CHAPTER IINTRODUCTION
This chapter discusses about background, problem statement, objective,
significance, and scope of the research.
A. Background
English is one of the cultural products that functions as communication tool
and knowledge transformation. In this era, whole of countries compete in all life
sectors to develop their potency. One of solution is multilateral cooperation in
economy, politics, law, society, culture and military. That is why they need English
as international language for facilitating each people from many different cultural
backgrounds in relating partnership.
The education of Indonesian has emphasized English as a foreign language in
school starts from the elementary school until University that had been arranged in
national curriculum. Each grade has systematic materials, which will be taught by the
teachers in classroom. That is why the important instrument for student success is
motivation to learn English seriously in school or home. Thus, student can learn
English from many sources without depending on the teacher and school curriculum
because the English learning target is not only for passing on the national
examination but also for improving the real English skills.
On the contrary, for most people, motivation is the most difficult part when
they learn a foreign language in bad situation. There are many obstacles in mastering
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English for people, who want to improve students’ motivation without special
technique for stimulating student’s learning. Therefore, creative teachers must
formulate instrument or medium to improve students’ motivation in teaching practice.
Brown in Kristia (2002:7) states that motivation is the difference that people say,
between success and failure. One of solution to improve students’ motivation is
increasing their imagination about future description as an inspiration in learning
practice. That is why the researcher is looking for story of success prominent figure
as a medium to stimulate students’ desire in English learning ambition as an
important subject in this era.
Theresia in Nurhadi (2000) states that it will be more successful in learning if
the learner has certain motivation of why and what for they choose and learn English
automatically they are expected to be more successful. Gage and Berliner (1948: 151)
say that motivation becomes one of the factors like intelligences and previous
learning that can determine whether the students will achieve the knowledge,
understanding or skill that we want them to have. Garner and Lambert (1972) state
that motivation is very strongly related to achievement in language learning. Students
who have strong motivation will understand and learning anything easily while the
students with low motivation will get low learning achievement.
As we know that, the students need spirit to learn anything depending on their
future targets. English is complex language that has important role as international
language and foreign language. It has been chosen as passing test at all level of
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education institution in Indonesia. One of teachers’ problems in teaching practice is
students’ seriousness to get point of explanation about English items without intrinsic
motivation. Therefore, that teacher fails to transform target language and effective
learning in classroom. Whereas sets of English teaching are, systematic materials
completed estimating time through the lesson plan that has arranged by the teacher as
guide of teaching in each meeting.
The researcher has English teaching experience in Vocational school SMK
Kebangsaan Indonesia Makassar and junior high school SMPN 24 Makassar in 2008-
2010. In that experience, the students sometimes felt bored when teaching method
was monotonous without variety from first minute to last. Therefore, that the students
asked the teacher to tell learning experience as an English student from University or
other prominent figure in the world. The researcher could subjectively see students
interest to the story but no scientific research that have been seen by the researcher.
One of the students had said to the teacher “if you are so serious to explain materials,
I likely fell watching horrible movie”. That is why the researcher tried to formulate
exact method for comforting my English teaching so that the students could feel
relaxed English learning. In the memory, when the researcher was studying English,
He liked the teacher who always told about the story of national Indonesian hero. He
was Soekarno as first president in Indonesia. The teacher said, “Soekarno had good
English speaking and oration as power of diplomacy in international forum. He
inspires the researcher to learn English when he remembers his story.
3
The researcher had joined in discussion for education condition in Indonesia
in 2009. One of the speakers was from “Resist Book Yogyakarta” Eko Prasetyo
(Writer of some political education book). He said, “Successful teachers are not the
teachers that only transform their knowledge to the students but also they are making
the students stand alone”
Referring on the description above, the researcher intends in conducting a
research under the title:
”The Motivation of Students at SMPN 24 Makassar to Learn English
through the Story of Successful Prominent Figures”
B. Problem Statement
Based on the background above, the research questions are formulated as
follows:
Are the students of SMPN 24 Makassar motivated to learn English after
listening to the story of successful prominent figures?
C. Objective of the Research
Based on the problem statements above, the objectives of this research is to
find out whether or not the students of SMPN 24 Makassar are motivated to learn
English after listening to the story of successful prominent figures.
4
D. Significance of the Research
The result of the research is expected to be useful input for English teaching
practice in improving students’ motivation to solve one of English learning problems
and develop teachers’ quality in English teaching. Besides that, the researcher is
English education student who want to be a teacher. Therefore, the findings of this
research will help the researcher or reader to stimulate students’ motivation through
the new exact method.
E. Scope of the Research
The scope of the research is limited to the asking of questions about students’
perspective in scale categories to the motivation of students at SMPN 24 Makassar to
learn English through the story of successful prominent figures.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter deals with some previous related findings, some pertinent ideas,
and theoretical framework.
A. Some Previous Related Findings
Nurbiah (2001) conducted a research on the motivation of the third-year
students of SLTPN 2 Tinambung kabupaten Polmas to read the narrative reading
materials. She found that the third-year students of SLTP negeri 2 Tinambung in
Polmas regency have high motivation to read the narrative reading materials.
Patiung (2001) conducted a research on motivating the first-year students of
SLTP negeri 8 Makassar to master English vocabulary using questions (a classroom
action research). She found that inferential questions can increase the students’
motivation in learning vocabulary through questioning technique and inferential
questioning technique can improve the students’ vocabulary.
Kristia (2002) conducted a research on motivating the second year of SLTP
negeri 26 Makassar to read the use of folktales. She found that the students were
interested to increase the students’ motivation in English learning through reading
English story (folktales).
Haryati (2004) conducted a research on Motivating students of SMU Negeri 1
Pare-pare to read using mystery short stories. She found that reading mystery short
6
stories increase the students’ motivation in reading English texts. The evidence that
prove the conclusion is the students were interested in reading English story by
finding out the clues of the mystery, solve the mystery before the end of history, use
their leisure to read mystery short story, etc.
Based on the findings above, English teachers should be formulating exact
method to improve students’ motivation by using several instruments like using of
folktales, mystery short story, narrative reading materials, inferential questioning
technique, etc. All of the formulation can be applied by the teachers to improve
students’ participation in English learning.
