Senin, 20 Juni 2011

LINDA SEPTIYANA 0813042035 (SLA FINAL ASSIGNMENT)

COMPARATION BETWEEN STUDENTS’ MOTIVATION IN LANGUAGE LEARNING (ENGLISH) AND THEIR ACHIEVMENT AT THE SECOND YEARS STUDENTS OF SMP N 6 METRO







LINDA SEPTIYANA
0813042035
 

ENGLISH STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
THE FACULTY OF TEACHER TRAINING AND EDUCATION
LAMPUNG UNIVERSITY
2011




TABLE OF CONTENTS

I .INTRODUCTION

1.1  Background of the Problem
1.2  Formulation of the Problem
1.3  Objective of the Study

II .FRAME OF THEORIES

2.1 Concept of Motivation
2.2 Concept Motivation in Learning English
2.3 Classification of Motivation
2.4 Factors of Motivation
2.5 Concept of Achievement
2.6 Theoretical Assumption
2.7 Hypothesis

III. METHODOLOGY
3.1 Research Design
3.2 Variables
3.3 Population and Sample
3.4 Data Collecting Technique
3.5 Instruments of the Research

IV. FINDINGS AND DISCUSSION

V. CONCLUSION

REFERENCE


I.                   INTRODUCTION

1.1 Background of the problem

In this globalization era, English as the first international language in the world plays an important role in Indonesia. This foreign language has been learned as a compulsory subject from elementary school through university. as cited in English Curriculum Guideline: 1994, mastering what someone has learned is the main goal of learning. If learners have mastered English well, it can be said that they have reached the main goal of learning.

Ideally, educational development must be along with the students’ high desire in reaching their goal in learning. This “high desire” can be shown by their enthusiasm in learning. For example: enjoying the teaching-learning process, following the subject enthusiastically, participating in any English discussion in the class, doing their homework well, visiting the library to find any references related to the material or to read any sources, asking question when they do not understand of any materials, discussing with their friends, and etc. all these items appear to focus on positive forms of motivation in the process of learning. The problems raise when there is no synchronization between the ideal condition and the fact that can be seen in the reality. All the positive things above do not run as well as it should be. It can be said that many students have no motivation in learning process.

Motivation is considered by many to be the one of determining factors in developing a second language or foreign language. Motivation, in this case is a positive power, which stems from desire to attain the goal reflected in the orientation, for instance, learning English seriously in order to get a better job in the future. In relation with the previous statement, the students need motivation in order to attain the goal of language learning and motivation can come from themselves or from their environment.

In this research, the researcher will conduct a study about motivation especially students’ motivation in learning English as a foreign language. The title of this research is: “The Correlation between Students’ Motivation in Learning English and their Achievement”.

1.2 Research Question

Dealing with the issues presented in the background, then the research questions in this research are as follows:
“Is there any comparison between students’ motivation in learning English and their achievement?”

1.3 Objective
The objective of this research is to identify the comparison between students’ motivation and their achievement in learning English.


II.                FRAME OF THEORIES

2.1 Concept of Motivation

Ellis as cited in Hasan (1991: 1) states that motivation is one of the factors that influence the students’ ability in learning language. Motivation is an inner power reinforcing someone to do something, all inner power that determines successful learning activity (Oxford and Shearin, 1994:12). We can figure that success in task is due to simply to fact that someone is motivated. If the students are strongly motivated, the process of learning will be more active and effect their achievement.

Motivation is considered by many to be the one of determining factors in developing a second language or foreign language. Motivation determines the extent of active and personal involvement. On the contrary, Gardner (1985) in Aprida (2002) states that motivation differs from orientation because the students may demonstrate a particular orientation but not be highly motivated to achieve the goal. Motivation, in this case is a positive power, which stems from desire to attain the goal reflected in the orientation, for instance, learning English seriously in order to get a better job in the future. In relation with the previous statement, the students need motivation in order to attain the goal of language learning and motivation can come from themselves or from their environment.

From all statements above, the researcher assumes that motivation means positive impulse toward the language learning in order to attain the goal of foreign language learning. Thus, it seems that motivation plays an importance part in order to make the students will master their English and get the best achievement.

2.2 Concept Motivation in Learning English

Since the learning process needs motivation, the students also need the motivation in learning language especially in learning English. Oxford and Shearin (1994) state that motivation is extremely important for second language learning and it is crucial to understand what our students’ motivation are. Understanding their motivation is important in order to know why they learn a foreign language. Motivation is also used to facilitate students to reach their objectives in learning English; it is to reach good achievement in learning vocabulary.

According to Garner and Lambert in Littlewood (1991), motivation in learning English is divided into two parts. The first is integrative motivation that identify with positive attitudes towards the target language group and the potential for integrating into that group or at least an interest in meeting and interacting with members of the target language group. The second is instrumental motivation, which refer to more functional reasons for learning a language, for example, to get a better job or promotion, or to pass a required examination.

