THE CORRELATION BETWEEN STUDENTS’

MOTIVATION IN LEARNING SPEAKING AND THEIR

SPEAKING ABILITY
(A Correlational Study in the Second Grade of SMA Darussalam Ciputat)

“Skripsi”

By

NERFI ISTIANTI

NIM. 109014000203

THE DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC
UNIVERSITY JAKARTA
2013

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 ABSTRACT

NERFI ISTIANTI, 2013, The Correlation between Students’ Motivation in Learning

Speaking and Their Speaking Ability (A Correlational Study in the
Second Grade of SMA Darussalam Ciputat), Skripsi, English
Education Department, The Faculty of Tarbiyah and Teachers
Training, Syarif Hidayatullah State Islamic University Jakarta,
2013.
Key Words : Motivation, Speaking Ability.

The purpose of this study is to know whether there is any correlation between students’
motivation in learning speaking and students’ speaking ability at second grade of SMA
Darussalam Ciputat. The sample of this study is 30 students taken from second grade of
SMA Darussalam Ciputat. The method used in this study was a quantitative method and
the technique used in this study was a correlational technique. In collecting the data, this
study was distributing questionnaires to the respondents and conducting classroom
observation to assess students’ motivation. The questionnaires based on the indicators of
intrinsic and extrinsic motivation which adopted from The Attitude/Motivation Test
Batery (AMTB) by Gardner and translated into Indonesian language. Besides, in
assessing students’ speaking ability, this study conducted oral test to the students. In
analyzing the data, the questionnaires were assessed by Likert’s scale rating, classroom
observation was assessed based on the classroom observation rubric, and oral test was
measured by David’s scale rating. The result of this study shows that there is a positive
correlation between students’ motivation in learning speaking and their speaking ability.
It is proved by the rxy (0.555) is bigger than r table in the degree significance 5% (0.349)
and 1% (0.449). It is considered that the null hypothesis (Ho) in this study is rejected
and the alternative hypothesis (Ha) which is states that there is correlation between
students’ motivation in learning speaking and their speaking ability is accepted. In
conclusion, there is a positive correlation between students’ motivation in learning
speaking and their speaking ability. It means that students with higher motivation will
get better speaking ability than the lower one. In other words, the higher motivated
students, the better speaking ability can be achieved.

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 ABSTRAK

NERFI ISTIANTI, 2013, The Correlation between Students’ Motivation in Learning

Speaking and Their Speaking Ability (Penelitian korelasi di SMA
Darussalam Ciputat), Skripsi, Pendidikan Bahasa Inggris, Fakultas
Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif
Hidayatullah Jakarta, 2013.

Key Words : Motivation, Speaking Ability.

Penelitian ini bertujuan untuk mengetahui apakah ada korelasi antara motivasi siswa
dalam belajar berbicara (Speaking) dan kemampuan berbicara mereka di kelas 2 SMA
Darussalam Ciputat. Sampel yang digunakan dalam penelitian ini berjumlah 30
responden diambil dari siswa kelas 2 SMA Darussalam Ciputat. Metode yang
digunakan dalam penelitian ini adalah metode kuantitatif melalui teknik korelasi. Dalam
pengumpulan data, peneliti menyebarkan angket kepada responden dan melakukan
observasi kelas untuk mengetahui motivasi siswa dalam belajar speaking di kelas.
Angket yang digunakan terdiri dari indicator ekstrinsik dan intrinsik motivasi yang
diadopsi dari The Attitude/Motivation Test Batery (AMTB) oleh Gardner dan
diterjemahkan ke dalam Bahasa Indonesia. Kemudian, untuk mengukur kemampuan
berbicara (Speaking) siswa, penelitian ini menggunakan tes oral kepada siswa. Pada
analisis data, Angket siswa diukur dengan skala Likert, observasi kelas diukur
berdasarkan rubric observasi kelas, dan tes oral diukur melalui skala David. Kemudian,
hasil dari penelitian ini menunjukkan bahwa terdapat korelasi positif antara motivasi
siswa dalam belajar speaking dan kemampuan berbicara mereka. Terbukti dari besarnya
rxy 0.555 > rtable pada signifikan 5% (0.349) dan 1% (0.449). Itu dianggap bahwa null
hypothesis (Ho) ditolak dan alternative hypothesis (Ha) diterima. Oleh karena itu,
penelitian ini dapat disimpulkan terdapat adanya korelasi positif antara motivasi siswa
dalam belajar speaking dan kemampuan berbicara siswa. Ini berarti bahwa semakin
tinggi motivasi siswa dalam belajar, maka akan semakin bagus pula kemampuan
berbicara mereka.

