AN ANALYSIS OF THE INFLUENCES ENGLISH COURSE · 2020. 7. 1. · Jurusan : Pendidikan Bahasa Inggris...
Transcript of AN ANALYSIS OF THE INFLUENCES ENGLISH COURSE · 2020. 7. 1. · Jurusan : Pendidikan Bahasa Inggris...
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AN ANALYSIS OF THE INFLUENCES ENGLISH COURSE
ON STUDENTS’ EXTRINSIC MOTIVATION IN SPEAKING
ENGLISH
(Descriptive Research at 3rd Semester of English Department FKIP Unismuh Makassar)
A THESIS
Submitted to the Faculty of Teacher Training and Education Universitas
Muhammadiyah Makassar in Partial Fulfillment for the Degree of Education
in English Department
Nur Iqfatul Citra
10535 6287 15
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2020
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UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jalan Sultan Alauddin No. 259 Makassar no. 259 Telp. (0411) 86672 Makassar 90221
SURAT PERNYATAAN
Saya yang bertanda tangan dibawah ini:
Nama : Nur Iqfatul Citra
Nim : 10535 6287 15
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : An Analysis the Influences of English Course on Students’
Motivation in Speaking English (Descriptive Research at 3rd
Semester English Department FKIP Unismuh Makassar).
Dengan ini menyatakan bahwa:
Skripsi yang saya ajukan di depan TIM Penguji adalah ASLI hasil karya
saya sendiri, bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.
Demikian pernyataan ini saya buat dengan sebenarnya dan saya bersedia
menerima sanksi apabila pernyataan ini tidak benar.
Makassar, Januari 2020
Yang membuat pernyataan
Nur Iqfatul Citra
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UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jalan Sultan Alauddin No. 259 Makassar no. 259 Telp. (0411) 86672 Makassar 90221
SURAT PERJANJIAN
Saya yang bertanda tangan di bawah ini:
Nama : Nur Iqfatul Citra
Nim : 10535 6287 15
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : An Analysis the Influences of English Course on Students’
Motivation in Speaking English (Descriptive Research at 3rd
Semester English Department FKIP Unismuh Makassar).
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai selesainya skripsi ini, saya akan
menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).
2. Dalam penyusunan skripsi saya akan selalu melakukan konsultasi dengan
pembimbing, yang telah ditetapkan oleh pimpinan fakultas.
3. Saya tidak akan melakukan penjiplakan (Plagiat) dalam menyusun skripsi
saya.
4. Apa bila saya melanggar perjanjian saya seperti butir 1, 2, dan 3, maka saya
bersedia menerima sanksi sesuai aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, Januari 2020
Yang membuat perjanjian
Nur Iqfatul Citra
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Motto
“when you are frustrated with me because of things I
can’t do, just imagine how frustrated I must be because
I’m not able to” (The Joe Niekro Fondation)
“Motivation is what gets you started, habit is
what keeps you going”
(The Researcher)
“learn to be patient/ it takes time to regain what you lost.
Remember Rome was not built in one day. This has been
one of my biggest struggles to overcome. I have remind
myself of this everyday”
(Steve Patterson)
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ABSTRACT
NUR IQFATUL CITRA 2020. An Analysis of the Influences English Course on
Students Motivation in Speaking English at the 3rd
Semester of English
Department FKIP Unismuh Makassar. Under the Thesis of English Education
Department the Faculty of Teacher Training and Education, University
Muhammadiyah Makassar, supervised by Radiah and Farisha Andi Baso.
The objectives of this research is to find out the factors that influences
students’ extrinsic motivation in speaking English after joining English course at
the 3rd
Semester of English Department in Muhammadiyah University of
Makassar.
The method of this research is descriptive qualitative research. This
research used two instruments: document checklist and open-ended questionnaire.
The subject of this research is the third semester of English Department at
Universitas Muhammadiyah Makassar in 2019 Academic Year. This research
used purposive sampling technique. The sample of this research consisted 18 from
two classes of 220 students as the total of population.
The result of this research is the researcher concludes there are three
factors that influence extrinsic motivation; environment, teacher/tutor, and
parents. There were connection between environment, teacher/tutor, and parents
in providing stimulus that has impact on students’ enthusiasm to do activities in
learning speaking English. Based on the students’ answer all of the students said
that teacher has the biggest influences the students in learning speaking process.
Keywords: English Course, Extrinsic Motivation, and Speaking.
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ABSTRAK
NUR IQFATUL CITRA 2020. An Analysis of the Influences English Course on
Students Motivation in Speaking English at the 3rd
Semester of English
Department FKIP Unismuh Makassar. Skripsi Jurusan Pendidikan Bahasa Inggris
Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar.
Dibimbing oleh Radiah and Farisha Andi Baso.
Tujuan dari penelitian ini adalah: Untuk mengetahui factor yang
mempengaruhi motivasi ekstrinsik siswa dalam berbicara Bahasa Inggiris stelah
mengikut kursus Bahasa Inggris pada Semester Tiga Bahasa Inggris Universitas
Muhammadiyah Makassar.
Metode penelitian ini adalah penelitian deskriptif kualitatif. Penelitian ini
menggunakan dua instrumen: daftar periksa document dan kuestioner terbuka.
Subjek penelitian ini adalah mahasiswa semester tiga Bahasa Inggris Fakultas
Keguruan dan Ilmu Pengetahuan pada tahun ajaran 2019. Penelitian ini
menggunakan teknik pengambilan sampel purposive. Sampel dari penelitian ini
terdiri dari 18 mahasiswa yang jumlah keseluruhan populasinya 220 mahasiswa.
