CHAPTER I

INTRODUCTION

A. Background of the Study

In education, motivation is important thing for students. Motivation builds

student passion to achieve the best achievement. There are some definitions of

motivation. According to Gardner, motivation is the combination of effort plus

desire to achieve the goal of learning the language plus variable attitudes toward

learning language.1 On the other hand, Santrock defined motivation as the

process that energize, direct, and sustain behavior.2 Based on all descriptions

about motivation above, it can be concluded that motivation is pressure or

pushing to do something.

Motivation has a closest relation with learning. Without motivation,

learning process cannot work well. Hamzah stated that there are some important

roles of motivation in learning. First, determine things that can be reinforcement

in learning. Second, clarify the goal of learning that will be achieved. The last,

determine reins toward learning stimulation.3 From descriptions above, it can be

concluded that motivation is a matter that student need to achieve or a goal of

learning.

1
Zoltan Dornyey, Attitudes, Orientation, and Motivations in Language Learning (USA:
Blackwell Publishing, 2003), 100.
2
John W. Santrock, Educational Psychology, (New York: University of Texas, 2011) 438.
3
Hamzah B. Uno, Teori Motivasi dan Pengukurannya Analisis di Bidang Pendidikan, (Jakarta:
PT. BumiAksara), 27.

1
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Furthermore, learning motivation can be influenced by two factors such as

internal factor and external factor. Internal factor is a factor that coming from

student self. It is like a self awareness about the important of learning. A while

external factor is a stimulus from other people, or environment that can influence

student. It is like teacher, family, friends and other.4 Every student has different

character in building motivation, not all students have internal factor. Some

students can motivate themselves and some cannot. Many students cannot learn

effectively. Hence, as a result of this perform poorly in school tests and

examinations. The failure is not necessary as a result of their low intellectual

inadequacies or lack of material or due to poor studies habits but probably

because they have not been properly stimulated or aroused to develop an interest

in learning. The individual learner whether a child or an adult needs some kinds

of “push” to ignite his appetite for some conscious effort to learn.5 Here, the

student need external factor to push the effort to learn. In the level of success of

students, not only student’s intelligence is needed, but also student’s motivation

either intrinsically or extrinsically because intellectual intelligence is not

sufficient in achievement but there must be encouragement and motivation.

One of the factors that mostly influence student’s motivation is external

factor that come from the teachers.6 Teachers are actually believed have in-depth

4
John W. Santrock, Educational Psychology, (New York: University of Texas, 2011) 440.
5
Adamu Zakiyu Ubale, et al, “A Relationship between Parental Involvement and Intrinsic
Motivation on Learning Islamic Education”, International Journal of Academic Research in Business
and Social Science, 7 (July, 2015), 328.
6
John W. Santrock, Educational Psychology, (New York: University of Texas, 2011) 440.
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knowledge and skills in a particular field of science. However, the knowledge

and skills are not enough to make them able to teach well. They also need to have

teaching skills and some competences. Teacher’s competences as referred to

Indonesia Law number 14 of 2005 includes; pedagogic competence, personality

competence, social competence, and professional competence obtained through

professional education.7

Harlen and Crick stated one of the factors that mostly influence student’s

motivation is teacher’s pedagogical competence. 8 There are some reasons why

the teachers affect students’ motivation. First, teachers play an important role in

what they do, and how they do in developing their own professional knowledge

and practice. Second, they become the models for their students.9 Thus, the

teacher’s attitude and behavior would most likely be imitated by their students in

the class. In other word, a teacher also carries a big responsibility in her or his

classroom. Third, the teachers are people who are very influential in teaching-

learning process. Everything they say would have an impact on their students. If

the teacher feels happy or angry, it would be spread among students because their

attitude would get contagious for students. Therefore, teachers should really

7
Undang-Undang Republik Indonesia No. 14 Tahun 2005 tentang Guru dan Dosen, Pasal 10.
8
Habibi Al-Ajami, et al, “Hubungan antara Persepsi Siswa tentang Kompetensi Pedagogik Guru
dan Dukungan Sosial Orang Tua dengan Motivasi Belajar pada Siswa”, Jurnal Sosio-Humaniora, 2
(September, 2014), 181.
9
Zamroni, Paradigma Pendidikan Masa Depan, (Yogyakarta: BIGRAF Publishing, 2000), 62.
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bring their students to the objectives to be achieved because all students depend

on them.10

The way to build student’s motivation can be done extrinsically by

actualizing the pedagogical competence that teacher have. Therefore, the students

feel regarded whether they get rewards or educated punishment. In addition, the

student’s spirit in learning will grow up if the teacher is able to understand and

provide security for them.11

Student’s perception is defined as a process that involves the entry of

messages or informations into the student's brain. 12 Student’s perception will

arise after observing, seeing, and feeling the teacher’s competences in learning,

