i

THE CORRELATION BETWEEN STUDENTS’

MOTIVATION IN LEARNING SPEAKING AND THEIR

SPEAKING ABILITY (A Correlational Study in the Second Grade of SMA Darussalam Ciputat)

“Skripsi”

By

NERFI ISTIANTI

NIM. 109014000203

THE DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC

UNIVERSITY JAKARTA

2013

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ABSTRACT

NERFI ISTIANTI, 2013, The Correlation between Students’ Motivation in Learning Speaking and Their Speaking Ability (A Correlational Study in the Second Grade of SMA Darussalam Ciputat), Skripsi, English Education Department, The Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University Jakarta, 2013.

Key Words : Motivation, Speaking Ability.

The purpose of this study is to know whether there is any correlation between students’ motivation in learning speaking and students’ speaking ability at second grade of SMA Darussalam Ciputat. The sample of this study is 30 students taken from second grade of SMA Darussalam Ciputat. The method used in this study was a quantitative method and the technique used in this study was a correlational technique. In collecting the data, this study was distributing questionnaires to the respondents and conducting classroom observation to assess students’ motivation. The questionnaires based on the indicators of intrinsic and extrinsic motivation which adopted from The Attitude/Motivation Test Batery (AMTB) by Gardner and translated into Indonesian language. Besides, in assessing students’ speaking ability, this study conducted oral test to the students. In analyzing the data, the questionnaires were assessed by Likert’s scale rating, classroom observation was assessed based on the classroom observation rubric, and oral test was measured by David’s scale rating. The result of this study shows that there is a positive correlation between students’ motivation in learning speaking and their speaking ability. It is proved by the rxy (0.555) is bigger than r table in the degree significance 5% (0.349) and 1% (0.449). It is considered that the null hypothesis (Ho) in this study is rejected and the alternative hypothesis (Ha) which is states that there is correlation between students’ motivation in learning speaking and their speaking ability is accepted. In conclusion, there is a positive correlation between students’ motivation in learning speaking and their speaking ability. It means that students with higher motivation will get better speaking ability than the lower one. In other words, the higher motivated students, the better speaking ability can be achieved.

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ABSTRAK

NERFI ISTIANTI, 2013, The Correlation between Students’ Motivation in Learning Speaking and Their Speaking Ability (Penelitian korelasi di SMA Darussalam Ciputat), Skripsi, Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2013.

Key Words : Motivation, Speaking Ability.

Penelitian ini bertujuan untuk mengetahui apakah ada korelasi antara motivasi siswa dalam belajar berbicara (Speaking) dan kemampuan berbicara mereka di kelas 2 SMA Darussalam Ciputat. Sampel yang digunakan dalam penelitian ini berjumlah 30 responden diambil dari siswa kelas 2 SMA Darussalam Ciputat. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif melalui teknik korelasi. Dalam pengumpulan data, peneliti menyebarkan angket kepada responden dan melakukan observasi kelas untuk mengetahui motivasi siswa dalam belajar speaking di kelas. Angket yang digunakan terdiri dari indicator ekstrinsik dan intrinsik motivasi yang diadopsi dari The Attitude/Motivation Test Batery (AMTB) oleh Gardner dan diterjemahkan ke dalam Bahasa Indonesia. Kemudian, untuk mengukur kemampuan berbicara (Speaking) siswa, penelitian ini menggunakan tes oral kepada siswa. Pada analisis data, Angket siswa diukur dengan skala Likert, observasi kelas diukur berdasarkan rubric observasi kelas, dan tes oral diukur melalui skala David. Kemudian, hasil dari penelitian ini menunjukkan bahwa terdapat korelasi positif antara motivasi siswa dalam belajar speaking dan kemampuan berbicara mereka. Terbukti dari besarnya rxy 0.555 > rtable pada signifikan 5% (0.349) dan 1% (0.449). Itu dianggap bahwa null hypothesis (Ho) ditolak dan alternative hypothesis (Ha) diterima. Oleh karena itu, penelitian ini dapat disimpulkan terdapat adanya korelasi positif antara motivasi siswa dalam belajar speaking dan kemampuan berbicara siswa. Ini berarti bahwa semakin tinggi motivasi siswa dalam belajar, maka akan semakin bagus pula kemampuan berbicara mereka.

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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful.

All praised is due to Allah, Lord of the world, who has given the writer love and

blessing to finish her last assignment in her study, “Skripsi”. Peace and salutation be

upon to the prophet Muhammad SAW, his family, his companion, and his adherence.

It is a pleasure to acknowledge the help and contributions to all of lecturers,

institution, family and friends who have contributed in the different ways hence this

“Skripsi” is processed until it becomes a complete writing which will be presented to

the Faculty of Tarbiyah and Teachers Training in partial fulfillment of the requirement

for the degree S.Pd (Bachelor of Arts) in English Language Education.

The first, she would like to give her sincere thanks to her advisors Mr. Dr. M.

Farkhan, M.Pd and Mr. Teguh Khaerudin, M.App.Ling who has given the writer

precious help, the guidance, and the advices patiently during the completion and the

development of the study.

Secondly, the writer also would like to express her thanks and gratitude to her

beloved parents, Ripin Safrudin and Salmiyah whom never stop motivate her and

always pray for her everytime; her lovely brother, Kukuh Widiansyah who always

encourage her to finish the study; and her man, Jhoni Suhani who never stop giving

support and help in finishing this study. A thousand thanks for your precious time.

Thirdly, the writer also realized that she never finish this paper without the help

of some people around her. Therefore, the writer would like to give her gratitude and

appreciations to:

1. Nurlena Rifa’i, MA.Ph.D, as the Dean of Faculty of Tarbiyah and Teachers

Training Syarif Hidayatullah State Islamic University Jakarta.

2. Drs. Syauki, M.Pd, as the Head of English Education Department.

3. Zaharil Anasy, M.Hum, as the Secretary of English Education Department.

4. All lecturers in English Education Department who always give motivation

and valuable knowledge during her study.

5. Marul Wa’id, S.Ag, as the Headmaster of SMA Darussalam Ciputat.

6. Firman Hardiansyah, S.Pd and Riza, S.Pd, as the English teachers in SMA

Darussalam Ciputat.

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7. All of teachers and staff at SMA Darussalam Ciputat that cannot be

mentioned one by one.

8. All Classes of the second grade of SMA Darussalam Ciputat.

9. All of her friends in English Education Department 2009 academic year,

especially E class and her best friends (Maret, Mada, Ditha, Nisa, Enti), and

also her sweetest roommate, Sri Wahyuni.

The words are not enough to say any appreciation for their help and

contribution in this paper. May Allah, the Almighty bless them all.

Moreover, the writer also realized that this paper is far from perfect. It is a

pleasure for her to get critiques and suggestions to make this paper better.

Ciputat, 9th December, 2013

The writer

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TABLE OF CONTENTS

APPROVAL.............................................................................................................i

ENDORSEMENT SHEET ………………………………………………….…..ii

ABSTRACT ..........................................................................................................iii

ABSTRAK …………………..…………………………………………...…...…iv

ACKNOWLEDGEMENT ...................................................................................v

TABLE Of CONTENTS………………………………..………………............vii

LIST OF TABLE .................................................................................................ix

LIST OF APPENDICES ......................................................................................x

CHAPTER I :

INTRODUCTION………………………………………….................................1

A. Background of the Study………………………………………...........1

B. Identification of Problem……………………………………...............4

C. Limitation of the Study…………………………………………..........5

D. Formulation of Problem ………………………………………............5

E. Objective of the Study ………………………………………………..5

F. Significance of the Study…………………..........................................5

CHAPTER II : LITERATURE REVIEW……………………………….........7

A. Motivation ………………………………………………………........7

1. Meaning of Motivation …………………………………..............7

2. Kinds of Motivation ………………………………………...........8

3. The Characteristics of Motivated Students …………...................13

4. Motivation and Learning Achievement …………….............…...14

5. Assessing Motivation ……………………………........................16

B. Speaking ……………………………………………………...……...19

1. The Definition of Speaking ………………………..……….……19

2. The Goal of Speaking ………………………………………........20

3. Kinds of Speaking Activity……………………………………....20

4. The Characteristics of Good Speaking Activity ……………........22

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6. Assessing Speaking Ability ………………………………...........23

C. Motivation and Speaking Ability …………………………………....25

D. Relevant Study …………………………....................………………26

E. Conceptual Framework ………………………………..................….28

F. Hypothesis of Study ………………………................………………29

CHAPTER III : RESEARCH METHODOLOGY ………………………......30

A. Place and Time ……………………………………................………30

B. Research Method and Design ……………………………….........….30

C. Population and Sample ………………………........………………....31

D. Technique of Collecting Data …………………………….......……..31

E. Technique of Data Analysis ………………….................…………...37

CHAPTER IV: RESEARCH FINDINGS ………………………................….42

A. Data Description ………………………………………………………........42

B. Data Analysis ……………………………………………………….……...42

C. The Interpretation of Data ……………………...................………………..51

D. The Test of Hypothesis ………………………………………………..........54

CHAPTER V: CONCLUSION AND SUGGESTION ……………………....56

A. Conclusion ………………………………………………………......56

B. Suggestions …………………………………………………….........57

BIBLIOGRAPHY ………………………………………………………...........59

APPENDICES ………………………………………….………………............62

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LIST OF TABLES

Table 3.1 The Indicators of Extrinsic Motivation ................................................32

Table 3.2 The Indicators of Intrinsic Motivation .................................................34

Table 3.3 The Likert’s Scale Rating .....................................................................37

Table 3.4 Classroom Observation Rubrics ...........................................................38

Table 3.5 David P. Harris’ Scale Rating Scores of Oral Test ...............................39

Table 4.1 Score of Students’ Motivation in Learning Speaking (X Variable) ......43

Table 4.2 Descriptive Statistic of Motivation .......................................................44

Table 4.3 Score of Students’ Speaking Test (Y Variable) ....................................48

Table 4.4 Descriptive Statistic of Speaking ..........................................................49

Table 4.5The Calculation of Questionnaires of Motivation and Speaking Score..50

Table 4.6 The Simple Interpretation of rxy ...........................................................52

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LIST OF APPENDICES

APPENDIX 1 Score of Students’ Motivation ..............................……….....................62

APPENDIX 2 Questionnaires of Students’ Motivation………………….....................63

APPENDIX 3 Students’ Speaking Score ………………………………….….............68

APPENDIX 4 Transcript of Students Oral Test ...…………………….........................69

APPENDIX 6 Output SPSS of Students’ Motivation .................................................75

APPENDIX 7 Output SPSS of Students’ Speaking Score...........................................76

APPENDIX 8 Output SPSS of Correlation between X variable and Y variable…......77

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CHAPTER I

INTRODUCTION

A. Background of Study Speaking is a tool to communicate with other people. It is an activity

conducted by a person to communicate with others in order to express ideas,

feelings, opinions, etc. It also used to share information among people, to

negotiate, to solve problems, to maintain social relationship and friendship.

Speaking is used by people almost every time to interact with others. Therefore,

it is an essential skill to be learned by students in learning English.

Speaking is a complex skill among the other three skills in English. No

doubt that many students get difficulties in learning speaking, moreover to

practice it. To learn speaking skill is not only learning about the language itself,

but also learning how to speak in real communication.1 However, many students

cannot use English in the classroom and in real communication. Because

English is not their mother tongue, it is rarely used in daily activities to interact

with others. They are not accustomed to use English neither in the classroom nor

outside the classroom. On the other hand, actually to get successful in learning

speaking, students should be at the situation in which they are willing to speak in

English. Besides, students also should have strength from inside to speak up. In

other words, many factors affect students in learning speaking.

One of factors affects students in learning speaking is motivation.2

Motivation seems having an important role in developing students’ speaking

ability. Motivation is energy of students which come from inside or outside

encouraging themselves to do something.3 It will give strength to students in

learning speaking in order to speak up. In fact, motivated students will do

everything which supports their performance. They will do the best way to get

the best result. 1 Jayanti, Ni Luh Putri, The Contribution of Learning Motivation and Language Learning Strategies to English Proficiency of the Second Grade student of SMP Dwijendra Denpasar, 2012, p. 3. 2 Shams, M. Students’ Attitudes, Motivation and Anxiety towards English Language Learning. Journal of Research and Reflections in Education, 2008, p. 120. 3 Jeremy Harmer, The Practice of English Language Teaching, (London: Longman, 1991), New Edition, p. 3.

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However, every student has different perception about speaking. Not all

students perceive speaking in the same feeling. Many students judge speaking is

a difficult subject to be learned. There are many factors that cause students

getting problems in learning speaking. Many students are lack of vocabulary as

not knowing what to say in English. Students often complain that they cannot

think of anything to say. Besides, students feel that they are lack of confidence

as the result they feel shyness. Students are also lack of practicing English

neither in the classroom nor in the real communication. They prefer to speak

their mother tongue rather than English because they feel it is more natural and

easier to speak in Indonesian language. It happened because they are not

accustomed to use English in and out the classroom. Moreover, students are

afraid of making mistakes and being laugh by their classmates.4 So, they

consider that speaking is difficult skill to practice.

