THE C lRELATION BETWEEN STUDENTS' MOTIVATION 1.ND ENGLISH SPEAKING PERFORMANCE

(A Case udy at the Intermediate Second Level of LBPP LIA Ciputat)

A THESIS Presentej ) the Faculty of Tarbiyah and Teacher's Training in Partial

Fulfi. tent of the Requirements for the Degree of Strata I (SI)

MUHAMMAD BACHRUL ILMI NIM:1981414352

ENGLISH DEPARTMENT THE I ::'.ULTY OF TARBIYAH AND TEACHER'S TRAINING

SYA F HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA

1425H/ 2004 M

TIIJ ORRELATION BETWEEN STUDENTS' MOTIVATION AND ENGLISH SPEAKING PERFORMANCE

(1 ase Study at tile Intennediate Second Leuel of LBPP LIA Ciputat)

A Thesis Pres' ~d to the Faculty of Tarbiya and Teacher's Training in Partial

F illment of the Requirements for the Degree of Strata I (SI)

MUHAMMAD BACHRUL ILMI NIM: 1981414352

Approved by Advisor

Drs. H. Atiq Susilo, M.A. NIP: 150182900

ENGLISH DEPARTMENT TI E'ACULTY OF TARBIYAH AND TEACHER'S TRAINING

~ lRIFHIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA

14245H/2004 M

LEGALIZATION OF EXAJ\1INATION COMMITTEE

P hesis entitled" THE CORRELATION BETWEEN STUDENTS'

MOTIV, !ON AND ENGLISH SPEAKING PERFORMANCE" was examined

at exami1 pn session of the Faculty of Tarbiya and Teachers' Training of Syarif

Hidayatu , State Islamic University Jakarta on Monday, December 3'ct, 2004. This

thesis ha: !filled the requirement for the Degree of Strata-I (S-I) at the department

ofEnglis

The I-lea'

Prof. Dr. NIP. 150

Examiner

!\\ \v~ . \,

_ommittee

Drs. Sya1 M.Pd. NIP. 150. ; 289

Examination Committee

Committee

Jakarta, January 61\ 2004

The Secretary of Committee

Examiner II

Drs. H. Atiq Susilo, M.A. NJM: 150 182 900

ACKNOWLEDGEMENT

L of love and prayers to be prayed to Allab the Almighty for giving the

writer H )Ve m1d compassion to finish the last assignment in his study. Peace mld

salutatioi e upon to the noble prophet of Islam, Muhammad SWT, the perfect mffil

mld the t leader in the world, his family, relatives, and all followers.

1 y people have given contribution while this thesis is processed until it

becomes 1complete to be presented to the Faculty of Tarbiyal1 and Teacher's

Training ~artial Fulfillment of the Requirements for the Degree of Strata I (SI).

Ir 1s very meffilingful occasion, the writer would like to express his sincere

gratitude ~ love to his beloved parents, H. Mahdi Muhtadi mld Siti Jubaedab who

have alw : given their love and care to wm-m the writer's heart so that he can live

until nov 'he writer also thmlks to his 'big bird' dad, Robert L. Wood for his love

and wisd • that teach the writer feels the wonderful feeling of being a good person

for every ly, and also to his sisters, Siti Shofaroh mld Nadia Nurul Mabdi who have

always ~ n their support and have been two wonderful sisters. For them, the

writer's l : Cffil never be chmlged by anything.

Ir ldition, the writer would like to express his eno1-mous appreciation mld

gratitude Drs. H. Atiq Susilo, M.A. as the thesis advisor who has kindly sacrificed

his time t ive his valuable advices and guidmlce to finalize this thesis.

H ~atitude also goes to:

1. Prof. Salman Harun, the Dean of Tarbiyah and Teachers' Training Faculty of

Syari idayatullah State Islamic University Jakarta.

2. Drs. · :run Mahmud, M.Pd., the Head of English Department of Tarbiyah and

Teacl i' Training Faculty.

3. Dra. r Lumbantoruan, the Head of Academic Division of LBPP LIA Ciputat

(Lem :a Bahasa dan Pendidikan Professional LIA Ciputat/LIA Ciputat

Lang e and Professional Training Institution).

4. Drs.: uki, M. Pd., the Secretary of the Head of English Department ofTarbiyah

and 1 fhers' Training Faculty.

5. Mr. I i the assistant of the Head of Academic Division ofLBPP LIA Ciputat.

6. Mr. I y and Mrs. Gloria, the English Language Teachers ofLBPP LIA Ciputat.

7. Hise lasting brothers; Baidhowi, S.Psi, for his guidance so that the writer could

finis!~ ~thesis, Nurul Huda and Dadan Nugraha, S.Pd.

8. Mr. I

Hu1111

9. The.

Fajar.

Dand

10. All fr

Woo<

Glen)

Indor

1b Chirzin, a commissioner of the Indonesian National Commission on

~ights.

1ily of MRA-Initiatives of Change Indonesia. His best friends; Indra

yas Ichsani, Miftahul Huda, Abdullah Wazin, Khoirul Uman1, S.Pd,

'!MK, S.Pd., Teguh Khairudin, etc.

ds of MRA-Initiatives of Change all over the world. Especially to Cheryl

MRA-IC Australia), John Mills (MRA-IC Australia), Malcolm and

Fraser (MRA-IC Australia), Francis Halim (MRA-IC Australia-

a), Chris lancaster (MRA-IC Australia), Dick Van Tetterode (MRA-IC

Neth1 nds), Joty Ter Van Kulve/Ibu Joty (MRA-IC Netherlands), Rennie De

Pous 1RA-IC Netherlands), Nandor Lim (MRA-IC Malaysia), K. Haridas

(MR. C Malaysia), Siti Hoiriyah (MRA-IC Malaysia), Edward Peter (MRA-IC

U.K. itain), Cornelio Sommaruga (MRA-IC Switzerland), Dick and Randy

Ruffi MRA-IC USA), Stephen Young (MRA-IC USA), Altaf Khan (MRA-IC

Kash -India), Yeon Yuk (MRA-IC South Korea), Ren Jou and Julie Tan

(MR, C Taiwan), Hiroshi Ishida (MRA-IC Japan), etc.

T writer does realize that this thesis cannot be considered perfect without

critiques :I suggestions. Therefore, is such a pleasure for him to get critiques and

suggestic for this thesis betterment.

Jakarta, I ember 20'h 2004

Muham1 l Bachrul Ilmi Writer

TABLE OF CONTENTS

ACKNC LEDGEMENT .................................................................... .i

TABLE : CONTENTS ..................................................................... iv

CHAPT I. INTRODUCTION

A. Background of Study ............................................. !

B. Limitation and Formulation of Problem ...................... 3

C. Objective of Study ............................................... 4

D. Method ofResearch ............................................. 5

E. Organization of Writing ......................................... 5

CHAPTJ II. THEORETICAL FRAMEWORK

A. Speaking ........................................................... 7

I. Definition of Speaking ...................................... 7

2. Types ofSpeaking ........................................... 9

3. Elements of Speaking ..................................... .11

B. Motivation ....................................................... 14

I. Definition ofMotivation .................................. 14

2. Intrinsic Motivation ......................................... 20

3. Extrinsic Motivation ....................................... 21

C. Hypothesis ....................................................... 24

CHAPT ~III. RESEARCH METHODOLOGY ANDFINDINGS

A. Method ofResearch ............................................ 25

I. Purpose of Research ...................................... 25

2. Place of Research ......................................... 26

3. Time ofResearch ........................................ .31

4. Techniques of Sampling Taking ....................... .32

5. Techniques of Data Collecting ......................... 32

6. Techniques of Data Analysis .......................... .43

B. Research Findings

I. Description of Data .................................... .44

2. Analysis of Data ......................................... .46

3. Test of Hypothesis and Interpretation of Data ..... .49

CHAPT M CONCLUSION AND SUGGESTION

A. Conclusion .................................................... 50

B. Suggestion .................................................... .50

BIBLIO APHY ......................................................................... 51

APPENl ~ ................................................................................. 54

A. Back mnd of Study

CHAPTER I

INTRODUCTION

1

A matter of fact for hundreds years, English has proven its significant role

as a glo language in connecting people from various cultural backgrounds of

countries the world. For instance, the United Nations, a world wide organization

commiW n peace and reconciliation building among people, which members are

almost al mntries in the world, has stated that English is one of their main official

internati< 'languages to use since it was established in 1945.

Ir lucational field, many projects which aim to improve a better concept of

educatio1 lr the sake of human beings, such as student exchanges, researches,

semmars Drkshops, etc-, have been using English as their media of communication.

In additi' many bibli graphical references which are utilized in many countries,

presentec English. T us, it may be concluded that English plays an important role

as a glob mguage.

T Indonesian government is fully aware that English plays a significant role

m

sixth yei

concentr.

c

English:

skill by

other kin

intereste1

L

endeavo1

language

contrary,

with the

psycho lo

F

attempts

individw

psycho lo

1 Depdikb1 2 PennyU1 Press, 199, 3 Henry Cl Company,

2

In line with GBPP, the teaching-learning process of English language

: on the four skills, namely; listening, speaking, reading, and writing.

of the four skills above which plays a significant role in mastering

peaking. Pennpy Ur stated that " ... As a skill, speaking is the most used

~pie rather than the three other skills. People who know. language a·

e referred to as 'speakers' of that language, as i:f speaking including all

of knowing; and many if not most foreign language learners are primarily

1 . ak"2 : earnmg to spe ...

ning the English speaking skill is a lengthy process, because students

1t only to learn the language, but also to learn how to speak. Learning the

eans learning the forms of language grammatically and semantically. In

rrning how to speak means something different because it deals not only

'arts of the students in mastering the patterns of speaking, but also the

al problems inside themselves.

:y Clay Lindgren states that, " .. .learning is a process by which the self

achieve a balance among the psychological forces of the needs of the

and the demands of the physical and social environment".3 The

al problems faced by the students in learning how to speak mean some

(urikulum Muatan Loka/ untuk Seko/ah Dasar, (Jakarta: Depdikbud, 1994), p. 30 Course in Language Teaching: Practice and The01y, (London: Cambridge University I. 6 Jndgren, Psychology of Personal and Social Adjustment, (New York: .lµnerican Book 9), p. 384

3

psycholo al emotions which students get through when they learn the English

speaking 11.