Motivation in learning English is also divided into intrinsic and extrinsic motivation. Intrinsic motivation is a motivation as incentive, which originates within the behavior itself rather than externally as in playing musical instrument for enjoyment (Setiyadi, 1999). If reasons of studying English are for his enjoyment himself and his knowledge himself, it is called intrinsic motivation. Extrinsic motivation stems from positive or negative reinforcements which are external to the behavior itself rather than inherent in it, for instance, studying to get good scores not because of studying is enjoyable.

Hence, the researcher assumes that all kinds of learning process need the motivation especially in learning English as a foreign language. The students can reach their goal if they have intrinsic and extrinsic motivation. Besides that, this research focuses also on students’ extrinsic motivation to support intrinsic motivation itself.

2.3 Classification of Motivation

In 1959, Gardner and Lambert divided motivation to learn a language into two types, instrumental motivation and integrative motivation. A learner with integrative motivation has a genuine interest in the second language community and instrumental motivation wishes to identify with the ethnic group. These are distinguished as follows:
  1. Integrative motivation is characterized by a positive attitude towards the speakers and culture of the target language.
  2. A learner with instrumental motivation is characterized by learning the language for practical purposes, such as gaining employment or passing a test and more interested in how the language can be a useful instrument toward furthering other goals since he/she learns a language for practical purposes, e.g. getting a job, meeting and educational requirement (Gardner & Lambert, 1972 in Kato, 2007).

2.4 Factors of Motivation

Dorman and Gaudiano distinguish 2 types of factors influencing motivation, they are:
1.      Intrinsic─ self generated factors (responsibility, freedom to act, scope to use and develop skills and abilities, interesting, and challenging work, opportunities for advancement)─they have a deeper and longer-term effect. Intrinsic motivation refers to being motivated and curious enough to be engaged in an activity for its own sake (Vansteenkiste, et al 92004) in Dorman ad Gaudiano). The concept of intrinsic motivation is originally proposed by Robert White (1959:397). He argues that many behaviours- such as play and exploration- do not need to be reinforced in order to be performed. Researchers have discovered that people who believe their work is intrinsically motivating are more satisfied with their lives (Graef et al, 1983:397). For example, when pursuing a word in the dictionary and we find ourselves reading about others words- even though we cannot reduce any drive from learning about words such as peplum, and hendecagon. This curiosity cannot be explained by drive theory. However, at least for many people, curiosity is intrinsically motivating.

2.      Extrinsic─ what is done for people to motivate them (promotion, punishment) ─ they have an immediate and powerful effect, but will not necessarily last long.

In addition to the indicators of motivation in learning, Abin Samsudin Mkamun (1983:33-34 in Uniroh, 1990:32-33) identified motivation with some factors as follows:
1)      The duration of students’ English learning: how long the ability of students to use time in doing activity in learning is.
2)      The frequency of students’ activity in learning English, e.g.: how often does the activity take place?
3)      The persistence of students in learning English: how strong his tenacity is etc.
4)      The toughness of endurance of student in solving the difficulties of learning English and facing its problem or obstacles.
5)      The aspiration of the students, for instance: purpose target, etc.
6)      The qualification level of students’ achievement in learning English.
7)      The devotion of students to get the objective of learning English, for instance: though, time, money, effort, etc.
8)      The students’ attitude to the purposes of learning English.
(Abin Makmun Samsudin, 1983:33-34 in Uniroh, 1990:32-33).
In this research, the researcher dealt with these eight factors as the reference in measuring students’ motivation.


2.5 Concept of Achievement

Achievement is a degree of students successful in learning school lesson which is stated in the score, achieved from the result test. Thus the students’ achievement is the result achieved by students for their effort in learning activity (Ahmadi, 1975:21). Shohamy (1985: 21) states the achievement test aims to evaluate the test taker’s language in relation to a given curriculum or material which the test taker had gone through in a given course. Based on the statement, it is clear that the test plays an important role to know how well the students have learnt which is showed by their achievement on the skills that students must master based on intended goal.

Talking about skills which students must acquire in learning a language depends on the definition of language itself. Language in old fashion was a collection of isolated lexical and grammatical items, while current definition is focused on the use, communicative based on connected discourse. So a language test is a procedure for measuring and evaluating people language knowledge based on current definition of language. A test is a ‘simple’ of that knowledge and needs to be a good representation of it. A language test today then attempts to tap language use, communicative ability, connected discourse (not isolated parts), performance (not just theoretical knowledge) of real authentic language (Shohamy, 1985:3), meaning that test in which the test taker has to apply the knowledge of the language to performing certain functions like actually speaking or actually writing of the sociolinguistic norms of the target language.