Based on the explanation above about students’ perception of speaking,

it is assumed that many Indonesian students have low motivation in learning

speaking. Actually, all of students have different motivation in learning

speaking. Some of them are highly motivated students. Students with high

motivation in learning speaking will push themselves to speak up. They will

overcome obstacles which come to them with strong strength from inside.

Moreover, motivated students often get best result because motivation will

improve their performance. They will become the most successful students. In

contrast, low motivated students will have little interest to the subject and tend

to have difficulty in learning.5 In fact, most of students have low motivation in

learning speaking.

Low motivated students in learning speaking are caused by many factors.

Based on the observation in the school in teaching speaking, here is some factors

affects students’ motivation. Firstly, the method of teacher in teaching and

learning process is not interesting for students. It makes students lazy to learn

speaking. Secondly, the situation of environment is not support to speak up,

4 Penny Ur, A Course in Language Teaching Practice and Theory, (Cambridge: Cambridge University Press, 1996), p. 121. 5 Jeanne Ellis Ormrod, Psikologi Pendidikan Membantu Siswa Tumbuh dan Berkembang jilid 2, (Jakarta: Erlangga, 2009), Edisi keenam, p. 59.

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neither inside the classroom nor outside. In the classroom, students have a

limited time to learn speaking, so they cannot practice English well in a very

little time. While outside the classroom, students are not used to speak English.

They prefer to speak in their native language, Indonesian, because almost people

around them speak Indonesian. Thirdly, students feel shy and lack of confidence

to speak up because they are afraid of making mistakes and being laughed by

their friends. Then, students’ view about speaking that it is a difficult subject to

learn causes them difficult to practice it. They think that many components of

language should be mastered to speak English well such as pronunciation,

vocabulary, grammar. However, not all low motivated students in learning

speaking have low speaking ability. On the other hand, highly motivated

students do not always have good speaking ability.

Therefore, the study is conducted to know students’ motivation in

learning speaking and to know whether there is any correlation between

students’ motivation in learning speaking and their speaking ability at the second

grade of SMA Darussalam Ciputat by the title “The Correlation Between

Students’ Motivation In Learning Speaking and Their Speaking Ability”.

B. Identification of Problem From the explanation above, the writer identifies some problems

teaching and learning speaking, they are: 1. Speaking is an essential skill to be learned by English students.

2. Many students cannot use English in the classroom and in real

communication.

3. One of factors affects students in learning speaking is motivation.

4. Motivation seems having an important role in developing students’

speaking ability.

5. All of students have different motivation in learning speaking.

6. Most of them have low motivation in learning speaking.

7. Many students consider that speaking is very difficult subject to learn.

8. The method of teacher in teaching and learning process is not interesting.

9. Most of students feel shy and lack of confidence.

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10. It is assumed that students with high motivation in learning speaking will be

more successful to speak rather than students with low motivation.

C. Limitation of Study To avoid the study being too broad, the writer limits the study to know

the correlation between students’ motivation in learning speaking and their

speaking ability.

D. Formulation of Problem Based on the limitation of study above, the formulation of problem in

this research is “Is there any correlation between students’ motivation in

learning speaking and their speaking ability?”

E. Objective of Study This study is conducted to know the students’ motivation in learning

speaking and their speaking ability, and to know whether there is any correlation

between students’ motivation in learning speaking and their speaking ability.

F. Significance of Study This study is expected to provide useful information about the teaching

and learning English at second grade students of SMA Darussalam Ciputat,

especially in students’ speaking ability related to their motivation. This study is

also useful for students, teachers, and the further researchers which described in

the following points:

1. For students

It is useful for students at SMA Darussalam Ciputat because this

study conducted to know the students’ motivation in learning

speaking and their speaking ability. Moreover, students are expected

to improve their motivation and their speaking ability.

2. For teachers

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It is useful for teachers at SMA Darussalam Ciputat to improve

students’ motivation in learning speaking.

3. For further researchers

The result of this study can be used as a reference for other

researchers who are interested in conducting similar study.

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CHAPTER II

LITERATURE REVIEW

A. Motivation

1. Meaning of Motivation Motivation is very important in everything we will do. It is a powerful for us to

get the best in doing something. Moreover, in teaching and learning process, motivation

is really needed. Motivation makes teaching and learning easier and more interesting. It

is very good if both of teacher and students motivate each other in teaching and learning

process.

Many experts in psychology have given various definitions of motivation.

According to Santrock, “motivation is the processes that energize, direct, and sustain

behavior”.6 It means that motivation is the process in which pushes and shows students

to do something and keep on the activity continuously. Motivated students will feel

eager to achieve what they want with strong desire. It is similar with the idea of Schunk

that motivation is the process of students to conduct activities based on their goals and

to keep them on straight away.7

Motivation has a significant role in teaching and learning process. The students

who have a higher motivation will get a better opportunity to achieve the goal in their

learning activities than the lower one. Harmer states that motivation is an energy of

students which come from inside encouraging themselves to do activity.8 It assumed

that motivation is an essential of learning to achieve something. It is a process which

directs students to activity to get goals.

James says that the idea of someone to conduct activity and control the

frequency of the actions is called motivation. It is used to see whether the students are

interested in the classroom activities.9 So, students’ motivation becomes a vital part in

6 John W. Santrock, Educational Psychology, (New York: McGraw-Hill, 2004), Second Edition, p. 417. 7 Dale H. Schunk, Learning Theories an Educational Perspective, (Boston: Pearson Education, Inc, 2012), Six Edition, p. 58. 8 Harmer. loc.cit. p. 3. 9 James P. Byrnes, Cognitive Development and Learning in Instructional Contexts, (United State: Pearson Education, Inc, 2009), Third Edition, p. 99.

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teaching and learning process. It gives a great influence to students to push themselves

in learning to get their needs, goals, and interests.

From those definitions above, it is concluded that motivation is an energy and

direction to do something. Motivation is a process to get success and has a great

influence to the future achievement. In teaching and learning process, giving motivation

to the students is a process to push and to support them to learn. Therefore, it can help

the students to achieve their goals.

2. Kinds of Motivation Schunk classifies that motivation is divided into two parts, extrinsic motivation

and intrinsic motivation.10

a. Extrinsic motivation

Extrinsic motivation is motivation which engages in an activity as a means to

an end. Motivated students extrinsically work on activities because they believe that

participation will result in desirable outcomes such as reward, teacher praise, or

punishment. According to Santrock, extrinsic motivation causes someone to conduct

something in order to get something else. In other words, it is a means to get

something.11 Motivation is caused by external incentives such as rewards and

punishments.

Extrinsic motivation is motivation which come from not from inside of

ourselves but from outside. As Oemar Hamalik explains that extrinsic motivation is

motivation that caused by outside factors of situation.12 In Marsh’ book, he informs

that extrinsic motivation is “Experienced by students when they receive a reward, or

avoid punishment, or in some other way unconnected with the task earn approval for

particular behavior.”13 From the statement above, it is assumed that extrinsic

motivation is caused by factors from outside of students. It can be from teachers,

parents, friends, environment, etc.

10 Dale H. Schunk, Paul R. Pintrich, Judith L. Meec. Motivation in Education Theory, Research, and Applications. 2008, p. 236. 11 Santrock, op. cit., p. 418. 12 Oemar Hamalik, Kurikulum dan Pembelajaran, (Jakarta: Bumi Aksara, 1995), p. 113. 13 Colin Marsh, Becoming a Teacher Knowledge, Skills and Issues, (New South Wales: Pearson Australia, 2010), Fifth Edition, p. 58.

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Besides, for the further explanation about extrinsic motivation, according to

Gardner and Lambert’s research, there are two main types of extrinsic motivation:

they are integrative motivation and instrumental motivation:14

1) Integrative motivation

In integrative motivation, students need to be attracted by the culture

of the target language community. It involves students’ reasons for

learning the language. To strengthen this motivation, students wish to

integrate themselves into that culture and learn hard to master the

language. A weaker form of this motivation would be the desire to know

as much as possible about the culture of the target language community

(English).

2) Instrumental motivation

This motivation describes a situation in which students believe that

mastery of the target language will be instrumental in getting them a

better job, position, or status. The language is an instrument in their

attainment of such a goal.

From those explanations above, it is considered that integrative motivation is

the reasons of students to learn the English language, while instrumental motivation

is students’ view of English as a means to get a better job, position, and status in the

future life.

Actually, many other factors that can influence upon students’ extrinsic

motivation in teaching and learning process as follow:

1) Teacher

Teacher is a person who has an important role in teaching and learning

activity to socialize and shaping motivation among students. Teacher is not

only a person who transfers the knowledge to students, but also as a motivator

who always motivates and supports the students in teaching and learning.

Dornyei informs that teacher’s skill in motivating students should be seen as

14 R. C. Gardner and Lambert, Attitude and Motivation in second language learning, (Newbury House, 1972).

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the central in teaching and learning process.15 Teacher is the key instrument to

handle and organize students in the classroom.

The teacher has responsibility to make teaching and learning process

successfully. Thus, teacher has an obligation to arise motivation to the students

to learn hard.

According to Penny Ur, other sources are certainly affected by the

teacher actions; they are success and its reward, failure and its penalties,

authoritative demands, test, and competition.16

a) Success and its reward

This is the single most important feature in raising extrinsic

motivation. Learners who have succeeded in the past tasks will be

more willing to engage with the next one, more confident in their

chances in succeeding, and more likely to persevere in their effort.

The teacher’s most important function here is simply to make

sure that learners are aware of their own success; the message can be

conveyed by a nod, a tick, even significant lack of response.

b) Failure and its penalties

Failure is not just a matter of wrong answer; learners should be

aware that they are failing if they have done significantly less that

they could have, if they are making unsatisfactory, or not taking

care. Failure in any sense is generally regarded as something to be

avoided, whereas success is something to be sought.

c) Authoritative demands

Learners are often motivated by teachers’ pressure. They may

be willing to invest efforts in tasks simply because you have told

them to, recognizing your authority and right to make this demand,

and trusting your judgment.

d) Tests

The motivating power of tests appears clear: learners who know

they are going to be tasted on specific material next week will

15 Zolt´n Dörnyei (1998). Motivation in second and foreign language learning. Language Teaching, 31, p. 130. 16 Penny Ur, op.cit. pp. 277-279.

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normally be more motivated to study it carefully than if they had

simply been told to learn it. Again, this is a useful incentive,

provided there is not too much stress attached, and provided it is not

used too often.

e) Competition

Learners will often be motivated to give their best not for the

sake of the learning itself but in order to beat their opponents in a

competition.

Individual competition can be stressful for people who find

losing humiliating, are not very good at the language and therefore

likely consistently to lose in contest based on (linguistic)

knowledge; and is over used, it eventually affects negatively

learners’ willingness to cooperate and help each other.

2) Parents

The role of parents can influence upon students’ extrinsic motivation in

teaching and learning process. Parents give great influence to their children as

students in school. Parents are expected to motivate their children to achieve

the good goals in school. Jeremy Harmer stated that “if the parents are very

much against the culture of the language this will probably affect his or her

motivation in a negative way. If they are very much in favor of the language

this might have the opposite effect”.17 This statement means that parents have

an important role to motivate their children. They should have to support their

children to create their motivation.

3) Environment

The teaching and learning activity in which conducted in good, clean,

and health environment can give better satisfactory both of for teacher and

students than conducted in bad environment. Environment also will cause

students’ motivation. Students will be more interesting, if the environment of

the classroom is comfortable. According to Tabrani environment is everything

17 Harmer, op. cit., p. 4.

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which exist around us, which has correlation and gives influence to

ourselves.18

b. Intrinsic motivation

Intrinsic motivation refers to motivation concerned in activities for its own

sake.19 Internal motivation involves motivation to do something for its own desire.

This motivation is appeared from ourselves. The students who have intrinsic

motivation will study hard and enjoy the teaching and learning process because they

have desire to do everything from inside themselves. They do activities because they

have own desire and reward from themselves and do not depend on the external

rewards. Harmer states that intrinsic motivation takes a vital role in the result of

students’ language learning.20 Many students bring no extrinsic motivation to the

classroom. They may perceive no interest about language learning in the classroom.

Therefore, it becomes teacher’ role to create intrinsic motivation in the classroom in

order to maintain students’ learning.

According to Emily in her research, intrinsic motivation is appeared from

students’ personal such as their comfort, happiness, interest.21 Researchers often

contrast intrinsic motivation with extrinsic motivation, which is motivation

governed by reinforcement contingencies. Traditionally, educators consider intrinsic

motivation to be more desirable to result in better learning outcomes than extrinsic

motivation. Intrinsic motivation is better for students because if the students have

intrinsic motivation, they will be easier and more enthusiasm in learning. Students

who have intrinsic motivation also will be quicker and more simply to achieve their

goals because they have motivation inside themselves.