Hasil dari penelitian ini teridentifikasi bahwa menurut peneliti terdapat
tiga faktor yang mempengaruhi motivasi ekstrinsik yaitu lingkungan, guru/tutor
dan keluarga. Terdapat hubungan antara lingkungan, guru/tutor dan keluarga
dalam stimulus yang diberikan kemudian berdampak pada antusiasme siswa untuk
melakukan kegiatan proses belajar. Berdasarkan jawaban siswa, semua siswa
menjawab bahwa guru memiliki pengaruh terbesar mereka dalam proses belajar
kinerja bicara.
Kata Kunci: Kursus Bahasa Inggris, Motivasi Ekstrinsik, dan Kinerja
Bicara.
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ACKNOWLEDGEMENTS
n the name ALLAH, the Beneficent, the Merciful
Alhamdullillahi Rabbil Alamin, the researcher expresses her sincere
gratitude to the almighly God, Allah SWT, who has given guidance, mercy, and
good health, so that could finish writing the thesis. Shalawat and salam are
addressed ti final chosen religious messenger, the Prophet Muhammad SAW who
has changed the human life.
The researcher realized that many hands had given their helps and useful
suggestion for the completion of this thesis. She highest appreciation and deepest
thankfulness to her beloved parents Sapruddin and St. Maryam for help, financial,
motivation and sacrifice for researcher and they who always pray to Allah SWT
for her sucsessed in this study. Without the assistance of these people, this thesis
would never have existed. Therefore, the researcher would like to express her
appreciation and sincere thanks to all of them particularly:
1. Prof. Dr. H. Abd Rahman Rahim SE.,MM. as the Rector of Makassar
Muhammadiyah University
2. Erwin Akib M.Pd.,P.Hd as the Dean of FKIP, Vices of Dean, and the
staff for facilitating during the study.
3. Ummi Khaerati Syam, S.Pd, M.Pd the Head of English Department of
FKIP, her secretary, Ismail Sangkala S.Pd., M.Pd. also for their
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signature, support and motivation.
4. The researcher’s supervisior are: Dra. Radiah, M.Pd and Farisha Andi
Baso, S.Pd., M.Pd. Who have given guidance, valuable advice, and
correction during the development of this research.
5. Lecturers and the staff of English Department of FKIP UNISMUH.
6. Her beloved sister Shelsi Anugrah and all her big family who always
gives inspiration and motivation to continue her study.
7. The students of Muhammadiyah University of Makassar especially the
third semester students of English Department.
8. All her beloved friends of English Education Department Class C 2015
(CHAZTALS) whose name cannot be mentioned one by one who
always help and motivate her in accomplishing this research.
9. Her beloved friends who have always been in the researcher side in
facing all the laughter and tears during her study Rastiandary,
Ismawati. Tasmaniar Taiyeb and Rama Farandy Rahadian Zakaria
May the Almighty bless us now and forever, and this thesis can be useful,
Aamiin!
Finally, the researcher realizes that this thesis has some weakness and
shortage. Thus, she would be grateful to accept any suggestions and corrections
from anyone for better writing.
Makassar, Januari 2020
Nur Iqfatul Citra
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LIST OF CONTENTS
Page
TITLE ........................................................................................................... i
APPROVAL SHEET ................................................................................... ii
COUNSELLING SHEET ............................................................................ iii
SURAT PERNYATAAN ............................................................................. v
SURAT PERJANJIAN ................................................................................ vi
MOTTO ........................................................................................................ vii
ABSTRACT .................................................................................................. viii
ABSTRAK…………………………………………………………………. ix
ACKNOWLEDGMENT ............................................................................. x
LIST OF CONTENTS ................................................................................. xiii
LIST OF TABLES ....................................................................................... xv
LIST OF FIGURES ..................................................................................... xvi
LIST OF APPENDICES ............................................................................. xvii
CHAPTER I INTRODUCTION
A. Background ............................................................................................... 2
B. Research problem ...................................................................................... 3
C. The Objective of the Research .................................................................. 3
D. The Significance of the Research .............................................................. 4
E. The Scope of the Research ........................................................................ 5
CHAPTER II REVIEW OF RELATED LITERATURE
A. Previous Related Research finding .................................................... 9
B. Some pertinent ideas………………………………………………… 9
1. Concept of speaking ............................................................................. 9
2. Concept of English Course ................................................................. 12
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3. Concept of Motivation……………………………………………….. 14
C. Conceptual Framework ............................................................................. 20
CHAPTER III RESEARCH METHOD
A. Research Design ........................................................................................
B. Population and Sample .............................................................................. 22
D. Instrument of the Research ....................................................................... 22
E. Data Collection .......................................................................................... 23
F. Data Analysis ............................................................................................. 23
CHAPTER IV FINDINGS AND DISCUSSION
A. Findings ..................................................................................................... 25
B. Discussion ................................................................................................. 33
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ................................................................................................ 37
B. Suggestion ................................................................................................. 37
BIBLIOGRAPHY ........................................................................................ 38
APPENDICES
DOCUMENTATION
CURRICULUM VITAE
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LIST OF TABLE
TABLE APPENDIX 1 ………………………………………………42
TABLE APPENDIX 2 ……………………………………………….43
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LIST OF FIGURES
Figure 2.1 The Conceptual Framework ......................................................... 18
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LIST OF APPENDICES
APPENDIX 1 Document Checklist…………………………………42
APPENDIX 2 Open-Ended Questionnaire…………………………..43
APPENDIX 3 The Result of Analysis……………………………….47
APPENDIX 4 Documentations
Curriculum Vitae
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CHAPTER I
INTRODUCTION
This chapter present discussion on the background of the research,
statement of the problem, objective of the research significance of the research
and scope of the research.
A. Background
English is one of international language which is used by most people
around the world. The student in Indonesia study some languages, especially
for English as a foreign language. Learning English, there are four important
skills, there are listening, reading, speaking and writing skill. This research
focuses in speaking skill. Speaking is one of the important skills in English
that must be learned by students in language learning. The students who are
able in speaking mean that they are able to share their ideas and opinions to
listeners. Brown (2000:225) states that speaking or conversation is
collaborative forms as participants in this term are engaged in a process of
negotiation of meaning.
