PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

MOTIVATION IN LEARNING ENGLISH AND ATTITUDES TOWARDS LEARNING ENGLISH: A SURVEY STUDY A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By Asep Nugroho Student Number: 071214153

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2014


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A Sarjana Pendidikan Thesis on

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI LEMBAR PERYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama Nomor Mahasiswa

: Asep Nugroho : 071214153

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

Motivation in Learning English and Attitude towards English Learning: A Survey Study Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikannya secara terbatas, mempubikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian surat pernyataan ini saya buat dengan sebenarnya.

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ABSTRACT Nugroho, Asep. (2014). Motivation in Learning English and Attitudes Towards Learnin English: A Survey Study. Yogyakarta: English Education Study Program, Sanata Dharma University. Motivation and attitudes are two important factors influencing success or failure in learning English as a foreign language. For senior high school students, the ability of using English will let the students achieve the basic competence of English subject, pass the final examination, and pass the university entrance examination or any other needs that the students have to fulfill. The current study is aimed at investigating the motivation orientations (instrumental and integrative) of the 1st grade students of SMK N 1 Depok Sleman and their attitudes towards learning English. There are two research problems stated in this study: (1) What kind of motivation do the 1st grade students of SMK N 1 Depok have in learning English (2) What is the attitude of the 1st grade students of SMK N 1 Depok towards learning English? A survey study was conducted to find out the answers to the research questions. There are two research instruments used in this study, questionnaire and interview. The researcher adapted the questionnaire from the five-point scale format of Gardner’s Attitude/Motivation Test Battery. The researcher distributed the questionnaire to 3 classes from academic year 2013-2014 in SMK N 1 Depok and only 10 students were involved in the interview. The quantitative data of the questionnaires were analyzed in terms of frequencies, means, and standard deviation. The research findings show that the 1st grade students of SMK N 1 Depok are both instrumentally and integrativelly motivated in learning English, but their instrumental motivation outdid their integrative motivation. In reference to the students’ attitudes towards learning English, the results of the study reveal that the 1st grade students of SMK N 1 Depok Sleman has positive attitudes towards learning English and English-speaking culture and its people. The findings of this study can help the designers to develop programs and design syllabi and create interesting textbooks which encourage and maintain students’ interest. Furthermore designers can create an interesting lesson plans by the help of different strategies, techniques, procedures in which the students’ attention is gained. Key words: motivation, attitudes, 1st grade students of SMK N 1 Depok

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ABSTRAK Nugroho, Asep. (2014). Motivation in Learning English and Attitudes Towards Learnin English: A Survey Study. Yogyakarta: English Education Study Program, Sanata Dharma University. Motivasi dan sikap adalah dua faktor penting yang mempengaruhi keberhasilan atau kegagalan dalam belajar bahasa Inggris sebagai bahasa asing. Untuk siswa SMA , kemampuan menggunakan bahasa Inggris akan membantu siswa mencapai kompetensi dasar mata pelajaran bahasa Inggris, melewati ujian akhir , dan lulus ujian masuk universitas atau kebutuhan lain yang harus mereka penuhi. Penelitian ini bertujuan untuk menyelidiki orientasi motivasi ( instrumental dan integratif ) siswa kelas 1 SMK N 1 Depok Sleman dan sikap mereka terhadap pembelajaran bahasa Inggris . Ada dua rumusan masalah dalam penelitian ini : ( 1 ) Apakah siswa kelas 1 SMK N 1 Depok termotivasi instrumental atau integratif terhadap pembelajaran bahasa Inggris? ( 2 ) Bagaimana sikap siswa kelas 1 SMK N 1 Depok terhadap pembelajaran bahasa Inggris? Sebuah penelitian survey dilakukan untuk mengetahui jawaban rumusan masalah diatas. Ada dua instrumen penelitian yang digunakan dalam penelitian ini , kuesioner dan wawancara . Peneliti mengadaptasi kuesioner dari Gardner (seperangkat tes baterai untuk mengukur Sikap / Motivasi) dalam bentuk skala 5 poin. Peneliti menyebarkan kuesioner ke 3 kelas tahun akademik 2013-2014 di SMK N 1 Depok dan hanya 10 siswa yang terlibat dalam wawancara . Data kuantitatif dari kuesioner dianalisis dalam bentuk frekuensi, mean, dan standar deviasi. Temuan penelitian menunjukkan bahwa siswa kelas 1 SMK N 1 Depok termotivasi secara instrumental dan integratif dalam belajar bahasa Inggris , tapi motivasi instrumental mereka mengalahkan motivasi integratif mereka. Berdasarkan hasil penelitian untuk sikap siswa terhadap pembelajaran bahasa Inggris , hasil studi ini menunjukkan bahwa siswa kelas 1 SMK N 1 Depok Sleman memiliki sikap positif terhadap belajar bahasa Inggris dan orang yang berbahasa Inggris serta budaya mereka. Hasil dari penelitian ini dapat membantu para desainer materi untuk mengembangkan desain program dan silabus dan membuat buku yang dapat mendorong dan mempertahankan motivasi siswa. Selanjutnya desainer dapat membuat rencana pembelajaran yang menarik dengan berbagai strategi , teknik , prosedur dimana siswa mempunyai ketertarikan didalamnya. Kata kunci: motivation, attitudes, 1st grade students of SMK N 1 Depok

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ACKNOWLEDGMENTS First of all, I would like to thank my Lord who always accompanied me and gave me strength in writing and finishing this thesis. I really believed that I would not finish this thesis without His blessings He has bestowed upon me. I am deeply indebted to Miss Veronica Triprihatmini, S.Pd., M.Hum., M.A. for patiently gave me guidance, suggestions, corrections and encouragement during the completion of my thesis. My deepest appreciation goes to all lecturers of the English Education Study Program of Sanata Dharma University, who had given me knowledge and guidance during my study in the university. My sincere gratitude goes to Drs. Eka Setiadi, M.P.d the headmaster of SMK N 1 Depok Sleman who granted me permission to conduct the research and collect the data needed to this study. I thank the 1st grade students of SMK N 1 Depok Sleman for their willingness to be the subject participants of this study. My greatest gratitude goes to my great parents, Ahmad Dias Pairan and Mariyam, who never lose faith in me and keep supporting me with their endless prayer and love. I would like to extend my deepest gratitude to my best friends Wahyu, Topan and Amri for sharing their love, tears, blood, and everything. My sincere gratitude also goes to Harry Yudha for being such a good friend to me and teaches me the meaning of live and to love my Lord more. Many thanks go to my great friends Hening, Seto, Wendy, Bretya, Bre, Yusak, Asti, Rara, Lala, Popon, Dei, and all PBI 2007.

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I am very grateful to all staff and all of the lecturers of Program Pasca Sarjana Universitas Sanata Dharma. I Thank Mbak Dhita, Mbak Desy, Mbak Lely, Pakde Mul, Chacha, Pita, Diyan, and Lauren for being a great friend to me.

Asep Nugroho

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI TABLE OF CONTENTS

TITLE PAGE………………………………………………................................... APPROVAL PAGES ……………………………………...................................... STATEMENT OF WORK’S ORIGINALITY………………………………......... PERNYATAAN PERSETUJUAN PUBLIKASI …………………………………… ABSTRACT ……………………………………………………………………… ABSTRAK…………………………………………………………………………. ACKNOWLEDGEMENTS……………………………………………………….. TABLE OF CONTENTS…………………………………………………………. LIST OF TABLES ……………………………………………………………...... LIST OF FIGURES ………………………………………………………………. LIST OF APPENDICES…………………………………………………………..

i ii iv v vi vii viii x xii xiii xiv

CHAPTER I. INTRODUCTION A. Research Background ………………………………………….….. B. Research Problems …………………………………………….…... C. Research Objectives…………………………………………….….. D. Benefits of the Study…………………………………………….…. E. Definitions of Terms……………………………………………..…

1 1 4 4 4 5

CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description …………………………………………... 1. Motivation ..............………………………………………………. a. Goals ............................…………………………………………... b. Needs .......................……………………...…….………………… c. Beliefs about ability ........………………………………………… 2. Types of Motivation ........................................................................ a. Instrumental Motivation .................................................................. b. Integrative Motivation ..................................................................... 3. Attitudes .......................................................................................... 4. Students’ Motivation in Learning English ...................................... B. Review of Related Study ................................................................ C. Theoretical Framework ..................................................................

7 7 7 8 9 11 12 12 12 13 15 18 19

CHAPTER III. RESEARCH METHODOLOGY A. Research Method ……………………………………………...… B. Research Participants .......……………………………………..... C. Research Instruments .....................................…………………… D. Data Gathering Technique ………………………………………. E. Data Analysis Technique ...................………………………….... F. Research Procedure .......................................................................

