Full Text

THE CORRELATION BETWEEN THE ENGLISH
TEACHERS’ TEACHING STYLE AND STUDENTS’

MOTIVATION IN LEARNING ENGLISH
(A Quantitative Research at the Eleventh Grade of SMAN 10 Makassar)
A THESIS
Submited to the Faculty of Teacher Training and Education

Muhammadiyah University of Makassar in Part Filfillment
of the Requirement for the Degree of
Education Bachelor
FARIDA
10535523912
ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHERS TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2016
ABSTRACT
FARIDA. 2016. The Correlation Between English Teachers’ Teaching

Style and Students’ Motivation in Learning English (A Quantitative Research
at the Eleventh Grade of SMAN 10 Makassar). Thesis English Department.
Faculty of Teacher Training and Education, Muhammadiyah University
Makassar. It was consulted by Bahrun Amin and Nurdevi Bte Abdul.
This research aimed to find out the correlation between English teachers’
teaching style and students’ motivation in learning English at the eleventh grade
of SMAN 10 Makassar. The objective of this research was to know the correlation
between the English teachers’ teaching style and students’ motivation in learning
English at the eleventh grade of SMAN 10 Makassar.
This research was quantitative and the population consisted at the eleventh
grade of SMAN 10 Makassar. It used random sampling technique where the
researcher chose 25 students as samples. The data were collected through
questionnaire. The data analyzed by using Likert Scale. The finding showed that
the result of Pearson correlation shown that there is no a significant correlation
between teachers’ teaching style and students’ motivation in learning English as
described significant value is 0.695.
The researcher concluded that there was no a significant correlation

between teachers’ teaching style and students’ motivation in learning English at
the eleventh grade of SMAN 10 Makassar.
Keyword: Correlation, teachers’ teaching style, and students’ motivation

I]NIYERSIITAS MTITIAMMADIYAH MAKASSAR
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ABSTRACT
FARIDA. 2016. The Correlation between English Teachers’ Teaching Style and
Students’ Motivation in Learning English (A Descriptive Quantitative Research at the
Eleventh Grade of SMAN 10 Makassar). Thesis English Department. Faculty of Teacher
Training and Education, Muhammadiyah University Makassar. It was consulted by Bahrun
Amin and Nurdevi Bte Abdul.
This research aimed to find out the correlation between English teachers’ teaching style
and students’ motivation in learning English at the eleventh grade of SMAN 10 Makassar. The
objective of this research was to know the correlation between the English teachers’ teaching
style and students’ motivation in learning English at the eleventh grade of SMAN 10 Makassar.
This research was a correlation method in a quantitative design and the population
consisted at the eleventh grade of SMAN 10 Makassar. It used random sampling technique
where the researcher chose 25 students as samples. The data were collected through
questionnaire. The data analyzed by using Likert Scale. The finding showed the result of Pearson
correlation that there is no a significant correlation between teachers’ teaching style and
students’ motivation in learning English as described significant value is 0.695.
The researcher concluded that there was no a significant correlation between teachers’
teaching style and students’ motivation in learning English at the eleventh grade of SMAN 10
Makassar.
Keyword: Correlation, teachers’ teaching style, and students’ motivation

ACKNOWLEDGMENT
Alhamdullilahirobbilalamin, first of all I would like to express my deepest
praise and gratitude to Allah SWT who has given me His blessing and merciful to
complete this thesis. Shalawat and Salam are addressed to the final chosen
religious messenger, the Prophet Muhammad SAW.
The researcher realized that many people had given their helps and useful
suggestion for the finishing of this thesis. Without the assistance of them, this
thesis would never have existed. Therefore, the researcher would like to express
her appreciation and sincere thanks to:
1. Dr. H. Abd Rahman Rahim, SE,.MM, the rector of Makassar Muhammadiyah
University.
2. Dr. A. Sukri Syamsuri, M. Hum, the dean of training and education faculty.
3. Erwin Akib, S.Pd, M.Pd, the head English Education Department of FKIP
UNISMUH Makassar.
4. My greatest thanks to Dr. H. Bahrun Amin, M.Hum my first consultant and
Nurdevi Bte Abdul, S.Pd., M.Pd. as my second consultant who has guided me
patiently and gave valuable suggestion, and correction for the completeness
of this thesis.
5. My heartfelt thanks to all lectures of the FKIP UNISMUH especially to the
lectures of English Department for their guidance during my study.
Unforgettable thanks to all of my friends in class E.
viii
6. Thanks are also due to the headmaster of SMAN 10 Makassar, the all
teachers, and the students in exact class who participated in collecting data.
7. My highest appreciation and deepest thankful to my beloved parents Supardi
and Johoriah, who always be my best parents and also for my beloved aunt
Rumaedah, S.Pd, my uncle alm. Misking Anis, S.Pd and all of my family for
the attention, support and their love.
8. Thanks to my close friends that was gave me support starting from the first
semester until finish this thesis, of course for my friends (Suhailah, Fitri
Andriani, Nurul Insani Rasyid, Nur Aini, Nurrahmah, and Titin Hardianti),
don’t forget my ukhti’s sister Musyfirah for their endless love, motivation,
financial support and also prayer for success in my study.
Finally, by reciting Alhamdulillahi Robbil Alamin, the researcher has been
success to finish her thesis.
Makassar, Oktober 2016
Researcher
ix
CHAPTER 1
INRTODUCTION
A. Background
Teaching students was a challenging activity. That is way, it becomes a
common problem faced by most of the young-learners teachers in Indonesia. It is
because young learner has unique characteristics. Students have their own ways in
learning English. When students feel comfortable in the classroom with
competition and isolation (studying part by part by language component, e.g.
grammar, reading, writing, etc.), students do another way. They feel better to learn
English in a social context with the integrated language components. In addition,
students preferably like cooperative situation rather than competitive atmosphere,
like in students’ class. Another challenge is it difficult to get their attention and
keep it for an extended period of time. However, there are a few things to keep in
mind that will make teaching students easier.
The relationship between teaching and learning is dynamic. It requires two
ways of transmission of knowledge to achieve a successful result. Successful
learning is supported by many factors, one of them is the feedback provided by
teacher in the classroom. However, teacher is required to provide effective
feedback in the classroom in order to make learning successful. Ineffective
feedback may lead students to confusion. It may also discourage students and
decrease their motivation and self-esteem.
1
2
Bennett, et.al.(1976) found that the matching of teaching/learning style is
more beneficial to vocational students who are field-independent those who prefer
more autonomy and less personal interaction, and that mismatching is more
beneficial for field-dependent student those who prefer more guidance and
structure. In the process of improving the students’ learning motivation, it can be
found that they are likely to face some problems and barriers hindering their
motivation to learn (Huit, 2001). The source of problems and barriers can be
internal factors, which means that the problems come from the students
themselves, and external, which can be from their environments.
Learning English is vital skills that will help children achieve their full
potential in the future. The sooner they start learning, the better -with the right
methods- children can learn English quickly, effectively and joyfully. Once they
have this initial grasp of English in primary school, they will have a strong
foundation which will be in an advantage in their previous studies. Students need
stimulation to create their willing and motivation to be involved in the activity.
While, today many teachers still use conventional method to teach English, such
as grammar translated method which does not involve students to learn English
joyfully. In teaching, an interesting method is one of the ways to motivate
students, especially young learners to be involved to learn English.
Teachers of students need to spend time understanding how their students
think and operate. They need to be able to pick up on their students’ current
interests so that they use them to motivate the students. Talk about learning
3
motivation, sometimes the student more motivates to studying depends on the
ways of the teachers’ teaching style in the classroom.
Based on explanation above, the researcher will conduct a quantitative
research about “The Correlation Between the English Teachers’ Teaching Style
and the Students’ Motivation in Learning English at the Eleventh Grade of SMAN
10 Makassar”.
B. Problem Statement
The problem to be discussed in this research summarized in the following
research questions
1. Which one of the teachers’ teaching style that students’ most interested?
2. Is there any correlation between the English teachers’ teaching style and
the students’ motivation in learning English at the eleventh grade of
SMAN 10 Makassar?
C. Objective of Research
Based on the problem statement, the objectives of this research were:
1. To know which the teachers’ teaching style that students most interested
2. To know the correlation between the English teachers’ teaching style and
students’ motivation in learning English at the eleventh grade of SMAN
10 Makassar.
4
D. Significance of Research
The finding of this research expected to gave useful information for as follow:
1. The students
The result of study is expected to use as a consideration in teaching
English for learners.
2. The next researcher
It is expecting as contribution to other researcher who want to conduct
more complex research and help the other researcher to use this research
as reference for their research.
E. The Scope of the Research
This study restricted to the correlation between the English teachers’
teaching style and the students’ motivation in learning English especially for the
teaching style included on expert style, formal authority style, role model style,
facilitator style and delegator style. Then students’ motivation limited on intrinsic
and extrinsic motivation. The teaching style means that the style which was
mostly interested by students, not which was mostly used by the teachers.
5
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Research Finding
In this study, the researcher takes review of related literature from the
other researches. Here are some of them:
1. Zarif (2012) through his research entitled “Study of Teachers’ Opinion
Regarding Techniques to Increase Students Motivational Level During
English Language Teaching at Primary Level” states that one effective
techniques to give motivation for young learner is rewarding them not
punishment.
2. Sahabuddin, (1999) in his research entitle “The Teacher Role in Improving
the Students’ Motivation in Learning English“ found out the teacher role
in Improving the students’ motivation in learning English was the
important one that can support successful in learning. So, on teaching the
teachers must be more creative to select in selecting the way of teaching.
3. Sheikh & Mahmood, (2014) through their journal entitled “Effect of
Different Teaching Styles on Students’ Motivation toward English
Language Learning at Secondary Level” states that the demonstrated effect
on teachers teaching style on student motivation suggests a clear
understanding among teachers can be of use to motivate students. Teacher
consciously be given expertise in more than one teaching styles and skill
to shift teaching styles considering the nature of students.