3. The Characteristics of Motivated Students The most successful students are not necessarily those to whom a language

comes very easily. However, they are those who display certain characteristics, most of

them clearly associated with motivation, as follows:22

18 A Tabrani Rusyan, Pendekatan Dalam Proses Belajar Mengajar, (Bandung: PT Remaja Rosydakarya,2003 ), p. 148. 19 Schunk, et. al, loc. cit, 236. 20 Harmer, loc. cit., p. 4. 21 Emily R. Lai, A Research Report, Motivation: Literature review, (Pearson, April 2011), p. 4. 22 Penny Ur, op. cit., p. 275.

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The characteristics of motivated students according to Penny Ur are: a. Positive task orientation: the student is willing to do tasks and challenges, and has confidence in his or her success, b. Ego-involvement: the student finds the task important to succeed in learning in order to maintain and promote his or her own self-image, c. Need for achievement: the student has a need to achieve, to overcome difficulties and succeed in what he or she sets out to do, d. High aspirations: the student is ambitious, goes for demanding challenges, high proficiency, top grades, e. Goal orientation: the student is very aware of the goal of learning, or of specific learning activities, and directs his or her efforts toward achieving them, f. Perseverance: the student consistently invests a high level of effort in learning, and is not discouraged by setbacks or apparent lack of progress, g. Tolerance of ambiguity: the student is not disturbed and frustrated by situations involving a temporary lack of understanding or confusion; he or she can live with these patiently in the confidence that understanding will come later.

4. Motivation and Learning Achievement.

Motivation seems to be a vital role in teaching and learning process. It gives great

influence for students to encourage themselves to learn eagerly. It is also as a director

for students to conduct activities to reach their goals.23 Each student is differed from

how they react to any school activity or material. Some students will enjoy the learning

happily, some will learn the material lazily, some will receive new topic with eagerness,

and some will deny to follow the teaching and learning. Some students also will do the

assignment you gave for them, and others will copy the assignment from their friends.

Besides, any students always try to get the best in everything they do, and any of the

students just do what they want. All of the differences in the students’ perception

towards learning above are affected by motivation.24

Motivation is one of the most important factors that will influence students'

English achievements or performance. Achievement is the result of an activity that has

been done, created by students. It becomes a measurement whether the students success

or failure in learning. If it can affect students learning and performance, surely it will

influence students’ learning achievement. It was proved by Shams’ research that

motivation affects students’ language learning achievement.25 His research findings

show that a high degree of extrinsic motivation influence students’ language learning

23 Hamalik, op. cit., p. 106. 24 N.L Gage & Berliner, Educational Psychology, (Boston: Houghton Mifflin Company, 1984), p. 273. 25 Shams, op. cit., p. 132.

13

outcomes. Motivated students got the higher score in language learning than the lower

one.

Bo wang also considers that motivation is one of the important factors that

influence English learning achievement. According to him, in order to help the students

to maintain a proper strength in English learning, motivation is very necessary for the

teachers in the daily teaching procedure by encouraging students to be more attractive in

teaching and learning process. He also explains in his paper that Zhang Bensheng did

research on 70 outstanding students including English and non-English majors from

seven key colleges and universities in Wuhan. The results showed that the achievements

of the students had a close relationship with their motivation. All of the students

possessed some kind of motivation for learning English: some were intent on making a

useful contribution to society, while others wanted to improve their professional

prospects in the future. Such students seemed to have instrumental motivation. Still

others were interested in the learning environment or encouraged by their previous

success. They had task and situational motivation. A few of them were attracted by the

target culture; they were integrally motivated.26

Besides, Wolters’ study towards mathematics’ students shows that motivated

students expressed the stronger focus on learning and reached the goal of learning than

the lower one.27 His study was conducted in the secondary school. It describes that the

motivated students attempt to get the best result in learning. Students with high

motivation show the greater effort and persistence to get everything they want.

Therefore based on the explanations above, it can be considered that motivation

has an important role in teaching learning. It can affect students’ performance and

achievement in learning. It also gives contribution in students’ success or failure in

learning. As Fortune et.all state in the journal of Social Work Education that Students

with high motivation to reach something will success in their school and carrier.28

Motivated students will get the higher achievement than the lower one. Students with

26 Bo Wang, Motivation and Language Learning, Asian Social Science, College of Foreign Languages Daqing Petroleum Institute DaQing 163318, China, Vol. 5, No.1 January 2009, p. 99. 27 Christopher A. Wolters, Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students’ Motivation, Cognition, and Achievement, Journal of Educational Psychology. University of Houston, 2004, p. 247. 28 Fortune, Anne E; Lee, Mingun; Cavazos, Alonzo, Achievement Motivation And Outcome In Social Work Field Education, Journal of Social Work Education 41.1 (Winter 2005): 115-129.

14

high motivation also will learn and do activities in the school with strong desire and

eagerness.

5. Assessing Motivation Assessing motivation is an important topic for researchers and practitioners to

know the level of motivation and how to optimize it. Motivation can be assessed in

various ways. Schunk describes three kinds of methods for assessing motivation:29

a. Direct observations

It refers to behavioral instances of choice of tasks, effort, and persistence.

It is usually used to measure motivation. Motivated students can be seen by

the observation of students’ persistence at tasks, the effort they expend to

perform well, and how willingly they engage in tasks.

b. Rating by others

Another method to assess motivation is done by observers (teachers,

parents, researchers) to rate students. Rating by others is judgments by

observers of students on characteristics indicative of motivation. One of the

advantage of rating by others is observers may be more objective about

students rather than students do it themselves because it is done by others.

c. Self-reports

Self-reports involve people’s judgment and statement about themselves.

The types of self-report instruments are questionnaires, interviews,

stimulated recalls, think-alouds and dialogues.

1) Questionnaires are consisted of a number of questions should be

answered by respondents asking about their actions and beliefs.

2) An interview is a type of questionnaire in which the questions or

points to discuss are presented by an interviewer and participants

answer orally.

3) Stimulated recalls, recall of thoughts accompanying one’s

performances at various times.

4) Think-aloud refers to students’ verbalizing aloud their thoughts,

actions, and emotions while working on a task.

29 Schunk, op.cit., 13.

15

5) Dialogues are conversation between two or more persons.

In fact, self-reports are the most commonly used in assessing motivation by the

researchers. For examples, Dina’s research about students’ motivation in learning

English, she used questionnaires to know the students’ motivation. The questionnaires

are consisted of some indicators that indicate students’ extrinsic and intrinsic

motivation. The result of the research shows that questionnaires can measure the level

of students’ motivation in learning English.30

Besides, Samaya used interview instrument to know the motivation of students

at Basic Education grade 2 to speak English. He used it because he was interested in

understanding students’ views about speaking activities directly. The interview is

conducted in their mother tongue to avoid students’ nervous and to encourage the

students to speak in more details and without pressure using English. His interview was

consisted of three specific issues. In the first interview, he asked students to agree or

disagree with a number of statements about their feelings about learning English and

about different types of skills and activities. The second interview focused on their self-

confidence and the last is he engaged the students in a self-assessment exercise using a

unit of material from English for Me Grade 2. These three interviews allowed the

research to collect in-depth information from each student about their motivation in

relation to speaking activities in learning English. Finally, the result of his study showed

that motivation took an important role to encourage students in speaking English. The

study also proved that most of the students thought that they were not ready to speak

English because they did not know English much yet.31

Moreover, a number of research by Gardner also used self-reports to assess

motivation. The Attitude/Motivation Test Battery is the kind of technical report to know

students’ motivation and attitude toward language learning. It is consisted of many

statements describing students’ perception in learning a language. AMTB is made to

assess non-linguistic aspects in language learning.32 Many researchers also adopted

AMTB to assess their study about attitude and motivation because the questionnaires

30 Dina Maryana, The Correlation between Students’ Motivation in Learning English and their Speaking Achievement (A correlational study at Second grade students of Muhmmadiyah 17 Junior High School Tangerang), Unpublished research, 2011, p. 26. 31 Sumaya, op. cit., pp. 48-49. 32 R. C Gardner, The Attitude/Motivation Test Battery: International AMTB Research Project, (The University of Western Ontario, Canada: 2004).

16

are quiet valid and reliable to asses students motivation. This study also adopted some

questionnaires from International AMTB Research Project by Gardner. This AMTB is

the English-language version for use with students studying English as a foreign

language. However, the researcher only took the questionnaires about motivation which

are suitable with this study.

To strengthen the result of motivation, this study also conducted observation to

the English teaching and learning process. It is done to confirm the result of motivated

students in questionnaires whether they truly have high motivation or not. Motivated

students can be seen by the observation of students’ persistence at tasks, the effort they

expend to perform well, and how willingly they engage in tasks.

B. Speaking

1. The Definition of Speaking Speaking is the essential skill among other language skills that must be learned

by English students. It is as the major criterion to consider that the English students’

competence is good or lack. There are many definitions of speaking from English

experts. However, the writer only chooses several definitions which are important to

talk about.

According to Jo McDonough and Christopher Shaw, “speaking is a desire and

purpose-driven that may involve expressing ideas and opinions; expressing a wish or a

desire to do something; negotiation and or solving a particular problem or establishing

and maintaining social relationship and friendship”.33 Besides Lynne Cameron’s

definition, “speaking is the active use of language to express meanings so that peoples

can make senses of them”.34

From the definitions above, the writer conclude that speaking is a desire or a

wish of person to express ideas, opinions and feelings to others, to negotiate, to solve

problems in order to make and to maintain interaction, social relationship, and

friendship.

33 Jo McDonough and Christopher Shaw, Materials and Method in ELT: A Teacher’s Guide, (Cambridge: Blackwell Publisher, 1993), p. 152. 34 Lynne Cameron, Teaching Language To Young Learners, (Cambridge: Cambridge University Press, 2001), p. 40.

17

The essential thing in speaking is practicing the language, because practices

make us perfect. This skill is used by everyone to communicate in daily life whether at

school or outside school. It is can be done by two or more people to communicate, to

share information and to achieve a particular goals.

2. The Goal of Speaking Scrivener informs in his book, fluency and confidence are the important goals in

the speaking class.35 From the statement above, it means that speaking exercises

students to have fluency and confidence to communicate with others. Fluency is used to

describe the ability to communicate an intended message. Fluency is expected to be

accurate in order to the listener easy to get the point of the message.

The goal of teaching speaking is to encourage students to develop ability to

communicate and interact with others, to develop fluency and natural in expression and

to have bravery share their ideas, feeling and opinion to other people.

Basically the goal of speaking is to communicate, as Henry Guntur Tarigan says:

“the particular aim of speaking is to communicate”. Speech has three general goals: “to

inform, to entertain and to persuade”.36

3. Kinds of Speaking Activity Speaking is an oral communication. It is a process in which someone uses

spoken words to express feelings, ideas, opinions and information to another person.

When students learn a language, they must practice speaking. There are many activities

may be useful for students to improve their speaking ability as follow:

a. Communication games

Speaking activities based on games are a useful way of giving students

valuable practice. Game-based activities can involve practice of oral strategies such

as describing, predicting, simplifying, asking for feedback through activities such as

filling questionnaires and guessing unknown information.

35 Jim Scrivener, Learning Teaching A Guidebook for English Language Teachers (Oxford: Macmillan publisher, 2005), p. 146. 36 Henry Guntur Tarigan, Berbicara: Sebagai Suatu Satuan Ketrampilan Berbahasa, (Bandung: Angkasa, 1985), p. 16.

18

Actually the students really like this activity because they can learn how to

speak the language by using games. They don’t realize that the teacher asks them to

practice the language itself because they really enjoy it. They do it voluntarily.

Whereas, when the teacher asks them to practice a dialogue, sometime they feel shy.

This activity makes them fun, so they don’t feel bored.

b. Role play/simulations

One way of getting students to speak in different social contexts and to

assume various social roles is to use role play activities in the classroom. In role

play activities, the teacher gives information to the learners such as who they are

and what they think or feel.