There are many researches and theories discuss about teaching and
learning English in Indonesia. Most of them argue that there are some factors
that affect success in teaching English. Those factors are teacher, students,
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curriculum, teaching material and learning facilities. Student is one of the
important factors. They learn because of the motivation that they have.
Motivation is what push a learners try to learn. In other word, success
someone in learning English depends on their motivation level.
Motivation can be divided in two categories; intrinsic motivation and
extrinsic motivation. Harmer (2007:98) states that intrinsic motivation came
from within individual person. Motivation come from inside an individual
rather than from any external or outside reward, such us money and grade. On
the other hand, extrinsic motivation also can influence students in learning.
Harmer (2007:98) states that “Extrinsic motivation is the result of any number
of outside factors”. These outside factors include the reward and punishment.
Motivation can improve students’ reason for learning English. while factor
that affect motivation in second or foreign language comes from goal, society
we live in. He describes some factors that affect the learner motivation: the
goal, society, the people around us and curiosity.
Nowadays, many people have learned English, because they realize
that English is very important as one of International language in the world.
They also think learning English can help them to improve their ability and
motivation in English school. Knowing English becomes important to be
mastered by students, sometimes students did not satisfied with existing
learning in formal school some students decide to learn English in non-formal
school such as English Course. Joining in informal school (English Course) is
chosen by some students who want to learn speaking deeply.
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This research focuses on observing the factors that influences students’
extrinsic motivation after joining English course in speaking English by students’
of Unismuh Makassar. Based on the observation conducted by researcher at 3rd
semester of English Department Faculty of Teacher Training and Education of
Unismuh Makassar, there were several problems found in students’ ability
especially in speaking skill. They are still afraid make a mistakes to speak
English. They have very low motivation try to speak English. Based on the reason
above, the researcher is interested to knowing about factors that influences on
students’ extrinsic motivation after joining English course. So, the researcher
conducted a study with the title “An Analysis of the Influences English Course
on Students Extrinsic Motivation in Speaking English at the 3rd
Semester of
English Department FKIP Unismuh Makassar”
B. Research Problem
The research questions that should be answered related to the
background of this research is ”What are factors that influences the students’
extrinsic motivation in speaking English after joining English Course at the 3rd
Semester of English Department in Muhammadiyah University of Makassar?”
C. Objective of the Research
On basic of the research question objective on this research is to find
out the factors that influence the students’ extrinsic motivation in speaking
English after joining English Course at the 3rd
Semester of English
Department in Muhammadiyah University of Makassar.
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D. Significance of the Research
1. Theoretical significant
The result of this research expected to provide information for the
students of English language education about the student extrinsic
motivation to speak after joining the English Course.
2. Practical significance
a. For the Students
This research expected to inform that the students’ extrinsic
motivation in speaking English by joining the English Course.
b. For the Teachers
This research expected to inform the teacher that joining the
English Course can impact the students’ extrinsic motivation to speak
English.
c. For the Next Researcher
The research expected to provide the information that can be a
reference to the next researcher about the students’ extrinsic motivation by
joining the English Course.
E. Scope of the Research
This research discusses about analysis the influences of English
Course on students’ motivation in speaking English at 3rd
Semester of
English Department Students Faculty of Teacher Training Education
Muhammadiyah University of Makassar. The researcher focuses on
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extrinsic motivation of the students in speaking class that join in English
Course.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the literature review which deals with
previous related research findings, pertinent ideas and conceptual
framework.
A. Previous Related Research Finding
This part present the previous findings by some researcher.
Several researchers have conducted some researches on students’
motivation toward English course in speaking skill. First, Hanim (2018)
has done the research entitle “The Learners’ Perception of Speaking
English at Lia Pramuka English Club”. This research focused on
perceptions of learners about their confidence in speaking English. The
research used questionnaire, interview, observation and document to
collect the data. After the researcher collecting the data, he investigated
about some experiencing toward speaking activities. The result of this
study are the student could raise their motivation and confidence to speak
English.
Second, Yuliandasari (2015) in her research entitle “Students’
Perception om English Club Extracurricular in Speaking Practices at
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MADRASAH”. This research used questionnaire and speaking test to get
the data and used 26 students that join in English club as the sample. The
result of this research is focused to suggested the students that joined
English club can improve students’ speaking skill.
Third, Baihaqi (2016) in his research entitle “The Influence of
Speaking club in Improving Students’ Speaking Skill”. He found that
speaking club improves the students’ speaking ability and the students
gave positive response toward the implementation of the speaking club. It
plays an important role in facilitating the students to practice speaking.
Fourth, Anggraeni (2015) has done the research entitle “The Effect
of English club on Students’ Speaking Ability”. this research focused to
know what the different between the students that join in English club and
students that not join in SMP N 2 Lembah Gumanti. This research is
descriptive quantitative research. The population of this research is
students class IX SMP N 2 Lembah Gumanti. The result of this research is
the students that join in English course have high score in speaking ability.
Fifth, Riyana (2017) has done research entitle “The Influences of
Taking English Club Extracurricular Activity on Writing and Speaking
Ability Among the 7 Grade Students of SMPN 1 Sampang”. This research
result is comparing the writing and speaking ability of the students who
took English club activity and those who did not English club. This
research used 28 students that join English club and 28 who did not join as
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the sample. The result of this research is there is difference of writing and
speaking ability between the students who took and the students who did
not take English club, it means that English club has influences on writing
ans speaking ability of the students.
