THE CORRELATION BETWEEN STUDENTS' MOTIVATION AND THEIR ENGLISH LISTENING ACHIEVEMENT (Correlational Study at Eleventh Grade ofSMAN 3 TEGAL)
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103014026999 DEPARTMENT OF ENGLISH EDUCATION THE FACULTY OF TARBIYA AND TEACHERS' TRAINING STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH JAKARTA 1430 H/2009 M
THE CORRELATION BETWEEN STUDENTS' MOTIVATION AND THEIR ENGLISH LISTENING ACHIEVEMENT
·-----,l
(Correlational Study at Eleventh Grade of SMAN 3 TE GAL)
PERPUST /\KAAN UTAMA UIN SYAHtD JAKARTA
A Skripsi Presented to the Faculty ofTarbiyah and Teachers' Training in Partial Fulfillment of Requirements for the Degree of Strata SI
Approv
by the Advisor
\
Drs. Munir S nhad'i M.Ed NIP : 150 050 682
DEPARTEMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDA YATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 1430 H/ 2009 M
•
ENDORSEMENT SHEET
The examination committee of the Faculty ofTarbiya and Teachers' Training certifies
that the "skripsi" (scientific paper) entitled 'The Coffelation between Students' Motivation
and Their English Listening Achievement at Eleventh Grade of SMAN 3 Tega!" written by
lndi Hafiah lrhamnah, student's registration number: 103014026999, was examined by the committee on January 23, 2009 This "skripsi" has fulfilled one of the requirements for the Degree of Strata 1 (S 1) in English Education Department.
Jakarta, January 23, 2009
The Examination Committee
Chairman
ll
(........ ··;·········)
: Ors. Syauki, M.Pd. NIP. 19641212 199103 I 002
Secretary
: Neneng Sunengsih, S.Pd
(....................... )
NIP. 150 293 236
Examiners
: 1. Drs. Syauki, M.Pd
( ..........
.Ed
~~ ....... )
(. . . . )jl/ . . . . . . .)
Acknowledge by: Dean ofTarbiya and Teacher's Training Faculty
AKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful. All praise be to Allah the Lord of the worlds. Peace and Blessing be upon Muhammad, our beloved Prophet, his family, his companions and to all his followers. This skripsi is presented to the Faculty and Teachers' Training, State Islamic University, Jakarta as a partial fulfillment of the requirements for the degree of Sarjana Pendidikan in English Language Teaching. The writer would like to thank to her beloved mother (Mrs. Marianah) with a deep caring and loving to all her children until now. And her father (Mr. Darla) who had been a great father, he always gives her the financial and support
in finishing this skripsi. The writer would like to express her great honor and deepest gratitude to her advisor, Ors. Munir Sonhadji, M.Ed for his patience to guide, correct, suggest and help for completion of this skripsi, without his help this skripsi will mean nothing. The writer also would like to express her gratitude to all people who helped her in completing this 'skripsi', particularly to: 1. All lecturers and the staff in English Education Depertment, for giving motivation, valuable, knowledge, and support during her study at Syarif Hidayatullah State Islamis University, Jakarta. 2. Prof. Dr. Dede Rosyada, M A the dean of Tarbiyah and Teachers' Training Faculty. 3. Ors. Nasrun Mahmud, M.Pd the former of the head of English Language Teaching Department, and Nida Husna, M.Pd the former secretary of English Language Teaching Department. 4. Drs. Syauki, M.Pd the head of English Language Teaching Department, and Neneng Sunengsih, S.Pd the secretary of English Language Teaching Department.
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5. Drs. Wuryanto the headmaster of SMAN 3 TEGAL and Afuiati, S.Pd as the English teacher of SMAN 3 TEGAL. 6. Her lovely sisters and brother ( Firdha Ifriana, Miftah Resia Nanda, Hildatun Nafilah and Ridwan Numunzir) who always give her much love. 7. Her grandma', uncle and her aunts who always give support in completing this 'skripsi' . 8. A person who always loves and accompanies her in every situation. Her lovely soul mate 'Bhakti '. 9. HMI that always gives her many experiences. 10. Her unforgettable friends in English Department, especially class B 2003. 11. To my roommate unun, santi, dewi, pupunk, syifa, vya, nely, thanks for your support. 12. All her friends that the writer can not mentioned their names one by one.
May Allah the Almighty bless them all, amien. Finally, the writer realizes would like to accept any constructive suggestion to make this paper better.
Jakarta,2008
The writer
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'lliis sk,ripsi is tfeau:atetf to my 6elirvetfparents 'Mrs. 'Marianali ('My 'Mom) anti'Mr. IJ)arta ('My IJ)atf) 'llian~foryour lirve
'May Jtffa/i always 6Cess 6otli ofyou. .. ..
Witli £01Je 'Y"our tfaugliter "Intfy"
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TABLE OF CONTENT AKNOWLEDGEMENT .......................................................... i TABLE OF CONTENT.......................................................... iv I.
INTRODUCTION A. The Background of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 1 B. The Limitation and Formulation of Problem ..........•........ 3 C. The Purpose of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 D. The Significance of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . .. 3 E. The Scope of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
II.
THEORETICAL FRAMEWORK A.
Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1. The Definition of Motivation ................•................•.4 2. The Kinds of Motivation ........................................ 7
B.
a. Extrinsic . . . .• . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7
b. Intrinsic .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...
11
The nature of listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 13 1. The Definition of Listening..................................... 13 2. The Factors Affecting of Listening Skill .... .. ......... .. . 14 3. The Types of Listening ... .. ........ .. ........ ......... .......
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4. The Types of Listening Activities . . . . . . . . . . . . .• . . . . . . . . . .... 17 III. RESEARCH METHODOLOGY AND RESEARCH FINDINGS A.
RESEARCH METHODOLOGY 1. The Method of Research......................................
19
2. The place and Time of study................................. 19 3. The Technique of Sample Taking...•.......................... 19 4. The Technique of Data Collecting........................... 20 5. The Techniaue of Data Analvsis ................... __________ n
v
B.
RESEARCH FINDINGS 1. The Description of Data .................•••......................22
2. The Interpretation of Data ...........................•.......... 26 3. The Test Hypothesis ............................................. 28 4. The Conclusion of Hypothesis Test Result................ 29
IV. CONCLUSION AND SUGGESTION A.
Conclusion............................................................. 30
B.
Suggestion ...•.......................................................... 31
BIBLIOGRAPHY APPENDICES
CHAPTER I INTRODUCTION A. Background of Study
Language plays an important role in the society. It is impossible to communicate and to understand to other people without language. Someone who master the first language is also expected to master other language. The language which is frequently used in international communication is English. English is widely used as a means of communication for people all over the world in their activities, either formal or non-formal. They maybe motivated by their own needs. English is used for business purpose, technology, academic, occupation and others. English is one of the foreign languages which is learned at school in Indonesia. It is taught from Elementary School up to university. Since this language has been taught in Indonesian school, some problems arisen concerning with the structural rule and others found by teachers or students. One of problems in English teaching is motivation, which mostly happens among students. Motivation will give an influence to the achievement of learning objective. It is not only limited to intelligence, enviromnent and age. Many teachers think that their job at school is only to teach. They do not care much about their students. In this case, the teachers should motivate their
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process. As Paul R Pintrich said "Motivation is an important quality that pervades all students' activities" 1 Based on research, one of the psychological problems is students' motivation. Psychologists believe that an intermediate level of motivation is the best for many learning tasks. If a persons' level of motivation is too low, he or she may give up quickly. Jeremy Harmer stated, "in the face of such phenomena it seems reasonable to suggest that the motivation that students bring to class is the biggest single factor affecting their success. 2 Motivation is one of affective factors in language learning. The students' motivation in language learning also affects their score for English. It is assumed that the students with high motivation in learning English will be more successful rather than the students who have low motivation or not at all. There are four language skills which are concluded in English language. Listening, Speaking, Reading and Writing. In this paper the writer is going to focus on Listening. The writer chooses the listening as the objective of research because the writer wants to know why the students are not motivated on listening subject. It is because the teacher is not interesting or not good enough to give the material, or because the lack of facilities. It is such an interesting study to have a research on what have been
mentioned above in order to find whether the students' motivation has any correlation with their English Listening achievement. It is expected that this study may support the English Teaching-Learning process to improve the quality of study.
