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THESIS Submitted as A Partial RequirementsForthe Degree of Undergraduatein Education By : Dilla Nawang Kharisma SRN. 143221087



  1984061320155032005 RATIFICATION 2 on Students’ Motivation in Learning English at the Eighth Grade of SMP Ta’mirul Islam Surakarta in the Academic Year 2018/2019” by Dilla Nawang Kharisma (143221087) has been approved by the Board of Thesis Examiners as the requirement for the Degree of Undergraduate in Islamic Education andTeacher Training Faculty. 19670224 200003 1 001 PRONOUNCEMENT Name : Dilla Nawang KharismaSRN : 143221087Study Program : English EducationFaculty : Islamic Education and Teacher Training Faculty 3 Motivation in Learning English at the Eighth Grade of SMP Ta’mirul Islam Surakarta in the Academic Year 2018/2019” is my real masterpiece.

CHAPTER I INTRODUCTION A. Background of the Study Education is one of the important parts of human life. By getting

  Another way is students frequently asked Knowing motivation by the students can influence teachers’ role in the class, that it way teacher must know what kinds of motivation had by studentsand how the motivation can influence their learning in the class, Skinner andMichael (1993:571) states that: “Highly motivated children are easy to identify. Before the establishment of SMP Ta’mirul Islam Surakarta, the Ta’mirul Foundationhad a motto “to make students become pious and pious children, to be smarter, and to be noble in character.” Basically the success of a student does not escape At SMP Ta’mirul Islam Surakarta, all teachers do not only teach but they can also educate their students.

B. Identification of the Problem

  Limitation of the Problem In this research, the research limited the research on motivation from students in learning English at the eight grade students of SMP Ta'mirulIslam Surakarta. Objectives of the Study The purpose of the study at finding the answer to the question stated in the problem statement: 1.

G. The Definition of Key Term

  MotivationMotivation is concerned with the factors that stimulate or inhibit the desire to engage in behavior (Morris & Maisto, 1978:1) 2. Descriptive qualitativeDescriptive qualitative is describing and interpreting events, condition or situation of the present (Nurkamto, 2004:3).


A. Theoretical Description

  In addition, Brumfit (1982:1) states that English as an international language in that it is the most widespread medium of internalcommunication both because of the number and the geographical spread of its speaker, and because of the large of number of non native speaker whouse it for part at least of their international context. In constucting the knowledge students needto be active both phisically and psychologically therefore that the activity is From statements above, it can be concluded that the learning is a systematic process that is planned by teacher in order to help students toachieve and implement learning objectives in a way to interact with all the leraning resources.

a. Definition of Motivation

  William and Burden (1997:120) state that motivation may be constructed as a stage of cognitive and emotional arousal, which read to a consciousdecision to act and which gives rise a period order to attain a previously set goal. Almost the samedefinition,Harmer (1988:51) states that motivation is some kinds of internal drive which pushes someone to do some things in order to achievesomething or to reach the goal.

b. Kinds of Motivation

  It is considered that integrative motivation is the reasons of students to learn the English language, whileinstrumental motivation is students’ view of English as a means to get a better job, position, and status in the future life. According to Penny Ur other sources are certainly affected by the teacher actions: they are success and it is reward, b) ParentsHarmer (2007:4) states that if the parents are very much against the culture of the language this will probably affecthis or her motivation in negative way.

c. Perspectives of Motivation Psychological perspectives explain motivation in four different ways

  e) Needs for self-actualizationNeeds for self the actualization is a need which consist of self- fulfillment and achievement of personal 3) The Cognitive PerspectiveAccording to the cognitive perspective on motivation Santrock(2006), students’ thought guide their motivation. On the other hand Krause (et. al, 2003) stated that students who have a need to avoid The Social Learning Perspective defines motivation is conceived as goal-directed behavior that is closely linked to feelings of personaleffectiveness (Bandura, 1986).

d. Sources of Motivation

  According to Carolin Larsen-Freeman and long, aptitude as a concept correspond to the nation that in approaching a particular learning task or aprogram, the individual may be though of a processing some current state of capability in learning that task-if individualmotivated and has the opportunity of doing so that capability is presumed to depend on some combination of more or lessenduring characteristic of individual. So the students who study in acceptable (2) FamilyWhen students’ family and it is member give stimulus to their study, for example by giving motivation or guidance to thestudents obtain better achievement in study.(3) Society The member of society may arise difficulty and easy to the students study, because the society can give the may of thinkingand giving respond to an object.

e. Students’ Motivation in Learning English

  According to Brophy as cited in Woolfolk (1990:328) states that students’ motivation to learn a students’ tendency to find academicactivities meaningful and worthwhile and try to do derive the academic advantages from those activities. Based on the explanation, the researcher conclude that having high motivation is able to make students better for their learning process.

f. Motivation in Teaching and Learning Process

  According to them the concept of motivation is linked closely to other constructs in education and psychology such as constructs of attention,needs, goals and interests that are all contribute to stimulate students’ interest in learning and their intention to engage in particular activities and achievevarious goals. Motivation is important not only for teacher but also for students.(Reeve and Hyungshin, 2006:209) state that there are some ways to motivate students in the class:1) Adopt a supportive style Teacher’s guidance is important for students and that guidance motivate and develop the interest of learning.

g. Strategies of How to Motivate Learners

  According to Elliot (2000:366), there are six factors affecting students’ motivation:a) Anxiety Anxious students may have difficulty in learning in the first place, they may have difficulty in using or transferringknowledge they have, and they have difficulty demonstrating their knowledge on testing (Slavin, in Elliot, 2000:10). d) Learning helplessness According to Elliot et al, (2000:352), there are three components that have particular relevance for the classroomnamely:(1) Failure to initiate actions, the students who have experienced learned helpless tent not to try learn newmaterial (passive).(2) Failure to learn, even when new directions are given to these students, they still learn nothing from them.