Last, Virgiyanti (2014) in her research entitle “A Study on English
Club as an Extracurricular Program at SMPN 1 Malang”. The research
was designed in a descriptive qualitative research. The population and
sample of the research were 7th
and 9th
graders who join the English Club
and one instructor. The research used interview guide, field note, and
questionnaire to collect the data. The result of the research showed that
activities of the English Club not support the regular class.
Related to the findings above, show that the researches are similar
in concerning to study about the students that joining in English Course.
The researcher concluded that the students need English Course to
improve their speaking ability. Very significant different between Students
who join the English course have the higher motivation to speak, have
higher score in speaking class and who did not join in English course.
Based on previous research, those are different whit this research. The
researcher tried to find out the students’ extrinsic motivation in speaking
English after joining English Course.
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B. Some Pertinent Ideas
1. The Concept of Speaking.
a. Definition of Speaking.
Many definition of speaking have been proposed by experts in
language learning. Speaking is very important ability in doing daily
activities because people can start the conversation with speak, people can
react to other person and feeling through with speak language. Brown
(2004) speaking is productive skill that can be directly and empirically
observed. According to Widdowson in Muchlis (2014:14), speaking is a
mean of oral communication that gives information that involves two
elements, namely the speaker who gives the message and the listener who
receives the message. In other case, the communication involves the
productive skill of speaking and the receptive skill of listening. In an
activity of communication speaking is commonly performed in face-to-
face interaction.
In conclusion, the researcher assumed that speaking is an active
activity which is used by a person to exchange someone who want to
speak a foreign language has to know the rules of the language,
grammatically, vocabulary, word-formation, pronunciation and how to
apply them properly in conversation.
b. Element of Speaking
Harmer (2001) states that there are some specific elements in
speaking as follows :
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1) Accuracy
Based on Richard in Yuliana (2018:7), accuracy concern
“The ability to produce grammatically correct sentence.” In other
case, accuracy in language means grammatical accuracy only.
According to Harmer in Muchlis (2014), speaking covers two
elements that cannot be separated one another they are accuracy
which is consists of pronunciation, vocabulary, grammar, and
fluency include of effectiveness and accent.
a) Pronunciation
Pronunciation is an act of result of producing the sound of
speech, including articulation, vowel information, accent and
inflection, often with reference to some standard of consectness or
acceptability (Webster’s:1989). Hornby in Adriani (2018:25)
defines pronunciation is the way in which a language is a spoken,
way in which a word is pronounced. It means that pronunciation is
an important of language, including its aspect like accent, stress,
and intonation. Pronunciation is how to say a word in which made
of sound, stress, and intonation (Harmer in Muchlis : 2014).
Pronunciation, intonation and stressed are learned by way imitating
and repeating.
b) Vocabulary
Vocabulary is very important in speaking English. Without
mastery of vocabulary it is impossible to speak. This element is
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essential to learn before practicing speak English. Actually, some
of students get trouble in memorizing all vocabulary that they are
learned before or they have to know because they are seldom
practice and use their vocabulary in daily activity. Good in Yuliana
(2018:8) defines vocabulary as content and function words of
language which are learned so thoroughly so that become part of
childs’ understanding speaking, reading, and writing.
c) Grammar
According to Simon and Schuster in Muchlis (2014), grammar
is defined as follows:
1) The study of language, which deals with the forms
and the structure of words (phonology) and with the
customary arrangement in phrases and sentence
(syntax).
2) The system words structure and word arrangement
of a given language at a given time.
3) A system of rules for speaking and writing a given
language
4) A book contain rules
5) One of speaking and writing, it will be learn
because valuable transmission in speech through the
understanding of structural petterns.
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From some definition the researcher can conclude that there
are some component in speaking. They cannot separated because
the component correlated each other. Three aspect in speaking are
pronunciation, vocabulary and grammar. If anyone want to be a
good speaker, she/he must to master all component.
2) Fluency
Based on Harmer in Muchlis (2014:21) there are some
features of fluency. First, pauses may be long but not frequent.
Pausing is equal important, because the speakers have to draw
breath. But, if it is always, for example is sentence “what-can-i-do-
for-you”. The sentence is very clear, but the speaker is not fluent
speaker.
2. The Concept of English Course
a. Definition of English Course
According to Cambridge Dictionary in Irsanti (2017:5), English
Course means a set of classes or a plan of study on a particular subject,
usually leading to exam or qualification. However, English course in
this refers to private institution that provide English training of various
levels for those interested in learning the language ranging from basic
to adult level. In the English course, the students have the chance to
use different skills and discuss a variety of topics. English course not
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only offered to the students to learn and discuss a variety of topics in
their learning process, but the most important is learning base on their
environment, they are learning English by doing travel anywhere.
Marzuki (2010) states that English course is a teaching and
learning activities as well as school. The different is that the English
Course was usually held in a short time and only to learn one skill.
b. Advantages for Joining the English Course
Darliani and Aprilianti (2017) describes that there are many
advantages who are attending private tutoring or specific course
program:
1) Improving children academic ability.
2) Customizable learning time.
3) Easy to monitoring.
4) Helping parent who do not have time.
5) Facilitating the children in the study.
6) Making new friend.
c. Disadvantages joining the English course.
Darliani and Aprilianti (2017) describes that there are also
disadvantages for children who are attending private tutoring or
course program:
1) Extra pocket; learners requested extra pocket money for
transportation or other reason.