1
Paul R. Pintrich and Dale I-1. Schunk, Motivation in Education; Theory, Research, a11d Applicatio11, (New Jersey: Pearson Education, Inc., 1996), p.4 2
Jeremy Harmer, The Practice of Eflglisil La11g11age Teacili11g, (London: Longman,
3
B. The Limitation and formulation of problem
In this paper, the writer limits the study on the discussion on students' motivation in correlation with students' English Listening achievement. In this research, the object of the study is limited on the Eleventh Grade of SMAN 3. The formulation of the problem in this paper is; "Is there any correlation between students' motivation and their English Listening achievement?" C. The Purpose of study
This study aims to know whether motivation has any correlation with students' English Listening achievement. The writer hopes that this research will help to develop the student's motivation in teaching-learning listening. D. The Significance of study
This study is expected to provide a useful information about the condition of teaching English listening in SMAN 3 TEGAL, especially in students' English Listening achievement in relation with their motivation. From the information given, the English teacher of SMAN 3 TEGAL can evaluate whether motivation has any correlation with students' English Listening achievement. In addition, the result of this research can be used as a reference for further researcher who is interested in conducting similar case of study. E. The scope of the study
In this study, the writer focuses at Eleventh Grade (XI IPA 4) of SMAN 3 TEGAL.
CHAPTER II THEORETICAL FRAMEWORK
A. Motivation 1. Meaning of Motivation
The word "motivation" is familiar enough for us that are commonly used in our society. But actually this word is not easy enough to define. The abstract term 'motivation' on its own is rather difficult to define. It is easier and more useful to think in term of the 'motivated' learner: one who is willing or even eager to invest effort in learning activities and to progress. Learner motivation makes teaching and learning immeasurably easier and more pleasant, as well as more productive: hence the importance or the topic for the teachers. 1 So the teacher must develop an understanding of the nature of the motives and techniques of motivation. Many experts in psychology have given various definitions of motivation because it is an abstract concept cannot be easily to define. It is internal to person and thus cannot be observed. Nonetheless, experienced teachers know the importance of motivation as one of the important forces that guides students' action.
1
Pennv Ur. A course
i11
La11f!Uaf!e Teachi1tf! Practice & Theorv, (Cambridge:
5
Motivation has a significant role in teaching learning process. The students who have a higher motivation will get a better opportunity to achieve the goal in their learning activities than the lower one. Ngalim Purwanto said that: "Jika seseorang mendapat motivasi yang tepat. .. sehingga tercapai hasil yang semula tak terduga". (if someone gets right motivation ... so that he reaches unpredictable result)2 Jeremy Harmer stated that motivation is some kind of internal drive that encourages somebody to pursue a course of action. 3 In addition Paul R. Pintrich stated that Motivation is the process whereby goal-directed activity is instigated and sustained. 4 From the statements above we can conclude that motivation is an essential of learning to achieve something. It is the process which directs to activity. Douglash Brown stated that: "Motivation is probably the most frequently used catch-all term for explaining the success or failure of virtually any complex task". 5 It means motivation plays a vital part in teaching learning activity, so it has an influence toward students' success or failure as language learner. The author of classic successful language learning (Naiman et al., 1987) came to the conclusion that the most successful learners are not necessarily those to whom a language comes very easily; they are those who display certain typical characteristics, most of them clearly associated with motivation. Some of these are:
2
M. Ngalim Purwanto, Psiko/ogi Pendidikan, (Bandung: CV Remaja Rosda Karya, 1985), p.65.
'Jeremy Harmer, The Practice of Eng/L
Paul R. Pintrich and Dale H. Schunk, Motivation in Education; Theory, Research, and Application, (Colombus: Merril., l 996), p.5.
5
H. Doughlas Brown, Principle of Language Learning and Teaching, (Englewood Cliffs:
6
1.
Positive task orientation. The learner is willing to tackle task and challenges, and has confidence in his or her success.
2. Ego-involvement. The learner finds it important to succeed in learning in order to maintain and promote his or her own (positive) self-image. 3. Need for achievement. The learner has a need to achieve, to overcome difficulties and succeed in what he or she sets out to do. 4. High aspiration. The learner is ambitious, goes for demanding challenges, high proficiency, top grades. 5. Goal orientation. The learner is very aware of the goals oflearning, or of specific learning activities, and directs his or her effort towards achieving them. 6. Perseverance. The learner consistently invests a high lever of effort in learning, and is not discouraged by setbacks or apparent lack of progress. 7. Tolerance of ambiguity. The learner is not disturbed or frustrated by situation involving a temporary lack of understanding or confusion; he or she can live with these patiently, in the confidence that understanding will come later. 6 From these definitions above, they could be concluded that motivation is the process or a way to get a success. So it is very important thing for everyone if he/she wanted to achieve his/her goal in learning achievement. It is very difficult to achieve a goal without motivation. In teaching-learning process, giving motivation to the students is a process to support them to learn, so it can help the students to achieve their success.
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B. Kinds of Motivation a. Extrinsic motivation In this case, many experts have defined extrinsic motivation differently,
but it has the same meanings and purpose. According to Pamela R. Rothstein stated that: extrinsic motivation is administrated from an external source and is not inherent in the behavior itself. 7 In addition, Penny Ur extrinsic motivation is that which derives from the influence of some kind of external incentive, as distinct from the wish to learn for its own sake or interests in tasks. 8 This statement is supported by Jeremy Harmer who said that extrinsic motivation is caused by any number or outside factors, for example, the need to pass exam, the hope of financial reward, or the possibility of future travel. 9 Extrinsic motivation is motivation which not derives from our selves but from outside. As Oemar Hamalik stated that extrinsic motivation is "motivasi yang disebabkan oleh faktor-falctor dari luar situasi belajar (motivation caused by outside factors of situation/ 0 From the definition above, they could be concluded that Extrinsic motivation is motivation which is the sources derive from outside factors. An example; a person studying because he or she knows that tomorrow morning there is will be a test, by hoping that he/she could get a good value. So it is very important in teaching learning process, the teacher should have to improve or support their students in learning process.
7
Pamela R. Rothstein, Educational Psyclto/ogy, (Singapore: McGraw-Hill, 1990), p.137.
8
Penny Ur, A Course in Language ... p. 277.