Simulation is very similar to role play but there is a little differences. In

simulation, students can bring items to the class to create a realistic environment.

c. Information gap

In this activity, students are supposed to be working in pairs. One student

will have the information that other partner does not have and the partner will share

their information. Information gap activities serve many purposes such as solving a

problem or collecting information. Also, each partner plays an important role

because the task cannot be completed if the partners do not provide the information

the others need.

d. Retelling story

Retelling a story in a foreign language is a very demanding task. The

demands of retelling story after listening and understanding should be not

underestimated: language needed at a word, sentence and discourse levels must be

found and produced. If the students are to retell the story, they are asked to work at

this level in production.37

The students are expected to be able to enter to imaginative world that the

story creates. It means that they can understand enough about the characters and

their lives to be able to empathise with them. Thus, they can produce sentences by

retelling the story well because they can image what the story actually looks like.

e. Discussion

37 Cameron, Op. Cit., p. 176.

19

Discussion is an activity to talking about something to others. It can be done

in pairs or groups. It is a very good and useful activity to improve students’

speaking skill. For example, after hearing a story, each student is given the

opportunity to comment and to react to one another’s comments. Students are asked

to discuss the value or moral in the story. Surely, many different opinions come out

from each student.

f. Dramatization

It is an active situation with a lot of learning and experiencing. This involves

students in learning lines for their role and can provide them with a memorable

occasion to practice English. This activity involves a high amount of participant by

the group. The group should learn how they would act in a situation, or explore

being characters in a situation and what is making them act the way they are in order

to the drama appears natural.

g. Speeches

The Prepared speech is an activity which is commonly used in the speaking

skill class. The topics used for speeches will vary depending on the level of the

students and the focus of the class. It is good for students to be given some leeway

in determining the content of their speeches.38

4. The Characteristics of Good Speaking Activity According to Penny Ur, there are many characteristics of good speaking activity

as follows:39

a. Learners talk a lot

As much as possible of the period of time allotted to the activity is occupied by

learner talk.

b. Participation is even

All of students get a chance to speak and contributions are fairly evenly

distributed. So, classroom discussion is not dominated by a minority of talkative

participations.

c. Motivation is high 38 Marriane Celce Murcia, Teaching English as A Second Language, (Boston Massachusetts: Heinle publishers, 1991), p. 106. 39 Penny Ur, Op. Cit., p. 120.

20

Learners are eager to speak because they are interested to the topic and have

something new to say about it, or because they want to contribute to achieving a

task objective task.

d. Language is of an acceptable level

Learners express themselves in utterances that are relevant, easily

comprehensible to each other and of an acceptable level of language accuracy.

6. Assessing Speaking Ability Evaluating speaking skill is the most important aspect in language testing.40

However, Speaking is a complex skill among the other skills in English to be assessed

because many criteria should be evaluated in speaking such as pronunciation,

vocabulary, grammar, fluency, comprehension. Moreover, the administration of

speaking test is quite difficult because it will be not effective and sufficient to test

speaking skill in large number of students at limited time.

The other skills can be assessed by paper and pencil test, whereas speaking

cannot be assessed by it. Students’ speaking skill should be measured by oral test. The

kinds of oral test commonly used by teachers and practitioners to know the students’

speaking is face to face speaking test (interview), conversations, role plays, story-

telling, oral presentations, etc. Actually all of them only the most popular choices of

oral test in teaching and learning English to assess students’ speaking skill.

According to Kemtong in her journal, interview is considered as the most

popular means in evaluating speaking ability. It is a direct test, face to face speaking

between the students and the interviewer(s).41 It is right that interview is the most

commonly used to measure speaking skill because it is the simplest one and direct

means to know students skill. By interview the examiner can get the students’ speaking

skill clearly and get the information from the students in depth.

Besides, Poonpon in his study to measure students’ speaking test also used

dialogue speaking task and monologue speaking task. In dialogue speaking task,

students are required to work in pair to prepare a 3-minute dialogue using phrases they

40 J.B. Heaton, Writing English Language Tests, (Longman, London and New York: 1995), New Edition, p. 88. 41 Kemtong Sinwongsuwat, Rethinking Assessment of Thai EFL Learners’ Speaking Skills, Language Testing in Asia, Prince of Songkla University, Thailand, October 2012, p. 77.

21

had learned from their English course. The students were given a chance to rehearse the

dialogue before taking the test. While in monologue speaking task, students are asked to

give their opinion about a topic for a minute orally.

However, it is different from Dina’s study in evaluating students’ speaking skill.

She assessed students’ skill by using role play test. In role play, students are asked to act

as an actor based on the situations and contexts. Students are given a situation and

problem before they act. Then, she scored students’ performance by using rating scores

of oral test by Higgs and Clifford.42 It is important that whatever techniques of oral tests

used to evaluate students’ ability, the most essential in this test is scale rating scores.

Teachers and researchers should have reference of scale rating score of speaking to

assess students’ speaking ability.

Therefore, this study is used conversational exchange to assess students’

speaking ability since it is simple and good to know information about students’ skill in

depth. The test is evaluated into five criteria; they are pronunciation, grammar,

vocabulary, fluency and comprehension. The five criteria are the components of

speaking skill. In this study, the students are scored based on five components of

speaking skill by using the scale rating scores of David P. Harris.

C. Motivation and Speaking Ability Motivation is energy of students come from inside or outside which push

themselves to do something. Motivation is considered as an essential part in learning

speaking ability. It affects students’ ability to speak up. Motivated students will speak

up eagerly without feeling shy. Murcia states in her book that to motivate the

acquisition of communication skill of students and to provide real communication inside

and outside of the classroom are the goals of speaking.43

Speaking is the essential skill among other language skills that must be learned

by English students. It is as the major criterion to consider that the English students’

competence is good or lack.44 The essential thing in speaking is practicing the language,

because practices make us perfect. This skill is used by everyone to communicate in

42 Siti Nurhayati, Teaching Speaking Skill Through Communicative Language Teaching, Unpublished thesis, UIN Jakarta, 2011, p. 51. 43Murcia, op. cit., p. 125. 44 Ibid, p. 126.

22

daily life whether at school or outside school. It is can be done by two or more people to

communicate, to share information and to achieve a particular goals. However, based on

the writer’s observation in teaching speaking, many students feel shy to speak up in the

classroom. They are also afraid of being laughed by their friends when they speak up.

Moreover, many students are still lack of vocabulary.

All of them actually happened because of students are low motivated. It is

assumed that motivated students will not face the problems above. Students with high

motivation will study hard and attempt to get the best in learning. One of characteristics

of motivated students is high persistence and effort in learning. Besides, Sumaya states

in his research that motivation has important role in developing students’ speaking

ability.45 In his research, he also faced many students’ problems which are almost

similar with the problems above such as the students are lack of confident, lack of

vocabulary, and worried making mistakes. He also declares that motivation should be

created among students by the teacher in the classroom. Teacher should encourage and

support the students to speak up, and also help them to feel enjoy by making interesting

situation in learning process. Therefore, teacher has a vital role in teaching and learning

to create motivation among students.46

Besides, the research conducted at Ha Noi University of technology students

shows that motivation plays an important role in learning speaking. According to the

results of the study, students at Ha Noi University of Technology have a higher degree

of extrinsic motivation in learning English speaking skill than other kinds of

motivation.47

D. Relevant Study Meenaz Sham conducted study by the title Students’ Attitudes, Motivation and

Anxiety towards English Language Learning. This mini-research study attempted to

investigate gender wise students’ attitudes, motivation and anxiety towards the learning

of English as a second language in the multilingual context of Karachi, Pakistan. The

study adapted a survey questionnaire from Gardner’s ‘Attitude Motivation Test

45 Sumaya Ali Al-badi, Learners’ Motivation to Speak English, p. 46. 46 ibid, p. 53. 47 Nội học kỹ năng nói, Ways to motivate the first year non-English majors at Hanoi University of Technology in learning English speaking skill, Minor Thesis, p. 8.

23

Battery,’ to explore attitudes (English language and learning), motivations (intrinsic and

extrinsic) and classroom anxiety of grade 8th students in a private secondary school. The

survey findings of 77 students (40 males and 37 females) highlight that students have

positive attitude and high level of enthusiasm towards English language and its learning.

This study also described a higher degree level of extrinsic motivation than intrinsic

motivation. Overall, the results emphasized girls to have a slightly higher degree of

positive attitudes and motivation comparable to the boys.

Dina Maryana also conducted research at SMP Muhammadiyah Ciputat by the

title “The Correlation between Students’ Motivation in Learning English and Their

Speaking Achievement”, the study was showed that there was a significant correlation

between students’ motivation and achievement in learning speaking. It means that the

students with higher motivation get better achievement in speaking than the lower one.

Her research was used survey method through correlational technique. This research

took 34 participants as the sample taken by using random sampling technique. The data

were collected by two techniques. The first technique was distributing questionnaires to

measure the students’ motivation. The second technique was collecting students’

speaking score from English teacher. Then, the data collected were analyzed by formula

of correlational product moment. The result showed that the correlation index between

X variable (students’ motivation) and Y variable (Students’ speaking achievement) is 0,

406. It means both variables have medium correlation and the hypothesis of the research

is accepted.48

Based on Lisa Kusumawati’s research at Department of English Education UIN

Syarif Hidayatullah Jakarta by the title “The Correlation between students’ motivation

in learning English and their speaking achievement”, the study was used a correlational

method. In collecting the data, the researcher distributed questionnaires to the

respondents and took students’ speaking score from English teacher. This research used

random sampling to take respondents as the sample. After the data collected, the data

were analyzed by formula of correlational product moment. The study stated that there

is correlation between students’ motivation in learning English and their speaking

achievement and the students with high motivation in learning English will get better

48 Dina, op. cit., p. 46.

24

speaking achievement than those with low motivation in learning English. It means that

motivation in learning English affects students’ speaking achievement.

Besides on Desi’s research, there is no significant correlation between students’

motivation and their achievement in learning English at MTs Negeri Parung. It was

approved by the data which showed the rxy is smaller than ttable; rxy is 0.128 and ttable

from the df (34) on the degree of significant 5% is 0.349. It means that the null

hypothesis (Ho) is accepted and the alternative hypothesis (Ha) is rejected. This

research was used quantitative research trough survey method. The population of this

research was students at eight grade of MTs Negeri Parung. However, the researcher

only took 36 students as her samples. The data collected by distributing questionnaires

to the students at the school and taking students’ speaking score from the English

teacher. Then, both of the data were analyzed by the formula of correlational product

moment.49

E. Conceptual Framework Speaking is a process to get meaning by sending and receiving information

between two people or more. It is one of skill used by everyone to communicate in daily

life whether at school or outside school.

One of characteristics of good speaking activity is high motivation to speak.

Students are eager to speak because they are interested to the topic and enjoy the

teaching and learning process. Therefore, it is assumed motivation having correlation

with speaking ability. Motivation is a power which comes from inside or outside of

students and pushes themselves to do something.

Students who have motivation will make an effort to follow the learning process

intensively and they will learn the lesson which supports speaking ability as well as

possible not only in school but also out of school. Besides, students with high

motivation in learning usually feel enjoyable in learning. It makes them easier to speak

up and may practice easy or complex sentences to their friends accurately and fluently.

It is assumed that motivation affects students’ speaking ability.

49 Desi Rahmayanti, The Correlation Between Students’ Motivation and Their Achievement in Learning English at Eight Grade of MTs Negeri PArung Bogor, Unpublished thesis, UIN Syarif Hidayatullah Jakarta.

25

F. Hypothesis of Study It is assumed that there is a correlation between students’ motivation in learning

speaking and their speaking ability at the second grade of SMA Darussalam Ciputat.

The hypothesis which is formulated in this study as follow:

1. Null Hypothesis (Ho)

There is no correlation between students’ motivation in learning speaking and

their speaking ability.

2. Alternative Hypothesis (Ha)

There is a correlation between students’ motivation in learning speaking and

their speaking ability.

26

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time 1. Place

The research was conducted at the second grade of SMA Darussalam

Ciputat.

2. Time

The research started from July to November 2013. It was done to know

the students’ motivation in learning speaking and their speaking ability and to

know whether there is any correlation between them.

B. Research Method and Design The method used in this study was a correlational method in a quantitative

design. In correlational method, the researcher uses the correlation statistical test to

describe and measure between two or more variables.50 In other words, it is used to

analyze whether there is any correlation between two or more variables. This study is

conducted to know the correlation between two variables. They are students’ motivation

in learning speaking as the independent variable and students’ speaking ability as the

dependent variable.

In the process of writing, the writer did field research. To get data of students’

motivation, she distributed questionnaires and conducted oral test to the students as the

sample and also observed students’ classroom to confirm students’ motivation in

learning speaking. Then, after data completed, the data will be analyzed by the formula

of correlation product moment.

C. Population and Sample The population of this research is all of students at the second grade of SMA

Darussalam Ciputat. There are four classes in the second grade. However, there are 30

students as sample taken by using purposive sampling techniques. This technique was 50 John W. Creswell, Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research, (New Jersey: Pearson Prentice Hall, 2008), Third Edition, p. 356.

27

taken because of some purposes. The first purpose is the students have same level of

intelligence in English. The second is the recommendation of teacher in SMA

Darussalam to take sample in grade 2.1. Moreover, this study used purposive sampling

because the research has limited time, energy and fund.

D. Technique of Collecting Data Based on the explanation above, the techniques used to collecting data in this

research as followed:

a. Questionnaire

To get data of students’ motivation in learning speaking, the writer used

questionnaires to get students’ answers. Questionnaires are consisted of a number

of questions should be answered by respondents asking about their actions and

beliefs. 51

The questionnaires are adopted from The Attitude/Motivation Test Batery

(AMTB) by Gardner. Actually it consists of many items of statements involving

attitude and motivation but the researcher only took 30 items which are suitable

with this study and modified the questionnaires based on the context of students.