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2) If the children are too tired, they tended to misfocuse while
teaching and learning session
3. The Concept of Motivation
a. The Definition of Motivation
Brown in Aksa (2018) states that “Motivation is something
that can like self-esteem, be global, situational or task oriented”
motivation also typically examined in terms of extrinsic motivation
and extrinsic motivation of a students. Motivation is one of very
important in everything will do. It is a powerful for us to get better
in doing something. In teaching learning process motivation is
really needed. Motivation makes teaching and learning easier and
more interesting. It is very good if both of teacher and students
motivate each other in teaching learning process. Motivation has a
significant role in teaching and learning process. The students who
have a higher motivation will get opportunity to achieve the goal in
their learning activities than the lower one. To understand the
motivation is it is very important to know the definition of
motivation, types, sources and roles of motivation. There are some
definitions of motivation from many expert explain in the
following reviews:
Maehr and Mayer (1997) states motivation is a theoretical
construct used to explain the initiation, direction, intensity,
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persistence, and quality behavior, especially goal-directed
behavior. According to Gardner in Ihsan (2016:3), motivation
involves four aspect: a goal, effortful, behavior, a desire to attain
the goal and favourable attitude towards the activity, and direction
of behavior such as interest, need, value, attitude, aspiration, and
incentives. Harmer (2001) states that motivation is some kind of
internal drive which pushes someone to do things in order to
achieve something. Motivation is one of important factors that
influence individual levels of success any activities.
From the explanation above, the researcher assumed that
motivation is one of the important elements in learning especially
in learning English. Motivation is the desire and effort which drive
people to do something to achieve the goal. Motivation is essential
factor in learning because it has an influence toward student’
success as language learners.
b. Types of Motivation
According to Schunk in Istiati (2013) there are two types of
motivation. They are explained as follow:
1) Intrinsic Motivation
Intrinsic motivation is the act of being motivated by
internal factors to certain actions and behavior. Harmer (2001:51)
states that intrinsic motivation is caused by contract comes from
individual. Thus a person might be motivated by the enjoyment of
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the learning process itself or by desire to make themselves feel
better. Ur penny (1996) defined global intrinsic motivation is the
generalization desire to invest effort in learning for its own sake is
largely rooted in the previous learners; whether they see learning as
worthwhile, whether they like the language and it a cultural,
political, ethnic association. According to Sudirman in Kasmirah
(2018:10-11) intrinsic motivation is motivate that become active
becomes active and functioning does not need to be stimulated
from the outside, because in each individual manage something.
Intrinsic motivations are inherent in the learning situation and meet
students’ need and purpose. People do certain activities because it
gives them pleasure and develops motivated students are bound to
do much better in classroom activities, because they are willing
and eager to learn new material. Their learning experience is more
meaningful, and they go deeper into the subject to fully
understanding it.
2) Extrinsic Motivation
Extrinsic Motivation is whenever an individual
performance an action of behavior. Harmer (2001:51) states
extrinsic motivation is caused by any number of outside factors.
For example, a student statement, there are factors from outside
that influence someone to do something. Extrinsic motivation
involves doing something to obtain something else. Extrinsic
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motivation is often influence by External incentives such as reward
and punishment. According to Ryan & Daci in Amir (2019:13) that
extrinsic motivation is a construct that pertains whenever an
activity is done in order to attain some separable outcome.
Extrinsic motivation thus constrast with intrinsic motivation, which
refers doing an activity simply for the enjoyment of the activity
itself, rather than it is instrumental value. Extrinsic motivation may
be necessary to get learner to initiative certain action or to get the
learning process started and of dead enter.
According to Sprinhall in Yuliana (2018:14) that Extrinsic
motivation is motivation which come not from inside of ourselves
but from outside. Many other factors that influence students’
extrinsic motivation in teaching and learning process like teacher,
parents, and environment. Based on some expert opinion above, it
can be concluded that the motivation is the power of energy that
drive someone to perform certain activities to meet its need.
Extrinsic motivation is power from the outside that can be push
someone to achieve something their need. The student who has
high motivation was be better and easier to achieve their goal then
the students who has low motivation.
c. Function of Motivation
Generally, the function of motivation by Owens in
Nurjannah (2016:11) can be devided as follows:
18
1) To stimulate someone into something
2) To determinate goal orientation of behavior
3) To select behavior
This opinion is in accordance with what Gage and Berliner in
Nurjannah (2016:11-12) point out that role of motivation in
behavior and learning accounts for:
1) What makes reinforce
2) The goal orientation of behavior on different activities
In generally, the function of motivation already mentioned above
base d on the hierarcy of needs, suggested by phychologist.
3) Factors That Influence the Extrinsic Motivation.
Spritnhall in Muchlis (2014) there are many other factors
that influence upon the extrinsic motivation in teaching and
learning process as follow:
a. Teacher/Tutor
According to Dornyei (1998) states that teacher is the key
instrument to handle and organize students in the
classroom.Teacher is a person who has important role in teaching
and learning activities to socialize and shaping motivation and
among others. Teacher is not only a person who transfer the
knowledge to students, but also a motivator who always motivates
19
and support in teaching learning. The teacher has responsibility to
make learning process successfully. The teacher action success and
it is reward, failure, and it is penalties, authoritative demands, test,
and competition.
b. Parents
Rahmi (2012) said that the habits that applied by parents in
managing the family will give impact to the children. For instance,
the parents careless in monitoring the children activities will give
bad impact for the children. In this case, not only the students do
not want to study but also tend to act delinquent. Parents are
expected to motivate their children to achieve the good goals in
school. The role of parent can influence upon students’ extrinsic
motivation in teaching learning process. Parents gave a great
influence to their children as students in the school. Parents are
expected to motivate their children to achieve the goal in the
school.
c. Environment
According to Gagne as quoted by Rahardjito (2008, p/6) states that
facilities or media is various components in students’ environment
that can be stimulate them to learn. The teaching and learning
process in the school in which conducted in a good, clean and
health environment can give better satisfactory both of the teacher
and students that conducted in bad environment. Environment also
20
will cause students’ motivation will be more interesting, if the
environment of the classroom is confortable.
C. CONCEPTUAL FRAMEWORK
Figure 2.1 Conceptual Framework
This conceptual framework was a picture that done by researcher.
