Kamis, 23 Juni 2011

Tacca Prita Yudistira (0813042011) / SLA FINAL TASK


SECOND LANGUAGE ACQUISITION



COMPARISON BETWEEN STUDENTS’ MOTIVATION AND THEIR ACHIEVEMENT IN ENGLISH AT SECOND GRADE OF SMA NEGERI GUNUNG SUGIH




Tacca Prita Yudistira
0813042011
https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_7APNW4rKLSiLybtpFKGnZ1WdMUe1TsqqVKBVNO3B3DXlpW1OPH8f9D9qbl2ed2RdLQYz191Cfx1xPtqqlm3-nex1lEKLIQghUmLZPs27QJGSbAMvRoO0YA5X78WZmqyQrH3t_JhOlRk/s200/Unila5.jpg 

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 Type of motivation
2.3 Classification of Motivation

III. RESEACH and FINDING
IV. DISCUSSION

V. CONCLUSION















I.                   INTRODUCTION

1.1 Background of the problem

Students need motivations s much as a working person or any typical adult. 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 in general, acts as a booster- A booster of Morale, A booster of performance, A booster of sharpening skills and A booster in the whole sense of the word aswell.
Motivation methods for students are plenty. To suggest one of the most effective methods of motivating students, it is that of having a motivation workshop/session in the school. When a school holds an event that has motivational speakers address the students and have workshops or sessions that inculcate motivation in students of the school, it is benefitial. It helps the students get encourages and increases their morale in ways that are hugely effective. The session or workshop must involve personalized elements of motivation as well; wherein each student is communicated to individually at some part of the motivation session/workshop. This will bring about a equitable motivation to each student, making him or her feel personally motivated as well as a participant in an over-all –group motivation programme. This is good in two ways: One, because the student feels like he/she is  with  his/her class (grade) and is expereicning a training or learning together with his/her fellow-class-mates and the other is the motivation that the student undergoes individually and feels special because of the time allotted to motivate each student separately in that session.
Besides this traditional and responsive method of motivation to students, there are other methods of regular updating on motivation for students. Online websites are a great source of information, and so it is no surprise that a person’s kitty of knowledge can be increased by information on websites. For a parent, going online to websites such as this will provide a platform for knowledge to inculcate in their kid/kids. Moreover, books can be a wonderful source of motivation to children. Even non-motivation books, like books of Enid Blyton, the most successful children’s book writer of all times are a good energy inducer to children, as the books of Enid Bltyon are a greatly creative read and help in developing a child’s mind and imagination as well.

B.  Formulation of the problem
Is there any significant comparison between students’ motivation and their achievement in Second grade at SMA Negeri 1 Gunung Sugih?

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


CHAPTER II
Theoretical Framework
2.1 Concept of Motivation 
According to one of the universally accepted definitions of motivation, it is an internal state of being, or an internal condition that activates one’s behavior, giving it direction. Motivation has also been defined as a desire or need which directs and energizes behavior that is oriented towards a goal.
Another definition of motivation states that it is the influence of the needs and desires on the intensity of behavior and direction it will follow. There is one more expert who defined motivation as the arousal, direction, as well as persistence of one’s behavior. However, the fact remains that is rather difficult to clearly define motivation, as various experts in the field have come to their varying conclusions through the years.


2.2 Type of motivation
Researchers interested in finnding out the effect of motivation toward second or foreign language proficiency divide the motivation into two types: integrative and instrumental motivation. Gardner and Lambert (19972) describes the two types of motivation as follows:
·         A learner with integrative motivation hasgenuine interest in the second language community. He wants to learn their language in order to communicate with them more satisfactorily and to gain closer contact with them and their culture.
·         A learner with is instrumental motivation is more interested in how the second language can be useful instrument towards furthering other goals, such as gaining a necessary qualification or improving employmet prospects
The two kinds of motivation have a very close relationship with how the learners behave toward the language and the community of the language. When learner is favorably disposed towards the speakers of the language he is learning, there are two main reason why his motivation is likely to benefit. First the learner with more favorable attitudes will wish for more intensive contact with the second language community. Secondly there is another situation where attitudes to another community may be less decisive i influencing motivation and proficiency.
Gass and Selinker(1994) suggest that motivation in second language will influence the level of proficiency a learner can attain. Success in this long-term project depends on success in a series of short activities. Another major dispute about motivations and second language learning is whether its better say that motivation predict success (Gardner’s position) or that success predicts motivation (contrary position more popular in psychology), in that more successful one has been in language learning, the more motivated one will be to learn more.
The ARCS Model of Motivation 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: 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.