9
Jeremy Hanner, Tlte Practice of, ... (London: Longman, 2001 ), third ed. p.51
8
( There are some factors that can influence extrinsic motivation in teaching learning process as follows: 1). Teacher
Teacher has an important role in teaching learning activity. Teacher is not only a person who transfers the knowledge to the students, but also as a motivator who can motivate or support the students in learning activity. Teacher has a responsibility to make learning process successfully. Therefore, teacher has an obligation to arise motivation to their students to learn hard. In an article written some years ago, Girard (1977) emphasized that it is an important part of the teacher's job to motivate learners. In more recent 'learner-centered' approaches to language teaching, however the teacher's function is seen mainly as a provider of materials and conditions for learning, while the learner takes responsibility for his or her own motivation and performance. 11 The statements above conclude that the teacher as a motivator must support and motivate the students to learn harder. According to Penny Ur, other sources are certainly affected by teacher action. Here some of them: a) Success and its rewards This is perhaps the single most important feature in raising extrinsic motivation. Learners who have succeeded in past tasks will be more willing to engage with the next one, more confident in their chances of succeeding, and more likely to persevere in their efforts.
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b) Failure and its penalties Failure, too, is not just a matter of wrong answers; learners should be aware that they are failing if they have done significantly less that they could have, if they are making unsatisfactory, or not taking care. Failure in any sense is generally regarded as something to be avoided, just is success is something to be sought. But this should not be taken too far. For one thing, success loses its sweetness if it is too easily attained and ifthere is no real possibility or experience of failure. c) Authoritative demands Learner are often motivated by teacher pressure: they may be willing to invest effort in tasks simply because you have told them to, recognizing your authority and right to make this demand, and trusting your judgment. Younger learners on the whole need the exercise of such authority more, adult less: but even adult prefer to be faced with a clear demanded. d) Tests The motivating power of tests appears clear: learners who know they are going to be tested on specific material next week will normally be more motivated to study it caref1.1lly than if they had simply been told to learn it. Again, this is a useful incentive, provided there is not too much stress attached, and provided it is not used too often. e) Competition Learners will often be motivated to give of their best not for the sake of the learning itself but in order to beat their opponents in a competition. Individual competition can be stressful for people who find losing h,,maiMina or or.e not VP.rv
<mod at the lan1.mat!e and therefore likely
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consistently to lose in contests based on (linguistic) knowledge; and is over used, it eventually affects negatively learners' willingness to cooperate and help each other. 12 2). Parents Richard I. Arends stated about parents as follows: "Parents with high social economic status seem to instill high achievement motivation in their children, parent who encourage their children to try new things and who reward them for high perform, establish in their children needs to achieve and a willingness to take risk. On the other hand, parent who overly protect their children and punish them for failure tend to raise children with low motivation". 13 From the statements above we can conclude that the parents have a important role. They should have to support their children to create their motivation. 3). Environment Talking about the meanmg of environment, Tabrani defined, "Lingkungan adalah sesuatu yang berada di sekitar kita, yang ada hubungannya dan berpengaruh terhadap diri kita (Environment is everything which exist all around us, which has correlation and gives influence on our selves)" 14 Sardiman said, "Lingkungan (environment) ialah meliputi semua kondisi-kondisi dalam dunia yang dalam cara-cara tertentu mempengaruhi tingkah laku kita, pertumbuhan dan perkembangan atau proses hidup kita.
12
Penny Ur, A Course i11 Language ... p. 277-279.
13
Richard I. Arends, Leaming to Teach. (London: Mc-graw Hill, Inc., 1994), p. 114.
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(Environment is all conditions in the world which can influence our behavior, our growth or life proces)" 15
b. Intrinsic Motivation Oemar Hamalik stated that "Motivasi intrinsic adalah motivasi yang tercakup dalam situasi belajar yang bersumber dari kebutuhan dan tujuantujuan siswa itu sendiri (Intrinsic Motivation is a motivation included in learning situation that originally comes from the need and goals of the students itself) 16 According to Sardiman A. M, "Motivasi intrinsik adalah motif-motif yang menjadi aktif atau berfungsinya tidak perlu dirangsang dari luar, karena dalam setiap individu sudah ada untuk melakukan sesuatu (Intrinsic Motivation comes from within and operates without any external stimulus). 17 Norman stated that Intrinsic motives are those which are satisfied by internal reinforces. 18 Intrinsic motivation is the natural tendency to seek out and conquer challenges as we pursue personal interest and exercise capabilities. (Deci & .
Ryan, 1985; Reeve, 1996; Ryan & Deci, 2000)
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The statements above shown, that motivation will be active or function did not need to stimulate from outside, because every person has a drive to do something. Need, interest and goal are three of the aspects covered in intrinsic motivation.
15
M. Ngalim Purwanto, Psiko/ogi Pendidikan ... p. 28.
16
Oemar Hamalik, Kurikulum dan ... p.112.
17
Sardiman A. M., Interaksi dan Motivasl Be/ajar Mengajar, (Jakarta: DEPDIKBUD, RI, CV,Rajawali, 1990), p.88.
18
Norman A Sprinthall, et.al, Educational Psyc/lo/ogy, (New York: McGraw-Hill, inc, 1994), Sixth Edition, p.531.
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I) Need Everyone has physical needs and psychic needs. The term 'need' defined as "circumstance in which something is lacking or necessary or require some course of action"20 The students who has a need is one who lacks something that a given activity or outcome can provide. Thus a need for achievement can be met with a corresponding increase in satisfaction, by success in attaining some goal requiring effort. 21 2) Interest Interest is the second factor which determines ones attitude in working or studying actively learning process go well. Interest are closely related to habit motives in that acquired as a result of satisfying experiences in a given activity and once established, tend to perpetuate them as long as they are effective from the stand point of the persons goals and purposes. 22 Learning process will go well if someone has an interest. "An interest is motivating force that impulse an individual toward participation in one activity rather than another". 23 In teaching learning activity the teacher should have to increase the students' interest. So they will be motivated to learn harder.
20
AS. Homby, Oxford Advance Learner Dictionary of Current English, (Oxford University press, 1987), p. 586.
21
David C. Berliner, Educational Psychology, (London: Houghton Mifflin ·Company, 1984), Third Ed, p. 374.
22
George, J. Mouly, Psychology for Effective Teaching, (Boston: Henry Holt. 1964) p.63.
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3) Goal All people have a goal in their life. Before they do what they wanted to do, the have decided a goal first. Jeremy Harmer said that motivation is closely bound up with a person's desire to achieve a goal. 24 In teaching learning activity, the students should have to know and decide the goal, because it can be a great motivation for them. If the students knew the appropriate goal they will prepare everything that can help them to achieve their goal.
B. The Nature of Listening 1. The Definition of Listening
When people listen - whether they are listening to a lecture, a news broadcast, or a joke, or are engaging in a conversation - they are listening to a stretch of discourse. In fact, listening is the most frequently used language skill in everyday life. 25 Listening is used-far more than any other single language skill in normal daily life. On average, we can expect to listen twice as much as we speak, four times more than we read, and five times more that we write. (Rivers, 1981; Weaver, 1972). 26 It is many definitions about listening, according to Greene and Loomis
"Listening means giving ... full attention, to a sound". In other words, it is does not
24
25
Jeremy Harmer, Tiie Practice of. ... p.53.
Marianne Celce and Murcia Elite, Discourse and Context in Language Teaclli11g, (Cambridge: Cambridge University Press, 2000), p.102 . ..,,. - . .