The researcher focused on students’ extrinsic motivation that will be three
factors that influences the extrinsic motivation. The researcher used
document checklist and give the open-ended questionnaire to know the
students’ extrinsic motivation.
EXTRINSIC MOTIVATION
STUDENTS’ MOTIVATION IN SPEAKING.
TEACHER PARENTS ENVIRONMENT
ENGLISH COURSE
21
CHAPTER III
RESEARCH METHOD
This part deals with description of the research design, population
and sample, research instruments, data collection procedure, and technique
of data analysis.
A. Research Design
This research used Descriptive Qualitative Research. Descriptive
Research described or explain factual and accurate. The researcher
selected the sample of respondents from population and manage the
standardize questionnaire to them used to gather information on a
population. The aim of this study is to find the data about students’
motivation; either they used extrinsic motivation in learning speaking
English. This research has two different variable namely variable X and
variable Y. The variable X of this research is English Course and the
variable Y of this research is Students’ Extrinsic Motivation in Speaking.
22
B. Population and Sample
The researcher determined population and sample before
conducting the research. The explanation about population and sample is
provided below.
1. Population
The population of this research was 220 students of third
Semester of Muhammadiyah University of Makassar that consist
of two classes.
2. Sample
The technique of sampling in this research used Purposive
Sampling Technique. In this research, the researcher was taken all
the students in Muhammadiyah University of Makassar who has
joined in English Course, total sample are 18 students of
population.
C. Research Instrument
The instrument in this research was document checklist and open-
ended questionnaire. It is to find out the students’ extrinsic motivation in
learning speaking by joining the English Course. Document checklist is
one the technique that helped the researcher to know the Courses that
students’ follow. Open questionnaire is open-ended question to see the
potential source of extrinsic motivation in speaking English. Open ended
23
questionnaire was use to get students’ response about a factor behind their
motivation in speaking, and the students’ extrinsic motivation can identify
by their answer.
D. Data Collection
In this research, the researcher collected the data by document
checklist and open-ended questionnaire.
1. Document Checklist
Before giving a questionnaire to the students, the researcher
abserved the object of the research. The researcher was observe
just to know the Courses that students follow.
2. Open-Ended Questionnaire
Questionnaire is the way to collect the data from
respondent and usually consist of several written related to the
topic. Open-Ended questionnaire is defined as free-from survey
questions that allows a respondent to answer in open text format
such that they can answer based on their complete knowledge,
feeling, and understanding. There are some indicators include in
the questionnaire to see the students’ extrinsic motivation to speak
English.
24
E. Data Analysis
Generally, this study was descriptive qualitative study. Sugiyono
(2010:244) data analysis is the process of systematically searching and
preparing the data obtained from interviews, field notes, and
documentation, by way of organizing data into categories, defined in units,
synthesize, organize into a pattern, choose what is important and that will
be studied, and make a conclusion that is easily understood by themselves
and others.
The researcher analyzed the data by used descriptive analysis and
the data was described by her on sentences. The data analysis was based
on Miles-Huberman in Sugiyono (2012), consisted of reduction the data,
display the data, and conclusion drawing verifications. The technique that
the researcher used are follows:
1. The first step is reduction process. It can be carry out immediately
after the data will obtain. Questionnaire result will arrange in the
form of pattern and group according to the research question. In
this reduction process. The researcher would collect all information
that have any correlation with the students’ motivation in speaking
skill.
2. The second is display the data. In this step the data is grouping
more specific. Data will more categorize in short term and the
researcher was taken data that concern with the influences of
25
English course on students’ motivation in speaking English The
last step is drawing/verification conclusion the data.
3. In the last process data analysis was presented step by step based
on the research question staging in order to get a good and clear
narration of the explanation.
26
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter discussed about the findings and discussion. The
findings described about the result of the data collected from the
questionnaire and discussion explained and interprets the findings. The
result of the research about analysis the influences of English course on
students’ motivation in speaking English described in the following
description.
A. Research Findings
These data findings are related to the factors that influences the
students’ extrinsic motivation in speaking English after joining the English
Course at third semester of English education Unismuh Makassar. The
population was taken from English Students Education at Unismuh
Makassar that joining the English Course. The researcher used document
checklist and open ended questionnaire as instrument method for collected
the data. The researcher give questionnaire for the sample that consist of 8
question, that 2 items indicator of environment, 2 items indicator of
teacher/tutor, and 3 items indicator of parents. In gathering the data, the
researcher used the following procedures; before giving a questionnaire to
27
the students, the researcher observed the object of the research. The
researcher was observed just to know the Courses that students follow.
The researcher gave questionnaire to the sample of the research.
After that, there are four steps of the data analysis according to
Miles in Sugiyono (2012): first, the first step is reduction process. It can be
carry out immediately after the data was obtain. Questionnaire result was
arranged in the form of pattern and group according to the research
question. In this reduction process, the researcher would collect all
information that has any correlation with the students’ motivation in
speaking skill. The second is display the data. In this step the data is
grouping more specific. Data was more categorize in short term and the
researcher was taken data that concern with the type of students’
motivation. The last step is conclusion the data. In the last process the
researcher will find out the structure of students’ motivation in speaking
skill. An analysis of the Influences English Course on Students Extrinsic
Motivation in Speaking English at Third Semester of English Education
Unismuh Makassar.
1. Factors that influences Extrinsic Motivation
According to the result of data analysis there are three factors that
influences extrinsic motivation in learning process.
a) Environment
28
Based on results of this analysis, the researcher found that the first
extrinsic motivation factor was the environment students’ motivation from
extrinsic motivation. Based on the open-ended questionnaire conducted by
researcher, the student stated some many answer. From the result of
students’ answers, the researcher concluded that there are some
classifications of the basic of each questions. They are:
1) Situation in a Classroom is Very Interesting
The result of the students’ answers that learning process in
classroom on English course was fun and active. Based on students
answer:
Students 4: The situation in our classroom is very fun, we
learn while playing. We always use English in our class.
