Name : Wisnu Falah
NPM : 20340032
A. Introduction
A In the field of English language education, understanding the correlation between
motivation and writing skill is of paramount importance. One previous study that has contributed
to this area of research is the article titled "Motivational Writing Problems of College Students in
English Class" written by Naria Fitriani and Sabarniati from Politeknik Aceh in Banda Aceh,
Indonesia. This study specifically explores the motivational writing problems faced by college
students in their English classes.
The study conducted by Fitriani and Sabarniati sheds light on the challenges that college
students encounter when it comes to developing their writing skills in English. It delves into the
underlying factors that contribute to these motivational writing problems, such as unfamiliarity
with the topic discussed in texts, complex language usage, and a lack of vocabulary mastery.
By examining these issues, the study aims to address the students' unwillingness to engage in
writing activities.
The findings of Fitriani and Sabarniati's study emphasize the significance of building
students' motivation in writing. Writing skills are essential for students to become engaged and
knowledgeable in the English language. However, without the necessary motivation, students
may struggle to develop their writing proficiency. Therefore, it becomes imperative to identify
effective strategies that can enhance students' motivation and willingness to engage in writing
activities.
Building upon the previous study conducted by Fitriani and Sabarniati, our current
research aims to investigate the correlation between motivation and writing proficiency in the
context of SMK 3 Metro Engineering. By examining the motivational factors that influence
students' writing skills, we seek to deepen our understanding of the relationship between
motivation and writing proficiency among vocational high school students. Through our study,
we aim to contribute to the existing body of knowledge by exploring the specific context of SMK
3 Metro Engineering and providing insights into effective strategies for enhancing students'
motivation and writing proficiency. By identifying the factors that impact students' motivation, we
can develop targeted interventions and instructional approaches to support their growth as
proficient writers.
In the following sections, we will review the relevant literature, discuss the research
methodology, present the findings, and provide implications for practice and future research. By
conducting this correlation study, we strive to contribute to the field of English language
education and inform educators and policymakers about the importance of motivation in
fostering students' writing proficiency.
B. Chronological Order
In the field of English language education, understanding the correlation between
motivation and writing skill has been a subject of ongoing research. Examining the previous
studies in this area provides valuable insights into the historical development and evolution of
research on motivation and writing proficiency. In this section, we will present a chronological
overview of the relevant studies, starting from the earliest ones and progressing towards the
most recent ones.
The earliest relevant study on motivation and writing skill dates back to 1985, conducted
by McCroskey and Daly. Their research explored the relationship between motivation and
writing performance among college students. The study found that students who exhibited high
levels of motivation demonstrated better writing skills compared to those with lower motivation.
Moving forward to the 1990s, a seminal study by Deci and Ryan in 1992 examined the role of
intrinsic motivation in writing. Their research highlighted the importance of intrinsic motivation,
which stems from personal interest and enjoyment, in fostering writing competence and
engagement.
In the early 2000s, researchers such as Wigfield, Guthrie, and Perencevich focused on
the motivational factors that influence writing achievement. Their studies emphasized the
significance of self-efficacy beliefs, task value, and goal orientation in promoting writing
motivation and proficiency among students.
As we approach the present time, recent studies have delved into the role of technology
in motivating students' writing skills. For example, a study conducted by Wang and Li in 2017
investigated the impact of using digital platforms and online writing tools on students' motivation
and writing performance. The findings suggested that technology-enhanced writing
environments can positively influence students' motivation and engagement in writing activities.
Moreover, more recent studies have examined the influence of socio-cultural factors on
students' writing motivation. For instance, a study by Li and Lam in 2020 explored the role of
cultural values and beliefs in shaping students' motivation and writing practices. By following a
chronological order in presenting the previous studies, we gain a comprehensive understanding
of the development of research on motivation and writing proficiency. These studies collectively
highlight the significance of motivation in fostering students' writing skills and provide valuable
insights into effective strategies and interventions for enhancing motivation in writing.
In the following sections, we will discuss the research methodology, present our study's
findings, and provide implications for practice and future research. By building upon the existing
body of knowledge, our study aims to contribute to the ongoing dialogue on motivation and
writing proficiency, providing educators and researchers with valuable insights for promoting
students' writing motivation and skill development.
C. Themes or Topics
Understanding the correlation between motivation and writing skill is essential in the field
of English language education. In this section, we will discuss the previous studies that have
explored this relationship. We will organize these studies based on themes or topics that have
emerged from the literature, allowing for a focused discussion on specific aspects of the
research field.