B. Some Pertinent Ideas
1. What is motivation
Undslay and Wino in Junaid (1992: 9) define motivation as “ a combination of
forces which initiate, direct, and sustain behavior…..goal”. Roediger (1984: 420)
states that motivation is concerned with why behavior occurs; why it starts, what
behavior will occur, how vigorous behavior will be, and why and when a particular
behavior will stop. Variability’s in behavior between people and within a person from
time is often accounted for by differences in motivation.
The statement of Roediger is relevant to what De Cecco and Crawford (1974:
137) say that the motivation refers to those factors that increase and decrease of an
individual activity .Thus, it determines the levels of degrees of his activity.
Furthermore, they say that the motivation is the term use to describe what energizes a
person and direct his or her activity.
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Gage and Berliner (1984: 372) define motivation as the engine steering wheel
of an automobile. Motivation also can be defined as conditions, which imitate,
guides, and maintain behaviors usually until some goal is reached (Witting, 1997:
105).Lidslay (1957) in Moose and Wingo (1962: 287) see motivation as a
combination of forces, which imitate, direct, and sustain behavior toward a goal.
In the context of classroom, motivation refers to such characteristic of
students’ behavior as interest, alertness, attention, concentration, and persistence
(Anderson, 1973: 399). For Morse and Wingo (1962: 287), motivation, applied to
classroom, is what pushes a student to try to learn.
Gardner in Benson (1991: 35) states that motivation in learning English is
those factors that energize and direct the students’ activities as their effort and desire
to learn English.
The significance of motivation for learning is usually assumed without
question. One the one hand, the promise of reward or the treat of punishment
provides means by which the teacher keeps the pupil at work without pressure from
the teacher. The teacher has a choice between using specific goals and enlisting self-
activating motives or perhaps employing some combination of these. “Motivation is
also aspects that are not less and important in learning a language and attitude
motivation goes hand with to reach the target language. These two aspects motivation
and attitude influence the success.
8
2. Kinds of Motivation
Generally, there are two kinds of motivation; they are intrinsic and extrinsic
motivation.
a. Extrinsic motivation
Extrinsic motivation, in educational psychology, is sometimes thought to relate
to short-term success and is said to be guided by external stimuli, such as parental
approval offer of a reward, thread of punishment a good grade (Van Els, 1984:117).
Many students therefore, work for grades and not for understanding and mastery of a
subject (Morgan, 1979: 232).
Gilmer (1975) in Junaid (1992: 12) states that when we are extrinsically
motivated to do something, we do it because it leads to an external reward, such as
money, praise from someone. Zimbardo in Junaid (1992) says that when work is
reduced to a behavior, which will only be done for the sake of a reward, the work is
extrinsically motivated.
The relevance of particular to the study of language learning is the distinction
between instrumental and integrative motivation which was first suggested by
Gardner and Lambert. A student is said to be instrumentally motivated it the purposes
of language study reflect the more utilitarian value of linguistic achievement, such as
getting ahead in ones occupation in he said to be interactively motivated if he wishes
to learn more about other’s cultural community because he is interested in it in open
minded way, to the point of that eventually being accepted as a member of that other
group ( Gardner and Lambert, 1972:3 in Van Ells 1984: 117).
9
In addition to the types of motivation above, instrumental and integrative, a
third has been added for the analysis of the English foreign language situation in
Japan (Benson, 1991: 36). It could not be realistically being termed either
instrumental or integrative. It may be term personal, since they appear to relate to
individual development and enjoyment of entertainment in English. These three types
of motivation, however, not are discussed in detail and separate in this writing rather
we view motivation to learn English I general.
b. Intrinsic motivation
In Educational psychology, intrinsic motivation is sometimes thought to relate
to long term success and is usually defined as motivation which is guided by an
interest in the task itself in which one are engaged (Van Els, 1984: 117).
Dacy (1975) in Morgan (1979: 231) defines intrinsic motivation as a person’s
need for feeling component and self-determining on dealing with his competence and
self-determination. Herber and Runyon (1984: 82) define intrinsic motivation as
arising from within the individual.
When work is undertaken for its own sake without concern for extrinsic
rewards, the work is intrinsically motivated (Zimbardo, 1980: 273).
Gilmer (1975:30) states that when a person in intrinsically motivated to do
activity, he does it because what he is doing. The activity itself is its own reward.
Thus, when something is done for its own sake it is intrinsically motivated.
Intrinsically motivation implies self-actualization and ego involvement.
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In relation with the teaching and learning process, Harmer in Nurwana (2000:
6) states that intrinsic motivation is all factors which exist in the classroom, such as
the atmosphere in the class, the teacher’s method, the teacher’ performance, the
materials, and so on.
3. Function of Motivation
Generally, the function of motivation by Owens (1981) in Nurhadi (1991: 154)
can be divided as follows:
a) To stimulate someone to do something
b) To determine goal orientation of behavior
c) To select behavior
This opinion is in accordance with what Gage and Berliner (1984: 377) pointed
out that the role of motivation in behavior and learning accounts for:
a) What makes reinforce
b) The goal orientation of behavior; and
c) The amount of time spent on different activities
According to Di Vesta (1970: 150) motivation has three important functions in
behavior. Firstly, they are energizing. He also says that motivated pupils are
demonstrably active and his activity is maintained need at relatively high levels
relevant goals or rewards are attained. Secondly, motives have directing function.
They are determined a class of responses likely to be most appropriate. Thus, the
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motives provide the pupils with cues directing him to the most appropriate behavior
in the situation. Thirdly, motives have a selecting function. In this case, the selecting
function of motives helps to make behavior more efficient and precise.
In general, the function of motivation already mentioned above was based on
the hierarchy of needs, which was suggested by the psychologist Abraham Maslow.
A simplified summary of the hierarchy as follows:
1) Psychological needs or survival motives such as hunger, thirst, and sex
2) Safety needs or security motives such as stability and order
3) Belongingness and love needs such as needs for affection affiliation
4) Esteem needs or status and achievement motives such as the need for prestige,
success, self respect, and
5) Self actualization needs or motive to become one is capable of becoming. This
need for self-actualization is theorized to be the top need in hierarchy of needs,
or motives (Maslow in Morgan, 1979, and Witting, 1977: 110).