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only have something to do with the ear, but also with the mind. However, hearing does not necessarily mean giving full attention. It is merely a matter of ear. 27 Listening is assuming greater and greater importance in many foreign language contexts, which have until relatively recently focused their efforts on the development of writing skills. In short, Listening is essential not only as a receptive skill but also to development of spoken language proficiency. 28 From the definition given above, they could be concluded that listening is a mental process which involves full attention to get an understanding from the words which are given by the speaker.
2. The Factors Affecting of Listening Skill According to Joseph P. Boyle, there are three factors that affect listening skill, they are: Listener factors, Speaker factors and Material Factors, as follow: a.
Listener Factors General I.
Experience/ practice in listening to the target language: use of media (cinema, TV, radio, etc)
2. General intelligence 3. General background knowledge of the world
27
Harry A. Greene and Loomis, Basic La11guage I, (New York: Harper and Row English Curriculum, 1982), p.27.
28
David Nunan and Lindsay Miller, New ways in Teaching Listening, (Alexandria: Teacher of
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More specific 4. Physical and education a). Age/ sex b). Home background, size of family c). Educational background and type of school d). Physical health and alertness 5. Intellectual a). Knowledge of the target language in its vanous aspects: phonology, lexis, syntax and cohesion. b). Powers of analysis and selection: ability to distinguish between main and supporting points. c). Knowledge of the specific topic and subject. d). Memory (short term and long term) 6. Psychological a). Motivation and sense of purpose while listening b). Attitude of the listener to the speaker c). Attitude of listener to the message: level of interest d). Listener's powers, attention and concentration b. Speaker factors
1. Language ability of the speaker: native speaker-beginner-level non-native speaker
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2. Speaker's production: pronunciation, accent, variation, voice, etcetera 3. Speed of delivery 4. Prestige and personality of the speaker c. Factors in the material and medium
I. The language used to convey the massage: phonological features, including
stress,
intonation,
weak
forms
(especially
in
conversation), lexis, syntax, cohesion, and etcetera. 2. Difficulty of content and concepts, especially if the material is abstract, abstruse, highly specialized or technical, esoteric, lengthy, or poorly organized. 3. Acoustic environment: noise and interference 4. Amount of support provided by gestures, visuals, etcetera. 3. Types of Listening
The types of listening is divided into two kinds, they are Extensive Listening and Intensive Listening. a. Extensive Listening This type of listening is usually used to listen or to remember something that has been known before in a certain condition that is new vocabulary or . m . an utterance. 29 structura1pomts According to Wright, "Extensive Listening is the students attempts to understand the gist of what he ears". 30
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b. Intensive Listening Another type of listening is Intensive Listening. This type of listening emphasizes the capability of the listener to understand deeply what is uttered by the speaker. 31 According to wright, Intensive Listening is the, student attempts to understand a high proportion of what we hears or a high proportion of a certain part of the text. 32 4. Types of Listening Activitics33 a). No overt response The learners do not have to do anything in response to the listening; however facial expression and body language often show if they are following or not. For example; stories, songs, entertainment. b). Short response Obeying instructions. Learners perform actions, on draw shapes or pictures, in response to instructions.
c). Longer responses Answeling questions. One or more questions demanding fairly full responses are given in advance, to which the listening text provides the answer(s). Because of the relative length of the answer demanded, they are most conveniently given in writing.
30
Andrew Wright, V/s11a/ Materia/fort/1e Lang11age Teacller, (London: Longman Group, 1976), p.10,
31
Henry Guntur Tarigan, Menyimak Sebagai S11at11 •.••• p.40-42.
32
Andrew Wright, Vis11a/Materia/for ••• p.10.
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d). Extended responses Here, the listening is only a 'jump-off point' for extended reading, writing or speaking: in other words, these are 'combined skills' activities.
CHAPTER III RESEARCH METHODOLOGY AND RESEARCH FINDINGS
A. RESEARCH METHODOLOGY 1. The Method of Research
In writing this research, the writer used a survey method through correlational techniques. She analyzed the research by using Pearson Correlation Product Momeni to know the result.
2. The Place and Time of Study The writer did the research at SMAN 3 TEGAL. This research started on August to September 2008. On August 25 the writer asked permission to the headmaster to do the research. On September 3, 2008 the writer gave the questionnaire to the respondents (students) in order to know the students' motivation in studying listening. Then on September 13, 2008 the writer took the students' score oflistening. 3. The Technique of Sample Taking In this research the writer took population of the Eleventh Grade students at SMAN 3 TEGAL. The total population is about 797 students from 21 classes. Then the writer chose the students from one class as a sample, namely the class of 2. IPA4 with the total is 36 students.
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4. The Technique of Data Collecting I
To get the data of students' motivation in learning Listening, the writer used the questionnaires to get the students' answers. The questionnaires based on indicators of motivation of extrinsic mid intrinsic motivation and they consist of 20 items, and each item has five options which are: Strongly Agree, Agree, In doubt, Disagree, Strongly Disagree
The answers to each question that the students much answer are 4 choices and the value of each is as follows: a. Score 5 is very high b. Score 4 is high c. Score 3 is neutral d. Score 2 is low e. Score 1 is very low Before the questionnaire was tried out, the number of item was 27, after a try out was conducted, the number of valid items are 20, because the coefficient value of each item is more than 0.300 (r>0.300) and another seven items are not validbecause their coefficient values are less than 0.300 (r<0.300). The invalid items are not used in this study but only the valid ones are applied to take the data. Components of motivation in learning English listening include these characteristics: Intrinsic Motivation a. Interest b. Need c. Goal Extrinsic Motivation a. Teacher h.
P::trP:nt~
21
In answering the questionnaire the students were asked to choose one of the options by giving a mark or checklist. Then the writer took the score of listening from the English teacher to conelate the motivation score. The Technique of Data Analysis
5.
This analysis is to see whether there is conelation between score of students' motivation in leaming English listening and their listening score. In this analyze, the writer used Pearson's coefficient of conelation formula or "product moment" 1: The formula is:
N.L, XY - (I X)(I Y) lb.y = - - ; = = = = = = = = = = = = = ~ ( N.L, X 2 - (I X) 2)( N.L, Y2 - (I Y) 2 ) Note: Rxy
: Correlation coefficient between students' motivation and their listening score
N
: Number ofrespondents
X
: Distribution of students' motivation score
Y
: Distribution of students' listening score
:Ex
: Total score of students' motivation distribution
:Ey
: Total score of students' listening score distribution
:Exy
: Total numbers ofX multiplied by Y
x
:
Guarded from X
:
Guarded from Y
2
Y2
22
Significant critical value
: 0.05 and 0.01
Criteria: Ifro >rt means there is correlation and Ha is accepted, Ho is rejected. lf ro
: There is no significant correlation between students' motivation and their English listening score
Ha
: There is a significant correlation between students' motivation and their English listening score.
B. RESEARCH FINDINGS
1. The Description of Data As mentioned in the previous chapter, to get the data, firstly the writer conducted a research by giving questionnaires about students' motivation in learning listening to 36 students as a sample. After the data were collected, ·she analyzed them to know how many students having high motivation and how many students having low motivation. Second, to get the data about students' listening achievement, the writer took from the English teacher. Finally, after the writer analyzed both data to see the correlation between students' motivation and their listening achievement by applying the formula of pearson' s product moment correlation.
1) Students' Motivation Scores In this case, students' motivation in learning listening is as independent variable (X). To know it, the writer gave the questionnaire to 36 students as a sample. The following table describes the result of '
questionnaire about students' motivation.
