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CHAPTER IINTRODUCTION

This chapter discusses about background, problem statement, objective,

significance, and scope of the research.

A. Background

English is one of the cultural products that functions as communication tool

and knowledge transformation. In this era, whole of countries compete in all life

sectors to develop their potency. One of solution is multilateral cooperation in

economy, politics, law, society, culture and military. That is why they need English

as international language for facilitating each people from many different cultural

backgrounds in relating partnership.

The education of Indonesian has emphasized English as a foreign language in

school starts from the elementary school until University that had been arranged in

national curriculum. Each grade has systematic materials, which will be taught by the

teachers in classroom. That is why the important instrument for student success is

motivation to learn English seriously in school or home. Thus, student can learn

English from many sources without depending on the teacher and school curriculum

because the English learning target is not only for passing on the national

examination but also for improving the real English skills.

On the contrary, for most people, motivation is the most difficult part when

they learn a foreign language in bad situation. There are many obstacles in mastering

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English for people, who want to improve students’ motivation without special

technique for stimulating student’s learning. Therefore, creative teachers must

formulate instrument or medium to improve students’ motivation in teaching practice.

Brown in Kristia (2002:7) states that motivation is the difference that people say,

between success and failure. One of solution to improve students’ motivation is

increasing their imagination about future description as an inspiration in learning

practice. That is why the researcher is looking for story of success prominent figure

as a medium to stimulate students’ desire in English learning ambition as an

important subject in this era.

Theresia in Nurhadi (2000) states that it will be more successful in learning if

the learner has certain motivation of why and what for they choose and learn English

automatically they are expected to be more successful. Gage and Berliner (1948: 151)

say that motivation becomes one of the factors like intelligences and previous

learning that can determine whether the students will achieve the knowledge,

understanding or skill that we want them to have. Garner and Lambert (1972) state

that motivation is very strongly related to achievement in language learning. Students

who have strong motivation will understand and learning anything easily while the

students with low motivation will get low learning achievement.

As we know that, the students need spirit to learn anything depending on their

future targets. English is complex language that has important role as international

language and foreign language. It has been chosen as passing test at all level of

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education institution in Indonesia. One of teachers’ problems in teaching practice is

students’ seriousness to get point of explanation about English items without intrinsic

motivation. Therefore, that teacher fails to transform target language and effective

learning in classroom. Whereas sets of English teaching are, systematic materials

completed estimating time through the lesson plan that has arranged by the teacher as

guide of teaching in each meeting.

The researcher has English teaching experience in Vocational school SMK

Kebangsaan Indonesia Makassar and junior high school SMPN 24 Makassar in 2008-

2010. In that experience, the students sometimes felt bored when teaching method

was monotonous without variety from first minute to last. Therefore, that the students

asked the teacher to tell learning experience as an English student from University or

other prominent figure in the world. The researcher could subjectively see students

interest to the story but no scientific research that have been seen by the researcher.

One of the students had said to the teacher “if you are so serious to explain materials,

I likely fell watching horrible movie”. That is why the researcher tried to formulate

exact method for comforting my English teaching so that the students could feel

relaxed English learning. In the memory, when the researcher was studying English,

He liked the teacher who always told about the story of national Indonesian hero. He

was Soekarno as first president in Indonesia. The teacher said, “Soekarno had good

English speaking and oration as power of diplomacy in international forum. He

inspires the researcher to learn English when he remembers his story.

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The researcher had joined in discussion for education condition in Indonesia

in 2009. One of the speakers was from “Resist Book Yogyakarta” Eko Prasetyo

(Writer of some political education book). He said, “Successful teachers are not the

teachers that only transform their knowledge to the students but also they are making

the students stand alone”

Referring on the description above, the researcher intends in conducting a

research under the title:

”The Motivation of Students at SMPN 24 Makassar to Learn English

through the Story of Successful Prominent Figures”

B. Problem Statement

Based on the background above, the research questions are formulated as

follows:

Are the students of SMPN 24 Makassar motivated to learn English after

listening to the story of successful prominent figures?

C. Objective of the Research

Based on the problem statements above, the objectives of this research is to

find out whether or not the students of SMPN 24 Makassar are motivated to learn

English after listening to the story of successful prominent figures.

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D. Significance of the Research

The result of the research is expected to be useful input for English teaching

practice in improving students’ motivation to solve one of English learning problems

and develop teachers’ quality in English teaching. Besides that, the researcher is

English education student who want to be a teacher. Therefore, the findings of this

research will help the researcher or reader to stimulate students’ motivation through

the new exact method.

E. Scope of the Research

The scope of the research is limited to the asking of questions about students’

perspective in scale categories to the motivation of students at SMPN 24 Makassar to

learn English through the story of successful prominent figures.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with some previous related findings, some pertinent ideas,

and theoretical framework.

A. Some Previous Related Findings

Nurbiah (2001) conducted a research on the motivation of the third-year

students of SLTPN 2 Tinambung kabupaten Polmas to read the narrative reading

materials. She found that the third-year students of SLTP negeri 2 Tinambung in

Polmas regency have high motivation to read the narrative reading materials.

Patiung (2001) conducted a research on motivating the first-year students of

SLTP negeri 8 Makassar to master English vocabulary using questions (a classroom

action research). She found that inferential questions can increase the students’

motivation in learning vocabulary through questioning technique and inferential

questioning technique can improve the students’ vocabulary.

Kristia (2002) conducted a research on motivating the second year of SLTP

negeri 26 Makassar to read the use of folktales. She found that the students were

interested to increase the students’ motivation in English learning through reading

English story (folktales).

Haryati (2004) conducted a research on Motivating students of SMU Negeri 1

Pare-pare to read using mystery short stories. She found that reading mystery short

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stories increase the students’ motivation in reading English texts. The evidence that

prove the conclusion is the students were interested in reading English story by

finding out the clues of the mystery, solve the mystery before the end of history, use

their leisure to read mystery short story, etc.