Regarding the function of motivation in English language learning, it can be
concluded that there are two function of motivation in the English language learning
as a foreign language, namely: the instrumental if the purposes of language study
reflect the more utilitarian value of linguistic achievement, and integrative if the
students wishes to learn more about the other cultural community because he is
interested in it in open minded way, to the point of eventually being accepted as a
12
member of that other group (Gardner and Lambert: (1972) in Benson, 1990: 35 and
Nurhadi, 1991: 154)
4. Characteristic of Motivation
To understand more about motivation, the explanation of it characteristic is needed.
Thonrburg in Prayitno (1989: 28) presented five general characteristic of
motivation, namely:
a. The motivated behavior in energized
The energized may be basic needs or it may be a learned need such as praise
from the teacher
b. The motivated behavior gives direction of the students lead their energy into
what can motivate them such as expanding social interaction, getting praise
from the teacher, it mean they are attaining their purposes.
c. Motivation brings about behavior intensity. Well-known capable students in
English subject, for instance, will be motivated to improve it. This motivation
will bring about behavior intensity in learning English.
d. Motivation in selective
Since behavior directed toward some goals, the students may choose
appropriate activities to the students their needs
e. Motivating is to satisfying needs
To be motivated a student has realize his or her shortcoming. By realizing it,
they are be motivated the students that shortcoming.
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According to Zimbardo (1980: 225-256), motivation is characterized by the
following features:
a) Energy arouse
b) Direction of effort toward a particular goal
c) Selective attention to relevant stimuli
d) Organization of response units into an integrated pattern, and
e) Persistence their activity until the imitating conditions is changed.
In education, as many teachers see it, a student is motivated if he or she wants
to do the thing that the teacher thinking he or she would want to do. The students are
attentive and persistent in his or her schoolwork if he shows respect and try hard to
please the teachers, and then he is thought to be motivated (Anderson at al. 1982:
274).
5. Factors Influence Motivation on the English Language Learning
Theresia in Nurhadi (1990: 154) sates that generally, there are two kinds of
factors that can influence motivation on the second language learning, namely
internal and external factors. Internal factors that can influence motivation such as:
a) Students’ opinion the language being learned, and
b) The students’ attitude toward the language
Among their external factors that can influence motivation on the second
language learning according to here are:
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1) Parented influences
2) Social environment of the students, and
3) Sosiopsychological factors in the classroom.
Santaria (1991: 19) state that basically, there are two factors that can
influences the students’ motivation as well as their interest learning English, they are:
internal an external factors. Internal; factors such as the students interest in learning
English, the students’ attitudes toward the English language, and the students’
aptitude or linguistics ability. External factors that can influence the students’
motivation on the English language learning such as school factors, which may
involve the teachers, the students, and the lesson materials, family factors such as
material and mental support and social environment factors.
Kharma (1991: 103) states that motivation is made up so many factors, for
instance, are the following:
a. The student linguistic and cultural background
b. The students’ attitude to school in general
c. Parents’ education background
d. The prestige of the language both locally and internationally
e. The need for learning the language and the aspect of that language which are
needed most
f. The students’ first experience with the language
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g. The teachers’ attitude to the teaching profession in general an to foreign
language teaching in particular
h. The relationship between teachers and students.
Moreover, he says that among the motivation factors one should not forget the
text book used, the modes presentation and teaching of the language, individual
differences in language aptitude, intelligences and interest (Kharma, 1991: 104)
6. How to Measure Motivation
Motivation is a concept of variable without physical reality. We do not see
motivation. We see behavior. Thus, the measurement of motivation is indirect, just as
our measurement of other psychological construct, for example; attitudes, interest,
and values (Anderson in Nurwana: 2000)
In this case, to find the data relating to the description of motivation of the students at
SMPN 24 Makassar to learn English through the story of successful prominent figure.
The writer used questionnaire that consist 20 items. Ten items are favorable (positive
statement) and ten items are unfavorable (negative statement). Each item is provided
with four options of motivation scale categories. They are strongly agree, agree,
disagree, strongly disagree, strongly motivated, motivated, not motivated, and
strongly not motivated.
7. Factors that Influence Student’s Motivation
a. Internal Factors
1) Interest
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Interest refers to kinds of thing we appreciate and enjoy. The selection of and
occupation and the satisfaction we get from other works usually depends more on our
interest than ability (Saharuddin in Nurwana: 2000: 10). Experimentally, an interest is
a response of liking. It is present when we are aware our disposition towards the
object we like, the object we prepare to react to (Robert in Sulfansyah 1993: 7). It is
relevant to what is stated by Chaplin in Jalil (1989: 15) that an interest is an attitude
in choosing an interesting object. It is a feeling which determines activities or object
that leads one’s behavior to particular aims.
Someone who is interested in an object or a certain activity will always pay
attention to the object and enjoy doing the activity.
Sukardi (1985: 4) defines that interest is a possible attitude of feeling towards
activities, experience or other things. Furthermore, he says that interest is a set of
mental conditions, which consist of the combination of prejudice, curiosity or other
tendency that lead someone to particular preference.
According to Sukardi (1985: 4) there are three ways to determine interest.
They are:
1. Expressed interest: a person can express his interest or choice by words.
2. Manifest interest: a person can express his interest through actions or activities or
he will involve actively in certain activity.
3. Inventoried interest: a person’s interest can be measured from his response to
certain questions related to particular activities.
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Having interest in something will support us to know the thing well, our
attention focused toward that object. If the students have a good interest toward
English, consequently they will always make efforts to find ways of knowing
English.
2) Attitude
According to Thorndike and Hagen in Nurwana (2000: 13) attitude is the
individual response with enthusiasm and aversion, not only toward activities, but also
to the social groups, social institutions, and aspects of life. Attitude is the potential
tendency to react towards a stimulant. It is integrated in the individual’s personality,
which prompts him to do or not do something, to accept or to refuse something.
Attitude is formed if one believes that he can benefit or advantages of the certain
object.
Atkinson (1953: 558) says that attitudes are like and dislike for identifying
aspect of the environment, person, thing, events, or ideas. Attitudes are the effective
component in a three parts system that also include beliefs (the cognitive component)
and action. An attitude according to Rokeach (1980) is a relatively enduring
organization of beliefs around and object or situation one to respond in some
preferential manner. He defines an attitude as an organization of several beliefs
focused on specific object (physical and social, concrete or abstract) or condition one
to respond in some preferential manner. In addition, attitude is thus package of beliefs
18
consisting of interconnected assertions are true or false, and other things about it are
desirable or undesirable.
