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Contoh Skripsi Bahasa Inggris 2

CHAPTER I
INTRODUCTION
A. Background
Motivation in second language learning is a complex phenomenon which can be defined in terms
of two factors : learners communicative needs and their attitudes toward the second language
community. If learners need to speak the second language in with range of social situations or to
fulfill professional ambitions, they will perceive the communicative value of the second
language and will there fore be motivated to acquire proficiency in it. It means that when
learning language the role of motivation is very important since the students can not learn
effectively with less motivation.
Motivation is the dynamic force that energized behavior. It is motivation that compel the child to
act. The motivation is persistent since they keep the child acting until he finds the satisfaction for
him (Smith, 1958 : 185).
Motivation has function in studying suck as to motivate as motor each activity, to know direction
the goal that want to be reach, selecting of action determine the goal want to be reached by
throwing of useless activity. From these its hereby are really important ways to know about
motivation to student. (Sadirman, 1992, p. 130)
There has been a great deal of research on the role of attitudes and motivation in second
language learning such a research that is hold in SMUN 1 Rantau academic year 2001-2002 by
Suwazi with the title Correlation between motivation in learning English and their achievement
in reading comprehension of the second grade students of SMUN 1 Rantau academic year 20012002. It shows that motivation is some kind of internal drive date and encourages somebody to
pursue a course of action. The result of the research shows that motivation and the achievement
of language skills has tight relationship.
The other research about motivation also held by Marwiyah with the title The correlation
between motivation and vocabulary mastery at SMPN 17 Banjarmasin academic year 20042005, this research result describe that between motivation and learning vocabulary or correlate
want to another.
English is difficult lesson for student, certainly teacher, parents and environment have to
cooperate to make student realize and want to study English as well. English is not easy lesson
studied particularly student at junior high school, because they feel English is not important.
Moreover, English at elementary school as addition of lesson in the curriculum. Beside on
psychology of human, person will not follow some lesson if that person does not like, but if the
person like of course will follow it. In teaching English, the teacher should coopered with media,
family and environment approaching of students mentality, or invite student to share the
problem in learning English. Besides, teacher technique to approach the student interest to
English lesson through teaching by meaningful.
Since motivation is very important to make the students interest in learning English so that the
teachers way in motivating the student can raise the students motivation. There are many ways
of the teachers way in motivating the students suck as, using stimulation, discussion, question
and answer activities, role plays, etc.
MTsN Sungai Tabuk is one of the junior high school that provide English. In learning English the

student of MTsN Sungai Tabuk is also influence by the motivation. The researcher wants to held
a research about the way of the teacher in motivating the students in learning English in this
place since the student motivation are still less according to there English achievement report.
Motivation of student to study English is less, because of the teacher, family, environment, and
facilities which are not support English lesson as well. Beside that MTsN is an Islamic school
where almost all the subject is about religion and the research wants to now the way of
motivation in learning English is used by the English teacher. Based on the explanation above,
the researcher wants to held a research with the title A descriptive study of the teachers way in
motivating the students in learning English at MTsN Sungai Tabuk academic year 2006-2007
B. Identification and Formulation of the Problem
Motivation is very important to ensure of idea and the strength to someone whose have lower of
power from inside. Instead of being encouraged build up some of thinking in mind to put
concentration on the one topic. Most students have been influenced by something when their
motivation is higher. According to pre-research that is done by the researcher students
motivation at MTsN Sungai Tabuk Kabupaten Gambut Banjarmasin, still less because many
influence from inside and outside, and the object of research is the influence of students
motivation, one of the them is the way of the teacher in motivating the students in learning
English.
This research is limited on student at MTsN Sungai Tabuk Banjarmasin, the central of problem
formulation namely: How is the teachers way in motivating the students in learning English at
the second grade of MTsN Sungai Tabuk?.
C. Research Objective
The research objective is to know the teachers way in motivating the students in learning
English at MTsN Sungai Tabuk in academic year 2006-2007.
D. Significance
a. Implication
- The result of the research is expected to give contribution to the theory of the teachers way in
motivating the students in learning English.
b. Aplication
- For teacher, the result of this research is useful for the teacher, parent and environment how to
motivate of students interest in studying English.
- For student, to at information of knowledge about how to motivate interest self in order to like
English.
E. Working Theory
Mc.Donalds opinion which taken by Wasty Soemanto in psikologi Pendidikan mentioned :
(1986, p. 73)
Motivasi itu sebagai perubahan tenaga di dalam diri atau pribadi seseorang yang di tandai oleh
dorongan efektif dan reaksi-reaksi dalam usaha mencapai tujuan. Definisi ini berisi 3 hal yaitu:
motivasi dimulai dari suatu perubahan tenaga dalam diri seseorang, motivasi itu ditandai oleh
dorongan efektif, motivasi ditandai oleh reaksi mencapai tujuan.
Motivation is very important to learn English as if for student at junior high school, because
many of them do not like with English lesson. Certainly to measure of the influence of
motivation particular, it will use variable that can support of data of the factors the influence
from effective and insist of from students.