Students 5: The class is very crowded and active, the
lecturer very busy in very class
Students 6: In the classroom is active, because someone is
asking and giving questions.
Based on the students’ answer, the researcher found that the
students feel fun and active in the classroom depends on teacher/ tutor way
to teach them. The students’ feel comfortable with the learning process.
Every day teacher/tutor gave new material that easy to understand by the
students. The students felt fun and active in the classroom. Every day,
29
teacher/tutor giving new material with the different method. The students
more easy to learn if the condition in class was fun and comfortable. Based
on the Baihaqi (2016) result found that all the students felt happy to learn
speaking.
2) Students are Easy to Speak Wherever they are.
The result of the students’ answer is the students more easy to
speak English in outside. The situation in outside made them easy to
speak. Based on students answer:
Students 3: I easy to speak outside
Students 5: I easy to speak in the outside because it is very
trivial and uncomplicated.
Students 6: I find it easier to talk outside because I prefer
the outside situation.
Students 12: I think easy to speak in outside. Because in the
classroom sometimes the lecturer didn’t speak English.
Students 14: outside because I’m shy when people look at
me.
Based on the students’ answer, the researcher found that the
students’ more enjoy to speak English in the outside. Some student easy
to speak in the classroom because they fell satisfied without shame. The
30
students feel shy if they want to speak in front of the class, they are not
freedom to speak up.
b) Teacher/tutor
Berliner (2011) stated that the teacher/tutor are major factors in
motivating students, teacher has a role model. Important role in learning
activities because they will be parents during their stay in school.
1) Teacher/tutor Give Games When Learning Process.
Based on the result of students answer is the students more easier
to learn if the teacher/tutor give game in a learning process. Based on
students’ answer:
Students 4: of course, I like playing game that can improve
my vacab. I like connecting word game.
Students 5: yes, I like game. The name of the game is join
game.
Students 7: yes I like game. The kind of game that I like is
Quiz game from grammar subject.
Students 10: I like Guesring game.
Students 12: yes I like game. The name of the game is focus
game, shooter game, word game, etc.
31
Based on the students’ answer, the researcher found that students
more interesting to learn if the teacher/tutor used game in their method.
The students’ more easy to achieve the material because the teacher/tutor
everyday used game as a media to learn. All of the students more easy to
understand if the teacher/tutor teaching with the game. The students more
active in learning process. The students not only speak but also excited to
answer the question from the teacher/tutor.
2) Mastering the Material from Teacher/tutor.
The result of the students’ answer that the researcher found is the
students want to mastering the subject that teacher/tutor give. They think
that mastering the subject can improve their English ability. Based on
students’ answer:
Students 3: my motivation for being able to speak English
well make me excited to mastering the subject.
Students 4: my motivation and my intention want to
mastering the material, also my dream that I really want to the
master of English.
Students 5: I interest to mastering the subject can improve
my English.
Students 16: I want to mastering all the subject, because it
will be improve my English ability.
32
Based on the students’ answer. The researcher found that every
single student feel excited to mastering all subjects. The teacher/tutor
always give new material everyday. The result of data analysis, the
researcher found that all of students feel excited to mastering all the
subject especially for the speaking skill. The students though that
mastering all the subject its means that they can improve their ability in
English
3) The teacher/tutor Way to Teaching English.
The result of the students’ answer that teacher/tutor method in
learning process were make the students easy to understanding the
material. Based on students answer:
Students 3: yes, it does. The lecturer explains the material.
Sometimes the lecturer used games method.
Students 4: the way the affect us, they (my tutor) always
force us, to always speak up even we get incorrect, that’s’ okey.
They always give us topic then we should find partner that is object
than talk with it.
Students 7: the tutor always tell me to study hard.
Students 16: yes, the tutor way to teach us so affect because
the tutor used memorize method to teach us.
33
Based on students’ answer the researcher found that teacher/tutor
method can make the students interested to learn English. actually, there
was a students’ answer “I am not sure, because must of the tutor as I know
they just give the material generally, after that make a conversation just
like that” its mean that some teacher/tutor not used method that students
like. Many teacher/tutor still teach their students with the same way they
were though. However, the students think that effective teacher should not
using old method, but they have to be innovative to create teaching
method that suitable with the students need. They also have to used
teaching method that make the students become interest with their
learning.
The teacher also used their knowledge of learning processed to
determined which will be most affective to help the particular students in
their classed learning successfully.
c) Parents
For the indicators of parents especially family background plays a
crucial role in development of students’ academic motivation and
achievement.
1) Asking the Students to Join English Private Course
The result of the students’ answers is students’ parents ask them to
joining English course. As students’ answer:
34
Students 1: no, they does not
Students 12: no, my parents never force
Students 13: my parents did not ask me to take a English
Course
Students 14: no, that’s my plan to join
Students 17: No, but its my self want to join English Course
Students 18: No, they don’t ask to join English Course
Based on the students’ statement the researcher was concluded that
the students’ parents did not ask them to joining English course. The
students feel that joining the English Course is important to improve they
English ability especially in speaking subject. The students join the
English course based on their own plan. All of the students’ parents did
not ask to join.
2) Giving Reward to the Students.
Result of the students’ answer is their parents always give them
reward if they got a good score. As students’ answer:
Students 3: I like whatever that my parents give to me.
Students 6: yes of course. They always praise me when I get
a good score.
Students 9: yes I like. They are will give me a gift.
35
Based on students’ answer the researcher found that the students
more interested to learn if they are got a gift from their parents. The
students has spirit to improve their speaking ability for get a reward from
their parents. Every single students is different some may need that extra
“push” of an extrinsic reward to get started, but the ultimate goal is for the
student read on his or her own volition.
