SLA Final Task Tince Noeryani (0853042040)

THE CORRELATION STUDY BETWEEN STUDENTS' MOTIVATION AND THE ENGLISH ACHIEVEMENT

By:

Tince Noeryani

(0853042040)

ENGLISH EDUCATION STUDY PROGRAM

LANGUAGE AND ART EDUCATION DEPARTMENT

THE FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF LAMPUNG

2011

I. INTRODUCTION

A. Background of the study

In the field of second language acquisition (SLA) there have been various attempts to define second language acquisition motivation and to discover the relationship between motivation and English achievement. It has been argued that learning a second language differs from learning other school subjects because of its social nature (Dornyei, 2003). Many theories of language learning motivation tend to be social-psychological, among which the most influential is Gardner's socio-educational model, including attitudes, motivations and anxiety variables (Gardner, 1988; Gardner, Masgoret, Tennant, & Mihic, 2004; Masgoret & Gardner, 2003). Integrative orientation and instrumental orientation are two important factors in his theory. An integrative orientation occurs when learners hold favorable attitudes to the language/culture, and wish to identify with the culture of speakers of that language. An instrumental orientation refers to the utility value of learning a second/foreign language, such as passing examinations, financial rewards or future career. Burke (2004) found that aspects of integrative motivation are related to greater motivational effort as well as better language competence in learning a second language. An instrumental orientation was likely related to outcomes such as job-seeking and social status. There exists a great dispute about the effect of the kinds of motivation on the English study performance (Zhang Suyan, 2007). Lukmani discovered that the learners with instrumental orientations will be easily successful in English Learning than those with integrative motivation. Similarly Lazzo discovered in his survey that students with instrumental motivation will make great success in foreign language learning. But Burstall discovered that those two motivations have been parelleled connected with the success of a foreign language study closely, unable to distinguish which effect is more or less. Gardner gives a great impetus to the motivation theory development. On the base of him, Graham divided the motivation into integrative motivation and assimilative motivation. (Zhao Ju, 2003, 12)

As we all know, motivation is one of the most important factors that will influence students' English achievements or performance. It has a close relationship with students' success or failure in English teaching in the Senior high School. Therefore, Teachers must pay more attention to this aspect. As Gardner (1985) emphasized that the motivation constructed the primary factor to influence students on English learning.. He believed that motivation for language learning can not only include goal orientation but the combination of effort, desire to achieve the goal of learning the language and favorable attitudes toward learning the language.

The author intends to make a research on the English learning motivation in a Senior Senior school. Many students with a poor foundation and little interest in English have a low achievement. A number of students have not their own goals in English learning, just following the teacher blindly. Seemly they are forced to do that. They do not know how to learn English well. As a result, we can imagine what their English performances are like. A questionnaire is administered, hoping to find out the reason for that and to solve the serious problem , finally making students learning English actively and efficiently.

B. Research Question

Based on the statements of the problems above, the writer formulate the problem as follows:

“Is there any significant correlation between motivation and student’s English Achievement”

.

II. FRAME OF THEORIES

A. Concept of motivation

Hungarian psychologist Dornyei brought forward three-level mode: language level; learner level and situation level. Language level includes the motivity every part of language produced on the learners; Learner language means the features of individual difference, among which the most important is the need for success and maintenance of the learners’ self-esteem; the situation level are those factors including the impetuses by teachers and group. Differently Brown divided the motivations into three types: global motivation, situational motivation, task motivation. (Zhaoju, 2003, 12). .Besides there are other different voices on this subject at home .Wen Qiufang (1996, 174) explained motivation as the reason for studying English and the aim of learning English. She divided the motivation of learning English into two groups: surface motive and deep motive. People with surface motive tend to get a degree, a good job or a higher pay; people with deep motive tend to study English for great interest and for extension of their knowledge. In her research, she finds out to know about one’s own motivation type will do good to further study. In this article, the theory outline mainly comes from Wen Qiufang (1996).