Based on the findings above, English teachers should be formulating exact

method to improve students’ motivation by using several instruments like using of

folktales, mystery short story, narrative reading materials, inferential questioning

technique, etc. All of the formulation can be applied by the teachers to improve

students’ participation in English learning.

B. Some Pertinent Ideas

1. What is motivation

Undslay and Wino in Junaid (1992: 9) define motivation as “ a combination of

forces which initiate, direct, and sustain behavior…..goal”. Roediger (1984: 420)

states that motivation is concerned with why behavior occurs; why it starts, what

behavior will occur, how vigorous behavior will be, and why and when a particular

behavior will stop. Variability’s in behavior between people and within a person from

time is often accounted for by differences in motivation.

The statement of Roediger is relevant to what De Cecco and Crawford (1974:

137) say that the motivation refers to those factors that increase and decrease of an

individual activity .Thus, it determines the levels of degrees of his activity.

Furthermore, they say that the motivation is the term use to describe what energizes a

person and direct his or her activity.

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Gage and Berliner (1984: 372) define motivation as the engine steering wheel

of an automobile. Motivation also can be defined as conditions, which imitate,

guides, and maintain behaviors usually until some goal is reached (Witting, 1997:

105).Lidslay (1957) in Moose and Wingo (1962: 287) see motivation as a

combination of forces, which imitate, direct, and sustain behavior toward a goal.

In the context of classroom, motivation refers to such characteristic of

students’ behavior as interest, alertness, attention, concentration, and persistence

(Anderson, 1973: 399). For Morse and Wingo (1962: 287), motivation, applied to

classroom, is what pushes a student to try to learn.

Gardner in Benson (1991: 35) states that motivation in learning English is

those factors that energize and direct the students’ activities as their effort and desire

to learn English.

The significance of motivation for learning is usually assumed without

question. One the one hand, the promise of reward or the treat of punishment

provides means by which the teacher keeps the pupil at work without pressure from

the teacher. The teacher has a choice between using specific goals and enlisting self-

activating motives or perhaps employing some combination of these. “Motivation is

also aspects that are not less and important in learning a language and attitude

motivation goes hand with to reach the target language. These two aspects motivation

and attitude influence the success.

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2. Kinds of Motivation

Generally, there are two kinds of motivation; they are intrinsic and extrinsic

motivation.

a. Extrinsic motivation

Extrinsic motivation, in educational psychology, is sometimes thought to relate

to short-term success and is said to be guided by external stimuli, such as parental

approval offer of a reward, thread of punishment a good grade (Van Els, 1984:117).

Many students therefore, work for grades and not for understanding and mastery of a

subject (Morgan, 1979: 232).

Gilmer (1975) in Junaid (1992: 12) states that when we are extrinsically

motivated to do something, we do it because it leads to an external reward, such as

money, praise from someone. Zimbardo in Junaid (1992) says that when work is

reduced to a behavior, which will only be done for the sake of a reward, the work is

extrinsically motivated.

The relevance of particular to the study of language learning is the distinction

between instrumental and integrative motivation which was first suggested by

Gardner and Lambert. A student is said to be instrumentally motivated it the purposes

of language study reflect the more utilitarian value of linguistic achievement, such as

getting ahead in ones occupation in he said to be interactively motivated if he wishes

to learn more about other’s cultural community because he is interested in it in open

minded way, to the point of that eventually being accepted as a member of that other

group ( Gardner and Lambert, 1972:3 in Van Ells 1984: 117).

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In addition to the types of motivation above, instrumental and integrative, a

third has been added for the analysis of the English foreign language situation in

Japan (Benson, 1991: 36). It could not be realistically being termed either

instrumental or integrative. It may be term personal, since they appear to relate to

individual development and enjoyment of entertainment in English. These three types

of motivation, however, not are discussed in detail and separate in this writing rather

we view motivation to learn English I general.

b. Intrinsic motivation

In Educational psychology, intrinsic motivation is sometimes thought to relate

to long term success and is usually defined as motivation which is guided by an

interest in the task itself in which one are engaged (Van Els, 1984: 117).

Dacy (1975) in Morgan (1979: 231) defines intrinsic motivation as a person’s

need for feeling component and self-determining on dealing with his competence and

self-determination. Herber and Runyon (1984: 82) define intrinsic motivation as

arising from within the individual.

When work is undertaken for its own sake without concern for extrinsic

rewards, the work is intrinsically motivated (Zimbardo, 1980: 273).

Gilmer (1975:30) states that when a person in intrinsically motivated to do

activity, he does it because what he is doing. The activity itself is its own reward.

Thus, when something is done for its own sake it is intrinsically motivated.

Intrinsically motivation implies self-actualization and ego involvement.

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In relation with the teaching and learning process, Harmer in Nurwana (2000:

6) states that intrinsic motivation is all factors which exist in the classroom, such as

the atmosphere in the class, the teacher’s method, the teacher’ performance, the

materials, and so on.

3. Function of Motivation

Generally, the function of motivation by Owens (1981) in Nurhadi (1991: 154)

can be divided as follows:

a) To stimulate someone to do something

b) To determine goal orientation of behavior

c) To select behavior

This opinion is in accordance with what Gage and Berliner (1984: 377) pointed

out that the role of motivation in behavior and learning accounts for:

a) What makes reinforce

b) The goal orientation of behavior; and

c) The amount of time spent on different activities

According to Di Vesta (1970: 150) motivation has three important functions in

behavior. Firstly, they are energizing. He also says that motivated pupils are

demonstrably active and his activity is maintained need at relatively high levels

relevant goals or rewards are attained. Secondly, motives have directing function.

They are determined a class of responses likely to be most appropriate. Thus, the

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motives provide the pupils with cues directing him to the most appropriate behavior

in the situation. Thirdly, motives have a selecting function. In this case, the selecting

function of motives helps to make behavior more efficient and precise.

