CORRELATION BETWEEN MOTIVATION AND ENGLISH SCORE OF THIRD YEAR OF SENIOR HIGH SCHOOL STUDENTS
(An Final Assignment of Second Language Acquisition)
ATIN PURWADI
0813042021
ENGLISH DEPARTEMENT
LANGUAGE AND ART DEPARTEMENT
EDUCATION AND PEDAGOGY FACULTY
LAMPUNG UNIVERSITY
2011
I. Introduction
Motivation is very important in second language learning as in other field of human learning. It is crucial force, which determines whether a learner embarks on a task at all, how much energy he devotes to it, and how long he preserves. It is a complex phenomenon and includes many components: the individual’s drive, need for achievement and success, curiosity, desire for stimulation and new experience, and so on. These factors play a role in very kind of learning situation.
Motivation plays a significant role in the process of learning a second language. Language teachers cannot effectively teach a language if they do not understand the relationship between motivation and its effect on second language acquisition. The core of motivation is what might be called passion. Passion, which relates to a person’s goals and desires, is intrinsic. Successful learners know their preferences, their strengths and weaknesses, and effectively utilize strengths and compensate for weaknesses. Successful language learning is linked to the learner’s passion. Instructors should find ways to connect to this passion.
Learners need quality instruction, input, interaction, and opportunities for meaningful output, not only to make progress, but also to maintain motivation for language learning. What a good teacher must do, then, is not only tap into the sources of intrinsic motivation, but also find ways to connect intrinsic motivation with external motivational factors which can be brought to a classroom setting. This is especially significant when English is not seen as important to the students’ immediate needs, other than to pass exams.
Since learners have different purposes for studying a language, it is important for instructors to identify the purposes and the needs of the students and develop proper motivational strategies. Students should understand why they need to make an effort, how long they must sustain an activity, how hard they should pursue it, and how motivated they feel towards their pursuits. Motivation fluctuates. It is very challenging to keep language learners’ motivation at a high level all the time. While designing a language course teachers must take into consideration that each learners’ interests and expectations are different.
Based on the explanation above, the researcher conducts a research. The research is conducted to answer the research question: is there any significant correlation between motivation and English score of third year student, of SMA 1 Kosgoro East Lampung?
II. Theoretical framework
Gass and Selinker (1994) suggest that motivation in the second language will influence the level of proficiency s learner can attain. However, improving proficiency in a second language is a long term project. Success in this long term project depends on success in a series of short activities. A learner who is vigilant about instituting many encounters to gain comprehensible input is more likely to succeed in second language learning environments. A learner who expands the effort for memorization is more likely succeed in either foreign or second language environment. However, this notion still needs further verification.
According to the Webster's, to motivate means to provide with a motive, a need or desire that causes a person to act. Motivation has been identified as the learner's orientation with regard to the goal of learning a second language (Crookes and Schmidt 1991). It is thought that students who are most successful when learning a target language are those who like the people that speak the language, admire the culture and have a desire to become familiar with or even integrate into the society in which the language is used (Falk 1978).
Gardner (1985) stated that motivation is concerned with the question, "Why does an organism behave as it does. Motivation involves 4 aspects: A Goal, An Effort, a Desire to attain the goal, favorable attitude toward the activity in question. Motivation is also defined as the impetus to create and sustain intentions and goal-seeking acts (Ames & Ames, 1989). It is important because it determines the extent of the learner's active involvement and attitude toward learning. (Ngeow, Karen Yeok-Hwa, 1998).
Motivation is a desire to achieve a goal, combined with the energy to work towards that goal. Many researchers consider motivation as one of the main elements that determine success in developing a second or foreign language; it determines the extent of active, personal involvement in L2 learning. (Oxford & Shearin, 1994).
Sometimes a distinction is made between positive and negative motivation. Positive motivation is a response which includes enjoyment and optimism about the tasks that you are involved in. Negative motivation involves undertaking tasks for fear that there should be undesirable outcomes, e.g. failing a subject, if tasks are not completed.