CHAPTER II
THEORETICAL FOUNDATION
A. Motive and Motivation
Motive is a stimulus and encouragement to create behavior. Beside that, there are some
definitions of motive and motivation given by some experts.
According to Woodworth (1982:17), a motive is a set predisposes the individual of certain
activities and for seeking certain goals. While according to Fransen (1982: 18), motive is
internal conditions that arouse sustain direct and determine the intensity of learning effort, and
also define the set satisfying or unsatisfying consequences of goal. Tadjab (1994:101) states
Motive adalah daya penggerak dalam diri seseorang untuk melaksanakan aktivitas-aktivitas
tertentu demi mencapai suatu tujuan tertentu.
Hilgard in Pasaribu (1982:18) defines motivation as a general term characterizing the needs,
aspirations, purposes of the organism as these initiate or regulated need satisfying or goal seeking
behavior. Donald (in Pasaribu 1982:19) gives the definition of motivation as an energy change
with the person characterized by effective arousal and anticipatory goal reaction. And according
to Martin (in Tadjib 1994:2), Motivasi adalah suatu tenaga atau faktor yang terdapat dalam diri
manusia yang menimbulkan, mengarahkan dan mengorganisasikan tingkah laku.
From the definitions above, it can be concluded that motivation is a situation inside of human
that causes someone does activities to reach a goal.
B. Types of Motivation
According to A. Tabrani (1992:72) there are four types of motivation, namely:
a. Competition
It is divided into two, they are: achievement competition and competition to other people. In
achievement competition, the students must know the result that is achieved and then attempt to
increase the result. Meanwhile in competition to other people, the students learn and compare the
result achieved with other students.
b. Clear goal
Motivation encourages the students to achieve the goal. If the goal is clear and useful for the
students, the students will attempt to achieve that goal.
c. Close to the goal
If the students see that the goal is far, they will be lazy to achieve and increase the goal. On the
contrary, the students will be motivated to reach the goal if it is close to the students.
d. Interest
Interest influences a process of achievement to a motivation. If someone is not interested in
something, she/he will not do any activity. But if someone has interest in learning she/he will
learn enthusiastically. Someone interest to learn something can be seen from her/his desire to
study.
The students who have interest in learning English will feel enjoy and give full attention when
they follow the lesson. By knowing this, the teacher needs to attempt to raise students interest
based on students behavior and achievement. The students have put interest to the lesson
indicated by their behavior. For example: if they give full attention, enjoy and feel happy in the
class, and they will achieve good achievement.