23
Table 1
Score ofStudents' Motivation (Variable X)
>-·
x
N 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
77 78 93 71 77 97 77 98 65 73 88 74 94 74 87 89 89 85
N 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 I: N = 36
x 72 81 '72 73 73 92 75 84 81 73 74 72 85 89 71 82 78 81 I: X=2849
From the table above, we can see the total score from 36 respondents is 2849. By applying SPSS program, it is showed that the minimum score is 65, maximum score is 95, mean is 8039, mode is 73, median is 78.00 and standard deviation is 8.432.
2) Students' English Score
In this case, students' English listening achievement is as dependent variable (Y). To know it, the writer took the students' listening score .L':_ _____
.LL-
T"' ____ l~_L
~-
24
Table 2 Score ofstudents' listening score (Variable Y)
N
x
N
x
1 2 3 4 5 6 7 8 9 10
65 80 90 30 87 95 90 80 80 75 90 70 65 90
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
60 92 70 75 75 70 75 95 90 55 92 90 50 85 85 77 52 95 l:Y=2725
11 12 13 14 15 16 17 18
so 50 80 75
I: N= 36
From the table above, we can see the total score from 36 respondents is 2725. by applying SPSS program, it is showed that the minimum score is 30, maximum score is 95, mean is 7569, mode is 90, median is 78.50 and standard deviation is 15.935.
3) The Correlation between Students' Motivation and Students' Listening Achievement In this case, both the students' motivation and students' listening scores are correlated by using pearson's product moment formula. The data is
25
Table 3 The Calculation of Questionnaires ofMotivation and Listening Score
N
x
1 2 3 4 5 6 7 8 9 10 11 12
77 78 93 71 77 97 77 98 65 73 88 74 94 74 87 89 89 85 72 81 72 73 73 92 75 84 81 73 74 72 85 89 71 82 78 81 LX=2894
13
14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 --
LN=36
70 75 75 70 75 95 90 55 92 90 50 85 85 77 52 95
5005 6240 8370 2130 6699 9215 6930 7840 5200 5475 7920 5180 6110 6660 4350 4450 7120 6375 4320 7452 5040 5475 5475 6440 5625 7980 7290 4015 6808 6480 4250 7565 6035 6314 4056 7695
x2 5929 6084 8649 5041 5929 9409 5929 9604 4225 5329 7744 5476 8836 5476 7569 7921 7921 7225 5184 6561 5184 5329 5329 8464 5625 7056 6561 5329 5476 5184 7225 7921 5041 6724 6084 6561
y2 4225 6400 8100 900 7569 9025 8100 6400 6400 5625 8100 4900 4225 8100 2500 2500 6400 5625 3600 8464 4900 5625 5625 4900 5625 9025 8100 3025 8464 8100 2500 7225 7225 5929 2704 9025
LY=2725
L XY=219584
L X' = 235134
LY'= 215155
y 65 80 90 30 87 95 90 80 80 75 90 70 65 90 50 50 80 75 60 92
XY
26
R')' =
CI X)CI Y) 2 ~CN.I X -CI X)2)CN.I Y 2 -CI Y) 2 ) N.I XY -
36.219584-(2894).(2725)
=
=
=
·-;::::===
.)(36.235134-- (2894) 2 ).(36.215155 - (2725)
2
7905024- 7886150 ~(8464824-8375236).(7445580- 7425625)
18875 .)89588.19955
=
18875
==
.Ji 787728540 18875 42281.539
=
0.446
2. The Interpretation of Data After the writer proceeded the formula, as it had been found out about the result of the correlation, the next level is to give the interpretation of the 'r' score (rxy).
From the data on students' motivation and their listening score, it appeared that the conelation index between X variable and Y variable is 0,446. it means that between both variables have a correlation. To give simple interpretation toward the correlation index 'r' Product moment (rxy) can be done by the following table.
27
'r' score of Product Moment
Interpretation
0.00- 0.20
There is no correlation between variable X and variable Y There is low correlation between variable X and variable Y There is medium correlation between variable X and variable Y There is strong correlation between variable X and variable Y There is very strong correlation between variable X and variable Y
0.20-0.40 0.40- 0.70 0.70-0.90 0.90-1.00
From the calculation of the estimation above, it concludes that there is medium correlation between students' motivation and students' listening, and the hypothesis of the research is accepted. Then in order to complete the result of this research, the writer tried to find out the degree of freedom (df) with the formula: df=N-nr =36-2 =34 df= 34 (see table of"r" values of the degree of significance of5 % and 1%) At the degree of significance 5% = 0.325 1%=0.418 5% = ro : rt = 0.446 < 0.325 1% = ro:
rt=
0.446 < 0.418
To know correlation between them, the writer use 'r' table with (df= 34), get significance 5% = 0.325, significance 1% = 0.418 and conclude as follows:
fxy
= 0.446, so it can be
28
The significance 5% = fxy : rt= 0.446 > 0.325 and in significance 1% = rxy : rt= 0.446 > 0.418. It shows that null hypothesis (Ho) which states that there is no significance correlation between students' motivation and their achievement in listening score is rejected, and alternative hypothesis (Ha) which states that there is a significance co1Telation between students' motivation and their achievement in listening score is accepted. PERPUSTAl
3. The Test of Hypothesis To prove the result of hypothesis, the writer calculates the obtained data by using Pearson's coefficient of correlation or "product moment" as follows: I. Formulation the alternative hypothesis (Ha): there is a significant
correlation between variable X and variable Y. 2. Formulation the null hypothesis (Ho): there 1s not a significant co1Telation between variable X and variable Y.
From the fonnulation above, the writer followed some assumption as below: a. If the result of calculation ro is lower than r1 (r table) rort, the null hypothesis (Ho) is rejected, and alternative hypothesis (Ha) is accepted.
29
4. The Conclusion of Hypothesis Test Result The result of r test shows that r count value (0.446) is bigger than r table value (0.325) with significant value 0.05 and (0.446) with significant value 0.01. So the conclusions are: Rejected Ho Accepted Ha There is a significant correlation between students' motivation and their English Listening achievement at Eleventh Grade of SMAN 3 TEGAL.
CHAPTER IV CONCLUSION AND SUGGESSTION A. Conclusion Based on the description of the data that the writer described in the previous chapter, it can be conclude that the test of hypothesis which is done by using a correlation coefficient product moment (r Pearson) that according to df 34 we got point 0.325 on r table for the 5% significance degree, and 0.418 r table for the 1% significance degree. It means that ro is lower than r table (0.446 > 0.325 and 0.446 > 0.418). From the result, we can conclude that null hypothesis is rejected and alternative hypothesis is accepted. It means there is a significant correlation between students' motivation and their achievement in English Listening score. B. Suggestion Based on the conclusion above, the writer would like to suggest the following points: 1. English teachers are expected to create the students' motivation in learning
English, especially in listening subject in order to create a comfortable learning situation. 2. The English teacher should be able to determine the right media before doing the teaching learning process in classroom.
31
3. The students are expected to improve their motivation in learning English Listening with another way, such as watching English movie, listening English song, etc. 4. Parents should give more support to their children to create their motivation in learning English. 5. A good and conducive environment will also give an influence to students' motivation in learning English.