21 21 21 22 24 25 26

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. SMK N 1 Depok Students Motivation Towards English Language 1. Questionnaire Results .................................................................… a. Domain 1: Degree of Instrumentality ............................................ b. Domain 2: Degree of Integrativeness .............................................. 2. Interview Results ............................................................................. a. Instrumental Reasons ...................................................................... b. Integrative Reasons ........................................................................ B. SMK N 1 Depok Students’ Attitudes Towards Learning English 1. Questionnaire Results .................................................................... a. Domain 3: Attitudes Towards Learnign English .......................... 2. Interview Results ..........................................................................

27 27 27 28 31 33 34 35 38 38 38 41

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ……………………………………………………….. B. Recommendations ………………………………………………… REFERENCES …………………………………………………………………… APPENDICES …………………………………………………………………….

44 44 47 48 50

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI LIST OF TABLES

Tables

Page

Table 2.1 Three different goal …………………………………………………….

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Table 4.2 Frequencies, Percentages, and Mean scores for items of Domain 1 …...

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Table 4.3 Frequencies, Percentages, and Mean scores for items of Domain 2 …...

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Table 4.4: Results of the students regarding language course needs ……………...

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Table 4.5 Frequencies, Percentages, and Mean scores for items of domain 2 …....

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI LIST OF FIGURES

Figure

Page

Figure 2.1 Maslow’s hierarchy of needs ………………...……………………….

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LIST OF APPENDICES

Appendix

Page

A- Research Permission Letter ………………………………………………….

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B- Questionnaire …...............................................................................................

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C- Questionnaire Result ………………………………………………………...

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D- Interview Result (transcribed)………………………………………………...

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CHAPTER I INTRODUCTION In this chapter, the researcher presents the research background, research problems, research objectives, benefits of the study, and definition of terms. A.

Research Background The aim of teaching English is to enable students to communicate with other

people using the language. For senior high school students, the ability of using English will help them achieve the basic competence of English subject, pass the final examination, and pass the university entrance examination. As mentioned earlier, English is an important subject for senior high school students. This fact can be clearly seen as the researcher served a PPL in SMK N 1 Depok. There were some students who failed to achieve an acceptable standard of competence of the English subject. At that particular time, the researcher taught 2 classes. The students in each class had various characteristics. One class was very noisy and the students did not seriously involve themselves in the teaching and learning activities. Another class was really quiet that when the researcher gave them questions, they kept silent and no one tried to answer the researcher’s questions. This was either because they did not understand what was taught or they were simply discouraged to make an effort to study English. The materials given to them were the materials given in the very beginning of junior high school. The researcher was 1


2 wondering why they were not seriously learning English, whereas English is one of the final examination subjects for senior high school students. There are many factors which cause the students to fail to achieve certain competence in the English subject. One of them might be the students’ motivation towards the English subject. Learners’ motivation has been widely accepted as the main factor which influences the rate of success of foreign language learning.

McDonough (1983, p.142) states that

“motivation of the students is one of the most important factors influencing success or failure in learning the language”. Another factor is students’ attitudes towards learning English. Motivation in language learning is affected by the students’ attitudes towards learning English. Gardner and Lambert (1972, p.3) state that “the learner motivation to learn is thought to be determined by his attitudes towards the other group in particular and by his orientation towards the learning task itself”. In addition, Lifrieri (2005, p.14) states that “attitudes are necessary but insufficient indirect conditions for linguistic attainment. Only when paired up with motivation proper do attitudinal tendencies relate to the levels of student engagement in language learning, and to attainment”. Moreover, mastering English, at least passively, will be one of the requirements to apply for a job. People learn English with their different motivation of learning, most of them have the motivation that they will be able to speak fluently using that language. The


3 problem occurs when the teacher tries to make an interaction with the students using the target language, but there are no responses from the students. They usually tend to keep silent, speak softly and unclearly. It seems that they are afraid to speak or shy about saying something since they are not confident of their ability or afraid of making mistakes. Commonly, during a teaching and learning process, students have a lot of questions in their mind but they have a hard time to express it in a target language. In another case, the students are busy with themselves when they are not interested in a certain subject. The class becomes very noisy and it is hard for the teacher to control this kind of class. Given the importance of identifying learners’ motivation and attitudes towards learning the English language, the researcher conducted a study to investigate the SMK N 1 Depok students’ motivation and attitudes towards learning English.

B.

Research Problems In this study, the researcher intends to find out the answer of the following

research questions: 1.

What kind of motivation do the 1st grade students of SMK N 1 Depok have in learning English?

2.

What is the attitude of the 1st grade students of SMK N 1 Depok towards learning English?


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C.

Research Objectives As this study is intended to find out the answers to the questions mentioned

earlier in research problems, two research objectives are: 1.

To determine what kind of motivation do the 1st grade students of SMK N 1 Depok have in learning English.

2.

To determine what kind of attitude do SMK N 1 Depok students’ have towards learning English.

D.

Benefits of the study Gardner and Lambert (1972, p.85) stated that a better understanding of

students' motivation and attitudes may assist ESL/EFL curriculum and instruction designers to devise language teaching programs that generate the attitudes and motivation most conducive to the production of more successful ESL/EFL learners. Additionally, Midraj (2008, p.118) states that a better understanding of students’ motivation and attitudes can help material researchers create and teachers select activities and tasks that tap students' motivation and attitudes. For other researchers, hopefully the results of this study can provide them useful with information for their own study related to this topic. They can provide a study relating to this topic in some other various issues.


5 E.

Definition of Terms This section is to define the important terms used in this research. It will avoid

misunderstanding about the terms which are used in this study. 1.

Motivation According to Dornyei and Otto (1998, p.65), motivation can be defined as the

dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates, and evaluates the cognitive and motor processes where by initial wishes and desires are selected, prioritized, operationalized and (successfully or unsuccessfully) acted out. Student’s motivation naturally has to do with students' desire to participate in the learning process (Lumsden, 2009). The students may have their own motivation, and the sources of their motivation may be different from each other. Motivation is a crucial factor in learning process. In this study, student’s motivation refers to the participation of the students while learning English; whether the students of 1st grade students of SMK N 1 Depok Yogyakarta participate well in the learning process or not. 2.

Attitude Gardner (1980, p.267), defines the term attitude as "an inference which is

made on the basis of a complex of beliefs about the attitude object". While Ajzan (1988, p.4) considers attitudes as “a disposition to respond favorably or unfavorably


6 to an object, person, institution, or event”. In this study, the attitudes of the student would be categorized as positive or negative based on their answer in the questionnaire.


CHAPTER II REVIEW OF RELATED LITERATURE

The discussion of this chapter is divided into three sub-topics. First is the theoretical description which supports the research, the second is the review of related studies and the last one is the theoretical framework of the research. The first sub-topic explains the theories and concepts as the foundations of this research to solve the problems in this research. The second sub-topic provides some studies with a similar topic related to this study. The third sub-topic summarizes and synthesizes the main theories which the researcher uses to solve the research problems.

A.

Theoretical Description The following sub-topic explains the theories about motivation and

attitudes. 1.

The Nature of Motivation Woolfolk (1990, p.302) defines motivation as something which comes

from inside someone’s soul which arouses and directs behavior. While another psychologist, Lumsden (1994, p.126) defines motivation as desire to participate or get involved. Both of them are concerned in the involvement or noninvolvement and the desire of doing something to reach certain goals. People will energetically reach their goal if he or she is highly motivated. Woolfolk (1990, p.308) classifies

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8 motivation into two types: extrinsic motivation (instrumental motivation) and intrinsic motivation (integrative motivation). Extrinsic motivation is caused by external factors or outside rewards which have nothing to do with the learning situation while Intrinsic Motivation is internal sources of motivation such as the satisfaction of learning or accomplishment, Woolfolk (1990, p.303). The teachers would not need any incentives or punishment to make the students work if they are intrinsically motivated. The willingness come from their own and they realize that they will get something by learning. Besides Woolfolk’s extrinsic motivation (instrumental) and intrinsic motivation (integrative), Cooper and Fishman (1977, p.210) add a type of motivation named “developmental”. Developmental or personal motivation, according to them, refers to motivation relating to personal reason of satisfaction . This includes activities such as watching English-dub movies and reading books in the English language. In this section, the researcher discusses the factors which might involve the students actively in the learning activities. Woolfolk (1990, p.312) categorizes those factors into three main factors. In this study, the 1st grade students of SMK N 1 Depok might also be influenced by these factors. a.

Goals Making a list of goals can be a starting point to look forward. As the goals

are clearly written on the list, it will be easier to complete those goals. Johnson


9 and Johnson as cited in Woolfolk (1990, p.312), explain three different goal structures. Table 2.1 Three different goals Different Goal Structures Cooperative

Students belief they can reach their goal only if other students will also reach the goal.

Competitive

Students belief they can reach their goal only if other students do not reach the goal

Individualistic

Students belief their own try to reach a goal is not related to other students’ tries to reach the goals.

According to Dweck as cited in Woolfolk(1990, p.313) there are two main categories of goals, performance and learning. When the students are focus on how they are judged by others, then the goals can be categorized as performance goal. The students who have this paradigm of goal will try to look smart among their friends; they do not want to look incompetent. On the other hand, learning goal is the point to improve, no matter how many mistakes we make, the point is we have to learn. People who have this paradigm of goal tend to see the challenges and keep doing their best when encountering problems in learning. b.