III. METHODOLOGY

A. Research design and data collection

3.1 Subjects

The subjects in this survey are the students of second grade of SMAN 3 bandar Lampung randomly. The total number is 20. The reason why I choose subjects in this way is that the survey is intended to get overall information on motivation of the students in the school in order to get valid information from a big sample. The large sample can to a certain extent make sure the validity of the research.

3.2 Research instruments

The instruments used in the study were one questionnaire (for the students) and eight guide questions for the students interview. The questionnaire is made according to Xiao Xiaoyu. This questionnaire is made up of 25 questions, which are all translated into Bahasa Indonesia. Each questions have five choices marked with the score value:"1,2, 3,4, 5" to represent the different meanings: 1. Sangat Tidak Setuju. 2. Tidak Setuju. 3. Tidak Menjawab. 4.Setuju. 5. Sangat Setuju. It’s not difficult for the senior students to understand

3.3 Procedures for data analysis

3.3.1 Questionnaire

Choose a suitable day when students have enough time to cooperate with the questionnaire. Before they do, the requirements must be made clearly enough to all the students. After collecting the information from the subjects, the data were input into the computer. By means of the Statistical Package for Social Science (SPSS) SPSS.17, we can draw some information about the students’ response to each question. Judging from the mean of each question used by students, we can know how forceful they are in motivation. We can also calculate the correlation between the motivation and English achievement. Then according to the statistics theory, we can look into the inner relationships between the motivation and the students’ English achievement.

3.3.2 Type of data

According to the questionnaire, we can get two kinds of students: students with high motivation and low motivation. If the means of the score has a range from 2.5 to 5 , we can conclude that the student has high motivation. If the means of the score is below 25, we can draw a conclusion that the student has a low motivation.

3.4 Type of analysis

When analyzing the questionnaire with the help of the SPSS, the author is doing a kind of quantitative analysis. The author use parametric analysis, that is One Way Anova and Pearson Product Moment which is used SPSS 17 as a means of computation tool.

IV. RESULTS AND DISCUSSION

A. Conclusion

Finally, after conducting the research at the second grade of SMA Negeri 3 Bandar Lampung, the researcher concludes as follow:

a.       The reliability of the Questionnaire has a Cronbach’s alpha .888 which means that questionnaire has a high reliability.

b.      There was a significant correlation between motivation and  students’ English achievement at the second grade of SMA Negeri 3 Bandar lampung. By using Pearson Product Moment, The significance of the correlation is .934 which can be categorized as a high correlation (0.800 – 1) (Setiyadi, 2006)

c.       The significant value of the questionnaire was 0,015 that was lower than 0.05 (0,000<0.05).

B. Suggestions

According to the conclusion above, the researcher suggests that the teacher should  try their best to stimulate students' enthusiasm in learning English in order to improve teaching efficiency. How can teachers do when they teach students English? Several suggestions are available:

1.       to help studentsrealize the significance of English in the world and the value of learning English;

2.       to provide all kinds of opportunitiesfor students, making each student experience the pleasure from the success in learning English so as to set up self-respect and self-confidence;

3.       to change teaching methods and styles according to the interest and the learning contents of students;

4.       to try to put the contents students learn from the English books into real contexts; to clear theatmosphere of anxiety in learning English and support and comfort students when they fall into learning disorder .

5.      The most important is to make friends with your students and to understand, encourage, make allowances for the students by all means.

As for students, a best choice for them is to follow the instructions and the suggestions when they study, and they had better adjust their cognition, strategies to their studies.

REFERENCES

Herbert, W. Seliger, & Elana Shohamy. (1999). Second Language Research Methods. Shanghai Foreign Language: Education Press.

Hua,Huifang. (1998). On the study of the Motivation and strategies. Foreign Language World.

Gardner, R. C. (1988). The socio-educational model of second-language learning: assumptions, findings, and issues. Language Learning, 38, 101-126.