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 ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful.

All praised is due to Allah, Lord of the world, who has given the writer love and
blessing to finish her last assignment in her study, “Skripsi”. Peace and salutation be
upon to the prophet Muhammad SAW, his family, his companion, and his adherence.
It is a pleasure to acknowledge the help and contributions to all of lecturers,
institution, family and friends who have contributed in the different ways hence this
“Skripsi” is processed until it becomes a complete writing which will be presented to
the Faculty of Tarbiyah and Teachers Training in partial fulfillment of the requirement
for the degree S.Pd (Bachelor of Arts) in English Language Education.
The first, she would like to give her sincere thanks to her advisors Mr. Dr. M.
Farkhan, M.Pd and Mr. Teguh Khaerudin, M.App.Ling who has given the writer
precious help, the guidance, and the advices patiently during the completion and the
development of the study.

Secondly, the writer also would like to express her thanks and gratitude to her
beloved parents, Ripin Safrudin and Salmiyah whom never stop motivate her and
always pray for her everytime; her lovely brother, Kukuh Widiansyah who always
encourage her to finish the study; and her man, Jhoni Suhani who never stop giving
support and help in finishing this study. A thousand thanks for your precious time.
Thirdly, the writer also realized that she never finish this paper without the help
of some people around her. Therefore, the writer would like to give her gratitude and
appreciations to:
1. Nurlena Rifa’i, MA.Ph.D, as the Dean of Faculty of Tarbiyah and Teachers
Training Syarif Hidayatullah State Islamic University Jakarta.
2. Drs. Syauki, M.Pd, as the Head of English Education Department.
3. Zaharil Anasy, M.Hum, as the Secretary of English Education Department.
4. All lecturers in English Education Department who always give motivation
and valuable knowledge during her study.
5. Marul Wa’id, S.Ag, as the Headmaster of SMA Darussalam Ciputat.
6. Firman Hardiansyah, S.Pd and Riza, S.Pd, as the English teachers in SMA
Darussalam Ciputat.

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7. All of teachers and staff at SMA Darussalam Ciputat that cannot be
mentioned one by one.
8. All Classes of the second grade of SMA Darussalam Ciputat.
9. All of her friends in English Education Department 2009 academic year,
especially E class and her best friends (Maret, Mada, Ditha, Nisa, Enti), and
also her sweetest roommate, Sri Wahyuni.
The words are not enough to say any appreciation for their help and
contribution in this paper. May Allah, the Almighty bless them all.
Moreover, the writer also realized that this paper is far from perfect. It is a
pleasure for her to get critiques and suggestions to make this paper better.

Ciputat, 9th December, 2013

The writer

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 TABLE OF CONTENTS

APPROVAL.............................................................................................................i
ENDORSEMENT SHEET ………………………………………………….…..ii

ABSTRACT ..........................................................................................................iii
ABSTRAK …………………..…………………………………………...…...…iv
ACKNOWLEDGEMENT ...................................................................................v
TABLE Of CONTENTS………………………………..………………............vii
LIST OF TABLE .................................................................................................ix
LIST OF APPENDICES ......................................................................................x

CHAPTER I :
INTRODUCTION………………………………………….................................1

A. Background of the Study………………………………………...........1

B. Identification of Problem……………………………………...............4
C. Limitation of the Study…………………………………………..........5
D. Formulation of Problem ………………………………………............5
E. Objective of the Study ………………………………………………..5
F. Significance of the Study…………………..........................................5

CHAPTER II : LITERATURE REVIEW……………………………….........7

A. Motivation ………………………………………………………........7
1. Meaning of Motivation …………………………………..............7
2. Kinds of Motivation ………………………………………...........8
3. The Characteristics of Motivated Students …………...................13
4. Motivation and Learning Achievement …………….............…...14
5. Assessing Motivation ……………………………........................16
B. Speaking ……………………………………………………...……...19
1. The Definition of Speaking ………………………..……….……19
2. The Goal of Speaking ………………………………………........20
3. Kinds of Speaking Activity……………………………………....20
4. The Characteristics of Good Speaking Activity ……………........22

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 6. Assessing Speaking Ability ………………………………...........23
C. Motivation and Speaking Ability …………………………………....25
D. Relevant Study …………………………....................………………26
E. Conceptual Framework ………………………………..................….28
F. Hypothesis of Study ………………………................………………29

CHAPTER III : RESEARCH METHODOLOGY ………………………......30

A. Place and Time ……………………………………................………30

B. Research Method and Design ……………………………….........….30
C. Population and Sample ………………………........………………....31
D. Technique of Collecting Data …………………………….......……..31
E. Technique of Data Analysis ………………….................…………...37