It can be concluded that an attitude is individual’s views, and beliefs about an
object, activities, situation, institution, and other aspects of life that cause him to
respond or to react to them: An attitude is individual’s readiness to respond, to act
towards or against object, situation, activity, or thing.
3) Needs
Maslow in Nurwana (2000: 14) proposed human desires for example motives,
are innately given and arrange in an ascending hierarchy of priority or potency. He
presented human desire the need hierarchy conception of human motivation. The
needs are, in order their potency:
a) Basic psychological needs
b) Safety needs
c) Belongingness and love needs
d) Self esteem needs
e) Self-actualization needs for personal fulfillment.
He was quite definite about another set of another need (the needs to know
and understand). The needs to know and understand as innate drive that push for
satisfaction. There is an evitable overlap or interaction between two need hierarchies.
Knowing and understanding, are the basic to interacting with the environment.
19
Therefore, it is impossible to become self-actualizing if the needs to know and to
understand are not satisfied. It can be said that people are motivated to do something,
to know and understand something based on their needs.
b. External factor
1) Family Factor
Family, especially parents always expect and want their children to achieve
success. Most children accept their parent’s expectation and make their own (Herber
and Runyon, 1984: 98).
If parents want their children to become an English teacher, for example,
automatically they will ask their children to choose English department when their
children are entering university. They will give their support to their children in order
that their children can achieve success, which they expect.
2) Environmental Factor
It can not be denied that in doing something a person is often influenced by
this environment. For example, in choosing English in order to learn it, he may be
influenced by her friends, teacher and other aspect of environment. Harmer in
Nurwana (2000: 15) says that the student’s peers (his or her equals) will also be in
powerful position to affect his or her attitude, as will other members of the students’
community.
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8. What is the story of successful prominent figure
The story of successful prominent figure is the short biography of public
figure that has contributed in all aspects like politics, economy, culture, religion,
science, and technology. It can inspire reader or listener to imitate the life way. What
is the question we always ask about the successful? We want to know what they are
like-what kind the personalities they have, or how intelligent they are, or what kind
the lifestyle they have, or what special talent they might have been born with, and we
assume that it is those personal qualities that explain how that individual reached the
top (Gladwell.2008: 18).
9. Research Framework
The research framework underlying this research is given in the following
diagram:
INSTRUMENTThe story of successful prominent figures
PROCESSListening the teachers’ story in learning process
TARGETDescription of motivation from students’ opinion as guide of teacher in English
learning
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CHAPTER III
RESEARCH METHOD
This chapter presents the research method, the population and sample, the
variable and the operational definition, the research instrument, procedure and
collecting data, and technique of data analysis.
A. Research Method
This study applies pre-experimental design using the one-shot case study,
which aimed at finding out the student’s opinion in motivation at SMPN 24 Makassar
to learn English through the story of successful prominent figures.
B. Variable and Operational Definition
a. Variable
The independent variable is “The story of successful prominent figures” which
estimated to influence motivation of students at SMPN 24 Makassar to learn English.
Indicators : The student’s opinion about using the impact of story about
successful prominent figures
The dependent variable is “students’ motivation”.
Indicators : The desire of students to do something in order to reach a target
in learning English based on the students’ opinion.
22
C. Population and Sample
1. Population
The population of this study was in class VII at SMPN 24 Makassar in
academic year 2010/2011. It consisted of nine classes. The number of students was
242 students.
2. Sample
This study used random sampling. The sample of this present study was from
class VII 1 and VII 3 that consists of 69 students at SMPN 24 Makassar in academic
year 2010/2011 because its class had subjectively good students than other classes.
The students in VII 1 and the VII 3 had balance in men and women quantity. So, the
data accuracy that influenced by the factor of gender could be coped with.
D. Research Instrument
To find out the motivation of students at SMPN 24 Makassar to learn English
through the story of successful prominent figures, the researcher used questionnaire.
In the questionnaire, the researcher formulated questions related to the students being
motivated to learn English through the story of successful prominent figure. It
consists 20 items. Ten items are favorable (positive statement) and ten items are
unfavorable (negative statement). Each item is provided with 4 options of motivation
scale categories. They are strongly agree, agree, disagree, strongly disagree, strongly
motivated, motivated, not motivated, and strongly not motivated.
23
E. Procedure of Collecting Data
The procedure of collecting data consists to planning and collecting data.
1. Planning
In this stage, the researcher:
a) Asked the recommendation to Faculty of Language and Literature for
conducting research
b) Told to Headmaster about the research that would be conducted
c) Formulated the story of successful prominent figure. Namely, “Haji Agussalim
and Soekarno in short biography”.
d) Prepared questionnaire for collecting data
2. Collecting Data
This stage the researcher taught and researched in classroom
a. The researcher started the class normally by using lesson plan as a guide in
learning English
b. In teaching practice (40 x 2 minutes), the researcher spent ten minutes to talk
about the story of successful figure. Namely:“Haji Agussalim and Soekarno, in
short biography”
c. Gave questionnaire to all students that participate in learning English and
listening to the story of successful prominent figure
d. Explained the technique to fill and answer the question on the questionnaire
24
e. Gave 20 minutes to answer the questions in ten questions of multiple choice
f. Collected the questionnaire from the students
F. Technique of Data Analysis
The data from the questionnaire were tabulated and classified to determine the
frequency and the percentage of the students’ answer using the following formula:
P = FN X 100 %
In which:
P = Percentage
F = Frequency
N = The total number of students
1. Questionnaire
The data were collected through questionnaires and analyzed by using formula:
_X ¿
∑ X
N
Notation.: X = The mean score
∑X = The total scorer
N = The total number of the subject
25
This chapter presents the findings and the discussion of findings. The findings
consist of all the data collected during the research and the discussion deals with
explanation of findings.
A. Findings
The data from questionnaire were collected on October 29, 2010 and analyzed
by using tabulation and percentage techniques as seen in the following:
The average frequency and percentage of students’ opinion in scale categories were
found as follow.
