CHAPTER I

INTRODUCTION

This chapter consists of background, research question, objective of the

research, significance of the research, research methodology, and key terms

definition.

A. Background

In the globalization era, English plays important role in society. It is

spoken all over the world. As an international language, it serves as a medium for

various communicative purposes. Everyone who wants to enlarge and enrich his

or her knowledge of science and technology, of course, has to master English,

because most text books are written in English.

In Indonesia, English language regards as the main foreign language

and taught as important subject from elementary up to university level. It is

important master by the students because English plays an important role in

developing and spreading the technology and science.

In English, there are four skill have to be learnt such as listening,

writing, reading and speaking and some components in English, they are :

structure, vocabulary, and pronunciation. Listening includes as one skill of

language, listen to the tape recorder, the native or the teacher in the classroom

and the student must understand what the speaker says. Writing includes as a skill

1
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aspect of language, make a sentence or paragraph, in writing the student must

really understand about grammar and structure because in written form the

mistake will appear clearly. In reading the students must have many vocabularies

or words so they can understand about the reading. Finally about speaking, it is

one of the important skills in English. It always uses in communication.

The benefit in learning English can give the motivation for people to

develop their English. Motivation is an important factor since it can influence the

success and failure of students learning process, and also motivation is the

element that can stimulate people to do or to like something. In studying, the

motivation has important roles. The motivation will improve student self

confidence in learning process. Giving the motivation for the students will

motivate them to be more enthuasism, interest in their studying, and responsibility

for themselves and for people around them. Collins (2006:5), stated that

motivation is a reason behind a character’s specific action or behavior. This type

or behavior is characterized by the character’s own consent and willingness to do

something. Motivation can exist because it is influenced by some factors.

According to Fitri (2007:11) there are two factors affects the interest of the

students to learn English, namely: internal and external factors.

Based on the writer pre-observation and ask some students about

learning English, it was found that the students on the fifth semester in Math study

program at FKIP UKI TORAJA, sometimes interested and sometimes they are

boring too. This causes students are less motivated in learning English, and

students learn English because English is a obligatory subject and must be

 3

followed by students based on the existing curriculum. Then the writer chooses

students on the fifth semester in Math study program at FKIP UKI TORAJA as an

object of the research because they have studied English and as a content of their

curriculum beside that mathematics is an exact major. Based on the explanation

above the writer is interested to do this research entitled “The Motivation of the

Fifth Semester Students of Math Study Program at FKIP UKI Toraja in Learning

English”.

B. Research Question

Based on the background above the writer formulates the research

question as follow “How the motivation of the fifth semester students of Math

study program at FKIP UKI Toraja in learning English ?”

C. Objective of the Research

The objective of the research is to know the motivation of the fifth

semester students of Math study program at FKIP UKI Toraja in learning

English.

D. Significance of the Research

1. Useful for the writer as the candidate educator to know the motivation

students in learning English.

2. For lecturer:

The result of this research hopefully can help lecturer to understand about

giving the motivation for students because the motivation very important

in Learning English.
 4

3. For the students:

The result of this reserch can be used as a reference to motivate of student

in understanding more about learning English.

4. For next researcher:

To give additional information for next researcher who wants to conduct

further research on the related field or as e reference.

E. Research Methodology

The writer will use Quantitative descriptive method. It is to know the

motivation of the fifth semester students of Math program Study of FKIP UKI

Toraja in learning English.

F. Key Terms Definition

1. Motivation is one of the most important factors influencing the students

successful of failure in learning language.

2. Learning is activity aiming to transfer knowledge to the students.

3. Learning English is the process to get knowledge especially in English.

4. The fifth semester students of Math study program are the students who

still active on academic year 2019/2020 and as respondents.

 CHAPTER II

REVIEW OF LITERATURE

This chapter consist of previous study, some pertinent ideas, and theorytical

framework.

A. Previous Study

The writer had read some research which discuss about motivation, they are as

follow:

La’bi’ (2009) in her research entitled” The motivation Of The Seventh Class

Students Of SMP KRISTEN MAKALE in learning vocabulary through puzzle. The

result of the research is the seventh class student of SMP Kristen Makale have high

motivation in learning vocabulary through puzzle.