In general, explanations regarding the source(s) of motivation can be categorized as either extrinsic (outside the person) or intrinsic (internal to the person). Intrinsic sources and corresponding theories can be further subcategorized as either body/physical, mind/mental (i.e., cognitive, affective, conative) or transpersonal/spiritual.
Structure of Motivation
Internal / Attitudinal factors
1- Interest in L2 (based on attitudes, experience, background knowledge)
2- Relevance (perception that personal needs --achievement, affiliation, power-- are being met by learning the L2.
3- Expectancy of success or failure.
4- Outcomes (extrinsic or intrinsic rewards felt by the learner.)
.
External / Behavioral factors
1- Decision to choose, pay attention to, and engage in L2 learning.
2- Persistence
3- High activity level
III. Data collecting technique
The data is in the form of descriptive data which is conducted on Monday, July 6th, 2011. The sample of the research is twenty third year science student of SMA 1 Kosgoro East Lampung. Furthermore, the data is presented as follow:
SN | M2 | M3 | M4 | M5 | M6 | M7 | M8 | M9 | M10 | M11 | M12 | M13 | M14 | M15 | M16 | M17 | M18 | M19 | M20 | M21 | M22 | M23 | M24 | M25 | M26 | M27 | M28 | M29 | M30 | M31 | M32 | M33 | M34 | M35 | M36 | TOTMOV | MOVCLASS | ENGSCORE | |
1 | 4.00 | 3.00 | 3.00 | 4.00 | 4.00 | 3.00 | 2.00 | 4.00 | 4.00 | 4.00 | 3.00 | 4.00 | 4.00 | 4.00 | 4.00 | 4.00 | 3.00 | 4.00 | 4.00 | 4.00 | 5.00 | 2.00 | 4.00 | 3.00 | 3.00 | 4.00 | 5.00 | 5.00 | 3.00 | 4.00 | 4.00 | 5.00 | 5.00 | 4.00 | 4.00 | 4.00 | 3.78 | 5.00 | 80.00 |
2 | 3.00 | 4.00 | 3.00 | 4.00 | 4.00 | 3.00 | 2.00 | 4.00 | 3.00 | 4.00 | 3.00 | 4.00 | 3.00 | 4.00 | 4.00 | 3.00 | 3.00 | 4.00 | 4.00 | 4.00 | 5.00 | 2.00 | 4.00 | 3.00 | 3.00 | 4.00 | 5.00 | 4.00 | 3.00 | 4.00 | 4.00 | 4.00 | 4.00 | 4.00 | 4.00 | 4.00 | 3.64 | 4.00 | 79.00 |
3 | 3.00 | 3.00 | 2.00 | 3.00 | 3.00 | 3.00 | 2.00 | 3.00 | 4.00 | 4.00 | 3.00 | 3.00 | 4.00 | 4.00 | 3.00 | 3.00 | 3.00 | 3.00 | 3.00 | 3.00 | 4.00 | 2.00 | 4.00 | 3.00 | 3.00 | 4.00 | 3.00 | 4.00 | 3.00 | 4.00 | 3.00 | 4.00 | 4.00 | 4.00 | 3.00 | 4.00 | 3.28 | 3.00 | 72.00 |