Table 1
The students’ opinions about:
The English lesson in school is difficult (item 1)
Responses Frequency Percentage (%)
a. Strongly agree
b. Agree
c. Disagree
d. Strongly disagree
1
14
48
6
1, 4%
20, 3%
69, 6%
8, 7%
Total 69 100 %
26
Table 1 above shows that among the 69 students, fewest of them (1, 4 %)
strongly agree, some of them (20, 3 %) agree, more than half of them (69, 6 %)
disagree and the other option (8, 7 %) strongly disagree that the English lesson in
school is difficult.
Table 2
The students’ opinions about:
After the students listen to the story of successful prominent figures because of their
language ability, students will be motivated to learn English (item 2).
Responses Frequency Percentage (%)
a. Strongly motivated
b. motivated
c. not motivated
d. not strongly motivated
28
40
0
1
40, 6%
58%
0%
1, 4%
Total 69 100 %
Table 2 above shows that among the 69 students, some of them (40, 6 %) are
strongly motivated, more than half of them (58 %) are motivated, none of them (0%)
is not motivated, and few of them (1, 4 %) are not strongly motivated to learn
27
English after listening to the story of successful prominent figure because of their
language ability.
Table 3
The students’ opinions about:
If the English is being taught and the successful figures are being told by the teacher,
they will annoy the students. (item 3)
Responses Frequency Percentage (%)
a. Strongly agree
b. Agree
c. Disagree
d. Strongly disagree
1
3
54
11
1,4%
4, 3%
78, 3%
16 %
Total 69 100%
Table 3 above shows that among the 69 students, fewest of them (1, 4 %)
strongly agree, some of them (4, 3 %) agree, more than half of them (78, 3 %)
disagree and the other students’ option (16 %) strongly disagree If the English is
being taught and the successful figures are being told by the teacher, they will annoy
the students.
Table 4
28
The students’ opinions about:
The story of successful prominent figures that listened by the students will improve
the spirit of English learning (item 4).
Responses Frequency Percentage (%)
a. Strongly agree
b. Agree
c. Disagree
d. Strongly disagree
29
36
3
1
42 %
52, 2%
4, 3 %
1, 4 %
Total 69 100%
Table 4 above shows that among the 69 students, many students (42 %)
strongly agree, more than half of them (52, 2 %) agree, the other student’s option (4,
3 %) disagree and fewest of them (1, 4 %) strongly disagree that the story of
successful prominent figures that listened by the students will improve the spirit of
English learning.
Table 5
The students’ opinions about:
Learning English in the classroom without motivation from the teacher is extremely
boring
29
Responses Frequency Percentage (%)
a. Strongly agree
b. Agree
c. Disagree
d. Strongly disagree
15
44
5
5
21, 7 %
63, 8 %
7, 2 %
7, 2 %
Total 69 100%
Table 5 above shows that among the 69 students, many students (21 %)
strongly agree, most of them (52, 2 %) agree, both of the other student’s option (7, 2
%) disagree and strongly disagree that learning English in the classroom without
motivation from the teacher is very boring. This means that the students will be bored
without motivation from the teacher in classroom.
Table 6
The students’ opinions about:
The English teachers should use a part of the time in English lesson to tell about the
story of successful prominent figures
Responses Frequency Percentage (%)
a. Strongly agree 19 27, 5 %
30
b. Agree
c. Disagree
d. Strongly disagree
44
5
1
63, 8 %
7, 2 %
1, 4 %
Total 69 100%
Table 6 above shows that among the 69 students, many students (27, 5 %)
strongly agree, more than half of them (63, 8 %) agree, the other student’s option (7,
2 %) disagree and fewest of them (1, 4 %) strongly disagree that English teachers
should use a part of the time in English lesson to tell about the story of successful
prominent figures. This means that the teachers should use a part of the time in
English lesson to tell about the story of successful prominent figures.
Table 7
The students’ opinions about:
English is international language that has role in acquiring to the target
Responses Frequency Percentage (%)
a. Strongly agree
b. Agree
c. Disagree
45
22
2
65, 2
31, 9 %
2, 9 %
31
d. Strongly disagree 0 0 %
Total 69 100%
Table 7 above shows that among the 69 students, majority of them (65, 2 %)
strongly agree, some of them (31, 9 %) agree, few of them (2, 9 %) disagree and none
of them (0 %) strongly disagree to the statement that English is international language
that has role in acquiring target. This means that the students admit English is
international language that has role in acquiring to the target.
Table 8
The students’ opinions about:
The students will feel bored when the teacher explain English without breaking time
to tell something or motivate the students
Responses Frequency Percentage (%)
a. Strongly agree
b. Agree
c. Disagree
d. Strongly disagree
16
35
16
2
23, 2 %
50, 7 %
23, 2 %
2, 9 %
Total 69 100%
32
Table 8 above shows that among the 69 students, many students (23, 2 %)
strongly agree, most of them (50, 7 %) agree, the other student’s option (23, 2 %)
disagree and fewest of them (2, 9 %) strongly disagree students will feel bored when
the teacher explain English without breaking time to tell or motivate the students.
This means that the students will feel bored when the teacher explains English
without breaking time to tell something or motivate the students.
Table 9
The students’ opinions about:
If the teachers take a part of the time to tell life experience or buffetings story of
famous figures to acquire success, the students will be motivated to learn English
Responses Frequency Percentage (%)
e. Strongly motivated
f. motivated
g. not motivated
a. not strongly motivated
33
36
0
0
47, 8 %
52,2 %
0 %
0 %
Total 69 100%
Table 9 above shows that among the 69 students, many students (47, 8 %)
strongly agree, most of them (52, 2 %) agree, and both of the other student’s option
33
(0 %) disagree and strongly disagree if the teachers take a part of the time to tell life
experience or buffetings story of famous figures to acquire success, the students will
be motivated to learn English. This means that the students will be motivated to learn
English if the teachers take a part of the time to tell life experience or struggle story
of famous figures to acquire success.
Table 10
The students’ opinions about:
The story of successful prominent figures is not correlative to the improving English
learning motivation of students
Responses Frequency Percentage (%)
a. Strongly agree
b. Agree
c. Disagree
d. Strongly disagree
7
5
47
10
10, 1 %
7, 2 %
68, 2
14, 5 %
Total 69 100%
Table 10 above shows that among the 69 students, few of students (10, 1 %)
strongly agree, fewest of them (7, 2 %) agree, more than half of them (68, 2 %)
disagree and many of them (14, 5%) strongly disagree that the story of successful
34
prominent figures is not relate to the improving English learning motivation of
students. This means that the story of successful prominent figures relate to the
improving English learning motivation of students in students opinion.
