PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI · Temuan penelitian menunjukkan bahwa siswa kelas 1 SMK N 1 Depok ... I am deeply indebted to Miss Veronica Triprihatmini, S.Pd., M.Hum.,

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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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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LEMBAR PERYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH

UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Asep Nugroho

Nomor Mahasiswa : 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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TABLE OF CONTENTS

TITLE PAGE………………………………………………................................... i

APPROVAL PAGES ……………………………………...................................... ii

STATEMENT OF WORK’S ORIGINALITY……………………………….........

PERNYATAAN PERSETUJUAN PUBLIKASI ……………………………………

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ABSTRACT ……………………………………………………………………… vi

ABSTRAK…………………………………………………………………………. vii

ACKNOWLEDGEMENTS………………………………………………………..

TABLE OF CONTENTS………………………………………………………….

LIST OF TABLES ……………………………………………………………......

LIST OF FIGURES ……………………………………………………………….

LIST OF APPENDICES…………………………………………………………..

CHAPTER I. INTRODUCTION

A. Research Background ………………………………………….…..

B. Research Problems …………………………………………….…...

C. Research Objectives…………………………………………….…..

D. Benefits of the Study…………………………………………….….

E. Definitions of Terms……………………………………………..…

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 ..................................................................

CHAPTER III. RESEARCH METHODOLOGY

A. Research Method ……………………………………………...…

B. Research Participants .......…………………………………….....

C. Research Instruments .....................................……………………

D. Data Gathering Technique ……………………………………….

E. Data Analysis Technique ...................…………………………....

F. Research Procedure .......................................................................

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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 ..........................................................................

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS

A. Conclusions ………………………………………………………..

B. Recommendations …………………………………………………

REFERENCES ……………………………………………………………………

APPENDICES …………………………………………………………………….

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LIST OF TABLES

Tables Page

Table 2.1 Three different goal ……………………………………………………. 9

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

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 ……………... 33

Table 4.5 Frequencies, Percentages, and Mean scores for items of domain 2 ….... 38


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LIST OF FIGURES

Figure Page

Figure 2.1 Maslow’s hierarchy of needs ………………...………………………. 10


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LIST OF APPENDICES

Appendix Page

A- Research Permission Letter …………………………………………………. 50

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

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

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D- Interview Result (transcribed)………………………………………………... 58


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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


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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


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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.


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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


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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.


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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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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


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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


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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.

Figure 2.1 Maslow’s hierarchy of needs

Self-actualization

Aesthetic appreciation:

order, structure, beauty

Self-esteem: approval and

recognition

Intellectual achievement:

understanding and exploring

Survival: food, water, shelter

Safety: physical and psychological security

Belonging: love and acceptance


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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


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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


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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,


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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.


18

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.


21

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


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.


27

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


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

learning English? (item

1-4)

Freq/

perc

Agree Disagre

e

Don’t

know

Total Mea

n

Std

Because it will enable me

to get job easily

Freq 77 1 12 90

4.32

0.73 Perc 85.56% 1.11% 13.33% 100%

Because it will enable me

to carry my tasks easily

Freq 71 11 8 90

3.75

0.79 Perc 78.89% 12,22% 8.89% 100%

Because it is a school

requierement

Freq 58 21 11 90

3.57

1.11 Perc 64.45% 23.33% 12.22 100%

Because I hope to further

my education

Freq 74 3 13 90

4.19

0.81 Perc 82.23% 3.33% 14.44% 100%

Total percentage 77.785% 9.995% 12.22% 100%

Total 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

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

Item number 5-8 Freq

/perc

Agree Disagre

e

Don’t

know

Total Mea

n

Std

Studying English is important

because it will allow me to be

more at ease with people who

speak English

Freq 85 0 5 90

4.36

0.57

Perc 94.44% 0% 5.56% 100%


because it will allow me to

meet and converse with more

and varied people

Freq 61 15 14 90

3.69

0.98 Perc 67.77% 16.67% 15.56% 100%

If Indonesia had no contact

with English-Speaking

countries, it would be a great

lost

Freq 69 10 11 90

3.97

0.97 Perc 76.67% 11.11% 12.22 100%


because it makes me look

smarter than others.

