In teaching and
learning process of English foreign language EFL student should not only
responsible for study or found out good lesson, but also learner must build
their motivation in learning English as foreign language. Because motivation
became the important role in learning process, Motivation is though and feeling
learner’s have which make them want to do something and apply their thought in
a real action and successful in English learning achievement (Spratt, 2005, p. 38).
Motivation
can be defined as deriving force that pushes someone to do something.
Motivation is defined as learner’s orientation or as the goal to learn a target
language (Gardner, 1999). Success of teaching learning process are not only
depend on the teacher and the student, but also it depend on the condition of
classroom atmosphere, conducive class, learner’s motivation itself, or may be
the learner have different style in learning between learner’s which influence
their attitude to learn and how they learn it.
In academic terms, motivation can be defined
as student’s willingness, need, desire and compulsion to participate in, and be
successful in the learning process (Bomia, 1997). Commonly, student’s problem faced
in SMA Islam Darun Najah is about their building motivation, such as; student
just come and sit in the classroom without any active participation, whereas
this class is divided into three class of eleventh grade of SMA Islam Darun
Najah, namely; female and male classroom. It could be one of the problems of
student faced that affected their motivation in English classroom and affected
to their achievement and also continuing English teaching learning. whereas,
achievement is as the goal teaching material process got stagnancy in
delivering pure massage to the member of classroom. Achievement is usually
designed to pupil by the test score or mark which is achieved by the learner
after they studied the material. However, in learning activity the mastering
all everything related to lesson that they studied in classroom.
In this study learner’s motivation
and achievement will be specified aspect to measure the level of proficiency in
English subject .The achievement of English student of eleventh grade of SMA
IslamDarun Najah pointed as the result from this study.
Method
The research of
this study used a correlation research design and Pearson Product Moment to
find out the correlation coefficient between learner motivation and their
achievement.
Participant
The participant
of this study were carried out in a population of 98 student of eleventh grade
of SMA Islam Darun Najah in 2013/2014
academic year. A cluster random sampling was done to select 40 sampling from
the population that included in this study.
Procedure of data collection
In collecting the data, the researcher uses some steps as
follows:
1. Determine the subject of the study.
2. Take
all data that needed (researcher used a question sheet of learner’s motivation,
answer sheet of all samples of learner’s motivation) from the teacher.
3. Finally, researcher analyzed and
described in the form of table.
After collecting the data, researcher insert the data into Pearson
Product Moment to find out the correlation coefficient between learner’s
motivation in English learning and their achievement.
Result
The finding of
this study from the data analyzed. The data showed that the learners’
motivation and the level of the learner’s achievement, and the level of the
correlation between learners’ motivation in English language learners and their
learning achievement are closely significant.
Based on the research problem stated: “is there any significant
correlation between learner’s motivation for eleventh grade of SMA Islam Darun
Najah Sumenep”
From the result of data analysis in this study, the hypothesis was shown
that learner’s motivation significantly correlated to learner’s achievement. It
proved from the manual computation where the correlation coefficient was (0.546) higher than the critical value showed
just (0.312) at 05 level of
significant. It means that the (Ho) was rejected and the (Ha) was accepted.
So, it was clear that the learner’s motivation really correlated to their
achievement in eleventh grade of SMA I Darun Najah Sumenep.
Discussion
This study
focused only on determining whether or not there is a significant correlation
between two variables being observed. The variables were learner’s motivation
in English learning and their achievement Eleventh grade of SMAI Darun Najah
Sumenep. Therefore, the way used to interpret this research result was in terms
of significance. Based on the theory, explanation and computation of the
correlation between learner’s motivation in English learning and their
achievement above, it could be said that there was a significant correlation
between learners’ motivation in English learning and their learning achievement
at Eleventh grade of SMAI Darun Najah Sumenep. In other word, learner’s
motivation in English learning as independent variable and the learner’s
learning achievement as the dependent variable correlated significantly and
positively.