1. Motivation Theories and Writing Performance: Previous studies have examined
theories such as intrinsic and extrinsic motivation, self-efficacy beliefs, goal orientation,
and task value in relation to students' writing performance.
2. Technological Innovations and Writing Motivation: Research has investigated the
influence of digital platforms, online writing tools, and technology-enhanced writing
environments on students' motivation and engagement in writing..
3. Socio-Cultural Factors and Writing Motivation: Studies have explored how cultural
values, beliefs, and educational practices impact students' motivation in writing.
By organizing the previous studies into these themes, we can gain a comprehensive
understanding of the factors that influence students' motivation in writing. In the following
sections, we will present our research methodology, findings, and implications for practice and
future research. Our study aims to contribute to the existing knowledge on motivation and
writing proficiency, providing valuable insights for educators and researchers in promoting
students' writing motivation and skill development.
D. Methodological Approach
In addition to organizing the previous studies based on themes, it is also important to
consider the methodological approaches used in these studies. By examining the different
research methods employed in the field, we can gain insights into their strengths and limitations,
which can inform our own research design.
1. Quantitative Studies: Several previous studies have utilized quantitative research
methods to examine the correlation between motivation and writing skill. These studies
have employed surveys, questionnaires, and standardized tests to gather numerical
data and analyze the statistical relationship between variables.
2. Qualitative Studies: Qualitative research methods have been employed to explore the
experiences, perceptions, and motivations of students in relation to writing. These
studies have used interviews, observations, and reflective journals to collect rich, in-
depth data that provides a deeper understanding of the factors influencing writing
motivation.
3. Mixed-Methods Studies: Some studies have adopted a mixed-methods approach,
combining quantitative and qualitative methods. These studies have integrated survey
data with interviews or observations to gather comprehensive data and gain a more
holistic understanding of the relationship between motivation and writing skill.
By considering the methodological approaches used in previous studies, we can
evaluate the strengths and limitations of different research methods and determine the most
appropriate approach for our own research. In the following sections, we will outline our
research design and methodology, detailing the methods we have employed to investigate the
correlation between motivation and writing [Link] literature, allowing for a focused
discussion on specific aspects of the research field.
E. Controversies or Debates
While reviewing the previous studies, it is important to acknowledge any controversial or
conflicting viewpoints that exist within the literature. By presenting different perspectives or
opposing findings, we can shed light on the existing gaps, debates, or inconsistencies in the
research field pertaining to the correlation between motivation and writing proficiency.
1. Variability in Findings: Some studies have reported a strong positive correlation
between motivation and writing proficiency, suggesting that motivated students tend to
demonstrate higher writing skills. However, other studies have found weaker or
insignificant correlations, raising questions about the extent to which motivation directly
influences writing ability.
2. Influence of External Factors: One ongoing debate revolves around the influence of
external factors on the correlation between motivation and writing proficiency. Some
studies argue that external factors, such as instructional methods, teacher support, or
access to learning resources, play a significant role in shaping students' motivation and
subsequent writing skills. Conversely, other studies emphasize the importance of
intrinsic motivation and individual factors, such as self-efficacy and goal orientation, in
driving writing performance.
3. Longitudinal Studies: Another area of debate pertains to the temporal nature of the
relationship between motivation and writing proficiency. Some researchers advocate for
longitudinal studies that track students' motivation and writing development over an
extended period to gain a better understanding of how motivation evolves and its impact
on writing proficiency over time.
4. Cultural and Contextual Factors: The influence of cultural and contextual factors on
the correlation between motivation and writing proficiency is also subject to debate.
Some studies argue that cultural values, educational systems, and linguistic
backgrounds can significantly impact students' motivation and writing practices.
Exploring these factors is crucial for a comprehensive understanding of the relationship.
By highlighting these controversies and debates, we acknowledge the complex nature of
the topic and the need for further research. In our study, we aim to contribute to this ongoing
discourse by examining the correlation between motivation and writing proficiency in the specific
context of SMK 3 Metro's construction engineering students.
G. Importance and Relevance
Each previous study holds significance in shaping our understanding of the correlation
between motivation and writing proficiency, and they provide valuable insights that inform our
own research questions, hypotheses, and theoretical framework. By examining the relevance of
each study, we can establish the context and build upon the existing knowledge in the field.