Therefore, the researcher only took motivation statements from AMTB and then

translated into Indonesian language.

The questionnaires are “closed”, it means the respondents are only choosing the

best one on the items and making checklist on the given answers. In answering the

questionnaires, the students are asked to choose one of the options by giving a

mark or checklist. Then the students are tested by oral test.

The questionnaires are based on the indicators of extrinsic and intrinsic

motivation. These are the components of indicators of students’ motivation in

learning speaking used in this research:

1) Extrinsic motivation

a) Teachers

b) Parents

c) Environments

51 Dale H. Schunk, et.all., Motivation in Education Theory, Research and Applications. 2008. p. 14.

28

Table 3.1

Indicators of Extrinsic Motivation

Aspects Indicators Statements

Positive Negative

Teachers Teacher encourages students to learn English, such as:

a. Teacher gives reward to students.

Guru selalu memberikan hadiah kepada siswa yang mendapatkan nilai bahasa Inggris yang bagus.

Guru tidak pernah memberikan hadiah kepada siswa yang mendapat nilai bahasa Inggris bagus.

b. Teacher becomes an inspiration.

Guru bahasa Inggris di sekolah adalah sumber inspirasi saya.

Menurut saya, guru bahasa Inggris saya tidak menyenangkan.

b. Teacher uses interesting method in teaching.

Metode pengajaran yang digunakan guru dalam mengajar bahasa Inggris sangat menyenangkan.

Metode yang digunakan guru dalam menjelaskan materi bahasa Inggris sangat membosankan.

Parents Parents encourage students to learn English by:

a. Asking students to follow English private course.

Orangtua saya selalu menganjurkan dan memberi dukungan untuk mendalami pelajaran bahasa Inggris dengan les privat.

Orangtua saya tidak mendukung saya belajar bahasa Inggris.

b. Helping students to overcome difficulties.

Orangtua saya selalu membantu mengatasi kesulitan seputar pelajaran bahasa Inggris.

Orangtua saya tidak pernah membantu saya mengatasi kesulitan pelajaran bahasa Inggris.

c. Giving rewards to students.

Orangtua saya selalu mendorong saya untuk belajar bahasa Inggris dan memberikan hadiah apabila nilai bahasa Inggris saya bagus.

Orangtua tidak pernah mendorong saya untuk belajar bahasa Inggris dan tidak pernah memberikan hadiah kepada saya.

29

Environment Environment really influence students’ ability to speak, such as:

a. The situation in the classroom is very interesting.

1. Belajar bahasa Inggris itu sangat menyenangkan karena suasana di kelas sangat mendukung saya untuk berbahasa Inggris.

Jujur, saya tidak suka dengan kelas bahasa Inggris.

b. Students are easy to speak wherever they are.

Berbicara bahasa Inggris itu mudah bagi saya di manapun saya berada.

Saya merasa tidak nyaman ketika berbicara bahasa Inggris dimanapun saya berada.

c. Students have high confidence to speak.

Saya sangat percaya diri ketika diminta untuk berbicara bahasa Inggris di dalam kelas.

Saya tidak percaya diri ketika berbicara bahasa Inggris di dalam kelas.

2) Intrinsic motivation

a) Effort

b) Desire

c) Attitude

Table 3.2

Indicators of Intrinsic Motivation

Aspects Indicators Statements

Positive Negative

Effort Students attempt to learn English hard by:

a. Practice English every day.

Saya selalu melatih bahasa Inggris dengan mempraktikannya hampir setiap hari.

Saya tidak pernah mempraktikkan bahasa Inggris.

b. Asking to teacher when getting difficulties.

Ketika saya mengalami kesulitan dalam belajar bahasa Inggris, saya selalu bertanya kepada guru.

Saya tidak pernah bertanya kepada guru bahasa Inggris, walaupun saya mengalami kesulitan.

30

c. Doing English assignment.

Saya langsung mengerjakan tugas bahasa Inggris yang diberikan oleh guru.

Sebisa mungkin saya menunda mengerjakan tugas bahasa Inggris yang diberikan oleh guru.

Desire a. Students have strong desire to be able to speak English.

Saya ingin bisa berbicara bahasa Inggris dengan lancar.

Saya tidak mempunyai keinginan untuk bisa berbicara bahasa Inggris.

b. English is very important for students’ carrier in the future.

Saya Ingin menguasai bahasa Inggris karena akan menunjang karir saya di kemudian hari.

Bahasa Inggris bukanlah hal yang penting dalam hidup saya.

c. Students exercise English by watching English program on television.

Saya lebih suka menonton program televise yang berbahasa Inggris dari pada yang berbahasa Indonesia.

Saya lebih suka menonton program televise yang menggunakan bahasa Indonesia.

Attitude a. Students like to speak English.

Berbahasa Inggris adalah kegiatan yang sangat menyenangkan.

Berbahasa Inggris adalah kegiatan yang sangat menegangkan.

b. Students considered English as an interesting lesson.

Saya sangat menyukai pelajaran bahasa Inggris karena saya ingin bisa berbahasa Inggris dengan lancar.

Saya tidak suka dengan pelajaran bahasa Inggris.

c. Speaking in English is important program in the school.

Berbahasa Inggris adalah program sekolah yang sangat penting.

Berbahasa Inggris hanya membuang waktu saja.

b. Test

The kind of test used in this research is oral test. It is done to know the students’

speaking ability involving their pronunciation, grammar, vocabulary, fluency and

comprehension. The students’ speaking ability is as the dependent variable in this

research. So, to know the score of students’ speaking ability, the writer conducted

oral test to the students.

The oral test carried out to the students once after the students answering the

questionnaires. The type of oral tests used in this study is conversational exchange.

31

Students are given a situation and required to develop the sentences on the lines of

certain pattern. To avoid subjectivity in this study, the oral test is assessed by two

persons whom know about speaking ability test.52 The test is conducted in the

classroom. Students are asked to practice speaking in pairs (Asking and Giving

Information). Before students practice, they are given a situation “You meet your

friend in the classroom and then you ask him/her about “What did you do last

night?”. Then each pair of students speaks in front of the classroom.

c. Observation

In order to get students’ motivation in depth and to strengthen the instrument

in this study, this study also used observation for triangulation. Observation was

conducted to know the reality of students’ motivation in questionnaires, whether

there is any similarity between the result of questionnaire and the activities in the

classroom which describing the participant of students in learning speaking. In

other words, it is used to confirm the students’ motivation assessed by

questionnaires with classroom observation. In this study, the researchers observed

the process teaching and learning English in the classroom which show the

characteristics of motivated students. Motivated students can be seen by the

observation of students’ persistence at tasks, the effort they expend to perform

well, and how willingly they engage in tasks.53

This study employed non-participants observation which means the

researchers are not directly involved in the situation observed. The researcher

only watched the English teaching and learning process in the classroom and

evaluated the activities which describe the characteristics of motivation in a form

of rubric. Arikunto states that the most effective way in using observation

technique in collecting data is to use form of rubric.54 The rubric is consisted of

items about events or activities that happened in English teaching and learning

process inside the classroom.

52 Heaton, op. cit., 89. 53 Schunk, op. cit., 13. 54 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: Rineka Cipta, 2010), p. 272.

32

E. Technique of Data Analysis After the writer got the data from questionnaires of motivation, observation of

students in English teaching and learning speaking and test of speaking ability, she

measured each of data: 1. Assessing Motivation

To measure motivation in this study, the researcher used two techniques:

Questionnaires and classroom observation.

a. Questionnaires

The questionnaires in this study have 30 items adopted from AMTB by

Gardner. The questionnaires were assessed by Likert scale rating. This scale

rating has five options. They are: Strongly Agree (Sangat setuju), Agree

(Setuju), Undecided (Ragu-ragu), Disagree (Tidak Setuju), and Strongly

Disagree (Sangat Tidak Setuju). Each option also has score based on the

Likert Scale Rating below:55

Table 3.3

The Likert Scale Rating Option Score

Favorable Unfavorable Strongly agree 5 1

Agree 4 2

Undecided 3 3

Disagree 2 4

Strongly disagree

1 5

b. Observation

To analyze data from observation, the researcher used descriptive

technique to describe the result from observation in English teaching and

learning activities based on the classroom observation rubric. She explains

the situation and the condition in the classroom and reveals activities that

55 Sugiyono, Metode Penelitian Pendidikan Pendekatan Kuantitatif, kualitatif dan R&D, (Bandung: Alfabeta, 2010), p. 135.

33

show the characteristics of students’ motivation. These are some aspects

which are observed in the classroom covered in the rubric below:

Table 3.4

Classroom Observation Rubric

No Observed Aspects

1 Student pays attention to the teacher’s explanation.

2 Student asks to the teacher when he/she does not understand about

the material.

3 Student expresses his/her ideas when she/he is given chance.

4 Student writes down the points of teacher’s explanation.

5 Student follows the teaching and learning process.

6 Student is interested in the material which delivered by teacher.

7 The interaction between teacher and student are created lively in

the classroom.

8 Student studies hard toward material sources given by teacher.

9 Student does assignment given by teacher.

10 Student answers teacher’s question well.

2. Assessing Speaking Ability.

To know students’ speaking ability in this study, students are assessed by

oral test. The test is evaluated into five criteria; they are pronunciation,

grammar, vocabulary, fluency and comprehension. The five criteria are the

components of speaking skill. In this study, the students are scored based on

five components of speaking skill by using the scale rating scores of David

P. Harris.

Table 3.5

David P. Harris’ scale rating scores

No Criteria Rating score

Comments

1. Pronunciation (5) Has few traces of foreign accent. (4) Always intelligible, though one is conscious

of a definite accent. (3) Pronunciation problem necessities

concentrated listening and occasionally lead

34

to misunderstanding. (2) Very hard to understand because of

pronunciation problems, most frequently be asked to repeat.

(1) Pronunciation problems to serve as to make speech virtually unintelligible.

2. Grammar (5) Make few (if any) noticeable errors of grammar and word order.

(4) Occasionally makes grammatical and or word order errors that do not, however obscure meaning.

(3) Make frequent errors of grammar and word order, which occasionally obscure meaning.

(2) Grammar and word order error make comprehension difficult, must often rephrases sentence and or rest rich himself.

(1) Errors in grammar and word order so, severe as to make speech virtually unintelligible.

3. Vocabulary (5) Use of vocabulary and idioms is virtually that of native speaker.

(4) Sometimes uses inappropriate terms and/or must rephrases ideas because of lexical inadequacies.

(3) Frequently uses the wrong words conversation somewhat limited because of inadequate vocabulary.

(2) Misuse of words and very limited vocabulary makes comprehension quite difficult.

(1) Vocabulary limitation so extreme as to make conversation virtually impossible.

4. Fluency (5) Speech as fluent and efforts less as that of a native speaker.

(4) Speed of speech seems to be slightly affected by language problem.

(3) Speed and fluency are rather strongly affected by language problem.

(2) Usually hesitant, often forced into silence by language limitation.

(1) Speech is also halting and fragmentary as to make conversation virtually impossible.

5. Comprehension (5) Appears to understand everything without difficulty.

(4) Understand nearly everything at normal speed, although occasionally repetition may be necessary.

(3) Understand most of what is said at slower

35

than normal speed without repetition. (2) Has great difficulty following what is said,

can comprehend only “social conversation” spoken slowly and with frequent repetition.

(1) Cannot be said to understand even simple conversational English.

3. Assessing Two Variables (Motivation and Speaking Ability of Students)

All of the data above were analyzed by using the formula of correlation

product moment to know the correlation between students’ motivation in

learning speaking and their speaking ability:56 The students’ motivation in

learning speaking is X variable and students’ speaking ability is Y variable.

The correlation product moment is one of techniques commonly used to seek

the correlation between two variables.

rxy = ∑ (∑ )(∑ )

√( ∑ (∑ ) ( ∑ (∑ ) )

rxy = coefficient of correlation between X variable and Y variable

(Koefesien korelasi antara variable X dan variable Y)

N = Number of Class

X = Distribution of students’ motivation score

Y = Distribution of students’ speaking score

∑X = Sum of score in X distribution (Jumlah skor dalam distribusi X)

∑Y = Sum of score in Y distribution (Jumlah skor dalam distribusi Y)

∑XY = Sum of multiplication of X and Y (Jumlah perkalian X dan Y)

X2 = Sum of X quadrate (Jumlah kuadrat dari X)

Y2 = Sum of Y quadrate (Jumlah kuadrat dari Y)

Significant critical value = 0.05 and 0.01

Criteria =

If ro > rt means there is correlation and Ha is accepted, Ho is rejected.

If ro < rt means there is no correlation and Ha is rejected, Ho is accepted.

56 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: Rajawali Pers, 2010), p. 206.

36

Ho = There is no significant correlation between students’ motivation

in learning speaking and their speaking ability.