6
Based on the previous researches, different teaching styles influence the
students’ motivation in learning English. In this research, researcher will observe
about the correlation between teaching style and learning motivation.
B. Concept of Teaching Style
1. Definition of Teaching Style
Pan & Wu (2010), Teaching styles: establish a framework of possible
option in the relationship between teacher and learner and was based on central
importance of decision-making. The spectrum (Sun & Wang 2007) incorporates
teaching style based on the degree to which the teacher on the student assumes
responsibility for what occurs a lesson.
Pratt (2002) investigated the influence of teacher behavior in relation to
teaching styles on motivational climate and showed that the pupil centered
reciprocal and guided discovery styles resulted in more mastery and less
performance focused teaching behavior than traditional command practice styles.
Style in teaching is more than a superficial collection of interaction of
interacting mannerism use to create an impression. It is best viewed as a pervasive
quality that plays an important role in several aspect of teaching. Styles also
reflects what Gardner (2004) describes as the teacher’s presences and the nature
and quality of the encounter with students.
The teaching styles either motivate the student towards the subject. In
particular, teaching styles have greater impact, when a foreign language is taught.
Teaching styles have great impact on students’ motivation and their achievement
in the subject. Many students attend classes just because of the influential
7
teaching style, on the contrary some teachers fail to develop a learning
atmosphere, and motivate the students. Particularly in English where the students
and teachers are both not native English speakers, teaching style plays an
important role in bringing up the student’s motivation level. Each lecturer is
unique in many ways from another. The teachers vary from one another in
characteristics as the tendency to use certain teaching style in their teaching.
Teaching style is more than a methodology and subject knowledge. Teaching style
is a multidimensional phenomenon which explains how teacher present
information, interacts with the student, manage classroom task, supervise
coursework and socialize with the students. It is teacher’s presence, nature and
quality of the encounter with the students. Gilakjani (2012) reported instructor
should think the students’ learning styles and their own teaching styles. Without
this information, conflicts would have an effect on students is with a view, that if
a teaching style of teacher matches with the learning style of the student, then the
student is motivated and actively involved English language learning. A
divergence between learning style and teaching causes learning failure, irritation
learning potential and their behavior toward learning.
2. Types of Teaching Styles
There have been several ways of classifying teaching style and each
classification has its merits. This is helpful in understanding if the perceptive from
which it is described is already accepted, otherwise almost all models of teaching
styles look deficient in many respects. Following are some of the popular
8
contemporary types of teaching and as described by Brown and as detected as
Grahas’s model. Brown (2001) refers teaching styles, to a teacher personal
behavior in transmit data or obtain it from the learner and involve the execution of
the teacher’s philosophy about teaching. Wang (2009) categorized teaching styles
as; a) Authoritarian teaching style, b) Democratic style, c) laissez faire teaching
style, and d) indifferent teaching style.
Grasha (2002) distributes teaching styles into five categories;
a. Expert Style
The teacher has certain knowledge and skills that student’s
requirement. Teachers try to keep status as a specialist among student by
exhibiting detailed facts and figures. He also motivates his student to
enhance their competence through knowledge sharing. The teacher is
generally concerned with passing on information and ensures that students
are well prepared.
The teacher described in this model is basically the know-
everything in the classroom. They are there to guide and direct their
students. Students are nothing more than empty vessels designed to
receive the knowledge being given by the teacher.
b. Formal Authority Style
This style is teacher-centered methodology where instructors are
responsible for provision and control the flow of contents. The formal
authority type keeps status among some students just because of control
over content and their role as a faculty member. The faculty member is
9
also concerned and tries to get constructive feedback, developing learning
objectives, opportunities and rules of business for students.
These kinds of teachers are the sole person of authority and
leadership. They have more knowledge than the students and hold a higher
status over their students. Classroom management is usually based on
traditional methods involving teacher-designed rules and expectations.
c. Role Model Style
This type is also a teacher-oriented style where the teacher displays
the skills that student should learn. This teaching methodology encourages
student’s involvement in class and addition of their presentation to
included different leaning styles. The teacher believes in “teaching by
personal” and establishes a code of conduct for students how to think and
behave. The teachers supervises, motivates and direct by demonstrates
how to do thing, cheering students to examine and then to follow the
teachers “approach”.
In this method, the teacher leads by example. They show the
student how to find information and how to understand it. The idea is that
the students will learn by watching and copying what the teacher does
exactly as the teacher does it.
d. Facilitator Style
This is considered student-centered approach. In this style, the
teacher acts as a facilitator and student are responsible to attain goal for
different tasks. This styles helps autonomous along with as two-way

10
learning. The teachers typically devise group activities which need active
learning, student-to-student cooperation and troubleshooting.
This model is just like the facilitator model under inquiry-based
learning. The only difference is that there is a higher focus on group
projects rather than individual work. The teacher still uses an open
classroom, and the focus is still on increasing students’ independence,
hands-on learning, and exploration. However, instead of the student
undergoing this process alone or with the teacher, he will also have a
group of his peers joining him in the learning process.
e. Delegator Style
This is also a student-centered style in which teacher passes on the
control and the obligation for learning to student. The teacher is concerned
with mounting students’ capability to work in a self-directed fashion. In
this way the students move autonomously on plans or as part of
independent teams. Thus, owing to the concreteness and distinctness.
Grasha’s (1994) teaching styles are preferred to differentiate among
English Language Teachers by their teaching style. The above mentioned
styles can be argument for their philosophical value but their abstractness
makes them challenging as far as their measurability is concerned. In
contrast Grasha’s model offer five teaching styles which are described in
term of measurable characteristics n teaching leading to conclude about
teaching styles. The described styles are also reasonable distinct having
empirically measurable.
11
The delegator style is best-suited for curriculum that requires lab
activities, such as chemistry and biology, or subjects that warrant peer
feedback, like debate and creative writing. Process this style to guided
discovery and inquiry-based learning places the teacher in an observer role
that inspires students by working in tandem toward common goals.
C. Learning Motivation
1. Definition of Motivation
The word “motivation” comes from Latin word “movere” that means to
move (Steers and Poster, in Udrus 2014). Motivation has a broad concept and
definition. It is often used to describe certain sorts of behavior. Campbell &
Kryszewska defines motivation as the reason that causes somebody to act or
behaves in a certain way. In detail, Huitt (2001) define motivation as:
a. An internal state or condition that activities behavior and gives it direction;
b. Desire or want that energize and directs goal-oriented behavior;
c. Influence of need and desire on the intensity and direction of behavior.
From the definition above, it can be concluded the motivation is an
internal state or condition (sometimes described as a need, desire, or want) that
serves to activate or energize behavior and give it direction.
As explained by Shaukat & Nasir (2013), motivation is an energy change
within the person characterized by effective arousal and anticipatory goal reaction.
In addition, Wang (2009) defines motivation as a process that involves three