4 | 4.00 | 3.00 | 3.00 | 3.00 | 3.00 | 3.00 | 2.00 | 4.00 | 3.00 | 3.00 | 3.00 | 4.00 | 4.00 | 3.00 | 4.00 | 3.00 | 3.00 | 4.00 | 4.00 | 4.00 | 4.00 | 4.00 | 4.00 | 3.00 | 3.00 | 4.00 | 3.00 | 4.00 | 3.00 | 4.00 | 3.00 | 4.00 | 4.00 | 4.00 | 3.00 | 4.00 | 3.47 | 3.00 | 72.00 |
5 | 2.00 | 3.00 | 2.00 | 3.00 | 3.00 | 2.00 | 1.00 | 3.00 | 3.00 | 3.00 | 3.00 | 4.00 | 4.00 | 2.00 | 4.00 | 4.00 | 3.00 | 4.00 | 4.00 | 4.00 | 5.00 | 3.00 | 4.00 | 3.00 | 3.00 | 4.00 | 4.00 | 3.00 | 3.00 | 4.00 | 3.00 | 4.00 | 4.00 | 4.00 | 4.00 | 4.00 | 3.33 | 3.00 | 74.00 |
6 | 3.00 | 3.00 | 3.00 | 4.00 | 4.00 | 3.00 | 2.00 | 4.00 | 4.00 | 4.00 | 3.00 | 4.00 | 4.00 | 4.00 | 4.00 | 4.00 | 3.00 | 4.00 | 4.00 | 3.00 | 4.00 | 3.00 | 4.00 | 3.00 | 3.00 | 4.00 | 4.00 | 4.00 | 3.00 | 3.00 | 3.00 | 4.00 | 4.00 | 3.00 | 3.00 | 4.00 | 3.53 | 3.00 | 75.00 |
7 | 4.00 | 3.00 | 4.00 | 3.00 | 4.00 | 4.00 | 2.00 | 4.00 | 4.00 | 4.00 | 3.00 | 3.00 | 4.00 | 3.00 | 3.00 | 4.00 | 3.00 | 3.00 | 4.00 | 4.00 | 4.00 | 3.00 | 3.00 | 3.00 | 3.00 | 4.00 | 4.00 | 4.00 | 3.00 | 4.00 | 3.00 | 4.00 | 4.00 | 4.00 | 3.00 | 4.00 | 3.53 | 3.00 | 75.00 |
8 | 3.00 | 3.00 | 3.00 | 4.00 | 3.00 | 3.00 | 3.00 | 4.00 | 4.00 | 4.00 | 4.00 | 4.00 | 3.00 | 4.00 | 4.00 | 3.00 | 3.00 | 3.00 | 4.00 | 4.00 | 4.00 | 3.00 | 3.00 | 3.00 | 3.00 | 3.00 | 3.00 | 3.00 | 3.00 | 4.00 | 3.00 | 4.00 | 4.00 | 3.00 | 3.00 | 4.00 | 3.42 | 3.00 | 71.00 |
9 | 3.00 | 3.00 | 3.00 | 3.00 | 4.00 | 4.00 | 3.00 | 4.00 | 3.00 | 4.00 | 2.00 | 3.00 | 4.00 | 3.00 | 4.00 | 3.00 | 3.00 | 3.00 | 3.00 | 4.00 | 4.00 | 3.00 | 3.00 | 3.00 | 3.00 | 4.00 | 4.00 | 4.00 | 3.00 | 4.00 | 3.00 | 4.00 | 4.00 | 3.00 | 3.00 | 4.00 | 3.39 | 3.00 | 70.00 |
10 | 3.00 | 3.00 | 2.00 | 3.00 | 3.00 | 3.00 | 2.00 | 4.00 | 4.00 | 4.00 | 4.00 | 4.00 | 4.00 | 4.00 | 4.00 | 3.00 | 3.00 | 3.00 | 3.00 | 4.00 | 4.00 | 3.00 | 4.00 | 3.00 | 3.00 | 4.00 | 4.00 | 4.00 | 3.00 | 4.00 | 4.00 | 4.00 | 4.00 | 3.00 | 3.00 | 4.00 | 3.47 | 3.00 | 73.00 |
11 | 3.00 | 3.00 | 4.00 | 4.00 | 4.00 | 3.00 | 2.00 | 4.00 | 4.00 | 4.00 | 3.00 | 4.00 | 4.00 | 3.00 | 4.00 | 3.00 | 3.00 | 3.00 | 3.00 | 3.00 | 4.00 | 3.00 | 3.00 | 3.00 | 3.00 | 3.00 | 4.00 | 4.00 | 3.00 | 3.00 | 3.00 | 4.00 | 3.00 | 4.00 | 3.00 | 4.00 | 3.39 | 3.00 | 73.00 |