Dealing to those statements, can be concluded that achievement test ( of a language) is used both to measure the knowledge, the language skills and to indicate the extent to which an individual has mastered the skills in learning English in terms of communicative skills. In other words, students’ English achievement is a student score that is achieved after following English test a s a final examination in teaching learning process which reflects their competency in listening, speaking, reading, writing. Thorndike (1977:166) states that “one important role of assessment of achievement is to guide the day by day decisions in the classroom, teacher is as to what is to be taught, studied by or practiced by child X, or to by the class as a while”.

In relation to this research, the researcher will take achievement data from student’s report since it represents all skills, they are listening, speaking, reading, writing as well as the average of block examinations (uji blok).

2.6 Theoretical Assumption

One important factor influenced students in learning English is motivation since it is assumed that the students with strong motivation will learn more effective and easier in comprehending their English ability. So, it can be conclude that motivation has correlations with students’ achievement in learning English.

2.7 Hypothesis

Concerning to the theories and assumption above, the researcher formulated the hypothesis as follows:
H0: there is no coomparison between students’ motivation in learning 
       English and their achievement.
H1: there is comparison between students’ motivation in learning English
      and their achievement.

III.           METHODOLOGY

3.1 Research design

This research was quantitative research. Quantitative research was associated with social survey technique like structured interviewing and self- administered questionnaires, experiments, structured observation, content analysis, and the analysis of official statistics. It implied the application of measurement of predetermined variables, as well as to the gathering and analysis of numerical data.

The research used ex post facto research design because there was no treatment done, but collected the data to see the correlation of students’ motivation towards their achievements.

The researcher in this research used co-relation study involves only one group to analyze the current data taken from students’ motivation in learning English towards their report score. Those data then were analyzed to find out whether there is correlation between motivation and the achievement.

3.2 Variables

This research consists of the following variables:
1. Students’ achievements as dependent variable (Y)
2. Motivation as independent variable (X)

3.3. Population and Sample

1. Population
This population of this research was the second grade students of SMP Negeri 6 Metro in academic year 2010/2011.
2. Sample
There were six classes of the second grade students. The researcher took one class (VIII.2) as the sample. The researcher used simple random probability sampling.

3.4. Data Collecting Techniques

In collecting the data, the researcher used the following techniques:
  1. Questionnaire, it is a set of question and statement to be answered by the students to measure the students’ motivation in learning English (Variable X)
  2.  Students’ report score, it is a set of teacher documentation about students English achievement which is taken from a number of examination scores and final semester score (Variable Y).


3.5. Instrument of the Research

In collecting the data, the researcher administered questionnaire, and students’ English report score.
  1. Questionnaire
The questionnaire is often used by the researcher to measure the students’ motivation. By using this technique, the researcher wanted to get more sources of the data from the subjects. The researcher gave a set of questionnaires in order to investigate the students’ motivation in learning English. The questionnaires instrument consists of 40 items. The questionnaires measure the students’ motivation in learning English. The score are based on the Likert Scale and the range of 1 to 4.

Each alternative was defined as follows:
A = 4; for high motivated students.
B = 3; for high motivated students.
C = 2; for low motivated students.
D = 1; for low motivated students.

In addition to the indicator of motivation in learning, the researcher took the indicators from Abin Samsudin Makmun (1983: 33-34) in Uniroh (1990: 32) who categorized motivation in eight factors.

NO
INDICATOR OF MOTIVATION
NO.OF ITEM
1
Duration
1,2
2
Frequency
3,5,6,13
3
Persistence
4,7,17,40
4
The Toughness of Endurance
8,9,12,19,20
5
Students’ Aspiration
10,21,22,23,25,26,30
6
Qualification Level of Students’ Achievement
28,29,31,32,33,38,39
7
Devotion
11,14,15,16,18
8
Attitude
24,27,34,35,36,37


  1. Students’ report score
In collecting the data, the researcher did not administer a test, she took the available score of English that students have got from their first semester report in second grade.  After getting the data, the researcher analyzed the scores with questionnaire score in order to measure their motivation correlates to their English achievement.


IV.             FINDINGS AND DISCUSSION

As mentioned in chapter1, this research is intended to find out the correlation of students’ motivation toward their achievement. This research was conducted in SMP N 6 Metro; the subjects of this research are 20 students of class VIII.2. In getting the data, the researcher used questionnaire and reading test. The questionnaires were used to measure the students’ motivation.

The questionnaires consist of 40 items with 4-point Liker-type response scale ranging. Point a and b represent high motivated students. Point c and d represent low motivated students.

After distributed questionnaire of motivation, the researcher found the problem that in instructing the students to fill the questionnaires honestly and independently, especially in filling the questionnaire of motivation. In filling this questionnaire, some students answered the questionnaire knavishly. It seems that they tried to show that they had high motivation in learning English. To solve this, the researcher had always stressed the students to fill it honestly and told them that the result of questionnaires would not affect to their final score in English subject. But the other problems, the students thinking nothing of the questionnaires were given and answered it triffledly. Again and again, the researcher always reminded them that the result would not affect their final score in English. All they had to do just to fill the questionnaires honestly based on their own experiences and answered it fast.