Ha = There is a significant correlation between students’ motivation

in learning speaking and their speaking ability.

37

CHAPTER IV

RESEARCH FINDINGS

A. Data Description As mentioned in the research methodology, to get the data, the writer

distributed questionnaires to know students’ motivation in learning speaking to

the students at second grade of SMA Darussalam. Then, she conducted oral test

to know students’ speaking ability. After both of data collected, the writer

conducted classroom observation to confirm students’ motivation in learning

speaking and their speaking ability.

Finally, after all of the data collected, the writer analyzed each data

firstly. Motivation is assessed by Likert’ scale rating and speaking ability is

measured by David’ scale rating score. Besides, the result of classroom

observation is described to know the reality of students’ motivation in learning

speaking at the classroom. Secondly, after each data analyzed, to see the

correlation between students’ motivation in learning speaking and their speaking

score, the writer analyzed both of data by applying the formula of Correlational

Product Moment by Pearson.

B. Data Analysis 1. Students’ Motivation Score

In this study, students’ motivation in learning speaking is as the

independent variable (X). To measure students’ motivation in learning

speaking, the study used two techniques: distributing questionnaires and

classroom observation.

a. Questionnaires

As mentioned in technique of data analysis, the questionnaires in

this study have 30 items adopted from AMTB by Gardner. Before the

questionnaires were distributed, the questionnaires were validated by two

experts. It means that the questionnaires were used content validity to see

they are measure what should to be measured.

38

The questionnaires were assessed by Likert scale rating. This

scale rating has five options. They are: Strongly Agree (Sangat setuju),

Agree (Setuju), Undecided (Ragu-ragu), Disagree (Tidak Setuju), and

Strongly Disagree (Sangat Tidak Setuju). The results of questionnaires

are described in a table (See appendix 2). The following table describes

the result of questionnaires about students’ motivation in learning

speaking after accumulated.

Table 4.1

Score of Students’ Motivation in Learning Speaking (X Variable)

Students (N) Motivation (X) 1 88 2 87 3 87 4 86 5 87 6 91 7 88 8 78 9 87 10 88 11 86 12 87 13 92 14 78 15 83 16 78 17 87 18 85 19 82 20 86 21 88 22 93 23 87 24 91 25 82 26 90 27 92 28 91 29 88 30 89

N=30 ∑X=2602

39

From the data above, we can see the total score of 30 respondents is

2602. By applying SPSS program, it shows that the mean of students’

motivation score is 86, the median is 87, the range is 15, the minimum score

of students’ motivation is 78 and the maximum score of students’ motivation

is 93.

Based on the statistic result above, there are 2 categories of motivation

score. The first is low motivation and the second is high motivation.

Students categorized by low motivation score are under 87 score and

students categorized by high motivation score are above 87. Therefore, from

the table above, it is considered that the mode of students’ motivation score

is 87. It means that most of students have high motivation in learning

speaking. It is also confirmed by the result of classroom observation shows

that students who have high motivation’s score also follow the teaching and

learning process well, pay attention to the teacher’s explanation, express

their ideas, do assignment from teacher, etc.

b. Classroom Observation

Classroom observation in this research is conducted to confirm the

reality of students’ motivation in learning speaking. It is also done in second

grade of SMA Darussalam Class 2.3. The researcher observed the teaching

Table 4.2 Descriptive Statistics

Motivation

N Valid 30 Missing 0

Mean 86.7333 Median 87.0000 Mode 87.00 Std. Deviation 4.00804 Range 15.00 Minimum 78.00 Maximum 93.00

40

and learning process from beginning of class till the end based on the

classroom observation rubric.

Based on the result of observation in the classroom, students who have

high motivation score also show good performance in the classroom. They

do activities which represent their interested in learning speaking. Most of

them do activities which stated on the observed aspects.

The first aspect is motivated students always pay attention when their

teacher explained the material in front of the classroom. They listened

carefully to the teacher’s explanation about speaking material. Students with

high motivation score point their good behavior out in the teaching and

learning process. They represent their motivation in learning speaking by

paying attention to the teacher’s explanation seriously. In contrast, students

with low motivation in learning speaking did not pay attention well to the

teacher’s explanation. Any students talked each other during the lesson. The

teacher sometimes admonishes them to stop talking during the lesson. Any

students also seem a little bored to the teacher’s explanation method. They

were nice themselves by playing their pen and no pay attention to the

explanation.

The second observed aspect is asking to the teacher when students face

problems about the material. Based on the observation in the classroom,

when motivated students did not understand any materials, they asked to the

teacher eagerly and the teacher also answered the questions. They did not

feel shy to ask the teacher about their problems. They have good confidence

to speak up in front of their friends and the teacher. However, students with

low motivation have no bravery to ask to the teacher when they got problem.

They have no confidence to speak up in front of the teacher and afraid of

being laughed by their friends. They prefer to ask their problem to their

friend.

Thirdly, students with high motivation score stated in the result

questionnaire are brave to express their ideas in their mind. They uttered

what they think about something to the teacher gorgeously. For example,

41

when teacher explained about the hottest topic, any students told the

information to the teacher bravely.

Fourthly, motivated students in learning speaking wrote down the point

important of teacher’s explanation. They thought that it would help them to

remind the material. However, not all students wrote down the teacher’s

explanation. Many students were lazy to write the explanation.

Besides, students with high motivation would follow the teaching and

learning process seriously from the beginning lesson till the end. They did

not play with their friends during the lesson. However, any students played

with their partner during the lesson. They seemed not interested to the

teaching and learning process.

Sixthly, motivated students are interested to the speaking material

delivered by the teacher. They like the way their teacher in delivering

material. It seemed in the classroom observation that they have enthusiasm

in learning speaking. Students engage in teaching and learning process by

paying attention to the teacher. However, any students are not interested to

the speaking material because they did not like to the teacher method in

sending material.

The seven observed aspect is the interaction between teacher and

students are created lively in the classroom. The teacher and students interact

one another during teaching and learning process. The interaction in the

classroom is created between teacher and students not only teacher himself.

It means that the teaching and learning process in this classroom is balanced.

In balance instruction, the portion of teacher-centered instruction and

learner-centered instruction are considerably balance. The teacher becomes

the facilitator and the students are the initiator of the process. The role both

of them are balance in the classroom.

The eight observed aspect is students learn hard toward material sources

given by the teacher. Motivated students work hard to get the best in their

achievement by learning hard toward material sources given by the teacher.

Moreover, any students learn from other sources which supported the

42

material. They try to achieve the best score in learning speaking by learn

hard.

Moreover, motivated students do all assignment given by teacher well.

They do not postpone doing assignment as long as possible. Besides, they

learn hard and follow the teaching and learning process seriously and

enjoyable. However, any students are lazy to do assignment from teacher.

When the teacher asked them to do assignment, they postpone as long as

possible. It shows that they have low motivation in learning speaking.

The last observed aspect in the classroom is students answered teacher’s

question well. When the teacher asked question to motivated students, they

would answer the question as well as possible. They could answer the

question in English confidently. However, any students cannot answer the

teacher’s question. They have no confidence to answer the question in front

of teacher and other students.

2. Students’ Speaking Score

In this case, the students’ speaking ability is as the dependent variable

(Y). To know students’ speaking score, the researcher conducted oral test to

the students. The test is evaluated into five criteria; they are pronunciation,

grammar, vocabulary, fluency and comprehension. The five criteria are the

components of speaking skill. In this study, the students are scored based on

five components of speaking skill by using the scale rating scores of David

P. Harris. Here are the results of students’ speaking ability.

Table 4.3

Score of Students’ Speaking Test (Y Variable)

Students (N) Speaking (Y) 1 74 2 72 3 74 4 74 5 86 6 80 7 70 8 66 9 68 10 68 11 66

43

Table 4.4 Descriptive Statistics

Speaking

N Valid 30 Missing 0

Mean 72.9667 Median 73.0000 Mode 68.00 Std. Deviation 5.68412 Range 22.00 Minimum 64.00 Maximum 86.00

From the data above, we can see that the total score from 30

respondents of students’ speaking score is 2189. By applying SPSS program,

it shows that the mean of students’ speaking score is 72, the median of

students’ speaking score is 73, the mode of students’ speaking score is 68,

the standard deviation of students’ speaking score is 5,68, the range of

students’ speaking score is 22, the minimum score of students’ speaking is

64 and the maximum score of students’ speaking is 86.

12 68 13 82 14 64 15 68 16 66 17 74 18 70 19 68 20 70 21 80 22 75 23 85 24 78 25 76 26 75 27 72 28 75 29 70 30 75

N=30 ∑Y=2189

44

Based on the result statistic above, the average speaking score is

72. It means that most of students’ speaking ability is in the medium level. It

is seen from the minimum speaking score is 64 and most students got score

in 72-78 score.

3. The Correlation between Students’ Motivation in Learning Speaking

and their Speaking Ability.

In this case, both the score of students’ motivation and students’

speaking ability are correlated by Pearson’s Product Moment formula. The

data are described in the following table:

Table 4.5

The Calculation of Questionnaires of Motivation and Speaking Score

Students (N)

Motivation(X)

Speaking (Y)

XY X2 Y2

1 88 74 6512 7744 5476 2 87 72 6264 7569 5184 3 87 74 6438 7569 5476 4 86 74 6364 7396 5476 5 87 86 7482 7569 7396 6 91 80 7280 8281 6400 7 88 70 6160 7744 4900 8 78 66 5248 6084 4356 9 87 68 5916 7569 4624

10 88 68 5984 7744 4624 11 86 66 5676 7396 4356 12 87 68 5916 7569 4624 13 92 82 7544 8464 6724 14 78 64 4992 6084 4096 15 83 68 5644 6889 4624 16 78 66 5148 6084 4356 17 87 74 6438 7569 5476 18 85 70 5950 7225 4900 19 82 68 5576 6724 4624 20 86 70 6020 7396 4900 21 88 80 7040 7744 6400 22 93 75 6975 8649 5625 23 87 85 7395 7569 7225 24 91 78 7090 8281 6084 25 82 76 6232 6724 5776

N=25 ∑X=2152 ∑Y=1822 ∑XY=157192 ∑X2=185636 ∑Y2=133702

45

rxy = ∑ (∑ )(∑ )

[ ∑ (∑ ) ][ ∑ (∑ )²

rxy =

[ ][ ]

=

[ ][ ]

=

[ ]

= √

=

.

= 0.555

From the calculation above, it is found that rxy is 0.555. The next step is to find

the significance of variables by calculating rxy is tested by significance test

formula:57

t count = √√

In which: t count = t value

r = value of correlation coefficient

n = total of sample

57 Riduwan and H. Sunarto, Pengantar Statistika Pendidikan, Sosial, Ekonomi, Komunikasi, dan Bisnis, (Bandung: Alfabeta, 2011), p. 81.

46

Therefore, it is calculated that:

t count = √√

= . √√ .

= . √√ .

= . .√ .

= ..

t count = 3.530

Before tested by tcount, the writer made two hypotheses of significance: an

alternative hypothesis (Ha) and a null hypothesis (Ho).

Ha = There is significant correlation between two variables.

Ho = There is no significant correlation between two variables.

The formulation of test:

1. If tcount > ttable, it means that the null hypothesis is rejected and there is

significant correlation.

2. If tcount < ttable, the null hypothesis is accepted and there is no significant

correlation.

Based on the calculation above, the result is compared by ttable in the

significant 0.05 and n = 30. The writer found out the Degree of Freedom (Df)

with the formula:

Df = N – nr

= 30 – 2

= 28

From Df = 28, it is obtained ttable = 2.048. It means that tcount is

bigger than ttable or 3.530 > 2.048. Therefore the alternative hypothesis is

47

accepted. In other words, there is significant correlation between students’

motivation in learning speaking and their speaking ability.

C. The Interpretation of Data

After the writer calculated the data by applying the correlation of Product

Moment formula and finding the result of rxy, the next level is to give

interpretation of the rxy.

From the analyzing data of students’ motivation in learning speaking (X)

and students’ speaking score (Y), it appeared that the correlation index between

X variable and Y variable is 0.555. It means that between both variables has a

medium correlation. It can be seen at simple interpretation toward the

correlational index “r” Product Moment (rxy) on the following table:58

Table 4.6 The Simple Interpretation of rxy.

Therefore, from the calculation of both variables above and indicated to

the table of interpretation of rxy above, it interprets that in both of variables has

correlation. By calculation above, it indicates that between X variable and Y

variable has no negative correlation. It means that both of variables have

positive correlation (one way correlation). It is considered that the higher

motivation of students in learning speaking, the better speaking ability of

students will get. In other words, students with high motivation in learning

speaking will get better speaking ability.

By looking at the result of rxy = 0.555, It shows in the interval 0.40 –

0.70. It indicates the gravity of correlation in this study is in the medium level. It

concluded that there is medium correlation between students’ motivation in

learning speaking and students’ speaking ability. It means the alternative

hypothesis of the study is accepted.