Sobar (2014), the title of the research is “The Motivation Of Second Grade

Students Of SMPN 1 SANGGALANGI’ In Learning Vocabulary Through School

Environment”. The result of the research is the second grade students of SMPN 1

SANGGALANGI’ motivated significantly.

Pagayangan (2017) in her research entitled “ The Motivation Of The Eighth

Years Students Of SMPN 1 Bangkelekila’ In Learning Vocabulary Through Reading

5
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Text, the result of the research is the eighth class students of SMPN 1 Bangkelekila’

have high motivation to learning vocabulary thorugh reading text.

Based on the some previous studies above, the similarity with this research is

talk about motivation of the students in learning English used media, while the writer

wants to know the motivation in learning English without media. So, the researcher

is interest to conduct a research with the title “The Motivation of the Fifth Semester

Students of Math Study Program at FKIP UKI Toraja in Learning English”.

B. Some pertinent ideas

1. Motivation

a. Defenition of motivation

Brown (2007:168) states that motivation is yet another affective variable

to consider, but one that so central and with research foundations that are so

pervasive that it deserves a separate category here. Without sufficient motivation,

even individuals with the most remarkable abilities cannot accomplish

longtermgoals, and neither are appropriate curricula and good teaching enoughon

their own to ensure student achievement (Dornyei,2011).

Donough (1993) states that motivation is the factors that support the

students to learn English language, mos t language teacher agree that motivation is
 7

one of the most important factors influencing the students successful or failure in

learning language.

In oxford dictionary in Patanduk (2016:4) of current English, motivation

is an energy within the person created by affective an arousal and anticipatory goal

reaction.

Based on the defenitions above, the writer concludes that motivation is a

supporting factors in learning, energy release, and activator in doing something.

Various theories of motivation have been proposed over the course of

decades of research. There are three different perspectives emerge:

1. From a behavioral perspective, motivation is seen in very matter of fact terms.

It is quite simply the anticipation of reward. Driven to acquire positive

reinforcement, and driven by previous experiences of reward for behavior, we

act accordingly to achieve further reinforcement. Skinner, Pavlop, and

Thorndike put motivation at the center of their theories of human behavior. In

a behavioral view, performance in tasks-and motivation to do so-is likely to be

at the mercy of external forces: parents, teachers, peers, educational

requirements, job specifications, and so forth.

2. In cognitive terms, motivation places much more emphasis on the individual’s

decisions, "the choices people make as to what experiences or goal they will

approach or avoid and the degree of effort they will exert in that respect”

(Keller, 1983:389). Some cognitive psychologist see underlying needs or

 8

drives as the compelling force behind our decisions. Ausubel (1968:68-379)

for example, identified six needs undergirding the construct of motivation:

a. The need for explanation, for seeing “the other side of the mountain,

“for probing the unknown.

b. The need for manipulation, for operating to use Skinner’s term on the

environmen and causing change.

c. The need for activity, for movement and exercise, both physical and

menta,

d. The need for stimulation, the need to be stimulated by the

environment, by the other people, or by ideas, thoughts, and feeling.

e. The need for knowledge, the need to process and internalize the results

of exploration, manipulation, activity, and simulation, to resolve

contradiction, to quest for solution to problem and for self-consistent

system of knowledge.

f. Finally the need for ego enhancement, for the self to be known and to

be accepted and approved of by others, or calls the self-system.

3. A constructivist view of motivation places even further emphasis on social

context as well as individual personal choice (William & Burden, 1997:120).

Each person is motivated differently and will there force act on his or her

environment in ways that are unique. Maslow (1970) viewed motivation as a

construct in which ultimate attainment of goals was possible only by passing

through a hierarchy of needs, three of which were constructivist view, is

 9

derived as much from our interactions with others as it is from one’s self-

determination.

Table 2.1 Three views of motivation

Behaviorist Cognitive Constructivist

- Anticipation of reward - Driven by basic human - Social context

- Desire to receive needs (exploration, - Community

positive manipulation, etc.) - Social status

reinforcement - Degree of effort expended - Security of

- External, individual - Internal, individual forces group

forces in control in control - Internal,

interactive

forces in

control

b. Kinds of Motivation

Ur in Satriawan (2018:8), argues that as intrinsic motivation (the urge

engage in learning activity for its own sake) and extrinsic motivation (motivation

that is derived from external incentive).

According to Wilmolmas (2005:907), there are two kinds of motivation,

namely:

Extrinsic Motivation and Intrinsic Motivation.