Gardner, R. C., Masgoret, A. M., Tennant, J., & Mihic, L. (2004). Integrative motivation: Changes during a year-long intermediate-level language course. Language Learning, 54, 1-34

Nunan. (2002). Research Methods in Language Learning. Shanghai Foreign David Language Education Press.

Setiyadi, Bambang. (2006). Metode Penelitian untuk Pengajaran Bahasa Asing : Pendekatan Kuantitatif dan Kualitatif. Yogyakarta: Graha Ilmu

Wen, Qiufang. (1996). On the English Learning Strategies. Shangha Foreign Language Education Press.

Wen, Qiufang. (2001). Applied Linguistics: Research Methods and Thesis Writing. Foreign language teaching and Research Press.

Yufrizal, Hery. (2008). An Introduction to Second Language Acquisition. Bandung: Pustaka Reka Cipta

APPENDICES

1. Descriptives

Descriptive Statistics
	N	Range	Minimum	Maximum	Mean	Std. Deviation	Variance
ENGLISH	20	34.00	58.00	92.00	74.5000	9.48961	90.053
Valid N (listwise)	20

2. Reliability

Scale: ALL VARIABLES

Case Processing Summary
		N	%
Cases	Valid	20	100.0
	Excludeda	0	.0
	Total	20	100.0
a. Listwise deletion based on all variables in the procedure.

Reliability Statistics
Cronbach's Alpha	N of Items
.888	25

3. Correlations

Descriptive Statistics
	Mean	Std. Deviation	N
ENGLISH	74.5000	9.48961	20
Mean	3.3340	.42930	20

Correlations
		ENGLISH	Mean
ENGLISH	Pearson Correlation	1	.934**
	Sig. (1-tailed)		.000
	N	20	20
Mean	Pearson Correlation	.934**	1
	Sig. (1-tailed)	.000
	N	20	20
**. Correlation is significant at the 0.01 level (1-tailed).

Questionnaire of Motivation

in Bahasa Indonesia

Nama                  : _______   

Kelas                   : _______

Score                   : ______

Di bawah ini terdapat 25 pernyataan dimana beberapa orang dapat stuju atau tidak. Tidak ada jawaban yang benar karena tiap orang memiliki pendapat yang berbeda. Anda diharapkan untuk memberikan tanda (x) pada pilihan yang paling sesuai dengan sejauh mana anda setuju dengan pernyataan tersebut.

1. Saya sangat suka Bahasa Inggris.

1)      Sangat tidak Setuju

2)      Tidak Setuju

3)      Netral

4)      Setuju

5)      Sangat Setuju

2. Saya mempelajari Bahasa Inggris karena merasa senang dalam mempelajarinya.

1)      Sangat tidak Setuju

2)      Tidak Setuju

3)      Netral

4)      Setuju

5)      Sangat Setuju

3. Bahasa Inggris merupakan salah satu tantangan bagiku, dan saya sangat suka Bahasa Inggris karena saya sangat senang menghadapi tantangan ini...

1)      Sangat tidak Setuju

2)      Tidak Setuju

3)      Netral

4)      Setuju

5)      Sangat Setuju

4. Saya tidak menyukai Bahasa Inggris, tetapi saya tahu bahwa hal itu penting bagiku.

1)      Sangat tidak Setuju

2)      Tidak Setuju

3)      Netral

4)      Setuju

5)      Sangat Setuju

5. Saya sangat ingin belajar Bahasa Inggris, walaupun di luar sekolah.

SLA Final Task MIRNA OKTAVIANA (0853042022)

THE COMPARISON BETWEEN STUDENTS’ INTEREST AND

 THEIR ENGLISH ACHIEVEMENT

Mirna Oktaviana

0853042022

ENGLISH STUDY PROGRAM

ART AND LANGUAGE DEPATMENT

TEACHER TRAINING AND EDUCATION FACULTY

UNIVERSITY OF LAMPUNG

2011

I.         INTRODUCTION

This chapter discusses certain points; background, formulation of the problem, and objective.