12
variables, they are first, energizing which occurs when one has a need or desire, it
is also recognized as the reason for goal directed-behavior or for something and
the second variable is a behavior or action and the third is incentive or goal.
Motivation is a complex psychosomatic procedure. It is generally started
with a requirement and guides to attitude that helps people in attaining their goals.
It is also measured to be an uplifting non-intellectual issue that advances
individual’s excitement, readiness, and pleasure to do and learn thing, and
learning English is no exception. The various methods to figure out this
complexity and finally realize the matter of student motivation are valued as they
can support teachers to foresee and impact the students’ attitude positively.
Consequently, student motivation to learn a language has been examined,
particularly, in the area of second language acquisition (Mufta & Galea 2013).
Student’s motivation as probably the single most important element of
learning. Learning is inherently work; it is pushing the brain to its limits, and thus
can only happen with motivation. Highly motivate student will learn readily and
make any class fun to teach, while unmotivated student will learn very little and
generally make teaching painful and frustrating. Fortunately, research shows that
there is a lot an instructor could do to motivate their student to learn.
It is important to recognize that motivating learning is a central of good
teaching. Often, it is assumed that university student should be motivate to learn
in every class, but that is not a reasonable expectation. Course, requirement,
assignment, and exams exits because the student do not yet have the experience
13
and wisdom to recognizes which courses to take and what activities they need to
complete in those courses to achieve appropriate educational goal.
Educator, Glenn, (2000) defined motivation as an internal drive that direct
behavior toward some end. According to her statement, there factor that influence
the development of students’ motivation to learn is a competence acquired
through general experience but stimulated most directly through modeling
communication of expectation and direct instructor or socialization by parents and
teachers
2. The Achievement of Motivation
The class of motivation differentiates among achievement, power, and
social factors, in the area of achievement of motivation, the work on the goal has
differentiated three separate types of goal, there are mastery goal which focus on
gaining competence or mastering a new set of knowledge or skills; performance
goals which focus on achieving normative-based standards, doing better than
others, or doing well without a lot of effort; and social goals which focus on
relationship among people.
One aspect of this theory is that individuals are motivated to either avoid
failure or achieve success, in the former situation, the individual is more likely to
select easy or diffacult tasks, there by either achieving success or having a good
excuse for way failure occurred. In the latter situation, the individual is more
likely to select moderately difficult tasks which will provide an intersting
challenge, but still keep the high expectation for success.

14
3. Impacting Motivation in the Class
Shaukat & Natsir (2013) suggested that are a variety of reasons why
individuals may lack in motivation and Stipek provided a list of specific behaviors
associated with high academic achievement. This is an excellent check list to help
students develop the cognitive or self-regulation component of their lives. In
iddition, techer efficacy is a fowerful input variable related to student achievement
as it impacts a teacher’s motivation to engage students in the teaching/learning
process (Proctor, as cited in Huitt, 2000).
4. Kinds of Motivation
Motivation can be differentiated according to its types, needs and
influences. In general, Brown (2000) separates the source of motivation into two
groups, namely intrinsic motivation (behavior and need) and extrinsic motivation
(cognitive, humanistic, and reinforcement).
a. Intrinsic motivation
Intrinsic motivation is generally processed by people having
personal interests in doing something and helping to set their goals. people
ae intrinsically motivated not because accomplishing the activity they do
bring a reward, but because doing the activity itself is a reward. People
seem to engage in the activities for their own sake and not because they
lead to an extrinsic reward (Brown 2000). It means that people do their
activities not because of a reward, for their own sake. They have a
personal interest in doing their activity.

15
Lepper (cited in Huitt, 2000)notes that a student with intrinsic
motivation participates in his or her learning for its own sake, for the
enjoyment it provides, the learning it permits, or the feeling of
accomplishment it evokes.
b. Extrinsic motivation
According to Brown (2000) extrinsic motivation is if people do his
activity in order to obtain some punishment external to the activity itself
and this kind of motivation refers to learn situation where the reason for
doing task is something other than in interest in task or broader learning
endeavor itself. So, for this case, people will lose motivation and reason to
do something when reward are no longer available and that giving external
reward to them previously with intrinsic motivation can harm the good
effect of it.
However, researcher show that extrinsic motivation effective those
with no motivation and when it is a positive feedback. Comparing those
two types of motivation in a classroom, it becomes clear that intrinsic
motivation produces more potential benefits than make the extrinsic.
Intrinsically motivated student tends to try harder and think more deeply.
Children can be categorized as intrinsically or extrinsically
motivated. Children who are motivated intrinsically exhibit a desire to
learn. Usually they pursue a subject for the pleasure of learning or for a
feeling of accomplishment. Intrinsically motivated student tends to prefer
challenging task and to understanding information in depth. They are more

16
likely to choose projects that demand greater effort than extrinsically
motivated who usually work to receive some reward or to avoid a penalty.
5. Assessing Motivation
Assessing motivation is an important topic for researcher and practitioners
to know the level of motivation and how to optimize it. Motivation can be
assessed in various ways. Schunk (2008), describes three kinds of methods for
assessing motivation.
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’ persostence 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 observes 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-reports instruments are questionnaires, interviews,
stimulated recalls, think-aloud and dialogues.

17
1). Questionnaires are consisted of a number of questions should be
answered by respondents asking about their action 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 refresh to students’ verbalizing aloud their thoughts,
actions, and emotions while working on a task.
5). Dialogues are conversation between two or more people.
In fact, self-reports are most commonly used in assessing motivation by
the researchers. For examples, Cameron, (2001) 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.
Besides, Schunk (2012) used interview instrument to know the motivation
of students at Basic Education grade two 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
18
first interview, he asked students to agree or disagree with number of statements
bout 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.
Moreover, a number of research by Gardner (2004) also use 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.
Many researchers also adopted AMTB to assess study about attitude and
motivation because the questionnaires are quite and realizable 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 re suitable with
this study.
19
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.
6. The Characteristic of Motivated Students
The most successful students are not necessarily those to whom a language
comes very easily. However, they those who display certain characteristics, most
of them clearly associated with motivation, as follows:
The characteristics of motivated students according to Shams (2008) 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 proem his or her own self-image,
c. Need for achievement: the student has a need to achieve, to overcome
difficulties 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,
20
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.
D. Conceptual Framework
English Teaching and

Learning Process
Teachers’ Teaching Style

Students’ Motivation
1. Expert Style
2. Formal Authority style 1. Intrinsic Motivation
3. Role Model Style
4. Facilitator Style 2. Extrinsic Motivation
5. Delegator Style
Figure 2.1 Conceptual Framework
This research begins with observe the English teaching and learning
process. In this process, the researcher will analyze the correlation between
6. Facilitator Style
teachers’ teaching style and students’ motivation in learning. The teaching style
7.
and the students’ motivation will analyze by using questionnaire.
21
E. Hypothesis
The hypothesis of this research is formulated as follows:
1. Null Hypothesis (H0): there is no significant correlation between
English teachers’ teaching style and students’ motivation in learning
English
2. Alternative Hypothesis (H1): there is a significant correlation between
English teachers’ teaching style and students’ motivation in learning
English
22
CHAPTER III
RESEARCH METHOD
A. Research Design
The method used in this research was a correlation method in a
quantitative design. In correlation method, the researcher used the correlation
statical test to described and measure between two or more variables.
In the process of writing, researcher did field research. To get data of the
correlation between teachers’ teaching style and students’ motivation in learning,
the researcher distributed questionnaires. Then after data complete, the data
analyzed by the formula of correlation product moment.
B. Population and Sample
This research was focused on the students.
1. Population
The population was all of students at the Eleventh Grade of SMAN 10
Makassar. There were 10 classes that totally 250 students which each class
consisted of 25 students.
2. Sample
The researcher applied purposive sampling technique that only took one
class that consisted of 25 students.