12 | 2.00 | 3.00 | 3.00 | 3.00 | 3.00 | 3.00 | 3.00 | 3.00 | 3.00 | 4.00 | 3.00 | 3.00 | 4.00 | 3.00 | 4.00 | 3.00 | 3.00 | 3.00 | 3.00 | 3.00 | 4.00 | 3.00 | 3.00 | 3.00 | 3.00 | 3.00 | 4.00 | 3.00 | 3.00 | 4.00 | 3.00 | 4.00 | 4.00 | 4.00 | 3.00 | 4.00 | 3.25 | 3.00 | 71.00 |
13 | 4.00 | 4.00 | 4.00 | 3.00 | 4.00 | 4.00 | 3.00 | 4.00 | 4.00 | 4.00 | 3.00 | 3.00 | 3.00 | 4.00 | 4.00 | 4.00 | 3.00 | 3.00 | 4.00 | 4.00 | 4.00 | 4.00 | 3.00 | 3.00 | 3.00 | 4.00 | 4.00 | 4.00 | 3.00 | 4.00 | 3.00 | 4.00 | 4.00 | 4.00 | 3.00 | 4.00 | 3.64 | 4.00 | 76.00 |
14 | 3.00 | 3.00 | 3.00 | 4.00 | 2.00 | 3.00 | 2.00 | 3.00 | 4.00 | 4.00 | 3.00 | 4.00 | 3.00 | 2.00 | 3.00 | 2.00 | 2.00 | 3.00 | 2.00 | 2.00 | 3.00 | 2.00 | 2.00 | 2.00 | 3.00 | 2.00 | 2.00 | 2.00 | 2.00 | 2.00 | 2.00 | 2.00 | 2.00 | 2.00 | 3.00 | 4.00 | 2.61 | 2.00 | 67.00 |
15 | 3.00 | 2.00 | 2.00 | 3.00 | 2.00 | 2.00 | 1.00 | 3.00 | 3.00 | 3.00 | 3.00 | 4.00 | 2.00 | 2.00 | 2.00 | 3.00 | 3.00 | 3.00 | 2.00 | 2.00 | 3.00 | 2.00 | 2.00 | 3.00 | 3.00 | 2.00 | 3.00 | 2.00 | 2.00 | 3.00 | 2.00 | 3.00 | 3.00 | 2.00 | 3.00 | 4.00 | 2.56 | 2.00 | 64.00 |
16 | 4.00 | 3.00 | 3.00 | 4.00 | 4.00 | 3.00 | 3.00 | 4.00 | 4.00 | 4.00 | 4.00 | 4.00 | 3.00 | 4.00 | 4.00 | 3.00 | 4.00 | 3.00 | 4.00 | 3.00 | 3.00 | 3.00 | 4.00 | 3.00 | 3.00 | 4.00 | 4.00 | 4.00 | 3.00 | 3.00 | 2.00 | 4.00 | 4.00 | 4.00 | 3.00 | 4.00 | 3.53 | 3.00 | 76.00 |
17 | 3.00 | 4.00 | 4.00 | 4.00 | 4.00 | 4.00 | 2.00 | 4.00 | 4.00 | 3.00 | 4.00 | 3.00 | 4.00 | 4.00 | 4.00 | 4.00 | 3.00 | 3.00 | 4.00 | 3.00 | 4.00 | 3.00 | 4.00 | 3.00 | 3.00 | 4.00 | 4.00 | 4.00 | 3.00 | 3.00 | 3.00 | 4.00 | 4.00 | 3.00 | 3.00 | 4.00 | 3.56 | 4.00 | 79.00 |
18 | 2.00 | 3.00 | 2.00 | 3.00 | 3.00 | 3.00 | 2.00 | 4.00 | 4.00 | 4.00 | 3.00 | 3.00 | 4.00 | 3.00 | 4.00 | 3.00 | 3.00 | 4.00 | 4.00 | 4.00 | 3.00 | 3.00 | 4.00 | 3.00 | 3.00 | 4.00 | 4.00 | 4.00 | 3.00 | 3.00 | 3.00 | 4.00 | 4.00 | 3.00 | 4.00 | 4.00 | 3.36 | 3.00 | 70.00 |
19 | 3.00 | 2.00 | 3.00 | 3.00 | 3.00 | 4.00 | 3.00 | 3.00 | 4.00 | 3.00 | 2.00 | 2.00 | 3.00 | 4.00 | 4.00 | 4.00 | 3.00 | 4.00 | 4.00 | 4.00 | 3.00 | 3.00 | 5.00 | 3.00 | 3.00 | 4.00 | 3.00 | 4.00 | 3.00 | 4.00 | 4.00 | 4.00 | 4.00 | 3.00 | 4.00 | 4.00 | 3.42 | 3.00 | 72.00 |
20 | 3.00 | 3.00 | 4.00 | 4.00 | 4.00 | 3.00 | 2.00 | 4.00 | 4.00 | 3.00 | 4.00 | 3.00 | 3.00 | 4.00 | 4.00 | 4.00 | 3.00 | 4.00 | 4.00 | 4.00 | 3.00 | 3.00 | 5.00 | 3.00 | 3.00 | 4.00 | 3.00 | 4.00 | 3.00 | 4.00 | 3.00 | 4.00 | 4.00 | 4.00 | 3.00 | 4.00 | 3.56 | 4.00 | 76.00 |