0 of the psychological problems is students' motivation. Based on a

research, ;emy Harmer stated that learning is usually most efficient and rapid when

the learn1 \ motivated and attentive. Psychologists believe that an intermediate level

of motivi h i.s best for many learning tasks. If a person's level of motivation is too

low, he c :ie may give up quickly. Jeremy Harmer stated, " .. .it seems reasonable to

suggest 1 the motivation that student bring to class is the biggest single factor

affecting ir success".4

T , It is such an interesting study to have a research on what have been

mentione bove in order to find out whether the students' motivation has correlation

with mot !ion or not. With a great hope that this correlation study may support the

English ti lling-leaming process in order to make some de:velopments.

B. L fation and Formulation of Problem

1. Li tation of Problem

Ir 'S paper, the writer limits the study on some matters as follow;

a. earning the English speaking skill is considered as a process by which

~e self attempts to achieve a balance among the psychological forces of

te needs of the individual and the demands of the physical and social

avironment in learning the English sperucing skill.

4 Jeremy, H er, The Practice of English Language Teaching, (London: Longman, 1991), p. 3.

4

b viotivation is assumed as one of psychological factors which is involved

n the English speaking skill learning process.

c >peaking is considered as one of the four skills that the students need to

lea! with both language fom1S and their own psychology in learning it.

d :he second level intermediate students of LBPP LIA Ciputat are

onsidered as the study object.

e. ,BPP LIA Ciputat as one of LBPP LIA branches focusing on English

eaching-learning process is believed that one of their goals is to educate

\.eir students able to speak English well.

2. F1 iulation of Problem

T 'ormulation of problem in this paper is;

"I 1ere any correlation between students' motivation and English speaking

performa '?"

C. Obj et :e of Study

11 study aims to know whether motivation has correlation with learning the

English s: king skill. The writer hopes this research may become a support material

to get a b1 r way of language teaching.

5

D. Meth of Research

Ir fiting this paper, the writer uses two types of researches as follow;

1. L iry research, which aims to find out some support materials taken from

S( 1 theories related to the topic discussed.

2. F: research, which aims to collect the data by taking some samples from

tb htermediate second level students of LBPP LIA Ciputat from the two

c< ?ared variables. Then, the data will be analyzed by using the product

m 'ent theory. In social science, this field research is known as a quantitative

re irch.

E. Orga ation of Writing

T paper consists of four chapters. The first chapter is introduction which

describes e background of study, the limitation and fonnulation of problem, the objective Study, the method ofresearch and the Organization of Writing.

T 'second chapter is theoretical framework which explains two matters.

First, it c lains some theories of speaking itself, from general view of speaking,

types of 'aking, to the elements of speaking. Second, it e:xplains the meaning of

motivatic rom some psychologists and its charactedstics.

T ~iscussion about research methodology and findings is wiitten in the third

chapter. : 1cludes the method of research, the purpose of research, the place and

time of n lrch, the techniques of sampling taking, the techniques of data collecting,

and the ti hiques of data analysis. After the research data is collected, the research

6

result is 1tioned which includes description of data, analysis of data, interpretation

and disc1 .on. Finally, the writer tries to give conclusion, discussion and suggestion

in the frn 1 chapter.

A. Spea

s

living pi

speaking

wish to

occasion

those m2

for purpc

A

plays a i

skill thai

learning

language

Motivati1

the learn

lg

CHAPTER II

THEORETICAL FRAMEWORK

7

jking -the faculty of oral communication- is significant to an individual's

isses and experiences are the faculties of seeing and wallcing. Without

)ople must remain in almost total isolation from any society. Here people

phasize that they are not thinking of "speaking" solely terms of formal

! public speaking as frequently conceived. People are, rather, thinking of

and very important, daily experiences when they speak to other persons

I that range from simple to complex communication.

.tated before in the first chapter that speaking is o:ne of the four skills that

iificant role in mastering English. It is considered as the most complex

te three skills in performing and learning it. In other words, The people

~aking deal not only with their cognitive basis to learn the forms of

µt also deal with some internal psychological factors inside themselves.

is considered as one of the psychological materials that affect people in

process.

1. D 11ition of Speaking

fl y G. Tarigan defined that, " ... speaking is a skill of conveying words or

sounds o ticulation to express or to deliver ideas, opinions, or feelings. Therefore,

8

there ru purposes (kinds) of speaking, namely to inform to persuade, and to

entertai1 From this definition, it is clearly seen that speaking is the process of

sharing th another person, or with other persons, one"s knowledge, interests,

attitudes pinions, or ideas. In addition, delivery of ideas, opinions, or feelings is an

importru tspect of the process of oral commimication through that a speaker's

concepti becomes actual to him ru1d his audience.

I :wise, Andrew Thomas Weaver stated that " ... speaking is an aspect of

human I avior, and it is learned behavior in the san1e sense that handwriting,

spelling, table mrumers are learned behavior-even though skills in speaking may

be somt at more complex.6 As a behavior, speaking can be learned by some

teaching rning methodologies.

1 ;, it can be conceived that in communication, people use spealdng as the

way in ' ressing their ideas, opinions, or feelings to others by using words or

sounds c rticulation in order to inform, to persuade, and to entertain that can be

learnt by hg some teaching-learning methodologies.

5 Henry G. igan, Berbicara Sebagai Suatu Ketrampilan Berbahasa, (Bandung: Angkasa, 1981), p.

15 6

Andrew1 1as Weaver, et al., The Teaching of Speech, (USA: Prentice Hall, Inc., 1959), third printing, p.

9

2. 1 ps of Speaking

A onceived before that people use speaking to inform, to persuade, and to

entertain enneth G. Hance stated that there are three major types of speaking as

follows;

a. S

T

inform a ti

understo1

"Inf requ1 to-pe resp< facul anotl cons facili

Ir

speaking

speaking

speaking

student's

informati

7 Kenneth 1 Publishing

1king to Inform

first type of speaking is speaking to inform. The primary purpose of

;speaking is t.o prese'lt information or message so that it can be clearly

~(enneth stated that;

iative Speaking is widely varied branch of connnunication. It replies to for information or to convey infmmation. Whether it is a case of person-ln communication or one person speaking to a group. For examples, in ~s to a student's request for information about the course he is to take, the ~dvisor gives him a brief-nm-down of requirements. Or suppose, for • example a couple requests information about a house they have red buying, an appraiser tells them about the condition of the house, the i available, and other details". 7

fdition, Donald C. Bryant and Karl R. Wallace stated that in informative

, . the speaker desires to supply the knowledge the audience lacks". Thus,

inform aims to deliver information such as WH questions, that utilized in

.inform or informative speaking as mentioned by two examples above of a

juest for information about the course he is to take and a couple requests

•about a house they have considered buying.

ranee & David C. Ralph, Principles of Speaking, (Belmont California: Wordsworth npany, Inc., 1965) p. 216

b. s

s

of speak

speaker i

them to a

on that cl

"Inf or re desir Pare1 let m

Ir

speaking

attitude, ·

to produ<

quandary

c. s

s

other twc

distinctiv

8 Ibid, p. 2: 9 Donald C Corporatio

10

:king to Advocate

king to advocate or persuade is the second type of the three major types

. Advocacy and information are always found in the same talk; the

1ms or reminds his listeners of certain facts, and then he tries to persuade

m based on those facts, or he tries to change their opinion so that the later

ge may produce the desired action. Kenneth stated that;

uasive speaking, or also called speaking to advocate, the speaker informs ~ds his listeners of certain facts, or he tries to change may produce the action. For examples, a mother tries to persuade her neighbor to join the ~eacher association, or a young boy tells the bully down the street: "You !one or my father. .. my father can lick your father", etc."8

ldition, Donald C. Bryant and Karl R. Wallace stated that persuasive

verbal communication whose pfrne puri::ose or goal is the influencing of

ef, or behavior.9 Persuasion certainly involves an effect and the intention

t. The situation that prompts a speaker to try to persuade is an audience's

out what to believe or not to believe, what to do or not to do.

iidng to Entertain

king to entertain is the last type of the three major types of speaking, the

ing information and advocacy. The usage of this type is so specialized, so

and so widely used that it merits special consideration-for practical

yant & Karl R. Wallace, Fundamentals of Public Speaking, (New York: Meredith ~69), p. 278

11

reasons 1 Jr no other. Kenneth stated that, " ... spoken entertainn1ent, or called as

speaking entertain is speaking that contains entertainment". 10

F examples, a teacher resorts to the entertainn1ent method in teaching-

learning icess in order to attract his students' attention to the lesson such as by

employir 1umor to put across a serious teaching material that is probably boring.

3. E ~ents of Speaking

A

sounds c

has some

a. p

A

sure that

Dictiona:

a langua:

pronoun<

etc, espe1

10 Kenneth 11 Sun1mer Limited, 21

l has been stated before that speaking is a skill of conveying words or

[iiculation to express or to deliver ideas, opinions, or feelings, spealdng

pments that have to be considered by any speaker as follow;

mnciation

ine of speaking elements, pronunciation plays a significant role to make

: words production do not obscure the meaning. According to Longman

if Contemporary English, pronunciation is considered as the way in which

lir a pmticular word is pronounced and it is a particular person's way of

: a word or words. To pronounce is to make the sound of a letter, word,

ly in the correct way11

Uance & David C. Ralph, Op. cit. p. 247 ella, et. al, Longman Dictionary of Contemporaiy English, (England: Pearson Education 1,p.1130

b. (

I1

rules gc

sentence

adjunct J

defines 1

words ·(1

grammai

own or c

prescript

Speech)

grainmai

the speal

good or·

usage asi

"Sor meai sent( calle reco1

12 H. Doug Francisco l 13 Contribu

12

mmar

efining grammar, H. Douglas Brown states that grammar is as a system of

ning the conventional arrangement and relationship of words in a

Meanwhile, Carol M. East Man who is a professor of anthropology and

fessor of linguistics and women studies at the university of Washington

lnrnar as a branch of linguistics dealing with th1~ form and structure of

:phology), and their interrelation in sentences (syntax). The study of

veals how lai1guage works. 13

t people first encounter grammar in connection with the study of their

second language in school. This kind of grammar is called normative, or

, because it defines the role of the various parts of speech (see Parts of

l purports to tell what is the no1m, or rule, of "cor.rect" usage. Prescriptive

'ate how words and sentences are to be put together in a language so that

will be perceived as having good grammar. When people are said to have

: grammar, the inference is that they obey or ignore the rules of accepted

!ated with the language they speak.

