Ary Abdur Rahman TE 090309

7/31/2019 Ary Abdur Rahman TE 090309

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them doesnt like, so they will try to stalling off their feeling that something they

doesnt like.1

In choosing department, there are still many students who cant make an

appropriate plan. There are some students that cant make the appropriate plan for

their future education and career. Their decision about future education and career

basically drives from their temporary desire or wish without considering their

talents, interest and ability. Beside that, sometimes the parents force their children

to choose department because they think what their children have chosen will

bring them into success. However, it is important to give the student some

direction and guidance about prospect and chances of each department so that they

understand which department is the best to choose.

Based on the statement above, Thornbugh in Prayitno there are two types

motivation, which may lead to achieve a success, they are extrinsic and instrinsic

motivation. Extrinsic motivation is something influencing so that someone can do

activity based on extrinsic stimulus and not come from him. Whereas, instrinsic

motivation is the motivation occurs inside someones self. This research entitled

the correlation between students motivation in choosing English Study Program

and their learning achievements in second grade at IAIN STS Jambi in Academic

Year 2011/2012 because of students in choosing English study program can be

supported and affected by some factors namely instrinsic and extrinsic motivation

to achieve and success in future next vocational education or their career.

It can be concluded from the quotation above that student who passes a

lack motivation toward a particular lesson will result in the lack of their success in

that lesson. Consequently, it brings an impact to their achievement toward that

lesson. The students who choose their department usually have a good talent and

high motivation because their choice is something that they very expect so that

will try to get a good achievement.

The research would like to verify whether students of IAIN STS Jambi

have intrinsic and extrinsic motivaton in choosing English Study Program. In

addition, the researcher would like to see if there is any significance the

correlation between students motivation in choosing English study program and

their learning achievements.

1 Sadirman A.M.Interaksi & Motivasi Belajar Mengajar. 2011;74. Rajawali Pers.


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B. The Limitation of the ResearchThe limitations of the research were :

1. The population in this research was the second semester of EnglishStudy Program in academic year 2011/2012.

2. Study achievements here were students raw final scores which consistof four language skill and an elementary language item. They are

Writing I, Reading II, Speaking II, Listening II, Structure II.

a. The Formulation of the ResearchBased on the research background above, the problem of this research is

formulated as follows:

1. What is the students motivation in choosing English study program ?2. Is there any correlation between students motivation in choosing

English study program and their achievements ?

b. The Purposes of the ResearchThe purposes of this research were :

1. To find out whether the second grade students have intrinsic andextrinsic motivation in choosing English study program ?

2. To get information whether there is correlation between studentsmotivation who choose English study program and study achievement

at IAIN STS Jambi in academic year 2011/2012.

c. Significance of the ResearchThe finding of this research is expected to be useful for :

1. The result of this research will inform to the Lecturer of English aboutthe types of the students motivation in choosing English study

program.

2. Through the finding of this research, students are hoped to be able tochoose departments based on students achievement. It is expected that

this research can be a ood reference to others who have the same

interest in conducting research about the relation between choosing

department and study achievements.


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CHAPTER II

REVIEW OF RELATED LITERATURE

This part will discuss the following matters : The definition of motivation,

factors of motivation, types of motivation, characteristic of motivation,

measurement of motivation, definition of learning achievement, and factors

influencing in learning result.

A. Conceptual Definition1. The Definition of Motivation

Motivation is an internal process that activates, guides, and maintains

behavior over something.2

This process is better explained by ball that

Motivation is a way of explaining how people aroused by an event, how they

sustain that behavior for given lengths of time. Motivation can decipherable as a

power activator for being active.3

Some researchers also stated that motivation is usually defined as an

internal stated that arouses, directs, and maintains behavior. Psychologist studying

motivation has focused on three basic questions. The first question concerns about

the original causes to a person to initiate some action. The second is about the

causes to a person to move toward a particular goal. The last is about the causes to

a person to persist in attempts to reach that goal. Meanwhile, other researcher

defines that motivation is a force that results from an individuals desire to satisfy

their needs such as hunger, thirst, and social approval. Therefore, it can be

concluded that the functions of motivation are to push people to act, to determine

ad direct the action and to selects our action. Motivation has traditionally been

characterised as an individual difference (ID) variable that is implicated in

learning success, alongside other ID variables such as aptitude, personality,

anxiety or cognitive style (for a recent overview of ID research in second

language acquisition.4

In the language education field too, motivation in relation

to concepts of self and identity, particularly in terms of ones aspirations towards

2 Slavin Robert. E.Educational Psychology Theory and Practice Sixth Edition. 2000. Allyn and Bacon: Singapore.3 Sadirman A.M .Interaksi & Motivasi Belajar Mengajar. 2011;73. Rajawali Pers.

