MARKHAMAH (0743042020) SLA FINAL ASSIGNMENT

SLA Assignment

THE CORRELATION BETWEEN STUDENTS’ MOTIVATION IN ENGLISH LEARNING AND THEIR ENGLISH ACHIEVEMENT AT THE SECOND YEAR OF MAN 1 BANDAR LAMPUNG

By:

Markhamah

0743042020

English Education Study Program

Art and Language Education Department

Education and Pedagogy Faculty

University of Lampung

2011

I. INTRODUCTION

1.1  Background of Prob;em

Students need motivations s much as a working person or any typical adult. Students face pressures in terms of studies and education often enough. Students need regular motivation to be high on morale and to have good, all-rounded performances. Students have their own stresses and to deal with those student-related stresses or issues, the best tool would definitely be Motivation. 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 as well.
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 beneficial. 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 program. This is good in two ways: One, because the student feels like he/she is  with  his/her class (grade) and is experiencing 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.

Intrinsic and extrinsic motivation

Intrinsic motivation refers to motivation that is driven by an interest or enjoyment in the task itself, and exists within the individual rather than relying on any external pressure. Intrinsic motivation has been studied by social and educational psychologists since the early 1970s. Research has found that it is usually associated with high educational achievement and enjoyment by students. Explanations of intrinsic motivation have been given in the context of Fritz Heider's attribution theory, Bandura's work on efficacy, and Deci and Ryan's cognitive evaluation theory (see self-determination theory). Students are likely to be intrinsically motivated if they:

• attribute their educational results to internal factors that they can control (e.g. the amount of effort they put in),
• believe they can be effective agents in reaching desired goals (i.e. the results are not determined by luck),
• Are interested in mastering a topic, rather than just rote-learning to achieve good grades.

Extrinsic motivation comes from outside of the individual. Common extrinsic motivations are rewards like money and grades, coercion and threat of punishment. Competition is in general extrinsic because it encourages the performer to win and beat others, not to enjoy the intrinsic rewards of the activity. A crowd cheering on the individual and trophies are also extrinsic incentives.

Social psychological research has indicated that extrinsic rewards can lead to over justification and a subsequent reduction in intrinsic motivation. In one study demonstrating this effect, children who expected to be (and were) rewarded with a ribbon and a gold star for drawing pictures spent less time playing with the drawing materials in subsequent observations than children who were assigned to an unexpected reward condition and to children who received no extrinsic reward.

1.2  Research Question

Is there any significant correlation between students’ motivation and their achievement in second grade senior high school at MAN 1 Bandar Lampung?

1.3  Objective of Study

The objective of this research is to identify the correlation between students’ motivation and their achievement in English

II. THEORITICAL FRAMEWORK

2.1. Definition 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. Types of Motivation

Researchers interested in finding 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:

Ø  A learner with integrative motivation has genuine 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.

Ø  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 reasons 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.

2.2.1. 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

      Concreteness – Use specific, relatable examples.

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

      Humor – Use humor to lighten up the subject.

Inquiry Arousal

      Participation – Provide role-play or hands on experience.

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

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

Ø  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.

2.2.2. 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:

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

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

Motive Matching

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

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

Familiarity

      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).

      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.

2.2.3. 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:

Ø  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.

Ø  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.

Ø  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.

2.2.4. 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:

Ø  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.

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

Ø  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.

III. RESEARCH METHODOLOGY

3.1. Subject and Instrument

The researcher held this research on June 10^th 2011. The subjects of the research are the students of second grade senior high school at SMAN 14 Bandar Lampung.

The total number of them is 20.

Kuesioner Tentang Motivasi Belajar Bahasa Inggris

Keterangan Pilihan jawaban:

1 = Rendah

2 = Sedang

3 = Tinggi

Petunjuk

Jawablah pertanyaan di bawah ini, yang paling sesuai dengan motivasi anda dalam belajar B.inggris.

1.      Mengapa saya belajar B. inggris?. Saya dengan jujur menjawab bahwa:

1. untuk mengisi waktu luang

2. mengajak seseorang untuk belajar bersama

3. benar-benar ingin belajar B. inggris

2.      Jika Guru B. inggris saya meminta seseorang untuk mengerjakan tugas tambahan saya akan:

1. tentunya tidak mau

2. akan melakukan nya jika guru meminta secara langsung

3. dengan senang hati mau

3.      Ketika saya mendengar lagu Inggris di radio saya akan:

1. mengganti stasiun nya

2. mendengarkan musiknya, dengan hanya memperhatikan kata-kata yang mudah

3. mendengarkan dengan seksama dan mencoba untuk mengerti seluruh kata-katanya

4.      Jika saya mempunyai pekerjaan rumah B. inggris, saya akan:

1. megerjakan asal-asalan

2. mengerjakan sebisa nya saja

3. mengerjakan dengan hati-hati, dan menyakinkan mengerti sepenuhnya