CHAPTER IV: RESEARCH FINDINGS ………………………................….42

A. Data Description ………………………………………………………........42
B. Data Analysis ……………………………………………………….……...42
C. The Interpretation of Data ……………………...................………………..51
D. The Test of Hypothesis ………………………………………………..........54

CHAPTER V: CONCLUSION AND SUGGESTION ……………………....56

A. Conclusion ………………………………………………………......56
B. Suggestions …………………………………………………….........57
BIBLIOGRAPHY ………………………………………………………...........59
APPENDICES ………………………………………….………………............62

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 LIST OF TABLES

Table 3.1 The Indicators of Extrinsic Motivation ................................................32

Table 3.2 The Indicators of Intrinsic Motivation .................................................34
Table 3.3 The Likert’s Scale Rating .....................................................................37
Table 3.4 Classroom Observation Rubrics ...........................................................38
Table 3.5 David P. Harris’ Scale Rating Scores of Oral Test ...............................39
Table 4.1 Score of Students’ Motivation in Learning Speaking (X Variable) ......43
Table 4.2 Descriptive Statistic of Motivation .......................................................44
Table 4.3 Score of Students’ Speaking Test (Y Variable) ....................................48
Table 4.4 Descriptive Statistic of Speaking ..........................................................49
Table 4.5The Calculation of Questionnaires of Motivation and Speaking Score..50
Table 4.6 The Simple Interpretation of rxy ...........................................................52

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 LIST OF APPENDICES

APPENDIX 1 Score of Students’ Motivation ..............................……….....................62

APPENDIX 2 Questionnaires of Students’ Motivation………………….....................63
APPENDIX 3 Students’ Speaking Score ………………………………….….............68
APPENDIX 4 Transcript of Students Oral Test ...…………………….........................69
APPENDIX 6 Output SPSS of Students’ Motivation .................................................75
APPENDIX 7 Output SPSS of Students’ Speaking Score...........................................76
APPENDIX 8 Output SPSS of Correlation between X variable and Y variable…......77

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 CHAPTER I
INTRODUCTION

A. Background of Study
Speaking is a tool to communicate with other people. It is an activity
conducted by a person to communicate with others in order to express ideas,
feelings, opinions, etc. It also used to share information among people, to
negotiate, to solve problems, to maintain social relationship and friendship.
Speaking is used by people almost every time to interact with others. Therefore,
it is an essential skill to be learned by students in learning English.
Speaking is a complex skill among the other three skills in English. No
doubt that many students get difficulties in learning speaking, moreover to
practice it. To learn speaking skill is not only learning about the language itself,
but also learning how to speak in real communication.1 However, many students
cannot use English in the classroom and in real communication. Because
English is not their mother tongue, it is rarely used in daily activities to interact
with others. They are not accustomed to use English neither in the classroom nor
outside the classroom. On the other hand, actually to get successful in learning
speaking, students should be at the situation in which they are willing to speak in
English. Besides, students also should have strength from inside to speak up. In
other words, many factors affect students in learning speaking.
One of factors affects students in learning speaking is motivation.2
Motivation seems having an important role in developing students’ speaking
ability. Motivation is energy of students which come from inside or outside
encouraging themselves to do something.3 It will give strength to students in
learning speaking in order to speak up. In fact, motivated students will do
everything which supports their performance. They will do the best way to get
the best result.
1
Jayanti, Ni Luh Putri, The Contribution of Learning Motivation and Language Learning Strategies to
English Proficiency of the Second Grade student of SMP Dwijendra Denpasar, 2012, p. 3.
2
Shams, M. Students’ Attitudes, Motivation and Anxiety towards English Language Learning. Journal
of Research and Reflections in Education, 2008, p. 120.
3
Jeremy Harmer, The Practice of English Language Teaching, (London: Longman, 1991), New
Edition, p. 3.