~over, Carol M. Eastman states that;

grainmarians are more concerned, however, with detem1ining how the ~ful arrangement of the basic word-building units (morphemes) and e-building units (constituents) can best be desciibed. This approach is lescriptive grammar. Descriptive grammars contain actual speech forms j from native speakers of a particular language and represented by means

3rown, Teaching by Principles: An Interactive Approach to Language Pedagogy, (San l University: Addison Wesley Longman, Inc, 2001), Second Edition, p. 362 by Carol M. Eastman, Ph. D., Microsoft Encarta Encyclopedia 2004, All right reserved.

ofv. neve

c. "

perceive•

be built.

example,

express i

meaning

v

words m

aspect o

students

d. F

Ir

conunun;

items of

without

14 lbid, Mi< 15 Penney1 Press, 199~ 16 W. Broo

13

en symbols. Descriptive grammars indicate what languages--often those bfore written down or otherwise recorded-are like structurally". 14

tbulary

1bulary is defined as the "words" in foreign language. Words are

; the building blocks upon which a knowledge of a second language can

1wever, a new item of vocabulary may be more than a single word. For

1st office and mother-in-law which are made up of two or three words but

1gle idea. They are also multi-word idioms such as call it a day, where the

the phrase cannot be deduced from an analysis of1he word components.15

le W. Brookman defines in his book that "Vocabulary is the stock of

in Language. The more we master the better our performances in all

inglish language. Having limited vocabulary is a barrier that presents

tn learning a foreign language ... " 16

pcy

bency practice, the learners' attention is on the information they are

~ng than on the language itself. Fluency practice usually combines new

er language as preparation for the use of the new items in conversation,

itation, even with some e!1'ors. The language use may be guided by

oft Encarta Encyclopedia 2004, All right reserved. \Course in Language Teaching: Practice and Theory, (London: Cambridge University . 75 ,n Early, The Key to English Vocabulary, (London: Macmillan Company, 1991 ), p. J

14

dialogue ·ipts or by materials such as pictures and forms, but information gap and

some fre 1m for the learners to decide exactly what they say are essential in fluency

practice.

e. ( 1prehcnsion

1 last speaking element that becomes a prerequisite m making a

conversa 1 possible is idea comprehension what is stated and discussed by both

speakers omprehension is defines as the ability to understand something by a

reasonab :omprehension of the subject or as the knowledge of what a situation is

really lik

B. Moti ion

/l he beginning of this chapter, according to Jeremy Harmer, learning is

considen :o become usually more efficient and rapid when the learner is motivated

and atte re. By his statement, Hatmer tried to show that motivation has a

correlati1 n succeeding the learning process of students.

1. E nition of Motivation

A >rding to Longman dictionary of contemporary English, motivation is

defined i agerness and willingness to do something without needing to b.e told or

17 Paul Da• ,nd Eric Pearse, Succeeding English Teaching, (London: Oxford University Press , 2000), p. 5 18 Della Su ers, et. al, Longman Dictionary of Contemporary English, Op. Cit.p. 273

15

forced t1 ~ it. For example: Jack is an intelligent pupil, but he lacks motivation.

Moreov( motive is defined as the reason that makes someone do something,

especiall 11hen this reason is kept hidden. For example: the police believes the

motive 1 this murder was jealousy. 19 In addition, Jerome Kagan and Cynthia Jang

mentiorn that " ... A motive is a state of mind created by the tension between the

unsatisfa ry reality of the present and the presumably more satisfying state in the

future"2c

J-

rewards

conditio1

pursue a

reinforc<

"Al do v trem eatir othe in tar

F

organisrr

19 Dalla-St 20 Jerome I Barace J01 21 H. Doug Cit., p. 73

~havioristic psychologist like Skinner or Watson would stress the role of

ad perhaps punishment) in motivating behavior. In Skinner's operant

;; model, for example human beings, like other living organism, will

ial because they receive a reward for doing so. This reward serves to

havior.

louglas brown stated in his book that,

iviorist would define motivation as the anticipation of reinforcement. We to heed the credibility of such a definition. The:re is no question that a

lous proportion what we do is motivated by an anticipated reward. From to exercising to studying and even to altruistic acts of ministering to there is 'something in it for me'. The emotional overtones of the more 1le reward must not be ignored".21

1 behavioristic view, motivation is considered as a engine from a living

1 perform an action. It can be said that based on 'Stimulus-Respond

iers,et.-al,Longman.Dicliena,.y--0fConlempncazy.Englisli,.Op...Cit,;-p,..I}'29-J}' )._ an and Cynthia Lang, Psychology Education: An Introduction, (New York: Hartcourt •vich, Inc., 1978),p. 246. Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy, Op.

16

theory', >tivation has a role as a stimulus to stimulate an action which is its

respond.

I: mtrary, the definition of motivation will be different from a behavirostic

view, ac ding to a cognitive view. A number of psychological viewpoints offer a

quite dif \nt perspective on motivation. While according to behaviorists, reward is

consider ~s a big part, the cognitive psychologists say that the difference lies in the

sources · motivation and in the power of self-reward. Three different theories

illustrate s side of motivation.

1 theory of drive by David Ausubel sees that human drives as fundamental

to humi behavior claim that motivation stems from basic innate drives. He

elaborate 1n six different drives:22

• Exp: ttion; the need for exploration, for seeing 'the other side of mountain', for

prob the unknown.

• Man lation; the need for manipulation for operating -to use Skinner's term -on

the e ronn1ent and causing change.

• Acti •; the need for activity, for movement and exercise, both physical and

mern

" Stirn tion; the need for stimulation, the need to be stimulated by the

env11

22 H. Doug State Univ

ment, by other people, or by ideas, thoughts and feelings.

Brown, Principles of Language Learning and Teaching Techniques, (San Francisco :y: Addison Wesley Longman, Inc, 2000), Fourth Edition, p .. 161

17

• Kno :dge; the need for knowledge, the need to process and internalize the

resu. of exploration, manipulation, activity, and stimulation, to resolve

cont ictions, to quest for solution to problems and for self-consistent systems

of kl r!edge.

• Ego iancement; the need for ego enhancement, for the self to be known and to

be a1 pted and approved by others.

P /f these drives not so much as reinforces as in behavioristic theory, but as

innate p1 ~positions, compelling the people, to probe the unknown, to control our

environn t, to be physically active, to be respective to mental, emotional, or

physical inulation, to yearn for answers to questions, and to build our own self

motivati1

F 1 other view, particularly constructivist view, an American psychologist,

Abralian: laslow with his 'hierarchy of needs theory', devised a six-level hierarchy

of motiv that according to his theory, determine human behavior. Maslow ranks

human n ls as follows: (I) physiological; (2) security and safety; (3) love and

foelings 1 lelonging; ( 4) competence, prestige, and esteem; ( 5) self-fulfillment; and

( 6) curio: . and the need to understand. 23

.tv 'ow' s theory shows that what might be inappropriate viewed as rather

ordinary ~sroom routines may in fact be important precursors to motivation for

high atta ltent. Maslow stated that, " ... For an activity in the classroom to be

23 Microsol icarta, © 1993-2003 Microsoft Corporation. All rights reserved.

18

consider 'motivating, then, it need not be outstandingly striking, innovative, or

inspiratic l ... "24

) ther psychologist, Hunt with his 'self-control theory' focuses on the

importar of people deciding themselves what to think or foe! or do. He said, "We

define o elves by making our own decisions, rather than by simple reacting to

others. l\ 1vation is highest when one can make one's own choices, whether they are

in short-· r or long-term contexts".25

F h his theory, it shows that students have opportunities to make their own

choices iut what to pursue and what not to pursue, as in cooperative learning

context, pents are fulfilling this need for autonomy. When students get things

shoved d µ their throats, motivation can wane, according to this theory.

Table 1. Three views of motivation26

• . vioristic Cognitive Constructivist

.

• Anticif ~n of reward • Driven by basic human .. Social context

"Desire :eceive positive needs (exploration,

.. Community

re info re lent manipulation, etc.) • Social status

• Exterm ndividual • Degree of effort 11 Security of group

.

24 H. Doug lrown, Teaching by Principles; An Interactive Approach to Language Pedagogy, Op. Cit., p. 74 25 Ibid, p. 7 26 H. Doug lrown, Principles of Language Learning, Op. Cit., p. 16 l

19

forces control expended • Internal, interactive

• Internal, individual forces forces in control

in control

other psychologist from different stem tried to make a general definition

on moti Ion was James 0. Whittaker. He mentioned, " ... motivasi adalah kondisi-

kondisi u keadaan yang mengaktijkan atau memberi dorongan kepada makhluk

untuk

terse but

living th

I

keadaan

berbuat

organisn

perform

years fi

psychoai

accepted

27 Drs. Wa (Jakm1a: P 28 Muhibbi

rtingkah laku mencapai tujuan yang ditimbulkan motivasi

Motivation is a set of conditions or situations activate and encourage any

s to get their purpose that is caused by the motivation) ".27

:wise, Muhibbin Syah stated that " .. . pengertian dasar motivasi ialah

ternal organisme -baik manusia atau pun hewan- yang mendorongnya

uatu ( ... the basic meaning of motivation is the internal condition of an

whether it is a human or an animal- that stimulates the organism to

action) ".28 Many other theories of motivation have emerged in the last 20

1 various psychological streams such as behaviorism, humanism,

rsis, etc. In fact, no single theories of motivation have been universally

1t a direction is evident.

Soemanto, M. Pd., Psikologi Pendidikan: Landasan Kerja Pemimpin Pendidikan, ~ineka Cipta, 4"' Edition, 1994) p. 205. 1ah, M.Ed., Psikologi Be/ajar, (Jakarta: Logos, I 999), p. 13

20

I act, they have similar idea that motivation, whether it is originated from

internal external force, stimulates people to do something. With regard to its

origin, 1 :ivation is divided into two main motivation which are intrinsic and

extrinsic ~tivation.