BIBLIOGRAPHY
Arends, Richard I., Leaming to Teaclt. (London: Mc-graw Hill, Inc., 1994) Berliner, David C, Educational Psycltology, (London: Houghton Mifflin Company, 1984), Third Edition. Brown, Doughlas H, Principle of La11guage Leaming a11d Teaclzi11g, (Englewood Cliffs: Prentice Hall Regents, 1994) Third Edition. Celce, Marianne and Murcia Elite, Discourse a11d Context in Language Teaching, (Cambridge: Cambridge University Press, 2000) Celce, Marianne and Murcia, Teaclti11g E11glislt as a second or Foreig11 Language, (Boston: Heinle and Heinle, 1991) Hamalik, Oemar Kurikulum dan Pembelajara11, (Jakarta: Bumi Aksara, 1995) Harmer, Jeremy Tlte Practice of Englislz Language Teaclzi11g, (London: Longman, 1991) Tarigan, Henry Guntur, Me11yimak Sebagai Suatu Keterampila11 Berbal1asa, (Bandung: Angkasa Bandung, 1990) Homby AS., Oxfonl Advance Learner Dictionary of C11rre11t E11glislz, (Oxford University press, 1987) Loree, M. Ray Psychologist ofEducation, (New York: The Rinald Press, 1965) Mouly, George. J, Psychology for Effective Teaclzi11g (Boston: Hort. Rinehart and Winston inc. 1964) Nunan, David and Lindsay Miller, New ways i11 Teaclli11g Listeni11g, (Alexandria: Teacher of English to Speakers of Other Language, Inc, 1995 Purwanto, M. Ngalim Psikologi Pendidika11, (Bandung: CV Remaja Rosda Karya, 1985) Pintrich, Paul R. and Dale H. Schunk, Motivation 111 Education; Tlieory, Research, a11d Appllcat/011, (Colombus: Merril, Inc., 1996) Rothstein. Pamela R. Educati01ial P.
M,,nrAw-UilT 1 oom
Rusyan, A. Tabrani Pendekatan dalam Proses Be/ajar Me11gajar, (Bandung: PT Remaja Rosdakarya) Sardiman, A. M, Interaksi dan Motivasi Be/ajar Mengajar, (Jakarta: DEPDIKBUD, RI, CV, Rajawali, 1990) Sprinthall, A Norman, et.al, Educational Psycltology, (New York: McGraw-Hill, inc, 1994), Sixth Edition. Ur, Penny, A course in Language Teaclting Practice & Tlteory, (Cambridge: Cambridge University Press) Woolfolk, Anita Educational Psycltology, (Boston: Allyn & Bacon, Inc, 2004), Ninth Edition. Wright, Andrew, Visual Material for tile Language Teaclter, (London, Longman Group, 1976)
DATA HASIL UJI VALID ITAS ANGKET DENGAN MENGGUNAKAN SPSS 15.0
Data uji validitas: ITEM QUESTIONNAIRE
HARGA KOEFISIEN
KESIMPULAN
I 2 3 4 5 6 7
0,306 0,644 0,462 0,464 0,564 0,419 0,126 0,250 0,575 0,562 -0,256 0,446 0,046 0,444 0,301 0,549 0,689 0,265 -0,036 0,716 0,655 0,265 0,638 0,616 0,372 0,761 0,552
Valid Valid Valid Valid Valid Valid Tidak Valid Tidak Valid Valid Valid Tidak Valid Valid Tidak Valid Valid Valid Valid Valid Tidak Valid Tidak Valid Valid Valid Tidak Valid Valid Valid Valid Valid Valid
8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27
ITEM QUESTIONNAIRE )
j
Nam a AHMAD AGUSTIN! All AMALIA ANISA ARIF AYU.R AYU. T DEVI DEVIANT! DEWI DEWINTA DHESI DYAH GALUH.A GALUH.W GINA HILMI IDRIS !GA !MAS !NOAH ISTIANA IZMI LEONARD LOLITA MIKAIL NILA RAHMA RIZA RIZK! SAFRIAL SYAIFUL VIA VISCA
I
YUSI
I
I ! I
I j
I
' I
I I
I ! I
I j
I
' I I )
I ! I
I
1 3 4 5 4 4 5 4 5 4 4 3 3 5 4 3 3 3 5 4 3 4 3 3 3 3 4 4 3 4 4 5 4 4 3 3 4 136
2 4 5 5 3 4 5 4 5 3 4 4 4 5 5 5 5 5 5 4 4 4 4 4 4 4 4 4 4 4 3 4 4 3 4 4 4 150
3 3 4 5 4 4 5 4 5 4 4 5 5 5 3 5 5 5 4 4 4 4 4 4 5 5 4 4 5 5 4 5 5 4 5 5 5 160
4
3 4 5 4 5 5 3 5 3 3 5 3 4 3 5 3 3 3 3 5 4 3 5 5 4 4 4 4 3 4 4 5 4 5 3 4 142
5 4 4 3 5 4 5 4 5 4 4 5 4 5 4 4 5 5 5 4 4 3 3 4 5 4 5 4 4 4 4 4 5 3 5 4 5 153
6
7
8
9
4 5 5 3 3 5 3 5 3 4 3 4 5 4 3 5 3 4 3 5 3 5 3 4 5 3 4 3 5 3 4 5 3 4 3 4 140
4 4 5 3 4 5 5 5 3 3 4 3 5 3 4 5 5 5 3 3 4 3 3 4 4 4 4 3 4 5 5 3 4 4 4 5 144
4 3 4 4 3 5 5 5 4 5 4 4 5 3 5 5 5 5 3 4 3 3 4 5 4 5 5 3 4 4 5 5 4 5 5 4 153
4 5 5 4 3 5 5 5 3 3 4 3 5 4 5 5 5 3 5 3 3 3 4 4 5 4 4 4 4 4 5 4 4 3 5 3 147
10 5 4 5 3 4 4 3 5 3 3 5 4 5 4 5 4 3 3 4 4 4 5 4 5 4 5 3 4 3 4 4 5 4 3 5 4 146
11 5 3 4 3 3 5 3 5 3 4 5 5 3 5 3 5 3 3 4 3 4 3 4 5 3 4 3 3 4 3 3 4 3 5 3 4 135
12 3 4 5 3 4 5 5 5 3 3 3 3 5 3 3 5 5 4 4 3 5 3 3 5 3 3 5 3 3 4 4 5 3 4 3 5 139
13 3 3 5 3 4 4 4 4 3 3 5 4 4 4 4 4 5 5 3 5 3 4 3 5 3 4 4 3 3 3 3 5 3 4 3 4 136
14 5 4 4 4 4 5 3 5 3 4 5 3 5 4 5 5 5 4 3 5 3 4 3 5 3 5 4 4 3 3 5 4 4 3 4 3 145
15 3 3 5 3 4 4 4 4 3 3 5 4 4 4 4 4 5 5 3 5 3 4 3 5 3 4 4 3 4 3 3 5 3 4 3 4 137
16 4 5 5 3 4 5 4 5 3 4 4 4 5 3 5 5 5 5 4 4 4 4 4 4 4 4 4 4 4 3 4 4 3 4 4 4 148
17
18
19
4 3 4 4 3 5 5 5 4 4 4 4 5 3 5 5 5 5 3 4 3 3 4 5 4 5 5 3 4 4 5 5 4 5 5 4 152
4 3 5 3 4 5 3 5 3 5 5 4 5 4 4 3 4 3 5 5 4 5 3 4 3 4 3 5 3 3 4 3 3 4 3 4 140
3 4 4 4 4 5 3 5 3 3 5 3 5 4 5 5 5 4 3 3 3 4 3 5 3 5 4 4 3 3 5 4 4 3 4 3 140
20 5 4 5 4 5 5 3 5 3 3 5 3 4 3 5 3 5 5 3 5 4 3 5 5 4 4 5 4 3 4 4 5 4 5 5 4 151