Actually, motivation is the thought and feeling student have which make
us want to do something, continue to want to do it and turn our wishes into
action, (Spratt, 2005, p. 38). Learner has private motivation that must build
from the inside and applying their motivation plan action into outside.
Infact, In SMA I Darun Najah included that learner did not find good facilities in
English medium, such as English language laboratory, English cassette, or even
microphone as a tool in delivering message in every listening class session,
this school has not it. This school included in one of the private school that
has private role, management of boarding house and also the criterion of
learner’s success. It is also supported by their good characteristic, attitude,
and also their motivation in learning English classroom process. Every learner
has the same dreams, ideal, desire although in different ways to reach their success
in class room. Then, they apply in their own subject. It also becomes one of
learner’s motivation factors in every class discussion. Whereas, this school
divided into three classes with different classification, one class for female
student and one class male student. The learner keeps stay and hopes to build
their motivation to reach better live, good prestige, and good achievement
inside the school and outside of the school.
Syah (2008, p. 132) said that student’s achievement can be influenced by
three factors; internal factors, external factors and approach to learning
factor. He classifies intelligent, attitude, aptitude, motivation and interest
as internal factors. For the attitude, he interprets it as an internal factor
which can be an affective dimension such as the tendency to give response to
the object (people, goods and etc) positively or negatively. In this case, the
student’s attitude of the language learner was good or positive. Because based
on the result of computing above approved (H1) is accepted and (Ho) is
rejected. It means that the research
hypothesis or learner’s motivation was good and has better score then learner’s
achievement.
Concerning the theories above, the contribution of learners’ motivation
in English learning particularly very
important significantly, encourage risk-taking, build self-confidence, develop
intrinsic confidence, engage in cooperative learning, used right-brain process,
promote ambiguity tolerance, practice intuition, process error feed-back. It
proved that learners at Eleventh grade of SMAI Darun Najah Sumenep. Student must
keep their motivation, enthusiastic, and their spirit in English lesson’s
atmosphere classroom at Eleventh grade of SMAI Darun Najah Sumenep classified
as a strong correlation.
Conclusion and Suggestion
Based on the
finding and the discussion of this study, some conclusions can be drawn as
follows:
Firstly, the result of conducting the questionnaire sheet indicating the
level of learners’ motivation in English achievement can be concluded that the
learners had a good and strong motivation.
Secondly, the result of the learners’ test in learning achievement
obtained from the English score reached can be concluded that the English score
of the students of second grade reached was also good.
Finally, concerning to the objective of the study, it can be concluded
that the value of correlation ( r – observed ) in this study was 0.002. It
means that the correlation between the two variables being observed was
significant. Because r-observed was 0.
546 higher than r –critical which was 0.312
with 38 as the degree of freedom (df = N – 2) at .05 level of significance. It
means that learner’s motivation closely correlate to their achievement in
English class of eleventh grade of SMAI Darun Najah.
In the last part of this study, the researcher wants to give suggestion
for the teacher, students, and the researcher.
a.
For The English Teachers
Based on this
study, the English teachers are suggested to create interesting classroom and
give more motivation to the learners, so that the learners get involve in
learning process, because this study found that there was a significant
correlation between learner’s motivation in English learning and their
achievement. Therefore, if the teachers want their students reach a good
achievement, the teacher have to help the students to find their own way that
suit to them in teaching and learning activity.
b.
For The Students
The students are
suggested to improve their skill, mastery and ability by using their own way in
learning English. They have to learn more actively involved in the language
learning process in the class. They have to know that practice is very
important, they should make them more qualitative, being creative and they
should create opportunities to use their language learning habit to increase
their achievement.
References
Bomia, L. B. (1997). The impact of teaching strategies on
intrinsic motivation. Champaign ic. Eric.
Spratt, M. (2005). The tkt teaching knowledge test course. Cambridge
of university.
No comments:
Post a Comment