C. Ways of Creating Learning Motivation


According to Sardiman (1991:91) there are 10 ways to raise motivation in learning activity at
school, namely:
a. Give score
Score is a symbol of value in learning activity. The scores are the strongest motivation for
students.
b. Prize
Prize is a motivation arousal too, but it is not always like that. For a work, perhaps it is not
interesting for someone who is not interested in it.
c. Competition
Competition is used as an instrument of motivation to encourage students learning. The
individual or group competition can increase students achievement.
d. Ego-Involvement
Ego-Involvement is meant to raise consciousness to students. By applying it,
the students will feel the importance of the task and receive it as challenge.
e. Give test
The students will be diligent to learn if they know that there will be a test. Therefore, giving a
test is an instrument of motivation too.
f. To know the result
By knowing the result of task, if there is a progress, it can encourage students to study diligently.
g. Praise
If there is a student successful in finishing their task well in learning, the teacher needs to give
praise. It is a kind of positive reinforcement and motivation.
h. Punishment
Punishment is a negative reinforcement. But if it is given exactly and prudently the punishment
will be a tool of motivation.
i. Desire to learn
It means that there is an element of consciousness to study.
j. Interest
A motivation rises because there is a need. An interest is a tool of principal communication. The
process of learning will run well if there is an interest.
Similar to Sardiman, Djapri Basri (1989:12) proposes 12 ways to give students motivation to
learn, they are:
a. Create learning situation that is enjoyable
The situation of learning must be enjoyable. The enjoyable situation can arouse students
learning motivation.
b. Give prize
Giving prize to clever students can be motivation for students themselves and other students. It
will encourage students to get good score.
c. Give praise
If there is a student who is successful in doing task well, it needs to be given praise. Because it is
a positive reinforcement and can raise desire of student to study.
d. Competition
Competition is needed too, because it can raise achievement for individual or group competition.
e. Cooperation

In learning activity, cooperation can raise the students interest in learning group. The
cooperation can give encouragement to learn and help the students who is less clever.
f. Inform students there will be a test
The student will be more diligent to study if they know that there will be a test. This is useful to
increase their achievement.
g. Ego-Involvement
The students behavior can appear in tasks that they have done if the students feel the importance
of tasks and receive it as challenge. So, they will do that task diligently.
h. To arrange the students seat variously
The arrangement of students seat will create the harmony of learning situation. The teacher and
students do not feel bored to use and occupy that class.
i. Use various method in teaching to fit the material
By using various methods in teaching to fit the material, the role of students in learning can be
increased.
j. To give comment to students work
Beside giving score, comment about mistake that have been made by students in learning is also
important to encourage students to learn, such as very good work, next time will be better,
actually you are able to do the task, but it is still less accurate.
k. To give comment to students work
For the students who make mistake, lazy and bad behavior in learning activity, the warning can
be a tool to correct behavior. Example: The student who makes noise in the class.
l. Punishment as tool of education
Punishment can be used if the other way is not effective. It may be done if it can change the
students behavior.
Based on the opinions above, it can be concluded that the teacher in raising learning motivation
need to encourage students spirit and release burden. Therefore, the goal of teaching and
learning activity can be achieved optimally.
CHAPTER III
RESEARCH METHOD
A. Research Location
The research location is at MTsN Sungai Tabuk. It is Located on Jl. Kali Martapura, Desa
Pembatangan RT. 2 Kecamatan Sungai Tabuk Banjar regency.
B. Research Design
The design of this study is descriptive qualitative where the researcher tries to describe about the
teachers ways in motivating the students in learning English at MTsN Sungai Tabuk Banjar
regency.
C. The Procedure of Data Collection
1. Data Source
The data are the teachers ways in motivating the students in learning English. The sources of
data are the English teacher and the students of the second grade of MTsN Sungai Tabuk Banjar