Table 11
The students’ opinions about:
The students’ motivation depend on the figure that told by the English teacher
Responses Frequency Percentage (%)
a. Strongly agree
b. Agree
c. Disagree
d. Strongly disagree
10
23
36
0
14, 5 %
33, 3
52, 2
0 %
Total 69 100%
Table 11 above shows that among the 69 students, few of students (14, 5 %)
strongly agree, many of them (33, 3 %) agree, more than half of them (52, 2 %)
disagree and none of them (14, 5%) strongly disagree that the students’ motivation is
depending on the figure that told by the English teacher. This means that the students’
motivation does not depend on the figure that told by the English teacher.
Table 12
35
The students’ opinions about:
The teachers’ story about successful figure in English learning will disturb English
learning process in classroom
Responses Frequency Percentage (%)
a. Strongly agree
b. Agree
c. Disagree
d. Strongly disagree
4
11
46
8
5, 8 %
15, 9 %
66, 7 %
11, 6 %
Total 69 100%
Table 12 above shows that among the 69 students, fewest of students (5,8 %)
strongly agree, many of them (15,9 %) agree, more than half of them (66,7 %)
disagree and few of them (11, 6%) strongly disagree to the statement that the
teachers’ story about successful figure in English learning will disturb English
learning process in classroom. This means that the teachers’ story about successful
figure in English learning will not disturb English learning process in classroom by
the students’ opinion.
Table 13
The students’ opinions about:
36
The teachers should tell about the successful prominent figure in Indonesian for the
students understanding
Responses Frequency Percentage (%)
a. Strongly agree
b. Agree
c. Disagree
d. Strongly disagree
32
30
5
2
46, 4 %
43, 5 %
7, 2 %
2, 9 %
Total 69 100%
Table 13 above shows that among the 69 students, most of them (46, 4 %)
strongly agree, many of them (43, 5 %) agree, the other students’ option (7, 2 %)
disagree and fewest of them (2, 9%) strongly disagree that the teachers should tell
about the successful prominent figure in Indonesian for the students understanding.
This means that the students need the teachers tell about the successful prominent
figure in Indonesian for the students understanding.
Table 14
The students’ opinions about:
The students will feel bored if the teacher always tells about the story of successful
prominent figures in English teaching
37
Responses Frequency Percentage (%)
a. Strongly agree
b. Agree
c. Disagree
d. Strongly disagree
4
23
38
4
5, 8 %
33, 3 %
55 %
5, 8 %
Total 69 100%
Table 14 above shows that among the 69 students, both of the students’ option
(5, 8 %) strongly agree and strongly disagree, many of them (33, 3%) agree, and more
than half of them (55 %) disagree that the students will feel bored if the teacher
always tells about story of successful prominent figure in English teaching. This
means that the students will not feel bored if the teacher always tells about story of
successful prominent figure in English teaching.
Table 15
The students’ opinions about:
The students will be motivated to learn English if the figures in the story from
English teacher are the success figures because of their language ability
Responses Frequency Percentage (%)
a. Strongly agree 15 21, 7 %
38
b. Agree
c. Disagree
d. Strongly disagree
44
10
0
63, 8 %
14, 5 %
0 %
Total 69 100%
Table 15 above shows that among the 69 students, many of them (21, 7 %)
strongly agree, more than half of them (63, 8 %) agree, few of them (14, 5 %)
disagree and none of them (0%) strongly disagree that the students will be motivated
to learn English if the figures in the story from English teacher are the success figure
because of their language ability. This means that the students will be motivated to
learn English if the figures in the story from English teacher are the success figures
because of their language ability.
Table 16
The students’ opinions about:
The story of prominent figures in Indonesian will not improve English skills (reading,
writing, listening, and speaking)
Responses Frequency Percentage (%)
39
a. Strongly agree
b. Agree
c. Disagree
d. Strongly disagree
6
13
45
5
8,7 %
18, 8 %
65, 2 %
7, 2 %
Total 69 100%
Table 16 above shows that among the 69 students, few of them (8, 7 %)
strongly agree, many of them (18, 8 %) agree, more than half of them (65, 2 %)
disagree and fewest of them (7, 2 %) strongly disagree that the story of prominent
figures in Indonesian will not improve English skills (reading, writing, listening, and
speaking). This means that the story of prominent figures in Indonesian will improve
English skills (reading, writing, listening, and speaking) in students ‘opinion.
Table 17
The students’ opinions about:
The students will be motivated to learn English if the teacher emphasize English
materials rather than listen to the story of successful prominent figure
Responses Frequency Percentage (%)
a. Strongly agree 4 5, 8 %
40
b. Agree
c. Disagree
d. Strongly disagree
15
42
8
21, 7 %
60, 9 %
11, 6 %
Total 69 100%
Table 17 above shows that among the 69 students, fewest of them (5, 8 %)
strongly agree, many of them (21, 7 %) agree, more than half of them (60, 9 %)
disagree and the other students’ option (11, 6 %) strongly disagree that the students
will be motivated to learn English if the teacher emphasize English materials rather
than listen the story of successful prominent figure. This means that the students will
be motivated to learn English if the teacher does not emphasize English materials
rather than listen to the story of successful prominent figure.
Table 18
The students’ opinions about:
The successful figures that are prominent in language ability are fewer
Responses Frequency Percentage (%)
a. Strongly agree 4 5, 8 %
41
b. Agree
c. Disagree
d. Strongly disagree
9
40
17
13 %
58 %
24, 6 %
Total 69 100%
Table 18 above shows that among the 69 students, fewest of them (5, 8 %)
strongly agree, few of them (13 %) agree, more than half of them (58 %) disagree and
many of them (11, 6 %) strongly disagree that the successful figures that are
prominent in language ability are fewer. This means that the successful figures that
are prominent in language ability are not fewer in students’ opinion.
