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The Students’ Motivation in Learning Writing at the Second
Grade of SMPN 2 Sungai Limau
THESIS
Submitted as A Partial Fulfilment of the Requirements to Obtain
the Strata One (S1) Degree
Aieni Harris
!2""2#2$$"
Advisors%
&' (rs' Saunir Saun) M'Pd'
2' *usdi Noor *osa) S'S) M'Hum'
ENGLISH (EPA*TMENT
+A,-LT. /+ LANG-AGES AN( A*TS
STATE -NI0E*SIT. /+ PA(ANG
2$&&
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A1ST*A
Harris, Allieni. 2010. The Students’ Motivation in Learning Writing at the Second Grade ofSMPN 2 Sungai Limau. Skripsi. Padang: Jurusan Bahasa dan Sastra Inggris.
Fakultas Bahasa dan Seni. Universitas Negeri Padang.
!tivasi "e"#un$ai #eran $ang #enting %agi sis&a dala" %ela'ar writing untuk
"enu"%uhkan ke"auan sis&a dala" %ela'ar writing . Berdasarkan !%servasi dan #engala"an dari #raktek "enga'ar di sek!lah terse%ut, terda#at indikasi %ah&a sis&a
kelas (III SPN 2 Sungai )i"au "e"#un$ai "!tivasi $ang rendah dala" %ela'ar
&riting.
Penelitian ini %ertu'uan untuk "engetahui %agai"ana "!tivasi sis&a kelas (IIISPN 2 Sungai )i"au dala" %ela'ar writing . Jenis #enelitian ini adalah deskri#ti*
dengan #!#ulasi #enelitian seluruh sis&a kelas (III SPN 2 Sungai )i"au tahun "asuk200+2010. Sa"#el #ada #enelitian ini adalah sis&a kelas (III- $ang %er'u"lah -
!rang. Pe"ilihan sa"#el dilakukan dengan "enggunakan custer samping . /ata
#enelitian di#er!leh dengan "enggunakan angket, #enga"atan !%servasi, dan&a&anara. 3e"udian, %erdasarkan analisis data dan #e"%ahasan, da#at disi"#ulkan
%ah&a "!tivasi sis&a kelas (III SPN 2 Sungai )i"au dala" %ela'ar writing ini adalah
rendah.
3e"udian, %erdasarkan hasil #enga"atan di kelas ketika sis&a %ela'ar writing dan
&a&anara dengan guru %ahasa Inggris kelas (III dite"ukan *akt!r4*akt!r $ang
"e"#engaruhi rendahn$a "!tivasi sis&a dala" %ela'ar writing. Perta"a, diri "erekasendiri $ang tidak "e"#un$ai keinginan untuk %ela'ar dengan %aik dan 'uga sis&a tidak
#ernah %ela'ar %ahasa inggris se%elu"n$a ketika %erada di %angku sek!lah dasar
sehingga sulit untuk "ereka "e"ha"i #ela'aran writing dengan %aik karena "ateri #ela'aran di SP sudah "e"#un$ai tingkat kesulitan $ang le%ih tinggi. 3edua, *akt!r
!rang tua dan keadaan ek!n!"i sis&a $ang rendah sehingga "e"%uat "ereka harus
%eker'a setelah #ulang sek!lah $ang "e"%uat "ereka tidak %isa %ela'ar dengan %aik dan!rang tua #un tidak "eng!ntr!l "ereka dengan %aik. Fakt!r ketiga adalah guru $ang
kurang "en'alankan tugasn$a dala" "enga'ar writing dengan %aik. 5uru 'arang
"e"%uat 6PP tentang renana4renana a#a $ang akan di lakukan dala" "enga'ar
writing . 5uru 'uga tidak "e"#ersia#kan "ateri $ang "enarik %agi sis&a sesuai dengan
ke"a"#uann$a dan 'uga sila%us $ang ada. 5uru 'uga 'arang "enggunakan "edia dan
"et!de #enga'aran $ang da#at "enarik dan "enu"%uhkan "!tivasi sis&a dala" %ela'ar
writing.
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A,N/WLE(GEMENTS
!hamduiahhira""i’aamin# all #raises, I !nl$ dediated t! Allah S78 &h!
gave "e hane, health, strength, s#irit and kn!&ledge in *inishing this thesis, entitled
3The Students’ Motivation in Learning Writing at the Second Grade of SMPN 2
Sungai Limau 4' I als! &!uld like t! send greetings and shaawat t! the last #r!#het
uha""ad SA7.
8his thesis &!uld n!t have %een #!ssi%le &ith!ut the su##!rt !* "an$ #e!#le.
8here*!re, I &!uld like t! e9#ress the dee#est and a##reiati!n t! "$ advis!rs,
/rs.Saunir Saun, .Pd. and 6usdi N!!r 6!sa, S.S, . Hu"., *!r their guidane, valua%le
advie in !"#leting this thesis. A##reiati!n als! g!es t! the e9a"iners, /ra. enni
6!;i ella, . <d., Ph./., /rs. A"ri Is$a", . Pd. and uli 8iarina, S. Pd., . Pd., *!r
their ideas, !""ents and suggesti!ns. 8hen, I thank t! all leturers and ad"inistrati!n
sta** !* the <nglish /e#art"ent *!r their !ntri%uti!n and hel# t! "$ eduati!n.
Further"!re, I &!uld like t! e9#ress "$ s#eial akn!&ledg"ent t! "$ %el!ved
#arents, Pa#a Ir. 6is&ans$ah and a"a Har"aini, S. Pd. &h! al&a$s give the strength,
su##!rt, and endless l!ve. 8he dee#est gratitude is als! dediated t! "$ %el!ved %r!thers
and sister Andre, Be%en and Indah *!r their su##!rt. 6e"arka%le thanks is dediated t!
Unu Har"anida, S. Pd. and A#ak /rs. Sla"et 6iant!, . Pd. and their hildren 6eres
ii
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and Silvi. I als! thank t! 6anta &h! hel#ed, su##!rted and "!tivated "e in *inishing this
thesis.
S#eial thanks is als! given t! all "$ *riends, es#eiall$ t! /ian, a$ang, 6atna,
8i&i, Isa and "$ r!!""ates, Bes, I#it, kak N!vi and kak ira *!r sharing their
ha##iness, sadness, and "e"!ries that &ill never %e *!rg!tten. I als! thank t! all !* "$
*riends at the <nglish /e#art"ent !* Padang State Universit$ *!r sharing their kn!&ledge
and s#irit. )ast %ut n!t least, "$ regards and %lessings are addressed t! all !* th!se &h!
su##!rted "e in an$ res#et &ith!ut sa$ing %$ na"es during the !"#leti!n !* the thesis.
Padang, Fe%ruari 2011
Allieni Harris
iii
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TA1LE /+ ,/NTENTS
A1ST*A ....................................................................................................... i
A,N/WLE(GMENTS.............................................................................. ii
TA1LE /+ ,/NTENTS............................................................................... iv
LIST /+ TA1LES.......................................................................................... v
LIST /+ APPEN(I,ES................................................................................ vi
,HAPTE* I INT*/(-,TI/N
A. Bakgr!und !* the Pr!%le" ..................................................... 1
B. Identi*iati!n !* the Pr!%le".................................................... -
=. )i"itati!n !* the Pr!%le"......................................................... -
/. F!r"ulati!n !* the Pr!%le"...................................................... >
<. 6esearh ?uesti!ns................................................................... >
F. Pur#!ses !* the 6esearh.......................................................... >
5. Signi*iane !* the 6esearh.................................................... >
H. /e*initi!n !* 3e$ 8er"s........................................................... @
,HAPTE* II *E0IEW /+ *ELATE( LITE*AT-I*E
A. 7riting ........................................................................
B. !tivati!n ........................................................................
=. !tivati!n in )earning ............................................................
/. 8he 8eahersC 6!les as !tivat!r *!r Students....................... 12
<. Previ!us Studies........................................................................ 1-
F. =!ne#tual Fra"e&!rk............................................................. 1>
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,HAPTE* III THE *ESEA*,H METH/(S
A. /esign !* the 6esearh............................................................ 1
B. P!#ulati!n and Sa"#le ............................................................ 1
=. 8i"e !* the 6esearh ............................................................... 1
/. Instru"entati!n ........................................................................1
<. 8ehniDue !* /ata =!lleti!n................................................... 22
F. 8ehniDue !* /ata Anal$sis ..................................................... 2>
,HAPTE* I0 (ATA (ES,*IPTI/N) +IN(INGS AN( (IS,-SSI/NS
A. /ata /esri#ti!n ...................................................................... 2
B. /ata Anal$sis ........................................................................ >2
=. /isussi!n ........................................................................ >
,HAPTE* 0 ,/N,L-SI/NS AN( S-GGESTI/NS
A. =!nlusi!ns ........................................................................ @>
B. Suggesti!ns ........................................................................ @@
1I1LI/G*APH.''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''' 5"
APPEN(I,ES '''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''' 56
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LIST /+ TA1LES
1. 8a%le 1. 8he Se!nd 5rade StudentsC P!#ulati!n............................... 1
2. 8a%le 2. Indiat!rs !* "!tivati!n........................................................ 1+
-. 8a%le -. )ikert Sale........................................................................... 2>
>. 8a%le >. 8he =ateg!r$ !* ean S!re................................................ 2@
@. 8a%le @. ?uesti!nnaire 6esult ............................................................ 2
. 8a%le . 8he Findings !* StudentsC Persistene.................................. 2
. 8a%le . 8he Findings !* StudentsC =h!ie !* =hallenge .................. -1
. 8a%le . 8he Findings !* StudentsC Inde#enden$ ............................. --
+. 8a%le +. 8he Findings !* StudentsC <"!ti!n ..................................... -
10. 8a%le 10. 8he 6esult !* E%servati!n Sheet *!r StudentsC !tivati!n -
11. 8a%le 11. 8he result !* !%servati!n sheet *!r *at!rs in*luened
!tivati!n ......................................................................................... >1
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&as in #r!ess. 8he$ did n!t &ant t! get inv!lved in &riting ativities. 8he$ did n!t d!
their &riting assign"ent !r h!"e&!rk seri!usl$. A*ter anal$;ing the studentsC ats a%!ve,
there is an indiati!n that the students d! n!t have g!!d "!tivati!n in learning &riting.
In the learning #r!ess, "!tivati!n an %e said as an i"#!rtant *at!r !* learning
%eause "!tivati!n is a !nditi!n !* studentsC *eeling that an su##!rt the" t! d!
ativities in learning t! get &hat the$ &ant. 8he$ &ill &!rk hard t! ahieve their #ur#!se
in learning. 8he students &ith high "!tivati!n &ill have str!ng desire t! d! s!"e
ativities t! ahieve their g!als in learning &riting. 8he students &ill &!rk harder and d!
%etter t! get &hat the$ &ant than the students &ith less !* "!tivati!n. But eah !*
students has di**erent level !* "!tivati!n. Un*!rtunatel$, n!t all !* the students have high
"!tivati!n. 8he students &ith l!& "!tivati!n t! learn &riting &ill *eel la;$ t! stud$
&riting. 8his "eans, "!tivati!n has in*luenes t! all studentsC ativities in the lassr!!"
and their interest in learning &riting.
In additi!n, %ased !n in*!r"al intervie& &ith the se!nd grade <nglish teaher !*
SPN 2 Sungai )i"au, the lak !* studentsC %akgr!und kn!&ledge a%!ut <nglish that
an hel# the" t! understand &hat their teaher e9#lain h!& t! &rite, "a$ in*luene their
"!tivati!n in learning &riting. It "akes the students di**iult t! *!ll!& their less!n and
the$ %e!"e %!red t! learn easil$. Further"!re, she said that the lak !* use tehniDue
and "edia in teahing &riting als! "a$ a**et the studentsC "!tivati!n t! learn &riting
%eause the use !* an interesting tehniDue and "edia in teahing &riting an hel# the
students t! understand the "aterial !* &riting easier.
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Based !n the #r!%le" a%!ve, there is a need t! kn!& the studentsC "!tivati!n in
learning &riting. 8his researh is e9#eted t! %e a%le t! identi*$ the studentsC "!tivati!n
in learning &riting. 8his researh is als! g!ing t! *ind !ut the *at!rs that "ake the
students have l!& "!tivati!n t! &rite.