Needs A feel of need can motivate someone to do something. The needs will

directly influence the intrinsic motivation of someone in order to fulfill or satisfy


10 the needs they have. According to Kolesnik as cited in Woolfolk (1990, p.313) a need can be defined as any type of deficiency in the human organism or the absence of anything the person needs, or thinks that he need it, for his overall well-being. People who are being motivated by their needs can be seen from their movement towards their needs and satisfy those needs. Abraham Maslow, as cited in Woolfolk (1990, p.314) sees human needs as a hierarchy. The most essential needs of human being are survival and safety. Once these needs are fulfilled, the next level of needs will emerge and stimulated us to fulfill that next level of needs, social needs for belonging and love and needs for self-esteem. When these needs are satisfied, once again, we come to the higher level of needs, self-actualization. Here is Maslow’s hierarchy of needs in form of a figure. Self-actualization Aesthetic appreciation: order, structure, beauty Intellectual achievement: understanding and exploring Self-esteem: approval and recognition Belonging: love and acceptance Safety: physical and psychological security

Survival: food, water, shelter

Figure 2.1 Maslow’s hierarchy of needs


11 Maslow, as cited in Woolfolk (1990, p.314), has called four lower levels of needs above (for survival, safety, belonging, and self-esteem) as deficiency needs. If these needs are not satisfied yet, the motivation to fulfill these needs is increasing, while when these needs are satisfied, the motivation to fulfill them is decreasing. For the three higher level of needs (intellectual achievement, aesthetic appreciation, and self-actualization), Maslow has labeled them as being needs. When these being needs are fulfilled, the motivation does not cease. Instead, it will increase to find further fulfillment of these needs. Unlike the deficiency needs, being needs can never be completely fulfilled. The motivation to achieve being needs is always change. c.

Beliefs about ability According to Woolfolk (1990, p.320), belief about ability is one of the

most powerful attributions which affect motivation in school. There are two basic concepts of ability, entity view of ability and incremental view of ability. An entity view assumes that ability is a stable and uncontrollable trait. On the other hand, incremental view suggests that ability is an unstable and controllable trait. Students who have an entity view of ability tend to set performance goals and they usually look for situations where they can look smart among their friends. In the other hand, students who have an incremental view of ability tend to set learning goals and seek situations where they can improve their skills. In their paradigm, improving their skills means getting smarter. They often set their


12 goals in difficult goals level, so it will be boost their motivation to reach those goals. As the theoretical factors are well-established, later it will be useful for the researcher to achieve the objectives of this study. Specifically, those factors will enable the researcher to categorize the types of motivation the 1st grade students of SMK N 1 Depok have.

2.

Types of Motivation

a.

Instrumental Motivation Gardner (1983, p205) defines instrumental motivation as “learning a

language because of someone else or less clearly perceived utility it might have for the learner”. Wilkins (1972, p.184) assumes a learner is instrumentally motivated when he or she wants to learn a language “in order to pass examination, to use it in one’s job, to use it in holiday in the country, as a change of watching television, because the educational system requires it”. With instrumental motivation, the purpose of language learning is more utilitarian, such as meeting the requirements for school, applying for a job, reading technical material. b.

Integrative Motivation Gardner (1983, p.203) has explained and clarified what is meant by an

integrative motivation as “learning a language because the learner wishes to identify himself with or become integrated into the society of target language”. Additionally, Finnegan (1999, p.568) states that “a learner is integrativelly motivated when he/she learns a language because he or she wants to know more


13 of the culture and values of the foreign language group, to make contact with the speaker of the language, to live in the country concerned”. Finnegan also believes that students who like the people that speak a target language, admire the culture and have desire to become familiar or even integrate into society in which the target language is used are most successful in learning that target language. This form of motivation known as integrative motivation, is believed by Finnegan to underlies successful acquisition of a wide range of registers and a native like pronunciation. Therefore, identifying SMK N 1 Depok students’ motivation will be related to the reason for which they learn the English language. In other words, instrumental or integrative reasons will be considered as far as the students’ motivation is concerned. What is important is that the two orientations of motivation are not mutually exclusive. Some learners learn better if they are integrativelly oriented while others will be more successful if they are instrumentally motivated and some learn better if they have both of those motivations.

3.

Attitude Gardner (1985) defines attitudes as components of motivation in language

learning. Gardner states that “motivation refers to the combination of efforts plus desire to achieve goal of learning the language plus favorable attitudes toward learning the language”. A broader definition of attitudes is stated by Wenden (1991, p.114). Wenden categorizes the term “attitudes” into three components,


14 namely cognitive, affective and behavioral. Beliefs and ideas or opinions about the object of the attitude construct the cognitive component. The affective component refers to the feeling and emotions one has towards an object, the feeling of ‘likes’ or ‘dislikes’ or ‘with’ or ‘against’. The behavioral component refers to someone’s consisting actions or behavioral intentions towards the object. As cited in Gardner (1980, p.267), Likert (1932, p.9) defines attitudes as “an inference which is made on the basis of a complex of beliefs about the attitude object”. From Likert’s definition of attitude, Gardner elaborates it and defines attitude as “the sum total of a man instincts and feelings, prejudice or bias, preconceived notions, fears, threats, and convictions about any specified topic”. While Ajzan (1988, p.4) considers attitudes as “disposition to respond favorably or unfavorably to and object, person, institution, or event”. De Bot, Lowie and Verspoor (2005, p.72) who are concerned on the motivation and attitudes in language learning, agreed that a high motivation and positive attitude towards language learning will help the language learning process. The fact that motivation and attitude towards language learning may play a very crucial role leading to the question, how they could be measured. Gardner and Lambert (1972) in Attitudes and Motivation in Second Language Learning elaborate the theory in a brief. The motivation to learn is determined by the attitudes towards language learning. Gardner and Lambert categorize motivation into two types known as integrative and instrumental motivation. Gardner (1985)


15 in Social psychology and second language learning designed a test battery known as Attitude and Motivation Test Battery (AMTB). In Gardner’s AMTB, attitude is linked with motivation, a positive attitude increases motivation. Later, the descriptions of the attitude logical truths would be used to analyze the attitudes of students of SMK N 1 Depok towards English language learning. For instance, the definitions would help the researcher finding the answer of the second research problem about the type of attitudes.

4.

Students’ Motivation in Learning English Students’ motivation is the crucial thing of a successful teaching and

learning process. No matter which the teaching methods are applied in the classroom, teachers have to make sure that the students are highly motivated, are eager to learn and have good motivation to involve themselves in the learning process. The motivation to learn comes from various reasons. It can be assummed that the students simply love the subject and interested in studying it or there can be some other practical reasons, such as the students’ eagerness to learn English so that they can fluently use it as one of the globalization era’s demands. Jere Brophy, as cited in Woolfolk (1990, p.328), describes student motivation to learn as a student’s

tendency

to

find

academic

activities

meaningful and worthwhile and try to derive the academic advantages from those activities. When the students are motivated to learn, they will do their academic work more seriously and try to do their best out of it.


16 Motivation to learn is important for the students’ success. The sources of motivation are complex. The motivation to learn is personal and comes from within an individual, yet it is influenced by some external factors . Frith (2001, p.3) defines motivation as the internal drive directing behavior towards some end. Frith also explains the components of the learning motivation into six components, they are:

a.

Curiosity Human behavior is far more complex, and people are naturally curious .

They tend to seek something new, they find satisfaction when they can finish a puzzle, and they are curious about anything. Providing students with stimuli which are new but not too different from what they already know, will then develop curiosity within the students. Ask the students a question which creates a problem situation rather than presenting statements of fact. b.

Self-efficiency Dividing tasks into chunks and providing students with early success is a

method of developing confidence in the student. Drisscoll as cited in Frith describes this as performance accomplishments, one of four possible sources of self-efficiency.


17 c.

Attitude Attitude is an illusive commodity. According to Frith, the attitude of a

student toward learning is very much an intrinsic characteristic and is not always demonstrated through behavior. d.

Need The most well-known and respected classification of human need is

Maslow’s hierarchy of needs. Maslow categorizes the human needs into five levels, psychological (lower-level), safety (lower-level), love and belongings (higher need), esteem (higher need), self-Actualization (higher need). The importance of this to motivation is the lower-level needs must be satisfied at one level before the next higher order of needs become predominant in influencing behavior. e.

Competence Competence is an intrinsic motivation for learning which is highly related

to self-efficiency. Human being receive more pleasure when doing this well. External support is important for the student to achieve competence, then the achievement of competence will be the intrinsic motivation for the student. f.

External Motivators In order to create a stimulating environment and combat boredom, an

active participation from the students is needed. Therefore learning strategies should be flexible, creative, and constantly applied. Beside a stimulating environment, grades also have a value as an external motivator.


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B.