Table 19
The students’ opinions about:
The influence of the story of successful prominent figures to improve students’
motivation is depending on the students target in English learning
Responses Frequency Percentage (%)
a. Strongly agree
b. Agree
9
40
13 %
58 %
42
c. Disagree
d. Strongly disagree
19
1
27, 5 %
1, 4 %
Total 69 100%
Table 19 above shows that among the 69 students, few of them (13 %)
strongly agree, more than half of them (58 %) agree, many of them (27, 5 %)
disagree and fewest of them (1, 4 %) strongly disagree that the influence of the story
of successful prominent figure to improving students’ motivation is depending on the
students target in English learning. This means that the influence of the story of
successful prominent figures to improve students’ motivation is depending on the
students target in English learning.
Table 20
The students’ opinions about:
Using the excessive time (more than 10 minutes) to motivate students will make the
student feel bored
Responses Frequency Percentage (%)
a. Strongly agree 6 8, 7 %
43
b. Agree
c. Disagree
d. Strongly disagree
17
45
6
24, 6 %
65, 2 %
8, 7 %
Total 69 100%
Table 20 above shows that among the 69 students, both of students’ option (8,
7 %) strongly agree and strongly disagree, many of them (24, 6 %) agree, and more
than half of them (65, 2 %) disagree that Using the excessive time (more than 10
minutes) to motivate students will make the student feel bored. This means that the
using the excessive time (more than 10 minutes) to motivate students will make the
students feel bored.
B. Discussion
In this discussion, the researcher present the interpretation of findings in details
related to the students’ motivation to learn English through the story of successful
prominent figures. Based on the students’ opinion from the result of the
questionnaire, the responses were as follows:
Most of the students (69, 6%) disagree to the statement about “the English
lesson in school is difficult”. This means that the difficulty of English lesson in
school does not influence the motivation of students to learn English.
44
Most of the students (58 %) are motivated and (40, 6 %) strongly motivated to
the statement about “the students will be motivated to learn English after listening to
the story of successful prominent figures because of their language ability”. This
means that the story of successful prominent figure is an exact method to stimulate
the students’ motivation to learn English.
Most of the students (78, 3 %) disagree and (16 %) strongly disagree to the
statement about “if the English is being taught and the success of figures is being told
by the teacher, they will annoy the students”. This means that the story of successful
prominent figures will not annoy the students in English learning if the teacher
practices the method to improve students’ motivation.
Most of the students (52, 2 %) agree and (42 %) strongly agree to the
statement about “The story of successful prominent figures that listened by the
students will improve the spirit of English learning”. This means that the story of
successful prominent figures is essential method to improve the spirit of students to
learn English.
Most of the students (63, 8 %) agree and (21, 7 %) strongly agree to the
statement about “Learning English in the classroom without motivation from the
teacher is extremely boring”. This means that the students need motivation to learn
English from the teacher in classroom.
45
Most of the students (63, 8 %) agree and (27, 5 %) strongly agree to the
statement about “The English teachers should use part of the time in English lesson to
tell about the story of successful prominent figures”. This means that the students
need teachers take a part of the time tell about the story of successful prominent
figure to stimulate the students’ motivation.
Most of the students (65, 2 %) strongly agree and (31, 9 %) agree to the
statement about “The English is international language has role in acquiring to the
target”. This means that The English as international language can stimulate the
students to learn English and acquire the target.
Most of the students (50, 7 %) agree and (23, 2 %) strongly agree to the
statement about “The students will feel bored when the teacher explains English
without breaking time to tell something or motivate the students”. This means that the
students need breaking time in English learning session from the teacher.
Most of the students (52,2 %) motivated and (47,8 %) strongly motivated to
the statement about “If the teachers take a part of the time to tell life experience or
buffetings story of famous figures to acquire success, the students will be motivated
to learn English”. This means that the teachers can take a part of the time to tell life
experience or buffetings story if the teachers want to motivate their student in English
learning.
46
Most of the students (68, 2 %) disagree and (14, 5 %) strongly disagree to the
statement about “The story of successful prominent figures is not correlative to the
improving English learning motivation of students”. This means that the story of
successful prominent figures based on the students” opinion is correlative to the
improving English learning motivation of students.
Most of the students (52, 2 %) disagree to the statement about “The students
motivation depend on the figure that told by the English teacher”. This means that the
teacher who wants to motivate students by use the story of successful prominent
figure should choose the exact figure in teachers’ story.
Most of the students (66, 7 %) disagree to the statement about “The teachers’
story about successful figure in English learning will disturb English learning process
in classroom”. This means that the teachers’ story about successful figure in English
learning will not disturb the students in English learning in classroom.
Most of the students (46, 4 %) strongly agree and (43, 5 %) agree to the
statement about “The teachers should tell about the successful prominent figure in
Indonesian for the students understanding”. This means that the students need teacher
tell about the story of successful figure in Indonesian to motivate them.
Most of the students (55 %) disagree to the statement about “The students will
feel bored if the teachers always tell about the story of successful prominent figures
in English teaching”. This means that the students have not boring problem if the
47
teacher always tells about the story of successful prominent figure in English
learning.
Most of the students (63, 8 %) agree and (21, 7%) strongly agree to the
statement about “The students will be motivated to learn English if the figures in the
story from the English teacher are the success figures because of their language
ability”. This means that the teacher should be creative to select the success figure
that has correlation to the language ability.
Most of the students (65, 2 %) disagree to the statement about “The story of
prominent figures in Indonesian will not improve English skills (reading, writing,
listening, and speaking)”. This means that the story of successful prominent figures in
Indonesian will improve the student’s English skills (reading, writing, listening, and
speaking).
Most of the students (60, 9 %) disagree to the statement about “The students
will be motivated to learn English if the teacher emphasize English materials rather
than listen to the story of successful prominent figure”. This means that the teacher
should not emphasize English materials if the teacher wants to motivate the students
in learning English.
Most of the students (58 %) strongly disagree and (24, 6%) disagree to the
statement about “The successful figures that are prominent in language ability are
48
fewer”. This means that there are many the successful figures that are prominent in
language ability based on student opinion.
Most of the students (58 %) agree to the statement about “The influence of the
story of successful prominent figures to improve students’ motivation is depending
on the students target in English learning”. This means that the students target in
English learning will improve students’ motivation by use the story of successful
prominent figures.
Most of the students (65, 2 %) disagree to the statement about “Using the
excessive time (more than 10 minutes) to motivate students will make the students
feel bored”. This means that the students will not take exception for the excessive
time to motivate students in English learning.
49
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion and the suggestion of the research.
