The Correlation Between Students' Motivation and Their Speaking Ability
The Correlation Between Students' Motivation and Their Speaking Ability
The Correlation Between Students' Motivation and Their Speaking Ability
A Thesis
FATAHILLAH SYAMSU
F21112300
ENGLISH DEPARTMENT
HASANUDDIN UNIVERSITY
MAKASSAR
2017
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ABSTRACT
This research aimed to know the motivation of students in learning how to speak
English and also to find out the extent to which the correlation of students’
motivation and their speaking ability.
The method used in this research were qualitative and quantitative method with a
correlational technique. The writer collected data by doing classroom observation
and distributing questionnaires to assess students’ motivation. The questionnaires
were adopted from The Attitude/Motivation Test Battery (AMTB) by R.C.
Gardner. Besides, in assessing students’ speaking ability, the lecturer conducted
oral test to the students. The lecturer was the assessor of the oral test. Then, the
writer collected students’ score from the lecturer. Furthermore, the data from
students’ motivation and students’ oral test were analyzed by using Pearson
Product Moment formula to find out the value of coefficient correlation between
students’ motivation and students’ speaking ability.
The result of this research shows two points. First, students’ motivation in
learning how to speak English was high. It can be seen that 20 out of 33 students
have high score motivation on questionnaires and classroom observation. Second,
there was a positive correlation between students’ motivation and students’
speaking ability. It is proved by the value of coefficient correlation (r xy) is 0,562
and rxy (0,562) is bigger than “r” table (rt) in the degree of significance 5% (0,344)
and 1% (0,442).
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ABSTRAK
Metode yang digunakan dalam penelitian ini adalah metode kualitatif dan
kuantitatif dengan teknik korelasi. Penulis mengumpulkan data dengan melakukan
observasi kelas dan menyebarkan kuesioner untuk mengetahui motivasi siswa.
Kuesioner yang digunakan diadopsi dari The Attitude/Motivation Test Battery
(AMTB) oleh R.C. Gardner. Selain itu, untuk mengetahui kemampuan berbicara
siswa, dosen mengadakan tes oral kepada siswa. Dosen kelas berbicara
merupakan penilai tes oral tersebut. Kemudian, penulis mengumpulkan nilai siswa
dari dosen kelas berbicara. Selanjutnya, data yang berasal dari motivasi siswa dan
tes oral dianalis menggunakan rumus Pearson Product Moment untuk
menemukan nilai koefisien korelasi antara motivasi siswa dan kemampuan
berbicara siswa.
Hasil dari penilitian ini menunjukkan dua poin. Pertama, motivasi siswa dalam
belajar berbicara bahasa Inggris tinggi. Dapat dilihat bahwa 20 diantara 33 siswa
mempunyai skor motivasi yang tinggi berdasarkan kuesioner dan observasi kelas.
Kedua, ada korelasi positif antara motivasi siswa dan kemampuan berbicara
siswa. Terbukti dari nilai koefisien koelasi (r xy) sebesar 0,562 dan rxy (0,562) lebih
besar dari rtable pada signifikan 5% (0,344) dan 1% (0,442).
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ACKNOWLEDGEMENTS
Bismillahirrahmanirrahim...
There is no words can express the writer’s thankfullness to the Almighty God,
Allah SWT for His blessings and mercies especially during the completion of this
writing. Peace and blessing on the final prophet, Muhammad SAW and his family
and companions.
First and foremost, the writer expresses his sincere thanks to his beloved
parents, Syamsu B. Cangnga and Darmi Hamid for their everlasting love and
support throughout his life, the writer’s brother and sisters, Ika Fauziah Syamsu,
Iskandar Zul Karnaen Syamsu, Asri Ningsih Syamsu and Ainun Zaskia Syamsu
for their love, help, support and care.
The writer expresses his deep appreciation and unlimited thank fullness to
Dra. Nasmilah, M.Hum, Ph.D, his first consultant and Head of the English
Department, for allowing to do this research in her class and also for giving
precious guidance, advice, suggestions and corrections. This also goes to Dra.
Marleiny Radjuni, M.Ed, his second consultant, for her precious guidance, advice,
suggestions and corrections.
The writer also expresses his sincere thanks to Prof. Burhanuddin Arafah,
Ph.D as the Dean of Faculty of Cultural Sciences, to the Deputies Dean of Faculty
of Cultural Sciences, to Abbas, S.S, M.Hum as the Secretary of the English
Department, to Dra. Andjarwati Sadik for become my inspiration to conducted
this research and to all lecturers, the academic staff and the librarians for their
help and support during his study at the Faculty of Cultural Sciences Hasanuddin
University.