Review of Related Studies Atef Saleh Al-Tamini and Munir Shuib was investigating the motivation

and attitudes of the students in learning English at Hadhramout University of Sciences and Technology (HUST). One of the research objectives of the study was to investigate and identify the students’ attitudes towards learning English as their language course for 2 semester in their first year. The research sample consisted of 81 students who studied in the academic year 2006-2007 in the Department of Petroleum Engineering (DPE) at HUST. To collect the data, they used questionnaires and interview. The result showed that most of the participants had positive attitudes towards learning English language. There was a research conducted in Japan by Benson (1991) who surveyed over 300 freshmen to investigate their motivation and attitudes towards learning the English language. The results showed that integrative and personal sets of goal were important factors in motivation among Japanese college students. Another study by Sarjit (1993) was carried out to investigate the language needs of the consultants at a company. Learner’s motivation was the main concern in the study. The research participants consisted of 26 consultants, one instructor and four directors. To gather the data, the researcher used questionnaires, interview and field observation. The results of the study showed that instrumental


19 motivation was the main reason for learning the English language followed by personal motivation.

C.

Theoretical Framework

From the discussion in theoretical description, the researcher establishes a theoretical framework for this research. The researcher is concerned with all theories about motivation. Indeed, people will do their best if they are highly motivated to do something. Motivation is an important thing; to gain the motivation is to gain our own desire and our own willingness. Based on the researcher’s experiences in teaching English classes, some students in those classes tended to be passive and keep silent if the teacher asked them them about something. Only few of them seemed actively involved in each activity given by the teacher. In the theoretical description, from the theories the researcher elaborated motivation into two types, instrumental and integrative. The researcher also elaborates other factors which might affect the motivation of the students of SMK N 1 Depok Sleman. From the discussion of each part, the researcher is able to design the research instrument to know what type of motivation that the students of SMK N 1 Depok Sleman have. The theories about motivation are used to answer the first research problem. The researcher also elaborates the theories about attitudes towards learning English. Mostly, the theories about attitude towards learning English talk about the types of attitudes and from the discussion


20 about the attitude theories, the researcher categorizes attitudes towards learning English into two types, positive and negative. The theories about attitudes are used to answer the second research problems.


CHAPTER III RESEARCH METHODOLOGY This chapter deals with the methodology used in conducting this study. It consists of research method, research participants, research instruments, data gathering technique, data analysis technique, and research procedure.

A.

Research Method This study was conducted to identify SMK N 1 Depok students’

motivational and attitudinal orientations in learning English language. To achieve the objective, two research instruments were used, questionnaire and interview. The research was conducted in a survey study and made use of quantitative and qualitative data. To get the reliable data to analyze, the researcher had selected to gain quantitative data from the questionnaire to be calculated precisely. On the other hand, the data from the interview was analyzed using a content analysis method to get qualitative data. B.

Research Participants The research participants of this study were the 1st grade students of SMK

N 1 Depok Yogyakarta. The researcher decided the school as the research field because he had once practiced teaching there for 3 months. Thus the researcher was quite familiar with the condition of the school. The target students’ population in this study was all the 1st grade students who studied in the academic year 2013-2014 in SMK N 1 Depok. A random sampling technique was employed

21


22 by the researcher to select a representative sampling of the subjects in this study. There were six classes, each class had 32 students, and the researcher was randomly selected 3 classes. Meanwhile, only 10 students were involved in the interview. The students were selected based on their response to the questionnaire in section B. In section B of the questionnaire, the students were asked to answer a question on whether or not they were interested in attending more English language training courses to improve their English proficiency. 10 students whose responses were “yes” were selected randomly as interviewee. C.

Research Instruments The primary instrument used in this study was a questionnaire. The

questionnaire was translated into Indonesian. It consisted of three sections: A, B and C. In section A, the questionnaire collected the students’ basic information. Section B consists of two parts which included questions to identify the students’ motivation to learn English language. The researcher adapted the questions from integrative and instrumental orientation scales of the five-point scale format of Gardner’s Attitude/Motivation Test Battery (Gardner, 1985), ranging from ‘strongly disagree’ to ‘strongly agree’. It might be worth indicating that Gardner’s instrumental and integrative types of motivation were adopted because such a clasification offers “an impetus to the study of languages attitudes and motivation that had previously been lacking” (Benson, 1991, p.35). The Attitude/Motivation


23 Test Battery (AMTB) is also reported to have good reliability and validity (Gardner, 1985) In section B of the questionnaire, the students were asked to answer a question on whether or not they were interested in attending more English language training courses to improve their English proficiency. The items of Gardner’s AMTB were integrative orientation (item number 1-4) and instrumental orientation (item number 5-8). Section C of the questionnaire was developed to elicit information regarding the students’ attitudes towards the English language. In this section, the students were given ten statements. They were asked to specify their responses to those statements by using the five-point scale format of Gardner’s Attitude/Motivation Test Battery, ranging from strongly disagree to strongly agree. It might be worth mentioning that the researcher modified some statements into positive (item number 1, 2, 5, 8, 9) and negative (item number 3, 4, 6, 7, 10). Another instrument was in a form of interview. The interview was used to gain data to cross-validate the students’ responses to the questionnaire. The students were asked questions related to their motivation and attitude towards the English language. The questions were: their reasons for learning English, their interest to attend English courses, and their attitudes towards the English language and towards the culture of English speaking world.


24

D.

Data Gathering Technique As explained before, this research deals with two major problems. To

solve those problems, this study would gather the data with the following technique. The researcher started to conduct this study at SMK N 1 Depok Yogyakarta. Before distributing the questionnaire, a permission letter to conduct this study was sent to the authorized department at SMK N 1 Depok. The students were informed about the objectives and the significance of this study when the researcher distributed the questionnaire. They were also asked to state their very honest responses and answers. The researcher also asked the students if they needed any clarifications, they could ask the researcher. After the students finished filling out the questionnaire, they were requested to recheck their responses for incompleteness or missing answers. To conduct the interview session, the researcher selected 10 students as interviewees. As explained earlier, those 10 students were selected based on their responses to the questionnaire in section B. In section B of the questionnaire, the students were asked to answer a question on whether or not they were interested in attending more English language training courses to improve their English proficiency. The 10 students who responded the question by “yes” were selected randomly as interviewee. The interviewees were informed that their answers


25 would be treated with complete confidentiality. To record the interviewees, the researcher used a digital voice recorder and a notebook. E.

Data Analysis Technique The data collected in the present study was of two types, quantitative and

qualitative. The quantitative data of the questionnaires were analyzed in terms of frequencies, means, and standard deviation. Frequency shows the number of times an event occurs. In this study, frequency was used to analyze how many times a certain item in the instrument was answered by “strongly agree” or “strongly disagree”. The sum of the frequency would be used to help the researcher answer the research problems. Mean also known as average is obtained by dividing the total (sum) of observed values by the number of observations. To calculate mean, the researcher use this formula:

Later, the mean would be used to calculate the standard deviation. A low standard deviation indicates that the data points tend to be close to the mean, while a high standard deviation indicates that the data is spread out over large range of values . To calculate standard deviation, the researcher used this formula:


26 For analyzing the qualitative part of the data, a content analysis method was used. In the analysis process, the interviewees’ responses to each question were firstly translated into English and then transcribed. After that, the responses were analyzed in terms of themes related to the study objectives. F.

Research Procedure This research would be conducted through several steps. Before

administering the questionnaire to the respondents, the researcher would obtain a permission letter. The letter was used to get permission to do a research in SMK N Depok 1 Sleman. The researcher also consulted with the teachers at the school about the research. Before distributing the instrument to the subject research, the researcher tried the instrument out to a sample group of people. The researcher also revised the instrument if there was a mistake during the try out. The next step was distributing the questionnaires to the sample group and analyzing the data obtained from the questionnaires which applies calculation as explained earlier. After analyzing the data, the researcher would obtain information which can be used to answer the research problems and draw a conclusion.


CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

This chapter deals with the presentation and discussion of the research findings which provides answers to the research questions in the problem formulation stated in chapter I. There are two research questions to be answered, first is whether the students of SMK N 1 Depok are motivated instrumentally or integratively in learning English and second is what the attitudes of the 1st grade students of SMK N 1 Depok towards learning English are. This chapter is divided into two parts, namely, SMK N Depok Students’ Motivation Towards Learning English and SMK N Depok Students Attitudes Towards Learning English. The first part of this chapter discusses the results and discussion of the questionnaire and interview for domain 1: Degree of Instrumentality and domain 2: Degree of Integrativeness, meanwhile, the second part of this chapter discusses the results and discussion of questionnaire and interview for domain 3: Attitudes Towards Learning English.

A.

SMK N 1 Depok Students’ Motivation in Learning English

1.

Questionnaire Results To identify the students’ motivation in learning English, the participants

were asked to answer the questionnaire adapted from Gardner’s Attitude and

27


28 Motivation Test Battery (AMTB). In this part, the researcher used 2 domains: degree of instrumentality and degree of integrativeness. Originally, Gardner’s AMTB has 12 domains; for the purpose of this study, the researcher only used 3 domains. The data will be prensented in terms of the distribution of frequencies/percentages and the total means value for each domain. The means are simply the average calculation of the responses with 1 point assigned for “strongly disagree”, 2 for “disagree”, 3 for “do not know”, 4 for “agree”, 5 for “strongly agree”. In this part, the researcher presents the results and discussion of the questionnaire on domain 1 and 2. a.