1' Identification of the Pro8em
)earning &riting d!es n!t al&a$s %e!"e the interesting skills *!r the students in
<nglish su%'et. 8he students see"ed n!t have "!tivati!n in learning &riting. !st !*
the students get %!red easil$ &hen the$ learn &riting. 8he students &ere la;$ and di**iult
t! give their attenti!n t! their less!n. In additi!n, "!tivati!n %e!"es !ne !* the
i"#!rtant *at!rs that an in*luene the students in learning &riting and "ake the
students &ant t! learn seri!usl$. H!&ever, n!t all !* the students have sa"e level !*
"!tivati!n in learning &riting, s!"e !* students have high "!tivati!n t! learn and s!"e
d! n!t. 8he students &ith high "!tivati!n &ill learn &riting enthusiast %ut the students
&ith l!& "!tivati!n &ill %e la;$ t! learn &riting. Based !n the researher !%servati!n in
SPN 2 Sungai )i"au, it &as *!und the indiati!n that the students have l!& "!tivati!n
in learning &riting. Beause !* that, the researher &ants t! kn!& h!& the studentsC
"!tivati!n in learning &riting at se!nd grade students !* SPN 2 Sungai )i"au.
,' Limitation of the Pro8em
6elated t! the identi*iati!n a%!ve, the #r!%le" !* this researh is li"ited int! the
studentsC "!tivati!n in learning &riting at se!nd grade !* SPN 2 Sungai )i"au.
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(' +ormuation of the Pro8em
Based !n the li"itati!n, the #r!%le" !* this researh *!r"ulated in these
*!ll!&ing Duesti!ns:
$ow was the students’ motivation in earning writing at the second grade of
SMPN 2 Sungai Limau%
E' *esearch 9uestions
1. H!& &as the studentsC "!tivati!n in learning &riting at the se!nd grade !*
SPN 2 Sungai )i"au
2. 7hat *at!rs in*luene the studentsC "!tivati!n t! learn &riting at the se!nd
grade !* SPN 2 Sungai )i"au
+' The Pur:ose of the Stud;
8he ai"s !* this researh are:
1. 8! kn!& h!& the studentsC "!tivati!n in learning &riting at the se!nd grade
!* SPN 2 Sungai )i"au.
2. 8! kn!& the *at!rs that in*luene the studentsC "!tivati!n in learning &riting
at the se!nd grade !* SPN 2 Sungai )i"au.
G' Significance of the *esearch
B$ *inding the studentsC "!tivati!n in learning &riting, it is e9#eted that the
researh &ill %e a%le t! give a signi*iant !ntri%uti!n. 8he!retiall$, it is e9#eted that
the result !* this researh &ill give !ntri%uti!n t!&ard the the!r$ related t! "!tivati!n,
es#eiall$ *!r &riting. Pratiall$, it is e9#eted that a*ter the teahers read the result !*
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this researh, the teahers !uld kn!& the level !* the studentsC "!tivati!n in learning
&riting and the *at!rs that in*luenes it, s! the teahers an *ind the &a$ t! s!lve it.
H' (efinition of e; Terms
1. 7riting at 'uni!r high sh!!l : an ativit$ !* 'uni!r high sh!!l students t!
#r!due a te9t %$ delivering their ideas in &ritten *!r" and using s!"e language
*eatures suh as gra""ar, v!a%ular$, #untuati!n, et.
2. !tivati!n in learning &riting at 'uni!r high sh!!l : a kind !* desire, &illingness,
and e**!rt !* a learner *r!" inside !r !utside hi"hersel* t! learn &riting in the
lassr!!" !r !ut !* lassr!!".
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,HAPTE* II
*E0IEW /+ *ELATE( LITE*AT-*E
A' Writing
7riting is a t!!l !* !""uniati!n in the &ritten *!r". 8hr!ugh &riting #e!#le
an !nve$ their ideas !r "essage t! the reader. Pe!#le an e9#ress their *eeling, !#ini!n,
!""ent, suggesti!n, et. Elsthain 2001 sa$s that &riting is a skill that ena%les &riters
t! #lan and rethink the #r!ess !* !""uniati!n. 8his "eans that &riting an "ake the
&riters a%le t! !rgani;e &hat the$ are g!ing t! d! and understand a%!ut h!&
!""uniati!n ha##ens. He adds that #e!#le an !""uniate a variet$ !* "essages
eah !ther in l!se !r distant #lae, unkn!&n !r kn!&n readers %$ &riting. S!, &riting is
n!t !nl$ used t! !nve$ s!"e!ne ideas in the &ritten *!r" %ut als! used t!
!""uniati!n in the s!iet$.
Br!&n 2001 sa$s that &riting is a #r!ess !* thinking %eause &riting is a
#r!ess !* #utting ideas !n a #a#er t! trans*!r" the" in &!rds and %e!"e sentenes %$
using struture and !herent !rgani;ati!n. 8he &riters have t! #ut their th!ughts int!
&!rds in a "eaning*ul *!r". 8he &riters sh!uld %e a%le t! arrange their th!ugh int!
&!rds and then sentenes &hih have "eaning and an %e underst!!d %$ the readers.
In additi!n, &riting is a #r!ess that reDuires &riters t! devel!# their a%ilit$ t!
think ritiall$. A!rding t! 6ihard and 7illia" 2002:-0- states that &riting is the
"!st di**iult skill t! "aster %eause #e!#le n!t !nl$ have t! generate and !rgani;e ideas
%ut als! trans*!r" these ideas int! reada%le te9t. 8he &riters need t! e9#l!re their
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th!ughts and e9a"ine their !&n and !thers ideas. 5raha" and /!l!res 200 add that
&riting needs the &riters t! *!r"ulate and !rgani;e their !&n th!ughts, and a*ter that
reate it in a &ritten *!r" %$ using g!!d s#eeling and gra""ar. 8his "eans, &hen
s!"e!ne &ants t! &rite, the$ d! n!t !nl$ think a%!ut ideas that have t! %e !rgani;ed %ut
"ust !nsider s!"e language *eatures suh as gra""ar and #attern t! get the %etter
&riting &!rks. In !nlusi!n, &riting is a skill that needs s!"e!neCs a%ilit$ t! !rgani;e
their ideas t! &rite %$ !nsidering s!"e language *eatures in !rder t! hel# the" t!
!""uniate &ith the readers &ell.
Based !n the the!ries a%!ve, it an %e !nluded that &riting is a !"#le9 #r!ess.
8he &riter sh!uld !nsider "an$ things related t! &riting skill suh as gra""ar,
v!a%ular$, #untuati!n and !thers. In additi!n, &riting as a lassr!!" ativit$ needs
*!ur ste#s in #r!ess !* &riting: #lanning, dra*ting, editing, and *inal versi!n.
1' Motivation
!tivati!n is s!"ething that an #ush s!"e!ne t! d! s!"ething t! ahieve their
g!al. It is su##!rted %$ s!"e the!ris. H!lt 2001 sa$s that "!tivati!n is a set !*
!nditi!ns that ativate s!"e!neCs %ehavi!r t!&ards s!"e g!als and "aintain %ehavi!r
until the g!al is reahed. !tivati!n &ill in*luene s!"e!neCs %ehavi!r in d!ing
s!"ething &hen shehe has a g!al t! %e ahieved. Shehe &ill d! an$thing t! get &hat she
&ants. In the sa"e &a$, Har"er 2001, states that "!tivati!n is great #!&er that auses
s!"e!ne d!es s!"ehing t! reah her !r his g!al naturall$. He als! sa$s that "!tivati!n is
an internal drive that en!urages and #ushes s!"e!ne t! d! things in !rder t! ahieve
s!"ething. B$ "!tivati!n, s!"e!ne &ill have desire t! reah their g!al and d! atte"#ts
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t! ahieve it. /!rn$ei 200- sa$s that the "!tivati!n "akes #e!#le d!ing s!"ething
!ntinuall$ and attentivel$ t! ahieve the #ur#!se %$ having desire, *!using and getting
#leasure *r!" the ativities that &ill hel# the" t! reah that #ur#!se. !tivati!n an
"ake s!"e!ne interested in s!"ething that the$ have never th!ught a%!ut %e*!re.
In additi!n, Us"an 200, states that "!tivati!n is a #r!ess t! reah the g!al
!r #ur#!se %$ d!ing s!"ething. !tivati!n an ause a #ers!n t! %egin an ativit$ and
#ursue it &ith #ersistene. !tivati!n is the reas!ns &h$ s!"e!ne d!es s!"ething.
S!"e!ne has t! kn!& &hat she d!es, &hat *!r she d!es it, and &hat the #ur#!se is. B$
kn!&ing th!se, it &ill hel# the" t! ahieve their g!al !r #ur#!se easier. !tivati!n is a
neessit$ t! reah the satis*ied g!al. F!r #e!#le &h! are "!tivated t! reah s!"ething,
the$ &ill *!use t! get it. 8he$ *eel interested in d!ing s!"ething that an hel# the" t!
reah their g!al. S!, "!tivati!n is a great atte"#t that is i"#!rtant *!r ever$%!d$ in
reahing s!"ething.
,' Motivation in Learning
)earning "!tivati!n is !ne !* the i"#!rtant *at!rs t! "ake the studentsC
suess*ul in learning #r!ess. It has a r!le t! gain and i"#r!ve the studentsC enthusias"
t! stud$. 8he students an give g!!d res#!nse &hen the$ have g!!d "!tivati!n. In
!ntrast, the students &ill give %ad res#!nse &hen the$ d! n!t have g!!d "!tivati!n.
!rgan 1++0 states that "!tivati!n is ver$ i"#!rtant in learning and it is an aid *!r
learning %eause it #r!dues varia%le %ehavi!r and ertain as#ets that an %e ass!iated
&ith the situati!n in &hih the %ehavi!r takes #lae. Further"!re, he sa$s th!se studentsC
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"!tivati!n and #ers!nalit$ in learning &ill in*luene teahing and learning #r!ess and
studentsC ahieve"ent.
In additi!n, a!rding t! S!vel 2001, "!tivati!n is an instru"ental *!r
stud$ing a ne& language, the "ain ele"ents that deter"ine suess in devel!#ing a
se!nd <S) !r *!reign language <F). 7ith!ut "!tivati!n, the students &ill n!t have
&illingness, need, desire, and d! n!t #artii#ate in the learning #r!ess. asgaret and
5ardner 200- sa$ that, "!tivati!n an in*luene se!nd language ahieve"ent, and it
has higher !rrelati!n in the language than the !ther "easures. I* the students have a high
"!tivati!n in learning, the$ &ill h!#e*ull$ t! %e suess %eause the$ &ill en'!$ learning
the language and &ant t! learn the language. 8he students &ill en'!$ seeing, hearing, and
#a$ing "!re attenti!n t! their teaher e9#lanati!n. 8he$ &ant t! d! assign"ents that are
given %$ their teaher.
7inkel in A%idin 200 sa$s that learning "!tivati!n is #h$sial ati!n !*
studentsC e**!rts that "ake the students a%le t! reah their learning #ur#!se and suess in
their learning ativit$. 8he students &h! have "!tivati!n in learning ativit$ *r!" their
sel*, the$ &ill &!rk hard t! reah the suess*ul learning !ni!usness. In addti!n, Un!
200 sa$s that learning "!tivati!n is internal and e9ternal urging !* the students &h!
are learning t! hange their a%ilit$, attitude and degree !* their kn!&ledge t! %e %etter
and %etter in learning #r!ess. it an %e !nluded that "!tivati!n reall$ give !ntri%uti!n
t! the suess !* students in stud$ing.
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A!rding t! N!els 200-, there are t&! kinds !* "!tivati!n: intrinsi
"!tivati!n and e9trinsi "!tivati!n. First, the intrinsi "!tivati!n is "!tivati!n that
!"es *r!" the inside !* s!"e!ne t! engage in ativit$ %eause the ativit$ that she !r he
d!es is en'!$a%le and satis*$ing t! d!. S!"e!ne %e!"es "!tivate &hen he !r she *eels
!"*!rt and interesting &ith the ativit$. Se!nd, e9trinsi "!tivati!n is the desire !*
s!"e!ne t! d! an ativit$ t! ahieve s!"e g!als that !"es *r!" !utside !* individual
%eause heshe *eels the ativit$ &ill give hi"her #!sitive e**et. 8his "!tivati!n usuall$
has #ur#!se t! get re&ard !r #resesnt, suh as earning re&ard !r av!iding a #unish"ent.
In additi!n, %!th !* the intrinsi "!tivati!n and e9trinsi "!tivati!n are needed in
learning &riting. A!rding t! 3a"%!n 200@ %!th intrinsi and e9trinsi "!tivati!nal
are ke$ in the devel!#"ent !* the language4learner. 8he$ are in*luened eah !ther t!
"ake the learners suess and #er*!r" %etter in se!nd language aDuisiti!n.
=arlt!n 2000 e9#lains a nu"%er !* %ehavi!ral harateristis &hih are
indiat!rs !* high "!tivati!n.
1. Persistene. It is the a%ilit$ t! sta$ &ith a task *!r a reas!na%l$ l!ng #eri!d !*
ti"e. A highl$ "!tivated hild &ill sta$ inv!lved in learning *!r a l!ng #eri!d !*
ti"e, &hereas un"!tivated hild &ill give u# ver$ easil$. Als!, a highl$
"!tivated hild &ill have desire t! d! assign"ents.