2. I insic Motivation

' intrinsic

'' ... I: rewa own moti cons

yang ter

tujuan s

situation

adalah n

luar kan

29 H. Doui 30 Hamalik

1 regard to the theory of intrinsic motivation, Edward Deci defined

1tivation as;

hsically motivated act1v1t1es are ones for which there is no apparent except the activity itself. People seem to engage in the activities for their ke and not because they lead to an extrinsic reward ... Intrinsically ed behaviors are aimed at bringing about certain internally rewarding ences, namely, feelings of competence and self determination ... "29

nwhile, Hamalik oemar states that " ... motivasi intrinsik adalah motivasi

:up dalam situasi be/ajar yang bersumber dari kebutuhan dan tujuan-

'a sendiri." (Intrinsic motivation is a motivation included in learning

rrces from the need and goals of the learners' themselves).30

:ldition, A.M. Sudrman mentions in his book that " .. . motivasi intrinsik

(-motif yang menjadi aktif atau berfungsinya tidak perlu dirangsang dari

dalam setiap individu sudah ada untuk melakukan sesuatu ... (Motivation

Brown, Principles of Language Learning and Teaching Techniques, Op. Cit., p. 164 mar, Kurikulum dan Pembe/ajaran, (Jakarta: Bumi Aksaea 1995), p. 3.

21

is motiv that are active or functioned need not to be stimulated by out forces

. . d' 'd 1 I . 'd fi " 31 because : [Very m 1v1 ua , t 1ere are ms1 e -orces

3. E !insic Motivation

E

psycho le

that deri'

the wish

external

learn me

threat or

success.

E

" .. . E rewai pnze: sole!) nume pums self d

s.

ekstrinsiJ

31 A.M. Sai 32 PennyU 33 H. Doug

insic motivation is one of distinctive classifications in educational

· Peooy Ur mentioned his definition on this, " ... Extrinsic motivation is

from the influences of some kind of external incentives, as distinct from

foam for its own sake or interest in tasks". 32 This external incentives or

lmli is that which influences students from the outside encouragement to

than they are used to be, such as parental approval, offer of a reward,

1islunent, a good grade, the desire to please parents a11d also experience of

lther words, all of those mentioned is known as 'motivational props'.

ard Deci defines extTinsic motivation as;

'nsically behaviors, on the other ha11d, are carried out in a11ticipation of a ~om outside and beyond the self. Typical extrinsic rewards are money, [rades, a11d even certain types of positive feedback. Behaviors initiated b avoid punishment are also extrinsically motivated, even though :s intrinsic benefits ca11 ultimately accrue to those who, instead, view ent avoidance as a challenge that ca11 build their sense of competence a11d 1mination ... "33

ima11 also mentioned his definition on extrinsic motivation, " .. . Motivasi

falah motif-motif yang aktif dan be1jungsinya karena adanya perangsang

22

dari luai ~xtrinsic motivation is active motives and it functioned because of the

outside s ulation)"34 As an example, that a student is willing to study is because he

or she k1 1s that the day after, he will have a test and hopefully to get good marks

for his 01 r friends, parents, or teachers would flatter him or her.

I: ·ever, the most important role in extrinsic motivation is the role of a

teacher. learning and teaching process, a machine, a radio, a tape recorder, nor

even a rr ern computer has not replaced the role of a teacher. There are still many

human e 1ents contained inside the teaching that cannot be replaced, sorts of:

behavior evaluation system, feelings, motivation, and habits which cannot be

reached I my of those tools or machines mentioned. As Blair said that: " ... Teaching

involves Be attitudes, skills and abilities needed to guide student learning".35

From ex1 ?ic to intrinsic in educational institutions:36

Table 2. am extrinsic to intrinsic motivation in educational institutions.37

Extri

School C

34 Sardimai 35 Timothy Ohio: Meri 36 H. Doug Cit., p. 79 37 Ibid, p. 7

c Pressures Intrinsic Innovation Motivational Results

iculum Learner-centered Self-esteem

Personal goal-setting Self-actualization

Individualization Decide for self

M, Motivasi Be/qjar, (Jakarta: Logos, 1995) p. 90 ir, Emerging Patterns of Teaching: from Methods to Field Experience, (Columbus, hlishing Company, 1988), p. 7 lrown, Teaching by Principles: An Interactive Approach to Language Pedagogy, Op.

Parental

Society l

Tests arn

Immedia

("M&l\

MakeM•

Competi

Never Fz

pectation

•ectation

Karns

Gratification

y!

l

Family values

Security of Comfortable

Routines

Task-based teaching

Peer evaluation

Self-diagnosis

Level-check exercises

Long-term goals

The big picture "things

take time"

Content-based teaching

ESP vocational education

Workplace ESL

Cooperative learning

Group work

The class is a team

Risk-taking, Innovation

Creativity

23

Love, intimacy,

acceptance, respect for

wisdom

Community, belonging,

identity, harmony, security

Experience

Self-knowledge

Self-actualization

Cooperation

Harmony

Manipulations, strength,

status, security

Learn from mistakes

No body's perfect "c'est la

vie''

24

C. Hyp, csis

E :d on the definition of both speaking and motivation, the writer comes np

with the ia that student's motivation tends to have a correlation with the speaking

skill perl nance. Therefore, the hypothesis to be used is one-tail hypothesis because

it is cons red that both have correlation each other.

Ho= Th ds no correlation between students' motivation and English speaking skill

pe mance.

Ha = Th is correlation between students' motivation and English speaking skill

pe: mance.

25

CHAPTER III

RESEARCH METHODOLOGY AND FINDINGS

A. l\ bod of Research

C of the most important aspects in a research is the using of methodology

determin m. Generally, in social sciences scope, there are two patterns of

methodo ies used in researches that are quantitative and qualitative. Each

methodo y has its advantages and disadvantages. Quantitative research, for

instance, LY entangle many sample research compared with a qualitative model and

it is mon presentative. But, it ca1111ot explore further research subject. On the other

hand, res ch qualitative has its excellence to explore further research subject. But, it

ca1111ot t :onsidered representative because this research cannot entru1gle many

subjects: ,Jes.

B d on some reasons above, the writer chose to use the quantitative research

in gainin, id analysis for its advantage ofrepresent.

1. P wse of Research

T research aims to find out whether students' motivation has a significant

correlatic ;vith the English spealcing performance. By using quantitative research,

the write1 1pes that the conclusion can be gathered from the data talcen from the real

situation l condition.

26

2. P e of Research

T writer chose LBPP LIA Ciputat as the research object, considering some

follow re 'ns:

• The ' ance from the writer's place to LBPP LIA is fairly near. It only talces

apprc nately than 15 minutes by public transpo1iation so that the research can be

done te effectively and efficiently.

• LBPI IA has been constantly committed in language teaching for almost 45

years ice its establishment in 1959 with thousands of students. This fact shows

its ca iility and credibility to help people learn English well.

Ii ddition, the writer chose intermediate level 2 students as the object

research 1sidering some follow reasons;

• Acco ig to the LBPP LIA curricultm1, the intermediate level students

cons1 ed that they have learned mostly English theoretical courses such as

gram: ', listening, writing and speaking.

• The · :er only chose the intermediate level 2 students based on the writer's

limit( esources and the reason of efficiency.

a. 'rofile of LBPP LIA

a. . History of LIA

Y 1san LIA (LIA Fow1dation) formerly known as Lembaga Indonesia

Amerika 'breviated by LIA (American-Indonesian Organization) - was established

27

in 1959 : alan Teuku Umar, Menteng, Jakarta Pusat which aimed to strengthen the

friendshi etween Indonesian m1d Americfill people through cultural exchfillge. One

of its ac ties was to hold fill English course aiming to help Indonesifill people in

learning glish. LIA began its language course with only 40 students who enrolled

in. In 191 it was temporarily closed because "September 30111 tragedy" or G30S PKI

(the Indc :im1 Communist Party) emerged. It begfill to re-operate in 1966 until now

with app imately 110.000 students.38

A ilentioned before that the establishment of this institution was to firm the

relations between Indonesim1 and Americfill citizen, it was mainly supported by

the U.S. remment through USIS (U.S. Info1mation Official). The U.S. government

subsidiz; llmost all of LIA progrmns. However, the subsidy was stopped in 1976,

consider: that LIA could be finfillcially independent.

11 il80, the depmiment of foreign affairs of the republic of Indonesia issued

fill act 1' 1843/0111980 converting LIA to Perhimpunfill Persahabatfill Indonesia

Amerika obreviated by PPIA- (Americm1-Indonesia Friendship Association). Then,

consider: its rapid development, Yayasfill LIA was founded filld formally registered

to the gc ·nment in 1986 in order to suppo1i its ongoing effort to help Indonesifill

people ir iming English .

38 www.lia id/modules.php?

28

a t. Units of LIA

] asan LIA has several units as follow;

" Lem ~a Bahasa LIA-abbreviated by LB-LIA- (LIA Language Unit). This unit

is th1 :ggest and the oldest unit that LIA has. At the moment, there are 41 LB-

LIA work spreading all over Indonesia with more than 110.000 students that

stud) iglish language.

• Pusa 'clatihan Ketrampilan LIA -abbreviated by PPK-LIA- (LIA Training

Cent This unit holds some training on computer, banking, hotel management

and ~ 'etary trainings.

• Pusa !enerbitan LIA -abbreviated by PP-LIA- (LIA Publishing Center). 2-

mon1 ;ONTACT magazine and monthly bulletin are two editions that this unit

publi CONT ACT magazine is a communication media for LIA students to

emp< :r their English language and the monthly bulletin is an Indonesian

conn tication media that is periodically published to inform any activities at

LIA.

o Kerj ma dan Pcngembangan LIA-abbreviated by KP-LIA- (LIA cooperation

and < elopment Unit). This unit works for accepting and giving respond related

with willing of society to cooperate with LIA in establishing and managing

cafe: .IA.

• Dan:

unit'

forL

• Seim

Instit

educi

STB1

depru

b

Ir

LB-LIA

LIA- (LI

make its

L

from 41 ·

Soewito I

Juanda 5.

Indonesii

Indonesii

29

ensiun LIA -abbreviated by DAPEN-LIA- (LIA Pension Fee Unit). This

· established in order to gather and manage fund used as pension program

employees.

Tinggi Bahasa Asing -abbreviated by STBA-LIA- (Foreign Language

). In 1999, LIA expanded its activities through establishing a formal

n unit called by Sekolah Tinggi Bahasa Asing (STBA-LIA). At present,

:IA has 2 departments that are English ru1d Japanese language

ents for undergraduate program.

•· LBPP-LIA Ciputat

)02, Yayasan LIA initiated a development by combining PPK-LIA and

! Lembaga Bahasa dan Pendidikan Profesional -abbreviated by LBPP-

Language and Professional Training Unit). This combination aimed to

guage and training service more effectively and efficiently.

P- LIA Ciputat was established on May 2nd, 1995 as the 10tl1 LBPP-LIA

aches. It was a joint cooperation between Yayasan LIA and Yayasan R.

