a subjective attitude concern or condition involving a

perfection or an idea, an attention, a combination or intellectual and feeling

consciousness temporary or permanent, based on the motive curiosity

conditioned by experienced.

Interest and good feeling have close relationship. The students who were

on bad or good feeling would process lower interest or on the contrary.

1.      attitude Factor

“psychologists who study attitudes construct scale in such a way that an

individual can strongly agree or strongly disagree or just disagree some

attitude statement. In describing people’s attitude we can be conceived of them

having varying degrees of strength intensity” (Mupliha, 1988:9)

Another assumption on attitude could be expressed by Winkle (2986:77)

that action is the ability that has a part in taking action.

There are different language in society which language attitude has

essential goals in language use’s life as Haugen (1895:95-96) writes that:

“whenever language in contact, one is likely to find certain prevalent attitude

of favor towards or disfavor towards the languages involved. These can have

profound effect on the language. In the final analysis these attitudes are

directed at the people who use the language and therefore inter group

judgment and stereotypes” (Kamaruddin, 1992:40).

Based on the description above, the writer can draw a conclusion that

attitude is all of the human action aroused by several behaviors whether from

internal or external response.

2.      Aptitude Factor

It is fairly common assumption that there is such thing as a special went,

knack, gift, or aptitude for second language learning, which some learner

process to a greater extent than other in which it is to large extent responsible

for individual differences in second language learning success.

Pimsleur (1966: 182) dictation three components of language aptitude:

1.      verbal intelligence, by which is meant both familiarity with words and the

ability to reason analytically about  verbal materials.

2.      Motivation

3.      Auditory ability

Referring to the statements before, the writer would like to make a

definitions about aptitude is the ability of individual in doing something that it

has been gotten naturally but is increased through practice regularly.

  Motivation Factor

One of the main aspect in learning English is motivation, Donald et,

al, (1957:77) define that motivation is energy within the person characterized

by affective arousal and anticipatory goal reacting cuter in (Mupliha,1988:19).

It is expressed by (Jannah,1994: 10) that:

“Motivation is kind of internal drive that encourages someone to pursue a

course of action. If we perceive a goal is sufficiently attractive, we will be

strongly motivated to do whatever is necessary to reach that goal”.

There are two categories of motivation, namely: integrative and

instrument motivation. In integrative motivation students are attracted by the

culture of the target in communication, and in strong from of integrative

motivation they wish to integrate themselves into that culture, and

instrumental motivation is this term describing a situation in which students

behave that mastery of the target learning will be instrumental in getting them

better job, position or status.

In the same way , two different clusters of attitudes divide two basic

types of motivation emphasized by Gardner and Lambert (1972:17) as

instrumental motivation referring to motivation to acquire a language as means

for attending instrument goals; furthering a career, reading technical material,

translation, and so forth an integrative motive is employed when learners wish

to integrate themselves within the culture of the second language group, to

identify themselves with and become a part of the society.

To clarify the illustration above, there is a little bit a distinction on

motivation is delivered by Graham (1984:45) by giving the differences between

integrative and assimilative motivation. Integrative motivation is desire on the

communicate with, or find out about members of the second language group.

Assimilative motivation is the drive to become an indistinguishable contact with

the second culture (Brown, 1998: 117).

To clear up some definition above, the writer will take a conclusion

that motivation is desire or willingness to do something with appears even

internal or external human beings. And motivation in learning depends on the

teacher student interaction.

                                       The Factors Affective Intrinsic Motivation

We can consider some affecting intrinsic motivation under the heading

of physical condition, method, teacher and success, namely:

a.       Physical Condition

It is clear that physical condition has a great effect on learning, and

can a student’ motivation, either positively or negatively.

b.      Method

In this case students are taught must have some effects on their

motivation. If they find it deadly boring, they will find it probably become

motivated, whereas if they have confidence in method, they will find it

motivating. But perhaps this is the most difficult are to be certain of. Moreover,

it is also true that different students are more or less sympathetic to any

particular method depending upon their expectation.

c.       The teacher

Whether the student like the teacher or not be very significant. For

example, there are two teachers using the same method the result can be

different. We may basically assess the qualities. A teacher needs to provide

intrinsic motivation.

d.      Success

Success or lack of it plays a vital part in the motivational drive of the

student. Both complete failure and success may be motivating. It will be the

teacher’s job to sets goals and task at when most of his or her students can be

successful or set task with he or she could realistically expect the students to

be able to achieve.

Ultimately , the student’s success or failure in their own hands, but the

teacher can influence events in the student’ favor.

CHAPTER III

RESEARCH METHOD

3.1. Method of the Study

               In this research the writer uses descriptive method to analyze the

data. This method of the study is used to describe the motivation of the

students of SMPN 2 Jonggat in learning English.

3.2. Population of the Study

Population is all the objects of the study that will be investigated. The

population of this study is all students of the second year students of SMPN 2

Jonggat. There are four  classes A to D each class has about 40 students. So

that, the total of the students is about one hundred and sixty students.

3.3. Sample of  the Study

Sample is part of the population that will be investigated. Arikunto

(1993:26) said that if the number of population is not more than one hundred,

it is a better to take all of them as a sample. While, if the population more than

one hundred, the researcher took 10-15% or 20-25%. So, in case, the writer

taker 25% from 160 students ( population ) to make a representative sample; so

that the writer gets amount of it about 40 students.

3.4. Data Collection

            Instrument is the process of selecting or developing measuring

devices and method appropriate to give the evaluation problems. The

instrument used in this research such as:

a.       Questionnaire

The procedures of gathering data from questionnaire are as follow; (1) the

questionnaire is give to respondents fill the questionnaire at once. (2)

Respondents fill the questionnaire. The writer will give 20 minutes to

respondents to fill the questionnaire completely. (3) then the respondents are

commended to submit the questionnaire as well as they finished filling.

The data are obtained through out questionnaire for some of A and B class.

The questionnaire consist of some question related to motivation in learning

English. Every question has values ranging from 1-3 ( Agree=3 , Less agree=2,

and Not agree=1 ). The student’s answer classifying based on the following

classification:

a. 90% to 100% is classify as “excellent”

b. 80% to 89% is classify as “very good”

c. 70% to 79% is classify as “good”

d. 60% to 695 is classify as “fairly good”

e. 50% to 59% is classify as “fairly”

f. 40% to 49% is classify as “ poor”

1% to 39% is classify as “  very poor”

b.      Interview

Interview in this research will be used to obtain the data about the

students and teacher opinion about students preferences on learning English.

Actually, the data from the interview is used to improve the data gathered by

questionnaire. So, it is a complemented instrument.

For the sake of verification and data cross-checking, interview will be done

after questionnaire, and while asking the question orally the writer takes notes

based on the students answer. This is needed to obtain additional information

about the motivation of the students in learning English.

3.5. Data analysis

   After collecting the data through questionnaire and interview the writer

then analyze the data based on the steps below:

1.      Identifying  the answer from the questionnaire. This means that the writer will

group the student’s answers into “Agree-Less agree-Not agree”

2.      List the value of the answers. How many people answer “Agree” how many of

them answer “ Less agree” and how many people answer “ Not agree” for the

whole question, the answer will be tallied into a table for the easiness of

computing.

3.      the result of the questionnaire would be interpreted, describe and then

discussed to get conclusion with:

            Where:

            P          = Percentage parameter

                 = The total answer of the questioner

            N         = The total of the research

                        ( Heaton, 1975 )

           

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