Jml
77 78 93 71 77 97 77 98 65 73 88 74 94 74 87 89 89 85 72 81 72 73 73 92 75 84 81 73 74 72 85 89 71 82 78 81 2894
"" "I
}(,
Kisi- kisi Instrument Penelitian
Jml No
Variabel
Sub Variabel
lndikator
No. Soal
So al
1
Motivation
Intrinsik Motivation
Interest
' 1,4,6, 13,23
5
Need
2,7,12
3
Goal
3,5,8,11,14,18
6
Teacher
15,19,21,24,26
5
Parents
9,17,22,27
4
Environment
10, 16,20,25
4
Ekstrinsik Motivation
37
ANGKET SISWA Penelitian Mengenai Hubungan Antara Motivasi Siswa Terhadap Prestasi Siswa Dalam Listening. KELAS 11SMAN3 KOTA TEGAL-JAWA TENGAH Petnnjuk Tulis nama anda si sudut kanan atas Beri tanda silang (X) pada pilihan yang sesuai dengan keadaan anda Jawaban anda tidak akan mempengaruhi nilai anda Terima kasih atas kesediaa1111ya untuk mengisi angket ini
Saya senang belajar listening. a. Sangat setuju
b. Setuju
c. Netral
d. Tidak setuju
e. Sangat tidak setuju
d. Tidak setuju
e. Sangat tidak setuju
Saya selalu hadir dalam pelajaran listening. a. Sangat setuju
b. Setuju
c. Netral
Saya selalu berusaha untuk memahami dalam pelajaran listening. a. Sangat setuju
b. Setuju
c. Netral
d. Tidak setuju
e. Sangat tidak setuju
Saya terdorong untuk belajar listening karena guru saya selalu memberikan metode yang bervariasi sehingga tidak membosankan. a. Sangat setuju
b. Setuju
c. Netral
d. Tidak setuju
e. Sangat tidak setuju
Setelah belajar listening, sedikitnya saya dapat memahami apa yang orang lain bicarakan dalan1 bahasa inggris. a. Sangat setuju
b. Setuju
c. Netral
d. Tidak setuju
e. Sangat tidak setuju
Menurut saya pelajaran listening adalah pelajaran yang paling menyenangkan. a. Sangat setuju
b. Setuju
c. Netral
d. Tidak setuju
e. Sangat tidak setuju
Bahasa Inggris adalah bahasa Inter11asio11al, jadi saya ltarus mempelajarinya de11ga11 s1mggu!t-sungg11!z. a. Sanrrat setuiu
h. Setuiu
c. Netral
d. Tidak setuiu
e. Sanrrat tidak setn-in
Setelalt mendengarkan penjelasan dan memperltatikan pelajaran ba/1asa Inggris dari guru saya, saya merasajelas dan puas. a. Sangat setuju
b. Setuju
c. Netral
d. Tidak setuju
e. Sangat tidak setuju
Orang tua saya selalu menganjurkan dan memberi dukungan untuk menda!ami pelajaran bahasa inggris dengan Jes privat. a. Sangat setuju
b. Setuju
c. Netral
d. Tidak setuju
e. Sangat tidak setuju
). Prestasi teman/ tetangga memotivasi saya untuk belajar lebih giat lagi. a. Sangat setuju
b. Setuju
c. Netral
d. Tidak setuju
e. Sangat tidak setuju
1. Dapat berbicara balzasa Inggris adalalz tujuan saya a. Sangat setuju
b. Setuju
c. Netral
d. Tidak setuju
e. Sangat tidak setuju
2. Saya selalu bertanya ketika ada penjelasan yang kurang di pahami. a. Sangat setuju ~.
b. Setuju
c. Netral
d. Tidak setuju
e. Sangat tidak setuju
d. Tidak setuju
e. Sangat tidak setuju
d. Tidak setuju
e. Sangat tidak setuju
Saya se11a11g menonton film barat. a. Sangat setuju
b. Setuju
c. Netral
i. Saya ingin menjadi yang terbaik di dalam kelas. a. Sangat setuju
b. Setuju
c. Netral
5. Guru selalu memberikan dorongan apabila nilai bahasa inggris saya turun. a. Sangat setuju
b. Setuju
c. Netral
d. Tidak setuju
e. Sangat tidak setuju
6. Suasana di dalam kelas memotivasi saya untuk belajar listening. a. Sangat setuju
b. Setuju
c. Netral
d. Tidak setuju
e. Sangat tidak setuju
7. Orang tua sya selalu membantu mengatasi kesulitan seputar pelajaran di sekolah. a. Sangat setuju
b. Setuju
c. Netral
d. Tidak setuju
e. Sangat tidak setuju
IJ. Dengan be/ajar ballasa Inggris saya /ebill percaya diri
a. Sangat setuju
b. Setuju
c. Netral
d. Tidak setuju
e. Sangat tidak setuju
a. Sangat setuju
b. Setuju
c. Netral
d. Tidak setuju
e. Sangat tidak setuju
. Belajar bahasa listening tidak hanya di dalam kelas, tapi juga di luar kelas, misalnya menonton film sejarah, mendengarkan lagu barat, dll. a. Sangat setuju
b. Setuju
c. Netral
d. Tidak setuju
e. Sangat tidak setuju
. Guru bahasa Inggris saya selalu mengadakan kompetisi antar siswa sehingga memotivasi saya untuk belajar lebih giat lagi a. Sangat setuju
b. Setuju
c. Netral
d. Tidak setuju
e. Sangat tidak setuju
'. Orang tua saya selalu memperliatika11 da11 me11a11yaka11 te11ta11g pelajara11 di sekolalt. a. Sangat setuju
b. Setuju
c. Netral
d. Tidak setuju
e. Sangat tidak setuju
d. Tidak setuju
e. Sangat tidak setuju
'· Saya senang mendengarkan lagu-lagu barat. a. Sangat setuju
b. Setuju
c. Netral
·· Guru saya selalu memberikan reward/hadia11 kepada siswa yang memiliki nilai paling baik. a. Sangat setuju
b. Setuju
c. Netral
d. Tidak setuju
e. Sangat tidak setuju
i. Dengan adanya lab bahasa, memotivasi saya untuk belajar listening.