Soewito Foundation). It is located at Plaza Ciputat Mas, Kav. C, JI. Ir. H.

Ciputat 15412. Its establishment aimed to assist the effort of increasing

1uman resources and to have a significant participation in preparing

nuths to be able to compete with other nations toward globalization.

30

S )orted by 80 teachers and 5 supervisors, LBPP-LIA Ciputat can serve

1714 stu ts (per May 2003). Most of the students are junior and senior high school

students. 1eanwhile, the remaining students are university students, private

employe government employees, government, etc.

S e educational programs at LBPP LIA Ciputat:

" First ps to Communicating in English (FSC)

• Com nicating in English (CIE)

• Gene English (GE)

• Com ation Class (CV)

• Com nicating in Business (CIB)

• 1 Ye: 'rofessional Program on Information Management

• 1 Ye: 'rofessional Program on Secretary and Public Relations

• In-H1 e/In-Company Training

b. 2, ~pp LIA General English Program

G ~ral English program (GE) is an English language-training program for

public. l st of GE participants are junior and senior high school students.

Meanwhi the remaining students are university students, private employees,

governmi 'employees, government, etc. GE aims to improve the 4 language skills

that are s tking, listening, reading and writing. This program is held at all LBPP-

LIA in In iesia.

31

I rder to encourage students' learning motivation, LBPP-LIA Ciputat holds

a schola ip program to be given for General English (GE) best student from every

level. T scholarship is free of tuition fee to learn at LBPP LIA for next term.

Especial :Or Advanced-4 level, the given scholarship will be equal with his or her

learning le at LBPP-LIA Ciputat. The more he or she studies at LBPP LIA, the

bigger s< larship he or she will get.

I 'P-LIA has several educational levels as follow;

Table 3. meral English levels at LBPP LIA

,eve I Sub-Level Learning Period

32

motivati and a direct interview aiming to measure students' speaking ability. The

data wer )!lected on October s"1, 12111, 141\ 19th, 21" 2004.

4. 1 1niques of Sampling Taking

a >opulation

1 number of population in this study are 21 students.

Table 4. The Distribution of Stud1:nts

No ' Class Male Female Total

1. I 4 5 9

-2. II 5 7 12

Total 9 12 21

b. Sample

A tated before that the number of population from both classes are 21

students. sed on Table Morgan that if the population is less than 100 S';lffiples, the

whole sru es become the object ofresearch as samples.39

5. T' niques of Data Collecting

Tl ~ are two instruments used to get the data represent the two variables,

they are 1 speaking test and the motivation scale that is called as a questionnaire.

39 See App< < l

Moreov(

and Spe:

for the rr

a

E

that a te

domain.'

items th

activity<

In order

practical

Bandung

highly st

loosely s

A

uses an i1

40 H. Doug San Franci: 41 Ibid, p. 3

33

n order to measure the validity of both research instruments -Motivation

ig Skill- the wTiter performed try out that was done on October 5tl', 2004

vation and on October 12'\ 2004 for speaking skill.

!. Speaking Test

id on Teaching by principles written by H. Douglas Brown, it is stated

is a method of measuring a person's ability of knowledge in a given

n addition, a test is considered as a set of techniques, procedures, and

constitutes an instrument of some so1i that requires performances or

he part of the test-taker (and sometimes on the pmi of the tester as well).41

have a good test, a tester has to be aware of three criteria that are

reliability and validity.

eover, according to LIA language testing book written by LB-LIA

1ere are two types of speaking skill tests that am loosely structured and

tured speaking skill test. Because of the efficiency, the writer chooses the

~tured speaking skill test to be used as the instrument measurement tool.

'research instrument to measure the students' speaking ability, the writer

view as its method of collecting the data.

lrown, Teaching by Principles: An Interactive Approach to Language Pedagogy, (USA: State University, 2001), p. 384. l85.

34

a !. Measuring the Iuterview

E :d on some theories of measuring above, the writer made a speaking test

that con: s of I 0 questions. These questions were based on the lessons that the

students I learned. The interview questions had been consulted with the students'

teachers.

'[ interview was relied on the lesson that the students have taken;

Lesson l iife Long Education

Speakin! .etelling various developments at each stage in life.

Gramma Leview of tenses

Lesson 2 ~vcrseas Studies

Speakinf Playing roles of parents and son/daughter discussing overseas studies.

Expressing agreement and disagreement.

Gramma )finitives of Purpose

Ir process of collecting the data, the writer employed some requirements to

get the di t>bjectively that were;

• The ~rviewer has one or more interviewees to interview each candidate

separ. y.

• The i ~iewer prepares a special 'oral-rating sheet' for pronunciation, grammar,

vocat ry, fluency, and comprehension.

• The ii fviewer prepares the topics.

35

• The i rviewer reserves sufficient time: 10-15 minutes each.

• The i [·viewer records the ratings after the interview.

• Reco ~ating is taken per item in order to make the test-rating objective. Tape-

Reco r is used to avoid human error in rating the data.

• The i \·viewer tries to hold a genuine conversation and establish report with the

exam e.

Ir ~king the interview question in order to measure one's speaking ability,

the write ased it on the theory of speaking test by David P. Harris. According to

him, spei ~g test must include the pronunciation, grammar, vocabulary, fluency and

compreh1 ' IOU.

H ]so mentions that all good test process three qualities; validity, reliability

and prac1 /ity. That is to say, any test that we use must be appropriate in terms of

our parti( • . 42 :r s1tuation.

B p on that book, all good speaking tests must be rated by the following

rule:

Table 5. The English speaking test rating

• Prom iiation

42 David P. University:

Note

ris, Testing English As a Second Language, (Washington, DC: George Town 9), p. 81-82

36

4 vays intelligible, though one is conscious of a definite accent

3 tmnciation problems necessity concentrated listening and occasionally

l to misunderstanding

2 :y hard to understand because of pronunciation problem must frequently

~sked to repeat

1 nunciation problem to severe as to make speech virtually

• Grar ar

Score

5 .

4 I

I

3 J

I

2 I

(

1 J

• Voca

E:I L1

Note

kes few (if any) noticeable errors of grammar or word order

:asionally makes grammatical or word order errors which do not,

\rever, obscure meaning

4 I I

I

3 l

J

2 I

I

I

'

• Flue1

Score

5 I I

4 I I

3 I I

2 I

I ' I

i

• Com

F1 D

37

aetimes uses inappropriate te1ms and or must rephrase ideas because of

cal inadequacies

quently uses wrong word; conversation somewhat limited because of

!equate vocabulary

:use of words and very limited vocabulary make comprehension quite

icult

;abulary limitation so extreme as to make conversation virtually

1ossible

Note

ech as fluent and effortless as that a native speaker

ed of speech seems to be slightly affected by language limitation

ed and fluency are rather strongly affected by language limitation

tally hesitant; often forced into silence by language limitation

ech is so halting and fragmentary as to make conversation virtually

'ossible

hens ion

Note

)ears to understand everything in that difficulty

38

4 derstand nearly everything at normal speed, although occasional

~tition may be necessary

3 tlerstand most of what is said at slower --than- normal speed with

etition •

2 ; great difficulty following what is said or comprehend only "social

iversation" spoken slowly and with frequent repetition

1 mot be said to understand even simple conversational English

a I. Validity

P ~rding to Burhan Nurgiyantoro, research inst1ument validity questions

whether instrument that will be used has a capability to measure something to be

measure1 lyforeover, he mentions that product moment theory is used to measure

research trument validity.

Formula

A r the conelation coefficient was taken, the writer compared it with a

directive ren as follow;

43 Burhan J ~iyantoro, Slalistik Terapan un1uk Penelitian I/mu-I/mu Sosial, (Yogyakarta: Gadjah

Mada Unh 1Y Press: 2000), p. 296

1

F

get is 0,'

a

R

measure<

pengerti1

konsister

instrume

(Realibit

time to ·

unchang<

T

44 Ibid, p.;

39

'1e 6. The validity and reliability rating of research instrnment

R Interpretation

00.00- 0.20 Very Low

00.20 - 0.40 Low

00.40 - 0.70 Moderate

00.70- 0.90 High .

00.90 - 1.00 Very High

l the calculation about this questionnaire, the validity score that the writer

It means that the questionnaire is in a high level.

!. Reliability

ibility defines whether an instrument can measure something to be

mstantly. Burhan Nurgiyantoro stated that" .. . Realibilitas menunjuk pada

~pakah sebuah instrumen dapat mengukur sesuatu yang diukur secara

ari waktu ke waktu. Jadi kata kunci untuk syarat kualiflkasi suatu

pengukur adalah konsistensi, keajegan, atau tidak berubah-ubah

uestions whether an instrument can measure something consistently from

e. Thus, the key words for qualifying requirements are consistency or

~ 44

fonnula to be used to find out reliability;

Split-ha! •nnula:

r,,, = 2rgg I+ rgg

r,,, = Correlation coefficient N question

rgg = Correlation coefficient N question

40

F ii the calculation of try out, the reliability score that the writer get is 0, 81.

It means 't the questionnaire is in a high level.

lJ l. Questionnaire

1 questionnaire was given to the students consists of 38 items about

motivati1 In this case, it concerns about student motivation in learning any subject.

In comp• lg this questionnaire, the writer adopts the questionnaire written by Ambo

Erne Ab1 ah. He bases his study about achievement motivation on people's motives

and char: 1ristics from Edwards, (1988).45

b I. Measuring the Questionnaire

T questionnaire is given to the students consists of 38 items about

motivati< In this case, it concerns about student motivation in learning any subject.

In comp< g this questionnaire, the writer adopts the questionnaire written by Ambo

45 Drs. Saif in Azwar, M.A., Penyusunan Skala Psikologi, (Jakarta: Pustaka Pelajar, 2000), p. 150

41

Enre Al: !ah. He bases his study about achievement motivation on people's motives

and chai eristics from Edwards, (1988):46

• Melt tan sesuatu dengan sebaik-baiknya (Performing any task as good as

poss: )

• Mele ran sesuatu dengan sukses (Succeeding any work).

• Men, !akan sesuatu dan menyelesaikan tugas-tugas yang memerlukan usaha

dan I ampilan (Implementing any tasks that needs efforts and skills).

• Ingi1 1enjadi penguasa yang terkenal a/au terpandang dalam suatu bidang

terte1 (Willing to be a well-know leader in one field).

• Men< ;akan sesuatu yang sangat berarti atau penting (Perfonning any

impo it and valuable task).

