Main Article Content
Abstract
This research focused on the correlation between students’ motivation and their speaking achievement. The research conducts in Halu Oleo University, English Department at academic year 2017/2018 that have pass Speaking III to see their motivation and speaking achievement. There are 36 students taken as sample. The data of the research collect through close-ended questionnaire adapted from Gardner (1985) who had developed the Attitude/Motivation Test Battery (AMTB) to get the data of students’ motivation index (integrative motivation and instrumental motivation), especially in speaking III. To analyze the data, the researcher uses descriptive statistic to find out the students’ speaking achievement and their motivations based on the five categories of; very good, good, moderate, low and failed. The researcher uses the SPSS 16 program as the statistical program to analyze the data. The finding of the research shows that students’ speaking achievement was mostly categorized as a moderate category and students are moderate motivated in speaking English. The result of inferential statistical analysis show that the result of the Pearson correlation is valued as much as rxy= 0,479 (moderate correlation) with positive significant 0.03(rxy<0.05). Based on the data, the researcher found that there is a significant correlation between students’ motivation and their speaking achievement at English Department of Halu Oleo University. Motivation is an important factor that influenced students’ achievement. Motivation is directly proportional to the score of students. The higher the students’ motivation to speak, the higher their speaking score achieved.
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References
- Bowen. J. D. (1985). Tesol Technique and Procedure. Heinle and Heinle Publisher: A Division of Wodsworth, Inc. Boston
- Davies, P. & Pearse, E. (1998). Success in English Teaching. . Oxford University Press
- Gardner, R.C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London : Edward Arnold Publishers.
- Hasdairta. (2016). EXPLORING THE ROLE OF MOTIVATION AND ANXIETY IN STUDENTS’ ENGLISH SPEAKING ACHIEVEMENT. Kendari: Universitas Halu Oleo.
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- Merriam-Webster (1997). Merriam-Webster’s Dictionary, Houghton-Mifflin.
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- Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. Doi: 10.1037/0003-066X.55.1.68
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References
Bowen. J. D. (1985). Tesol Technique and Procedure. Heinle and Heinle Publisher: A Division of Wodsworth, Inc. Boston
Davies, P. & Pearse, E. (1998). Success in English Teaching. . Oxford University Press
Gardner, R.C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London : Edward Arnold Publishers.
Hasdairta. (2016). EXPLORING THE ROLE OF MOTIVATION AND ANXIETY IN STUDENTS’ ENGLISH SPEAKING ACHIEVEMENT. Kendari: Universitas Halu Oleo.
Liu, M. (2007). Chinese Students’ Motivation to Learn English at The Tertiary Level. Retrieved from: http://www.asian-efl-journal.com/March_07_ml.php
Merriam-Webster (1997). Merriam-Webster’s Dictionary, Houghton-Mifflin.
Mun, W. Y. (2011). A STUDY OF INSTRUMENTAL AND INTEGRATIVE MOTIVATIONS AS FACTORS INFLUENCING UTAR THIRD-YEAR CHINESE UNDERGRADUATES IN LEARNING ESL. Faculty of Arts and Social Science: Tunku Abdul Rahman University.
Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. Doi: 10.1037/0003-066X.55.1.68
Syafryadin. 2013. The use of Talking Chips in Teaching Speaking. Unpublished Thesis. Universitas Pendidikan Indonesia.
Ur, P. (1996). A course in Language Teaching. Practice and Theory. Cambridge: Cambridge University Press.