In general, the function of motivation already mentioned above was based on

the hierarchy of needs, which was suggested by the psychologist Abraham Maslow.

A simplified summary of the hierarchy as follows:

1) Psychological needs or survival motives such as hunger, thirst, and sex

2) Safety needs or security motives such as stability and order

3) Belongingness and love needs such as needs for affection affiliation

4) Esteem needs or status and achievement motives such as the need for prestige,

success, self respect, and

5) Self actualization needs or motive to become one is capable of becoming. This

need for self-actualization is theorized to be the top need in hierarchy of needs,

or motives (Maslow in Morgan, 1979, and Witting, 1977: 110).

Regarding the function of motivation in English language learning, it can be

concluded that there are two function of motivation in the English language learning

as a foreign language, namely: the instrumental if the purposes of language study

reflect the more utilitarian value of linguistic achievement, and integrative if the

students wishes to learn more about the other cultural community because he is

interested in it in open minded way, to the point of eventually being accepted as a

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member of that other group (Gardner and Lambert: (1972) in Benson, 1990: 35 and

Nurhadi, 1991: 154)

4. Characteristic of Motivation

To understand more about motivation, the explanation of it characteristic is needed.

Thonrburg in Prayitno (1989: 28) presented five general characteristic of

motivation, namely:

a. The motivated behavior in energized

The energized may be basic needs or it may be a learned need such as praise

from the teacher

b. The motivated behavior gives direction of the students lead their energy into

what can motivate them such as expanding social interaction, getting praise

from the teacher, it mean they are attaining their purposes.

c. Motivation brings about behavior intensity. Well-known capable students in

English subject, for instance, will be motivated to improve it. This motivation

will bring about behavior intensity in learning English.

d. Motivation in selective

Since behavior directed toward some goals, the students may choose

appropriate activities to the students their needs

e. Motivating is to satisfying needs

To be motivated a student has realize his or her shortcoming. By realizing it,

they are be motivated the students that shortcoming.

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According to Zimbardo (1980: 225-256), motivation is characterized by the

following features:

a) Energy arouse

b) Direction of effort toward a particular goal

c) Selective attention to relevant stimuli

d) Organization of response units into an integrated pattern, and

e) Persistence their activity until the imitating conditions is changed.

In education, as many teachers see it, a student is motivated if he or she wants

to do the thing that the teacher thinking he or she would want to do. The students are

attentive and persistent in his or her schoolwork if he shows respect and try hard to

please the teachers, and then he is thought to be motivated (Anderson at al. 1982:

274).

5. Factors Influence Motivation on the English Language Learning

Theresia in Nurhadi (1990: 154) sates that generally, there are two kinds of

factors that can influence motivation on the second language learning, namely

internal and external factors. Internal factors that can influence motivation such as:

a) Students’ opinion the language being learned, and

b) The students’ attitude toward the language

Among their external factors that can influence motivation on the second

language learning according to here are:

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1) Parented influences

2) Social environment of the students, and

3) Sosiopsychological factors in the classroom.

Santaria (1991: 19) state that basically, there are two factors that can

influences the students’ motivation as well as their interest learning English, they are:

internal an external factors. Internal; factors such as the students interest in learning

English, the students’ attitudes toward the English language, and the students’

aptitude or linguistics ability. External factors that can influence the students’

motivation on the English language learning such as school factors, which may

involve the teachers, the students, and the lesson materials, family factors such as

material and mental support and social environment factors.

Kharma (1991: 103) states that motivation is made up so many factors, for

instance, are the following:

a. The student linguistic and cultural background

b. The students’ attitude to school in general

c. Parents’ education background

d. The prestige of the language both locally and internationally

e. The need for learning the language and the aspect of that language which are

needed most

f. The students’ first experience with the language

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g. The teachers’ attitude to the teaching profession in general an to foreign

language teaching in particular

h. The relationship between teachers and students.

Moreover, he says that among the motivation factors one should not forget the

text book used, the modes presentation and teaching of the language, individual

differences in language aptitude, intelligences and interest (Kharma, 1991: 104)

6. How to Measure Motivation

Motivation is a concept of variable without physical reality. We do not see

motivation. We see behavior. Thus, the measurement of motivation is indirect, just as

our measurement of other psychological construct, for example; attitudes, interest,

and values (Anderson in Nurwana: 2000)

In this case, to find the data relating to the description of motivation of the students at

SMPN 24 Makassar to learn English through the story of successful prominent figure.

The writer used questionnaire that consist 20 items. Ten items are favorable (positive

statement) and ten items are unfavorable (negative statement). Each item is provided

with four options of motivation scale categories. They are strongly agree, agree,

disagree, strongly disagree, strongly motivated, motivated, not motivated, and

strongly not motivated.

7. Factors that Influence Student’s Motivation

a. Internal Factors

1) Interest

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Interest refers to kinds of thing we appreciate and enjoy. The selection of and

occupation and the satisfaction we get from other works usually depends more on our

interest than ability (Saharuddin in Nurwana: 2000: 10). Experimentally, an interest is

a response of liking. It is present when we are aware our disposition towards the

object we like, the object we prepare to react to (Robert in Sulfansyah 1993: 7). It is

relevant to what is stated by Chaplin in Jalil (1989: 15) that an interest is an attitude

in choosing an interesting object. It is a feeling which determines activities or object

that leads one’s behavior to particular aims.

Someone who is interested in an object or a certain activity will always pay

attention to the object and enjoy doing the activity.

Sukardi (1985: 4) defines that interest is a possible attitude of feeling towards

activities, experience or other things. Furthermore, he says that interest is a set of

mental conditions, which consist of the combination of prejudice, curiosity or other

tendency that lead someone to particular preference.

According to Sukardi (1985: 4) there are three ways to determine interest.

They are:

1. Expressed interest: a person can express his interest or choice by words.

2. Manifest interest: a person can express his interest through actions or activities or

he will involve actively in certain activity.