23
C. Research Instrument
To fulfill the aims above, the study was carried out by descriptive methods
of data collection. The instrument that used in this research was questionnaire. In
this research, questionnaire was formed into close question. The questions were
given, covered 20 questions for teachers’ teaching style, and 20 questions for the
students’ motivation in learning English with five options, including, strongly
agree, agree, undecided, disagree, strongly disagree.
D. Procedure of Collection Data
In collecting the data, this research was focused on the students used
procedures as follows:
1. The researcher explained how to answer the questionnaire
2. The researcher gave the questionnaire to the students of the Eleventh
Grade of SMAN 10 Makassar.
3. The students answered and collected the questionnaire to the researcher.
E. Data Analysis
All of the data analyzed by correlation product to knew the correlation
between the English teachers’ teaching style and students’ motivation in learning.
The correlation product was one of techniques commonly used to seek the
correlation between two variables. Overall the data computing were carried out
with the aid of computer facilities (SPSS) version 16.0. SPSS is application that
use to find out the Person correlation.

24
The questionnaire was given to students by using Likert scale. It aimed to
asking the sample to respond to a series on statements by indicating whether one
strong agrees (SA), agrees (A), undecided (U), Disagrees (D), or strongly
disagrees (SD) with the statements. Each response was associated with a point
value and an individual’s score was determined by summing the point values for
each statements. The points were values assigned to response to the positive
statements. For the negative statements, the point value will be reverse, SA-5, A-
4, U-3, D-2, and SD-1 for positive statements. For negative statements the point
values were reversed. The data were analyzed as follows:
Tabel 3.1 Likert Scale

Positive Statemnets Negative Statements
Category
Score Score
5 Strongly Agree 1
4 Agree 2
3 Undecided 3
2 Disagree 4
1 Strongly Disagree 5
(Sugiyono, 2008)
To interprete the teachers’ teaching style and students’ motivation in
learning English, the researcher used classification system. The questionnaire
employs 5 categories and rating score range from 20 to 100 in determining the
level of students’ motivation. The interval rating score of the students’ responses
can be shown in the table as follows:

25
Table 3.2 Scoring Classification of the Teachers’ Teaching Style and

Students’ Motivation in Learning English
No Interval Score Classification
1 85-100 Very High
2 69-84 High
3 52-68 Moderate
4 36-51 Low
5 20-35 Very Low
(Sugiyono, 2008: 135)

26
CHAPTER IV
FINDING AND DISCUSSION
A. Finding
1. Teachers’ Teaching Style
The data were obtained by giving questionnaire to the students and
analyzed by using Likert Scale. After analyzing the data, below was the result of
data analyzing. The data were served table which consisted of some forms of
analysis namely classification, frequency, and percentage.
Table 4.1 Classification of the teachers’ teaching style
Data Analysis
Interval
No. Classification Frequency Percentage
Score
(%)
1 Very High 85-100 8 32%
2 High 69-84 16 64%
3 Moderate 52-68 1 4%
4 Low 36-51 0 0%
5 Very low 20-35 0 0%
Total 25 100%
Based on the table percentage above, there were 25 students who involved
responding all the statements in questionnaire about the teachers’ teaching style.
None or 0% of them from the total number of the students got low score and very
low score. The other 1 student or 4% from the total number of students got
moderate score and there were 16 (64%) from the total number of participants got
high score. Otherwise, there were 8 students or 32% got very high score. To see
27
clearly the teacher teaching style, the graphic and classification of students’
answer would be shown the result:
Graphic 4.1. The Frequency of the Distribution of Students’ Motivation

16
16
14
12
10
8
Frequency
8
Percentage
6
2 64% 1
32% 4% 0 0% 0 0%
0
Very High High Moderate Low Very Low
Based on the graphic above shows that there were 16 (64%)from the total
number of participants got high score and none or 0% of them from the total n
umber of the students got low score and very low score.
a. Item 1
Guru banyak menjelaskan/menerangkan materi dikelas
Table 4.2 The Rate Percentage of Question 1
Data Analysis
No. Classification
Frequency Percentage (%)
1 Strongly Agree 3 12%
2 Agree 6 24%
3 Undecided 9 36%
4 Disagree 6 24%
5 Strongly Disagree 1 4%
Total 25 100%
28
The table percentage above shows that there were 25 students who
involved to respond all the statements in questionnaire about the teachers’
teaching style. 3 or 12% of them from the total number of the students
chose Strongly Agree and 6 (24%) who chose Agree. There were 9 students
or 36% from the total number of the students who chose Undecided and
there 6 students or 24% from the total number of the students who chose
Disagree. Otherwise, there was 1 student or 4% chose Strongly Disagree.
b. Item 2
Guru memberikan kesimpulan mengenai materi yang telah dipelajari.
Data Analysis
No. Classification
2 Agree 6 24%
3 Undecided 3 12%
4 Disagree 2 8%
Total 25 100%
Based on the table percentage above, that there were 25 students
who involved responding all the statements in questionnaire about the
teachers’ teaching style. 15 or 60% of them from the total number of the
students chose Strongly Agree and 6 (24%) who chose Agree. There were 3
students or 12% from the total number of students who chose Undecided
and there were 2 students or 8% from the total number of the students who
29
chose Disagree. Otherwise, there was 1 student or 4% chose Strongly
Disagree.
c. Item 3
Ketika siswa tidak dapat menjawab pertanyaan guru, guru mengjelaskan
kembali materi pelajaran tersebut
Table 4.4 The Rate Percentage of Question
Data Analysis
No. Classification
2 Agree 10 40%
3 Undecided 3 12%
4 Disagree 0 0%
Total 25 100%
teaching style. 12 or 48% of them from the total number of the students
chose Strongly Agree and 10 (40%) who chose Agree. There were 3
students or 12% from the total number of the students who chose Undecided
and none from the total number of the students who chose Disagree and
Strongly Disagree.
30
d. Item 4
Ketika menjelaskan materi, guru membimbing siswa untuk dapat melihat
keadaaan lingkungan sekitar yang berkaitan dengan pelajaran

Data Analysis
No. Classification
2 Agree 2 8%
3 Undecided 3 12%
4 Disagree 11 44%
Total 25 100%
involved responding all the statements in questionnaire about the teachers’
teaching style. None of them from the total number of the students chose
Strongly Agree and 2 (8%) who chose Agree. There were 3 students or
12% from the total number of the students who chose Undecided and 11
(44%) from the total number of the students who chose Disagree and 9
(36%) of them chose Strongly Disagree.
The data obtained from the students related with the teachers’ teaching
style especially for expert style
Table 4.6 Classification of Expert Style
Data Analysis
No. Classification
1 Strongly Agree 3,15,12,0 30%
2 Agree 6,6,10,2 24%
3 Undecided 9,6,3,3 18%
4 Disagree 6,2,0,11 19%
5
Strongly Disagree 1,1,0,9 11%
31
Based on the table percentage shows that there were 25 students who
involved to respond all the statements in questionnaire about expert style.
There were 30% of them from the total number of the students who chose
Strongly Agree and 24% who chose Agree. There 18% who chose Undecided
and 18% who chose Disagree and 11% Strongly Disagree.
e. Item 5
Ketika belajar, guru mewajibkan siswa untuk fokus mengdengarkan materi

pelajaran
Data Analysis
No. Classification
2 Agree 16 64%
3 Undecided 1 4%
4 Disagree 0 0%
Total 25 100%
teaching style. There were 8 (32%) of them from the total number of the
students who chose Strongly Agree and 16 (64%) who chose Agree. There
was 1 student or 4% from the total number of the students who chose
Undecided and none from the total number of the students who chose
Disagree and Strongly Disagree.