His thanks also go to the students of English Department batch 2015 who
were taking Speaking 1 subject (academic year 2015/2016) especially class A for
their participation so that this research could be done successfully.
Last but not least, the writer also expresses his love and thankfullness for
Jojoba’ group members, Kaka Eks, Kaka Auls, Mams Rusa (beauty pageant
lovers), Miss Dallas (my partner crime in Dallas), Cici Desga, Rio Mister
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Mappaoddang, Ipphie (another sista from another mother), Kak Bels, Bunds Ning,
Bunds Nana, Hamid, Acca (2nd ru Miss Dallas), Om Gals, Om Buds, Om Bon and
Asho. There are many things done during the years of our togetherness. To the
writer’s good friends, Gina, Iwan, Juanita (Miss BTP), Anti, Riri, Lencha, Efri,
Adibs, Nelli and Edar. Thank you very much for being cheerleader in his life.
Without all laughs, tears and stories we have shared each other, the writer’s
college life would be so boring. To the writer’s great second family, Scarecrow
2012, thanks a million for your foolishness, weeping, happiness, experience,
friendships and many more. The writer cannot mention your entire name but you
made the writer have much great things while studying in English Department.
Not anyone will understand us, keep remind the taglines “stand strong againts the
fear”, so stay cool forever.
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TABLE OF CONTENTS
TITLE ........................................................................................................ i
LEGITIMACY........................................................................................... ii
AGREEMENT ........................................................................................... iv
ABSTRACT ............................................................................................... v
A. Background ...................................................................................... 1
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CHAPTER III : RESEARCH METHODOLOGY................................... 24
A. Method of Research.......................................................................... 24
English ............................................................................................. 24
A. Conclusions ...................................................................................... 41
B. Suggestions ...................................................................................... 42
BIBLIOGRAPHY ...................................................................................... 42
APPENDICES ............................................................................................ 44
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LIST OF TABLES
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LIST OF APPENDICES
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CHAPTER I
INTRODUCTION
A. BACKGROUND
the world. This is because English was claimed as International language and
demanded people to learn this language. Then, English is not only learned by
people for business and other purposes, but also by the students in all stages of
school. In the Indonesian formal education, English has been taught and learned
In foreign language class, the students learned some language skills. These are
listening, speaking, reading and writing. This research focused on speaking skill
The students are hoped to be able to express their ideas using English in daily
activity. But in fact many students lack the ability to express their ideas through
speaking. Producing spoken language has often meant a difficulty for them as the
statement of Hinkel (2005 : 485) stated that speaking is complex and difficult skill
to master. Besides, it is because speaking skill is not only learning about the
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Based on the writers’ experience, it was found that there are some difficulties
that the students find in improving their speaking skill. Firstly, many students lack
of vocabulary as not knowing what to say in English. They often complain that
they are unable to think about anything to say. Besides, the students also lack of
practicing English both in the classroom and outside the classroom. In the
classroom, students have limited time to learn speaking, so they cannot practice
well. While outside the classroom, they prefer to speak their mother tongue rather
than English because almost all people around them speak Indonesian language.
Beside that, the other factors that cause students finding difficulties in learning
speaking is that the students are afraid of making mistakes and being shy to speak
students should be at the situation in which they are willing to speak in English. In
Dornyei (1998 : 117) states that motivation is one of the factors that influences the
rate and success of second or foreign language (L2) learning. Besides, Harmer
(2001 : 51) stated that motivation is energy of students which come from inside or
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Based on the explanation above, it is assumed that many students have low
motivation in learning how to speak English. Actually, all students have different
with high motivation will push themselves to speak up. They will face obstacles
which come to them with strong strength from inside. Morever, motivated
students often get the best result because motivation will improve their
performance. However, not all highly motivated students have good speaking
ability. Beside that, low motivated students do not always have low speaking
ability.
learning how to speak English and to know whether or not there is a correlation
between students’ motivation in learning how to speak English and their English
B. IDENTIFICATION OF PROBLEMS
From the background above, the writer identifies some problems as follows:
1. Many students lack the ability to express their ideas through speaking.
learn.
3. There are some difficulties that the students find in improving their
speaking skill.
ability.
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6. It is assumed that students with high motivation in learning speaking will
To avoid that this research will be too broad, the writer limits the analysis of
D. RESEARCH QUESTIONS
Based on the scope of the research above, the writer formulates the research
questions as follows:
students?
By seeing the research questions above, the objective of the research are:
speaking ability.
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F. SIGNIFICANCE OF THE RESEARCH
speaking ability related to their motivation, the teachers can be more creative to
teach their students and improve students’ motivation in learning speaking. For
students, they are expected to improve their motivation and their speaking ability.
Beside that, the result of this research is expected can be used as reference for