3. Inventoried interest: a person’s interest can be measured from his response to

certain questions related to particular activities.

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Having interest in something will support us to know the thing well, our

attention focused toward that object. If the students have a good interest toward

English, consequently they will always make efforts to find ways of knowing

English.

2) Attitude

According to Thorndike and Hagen in Nurwana (2000: 13) attitude is the

individual response with enthusiasm and aversion, not only toward activities, but also

to the social groups, social institutions, and aspects of life. Attitude is the potential

tendency to react towards a stimulant. It is integrated in the individual’s personality,

which prompts him to do or not do something, to accept or to refuse something.

Attitude is formed if one believes that he can benefit or advantages of the certain

object.

Atkinson (1953: 558) says that attitudes are like and dislike for identifying

aspect of the environment, person, thing, events, or ideas. Attitudes are the effective

component in a three parts system that also include beliefs (the cognitive component)

and action. An attitude according to Rokeach (1980) is a relatively enduring

organization of beliefs around and object or situation one to respond in some

preferential manner. He defines an attitude as an organization of several beliefs

focused on specific object (physical and social, concrete or abstract) or condition one

to respond in some preferential manner. In addition, attitude is thus package of beliefs

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consisting of interconnected assertions are true or false, and other things about it are

desirable or undesirable.

It can be concluded that an attitude is individual’s views, and beliefs about an

object, activities, situation, institution, and other aspects of life that cause him to

respond or to react to them: An attitude is individual’s readiness to respond, to act

towards or against object, situation, activity, or thing.

3) Needs

Maslow in Nurwana (2000: 14) proposed human desires for example motives,

are innately given and arrange in an ascending hierarchy of priority or potency. He

presented human desire the need hierarchy conception of human motivation. The

needs are, in order their potency:

a) Basic psychological needs

b) Safety needs

c) Belongingness and love needs

d) Self esteem needs

e) Self-actualization needs for personal fulfillment.

He was quite definite about another set of another need (the needs to know

and understand). The needs to know and understand as innate drive that push for

satisfaction. There is an evitable overlap or interaction between two need hierarchies.

Knowing and understanding, are the basic to interacting with the environment.

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Therefore, it is impossible to become self-actualizing if the needs to know and to

understand are not satisfied. It can be said that people are motivated to do something,

to know and understand something based on their needs.

b. External factor

1) Family Factor

Family, especially parents always expect and want their children to achieve

success. Most children accept their parent’s expectation and make their own (Herber

and Runyon, 1984: 98).

If parents want their children to become an English teacher, for example,

automatically they will ask their children to choose English department when their

children are entering university. They will give their support to their children in order

that their children can achieve success, which they expect.

2) Environmental Factor

It can not be denied that in doing something a person is often influenced by

this environment. For example, in choosing English in order to learn it, he may be

influenced by her friends, teacher and other aspect of environment. Harmer in

Nurwana (2000: 15) says that the student’s peers (his or her equals) will also be in

powerful position to affect his or her attitude, as will other members of the students’

community.

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8. What is the story of successful prominent figure

The story of successful prominent figure is the short biography of public

figure that has contributed in all aspects like politics, economy, culture, religion,

science, and technology. It can inspire reader or listener to imitate the life way. What

is the question we always ask about the successful? We want to know what they are

like-what kind the personalities they have, or how intelligent they are, or what kind

the lifestyle they have, or what special talent they might have been born with, and we

assume that it is those personal qualities that explain how that individual reached the

top (Gladwell.2008: 18).

9. Research Framework

The research framework underlying this research is given in the following

diagram:

INSTRUMENTThe story of successful prominent figures

PROCESSListening the teachers’ story in learning process

TARGETDescription of motivation from students’ opinion as guide of teacher in English

learning

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CHAPTER III

RESEARCH METHOD

This chapter presents the research method, the population and sample, the

variable and the operational definition, the research instrument, procedure and

collecting data, and technique of data analysis.

A. Research Method

This study applies pre-experimental design using the one-shot case study,

which aimed at finding out the student’s opinion in motivation at SMPN 24 Makassar

to learn English through the story of successful prominent figures.

B. Variable and Operational Definition

a. Variable

The independent variable is “The story of successful prominent figures” which

estimated to influence motivation of students at SMPN 24 Makassar to learn English.

Indicators : The student’s opinion about using the impact of story about

successful prominent figures

The dependent variable is “students’ motivation”.

Indicators : The desire of students to do something in order to reach a target

in learning English based on the students’ opinion.

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C. Population and Sample

1. Population

The population of this study was in class VII at SMPN 24 Makassar in

academic year 2010/2011. It consisted of nine classes. The number of students was

242 students.

2. Sample

This study used random sampling. The sample of this present study was from

class VII 1 and VII 3 that consists of 69 students at SMPN 24 Makassar in academic

year 2010/2011 because its class had subjectively good students than other classes.

The students in VII 1 and the VII 3 had balance in men and women quantity. So, the

data accuracy that influenced by the factor of gender could be coped with.

D. Research Instrument

To find out the motivation of students at SMPN 24 Makassar to learn English

through the story of successful prominent figures, the researcher used questionnaire.

In the questionnaire, the researcher formulated questions related to the students being

motivated to learn English through the story of successful prominent figure. It

consists 20 items. Ten items are favorable (positive statement) and ten items are

unfavorable (negative statement). Each item is provided with 4 options of motivation

scale categories. They are strongly agree, agree, disagree, strongly disagree, strongly

motivated, motivated, not motivated, and strongly not motivated.

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E. Procedure of Collecting Data

The procedure of collecting data consists to planning and collecting data.