32
f. Item 6
Guru selalu meminta siswa untuk bertanya jika ada yang belum dipahami
Data Analysis
No. Classification
2 Agree 6 24%
3 Undecided 0 0%
4 Disagree 0 0%
Total 25 100%
students who chose Strongly Agree and 6 (24%) who chose Agree. None
from the total number of the students who chose Undecided, Disagree, and
Strongly Disagree.
g. Item 7
Ketika menjelaskan, guru memberikan contoh yang mudah dimengerti

Data Analysis
No. Classification
2 Agree 12 48%
3 Undecided 0 0%
4 Disagree 1 4%
Total 25 100%
33
from the total number of the students who chose Undecided, Disagree, and
Strongly Disagree.
h. Item 8
Guru menerangkan materi lebih rincih agar mudah dipahami oleh siswa
Data Analysis
No. Classification
2 Agree 13 52%
3 Undecided 2 8%
4 Disagree 0 0%
Total 25 100%
were 2 students or 8% from the total number of the students who chose
Undecided and none from the total number of the students who chose

34
style especially for formal authority style
Table 4.11 Classification of Formal Authority Style

Data Analysis
No. Classification
2 Agree 16,6,12,13 47%
3 Undecided 1,0,0,2 3%
4 Disagree 0,0,1,0 1%
5 Strongly Disagree 0,0,0,0 0%
involved to respond all the statements in questionnaire about formal authority
style. There were 48% of them from the total number of the students who
chose Strongly Agree and 47% who chose Agree. There 3% who chose
Undecided and 1% who chose Disagree and 0% Strongly Disagree.
i. Item 9
Ketika menjelaskan materi, guru menggunakan gambar yang sesuai dengan
materi yang dipelajari
Data Analysis
No. Classification
2 Agree 13 52%
3 Undecided 2 8%
4 Disagree 1 4%
Total 25 100%
35
Undecided. There was 1 (4%) student who chose Disagree and none from
the total number of the students who chose Strongly Disagree.
j. Item 10
Ketika menjelaskan materi, guru menggunakan gambar yang sesuai

dengan materi yang dipelajari
Data Analysis
No. Classification
2 Agree 4 16%
3 Undecided 12 48%
4 Disagree 2 8%
Total 25 100%
Undecided. There were 2 (8%) student who chose Disagree and none from

36
k. Item 11
Guru menugaskan kepada siswa untuk mencari materi lengkap yang

berkaitan dengan materi tang telah dipelajari
Data Analysis
No. Classification
2 Agree 2 8%
3 Undecided 1 4%
4 Disagree 0 0%
Total 25 100%
was 1 student or 4% from the total number of the students who chose
Undecided. None from the total number of the students who chose
l. Item 12
Ketika belajar, guru memberikan beberapa pertanyaan kepada siswa

tentang materi yang sedang dipelajari
Data Analysis
No. Classification
2 Agree 14 56%
3 Undecided 6 24%
4 Disagree 4 16%
Total 25 100%
37
teaching style. There was 1 (4%) of them from the total number of the
were 6 student or 24% from the total number of the students who chose
Undecided. There were 4 (16%) from the total number of the students who
chose Disagree and none chose Strongly Disagree.
style especially for role model/personal style
Table 4.16 Classification of Role Model Style

Data Analysis
No. Classification
2 Agree 13,4,2,14 33%
3 Undecided 2,12,1,6 21%
4 Disagree 1,2,0,4 7%
involved to respond all the statements in questionnaire about role
model/personal style. There were 39% of them from the total number of the
students who chose Strongly Agree and 33% who chose Agree. There 21%
who chose Undecided and 7% who chose Disagree and 0% Strongly Disagree.
38
m. Item 13
Ketika siswa tidak dapat menjawab pertanyaan guru, siswa dapat

meminta bantuan teman lainnya untuk menjawab
Data Analysis
No. Classification
2 Agree 4 16%
3 Undecided 2 8%
4 Disagree 10 40%
Total 25 100%
teaching style. There was 1 (4%) of them from the total number of the
Undecided. There were 10 (40%) from the total number of the students
who chose Disagree and there were 8 (32%) students who chose Strongly
Disagree.
n. Item 14
Sebelum belajar, guru memberikan beberapa pertanyaan tentang materi

yang lalu
Data Analysis
No. Classification
2 Agree 8 32%
3 Undecided 5 20%
4 Disagree 2 8%
Total 25 100%
39
chose Disagree and there none students who chose Strongly Disagree.
o. Item 15
Ketika siswa tidak dapat menyimpulkan materi yang telah disampaikan,

guru mengarahkan siswa untuk dapat menyimpulkan materi tersebut

Data Analysis
No. Classification
2 Agree 5 20%
3 Undecided 3 12%
4 Disagree 3 12%
Total 25 100%
chose Disagree and there were 3 (12%) students who chose Strongly
Disagree.
40
p. Item 16
Guru menggunakan media pembelajaran yang menarik agar siswa

bersemangat dalam belajar
Data Analysis
No. Classification
2 Agree 9 36%
3 Undecided 3 12%
4 Disagree 0 0%
Total 25 100%
Disagree and there was 1 (4%) students who chose Strongly Disagree.
style especially for facilitator/activity style
Table 4.20 Classification of Facilitator/Activity Style

Data Analysis
No. Classification
2 Agree 4,8,5,9 26%
3 Undecided 2,5,3,3 13%
4 Disagree 10,2,3,0 15%
41
involved to respond all the statements in questionnaire about
facilitator/activity style. There were 47% of them from the total number of the
students who chose Strongly Agree and 26% who chose Agree. There 13%
who chose Undecided and 15% who chose Disagree and 12% Strongly
Disagree.
q. Item 17
Guru menganjurkan siswa untuk berdiskusi kelompok mengenai materi

yang akan dipelajari
Data Analysis
No. Classification
2 Agree 11 44%
3 Undecided 0 0%
4 Disagree 0 0%
Total 25 100%
from the total number of the students who chose Undecided, Disagree and
Strongly Disagree.
42
r. Item 18
Guru hanya memberikan intruksi pada siswa agar memahami sendiri
materi yang akan depelajari
Data Analysis
No. Classification
2 Agree 10 40%
3 Undecided 5 20%
4 Disagree 0 0%
Total 25 100%
s. Item 19
Guru memberikan kesempatan kepada siswa untuk memberikan kritik dan

saran mengenai pelajaran yang telah depelajari
Data Analysis
No. Classification
2 Agree 10 40%
3 Undecided 2 8%
4 Disagree 0 0%
Total 25 100%
43
Disagree and there was 1 (4%) student who chose Strongly Disagree.
t. Item 20
Guru memerintahkan kepada siswa agar membawa bahan pelajaran yang

dapat membantu siswa dalam proses pembelajaran contoh lain adalah
kamus.
Data Analysis
No. Classification
2 Agree 3 12%
3 Undecided 5 20%
4 Disagree 2 8%
Total 25 100%
chose Disagree and none of them who chose Strongly Disagree.

44
style especially for delegator/group style
Table 4.25 Classification of Delegator/Group Style

Data Analysis
No. Classification
2 Agree 11,10,10,3 34%
3 Undecided 0,5,2,5 12%
4 Disagree 0,0,0,2 2%
involved to respond all the statements in questionnaire about delegator/group
style. There were 56% of them from the total number of the students who
chose Strongly Agree and 34% who chose Agree. There 12% who chose
Undecided and 2% who chose Disagree and 1% Strongly Disagree.
Based on the data analysis above, the researcher found that the
students most interested with the Delegator/Group model styles. The data
showed that there were 56% of students who chose strongly agree for
Delegator/Group styles. There were 47% who chose strongly agree for
Facilitator/Activity styles. The others, there were 48% of students who chose
strongly agree for Authority style. 39% of the students who chose strongly
agree for Role model/Personal style and there were 30% out of the students
who chose strongly agree for Expert style.