regency.
2. Research Instrument
Research instrument is questionnaire. There are two questionnaires. The first questionnaire is
given to the teacher to know the teachers ways of motivating students in learning English. The
second questionnaire is given to the students to know to what extent their motivation toward the
English lesson as the impact of the teachers ways to arouse the students motivation.
3. Technique of Collecting Data
The data were collected through observation, questionnaire and interview. The techniques were
applied to investigate the teachers ways in motivating the students in learning English.
a. Observation
Observation is used to get the data about how the teachers way in motivating the students in
learning English.
b. Questionnaire
Questionnaire is used to complete the data gained through observation. In the questionnaire,
there are ten questions that should be answered by the teacher. There are two questionnaires. The
first questionnaire is given to the teacher to know the teachers ways of motivating students in
learning English. The second questionnaire is given to the students to know to what extent their
motivation toward the English lesson as the impact of the teachers ways to arouse the students
motivation.
c. Interview
This interview was used to complete the data gained through observation and questionnaires. The
interview is addressed to the English teacher about his ways in motivating the students in
learning English.
4. Research Population
The Subject of the study is the English teacher and all students in the second grade at MTsN
Sungai Tabuk Banjar regency academic year 2006-2007. There are two classes of the second
grade, II A consist of 24 students and II B consist 23 students, since the number of subject is less
them 100 person so that all the subjects were taken as the sample, that is 47 students.
D. Technique of Data Analysis
All the collected data were analyzed qualitatively. The result of questionnaire and interview were
analyzed into three steps, editing, interpreting and making conclusion. From the conclusion, it
can be got about the description of the teachers way in motivating the students in learning
English at the second grade of MTsN Sungai Tabuk Banjar regency academic year 2006-2007.
CHAPTER IV
THE RESULT OF RESEARCH
A. General
The research is done to know the teachers ways in motivating the students in learning English.
The subject of the research is the English teacher and all the students in the second grade of
MTsN Sungai Tabuk Banjar regency academic year 2006-2007. Since the number of the subject

is less than 100, all the subjects were taken as the samples (47 students). The design of this study
is descriptive where the researcher tries to describe about the teachers ways in motivating the
students in learning English. The techniques of collecting the data were observation,
questionnaire, and interview.
All the collected data were analyzed qualitatively. The result of observation, questionnaire, and
interview were analyzed into there steps; data editing, data interpreting, and conclusion drawing.
From the conclusion, it can be got about the description of the teachers ways in motivating the
students of the second grade of MTsN Sungai Tabuk Banjar regency academic year 2006 2007
in learning English.
B. The Result of Research
1. The Result of Observation
The result of observation shows that in teaching English the teacher motivate the students by
giving score, giving advice, giving homework/exercises, giving praise, and giving punishment.
The teacher gave score, advice, and exercises in the while activities, the teacher also gave praise
toward the student when they can answer the teachers questions. The teacher gave home works
to the students in the post-activities. Punishment is given to the students who come late to the
class when English teaching and learning process is taking place.
2. The Result of the Questionnaire to the teacher
The result of the questionnaire given to the teacher can be seen in the following table:
Table of Questionnaire to the Teacher
No. Pertanyaan Selalu Kadang-kadang Jarang Tidak pernah
1 Apakah Bapak menerapkan metode mengajar yang bervariasi dalam menyajikan pelajaran?

2. Apakah Bapak memberikan informasi lebih dulu kepada siswa apabila akan dilaksanakan
ulangan (test)?

3. Apakah Bapak memberikan score pada hasil pekerjaan siswa?

4. Apakah Bapak memberikan pujian (praise) ketika siswa dapat menjawab pertanyaan dengan
benar?

5. Apakah Bapak memberikan hadiah (prize) kepada siswa yang mendapatkan score tertinggi
dalam menjawab pertanyaan?

6. Apakah Bapak memberikan bimbingan (advice) ketika siswa mendapatkan masalah/kesulitan


dalam belajar Bahasa Inggris?

7. Apakah Bapak menerapkan kegiatan kompetisi (competition)dalam belajar Bahasa Inggris?


8. Apakah Bapak menerapkan metode kerja kelompok (group work) dalam kegiatan
pembelajaran Bahasa Inggris?

9. Apakah Bapak mengatur tempat (arrange students seat) duduk siswa yang bervariasi dalam
proses belajar mengajar Bahasa Inggris?

10. Apakah Bapak memberikan punishment kepada siswa yang berprilaku kurang baik dalam
proses pembelajaran (membuat keributan)?