4 Garold murray.Identity, Motivation and Autonomy in Language Learning.2011:12. Great Britain


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certain kinds of linguistic or cultural identity, or towards valued personal or

professional identities that are defined. Human motivation to learn is a complex

phenomenon involving a number of diverse sources and conditions. Some of the

motivational sources are situation-specific, that is, they are rooted in the students

immediate learning environment, whereas others appear to be more stable and

generalized, stemming from a succession of the students past experiences in the

social world. Motivation is also a changing phenomenon, it can grow or decrease

and it can differ depending on the school or social experiences.

Motivation is basic impulse that drives a person to behave. This was the

impetus that drives a person to do something according to the impulse inside of

human. therefore, the act of a person based upon specific motivations contain a

theme in accordance with the motivation that is based upon the underlying

motivation.5

Motivation someone can be develop through many complex interaction

from environment factors with factors inside of someone.6

Motivation is defined as "some kind of internal drive which pushes someone

to do things in order to achieve something". As stated by Brown in his book,

motivation is a term that is used to define the success or the failure of any complex

task. He deal with three matters while discussing motivation:

what energizes human behavior, what directs or channels such behavior and how this behavior is maintained or sustained.

Motivation is thought to be responsible for "why people decide to do

something, how long they are willing to sustain the activity and how hard they are

going to pursue it".

Ryan and Deci in their book state that "to be motivated means to be moved to

do something". Unlike unmotivated people who have lost impetus and inspiration to

act, motivated people are energized and activated to the end of a task. "Interest,

5 Hamzah B. Uno.. Teori Motivasi dan pengukurannya. 2011.Jakarta. Bumi Aksara6 Margaret E. Gredker.Learning and Instruction: theory into practice.2011:478. Kencana Media Group.


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curiosity, or a desire to achieve" are the key factors that compose motivated people.

However, they believe that arousing interest is not enough to be motivated. This

interest should be sustained. In addition to this, time and energy should be invested

and the effect which is required needs to be sustained so as to reach the aim., they also

said that motivation can be characterized as follows:

needs or expectations, behavior, goals, and some form of feedback.

There are three important element in motivation:

1) The act or process of providing with something (as a need or desire)that causes a person to act.

2) The condition of being impelled by something (as a need or desire) thatcauses a person to act.

3) A force, stimulus, or influence (as an incentive or drive) that causes aperson to act.

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2. Factors Increasing the Motivation in LearningThere are six factors influencing the motivation in learning, they are :

1) Attitude is the combination between information concept andemotion which causes the individual tendency to feel happy or

unhappy about people, idea, group or certain event.

2) Need is lack of condition which encourages an individual to dosomething to achieve the goal.

3) Stimulus is any change in perception or experience with theenvironment which causes the individual to be active.

4) Emotion refers to individual experience during the learning processbecause someones emotion involvement is important to maintain

the learning motivation.

5) Ability refers to the individuals ability to respond as a learningresult.

7 Perez Gonzalez Jose D (2008).Motivation. Class handouts for 190.207 Aviation Psychology, Massey University School of

Aviation (New Zealand), 2008.


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6) Reinforcement is any activity which maintains and improves thepossibility to respond more..

3. Types of Motivationa) Intrinsic Motivation

Intrinsic motivation is a stable interest in participating in such broad

categories of activities that is specifically belongs to an individual as a

personality character . According Maslow, human being has two types

of needs, deficiency needs such as physiogical, safety, love and

esteem; and growth needs such as need to know and understand

aesthetic needs and self-actualization needs. Maslow says that people

need to satisfy the lower need first. Thus, based on maslows theory of

needs, the fulfillment of the deficiency and growth needs becomes the

motivation of a certain actions.


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Maslows Need Hierarchy Theory8

Maslow developed a hierarchy oof seven basic human needs.

Physiological needs include nourishment, sleep, and shelter. Safety

needs consist of freedom from danger, anxiety, and threat. The third

need is Love from parents, teacher and peers. Esteem needs consist of

confidence and mastery of goals. The need for knowledge and

understanding includes curiosity, exploration, and the desire to obtain

knowledge. Aesthetic needs include the search for beauty. The

seventh need, self-actualization, or self fulfillment consists of humans

developing and maintaining capacities that serve to enhance

themselves or a persons ability to develop full potential.