45
2. The Students’ Motivation in Learning English
Table 4.26 Classification of the Students’ Motivation

Data Analysis
Interval
No. Classification Frequency Percentage
Score
(%)
1 Very High 85-100 3 12%
2 High 69-84 13 52%
3 Moderate 52-68 8 32%
4 Low 36-51 1 4%
5 Very low 20-35 0 0%
Total 25 100%
Based on the table percentage above, there were 25 students who involved
to respond all the statements in questionnaire about the students’ motivation in
learning English. None or 0% of them from the total number of the students got
Very Low score and the was 1 (4%) student who got Low score. There were 8
(32%) students who got Moderate score. There were 13 (52%) from the total
number of participants got High score. Otherwise, there were 3 students or 12%
got Very High score. To see clearly the teacher teaching style, the graphic and
classification of students’ answer would be shown the result

46
Graphic 4.2 The Frequency of the Distribution of Students’ Motivation
14 13
12
10
8
8
Frequency
6 Percentage
4 3
2 52%
1
12% 32% 4% 0 0%
0
Very High High Moderate Low Very Low
Based on the graphic above shows that there were 13 (52) from the total
number of participants got high score and none or 0% got very low score.
a. Item 1
Saya suka pelajaran bahasa Inggris

Data Analysis
No. Classification
2 Agree 9 36%
3 Undecided 8 32%
4 Disagree 0 0%
Total 25 100%
involved to respond all the statements in questionnaire about the students’

47
motivation in learning English. There were 8 (32%) of them from the total
number of the students who chose Strongly Agree and 9 (36%) who chose
Agree. There were 8 students or 32% from the total number of the students
who chose Undecided. None from the total number of the students who
chose Disagree and Strongly Disagree.
b. Item 2
Belajar bahasa Inggris adalah hobby saya

Data Analysis
No. Classification
2 Agree 6 24%
3 Undecided 15 60%
4 Disagree 1 4%
Total 25 100%
involved to respond all the statements in questionnaire. There were 3
(12%) of them from the total number of the students who chose Strongly
Agree and 6 (24%) who chose Agree. There were 15 students or 60% from
the total number of the students who chose Undecided. There was 1 (4%)
the total number of the students who chose Disagree and and none of them
chose Strongly Disagree.

48
c. Item 3
Saya merasa tertantang untuk mempelajari bahasa Inggris

Data Analysis
No. Classification
2 Agree 11 44%
3 Undecided 4 16%
4 Disagree 1 4%
Total 25 100%
involved to respond all the statements in. There were 9 (36%) of them
from the total number of the students who chose Strongly Agree and 11
(44%) who chose Agree. There were 4 students or 16% from the total
number of the students who chose Undecided. There was 1 (4%) the total
number of the students who chose Disagree and and none of them chose
Strongly Disagree.
d. Item 4
Belajar bahasa Inggris itu sangat menyenangkan

Data Analysis
No. Classification
2 Agree 14 56%
3 Undecided 5 20%
4 Disagree 2 8%
Total 25 100%
49
involved to respond all the statements in the questionnaire. There were 4
the total number of the students who chose Undecided. There were 2 (8%)
the total number of the students who chose Disagree and and none of them
chose Strongly Disagree.
e. Item 5
Saya lebih suka belajar bahasa Inggris daripada bahasa yang lain

Data Analysis
No. Classification
2 Agree 4 16%
3 Undecided 11 44%
4 Disagree 6 24%
Total 25 100%
involved to respond all the statements in the questionnaire. There were 3
the total number of the students who chose Undecided. There were 6
(24%) the total number of the students who chose Disagree and and 1
(4%) of them chose Strongly Disagree.

50
f. Item 6
Menurut saya, belajar bahasa Inggris itu mudah

Data Analysis
No. Classification
2 Agree 7 28%
3 Undecided 9 36%
4 Disagree 6 24%
Total 25 100%
motivation. There was 1 (4%) of them from the total number of the
Undecided. There were 6 (24%) the total number of the students who
chose Disagree and and 2 (8%) of them chose Strongly Disagree.
g. Item 7
Saya ingin bisa berbicara menggunakan bahasa Inggris dengan orang

luar negeri
Data Analysis
No. Classification
2 Agree 7 28%
3 Undecided 1 4%
4 Disagree 0 0%
Total 25 100%
51
motivation in learning English. There were 17 (68%) of them from the
total number of the students who chose Strongly Agree and 7 (28%) who
chose Agree. There was 1 students or 4% from the total number of the
students who chose Undecided. None of them who chose Disagree and
Strongly Disagree.
h. Item 8
Menurut saya bahasa Inggris sangat penting untuk dipelajari

Data Analysis
No. Classification
2 Agree 7 28%
3 Undecided 3 12%
4 Disagree 0 0%
Total 25 100%
students’ motivation. 15 or 60% of them from the total number of the
students chose Strongly Agree and 7 (28%) who chose Agree. There were 3
students or 12% from the total number of students who chose Undecided
52
and none from the total number of the students who chose Disagree and
Strongly Disagree.
i. Item 9
Saya mencoba berbicara dengan menggunakan bahasa Inggris sesering
mungkin didalam kelas.

Data Analysis
No. Classification
2 Agree 6 24%
3 Undecided 10 40%
4 Disagree 5 20%
Total 25 100%
students’ motivation. 3 or 12% of them from the total number of the
students chose Strongly Agree and 6 (24%) who chose Agree. There were
10 students or 20% from the total number of students who chose Undecided
and there were 5 students or 20% from the total number of the students who
chose Disagree. Otherwise, there was 1 student or 4% chose Strongly
Disagree.
53
j. Item 10
Belajar bahasa Inggris memungkinkan agar bisa mengtransfer

pengetahuan saya seperti memberikan intruksi kepada turis.
Data Analysis
No. Classification
2 Agree 11 44%
3 Undecided 5 20%
4 Disagree 1 4%
Total 25 100%
involved to respond all the statements in questionnaire about students’
motivation. There were 8 (32%) of them from the total number of the
Undecided. There was 1 (4%) student who chose Disagree and none from
k. Item 11
saya senang belajar bahasa Inggris karena ingin mendapatkan nilai yang
tinggi.
Data Analysis
No. Classification
2 Agree 7 28%
3 Undecided 6 24%
4 Disagree 3 12%
Total 25 100%
54
chose Disagree and there was 1 (4%) students who chose Strongly
Disagree.
l. Item 12
Saya senang berdiskusi di kelas dengan menggunakan bahasa Inggris
supaya teman-teman memuji saya.

Data Analysis
No. Classification
2 Agree 1 4%
3 Undecided 4 16%
4 Disagree 13 52%
Total 25 100%
Based on the table percentage above, that there were 25 students who
involved responding all the statements in questionnaire about the students’
motivation. None from the total number of the students chose Strongly Agree and
1 (4%) who chose Agree. There were 14 students or 16% from the total number of
students who chose Undecided and there were 13 students or 52% from the total
number of the students who chose Disagree. Otherwise, there were 7 students or
28% chose Strongly Disagree.

55
m. Item 13
Belajar bahasa Inggris membuat saya bisa disukai oleh guru.

Data Analysis
No. Classification
2 Agree 6 24%
3 Undecided 8 32%
4 Disagree 9 36%
Total 25 100%
involved to respond all the statements in questionnaire about studensts’
ware 8 students or 32% from the total number of the students who chose
Undecided. There were 9 (36%) students who chose Disagree and none
from the total number of the students who chose Strongly Disagree.
n. Item 14
saya suka mengikuti kegiatan-kegiatan yang menganjurkan berbicara

bahasa Inggris supaya bisa memiliki banyak teman.
Data Analysis
No. Classification
2 Agree 7 28%
3 Undecided 8 32%
4 Disagree 8 32%
Total 25 100%
56
involved to respond all the statements in questionnaire about studensts’
Undecided. There were 8 (32%) students who chose Disagree and none
o. Item 15
Saya berusaha untuk menghafal kosakata bahasa Inggris sebanyak
mungkin supaya guru mengenal saya.

Data Analysis
No. Classification
2 Agree 6 24%
3 Undecided 9 36%
4 Disagree 9 36%
Total 25 100%
students’ motivation. 1 or 4% of them from the total number of the students
or 39% from the total number of students who chose Undecided and 9 or
57
36% from the total number of the students who chose Disagree and none
p. Item 16
saya termotivasibelajar bahasa Inggris agar bisa berprestasi di sekolah.

Data Analysis
No. Classification
2 Agree 14 56%
3 Undecided 2 8%
4 Disagree 1 4%
Total 25 100%
students’ motivation. There were 7 students or 28% from the total
number of the students chose Strongly Agree and 14 (56%) who chose
Agree. There were 14 students or 56% from the total number of students
who chose Undecided and there was 1 students or 4% from the total
number of the students who chose Disagree. Otherwise, there was 1
student or 4% chose Strongly Disagree.

58
q. Item 17
Orang tua saya menganjurkan agar menguasai bahasa Inggris.