2. =h!ie !* hallenge is an!ther harateristi !* "!tivati!n. =hildren &h!
e9#eriene suess in "eeting !ne hallenge &ill %e!"e "!tivated, &el!"ing
an!ther. 8hese "!tivated learners h!!se an ativit$ that is slightl$ di**iult *!r
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the", %ut #r!vides an a##r!#riate hallenge. 7hen the$ suess*ull$ !"#lete
suh a task, hildren gain a high level !* satis*ati!n.
-. 8he a"!unt !* inde#enden$ !n adults is an!ther indiat!r !* "!tivati!n.
=hildren &ith str!ng "!tivati!n d! n!t need an adult !nstantl$ &athing and
hel#ing their ativities. =hildren &h! have a l!&er level !* "!tivati!n !r are
e9trinsiall$ "!tivated need !nstant attenti!n *r!" adults and ann!t *unti!n
inde#endentl$. Sine inde#endene is an i"#!rtant as#et !* Dualit$ learning, this
de#endene !n adults &ill greatl$ li"it hildrenCs a%ilit$ t! sueed in sh!!l.
>. 8he last indiat!r !* "!tivati!nal level is e"!ti!n. =hildren &h! are learl$
"!tivated &ill have #!sitive dis#la$s !* e"!ti!n. 8he$ are satis*ied &ith their
&!rk and sh!& "!re en'!$"ent in the ativit$. 8he$ %e!"e "!re !n*ident t!
interat in learning ativities. =hildren &ith!ut a##r!#riate "!tivati!n &ill
a##ear Duiet, sullen, and %!red. 8he$ &ill n!t take an$ a##arent #leasure in their
ativit$ and &ill !*ten !"#lain.
Fr!" the the!ries a%!ve, it an %e !nluded that there are s!"e indiat!rs !*
studentsC "!tivati!n in learning. 8he$ are as *!ll!&s:
1. 8he students are inv!lved in teahing and learning
ativities.
2. 8he students are reative.
-. 8he students ask the Duesti!ns that the$ d! n!t kn!&.
>. 8he students en'!$ in learning #r!ess.
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@. 8he students are a%le t! &!rk inde#endentl$.
. 8he students have &illingness t! kn!& s!"ething.
. 8he students &ant t! d! assign"ent &ith eas$ !r di**iult
level.
8he &a$ *!r teaher t! "!tivate students in &riting is %$ using strategies t!
enhane intrinsi and e9trinsi "!tivati!n. 8he "!tivati!n &ill %ring the students t!
learn &riting <nglish seri!usl$ %ut en'!$a%leG als! it &ill in*luene the studentsC
%ehavi!r &hen stud$. 8he$ &ill n!t !nl$ d! &riting &hen their teaher asks the" t! d!
%ut the$ &ill d! it %eause the$ l!ve it.
(' The Teachers’ *oe as Motivator for Students
8he teahers have i"#!rtant r!les in teahing and learning #r!ess t! "ake their
students g!!d "!tivati!n in learning and "ake their students an ahieve their g!al in
learning. A!rding t! /!rn$ei and Ett! in
8hanas!ulas 2002 there are s!"e r!les that
the teahers have in "!tivating students in learning:
a. =reating the %asi "!tivati!nal !nditi!n
As a "!tivat!r, the teahers "ust have g!!d "!tivati!n t! teah their students
%eause it &ill in*luene their studentsC "!tivati!n t! learn. 8he teaher that is
#!&er*ul t! teah and interested in teahing their students &ill "ake the
students "!re enthusiasts t! learn. !re!ver, in !rder t! reate the %asi
"!tivati!nal !nditi!n, the teahers have t! reate a #leasant lassr!!"
at"!s#here. A sa*e lassr!!" li"ate &ill "ake the students *eel !"*!rt t!
learn and &ill in*luene the students t! stud$ seri!usl$.
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%. 5enerating studentsC "!tivati!n
8! generate the studentsC "!tivati!n in learning, the teahers have t! hel# their
students t! understand the #ur#!se !* the stud$. In !rder t! "ake the students
understand the #ur#!se !* the stud$, the teahers have t! *ind !ut the studentsC
g!als and the t!#is the$ &ant t! learn, and tr$ t! in!r#!rate the" int! the
urriulu". Beause !* that the teahers have t! #re#are the less!n #lan t!
#re#are the "aterial and the interesting &a$ t! deliver it.
. aintaining and #r!teting "!tivati!n
8! kee# the studentsC "!tivati!n t! learn, the teahers have t! *ind the &a$ t!
"ake the students d! n!t *eel %!red easil$. 8he teahers an give the students a
task that is interesting *!r the". 8he teahers als! an give the students
re&ards i* the$ an *inish their assign"ent &ell.
E' Previous Stud;
8here &ere s!"e researhers that !nduted a researh &hih related t! this
researh. First, the researh a%!ut &mproving Students’ Motivation and Participation
in Writing trough 'ooperative &ntegrated and 'omposition Mode ('&)'* "+ )us+di
(2,,-*. 8his researh has a #ur#!se t! identi*$ &hether !!#erative integrated and
!"#!siti!n "!del !uld i"#r!ve studentsC "!tivati!n and #artii#ati!n in &riting.
8he result !* this researh *!und that !!#erative integrated and !"#!siti!n "!del
i"#r!ved studentsC "!tivati!n and #artii#ati!n in &riting at the $ear students !*
SPN 1 3!ta anna.
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Se!nd, the researh a%!ut &mproving Students’ Motivation and &nteraction in
Speaking through Pictures at the irst /ear Students of SM!N 2 Sungai Tara" Tanah
0atar )egenc+ "+ !ndriane 1amrah (2,,*. 8his researh had a #ur#!se t! identi*$ t!
&hat e9tent the use !* #itures an i"#r!ve studentC "!tivati!n in s#eaking <nglish
and t! &hat e9tent the use !* #itures an i"#r!ve studentsC interati!n in the lass.
8he result !* the researh indiated that the i"#le"entati!n !* #itures in teahing
s#eaking an i"#r!ve the studentsC "!tivati!n in s#eaking <nglish and interati!n in
the lass.
8hird, the researh a%!ut &mproving Students’ )eading Motivation and )eading
'omprehension "+ 3sing 'onte4t 'ues at the Third Semester of the !cadem+ for
oreign Language $a5i !gus Saim "ukitinggi "+ !fdaeni (2,,6*. 8his stud$ &as
!nduted t! *ind !ut &hether using !nte9t lues in reading !"#rehensi!n !uld
i"#r!ve studentsC reading !"#rehensi!n and reading "!tivati!n and t! *ind !ut the
*at!rs that in*luened studentsC reading !"#rehensi!n and reading "!tivati!n. 8he
researh *!und that using !nte9t lues in reading !"#rehensi!n !uld i"#r!ve the
studentsC reading "!tivati!n and reading !"#rehensi!n, and there &ere *!und s!"e
*at!rs that in*luened the studentsC reading "!tivati!n and !"#rehensi!n, suh as
lassr!!" "anage"ent, reading "aterial, reading task, teahing tehniDue, and
teahing "edia %$ the leturer in the lassr!!".
+' ,once:tua +rame<or7
7riting is !ne !* the skills in <nglish &hih has t! %e learned %$ the students in
the sh!!ls, and needs "!re teahersC attenti!n %eause n!t all !* the students at the
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se!nd grade !* SPN 2 Sungai )i"au like learning &riting. Based !n the in*!r"al
intervie& &ith the se!nd <nglish teaher !* SPN 2 Sungai )i"au, n!t all !* the
students have high "!tivati!n t! learn &riting. 8he$ have di**erent level !* "!tivati!n.
8he teahersC r!les in teahing "a$ %e!"e !ne !* the *at!rs that an in*luene the
studentsC "!tivati!n in learning &riting. 8he studentsC "!tivati!n an %e seen *r!" the
indiat!rsG #ersistene, h!ie !* hallenge, inde#enden$ and e"!ti!n. In !rder t!
i"#r!ve the studentsC &riting ahieve"ent, level !* studentsC "!tivati!n is needed t! %e
kn!&n.
7riting
StudentsC !tivati!n
in )earning 7riting
Inde#enden$=h!ie !*
=halenge
Persistene <"!ti!n
8eahersC r!les as
!tivat!r
6esearh Findings
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,HAPTE* III
*ESEA*,H METH/(
A' (esign of the *esearch
8his researh &as !nduted %$ using desri#tive researh. A!rding t! Seliger
Sh!ha"$ 1++ desri#tive researh is a stud$ t! s#ei*$, delineates, !r "ight
desri%e naturall$ !urring #hen!"ena &ith!ut e9#eri"ental "ani#ulati!n. Na;ir
200- adds that, desri#tive researh is a kind !* researh t! get the *at a%!ut a
!nditi!n !* gr!u# !* #e!#le, envir!n"ent, !%'et, !r event. 8hen, the desri#tive
researh inv!lves !lleting data in !rder t! get the ans&er *r!" researh Duesti!n and
later the data &ill %e anal$;ed 5a$, 200+. S!, the desri#tive researh has a #ur#!se t!
*ind the data *r!" the *ield &ith!ut d!ing "ani#ulati!n. Beause !* that, this researh
*!uses !n StudentsC "!tivati!n in learning &riting at the se!nd grade !* SPN 2
Sungai )i"au.
1' Po:uation and Sam:e
8he #!#ulati!n !* this researh &as the se!nd grade students !* SPN 2
Sungai )i"au. 8he researher h!se the" %eause the students at se!nd grade have the
%asi skill t! &rite that the$ have learned at the *irst grade. 8he researher did n!t h!!se
the *irst grade students %eause %ased !n the researher intervie&, al"!st !* the" never
studied <nglish &hen the$ &ere in the ele"entar$ sh!!l. It &ill %e di**iult *!r the" t!
understand h!& t! &rite. !re!ver, the researher !uld n!t h!!se students at third
grade as the #!#ulati!n in this researh %eause the$ &ill get the *inal e9a"inati!n. 8here
are 1>+ students !* the se!nd grade. 8he details are !n the ta%le %el!&:
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8a%le 1. 8he Se!nd 5rade StudentsC P!#ulati!n
N! =lass 8he e"%ers !* =lass Su"
ale Fe"ale
1(III41 1- 2- -
2 (III42 1+ 1+ -
- (III4- 1+ 1 -
> (III4> 1> 2- -
8!tal 1>+
S!ure: ad"inistrati!n !* SP 2 Sungai )i"au
A*ter the researher g!t the #!#ulati!n, the researher t!!k the sa"#le. A!rding
t! Na;ir 200-, sa"#le is #arts !* #!#ulati!n &here n!t all !* the #!#ulati!n %e!"e the
sa"#le 'ust s!"e !* the" are taken t! %e used *!r researh. 5a$ 200+ sa$s that in the
desri#tive researh, the sa"#le !* 10 !* the #!#ulati!n is !nsidered "ini"u".
8he sa"#le &as taken %$ using luster sa"#ling tehniDue that is h!!sing a lass
rand!"l$. As stated Sh!ha"$ 1++ that luster sa"#ling is the tehniDue t! selet
the sa"#le *r!" the entire #!#ulati!n rand!"l$, and !nl$ a nu"%er !* lusters are
sa"#led. 5a$ 200+ als! that luster sa"#ling is sa"#ling in &hih gr!u#s are rand!"l$
seleted and all the "e"%ers !* seleted gr!u#s have si"ilar harateristis. 8he
researher used this tehniDue !* sa"#ling %eause all !* the lasses at the se!nd grade
are taught %$ the sa"e teaher and al"!st !* the students at se!nd grade !* SPN 2
Sungai )i"au g!t l!& "ark in <nglish see a##endi9 1@.
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Beause !* that, the researher deided that the sa"#le &as !nl$ !ne lass !*
students. 8! get the sa"#le, the researher dre& l!ts *r!" the *!ur lasses %$ &riting
eah lassCs na"e !n a #iee !* #a#er, r!lling the #iee, #utting the" in a %!9 and
dra&ing !ne. S!, the dra&ing &as d!ne and all !* the "e"%ers !* the seleted lass
inv!lved as the sa"#le !* the researh. F!r this researh (III - &as h!sen.
,' Time of the *esearch
8he researh &as !nduted at the SP Negeri 2 Sungai )i"au. It is l!ated !n
Jln.6a$a Sungai )i"au Sungai 5eringging k" -. 8his researh &as !nduted *r!"
Et!%er t! N!ve"%er 2010.