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).


CHAPTER III
Research and Finding
A.                Subject and Instrument
the researcher held this research on June 27th 2011. The subjects of the research are the students in second grade in SMA Negeri 1 Gunung Sugih. The total number of them is 20.


NAME
Q1
Q2
Q3
Q4
Q5
Q6
Q7
Q8
Q9
Q10
Q11
Q12
Q13
Q14
Q15
Q16
Q17
Q18
Q19
Q20
SCORE
A1
2
2
2
2
2
2
2
2
2
2
1
1
1
2
2
2
3
3
1
2
70
A2
2
1
2
2
2
2
2
2
2
3
1
2
2
3
1
1
2
2
2
2
60
A3
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
75
A4
2
2
2
2
3
3
3
2
2
2
2
2
2
2
3
2
3
2
2
2
80
A5
2
2
2
2
2
2
2
3
2
3
2
3
2
3
2
3
2
3
2
3
85
A6
2
2
2
2
1
2
1
2
2
2
2
2
2
2
2
2
2
2
2
2
65
A7
2
1
2
2
1
1
2
2
2
1
1
2
2
2
2
2
2
2
2
2
55
A8
2
2
2
2
2
2
1
1
1
2
2
2
2
2
2
2
2
2
2
2
60
A9
2
2
2
2
2
2
2
2
3
2
3
2
3
2
2
2
2
2
3
2
75
A10
2
2
2
2
2
2
3
3
3
3
3
3
2
2
2
3
3
3
2
2
85
A11
2
2
2
2
2
1
3
3
3
3
3
2
2
2
2
2
2
2
3
2
80
A12
2
1
2
2
2
1
2
2
2
2
2
2
2
2
3
3
2
2
2
2
65
A13
2
2
2
2
2
1
1
2
1
2
1
2
2
2
2
2
2
2
2
2
60
A14
2
1
2
1
2
1
2
1
2
2
2
2
2
2
1
3
1
2
2
2
50
A15
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
70
A16
2
2
2
2
2
1
2
2
2
3
2
2
2
2
2
2
2
2
2
3
75
A17
2
2
2
2
2
2
1
2
2
2
1
2
2
2
2
1
2
2
2
2
65
A18
2
2
2
2
2
2
3
2
2
3
2
3
2
3
2
2
2
2
2
2
75
A19
2
2
2
2
2
2
2
2
1
1
2
2
2
2
2
2
2
2
2
2
65
A20
2
2
2
2
3
2
3
2
3
2
2
2
2
2
2
2
2
3
2
3
80

Firstly, the researcher gives the questionnaire which consists of 20 items to 20 students. Then, the researcher gets the data and transcript as table above. The items are represented by Q1-Q20. MEAN (total motivation), and ENGSCORE are respectively total motivation, and English score.






CHAPTER IV
Discussion

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


SCORE
MEAN
N
Valid
20
20
Missing
0
0
Mean
69.7500
2.0300
Std. Deviation
9.93068
.20863
Range
35.00
.70
Minimum
50.00
1.75
Maximum
85.00
2.45


Based on the table above, it can be inferred that there are 20 data input which are valid with
·         mean of English score 69.7500 and means of  mean (total motivation) 2.0300
·         standard deviation of  English score 9.93068 and standard deviation of  motivation  .20863
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









MEAN


Frequency
Percent
Valid Percent
Cumulative Percent
Valid
1.75
2
10.0
10.0
10.0
1.80
1
5.0
5.0
15.0
1.85
2
10.0
10.0
25.0
1.90
4
20.0
20.0
45.0
2.00
3
15.0
15.0
60.0
2.05
1
5.0
5.0
65.0
2.20
2
10.0
10.0
75.0
2.25
3
15.0
15.0
90.0
2.35
1
5.0
5.0
95.0
2.45
1
5.0
5.0
100.0
Total
20
100.0
100.0













CHAPTER V
Conclusion
A. Conclusion

From the analysis above, it can be conclude that the best Motivation style of students’ achievement in English is the sixth style is Relevance-Confidence, the second style is Relevance, and the third style is Confidence.
Research on student motivation in learning from a number of perspectives suggests that attention, relevance, confidence, and satisfaction are important indicators of student motivation in learning. Interest adheres in a relation between learner and the object of the learning whereby the learner seeks to extend their exposure to the object to find out more about it. In classrooms the objects of motivation do not always match those which a teacher plans to be the lesson focus. The arousal of active interest is a complex interaction between the dispositions and past experiences which a student brings to classroom and the structure of the situation they find there. 