1. Planning

In this stage, the researcher:

a) Asked the recommendation to Faculty of Language and Literature for

conducting research

b) Told to Headmaster about the research that would be conducted

c) Formulated the story of successful prominent figure. Namely, “Haji Agussalim

and Soekarno in short biography”.

d) Prepared questionnaire for collecting data

2. Collecting Data

This stage the researcher taught and researched in classroom

a. The researcher started the class normally by using lesson plan as a guide in

learning English

b. In teaching practice (40 x 2 minutes), the researcher spent ten minutes to talk

about the story of successful figure. Namely:“Haji Agussalim and Soekarno, in

short biography”

c. Gave questionnaire to all students that participate in learning English and

listening to the story of successful prominent figure

d. Explained the technique to fill and answer the question on the questionnaire

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e. Gave 20 minutes to answer the questions in ten questions of multiple choice

f. Collected the questionnaire from the students

F. Technique of Data Analysis

The data from the questionnaire were tabulated and classified to determine the

frequency and the percentage of the students’ answer using the following formula:

P = FN X 100 %

In which:

P = Percentage

F = Frequency

N = The total number of students

1. Questionnaire

The data were collected through questionnaires and analyzed by using formula:

_X ¿

∑ X

N

Notation.: X = The mean score

∑X = The total scorer

N = The total number of the subject

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This chapter presents the findings and the discussion of findings. The findings

consist of all the data collected during the research and the discussion deals with

explanation of findings.

A. Findings

The data from questionnaire were collected on October 29, 2010 and analyzed

by using tabulation and percentage techniques as seen in the following:

The average frequency and percentage of students’ opinion in scale categories were

found as follow.

Table 1

The students’ opinions about:

The English lesson in school is difficult (item 1)

Responses Frequency Percentage (%)

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

1

14

48

6

1, 4%

20, 3%

69, 6%

8, 7%

Total 69 100 %

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Table 1 above shows that among the 69 students, fewest of them (1, 4 %)

strongly agree, some of them (20, 3 %) agree, more than half of them (69, 6 %)

disagree and the other option (8, 7 %) strongly disagree that the English lesson in

school is difficult.

Table 2


After the students listen to the story of successful prominent figures because of their

language ability, students will be motivated to learn English (item 2).


a. Strongly motivated

b. motivated

c. not motivated

d. not strongly motivated

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40

0

1

40, 6%

58%

0%

1, 4%

Total 69 100 %

Table 2 above shows that among the 69 students, some of them (40, 6 %) are

strongly motivated, more than half of them (58 %) are motivated, none of them (0%)

is not motivated, and few of them (1, 4 %) are not strongly motivated to learn

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English after listening to the story of successful prominent figure because of their

language ability.

Table 3


If the English is being taught and the successful figures are being told by the teacher,

they will annoy the students. (item 3)


a. Strongly agree

b. Agree

c. Disagree


1

3

54

11

1,4%

4, 3%

78, 3%

16 %

Total 69 100%


strongly agree, some of them (4, 3 %) agree, more than half of them (78, 3 %)

disagree and the other students’ option (16 %) strongly disagree If the English is

being taught and the successful figures are being told by the teacher, they will annoy

the students.

Table 4

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The story of successful prominent figures that listened by the students will improve

the spirit of English learning (item 4).


a. Strongly agree

b. Agree

c. Disagree


29

36

3

1

42 %

52, 2%

4, 3 %

1, 4 %

Total 69 100%

Table 4 above shows that among the 69 students, many students (42 %)

strongly agree, more than half of them (52, 2 %) agree, the other student’s option (4,

3 %) disagree and fewest of them (1, 4 %) strongly disagree that the story of

successful prominent figures that listened by the students will improve the spirit of

English learning.

Table 5


Learning English in the classroom without motivation from the teacher is extremely

boring

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a. Strongly agree

b. Agree

c. Disagree


15

44

5

5

21, 7 %

63, 8 %

7, 2 %

7, 2 %

Total 69 100%

Table 5 above shows that among the 69 students, many students (21 %)

strongly agree, most of them (52, 2 %) agree, both of the other student’s option (7, 2

%) disagree and strongly disagree that learning English in the classroom without

motivation from the teacher is very boring. This means that the students will be bored

without motivation from the teacher in classroom.

Table 6


The English teachers should use a part of the time in English lesson to tell about the

story of successful prominent figures


a. Strongly agree 19 27, 5 %

30

b. Agree

c. Disagree


44

5

1

63, 8 %

7, 2 %

1, 4 %

Total 69 100%

Table 6 above shows that among the 69 students, many students (27, 5 %)

strongly agree, more than half of them (63, 8 %) agree, the other student’s option (7,

2 %) disagree and fewest of them (1, 4 %) strongly disagree that English teachers

should use a part of the time in English lesson to tell about the story of successful

prominent figures. This means that the teachers should use a part of the time in

English lesson to tell about the story of successful prominent figures.

Table 7


English is international language that has role in acquiring to the target


a. Strongly agree

b. Agree

c. Disagree

45

22

2

65, 2

31, 9 %

2, 9 %

31

d. Strongly disagree 0 0 %

Total 69 100%

Table 7 above shows that among the 69 students, majority of them (65, 2 %)

strongly agree, some of them (31, 9 %) agree, few of them (2, 9 %) disagree and none

of them (0 %) strongly disagree to the statement that English is international language

that has role in acquiring target. This means that the students admit English is

international language that has role in acquiring to the target.

Table 8


The students will feel bored when the teacher explain English without breaking time

to tell something or motivate the students


a. Strongly agree

b. Agree

c. Disagree


16

35

16

2

23, 2 %

50, 7 %

23, 2 %

2, 9 %

Total 69 100%

32


strongly agree, most of them (50, 7 %) agree, the other student’s option (23, 2 %)

disagree and fewest of them (2, 9 %) strongly disagree students will feel bored when

the teacher explain English without breaking time to tell or motivate the students.

This means that the students will feel bored when the teacher explains English

without breaking time to tell something or motivate the students.

