The Correlation between Motivation and Speaking Achievement of the Second Semester Students of English Education Department of Muria Kudus University

ABSTRACT

Sofyana, Feistya, 2013. The Correlation between Motivation and Speaking Achievement of the Second Semester Students of English Education Department  of Muria Kudus University in the Academic Year 2012/2013. Skripsi. English Education Department of Muria Kudus University. Advisor: (1) Fajar Kartika, S.S, M.Hum (2) Diah Kurniati, S.Pd, M.Pd

 

Key word: motivation, speaking achievement, secondsemester students.

 Motivation is a very important factor which determines the success or failure in language learning because motivation can directly affect the frequency of use of learning strategies, willingness to learn, goal setting and achievement in learning. Speaking Achievement is the achievement of students refers to the score from the students speaking test. The relationship between motivation and achievement is indirect, because achievement is also influenced of other factors, most notably by: the learners’ ability, learning opportunities, the instructional quality of the learning tasks.

The purpose of this research to find out the correlation between motivation and speaking achievement of the second semester students of English Education Department of Muria Kudus University in the academic year 2012/2013.

This is correlation research. Variable X is motivation, classified into instrumental and integrative motivation and Variable Y is speaking achievement. Then, the data are analyzed by using Pearson Correlation Product Moment Formula to know the correlation between motivation and speaking achievement.

The result of the research shows that: a)  Over all, Motivation of the second semester students of English Education Department of Muria Kudus University in the academic year 2012/2013 is high (Mean of instrumental motivation is 7.34. Meanwhile, mean of integrative motivation is 6.68 and mean of overall motivation is 84.84). b) The speaking achievement of the second semester students of English Education Department Muria Kudus University in the academic year 2012/2013 is good (the mean is 80.08). c) To know the correlation of them, the writer calculates each score and gets r_xy = - 0.18. So, from the result of calculating r_xy obtained that there is no correlation between motivation and speaking achievement of the second semester students.

            Thus, the writer suggests that motivation is not the only one factor that determines achievement of the students, other factor such as: talent and enthusiasm, attitude, learning strategies, environment and facilities, so the lecturer should also pay attention to the other factors. Beside that students should keep studying so that the speaking achievement can be stable.

CHAPTER I

INTRODUCTION

This chapter presents: background of the research, statement of the problem, objective of the research, significance of the research, scope of the research, and operational definition.

1.1 Background of the Research

Motivation is a very important factor which determines the success or failure in second language learning, for motivation can directly influence the frequency of using learning strategies, will give power of learning, goal setting, and the persistence in learning (Qin Xiaoqing, 2002) as cited in Peipei Li & Guirong Pan (2009). Motivation is the force that gives the desire for students so they have the awareness that they are responsible for learning the language.

In this research, motivation is classified into two types: instrumental and integrative motivation (Gardner & Lambert, 1972) as cited in Charlemporn choosry (2011). Instrumental motivation is the desire of students to acquire a new language for utilitarian reasons and to reflect the practical value and advantages of learning the target language (Norris-Holt, 2001). Meanwhile, integrative motivation is the desire of students to learn more about the culture of the target language community or assimilated within the target community (Norris-Holt, 2001).

Motivation is one of the important factors that influence English learning achievement (Bo Wang, 2009) Achievement is a process of collecting and reparing the information to measure student achievement (Agus Siswanto, 2012). There are many ways that can be used to obtain high achievement. Provide motivation and interest in learning is one way to improves students’ achievement.

A lot of studies on motivation conducted in technical and vocational colleges. For example Choosry’s study that examines non-English major students. Unfortunately, the correlation between motivation and achievement in English majors is seldom studied.  A recent study conducted by Choosry (2011) found that instrumental motivation is at high level at the average of X=4.10 (X = 4.10, S.D. = 0.46), integrative motivation at high level at the average of X=3.79 (X = 3.79, S.D. = 0.56). Choosry investigation is in contrast to Li and Pan’s (2009:126) the integrative motivation as the dominant motivation for the high achievers. Degang (2010) showed that students are about equally well motivated integrative and instrumentality to learn English. While in Pruksashewa’s et al (2008) findings, it was found that all students in the study, whether they like it or not learning English, motivated by the two types of motivation: integrative and instrumental motivation.  The results of Choosry’s study have inspired the present research.

Beside the reason above, to deal with this research, in English Education Department of Muria Kudus University, there are some reasons of this decision. Based on the interview with second semester students’ speaking class it was found out that the students enjoy when they are in speaking class. They have high enthusiasm because the lecturer lectures with interesting technique and they feel not bored. In addition, the lecturer said the motivation of the students is medium, not too high, or low. Therefore it is very important to know their motivation.

From this reason above the writer interest the research entitled "THE CORRELATION BETWEEN MOTIVATION AND SPEAKING ACHIEVEMENT OF THE SECOND SEMESTER STUDENTS OF ENGLISH EDUCATION DEPARTMENT OF MURIA KUDUS UNIVERSITY IN THE ACADEMIC YEAR 2012/2013".

1.2     Statement of the Problem

Based on the background above, the writer determines the statements of the problem as follows:

1.         How is the motivation of the second semester students of English Education Department of Muria Kudus University in the academic year 2012/2013?

2.        How is the speaking achievement of the second semester students of English Education Department of Muria Kudus University in the academic year 2012/2013?

3.         Is there a significant correlation between motivation and speaking achievement? 

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