The results are as follows:

Students’ motivation (X)

No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
1
4
4
3
3
4
4
4
4
2
3
3
3
4
4
4
3
4
4
4
4
2
2
3
4
3
2
4
3
3
1
3
3
4
2
3
1
3
4
3
2
4
3
2
3
2
3
3
4
3
1
4
3
3
4
3
3
3
3
4
3
4
3
4
4
3
3
4
4
3
4
3
2
1
3
4
4
4
4
3
4
4
3
4
5
4
4
3
4
4
4
4
4
2
3
3
3
4
4
4
3
4
4
4
4
6
4
3
4
3
4
4
4
3
2
4
3
2
2
3
4
3
4
3
4
4
7
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
3
4
3
4
4
8
4
1
4
3
1
3
3
4
2
1
3
3
3
4
4
3
3
3
4
3
9
4
3
4
3
4
4
4
4
2
4
4
4
3
4
4
4
4
4
4
4
10
3
3
3
2
1
3
3
2
2
3
2
3
2
3
4
3
4
3
3
4
11
4
3
3
4
1
3
3
1
1
2
3
2
2
3
4
3
4
3
3
4
12
3
3
3
3
4
4
3
4
2
3
3
3
3
4
4
3
4
3
4
3
13
3
3
4
3
3
4
3
4
2
1
3
3
2
4
4
4
3
3
4
4
14
4
3
3
4
4
4
3
4
2
2
3
3
4
4
4
3
4
3
4
4
15
3
1
2
2
4
3
4
2
1
1
4
2
2
4
4
2
2
3
3
4
16
3
3
3
3
4
3
2
4
1
1
2
3
4
4
4
3
4
4
3
4
17
4
3
3
2
1
3
3
4
2
2
3
3
2
2
3
1
3
4
4
4
18
3
3
3
3
1
2
3
3
1
4
4
4
2
4
4
3
3
4
4
4
19
4
3
4
3
4
3
3
4
2
1
4
3
2
4
2
3
4
3
4
4
20
4
3
4
3
4
4
4
4
2
4
4
4
4
3
4
4
4
4
4
4


No
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
∑X
1
4
2
3
3
4
4
4
4
4
4
3
3
3
3
4
4
3
4
2
3
140
2
4
2
4
3
2
4
3
3
3
2
3
3
3
3
1
4
4
4
4
3
119
3
2
2
3
2
2
2
2
3
4
2
3
4
1
3
3
1
1
2
3
2
108
4
3
3
3
4
2
4
4
4
3
3
3
3
4
4
3
4
2
3
3
3
133
5
4
2
3
3
4
4
4
4
4
4
4
3
3
4
3
4
2
1
3
3
139
6
2
2
3
3
2
4
3
3
4
3
3
4
4
4
3
4
2
2
3
3
128
7
4
2
3
4
4
4
4
4
4
4
4
3
4
3
3
2
4
4
3
4
149
8
2
2
3
3
2
3
3
3
3
4
3
2
4
3
4
2
4
4
3
4
120
9
2
2
4
4
2
4
2
3
4
4
3
3
2
3
3
2
4
2
3
4
135
10
2
2
3
4
2
4
3
3
1
2
4
2
3
3
4
3
4
4
3
2
114
11
3
2
3
3
2
2
3
3
3
4
4
4
3
4
4
4
4
4
4
4
123
12
3
2
3
3
2
2
3
3
3
4
4
4
4
2
1
3
2
3
4
3
124
13
3
2
3
3
4
4
3
4
4
3
4
4
4
2
3
3
4
4
4
4
133
14
1
2
3
3
2
2
3
2
4
2
4
3
4
3
1
3
3
3
1
4
122
15
2
2
3
3
2
2
3
3
1
2
2
4
3
1
3
4
4
4
3
2
106
16
3
2
3
4
4
2
3
3
3
4
4
4
4
3
4
2
3
1
3
3
124
17
2
2
3
2
4
1
2
3
4
1
4
4
4
3
4
2
3
1
3
3
106
18
2
3
3
4
2
4
3
4
4
3
4
4
4
2
1
2
3
3
3
3
123
19
3
2
3
4
2
4
3
3
3
3
4
4
4
3
4
3
3
2
4
4
129
20
4
3
4
4
2
4
4
4
3
2
4
4
4
2
3
3
3
1
4
4
141


Students’ achievements (Y)


KODYA2



                            DINAS PENDIDIKAN KOTA METRO
                                                SMP NEGERI 6 METRO
     Jl. Patimura. Banjarsari. Metro Utara. Kota Metro. Po Box. 129 Telp (0725) 44805