Domain 1: Degree of Instrumentality

Table 4.2: Frequencies, Percentages, and Mean scores for items of Domain 1 What are your reasons for Freq/ learning English? (item perc 1-4) Because it will enable me Freq to get job easily Perc

Agree

Disagre e

Don’t know

Total

77

1

12

90

85.56%

1.11%

13.33%

100%

Because it will enable me Freq to carry my tasks easily Perc

71

11

8

90

78.89%

12,22%

8.89%

100%

Because it is a school Freq requierement Perc

58

21

11

90

64.45%

23.33%

12.22

100%

Because I hope to further Freq my education Perc

74

3

13

90

82.23%

3.33%

14.44%

100%

Total percentage

77.785%

9.995%

12.22%

100%

Total

Mea n

Std

4.32

0.73

3.75

0.79

3.57

1.11

4.19

0.81

3.55

0.86


29 Table 4.2 illustrates that 77.7 % of the participants are instrumentally motivated. Questionnaire item number 1 which receives the highest mean score 4.32 and percetage 85.56 % reveals that the great majority of 1st grade students of SMK N 1 Depok Sleman learned English because it would enable them to get job easily, while 82.23% of 1st grade students of SMK N 1 Depok Sleman learned English to further their education, and 78.89 of the participants learned English because it helps them to carry out their tasks more efficiently. In brief, the total mean score (3.55) indicates that the largest number of 1st grade students of SMK N 1 Depok Sleman learned English for instrumental reasons such as getting a job easily, to further their education, and carry out tasks more efficiently, while item number 3 shows more than 64.45 % learned English because it is a school requirement. The findings show that the students demonstrated greater emphasis on instrumental reasons for learning the English language including utilitarian (e.g. enable me to get job easily) and academic reasons (e.g. enable me to carry my tasks more efficiently, it is a school requirement and to further my education). The students see the idea that English is playing a vital role in their recent or future lives. This finding is consistent with Woolfolk’s (1990: 312) view pertaining to the need factor that can motivate students to learn. The needs will directly influence the instrumental motivation of the students in order to fulfill the needs that they have. Gardner defines instrumental motivation as “learning a language


30 because of someone else or less clearly perceived utility it might have for the learner (Gardner, 1983, p. 203)”. In other words, a learner is instrumentally motivated when he/she wants to learn language “in order to pass examination, to use it in one’s job, because the educational system requires it” (Willkins, 1972, p. 184). In this case, the students’ needs are in the context of utilitarian and academic needs. For the utilitarian (e.g. enable me to get job easily) matter, the students of SMK N 1 Depok agreed that it will be their advantages if they are mastering English language since some job requires the applicant to meet certain level of English mastery (measured by the TOEFL score). For the academic reasons (e.g. enable me to carry my tasks more efficiently, it is a school requirement and to further my education) the students of SMK N 1 Depok assume that mastering English will let them to do better for their education. English has become the international language of science and technology; students SMK N 1 Depok have to face this fact since some of their learning sources (books, internet articles, etc.) are written in English. English subject has become one of the main subjects in National Examination, the need to pass this examination also play important role for their motivation in learning English language. The students consider this as school requirement that they should accomplish. The students of SMK N 1 Depok also want to further their education by entering the university they want. The entrance examination puts the English subject as one of the test


31 subjects; indeed this will lead the students to be motivated in learning the English language. b.

Domain 2: Degree of Integrativeness

Table 4.3: Frequencies, Percentages, and Mean scores for items of Domain 2

Item number 5-8

Don’t know 5

Total

0%

5.56%

100%

15

14

90

16.67%

15.56%

100%

10

11

90

11.11%

12.22

100%

22

15

90

24.44%

16.67%

100%

13.055 %

12.502 %

100%

Freq Agree /perc Studying English is important Freq 85 because it will allow me to be more at ease with people who Perc 94.44% speak English Studying English is important Freq 61 because it will allow me to meet and converse with more Perc 67.77% and varied people If Indonesia had no contact Freq 69 with English-Speaking countries, it would be a great Perc 76.67% lost Studying English is important Freq 53 because it makes me look smarter than others. Perc 58.89%

Disagre e 0

Total percentage Total

74.365 %

Mea n

Std

4.36

0.57

3.69

0.98

3.97

0.97

3.39

1.19

3.85

0.92

90

As shown in table 4.3, 74.36 % with a total mean score 3.85 of the participants are integratively motivated and thought that English is an important language. Item number 5 receives the highest percentage 94.44 % with a highest mean score 4.36 of the students who said that studying English is important because it will allow them to speak, communicate, and interact more easily with speaker of English, whereas 76.67 % agreed with the idea that if Indonesia had no


32 contact, it would be a great loss. While 67.77 % of the sample agreed that studying English is important, it will allow them to meet and converse with more and varied people. Item number 8 receives the lowest percentage 58.89 % with a lowest mean score 3.39 of the students who said that studying English is important because it made them look smarter than others. The results show that most of the SMK N 1 Depok students learned English for their needs of communication to the English speaker. Gardner (1983, p.203) has explained and clarified what is meant by an integrative motivation as “learning a language because the learner wishes to identify himself with or become integrated into the society of the target language”. In other words, a learner is integratively motivated when he/she learns a language because he/she wants to “know more of the culture and values of the foreign language group…to make contact with the speakers of the languages…to live in the country concerned. It is believed that the students who are more successful when learning a target language are those who like the people that speak the language, admire the culture and have desire to become familiar with or even integrate into society in which the language is used”, Finegan (1999, p.568). The result of questionnaire item number 8 goes in line with the study proposed by Woolfolk (1990: 320) about the entity view of ability. Students who have an entity view of ability tend to set performance goals and they usually look for situation where they can look smart among their friends. In the other hand, students who have an incremental


33 view of ability tend to set learning goals and seek situations where they can improve their skills. Given the participants’ reasons to learn the English language, these participants were further asked to specify their own opinions to the idea of attending more English language training courses that would help improve their English proficiency. The results in the table 4.4 below indicate that 80 % of them responded positively.

Table 4.4: Results of the students regarding language course needs Question

Would you like to attend more English

Yes

No

Total

n

%

n

%

n

%

72

80

18

20

90

100

language courses?

The most reasonable explanation for this might be that the students lacked the language skills that would enable them to function effectively in their academic activity. Having great desires for learning the language is considered to be one of the main components of language learning motivation (Gardner, 2006).

2.

Interview Results The interview was used to gain data to cross-validate the students’

responses to the questionnaire. As explained before, 10 students were selected


34 randomly as interviewee based on their response in the section B of the questionnaire. For the sake of confidentiality, the researcher named those 10 students by “student 1-10” instead of mention them with their real name. The students were asked questions related to their motivation towards learning English. The questions are: 1) their reasons for learning English and 2) their interest to attend English courses. a.

Instrumental reasons Consistent with the questionnaire results, the majority of the interviewees

agreed that their motivation arises from “more functional or external needs, such as the need to pass examinations, or posibly, career opportunities” (Skehan, 1989, p.50). In other words, instrumental motivation is considered as the primary source of SMK N 1 Depok Students’ motivation towards learning English. Here are some direct quotes from the interviewees that illustrate those reasons: Student 8: “because I want to pass the final examination, we all know that English will be one of the main subject in the final examination” Student 4: “because I want to pass the national examination and I want to go to college I dream about”

Both student 8 and student 4 mentioned about passing the final examination. Moreover, student 4 also mentioned about her willingness to enter the university that she wants. From the two statements above, the instrumental motivation arises from academic reason; the need to pass the examination and to pass the college entrance examination. The educational system requirement


35 arouses their motivation into somehow becomes instrumental motivation for academic reason.

Student 3: “because it will be a consideration when I apply a job later” Student 10: “because when I apply a job later, the possibility to get the job will be higher if I master the English language”

Those statements above clearly show us that these students’ motivation arises from the utilitarian need, which is to get job easily. Indeed, mastering English (measured by TOEFL) will be one of the requirements to apply a job. Student 9: “because my mother run an accessories store at Kaliurang (a tourism resort) and there are many foreigner (tourists) visit my mother’s store, if I can speak English, I can help my mother to run the store”

The statement from student 9 said that she wanted to help her mother to run the store because her mother’s store customers are foreign tourists. Although the application of her need is to be able to communicate with the foreigners, the researcher categorizes her statement into instrumental reason because her need is to help her mom to run the store. Student 7: “because English is an international language, and now we’re in a globalization era, mastering English is a must”

The statement from student 7 above show us that her instrumental motivation arises from her need to meet the requirement of globalization era and the fact that English has become an international language. The researcher categorizes student 9 and student 7 statements above into instrumental reason because the researcher analyzes it from the need to learn the target language.


36 b.