(' Instrumentation
8he instru"ents !* this researh &ere Duesti!nnaire, !%servati!n sheet and
intervie& %$ using ta#e re!rder t! get the data *r!" the se!nd grade <nglish teaher !*
SP N 2 Sungai )i"au. A!rding t! Na;ir 200-, Duesti!nnaire is the list !* Duesti!ns
and state"ents that are si"#le, and !"#lete. Arikunt! 200 adds that Duesti!nnaire
!nsists !* s!"e Duesti!ns that are used t! get in*!r"ati!n *r!" the res#!ndents a%!ut
their *eeling !r attitude. /!rn$ei 200 sa$s that Duesti!nnaire !nsists !* *atual
Duesti!ns, %ehavi!ral Duesti!ns, attitudinal Duesti!ns that an %e used t! "easure
attitudes, !#ini!ns, %elie*s, interests, and value. Beause !* that, the Duesti!nnaire *!r this
researh !nsists !* t&ent$ eight state"ents that "easure studentsC "!tivati!n in &riting.
8he state"ents !n the Duesti!nnaire &ere "ade %ased !n the indiat!rs !* "!tivati!n
%el!&:
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8a%le 2 Indiat!rs !* "!tivati!n
N! Indiat!rs !* "!tivati!n Nu"%er !* state"ent
1
2
-
>
Persistene
=h!ie !* hallenge
Inde#enden$
<"!ti!n
1, 2, -, >, @, , , , +
10, 11, 12, 1-, 1>, 1@, 1, 1
1,1+, 20, 21, 22
2-, 2>, 2@, 2, 2, 2
In additi!n, the tried !ut &as given t! the students &h! &ere n!t as the su%'et !*
researh. It &as d!ne t! see the validit$ and relia%ilit$ !* the Duesti!nnaire. 8hus,
%e*!re distri%uting the Duesti!nnaire t! the su%'et !* researh, it &as tried !ut t!
an!ther lass. (III2 lass &as h!sen as the tried !ut lass. 8he result !* this tried !ut
lass &as anal$;ed in !rder t! see the validit$ and relia%ilit$ !* the Duesti!nnaire.
&= 0aidit;
A Duesti!nnaire is valid &hen it "easures &hat it is su##!sed t! %e "easured.
8! get the validit$ !* eah ite" in the Duesti!nnaire, the researher used the
Pr!dut !"ent *!r"ula %$ !rrelating eah ite" Arikunt!, 200.
7here: r alulated K k!e*isien k!relasi
L9 K 8!tal s!re !* eah ite"
L$ K 8!tal s!re !* all ite"s
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n K t!tal res#!ndent
8hen, the &as !"#ared t! r ta"e. I* &as higher
than r ta"e# the ite" &as valid. F!r this researh r ta"e &as 0. -2 Arikunt!,
200.
2= *eia8iit;
6elia%ilit$ is the sta%ilit$ !* test s!res. A test ann!t "easure an$thing &ell
unless "easure !nsistentl$. 8! kn!& the relia%ilit$ !* the test, it &as tried !ut t!
an!ther lass, and the tr$ !ut result &as anal$;ed t! deter"ine the g!!d and the
%ad ite"s. 8! "easure relia%ilit$, the researher used 8he !pha 'ron"ach
*!r"ula Arikunt!, 200:
r11 =
7here: r 11 K the relia%ilit$ !e**iient !* the instru"ent
3 K the nu"%er !* ite"
L S t K S!re variane !* eah ite"
S t K 8!tal ite"s variane
8he result !* tr$ !ut instru"ent is desri%ed %el!&:
a <9a"ining the validit$ !* Duesti!nnaire
Fr!" the result !* the anal$sis, it &as *!und that *r!" 2 ite"s #re#ared
in the Duesti!nnaire, there &ere 2- ite"s valid. 8h!se ite"s !uld %e used in
the *inal Duesti!nnaire. 8he ite"s nu"%er -, 12, 1@, 1, and 2 &ere invalid.
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It "eant that M 0.-2 and the ite"s &ere n!t used in the *inal
Duesti!nnaire.
% <9a"ining !* the relia%ilit$ !* Duesti!nnaire
8! kn!& the relia%ilit$ !* Duesti!nnaire, the standard !* relia%ilit$ sh!uld
%e kn!&n. A!rding t! Sud'ana 1++, i* r alulated is the sa"e !r higher
than 0.0, it "eans that the Duesti!nnaire is relia%le. Based !n the tried !ut
result, it &as *!und that the Duesti!nnaire relia%ilit$ &as 0.+0@. S!, it !uld %e
said that the Duesti!nnaire &as relia%le.
!re!ver, t! su##!rt the data that have !%tained *r!" Duesti!nnaire, !%servati!n
in the lass &as d!ne. A!rding t! Na;ir 200- !%servati!n is the &a$ t! !llet the
data diretl$ and give "!re #a$ attenti!n t! the !%'et !* !%servati!n. E%servati!n is als!
de*ined %$ Arikunt! 200 that !%servati!n is an instru"ent t! !llet the in*!r"ati!n
*r!" the *ield %$ seeing all the ativities and then &rite it s$ste"atiall$. In !rder t! d!
the !%servati!n, the !%servati!n sheet is needed. S!, the !%servati!n sheet is an
instru"ent in !%servati!n. In this researh, the !%servati!n sheet &as reated %e*!re
!nduting the researh. It &as "ade %ased !n the #r!%le", and auses !* the #r!%le"
that an %e ha##en in the lass and als! "ade %ased !n the teahersC r!les in teahing and
learning #r!ess see a##endi9 12. It &as used t! !llet real in*!r"ati!n !* teahing
learning #r!ess and the students and teaherCs ativities in the lassr!!". 8he
!%servati!n sheet &as *illed %$ the researher and an <nglish teaher at SPN 2 Sungai
)i"au t! get "!re !%'etive data.
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A*ter the data has %een !lleted %$ Duesti!nnaire and !%servati!n, the intervie&
&ith the se!nd grade <nglish teaher !* SPN 2 Sungai )i"au %$ using ta#e re!rder
&as d!ne. 8he intervie& &as h!sen sine it !uld investigate the result in de#th
e9#lanati!n, aurate, and h!nest res#!nse. A!rding t! Seliger and Sh!ha"$ 1++
intervie& is d!ne t! !llet the data and get the in*!r"ati!n %$ talking t! the su%'et. 8he
intervie&er asks s!"e Duesti!ns and the su%'et res#!nd the Duesti!ns in a *ae t! *ae
situati!n !r %$ tele#h!ne. Na;ir 200- adds that intervie& is a #r!ess t! get the
in*!r"ati!n *!r the researh #ur#!se %$ asking s!"e Duesti!n t! the res#!ndent. Beause
!* that, s!"e Duesti!ns that relate &ith the studentsC "!tivati!n and the *at!rs in*luene
the studentsC "!tivati!n in learning &riting &ere asked t! the teaher. Beause !* the
se!nd grade <nglish teaher !* SPN 2 Sungai )i"au is !nl$ !ne teaherG the intervie&
&as d!ne *!r her.
E' Techni>ue of (ata ,oections
8! !llet the data, the researher used Duesti!nnaire %$ s!"e ste#s. 8he
*!ll!&ing #r!edures &ere used in !lleting data:
1. 8he researher distri%uted the tr$ !ut Duesti!nnaire t! the sa"#le !* tr$ !ut.
2. 8he tr$ !ut sa"#les &ere asked t! ans&er the Duesti!ns !n the Duesti!nnaire
sheets.
-. 8he researher !lleted the tr$ !ut Duesti!nnaire sheets.
>. 8he researher anal$;ed the ans&er *r!" the sa"#le students.
@. 8he researher *!und !ut the validit$ and relia%ilit$ !* the Duesti!nnaire.
. 8he researher revised the Duesti!nnaire.
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. 8he researher distri%uted the Duesti!nnaire t! the sa"#le.
. 8he sa"#le &as asked t! ans&er the Duesti!ns !n the Duesti!nnaire sheets.
+. 8he researher !lleted the Duesti!nnaire sheets.
10. 8he researher anal$;ed the ans&er *r!" the sa"#le students.
A*ter the res#!ndents *illed !ut the Duesti!nnaire, the researher !nduted
!%servati!n %$ using !%servati!n sheet &hih &as "ade %ased !n s!"e indiat!rs see
a##endi9 12 that &as *illed %$ the researher and the teaher. 8he researher and the
teaher #aid attenti!n and !%served all the ativities and the studentsC attitude in the
lassr!!" diretl$ &hen teahers taught &riting. Beause the te9t that the students
learned in se"ester I &ere re!unt te9t and desri#tive te9t, the researher and the teaher
entered the lass *!ur ti"esG t&! ti"es &hen the$ &ere learning re!unt te9t and t&!
ti"es &hen the$ &ere learning desri#tive te9t.
A*ter that, in !rder t! get "!re aurate data a%!ut h!& the studentsC "!tivati!n
in learning &riting and the *at!rs in*luene the students in learning &riting, the intervie&
&ith the se!nd grade &as <nglish teaher &as d!ne. 8he teaher &h! taught <nglish at
se!nd grade !nl$ !ne #ers!n, s! the researher as an intervie&er asked s!"e Duesti!ns
'ust t! her see a##endi9 1>. 8he ta#e re!rder &as used t! re!rd the intervie&. 8he
intervie& &as d!ne in Ind!nesian in !rder t! av!id "isunderstanding and "isinter#reting
%$ %!th the researher and the res#!ndent and t! reate in*!r"al at"!s#here s! that
truth*ul in*!r"ati!n &as !%tained. 8he intervie& &as d!ne %ased !n the intervie&
guidane &ritten %e*!re the intervie& &as !nduted.
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+' Techni>ue of (ata Ana;sis
8he Duesti!nnaire *!r this researh used )ikert sale. A!rding t! Na;ir 200-,
that )ikert sale is a sale t! "easure s!"e!ne attitude !r %ehavi!r a%!ut s!"ething he !r
she d!es !r thinks. It usuall$ uses si"#l$ a state"ent &hih the res#!ndent is asked t!
evaluate a!rding t! an$ kind !* su%'etive !r !%'etive riteriaG generall$ the level !*
agree"ent !r disagree"ent is "easured. E*ten *!ur !rdered res#!nse levels are used:
Str!ngl$ disagree, /isagree, Agree, Str!ngl$ agree. Seliger and Sh!ha"$ 1++ sa$ that
eah level has a s!re that an %e seen in the ta%le %el!&:
8a%le - )ikert Sale
)evel !*
agree"ent
Str!ngl$
disagree
/isagree Agree
Str!ngl$agree
S!re 1 2 -
>
A*ter !lleting the data *r!" the Duesti!nnaire, it &as alulated %$ using
desri#tive tehniDue na"el$ *reDuen$ ta%ulati!n, and #erentage. 8! *ind !ut the
#erentage !* eah ite", the &riter used the *!r"ula that is #r!#!sed %$ Sugi$!n! 200,
as *!ll!&:
P K n
f
100
P K 8he #erentage !* the result
* K 8he #erentage !* the ans&er !r eah Duesti!n
n K 8he t!tal a"!unt !* the sa"#le
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In !rder t! *ind the ateg!r$ !* eah #erentage !* studentsC "!tivati!n, the
researh has t! *ind the lass interval !* the #erentage %$ using s!"e ste#s see a##endi9
1. 8he ateg!r$ is:
8a%le >. 8he =ateg!r$ !* Perentage
Perentage =ateg!r$
100 4 1.2@ (er$ high
1.2@ 4 2.@0 High
2.@0 4 >-.@ )!&
>-.@ 4 2@ (er$ l!&
Suggested %$ Sud'ana, 1++
8! anal$;e the data, the researher used #erentage &here the "ean s!re !uld
%e !nsulted %$ *!ur ateg!ries: ver$ high, high, l!& and ver$ l!&. I* the "ean s!re &as
high, it "eant that the students have high "!tivati!n t! learn &riting. 8hen, i* the
#erentage &as l!&, it "eant that the students had #r!%le" &ith their "!tivati!n in
learning &riting. In additi!n t! su##!rt the data *r!" Duesti!nnaire, the data *r!"
!%servati!n sheet and intervie& &ere anal$;ed. 8he data *r!" !%servati!n sheet and
intervie& &ere e9#lained and desri%ed in sentenes.
,HAPTE* I0
(ATA (ES,*IPTI/N) *ESEA*,H +IN(INGS AN( (IS,-SSI/N
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A' (ata (escri:tion and (ata Ana;sis
8he data desri#ti!n and data anal$sis are #resented and disussed in this #art.
8he$ are #resented in line &ith the researh Duesti!ns. 8he$ are a%!ut the studentsC
"!tivati!n in learning &riting and the *at!rs that in*luene the studentsC "!tivati!n in
learning &riting. 8he data &ere desri%ed %$ using ta%les !* "ean s!res and the
#erentage !* the studentsC ans&ers in the Duesti!nnaire. 8hen, the data *r!"
Duesti!nnaire &ere su##!rted %$ the data *r!" the *ield that had %een !lleted %$ using
!%servati!n sheet t! anal$;e the studentsC "!tivati!n in learning &riting at the se!nd
grade students !* SPN 2 Sungai )i"au. In !rder t! su##!rt the data, intervie& &ith the
se!nd grade <nglish teaher &as d!ne t! *ind h!& the studentsC "!tivati!n in learning
&riting and &hat *at!rs in*luene the studentsC "!tivati!n in learning &riting.