1.1              Background

There are five motivational phases in Interest theory. The first phase is “no interest.” This is when the student has no interest in the classroom material and is not engaged in the activities. The second phase is a “Triggered Situational Interest” which catches the situational interest of the student. The teacher in the classroom must be the one to “trigger” the interest in the student’s learning environment. By triggering some interest the teacher can demonstrate several activities that focus on effective learning for the students, such as working on group projects, going on field trips, or explaining personal experiences in his or her life relating to the choice of subject topic. Situational interest on “trigger” interest can also as a product in short term changes in affective and cognitive processing. (Computer activities and puzzles) The second phase is a “Maintained Situational Interest,” meaningfulness of tasks and/or personal involvement on real world connections. With the maintaining situational interest, students would like to have meaningful and personally activities. For instances, learning through project based learning like group work and one-on-one tutoring would be very helpful in maintaining a student’s interest. This type of situational interest also focuses on how to deal with long term effects on understanding certain topics.

The third phase is an “Emerging Individual Interest.” This type of interest consists of being characterized by positive feelings, stored knowledge, and value of topics. By storing the knowledge, students are able to generate their own questions about the specific content and be very resourceful and create their own connections relating to the topic. Emerging individual students too are self generated learners. The students may also need some outside support, such as, peers, models, or experts to educate them in the learning subject. Students always need encouragement whether or not they know the material on the topic or not. The fourth phase is a “Well-Developed Individual Interest,” students with well-developed individual interest are encouraged to self-regulate their behaviors and understand the content in and out of the classroom. Students are also asking themselves questions and finding their own answers for the solutions.

Both parts of the interest theory, situational and personal, can positively influence learning. According to the article “Increasing Situational Interest in the Classroom” by Gregory Schraw, Terri Flowerday, and Stephen Lehman, interest can significantly increase learning and, therefore, a student’s ability to understand, remember, and apply the information taught. The rate at which interest in the material being presented can accelerate learning is something that, as students at one time, many of us can attest to. Someone is much more likely to absorb information that they enjoy and are interested in than material that is not engaging (Flowerday et al. 211).

Students don't always know what they want, let alone, what they need, but sometimes, a teacher wants to get the pulse of his or her class for a specific reason that will ultimately benefit the students. It's good to get feedback sometimes. Surveying your students is a great way to get the information you need. Implementing a student interest survey can help a teacher figure out what his or her students are thinking, what they may want or even need, and how they can best be helped.

1.2              Formulation of the problem

Is there any significant comparison between students’ interest and their English achievement?

1.3              Objective

The objective of this research is to identify the comparison between students’ interest and their English achievement.

II.                FRAME OF THEORIES

This chapter will discuss about definition and characteristic of ARCS elements.

                                    Definition

The ARCS Model of Interest Design was created by John Keller while he was researching ways to supplement the learning process with interest. The model is based on Tolman’s and Lewin’s expectancy-value theory, which presumes that people are interested to learn if there is value in the knowledge presented (i.e. it fulfills personal needs) and if there is an optimistic expectation for success (Ely 234). The model consists of four main areas: Attention, Relevance, Confidence, and Satisfaction.

Attention and relevance according to Keller's ARCS interest theory are essential to learning. The first 2 of 4 key components for learners, attention and relevance can be considered the backbone of the ARCS theory, the latter components relying upon the former.

                                    Characteristic of ARCS elements

Attention: The attention mentioned in this theory refers to the interest displayed by learners in taking in the concepts/ideas being taught. This component is split into three categories: perceptual arousal, using surprise or uncertain situations; inquiry arousal, offering challenging questions and/or problems to answer/solve; and variability, using a variety of resources and methods of teaching. Within each of these categories, Keller has provided further sub-divisions of types of stimuli to grab attention, which include:

Perceptual Arousal

o Concreteness – Use specific, relatable examples.

o Incongruity and Conflict – Stimulate interest by providing the opposite point of view.

o Humor – Use humor to lighten up the subject.