He gives opinion that the intrinsic motivation is the drive to act that

comes within ones soul. It means that the internal motivation is subtle

8Maslows Hierarchy of needs, taken from Slavin, 2000:330)

Growth need

Self-actulization

Need

Aesthetic needs

Need to know

and understand

Deficiency

Need

Esteem Needs

Belongingness

and love Needs

Sefety Needs

Physiological

Needs


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and invisible. It may be seen after the achievement of the objective. It

also may indicate by the individuals satisfaction after completing the

activity.

In choosing English department of the intrinsic motivation occurs

inside without influenced from surroundings such as :

1) Dreams want to be language teacher2) Have a skill in speaking other language3) Have a good achievement4) High study activity

b) Extrinsic MotivationAccording to behavioral learning theory, motivation is closely linked

to principle that behaviors have been reinforced in the past are more

likely to be repeated than are behaviors that have not been reinforced

or that have been punished. The motivation that derives from

reinforcement and punishment than recognized as extrinsic motivation.

There are two types of reinforcement in extrinsic motivation, primary

and secondary reinforces. The primary reinforces satisfy psychological

needs such as food and water, meanwhile the secondary reinforces

satisfy psychological needs such as praise, grades and money.

Extrinsic factors influenced student in choosing English Department is:

1) Following up friend2) Get support from parents3) Wanting the gift4) Teachers information

Extrinsic motivation is the thing which occurs because there is

extrinsic stimulus. The activity started and is done because there is an

indirect motivation related to the activity. Extrinsic motivation is

something influencing so that someone can do activity based on

extrinsic stimulus and not come from him. Whereas, intrinsic

motivation is the motivation occurs inside someones self. The activity

started and is done because of the direct motivation with the activity.

Tis motivation is a wish occurs from someones wish without being

influenced by extrinsic things.


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4. Characteristic of MotivationMotivation is the condition of physiological and psychological which

contained inside someone that can led to have some activities in achieving

their own needs or their purpose.The motivation in individual has always

characteristics. The characteristics are :

1) Presevering in facing the difficulties2) Diligent in assignment or be able to work in long duration until the

work is finished

3) Showing interest in various problems4) Showing a tendency to work alone5) Showing a tendency into creative activity6) Be able to defend the opinion7) Not easily turn down something true based on the opinion8) Be able to solve the problem in learning process.If a student has these characteristics it means that she or he is a

motivated student. These characteristics will help the students to make

them achieving their objective in learning.9

5. The Measurement of MotivationIn exploring motivation, an important thing to comprehend is its

measurement and the way to measure it. As motivation is an internal

process within human being than Likert scale is considered approtiate to

measure motivation. Likert scale is one of the attitude scales that

determine what an individual believes, perceives, or feels about self,

others, activities, institutions, or situations.

There are two types of statements endorsed in Likert scales, the

positive statement towards the object of interest and the negative statement

towards the object of interest. For each endorsed statement, whether it is

positive or negative statement towards the object of the interest, five

responses are assigned. The contained five response options ranging from

strongly agrre, agree, undecided, disagree to strongly disagree and each

9 Prof. Dr. H.Djaali. Psikologi Pendidikan. 2008. Jakarta : Bumi Aksara


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option represented by numbers. However, the assignment of the numbers

depends on the position of the statement towards the object of interest. The

positive statement will be represented by 5,4,3,2,1 meanwhile the neative

statement will be presented by 1,2,3,4,5.

6. Definition of Learning achievementLearning achievement is the results that have been reached by

learns after following the subjects, it can be measures based on the result

or score of test. Learning achievement usually is stated by scoring, the

learners who et low achievement, have low scores. So it can be

summarized that learning achievement is the learning result which have

been gotten by the learner that is stated by suitable value with the learners

effort.

William Burton said that a good learning situation consist of a rich

and varied series of learning ecperiences unified around a vigurous

purpose and carried on in interaction with a rich and profocative

environtment.10

In the teaching learning activity, someone is learning achievement

depends on his or her ability including talent, interest, and intelligence. A

high ability students tends to achieve a high score and vice versa.

7. Factors influencing in learning resultAs we know that learning is a complete process of behavior

change. Someone studying should pay attention to some factors

influencing learning result, both directly and indirectly. Factors

influencing learning result of the students could be divided into two kinds,

which are internal and external factor.