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 However, every student has different perception about speaking. Not all
students perceive speaking in the same feeling. Many students judge speaking is
a difficult subject to be learned. There are many factors that cause students
getting problems in learning speaking. Many students are lack of vocabulary as
not knowing what to say in English. Students often complain that they cannot
think of anything to say. Besides, students feel that they are lack of confidence
as the result they feel shyness. Students are also lack of practicing English
neither in the classroom nor in the real communication. They prefer to speak
their mother tongue rather than English because they feel it is more natural and
easier to speak in Indonesian language. It happened because they are not
accustomed to use English in and out the classroom. Moreover, students are
afraid of making mistakes and being laugh by their classmates.4 So, they
consider that speaking is difficult skill to practice.
Based on the explanation above about students’ perception of speaking,
it is assumed that many Indonesian students have low motivation in learning
speaking. Actually, all of students have different motivation in learning
speaking. Some of them are highly motivated students. Students with high
motivation in learning speaking will push themselves to speak up. They will
overcome obstacles which come to them with strong strength from inside.
Moreover, motivated students often get best result because motivation will
improve their performance. They will become the most successful students. In
contrast, low motivated students will have little interest to the subject and tend
to have difficulty in learning.5 In fact, most of students have low motivation in
learning speaking.
Low motivated students in learning speaking are caused by many factors.
Based on the observation in the school in teaching speaking, here is some factors
affects students’ motivation. Firstly, the method of teacher in teaching and
learning process is not interesting for students. It makes students lazy to learn
speaking. Secondly, the situation of environment is not support to speak up,

4
Penny Ur, A Course in Language Teaching Practice and Theory, (Cambridge: Cambridge University
Press, 1996), p. 121.
5
Jeanne Ellis Ormrod, Psikologi Pendidikan Membantu Siswa Tumbuh dan Berkembang jilid 2, (Jakarta:
Erlangga, 2009), Edisi keenam, p. 59.

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 neither inside the classroom nor outside. In the classroom, students have a
limited time to learn speaking, so they cannot practice English well in a very
little time. While outside the classroom, students are not used to speak English.
They prefer to speak in their native language, Indonesian, because almost people
around them speak Indonesian. Thirdly, students feel shy and lack of confidence
to speak up because they are afraid of making mistakes and being laughed by
their friends. Then, students’ view about speaking that it is a difficult subject to
learn causes them difficult to practice it. They think that many components of
language should be mastered to speak English well such as pronunciation,
vocabulary, grammar. However, not all low motivated students in learning
speaking have low speaking ability. On the other hand, highly motivated
students do not always have good speaking ability.
Therefore, the study is conducted to know students’ motivation in
learning speaking and to know whether there is any correlation between
students’ motivation in learning speaking and their speaking ability at the second
grade of SMA Darussalam Ciputat by the title “The Correlation Between
Students’ Motivation In Learning Speaking and Their Speaking Ability”.

B. Identification of Problem
From the explanation above, the writer identifies some problems
teaching and learning speaking, they are:
1. Speaking is an essential skill to be learned by English students.
2. Many students cannot use English in the classroom and in real
communication.
3. One of factors affects students in learning speaking is motivation.
4. Motivation seems having an important role in developing students’
speaking ability.
5. All of students have different motivation in learning speaking.
6. Most of them have low motivation in learning speaking.
7. Many students consider that speaking is very difficult subject to learn.
8. The method of teacher in teaching and learning process is not interesting.
9. Most of students feel shy and lack of confidence.

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 10. It is assumed that students with high motivation in learning speaking will be
more successful to speak rather than students with low motivation.

C. Limitation of Study
To avoid the study being too broad, the writer limits the study to know
the correlation between students’ motivation in learning speaking and their
speaking ability.

D. Formulation of Problem
Based on the limitation of study above, the formulation of problem in
this research is “Is there any correlation between students’ motivation in
learning speaking and their speaking ability?”

E. Objective of Study
This study is conducted to know the students’ motivation in learning
speaking and their speaking ability, and to know whether there is any correlation
between students’ motivation in learning speaking and their speaking ability.

F. Significance of Study
This study is expected to provide useful information about the teaching
and learning English at second grade students of SMA Darussalam Ciputat,
especially in students’ speaking ability related to their motivation. This study is
also useful for students, teachers, and the further researchers which described in
the following points:
1. For students
It is useful for students at SMA Darussalam Ciputat because this
study conducted to know the students’ motivation in learning
speaking and their speaking ability. Moreover, students are expected
to improve their motivation and their speaking ability.
2. For teachers

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 It is useful for teachers at SMA Darussalam Ciputat to improve
students’ motivation in learning speaking.
3. For further researchers
The result of this study can be used as a reference for other
researchers who are interested in conducting similar study.