• Jvfela ran suatu pekerjaan yang sukar dengan baik (Performing any difficult

task : :essfully).

• MenJ ·saikan teka-teki dan sesuatu yang sukar (Settling any riddle and any

diffic things).

• Mela ian sesuatu yang lebib baik dari orang lain (Performing something that is

bette1 !in others).

• Menz novel atau cerita yang he bat dan bermutu (Writing a novel or a story that

is qw ed).

46 Ibid, p, I

42

1 : questiommire given to the students was made by following the "Likert

Scale". '. 38 items are divided into the positive and the negative. The odd numbers

(l,3,5 el are the positive statements and the even numbers are the negative

statemen The writer gave the students choices that are Sangat Setuju/SS (Strongly

Agree), , 'lju/S (Agree), Tidak Tahu/TT (Neutral), Tidak Setuju/TS (Disagree) and

Sangat 1 k Setuju/STS (Strongly Disagree) and each item has a point, there are;

Table7. The Likert-scale rating

tional Favorable Unfavorable

SS 5 1

s 4 2

TT 3 3

rs 2 4

ITS I 5

.

b. , Validity

Fi : the calculation of try out, the validity score that the writer get is 0, 67. It

means th; le questiollilaire is in a moderate level.

43

l ~. Reliability

I h the calculation of try out, the reliability score that the writer get is 0, 78.

It is fair llosed with the reliability that Abdullah got to score his questionnaire that

is 0, 86.

6. 1 !miques of Data Analysis

1 ind out the correlation between the students' motivation and the speaking

score, th riter used Pearson product moment theory that is;

r ~ Correlation Coefficient

X1 ~ Speaking Score

X2 ~ Motivation Score

N i Number of Respondent

2:X1 'Sum of Speaking Score

2:X2 : Sum of Motivation Score

l:X/ : Sum ofQuadrates of Speaking Score

IX/ 'Sum ofQuadrates of Motivation Score

IX1X2: · Sum of the multiplication of Speaking and Motivation Score

44

B. Res1 ch Findings

I. cription of Data

:r doing the research, the writer got the following scores of both

motivati and speaking. Speaking score data was taken on October 191h, 2004 and

motivati score was taken on October 14°1, 2004.

1 ,Jc 8. The speaking score of the intermediate level 2 students

No Name Speaking Score"'

1. Student A 86

2. Student B 86

3. Student C 85

4. Student D 84

5. Student E 77

6. Student F 75

7. Student G 74

8. Student H 74

9. Student I 71

10. Student J 71

11. Student K 70

12. Student L 70

47 See App ix 2

45

13. Student M 68

14. StudentN 68

15. Student 0 65

16. Student P 65

17. Student Q 64

18. Student R 61

19. Student S 61

20. Student T 60

21. Student U 55

ile 9. The motivation score of the intermediate level 2 students

No Name Motivation Score··

I. Student A 149

2. Student B 145

~ Student C 142 J.

4. Student D 141

5. Student E 148

6. Student F 137

7. Student G 142

8. Student H 152

48 See Appe ' 3

46

9. Student I 149

10. Student J 127

11. StudentK 151

12. Student L 151

13. StudentM 123

14. StudentN 124

15. Student 0 138

16. Student P 137

17. Student Q 141

18. StudentR 139

19. Student S 143

20. Student T 147

21. Student U 124

2. A lysis of Data

Ir rralyzing the data, the writer used the correlation theory of product

moment : bllow;

No Name X1 X2 X1' X2' X1X2

(Speaking Score) (Motivation Score)

I. Studer 86 149 7,396 22,201 12,814

) .. Studer 86 145 7,396 21,025 12,470 .

47

•

3. Stude " 85 142 7,225 20,164 12,070

4. Stu de p 84 141 7,056 19,881 11,844

5. Stude ' 77 148 5,929 21,904 11,396 -.

6. Stude ' 75 137 5,625 18,769 10,275 <

7. Stude ,

74 142 5,476 20,164 10,508 J

8. Stude f 74 152 5,476 23,104 11,248 •

9. Stude. i 71 149 5,041 22,201 10,579

10. Stude: 71 127 5,041 16,129 9,017

11. Stude1 " 70 151 4,900 22,801 10,570 •

12. Stude1 , 70 151 4,900 22,801 10,570

13. Stude1 !1 68 123 4,624 15,129 8,364

14. Stude1 v 68 124 4,624 15,376 8,432

15. Stude1 ) 65 138 4,225 19,044 8,970

16. Stude1 • 65 137 4,225 18,769 8,905 .

17. Stude1 ! 64 141 4,096 19,881 9,024 •

18. Stude1 61 139 3,721 19,321 8,479

19. Stude1 61 143 3,721 20,448 8,723

20. Stude1 ' 60 147 3,600 21,609 8,820

21. Stude1 I 55 124 3,025 15,376 6,820

IX1=1,490 IX2 = 2,950 IX1 2= IXi2= IX1X2=

107,322 416,097 209,898

r =__ 21(209,898)- (1,490)(2,950)

v1m ,322 - (1,490)2][2 l ( 416,097 - (2,950)2]

r= __ 4 407 858 - 4 395 500

v-; [2,2_ :62 - 2,220,100][8,738,037 - 8,702,500]

r=__ ~358 ..;- :::.:::::::::===

33,61 [ 35,537

r=__ ~358

v- ===== 1,19 ~6,494

r =__ =: 3=58"---

34, i.19558

r= 0.357 )18670195121819177545979748

r= 0.36

F: 1 this calculation that the result is 0.36.

48

49

3. t of Hypothesis and Interpretation of Data

1 :r the calculation, the next step is to test the hypothesis. From the

calculati result, it is obtained that the value of the to is 0.36. The degree of freedom

(df) is N = 21 - 2 = 19. Based on the critical values of product moment coefficient

table, th egree of significance of 1 % shows 0.575 and of 5 % shows 0.456.49

} w comparing the value of to which is 0.96 and the value of tt which are

0.575 an .456, the writer eventually drew an assumption as follow;

0.575 > 0.36 < 0.456

1 hypothesis result is if to is smaller than t,, the alternative hypothesis (Ha)

is reject and the null hypothesis (Ho) is accepted. It means that there is no

significa :orrelation between students' motivation and their English speaking skill

perform~ ~.

49 See App x 4

CHAPTER IV

CONCLUSION AND SUGGESTION

50

A. 1clusion

l ~d on the data that has been described in the previous chapters, the

writer's nclusion can be drawn that the students' motivation has c01Telation

between udents' motivation with the English speaking perfommnce but the

correlati is not significant.

( sidering the theories at the begi1ming chapter to be compared to the fact

that is 1 1ed by the research, it is concluded that motivation does not play a

significa ·ole in developing students' speaking ability. In contrary, there are some

other ps) )logical factors that may affect to their speaking skill.

B. S ~estion

1

the prob!

1. Al th(

their

shoul

be ac

2. Acco

psycr

so thi

what

writer would like to give some suggestions for whomever concerns with

of English teaching especially in developing communication skill.

Ii there is no significant correlation between students' motivation and

glish skill, it is still impmiant in teaching and learning process for student

e based on communicative activities, since activities allow the students to

: logically, they will be motivated.

ig to this research, it is shown that there are some other possible

1gical factors that affect the students in learning the English speaking skill

ae teachers should always try to understand their students by finding out

chological problems they go through during teaching-learning process.

51

BIBLIOGRAPHY

Azra, A imardi, Prof. Dr., M.A., et. al., Pedoman Penulisan Skripsi, Tesis dan

Dii bsi, Jakarta: UIN Jakarta Press & Logos, 2000

Azwar, ~ 'uddin, Drs., M.A., Penyusunan Skala Psikologi, Jakarta: Pustaka Pelajar,

20(

Brown, l pouglas, Teaching by Principles: An Interactive Approach to Language

Pet pgy, San Francisco State University: Addison Wesley Longman, Inc,

Sec I Edition, 2001

Brown, i Douglas Brown, Principles of Language Learning and Teaching

Tee 'gues, San Francisco State University: Addison Wesley Longman, Inc,

20C Fourth Edition

Bryant, I 'aid C. & Karl R. Wallace, Fundamentals of Public Speaking, New York:

Mei \th Corporation, 1969

Burhan rgiyantoro, Statistik Terapan untuk Penelitian llmu-llmu Sosial,

Yof kruta: Gadjah Mada University Press: 2000

David P. lrris, Testing English As a Second Language, Washington, DC: George

Tov Jniversity: 1969

Davis, P and Elie Pearse, Succeeding English Teaching, London: Oxford

Uni ~ity Press , 2000

Depdikbu f:_urikulum Muatan Lokal untuk Seka/ah Dasar, Jakarta: Depdikbud,

199·

52

Early, V. frookman, The Key to English Vocabulary, London: Macmillan Company,

19

Hance, l lneth G. & David C. Ralph, Principles of Speaking, Belmont California:

W• sworth Publishing Company, Inc., 1965

Harmer, remy, The Practice of English Language Teaching, London: Longman,

19

Kagan, ~me and Cynthia Lang, Psychology Education: An Introduction, New

Ya iHartcourt Barace Jovanovich, Inc., 1978

Lindgre1 [enry Clay, Psychology of Personal and Social Acijustment, New York:

An ;can Book Company, 1959.

Summer Della, et. al, Longman Dictionary of Contemporary English, England:

Pe; )n Education Limited, 2001

Microso 'ncarta, © 1993-2003 Microsoft Corporation. All rights reserved.

Oemar, l b.alik, Kurikulum dan Pembelajaran, Jakarta: Bumi Aksara 1995

Penny l A Course in Language Teaching: Practice and Theory, London:

Ca: ridge University Press, 1996

Sardima: .M, Motivasi Be/ajar, Jakarta: Logos, 1995

Sardimru A.M., Interaksi da:n Motivasi Belajar, Jakarta: Depdikbud RI, CV.

Ra. 11li, 1990

Soema:nt Wasty, Drs., M. Pd., Psikologi Pendidikan: Landasan Kerja Pemimpin

Pei 'likan, Jakarta: PT. Rineka Cipta, Fourth Edition, 1994

53

Summer Llella, Longman Dictionary of Contemporary English, England: Pearson

Ed tion Limited, third edition, 200 I

Syah, M bbin, M.Ed., Psikologi Be/ajar, Jakaiia: Logos, 1999

Tai·igan, mry G., Prof. DR., Berbicara Sebagai Suatu Ketrampilan Berbahasa,

Ba ng: Angkasa, 1981

Timothy air, Emerging Patterns of Teaching: from Methods to Field Experience,

Oh Meri! Publishing Company, 1988

Weaver, drew Thomas, et al., The Teaching of Speech, USA: Prentice Hall, Inc.,

thi1 rinting, 1959

www.lia. id/modules.php?