Freq 53 22 15 90

3.39

1.19

Perc 58.89% 24.44% 16.67% 100%

Total percentage 74.365

%

13.055

%

12.502

%

100%

Total 3.85 0.92


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 Yes No Total

n % n % n %

Would you like to attend more English

language courses?

72 80 18 20 90 100

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

Item number 1-10 Freq/

perc

Agree Disagree Don’t

know

Total Mea

n

Std

The development of our

country is possible mainly

by educated people who

know English well

Freq 76 5 9 90

4.12

0.81 Perc 84.44% 5.56% 10% 100%

When I hear someone Freq 89 1 0 90

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


39

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

speaks English well, I

wish I could speak like

him

Perc 98.89% 1.11% 0% 100% 4.48 0.52

Learning English is a

waste of time

Freq 0 78 12 90

4.26

0.67

Perc 0% 86.67% 13.33% 100%

I hate English Freq 10 58 22 90

3.74

0.95 Perc 11.11% 64.44% 24.45% 100%

At least some subject like

Economy and Accounting

should be taught in

English

Freq 19 55 16 90

2.37

1.17 Perc 21.11% 61.11% 17.78% 100%

English should not be a

compulsory subject in

secondary schools in

Indonesia

Freq 2 72 16 90

4.12

0.77 Perc 2.22% 80% 17.78% 100%

The teaching English

should not starts as early

as the first grade in

Indonesian schools

Freq 5 77 8 90

4.17

0.89 Perc 5.56% 85.55% 8.89% 100%

English is a very

important part of school

program

Freq 81 2 7 90

4.23

0.68 Perc 90% 2.22% 7.78% 100%

I really enjoy learning

English

Freq 59 8 23 90

3.76

0.93 Perc 65.56% 8.89% 25.55% 100%

English should not be the

medium of instruction in

the secondary schools in

Indonesia

Freq 30 42 18 90

3.26

1.31 Perc 33.33% 46.67% 20% 100%

Total percentage 72.33% 13.111% 14.556% 100%

Total 3.86 0.87


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 English-

language 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’.


45

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.


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


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.


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


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.


50

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 second-

language 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.


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.


http://www.nwrel.org/

APPENDIX

A


52


APPENDIX

B


53

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


54

2 Karena mempermudah saya mengerjakan tugas dari

sekolah.

1 2 3 4 5

3 Karena belajar bahasa Inggris adalah tuntutan dari

sekolah.

1 2 3 4 5

4 Karena saya ingin ke jenjang pendidikan yang lebih

tinggi.

1 2 3 4 5

5 Karena saya bisa berinteraksi dengan orang yang

berbahasa Inggris.

1 2 3 4 5

6 Karena membuat saya bisa bertemu dengan

bermacam-macam orang.

1 2 3 4 5

7 Adalah sebuah kerugian besar jika Indonesia tidak

berinteraksi dengan Negara yang menggunakan

bahasa Inggris.

1 2 3 4 5

8 Karena membuat saya terlihat lebih keren. 1 2 3 4 5

Apakah Anda ingin mengikuti les bahasa inggris yang akan membantu

Anda untuk meningkatkan kemampuan Anda dalam berbahasa Inggris?

YA [ ]

TIDAK [ ]


55

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

oleh orang-orang berpendidikan yang mampu

berbahasa Inggris dengan baik.

1 2 3 4 5

2 Ketika saya mendengar seseorang mahir

berbahasa Inggris saya juga ingin semahir dia.

1 2 3 4 5

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 pelajaran seperti ekonomi dan

akuntansi diajarkan menggunakan bahasa inggris.

1 2 3 4 5

6 Bahasa Inggris seharusnya tidak menjadi mata

pelajaran wajib di SMP.

1 2 3 4 5


56

7 Bahasa Inggris seharusnya tidak diajarkan sejak

SD.

1 2 3 4 5

8 Bahasa Inggris adalah pelajaran penting di

sekolah.

1 2 3 4 5

9 Saya sangat nyaman belajar bahasa Inggris. 1 2 3 4 5

10 Bahasa Inggris seharusnya tidak digunakan

sebagai bahasa pengajaran di SMP.

1 2 3 4 5

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 orang-

orang 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 lagu-

lagu 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”


Documents

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI · Temuan penelitian menunjukkan bahwa siswa kelas 1 SMK N 1 Depok ... I am deeply indebted to Miss Veronica Triprihatmini, S.Pd., M.Hum.,