Table 9


If the teachers take a part of the time to tell life experience or buffetings story of

famous figures to acquire success, the students will be motivated to learn English


e. Strongly motivated

f. motivated

g. not motivated

a. not strongly motivated

33

36

0

0

47, 8 %

52,2 %

0 %

0 %

Total 69 100%


strongly agree, most of them (52, 2 %) agree, and both of the other student’s option

33

(0 %) disagree and strongly disagree if the teachers take a part of the time to tell life

experience or buffetings story of famous figures to acquire success, the students will

be motivated to learn English. This means that the students will be motivated to learn

English if the teachers take a part of the time to tell life experience or struggle story

of famous figures to acquire success.

Table 10


The story of successful prominent figures is not correlative to the improving English

learning motivation of students


a. Strongly agree

b. Agree

c. Disagree


7

5

47

10

10, 1 %

7, 2 %

68, 2

14, 5 %

Total 69 100%

Table 10 above shows that among the 69 students, few of students (10, 1 %)

strongly agree, fewest of them (7, 2 %) agree, more than half of them (68, 2 %)

disagree and many of them (14, 5%) strongly disagree that the story of successful

34

prominent figures is not relate to the improving English learning motivation of

students. This means that the story of successful prominent figures relate to the

improving English learning motivation of students in students opinion.

Table 11


The students’ motivation depend on the figure that told by the English teacher


a. Strongly agree

b. Agree

c. Disagree


10

23

36

0

14, 5 %

33, 3

52, 2

0 %

Total 69 100%

Table 11 above shows that among the 69 students, few of students (14, 5 %)

strongly agree, many of them (33, 3 %) agree, more than half of them (52, 2 %)

disagree and none of them (14, 5%) strongly disagree that the students’ motivation is

depending on the figure that told by the English teacher. This means that the students’

motivation does not depend on the figure that told by the English teacher.

Table 12

35


The teachers’ story about successful figure in English learning will disturb English

learning process in classroom


a. Strongly agree

b. Agree

c. Disagree


4

11

46

8

5, 8 %

15, 9 %

66, 7 %

11, 6 %

Total 69 100%

Table 12 above shows that among the 69 students, fewest of students (5,8 %)

strongly agree, many of them (15,9 %) agree, more than half of them (66,7 %)

disagree and few of them (11, 6%) strongly disagree to the statement that the

teachers’ story about successful figure in English learning will disturb English

learning process in classroom. This means that the teachers’ story about successful

figure in English learning will not disturb English learning process in classroom by

the students’ opinion.

Table 13


36

The teachers should tell about the successful prominent figure in Indonesian for the

students understanding


a. Strongly agree

b. Agree

c. Disagree


32

30

5

2

46, 4 %

43, 5 %

7, 2 %

2, 9 %

Total 69 100%

Table 13 above shows that among the 69 students, most of them (46, 4 %)

strongly agree, many of them (43, 5 %) agree, the other students’ option (7, 2 %)

disagree and fewest of them (2, 9%) strongly disagree that the teachers should tell

about the successful prominent figure in Indonesian for the students understanding.

This means that the students need the teachers tell about the successful prominent

figure in Indonesian for the students understanding.

Table 14


The students will feel bored if the teacher always tells about the story of successful

prominent figures in English teaching

37


a. Strongly agree

b. Agree

c. Disagree


4

23

38

4

5, 8 %

33, 3 %

55 %

5, 8 %

Total 69 100%

Table 14 above shows that among the 69 students, both of the students’ option

(5, 8 %) strongly agree and strongly disagree, many of them (33, 3%) agree, and more

than half of them (55 %) disagree that the students will feel bored if the teacher

always tells about story of successful prominent figure in English teaching. This

means that the students will not feel bored if the teacher always tells about story of

successful prominent figure in English teaching.

Table 15


The students will be motivated to learn English if the figures in the story from

English teacher are the success figures because of their language ability



38

b. Agree

c. Disagree


44

10

0

63, 8 %

14, 5 %

0 %

Total 69 100%

Table 15 above shows that among the 69 students, many of them (21, 7 %)

strongly agree, more than half of them (63, 8 %) agree, few of them (14, 5 %)

disagree and none of them (0%) strongly disagree that the students will be motivated

to learn English if the figures in the story from English teacher are the success figure

because of their language ability. This means that the students will be motivated to

learn English if the figures in the story from English teacher are the success figures

because of their language ability.

Table 16


The story of prominent figures in Indonesian will not improve English skills (reading,

writing, listening, and speaking)


39

a. Strongly agree

b. Agree

c. Disagree


6

13

45

5

8,7 %

18, 8 %

65, 2 %

7, 2 %

Total 69 100%

Table 16 above shows that among the 69 students, few of them (8, 7 %)


disagree and fewest of them (7, 2 %) strongly disagree that the story of prominent

figures in Indonesian will not improve English skills (reading, writing, listening, and

speaking). This means that the story of prominent figures in Indonesian will improve

English skills (reading, writing, listening, and speaking) in students ‘opinion.

Table 17


The students will be motivated to learn English if the teacher emphasize English

materials rather than listen to the story of successful prominent figure



40

b. Agree

c. Disagree


15

42

8

21, 7 %

60, 9 %

11, 6 %

Total 69 100%



disagree and the other students’ option (11, 6 %) strongly disagree that the students

will be motivated to learn English if the teacher emphasize English materials rather

than listen the story of successful prominent figure. This means that the students will

be motivated to learn English if the teacher does not emphasize English materials

rather than listen to the story of successful prominent figure.

Table 18


The successful figures that are prominent in language ability are fewer



41

b. Agree

c. Disagree


9

40

17

13 %

58 %

24, 6 %

Total 69 100%


strongly agree, few of them (13 %) agree, more than half of them (58 %) disagree and

many of them (11, 6 %) strongly disagree that the successful figures that are

prominent in language ability are fewer. This means that the successful figures that

are prominent in language ability are not fewer in students’ opinion.