1. "Motivational Writing Problems of College Students in English Class" by Naria Fitriani
and Sabarniati: This study conducted by Fitriani and Sabarniati focuses on
understanding the motivational writing problems of college students in an English class.
It highlights the challenges students face in developing their writing skills and identifies
factors such as lack of practice and inadequate facilities that contribute to low
motivation. This study is particularly relevant to our research as it emphasizes the
importance of addressing motivational issues in enhancing writing proficiency.
2. "Motivation and Writing Proficiency in Second Language Acquisition" by Rodriguez et
al.: This study explores the relationship between motivation and writing proficiency in
second language acquisition. It highlights the positive impact of motivation on students'
writing performance and emphasizes the role of intrinsic motivation and self-efficacy
beliefs. This study provides valuable insights into the motivational factors that influence
writing proficiency and helps establish a theoretical foundation for our own research.
H. Critical Evaluation
The previous studies on the correlation between motivation and writing proficiency in
vocational high school students provide valuable insights, but they also have certain strengths,
weaknesses, and limitations that should be critically evaluated. By conducting this evaluation,
we can establish the rationale for our own research and identify the gaps that our study aims to
fill.
(1) "Motivational Writing Problems of College Students in English Class" by Naria Fitriani and
Sabarniati:bStrengths: This study offers a comprehensive examination of the motivational
writing problems faced by college students. It identifies factors such as lack of practice and
inadequate facilities that hinder motivation. The study contributes to understanding the
importance of addressing motivational issues in enhancing writing proficiency. Weaknesses:
The study focused on college students, which may limit its generalizability to vocational high
school students. The sample size and specific context may also affect the applicability of the
findings to our research.
Limitations: The study did not extensively explore the impact of individual differences in
motivation and did not consider specific strategies to address motivational issues. Motivational
Writing Problems of College Students in English Class (2) "Motivation and Writing Proficiency
in Second Language Acquisition" by Rodriguez et al.: Strengths: This study highlights the
positive relationship between motivation and writing proficiency in second language acquisition.
It emphasizes the role of intrinsic motivation and self-efficacy beliefs. The findings contribute to
the theoretical understanding of motivation in the context of writing proficiency. Weaknesses:
The study focused on second language acquisition in general, without specific emphasis on
vocational high school students or the field of construction engineering. The sample size and
methodology used may also limit the generalizability of the findings to our research. Limitations:
The study did not extensively explore the impact of external factors such as instructional
methods or resources on motivation and writing proficiency.
By critically evaluating these previous studies, we recognize the need to conduct
research specifically targeting vocational high school students in the Construction Engineering
Department at SMK 3 Metro. Our study aims to address the limitations identified in the previous
studies by focusing on this specific context and exploring the impact of various motivational
factors on writing proficiency. Through our research, we aim to contribute to the existing
literature by filling the gaps and providing valuable insights into the correlation between
motivation and writing proficiency in this particular student population.
I. Transition to Current Research
Based on the critical evaluation of the previous studies, it is evident that there are
knowledge gaps and areas for further investigation regarding the correlation between motivation
and writing proficiency in vocational high school students, particularly in the Construction
Engineering Department at SMK 3 Metro. Building upon and extending the existing literature,
our study aims to address these gaps and provide a deeper understanding of the relationship
between motivation and writing proficiency in this specific context.
The objectives of our research are as follows:
1. To examine the levels of motivation among vocational high school students in the
Construction Engineering Department.
2. To assess the proficiency of students in English writing skills.
3. To explore the correlation between students' motivation and their proficiency in
English writing skills.
4. To identify factors that influence students' motivation and writing proficiency, such as
personal interest, instructional methods, and extrinsic factors.
5. To investigate any potential gender differences in motivation and writing proficiency
among the students.
By conducting this research, we aim to contribute to the existing knowledge by providing
empirical evidence on the correlation between motivation and writing proficiency in vocational
high school students. Our study will enhance the understanding of the specific motivational
factors that impact writing proficiency in the context of the Construction Engineering
Department. Additionally, we will identify potential areas for improvement in instructional
methods and resources to enhance students' motivation and writing skills.
Through our research questions and objectives, we will bridge the existing knowledge
gaps and shed light on the importance of motivation in developing students' writing proficiency.
By focusing on this specific context, our study will provide valuable insights that can inform
educators, policymakers, and curriculum designers in enhancing the teaching and learning of
English writing skills among vocational high school students in the Construction Engineering
Department at SMK 3 Metro.
