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
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.
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