Integrative reasons The next motivation that is revealed from the interview section is

integrative motivation/reasons. A learner is integratively motivated when he/she learns a language because he/she wants to “know more of the culture and values of the foreign language group…to make contact with the speakers of the languages…to live in the country concerned. It is believed that the students who are more successful when learning a target language are those who like the people that speak the language, admire the culture and have desire to become familiar with or even integrate into society in which the language is used” Finegan (1999, p.568). One of the interviewee stated that learning English is fun, while another students believed that mastering English language will make her look smarter. In other words, integrative motivation is considered as secondary source of SMK N 1 Depok Students’ motivation towards learning English. Moreover, all the interviewees are interested in taking an English course for their own needs to improve their proficiency in English. Here are some direct quotes from the interviewees that illustrates those reasons: Student 2: “because I can communicate with people who speak English and I wish I can get a scholarship abroad”

The statement from student 2 above clearly shows us that her motivation to learn English is because she wants to be able to communicate with people who speak English and to get a scholarship abroad. In other words, student 2 has desire to become the part of the society in which the target language is used. According to Finegan (1999, p.568), the students who are more successful when learning a


37 target language are those who like the people that speak the language, admire the culture and have desire to become familiar with or even integrate into society in which the language is used. Student 5: “I am interested in English language because English is an international language, and learning English is fun”

The statement from student 5 above clearly indicates that she likes English language and realizes that English is an international language. Moreover, student 5 thinks that learning English is fun. Finegan (1999, p.568) stated that the students who are more successful when learning a target language are those who like the target language. Student 1: “because I love updating my facebook and twitter status in English, it makes me look smarter than others”

The entity view of ability proposed by Woolfolk (1990, p.320) goes in line with student 1’s statement above. Student 1 believed that mastering English well will make her look smarter than others, students who have an entity view of ability tend to set performance goals and they usually look for situation where they can look smart among their friends. In the other hand, students who have an incremental view of ability tend to set learning goals and seek situations where they can improve their skills. Student 6: “because I love listening to the English songs, especially One Direction’s (a boy band) songs and when I try to find the lyric of those songs, I get new vocabularies”

The statement from student 6 shows us that she loves English because she loves listening to English songs from her favorite boy band. From her interest to English songs, student 6 can learn a new vocabulary which is very useful for


38 improving her English proficiency. According to Cooper and Fishman (1977, p.112), the statement from student 6 can be categorized into personal motivation. According to them, personal motivation refers to motivation relating to personal reason of satisfaction, this is including activities such as watching English-dub movies and reading books in English language.

B.

SMK N 1 Depok Students’ Attitudes towards Learning English

1.

Questionnaire Results To indentify the students’ attitudes towards learning English, ten questions

for domain 3: Attitudes Towards Learning English adapted from Gardner’s Attitude and Motivation Test Battery (AMTB) were distributed. The data will be prensented in terms of the distribution of frequencies/percentages and the total means value for each domain. The means are simply the average calculation of the responses with 1 point assigned for “strongly disagree”, 2 for “disagree”, 3 for “do not know”, 4 for “agree”, 5 for “strongly agree”. In this part, the researcher presents the results of the questionnaire for domain 1 and 2. a.

Domain 3: Attitudes towards Learning English Table 4.5 Frequencies, Percentages, and Mean scores for items of domain 2

Item number 1-10

Freq/ perc The development of our Freq country is possible mainly by educated people who Perc know English well When I hear someone Freq

Total

76 5

Don’t know 9

84.44% 5.56%

10%

100%

0

90

Agree

Disagree

89 1

Mea n

Std

4.12

0.81

90


39 speaks English well, I Perc wish I could speak like him Learning English is a Freq waste of time Perc I hate English

Freq Perc

At least some subject like Economy and Accounting should be taught in English English should not be a compulsory subject in secondary schools in Indonesia The teaching English should not starts as early as the first grade in Indonesian schools English is a very important part of school program I really enjoy learning English

Freq

1.11%

0 78 0%

86.67% 10 58

11.11%

64.44%

19 55

Perc

21.11% 61.11%

Freq

2 72

Perc

Perc Freq

80%

2.22%

Freq

5 77 5.56%

85.55%

81 2

Perc

90% 2.22%

Freq Perc

59 8 65.56% 8.89%

English should not be the Freq medium of instruction in the secondary schools in Perc Indonesia Total percentage Total

98.89%

30 42

0%

100%

12

90

13.33%

100%

22

90

24.45%

100%

16

90

17.78%

100%

16

90

17.78%

100%

8

90

8.89%

100%

7

90

7.78%

4.48

0.52

4.26

0.67

3.74

0.95

2.37

1.17

4.12

0.77

4.17

0.89

100%

4.23

0.68

23 25.55%

90 100%

3.76

0.93

18

90 3.26

1.31

3.86

0.87

33.33%

46.67%

20%

100%

72.33%

13.111%

14.556%

100%

In this domain, it is worth to mention that there are 5 negatively worded questions, they are the item number 3, 4, 6, 7 and 10. Figures in table 4.5 shows a total mean score 3.86 % of the 1st grade students of SMK N 1 Depok Sleman had postitive attitudes towards learning English. In other words, the great majority of the participants liked English language (64.44 %) and wish they could speak


40 English well (98.89%). They believed that English is important (90 %) and should be a compulsory subject in secondary schools level in Indonesia (80 % ) . While 61.11 % disagreed that Economic and Accounting subject should be taught in English. Item number 1 signalled that 84.44 % of the participants agreed that the development of their country is posible mainly by educated people who know English well. Language attitude is an important concept because it plays a key role in language in language learning and teaching. Attitudes are somewhat indirectly related to second language achievement. Karahan (2007, p. 84) states that “positive attitudes let learner have positive orientation towards learning English”. In other words, improving the positive attitude of the students towards a particular subject may increase their desire to learn it and ability to apply what they have been taught. A broader definition of attitudes was stated by Wenden (1991). Wenden categorize the term “attitudes” into three components, namely cognitive, affective and behavioral. Beliefs and ideas or opinions about the object of the attitude construct the cognitive component. The affective component refers to the feeling and emotions that one has towards an object, the feeling of ‘likes’ or ‘dislikes’ or ‘with’ or ‘against’. The behavioral component refers to someone’s consisting actions or behavioral intentions towards the object. According to those components describes by Wenden, the results show the students’ attitudes demonstrated the great emphasis only on the cognitive (e.g The development of


41 our country is possible mainly by educated people who know English well, English should not be a compulsory subject in secondary schools in Indonesia, The teaching English should not start as early as the first grade in Indonesian schools, English is a very important part of school program, English should not be the medium of instruction in the secondary schools in Indonesia) and affective (e.g. I hate English, learning English is a waste of time, When I hear someone speaks English well I wish I could speak like him and I really enjoy learning English) components. 2.

Interview Results The interview was used to gain data to cross-validate the students’

responses to the questionnaire. As explained earlier, 10 students were selected randomly as interviewee based on their response in the section B of the questionnaire. For the sake of confidentiality, the researcher named those 10 students by “student 1-10” instead of mentioning them with their real names. The students were asked a question related to their attitudes towards learning English and towards the culture of English speaking world. Consistent with the questionnaire results, the majority of the interviewees have a positive attitudes towards English language. The following are direct quotes from the interviewees’ responses: Student 5: “I love watching English movies because I can learn more vocabularies through the subtitle I read during the movie” Student 6: “ when I am listening to an English song I like, I will try to find out the lyric and find the meaning and get new vocabularies”


42

Student 1: “western culture is unique, I like it. I love western movies because there are a lot of wisdom words stated in the subtitle, sometimes I quote them as my facebook or twitter status” Student 9: “sometimes I learn new English word when I watch movies in English language, it is useful thing right?”

Student 5 and student 9 stated that they can learn a lot of new vocabularies by watching western movies, that is why they loved western movies. Similar with student 5, student 6 also stated that she could learn new vocabulary by listening to English songs. Meanwhile, student 1 thought that western culture was unique and she loved to quote the wisdom words stated in the movies’ subtitle as her status in social network account (facebook, twitter). From the direct quotes above, the results reveals that some of the students showed their interest in the culture of the English speaking World as represented by English-language movies and Englishlanguage songs. A possible interpretation about this finding might be the result of social tendencies affected by Western (American) culture in all forms of fashion, music, movies, etc.

Student 2: “to know western culture is good for our own knowledge as long as we do not forget to learn our own culture” Student 10: “maybe we can exchange the knowledge about our culture to western people so we can learn each other’s” Student 7: “as long as it has positive impact to our own culture, I don’t mind” Student 3: “as long as we can choose which is the western culture that good for us, it is okay”


43 From the statement of student 2, it can be inferred that she has no rejection about western culture as long as Indonesian people maintain to learn their own culture. Meanwhile, student 10 statement show her appreciation to western culture because she thinks that she can learn from each other culture by exchanging the knowledge about it. Student 7 and student 3 have similar opinion about western culture; they are both agreeing that people should know which culture can bring positive impact to our culture. From the statements above, the result might be attributed to the students’ desires to know and understand the culture of the West but not to fully integrate in that culture. As the obtained results from the interview, the statements of the students presented indicate the rejection to learn the language to be a part of the culture of the English speaking World.