DAFTAR NILAI MURNI UJIAN AKHIR SEMESTER I
 TP.2010/2011


























KELAS
: VIII.2

























NO
NO. INDUK
NAMA
L/P
Mata Pelajaran


NISN
NIS
Bahasa Inggris


1
9976633349
4867
ALVIN ALESSANDRO
L
8,10


2
9974753512
4870
ANDRI NOVREANSYAH
L
6,60


3
9975453163
5066
ANGGI AGUSTIN
P
6,00


4
9972250467
4885
BELINDA RIA AGUSTIN
P
8,00


5
9974657215
4890
BUNGA DWI PUSPITA SARI
P
7,00


6
9972250155
4894
DELFI OKTAVIA AMRANI
P
7,20


7
9968235247
4896
DESTIANA SAFITRI
P
9,10


8
9973819992
4906
DINI AJENG PRATIWI
P
7,30


9
9972250507
4907
DITA FITRIANINGSIH
P
8,00


10
9974753205
4911
EGI YOGA PRATAMA
L
7,30


11
9960324951
4912
EKA WAHYU SRI PIPIT WARDIYANTI
P
6,40


12
9970085130
4913
EKA YULIYANA
P
6,40


13
9971879934
5060
ERLITA KISTRIANA
P
6,50


14
9974753207
4922
EVA FITRIANI SARI
P
6,80


15
9978656714
4928
FERTI UTAMI
P
5,20


16
9976892033
4930
FITRIYANI QUYYUMIL HIKMAH
P
5,40


17
9964890255
4951
LUDI OKTADHIKA
L
6,50


18
9970288214
4958
MAI NOR SHOFIANA NAIL
P
6,50


19
9975212131
4959
MARNIA ULFA
P
7,80


20
9970085127
4962
MEILIA PUJI ASTUTI
P
8,20

























Data:

Frequencies

Statistics
NilaiMot

N
Valid
20
Missing
0
Mean
5.9000
Range
11.00


NilaiMot


Frequency
Percent
Valid Percent
Cumulative Percent
Valid
1
3
15.0
15.0
15.0
2
2
10.0
10.0
25.0
3
1
5.0
5.0
30.0
4
1
5.0
5.0
35.0
6
3
15.0
15.0
50.0
7
4
20.0
20.0
70.0
8
2
10.0
10.0
80.0
9
1
5.0
5.0
85.0
10
1
5.0
5.0
90.0
11
1
5.0
5.0
95.0
12
1
5.0
5.0
100.0
Total
20
100.0
100.0


Oneway


ANOVA
NilaiAK






Sum of Squares
df
Mean Square
F
Sig.
Between Groups
10.200
10
1.020
.765
.660
Within Groups
12.000
9
1.333


Total
22.200
19





Means Plots












From the data above, we can see the result of the research. 
1 = Duration
2 = Frequency
3 = Persistence
4 = The toughness of endurance
5 =Students aspiration
6 = Qualification Level of Students’ Achievement
7 = Devotion
8 = Attitude
9 = (duration-frequency- toughness)
10= (duration-frequency-toughness –aspiration)
11= (frequency- persistence)
12= (duration-  persistence)

The researcher uses one-way ANOVA model to analyze the comparison between students’ learning style and their achievement in English. From the curve above, we can conclude:
1. The highest point is type 10 which is (duration-frequency-toughness –aspiration)
      2. The second point is type 3 which is persistence.
      3. The third point is type 1,9,12
      4. The fourth point is type 7 and 8
      5. The fifth point is type 4,6,11


I.                   CONCLUSION

Based on the result of data analysis, the researcher drew the conclusion as follows:

This study aimed at examining the language learning strategies of a group of students of VIII.2 at SMP N 6Metro. The results showed that these students were high to medium users of motivation. Furthermore, the motivation that has shown good result of students’ achievement in English is combining duration-frequency-toughness –aspiration

It can be shown from the result of data analysis which shows that the students have high frequency in learning English (about 4 times a week), strong tenacity in learning, they are very tough in solving the difficulties in learning English. Strong effects to make the process of learning English run well, and their attitude towards English which tend to be positive. The result of data analysis also means that the higher the students’ motivate themselves in learning English, the higher their achievement.