B. Previous Related Study

  Third previous study entitled “The Correlation Between Motivation and Speaking Achievement of the Second Semester Students of EnglishDepartment of Muria Kudus University in the Academic Year 2012/2013” written by Feistya Sofyan in Education and English Department of TeacherTraining and Education Faculty of Muria Kudus University 2013. The result of the research is the motivation of the students in second semester is high(mean of instrumental motivation 7.34).

CHAPTER II I RESEARCH METHODOLOGY A. Research Design The researcher uses the descriptive qualitative method in this research. Descriptive research describes and interprets events, condition, or situation of

  It has some characteristics: (1) theobjects observed are process and value; (2) most of data are words; (3) when collecting data, the researcher actively interact with the data sources; (4) the dataare analyzed inductively; (5) the result of the research cannot be generalized; (6) the research is subjective and related value (Nurkamto, 2004:3). Elliot and Kratochwill (1999:24) state that descriptive study is a research in which the investigator examines and report thing as the way are in an attemptto understand and explain them.

B. Setting of the Research

  Subject of the Research The subject of this research is the eighth grade students of SMP Ta’mirul Islam Surakarta in the academic year 2018/2019 class VIII A of 10 students. The event inthis research is in the form of teaching and learning activities of English in the classroom especially the eighth grade of SMP Ta’mirul Islam Surakarta2018/2019 academic year.

E. Techniques of Collecting the Data

  The researcher did observation in learning English for the eighth grade student of SMP Ta’mirul Islam Surakarta 2018/2019 academic year directly. By The topic of interview was about students’ motivation in learning English at the eighth grade of SMP Ta’mirul Islam Surakarta 2018/2019 academic year.

F. Technique of Analyzing the Data

  Each of those important data arranged in the research findingswas followed or completed by a code which refereed to the serial number of field note and them followed by the number of event or sequence in it. The conclusions in qualitative research may be able to answer the problem statements that have been formulated from the beginning, but maybe not, because of problems and problem statements in qualitative research is still tentative and will be developed after research in the field.

G. Trustworthiness

  Therefore triangulation is the attempt to check the correctness of data or information from a variety of different viewpoints byreducing as much as possible the differences that occur at the time of data collection and analysis. In this research, the researcher chose and took the data sources from Englishteacher and students of the eighth grade of SMP Ta’mirul Islam Surakarta2018/2019 academic year.

CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS In this chapter, the researcher explains the result of research that has been done in SMP Ta’mirul Islam Surakarta. The report is divided in two parts, they research findings and

A. Research Findings

  The research findings report the facts are faced by the researcher and discussions represent the theories from the expert compared with the fact in the field. The research findings consisted of description ofthe data found in the research field including as the answer of research questions.

1. Factors Influencing Students’ English Learning Motivation Viewed From Their Intrinsic and Extrinsic Motivation Motivation has two types, they are intrinsic motivation and extrinsic motivation

  The student was motivated to do the assignment because English lessonwas fun and the student really enjoyed the lessons.2) Need The students who has a need is one who lacks something that a given activity or outcome can provide. Firstly, students in SMP Ta’mirul Islam Surakarta are motivated to learnEnglish because of their goals such as the students want to get a good score in final exam, the students want to get a reward from the teacher, the students feelhappy about the teacher’s motivation, the students want to get a good job, the students may want to continue their study overseas, and the students also havesupport from parents.

B. Discussions

  Based on the result of the observation, it compare with the theory ofNaiman(1996) the students need for achievement and it compare with the theory ofGage (1984)the students who has a need is one who lacks something that a given activity or outcome can provide. Based on the result of observation, itcompare with the theory ofNaiman (1996) the studentshave high aspiration and it compare with the theory of Gage (1984) A students aspiration is hishope or longing for a certain kind of achievement, with a certain level of aspiration.

CHAPTER V CONCLUSION, IMPLICATION AND RECOMMENDATION A. Conclusion Based on the description in the chapter IV, the researcher draws two conclusions from this research i.e

1. Factors influencing students’ English learning motivation viewed from

  their intrinsic and extrinsic motivation at the eighth grade of SMP Ta’mirulIslam Surakarta in the academic year 2018/2019 According to the interview of students, the researcher finds many students’ intrinsic motivation. The students are motivated to learn English because the students have purpose to get a good score in 91final exam, they want to get a reward from the teacher, they want to get a good job and they may want to continue their study overseas,they are supported by their parents.

B. Implication and Recommendation

  After gave motivation form suggestion to the student’s mood in the learning English, the teacher delivered material of asking and offering for help in the LKS book. Then the teacher gave praise and suggestion to the students so that always reading the book to increase pronounce and reading skill and the teacher gavepraise to their work and she gave smile thumb as non-vebal praise.

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