&' The students’ motivation in earning <riting at the second grade students of
SMPN 2 Sungai Limau
A*ter distri%uting the Duesti!nnaire t! the students in !rder t! kn!& h!& their
"!tivati!n in learning &riting, the data &ere !lleted and anal$;ed. 8he data are
sh!&n in the ta%le %el!&:
8a%le @. ?uesti!nnaire 6esult
N! Ite" ean s!re Perentage
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1 1 2 @0
2 2 1.+@ >.>
- - 1.+ >+.-2
> > 1.+ >+.-2
@ @ 2.0- @0.
2 @0
1.+ >+.-2
1.+2 >.+
+ + 2 @0
10 10 2.0- @0.
11 11 1.+ >.2+
12 12 1.+@ >.@
1- 1- 1.+2 >.+
1> 1> 1.+ >+.-21@ 1@ 1. >.2
1 1 1.+@ >.>
1 1 2 @0
1 1 1.+2 >.+
1+ 1+ 1.+ >+.-2
20 20 1.+ >+.-2
21 21 2.0- @0.
22 22 1.+ >+.-2
2 2- 1.> >@.+>
8!tal >@.0 112.+2
ean s!re 1.+ >+.00
8he ta%le !* Duesti!nnaire a%!ve sh!&s that the t!tal #erentage !* Duesti!nnaire
is >+. Based !n the ateg!r$ !* #erentage a##endi9 1, it ateg!ri;ed l!&. 8he data
*r!" Duesti!nnaire &as su##!rted %$ the result !* intervie& &ith the se!nd grade
<nglish teaher !* SPN 2 Sungai )i"au see a##endi9 1>, and it an %e !nluded that
the studentsC "!tivati!n in learning &riting is l!&. 8he students did n!t interested in
learning &riting and have l!& "!tivati!n. 8he detail desri#ti!n !* the studentsC ans&er
!n the Duesti!nnaire is desri%ed in the *!ll!&ing #aragra#hs.
2-
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First, the #erentage !* the studentsC ans&er a%!ut their #ersistene in learning
&riting that an %e seen in the ta%le %el!&:
8a%le . 8he *indings !* StudentsC Persistene
Indiat!r Su%
indiat!rs
N!.
Ite"
E#ti!n
SA A / S/
* * * *
Persistene Havinghigh desire
t! learn
1. 0 0 @ 1-.@1 2 2.+ @ 1-.@1
2 0 0 @ 1-.@1 2@ .@ 1.+1
N!t eas$ t!*eel %!red -.1 2.1 1.21 21 @.@ + 2>.-2
>. - .11 > 10.1 1+ @1.-@ 11 2+.2
@. - .11 - .11 2- 2.1 21.2
Having
desire t! d!
assign"ent
. 1 2.1 1.21 22 @+.>@ 21.2
. 0 0 1.21 2> >. 1.+2
. 1 2.1 > 10.1 2- 2.1 + 2>.-2
8!tal #erentage !* the studentsC
#ersistene
>+.>0
8he ta%le sh!&s that there &ere eight ite"s that &ere given t! the res#!ndents t!
*ind !ut the studentsC res#!nses a%!ut their #ersistene in learning &riting. Ite" !ne
!nerned &ith the studentsC desire t! learn. 8here &ere n! students &h! ans&ered
str!ngl$ agree &ith the #erentage 0. 8hen, there &ere @ students &ith the #erentage
1-.@1 &h! ans&ered agree. Ne9t, there &ere 2 students &ith the #erentage 2.+
&h! ans&ered disagree. 8he rest @ students ans&ered str!ngl$ disagree &ith #erentage
1-.@1. 8he "ean s!re !* this ite" &as 2 !r @0. Based !n the "ean s!re ateg!ries,
it &as !nsidered l!&.
Ite" t&! !nerned &ith the studentsC attenti!n t! learn &riting. 8here &ere n!
students &h! ans&ered str!ngl$ agree &ith the #erentage 0. 8hen, there &ere @
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students &ith the #erentage 1-.@1 &h! ans&ered agree. Ne9t, there &ere 2@ students
&ith the #erentage .@ &h! ans&ered disagree. In additi!n, there &ere students
&ith the #erentage 1.+1 &h! ans&ered str!ngl$ disagree. 8he "ean s!re !* this ite"
&as 1.+@ !r >.>. It &as ateg!ri;ed l!&.
Ite" three !nerned &ith the studentsC desire t! "aster in &riting. 8here &as
!nl$ 1 student &h! ans&ered str!ngl$ agree &ith the #erentage 2.1. 8hen, there &ere
students &ith the #erentage 1.21 &h! ans&ered agree. Ne9t, there &ere 21 students
&ith the #erentage @.@ &h! ans&ered disagree. In additi!n, there &ere + students
&ith the #erentage 2>.-2 &h! ans&ered str!ngl$ disagree. 8he "ean s!re !* this ite"
&as 1.+ !r >+.-2. It &as ateg!ri;ed l!&.
Ite" *!ur !nerned &ith the studentsC desire t! "ake &riting assign"ent in a
l!ng ti"e. 8here &ere - students &h! ans&ered str!ngl$ agree &ith the #erentage
.11. 8hen, there &ere > students &ith the #erentage 10.1 &h! ans&ered agree.
Ne9t, there &ere 1+ students &ith the #erentage @1.-@ &h! ans&ered disagree. In
additi!n, there &ere 11 students &ith the #erentage 2+.2 &h! ans&ered str!ngl$
disagree. 8he "ean s!re !* this ite" &as 1.+ !r >+.-2. It &as ateg!ri;ed l!&.
8he "ean s!re !* ite" *ive &hih &as related t! the studentsC &!rk hard t!
learn &riting &as 2.0- !r @0.. It &as ateg!ri;ed l!&. 8here &ere - students &ith the
#erentage .11 &h! ans&ered str!ngl$ agree. 8hen, there &ere - students &ith the
#erentage .11 &h! ans&ered agree. Ne9t, there &ere 2- students &ith the #erentage
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2.1 &h! ans&ered disagree. 8here &ere students &ith the #erentage 21.2 &h!
ans&ered str!ngl$ disagree.
8he ne9t ite" !nerned &ith the studentsC desire t! get inv!lved &hen learning
&riting. 8here &as !nl$ !ne students &h! ans&ered str!ngl$ agree &ith the #erentage
2.1. 8hen, there &ere students &ith the #erentage 1.21 &h! ans&ered agree.
Ne9t, there &ere 22 students &ith the #erentage @+.>@ &h! ans&ered disagree. In
additi!n, there &ere students &ith the #erentage 21.2 &h! ans&ered str!ngl$
disagree. 8he "ean s!re !* this ite" &as 2 !r @0. It &as ateg!ri;ed l!&.
!re!ver, ite" seven related t! the studentsC &ants t! "ake their assign"ent.
8here &as n! student &h! ans&ered str!ngl$ agree. 8hen, there &ere students &ith the
#erentage 1.21 &h! ans&ered agree. Ne9t, there &ere 2> students &ith the
#erentage >. &h! ans&ered disagree. 8here &ere students &h! ans&ered
str!ngl$ disagree &ith the #erentage 1.+2. 8he "ean s!re !* this ite" &as 1.+ 0r
>+.-2. Based !n the "ean ateg!ri;ed, it &as !nsidered l!&.
8he last !ne, ite" eighth related t! the studentsC desire t! "ake their h!"e&!rk
seri!usl$. 8here &as !nl$ 1 student &ith the #erentage 2.1 &h! ans&ered str!ngl$
agree. 8hen, there &ere > students &ith the #erentage 10.1 &h! ans&ered agree.
Ne9t, 2- students &ith 2.1 ans&ered disagree. 8here &ere + students &ith the
#erentage 2>.-2 &h! ans&ered str!ngl$ disagree. 8he "ean s!re !* this ite" &as
1.+2 !r >+.-2. It &as ateg!ri;ed as l!&.
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Fr!" th!se ite"s a%!ve, ite" 1, 2, -, >,@,,, and &ere the studentsC res#!nse
relate t! the studentsC desire t! learn, the studentsC *eeling a%!ut &hen learning &riting
and the$ &ants t! "ake assign"ents and h!"e&!rk. Further"!re, the t!tal !* "ean s!re
!* the studentsC attitude, interest, and value &as 1.+ !r >+.>0. It &as !n the range !*
1.@0 2.>+. It "eant l!&. It !uld %e !nluded that the studentsC #ersistene in learning
&riting at the se!nd grade students !* SPN 2 Sungai )i"au &as l!&.
Ne9t, the studentsC ans&ers that relate t! their h!ie !* hallenge an %e seen
in the ta%le %el!&:
8a%le . 8he *indings !* StudentsC =h!ie !* =hallenge
Indiat!r Su%
indiat!rs
N!.
Ite"
E#ti!n
SA A / S/
* * * *
=h!ie !*=hallenge
N!t eas$ t!give u#
+. 0 0 @ 1-.@1 2 2.+ 21.2
10 2 @.>1 > 10.1 2> >. 1.+2
Havingg!!d desire
t! d!hallenging
task
11. 2 @.>1 - .11 21 @. 11 2+.-
12. 0 0 1.+2 20 @>.0@ 1.+2
=reative 1-. 1 2.1 @ 1-.@1 21 @. 10 2.0-
8!tal #erentage !* the studentsC
h!ie !* hallenge
>.+1
8he ta%le a%!ve sh!&s that the "ean s!re !* ite" nine &hih related t! the
studentsC &ant t! &!rk hard t! *inish their di**iult &riting &as 2 !r @0. 8his s!re &as
!nsidered l!&. 8here &as n! student &h! ans&ered str!ngl$ agree. 8hen, there &ere @
students &ith the #erentage 1-.@1 &h! ans&ered agree. Ne9t, 2 students &ith 2.+
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ans&ered disagree. 8here &ere students &ith the #erentage 21.2 &h! ans&ered
str!ngl$ disagree.
8he "ean s!re !* ite" ten that related t! the students that &ant t! sta$ stud$
seri!usl$ &as 2.0- !r @0.. 8his s!re &as als! ateg!ri;ed l!&. 8here &ere 2
students &ith the #erentage @.>1 &h! ans&ered str!ngl$ agree. 8hen there &ere >
students &h! ans&ered agree &ith the #erentage 10.1. Ne9t, there &ere 2> students
&h! ans&ered disagree &ith the #erentage >.and there &ere students &ith the
#erentage 1.+2 &h! ans&ered str!ngl$ disagree.
Ne9t, ite" eleven &hih dealt &ith the students that al&a$s t! tr$ hard t! &rite
&ith di**iult t!#i. 8here &ere 2 students &ith the #erentage @.>1 &h! ans&ered
str!ngl$ agree. 8hen there &ere - students &h! ans&ered agree &ith the #erentage
.11. Ne9t, there &ere 21 students &h! ans&ered disagree &ith the #erentage
@.and there &ere 11students &ith the #erentage 2+.- &h! ans&ered str!ngl$
disagree. 8he "ean s!re !* this ite" &as 1.+ !r >.2+. It &as ateg!ri;ed l!&.
8he "ean s!re !* ne9t ite" that dealt &ith the students &h! &ant t! &rite &ith
t!#i that is given %$ teaher &as 1.+@ &ith the #erentage >.@. It &as ateg!ri;ed
l!&. 8he desri#ti!n !* this ite" is there &as n! student &h! ans&ered str!ngl$ agree.
8hen, there &ere students &h! ans&ered agree &ith the #erentage 1.+2. Ne9t, there
&ere 20 students &ith the #erentage @>.0@ &h! ans&ered disagree and there students
&h! ans&ered str!ngl$ disagree &ith the #erentage 1.+2.
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8he last ite" *!r this indiat!r related t! the studentsC reativit$ in devel!#ing
their ideas. 8here &as !nl$ 1 student &h! ans&ered str!ngl$ agree &ith the #erentage
2.1. 8hen, there &ere @ students &h! ans&ered agree &ith the #erentage 1-.@1.
Ne9t, there &ere 21 students &ith #erentage @. &h! ans&ered disagree and there
&ere 10 students &h! ans&ered str!ngl$ disagree &ith the #erentage 2.0-. 8he "ean
s!re !* this ite" &as 1.+2 !r >.+. It &as ateg!ri;ed l!&.
8he "ean s!re !* the ite"s +, 10, 11, 12, and 1- &ere the studentsC res#!nse
related t! the studentsC &!rk hard t! *ae the hallenge in learning &riting and their
reativit$ &as 1.+ !r >.+1. It &as !n the range !* 1.@0 2.>+. It "eant l!&. It !uld
%e !nluded that the studentsC h!ie !* hallenge in &riting at the se!nd grade
students !* SPN 2 Sungai )i"au &as l!&.