58 Ibid, p. 193.

“r” Product Moment (rxy) Interpretation 0.00 – 0.20 0.20 – 0.40 0.40 – 0.70 0.70 – 0.90 0.90 – 1.00

Very low/weak Weak

Medium High

Very High

48

Then, in order to complete the result of the study, the interpretation of

rtable is also used in the study. Firstly, the writer found out the Degree of

Freedom (Df) with the formula:

Df = N – nr

= 30 – 2

= 28

Secondly, by checking the “r”table (rt) in Df = 28, it is found that at the

degree of significance 5% is 0.349 and at degree of significance 1% is 0.449.

5% = ro: rt = 0.555 > 0.349

1% = ro: rt = 0.555 > 0.449

To know the correlation between ro (rxy) = 0.555 and rt with the Df (28)

in the significance 5% and 1%, it can be concluded as follows:

The significance 5% = ro : rt = 0.555 > 0.349, it means that in the

significance 5% ro (rxy) is bigger than rt. So, the null hypothesis (Ho) is rejected

and the alternative hypothesis (Ha) which states there is correlation between

students’ motivation in learning speaking and their speaking ability is accepted.

Besides, in the significance 1% = ro : rt = 0.555 > 0.449, it means that in

the significance 1% ro (rxy) is bigger than rt. It is considered that the null

hypothesis (Ho) which state there is no correlation between students’ motivation

in learning speaking and their speaking ability is rejected and the alternative

hypothesis (Ha) is accepted. In other words, the alternative hypothesis (Ha) is

accepted both in significance 5% and 1%.

Furthermore, from the result above, it is considered that the higher

motivation in learning speaking, the better speaking ability will be achieved by

the students. The students who have high motivation will make an effort to

follow the learning process intensively, and they learn the lesson as well as

possible not only in the school but also out of the school. They are motivated to

enrich their vocabulary and to practice their speaking ability. Moreover,

motivated students usually feel enjoyable in their learning. It makes them easier

to speak up confidently wherever they are although English is a foreign

language.

49

D. The Test of Hypothesis

To prove the result of hypothesis in this study, the writer calculated the

obtained data by Pearson’s coefficient correlation of Product Moment in the

previous term. Below are the formulations of hypothesis of this study:

1. The null hypothesis (Ho) = There is no significant correlation

between X variable and Y variable.

2. The alternative hypothesis (Ha) = There is significant correlation

between X variable and Y variable.

From the formulation above, the writer follows some assumptions as

follow:

1. If the result of calculation ro is lower than rt (r table) ro < rt, the null

hypothesis is (Ho) is accepted, and the alternative hypothesis (Ha) is

rejected.

2. If the result of calculation ro is bigger than rt (r table) ro > rt, the null

hypothesis is rejected, and the alternative hypothesis (Ha) is

accepted.

The result of rcount value (0.555) is bigger than rtable value with significant

value 0.05 and 0.01. So, the conclusion is:

a. Ho is rejected.

b. Ha is accepted.

c. There is positive correlation between students’ motivation in learning

speaking and their speaking ability at Second Grade of SMA

Darussalam Ciputat.

50

CHAPTER V

CONCLUSION AND SUGGESTION

A. CONCLUSION

Based on the description of the data which described in the previous

chapter, it can be concluded that there is a significant correlation between

students’ motivation in learning speaking (X variable) and their speaking ability

(Y variable). After analyzing both variables by Pearson’s Product Moment

formula, it is found that rxy = 0.555. Based on the result of rxy = 0.555, it

indicates the gravity of correlation in this study is in the medium level. It is

considered that there is medium correlation between students’ motivation in

learning speaking and students’ speaking ability. Besides, by looking at

calculation above, there is positive correlation between X variable and Y

variable. It means that students with higher motivation will get better speaking

ability than the lower one. In other words, the more motivated students are, the

better speaking ability can be achieved.

Furthermore, by checking the r table in Df = 28 and comparing it with

rxy, it is found that at degree of significance 5% ro : rt = 0.555 > 0.349 and at

degree of significance 1% ro : rt = 0.555 > 0.449. It means that in the

significance 5% and 1%, ro (rxy) is bigger than rt. In other words, in the degree of

significance 5% and 1%, the null hypothesis (Ho) is rejected and the alternative

hypothesis (Ha) which states there is correlation between students’ motivation in

learning speaking and their speaking ability is accepted.

In conclusion, there is positive correlation between students’ motivation

in learning speaking and their speaking ability at second grade SMA Darussalam

Ciputat.

B. SUGGESTION

After doing the research and looking at the conclusion above, it is found

that there is significant correlation between students’ motivation in learning

speaking and their speaking ability. The statistic correlation of this research

shows that rxy = 0.555. It is considered that there is positive correlation between

51

students’ motivation in learning speaking (X variable) and their speaking ability

(Y variable) in a medium level. It means that students with higher motivation

will get better speaking ability than the lower one. From the findings above, it is

proved that motivation is an essential part in teaching and learning process.

Motivation can make teaching and learning easier and more interesting.

It is very good if both of teacher and students motivate each other in teaching

and learning process. English teacher has important role to support their students

in learning English, especially in speaking skill. The teacher should create an

interesting and comfortable situation in the classroom in order to make students

speak up confidently. Besides, students also should have motivation from inside

themselves to learn speaking. It can encourage students to learn and to achieve

their goals. Motivated students will overcome obstacles which come to them

with strong powerful from inside. They like to face challenging things in

learning. Moreover, motivated students often get best result because motivation

will improve their performance to achieve their goals.

The writer also would give suggestions in the following points: For

English teachers, they are expected to improve their students’ motivation in

learning English, especially in speaking skill because motivated students will

concentrate and enjoy the teaching and learning process. Besides, teachers

should tell the important of English knowledge to their students. Secondly for

students, they are expected to increase their motivation in learning English,

especially speaking skill. They are also expected to be more aware that English

is very important in their life. Moreover, for the headmaster of this school, he is

expected to encourage the English teachers to improve their motivation in

teaching and students’ motivation in learning English. Besides, the headmaster

should enrich the facilities of teaching and learning process that can encourage

students’ motivation in learning English. Finally, for further researchers who are

interested in conducting similar study. This study can be used as a reference for

them to support their study. However, the further researchers are expected to

take the larger sample in their study because the sample of this study is only 30

respondents. They are also to conduct their study in a longer time in order to get

more valid and more reliable data in their study because this study was

52

conducted only within a month. Besides, they are expected to add the

instruments in collecting the data for their study because this study only used

questionnaires and classroom observation in assessing students’ motivation, and

oral test in assessing students’ speaking ability.

53

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56

APPENDIX I

Scores of Students’ Motivation

Students Motivation(X) 1 88 2 87 3 87 4 86 5 87 6 91 7 88 8 78 9 87 10 88 11 86 12 87 13 92 14 78 15 83 16 78 17 87 18 85 19 82 20 86 21 88 22 93 23 87 24 91 25 82 26 90 27 92 28 91 29 88 30 89

N=30 ∑X=2602

57

APPENDIX 2

Questionnaires of Students’ Motivation

No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 4 3 3 3 3 3 2 1 3 3 3 3 1 1 1 4 5 4 2 4 4 2 2 2 4

2 4 4 3 3 3 4 2 2 4 3 2 1 3 2 3 3 3 3 2 4 4 1 2 1 4

3 4 3 3 2 3 4 3 1 2 2 4 3 2 2 3 3 2 4 2 4 3 4 1 2 5

4 4 3 3 3 3 4 3 3 4 1 1 1 3 3 3 2 3 2 4 4 4 1 1 1 5

5 4 3 4 2 3 3 5 1 3 1 4 3 3 4 4 1 2 2 3 4 4 2 2 2 2

6 4 3 5 2 1 2 2 1 1 3 4 4 5 5 5 1 1 1 5 3 2 1 2 4 5

7 3 4 4 4 3 3 3 2 2 2 3 4 1 3 4 1 3 3 4 4 3 1 1 1 4

8 4 3 4 2 2 3 5 3 2 1 3 1 2 4 3 1 1 1 4 3 3 1 1 1 4

9 2 2 2 2 4 4 3 4 4 2 2 1 3 2 2 3 4 4 2 3 2 2 3 3 4

Respondents 10 4 4 4 3 3 2 2 4 4 2 4 3 4 3 3 1 3 4 4 4 3 1 2 1 4

11 2 3 4 4 3 3 3 1 3 1 1 1 3 3 2 2 3 3 4 4 4 2 2 2 5

12 4 4 4 2 2 2 4 4 5 1 2 1 4 4 4 2 2 1 4 3 4 1 1 1 3

13 5 3 4 2 2 2 4 4 4 1 1 2 4 4 4 2 2 4 4 4 2 2 2 2 4

14 4 1 4 2 4 3 4 3 1 1 3 1 2 3 1 1 3 4 2 4 4 1 2 1 4

15 3 3 4 2 2 3 3 2 2 1 1 2 3 3 2 3 3 2 1 2 3 3 3 3 5

16 4 3 4 3 2 2 3 3 3 3 4 2 4 3 1 1 2 1 1 4 4 2 1 1 4

17 3 4 3 2 1 2 3 1 1 3 5 3 5 3 3 1 3 3 1 4 4 2 2 1 5

18 2 4 4 4 2 1 4 2 4 2 1 2 1 2 1 1 4 4 4 3 4 4 2 4 4

19 1 3 3 4 3 4 4 4 2 1 2 1 4 3 3 1 3 3 4 3 3 1 3 1 4

20 4 4 4 4 3 3 4 3 1 2 4 1 4 4 4 2 2 3 3 4 3 1 1 2 4

21 2 5 4 4 1 2 3 4 3 1 2 2 3 3 3 2 2 4 3 4 3 2 1 2 5

22 4 2 3 4 3 4 2 2 2 2 4 4 2 2 3 4 2 4 2 4 4 2 3 3 5

23 4 1 3 3 4 4 2 3 1 3 4 4 1 1 3 4 3 4 3 3 1 3 3 4 3

24 4 3 3 2 4 4 3 3 4 2 3 2 3 3 3 3 3 4 3 4 3 1 2 3 4

25 2 3 4 4 2 2 4 4 3 2 2 2 2 3 3 1 1 2 5 4 4 1 1 1 4

26 3 4 4 1 2 1 5 2 3 1 4 1 3 2 3 4 3 3 2 3 3 3 4 3 4

27 4 2 3 3 4 5 4 3 2 1 3 1 2 3 3 4 3 3 2 3 3 3 2 3 5

28 4 3 4 3 3 3 1 1 2 1 3 3 3 1 3 4 3 4 3 4 4 4 4 1 4

29 4 4 4 1 1 2 4 2 3 1 4 2 3 2 3 4 3 2 2 3 3 3 4 3 4

30 3 2 4 4 2 1 4 2 3 1 4 4 4 2 1 4 4 4 2 4 1 3 4 4 4

58

ANGKET SISWA

Penelitian Mengenai Hubungan Antara Motivasi Siswa Terhadap Kemampuan Siswa Dalam Bericara Bahasa Inggris

Kelas XII SMA Darussalam Ciputat

Nama : …………………..

Kelas : …………………..

Petunjuk :

1. Tulis nama dan kelas anda di sudut kiri atas.

2. Beri tanda silang (X) pada pilihan yang sesuai dengan keadaan anda.

3. Jawaban anda tidak akan mempengaruhi nilai anda.

4. Terima kasih atas kesediaanya untuk mengisi angket.

Keterangan:

a) SS : Sangat Setuju b) S : Setuju c) R : Ragu-ragu d) TS : Tidak Setuju e) STS : Sangat Tidak Setuju

*Diadopsi dari The Attitude/Motivation Test Battery by R.C Gardner

No Pertanyaan SS S R TS STS

1. Guru selalu memberikan hadiah kepada siswa yang mendapatkan nilai bahasa Inggris yang bagus.

2. Guru bahasa Inggris di sekolah adalah sumber inspirasi saya.

3. Metode pengajaran yang digunakan guru dalam mengajar bahasa Inggris sangat menyenangkan.

4. Guru tidak pernah memberikan hadiah kepada siswa yang mendapat nilai bahasa Inggris bagus.

5. Menurut saya, guru bahasa Inggris saya tidak menyenangkan.

6. Metode yang digunakan guru dalam menjelaskan materi bahasa Inggris sangat membosankan.

59

No Pertanyaan SS S R TS STS

7. Orangtua saya selalu menganjurkan dan memberi dukungan untuk mendalami pelajaran bahasa Inggris dengan les privat.

8. Orangtua saya selalu membantu mengatasi kesulitan seputar pelajaran bahasa Inggris.

9. Orangtua saya selalu mendorong saya untuk belajar bahasa Inggris dan memberikan hadiah apabila nilai bahasa Inggris saya bagus.