In internal factor, suryabrata categories it into physiological and

psychological factors. Physiological factor is divided into two kinds,

physical condition and certain physical functions condition. In general,

physical condition can support the learning activity. An optimum physical

10 Suprijono, Agus. 2009;5. Cooperative Learning: Teori dan Aplikasi PAIKEM. Jakarta: Bima Bayu Arijah.


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condition will have different influence compared to the weak and tired

one. At the other hand, of certain physical functions condition, it includes

the function of five senses. Five senses are the requirement of a good

learning.

Psychological factor for an individual or a student must have a

mental preparation to face the assignments. This includes intelligence,

attention, interest, talent, and motivation. A stabil mental condition such as

being restless, insecure, and afraid and so forth has a big impact on

soomeones learning condition. That is why someone should pay attention

to the mental stability to face the lesson.

Meanwhile in external factor, includes environmental factor and

instrumental factor. Environmental factor can be divided into two kinds

that are natural and social environments. Natural environment such as

temperature and humidity have the effect on the learning process and

result. In Indonesia people tend to argue that learning in the morning will

ive better result than learning in the afternoon. Social environment

including human and his or her representative and other forms has a direct

effect on the learning process and result. Someone who is solving a

question will be disturbed if there is another one who comes or speaks

loudly from where she or he studies. Human representation such as

picture, writing, record, and voice have influence too. In many ways, the

influence is less advantageous for other social environments such as the

sound of factory machine and traffic crowd.

Besides those two factors, there is another factor which is called

instrumental factor. The application of this factor is planned based on the

expected learning result. These factors are hoped to function as a means to

achieve the designed learning purpose. This includes learning equipments,

building, and practical tools.


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B. Operational Definiton

Based on the theory above, the researcher make conclusion that

motivation can strung out a change energy in students, then they do

something. The researcher reviewed studies that have specified the social

contextual conditions that support intrinsic motivation and facilitate

internalization and integration of extrinsically motivated tasks. The studies

have been interpreted in terms of the basic psychological needs. That is,

researcher saw that social contextual conditions that support ones feelings of

competence, autonomy, and relatedness are the basis for one maintaining

intrinsic motivation and becoming more self-determined with respect to

extrinsic motivation. Researcher pointed out that in schools, the facilitation of

more self-determined learning requires classroom conditions that allow

satisfaction of these three basic human needsthat is that support the innate

needs to feel connected, effective, and agentic as one is exposed to new ideas

and exercises new skills.


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CHAPTER III

METHODOLOGY OF THE RESEARCH

A. Research designThe design of this research is descriptive. The descriptive study

involves collecting data in order to answer statement concerning of the

study. Based on the formulation of research problem, this study is

concerning about the correlation. Correlation is an instrument statistics, it

can be used to compare the result of the measurement of two different

variables in order to define correlation level between variables. Related to

this theory, the research was aimed at finding the correlation between

students motivation in choosing English study program and their learning

achievement of the second grade at IAIN STS Jambi in academic year

2011/2012.

The scheme of the correlation between students motivation in choosing

English study program and their learning achievement at IAIN STSJambi academic years 2011/2012.

The scheme of the intrinsic students motivation in choosing English

study program at IAIN STS Jambi academic years 2011/2012.

The scheme of the extrinsic students motivation in choosing English

study program at IAIN STS Jambi in academic years 2011/2012.

Notes

X : The students motivation in chosing English Department

Y : The students learning achievement

X Y

X1

X2

Y

Y


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B. Research PlaceThis research was conducted towards the students of English study

program at IAIN STS Jambi of the second semester in academic year

2011/2012.

C. Population and Sample1) Population

Population as all members of any well defined class of people, events or

objects. The population of this research are 99 students of the second

semester of English Department in academic year 2011/2012. They were

divided into three classes i.e. A,B,C. more information about the

population can be seen in the following table 1:

Table 1 : the Total Number of Students in the Second grade of

Language class in Academic Year 2011/2012.

No. Gender Class Total

A B C

1. Male 8 7 7 22

2. Female 24 27 26 77

Total 32 34 33 99

Source : the absence of that class under the permission of the Leader

and one of the student in Each class was help the researcher by giving

the information.


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2) SampleThe population sampling is used in this research. Population sample is the

whole population is used as sample if the total number is equivalent or

under 100 person. Therefore, the sample is three parallel classes of the

second semester students in the English Department. The total number of

the sample is 99 students.

D. Method of Data CollectionThere are two instruments used to collect the data in this research i.e

Questionnaire and students achievement.

1) QuestionnaireQuestionnaire is a number of written questions used to get

information from respondent or report about her or himself. The research

used Questionnaire to get the data about students motivation in choosing

Language study program. The researcher distributed the questionnaire to

the respondent to fullfil by them. The students were given a clear

explanation the way to choose questionnaires. The researcher controlled

the respondent when the respondent fills. The questionnaire should be

answered based on the opinion.