Data Analysis
No. Classification
2 Agree 5 20%
3 Undecided 8 32%
4 Disagree 3 12%
Total 25 100%
teaching style. 7 or (28%) of them from the total number of the students
or 32% from the total number of the students who chose Undecided and 3
(12%) from the total number of the students who chose Disagree and 2 (8%)
of them chose Strongly Disagree.
r. Item 18
Saya selalu antusias dalam belajar bahasa Inggris karena ingin bersaing
dengan teman-teman.
Data Analysis
No. Classification
2 Agree 6 24%
3 Undecided 9 36%
4 Disagree 6 24%
Total 25 100%
59
students’ motivation. There were 2 or 8% of them from the total number of
the students chose Strongly Agree and 6 (24%) who chose Agree. There
were 9 or 36% from the total number of students who chose Undecided and
6 or 24% from the total number of the students who chose Disagree and 2 or
(8%) from the total number of the students who chose Strongly Disagree.
s. Item 19
Saya selalu berusaha mencari arti kosakata yang sulit dalam proses
pembelajaran supaya bisa menjawab jika ada pertanyaan dari guru.

Data Analysis
No. Classification
2 Agree 8 32%
3 Undecided 1 4%
4 Disagree 8 32%
Total 25 100%
students’ motivation. There were 15 or 52% of them from the total number
of the students chose Strongly Agree and 8 (32%) who chose Agree. There
was 1 student or 4% from the total number of students who chose

60
Undecided and 8 or 32% from the total number of the students who chose
Disagree and none from the total number of the students who chose
Strongly Disagree.
t. Item 20
Saya termotivasi belajar bahasa Inggris karena ingin kuliah diluar negeri.

Data Analysis
No. Classification
2 Agree 2 8%
3 Undecided 5 20%
4 Disagree 2 8%
Total 25 100%
students’ motivation. There were 15 or 52% of them from the total number
of the students chose Strongly Agree and 2 (8%) who chose Agree. There
were 5 or 20% from the total number of students who chose Undecided
and 2 or 8% from the total number of the students who chose Disagree and
1 or (4%) from the total number of the students who chose Strongly
Disagree.
61
3. The Correlation between the Teachers’ Teaching Style and the Students’
Motivation in Learning English
Table 4.47 The Correlation Product Between teachers’ style and

Students’ Motivation
Correlations
Teachers’
Teaching Style Students’ motivation
Teachers’ Pearson Correlation
1 .082
Teaching style
Sig. (2-tailed) .695
N 25 25
Students’ Pearson Correlation
.082 1
motivation
Sig. (2-tailed) .695
N 25 25
The result of Pearson correlation shown that there was no a significant
correlation between teachers’ teaching style and students’ motivation in learning
English as described significant value is 0.695.
B. Discussion
As the researcher wrote at the first chapter, this research purposed to find
out the correlation between the English teachers’ teaching style and students’
motivation in learning English at the eleventh grade of SMAN 10 Makassar. We
have to knew that the students’ motivation was one of the factor that could be
influence in learning at the class and mostly the students more motivated to
studying depends on the ways of the teachers’ teaching style when they teach in
62
class. This section discusses the result of the data analysis. It consists of teachers’
teaching style, the students’ motivation and the correlation between teachers’
teaching style and students’ motivation.
1. Teachers’ Teaching Style
Pratt (2002) investigated the influence of teacher behavior in relation to
teaching styles on motivational climate and showed that the pupil centered
reciprocal and guided discovery styles resulted in more mastery and less
performance focused teaching behavior than traditional command practice styles.
Based on the theory above, showed that there was correlation with the
result. Because the questionnaire has given to the students, and then the researcher
counted the data related with the students’ answer. After analyzing the data
showed that there were 35 students who involved responding all the statements in
questionnaire about the teachers’ teaching style. None or 0% of them from the
total number of the students got low score and very low score. The other 1 student
or 4% from the total number of students got moderate score and there were 16
(64%) from the total number of participants got high score. Otherwise, there were
8 students or 32% got very high score.
Addition, from the data showed that the student mostly like or interest
with delegator style there were 56% chose strongly agree.
2. Students’ Motivation
The questionnaire has given to the students, and then the researcher
counted the data related with the students’ answer. After analyzing the data
63
showed that out of 25 students who involved responding all the statements in
questionnaire about the students’ motivation in learning English. None or 0% of
them from the total number of the students got Very Low score and there was 1 or
(4%) student who got Low score. There were 8 (32%) students who got Moderate
score. There were 13 (52%) from the total number of participants got High score.
Otherwise, there were 3 students or 12% got Very High score.
The researcher was found out that the result was appropriate with one of
the theory about motivation in learning English as expert explained following.
Siriluck Wechsumangkalo and Sirithip Prasertrattanadecho (2004) conducted a
study which indicated clearly that high English proficiency subjects are more
integrative motivated than low English proficiency subjects. However, there was
no significant difference in the level of instrumental motivation between two
groups of subjects. Moreover, the study showed that high English proficiency
subjects are more motivated than low English proficiency subjects with low
English achievement.
1. The Correlation between Teachers’ Teaching Style and Students’
Motivation
The result was very different between previous finding that showed that
the teachers’ teaching style influence the students’ motivation as Gardner and
Mahmood explained.
Gardner (2004) describes as the teacher’s presences and the nature and
quality of the encounter with students. The teaching styles either motivate the
student towards the subject. In particular, teaching styles have greater impact,
64
when a foreign language is taught. Teaching styles have great impact on students’
motivation and their achievement in the subject.
Mahmood, (2014) states that the demonstrated effect on teachers teaching
style on student motivation suggests a clear understanding among teachers can be
of use to motivate students. Teacher consciously is given expertise in more than
one teaching styles and skill to shift teaching styles considering the nature of
students.
Based on the Pearson correlation analysis, there is no a significant
correlation between teachers’ teaching style and students’ motivation in learning
English as described significant value is 0.695. This data was analyzed by using
SPSS version 16.0.

65
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
1. Based on the data analysis, the researcher found that the teachers’ teaching
style which the students mostly interested was delegator style that got high
score were 56% chose strongly agree.
2. The result of teachers’ teaching style showed that most of the students of
SMAN 10 Makassar got high score 16 (64%) from the total number of
participants and there were 8 students or 32% got very high score.
Otherwise, the result of motivation showed that there were 13 (52%) from
the total number of participants got High score and there were 3 students
or 12% got very high score. The last the researcher concluded that there
was no a significant correlation between teachers’ teaching style and
students’ motivation in learning English as described significant value is
0.695.
B. Suggestion
Based on the conclusion above, there are some suggestions given.
1. For the Students at SMAN 10 Makassar
The students should be more creative to find a way and should to improve
their English in all aspects in order to the students’ more easy to learning English
66
from the book, because nowadays many good that written in English and easy to
understand.
2. For the English Teacher at SMAN 10 Makassar
In teaching English, the teacher must be creative in developing the
students’ motivation in learning and the teacher should arrange one method of
teaching to make the students motivated in learning.
3. For the Next Researcher
The next researcher could learn this study and get motivation to looking
for the similarity topic and try to get the problem solving and use this thesis as
additional reference.
67
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Addision, Wesley Longman.
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142-149.
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Sahabuddin. 1999. The Teacher Role in Improving the Students’ Motivation in

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4. No 3.
NAMA :
NIM :
ANGKET PENELITIAN
QUESTIONNAIRE
STUDENTS’ MOTIVATION IN LEARNING ENGLISH
Petunjuk:
 Isilah kolom yang disediakan dengan memberi tanda (√)

 Apabila ada yang kurang jelas, maka tanyakanlah pada peneliti.
Keterangan:
SS: Sangat setuju TS: Tidak setuju