The result of analysis, researcher indicated that application of
reward and punishment method was affective to improved students self-
confidence in speaking English.
B. Discussion
In this part the researcher discussed the result of the findings that
had been found from the research in accordance with the scope of this
research. The discussion in invented to know the factors that influence
students’ extrinsic motivation after joining the English course. The second
global theme we identified was extrinsic motivational factors. This theme
includes the environment, teacher/tutor, and parents. Based on the findings
of the research it was found that from the three indicators between
environment, teacher/tutor, and parents, the teacher was highest influences
of all. Based on the students’ 4 statement “the way the affect us, they (my
teacher/tutor) always force us, to always speak up even we get incorrect.
That’s ok. They always give us topic then we should find partner that is
36
object than I talk” It was supported by statement of According to Dornyei
(1998) states that teacher is the key instrument to handle and organize
students in the classroom. For environment indicator it supported on the
previous research Gagne quoted by Rahardjito (2018) states that facilities
or media is various components in students’ environment that can be
stimulate them to learn. And for the indicator of parents especially family
background plays a crucial role development of students’ academic
motivation and achievement. it supported by Rahmi (2012) said that the
habits that applied by parents in managing the family will give impact to
the children. thus, it can be inferred from the three indicator was very
important and necessary in motivated the students in learning speaking
English. there were connection between environment, teacher/tutor and
parents in provided stimulus that has impact on students’ enthusiasm to
done activities.
Based on the data was collected to find the factors that influences
on students’ extrinsic motivation after joining the English course in
speaking English. The questionnaire was given at the first meeting, after
that analyzed the questionnaire it can be seen that teacher/tutor has high
influenced the students to learned in speaking English. The findings
indicated that there was positive relationship between motivation factors
and academic achievement, the result also indicated that all the high,
average, and low achievement has strong extrinsic motivation.
37
From the data got here, the researcher conclude that each students
has a different motivation in learning depending on willingness to learn
motivation in form of gave motivation is also needed by students such a
praise, punishment, reinforcement in the form of touch because the power
given by the teacher encourages students learning motivation.
38
CHAPTER V
CONCLUSION AND SUGGESTION
In this chapter consist of two section, the first section dealt with
conclusion the findings of the research and the other one deal with
suggestion.
A. Conclusion
Based on the findings and discussion of this research, the
researcher concludes that there are three factors that influence extrinsic
motivation; environment, teacher/tutor, and parents. There were
connection between environment, teacher/tutor, and parents in providing
stimulus that has impact on students’ enthusiasm to do activities in
learning speaking English. Based on the students’ answer all of the
students said that teacher has the biggest influences the students in
learning speaking. Such as the students’ 4 statement “the way the affect us,
they (my teacher/tutor) always force us, to always speak up even we get
incorrect. That’s ok. They always give us topic then we should find partner
that is object than I talk” It was supported by statement of According to
Dornyei (1998) states that teacher is the key instrument to handle and
organize students in the classroom.
39
B. Suggestion
Considering the result of this research, the researcher offers some
suggestion as follows:
1. For the future researcher who interested in conducting similar
research, this research can be used as the reference for them to
support their research. It is also suggested that others
researchers are expected to take the larger sample in their
research because the sample of this research is only 18
respondents. They are also suggested to conduct their research
in a longer time in order to get more valid and more reliable
data.
2. The objective of this research was limited only to find out the
factors that influences the students’ extrinsic motivation in
speaking English after joining English Course. Therefore, it is
expected that the limitation of this research will encourage
other researchers who wish to carry out similar research to
investigate more about it.
40
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A
P
P
E
N
D
I
C
E
S
Appendix 1
DOKUMENT CHECKLIST FOR THE STUDENTS
NAME OF STUDENTS CLASS OF
STUDENTS
NAME OF
COURSES
SIGN
Appendix 2
OPEN-ENDED QUESTIONNAIRE
Name :
Class :
Nim :
NO MOTIVATION
FACTORS
INDICATORS QUESTIONS ANSWER
1. Environment The situation 1. How the situation in
your classroom?
explain ?
(bagaimana situasi di
dalam kelas ?)
Ability to speak 2. Do you easy to speak in
the classroom or
outside ? (apakah kamu
lebih gampang
berbicara di kelas atau
di luar?)
2. Teacher/Tutor Teacher give
reward and
3. Do you like playing
games when learning
punishment
English? what kind of
game? (apakah kamu
menyukai bermain
game ketika belajar?
Kalau iya jenis
permainan apa yang
kamu suka?)
4. What make you excited
to mastering the
material from the
teacher/tutor?
Explain!(apa yang
membuat kamu
semangat untuk
menguasai materi yang
di berikan oleh
guru/tutor? Jelaskan!)
5. Does the way your tutor
affect you to learn
Speaking English? what
kind of method that
your tutor used?(apakah
cara guru/turor
mempengaruhi kamu
untuk belajar Speaking?
Jenis metode apa yang
di pakai guru/tutor?)
3.
Parents Asking the
students to
follow English
private course
6. Does your parents ask
you to join the English
course? (apakah orang
tua kamu meminta
untuk mengikuti kursus
bahasa inggris?)
Helping the
students to
overcome
difficulties
7. What did your parent to
solving your problem in
learning speaking
English? (apa yang
dilakukan orang tuamu
untuk menyelesaikan
masalah dalam
mempelajari
Speaking?)
Giving reward
to students
8. Do you like reward that
your parents give if you
get a good score? What
kind of reward?
Adapted from: Attitude Motivation Test Batery By Gardner in Yulis (2016)
(apakah kamu
menyukai penghargaan
yang diberikan oleh
orang tuamu?
Penghargaan seperti
apa?)
RESULT OF STUDENTS
DOKUMENTATION