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 CHAPTER II
LITERATURE REVIEW

A. Motivation
1. Meaning of Motivation
Motivation is very important in everything we will do. It is a powerful for us to
get the best in doing something. Moreover, in teaching and learning process, motivation
is really needed. Motivation makes teaching and learning easier and more interesting. It
is very good if both of teacher and students motivate each other in teaching and learning
process.
Many experts in psychology have given various definitions of motivation.
According to Santrock, “motivation is the processes that energize, direct, and sustain
behavior”.6 It means that motivation is the process in which pushes and shows students
to do something and keep on the activity continuously. Motivated students will feel
eager to achieve what they want with strong desire. It is similar with the idea of Schunk
that motivation is the process of students to conduct activities based on their goals and
to keep them on straight away.7
Motivation has a significant role in teaching and learning process. The students
who have a higher motivation will get a better opportunity to achieve the goal in their
learning activities than the lower one. Harmer states that motivation is an energy of
students which come from inside encouraging themselves to do activity.8 It assumed
that motivation is an essential of learning to achieve something. It is a process which
directs students to activity to get goals.
James says that the idea of someone to conduct activity and control the
frequency of the actions is called motivation. It is used to see whether the students are
interested in the classroom activities.9 So, students’ motivation becomes a vital part in

6
John W. Santrock, Educational Psychology, (New York: McGraw-Hill, 2004), Second Edition,
p. 417.
7
Dale H. Schunk, Learning Theories an Educational Perspective, (Boston: Pearson Education, Inc,
2012), Six Edition, p. 58.
8
Harmer. loc.cit. p. 3.
9
James P. Byrnes, Cognitive Development and Learning in Instructional Contexts, (United State:
Pearson Education, Inc, 2009), Third Edition, p. 99.

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teaching and learning process. It gives a great influence to students to push themselves
in learning to get their needs, goals, and interests.
From those definitions above, it is concluded that motivation is an energy and
direction to do something. Motivation is a process to get success and has a great
influence to the future achievement. In teaching and learning process, giving motivation
to the students is a process to push and to support them to learn. Therefore, it can help
the students to achieve their goals.

2. Kinds of Motivation
Schunk classifies that motivation is divided into two parts, extrinsic motivation
and intrinsic motivation.10
a. Extrinsic motivation
Extrinsic motivation is motivation which engages in an activity as a means to
an end. Motivated students extrinsically work on activities because they believe that
participation will result in desirable outcomes such as reward, teacher praise, or
punishment. According to Santrock, extrinsic motivation causes someone to conduct
something in order to get something else. In other words, it is a means to get
something.11 Motivation is caused by external incentives such as rewards and
punishments.
Extrinsic motivation is motivation which come from not from inside of
ourselves but from outside. As Oemar Hamalik explains that extrinsic motivation is
motivation that caused by outside factors of situation.12 In Marsh’ book, he informs
that extrinsic motivation is “Experienced by students when they receive a reward, or
avoid punishment, or in some other way unconnected with the task earn approval for
particular behavior.”13 From the statement above, it is assumed that extrinsic
motivation is caused by factors from outside of students. It can be from teachers,
parents, friends, environment, etc.

10
Dale H. Schunk, Paul R. Pintrich, Judith L. Meec. Motivation in Education Theory, Research, and
Applications. 2008, p. 236.
11
Santrock, op. cit., p. 418.
12
Oemar Hamalik, Kurikulum dan Pembelajaran, (Jakarta: Bumi Aksara, 1995), p. 113.
13
Colin Marsh, Becoming a Teacher Knowledge, Skills and Issues, (New South Wales: Pearson
Australia, 2010), Fifth Edition, p. 58.

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 Besides, for the further explanation about extrinsic motivation, according to
Gardner and Lambert’s research, there are two main types of extrinsic motivation:
they are integrative motivation and instrumental motivation:14
1) Integrative motivation
In integrative motivation, students need to be attracted by the culture
of the target language community. It involves students’ reasons for
learning the language. To strengthen this motivation, students wish to
integrate themselves into that culture and learn hard to master the
language. A weaker form of this motivation would be the desire to know
as much as possible about the culture of the target language community
(English).
2) Instrumental motivation
This motivation describes a situation in which students believe that
mastery of the target language will be instrumental in getting them a
better job, position, or status. The language is an instrument in their
attainment of such a goal.
From those explanations above, it is considered that integrative motivation is
the reasons of students to learn the English language, while instrumental motivation
is students’ view of English as a means to get a better job, position, and status in the
future life.
Actually, many other factors that can influence upon students’ extrinsic
motivation in teaching and learning process as follow:
1) Teacher
Teacher is a person who has an important role in teaching and learning
activity to socialize and shaping motivation among students. Teacher is not
only a person who transfers the knowledge to students, but also as a motivator
who always motivates and supports the students in teaching and learning.
Dornyei informs that teacher’s skill in motivating students should be seen as

14
R. C. Gardner and Lambert, Attitude and Motivation in second language learning, (Newbury House,
1972).