8he ne9t is the studentsC ans&er a%!ut their inde#enden$ in learning &riting that
an %e seen in the ta%le %el!&:
8a%le . 8he Findings !* StudentsC Inde#enden$
Indiat!r Su%
indiat!rs
N!.
Ite"
E#ti!n
SA A / S/
* F F *
Inde#en4
den$
Inde#en4
dene
1> 2 @.>1 1.+2 1 >-.2> 12 -2.>-
1@ 0 0 @ 1-.@1 22 @+.>@ 10 2.0-
1 0 0 1.+2 21 @. 10 2>.-2
=!!#erati4ve
1 2 @.>1 1.+2 1 >@.+@ 11 2+.-
1 1 2.1 @ 1-.@1 21 @. 10 2.0-
8!tal #erentage !* the
studentsC inde#enden$
>.@1
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Fr!" the ta%le a%!ve, it an %e sh!&n that "ean s!re !* ite" *!urteen &hih
dealt &ith the students &h! &ants t! d! their assign"ent &hen their teaher d! n!t !"e
&as 1.+ !r >+.-2. It &as ateg!ri;ed l!&. 8he desri#ti!n is there &ere 2 students &h!
ans&ered str!ngl$ agree &ith the #erentage @.>1. 8hen, there &ere students &ith the
#erentage 1.+2 &h! ans&ered agree. Ne9t, there &ere 1 students &h! ans&ered
disagree &ith the #erentage >-.2> and there &ere 12 students &ith the #erentage
-2.>- &h! ans&ered str!ngl$ disagree.
Ite" *i*teen !nerned &ith the studentsC inde#enden$ t! learn &riting. 8here
&as n! student &h! ans&ered str!ngl$ agree. 8hen, there &ere @ students &ith the
#erentage 1-.@1 &h! ans&ered agree. Ne9t, there &ere 22 students &h! ans&ered
disagree &ith the #erentage @+.>@ and there &ere 10 students &ith the #erentage
2.0- &h! ans&ered str!ngl$ disagree. 8he "ean s!re !* this ite" &as 1. &ith the
#erentage >.2. It &as ateg!ri;ed l!&.
Ite" si9teen !nerned &ith the studentsC inde#enden$ t! d! assign"ents
&ith!ut heating. 8here &as n! student &h! ans&ered str!ngl$ agree. 8hen, there &ere
students &ith the #erentage 1.+2 &h! ans&ered agree. Ne9t, there &ere 21 students
&h! ans&ered disagree &ith the #erentage @. and there &ere + students &ith the
#erentage 2>.-2 &h! ans&ered str!ngl$ disagree. 8he "ean s!re !* this ite" &as
1.+@ &ith the #erentage >.@. It &as ateg!ri;ed l!&.
Ite" seventeen !nerned &ith the students &h! &ant t! disuss their stud$ &ith
their *riends. 8here &ere 2 student &h! ans&ered str!ngl$ agree &ith the #erentage
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@.>1. 8hen, there &ere students &ith the #erentage 1.+2 &h! ans&ered agree.
Ne9t, there &ere 1 students &h! ans&ered disagree &ith the #erentage >@.+@ and
there &ere 11 students &ith the #erentage 2+.- &h! ans&ered str!ngl$ disagree. 8he
"ean s!re !* this ite" &as 2.00 &ith the #erentage @0. It &as ateg!ri;ed l!&.
8he last ite" *!r this indiat!r dealt &ith the students &h! &ant t! hel# their
*riends &hen the$ get di**iulties in &riting. 8he "ean s!re &as 1.+2 !r >.+. It &as
ateg!ri;ed l!&. 8he desri#ti!n is there &as 1 student &h! ans&ered str!ngl$ agree &ith
the #erentage 2.1. 8hen, there &ere @ students &ith the #erentage 1-.@1 &h!
ans&ered agree. Ne9t, there &ere 21 students &h! ans&ered disagree &ith the #erentage
@. and there &ere 10 students &ith the #erentage 2.0- &h! ans&ered str!ngl$
disagree.
8he "ean s!re !* the ite"s 1>, 1@, 1, 1, and 1 &hih &ere the studentsC
res#!nse related t! the studentsC inde#enden$ in learning &riting &as 1.+> !r >.@1. It
&as !n the range !* 1.@0 2.>+. It "eant it &as l!&. It !uld %e !nluded that the
studentsC h!ie !* hallenge in learning &riting at the se!nd grade students !* SPN 2
Sungai )i"au &as l!&.
8he last !ne is the studentsC ans&er a%!ut their e"!ti!n in learning &riting that
an %e seen in the ta%le %el!&:
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8a%le +. 8he Findings !* StudentsC <"!ti!n
8he ta%le sh!&s that there are *ive ite"s given t! the res#!ndents t! *ind !ut the
studentsC res#!nses a%!ut their e"!ti!n in learning &riting. Ite" nineteen !nerned &ith
the studentsC *eeling in learning &riting. 8here &as !nl$ 1 students &h! ans&ered
str!ngl$ agree &ith the #erentage 2.1. 8hen, there &ere students &ith the
#erentage 1.21 &h! ans&ered agree. Ne9t, there &ere 21 students &ith the
#erentage @. &h! ans&ered disagree. 8he rest + students ans&ered str!ngl$
disagree &ith #erentage 2>.-2. 8he "ean s!re !* this ite" &as 1.+ !r >+.-2.
Based !n the "ean s!re ateg!ries, it &as !nsidered l!&.
Ite" t&ent$ !nerned &ith the students that &ant t! *!ll!& stud$ing &riting
interestingl$. 8here &ere 2 students &h! ans&ered str!ngl$ agree &ith the #erentage
@.>1. 8hen, there &ere > students &ith the #erentage 10.1 &h! ans&ered agree.
Ne9t, there &ere 22 students &ith the #erentage @+.>@ &h! ans&ered disagree. In
additi!n, there &ere + students &ith the #erentage 2>.-2 &h! ans&ered str!ngl$
disagree. 8he "ean s!re !* this ite" &as 1.+ !r >+.-2. It &as ateg!ri;ed l!&.
Indiat!r Su%
indiat!rs
N!.
Ite"
E#ti!n
SA A / S/
* * F *
<"!ti!n <nthusiastt! learn
1+ 1 2.1 1.21 21 @. + 2>.-2
20 2 @.>1 > 10.1 22 @+.>@ + 2>.-2
21 - .11 > 10.1 21 @.@ + 2>.-2
Interested t!learn
22 0 0 1.+2 21 @+.>@ 21.2
2- 0 0 > 10.1 21 @.@ 11 2+.-
8!tal #erentage !* the studentsC
e"!ti!n
>.+1
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Ite" t&ent$ !ne dealt &ith the students that al&a$s &ant t! share their &riting in
*r!nt !* the lass. 8here &ere - students &ith the #erentage .11 &h! ans&ered
str!ngl$ agree. 8hen there &ere > students &h! ans&ered agree &ith the #erentage
10.1. Ne9t, there &ere 21 students &h! ans&ered disagree &ith the #erentage
@.and there &ere + students &ith the #erentage 2>.-2 &h! ans&ered str!ngl$
disagree. 8he "ean s!re !* this ite" &as 2.0- !r @0.. It &as ateg!ri;ed l!&.
8he "ean s!re !* ite" t&ent$ t&! that dealt &ith the studentsC *eeling !"*!rt
&as 1.+@ &ith the #erentage >.@. It &as ateg!ri;ed l!&. 8he desri#ti!n !* this
ite" is there &as n! student &h! ans&ered str!ngl$ agrees. 8hen, there &ere students
&h! ans&ered agree &ith the #erentage 1.+2. Ne9t, there &ere 22 students &ith the
#erentage @+.>@ &h! ans&ered disagree and there students &h! ans&ered str!ngl$
disagree &ith the #erentage 21.2.
8he last ite" *!r this indiat!r related t! the studentsC *eeling &hen learning
&riting reativit$ in devel!#ing their ideas. 8here &as n! student &h! ans&ered str!ngl$
agree. 8hen, there &ere > students &h! ans&ered agree &ith the #erentage 10.1.
Ne9t, there &ere 21 students &ith #erentage @. &h! ans&ered disagree and there
&ere 11 students &h! ans&ered str!ngl$ disagree &ith the #erentage 2+.-. 8he "ean
s!re !* this ite" &as 1.> !r >@.+>. It &as ateg!ri;ed l!&.
Fr!" th!se ite"s a%!ve, ite" 1+, 20, 21, 22 and 2- &ere the studentsC
res#!nse related t! the studentsC e"!ti!n and their *eeling &hen learning &riting.
Further"!re, the t!tal !* "ean s!re !* the studentsC attitude, interest, and value &as 1.+
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!r >.+1. It &as !n the range !* 1.@0 2.>+. It "eant l!&. It !uld %e !nluded that
the studentsC #ersistene in learning &riting at the se!nd grade students !* SPN 2
Sungai )i"au &as l!&.
8he result *r!" Duesti!nnaire a%!ve &as su##!rted %$ the result !* !%servati!n
sheet. 8he data are desri%ed in the ta%le %el!&:
8he result !* Duesti!nnaire is su##!rted %$ the data *r!" !%servati!n sheet that &ere
d!ne %$ the researher and !ne !* the <nglish teahers in SPN 2 Sungai )i"au.
8a%le 10. 8he 6esult !* E%servati!n Sheet *!r StudentsC !tivati!n
Indiat!rs N! !* Ite" Perentage
Persistene 1+ 12.@
20 2@
21 12.@
=h!ie !*=hallenge
22 0
2- 2.@
Inde#enden$ 2> 0
2@ -.@
<"!ti!n 2 0
2 0
2 12.@
Based !n the ta%le, it an %e seen there &ere - ite"s that &as used t! see the
studentsC #ersistene in learning &riting. It &as *!und that the students learned &riting
seri!usl$ ite" 1+, 12.@. Als!, the students &anted #a$ attenti!n t! their teaher
e9#lanati!n a%!ut h!& t! &rite a #aragra#h !r a te9t &ell ite" 20, 2@, and the
students &anted t! get inv!lved in leaning ativities that &as given %$ their teaher ite"
21, 12.@. S!, %ased !n the data *r!" Duesti!nnaire and !%servati!n, it an %e
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!nluded that the studentsC #ersistene in learning &riting is l!&. !re!ver, *r!" the
ta%le an %e sh!&n the students the studentsC h!ie !* hallenge. 8he students &anted t!
"ake the assign"ent that &as di**iult *!r the" ite" 22, 0, and the students did n!t
*eel a*raid and sh$ t! share their ideas ite" 2-, 2.@. Als!, the studentsC inde#enden$
in learning &riting an %e desri%ed that the students did n!t &ant t! heat their *riends
&!rk ite" 2>, 0, and the$ &anted t! disuss their di**iult$ in &riting &ith their
*riends ite" 2@, -.@. In additi!n, the ta%le a%!ve sh!&s the studentsC e"!ti!n in
learning &riting. It is desri%ed that the students en'!$ and enthusiast in learning &riting
ite" 2, and 2, 0. 8he students like t! "ake their &riting assign"ent ite" 2,
12.@.
Based !n the data anal$sis *r!" Duesti!nnaire and !%servati!n sheet a%!ve, it
an %e !nluded that the studentsC #ersistene, h!ie !* hallenge, inde#enden$ and
e"!ti!n "!tivati!n in learning &riting is l!&. It "eans that the studentsC "!tivati!n at
se!nd grade !* SP N 2 Sungai )i"au is l!&.
2' The factors that infuenced the students’ motivation in earning <riting at the
second grade of SMPN 2 Sungai Limau
Based !n the !%servati!n *indings and the intervie& result that &as d!ne &ith the
se!nd grade <nglish teaher !* SPN 2 Sungai )i"auG there is !nl$ !ne <nglish teaher
&h! teahes <nglish at the se!nd grade !* SPN 2 Sungai )i"au, it &as *!und s!"e
*at!rs that in*luene the studentsC "!tivati!n in learning &riting as #ereived %$ the
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teaher. First, it !"es *r!" the students the"selves. Fr!" the result !* intervie&, the
teaher said that:
O &n m+ opinion the first factor that can cause the ow of the students’ motivation
in earning 7ngish especia+ in writing is the students themseves. The students thought
that 7ngish is a difficut su"5ect# and writing "ecomes more difficut ski. !so# mmm8
most of the students of SMPN 2 Sungai Limau never earned 7ngish when the+ were at
eementar+ schoo. So the+ were difficut to understand a"out writing# moreover the eve
of difficut+ is high for them.9
Based !n the intervie& a%!ve, the students think that &riting is di**iult su%'et t!
learn. It is %eause the students are lak !* %akgr!und kn!&ledge a%!ut <nglish. F!r the
ne9t *at!r, the teahers said:
:The second factor is the students’ fami+ and their econom+. Most of the
students’ of SMPN 2 Sungai Limau’s fami+ have ow econom+. The students get ess
attention from their parents and their parents sedom contro their chidren to stud+. !ndmost of the students have to work after the cass is over# for instance the students hep
their parents as a farmer or have to coect sand from the river. So the students have no
time to stud+ at home. &t is the fact that happens at SMPN 2 Sungai Limau.9
It "eans that the students did n!t get *ull !* attenti!n *r!" their #arents. 8heir
#arents &ere %us$ t! &!rk %eause the$ had l!& e!n!"$. As an e**et, the students did
n!t learn at h!"e &hat the$ have g!t in the sh!!l that "ade the" di**iult t! understand
the "aterial in &riting and la;$ t! learn &riting.