Inquiry Arousal

o Participation – Provide role-play or hands on experience.

o Inquiry – Ask questions that get students to do critical thinking or brainstorming.

Variability – Incorporate a variety of teaching methods (video, reading, and lecture).

Grabbing attention is the most important part of the model because it initiates the motivation for the learners. Once learners are interested in a topic, they are willing to invest their time, pay attention, and find out more.

Relevance: Relevance, according to Keller, must be established by using language and examples that the learners are familiar with. The 3 major strategies Keller presents are: goal orientation, motive matching, and familiarity. Like the Attention category, Keller divided the 3 major strategies in to sub-categories, which provide examples of how to make a lesson plan relevant to the learner:

Goal Orientation:

o Present Worth – Describe how the knowledge will help the learners today.

o Future Usefulness – Describe how the knowledge will help in the future (getting into college, finding a job, getting a promotion).

Motive Matching

o Needs Matching – Assess your group and decide whether the learners are learning because of achievement, risk taking, power, or affiliation.

o Choice – Give the learners a choice in what method works best for them when learning something new.

Familiarity

o Modeling – The concept of “be what you want them to do.” Also, bring in role models (people who have used the knowledge that you are presenting to improve their lives).

o Experience – Draws on learner’s existing knowledge/skills and shows them how they can use their previous knowledge to learn more.

Learners will throw concepts to the wayside if their attention cannot be grabbed and sustained and if relevance is not conveyed.

Confidence: The confidence aspect of the ARCS model focuses on establishing positive expectations for achieving success among learners. The confidence level of learners is often correlated with motivation and the amount of effort put forth in reaching a performance objective. For this reason, it’s important that learning design provides students with a method for estimating their probability of success. This can be achieved in the form of a syllabus and grading policy, rubrics, or a time estimate to complete tasks. Additionally, confidence is built when positive reinforcement for personal achievements is given through timely, relevant feedback. Keller offers learning designers the following confidence building strategies:

·         Performance Requirements - Learners should be provided with learning standards and evaluative criteria upfront to establish positive expectations for achieving success. If learners can independently and accurately estimate the amount of effort and time required to achieve success, they are more likely to put forth the required effort. Conversely, if learners are unaware or feel that the learning requirements are out of reach, motivation normally decreases.

·         Success Opportunities – Being successful in one learning situation can help to build confidence in subsequent endeavors. Learners should be given the opportunity to achieve success through multiple, varied, and challenging experiences that build upon one another.

·         Personal Control- Confidence is increased if a learner attributes their success to personal ability or effort, rather than external factors such as lack of challenge or luck.

Satisfaction: Finally, learners must obtain some type of satisfaction or reward from a learning experience. This satisfaction can be from a sense of achievement, praise from a higher-up, or mere entertainment. Feedback and reinforcement are important elements and when learners appreciate the results, they will be motivated to learn. Satisfaction is based upon motivation, which can be intrinsic or extrinsic. Keller suggests three main strategies to promote satisfaction:

·         Intrinsic Reinforcement – encourage and support intrinsic enjoyment of the learning experience. Example: The teacher invites former students to provide testimonials on how learning these skills helped them with subsequent homework and class projects.

·         Extrinsic Rewards – provide positive reinforcement and motivational feedback. Example: The teacher awards certificates to students as they master the complete set of skills.

·         Equity – maintain consistent standards and consequences for success. Example: After the term project has been completed, the teacher provides evaluative feedback using the criteria described in class.

To keep learners satisfied, instruction should be designed to allow them to use their newly-learned skills as soon as possible in as authentic a setting as possible.

III.       THE RESEARCH AND FINDINGS

This chapter discusses about subject and instrument and analysis.