S: Setuju STS: Sangat tidak setuju
RR: Ragu-ragu
No Pertanyaan SS S RR TS STS
1 Saya suka pelajaran bahasa Inggris
2 Belajar bahasa Inggris adalah hobby saya
3 Saya merasa tertantang untuk mempelajari
bahasa Inggris
4 Belajar bahasa Inggris itu sangat
menyenangkan
5 Saya lebih suka belajar bahasa Inggris
daripada bahasa yang lain
6 Menurut saya, belajar bahasa Inggris itu
mudah
7 Saya ingin bisa berbicara menggunakan
bahasa Inggris dengan orang luar negeri
8 Menurut saya bahasa Inggris sangat penting
untuk dipelajari
9 Saya mencoba berbicara dengan
menggunakan bahasa Inggris sesering
mungkin di dalam kelas
10 Belajar bahasa Inggris memungkinkan saya
bisa mentransfer pengetahuan seperti
1
memberikan intruksi kepada turis
11 Saya senang belajar bahasa Inggris karena
ingin mendapatkan nilai yang tinggi
12 Saya senang berdiskusi di kelas dengan
menggunakan bahasa Inggris supaya teman-
teman memuji saya
13 Belajar bahasa Inggis membuat saya bisa
disukai guru
14 Saya suka mengikuti kegiatan-kegiatan yang

menganjurkan berbicara bahasa Inggris
supaya bisa memiliki banyak teman
15 Saya berusaha untuk menghapal kosakata
bahasa Inggris sebanyak mungkin supaya
guru mengenal saya
16 Saya termotivasi belajar bahasa Inggris agar
bisa perprestasi di sekolah
17 Orang tua saya menganjurkan agar
menguasai bahasa Inggris
18 Saya selalu antusias dalam belajar bahasa
Inggris karena ingin bersaing dengan teman-
teman
19 Saya selalu berusaha mencari arti kosakata
yang sulit dalam proses pembelajaran supaya
bisa menjawab jika ada pertanyaan dari guru
20 Saya termotivasi belajar bahasa Inggris
karena ingin kuliah di luar negeri
2
NAMA :
NIM :
ANGKET PENELITIAN
TEACHERS’ TACHING STYLE
Petunjuk:
 Isilah kolom yang disediakan dengan memberi tanda (√)

 Apabila ada yang kurang jelas, maka tanyakanlah pada peneliti.
Keterangan:
SS: Sangat setuju TS: Tidak setuju
S: Setuju STS: Sangat tidak setuju
RR: Ragu-ragu
Teachers’ No Pertanyaan SS S RR TS SS
teaching Item
style
Expert 1 Guru banyak
Style menjelaskan/menerangkan
materi dikelas
2 Guru memberikan kesimpulan
mengenai materi yang telah
dipelajari.
3 Ketika siswa tidak dapat
menjawab pertanyaan guru,
guru mengjelaskan kembali
materi pelajaran tersebut
4 Ketika menjelaskan materi,
guru membimbing siswa
untuk dapat melihat keadaaan
lingkungan sekitar yang
berkaitan dengan pelajaran
Formal 5 Ketika belajar, guru
Authority mewajibkan siswa untuk
Style focus mengdengarkan materi
pelajaran
6 Guru selalu meminta siswa
untuk bertanya jika ada yang
belum dipahami
7 Ketika menjelaskan, guru
memberikan contoh yang
mudah dimengerti
8 guru menerangkan materi
lebih rincih agar mudah
dipahami oleh siswa
Role 9 Ketika menjelaskan materi,
Model/ guru menggunakan gambar
Personal yang sesuai dengan materi
Style yang dipelajari
10 Ketika belajar, guru
menggukan rekaman suara
yang sesuai dengan materi
yang dipelajari
11 Gurur menugaskan kepada
siswa untuk mencari materi
lengkap yang berkaitan
dengan materi tang telah
dipelajari
12 Ketika belajar, guru
memberikan beberapa
pertanyaan kepada siswa
tentang materi yang sedang
dipelajari
Facilitator 13 Ketika siswa tidak dapat
/Activity menjawab pertanyaan guru,
Style siswa dapat meminta bantuan
teman lainnya untuk
menjawab
14 Sebelim belajar, guru
memberikan beberapa
pertanyaan tentang materi
yang lalu
15 Ketika siswa tidak dapat
menyimpulkan materi yang
telah disampaikan, guru
mengarahkan siswa untuk
dapat menyimpulkan materi
tersebut
16 Guru menggunakan media
pembelajaran yang menarik
agar siswa bersemangat dalam
belajar
Delegator/ 17 Guru menganjurkan siswa
Group untuk berdiskusi kelompok
Style mengenai materi yang akan
dipelajari
18 Guru hanya memberikan
intruksi pada siswa agar
memahami sendiri materi
yang akan depelajari
19 Guru memberikan
kesempatan kepada siswa
untuk memberikan kritik dan
saran mengenai pelajaran
yang telah depelajari
20 Guru memerintahkan kepada
siswa agar membawa bahan
pelajaran yang dapat
membantu siswa dalam proses
pembelajaran contoh lain
adalah kamus.
DOKUMENTASI
DOKUMENTASI
CURRICULUM VITAE
The researcher, Farida was born on October 05th 1994 in
Galagang, south Sulawesi. She is the first daughter from
marriage of parents Supardi and Johoriah. She started her study
at SDN 272 Galagang of Bulukumba in 2002-2007. Then she
continued Junior High School at SMPN 3 Herlang of Bulukumba in 2008-2010
and her Senior High School at SMAN 1 Herlang of Bulkumba in 2010-2012. In
2012 she was accepted as a student of English Department of Teacher Training
and Education Faculty of Makassar Muhammadiyah University.

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THE CORRELATION BETWEEN THE ENGLISH

TEACHERS’ TEACHING STYLE AND STUDENTS’

Submited to the Faculty of Teacher Training and Education

ENGLISH EDUCATION DEPARTMENT

FARIDA. 2016. The Correlation Between English Teachers’ Teaching

The researcher concluded that there was no a significant correlation

Keyword: Correlation, teachers’ teaching style, and students’ motivation

satu syafat guna monpenoleh Gelar Sarjana Pendidikan pada Jurusan

e. Elr. H{. Bakruur Ami*, M.IIum

UNTYER,SITAS MUHAMMADTYAH MAKASSAR

rE The Cornelation Between the Engtish Teachers' Teaching

IIBM: 858 625

Keyword: Correlation, teachers’ teaching style, and students’ motivation

Alhamdullilahirobbilalamin, first of all I would like to express my deepest

religious messenger, the Prophet Muhammad SAW.

her appreciation and sincere thanks to:

1. Dr. H. Abd Rahman Rahim, SE,.MM, the rector of Makassar Muhammadiyah

4. My greatest thanks to Dr. H. Bahrun Amin, M.Hum my first consultant and

5. My heartfelt thanks to all lectures of the FKIP UNISMUH especially to the

lectures of English Department for their guidance during my study.

Unforgettable thanks to all of my friends in class E.

7. My highest appreciation and deepest thankful to my beloved parents Supardi

the attention, support and their love.

financial support and also prayer for success in my study.

Finally, by reciting Alhamdulillahi Robbil Alamin, the researcher has been

success to finish her thesis.

Makassar, Oktober 2016

Teaching students was a challenging activity. That is way, it becomes a

common problem faced by most of the young-learners teachers in Indonesia. It is

learning English. When students feel comfortable in the classroom with

competition and isolation (studying part by part by language component, e.g.

English in a social context with the integrated language components. In addition,

students preferably like cooperative situation rather than competitive atmosphere,

mind that will make teaching students easier.

The relationship between teaching and learning is dynamic. It requires two

ways of transmission of knowledge to achieve a successful result. Successful

learning is supported by many factors, one of them is the feedback provided by

teacher in the classroom. However, teacher is required to provide effective

feedback in the classroom in order to make learning successful. Ineffective

decrease their motivation and self-esteem.

Bennett, et.al.(1976) found that the matching of teaching/learning style is

structure. In the process of improving the students’ learning motivation, it can be

themselves, and external, which can be from their environments.

foundation which will be in an advantage in their previous studies. Students need

stimulation to create their willing and motivation to be involved in the activity.

joyfully. In teaching, an interesting method is one of the ways to motivate

students, especially young learners to be involved to learn English.

Teachers of students need to spend time understanding how their students

motivation, sometimes the student more motivates to studying depends on the

ways of the teachers’ teaching style in the classroom.

Based on explanation above, the researcher will conduct a quantitative

The problem to be discussed in this research summarized in the following

the students’ motivation in learning English at the eleventh grade of

Based on the problem statement, the objectives of this research were:

students’ motivation in learning English at the eleventh grade of SMAN

The result of study is expected to use as a consideration in teaching

English for learners.

2. The next researcher

It is expecting as contribution to other researcher who want to conduct

as reference for their research.

E. The Scope of the Research

This study restricted to the correlation between the English teachers’

REVIEW OF RELATED LITERATURE