in this case is pedagogical competence. Therefore, student’s perception about

teacher’s pedagogigal competence will give a stimulus that allows a response to

students both positive or negative towards the teacher's pedagogical competence,

so that it will ultimately affect student's learning motivation and will have an

impact on student learning outcomes. From description above, student’s

perception about teacher’s pedagogical competence is the student’s view or the

judgment about how far the teacher’s ability in managing the students, designing

10
Wiwi Rif’atul Qodriyah, “An Analysis of Teacher’s Pedagogical Competence in Teaching
English for Young Learners,” (Thesis, IAIN, Cirebon, 2016) 1.
11
Habibi Al-Ajmi, et al, “Hubungan antara Persepsi Siswa tentang Kompetensi Pedagogik Guru
dan Dukungan Sosial Orang Tua dengan Motivasi Belajar pada Siswa,” Jurnal Sosio-Humaniora, 2
(September, 2014), 182.
12
Slameto, Belajar dan Faktor-faktor yang Mempengaruhinya, (Jakarta: PT Rineka Cipta, 2015),
102.
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and implementing the learning, evaluating the learning outcomes, and logging

learners to actualize the various potential they have.13

According to the explanation above, researcher decided to take pre-

research at Wali Songo Ngabar Islamic Male Senior High School on 17 th of June

2019. Researcher found some problems about learning motivation on learning

English. Such the students of XI IPA A were sleeping when teacher explained

the lesson, they had conversation in other lesson topic, and they did not do the

home work. Then, when teacher asked the students to answer the question about

English material, they just kept silent.14

Considering to the explanation above, researcher would like to take study

under the title “Student’s Perception about Teacher’s Pedagogical

Competence and Their Learning Motivation (A Correlation Study at Wali

Songo Ngabar Islamic Male Senior High School in Academic Year

2019/2020)

B. Limitations of the Problem

To avoid a deviation of the discussion, this study focused on some

concerns identified as follows:

1. The subject of the study is the students of Wali Songo Ngabar Islamic Male

Senior High School in academic year 2019/2020.

13
E. Mulyasa, Standar Kompetensi dan Sertifikasi Guru, (Bandung: PT. Remaja Rosdakarya,
2009) 75.
14
Obervation at XI IPA A of Wali Songo Ngabar Islamic Male Senior High School.
08.00 a.m.
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2. The object of this study is the correlation between student’s perception about

teacher’s pedagogical competence and student’s motivation both internal and

external on learning English.

C. Statement of the Problem

Regarding to the background of the study above, the problem of this

research can be formulated into: Is there any correlation between student’s

perception about teacher’s pedagogical competence and student’s learning

motivation at Wali Songo Ngabar Islamic Male Senior High School in academic

year 2019/2020?

D. Objective of the Study

Based on the research problem above, the objective of the study is to know

whether there is correlation between student’s perception about teacher’s

pedagogical competence and student’s learning motivation at Wali Songo Ngabar

Islamic Male Senior High School in academic year 2019/2020.

E. Significances of the Study

Basically, all activities should have a clear purpose and significance. The

result of the study is expected to give some advantages either theoretic or

practice, such as:

1. Theoretical Significance

This study is able to reveal and prove the theory of teacher’s pedagogical

competence which has correlation with student’s learning motivation. The

result of this study can improve the knowledge about teacher’s pedagogical

competence can impact student’s motivation in learning.

2. Practical significances

The result of the research is expected to be beneficial for:

a. Teacher

This study is expected to give the teacher’s contribution. Particularly

the English teacher of Wali Songo Ngabar Islamic Male Senior High

School in enriching their knowledge about the teacher’s pedagogical

competence can improve student’s motivation in learning.

b. Students

This study is expected to improve student’s motivation in learning,

especially in learning English.

c. Reader

This study is expected to give contribution for the reader particularly

the students of English Department of IAIN Ponorogo, in enriching

references concerned with the correlation between student’s perception

about teacher’s pedagogical competence and student’s learning

motivation.

d. Researcher

This study is expected to improve the researcher knowledge and

experience about the way to become a good teacher who has a good

competence particularly pedagogical competence.

F. Organization of the Thesis

Researcher organizes this research report in order to make the reader easier

to understand. The following show the content covered in this research.

CHAPTER I : Introduction

This chapter explains about the whole content of thesis. They

are background of the study, limitation of the study, statement

of the problem, objective of the study, significances of the

study and organization of the thesis.

CHAPTER II : Review of Related Literature

This chapter explains about previous research findings,

theoretical background, theoretical framework, and

hypothesis.

CHAPTER III : Research Method

This chapter consists of research design, population and

sample, instrument of data collection, technique of data

collection, and technique of data analysis.

CHAPTER IV : Research Result

This chapter explains about research location, data

description, data analysis, interpretation, and discussion.

CHAPTER V : Closing

This chapter consists of conclusion and recommendation.