REFERENCE
 Yufrizal, Hery. 2007.An Introduction to Second Language Acquisition. Bandung: pustaka reka cipta


Appendix:

KUESIONER MOTIVASI
Dibawah ini terdapat pernyataan-pernyataan mengenai motivasi belajar bahasa inggris. Pada lembar terpisah, anda diminta untuk menuliskan jawaban anda dengan memberikan tanda silang (x) pada pilihan anda.
  1. Apakah anda melakukan kegiatan belajar Bahasa Inggris diluar pelajaran sekolah?
a.       Ya.
b.      Tidak.
Jika anda menjawab Ya, lama belajar Bahasa Inggris dalam setiap kali belajar adalah:
a.       Lebih dari 90 menit.
b.      61-90 menit.
c.       31-60 menit.
d.      10-30 menit.
Jika anda menjawab tidak, sebabnya adalah:
a.       Terlalu sibuk dengan pekarjaan rumah.
b.      Terlalu letih dengan aktivitas sekolah.
c.       Tidak dapat berkonsentrasi dalam belajar.
d.      Tidak ada gairah belajar.
  1. Kalau anda sedang belajar Bahasa Inggris di sekolah dengan guru atau dengan teman-teman, kira-kira berapa lama anda bisa mengikuti secara aktif (penuh perhatian)
a.       90 menit atau lebih.
b.      60 sampai 89 menit.
c.       30 sampai 59 menit.
d.      Kurang dari 30 menit.
  1. Selain belajar bahasa inggris di sekolah, apakah anda juga belajar dirumah?
a.       Ya.
b.      Tidak.
Jika anda menjawab Ya, berapa kali anda belajar?
a.       Lebih dari 4 kali seminggu.
b.      3-4 kali seminggu.
c.       2 kali seminggu.
d.      1 kali seminggu.
Kalau jawaban anda tidak, sebabnya ialah:
a.       Ada pekerjaan rutin membantu orang tua.
b.      Selalu sibuk dengan tugas pekerjaan rumah lainnya.
c.       Tidak ada teman belajar.
d.      Tidak ada gairah belajar.
  1. Bagaimana anda mengerjakan tugas pelajaran Bahasa Inggris yang diberikan oleh bapak/ ibu guru?
a.       Tepat pada waktunya.
b.      Kadang-kadang terlambat.
c.       Sering terlambat.
d.      Sering tidak mengerjakan.
  1. Berapa kali anda mengikuti kegiatan belajar Bahasa Inggris dikelas dalam seminggu?
a.       Empat kali atau lebih.
b.      Tiga kali.
c.       Dua kali.
d.      Satu kali.
  1. Seberapa sering anda membaca surat kabar/ majalah baru berbahasa Inggris?
a.       Setiap hari.
b.      Sering.
c.       Kadang-kadang.
d.      Tidak pernah.
  1. Apakah anda belajar Bahasa Inggris seperti yang ditugaskan oleh bapak/ ibu guru?
a.       Ya.
b.      Tidak.
Jika anda menjawab Ya, sebabnya ialah:
a.       Saya mempelajarinya setiap selesai belajar Bahasa Inggris di sekolah.
b.      Saya mempelajari pelajaran Bahasa Inggris kala ada keempatan.
c.       Saya mempelajarinya kalau akan diberi nilai.
d.      Saya mempelajarinya jika ada ulangan atau tugas-tugas lainnya.
Jika anda menjawab tidak, sebabnya ialah:
a.       Sangat sibuk membantu pekerjaan di rumah.
b.      Ada kegiatan lain bersama teman.
c.       Tidak ada yang mendampingi saya belajar.
d.      Rasanya malas untuk belajar.
  1. Pada waktu guru menerangkan palajaran Bahasa Inggris dan anda merasa belum jelas, maka usaha anda adalah?
    a.   Bertanya kepada guru yang menerangkan.
b.      Bertanya kepada teman sebelah.
c.       Menunggu jawaban / penjelasan dari guru atau teman.
d.      Diam saja.
  1. Jika anda diganggu oleh teman waktu belajar Bahasa Inggris, maka:
a.       Belajar terus tanpa menghiraukan teman.
b.      Tetap belajar meskipun sambil berbicara dengan teman.
c.       Tidak belajar dan tidak menanggapi.
d.      Berhenti belajar.
  1. Jika di sekolah anda diadakan lomba pidato berbahasa Inggris, sedangkan anda boleh mengikuti lomba tersebut dan anda mampu, bagaimana tindakan anda?
a.       Mendaftarkan diri dan mengikutinya.
b.      Saya mempertimbangkan untuk ikut dan meminta pendapat teman.
c.       Menonton dan memberi semangat kepada teman yang mengikutinya.
d.      Mengacuhkan saja kegiatan itu.
  1. Cuaca hujan pada waktu pelajaran Bahasa Inggris akan dimulai, apa yang anda lakukan?
a.       Mencari paying atau berusaha mendapatkan paying untuk dapat berangkat.
b.      Tetap berangkat meskipun pakai paying.
c.       Menunggu hingga hujan reda.
d.      Sering tidak hadir.