8he ne9t *at!r that in*luenes the studentsC "!tivati!n in learning &riting is
teaher. 8he result !* intervie& &ith the teaher is desri%ed %el!&:
The ne4t factor ma+ "e the ack of teacher in using variet+ method in teaching.#
the teacher sti use the od method in teaching that is e4pain the materia "+ using one
side communication that that the teacher was active "ut the students were passive.
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Based !n the intervie& a%!ve, it an %e desri%ed that the teaher did n!t use
s!"e "eth!ds in t! "ake their students learned interestingl$. 8he data *r!" intervie& are
su##!rted %$ the data *r!" !%servati!n sheet. 8he data are desri%ed in the ta%le %el!&:
8a%le11. 8he 6esult !* E%servati!n Sheet *!r Fat!rs In*luened !tivati!n
Indiat!rs N! !*
Ite"
Perentage
=reating the %asi "!tivati!nal!nditi!n
2 .@
- 12.@
@ 1001> .@
1@ 0
1 .@
5enerating studentsC "!tivati!n1 100
> @0
0
0
+ 12.@
10 0
11 12.@
12 01- 2@
aintaining and #r!teting
"!tivati!n
2.@
1 100
Based !n the result !* !%servati!n sheet a%!ve, there &ere si9 ite"s that &ere
used t! identi*$ the teahersC r!les as "!tivat!r t! reate the %asi "!tivati!nal !nditi!n
*!r students. F!r the ite" t&!, the teaher al&a$s !#ens the less!n and gains the studentsC
attenti!n t! learn 100. Ite" -, the teaher seld!" e9#lains the un*a"iliar v!a%ular$
that the students &ill %e *!und 12.@. Ite" @, the teaher al&a$s e9#lains the "aterial
&ith lear v!ie 100. Ite" 1>, the teaher rarel$ ann!t "anage her students in the
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lass .@. 8he 1@ ite", the teaher ann!t gain the studentsC attenti!n t! her
e9#lanati!n. 8he last ite", the teaher gives the !##!rtunit$ t! the students t! "enti!n
#r!%le"s the$ *ind .@.
F!r the se!nd teaherCs r!les in generating studentsC "!tivati!n, there &ere +
ite"s t! identi*$ it. Ite" 1, the teaher al&a$s intr!dues the t!#i t! the students 100.
Ite" >, the teaher s!"eti"es an e9#lain a%!ut the "aterial learl$ and easil$ t! %e
underst!!d @0. Ite" , the teaher did n!t "ake a less!n #lan t! teah &riting 0.
Ite" , the teaher did n!t #re#are the "aterial %e*!re teahing 0. Ite" +, the teaher
rarel$ #re#ares the "edia *!r teahing &riting 12.@. Ite" 10, the teaher did n!t
#resent the "aterial e**etivel$ 0. Ite" 11, the teaher seld!" #resent the "aterial
interestingl$ 12.@. Ite" 12, the teaher did n!t e9#lain the "aterial %$ using an
interesting "edia 0. 8he last ite", the teaher seld!" uses the interesting "aterial
2@.
8he last teaherCs r!le as a "!tivat!r, there &ere t&! ite"s t! identi*$ h!& the
teaher "aintains and #r!tets the studentsC "!tivati!n in learning &riting. Ite" , the
teaher gave lear e9a"#le *!r the students 2.@ and ite" 1, the teaher al&a$s give
a task and h!"e&!rk t! the students 100.
1' +indings
In this #art, all the data that had %een desri%ed in the data desri#ti!n &ere
anal$;ed. 8he data !* this researh &ere !lleted %$ using Duesti!nnaire, !%servati!n
and intervie&.
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&' The Students’ Motivation at the Second Grade of SMPN 2 Sungai Limau
Based !n the data *r!" Duesti!nnaire, there are *!ur indiat!rs that an
identi*$ the studentsC "!tivati!n in learning &riting. Fr!" the *!ur indiat!rs, the
studentsC inde#enden$ is the l!&est !ne that the students have in learning
&riting. 8he data &ere su##!rted %$ the data *r!" !%servati!n sheet. 8he
students did n!t &ant t! stud$ &hen their teaher &as n!t in the lass. 8he$
needed their teaher in the lass &hen stud$ and "ade an assign"ent i* n!t, the$
&!uld n!t d! it, the$ did !ther ativities and "ade n!is$. !re!ver, the students
al&a$s see their *riends &riting &!rk &hen their teaher gave the" an
assign"ent. Just s!"e !* the students that &anted t! d! their assign"ent %$
the"selves. 8he$ als! seld!" disuss their di**iulties in &riting &ith their !ther
*riends. Al"!st !* the" 'ust ask their *riends t! %!rr!& their *riends &riting &!rk.
It an %e seen &hen their teaher !lleted her studentsC &riting &!rk, "!st !* the
studentsC &!rk &ere sa"e. In *at, the studentsC inde#enden$ in learning is
needed t! "ake the" have g!!d a%ilit$ in &riting %eause &riting needs "!re
#ratie.
8he ne9t indiat!r that the students have is l!& is their e"!ti!n. 8he data
*r!" Duesti!nnaire and !%servati!n sheet sh!&ed that the students did n!t en'!$
and enthusiast learning &riting. 8he students did n!t &ant t! kee# silent in the
lassG the$ s#!ke &ith their *riends, &ent t! their *riendsC seat and distur%ed their
*riends. It "ade their teaher &as di**iult and t! "anage the". 8he teaher had
t! &aste "uh ti"e t! "ake her students #aid attenti!n t! her. En the !ther hand,
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teaher t! *inish their assign"ent at h!"e %ut &hen their teaher !lleted their
assign"ent, s!"e !* the" did n!t d! their assign"ent at h!"e.
In sh!rt, n!t all !* the indiat!rs !* "!tivati!n that the studentsC have are
high. 8here is an indiat!r that the students have is l!& %ut reall$ needed in
learning and have t! %e i"#r!ved.
2' The +actors that Infuenced the Students’ Motivation in Learning Writing at
the Second Grade of SMPN 2 Sungai Limau
Based !n the data *r!" !%servati!n and intervie&, there are s!"e *at!rs
that in*luened the studentsC "!tivati!n in learning &riting as #ereived %$ the
teaher. First, the students the"selves. 8he se!nd grade students !* SPN 2
Sungai )i"au still think that &riting is di**iult t! %e learned. It is %eause the$
never learned <nglish at ele"entar$ sh!!l. 8he$ 'ust learn <nglish &hen the$ are
!n 'uni!r high sh!!l. 8his !nditi!n "ake the students are l!& a%ilit$ in <nglishG
the$ are lak !* v!a%ular$, less a%ilit$ in gra""ar, et that is reall$ needed t!
hel# the" in learning &riting. It "akes the students di**iult t! understand the
less!n, the$ %e!"e %!red t! learn &riting easil$ and in*luene their interest t!
learn &riting.
8he se!nd *at!r is the studentsC *a"il$ and their e!n!"$. 8he students
did n!t get en!ugh attenti!n *r!" their #arents. Beause !* their l!& !* e!n!"$,
the students have t! hel# their #arent and the$ d! n!t have ti"e t! stud$ at h!"e
and !* !urse the$ l!st their ti"e t! #la$ &ith their *riends e9e#t in sh!!l. 8his
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situati!n "ade the students !uld n!t stud$ &ell in the sh!!l and did n!t #a$
attenti!n t! their less!n.
8he last *at!r is the teaher. Based !n three r!les !* teaher in "!tivating
students t! learn &riting, there &as a r!le that the teaher did n!t d! &ell. First,
the se!nd grade <nglish teaher !* SPN 2 Sungai )i"au did n!t #re#are the
less!n #lan that has t! %e used in teahing &riting t! "anage the #r!ess !*
teahing &riting in !rder t! ahieve the g!al !* !"#eten$ %ased !n s$lla%us.
!re!ver, %eause !* the teaher did n!t #re#are the less!n #lan, it "eans that she
did n!t #lan h!& t! "ake her teahing %ea"e interesting *!r the students and
"ade the students &ant t! stud$ seri!usl$. Se!nd, the teaher seld!" uses
a##r!#riate and interesting "aterial t! teah &riting %ased !n the studentsC needs
and their a%ilit$. 8he teahers 'ust used the "aterials *r!" L;S that s!"eti"es d!
n!t a##r!#riate &ith the students a%ilit$ and d! n!t interesting *!r the students.
8hird, the teaher did n!t al&a$s #re#are and use the "edia in teahing &riting.
8he teaher e9#lained the "aterial in *r!nt !* the lass &ith!ut using a "edia.
<ven th!ught the teaher used a "edia, it &as n!t %ig en!ugh and the students
!uld n!t see it learl$. S! it "ade the students less attenti!n t! their teaher
e9#lanati!n. 8he last, the teaher did n!t #resent the "aterial interestingl$ &ith
a##r!#riate "eth!d and tehniDue. 8he teaher 'ust e9#lained the "aterial %$
talking in *r!nt !* the lass leturing "eth!d !r teaher enter and s!"eti"es
the teaherCs v!ie &as n!t l!ud. It "ade the students &as di**iult t! listen t!
their teaher e9#lanati!n and "ade the students uninterested t! learn &riting.
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,' (iscussion
Fr!" the anal$sis !* the data, it &as sh!&n that the se!nd grade students !*
SPN 2 Sungai )i"au have l!& "!tivati!n in learning &riting. In *at, "!tivati!n #la$s
an i"#!rtant r!le in learning &riting %eause "!tivati!n is an internal !nditi!n &here
students has a need, desire, !r &ant that serves t! ativate !r energi;e %ehavi!r t! ahieve
their g!al even th!ugh it is di**iult *!r the". E9*!rd 2001 de*ines "!tivati!n as an
inner state !* need !r desire that ativities an individual t! d! s!"ething, and that &ill
satis*$ that need !r desire. S!, "!tivati!n in*luenes the students t! d! the ativit$ &ith
high e**!rt t! ahieve &hat the$ are g!ing t! get, als! in &riting. 8he students &ith high
"!tivati!n &ill stud$ seri!usl$ t! understand h!& t! &rite &ell and "ake the" a%le t!
&rite as their teaher taught in the sh!!l.
Based !n the data *r!" !%servati!n and intervie&, the l!& "!tivati!n !* the
se!nd grade students !* SPN 2 Sungai )i"au in learning &riting an %e aused %$
s!"e reas!ns. First, the students the"selves that d! n!t have desire t! learn. 8he students
still think that &riting is di**iult skill and "ake the" d! n!t like t! learn it. 8his is
%eause &riting is a !"#le9 skill that needs high !nentrati!n t! learn it and "ake the
students d! n!t interested t! learn &riting. A!rding t! Sardi"an 200 the *at!rs that
"ake the students have di**iulties in learning and the$ d! n!t have g!!d e**!rt t! learn
%eause !* the students the"selves and !ther e9ternal *at!rs. 8his "eans that &hen the
students have desire *r!" the students the"selves the$ &ill have "!tivati!n and &ill
&!rk hard t! understand the "aterial !* &riting and ahieve their #ur#!se in learning
&riting even th!ugh the su%'et !r the "aterial the$ learn is di**iult.
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In additi!n, the di**iult$ !* the se!nd grade students !* SPN 2 Sungai li"au
in learning &riting is aused %$ %akgr!und kn!&ledge that the$ d! n!t have in <nglish.
<nglish is the se!nd language *!r the students and "!st !* the students !* SPN 2
Sungai )i"au did n!t learn <nglish &hen the$ &ere in ele"entar$ sh!!l. S!, <nglish
%ea"e a ne& su%'et *!r the" and the$ &ere reall$ hard t! understand the less!n,
es#eiall$ in &riting, the$ did n!t kn!& h!& t! &rite &ell and &hat the$ &ere needed
&hen the$ &r!te a te9t in <nglish. /i"$ati and ud'i!n! 200 sa$ that the student &ill
*eel la;$ t! learn %eause the$ lak !* kn!&ledge a%!ut the su%'et and the$ d! n!t kn!&
&hat the advantages !* the su%'et t! learn *!r the" are. In !nlusi!n, the students that
d! n!t kn!& &h$ the$ have t! learn &riting the$ &ill n!t &ant t! learn it seri!usl$
%eause the$ 'ust kn!& that the$ learn !nl$ *!r getting the "ark and the students *eel la;$
t! learn &riting %eause the$ reall$ lak !* a%ilit$ in <nglish that the students "ust have
in &riting t! hel# the" a%le t! &rite &ell.