Student 8: “I love learning English including the western culture like western movies and songs, I think I will get new things because I don’t know much about western culture” Student 4: “when we learn English language, we also learn a little bit about western culture and I think western culture isn’t that bad like what other people described”

From the statement of student 8, she thinks that she can get new knowledge by learning the western culture while learning English language. Meanwhile, student 4 thinks that what other people described about western culture (negatively) is not true. The statements above are the representation of the affective and cognitive components described by Wenden. Beliefs and ideas or opinions about the object of the attitude construct the cognitive component. The


44 affective component refers to the feeling and emotions that one has towards an object, the feeling of ‘likes’ or ‘dislikes’ or ‘with’ or ‘against’.


CHAPTER V CONCLUSIONS AND RECOMMENDATIONS This chapter presents conclusions and suggestions of this study. The conclusions are gained through the analyses of the questionnaire results and interview results administered by the researcher. Meanwhile, the suggestions contain some suggestions for future researchers who take interest in the field of motivation and attitudes towards learning English, English teachers at SMK N Depok 1 Sleman, and ESL/EFL curriculum and instruction designers.

A.

Conclusions The research aims to answer the two research questions stated in the first

chapter of the thesis. The two research questions are: Are the students of SMK N 1 Depok motivated instrumentally or integratively towards learning English? What are the attitudes of the 1st grade students of SMK N 1 Depok towards learning English? In order to answer these questions, the researcher distributed questionnaires and conducted an interview to gather the data from the participants. 1.

The results of the questionnaire The researcher adapted Gardner’s Attitude/Motivation Test Battery

(AMTB) to gain the data from participants. As explained in Chapter 3, the questionnaire consisted of three domains: degree of instrumentality, degree of integrativeness, and attitudes towards learning English.

45

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 46 The results of the questionnaire shows that the students of SMK N 1 Depok demonstrated greater emphasis on instrumental reasons for learning English language because of utilitarian (to get a job easily) and academic (to carry tasks more efficiently, school requirements, and to further their education) needs. Meanwhile, most of the first grade students of SMK N 1 Depok are integrativelly motivated in learning English for their needs of communication with English speakers, while rest of them learned English because of an entity view of ability, the situation where they can look smart among their friends. In reference to the students’ attitudes towards learning English, the results show that the first grade students of SMK N 1 Depok had positive attitudes towards learning the English language. In this domain, the students’ attitudes demonstrated great emphasis only on the cognitive and affective component. 2.

The results of the interview From the interview conducted by the researcher, the majority of the first

grade students of SMK N 1 Depok learned English for academic reasons such as to pass the final examination and to pass university entrance examinations. Meanwhile, some students learned English for utilitarian reasons, which is to get a job easily. The results were consistent with the students’ responses to the questionnaire; they all agreed that their motivation towards English learning arises more from external needs. Integrative reasons were also revealed from the interview results. Most of the students wanted to be able to communicate with people who speak English, while the rest of them were interested to learn English

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 47 because they are aware that English has become an international language. Some of them also stated that being able to speak English will make them look smarter than others. In line with the students’ responses to the questionnaire, all of the first grade students of SMK N 1 Depok had positive attitudes towards English language learning and towards the culture of the English speaking world. Through the interview section, some students showed their interest in the culture of the English speaking world as represented by western movies and songs. The results of the interview also show that the students wanted to know more about western cultures but not to fully integrate with the culture itself. To sum up, the current study is aimed at investigating the two motivation orientation (instrumental and integrative) of the first grade students of SMK N 1 Depok Sleman Yogyakarta and their attitudes towards learning English. The findings of the study provide sufficient answers to the research questions. The first grade students of SMK N 1 Depok are both instrumentally and integrativelly motivated in learning English, but their instrumental motivation outdid their integrative motivation. In reference to the students’ attitudes towards learning English, the results of the study reveal that first grade students of SMK N 1 Depok Sleman had positive attitudes towards learning English and English-speaking cultures and its people.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 48 B.

Recommendations Through this section, the researcher would like to propose several

suggestions for the English teachers of SMK N 1 Depok, ESL/EFL curriculum and instruction designers, and future researchers. 1.

For the English Teachers of SMK N 1 Depok The study showed that first grade students of SMK N 1 Depok are

instrumentally motivated. Therefore, English subject should be designed to fulfill this purpose. In order to make the English language learning process a more motivating experience, teachers need to put a great deal of thought into developing programs which maintain students’ interest such as an English Club, an extra-drama class in the English language, or any interesting extra English class. Encouraging students to become more active and cooperate in the process of teaching and learning can help them to learn the English language better. 2.

For ESL/EFL curriculum and instruction designers The finding of this study can help the designers to develop programs and

design syllabi and create interesting textbooks which encourage and maintain students’ interest, creating interesting lesson plans by the help of different strategies, techniques, procedures in which the students’ attention is gained. Curriculum and instruction should meet the needs and motivations of the students in order for them to become successful, fluent speakers of the English language. A student’s motivation for learning English and attitudes towards learning English are the crucial factors for the successful teaching and learning process. Therefore

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 49 the designers should take these factors into consideration when designing English language curriculum and instruction. 3.

For Future researchers More research in this area needs to be conducted. Future researchers might

conduct a study to find the relationship between the motivated students (instrumentally and integrativelly) and their performance or achievement in class. The researcher would like to encourage future researchers who are interested in this field to conduct similar research in other school or universities. The future researchers can apply all the 12 domains in AMTB to get more accurate data from the participants.


REFERENCES

Brown, D.H. (2000). Principles of language learning and teaching. Upper Saddle River, NJ: Prentice Hall. Cooper, R.L. & Fishman, A. (1977). Study of language attitudes. Cambridge: Polity Press. De Bot, K., Lowie, W. & Verspoor, M. (2005) Second language acquisition: An advanced resource book. London: Routledge.

Finegan, E. (1999). Language: Its structure and use, (3rd ed.). San Diego, CA: Harcourt Brace. Frith, C. (2001). Motivation to learn. Saskatchewan: University of Saskatchewan. Gardner, R.C. (1983). Learning another language: A true social psychological experiment. London: Edward Arnold.

Gardner, R.C. (1985). Social psychology and language learning: The role of attitude and motivation. London: Edward Arnold. Gardner, R.C. (2001). Integrative motivation and second language acquisition, In Z. Dörnyei and R. Schmidt (Eds.), motivation and second language acquisition. Honolulu: University of Hawai. Gardner, R.C. & Lambert, W.E. (1959). Motivational variables in second language acquisition. Ontario: Canadian Psychological Association. Gardner, R.C. & Lambert, W.E. (1972). Attitudes and motivation in secondlanguage learning. Rowley, MA: Newbury House. Gardner, R.C., Smythe, P.C. & Clément, R. (1979). Intensive second language study in a bicultural milieu: An investigation of attitudes, motivation and language proficiency in language learning. Michigan: University of Michigan. Karahan, F. (2007). Language attitudes of Turkish students towards the English language and its use in Turkish context, journal of arts and sciences say. Upper Saddle River, NJ : Prentice Hall. Lifrieri, V. (2005). A sociological perspective on motivation to learn EFL: The case of Escuelas Plurilingües in Argentina, M.A. Thesis. Pittsburgh: University of Pittsburgh.

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 51

Lumsden, S. 1994. Strategies for increasing motivation. http:// www.nwrel.org/request/oct00/references.html#Lumsden. Retrieved on September 21, 2010. McDonough, S. (1983). Psychology in foreign language teaching. London: George Allen & Unwin. Midraj, S. (2008). The affective factors and English language attainment of Arab EFL learners, International Journal of Applied Educational Studies. Dubai: TESOL Arabia. Wenden, A. (1991). Learner strategies for learner autonomy. London: Prentice Hall. Wilkins, D.A. (1972). Linguistics in language teaching. Cambridge: Cambrigde Press University. Woolfolk, A.E. (1990). Educational psychology for the teachers. New York: Prentice Hall.


APPENDIX A


52


APPENDIX B


KUESIONER TENTANG MOTIVASI DAN SIKAP TERHADAP PEMBELAJARAN BAHASA INGGRIS

A) Data diri Nama: Umur: Kelas:

B) Motivasi belajar bahasa Inggris Apa alasan Anda belajar bahasa Inggris? Silahkan lingkari jawaban yang paling sesuai dengan Anda. Gunakan skala berikut untuk menjabawab pertanyaan.

1 = sangat tidak setuju 2 = tidak setuju 3 = tidak tahu 4 = setuju 5 = sangat setuju

1

Karena bisa memperoleh pekerjaan dengan mudah.

1

2

3

4

5


2

Karena mempermudah saya mengerjakan tugas dari

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

dengan

1

2

3

4

5

Adalah sebuah kerugian besar jika Indonesia tidak

1

2

3

4

5

1

2

3

4

5

sekolah. 3

Karena belajar bahasa Inggris adalah tuntutan dari sekolah.