a. Sangat setuju
b. Setuju
c. Netral
d. Tidak setuju
e. Sangat tidak setuju
i. Saya selalu memperhatikan ketika guru saya menjelaskan materi. a. Sangat setuju
b. Setuju
c. Netral
d. Tidak setuju
e. Sangattidaksetuju
1. Orang tua saya selalu memberikan hadiah apabila nilai bahasa inggris saya bagus,
sehingga memotivasi saya untuk belajar lebih giat lagi. a. Sangat setuju
b. Seh1ju
c. Netral
d. Tidak setuju
e. Sangat tidak setuju
Statistics
STUDENTS' MOTIVATION Valid
N
36 36 80,39 78,00 73 8,432 65 98
Missing Mean Median Mode Std. Deviation Minimum
Maximum
STUDENTS' MOTIVATION IN LEARNING ENGLISH LISTENING
Freauencv Valid
65 71 72 73 74 75 77 78 81 82 84 85 87 88 89 92 93 94 97 98 Total
Missing Total
System
1 2 3 4 3 1 3 2 3 1 1 2 1 1 3 1 1 1 1 1 36 36 72
Percent
1,4 2,8 4,2 5,6 4,2 1,4 4,2 2,8 4,2 1,4 1,4 2,8 1,4 1,4 4,2 1,4 1,4 1,4 1,4 1,4 50,0 50,0 100,0
Valid Percent
2,8 5,6 8,3 11, 1 8,3 2,8 8,3 5,6 8,3 2,8 2,8 5,6 2,8 2,8 8,3 2,8 2,8 2,8 2,8 2,8 100,0
Cumulative Percent
2,8 8,3 16,7 27,8 36,1 38,9 47,2 52,8 61,1 63,9 66,7 72,2 75,0 77,8 86, 1 88,9 91,7 94,4 97,2 100,0
Statistics
LISTENING Valid
N
36 0 75.69 78.50 90 15.935 30 95
Missing Mean Median Mode Std. Deviation Minimum Maximum
LISTENING ACHIEVEMENT
Frequency Valid
30 50 52 55 60 65 70 75 77 80 85 87 90 92 95 Total
1 3 1 1 1 2 3 5 1 4 2 1 6 2 3 36
Percent
2.8 8.3 2.8 2.8 2.8 5.6 8.3 13.9 2.8 11.1 5.6 2.8 16.7 5.6 8.3 100.0
Valid Percent
2.8 8.3 2.8 2.8 2.8 5.6 8.3 13.9 2.8 11.1 5.6 2.8 16.7 5.6 8.3 100.0
Cumulative Percent
2.8 11.1 13.9 16.7 19.4 25.0 33.3 47.2 50.0 61.1 66.7 69.4 86.1 91.7 100.0
Ciputat, 12 April 2007
No : Istimewa Hal : Pengajuan Judul Skripsi Lamp : (I) Satu Berkas Kepada Yth, Bapak Ketua Jurusan Pendidikan Bahasa lnggris Faknltas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah Jakarta Di Tempat Assalamu 'alaikum Wr. Wb
Salam sejahtera dan silaturraluni saya haturkan kepada Bapak semoga senantiasa dalam lindungan Allah SWT dalam menjalani aktivitas sehari-hari. Amin. Selanjutnya, saya yang bertanda tangan di bawah ini; Nama : Indi Hafiah Irhamna Nim : 103014026999 Jurusan : Pendidikan Bahasa Inggris Fakultas : Ilmu Tarbiyah dan Keguruan Bermaksud untuk mengajukan judul skripsi sebagai salah satu syarat menyelesaikan program S-1 (Strata) UIN Syarif Hidayatullah Jakarta. Adapun --------.,; judul yang akan saya ajukan adalah: ~ , .. . ._:!_h_I)__<;::~ion Between Students' M.otivatio And Their ~chievement in Listening~J". ~=--···-···-··· (A-ease-Study-in-Eleventh Grade Senior High school of Social Sience in Kharismawita) Bersama ini saya lampirkan satu berkas skripsi yang terdiri dari: I. Outline 2. Abstraksi 3. Daftar pustaka sementara
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D~mikianlah
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surat pengajuan ini saya sampaikan, mudah-mudahan Bapak ~ .~e'rkenan mernpertimbangkannya, dan atas perhatian saya ueapkan terima .~ kasih C:., v 1 Wassalamu'alaikum Wr. Wb Menyatujui Ketua Jurus ~ ~ ahasa Inggris
Pemohon,
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DEPARTEMEN AGAMA UNIVERSITAS ISLAM NEGRI SY ARIF HIDAYATULLAH JAKARTA FAKULTAS ILMU TARBIYAH DAN KEGURUAN Tclp. : (62-21 )7443328, 7401925, fax. (62-21 )7443328
I. Ir. H. Juanda Nomor 95, Ciputat 15412, Indonesia
Email : [email protected]
Jakarta, 27 Januari 2009 \lo
'!al "ampiran
: Istimewa : Pcrubahan Judul Skripsi
(epada Yth. (etua Jurusan Pendidikan Bahasa Inggris 'akultas llmu Tarbiyah dan Keguruan )i [empat issalamualaikum Wr. Wb.
3erdasarkan arahan dari Dasen Penguji Skripsi, saya yang bertanda tangan dibawah ini: -lama : Jndi Hafiah Irhamna -IIM : 103014026999 : Pendidikan Bahasa lnggris urusan : Ilmu Tarbiyah dan Keguruan 'akultas 'udul Skripsi Lama : '.!Students' Motivation in Relation lo Their Achievement in English Listening Score". (Case Study at Eleventh Grade of SMAN 3)
)engan ini mengajukan perubahan judul skripsi yang baru dengan judul "The Correlation letween Students' Motivation and Their English Listening Achievement" (Correlational rtudy at Eleventh Grade of SMAN 3) )emikianlah surat ini saya buat, alas perkenan dan perhatiannya saya ucapkan terima kasih. 'Vassalamualaikum Wr. Wb.
Dasen
Mengetahui, guji Skripsi
Drs. S uki M.Prl NIP. 1 0 246 289
Indi Ha ah Jrhamna
Nll\1. 1 3014026999
DEPARTEMEN AGAMA UNIVERSITAS ISLAM NEGERI SYARIF HIDAYATULLAH JAKARTA
FAKULTAS ILMU TARBIYAH DAN KEGURUAN Te!p.
--
mda Nomor 95, Ciputat 15412, Indonesia
: (62-21) 7443328, 7401925, Fax. (62-21}
Enu1il : [email protected] ""''WW
Jakarta, ....... ~cpada
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Yth. Nam a
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NIM
lO'?iOlL\ O'Z..-tc.1}9B Mahasiswa jurusan Pendidikan Bahasa lnggris, FITK
Ha I
: Pembcritahuan Basil Ujian Komprehensif
Dengan ini
dibcritahukan
bahwa setelah mengikuti
Ujian Komprehe1_1sif yang
lilaksanakan pacla: !-lari
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Tanggal
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ncla mendapat nilai rata-rata
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clan karena itu anda c!inyatakan:
LULUSrOOAr.:.: LULUS
.alam ujian lcrscbut. ',~
Demikian pembcritahuan kami sampaikan. Terimakasih .
.n. Dekan. Jurusan Pcndidikan Bahasa lnggris Ketua,
Drs. Sv, uki. M.Pd. NIP. 15 246 249 ---·-·----·---
744332~
PEMERINTAH KOTA TEGAL
DINAS PENDIDIKAN
SMA NEGERI 3 JI. Sumbodro No. 81 Telp. 0283-351093 Tegal - 52125
SURAT KETERANGAN No. • 420 I cor I 2008 r----· --·
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I
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PEP.PUST AKAAN UTAMA
UIN SYAHID JAKARTA
Yang bertanda tangan dibawah ini Kepala SMA Negeri '3 Tegal menerangkan bahwa • Nama Mahasiswa
INDI HAFIAH IRHAMNAH
Progdi/Jurusan
Fakultas llmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta I Pendidikan Bahasa lnggris
NIM
103014026999
Semester I TH. Akademi
XI (Sebelas)
Benar-benar yang bersangkutan telah mengadakan penelitian di SMA Negeri 3 Tegal, dengan judul skripsi • "Students' Motivation In Relation To Their Achievement In Listening Score"
Demikian surat keterangan ini kami buat untuk dapat dipergunakan seperlunya.
RYANTO
.·
I