*SN: Student Number
Firstly, the researcher gives the questionnaire which consists of 36 items to 20 students. Then, the researcher gets the data and transcript as table above. The items are represented by M1-M36. TOTMOV, MOVCLASS, and ENGSCORE are respectively total motivation, motivation classification, and English score.
Based o the data in chapter III, the researcher analyzes the data using three test. there are descriptive statistics frequencies, compare means, and bivariate correlation as follow:
Frequencies
Statistics | |||
English Score | Motivation Classification | ||
N | Valid | 20 | 20 |
Missing | 0 | 0 | |
Mean | 73.2500 | 3.2000 | |
Std. Deviation | 3.98517 | .69585 | |
Range | 16.00 | 3.00 | |
Minimum | 64.00 | 2.00 | |
Maximum | 80.00 | 5.00 | |
Based on the table above, it can be inferred that there are 20 data input which are valid with
· means of English score 73.2500 and means of motivation classification 3.2000
· standard deviation of English score 3.98517 and standard deviation of motivation classification .69585
In further, the data is shown more specific as table and histograms in follow:
Frequency Table
English Score | |||||
Frequency | Percent | Valid Percent | Cumulative Percent | ||
Valid | 64.00 | 1 | 5.0 | 5.0 | 5.0 |
67.00 | 1 | 5.0 | 5.0 | 10.0 | |
70.00 | 2 | 10.0 | 10.0 | 20.0 | |
71.00 | 2 | 10.0 | 10.0 | 30.0 | |
72.00 | 3 | 15.0 | 15.0 | 45.0 | |
73.00 | 2 | 10.0 | 10.0 | 55.0 | |
74.00 | 1 | 5.0 | 5.0 | 60.0 | |
75.00 | 2 | 10.0 | 10.0 | 70.0 | |
76.00 | 3 | 15.0 | 15.0 | 85.0 | |
79.00 | 2 | 10.0 | 10.0 | 95.0 | |
80.00 | 1 | 5.0 | 5.0 | 100.0 | |
Total | 20 | 100.0 | 100.0 | ||
Motivation Classification | |||||
Frequency | Percent | Valid Percent | Cumulative Percent | ||
Valid | 2.00 | 2 | 10.0 | 10.0 | 10.0 |
3.00 | 13 | 65.0 | 65.0 | 75.0 | |
4.00 | 4 | 20.0 | 20.0 | 95.0 | |
5.00 | 1 | 5.0 | 5.0 | 100.0 | |
Total | 20 | 100.0 | 100.0 | ||
i admit that i have so many weaknesses, because of that i need your comment,
BalasHapusby atin purwadi.
NB: for dat, because so many input so the tabel can not be minimalized. there fore,the disaplay is a little bit absurd.
sorry.