The researcher used Likert scale. Explain that Likert scale consist

of a series of statement all of which are related to a persons attitude

toward a single object. In which there are five options of answer to each

item in the questionnaire and each option has a score. For the positive

statement, the assigned numbers are: Strongly agree equivalent to five (5),

agree equivalent to four (4), not sure equivalent to three (3), disagree

equivalent to two (2), and strongly disagree equivalent to one (1).

Meanwhile for the native statements numbers are reserved.


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2) DocumentationDocument can also be used to collect the data. The data in this

research is Writing I, Reading II, Speaking II, Listening II, Structure II

scores. According to sugiyono documentation is derived from word

document that means written things. In this research, the method of

documentation is used to get the data about students study achievement.

The documentation are obtained from the academic Computer under the

permission of the Assistant to the office.

E. Method of Analyzing the DataIn this part, the researcher analyzes the dataquestionnaire and then

try to correlate between students motivation in choosing English study

program and learning achievement.

Data from questionnaireAfter the data have been collected, the researcher will analyze and score

them then make te conclusion. The scores will be gotten from the result of

each item score in each statement. The researcher will give scores to each

alternative chosen by students in each item of statement in the

questionnaire about choosing English Department.

To account the second semester of English Department students

motivation level in choosing English study program, the following steps

are taken :

1. The Level of Motivation : Mean of total distribution score of each respondent Standard deviation of total distribution score of each respondent Standardized score is obtained by application of mean and standar

deviation of total distribution score of score each respondent

The levels used in standardized score are A,B,C,D and E The interpretation of the levels used in standardized score are Very

high, High,Average, Low and Very low


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Table 2 : level of motivation and its percentage

Standardized score Level of

motivation

Interpretation of

level

A Very High

( )

B High

( )

C Average

( )

D Low

E Very Low

Source : Saifuddin (1987)

The gained levels are presented in percentage :

In which:

P : Percentage of each level of motivation

F : Frequency of each level of motivation

N : Numbers of respondent

2. The level of intrinsic Motivation : Mean of total distribution score for intrinsic motivation items of

each respondent

Standard deviation of total distribution score for intrinsicmotivation items of each respondent

Standardized score is obtained by application of mean and standarddeviation of total distribution score for intrinsic motivation items

of score each respondent

The levels used in standardized score are A,B,C,D, and E The interpretation of the levels used in standardized score are Very



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motivation

Interpretation of

level

A Very High

( )

B High

( )

C Average

( )

D Low

E Very Low



In which:




3. The level of Extrinsic Motivation : Mean of total distribution score for intrinsic motivation items of

each respondent

Standard deviation of total distribution score for intrinsicmotivation items of each respondent

Standardized score is obtained by application of mean and standarddeviation of total distribution score for extrinsic motivation items

of score each respondent

The levels used in standardized score are A,B,C,D, and E The interpretation of the levels used in standardized score are Very



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motivation

Interpretation of

level

A Very High

( )

B High

( )

C Average

( )

D Low

E Very Low



In which:




The correlation between motivation and English achievement is obtained

by using Pearson product moment as follow:


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REFERENCES

Ary, D, at al (2002). Introduction for Research in Education (6th edition).

Canada : wadsworth group.

Garold Murray. (2011).Identity, Motivation and Autonomy in Language Learning.

Great Britain.

Hamzah B. Uno.2011. Teori Motivasi dan pengukurannya. Jakarta. Bumi Aksara.

Margaret E. Gredker.(2011). Learning and Instruction: theory into practice.

Kencana Media Group.

Perez Gonzalez Jose D (2008).Motivation. Class handouts for 190.207 Aviation

Psychology, Massey University School of Aviation (New Zealand).

Prof. Dr. H.Djaali (2008).Psikologi Pendidikan.. Jakarta : Bumi Aksara

Robert. E Slavin. (2000).EducationalPsychology Theory and Practice Sixth

Edition.. Allyn and Bacon: Singapore.

Sadirman A.M (2011).Interaksi & Motivasi Belajar Mengajar.Rajawali Pers.

Sugiyono, 2011.Metode Penelitian Pendidikan (Pendekatan Kuantitatif, kualitatif,

dan R&D)..Alfabeta

Suprijono, Agus. 2009;5. Cooperative Learning: Teori dan Aplikasi PAIKEM.

Jakarta: Bima Bayu Arijah.


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