1. Extrinsic motivation
 10

Extrinsic motivation refers to a desire to get e reward and avoid

punishment. As extrinsic motivation is based on external out comes such as

rewards and punishment.This motivation could bring the negative impact to

the students because with extrinsic motivation students do not learn with their

strong intention or will they study it because they are pushed by the interest in

the rewards or the punishment.

2. Intrinsic Motivation

Intrinsic motivation refers to learning itself having its own reward. It

means the learners are willingly and voluntarily (not compulsorily) try to

learn what they think it is worth or important for them. When the students

have intrinsic motivation, they have the internal desire to learn and they do

not have the need for external outcomes. In addition, intrinsic motivation

pushes the student to learn without rewards, because the need is innate or

come from inside or depends on their own will.

From the opinion of expert above, the writer concludes that there are

two kinds of motivation that extrinsic motivation refers to the motivation that

exist because of the desire to reward or avoid punishment and intrinsic

motivation refers to desire that exist within oneself sincerely and voluntary

(not expecting rewards) because the desire is innate of from within or

depending on their own will.

c. Factors Influencing Students’ Motivation

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Reid (2007:15) explains that there are some factors that can influence

students’ motivation, they are:

1. Motivation by task

For many, the sight or indeed the thought of certain types of tasks can

be sufficient to de-motivate students. There is therefore an onus on

teachers to develop achievable tasks. This in turn can be the first major

barrier that has to be overcome in order to maintain motivation. Some

learners, if they have experienced repeated failure, will become totally de-

motivated and will not want to engage in learning new material in any way

at all. It is important that children can experience success before they

become de-motivated. It is for that reason that great care must be taken

when developing tasks to ensure that these are motivating and importantly

that a learner believes a task is achievable. It is necessary that a task is

broken down into small steps and that every step represents an achievable

and rewarding outcome for a learner.

2. Motivation by reward

Although rewards are useful they should be seen as a short-term

strategy – a step towards self-motivation. Rewards are normally only

successful in the short term and can help children who need a boost,

particularly if they are finding a task challenging. Rewards must be also

being achievable and learners must value rewards. Ideally, it is best if any

reward is negotiated with a learner.

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3. Social motivation – the influence of peer groups

Social interaction can be beneficial as it can help develop important

social skills, such as turn taking and sharing and listening to other

people’s opinions. The process of helping and working with others can in

itself be motivating. Group dynamics can be positive or negative and it is

important to ensure that the composition of a group is beneficial to all. A

constructive and positive group working harmoniously can be a significant

motivator. A motivated group will be able to pull the resources of all the

members of the group together and this can be a strong motivating force.

4. Motivation by feedback

Every learner needs feedback to ensure he/she is on the correct path,

but feedback is often used as a means of grading or correcting. Using

feedback in this way teachers run the risk of de-motivating the learners. It

is important that feedback is seen as different from correcting work.

Feedback should be continuous and formative and should not necessarily

come at the end of a task. Moreover, feedback should be positive or

framed in a positive manner.

5. Motivation by achievement

It can be quite illuminating talking to a group of high achievers. Some

very successful learners are not aware of their own success. They may

measure or perceive success in a different way to others. A student who is

accustomed to obtaining straight ‘A’s may feel a failure if she/he obtains a

 13

‘B’ – yet this can be a highly commendable grade. The ‘must be best’

syndrome is quite widespread in today’s competitive society and although

this has some positive elements it can be seen as a very risky strategy and

one that can place enormous pressure on the learner.

6. Motivation by environment

The environment has the potential to have a considerable impact on

learning, but environmental preferences are very individual and depend a

great deal on an individual’s learning style. Whilst it is important to help

an individual find the best learning environment for him/her, it is

unrealistic to be able to accommodate every environmental preference in a

classroom. However some effort can be made to ensure that the classroom

environment caters for a range of preferences.

Based on the definitions above the writer concludes that motivation is

an energy that changes someone’s behavior or feeling to do something.