3.1 Subject and Instrument

The research was held on May 28^th 2011. The subjects of the research are the students of SMA 3 Metro. The total number of them is 20. Each of them fills a questionnaire about ARCS interest. There are 34 questions which represents the elements of ARCS interest.

NO	PERNYATAAN	A	B	C	D
1	Guru benar-benar mengetahui bagaimana membuat kami antusias terhadap materi pembelajaran.	*
2	Hal-hal yang saya pelajari dalam pembelajaran ini akan bermanfaat bagi saya.		*
3	Saya yakin bahwa saya akan berhasil dalam pembelajaran ini.			*
4	Pembelajaran ini kurang menarik bagi saya.	*
5	Guru membuat materi pembelajaran ini menjadi penting.		*
6	Saya perlu beruntung untuk mendapatkan nilai yang baik dalam pembelajaran ini.			*
7	Saya harus bekerja sangat keras agar berhasil dalam pembelajaran ini.				*
8	Saya tidak melihat bagaimana hubungan antara isi pelajaran ini dengan sesuatu yang telah saya pelajari.		*
9	Guru membuat suasana menjadi tegang apabila membangun suatu pengertian.			*
10	Materi pembelajaran ini terlalu sulit bagi saya.	*
11	Apakah saya akan berhasil/tidak berhasil dalam pembelajaran ini, hal itu tergantung pada saya.			*
12	Saya merasa bahwa pembelajaran ini memberikan banyak kepuasan kepada saya.				*
13	Dalam pembelajaran ini, saya mencoba menentukan standar keberhasilan yang sempurna.		*
14	Saya berpendapat bahwa nilai dan penghargaan lain yang saya terima adalah adil jika dibandingkan dengan yang diterima oleh siswa lain.				*
15	Siswa di dalam pembelajaran ini tampak rasa ingin tahunya terhadap materi pembelajaran.	*
16	Saya senang bekerja dalam pembelajaran ini.				*
17	Sulit untuk memprediksi berapa nilai yang akan diberikan oleh guru untuk tugas-tugas yang diberikan kepada saya.			*
18	Saya puas dengan evaluasi yang dilakukan oleh guru dibandingkan dengan penilaian saya sendiri terhadap kinerja saya.				*
19	Saya merasa puas dengan apa yang saya peroleh dari pembelajaran ini.				*
20	Isi pembelajaran ini sesuai dengan harapan dan tujuan saya.		*
21	Guru melakukan hal-hal tidak lazim dan menakjubkan yang menarik.	*
22	Para siswa berperan aktif dalam pembelajaran.		*
23	Untuk mencapai tujuan saya, penting bagi saya untuk berhasil dalam pembelajaran ini.		*
24	Guru menggunakan bermacam-macam teknik mengajar yang menarik.	*
25	Saya tidak berpendapat bahwa saya akan memperoleh banyak keuntungan dari pembelajaran ini.		*
26	Saya sering melamun di dalam kelas.	*
27	Pada saat saya mengikuti pembelajaran ini, saya percaya bahwa saya dapat berhasil jika saya berupaya cukup keras.			*
28	Manfaat pribadi dari pembelajaran ini jelas bagi saya.		*
29	Rasa ingin tahu saya sering kali tergerak oleh pertanyaan yang dikemukakan dan masalah yang diberikan guru pada materi pembelajaran ini.	*
30	Saya berpendapat bahwa tingkat tantangan dalam pembelajaran ini tepat, tidak terlalu gampang dan tidak terlalu sulit.			*
31	Saya merasa agak kecewa dengan pembelajaran ini.				*
32	Saya merasa memperoleh cukup penghargaan terhadap hasil kerja saya dalam pembelajaran ini, baik dalam bentu nilai, komentar atau masukan lain.				*
33	Jumlah tugas yang harus saya lakukan adalah memadai untuk pembelajaran semacam ini.				*
34	Saya memperoleh masukan yang cukup untuk mengetahui tingkat keberhasilan kinerja saya.				*