  1. Apa yang anda lakukan apabila anda menemui kesulitan berbahasa Inggris?
a.       Mendiskusikan dengan teman dan minta bantuan pada guru.
b.      Cukup mendiskusikannya dengan teman.
c.       Materi yang tidak mengerti dilewatkan saja.
d.      Diam saja karena saya tidak bisa.
  1. Berapa kali anda mengikuti siaran Bahasa Inggris/ pelajaran Bahasa Inggris di televise/ radio?
a.       Setiap ada acara.
b.      2-3 kali seminggu.
c.       Kadang-kadang kalu kebetulan ada acara.
d.      Tidak pernah.
  1. Kalau anda diberi tugas untuk menerjemahkan teks bahasa Inggris kedalam bahasa Indonesia, tetapi anda tidak mempunyai kamus lengkap, maka yang anda lakukan adalah:
a.       Mencari kamus di perpustakaan atau berusaha mendapatkan kamus.
b.      Mengerjakan meskipun asal-asalan untuk mendapatkan tugas.
c.       Mencontek teman.
d.      Tidak akan mengerjakan.
  1. Bila anda menghadapi ulangan umum Bahasa Inggris, sedangkan buku atau bahan ulangan itu dipinjam teman, usaha anda adalah:
a.       Cepat berusaha mencari buku tersebut walaupun menyita waktu belajar.
b.      Memesan kepada teman agar buku itu cepat diantar.
c.       Menunggu sampai dikembalikan.
d.      Tidak belajar karena tidak ada buku atau bahan ulangan.
  1. Bila anda sedang belajar Bahasa Inggris, tiba-tiba diajak teman ketempat hiburan, maka anda akan…
a.       Menolak ajakan teman secara halus dan melanjutkan pelajaran.
b.      Mendiamkan saja ajakan teman dan terus belajar lagi.
c.       Menerima ajakan teman tersebut karena tidak enak menolak.
d.      Menerima ajakan mereka karena bosan belajar.
  1. Apakah yang akan anda lakukan pada waktu mengikuti kegiatan belajar Bahasa Inggris di kelas?
a.       Mendengarkan dengan penuh konsentrasi.
b.      Mendengarkan penjelasan mengenai materi yang diberikan.
c.       Kadang-kadang mendengarkan.
d.      Sering tidak mendengarkan.
  1. Bagaimana pendapat anda apabila dalam kegiatan belajar Bahasa Inggris diperlukan biaya?
a.       Mengadakan iuran dengan teman-teman.
b.      Terserah kepada ketua kelas.
c.       Menuggu bantuan dari guru.
d.      Tidak mau mengikuti pelajaran Bahasa Inggris.
  1. Apabila guru Bahasa Inggris anda berhalangan hadir, apakah tindakan anda?
a.       Diskusi dengan teman-teman tentang pelajaran yang belum jelas.
b.      Menunggu jam pelajaran sampai guru datang.
c.       Bermain keluar kelas.
d.      Lebih baik pulang saja.
  1. Apabila anda mendengar lagu berbahasa inggris, apakah anda berusaha mencari tahu artinya?
a.       Seringkali.
b.      Jarang.
c.       Hanya jika ditugaskan.
d.      Tidak pernah.
  1. Apakah anda memiliki buku-buku bacaan/ majalah/ Koran berbahasa Inggris? Jika iya, berapa jumlahnya?
a.       Ya, lebih dari 10.
b.      Ya, berkisar antara 6-10.
c.       Ya, kurang dari 5 buku.
d.      Tidak punya.
  1. Dari mana anda mendapatkan buku-buku bacaan/ majalah/ Koran berbahasa Inggris?
a.       Sengaja mencari dan membeli sendiri.
b.      Minta dicairkan dan menitip untuk dibelikan.
c.       Dihadiahkan dan/ atau dipinjami oleh teman.
d.      Tidak berusaha mencari karena tidak tertarik dengan Bahasa Inggris.
  1. Pernahkah anda mengikuti kursus Bahasa Inggris diluar sekolah?
a.       Pernah dan masih mengikuti.
b.      Pernah mengikuti dan ingin mengikuti lagi.
c.       Pernah mengikuti dan tidak ingin mengikuti lagi.
d.      Tidak pernah mengikuti.
  1. Bagaimana pendapat anda mengenai pelajaran Bahasa Inggris disekolah?
a.       Sangat penting terutama dalam pengembangan ilmu dan teknolohi dan kemajuan bangsa.
b.      Cukup penting karena Bahasa Inggris merupakan bahasa internasional.
c.       Kurang penting karena Bahasa Inggris tidak dipakai dalam kehidupan sehari-hari.
d.      Tidak penting, karena bahasa utama kita adalah Bahasa Indonesia.
  1. Bagaimana usaha anda agar berhasil dalam pelajaran Bahasa Inngris?
a.       Mengikuti les Bahasa Inggris di luar jam pelajaran sekolah.
b.      Rajin membuka kembali pelajaran Bahasa Inggris di rumah.
c.       Belajar hanya jika menghadapi ujian.