Motivation has function as stimulating someone to do something and

determining goal orientation of behavior.

d. Motivation in Studying English

According to Collins (2006:8), there are some elements that can give

motivate people to study English. Some of them:

1. Contact people from all over the world.

 14

2. Travel more easily.

3. Gain technical knowledge.

4. Be a world class businessman.

5. Use computer more effectively.

While, according to Dudeney and Hockly (2010:9) in Tulaktondok (2019:28-

29) students are motivated to learn English.

a. Intrinsic motivations in learn English are:

1. It is interesting.

2. It is important.

3. It can an increase our knowledge and self-confidence.

4. It is a challenge.

Conclude about intrinsic motivation in Learning English are:

1. Interest: In this research the writer will find out student interest in

learning English.

2. Important: In this intrinsic motivation important role as to find out

students motivation in learning English.

3. Increase our knowledge and self confidance: To find out how many

students to get knowledge.

4. Challenge: To find out how many students to challenge in learning

English.

b. Extrinsic motivations in learn English are:

 15

1. Parents or the other people.

2. To get reward.

3. Place.

4. To have many friends from another countries.

Conclude about extrinsic motivation in Learning English are:

1. Parents or other people: In this research the writer will find out the

students motivation from the parents.

2. To get reward: One the extrinsic motivation is to get reward.

3. Place: In learning English there are many things support extrinsin

motivation. One of them is places. For example: school, university,

and home.

4. Have many friends from another countries: To practice their English

with foreign.

e. Characteristics of Motivation

To understand more about motivation, the explanation of this

characteristics is needed. Thornburgh (1989:28) in Satriawan (2018:12-13)

presents five general characteristics of motivation, namely:

1. The motivated behavior is energized

 16

The energized may be basic needs or it may be learner needs such

appraise from the teacher.

2. The motivated behavior gives direction

If the students lead their energy into what can motivate them such as

expending social interaction, getting praise from the teacher, it means they

are attaining their purposes.

3. Motivation brings about behavior intensity

A well known capable students in English subject fo instance will be

motivated to prove it. This motivation will bring about behavioral

intensity in learning English.

4. Motivation is selective

Since behavior is directed toward some goals, the students may

choose appropriate activities to fulfil their needs.

5. Motivation is for satisfying needs

To be motivated, a students has to realize his shortcoming. By

realizing it, he will be motivated to fulfil shortcoming. In education, as

many teachers see it, a student is motivated if he wants to do something is

attentive and persistent in his schoolwork, if he shows respect and tries

hard to please the teacher. He is thought to be motivated. Those who are

not motivated to do schoolwork say that to do schoolwork say that they

cannot do it because it is too hard, it is no fun, or they do not see any sense

in it. (Morse and Wingo 1990:290).

 17

2. Definiton English Language

English is an important language because we know that English has

becomes as an International Language. According to Harmer (2011:1), English is not

the language with the largest number of native or first language speakers, but in has

become a lingua franca. A lingua franca can be defined as a language widely adopted

for communication between two speakers who native languages are different from

each other and where one or both speakers are using it as a second language. Beside

that Rosen house (2007:3) states that English is the lingua franca, of the modern

world, the “vehicular” language used for science International business, and

communication at virtually and large International meeting.

Based on the definitions above the writer concludes that English must be

known by everyone without exception. Considering the development of the

increasingly advance era, especially in the era of the industrial revolution 4.0.

3. Definition of Learning English

Brown (2007:7), stated that “learning is acquiring or getting of knowledge of

a subject or a skill by study, experience, or instruction”, Based on Brown (2007:8),

there are many concepts of learning:

a. Learning is acquisition or “getting”.

b. Learning is rentention of information or skill.

 18

c. Retention implies storage systems, memory, and cognitive organization.

d. Learning involves active, conscious focus on and acting upon events

outside or inside.

e. Learning is relatively permanent but subject to forgetting.

f. Learning involves some form practice, perhaps reinforced practice.

Learning is a change behavior. These concepts above, also give way to a

number of subfields within discipline of psychology: acquisition processes,

perception, memory (storage) system, short and long term memory, recall,

motivation, conscious and subconscious learning styles and strategies, theories of

forgetting and also reinforcement. The role of practice very quickly the concept

learning becomes every bit as complex the concept of language.

4. Learning English as A Foreign Language

Nowadays, there are about a billion people in the world learning English

as a foreign language, Johnson (2001:3). In many other contexts in the world,

however, when children start learning English, they are not immersed in an English

environtment and they are not learning English to make a friend or fit into a new

school and culture”, Pinter (2006:32). The process of learning language has a

siginificant effect on bow young learners are able to acquire the foreign language.