4

Karena saya ingin ke jenjang pendidikan yang lebih tinggi.

5

Karena saya bisa berinteraksi dengan orang yang berbahasa Inggris.

6

Karena

membuat

saya

bisa

bertemu

bermacam-macam orang. 7

berinteraksi dengan Negara yang menggunakan bahasa Inggris. 8

Karena membuat saya terlihat lebih keren.

Apakah Anda ingin mengikuti les bahasa inggris yang akan membantu Anda untuk meningkatkan kemampuan Anda dalam berbahasa Inggris? YA

[

]

TIDAK

[

]


C) Sikap terhadap pembelajaran Bahasa Inggris Bagaimana sikap anda terhadap isu-isu di bawah ini? Silahkan dijawab dengan menggunakan skala berikut. 1 = sangat tidak setuju 2 = tidak setuju 3 = tidak tahu 4 = setuju 5 = sangat setuju

1

Negara kita akan lebih berkembang khususnya 1

2

3

4

5

2

3

4

5

oleh orang-orang berpendidikan yang mampu berbahasa Inggris dengan baik. 2

Ketika

saya

mendengar

seseorang

mahir 1

berbahasa Inggris saya juga ingin semahir dia. 3

Belajar bahasa Inggris itu buang-buang waktu.

1

2

3

4

5

4

Saya tidak suka bahasa Inggris.

1

2

3

4

5

5

Seharusnya

dan 1

2

3

4

5

2

3

4

5

pelajaran

seperti

ekonomi

akuntansi diajarkan menggunakan bahasa inggris. 6

Bahasa Inggris seharusnya tidak menjadi mata 1 pelajaran wajib di SMP.


7

Bahasa Inggris seharusnya tidak diajarkan sejak 1

2

3

4

5

2

3

4

5

SD. 8

Bahasa Inggris adalah pelajaran penting di 1 sekolah.

9

Saya sangat nyaman belajar bahasa Inggris.

1

2

3

4

5

10

Bahasa Inggris seharusnya tidak digunakan 1

2

3

4

5

sebagai bahasa pengajaran di SMP.

Terimakasih atas kerjasamanya


APPENDIX C


57


58


59


APPENDIX D


60

TRANSKRIP WAWANCARA

Murid 1 Peneliti: “Sebenarnya, motivasi kamu belajar bahasa inggris itu apa?” Murid : “soalnya aku suka update status di fb sama twitter pake bahasa inggris, biar

kelihatan pinter haha”

Peniliti: “Terus kamu minat buat les bahasa inggris ngga dek?” Murid: “pengen, udah pernah sih dulu pas SMP tapi ga lanjut” Peneliti: “Terus, bagaimana pendapat kamu tentang budaya barat?” Murid: “Maksudnya kak?” Peniliti: “Ya kaya lagu-lagu barat, atau film-film dari luar itu” Murid: “oh, menurutku budaya barat itu unik, aku juga suka nonton film-film barat soalnya banyak kata-kata bagus di subtitle nya. Biasanya aku jadiin status fb sama twitter kak”

Murid 2 Peneliti: “kamu sebenernya belajar bahasa Inggris tu kenapa dek?” Murid: “pengen bisa bahasa Inggris biar bisa berkomunikasi sama orang asing pakai bahasa Inggris. Pengen kuliah keluar negri pake beasiswa juga” Peneliti: “kalau disuruh les bahasa Inggris mau ngga kira-kira?” Murid: “tertarik sih, soalnya di sekolah pelajaran bahasa Inggris cuma 2 jam.” Peneliti: “terus kalau pendapat kamu tentang budaya barat gimana dek?” Murid: “buat sekedar pengetahuan sih gapapa, asal kita juga ga lupa sama budaya kita sendiri”

Murid 3 Peneliti: “apa sih alasan kamu belajar bahasa Inggris?” Murid: “soalnya nanti pas mau ngelamar kerja kan yang bisa berbahasa Inggris diprioritaskan kak” Peneliti: “tertarik ga dek kalo disuruh les bahasa Inggris?”


61

Murid: “tertarik, dulu pernah les bahasa Inggris, cuma bentar aja terus ga lanjut lagi” Peneliti: “menurut kamu, budaya barat yang masuk ke Indonesia tuh gimana?” Murid: “ya selama kita bisa milih mana budaya sana yg bagus buat kita, mana yang ngga bagus, ya gpp”

Murid 4 Peneliti: “alasan kamu belajar bahasa Inggris tu supaya kenapa sih dek?” Murid : “soalnya aku pengen lulus Ujian Nasional, sama pingin masuk kuliah di kampus yang aku pingin” Penelit: “kira-kira kamu pengen ga les bahasa Inggris?” Murid : “pingin lah kak, biar nambah kemampuan bahasa inggrisnya” Peneliti: “kalau tentang budaya barat, pendapat kamu gimana dek?” Murid : “pas kita belajar bahasa Inggris kan secara ga langsung belajar budaya sana juga, dan kayanya budaya barat ga terlalu jelek kaya yang orangorang bilang.”

Murid 5 Peneliti: “motivasi kamu belajar bahasa Inggris tu apa sih sebenernya?” Murid : “soalnya itu bahasa internasional, belajar bahasa Inggris menurutku juga seru. Terus biar lulus UAN jugaa..” Peneliti: “terus kalau disuruh les bahasa Inggris tertarik ngga?” Murid: “kalau di tanya tertarik atau ngga, ya jelas tertarik soalnya kan aku suka bahasa Inggris.” Peneliti: “kalau pendapat kamu tentang budaya barat?kaya film-film barat sama lagu-lagu dari sana gitu..” Murid: “aku suka sih nonton film barat, soalnya bisa dapet kata-kata baru dari subtitle yang aku baca di filmnya itu”


62

Murid 6 Peneliti: “alasan kamu belajar bahasa Inggris apa sebenernya?” Murid: “soalnya aku suka banget sama lagu-lagunya One Direction, aku suka nyari arti lirik lagu mereka, lumayan bisa nambah kosa kata juga” Peneliti: “pingin ga kalau disuruh les bahasa inggris?” Murid: “pingin dong, soalnya bahasa Inggris ku masih jelek kak” Peneliti: “kalau pendapat kamu tentang budaya barat tu bagaimana?” Murid: “bagus-bagus aja sih, kan biasanya kalau aku lagi nyari arti lirik lagu dari barat gitu kan aku jd tau kosakata baru”

Murid 7 Peneliti: “motivasi kamu belajar bahasa Inggris tu apa?” Murid : “soalnya kan bahasa Inggris itu bahasa internasional, dan kita kan hidup di era globalisasi, jadi ya mesti bisa bahasa Inggris dong” Peneliti: “kamu tertarik ga sih kalau disuruh ikut les bahasa Inggris?” Murid : “tertarik kak, cuman kadang waktunya yang susah, kebanyakan buat maen kak” Peneliti: “pendapat kamu tentang budaya barat bagaimana?” Murid : “selama dampaknya baik buat kita sih ya gapapa kalau menurutku”

Murid 8 Peneliti: “alasan kamu belajar Bahasa Inggris itu apa?” Murid : “soalnya aku mau lulus ujian nasional, kan tau sendiri Bahasa Inggris tu salah satu mata pelajaran utama di UN” Peneliti: “jadi kamu kalau di suruh les Bahasa Inggris mau?” Murid : “ya mau dong kak, cuman mahal kan les bahasa Inggris” Peneliti: “kalau tentang budaya barat, pendapat kamu gimana dek?” Murid : “aku suka sih belajar bahasa Inggris, jadi ya suka juga sama budaya sana, kaya film sama lagu barat.


63

Murid 9 Peneliti: “sebenernya alasan kamu belajar bahasa Inggris itu apa?” Murid : “soalnya kan ibuku punya toko aksesoris di Kaliurang, banyak turis-turis dari luar yang datang di toko, jadi kalau aku bisa bahasa Inggris kan aku bisa bantu jaga toko” Peneliti: “kalau disuruh les bahasa Inggris mau ga dek kira-kira?” Murid : “ mau dong, biar tambah pinter bahasa Inggrisnya” Peneliti: Kalau pendapat kamu tentang budaya barat, kaya film-film sama lagulagu yg pake bahasa Inggris gitu” Murid : “kadang pas aku nonton film barat, aku bisa dapet kata-kata baru, lumayan kan itu nambah pinter”

Murid 10 Peneliti: “motivasi kamu belajar bahasa Inggris itu apa?” Murid : “soalnya besok pas mau cari kerja, kemungkinan kita diterima tu lebih gede kalau kita bisa bahasa Inggris” Peneliti: “jadi kamu tertarik kalau disuruh ikut les bahasa Inggris?” Murid : “ya mau-mau aja sih” Peneliti: “kalau pendapat kamu tentang budaya barat itu gimana?” Murid : “mungkin kita bisa tukeran ilmu tentang budaya kita, jadi kita bisa saling belajar”

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