d.      Tidak belajar sama sekali karena merasa sudah sangat menguasai.
  1. Sebagian besar waktu luang anda digunakan untuk:
a.       Mengembangkan bakat termasuk belajar Bahasa Inggris.
b.      Membaca dan mendengarkan informasi berbahasa Inggris.
c.       Rekreasi keluar kota.
d.      Tiduran di rumah
  1. Dari mana timbul minat anda untuk belajar Bahasa Inggris?
a.       Dari cita-cita saya sejak dulu.
b.      Dari diri sendiri.
c.       Dari teman.
d.      Secara kebetulan.
  1. Apakah yang timbul pada diri anda setelah mengikuti pelajaran Bahasa Inggris?
a.       Ingin belajar dengan sungguh-sungguh.
b.      Ingin berinteraksi dengan orang asing (native speaker)
c.       Mengikuti pelajaran Bahasa Inggris supaya guru tidak marah.
d.      Ikut belajar karena malu dengan teman.
  1. Apakah yang anda harapkan dengan mengikuti pelajaran Bahasa Inggris?
a.       Untuk menambah pengetahuan.
b.      Ingin menguasai Bahasa Inggris dengan baik.
c.       Untuk mendapatkan nilai yang tinggi.
d.      Hanya ingin berkumpul dengan teman-teman dan tidak absen.
  1. Bila seandainya anda belajar Bahasa Inggris dirumah, apakah yang mendorong anda melakukan kegiatan tersebut?
a.       Agar pelajaran yang diberikan di sekolah dapat lebih dipahami.
b.      Untuk mengisi waktu luang agar tidak terbuang percuma.
c.       Untuk mendapatkan nilai yang tinggi.
d.      Iseng-iseng aja.
  1. Bagaiman anda mengadakan kegiatan belajar Bahasa Inggris di rumah?
a.       Belajar bersama-sama teman.
b.      Kadang-kadang belajar bersama-sama teman.
c.       Belajar sendiri.
d.      Tidak belajar.
  1. Bagaimana manfaat mempelajari Bahasa Inggris setelah anda mempelajarinya dirumah?
a.       Sangat baik untuk masa depan saya.
b.      Kurang baik untuk masa depan saya.
c.       Kuarang manfaatnya bagi masa depan saya.
d.      Tidak ada manfaatnya bagi masa depan saya.
  1. Bagaimanakah hasil belajar Bahasa Inggris yang telah anda peroleh pada semester sebelumnya?
a.       Sangat memuaskan.
b.      Cukup memuaskan.
c.       Kurang memuaskan.
d.      Tidak memuaskan.
  1. Bagaimana pendapat anda bila di sekolah anda diadakan kelompok “English conversation”?
a.       Sangat setuju.
b.      Setuju.
c.       Kurang setuju.
d.      Tidak setuju.
  1. Bagaimana tindakan anda bila teman anda mengajak anda untuk mencari turis asing untuk berlatih Bahasa Inggris?
a.       Langsung menyetujuinya.
b.      Setuju bila tidak mengeluarkan biaya.
c.       Kurang setuju, lebih baik berlatih bersama kawan-kawan saja.
d.      Tidak setuju karena akan sulit untuk berbicara dengan orang asing.
  1. Apa yang anda lakukan apabila ada orang asing didekat anda?
a.       Berusaha berinteraksi dengannya dengan menggunakan Bahasa Inggris.
b.      Mendengarkan ketika ia berbicara.
c.       Membiarkan karena sulit berbicara dengan orang asing.
d.      Langsung meninggalkannya.
  1. Bila anda diperintahkan menulis riwaya hidup anda dalam Bahasa Inggris, bagaimana pendapat anda?
a.       Sangat setuju.
b.      Setuju, tetapi tidak sebaik yang diharapkan.
c.       Kurang setuju karena banyak kesulitan.
d.      Kurang setuju karena anda sangat tidak menguasai Bahasa Inggris.
  1. Setelah anda mengikuti pelajaran Bahasa Inggris, bagaimana perasaan anda?
a.       Bertambah keinginan saya untuk belajar lebih banyak.
b.      Cukup banyak yang saya ketahui.
c.       Saya merasa biasa saja.
d.      Saya merasa agak sulit meneruskan pelajaran.
  1. Apakah anda menerima pelajaran Bahasa Inggris dengan baik?
a.       Ya, saya dapat menerimanya dengan sangat baik.
b.      Ya, walaupun banyak juga yang sulit dimengerti.
c.       Tidak begitu baik.
d.      Sangat tidak dapat, terlalu sulit untuk dimengerti.
  1. Bagaimana anda mengerjakan tugas-tugas pekerjaan rumah pelajaran Bahasa Inggris?
a.       Biasanya dapat dikerjakan dengan baik.
b.      Tetap dikerjakan sebisanya meskipun tidak/ kurang dimengerti.
c.       Tidak dikerjakan karena sering lupa.
d.      Biasanya saya melihat pekerjaan teman di sekolah.


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