The strategy of learning from mother tongue can be adopted for learning foreign
 19

language. Primarily, those who are involved in the children’s learning process are

their parents, and later their teachers. So the teachers have the important role in the

students leaning foreign language.

Based on the definitions above, the writer concludes that learning English

is very important to learn, both at school, university, and wherever. So, that students

are more fluent in English. Even though in Indonesia, English is only an introductory

language, in fact, English is needed in continuting education abroad, in business

ventures, and in technology.

C. Theoretical Framework

Learning English is the process to get knowledge especially in English. In

learning English students need motivation. Motivation is an important factor since it

can influence the success and failure of students learning process, and also motivation

is the element that can stimulate people to do or to like something. There are two

kinds of motivation: Intrinsic and Extrinsic. Intrinsic motivation refers to learning

itself having its own reward. Extrinsic motivation refers to a desire to get a reward

and avoid punishment.

In this research, the writer will do research the motivation of the fifth

semester students of Math study program in learning English at FKIP UKI Toraja and

to find out the motivation in learning English. The writer hopes can add knowledge

and also the writer hopes this research can be as reference for the next researcher.
 CHAPTER III

RESEARCH METHOD

This chapter presents the setting, population and sample, research

instrument, data source, technique of collecting data, and technique of

analyzing data.

A. Setting

The writer will do this research at Christian University of Indonesia Toraja

(campus 1). It locates in Makale, regency of Tana Toraja, South Sulawesi Province,

Indonesia. It will be done on December, 2019. It has two faculties in campus 1, they

are: Faculty of Teacher Training and Education, and Faculty of Economic. FKIP

consists of five study programs, they are: Indonesian, English, Mathematic, PGSD

and Fisica study program.

B. Population and Sample

1. Population

The population of this research is the fifth semester students of Math

study program at FKIP UKI Toraja. It consists of 91 students and scatter in 4

classes (class C1, class C2, class C3, and class C4).

20
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2. Sample

The writer will use cluster sampling method because the number of

population is big number and they are homogeneous of population. In this

case the writer will choose one class as respondents. It is class C2 consist of

23 students.

C. Research Instrument

The writer will use questionnaire as an instrument. It will be used to

know the motivation in learning English by the fifth semester students of

Math study program at FKIP UKI Toraja.

D. Data Source

1. Primary source

The writer will take data from the fifth semester students of Math study

program at FKIP UKI Toraja in learning English through questionnaire.

2. Secondary source
 22

The writer looks for another data from books, articles, thesis, and

internet which relevant with the topic.

E. Technique of Collecting Data

1. Library research

In the library research, the writer goes to the library, on the internet, to

find out some books, or the other information relating to the title of this

research, and relevan sources for this study.

2. Field research

To support this research, the writer uses field research in order to get a

lot of information and data. The writer will use questionnaire. It uses to know

the motivation of the fifth semester students of Math study program at FKIP

UKI Toraja in learning English

F. Technique of Analysis Data

The data analysis by the counting the student answer. It will be tabulated

and analyzed in percentage technique to know the student (motivation) in learning

English, that is:

F
P= X 100 % (L. R. Gay
2006:320)
N
Where:
 23

P = Percentage

F = Frequency

N = Total number of Respondent

Data on students’ motivation is analyzed by using Likert scale as

follows:
Table 3.1 Likert scale
Positive statement score Negative statement score
5 Strongly agree 1
4 Agree 2
3 Undecided 3
2 Disagree 4
1 Strongly disagree 5
(Sugiyono, 2008:181)

This research employee 10 positive statement and 10 negative ones.

Hence, if a respondent answers all the positive statements with strongly agree

along with ten negative ones with strongly disagree, he or she gets 100 scores,

and the one who answers all positive statement with strongly disagree along with

ten negative ones with strongly agree gets 20 score. Thus, the rating score ranges

from 20 to 100 or the interval is 80. Since the questionnaire employed 5 levels or

categories, the interval is used to determine the level/category of the respondents

was 80:5 = 16.

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The rating score of motivation classification as shown in following table

Table 3.2 the rating score of motivation classification

Score Classification
85-100 Strongly motivated
69-84 Motivated
52-68 Fairly motivated
36-51 Unmotivated
20-35 Strongly unmotivated
(Sugiyono, 2008:182)
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 26

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