The table shows that the English teacher always applies various methods in presenting the
instructional materials, give scores to the students works, and give praise when the students can
answer questions correctly. The teacher sometimes informs the students when he wants to give a
test, give prize to the excellent students, applying group works in presenting the lesson, and give
punishment to the bad behavior students in the teaching and learning process. The teacher is
rarely arrange the students seat variously and never applies competition to the students.
4. The Result of Interview
The result of interview gives explanation that 85 % of the students at the second grade of MTsN
Sungai Tabuk like English lesson. Their achievement in learning English is quite good with the
score category around 6 8 (minimal standardization). If there is a student got lower
achievement, it is because of some factors such as less attention when English teaching and
learning process is taking place, lazy for asking questions, often left their books at home, the
presence is less than standardization, have low intelligence, and uncomprehending about the
lesson. The teacher said that motivation influence the students achievement in learning English.
He stressed that the students should pray first before studying English and the teacher said that
he always motivates his students, if the students got bad scores, he always gives remedial for
them.
From the observation, questionnaire, and interview, it can be found the fact that the teachers
ways in motivating the students in learning is quite good and make the students able to achieve a
quite good score.
C. Discussion
The result of observation, questionnaire and interview explain that the English teacher at MTsN
Sungai Tabuk Banjar regency does some ways in motivating the students in learning English.
The ways are: (1) giving score, (2) giving advice, (3) giving homework exercises, (4) giving
praise, and (5) giving punishment
The teacher always gives praise if there is a student who can answer the questions from the
teacher. It really helps the teacher to motivate them in learning English since the students feel
valuable and get attention from the teacher. This is in line with what Sardiman (1991) says about
types and ways to praise motivation in learning activity at school, one of them is the praise which
is the kind of positive reinforcement and motivation.

The teacher also gives advice to the students. If the students make mistakes in answering the
exercises or oral questions, the teacher gave the students advice how to get the correct answer.
From the questionnaire and interview, it can be got that the students motivation in learning
English at the second grade of MTsN Sungai Tabuk is quite high and the student achievement is
also quite high in learning English.
Although the students motivation is quite high, most of them learn at night before the English
exam. The teacher should motivate the students to prepare perfectly the lesson before they have
English examination. The teacher also can give prize if any of the students can get high score.
Since motivation has some function as Sardiman (1986) explanation that the motivation function
are ; push the human to act, determine direction of action, select the action, and pusher of effort
and achieving the achievement.
In short, the ways the teacher motivate the students in learning English quite good and still in
line with what the expert says about how to motivate the students attention in learning English,
so that the students achievement can be increased.

CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the description in chapter IV, it can be concluded that the English teacher of MTsN
Sungai Tabuk Banjar regency applied some ways in motivating the student in learning English.
The ways that the teacher applied are giving score, giving advice, giving homework, giving
praise; and giving punishment. Besides that, the English teacher always applied various methods
in presenting the instructional materials, gave scores to the students works, and gave praise
when the students could answer questions correctly. The teacher sometimes informed the
students when he wanted to give a test, gave prize to the excellent students, applied group works
in presenting the lesson, and gave punishment to the bad behavior students in the teaching and
learning process. The teacher rarely arranged the students seat variously and never applied
competition to the students.
B. Suggestions
Based on the conclusion above, some suggestions are addressed to the English teacher of MTsN
Sungai Tabuk Banjar regency in particular and the English teachers of junior high school in
general.
1. The teacher should keep motivating the students to learn English.
2. The teacher should keep using various methods in teaching to provide the material, such as
using game since it will increase the role of the students.
3. The teacher can give prize if any of the students can get high score.
4. The teacher should create competition of feeling among the students to increase students
motivation in learning English.
5. The teacher can vary the teaching material, in order that the students are more attracted toward
the English lesson.

REFERENCES
Undang-undang tentang sistim pendidikan nasional dan peraturan pelaksanaannya
1993, Jakarta, sinar grafika.
Wasty Soemanto, 1998, Psikologi pendidikan (Landasan kerja pimpinan
pendidikan), Renika cipta, Jakarta.
Dep. Pendidikan dan Kebudayaan, 1999, Kamus besar bahasa Indonesia edisi
kedua, Balai pustaka, Jakarta.