54

Appendix 1 MORGAN TABLE50

TABLE SAMPLE THE SAM

IR DETERMINING NEEDS SIZES OF A RANDOMLY CHOSEN lOM A GIVEN FINITE POPULATION OF N CASES SUCH THAT ,E PROPORTION WILL BE WITHIN 0.05 OF THE POPULATION

N JO 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 JOO 110 120 130 140 150 160 170 180 190 200 210 .

s JO 14 19 24 28 32 36 40 44 48 52 56 59 63 66 70 73 76 80 86 92 97 103 108 I 13 118 123 127 132 136

PROPORTION WITH A 95 PERCENT LEVEL OF CONFIDENT

N s N 220 140 1,200 230 144 1,300 240 148 1,400 250 152 1,500 260 155 1,600 270 159 1,700 280 162 1,800 290 165 1,900 300 169 2,000 320 175 2200 340 181 2,400 360 186 2,600 380 191 2,800 400 196 3,000 420 201 3,500 440 205 4,000 460 210 4,500 480 214 5,000 500 217 6,000 550 226 7,000 600 234 8,000 650 242 9,000 700 248 10,000 750 254 15,000 800 260 20,000 850 285 30,000 900 269 40,000 950 274 50,000 1000 278 75,000 1100 285 100,000

Note : N i~ pulat10n size; S is sample size

s 291 297 302 306 310 313 317 320 322 327 331 335 338 341 346 351 354 357 361 364 367 368 370 375 377 379 380 381 382 384

Sourc Issaq, Stephen and Michael, William B. handbook in Research and

Evaluation S: )iego, California. EDITS, 1981

50 Prof. Dr. Ida l JS Mantra, Ph.D., Fi/safat Penelitian dan Metode Pene/itian Sosial, (Yogyakarta: Pustaka Pelajar: !4), p. 170

55

A. Append ~

Inrn way of exai vocabulary, topic has 5 student. The

The

No N2

1. Studen

2. Studen

3. Stud en

4. Studen

5. Studen

51 P stands for ' 52 G stands for 53 V stands for 54 F stands for ' 55 C stands for

Speaking Score

· to make a valid and a reliable speaking test, the writer uses interview as a 1ing the student's speaking skill that consists of pronunciation, grammar, 1ency and comprehension. The speaking test consists of 2 topics. Each .estions. So, the test has I 0 questions that need to be answered by the interviews were taped in some cassettes.

re for each question ranged as follow;

i Skill

P°' G· ..

V"" F·" c~·.,

p G v F c p G v F c p G v F c p G v

inunciation". arnmar". •cabulary". ency". 1nprehension".

1 2

4 4 4 5 4 4 4 4 5 5 4 4 4 5 4 4 4 4 5 5 4 4 4 4 4 4 4 4 4 5 4 4 5 5 4 4 4 4 5 5 4 4 4 4 4 3

Question 3 4 5 6 7

4 4 4 4 4 4 5 5 4 5 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 4 5 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 4 5 5 4 4 4 4 4 4 4 4 4 4 4 4 5 5 5 4 5 4 4 3 4 4 4 5 5 5 5 4 4 4 4 4 4 4 3 4 4 5 5 3 5 5 4 3 4 4 4 4 4 4 4 4 3 3 4 4 3

8 9 10 STS TS Score

4 4 4 40 80 86.40 4 5 5 46 92 = 4 4 4 40 80 86 4 4 4 40 80 5 5 5 50 100 4 4 4 40 80 85.60 4 5 5 44 88 = 4 4 4 40 80 86 4 4 4 40 80 5 5 5 50 100 4 4 4 40 80 84.80 4 5 5 44 88 = 4 4 4 40 80 85 4 4 4 40 80 5 5 5 48 96 4 4 3 38 76 84.00 4 5 5 48 96 = 4 4 4 40 80 84 4 4 3 38 76 5 5 3 46 92 4 3 4 42 84 76.80 4 4 4 40 80 = 3 3 4 34 68 77

56

F 3 3 3 3 4 3 3 3 3 4 32 64 c 5 4 4 4 5 5 4 4 4 5 I 44 88

6. Studen p 4 4 4 3 4 4 4 4 3 4 38 76 75.20 G 4 4 4 4 4 4 4 4 4 4 40 80 = v 4 3 3 3 4 4 3 3 3 4 34 68 75 F 3 3 3 3 4 3 3 3 3 4 32 64 c 5 4 4 4 5 5 4 4 4 5 44 88

7. Studen p 4 4 4 4 3 4 4 4 4 3 38 76 73.60 G 4 4 3 4 3 4 4 3 4 3 36 72 = v 4 3 3 3 4 4 3 3 3 4 34 68 74 F 3 3 3 3 2 3 3 3 3 2 28 56 c 5 5 5 5 4 5 5 5 5 4 48 96

8. Stu den p 4 4 4 4 3 4 4 4 4 3 38 76 73.60 G 4 4 3 4 3 4 4 3 4 3 36 72 = v 4 3 3 3 4 4 3 3 3 4 34 68 74 F 3 3 3 3 2 3 3 3 3 2 28 56 c 5 5 5 5 4 5 5 5 5 4 48 96

9. Studen1 ; p 4 4 4 4 4 4 4 4 4 4 40 80 71.20 G 4 4 4 4 3 4 4 4 4 3 38 76 = v 3 4 3 3 3 3 4 3 3 3 32 64 71 F 3 4 3 3 3 3 4 3 3 3 32 64 c 4 4 3 3 4 4 4 3 3 4 36 72

10. Student p 4 3 4 3 3 4 3 4 3 3 34 68 71.20 G 4 4 4 4 4 4 4 4 4 4 40 80 = v 3 3 4 4 3 3 3 4 4 3 34 68 71 F 3 3 4 4 3 3 3 4 4 3 34 68 c 3 3 4 4 4 3 3 4 4 4 36 72

11. Student p 4 4 4 4 3 4 4 4 4 3 38 76 69.60 G 4 4 4 3 3 4 4 4 3 3 36 72 = v 3 4 3 3 3 3 4 3 3 3 32 64 70 F 3 4 3 3 3 3 4 3 3 3 32 64

; c 4 4 3 3 4 4 4 3 3 4 36 72 12. Student p 4 3 4 3 3 4 3 4 3 3 30 60 69.60

G 4 4 4 4 4 4 4 4 4 4 40 80 = v 3 3 4 4 3 3 3 4 4 0 34 68 70 .J F 3 3 4 4 3 3 3 4 4 0 34 68 .J c 3 3 4 4 4 3 3 4 4 4 36 72

13. Student p 4 3 4 4 3 4 3 4 3 3 38 73 67.80 G 4 4 4 4 4 4 4 4 4 4 40 80 = v 3 3 4 3 2 3 3 4 2 3 29 64 68 F 3 3 4 3 2 3 3 4 3 2 30 60 c 3 3 3 3 3 3 3 3 3 3 30 60

14. Student p 4 3 4 4 4 4 3 4 4 4 38 76 68.00 G 4 4 4 4 4 4 4 4 4 4 40 80 =

57

• v 3 3 4 3 3 3 3 4 3 3 32 64 68 F 3 3 4 " 2 3 3 4 3 2 30 60 .J c 3 3 3 3 3 " 3 3 3 3 30 60 .J

15. Studer p 3 3 4 3 4 3 3 4 3 4 34 64 64.80 G 3 3 4 4 4 3 3 4 4 4 36 72 = v 3 3 2 2 3 3 3 2 2 3 26 52 65 F 3 3 4 3 3 3 3 4 " 3 32 64 .J

• c 3 3 4 4 4 2 3 4 4 4 36 72 16. Stud en p 3 4 4 3 4 3 3 4 3 4 35 70 65.20

G 3 3 4 4 4 4 3 4 4 4 37 74 = v 3 3 3 3 3 2 3 3 2 3 28 56 65 F 2 2 4 3 3 2 2 4 3 3 28 56

- c 3 3 4 4 4 3 2 4 4 4 35 70 17. Studen p 3 3 2 3 3 3 3 2 3 3 28 52 64.00

G 4 3 2 4 4 4 3 2 4 4 34 68 = v 3 3 2 3 3 3 3 2 3 3 28 56 64 F 3 3 2 3 3 3 " 2 3 3 28 56 .J c 4 5 4 4 5 4 5 4 4 5 44 88

18. Studenl p 4 4 4 3 4 4 4 4 3 4 38 76 60.83 G 4 3 4 3 3 4 3 4 3 3 34 68 = v 3 3 3 3 2 3 3 3 3 2 28 56 61 F 3 3 3 3 2 3 3 3 3 2 28 56 c 2 3 2 4 I 2 3 2 4 I 24 48

19. Student p 3 3 4 3 4 3 3 4 3 4 34 68 60.80 G 3 3 4 4 4 3 3 4 4 4 36 72 = v 2 2 2 2 3 2 2 2 2 3 22 44 61 --F 2 2 4 3 3 2 2 4 3 3 28 56

-c 3 2 4 4 4 1 2 4 4 4 32 64

20. Student p 3 3 4 3 4 3 3 4 3 4 34 68 59.20 G 3 3 4 4 4 3 3 4 4 4 36 72 = v 2 2 2 2 3 2 2 2 2 3 22 44 60 F 2 2 4 3 3 2 2 4 3 " 28 52 .J c 1 2 4 4 4 I 2 4 4 4 30 60

21. Student p 3 3 2 3 2 " 3 2 3 2 26 52 55.20 .J G 3 3 4 4 4 3 3 4 4 4 36 72 = v 2 2 2 2 3 2 2 2 2 3 22 44 55 F 2 2 3 3 3 2 2 3 3 3 26 52 c 2 2 4 3 4 1 2 3 3 4 28 56

Accordi1 types of spe• skill test.