A. Conclusion
Based on the findings and the discussion in chapter IV previously, the researcher
concludes that:
a. The students at SMPN 24 Makassar are motivated to learn English through the
story of successful prominent figures.
b. The students at SMPN 24 Makassar have high motivation to learn English after
listening to the story of successful prominent figures in English lesson activities.
c. The story of successful prominent figures that listened by the students will
improve the spirit of English learning.
d. The students would feel bored to learn English in the classroom without
motivation from the teacher.
e. The students would be motivated to learn English if the teachers take a part of the
time to tell life experience or struggle story of famous figures to acquire success.
50
B. Suggestion
Based on the findings and conclusion above the researcher suggests that:
a. The English teacher should take a part of English teaching time to tell about the
story of successful prominent figures because it can be improve students’
motivation and spirit to imitate the successful figures in the story
b. The English teacher should realize that the motivation is very important in
success especially in English learning
c. The English teachers should manage the time to motivate the students so that the
students can feel relax in classroom
d. The best teacher is the teacher who can make the students consciously learn not
only in classroom but also in anywhere. That is why the teachers’ motivation is
much needed.
51
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54
QUESTIONNAIRE
NAMA SISWA :
KELAS :
NAMA SEKOLAH :
Lingkari salah satu jawaban untuk pernyataan berikut !
1. Menurut saya, pelajaran bahasa Inggris di sekolah adalah pelajaran yang sulit.
a. Sangat setuju c. Tidak setuju
b. Setuju d. Sangat tidak setuju
2. Setelah saya mendengarkan cerita tentang kisah seorang tokoh sukses yang
terkenal karena kemampuan bahasannya, maka saya akan:
3. Sangat termotivasi c. Tidak termotivasi
4. Termotivasi d. Sangat tidak termotivasi
3. Jika pelajaran bahasa Inggris sedang berlangsung tiba-tiba guru bercerita
tentang kesuksesan para tokoh karena kemampuan berbahasanya maka saya
akan merasa terganggu.
a. Sangat setuju c. Tidak setuju
b. Setuju d. Sangat tidak setuju
4. Cerita tokoh terkenal yang di perdengarkan oleh guru kepada saya dapat
meningkatkan semangat belajar bahasa Inggris.
a. Sangat setuju c. Tidak setuju
b. Setuju d. Sangat tidak setuju
55
5. Belajar bahasa Inggris di kelas tanpa motivasi dari guru adalah sangat
membosankan.
a.Sangat setuju c. Tidak setuju
b. Setuju d. Sangat tidak setuju
6. Guru bahasa Inggris seharusnya memanfaatkan sebagian waktu Mata pelajaran
Bahasa Inggris untuk bercerita tentang tokoh sukses yang terkenal.
a.Sangat setuju c. Tidak setuju
b. Setuju d. Sangat tidak setuju
7. Bahasa Inggris adalah bahasa internasional yang memiliki peranan penting
dalam mencapai cita-cita.
a.Sangat setuju c. Tidak setuju
b. Setuju d. Sangat tidak setuju
8. Saya akan merasa bosan ketika guru membahas tentang pelajaran bahasa Inggris
dari menit pertama hingga menit akhir tanpa jedah untuk bercerita atau
memotivasi siswa.
a.Sangat setuju c. Tidak setuju
b. Setuju d. Sangat tidak setuju
9. Jika dalam setiap pembelajaran bahasa Inggris, para guru memanfaatkan
sebagian waktu untuk menceritakan pengalaman hidup atau kisah perjuangan
para tokoh terkenal untuk meraih sukses, saya akan termotivasi untuk belajar
bahasa Inggris.
a.Sangat termotivasi c. Tidak termotivasi
56
b. Termotivasi d. Sangat tidak
termotivasi
10. Cerita tentang tokoh terkenal tidak ada hubungannya dengan peningkatan
motivasi belajar bahasa Inggris.
a.Sangat setuju c. Tidak setuju
b. Setuju d. Sangat tidak setuju
11. Termotivasi tidaknya dalam belajar bahasa Inggris tergantung pada sosok tokoh
yang di ceritakan oleh guru.
a.Sangat setuju c. Tidak setuju
b. Setuju d. Sangat tidak setuju
12. Cerita guru tentang kisah sukses tokoh yang terkenal pada saat pelajaran bahasa
Inggris sedang berlangsung hanya akan mengganggu proses pembelajaran
bahasa Inggris di kelas.
a.Sangat setuju c. Tidak setuju
b. Setuju d. Sangat tidak setuju
13. Guru bahasa Inggris sebaiknya bercerita tentang tokoh sukses yang terkenal
dalam bahasa Indonesia agar mudah di pahami.
a.Sangat setuju c. Tidak setuju
b. Setuju d. Sangat tidak setuju
14. Saya akan merasa bosan jika setiap pengajaran bahasa Inggris para guru selalu
bercerita tentang kisah tokoh yang terkenal.
a.Sangat setuju c. Tidak setuju
57
b. Setuju d. Sangat tidak setuju
15. Saya hanya akan termotivasi belajar bahasa Inggris jika tokoh yang di ceritakan
oleh guru bahasa Inggris adalah tokoh yang sukses karena kemampuan
bahasanya.
a.Sangat setuju c. Tidak setuju
b. Setuju d. Sangat tidak setuju
16. Cerita tokoh terkenal dalam bahasa Indonesia tidakakan menigkatkan skill
berbahasa Inggris (reading, writing, listening, dan speaking).
a.Sangat setuju c. Tidak setuju
b. Setuju d. Sangat tidak setuju
17. Saya lebih termotivasi belajar bahasa Inggris jika guru bahasa Inggris menitik
beratkan materi pelajaran pada bahas Inggris daripada mendengarkan cerita
tokoh sukses yang tekenal.
a.Sangat setuju c. Tidak setuju
b. Setuju d. Sangat tidak setuju
18. Sangat sedikit tokoh sukses yang terkenal karena kemampuannya berbahasa
Inggris.
a.Sangat setuju c. Tidak setuju
b. Setuju d. Sangat tidak setuju
19. Pengaruh cerita tokoh sukses yang terkenal pada peningkatan motivasi
tergantung pada tujuan ataucita-cita dalam belajar bahasa Inggris.
a.Sangat setuju c. Tidak setuju
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