APPENDIX
Questionnaire motivation
1.      Kenapa saya belajar bahasa inggris?
a.      Mengisi waktu kosong
b.      Disuruh teman
c.       Benar- benar ingin belajar bahasa inggris
2.      Ketika saya mendengar lagu barat di radio, saya
a.      Merubah saluran radio
b.      Mendengarkan dan memperhatikan kata-kata yang mudah saja
c.       Mendengarkan dengan baik dan memahami setiap kata.
3.      Jika saya mempunyai tugas bahasa inggris maka saya
a.      Tidak mengerjakan
b.      Mengerjakan yang bisa saja
c.       Berusaha mengerjakan semuanya.
4.      Ketika melihat bacaan bahasa inggris maka kamu akan
a.      Membaca dan berusaha mengerti
b.      Membaca yang bisa-bisa saja
c.       Mencari arti dalam bahasa Indonesia
5.      Ketika saya mempunyai masalah dalam belajar bahasa inggris?
a.      Lupakan saja
b.      Mencari ketika akan ujian
c.       Langsung bertanya kepada guru
6.      Saya selalu memikirkan materi bahasa inggris yang sudah dipelajari
a.      Tidak pernah
b.      Kadang-kadang
c.       Sering
7.      Ketika saya sedang berdiskusi bahasa inggris
a.      Tidak pernah berbicara apapun
b.      Berbicara kadang-kadang
c.       Sering berbicara
8.      Membaca buku bahasa inggris diluar kelas
a.      Tidak pernah
b.      Kadang-kadang
c.       Sering
9.      Setelah buku tugas dikembalikan
a.      Letakkan begitu saja
b.      Dilihat nilainya
c.       Dilihat nilai dan salahnya
10.  Jika ada kurusus bahasa inggris saya akan?
a.      Tidak ikut
b.      Ikut jika gratis
c.       Pasti ikut
11.  Saya ditugaskan untuk berbicara bahasa inggris diluar kelas, maka saya akan?
a.      Tidak akan berbahasa inggris
b.      Berbahasa inggris jika dilihat guru saja
c.       Berusaha berbahasa inggris sebisa mungkin
12.  Selama dalam pelajaran bahasa inggris saya akan?
a.      Berbahasa Indonesia saja
b.      Berbahasa inggris yang bisa-bisa saja
c.       Berusaha sekeras mungkin menggunakan bahasa inggris
13.  Jika ada klub bahasa inggris maka saya akan?
a.      Tidak menghiraukan
b.      Menghadiri sekali saja
c.       Menghadiri pertemuan sebisa mungkin
14.  Jika ada program bahasa inggris di TV saya akan?
a.      Tidak akan melihat’nya
b.      Kadang-kadang melihat
c.       Sesering mungkin melihat
15.  Jika saya menguasai bahasa inggris maka saya akan membaca buku bahasa inggris dan majalah inggris,
a.      Tidak pernah
b.      Tidak terlalu sering
c.       Sering
16.  Setelah selesai pelajaran bahasa inggris saya akan?
a.      Ngobrol dengan teman-teman
b.      Mengingat-ingat pelajaran yang sudah dibahas
c.       Membuat rangkuman tentang materi yang sudah dibahas untuk dipelajari dirumah
17.  Jika ada program bahasa inggris di TV saya akan
a.      Tidak pernah melihatnya
b.      Mematikan TV
c.       Melihat dan memperhatikan
18.  Jika guru memberikan tugas bahasa inggris, saya akan?
a.      Tidak mengerjakan
b.      Mengerjakan yang bisa saja
c.       Berusaha mengerjakan semua soal
19.  Jika bertemu dengan guru bahasa inggris disekolah maka saya akan
a.      Menyapa dengan bahasa daerah
b.      Menyapa dengan bahasa Indonesia
c.       Menyapa dengan bahasa inggris
20.  Jika bertemu dengan  turis di tempat pariwisata saya akan
a.      Biarkan saja
b.      Mengucapkan hallo
c.       Berusaha berkomunikasi dengan turis tersebut


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