Because to be used a~

a. Have om b. Prepare:

and com c. Prepare t d. Reserve e. Record r. f. Record F g. Try to he

Lesson I: I Speaking: l Grammar:: Lesson 3: I Speaking:·

Grammar: I

Lesson I: Li

I. Interview Interview

2. Interview Interview

3. Interview Interview

4. Interview Interview

5. Interview Interview

56 This speaking level 2 student's the paper writin1 performance (a (

Speaking Test56

o LIA language testing book written by LB-LIA Bandung, there are two )g skill tests that are loosely structured and highly structured speaking

58

[he efficiency, the writer chooses the loosely structured speaking skill test e instrument measurement tool. The requirements making this test are:

·more interviewers to interview each candidate separately. )ecial 'oral-rating sheet' for pronunciation, grammar, vocabulary, fluency, aension. lo pi cs. Ficient time: 10-15 minutes each. tgs after the interview. ng is taken per item in order to make the test-rating objective. 1 genuine conversation and establish report with the examine.

~Long Education ~lling various developments at each stage in life. riew of tense !rseas Studies lying roles of parents and son/daughter discussing overseas studies. .pressing agreement and disagreement. nitives of Purpose

'..,ong Education

'How old were you when you first joined LIA? I I was ...... . And you started to practice your English since then?

: Yes/No, ..... . How long have you studied English? I have studied ..... . Have you had any problems so far? Explain! Yes/No, ..... . Besides your study at LIA, what are you doing these days?

is based on LIA Intermediate level 2 book aims in order to measure LIA Intermediate 'aking ability as one of the measurement tools to gather some information for supporting titled "The correlation between students' achievement motivation and english speaking study at the intermediate second level ofLBPP LIA Ciputat)".

59

Lesson 3: ~ ~rseas Studies

6. Intervie r : Have ever had a dream to study overseas? Why? Intervie e : Yes/No ..... .

7. Intervie Intervie

8. Intervie Intervie

9. Intervie Intervie

I 0. Intervie Intervie

7. Intervie Intervie

8. Intervie Intervie

9. Intervie Intervie

I 0. Intervie Intervie·

Next Question for "Yes" response

r : Do you think overseas studies are wonderful? Why? > • " .... r : If you have a chance to study overseas, what country will you choose? > • ... . ... : : Why will you go to that country? ; : ... ~ : What subject will you study there? ~ : ...

Next Question for "No" response

'.: Do you think local studies are wonderful? Why? e ~ ... ' : What local university do you want to continue your study? Why? .. " .... • : Why will you go to that university? •' .... · : What subject will you study there? .. ' ....

OF LBPP LIA CIPUTAT

..... .. ... .. .. . .. . .... .... . .. ' ' . .... . ' ' ' . ... ,,,,, ......... . I I I I I I

c 2 2 2 4 5 4 5 I 4 4 5 5 5 4 5 I I 5 4 4 12 4 4 5 2 5 4 1 s 4 2 4 4 4 5 5 4 4 5 142 D 4 2 3 2 5 5 5 2 4 5 5 4 2 5 5 4 4 3 4 3 4 4 I 213 4 I 4 I 4 4 4 4 4 4 2 4 4 4 5 141 E 4 2 3 4 4 2 5 4 5 5 4 4 3 5 5 4 4 4 2 4 4 5 3 5 3 4 4 4 3 4 5 5 2 3 4 2 4 I 4 148 F 3 3 4 5 4 4 4 5 4 5 4 3 4 4 5 3 3 2 3 3 4 4 2 4 4 4 4 5 3 4 4 4 3 3 3 5 4 5 137

G 4 5 5 5 4 5 5 5 4 2 2 4 5 4 4 4 2 3 4 5 3 3 3 5 2 4 s I 2 3 4 5 I 2 3 4 4 2 I 142 H 4 I 5 4 5 3 5 5 4 5 5 4 2 5 5 4 3 4 4 3 4 5 4 5 3 4 4 5 5 4 5 4 4 2 4 5 4 5 152

I 2 2 4 3 5 4 4 3 5 5 5 4 3 5 5 2 2 3 I 4 4 4 3 5 I 4 4 s I 3 5 5 5 3 3 4 5 5 5 149 J 4 2 3 2 5 s I s 4 3 3 3 3 4 3 4 4 3 5 4 4 2 3 l I s 4 3 3 3 l 214 4 4 5 5 I l I s 127 K 4 I 3 2 4 5 5 4 4 5 5 3 2 5 5 4 4 4 5 3 4 4 4 4 4 5 4 4 3 4 4 3 5 l 4 3 5 5 151

L 4 3 5 4 5 4 4 3 4 5 4 4 5 5 2 ! 4 3 3 2 4 5 5 l 4 4 4 s I 4 4 4 5 5 3 l 4 3 4 5 151 \1 I 3 3 I 5 3 2 5 5 4 5 l 4 5 2 5 5 l 3 I 4 3 3 4 2 l 3 I 2 5 5 4 5 4 13 4 3 415 123

'l 3 I l 3 5 3 5 2 5 5 4 4 I 5 5 2 I 5 l 3 3 4 3 4 l 2 3 5 2 5 5 4 5 3 3 4 4 4 124

J 3 4 3 4 5 41s 4 4 4 5 4 3 4 5 3 2 3 3 3 4 2 4 4 4 4 5 4 3 4 4 4 3 3 4 3 5 5 138

p 4 2 4 4 5 4 4 4 5 5 4 3 3 5 5 3 2 3 3 3 4 4 2 4 4 4 4 5 3 4 4 4 3 3 3 5 5 4 137

~ 3 3 3 3 4 5 4 3 4 5 4 5 2 5 5 4 4 3 4 3 4 4 2 I 3 4 4 4 4 4 4 4 2 4 4 4 5 4 141

' 4 3 3 4 4 5 5 4 4 5 4 4 3 4 5 2 3 3 3 4 3 4 2 4 4 4 5 4 3 4 4 3 4 3 4 5 3 5 139 r 4 3 4 3 5 3 5 3 5 4 4 3 3 3 5 3 3 2 I 4 4 5 3 4 2 4 3 4 5 4 4 5 2 5 4 4 15 5 143 j 3 3 2 4 2 4 4 5 5 4 5 3 4 5 5 4 4 4 4 2 4 5 3 5 3 4 4 4 3 4 5 5 2 3 4 2 4 4 147

v 4 2 3 3 5 3 5 2 5 5 4 4 l 5 5 3 l 3 2 4 5 5 3 4 3 3 4 3 4 4 4 4 4 3 3 3 4 5 124

\

Skala Motivasi Berprestasi57

( A.E. Abdullah, 1977)

61

Disusu ;oleh Ambo Enre Abdullah berdasarkan batasannya tentang motif

berprestasi dai d-ciri orang yang memiliki motivasi berprestasi yang tinggi dari Edwards,

yaitu ( 1988);

1. Melakuka

2. Melakuka

3. Mengerjal

ketrarnpih

4. Ingin me11

5. Mengerjal

6. Melakukai

7. Menyelesi

8. Melakukai

9. Menulis m

~suatu dengan sebaik-baiknya.

~suatu dengan sukses.

· sesuatu dan menyelesaikan tugas-tugas yang memerlukan usaha dan

i penguasa yang terkenal atau terpandang dalam suatu bidang te1ientu. !sesuatu yang sangat bermii atau penting.

latu peke1jaan yang sukar dengan baik.

ln teka-teki dan sesuatu yang sukar.

1suatu yang lebib baik dari orang Jain.

l atau cerita yang hebat dan bermutu.

Validitas dan F ~bilitas:

Dengan pende ~n split-half Abdullah melaporkan koefisien reliabilitas RXX = 0, 86 untuk subyek 5 sisiwa SMA kelas 3 (Yuniarti, 1988). Yuniarti (1988) menemukan

koefisien reliat as RXX = 0,831 melalui estimasi koefisien alpha pada 394 siswa SMP.

57 Drs. Syaifudin 1 ar, M.A., Penyusunan Skala Psikologi, 2"' Edition, Oktober 2000, Yogyakarta: Pustaka Pelajar, p. 150-15'

Berdas sebagai respor mengisi angke teman Anda at

Mohor

62

SKALA MOTIV ASI BERPRESTASI

an penelitian yang diadakan dalam rangka penulisan skripsi, Anda terpilih l dalam penelitian ini. Kami sangat membutuhkan kerjasama Anda dalam ti. Isilah angket ini sebenar-benarnya secara jujur tanpa bertanya kepada ;lipengaruhi pihk lain.

data diri Anda sebagaimana berikut,

Demi 1 lbitas dan validitas penelitian ini, kami menjamin kerahasiaan setiap informasi yan& ida berikim dalam angket ini.

Bacala ertanyaan yang diberikan dengan hati-hati dan berikan jawaban dengan memberikan ti a ( ../ ) pada salah satu pilihan berikut;

'fo I. Bila saya n

lebih suka beralih pad

l. Tidak ban) pencapaian

I. Lebih bail keuntungar yang lebih

L Saya mun~ membutuhl

I. Perasaan bi melakukan sedih saya 1

). Sa;i:a tidak: r Saya rasa, ~

nanti bila si ' Saya lebih ••

daripada pe

SS = Sangat Setuju S = Setuju TT = Tidak Talm atau Netral TS = Tidak Setuju STS= Sangat Tidak Setuju

Pernyataan galami kesulitan dalam melakukan sesuatu, saya rusaila keras' untuk menyelesaikannya daripada ;giatan lain yang belum tentu layak. orang yang dapat membantu saya dalam usalm a-cita sa;i:a. aya berusaha memperoleh kemampuan atau aripada menghindari kesalahan atau kerugian ar. : tidak bisa menge1jakan suatu pekeijaan yang suatu usalm ;i:ang teratur. ?ia saya akan lebih besar pada saat saya berhasil uatu dengan baik dibandingkan dengan perasaan melakukan sesuatu dengan hasil tidak baik.

a membaca sejarah hiduE tokoh-tokoh terkenal. l dapat mencapai basil yang baik dalam tes akhir belajar dengan baik. myak dipengaruhi oleh perasaan takut gaga!, iarapan untuk sukses.

SS s TT TS STS

/

~. Kesuksesa: enca aiar

l 0. Bila siswc sehingga t lebih rajin.

l l. Saya ingi ketekunan

l 2. Biasan a s l 3. Sa ya lebih

suatu perr dari ada di

l4. Karena ke dengan pe1 men ejar n

l5. Saya bisa iat.

16. Saya lebil dari ada (

17. Sa ya Iebih membaca t

18. Cita-cita s, menghada

: 9. Sa ya lebih atau salah,

~O. Saya tidak han a sedil

~ 1. Merencana hal-hal yan

!2. Kritik dan sebenam a

~3. Membandi1

:4.

:5.

.6. Biasanya