10. Orangtua saya tidak mendukung saya belajar bahasa Inggris.

11. Orangtua saya tidak pernah membantu saya mengatasi kesulitan pelajaran bahasa Inggris.

12. Orangtua tidak pernah mendorong saya untuk belajar bahasa Inggris dan tidak pernah memberikan hadiah kepada saya.

13. Belajar bahasa Inggris itu sangat menyenangkan karena suasana di kelas sangat mendukung saya untuk berbahasa Inggris.

14. Berbicara bahasa Inggris itu mudah bagi saya di manapun saya berada.

15. Saya sangat percaya diri ketika diminta untuk berbicara bahasa Inggris di dalam kelas.

16. Jujur, saya tidak suka dengan kelas bahasa Inggris.

17. Saya merasa tidak nyaman ketika berbicara bahasa Inggris dimanapun saya berada.

18. Saya tidak percaya diri ketika berbicara bahasa Inggris di dalam kelas.

19. Saya selalu melatih bahasa Inggris dengan mempraktikannya hampir setiap hari.

20. Ketika saya mengalami kesulitan dalam belajar bahasa Inggris, saya selalu bertanya kepada guru.

21. Saya langsung mengerjakan tugas bahasa Inggris yang diberikan oleh guru.

60

No Pertanyaan SS S R TS STS

22. Saya tidak pernah mempraktikkan bahasa Inggris.

23. Saya tidak pernah bertanya kepada guru bahasa Inggris, walaupun saya mengalami kesulitan.

24. Sebisa mungkin saya menunda mengerjakan tugas bahasa Inggris yang diberikan oleh guru.

25. Saya ingin bisa berbicara bahasa Inggris dengan lancar.

26. Saya Ingin menguasai bahasa Inggris karena akan menunjang karir saya di kemudian hari.

27. Saya lebih suka menonton program televise yang berbahasa Inggris dari pada yang berbahasa Indonesia.

28. Bahasa Inggris bukanlah hal yang penting dalam hidup saya.

29. Saya lebih suka menonton program televise yang menggunakan bahasa Indonesia.

30. Saya sangat menyukai pelajaran bahasa Inggris karena saya ingin bisa berbahasa Inggris dengan lancar.

61

APPENDIX 3

Score of Students’ Speaking Test

Students (N) Speaking (Y) 1 74 2 72 3 74 4 74 5 86 6 80 7 70 8 66 9 68 10 68 11 66 12 68 13 82 14 64 15 68 16 66 17 74 18 70 19 68 20 70 21 80 22 75 23 85 24 78 25 76 26 75 27 72 28 75 29 70 30 75

N=30 ∑Y=2189

62

APPENDIX 4

TRANCRIPT OF STUDENTS’ ORAL TEST

1. Student 1 : “Hi, Desta…good morning.”

Student 2 : “Good morning too.”

Student 1 : “How are you today?”

Student 2 : “I’m fine thank and you?”

Student 1 : “I’m fine too, thank you.”

Student 2 : “What did you do last night?”

Student 1 : “Last night I watched television with my family, and you what

did you do last night?”

Student 2 : “Last night I played with my friends.”

Student 1 : “Okay, bye… “

2. Student 3 : “Hi, Risna…good morning.”

Student 4 : “Hi, Fitri…morning.”

Student 3 : “How are you today?”

Student 4 : “I’m fine and you?”

Student 3 : “I’m fine thanks. What did you do last night?”

Student 4 : “Last night I washed the clothes and after that I shared with my

mother in the living room. What did you do last night Fitri?”

Student 3 : “I went to Gramedia with my friend.”

Student 4 : “Really, but why you not call me when you went to Gramedia?”

Student 3 : “Oh my God, I forgot to call you.”

Student 4 : “Okay, no problem…I must go to my classroom.”

Student 3 : “Okay, see you later.”

Student 4 : “Okay, see you…”

3. Student 5 : “Hi…Sarah.”

Student 6 : “Hi…Tita.”

Student 5 : “How do you do today?”

Student 6 : “I’m fine. What about you?”

Student 5 : “I’m good. By the way today the weather is not good right?”

63

Student 6 : “Yeah…by the way I called you last night but there is no answer

from you. What did you do last night?”

Student 5 : “Seriously? Oh my God, I completed the embroidery last night,

so I haven’t checked my phone. I’m sorry Sarah.”

Student 6 : “Yes, alright.”

Student 5 : “Then, what did you do last night?”

Student 5 : “I’m finished…I finished our bahasa task last night.”

Student 6 : “Ohh…that’s so annoying. By the way I gotta go right now.

Mrs. Nina gonna kill me if I late to attend her class now.”

Student 5 : “Alright, call me tonight OK?”

Student 6 : “Okay, see you later…bye.”

4. Student 7 : “Good morning…”

Student 8 : “Good morning Jihan.”

Student 7 : “How are you today?”

Student 8 : “I’m fine thanks, and you?”

Student 7 : “Fine too. What did you do last night?”

Student 8 : “I’m watched television. How about you?”

Student 7 : “I did my homework.”

Student 8 : “What was your homework?”

Student 7 : “Indonesian homework.”

Student 8 : “Okay, see you in the class.”

Student 7 : “Okay…see you.”

5. Student 9 : “Morning Lusi…”

Student 10 : “Morning Nani…”

Student 9 : “How are you today?”

Student 10 : “I’m fine thank you, and you?”

Student 9 : “Fine too.”

Student 10 : “Nan, what did you do last night?”

Student 9 : “I watched television, and what did you do?”

Student 10 : “I slept in my room.”

Student 9 : “Oh, Okey…see you later.”

Student 10 : “See you later.”

64

6. Student 11 : “Hi! Nice to meet you again.”

Student 12 : “Yeah…nice to meet you too.”

Student 11 : “It’s a good day right?”

Student 12 : “Yes, that’s right!”

Student 11 : “By the way, what did you do last night?”

Student 12 : “I’m finished my homework.”

Student 11 : “What the lesson?”

Student 12 : “Indonesian language, and how about you? What did you do last

night?”

Student 11 : “I’m feel sick and I sleeping from 7:00 pm until morning.”

Student 12 : “Oh, get well soon and see you!”

Student 11 : “Thanks, bye!”

7. Student 13 : “Hey, man!”

Student 14 : “What’s up, man!”

Student 13 : “Why you not join with me watched bioskop last night?”

Student 14 : “Oww…because I’m sick. Sorry man.”

Student 13 : “Oh…no problem man.”

Student 14 : “What the movie your watched last night?”

Student 13 : “I’m watched the Manusia Setengah Salmon.”

Student 14 : “How about the movie?”

Student 13 : “The movie so funny and make me crazy laugh.”

Student 14 : “Oww…I am so sad not watched that…that movie.”

Student 13 : “Don’t be sad man. We can watched that… that movie last time

err…next time.”

Student 14 : “Okay, I’m wait that’s time.”

Student 13 : “Okay, see you next time.”

Student 14 : “Bye…”

8. Student 16 : “Good morning Eka.”

Student 15 : “Good morning Alda.”

Student 16 : “How are you today?”

Student 15 : “I’m fine, and you?”

Student 16 : “I’m fine too.”

65

Student 15 : “What was have you finished fisika homework?”

Student 16 : “Oh My God, I’m forget doing the homework fisika.”

Student 15 : “What…what did you do last night?”

Student 16 : “I played games Angry Birds last night, so I forget doing my

homework.”

Student 15 : “Maybe, you see my homework.”

Student 16 : “Really?”

Student 15 : “Yes…”

Student 15 : “Thank you Eka.”

Student 16 : “You’re welcome.”

9. Student 17 : “Morning…”

Student 18 : “Morning…”

Student 17 : “How are you today?”

Student 18 : “I fine thank you, and you?”

Student 17 : “I fine thank you. Where are you going?”

Student 18 : “I want to training football, and you?”

Student 17 : “I want…I want looking for breakfast. What did you do last

night?”

Student 18 : “I went to the restaurant with my family.”

Student 17 : “Where was the restaurant?”

Student 18 : “I visit Prepet Chicken restaurant. What did you do last night?”

Student 17 : “I watched on TV last night.”

Student 18 : “What is the TV program?”

Student 17 : “I watched on TV program comedy last night.”

Student 18 : “Okay, see you.”

Student 17 : “Okay, see you.”

10. Student 19 : “Good morning, how are you?”

Student 20 : “Good morning too, I’m fine thanks and you?”

Student 19 : “I’m fine too. What do you last night?”

Student 20 : “I played football last night and you? What did you do last

night?”

Student 19 : “I’m watched television last night.”

66

Student 20 : “Okay, thanks see you later.”

Student 19 : “See you.”

11. Student 21 : Hi… good morning.

Student 22 : Hi…good morning too.

Student 21 : By the way, How are you today?

Student 22 : I am fine, thank you and you?

Student 21 : I am fine thank you. By the way, what did you do last night?

Student 22 : I’m sleep last night, and you?

Student 21 : I studied with my friend last night.

Student 22 : Ok, thank you.

Student 21 : thank you.

12. Student 23 : “Good morning.”

Student 24 : “Good morning too.”

Student 23 : “What did you do last night?”

Student 24 : “I met my friend last night, and you?”

Student 23 : “I slept last night. Where did you met your friend?

Student 24 : “I met her in the restaurant”

Student 23 : “Oh.. with whom you met her?

Student 24 : “hmm.. with my sister”

Student 23 : “ Oh… ok thanks for your information. Nice to meet you.”

Student 24 : “Nice to meet you too.

13. Student 25 : “Hi, Good morning…”

Student 26 : “Morning…”

Student 25 : “How are you today?”

Student 26 : “I’m fine thanks and you?”

Student 25 : “Fine too, what did you do last night?”

Student 26 : “I watched television and how about you?”

Student 25 : “I played with my friend.”

Student 26 : “Okey, see you…”

67

Student 25 : “See you…”

14. Student 27 : “Good morning…”

Student 28 : “Good morning too…”

Student 27 : “How are you?”

Student 28 : “I’m fine, thank you and you?”

Student 27 : “Fine too, emmm… by the way what did you do in the night?”

Student 28 : “I’m watch television and you?”

Student 27 : “I dinner with my family.”

Student 28 : “Woww, it’s great.”

Student 27 : “Okey, see you.”

Student 28 : “See you.”

15. Student 29 : “Morning…”

Student 30 : “Morning…”

Student 29 : “How are you today?”

Student 30 : “I’m fine, and you?”

Student 29 : “I’m fine too. What…what did you do last night?”

Student 30 : “I’m studying English with my friend, and you?”

Student 29 : “I’m watching television with my family. See you again, thank

you for your inform. Nice too meet you.

Student 30 : Thank you. See you later.”

Student 29 : “Okey…bye…”

68

APPENDIX 5 Output SPSS of Students’ Motivation

Motivation

Frequency Percent Valid Percent Cumulative

Percent

Valid

78.00 3 10.0 10.0 10.0

82.00 2 6.7 6.7 16.7

83.00 1 3.3 3.3 20.0

85.00 1 3.3 3.3 23.3

86.00 3 10.0 10.0 33.3

87.00 7 23.3 23.3 56.7

88.00 5 16.7 16.7 73.3

89.00 1 3.3 3.3 76.7

90.00 1 3.3 3.3 80.0

91.00 3 10.0 10.0 90.0

92.00 2 6.7 6.7 96.7

93.00 1 3.3 3.3 100.0

Total 30 100.0 100.0

Statistics

Motivation

N Valid 30

Missing 0

Mean 86.7333

Median 87.0000

Mode 87.00

Std. Deviation 4.00804

Range 15.00

Minimum 78.00

Maximum 93.00

69

APPENDIX 6

Output SPSS of Students’ Speaking Score

Statistics

Speaking

N Valid 30

Missing 0

Mean 72.9667

Median 73.0000

Mode 68.00

Std. Deviation 5.68412

Range 22.00

Minimum 64.00

Maximum 86.00

Speaking

Frequency Percent Valid Percent Cumulative

Percent

Valid

64.00 1 3.3 3.3 3.3

66.00 3 10.0 10.0 13.3

68.00 5 16.7 16.7 30.0

70.00 4 13.3 13.3 43.3

72.00 2 6.7 6.7 50.0

74.00 4 13.3 13.3 63.3

75.00 4 13.3 13.3 76.7

76.00 1 3.3 3.3 80.0

78.00 1 3.3 3.3 83.3

80.00 2 6.7 6.7 90.0

82.00 1 3.3 3.3 93.3

85.00 1 3.3 3.3 96.7

86.00 1 3.3 3.3 100.0

Total 30 100.0 100.0

70

APPENDIX 7

Output of Correlation between Students’ Motivation Score (X variable) and Their

Speaking Scores (Y variable) by Applying SPSS

Correlations

Motivation Speaking

Motivation

Pearson Correlation 1 .555**

Sig. (2-tailed) .001

N 30 30

Speaking

Pearson Correlation .555** 1

Sig. (2-tailed) .001

N 30 30

**. Correlation is significant at the 0.01 level (2-tailed).