Table 19


The influence of the story of successful prominent figures to improve students’

motivation is depending on the students target in English learning


a. Strongly agree

b. Agree

9

40

13 %

58 %

42

c. Disagree


19

1

27, 5 %

1, 4 %

Total 69 100%

Table 19 above shows that among the 69 students, few of them (13 %)

strongly agree, more than half of them (58 %) agree, many of them (27, 5 %)

disagree and fewest of them (1, 4 %) strongly disagree that the influence of the story

of successful prominent figure to improving students’ motivation is depending on the

students target in English learning. This means that the influence of the story of

successful prominent figures to improve students’ motivation is depending on the

students target in English learning.

Table 20


Using the excessive time (more than 10 minutes) to motivate students will make the

student feel bored



43

b. Agree

c. Disagree


17

45

6

24, 6 %

65, 2 %

8, 7 %

Total 69 100%

Table 20 above shows that among the 69 students, both of students’ option (8,

7 %) strongly agree and strongly disagree, many of them (24, 6 %) agree, and more

than half of them (65, 2 %) disagree that Using the excessive time (more than 10

minutes) to motivate students will make the student feel bored. This means that the

using the excessive time (more than 10 minutes) to motivate students will make the

students feel bored.

B. Discussion

In this discussion, the researcher present the interpretation of findings in details

related to the students’ motivation to learn English through the story of successful

prominent figures. Based on the students’ opinion from the result of the

questionnaire, the responses were as follows:

Most of the students (69, 6%) disagree to the statement about “the English

lesson in school is difficult”. This means that the difficulty of English lesson in

school does not influence the motivation of students to learn English.

44

Most of the students (58 %) are motivated and (40, 6 %) strongly motivated to

the statement about “the students will be motivated to learn English after listening to

the story of successful prominent figures because of their language ability”. This

means that the story of successful prominent figure is an exact method to stimulate

the students’ motivation to learn English.

Most of the students (78, 3 %) disagree and (16 %) strongly disagree to the

statement about “if the English is being taught and the success of figures is being told

by the teacher, they will annoy the students”. This means that the story of successful

prominent figures will not annoy the students in English learning if the teacher

practices the method to improve students’ motivation.

Most of the students (52, 2 %) agree and (42 %) strongly agree to the

statement about “The story of successful prominent figures that listened by the

students will improve the spirit of English learning”. This means that the story of

successful prominent figures is essential method to improve the spirit of students to

learn English.

Most of the students (63, 8 %) agree and (21, 7 %) strongly agree to the

statement about “Learning English in the classroom without motivation from the

teacher is extremely boring”. This means that the students need motivation to learn

English from the teacher in classroom.

45


statement about “The English teachers should use part of the time in English lesson to

tell about the story of successful prominent figures”. This means that the students

need teachers take a part of the time tell about the story of successful prominent

figure to stimulate the students’ motivation.

Most of the students (65, 2 %) strongly agree and (31, 9 %) agree to the

statement about “The English is international language has role in acquiring to the

target”. This means that The English as international language can stimulate the

students to learn English and acquire the target.


statement about “The students will feel bored when the teacher explains English

without breaking time to tell something or motivate the students”. This means that the

students need breaking time in English learning session from the teacher.

Most of the students (52,2 %) motivated and (47,8 %) strongly motivated to

the statement about “If the teachers take a part of the time to tell life experience or

buffetings story of famous figures to acquire success, the students will be motivated

to learn English”. This means that the teachers can take a part of the time to tell life

experience or buffetings story if the teachers want to motivate their student in English

learning.

46

Most of the students (68, 2 %) disagree and (14, 5 %) strongly disagree to the

statement about “The story of successful prominent figures is not correlative to the

improving English learning motivation of students”. This means that the story of

successful prominent figures based on the students” opinion is correlative to the

improving English learning motivation of students.

Most of the students (52, 2 %) disagree to the statement about “The students

motivation depend on the figure that told by the English teacher”. This means that the

teacher who wants to motivate students by use the story of successful prominent

figure should choose the exact figure in teachers’ story.

Most of the students (66, 7 %) disagree to the statement about “The teachers’

story about successful figure in English learning will disturb English learning process

in classroom”. This means that the teachers’ story about successful figure in English

learning will not disturb the students in English learning in classroom.

Most of the students (46, 4 %) strongly agree and (43, 5 %) agree to the

statement about “The teachers should tell about the successful prominent figure in

Indonesian for the students understanding”. This means that the students need teacher

tell about the story of successful figure in Indonesian to motivate them.

Most of the students (55 %) disagree to the statement about “The students will

feel bored if the teachers always tell about the story of successful prominent figures

in English teaching”. This means that the students have not boring problem if the

47

teacher always tells about the story of successful prominent figure in English

learning.

Most of the students (63, 8 %) agree and (21, 7%) strongly agree to the

statement about “The students will be motivated to learn English if the figures in the

story from the English teacher are the success figures because of their language

ability”. This means that the teacher should be creative to select the success figure

that has correlation to the language ability.

Most of the students (65, 2 %) disagree to the statement about “The story of

prominent figures in Indonesian will not improve English skills (reading, writing,

listening, and speaking)”. This means that the story of successful prominent figures in

Indonesian will improve the student’s English skills (reading, writing, listening, and

speaking).

Most of the students (60, 9 %) disagree to the statement about “The students

will be motivated to learn English if the teacher emphasize English materials rather

than listen to the story of successful prominent figure”. This means that the teacher

should not emphasize English materials if the teacher wants to motivate the students

in learning English.

Most of the students (58 %) strongly disagree and (24, 6%) disagree to the

statement about “The successful figures that are prominent in language ability are

48

fewer”. This means that there are many the successful figures that are prominent in

language ability based on student opinion.

Most of the students (58 %) agree to the statement about “The influence of the

story of successful prominent figures to improve students’ motivation is depending

on the students target in English learning”. This means that the students target in

English learning will improve students’ motivation by use the story of successful

prominent figures.