Se!nd the *at!r relates &ith the studentsC *a"il$ and their e!n!"$. !st !* the
se!nd grade students !* SPN 2 Sungai )i"au &ere lak !* attenti!n *r!" their #arents
%eause their #arents had t! &!rk hard t! *ul*ill the *a"il$Cs needs. 8heir #arents 'ust
th!ught that asking their hildren t! g! t! sh!!l &as en!ugh. 8he$ did n!t kn!& that
their attenti!n t! their hildren needs in their stud$ is i"#!rtant t! "ake their hildren
have "!tivati!n in learning. A!rding t! Burden and B$rd 2010 the *a"iliesC
inv!lve"ent in their hildrenCs sh!!ling &ill a**et their hildren in their attendane,
"!re #!sitive attitudes and %ehavi!r, greater &illingness t! stud$ and d! h!"e&!rk and
higher aade"i ahieve"ent. 8he studentsC &ith have g!!d attenti!n *r!" their #arent
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&ill "ake the" "!re enthusiasts t! !"e t! sh!!l and learn &ell in the lass. In
!ntrast, the students that lak !* attenti!n *r!" their #arent &ill a**et their studentsC
attitudes in learningG the$ d! n!t stud$ seri!usl$ and al&a$s d! !ther ativities %esides
learning t! attrat the attenti!n *r!" their *riends and teahers.
In additi!n, the students als! have t! hel# their #arents t! &!rk. Based !n the
result !* intervie& &ith the <nglish teaher, "!st !* the students !* SPN 2 Sungai
)i"au have l!& e!n!"$ that "ade the" had t! hel# their #arent t! &!rk a*ter the lass
is !ver. It "ade the students had n! ti"e t! learn at h!"e and the students are di**iult t!
understand the "aterial !* &riting that need "!re #ratie. S$ah 200 sa$s that !ne !*
the e9ternal *at!rs that "ake the students have the #r!%le" in learning is their *a"il$
and their e!n!"$ !nditi!n that is l!&. S!, the l!& !* the studentsC e!n!"$ "ake the
students 'ust think h!& t! get the "!ne$ &ith!ut thinking that stud$ is i"#!rtant *!r their
*uture.
8he third *at!r relates &ith the teaherCs r!les as a "!tivat!r in teahing &riting.
8here are s!"e *at!rs that an in*luene the studentsC "!tivati!n %eause !* the teaher
&h! did n!t d! their r!les as a "!tivat!r in teahing &ell. First, the se!nd grade <nglish
teaher !* SPN 2 Sungai )i"au seld!" #re#ares the less!n #lan. Based !n the
!%servati!n *indings and the researher in*!r"al intervie& &ith the teaher, the teaher
said that she did n!t "ake a less!n #lan as a #re#arati!n *!r teahing &riting. She 'ust
used a L;S as a guide in teahing &riting. It "eans the teaher taught &riting in the lass
&ith!ut #re#aring &hat she sh!uld d! in teahing in !rder t! "ake their students
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underst!!d the "aterial and !uld ahieve the learning !"#eten$. En the !ther hand,
less!n #lan in teahing &riting %e!"e i"#!rtant r!les in i"#r!ving students "!tivati!n
%eause &hen teaher #re#are the less!n #lan the teaher als! think h!& t! "ake the
students *eel interest t! learn that an in*luene their "!tivati!n t! learn. )ess!n #lan is a
guide *!r the teaher t! teah in the lassr!!". )ess!n #lan hel# the teaher t! teah
e**etivel$ and e**iientl$ %eause %$ using less!n #lan the teaher has kn!&n &hat she is
g!ing t! d! ne9t. A!rding t! Burden and B$rd 2010 less!n #lan is a kind !* #lanning
that inv!lves teahersC deisi!ns a%!ut their studentsC needs, the a##r!#riate g!als and
!%'etives, the !ntent t! %e taught, the strategies, the tehniDue t! deliver the "aterial,
the "edia that an %e used in teahing.
8he ne9t is the "aterial that &as used %$ the se!nd grade <nglish teaher !*
SPN 2 Sungai )i"au !uld %e an!ther *at!r that in*luenes the studentsC "!tivati!n in
learning &riting. Based !n the researher !%servati!n in the lass and in*!r"al intervie&
&ith the teaher, the researher *!und that the teaher 'ust used a L;S &hen teahing
&riting %eause the "aterial !* se"ester e9a"inati!n is taken *r!" "aterial in L;S .
Beause !* that reas!n the teaher did n!t #re#are and use an interesting "aterial !*
&ritingG she 'ust used the L;S t! serve the "aterial t! the students. 8he use !* L;S in
ever$ "eeting "ade the students *eel %!red t! learn &riting. In *at, the use !* interesting
"aterial in teahing &riting has a r!le t! kee# the students attenti!n t! learn and
in*luene their "!tivati!n. 8he teaher has t! h!!se the interesting "aterials in teahing
&riting *r!" !thers s!ures %ased !n the studentsC needs and a%ilit$ &ith!ut *!rgetting
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the t!#is that &ill disuss *!r ever$ "eeting in !rder t! "ake the students &ant t! learn
it &ell.
A!rding t! H!&ard and a'!r 200> the advantage !* teaher4designed
"aterial &hih is interesting is t! inrease "!tivati!n and engage"ent in learning. 8he
interesting "aterials "ake the students "!re enthusiasts t! learn &riting. 8he students
an understand the "aterial easil$ %eause the teaher has !nsidered the students a%ilit$
in &riting %e*!re she gives t! her students. In !nlusi!n, all !* the te9ts that &ill %e used
&hen teahing &riting sh!uld %e #re#ared &ell %e*!re !nduting the teahing and
learning #r!ess.
8he "edia in teahing &riting an %e !ne !* the *at!rs that "ade the students
l!& !* "!tivati!n in learning &riting. Based !n the !%servati!n in the lass, the se!nd
grade <nglish teaher !* SPN 2 Sungai )i"au seld!" used a "edia t! hel# the" t!
attrat the studentsC interest and attenti!n in learning &riting. 8he studentsC see"ed %!red
t! learn and did "an$ !ther ativities. A!rding t! S"aldin! and *riends 200 "edia
in teahing "a$ %e enhaned the studentsC "!tivati!n and #er*!r"ane and reated the
studentsC interest and #!sitive enthusias" %$ attrating their attenti!n, h!lding their
attenti!n and generating engage"ent in the learning #r!ess. It "eans that, using "edia
in teahing &riting an kee# the studentsC attenti!n in the lassr!!". I* the teaher an
kee# the studentsC attenti!n and the$ are interested &ith the &riting ativit$,
aut!"atiall$ an i"#r!ve their "!tivati!n in learning &riting.
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In additi!n, "edia !* teahing &riting leads t! an i"#!rtant *at!r t! the suess
!* learning &riting ahieve"ent. edia an hel# teahers in arranging the teahing
#r!ess a##r!#riatel$. edia an redue the #r!%le"s that a##ear in teahing &riting.
edia !* teahing !uld hel# the students t! understand the "aterials easil$ and #a$
"!re attenti!n t! the less!n. As Sud'ana and Ah"ad 1++ sa$ that the !ntent !* "edia
sh!uld %e a##r!#riate &ith the teahing "aterials in !rder that students understand the
"aterial easil$. Beause !* that the teaher sh!uld "ake a "edia that d! n!t !nl$
interesting %ut als! a##r!#riate &ith the "aterials &ill %e taught t! the students.
8he last *at!r is "eth!d used %$ the se!nd grade <nglish teaher !* SPN 2
Sungai )i"au in teahing &riting. 8he researher !%served that the teaher tended t! use
leturing "eth!d in teahing &riting. 8his data is su##!rted %$ the result !* intervie& that
she as a teaher seld!" uses "eth!ds t! teah. She still used the !ld "eth!d in teahing
that is leturing "eth!d. B$ i"#le"enting leturing "eth!d, teaher trans"itted the
less!n %$ talking !nl$ and it aused the students unenthusiasti t! learn &riting. !st !*
the student did n!t #a$ attenti!n t! their teaher and see"ed %!red t! learn %eause the$
al&a$s get the sa"e "eth!d ever$ "eeting. Nevertheless, the interesting "eth!d in
teahing &riting is !ne !* the &a$s t! "ake the teahing &riting e**etive %eause %$
using the a##r!#riate "eth!d the students &ill en'!$ learning &riting and the$ an kee#
their attenti!n t! their stud$. A!rding t! =!les 2002, as the e**iient teahers, the$
sh!uld use reative teahing "eth!d t! reah all !* their students, and engage the"
e**etivel$. He als! adds that the teahers "ust "anu*ature ne& and lever &a$s t!
deliver "aterial in a "anner that &ill engage their students. S!, it is i"#!rtant *!r the
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teaher t! #re#are a ne& "eth!d in teahing &riting in !rder t! av!id the students *eeling
%!red in learning &riting and an "ake the students have "!tivati!n t! learn &riting.
Further"!re, the teaher has t! %e reative t! design and use the "eth!d in
teahing &riting %$ !nsidering the studentsC %ehavi!r and harateristis in learning.
8he "eth!d that is used %$ teaher in teahing &riting sh!uld %e interesting and n!t
"!n!t!n!us in !rder t! "ake the studentsC &ant t! get inv!lve in learning #r!ess.
Burden and B$rd 2010 sa$ that the teahers need t! use a variet$ !* "eth!ds and
strategies t! a#ture and "aintain the studentsC interest and "!tivati!n. In !nlusi!n,
the interesting "eth!d &ill "ake the students *eel interested and enthusiast in learning
&riting and the$ &ill have high "!tivati!n.
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,HAPTE* 0
,/N,L-SI/NS AN( S-GGESTI/NS
A' ,oncusions
Based !n the researh *indings a%!ut O8he StudentsC !tivati!n in )earning
7riting at the Se!nd 5rade !* SPN 2 Sungai )i"au, it an %e !nluded that the
studentsC "!tivati!n in learning &riting is l!&. 8he researh *indings sh!&s that the
l!&est indiat!rs !* "!tivati!n that the students have is their inde#enden$ and ne9t their
e"!ti!n. 8he students did n!t en'!$ learning &riting. 8he students see"ed n!t interested
in learning &riting. 8he$ did n!t have desire t! learn. 8he$ &ere hard t! get inv!lved in
learning #r!ess and di**iult t! understand h!& t! &rite &ell %eause the uninteresting
"eth!d that is used %$ the teaher and lak !* studentsC v!a%ular$, less a%ilit$ in
gra""ar et.
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In additi!n, *r!" the result !* data anal$sis the studentsC "!tivati!n is in*luened
%$ s!"e *at!rs. 8he *irst *at!r is related t! the students the"selves that d! n!t have
desire t! learn &riting %eause the$ think &riting is di**iult. 8he se!nd *at!r is related
t! the studentsC *a"il$ and their e!n!"$ that is l!&. 8he third *at!r is related t! the
r!les !* teaher as a "!tivat!r in teahing &riting. 8he teaher d!es n!t a%le t! generate
the studentsC "!tivati!n in learning &riting. First, the #re#arati!n !* less!n #lan that
s!"eti"es &as n!t "ade %$ the teaher. Se!nd, relating &ith seleting the "aterial !r
te9t. 8he teaher seld!" used an!ther "aterial *r!" "an$ s!ures in !rder t! av!id the
students *eel %!red in learning &riting. 8hird, the teaher rarel$ used "edia in teahing
&riting that an attrat the studentsC interest in learning &riting. 8he last !ne is the
interesting "eth!d that the teaher rarel$ used in teahing &riting. 8he teaher !nl$ used
leturing "eth!d teaher enter t! teah the students. It "ade her students %ea"e
%!red t! learn.
1' Suggestions
Based !n the researh *indings and data anal$sis, it is suggested:
1. 8! the teahers, it is e9#eted that the teahers an i"#r!ve the studentsC
inde#enden$ and e"!ti!n in learning &riting that an in*luene their
"!tivati!n in learning &riting. Als!, it is h!#ed that the teaher a%le t!
generate their studentsC "!tivati!n in learning &riting %$ #re#aring less!n
#lan %e*!re the$ are g!ing t! teah &riting
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2. 8! the students, it is e9#eted that the students an i"#r!ve their
inde#enden$ and their e"!ti!n in learning &riting in !rder t! "ake the"
have g!!d "!tivati!n in learning &riting.
-. 8! the readers &h! &ant t! !ndut a researh related t! the studentsC
"!tivati!n in learning &riting, it is e9#eted that the readers *!us "!re !n
studentsC inde#enden$ and e"!ti!n in learning &riting and h!& the teahers
generate their studentsC "!tivati!n in learning &riting.
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