Most of the students (65, 2 %) disagree to the statement about “Using the

excessive time (more than 10 minutes) to motivate students will make the students

feel bored”. This means that the students will not take exception for the excessive

time to motivate students in English learning.

49

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents the conclusion and the suggestion of the research.

A. Conclusion

Based on the findings and the discussion in chapter IV previously, the researcher

concludes that:

a. The students at SMPN 24 Makassar are motivated to learn English through the

story of successful prominent figures.

b. The students at SMPN 24 Makassar have high motivation to learn English after

listening to the story of successful prominent figures in English lesson activities.

c. The story of successful prominent figures that listened by the students will

improve the spirit of English learning.

d. The students would feel bored to learn English in the classroom without

motivation from the teacher.

e. The students would be motivated to learn English if the teachers take a part of the

time to tell life experience or struggle story of famous figures to acquire success.

50

B. Suggestion

Based on the findings and conclusion above the researcher suggests that:

a. The English teacher should take a part of English teaching time to tell about the

story of successful prominent figures because it can be improve students’

motivation and spirit to imitate the successful figures in the story

b. The English teacher should realize that the motivation is very important in

success especially in English learning

c. The English teachers should manage the time to motivate the students so that the

students can feel relax in classroom

d. The best teacher is the teacher who can make the students consciously learn not

only in classroom but also in anywhere. That is why the teachers’ motivation is

much needed.

51

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Anderson, Richard and Geral, Faust, W (1973).Educatonal psychology. Harper and

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Fresmen. RESC journal, Vol.22 Number 1, PP. 35-47.

De Cecco, P. John and Crowford, William (1974). The Psychology of Learning and

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Jersey.

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Jalil.(1989).Minat Mahasiswa Jurusan Pendidikan Seni Rupa dan Kerajinan

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Madrasah Aliyah II. Ujung Pandang IKIP.

Kharma, Nayet (1991). Motivation and The Young Foreign Language Learner.

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Makassar to Read through the Use of Folktales (A classroom Action

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54

QUESTIONNAIRE

NAMA SISWA :

KELAS :

NAMA SEKOLAH :

Lingkari salah satu jawaban untuk pernyataan berikut !

1. Menurut saya, pelajaran bahasa Inggris di sekolah adalah pelajaran yang sulit.

a. Sangat setuju c. Tidak setuju

b. Setuju d. Sangat tidak setuju

2. Setelah saya mendengarkan cerita tentang kisah seorang tokoh sukses yang

terkenal karena kemampuan bahasannya, maka saya akan:

3. Sangat termotivasi c. Tidak termotivasi

4. Termotivasi d. Sangat tidak termotivasi

3. Jika pelajaran bahasa Inggris sedang berlangsung tiba-tiba guru bercerita

tentang kesuksesan para tokoh karena kemampuan berbahasanya maka saya

akan merasa terganggu.



4. Cerita tokoh terkenal yang di perdengarkan oleh guru kepada saya dapat

meningkatkan semangat belajar bahasa Inggris.



55

5. Belajar bahasa Inggris di kelas tanpa motivasi dari guru adalah sangat

membosankan.

a.Sangat setuju c. Tidak setuju


6. Guru bahasa Inggris seharusnya memanfaatkan sebagian waktu Mata pelajaran

Bahasa Inggris untuk bercerita tentang tokoh sukses yang terkenal.



7. Bahasa Inggris adalah bahasa internasional yang memiliki peranan penting

dalam mencapai cita-cita.



8. Saya akan merasa bosan ketika guru membahas tentang pelajaran bahasa Inggris

dari menit pertama hingga menit akhir tanpa jedah untuk bercerita atau

memotivasi siswa.



9. Jika dalam setiap pembelajaran bahasa Inggris, para guru memanfaatkan

sebagian waktu untuk menceritakan pengalaman hidup atau kisah perjuangan

para tokoh terkenal untuk meraih sukses, saya akan termotivasi untuk belajar

bahasa Inggris.

a.Sangat termotivasi c. Tidak termotivasi

56

b. Termotivasi d. Sangat tidak

termotivasi

10. Cerita tentang tokoh terkenal tidak ada hubungannya dengan peningkatan

motivasi belajar bahasa Inggris.



11. Termotivasi tidaknya dalam belajar bahasa Inggris tergantung pada sosok tokoh

yang di ceritakan oleh guru.



12. Cerita guru tentang kisah sukses tokoh yang terkenal pada saat pelajaran bahasa

Inggris sedang berlangsung hanya akan mengganggu proses pembelajaran

bahasa Inggris di kelas.



13. Guru bahasa Inggris sebaiknya bercerita tentang tokoh sukses yang terkenal

dalam bahasa Indonesia agar mudah di pahami.



14. Saya akan merasa bosan jika setiap pengajaran bahasa Inggris para guru selalu

bercerita tentang kisah tokoh yang terkenal.


57


15. Saya hanya akan termotivasi belajar bahasa Inggris jika tokoh yang di ceritakan

oleh guru bahasa Inggris adalah tokoh yang sukses karena kemampuan

bahasanya.



16. Cerita tokoh terkenal dalam bahasa Indonesia tidakakan menigkatkan skill

berbahasa Inggris (reading, writing, listening, dan speaking).



17. Saya lebih termotivasi belajar bahasa Inggris jika guru bahasa Inggris menitik

beratkan materi pelajaran pada bahas Inggris daripada mendengarkan cerita

tokoh sukses yang tekenal.



18. Sangat sedikit tokoh sukses yang terkenal karena kemampuannya berbahasa

Inggris.



19. Pengaruh cerita tokoh sukses yang terkenal pada peningkatan motivasi

tergantung pada tujuan ataucita-cita dalam belajar bahasa Inggris.


58


20. Jumlahwaktu yang berlebihan ( diatas 10 menit) yang di gunakan untuk

memberi memotivasi akan membuat siswa merasa bosan.



59

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